Activity Title

Visit rural schools/mid-day meals centres, study academic

and infrastructural resources, digital divide and gaps

SOCIAL INTERNSHIP REPORT

Submitted by

Name: Sahil Gupta - UID: 22BCS13401

in partial fulfillment for the award of the degree of

BACHELORS OF ENGINEERING

IN

COMPUTER SCIENCE ENGINEERING

Chandigarh University

2023
 ACKNOWLEDGEMENT

First of all, I would like to express my gratitude to my parents and contributed to the successful
completion of this report on "Rural and local institutions: Unlocking the potential of rural education:
Insights and opportunities from school visits."

I extend my heartfelt thanks to the following individuals and organizations: My course instructor, for
providing guidance and mentorship throughout the social internship program. The local communities and
individuals in village, who warmly welcomed me and graciously allowed me Visit rural schools/ mid day
meals centres, study academic and infrastructural resources, digital divide and gaps

The research scholars and experts who provided valuable insights and expert opinions on the cultural
significance and importance of rural festivals.

My fellow coursemates, for their support, exchange of ideas, and enriching discussions during the course.
My family and friends, for their continuous encouragement and understanding. I am also thankful to the
institutions and organizations involved in the implementation of the social internship program, whose
efforts made this valuable learning experience possible.

Lastly, I would like to acknowledge the importance of the rural communities themselves, whose
dedication is an inspiration to us all. Thank you to everyone who has contributed to this report and helped
make my social internship a memorable and enlightening journey.
 TABLE OF CONTENTS

List of Figures ........................................................................................................................... 14

CHAPTER 1. OVERVIEW ................................................................................ 7

1.1. Vision .................................................................................................................................7

1.2. Mission ...............................................................................................................................8

1.3. Values ............................................................................................................................. 9-10

CHAPTER 2. INTRODUCTION ...................................................................... 10

2.1. Subsection ................................................................................................................. 10-11

CHAPTER 3. TASKS PERFORMED ............................................................... 12

3.1. Subsection ................................................................................................................. 12-13

CHAPTER 4. LEARNING OUTCOMES .......................................................14

4.1. Subsection ................................................................................................................. 14-15

CHAPTER 5. CONCLUSION ........................................................................... 15

5.1. Conclusion. ..................................................................................................................... 15

REFERENCES .......................................................................................................16

APPENDIX ............................................................................................................. 17

1. Plagiarism Report ............................................................................................................... 17

 List of Figures

Figure 1.1 ............................................................................................................................. 14

Figure 2.1............................................................................................................................. 14

Figure 3.1 ............................................................................................................................ 14

 ABSTRACT

The significance and importance of the module “Rural and local institutions” dated from

3 July to 9 July. Titled as “Unlocking the potential of rural education: Insights and opportunities

from school visits” this conversation examines how rural and local institutions may use school visits

to fully realise the potential of rural education. Rural education faces particular difficulties, such as

little resources and a dearth of specialised services and technologies. Rural schools do, however,

have certain special advantages, such as strong ties to the community and a collaborative

atmosphere. We can give rural pupils a better future by making investments in educational

technology and resources, offering focused professional development for rural teachers, and

fostering collaborations between schools and community organisations. Equality, community,

collaboration, creativity, and sustainability are the values that guide this vision. In the end, it is

critical to collaborate in order to promote and strengthen rural institutions and communities in order

to guarantee that all kids have access to high-quality education and the resources they need to

succeed. The abstract provided the framework for an in-depth analysis of Appreciation of rural

society during the given report

 ABBREVIATIONS

The report captures the essence of a social internship that delved into the cultural activities and

festivals of rural India. Spanning a week from 3rd July- 9th July, the internship aimed to foster an

institutions from rural and local areas are crucial for assisting and empowering rural communities.

