NATIONAL SERVICE SCHEME (NSS)

1. WHAT IS THE MOTTO OF NSS?

The motto or watchword of the National Service Scheme is: ‘NOT ME BUT YOU’. This reflects
the essence of democratic living and upholds the need for selfless service and appreciation of the
other person’s point of view and also to show consideration for fellow human beings. It underlines
that the welfare of an individual is ultimately dependent on the welfare of society on the whole.
Therefore, it should be the aim of the NSS to demonstrate this motto in its day-to-day programme.

2. WHEN IS THE NSS DAY OBSERVED?

NSS was formally launched on 24th September, 1969, the birth centenary year of the Father
of the Nation. Therefore, 24 September is celebrated every year as NSS Day with appropriate
programmes and activities.

3. WHERE IS THE NSS HEADQUARTERS LOCATED?

Directorate of NSS Jamnagar House, New Delhi
4. THERE YEAR ON WHICH NSS WAS STARTED AND THE IMPORTANCE OF THE YEAR?
The National Service Scheme (NSS) is an Indian government-sponsored public service
program conducted by the Ministry of Youth Affairs and Sports of the Government of India.
Popularly known as NSS, the scheme was launched in Gandhi’s Centenary year in 1969. Aimed at
developing student's personality through community service, NSS is a voluntary association of
young people in Colleges, Universities and at +2 level working for a campus-community linkage.

5. WHAT ARE THE DIFFERENT TYPES OF NSS CAMPS?

Special camping are organized generally on various developmental issues of national importance.
In the past the themes of the Special Camping Programmes have been ‘Youth against Famine’, ‘Youth
against Dirt and Disease’, ‘Youth for Rural Reconstruction’, ‘Youth for Eco-Development’ and ‘Youth for
Mass Literacy’, ‘Youth for National Integration &Social Harmony’. The current theme of Special Camp is
‘Youth for Sustainable Development with special focus on Watershed Management and Wasteland
Development. Every year 50 percent of the volunteers of each NSS unit are expected to participate in
special camps which is of ten days duration.

6. WHAT DOES THE COLOR NAVY BLUE DEPICT IN NSS BADGE?

The NSS symbol is embossed on the NSS badge. The NSS volunteers wear it while undertaking
various programmes of community service. The Konark wheel in the symbol has eight bars i.e. 8
Prahars (period) which represent 24 hours of the day. Hence the badge reminds the wearer to be in
readiness for service of the nation round the clock i.e. 24 hours. The navy blue color indicates the
cosmos of which the NSS is a tiny part ready to contribute its share for the welfare of the mankind.
7. WHAT ARE THE OBJECTIVES OF NSS?
The objectives includes:
(i) understand the community in which they work
(ii) understand themselves in relation to their community;
(iii) identify the needs and problems of the community and involve them in problem solving
process;
(iv) develop among themselves a sense of social and civic responsibility;
(v) utilize their knowledge in finding practical solution to individual and community problems;
(vi) develop competence required for group living and sharing of responsibilities;
(vii) gain skills in mobilizing community participation;
(viii) acquire leadership qualities and democratic attitude;
(ix) develop capacity to meet emergencies and natural disasters and
(x) Practice national integration and social harmony.
8. WHAT IS THE SYMBOL OF NSS?
The symbol of the National Service Scheme, the ‘Rath’ wheel of the Konark Sun Temple situated in
Orissa. These giant wheels of the Sun Temple portray the cycle of creation, preservation and release,
and signify the movement in life across time and space. The design of the symbol, a simplified form of
the Sun-chariot wheel primarily depicts movement. The wheel signifies the progressive cycle of life. It
stands for continuity as well as change and implies the continuous striving of NSS for social
transformation and upliftment.
9. WHAT ARE THE DIFFERENT NSS BADGES AVAILABLE FOR THE VOLUNTEERS?
The NSS symbol is embossed on the NSS badge. The NSS volunteers wear it while undertaking any
programme of community service. The Konark wheel in the symbol has eight bars which represent the
24 hours of the day. Hence, the badge reminds the wearer to be in readiness for service of the nation
round the clock i.e. for 24 hours. The red color in the badge indicates that the NSS volunteers are full of
blood i.e. lively, active, energetic and full of high spirit. The navy blue color indicates the cosmos of
which the NSS is a tiny part, ready to contribute its share for the welfare of the mankind.
10. NSS SONG
During Silver Jubilee Year the NSS theme song has been composed. All NSS volunteers are expected
to learn the theme song and sing the song during NSS programmes and celebrations. The theme song
cassette is available and the theme song is given in the end of the Manual.
11. BRIEF HISTORY AND GROWTH OF NSS:

