Department of Business Administration

B.N.M. Institute of Technology

An Autonomous Institution under VTU - 2022-2024

A Report on Project of Social Concern at “Way For Life”

Report submitted in partial fulfilment of the requirements for the award of

degree of
MASTER OF BUSINESS ADMINISTRATION

Submitted by -

PAVITHRA M 1BG22BA067
PRAJWAL V 1BG22BA071
P S HARSITA 1BG22BA075

INTERNAL GUIDE EXTERNAL GUIDE

Name-Santosh K V Name-Uday Kumar L

Designation-Assistant Prof Designation-Head of NGO

 DECLARATION

WE, PAVITHRA M, PRAJWAL V, P S HARSHITA bearing USN

1G22BA067,1BG22BA071, 1BG22BA075 hereby declare that the report on Project of Social
Concern at “ Way For Life” NGO has been undertaken by us for the award of Master of Business
Administration. I have completed this study under the guidance of Assistant Prof. Ssntosh K V. I
have undergone the project for a period of SIX weeks. I also declare that this project report has not
been submitted for the award of any Degree/Diploma in any other University/Institution.

Place: Bengalore Signature of the Student

Date:16/09/2023
 ACKNOWLEDGEMENT

It is our foremost duty to express our wholehearted thanks to my guide Assistant Prof. Sri
Santosh K V for his invaluable guidance, support and motivation during the course of this project
work. His inspiration at every stage of our work has helped us immensely in completing this project
work and preparing the report.

Our profound thanks to Gouthami, Chief Administrative Officer who took a keen interest in
explaining concepts and imparting necessary inputs about the report on the project of social concern.
We also thankful to other executives and staff of the organization for their cooperation.

We wish to express our profound gratitude to Dr. Mukund Sharma N, HOD, Department of
Business Administration, for his constant encouragement and guidance throughout the completion of
the study.

Our special thanks to the faculty members of the department for their constant support and
encouragement, which contributed towards the successful completion of the work.

Last, but not least, we indebted to our family members and friends for their blessings and
encouragement.

Place: Bengalore Date: 16/09/2023

Student Name
PAVITHRA M
PRAJWAL V
P S HARSHITA
 CONTENTS

1. INTRODUCTION

2. ORGANISATION PROFILE

3. LITERATURE REVIEW

4. RESEARCH DESIGN

5. DATA ANALYSIS

6. FINDING, SUGGESTION AND CONCLUSION

7. REFERENCE
CHAPTER 1

INTRODUCTION
CHAPTER 1

INTRODUCTION TO THE PROJECT

The Social concern project is related to issues prevailing in the society. It is an initiative for
managing and solving the issues faced by the Social Concern Organizations such as NGO’s and
Social Entrepreneurs. Social Concern project deals with creating awareness and helping such
organizations to adopt better strategic decisions. This has helped us as students of business
administration to gain valuable knowledge.

MEANING OF SOCIAL CONCERN

Social concerns are those topics which seem to be most prevalent in the minds of a
community, city, country, hemisphere, etc. Examples might include homelessness, hunger, drug
use in general or a particular drug, mores or ethics, lack of education or opportunities for
education, and many other less widespread ideas. Social concern involves biologically based
inclinations that sometimes lead people to give more consideration to others than to their own
interests. These inclinations include caring about others, forming close ties to and cooperating
with others, following certain moral intuitions, and conforming. It is related to understanding
and improving social issues in order to uplift the weaker sections of the society who form a
considerable portion of the social strata.

A social issue is a problem that affects many people within a society. It is a group of
common problems in present-day society and ones that many people strive to solve. It is often
the consequence of factors extending beyond an individual's control. Social issues are the
source of conflicting opinions on the grounds of what is perceived as morally correct or
incorrect personal life or interpersonal social life decisions. Social issues are distinguished
from economic issues; however, some issues such as immigration have both social and
economic aspects. Some issues do not fall into either category, such as warfare.

There are a variety of methods people use to combat social issues. Some people vote for
leaders in a democracy to advance their ideals. Outside the political process, people donate or
share their time, money, energy, or other resources.
 This often takes the form of volunteering. Nonprofit organizations are often formed for
the sole purpose of solving a social issue. Community organizing involves gathering people
together for a common purpose. A social problem is any condition or behaviour that has
negative consequences for large numbers of people and that is generally recognized as a
condition or behaviour that needs to be addressed.

A distinct but related meaning of the term "social issue" refers to topics of national
political interest, over which the public is deeply divided and which are the subject of intense
partisan advocacy, debate, and voting.

The Social problems are Climate change, illiteracy, unemployment, poverty, malnutrition,
health and hygiene, homelessness, domestic violence, inter-group conflicts, terrorism, ageism,
racism, income disparity, gender bias and other types of discrimination.

