NGO Project Report

A Study on Vinayasa Charitable Trust's Support for visually

impaired Children
submitted in partial fulfillment of the requirements for the Degree of

BCOM (International Accountancy and Finance)

CHRIST (Deemed to be University), Bangalore Central Campus

Submitted By
ADITYA RANKA (2322005)
BHAVANSHU GOYAL (2322032)
JINESH BANSAL (2322051)

Under the Guidance of

Prof.Andrea Thomas
Department of Professional Studies
School of Commerce, Finance and Accountancy

Academic Year 2023-24

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 DECLARATION

We, Aditya ranka (2322005), bhavanshu goyal (2322032) and Jinesh bansal
(2322051) hereby declare that this Ngo based report project is undertaken under
the guidance of Prof. Andrea Thomas, Department of Professional Studies,
CHRIST (Deemed to be University), Bangalore Central Campus.

We further declare that this has not previously formed the basis of the award of
any degree, diploma, or other similar title of recognition.

Place: Bangalore

Date: 15/10/2024 Aditya ranka

Bhavanshu goyal

Jinesh bansal

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 ACKNOWLEDGEMENT

We would like to express our deepest gratitude to all those who have
contributed to the completion of this project. First and foremost, we extend our
heartfelt appreciation to Ms. Andrea Thomas, our teacher in-charge, whose
guidance, expertise, and unwavering support have been invaluable throughout
this journey.

Our sincere thanks go to the vinayasa Charitable Trust who have been
instrumental in the completion of our project without whom this project would
not have been possible. Furthermore, we extend our gratitude to the children for
their active participation and the manager of vinayasa Charitable Trust, Mr.
Dilip Sarang Sir for enabling us to volunteer in the NGO. Finally, we
acknowledge the support provided by Christ (Deemed to be University) for
providing the necessary resources and facilities to carry out this project.

Thank you all for your contributions and support.

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Certificate of completion from the NGO

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ADITYA RANKA:

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BHAVANSHU GOYAL:

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JINESH BANSAL:

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 TABLE OF CONTENTS

S. No CONTENTS PAGE
NUMBER
1 Introduction 8 - 14
2 Needs Assessment 15 - 16
3 Project Planning 17 - 22
4 Implementation 23 – 35
5 Evaluation 36 - 43
6 Outcomes and Impact 44 - 48
7 Challenges and Lessons Learned 49 – 50
8 Conclusion 51 – 54
9 References 55 - 58
10 Appendices 59 – 62

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Introduction
Background Information about NGO

Vinayasa Charitable Trust

Introduction
vinyasa Charitable Trust is a non-governmental organization, it
was officially registered in 2022 and the primary goal is to help
orphaned children. Functioning secularly, the Trusts objective is
to provide hope, love and care to children who are in need of
homes to achieve their full potential. Despite the fact that they
mainly focussing on providing housing amenities to children, the
Trust sometimes offers other related services including food
provision to the old people and housing for few elders, but mostly
they do not board them.

Infrastructures For Orphans

Currently, the newly established project of vinayasa Charitable Trust provides a standard and
protective shelter to the needed orphan children with different-sex dormitory settlement. The
Trust also makes sure that every child is provided for a proper meal, hence catering for their
body needs. Healthcare is highly valued, and children are attending schools in the vicinity.
Education wise, The Trust supplies school equipment, clothes and transport for schooling, as
well as extra lessons and make up classes in case the child loses pace academically.

Facilities for Orphaned Children

At the Diyan Charitable Trust a number of children have a proper accommodation when they
are orphaned and all sleep in dormitory style beds. The Trust makes sure that every child gets
his or her appropriate meals to eat, thereby promoting the growth of the children.
Accessibility to education is of great importance with young children attending school within
the neighbourhood. Stations includes basic items for school such as books, exercise materials
and clothes besides traffics to ensure their school attendances regular stations, extra lessons
and remedial classes to ensure they improve academically.

Healthcare and Development

In this health care aspect, the Trust organizes routine medical check-up, immunization and
any medical treatment required. They have arrangements with local hospitals in the event that
there is need to provide medical care to solve any health complications arising to the students.
Apart from education, the Trust arranges recreational activities and extracurricular activities
so that the children can also pick up other activities they have an interest for and also learn
some fundamental aspects of life.

Support for the Elderly

As to accommodation facilities for elders, its not available for many but is available for dew
of the serious situation in this organization, although sometimes charitable services can be
provided by Diyan Charitable Trust, including providing food and any other services in the
case of the elderly people. Trust aims to provide basic needs to the elderly, especially those
who are not taken care of by their relatives.

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Brief
Diyan Charitable Trust is an orphanage for developing orphaned children into responsible
citizens. It provides the children with adequate care, education, and healthcare facilities in a
safe living environment, along with emotional support. It’s very focus on its services will
make it an essential difference in the lives of such vulnerable children, helping them secure
better futures. The consistent reach to the aged also somehow forms part of a larger pattern of
reaching out to those in need.

Project Objectives for Diyan Charitable Trust NGO Project

 Primary Objective:

To provide comprehensive and multifaceted support for orphaned children at Diyan

Charitable Trust aged between 6-15 years, through targeted initiatives designed to
develop their educational, emotional, and social growth. To raise healthy children in a
safe and caring environment, taking into account their holistic well-being so that they
may grapple with the challenges of their past adversities. We will empower the children's
emotional resilience and independence building with self-confidence to positively affect
their lives via educational opportunities actively, emotional resilience building, and
developing their life skills training. To further develop a sustained community feeling and
belonging, ensuring that each child is valued and connected. This holistic approach
enables us to afford the children a fighting chance of developing their potential,
developing their independence to empower them to lead lives of positive contributing
society as engaged and responsible citizens.

