VISVESVARAYA TECHNOLOGICAL UNIVERSITY
Jnana Sangama, Belagavi-590018
A Non-Credit Mandatory Course Activity- A report on
“National Service Scheme (NSS)”
Subject code: 21NS8312
BACHELOR OF ENGINEERING
in
Artificial Intelligence and Data Science
By
S Rakesh
1EP21AD042
Under the guidance of
Mr. Anil Kumar S
Assistant Professor
Faculty Coordinator
Dept. Of AI&DS
2024-2025
CERIFICATE
This is to certify that the NSS activity report work carried out by S Rakesh, 1EP21AD042
bonafide students of East Point College of Engineering and Technology, Bengaluru in partial
fulfilment for the award of the Degree of Bachelor of Engineering in Artificial Intelligence
and Data Science and Engineering of the Visvesvaraya Technological University, Belagavi
during the year 2024-2025. It is certified that all corrections/suggestions indicated for the
Internal Assessment have been incorporated in the report deposited in the departmental library.
This NSS activity report has been approved as it satisfies the academic requirements in respect
of NSS activity work prescribed for the said Degree.
Signature of Project Coordinator Signature of HOD
Mr. Anil Kumar S Dr. Anand R
Dept. of AI&DS Dept. of AI&DS
EPCET EPCET
Signature of Principal
Dr. Mrityunjaya V Latte
EPCET
DECLARATION
Mr. S Rakesh, USN: 1EP21AD042, here by declare that the NSS activity has been carried out
by us under the guidance of Mr. Anil Kumar S, Faculty Coordinator, Department of AI&DS,
East Point College of Engineering and Technology, Bengaluru, in partial fulfilment of the
requirement for the degree of ARTIFICIAL INTELLLGENCE AND DATA SCIENCE AND
ENGINEERING, of Visvesvaraya Technological University, Belagavi during the academic year
2024-2025. The work done in this NSS activity report is original and it has not been submitted
for any other degree in any university.
Place: Bangalore
Date:
2025
S Rakesh
1EP21AD042
ABSTRACT
These abstract highlights the wide range of activities organized by Visvesvaraya Technological
University (VTU) through the National Service Scheme (NSS) to help students grow in various
ways. VTU's NSS programs aim to make students more responsible, better leaders, and more
connected to their communities. These activities cover many areas like protecting the
environment, spreading health awareness, promoting education, and supporting rural
development. By participating in these activities, students not only make a positive impact on
society but also develop personally and professionally. VTU's NSS activities are shaping
students into caring, socially aware individual’s ready to tackle real- world challenges.
ACKNOWLEDGEMENT
I take this opportunity to express my sincere gratitude and respect to East Point College of
Engineering and Technology, Bengaluru for providing me a platform to pursue my studies
and carry out the Project.
It gives me an immense pleasure to express my deep sense of gratitude to Dr. Mrityunjaya,
Principal, EPCET, Bengaluru, for his constant encouragement.
I would like to extend my sincere gratitude to Dr. Anand R , HOD, Dept. of AI&DS, EPCET,
Bengaluru, who has been a constant support and encouragement throughout the course of this
project.
I would like to thank my guide Mr. Anil kumar S, for the valuable guidance throughout the
tenure of this NSS activity work.
I would also like to thank all the faculty members of the AI&DS Engineering Department,
who directly or indirectly encouraged me.
Finally, I thank my parents and friends for all the moral support they have given me during the
completion of this work.
S Rakesh
1EP21AD042
TABLE OF CONTENTS
SERIAL NO. CONTENTS PAGE NO.
1 Certificate i
2 Declaration ii
3 Abstract iii
4 Acknowledgement iv
ACTIVITY 01: “Contributing to National-Level Initiatives of the Government of India”
– Swachh Bharat
SERIAL NO. CONTENTS PAGE NO.
1 Introduction 1
2 About the activity 2
3 Conclusion 3
4 Certificate 4
ACTIVITY 02: “Helping local schools to achieve good results and enhance their
enrolment in Higher/technical education”
SERIAL NO. CONTENTS PAGE NO.
1 Introduction 5
2 About the activity 6
3 Conclusion 7
4 Certificate 8
ACTIVITY 03: “Spreading awareness to enhance students’ interest in education and
goals”
SERIAL NO. CONTENTS PAGE NO.
