IQAC

Best Practice – I

1.  Titleof the Practice:

Skill Training and outreach programmes in Karalapakkam by Madras School of Social Work, Chennai

2. Objectivesof the Practice

OBJECTIVES OF THE PRACTICES

Madras School of Social Work, being a premier Institution for Social Work Education and Research strongly relies on evidence-based intervention practices. Amongst the various interventions and community outreach programs Karlapakkam Skill Training Program is one of the significant outreach programs of MSSW as it caters to the needs of the village population. By seeing the various psycho-socio-economic challenges faced by the residents of Karlapakkam, a village in Tiruvallur, MSSW initiated the outreach program and planning to carry out various need-based interventions in the years to come.

The objective of the Karalapakkam Skill Training Program includes

✔ To develop evidence-based social interventions to address the issues of vulnerable communities.

✔ To create a platform for students of social work and allied practice to

• Understandthe needs of the communities
• Designintervention
• Derivesustainable and transformative solutions

✔ To create better livelihood opportunities for women in Karalapakkam by imparting skill training

✔ To provide healthcare for people in the community by conducting medical camps and awareness programs.

OUTCOMES OF THE PRACTICES

 Skill Training and Job Placements:

✔ 20 women were trained as part of the sewing machine operator course and secured Grade A in the external assessment conducted by NSDC

Job placements:

✔ 2 women from the first batch of the sewing machine operator course were placed in one of the garment companies called ‘Celebrity Fashions.’ A salary of Rs.9,875 was given from the company which helped them to meet family expenses while avoiding debts, to meet health expenses, and also to start monthly savings at the bank. ESI and other medical benefits were also provided by the company.

Tamil Nadu Private Jobs Fair

✔ 3 candidates from Karalapakkam were referred to the Tamil Nadu Private Job Fair organized by the District Employment and Career Guidance Center, Government of Tamil Nadu, Thiruvallur.

✔ K. Karthick from Karalapakkam was selected by the company JAIBALAJI CONTROL GEARS

PRIVATE LIMITED located at SIDCO industrial estate in Ambattur. The company has offered him the post of Assembly Assistant with a salary of 10,000 per month.

Self- employment

✔ Self-employed tailoring skills: The women of the village were trained in self-employment, able to meet the customers’ orders of clothes, by stitching. The income gained through stitching was an extra income for them apart from their flower selling business as beneficiaries of the NREGA government scheme which provides at least 100 days of guaranteed wage employment.

HEALTH CARE:

✔ 2 Senior citizens benefited through free cataract surgery.

✔ 100 people were able to get access to free medicines through a free medical camp.

✔ 50 women participated in the awareness programme on Breast cancer.

TheContext

 CONTEXTUAL PRINCIPLES AND CONCEPTS

• Collaboration: One of the best practices followed by the project is rendering various activities like skill training, job placement and health care in collaboration with various organizations and agencies to providevalue added best practices.
• ICRDCE(Indian Center for Research and Development of Community Education)
• IRCS(Indian Red Cross Society)

• ArpanaFoundation
• HandicraftHandmade stuff
• AjayaFoundation (Microfinance lending)
• District Employment and Career Guidance Center, Thiruvallur District, Government of Tamil Nadu
  2. Nurturing HelpfulRelationship: The project team builds good relationships with both primary stakeholders and stakeholders. Primary stakeholders are direct beneficiaries, especially women during the sewing machine operator course who were counselled on an individual basis to cope with day-to-day problems. Home visits were made to build rapport building with their family members.
  3. Prevention of health issues through screening: The project practices prevention aspects specific to health care by conducting various health awareness programs like breast cancer awareness and the health effects of open-air defecation. Apart from issues related to employment, lack of healthcare is one of the major issues the community has to tackle.
  4. ThePractice:

 SKILL TRAINING, EMPLOYABILITY AND ACCESS TO HIGHER EDUCATION

Skill Training in affiliation with National Skill Development Corporation: Women were trained on Sewing Machine Operator courses in affiliation with the National Skill Development Corporation and received Skill India certification. This certificate is valid throughout India.

Life Skill Education: Life skill sessions on various topics including positive thinking, self-esteem, and goal setting were conducted for the women who enrolled for the Sewing Machine Operator Course. One of the success stories is a candidate with partial visual impairment who joined the course with the negative thought that she could not do anything in life, completed the course successfully, and got placement in a fashion company.

NOTE: The above best practice is relevant to the context of India Higher Education because life skills education imparting is one the salient features of the National Education Policy 2020.

