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SRI SATYA SAI NATIONAL LEADERSHIP PROGRAMME FOR SELF TRANSFORMATION

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SAI SAMRIDDHI

A Project as a Course requirement for Sri Sathya Sai National Leadership Programme for Self-Transformation Course Completion

T. Saisha, Rajni Panicker, Suhasini Voduguru (SSSNLPST-2020-F045), (SSSNLPST-2020-F039), (SSSNLPST-2020-F056)

Sri Sathya Sai Seva Organization India

In association with Sri Sathya Sai Institute of Higher Learning

(Deemed to be University)

Vidyagiri, Prashanthi Nilayam Campus

December, 2020



DEDICATED AT THY LOTUS FEET…



CHHATTISGARH

SRI SATHYA SAI NATIONAL LEADERSHIP PROGRAM

FOR SELF TRANSFORMATION

CERTIFICATE This is to certify that this Project titled “SAI SAMRIDDHI” completed by the

participants for the Sri Sathya Sai National Leadership Program for Self-

Transformation batch 2020 from the STATE CHHATTISGARH, is a bonafide

record of the original work done under the supervision of the undersigned as a

Course requirement for the completion of the National Leadership Program.

Shri. Umesh Dang Ms. S P Visalakshi (Project Director - SP) (National Team Member)

Mrs. Shalini Mahesh (Project Guide - SYC) Place: Chhattisagarh Date: 16thDecember 2020



DECLARATION

The Project titled “Sai Samriddhi” was carried out by the team under the

supervision of the State President- Shri. Umesh Dang, State Youth Coordinator-

Mrs. Shalini Mahesh the National Team Member- Ms. Vishalakshi and the

SSSNLPST Convener as part of the Course requirement for the award of the

Degree of Course Completion and has not formed the basis for the award of any

degree, diploma or any other such title by this or any other University.

Rajni Panicker T Saisha

SSSNLPST-2020-F039 SSSNLPST-2020-F045

SuhasiniVoduguru

SSSNLPST-2020-F056



ACKNOWLEDGEMENTS

We dedicate this project to my eternal guru, Bhagawan Sri Satya Sai Baba, who is the guiding source of all our endeavors. We thank the Chairman & the Academic Board members for their complete support and providing this wonderful opportunity. A big thanks to the State President Shri. Umesh Dang, for providing us with all the resources and being a pillar around which we could create our project. We thank the Registrar, the Controller of the Examinations, and the team of Experts from Sri Sathya Sai Institute of Higher Learning, for providing focused direction and encouragement to achieve our objectives. We must also thank the National Leader for spending their time providing support & guidance to the project report and at the same time giving valuable feedback. We also like to thank the National Team Coordinator Ms.Visalakshi SP for her guidance on this project. We also like to thank our Vice State President Shri T. Rama Rao for his constant guidance and support on this project. We would like to extend our gratitude to the State Youth Coordinator Mrs. Shalini Mahesh for the most valuable support and feedback throughout our work. We would also like to thank Mrs. Shanta Devi, Head of Arpan School and Shri.V Satyadeep Naidu for providing us the valuable data for project Arpan and Shri. Gopi Rawani for project Otenda Village. We extend our humble gratitude to them for spending their valuable time and providing support. We are deeply indebted to our family members, for instilling confidence and positive energy in us when it was most required. Thanks a lot!

Jai Sairam!



TABLE OF CONTENTS 1 Project Summary ................................................................................................................ 7

2 Objectives ......................................................................................................................... 11

3 Scope ................................................................................................................................ 13

3.1 Within Scope (area, beneficiaries, timeline, others) ................................................. 14

3.2 Out of Scope (tasks not included in the Project Charter) .......................................... 17

4 Roles & Responsibilities (of team members) ................................................................... 18

5 Project Flow (phase-wise details, using project checklist pointers provided earlier) ...... 20

5.1 Phase 1: Conception & Initiation .............................................................................. 21

5.2 Phase 2: Definition & Planning ................................................................................. 21

5.3 Phase 3 & Phase 4: Launch/Execution & Performance/Control ............................... 21

5.4 Phase 5: Project Closure & Evaluation ..................................................................... 21

6 Resources and Tools Used (finance, manpower, hardware, software, technology, etc.) . 22

7 Project Recommendations ................................................................................................ 24

