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BVIMR SNAPSHOT
Established in 1992, Bharati Vidyapeeth (Deemed to be University) Institute of Management and Research
(BVIMR), New Delhi focuses on imbibing the said values across various stakeholders through adequate
creation, inclusion and dissemination of knowledge in management education.
The institute has over the past few years emerged in the lead with a vision of Leadership in professional
education through innovation and excellence. This excellence is sustained by consistent value enhancement
and initiation of value-added academic processes in institutue's academic sytems.

Based on the fabulous architecture and layout on the lines of Nalanda Vishwa Vidyalaya, the institute is a
scenic marvel of lush green landscape with modern interiors. The Institute which is ISO 9001:2015 certified
is under the ambit of Bharati Vidyapeeth University (BVU), Pune as approved by Govt. of India on the
recommendation of UGC under Section 3 of UGC Act vide its letter notification No. F. 9 – 16 / 2004 – U3
dated 25th February, 2005.

Strategically located in West Delhi on the main Rohtak Road, BVIMR, New Delhi has splendid layout on
sprawling four acres of plot with 'state-of-art' facilities with all class rooms, Library Labs, Auditorium etc.,
that are fully air-conditioned. The Institute that has an adjacent Metro station “PaschimVihar (East)”, connects
the entire Delhi and NCR.

We nurture our learners to be job providers rather than job seekers. This is resorted to by fostering the skill
and enhancement of knowledge base of our students through various extracurricular, co-curricular and
curricular activities by our faculty, who keep themselves abreast by various research and FDPs and attending
Seminars/Conferences. The Alumni has a key role here by inception of SAARTHI Mentorship program who
update and create professional environment for learners centric academic ambiance and bridging industry-
acdemia gap.

Our faculty make distinctive contribution not only to students but to Academia through publications,
seminars, conferences apart from quality education. We also believe in enhancing corporate level interaction
including industrial projects, undertaken by our students under continuous guidance of our faculty. These
form the core of our efforts which has resulted in being one of the premier institutes of management.

At BVIMR, we are imparting quality education in management at Doctorate, Post Graduate and Under
Graduate levels.

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PROFILE OF COURSE INSTRUCTORS

Ms Teena Agarwal
Ms. Teena Agarwal is a Visiting Faculty in Bharati Vidyapeeth (Deemed to be University), Institute of
Management & Research, New Delhi. She has rich experience of 17 years of teaching. Currently, she is
pursuing a PhD from Bharati Vidyapeeth Institute of Management and Research, New Delhi. She has
completed her M.Phil. in Finance and Marketing from CDLU, Sirsa and MBA from Amity Business School,
Manesar (MDU). She has cleared her UGC NET Exam in management. She has presented various research
papers at National and International Conferences whereas few papers are published in journals of repute. She
has also received the best paper award at an International Conference. She has attended various workshops,
MDPs and FDPs. Her areas of interest are Marketing and General Management.

Ms. Preeti Taneja

She is Pursing PhD from North Cap University and has done M. Tech. (computer Science) USICT, IP
University and B. Tech (I.T), BVCOE, IP University. She holds an experience of 8+ years in Teaching.
Her teaching expertise is in Operating Systems: Windows, Linux, Unix, Programming Languages: C, C with
Data structure, C++, C++ with Data structure, Java, Python, IP, System Concepts: Management information
system, Software Engineering , OOAD, etc, Knowledge of: Machine Learning and Deep Learning. She has
worked at BVCOE and IITM, affiliated with G.G.S Indraprastha University, Delhi as a Visiting Faculty and
works at Bharati Vidyapeeth (Deemed to be University) Institute of Management and Research
,PaschimVihar ,Delhi, as a visiting faculty

Ms Surbhi Mahendru
Ms. Surbhi Mahendru is working as a Visiting Faculty with Bharati Vidyapeeth (Deemed to be University),
Institute of Management & Research, New Delhi. She has 4 years of teaching experience for management
undergraduate courses. She has passion for teaching with the strong background in academics and research.
She has graduated with a BCom Honors from Delhi University and holds a Master’s degree in Master of
Commerce from Delhi University. She has cleared her UGC- NET in Commerce in 2018. She is currently
pursuing a Ph.D. in Management from Guru Gobind Singh Indraprastha University. Her specialization is in
Marketing and International Business. She has many research papers published on her name. She has attended
number of seminars and conferences. She has taught varieties of subjects in different colleges and universities.

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She is dedicated professional with a commitment to excellence. She incorporates experiential learning tools
in her lectures which provides the students within-depth learning of the subject in an interesting way.

Ms Ruby Kapoor
Ms Ruby Kapoor is currently working as Visiting Faculty with Bharati Vidyapeeth Institute of Management
and Research, Delhi. She has completed her B.Sc. (Hons.) from Delhi University. She is MCA and has Post
Graduate and advance diploma in computer application. She is a B.Ed and has diploma in System
Management from NIIT. She has worked as a faculty at Maharaja Agrasen Institute of Management Studies
and visiting faculty at Guru Nanak Institute of Management. She has 26+ Years of experience in Teaching
and website designing,. Her skill set includes: Operating Systems: Windows, Linux, UNIX,
Databases: MS Access, SQL Server, Programming Languages: C, C++, Java, System
Concepts: Management information system, Software Engineering, etc, Knowledge of: HTML, CSS,

Ms Ankita Gulati
In her career of 10+ years, she has 1+ Years of experience a designer and 9+ Years of experience in Teaching.
Her Skill Sets are Operating Systems: Windows, Databases: Oracle8i & 9i, MS Access, SQL Server.
Programming Languages: C, C with Data structure, C++, C++ with Data structure, Java,.Net and System
Concepts: Management information system, Software Engineering, OOAD, Software testing, fundamentals
of internet, Information Security etc,

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 Table of contents

S.No Particulars Page No

1 Course Outline 6-20

2 Teaching Plan 21-24
3 UNIT1 25-75
4 UNIT2 76-90
5 UNIT3 91-123
6 Project Guidelines 124
7 Sample question paper format 125
8 Proposed Questions 126-127
9 Internal Question Papers 128-129

10 Case Studies and Research Papers 130

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 COURSE OUTLINE BBA–I Semester
Course Title Community Work – I (CWTED-I)
Course Code 107

No of credits 1
Department Management
Course Leader Ms Teena Agarwal
Faculty Ms Teena Agarwal, Ms Preeti Taneja, Ms Ankita Gulati,
Ms Surbhi Mahendru, Ms Ruby Kapoor
Email [email protected]
Phone no 9953556121
Course Type VBC
Offered in Academic 24-25 Ist Sem
Year
COURSE DESCRIPTION
Community work helps students to acquire knowledge, life skills and provides
services to people who need it most. Community service and volunteering give college
students the opportunity to become active members in their communities and create a
positive societal impact. Taking part in community services has many benefits for
students. When this big transition takes place in their life, college volunteering may
feel like it has its barriers. With classes, clubs, sports teams, art projects, and paying
jobs being a priority, it is easy volunteering to suddenly take a back seat on their
schedule. This course empathizes with college being a fantastic but sometimes
overwhelming or stressful time with many new changes. It encourages them to look
at the big picture and learn more about the benefits of volunteering.
The students are expected to review the course readings and the indicated
portion of the prescribed text for class discussions prior to attending each session.

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 BHAR ATI VIDYAPEETH DEEMED UNIVERSITY
INSTITUTE OF MANAGEMENT AND RESEARCH
BBA; SEMESTER I; ACADEMIC YEAR 2023-2024

1. Course Code: 107

2. Course Title: Community Work – I (CWTED-I)

3. Course Overview:

Programme: BBA CBCS– Revised Syllabus w.e.f.-Year2022

–2023

Course
Semester Code Course Title
I 107 Community Work – I (CWTED-
I)
Prepared by Dr. Vijay Phalke_IMED
Type of Course Credits Evaluation Marks
VBC 01 IA 100
Course Objectives:
• To understand the role of Government in Education, Slums,
Environmental awareness, etc.
• To make students aware about various NGOs working towards
Education, Slums, Environmental awareness, etc.
• To create a sense of empathy, sensitivity towards unprivileged elements
of society.
• To create an urge in the students in contributing towards community
development.
• To encourage students to adopt practices contributing to less carbon
footprints.
• To have holistic development of students through societal inclusion
feeling
• To create a responsible citizen who thinks of societal development along
with their own development and betterment.

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Course Outcomes:

After completing the course the students shall be able to

CO1: Understand the role of Government in Education, Slums, Environmental
awareness, etc.
CO2: Increase awareness about various NGOs working towards Education,
Slums, Environmental awareness, etc.
CO3: Create a sense of empathy, sensitivity towards unprivileged elements of
the society.
CO4: Contribute meaningfully towards community development CO5: Adopt
practices that are contributing to less carbon footprints.
CO6: Develop holistically and become a responsible citizen of the country.

Unit Sub Unit Sessi CO Teaching Cognitio Evaluation

ons Num nLevel Tools
Methodology
ber

1 • Teaching at 4 CO1 Lecture with Remember Quiz,

Schools, Teaching PPT, case study Assignme
Community at Orphanages, discussion nt, Class
work Teaching to poor Test
through children, study the
Education role of
government in the
education sector
• ,study the NGOs
particularly
working in
education sector

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 2 • Learn the 4 CO2, Lecture with Understand Discussion
government CO3 PPT, case study , class-test
Community facilities ,NGOs discussion
Work for whichare
Slums working for the
slums and try to
connect any
NGO

3 • Role of Govt. 4 CO3, Lecture with Discussion,

and NGOs which CO4 PPT, case study case study
Community are working to discussion
Work for save the Apply
Environment environment,
Initiatives like
Clean your city
drive, Cycle day,
Awareness of
Dryand wet
waste
classification,
Tree Plantation
Drive,
Environment
awareness
activities etc.

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 4 Participate in 3 CO5, Visit to some Evaluate Project
community CO6 underprivileged report
COMMUNI service communities. submission
TYHOURS trips/events
Preparation of and Viva-
organized at
institute, state Report and voce
level etc , Viva-voce
Volunteer at
events like
fundraising
activities, fairs,
festivals,
slums,non-
profit
organization
etc ,
Submit a report
ona particular
type of
Community
Work Through
(CWTED) activity.

CO-PO Mapping

PO1 PO2 PO3 PO4 PO5 PO6

CO/PO

CO1 3 2 2 3 1 2

CO2 3 2 2 3 1 2

CO3 3 2 2 3 1 2
CO4 3 2 2 3 1 2
CO5 3 2 2 3 1 2
CO6 2 3 2 3 1 2
CO. 2.8 2.1 2 3 1 2
CO 3 2 2 3 1 2

1- Low , 2- Medium, 3- High, If no correlation, put ‘-’

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 Scheme of Marks

Weightage of Weightage of
Subject Subject Exam marks for marks for
Credit
Code Name Pattern Regular Backlog
Students Students
107 Communit IA 1 Marks: 100 Marks: 100
y Work-1 Only one Internal = 40
Internal based
on all syllabus
(will be held
with 2nd

Internal of Other
subjects). = 40
CES1 = 5 marks
CES2 = 5 marks

Attendance = 10
Viva = 40 Viva = 40
Viva will be Viva will be
based on project based on project
file file

ATTENDANCE POLICY

Attendance Marks
85-100% 10 marks
<85% On prorata basis

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Reference Books:

Sr. No. Name of the Title of the Book Year Publisher

Author Edition

Rhonda Phillips, An Introduction to 2014

1 RtreboniootiP Community
Development
Community 200
2 Manohar S. Pawar Developmentin Asia
and The Pacific

Online Resources:

Online Website
Resources No. address
1 https://community-
wealth.org/sites/clone.community-
wealth.org/files/downloads/tool-enterprise-
directory.pdf
2 https://www.ahaprocess.com/solutions/community/events-resources/free-
resources/

Rationale for Mapping Program Outcomes and Course Outcomes:

CO1 & PO1 The role of government in education, addressing slum issues, promoting
Mapped at 3 environmental awareness, and imparting management education are interconnected
facets of socioeconomic development. By investing in these areas,
governments can create a more equitable, sustainable, and prosperous society.
CO1 & PO2 The role of government in education, addressing issues in slums, promoting
Mapped at 2 environmental awareness, and developing decision-making capabilities among
students are interconnected components of fostering individual empowerment, societal
development, and sustainable progress. By investing in education and
related initiatives, governments lay the foundation for informed decision-making and
collective prosperity.
CO1 & PO3 The role of government is interconnected in promoting individual empowerment,
Mapped at 2 economic development, environmental sustainability, and societal progress. By
investing in IT education and leveraging IT solutions, governments can enhance
decision-making capabilities, foster innovation, and create opportunities for socialand
economic advancement.

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CO1 & PO4 The role of government in education, addressing issues in slums, promoting
Mapped at 3 environmental awareness, and enabling students to identify business problems and
provide solutions are interconnected components of fostering individual
empowerment, economic development, environmental sustainability, and societal
progress. By investing in education and creating supportive ecosystems for
entrepreneurship, governments empower students to become agents of change whocan
address pressing business challenges and contribute to positive social and
economic outcomes.
CO1 & PO5 The role of government in education, addressing issues in slums, promoting
Mapped at 1 environmental awareness, and encouraging students to opt for entrepreneurship as a
career option are interconnected components of fostering economic empowerment,
social inclusion, environmental sustainability, and individual fulfillment. By investing
in education and creating a supportive ecosystem for entrepreneurship, governments
empower students to pursue their entrepreneurial
aspirations and contribute to positive social and economic change.
CO1 & PO6 the role of government in education, addressing issues in slums, promoting
Mapped at 2 environmental awareness, and enabling students to collect, organize, and analyze
information related to business are interconnected components of fostering economic
empowerment, social inclusion, environmental sustainability, and individual
fulfillment. By investing in education and providing support for information literacy
initiatives, governments empower students to become
informed decision-makers and active participants in the business world.
CO1 & PO7 The role of government in education, addressing issues in slums, promoting
environmental awareness, and developing managerial insights through Indianethos and
values are interconnected components of fostering holistic development, ethical
leadership, and sustainable progress. By integrating traditional wisdom and cultural
values into educational and governance systems, governments empower individuals
and communities to thrive while preserving the rich heritage and
heritage of India.
CO1 & PO8 The role of government in education, addressing issues in slums, promoting
environmental awareness, and sensitizing students about environmental issues and
sustainable consumption are interconnected components of fostering environmental
stewardship, sustainable development, and a culture of responsibility towards the
planet. By integrating environmental education into educational curricula,
implementing policies that promote environmental sustainability, and engaging
communities in environmental initiatives,governments play a critical role in shaping
a more sustainable future for current
and future generations.
CO2 & PO1 Integrating knowledge about NGOs into management education enhances students'
Mapped at 3 understanding of management concepts and theories while fostering a sense of social
responsibility and civic engagement. By exploring the role of NGOs in addressing
societal challenges and promoting social impact, students develop the skills, values,
and perspectives needed to become effective leaders and
changemakers in a complex and interconnected world.
CO2 & PO2 Exposing students to the work of NGOs working in various sectors enhances their
Mapped at 2 decision-making capabilities by providing real-world examples, fostering critical
thinking skills, and promoting values-driven leadership. By studying the complexities
of decision-making in the nonprofit sector, students develop the
skills, knowledge, and ethical awareness needed to address pressing social and
environmental challenges and contribute to positive change in society.

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CO2 & PO3 Integrating knowledge about NGOs with education on information technology
Mapped at 2 provides students with a holistic understanding of how technology can be used to
address social, environmental, and economic challenges. By learning about the
intersection of NGOs and IT, students develop digital literacy skills, critical
thinking abilities, and a sense of social responsibility, empowering them toleverage
technology for positive change in their communities and beyond.
CO2 & PO4 Integrating knowledge about NGOs with education on business problem identification
Mapped at 3 and solution provides students with practical skills, insights, and experiences to
address complex challenges in the social sector. By applying business principles and
methodologies to real-world problems faced by NGOs, students develop critical
thinking abilities, analytical skills, and a sense of social responsibility, empowering
them to become effective change agents and business
leaders committed to creating positive social and environmental impact.
CO2 & PO5 Integrating knowledge about NGOs with encouragement for entrepreneurship
Mapped at 1 empowers students to explore entrepreneurial opportunities that address pressing social
and environmental challenges. By learning from the work of NGOs, students
develop the skills, mindset, and networks needed to become successful social
entrepreneurs committed to creating positive change in the world.
CO2 & PO6 Integrating knowledge about NGOs with education on collecting, organizing, and
Mapped at 2 analyzing business-related information empowers students to apply research and
analytical skills to real-world contexts. By exploring the work of NGOs and
understanding their impact on communities and businesses, students developcritical
thinking abilities, data literacy skills, and a deeper understanding of the
interconnectedness between business, society, and the environment.
CO2 & PO7 Integrating knowledge about NGOs with education on Indian ethos and values
enriches students' understanding of management principles and practices rooted in
cultural heritage and social context. By exploring the work of NGOs through the lens
of Indian ethos, students develop managerial insights that prioritize ethical leadership,
social responsibility, sustainability, and community empowerment, preparing them to
become effective leaders and changemakers in a diverse and
interconnected world.
CO2 & PO8 Integrating knowledge about NGOs with education on environmental issues and
sustainable consumption enables students to become informed, engaged, andproactive
stewards of the environment. By learning about the work of environmental NGOs and
their contributions to environmental conservation and sustainable development,
students develop the knowledge, skills, and values needed to address complex
environmental challenges and create a more sustainable
future.
CO3 & PO1 Integrating knowledge about management concepts with a focus on empathy and
Mapped at 3 sensitivity towards underprivileged elements of society allows students to recognize
the importance of considering social impact in business decision-makingand fosters a
deeper understanding of the role that businesses can play in promoting social justice,
equity, and inclusivity. By emphasizing the interconnectedness between business and
society, students develop a sense of responsibility towards addressing the needs and
challenges faced by marginalized and underprivileged communities, thereby
contributing to positive social change and sustainable
development.

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CO3 & PO2 Cultivating empathy and sensitivity towards underprivileged elements of society
Mapped at 2 not only fosters a deeper understanding of social issues but also enhances students'
decision-making capabilities by promoting ethical considerations, inclusive problem-
solving, and social responsibility. By integrating empathy into decision- making
processes, students develop the skills and mindset needed to make informed, ethical,
and socially responsible decisions that contribute to positive
social change and equity.
CO3 & PO3 Integrating knowledge of information technology with efforts to create empathy
Mapped at 2 and sensitivity towards underprivileged elements of society can empower studentsto
recognize the potential of technology as a tool for social empowerment,
inclusion, and advocacy. By understanding the intersection of technology and
social issues, students can develop a deeper appreciation for the role of technology
in addressing inequities and promoting social justice, thereby fostering empathyand
sensitivity towards underprivileged communities.
CO3 & PO4 Integrating empathy and sensitivity towards underprivileged elements of society with
Mapped at 3 efforts to identify business problems and provide solutions enables students to develop
holistic and socially responsible approaches to business management. By recognizing
the interconnectedness between business and society, students can leverage their
empathy to identify opportunities for innovation, collaboration, and advocacy that
create positive social impact and contribute to inclusive and
sustainable development.
CO3 & PO5 Integrating empathy and sensitivity towards underprivileged elements of society into
Mapped at 1 entrepreneurship education can help inspire students to pursue entrepreneurialcareers
that prioritize social impact, inclusion, and responsible business practices. By
emphasizing the potential for entrepreneurship to address societal challenges and
empower marginalized communities, students may be motivated to use their
entrepreneurial skills and passion to create positive change in the world.
CO3 & PO6 Integrating empathy and sensitivity towards underprivileged elements of society
Mapped at 2 into the process of collecting, organizing, and analyzing business information helps
students develop a deeper understanding of the social context in which businesses
operate. By considering the needs and perspectives of marginalized communities in
their data collection and analysis practices, students can make more informed,
inclusive, and socially responsible business decisions that create positive impact
for all stakeholders.
CO3 & PO7 Integrating empathy and sensitivity towards underprivileged elements of society
with managerial insights through Indian ethos and values enriches students'
understanding of business management. By incorporating concepts such as social
responsibility, inclusivity, sustainability, community engagement, ethical conduct,and
innovation into their managerial practices, students develop the skills, mindset, and
values needed to become responsible and ethical leaders who contribute
positively to society.
CO3 & PO8 Integrating education on environmental issues and sustainable consumption with
efforts to create empathy and sensitivity towards underprivileged elements of society
helps students understand the interconnected nature of social and environmental
challenges. By fostering empathy towards marginalized communities affected by
environmental degradation, students are inspired to take action to promote
environmental justice, support sustainable practices, and
contribute to positive social change.

15
CO4 & PO1 Integrating knowledge about management concepts with a focus on community
Mapped at 3 development empowers students to apply their business skills and expertise towards
addressing social challenges and promoting sustainable development in their
communities. By fostering a sense of responsibility, collaboration,
innovation, and ethical leadership, students become catalysts for positive change who
contribute to the well-being and prosperity of society as a whole.
CO4 & PO2 Integrating opportunities for students to contribute towards community
Mapped at 2 development with the development of decision-making capabilities empowers students
to become proactive agents of change who make informed, strategic, and socially
responsible decisions that positively impact their communities. By honingtheir skills in
problem-solving, stakeholder engagement, risk management, resource allocation, and
ethical leadership, students develop the confidence and
competence needed to lead effective community development initiatives and create
meaningful change in the world.
CO4 & PO3 Integrating knowledge of information technology with efforts to create an urge in
Mapped at 2 students to contribute towards community development provides them with thetools,
skills, and inspiration needed to harness technology for positive social
change. By understanding the potential of technology to address social challenges,
students become empowered to leverage their IT skills and creativity to make
meaningful contributions to the development and well-being of their communities.
CO4 & PO4 Enabling students to identify business problems and provide solutions that
Mapped at 3 contribute to community development empowers them to make meaningful
contributions to society while also gaining valuable skills and experiences in
entrepreneurship and business management. By integrating community needs
assessment, stakeholder engagement, market analysis, innovative solution design,
business model development, and impact evaluation into their learning experiences,
students become equipped to address pressing community challenges
and drive positive change through entrepreneurial endeavors.
CO4 & PO5 By correlating the urge to contribute towards community development with the
Mapped at 1 encouragement to opt for entrepreneurship as a career option, students are inspiredto
leverage their entrepreneurial aspirations and skills to address pressing community
challenges and create positive social impact. By highlighting the potential for
entrepreneurship to serve as a vehicle for social change, empowerment, innovation,
and economic development, students are motivated to
explore entrepreneurship as a pathway to making a meaningful difference in the world.

CO4 & PO6 By enabling students to collect, organize, and analyze information related to
Mapped at 2 business, educators empower them to make informed decisions and contribute
effectively towards community development. By integrating data-driven approaches,
stakeholder engagement, social impact assessment, and asset-based community
development principles into their learning experiences, students develop the skills,
knowledge, and mindset needed to drive positive change and create meaningful
impact in their communities through entrepreneurship and
business activities.

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CO4 & PO7 By correlating the urge to contribute towards community development with the
development of managerial insights through Indian ethos and values, students are
inspired to pursue managerial practices that are rooted in ethical, inclusive, and
compassionate leadership principles, thereby contributing to the well-being and
prosperity of their communities. Through a values-based approach to managerial
education, students develop the skills, mindset, and commitment needed to drive
positive change and create meaningful impact in their communities while upholding
the rich cultural heritage and values of India.
CO4 & PO8 By correlating the urge to contribute towards community development with
sensitization about environmental issues and sustainable consumption, educators
inspire students to take action towards building more resilient, equitable, and
sustainable communities. Through education, advocacy, entrepreneurship, and civic
engagement, students become empowered to make a meaningful difference
in addressing environmental challenges and promoting community well-being and
sustainability.
CO5 & PO1 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 3 footprints with imparting knowledge about management concepts, theories, models,
and key business terms, students are equipped with the skills, insights, andawareness
needed to drive sustainable practices within organizations and contribute to
environmental conservation efforts. Through education, innovation,
and responsible business practices, students become empowered to address climate
change and promote a more sustainable future for generations to come.
CO5 & PO2 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 2 footprints with the development of decision-making capabilities in students/learners,
educators empower students to take proactive and responsible actions towards
environmental sustainability. Through critical thinking, problem-
solving, collaboration, and continuous improvement, students become effective
agents of change who contribute to less carbon footprints and create a more
sustainable future for themselves and future generations.
CO5 & PO3 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 2 footprints with imparting knowledge of information technology, educators empower
students to leverage technological tools and innovations to drive environmental
sustainability. Through education, awareness, innovation, and entrepreneurship,
students become agents of change who contribute to less carbon
footprints and create a more sustainable future for themselves and future generations.

CO5 & PO4 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 3 footprints with enabling students to identify business problems and provide solutions
to them, educators empower students to drive environmental sustainability and
business innovation simultaneously. Through analysis, creativity, collaboration, and
stakeholder engagement, students become effective
problem solvers who contribute to less carbon footprints and create value for
businesses, society, and the environment.
CO5 & PO5 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 1 footprints with encouraging students to opt for entrepreneurship as a career option,
educators empower students to leverage their entrepreneurial aspirations and skillsto
drive environmental sustainability. Through education, innovation, policy support,
and market opportunities, students become agents of change who
contribute to less carbon footprints and create a more sustainable future through
entrepreneurship.

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CO5 & PO6 By correlating the encouragement of adopting practices contributing to less carbon
Mapped at 2 footprints with enabling students to collect, organize, and analyze information related
to business, educators empower students to drive environmentalsustainability through
informed decision-making and action. Through education, technological proficiency,
data analysis skills, and stakeholder engagement,
students become effective agents of change who contribute to less carbon footprints
and create a more sustainable future for businesses and society.
CO5 & PO7 By correlating the encouragement of adopting practices contributing to less carbon
footprints with developing managerial insights through Indian ethos and values,
educators empower students to lead with purpose, integrity, and sustainability.
Through education, values-based leadership, and ethical decision-making, students
become effective stewards of the environment who contribute to less carbon
footprints and create a more sustainable future grounded in Indian ethos and values.
CO5 & PO8 By correlating the encouragement of adopting practices contributing to less carbon
footprints with sensitizing students about environmental issues and sustainable
consumption, educators empower students to become proactive agents of change who
contribute to a more sustainable future for themselves and future generations.Through
education, awareness, advocacy, and action, students learn to make choices that
prioritize environmental sustainability and lead to less carbon-
intensive lifestyles and behaviors.
CO6 & PO1 By correlating the holistic development of students through societal inclusion
feeling with imparting knowledge about management concepts, theories, models, and
key business terms, educators foster a learning environment that prepares students to
become inclusive leaders, responsible citizens, and agents of positive societal change.
Through education, advocacy, and action, students develop the skills, values, and
mindset needed to promote societal inclusion, equity, and well-
being, contributing to a more just, equitable, and inclusive society.
CO6 & PO2 Fostering a sense of societal inclusion can significantly enhance students' decision-
making capabilities by promoting critical thinking, conflict resolution, ethical
awareness, empathy, risk assessment, and community engagement. By creating
inclusive learning environments that value diversity and respect for all individuals,
educators empower students to make informed, ethical, and socially responsible
decisions that contribute to holistic development and societal well-being.
CO6 & PO3 By correlating the holistic development of students through a sense of societal
inclusion with imparting knowledge of information technology, educators can create
learning environments that empower students to thrive in an increasingly
interconnected and diverse world. Through digital literacy, online collaboration, global
awareness, and ethical use of technology, students develop the skills, values,
and mindset needed to promote societal inclusion, foster diversity, and contribute to
positive social change in their communities and beyond.
CO6 & PO4 By correlating the holistic development of students through a sense of societal
inclusion with enabling them to identify business problems and provide solutions,
educators create learning environments that empower students to excel as inclusive
leaders, creative problem-solvers, and ethical decision-makers. Through exposureto
diverse perspectives, cross-cultural communication, innovation, and stakeholder
engagement, students develop the skills, values, and mindset needed to address
complex business challenges and drive positive change in organizations and
society as a whole.

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CO6 & PO5 By correlating the holistic development of students through a sense of societal
inclusion with encouraging them to opt for entrepreneurship as a career option,
educators create opportunities for students to pursue their passions, leverage their
strengths, and make meaningful contributions to society. Through inclusive leadership,
innovation, social entrepreneurship, and community engagement, students develop
the skills, mindset, and resilience needed to succeed as
entrepreneurs and create positive change in the world.
CO6 & PO6 By correlating the holistic development of students through a sense of societal
inclusion with enabling them to collect, organize, and analyze information related to
business, educators create opportunities for students to develop essential skills,
perspectives, and values that are critical for success in today's interconnected and
diverse business environment. Through inclusive data practices, cross-cultural
analysis, ethical decision-making, and community engagement, students learn to
harness the power of data to drive positive change and promote societal inclusion
in business and beyond.
CO6 & PO7 By correlating the holistic development of students through a sense of societal
inclusion with developing managerial insights through Indian ethos and values,
educators create opportunities for students to cultivate a deeper understanding of
cultural diversity, ethical leadership, social responsibility, resilience, andcollaboration.
Through integration of Indian ethos and values into management education, students
develop the skills, values, and mindset needed to become inclusive leaders who
contribute positively to organizational success and societal
well-being, drawing inspiration from the rich cultural heritage of India.
CO6 & PO8 By correlating the holistic development of students through a sense of societal
inclusion with sensitizing them about environmental issues and sustainable
consumption, educators create opportunities for students to develop a deeper
understanding of the interconnectedness of social and environmental systems, cultivate
ethical values and behavior, engage in environmental activism and
advocacy, and become empowered agents of positive change for a more sustainable
and inclusive future.
CO7 & PO1 By correlating the goal of creating responsible citizens who prioritize societal
development alongside their own personal growth with imparting knowledge about
management concepts, theories, models, key business terms, and more, educators equip
students with the skills, values, and mindset needed to contribute positively to both
their organizations and society as a whole. Through ethical leadership, social
responsibility, community engagement, and sustainable business practices,
students learn to think critically, act responsibly, and make meaningful contributions
to the well-being of communities and the world.
CO7 & PO2 By correlating the goal of creating responsible citizens who prioritize societal
development alongside developing decision-making capabilities in students, educators
empower students to make ethical, informed, and inclusive decisions thatcontribute to
positive social change. Through ethical leadership, critical thinking, community
engagement, and global awareness, students learn to navigate complex
societal issues and make decisions that promote the common good and advance thewell-
being of society as a whole.

19
CO7 & PO3 By correlating the goal of creating responsible citizens who prioritize societal
development alongside imparting knowledge of information technology, educators
empower citizens to harness the potential of technology for positive social change.
Through digital literacy, technological innovation, ethical use of technology, and
collaborative problem-solving, citizens learn to leverage information technology
as a powerful tool for advancing societal development and creating a moreinclusive,
equitable, and sustainable future for all.
CO7 & PO4 By correlating the goal of creating responsible citizens who prioritize societal
development alongside enabling students to identify business problems and provide
solutions to them, educators empower students to become socially conscious leaders
and entrepreneurs who drive positive change in both business and society. Through
systems thinking, stakeholder engagement, ethical decision-making, and innovative
problem-solving, students learn to address business
challenges in ways that contribute to the well-being of individuals, communities, and
the planet as a whole.
CO7 & PO5 By correlating the goal of creating responsible citizens who prioritize societal
development alongside encouraging students to opt for entrepreneurship as a career
option, educators inspire students to become socially conscious entrepreneurs whodrive
positive change in both business and society. Through social entrepreneurship,
problem-solving orientation, innovation for social good, ethical business practices,
community engagement, job creation, and leadership development, students learn to
harness the power of entrepreneurship as a force for
positive societal impact and inclusive development.
CO7 & PO7 By correlating the goal of creating responsible citizens who prioritize societal
development alongside enabling students to collect, organize, and analyze information
related to business, educators empower students to make informed decisions, advocate
for socially responsible business practices, and contribute positively to both their
personal growth and societal well-being. Through understanding market trends,
identifying socially responsible practices, promotingsocial innovation, and engaging
in civic discourse, students learn to harness the
power of business for positive societal impact and inclusive development.
CO7 & PO7 By correlating the goal of creating responsible citizens who prioritize societal
development alongside developing managerial insights through Indian ethos and
values, educators empower students to become ethical leaders, socially responsible
entrepreneurs, and agents of positive change in both business and society. Through
integrating timeless principles of social responsibility, ethical leadership,sustainable
development, inclusive growth, community engagement, respect for diversity, and
innovation from Indian traditions into managerial education,
students gain a deeper understanding of their roles and responsibilities as future leaders
and citizens committed to holistic societal development.
CO7 & PO8 By correlating the goal of creating responsible citizens who prioritize societal
development alongside sensitizing students about environmental issues and
sustainable consumption, educators empower students to become environmentally
conscious individuals who contribute positively to both their personal growth andthe
well-being of society and the planet. Through understanding interconnectedness,
promoting ethical consumption, encouraging environmental
stewardship, fostering sustainable mindsets, empowering agents of change, integrating
environmental education across disciplines, and promoting
collaboration and partnerships, students learn to adopt sustainable practices and
advocate for environmental sustainability in their communities and beyond.