✔ Focus in regular formative assessment for learning: During the course, one internal assessment was conducted by an external expert. This internal assessment enables women to overcome the fear of the

final assessment conducted by the NSDC. Each student was assessed based on their performance and counseled to concentrate on individual areas of improvement.

NOTE: The above best practice is relevant to the context of Indian Higher Education because focusing on formative assessment for learning is one of the salient features of the National Education Policy 2020.

✔ Respect for the local context: The training manual of NSDC is in English and Hindi. Candidates found it difficult to follow the theoretical part of the training. So, the key aspects of the training manual were translated into the local language with both theory and practical sessions being conducted in Tamil. This significantly contributed to student learning.

NOTE: The above best practice is relevant to the context of India Higher Education, because focusing formative assessment for learning is one of the salient features of the National Education Policy 2020.

 ✔ Student activity and participation: The first year post graduate students from the department of Human Resource Organization and Development of Madras School of Social Work performed street theatre on two important topics – impact of open-air defecation on health and breast cancer symptoms including self-examination, clinical examination and the importance of treatment and follow up. 75 women from the village attended the programme

NOTE: The above best practice is relevant to the context of Indian Higher Education, because active student participation in the outreach programs is one of the salient features of the National Education Policy 2020.

 EMPLOYABILITY AND ACCESS TO HIGHER EDUCATION

Job preparedness: After completing the course, candidates were trained in interview skills, resume building and communication skills. Candidates were referred to ‘Celebrity Fashions’ through HR.

Job placements:

✔ 2 candidates from the first batch were placed in ‘Celebrity Fashions’ as assistant pattern cutters on 03.04.2023. Rs. 9,875 was fixed as salary along with other benefits like PF, ESI, and a medical leave of two days per month. A company vehicle picks up the selected candidates from the village on a daily basis.

✔ Mr. K. Karthick from Karalapakkam was placed in the company Jaibalaji Control Gears Private Limited located at SIDCO industrial estate in Ambattur. This company offered him the post of Assembly Assistant with a salary of 10,000 per month.

✔ Self-employment: Other candidates due to family restrictions and commitments became self-employed tailors taking orders from friends and relatives. It helped them to earn an income of Rs.2000 to Rs.3,000 per month.

✔ Access to Higher Education: After completing the sewing machine operator course one candidate joined B.Com, at the University of Madras through Distance Education mode.

HEALTH CARE FOR PEOPLE IN THE COMMUNITY

✔ GENERAL FREE MEDICAL CAMP: Madras School of Social Work as part of its Karalapakkam Village Development Project partnered with the Indian Red Cross Society Tamil Nadu Branch in conducting a General Medical camp at Karalapakkam. Various services were carried out during the camp including a diabetes, hypertension and hemoglobin checkup, Body Mass Index, and medical consultation by a Medical Officer. Free medicines were provided to the patients, as per the advice of the Medical officer.

✔ Free Eye Screening camp at Karalapakkam was conducted in partnership with the Indian Red Cross Society, Tamil Nadu Branch along with Rajan Eye Care Hospital and Chennai Vision Charitable Trust.

Various services rendered by Rajan Eye Care for people at the camp are eye checkups, medical consultations, and free cataract Surgery. 71 people attended the camp. 9 patients were identified with a need for cataract surgery. 3 patients were referred to Rajan Eye Care Hospital on the same day for free cataract surgery. 2 patient’s surgeries was completed on Monday after a major fitness test.

Women empowerment to work and support family in a patriarchal community

 ✔ Karalapakkam is a male-dominated community where men are actively involved in decision-making. Here, the husband goes to work and the wife takes care of children, old people, and other household duties. Women who studied in the Sewing Machine Operator course paid the fee themselves because their husbands hesitated to pay the amount.

✔ Overcoming Family Restriction: Candidates who enrolled in the sewing machine operator course were restricted by their family members to pursue the training or even apply to jobs. Hence, out of a total of 20 candidates, only one candidate preferred to work after course completion. 19 Candidates preferred self–employment after completing their course. This shows that the project promoted not only self- employment opportunities but also promoted women empowerment.

PREVALENT ISSUES:

 ✔ Health problems: Prevalence of health problems among women like anemia, cervical cancer, breast cancer, and non-communicable diseases like hypertension, and diabetes was noted. Non-communicable diseases were prevalent among men. There was a lack of awareness on mental health, among people in the community. Children faced general ill health based on the following reasons.

✔ Drug addiction: Young people addicted to drugs increased the conflict between the youth and their parents. They could not sustain their career due to negligence, thus decreasing family income.

✔ Behavioral problems among teens: Children studying from ninth standard to higher secondary school have behavioral problems arising from issues of social identity leading to quarrels among children and parents. There is also a high influence of movie star personalities among teenagers who want to practice heroic actions in their real-life.

