Instructions to Students for Community

Service Project

Please read the detailed Guidelines on

Community Service Project hosted on
the website of AP State Council of
Higher Education
https://apsche.ap.gov.in

Link:

COMMUNITY
SERVICE PROJECT

https://apsche.ap.gov.in/Pdf/Guidelines
%20for%20the%20OJT%20Internship
%20Community%20Service
%20Project.pdf

1. It is mandatory for all the students to

complete 2 months (180 hours) of
Community Service Project as a part of
the 10 month mandatory internship/on
the job training.

2. Consider yourself as a committed

volunteer in the community, you work with.

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3. Every student should identify the village/community/habitation for
Community Service Project (CSP) in consultation with the College
Principal/the authorized person nominated by the Principal.

4. Report to the community/habitation as per the schedule given by

the College. You must make your own arrangements of
transportation to reach the community/habitation.

5. You will be assigned with a Faculty Guide from your College.

He/She will be creating a WhatsApp group with your fellow
volunteers. Post your daily activity done and/or any difficulty you
encounter during the programme.

6. You should maintain punctuality in attending the CSP. Daily

attendance is compulsory.

7. You are expected to learn about the community/habitation and their

problems.
8. Know the leaders and the officials of the community/habitation.
9. While in project, always wear your College Identity Card.
10. If your College has a prescribed dress as uniform, wear the uniform
daily.
11. Identify at least five learning objectives in consultation with your
Faculty Guide. These learning objectives can address:

• Information about the community, including the realities and

problems of the society.

• Need for creating awareness on socially relevant

aspects/programs.
• Acquiring specific Life Skills.
• Learning areas of application of knowledge and technologies
related to your discipline.

• Identifying developmental needs of the community/habitation.

12. Practice professional communication skills with team members, and
with the leaders and officials of the community. This includes
expressing thoughts and ideas effectively through oral, written, and
non-verbal communication, and utilizing listening skills.
13. Be regular in filling up your Program Book. It shall be filled
up in your own handwriting. Add additional sheets
wherever necessary.
14. At the end of Community Service Project, you shall be evaluated by
the person in-charge of the community/habitation to whom you
report to.

15. There shall also be evaluation at the end of the community service
by the Faculty Guide and the Principal.

16. Do not indulge in any political activities.

17. Ensure that you do not cause any disturbance to the inhabitants or
households during your interaction or collection of data.

18. Be cordial but not too intimate with the persons you come across
during your service activities.

19. You should understand that during this activity, you are the
ambassador of your College, and your behavior during the
community service programme is of utmost importance.

20. If you are involved in any discipline related issues, you will be
withdrawn from the programme immediately and disciplinary action
shall be initiated.

21. Do not forget to keep up your family pride and prestige of your
College.
22. Remember that you are rendering valuable service to the society
and your role in the community development will become part of
the history of the community.

Community Service Project Report

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 Submitted in accordance with the requirement for the degree of
………….

Name of the College: Rise krishna Sai Prakasam group of institutions

Department: Computer science and engineering

Name of the Faculty Guide:- Dr. Indumathy

Duration of the CSP: From………To………

Name of the Student: Addanki Abhishek

Programme of Study :- Awareness on school education

Year of Study: 2nd year

Register Number: 238A1A05B7

Date of Submission:

Student’s Declaration
I,…..... Addanki Addanki.........,a student of Awareness on
school education…….Program, Reg. No. ……
238A1A05B7…………of the Department of C.S.E……., ……Rise
krishna Sai Prakasam Group of Institutions……… College do
hereby declare that I have completed the mandatory community
service from……5-6-2025.. to …7-14-2025……….in ………
thimmayapalem………. (Name of the Community/Habitation)
under the Faculty Guideship of......DR.INDUMATHY............, (Name
of the Faculty Guide), Department
of……C.S.E………in ………Rise krishna Sai Prakasam Group of
Institutions…………………… College

(Signature and Date)

Endorsements

Faculty Guide

Head of the Department

Principal

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 Certificate from Official of the Community

This is to certify that ………………………. (Name of the Community

Service Volunteer) Reg. No……………… of …………………… Name of
the College) underwent community service in ……………………………
(Name of the Community) from……………… to …………………..

The overall performance of the Community Service Volunteer during

his/her community service is found to be ……………….
(Satisfactory/Good).