20
 Teaching Plan

Unit I: Community work through Education

Session Topic Requirements Learning

: Readings/ Outcome
Cases
1 Understanding community work, PPT and To develop a
types of community work and Discussion basic
benefits for students understanding
Case Study: Students’ community
Community Service: Self- work and
Selection and the Effects of importance of
education
Participation

https://journals.sagepub.com/doi/
full/10.1177/0899764019848492

2 Teaching at Schools and PPT and Empathy

Orphanages, Teaching to poor Discussion towards
children orphans
3 Study the role of government in Interaction and To be a
the education sector , Study the Discussion(s)/ responsible and
NGOs particularly working in Assignment aware citizen,
education sector To learn about
the assignments
taken by
various NGOs
in this field
4 CES-1

Assignments- Preparing the List of NGOs working for educating the poor and
orphans
Compare the Initiative taken by governments in India and any Foreign country
Case Study: Issues of Inclusive Education for the Underprivileged Students in
India
https://ndpublisher.in/admin/issues/EQv8splv.pdf

21
 Unit-II: Community Work for Slums
5 Slums: Meaning, Reasons, PPT and Awareness
problems faces by slums In discussion about the
India situation od
slums in India
6 Learn the government facilities Additional Understanding
provided for slums, NGOs notes/handouts about various
which are working for the slums government
facilities
designed for
slum
development.,
Awareness
about NGOs
working in
slums
7 Case Study: CONDITIONS OF Discussion and Awareness
URBAN SLUMS AND ITS Presentation of about Urban
QUALITY OF LIFE IN INDIA: case slums
A REGIONAL ANALYSIS
https://www.researchgate.net/pu
blication/338384714_CONDITI
ONS_OF_URBAN_SLUMS_A
ND_ITS_QUALITY_OF_LIFE
_IN_INDIA_A_REGIONAL_A
NALYSIS

8 CES-2
Assignments- Try to connect any NGO working for slums
Discuss about the solution to improve the conditions of slums

Unit-III: Community Work for Environment

9 Importance of Environment PPT and Cautious
protection. Role of Govt. to course pack Environmenta
save the environment in India l Awareness
10 Role of NGOs which are working PPT and course Awarness
to save the environment pack about various
activities
adopted by

22
 NGOs to save
enviornment.
11 Clean your city drive, PPT and Adoption of
Cycle -day, Awareness of Discussion Clean City
Dry and wet waste Activities,
classification, Tree Participation in
Plantation Drive Tree
Plantation,
Adoption of
classification
of waste into
Dry and Wet
Waste on
regular basis.
12 Case Study: A Cleanliness Drive Discussion and Awareness
in India: Assessment on Its Presentation of about drives
Psycho-Social Impact case

https://www.neliti.com/pu
blications/330710/a-
cleanliness-d1rive-in-
india-assessment-on-its-
psycho-social-impact
Assignments- List out the NGOs working in the same field
List out the solutions to save the environment.
Participate in Tree Plantation Drive

UNIT-1V: COMMUNITY HOURS

13 Participation in various societal Field work Creative
betterment activities, thinking for
Contribution to societal societal
betterment through various betterment,
innovative and creative ways, Urge to help in
may be monetary or various
nonmonetary, Help to various activities like
NGOs, Groups in Fund raising fundraising,
for community development volunteering
for various
societal

23
 betterment
activities
14 Viva-voce of report on a Viva
particular type of Community
Work Through
Entrepreneurship
Development (CWTED)
activity

15 Viva-voce of report on a Viva

particular type of Community
Work Through
Entrepreneurship
Development (CWTED)
activity

Assignments- List the benefits that you would gain by participating into activities
related to community work.
List out various institutions and ways for fundraising.
.

24
Unit 1

25
Introduction

Social Work
The major profession that delivers social services in governmental and private
organizations throughout the world, social work helps people prevent or resolve
problems in psychosocial functioning, achieve lifeenhancing goals, and create a just
society. This definition underscores several important aspects of the profession.
First, social work emerges out of the governmental and private organizations of
nations; therefore, it is grounded in the human social welfare systems of countries.
In conjunction with its focus on preventing and resolving problems in psychosocial
functioning, the profession seeks to empower people and to identify and build on
the strengths that exist in people and their communities. The social justice focus of
social work is distinctive among the professions. While there are areas of overlap
between social work and other human service professions, there are several ways in
which social work is unique. Its dual focus on both the social environment and the
psychological functioning of people differentiates social work from professions
such as psychology and psychiatry. The social work approach of building on
strengths within people and their communities further differentiates social work
from these and other professions. The social work profession defines key values
that, taken together, are unique among professions. The values guide and define the
ethical practice of social workers. These values include belief in the dignity and
worth of all persons, commitment to service, and the ultimate goal of social justice,
among others. The values appear in the National Association of Social Workers
(NASW) Code of Ethics (National Association of Social Workers [NASW], 2010a).
The code is referred to frequently throughout this book because it is so essential to
social work practice. It can be obtained online at http://www .socialworkers.org.

26
Social work, then, is a profession that provides an opportunity for people who want
to make a difference in their world. Social workers make this difference by helping
individual persons, families, and communities, large and small. Social workers are
employed by private nonprofit organizations, faith-based agencies, governmental
organizations, for-profit organizations, and sometimes have their own private
practices. While some social workers function primarily out of their offices, others
work primarily in the field. This profession provides challenge, excitement, and
splendid opportunities to work with very diverse populations. It also requires
courage, ability to see strengths in difficult situations, and willingness to advocate
for vulnerable people. As a profession, social work is uniquely committed to the
fight for social justice.

Formal definitions of social work

We can see from the above that trying to define social work can be problematic and
points to competing views about its role and purpose. Indeed in their definition,
Pierson and Thomas (2002) go on to suggest that social work is an increasingly
complex activity. To begin with however, they define social work as the paid
professional activity that aims to assist people in overcoming serious difficulties in
their lives by providing care, protection or counselling or through social support,
advocacy and community work (p448). This definition draws heavily on social
work’s skills and knowledge base. However, later on Pierson and Thomas
acknowledge that through its historical development to its present day form social
work has come to be many different things, with large – at times, grandiose –
objectives, to an extent that a single summary of what it entail(s) become(s)
impossible (p449). We can see an example of this grandiose approach in the
beginning definition of social work provided by the International Federation of

27
Social Workers (IFSW). The social work profession promotes social change,
problem solving in human relationships and the empowerment and liberation of
people to enhance wellbeing. Utilising theories of human behaviour and social
systems, social work intervenes at the points where people interact with their
environments. Principles of human rights and social justice are fundamental to
social work. (IFSW, 2001, www.ifsw.org) Perhaps what the IFSW definition helps
to illustrate most clearly is that social work is a contested activity with competing
views about its purpose. In using value terms, such as ‘empowerment’ and
‘liberation’, the IFSW is clear the activity of social work should go beyond
promoting personal effectiveness, and instead, that social work should promote
social change to enhance people’s well-being. However, in their definition, the
IFSW provide no discussion about how this should be effected and neither is there
an acknowledgement of the coercive elements of social work that often elicit both
public and political concerns about the role and effectiveness of social work. Social
work as a contested activity It can be argued that the range and emphasis taken in
the different definitions outlined above demonstrate social work to be a contested
activity with competing views about its purpose and role. One reason for this, as
Parton (1996) argues, is that social work provides an essentially mediating role
between the individual and society; it occupies, alongside other welfare professions,
the middle ‘space’ in between. Social work is charged, by virtue of its role and
legislative powers to intervene with individuals, groups and communities, to effect
some kind of change. It is a socially mandated profession, which within Britain,
historically originated from welfare concerns to manage the worst excesses of
industrialisation (Parton, 1996). Social work grew out of the slums of developing
industrialised cities and has a long association of managing and working with
people living and experiencing poverty. However, contemporary social work also

28
deals with people who are vulnerable by virtue of their ageor fragility, or mental
capacity, or those who are disadvantaged as a result of their social circumstances
arising from physical disability or mental ill health; equally there are those who are
at risk or are indeed socially excluded due to issues such as lifestyle, drug or alcohol
misuse or offending behaviour. Social work takes place within a variety of different
practice settings, which can include for instance, residential homes, hospitals,
young offender teams and child protection teams. In addition social work utilises a
range of skills and tasks that include practical ones such as problem-solving,
administrative tasks and the use of assessment protocols as well as more
interpersonal skills such as listening and interviewing. We can add to this a number
of intervention methodologies, such as cognitive behavioural therapy or other forms
of counselling and brief therapies to effect change as well as drawing on legislative
powers in the intervention role. Social work is a contested activity precisely because
of these different factors and also because it mediates between the state and its
members. What social workers do and what their responsibilities are will depend
significantly on what view is held about the nature of society and the role of the
state in welfare. In other words, questions about the nature of society are questions
about what kind of society we think we live in or indeed what kind of society we
want. This generates questions about what obligations, if any, does society have
towards its more vulnerable and disadvantaged members; how do we explain and
make sense of issues around social inequality; what rights and responsibilities does
society have, and what about individual rights and responsibilities versus collective
responsibilities? These are all questions about the type of society or community we
live in or would like to see and represent fundamental questions about the type of
society we value. These questions generate contested and diverse views about the
type of society we live in and invariably impact on views about the nature and

29
purpose of social work. Such views about the purpose and value of social work lie
at the heart of considering the issue of what social work is and what it should
concern itself with and calls to mind the kinds of ‘theories’ or knowledge, skills and
beliefs which are felt to best guide its activity. Social work is not a neutral activity
and its contested nature reveals itself in terms of changing policy directives,
different practice settings and work with different service users, different work
patterns between professionals and peers and in our interactions and contact with
service users and carers. But it is not just the formal context of ‘what social work
is’ that is contested and changes – our personal views about the nature and purpose
of social work do not remain fixed either. Our ideas and beliefs change over time
and context as well and are mediated, among other things, by our personal and
practice experiences, the development of our professional skills and what we know
and learn and our emotions and feelings. These all come together and affect the
different ideas and beliefs we have about working with different service users and
the range of practice settings that exist and what we consider to be social work. (In
developing your understanding of social work as a contested activity, you might
wish to broaden your knowledge by following up the reference above to Parton,
1996, or reading other texts, such as Barry, M and Hallett, C (eds) (1998) Social
exclusion and social work. Both edited texts deal comprehensively with the social
challenges that social work is charged with.

Values and ethics in social work:

Values and ethics lie at the heart of social work practice and therefore represent
another dimension of the sources of knowledge we draw upon to inform our
practice. While the social work literature may emphasise the acquisition of
knowledge and skills necessary for effective practice, Banks (2006) suggests this is

30
an artificial delineation, although it can be helpful so long as it is not implied that
knowledge can be value-free, or that legal and technical decisions can be made
without recourse to ethics (p11). For students and practitioners of social work, our
choice of values shapes and determines our actions and behaviours towards service
users and the context in which we practise. Parrott (2006) emphasises the inherent
ethical components of social work by describing it as a practical-moral activity that
holds a privileged position within the public services in working with people who
often experience profound problems and significant crises in their lives which
require practical solutions but have important moral consequences (p3). This means
our behaviours and actions have the potential to improve people’s situation and
therefore can be described as having a ‘positive outcome’. Conversely, our
behaviours and actions have the potential to damage and do harm and therefore can
be described as having a ‘negative outcome’. Given that social work is a purposeful
activity, that is, we are expected to do something, this emphasises the need for an
ethical approach in our practice. Thus we need to be clear about the values and
ethics which influence and guide our behaviour and this calls to mind a number of
interrelated factors to consider, including: . the influence of our personal values and
their impact on our practice; . our view about the nature and purpose of social work;
. professional values and professional codes of ethics and practice; . the influence
of ethical theories in determining how we ought to behave as professional social
workers; . components of ethical decision-making. These are not abstract
considerations but represent some of the fundamental considerations that we need
to be aware of in our practice as social workers, reinforcing the centrality of values
and ethics in social work. We will therefore explore these issues in more detail
throughout this chapter, but to begin with, I want to clarify what is meant by the
terms ‘values’ and ‘ethics’.

31
Social Work Practice Settings:

• Hospitals, emergency rooms, nursing homes, home health care.

• Police departments, probation and parole offices, juvenile detention facilities
• Child welfare: foster care, adoptions, child safety services
• Group homes or residential facilities that care for runaway children, persons
with disabilities, or frail elderly persons
• Legislative offices at all levels of government
• Employee assistance programs, victim/witness programs
• Senior centers, older adult day care, planning councils for older adult
programs
• Immigrant and refugee centers, disaster relief services
• Schools, after-school group and counseling programs, gang prevention
programs
• Mental health hospital and outpatient services, substance abuse programs

HISTORY OF SOCIAL WORK: LINKAGE TO SOCIAL JUSTICE

Social work is an evolving, relatively young profession, but it has a longer history
than some fields such as counseling. As Morales and Sheafor (2002) point out, the
profession of social work grew out of and has sustained commitment to a threefold
mission: caring, curing, and changing society. All three components are
intrinsically related to social justice. From its earliest beginnings, the predecessors
of social work have cared for the most vulnerable groups of people in society.
Sometimes the caring was (and still is) prompted by humanitarian concerns; at other
times it was mixed with less noble objectives. Persons who were not valued by
society because they were too ill, too old or too young, too disabled, or otherwise

32
not productive tended to be the very persons that social workers recognized as
needing services and assistance. But social workers also have a history of helping
people change, grow, and develop new skills. Persons with mental health or
behavioral disorders have been helped through counseling and psychotherapy,
immigrants have been helped to acquire citizenship, and prisoners have been
empowered to rebuild their lives following incarceration. Some of the earliest social
workers were reformers who advocated for human rights through labor laws,
political action, and community development. The Civil War in the United States
is probably responsible for the first paid social work–type positions. These jobs
were created in 1863 by the Special Relief Department of the U.S. Sanitary
Commission to assist Union Army soldiers or their families with health and social
problems related to the war. The impact of these workers and other humanitarians,
such as Clara Barton who later founded the American Red Cross, helped pave the
way of the future social work profession. Three subsequent social movements
arising in the late 1800s, however, significantly contributed to the development of
the profession. One major movement was the Charity Organization Society (COS);
it began in England and took hold in Buffalo, New York, in 1877. Its most famous
leader was Mary Richmond. Volunteers for the COS initially viewed the abject
poverty of many urban dwellers, especially immigrants, to be the result of personal
character defects. “Friendly visitors,” usually wealthy women who were not
permitted by social norms of the time to be employed, visited people in their homes
to provide “moral uplift.” Only as a last resort was material aid offered. A second
major movement contributed a strong social justice thrust to the developing young
social work profession. This was the settlement house movement, which, like the
COS, began in England. In the United States, Jane Addams was its most famous
leader. Addams established Hull House in Chicago in 1889. Settlement workers

33
brought a more compassionate view of poor people than the COS volunteers. They
believed that poverty resulted from unjust and unfortunate social conditions.
Settlement workers lived among the poor. They assisted in developing needed
services such as day care for children of factory workers through mutual aid. They
also advocated for better working conditions and protective legislation through
various governmental bodies. A third movement, more diffuse and often not
recognized for its historical impact on the development of the profession, was the
child welfare movement. This began with the Children’s Aid Society founded in
New York in 1853 and was strengthened by the Society for the Prevention of
Cruelty to Children that was founded in 1875, also in New York City (Popple,
1995). The child welfare movement, over time, evolved into the entire area of foster
care, adoptions, child protective services, and juvenile court services. A growing
desire for professionalization emerged by the late 1890s. Charity organization work
and settlement house work were increasingly salaried, but as yet there was no name
for this profession. By the early 1900s the broad field of applied philanthropy began
to be called social work or social casework. The New York School of Philanthropy,
established in 1904, was the first professional education program. Mary Richmond,
leader of the COS, was among the original faculty. The school is now known as the
Columbia University School of Social Work. With increasing confidence in their
new profession, social workers invited Abraham Flexner to address the 1915
National Conference of Charities and Correction. Flexner’s critique of the medical
profession was renowned for dramatically improving that profession’s status and
quality of care. Flexner’s pronouncement that social work was not yet a real
profession startled the social work world but unleashed new energy directed at
rectifying the deficiencies he identified (Popple, 1995). As Flexner’s criticisms
were attended to, large numbers of persons flocked to the profession expanding

34
social work practice into new areas such as schools and hospitals. The theory base
of the profession was developed, and research began to be published. Freudian
theory was widely adopted in the 1920s. The Great Depression turned public
attention to the economic and social forces causing poverty. The result was the
passage of the Social Security Act in 1935, legislation in which social workers
played a prominent role. From its earliest days, then, the profession of social work
embodied emphases both in social reform and in the psychosocial problems of
individuals, families, and communities. World wars I and II further increased social
workers’ involvement in mental health as psychiatric casualties of the wars brought
large numbers of social workers into military social work. Social workers with
master’s degrees dominated the profession by the early 1950s, but they tended to
work in specialization areas such as child welfare, medical social work, or
psychiatric social work. In a remarkable move toward unity, seven specialty areas
merged to found the NASW in 1955. Until 1970, when BSWs were added, NASW
membership was exclusively limited to MSWs. The founding of NASW and
enactment of the NASW Code of Ethics to ground the practice of all social workers
firmly established social work as a profession. In the years since the birth of the
profession, social work has grown dramatically in numbers, in areas of practice, in
the people it serves, and in status. In recent years it has achieved legal regulation
(licensure or certification) in every state. The profession has struggled to retain its
social reform legacy by lobbying against discriminatory legislation and by
supporting social policies that promote human welfare and well-being. Social work
and social welfare, therefore, remain intertwined today. Because of its commitment
to social and economic justice and its mission to work on behalf of people who are
discriminated against, the profession of social work is sometimes not well

35
understood nor even well accepted. Its values make social work a truly unique
profession.
What is social development?
A peaceful society worth living in is based on basic social policy values, such as
equality of opportunity, solidarity and participation. Long term social policy
investments in society promote sustainable development and economic growth.
Education, health and social protection systems provide people with an opportunity
to develop from their own resources and live independently. More – education and
health are human rights.
Generally, the term ‘development’ is used and understood in terms of economic
development. But it is more than purely economic and physical. It is directly related
with satisfaction which may have little or nothing to do with objective statistical
measures, such as GNP, GDP or per capita income.

Economic development with no concern for social development is dubbed as

‘development without human face’. ‘Social development is the process of planned
institutional change to bring about better adjustment between human needs and
aspirations on the one hand and social policies and programmes on the other’
(Ahuja, 1993).

Social development is about improving the well-being of every individual in society

so they can reach their full potential. The success of society is linked to the well-
being of each and every citizen.Social development means investing in people. It
requires the removal of barriers so that all citizens can journey toward their dreams
with confidence and dignity. It is about refusing to accept that people who live in
poverty will always be poor. It is about helping people so they can move forward
on their path to self-sufficiency.

36
Every person must have the opportunity to grow, develop their own skills and
contribute to their families and communities in a meaningful way. If they are
healthy, well educated and trained to enter the workforce and are able to make a
decent wage they are better equipped to meet their basic needs and be successful.
Their families will also do well and the whole of society will benefit.

Learning must start early in life. By investing in early learning initiatives, we can
ensure a greater degree of success amongst our citizens. Making sure that children
get a good start in their education goes a long way to increasing their success later
in life. An affordable, high quality child care system is also needed for society to
succeed. When people know that their children are being well taken care of, they
can be more productive in their jobs. When employers have good employees their
business is more likely to succeed. When businesses succeed, the economic
situation of a community is improved. An investment today in good child care
programs can provide many long term economic benefits for society.

In addition, a safe affordable place to live is very important in helping people

achieve self-sufficiency. It is the focus of family life; where families can live safely,
nurture their children, build community relationships and care for aging parents.
Without a decent place to live, it is difficult to function as a productive member of
society. Other investments in people that contribute to the economic prosperity of
society include youth programs and services, post-secondary education, job
creation, promotion of healthy, active living and safe and secure communities

To reduce poverty we need to take a social development approach and invest in our

37
people. By investing in people we can reduce poverty. We need to go beyond
looking at government to find ways to develop our most valuable resources, our
people. We need to share responsibility with community organizations, businesses,
universities and municipalities in the task of improving the well-being of all people
and preventing and reducing poverty.

Social Development encompasses a wide range of issues—social and economic

equality, universal education, health and food security, provision of housing and
sanitation conditions, safeguarding environment, upliftment of weaker section of
society, redistribution of wealth, moral development, etc. All these may be regarded
as indicators of social development.

Development cannot be understood in isolation. It is part of a more general process

of social transformation. At no point in that process are we simply concerned with
the attainment of economic goals or the creation of a new economic system.The
goals and priorities, and the phasing of economic development, are deeply affected
by overall social transformation requirement. An important aspect of development
is that it is concerned with improving the overall welfare of human beings. It
includes more than just increased productivity; it includes the resulting rise in the
ability of people to consume the things they need to improve their level of living.

Social development entails changes in everything at once to achieve the

following:
1. Elimination of poverty.

2. High literacy.

3. Social justice—equal distribution of opportunities.

38
4. Improvement in social welfare amenities.

5. A safe environment.

6. Opportunity for personal growth.

7. Protection and improvement of health—security in old age.

8. Upliftment of weaker sections of the society.

9. Providing security against various contingencies of life.

10. Enrichment and access to goods and services beyond the absolute minimum to
sustain life.

11. High expectation of life at birth and low fertility.

12. Increase in level of employment—low proportion of labour engaged in

agriculture.

According to Ram Ahuja (1993), social development involves four things:

(i) assessing the needs of the people;

(ii) introducing some structural changes in society such as discarding some old
institutions and creating some new institutions, or changing some existing
institutions;

(iii) making institutions responsible to people; and

(iv) associating people with decision-making.

39
S.C. Dube (1988) argued that ‘development that makes no visible changes in the
degraded lot of common man—the majority in the country’s population—is no
development. Growth that permeates a small segment of the society to wallow a
vulgar high living is immoral.’

Thus, the above and similar non-economic criteria constitute the main basis of
development. The achievements of development must also be seen in terms of
individual and collective well-being.

Some of the major indicators of social development are as follows: 1. Social

Aspects 2. Cultural Aspects 3. Political Aspects

Social Aspects:
1. society is more modern and less traditional.

2. The society is more democratic and less authoritarian.

3. The social status is largely determined by achievements and not by birth as in the
traditional caste-based society. Social discrimination, if at all exists, is determined
by acquired attributes of individuals and not by where they are born.

4. The structure of family is no longer authoritarian and large in size as the

traditional joint family used to be. It is small household, nuclear type and
democratic in nature as the most urban families seem to be today.

Size of kinship structure in traditional societies used to be large. With social

development, it is circumscribed. It is being experienced that the family of
procreation and kin people from wife’s family of orientation are occupying
dominant place in family relationship.

40
5. There is no religion-based hierarchical division of society.

6. The society is urbanized and the general way of life of people is urban. Rural-to-
urban and urban-to-urban migrations are high in a developing society.

7. Social and occupational mobility in society is unrestricted and fast. For example,
the traditional Indian caste system had relatively restricted social and occupational
mobility. The modern Indian society is now least caste-bound in its social and
connubial interactions and occupational choice. However, the Indian society is still
largely endogamous.

8. Various governmental and non-governmental agencies are developed to carry out

the responsibilities traditionally being carried out by the family. For example,
creche, old age homes, home delivery of commodities from the market and the like.

9. The rate of population growth is lower.

10. Rates of mortality, including maternal deaths and infant mortality are also lower.

11. Literacy rates – both male and female – are high.

12. Health facilities are expanded and made available to all – from top to the bottom
in the class structure.

Cultural Aspects:
1. Attitude of people in developed societies is essentially individualistic,
materialistic and profit-oriented. Maximization of achievements is the goal of
people.

41
2. Primeval sentiments are no longer dominant in the social behaviour of
individuals. Human behaviour is largely governed by existing situations. Casteism,
racism, familialism, fundamentalism, dogmatism and so on are faded and phased
out in the wake of social development. People become secular and humanist in their
value-orientation.

3. Nationalism and pluralism develop along with social development.

4. The institutions and agencies of human rights grow.

5. The value orientation of a modern person in a developed society is more

individual and family-centred and not community-centred. What is to be done or
not to be done is determined only by how much satisfaction the individual derives
from that action.

6. Customs and traditions become weak. The rate of change in the context of social
intercourse, foodstuff, clothes and housing pattern is accelerated. Food habits
undergo change to become more metropolitan and continental.

7. Religions and the believers exist but religious practices and rites seem to be on
the wane.

8. People become more rational and less superstitious and dogmatic.

Political Aspects:
Democracy is the most acceptable form of political system in the developed and
developing societies. Except a few countries like Myanmar, Pakistan, Nepal and
Bhutan, which do not fall in the category of sound democracies, most of the
countries of the world have democracy of one form or other.

42
The kind of social process, which started to evolve with the Renaissance, was
named as modernization and development and the first and most radical form of
social change that took place in the process was the disjunction of Church from
polity and the establishment, in its place, of democracy.

Some characteristics of political development are:

1. Nation and nationhood develop.

2. Liberty to every citizen is ensured. People enjoy freedom of speech, choice of

profession, practice of religion, etc.

3. The state is secular. It does not discriminate one citizen from the other on the
basis of caste, creed, religion and region.

4. State seeks to guarantee equality among its citizens. Equality does not mean
according equal status to everyone, because, an absolutely egalitarian society is
perhaps only Utopian. True meaning of equality is to ensure equal opportunity to
all. Indian Constitution, for example, guarantees equal opportunity to every citizen
to participate in the political, social, economic and cultural activities in the country.

5. Consciousness about the human rights and civil society develops with social
development and maturity of democracy. The state and the non-governmental
organizations (NGOs) become concerned about these matters and the welfare of
citizens gains paramount attention.

Social Development in India:

Since independence, the government of India has claimed that it has wanted to work
towards social development. On the eve of independence, Jawaharlal Nehru, while

43
addressing the constituent assembly, declared that the independence meant the
redemption of a pledge. But he also stated that this achievement “is but a step, an
opening of opportunity, to the great triumphs and achievements that await us (...)
the ending of poverty and ignorance and disease and inequality of opportunity”.1 A
lot has been achieved in the past half century. The incidence of poverty has declined
from over 50 per cent in the 1950s to less than 30 per cent in the late 1990s.2 The
literacy rate has increased from less than 20 per cent in 1951 to 65 per cent in 2001.
According to the recent Human Development Reports of UNDP, India has moved
from the category of “low” human development to that of “medium” level and its
present rank is 127. Nevertheless, the performance of India in social development
is far from satisfactory, and could have been much better [Dreze and Sen 1995].
In the last few decades, it became clear that India and other developing countries
had neglected social aspect of development. As Amartya Sen says in his writings,
social sector development has both instrumental value (means to development) and
intrinsic value (an end in itself in terms of increasing capabilities, opportunities and
freedom). The UNDP’s global and national Human Development Reports since
1990 focused attention on various aspects of human development. The concept of
social development is supposed to be broader than that of human development. The
Council for Social Development (CSD), New Delhi has now brought out a volume
entitled India: Social Development Report. The difference between this report and
UNDP’s reports is that the present one analyses social processes, social attitudes
and institutions. The social problems of contemporary India including the exclusion
problem are rooted in history and culture. Many of these problems have not been
seriously addressed by government policies and strategies since independence. In
the post-reform period, while there have been improvements in economic growth,
increases in foreign exchange, the IT revolution, acceleration in export growth, etc,

44
social exclusion has continued in terms of low agriculture and employment growth,
concentration of poverty among the scheduled castes and scheduled tribes, an
increase in inequalities and regional disparities. Liberalisation and globalisation
have not improved social development in general, and social exclusion in particular.
People voted against the ruling party in the May 2004 elections partly because of
the social exclusion problem. The United Progressive Alliance government came to
power and it promised to address social policy issues and exclusion as mentioned
in the common minimum programme. This government wanted to give more focus,
among other things, to agriculture and rural development, employment and other
social concerns. There have been some initiatives like the National Rural
Employment Guarantee Act, Right to Information Act, Rural Health Mission, etc,
to improve the conditions of the poor and marginalised sections. The NGOs and
other civil society organisations have been urging the government to concentrate
more on social development. In this context, the publication of the volume India:
Social Development Report is very timely.
India's governments have established an extensive social welfare system. Programs
for children include supplementary nutrition for expectant mothers and for children
under seven years of age, immunization and health programs, vacation camps for
low-income families, and training for adolescents. There are also services for the
blind, deaf, mentally retarded, and orthopedically handicapped. Programs for
women include welfare grants, women's adult education, and working women's
hostels. Special measures are aimed at rehabilitating juvenile delinquents,
prostitutes, and convicts. Begging in public places is forbidden by law in most states
and localities. Other social welfare programs cover displaced persons; family
planning and maternity care; rural community development; emergency relief

45
programs for drought, flood, earthquake, and other disasters; untouchability (the
Harijans); and underdeveloped tribal peoples.

The program for old age, disability, and death benefits are covered by a provident
fund with deposit linked insurance for industrial workers in 177 categories. The
system is partially funded by insured persons and employers, with a small pension
scheme subsidized by the government. There is a social insurance system covering
sickness and maternity as well as work injury. The law requires employers to pay a
severance indemnity of 15 days pay for each year of employment.

Although the law prohibits discrimination in the workplace, women are paid less
than men in both rural and urban areas. Discrimination exists in access to
employment, credit, and in family and property law. Laws aimed at preventing
employment discrimination, female bondage and prostitution, and the sati (widow
burning), are not always enforced. Wife murder, usually referred to as "dowry
deaths," are still evident. Domestic violence is commonplace and more than half of
women surveyed believe it is justifiable and a normal part of married life. Not only
does the male population exceed that of females, but India is also one of the few
countries where men, on the average, live longer than women. To explain this
anomaly, it has been suggested that daughters are more likely to be malnourished
and to be provided with fewer health care services. Female infanticide and feticide
is a growing problem is a society that values sons over daughters.

It is estimated there are nearly 500,000 children living and working on the streets.
Child prostitution is widespread. Despite its illegality, child marriages are still
arranged in many parts of India. Human rights abuses, including incommunicado

46
detention, are particularly acute in Kashmir, where separatist violence has flared.
Although constitutional and statutory safeguards are in place, serious abuses still
occur including extrajudicial killings, abuse of detainees, and poor prison
conditions. Despite efforts to eliminate discrimination based on the longstanding
caste system, the practice remains unchanged. Few departments working for social
developments are:

Ministry of Social Justice and Empowerment:

The Government is committed towards overall development of all sections of

society. The Ministry of Social Justice and Empowerment works towards
educational development, economic and social empowerment of needy people. This
section offers requisite information pertaining to the Central and State Government
Departments and their activities in the social development sector. You can find
details of educational institutions, commissions, schemes and online facilities to
avail for various government benefits. Related documents and forms are also
available.

Department of Empowerment of Persons with Disabilities:

The Department of Empowerment of Persons with Disabilities in the Ministry of
Social Justice & Empowerment facilitates empowerment of the persons with
disabilities, who as per Census 2011 are 2.68 crore and are 2.21 percent of the total
population of the Country. These include persons with Seeing, Hearing, Speech,
Movement, Mental Retardation, Mental Illness, Multiple Disability and any other
disabilities. According to PM Modi- "This is an interactive platform for
communities of persons with disabilities who are engaged in the process of

47
collective learning in a shared domain. This will help the groups of people to share
a concern, learning and information related to the domain of their interest. Disability
wise communities can actively interact on this platform in the interest of their
welfare and rehabilitation".

Chief Commissioner for Persons with Disabilities:

• The Office of the Chief Commissioner for Persons with Disabilities was set
up under Section 57 (1) of the erstwhile Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full Participation) Act 1995 and
continues to function under Section 74 of the Right of Persons with
Disabilities Act, 2016. The Chief Commissioner is mandated to coordinate
the work of the State Commissioners for Persons with Disabilities, monitor
utilization of funds disbursed by the Central Government and take steps to
safeguard the rights and facilities made available to the persons with
disabilities.
• The Chief Commissioners may also, on his own motion, or on the application
of any aggrieved persons or otherwise looks into complaints relating to
deprivation of rights of persons with disabilities or non-implementation of
rules, bye-laws, regulations, executive orders, guidelines, or instructions etc.
made or issued for the welfare and protection of rights of persons with
disabilities and take up the matter with the concerned authorities. The Chief
Commissioner for Persons with Disabilities has been assigned certain powers
of a Civil Court for effective discharge of the functions.
• Commissioner’s office has been an accessible and expeditious site of dispute
resolution for PwDs. Most proceeding before the Chief Commissioner relates
to matters of employment, promotion or service. Relief, granted to petitioners

48
 before the Chief Commissioner, includes directions for reinstatement and
advisories to establishments to ensure that PwDs are not discriminated
against.

National Commission for Backward Classes (NCBC):

1. National Commission for Backward Classes (NCBC) was initially constituted by

the Central Govt by The National Commission for Backward Classes Act, 1993 (27
of 1993) dated 2.4.1993 and so far the Commission had been reconstituted 7 times
up to 2016. The Central Govt has repealed The National Commission for Backward
Classes Act, 1993 (27 of 1993) w.e.f 15.8.2018.

2. The present Commission (8th) has been accorded Constitutional Status and
constituted through “The Constitution (One Hundred and Second Amendment)
Act, 2018” Act dated 11.8.2018, whereby Article 338B has been inserted, forming
a Commission for the socially and educationally backward classes to be known as
NCBC. The Commission consists of a Chairperson, Vice-Chairperson and three
other Members in the rank & pay of Secretary to the Govt of India and their
condition of service and tenure of office has been notified vide MSJE Notification
dated 23.08.2018.

