COMMUNIT

Y SERVICE
PROJECT

ANDHRA
PRADESH UNCIL
STATE CO
OF HIGHER ED
(A STATUTORY BODY OF GOVERNMENT OF ANDHRA PRADESH)
ABC ID:

A COMMUNITY SERVICE PROJECT REPORT ON

Title: Raising awareness on path way to possibilities (guiding

future for school students).

Submitted to
Jawaharlal Nehru Technological University Kakinada,

in partial fulfilment for the award of the degree of

BACHELOR OF TECHNOLOGY
IN
ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

Submitted by

Name: Gaddam Tharaka Siva Venkata Lakshmi

Regd No: 21KN1A6120

Under the esteemed Guidance of

Mr. Balu Naik

Professor, AI&ML Department

DEPARTMENT OF ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING

NRI INSTITUTE OF TECHNOLOGY
Autonomous
(Approved by AICTE, Permanently Affiliated to JNTUK, Kakinada)
Accredited by NBA (CSE, ECE, EEE,MECH & IT), Accredited by NAAC
with ‘A’ Grade ISO 9001: 2015 Certified Institution
Pothavarappadu (V), (Via) Nunna, Agiripalli (M), Krishna Dist., PIN: 521212, A.P, India.

2024-2025
 NRI INSTITUTE OF
TECHNOLOGY
(AUTONOMOUS)
Approved by AICTE, New Delhi: Permanently Affiliated to JNTUK, Kakinada
Accredited by NAAC with "A" GRADE, Accredited by NBA (CSE, ECE,EEE,
MECH &IT)
An ISO 9001:2015 Certified Institution
Pothavarappadu (V), Agiripalli (M), Eluru District, A.P., India, Pin: 521 212
URL: www.nriit.edu.in, email: principal@nriit.edu.in, Mobile: + 91
8333882444
BONAFIDE CERTIFICATE

This is to certify that this Community Service Project report entitled “ Raising awareness on

path way to possibilities :(guiding future for school students).” has been successfully completed by

G.T.S.V.Lakshmi (21KN1A6120) during the academic year 2024-25 as a fulfilment for the completion

of “ Community Service Project “ in Department of Artificial Intelligence and Machine Learning.

Project Guide Head of the Department

Mr.Balu Naik Sir Dr.P. Rajendra Kumar

 Community Service Project Report
Submitted in accordance with the requirement for the
degree of………….

Name of the College:NRI INSTITUTE OF TECHNOLOGY

Department: Artificial Intelligence and Machine Learning.

Name of the Faculty Guide:Mr. Balu Naik sir

Duration of the CSP: From……… To………

NameoftheStudent:P

rogramme of Study:

Year of Study:

Register Number:

Date of Submission:

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 Student’s Declaration

I G.T.S.V.Lakshmi, a student of Community service project Program,Reg.

No.21KN1A6120 of the Department of Artificial Intelligence and Machine Learning,NRI
Institute Of Technology,College do hereby declare that I have completed the
mandatory community service from 2024 to 2025 in School under the Faculty
Guideship of Mr.Balu Naik sir, Department of AIML in NRI Institute Of Technology
Collage

(Signature and Date)

Endorsements

Faculty Guide: Mr.Balu Naik Sir

Head of the Department: Dr. P. Rajendra Kumar

Principal: Dr. C. Naga Bhaskar

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 Certificate from Official of the Community

This is to certify that (Name of the

Community Service Volunteer) Reg. No of
(Name of the College) underwent community
service in
(Name of the Community) from to
The overall performance of the Community Service Volunteer during
his/her community service is found to be
(Satisfactory/Good).

Project guide Head of the Department

External Examiner

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 Acknowledgements

I take this opportunity to thank all who have rendered their full support to our work. The
pleasure, the achievement, the glory, the satisfaction, the reward, the appreciation and the
construction of our project cannot be expressed with a few words for their valuable suggestions.

I thank our Principal, Dr. C. NAGA BHASKAR sir for providing the necessary
infrastructure required for our project.

I extend my sincere and heartfelt thanks to Professor and Head of the Department,

Dr. P. RAJENDRA KUMAR for his continuous guidance in completion of our Project work.

I extend my sincere thanks to Professor, Mr. Balu Naik Sir for his continuous
guidance and support to complete our project successfully.

Finally, I thank the Administrative Officer, Staff Members, Faculty of Department of AI&ML,
NRI Institute of Technology, my parents and my friends, directly or indirectly who helped us in
the completion of this project.