✔ Lack of awareness and knowledge on environmental issues: Farmers lack knowledge about climate change, water management, and conservation, and waste management.

✔ Lack of knowledge in searching for jobs: Current graduates in the villages are unaware of how and where to apply for jobs. There is a lack of knowledge about services offered by the District Employment and Career Guidance Center contributing to under-employment among youth. Young graduates settle for low-income jobs.

IMMEDIATE ISSUES NEED TO BE ADDRESSED:

✔ Career Guidance and Employment: Help youth access the right career and employment based on their skills and qualifications. There is a growing need to provide information on writing competitive exams

✔ Challenges related to health faced by the community.

CONSTRAINTS FACED IN THE BEST PRACTICES

✔ Project staff had difficulties in mobilization, arrangements, and crowd management during the medical camp and there were no volunteers to assist the project during the event.

✔ Cleaning and clearing bushes at the project center

✔ There is no support from the Karalapakkam Village Development Project committee members in terms of mobilization and food arrangements in the camps.

LIMITATIONS

✔ There is a focus on the project activities rendered by our teaching services, but not on the panchayat level

✔ The Karalpakkam Village Development project committee members including the project secretary, restrict various activities among and within its committee members, excluding its panchayat leaders.

5. Evidenceof Success

 ✔ 20 women were trained in a sewing machine operator course and secured Grade A in the external assessment conducted by NSDC. Evidence for the success will be the Assessment results declared by the

External Assessor who conducted the final assessment and the skill India certificate is issued by the NSDC.

PHOTOS OF THE DOCUMENT FOR EVIDENCE

ASSESSMENT RESULTS- JAN 2023

SKILL INDIA CERTIFICATE

SUCCESS STORY OF THE JOB PLACMENTS

Job placement- celebrity fashions

 I am Bhuvaneswari, married, aged 32 and I live in Kilkondaiyar village, Karalapakkam Panchayat. My husband is a construction labourer, working on a contract basis and doesn’t have regular income and has debts. I have two children, a daughter who studies in eighth standard and a younger son in his third standard at Karlapakkam Government High School. I studied up to ninth standard and lost my eyesight in my right eye

due to the wrong surgery performed by the private hospital at Trichy. Since childhood, my relatives always discouraged me because I was a slow learner, and this made me more depressed and I did not know what to do further in life.

Through my friends, I came to know about M.S.S.W community college and I joined the Sewing Machine Operator course under skill certification by NSDC (National Skill Development Corporation). The course helped me to learn to stitch various apparel products like blouses, petticoats, and frocks. Due to depression, I always thought of negative aspects of my life. But life skills lessons during the course helped me to reduce my negative thinking and I was able to think positively and decided to take up a job.

After completing my course with the help of MSSW community college, I joined as an Assistant cutter in a celebrity fashion company at the cutting section on 03.04.2023. I get a monthly salary RS 9,875, and also other benefits like PF (Provident fund) and ESI (Employees State Insurance). The company vehicle is picks me up from my village. My family members show full cooperation and support for my job. My salary helped me to reduce my family’s debts. I thank MSSW, and ICRDCE for providing me with both sewing skills and life skills for helping me to become an independent and self-sustaining woman.

COMPANIES PLAY SLIP

THE STORY OF THE HEALTH CARE GIVEN

Vanaja, aged 62 a spinster, living alone in Karalapakkam and works under the 100 days of work scheme. She had vision problems due to her cataract and was not able to concentrate on her job. Her co-supervisor of 100 days of work referred to the free screening camp conducted by the MSSW, KVDP. Vanaja was diagnosed with Left Eye Immature cataract during the camp and surgery was completed on 15.05.2023 at Rajan Eye Care hospital at Nungambakkam, Chennai. Rajan Eye Care hospital bore the transport charges of these two patients along with 3 days’ food expenses. She had clear vision after the free surgery.

DISCHARGE SUMMARY OF THE PATIENT FROM RAJAN EYE CARE HOSPITAL

Best Practice – II

1.  Titleof the Practice:

‘Financial Support Services’

      2.Objectivesof the Practice

 To provide added support to the needy and meritorious students by:

• Providingstudents with employment opportunities while pursuing their
• Facilitatingfinancial independence during the course of their
• Equippingstudents with practical  This further helps in fostering confidence.
• Enhancingtheir skill development through hands-on
• Instillingvalues of hard work and dignity of labour among

    3.TheContext

The “Financial Support services” Scheme aims to offer students employment opportunities alongside their education, fostering financial independence, practical experience, confidence, skill development, and instilling values of hard work and dignity of labour. In our country the Earn while Learn scheme started expanding in various other education institutions and other organisations after the requirement came from University Grants Commission in the year 2004. Along with that the All India Council for Technical Education has also insisted on the same scheme in the year 2017. The states like Haryana have introduced the Earn While Learn scheme in the year 2001. Keeping the above progress the

Madras School of Social Work have initiated the Financial Support service in the Year 2022 and ensured students are developed with jobs and administration skills. The students community are well responding towards the objectives of the scheme and it will encourage the budding professionals to be self-sustainable in their financial needs.