3. The Chairman (Dr. Bhagwan Lal Sahni) and the 3 Members (Shri Achary
Thalloju, Dr. Sudha Yadav and Shri Kaushlendra Singh Patel) have assumed their
charge in the Commission on 28th February, 2019. Vice-Chairman (Dr. Lokesh
Kumar Prajapati) has assumed his charge on 08th March, 2019. Shri Rajeev Ranjan
(IAS) has assumed as Secretary, NCBC on 31th December, 2021.

49
Community Work
Community work is a planned process to mobilise communities to use their own
social structures and resources to address their own problems and achieve their own
objectives.Community work focuses on participation and fosters empowerment,
emancipation and change through collective action. Community work is closely
related to work for human rights. The community work process is about people in
communities creating opportunities for growth and change.
‘Community’ can be understood in different ways, as geographical areas, interest
groups, organisations or institutions. Community work rests on a basic democratic
ideal, antioppressive practice, equality and solidarity with the affected individuals.
It aims to generate and communicate new insights with a view to effecting change.
As community work is an ideological, theoretical and practical approach to social
life and the risk of social exclusion, it is ideologically sustained by a basic trust in
people’s ability to improve their life chances. Society is the outcome of collective
action and is perpetuated and/or changed by action.
Community organization is a one the primary method of social work that is used at
macro level to address social needs, social problems and functioning of social
services at community level.
Community work is done by a person or group of people that benefits others.
It is often done near the area where you live, so your own community reaps the
benefits of your work. You do not get paid to perform community service,
though sometimes food and small gifts, like a t-shirt, are given to volunteers.
Community work can help any group of people in need: children, senior
citizens, people with disabilities, English language learners, and more. It can also
help animals, such as those at a shelter, and it can be used to improve places, such
as a local park, historic building, or scenic area as well. Community service is

50
often organized through a local group, such as a place of worship, school, or non-
profit organization. You can also start your own community service projects.
Some students are required to complete community service as part of a class
requirement in order to graduate high school or become a member of certain
organizations, such as the National Honor Society. Adults can also participate in
community service as a way to help others or if they are ordered to do so by a judge.

The values of community work as set out in the All Ireland Standards for
Community Work are:

1. Collectivity:
Community work is about working for collective change for communities. Its focus
is on change in policy and practice which should lead to greater inclusion, equality
and rights for marginalised communities and individuals.

What does this mean in practice?

Taking a collective approach means that community workers support communities
to:

• Analyse their situations and set out a vision and strategy for change;
• Build solidarity, organise and take action for change;
• Identify and seek to remove barriers to participation;
• Act together to address inequality and injustice;
• Work to ensure that communities are supported and resourced in their
collective work for equality and rights.
• Read/watch more

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2. Community empowerment:
Community empowerment leads people and communities to be resilient, organised,
included and influential.

What does this mean in practice?

An empowering approach means that community workers support communities to:

• Define [for] themselves, their priorities and agendas for action;

• Be consulted, involved and participate in decision-making processes that
affect their lives;
• Develop increased confidence and capacity to engage in dialogue, debate
discussion and collective action for change

3. Social justice and sustainable development:

At its core community work is about promoting a just society. This means that
community workers are active in challenging injustice, poverty, inequality,
discrimination and social exclusion. It means that community workers promote and
value diversity and find ways of ensuring that all members of the community in
which they work are recognised, included and valued. Promoting a sustainable
society involves promoting environmentally, economically and socially sustainable
policies and practices.

What does this mean in practice?

Working for social justice and sustainable development, community workers
support communities to:

52
 • Advocate collectively for their rights using all legal and policy mechanisms
available to them;
• Challenge and address the unequal distribution of wealth, power and
resources in society including between women and men;
• Have a voice in sustainable development policy and planning.

4. Human rights, equality and anti-discrimination:

Human rights are rights inherent to all human beings, regardless of race, sex,
nationality, ethnicity, language, religion, or any other status. Human rights include
the right to life and liberty, freedom from slavery and torture, freedom of opinion
and expression, the right to work and education, and many more.

• Everyone is entitled to these rights, without discrimination.

• Equality is about ensuring that every individual has an equal opportunity to

make the most of their lives and talents.

• It is also the belief that no one should have poorer life chances because of the
way they were born, where they come from, what they believe, or whether
they have a disability.
• Equality recognises that historically certain groups of people with protected
characteristics such as race, disability, sex and sexual orientation have
experienced discrimination.
• In seeking a society where human rights and equality are realised and
discrimination is addressed, community development is reinforced by

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 national and international human rights laws policies and standards for the
protection and promotion of human rights for all.

What does this mean in practice?

Promoting human rights, equality and anti-discrimination involves supporting
communities to:

• Challenge oppression, stereotyping and prejudice in all its forms;

• Have a voice in the development of human rights policies, laws and practices
in their country;
• Be resourced and supported to advocate for their human rights;
• Promote the rights of women in all their diversity, and advance women’s
rights as a core priority, including addressing violence against women and
the under-representation of women in decision making;
• Promote the rights of marginalised groups including Travellers, Roma,
minority ethnic groups, migrants, LGBTI people, older people and people
with disabilities;
• Use all legal routes to promote equality and address discrimination.

5. Participation:
Community work recognises that responses to the needs of marginalised
communities cannot and will not be effective without the meaningful participation
of those affected by them in their design and evaluation. Participation is rooted in
the idea that communities can and should be facilitated to articulate their own needs,

54
concerns and interests, to contribute to developing the best responses to these issues,
ensuring the best outcomes for the community.

What does this mean in practice?

A participative approach involves promoting the rights of communities to:

• Be supported to establish and develop autonomous, participative groups and

networks to promote and advance their rights;
• Be consulted, involved and participate meaningfully in decision-making
processes that affect their lives;
• Be supported to gain the confidence and skills to articulate and represent their
needs in an effective and inclusive manner.

What Are Examples of Community Service?

There are hundreds of ways to participate in community service, depending on your
skills and interests. Some common community service examples include:
• Working with schoolchildren: Tutoring children after school, collecting
school supplies to donate, planting a school garden.

• Working with senior citizens: Visiting residents of a retirement center,

delivering meals to senior citizens, driving them to appointments.

• Improving the environment: Holding a recycling contest, planting trees,

creating a new trail at a nature center.

• Helping low-income people: Passing out food at a soup kitchen, collecting

used clothes to be donated, making first aid kits for homeless shelters.

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What Are the Benefits of Community work
Community service is one of the best ways to help benefit the public or give back
to your community. It does not only have positive effects on society, but it will
bring benefits to your life and personal development. Why is community service
important? If you have ever asked yourself this question, let’s consider some of the
possible reasons.

1. Community Service Helps Connect to the Community

Giving back and assisting others is the basis of community service or volunteering.
Thus, it teaches us how significant it is to help the ones in need, the ones who are
less fortunate than us. The importance of community service lies in the fact that it
connects us to the community by improving it, and making it a better place for all
of us to live in.

2. It Benefits Your Career Prospects

56
When you are thinking of changing or advancing your career, community service
helps you gain experience and skills required for the professional turn you are
considering taking. One of the community service benefits is that it provides you
with the chance to improve skills important for a workplace, such as communication
and organizational skills, teamwork, planning, problem-solving and task
management. Furthermore, people could first merely try out an attractive career
through volunteering before leaping to a long-term commitment.

3. Community Service Raises Social Awareness

How does volunteering benefit the community? Volunteering or community

service provides you with a perfect opportunity to become closer to the community
you live in. Community service broadens your horizons by helping you understand
the needs of the society and the population you are trying to help through the project
you are volunteering on. Reading or hearing about issues is not quite the same as

57
getting personally involved. It brings you closer to families and individuals in need,
gives you firsthand experience and understanding of the conditions they are in.

4. Community Service Establishes Contacts and Friendships

The easiest way to make friends is through activities you perform together. Not only
would you be helping the ones in need, but you would also be able to meet some
other volunteers. This benefit of community service is especially important if you
are new in an area. After all, is there a better way to meet your neighbors and show
them how eager you are to improve your community? In addition, you could invite
your existing friends to do community service with you and through it, further
strengthen your relationship and have fun at the same time.

5. Community Service Helps Improve Your Skills

Introverts sometimes have problems meeting people and making friends.

Volunteering might help shy and quiet individuals with this issue as it offers lots of
opportunities to meet and work with various people. Thus, it is a valuable
experience for improving and practicing how to socialize in diverse surroundings.
On the other hand, students are advised to do community service in order to get
work-related knowledge and skills. At the same time, it increases their chances of
getting a job since their community involvement creates good references for
potential employers.

If you are looking for a possibility to help out the ones in need by improving your
community, acquiring new knowledge and skills at the same time, consider
performing community work. There are various volunteer opportunities to choose
from depending on your time and preferences. From office work and answering

58
emails and phone calls, through helping out in a store and thus raising funds,
to building safe homes for whole families – let’s help our community be a better
and safer place for all of us.

Teaching at orphanges
• Volunteers, who want to teach at orphanages, should be empathetic and
compassionate enough to understand that these kids are deprived of love and care,
and should shower them with what they need most. You can assist in providing
love, care, basic literacy, recreation and most importantly spend time and shower
affection on them.
• It basically consists of taking informal education classes with the children,
playing games with the children and introducing them to activity-based learning.
• The need for improvisation & creativity in teaching methods is paramount
and can challenge the most experienced ones as well, but the rewards are amazing.
• Volunteers can also bring along pens, pencils, books and other teaching
material which will help them while teaching.
• They Should:
 Emphasize on activity-based learning.
 Don't Say Orphan Child as he or she is orphan
 Playing recreational and fun games with the children, while introducing them
to new lessons.
 Make them aware and imbibe some good habits in the children, such as
cleanliness, hygiene, and greetings.
 You can plan a trip with the children to a museum or zoo in Delhi. Such
educational trips are very useful for the children where they love spending time and
playing with the volunteers.

59
 Participants should provide love, care, basic literacy, recreation and most
importantly spend time and shower affection on them.

Teaching poor children's/underprivileged

The term 'underprivileged' refers to the disadvantaged section of people who are
economically, socially and locationally in an unfavourable situation compared to
the rest of the population of the society. Thus it is a relative term. They are
underprivileged in relation to the middle class or upper class people of their society.
Scientists have used many other terms such as 'deprived'. 'psycho-socially deprived'
'culturally deprived', 'socio-economocally deprived', 'locationally deprived', etc. to
describe these sections of the pop~llalion of a country. On account of their poverty
and low social status, they are denied the privileges available to the people of upper
classes. Underprivileged children often have no access to quality education. I mean,
how can they prioritize school if they don’t even know where to get their next meal?
Most of them also run away from home or are forced to work at a young age. With
no high school diploma, job opportunities will be limited. They usually end up
working in low-paying jobs that won’t even pay for rent.
This is why education is the most important thing we can give these kids. If we help
them go to school (and stay in school), they have a much better chance at a brighter
future.
So how can we go about educating them?
There are a lot of non-profit organizations that work on educating less privileged
children. You can support them through donations or volunteer your time.
You can also organize fundraising or a book donation drive. If your time allows,
you can even tutor them yourself. Ask your local school boards if they have after-

60
school programs you can participate in. Or if you want to help more children, you
can also volunteer for NGOs abroad.
Importance of teaching underprivileged students
A privilege is a right or an advantage, and people who are underprivileged lack such
rights and the advantages. For years, education has been the bend Point for
individuals to transcend their limitations. Many children in India are not getting
proper education, they lack the basic necessity of every individual and there are
many people who wish to help the unfortunate, many of them come forward through
different means and try to help the underprivileged. The arrival of great charitable
organization and NGOs are one of the means. These organizations have made it
possible for gifted and hard-working children to have access to opportunities they
could not have imagined before.

Everyone speaks about education and its importance for underprivileged children.
Hence, let us understand what defines education. Education means acquiring
knowledge. In immense terms, education means acquiring various skills in diverse
fields that are vital to our life and very existence. These skills can be achieved
through classroom training and during the course of our life.

By giving good education to these children we will not only help them but also can
secure the living of their parents and their future, those parents who are not capable
enough to give education and a brighter life to their children. There are ample
reasons as to why they need education and how it is important for them. It will help
them to improve themselves and learn new things, find good opportunities, become
a good human being and lead a respectable life in the society with their head

61
high. The more education these children will acquire, the higher is the chance to
create a good life for their family.

One in five adults deficit the written communication skills they need to progress in
life, and 57 million children do not know what it’s like to step inside a classroom.
Many millions more are in education, but not learning adequately. The global
challenge for education is not just about providing access, but also assuring
progress. Proper and well educated is very important for all of us. It eases quality
learning all through the life among people of any age group, caste, creed, religion,
and region. In India, due to patriarchal Indian society especially girls are deprived
of education.

Being educated gives an equal opportunity to women to be an employee and a

skilled worker who use their learning as a boon that will help better the future of
their families. Educated girls also help end biased social evils like child marriage
and dowry which are still prevalent in our society. These social evils are not only
restricted to only one gender. From very small ages these children start to work in
factories, hotels or as a bagger on the streets. Most of them indulge in any illegal
activities such as burglary, pickpockets or some of them even addicted to drugs.
Due to which, at an age when they need to focus on their career and enjoy their
childhood, these children start working as the breadwinner for their families.

Our government has also taken many steps and started many programme to stop
child labour. Initiatives like mid-day meal and “school chalein hum” has started to
promote and encourage children and their parents who are from the underprivileged
section of the society. So that more and more number of children enroll themselves
to schools. But even after so many initiatives, the quality of the schools has not

62
improved in many of the cities and where schools are in a better condition, the
number of children is very less.
With a good education, we can make a good career and good money. Education
does not only mean the knowledge that one gets from books but the life lessons that
make a person more humane. Education can complete a person in many ways. But
in today’s economic world where everything is so money minded. Now, education
has become so costly that many people who belong to the lower section of society
can’t even afford that. Due to these reasons every year many children leave studies.
In this scenario, loans at cheaper rates can help excessively in improving the lives
of school dropouts.

There are government initiatives and numerous NGOs that are helping these
underprivileged children but we need to go beyond by providing them food and
shelter. Because most of these children either come from a background whose
family economic conditions are low or have no family. So providing only education
is not going to help them. We also need to help them with shelter, food, and
clothes. Rather than taking a random approach we must follow a practical and
scientific approach to address this issue. Before drafting any strategy, we need to
do a rigorous brainstorming session and try to identify the root cause of poverty.

Role of government in education sector for underprivileged children:

Nelson Mandela famously said, “Education is the most powerful weapon which you
can use to change the world.” For ages, education has been the only reliable way
out of poverty. Around the world, education for underprivileged children has a
disproportionate benefit, both to the child and the society at large. The United
Nations regards education as a worldwide “passport to human development”.
Children’s education needs to be prioritized to secure a nation’s future. The sad

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reality, however, is that the underprivileged children often attend substandard
schools, and don’t get a quality education. Education is their only shot at a better
life, and irrespective of innate ability, underprivileged children can’t access quality
education equally.

India is largely a poor or low-income country, where 134 Million people live under
extreme poverty–living on less than $2 per day–and 1.162 Billion are low-income–
living on $2-10 per day (source Pew Research study). The pandemic has expanded
the ranks of the poor by 75 Million people. Cash strapped parents often overlook
the eventual benefits that quality education brings. For many families, the short term
need for earning hands outweighs the long term benefits of education. Poor parents
put their children to work or keep them at home to help with chores, especially girls
who help with raising their younger siblings. Children skip school and get caught
in a cycle of poverty by foregoing their education.

Steps taken by Government to provide education to poor students

The Right of Children to Free and Compulsory Education (RTE) Act, 2009 provides
for access to elementary schools for children of the age group of 6-14 years, within
the defined area or limits of neighbourhood. Section 6 of the Act provides that ‘the
appropriate government and local authorities’ shall establish, within the area or
limits of a neighbourhood, a school, where it is not already established, within a
period of three years from the commencement of the Act. In pursuance of Section
6 of the Act, the Central RTE Rules has notified the area or limits of neighbourhood
as one kilometre, within which a primary school and 3 kilometre within which an
upper primary school, has to be established. The States have notified area or limits
of their neighbourhood norms in their state RTE Rules, factoring in their State

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specific condition, for opening of schools. As reported by States/UTs in their
Annual Work Plan, 2018-19, 97.15% of habitations in the country are covered by
primary schools and 96.49% of habitations are covered by upper primary schools.
The habitations that remain uncovered are mostly small or sparsely populated in
difficult areas where opening of school is not feasible for which there is a provision
of giving transport and escort facility and opening of residential schools and hostels.
Further, 88.24% of habitations were covered by Secondary schools within a
distance of 5km.

In addition, Section 12 (1)(c) of the Right of Children to Free & Compulsory

Education (RTE) Act, 2009 provides for admission of children belonging to
disadvantaged groups (DG) and economically weaker sections (EWS) in private
unaided schools to the extent of at least 25 percent of the strength of class I or below.

The Department of School Education and Literacy has launched an Integrated

Scheme for School Education - Samagra Shiksha with effect from 2018-19 which
subsumes the three erstwhile Centrally Sponsored Schemes of Sarva Shiksha
Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher
Education (TE). The scheme envisages school education as a continuum from pre-
school to senior secondary level and aims to ensure inclusive and equitable quality
education for all. Under the scheme, financial assistance is provided to States and
UTs for undertaking various activities to reduce number of out of school children
including opening/strengthening of new schools upto senior secondary level,
construction of school buildings & additional classrooms, setting up, up-gradation
and running of Kasturba Gandhi Balika Vidyalayas (KGBV), setting up of
residential schools/hostels, free uniforms, free text books and undertaking

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enrolment & retention drives. Further, special training for age appropriate
admission of out of school and residential as well as non-residential training for
older children, seasonal hostels / residential camps, special training centres at
worksites, transport/ escort facility are also supported to bring out of school children
to the formal schooling system. Also, mid-day meal is provided to students at the
elementary level of education. Further, under the student oriented component for
the children with special needs, financial assistance is provided for identification
and assessment of children with special needs, aids and appliances, braille kits and
books, appropriate teaching learning material and stipend to girl students with
disability etc.

Challenges in Education
India has over 350 Million children in the K-12 age range (source Census). This
huge school age population is mostly low income. Children in India are also
scattered across vast urban-rural divides. The complexity of this situation weighs
heavily upon the government education system. The Indian government works hard
to ensure that this exploding population has access to basic education. However, in
order to cater to the needs of the masses, and deliver the quantity of education
needed, the quality of education in India schools has suffered.

ASER 2018 report indicates that education has not resulted in learning. The entry
grade basic learning levels are abysmally low. Half of the Grade-5 students have
language and mathematical skills equivalent to that of a Grade-2 student. The
learning trajectories are flat. The learning levels in a typical classroom are highly
uneven, making the issue even harder to solve. The education system follows a
preset grade-level curriculum, and most of the students are progressively left behind

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over the years. There is a need for immediate intervention at the primary level to
improve the learning skills.

There is an immediate need for innovative solutions to basic education, and by not
being able to deliver the quality of education needed, in the quantity it is needed in
India, the country is not making a noticeable dent in the problem. We are not
providing our children with something different from what children got decades
ago. Children from all corners of the world deserve a quality education, something
recognized as a fundamental right in most nations. By not providing them with this,
we effectively entrench poverty even further for them. Children should at least
possess the ability to read and write and, eventually, obtain the power to break the
poverty cycle. Our country’s future and the success of future generations depend on
this.

Filling the Gap – Non Governmental Organizations (NGOs):

India has a large number of charitable organizations, or NGOs, working to improve
education, and many other social issues that India is facing. NGOs have become an
important instrument in addressing some of India’s most pressing issues, including
primary education, sanitation, child rights, housing, poverty, and women’s
empowerment. Out of a total of 768,839 NGOs, 61,064 work on education (8.02
percent), according to the Sector-Wise NGO Directory registered with NGO
Darpan (Niti Ayog). In metropolitan regions, there are approximately four NGOs
per 1,000 people. In rural areas, there are approximately 2.3 NGOs per 1,000
persons. The bulk of NGOs receive between $1 and $5 million in funding. Although
a large number of these NGOs appear to receive moderate to high funding, the

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volatility of funding each year and inefficiencies in resource distribution lead to
choppy effectiveness.

NGOs working in education sector

SINCE India gained independence from British rule in 1947, it has made steady
progress in primary and secondary education. But there are several stumbling
blocks on the road to achieving the goal of universal education. These include a
lack of adequate funds, physical infrastructure and quality teachers. India spends
only a little over 3% of its GDP on education against the benchmark of 6% that
every national education policy has set since 1968.

India needs significant mobilisation and collaboration between the government and
the private and social sectors to provide quality education to every eligible child.

While the government has to step up its efforts, several nonprofits in India have
been filling the education gaps. Here, we list 10 Indian NGOs that are driving the
change in education.

1. K.C. Mahindra Education Trust (Nanhi Kali)

Since 1953 when the trust was founded to promote literacy and higher learning in
the country, it has undertaken several initiatives to improve the lives of deserving
students through education. Project Nanhi Kali, the flagship programme of K.C.
Mahindra Education Trust supports the education of underprivileged girls. Since
1996 when the Project started, Nanhi Kali has helped over 4.5 lakh girls.

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The focus is on ensuring that girl children from socially and economically
marginalised families access quality education and decrease the high dropout rates.
The Nanhi Kali project also allows individuals to take part and support the
education of girl children.

2. Udaan India Foundation

Mumbai-based Udaan Foundation runs a one-year programme to facilitate school

readiness for children from low-income communities aged 4-6 years. The idea is to
build a strong foundation in language and social skills in a safe, secure, and happy
learning environment. Donations to this programme will cover the cost of teachers’
salaries in schools.

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After kindergarten, the NGO also continues to support them through their school
years and until they become employable. You can sponsor a child’s education in
Mumbai to help them dream of a future beyond slums by donating here.

3. eVidyaloka

This Bengaluru-based NGO is helping underprivileged children in rural India

access quality of education through technology.

eVidyaloka is combating the severe shortage of teachers in government schools,

and its work has benefitted over 20,000 children in over 200 remote villages. This
has been done by connecting the children to volunteer teachers worldwide through
live and interactive classes.

During the pandemic, the NGO has helped provide access to education through
remote learning. Through a small donation of just ₹3 per day or more, you can
ensure one child from a remote village has access to education for one whole year.
You can support eVidyaloka’s initiative by giving here.

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4. Pi Jam Foundation

Conceived by Teach for India Alumni in 2017, Pi Jam Foundation aims to provide
students from under-resourced schools computing and problem-solving skills.

As most students in India do not have access to the knowledge and skills that will
make them part of the productive economy in tomorrow’s workforce, Pi Jam aims
to bridge this gap. Computational thinking and problem-solving are two areas in
which Pi Jam wants to do most work so that school-going children can be equipped
well when they enter the job market.

5. Vanavil Trust

Vanavil helps kids from marginalised and historically nomadic communities, who
would otherwise be living on the streets, begging, or worse. Vanavil works closely
with the Boom Boom Mattukaran and Narikuravar nomadic tribes, forced to make
a living through begging and selling minor wares. Vanavil was started in 2005 in
the aftermath of the December 26, 2004 tsunami by a handful of youngsters and has
grown with the help of individual donors and foundations committed to the cause
of education.

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The mission is to educate children, provide livelihood and empower the
communities. They also provide personalised care for every student and assist with
college or diploma or vocational training. Vanavil needs your support to continue
its mission.

6. Aarti for Girls

Aarti for Girls was started in 1992 in Kadapa, Andhra Pradesh. Aarti Home is an
orphanage for abandoned and destitute girl children.

Aarti fosters and supports abandoned girls by providing them with shelter,
education and opportunities to succeed in life. Aarti feels that the best way to bring
up children with difficult pasts would be by giving them an environment that is less
institutionalised and more family-based. Over 650 students from disadvantaged

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backgrounds are currently enrolled at Aarti School. Donate here and help Aarti’s
efforts.

7. Vidya and Child

Vidya and Child was started in 1998 with the single aim of making a difference in
the lives of underprivileged children belonging to socio-economically marginalised
sections of society. Today, the majority of its learners are first-generation school-
goers. The organisation is helping over 1,800 children across five locations in semi-
rural and rural settings through its school and after school support programmes.

The pandemic resulted in the complete closure of schools and children, especially
girls, being forced out of schools. You can support the non-formal education of
marginalised children and help them take their first step towards education here.

8. Ibtada

Ibtada works for the empowerment of women and girl children in the Alwar district
of Rajasthan. Ibtada intervenes for education, life skills development, computer
literacy, vocational training, transport facility to school and college and support for
college fees. The organisation also works with the government education system to
improve the school learning environment and outcomes and empower school

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management committees. It also provides financial support to improve school
infrastructure in government schools.

To inculcate the reading habit and enhance comprehension, a library is set up in

scores of schools where Ibtada works. You can support Ibtada in educating more
children from underprivileged backgrounds by donating here.

9. Vidya Poshak

Vidya Poshak has a unique programme that identifies bright students from
economically disadvantaged families and nurtures them until they complete their
higher education and are then helped in finding a suitable job.

The organisation realised early that students who belong to low-income families
have limited opportunities in careers because of low-quality education and lack of
financial resources. Vidya Poshak has two established programmes – ‘Nurture
Merit’ that supports high-achieving students from economically challenged

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backgrounds into higher education until they graduate and find employment; and
‘Graduate Finishing School’, an initiative to train economically disadvantaged
graduates from rural areas in vocational skills.

10. E and H Foundation

E and H Foundation is a Delhi based organisation working to enable quality

education and healthcare for underprivileged children.

Its focus is on the education of underprivileged girl children in Uttar Pradesh. It is

partnering with highly successful models on the ground and helping them scale up
at a very low cost. Currently the foundation has partnered with the Gyan Shala
model that is helping children achieve grade-appropriate learning in classes 1-4 at
a low cost of ₹5,000 per child per year compared to average government cost of
₹12,000 per child.

Since its inception in 2012, E and H Foundation has reached 19,000 children in
three districts of Uttar Pradesh and aims to reach 1,00,000 children by 2025

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Unit 2

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Slums:
A slum is a residential area with substandard housing that is poorly serviced and/or
overcrowded, and therefore unhealthy, unsafe, and socially undesirable. A single
dwelling can fit this description, but the term is usually reserved for larger areas,
rural or more commonly urban. Slums, like the poor who inhabit them, have always
existed, but became more extensive with the rise of the industrial city. Rising
incomes, and stricter building and health regulations, have helped to virtually
eliminate them in the developed world, where the main housing problems are now
those of affordability and homelessness. Slums have become ubiquitous in the
developing world, where they commonly take the form of squatter settlements. The
term slum is culturally defined and pejorative, with social as well as physical
connotations. It is usually applied by outsiders, often inappropriately and to justify
public intervention in neighborhood affairs, through programs such as slum
clearance, and the term has often been resented and resisted by local residents.
While India’s economy continues to boom since the last so many decades and Swachh
Bharat Abhiyaan (Clean India Mission) entering into second year, it’s 360 million
poorest citizens remain among those living in some of the most dilapidated conditions
in the world. The slums have become the indispensable and dark side of our country,
which we can’t boast of.

Major Slums in India:

Some of the most densely populated slums in India which include the maximum
percentage of poor in the country are listed below.

With the rising population in India, and due to migrating people from rural to urban
areas in vague of finding the opportunities of better living, food, shelter, and for the

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daily wages, they end up living in the most hazel conditions in the metropolitan cities.
They are left with living in the unhealthiest conditions. For living and for raising their
family and children, they wander for the daily wage occupations in the city.

Some of the most densely populated slums in India which include the maximum
percentage of poor in the country are listed below.

1. Dharavi Slum, Mumbai

Dharavi Slum is considered to be the world’s most densely populated of about
1,000,000 and Asia’s largest slums with an area of just over 2.1 square kilometers.
With the expulsion from the peninsular city of factories and residences and also the
migration of rural people to the urban city of Mumbai during the colonial period, this
locality happened to be set at that time in 1884.

2. Nochikuppam Slum, Chennai

Nochikuppam area is all about the story of the lives of urban slum residents which
houses more than thousands of families along the Marina Loop road opposite to the
Bay of Bengal. This area is shared by the two sets of people who do the same work.

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One who lives in the permanent houses and the other who lives in the tents, all
belonging to the fishing occupation.

3. Rajendra Nagar Slum Bangalore

It is said that around 20% of the garden city, Bangalore’s population resides in slums.
One among these slums is the Rajendra Nagar slum where people are not ready to
shift under the flyover in the temporary shelters, finding it risky. But as per the
comments by the people of Bangalore, these slum residents have been rehabilitated.

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4. Bhalswa Slum, Delhi
Behind the beautiful landscaping done over the Jahangiri Puri Garbage Mountains,
lies the ugly truth of the urban slum of Delhi. The residences are migrants from nearby
villages. With the dream of better living in the urban, these villagers with no home
and no work end up settling in the area of slum.

5. Basanti Slum, Kolkata

With the narrow roads and the criss-cross arrangement of electric wires running
everywhere in the slums of Basanti in Kolkata is the most populated slum in the city.
With the development of the city, this slum is affecting its urbanisation.

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6. Indiramma Nagar, Hyderabad
About 6, 24,689 people live in the slums of Indiramma Nagar in Hyderabad. In this
‘city of Nizam,’ there are about 100 identified slums and about 25 unidentified slums
in Hyderabad where residents live in very unstable conditions all way from years in
the worst hygiene and sanitation conditions.

7. Mehbullahpur Slum, Lucknow

In this city of Nawabs, most of the people who are poor live in slums who have
migrated from the nearby district to wander for the daily wages, living, and food but
they end up living in awful living conditions. The population in this locality is
increasing at a faster rate in this urban slum as a whole.

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8. Saroj Nagar Slum, Nagpur
In this prime land of about 1600 hectares, approximately 40% of the population of
Nagpur is assumed to live in slums. In this orange city, Saroj Nagar slum is one among
the many in the city. It makes one of the largest slums in Maharashtra after Dharavi.

9. Parivartan Slum, Ahmadabad

This Parivartan slum along the riverside slums in Ahmadabad is about 40 years old.
This locality is home to many poor people living on the river banks.

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10. Satnami Nagar Slum, Bhopal
In the city of lakes, this Satnami Nagar in Bhopal is one of the oldest slums. People
of Bhopal, who live on the street and are poor, these slums are sheltering many poor
populations of Bhopal.

Reasons for growing slums

▪ Population explosion and poverty force the urban poor to live in slums and
that leads to an increase in the size of slums. Also, a regional imbalance in

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development creates rural to urban migration, thus increasing the overall urban
population density which pressurizes the urban poor to move into slums.

▪ In the past 15 years, India’s urban population density has increased by 45%.
It is further estimated that 40% of the population will live in urban areas by 2026.
With increasingly densified urban population, there exists a huge demand for land.
This shortage of land forces the urban poor to live in increasingly dense
communities creating slums in the process.

▪ Rising material costs and labor costs resulting from labor shortage is
another reason for the growth of slums as it makes developers unable to deliver
affordable housing to the market.

▪ Also, delayed procedures for land development forces people to stay in

congested areas which further leads to creation of slums.

▪ A lack of efficiency of urban local bodies coupled with unplanned city

management is also one of the major reasons for creation of slum areas.

▪ Moreover, social backwardness forces people to live in congested areas

away from main areas. For example, more Scheduled Castes (SCs) live in slums -
with one out of every five residents belonging to the SC category.

▪ A lack of political will for developing slums can also be seen, as slums
provide cheap and steady labour (party-workers) to political parties.

Issues arising from neglecting slum development/ Problems faced by slums:

▪ Slums act as a magnet for the rural poor by attracting them towards city life.
This it does by partially blinding them from the hardships that accompany life in
the city.

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▪ People living in slum areas are also prone to suffer from waterborne
diseases such as typhoid and cholera, as well as from more fatal ones like cancer
and HIV/AIDS.

▪ Also, women and children living in slums are prone to become victims of
social evils like prostitution, beggary and child trafficking. Slum dwellers in
general and regardless of gender, often become victims of such social evils.

▪ Slum areas are also commonly believed to be places that generate a high
incidence of crime. This is due to official neglect towards education, law and
order, and government services in slum areas.

▪ Then, the majority of slum dwellers in a developing country earn their living
from the informal sector which neither provides them with financial security nor
with enough earnings for a decent living, keeping them firmly within the vicious
cycle of poverty.

▪ Lastly, hunger, malnourishment, lack of quality education, high infant

mortality, child marriage, child labour are some of the other social problems
prevalent in slums.

Government Initiatives for Slums in India:

The Minister for Housing and Urban Poverty Alleviation Kumari Selja has said
that the Ministry of Housing & Urban Poverty Alleviation (HUPA) is implementing
the following schemes for slum dwellers and urban poor across the country:

(i) Under the Jawaharlal Nehru National Urban Renewal Mission (JNNURM)
launched on 3rd December, 2005, the Basic Services to the Urban Poor (BSUP) and
Integrated Housing and Slum Development Programmes (IHSDP) are being
implemented which focus on basic services to the urban poor and integrated

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development of slums. Under BSUP, 65 select cities in the country are covered and
the remaining cities are covered under IHSDP. Under BSUP scheme, 527 projects
have been approved with total project cost of Rs. 30188.69 crores for construction
of 1017252 Dwelling Units (DUs). Under IHSDP scheme, 1084 projects in 928
cities have been approved with total project cost of Rs. 12048.50 crores for
construction of 570951 Dwelling Units (DUs).