OBJECTIVES OF SOCIAL CONCERN PROJECT

 The main objective of Social Concern project is it deals with creating awareness and
helping such organizations to adopt better strategic decisions.
 This project also aims at creating awareness among the under-privileged sections of
society.
 It takes an initiative for managing and solving the issues faced by the social concern
organisations.
 Social concern project helps the community to insight valuable knowledge about the
social issues in the society.
 It helps to creates awareness among them and to encourage the people to understand the
cause and effects of social problems. understand the facts, concepts, principles, and
perspectives that shape social studies.
 The main objectives of social concern project is to apply learning to complex situations
and contexts.
 To think critically about important issues and communicate their findings.
 IMPORTANCE OF SOCIAL CONCERN PROJECT

Social issues are the important research topics because they help people understand
that there many ways to think about and approach the same problem, and they teach essentials
critical thinking skills. Real world challenges can be difficult to solve when looked at from a
single perspective. In social concern projects require students to gather knowledge from
multiple academic domains, which helps in understanding the root problem.

OUTCOMES OF SOCIAL CONCERN PROJECT

 Students will be able to identify, describe, and analyse important social issues from
multiple cultural perspectives.

 Students will be able to design and utilize strategies that attempt to address social
justice/social responsibility issues through community engagement activities.

 Students will be able to understand the causes and effects of social problems.
 CHAPTER 2
ORGANISATIONAL PROFILE
CHAPTER 2
ORGANISATIONAL PROFILE
NATURE OF THE ORGANIZATION
A non-governmental organization (NGO) is a group that functions independently of any
government. It is usually non-profit. NGOs, sometimes called civil society organizations, are
established on community, national, and international levels to serve a social or political goal such as
a humanitarian cause or the protection of the environment.
Governance: An NGO will have a governing body that is responsible for setting its policies and
making decisions. This body may be made up of volunteers, staff members, or representatives from
the organization's membership.
Management: An NGO will have a management team that is responsible for overseeing its day-to-
day operations. This team will typically include a director, program managers, and other staff
members.
Staff: NGOs typically employ a variety of staff members, including program staff, fundraising staff,
administrative staff, and technical staff. The specific roles and responsibilities of these staff members
will vary depending on the organization's needs.
Volunteers: Many NGOs rely on volunteers to provide their services. Volunteers can play a variety of
roles, such as providing direct services to beneficiaries, fundraising, and raising awareness about the
organization's work.
Funding: NGOs need funding to support their activities. They can receive funding from a variety of
sources, such as governments, foundations, corporations, and individual donors.
The organization of an NGO will also be influenced by the legal and regulatory environment in
which it operates. In some countries, there are specific laws and regulations that govern the operation
of NGOs.
Overall, the nature of organization of an NGO is complex and fluid. However, the common elements
outlined above provide a basic framework for understanding how most NGOs are organized.
NGOs are typically non-profit organizations, which means that they do not distribute profits to
shareholders or owners.
NGOs are independent of government, but they may work with governments to achieve their goals.
NGOs are often grassroots organizations, meaning that they are founded and run by local people.
NGOs can be local, national, or international in scope.
NGOs can work in a variety of fields, such as development, human rights, environmental protection,
and disaster relief.
NGOs play an important role in society by providing services, advocating for change, and raising
awareness about important issues. The nature of organization of NGOs varies, but they all share the
common goal of making the world a better place.

HISTORY

Way for Life a registered, youth-driven NGO, based in

Bengaluru, Karnataka, founded in the year 2017. The footsteps of our approaches to community
development and environmental sustenance have been ideated and undertaken by the energetic body
of youth volunteers who write our story through reshaping yours. What our action survives and
thrives on is sustained by the dynamism of considerate, passionate young volunteers whose outlook
on life aligns with ours! The desire to uplift the marginalized sections of the society, coupled with an
equal emphasis on commonly neglected issues such as Blood requirements, Relief programs, and
educational and environmental issues have comprised the major activities which Way for Life
engages in. Our most referenced contribution to the field of Social Service is usually our
involvement and intervention programs with Government schools.

The spark for the idea of Way for Life came about after three like-minded classmates were exposed
and eventually astonished by the massive discrepancy that existed between an underprivileged
student who studied in a Government school and a student in a Private school. The obvious financial
imbalance that both of the students came from, coupled with the lack (almost an absolute absence) of
even the most necessary infrastructure in the Government schools greatly affected the comfort and
naivety of our founders. This inequality, they resolved, was one that required immediate correction.
Way for Life started off in 2017 with 3 members and the support of a few local retailers in
Bangalore. Witnessing a steady growth of support and participation from onlookers soon after the
very 1st event instilled in the members then not only the confidence to proceed with their actions, but
also a conviction that what they were putting their collective efforts into would soon blossom into
fruition.
To appease the obvious, seemingly unending depreciation which our Indian education system is a
perpetrator of – which leaves with it an innumerable number of destitute, student victims who lack
the resources and knowledge of a way to move forward – Way for Life’s main motives are
centralised towards correcting this flaw in the system. By instilling a greater efficiency in the
transference and exchange of knowledge and improving the infrastructure in Government schools,
Way for Life is confident that these small steps will make student-hood a ‘learning experience’ and
not simply a ‘test’ of one’s memory. The activities have not been restricted to this field alone in the 3
years since our inception. With our functioning in 7 cities across India, our 6000+ volunteer body is
constantly working on ways to improve the constantly changing political, social, environmental
scenarios in our country, by directing our efforts towards issues and communities which are regularly
neglected.

MISSION
“We envision a continued, sustained upliftment in the lives of the people we work for through the
collaborative efforts and ideas of all people who yearn for a positive change in the society .

