ISR SOCIAL ECONOMIC DEVELOPMENT

Aniruddha Dixit
Admission Number:HPGD/OCT14/0722
Social Cause: Various needs of Children Care and Protection,
Women Empowerment and Entrepreneurship Development,
Integrated Rural Development
Name of NGO: Socio Economic Development Trust
(SEDT)

PRIN. L. N. WELINGKAR INSTITUTE OF MANAGEMENT

DEVELOPMENT & RESEARCH
October 2014

INDEX
Sr No
1
2
3
4
5

Particulars
Introduction
Socio-Economic Development in India
SEDT overview
Children Focused Activities-Dreamland
Shree Sant Dnyaneshwar Vidyalaya
CONCLUSION

Page No
4
7
10
13
15

Introduction to social problem.

Elaborate the social, economical,
psychological, health problem
commonly found which affected
individual or society .
Development is a multi-dimensional phenomenon. Some of its major dimensions include: the
level of economic growth, level of education, level of health services, degree of
modernization, status of women, level of nutrition, quality of housing, distribution of goods
and services, and access to communication.
Social economic development is about putting people at the centre of development. This
means a commitment that development processes need to benefit people, particularly but
not only the poor, but also a recognition that people, and the way they interact in groups and
society, and the norms that facilitates such interaction, shape development processes.
While the role of formal institutions and policies has become central to the development
debate, the role of informal social institutions has received less attention. Debates on growth
and poverty reduction have paid relatively little attention to the impact of, for example, norms
of cooperation in villages and neighborhoods, community oversight in the management of
projects, or non-discrimination against women and minorities in education and health.
Development is defined here as a planned and comprehensive economic, social, cultural
and political process, in a defined geographic area, that is rights-based and ecologically
oriented and aims to continually improve the well-being of the entire population and all of its
individuals. The individuals would be actively involved in open, meaningful participation in
development and in the fair distribution of benefits. This comprehensive definition has three
components - social development, economic development and environmental protection.
Socioeconomic developmental social work refers to professional intervention with the intent
of improving socioeconomic conditions on seven levels: individual and group empowerment;
conflict resolution; institution-building; community-building; nation-building; region-building
and world-building. Socioeconomic development should lead us to (1) an explicit
commitment to important human values; (2) the recognition that the levels of intervention are
so intertwined that social and economic interventions need to involve all levels to some
extent; and (3) the creation or development of continually responsive and sustainable
organizations and social institutions that address human priorities.
3

This comprehensive definition of development is not the one most commonly used after
World War II and well into the 1960s. The early definitions and development theory focused
only on economic development, national income growth that usually was measured by a
change in per capita Gross National Product. This narrowly defined approach was the one
generally adopted in Asia and so the ideas such as full employment, universal social
services and a social safety net were not part of the development initiatives. These benefits
were expected to develop, if needed, following economic development.
Socioeconomic development, like the definition of development adopted here, emphasizes
progress in terms of economic and social factors within a geographic unit.
Economic development is the process of raising the level of prosperity through increased
production, distribution and consumption of goods and services. Social development, on the
other hand, refers to the complexity of social dynamics (the interplay of social structures,
processes and relationships) and focuses on (1) the social concerns of the people as
objectives of development and (2) people-centered, participatory approaches to
development. Social development is about inclusiveness, social justice and the common
good. Indicators of social development provide comparative information about areas su
ch as income, poverty, employment, employment security, education, health, crime and civic
participation. Sometimes social development indicator lists also have included information
about the environment.
The purpose of economic development is to improve the social and material well-being of all
individuals and social institutions with the goal of achieving the highest possible level of
human development. Socioeconomic development, therefore, requires the integration of
economic and social development. Progress in the quality of social and economic life should
only be seen as progress if it is rights based and minimally affects, conserves or improves
the natural environment.
Social work is a separate profession in the United States, but a broader definition of the term
is used here than is used by American social workers. Social work, as defined here, refers to
interventions by representatives of many disciplines and backgrounds and this can include,
for instance, social workers, clinical sociologists, practicing economists, community
organizers and policymakers. Socioeconomic developmental social work refers to
professional intervention with the intent of improving socioeconomic conditions in a
geographic area for the general population including all individuals and strata. This
intervention can be at a number of levels from the individual to the global.