(ii) Swarna Jayanti Shahari Rozgar Yojana (SJSRY) aims at providing gainful
employment to the urban unemployed and under-employed poor, through
encouraging the setting up of self employment ventures by the urban poor living
below the poverty line, skills training and also through providing wage employment
by utilizing their labour for construction of socially and economically useful public
assets. This scheme is applicable to all cities and towns in the country. During the
2011-12, 353,803 beneficiaries were covered under skills training and 79,804
beneficiaries under urban self employment programme components of SJSRY.

(iii) In pursuance of the Government’s vision of creating a Slum-free India, a new

scheme ‘Rajiv Awas Yojana’ (RAY) has been launched on 02.06.2011.Under the
Scheme financial assistance is being provided to States that are willing to assign
property rights to slum dwellers for provision of decent shelter and basic civic and
social services for slum redevelopment, and for creation of affordable housing
stock. The scheme is expected to cover above 250 cities, across the entire country
by the end of 12th plan (2017).The States would be required to include all the
mission cities of JNNURM, preferably cities with more than 3 lakh population as
per 2001 Census; and other smaller cities, with due consideration to the pace of
growth of the city, of slums, predominance of minority population, and areas where

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property rights are assigned. Funds have been released to 34 States/UTs under Slum
Free City Planning Scheme - the preparatory phase of Rajiv AwasYojana. The list
of 185 cities in which preparatory activities are being undertaken are as
per Annexure-I. In addition, 8 pilot projects with total project cost of Rs.
446.22 Crores involving Central Assistance of Rs. 197.09 Crores have been
approved under RAY for construction of 8400 dwelling units. The first installment
of Rs. 65.69 Crores has been released to the concerned states as per Annexure-II.

(iv) The Affordable Housing in Partnership Scheme, which is intended to

encourage public private partnerships for the creation of affordable housing stock
has been dovetailed with RAY. Under this scheme, central support will be provided
at the rate of Rs 50,000 per unit of rental/affordable dwelling unit or 25% of the
cost of civic infrastructure (external and internal), whichever is lower. Under this
Scheme, which is applicable to all cities covered under RAY, 8 projects have been
sanctioned with a central assistance of Rs. 7.2 Crore for construction of 5776
Affordable dwelling units.

(v) To enable the urban poor to obtain credit for home loans at affordable rates,
the Interest Subsidy Scheme for Housing the Urban Poor (ISHUP), which provides
5 % interest subsidy on loans up to Rs. one lakh, is being implemented. This scheme
has been dovetailed with RAY. As on date, 10,215 beneficiaries have been
benefitted.

NGOs working for slums in India

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• VOICE OF SLUM is a Social Change non-profit organization working to
transform the lives of slum kids through education from the pre-school till
graduation. The co-founders, DEV and CHANDNI, have transformed lives of
15,000 slum children so far. They were rag pickers themselves who braved the odds
and have now become voice of the slums.

• Asha has been helping the slum dwellers of Delhi since 1988, when Dr Kiran
Martin started treating cholera victims who were too poor or culturally
constrained to seek help elsewhere. Now over 700,000 residents in 95 slum colonies
have access to essential medical care and treatment with Asha, as well as a wide
range of other support and benefits to help improve peoples’ lives and bring them
‘hope’. Asha’s Mission is to work with the urban poor to bring about long-term and
sustainable transformation to their quality of life.

• Since 2004, Shanti Sahyog in Delhi has followed its mission to enable
people living in urban slums have access to a better quality of life. Their team of 42
social workers are dedicated to serving families in 17 slums in the Kalkaji /
Govindpuri and Tughlakabad Village areas of Delhi. Our programs cover 5 focus
areas; Quality Education (Slum Children Education in Delhi), Health Care, Skill
Development (NGO working for Skill Development in Delhi), Women
Empowerment (NGO working for Women Empowerment in Delhi) & Peace.

• Smile Foundation has partnered with Max Vision Social Welfare Society
for the implementation of a project which works for the upliftment of the backward
and slum areas of Gurgaon and Delhi in the fields of education and health and
hygiene. The target group is the children from these backward and slum areas. The
project aims at educating the children as well as the adults so that a change can be
bought.Health checkups, awareness campaigns, counseling, services and

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knowledge transfers through peer education programmes are some important
aspects of the project. Presently, 225 children are enrolled under the project.

• PARAS India is working in the following districts of Delhi:-

North Delhi- It lies in Nand Lal Slum of Gopalpur village. They have been working
in Nand Lal Slum since 2007 with an objective of uplifting the lesser privileged and
bringing them to the mainstream. Their projects like Pahal is based on education,
E-shishya is based on online English learning and USHA Silai school and Saksham
is based on women empowerment. They conduct community meeting which is
called “Lok Samvaad” where the difficulties of community people are heard. Also,
meetings of women and adolescent girls called “Mahila meetings” and “Kishori
meetings” are taken every month where sessions on different women related issues
are delivered and their queries are heard.
East- PARAS India has a community center in Rajiv Camp Slum of Dilshad
Garden Metro area. They inaugurated this community centre in October 2015 with
the aim of providing education to the slum children and liaison a message of a better
future. They named it to project “Prerna” wherein we started an education centre, a
community library, and a computer centre. In September 2017, we initiated Silai
schools in collaboration with USHA International Limited which provided women
residing in the slums with employment, thus strengthening a family unit. The staff
working in East Delhi comprises 90% of women.
• For 26 years, the Prajna Foundation has been providing the children of New
Delhi’s slums with the tools to escape the cycle of poverty and expose them to the
things that make life more than just survival. More than 50% of Delhi’s children
residents of slum neighborhoods. They began as a single small community centre.
In this modest one room centre based in the Rohini slums, they created a space in
which love, respect, clean water, positive role models, and structure would be

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guaranteed. The original intent was to provide educational support. It seemed
simple; if you help a child complete their schooling, they will be employable,
independent, and able to provide for their families. Pretty quickly, it became
apparent that it takes more than just a lesson plan to prove to a child living in poverty
just how bright their future can be. From then their activities began to include dance,
yoga, meditation, art, drama, cultural events, health and sanitation camps, and the
list kept growing. Prajna began supporting the livlihood not just the education of
the children in Delhi’s slums.

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Unit 3

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Environment:
Healthier environments could prevent almost one quarter of the global burden of
disease. The COVID-19 pandemic is a further reminder of the delicate relationship
between people and our planet.
Clean air, stable climate, adequate water, sanitation and hygiene, safe use of
chemicals, protection from radiation, healthy and safe workplaces, sound
agricultural practices, health-supportive cities and built environments, and a
preserved nature are all prerequisites for good health.
A child born today has a much better chance of reaching their fifth birthday than
ever before. But climate change and environmental degradation threaten to reverse
progress on child and adolescent survival, health and well-being.
Children worldwide face a host of environmental hazards, like polluted air, water
and food; exposure to toxic chemicals; unsafe infrastructure; and threats related to
climate change. Floods, wildfires and other extreme weather events destroy
infrastructure and economies, and pose unique threats to young bodies and minds.
Slower-onset events such as droughts and the spread of parasites, bacterial diseases
and viral diseases present dangers that are more pronounced for children.

A BROADER ECOLOGICAL PERSPECTIVE

Today the profession is beginning to awaken to the significance of our global
physical environment. Natural disasters such as earthquakes, floods, and hurricanes
destroy homes and communities, and they seem to be occurring with increased
frequency throughout the world. War and industrial pollution claim victims in many
parts of the world. Our asthma-infected children and health threats from toxic

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contamination of the produce being sold in our supermarkets have given many
Americans a renewed concern about the physical environment. Social workers are
increasingly interested in the relationship between human social welfare and
ecology. The NASW publication, Social Work Speaks, describes ecological
contexts of special concern to American social workers: The inextricable links
among poverty, environmental degradation, and risk to human well-being cannot
be denied. The relationships and subsequent health disparities are clear in polluted
innercity neighborhoods where children of color suffer from high rates of asthma;
in crop lands where poor migrant workers carry agricultural pesticides home to their
families on their work clothes; in low-income Louisiana parishes along the
industrial “Cancer Alley” stretch of the Mississippi River; and in the unsanitary,
crowded, and hastily and poorly constructed maquiladoras that house Mexican plant
workers along the United States– Mexico border. (2009, p. 122) What this means
for social workers is that as students and practitioners, we need to be invested in
building a healthy environment for all people. We need to develop our
understanding of the relationship between poverty and the risks emanating from
degraded environments. In our daily social work practice, we need to take special
care not to further endanger people by placing them in unsafe housing, and we need
to work with landlords, volunteer groups, neighborhoods, and communities to clean
up degraded areas and create environments that can nurture children, families, and
older adults. Of great importance is the advocacy that we engage in together with
other environmental activists. Whether we are working with individual clients,
families, or groups, or within organizations or communities, our professional
behaviors must reflect a sense of responsibility for environmental concerns.

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Six reasons why a healthy environment should be a human right
At least 155 states recognize their citizens have the right to live in a healthy
environment, either through national legislation or international accords, like the
Universal Declaration of Human Rights.

Despite those protections, the World Health Organization estimates that 23 per cent
of all deaths are linked to “environmental risks” like air pollution, water
contamination and chemical exposure.

Statistics like that are why the United Nations Human Rights Council recently
passed a resolution reaffirming states’ obligations to protect human rights,
including by taking stronger actions on environmental challenges.

Here are some of the ways that a compromised planet is now compromising the
human right to health.

1. The destruction of wild spaces facilitates the emergence of zoonotic diseases.

The alteration of land to create space for homes, farms and industries has put
humans in increasing contact with wildlife and has created opportunities for
pathogens to spill over from wild animals to people.
An estimated 60 per cent of human infections are of animal origin. And there are
plenty of other viruses poised to jump from animals to humans. According to the
Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem
Services, “as many as 1.7 million unidentified viruses of the type known to infect
people are believed to still exist in mammals and waterfowl. Any one of these could

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be the next ‘Disease X’ – potentially even more disruptive and lethal than COVID-
19.”

2. Air pollution reduces quality of health and lowers life expectancy.

Across the globe, nine in 10 people are breathing unclean air, harming their health
and shortening their life span. Every year, about 7 million people die from diseases
and infections related to air pollution, more than five times the number of people
who perish in road traffic collisions.

Exposure to pollutants can also affect the brain, causing developmental delays,
behavioural problems and even lower IQs in children. In older people, pollutants
are associated with Alzheimer’s and Parkinson’s diseases.

3. Biodiversity loss compromises the nutritional value of food.

In the last 50 years alone, human diets have become 37 per cent more similar, with
just 12 crops and five animal species providing 75 per cent of the world’s energy
intake. Today, nearly one in three people suffer from some form of malnutrition and
much of the world’s population is affected by diet-related diseases, such as heart
disease, diabetes and cancer.

4. Biodiversity loss also reduces the scope and efficacy of medicines.

Natural products comprise a large portion of existing pharmaceuticals and have
been particularly important in the area of cancer therapy. But estimates suggest that
15,000 medicinal plant species are at risk of extinction and that the Earth loses at
least one potential major drug every two years.

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5. Pollution is threatening billions worldwide.
Many health issues spring from pollution and the idea that waste can be thrown
“away” when, in fact, much of it remains in ecosystems, affecting both
environmental and human health.

Water contaminated by waste, untreated sewage, agricultural runoff and industrial

discharge puts 1.8 billion people at risk of contracting cholera, dysentery, typhoid
and polio. Methylmercury – a substance found in everyday products that
contaminate fish – can have toxic effects on the nervous, digestive and immune
systems when consumed by humans. And a growing body of evidence suggests that
there is a cause for concern about the impact of microplastics on marine life and the
food web.

As well, every year, 25 million people suffer from acute pesticide poisoning. And
glyphosate – the world’s most widely-used herbicide– is associated with non-
Hodgkin lymphoma and other cancers. Even medicines can have a negative impact
as they infiltrate ecosystems. A 2017 UNEP report highlighted that antibiotics have
become less effective as medicine mainly because of their widespread use. About
700,000 people die of resistant infections every year.

6. Climate change introduces additional risks to health and safety.

The last decade was the hottest in human history and we are already experiencing
the impacts of climate change, with wildfires, floods and hurricanes becoming
regular events that threaten lives, livelihoods and food security. Climate change also
affects the survival of microbes, facilitating the spread of viruses. According to an
article published by the Intergovernmental Science-Policy Platform on Biodiversity

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and Ecosystem Services, “pandemics are likely to happen more frequently, spread
more rapidly, have greater economic impact and kill more people.”

Role of Government to Save Environment

While it is becoming increasingly evident that environmental problems such as
climate change and global warming constitute existential threats to human societies,
these problems will very likely persist and even intensify unless governments enact
effective and potentially costly environmental policies. However, government
policies and spending ultimately rely on public support, thus underscoring the need
to increase present knowledge about the processes underlying citizens' policy
attitudes. The final controlling authority in most of the issues related to
environment is the government itself. For example, most of the thermal power
plants are owned by the government and also only the government can build dams,
roads, railways, etc. Industrial or any other related activity cannot start without the
approval of the government. Therefore, the government has to apply various checks
and controls so that the environment is managed properly.

1. Direct Regulation

Direct regulation of polluting activity (i.e., setting a legal limit for pollution)
frequently comes to mind. The government could, for example, simply limit the
industry’s pollution to R units by decree. Direct regulation of this sort was popular
in the United States shortly after the setting up of Environmental Protection Agency,
a government organization tasked to regulate any practice that may have an adverse
effect on the environment. Created in 1970, the EPA became the US government’s
answer to increasing qualms about the wanton disregard of some industries and their

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unsafe practices that pose hazards to human health and the environment in
general. Aside from safeguarding human and environmental health, the EPA is also
empowered to craft and enforce regulations under existing environmental laws. It
is also responsible for researching various methods to protect the
environment. Since its creation, the EPA took the lead in implementing changes to
make the United States a better place to live in. Armed with existing and new laws
like the amended Federal Water Pollution Control Act, Safe Drinking Water Act,
the amended Clean Air Act, Federal Environmental Pesticide Control Act, and
other federal environmental statutes, the EPA set out to build a new and better
horizon for the citizens of the US and the world as a whole. The EPA, in partnership
with the US Department of Energy (DOE), expanded the coverage of the ENERGY
STAR program in 1996 to promote the reduction of energy consumption and
greenhouse gas emissions from power plants. Through this program, the agency
made it possible for people to save 180 billion kilowatt-hours in 2007 alone, or the
equivalent of around 5% of the total electricity demand in the US.

2. Effluent Fees

Effluent fees offer governments a second approach to pollution control. An effluent

fee is a unit price that a polluter must pay to the government for discharging waste.
The idea behind the imposition is that they can bring the marginal private cost of
polluting faced by firms closer to the true marginal social cost of their emissions.

Effluent fees often have one major advantage over direct regulation. It is, of course,
socially desirable to use the cheapest way to achieve any given reduction in
pollution, and a system of effluent fees is more likely to accomplish this result than
direct regulation. To see why, first consider a particular polluter facing an effluent

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charge. It would find it profitable to reduce its discharge of waste to the point where
the (marginal) cost of reducing its emissions by 1 unit equalled the fee. The effluent
fee would be the same for all polluters. And it is a simple matter to show that the
total cost of achieving the corresponding reduction in total emissions across all of
the polluters would thereby be minimized. To that end, suppose that the cost of
reduction waste discharges by an additional unit were not the same for all polluters
(as might be the case if they were given individual quantity limits). The cost of
achieving the same amount of total pollution control could then be reduced by
allowing polluters whose marginal control costs were high to increase their
emissions (and lower their marginal control costs) while encouraging polluters
whose marginal control costs were low to reduce theirs (by and equal amount).

Effluent fees do not however, guarantee the same constant level of total emissions
that could be expected if a set of individual quantity limits were issued. Why not?
Because firms will pay for the right to more or less pollution as they increase or
decrease their outputs. So, although direct regulation would restrict total emissions
regardless of business conditions, and equivalent effluent fee could, at best,
guarantee that the expected value of equivalent effluent fee could, at best, guarantee
that the expected value of total emission s over along period of time would
correspond to the same total. Variation in the level of total pollution can be harmful
in some cases, and not in others. The point here is that preference for effluent fees
is not quite so clear-cut when the reality of uncertainty is brought to bear on the
discussions.

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3. Transferable Emission Permits

Governments have recently learned that they can work the trade-off between the
certainty of direct regulation and the efficiency of effluent charges by issuing a fixed
number of transferable emissions permits – permits that allow the holder to generate
a certain amount of pollution. The total number of permits can be limited, so that
total pollution can be held below any targeted level. The economically efficient
amount might be the pollution target, but there could be others (especially if it were
difficult to collect the information necessary to identify the efficient level or it there
were an emissions threshold beyond which damage would be severe). In any case,
allowing permits to be bought and sold would mean that firms whose marginal
control costs were high would probably try to but some (so that they could their
emissions) and firms whose marginal control costs were low would try to sell some
(and make money even thought they would have to reduce their emissions). In fact,
the market would work to bring the marginal cost of pollution control at each firm
equal to the market price of permits, and so it would bring the marginal cost of
pollution control at every form in line with the marginal cost at every other firm.
Notice that this is exactly the condition for minimizing the cost of holding total
emissions to a particular level.

Role of Indian Government to save Enviornment

Several environment protection legislations existed even before Independence of

India. However, the true thrust for putting in force a well-developed framework
came only after the UN Conference on the Human Environment (Stockholm, 1972).
After the Stockholm Conference, the National Council for Environmental Policy
and Planning was set up in 1972 within the Department of Science and Technology

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to establish a regulatory body to look after the environment-related issues. This
Council later evolved into a full-fledged Ministry of Environment and Forests
(MoEF).

MoEF was established in 1985, which today is the apex administrative body in the
country for regulating and ensuring environmental protection and lays down the
legal and regulatory framework for the same. Since the 1970s, a number of
environment legislations have been put in place. The MoEF and the pollution
control boards ("CPCB", ie, Central Pollution Control Board and "SPCBs", ie, State
Pollution Control Boards) together form the regulatory and administrative core of
the sector.

Some of the important legislations for environment protection are as follows:

• The National Green Tribunal Act, 2010

• The Air (Prevention and Control of Pollution) Act, 1981
• The Water (Prevention and Control of Pollution) Act, 1974
• The Environment Protection Act, 1986
• The Hazardous Waste Management Regulations, etc.

These important environment legislations have been briefly explained in the

succeeding paragraphs.

The National Green Tribunal Act, 2010

The National Green Tribunal Act, 2010 (No. 19 of 2010) (NGT Act) has been
enacted with the objectives to provide for establishment of a National Green
Tribunal (NGT) for the effective and expeditious disposal of cases relating to
environment protection and conservation of forests and other natural resources

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including enforcement of any legal right relating to environment and giving relief
and compensation for damages to persons and property and for matters connected
therewith or incidental thereto.

The Act received the assent of the President of India on June 2, 2010, and was
enforced by the Central Government vide Notification no. S.O. 2569(E) dated
October 18, 2010, with effect from October 18, 2010. The Act envisages
establishment of NGT in order to deal with all environmental laws relating to air
and water pollution, the Environment Protection Act, the Forest Conservation Act
and the Biodiversity Act as have been set out in Schedule I of the NGT Act.

Consequent to enforcement of the National Green Tribunal Act, 2010, the National
Environment Tribunal Act, 1995 and the National Environment Appellate
Authority Act, 1997 stand repealed. The National Environment Appellate Authority
established under s 3(1) of the National Environment Appellate Authority Act,
1997stands dissolved, in view of the establishment of the National Green Tribunal
under the National Green Tribunal Act, 2010 vide Notification no. S.O.
2570(E) dated October 18, 2010.

The Air (Prevention and Control of Pollution) Act, 1981

The Air (Prevention and Control of Pollution) Act, 1981 (the "Air Act") is an act to
provide for the prevention, control and abatement of air pollution and for the
establishment of Boards at the Central and State levels with a view to carrying out
the aforesaid purposes.

To counter the problems associated with air pollution, ambient air quality standards
were established under the Air Act. The Air Act seeks to combat air pollution by
prohibiting the use of polluting fuels and substances, as well as by regulating

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appliances that give rise to air pollution. The Air Act empowers the State
Government, after consultation with the SPCBs, to declare any area or areas within
the Sate as air pollution control area or areas. Under the Act, establishing or
operating any industrial plant in the pollution control area requires consent from
SPCBs. SPCBs are also expected to test the air in air pollution control areas, inspect
pollution control equipment, and manufacturing processes.

The Water (Prevention and Control of Pollution) Act, 1974

The Water Prevention and Control of Pollution Act, 1974 (the "Water Act") has
been enacted to provide for the prevention and control of water pollution and to
maintain or restore wholesomeness of water in the country. It further provides for
the establishment of Boards for the prevention and control of water pollution with
a view to carry out the aforesaid purposes. The Water Act prohibits the discharge
of pollutants into water bodies beyond a given standard, and lays down penalties
for non-compliance. At the Centre, the Water Act has set up the CPCB which lays
down standards for the prevention and control of water pollution. At the State level,
SPCBs function under the direction of the CPCB and the State Government.

Further, the Water (Prevention and Control of Pollution) Cess Act was enacted in
1977 to provide for the levy and collection of a cess on water consumed by persons
operating and carrying on certain types of industrial activities. This cess is collected
with a view to augment the resources of the Central Board and the State Boards for
the prevention and control of water pollution constituted under the Water
(Prevention and Control of Pollution) Act, 1974. The Act was last amended in 2003.

The Environment Protection Act, 1986

The Environment Protection Act, 1986 (the "Environment Act") provides for the
protection and improvement of environment. The Environment Protection Act

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establishes the framework for studying, planning and implementing long-term
requirements of environmental safety and laying down a system of speedy and
adequate response to situations threatening the environment. It is an umbrella
legislation designed to provide a framework for the coordination of central and state
authorities established under the Water Act, 1974 and the Air Act. The term
"environment" is understood in a very wide term under s 2(a) of the Environment
Act. It includes water, air and land as well as the interrelationship which exists
between water, air and land, and human beings, other living creatures, plants, micro-
organisms and property.

Under the Environment Act, the Central Government is empowered to take

measures necessary to protect and improve the quality of environment by setting
standards for emissions and discharges of pollution in the atmosphere by any person
carrying on an industry or activity; regulating the location of industries;
management of hazardous wastes, and protection of public health and welfare.
From time to time, the Central Government issues notifications under the
Environment Act for the protection of ecologically-sensitive areas or issues
guidelines for matters under the Environment Act.

In case of any non-compliance or contravention of the Environment Act, or of the

rules or directions under the said Act, the violator will be punishable with
imprisonment up to five years or with fine up to Rs 1,00,000, or with both. In case
of continuation of such violation, an additional fine of up to Rs 5,000 for every day
during which such failure or contravention continues after the conviction for the
first such failure or contravention, will be levied. Further, if the violation continues
beyond a period of one year after the date of conviction, the offender shall be
punishable with imprisonment for a term which may extend to seven years.

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Hazardous Wastes Management Regulations
Hazardous waste means any waste which, by reason of any of its physical, chemical,
reactive, toxic, flammable, explosive or corrosive characteristics, causes danger or
is likely to cause danger to health or environment, whether alone or when in contact
with other wastes or substances.

There are several legislations that directly or indirectly deal with hazardous waste
management. The relevant legislations are the Factories Act, 1948, the Public
Liability Insurance Act, 1991, the National Environment Tribunal Act, 1995 and
rules and notifications under the Environmental Act. Some of the rules dealing with
hazardous waste management are discussed below:

• Hazardous Wastes (Management, Handling and Transboundary) Rules,

2008, brought out a guide for manufacture, storage and import of hazardous
chemicals and for management of hazardous wastes.
• Biomedical Waste (Management and Handling) Rules, 1998, were
formulated along parallel lines, for proper disposal, segregation, transport, etc, of
infectious wastes.
• Municipal Solid Wastes (Management and Handling) Rules, 2000, aim at
enabling municipalities to dispose municipal solid waste in a scientific manner.

In view of the short-comings and overlapping of some categories causing

inconvenience in implementation of the Biomedical Waste (Management and
Handling) Rules, 1998 as well as the Municipal Solid Wastes (Management and
Handling) Rules, 2000, the Ministry of Environment, Forest and Climate Change
has formulated the draft Bio-Medical Waste (Management & Handling) Rules,

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2015 (Draft BMW Rules) and the draft Solid Waste Management Rules, 2015
(Draft SWM Rules) and sought comments on the draft Rules.

The Draft BMW Rules are to replace the Biomedical Waste (Management and
Handling) Rules, 1998, and the Draft SWM Rules are to replace the Municipal Solid
Waste (Management and Handling) Rules, 2000. The objective of the Draft BMW
Rules is to enable the prescribed authorities to implement the rules more effectively,
thereby, reducing the bio- medical waste generation and also for its proper treatment
and disposal and to ensure environmentally sound management of these wastes, and
the Draft SWM Rules aim at dealing with the management of solid waste including
it segregation at source, transportation of waste, treatment and final disposal.

• E - Waste (Management and Handling) Rules, 2011 have been notified on

May 1, 2011 and came into effect from May 1, 2012, with primary objective to
reduce the use of hazardous substances in electrical and electronic equipment by
specifying threshold for use of hazardous material and to channelize the e-waste
generated in the country for environmentally sound recycling. The Rules apply to
every producer, consumer or bulk consumer, collection centre, dismantler and
recycler of e-waste involved in the manufacture, sale, purchase and processing of
electrical and electronic equipment or components as detailed in the Rules.
• Batteries (Management & Handling) Rules, 2001 deal with the proper and
effective management and handling of lead acid batteries waste. The Act requires
all manufacturers, assemblers, re-conditioners, importers, dealers, auctioneers, bulk
consumers, consumers, involved in manufacture, processing, sale, purchase and use
of batteries or components thereof, to comply with the provisions of Batteries
(Management & Handling) Rules, 2001.

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Other Laws Relating to Environment
In addition, there are many other laws relating to environment, namely –

The Wildlife Protection Act, 1972

The Wild Life (Protection) Act, 1972 was enacted with the objective of effectively
protecting the wild life of this country and to control poaching, smuggling and
illegal trade in wildlife and its derivatives. The Act was amended in January 2003
and punishment and penalty for offences under the Act have been made more
stringent. The Ministry has proposed further amendments in the law by introducing
more rigid measures to strengthen the Act. The objective is to provide protection to
the listed endangered flora and fauna and ecologically important protected areas.

The Forest Conservation Act, 1980

The Forest Conservation Act, 1980 was enacted to help conserve the country's
forests. It strictly restricts and regulates the de-reservation of forests or use of forest
land for non-forest purposes without the prior approval of Central Government. To
this end the Act lays down the pre-requisites for the diversion of forest land for non-
forest purposes.

The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of

Forest Rights) Act, 2006, recognises the rights of forest-dwelling Scheduled Tribes
and other traditional forest dwellers over the forest areas inhabited by them and
provides a framework for according the same.

The Indian Forest Act, 1927 consolidates the law relating to forests, the transit of
forest-produce and the duty leviable on timber and other forest-produce.

Public Liability Insurance Act, 1991

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The Public Liability Insurance Act, 1991 was enacted with the objectives to provide
for damages to victims of an accident which occurs as a result of handling any
hazardous substance. The Act applies to all owners associated with the production
or handling of any hazardous chemicals.)

The Biological Diversity Act, 2002

The Biological Diversity Act 2002 was born out of India's attempt to realise the
objectives enshrined in the United Nations Convention on Biological Diversity
(CBD), 1992 which recognises the sovereign rights of states to use their own
Biological Resources. The Act aims at the conservation of biological resources and
associated knowledge as well as facilitating access to them in a sustainable manner.
The National Biodiversity Authority in Chennai has been established for the
purposes of implementing the objects of the Act.

Coastal Regulation Zone Notification

The Ministry of Environment and Forests had issued the Coastal Regulation Zone
Notification vide Notification no. S O. 19(E), dated January 06, 2011 with an
objective to ensure livelihood security to the fishing communities and other local
communities living in the coastal areas, to conserve and protect coastal stretches
and to promote development in a sustainable manner based on scientific principles,
taking into account the dangers of natural hazards in the coastal areas and sea level
rise due to global warming.

SWACHH BHARAT MISSION

Theme: Clean India

Launch: October 2, 2018

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Location: Pan-India

Stakeholder: Ministry of Housing & Urban Affairs, Ministry of Drinking Water &
Sanitation, citizens of India

It is a well-known fact that a clean nation is a healthy nation. Cleanliness and

sanitation for India has been a story of gradual progress due to the country’s large
geographical coverage of 3.2 million square kilometres. While policy measures can
play a key role in ensuring universal sanitation, nothing can replicate the impact of
a behavioural change in the citizens of the country.

In cognizance of this fact and to initiate a nation-wide movement to build a Clean

India as envisioned by Shri Mahatma Gandhi, the Swachh Bharat Mission was
launched by the Hon’ble Prime Minister of India Shri Narendra Modi on October
2, 2014. The core objective of the Mission is to “accelerate universal sanitation
coverage and to put focus on sanitation”.

The Swachh Bharat Mission was launched with the aim of achieving a clean India
(covering over 4,000 cities and towns), by 2019 through ensuring cleanliness and
sanitation (solid and liquid waste management and making gram panchayats open
defecation-free). The overall mission has two sub-missions i.e. SBM
(Gramin) and SBM (Urban).

SBM Gramin is actually an extension of the Nirmal Bharat Abhiyan launched

earlier. Besides promoting cleanliness, hygiene and eliminating open defecation,
the Mission also aims at promoting sustainable sanitation practices in communities
and panchayati raj institutions and developing appropriate, cost effective
technologies for sanitation.

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SBM Urban targets urban areas, which are expected to be home to 660 million
Indians by 2050. As of 2016, India had 33% of the total population living in urban
areas. The population of urban India is expected to increase to 600 million by 2031
and with increasing population migrating from rural to urban areas, urban India will
also need focused attention. Thus, to provide better sanitation and waste
management facilities in the urban scenario, this mission has been brought in. The
Ministry of Housing and Urban Affairs launched the annual Swachh Survekshan
Survey for rating of 73 cities in January 2016. In 2018, the scope of the coverage
has increased to 4,203 cities including 61 Cantonment Boards.

Impact:

• The Government of India has taken urgent measures to increase sanitation

coverage in the country at a brisk pace. Since launch, 81.55 million toilets
have been built across India under Swachh Bharat Mission - Grameen with a
rural sanitation coverage of around 90.33% compared to 38.7% as on October
2, 2014.*

• Further, since the launch of the mission, 4,19,391 villages have been declared
open-defecation free.*

• Under the Swachh Bharat (Urban) Mission around 4.32 million household
toilets and 392,817 community toilets had been constructed. Moreover,
67,085 wards had 100% door-door collection (Solid Waste Management
Rules)*.

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 • WHO has estimated that if the Government achieves 100% implementation
of its cleanliness drive by 2019, the country could be on track to avert
300,000 deaths due to diarrhoeal disease and protein-energy malnutrition
(PEM).

Role of Non-Governmental Organizations (NGO) in Environment Protection

Today we come across various non-governmental organizations whose concerns are
focused on various areas such as social issues, health issues, and environmental
issues. Non-Governmental Organization is a broad term, which includes charity
organizations, advisory committees and various other professional organizations.
NGOs in India are spread across the country and they have close contacts with
communities.

They are involved in the whole spectrum of developmental activities from creating
environmental awareness to undertaking watershed development: from disaster
management to sustainable livelihoods; from joint forest management to giving
inputs to policies. They range from clubs, which encourage nature camping to
agencies, which undertake research and monitoring.

There are large number of NGOs in India and other countries that are exclusively
working for environmental, protection, conservation, and awareness. The number
of these non-governmental organizations which are actively involved in
environmental protection in our country is, in fact, more than in any of the develop-
ing country. Increasingly, the government is viewing NGOs not only as agencies
that will help them to implement their programs, but also as partners shaping policy
and programs.

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NGOs are now playing an important role in framing the environmental policy,
mobilizing public support for environmental conservation, and protecting the
endangered species of forests and animals. Environmental organizations such as
Earth watch and Sea Shepherd Conservation Society have been successful in
creating awareness about the environmental dangers in using drift nets in the
commercial fishing industry.

Through driftnet monitoring, public education and action they were successful in
banning drift- net system internationally. The issues like future of environmental
protection, sustainable development and zero population growth are some of the
major concerns of the environmental NGOs.

Environmental policies will achieve positive results only when they are addressed
to local issues and solve the problems of local people. The policymakers should
keep in mind the needs of the people while framing the policies and implementing
the environment-friendly projects.

Unless the needs of the people are identified and supported, sustainable
development cannot be achieved. Policymakers and administrators should take care
in selecting, financing, and implementing projects, which are aimed at promoting
social welfare. They should not encourage the enterprises that promote private
ownership and cooperation.

Some of the international environmental organizations are Greenpeace, Worldwide

Fund for Nature’ (WWF), Earth First, etc. Let us now have a detailed discussion on
some of the environmental organizations and their efforts in protecting
environment.

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Greenpeace:
Greenpeace is an environment-friendly international organization, which aims at
promoting environmental awareness. It is an independent, campaigning organiza-
tion, addressing the environmental abuse through direct, non-violent confrontations
with governments and companies. It exposes the global environmental problems
and provides solutions for a healthy environment.

Greenpeace focuses on the most crucial worldwide threats to our planets biodiver-
sity and environment.

Worldwide Fund for Nature (WWF)—India:

WWF is an international organization for wildlife conservation with its focus on
protecting particular species of wildlife fauna. As its range of activities broadened,
the international organization believed that its name no longer reflected the scope
of its activities and became the Worldwide Fund for Nature in 1986. But the
affiliated groups in the United States and Canada retained the original name. The
organization is now simply, referred to as WWF.