1. In India, the idea of involving students in the task of national service dates back to the times of
Mahatma Gandhi, the father of the nation.
 The central theme which he tried to impress upon his student audience time and again, was
that they should always keep before them, their social responsibility. The first duty of the
students should be, not to treat their period of study as one of the opportunities for
indulgence in intellectual luxury, but for preparing themselves for final dedication in the
service of those who provided the sinews of the nation with the national goods & services so
essential to society.
 Advising them to form a living contact with the community in whose midst their institution
is located, he suggested that instead of undertaking academic research about economic and
social disability, the students should do “something positive so that the life of the villagers
might be raised to a higher material and moral level”.
2. The post-independence era was marked by an urge for introducing social service for students, both
as a measure of educational reform and as a means to improve the quality of educated manpower.
 The University Grants Commission headed by Dr. Radhakrishnan recommended
introduction of national service in the academic institutions on a voluntary basis with a view
to developing healthy contacts between the students and teachers on the one hand and
establishing a constructive linkage between the campus and the community on the other
hand.
3. The idea was again considered by the Central Advisory Board of Education (CABE) at its meeting
held in January, 1950. After examining the various aspects of the matter and in the light of
experience of other countries in this field, the Board recommended that students should devote
some time to manual work on a voluntary basis and that the teachers should also associate with
them in such work.
 In the draft First Five year Plan adopted by the Government of India in 1952, the need for
social and labour service for students for one year was further stressed.
 Consequent upon this, labour and social service camps, campus work projects, village
apprenticeship scheme etc. , were put into operation by various educational institutions.
 In 1958, the then Prime Minister Pandit Jawaharlal Nehru in his letter to the Chief Ministers,
mooted the idea of having social service as a prerequisite for graduation.
  He further directed the Ministry of Education to formulate a suitable scheme for introduction
of national service into the academic institutions.
4. In 1959, a draft outline of the scheme was placed before the Education Minister’s Conference. The
Conference was unanimous about the urgent need for trying out a workable scheme for national
service.
 In view of the fact that education as it was imparted in schools and colleges, left something
to be desired and it was necessary to supplement it with programmes which would arouse
interest the social and economic reconstruction of the country.
 It was viewed that if the objectives of the scheme were to be realized, it was essential to
integrate social service with the educational process as early as possible. The Conference
suggested the appointment of a committee to work out details of the proposed pilot project.
In pursuance of these recommendations, a National Service Committee was appointed under
the Chairmanship of Dr. C.D. Deshmuklh on August 28, 1959 to make concrete suggestions
in this direction.
 The committee recommended that national service for a period of nine months to a year may
be made compulsory for all students completing high school education and intending to
enroll themselves in a college or a university.
 The scheme was to include some military training, social service, manual labour and general
education. The recommendations of the Committee could not be accepted because of its
financial implications and difficulties in implementation.
5. In 1960, at the instance of the Government of India, Prof. K.G. Saiyidain studied national service by
students implemented in several countries of the world and submitted his report under the title “National
Service for the Youth” to the Government with a number of recommendations as to what could be done in
India to develop a feasible scheme of social service by students. It was also recommended that social
service camps should be open to students as well as non-students within the prescribed age group for
better inter-relationship.
6. The Education Commission headed by Dr. D.S. Kothari (1964-66) recommended that students at all
stages of education should be associated with some form of social service.
 This was taken into account by the State Education Minister during their conference in April 1967
and they recommended that at the university stage, students could be permitted to join the National
Cadet Corps (NCC) which was already in existence on a voluntary basis and an alternative to this
could be offered to them in the form of a new programme called the National Service Scheme (NSS).
  Promising sportsmen, however, should be exempted from both and allowed to join another scheme
called the National Sports Organisation (NSO), in view of the need to give priority to the
development of sports and athletics.
7. The Vice Chancellors’ Conference in September, 1969 welcomed this recommendation and suggested
that a special committee of Vice Chancellors could be set up to examine this question in detail.
 In the statement of national policy on education of the Government of India, it was laid down that
work experience and national service should be an integral part of education.
 In May, 1969, a conference of the students’ representatives of the universities and institutions of
higher learning convened by the Ministry of Education and the University Grants Commission also
unanimously declared that national service could be a powerful instrument for national integration.
 It could be used to introduce urban students to rural life. Projects of permanent value could also be
undertaken as a symbol of the contribution of the student community to the progress and upliftment
of the nation.
8. The details were soon worked out and the Planning Commission sanctioned an outlay of Rs. 5 crores for
National Service Scheme (NSS) during the Fourth Five Year Plan. It was stipulated that the NSS programme
should be started as a pilot project in select institutions and universities.
9. On September 24, 1969, the then Union Education Minister Dr. V.K.R.V. Rao, launched the NSS
programme in 37 universities covering all States and simultaneously requested the Chief Ministers of
States for their cooperation and help.
 It was appropriate that the programme was started during the Gandhi Centenary Year as it was
Gandhiji who inspired the Indian youth to participate in the movement for Indian independence and
the social uplift of the downtrodden masses of our nation.
10. The cardinal principle of the programme is that it is organized by the students themselves and both
students and teachers through their combined participation in social service, get a sense of involvement
in the tasks of national development.
 Besides, the students, particularly, obtain work experience which might help them to find avenues
of self-employment or employment in any organisation at the end of their university career.
 The initial financial arrangements provided for an expenditure of Rs. 120/- per NSS student per
annum to be shared by the Central and the State Governments in the ratio of 7:5 i.e. the Central
Government spending Rs. 70/- and State Governments Rs. 50/- respectively per NSS student per
year.
 An amount of Rs. 120/- per NSS student per annum on programmes to be shared by the Central and
State Governments in the ration of 7:5 (i.e. Rs. 70/- per student by the central government and Rs.
 50/- per student by the State Governments). Keeping the inflation in view, it is now under
consideration to revise the amount for Special Camping and Regular Activities.
11. The response of students to the scheme has been quite encouraging. Starting with an enrollment of
40,000 students in 1969, the coverage of NSS students, increased to 11.36 lakhs during 1995-96.
12. The scheme now extends to all the states and universities in the country and covers +2 level also in
many states.
 Students, teachers, guardians, persons in authority in government, universities and
colleges/schools and the people in general now realize the need and significance of NSS.
 It has aroused among the student youth an awareness of the realities of life, a better understanding
and appreciation of the problems of the people. NSS is, thus, a concrete attempt in making campus
relevant to the needs of the community.
 There are several instances of excellent work and exemplary conduct of NSS units which have
earned them respect and confidence of the people. The special camping programmes organized
under the themes of ‘Youth Against Famine (1973)’, ‘Youth Against Dirt & Disease (1974-75)’,
‘Youth for Eco Development’ and ‘Youth for Rural Reconstruction’ ‘Youth for National Development
and Youth for Literacy (1985-93)’ ‘Youth for National Integration and Communal Harmony (1993-
95)’ have resulted in gains both to the community as well as to the students. The theme for the year
1995-96 onwards for Special Camping is Youth for Sustainable Development with focus on
Watershed Management and Water land Development’.
 Themes have been selected in accordance with national priorities. Also, from 1991-92 onwards NSS
has launched a nationwide campaign on AIDS Awareness called “Universities Talk AIDS” (UTA)
which has earned international attention and appreciation.
12. Community service rendered by university and +2 level students has covered several aspects like
adoption of villages for intensive development work, carrying out the medico-social surveys, setting
up of medical centers, programmes of mass immunization, sanitation drives, adult education
programmes for the weaker sections of the community, blood donation, helping patients in
hospitals, helping inmates of orphanages and the physically handicapped etc. NSS volunteers did
commendable relief work during natural calamities/emergencies such as cyclones, floods, famine,
earthquake, et. From time to time all over the country.
 The NSS students have also done useful work in organizing campaigns for eradication of
social evils, and popularization of the nationally accepted objectives like nationalism,
democracy, secularism, social harmony and development of scientific temper.
13. NSS programme have expanded both quantitatively and qualitatively over the years. A review
committee was set up by the Government of India in August, 1984.
  One of the important recommendations of the committee was that the programme of NSS
had great potential and, therefore, should continue and expand. The committee also
recommended a 10 percent rate of growth of coverage of students under NSS in each year.
 This recommendation of the committee has been accepted by the government and by the
end of IX Plan, the target of covering 20.00 lakh students under the programme is to be
achieved.
15. Recently, the scheme has been extended to form an open unit, involving ex-NSS volunteers, and persons
having an aptitude for social work.
16. The scheme at +2 stage was introduced in 1985 on an experimental basis in states of Karnataka, Kerala,
Tamil Nadu, Goa, Gujarat, West Bengal and Union Territory of Daman and Diu. It has been extended to other
states after an evaluation conducted by specialized agencies.
 By the year 1992 the SS programme has been extended to the States of Gujarat, Kerala, Punjab,
Haryana, West Bengal, Rajasthan, Tamil Nadu, Goa and Union Territories of Chandigarh, Delhi and
Pondicherry covering 1.60 lakh students. Presently, the total strength of NSS is more than 1.3
million.
 As the role of NSS has been appreciated and recognized in the New Education Policy, the State
Governments are requested to increase the coverage.
 For this purpose, the State Governments are expected to make necessary provisions in their budget
in order to be able to meet the expenditure on 10 percent increase in the number of NSS volunteers
every year.
17. Special emphasis in National Policy on Education, 1986 (Revised 1992).
18. The National Policy on Education 1986, with modification undertaken in 1992 envisages that
opportunities will be provided for the youth to involve themselves in national and social
development through educational institutions and outside agencies. Students will be required to
participate in one or the other existing schemes, namely, the National Service Scheme, National
Cadet Corps. The National Service Volunteer Scheme will also be strengthened.
19. “Academic credit for extension work could be considered and in certain areas directly related to
extension activities like social work and rural development” (National Policy on Education –
Recommendation para 8.22).
20. “We strongly reiterate para 8.22 of NPE. Adequate facilities should be provided to ensure that all
students participate in one or the other existing schemes, particularly National Service Scheme
(NSS) and National Cadet Corps (NCC)” Para 13.4 Central Advisory Board of Education Committee
on Policy – January, 1992.
21. In pursuance of the above recommendations the programme of Action 1992 on National Policy on
Education provides that special incentives be evolved to encourage teachers’ interest and
participation, quite apart from incentives to encourage and sustain participation of students and
youth in these programmes. Possible incentives may include the following:-
22. (a) Recognition of the outstanding contribution of teachers to NSS as an extension work under the
third dimension of the university system as equivalent to research work. (b) Special incentives for
teachers for outstanding contributions under NSS. (c) Special incentives for students with
outstanding records under NCC, NSS etc. at the time of their admission to college and university and
also for promotion within colleges and universities. (Para No.20.3.3 Programme of Action 1992 on
National Policy on Education by Government of India, Ministry of Human Resource Development)
23. From the above, it is evident that special emphasis has been given to NSS in National Policy on
Education in which it has been proposed that every student would be expected to participate either
in NSS or NCC.
 It is now realized that the scheme is useful for the personality development of the students,
particularly in the context of the present campus situation in our country where the
opportunities to students for personality development and other activities are scarce.
 There is thus a need for the Centre and the State Governments to work towards a situation
where all the students in universities, colleges and +2 level can have such opportunities
through the NSS and NCC as envisaged in National Policy on Education.
 The past experience of National Service Scheme is quite heartening. It has provided
diversified opportunities to students in schools/colleges and universities to develop their
personality through community service.

12. VARIOUS ROLES AND RESPONSIBILITIES OF NSS

NSS Programme Officer
The Programme Officer, who is a member of the teaching faculty provides necessary
leadership to the youth/NSS students. The teacher/NSS programme officer has the professional
knowledge and skills. He/she is also a representative of the school/college and the educated elite
and knows the needs and aspirations of student youth. Further he/she is expected to be a role model
of the values and the norms of the institution and the society as a whole. Therefore, he/she is the
fittest person to provide necessary lead to the students in developing their personality through
community service. In fact the Programme Officer is a friend, philosopher and guide to the students
in achieving this goal.
 NSS Volunteer
The NSS volunteer, who is a college/+2 level student is the main beneficiary of the
programme by way of development of his/her perception about the community, his/her skill to
perform certain jobs, and develop quality of a leader, organizer, and an administrator and
development of his/her personality as a whole. Through NSS, he/she gets opportunities to see the
community closely and thus gets an experience of human nature in relation to his/her environment.
This is how the NSS programme aims to make NSS student youth better citizens through
“Development of their personality through Community Service”.
Community
The community provides NSS volunteer the firsthand knowledge of living conditions of
masses to the NSS volunteers and thus, the process of mutual learning starts. The interaction of
community with students and teachers while on one hand enrich the personality of student
volunteers and on the other hand help the community to improve its living conditions.

13. WHAT ARE THE DIFFERENT ACTIVITIES ASSOCIATED WITH NSS?

The operational aim of NSS is to integrate the three basic components of the programme. NSS
programme should provide a variety of learning experiences which must develop a sense of
participation, service and achievement among the volunteers. The activities should aim at the
following:-
(i) making education more relevant to the present situation to meet the felt needs of the community
and supplement the education of the university/college students by bringing them face to face
with the rural situation;
(ii) Providing opportunities to the students to play their role in planning and executing
development projects which would not only help in creating durable community assets in rural
areas and urban slums but also results in the improvement of quality of life of the economically
and socially weaker sections of the community;
(iii) Encouraging students and non-students to work together along with the adults in rural areas;
(iv) Developing qualities of leadership by discovering the latent potential among the campers, both
students as well as local youth (Rural and Urban), with a view to involve them more intimately
in the development programme and also to ensure proper maintenance of the assets created
during the camps;
(v) Emphasizing dignity of labor and self-help and the need for combining physical work with
intellectual pursuits;
 (vi) Encouraging youth to participate enthusiastically in the process of national development and
promote national integration, through corporate living and cooperative action.