Notes on the history of socioeconomic development

According to James Midgley, the linkage of social interventions with economic activities is
not new. In the late 1800s, for instance, the volunteer workers of the Charity Organization
Society in England helped impoverished clients find employment r start small businesses.
There also are examples of directing the economy to improve the living standards of the
population. For instance, United States President Franklin Roosevelts massive recovery
program (the New Deal of the 1930s) adopted John Maynard Keynes idea to intervene to
promote economic growth and employment.
In West Africa, in the late1920s and the 1930s, British colonial authorities began to change
their policies and promoted economic development. By the 1940s, economic development
was supported by efforts in education and the social services. These approaches,
particularly in the rural areas, involved literacy programs as well as practical skills. Mass
literacy began to be promoted but the term was seen as too narrow (connecting only with
education) and was replaced with what was thought to be a more appropriate term,
community development. By 1954, the British authorities adopted the term social
development to describe their efforts. The new term linked social welfare and community
development to the economic development efforts in the colonies.
The United Nations (UN), in the 1950s, promoted approaches to social welfare that
emphasized child and family welfare services. By the beginning of the 1960s, the emphasis
was on economic growth in addition to concerns about families and children and the UN
used the British label of social development for this combined interest.
Leading economists endorsed the idea of unified socioeconomic development planning and
recommended that central planning agencies be put in place.
Early postcolonial development efforts had a centralized, top-down approach and did not
involve the local community. That also was true for efforts after that time and there was
criticism of this model. In response to the challenge, the UN included local participation in its
social development model. The World Bank also began supporting human capital projects
that incorporated economic development and the Bank became interested in local
participation. Questions, however, were raised about the minimal local participation in World
Bank projects and whether this kind of local participation could determine or even influence
the kind and direction of a project.
Development strategies in the Global South also were being implemented in a narrow way
focusing on economic growth for the benefit of national elites and transnational corporations.
In Asia there was a strong belief that social development would inevitably follow economic
development. Reports from certain international organizations, such as the World Bank and
International Monetary Fund (IMF), reinforced this belief and, in part, reflected rosy reports
5

of progress being submitted by countries to these national agencies. The involvement of the
transnational corporations was facilitated by the World Bank and the IMF and, as Arline
Prigoff has noted, it would be difficult to overestimate the central role of those financial
institutions in the negative outcomes of international economic development projects
undertaken by nations in Africa, Latin America, and Asia during the latter part of the twentieth
century. It is not surprising then that economic growth sometimes was associated with rising
unemployment and poverty for certain sectors of a country and marginalization of local
producers. The reported economic growth also usually did not take into account
environmental costs and impacts.
Good Governance: The Path to Socio-Economic Reform and Development
Economic recovery is a priority and governance reform has been identified as the modality
by which economic recovery and socioeconomic development should be addressed. The
focus on governance reform means a shift of emphasis in development policy away from the
programs of the past, which focused only on the economic aspects of governance, to one
which examines economic and political measures simultaneously. An emphasis on
governance in effect demands a complete overhaul of the whole approach to public policy
formulation and social organization and radically new approaches to development policy.
This approach is an advance on economics-centered approaches, but it has some limitations
that must be addressed. The parameters of governance reform cannot be determined simply
by combining checklists of economic and political measures.
Although good governance is now a popular reform concept, it remains a puzzle. Exactly
how much institutions do contribute to economic performance is still to be understood. It is
not entirely clear either if good institutions in themselves drive growth, or whether this
depends on the nature of one institution - the state - or on the interaction between the state
and civil society. Unless the correlation between institutional design and development and
economic performance can be established, many policy initiatives hitherto undertaken may
not be fully relevant.