Some Other Environmental Organizations in India:

1. The Bombay Natural History Society (BNHS):
Founded in 1883, is recognized as one of the foremost conservation research
organizations in the world. It aims to collect data on the specimens on natural
history throughout the Indian sub-continent. To disseminate knowledge of flora and
fauna by means of lectures, field trips, literature, expeditions and to study wildlife-
related problems and recommend management plans to conserve wildlife and its
habitat.

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It conducts field research projects on bird migration. It also conducts studies of
certain endangered species of wildlife and their habitat and through environmental
education imparts the knowledge and awareness of the need to conserve wildlife.

It has undertaken a wide range of projects in conjunction with both local and
overseas counterpart organizations on birds, reptiles, mammals, natural history, and
the impact of developmental programs on wildlife.

2. Development Alternatives Group:

Development Alternatives Group based in Delhi works in all parts of the country.
It was established in 1983 to design options and promote sustainable development
through programs of economic efficiency, equity and social justice, resource
conservation, and self-reliance. Its activities cover the entire nation: It is working
in the field of pollution monitoring and control, waste recycling management,
wasteland development, and appropriate technology.

Its objective is to design options and promote sustainable development through

programs of:
i. Economic efficiency,

ii. Equity and social justice,

iii. Environmental harmony,

iv. Resource conservation, and

v. Self-reliance.

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3. The Energy Research Institute (TERI):
Established in 1974, is a wholly independent, non-profit research institute. Its
mission is to develop and promote technologies, policies, and institutions for
efficient and sustainable use of natural resources. It has been imparting
environmental education through projects, workshops, audio-visual aids, and quiz
competitions.

It deals with policy-related works in the energy sector, research on environmental

subjects, development of renewable energy technologies and promotion of energy
efficiency in the industry and transport sector. TERI also has a major program in
biotechnology, the applications of which are oriented toward increased biomass
production, conversion of waste into useful products and mitigating the harmful
environmental impacts of several economic activities.

TERI established the TERI University in 1998. Initially set up as the TERI School
of Advanced Studies, it received the status of a deemed university in 1999. The
University is a unique institution of higher learning exclusively for programs
leading to PhD and master level degrees. Its uniqueness lies in the wealth of
research carried out within TERI as well as by its faculty and students making it a
genuinely research oriented University.

Dry and Wet waste collection:

Waste management is one of the most crucial problems our country is facing right
now. India produces 62 million tonnes of waste each year and households are
responsible for most of this colossal number. When we segregate waste, there is not

115
only a reduction of waste that gets landfilled, it also further reduces pollution levels
by lowering the percentage of garbage exposed to air and water.

Wet waste is all the garbage we generate that is biodegradable. This includes
vegetable peels, used tea, fruits and leftovers. This is basically biodegradable
organic waste and can also be composted.
-Dry waste includes paper, glass, plastic, corrugated cardboard, Styrofoam, rubber,
metal and food packaging materials. Even milk cartons and parcels will eventually
be put in a dry trash can. However, they must be rinsed and dried before being
placed in the trash. Make sure the dry waste you dispose of is actually dry. The
contaminated packaging waste in this bottle is not a big deal. It only takes a few
seconds to wash away milk and food residues. For things like pizza boxes that can't
be rinsed, wipe them clean with a damp cloth. Otherwise, it will attract odours and
insects and will not be easily recycled. It may seem like a hassle at first, but then
you'll come up with it yourself. Play your role for Mother Earth.
Dry waste is recyclable, but will be rejected if it is contaminated or dirty. Wet waste
is used for composting. It is important to separate wet and dry waste, as dry waste
must be uncontaminated in order to be recycled.

Benefits of separating Dry and Wet Waste:

By classifying the waste into different categories, it is easier to take advantage of
its recycling potential. Dry waste such as metal, aluminium foil, glass, fabric / fibre,
Tetra Pack, and plastic is not biodegradable, but can be recycled into new products.
Biologically compostable items such as aging foods, fruits, vegetable peels and
flower waste fall into the category of moist waste and, if properly managed, can be
converted to gas.

116
If you choose to invest in sustainable dry and wet waste management, it will help
you reduce:
-Hazardous greenhouse gas emissions
-Landfill waste
-Air, water and soil pollution
-Toxic gas explosions in landfills
-Labour exploitation and child labour
-Recycle bins and separately coloured bins used to dispose of various materials.

Clean Your City Drive (Cleanliness Drive)

‘My Clean India’ drive was initiated in 2007 by Remco Van Santen, International
Facilitator from Australia. During his visit to Nainital, a hill station in Uttrakhand
in 2004, he was disappointed to see the garbage all strewn around and the Naini
lake that had turned into a garbage bin. The worst part was that the native people
blamed others, tourists and authorities for littering and negligence. He felt that as a
community, this was a lack of sense of responsibility.

This instigated him to initiate a solid waste management campaign from Nainital
“Mission Butterfly” under the banner of “My Clean India”, along with the local
communities. It is the outcome of his hard work and focussed efforts that today
Nainital has a stronger and cleaner solid waste disposal program. Following
Remco’s inspiration, many women groups have kept the spirit alive and are working
with local commune to keep their city clean and hygienic.

‘My Clean India’ has now become a mass movement which aims to create an
awareness about cleanliness and hygiene. To encourage the spirit of cleanliness
across the nation, Dr. Udita Tyagi was appointed as the National President of ‘My

117
Clean India’ initiative in 2011. She took the project to 35 cities to spread the idea
of cleanliness among people, especially the youth. The turning point in the drive
came in 2014 when Dr Udita was invited to be a part of Chai Par Charcha’ with
Prime Minister Mr. Narendra Modi. He was impressed with the efforts, work and
enthusiasm of Dr Udita and her “My Clean India” initiative. As a result, Swatchh
Bharat Abhiyan, a programme by the Government of India, was launched on 2nd
October, 2014.

Foundation has built a team of people who are passionately committed towards the
spirit of My Clean India - “prosperity and beauty through community”. We support
others to achieve their vision of a prosperous and beautiful environment through
mobilizing the real community spirit. We believe that charity begins at home! We,
the youth of India, have to bring about the change we want to see around us, the
responsibility lies within us. We conduct various effective campaigns and
programmes with the aim of maintaining cleanliness and make India a better place
to live in.

To achieve our vision of My Clean India, we have successfully conducted various

cleanliness awareness programmes and campaigns across different locations in
India including Ghaziabad, Ajmer, Nainital, Chennai, Lucknow, Allahabad to name
a few.

My Clean India is a network for empowering people, especially the youth. It

promotes opportunities for action and acknowledges those who contribute to the
spirit of My Clean. My Clean promotes a prosperous and beautiful environment
created and nurtured by a supportive community. This ‘community’ can be your
family, friends, schools, groups, towns or cities and your opportunity, perhaps a

118
life-changing experience, is to create leaders to inspire your ‘community’ however
small or large that may be.

Cycle Day:

The United Nations General Assembly in 2018 declared June 3 as World Bicycle
Day to promote this simple and healthy mode of transport, which is also considered
environment-friendly. Considering the whole gamut of changes in the planet's
climate landscape, the UN has marked the date on the sustainability calendar in a
bid to emphasize its importance.

On the occasion of World Bicycle Day on Friday, Prime Minister Narendra Modi
asked people to take inspiration from Mahatma Gandhi to lead a sustainable and
healthy lifestyle. PM Modi posted a picture of Gandhi riding a cycle with a message
on Twitter.

He tweeted, "Lifestyle for Environment (LIFE). It is World Bicycle Day today and
who better than Mahatma Gandhi to take inspiration from to lead a sustainable and
healthy lifestyle." It is interesting to note that in 2020, the transportation sector
added another 7.3 billion metric tonnes of carbon dioxide to the atmosphere. Did
you know that among the many modes of transportation responsible for this
emission, it were passenger cars that were the biggest sources? About 8.887
grams of carbon dioxide is produced with every gallon of gasoline burned.
This World Environment Day, why not switch to the humble bicycle? Eco-
friendly and sustainable, it is also, as the inventor Karl von Drais put it, a machine
that ‘you do not need to feed’. It also has very low carbon footprint. Apart from
being an effective means to reach your workplace or the shop next door, the act

119
of cycling has proven mental and physical health benefits. We list here, some of
the many health benefits of cycling.

 Reduces anxiety and mental stress

 Improves cardiovascular health

 Aids balance and coordination

 Builds muscles and burns excess fat

 Strengthens the immune system

Atlas cycle rides into the sunset on world bicycle day: Case Study

On June 3rd, world bicycle day, the last manufacturing unit of the atlas
cycle industry put a lock on the shutters in Sahibabad, just outside the national
capital. The main reason behind this shutting is the lack of funds which ironically
happened in world bicycle day. This is a tragic end for a brand that started in 1950
and act as a mesmerizing brand until 1980.

After the entry of hero cycles, they faced huge pressure in the bicycle market. Hero
cycle gradually inched ahead of it. During the period 80-90, there was a strong
heated competition between these brands. But after the 90s, hero bicycles went far
beyond the atlas. By the early 2000s, hero cycles triple jumped in the race and
pushed back atlas cycle industries to no.2 slot and became the emperor of the cycle
industry.

120
Atlas cycle was set up in Sonepat, which is now in Haryana, by Janki Das Kapur in
post-partition India in 1950. In the beginning, it was made in an improvised shed,
which later was transformed into a 25-acre factory complex in a record period of
12 months in 1951. In the starting year of the operation, they rolled out 12000 atlas
cycle from the plant. By 1965 atlas has emerged as India’s largest cycle
manufacturer by competing with established brands like Hercules and Raleigh.

The family conflict triggered the decline of the company and the brand slowly
vanished. Twenty-five years ago, the financial guy categorizes the atlas cycle as
‘too big to fail’, their Sonepat factory alone was spread over 25 lakh square feet,
and there were many factories that came later. Atlas was the market leader for at
least 20 years then it moved to no.2 for the next 10 years. Lack of planning for
obsolescence was the prime reason for the collapse. They had the opportunity, huge
market, distribution, manufacturing infrastructure but they didn’t have the ambition
to drive the market. They failed to realize and absorb the ongoing changes in the
product ranges.

Finally, the demise of the brand may have eventually been catalyzed by
management fallouts and not marketing failures, but whatever be the reason, it
pulled down the shutters forever.

Tree Plantation drive

As per latest Forest Survey of India report 2011, Green cover of Delhi has
increased to about 296.20 sq km in 2009 from 26 Sq. Km in 1997. After having
achieved unprecedented success in increasing the green cover, efforts have been
sustained to plant more and more trees on vacant lands through active involvement
of greening agencies and community participation. This also includes free

121
distribution of saplings to schools, RWAs, NGOs and other citizen groups through
Forest Department’s nurseries, petrol pumps, CNG Stations, mother dairy booths
etc and financial assistance to RWAs for maintenance of parks and gardens.
In 2009, Delhi received INDIRA PRIYADARSHINI VRIKSHA MITRA
AWARDS from Ministry of Environment and Forests, Govt. of India for
increasing and maintaining the green cover of Delhi.
Today, Delhi has nearly 20000 small/medium/big parks and gardens, 40 city
forests, 5 ridge areas, 2 bio-diversity parks and other green belts.

Under City Plants a Million Tree Campaign, 2011 conducted during monsoon,a
total of 14.5 lakh saplings have been planted by various departments / agencies /
organizations. This year also similar campaign during monsoon will be conducted.

The Forest department is striving to increase the forest and tree cover in Delhi to
310 sq.km by the end of 2012.

Parks and gardens in Delhi are being maintained and developed through Delhi
Parks and Garden Society (DPGS), an autonomous body under Department of
Environment, which also provide financial assistance to RWAs / NGOs for
maintaining parks / gardens. So far, 1267 parks are being maintained by 285 RWAs
through Grant-in Aid from DPGS, which amounts to Rs. 4.48 Crores.

122
Environment Awareness Activity

1. Recycling

2. Gardening

3. Homemade Resources

4. Reusing Materials

5. Worm Farm

6. Science Experiments

7. Bug Hotel

8. Sponsor a Tree or Animal

9. Visit a Nature Reserve

10. Read Books

123
PROJECT STUDY REPORT GUIDELINES
• Individual study report
• It should be a hand-written file, use white color A4 size sheets only.
• Minimum of 15 pages should be the length of your file
• The title page and Index will be shared by subject faculty, and you have to print it
out after filling your report details
• One Case study related to project should be added and latest one.
• You can use blue/black pens only
• You have to spiral bind the handwritten report and submit the file to subject
faculty.

124
 Bharati Vidyapeeth (Deemed to be University)
Institute of Management & Research, New Delhi
Internal Examination (September, 2022)

Course: Semester:
Subject: Course Code:
Max. Marks: 40 Max. Time: 2 hrs
Instructions: Use of calculator for subjects like Financial Management, operation etc. allowed if
required. (Scientific calculators not allowed).
Use of unfair means will lead to cancellation of paper followed by disciplinary action.

Attempt any two questions from section-I and Attempt any two question from section-II.

Section-I
(Theoretical Concept and Practical/Application oriented)

Answer in 500 words. Each question carries 08 marks.

Q1.

Q2.

Q3.

Q4. Write short note on any two. Answer in 300 words. Each carries 04 marks.

a)
b)
c)

Section-II
(Analytical Question / Case Study / Essay Type Question to test analytical and Comprehensive
Skills)

Answer in 700 words. Attempt any 2 questions. Each question carries 12 marks

Q5.
Q6.
Q7.

125
Proposed Questions:
Q1. Define Community work?
Q2. Explain the importance of Community work to society.
Q3. Why is it important to teach underprivileged students.
Q4. "The great aim of education is not knowledge but action" Explain this
statement.
Q5. Explain the importance of NGOs working towards education section.
Q6. "Alone, we can do so litle; together, we can do so much" Explains with
reference to community work.
Q7. What are the measures you will use to boost engagement within your
communities.
Q8. What is the best part of working at community work service.
Q9. What tips and advice would you give to someone interviewing at community
work.
Q10. Name and explain the NGOs which are working for the slums.
Q11. Explain the various government facilities designed for slum development.
Q12. Describe the initiatives taken for cleanliness
Q13. Each one, Plant one;Explain how you can make people aware about
imporance of planting tress.
Q14. Describe the role of government and NGOs working to save the environment.
Q15. Explain the best practices adopted for freindly environment
Q16. What you do with a piece of trash when there is no trash around you.
Q17. How can you raise awarness about environmental issues
Q18. Explain the awareness on dry waste and wet waste classification.
Q20. What measures do you take to manage your personal development as a
community service manager

126
Q21. How do you measure the success you have achieved in improving a
community.
Q22. Name and explain important activity focused the slogan green city clean city.
Q23. Explain underprivileged childrens.
Q24. Explain the objectives of NGOs in India for Children Education.
Q25. Explain the Schemes for Higher Education.

127
 Internal Examination (Nov-2022)
Course: BBA Semester: I
Subject: Community Work-1 Course Code: 107
Max. Marks: 40 Max. Time: 1:30 hrs
Instructions: Use of calculator for subjects like Financial Management, operation etc. allowed
if required. (Scientific calculators not allowed).
Use of unfair means will lead to cancellation of paper followed by disciplinary action.

Attempt any two questions from section-I and Attempt any two question from section-II.

Section-I

Answer in 500 words. Each question carries 08 marks.

Q1. Define Community work. Explain the importance of Community work to society.

Q2. Why is it important to teach underprivileged students?

Q3. Explain the various government facilities designed for slum development.
Q4. Write short note on any two. Answer in 300 words. Each carries 04 marks.

a) Dry waste and wet waste

b) Benefits of using Cycle
c) Different Environment Awareness Activities

Section-II

Answer in 700 words. Attempt any 2 questions. Each question carries 12 marks

Q5. "The great aim of education is not knowledge but action." Explain this statement.

Q6. "Each one, Plant one". Explain the importance of trees for Humankind. How you can make
people
aware of the importance of planting trees.
Q7. What are different activities that can harm the environment? Describe the role of government
and

NGOs working to save the environment.

128
 2nd Internal Examination (Oct-Nov 2023)
Course: BBA Semester: I
Subject: Community Work-1 Course Code:
107
Max. Marks: 40 Max. Time:
1:30 hrs
Instructions: Use of calculator for subjects like Financial Management, operation etc. allowed
if required. (Scientific calculators not allowed).
Use of unfair means will lead to cancellation of paper followed by disciplinary action.

Attempt any two questions from section-I and Attempt any two question from section-II.

Section-I
(Theoretical Concept and Practical/Application oriented)

Answer in 500 words. Each question carries 08 marks.

Q1. Why is it important to teach underprivileged students?

Q2. How can you raise awareness about environmental issues?
Q3. Explain the role of NGOs working towards slum development.
Q4. Write short note on any two. Answer in 300 words. Each carries 04 marks.

a) Dry waste and wet waste

b) Benefits of using Cycle
c) Importance of community work for students

Section-II
(Analytical Question / Case Study / Essay Type Question to test analytical and
Comprehensive Skills)

Answer in 700 words. Attempt any 2 questions. Each question carries 12 marks

Q5. What are different activities that can harm the environment? Describe the role of government
and

NGOs working to save the environment.

Q6. "Each one, Plant one". Explain the importance of trees for Humankind. How you can make
people
aware of the importance of planting trees.
Q7. Name any five communities that need help. How can a common citizen help them?
129
Case Studies &
Research Papers

130
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/264437780

Reengineering an urban slum: A case study of Dharavi, India

Article in International Journal of Sustainable Society · November 2010

DOI: 10.1504/IJSSOC.2010.036945

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Int. J. Sustainable Society, Vol. X, No. X, xxxx 1

Reengineering an urban slum: a case study of

Dharavi, India

Abhijit Roy*
Kania School of Management,
University of Scranton,
320 Madison Avenue,
Scranton, PA 18510, USA
Fax: +1 570 941 4826
E-mail: [email protected]
*Corresponding author

Mousumi Roy
Penn State University Worthington Scranton,
120 Rindge View Drive,
Dunmore, PA 18512-1699, USA
E-mail: [email protected]

Abstract: The Maharashtra Government in India has given the green light on
the Dharavi slum redevelopment project in the heart of the business district of
Mumbai in India. A total of 535 acres will have to be reengineered to resettle
about 600,000 current residents of this slum neighbourhood. This project,
which began in 2007, will cost Rs. 10,000 crores ($2.5 billion) over 7 years.
We begin by using a historical analysis to understand the growth of Dharavi
over the past century, and then appraise the proposed reengineering project
using a holistic stakeholder approach, and simultaneously examine potential
caveats of the proposal. According to a recent UN-HABITAT report, rural to
urban migration will continue to spiral in the next few decades, thus creating
larger urban slum populations throughout the developing world. If successful,
the Dharavi project has a wide potential of being replicated in reengineering
other urban slums in India and elsewhere.
Keywords: Asia; India; urban slum redevelopment; rural to urban migration.

Reference to this paper should be made as follows: Roy, A. and Roy, M.

(xxxx) ‘Reengineering an urban slum: a case study of Dharavi, India’, Int. J.
Sustainable Society, Vol. x, No. x, pp.xx–xx.
AU:Kindly
Bibliographical notes: Abhijit Roy is an Associate Professor of Marketing at reduce the
the Kania School of Management at the University of Scranton, PA. He has a biographical
Doctoral degree in Marketing from Boston University. His primary research
notes of the
interests are in marketing and societal issues. His papers have been published
and featured by the MIT Sloan Management Review, Journal of International author
Business Studies, Journal of International Marketing, Industrial Marketing ‘Abhijit Roy’
Management, Journal of Business to Business Marketing, Journal of Marketing to not more
Education, Journal of Services Marketing, etc. He was also a Coauthor of than 100
Taking sides: Clashing Views on Controversial Issues in Marketing (2001), and words.
was a Finalist of the 2003 Innovation in Teaching Competition Award given by
the Society of Marketing Advances, and won the Outstanding Research Award
from the International Institute for Business and Finance in 2007.

Copyright © 200x Inderscience Enterprises Ltd.

2 A. Roy and M. Roy

Mousumi Roy has a Doctoral degree from Columbia University and her
research interests are in social and sustainable business policies and global
demographic shifts. She has taught Statistics and Mathematics at Penn State
University Worthington Scranton, PA since 2006, and courses on Structural
Engineering at Johns Hopkins University, Baltimore, MD between 2004 and
2006. Her papers have appeared in the Journal of Teaching in International
Business, Journal of Engineering Mechanics, Encyclopedia of Business Ethics
and Society, Encyclopedia of Business in Today’s World, Encyclopedia of
Green Consumer as well as the Proceedings of the Macromarketing
Conference, etc.

1 Introduction

It is difficult for any traveller flying into Mumbai, the commercial and financial capital of
India, not to notice the wide spread of corrugated roofs covering the vast area of Dharavi
in the middle of the city amidst several high rises that have come up in the last decade.
Mumbai, the commercial capital of India, generates approximately 5% of India’s GDP
and contributes to a third of the country’s tax revenues.1 The rapid urbanisation and
industrialisation over the past few decades have increased its population to over 18
million in 2007, and according to the Population Institute, an independent non-profit
organisation, the city is set to overtake Tokyo as the largest city in the world by the year
2020.2
The city is home to majority of the estimated 70,000 high net-worth individuals
(HNWIs)3 in India, according to a recent report by Merrill Lynch,4 as well as the home of
the richest person in the world, Mr. Mukesh Ambani.5 Overall, the real estate prices in
Mumbai are the fifth highest in the world.6 Yet, over half of its residents live in slums.
They come mostly from the rural areas to escape serfdom and in hope of betterment of
their lives by contributing to a booming economy. Dharavi, reputed to be the largest slum
in Asia (Desai, 1988; Sharma, 2000) resides in a prime location near the middle of the
city, not far from the airport, as well about a mile from the city’s new Bandra-Kurla
business district.
A total of 535 acres7 (about the area of Magic Kingdom, Epcot Center and MGM
Universal Studios taken together in Disney World, Orlando, or about two-thirds the size
of Central Park in New York) accommodates about 600,000 current residents
(approximately, the population of a city like Boston, Memphis or Washington, DC) of
this slum neighbourhood. Mumbai’s quest to be ‘a world class city with a vibrant
economy and a globally comparable quality of life’ has prompted the local and state, and
national governments to dramatically reengineer this area with a $40 billion ten year
programme, based on a report by McKinsey, a global consulting firm.
We begin by using a historical analysis to understand the parallel growths of Dharavi
and Mumbai over the past century, and then describe and appraise the proposed
reengineering project using a holistic stakeholder approach, while simultaneously
examining potential caveats of the proposal, as well as conditions necessary for it to be
successful and beneficial for all parties involved.
 Reengineering an urban slum 3

2 History of the growth of Dharavi and Mumbai

Mumbai was renamed in 1991 after goddess Mumba Devi, the goddess worshipped by the
Kohli fishermen. The city was formerly known as Bombay from Bom Baia or Good Bay,
as it was named by the Portuguese explorer Francis Almeida in 1508 (Neuwirth, 2005).
Bombay was originally comprised of seven islands and was given to Charles II of
England as the dowry of Catherine de Braganza at their wedding in 1661. The city was
then leased to British East India Company in 1668. During 1672–1675, British Governor
Gerald Aungier provided enormous initiatives towards the growth of this new town. The
marshlands were drained and filled up to build the modern city and the port of Bombay.
Artisans and traders were provided incentives to migrate from neighbouring town and
states. This resulted in a huge influx of Parsis, Jews, Bhoras, Banias and other tribes of
skilled workers and traders, leading to a sixfold population growth, from 10,000 in 1661
to 60,000 in 1675 (Tindall, 1992). Later in 1853, construction of a 35 km long railway,
first of its kind in India and the first cotton mill of India (in 1854) caused a large scale
migration of Marathi workers from South Central India (Gupchup, 1993; Subramanian,
1996).
India became independent of British Government in 1947. At that time, only 15% of
the population lived in the cities. Since then, the urban population has grown to 35%,
more than 300 million (Burra, 2005). The huge income inequality between urban and
rural citizens continues to bring the poor and ambitious migrants to this city. The rapidly
increasing urban to rural population ratio (see Figure 1) has been creating an enormous
strain on the city’s real estate, housing and public supply facilities. The population in
Metropolitan Mumbai has grown from 9.9 million in 1981 to 17.7 million in 2005, a 44%
growth over last two decades.8 Goldman Sachs predicts that 31 villagers will continue to
arrive in Indian cities every minute over the next 43 years – 700 million in all, and most
of them come to Mumbai, the City of Gold, as it is often called (Giridharadas, 2007).

Figure 1 Growth in the ratio of urban to rural population in India (see online version for colours)

Source: United Nations, World Urbanization Prospects: The 2001 Revision (2002)
Tables A3 and A4.
4 A. Roy and M. Roy

The migrant workers with limited financial capacity built chawls or residential units on
government or non-government unoccupied, sometime hazardous land, close to their
work site. Without any immediate legal interference from the authority, the communities
grew over the years and resulted in overcrowded, sub-standard and sometimes unsafe
housing, lacking the basic services, such as water and sanitation, as an alternative to the
affordable urban housing. The United Nations agency, UN-HABITAT has defined this
kind of habitation as a ‘slum’.9 Today, approximately 7 million lives in slum areas
(Davis, 2006). However, many of these illegal residents or ‘squatters’10 pay ground rent
to the city (Neuwirth, 2005).
Dharavi, located in the middle of Bombay (see Figure 2), was originally a mangrove
swamp by the creek, formed by the Arabian Sea and was inhibited by Koli fishermen in
the early 20th century (Edwards, 2001). The fishermen lost their traditional way of living,
when the creek dried up partially due to building new dam at Sion and partially due to
natural causes. New land emerged from the marshes. The migrants started to settle down
on this newly emerged land (Sharma, 2000). With the steep increase in the real estate
price of Mumbai, the poor migrants were forced to build shacks on empty, government-
owned lands. Dharavi became an ideal place for accommodation for the working poor,
because of the availability of public transportation by railways and the water from the
Mithi river. Today, Dharavi extends between Western and Central Railways and Mithi
river on the north. Mahim and Bandra are on its west side and Sion and Matunga are to
its south and east.
Dharavi followed the same migration pattern as of Mumbai over last two decades.
The immense growth of population transformed Dharavi into the largest slum of Asia
(Desai, 1988). However, many thriving communities of diverse ethnic, linguistic and AU:
religious background are the residents of Dharavi, such as the potters’ colony by the Reference
artisans from Gujarat, leather tannery by the Muslim tanners from Tamil Nadu, garment ‘Freidman
shops by the embroidery workers from Uttar Pradesh, etc. (Patel and Thorner, 1995). (2006)’ has
Today, Dharavi is the home to about 600,000 people, over some 535 acres of land (see been changed
to ‘Friedman
Figure 3 for an aerial overview), owned by Government of Maharashtra (GOM).11 These
(2006)’ to
informal settlements of migrating communities have contributed tremendously to the match the list.
financial growth of Mumbai over the years, despite the lack of proper housing, clean Kindly check.
water, sanitation and other basic services. Although, the 21st century promises a ‘flat
playing field’ (Friedman, 2006), the only flatness observable from an aerial view of
Dharavi are that of corrugated roof structures of the residents.
 Reengineering an urban slum 5

Figure 2 Location of Dharavi in Mumbai (see online version for colours)

Source: http://affordablehousinginstitute.org/blogs/us/2007/07/dharavi_the_fix.html
6 A. Roy and M. Roy

Figure 3 An aerial view of Dharavi (see online version for colours)

Source: http://news.bbc.co.uk/2/shared/spl/hi/world/06/dharavi_slum/html/
dharavi_slum_intro.stm

3 Present economic conditions in Dharavi

Dharavi is unique and inspiring among the slums of the world. The micro-entrepreneurs
of this slum are currently generating $700 millions to $1 billion in revenue each year. In
an estimated 15,000 single room factories, the residents of Dharavi are recycling
everything from car batteries, computer parts, fluorescent lights, ballpoint pens, plastic
bags, paper and cardboard boxes, wire hangers and cooking oil cans from all the
discarded waste of the city of Mumbai in their little workshops along Apna Street, the
central artery of this locality. Approximately 10,000 people are earning a living by
recycling 80% of Mumbai’s plastic waste. Food processing, plastic recycling, garment
manufacturing, leather tanning, pottery and other handicrafts, artisans, shops and other
petty commercial establishments have made Dharavi a self-sufficient city inside the city
of Mumbai.
The farmers from the rural areas are migrating here, attracted by the average
household income in Dharavi, which is between Rs. 3,00012 ($75) and Rs. 15,000 ($375)
 Reengineering an urban slum 7

per month, well above the agricultural wage level.13 Dharavi residents are also
experiencing the prosperity as Mumbai’s economy continues on the steep rise – 85% of
the households own a TV, 75%, a pressure cooker and a mixer, 56% a gas stove and 21%
telephone (Prahalad and Hammond, 2002). A bank even installed an ATM machine in
this area in March 2007.14 The real estate has jumped from $7,000 to $11,000 for two-
room, 21m2, apartment in last two years.15 However, illegal occupation of government
land and stealing of the public utilities such as electricity are in common practice here.16
Even though different communities live so close to each other in Dharavi, the incidents of
violence among different groups are relatively low in the area (Sharma, 2000).
Dharavi has recently also attracted well-known dignitaries as well as tourists. The
Prince of Wales, the next heir to the British throne, visited a few neighbourhoods in the
area during his recent trip to India.17 A young British entrepreneur, Christopher Way and
his Indian business partner Krishna Poojari have been giving guided tours to small group
of foreign travellers through Dharavi, experiencing the life of slum dwellers for few
hours for around $7.18 Mr. Way promised to donate 80% of the profits from these tours to
local charitable group. However, these tours have also brought up the discussion about
the ethics and voyeurism issues.19

4 Public facilities in Dharavi

There are 57,000 structures in Dharavi, built by the residents illegally on the government-
owned land. The public facilities are, as such, almost non-existent. As of November
2006, there were only one toilet per 1,488 residents in Dharavi, 80% of which are
unusable because of the blockage, filth and disrepair. There is no public hospital or post
office. Inadequate water supply and flooding during monsoon season create severe and
frequent health problem. The local river is used for toiletry purposes, which spreads the
contagious diseases. The air always smells bad from the foul odours of the polluted
river/creek, dumped garbage for the recycling, the tannery and other factories in the area.
The huts are built so close that the places are dark even during the mid-day.
A police station has been established recently by the local residents. Using innovative
partnerships between the slum police panchayats, the Mahila Milan (‘women together’),
they were able to significantly alleviate the prejudiced responses that they often received
in the past either to file complaints or as victims of crime (Roy et al., 2004). About 27
temples, 11 mosques and 6 churches coexist peacefully in Dharavi to fulfil the religious
needs of the residents. Due to recent economic boom, a major bank has opened its first
ATM. New clothing boutiques, beauty parlours and bars are also appearing in Dharavi.20
Locals estimate that 70% of Dharavi’s buildings are now used for commercial purposes.21
Only a dozen municipal schools exist in Dharavi.22 Most of the children start earning
a living as early as possible. Yet, some residents of Dharavi have high aspirations and
save most of their income for educating their children. According to a recent report in
January 2005, 21 children were studying in medical colleges and more than 40 were
taking engineering courses.23
8 A. Roy and M. Roy

5 Past development plans for Mumbai and Dharavi

When India gained freedom from British Government in 1947, 85% of the population
were living in the rural areas and farming lands. The GOM had a well developed law and
policy for the rural population when they were affected by irrigation projects for
improving the quality of farming. However, they were not very well developed for the
people who were evicted due to the urban construction projects.
During 1970s, programmes for providing water, sanitation, electricity and other
amenities to slum dwellers were developed. In the mid-1980s, funded by the World Bank,
Bombay Urban Development Project and the low-income Group Shelter Programme
were adopted to housing 85,000 low-income families. Over the years, different housing
projects and schemes such as, prime minister’s grant project (PMGP) (1985), SRD
(1991), SRS (1995)24 were launched. Until 1990, slum rehabilitation projects were mostly
driven by the government, NGO and public donors liked UN and World Bank.
However, a new concept slowly evolved in the 1990s. The land occupied by the slum
dwellers became resources for financial gain for the private owners and developers in
the sky-rocketing real estate market. Slum rehabilitation authority (SRA) was formed at
the end of 1995, headed by Chief Minister as a sole authority for slum rehabilitation in
greater Mumbai (HSAD-GOM, 1997).
Meanwhile, the World Bank adopted the new policy of mandatory resettlement and
rehabilitation of residents at the project site as a condition for financial assistance. The
state government also amended the Slum Areas (improvement, clearance and
redevelopment) Act in 2001. It gave the slum dwellers protection on their homes as long
as their names were established in the electoral roll by the year 1995, which was later
amended as of the year 2000 (Burra, 2005). According to the latest slum rehabilitation
scheme (SRS), the legal slum dwellers would be given 225 sq ft of housing unit, free of
cost by the developers in exchange of permission for extra building space which could be
sold in open market (Burra, 2005; Mukhija, 2002). The slum dwellers organisations, such
as National Slum Dwellers Federations (NSDF) and Mahila Milan (currently, with a
combined national membership of 700,000 slum dwellers) and the Society for the
Promotion of Area Resource Centers (SPARC), a non-governmental organisation have
participated with the real estate developers in the last two decades to implement the slum
rehabilitations efforts launched by state and central government (Mukhija, 2003).
In 1985, The Congress Party Prime Minister Mr. Rajiv Gandhi allocated
Rs. 350 million to state government as part of PMGP, to improve the poor quality of
living condition in Dharavi which was documented in the state government’s record
showing a population of nearly 300,000 was served by only 162 water taps and 842 toilet
seats (Warnings, 1995). Dharavi was an appropriate choice politically, since the residents
have consistently voted for Congress Party, while rest of the city supported other political
parties. The newly formed PMGP intended to build new infrastructure and reconstruct
cooperatively owned housing for the inhabitants. However, it took more than a decade
until the selected residents were able to move into their new housing. During that period,
the national and state governments were changed, thus changing the type of slum
rehabilitation projects from PMGP to SRD to finally SRS. The financial responsibilities
including increased cost of project due to delays and unpredictability of the project
completion was a major issue which was resolved initially by the help of SPARC and
later by the private developer and the local slum association. The members of the local
slum association were involved in resolving the ongoing issues pertaining to their new
 Reengineering an urban slum 9

housing (Mukhija, 2002). During this period, some of the leather industry was relocated
and some residents were rehabilitated (Patel and Jockin, 2007). The project had benefited
a very small portion of Dharavi – the overall improvement was insignificant.