While undertaking these activities, each NSS unit should envisage its programmes/activities aimed at
instilling discipline, building character, promotion of physical fitness and development of culture.

14. WHAT ARE THE CLASSIFICATION OF NSS PROGRAMMES?

NSS activities have been divided in two major groups. These are regular NSS activities and special
camping programme –
(a) Regular NSS Activity: Under this, students undertake various programmes in the adopted villages,
college/school campuses and urban slums during weekends or after college hours;
(b) Special Camping Programme: Under this, camps of 10 days duration are organized in adopted villages
or urban slums during vacations with some specific projects by involving local communities. 50% NSS
volunteers are expected to participate in these camps. Special Camping programme under NSS has been
dealt with in Part III in detail.
NSS Regular Activities: As stated above, NSS volunteers undertake various activities in adopted villages
and slums for community service. Duration of these
Services is 120 hours. The NSS units organize the regular activities as detailed below:
(i) Orientation of NSS volunteers: To get the NSS volunteers acquainted with the basics of NSS
programmes, 20 hours are allocated for their orientation through lectures, discussions, field visits and
audio-visuals etc.
(ii) Campus Work: The NSS volunteers may be involved in the projects undertaken for the benefit of the
institution and students concerned. Such projects cover development of play grounds, laying of gardens,
tree plantation in the premises, awareness programmes on drug-abuse, AIDS, population education and
other projects. The NSS volunteers may work on campus projects for not exceeding 30 hours in a year;
(iii)The remaining 70 hours will be utilized for community service on the projects in adopted
villages/urban slums independently or in collaboration with others in this field, as detailed below:

(a) Institutional work: The students may be placed with selected voluntary organizations working for the
welfare of women, children, aged and disabled outside the campus.
(b) Rural Project: The rural projects generally include the working of NSS volunteers in adopted villages
for eradication of illiteracy, watershed management and wasteland development, agricultural operations,
health, nutrition, hygiene, sanitation, mother and child care, family life education, gender justice,
development of rural cooperatives, savings drives, construction of rural roads, campaign against social
evils etc.
© Urban Projects: In addition to rural projects other include adult education, welfare of slum dwellers,
training in civil defense, traffic control, setting up first-aid posts, work in hospitals, orphanages, destitute
home, environment, population education, drug, AIDS awareness, and income generation projects etc.
Professional and technical institutions having NSS may have to design appropriate programmes for the
community based on the needs.
(d) Natural calamities & National Emergencies: The NSS units are expected to utilize the services of NSS
volunteers at the time of natural calamities and national emergencies for mobilizing public support and
rendering necessary assistance to the authorities in rescue, relief and rehabilitation. In such emergencies
and calamities the Programme Officers are expected to take the initiative and offer the services of the NSS
units and its volunteers to assist the administration. For further details please see page No.23 of the
Manual.
(e)National Days and Celebrations: The National Service Scheme programmes also include the
celebration of National days. The purpose of such a provision is to celebrate such occasions in a befitting
manner.

National Programmes: In the development perspective of any nation, certain programmes assumes
special relevance in view of problems existing or anticipated. In our country, three such programmes have
been launched. They are the Mass Programme of Functional Literacy, AIDS Awareness Programme and
Sustainable Development with emphasis on Watershed Management & Wasteland Development. It is
pertinent to mention here that NSS Volunteers have come forward with zeal to make these programmes a
great success.
15. WHAT ARE THE OBJECTIVES OF THE SPECIAL CAMPING PROGRAMME?
The primary objectives of the special camping programmes are:-
(i) Making education more relevant to the present situation to meet the felt needs of the
communities and supplement the education of university/college/school students by bringing
them face to face with the community situation.
(ii) To provide opportunities to students to play their due roles in the implementation of various
development programmes by planning and executing development projects, which not only help
in creating durable community assets in rural areas and slums but also result in improvement
of the condition of weaker sections of the communities.
 (iii) Encouraging the students and non-students youth to work along with the adults in rural areas,
thereby developing their character, social consciousness and commitment, discipline ad healthy
and helpful attitudes towards the community;
(iv) Building up potential youth leaders by exploring the latent potential among the campers, both
students as well as local youth (rural and urban), with a view to involve them more intimately
in development projects for longer periods. The local leadership generated during the camps
would also be useful in ensuring proper maintenance of the assets created as a result of the
camps.
(v) Emphasizing the dignity of labour and self-help and the need for combining physical work with
intellectual pursuits, and
(vi) Encouraging youth to participate enthusiastically in the process of national development, and
promote national integration through democratic living and cooperative action.

Suggestive list of activities during Regular as well as Special Camping

The aim of the Regular and special Camping Programme is to bring youth face to face with the
community and make efforts to improve their life. The NSS volunteers are to devote about 80 hours in
Regular Activities for the development of the adopted village. Special Camping has been conceived as an
opportunity to live with that community for 10 days, and experience the conditions and problems of the
people. The NSS volunteers need to be inspired to take initiatives for the improvement of their condition.
Although the focus of the Special Camps change periodically and regular programmes are organized in
response to the community needs at the micro-level, some broad areas of activities are enumerated below:-
(a) Environment Enrichment and Conservation: Whereas the main theme for the special camping
programme would be “Youth for Sustainable Development”, activities aimed at environment – enrichment
would be organised under the sub-theme of” Youth for Better Environment”. The activities under this sub-
theme would inter-alia, include:
(i) Plantation of trees, their preservation and upkeep (each NSS unit should plant and protect at
least 1000 saplings);
(ii) Creation of NSS parks/gardens, Tarun Treveni Vanas.
(iii) Construction & maintenance of village streets, drains, etc. so as to keep the environment clean;
(iv) Construction of sanitary latrines etc.
(v) Cleaning of village ponds and wells;
(vi) Popularization and construction of Gobar Gas Plants, use of non-conventional energy;
(vii) Environmental sanitation, and disposal of garbage & composting;
 (viii) Prevention of soil erosion, and work for soil conservation,
(ix) Watershed management and wasteland development
(x) Preservation and upkeep of monuments, and creation of consciousness about the preservation
of cultural heritage among the community.
(b) Health, Family Welfare and Nutrition Programme:
(i) Programme of mass immunization;
(ii) Working with people in nutrition programmes with the help of Home Science and medical college
students;
(iii) Provision of safe and clean drinking water;
(iv) Integrated child development programmes;
(v) Health education, AIDS Awareness and preliminary health care.
(vi) Population education and family welfare programme;
(vii) Life style education centres and counseling centres.
© Programmes aimed at creating an awareness for improvement of the status of women:
They may, inter-alia, include:
(i) programmes of educating people and making them aware of women’s rights both constitutional
and legal;
(ii) creating consciousness among women that they too contributed to economic and social well-
being of the community;
(iii) Creating awareness among women that there is no occupation or vocation which is not open to
them provided they acquire the requisite skills; and
(iv) Imparting training to women in sewing, embroidery, knitting and other skills wherever
possible.

(d) Social Service Programmes:

Depending on the local needs and priorities, the following activities/programmes may be undertaken:-
(i) work in hospitals, for example, serving as ward visitors to cheer the patients, help the
patients, arranging occupational or hobby activities for long term patients; guidance service
for out-door-patients including guiding visitors about hospital’s procedures, letter writing
and reading for the patients admitted in the hospital; follow up of patients discharged from
the hospital by making home visits and places of work, assistance in running dispensaries
etc.
(ii) work with the organizations of child welfare;
(iii) work in institutions meant for physically and mentally handicapped;
 (iv) organizing blood donation, eye pledge programmes;
(v) work in Cheshire homes, orphanages, homes for the aged etc.;
(vi) work in welfare organizations of women;
(vii) prevention of slums through social education and community action;
(e) Production Oriented Programmes:
(i) working with people and explaining and teaching improved agricultural practices;
(ii) rodent control land pest control practices;
(iii) weed control;
(v) soil-testing, soil health care and soil conservation;
(vi) assistance in repair of agriculture machinery;
(vii) work for the promotion and strengthening of cooperative societies in villages;
(viii) assistance and guidance in poultry farming, animal husbandry, care of animal health etc.;
(ix) popularization of small savings and assistance in procuring bank loans

(f) Relief & Rehabilitation work during Natural Calamities:

These programme would enable the students to understand and share the agonies of the people affected
in the wake of natural calamities like cyclone, flood, earthquakes, etc. The main emphasis should be on
their participation in programmes, and working with the people to overcome their handicaps, and assisting
the local authorities in relief and rehabilitation work in the wake of natural calamities. The NSS students
can be involved in:-
(i) assisting the authorities in distribution of rations, medicine, clothes etc.;
(ii) assisting the health authorities in inoculation and immunization, supply of medicine etc.;
(iii) working with the local people in reconstruction of their huts, cleaning of wells, building roads
etc.;
(iv) assisting and working with local authorities in relief and rescue operation;
(v) collection of clothes and other materials, and sending the same to the affected areas;

(g) Education and Recreations:

Activities in this field could include:

(i) adult education (short-duration programmes);
(ii) pre-school education programmes;
 (iii) programmes of continuing education of school drop outs, remedial coaching of students from
weaker sections;
(iv) work in crèches;
(v) participatory cultural and recreation programmes for the community including the use of mass
media for instruction and recreation, programmes of community singing, dancing etc.;
(vi) organization of youth clubs, rural land indigenous sports in collaboration with Nehru Yuva
Kendras;
(vii) programmes including discussions on eradications of social evils like communalism, castism,
regionalism, untouchability, drug abuse etc.;
(viii) non-formal education for rural youth and
(ix) Legal literacy, consumer awareness.

