ARS Report, KSRM/ IIT Roorkee Internship segmentAKASH SAHU
I have uploaded ARS project report, which covered our Action Research Segment of Field Segment, Hopefull it will help you.
contact email add - akclub@gmail.com
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
Questionnaire, interview, observation and rating scale zunaira rafiq
In writing about your research when you have completed the project you need an explanation of your methodology so that others can understand the significance of what you have done and make sense of how it all worked. The methodology piece says why you did what you did. It also enables you to write about what you did not do and why, and about the weaknesses or limitations of your project as well as its strengths. Every research has a limitation of some sort and it is perfectly acceptable to identify the weaknesses of your own study.
ARS Report, KSRM/ IIT Roorkee Internship segmentAKASH SAHU
I have uploaded ARS project report, which covered our Action Research Segment of Field Segment, Hopefull it will help you.
contact email add - akclub@gmail.com
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
Questionnaire, interview, observation and rating scale zunaira rafiq
In writing about your research when you have completed the project you need an explanation of your methodology so that others can understand the significance of what you have done and make sense of how it all worked. The methodology piece says why you did what you did. It also enables you to write about what you did not do and why, and about the weaknesses or limitations of your project as well as its strengths. Every research has a limitation of some sort and it is perfectly acceptable to identify the weaknesses of your own study.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
It is a measure of student acquisition of skills or knowledge following.
Not a measure of potential to learn, or ability to learn.
Not a measure of whether the student is performing appropriately
Multidisciplinary action project reportHIMANI SONI
Pharmaceuticals are medicinally effective chemicals, which are converted to
dosage forms suitable for patients to imbibe. In its basic chemical form, pharmaceuticals
are called bulk drugs and the final dosage forms are known as formulations. Bulk drugs
are derived from 4 types of intermediates (raw material), namely:
Plant derivatives (herbal products)
Animal derivatives e.g. Insulin extracted from bovine pancreas.
Synthetic Chemicals.
Biogenetic (human) derivatives e.g. Human Insulin.
Doctors, post-diagnosis to cure a disease or disorder in the patient primarily
prescribes formulations. To prevent misuse/incorrect administration, most formulations
are disbursed by pharmacies only under medical prescription and these are called ethical
products.
It gives a basic information about the Netua and gives a basic understanding about report making for the students. Hope it may give you a knowledge on RAWE.
Awareness, Accessibility and Barriers in Utilization of Rastriya Swasthya Bim...Sudheer Kumar
This is primary research as a part of my Independent Research project done in Puri district of Orissa among BPL families that gives the glimpse of reality of social welfare scheme.
49th Batch of Post Graduation Diploma in Cooperative Business Management vamnicomgov
Post-Graduate Diploma in Cooperative Business Management (PGDCBM) is the core programme of the institute designed for officers of co-operatives and cooperative departments and allied sectors. Nominations of 49th Batch may be sent in the enclosed proforma to the Director, VAMNICOM, Pune 411 007, Maharashtra. For participants of India and CICTAB member institutions in SAARC countries - Residential Rs. 40,000/ - Non Residential Rs. 30,000/-. Visit: http://www.vamnicom.gov.in/en/content/pgdm-abm-application-form-2016-2018-batch
1. 1
ACTION RESEARCH SEGMENT
REPORT ON
PROJECT TITLE:-
RAC,VCA & FPC
Prepared by:
Rishi Raj(15201018)
Vikas Kumar(15201032)
Faculty Guide
Prof. Ajith P
(KSRM, KIIT University, Bhubaneswar)
Host Organization:
2. 2
KAUSHALYA FOUNDATION(PATNA)
BHUBANESWAR, ODISHA
2015
Acknowledgment
The study is a research method suitable for most rural and agricultural development situations,
which takes place in real settings and requires an interdisciplinary approach. In such situations,
the action Research may offer insights that might not be achieved with other Research
approaches. First and foremost we are thankful to Prof. (Dr.) L. K. VASWANI, Director, KIIT
School of Rural Management and Coordinator, ARS for placing the Action Research Segment
(ARS) fieldwork Component as a part of our course curricula. We are thankful to the faculty
guide Prof. DR. AJITH P for his guidance and constant observation throughout the program.
We have immense pleasure in expressing our deep sense of gratitude and sincere thanks to the
organization KAUSHALYA FOUNDATION for providing us an opportunity to learn about
“FARMER PRODUCER COMPANY AND VALUE CHAIN ANALYSIS ON
VEGETABLES”. We find words inadequate to express our immense gratitude to Dr AJITH P ,
Program Coordinator, our esteemed Reporting Officer Miss Rekha Kumari Managing Trustee
HR who facilitated our accommodation and made us to learn all the ARS components by doing
and interacting with the community member who involved in FPC & VCA Project.
In order to complete fieldwork successfully, I would like to present special thanks to all the staff
members of KF. VCA assistants who provided their valuable time and made our study
meaningful and valuable.
3. 3
Last, but not the least, we express our sincere thanks to all the farmers like Rajkumar,Geeta
Devi and Tribhuwan Tiwari etc. for their supportduring our field visit.
Rishi Raj(15201018)
Vikas Kumar(15201032)
DECLARATION
We do hereby declare that this report of Action Research Segment (ARS) submitted to the KIIT
School of Rural Management (KSRM) of KIIT University, Bhubaneswar for the partial
fulfillment of the requirement for the Master in Business Administration – Rural Management is
of our own and has not at any time been previously submitted to this University or any other
Universities/Institutions for award of any degree or diploma.
5. 5
CERTIFICATE
This is to be certified that this internship entitle “RAC,Farmer Producer Company & Value
chain Analysis” submitted in partial fulfillment for the award of Master of Business
Administration in Rural Management, is a record of independent research work carried out by
Rishi Raj (15201018) and Vikas Kumar (15201032) under my guidance. No part of this
dissertation has been previously submitted earlier for the award of any degree/diploma/associate
ship/prize by KIIT Schoolof Rural Management.
