VISVESVARAYA TECHNOLOGICAL UNIVERSITY

Belagavi-590014, Karnataka

NSS (21NS83) ACTIVITY REPORT

Activity report submitted in partial fulfillment of requirements for

B.E course during the year 2021-2025

Submitted by:

VIGNESHWAR (3GN21CS116)
Under the guidance of
Prof. Savitri Warad

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

GURU NANAK DEV ENGINEERING COLLEGE
MAILOOR ROAD, BIDAR-585403, KARNATAKA
ACADEMIC YEAR
2024 – 2025
 VISVESVARAYA TECHNOLOGICAL UNIVERSITY
Belagavi-590014, Karnataka

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

CERTIFICATE

This is to certify that the NSS (21NS83), Activity entitled is a bonafide work carried out by

VIGNESHWAR (3GN21CS116) in partial fulfillment for the award of Bachelor of Engineering

in COMPUTER SCIENCE AND ENGINEERING from Visvesvaraya Technological

University, Belagavi during the year 2024-2025. It is certified that all corrections/suggestions

indicated for Internal Assessment have been incorporated in the Report deposited in the

departmental library. The Activity report has been approved as it satisfies the academic

requirements in respect of NSS Activities prescribed for the said Degree.

Dr. Savitri Prof.Digambar Dr. Anuradha Dr.Dhananjay

Warad Benne Annigeri M

NSS Coordinator NSS PO HOD CSE Dept. Principal

GNDECB GNDECB

II
Name of the Examiner:

1.

2.

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 ACKNOWLEDGEMENT

We express our heartfelt gratitude to Dr. Dhananjay M, Principal, Guru Nanak Dev Engineering
College, Bidar, for his constant motivation, unwavering support, and for fostering an inspiring
academic environment. His encouragement and the state-of-the-art facilities provided by the
institution have played a crucial role in enabling the successful preparation of this activity report.

We extend our sincere thanks to Dr. Anuradha Annigeri, Head of the Department of computer
science and engineering , for his wholehearted cooperation and continuous support throughout the
compilation of this report. Her guidance helped us stay focused and aligned with the objectives of
the NSS.

We are deeply indebted to our Department NSS Coordinator, Dr . Savitri Warad , for being a
beacon of guidance throughout the report preparation. Their valuable insights, timely suggestions,
and dedicated involvement ensured the smooth execution and documentation of all the social
activities.

Lastly, we would like to acknowledge with gratitude the contributions of all those who, directly or
indirectly, supported us in the successful completion of this report. Your encouragement and
cooperation are sincerely appreciated.

VIGNESHWAR (3GN21CS116)

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 ABSTRACT

The National Service Scheme (NSS) is a youth-centric initiative aimed at fostering a sense of
social responsibility, leadership, and active citizenship among students. This annual report
presents a comprehensive overview of the activities carried out by the NSS Unit of Guru Nanak
Dev Engineering College, Bidar during the academic year [Insert Year]. Guided by the core
motto “Not Me, But You”, our efforts this year were focused on addressing crucial community
challenges through service-oriented projects and meaningful collaborations.

This report highlights five key areas of intervention that reflect both the immediate needs of our
local communities and the larger national vision:

1. Helping Local Schools Achieve Better Results – Through educational support

initiatives, our volunteers provided academic assistance, mentoring, and motivation to
underprivileged students in nearby schools, contributing to improved performance and
engagement.
2. Contribution to the Swachh Bharat Mission – Our unit actively participated in
cleanliness drives, awareness campaigns, and community engagement activities aimed at
promoting hygiene, sanitation, and environmental responsibility.

3. Food Preservation and Packaging – In alignment with sustainable development goals,

we conducted workshops to spread awareness about traditional and modern food
preservation techniques, minimizing food wastage and promoting self-reliance among
local households and small businesses.

4. Developing Sustainable Water Management Systems – Addressing the pressing issue

of water scarcity, our volunteers led initiatives for rainwater harvesting, water
conservation education, and community-based water management strategies.

5. Facilitating Digital Money Transactions – With the growing importance of digital

financial literacy, we conducted training sessions to equip community members, especially

V
 small vendors and elderly citizens, with the knowledge and tools necessary to perform
secure and efficient digital transactions.

Each activity was carefully planned, implemented, and evaluated with a focus on participation,
sustainability, and impact. The collective efforts of our NSS volunteers have not only brought
positive changes to the communities we served but have also enhanced the personal growth,
confidence, and social consciousness of every participant involved.