Authorized Signatory with Date and Seal

ACKNOWLEDGEMENTS

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Acknowledgements
 Index
S. No. Chapter/ Title Page No.
Section
1 – Instructions to
Students for
Community
Service Project
2 – Student Details
& Declaration
3 – Acknowledgeme
nts
4 Chapter 1 Executive
Summary
5 Chapter 2 Overview of the
Community
6 Chapter 3 Community
Service Part
7 – Weekly Activity
Logs and
Reports
- Week 1: Initial
Community
Visits & Poster
Design
- Week 2:
School
Sessions,
Pamphlet
Distribution
- Week 3:
Digital
Campaigns,
Quiz & Youth
Engagement
- Week 4: Skit
Performance &
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 Local Authority
Interaction
- Week 5:
Feedback
Collection and
Report Drafting
- Week 6: Final
Review and
Reflection
8 Chapter 4 Mini Project
Report
- Introduction
- Objectives of
the Mini
Project
- Methodology
- Data Analysis
and
Interpretation
- Awareness
Programme
Conducted
- Outcomes and
Impact
- Challenges
Faced
9 Chapter 5 Outcomes
Description
(Survey,
Problems
Identified,
Plans)
10 Chapter 6 Recommendatio
ns and
Conclusion
11 – Student Self-
Evaluation
12 – Community In-
 charge
Evaluation
Form
13 – Photos &
Videos links
–

CHAPTER 1: EXECUTIVE SUMMARY

The community service report shall have only a one-page executive

summary. It shall include a brief description of the Community and
summary of all the activities done by the student in CSP and five or more
learning objectives and outcomes.

The Community Service Project (CSP) on “Awareness on School Education” was designed
and implemented with the goal of raising understanding and appreciation for formal
schooling among diverse groups in the community. This project extended across eight
weeks and adopted a practical, interactive approach focused on community engagement
and social impact. The central theme was to influence and support education in local
households through personalized discussions, visual materials, and digital tools.
The need for this project arises from the observation that, while educational facilities are
often present, several children are irregular or absent from school due to lack of parental
awareness, support, or belief in the system. Some parents are educated but disengaged,
while others have never received schooling and do not understand its value. Therefore, a
tailored strategy was developed to reach different types of people, with separate methods
for youth, educated adults, and illiterate elders.
The first group targeted was the youth—students and young adults still in education. For
this group, recommendations included books like “Goal Setting,” “The Power of
Emotional Intelligence,” and other materials aimed at logical and strategic thinking. They
were also introduced to free online learning resources such as SWAYAM, which provides
courses in multiple disciplines at no cost.
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The second group was educated parents—people who had completed at least secondary
education. These individuals were advised to explore materials like “The Power of Your
Subconscious Mind” in both English and Telugu to help them develop a positive mindset
and healthy family environment. They were also encouraged to promote education within
their families and motivate their children to value schooling. Telegram was introduced as
a digital resource for accessing self-protection and parenting resources.

The third and most challenging group consisted of uneducated parents and grandparents
who had little or no formal education. Communication with this group had to be simple
and emotional. Success stories of educated children, posters, and videos in the local
language were used to make an impact. Free learning apps like Khan Academy, which is
user-friendly and suitable for children aged 6 to 15, were introduced to these families to
encourage learning at home.
Each week of the CSP was dedicated to a specific theme, beginning with planning and
preparation, followed by field visits, material distribution, and awareness activities.
Special focus was placed on designing and displaying educational posters, conducting
small group discussions, and making home visits to talk to families directly.
The project concluded with feedback collection, observation of visible changes, and final
documentation. The outcomes included increased interest in school education among
families, use of educational apps in homes, and confirmation from some parents that they
planned to send their children to school regularly. Moreover, students and elders showed
improved awareness about the role of education in personal development and economic
progress.
This CSP helped the student coordinator to develop interpersonal communication,
leadership, and problem-solving skills. The field experience of interacting with diverse
individuals brought deeper understanding of the social factors affecting education. The
project not only served the community but also contributed to the student’s growth as a
socially responsible and proactive individual.
 CHAPTER 2: OVERVIEW OF THE COMMUNITY

 About the Community/Village/Habitation including historical profile

of the community/habitation, community diversity, traditions, ethics
and values.
 Brief note on Socio-Economic conditions of the
Community/Habitation.
The community targeted in this project is representative of a semi-
urban or rural environment where a mixture of social classes,
occupations, and educational backgrounds exist. It features
households that vary from well-educated families to those who have
never experienced formal schooling. While the infrastructure
includes basic educational facilities such as government schools
and anganwadi centers, awareness about the importance of
education is not uniform across the population.