PROJECT ASSOCIATE
G.T.S.V.Lakshmi ( 21KN1A6120)

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 Contents

S. No CONTENTS
1 EXECUTIVE SUMMARY
2 OVERVIEW OF THE COMMUNITY
3 COMMUNITY SERVICE PART
4 ACTIVITY LOG
5 OUTCOMES DESCRIPTION
6 RECOMMENDATIONS AND THE CONCLUSION OF THE CSP

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 CHAPTER 1: EXECUTIVE SUMMARY
In today's rapidly evolving world, it is crucial to guide school students
towards a future filled with possibilities. This document aims to raise
awareness about the pathways that can lead students to success. By
providing a comprehensive overview of various educational and
career opportunities, we seek to equip students with the knowledge
and skills necessary to make informed decisions. This chapter
outlines the key objectives of our initiative, including fostering a
sense of exploration, encouraging goal-setting, and highlighting the
importance of adaptability in an ever-changing landscape. We believe
that by empowering students with the right information and support,
we can help them navigate their educational journey and unlock their
full potential.

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 CHAPTER 2: OVERVIEW OF THE
COMMUNITY

Chapter 2: Overview of the Community

Our community is a vibrant and diverse ecosystem, rich with opportunities
and challenges that shape the lives of its residents, particularly our school
students. Located in a region characterized by its blend of urban and
suburban landscapes, the community is home to a variety of cultural,
educational, and economic institutions. The demographics of our
community are diverse, with a mix of families from different socioeconomic
backgrounds, ethnicities, and cultural traditions. This diversity is a
strength, offering students exposure to a wide range of perspectives and
experiences.
The educational landscape within our community includes several schools,
each with its own unique strengths and programs. These institutions are
committed to providing a high-quality education, but they also face
challenges such as resource allocation, ensuring equitable access to
opportunities, and adapting to the changing needs of students in a digital
age. Community organizations, local businesses, and non-profits play a
crucial role in supplementing educational efforts, offering mentorship,
extracurricular activities, and career exploration opportunities.
Economically, the community is dynamic, with a mix of industries ranging
from technology and healthcare to traditional manufacturing and retail.
This diversity provides a range of career pathways for students to explore,
but it also necessitates a focus on preparing students for the future
workforce. The community's commitment to education and development is
evident in its support for initiatives that enhance student engagement,
foster innovation, and promote lifelong learning.
In summary, our community is a tapestry of opportunities and challenges,
offering a fertile ground for students to explore their interests, develop
their skills, and prepare for a future filled with possibilities. By
understanding the unique characteristics and needs of our community, we
can better tailor our efforts to guide students towards a successful and
fulfilling future.

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 CHAPTER 3: COMMUNITY SERVICE PART

Chapter 3: Community Service

Community service is a cornerstone of personal and social development,
offering students a unique opportunity to connect with their surroundings,
develop empathy, and gain practical skills. By engaging in community
service, students can make a tangible impact on the lives of others while
also enhancing their own sense of purpose and responsibility.
The Importance of Community Service
Community service is more than just a volunteer activity; it is a
transformative experience that fosters a sense of belonging and civic
responsibility. For students, it provides a platform to apply classroom
learning to real-world situations, enhancing their understanding of social
issues and developing critical thinking and problem-solving skills.
Additionally, community service helps students build a strong network of
relationships, both with peers and adults, which can be invaluable for
future opportunities.
Types of Community Service Opportunities
1. Environmental Projects: Students can participate in activities such
as tree planting, park clean-ups, and recycling initiatives. These
projects not only beautify the community but also teach students
about sustainability and environmental stewardship.
2. Social Services: Volunteering at local shelters, food banks, or
community centers allows students to directly assist those in need.
This type of service fosters empathy and a deeper understanding of
social issues such as poverty and homelessness.
3. Educational Support: Students can tutor younger children, assist in
after-school programs, or participate in literacy initiatives. These
activities help reinforce academic skills while also providing a sense
of accomplishment and leadership.
4. Health and Wellness: Students can volunteer at local hospitals,
health fairs, or wellness programs. This exposure can spark an
interest in healthcare careers and promote a culture of health and
well-being.
5. Cultural and Arts Programs: Engaging in community arts
programs, cultural festivals, or historical preservation projects can
help students appreciate the rich cultural heritage of their
community and develop creative skills.

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Benefits for Students
 Skill Development: Community service provides hands-on
experience that can enhance skills such as communication,
teamwork, and leadership.
 Personal Growth: Volunteering can boost self-esteem, foster a sense
of accomplishment, and provide a sense of purpose.
 Career Exploration: Exposure to different types of service can help
students explore potential career paths and gain valuable work
experience.
 Networking: Building relationships with community members and
organizations can open doors to future opportunities, such as
internships and job offers.
Implementing Community Service Programs
To maximize the impact of community service, schools and community
organizations can collaborate to create structured programs that align with
students' interests and community needs. These programs should include:
 Clear Objectives: Define what the program aims to achieve, both for
the community and for the students.
 Training and Support: Provide students with the necessary training
and resources to succeed in their volunteer roles.
 Reflection Opportunities: Encourage students to reflect on their
experiences, helping them process what they have learned and how it
relates to their personal and academic goals.
 Recognition and Celebration: Acknowledge and celebrate
students' contributions to the community, reinforcing the value of
their efforts.
Conclusion
Community service is a powerful tool for student development and
community enhancement. By engaging in meaningful service activities,
students can gain valuable skills, build strong relationships, and contribute
to the betterment of their community. Schools and community
organizations play a crucial role in facilitating these opportunities,
ensuring that students have the support and resources they need to make a
lasting impact. Through community service, we can empower students to
become active, compassionate, and responsible citizens, ready to embrace
the challenges and possibilities of the future.

