SOCIAL RELEVANCE PROJECT ON

“LIVELIHOOD AN INITIATIVE FOR POOR

SIDE OF URBAN”

Master of Management Studies (MMS)

(Under University of Mumbai)

Submitted By

AKSHSY LILADHAR PENDHARE

(Roll no: Operations-08)

Under The Guidance of

Prof. Shalini Kakkar

2016-18

PTVA’s Institute of Management Studies

Mumbai
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COMPANY CERTIFICATE

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 CERTIFICATE

This is to certify that project titled is successfully completed by Mr. Akshay L. Pendhare during
the IV semester, in partial fulfilment of the Master’s Degree in Management Studies recognized
by the University of Mumbai for the Academic Year 2017-18 through The project is original work
and not submitted earlier for the award of any degree/ diploma/ or associateship of any other
University/Institution.

Name: Prof. Shalini Kakkar Dr. Harish Kumar S. Purohit

Signature of the guide Director

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 DECLARATION

I hereby declare that this Project Report submitted by me to the Parle Tilak Vidyalaya
Association’s Institute of Management is a bonafide work undertaken by me and is not submitted
to any other University or Institute for the award of any degree diploma/certificate or published
any time before.

Name: Akshay Pendhare

Roll No: Operations-08 (Signature of the guide)

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 ACKNOWLEDGEMENTS

First and foremost, I would like to express my gratitude to the Almighty, the omnipresent and
omnipotent, who kept me in good health and provided me with the wisdom to complete this task
in a properly and timely manner. The accomplishment of this study has been made possible by the
generous consideration of the people at Bright Future India and I am happy that I am given this
opportunity to express my gratitude towards these good people. I would like to acknowledge the
valuable work experience I received during my internship period at Bright Future India. I will be
forever indebted for the guidance & constant supervision provided to me by my mentor
Mr. Chetan Zalke, Coordinator for giving inputs of necessary information for this project.

I would like to express my sincere gratitude towards my mentor at PTVA’s Institute of

Management, Mrs. Shalini Kakkar for taking the time to review my progress and provide
valuable feedback throughout the course of my internship. She provided me with suggestions on
how to improve my report & what corrections were needed which proved to be quite valuable.
Finally, I express my gratitude to my parents for their support and encouragement throughout this
project.

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 TABLE OF CONTENTS

Chapter
Index Pg. No
No.

1 1
Executive summary

2 2
Introduction

3 11
Literature review

4 13
Objectives

5 14
Research methodology

6 21
Success Story

7 23
Results

8 24
Reflection & Learning

9 25
Conclusions

10 26
Bibliography

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 LIST OF FIGURES

Fig. No. Index Pg. No

2.1 School Program 8

2.2 Drama For Development (D4D) 9

2.3 Youth Training & Development Centre (YTDC) 10

5.1 Mobilization Sheet 15

5.2 Mobilization Process 15

5.3 Session on Know Yourself 17

5.4 Session on MS Word & Gmail 18

5.5 Community Engagement programmer 19

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 1. EXECUTIVE SUMMARY

Bright Future is an educational based NGO which was established in the year 2009 with an aim of
providing training to the needy. Since its inception it has been able to transform lives of many
youths. At present it is serving in 9 locations in Mumbai, thus creating an impact on the lives of
marginalized people and helping them in getting employment & becoming self-dependent.

In order to find out which people were in need of training & development, there was a need to do
survey in those areas which are extremely backward in case of education and explain them the
service provided by Bright Future and it will help them in shaping up their future. Once these
people are convinced enough to join Bright Future, they are provided with proper training and
counseling for a period of 3 months or more until they are able to find a job.

The project thus explains the procedural & training work done at Bright Future I.e. Mobilization,
Documentation, conducting sessions for the aspirants, etc. And how it was helpful for the aspirants
in shaping up their life & career.

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 2. INTRODUCTION

Education is very necessary for all to go ahead in the life and get success. It develops confidence
and helps building personality of a person. In such a competitive world, it is must for all to have
good education. The importance of higher education has become increased in getting good job and
position. Proper education creates lots of ways to go ahead in the future. It makes us strong
mentally, socially and intellectually by increasing our knowledge level, technical skills and good
position in the job. However, there are some people who are not able to receive basic education
due financial crisis, family problems, family’s mentality towards educating a girl child, etc. In such
scenario, NGOs plays an important role in helping the needy people in every manner possible
either providing them with education or employment facilities.