One major observation is that school-going children are often supported by

their immediate family, but
this support weakens in homes where parents or grandparents lack formal
education. Many of these families
depend on daily wage work, farming, or small businesses. While economic
hardship is a challenge, the larger
issue is lack of motivation or understanding of the long-term benefits of education.
Educated youth in this community are generally aware of education’s value but
often lack direction or discipline. Many college-going students are interested in
growing but do not have guidance on self-improvement or time management.
Through this project, these youth were given resources such as motivational
books, time management guides, and career guidance.
Educated parents are cooperative and tend to value education for their
children but may not always actively participate in the educational process. Some
are not fully aware of free government schemes or free e-learning resources that
could support their children’s studies. By sharing digital tools like Telegram
channels and awareness of schemes, they were empowered to take more
initiative.
Uneducated parents, especially older women and grandparents, face significant
challenges in understanding formal education. Many did not attend school
themselves, making it hard to see its relevance. In this context, the project
adopted storytelling, videos in the local language, and real-life examples to make
a connection. This emotional and respectful approach proved to be effective in
gaining their attention and trust.
Another important observation is the use of mobile phones across age groups.
While many elders do not use smartphones,
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most younger family members do,
 making it possible to promote digital learning indirectly by encouraging parents to
allow their children to use educational apps.
The community has a good social structure with high respect for teachers and
students. Therefore, messages coming from a college student were generally
welcomed and taken seriously. By maintaining a friendly and humble approach,
the student conducting the project was able to build rapport quickly and create
meaningful dialogue.
Cultural practices in the area include a strong emphasis on family unity, religious
faith, and social customs. This made it easier to promote education by aligning it with
values such as responsibility, progress, and future security. For instance, families
were told that sending their children to school is a way of fulfilling their duty toward
God and society.
Overall, the community showed a mixed but positive response. While some
required extra effort and patience, others showed immediate interest. With
consistent follow-up, the change in attitude became visible over the course of the
eight weeks. Children became more interested in schoolwork, and parents
expressed pride in their children’s educational progress.
This overview highlights that awareness is most effective when tailored to the
unique character and mind-set of the community. The key lesson is that people
are willing to change when approached with understanding, respect, and useful
tools.
 CHAPTER 3: COMMUNITY SERVICE PART

Description of the Activities undertaken in the

Community during the Community Service Project. This
part could end by reflecting on what kind of values,
life skills, and technical skills the student acquired

The community service component of this project was executed

through structured weekly tasks and daily goals. It involved direct field
interaction, digital and printed educational tools, poster campaigns,
and verbal counseling. The work was divided into eight weeks, with
each week focusing on specific goals that addressed one of the three
target groups identified during the planning phase.
Week 1 was devoted to planning and preparation. The student selected
the project title, understood the objectives, divided the community into
three categories, and collected learning resources including books, app
names, and motivational content. Posters and a weekly activity plan
were created and reviewed by the guide.
Week 2 focused on engaging educated and educating youth. College
students and learners in the area were approached and provided with
reading lists such as “Goal Setting” and “Emotional Intelligence.” The
SWAYAM app was introduced and demonstrated. Discussions were held
about time management and self-learning, and feedback was collected
from those who tried the suggested resources.
Week 3 addressed educated parents. These were mostly working
professionals or homemakers who had completed basic schooling or
higher education. Conversations were held around child development,
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educational tools, and the role of parents in schooling. The book
“Power of Your Subconscious Mind” was recommended, and digital
platforms like Telegram were introduced for self-development and
parenting resources.
Week 4 targeted uneducated parents and grandparents. This was the
most emotionally sensitive and challenging part of the project.
Communication was done in simple language, and educational videos
in the local language were shown. Posters with pictures and
motivational stories were shared. Tools like Khan Academy were
demonstrated, and families were encouraged to allow their children to
explore such resources.
Week 5 was dedicated to field outreach through poster campaigns.
Awareness posters with messages such as “Education is the First Step
to Success” were printed and pasted in common areas like market
centers, bus stops, and school entrances. Short speeches and
interactions were held with passers-by to spread the message.
Week 6 involved small group talks and motivational storytelling. The
student spoke to small gatherings of parents and elders about the
benefits of education using real examples. Children were motivated
through reading stories and playing simple learning games. This week
built emotional connection and community rapport.
Week 7 focused on collecting feedback and observing changes.
Responses from earlier visitors were noted. Families were asked about
changes in their attitude and plans. Some confirmed their intention to
enroll their children in school or explore learning apps. This was
documented as evidence of the project’s impact.
Week 8 was for documentation and submission. Reports were written,
logs were completed, photos were arranged, and the PowerPoint
presentation was prepared. A final review was conducted with the
faculty guide before submission.
Throughout the CSP, the student practiced communication, public
speaking, teamwork, and basic counseling. The hands-on experience
taught empathy, adaptability, and leadership. More importantly, it
brought small but real change in people’s lives and attitudes toward
education.
The community service effort proved that a structured and
compassionate approach can make a significant difference, even in a
short time. The impact of this CSP, though modest, was genuine and
meaningful for both the community and the student.
.

