VISVESVARAYA TECHNOLOGICAL UNIVERSITY, BELAGAVI
B.L.D.E.A’s [Link].P.G. HALAKATTI COLLEGE OF ENGINEERING AND
TECHNOLOGY,VIJAYAPUR-586103
DEPARTMENT OF COMPUTER SCIENCE & ENGINEERING
2024-25
A Report on NSS Activity
“Helping local schools to achieve good results and
enhance their enrolment in Higher/technical/ vocational
education.”
SUBJECT: National Service Scheme (BNSK459)
SUBMITTED BY:
Name:Swati. Chavan USN:2BL23CS169
Course Coordinator Institute Coordinator HOD Principal
[Link] [Link] Dr. Anil Kannur [Link]
Page | 1
ACKNOWELDGEMENT
I would like to express my heartfelt gratitude to all those who have contributed to the
successful completion of this project report. First and foremost, I extend my deepest
appreciation to my project supervisor, [Supervisor’s Name], for their unwavering support,
guidance, and valuable insights throughout the entire project .I would also like to thank my
fellow team members, [Team Members’ Names], for their dedication, hard work, and
collaborative spirit. I am grateful to [Mentor’s Name] for providing valuable feedback and
suggestions that have helped refine the contents of this report .I would like to acknowledge
the support and cooperation received from [Organization/Institution Name], as well as the
resources and facilities provided, which have significantly contributed to the successful
execution of this project. First and foremost, I extend my deepest appreciation to my project
supervisor, [Supervisor’s Name], for their unwavering support, guidance, and valuable
insights throughout the entire project. I would also like to thank my fellow team members,
[Team Members’ Names], for their dedication, hard work, and collaborative spirit. I am
grateful to [Mentor’s Name] for providing valuable feedback and suggestions that have
helped refine the contents of this report. I would like to acknowledge the support and
cooperation received from [Organization/Institution Name], as well as the resources and
facilities provided, which have significantly contributed to the successful execution of this
project.
Page | 2
TABLE OF CONTENT
Chapter. Name Page No
No
1 Introduction 4
2 Objectives of the Activity
5-6
3 Target Group-Nature of
Activities Conducted
7 -8
4 Outcomes & Impact
9 -10
5 Challenges and Learnings
11
6 Conclusion
12-13
Page | 3
[Link]
Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible to
all on the basis of merit. Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding ,tolerance and friendship among all nations, racial or religious groups, and
shall further the activities of the United Nations for the maintenance of peace. Parents have a prior
right to choose the kind of education that shall be given to their children. Nowadays the higher
education is the most precious thing for the middle class people. and the culture of living school
after SSLC and the PUC is become a common thing in the village areas and the background areas
as transmitting knowledge or fostering skills and character traits. These aims may include the
development of understanding rationality, kindness, and honesty. Various researchers
emphasize the role of critical thinking in order to distinguish education from indoctrination.
Some theorists require that education results in an improvement of the student while others
prefer a value-neutral definition of the term. In a slightly different sense, education may also
refer, not to the process, but to the product of this process: the mental states and dispositions
possessed by educated people.
This activity was done in order to provide knowledge to students of Government school on
Computers .
•Aim of the program was to spread awareness of digital learning and higher education and.
•The aim of the program also included in infusing the knowledge of computer in the early
age so that they have a clear picture on how the things work in and around. The students
were offered books, stationary set in order to support the students for education school.
•As the part of the activity the students were made to involve in the entertaining activities
conducted.
Page | 4
[Link] OF THE ACTIVITY
Enhance the academic performance of students by providing supplementary
education and tutoring, and organizing workshops and seminars on effective study
techniques. Detailed Strategies:
1. Supplementary Education and Tutoring: - After-School Tutoring: Set up after-school tutoring
sessions in critical subjects such as Mathematics, Science, and English. Sessions will be conducted
by trained volunteers and professional educator Customized Learning Plans: Develop individualized
learning plans based on the needs and weaknesses of each student. Regular assessments will be
conducted to track progress and adjust the plans accordingly. - Homework Help: Establish
homework help sessions to ensure students understand their assignments and can complete them
effectively
2. Workshops and Seminars: - Effective Study Techniques: Conduct workshops on various study
techniques such as note-taking methods, mnemonic devices, mind mapping, and time
management. These workshops will be interactive, with practical exercises to help students
implement these techniques.- Exam Preparation Strategies: Organize seminars focused on exam
preparation, including stress management, question analysis, and revision techniques. Inviting guest
speakers who are experts in education can add valuable insights
3. Career Guidance: Provide career counseling and guidance to help students understand their
career options and introduce them to higher technical and vocational education opportunities.