VI
 TABLE OF CONTENT

ACKNOWLEDGEMENT -------------------------------------------------------------------------III

ABSTRACT -----------------------------------------------------------------------------------------IV

TABLE OF CONTENT ----------------------------------------------------------------------------V

CHAPTER 1
 INTRODUCTION ---------------------------------------------------------------------------------- 01

CHAPTER 2
 HELPING LOCAL SCHOOLS ACHIEVE BETTER RESULTS

CHAPTER 3
 CONTRIBUTION TO THE SWACHH BHARAT MISSION

CHAPTER 4

 FOOD PRESERVATION AND PACKAGING

CHAPTER 5
 FACILITATING DIGITAL MONEY TRANSACTIONS

CHAPTER6
 DEVELOPING SUSTAINABLE WATER MANAGEMENT AND WASTEWATER
TREATMENT SYSTEMS

CHAPTER 7

VII
 CONCLUSION ------------------------------------------------------------------------------------- 51

VIII
CHAPTER 1
INTRODUCTION

The National Service Scheme (NSS) is a government-sponsored public service program

under the Ministry of Youth Affairs and Sports, Government of India. Established in 1969,
the NSS aims to develop the personality of students through community service. It provides
students with an opportunity to contribute meaningfully to society, gain practical experience
in social work, and nurture a sense of civic responsibility, empathy, and leadership.

The NSS unit of [Your Institution's Name] has always been at the forefront of initiating
impactful activities that address real-world issues within our community. Guided by the
principle of “Not Me, But You,” our volunteers work tirelessly to bridge the gap between
classroom learning and on-ground action. This report outlines the major activities carried out
by our NSS volunteers during the academic year [Insert Year], with a special focus on five
key initiatives that align with national priorities and local needs.

This year, our unit prioritized the following areas:

1. Helping Local Schools Achieve Better Results – Addressing educational inequality

and assisting students with academic and emotional support.
2. Contribution to the Swachh Bharat Mission – Promoting cleanliness and sanitation
awareness as part of a national campaign.

3. Food Preservation and Packaging – Encouraging sustainable practices to reduce

food wastage and promote food safety.

4. Developing Sustainable Water Management Systems – Fostering awareness and

infrastructure for water conservation in our region.

5. Facilitating Digital Money Transactions – Empowering individuals and small

businesses with the skills needed to participate in the digital economy safely and
efficiently.

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Each activity was carefully designed to be participatory, inclusive, and sustainable.
Volunteers worked collaboratively with local authorities, community members, schools, and
other stakeholders to ensure the success of these initiatives. The experiences gained not only
benefited the community but also played a vital role in the personal growth of each volunteer,
instilling in them the values of service, humility, and problem-solving.

This report documents the objectives, actions taken, outcomes achieved, and the overall
impact of each major activity. It serves as a reflection of our NSS unit’s commitment to
social development and a roadmap for future initiatives.

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CHAPTER 2

HELPING LOCAL SCHOOLS ACHIEVE BETTER RESULTS

Education is the foundation of a strong and progressive society. However, in many rural and
semi-urban areas, government and under-resourced schools face significant challenges such
as a shortage of teaching staff, lack of infrastructure, and limited access to quality learning
resources. Many students in such schools struggle with basic concepts in key subjects like
Mathematics and Science, leading to low academic performance and poor self-esteem.

As part of the National Service Scheme's commitment to community upliftment, the NSS unit
of Guru Nanak Dev Engineering College, Bidar identified educational intervention as a
critical area for service. This initiative aimed to support local schools in improving student
performance, providing mentorship, and encouraging a positive learning environment.

2.1 Objective

The primary objective of this initiative was:

 To assist local schools in enhancing the academic performance and overall

development of students.
 To create a supportive ecosystem where students feel encouraged and motivated to
pursue their education with confidence.

 To build strong partnerships between NSS volunteers and school educators for mutual
support and sustainable outcomes.

2.2 Planning and Methodology

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The initiative was implemented in three key phases:

Phase 1: Need Assessment

 A survey was conducted in collaboration with school authorities to identify academic
areas where students were underperforming.
 Teachers helped shortlist students who required additional support.

 Focus was placed on students from economically weaker sections, many of whom
were first-generation learners.

Phase 2: Program Design

 Weekly tutoring sessions were planned, with an emphasis on foundational concepts in
Mathematics and Science.
 A curriculum was developed in consultation with school teachers to align with the
state board syllabus.

 Interactive teaching methods, visual aids, and group activities were incorporated to
keep students engaged.

Phase 3: Implementation
 NSS volunteers visited the selected schools every weekend.
 Small-group tutoring and one-on-one mentoring were provided.

 Sessions on soft skills, time management, and goal setting were held to promote
holistic development.

2.3 Activities Conducted

1. Weekend Tutoring Sessions
o Focused primarily on students from classes 6 to 10.

o Covered topics like algebra, geometry, fractions, basic physics, and life
sciences.