The project is about the CSR activities done at the Educational NGO named “Bright Future”. The
project highlights the CSR activities performed at Bright Future I.e. Mobilization, Documentation,
Writing Success Stories & Taking Sessions for the Aspirants on various topic like Communication
Skills, Decision Making, Time Management, etc.

In Mobilization, the “Social Worker” visits the local area in order to collect data about the people
who belongs to the age group 18-25 years specifically those who are school/college dropouts, BPL,
Jobseekers with a view of convincing them to join bright future.

In Documentation, all the data regarding mobilization and about the aspirants were transferred
into MS Excel in order to keep a backup soft copy.

In Success Stories, we prepared story about a particular aspirant who has been through difficult
conditions in the past and how their conditions have improved after graduating from Bright Future.

In Bright Future there are organized Community Engagement Program, the purpose of these
types of program to engage the community and communicate with knowledgeable person, then
talk about Human Right.

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 2.1 NEED

Most of the adolescents with whom we work in this age group are:

 Dropouts

 Are at the risk of dropping out from mainstream education and need motivation to continue
their further education

 Need guidance to pursue their further education and develop a career in a field of their
interest.

These adolescents often do not have an environment in which they can develop essential life skills
and guidance for further education and choosing a career. Some of them even do not have basic
documentation that is required at the time of securing admissions in Colleges or Universities post
18 years of age and also if they have to apply for jobs and start earning.

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 2.2 SECTOR OVERVIEW

Many NGOs in India are doing a great job in helping out the underprivileged kids with education and

to bring about a social change. Foradian being a company which is dedicated to evaluate the face of

education, celebrates these organizations which are working day in and out to provide every child a

chance to get education. Read on to know as we talk about 5 such Indian NGOs which are doing their

best in providing education equality:

1. Teach for India: ‘One day all children will attain an excellent education’- a vision that defines

Teach for India, a Teach to Lead project that encourages young college graduates and professionals to

take up two years of full-time teaching sessions in under resourced schools. In an effort to provide

quality education to all, teach for India currently works in 5 main cities of India- Mumbai, Delhi, Pune,

Hyderabad and Chennai and is well equipped with some 700 Fellows who are working towards

eradicating the high inequality present in Indian education system.

2. Make A Difference (MAD): Along with education partner, Cambridge University Press, Make A

Difference or MAD has initiated a unique project ‘The English Project’ to educate children from poor

homes, orphanages and street shelters with English. Currently, some 1200 volunteers are working hard

to teach 4000 children in some of the major cities of India including Mangalore, Chennai, Bangalore,

Mysore, Delhi, Dehradun, Kolkata, Vellore, etc. A winner of the prestigious Ashoka Staples Youth

Social Entrepreneur Competition in the year 2008 and also a Noble Laureate of the Karamveer

Purashkar awarded by I Congo, global fellow of Youth Action Net and Cordes Fellow 2010, MAD

also runs a Placements project running that aims to place underprivileged children on the same platform

with the children from regular homes.

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3. Pratham: Established in the year 1994, Pratham is dedicated to provide education to children

belonging to the slums of Mumbai. Team Pratham comprises of civil servants, PhDs, social workers,

educationists and many other educated personnel who are working for a common dream of developing

the future of children of the country. With an aim to offer every child their fundamental right to

education, Pratham has slowly grown into a larger organisation covering 19 states of India.

4. Barefoot College-India: An entire campus that runs on solar power. Yes, that’s Barefoot College

that was originally started by two friends Meghraj and Sanjit ‘Bunker’ Roy and who wanted to

establish college for the rural population of India and was established in 1972. Today, the organization

trains local community people into teachers, specialized professionals in other fields and has initiated

many educational efforts for children. The organization has also been ranked as the second best

educational NGO in the year 2013 by The Global Journal.

5. Cry: ‘Child rights and you’ or CRY is an NGO in India working for children and their rights. CRY

has undertaken a lot of initiatives to improve the condition of underprivileged children and one of them

is the ‘Chotte Kadam-Pragati ki Aur’, a literacy drive that has reached out to more than 35000 children

in 10 states of India. ‘Mission Education’ is another very popular campaign from CRY to make sure

that ‘education is every child’s right’ and that proper education reaches to more children in every new

academic year.