 Secondary Objectives:

1. Educational Support:
o Provide interactive educational activities, including classes,
workshops, and tuition sessions.
o Provide access to essential learning materials and resources to
give good learning comforts.
o Monitor academic progress and offer personal support to address
learning challenges.

2. Holistic Development:
o Organize extracurricular activities to promote creativity and
personal expression.
o Offer emotional support and counseling to help children cope
with past traumas and build resilience.
o Celebrate important milestones to foster a sense of belonging
and community.

3. Community Engagement:

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 o Encourage collaboration and teamwork through group activities
and projects.
o Facilitate interactions with volunteers and mentors to broaden
social networks.
o Engage parents and caregivers in the children’s education
through workshops and meetings.

4. Sustainable Impact:
o Build partnerships with other organizations to leverage resources
and expertise.
o Establish monitoring mechanisms to assess the effectiveness of
interventions.
o Advocate for policy changes to address the root causes of
orphanhood.

5. Health and Well-being:

o Promote physical and mental health through health education
workshops and mental health support programs.
o Develop trauma-informed care principles to support children who
have experienced adversity.

6. Life Skills Development:

o Provide workshops focused on practical life skills such as
cooking, budgeting, and household management.
o Encourage leadership development and self-confidence through
community initiatives.

7. Cultural and Artistic Expression:

o Organize cultural events and performances to showcase the
children’s talents.
o Facilitate art workshops to explore various forms of artistic
media, promoting self-expression.

8. Career and Vocational Guidance:

o Offer career counseling to help children identify strengths and
career goals.
o Provide vocational training opportunities to equip older children
for future employment.

9. Moral and Ethical Education:

o Organize workshops on topics such as honesty, kindness, and
responsibility.
o Incorporate moral education into daily interactions to reinforce
positive values.

10. Developmental Ideas for the NGO:

o Provide training for staff and volunteers on best practices in child
care and trauma-informed care to enhance the quality of support
provided to children.
o Develop simple feedback mechanisms to gather input from
children and caregivers to improve programs and services.

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 By pursuing these primary and secondary objectives, Diyan Charitable Trust aims to
make a meaningful and lasting difference in the lives of orphaned children, empowering
them to reach their full potential while also enhancing the Trust’s operational
effectiveness.

Needs Assessment:

Community Needs Assessment

The community needs assessment undertaken at Diyan Charitable Trust, which was again
structured specifically to identify the educational, emotional, and social needs of the
orphaned children under its care, provided a basis for developing intervention strategies to
improve these children's academic performance, social skills, and overall well-being.

Methods Used for Data Collection:

1. Surveys: A brief survey was conducted with the children and staff at Diyan Charitable
Trust. This survey was aimed at collecting quantitative data on children's educational
progress, emotional well-being, and engagement in extracurricular activities. The questions
included asking the children about their favourite and least favourite subjects, where they felt
they needed help most, and their interests outside school.

Hence, questions were, "Which subjects do you find difficult?" and "How do you feel about
group activities?" to assess academic and social engagement. About 65% complained of
difficulty in math, while 45% said the same about English. The survey also asked children to

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rate their emotional state from 1 to 5: 1 = sad, and 5 = happy. Around 40% rated themselves
such that their emotional status was 3 or lower, indicating a need for emotional support.

2. Interviews :The in-depth interview was conducted with key personnel of Diyan Charitable
Trust, like Mr. Dilip Sarang, the administrator, and quite a few volunteers. This was aimed at
obtaining qualitative data on the operational challenges and the specific needs of the children.
Mr. Sarang emphasized the many gaps in basic knowledge of a lot of children as a result of
their irregular schooling prior to arriving at the orphanage, explaining why organized learning
is so important.

The volunteers gave additional insights on the behaviour of the children in the classroom.
One volunteer said, "It seems the children lose concentration after long breaks." This made
them realize that thus the children needed more engaging and interactive teaching methods to
hold their attention.

3. Focus Group Discussions: A focus group discussion was organized with the older children
(aged 13-15) to assess their concerns regarding academic progress, particularly in preparing
for board exams. During the discussion, the children revealed their anxiety over performance,
particularly in mathematics and science. They also shared their hopes and aspirations; several
students aspired to higher education programs, but felt unprepared for competitive exams.

From this discussion, we learned that 70% of students felt they lacked books, access to
previous board exam papers, and were really on their own when it came to exam preparation.
Many expressed the need for personalized tutoring and more practice, especially in solving
past exam papers.

4. Observation: After analyzing the above, the observers would give or explain: how the
children interacted with one another in different types of learning settings, how much interest
and experience the children showed toward other activities, and lastly, some children had

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immersed themselves more in drawing and storytelling in a group setting, while others
seemed withdrawn from participating.

For instance, one such behavior observed in the course was that the most regrettable ones
during the mathematics revision class were children who approached the material with lower
ease; therefore, they tended not to participate or tend to get distracted rather easily. This was
important because the behavioral data suggested ways to go forward that differentiated the
future lessons into accommodating different learning groups based on the respective levels of
their students.

Analysis of Data Collected:

The collected data was analyzed to identify the key needs and challenges faced by the
children, both in terms of education and emotional development.

1. Educational Needs: Statistics from the survey showed that many children had difficulties
in basic subjects like mathematics (65%) and English (45%). This indicated a need for
additional tutoring and a more structured curriculum. The interviews and focus group
discussions backed this up; the senior children, in particular, indicated a need for help in
preparing for board examinations. In addition, a considerable number of the younger children
faced a number of problems due to language barriers, the most important of which was that
they tended to be more comfortable speaking in Kannada, rather than English or Hindi, which
posed problems during lessons delivered in the latter two languages. This demanded urgent
attention toward bilingual instruction along with enhanced language support.