 The Practice:

 We distributed forms to the interested students who really wanted to work and 4 of them got selected on the following basis:

1. Studentswho can really manage their academic work along with this part time
2. Studentsonly from the UG morning shift were selected for the
3. Studentswho were really in need of some additional financial
4. Studentswere selected based on the budget allotted from
5. Studentswho were also flexible with work

Uniqueness in the context of higher education:

The students who were in need of financial help and meritorious were identified and selected. They reported benefitting from the Earn while you Learn program. Students were expected to work at the library as part of this program. This also helps in instilling curiosity and their interest in reading. It proved beneficial for the students as an added opportunity along with their academics. This programme also aligns with the UGC guidelines. The UGC has proposed this “Earn-while-Learn” scheme in higher education institutions to help students from socio- economically disadvantaged groups to earn and support their education. Similarly, the National Education Policy (NEP) 2020 also stresses addressing the issues of students belonging to socio-economically disadvantaged groups (SEDGs). This programme also aligns with this NEP guidelines. As part of program initiation we have tried with limited students and in coming years many more students will get benefit from the financial support scheme. This scheme also focus on developing financial sustainability.

Student’s contribution to the Work

 Students were engaged in the following tasks:

1. Theyhad to check if the gift book was already available at the MSSW Library using Autolib Software. If it was available, they were expected to keep those books on the book swap shelf.
2. Theyhad to check if the books were in the proper condition to
3. Studentswere assigned the task of entering all the new books in Gift Register
4. They were also given the responsibility of stamping, pasting call number, accession number, due slip & accession card holder.
5. Theywere assigned the responsibility of entering the call number & accession number in the
6. Theyhad to do the task of shelving all the processed books according to the call
7. Theywere made to remove the colour stickers from the spine of the

Limitations: As part of Financial Support Scheme the limitation end are in the selection of candidates as the application receipt is in the ratio of 1:3 leaving the applicants on the basis of criteria could not include all the received applications into the scheme. Henceforth in the coming years measures will be taken to identify new job opportunities within the campus as well as external organization for promoting and providing job for students which will address the real time need of the students.

Evidence of Success

 The „Earn while Learn‟ scheme have created a transparent impact with the students. The scheme focused on the deserving and needy students. This scheme enriched the job skills that are required in the market. The students were able to earn money which ensured financially independent and sustainable. The Earn while Learn scheme is aligned in accordance with the UGC mandate which rolled out in 2004. At MSSW we really encourage the students to cherish the skills through which they are ready for the recruitment and thus this scheme fulfills the mentioned objective. In the coming years the institution will ensure more students are benefitted by the scheme.

1. Title of the Practice

STUDENT PARTICIPATION IN PROFESSIONAL FORUM ACTIVITIES

2. Objectives of the Practice

• To facilitate professional networking.
• To facilitate students’ learning through organizing Workshops, Conferences, Seminars Alumni Interactions through Professional Forum Activities.

3. The Context

Each student should attach himself / herself to any professional body / network (ex: PASW, NIPM, ISTD, NHRD Network etc) in his / her field of specialization. And prepare them to knock the campus interview or any other competitive examinations.

4. The Practice

Participation in Professional Forum Activities could also include participation in seminars / workshops organized by Forums of other Colleges, Association, universities, etc

Through this the students not only develop their professional network, but also gain practical knowledge.The students are encouraged to present or publish their research papers in these forums.

5. Evidence of Success

Such students are asked to present their learnings& experiences to their class mates after the event. Ans also the student should present evidence of participation in at least three different events of such professional bodies / networks before the end of the semester.

6. Problems Encountered and Resources Required

The students could explore more learning after attending such events which can be presented the same to other students which encourage the others to take in part similar events in coming days. Events attended students can easily deliver the subject matters when compare with others. As an outcome of such participations the college has earned a greater number of results in Campus, UGC NET exams, got awareness on other competitive examinations.

1. Title of the Practice

STUDY VISITS TO COMMUNITY, SOCIETY AND INDUSTRY FOR UNDERSTANDING THE CONCEPTS.