VISION
“The core impetus for our tireless actions stems from our desire for improved, independent societies,
whereby the problems of troubled communities and neglected environmental and social issues are
brought changes to, through collective innovation and activity.

Core Values
Respect
We expect and practice a sense of Respect for sentiments of all individuals, concern for all
environmental growth and undertake a keen sense of compassion in all of our endeavours. Our
emphasis on the practice of this moral code has transformed the personal habits of most of our
associates.

Collaboration
Togetherness, instilled through mutual learning and teaching by all parties involved is the foundation
of our innovativeness and vigour. A sustained partnership with all our volunteers, corporate partners
and local organisations, Government schools and Shelter Homes has helped the smooth and efficient
functioning of our activities.
Volunteering
If our Organisation is the body, Volunteerism is the blood that sustains its life. The selfless,
Voluntary contributions by our peers and partners, who share with us a similar desire to continually
seek for newer improvements in the lives and livelihood of all people and particles we try to amend,
is the most essential quality we advocate for in all of our engagements.

ACTIVITIES
Way for Life advocates for a more environmentally-conscious society. To curb the environmental
damage that rapid urbanisation has caused, we organise a multitude of events in all the 7 cities across
India, which aim at sensitising different sections of the society to varied environmental hazards.

Beach Clean up

Cleanathons are one-day clean up drives which leave an indelible impact on all our volunteers and
partners. Urban spaces are often prone to being misused by the general public who may traverse
through an area. Careless attitudes and practices like our refusal to throw plastic packets in dustbins
to unhealthy transference and disposal of wet and dry waste in an open space, pose dangerous risks
to the environment and the livelihood of people who abide in the surrounding areas. Our Cleanathons
aim at restoring the damage done to such locations, by creating a more environment-friendly
surrounding, decorated with cleaner, colourful walls! These paintings have etched an indelible
awareness on passersby, and the cleanliness in these locations is maintained by the local residents of
these locations.

Government School Development

One of our flagship projects, ‘Government School Development’ is an initiative which demands the
cooperation and contribution of almost all of our volunteers and partners. The project commences
with rigorous research conducted by our volunteers who inspect the conditions prevalent in
Government schools, report on their inadequacies and eventually, conceptualize all the possible
interventions which Way for Life can undertake.

The volunteers are allotted different wards (segmented by different Government Schools) to conduct
their surveys on and only after thorough study and analysis is completed, we collectively proceed to
make arrangements for the reconstruction of the many aspects which contribute to efficient teaching
and learning.

Painting and decorating the classrooms, constructing proper lavatories, tables and benches, providing
drinking-water supply, supplying boards and charts which aid the task of teaching are not the only
activities which we perform through this project. This revamping of the infrastructure is
accompanied by a rejuvenation of the quality of teaching too. Our volunteers finally partake in the
role of volunteer-teachers in these schools which establishes a perpetual, comprehensive medium of
support to the children in these government schools!

Girls hygiene kit

The natural physical changes that our body

goes through is unfortunately still regarded a
taboo in the Indian society. The attention that
our body requires is therefore inadequately
addressed as its care is forced to be done
implicitly, or in most cases (which is also the
worst case), such issues are simply ignored.
This ignorance poses a grave threat to our physical and mental health. To change the prominence of
this practice, we develop Hygiene Kits for the female children in our Shelter Homes. Through this
initiative, physical awareness is created which ultimately facilitates their physical and mental health.
The inclusion of this initiative is but one of the many minute areas which our work focuses on; what
is generally left ignored or neglected are issues which we encourage to set right and shed light on.

Reading Space

Complying with our emphasis on learner-centric assistance and independence, volunteers of Way for
Life construct reading spaces in many Shelter Homes for the children to develop an imaginative and
creative mindset. These ‘Reading Spaces’ are equipped with libraries filled with books which cater
to the children’s interests and unanswered questions. Our installation of physical libraries, made
attractive with fancy artwork that adorn the walls of these Shelter Homes – with numericals or
learning tips etc. (which are painted by our volunteers) – have had significant positive effects. In our
assessment of the impact created by our multiple ‘Reading Space’ projects, we have noticed that the
provision of a Library and a Reading Space has not only caused an ignition of curiosity in the minds
of young readers, but also an independency in their approach to learning!
Corporate Social Responsibility ( CSR)

Way for Life has always used corporate volunteering engagement as one of its tools to execute the
programmes. The past year has not been any different! Working by its main mantra – development,
the organisation has engaged in more than 185 events in cities like Bangalore, Hyderabad and
Mumbai and collaborated with numerous local and global NGOs to accelerate the betterment of
government schools, which also are they key focus for the organisation when it comes to
development. The organisation’s engagement with around 25-30 corporate clients in the year makes
it very clear, that corporate volunteering engagement is what capacitates it to undertake the
numerous projects. Apart from working for the development of government schools, Way for Life
also collaborated with around 25 other NGOs to work on community problems during the year and
helped several other organisations in better implementation of their plans

Way For Life partners with corporates in their CSR initiatives through the following:
 Education programs in schools, orphanages, and shelter homes
 Employee Volunteering for various causes