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 WEEKLY REPORT – WEEK 1
From Date: _26/5/25_____ to Date: _____31/5/25_

The Week 1 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 1

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
26/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
27/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
28/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
29/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
 education
promotion.
Day 5 Day 5 activities Learned skills such as
30/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
31/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

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 WEEKLY REPORT – WEEK 2
From Date: __1/6/25____ to Date: ____6/6/25__

The Week 2 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 2

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
1/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
2/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
3/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
4/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
 promotion.
Day 5 Day 5 activities Learned skills such as
5/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
6/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

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 WEEKLY REPORT – WEEK 3
From Date: _8/6/25_____ to Date: ___13/6/25___

The Week 3 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 3

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
8/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
9/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
10/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
11/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
 promotion.
Day 5 Day 5 activities Learned skills such as
12/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
13/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

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 WEEKLY REPORT – WEEK 4
From Date: _15/6/25_____ to Date: __20/6/25____

The Week 4 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 4

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
15/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
16/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
17/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
18/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
 promotion.
Day 5 Day 5 activities Learned skills such as
19/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
20/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

Page No:
 WEEKLY REPORT – WEEK 5
From Date: ____22/6/5__ to Date: __28/6/25____

The Week 5 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 5

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
22/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
23/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
24/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
25/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
 promotion.
Day 5 Day 5 activities Learned skills such as
26/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
27/5/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

Page No:
 WEEKLY REPORT – WEEK 6
From Date: _30/6/26_____ to Date: ____5/7/25__

The Week 6 of the Community Service Project (CSP) on “Awareness of School Education” was focused on
continuing community interaction, reinforcing the importance of school education, and implementing structured
awareness activities. The week began with a review of previous engagement outcomes and identifying areas
needing intensified focus.

Efforts were made to engage more families, especially those identified as having school-age children not currently
enrolled. Awareness sessions were conducted through group meetings, storytelling, and visual presentations.
Emphasis was laid on girl child education and addressing myths around formal schooling. Collaborative activities
with school authorities included monitoring student attendance, facilitating mid-day meal awareness, and
conducting career guidance talks.

Educational posters were updated and redistributed, and student volunteers helped in conducting interactive
sessions in schools. Community feedback was gathered through informal surveys and used to tailor upcoming
activities. This week enhanced my leadership, planning, and evaluation skills, and reinforced the positive response
from the community towards educational awareness.

WEEKLY ACTIVITY LOG – WEEK 6

Day & Date Brief Description of Learning Outcome Person In-charge
the Daily Activity Signature
Day 1 Day 1 activities Learned skills such as
30/6/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 2 Day 2 activities Learned skills such as
1/7/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 3 Day 3 activities Learned skills such as
2/7/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 4 Day 4 activities Learned skills such as
3/7/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
 promotion.
Day 5 Day 5 activities Learned skills such as
4/7/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.
Day 6 Day 6 activities Learned skills such as
5/7/25 focused on communication,
community leadership, and
interaction, data awareness creation.
gathering, and
education
promotion.

Page No:
 1.

Chapter-4

Report of the mini-project work done in the related subject w.r.t the
habitation/village.

A mini-project work in the related subject w.r.t the habitation/village. (For ex., a
student of Botany may do a project on Organic Farming or Horticulture or usage of
biofertilizers or biopesticides or effect of the inorganic pesticides, etc. A student of
Zoology may do a project on Aquaculture practices or animal husbandry or poultry
or health and hygiene or Blood group analysis or survey on the Hypertension or
survey on the prevalence of diabetes, etc.
The Report shall be limited to 6 pages.
Mini Project Title: Enhancing School Education Awareness through Digital Learning
and Personalized Outreach

Introduction:
As a part of the Community Service Project (CSP) on “Awareness on School Education,” a mini project was
conceptualized and implemented to provide focused, sustainable, and scalable results. This mini project aimed
at improving educational awareness in the community using digital tools, one-on-one guidance, and active
community participation. Recognizing the socio-economic
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community, this initiative adopted a layered, inclusive approach that combined traditional outreach methods
with modern educational resources.

This mini project spanned the full 8-week period and was executed alongside broader CSP activities. Its core
focus was to demonstrate how free and accessible educational content can change mindsets, motivate families,
and bring about long-lasting awareness around school education. The mini project also explored the role of
digital learning, parent participation, student motivation, and community-level support.

Objectives of the Mini Project:

1. To promote awareness on the importance of school education through direct interaction and
storytelling.
2. To introduce families, especially children and parents, to free digital learning platforms like SWAYAM and
Khan Academy.
3. To categorize the community based on their educational exposure and provide customized resources to
each group.
4. To create motivational posters, digital learning sessions, and child-friendly story-based sessions to
support school-going children.
5. To collect feedback and track change in behavior, interest, and understanding related to formal
education.

Structure and Methodology:

The mini project was structured around a personalized awareness and learning model. The community was
divided into three target categories:

1. Educated youth and students – college-going or high school students who are literate and digitally
connected.
2. Educated parents – adults with some formal schooling but limited digital awareness.
3. Uneducated parents or grandparents – people with little or no formal education.

