BASAVESHVAR ENGINEERING COLLEGE (AUTONOMOUS), BAGALKOT

DEPARTMENT OF COMPUTER SCIENCE AND

ENGINEERING

AICTE ACTIVITY POINT PROGRAMME

REPORT ON

SWACHH BHARAT ABHIYAN &

NATIONAL EDUCATION POLICY
2020
[SOCIAL AWARENESS PROGRAM]

Under the Guidance of:

Prof. S. N. Benkikeri

Submitted By:
Prajwal Toranagatti
3rd Semester
USN: 2BA20CS052
BASAVESHVAR ENGINEERING COLLEGE (AUTONOMOUS), BAGALKOT
DEPARTMENT OF COMPUTER SCIENCE AND
ENGINEERING

AICTE ACTIVITY POINT PROGRAMME

DETAILS:
Name of the student: Prajwal T
Semester: 3rd Semester.
Name of the Faculty Advisor: Prof. S. N. Benkikeri
Title of the Activity: Swachh Bharat Abhiyan & National Education
Policy 2020 Awareness Abhiyan
Duration: 2/1/2022, 3/2/2022, 8/2/2022, 5/11/2022,
12/11/2022
No. of Days: 5 Days.

No. of hours: 40
Name of the Village and city: Muchakandi, Navanagar
TABLE OF CONTENTS :

1. Program details.
2. Abstract.
3. Introduction.
4. Performance monitoring.
5. Methodology.
6. National education policy 2020
7. Photographs.
ABSTRACT
Since the launch of Swachh Bharat Mission (SBM), a lot of momentum has
been built up and significant progress has been made. Under the Swachh Bharat,
the sanitation coverage in rural India has gone up from 42 percent to over 63
percent. Though, the SBM is not a toilet construction programme but a behavior
changes mass movement and the real key to bringing about behavior change on
the ground is to have grassroots level trained motivators who generate demand
for toilets and cleanliness. According to the statistics, it has seen that only few
percentages of total population have access to the toilets. It is a programmer run
by the government to seriously work to fulfill the vision of Father of Nation
(Bapu) by calling the people from all walks of life to make it successful globally.
Swachh Bharat Abhiyan is a national cleanliness campaign established by the
Government of India. This campaign is covering 4041 statutory towns in order to
clean roads, streets, and infrastructure of the India. It is a mass movement has run
to create a Clean India by 2019. It is a step ahead to the Mahatma Gandhi’s dream
of Swachh Bharat for healthy and prosperous life. This mission was launched on
2nd of October 2014 (145th birth anniversary of Bapu) by targeting its
completeness in 2019 on 150th birth anniversary of Bapu. The mission has been
implemented to cover all the rural and urban areas of the India under the Ministry
of Urban Development and the Ministry of Drinking Water and Sanitation
accordingly the first cleanliness drive (on 25th of September 2014) of this mission
was started by the Indian Prime Minister, Narendra Modi earlier to its launch.
This mission has targeted to solve the sanitation problems as well as better waste
management all over the India by creating sanitation facilities to all. Swachh
Bharat mission is very necessary to run continuously in India until it gets its goal.
It is very essential for the people in India to really get the feeling of physical,
mental, social and intellectual well-being. It is to make living status advance in
India in real means which can be started by bringing all over cleanliness. Below I
have mentioned some points proving the urgent need of Swachh Bharat Abhiyan
in India.
INTRODUCTION

Swachh Bharat Abhiyan (SBA) or Swachh Bharat Mission (SBM) is a nation-

wide campaign in India for the period 2014 to 2019 that aims to clean up the
streets, roads and infrastructure of India's cities, towns, urban and rural areas.
The campaign's official name is in Hindi and translates to "Neat and Tidy India
Mission" in English. The objectives of Swachh Bharat include eliminating
open defecation through the construction of household-owned and community-
owned toilets and establishing an accountable mechanism of monitoring toilet
use. Run by the Government of India, the mission aims to achieve an "open-
defecation free" (ODF) India by 2 October 2019, the 150th birth anniversary of
Mahatma Gandhi, by constructing 100 million toilets in rural India at a
projected cost of
₹1.96 lakh crore (US$28 billion). The mission will also contribute to India
reaching Sustainable Development Goal 6 (SDG 6), established by the UN in
2015.
The campaign was officially launched on 2 October 2014 at Rajghat,
New Delhi by Prime Minister Narendra Modi. It is India's largest cleanliness drive
to date with three million government employees and students from all parts of
India participating in 4,043
cities,towns and rural areas.. Modi has called the
campaign Satyagraha se Swachhagrah in reference to
Gandhi's Champaran Satyagraha launched on 10 April 1916.
The mission has two thrusts: Swachh Bharat Abhiyan ("gramin" or 'rural'), which
operates under the Ministry of Drinking Water and Sanitation; and Swachh Bharat
Abhiyan ('urban'), which operates under the Ministry of Housing and Urban
Affairs.
Finance
Swachh Bharat Abhiyan is expected to cost over ₹620 billion (US$9.0
billion). The government provides an incentive of ₹12,000 (US$170) for each
toilet constructed by a rural family. An amount of ₹90 billion (US$1.3 billion)
was allocated for the mission in the 2016 Union budget of India. The World Bank
provided a US$1.5 billion loan and $25 million in technical assistance in 2016 for
the Swachh Bharat Mission to support India's universal sanitation initiation. The
programme has also received funds and technical support from the World Bank,
corporations as part of corporate social responsibility initiatives, and by state
governments under the Sarva Shiksha Abhiyan and Rastriya Madhyamik Shiksha
Abhiyan schemes.