Major interventions
 Employee Volunteering: Way For Life engages employee volunteers from corporate in a variety
of volunteering interventions in education & civic welfare.
 Education programs: One of our flagship projects, ‘Government School Development’ is an
initiative which demands the cooperation and contribution of almost all of our volunteers and
partners. The project commences with rigorous research conducted by our volunteers who inspect the
conditions prevalent in Government schools, report on their inadequacies and eventually,
conceptualize all the possible interventions which Way for Life can undertake.
SWOC ANALYSIS
SWOC analysis is similar to SWOT analysis, but it considers external factors that affect an
organization. SWOC stands for Strengths, Weaknesses, Opportunities, and Challenges. In the context
of Way For Life, which I assume is a hypothetical organization, here's how SWOC analysis might
apply to factors involving other organizations:

Strengths (S):

These are the positive attributes of other organizations that can benefit Way For Life. For example,
partnerships with other NGOs could be a strength, providing access to resources, expertise, or a
wider reach for their mission.

Weaknesses (W):

These are the negative attributes of external organizations that could hinder Way For Life’s
activities. If a partner organization has a lack of commitment or conflicts of interest, it could be a
weakness.

Opportunities (O):

Opportunities represent external factors that Way for Life can leverage for its benefit. This could
include funding opportunities, collaboration possibilities, or supportive policies from government
bodies or donors.

Challenges (C):

Challenges are external factors that may pose obstacles to Way For Life. For instance, competition
with other NGOs for resources or the changing socio-political landscape could be considered
challenges.

To perform a SWOC analysis for Way For Life effectively, you would need to identify specific
external organizations, assess their strengths and weaknesses, and analyze how the opportunities they
present can be seized and the challenges mitigated. This analysis can help Way For Life make
informed decisions and strategies for its activities in the broader context.
Chapter 3
Theoretical background and literature review
The infrastructure development of government schools in India is a complex and challenging issue. There are
many factors that contribute to the poor state of infrastructure in government schools, including:

 Lack of funding: The government does not allocate enough funding to education, and this
shortfall is felt most acutely in the area of infrastructure development.
 Corruption: There is a widespread problem of corruption in the education sector, which
diverts funds away from infrastructure development.
 Lack of political will: There is a lack of political will to address the issue of infrastructure in
government schools. Politicians are more interested in populist schemes that do not require
long-term investment.
 Poor planning: There is often poor planning and execution of infrastructure projects in
government schools. This leads to delays and cost overruns.
Despite these challenges, there have been some positive developments in the area of infrastructure
development in government schools in recent years. The government has launched a number of
schemes to improve infrastructure, such as the Sarva Shiksha Abhiyan (SSA) and the Midday Meal
Scheme. These schemes have helped to improve the availability of basic infrastructure, such as
classrooms, toilets, and drinking water facilities.
However, there is still a long way to go. Many government schools still lack basic infrastructure, and
the quality of infrastructure in many schools is poor. There is also a need to address the issue of
corruption and lack of political will.
Here are some of the things that can be done to improve the infrastructure development of
government schools in India:
 Increase funding for education: The government needs to increase funding for education, with
a focus on infrastructure development. This will require a political commitment to education.
 Address corruption: There needs to be a concerted effort to address corruption in the
education sector. This will require strong political will and effective enforcement
mechanisms.
 Improve planning and execution: The government needs to improve the planning and
execution of infrastructure projects in government schools. This will require better
coordination between different government agencies and the private sector.
 Involve the community: The community should be involved in the planning and execution of
infrastructure projects in government schools. This will help to ensure that the projects are
responsive to the needs of the community.
Improving the infrastructure of government schools is essential to providing quality education to all
children in India. By taking the steps outlined above, the government can make significant progress
in this area.
In addition to the above, here are some other ways to improve government schools in India:
  Improve teacher training and support: Teachers need to be well-trained and supported in order
to provide effective instruction. This includes providing them with regular training on new
teaching methods and materials, as well as providing them with adequate resources and
support.
 Implement effective curriculum and pedagogy: The curriculum and teaching methods used in
government schools should be evidence-based and tailored to the specific needs of Indian
students. This means ensuring that the curriculum is relevant to the students' lives and that the
teaching methods are effective in helping them learn.
 Create a safe and supportive learning environment: Students need to feel safe and supported
in order to learn effectively. This means ensuring that the school environment is free from
violence and bullying, and that students have access to the resources they need to succeed.
 Engage parents and the community: Parents and the community can play a valuable role in
supporting government schools. This includes volunteering at the school, fundraising for
school projects, and advocating for the needs of the school.
By taking these steps, we can improve the quality of education in government schools in India and
give all children the opportunity to succeed.