Separate strategies were employed for each group. A mix of verbal communication, digital demonstrations,
poster campaigns, and interactive sessions were held. A small team of two fellow volunteers helped in some
group sessions. The mini project was performed with consent from participants and documented daily.

Activities Conducted:
 1. Digital Education Demonstrations (Week 2 & 3)

Used a mobile phone to show how Khan Academy works.

Installed SWAYAM app on 5 phones of youth and parents.

Created a WhatsApp list to share weekly educational video links.

Demonstrated voice search in Telugu for videos on hygiene, stories, and general knowledge.

Helped students select a short free course based on their interests.

2. Personal Outreach and Storytelling (Week 3 & 4)

Visited over 25 families individually.

Shared real-life stories of successful students from humble backgrounds.

Used local examples to make it relatable.

Explained the importance of not dropping out and continuing education at least until 10 th class.

Delivered the message with emotion and respect.

3. Posters and Visual Content (Week 5)

Designed 10 posters with motivational quotes.

Used simple slogans like “Education is Your Child’s Right,” “A Book Today, A Future Tomorrow.”

Placed them near schools, temples, and markets.

Received questions from curious passersby, which started new conversations.

4. Children’s Learning Sessions (Week 5 & 6)

Conducted 3 group activities with 3–5 children each.

Used flashcards to teach Telugu letters and English words.

Played educational games like memory quiz and traffic signal match.

Gave away small charts and pencils to encourage them.

Shared a cartoon story about a girl who became a teacher after education.

5. Parent Feedback Sessions (Week 7)

Collected simple oral feedback from 10 parents.

Asked questions like “Do you think your child needs education?” and “Will you help your child use learning
apps?”

Summarized their feedback and noted down key responses.

Some parents admitted they were unaware of free tools and felt encouraged to explore further.

Sample Interview Responses:

“I never knew about SWAYAM before. This app looks useful. I will ask my son to try it.”

“I studied up to 8th standard, but I did not know how to help my daughter. Now I got some ideas.”

“This video is very good. Even elders can learn.”

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“I thought education is only for the rich, but now I want my child to go to college.”

Mini Project Impact:

On Children:

Improved interest in school through stories and group activities.

Learned new words and facts using phone videos and flashcards.

Became more confident in sharing what they learned.

On Youth:

Started using SWAYAM for self-study.

Became more open to learning new subjects outside their syllabus.

Some expressed interest in becoming future volunteers.

On Parents:

Shifted mindset from passive to participatory.

Became aware of their own role in supporting school learning.

Accepted importance of consistent attendance and daily school routine.

On the Community:

Posters and discussions sparked community conversations.

Encouraged interaction between neighbours about education.

Initiated the idea that everyone has a role to play in school awareness.

Learning Outcomes for the Student

1. Leadership and Initiative:

Independently led a mini project that combined creativity, digital knowledge, and community outreach.

2. Communication and Soft Skills:

Developed the ability to talk effectively with elders, children, and families.

3. Digital Literacy Training:

Learned to explain apps and tools in local language, and adapt based on feedback.

4. Observation and Reflection:

Maintained records, listened to feedback, and analyzed impact.

5. Creativity and Teaching:

Designed posters, organized learning games, and encouraged joyful learning.

Key Challenges and How They Were Managed:
Digital Illiteracy: Solved by showing videos directly and guiding one-on-one.

Hesitation of Parents: Addressed by approaching respectfully and slowly building trust.

Lack of Time: Visits were scheduled at convenient times (early morning or late evening).

Resistance to Change: Used emotional stories and peer examples to motivate them.

Suggestions for Future Implementation:

Expand this mini project to other habitations using trained student volunteers.

Collaborate with local schools for monthly story sessions and poster events.

Recommend local administration to dstribute printed leaflets in Telugu.

Organize a digital education van with tablets to demonstrate learning tools.

Connect with NGOs or teachers to provide regular mentorship for children.

Chapter 5: Outcomes and Description

1. Socio-Economic Survey of the Community
To understand the current status of school education and the factors affecting
it in the community, a socio-economic survey was conducted. The survey was
designed to collect both quantitative and qualitative data from families with
school-going children, dropouts, teachers, and local stakeholders. It covered
over 100 households of diverse backgrounds and income levels.
Key Insights from the Survey:
Parental Education: A large portion of parents—particularly mothers—were
either uneducated or had discontinued education at the primary level.
Occupational Profile: Most households depended on daily wage labor,
agriculture, or small-scale trade. Education was not always seen as directly
beneficial to these livelihoods.
Dropout Patterns: Children, particularly girls, were more likely to drop out by
the end of primary or early secondary education due to early marriage,
household responsibilities, or perceived irrelevance of school education.
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Access to Schools: Though primary schools were present in the vicinity, access
to high schools or junior colleges was more difficult due to distance, safety
concerns, or financial costs like transportation.
Technology Divide: A majority of households lacked digital resources such as
smartphones, internet access, or digital literacy, which further alienated them
from modern education tools, especially during periods like COVID-19.
This survey played a crucial role in tailoring awareness sessions to the unique
needs of the community.