2. Emotional and Psychosocial Support: The survey responses rating an emotional well-
being score of 3 or below (40 percent) clearly signal the need for emotional and
psychological support. Interviews with volunteers further revealed that children suffered from
poor self-esteem and displayed signs of trauma likely due to their turbulent past. Observation
data also showed that children who were withdrawn tended to find academic work difficult,
suggesting a close coupling between emotional wellness and educational performance.

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However, it is recommended that the NGO establish regular counseling and mentoring
programs to provide much-needed emotional support and guidance to the children. Structured
mentorship is repeated undoubtingly to allow such children to think better of themselves and
equip them with self-confidence.

3. Social and Behavioral Development: Focus groups and observations showed that while
some children were socially active, others had difficulty interacting with their peers during
group activities. This was viewed as something which required very serious attention. For
instance, in the art and storytelling sessions, it was observed that children who were initially
cooperative seemed to become increasingly engaged when the activities were arranged into
group tasks. This indicates the great deal of importance of peer support in their development.

This led to a recommendation of embarking on a lot more-group-based learning and

recreational activities with the hope of enhancing social skills and promoting teamwork.
Further, embedding emotional support into such groups would help develop not just social
but emotional skills as well.

4. Logistical Challenges: Interviews with Mr. Sarang highlighted some of the toughest
operational hurdles that the NGO faces in terms of smooth running of the establishment.
Narrow access to educational materials, shortage of volunteers, and transportation problems
for staff and children were pointed out consistently. The survey responses from the children
also voiced a desire for further recreational materials, including books, drawing supplies, and
sports equipment. The logistical problems were flagged as key areas of concern, being
generally recommended that the NGO enter into partnerships with external organizations to
secure funding or in-kind donations targeted toward obtaining such resources.

NGO Profile: Diyan Charitable Trust

Overview:

Diyan Charitable Trust is a relatively new NGO founded in 2022 and located in Bangalore,
Karnataka, for the care and development of orphaned and underprivileged children. It seeks
to provide a safe and nurturing environment for children aged 7 to 15 years-old, focusing
primarily on the benefit of education and emotional well-being for the children. Despite

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limited resources, the Diyan Charitable Trust is working towards providing learning
opportunities to these children to ensure success both in academics and social life.

Organizational Structure:

Diyan Charitable Trust operates with a simple and efficient structure, ensuring that its limited
resources are focused on directly benefiting the children.

1. Founder and Director: Mr. Dlip Kumar has immense experience in various departments
such as dealing with community issues, fund-raising strategies, managing much-needed
volunteers in the organization, and many other aspects of strategic planning. He works in
collaboration with volunteers to ensure the entire program runs effectively, providing the
protection, care, and quality education to the children.

2. Volunteers: This NGO relies quite heavily on volunteers, mostly students from local
universities and community members. The volunteers act as educators, mentors, and
caretakers by providing the children with essential academic support and emotional care.

3. Support Staff: Support staff on-site must not only satisfy the daily needs of children in
relation to food, sanitation, and basic health care, but also guarantee the health of these
children. The small staff is nevertheless dedicated to the well-being of children.

Beneficiaries:

Diyan Charitable Trust currently acknowledges approximately 20 abandoned and orphaned

children. These children, having come from impoverished backgrounds, faced hardships well
before arriving at the orphanage. The main focus remains on children aged between 7 and 15
to ensure a complete education along with an emotional backbone offered to them. The NGO
also focuses on imparting life skills to these children, so as to equip them to integrate into
society with strength.

Goals:

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1. Education: Diyan Charitable Trust shall be on a mission to ensure most children can
access quality education. It strives to see every child attend local schools whilst supporting
formal education with after-school tutoring. There is more emphasis on subjects like math,
science, and English, given the gap in their foundational education.

2. Holistic Development: Besides academics, the NGO takes numerous activities for the
children's emotional, social, and creative development. These include but are not limited to
arts and crafts, storytelling, music, and sports. Conducting the above activities is aimed at
enhancing the children's confidence in a supportive environment where they can freely
express themselves.

3. Emotional and Psychological Support:

Understanding the trauma that many of these children have faced, Diyan Charitable Trust
places a strong emphasis on their emotional and psychological well-being. The organization
works closely with counselors and psychologists to offer regular therapy sessions, assisting
the children in processing their past experiences and fostering resilience.

4. Community Engagement:
Diyan Charitable Trust is dedicated to involving the local community in its mission. The
NGO frequently hosts events to highlight the challenges faced by orphaned children and
motivates local residents to volunteer or contribute. By fostering a network of community
support, the organization seeks to make a lasting difference in the lives of these children.

In conclusion, Diyan Charitable Trust, through its focus on education, emotional support, and
community engagement, provides a holistic environment where orphaned children can thrive.
Despite its challenges, the NGO is committed to helping these children overcome adversity
and build brighter futures for themselves.

Fund Flow and Utilization at Diyan Charitable Trust

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Diyan Charitable Trust, a small NGO, prioritizes sustainability and efficiency in managing its
finances, making sure that every dollar goes directly to supporting the children in its care.
The main sources of funding come from individual donations, corporate sponsorships, and
occasional grants. Below is an overview of how the funds are distributed within the
organization and their allocation.

Sources of Funds:

1. Individual Donations:
A significant portion of the NGO's funding is derived from individual donations. These
contributions are frequently one-time gifts from local supporters, as well as friends and
family of the NGO's staff. Moreover, some donors choose to give on a monthly or annual
basis, which helps create a more stable and predictable cash flow.

2. Corporate Sponsorships and CSR Contributions:

Diyan Charitable Trust sometimes benefits from financial support provided by corporate
social responsibility (CSR) initiatives. These funds are usually allocated to particular projects,
like educational materials or healthcare services. However, this type of funding is not always
reliable.

3. Fundraising Events:
The NGO hosts local fundraising events, including charity auctions and small community
fairs, to gather funds. These events not only generate income but also raise awareness about
the needs of the children.