6 The ‘Vision Mumbai’ project

More than half of Mumbai’s population lives in impoverish/slum dwellings on less than
one-tenth of the city land mass25 (Burra, 2005). The latest elected (in 2004) GOM
committed to ‘transform Mumbai as a world class city with a vibrant economy and
globally comparable quality of life for its citizens’ by 2013. A single authoritative entity
Mumbai Task Force was formed to oversee and implement the ‘Vision Mumbai’ project
under the leadership of Chief Minister and the Chief Secretary. The Mumbai task force
prepared a report based on the joint recommendations of a local civic organisation called
Bombay First and the McKinsey Company, an international consulting firm. The report
outlined the strategies to be followed in next 10 years with short- and long-term goals.
The task force divided the project into five sub-groups, strategic planning and financing,
housing, economic growth, infrastructure and governance, totalling an investment of $40
billion over next decade.26
The task force and the GOM had established a Mumbai Development Fund which
will be financed by public donors such as World Bank, IMF, USAID, AIILSG, Urban
Management Program for the UN, UN-INHABITAT, etc., Civic Societies such as Bombay
First, AGNI, etc. and private sectors such as national and multinational corporations. The
state and central government have been working together to attract capital for
investments from the financial/capital markets, private sector, civil society and the donor
community.27,28

7 Comparison between Mumbai and Shanghai

The current Indian Prime Minister Dr. Manmohan Singh was the first visionary of the so-
called ‘Mumbai–Shanghai plan’ who aspired in 2004 to transform Mumbai, the
commercial capital of India to a modernised and redeveloped city comparable to
Shanghai in China. Originally, Shanghai and Mumbai were inhabited by fishermen and
they shared the rank of fifth populous cities in the world (Mukhija, 2002). However,
Shanghai today is the chief industrial city of China, sky-lined with high-rise buildings,
Maglev trains and extremely modernised Pudong Airport, which proudly represent
Shanghai as a Gateway to China. It is also the world’s leading port, educational,
commercial and transportation centre of China.
Shanghai, like Mumbai faced the most serious housing problem, as the city became
industrialised rapidly during last two decades. In a survey in 1985, nearly half of the
city’s population was shown to be living in overcrowded conditions in attics, shacks or
slums. Shanghai Municipality had launched the Housing Settlement projects in 1987 with
goal of ‘adequate housing for all’. Led by the vice-mayor, a joint commission was set up,
which was responsible for approving and balancing plans, distributing housing resources
and funds for housing settlement. A subsidiary organisation, Municipal Housing Relief
Office, was in charge of day-to-day operations of working with the appropriate
departments to implement for the whole city’s housing settlement policies, classifying
10 A. Roy and M. Roy

households in need according to income level, coordinating and directing housing

settlement matters for citywide organisations and departments.
By 1994, Shanghai has resettled 47,000 households living in homes under 2.5 m2 and
by 2000, another 74,000 residents were resettled.29 The municipality and work units spent
1.8 billion Yuan on the project to create 1.8 million m2 of housing). Timely
implementations of these housing projects helped to expedite the process of
redevelopment and resettlement. As an outcome, these projects resulted in a housing
construction boom in Shanghai, thus helping the economic growth. Once completed the
housing settlement projects in Shanghai improved living conditions, thus enhancing
social development and stability. They also increased individual productivity, resulting to
social and economic benefits.
The impressive transformation of Shanghai is inspiring for Dr. Singh to dream of a
redeveloped Mumbai, a world class city without traffic congestion, pollutions and free of
slums. To keep their election promise, the Central government, led by Dr. Singh has
offered $2 billion over five years for the improvement of Mumbai.30 However, it is
challenging to implement any modernisation with the changing political parties in the
state and central government in every few years and ever-emerging conflict of interests
among the land owners, slum dwellers, NGOs and private sectors. Thus, unlike Shanghai,
the road to a ‘beautiful Mumbai’ may be a slow but democratic and humane process,
which involves resolving ongoing financial, legal, technical, humanitarian and many
other issues by communications and negotiations between governments, public, private
and international organisations.

8 Reengineering31 Dharavi

The proximity to airports, railways and newly emerging business district made Dharavi
prime land in Mumbai (Neuwirth, 2005). However, Dharavi, the oldest slum in Mumbai
had been built horizontally to its limit. The dark allies, the huge amount of dirt and
garbage dumped everyday, inadequate water supply and absence of basic sanitary utilities
have created an unsanitary, unhealthy and inhuman living condition here. Not only the
government land had been encroached upon, but also the thefts in water and electricity in
such a vast area have been causing government a great loss of revenue.32 At the same
AU:
time it is unmistakably home for a thriving society of entrepreneurs and survivors, whose
Footnote
contributions to the soaring economy of the country are remarkable. Past redevelopment texts for the
projects in Dharavi have resulted in limited success, because of the following links 33, 37
difficulties33: and 43 are
• uncontrolled development, reduced efficiency of present infrastructure and scope of missing.
Kindly check.
future development
• development schemes were planned along the major roads only, thus preventing the
upgradation of interiors of the slums
• major developers were not attracted due to low profitability, thus causing poor
construction quality
• piecemeal redevelopment schemes hampered proper overall planning
• outsiders’ unwillingness to migrate Dharavi resulted in less demand of property sale
 Reengineering an urban slum 11

• changing towards vertical slum instead of existing horizontal slum

• stalling of the schemes due to fluctuation of transfer of development rights (TDR)
rates over time
• existing high density is harming the planning feasibility
• slum dwellers were misguided by various interests groups
• lack of adequate infrastructure for health, income, knowledge, environment and
socio-culture development (HIKES), thus unsustainable development.
In 2004, the newly formed Mumbai Task Force adopted Dharavi as the first housing
development projects. They recommended a radical redesign or reengineering, rather than
incremental redevelopment of Dharavi. Mr. Mukesh Mehta, an architect and a project
management consultant, was hired to develop a blueprint for reengineering Dharavi. He
developed the Dharavi Redevelopment Plan (DRP) based on three objectives:
1 to remove slum dwellers from their intolerable conditions
2 to make a profitable scheme
3 to provide a scheme for redeveloping all of Dharavi, not one part of it at a time
(Neuwirth, 2005).
His proposal for upgrading Dharavi is much more ambitious and expensive in nature than
the earlier efforts. The main goal of Mr. Mehta’s $2.1 billion plan is to build sustainable
development with better quality of life by improving health, income, knowledge,
environment and socio-cultural integration (HIKES) for the residents in the area. A state
official, Mr. Iqbal Chahal, emphasised that Dharavi would be one of the best places to
live in Mumbai once the project would complete.34
The 535 acres35 of prime land will be reengineered in five sectors (see Figure 4)36
over seven years. DRP is divided in four categories as follows:
• slum redevelopment
• redevelopment of MCGM/MHADA and such other semi-government estate
properties/staff quarters
• development of D.P. reservations/additional amenities
• development of privately owned open plots.
The 65% of 325 acres, the core building construction will be used to provide free housing
to the 57,531 families. The rest 35% of the building will be put up for sale. The eligible
family will receive 225 sq ft housing unit, free of cost and option to buy more area at the
construction cost. Only non-polluting and non-hazardous business will be allowed to be
rehabilitated. The maintenance deposit for the lease period will be Rs. 20,000 per unit.
12 A. Roy and M. Roy

Figure 4 Dharavi development proposed sector map (see online version for colours)

Source: Available at: http://www.sra.gov.in/HTMLPages/faqs.htm.

The height of the rehab buildings will be restricted to 24 m or ground + 7 floors.
Minimum open spaces in the side and between the buildings are to be 3 and 6 m,
respectively. Rehab shops will be allowed on 6 m wide roads only. The families will be
provided with temporary residence during the construction period. Existing roads will be
widened and new roads will be built. Surrounding railways will be connected to the area
for residents’ commute.37
The blueprint of the whole project includes shopping malls, hospitals, schools and
colleges, police stations, post offices, international craft villages, parks, art galleries,
theatre and a cricket museum. About 65% of the total available land, or about
30 million sq ft will be allocated as residential space. Medical facilities will be built on 6
acres. About 36 acres and 35 acres will be allocated to schools and parks/garden,
respectively. The developers will provide for the project cost in return of owning total of
40 million sq ft of commercial space in the prime land of Mumbai. The state government
is also adding incentives by granting maximum Floor Space Index (the ratio of total floor
area to the plot size) of 4 for the slum houses, 3.1 for the Municipal and Government land
and 1.3 for the Private lands.38
The various stakeholders for this project are
• slum dwellers and their representatives
• mayors, members of parliament, MLAs’ and other government officials
• government agencies such as MAHADA, MMRDA, MCGM, prime minister’s office
and the planning commission
• citizen Action Groups, NGOs’
• builders/developers.
 Reengineering an urban slum 13

To disseminate the information, the stakeholders and media representatives were given
presentation of the project. The developers as well as the government will share the
profits from this project. Government will use its share of profit for further development
of the area. The SRA began inviting tenders since June 2007. The location of Dharavi
and current incentives promised by government policies are alluring to the real estate
developers. It has drawn a huge response from leading international developers from 40
cities across the world. Joint ventures between international and local developers have
been form for the final bidding by end of 2007.39

9 Critics for reengineering Dharavi

The redevelopment plan of Dharavi is a part of an attempt to give Mumbai a dramatic

makeover. However, some critics are suspicious about the intensions and the outcome of
the project. The plan seems to be rather simple considering the complexity of the
demography and the occupations of the current slum dwellers. This ‘one size fits all’
approach of providing free housing of 225 sq ft to ‘project affected persons’ of 57,531
families does not satisfy everyone’s need.40,41 Also, it may not be possible for all of the
slum-dwellers to produce the ‘proof of residency’. What will happen to those who are
just renting? The residents are also apprehensive about the temporary housing during the
project period. Is it going to be far from their work area? Will they have to spend
commute time and expenses during their stay in the temporary housing (Neuwirth,
2005)? Dharavi residents are strongly tied to the ground. How will they adjust living in AU:
References
high rises, so far above the ground? The geography of the area may also not be suitable to
‘Jockin et al.
build proper infrastructure, according to S.S. Tinaikar, who was appointed earlier by (2005)’,
government to study development in Dharavi.42 ‘HSAD-
GOM is the project implementing authority, thus consent of the slum dwellers are not GOM
needed.43 However, Mr. Jockin Arputham, the head of NSDF pointed out that the success (1997)’,
of slum redevelopment project depends highly on the active involvement and cooperation ‘Warnings
of the local slum dwellers. The local residents have been always positive about rebuilding (1995)’, ‘The
Dharavi. Their concerns about this DRP project are coming from not been involved Guardian
during the planning of this mega-project. There are more than 400 housing cooperative of (2007)’, ‘The
slum dwellers in Dharavi, none of which were consulted by Mr. Mehta (Jockin et al., Indian
2005). Is it possible that government can go through the redevelopment plan without Express
consulting the locals since the whole area is owned by the government (Patel and Jockin, (2004)’ ‘The
2001
2007)? Moreover, the government’s estimate of 57,000 families of Dharavi residents is
Revision
erroneous. It is closer to 90,000 families instead (Mahalingam, 2007). (2002)’ and
In one of the previous slum-rehabilitation project, 2,000 slum dwellers were relocated ‘Government
to the temporary housing in Dindoshi, 15 km away from their former sources of work, of
thus causing major transportation cost. There was no approach road to their apartment Maharashtra
buildings, no water supply for two weeks and no garbage collection. The project was (2004)’ have
built under the authority of SRA which provided the FSI concession to the developer in been cited in
exchange of 25% of the construction cost to be spent on the 228 sq ft apartments for the the text but
project affected slum dwellers (Whitehead and More, 2007). The Dharavi residents did not listed.
not have a very positive experience from the earlier development projects implemented Kindly check.
by the state government (Mukhija, 2003). The residents of Dharavi are hard working,
busy people who do not have much time to spare beyond their everyday work, eat and
sleep. However, they feel it is important to form a committee to represent their interests,
14 A. Roy and M. Roy

since the different stakeholders’ involvement in the project may result in conflict of
interests and major disagreement as they have learned from their previous experience
(Sanyal and Mukhija, 2001).

9.1 A few rebuttals

Considering the gigantic nature of the DRP, there are bound to be many issues yet to be
resolved. Although the government has the sole authority on project implementation, they
are willing to work with all the stake holders mentioned earlier. For example, the
government has already agreed to extend the ‘proof of residency’ period from 1995 to
2000, which resulted in addition of another 17,000 families to be added to the list of
beneficiaries for this project. According to Mr. Mehta’s Plan, slum entrepreneurs will be
given new jobs at gem, jewellery, leather and ceramics factories built at five proposed 7
acre industrial parks. Also, the eligible families can buy extra space, if needed at
construction cost.44
Marika Vicziany, the director of Monash Asia Institute and S. Vichare, Professor of
Tadomall College in Mumbai are working on their own Dharavi project to study the
sanitation, sewerage, solid waste disposal, water management and food distribution
system of Dharavi, so that they will be able to provide a list of priorities for the area
residents. According to Professor Vicziany, studying the survival of poor in Dharavi and
using their knowledge about slum in the planning process towards future slum
development could be part of engineering courses in India.45 One example of their highly
efficient accountancy is how they built their houses overtime. Since they are unable to
qualify for any loan from banks or formal money lending institutions, they are only able
to buy ingredients in small amount at a time to build/improve their house. As such, they
do not spend money on interest-payment, overhead cost, costs for storing materials and
site security (Neuwirth, 2005). Dharavi project is one of the many undertaken by the
Research Unit on Cultures and Technology (RUCTA) established in 2001 by MAI and
UNESCO to study urbanisation, corporate governance, environmental degradation
and global responses to the eradication of mass poverty.

10 Conclusion

The ever-increasing urban population, coupled with inequality of income, has resulted in
deteriorating human living conditions in these regions in the developing world.
Ameliorating the conditions of slum dwellers is one of the priorities of the Millennium
goal of the United Nations (Sachs, 2005). The innovative concept of the amalgamation of
public–private partnerships, along with global organisations, non-governmental agencies
and the local residents offers a tremendous promise in achieving these goals.
Dharavi, in Mumbai, is the home for diverse, hardworking illegal settlers and
entrepreneurs, who have proven their resilience to survive until now. The locals from
Dharavi have been contributing to Mumbai’s growth by providing cheap labour and
goods. However, the construction workers, domestic servants, rag pickers, fruit
and grocery sellers and workers of many more occupations remain unacknowledged in
the city of Mumbai. According to Prahalad and Hart (2002), fortune can be mined from
this ‘bottom of the pyramid’ population.
 Reengineering an urban slum 15

The government found that reengineering Dharavi is a big step towards solving
housing problems and thus reforming Mumbai as a world-class city with a vibrant
economy and globally comparable quality of life (Government of Maharashtra, 2004).
Being located adjacent to this extremely high-real estate, Dharavi is a very lucrative piece
of land for developers. The redevelopment plan is mostly financed by private developers
and financial institutions and will potentially generate big revenues for all stakeholders.
In implementing the reengineering process, the answers to several critical questions AU:
will unfold. Is a public–private partnership the best solution for Dharavi? Will foreign Reference
multinational corporations be interested in bidding for the various contracts in this ‘The
project? Will special types of retail formats be successful in operating in these new Economist
neighbourhoods (The Economic Times, 2007)?. Can the project be completed within the Times
given time and budget constraints? How will various aspects of corruption and illegal (2007)’ has
transactions be alleviated? Will the residents of Dharavi be accepting of this proposal and been changed
will social justice principles be upheld? How will the NGOs with vested interests in this to ‘The
Economic
community react to the projected reengineering plans? Finally, what are the overall
Times
chances of success of this innovative institutional project? (2007)’ to
According to a recent UN-HABITAT report, rural to urban migration will continue to match the list.
spiral in the next few decades, thus creating larger urban slum populations throughout the Kindly check.
developing world. If successful, the Dharavi project has a wide potential of being
replicated in reengineering other urban slums in India and elsewhere.

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Notes
1
Cities Alliance: cities without slums. Available at: http://www.citiesalliance.org/ca/node/1841.
2
BBC News: http://news.bbc.co.uk/2/hi/south_asia/1093424.stm.
3
HNWIs have financial assets of at least US $1 million excluding their primary residence.
4
Available at: http://www.in.capgemini.com/images/Press%20Release%20final.pdf.
5
Mr. Ambani was the richest person as of 29 October 2007; Source: http://www.cnbc.com/
id/21532719.
6
Crain’s Chicago Business (2007).
7
Source: Slum Rehabilitation Authority. Available at: http://www.sra.gov.in/.
8
Available at: www.demographia.com. Accessed on 28 March 2010.
 Reengineering an urban slum 17
9
UN-HABITAT 2007 Press Release on its report, The Challenge of Slums: Global Report on
Human Settlements 2003. Please note that ‘slums’ may be distinguished from ‘ghettos’ in that the
later refers to a neighbourhood based on shared ethnicity. Other terms which are sometimes used
interchangeably with slum include favela and shanty town.
10
According to Neuwirth (2005) op. cit., the term ‘squatter’ is an US term originating in New
England around the time of the revolutionary war as a popular term for people who built their
homes on land they did not own. The first use of the term can be traced back to James Madison
(who later went on to become the fourth President of the USA) in 1788.
11
Perry (2006).
12
Rs. 40 is approximately equivalent to $1 in December 2007.
13
McDougall (2007).
14
McDougall (2007) op. cit.
15
Perry (2006) op. cit.
16
Slum Rehabilitation Authority, op. cit.
17
The Times (United Kingdom) (2003).
18
Goering (2007).
19
Lancaster (2007).
20
The Guardian (2007), op. cit.
21
Perry (2006) op cit.
22
The Indian Express (2004).
23
Published in Good Governance India Magazine, Vol. 2, No. 1, 2005. Available at:
http://sparcindia.org/docs/dharavi05.doc.
24
PMGP: prime minister’s grant project; SRD: slum redevelopment; SRS: slum redevelopment
scheme.
25
Transforming Mumbai into a world-class city, first report of the chief minister’s task force.
Available at: www.maharashtra.gov.in/english/reports/taskforce.pdf.
26
Transforming Mumbai into a world-class city, first report of the chief minister’s task force.
Available at: www.maharashtra.gov.in/english/reports/taskforce.pdf. op. cit.
27
Available at: http://www.citiesalliance.org/cdsdb.nsf/Attachments/India+-+Mumbai+CDS+-
+Proposal/$File/India+Transformation+of+Mumbai+proposal+revised+4+Nov04.doc.
28
Transforming Mumbai into a world-class city, first report of the chief minister’s task force, op
cit.
29
Available at: http://vcn.bc.ca/citizens-handbook/unesco/most/asia7.html.
30
Available at: http://www.atimes.com/atimes/South_Asia/GC16Df02.html.
31
Reengineering, according to the main proponents, Michael Hammer and James Campy, involves
the radical redesign of processes. For details, see Hammer and Stanton (1995) and Collins and
Champy (1995).
32
Source: Slum Rehabilitation Authority. Available at: http://www.sra.gov.in/.
34
Available at: www.sfgate.com.
35
504 acres, according to www.sra.gov.in.
36
Please note that under an revised plan, the ten sectors shown in Figure 4 have been further
consolidated into five sectors (old sectors 1, 8 and 9 are combined as new sector 1; old sectors 2,
3 and 4 are combined as new sector 2; old sector 5 is now called as sector 3; old sectors 6 and 7
are combined as new sector 4; old sector 10 is now called sector 5, see www.sra.gov.in).
38
Available at: www.businessline.com.
39
Blueprint for a New Dharavi, The Financial Express, Posted on 17 June 2007. Accessed on 28
March 2010. Available at: http://www.financialexpress.com/news/Blueprint-for-a-new-
Dharavi/140257/.
 18 A. Roy and M. Roy
40
Dharavi redevelopment plan is robbing us of space: residents, Wall Street Journal, 5 September
2007.
41
Jacobson (2007).
42
Bunsha (2004).
44
Bunsha (2004) op. cit.
45
Available at: www.monash.edu.au.

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A Case Study on Sanitation Conditions in India

Mayur Ambarlal Humane*, Dr. Arif Khan**
*
Environmental Engineering Department;Nuva College of Engineering & Technology Nagpur,India
**
Environmental Engineering Department ;Nuva College of Engineering & Technology Nagpur,India

Abstract- Water is a precious commodity. Provision of clean diseases and it protects the health of many more. Sanitation
drinking water, sanitation and a clean environment are vital incorporates safe disposal of human waste, waste water
to improve health and life span of people. Sanitation is a basic management, control of vector of disease, domestic and
need like food and drinking water. A sanitary toilet within or personal hygiene, food sanitation and lastly but not least
near home provides privacy and dignity to women. Sanitation
and hygienic improvement is very important for the
housing condition.
development of society.In this case study discussing all
methods,management,conditions etc. for a sanitation The recent definitions of sanitation prominently states that
conditions in India. the access to latrine is not the same as adoption of sanitary
practices in dealing with human waste, nor are access to a
Keywords- Rural Sanitation, Drinking Water, Diseases, latrine the same as its hygienic use and the adoption of
Hygiene, Water, Public latrines, Education Campaign other hygienic practices. Epidemiological investigations
have shown that even in the absence of latrine, diarrheal
I. INTRODUCTION morbidity can be reduced with adoption of improved
Water, sanitation and hygiene service are very important to hygiene behavior (WHO, 1998).
address the poverty, livelihoods and health.Water is a
precious commodity. Provision of clean drinking water, Water and improved sanitation play a major role in the
sanitation and a clean environment are vital to improve the overall well-being of the people, with a significant bearing
health and life span of people. Women and girls spend on the infant mortality, longevity and productivity. Causes
hours fetching water from different sources like Public of contamination of water are indiscriminate use of
Stand Post (PSP), Hand Pump (HP), Household Tap chemical fertilizers and chemicals, poor hygienic
(HHT), Open Wells (OW), Agriculture Wells (AW) and environment of water sources, improper disposal of sewage
Surface Water (SW). and solid waste, pollution from untreated industrial
effluents, over-exploitation leading to quality degradation.
In the 21st century more than half of the global population
is expected to live in towns and cities. In some of cites Thus, the supply of additional quantity of water by itself
more than quarter a million people are added every year. does not ensure good health; proper handling of water and
This poses huge challenge to urban municipal and planning prevention of contamination are also equally important.
bodies, which are responsible for providing infrastructure Contagious, infectious and waterborne diseases such as
and basic services to the urban population. diarrhoea, amoebiasis, typhoid, infectious hepatitis, worm
infestations, measles, malaria, tuberculosis, whooping
The growing cities of developing countries are facing crisis cough, respiratory infections, pneumonia and reproductive
between demand and supply of the basic amenities like tract infections dominate the morbidity pattern and
drinking water and adequate sanitation services and prevalence in India. Recent studies have shown the
necessary infrastructure. India (where 7.5 % of reported importance of washing one’s hands with soap as it reduces
deaths are sanitation and water related) has been grappling diarrheal disease by 43 per cent. Respiratory problems such
with the problem of water and sanitation coverage, as sniffles and coughs were also brought down by 45 per
especially for the rural areas and poor in urban areas cent when hands were washed five times a day (10th five
(editorial EPW, Jan 24, 2009). The most cities and towns of year plan 2002-2007).
India are characterized by over-crowding, congestion,
inadequate water supply and sanitation which include The study of the sanitation facilities available to the
disposal of human excreta, waste water, and garbage households is an important aspect of living facilities and it
disposal, which in turn affects the health of urban people. is closely related to the health and hygiene of the
household’s members and its surrounding environment
Water and sanitation have been the subjects of considerable (NSSO 69th round report, 2013). In this consideration, the
recent attention as a result of the declaration by the United objectives of this paper are to examine the water and
Nations General Assembly that the 1980s were the sanitation conditions and the effects on diseases prevalence
International Drinking-Water, Supply and Sanitation in urban areas of India.
Decade (IDWSSD) and year 2008 has been declared the
International Year of Sanitation. Sanitation offers the 1.1 Rural Sanitation in India-
opportunity to save the lives of 1.5 million children every In the mid nineties, the government of India strongly felt
year who would otherwise succumb to sanitation related that rural water supply and sanitation are crucial aspects for

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rural development. After consultations with the different are also many sustainability issues involved in the
stakeholders, the Ministry of Rural Development finally implementation process.
decided to create a separate department at Government of
India level. Because of this, the Department of Drinking II. NATURE AND SCOPE OF RURAL SANITATION
Water Supply (DDWS) was created with separate Providing better sanitation facilities is one of the biggest
institutional arrangements with a focused approach. From challenges till date. After the millennium era, tackling
then, the government is allocating separate funds and sanitation and hygiene issues is becoming a key issue in
making budgetary provisions to tackle the rural sanitation terms of providing sanitation facilities and in creating
challenges. At the same time, based on the institutional awareness among the masses for behavioral change. Social
changes, the state governments have also created separate ailments like poverty are more than a lack of income or a
departments and wings under the Panchayat Raj or Rural shortage of material goods. Human poverty, lack of basic
Development departments at the state level. States like capabilities for participating in the standard activities of the
Andhra Pradesh created separate department to focus on communities is aggravated by lack of sanitation.
issues related to rural sanitation and safe drinking water.
For urban slum dwellers and rural population, living in
Based on the above-mentioned institutional changes, the areas surrounded by human waste and garbage is creating
government had taken up a few initiatives to assess the embarrassment and depriving people of participation,
country’s situation on sanitation. A baseline survey about choices and opportunities.
rural water supply and sanitation was done by the
government to understand the issue. In line with the Around 8,00,000 people in India still live by manual
National Agenda for Governance, it was resolved to scavenging by carrying feces in baskets on their heads, a
provide safe drinking water in accordance with the livelihood that bars their inclusion in mainstream society.
stipulated norms on a sustainable basis to all habitations by In these pathetic conditions, people are suffering due to
March 200410, which is also the target set in the approach lack of basic sanitation amenities. Poor awareness is the
paper for the Tenth Plan. main cause for this problem. The sanitation problems in
rural and urban areas are different and challenges also vary.
1.2 Rural Sanitation coverage in India-
The rural sanitation coverage in India is gradually III. RIGHT TO SANITATION AND COURTS IN INDIA
improving every year. The census data shows the scenarios In independent India, there have been many occasions to
from the last three decades. In the year 1981, only 1 per highlight the sanitation concept. In the legal context also,
cent of people had rural sanitation facilities. After two there have been some cases in this regard. The apex court
decades, in the year 2001, the percentage reached 22 per has declared sanitation as a part of fundamental right to life
cent. By the end of the year 2005, the number reached 33 under Article 21 of the Constitution of India.
per cent.
“Article 21 protects the right to life as a fundamental right.
According to an estimate, 650 million people in India still Enjoyment of life and its attainment including their right to
defecate in the open every day. If we examine other facts, life with human dignity encompasses within its ambit, the
out of the 48.5 per cent in the year 2007 an estimated 200, protection and preservation of the environment, ecological
000 tons of fecal matter is deposited in the open every day. balance free from pollution of air and water, sanitation
If we observe from the public health point of view, totally without which life cannot be enjoyed. Any contra acts or
six lakhs diarrhoea deaths occur in India per year. It means actions would cause environmental pollution.
1000 deaths every day (40 deaths in 60 minutes). Environmental, ecological, air, water, pollution, etc. should
be regarded as amounting to violation of Article 21.
One more fact is children aged below five fall prey to Therefore, hygienic environment is an integral facet of
diarrhoeal deaths and surviving children suffer from three right to healthy life and it would be impossible to live with
to five episodes of diarrhoea every year. According to human dignity without a humane and healthy
available information, the rural sanitation facilities still environment.”
pose a challenge for the government and civil society. The
reason is not only low availability of funds, but also other -Virender Gaur v. State of Haryana, (1995) 2 SCC 577
aspects. (Supreme Court of India)

1.3 The National Sample Survey (NSS) Findings on Constitutional Obligations

Rural Sanitation Coverage- The 73rd and 74th Constitutional Amendment Acts (CAA)
The National Sample Survey Organization (NSSO) are benchmark events in the path of self rule in villages and
released data related to rural sanitation in November urban areas. The Constitution gives State governments the
201012. It has mentioned, in its 65th report on housing authority to address issues related to sanitation (Seventh
amenities in India in 2008-09 (up to June 2009), that 65.2 Schedule, List II, Entry 6)19. Further, Article 243G of the
per cent rural households and 11 per cent urban Constitution, read with Eleventh Schedule, Entry 23,
households13 have no latrine facility. This report found provides for the devolution of powers and responsibilities
that there was a lot of gap between usage and access. There regarding health and sanitation to panchayats. A number of

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panchayat/ panchayat raj laws identify sanitation as one of could be made through rainwater harvesting structures/spot
the responsibilities of panchayats/ gram sabhas. However, sources. In the states where 40 lpcd has been achieved in
the duty is usually framed in narrow terms and the broader all habitations, the next step is to raise the level of
issues, such as collection, transportation, treatment and availability to 55 lpcd22. Moreover, the water sanitation
disposal (and reuse), receive little or no attention. and public health are interrelated and inter dependant
aspects from the development point of view.
The National Sample Survey is the main source to draw
strategies for addressing rural sanitation problems in the IV. IMPORTANT ELEMENTS IN RURAL
country. A project based approach has been initiated by the SANITATION
government with help of national and international civil In accordance with the studies and various findings, there
society and development organisations20. As a result, are a few most important elements involved in rural
priorities have been set up to achieve the objective of sanitation. If these elements are handled properly, many
providing safe drinking water to all rural habitations in public health problems can be solved. So far, majority of
India. Based on the objectives given below, a few priorities the diseases are spreading due to lack of proper sanitation
have been given to habitations. These strategies paved new and availability of protected drinking water sources.
ways in the sanitation sector in India.
Even though the protected drinking water source is
The priorities are as under: available, if there is no proper sanitation or water handling
I. Highest priority to be given to ensuring that the ‘not and better sanitation practices, the problem will be the
covered’ habitations are provided with sustainable and same. Keeping this in view, the following, most important
stipulated supply of drinking water and sanitation facilities. elements have been identified to address rural sanitation
issues in a focused manner. Later these were identified as
II. It will be equally important to ensure that all the better sanitation hygiene practices.
‘partially covered’ habitations having a supply level of less They are:
than 10 litres per capita per day (lpcd) and those habitations i) Safe handling of drinking water,
facing a severe water quality problem are fully covered ii) Disposal of waste water,
with safe drinking water facilities on a sustainable basis. iii) Safe disposal of human excreta, since human excreta is
Thereafter, other ‘partially covered’ and ‘quality affected’ associated with more than 50 per cent of diseases,
habitations are to be covered. iv) Safe solid waste disposal,
v) Home sanitation and food hygiene,
III. Once drinking water supply facilities are provided to all vi) Personal hygiene, particularly, washing one’s hand with
rural habitations as per the existing data by 2004, the soap, and
remaining period of the Tenth Plan would be utilized for vii) Sanitation in the community.
consolidation purposes. This will involve covering newly
emerged habitations and those, which have slipped back to The above-mentioned best hygiene practices are
‘partially covered’ or ‘not covered’ status due to a variety unavoidable aspects in the process of rural sanitation. So
of reasons. Simultaneous action is also needed to identify far, due to lack of awareness, rural communities are
and tackle habitations where water quality problems have generally not familiar with the hygiene practices.
emerged recently.
V. RESEARCH AND ACTION RESEARCH ON
IV. It should be ensured that Scheduled Caste (SC) and SANITATION
Scheduled Tribe (ST) population and other poor and Many research and action research initiates have been
weaker sections are covered fully on a priority basis. A taking up on sanitation at various levels. Many action
systematic survey of all such identified habitations shall be research activities have taken up by international
undertaken. The above priorities show that the government organizations. The Government of India in collaboration
of India considers rural sanitation as a highly prioritized with international organizations like UN, UNDP, UNICEF,
issue in the rural development field. In these findings, a Water Aid, Plan International, CARE and multi donor and
few norms have been framed to assess the vulnerability bilateral institutions like the World Bank, Asian
related to rural sanitation. The main norms are more Development Bank, DFID, etc has undetaken various
realistic, as opined by the experts and development studies on sanitation. There is an interesting action research
organizations. The stipulated norms of supply would be 40 partnership with Participatory Methodologies Forum of
lpcd of safe drinking water within a walking distance of 1.6 Kenya (PAMFORK) in promoting participation through the
kilometre or elevation difference of 100 metres in hilly use of Participatory Action Research (PAR) methodologies,
areas; to be relaxed as per field conditions applicable to facilitating multi-stakeholder processes that deepen the
arid, semi-arid, and hilly areas21. At least one hand understanding of the relationship between Water,
pump/spot-source for every 250 persons is to be provided. Sanitation and Hygiene (WASH). The study emphasized on
Additional water is to be provided under the Desert students’ performance, learning in schools, building, and
Development Programme (DDP) areas for cattle, based on strengthening capacities of stakeholders from the district
the cattle population. The water requirements for cattle level to implement WASH related interventions that are
need not necessarily be met through piped water supply and evidence based.