2. Problems Identified in the Community

Through continuous engagement, observation, and survey data, the following

critical issues affecting school education in the community were identified
Educational Challenges
Low Enrollment and High Dropout Rates: Especially in the age group of 11–15
years. Girls were disproportionately affected.
Irregular Attendance: Children often missed school due to involvement in
domestic work, field labor, or economic pressures.
Lack of Parental Motivation: Many parents did not prioritize education,
considering it an unnecessary expense or distraction.
Academic Gaps: Many children lagged behind academically due to lack of
parental support at home and absenteeism.

Economic and Infrastructure Challenges:

Poverty and Economic Insecurity: Daily wage earners often involved their
children in income-generating activities.
Poor School Infrastructure: Some schools lacked clean toilets, proper drinking
water, electricity, and classroom furniture
Limited Awareness of Government Schemes: Parents were unaware or
misinformed about free uniforms, textbooks, scholarships, or transportation
facilities.

Social and Cultural Barriers:

Gender Discrimination: Many parents still preferred to educate boys over girls,
assuming girls would get married early and not require education
Child Marriage and Early Responsibility: Teenage girls often dropped out due
to family pressure or marriage
Lack of Role Models: Children in many families lacked educated adults to look
up to, reducing motivation to pursue education.

3. Short-Term and Long-Term Action Plans

Based on the identified problems, a set of strategic short-term and long-term
action plans were developed to bring meaningful change in the community’s
perception and engagement with school education.

Short-Term Plans:
1. Awareness Drives: Regular street plays, home visits, and awareness
meetings to sensitize parents about the importance of education.
2. Information Dissemination: Distribution of pamphlets and posters
highlighting the benefits of education and available government scheme
3. School Visits: Weekly interaction with students to keep them motivated
and to understand their challenges directly
4. Community Mobilization: Involving local influencers, youth, teachers,
and women’s groups to support the awareness mission.
5. Parent–Teacher Interaction Sessions: Organizing discussions between
parents and educators to build trust and engagement.
6. Special Sessions for Girl Education: Addressing myths and highlighting
success stories of educated women to inspire both parents and girls.
Long-Term Plans:
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 1. Formation of Educational Support Groups: Encouraging communities to
create “learning circles” or neighborhood study groups.
2. Bridge Programs for Dropouts: Identifying dropouts and referring them
to special bridge education programs or NGOs.
3. Collaboration with Local Government: Recommending improvement of
school infrastructure, recruitment of teachers, and provision of transport
4. Monitoring and Mentorship System: Creating a student tracking
mechanism with help from teachers and volunteers to reduce dropouts.
5. Capacity Building for Parents: Conducting digital literacy and adult
education sessions to make parents active stakeholders in their
children’s learning.
6. Campaign for Community Libraries or Learning Hubs: Promoting the idea
of small reading rooms or after-school support centers using community
halls.
These initiatives are aimed at achieving long-term sustainability and
community ownership of educational goals.

4. Description of Community Awareness Programs Conducted

Over the course of eight weeks, several awareness and community

engagement programs were conducted to inspire, inform, and influence
families and students about school education. The activities were designed to
be participative, creative, and easy to understand for all age groups.

Major Activities Conducted:

1. Door-to-Door Visits:
Direct engagement with families to discuss children’s education.
Clarified doubts and myths about girl education and school expenses.

2. Poster and Pamphlet Campaign:

Designed colorful, visual posters and distributed informative leaflets in the
local language.
Posters focused on slogans like “Padhega Bharat, Tabhi Toh Badhega Bharat”
and “Educate a Girl, Empower a Nation.”
3. Street Plays
Local volunteers and students performed skits about school dropouts and
early marriage.
Engaged large groups and left a memorable impression.

4. Group Discussions with Parents:

Conducted open forums where parents could voice their concerns.
Teachers and volunteers responded with solutions and success stories.
5. Interactive Student Sessions:
Games, quizzes, motivational talks, and career guidance sessions held in
schools.
Focused on instilling confidence and aspiration in students.

6. Special Focus Days:

“Girl Child Education Day” where mothers of school-going girls were invited to
share their experiences.
“Back to School” pledge event for parents and children.

7. Teacher Collaboration:
Weekly reviews with teachers to analyze attendance records and problem
cases.
Joint planning for follow-up visits and motivational events.

8. Feedback Collection:
A structured feedback mechanism from students, teachers, and parents was
implemented to gauge the effectiveness of the awareness campaign.

5. Positive Outcomes of the Project

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The awareness efforts led to several encouraging outcomes in the community.
Some of the key results included:
Increased Awareness: Families became more informed about the long-term
benefits of education and available government support schemes.