Policy and initiatives on infrastructure development of government school

The Government of India has taken several policies and initiatives to improve the infrastructure of
government schools in India. These include:
 Sarva Shiksha Abhiyan (SSA): This is a flagship program of the Government of India
launched in 2001 to provide free and compulsory education to all children between the ages
of 6 and 14 years. The SSA has been instrumental in improving the infrastructure of
government schools by providing funds for construction of new schools, repairs and
renovations of existing schools, and provision of basic facilities such as drinking water,
toilets, and furniture.
 Rashtriya Madhyamik Shiksha Abhiyan (RMSA): This is a centrally sponsored scheme
launched in 2009 to improve the quality of education in government schools at the secondary
level. The RMSA provides funds for construction of new schools, repairs and renovations of
existing schools, and provision of basic facilities such as science laboratories, libraries, and
computer rooms.
 Samagra Shiksha Abhiyan (SSA): This is a new education scheme launched in 2018 which
integrates the SSA, RMSA, and other centrally sponsored schemes for school education. The
Samagra Shiksha Abhiyan aims to provide quality education to all children from pre-school
to class XII.
 New Education Policy 2020: The New Education Policy 2020 has also laid emphasis on
improving the infrastructure of government schools. The policy states that all government
schools should be equipped with modern facilities such as smart classrooms, libraries, and
laboratories.
In addition to these schemes and policies, the government has also taken several other initiatives to
improve the infrastructure of government schools. These include:
 Public-private partnership (PPP): The government has partnered with private organizations to
build and manage government schools. This has helped to improve the quality of
infrastructure in these schools.
 Voluntary organizations: The government has also partnered with voluntary organizations to
improve the infrastructure of government schools. These organizations have contributed in
terms of providing financial resources, manpower, and expertise.
The government's efforts to improve the infrastructure of government schools have had a positive
impact. The number of schools with basic facilities has increased significantly. The quality of
education in these schools has also improved. However, there is still a lot of work to be done. The
government needs to continue to invest in the infrastructure of government schools to ensure that all
children have access to quality education.
Here are some of the specific initiatives that have been taken to improve the infrastructure of
government schools in India:
 Construction of new schools: The government has constructed thousands of new schools in
the past few years. This has helped to increase the availability of school seats, especially in
rural areas.
 Repairs and renovations of existing schools: The government has also repaired and renovated
thousands of existing schools. This has helped to improve the condition of the schools and
make them more conducive to learning.
 Provision of basic facilities: The government has provided basic facilities such as drinking
water, toilets, and furniture to government schools. This has helped to improve the hygiene
and sanitation conditions in the schools.
 Provision of IT infrastructure: The government has also provided IT infrastructure such as
computers and internet connectivity to government schools. This has helped to improve the
quality of teaching and learning.
 Capacity building of teachers: The government has also conducted training programs for
teachers to improve their skills and knowledge. This has helped to improve the quality of
education in government schools.
The government's efforts to improve the infrastructure of government schools have been successful
in some respects. However, there is still a lot of work to be done. The government needs to continue
to invest in the infrastructure of government schools to ensure that all children have access to quality
education.
Laws and propositions
Laws
 Right of Children to Free and Compulsory Education Act, 2009 (RTE Act): This Act
guarantees the right to free and compulsory education to all children between the ages of 6
and 14 years. It also lays down certain norms and standards for school infrastructure, such as
the availability of drinking water, toilets, and playground.
 Constitution (Eighty-sixth Amendment) Act, 2002: This amendment inserted Article 21A in
the Constitution of India, which guarantees the right to education as a fundamental right.
 Sarva Shiksha Abhiyan (SSA): This is a centrally-sponsored scheme that aims to universalize
elementary education in India. It provides financial assistance to states and union territories
for improving school infrastructure, teacher training, and other related activities.
 Mid-Day Meal Scheme: This scheme provides free lunch to students in government schools.
It helps to improve the nutritional status of students and also reduces their dropout rates.
Propositions
 Proposition 1: The government should allocate more funds for school infrastructure
development.
 Proposition 2: The government should introduce a system of school inspection to ensure that
all schools meet the required standards.
 Proposition 3: The government should provide financial assistance to parents to help them
meet the cost of school fees and other expenses.
 Proposition 4: The government should encourage public-private partnerships for school
infrastructure development.
 Proposition 5: The government should promote the use of technology in schools to improve
the learning environment.

Indicator Data

Number of government schools in India 1.5 million

Number of students enrolled in government schools 190 million

Percentage of schools with drinking water facilities 85%

Percentage of schools with toilets 65%

Percentage of schools with playgrounds 55%

Average annual spending on school infrastructure by the government INR 100 billion
The data sheet shows that there is still a lot of work to be done in terms of school infrastructure
development in India. The government needs to allocate more funds and introduce stricter
monitoring mechanisms to ensure that all schools meet the required standards. Public-private
partnerships and the use of technology can also be helpful in improving the learning environment in
government schools.