(Prof. Ajith P)
Faculty Guide
6. 6
Index
1. ORGANISATION PROFILE--------------------------------------------------------------------------------07
2. OBJECTIVE---------------------------------------------------------------------------- -----------------------------08
3. METHODOLOGY------------------------------------------------------------------------------------------------ 09
3.1 HOUSEHOLD SURVEY------------------------------------------------------------------------------------------------09
3.2 FOCUS GROUP DISCUSSION----------------------------------------------------------------------------------------09
3.3 PERSONAL INTERVIEW-----------------------------------------------------------------------------------------------09
3.4 SOURCE OF DATA-------------------------------------------------------------------------------------------------------10
3.4.PRIMARY DATA-------------------------------------------------------------------------------------------------------10
3.4.2 SECONDARY DATA-------------------------------------------------------------------------------------------------10
3.4.3 SAMPLING METHOD-----------------------------------------------------------------------------------------------10
3.4.4 DATA ANALYSIS-----------------------------------------------------------------------------------------------------11
3.4.4.1 HOUSEHOLD SURVEY--------------------------------------------------------------------------------------------11
3.4.4.2 TRAINING-------------------------------------------------------------------------------------------------------------11
4. LITRATURE REVIEW------------------------------------------------------------------------------------------------------12
4.1 VALUE CHAIN ANALYSIS------------------------------------------------------------------------------------------------12
4.1.1 STEPS INVOLVED IN VCA---------------------------------------------------------------------------------------------12
4.2 FARMER PRODUCER COMPANY---------------------------------------------------------------------------------------12
4.3 RURAL ACTION COMPONENT-------------------------------------------------------------------------------------------13
5. PARTICIPATORY PLANING--------------------------------------------------------------------------------------------------13
5.1 TOOLS USED IN PRA--------------------------------------------------------------------------------------------------------13
6. QUICK PICTURE OF VILLAGE---------------------------------------------------------------------------------------------14
7. FINDING---------------------------------------------------------------------------------------------------------------------------14
7.1. POPULATION OF VILLAGE--------------------------------------------------------------------------------------------------14
7.2. SOCIAL STRUCTURE----------------------------------------------------------------------------------------------------------15
7.3 LANDHOLDING PATTERN----------------------------------------------------------------------------------------------------16
7.3.1 INCOME--------------------------------------------------------------------------------------------------------------------------16
7.4 WOMEN PARTICIPATION------------------------------------------------------------------------------------------------------17
7.5 FAMILY DECION MAKING----------------------------------------------------------------------------------------------------17
7.6 VILLAGE ECONOMY-----------------------------------------------------------------------------------------------------------18
7. 7
7.7 DISTRIBUTION OF ECONOMY----------------------------------------------------------------------------------------------18
7.8 NATURAL RESOURCES-------------------------------------------------------------------------------------------------------18
7.9 CROPS GROWN-----------------------------------------------------------------------------------------------------------------19
7.10 CREDIT SOURCE--------------------------------------------------------------------------------------------------------------19
7.11 PHYSICAL INFRASTUCTURE----------------------------------------------------------------------------------------------19
7.12 WATER AND SANITATION--------------------------------------------------------------------------------------------------20
7.12.1 DRINKING WATER----------------------------------------------------------------------------------------------------------20
7.13 GOVERMENT INSTITUTIONS---------------------------------------------------------------------------------------------20
7.13.1 EDUCATIONAL INFRASTRUCTURE----------------------------------------------------------------------------------20
7.13.2 ANGANWADI CENTRE-------------------------------------------------------------------------------------------------21
7.13.3 GRAM PANCHAYAT-------------------------------------------------------------------------------------------------------21
7.13.4 SHG---------------------------------------------------------------------------------------------------------------------------22
7.13.5 PDA CENTRE--------------------------------------------------------------------------------------------------------------23
7.14 GOVERNMENT SCHEME------------------------------------------------------------------------------------------------23
7.15 CULTURAL PRACTICE---------------------------------------------------------------------------------------------------24
7.16 VILLAGE SCHOOL -------------------------------------------------------------------------------------------------------25
7.17 HEALTH CENTRE---------------------------------------------------------------------------------------------------------25
7.18 SPENDING PATTERNS--------------------------------------------------------------------------------------------------25
7.18.1 INCOME ACCORDING TO CAST-------------------------------------------------------------------------------------25
7.18.2 EXPENDITURE ACCORDING TO CAST----------------------------------------------------------------------------26
7.19 ROLE OF GRAM SABHA-----------------------------------------------------------------------------------------------26
ANNEXURE
SOCIAL MAP--------------------------------------------------------------------------------------------------------------26
RESOURCE MAP---------------------------------------------------------------------------------------------------------29
VENN DIAGRAM--------------------------------------------------------------------------------------------------------33
7.20 MICRO LEVEL PLAN--------------------------------------------------------------------------------------------------34
7.20.1 INTRODUCTION------------------------------------------------------------------------------------------------------34
7.20.2 OBJECTIVE------------------------------------------------------------------------------------------------------------34
7.20.3 METHODOLOGY-----------------------------------------------------------------------------------------------------35
7.20.4 MICRO PLANING----------------------------------------------------------------------------------------------------37
9. 9
Executive Summary
We went to KAUSHALYA FOUNDATION, Patna,Bihar to do our ARS. We did our micro
planing in Rampur Jaipal village in Muzaffarpur district, state- Bihar
Objective
To understand the rural environment and socio cultural aspects ofthe village.
To apply P.R.A. tools and know about the whole village resources, social, wealth, historical
background, difficulties and problems.
To understand the significance and role of various organizations and community based
institutions in the development work of the village.
To make a micro level action plan to solve the problem.
Objective of Organization
To mobilize and form SHG.
To do registration of the SHG.
Techniques used for village learning
Household survey
Social mapping
Resourcemapping
Wealth ranking
Transect walk
Focused group discussion
Secondarydata
CONCLUSION
We learnt how to interact with the villagers basically when they are busy.
We learnt how to live and sustain in the village
We learnt how to use PRAtools and gather different information.
We learnt how to manage our time and complete all our activities.
11. 11
1.Organization Profile
In 2007, Kaushalya Foundation (KF), a nongovernment,non-profit organization, was created by
Kaushlendra in the name of his mother Kaushalya,to address managerial issues related to
poverty elevation by working closely with the people at the grassroots level.
Specific goals and objectives of the Foundation included:
Organizing and professionalizing small and marginal farmers towards market oriented
farming activities
Organizing and professionalizing street vendors and linking them to the main stream
economic activities of the society
Economic empowerment of street vendors and vegetable growers
Connecting street vendors and growers to the mainstream market operations
Generating livelihood opportunities, and creating market space for the poor farmers to
provide them an identity and hence life with dignity
Providing a broad range of social security measures and financial services to vegetable
vendors and growers of Bihar state.
12. 12
2.Objectives
The main purpose of this fieldwork was to get practical experience of rural life and
understand village dynamics through close interaction with its people and institutions.