Improved Attendance: Several students who had irregular attendance began

attending school more regularly after follow-up and counseling.
Girl Child Education: A notable improvement in willingness among families to
educate daughters was observed.
Re-enrollment: A small number of dropout children expressed willingness to
return to school, and some were successfully re-enrolled with help from
school staff.
Parent Involvement: Parents started engaging more in their children’s
academic activities and expressed interest in school meetings.
Behavioral Change: Reduced hesitation among children, especially girls, to
speak publicly or ask questions in class.
Teacher Support: Increased collaboration between teachers and community
volunteers in supporting student retention.

6. Reflections on Skill Development and Personal Growth

Apart from the social outcomes, the project also had a profound impact on my
personal and professional growth:
Communication: Improved my ability to interact with diverse groups and
convey messages effectively.
Leadership: Took initiative in organizing events, managing volunteers, and
coordinating with officials.
Empathy: Gained deeper understanding of real-life challenges faced by rural
families.

Time Management: Learned to manage daily schedules while adapting to

community needs.
Problem Solving: Addressed unexpected resistance and logistical hurdles with
creativity and persistence.

Conclusion

The outcomes of the “Awareness of School Education” project underline the

significance of community-based efforts in addressing educational challenges.
By combining data-driven planning, creative engagement methods, and
empathetic communication, it is possible to bring about a meaningful shift in
societal attitudes. The seeds planted during this project have the potential to
grow into sustained educational development, provided continued support is
given by schools, parents, and community stakeholders.

CHAPTER 6: RECOMMENDATIONS AND CONCLUSIONS OF THE MINI

PROJECT

The mini project titled “Enhancing School Education Awareness through

Digital Learning and Personalized Outreach” served as a practical and impactful
extension of the Community Service Project. Through carefully planned and
executed outreach activities, the project not only addressed critical challenges
related to educational awareness but also generated actionable insights for future
initiatives. This chapter presents well-analysed recommendations and conclusions
based on observations, community feedback, challenges faced, and potential areas
for sustainable impact.

1. Recommendations for Educators and Teachers:

a) Active Parental Involvement: Teachers should regularly engage with
parents through meetings, WhatsApp groups, or community
circles. Personalized updates about children’s progress can build
stronger parent-schoolPage
relationships.
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 b) School-Based Workshops: Teachers should organize monthly
awareness programs, storytelling sessions, or digital
demonstrations involving both students and parents to reinforce
the value of schooling and digital tools.
c) Inclusive Teaching Materials: Prepare simple, bilingual, and visually-
rich materials to cater to children from low-literacy homes.
Teachers can use comic books, picture charts, and story cards that
bridge formal and informal learning environments.
d) Homework Engagement: Encourage parents to participate in simple
assignments such as reading aloud, checking their child’s school
bag, or helping maintain a study timetable.

2. Recommendations for Government and Local Authorities:

a) Awareness Drives in Every Ward or Panchayat: Implement quarterly
educational campaigns similar to health awareness drives. These
campaigns should focus on school enrollment, government
schemes, free app usage, and benefits of completing at least
secondary education.
b) Local Language Learning Videos: Develop short educational
awareness videos in Telugu (or local language), explaining the value
of schooling, free educational resources, and how to access them
on phones.

c) Learning Corners and Digital Kiosks: Set up digital corners in public

libraries, schools, or Anganwadi centers where families can access
tablets or Wi-Fi to use apps like SWAYAM or Khan Academy under
supervision.
d) Parent-Child Learning Fairs: Host fun, interactive village-level
learning fairs where parents and children engage in games, quizzes,
and motivational activities together. These events can make
learning a family affair.
e) Mobile-based Awareness Messages: Launch a regular SMS/voice
message service in the local language that shares educational tips,
 reminders, and scheme updates for parents of school-going
children.

3. Recommendations for NGOs and Social Volunteers:

a) Conduct Weekly Learning Sessions: Volunteers can organize
community-level tutoring, story hours, or learning games. Weekly
group learning can increase excitement around education and
reduce dropouts.
b) Digital Literacy Campaigns for Parents: Most uneducated parents
hesitate to use phones for learning. Volunteers should run basic
digital education camps to show how to access YouTube, Telegram
groups, and educational apps.
c) Use of Motivational Models: Share inspirational stories of
individuals who came from rural backgrounds but succeeded
through education. Posters, reels, and short documentaries can
inspire families.
d) Form ‘Education Ambassadors’: Train local high school or college
students to become ambassadors who visit families and spread
messages, assist in homework, or demonstrate educational tools.