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 o Included quizzes, worksheets, and problem-solving competitions to reinforce
learning.

o Volunteers used simple language and relatable examples to explain complex

topics.

2. Distribution of Educational Materials

o Collected used and new notebooks, pens, geometry boxes, and textbooks
through donation drives.

o Created personalized kits for students in need.

o Display charts and posters were designed by NSS volunteers to make

classrooms visually engaging.

3. Motivational Seminar

o A half-day seminar titled “Unlocking Your Potential” was conducted.

o Sessions included goal-setting strategies, time management, overcoming exam

fear, and the importance of education in career development.

o Guest speakers, including alumni from rural backgrounds, were invited to

inspire students.

4. Teacher Collaboration and Feedback

o Regular meetings with school teachers were held to assess student progress.

o Joint planning of future lessons and identification of subject areas needing

more attention.

o Teachers appreciated the consistent effort and noted improvements in class

participation.

2.4 Volunteer Reflections and Experiences

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Many NSS volunteers reported that this activity was deeply rewarding:

 "When a child who couldn’t understand fractions earlier starts solving problems
independently, it gives you real joy." – A Volunteer, 2nd Year
 "It wasn’t just teaching. It was mentoring. Many students simply needed someone to
believe in them." – A Final Year Volunteer

The activity also helped volunteers enhance their communication, teaching, and leadership
skills. It bridged the gap between academic knowledge and real-world social contribution.

2.5 Challenges Faced

While the initiative was largely successful, several challenges were encountered:

 Language Barriers: Some students spoke local dialects, making initial

communication difficult. Volunteers adapted by learning key phrases and using more
visual aids.
 Irregular Attendance: Due to household responsibilities or seasonal labor, some
students missed sessions. Efforts were made to reach out to parents and encourage
consistent attendance.

 Limited Infrastructure: Many classrooms lacked proper seating or teaching

equipment. Volunteers often conducted sessions in open spaces or adapted to
whatever was available.

2.6 Outcomes and Impact

Despite challenges, the initiative achieved significant positive outcomes:

 Improved Academic Performance: Pre- and post-assessment showed an average

25–30% improvement in student scores in Mathematics and Science.
 Increased Confidence: Students became more responsive, asked questions, and
showed greater interest in learning.
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  Strengthened School-Community Ties: The presence of enthusiastic youth
volunteers inspired not just students, but also teachers and parents.

2.7 Future Scope and Sustainability

Looking ahead, the NSS unit plans to:

 Expand the program to more schools in nearby villages.

 Conduct regular training sessions for new volunteers interested in educational
outreach.

 Collaborate with educational NGOs to provide digital resources and e-learning

support.

 Organize annual inter-school science fairs and quiz competitions to further ignite
academic interest.

There is also a proposal to develop a mobile library and learning van to reach students who
live in remote areas and cannot attend regular school sessions.

2.8 Conclusion

This initiative reaffirmed the power of education as a tool for social change. By working
closely with students, teachers, and communities, NSS volunteers not only helped improve
academic outcomes but also sparked hope, confidence, and curiosity in the young minds they
served. As future engineers and leaders, the volunteers realized the importance of empathy,
responsibility, and collective growth — the true essence of NSS.

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CHAPTER 3

CONTRIBUTION TO THE SWACHH BHARAT MISSION

3.1 Introduction and Context

Cleanliness is not only about the physical environment but also a reflection of the health and
mindset of a community. Launched by the Government of India in 2014, the Swachh Bharat
Abhiyan is one of the most transformative national movements aimed at achieving universal
sanitation coverage, eliminating open defecation, and promoting cleanliness across the
country.

The NSS unit of Guru Nanak Dev Engineering College, Bidar, identified the Swachh
Bharat Mission as a key focus area for community service. Realizing that sustainable
cleanliness requires both awareness and action, our volunteers took a multi-pronged approach
to engage communities, improve public hygiene, and educate people about proper waste
management practices.

3.2 Objective

The primary objectives of this initiative were:

 To promote awareness about cleanliness, sanitation, and hygiene.
 To improve the condition of public spaces through regular cleanliness drives.

 To instill good sanitation habits among children and adults.

 To support local authorities in enhancing waste management systems.

3.3 Planning and Methodology

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Phase 1: Site Selection and Planning
 Public areas such as parks, bus stands, school campuses, and roadsides were surveyed
and selected based on cleanliness levels and foot traffic.
 Discussions were held with local residents, municipal officials, and school authorities
to identify specific hygiene-related issues.