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 ACTIVITY LOG FOR THE FIRST WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
e activity Signatu
re

Orientation session introducing Understanding the

Day – 1
students to the initiative and its purpose and importance
objectives. of career guidance.

Gained insights into

Day - 2 diverse career options and
Interactive career exploration industry expectations.
workshop with guest speakers

Skill development session focusing on Enhanced communication,

communication and problem-solving. critical thinking, and
Day – 3 problem-solving skills.

Community service project planning Developed teamwork,

and team-building exercises. leadership, and
Day – 4 organizational abilities.

School visits and mentorship program Built mentor-student

launch relationships and received
Day – 5 career guidance.

Awareness campaign on career Increased awareness of

opportunities and skill-building. career planning and the
Day –6 importance of upskilling.

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 WEEKLY REPORT
WEEK – 1 (From Dt………..….. to Dt.......)

Objective of the Activity Done:Awareness for career guidence

Detailed Report: During the first week of the community service program
from
October 7 to October 11, 2023, students engaged in a variety of activities
designed
to introduce them to the importance and impact of community service.
The week
began with an orientation session in the school auditorium, where 50
students,
along with teachers and community volunteers, learned about different
service
opportunities and the benefits of getting involved. This was followed by
an
environmental clean-up at a local park on Tuesday, where students
worked in
groups to remove litter and debris, learning about environmental
stewardship
teamwork. On Wednesday, students visited a local food bank to
understand the
issue of food insecurity and assisted in sorting and packing food items for

distribution. Thursday’s after-school tutoring session saw older students

helping
younger children with homework, reading, and math, fostering patience
and
communication skills. The week concluded with a reflection and planning
session
on Friday, where students discussed their experiences, shared insights,
and set
goals for future involvement. Overall, the first week successfully fostered

enthusiasm and a sense of civic responsibility among students, laying a

strong
foundation for continued community service.

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 ACTIVITY LOG FOR THE SECOND WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
e activity Signatu
re
Conducted an introductory session on Students gained an
career awareness, explaining the understanding of the
importance of understanding various significance of career
Day – 1
career paths and the role of early planning early in their
guidance. education.

Organized a workshop with professionals Students learned about the

from different fields (e.g., engineering, practical aspects and
medicine, arts) to talk about their career challenges of different career
Day - 2
journeys. choices.

Held a group discussion on the factors Students were able to identify

influencing career choices, such as factors to consider when
interests, skills, and market trends. making career decisions.
Day – 3

Introduced online career exploration tools Students learned how to use

and guided students on how to use them digital tools to explore various
for discovering their interests and careers based on their
Day – 4
aptitude. strengths.

Arranged a peer interaction session where Students understood the

senior students shared their career importance of peer guidance
exploration experiences and decision- and the value of shared
Day – 5
making processes. experiences in career
decision-making.

Concluded the week with a quiz and

feedback session to assess student Students assessed their
Day –6 awareness and learning, followed by a understanding of career
discussion on next steps. pathways and discussed
their preferences for future
guidance.

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 WEEKLY REPORT
WEEK – 2 (From Dt………..….. to Dt.......)

Objective of the Activity Done: Exploration

Detailed Report: In the second week of the program, the focus was on
exploration, where
students were introduced to various career pathways and the factors
influencing career
choices. Activities began with an introductory session emphasizing the
importance of early
Career planning, followed by a workshop with professionals from diverse fields
who shared
their career experiences. This was complemented by a group discussion on the
factors
affecting career decisions. On Day 4, students explored online tools to assess
their strengths
and interests, while Day 5 featured peer-led sessions where senior students
shared their own
career exploration journeys. The week concluded with a quiz and feedback
session, allowing
students to assess their learning and reflect on their preferred career paths.
Overall, Week 2
aimed to help students explore and gain insights into different career
possibilities, fostering
informed decision-making for their future.

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 ACTIVITY LOG FOR THE THIRD WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
activity
e Signatu
re
Conducted a workshop on setting career Students learned how to set
goals, teaching students how to break realistic and achievable career
down long-term goals into achievable goals, and understand the
Day – 1
steps importance of goal-setting in
career planning.

Held an interactive session on soft skills Students gained an

development, emphasizing understanding of the key soft
communication, teamwork, and skills needed to succeed in
Day - 2
leadership as essential for career success. any career field.

Organized a session on the importance of Students learned how

networking and how to build professional networking can open career
relationships early on. opportunities and how to
Day – 3
initiate and maintain
professional relationships.