Understanding the village dynamics through interaction
To bring out a positive social change with respect to the current social structures and
institutions present in the village
Evaluation of existing conditions in the context of rural characteristics and propose suitable
and viable changes
To increase awareness among the people not only on how to efficiently and sustainability
manage their resources but also about alternative sources of income .
13. 13
To help the group members to upgrade their skills and technology to make best use of
resources.
To build the capacity among the people to sustainability manage their resources without
outside involvement
To build the capacity among the people to sustainability manage their resources without
outside involvement.
14. 14
3.Methodology
The methodologies used by us for identifying the CRPs of both the blocks are as follows:
3.1 House Hold Survey
The household survey of the sixty households and of forty eight CRPS (community resource
person) lists which were given us to be filled by interviews were much helpful in identification
of problem. By the household survey we came to know about the benefits of the programmers,
we came to know about the mind sets of the people on various issues, we understood that the
needs of the people is viewed and we through the house hold survey we were able to understand
the condition of the CRPs to a certain extent.
3.2 Focus Group Discussion
We worked to gather some of the CRPS from every training of the CRPS for a Focus Group
Discussion on different problems which are identified by them. This discussion was made to
look at the problems of the CRP. The aim of the discussion was to understand the problem and
work on the problem which the CRP. We kept the views and the opinions of the CRPs primary
and thus this discussion was done keeping in mind that we aimed not to work for the people but
to work with the people. The villagers discussed with us some of the problems and also we
came to know that the CRP consider the lack of knowledge and awareness about the program.
Out of these fifty three CRP most of them were illiterate. The CRPs also said that short period
of training program is not more profitable for them. We made an attempt to get some solutions
from the CRP but they did not have any solutions to the problem which in involves the use of
existing resources. The CRPs did consider the problems identified by us as problems. We came
to know that they consider CRPs the lack of interest in the training as their main problem.
15. 15
3.3 Personal Interviews
After the FGD we decided to meet some beneficiaries as well as CRP and personally interview
them on the problems identified and the problem that CRPs face.
The personal interview had the same result as that of the household. But with the personal
interviews with some of the CRPs they made it clear for us that the scarcity of money is the
main problem to implement training skills in their lives.
METHODOLOGY
At first we built our rapport with the villagers and then we did our household survey of 50
households to collect primary data. The whole set of primary data collected are on social
structure, demography, natural resources, economical and developmental issues, village
organizations and their contribution towards the development of the village, health related
issues etc. The data collected are of qualitative and quantitative types. Then by the active
participation of villagers we did participatory rural appraisal to collect data and identify
problems. After that we identify the problems which are there in the village. And by open group
discussion and focused group discussion we come to a solution to the problem with highest
priority and make a sustainable action plan.
3.4 SOURCE OF DATA
3.4.1 PRIMARY DATA
Primary data were collected through rigorous interaction with the villagers, panchayat members,
key informant. Household survey was one of the process by which we get maximum data and
16. 16
along with that PRA tools, focused group discussion, meeting with the villagers provided us lots
of primary data.
3.4.2 SECONDARY DATA
We collected secondary data from Gram Panchayat,and local community member minshi ji.
3.4.3 SAMPLING METHOD
We took simple random sampling means we selected the houses randomly in the village to do
our household survey.
3.4.4 DATA ANALYSIS
We have used statistical methods and tools to analyze data. We used statistical maps, diagrams,
averages, percentages to analyze collected data.
Household survey
Training's
17. 17
3.4.4.1 HOUSEHOLD SURVEY
The household survey of the sixty households out of fifty three CRPs list of KF which were
given us to be filled by interviews were much helpful in identification of the benefits of the KF.
Through the household survey we came to know about the benefits of the programmers, we
came to know about the mind sets of the people on various issues, we understood the needs of
the people to a great extent and we through the house hold survey we were able to understand
the condition of the beneficiary to a certain extent.
3.4.4.2 TRAINING
Training which held on 16th and 17th October at bochaha village of Minapur block and on
another meeting of pakridayal block which was held on 30th and 31st October. During the
training we came across many CRPs and interviewing with them we came to know that how
much they work and implement in their field which they have learnt in the training. Their life
also changed by implementing organic manure for their plants in their field. They could save
money and can use these money in some other purpose.
4. LITERATURE REVIEW
18. 18
4.1 VALUE CHAIN ANALYSIS
A value chain is an end to end supply chain and the distribution of value among various
actors in the supply chain
In development we analysis value chains so we can increase value for the poorest actors in
the supply chain
You can increase value for the poorest actors in the chain through creating more value
and/or capturing more value
You can create more value through better productivity with same resources e.g., higher
quality, more quantity, less waste
You can capture more value by building unique assets and/or increased bargaining power
4.1.1 Steps involved in the value chain analysis approach
Step 1: Mapping the value chain
Step 2: Understanding the constraints in the value chain
Step 3: Designing a effective interventions
Step 4: Creating a complete intervention strategy
4.2 FARMER PRODUCER COMPANY
To organize people into groups and form sustainable people's institutions which are able to
create awareness amongst the people (especially in boosting their self-esteems to resist
being swayed by mainstream values and practices), to take care of their interests and to fight
exploitation in all forms and to all extents.
19. 19
To educate and train the group members to utilize their skills properly and to improve their
economic conditions.
To improve the standards of, and awareness about health and education amongst the people.
To increase awareness amongst the people not only on how to efficiently and sustainably
manage their resources but also about alternative sources of income by demonstration as
well as by pilot activities. These activities would include on farm activities as well as off
farm activities.
To help the group members to upgrade their skills and technology to make best use of
resources.
To build the capacity amongst the people to sustainably manage their resources without
outside involvement.
4.3 RURAL ACTION COMPONENT
The main purpose of this fieldwork was to get practical experience of rural life and understand
village dynamics through close interaction with its people and institutions.
To understand the rural environment of the village.
To apply P.R.A. tools and know about the whole village resources, social, wealth, historical
background, difficulties and problems.
To understand the significance and role of various organizations in the village.
To make a micro level action plan to solve the problem.
5. PARTICIPATORY PLANNING
20. 20
joint actions of local people and project staff with the objective of formulating development
plans and selecting the best available alternatives for their implementation.
5.1 TOOLS USED IN PRA
Time line
Social mapping
Resourcemapping
Venn diagram
HH survey using convenience sampling
Activity Clock
RRA is an extractive research methodology consisting of systematic, semi-structured activities
conducted on-site by a multi-disciplinary team with the aim of quickly and efficiently acquiring
new information about rural life and rural resources.