Phase 2: Awareness and Mobilization

 Posters, banners, and pamphlets were designed to create awareness about topics such
as waste segregation, plastic waste management, personal hygiene, and handwashing
techniques.
 School children and community members were encouraged to participate through
door-to-door outreach and public announcements.

Phase 3: Action and Maintenance

 Cleanliness drives were conducted regularly with proper tools like gloves, garbage
bags, brooms, and disinfectants.
 Dustbins were installed at critical points with appropriate "dry" and "wet" waste
markings.

 Feedback from locals was collected to improve and sustain the effort.

3.4 Activities Conducted

1. Weekly Cleanliness Drives

 Clean-up operations were carried out every Saturday in different parts of the town.
 Areas like the main market road, college periphery, government school
compounds, and temple surroundings were cleaned by teams of 15–25 volunteers.

 Weeding out bushes, sweeping roads, and collecting plastic and biodegradable waste
were part of the routine.

2. Awareness Campaigns

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  Interactive street plays and short skits were organized in local languages to highlight
the dangers of poor sanitation and plastic use.
 Handwashing workshops were conducted in primary schools, emphasizing the
importance of hygiene, especially after using the toilet and before eating.

 Sessions on the harmful effects of single-use plastic were delivered through audio-
visual presentations.

3. Dustbin Installation
 With help from local donors and the college administration, 20 dustbins were installed
in schools, marketplaces, and religious sites.
 Each bin was labeled with instructions on dry and wet waste segregation.

 Community members were educated on how to use these bins effectively.

4. Collaboration with Municipal Bodies

 NSS volunteers collaborated with Bidar Municipality Officials to streamline
garbage collection in targeted areas.
 Suggestions were made for setting up temporary compost pits in villages.

 A report was submitted to the municipality on waste disposal issues observed during
drives, helping them refine their approach.

3.5 Volunteer Experiences

This activity provided invaluable lessons and experiences for volunteers:

 “Seeing our own classmates enthusiastically sweeping roads encouraged locals to

join in. It broke the stigma around cleanliness being someone else’s job.” – NSS
Volunteer
 “Talking to kids about handwashing made me realize that change starts with the
smallest habits.” – Volunteer Coordinator

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Volunteers also gained confidence in public speaking, event planning, and engaging with
civic authorities, making this experience enriching and impactful.

3.6 Challenges Faced

 Initial Resistance from Locals: Some community members were hesitant to
participate or didn’t take cleanliness seriously.
 Lack of Waste Disposal Infrastructure: In a few areas, cleaned garbage could not
be immediately removed due to lack of nearby collection points.

 Plastic Waste Collection: Removing microplastics and thin plastic bags from the soil
was especially time-consuming.

 Maintenance Issues: Despite the installation of dustbins, some were misused or

neglected. Follow-up visits were needed to ensure consistent usage.

3.7 Impact and Outcomes

 Cleaner Surroundings: Visual transformation of previously neglected areas created
a sense of pride among residents.
 Behavioral Changes: Many families began segregating waste, using bins, and
adopting daily handwashing routines.

 Increased Participation: Over time, local shopkeepers, students, and women’s

groups started contributing to the drives.

 Civic Engagement: The municipality expressed appreciation and began exploring

more collaboration opportunities with college students.

3.8 Sustainability and Future Plans

To ensure long-term impact, the following plans were initiated:

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  Clean Campus Program: Regular internal campus drives were institutionalized, with
student clubs taking turns to lead them.
 Cleanliness Ambassadors: Select school students were chosen and trained to lead
hygiene practices among peers.

 Monitoring of Installed Bins: Teams were assigned monthly rounds to inspect bin
usage and cleanliness levels in key locations.

 Community Feedback Forums: WhatsApp groups with local leaders and NSS
representatives were formed to address hygiene complaints quickly.

3.9 Conclusion

The contribution to the Swachh Bharat Mission was more than just cleaning—it was about
building awareness, changing attitudes, and creating shared responsibility. Through
continuous effort, enthusiasm, and collaboration, the NSS unit of GNDEC Bidar
demonstrated that a clean India begins with small, consistent steps at the grassroots level. The
project stands as an inspiring example of youth-led civic action and the power of
volunteerism in shaping a healthier, cleaner, and more conscious society.

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CHAPTER 4

FOOD PRESERVATION AND PACKAGING

4.1 Introduction and Context

Food wastage is a serious concern, especially in rural and semi-urban communities where
improper storage, lack of preservation knowledge, and unhygienic packaging practices lead
to both economic and nutritional losses. In many households, surplus food spoils due to
ignorance about shelf-life management. Moreover, small-scale food producers, particularly
women-led Self Help Groups (SHGs), often lack awareness of eco-friendly packaging
solutions and branding skills needed to sell their products effectively.