Arranged a guest speaker event with an Students were exposed to

industry expert to talk about emerging emerging career fields and
career fields, such as AI, robotics, and learned about the future job
Day – 4
renewable energy. market trends.

Conducted mock interviews with students Students practiced and

to practice interview techniques, body improved their interview
language, and communication skills. skills, including answering
Day – 5
common questions and
presenting themselves
confidently.
Organized a reflection session where Students reflected on their
students discussed their learnings from career interests, set new goals,
the week, and shared their updated career and discussed how their
Day –6
interests and goals. perceptions of potential
careers have evolved.

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 WEEKLY REPORT
WEEK – 3 (From Dt………..….. to Dt.......)

Objective of the Activity Done: Development

Detailed Report: In the third week of the program, the focus was on
development, with
activities designed to enhance students' skills and knowledge for making
informed career
choices. The week began with a workshop on setting career goals, followed by a
session on
developing essential soft skills like communication, teamwork, and leadership.
Students
then learned about the importance of networking and how building professional

relationships can unlock career opportunities. A guest speaker event introduced

students to
emerging fields like AI and robotics, while mock interviews provided practical
experience in
interview techniques and communication. The week concluded with a reflection
session
allowing students to reassess their career goals and reflect on how their
perspectives on
potential careers had evolved. Week 3 aimed to foster both personal and
professional
growth, equipping students with the tools to navigate their future careers
successfully.

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 ACTIVITY LOG FOR THE FORTH WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
e activity Signatu
re
Organized a session on time management, Students learned how to
teaching students how to prioritize tasks effectively manage their time,
and balance academic and extracurricular prioritize tasks, and strike a
Day – 1
activities. balance between academics
and personal interests.

Held a group discussion on problem- Students developed critical

solving skills and their application in real- thinking and problem-solving
world careers, with case studies and skills that can be applied in
Day - 2
activities. various career fields.

Conducted a session on personal Students gained an

branding, teaching students the understanding of personal
importance of building and maintaining a branding and how it
Day – 3
professional image. influences career
opportunities and professional
relationships
Organized a hands-on workshop on Students learned how to craft
creating a professional resume and cover an impactful resume and
letter, emphasizing how to showcase cover letter tailored to specific
Day – 4
skills and experiences effectively. job roles or career fields.

Arranged a mock career fair where Students gained real-world

students practiced interacting with experience in networking,
professionals, discussing career options, discussing career
Day – 5
and networking. opportunities, and building
professional connections.

Concluded the week with a feedback Students reflected on their

session where students shared their progress, provided feedback
learning edperiences and discussed on the activities, and clarified
Day –6
their career aspirations. their career aspirations and
next steps.

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 WEEKLY REPORT
WEEK – 4 (From Dt………..….. to Dt.......)

Objective of the Activity Done: Empowerment

Detailed Report: In the fourth week of the program, the focus was on
empowerment, equipping students with essential skills to take charge of their
career development. The week began with a session on time management,
helping students learn how to prioritize tasks and balance their academic and
personal lives effectively. A group discussion on problem-solving skills followed,
where students practiced applying critical thinking to real-world scenarios. The
students also explored personal branding, understanding the importance of
building a professional image for career success. On Day 4, students
participated in a hands-on workshop to create professional resumes and cover
letters, learning how to present their skills and experiences in a compelling
way. The week continued with a mock career fair, providing students an
opportunity to practice networking and interact with professionals. The week
concluded with a feedback session, allowing students to reflect on their
experiences and clarify their career aspirations. Overall, Week 4 aimed to
empower students with practical tools and confidence to navigate their career
paths.

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 ACTIVITY LOG FOR THE FIFTH WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
activity
e Signatu
re
Conducted a session on goal refinement, Students learned how to refine
helping students revisit and adjust their and adjust their goals to align
career goals based on new insights. with their evolving interests
Day – 1
and the knowledge gained
throughout the program.

Organized a workshop on effective Students gained skills to

communication skills, including public effectively communicate in
speaking, writing, and digital both professional and
Day - 2
communication. personal settings, enhancing
their ability to articulate ideas.

Held a career exploration panel discussion Students gained deeper

with professionals from diverse insights into various
industries, answering student questions industries and learned about
Day – 3
about their respective fields. the practical aspects of
working in those fields.

Arranged a practical session on managing Students learned techniques to

workplace stress and building resilience manage stress and build
through mindfulness and coping resilience, vital skills for
Day – 4
techniques. maintaining mental and
emotional well-being in any
career.
Organized a mock project presentation, Students improved their
where students presented a project idea to presentation skills, learned
a panel, practicing presentation and how to work collaboratively
Day – 5
teamwork skills. on projects, and effectively
convey their ideas.

Held a feedback and reflection session, Students reflected on their

allowing students to share their progress learning journey, provided
and how their career perspectives have feedback, and updated their
Day –6
evolved. career aspirations based on
the program’s insights.

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 WEEKLY REPORT
WEEK – 5 (From Dt………..….. to Dt.......)