7.1 Recommendations implemented in the current project ............................................. 25

7.2 Recommendations parked for future implementation/scale-up ................................ 26

8 Lessons Learnt (success & failure stories) ....................................................................... 27

8.1 Collective learning (Project) ..................................................................................... 28

8.2 Individual learning (Self Transformation) ................................................................ 29

9 References (documents, links, etc.) .................................................................................. 31

10 Annexure ....................................................................................................................... 33

10.1 Detailed Project plan ............................................................................................. 34

10.2 Project Tracking Formats Used ............................................................................. 36

10.3 Others (as needed by each project team!) .............................................................. 37



CHAPTER 1 PROJECT SUMMARY



Project 1 - Arpan School Arpan School is a school for mentally challenged students, started in the year 2013

by Mrs.Shanta Devi. In the year 2009, the backdrop lies that her husband met with

an accident in the plant wherein he got severe burns, and 90% of the body was

blazed. After one year of treatment, doctors aforementioned that he won’t recover

throughout his life as his mind became mentally retarded. Mrs.Shanta Devi left her

job and started serving his husband day in and day out. And she did vigorously for

one year and trained him right from the outset instructing him how to write to how

ride to ride his scooter.

By God’s grace, her husband was back to normal, joined the plant, and started

working as he used to do previously.

Her husband motivated her to do service for autistic children (mentally challenged)

in society. This led them to start a school for mentally challenged students wherein

they experience schooling, get food for free, and transportation facilities.



Project 2 – Otenda School

Village Otenda is a tiny tribal-dominated village which comes under block Makdi

of District Kondagaon in Chhattisgarh State. This village is located at the border of

Orissa state. The following data may be helpful to understand the current scenario

of the town.

• The total household is 450 comprises of 2445 population (Male 1173 and

Female 1272). The ratio of tribal and nontribal communities is 94:6 in the

village. A total of 423 households belongs to the tribal community, while 27

families are of the nontribal community.

• As per the caste categorization, all tribal family belongs to Caste Muria while

in only a few numbers of OBC & S.C. community living in the village.

• The primary facility like approach road, electrification, drinking water, Gram

Panchayat building, 5 Anganwadies, 6 (Six) Primary, and 3 (Three) Middle

Schools are available.

• To avail of the critical medical facility, villagers depend on Govt. Health sub-

center village Mageda which is 4 K.M. away from here.

• As the natural resources, forest availability with various non timber forest

produces a productive soil profile and 5 (Five) farm ponds for typical

utilization.

• Livelihood Security of around 70% depends on rain-fed lean agriculture; non

timber forest produces and labor work. As per the random survey data, about

60% of the total requirement fulfill by agriculture produces, around 25%, meet

from forest produces while approximately 15% from labor work.

• The Literacy rate is low, which is around 40% among the villagers. Because of

government and other development organizations' possible efforts, few changes

can be seen in Education for a few years. The new generation is gradually



coming forward to take the opportunity of Education, which is a good sign for

the future.



CHAPTER 2 OBJECTIVES



Project 1- • Supporting the intellectual and emotional growth of mentally challenged

children.

• Health awareness amongst the mentally challenged kids.

• Inculcating values that uplift the social and physical development of the region.

• To reduce problems related to general health, reproductive health, malnutrition,

and disability.

Project 2- • To preserve the tribal culture, promote cohesiveness and social defense.

• Social, spiritual, and health development of tribal children.

• To improve situations about education amongst the region.

• Inculcating values which uplift social and physical development of the village.



CHAPTER 3 SCOPE



3.1 Within Scope (area, beneficiaries, timeline, others)

Project 1- Arpan School There is a colossal scope of doing medical Seva activities at Arpan School, which

includes homeopathy treatment and physiotherapy sessions, which changes all

mentally challenged children's lifestyle. A small ray of hope has already started

with a prolonged continuous treatment of children, which has reduced their

aggression slowly and gradually.

Physiotherapy provided to them has started changing their day-to-day working.

Small value-based games attracted them & they started coming close to all sevadal,

which was missing before our involvement. They also started responding to the

love & affection shared, which is a breakthrough in the activity.

These two homeopathy treatments & physiotherapy sessions must be continued for

min. of 5-6 years, which will change their lives. Along with this, BalVikas

activities will develop their mental ability. Here, the problems of the student & the

severity of the problem are different. So, our scope is to deal with every child

separately with meticulous planning.

This part of society is neglected. This is the only center in the entire state where

such cases are dealt with. We will aim to combat these kinds of students, along

with society. This is a god-sent opportunity to serve humanity.

Project 2- Otenda School There is a huge opportunity to do SEVA activities in the village of Otenda. Based

on past work experience, it is supposed to achieve remarkable changes in the

community's socio-economic status. We can assess the various changes with the



following indicators of different activities. Seva Activities within SSSSO can be

planned in the following manner.

3.1.1 SPIRITUALWING :

3.1.1.(A) Bhajan:

• Regular weekly bhajans in a commonplace and request Bhajan at different

houses were going on continue before lockdown.

• The participation of children, women, youths, and other stakeholders of the

village was outstanding.

• The number of participants increased gradually, which is a positive sign and

very uncommon among the tribal community.

• Bhajan training after the bhajan session was conducted regularly, which was

needed and useful for bhajan singers.

Outcome :

• Around 50 singers from this village were learning to sing bhajans, and out of

that, 30 singers can sing up to the mark. This is the incredible output of the

activity.

• Hence, there is an excellent opportunity to strengthen this activity.

3.1.1.(B) Nagar Sankirtan :

• Initially, it was conducted on any special occasion. It was decided by the

community to work once in a month, which was a self-motive decision.

Output :

• Participation of all age groups helped spread the SSSSO message in not only

this village but also the surrounding villages.



3.1.1.(C)Bhakt Sammelan :

• It was decided to conduct a Bhakt sammelan in the village. There was

planning to invite the dignitaries from 5 surrounding towns. But due to the

current unfortunate situation, it could not be held.

• There is a scope to extend the SSSSO Seva activities after conducting this

event.

3.1.2 SEVA WING :

We have an immense opportunity to do Seva activities within SSSSO. The findings

of random PRA the burning issues of the village are a matter of concern. The

following areas in which SSSSO would like to help the community:-

• The base of livelihood security is lean single-crop agriculture through.

Organizing Kisan Sammelan with related Govt./Non-Government

Departments will be an excellent initiative to upgrade this traditional

agricultural practices.

• Awareness and training on Non-Timber Forest Produces are another scope

to enhance the economic status. This is one of the essential activities for

livelihood security.

• Skill up-gradation training and execution of nonfarm sector activities may be

helpful for unemployed youths.

• The intervention of some innovative income generative activities like

APICULTURE, LAC CULTURE, VALUE ADDITION OF

AGRICULTURAL & FOREST PRODUCES, AND MEDICINAL PLANTS

Related work may be the better opportunity to increase their income.



Hence the poor economic condition is the main obstruct. If we plan and execute

successfully towards enhancing the financial status, other positive changes in

education, health, and spirituality will come automatically.

3.1.3. EDUCATION WING:

• As mentioned above, this village is recognized under SSSO Vidya

Jyoti School Village. The activities under the SSSO VidyaJyoti just started,

and there is an excellent opportunity to apply all possible inputs for the

betterment of Students.

3.2. Out of Scope (tasks not included in the Project Charter) Arpan-

1. We have planned for progressive mental health improvement and got

success partially but, due to covid condition, the situation has not permitted

us to continue it.

2. Through Balvikas activities, we will make them learn to control their

aggression.

Otenda-

1. Will increase the BalVikas activities to further develop human values in the

children & intern to the families.



CHAPTER 4 ROLES AND RESPONSIBILITIES

(Of Team Members)



NAME ROLES AND RESPONSIBILITITES

T Saisha Data Collection and documentation

RajniPanicker Data accumulation and analysis

SuhasiniVoduguru Data Acquisition and documentation



CHAPTER 5 PROJECT FLOW



Project Flow

(Phase-wise details, using project checklist pointers provided

earlier)

5.1 Phase 1: Conception & Initiation Arpan - 20 July, 2020

Otenda - 20 July, 2020

5.2 Phase 2: Definition & Planning Geographically CG state consists of 60% tribal dist. & 80% of the population

lives in the village. Nearly 60% of the village area is covered with dense forests.

There are eight neighboring states, so the dialect camp; culture varies from

different locations. Due to lack of awareness, education is poor among children

due to which their mental & emotional growth gets laid off. So, the project aims to

study & develop all these qualities among children of CG.

5.3 Phase 3 & Phase 4: Launch/Execution & Performance/Control Arpan School - 15 Aug, 2020

Otenda - 25 July, 2020

5.4 Phase 5: Project Closure & Evaluation Arpan School - 10 Nov, 2020

Otenda - 10 Nov,2020



CHAPTER 6 RESOURCES AND TOOLS USED

(Finance, Manpower, Hardware, Software, Technology, Etc.)



Financial implications –

1. Homoeopathic medicines: Rs.18,000 per month (Funds are collected

voluntarily from the devotees).

2. Groceries worth Rs. 2500 is given to Arpan School for their mid-day meal

every month.

Manpower (Arpan School)

4 Homeopathic doctors & seva dal.

Manpower (Otenda School)

3 school teachers & alumni of the school.

Hardware, Software, Technology - NA



CHAPTER 7 PROJECT FINDINGS AND

RECOMMENDATIONS



7.1. Recommendations implemented in the current project Project 1- Arpan School This school is selected for the study of mentally challenged students of the

neglected; the course will help prepare a model for the students' upliftment.

• Strengthening of the ongoing activities.

• Micro-planning for development of children.

• Activities for the healthcare of children who are neglected by society.

• To identify the severity of the problem & treating them through counselling.

Project 2- Otenda This village has been selected to implement the SSSSO related TRIBAL

DEVELOPMENT PROGRAMME. The following activities were under process,

which has been paused due to unexpected circumstances.

• We are strengthening ongoing activities.

• Micro-planning for under vocational training based on forest and agricultural

sector.

• Introduction of Socio-economic empowerment activities among women.

• Activities are related to overcoming the malnourishment of children and

anemic women.

• Revitalization of Local health towards conservation and promotion of

medicinal plants of the village.

• Advocacy to avail scheme for safe drinking water.

• To identify the unmarried couples towards a link with the SSSSO tribal

development program.



7.2. Recommendations parked for future implementation/scale-up 1. Increase in number of visits.

2. Counselling of the students.

3. Increase in Balvikas activities.

4. Use of new methodologies.



CHAPTER 8 LESSONS LEARNT

(Success & Failure Stories)



8.1. Collective learning (Project)

• For the field of Medicine, we could learn a few principles that etched our

hearts :

1. Globalization: State-of-the-art healthcare should be made available to the

sick anywhere in the world.

2. Non-commercialization: Healthcare should be free for all human beings.

3. Humanization: Healthcare should be delivered with compassion, love and

adhering to Sathya Sai Human Values.

4. Spiritualization: Those involved in patient-care must know the importance

of spirituality in healing and try to incorporate it in their practice.

With the current project, we learned that prayer enhances the healing effect of

medicines.

· Service: Swami has said, “Service should be provided where it is most

needed”. He also says, “Service is the highest spiritual discipline. Prayer and

meditation or knowledge of scriptures and Vedanta (Holy Scriptures of India),

cannot help you reach the goal as quickly as service can. Service has a double

effect; it extinguishes the ego and gives bliss”. Thus, we realized that its Service

that could lead us to the spiritual discipline.

In the time of dismay, we learned to stick up to Swami’s Teachings, “You

are just an instrument in the hand of the Divine Master, and you serve yourself by

serving others.” And this gave us the one-stop solution to sort out all the

perplexities of mind.

What you sow, so you will reap. It is here that the teaching techniques

assume importance. All the methods are meant to achieve the two crucial goals



mentioned above. The essence of education and knowledge have been clearly

emphasized by Swami as

‘The end of education is character’

‘The end of knowledge is Love

With the Otenda School project we realized the importance of Balvikas for

transformation not just for a child but also for a society as a whole.

8.2. Individual learning (Self Transformation)

Name Self-Transformation (Learning/Experiences during the Project Lifecycle)

Rajni Panicker

1. The first lesson learnt was based on Swami's Quote: "Duty is God; Work is worship. Even the tiniest work is a flower placed at the Feet of God." Started the project with this in mind to surrender this project in the divine lotus feet.

2. The second lesson: The entire project was summed up in one of the most beautiful quotes of Swami, "Transmuting "man" into "God" and experiencing that Ananda or Bliss is the only achievement for which life is to be devoted."

3. Third lesson: Project Otenda School lead to the fulfilment of another quote of Swami, "Earning money cannot be the purpose of education. Acquiring good qualities can be the only purpose of education."

4. Fourth Lesson: Project Arpan School lead to getting a clearer meaning of the lines said by Swami, “All are expressions of the same God, as bulbs lit by the same current through manifold colors and wattage”.

SuhasiniVoduguru

1. The first lesson that I learned during this project was “plant the seed of love in your hearts. Let them grow into trees of service and shower the sweet of ananda ‘which was based on the otenda school students who have transformed themselves by following the right path of swami’s teachings in a very small age.

2. The second lesson I learned during the project was based



on arpan school students” small minds select narrow roads; expand your mental vision and take to the broad road of helpfulness, compassion and service”. If these small minds can have this much courage to fight for their brave future, then how much I should have? So I learned to be happy and brave in any situation of my life.

3. The third lesson learnt was “whenever you don’t understand what’s happening in your life, just close your eyes, take a deep breath and say –god, I know it is your plan, just help me through it.” During the project analysis, there were many situations where I felt nervous for not being able to satisfy the needs. But now I have learnt so many things that would be totally beneficial for my future perspective.

4. The fourth message I got in this project is “you must be a lotus, unfolding its petals when the sun rises in the sky, unaffected by the slush where it is born or even the water which sustains..

T Saisha

1. Interaction with a different type of children of the society who needs love & affection.

2. Awareness in the community for acceptance. 3. Fulfilling the small needs of the children, which

sometimes we feel is not required for us.



CHAPTER 9 – REFERENCES

(Documents, Links, Etc.)



OTENDA SCHOOL

Report from SatyaSaiSeva organization, Dist- Kondagaon

ARPAN SCHOOL

Data collection from the Principal of Arpan School – Smt. Shanta Nandi

Medical data from – Shri V Satyadeep Naidu, State Coordinator, Medical Services,

SSSOCG



ANNEXURE



Detailed Project plan

10.1.(I) Project Strategy

The survey held concerning this dissertation was an applied one, but not new.

Instead, numerous pieces of the previous study exist regarding the role and

influence of Balvikas in changing the lives of children, not only children, but the

impact of this program has been recognized at individual, community, national,

and international levels. Adding to the medical profession's nobility, when

Healthcare is rendered, keeping in mind the motto of 'Maanava Seva is Madhava

Seva'; there occurs a paradigm shift in approach from that of the medical

profession to Medical Seva. The proposed project took the form of a new project

but on an existing research subject, which included the merging of BalVikas with

Medical Seva.

10.1.(ii)Project Methodology:

For the project report, we are using the Agile methodology. Agility is the

capability to efficiently and effectively adapt to an ever-changing environment.



While skill refers to the powers of a system to adapt to a changing climate, it is

essential to realize that the drivers behind agility also influence work efficiency.

The agile manifesto identifies four core values:

· Individuals and interactions.

· Comprehensive documentation.

· Collaboration

· Responding to change.

Agile project management is an iterative approach to delivering a project

throughout its life cycle.

5.3 Analysis:

For the project analysis, we would be using the Fishbone diagram or Ishikawa

Diagramming. This tool is also called a cause and effect diagram or an Ishikawa

diagram. These names can be used interchangeably. Ishikawa diagrams are used



for analysis (Root - Cause Analysis). It is beneficial when there are multiple

causes. An issue is placed at the "head" of the diagram, and categories for grouping

potential causal factors are recognized as "bones." This will be referred to as a

"problem Ishikawa." The technique is useful in brainstorming sessions to identify

potential causes and areas for further investigation. It could be used in affinity

diagram sessions too.

Ishikawa diagrams can also be a useful tool for communicating what essential

factors needed to achieve a positive outcome or result. As described here, this

"positive Ishikawa" will have the desired effect at the "head" and categories of

enablers or factors as the "bones."

The left side of the diagram is where the causes are listed. The reasons are broken

out into significant cause categories. The causes you identify will be placed in the

appropriate cause categories as you build the diagram.

The right side of the diagram lists the effect. The effect is written as

the problem statement for which you are trying to identify the causes.



Project Tracking Formats Used NA

Others (as needed by each project team)

Photos of Otenda Project:

Medical Camp at Village Otenda

VidyaJyotiBalVikas



Weekly Bhajan

Kitchen Garden By Children

Under the programme of “Swacchatha se

Divyatatak” , a class was taken on its importance

and value which included oath taking ceremony

for both children and villagers to keep the village

neat and clean



On 16-1-2020 under the vidya jyoti programme sadhana shivir was conducted which included the

members of school authorities , mahila sahayata samooh and gram panchayat members. This programme

included group dsicussions on Swami’s lessons, bhajan, games and was concluded with narayan seva and

maha mangal arati.

Participation of children in akhandbhajan



Sairathyatra by Otenda Village

Dry Ration Distribution

Best out of Waste creativity by Children



CONCLUSION-

Project 1: ( Arpan school)

Arpan is a school with a difference having around 35 special children who are mentally and physically challenged coming from the economically weaker sections. Sri Sathya Sai Seva Samithi, Bhilai has made a humble beginning by adopting Arpan school under SSSVJ scheme. The bhilai samithi, in collaboration with the Homeopathic medical association, is treating these 35 children. The main objective for adopting this project was ‘supporting the intellectual and emotional growth of the mentally challenged children and also creating health awareness amongst the mentally challenged kids. There is a colossal scope of doing medical Seva activities at Arpan school, which includes homoeopathy treatment and physiotherapy sessions, which changes all mentally challenged children’s lifestyle. A small ray of hope has already started with a prolonged continuous treatment of children, which has reduced their aggregate slowly. Sri Sathya Sai Seva organization, Chhattisgarh, is standing as one pillar for this Arpan school. It has bought up many profound changes in the students of this school and also in the nearby localities.

As swami has said “Service should be provided where it is most needed”. He also says, “Service is the highest spiritual discipline. Prayer and meditation or knowledge of scriptures and Vedanta (Holy Scriptures of India), cannot help you reach the goal as quickly as service can. Service has a double effect; it extinguishes the ego and gives bliss”. Thus, we realized that its service that could lead us to the spiritual discipline.

Project 2: (otenda school)

Village Otenda is a tiny tribal-dominated village which comes under block makdi of district Kondagaon in Chhattisgarh. This village is located in the border of Orissa state. Sri Sathya Sai Balvikas Program for tribal children is a significant project of otenda village. This project has been working out well for the last 20 years in the town. At present by the grace of swami, SSSSO has been recognized at all levels as the ideal agency, which is



working sincerely for the welfare of the most underdeveloped people. The entire tribal development project in the village has been started with Balvikas. The primary objective of undertaking this project was preserving the tribal culture, promote cohesiveness and social defense, and also to improve situations about education amongst the region. There is a huge opportunity to perform various Seva activities in this village. This village is supposed to achieve remarkable changes in the community’s socio-economic status. Around 50 singers from this village were learning to sing bhajans, and out of which 30 singers can sing up to the mark. Participation of all age groups helped spread the SSSSO message in not only this village but also in the nearby towns. The Otenda school children have gained an excellent spiritual knowledge through the Balvikas and various spiritual activities being conducted over there. These changes have been observed by the parents/guardians of the children and also the village people.

Swami says – ‘ Regards whatever happens to you as something intended to for your good, Discover the bliss that can be derived from trials and tribulations. “Once we surrender our mind to GOD completely, HE will take care of us in every way”…..

SO, WITH THIS BEAUTIFUL QUOTE, WE ARE SURRENDING THIS PROJECT “SAI SAMRIDDHI” AT THE LOTUS FEET OF OUR BELOVED BHAGWAN….



BIBLIOGRAPHY



Documents collected from-

Arpan School-

1. Mrs. Shanta Devi (Principal, Arpan School)

2. V. Satyadeep Naidu (State Coordinator Medical Services)

Otenda School-

1. Gopi Rawani (Primary school teacher, Gov. Middle School, Makdi, C.G.)