These organisations include hospitals, community centres, schools, and other businesses that offer

vital services to people living in rural areas. Rural institutions frequently serve as the lifeblood of

their towns, giving locals a sense of community and belonging and assisting in the development of

robust, resilient towns. Rural institutions do, however, also confront particular difficulties, such as

scarce resources and a lack of access to specialised services and technologies. It's critical to support

rural institutions' efforts to serve rural communities' needs while also investing in their infrastructure.
 CHAPTER 1

OVERVIEW

1.1. Vision
• During the week of 3rd July – 9th July, the idea behind Rural and local institutions:
the subtitle "Unlocking the potential of rural education: Insights and opportunities
from school visits" establishes the tone for an in-depth investigation of visit rural
schools/midday meals centres, study academic and infrastructural resources,
digital divide and gaps.

• The potential of rural education can only be realised with the help of rural and local
institutions. Through visits to schools, we learn more about the difficulties and
chances encountered by rural schools and their pupils, as well as the creative
solutions being used by regional organisations.

• The lack of facilities and resources is one of the main problems faced by rural
schools. Many rural schools deal with poor infrastructure, restricted access to
technology, and a teacher shortage. These difficulties may significantly lower the
standard of instruction provided to pupils and may reduce their possibilities for both
academic and personal development.

• There are numerous chances for rural schools to succeed. Rural schools and students
can benefit greatly from the support of local institutions like community
organisations and non-profits. For instance, these organisations can connect schools
with other community organisations and services, give students mentorship and
career assistance, and give access to additional funds and resources.

• Rural schools and local organisations are also putting many creative solutions into
practise to deal with the problems they face. As an illustration, some rural schools
use technology to give students access to online resources and distance learning
options. Others are collaborating with neighbourhood companies and organisations
to offer students opportunities for experiential learning and career exploration.

• The overall goal of "Rural and local institutions: Unlocking the potential of rural
education: Insights and opportunities from school visits" is creating strong ties
between rural schools and local institutions is the key to realising the full potential of
rural education. Together, we can find solutions to the problems rural schools face
and develop fresh chances for students to learn, develop, and succeed.
 1.2. Mission
• Through knowledge and possibilities gained from school visits, the mission of rural
and local institutions focuses on maximising the potential of rural education.
Researchers, educators, and policy makers can better understand the difficulties and
opportunities that students, teachers, and communities in rural areas experience by
visiting remote schools.

• These trips provide insight into the particular cultural, social, and economic
environments that rural schools function in. The effects of these environments on
teaching and learning can be seen personally by researchers, who can also look for
potential remedies to boost student achievement.

• Recruitment and retention of talented teachers are challenges that rural communities
frequently face. Visits to schools can shed light on the causes of this issue and point
to potential remedies, such as providing professional development opportunities or
giving incentives for teachers to work in rural areas.

• Engagement and motivation of students: Students in rural areas may encounter

particular difficulties in maintaining their interest in and drive for their studies.
Visits to schools can offer insight into the elements that influence student
engagement, such as availability of extracurricular activities and involvement in the
community.

• Infrastructure and technology: Access to infrastructure and technology is a problem

in many rural schools. Visits to schools can shed light on the particular difficulties
these institutions confront and point to potential solutions, such as collaborations
with nearby companies or governmental organisations to raise money for
technological advancements.

Overall, the potential of rural education may generally be unlocked through school visits, which can
be a formidable instrument. Researchers, educators, and policy makers can collaborate to develop
solutions that support student performance and strengthen rural communities by gaining insight into
the difficulties and opportunities faced by rural schools.
1.3. Values

The following fundamental principles form the basis for both Rural and local institutions
during the week of 3rd July – 9th July, with the theme "Unlocking the potential of rural
education: Insights and opportunities from school visits" as well as for engaging in rural
activities of Visit rural schools/ mid day meals centres, study academic and infrastructural
resources, digital divide and gaps:

1. Local ownership: Rural schools and institutions thrive when the local
community has a strong sense of ownership over them. Local ownership
and empowerment. The keys to achieving this include local leadership,
participation in decision-making, and community collaborations.

2. Integration with local context: Rural schools perform best when they are
effectively incorporated into the community and cultural environment of
their surroundings. They take into account local expertise, language, and
values while attending to regional needs and goals.

3. Community partnerships: Collaborations and productive partnerships

with the local government, industry, NGOs, higher education
institutions, and community organisations boost rural schools. These
collaborations may help with money, materials, teacher preparation,
curriculum, and other things.