NSS SONG
ADDITIONAL LIFE SKILLS
16. WHAT DO YOU MEAN BY POSITIVE THINKING?
 Positive thinking is a mental attitude in which you expect good and favorable results. In other words,
positive thinking is the process of creating thoughts that create and transform energy into reality.
A positive mind waits for happiness, health and a happy ending in any situation.
 More people become attracted to this notion, a good evidence is the increasingly courses and books
about it. Positive thinking is gaining popularity among us.
 More and more successful people will tell you that they got where they are now because they made
a lifestyle around positive thinking. A person that faces life with a positive attitude will always be
more successful in life both professionally and personally, than a person that cannot take control of
his thoughts.
 It is increasingly common to hear people say: “Think positive!” to a person which is sad and worried.
Unfortunately, many people do not take seriously this urge. How many people do you know who sit
and reflect on positive thinking and meaning of it?

17. WHAT ARE THE BENEFITS OF POSITIVE THINKING?

These are just some of the benefits of positive thinking

 Reduces daily stress

 You get a better health
 A strong confidence
 Live a longer life
 Live a happier life
 You will have more friends
 Better management of important decisions and the list goes on.

18. HOW YOU CAN APPLY POSITIVE THINKING IN YOUR LIFE STYLE?

Changing everything you’ve learned in a life is not easy, imposing a positive thinking starting
today thinking that that this will attract positive things in your life is not that simple. To change
these negative patterns I recommend these exercises and practices. For me and the people I have
chosen in my life works!

1. Use positive words when talking. If you constantly say “I cannot” you could convince yourself that
it’s true. Replace negative words with positive ones. Tell yourself that you do everything possible to
 have a happy relationship, tell yourself that you do everything possible to have a brilliant career,
tell yourself that you do everything possible to keep you in shape.

2. Remove all the feelings that are not positive! Do not let negative thoughts and feelings conquer
when you have a bad mood. Even if for a few hours a day, remove negativity and focus on the positive things
in your life.

3. Use words that evoke strength and success. Fill your thoughts with words that make you feel
strong, happy, having control over your life. Make an effort to focus on these words rather than the ones
that suggest failure or incompetence

4. Practice positive affirmations. One of the most common exercises for a positive thinking is
positive affirmation. What does that mean? Start repeating a positive phrase like “I deserve to be happy”
or “I deserve to be loved.” Believing that these statements are true and repeating them always will impose
a more positive opinion about your life.

5. Redirect your thoughts! This method used by psychotherapists helps you control your thoughts
when you start to feel negative emotions like depression or anxiety. How can you do that? When you feel
an emotion taking hold on you start generating a happy mind, a positive image, something that makes you
feel better to keep your negative feelings under control.

6. Start thinking you will succeed! Nothing compares with self confidence that creates a successful
reality. Put your doubts aside and believe that you will succeed in meeting the objectives.

7. Analyze what went wrong. Positive thinking is not about denying that nothing can go wrong.
Instead take the time to see what went wrong and what led to the current situation in order to avoid future
mistakes and look forward more positive.

8. Forgive you! ‘Are always arguing for things that went wrong will not change anything? Tell
yourself you are forgive and allow you to move on.

9. Think of a failure as an opportunity. Sometimes the most negative things in our lives give us
opportunities that we may not have seen otherwise. For example losing your job can be a good opportunity
to open your own business or go back to school!

10. Working at your imagination / visualization. Visualizing what you want to achieve or the person
you want to be can be a great motivation to take you there and make you think more positively about the
distance that you have until the destination.
19. DIFFERENTIATE BETWEEN SELF-ESTEEM AND SELF-CONFIDENCE

Self-esteem is the opinion you have of yourself and your perception on your value as a person. Low
(negative) self-esteem can cause people to be negative, lack motivation, and be moody. Those with higher
(positive) self-esteem like themselves, so they expect others to like them, too. They don’t harshly judge
themselves and are comfortable with which they are.

Self-confidence, on the other hand, is your belief in yourself and your abilities. Often, people with
high self-esteem also have self-confidence, although this may not always be the case. Both self-esteem and
self-confidence can translate to positive human relations because if a person feels good about himself or
herself, it is more likely he or she will be more comfortable communicating and working in teams—key
components for success. According to researchers George Hollenbeck and Douglas Hall,George Hollenbeck
and Douglas Hall, “Self-Confidence and Leader Performance” (technical report, Boston University
Executive Development Roundtable, 2004).

Self-confidence can come from several sources:

 Actual experience. When you have accomplished something and succeeded, it is likely you will have
the self-confidence to be successful at the task again.
 Experiences of others. If you watch another person perform a task, you may know you can do the
same thing.
 Social comparison. When we see others with similar abilities able to perform a task, we may feel
more confident in our own abilities to perform the same task.
 Social persuasion. A boost in self-confidence can come from the encouragement of someone we
trust.
 Emotional arousal. This refers to our inner feelings of being adequate or inadequate when it comes
to accomplishing a certain task. This can come from negative or positive self-talk.

20. IDEAS FOR IMPROVING SELF-ESTEEM AND SELF-CONFIDENCE

If you are having trouble finding areas you are confident in, try these tips.

 Think of qualities others say you excel in. Even if you believe them slightly, this is a step in the right
direction.
 Stop the negative chatter. Shut it up! Start to think of contradictions to these statements.
 Would you say it to a friend? If not, stop saying these statements to yourself.
 Make a list of strengths. Think of what you would say about yourself if you were on a job interview.
21. WHAT IS TIME MANAGEMENT?

Time management is a set of skills, tools, and systems that work together to help you get more value
out of your time and use it to accomplish what you want. Successful people use time management to
achieve outstanding results, both personally and professionally. The key to time management is to realize
that you cannot possibly do everything that there is to do; instead, you have to consciously decide what
you are going to do with the limited amount of time that you have at your disposal. Look in a mirror and
you will see your biggest time waster. Until you come to grips with that reality, few if any of your personal
time problems will be overcome.

Time management helps you to: -

(a) Reduce or eliminate wasted time and effort so you'll have more productive time each day.

(b) Improve your productivity so you can accomplish more with less effort.

(c) Focus your time and energy on what is most important & make time for the things you want and
value. Thus help you find greater balance and fulfillment.

(d) Improve your performance while reducing stress.

(e) Set and achieve your long-term goals.

22. WHAT IS STRESS MANAGEMENT?

Stress is a very common phenomenon and is universal in nature. It is our body‘s reaction to people
and events and to our own thoughts. Some level of stress is normal, such as before a test, stage performance
or an athletic event. Coping with stress means recognizing the source of stress in our lives, recognizing how
this affects us physically and emotionally, and acting in ways that help us control our levels of stress, by
changing our environment or life style and learning how to relax.

Stress is unique and personal to each of us. What is relaxing to one person may be stressful to
another. But too much stress can have physical and psychological effects that interfere with the health and
well-being of an individual. Overtime repeated stress can lower self-esteem, decrease academic
performance and create a cycle of self-blame and self-doubt.

The key to reducing stress is to find strategies that help you as an individual. The best way to cope
with unhealthy stress is to recognize when your stress levels are building. While we often think of stress
as the result of external events, the events themselves are not necessarily stressful. It is the way we react
to an event that causes stress.
24. MENTION DIFFERENT STRESS MANAGEMENT TECHNIQUES?

There are many ways to manage negative stress. Everyone needs to find ways that work best for
them.

(a) Take Deep Breath. Stress often causes us to breathe quickly and this almost always causes more
stress. Try to take deep slow breaths. Breathe in through your nose and count as you breathe out through
mouth. Inhale enough so your lower abdomen rises and falls.

(b) Talk It Out. When you feel stressed, try to express your feelings. Bottling of feelings can increase
stress. Share your feelings. Perhaps a friend, family members, teacher can help you see your problem in a
new way. Talking with someone else can help clear your mind of confusion so that you can focus on
problem solving. Even if it is slightly embarrassing, asking for help after a problem occurs may avoid
serious problems later. Writing down thoughts and feeling can help clarify the situation and give a new
perspective.

(c) Take A Break. Recognize when you are most stressed and allow yourself some reasonable break.
When things seem especially difficult, take a walk or otherwise change your scenery.