6. QUICK PICTURE OF THE VILLAGE
Introduction of Bochaha village
Village- Rampur Jaipal
Post-Bochaha
Block-Bochaha
Police station- Bochaha
22. 22
7.2. SOCIALSTRUCTURE
Most of them in the village are Hindus. and few are muslim . The village is divided into three
different castes .i.e. muslim, schedule caste and other backward classes
.
Household survey
The next task we did was the survey of 60 households of the village. We took 32 SC households,
2 muslim households and 26 OBC households. It gave us a brief idea of their source of income,
expenditure, sanitation, drinking water, irrigation facilities, their number of assets, savings and
credit, no of members etc. It took around 15 days to complete the survey.
From the household survey we came to know that many villagers are having land for irrigation
and many of the villagers are not having land. Most of the villagers are agri-labour and they go
and work on others field and earn Rs 36000/- per annum. Most of the days they also remain idle
due to not getting any work in the field. We also came to know that how they do irrigation and
what are the
Different tools they use while doing irrigation and are the different crops they cultivate (mostly
soybean and wheat). We also came to know about their sources of drinking water, most of the
villagers use govt. tank and govt. hand pump and they had to pay Rs 50/- to fetch water. Most of
the people do not get PDS because most of the people are APL. Most of the villagers are having
different kinds of assets and livestock.
Total households- 63
OBC- 26
SC- 32
Muslim - 2
23. 23
7.3. Land Holding Pattern
From the household survey we concluded that large farmer’s upto 5 acres are 6% in the village,
medium farmers upto 3 – 5 acres are 16% in the village, semi- medium farmers upto1 .5 – 3
acres are 18% small- farmers upto .5 – 1.5 acres are 14% marginal farmers upto .5 acres are
16% and landless are 30%. So we can see that landless are more in the village and large farmers
are only 6% in the village.
7.3.1. Income according to caste-wise
From the household survey we concluded that general caste earns Rs 4215000/- . They mostly
earns from agriculture , SC earns 565800/- because they mostly do goat rearing then agriculture,
Muslim earns Rs 559000/- from agriculture, goat rearing, saloon etc and OBC earns Rs
1488000/- from agriculture.
24. 24
7.4. Womenparticipation
60% women in village participate in vegetable cultivation by help of SHG formed by
JEEVIKA.5 SHG which consisted of 15 women and we added them to the previous groups.
26. 26
7.6. Village Economy
From the survey we see that 46% of the total income from 60 households comes from
cultivation .i.e. Sponge guard,wheat, ginger, turmeric, patato,ladyfinger and many more crops
which are done both by males as well as females. 36% of the total income of 60 households
comes from agri-labour. Basically agri-labour are mostly done by the those people who was not
having land, they used to go and work on others field and earn Rs 36000/- per annum. Only 5
people was doing petty- business keeping different stationary items and was earning their
livelihoods. 1 man was lending money to all the 63 households who was also charging a normal
rate of interest. 2 was doing private job and 0 was doing govt. job i.e. in the Indian Army.
7.7. Distribution of economy
From the survey we see that 46% of the total income from 60 households comes from
cultivation .i.e. Sponge guard,wheat, ginger, turmeric, patato,ladyfinger and many more crops
which are done both by males as well as females. 36% of the total income of 60 households
comes from agri-labour. Basically agri-labour are mostly done by the those people who was not
having land, they used to go and work on others field and earn Rs 36000/- per annum. Only 5
people was doing petty- business keeping different stationary items and was earning their
livelihoods. 1 man was lending money to all the 63 households who was also charging a normal
rate of interest. 2 was doing private job and 0 was doing govt. job i.e. in the Indian Army
7.8. Natural Resources
27. 27
Rampur Jaipal village is covered with forests and agricultural land. There is a small pond in the
village which is of no use because the pond belongs to a person who is not agreed to give water
to the villagers for irrigation.There is a forest of 3 acres. The villagers are not allowed to cut
wood from the forests as it is strictly restricted from the sarpanch to cut trees. Land is used for
agriculture and construction of houses in the village. There was red and black soil in the village
and the soil also consists of many small stones
7.9. Crops grownin the area
The major crops of the village is Patato & vegetable which is done by all the villagers. The
other crops which are grown are wheat, mustard, spongeguard, ginger, maize, onion. The
different vegetables which are grown are ladyfinger, chilly, peas, cauliflower, cabbage, pumpkin
etc. Fodder and flowers are also grown. Bihar is a state of Maize cultivation. The villagers also
sell the Maize to the market and earn their livelihood
7.10. CreditSources
Money Lender and SHG was one of the most important institute for women because they save
their money in SHG account and they withdraw that money in case of emergency. There were 7
SHG in the village which was run by JEEVIKA. Every month atleast two times meetings was
conducted in this office and all women had to attain the meeting to avoid fine.
28. 28
7.11. Physical Infrastructures
Electricity
The village has no facility of electricity.
Community Center
Ramkrishan dham where people gather and do agriculture meeting.
7.12. Waterand sanitation
Sanitation is the biggest problem in India. Many of the population in our country do not have
their private bathroom for latrine. They have to go in the open for defecation, which causes
many diseases and insects and mosquitoes bites which can cause malaria and many other
harmful diseases.
There are only 2 household who have sanitation facility in their own house and rest have to go
open place to do bathroom in Rampur jaipal village. There is no govt. bathroom facility also.
Women had to go to the open to do defecation. They faces most of the problems such as they
had to go either early in the morning or at night. They also had to get up if anybody passes from
that area. They feel very shameful in that situation. Most of the diseases are caused to the
29. 29
women only suchas intestine and liver problems, hook worms etc.
There is no health centre or PHC in the village. The villagers go to nearby villages for their
health issues. They had to go either by walking or by cycle. It is very difficult in the time of
situation of a patient. He can die on the way only.
7.12.1.Drinking Water
There are very few households in the village having their own drinking water facility and rest of
the households use govt.tank and govt. hand pump for which they had to pay RS. 50 per month.
The water also dries up in the summer which give lots of problems to the villagers. They had to
go to other villages to fetch water. It is a major problem in the village and it becomes tuff in that
situation
7.13. Government institutions
7.13.1. Educational infrastructure
There is one primary and one middle school in the village which was established in 2012. There
are 6 teachers in the whole school. There is no bathroom in the school. There are around 60
students in this school. The parents do not send their children in the middle school because they
involve them in agriculture.