To address these issues, the NSS Unit of Guru Nanak Dev Engineering College, Bidar
took up a community outreach initiative focused on sustainable food preservation and eco-
friendly packaging practices. This initiative was designed to empower local communities,
especially women and small vendors, with skills that could reduce wastage, promote self-
reliance, and open up micro-business opportunities.

4.2 Objective

The main goals of the initiative were:

 To educate communities about simple and sustainable food preservation methods.

 To reduce food spoilage and improve household food security.

 To promote hygienic and environment-friendly packaging practices.

 To support SHGs in developing and selling value-added food products.

4.3 Planning and Approach

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A structured, participatory approach was adopted to ensure community engagement and
measurable impact. The project was executed in five major steps:

1. Community Identification
 Targeted villages and semi-urban areas were identified where SHGs and local
households were already engaged in food-related activities (like pickling, papad-
making, spice-blending).
 A baseline study was done to understand existing practices and common issues.

2. Curriculum Design
 With guidance from food science professionals, a training module was developed
covering topics such as:
o Types of natural preservatives

o Storage techniques

o Eco-friendly packaging materials

o Labeling and expiry management

3. Partnership Development
 Collaborations were formed with SHGs, Anganwadi centers, and women’s welfare
groups.
 Subject-matter experts were invited for demonstrations and interactive sessions.

4. Material Preparation
 Pamphlets, banners, and illustrated posters (in Kannada and English) were created to
spread awareness.

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  Hands-on kits for participants included ingredients for preservation, packaging
samples, and hygiene gloves.

5. Implementation
 Workshops were scheduled on weekends and during SHG meetings to ensure better
attendance.

4.4 Activities Conducted

1. Workshops on Natural Food Preservation

 Sessions were held on pickling, drying vegetables, sun-drying papads, jaggery
preservation, and salt-curing methods.
 Explained differences between perishable and non-perishable food categories.

 Highlighted benefits of ancient Indian practices using local resources—like neem

leaves, earthen pots, and turmeric.

2. Training on Hygienic and Eco-Friendly Packaging

 Demonstrated reusable and biodegradable packaging options like banana leaves,
newspaper wrapping, cloth pouches, and jute bags.
 Stressed importance of labeling with manufacture/expiry dates.

 Educated on sealing methods to reduce exposure to moisture and pests.

 Participants learned how to package dried snacks, pickles, and flours for local sale.

3. Collaboration with SHGs

 Coordinated with 4 women-led SHGs who were producing chutney powders and
homemade snacks.
 Helped them redesign packaging with affordable and appealing materials.

 Suggested batch-based preparation and preservation calendars to avoid surplus

spoilage.

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  Mentored them on basic pricing, branding, and hygiene certification (FSSAI
awareness).

4. Pamphlet Distribution and Awareness Campaigns

 Over 250 pamphlets were distributed covering:
o How to read expiry labels

o Storage tips for grains and dairy

o Seasonal food preservation practices

o Safety tips for preserving leftovers

 School children were also briefed to carry messages home to parents.

4.5 Volunteer Experiences and Community Engagement

The program sparked enthusiasm both among NSS volunteers and community participants.
Volunteers learned practical, culturally rooted skills and developed a deeper appreciation for
food systems.

 “It felt empowering to teach traditional preservation with scientific understanding.” –

3rd-year Volunteer
 “Many SHG members said they hadn’t thought about expiry dates or labeling. This
was new and useful.” – NSS Core Team

Villagers showed curiosity and even demonstrated their own methods of preserving mango
pulp, dry masalas, etc., making the sessions interactive and mutually enriching.

4.6 Challenges Faced

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1. Skepticism and Resistance to Change
 Some participants felt traditional packaging (like plastic) was more “durable” or
“professional.”
 Volunteers had to demonstrate the strength and appeal of eco-friendly packaging
hands-on to build trust.

2. Lack of Storage Infrastructure

 Many homes didn’t have cool, dry storage areas or proper containers.
 Volunteers suggested using available materials like tin boxes, clean sacks, or layering
dried food in glass jars with turmeric lining.

3. Resource Constraints
 Some SHGs needed initial investment for better packaging materials. We explored
donation drives and college resource sharing.

4.7 Measurable Outcomes

 Increased Awareness: Post-session surveys showed a 60–70% improvement in
knowledge about expiry tracking and food safety.
 Economic Impact: SHGs reported increased sales and longer shelf life of products
like dry snacks and powders.

 Reduced Spoilage: Households adopted drying, proper sealing, and using natural
preservatives, significantly reducing leftover wastage.

 Hygiene Improvement: More use of gloves, clean storage, and hand hygiene was
observed.