4. Grants:

Although grants are not a consistent source of income, Diyan Charitable Trust seeks small-
scale grants from charitable foundations. These grants are typically tied to specific projects
and assist in funding activities such as extracurricular programs or infrastructure
enhancements.

Fund Allocation: (According to Founder).

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The NGO carefully allocates its funds to cover essential areas, with priority given to the
children’s immediate needs.

1. Educational Support (around 20%):

A large part of the funds goes towards supporting children's education. This covers expenses
such as school fees, textbooks, stationery, and various learning materials. Additionally, the
NGO allocates some of this budget to hire tutors or fund extra educational programs that the
children might need, particularly for preparing for board exams.

2. Food and Shelter (55%):

As an orphanage, their main focus is to ensure that the children receive proper nutrition and
have a safe place to live. This budget includes costs for food, utility bills (like electricity and
water), and maintaining the living spaces. We collaborate with local vendors to purchase
groceries and necessary items at reduced prices, maximizing the use of our available funds.

3. Healthcare (10%):

Providing basic healthcare for children is an essential expense. This encompasses routine
health check-ups, vaccinations, and emergency medical services. A portion of the healthcare
budget is allocated for mental health support, as some children need counseling and therapy
to address past traumas.

4. Recreational and Extracurricular Activities (5%):

Funds are allocated for recreational activities such as arts and crafts, sports, and music
programs. These activities play a vital role in the overall development of children, supporting
their emotional and social growth.

5. Operational Costs (10%):

Although Diyan Charitable Trust has a small team, it still incurs necessary operational
expenses like salaries for support staff, administrative costs, and transportation to ensure the
organization functions effectively. These expenses are kept to a minimum, as most team
members contribute on a voluntary or part-time basis.

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Fund Reserves and Contingency:

Diyan Charitable Trust keeps a small emergency reserve, usually about 5-10% of its annual
budget. This reserve is essential for addressing unexpected costs like urgent medical care,
repairs to the orphanage, or times when donations fall short. The NGO aims to build this
reserve during periods of higher contributions, but due to its small size, it finds it difficult to
maintain a substantial reserve.

This reserve serves as a safety net, ensuring that the needs of the children are met even during
financial difficulties. In times of crisis, the NGO has also turned to community support and
emergency fundraising efforts to fill funding gaps.

Financial Accountability and Transparency:

Diyan Charitable Trust prioritizes transparency in its financial dealings. Donors receive
regular updates on the use of their contributions, and an annual financial report is prepared
and shared with key stakeholders. The NGO also carries out periodic audits to ensure that
funds are used appropriately and for their intended purposes.

In conclusion, the funds raised by Diyan Charitable Trust are managed with care to maximize
their impact. The NGO focuses primarily on addressing the immediate needs of children—
education, food, shelter, and healthcare—while keeping a small reserve for emergencies.
Even with limited resources, the organization makes sure that every rupee spent directly
improves the lives of the children it supports.

Project planning

I. Project Plan and Timeline

Overview:

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This project is focused on delivering thorough educational and emotional support to orphaned
children at Diyan Charitable Trust. The timeline for the project runs from July to October
2024 and is divided into essential phases such as selecting organizations, conducting
fieldwork, reviewing progress, and submitting the final report. Each phase is structured to
facilitate smooth implementation, allowing sufficient time for assessment and necessary
adjustments.

Project Timeline:

1. Selection of the Organization – 16th July 2024

The project will begin with the selection of the NGO or start-up by July 16, 2024.
This selection process will include researching potential NGOs that align with the
project's objectives and holding meetings to confirm that the organization meets the
necessary criteria.

2. Introductory Meeting and Planning – 20th July 2024

After selecting the NGO, we will hold an initial meeting on 20th July 2024 to discuss
the project’s objectives and plan activities with the NGO’s management. This meeting
will cover setting expectations, outlining the scope of work, and establishing a
schedule for the fieldwork.

3. Submission of First Chapter – 3rd August 2024

The first chapter of the report, which outlines the background, objectives, and
preliminary plans, is set to be submitted by August 3, 2024. This chapter will establish
the foundation for the project and will be adjusted following initial discussions with
the NGO.

4. Start of Fieldwork – 5th August 2024

Fieldwork is set to begin on 5th August 2024. During this phase, we will engage in
on-site activities that involve interacting with the children, evaluating their needs, and
providing educational support sessions. Additionally, volunteers will observe the
children's behavior to customize future activities based on their observations.

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5. Initial Feedback and Adjustment – 15th August 2024

After the initial 10 days of fieldwork, feedback will be collected from both the NGO
and the participating volunteers. This will help evaluate the progress achieved up to
that point and enable any necessary adjustments to enhance the effectiveness of the
activities.

6. Submission of Second Chapter – 1st September 2024

By 1st September 2024, we will submit the second chapter of the report, which will
cover the initial findings from the fieldwork, the challenges we faced, and any
adjustments we made. This chapter will also describe the next steps for the project.

7. Mid-Phase Review – 10th September 2024

A comprehensive mid-phase review is scheduled for 10th September 2024 to assess

the overall progress of the project. This review will concentrate on the effectiveness
of the educational activities and determine whether the project is achieving its
outlined objectives. Any significant challenges will be tackled during this phase.

9. Completion of Fieldwork – 5th October 2024

Fieldwork is set to wrap up on 5th October 2024. All scheduled activities, such as
tutoring, workshops, and emotional support initiatives, need to be finished by this
date. Feedback will be gathered from both the NGO and the children to assess the
overall effectiveness of the interventions.

10. Impact Assessment and Final Feedback – 7th October 2024

An impact assessment is scheduled for 7th October 2024. This phase will concentrate
on evaluating the project's outcomes and assessing whether the objectives have been
met. Input will be collected from both the children and NGO staff to gauge the long-
term potential of the initiatives.