(d) Create a Quite Place in Your Mind. You cannot always run away, but you can dream. Imaging a
quiet place can you out of a stressful situation. When you have the chance, take a moment to close your
eyes and imaging a place where you feel relaxed and comfortable. Notice all the details of your chosen
place, including pleasant sounds, smells and temperature.

(e) Pay Attention to Physical Comfort. Be as physically comfortable as the situation will allow. Wear
comfortable clothing. If it`s too hot, go somewhere where it`s not. If chair is uncomfortable, move. Do not
wait until your discomfort turns into a real problem.

(f) Move. Physical activity can help reduce and prevent stress. When you feel nervous, angry or
upset, release the pressure through exercise or physical activity. Try to find something you enjoy and make
regular time for it. Running, stretching, walking or dancing can be done anywhere. Working in the garden,
cleaning or playing with your younger children can relieve stress, make you relax and energize you.

(g) Take Care of Your Body. Healthy eating and adequate sleep fuels you mind as well as your body.
Avoid eating too much caffeine and sugar. Well-nourished bodies are better able to cope with stress.

(h) Laugh. Maintain your sense of humor, including the ability to laugh at yourself. Share jokes and
funny stories with your friends. Laughter is good for you.
 (j) Mange Your Time. Plan ahead and make a realistic scheduled for yourself and include time for
stress reduction as a regular part of your scheduled. Trying to take care of everything at once can seem
overwhelming and may keep you from accomplishing anything. Instead, make a list of what you have to do,
then do one at a time, checking them off as you finish. Do the most important ones first. If a particularly
unpleasant task faces you, do it early in the day and get over with it; the rest of your day will be less
stressful.

(k) Know Your Limits. When in a stressful situation, ask yourself‖ is this my problem? If it isn`t,
leave it alone. If it is, can resolve it now? Once the problem is settled, leave it alone. Do not agonize over the
decision, and try to accept situation you cannot change. There are many circumstances in life beyond your
control. If problem is beyond your control and cannot be changed at the moment, learn to accept as it is,
for mow, until such time when you can change things.

(l) Do You Have To Be Right Always? Do you get upset when things don`t go your way? Consider
cooperation or compromise rather than confrontation. It may reduce the strain and help everyone feel
more comfortable.

(m) Have A Good Cry. It is normal for people of all ages to cry. A good cry during stressful times can
be a healthy way to bring relief to your stress, and may prevent a headache or other physical consequences
of stress. However, crying daily can be sign of depression.

(n) Look for the Good Things Around You. It is easy to see only the negative side when you are
stressed. Your thoughts can become like a pair of very dark glasses, allowing you to see very little light or
joy in your life. Decide to notice five good things around you. These can be positive or enjoyable moments
or interactions. These may seem like small events but as these good things add they can often provide a big
lift to energy and spirits and help you begin to see things in a new, more balanced way.

(o) Talk Less, Listen More. Listening banishes stress, makes you more popular, more
knowledgeable, more sensitive.
NATIONAL CADET CROPS (NCC)

During First World War, British’s created the University Corps with an aim for second line of defense
and also to have a large pool of trained youth available for employment into the Armed Forces. NCC in India
was conceptualized and raised before independence, mainly with an aim to groom the youth, boys and girls
both, nurture them and channelize their energy towards nation building by making them responsible
citizen.

After independence, the present day NCC came into existence on 16 Apr 1948, through XXXI Act of
Parliament. NCC was formally inaugurated on 15 Jul 1948. The Girls Division of the NCC was raised in Jul
1949. On 01 Apr 1950, Air Wing was raised, with one Air squadron each at Bombay and Kolkata. The Naval
Wing of the NCC was raised in Jul 1952, thus completing the true representation of all services in the Corps.
Today the NCC has an enrolled strength of more than 13 Lakhs cadets and it basically comprises of two
divisions of all the three Services ie, the Senior Division / Senior Wing for boys / girls from colleges and the
Junior Division / Junior Wing for boys / girls from schools. The Motto of NCC is ‗Unity and Discipline‘.

21. What does the color Red depicts in the NCC Crest?
Red depicts the Army.
22. What is the motto of NCC?
The need for having motto for the Corps was discussed in the 11th Central Advisory
Committee (CAC) meeting held on 11 Aug 1978. The mottos suggested were "Duty and Discipline";
"Duty, Unity and Discipline"; "Duty and Unity"; "Unity and Discipline". The final decision for
selection of "Unity and Discipline" as motto for the NCC was taken in the 12th CAC meeting held on
12 Oct 1980.
23. Where is the NCC Headquarter at the National level located?
The National Cadet Corps is Youth Wing of Armed Forces with its Headquarters at New Delhi,
Delhi, India.
24. What is NCC?
The National Cadet Corps is Youth Wing of Armed Forces with its Headquarters at New Delhi,
Delhi, India. It is open to school and college students on voluntary basis. National Cadet Corps is a
Tri-Services Organization, comprising the Army, Navy and Air Wing, engaged in grooming the youth
of the country into disciplined and patriotic citizens. The National Cadet Corps in India is a voluntary
organization which recruits cadets from high schools, higher secondary, colleges and universities
 all over India. The Cadets are given basic military training in small arms and parades. The officers
and cadets have no liability for active military service once they complete their course.
25. Write any two NCC adopted community development activities?
NCC has adopted community development activities with the aim of imbibing amongst
cadets’ selfless service to the community, dignity of labor importance of self-help, need to protect
the environment and to assist weaker sections of the society in their upliftment.
 This was envisaged through programmes involving
Adult-education
Tree plantation
Blood donation
Anti Dowry Rally
Anti Female Infanticide Pledge
Anti Leprosy Drive
AIDS Awareness Rally
Visit to Old Age Homes
Slum clearance
Disaster Management & Relief
Village upliftment and various other social schemes.
26. What is the NCC symbol/insignia?

It is the NCC Crest in gold in the middle, with the letters “NCC”; encircled by a wreath of seventeen
lotus with a background in Red, Blue and Light blue.

27. What do the colors Dark Blue and Light blue in the NCC Crest depict?
Deep Blue depicts the Navy and Light Blue depicts the Air Force.
28. What are the aims of NCC?
The aims of NCC are mainly three fold:-
(a) To develop following qualities in the cadets:-
(a) Development of Character.
(b) Comradeship.
(c) Discipline.
(d) Secular Outlook.
(e) Spirit of Adventure.
(f) Sportsmanship.
(g) Ideals of selfless service among the youth of the country.
 (b) To create a human resource of Organized, Trained and Motivated youth, to provide
leadership in all walks of life and always be available for the service of the nation.
(c) To provide a suitable environment to motivate the youth to take up a career in the Armed
Forces.
29. What are the objectives of NCC?
Objectives of the NCC are:-
(a) Reach out to the maximum youths through various institutions.
(b) Make NCC as an important part of the society.
(c) Teach positive thinking and attitude to the youths.
(d) Become a main source of National Integration by making NCC as one of the greatest
cohesive force of our nation irrespective of any caste, creed, religion or region.
(e) Mould the youth of the entire country into a united, secular and disciplined citizens of
the nation.
(f) Provide an ideal platform for the youth to showcase their potential in nation building.
(g) Instill spirit of secularism and united India by organizing National Integration Camps all
over the country.
(h) Reach out to the youths of friendly foreign countries through Youth Exchange
Programmes (YEP).
30. What are the importance of NCC training?
Good and structured training is an essential part of any organization like NCC and hence it is given
due importance. A tremendous amount has been achieved by the corps through its well regulated system
of intensive training which includes Basic, Advance and Specialized training, with major stress being laid
on training camps. Training activities of NCC can be broadly classified as under:-
(a) Institutional Training. Training organized in schools and colleges as parades on a weekly / monthly
basis.
(b) Camp Training. Formal training organized as camps of 10-12 days duration.
(c) Attachment Training. Formal training organized by attachment with army / naval / air force units or
with officer training academies like IMA and OTA.
(d) Naval Wing Activities. Seamanship, Navigation, Communication, Naval Warfare are taught to cadets.
Swimming, Scuba Diving and Wind Surfing are other interesting activities.
(e) Air Wing Activities. Airmanship, Aero modeling, Navigation, Air Frames, Aero Engines and Microlite
Flying are taught to cadets.
(f) Remount & Vetinary Activities. This activity is primarily meant for horsemanship and riding.
31. What are the different types of NCC Camps?
 There are different types NCC camps.
(a) Annual Training Camps (ATC). These are held within the state under the aegis of respective NCC
Directorates and are of 12 days duration for senior boys / girls and 10 days for junior boys / girls.
(b) Centrally Organized Camps (COC). These are of an all India nature and are planned by HQ DGNCC in
consultation with the Directorates nominated to conduct them. The centrally organized camps are:-
(i) Leadership Camps (Basic and Advance).
(ii) Thal Sainik Camp (TSC).
(iii) Vayu Sainik Camp (VSC).
(iv) Nau Sainik Camps (NSC).
(v) Rock Climbing Camp.
(vi) National Integration Camps (NIC).
(vii) RDC and PM‘s Rally.
(c) Adventure Training and Sports. These include mountaineering, sailing, para sailing, rafting, trekking,
Valley of Flowers expedition, cycle expedition, desert safari, shooting and showjumping activities.
(d) Youth Exchange Programme (YEP). In this, selected cadets are sent to friendly foreign countries for a
10 day visit.
32. Define the organizational structure of NCC.
The NCC is a voluntary organization which is administered through the Ministry of Defense. The
Defense Secretary is overall in charge, who is responsible to the Govt of India for efficient functioning of
the NCC and other matters.
1. At the Headquarters level, this organization is headed by an officer of the rank of Lieutenant General
who is responsible for the functioning of the NCC in the country.
2. There are 17 Directorates located in the state capitals headed by an officer of the rank of a Major
General / Brigadier or equivalent from the three Services. Depending upon the size of the state and
growth of NCC in the states, Directorates have up to 14 Group Headquarters under them through
which they exercise their command and control of the organization in the state. Each group is
headed by an officer of the rank of Brig / Colonel or equivalent known as Group Commander.
3. Each NCC Group Headquarters controls 5-7 NCC units / battalions, commanded by Colonel /
Lieutenant Colonel or equivalent. Each battalion consists of companies which are commanded by
the Associate NCC Officers (ANO) of the rank of Lieutenant, Captain or Major. In all, there are 95
Group Headquarters in the country who exercise control over a network of 667 Army Wing Units
(including technical and girls unit), 60 Naval Wing Units and 61 Air Squadrons.
 4. There are two training establishments namely Officers Training School, Kamptee and Women
Officers Training School, Gwalior where professors and teachers from colleges and schools are
specially trained to impart training to the cadets as Associate NCC Officers (ANOs).
5. Organization and structure of NCC is as under:-