Objective of the Activity Done: Refinement

Detailed Report: In the fifth week of the program, the focus was on
refinement, where students fine-tuned their career goals and personal
skills based on the insights gained throughout the program. The week
began with a session on goal refinement, where students revisited and
adjusted their career goals to better align with their evolving interests.
A workshop on effective communication skills followed, helping students
develop their public speaking, writing, and digital communication skills,
which are essential in any career. On Day 3, students participated in a
career exploration panel discussion with professionals from diverse
industries, gaining firsthand knowledge about different fields. The week
continued with a practical session on managing workplace stress and
building resilience, equipping students with techniques to handle stress
and maintain well-being in their future careers. A mock project
presentation on Day 5 allowed students to practice their presentation
and teamwork skills, simulating real-world project scenarios. The week
concluded with a reflection and feedback session, where students shared
their progress, updated their career aspirations, and discussed how
their perspectives on their future careers had evolved. Week 5 aimed to
help students refine their career goals and develop key skills for
personal and professional growth.

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 ACTIVITY LOG FOR THE SIXTH WEEK

Day Person
& Brief description of In-
the daily Learning
Dat Outcome Charge
activity
e Signatu
re
Organized a session on the importance of Students learned how
continuous learning and upskilling, continuous learning and
emphasizing the need to stay relevant in upskilling are essential to
Day – 1
the changing job market. adapt to the ever-evolving
career landscape.

Held a workshop on financial literacy, Students gained knowledge

covering basics like budgeting, saving, on how to manage finances
and investing, which are important skills effectively, which is critical
Day - 2
for personal and professional growth. for both career and personal
life.

Conducted a session on work-life balance, Students learned how to

discussing how to prioritize personal manage their time and
well-being while maintaining professional responsibilities to maintain a
Day – 3
success. healthy balance between work
and life.

Arranged a practical session on decision- Students developed better

making, where students participated in decision-making skills,
scenarios requiring quick thinking and learning to evaluate situations
Day – 4
analysis. quickly and make informed
choices.

Held a collaborative workshop on Students learned key

teamwork, focusing on strategies for strategies for working
effective collaboration in group projects effectively in teams and
Day – 5
and the workplace. improving collaboration
skills.

Concluded the program with a final Students reflected on their

feedback and reflection session, allowing progress, shared their
students to reflect on their entire learning experiences, and set concrete
Day –6
journey and set future goals. goals for their future career
paths.

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 WEEKLY REPORT
WEEK – 6 (From Dt………..….. to Dt.......)

Objective of the Activity Done: Reflection

Detailed Report: In the sixth week of the program, the focus was on
reflection, allowing students to assess their progress and solidify their career
development plans. The week began with a session on self-assessment tools,
where students learned to evaluate their strengths and interests, helping them
align their career aspirations with their abilities. A workshop on building a
professional portfolio followed, teaching students how to showcase their
achievements and skills effectively. On Day 3, students participated in an
interactive session about the importance of mentorship and how to seek
guidance from professionals to accelerate their career growth. The session on
industry trends helped students stay updated on the latest developments and
technological advancements across various fields, emphasizing the importance
of continuous learning. A networking session allowed students to engage
directly with professionals, learning how to build and nurture valuable industry
connections. The program concluded with a feedback and reflection session,
where students shared their experiences, evaluated their learning journey, and
set concrete goals for their future careers. Week 6 aimed to reinforce the
lessons learned throughout the program and prepare students to take proactive
steps in their career development.

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 CHAPTER 5: OUTCOMES DESCRIPTION

1. Enhanced Career Awareness: Throughout the program, students gained a

clear understanding of the various career pathways available to them. They
explored different industries, professions, and the skills required to succeed
in those fields, enabling them to make informed career choices.

2. Improved Soft Skills: A significant outcome was the development of essential

soft skills such as communication, teamwork, leadership, and problem-
solving. Students were equipped with the tools needed to navigate
professional environments, work effectively in teams, and present themselves
confidently.

3. Goal Setting and Planning: Students demonstrated improved abilities to set

realistic and achievable career goals. They learned how to break down long-
term goals into smaller, actionable steps, fostering a sense of direction and
purpose in their career journey.

4. Practical Application of Knowledge: Through workshops, mock interviews,

and project presentations, students applied the theoretical knowledge gained
in the program. They developed practical skills in areas such as resume
writing, personal branding, time management, and stress management,
preparing them for real-world challenges.

5. Increased Professional Awareness: Students were exposed to industry

professionals, gaining insights into various career sectors, emerging trends,
and the importance of continuous learning. This exposure helped broaden
their perspectives on the job market and made them more adaptable to
future changes.

6. Networking Skills: Students learned the importance of professional

networking and how to build and maintain relationships with industry
professionals. The mock career fair and networking sessions allowed
students to practice these skills, which will be valuable as they progress in
their careers.