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The determination and the relationship between status of Case study of two of the selected villages was done to
water, sanitation and hygiene (WASH) in Schools and understand the implementation of the programme. The
Performance of boys and girls has also been discussed. researcher also conducted formal and informal interviews
and followed the technique of participation and non-
The concept of rural sanitation was incorporated by the participation by several officers and beneficiaries. Formal
Government of India in the post- independence years in its and informal interviews were conducted for the study,
development and welfare programmes. Along with the which proved to be highly beneficial in collection of factual
rural development activities, rural sanitation initiatives data, reliable information from the officials and
were also started in India. Under the umbrella of beneficiaries. Information was gathered from the district
“Community Development” programme rural sanitation is administrative authorities of Medak and the Panchayat Raj
being implemented in various locations in the country. A - Rural Water Supply & Sanitation (PR - RWS & S)
quick glance at the literature shows that it was only after Department of Government of Andhra Pradesh (GoAP).
1990 that the rural sanitation becomes a priority issue in the Interviews, interactions, and discussions gave an insight
arena of development. During this millennium, many into the implementation of rural sanitation coupled with an
international organizations, particularly the UN, have put intensive fieldwork for completion of the research.
high concentration on rural sanitation. At national and
international levels, several studies have been undertaken VII. RURAL SANITATION COVERAGE & LATEST
on various facets of rural sanitation. The researcher also CENSUS INSIGHTS
found that there were only few academic studies conducted On coverage of rural sanitation, the latest census
from universities in India. From the last 50 years, several enumeration throws some important findings30, which was
international development organizations have conducted a officially released on 1st May 2013. Total population of the
number of studies and surveys with an emphasis on rural country is 1.21 billion, which is an increase of 181.96
sanitation. million persons during the decade 2001-2011. The
population of India grew by 17.7 per cent against the
The researcher focused on a brief review of past studies, previous decade growth of 21.5 per cent. Census 2011 says
looked into the role and impact of the IEC campaigns and that 833.5 million persons live in rural areas and 377.1
media in the process of rural sanitation programmes. The million persons live in urban areas. Thus, more than 2/3rd
research scholar also utilized the various development of the total population of India lives in rural areas. Density
journals, fact sheets, newsletters, reading material, and of population is 382 persons per sq.km, as against 325
background material, seminar/conference proceedings persons per sq.km in 2001. Child population in the age
related to rural sanitation from the national and group 0-6 years in 2011 Census is 164.5 million, as against
international perspective. The Government of India and 163.8 million showing an increase of 0.4 per cent in the last
Ministry of Rural Development have developed various decade.
types of materials like books, booklets, guidelines, Sex ratio in Census 2011 is 943 females per 1000 males, as
brochures and reports on rural sanitation. Reputed journals against 933 in 2001 Census31. Population of Scheduled
like Yojana and Kurukshetra official publications of GoI Castes in this Census is 201.4 million, as against 166.6
were also referred for this study. million in 2001, registering an increase of 20.8 per cent
whereas Scheduled Tribes population increased to 104.3
Information and Communication Technology (ICT) is million in 2011 from 84.3 million in 2001. As per Census
playing a crucial role in the world. ICTs facilitated this 2011, number of literates is 763.5 million, as against 560.7
study. Many national and international organizations, along million in 2001.
with various governments, are running departmental Interestingly, Planning Commission review puts Sikkim as
websites, which are good sources of information duly the first Nirmal Rajya (cent percent open defecation free)
accessed by the researcher for this study. Updates and data with Kerala and Himachal Pradesh attaining similar status
bases that exist were successfully incorporated from a in 2012. Haryana has resolved to achieve the target in the
variety of websites. Also, official information through next two years, Punjab in the next five years, and the rest of
periodic press notes and brochures helped this scholar to the states in 10 years time32. According to report of the
utilize the information pertaining to various developmental Joint Monitoring Programme (JMP) published by WHO-
activities. UNICEF on the global scenario of sanitation,
approximately 626 million people are defecating in the
VI. DATA AND METHODOLOGY OF THE STUDY open33. GoI presented this data in an official meeting.
The research study is empirical. The study has been
undertaken based on primary and secondary data. The The prevailing scenario of sanitation from across the globe.
primary data has been mainly obtained from official In India, 626 million people resort to open defecation with
records, registers, government orders, pamphlets, poor hygiene and sanitation contributing to stunted growth
brochures, training material and unpublished material. The of children34 CRSP’s focus from the inception was on
researcher has conducted interactions, face-to-face subsidies and awareness by promoting sanitation coverage,
discussions with rural stakeholders and held consultations which got a shot in the arm by CRSP covering more than
with the officials dealing with this subject at various levels. 550 districts in India. The importance of rural sanitation is
not only for privacy and dignity of an individual, but also

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to promote public health. The emphasis on construction of development organisations emphasized on policy
household toilets, though laudable, needs to rework on formulation to make sanitation as a key element in the
Information and Education Campaign to usher in changed process of development based on empirical research and
mindset. discussions on the experiences of civil society
Planning Commission’s programme evaluation study organisations. Initially, in a few states, some civil society
shows that 20 per cent of the toilets are being used for organizations, with the support of international
storage and other purposes than as toilet35. After getting development organisations, implemented sanitation
the feedback on implementation, Government took decision programmes on a pilot basis to showcase and replicate in
to converge CRSP with other rural development other places.
programmes, which is a watershed in the history of rural The main objective of this initiative was to motivate the
sanitation. governments at state and central levels to include the
sanitation issue. Till the year 2000, development
Convergence helped to tackle public health issues on a organisations insisted that governments give a greater focus
holistic basis. National Rural Health Mission’s goal for to the sanitation agenda. This had yielded many positive
holistic health got a boost due to convergence factor. and negative results and has put sanitation on top of the
Introduced first at the school level, it was spread to the agenda with policy makers and governments. One problem
community later. School programme had the desired effect that arose was that the state and central governments started
as school going children helped households to change concentrating on sanitation only.
attitudes. The awareness is now picking up and the
programme needs to organization to further increase the Governments are allocating budgets for constructing toilets
sanitation coverage. Lack of priority on behalf of many with subsidy. After lapse of many years, there was no much
States led to inadequate funding for TSC. Contributions progress even after spending the allocated funds. Providing
towards programme were minimal coupled with no subsidy to a person to construct a toilet is not the solution
seriousness for such an important issue of sanitation. for achieving sanitation targets. After a few findings and
Personal communication on sanitation at the village level feedback from the grassroots, it is seen that constructing a
was unsatisfactory and the capacity building at the toilet physically is not the way out. It turned as a debating
grassroots level was inadequate resulting in restricted point among policy makers and development professionals.
expansion of sanitation coverage. CRSP evaluation The behaviour of a common person in the country is
methodology got totally restructured and the newly important when working on the sanitation issue. At this
designed approach paved way to achieve visible results. level, many development organisations intervened to make
Programme implementation, results achieved and its impact the government think about the awareness generation
is assessed towards the end. The evaluation criteria are among the rural masses on sanitation and hygiene. From
focused more on best practices in sanitation and hygiene in then, implementing sustainable sanitation campaigns have
rural area. got the required impetus in rural India and the need for a
typical campaign was felt. Sanitation programmes and
VII. FOCUS ON RURAL WOMEN NEEDS campaigns, like others, have a distinct phase involving a
Low cost latrines were introduced to attract people’s series of activities. To impact publics, the campaign must
participation in improving sanitary facilities at home, address the social, technical, financial, institutional and
habitation or village. In rural sanitation, CRSP ushered a environmental building blocks of sustainability.
sea change and got focus on women, which was a very The sanitation success hinges on the software (awareness)
forward looking step in the rural sanitation sector. Public and hardware (physical construction of a toilet) parts of the
latrines have not been successful in the past as rural women programme and, most importantly, on behavioural change
faced difficulties in some areas. In many cases individual of an individual. There were many efforts to develop a
household latrines were not feasible. Therefore, on a pilot pattern that represents the process of sustainable sanitation
basis, village sanitary complexes exclusively for women as a progression through distinct phases, with activities and
were built. During the plan period, nearly 10 per cent of the a range of options for each from the grassroots level to the
annual funds were set aside to provide public latrines in national level. To continue the support and getting inputs of
selected villages and Panchayats/charitable trusts/NGOs several institutional and field partners like NGOs and
offered to construct and maintain village complexes Community Based Organizations (CBOs) needed to be a
exclusively for use by women. collaborative exercise, with trends jointly identified and
lessons shared. The highlight of the initiatives taken up on
VII. SANITATION AND INDIAN EXPERIENCE a pilot mode is the checklist of activities to be undertaken
In the new millennium era, the development agenda of a during different phases of a sustainable sanitation
typical democratic country like India has changed. campaign.
The Millennium Development Goals (MDG) are
emphasizing on the integrated development of the world VIII. EVOLUTION OF RURAL SANITATION
with basic needs. Though India’s sanitation initiatives have Water supply and sanitation were added to the national
speeded up and in the last two decades a few programmes agenda during the country’s First Five Year Plan (1951-
were initiated with a focus on sanitation and duly 56)14. In 1954, when the first national water supply
acknowledged by MDGs. The lobby representing programme was launched as part of the government’s

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(This work is licensed under a Creative Commons Attribution 4.0 International License.)
 A case study about a large
scale private initiative for
mainstreaming of
underprivileged children
into schools in India
Asha Kiran … A Ray of Hop: A project of
Rotary India Literacy Mission (RILM)
An Initiative of Rotary South Asia Society for
Development and Cooperation (RSAS)

July 2018

Author: Shanto Baksi

Consultant of RILM for monitoring, evaluation and documentation
 Index
Abstract Page – 03

Background of Rotary India Literacy Mission (RILM) Page – 04

The Outreach and Social Impact Page – 05

The Asha Kiran Intervention Page – 09

Appendixes Page – 12

1. The Sequence of Activities regarding Implementation of Asha Page – 12

Kiran
2. Resource Mobilization and Fund Disbursement for Asha Kiran Page – 13

3. The Author Page – 14

2 A case study about large scale private initiative about mainstreaming of underprivileged children in India
Abstract
Murti is from Rajasthan. Her parents are seasonal migrant workers, thus she and her siblings
are forced to stay with their grandmother. Murti doesn‟t receive proper care and support from
her family, which is needed for her overall development. As result she was never enrolled in
school.

Asha Kiran Centre: a centre of a project that identifies children like Murti, organizes backup
tutorial to prepare them (to bring them up to age appropriate class) for admission /
readmission into school. These steps are followed by mainstreaming of children and follow-
up on their progress in school, to prevent them from dropping out of school.

Now Murti, like many others, is a regular student in a school: happy and optimistic about a
bright future.

Asha Kiran … A Ray of Hope: The main objective of this project is to bring out of school
children back to formal school; the beneficiary children are between7 to 14 years of age, who
have never been to a school or have been irregular and laggard.

The project is being implemented in 13 states and 1 Union Territory of India. The Rotary
South Asia Society for Development and Cooperation has implemented the project in
partnership with 32 local NGOs. Till March, this year and through these partners NGOs
RILM has been able to reach out to 34,236 children.

Keywords: Children; Education, Schools, Migration, Dropout, Government, India

3 A case study about large scale private initiative about mainstreaming of underprivileged children in India
Background of Rotary India Literacy Mission (RILM)

The huge population of India gives India its own share of problems. One of them is illiteracy.
The Census 2011, data has revealed two alarming facts: as many as 78 lakh or 7.8 million
Indian children are forced to earn a livelihood even as they attend schools; while 8.4 crore or
80.4 million children don't go to school at all. All over India several attempts are currently
being made to combat this situation and make India a country with not a single child out of
school.

One such attempt is the Rotary India Literacy Mission (RILM). At the Rotary South Asia
Conference on Development and Co-operation held in Colombo, Sri Lanka in September
2011, Rotarians from India, Maldives, Nepal, Pakistan and Sri Lanka came together and
decided to work for development of the region in the areas of education, health and hygiene,
trade and commerce, youth and sports, empowerment of women, etc.

To create a formal legal entity that could plan, fund and implement various initiatives in the
chosen fields, the Rotary South Asia Society for Development and Co-operation (RSAS) was
registered in Mumbai as a society under the Societies Registration Act, 1861 in February
2014. This Society subsequently adopted the Rotary India Literacy Mission, its Committee
Structure and the T-E-A-C-H program in May 2014.

The program “T-E-A-C-H”, in which „T‟ stands for „Teacher Support‟, „E‟ for „E-learning‟,
„A‟ for „Adult Literacy‟, „C‟ for „Child Development‟ and „H‟ for „Happy Schools‟. Each of
these five verticals consists of one or more schemes. The project Asha Kiran … A Ray of
Hope comes under Child Development vertical. The overall goal of Asha Kiran is to bring
back 100,000 children into the mainstream school system in five years‟ time 2015 to 2020.

4 A case study about large scale private initiative about mainstreaming of underprivileged children in India
 The Outreach and Social Impact

As a project Asha Kiran was able to identify and reach out to 34,236 children in India within
a timespan of three years: January 2015 to March 2018.

Delhi 500
Chandigarh Uttar Pradesh
1,000 6,688 Assam 2,773

Rajasthan Jharkhand
3,236 Bihar 2,600 90

West Bengal
Maharashtra 9,442 Manipur
200 400

Tripura
Odisha 149
5,606
Karnataka
473
Total 34,236
Children

The children that have become part of Asha Kiran are mostly from underprivileged /
marginalized communities. These are children who are deprived of their basic rights and
entitlements as children: they are forced to migrate, compelled to earn for their families, stay

5 A case study about large scale private initiative about mainstreaming of underprivileged children in India
back at home to take care of their siblings and drop out of schools due to lack of support from
parents regarding homework.

The first groups of children that are part of Asha Kiran are Never Enrolled Children most of
whom do not receive any kind of support regarding attaining to formal education / schooling.
So lack of access to schools for a variety of reasons is the main attributing factor towards
children being non-enrolled. Further, the families of these children also are unable to guide /
motivate their children for enrolment and attending schools on a regular basis.

The second group of children are dropped out and irregular children; those who are enrolled
in schools but are either dropped out or are very irregular in attending classes in schools. The
kind of support and engagement that‟s needed to keep these children in schools is missing
from the lives of these children.

The most common reason for being never enrolled and dropped out is inaccessible schools;
we have seen that in many states even after enactment of the Right to Education [RTE] Act
schools are located in far off places. In many states like Rajasthan and Odisha reduction of
the number of schools through School merger has also resulted in decreasing enrolment.
Additionally, not getting required support from home too contributes in children‟s non-
enrolment. This happens because parents are mostly daily wage earners and are involved in
earning livelihoods. The consequences are:

 The families migrate frequently to find better livelihood options, consequently

children drop out of school; additionally, in a new location parents are more
concerned about looking for livelihood options than admitting their children into
schools.

 The children are encouraged to earn for the family and to supplement family‟s
income rather than go to school; that is why the children are more interested to get
engaged in earning than going to school on a regular basis.

Children belonging to the above category are in the majority among the children selected for
Asha Kiran projects.

The third group of children consists of those who need extra care and support regarding
learning at the same pace with other children of the same age who come from more secure
backgrounds. The families of these children are unaware / unable to understand the specific
needs of their children regarding their problems related to learning mainly in school. As a
result:

 These children continuously lag behind in terms of learning from school and, slowly
but steadily become disinterested about learning and eventually drop out of school.

The impact of Asha Kiran over the lives of these children is like bringing the light of
education back to their lives. Under Asha Kiran some very hard to reach children were
covered: a special mention is necessary about the background of a few of such groups of
children.

6 A case study about large scale private initiative about mainstreaming of underprivileged children in India
Examples: Community / NGOs:

Uttar Pradesh Voluntary Health Association (UPVHA) and its partner Bharatiya Manav
Samaj Kalyan Seva Sansthan (BMSKSS) should get special acknowledgment: one AKC was
opened for the children of the Nat community at Shravasti district of Uttar Pradesh. These are
absolutely hard to reach children. The Nat are a nomadic community found in North India.
They are one of a number of communities that are said to be of Rajput origin, and have
traditions similar to the Bazigar caste, meaning "where he wins, whenever and whatever he
plays". The word nata in Sanskrit means a dancer, and the Nat were traditionally entertainers
and jugglers. They have fourteen sub-groups, the main ones being the Nituria, Rarhi,
Chhabhayia, Tikulhara, Tirkuta, Pushtia, Rathore, Kazarhatia, Kathbangi, Banwaria,
Kougarh, Lodhra, Korohia, and Gulgulia. The Nat maintain strict clan exogamy, and each
clan is of equal status. In Uttar Pradesh, the Nat community now consists of two groupings,
the Brijbasi Nat, who are settled, and the Bajania Net, who are nomadic.

Charities Aid Foundation (CAF) and Turn Your Concern into Action (TYCIA) Foundation
opened AKCs for the Korku children in Khandwa district of Madhya Pradesh. The Korku are
an Austroasiatic ethnic group predominantly found in the Khandwa, Burhanpur, Betul and
Chhindwara districts of Madhya Pradesh and in the adjoining areas near the Melghat Tiger
Reserve Forest of Maharashtra. They speak the Korku language, which is one of the Munda
languages and is written using the Devanagari script. They are classified as a Scheduled Tribe
by the Indian government.

Charities Aid Foundation (CAF) and Uttari Rajasthan Cooperative Milk Union Ltd.
(URMUL) were able to open AKCs for the children of Bheel community in the Jaisalmer
district of Rajasthan. Bheel or Bhil are primarily an Adivasi or indigenous people of North
West India. The Bheel are also settled in the Tharparkar District of Sindh, Pakistan. They
speak the Bheel languages, a subgroup of the Western Zone of the Indo-Aryan languages.
According to the Census of 2011, the Bheel were the largest tribal group in India. The Bheel
are listed as Adivasi residents of the states of Gujarat, Madhya Pradesh, Chhattisgarh,
Maharashtra and Rajasthan - all in the western Deccan regions and central India - as well as
in Tripura in far-eastern India, on the border with Bangladesh.

The NGO called ATHMIK identified an unusual social situation of children working and
living in some brickfields in West Bengal. The brickfield workers and their families come to
West Bengal mainly from the neighbouring states of Chhattisgarh, Bihar, Jharkhand, and
Odisha. At their place of origin these people mostly work as agricultural labourers; the areas
of their origin are not very fertile consequently yield only a single crop in a year. Search for
better income is the main reason for their migration. They spend six to eight months (work
starts from November and ends in June) in a year as seasonal workers. They work as families
/ units. Asha Kiran centre was opened for them in West Bengal for 8 months and, for the rest
of the 4 months the Asha Kiran staff went back with the kids to their place of origin and
admitted them into schools there so that the mainstreaming component of Asha Kiran gets
completed. This pilot with migrant children presents a successful model of completing one
academic year by studying in 2 geographical locations.

7 A case study about large scale private initiative about mainstreaming of underprivileged children in India
The four above mentioned examples tell the story of children from very difficult / hard to
reach backgrounds. Only the interventions under Asha Kiran made it possible to open a
window of opportunity for these marginalized children.

The efforts of RILM is recognized by the National and several State Governments in India,
subsequently RILM have entered into formal partnerships with the central government as
well as with several state or provincial governments to implement entire T-E-A-C-H
programs in all these states.

8 A case study about large scale private initiative about mainstreaming of underprivileged children in India
The Asha Kiran Intervention
A large number people in India are socially vulnerable, numerous reasons are working as
contributing factors for this state of vulnerability:

 The traditional ways of earning are becoming obsolete: people are out of livelihood
options

 There is lack of sectorial / state development plans / poor implementation of

sanctioned rural and urban development schemes

 Efforts for inclusion of unskilled people into the Indian economy / modern working-
class are inadequate

These are some of the bigger issues consisting of several micro issues that are creating a
complex weaving of shortfall and needs. The children and the women are among the first to
face the negative impacts of any manufactured crisis / natural calamity.

Mandate for RILM was to address one of the specific needs of underprivileged children in
India: right to education. Through Asha Kiran the aim of RILM is to address this issue of
education for all; Asha Kiran is a targeted intervention, which was launched in 2015.

To identify the geographical areas where the need for an intervention like Asha Kiran will be
higher, for this RILM took reference of the survey done by the Indian Market Research
Bureau International [IMRB International] who did a survey of out of school children, and
the survey focused on the Sarva Shiksha Abhiyan (SSA) http://ssa.nic.in/pabminutes-
documents/NS.pdf where they found that 6,064,230 children in the age group of 6 to 13 years
were out of school in India in 2016.

On the basis of that survey 10 states were selected as areas with higher priority:

Sl. No. States Total Children 6-13 years Out of school Children 6-
13 years
1 Chhattisgarh 44,59,796 1,67,072
2 Madhya Pradesh 1,19,40,966 4,50,952
3 Uttar Pradesh 4,13,28,812 16,12,285
4 Bihar 2,36,41,078 11,69,722
5 Odisha 65,73,304 4,01,052
6 West Bengal 1,38,41,396 3,39,239
7 Rajasthan 1,19,86,308 6,01,863
8 Assam 54,71,761 1,57,813
9 Gujarat 82,32,692 1,59,308
10 Maharashtra 1,78,83,335 1,45,326

9 A case study about large scale private initiative about mainstreaming of underprivileged children in India
The process of identification of children for Asha Kiran was done through partner
organizations.

For Asha Kiran the selection criteria are the children who are in the age group of 7 to 14
years and, they must belong to one of the criteria given below:

 Children who have never been to school

 Children who are not attending school, but are enrolled. Irregular or absent for more
than 45 days without informing the school

 Children who are laggard in study (e.g. the child‟s age is 12 years [should be in class
– VII], but s/he can read texts of only Classes II or III and alike)

The project cycle of Asha Kiran is for 12 months, and it has four stages:

Identification of needy Providing them Mainstreaming of Follow up for retention

children education children of children in schools

The project so far has been implemented in 13 states and 1 Union Territory of India. The
RILM has implemented the project by partnering with 32 local NGOs and they were selected
from 127 proposals received by RILM for Asha Kiran.

The Memorandum of Understanding (MoU) with 32 partner NGOs was signed and, till
March 2018 the partner were able to reach out to 34,236 children.

The children that received support under the Asha Kiran program in the last three years are
divided into 3 major categories:

Dropout Laggard Never Enrolled Total

22,367 7,874 3,995 34,236

65.33% 23.00% 11.67% 100.00%

As of March 31, 2018 the project cycle was successfully completed for 22,236 children. The
project cycle for 12,000 children is under process / on-going.

The breakup regarding status of 22,236 children is given below:

 Out of 22,236 children 20,835 (93.70%) children are successfully admitted into
schools by partner NGOs.

10 A case study about large scale private initiative about mainstreaming of underprivileged children in India
  Out of 22,236 children 1,401 (6.30%) children were unable to complete the project
cycle. The major reason for them not completing the project cycle was their families
who migrated in pursuit of better livelihood.

The visits to schools where children are admitted were conducted. The monitoring visits were
done 3 months after the approved project is periods are over, this was done to find out the
rate of retention.

 Out 20,835 children we have found 16,208 (77.79%) children are present in the
schools.

The journey of Asha Kiran has just begun; the past 3 years‟ experiences have contributed in
better understanding of the issue for all in India. Now RILM is recognized as premier
endeavour regarding bringing out of school children back to the mainstream.

The organizational goal of RSAS is to reach out 100,000 children by mainstreaming them
with formal education system; the goal now looks very realistic and achievable. As an
intervention RILM is on track to fulfil the target of reaching and empowering 100,000
children through education by 2020.

11 A case study about large scale private initiative about mainstreaming of underprivileged children in India
Appendixes

1) The Sequence of Activities regarding Implementation of Asha Kiran

Step – 1 RILM placed advertisements in the websites as Call for Proposals requesting
interested NGOs to apply.

Step – 2 Total 127 NGOs from all-over India covering 18 states and 1 Union Territory
applied to become implementing partners of RILM for Asha Kiran.

Step – 3 Out of 127 proposals 32 were selected by RILM, these 32 proposals are
covering 13 states and 1 Union Territory of India. Selection of NGOs was done
on the basis of these criteria:

 The legal status of the organization, past experience about education

and child protection related projects and financial management.
Step – 4 The total 32 NGOs were selected for signing of Memorandum of
Understanding (MOU) as partner organizations with RILM.

Step – 5 Partner NGOs conducted the baseline surveys to identify the children.

Step – 6 Screening and approval of identified children were done by RILM

representatives.

Step – 7 Partner NGOs conducted capacity building of their own staff / teachers, who
will be in charge of Asha Kiran Centres (AKC).

Step – 8 Monitoring of teaching at AKC is done by RILM representatives, along with

overall evaluation of the project.

Step – 9 Partner NGOs enrolled children into schools as part of the process for
mainstreaming.

Step – 10 The retention status of admitted children is evaluated by RILM representatives.

Step – 11 Specific periodic reports are submitted to RILM by the partner NGOs about
progress of children during different stages of the project.

Step – 12 Collating closure reports of each of the 32 interventions by RILM and

finalizing way forward.

12 A case study about large scale private initiative about mainstreaming of underprivileged children in India
2) Resource Mobilization and Find Disbursement for Asha Kiran Program

RILM organized its own resource mobilization and, a major portion of the funds for running
the Asha Kiran project came from Rotarians from various Rotary and Inner Wheel Clubs of
India.

Out of the total grant mobilized RILM retained a part of it for monitoring purpose and rest
were disbursed to implementing partners. Partner disbursals are made in four equated
installments and after meeting defined norms which is as below.

 25% at the time of enrolment of the child in the Asha Kiran study center. This will
take place after the identification, approval and uploading of data at the RILM website
for out of school children.

 25% on completion of 3 months in the study center. The child must attend the
informal study centre regularly (at least 75% attendance is required). A progress
report has to be uploaded at the RILM website for each child.

 25% when the child gets admitted to a formal school or starts going regularly to a
government or government aided school. A progress report has to be uploaded at the
RILM website for each child.

 25% after the child completes 3 months of formal school with regular (at least 75%)
attendance. Monitoring report has to be submitted to RILM.

13 A case study about large scale private initiative about mainstreaming of underprivileged children in India
3) The Author:

He is working in the field of humanitarian aid for more than 18 years, since June 2000. In
these years he has worked in several interventions on education, anti-trafficking, biodiversity,
HIV / AIDS, general health and income generation, either as an external resource person or
as a project employee, in the states of Andhra Pradesh, Assam, Bihar, Goa, Gujarat,
Jharkhand, Madhya Pradesh, Odisha, Rajasthan, Uttar Pradesh and West Bengal, and in the
union territories of Andaman and Nicobar Islands, Chandigarh and, National Capital
Territory of Delhi.

He is largely self-taught, assisted from time to time by his parents, some teachers, book
sellers, friends, acquaintances, colleagues, wife, daughter and, lately the World Wide Web.
He can use Bengali, Hindi and English. His interests include drawing and painting, literature,
football, films, music, cooking, tailoring, jute craft, visualizing and writing illustrated
materials for the print mode.

Publications: The following documents are available at Scribd (URL: www.scribd.com) and
Academia (URL: www.academia.edu).

 Education for Equality, August 2014

 The Homeless People of Kolkata, July 2014
 Gangasagar Mela: Pilgrimage and Development at the Sagar Island, February 2014
 The Slums of Kolkata, September 2013
 Easy Methods of Teaching Language and Mathematics, October 2009

Contact Information

Address 37/1 Dakshin Para Road (Baguiati), Kolkata 700028, West Bengal, India

Phone(s) Mobile +91-99037-00255 and Home +91-33-2500-0047

Email [email protected]

14 A case study about large scale private initiative about mainstreaming of underprivileged children in India
 JOURNAL OF SOCIAL WORK EDUCATION
AND PRACTICE
www.jswep.in

ISSN : 2456 - 2068 Volume 1; Issue 2

1st October 2016

The Significance of Research Based Community Practice

in Indian Social Work Education
Jasmine George
Faculty, Dept. of Social Work
Sree Sankaracharya University of Sanskrit
Email. [email protected]
Abstract

The Social Work profession promotes social change, problem solving in human relationships and the

empowerment and liberation of people to enhance wellbeing. Social work as a profession in India is yet to

get its due recognition from the government and society. Indian Social work practice and education seeks
some kind of constructive changes. This paper explores the importance of community practice in social
work education in Indian context. To fulfill a commitment to the community concept, social work students
need a well-defined concept of group and community practice in order to provide the range and quality of

services that are required for social work practice in the 21st's century global community paradigm.
Social work cannot be done in a mechanical and unthinking way. It is therefore necessary to have a

knowledge base for practice. Therefore it is necessary to incorporate research based community
practice in social work education. The present study describes two case studies which emphasize the

constructive way of dealing with community by Community medicine Department in Kasturba Medical
College, Manipal and an International NGO, World Vision.
Key words: Community Practice, Research, Social work Education.
Introduction
Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the

equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice
emphasizing the methods process and techniques which helps an individual, a group, a community to

aware the problems encountered and work out the modalities in such a way that the potentials and

68
ISSN : 2456 - 2068 www.jswep.in
 The Significance of Research Based Community Practice
Jasmine George
in Indian Social Work Education

resources are utilized to remove the causes of the problem and reduce the magnitude of the problem. The
first institute for social work education in India started in Mumbai in the year 1936 which is now known
as Tata Institute of Social Sciences (TISS). In India social work yet to be accepted and recognized totally
as profession. It is really both shocking and astonishing that despite seven decades of its existence in
India, social work could not achieve a much desirable professional status.
Indian society is even now basically a rural and agrarian society, social work education must give greater
attention to the promotion of the weaker and vulnerable sections in rural areas, closely associated with
agriculture and allied occupations with focus on eradication of poverty, promotion of human, social and
sustainable development, assurance of human rights, permeation of justice in all walks of life and
participation of people through Panchayat Raj Institutions (PRIs) as well as Non-government
Organizations (NGOs) and Community Based Organizations(CBOs) in varied kinds of programmes
directed towards social transformation.
The core of social work education and practice has to concentrate on understanding of group and
community structure and dynamics. This seeks the modification of curriculum by including concepts of
sociology and social psychology. Since from beginning Indians have been living in communities and had
a strong bias of culture and tradition.
Likewise, methods, and techniques of dealing with groups and communities, such as meeting and
greeting people, introducing one's own self and getting the introduction of others, establishing rapport,
probing into the felt-needs and problems, clarifying the causes responsible for people's present pitiable
conditions, generating awareness of the strengths, weaknesses, opportunities and threats among people,
making people aware of their duties and rights, conscientising the oppressed, breaking the culture of
silence, of depressed, organizing people, mobilizing people and required resources, organizing non-
violent protests, Dharnas, relay fasts, hunger strikes, etc., forging new alliances ,partnerships and
networks networking, with NGOs/VOs/CBOs and their networks, and PRIs/urban local bodies,
monitoring and evaluating the progress, etc. will also have to be incorporated within social work
curriculum. ( Kizhakkedom, )
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Review of literature
The social worker seeks to act as a catalyst in helping community groups to address problems and
marshal their resources. Social work cannot be done in a mechanical and unthinking way. It is therefore

necessary to have a knowledge base for practice. Naugpaul(1986) highlights that, social work education
in India become irreverent to the need of Indian society because what is needed in Indian society is a

primarily preventive and macro based social work. Social work education requires knowledge-as-action,
knowledge that is contextualized culturally and historically and is shaped by the interaction between
students and teachers. National Association of Social Workers (NASW) and Council on Social Work
Education (CSWE), recognize the importance of community theory and skills for all social work
practitioners. Brzuzy and Segal (1996) suggested that "teaching students to understand appreciate, and

use research based in the community" is very much needed in social work education. Training students
in the theory and methodology of community practice through placements in the community and focused

directly on the community is one way of accomplishing this goal, which is also a timely focus for social
work researchers. Coulton (1995) stated that "compared to our knowledge of individuals and families,
research attention to the functioning of communities has been scant". Because social work has a long-
standing relationship with varied community based practices, sociological theories, and principles of
group dynamics as they apply to individual functioning in the context of community, the opportunities for

research through studying social work students in community placements are vast. India is a developing
country and social workers have enormous opportunity to work with community.
A case study from Mangalore

Kasturba Medical College (KMC) is a medical college based in Manipal, Udupi District Karnataka,

India. Established by Dr T.M.A. Pai on 30 June 1953, KMC was the first private sector medical college in

India. Community Medicine Department (CMD) Established in 1981.CMD standing for Training'
research & service programs have collaboration with public health and social work department. Major
Service includes, Rural Field Work Practice Area: A network of seven Rural Maternity and Child Welfare

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Homes at Alevoor, Kaup, Padubidri, Malpe, Udyawara, Katapady, and Kadekar villeges .These centers
provide health care services to women children & elderly. Activities of CMD have been concentrated on
the health of rural people such as:

o Training of Medical Undergraduates, Interns and Postgraduate students, students of allied

health sciences, paramedical workers and frontline health workers

o Planning, implementation, monitoring and evaluation of various health care programmes and

activities in the field practice area

o Handling research projects funded by various national and International agencies

o Assisting Central and State Governments in evaluating national health programmes

o Conducting research in the field of Public Health

The researcher witnessed the accountability of a field research during the field placement in Kasturba

Medical College as part of MSW curriculum. During those days the trainee placed in community
medicine department. The department has been conducting a longitudinal study on knowledge, attitude
& practices regarding smokeless tobacco use among women form last three years in Udyavara village.
Every year approximately 1000 women were selected from the village randomly and collecting data by

using same structured interview schedule. The students under CMD are being the part of data collection
and further analysis procedure. The students are divided into different groups and going to the different
areas of the village under the supervision of faculties. Trainee also got the opportunity to be the part of
data collection in 2012 January. Analysis of the data provides the status of women regarding knowledge,

attitude & practices regarding smokeless tobacco. Every year the department is able to publish the result
and planning appropriate intervention strategy for the current year. The comparison of results and the
effectiveness of intervention measures can be evaluate by using this data base. Because data base is much

important for formulate strategies. As a part of this research trainee experienced with knowledge have
learned from research classes.