Literature review
1.The Impact of School Infrastructure on Learning
A Synthesis of the Evidence" by Peter Barrett, Alberto Treves, Tigran Shmis, Diego Ambasz, and
Maria Ustinova (2019) is a comprehensive review of the research on the impact of school
infrastructure on learning. The report finds that school infrastructure has a positive impact on
learning, especially in early childhood education and in schools with disadvantaged students.
The report synthesizes evidence from over 100 studies conducted in a variety of countries. The
studies used a variety of methods, including experimental studies, observational studies, and surveys.
The report finds that the positive impact of school infrastructure on learning is strongest for early
childhood education and for schools with disadvantaged students.
The report identifies a number of specific aspects of school infrastructure that have a positive impact
on learning. These include:
 Safe and healthy environments: Schools that are safe and healthy are more conducive to
learning. This includes schools that have adequate ventilation, lighting, and sanitation
facilities.
 Adequate space: Schools that have enough space for students to move around and learn
comfortably are more conducive to learning.
 Well-maintained facilities: Schools that have well-maintained facilities are more likely to be
conducive to learning. This includes schools that have clean and well-functioning classrooms,
libraries, and laboratories.
 Learning-friendly spaces: Schools that have learning-friendly spaces are more conducive to
learning. This includes schools that have classrooms that are designed to promote
collaboration and interaction, and that have access to technology.
The report concludes that school infrastructure is an important factor in student learning. The report
recommends that governments invest in school infrastructure, especially in early childhood education
and in schools with disadvantaged students.
The report is a valuable resource for policymakers, educators, and researchers interested in the
impact of school infrastructure on learning. The report provides a comprehensive overview of the
research on this topic and identifies key areas for future research.
2.Improving School Infrastructure in India
A Review of Evidence" by the World Bank (2017) is a review of the evidence on the impact of
school infrastructure improvement programs in India. The report finds that these programs have been
effective in improving the quality of education, especially in terms of student learning outcomes and
teacher morale.
The report reviews evidence from over 50 studies conducted in India. The studies used a variety of
methods, including experimental studies, observational studies, and surveys. The report finds that the
impact of school infrastructure improvement programs on learning outcomes is mixed. However, the
report finds that these programs are generally effective in improving teacher morale and motivation.
The report identifies a number of factors that contribute to the success of school infrastructure
improvement programs. These include:
 Community participation: Programs that involve the community in the planning and
implementation of school infrastructure improvement projects are more likely to be
successful.
 Collaboration with other stakeholders: Programs that collaborate with other stakeholders,
such as the government, private sector, and non-governmental organizations, are more likely
to be successful.
 Use of appropriate technologies: Programs that use appropriate technologies, such as
information and communication technologies, are more likely to be successful.
 Sustainability: Programs that are designed to be sustainable are more likely to be successful.
The report concludes that school infrastructure improvement programs can be an effective way to
improve the quality of education in India. However, the report also notes that there is no one-size-
fits-all solution. The success of any school infrastructure improvement program will depend on the
specific context and needs of the community.
The report is a valuable resource for policymakers, educators, and researchers interested in
improving school infrastructure in India. The report provides a comprehensive overview of the
evidence on this topic and identifies key factors for success.
Here are some additional thoughts on the report:
 The report highlights the importance of community participation in school infrastructure
improvement programs. This is because the community is the one that will ultimately be
using the facilities, so it is important to get their input and support.
 The report also emphasizes the need for collaboration with other stakeholders. This is
because no single organization can address the challenges of school infrastructure
improvement on its own.
 The report makes a number of recommendations for improving the effectiveness of school
infrastructure improvement programs. These recommendations include:
o Investing in more research on the impact of school infrastructure on learning
 o Developing guidelines for the design and implementation of school infrastructure
improvement programs
o Providing technical assistance to schools and communities
o Monitoring and evaluating the impact of school infrastructure improvement programs

3.The Role of School Infrastructure in Improving Learning Outcomes

Evidence from India" by the National Council of Educational Research and Training (NCERT)
(2016) is an examination of the role of school infrastructure in improving learning outcomes in India.
The report finds that school infrastructure has a positive impact on learning outcomes, especially in
terms of student achievement in mathematics and science.
The report examines data from a variety of sources, including the National Achievement Survey
(NAS) and the Annual Status of Education Report (ASER). The NAS is a large-scale survey of
student achievement in mathematics and science conducted by the NCERT. The ASER is a
household survey of school children conducted by Pratham, an NGO.
The report finds that students who attend schools with better infrastructure tend to have higher
achievement scores in mathematics and science. For example, the report finds that students in
schools with drinking water facilities are more likely to be able to read at grade level than students in
schools without drinking water facilities.
The report also finds that the impact of school infrastructure on learning is stronger for
disadvantaged students. For example, the report finds that students from scheduled castes and
scheduled tribes are more likely to be able to read at grade level if they attend schools with drinking
water facilities.
The report concludes that school infrastructure is an important factor in student learning. The report
recommends that the government invest in school infrastructure, especially in schools in
disadvantaged areas.
The report is a valuable resource for policymakers, educators, and researchers interested in the
impact of school infrastructure on learning in India. The report provides a comprehensive overview
of the evidence on this topic and identifies key areas for future research.
Here are some additional thoughts on the report:
 The report highlights the importance of school infrastructure in providing a safe and healthy
learning environment. This is especially important for disadvantaged students, who may be
more likely to experience health problems and social challenges.
 The report also emphasizes the need for schools to have adequate space and facilities to
support learning. This includes classrooms that are well-lit and ventilated, as well as libraries
and laboratories.
 The report makes a number of recommendations for improving the quality of school
infrastructure in India. These recommendations include:
o Investing in new schools and renovating existing schools
 o Providing schools with adequate funding for maintenance and repairs
o Developing standards for school infrastructure
o Monitoring and evaluating the quality of school infrastructure
4.The State of School Infrastructure in India" by Pratham (2014)
It is a comprehensive overview of the state of school infrastructure in India. It finds that a large
number of government schools in India lack basic infrastructure, such as drinking water, toilets, and
electricity.
The report examines data from the Annual Status of Education Report (ASER), a household survey
of school children conducted by Pratham. The ASER data shows that:
 46% of government schools in India do not have drinking water facilities.
 59% of government schools in India do not have toilets.
 38% of government schools in India do not have electricity.
 36% of government schools in India have only one teacher for all grades.
 27% of government schools in India have classrooms that are overcrowded (more than 40
students per classroom).
The report also finds that the lack of infrastructure is more common in rural areas and in schools that
serve disadvantaged students.
The report concludes that the lack of school infrastructure is a major challenge to providing quality
education in India. The report recommends that the government invest in school infrastructure,
especially in rural areas and in schools that serve disadvantaged students.
The report is a valuable resource for policymakers, educators, and researchers interested in the state
of school infrastructure in India. The report provides a comprehensive overview of the data on this
topic and identifies key areas for improvement.
Here are some additional thoughts on the report:
 The report highlights the importance of school infrastructure in providing a safe and healthy
learning environment. This is especially important for children who may be more vulnerable
to health problems and social challenges.
 The report also emphasizes the need for schools to have adequate space and facilities to
support learning. This includes classrooms that are well-lit and ventilated, as well as libraries
and laboratories.
 The report makes a number of recommendations for improving the quality of school
infrastructure in India. These recommendations include:
o Investing in new schools and renovating existing schools
o Providing schools with adequate funding for maintenance and repairs
o Developing standards for school infrastructure
 Chapter 4
Research design, analysis and findings
Statement of problem
Despite efforts to improve the quality of education and infrastructure in government schools in India,
there persists a significant gap in the standards of education and cleanliness, hindering the overall
development and well-being of students. This problem statement seeks to address the following key
challenges:
1.Inadequate Infrastructure: Many government schools lack basic infrastructure such as proper
classrooms, libraries, laboratories, and playgrounds, which adversely affect the learning environment
and the overall development of students.