2. Objectives of the Practice

The aim of this objective is to make them aware of their future workplace/field area/research area.

3. The Context

The students are provided with specialization-based Study visits (Similar to Study Tour) to four organizations in and around Chennai during the course particularly in their third semester based on their thrust areas of the field work for better understanding with real time exposure and experiences to collect / gather from the visits.

4. The Practice

The students are facilitated to understand organizational focus areas and challenges and learn their best practices. Since the study visits are done immediately after the theoritical orientation for the second year, it serves as a stimulus for better understanding of prospective field work organizations with much rigor and specialization focus.

In this process, learners are helped in planning, implementing and evaluating learning experiences under the guidance of their faculty supervisor.

5. Evidence of Success

The students are able to analyze the best practices of each organization what they visited. This helps them in presenting themselves during placement interviews.

6. Problems Encountered and Resources Required

Clarification of their misconceptions / misunderstanding on the concepts with their real exposures during the Study visits to the field experts with its functioning & process. This would be a group learning experiences inculcated by the field escorts along with filed experts. During their travel they are discussing with all sorts of doubts to the field escorts and it can be clarified at the time study visit spot areas.

1. Title of the Practice

STUDENT PARTICIPATION IN PROFESSIONAL FORUM ACTIVITIES

2. Objectives of the Practice

• To facilitate professional networking.
• To facilitate students’ learning through organizing Workshops, Conferences, Seminars Alumni Interactions through Professional Forum Activities.

3. The Context

Each student should attach himself / herself to any professional body / network (ex: PASW, NIPM, ISTD, NHRD Network etc) in his / her field of specialization. And prepare them to knock the campus interview or any other competitive examinations.

4. The Practice

Participation in Professional Forum Activities could also include participation in seminars / workshops organized by Forums of other Colleges, Association, universities, etc

Through this the students not only develop their professional network, but also gain practical knowledge.The students are encouraged to present or publish their research papers in these forums.

5. Evidence of Success

Such students are asked to present their learnings& experiences to their class mates after the event. Ans also the student should present evidence of participation in at least three different events of such professional bodies / networks before the end of the semester.

6. Problems Encountered and Resources Required

The students could explore more learning after attending such events which can be presented the same to other students which encourage the others to take in part similar events in coming days. Events attended students can easily deliver the subject matters when compare with others. As an outcome of such participations the college has earned a greater number of results in Campus, UGC NET exams, got awareness on other competitive examinations.

1. Title of the Practice

STUDY VISITS TO COMMUNITY, SOCIETY AND INDUSTRY FOR UNDERSTANDING THE CONCEPTS.

2. Objectives of the Practice

The aim of this objective is to make them aware of their future workplace/field area/research area.

3. The Context

The students are provided with specialization-based Study visits (Similar to Study Tour) to four organizations in and around Chennai during the course particularly in their third semester based on their thrust areas of the field work for better understanding with real time exposure and experiences to collect / gather from the visits.

4. The Practice

The students are facilitated to understand organizational focus areas and challenges and learn their best practices. Since the study visits are done immediately after the theoritical orientation for the second year, it serves as a stimulus for better understanding of prospective field work organizations with much rigor and specialization focus.

In this process, learners are helped in planning, implementing and evaluating learning experiences under the guidance of their faculty supervisor.

5. Evidence of Success

The students are able to analyze the best practices of each organization what they visited. This helps them in presenting themselves during placement interviews.

6. Problems Encountered and Resources Required

Clarification of their misconceptions / misunderstanding on the concepts with their real exposures during the Study visits to the field experts with its functioning & process. This would be a group learning experiences inculcated by the field escorts along with filed experts. During their travel they are discussing with all sorts of doubts to the field escorts and it can be clarified at the time study visit spot areas.

1. Title of the Practice

Project Field Work

2. Objectives of the Practice

• To indoctrinate the students towards the social issues through action research.
• To address social issues through street play, puppet show or other suitable interventions.
• To acquire skills in recording and documentation.

3. The Context

Project field work is a unique component of the field work programme adopting the model of “Instruction- Training- Skill development- Presentation” by involving the internal faculty and experts / professional trainers from outside for specific skill development (Community interaction & communication skills) among the field work trainees.

This component involves students in small groups working intensively on a relevant social issue with study and action components to highlight the issue and to take appropriate action possible given the time and resources within their command.

4. The Practice

In this learning component, the students are given an opportunity to learn community interaction and presentation skills through:

1) Street play & Puppet show workshop cum training sessions for a period of 2 weeks.