1 Introduction 9
2 About the project 9
3 Conclusion 10
4 Certificate 11
ACTIVITY 04: “Plantation and adoption of plants”
SERIAL NO. CONTENTS PAGE NO.
1 Introduction 12
2 About the activity 13
3 Conclusion 14
4 Certificate 15
ACTIVITY 01
“Contributing to National-Level Initiatives of the Government of India”-Swachh Bharat
INTRODUCTION
In alignment with the objectives of the National Service Scheme (NSS), our team of three
committed individuals actively participated in supporting a key national campaign—Swachh
Bharat Abhiyan.
The Government of India has introduced numerous progressive programs aimed at enhancing the
standard of living and promoting sustainable practices. Among these, the Swachh Bharat Abhiyan
(Clean India Mission), launched on October 2, 2014, by Hon’ble Prime Minister Shri Narendra
Modi, has emerged as a flagship movement driving nationwide change. Rooted in the values of
Mahatma Gandhi, this mission focuses not just on improving sanitation facilities but also on
transforming public mindset towards hygiene and cleanliness. It emphasizes community
involvement, urging individuals, schools, colleges, workplaces, and organizations to take
initiative and responsibility for maintaining clean surroundings. Key objectives include
eradicating open defecation, implementing efficient waste disposal methods, ensuring access to
clean water, and building awareness about hygienic practices. The strength of this campaign lies
in its inclusivity, uniting citizens across all sectors in the shared pursuit of a cleaner and healthier
India.
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ABOUT THE ACTIVITY
As part of my NSS activity, I took part in promoting key national initiatives such as Swachh
Bharat Abhiyan, tree plantation drives, Digital India, Skill India, and Beti Bachao Beti Padhao.
My aim was to support these government missions by raising awareness and putting practical
solutions into action that could genuinely help the local community. I participated in cleanliness
campaigns under Swachh Bharat, helped organize digital literacy sessions for both students and
villagers as part of Digital India, contributed to skill development programs that offered basic
vocational training under Skill India, and took part in awareness drives and interactive
discussions focused on girls’ education and empowerment under the Beti Bachao Beti Padhao
initiative.
Key activities conducted:
• Cleanliness Drives in Public Spaces: Organized community cleaning activities in schools,
streets, and local areas to promote hygiene and reduce waste accumulation.
• Energy Conservation and Green Practices: Promoting the use of renewable energy
solutions, such as solar lighting in rural households and schools.
• Eco-Friendly Waste Management: Encouraged composting of organic waste and reduced
plastic usage to minimize environmental pollution.
• Sustainable Landscaping: Promoted the planting of native trees and plants that require less
water and contribute to biodiversity.
• Waste Segregation Awareness: Educated locals on separating biodegradable and non-
biodegradable waste for effective recycling and composting.
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CONCLUSION
The cleanliness drive proved to be an impactful step toward achieving the objectives of the
Swachh Bharat Abhiyan. With strong volunteer involvement, we not only improved the
immediate surroundings but also encouraged a sense of civic responsibility within the
community. This initiative strengthened our resolve to contribute actively to environmental
cleanliness and public health. Going forward, we plan to sustain this momentum through
continued participation and by inspiring more individuals to embrace cleanliness and
sustainability as a way of life.
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ACTIVITY 02
“Helping local schools to achieve good results and enhance their enrolment in
Higher/technical education”
INTRODUCTION
As part of my second activity under the AICTE Activity Point Programme, I focused on
enhancing academic performance and motivating students to pursue higher education and
technical fields. Many rural students face challenges due to limited access to quality education
and career guidance. To address this, I conducted mentorship sessions, academic workshops,
and career counseling programs to strengthen students' foundation in core subjects like
mathematics, science, and language. I also raised awareness about scholarships, vocational
training, and higher education opportunities, helping students and their families make
informed decisions for a brighter future.
To support these efforts, I integrated technology into learning. I introduced students to
YouTube educational channels for subjects like math, science, and coding, and encouraged
the use of online doubt-solving platforms like Brainly and Quora for peer-based learning.
Mobile-based learning apps like BYJU'S and Vedantu were recommended for interactive
study sessions, providing students with additional resources for self-paced learning.