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 2.3 ABOUT NGO

Bright Future is a project of New Resolution India which is a Non-Governmental Organization

(NGO) registered in 2009 under Public Trust Act, 1950 Registration No. E 26080 (Mumbai), under
Section 80(G) of the Income Tax Exemption Act, 1961 and Foreign Contribution (Regulation)
Act, 2010

Bright Future empowers youth to make informed decisions about their career and thus enables
them to transform their passion into gainful employment through life skills development, career
development, mentoring support, internships and placement opportunities.

Bright Future also builds capacities of key stakeholders like parents and schools who play an
instrumental role in creating a conducive environment for enabling youth to take informed
decisions independently pertaining to their career and life.

1. Vision

Equal employment opportunities to all

2. Mission

To provide a nurturing environment for children and youth from marginalized communities to
transform their passion into gainful employment through career guidance, life skill development,
and mentorship and placement opportunities

3. Goal

Connecting Education to Employment

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 4. Values

 Communication

 Commitment

 Collaboration

 Creativity

5. Objectives

 To facilitate children and youth to choose a suitable career and develop their interests and enhance
their employability skills by connecting them to role models and specialized internship
opportunities.

 To educate parents and teachers to create an encouraging educational environment at home and
school.

 To sustain conducive environments in schools, homes and communities for change leaders to
emerge.

6. Programs

1. 1 School Program

The School Program focuses on creating a conducive environment in school by building capacities
of students in grades VIII – X and key stakeholders like parents and teachers for enabling students
to take informed decisions pertaining to their further education, career and life. The inputs to the
students are through life skills development sessions, career awareness sessions and mentoring
sessions this is to emphasize the need of identifying their interests and developing their skills to
transform their passion into a gainful employment. We aim to work closely with stakeholders in
school especially teachers to facilitate them to deal with their children in more efficient ways and

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with principals to build leadership to ensure that they create platforms in schools where children
have opportunities to learn about careers from activities like career exhibitions, career clubs and
presentations from experts from different sectors. These initiatives will lead to creating a
conducive environment at home, school and in the community. Bright Future ‘Facilitators’ who
have expertise in facilitating life skills and career awareness sessions visit schools and implement
the program.

Fig.2.1 School Program

2. Drama for Development (D4D)

A one year programme run in a community which uses drama as a platform to develop skills that
are essential for career and life in adolescents who are in the age group of 13-18 years. Drama for
Development uses the methodology of Awareness, Action and Policy through which children
develop awareness about self and issues in the society, plan actions to bring awareness and address
these issues. Using the platform of drama, children take initiative and become involved in their
community issues, conducting rallies, street plays to spread awareness, which keeps them
motivated till they are 18, developing communication, problem solving, leadership, team work and
social skills. By the time they graduate they already have certain basic foundations for any further
step they need to take towards higher education, livelihood and most importantly growing up as
confident socially conscious young citizens. The program is led by ‘Change Leaders’ who are

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essentially Ex-Aspirants or Alumni of Bright Future’s YDTC who facilitate sessions with the
adolescents to equip them with the required knowledge and skills to engage with the community.

Fig.2.2 Drama for Development (D4D)

3. Youth Development & Training Center (YTDC)

An accessible center in the community where a 3 months Livelihood programme is run for youth,
who are known as aspirants, in the community in the age group of 18–25 years which develops
them through Life Skills training, English and IT skills training, Career Development, Mentoring
Support and Placement opportunities that will help them convert their passion into gainful
employment. Post the training program, youth are supported through the interview process, placed
and monitored for 6 months into their job. Parents meetings, exposure visits, extra-curricular

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activities and mentor-ship by volunteers from the corporate provide students with the environment
to focus on developing their skills and transforming their passion into gainful employment.

The training sessions are conducted by ‘Facilitators’ who are equipped with knowledge and skills
required to facilitate sessions with Aspirants. The team in the center also comprises of a ‘Social
Worker’ who mobilizes and reaches out to the Aspirants and their parents in the community by
doing awareness events and home visits.

Fig. 2.3 Youth Training & Development Centre (YTDC)

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 3. LITERATURE REVIEW

3.1 Caspers Company McDonald’s: Empowering Their Employees through Education

Ray Kroc, the founder of McDonald’s understood the value of talent: “If we are going to go
anywhere, we’ve got to have talent. And I’m going to put my money in talent,” he said. Today,
Kroc’s philosophy is a guiding principle for McDonald’s at the corporate and franchise levels.
McDonald’s leaders are always looking for better ways to keep employees engaged and the
business moving forward.