33. What is NIC?

National integration is essential for any nation with socio-cultural, religious, linguistic and
geographical diversities. A unique feature of our country is that all the major religions of the world are
practiced here such as Hinduism, Islam, Christianity, Buddhism, Sikhism, Jainism, and Zoroastrianism.
There are more than one thousand languages that people of India speak. There are also great varieties in
costume, food habits, and social customs. Geographically, our land is diverse and there are amazing
differences in climate. Despite all these differences India is one political entity. We have to co-exist with
each other peacefully, respect the culture and religion of our fellow Indians. This is possible only when
national integration is realized in true sense of the term. National integration is necessary also for the
security and development of the nation.
 The National Integration Council (NIC) originated in a conference convened by the then Prime
Minister Jawaharlal Nehru in September-October of 1961. The purpose was to find ways to address the
problems of communalism, casteism and regionalism the conference set up the NIC to review national
integration issues and make recommendations. The NIC met for the first time in June 1962. The NIC was
reconstituted and met again in August 2005. The new council had 103 members including twelve Chief
Ministers, twelve Union Ministers and leaders of all the main political parties.
34. Define the organizational structure of NIC.
In April 2010, the NIC was again reconstituted with 147 members. These included the following:-
(a) Chairman - Prime Minister
(b) Members.
(i) Union Ministers - 14
(iii) Chief Ministers (States / UTs) - 30
(iii) Leaders of Political / Regional Parties - 13
(iv) National Commissions - 05
(v) Media Persons - 19
(vi) Representatives of Business - 10
(vii) Representatives of Labors - 02
(viii) Women Representatives - 08
(ix) Eminent Public Representatives - 45
(c) Standing Committee. On 19 October 2010, the government established a Standing Committee of the
National Integration Council under the chairmanship of the Home Minister, with four Union Ministers and
nine Chief Ministers as members. The committee would decide on agenda items for future council
meetings.
35. Role and Functions of NIC.
The Supreme Court had commended the role of the National Integration Council, set up by Prime
Minister Jawaharlal Nehru ie, ―To find ways to counter problems that are dividing the country including
attachment to specific communities, castes, regions and languages‖. Other steps that have long been kept
pending are:-
(a) Stern action against ‗hate crimes‘. Hate campaigns are the incubators of communal violence.
(b) Enacting of the Communal Violence Bill and ensuring that it takes care of the concerns of the Christian
community and does not further arm communal administrations or further emboldens impunity of
communalized police elements.
(c) Comprehensive relief and rehabilitation policies that wipe the tear from the eyes of victims of
communal violence and give them the opportunity of creating a new life.
(d) Adequate representation to all minorities and underprivileged groups in the police, administrative
and judicial systems.
(e) A thorough revamp of the education system, including a close watch on the recent rash of communally
motivated village and rural schools set up by political groups, so that once again secularism, religious and
cultural diversity and pluralism become the cornerstone of our nation-building.
(f) Above all, the State - Parliament, Supreme Court, and Executive - must ensure that no one remains
under the illusion, unfortunately very well founded at present that communal politics, hate and the
demonization of religious minorities can bring them electoral dividends in an India of the Twenty-first
Century.
(g) To make provisions under Fundamental Duties to reinforce national integration. The following are
important:-
(i) To abide by the Constitution and respect its ideals and institutions, the National Flag and the
National Anthem.
(ii) To cherish and follow the noble ideals which inspired our national struggle for freedom.
(iii) To defend the country and render national service when called upon to do so.
(iv) To promote harmony and the spirit of common brotherhood amongst all the people of India
and respect religious, linguistic and regional or sectional diversities.
(v) To renounce practices derogatory to the dignity of women.
(vi) To value and preserve the rich heritage of our culture.
(vii) To safeguard public property and to reject violence.
(viii) To strive towards excellence in all spheres of individual and collective activity so that the
nation constantly rises to higher levels of achievement.

36. CONTRIBUTION OF YOUTH IN NATION BUILDING

The youth of a nation are the backbone and the most powerful force within the nation. They are
the hope of the future and can shape the destiny of a country. History shows that countries subjected
to alien rule have without exception sought the help of youth in times of crisis. The youth have also
been instrumental in the change of governments, whenever need for such a change has been felt.
They have always been in the forefront in the building of political, social and economic orders of a
society. They play a positive role for the cause of a nation and national integration. Today‘s generation
faces greater challenges in national building due to the force and pressure of internal politics and
external conflicts.
National Integration
  The youth act as a catalyst in an already vibrant country aspiring to find its rightful place in
the world politics and play a more effective role of a true leader. To help India realize its
dreams the youth can and ought to play a leading role in bringing together the people of
different states with diverse religions and integrate them emotionally, culturally and
geographically, contribute in extricating society from age old stigmas of casteism,
communalism, parochialism and regionalism, help preserve cultural heritage and infuse the spirit
of patriotism, thus keep the country together and defeat all separatist attempts by
unscrupulous elements.
Political Measures
 Today‘s youth can contribute immensely to the politics of the country. If a nation does not
rejuvenate its political leadership profile it would be-come old in thought and slow in action. The
youth are the future of a nation and its future leaders. The opportunity provided at educational
level to contribute to politics should be encouraged and the youth should learn and follow clean
and meaningful politics which can thereafter be translated into greater national aim.
Security
 The nation today faces grave security concerns both externally and internally. This intensifies when
viewed with the fact that our country is a respected democratic country with a secular base.
The terrorist, fundamentalists are a grave danger to our unity. The youth are the pulse and
strength of the nation and with their alertness and their balanced approach can help in
bringing stability to the nation and help in thwarting selfish designs of the enemy. The youth
are a big force which if channelized correctly, can ensure and enhance the security of the country.
Social and Cultural
 The youth are the privileged persons in the society who can contribute to development.
Therefore they have a special responsibility and should actively participate in the development
plans of the nation. Youth should be acquainted with the major problems facing the country.
Firstly, they should study the basic problem of health, AIDS, environment, nutrition, lack of
education, economic backwardness, ignorance, dowry-deaths, casteism, and superstitions /false
beliefs of the masses. Our society is experiencing a constant change and faces the conflicting
ideologies of the past via-a-vis the West. Our past with a shadow of casteism, superstition and
religious over tunes needs a balanced approach and the youth can play a very important role in
this regard and educate the general public about the misnomers relating to superstition. The
need to do away with the caste system and encourage lateral, vertical and diagonal in mingling
of people to mesh them into a true India n network. They can establish good rapport with the
 people so as to involve them in active participation in social work which will help to make
society a better place to live in.
 Further, the Government programmes such as ‗Clean and Green‘ are very good opportunities
for youth to join hands with their countrymen and give impetus in the process of nation building.
 India has a National Cadet Corps (NCC), National Social Service (NSS), National Service
Volunteer Scheme (NSVS) and other similar organization, which are an asset to our Nation.
Apart from these measures to channelize young energy into constructive channels, following
few steps can be taken.
(a) Films with social upliftment and nation building as theme would make a fair contribution
in instilling a healthy and progressive attitude in the youth. Non-Government Organization (NGO)
should also engage youth in such programmes which strengthen nation building.
(b) There should be integration committees, composed of representatives of various
communities at village, city, district, state and national level. Youth should be engaged in such
committees to contribute in society. Youth to train themselves effectively both in institutional and
adventure activities, as such activities imbibe self-confidence, harmony and patriotism.
37. What do you mean by Rock climbing?
Rock climbing is an activity in which participants climb up, down or across natural rock formations
or artificial rock walls. The goal is to reach the summit of a formation or the endpoint of a pre-defined route
without falling. Rock climbing competitions have objectives of completing the route in the quickest possible
time or the farthest along an increasingly difficult route.
A Wide Range of Equipment Is Used During Rock Climbing. They are as follows:-
(a) Rope and Webbing. Ropes used for climbing can be divided into two classes:-
(i) Dynamic Ropes. These are designed to absorb the energy of a falling climber, and are usually
used as Belaying ropes. When a climber falls, the rope stretches, reducing the maximum force experienced
by the climber, their bilayer.
(ii) Low Elongation Ropes. Low elongation ropes are also called static ropes which stretch much
less, and are usually used in anchoring systems. They are also used for abseiling (rappelling) and as fixed
ropes.
(b) Webbing Or "Tape” Made Of Nylon. When webbing is sewn or tied together at the ends, it becomes a
sling or runner. Webbing has many uses such as:-
(i) Extending the distance between protection and a tie-in point.
(ii) An anchor around a tree or rock or an anchor extension or equalization.
(iii) Makeshift harnesses.
(iv) Carrying equipment (clipped to a sling worn over the shoulder).
 (v) Protecting a rope that hangs over a sharp edge (tubular webbing).