I also implemented sustainable development practices, such as promoting school-based study
groups to foster peer learning and collaboration. A book donation drive was organized to
ensure that students had access to essential learning materials. Additionally, I facilitated
teacher training workshops to help educators integrate digital tools and innovative teaching
methods for better student engagement and overall academic improvement.
In addition to these activities, I focused on creating a long-term impact by encouraging
community involvement and fostering a culture of continuous learning. I worked closely with
local schools to establish mentorship programs that paired students with professionals in
STEM fields, giving them real-world insights into their future careers. These mentorship
sessions, combined with the workshops and counseling programs, aimed to not only motivate
students but also provide them with practical knowledge and guidance on how to succeed in
their academic and professional endeavors. By bridging the gap between rural students and
career opportunities, this initiative set the stage for a more empowered and informed
generation of students ready to take on higher education and technical challenges.
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ABOUT THE ACTIVITY
As part of my fifth activity under the AICTE Activity Point Programme, I focused on enhancing
students' academic performance and motivating them to pursue higher education and careers in
technical fields. Recognizing the challenges faced by many rural students due to limited access
to quality education and career guidance, I organized mentorship sessions, academic
workshops, and career counseling programs to strengthen their foundation in core subjects like
mathematics, science, and language. I also raised awareness about scholarships, vocational
training, and higher education opportunities to help students and their families make informed
decisions for a brighter future.
To support students' academic growth, I introduced various technological resources, such as
YouTube educational channels for subjects like math, science, and coding, and online doubt-
solving forums like Brainly and Quora to facilitate peer-based learning. I also recommended
mobile-based learning apps like BYJU’S and Vedantu to engage students in interactive study
sessions. These digital tools empowered students to learn beyond the classroom and access
valuable learning materials at their convenience.
In addition to academic support, I encouraged sustainable educational practices, such as school-
based study groups to promote peer learning and collaborative sessions. I organized book
donation drives to provide learning resources to students with limited access and conducted
teacher training workshops to help educators integrate digital tools and innovative teaching
methods for better student engagement. These efforts aimed to create a sustainable and
collaborative learning environment, ensuring long-term benefits for both students and
educators.
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CONCLUSION
In conclusion, the integration of educational technologies like YouTube channels, online
forums, and mobile learning apps has played a key role in improving students' academic
performance and motivating them towards higher education. These tools provided valuable
resources for subjects like math, science, and coding, while mentorship sessions and career
counseling helped students make informed decisions. Additionally, practices like peer study
groups, book donation drives, and teacher training workshops supported sustainable learning.
Together, these efforts have contributed to better access to quality education and career
guidance for students in rural areas.
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ACTIVITY 03
“Spreading awareness to enhance students’ interest in education and goals”
INTRODUCTION
As part of my second activity under the AICTE Activity Point Programme, I focused on
enhancing rural education by integrating cost-effective and sustainable technologies to ensure
long-term benefits for students and communities. I aimed to improve student learning
experiences by introducing digital learning solutions like LibreOffice, GIMP, and Google
Scholar. Through career counseling sessions and academic workshops, I guided students toward
pursuing higher education and careers in technical fields, particularly STEM. By promoting the
use of solar-powered classrooms and recycled tech, I encouraged a more eco-friendly approach
to learning. This initiative aimed to empower students with the necessary skills and knowledge
for future educational and professional opportunities, fostering sustainable development in rural
communities.
ABOUT THE ACTIVITY
As part of my second activity under the AICTE Activity Point Programme, I focused on
integrating appropriate technologies into rural education, aiming to provide cost-effective and
sustainable solutions that cater to local needs. The initiative aimed to enhance student
engagement by introducing digital tools such as LibreOffice for word processing, GIMP for
photo editing, and Google Scholar for academic research, fostering an environment where
students could improve their problem-solving skills and academic performance. Through career
counseling, academic workshops, and technology-based training, I also provided rural students
with exposure to career opportunities in STEM and technical fields, motivating them to pursue
higher education and technical qualifications.