11. Preparation of Final Report – 10th October 2024

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 The final report is set to begin preparation on 10th October 2024. This document will
gather all the findings, feedback, and results from the project, along with
recommendations for future initiatives. Additionally, the report will emphasize any
areas that require further attention or improvement.

12. Submission of Final Report – 15th October 2024

The project is set to officially conclude with the submission of the final report by
October 15, 2024. This report will provide a thorough overview, outlining the
project’s objectives, implementation, challenges faced, and the impact it had on the
children and the NGO.

Summary of Key Phases:

Selection of NGO: 16th July 2024

Introductory Meeting: 20th July 2024

Submission of First Chapter: 3rd August 2024

Start of Fieldwork: 5th August 2024

Initial Feedback: 15th August 2024

Submission of Second Chapter: 1st September 2024

Mid-Phase Review: 10th September 2024

Community Engagement Session(if any ): 20th September 2024

Completion of Fieldwork: 5th October 2024

Impact Assessment: 7th October 2024

Report Preparation: 10th October 2024

Final Report Submission: 15th October 2024

Resources

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1. Budget:

Total Budget:

The project will need a reasonable budget to manage operational expenses, such as
educational materials, transportation, and meals for the children during the sessions. The
estimated budget is around ₹5000, which will be sourced personally.

Breakdown:

Educational Materials: ₹1000 (for textbooks, notebooks, stationery etc..).

Transportation: ₹1000 (to cover volunteer commutes to the NGO).

Food and Refreshments: ₹500 (for snacks and drinks during long sessions and community
events).

Miscellaneous: ₹500 (for unexpected expenses or additional resources).

Personal donation: ₹2000 (from our own personal pocket money).

2. Personnel:

Volunteers: We as a team will lead the project, conducting educational sessions, organizing
activities, and monitoring progress. So we need to work in shifts to ensure consistent
coverage throughout the project.

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NGO Staff:

The current staff of the NGO will help by organizing, overseeing the children's schedules,
and supplying essential background information. They will also play a role in ensuring the
children's well-being.

Mentors and External Support (if any required): The project will engage 2-3 external mentors
sessions (professionals or specialists) to provide support in areas such as counselling or
academic coaching, especially for children preparing for board exams .

3. Materials:

Educational Supplies: Essential learning tools such as textbooks, notebooks, stationery (pens,
pencils, markers, etc.), and visual aids will be provided to the children. These materials are
crucial for improving their academic performance and engagement.

Learning Aids: Interactive tools like flashcards, educational games, charts, and storybooks
will be used to make learning more engaging for the children.

Digital Equipment: If available, laptops, tablets, or projectors will be used to enhance the
learning experience by providing access to digital resources and interactive educational
content.

4. Facilities:

Classroom Spaces: The NGO will provide spaces for conducting educational and
extracurricular activities, including rooms for tutoring, arts and crafts, and group discussions.
The classrooms will be set up to facilitate learning and ensure a comfortable environment for
the children.

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Recreational Areas: Outdoor or indoor spaces will be used for physical activities, sports, and
group games that promote teamwork and social development.

5. Transport and Logistics:

Transportation: Funds will be set aside to cover the transportation expenses of volunteers,
allowing for consistent visits to the NGO. Travel plans will be adaptable, with volunteers
traveling during off-peak times to keep costs down.

Food and Refreshments:

Light meals and snacks will be needed during the session, especially on longer activity days.
These may or may not be provided by Ngo. Having snacks on hand will help us stay
energized and allow us to offer children something to eat if needed.

Risk Analysis

1. Budget Shortfall:

Risk: Insufficient funds may limit the purchase of essential educational materials or hinder
the smooth execution of the project.

Mitigation: We as a team together will need to give importance to essential resources

availability first and also donations if possible from our end. In case of shortfall, will try our
best to bridge the gap personal pocket money.

2. Communication Barriers:

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Risk: Many children at the NGO speak only Kannada, while some volunteers may not be
fluent in the language, creating communication challenges.

Mitigation: We plan to take help of existing volunteers with who knows multiple language
and use them as a medium of communication to reach out children. During the project we
will also utilize visual aids and non-verbal communication techniques to facilitate learning.

4. Inconsistent Child Attendance:

Risk: Children’s inconsistent attendance due to personal or external factors may disturb their
learning and the project’s outcome.

5. Lack of Engagement:

Risk: Some children may not engage fully in the planned activities due to disinterest,
emotional stress, or learning difficulties.

Mitigation: The project will incorporate fun and interactive learning methods, including
games, storytelling, and hands-on activities. We would act as a mentor and will provide
emotional support when necessary.

6. Logistical Delays:

Risk: Transportation or logistical issues, such as volunteer commute delays or material

shortages, may affect the project timeline.

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Mitigation: Transportation will be planned in advance, and a small reserve will be
maintained to cover emergency costs. Backup supplies of essential materials will be kept on
hanwd to avoid shortages and also, we are started trying to contact a private cab for the Field
work.

By ensuring that resources are well-managed and risks are anticipated, the project can
effectively achieve its objectives, supporting the children at Diyan Charitable Trust in their
educational and emotional growth.

Implementation
The project at Diyan Charitable Trust was successfully carried out through a coordinated
approach that included executing planned activities, working closely with key stakeholders,
and adjusting to challenges as they came up. Every step was taken with careful attention to
the children’s needs and the resources at hand, ensuring a positive effect on their educational
and emotional growth.

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1. Execution

Step 1: Initial Orientation and Planning

We kicked off the project with an orientation meeting involving the NGO staff to ensure
everyone was on the same page regarding the project goals and to set a clear timeline. In this
initial phase, we talked about what each side expected, confirmed that the necessary materials
were available, and mapped out our fieldwork schedule. This meeting was crucial for
establishing a solid foundation for effective collaboration throughout the project.