30. 30
OBSERVATIONS
There were around 60 students in a school and only 2 teachers .Parents don’t send their children
to school because there is no proper education facility. It looked like both students and teachers
were not interest in education. School is only upto 6th standard and after that parents involve
their children in income generating activity for their family.
7.13.2. Aanganwadi center
There is a aanganwadi center in the village which provides education to primary students,
monthly medicine to small children (like hepatitis- B, polio etc), birth certificate, food and also
govt.
OBSERVATIONS
Angaanwadi was not running well. Villagers were not happy with the performance of
aanganwadi because they were not getting proper facility in the centre. Government scheme and
documents they did not get from this centre.
7.13.3. Gram panchayat:
31. 31
For any problem villagers take the help of gram panchayat such as fighting between two parties,
health, cleanliness etc. The gram panchayat also help in the official work of the village and bank
activities also.
OBSERVATIONS
Sarpanch and the villagers make a meeting together in the grampanchayat. Sarpanch decide all
the plans and the activities to be done in the village by holding a meeting with the villagers in
the grampanchayat. Gram panchayat is functioning well in the village.
7.13.4. Self-help group (SHG) center
Women in the village formed a SHG. Every women get facility such as they get loan for
livestock rearing. They make a savings of RS.100 per month in SHG so that they can use it in
future
32. 32
OBSERVATIONS
SHG was one of the most important institute for women because they save their money in SHG
account and they withdraw that money in case of emergency. There were 7 SHG in the village
which was run by JEEVIKA. Every month atleast two times meetings was conducted in this
office and all women had to attain the meeting to avoid fine.
7.13.5.PDS center
The villagers get items for consumption at cheaper rate once in a month.
Wheat- Re 1 per kilo (5 kilos per person)
33. 33
Sugar- Rs 3 per kilo (5 kilos per BPL card holder)
Rice- Rs 2 per kilo (5 kilos per BPL card holder)
Kerosene- Rs 17 per litre (5 litres per BPL card hold
7.14. Government Schemes
There is no government scheme run in the village.
34. 34
7.15. Cultural Practice
In India different festivals are celebrated with full of fun and enthusiasm. Village people also
celebrate different types of festivals and follow different customs and rituals.
The villagers have different social customs. They celebrate different festivals. Main festivals of
Hindu celebrated are Makarsankranti, Saraswati Puja Basantpanchmi, Holi, Deepawali, guru
purnima and ramnavami.
1. Makarsankranti
The day on which sun enters in the Capricorn i.e. Makar Rashi, Hindu people celebrate it as
Makarsankrati. People take bath in early morning on this day, some go to take a dip in holy
rivers and worship lord Sun. After taking bath they eat beaten rice and curd along with till
candy (teel- kutt). Generally it is celebrated on 14th &15th January. They make a special dish
called ‘pitha’.
2. Saraswati Puja:
Saraswati Puja is celebrated with the incidence of spring season. People worship the idol of
goddess Saraswati. Beautiful idols of goddess Saraswati are kept in each schools, because
goddess Saraswati is called as the goddess of knowledge. On the next day the idols are drowned
in the rivers or ponds. Thevillagers buys and do puja of the idols in their houses.
3. Mahashivratri
This is come in March. On this day people especially young girls, fast for whole day and
worshiping of Shiva God. In this day the villagers drink local liquor and handmade liquor also.
4.Holi
Holi is the festival of colours; it is celebrated in the month of Falgun. People apply colours on
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the face of each other even on the face of enemies and also hug each other. Delicious dishes are
cooked on the eve of Holi. Maalpua are the main dishes of Holi. They wear new dresses in the
evening. People in the village also drink local Liquor and eat goat meat.
5.Guru Purnima
This is come in April. On this day villagers take sweet and sattu, and enjoy that day.
6.Ramnavami
This also comes in April on that day they worship Ram God.
7.Deepawali
After 20 days of Dashahara Deepawali is celebrated. It is the festival of light. It is said that lord
Ram had returned back to Ayodhya after killing Ravana on this day. People light candles and
earthen lamps at the night and worship lord Ganesha and goddess Laxmi. Children light
crackers. In this day they paint their cows with haldi and other colours.
7.16. Village School
There is one primary and one middle school in the village which was established in 2012. There
are 6 teachers in the whole school. There is no bathroom in the school. There are around 60
students in this school. The parents do not send their children in the middle school because they
involve them in agriculture.
OBSERVATIONS
There were around 60 students in a school and only 2 teachers .Parents don’t send their children
to school because there is no proper education facility. It looked like both students and teachers
were not interest in education. School is only upto 6th standard and after that parents involve
their children in income generating activity for their family.
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7.17. Health Center
There is no health center or PHC in the village. The villagers go to nearby villages for their
health issues. They had to go either by walking or by cycle. It is very difficult in the time of
situation of a patient. He can die on the way only.
7.18. Spending Patterns
7.18.1. Income according to caste-wise
From the household survey we concluded that general caste earns Rs 4215000/- . They mostly
earns from agriculture , SC earns 565800/- because they mostly do goat rearing then agriculture,
Muslim earns Rs 559000/- from agriculture, goat rearing, saloon etc and OBC earns Rs
1488000/- from agriculture.
7.18.2. Expenditure according to caste-wise
As SC spends Rs 77100/- per year, Others spends Rs 48450/- per year in their daily activities
and OBC spends Rs 122820/- per year.
7.19. Role of the Gram Sabha
For any problem villagers take the help of gram panchayat such as fighting between two parties,
health, cleanliness etc. The gram panchayat also help in the official work of the village and bank
activities also.
OBSERVATIONS
37. 37
Sarpanch and the villagers make a meeting together in the grampanchayat. Sarpanch decide all
the plans and the activities to be done in the village by holding a meeting with the villagers in
the grampanchayat. Gram panchayat is functioning well in the village.
Annexure
SOCIAL MAP
INTRODUCTION
The objective of this map is to help the poorstrengthen their capacity to accumulate resources that
can improve their lives, by building on their existing skills and resources. Therefore, when
starting a saving activity, knowing the capacity and constraints of the people and the environment
in which they live is crucial. This part of the book includes some exercises that the group
facilitator can do together with the people in the village to learn more about them, their village,
and their resources.
Successfulsaving groups require that members have a common interest to save together. For this,
you will need to know who’s who and who’s doing what in the village. This will help you
determine which groups of people are most likely to come together, but also to ensure that you do
not overlook those at the lowest income level who are often left out of this type of
activity.
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Objectives
To visualize who is living where.