4. Value for educators: In rural schools with limited resources, excellent

instruction is crucial. Better results result from valuing teachers, offering
them appropriate training, working conditions, and compensation, and
giving them power.

5. Holistic approach: Rural schools are most effective when they use a
holistic strategy, concentrating not only on academics but also on
students' general wellness, health, and values. As a community hub, they
serve.
 6. Grassroots innovation: Rural education has a wonderful opportunity
for grassroots creativity. Local solutions that come from rural
communities themselves typically fit the local environment well and
draw on available resources. Such neighbourhood innovations ought to
be recognised, appreciated, and disseminated.

7. Equity and inclusion: Equity and inclusion must receive significant

attention in rural education. Girls, children with disabilities, and ethnic
minorities are examples of groups who need specialised support and
empowerment because they are at risk of disadvantage or exclusion

In general, stability is an important virtue because it emphasises the relevance of

funding rural institutions for the long term and supporting rural communities'

continued efforts to enhance educational results for their residents.

CHAPTER 2

INTRODUCTION

We focused on Rural and local institutions during the week of 3rd July – 9th July, exploring
rural schools/mid-day meals centres, study academic and infrastructural resources,
digital divide and gaps.

For rural education to reach its full potential, it must address specific issues and seize
particular possibilities. Rural and neighbourhood institutions, such as schools, community
groups, and medical facilities, are essential for assisting and empowering rural residents. We
can improve the future for rural students and assist them in reaching their full potential by
utilising the distinctive characteristics of rural institutions and communities.
Insights and possibilities from school visits can assist stakeholders identify methods to
improve educational results for rural kids and can provide useful information on the
opportunities and difficulties confronting rural education. This conversation will focus on
the rural and local institutions' involvement in maximising the potential of rural education
and the learning insights and possibilities that may be obtained in this environment from
school visits.

Insights and opportunities from school visits are explored in the paper "Unlocking the
potential of rural education: Unlocking the potential of rural institutions, especially schools."
It draws inspiration from trips to rural schools all across the world, demonstrating locally
driven ideas and successful community partnerships.

It highlights a number of important opportunities and ideas, such as:

(1) fostering local ownership, leadership, and decision-making; (2) fully integrating schools
with the local cultural context; (3) promoting community partnerships and collaborations;
(4) valuing teachers and giving them good support; (5) adopting a holistic approach focused
on student wellbeing; (6) identifying and spreading grassroots innovations; and (7) ensuring
equity and inclusion, especially of underrepresented groups.

We can improve the future for rural students and assist them in reaching their full potential
by utilising the distinctive characteristics of rural institutions and communities.

Insights and possibilities from school visits can assist stakeholders identify methods to
improve educational results for rural kids and can provide useful information on the
opportunities and difficulties confronting rural education. In this context, this debate will
examine how rural and local institutions may help rural education reach its full potential as
well as the knowledge and opportunities that can be obtained through visiting schools.
 CHAPTER 3
TASKS PERFORMED
During the week of 3rd July – 9th July , being a part of Rural and local institutions
performed “Unlocking the potential of rural education: Insights and opportunities
from school visits” following tasks were performed:

• Day 1 (3rd July): On the first day, I involve going to rural schools, watching classes
being taught, and meeting with educators, students, and locals.and observing the
difficulties and possibilities that rural schools face.
• Day 2 (4th July): On the second day, I visited a local school and observed the mid-
day lunch being served. The issue of not providing the essential, high-quality food
that is required in all circumstances persists, particularly in rural communities. They
are serving meals of poor quality, which causes nutritional problems. I've seen some
parents who only take their kids to school for meals and yet still have problems.

• Day 3 (5thJuly): On the third day, I visited a few residents of the village and spoke
with them about the amenities and the issues they are now experiencing. They still
struggle to provide their kids with a nutritious lunch and a high-quality education.
They claimed that there are several infrastructure gaps in schools.

• Day 4 (6th July): On the fourth day , I went to school today for academic testing
and discovered that there are no suitable teachers for the major courses, and the
pupils lack interest in their studies. There aren't any suitable benches or chairs, and
the school's infrastructure requires maintenance.