SOCIO-ECONOMIC DEVELOPMENT
IN INDIA
In India, the progress of socio-economic development among major states is not uniform.
This study examines the existing variability of inter-state development and thereby
identifying the indicators responsible for the diversity in development. Instead of studying the
variability of a particular variable across states, a composite index based on several
indicators has been developed using principal component analysis and states are arranged
according to the indices derived using four broadly accepted components: (a) economic
production and economic condition or in other words level of economic development; (b)
common minimum needs; (c) health and health-related services and (d) communication.
Since Independence in 1947, India has made enormous strides towards the progress of the
nation. The concerted and coordinated efforts of the national governments through various
Five Year Plans, starting from 1951, have changed the economic scenario of the country
considerably. Agriculture production has risen steadily, and progress of industrialization has
increasingly played a role in Indias economic development. During 1950-51, agriculture
contributed about 50 per cent of the countrys Gross Domestic Product but in 1992-93 its
share reduced to 26 per cent. There are, indeed, many areas of economic development and
social development in which Indias achievements have been creditable. However, overall
success in reducing poverty, ignorance and inequality has been quite limited. From 350
million inhabitants in 1952, Indias population had grown to 593 million by 1974, 900 million
by 1992 and probably it will cross the one billion mark by the next decade. But a large
proportion of the population continues to fall far short of minimum basic needs. The average
per capita income for the year 1991-92 stood as low as Rs.5,529 per annum. The sheer
number of people, together with the instability and inability of the economy to provide them
with even a bare level of subsistence, along with the unprecedented population increases, is
an ongoing threat to Indias economic development. One of the most important aspects of
Indias development progress is its remarkable regional disparity in eliminating basic
deprivations. The economy suffers from large and incessant inequalities. The majority of the
poor people lives in rural areas and belongs to the category of landless labourers and the
land continues to be highly inequitably distributed. On the other hand, underemployment and
unemployment are standard features of urban life.
It is worth mentioning that many countries are heterogeneous with respect to ethnic origins,
languages, religions, geography and traditions, but none can match the vast scale and diversity to be
found in India. As a result the country is called an ethnological museum.
7

Small and marginal farmers constitute over three-quarters of the landholders, but own only
29 per cent of the land. In contrast, large farmers constitute only 2 per cent of the
landholders, but own more than 20 per cent of the land (Agarwal, 1991).
In general, development can be viewed as a multi-dimensional phenomenon; some of its
major dimensions include level of economic development, level of education, level of health
services, degree of modernization, status of woman, level of nutrition, quality of housing,
distribution of goods and services, and access to communication. Again, it is not possible to
study one particular factor mentioned above in isolation.

Following are indicators of Development:

Indicators Relating to Common Minimum Needs

1) Literacy (Enrollment Ratio): Education is one of the principal attributes of the

quality of a population. For the education component of the developmental process,
two types of indicators are generally used. One type is cumulative and measures the
proportion of the population with certain characteristics relating to educational
attainment, such as the percentage of the population literate or the percentage with
primary schooling completed. The other type of measure is current and measures the
proportion of the student-age population currently enrolled in school. Thus, the
percentage literate is a measure of the stock of education in the population at a
moment in time, while the enrollment ratio is a measure of the current input to that
stock.
2) Percentage of households having safe drinking water: It is pity to mention that
even after 50 years of independence, problems relating to safe drinking water
facilities is still a burning issue of any election campaign in India. A village with a safe
drinking water facility does not necessarily mean that all households in the village
have a safe drinking water facility. Therefore, percentage of households having a
safe drinking water facility is a better indicator than percentage of villages having
safe drinking water.

3) Percentage of houses having electric facility: Other than this, one major
component of daily amenities is the household electricity. It may be mentioned that
availability of these two infrastructure facilities is mainly dependent on the public
(government) actions and political commitments.

4) Percentage of households living in pucca house

Indicators Relating to Health

1) Expectation of life at birth
8

2)
3)
4)
5)
6)

Doctors per lakh population

Hospital bed per lakh population
Percentage of people not morbid
Children survival rate per thousand birth and
Hospitals per lakh population

One vital component of human development is the access and availability of primary health
services. Decline in the death rate and reduction in infant mortality is directly related to the
level of existing health standard. Another indicator for availability of health services relates to
the number of hospital beds. Accordingly, hospital beds per lakh population are taken as an
indicator of health services facilities, specifically characterizing the level of infrastructure and
accommodation facilities of health available in a state. There are several health centers and
several doctors who practice outside the bigger medical and health institutions. Services
rendered by them can be thought to be more powerful components than the available
hospital facilities as far as the distribution and accessibility are concerned. Therefore, the
number of doctors per lakh population (DOCPL) is taken as another indicator in this group
under discussion. However, it is perceived that the child survival rate can be taken as an
indirect measure of health-care accessibility, as suggested by the World Health Organization
(1981). Although the child survival rate can be seen as reflecting the distribution of health
services, it is obviously influenced by other factors as well, such as nutritional levels, general
sanitation, access to transport and cultural practices. In the recent years, much attention has
been given to the morbid condition of the people because a state may have good health in
terms of life expectancy, infant mortality, etc., but a sizable proportion of people in the state
may be sick or morbid.