To learn about the households by ethnicity, religion, wealth, etc. and understand the reasons
behind certain characteristics (e.g. better-off, poor, poorest).
To learn about the different social groups and/or organizations and how people view them.
Steps
Ask the participants to draw a map of the village, showing all households. For orientation it will
be helpful first to draw roads and significant landmarks of the village.
1. Discuss whether the total number of households has increased or shrunk during recent
years. If there were any changes ask why and whether this has caused any problem for
certain families or for the village.
2. Ask the participants to also show institutions and places that offer some kind of social
service or which are popular places to meet (e.g. schools, churches, health service,
traditional healers, local administration office, village leaders, shops, places where people
frequently meet to socialize, etc.).
3. Ask to show on the map which different ethnic or religious groups live in the area.
4. Ask the group to indicate where female-headed households are. Make sure that everybody
has the same understanding of what the characteristics of a female-headed household are.
5. When someone has given an answer, ask the others whether they agree, disagree or want to
add something. Encourage discussion throughout the exercise.
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We took our 60 households and rest 3 other households which was in a particular area. Different
colours was given to different households. We also showed grampanchayat, cow shed, temples,
school, aaganwadi and SHG centre.
Different colours are
General- red
OBC- yellow
ST- pink
SC- light green
APL- black
BPL- brown
Blue, yellow, light green, red- temple
Blue border-female head
Green circle- land
Pink circle- sanitation facility
Yellow circle- own drinking water facility
Yellow ‘T’-govt. drinking water facility
Light green circle- irrigation facility
Blue circle- bike
Black circle- tractor
Red circle- electricity facility
Pencil digit- no of girls
Brown digit- no of boys
Black- pucca road
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Black- kaccha road
From the social map we came to know about their social and financial status. There was no
female headed house.No electricity in village and many of the households are not having the
sources of drinking water. We came to know that there are 3 temples and are used by all the
villagers. There is gram- panchayat where all the meetings of the village are held and both the
sarpanch and the village take the decisions. There is also a govt. primary school where there are
60 students and 4 teachers. The school is divided into primary and semi- primary. There is a
SHG meeting office where all the SHG women gather and conduct their weekly meetings along
with the sarpanch.
FINDINGS
Kutcha house – 26
Puccahouse – 32
Semi- pucca– 2
Female headed house – 0
Shg meeting office – 1
Gram panchayat – 1
Cattle shed – 0
Govt. primary school – 1
Anganwadi – 1
Temple – 3
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Resource map
INTRODUCTION
Resource mapping can be used as an effective ice breaking exercise as well as a tool to
investigate the knowledge of the people about their own locality, their resources and their
spatial distribution. Resourcemapping can help communities:
Identify valuable resources
Ensure that everyone has access to the resources they need
Avoid duplication of services and resources
Enhance services
Identify flexible funding strategies
Use data to make informed decisions
Cultivate new partnerships and relationships
Resources colours
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A g r i c u l t u r a l l a n d g r e e n
W a s t e l a n d r e d
C o m m o n l a n d o r a n g e
P o n d b l u e
Forests light and deep green
Borewell light green and pink
W a t e r t a n k y e l l o w
H a n d p u m p y e l l o w a n d r e d
O p e n w e l l y e l l o w
K a c c h a r o a d b r o w n
P u c c a r o a d b l a c k
From the resource map we came to know that there are about 2 acres of forest land and 8 acres
of agricultural land. Wasteland is of 1 acres. There are good sources of water for irrigation
which are mostly used in every season. There are a kutcha and pucca roads in the village. But in
the rainy seasonvillagers face lot of problems in the kutcha road while walking.
OBSERVATIONS
FOREST – 2 acres
POND – 1
WATER TANK – 0
BORE WELL – 12
HAND PUMP – 2
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Open well – 1
Waste land – 1 acres
Agricultural land – 8 acres
We get many important information about the resource and opportunities which are
available in the village after a good session of resource mapping. Our other findings are like
the following:
Villagers are aware about the resources available in the village but they don’t know how to
utilize them.
The village has a great platform to start the practice of integrated farming.
The big area of Forrest is a great resource for the village.
Benefits from the activity are –
Minor details were brought to the surface which were not covered in transect walk.
Could be helpful for making villagers aware of some problems like
irrigation and drinking water.
Venn diagram
INTRODUCTION
Different roles played by institutions, organizations, groups and important individuals found in
a village, and their influence on the village (or target group) by using a Venn diagram. This is a
tool that is used to visualize the interactions among these different actors and allows villagers to
put a value to each institution in relation to its importance for the village. The diagram may also
show who participates in each institution in terms of gender, socio-economic class, ethnicity,
religion, etc.
Objectives
To identify and characterize external and internal organizations, groups, important persons
that have a relationship, whether direct or indirect, with the village.
44. 44
To identify who participates in local organizations, institutions and groups, by gender, wealth
and other criteria.
To understand how the different organizations, groups and people relate to one another in
terms of contact, cooperation, flow of information, provision of services, etc.
The Venn diagram shows us the important group, community, individuals found in the village,
as well as villagers view of their importance in the community.
Problem Identification:
After household survey we found that there were Sanitation problem in the village.
PROBLEM
Lack of awareness regarding sanitation and drinking water
CAUSE
No new recruitment according to demand
EFFECT
Parents are not interested to send their children in the school.
We did venn diagram of different institutions in the village and outside the village. We pasted
different round papers on the brown chart papers according to their importance given by the
villagers. We did this task with 10 villagers in the village.
We learn from the Venn diagram that some of the institutions are very far such as commercial
bank, local market and police station. These are situated in kachrod which is 6 km from the
village. People faces many problems to reach their. They go in cycle, bike or by bus. Bus is not
available every time in the village. Rest of the institutions are in the village and outside the
village but not too far. Some of the institutions are in the neighbouring village, so they go there
by cycle, walking or by bike. Sometimes the villagers get facilities and sometimes they do not
get facilities from the institutions.