7. Self-Reflection and Personal Growth: The program emphasized self-

reflection, encouraging students to evaluate their progress and redefine their
career goals as they advanced. This reflective process helped students
identify their strengths, weaknesses, and areas for improvement, fostering
both personal and professional growth.
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8. Empowerment and Confidence: By the end of the program, students gained
the confidence to make informed decisions about their future careers. They
were empowered to take ownership of their career development, equipped
with the necessary skills and knowledge to navigate the challenges ahead.

Overall, the program's outcomes contributed to students' holistic

development, equipping them with the essential tools, strategies, and
mindset required to succeed in their chosen career paths.

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 Describe the problems you have identified in the community

Problems Identified in the Community for "Raising Awareness on

Pathway to Possibilities (Guiding Future for School Students)"
1. Lack of Career Awareness: A significant problem in the community is
the limited awareness among school students about the vast array of
career options available to them. Many students are unaware of emerging
fields like artificial intelligence, robotics, and renewable energy, which are
growing rapidly. This lack of exposure limits their ability to make
informed decisions about their future careers and can result in missed
opportunities.
2. Limited Guidance on Career Planning: Many students do not have
access to proper guidance on how to plan their careers effectively.
Without structured guidance, they may make career choices based on
immediate interests or parental influence rather than informed decisions
about their skills, passions, and market trends. This leads to a
misalignment between their potential and the career they pursue.
3. Insufficient Skill Development Opportunities: In many cases,
students are not given sufficient opportunities to develop the practical
skills needed for career success, such as communication, teamwork,
leadership, problem-solving, and critical thinking. Schools often focus
heavily on academic knowledge, leaving students unprepared for the real-
world challenges they will face in their careers.
4. Lack of Exposure to Industry Professionals: Students in the
community have limited exposure to industry professionals and role
models who could inspire and guide them. Without direct interaction with
professionals, students lack insights into the day-to-day realities of various
careers and may not understand what specific roles require in terms of
skills, experience, and work ethic.
5. Inadequate Networking Opportunities: Networking is a crucial aspect
of career growth, but students often lack opportunities to build
professional relationships. They are not encouraged to engage with
professionals or mentors early enough, which could lead to fewer career
opportunities later on. Networking sessions and mentorship can help
students broaden their career prospects, but such programs are often not
readily available in the community.
6. Poor Understanding of the Importance of Lifelong Learning: Many
students in the community do not fully understand the importance of
continuous learning and upskilling. With rapidly changing industries, the
need for constant skill development is crucial. However, students often do
not recognize the significance of staying updated with industry trends and
evolving their skillsets to remain competitive in the job market.
7. Low Self-Confidence and Limited Career Planning Skills: Students
often lack self-confidence in their abilities to pursue and achieve their
career goals. This is compounded by insufficient guidance in how to assess
their own strengths and weaknesses, set achievable goals, and overcome
obstacles. Many students feel overwhelmed by the choices ahead of them
and do not have the tools to build confidence and make thoughtful,
deliberate career decisions.

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 Short-term and long-term action plan for possible solutions for the
problems identified and that could be recommended to the
concerned authorities for implementation.

SHORT TERM ACTION PLAN:

In the short term, the focus will be on raising immediate awareness among
students
about career opportunities and the skills required for different professions.
This will
include organizing workshops and seminars to introduce students to
various career
pathways, such as emerging industries like AI, robotics, and environmental
sciences.
Practical sessions will be conducted to improve essential soft skills like
communication, time management, and teamwork. Mock interviews,
resume-building
workshops, and networking events will be organized to provide students
with hands-
on experiences. Collaborations with local professionals and mentors will be
sought to
help students gain insights into real-world careers. The short-term goal is
to create an
immediate impact on students’ awareness and help them make more
informed
decisions about their academic and career goals.

LONG TERM ACTION PLAN:

The long-term action plan aims to build a sustainable framework that
ensures continuous guidance and support for students in their career
development journey. This includes establishing a mentorship program
where students can connect with professionals in their fields of interest for
ongoing advice and support. Partnering with educational institutions and
industries will create opportunities for internships and apprenticeships,
allowing students to gain real-world experience early in their careers. A
focus will be placed on promoting the importance of lifelong learning, with
initiatives to encourage students to continuously upgrade their skills to
meet evolving industry demands. Additionally, long-term partnerships with
schools and communities will help institutionalize career guidance
programs, ensuring that students have access to continuous resources and
support, even after the program ends. The long-term goal is to develop a
community of well-equipped individuals ready to navigate the complexities
of the job market and contribute to society effectively.

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 Description of the Community awareness programmes conducted
w.r.t the problems and their outcomes.

Career Awareness and Exploration Sessions: Problem Addressed:

Lack of career
awareness and limited exposure to diverse professions. Program
Overview: A series of
career awareness workshops and panel discussions were organized,
focusing on
introducing students to various career pathways, including emerging
fields like AI,
robotics, and renewable energy. Industry professionals from various
sectors were
invited to share their insights, discuss the skills required for different
careers, and
provide real-world examples of career growth. Outcome: Students gained
a broad
understanding of the numerous career options available to them. Many
students
expressed excitement about exploring new fields they had not previously
considered,
broadening their career horizons and making more informed academic
choices.