Detailed Strategies: Career Counseling Sessions:- Individual Counseling : Offer one-on-one
counseling sessions where students can discuss their interests, strengths, and career aspirations
with trained counsellors . - Group Workshops: Conduct group workshops on career exploration,
covering a wide range of fields and professions. These workshops will include interactive activities
such as career interest surveys and role-playing exercises. - Industry Talks and Panels: Invite
professionals from various industries to give talks and participate in panel discussions about their
careers, the skills required, and their career paths.
Page | 5
[Link] to Higher Education:- Vocational Education Fairs: Organize fairs where technical and
vocational institutions can present their programs and interact with students. Provide information
on course offerings, entrance requirements, and career prospects. - College Visits: Arrange visits to
local colleges and technical schools to give students a first-hand experience of higher education
environments
Page | 6
[Link] Group nature of activities conducted
Targets may be viewed as an over-used piece of educational jargon – ‘output targets’ (DCSF
Specialist Schools site) and ‘indicative targets’ (Raise online) – but I prefer to take a more pragmatic
approach and see targets as goals which we use to help us achieve what we want to achieve. There
are three main areas of target setting: school targets, subject targets and student targets and of
course they are intrinsically linked to each other. The DCSF has statutory targets which all secondary
schools must set for two years hence:
It is interesting to note that, for the first time, many of these targets have become statutory
requirements. Previously, there were other targets such as GCSE points score and the percentage of
students achieving at least one GCSE A*-G. DCSF decisions about targets change, making it difficult
for anyone to detect meaningful trends. In addition to these statutory targets, if you are a specialist
school applying for re-designation you have to set another set of targets.
We set targets for all subjects, including non-National Curriculum subjects such as dance and
drama. This means that at KS3 non-core subjects set Level 5+, 6+, and 7+ targets in terms of teacher
assessment, alongside the core subject SATs targets.
We hold an annual review process in the autumn when each subject analyses the breakdown of
levels at KS3 in comparison with targets set two years before, celebrating the hitting of targets and
examining any underachievement. Governors are fully involved in the annual review of their link
area, thus helping them to understand how we derive overall school targets. Using the prior
attainment of the year group, we provide each subject leader at KS4 with suggested targets for A*-C
and A*/A based on the specific students whom they are teaching. These suggested targe are based
on FFT ‘D’ targets. At the annual review meetings the subject leader may put forward cogent
reasons why a target may need to be set lower, or in fact he/she may wish to set an even more
challenging, higher target. As a school we want to aim high but subject leaders know that their
individual subject targets will not become ‘public property’. This probably makes them more willing
to set professionally challenging targets. The targets set for each subject become the foci for
teachers’ performance management ‘pupil progress’ objectives. Team leaders for performance
management, usually the subject leaders, are very aware of the subject targets and where a
teacher’s efforts can have the most significant effect. Gone are the days when a teacher’s pupil
progress objective related to KS3, yet the area of underachievement in the subject was at KS4!
Page | 7
The annual review process is equally important for evaluating the reasons for successful
achievement of targets, as for analysing why targets weren’t met and what strategies will be
employed to hit targets next time.
Page | 8
[Link] and impact
A community school seeks to advance student thriving, meaning that throughout their time in
school and into adulthood, each student will have a life filled with opportunities, joy, and strong
relationships.
• Climate and discipline: Community schools strive to offer a safe and welcoming climate for
students, families, and educators that promotes collective well-being and often replaces
exclusionary discipline policies with restorative approaches. In doing so, the school creates the
conditions for students to feel safe and empowered and become confident and engaged learners
and peers. Examples of outcomes to track include trusting relationships, reductions in discipline
referrals, and perceptions of safety and belonging.
• Attendance and chronic absence: For students to take advantage of what is offered at school, they
need to be present. Community schools foster a sense of belonging and increase engagement,
identify barriers to attendance, and develop systems of support to attend to the varied needs of
students and families. As a result, these schools should see average daily attendance stabilize
and/or increase and rates of chronic absence decrease.
• Stability in enrollment and staffing: To build a strong and supportive community and create an
optimal learning environment, a school needs to retain both its teachers and students. Community
schools’ focus on climate and student attendance, as well as engaging and supporting the entire
school community, should make the school a place where students, families, and educators want to
be. This can be assessed by tracking enrollment patterns and rates of teacher turnover and
retention.