Brand Ambassadors:

On 2 October 2014, Prime Minister Modi nominated following people as Brand

Ambassadors:

• Sourav Ganguly (cricketer)

• Kiran Bedi (Former IPS officer)
• Padmanabha Acharya (Former Nagaland Governor)
• Sonal Mansingh (Classical dancer)
• Ramoji Rao (Eenadu group)
• Aroon Purie (India Today group)

Performance Monitoring:
Swachh Bharat Mission (SBM) Mobile app is being used by people and
Government organization’s for achieving the goals of Swachh Bharat Mission.
For this the government of India is bringing awareness to the people through
advertisements.
In 2017, the national sanitation coverage rose to 65% from 38.7% on Oct
2, 2014 before the start of the campaign. It was 90% in August 2018. 35
states/Union Territories, 699 districts and 5.99 lakh villages were declared Open
Defecation Free (ODF) by 25 September 2019.
 The cities and towns which have been declared ODF stood at 22 percent
and the urban wards which have achieved 100 percent door- to-door solid waste
collection stood at 50 percent. The number of Swachhagrahi volunteers working
across urban local bodies rose to 20,000, and those working in rural India rose to
more than a lakh. The number of schools with separate toilet facilities for girls
rose from 0.4 million (37 percent) to almost one million (91 percent).
Methodology
This study was conducted with an aim to assess the impact of the
implementation of Swacch Bharat Abhiyan Project in children, so we decide to
start with govt schools in villages. Best level of precision in sampling method and
other aspect of methodology were important aspects of this study. The details
regarding the methodology adopted in the study are provided in this chapter.
Transparency in data collection was of foremost concern for this impact study.
For every activity to be conducted and as a part of data collection process, detailed
information was collected through meeting and interviews in order to develop an
understanding about the processes, objectives, norms and resources during the
implementation period of the project.

Objectives of the Activity:

The main concern of this activity was to inform and guide the students on
how far the community becomes aware about the cleanliness, health and hygiene,
sanitation and safe drinking water etc. and the change in practices. The broad
objectives of the activity were as follows:

• To assess the perception and practices related to cleanliness, sanitation,

health and hygiene.

• To assess the level of knowledge of SBM.

• Making the successful implementation of SBM.

National Education Policy 2020

Education is fundamental for achieving full human potential, developing an
equitable and just society, and promoting national development. Providing
universal access to quality education is the key to India’s continued ascent, and
leadership on the global stage in terms of economic growth, social justice and
equality, scientific advancement, national integration, and cultural preservation.
Universal high-quality education is the best way forward for developing and
maximizing our country's rich talents and resources for the good of the
individual, the society, the country, and the world. India will have the highest
population of young people in the world over the next decade, and our ability to
provide high-quality educational opportunities to them will determine the future
of our country.
The global education development agenda reflected in the Goal 4 (SDG4) of the
2030 Agenda for Sustainable Development, adopted by India in 2015 - seeks to
“ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all” by 2030. Such a
lofty goal will require the entire education system to be reconfigured to support
and foster learning, so that all of the critical targets and goals (SDGs) of the 2030
Agenda for Sustainable Development can be achieved.
Indeed, with the quickly changing employment landscape and global ecosystem,
it is becoming increasingly critical that children not only learn, but more
importantly learn how to learn. Education thus, must move towards less content,
and more towards learning about how to think critically and solve problems, how
to be creative and multidisciplinary, and how to innovate, adapt, and absorb new
material in novel and changing fields. Pedagogy must evolve to make education
more experiential, holistic, integrated, inquiry-driven, discovery-oriented,
learner-centred, discussion-based, flexible, and, of course, enjoyable. The
curriculum must include basic arts, crafts, humanities, games, sports and fitness,
languages, literature, culture, and values, in addition to science and mathematics,
to develop all aspects and capabilities of learners; and make education more well-
rounded, useful, and fulfilling to the learner. Education must build character,
enable learners to be ethical, rational, compassionate, and caring, while at the
same time prepare them for gainful, fulfilling employment.
The gap between the current state of learning outcomes and what is required must
be bridged through undertaking major reforms that bring the highest quality,
equity, and integrity into the system, from early childhood care and education
through higher education.
The aim must be for India to have an education system by 2040 that is second to
none, with equitable access to the highest-quality education for all learners
regardless of social or economic background.
This National Education Policy 2020 is the first education policy of the 21st
century and aims to address the many growing developmental imperatives of our
country. This Policy proposes the revision and revamping of all aspects of the
education structure, including its regulation and governance, to create a new
system that is aligned with the aspirational goals of 21st century education,
including SDG4, while building upon India’s traditions and value systems.