Step 2: Educational and Emotional Needs Assessment

To customize our approach, we started with a needs assessment. This included giving basic
tests in subjects such as math and English to determine the children’s academic levels. We
also watched the children’s behavior and interactions to pinpoint those who required extra
emotional support. The information we collected allowed us to create activities that were both
meaningful and engaging for the children.

Step 3: Curriculum Design and Activity Planning

We created a tailored curriculum for various age groups based on our assessment findings.
The emphasis was on interactive learning, using visual aids, games, and storytelling to keep
the sessions lively. Additionally, we organized extracurricular activities like arts and crafts to
encourage the children to express their creativity. These sessions took place weekly,
alternating between academic support and fun recreational activities.

Step 4: Execution of Educational Sessions

We created a tailored curriculum for various age groups based on our assessment findings.
The emphasis was on interactive learning, using visual aids, games, and storytelling to keep
the sessions lively. Additionally, we organized extracurricular activities like arts and crafts to

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encourage the children to express their creativity. These sessions took place weekly,
alternating between academic support and fun recreational activities.

Step 5: Emotional Support and Mentorship

We set up a mentorship program that paired each volunteer with one or two children to offer
personalized emotional support. By having regular check-ins, we were able to provide
guidance and encouragement, which helped the children gain confidence. For those who
exhibited more significant emotional challenges, we collaborated with the NGO staff to
facilitate additional counselling.

Step 6: Extracurricular Activities

Alongside academic support, we arranged extracurricular activities aimed at enhancing the

children’s social and creative abilities. These activities featured arts and crafts workshops,
storytelling sessions, and team-building games. They were crafted to be enjoyable while also
encouraging teamwork, communication, and self-expression among the children.

2. Collaboration

Step 1: Collaboration with NGO Staff

Working with the NGO and securing their agreement to our request was challenging, and
gaining support from the staff was crucial for the project's success. We kept in touch regularly
through calls to manage our time effectively, reviewing the progress of the sessions and
addressing any difficulties the children encountered. The insights from the NGO staff were
essential in helping us grasp the children's emotional backgrounds, allowing us to adjust our
activities to better meet their needs.

Step 2: Engaging External Support

We also collaborated with external professionals, particularly in the area of educational

support. We arranged video class session with one of our know math teacher once to clarify

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any help they need with their math paper. This external support complemented our
mentorship efforts, ensuring that the children’s confidence is increased.

Step 3: Community Engagement

To create a sense of community and highlight the children's achievements, we held an event
where they showcased their artwork and performed short skits and songs. We captured the
event with some photos, which helped raise awareness about the NGO's efforts. This
involvement also motivated more volunteers from other campuses who attended the event to
get actively engaged in NGO activities.

3. Adaptation

Step 1: Continuous Monitoring and Feedback

Throughout the project, we collected feedback from the children, volunteers, and NGO staff
to assess how effective our sessions were. This feedback played a vital role in helping us
make necessary adjustments. For example, after observing that some children were having
difficulty with specific concepts, we revised the curriculum to incorporate more hands-on
learning and peer-assisted teaching methods.

Step 2: Addressing Challenges in Real-Time

We faced some unexpected challenges, like a few children losing interest during the longer
sessions. To tackle this, we added more interactive elements to the lessons, including games
and quizzes, which helped boost engagement. We also increased the time dedicated to
recreational activities, as we discovered that these sessions positively impacted the children’s
emotional well-being.

Step 3: Tailoring Emotional Support

As the project moved forward, it became clear that some children needed more emotional
support than we had expected. In response, we increased the number of one-on-one

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mentoring sessions for these kids. We also added creative expression activities, like drawing
and storytelling, to help them process and share their feelings.

Step 4: Scaling Activities Based on Progress

Due to the success of initiatives like the arts and crafts workshops, we decided to expand
these activities to include more children. At the same time, we reduced the emphasis on less
effective activities, such as large group lectures, and shifted our focus to smaller, interactive
group work. This approach helped us stay flexible while effectively meeting the children's
needs.

Evaluation
The evaluation phase of the project played a vital role in gauging its success and
understanding its effects on the children at Diyan Charitable Trust. We employed a mix of
metrics, various data collection methods, and in-depth analysis to ensure that the project's
goals for educational and emotional support were achieved effectively.

Evaluation Criteria
(Metrics and Methods Used to Evaluate the Project's Success):

1. Academic Improvement:

Progress in academic performance, especially in subjects like math and English, was
measured.

To assess improvement in the children's grasp of essential concepts, pre- and post-assessment
tests were administered. Additionally, performance in interactive learning activities, including
problem-solving games and quizzes, was monitored.

2. Emotional and Social Development:

Observational data was collected through consistent interactions with the children.
Additionally, feedback was obtained from NGO staff and volunteers regarding the children's
engagement in activities such as group discussions, arts, and storytelling sessions.

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3. Engagement in Extracurricular Activities:

Metric: Levels of participation and creativity shown in extracurricular activities.

Method: The children's engagement in arts, crafts, and team-building activities was
documented and assessed according to their enthusiasm and development in these areas.

4. Mentorship and Emotional Support:

The effectiveness of the one-on-one mentorship program in fostering trust and emotional
resilience was assessed through feedback from both mentors and children. Special focus was
placed on the children's capacity to articulate their feelings and navigate challenges.

Data Collection

(Description of Data Collection Methods Used During the Evaluation):

1. Pre- and Post-Assessment Tests:

At the beginning of the project, each children took a baseline test to assess their academic
skills in math, English, and general knowledge. After a few weeks of tutoring, a comparable
test was given to evaluate their progress. This enabled a clear comparison of their
understanding before and after the tutoring sessions.