Additionally, I implemented sustainable development practices, such as the introduction of solar-
powered digital classrooms and the use of refurbished laptops and tablets, to reduce costs and
reliance on conventional energy. These efforts not only helped improve learning experiences but
also promoted eco-friendly and long-term educational strategies. By collaborating with local
businesses and organizations, I created a community-supported education model that offered
mentorship and career guidance. This initiative encouraged self-confidence among students and
empowered them with the knowledge and skills needed to excel in future academic and
professional opportunities, ultimately fostering a mindset of sustainability and lifelong learning.
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CONCLUSION
As part of my second activity under the AICTE Activity Point Programme, I focused on
integrating technology into rural education to provide sustainable, cost-effective solutions. I
introduced tools like LibreOffice, Duolingo, and Google Scholar to enhance learning
experiences and digital literacy. The initiative also promoted solar-powered classrooms and
recycled tech to reduce costs and environmental impact. By adapting curricula to better suit the
needs of rural students and fostering community involvement, I aimed to improve access to
higher and technical education. This effort helped students develop essential skills for future
opportunities while supporting long-term growth.
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ACTIVITY 04
“Plantation and adoption of plants”
INTRODUCTION
Environmental protection has become a pressing concern due to rising pollution, deforestation,
and the accelerating effects of climate change. Trees are essential for sustaining the planet—
they purify air, support wildlife, regulate climate, and offer various ecological and economic
benefits. Recognizing their importance, the Plantation and Adoption of Plants initiative was
undertaken to promote green spaces, increase environmental awareness, and inspire people to
actively engage in preserving the ecosystem.
Unlike conventional plantation drives, this initiative introduced the idea of adopting plants or
trees. The goal was not only to plant saplings but also to ensure their long-term survival through
individual or group responsibility. By involving schools, families, and local communities in
adopting a plant, the initiative nurtured a sense of care and accountability toward nature,
encouraging consistent monitoring and maintenance of the greenery planted.
To support the effort, awareness sessions, eco-workshops, and interactive activities were
organized. Participants were educated on basic plant care practices such as regular watering,
pruning, and protection from pests. They also received plant care kits, and many institutions
took part in monitoring the growth progress of their adopted trees, turning the activity into an
educational and community-building experience.
Beyond increasing green cover, the initiative emphasized environmental consciousness among
youth and citizens alike. It aimed to create a generation that values nature and contributes to
sustainability. Through simple yet powerful actions, this program aligned with broader goals of
sustainable development, fostering a greener, healthier future for all.
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ABOUT THE ACTIVITY
The plantation and adoption of plants proved to be a meaningful step toward creating a greener
and more sustainable environment, especially in a rural village where the bond between nature
and the people is still strong. I was part of a team of motivated students who took up this initiative
with the goal of not only increasing the green cover but also encouraging environmental
awareness and active participation among the villagers.
As part of our drive, we planted a variety of saplings—ranging from native species to medicinal
and fruit-bearing plants—in different areas around the village. We carefully selected these plants
to improve biodiversity, soil quality, and the overall ecosystem. Along with planting them
ourselves, we also distributed saplings to the local residents. By doing so, we aimed to involve
the community directly and motivate them to take ownership of the plants and their care.
One of the core ideas we implemented was the concept of plant adoption. Each of us students
adopted one or more plants and took personal responsibility for their care—regular watering,
checking for pests, and tracking their growth. Similarly, we encouraged the villagers to adopt the
saplings we gave them. We explained how to care for their plants and urged them to consider
these as part of their daily lives. This not only created emotional involvement but also helped
ensure the survival and growth of the plants.
Through this activity, we didn’t just plant trees—we built lasting relationships with the
community and learned valuable lessons in sustainability, teamwork, and accountability.
Watching both the plants and community involvement grow was truly rewarding. It made me
realize how small actions, when shared and nurtured, can lead to a much larger impact over time.
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CONCLUSION
The plantation and adoption initiative in the village demonstrated how grassroots efforts, led by
students and supported by the local community, can spark meaningful environmental change.
Beyond enhancing the green cover, the project cultivated a culture of responsibility, awareness,
and long-term care for nature. By involving villagers in both action and learning, it fostered a
deeper connection with the environment. This collaboration not only strengthened community ties
but also laid the groundwork for sustainable practices to continue. The growing plants will stand
as symbols of shared commitment and remind us that true impact begins with small, consistent
efforts carried out together.
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