4.8 Long-Term Impact and Sustainability

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  Monthly Refresher Sessions: Volunteers scheduled quarterly check-ins with SHGs
for continued mentorship.
 Packaging Design Templates: Created ready-to-use printable labels for SHGs in
both Kannada and English.

 Local Food Fair: Plans were made to host an SHG food exhibition on campus to
encourage branding and confidence.

 YouTube Series: Proposed a student-run series documenting preservation techniques

and success stories in local languages for wider reach.

4.9 Conclusion

The Food Preservation and Packaging initiative not only tackled the practical issue of food
wastage but also opened doors for women’s economic empowerment, health awareness, and
environmental consciousness. Through a culturally sensitive, hands-on, and educational
approach, the NSS Unit enabled the community to rediscover traditional wisdom with
modern insights. The activity has laid the groundwork for better food management and
livelihood generation, proving that small, informed changes can lead to big, sustainable
outcomes.

CHAPTER 5
DEVELOPING SUSTAINABLE WATER MANAGEMENT
AND WASTEWATER TREATMENT SYSTEMS
5.1 Introduction and Context

India, being an agrarian and densely populated nation, faces two pressing water-related issues
—inadequate access to fresh water and unmanaged wastewater discharge. While urban
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areas suffer from over-extraction and pollution of water sources, rural and semi-urban areas
often lack infrastructure for proper wastewater treatment and sustainable water
management.

Many households and institutions in such regions release greywater (from kitchens, baths,
and sinks) directly into open spaces, leading to stagnant water, vector breeding, and
environmental degradation. Simultaneously, rainwater that could recharge aquifers often goes
uncollected.

To address both problems simultaneously, the NSS Unit of Guru Nanak Dev Engineering
College, Bidar, initiated a project that integrated Sustainable Water Management with
Wastewater Treatment, aiming to ensure water conservation, safe reuse, and
environmental hygiene.

5.2 Objectives

The integrated initiative had the following objectives:

 To reduce water wastage and enhance groundwater recharge using rainwater

harvesting.
 To reuse greywater through basic filtration methods for gardening and non-potable
needs.

 To educate the local community on responsible water usage and hygiene.

 To improve sanitation and prevent open wastewater stagnation through treatment and
redirection.

 To engage with panchayats in creating low-cost models for long-term use.

5.3 Planning and Strategy

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Phase 1: Community Survey and Identification
 Surveys in nearby rural areas revealed:
o Poor management of household wastewater.

o Lack of awareness about rainwater harvesting.

o Limited toilet-linked water reuse.

 Key intervention sites included 2 government schools, local Anganwadi centers,

and 30 households.

Phase 2: Design and Demonstration Planning

 Engineering students, with guidance from faculty, designed:
o Rainwater harvesting (RWH) pits with recharge wells.

o Greywater filtration units using sand, charcoal, and gravel layers.

o Simple soak pits for wastewater percolation.

Phase 3: Awareness and Capacity Building

 Sessions conducted with villagers, SHGs, and schoolchildren on:
o How to construct and maintain an RWH system.

o How greywater can be used safely.

o How untreated wastewater affects health and soil.

5.4 Activities Conducted

1. Construction of Integrated RWH and Wastewater Treatment Units

 4 integrated pits constructed—designed to collect rainwater during monsoon and
filter greywater from wash basins year-round.
 Filter beds were created using:

o Coarse gravel (bottom layer)

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 o Fine sand (middle layer)

o Activated charcoal (top layer)

 Disinfectant lime was added to neutralize bacterial buildup.

2. Kitchen Greywater Reuse Demonstration

 Showed how sink water could be directed to gardens using pipe extensions.
 Beneficiary homes reused this water to grow curry leaves, tomatoes, and tulsi.

 Encouraged safe reuse without contaminating drinking areas.

3. Awareness Drives in Schools and Panchayats

 Posters showing “A Day in the Life of a Water Drop” helped children understand
water flow, use, and waste.
 Panchayat members were introduced to soak pit diagrams and urged to incorporate
them in local construction.

4. Plantation Near Water Structures

 Native saplings were planted around RWH pits to absorb runoff and support the local
ecosystem.
 Trees such as neem and drumstick were chosen for water conservation and household
use.

5. Cleaning and Rejuvenation of Abandoned Soak Pits

 2 non-functional soak pits near a school toilet block were de-silted, cleaned, and
restored.
 Redirection pipes were added to prevent overflow and mosquito breeding.

5.6 Outcomes and Impact

Quantitative Outcomes
 4 new structures combining RWH and greywater treatment built.
 30 households adopted greywater gardening.
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  200+ villagers educated on water reuse and sanitation.

 100+ school students began using filtered hand-wash water for school gardens.