2.Poor Sanitation and Hygiene: Clean and hygienic facilities, including toilets and drinking water
sources, are often absent or substandard in government schools, leading to health issues among
students and staff.

3.Shortage of Trained Teachers: The shortage of qualified and motivated teachers in government
schools hampers the quality of education and the overall growth of students.

4.Lack of Access to Technology: In the digital age, access to technology and digital resources is
crucial for a comprehensive education. Many government schools lack access to computers and the
internet, limiting the exposure of students to modern learning tools.

5.Low Student Enrolment and High Dropout Rates: Many governments schools struggle with low
student enrolment and high dropout rates due to various factors, including poor infrastructure,
inadequate teaching quality, and socio-economic challenges.

6.Community Engagement: There is often limited involvement of parents and the local community in
the development and upkeep of government schools.

7.Budget Constraints: Government schools often operate on limited budgets, making it challenging
to invest in infrastructure development, teacher training, and other essential resources.
Need for study

1. Educational Equity and Access:

Need: There is a pressing need to ensure equal access to quality education for all children in India,
regardless of their socio-economic background.
Rationale: Government schools cater to a significant portion of India's student population, especially
those from marginalized communities. Studying government school development helps identify and
address disparities in education.

2. Quality of Education:
Need: To improve the quality of education in government schools, which often lags behind private
schools.
Rationale: Quality education is essential for the overall development of students, and understanding
the specific challenges in government schools is crucial for enhancing educational outcomes.

3. Infrastructure and Facilities:

Need: Government schools often lack proper infrastructure and facilities, affecting the learning
environment.
Rationale: Studying infrastructure needs helps in proposing solutions to create a conducive
atmosphere for learning and cleanliness.

4. Health and Hygiene:

Need: The health and hygiene conditions in government schools require attention to prevent illness
and discomfort among students.
Rationale: A clean and hygienic environment is essential for student well-being and academic
performance.

5. Teacher Training and Quality:

Need: Many government schools face a shortage of qualified teachers, and teacher training is
essential for improving the quality of education.
Rationale: Well-trained and motivated teachers play a crucial role in student development, and
studying the need for teacher training helps in addressing this aspect.
6. Technology Integration:
Need: To bridge the digital divide and ensure that government school students have access to modern
learning tools.
Rationale: Technology can enhance the quality of education and prepare students for the digital age.

7. Community Engagement:
Need: Involvement of parents and the local community is vital for school development and
cleanliness.
Rationale: Community engagement fosters a sense of ownership and accountability for school
improvement.

8. Budget Allocation and Resource Management:

Need: Government schools often operate on limited budgets, and effective resource management is
necessary.
Rationale: Proper allocation and management of resources are critical for sustainable development.

9. Policy and Governance:

Need: Effective policies and governance mechanisms are required to drive improvements in
government schools.
Rationale: Research in this area can help identify policy gaps and recommend reforms.

10. Data-Driven Decision-Making:

Need: To collect and analyse data on government school development and cleanliness to inform
evidence-based decision-making.
Rationale: Data provides insights into the current state of affairs and helps in monitoring progress.

Studying these needs is crucial for developing targeted strategies and interventions that can lead to
the enhancement of government schools in India, ensuring a brighter future for the country's youth.
Objectives

The objective of this problem statement is to propose innovative and sustainable solutions that
address these challenges and contribute to the holistic development and cleanliness of government
schools in India. Solutions should aim to enhance the quality of education, improve infrastructure
and sanitation facilities, promote community engagement, and ensure the overall well-being of
students."
Addressing these challenges will require a multi-faceted approach involving government initiatives,
community participation, private sector collaboration, and civil society efforts to bring about
meaningful change in the state of government schools in India.