Socio Economic Development

Trust, Swapnabhumi. (SEDT)
Socio Economic Development Trust SEDT is a registered NGO established in 1980 with
an aim to make difference in the life of people in rural area of Parbhani district of
Marathwada region of Maharashtra state. Since then, Kerwadi is the central place of its
function.
It all started with a dream to provide a safe and secure shelter for destitute children.
Swapnabhoomi is the dream we live with the children at Kerwadi. SEDT then enhanced its
scope and build bridges for socio-economic development of the region. It is committed to
work for poor and marginalized communities and make a difference in their lives.
At SEDT, channelize energies into making difference to the people who need it most. The
development initiatives focus primarily to build dynamic and vibrant community structures
and empower children, women and society at large for socio-economic development.

10

The major thrust of SEDT programs is on areas including, but not limited to

Children in need of Care and Protection

Education and Child Rights Protection

Women Empowerment and Entrepreneurship Development

Community Health and Hygiene

Youth Development and Building Social Structures and Platforms

Agriculture and Alternative Livelihood

Tribal Development and Natural Resource Management

Integrated Rural Development

In the journey of 34 years, SEDT is committed to focus on last person of the society and
reaching to the most impoverished people in the society.
Today, the work is focused in more than 350 villages of 17 blocks of Parbhani, Hingoli and
Buldhana districts of Marathwada and Vidharbha region of Maharastra State. With the work
in Child Education and Science Centers in particular, we extended the work to 12 districts of
Marathwada, Vidharbha, Khandesh regions and the tribal belt of Western Maharashtra.
With the work in several spheres, we are successfully making a difference in 46,174 families
comprising an approximate population of 2.4 lakhs.
We believe the collective, definite and progressive efforts will certainly enrich lives of people
and overcome poverty, inequality and disparity in the society.
Few of current Supporters and Partners are

Yojana Project Help, Netherlands

Miracle Foundation, New Delhi

CHILDLINE India Foundation

Paranjape Schemes, Pune

Marathe Jwelers, Pune

11

Venkys Hatcheries, Pune

VMware Foundation

Maharashtra State AIDS Control Society

NABARD, Pune

Women and Child Development Department, Government of Maharashtra

Ministry of Tribal Development, Government of Maharashtra

Ministry of Textiles (Handicraft Department), Government of India

Few of Supporters and Partners in the past are

DFID, UK (PACS Programme)

SAVE THE CHILDREN, Cananda

SAVE THE CHILDREN, UK

SAVE THE CHILDREN, India Bal Raksha Bharat

INTERMON

OXFAM International

UNICEF

Indo-German Social Service Society

Pathfinder International

Plan International

CRY

12

Children focused Programs

1. Dreamland (Swapnabhoomi)
Project Name:

Dreamland (Swapnabhoomi)

Finance and support: Women and child welfare department, Miracle foundation and
Individual Donors.
Project since:

1980

Annual Budget:

25 lakhs

Project Objective
To establish and maintain a Home for orphan, destitute and abandoned boys

irrespective of their religion, creed and caste.

To provide them personal care, emotional security, proper education and training

facilities.
To provide them complete rehabilitation for a confident future.

Project Implementation
Dreamland is a home for the children in need of care and protection. Homeless, destitute
and orphan children are taken into care. It is a space where a destitute child gets a home of
their own. During this year there were 7 new admissions and two children left after
completing their high school education (for further technical education). Presently there are
68 children. To take care of children and sure they will feel homely and secure, there are
three house mothers and one social worker who is MSW and is always available for
counseling and support. A full time in-charge is also there who takes care of all records,
stores and day to day activities of the children. There is sufficient number of cooking and
cleaning staff.
Families and Committees
The children are divided into three family groups looked after by each house mother. In each
family there are around 20 to 24 children. NGOs house mothers spend time with all the
children. They also sleep in the childrens room, so that at night the children should not feel
alone. In any emergency they are also with the children.
Academic progress
One student has appeared for class X and 3 for class XII examinations. As previous year
report shows out of 2 students who appeared for 10th standard both passed with second
class, 4 who appeared for 12th standard, all passed and have continued their further
education. Datta Kale passed 12th std with 72% and join college in Pune.
13

Health and immunization program

During this year with the help of Miracle foundation, NGO had conducted quarterly medical
health check up of all children, house mothers and kitchen staff. We also checked
Hemoglobin of all children every quarter, we are proud to say that all children HB is above
11. We have also conducted ENT, Eye and dental check up once in a year. Every month we
have kept record of height and weight of each and every child. During this year NGO have
given Hepatise B, TT, MMR and Typhoid immunization to all children. NGO have also done
regular drinking water quality checking.