• Day 5 (7th July): On the Fifth day, I went out today to look for higher education
institutions that offer undergraduate, graduate, and other degrees. There isn't a little
college in the area, and the one that is there is farther away than first imagined. In
terms of their career interests, people also lack advice..

• Day 6 (8th July) : At last day , I've finally discovered and come to the conclusion
that schools need fundamental amenities, particularly seminars on awareness.
Additionally, locals desire to see their kids succeed in school and other areas. They
continue to struggle with outdated technology.
Fig.1.1

Fig.2.1

Fig.3.1
 CHAPTER 4

LEARNING OUTCOMES

Participation in the “Rural and local institutions” in the week of 3rd July – 9th July ,underthe
title of “Unlocking the potential of rural education: Insights and opportunities
from school visits” resulted in wide learning outcomes. This helped in gaining knowledge
and many others out of which few objectives are:

1. recognising the particular issues that rural education faces and the part that rural and
local institutions play in resolving these issues.Recognising the need of establishing
solid collaborations between local companies, community organisations, and
educational institutions in order to give rural students the support and resources they
need.

2. figuring out ways to make the most of rural areas' particular capabilities in order to
foster a culture of cooperation and innovation in the educational system.Gaining
knowledge of the most cutting-edge educational tools and resources that rural schools
can use, as well as any potential advantages they may have for rural education.

3. Realising the value of supporting rural communities' continued efforts to enhance

educational outcomes for their residents and investing in the long-term viability of
rural institutions.

4. Gaining knowledge of the function played by neighbourhood institutions, such as

community groups and non-profits, in promoting rural education and giving schools
and students access to vital resources. Investigating the potential advantages of
using school visits as a method for learning more and creating plans to enhance
rural education results.

5. Investigating the role that technology plays in enhancing rural education, as well as
the possible advantages and difficulties of doing so.Gaining knowledge of the value
of education as a vehicle for individual and communal development, as well as the
contribution rural education makes to the creation of stronger and more thriving
communities.
In general, researching rural and local institutions can help one gain a greater comprehension of the
difficulties faced by rural schools and students, as well as the creative solutions being used to solve
these difficulties. Additionally, it can shed light on the crucial part local institutions play in
promoting rural education and creating better, more thriving communities.

CHAPTER 5

CONCLUSION

The potential of rural education can only be realised with the help of rural and local institutions. Through
visits to schools, we may learn a great deal about the difficulties and opportunities that rural schools and their
pupils experience, as well as the creative solutions that local organisations are using to deal with these
difficulties.

Rural education suffers particular difficulties, such as a lack of infrastructure and resources, restricted access
to technology, and a teacher shortage. Rural education does have a lot of potential to succeed, despite these
obstacles. Local institutions, such community organisations and non-profits, may help schools and students in
these areas by offering necessary support and resources, as well as by playing a crucial role in fostering the
development of stronger and more thriving communities.

We may gain a greater knowledge of the problems that rural education is currently facing and the creative
solutions being used to solve them by analysing the role that rural and local institutions play in maximising its
potential. We can also see the crucial role that cooperative partnerships and community-based solutions play
in maximising the potential of rural education and creating stronger, more thriving communities.

In the end, the promise of rural education is ultimately unlocked by rural and local institutions. Visits to
schools give stakeholders insightful information and chances to comprehend the particular difficulties that
rural education faces as well as to develop plans for enhancing educational outcomes for rural kids.

We can give rural students a better future and enable them to reach their full potential by fostering strong
relationships between schools, community organisations, and local businesses, utilising the special strengths
of rural communities, and investing in the long-term success of rural institutions. Recognising the value of
rural education is crucial, as is collaborating to make sure that all kids, wherever they may reside, have access
to a top-notch education and the tools they need to succeed.
REFERENCES

1. www.coursehero.com
2. Student paper submitted at Greenwich
3. Student paper submitted at Chartered Institute of Personnel Management
CIPM
4. www.escholarship.org
5. www.jneurosci.org
6. Student paper submitted at Victoria University
Plagiarism Report: