University of Mumbai

DEPARTMENT OF LIFELONG LEARNING AND EXTENSION

“EXTENSION WORK PROJECT REPORT”

1. Name of the Student: Mishra Adarsh Santosh

2. Class : FY-MCA

3. Div: B

4. Roll No.: 92

5. Name and Address of the College: Thakur Institute of Management

Studies, Career Development, Thakur Village, Kandivali (E),
Mumbai, Maharashtra 400101

6. Extension Work Project enrolled for: (Any one from the

Following): Population Education Club (PEC)
 DEPARTMENT OF LIFELONG LEARNING AND EXTENSION

DESIGN OF PROJECT REPORT WRITING 2023-2024

Please start typing your answers from this page where information is asked for.

· Acknowledgement by the Student

1. DLLE Unit:

- The DLLE Unit provided overall coordination and guidance throughout the year.
- They conducted orientation programs, training sessions, and ensured smooth Execution
of all extension activities.

2. Principal:

- The Principal extended moral and administrative support, allowing us to Balance DLLE
activities with academic responsibilities.

- Encouraged participation by highlighting the importance of community Service and real-

life learning.

3. Extension Teachers:

- Acted as mentors and supervisors, helping us in planning, executing, and Reporting the
activities.

- Guided us in data collection, surveys, field visits, and helped in maintaining Proper
documentation.

4. Workplace Staff / NGO / Field Collaborators:

- Gave us access to local areas, workplaces, or communities for conducting Surveys or

awareness campaigns.
 START TYPING:

· My reason for joining Extension Work Activity:

I chose to join the Extension Work Activity because I wanted to go beyond classroom
Learning and contribute meaningfully to society. I believe that real education involves
Understanding the challenges faced by different parts of the community and finding ways
To help. Through DLLE, I saw an opportunity to engage directly with people, understand
Their needs, and create awareness on important social issues. It also gave me a platform
To improve my communication, leadership, and problem-solving skills. Being part of this
Initiative helped me grow as a responsible and empathetic individual, while also giving
Me a sense of satisfaction by making a small but positive impact on the community.

• How I started
• How I was trained – acquired skills
• How I built rapport with the others/community around
• How I worked and the kind of work carried out.

Answer :- I started my DLLE journey by joining the Seed Planting Activity during a Trek at Sanjay
Gandhi National Park. I was excited to take part in an activity that helped The environment. Our
extension teachers guided us before the trek and trained us on how To plant seeds correctly. We
learned how to select native seeds like neem, jamun, and Amla, how to make seed balls using soil
and compost, and how to plant them in areas Where they could grow well. This training helped me
gain knowledge about local plants, Soil types, and the importance of green cover in forest areas. I
also improved my Teamwork and communication skills during the preparation phase.During the
trek, I worked with a group of students to plant seeds along the trail and open Spaces inside the
park. We carefully chose places with good sunlight and moisture to Increase the chances of seed
growth.

While trekking, we also interacted with local visitors And nearby villagers to explain our
purpose. People appreciated our efforts, and some Even offered to help water the planted areas. This
built a positive bond with the Community and made the experience more meaningful. Overall, the
activity taught me The value of environmental care, teamwork, and how small actions can lead to a
greener Future.

· Please write about the difficulties you faced while conducting activities.

While planting seeds during the trek, we faced several challenges like Walking long distances under the
sun, carrying seed materials, and finding the right spots to plant. Some areas had rocky or dry soil,
making it hard to plant seeds properly. Also, there was less water nearby, so we worried about seed
survival.
· How did you overcome the difficulties?

We worked together as a team and supported each other during the trek. We carried water bottles to
plant in better spots and chose places with natural shade and Soil moisture. Our teachers also guided
us during difficult moments, and that gave us confidence. With proper planning, we managed to
finish the activity successfully.

• Please write about your expectations from extension work activities.

Answer: I expected to learn outside the classroom, do something helpful for the Environment, and
develop new skills like teamwork, communication, and leadership. I Also hoped to make a small
contribution to society

• Are your expectations fulfilled? Please brief.

Answer: Yes, my expectations were fulfilled. I learned many new things, met new People, and
understood the importance of protecting nature. I also felt happy that our Small effort might help
grow more trees in the future.

• What did you learn by Extension Activities? (gain / loss)

Answer: I gained practical knowledge, confidence, and a sense of responsibility. I Did not face any
loss, only a positive experience. I also learned the importance of Teamwork and staying connected
with nature.

• How will Extension Work help you to contribute to the Society?

Answer: Extension work has taught me how to take action for social and Environmental causes. In
the future, I can continue such activities, spread awareness, and Motivate others to care for nature
and help the community in small but meaningful ways.

• What is your suggestion?

Answer: I suggest that more practical and eco-friendly activities like seed planting, Cleanliness
drives, and awareness programs should be added. Also, there should be Follow-up visits to check
the results and involve local people more in the process.
 ACTIVITY RELATED HOURS (WORK) TABLE

(Please use the following table related to your project only and delete other tables.

Table A/B/C/D/E/F/G/H/I/J)

Please fill the data for / in highlighted places / columns and then remove highlight once you
type your data.

Table E:

5) POPULATION EDUCATION CLUB (PEC) –

(College Level)

Sr. Date Topic Hrs. Outcome

No.

1 October 15, INSEED 8 8

2024 Exhibition

2 October 26, Trekking and 15 15

2024 seed ball

3 23 december Poster Making 20 20

2024 Competition

4 2 may 2025 Blood Donation 15 15

Total 58
Table K:

COMPULSORY TABLE FOR ALL ACTIVITIES

For UG. PG. & B. Ed.

Sr. Activity Hours Outcome

No.

1 First Term Training Program 05 5

2 College & Community Level 120 120

Activity

3 Second Term Training Program 05 5

4 Udaan Festival /Essay Writing 20 20

5 Project Report Writing 10 10

Total 160
 · Names of the College & Community Level Activities in which student has taken active participation such as:
street play, group songs,

poster, elocution, speech, lessons, industrial visit etc. (any other); Please give Details.

Sr. Date Name of Topic of Location/ Poster No Signature

the Participation Place of
No. tivity suche activity: prepare of of the
for / as: erformance d Hour Extensio
as:
gr
Street (College / s n Work
writing, Yes / No
Play, ave Community Teacher
directing,
oup Food, ld )
performing,
songs, Labor,
music or
poster, vironment
nging, poster
Pollution,
hi designing,
women
painting
allocution, mpowerm
etc.
peech e nt etc.)
lessons
etc.
 Details of the activities attended by you performed at college or community level:

Sr Name of Yes Date Place / Topic / Subject rticipate o. of No of

. Participant Hour
the / Locatio d as
N Pa s s
o Activity N n
o

INSEED Yes Entire college exhibition member 8

Exhibitio year
n

i Trekking Yes October National park trekking member 15

and seed 26,
ball 2024
 Poster Yes 23 college Poster member 20
Making decembe competitio 1
Competitio r n
n 2024

i First Term Yes 13 march college program membe 2

Training 2025 r
Program

Blood Donation Yes 2 may colleg Donation member 15

2025 e drive
 Beach Yes 6th Mahim Cleanliness 10
cleaning june beach drive
2025
Essay Writing on social issues / Additional Information you
may wish to share with us for improvement.

Answer:

Child Labour in India: A Stain on Our Collective Conscience

India, the world's largest democracy and a rapidly growing economic power, continues to
grapple with the shameful reality of child labour. Despite constitutional guarantees and
progressive legislation, millions of Indian children spend their days in factories, fields, and
homes as workers instead of enjoying their fundamental right to education and childhood.
This persistent social evil not only robs children of their future but also undermines the
nation's progress and human development.
The roots of child labour in India run deep, intertwined with the complex web of poverty,
social inequality, and systemic failures. In countless poor households across both rural and
urban landscapes, children become economic assets rather than young learners. When
parents struggle to earn enough for basic sustenance, sending children to work becomes a
desperate survival strategy rather than a choice. The situation is particularly dire in migrant
communities, where children often work alongside their parents in brick kilns, construction
sites, and agricultural fields.
Education, which should be the natural antidote to child labour, often fails to provide a
viable alternative. Government schools in many areas suffer from chronic teacher shortages,
inadequate infrastructure, and poor learning outcomes. For families living on the margins,
the opportunity cost of sending a child to school instead of work becomes prohibitive. Many
parents, themselves uneducated, fail to recognize the long-term value of education when
immediate economic needs press upon them. This creates a vicious cycle where poverty
breeds child labour, which in turn perpetuates poverty across generations.
The consequences of child labour are devastating and far-reaching. Children working in
hazardous industries like fireworks, glass manufacturing, and mining suffer irreversible
damage to their health. Their small bodies bear the brunt of toxic chemicals, heavy loads,
and dangerous tools meant for adults. The psychological scars run equally deep – these
children grow up knowing only exploitation and deprivation, never experiencing the
carefree joys of childhood. The loss to the nation is equally profound, as millions of
potential doctors, engineers, teachers, and artists remain trapped in menial labor, their
talents forever unfulfilled.
India's legal framework against child labour appears robust on paper. The Child Labour
(Prohibition and Regulation) Amendment Act, 2016 completely prohibits employment of
children below 14 years and regulates the working conditions for adolescents (14-18 years).
The Right to Education Act mandates free and compulsory schooling for all children up to
age 14. However, the gap between legislation and implementation remains vast.
Enforcement mechanisms are weak, corruption is rampant, and social attitudes often view
child labour as inevitable rather than unacceptable.
Breaking this cycle requires a multi-pronged approach that addresses both symptoms and
root causes. First and foremost, poverty alleviation programs must be strengthened to reduce
families' economic dependence on child labor. Conditional cash transfer schemes, where
families receive financial incentives for keeping children in school, have shown promising
results in several states. The education system needs urgent reforms to make schooling
genuinely attractive and rewarding for underprivileged children. This includes improving
infrastructure, ensuring teacher accountability, and providing vocational training for older
students.
Civil society and corporations have equally important roles to play. Non-governmental
organizations like Bachpan Bachao Andolan have demonstrated how grassroots activism
can rescue and rehabilitate child workers. Ethical consumers and businesses must ensure
their supply chains are free from child labor. Every citizen can contribute by being vigilant –
reporting instances of child labor to authorities rather than turning a blind eye to the child
serving tea at roadside stalls or working in neighborhood homes.
The moral imperative to end child labour is clear. As a society aspiring to global leadership,
India cannot continue to sacrifice its children at the altar of economic expediency. Every
child in a workplace represents a failed promise, a stolen future. The time has come for all
stakeholders – government, businesses, civil society, and ordinary citizens – to unite in
ensuring that no Indian child has to work for survival. Our collective conscience must not
rest until every child is where they truly belong – in school, at play, and in an environment
that nurtures their potential rather than exploits their vulnerability. The India of tomorrow
can only be built on the educated, empowered children of today.
True development cannot be measured by GDP growth alone, but by how a society treats its
most vulnerable members. Eliminating child labour is not just an economic or legal
challenge, but a test of our nation's moral character. As we march towards becoming a
developed nation, we must ensure that no child is left behind in the darkness of exploitation
and deprivation. The future of India depends on the present of its children, and it is our
solemn duty to protect both.
give me more
Child Labour in India: A Moral Crisis Demanding Immediate Action
In the bustling streets of India's cities and the quiet lanes of its villages, a silent tragedy
unfolds daily. Tiny hands that should be holding pencils and toys are instead stitching
footballs, weaving carpets, rolling bidis, and laboring in fields. These children, some as
young as five or six, represent India's darkest contradiction—a nation advancing rapidly in
technology and economy while failing to protect its most vulnerable citizens. Child labour
remains one of the most persistent and shameful blights on Indian society, undermining the
country's progress and betraying its constitutional promises.
The Harsh Reality of Child Labour
Walk through any urban slum or rural hinterland, and the signs are unmistakable. Children
toil in hazardous industries, work as domestic help in middle-class homes, beg at traffic
signals, or assist their families in agricultural fields. According to recent estimates, India is
home to nearly 10 million child labourers, though the actual number is likely much higher
due to underreporting. These children are not just statistics—they are real lives being
crushed under the weight of exploitation, poverty, and societal neglect.
The problem is particularly acute in sectors like garment manufacturing, brick kilns,
fireworks, and mining, where children work in appalling conditions for meager wages.
Many are trafficked from impoverished villages to cities, where they become invisible
workers in sweatshops or domestic households. Others work alongside their parents in fields
or family-run enterprises, trapped in a cycle of intergenerational poverty.
Why Does Child Labour Persist?
The roots of child labour run deep, tangled in India's socio-economic
fabric. Poverty remains the primary driver—when families struggle to feed themselves,
children become additional breadwinners rather than students. Lack of quality
education exacerbates the problem. Government schools, plagued by teacher absenteeism
and poor infrastructure, fail to inspire confidence in parents who see little value in schooling
when immediate earnings are a necessity.
Cultural attitudes also play a role. In many communities, child labour is normalized, seen
as a rite of passage rather than a violation of rights. Gender discrimination further
marginalizes girls, who are often pulled out of school to work as domestic helpers or care
for younger siblings.
Weak enforcement of laws allows the practice to thrive. Despite stringent legislation like
the Child Labour (Prohibition and Regulation) Act, authorities often turn a blind eye due to
corruption, bureaucratic apathy, or sheer lack of resources for monitoring.
The Devastating Consequences
The impact of child labour extends far beyond lost childhoods. Physically, these children
suffer from stunted growth, malnutrition, and chronic health issues due to long hours in
hazardous environments. Psychologically, the trauma of exploitation leaves deep scars,
often leading to low self-esteem, depression, and a sense of hopelessness.
Educationally, the loss is irreparable. A child who misses school today becomes an
unskilled adult tomorrow, perpetuating the cycle of poverty. Economically, India loses out
on the potential of millions who could have contributed meaningfully to the nation’s growth
had they been given the opportunity to learn and thrive.
What Can Be Done?
Eradicating child labour requires a multi-dimensional approach:
1. Strengthening Law Enforcement – Strict penalties for employers, regular
inspections in high-risk industries, and fast-track courts for child labour cases.
2. Ensuring Quality Education – Improving government schools, providing free
midday meals, and offering vocational training to make education more appealing and
accessible.
3. Economic Support for Families – Direct cash transfers, livelihood programs for
parents, and social security nets to reduce dependence on child labour.
4. Community Awareness – Changing mindsets through campaigns that highlight the
long-term benefits of education over short-term wages.
5. Corporate Responsibility – Businesses must audit supply chains to eliminate child
labour and invest in community education programs.
A Call to Action
The fight against child labour is not just the government’s responsibility—it is a moral
obligation for every citizen. We must refuse to employ children in our homes, report
violations when we see them, and support NGOs working to rehabilitate rescued children.
Students can volunteer in awareness drives, professionals can mentor underprivileged youth,
and consumers can boycott products made with child labour.
India cannot claim to be a progressive nation while millions of its children remain trapped in
servitude. As Nobel laureate Kailash Satyarthi, a tireless crusader against child labour, once
said: "Child labour is not just a problem of poor countries; it is a problem of poor
humanity."
The time for half-measures is over. If India is to truly rise as a global power, it must first
ensure that every child is free—free to learn, free to dream, and free to live a life of dignity.
The future of the nation depends on it