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Case Study: II The development approach of World Vision to community development.

Word Vision is an international humanitarian organization working for community development through
children .The focus of the World Vision (WV) organization is divided into five major areas: emergency

relief, education, health care, economic development, and promotion of justice. World Vision activities

include transformational development, emergency relief, strategic initiatives, public awareness

campaigns and promoting Christianity. Though World Vision has consultative status with UNESCO and
partnerships with UN agencies like UNICEF, WHO, UNHCR and ILO. World Vision's approach to aid is
to first help people and their communities recognize the resources that lie within them. With support from

World Vision, it claims communities transform themselves by carrying out their own development
projects in health care, agriculture production, water projects, education, micro-enterprise development,

advocacy and other community programs.

Area Development Programmes (ADPs) are integrated development programme that help communities

by assisting the children, families and the community block as a whole achieve the basic standards of the

four 'well-beings', physical, intellectual, socio-economic and moral well-being. World Vision's
community workers facilitate this by living in the communities, learning their problems and helping them
find their own solutions. Rather than treat the effects of poverty, World Vision's Area Development
Programmes (ADPs) help communities find ways to confront the root causes of poverty and help people

in the ADP improve their livelihood.

The trainee placed Kottayam ADP, kerala for one month field work. The NGO's activity is focused on

three areas such as Education, Economic Development activities (EDA) and water and sanitation.
Economic Development Activity (EDA) aim at achieving economic development through the provision

of self employment schemes to the poorest of the poor. The major provisions are country boat and net,

Coir Ratt and Shed, cow rearing and petty shop. The trainee asked to assess the progress of EDA through
a small study and adopt a strategy in order to amplify the effectiveness of EDA. Areas of study have
included level of satisfaction, time using or EDA, income from EDA, other means of livelihood despite

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of EDA and saving habits. The data collection and analysis of beneficiaries by interview schedule found
that attitude determines the success of EDA.
The major findings from the study are as follows:

58.33% respondents are spending more than 8 hour for EDA and 33.33% and 8.34% are spending
l

5-8 hour, 2-4 hour respectively.

The (67%), majority are living from the income generated through EDA.
l

Majority of the beneficiaries earning between 2000-8000 per month.

l

Half (50%)
l of the respondents spend this income for household purpose and remaining 33% use
equally for education and households.

Majority (92%) respondents agreed that EDA could boost their saving habit.
l

EDA is
l efficient to make internal changes; the additional income generated through EDA is
heightening their self- confidence and happiness.

The (66.66%) respondents are planning to expand the EDA by investing money from hand.
l

The research enables the trainee to decide the appropriate group intervention in order to change their

unconstructive attitude towards the programme. Because beneficiary who sees EDA as means for
livelihood, able to save sufficient money from the programme while some beneficiaries views EDA as
source for supplementary income were not able to make use of the EDA effectively. Without this small

study the researcher never found that the attitude of beneficiaries causes difficulty to reach the expected
income from EDA. By this study trainee argued for the change in the selection criteria of beneficiaries.

Therefore we should give prominence to the process of identification of beneficiaries. The need should be
real or felt. It is not fair to consider the vulnerability score as the basis of the selection of beneficiaries also

contemplate the factors like experience, availability of supporting resources, interest, skill and need.
Discussions and suggestions
Based on these two case studies in addition with the experience of from field work practices during MSW,
I would like supplement some ideas in order to redefine the social work education prevailing in India.

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If the Indian social work education gives more emphasis to community organization, social action and
social work research that would be advantage for the development of our rural and urban community
settings. The integration of these methods is also practical.

Adoption of a village for research and community practices is possible in social work
education. Usually students are familiarizing data collection and analyze procedure during the time of
their final semester project or dissertation work. If they are experienced with research methodology in
the first year itself, that would be a boon for their academic results.
India lives in villages therefore our social work practices also be root in the lives of village
people. Then why don't we think for this kind of community research and community practice in social
work education. Knowledge is the basic element lead to practice. It is hopeless going for community
practice without knowing the heart beat of the community. Their culture, beliefs, peculiarities problems
and felt needs can be elucidate through social work research. In India community organization and social

action have better opportunities for practice. In addition, the experience of data collection, analysis,
interpretation and all related procedure help the students to get pre acquaintance with research before
their project or dissertation coming in final semester.

Figure I:
A model to makes change in field work practice

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 The Significance of Research Based Community Practice
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in Indian Social Work Education

If the Indian social work education gives more emphasis to community organization, social action and
social work research that would be advantage for the development of our rural and urban community
settings. The integration of these methods is also practical.

Adoption of a village for research and community practices is possible in social work
education. Usually students are familiarizing data collection and analyze procedure during the time of
their final semester project or dissertation work. If they are experienced with research methodology in
the first year itself, that would be a boon for their academic results.
India lives in villages therefore our social work practices also be root in the lives of village
people. Then why don't we think for this kind of community research and community practice in social
work education. Knowledge is the basic element lead to practice. It is hopeless going for community
practice without knowing the heart beat of the community. Their culture, beliefs, peculiarities problems
and felt needs can be elucidate through social work research. In India community organization and social

action have better opportunities for practice. In addition, the experience of data collection, analysis,
interpretation and all related procedure help the students to get pre acquaintance with research before
their project or dissertation coming in final semester.
On the basis of figure I, (a model to makes change in field work practice) my argument is

that in social work education, we have to more concentrate on community organization in integration
with research. If research is there before community practice, a thorough data base is forming which is
enough to determine the felt needs of people and mode of intervention

Conclusion
Social work is yet to be recognized as a discipline independent of sociology. In order to develop as an

independent discipline in its own right, social work educators need to come together and examine the

need to set standard for social work education and practice appropriate to their cultural contexts
(Albrithen, 2012). In brief, community practice is much relevant in Indian context and essential in
making the community living more meaningful. Research based community practice enable the student

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 The Significance of Research Based Community Practice
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to understand the community thoroughly as well as this improve the research quality of the students. We
must be clear in our mind that in India, we must plan and organize future social work education in such a
manner that our professionals should have full commitment to providing sincere and dedicated service to

the suffering humanity.

References

Albrithen, A. (2012). Social work education in Arab countries. The Indian journal of social work, 73(1).
Brzuzy, S., & Segal, E. A. (1996). Community-based research strategies for social work education.
Journal of Community-Practice, 3(1), 59-69.
Christopher, A.J. & William, A.T. (2009). Community organization and social action: concepts,
principles and methods, Mumbai (India), Himalaya publishing house pvt.Ltd.

Coulton, C. J. (1995). Riding the pendulum of the 1990's: Building a community context for social work
research. Social Work, 40 (4), 437-439.

Council on Social Work Education, (1998). Summary information on master of social work programs.
Available online: http://www.cswe.org/accreditation/Accreditation_Standards/MESIG.htm.

Hardcastle, D.A., Powers, P.R. & Wenocur, S. (2004). Community practice: Theories and skills for social
workers, second edition, Oxford University press, New York(USA). ISBN: 0-19-514161-X, Accessed on
18/02/2013.

Jennings, M.G. (2001). Community Practice: A training ground for social work students. The qualitative
report, 6(1). Available online: http://www.nova.edu/ssss/QR/QR61/jennings.html

Kizhakkedom, S. (Saturday, November 19, 2011). Social work education in India, Retrieved from
http://professionalsocialworker.blogspot.in/2011/11/social-work-education-in-india.html

Naugpaul, H. (1986). Highlights on the paper on the diffusion Americanism: A case study of social work
education India and its dilemma. Paper presented at the XI world congress of sociology, August, 18-12,

1986, New Delhi Available online:

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The 'Community' in 'Community Social Work' *

Article · September 2017

DOI: 10.9790/0837-2209015864

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IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Volume 22, Issue 9, Ver. 1 (September. 2017) PP 58-64
e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org

The ‘Community’ in ‘Community Social Work’

*
Mini Pradeep K.P. 1, Dr. K. Sathyamurthi PhD2
1
[Ph. D. Scholar (UGC-JRF), Department of Research (M.Phil. and Ph.D. in Social Work), Madras School of
Social Work, Chennai, India]
2
[Research Supervisor and Head, Department of Research (M.Phil. and Ph.D. in Social Work), Madras School
of Social Work, Chennai, India]

Abstract : Community means different things to different people. There are numerous definitions and various
theories used to analyze the concept of community. Community, in many ways represents a valid and meaningful
social concept that has found a prominent place in social work practice. Community social work signifies ‘the
practice of professional social work with communities as target population or setting for interventions’.
Communities are the context for community social work and community social work recognizes the diversity of
communities. So, understanding different perspectives and dimensions of community is significant for effective
community social work practice. This article reviews the concept, definitions and theories of community; and
observes how it is understood generally in social work and specifically in community social work.
Keywords: Community, Community Social Work, Social Work
------------------------------------------------------------------------------------------------------------------------------- --------
Date of Submission: 22-08-2017 Date of acceptance: 05-09-2017
----------------------------------------------------------------------------------------------------------------------------- ----------

I. INTRODUCTION
The word community has been derived from two words of Latin namely ‗com‘ and ‗munis‘. In English
‗com‘ means together and ‗munis‘ means to serve. Thus, community means to serve together. It means, the
community is an organisation of human beings framed for the purpose of serving together. (Mondal, n.d.)[1]. The
view of small community as a basic unit in society was most explicitly developed by Robert Redfield. For him,
the little community had four defining qualities: distinctiveness, small size, self-sufficiency and homogeneity of
inhabitants. (Worsely, 1970 as cited by Siddiqui,1997)[2]. Community means different things to different people.
Some emphasizes the communality of the term and others explore the relational aspect of it. It can mean a
geographic space, a geopolitical or civic entity, and a place of emotional identity. (Clark, 2007) [3]. ‗Community‘
usually connotes people socially and cognitively encapsulated by homogeneous, broadly embracing groups
(Hillery 1955; Wellman 2001a; Wellman and Leighton 1979; Wellman 2002) (Wellman, Boase and Chen,
2002)[4].
Nabeel Hamdi points out that the term community has both ―social and spatial dimensions‖
(https://www.mcgill.ca/mchg/files/mchg/chapter2.pdf)[5]. A community could involve interaction among people
with common interests who live in a particular area. Or it could involve a collection of people with common
social, economic, political, or other interests regardless of residency. (Phillips and Pittman, 2008) [6]. Place and
non-place communities represent two forms of ―we-ness‖ and identity. Communities are undergoing great
changes in transforming from locality-focused and horizontally organized communities emphasizing primary
and holistic relationships and responsibilities to vertical integrated communities and extensions of a global
economy. As we lose the cohesive traditional community, new models of communities are being formed,
including the virtual community. (Hardcastle, Powers and Wenocur, 2011)[7]. Hence, social work practice with
communities require a sound understanding of community and different approaches to it. This review article
examines the concept of ‗community‘ in ‗community social work‘ which is perceived as a comprehensive
dimension of professional social work practice where communities are the setting for interventions in various
fields. It reviews the concept, definitions and theories of community; and observes how it is understood
generally in social work and specifically in community social work.

II. THE CONCEPT AND DEFINITIONS OF COMMUNITY

The concept of community, like many social science concepts, is a slippery, intricate, ideological, and
multifaceted summary concept covering a range of social phenomena. The idea of community encapsulates
issues of identity and belonging, similarity and difference, inclusion and exclusion, place and time, processes
such as modernisation, and has been considered both a spatial and social phenomenon (Bell and Newby, 1971;
Cater and Jones, 1989; Crow and Allen, 1994; Delanty, 2003; Johnston, 2000; Silk, 1999). (Clark, 2007) [3]. The
concept of community captures the humanness, the passion, and the interconnectedness among people. It is a
DOI: 10.9790/0837-2209015864 www.iosrjournals.org 58 | Page
 The ‘Community’ in ‘Community Social Work’

much elusive concept due to its multidimensionality. (Hardcastle, Powers and Wenocur, 2011) [7]. There are
numerous definitions used to analyse the concept of community. Hillery (1955) and Bell and Newby (1971)
found out 98 definitions of the term and Cohen (1985) has catalogued more than 90 different definitions of
community used in the social sciences literature. The only thing that sociologists agreed on was that community
had ‗something to do with people‘. (Krausova, 2006) [8]. The common elements in sociological definitions of
community are geographic area, social interaction, common ties, and shared sentiments (Hardcastle, Powers and
Wenocur, 2011)[7].
Definitions of community mainly fall into two categories. In one, the main concern is place or
neighbourhood. The rest, focus on the notion of relationship, of solidarity or communion, of interaction, which
may go beyond a particular location. Willmott (1989) argues that it is legitimate to add a third understanding of
community – that of attachment – as communities of place or interest may not have a sense of shared identity.
Cohen‘s (1982; 1985) work around belonging and attachment is a great help in this respect. He argues that
communities are best approached as ‗communities of meaning‘. In other words, ‗community‘ plays a crucial
symbolic role in generating people‘s sense of belonging (Crow and Allan 1994: 6). (Smith, 2001) [9]. Cohen
(1985) emphasizes the emotional charging, personal identification, and symbolic construction of community by
people. He conceives of community as ―a system of values, norms, and moral codes which provoke a sense of
identity within a bounded whole to its for people. . . . [Without meaning] many of the organizations designed to
create ‗community‘ as palliative to anomie and alienation are doomed to failure‖ (p. 9). The community, Cohen
continues, is ―the arena in which people acquire their most fundamental and most substantial experience of
social life outside the confines of the home. . . . Community, therefore, is where one learns and continues to
practice how to ‗be social‘‖(p. 15). (Hardcastle, Powers and Wenocur, 2011) [7].
Hence, there are the following different ways of approaching the community question:
• Communities based upon close geographical proximity (e.g. Mackenzie and Dalby, 2003; Staheli and
Thompson, 1997),
• Communities as localised social system binding social groups and institutions (e.g. Allen and Hamnett,
1995; Gandy, 2002; Miller, 1993), or
• Communities as forms of communion based on a common identity or set of believes and practices (e.g.
Lave, 2003; Radcliffe, 1999).
All however, appear united around attempts to understand ‗belonging‘. (Clark, 2007)[3].
Bellah and his colleagues define a community as a ―group of people who are socially interdependent,
who participate together in discussion and decision making, and who share certain practices that both define the
community and are nurtured by it‖ (Bellah, Madsen, Sullivan, Swidler and Tipton, 1985). The British Columbia
Ministry of Children and Family Development (2003), following Mattessich and Monsey (1997) define
community more dryly as ―people who live within a geographically defined area and who have social and
psychological ties with each other and with the place where they live.‖ Fellin‘s (2001) formal definition of
communities is as social units with one or more of the following three dimensions: (i) a functional spatial unit
meeting sustenance needs, (ii) a unit of patterned interaction and (iii) a symbolic unit of collective identification.
(Hardcastle, Powers and Wenocur, 2011)[7].
A review of the literature conducted by Mattessich and Monsey (2004) found many definitions of
community such as: ―People who live within a geographically defined area and who have social and
psychological ties with each other and with the place where they live‖ (Mattessich and Monsey 2004: 56). ―A
grouping of people who live close to one another and are united by common interests and mutual aid‖ (National
Research Council 1975 cited in Mattessich and Monsey 2004: 56). ―A combination of social units and systems
which perform the major social functions . . . (and) the organization of social activities‖ (Warren 1963 cited in
Mattessich and Monsey 2004: 57). These definitions refer first to people and the ties that bind them and second
to geographic locations. (Phillips and Pittman, 2008)[6]. Nick Wates defines the word community as a group of
people sharing common interests and living within a geographically defined area. Charles Abrams defines
community as, ―that mythical state of social wholeness in which each member has his place and in which life is
regulated by cooperation rather than by competition and conflict‖.
(https://www.mcgill.ca/mchg/files/mchg/chapter2.pdf)[5]. Newby (1980) defined community in three ways: (i) as
a social system (a set of social relationships), (ii) as a fixed locality (a geographical area) and (iii) as the quality
of relationship (a spirit of community). These aspects of community are interrelated, although Newby claims
that they are distinct, and evidence of one does not guarantee the presence of the others. (Krausova, 2006) [8].
A community is a particular type of social system distinguished by the following characteristics (Cook,
1994)[10]:
• People involved in the system have a sense and recognition of the relationships and areas of common
concerns with other members.
• The system has longevity, continuity and is expected to persist.

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 The ‘Community’ in ‘Community Social Work’

• Its operations depend considerably on voluntary cooperation, with a minimal use (or threat) of sanctions or
coercion.
• It is multi-functional. The system is expected to produce many things and to be attuned to many dimensions
of interactions.
• The system is complex, dynamic and sufficiently large that instrumental relationships predominate.
• Usually, there is a geographic element associated with its definition and basic boundaries.

III. THEORIES OF COMMUNITY

The concept of a community works on the age-old principles of ‗unity is strength‘ and ‗united we
stand‘. A group of people always has advantage over a single individual in getting his or her voice heard,
especially in the case of have-nots of the society. (https://www.mcgill.ca/mchg/files/mchg/chapter2.pdf)[5].
Theories of community generally differentiate between the organic communities associated with the past and the
more functional identity-based communities associated with industrial and post-industrial societies (Gilchrist
and Taylor, 2012)[11]. According to Wilmot (1989), community exists in three broad categories. One is defined
in terms of locality or territory; another as a community of interest or interest group; and thirdly, a community
composed of people sharing a common condition or problem. (Popple and Quinney, 2002) [12]. Communities can
exist without a territorial base (geography), and territories can exist without any communal ties or cohesion
(social connection). Delanty (2003), in his overview of social science research on community, identifies four
broad ways that the term has been applied (Clark, 2007) [3]:
1. The social and spatial formation of social organizations into small groups such as neighbourhoods, small
towns or other spatially bounded localities
2. To the ideas of belonging and difference around issues such as identity
3. As a form of political mobilization inspired by radical democracy that prompts ‗communities of action‘ to
oppose social injustice
4. Technologically enabled networks constructing new types of social relationships, and consequently, new
types of communities - ‗virtual communities‘
Tonnies‘ (1955) concepts of Gemeinschaft and Gesellschaft, Durkheim‘s (1964) concepts of
mechanical and organic solidarity, Cooley‘s (1964) concept of primary group, theories of Durkheim, Marx and
Weber are relevant to understand social relations within a community. As Tonnies pointed out, Gemeinschaft is
intimate, private and exclusive living together, which Durkheim described as a type of social solidarity which he
referred to as mechanical. Cooley described primary groups as those characterised by intimate face to face
association and cooperation. According to Tonnies, processes of industrialization and urbanization have resulted
in a shift in the makeup of social relations from gemeinschaft to gesellchaft, which meant a more impersonal,
mechanical living together or interaction. This also implies that mechanical solidarity gave way to organic
solidarity, which is based on a more specialized division of labour in society, rather than the fact of sharing
common values and norms. Tonnies explanation was largely psychological, as he thought that the contrast he
described arose from differences in individual attitudes and personalities, whereas Durkheim saw the division of
labour and specialisation as the primary reason. (Siddiqui, 1997) [2].
The understanding of ‗community‘ through its social groups of neighbours, friends and kin (e.g.
Fischer, 1982) merged with network research (e.g. Barnes, 1954; Bott, 1957; Granovetter, 1973), offers an
alternative approach to understanding community (Bulmer, 1985; Wellman et al., 1988). In general, the term
social network has come to be used in two ways; one simply refers to the number of people that a person knows,
regardless of the links between these people. The other, more formal usage refers not only to the numbers of
people a person is in touch with, but also the extent to which these different people also know each other
(Wilmott, 1986). The resulting image; of a net surrounding an individual (or Ego), is termed the individual‘s
network. Social network perspective has been lauded for shifting analysis and explanation of ‗community‘ away
from a (geographically bounded) social group to a collection of ‗networked individuals‘: ―We find community
in networks, not groups… In networked societies: boundaries are permeable, interactions are with diverse
others, connections switch between multiple networks, and hierarchies can be flatter and recursive…
Communities are far flung, loosely-bounded, sparsely-knit and fragmentary. Most people operate in multiple,
thinly connected, partial communities as they deal with networks of kin, neighbours and friends, workmates and
organizational ties. Rather than fitting into the same group as those around them, each person has his/her own
personal community‖ (Wellman, 2001; p227, cited in Larson et al., 2005).
However, it is important to recognize that ‗social networks‘ and ‗spatial communities‘ may be two
different ways of pinning down the same term (‗community‘). It thus might not be a question of ‗which
approach is better‘, but rather, ‗which approach is better for what kind of community‘. Contrary to some ideas
(e.g. Cairncross, 2001; Wellman, 2001), space still matters for everyday connectivity for four reasons. One,
face-to-face contacts, and corporeal travel, continue to preserve the benefits of meetings in real time and spaces,
even if such proximity is achieved less often than in the past. And of course, some people, in some places, still

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 The ‘Community’ in ‘Community Social Work’

communicate with others in their immediate social locale. In particular, home-based women involved for
example in childcare, or social groups such as the elderly, young people, or the poor, may all have locally
situated networks. Two, not everyone is connected to the internet, can afford the luxury of transnational travel,
or even have adequate access to localized physical transport. Such individuals will continue to rely on face-to-
face networks grounded in ‗real space‘. Three, individuals remain embodied in physical space, even when
connected to the virtual realm of the internet. Even if this space is fluid (afforded by mobile technologies such
as laptop computers or mobile phones), it is nonetheless a physical presence. And four, ‗networks‘ remain
placed. While Larsen et al., comment that ―the reason why commentators like Putnam have found a death of
communities is that they have looked for them in the wrong places‖ (2005; p23 my emphasis), they still hint that
such communities exist somewhere. Even virtual networks remain located in a type of space, for as the
emotional commitment of members of some online communities demonstrates, for many, ‗cyberspace‘ has
become a ‗cyberplace‘ (Rheingold, 1993). (Clark, 2007) [3].
Atkinson and Cope (1997) speak of the ‗fluid and overlapping membership of communities‘, but the
complexity and close interweaving of communities is perhaps best captured by Etzioni (1993), who suggests
that ‗communities are best viewed as if they were Chinese nesting boxes, in which less encompassing
communities are nestled within more encompassing ones‘. Burns et al (1994) recognised that ‗community is not
a singular concept but in reality, represents a mere umbrella under which shelter a multitude of varying,
competing and often conflicting interests‘. Attempting to understand this complexity often results in labels being
attached to different sections of the population. (www.sharedservicearchitects.co.uk) [13].
There are many theories that treat communities as natural organisms that are properly subject to natural
law (Plato, 1945). Community development theory chooses to treat communities as conventional systems.
(Cook, 1994)[10]. The very concept, social system, as applied to the community, refers to groups of people who
reside and interact within a given area on the one hand, and a network of activities and services of a political,
economic, educational, social, health or welfare nature on the other. (Gbismar, n.d) [14]. The community as a
social system essentially views a community as a system of interrelated subsystems that perform important
functions for their members. The community as a social system operates systemically, with its entities
interacting and affecting one another. Following Warren‘s (1978) system analysis of community, it may be
viewed community as ―that combination of social units and systems that perform the major social functions
having locality relevance‖ (p. 9). Warren conceived of community functionally as the organization of social
activities to afford people daily local access to those broad areas of activities and resources necessary in day-to-
day living. A community, in this definition, has a locality but needs no well-defined geographic boundaries.
Warren proposes five critical locality-relevant social functions: (a) production-distribution consumption, (b)
socialization, (c) social control, (d) social participation, and (e) mutual support. These social functions are
required for survival and perpetuation of a community and its members. A community fulfils the functions
through a pattern of formal and informal organizations and groups. (Hardcastle, Powers and Wenocur, 2011)[7].

IV. SOCIAL WORK AND COMMUNITY

Community, in many ways represents a valid and meaningful social concept that has found a prominent
place in social work practice (Beckley et al., 2008; Nicotera, 2007). Lyon (1999), Netting, Kettner and Mc
Murty (2004), Popple and Stepney (2008) and other scholars have argued effectively for the importance of
community as the content for all forms of social work practice. (as cited in Delgado and Humm- Delgado,
2013)[15]. The social work ecological model‘s emphasis on person-in-environment places communities as
objects of social work intervention as much as individuals, families, and groups (Hardcastle, Powers and
Wenocur, 2011)[7]. In the description and analysis of society, in social work literature, the term community is
used to denote a particular spatial or geographical unit. In social work terminology, it is used to represent a
target population, within a certain geographical locale. (Siddiqui, 1997)[2]. In the social work perspective,
communities are entities in which citizens can organize or be organized to address mutual concerns and improve
their overall quality of life (Kirst-Ashman, 2007)[16].
Musil (1998) on the basis of work Popple (1995), Willmont (1986) and Hedley (1997) summarize
meanings utilization of the term community by social workers. They mark so - those, who share disadvantage –
a category of disadvantaged people (clients). This term implies, that it is a groupment of individuals, between
them needn‘t exist relationships, in sense of a sociological concept it is not a community. In his opinion, in
social work, the term community expresses (Krausova, 2006)[8]:
• a category of disadvantaged people – unorganized groupment of people who need a help
• a community of interests – organised interest association, that express its interests and work on them
• a service community – organised connection inhabitants of community, that are able afford a help with a
network of professional organizations
• a municipality – that means a social space, in which are built relations between providers of services and
disadvantaged, who are able establish their interests and support their realizations by an activity/action

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 The ‘Community’ in ‘Community Social Work’

Communities are always the context, if not always the content, of social work practice. For social
workers to be effective, need to understand how community affects the lives of the people. The importance of
community calls for a community based social work practice. The postmodernist social work theorists such as
Pardeck, Murphy, and Choi (1994) assert that: ―Social work practice, simply stated, should be community
based…... [Community] is not defined in racial, ethnic, demographic, or geographic terms, as is often done.
Instead a community is a domain where certain assumptions about reality are acknowledged to have validity‖.
Social work practice is about using the community and using naturally occurring and socially constructed
networks within the social environment to provide social support. There are four perspectives of community for
a community based social work practice: Community as People: A Socio-demographic View (the utility of
socio-demographic information is for social planning purposes and to understand the community), Community
as a Social System, Communities as Local, Global, or Virtual Networks and Community as an Arena of Conflict
(suggests that conflict and change are characteristic of communities and it brings power and politics to the fore).
(Hardcastle, Powers and Wenocur, 2011)[7].
With the premise that ―communities‖ should be broadly defined as groups of people who form a
distinct social unit based on location, interests, or identification, emerging communities for social work
education and practice are: Online Community (in the context of social media‘s appeal to young people), Green
Communities (global warming and the aim of preserving a healthy environment), Gray Communities (growing
population of older adults), Devastated Communities (natural disasters and communities in need of disaster
relief), International Communities (focusing on solutions to global poverty, disease, and infant mortality),
Innovative Communities (social innovation often takes place internationally and has taken several forms like
social entrepreneurship), Cinematic Communities (film and other visual arts happen to be some of the most
effective public education and advocacy tools available today), and Business Communities (in some cases,
social justice requires business strategy- more consensual models of community organizing that involve
business leaders in a collaborative fashion) (Marx, 2014) [17].

V. COMMUNITY AND COMMUNITY SOCIAL WORK

Community social work signifies ‗the practice of professional social work with communities as target
population or setting for interventions‘. The philosophy and practice of community social work drew from
pluralist community work ideas of working in small areas called ‗patches‘, and from the skills acquired through
working with informal networks (Barclay, 1982; Hardley et al., 1987 as cited by Popple, 1995) [18]. Smale and
Tuson (1990) argue that community social work can be a particularly relevant way of organizing social services
to provide community care services (Coulshed and Orme, 2006)[19]. The emphasis on the community rather than
the individual is considered as one of the values of community social work. Its approach is devolving power to
local communities and using workers with a detailed knowledge of the local area to enable local communities to
take part in the caring process (Glasby, 2005) [20]. True community social work approach is based on the needs of
the community and on the empowerment of its members. Community social work aims to develop a wide range
of methods of intervention which are responsive to community needs. It seeks to develop more local
participation in determining the nature and style of provision of social work services for the community.
According to Bennet (1986), working in harmony with both formal and informal social networks in
communities; focus on the type and nature of relationships between individuals, families, organizations and
groups and the community; and recognition that the bulk of care, supervision, and control in the community is
undertaken by members of the community are the key components of community social work. (Watts in
Lishman, 1991)[21].
Community social work focuses on the inter-relationship with and support for formal and informal
networks in communities (Holiček and Baldwin in Leskošek, 2009) [22] and on the needs of small communities;
and seeks to engage those communities in providing locally responsive services that meet identified needs
(Payne, 2005)[23]. It involves the dialogue concerned with shaping and amending services in response to the
needs and growth of communities (Hadley et al., 1987) [24]; and understanding the power dynamics and social
relations that govern the relationships between various structures and diverse communities. Community social
workers help communities function, through developing community awareness and building community
capacity. (Canadian Association of Social Workers)[25]. Asset driven community social work was conceptualized
as being an integral part of community capacity enhancement (Delgado and Humm- Delgado, 2013)[15]. The
organizational features of community social work practice include an emphasis on the importance of working
with people in their informal networks and the empowerment of individuals and communities (Hadley and
Leidy, 1996)[26].
The Barclay Report (1982)[27], which was notable for the case it made for community social work
defined community as ―a network, or networks, of informal relationships between people connected with each
other by kinship, common interests, geographical proximity, friendship, occupation or the giving and receiving
of services—or various combinations of these‖. In recommending community social work, the Barclay

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 The ‘Community’ in ‘Community Social Work’

Committee believed that the community is both the provider as well as the recipient of social services and that
orientation to community is vital if the services are to be directed to individuals and groups within the context of
their social relations with others…., as stated by the Seebohm Committee in 1968 for a community approach.
The examples of community social work given by the Barclay Report fall into two broad categories: in the first,
the focus is upon locality and in the second, the distinguishing feature is a shared concern or problem (Barclay
Committee, 1982)[27] and Hadley et al., (1987)[24] stated that community social work acknowledges the variety
of communities and the kinds of relationships within them. So, it can be comprehended that the concept of
community in community social work can have any of the following dimensions:

• Spatial • Civic
• Social • Commonality
• Relationship • Identity
• Virtual • Intentional

While the spatial dimension of a community focuses on the geographical divisions like urban or rural
in which the community social work is practiced, the civic dimension can be understood from the political
divisions such as panchayat or municipality. The social system, social networks and social interactions among
the people creates the social dimension of a community. Relationship dimension of the community can be
understood in terms of affiliations or associations among the people. The unity or we feeling among the people
based on their common features indicates the commonality dimension of community. The virtual dimension of
community involves technologically enabled relationships and networks. The groupment of people, based on
functional or emotional identity give rise to the identity dimension and that based on particular interests for
specific actions or purposes indicates the intentional dimension of community in community social work.
Community social work includes the concept of community in its name itself. By community social
work, the Barclay Committee meant formal social work which seeks to tap into, support, enable and underpin
the local networks of formal and informal relationships which constitute their basic definition of community,
and also the strengths of client‘s communities of interest (Barclay Committee, 1982) [27]. Thus, communities are
inseparable from community social work. Community social work is perceived as a way of thinking, a dialogue,
a process, an attitude of mind and an approach for making changes in the communities. It works through
individuals and groups for the wider benefit of the community. It is a comprehensive dimension of social work
practice with communities, embracing all the aspects of intervening in and with communities.

VI. CONCLUSION
The move towards community social work is the start of development of a close working partnership of
social services with citizens, focusing more closely on the community and its strengths. Community social work
rests upon the understanding of the nature of community and the meaning and form of social care (Barclay
Committee, 1982)[27]. The concept of community is often associated with a number of elements, such as
geographical location, common characteristics or ties, social interactions, networks and relationship and shared
sentiments (Hardcastle, 2011 as cited by Baldwin and Teater, 2012) [28]. It is impossible to talk about, community
today without taking into account all these aspects. Communities grow and change over time and the challenge
for community social workers continues to be one of reducing oppression and promoting social justice
orientation in the context of rapidly changing communities, societal values and global contexts (Glison et al.,
2012)[29]. Communities are the context for community social work and community social work recognizes the
diversity of communities. So, understanding different perspectives and dimensions of community is significant
for effective community social work practice.

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