(c) Carabiners. Carabiners are metal loops with spring-loaded gates (openings), used as connectors and
they are primarily made from steel. There are two major varieties: locking and non-locking carabiners.
(d) Quickdraws. Quickdraws (often referred to as "draws") are used by climbers to connect ropes to bolt
anchors, or to other traditional protection, allowing the rope to move through the anchoring system with
minimal friction.
(d) Harnesses. A harness is a system used for connecting the rope to the climber. There are two loops at
the front of the harness where the climber ties into the rope at the working end using a figure eight knot.
Most harnesses used in climbing are pre-constructed and are worn around the pelvis and hips, although
other types are used occasionally.
(e) Belay Devices. Belay devices are mechanical friction brake devices used to control a rope when
belaying. Their main purpose is to allow the rope to be locked off with minimal effort to arrest a climber's
fall.
(f) Rappel Devices (Descenders). These devices are friction brakes which are designed for descending
ropes. Many belay devices can be used as descenders.
(g) Ascenders. Ascenders are mechanical devices for ascending on a rope. They are also called Jumars.
(h) Helmet. The climbing helmet is a piece of safety equipment that primarily protects the skull against
falling debris.
(j) Climbing Shoes. Specifically designed foot wear is usually worn for climbing to increase the grip of the
foot on a climbing wall or rock face.
(k) Belay Gloves. Belay gloves are constructed from either leather or a synthetic substitute. They typically
have heat resistant padding on the palm and fingers.

38. Safety measures for rock climbing.

Use the following 10 tips to keep safe when you're out rock climbing:-
(a) Always Check Harnesses. After you‘ve geared up, always check that both the climber‘s and belayer‘s
harness buckles are doubled back.
(b) Always Check Knots. Before you start climbing, always double check that leader‘s tie-in knot (usually
a Figure-8 Follow-Through) is tied right and finished with a backup knot. Also check that the rope is
threaded through both the harness waist loop and the leg loops.
(c) Always Wear a Helmet. A climbing helmet is essential if you want to live long and prosper. Always wear
one when climbing or belaying. Helmets protect your head from falling rocks and from the impact of falling.
(d) Always Check the Rope and Belay Device. Before you lead a route, always double check that the rope is
properly threaded through the belay device. Also, always make sure the rope and belay device are attached
with a locking carabineer to the belayer‘s harness.
(e) Always Use a Long Rope. Make sure your climbing rope is long enough to reach the anchors and lower
back down on a sport route or to reach a belay ledge on multi-pitch routes. When sport climbing, if you
have any doubt that the rope is too short, always tie a stopper knot in the tail end to avoid being dropped
to the ground.
(f) Always Pay Attention. When you‘re belaying, always pay attention to the leader above. He‘s the one
taking the risks of a fall. Don‘t visit with other climbers at the base, talk on a cell phone, or discipline your
dog or kids. Never take the leader off belay unless you are absolutely certain he is tied in and safe and he
communicates that to you.
(g) Always Bring Enough Gear. Before you climb a route, always eyeball it from the ground and determine
what you need to bring. You know best. Don‘t rely strictly on a guidebook to tell you what to bring. If it‘s a
sport route, verify visually how many bolts need quick draws. If in doubt—always bring more than you
think you need.
(j) Always Climb With the Rope Over Your Leg. When you‘re leading, always make sure the rope is over
your leg rather than between them or behind one. If you fall with the rope in this position, you will flip
upside down and hit your head. Wear a helmet for protection.
(k) Always Properly Clip the Rope. Make sure you always clip your rope through carabineers on quick
draws correctly. Avoid back clipping, where the rope runs front to back rather than back to front in the
carabineer. Make sure the carabineer gate faces opposite your direction of travel, otherwise the rope can
come unclipped. Always use locking carabiners on important placements.
(l) Always Use Safe Anchors. At the top of a pitch or route, always use at least two anchors. Three is better.
Redundancy keeps you alive. On a sport route, always use locking carabineers if you‘re lowering down to
top-rope off the anchors.

39. What is trekking?

Trekking is a long, adventurous journey undertaken on foot, in areas where common means of
transport are generally not available. Trekking is not necessarily mountaineering. It is walking for a
number of days, usually on uncharted paths, in challenging environments which are likely to be hilly or
mountainous. The Himalayan routes are famous for attracting a large number of trekkers.

40. What are the various types of Camps in NCC?

(a) Annual Training Camp (ATC)

 (b) Centrally Organised Camps (COC)

(i) Leadership Camps

(ii) Vayu Sainik Camp

(iii) Nau Sainik Camp

(iv) Rock Climbing Camps

(v) National Integration Camps (NIC)

(vi) Thal Sainik Camps(TSC)

41. Brief History of NCC.

 The NCC in India was formed with the National Cadet Corps Act of 1948. It was raised on 15 July
1948 The National Cadet Corps can be considered as a successor of the University Officers Training
Corps (UOTC) which was established by the British in 1942.
 During World War II, the UOTC never came up to the expectations set by the British. This led to the
idea that some better schemes should be formed, which could train more young men in a better
way, even during peace times.
 A committee headed by Pandit H.N. Kunzru recommended a cadet organization to be established in
schools and colleges at a national level. The National Cadet Corps Act was accepted by the Governor
General and on 15 July 1948 the National Cadet Corps came into existence.
 During the 1965 and 1971 wars with Pakistan, NCC cadets were the second line of defense. They
organized camps to assist the ordinance factories, supplying arms and ammunition to the front, and
also were used as patrol parties to capture the enemy paratroopers.
 The NCC cadets also worked hand in hand with the Civil Defense authorities and actively took part
in rescue work and traffic control. After the 1965 and 1971 Indo-Pak wars the NCC syllabus was
revised. Rather than just being the second line of defense, NCC syllabus laid a greater stress on
developing qualities of leadership and Officer-like qualities.
 The military training which the NCC cadets received was reduced and greater importance was given
to other areas like social service and youth-management.

42. Features of NCC Flag.

 The NCC flag for various units of the NCC was first introduced in 1951. The flag was of same pattern,
color and size as was used by various regiments of the Army. The only difference was that it had the NCC
badge and unit designation placed in the Centre. Later on it was felt that the flag should be in keeping with
the inter-service character of the Corps. In 1954 the existing tricolor flag was introduced. The three colors
in the flag depict the three services of the Corps, red for the Army, deep blue for the Navy and light blue for
the Air Force. The letters NCC and the NCC crest in gold in the middle of the flag encircled by a wreath of
lotus, give the flag a colorful look and a distinct identity.

43. What do you mean by Youth exchange programme (YEP)?

Selected NCC cadets participate in Youth Exchange Programme which is a country to country
exchange of cadets belonging to NCC/ equivalent Govt/ youth organizations of friendly countries. They
participate in NCC activities of the host country to create an increased awareness and appreciation of each
other’s socio-economic and cultural realities. NCC has a vibrant YEP with 11 countries. The benefits of this
programme have been widely acknowledged. Our cadets share a strong bond with our YEP partners. As of
now more than 100 cadets proceed abroad on YEP annually.

44. What is institutional training in NCC?

Institutional training conducted at Colleges and Schools is the mainstay of NCC training and is
conducted by Associate NCC Officers and Armed Forces personnel. The syllabus comprises Common
Subjects and Service Subjects in the ratio 70:30. While the Senior Wing/Division training is for three years
and has 300 periods the Junior Wing/Division training is for two years and encompasses 240 periods of
training. The training year is from 01 Apr to 31 March. Training schedules planned for cadets ensure that
the optimum benefits of the organization reach maximum number of cadets. Emphasis is on practical
training. Case study method of instruction, wherever possible, is made to facilitate active participation and
better assimilation.
 Institutional training includes basic military training to the cadets as part of the curriculum and
prepares them to join the Armed Forces. It is conducted with the following specific purpose:-

(i) Firstly, to expose young cadets to a `regimental way of life’ which is essential to
inculcate in them the values of discipline, duty, punctuality, orderliness, smartness,
respect for the authorities, correct work ethos, and self- confidence.