2. Observation:

Volunteers and NGO staff consistently observed the children during academic sessions and
recreational activities. They took observational notes to monitor changes in behavior, levels
of engagement, and social interactions in group settings. These observations also helped in
assessing the children's emotional well-being.

3. Feedback Forms:

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We created simple feedback forms for the children, asking them about their favorite activities
and their feelings about the sessions. Additionally, we gathered feedback from volunteers and
NGO staff through informal interviews, where they shared their thoughts on the children's
progress.
4. Mentorship Sessions:

Mentors kept weekly records of their individual sessions with the children. These records
contained observations about the child's emotional well-being, any difficulties they
encountered, and the progress achieved in fostering trust and resilience.

5. Participation Records:

Attendance and participation in educational and extracurricular activities were monitored to

assess overall engagement. Volunteers noted which activities each child took part in and how
involved they were.

Analysis

(Analysis of the Collected Data and Evaluation Results):

1. Academic Improvement:

The pre- and post-assessment tests showed a notable improvement in academic performance
among all age groups. On average, children experienced a 30% increase in their test scores,
especially in math and English. Those who initially struggled with basic concepts were able
to understand them more confidently by the end of the project.
Interactive quizzes and problem-solving activities demonstrated that the children retained
information more effectively when engaged through creative and hands-on methods. These
findings suggest that the interactive, personalized learning approach positively influenced
their academic development.

2. Emotional and Social Development:

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Observational data indicated significant enhancements in the emotional well-being and social
behavior of the children. By the conclusion of the project, those who had been withdrawn
became more confident and eager to join in group activities. Notably, children who were once
reluctant to take part in creative tasks or group games were now actively involved and even
stepping up as leaders during team exercises. Feedback from NGO staff affirmed that the
children showed improved emotional regulation, were more willing to talk about their
feelings, and developed stronger connections with both their peers and mentors.

3. Engagement in Extracurricular Activities:

Participation records showed that 90% of the children took part in arts and crafts, storytelling,
and team-building games. Many children showcased remarkable creativity in the arts
workshops, creating intricate drawings and craft projects that captured their emotional
experiences. This highlighted the effectiveness of extracurricular activities in fostering
creative expression and boosting confidence.
Feedback from the children indicated a high level of satisfaction with the activities, with
numerous participants sharing their enjoyment of the arts, storytelling, and collaborative
games. The level of engagement was significantly higher during these sessions compared to
traditional classroom activities.

4. Mentorship and Emotional Support:

The analysis of the mentorship logs showed that the one-on-one sessions played a crucial role
in fostering trust between the children and their volunteers. As time went on, children who
initially displayed signs of emotional distress began to confide in their mentors, sharing
personal struggles and seeking guidance. Mentors noted a 70% improvement in the children's
ability to manage their emotions and navigate challenging situations with greater confidence.
Those children who received counseling support alongside mentorship experienced the most
significant gains in emotional resilience. Their feedback suggested that they felt more
supported and were able to express their feelings more openly after engaging in the program.

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Outcomes and Impact

Project Outcomes:

1. Improved Academic Performance:

Outcome: The children's academic skills, especially in math and English, saw a remarkable
improvement. Pre- and post-assessments indicated an average increase of 30% in their test
scores.

Details: Tailored tutoring sessions effectively filled in knowledge gaps, while interactive
teaching techniques, like games and group discussions, boosted their engagement and helped
them retain what they learned.

2. Enhanced Emotional Well-Being:

The children showed improved emotional stability and greater social interaction. Through
mentorship and creative activities such as art and storytelling, those who were once shy or
emotionally reserved became more open and self-assured. The individualized mentorship
sessions built trust and offered essential emotional support.

3. Increased Engagement in Extracurricular Activities:

Outcome: There was a strong engagement in arts, crafts, and team-building games.
Details: These activities provided children with opportunities to express their creativity and
develop teamwork skills. Many kids uncovered new talents in art and storytelling, which
helped enhance their self-confidence.

4. Strengthened Community Engagement:

The community became increasingly engaged with the NGO. A local event highlighting the
children's achievements drew attention, helping to raise awareness about Diyan Charitable
Trust and sparking interest in upcoming volunteer opportunities and donations.

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Impact Assessment:

1. Educational Development:

The project greatly enhanced the children's academic performance, as personalized tutoring
improved their grasp of essential subjects. By incorporating interactive learning techniques,
the initiative sparked a greater enthusiasm for education, and the NGO intends to maintain
these methods even after the project's conclusion.

2. Emotional Growth and Social Integration:

The mentorship and emotional support offered throughout the project made a significant
difference. Children displayed increased confidence and willingness to engage, particularly in
group activities, which suggested enhanced social integration. Their emotional resilience also
grew, enabling them to handle personal challenges more effectively.

3. Community Involvement:

The community grew more involved with the NGO’s mission through events that highlighted
the children’s talents. This boost in local participation helped establish a support network for
the NGO, potentially leading to more sustainable volunteer efforts and financial backing in
the future.

4. Sustainability of Support:

The educational materials and methods developed during the project have been incorporated
into the NGO’s regular programs, providing lasting benefits for the children. The NGO staff
underwent training in these techniques, which will support the project's impact in the long run
at least for few weeks we hope.

Key Learnings:

1. Adaptability:

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Flexibility played a crucial role in the success of the project. We adapted our teaching
methods and emotional support strategies based on real-time feedback, making sure we
effectively addressed the children's needs.

2. Communication and Collaboration:

Clear communication among the project team, NGO staff, and children played a crucial role
in facilitating smooth implementation. Ongoing feedback and teamwork allowed for timely
resolution of challenges as they emerged.

3. Emotional and Social Support:

We discovered how crucial it is to offer emotional support in addition to academic help.