2) The students thereafter (during the next 2 weeks of the project field work period) will be put under the supervision of an internal faculty supervisor. Under the guidance and supervision of the faculty supervisor the project team should design a suitable programme to spread a social message of their choice in the community setting.

3) Presentation and Documentation of the project undertaken.
Basic skills necessary for social work practice such as, community interaction skills, Communication skills, Presentation skills, analytical skills, Team work, Project planning and implementation; Leadership, initiative and motivation; Coordination and cooperation; Identification and mobilization of resources; Implementation and evaluation; Communication, Public relations and Liaison; Documentation and presentation.

5. Evidence of Success

The urban slum community are generally selected for conducting project fieldwork. During the last five years the student trainees focused on various social issues starting from the identifying the socio-economic status of the community to addressing the issues like child abuse (physical), domestic violence, alcohol, drug abuse and also participation in thefts.

In many cases the student trainees address issues not just through street play or puppet show; but also make the community to write a petition to the concerned officials.

6. Problems Encountered and Resources Required

The students in the beginning find that the members of the community are reluctant to answer or identify the local social issues of the area. Conducting Action research to encounter the existing problem of the society/community with the help of Government/Non-Government organizations. As an outcome of that action research to conduct awareness campaigning, Signature campaigning, Signing petitions, Human Chains, Protests, rallies, hoarding, flash-mobs and other sorts of attention campaigning to encounter problems what the people faced.

1. Title of the Practice

ADOPTED VILLAGES FOR COMMUNITY EXTENSIONS STUDY/RESEARCH.

2. Objectives of the Practice

• To provide exposure on rural setting to the students from urban areas.
• To conduct the study / research to find out the requirements of the villagers.
• To provide the awareness on social evils among the villagers.

3. The Context

The college had a community extension project at Karlambakkam village at Thiruvallur District for the last 50 years. The students are placed to exercise their field learning on rural areas in the adjacent areas. From 2018, adopted the nearby Five villages for conducting our interventions and village survey under Unnat Bharat Abhiyan. As an outcome of this survey college is arranged to donate five tailoring machines to the villagers to run tailoring coaching in the main village at Karlambakkam on 10th February 2021 for giving training to make cotton masks and gloves as a part of Skill India campaigning during the Covid-19 pandemic. As per the Government SOPs the college conducted the series of Awareness campaigning on Covid-19 to protect them on their own.It was greatly appreciated by the officials of the Panchayat Board.

4. The Practice

The Villagers are now trained with self-dependent in all sort of skills in tailoring and run their own tailor shop for their livelihood at their villages. Our students are monitored with their progress and arranging the loan to them with the help of NGOs, Grameen Bank, Cooperative bank for running tailoring shops. Agriculture is failed in this area due to insufficient monsoon in 2019 and immediately in the next year Covid-19 pandemic also heavily affected their livelihoods. As an outcome of the continuous effort made by the college, the villagers are now self-dependent to run their life. The students are also doing their filed work and research to monitor their progress and promoting the awareness given by medical professionals on the pandemic with the collaboration of the Government Hospital. At the end of the session, they are served with Herbal Immunity Booster Hot Water (Kapasurakudineer).

5. Evidence of Success

As an outcome of the survey conducted under Unnat Bharat Abhiyan and continuous effort made by the college, the villagers now running their tailoring coaching center on their own to train younger ones and arranging for employment in nearby areas and cities. This continuous effort is escalating their livelihood in a sustainable manner from 10th February 2021 onwards during the lockdown period for earning from home concept. As an outcome of the awareness campaigning, these villagers are not affected much during the pandemic.

6. Problems Encountered and Resources Required

Initially the college facing difficulties to identify the sponsors for Tailoring machine. After the initiative made by the IQAC the college has given five Tailoring machines to the villagers to run the tailoring coaching center with coaching staff. Now the first batch learners are deemed to be a trainer for that Tailoring center. Even they are required more number of tailoring machines to run a Tailoring coaching center by accommodating more villagers to trained.

Best Practice – I

1. Title of the Practice

STUDENT ENRICHMENT PROGRAMME

2. Objectives of the Practice

An enrichment program enables students to realize their potential in multiple settings beyond the traditional boundaries of the classroom. Through student enrichment programme, MSSW aims to ensure that students develop a sense of self—awareness and a clear understanding of their potential. The Programme is designed to prepare students for a fruitful learning experience on campus and an exciting professional life thereafter. The specific aims include:

• 1. To create an environment for professional and personal enrichment.
• 2. To enhance employability skills of the students.
• 3. To explore the opportunity by providing networking platform for students.