(ii) Secondly, to generate interest in cadets by including and laying emphasis on those
aspects of Institutional Training which attract young cadets into the NCC and provides
them an element of thrill and excitement.

(iii) Thirdly, to inculcate Defense Services work ethos that is characterized by hard
work, sincerity of purpose, honesty, ideal of selfless service, dignity of labor, secular
outlook, comradeship, spirit of adventure and sportsmanship.

45. What is Camp training in NCC?

Camp training is the practical manifestation of institutional training. The basic aim of Camps is to
introduce cadets to a regimented way of life and helps in developing camaraderie, team work, leadership
qualities, self-confidence, self-reliance and dignity of labour in the cadets. The cadets are exposed to the
excitement of camp life where they apply the theoretical knowledge that they had gained in Institutional
Training. It is mandatory for Junior Division/ Junior Wing cadets to attend at least one camp and Senior
Division/ Senior Wing cadets to attend a minimum of two camps during the period of their enrolment. NCC
conducts over 1450 camps annually at an average frequency of more than 100 camps in a month. Each NCC
Camp is structured for approximately 400 - 600 cadets with Instructional staff comprising three to four
officers and 15-20 Associate NCC Officers (ANOs)/ Permanent Instructors (PI) Staff/ Whole Time Lady
Officers (WTLOs)/ Girl Cadet Instructors (GCIs). More than 8 lakh cadets attend these camps each year.
Republic Day camp is the acme of NCC training and is conducted in January every year. The various types
of camps conducted by the NCC are as follows:-

(a) Annual Training Camps/ Combined Annual Training Camps (ATC/CATC). These are
held within the State under the aegis of respective NCC Directorates.

(b) Centrally Organised Camps (COC). These camps are of all India nature and are planned
by Headquarter DGNCC in consultation with State NCC Directorates which conduct them.
 Selected cadets, as per the vacancies allotted to each Directorate, participate in these camps.
The following types of centrally organised camps are conducted: -

(i)National Integration Camps (NIC)/ Special National Integration Camps

(SNIC). National Integration Camps and Special National Integration Camps are
conducted to make cadets understand and value the rich heritage of cultures that forge
unity despite the diverse languages, traditions and religions of our country. These camps
are conducted on an all India basis and help bridge the cultural gap among various states
of India. 37 National Integration Camps are conducted every year. In addition, six Special
NICs are conducted in the extremities of our country at Leh / Srinagar (J&K), Dimapur
(North Eastern Region), Peddapuram (Kakinada), Badabagh (Jaisalmer), Lakshadweep
and Port Blair.

(ii) Leadership Camps. Six Advance Leadership Camps (ALC), are conducted every year,
which a total of 1350 cadets attend to focus on personality development, leadership skills
and orientation for induction into the Armed Forces.

(iii)Thal Sainik Camp (TSC). Two TSCs are conducted at HQ DGCC Camp, Parade
Ground, and Delhi Cantt every year in Sep/Oct, one for SD/JD boys and other for SW/JW
girls. 680 Boy and 680 Girl cadets take part in each camp.

(iv)Nau Sainik Camp. This camp is conducted annually for Naval Wing Cadets. Boat
pulling regatta and sailing competitions are the main activities of this camp. 560 cadets
attend the camp.

(v)Vayu Sainik Camp. This camp organized for Air Wing cadets, is attended by 600
cadets from all Directorates. VSC is generally conducted in the month of Oct and Inter
Directorate competitions pertaining to air wing training are held during this camp.

(vi)Rock Climbing Training Camps (RCTC). Eight rock climbing camps are held each
year to expose NCC cadets to the basics of rock climbing and to inculcate spirit of
adventure. A total of 1080 cadets attend the camps.

46. What are other training programmes for NCC cadets?

1. Annual Republic Day Camp.

 The Annual Republic Day Camp (RDC) is held at Garrison Parade Ground, Delhi Cantt every
year from 01 Jan to 29 Jan. 2070 selected NCC cadets from all States and Union Territories attend
the camp. This camp represents all parts of India and is a 'Mini India' in itself. The camp is
normally inaugurated by the Vice President of India in the first week of Jan and culminates with
the Prime Minister’s Rally on 28 January. It is a matter of great pride for a cadet to be selected
to represent his/ her state in the Republic Day Camp.
2. Prime Minister’s Rally.
The Prime Minister’s Rally, the most prestigious event of the NCC Republic Day Camp is held
on 28 January every year. The PM’s Rally commences with the Guard of Honour presented to
Hon’ble Prime Minister by NCC Cadets. Contingents from all State NCC Directorate participate in
the March Past. Social activities being undertaken by NCC are displayed in the form of
tableaux. Approximately 3,000 cadets participate in this rally wherein they display their skills
in equestrian, parasailing, band display, slithering and simulated Army action. Microlight
Display by the NCC cadets is also conducted during the PM’s Rally. The PM’s Rally culminates
with award of Prime Minister’s Banner to the winning Directorate by the Hon’ble Prime Minister.
The events are witnessed by a number of dignitaries that include Hon’ble Raksha Mantri, Raksha
Rajya Mantri, three Service Chiefs and the Defense Secretary.
3. Attachment Training.
Cadets derive immense value through attachment to the Armed Forces Units where they
experience the functioning of military units and life in armed forces units. Cadets of all wings go
through a period of attachment with respective services of the Armed Forces as follows: -

(a) Army Units. 440 officers and 20,000 cadets attend attachment training with regular
army units annually.

(b) Indian Military Academy/Officers Training Academy. 120 SD cadets undergo

attachment training at Indian Military Academy, Dehradun and 48 SW cadets at Officers
Training Academy, Chennai.

(c) Military Hospital Attachment. 1000 SW cadets are attached with various Military
Hospitals for 12 days.

(d) Air Force Academy. 100 Air Wing NCC Cadets (76 SD and 24 SW) undergo attachment
training with Air Force Academy, Dundigal which is conducted twice in a year for 13 days each
in Jun and Oct. During this, cadets learn about the flying and ground training being imparted
 to the Flight cadets who join the IAF as officers. Special lectures are delivered on Air Power,
Aviation Medicine and Technical subjects and cadets are exposed to Ground and Passive Air
Defense training also.

(e) Various Air Force Stations. Every year 20 ANOs and 200 Cadets of the Air Wing are
attached to various Air Force Stations for a period of 14 days. The main aim of this attachment
is to give exposure to life in the IAF and motivate these selected cadets to take up a career in
the IAF.

(f) Indian Naval Academy. 170 SW cadets of Naval Wing undergo attachment training with
the Indian Naval Academy, Ezhimala for 12 days in December every year.

(g) Naval Ship Attachment. 300 Cadets of Naval Wing embark on naval ships at Mumbai,
Kochi and Visakhapatnam twice a year for sea training and attachment for a period of 12
days. Cadets are imparted intensive training in various naval subjects and get an opportunity
to see naval exercises at sea.

4. Social Service and Community Development.

Social Service activities are structured to inspire and encourage the cadets to participate
voluntarily towards improvement of their physical and social environment and channelize their
energies in the task of nation building. The social service and community development activities
include Swachh Bharat Abhiyan, Tree Plantation, Anti-Drug Rally, Cancer Awareness, Disaster
Relief, Blood Donation, Beti Bachao Beti Padhao, AIDS Awareness, and Care for the Blind, Traffic
Control and other similar relevant contemporary social issues. The objectives of Social Service
are as follows:-

(a) To teach the cadets the dignity of labor and to create in them an interest in constructive
work which will be of use to the community.

(b) To set an example of selfless service and team work.

(c) To give a lead in organized work, with a view to utilizing to the maximum possible
extent the available unused time, energy and other resources of our people and direct them in
various fields of social and economic activity.

5. Youth Exchange Programme (YEP).

 Selected NCC cadets participate in Youth Exchange Programme which is a country to country
exchange of cadets belonging to NCC/ equivalent Govt/ youth organizations of friendly
countries. They participate in NCC activities of the host country to create an increased
awareness and appreciation of each other’s socio-economic and cultural realities. NCC has a
vibrant YEP with ten countries. The benefits of this programme have been widely acknowledged.
Our cadets share strong bond with our YEP partners. As of now more than 100 cadets proceed
abroad on YEP annually.
6. Adventure Based Learning.
Adventure is the life blood of youth. Adventure training in the NCC provides knowledge to
cadets of the topography as well as experience of different weather conditions and adventurous
living under camp conditions. The whole aim is to inculcate a spirit of adventure, explorative
inquisitiveness, develop stamina, endurance, discipline, courage, determination, comradeship,
leadership leading to development of self-confidence, team spirit and spirit-de- corps amongst
NCC cadets. NCC cadets are given the opportunity to participate in a host of adventure activities
including Mountain Treks and Expeditions, Trekking, Parasailing, Sailing, Scuba Diving,
Kayaking, Camel safari etc. Adventure based activities enable cadets to hone leadership skills
and enhance their character qualities. Cadets with potential are given opportunities to
participate in expeditions requiring higher degree of expertise and proficiency.