Qualitative Outcomes
 Increased awareness of water as a recyclable resource.
 Elimination of foul-smelling stagnant water in key locations.

 Reduction in cases of mosquito-borne illnesses near greywater zones.

 Initiation of water-saving discussions in village meetings and SHG groups.

5.7 Challenges and Solutions

Challenge Solution Implemented

Skepticism about water reuse Live demos and success stories in homes convinced many.

Lack of materials in some areas College NSS pooled cement, pipes, and gravel locally.

Pit clogging concerns Regular silt checks and filter cloth layers added.

Maintenance knowledge Created Kannada flyers on pit maintenance and reuse.

5.8 Long-Term Sustainability Plan

 Adoption by Panchayats: Village authorities committed to applying similar designs
in future local building projects.
 Quarterly Maintenance Checklists: Distributed to school heads and SHGs with
diagrams and easy-to-follow steps.

 Model House Demonstration: One house was designated as a “model eco-home”

showcasing all systems working together.

 Digital Awareness Campaign: A short video series on “How to Reuse Every Drop”
is in development with student teams.
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5.9 Conclusion

Water conservation and wastewater management must go hand-in-hand to ensure sustainable

development and public health, especially in vulnerable communities. Through the NSS
initiative combining rainwater harvesting, greywater reuse, and soak pit treatment, our
volunteers created practical, replicable models that can serve both environmental and societal
goals.

This project not only improved local infrastructure but also changed mindsets—turning
waste into a resource, dependence into resilience, and awareness into action. With continued
efforts, such initiatives can build water-wise communities that respect and preserve this
vital resource for future generations.

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CHAPTER 6
FACILITATING DIGITAL MONEY TRANSACTIONS

6.1 Introduction and Context

In recent years, the Indian financial ecosystem has undergone a digital revolution, driven by
platforms like UPI (Unified Payments Interface), mobile wallets, and digital banking
services. Despite this progress, many rural and economically weaker communities remain
excluded from the digital economy due to lack of awareness, fear of scams, and limited
digital literacy.

Recognizing this gap, the NSS Unit of Guru Nanak Dev Engineering College, Bidar took
up the responsibility to empower underprivileged groups by introducing them to safe,
accessible, and easy-to-use digital payment systems.

This initiative aimed not only to make people capable of sending and receiving money
through mobile apps but also to foster trust, prevent cyber fraud, and ensure financial
inclusion in the long run.

6.2 Objectives
 To introduce the local population—especially elders, women, and small vendors—to
digital payment platforms.
 To enable the adoption of QR-based payment systems among small business owners
and local shopkeepers.

 To educate people on basic cybersecurity practices to avoid online scams.

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  To promote the long-term benefits of digital money transactions such as transparency,
security, and convenience.

6.3 Planning and Strategy

To implement this activity effectively, the following steps were taken:

1. Needs Assessment
 NSS volunteers conducted a pre-survey in nearby villages and markets to understand:
o Percentage of people using smartphones.

o Familiarity with UPI apps like PhonePe, Google Pay, Paytm, etc.

o Awareness of digital fraud and security concerns.

 Found that while smartphone penetration was good, usage was mostly limited to
calling or YouTube; confidence in banking apps was low.

2. Workshop Design
 Modules were created in Kannada and Hindi to ensure accessibility.
 Content included:

o Introduction to UPI and mobile banking.

o Step-by-step guides to download, register, and use payment apps.

o Do’s and Don’ts of digital payments.

o Case studies of online fraud and how to avoid them.

3. Community Partnerships
 Collaborated with local cooperative banks, post offices, and market associations to
organize sessions and provide validation.
 QR code kits were arranged through partnerships with app providers.

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6.4 Activities Conducted

1. Digital Literacy Workshops

 Conducted 6 workshops across nearby villages, schools, and market areas.
 Each session lasted 2–3 hours and covered:

o How to set up UPI-based apps like BHIM, Google Pay, Paytm.

o How to link bank accounts securely.

o Live demos of sending/receiving money via QR codes.

o Recharge, bill payment, and transaction history review.

2. Vendor Onboarding Drives

 NSS volunteers helped local shopkeepers, vegetable sellers, and tailors set up their
own QR code-based payment system.
 Ensured registration and verification for those with bank accounts.

 Installed printed laminated QR code boards for vendors who lacked smartphones.

3. Cybersecurity Awareness Campaign

 Educated participants on how to:
o Identify scam calls, phishing messages, and fake apps.

o Keep OTPs and PINs private.

o Report suspicious transactions to banks or helplines.

 Handouts and posters with “5 Safety Tips for Online Payments” were distributed in
public spaces.