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FINDINGS
Different institutions according to importance
Institutions distance from the village
PDS centre 35 M
G ra mp a nc ha y at 500 M
C o m m e r c ia l b a n k 1 K M
C o -o p e r a t iv e b a n k 3 0 0 M
P r im ar y s c ho o l . 5 KM
Hospital 10 KM
Aa ng an w ad i 500 M
S HG c entre 400 M
H ig h s c ho o l 1 KM
L o c a l m a r k e t . 5 K M
Railway station 30 KM (Muzaffarpur)
District headquarter 30 KM (Muzaffarpur)
Liq uo r s ho p 10 M
S tate high wa y 100 M
Seasonality
Season of production of crops and vegetables
Soybean, maize, Mustard, onion, chilly, ginger, lauki – june to October
Wheat, garlic, Gram, pea, onion, potato, pumpkin, fodder-Octoberto march
46. 46
Ladies finger- march to june
7.20 Micro Level Plans
7.20.1. INTRODUCTION
Lack of people’s participation in the planning and implementation has been one of the reasons
for unsuccessful implementation of different development schemes. Since the inception of the
Five Year Plan, it has been emphasized that the plans should be prepared and implemented in
close collaboration with the people. It was assumed that without the active cooperation and
support of the local people, identification of genuine needs and available resources at the local
level would not be possible. This was termed as “planning at the grass roots level” or “micro
planning”. Planning at micro level means;
The participation of the beneficiaries, the local people, in identifying needs
Generating available resources in terms of
Material inputs
Co-operative action
Creation of more resources through supportive efforts and
47. 47
Preparation of village plan, keeping in view the available resources.
It has been envisaged that the plan proposals have to be based on actual assessment of
educational need for each habitation. This need assessment can be based on information
collected through house to house survey, covering each child, his or her educational status and if
she/he is out of school then enumeration of the reasons for the same. Along with this survey of
educational facilities available within the habitation or in the nearest vicinity, also has to be
undertaken.
7.20.2. OBJECTIVES
Main objectives behind preparing a micro plan of the village.
Analyzing the main problems.
Preparing a need based plan with people’s participation.
Ensuring that it will help them for whole communities.
7.20.3. METHODOLOGY
We used different methodologies for preparing a micro plan of this village.
Household survey.
PRAexercise.
Analysis of this data to assess the levels of coverage, unmet needs and its reasons, as well as
analysis to study their distribution in the community.
Diagnosis of underlying causes of poor or good performance and reasons for unmet need
and identifying remedial interventions.
Plans for interventions to reduce unmet need and to increase the quality of services.
48. 48
MICRO PLANNING
INTRODUCTION
WHAT IS A MICROPLAN?
The plan for the smallest unit of administration (Panchayat ) is called a micro plan. In
this method the Gram Sabha (Village Council) members of a village plan for their own
village. These village level plans may be called people’s plan. These people's plans are
put together to make a panchayat level plan and are called micro plan. Problems are
solved through solutions that they feel comfortable with. Each problem is solved at the
local level.
The micro plan is a process that builds the capacity of the villagers to analyze their own
situation and work on it to create a better future. The common goals need to be arrived
at by understanding what development means and what will the common priority for
everyone. The need for micro plan arose, as central planning alienated the local people
from village assets and resources. If village resources are owned by the village through
its representatives, and its development is planned with the people they can be
sustained and protected from harm
.
49. 49
OBJECTIVE
The objectives of micro plan are like the following
Building capacity of people to prepare their development plan for implementation.
Increasing information base about the area and its people to utilize available resources
Identification of root cause to solve problems.
Increasing decision-taking capacity.
Improving socio-economic and legal environment of the villageEnhance
negotiation abilities
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Sectors Problem Rank Recommenda
tions
Education Students has
to travel to
Muzaffarpur
for higher
studies,due to
girl school
dropout
4 Quality of
education
should be
improved in
Minapur
village(neares
t village to
Bochaha)
Market
opportunities
The people
wants to
grow crops
that have
higher market
value but
cannot due to
lack of
resources
1 BRLPS &
JIVIKA ,
ATMA
Foundation
Org. can
work in these
areas &
facilitate the
villagers.
Labour Skills Lack of
skilled
labours in the
village
3 young
villages can
be linked &
trained under
state govt &
ATMA
Foundations
for skill
building.
Irrigation The village
has only 1
water natural
resource
2 Watershed Or
Minor
Irrigation
projects
should be
implemented
ex check dam
51. 51
7.20.4. MICRO PLANING
7.21. Organizational Work
7.21.1. VALUE CHAIN ANALYSIS
A value chain is an end to end supply chain and the distribution of value among various
actors in the supply chain
In development we analysis value chains so we can increase value for the poorest actors in
the supply chain
You can increase value for the poorest actors in the chain through creating more value
and/or capturing more value
You can create more value through better productivity with same resources e.g., higher
quality, more quantity, less waste
You can capture more value by building unique assets and/or increased bargaining power
7.21.1.1.Steps involved in the value chain analysis approach
Step 1: Mapping the value chain
Step 2: Understanding the constraints in the value chain
Step 3: Designing a effective interventions
Step 4: Creating a complete intervention strategy
7.21.2.FARMER PRODUCERCOMPANY
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To organize people into groups and form sustainable people's institutions which are able to
create awareness amongst the people (especially in boosting their self-esteems to resist
being swayed by mainstream values and practices), to take care of their interests and to fight
exploitation in all forms and to all extents.
To educate and train the group members to utilize their skills properly and to improve their
economic conditions.
To improve the standards of, and awareness about health and education amongst the people.
To increase awareness amongst the people not only on how to efficiently and sustainably
manage their resources but also about alternative sources of income by demonstration as
well as by pilot activities. These activities would include on farm activities as well as off
farm activities.
To help the group members to upgrade their skills and technology to make best use of
resources.
To build the capacity amongst the people to sustainably manage their resources without
outside involvement.
7.22.NSS ACTIVITY
7.22.1. Introduction
Father of Nation Mahatma Gandhi “Bapu” after studying the history of India and various
aspects of its underlying problem realized that if educated youth population in the process of
taking education extends their helping hand in societal welfare, it would jointly bind every
citizen of India together to realize each other’s problems and needs. Bapu was of the view that
students should not understand that the time they have in their hand, is for increasing their
intellectual abilities but it is also a time for shaping the destiny for future too.
Since then after independence various plans kept started moving around to aim at arousing the
feelings of affection, love, integrity, sacrifice, social welfare, self-dependence, cooperation,
patriotism etc. among students and during their education life they could get a better training to
become an able citizen of future. In 1950, first education commission recommended voluntary
service of nation by students. Meeting of the then Education Minister, Sardar Ballav Bhai Patel
in 1956; directions placed by first prime minister Jawahar Lal Nehru; recommendations of the
committee headed by Dr. C.D. Deshmukh in 1959; Comprehensive study of national service by
students of few countries in the world conducted by Prof. K. G. Saiuddin in 1960,
recommendations of the education committee (1965-66) president Dr. D.S. Kothari; meetings of
53. 53
education ministers and vice-chancellors in 1967 and meeting of various representatives of
universities, higher educational institutes and ministry of education in 1969, all laid foundation
for National Service Scheme. On September 24, 1969, NSS was formed with only 40,000 NSS
volunteers in 37 Universities of India. University Grants Commission (UGC) recommended to
introduce it in the courses run by Universities.