Embodying this philosophy, the Caspers Company McDonald’s restaurants in Florida have long
offered GED and scholarship programs. And in 2001, the franchise established a tuition
reimbursement program for managers and crew. But as Executive Vice President and Risk
Manager, Ed Shaw knows, tuition assistance is only valuable when employees pursue a degree
program that engages them and provides a good return on the investment.

“Since we started offering tuition assistance, I’ve seen more and more of our employees gravitate
toward private institutions, which are very expensive,” said Ed. “In some cases, one class at a
private institution was the same price of an entire semester of community college, so frankly, I
was getting disenchanted.” His point of view is a common one among the 76 percent of employers
that report offering a tuition reimbursement benefit.

3.2 Case study on challenges faced in rural education in Jharkhand

Jharkhand was born on 15th Nov 2000. It has 24 districts. As far as the development of the entire
state is concerned, people have had huge expectations from the newly formed administrative
machinery. Reforms in education system and improvement in the literacy rate were among the
major issues, which were declared to be given the topmost priority by successive governments. In
order to attain those objectives, various initiatives were taken by the state government. Various
scholarships given by the state government are intended to enhance the intellectual capabilities of
each and every individual. As a part of its initiative to adopt e-Governance system, the Jharkhand

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government has launched the much awaited online fund transfer facility that aims to benefit over
4 lakh students belonging to scheduled castes (SC), scheduled tribes (STs), other backward classes
(OBCs) and minority community students studying in the state and outside. Moreover, various
programs by the central government have also contributed in creating a salubrious environment
for the education system. Right to Education act is one among the many other such initiatives.
Moreover, consistent budgetary support and many other social schemes are intended to have a
uniform and inclusive growth.

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 4. OBJECTIVES

1. Looking for Aspirants who are School/College dropouts and explaining the functions of
Bright Future.
2. Providing them with a 3 months course on English Communications, Language, and
Personality Development & Computer Skills.
3. Ultimately providing with the right job based on their skills & helping them to become
Self-dependent.

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 5. RESEARCH METHODOLOGY

One of the area where the NGO are providing its service is the slum areas of Bhandup. In order to
find out who were in need of training, Bright Future started doing door-to-door.

5.1 Mobilization. In mobilization the “Social Worker” visits the local area in order to collect data
about the people who are of the age group 18-25 years specifically those who are school/college
dropouts with a view of convincing them to join bright future. The Change Leader then explains
them about Bright Future NGO and about the course provided by them. For this work, the NGO
needs to have proper idea about the locality and its people because if this process is done in a high-
end posh area or a highly educated area it would fetch no means to the NGO. Hence it should
target the backward areas of the society i.e. those areas which are not able to get the proper
education facility for e.g. slum areas. Usually collecting data and getting information about the
people is a tedious task as they are not really willing to share information with others about their
family. However, the “Social Worker” then make them understand why this data collection is done
& how it will be help them. In Mobilization the NGO writes the Name, Date of Birth, Contact
Number and Qualification. People leaving in backward areas have a mentality that education is
bad for their kids specially to a girl child as then she will try to become self-independent and will
bring a behavioral change in her which make it difficult for the family to find an appropriate guy
for her marriage. Thus for mobilization the NGO would prefer to send those employees who has a
good idea about the locality and its people

After Mobilization the next step is

5.2 Mobilization Follow-ups. In Mobilization follow-ups the NGO then contacts those people
who have given their details and have shown interest to join Bright Future but have forgotten to
contact due to some reasons. The NGO does constant follow-ups if the person hasn’t made an
immediate decision on taking admission in Bright Future. This is an important step as it further
determines the conversion rate of a particular area & also speaks about the effectiveness of Bright
Future in that area.