Scholarship and other achievements

Two students who appeared for 7th standard scholarship exams have passed. Someshwar
Ghorpode and Angad Kirade took part in General knowledge competitive examination
conducted by Shivneri Academy and they stood first and second in Palam Block. Arjun Kirde,
Govind Javale and Praveen Waghmare have passed Pradnya Shodh exam with first class.
Exposure tours for children
During this previous organised 2 saparet exposure tours. For those children who are above
10 years to Murud Zanzira, Raigard, Shriverdhan and places near Pune and for younger
children below 10 yrs to Chakoor, a beautiful place 50 km away from Kerwadi. All children
enjoyed the trip; it was a different experience for them.
Facilities provided to children
We thanks our donors for supporting us to improve living standard and providing facilities to
our children by providing cots, mattresses, bed sheets, pillow, mirrors, water heater, water
filter etc. We also thanks for all those who contributed for providing clothing, sweaters,
School shoes, sports shoes, sleepers, chapel, night dress, school bags, water bottle and
sports material. This year we developed a small library with the collection of 347 story books.
We introduced an open library, were children are allowed to take books and read as per their
choice. Our observation is that this method has attracted children and their reading habit is
developed. We again thanks our entire supporter, due to them this was possible. Special
thanks to Paranjape skims for providing tiles for flooring of main hall. Now children are
enjoying better quality living here.

14

2. Shree Sant Dnyaneshwar Vidyalaya

Project Name:

Shree Sant Dnyaneshwar Vidyalaya

Financial support: Self

Project since:

2006

Annual Budget:

18 Lakhs

Project Objectives
Our motive is to provide quality education to rural children.
Project Implementation
At present our school is providing education up to 7th standard where 211 girls and 108 boys
from Palam town and nearby villages. From the beginning we have taken care that female
teacher should get opportunity in our school. We are having 7 female teachers and 5 male
teachers and local supportive staff. There is a Balwadi with 52 children. Our Balwadi is well
known for its creative methods and judo game.
Our teachers take efforts to prepare students for scholarship exams, every year 100%
students who appear gets though examination. During this year our two students Puja
Manohar Borale and Atish Sudhakar Yevle rece
ived scholarship. Six students Kranti Mane, Shubham Petkar, Yashkumar Sabane, Swapnil
Swami, Sumedh Ballal and Aniket Poul were qualified for Jawahar Navoday Vidyalaya for 6th
standard. Similarly Sudharshan Poul came second in competitive exam from Gangaghed
centre.
Every year we try to upgrade our school, during this year 20 computers were installed. Our
teachers are using computer, LCD projector and internet for teaching different subjects. Midday meal is our one of the specialty where we provide best quality and enough quantity of
food. Nearly all students take their mid day meal at school due to quality hygiene and the
taste of food. We have also provided filtered water facility at school for students.
In front of every class there is Curiosity Boards, to improve and increase English vocabulary
on, every day one English word along with meaning and sentence is written. Every day
Thought for the day and general knowledge information is also written. We see that our
children get practical knowledge. During this year we organized exposure tour where
children saw whole process of making jiggery from sugarcane. We also take our student
regularly to SEDT discovery centre to have practical exposure in science.
Every year we celebrate 15th August and 26th January. During this year sports and different
competitions were organized. Students were given prizes for their good performance. During
whole year we have organized different competitions like handwriting, memory, General
knowledge, reading and writing, speech and many more. Along with this we have also taken
care of environment related activities like plantation, awareness rally, vanrai bandhara
construction, compost pit etc. We also celebrated different days, our annual function, cultural
programme, science day etc.

15

3. Foster Care Project(Balsangopan)

Project Name Foster Care Project
F
inancial support
Women and Child
D
evelopment
D
epartment
Proje
ct since
April 2007
Annual
Budget
6 Lakhs

16

17