National Service Scheme is a largest voluntary organization in the world with more than 1 lakh
students in India. The basic purpose of the formation of NSS was to inculcate the societal
feelings among the learned aspirants for society and environment. Further NSS volunteers
spread their wings in community development, cleaning and various social services. At present
about 28 lakh students (volunteers) of 198 Universities, 9117 Post Graduate colleges, 7542
schools affiliated to higher secondary board and 1196 technical institutes have been enrolled in
NSS. 33 Universities have included NSS as a coursein their curriculum.
7.22.2. Aims and Objectives of NSS
The motto of the National Service Scheme (N.S.S.) is "Not Me, But You"; NSS fully aims at
self-development of volunteers through social service. Feelings of affection, love, integrity,
sacrifice, social welfare, self-dependence, cooperation, patriotism are the yardsticks and
hallmarks to be reckoned with.
In general following are the aims and objectives of National Service Scheme.
To spread the mass awareness among public on various subjects like education, social
Integration, cleanliness, health awareness etc.
To take active part in various activities aims at national integration and universal
brotherhood.
To help universities, institutes and governments on various programs aimed at society.
To extend helping hand in maintain the cleanliness and upkeep of every destination.
Ensuring equity within and between generations.
To assimilate and incorporate environmental values in the education.
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7.22.3. OUR NSS ACTIVITIES
PLANTATION
OBJECTIVES:
The few objectives that I have set during my NSS activity were as follows:
To instil leadership qualities and make the students aware of their responsibility towards the
environment.
To make the students &peoples aware of the impacts of global warming and importance of
tree plantation activity.
55. 55
EXPECTED BENEFITS TO THE SOCIETY
We like trees around us because they make life more pleasant. Most of us respond to the
presence of trees beyond simply observing their beauty. We feel serene, peaceful, restful, and
tranquil in a grove of trees. Trees alter the environment in which we live by moderating climate,
improving air quality, conserving water, and harboring wildlife. Climate control is obtained by
moderating the effects of sun, wind, and rain. Radiant energy from the sun is absorbed or
deflected by leaves on deciduous trees in the summer and is only filtered by branches of
deciduous trees in winter. We are cooler when we stand in the shade of trees and are not
exposed to direct sunlight. In winter, we value the sun’s radiant energy. Therefore, we should
plant only small or deciduous trees as much as.
On the whole NSS activity was very learning for us. We had a very good experience at the
village school. It was a unique experience for us to spend so much time with the teachers and
the students. It will always remain attached in our heart for much time to come.We planted trees
like Jackfruit and mango with the middle school children in the Rampur jaipal village. We
56. 56
planted 2 trees in front of the school.We also did a hand washing program with the middle
school children. We made them aware about staying healthy and keep their hands clean and
wash their hands after bathroom and before taking food.
Waterand sanitationawareness
OBLECTIVES
To make the students aware about cleanliness.
To wash their hands after bathroom and before taking meal, so that there will be no diseases
and they will remain healthy.
To aware about different germs that can cause many health diseases.
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EXPECTED BENEFITS TO THE SOCIETY
Hand washing with soap is the most effective and inexpensive way to prevent diarrheal and
acute respiratory infections, which take the lives of millions of children in developing
countries every year. Together, they are responsible for the majority of all child deaths. Yet,
despite its lifesaving potential, hand washing with soap is seldom practiced and difficult to
promote.
Turning hand washing with soap before taking meal and after using the toilet into an
ingrained habit could save more lives than any single vaccine or medical intervention,
58. 58
cutting deaths from diarrhoea by almost half and deaths from acute respiratory infections by
one-quarter. A vast change in hand washing behaviour is critical to meeting the Millennium
Development Goal of reducing deaths among children under the age of five by two-thirds by
2015.
Global Handwashing Day focuses on children because not only do they suffer
disproportionately from diarrheal and respiratory diseases and deaths, but research shows
that children – the segment of society so often the most energetic, enthusiastic, and open to
new ideas – can also be powerful agents for changing behaviours like hand washing with
soap in their village.
7.23. Community Mobilization
is the process of engaging communities to identify community priorities, resources, needs and
solutions in such a way as to promote representative participation, good governance,
accountability and peaceful change
.
Objectives
An integrated model for providing end to end solution to the farmer.
Institutions building for farmers
Middleman reduction
Awarness about integrated farming
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Methodology
Organizing meetings/ seminar for farmers explaining their experience
weekly village level meeting
awareness drive given to farmers
specially focus on female farmer to improve their livelihood and adopt modern techniques
Formation of groups at village level
Among group of farmers we select director,secretary and treasurer
7.24. Community Mobilization Process
Formation of group at village level
60. 60
Awareness drive among farmer
Organizing meetings/ seminar for farmers explaining their experience
Among group of farmers we select director,secretary and treasurer
Group registation with AATMA foundation
Training CRP for integrated farming
Formation of FPO at block level
8. LESSONS LEARNT
We have learnt their culture, traditionand language and being a part of
village we came to know about how they adapt themselves in different
situations .
We used PRA tools to discover various problem that households face in day to day life.
We gained practical experience what we learnt in our class.
We got to know the different problems faced by the villagers.
We learned to form SHG.
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9. CONCLUSION
The village study enabled us in studying the various aspects of the village life. We
came to know various things knowing which perhaps were not possible without
staying in the village among the rural population. Our stay helped us to understand
the lives of the villagers, their hardship and various dynamics relating to it. The
First-hand experience of various development plans running in the village and
impact of it helped us to sharpen our understanding of this plan a ground realities
associated with them. It’s easy to stay outside the village and suggests various means
for the development of village but the real picture is quite different in the village.
The village do have its bright colour which is absent in urban areas, even in many
developed cities of the country. The facts like positive sex ratio, female position in
the house, etc. are among some of the positive aspects of the village. Still there is
62. 62
sufficient scope of improvements in the village related to the providing of livelihood
opportunity to the villagers.
10. BIBLIOGRAPHY
REFERENCEFROM THE WEBSITES
www.google.com
www.gvtindia.org
Gram panchayat
KF office