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

After completing 10th grade, students face an important decision regarding

their future studies, and this mini-project aimed to raise awareness among
students in [Agiripalli] about the various educational pathways available to
them. The objective was to educate them on the different academic and
vocational options such as Science, Commerce, Arts, and skill-based education
while encouraging them to consider career-oriented programs and self-
employment opportunities. Through interactive sessions, discussions, and
surveys, we assessed students' knowledge and interests, using informational
pamphlets and digital presentations to explain various career paths, sharing
real-life success stories for motivation, and engaging teachers and parents for a
holistic approach to career guidance. The study revealed a lack of awareness
about available opportunities, with many students believing that Science was
the only prestigious option, while Commerce and Arts were considered
secondary, and vocational courses largely unknown. To improve career
awareness, we recommend regular career counseling sessions in schools, self-
assessment tools for identifying strengths, access to online courses and career-
oriented workshops, and interactions with professionals from diverse fields. This
project successfully provided insights into the numerous educational and career
options available after 10th class, empowering students to make informed
decisions about their future and highlighting the crucial role of continuous
career guidance from educators and parents. Further efforts should be made to
ensure that every student has access to accurate and comprehensive career
information to shape their aspirations and career goals effectively.

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CHAPTER 6: RECOMMENDATIONS AND CONCLUSIONS
Recommendations:
1. Continuous Career Guidance Programs: It is recommended to
establish a long-term career guidance initiative within the community.
Schools can collaborate with career counselors, industry professionals,
and educational institutions to provide continuous support to students in
their career exploration journey. Regular sessions on emerging career
trends, skill requirements, and educational pathways should be organized
to ensure that students remain well-informed about their future options.
2. Partnerships with Local Industries: Building strong partnerships with
local industries and businesses can offer students valuable opportunities
for internships, apprenticeships, and hands-on learning experiences.
These partnerships would help bridge the gap between academic
knowledge and real-world application, giving students a deeper
understanding of the demands of the job market and providing them with
practical skills that will enhance their employability.
3. Strengthening Soft Skills Development: While technical knowledge is
important, soft skills such as communication, teamwork, leadership, and
problem-solving are equally crucial for career success. Schools should
integrate soft skills training into their regular curriculum and organize
workshops or extracurricular activities to help students develop these
essential skills. This will not only prepare them for future careers but also
enhance their interpersonal relationships and adaptability in different
work environments.
4. Mentorship and Networking Programs: It is crucial to create
mentorship opportunities where students can connect with professionals
in their fields of interest. Mentorship programs would offer personalized
guidance, advice, and support throughout their academic and early career
phases. Additionally, schools can organize networking events and career
fairs to help students build professional connections and learn directly
from industry experts.
5. Focus on Lifelong Learning and Skill Development: As industries
continue to evolve, it is essential for students to understand the
importance of lifelong learning. Educational institutions should promote
the value of continuous skill development by encouraging students to
pursue certifications, online courses, and specialized training programs.
This will ensure that students remain competitive and adaptable in a
constantly changing job market.
6. Support for Mental Health and Well-being: Mental health and
emotional well-being are critical to personal development and career
success. Schools should prioritize mental health programs that help
students manage stress, build resilience, and maintain emotional balance.
Providing access to counseling services, mindfulness practices, and time
management workshops will equip students to handle academic pressure
and future career challenges with confidence.
7. Focus on Gender Equality and Inclusivity: In promoting career
awareness and skill development, it is important to emphasize gender
equality and inclusivity. Ensuring that both male and female students have
equal access to career resources and opportunities is essential. Schools
should create a culture of inclusivity, where students of all backgrounds
are encouraged to pursue careers based on their interests and abilities,
rather than societal norms or stereotypes.
Conclusions:
The "Raising Awareness on Pathway to Possibilities" program has had a
significant impact on students in the community, providing them with the tools,
knowledge, and confidence to explore diverse career options and make informed
decisions about their futures. The program has effectively addressed key
challenges such as limited career awareness, insufficient skill development, and
lack of professional exposure. Through career awareness sessions, skill-building
workshops, mentorship, and networking opportunities, students have gained a
broader perspective on the job market and learned the importance of aligning
their education with future career goals.
One of the most notable outcomes of the program is the increased self-
confidence and motivation among students. They now feel more empowered to
pursue their chosen careers and take proactive steps to enhance their skills.
Moreover, the networking and mentorship programs have opened doors for
students to connect with professionals, gain insights into their desired
industries, and receive guidance from experienced mentors.
In conclusion, the program has not only helped students in the village make
more informed career choices but has also laid the foundation for a long-term
approach to career development. By continuing to provide career guidance, skill
development opportunities, and emotional support, the community can help
students navigate their future career paths more effectively, equipping them
with the necessary tools to succeed in an increasingly competitive and dynamic
world.
The success of this initiative underscores the importance of community-based
career guidance programs and their role in shaping the future of young
individuals. With the recommendations provided, there is a clear pathway for
enhancing and sustaining these efforts to ensure that students are fully
prepared to enter the workforce and make meaningful contributions to society.
Student Self-Evaluation for the Community Service Project
Student Name: G. THARAKA SIVA VENKATA LAKSHMI