Previous Policies

The implementation of previous policies on education has focused largely on

issues of access and equity. The unfinished agenda of the National Policy on
Education 1986, modified in 1992 (NPE 1986/92), is appropriately dealt with in
this Policy. A major development since the last Policy of 1986/92 has been the
Right of Children to Free and Compulsory Education Act 2009 which laid down
legal underpinnings for achieving universal elementary education.
The purpose of the education system is to develop good human beings capable of
rational thought and action, possessing compassion and empathy, courage and
resilience, scientific temper and National Education Policy 2020 creative
imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable,
inclusive, and plural society as envisaged by our Constitution.
A good education institution is one in which every student feels welcomed and
cared for, where a safe and stimulating learning environment exists, where a wide
range of learning experiences are offered, and where good physical infrastructure
and appropriate resources conducive to learning are available to all students.
Attaining these qualities must be the goal of every educational institution.
However, at the same time, there must also be seamless integration and
coordination across institutions and across all stages of education.
The fundamental principles that will guide both the education system at large, as
well as the individual institutions within it are:
• Recognizing, identifying, and fostering the unique capabilities of each
student, by sensitizing teachers as well as parents to promote each student’s
holistic development in both academic and non- academic spheres;
• according the highest priority to achieving Foundational Literacy and
Numeracy by all students by Grade 3;
• flexibility, so that learners have the ability to choose their learning trajectories
and programmes, and thereby choose their own paths in life according to their
talents and interests;
• no hard separations between arts and sciences, between curricular and extra-
curricular activities, between vocational and academic streams, etc. in order to
eliminate harmful hierarchies among, and silos between different areas of
learning;
• multi disciplinarity and a holistic education across the sciences, social
sciences, arts, humanities, and sports for a multidisciplinary world in order to
ensure the unity and integrity of all knowledge;
• emphasis on conceptual understanding rather than rote learning and
learning-for-exams;
• creativity and critical thinking to encourage logical decision- making
and innovation;
• ethics and human & Constitutional values like empathy, respect for others,
cleanliness, courtesy, democratic spirit, spirit of service, respect for public
property, scientific temper, liberty, responsibility, pluralism, equality, and
justice;
• promoting multilingualism and the power of language in teaching and
learning;
• life skills such as communication, cooperation, teamwork, and resilience;
• focus on regular formative assessment for learning rather than the
summative assessment that encourages today’s ‘coaching culture;
• extensive use of technology in teaching and learning, removing language
barriers, increasing access for Divyang students, and educational planning
and management;
• respect for diversity and respect for the local context in all
curriculum, pedagogy, and policy, always keeping in mind that education
is a concurrent subject;
• full equity and inclusion as the cornerstone of all educational decisions
to ensure that all students are able to thrive in the education system;
• synergy in curriculum across all levels of education from early
childhood care and education to school education to higher education;
• teachers and faculty as the heart of the learning process – their
recruitment, continuous professional development, positive working
environments and service conditions;
• a ‘light but tight’ regulatory framework to ensure integrity, transparency,
and resource efficiency of the educational system through audit and public
disclosure while encouraging innovation and out-of-the-box ideas through
autonomy, good governance, and empowerments
•
PHOTOGRAPHS:
Day 1:- on 02/01/2022 we interacted with the authorities of the temple and took
Permission for Activity point program.
Day 2: -On 03/02/2022 we cleaned the garden Infront of museum in Bagalkot
Day 3: - On 5/11/2022 we cleaned the temple near Muchakandi
Day 4: - On 08/02/2022 we cleaned the garden Infront of museum in Bagalkot
Day 5:- On 12/11/2022 we cleaned the temple near muchakandi
Certificates