3. The Context

Human Resources related career field is evolving, with the focus changing from the administrative tasks to the strategic input and having a seat at the management table. This is facilitated by the evolving needs of current organizations and by technology, which enables more efficient processing or approval of transactions, budgets, and other financial activities. To meet the challenges of these times when companies hire new employees or analyze their job performance, preference is given to those candidates who are able to demonstrate distinct competencies and particular knowledge or skills required for a profession. Certifications help students to showcase their competency, commitment for the profession, additional knowledge and skill in the chosen professional subject area, and thus helps with job advancement. MSSW identified the need to bridge the gap between academic and industry needs by introducing Value Added Courses and Professional forum activities as a part of Student Enrichment Programme.

4. The Practice

The Student Enrichment Programme is designed as a mandatory part of the curriculum for course completion. As a part of the SEP, each student is expected to complete two Value Added Courses (VAC) offered by other departments and participate in at least three professional forum activities organized by National/International Organizations or Universities for each semester during PG Second Year.

Each VAC is 30 hours long and includes an assessment. These are designed in such a way that it includes all practical skills to be used at the work place. Each VAC is followed by a series of tests conducted at the completion of course that helps to assess the capabilities and expertise of an individual in his chosen subject area. This assures employers about the capabilities of an employee that he/she can successfully complete a job. The courses floated by VAC are industry- relevant and are designed by MSSW to enhance the job-readiness of its students. A few of these courses are:

• Building a Green Economy (MA – Social Entrepreneurship)
• Human Rights & Human Trafficking for Social Workers (MSW)
• Childhood disorders-assessment and counselling (MSc – Counselling Psychology)
• Circular Economy (MA – Development Management)
• Labour Laws & Employee Relations (MA – HRM)
• HR Analytics (MA – HROD)
• Social Innovation & Design Thinking (MA – Social Entrepreneurship)

VAC courses are updated for each academic year. 71 Courses were offered in the last 5 years. NHRD, NIPM, ISTD, Pondicherry University, NIMHANS, Bangalore University are some of the notable external agencies involved in providing VAC.

SEP also involves compulsory participation in at least three professional forum activities like conference / seminars / workshops organized by forums of other colleges, association, universities, of national or international repute. The students not only develop their professional network, but also gain practical knowledge of their future workplace. The students are constantly encouraged to present or publish papers in these forums leading to their holistic development.

Thus, SEP at MSSW has been designed to align with its mission to create outstanding professionals by providing students practice-oriented pedagogy involving multi-disciplinary social sciences perspectives.

5. Evidence of Success

SEP at MSSW has been in place for more than five years. It has been enforced as a mandatory part of the course curriculum so that all students are able to use this opportunity. The VACs that are offered as a part of the SEP are decided by the department after deliberating on the emerging requirements in the industry and job market. This ensures that the list of courses on offer is updated each year alongside keeping the department aware of what the industry expects from

the students. The professional forum activities offered as a part of SEP have emerged as a common platform for practitioners and students to interact on various topics related to the current scenario thereby leading the practitioners to identify potential future workforce for their organization. For instance, HR Coffee Club brings together corporate HR experts to address students on contemporary HR issues related to work environment, labour issues and business. This continuous networking help students to have direct interactions with practitioners, thus paving way for internships during their course of study and also for off-campus placements after completion of course. Our placement report is the evidence of success of SEP at MSSW.

6. Problems Encountered and Resources Required

SEP at MSSW has been uniquely pitched to ensure that the students are prepared for excelling in their professional areas. One of the biggest challenges that we face with regard to SEP is scheduling the sessions on weekends. Ensuring student participation in these VACs and professional forum activities are a challenge. The departments orient their students and highlight the need for corporate networking for a fruitful career path. The professional forum activities require guest experts from different areas. Getting the best external resources person for all these programmes have proved to be challenging since most of them have difficulty in allotting time from their work schedule. However, SEP’s professional activities have often leveraged on its extensive and illustrious alumni network to bring the best minds to the campus. With regard to the resources, MSSW is fully equipped Audio-Visual center to conduct VAC in the premise.

Best Practice – II

1. Title of the Practice

RECOGNITION FOR HUMANITARIAN SERVICE THROUGH MCJ AWARD AND MCJ LECTURE

 2. Objectives of the Practice

MSSW, in the journey of creating professionals in the field of social work and allied disciplines, follows the best practice of recognising outstanding contributions made by individuals or organizations in the field of social services. The prestigious Mary Clubwala Jadhav Award for Humanitarian Service has been instituted by MSSW to encourage distinguished work contributed to the betterment of weaker and vulnerable sections of the society. The specific aim of the MCJ Award include:

To encourage humanitarian service by recognizing outstanding contributions in the field of social service by individuals or organizations.