• Student and family engagement: When community schools enlist families and students as key
partners in shaping the environment, priorities, and programs, the school becomes a place of
learning, sharing, leadership, and participatory dialogue and decision-making for both adults and
• Academic growth and deeper learning: Alongside attending to students’ well-being and creating a
positive school climate, community schools provide curriculum and instruction that is rigorous,
community connected, and meaningful to students. Students are expected to show growth in their
Page | 9
Locally developed and tracked outcomes: A community school brings together members of the
school community to consider the needs, strengths, and resources of the community and establish
local goals. This process of data gathering and shared decision-making results in services and goals
that are unique and responsive to the school. A continuous improvement approach will result in
ongoing adaptations and updated goals for the school
Page | 10
[Link] AND LEARNING
Education is a cornerstone of societal progress, economic development, and individual
empowerment. However, as we progress through the 21st century, educational systems worldwide
face numerous challenges that require innovative solutions at both local and global levels. This
essay aims to explore the key challenges in education today and discuss potential approaches to
address them, presenting a balanced view that considers multiple perspectives.
One of the most pressing challenges in education today is ensuring equitable access to quality
education for all. According to UNESCO (2023), approximately 258 million children and youth were
out of school in 2018, with the situation likely exacerbated by the COVID-19 pandemic. This
challenge is particularly acute in developing countries and among marginalized communities.
The rapid advancement of technology has created both opportunities and challenges in education.
While digital tools can enhance learning experiences, they also widen the gap between those with
access to technology and those without.
The quality of education is intrinsically linked to the quality of teachers. However, many countries
face challenges in attracting, retaining, and developing high-quality educators.
Addressing disparities in educational outcomes based on factors such as socioeconomic status, race,
gender, and disability remains a significant challenge.
The increasing prevalence of mental health issues among students poses a significant challenge to
educational systems worldwide.
Inadequate funding and inefficient resource allocation continue to hinder educational progress in
many parts of the world.
Page | 11
[Link]
Addressing the key challenges in education today requires a multifaceted approach that considers
both local contexts and global trends. While solutions such as increasing access to quality
education, bridging the digital divide, improving teacher quality, updating curricula, promoting
equity and inclusion, supporting mental health, and optimizing resource allocation are crucial, it’s
important to consider alternative perspectives that highlight potential drawbacks or unintended
consequences of these approaches.
A balanced approach to educational reform should aim to:
1. Increase access while maintaining and improving quality
2. Integrate technology thoughtfully without neglecting traditional skills and social
development
3. Support teacher effectiveness while preserving autonomy and creativity
4. Develop 21st-century skills alongside a strong foundation of knowledge
5. Promote equity and inclusion while maintaining high academic standards
6. Support mental health without over-medicalizing the educational experience
7. Optimize funding and resource allocation while ensuring equitable distribution
Addressing these challenges requires a combination of local and global efforts, with governments,
communities, educational institutions, international organizations, and individuals working together
to create a more equitable and effective education system worldwide. Many regions and
communities around the world lack access to quality education, especially in remote or
economically disadvantaged areas. This leads to unequal opportunities and perpetuates social and
economic disparities. Governments and local authorities can invest in building schools and
educational infrastructure in underserved areas. Additionally, providing financial support to families
in need and offering scholarships can help students access quality education. International
organizations and developed nations can support educational initiatives in developing countries
through funding, technology transfer, and sharing best practices. The availability of well-trained and
motivated teachers is critical for effective learning. However, many regions face a shortage of
Page | 12
qualified teachers and struggle to retain them. Investing in teacher training programs, offering
competitive salaries and benefits, and creating a supportive work environment can help attract and
retain skilled educators. Collaboration among countries to share teaching methodologies and best
practices can enhance teacher quality worldwide. International organizations can also support the
training of teachers in developing regions. While technology offers numerous opportunities to
enhance learning, there are challenges in providing equal access to technology and ensuring its
effective integration into the educational process. Schools and institutions can invest in technology
infrastructure and ensure equitable access to digital resources. Teachers can receive training in
using technology effectively in the classroom. Organizations can collaborate to develop and
distribute educational technology solutions that are accessible, culturally relevant, and adaptable to
various educational settings. Marginalized groups, including girls, minorities, and individuals with
disabilities, often face barriers to accessing education and may experience discrimination within
educational settings.
Page | 13
VISIT TO SCHOOL
Page | 14
Page | 15
Page | 16