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Fig. 5.1 Mobilization Sheet

Fig.5.2 Mobilization Process

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5.3 Documentation: - The mobilization & the admission Data collected about the people is then
transferred into the systems in order to have backup about the data and in case if the hard copy
gets misplaced. These data are very important from NGO’s perspective as they get an idea about
NGOs functioning in different areas its effectiveness, loopholes, areas of improvement, etc. In
mobilization data, the date, time, area, etc. are saved so that the NGO have an idea that in which
area mobilization work is done and on which date it is done. In admission data, the list of confirmed
aspirants who have taken admission in Bright Future and who have been attending the sessions on
regular basis is given. If any aspirant is not regular for the sessions, An Admission follow-up, is
done for such aspirants as to know the reason for the irregularity for these sessions. At times, there
are cases that an aspirant decides to cancel his/her admission either due to family being against
their learning or the aspirant may be not able to make time for the sessions. In latter case, the NGO
might help the aspirants either by transferring him to other batch where he can attend sessions
regularly or by postponing his joining until next batch. This data gives the NGO an idea about the
batch strength in a particular branch. Once the batch is completed the NGO then distributes
uniforms & bags for the aspirants. Main aim of providing uniforms was to make them aware of
the etiquettes in the corporate world as most of the aspirants specially girls weren’t ready to were
uniforms because of their culture & traditions and specifically family bounded by their orthodox
cultural thinking were in they consider there as a taboo & disrespectful towards their religion.

5.4 Sessions: - Sessions refers to training given to the Aspirants on various topics and aspects
which helps in improving their Communication Skills, Personality Development, Computer Skills,
etc. These sessions help in shaping out the aspirants and improve their skills in which ever they
have deficiency.

We were able to take four sessions with the Aspirants: -

1) Know Yourself.
2) MS Word.

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1) Know Yourself: - Here we tried to get to know about the Aspirants & their
communications skills. Thus we made the aspirants sit in a circular group and called out
each of them and told to speak about themselves i.e. their name, date of birth, locality, best
friend, their hobbies, etc. The sole moto about this session was to know their
communication level, how much comfortable they are with respect to English
Communication and their Confidence level during conversation.

Fig.5.3 Session on Know Yourself

2) MS Word & creating Gmail account: - Here the aspirants were told to use the various
features of Microsoft word and create various designed pamphlets, brochures, Application
letters, etc. We helped the aspirants in creating their own gmail account so in future they
could use it for sending job application or reverting to other mails through this session the
aim was to enhance the Computer knowledge of the aspirants, improve their typing skills
and to get a better knowledge of MS Office.

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 Fig. 5.4 Session on MS Word & Gmail

5.5 Bright Future arranged a visits for the NGOs in bank, police station, exhibition & other
NGOs

1. Bank: - During the visit in bank, one of the employees taught the aspirants about the banking
process i.e. writing a cheque, cash deposit, cash withdrawal, creating a bank account, filling a
deposit slip, etc. Thus giving the aspirants an idea about banking at basic level. After the visit we
asked the aspirants about their learnings. It was found that many of the aspirants lack basic
knowledge about the banking process and many aspects of banking were completely new to them.
Thus, they were thankful to Bright Future that they arranged a visit in bank.

2. Police Station: - During the visit to Police Station, one of the constables at Bhandup Police
Station took an interactive session with aspirants. He gave them an initial idea about the process
done at a Police Station during the crime scene, missing cases, robberies, etc. He also showed the
aspirants how an FIR is filled.

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3. Visit to Orphanage: - They also had a visit to an orphanage were they spent time with orphan
people and get to know about their life through interaction. They also provided them with food &
also got to know what they think about their future.

4. Community Engagement: - There was a session organized by Bright Future Bhandup at Kudal
Society, Bhandup West. Here they explained the basic rights of Human as well as women rights
& adults based on Domestic Violence, Dowry, and Crime against, etc. They also explained the
people about the Constitution of India, its needs & importance.

Fig.5.5 Community Engagement programmer

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5.6 Success Stories & Adolescence Stories: - Here the NGO prepare stories about young
Aspirants who were going through harsh personal & family conditions but are now in a better
condition since completing the 3 months course in Bright Future. Then they upload these stories
on its social networking page in order to create awareness about the NGO in the minds of people
and about the people in the backward who does not have proper education facilities. Here we
would like to share two success stories about the Aspirants who were going through harsh
conditions before joining Bright Future and now living a better & improved life after completing
3 months course at Bright Future.

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 6. SUCCESS STORY

Time Period of intervention: 17st August, 2016-st 18 November, 2016.

Beneficiary’s Past (please include details that depict beneficiary’s background including her,
socio-economic conditions, family and work details):

Mrs. X is from a middle class family. She has completed her 10th Grade. She is having 8 members
in her family. Her father is working in a bank, Mother is a housewife, one elder sister is working
at the mall & the other sister is doing the beautician course, two brothers are pursuing 12th Standard
& the younger one is in 11th Standard.