4. Elder-Friendly Sessions
 Special Q&A sessions for senior citizens were organized.
 Volunteers provided one-on-one assistance to those hesitant to use smartphones.

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  Participants were taught how to check balances, send money to family, and receive
pensions directly in bank-linked apps.

6.5 Impact and Outcomes

Quantitative Outcomes
 Over 250 community members trained in digital payment usage.
 30+ small vendors adopted QR-based systems.

 100+ pamphlets on cybersecurity and app usage distributed.

Qualitative Outcomes
 Increased participation of women and elderly in digital finance.
 Vendors reported faster payments, better customer service, and less cash handling.

 Many villagers expressed confidence in checking balances and initiating basic

transactions without help.

 Increased interest in online government services such as Aadhaar updates, online bill
payments, and booking LPG.

6.6 Challenges and Solutions

Challenge Solution Implemented

Shared real-life case studies of safe usage and blocked

Fear of fraud or losing money
scam attempts.

Hands-on guidance with simple interfaces and Kannada-

Poor smartphone handling skills
language apps.

Lack of trust in QR codes and

Demonstrated successful peer-to-peer transactions.
UPI apps

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 Challenge Solution Implemented

Reluctance from elderly

Arranged dedicated help desks with simplified guidance.
participants

6.7 Sustainability and Follow-Up

To ensure that the impact is lasting:

 WhatsApp Help Group: A digital help group was created for participants to raise
doubts or report issues, managed by NSS tech volunteers.
 Monthly Check-ins: Volunteers will revisit key market areas to address any
challenges faced by new users.

 Partnership Continuation: NSS plans to collaborate with banks to scale the project
to more remote areas.

6.8 Testimonials

“Earlier I didn’t trust apps. Now I sell vegetables and receive payment directly to my bank.
It’s so convenient!” — Local vendor, Bidar

“I am 64 and had never used an app. Now I send money to my grandson without waiting in
line at the bank.” — Workshop Participant.

6.9 Conclusion

Digital inclusion is not just about technology—it is about empowerment, financial

independence, and dignity. Through this initiative, the NSS team bridged the digital divide
for many rural citizens by providing them with tools, skills, and confidence.

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By integrating awareness, infrastructure, and safety training, the project enabled a
significant shift in the way people view and manage their money. With sustained support,
these communities are now better prepared to participate in the digital economy and
benefit from government schemes, business opportunities, and social welfare programs.

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CHAPTER 7
CONCLUSION

The National Service Scheme (NSS) unit of Guru Nanak Dev Engineering College, Bidar
has, through this year’s activities, reaffirmed its commitment to community development,
social responsibility, and nation-building. Rooted in the values of service, awareness, and
action, the diverse range of projects undertaken by our volunteers was carefully designed to
respond to both national initiatives and grassroots-level concerns.

From supporting academic growth in under-resourced schools to promoting hygiene through

the Swachh Bharat Mission, from training communities in food preservation techniques to

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implementing sustainable water systems, and finally, to bridging the digital divide by
facilitating digital financial literacy, each activity was a step toward holistic social
empowerment.

The success of these programs was not only evident in the immediate impact on
beneficiaries—cleaner environments, better educational outcomes, safer food practices, and
increased financial confidence—but also in the growth of the volunteers themselves. The
students involved learned the value of empathy, planning, collaboration, and leadership. They
saw first-hand how small, consistent actions can lead to meaningful change.

Key outcomes included:

 Stronger ties between the college and surrounding communities.

 Raised awareness about critical issues such as water conservation, food wastage, and
financial scams.

 Practical implementation of engineering and management concepts for social good.

 A culture of volunteerism and civic responsibility among the student body.

This year’s NSS activities also highlighted the importance of sustainability and scalability.
Wherever possible, initiatives were designed to be community-led and self-sustaining,
ensuring that their benefits will continue even after the formal project period ends. Whether
it's a school now maintaining its rainwater harvesting system, or a vegetable vendor
confidently accepting digital payments, the long-term transformation is already visible.

Looking ahead, the NSS unit is committed to expanding its outreach. Future goals include:

 Involving more departments and disciplines in interlinked social initiatives.

 Strengthening collaboration with government bodies, NGOs, and local stakeholders.

 Using data and feedback to evaluate and refine program impact.

 Introducing more tech-driven solutions to local challenges.

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In conclusion, the NSS journey this year was not just about service—it was about learning,
growing, and transforming. As volunteers, we leave with the conviction that our role in
society goes beyond classrooms and campuses. True education finds its meaning in action,
and true action in the service of others.

“Not me, but you”—this motto will continue to guide our hands, hearts, and hopes as we
build a more inclusive, compassionate, and empowered India.

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