Registration No:21KN1A6120

Period of CSP: From: To: Date of Evaluation:

Please rate your performance in the following areas:

Rating Scale: Letter grade of CGPA calculation to be provided

1 Oral communication 1 2 3 4 5
2 Written communication 1 2 3 4 5
3 Proactiveness 1 2 3 4 5
4 Interaction ability with community 1 2 3 4 5
5 Positive Attitude 1 2 3 4 5
6 Self-confidence 1 2 3 4 5
7 Ability to learn 1 2 3 4 5
8 Work Plan and organization 1 2 3 4 5
9 Professionalism 1 2 3 4 5
10 Creativity 1 2 3 4 5
11 Quality of work done 1 2 3 4 5
12 Time Management 1 2 3 4 5
13 Understanding the Community 1 2 3 4 5
14 Achievement of Desired Outcomes 1 2 3 4 5
15 OVERALL PERFORMANCE 1 2 3 4 5

Date: Signature of the Student

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 Evaluation by the Person in-charge in the Community /
Habitation
Student Name: Registration No:
Period of CSP: From: To: Date of Evaluation:
Name of the Person in-charge: Address with mobile number:

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

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

Rating Scale: 1 is lowest and 5 is highest rank

1 Oral communication 1 2 3 4 5
2 Written communication 1 2 3 4 5
3 Proactiveness 1 2 3 4 5
4 Interaction ability with community 1 2 3 4 5
5 Positive Attitude 1 2 3 4 5
6 Self-confidence 1 2 3 4 5
7 Ability to learn 1 2 3 4 5
8 Work Plan and organization 1 2 3 4 5
9 Professionalism 1 2 3 4 5
10 Creativity 1 2 3 4 5
11 Quality of work done 1 2 3 4 5
12 Time Management 1 2 3 4 5
13 Understanding the Community 1 2 3 4 5
14 Achievement of Desired Outcomes 1 2 3 4 5
15 OVERALL PERFORMANCE 1 2 3 4 5

Date: Signature of the Supervisor

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PHOTOS

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 EVALUATION
Internal Evaluation for the Community Service Project

Objectives:
 To facilitate an understanding of the issues that confront the vulnerable /
marginalized sections of society.
 To initiate team processes with the student groups for societal change.
 To provide students an opportunity to familiarize themselves with the urban
/ rural community they live in.
 To enable students to engage in the development of the community.
 To plan activities based on the focused groups.
 To know the ways of transforming society through systematic programme
implementation.

Assessment Model:
 There shall only be internal evaluation.
 The Faculty Guide assigned is in-charge of the learning activities of the
students and for the comprehensive and continuous assessment of the
students.
 The assessment is to be conducted for 100 marks.
 The number of credits assigned is 4. Later the marks shall be converted into
grades and grade points to include finally in the SGPA and CGPA.
 The weightings shall be:
o Activity Log 20 marks
o Community Service Project Implementation 30 marks
o Mini Project Work 25 marks
o Oral Presentation 25 marks
 Activity Log is the record of the day-to-day activities. The Activity Log is
assessed on an individual basis, thus allowing for individual members
within groups to be assessed this way. The assessment will take into
consideration the individual student’s involvement in the assigned work.
 While evaluating the student’s Activity Log, the following shall be
considered -
a. The individual student’s effort and commitment.
b. The originality and quality of the work produced by the individual
student.
c. The student’s integration and co-operation with the work assigned.
d. The completeness of the Activity Log.
 The assessment for the Community Service Project implementation shall

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 include the following components and based on Weekly Reports.

Outcomes Description
a. Details of the Socio-Economic Survey of the village/habitation.
b. Problems identified.
c. Community Awareness Programs organized.
e. Suggested Short-Term and Long-Term Action Plan.

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 MARKS STATEMENT
(To be used by the Examiners)

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 INTERNAL ASSESSMENT STATEMENT

Name Of the
Student:
Programme of
Study: Year of
Study:
Group:
Register No/H.T.
No: Name of the
College:
University:

Maximu Mark
Sl.No Evaluation Criterion
m s
Marks Award
ed
1. Activity Log 20
2. Community Service Project Implementation 30
3. Mini Project Work 25
4. Oral Presentation 25
GRAND TOTAL 100

Date: Signature of the Faculty Guide

Certified by

Date: Signature of the Head of the

Department/Principal
Seal:
`

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