Scope

1. Infrastructure Development:
Scope: Upgrading and building new classrooms, libraries, laboratories, and sports facilities to
provide a conducive environment for learning.
Impact: Improved infrastructure can enhance the overall learning experience and attract more
students to government schools.

2. Sanitation and Hygiene:

Scope: Ensuring access to clean toilets, safe drinking water, and proper waste disposal facilities in
schools.
Impact: Improved hygiene and sanitation contribute to the well-being of students, reduce health
issues, and create a cleaner learning environment.

3. Teacher Training and Capacity Building:

Scope: Providing continuous training and support to teachers to enhance their teaching skills and
motivation.
Impact: Well-trained teachers can deliver better-quality education and engage students more
effectively.

4. Technology Integration:
Scope: Introducing computers, internet connectivity, and digital resources in schools to prepare
students for the digital age.
Impact: Technology can facilitate interactive learning and equip students with digital literacy skills.
5. Community Engagement:
Scope: Encouraging parents and local communities to actively participate in school development and
cleanliness initiatives.
Impact: Community involvement fosters a sense of ownership and collective responsibility for
school improvement.

6. Health and Nutrition Programs:

Scope: Implementing health and nutrition programs to address the nutritional needs of students,
including providing mid-day meals.
Impact: Proper nutrition enhances students' physical and cognitive development, leading to better
academic performance.

7. Research and Policy Advocacy:

Scope: Conducting research to identify challenges and gaps in government school development and
advocating for policy changes.
Impact: Research can inform evidence-based policies and reforms to drive improvements in the
education sector.

8. Budget Allocation and Resource Management:

Scope: Ensuring efficient allocation and management of resources to maximize their impact on
school development.
Impact: Effective resource management can lead to sustainable improvements in government
schools.

9. Monitoring and Evaluation:

Scope: Implementing monitoring and evaluation mechanisms to track progress and identify areas that
require attention.
Impact: Regular assessments help in measuring the effectiveness of interventions and making
necessary adjustments.

10. Public-Private Partnerships:

Scope: Collaborating with private sector organizations for infrastructure development, teacher
training, and technology integration.
Impact: Public-private partnerships can bring additional resources and expertise to improve
government schools.
11. Inclusive Education:
Scope: Ensuring that government schools cater to the needs of students with disabilities and those
from marginalized communities.
Impact: Inclusive education promotes social equity and diversity in schools.

12. Skill Development and Vocational Training:

Scope: Introducing skill development and vocational training programs to prepare students for future
employment opportunities.
Impact: Such programs enhance students' employability and economic prospects.

The scope of government school development and cleanliness in India is not limited to a single
aspect but encompasses a wide range of opportunities for improvement. A comprehensive and
coordinated approach involving government agencies, civil society, communities, and the private
sector can bring about meaningful change in the education landscape and contribute to the overall
development of the nation.

Research methodology
Secondary data collection method- in this research the data is collected from the secondary sources
such as websites and journals.

Analysis and interpretation

The data required for analysis and interpretation was collected through secondary sources using
websites and journals. The response given by respondent is summarised and interpreted below.

1.What are the different types of infrastructure that are needed in government schools?
The type of infrastructure that is needed in government schools can vary depending on the location
of the school, the level of education being offered, and the needs of the students. For example,
schools in rural areas may need access to clean water and sanitation facilities, while schools in urban
areas may need more space for classrooms and playgrounds.

2.What are the current levels of infrastructure development in government schools?

The current levels of infrastructure development in government schools can be assessed by looking
at factors such as the availability of basic facilities, such as classrooms, toilets, and drinking water;
the condition of these facilities; and the availability of other resources, such as textbooks and
computers.
3.What are the factors that have contributed to the current levels of infrastructure
development?
The factors that have contributed to the current levels of infrastructure development can include
government policies, funding levels, and the involvement of local communities. For example, a
government policy that prioritizes education spending may lead to an increase in infrastructure
development in government schools.

4.What are the challenges to improving infrastructure development in government schools?

The challenges to improving infrastructure development in government schools can include a lack of
funding, corruption, and a lack of political will. For example, a government may be reluctant to
allocate more funding to education if it believes that the money will be wasted or misused.

5.What are the best practices for improving infrastructure development in government
schools?
The best practices for improving infrastructure development in government schools can include
community-based initiatives, public-private partnerships, and innovative financing mechanisms. For
example, a community-based initiative could involve parents and teachers working together to raise
funds for school repairs.

6.What are the roles of different stakeholders in improving infrastructure development in

government schools?
The roles of different stakeholders in improving infrastructure development in government schools
can include the government, school administrators, teachers, parents, and students. For example, the
government can play a role by providing funding and setting policies, while school administrators
can play a role by managing the construction and maintenance of facilities.
Break – up of schools by management

Percentage of enrolments
 India had 1.49 million schools as of Mar'22, a 1.3% decrease over the previous year.
 The total number of schools has decreased by 0.8% in the 9 years between 2012-13 and
2021-22