She came to know regarding Bright Future-India from her neighbors and she was in need to
improve her financial condition of her family, as they were facing some financial crisis. So from
this she got an idea of joining Bright Future and to move “ahead in life” and be “independent”.

Challenges/problems faced by beneficiary before intervention:

As she was not good at Communicating with people. She was quiet an introvert so she didn’t much
interact with the other students at the Centre. At the starting of the sessions she had stage fear and
lack of confidence but later after joining and participating in various training activities she started
to gain confidence and started becoming extrovert also.

How Bright Future supported the beneficiary:

As she was not confident on herself, we gave time to time counselling to her so that she can remain
focused for what she had come here to achieve. We kept on motivating her every day and helped
to gain her confidence and to improve her communication skills. So that she can give her best and
make her own identity so that she can stand on her own feet and even help her family by earning
some money.

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Change in the life of beneficiary (please mention the positive changes in his/her life that have
happened because of BRIGHT FUTURE’s intervention):

She became more confident & extrovert and started grasping things very fast. She started to have
good communication with other aspirants. Now she is the Change Leader at the Bhandup Centre
of Bright Future-India.

Quotes (quotes from beneficiary where he/she talks about the positive change in his/her life):

“I am glad to be a part of Bright Future Family. I want to be a successful person and I also wish to
contribute to society from my earnings.”

“Thanks to Bright Future for helping to develop my skills & Confidence level.”

Quotes from Project head/supervisor/staff (quotes depicting the support BRIGHT FUTURE
provided to the beneficiary):

“I want to thank for giving this opportunity to help aspirants to motivate them.”

Quotes from beneficiary’s guardian (quotes should depict BRIGHT FUTURE’s support and
gratitude from the guardian for BRIGHT FUTURE):

X’s language and style of living has changed a lot now she is independent and now she is
recognized as a Change Leader of Bright Future-India at Bhandup center- X’s Mom

Now (after BRIGHT FUTURE’s intervention), how does the beneficiary envisage his/her
future

She is now confident and happy with her Job at the Bright Future-India at the Bhandup Centre

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 7. RESULT

In Mobilization, we have seen that people are interested in joining Bright Future as they want to
get a good job and be self-dependent, however as the area was of backward class there were cases
where people were not interested to know about the course at Bright Future as they felt it’s a
complete waste of time. At times there were people who were against girl’s education so proper
counseling & awareness of education need to be created in the minds of such people

Through training sessions, we saw that the Aspirants lack Communication Skills & have ample
amount of stage fear. They aren’t trained enough to express themselves. The NGO need to give
special counselling in such cases as it will affect them in the corporate world. Thus they need right
training and guidance in order bring out the better in them.

The Aspirant requires proper training in English, Computers and other Life based skills. They
aren’t trained enough to know how to utilize 24 hours in a day. They aren’t trained enough to use
communication skills properly. These skills are the basic requirement for an entry level job. Thus
it is necessary that the NGOs take certain improvised steps and provide with proper training
regarding these aspects.

Thus it is necessary to make the Aspirants understand the importance of all these skills and how
to use it, when to use it & where to use it, so that in future these skills will surely help in getting a
better job.

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 8. DISCUSSION

1) We learned that there are people who are willing to learn in their day-to-day life but aren’t able to
do so, either due to financial problem or due to family problem. It is important to make these
people understand the importance of learning.

2) It is important to provide these people with the right counselling & guidance about the career. As
most of them are school/college drop-out, they lack aim & motive in life. It necessary that the
NGO create an awareness in the minds of such people and help them in contributing for the
betterment of the society. Without the right guidance & motivation the aspirants won’t able to find
out the aim of their life.

3) The NGO should not just train the aspirants to become a better person but also inspire them through
various examples in day-to-day life & how to apply such examples on them, thus it helps the
aspirant to create a certain goal in their life, irrespective of it being a short-term or long-term.

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 9. CONCLUSION

Thus we can conclude that Bright Future is trying to take every possible to shape up the future
those individual who are willing take the necessary step which will help in making their future
bright.

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 10. BIBLIOGRAPHY

 http://brightfutureindia.org/
 http://www.foradian.com/5-indian-ngos-working-toward-education-equality/
 https://www.mapsofindia.com/my-india/india/ngos-in-india

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