Engaging in activities such as arts and storytelling turned out to be effective ways for children
to express themselves and build emotional resilience.

4. Interactive Learning:

Interactive learning techniques, like games and group activities, have shown to be more
effective than traditional teaching methods, leading to improved academic performance and
increased engagement among children.

5. Leadership and Teamwork:

The project offered significant experience in leadership and teamwork. I developed key skills
by coordinating volunteers, tackling challenges, and ensuring clear communication with the
NGO staff throughout the project.

6. Long-Term Impact:

By incorporating sustainable teaching methods and materials into the NGO’s daily
operations, we made sure that the project's impact would persist for several weeks even after
it concluded.

Challenges and Lessons Learned

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Challenges Faced

1. Inconsistent Attendance of Children:

Some children experienced irregular attendance due to personal situations or outside

influences, which made it challenging to keep lessons consistent. This had an impact on their
progress, especially in subjects where steady learning was essential. To address this, we
adopted a flexible teaching strategy, enabling children who missed classes to catch up
through tailored one-on-one lessons or summary resources.

2. Language Barriers:

Some children communicated exclusively in Kannada, while certain volunteers lacked

fluency in the local language. This led to communication challenges, especially during
academic sessions, which hindered the learning process. Bilingual volunteers were essential
in translating lessons, and visual aids were utilized to improve comprehension without
depending entirely on language.

3. Emotional Sensitivity:

Many children had gone through emotional trauma, which made it difficult to involve them in
group activities or discussions at first. Some were reluctant to take part, which impacted their
learning and emotional development. To address this, we slowly implemented one-on-one
mentorship to foster trust, allowing the children to share their feelings when they felt ready.
We also incorporated art and creative activities as non-verbal methods to help them express
themselves.

4. Limited Resources:

The budget and available materials were quite limited, particularly in terms of providing
sufficient educational and recreational resources for all the children. This occasionally
restricted our capacity to offer a fully enriched learning experience. To address this, we
focused on essential materials, reached out for in-kind donations from local businesses, and
made the most of our resources by rotating them between different activities.

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Lessons Learned

1. Flexibility is Key:

Projects that involve vulnerable children need to be flexible in terms of scheduling and
teaching approaches. Our ability to adapt helped us tackle attendance challenges and make
sure that every child gained from the experience, no matter how consistently they attended. In
future initiatives, we will incorporate more adaptable lesson plans and emphasize strategies
that can support fluctuating attendance, like modular teaching units and remote learning
alternatives.

2. The Power of Non-Verbal Communication:

When there are language barriers, using non-verbal communication methods like visual aids,
games, and creative activities can help bridge the gap and make learning easier. For
upcoming projects, we will emphasize the use of non-verbal teaching tools and bilingual
resources to ensure that all children, no matter their language skills, can participate fully.

3. Emotional Support is Essential:

Recognizing the importance of emotional well-being is equally crucial as providing academic

support. The effectiveness of the mentorship and emotional support elements highlighted the
necessity for a comprehensive approach.

In future initiatives, we will incorporate emotional support frameworks from the beginning,
focusing on mentorship and creative expression as essential elements of the project.

4. Resourcefulness and Partnerships:

Limited resources can be addressed by forming partnerships with local businesses or

community members. Involving the community has shown to be effective in enhancing our
resource availability.
Moving forward, we will actively pursue partnerships and in-kind donations from the outset
of future projects to guarantee we have the necessary resources to implement a thorough
program.

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5. Continuous Feedback is Crucial:

Consistent feedback from the children, volunteers, and NGO staff was crucial for refining
our approach and guaranteeing the project's success.

For upcoming projects, we will establish regular feedback sessions to track progress and
tackle issues promptly, making sure that any challenges are addressed as they arise.

Conclusion

Summary

The project at Diyan Charitable Trust effectively provided both educational and emotional
support to the children, resulting in significant improvements in their academic performance
and emotional well-being. Tailored tutoring sessions enhanced the children’s grasp of
essential subjects like math and English, with test scores reflecting a 30% increase. The
individualized mentorship program helped build trust and emotional resilience, enabling the
children to express themselves and gain confidence in their social interactions.

Engaging activities, such as arts and crafts and storytelling, also played a vital role in
encouraging self-expression and teamwork. The collaboration among NGO staff, volunteers,
and community members facilitated the smooth execution of the project and established a
robust support system for the children. Despite facing challenges like language barriers and
limited resources, the project adapted effectively to the children's needs, leaving a lasting,
positive impact on their educational and emotional growth.

The success of this initiative also strengthened the bond between Diyan Charitable Trust and
the local community, raising awareness and paving the way for future collaborations.

Future Recommendations

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1. Continue Emotional Support: Maintain the mentorship program to ensure ongoing
emotional support for the children.

2. Academic Monitoring: Implement time to time tests to track academic progress and ensure
continuous improvement.

3. Strengthen Community Engagement: Organize regular events to keep the community

involved and foster new partnerships for sustained support.

We recommended this to the Ngo and we believe that by focusing on these areas, Diyan
Charitable Trust can continue to enhance the quality of care and support it provides to the
children, ensuring long-term impact.

References
1. Diyan Charitable Trust (2022). Mission and Vision of Diyan Charitable Trust. Retrieved
from internal documents provided by the NGO.

2. National Institute for Child Development (2021). The Role of Creative Activities in
Emotional Development. Retrieved from https://www.nicd.org/reports/creative-activities-in-
child-development

3. Smith, J. (2019). Best Practices in Child Mentorship Programs. Education for All Journal,
12(3), 45-58.

4. Oswal Publishers (2023). Study Materials for Mathematics and Science. Used to support
teaching math, science, and other subjects during the project.

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5. UNICEF (2020). Guidelines for Holistic Child Development in Orphanages. Retrieved
from https://www.unicef.org/holistic-child-development

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