3.The Context

MSSW founder Ms. Mary Clubwala Jadhav, was a humanitarian at heart who made profound contributions to society. During her lifetime, she established and served in over 150 social welfare organizations. In recognition of her stellar contribution to improving the lives of soldiers, destitute children, women and the differently abled, she was honoured with the “Outstanding Service Award” by the International Council of Social welfare in 1972 and India’s highest civilian honours – the Padma Shri, the Padma Bhushan and the Padma Vibhushan. MSSW in its endeavour to carry forward the legacy of Mary Clubwala Jadhav and honour her memory has instituted the annual MCJ Award and MCJ endowment lecture series. MCJ award for humanitarian service is conferred on individuals /organizations for outstanding contributions in social service. The Award serves to recognize and advance the efforts of the recipient organization, and to sensitize the student community to have a humanitarian focus in their personal and professional lives.

4.The Practice

The annual MCJ award and MCJ endowment lecture series for humanitarian service was instituted during the diamond jubilee celebration of MSSW in the year 2012. Since then, every year the award has been given to individuals / organizations who have contributed to the betterment of weaker and vulnerable sections of the society. The award carries a cash prize of INR 1,00,000 and a citation. By recognising the professionals in the field, the awards help the individuals and organisations to demonstrate great courage and creativity in their work, the power to inspire others, the ability to lead as well as to follow, and incredible integrity in difficult circumstances.

One of the most unique features of the Award is that it involves multiple stakeholders of MSSW at different levels in the process. While the faculty and students are involved in identifying the resource person for the annual Lecture series, an independent jury scrutinizes the Award entries. This concerted team effort involving students sensitizes them to the need for humanitarian approach in their professional lives and exposes them to the work of those recognized.

• Principal proposes a particular social cause in the Executive Council meeting every
• Once discussed in the Executive Council, the matter is approved in the HOD’s meeting. The modalities and plans are charted, and information is shared to the public.
• The HODs or staff are free to suggest an appropriate resource person to deliver the MCJ Endowment Lecture with wide-ranging experience of working in the thematic area for that year. The date for the programme is finalized in consultation with the resource person and roles and responsibilities are delegated to the staff under different committees for planning and executing the same.
• For the MCJ Humanitarian Service Award, an independent jury consisting of experts from

diverse backgrounds is constituted, they scrutinize the entries for the award, shortlist the organizations and conduct interviews and submit a report recommending the organization for that years MCJ Award. The independent external jury’s decision is final, and the recommended organization is intimated.

• The programme is executed by the various committees to precision making it a concerted team effort.

5.Evidence of Success

 Every year around 700 students are sensitized through the lecture and introduced themselves to the social issue and resulting in a positive impact in the fight against the humanitarian crisis. Some of the prominent winners of the MCJ Award in the recent years include:

• International Justice Mission (2020, Anti-Human Trafficking)
• K. S. Senthil Kumar – Anbalayam (2019, Mental Health)
• Noori Saleem – South Indian Positive Network (2018, Welfare and social integration of Transgendered Person)
• Meerabai Ekambaram – Anbalayam (2017, Women and Child Welfare)

Some of the illustrious names from social work area and allied sciplines who have been invited to MSSW as a part of the MCJ Endowment Lecture series include:

• Vandana Gopikumar – Co-founder, Banyan Home (2020, Mental Health)
• Nirmala Menon – CEO & Founder. Interweaver consulting (2019, Diversity & Inclusion)
• Meera Shenoy – Founder, Youth for JOBS (2018, Ability in Disability)
• V Suresh – National General Secretary, PUCL (2017, Deepening Democracy – Challenges)

The inspirational endeavours completed by this award’s recipients will establish a sustainable foundation to provide ongoing value and benefit to their beneficiary, clients, patients, and the public at large.

6. Problems Encountered and Resources Required:

Finalising the Award winner is a challenge as all nominated organisations do a remarkable work in terms of impacting the society in their own way. Till 2018, this award was confined to Tamil Nadu, but from 2019 it was decided that the MCJ award for Humanitarian service will be extended to Indian states. Advertising the Award at the National level is quite challenging. Last year the Award theme was in the area of Anti-Human trafficking, getting nominations from organization from working in the area of anti-human trafficking was a great challenge.

MSSW takes care to ensure that expert jury is on board to decide on the winner of the MCJ Award. Each year the MCJ jury committee is formed and the judging criteria is reviewed and it is transparent. MSSW aspires that this award will be a recognition that will acquire a global stature in the times to come.