4. Personal Recommendations Based on Mini Project Experience:

a) Tailored Communication Works: This project confirmed that people

respond better when spoken to in a way that matches their
understanding level. For example, grandparents need emotional
storytelling, while youth respond to apps and videos.
b) Consistency is Key: One-time awareness doesn’t lead to sustainable
change. Follow-up visits or regular group meetings help reinforce
messages and build trust.
c) Child-Focused Activities are Highly Effective: Children are naturally
curious. Story sessions, games, and learning rewards like stickers or
books create excitement that spreads to their family.
d) Digital Learning is the Future – with Support: Digital learning works
when someone guides the first steps. Many parents said they
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 would use apps if someone showed them how. This reinforces the
need for local, volunteer-led tech guidance.
e) Respect Builds Impact: Respectful behavior, culturally sensitive
messaging, and modest conduct build stronger connections with
community members, especially elders.

5. Conclusions from the Mini Project:

a) Education Starts at Home: School education cannot succeed
without home support. Many parents still believe education is only
the teacher’s responsibility. This mindset needs change, and the
mini project helped trigger this shift.
b) Personalized Awareness Brings Change: Instead of large group
talks, one-on-one or small group interactions worked better.
Listening to people’s doubts, answering simply, and offering hope
proved more effective than lectures.
c) Digital Tools Are Underutilized but Powerful: Most families had
phones but didn’t know how to use them for education. Once they
saw the content, they were impressed. This shows that digital tools
can bridge many gaps if access and training are provided.
d) Youth Can Lead Social Change: The mini project proved that college
students can be powerful catalysts. When youth speak with passion
and knowledge, communities listen. This potential must be used
more actively in future programs.

e) Visual Learning Leaves a Mark: Posters with simple drawings and

quotes were appreciated. Children remembered slogans like “Read
Today, Lead Tomorrow.” Visual communication helps communities
with limited literacy
f) Small Efforts Multiply: Even helping 3–5 families can create a chain
reaction. One mother told another, one child shared a game with a
friend, one student installed an app and showed it to a cousin.
These actions add up.
g) Real Change Takes Time – But It Starts With Awareness: This
project made people think and question. While immediate
 outcomes were limited, the seeds of change have been planted.
The impact of this awareness will continue to grow if followed up.

6. Final Reflection:

The mini project not only changed the perspective of community members
but also changed the student herself. Through this experience, the importance
of education, community bonding, patience, and empathy became deeply
understood.

Each poster designed, each conversation held, each app demonstrated added
a brick to the foundation of change. The student realized that social
transformation doesn’t always need big funds or authority. It needs
commitment, creativity, and compassion.

This mini project will remain a defining experience and a proud memory for
the student. It is recommended that similar projects be made part of all
degree programs so that students grow as educated individuals and socially
responsible citizens.

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 Student Self-Evaluation for the Community Service Project
Student Name:

Registration No:

Period of CSP: From: To:

Date of Evaluation
:
Name of the Person in-charge:
Address with mobile number :

Please rate your performance in the following areas:

Rating Scale: 1 is lowest and 5 is highest rank

1) Oral communication 1 2 3 4 5

2) Written communication 1 2 3 4 5

3) Proactiveness 1 2 3 4 5

4) Interaction ability with community 1 2 3 4 5

5) Positive Attitude 1 2 3 4 5

6) Self-confidence 1 2 3 4 5

7) Ability to learn 1 2 3 4 5

8) Work Plan and organization 1 2 3 4 5

9) Professionalism 1 2 3 4 5

10) Creativity 1 2 3 4 5

11) Quality of work done 1 2 3 4 5

12) Time Management 1 2 3 4 5

13) Understanding the Community 1 2 3 4 5

14) Achievement of Desired Outcomes 1 2 3 4 5

15) OVERALL PERFORMANCE 1 2 3 4 5

Date: Signature of the Student

Evaluation by the Person in-charge in the Community/Habitation

Student Name:

Registration No:

Period of CSP: From: To:

Date of Evaluation
:
Name of the Person in-charge:
Address with mobile number :

Please rate the student’s performance in the following areas:

Please note that your evaluation shall be done independent of the Student’s self-evaluation

Rating Scale: 1 is lowest and 5 is highest rank

1) Oral communication 1 2 3 4 5

2) Written communication 1 2 3 4 5

3) Proactiveness 1 2 3 4 5

4) Interaction ability with community 1 2 3 4 5

5) Positive Attitude 1 2 3 4 5

6) Self-confidence 1 2 3 4 5

7) Ability to learn 1 2 3 4 5

8) Work Plan and organization 1 2 3 4 5

9) Professionalism 1 2 3 4 5

10) Creativity 1 2 3 4 5

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11) Quality of work done 1 2 3 4 5

12) Time Management 1 2 3 4 5

13) Understanding the Community 1 2 3 4 5

14) Achievement of Desired Outcomes 1 2 3 4 5

15) OVERALL PERFORMANCE 1 2 3 4 5

Date:

Signature of the Supervisor

PHOTOS AND VIDEO LINKS

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