Shikshana Prasaraka Mandali’s

Sir Parashurambhau College

(Empowered Autonomous), Pune

Guidelines for
Community Engagement Program under NEP
For all S.Y. Grant and Non-grant Programs
 Shikshana Prasaraka Mandali’s

Sir Parashurambhau College (Empowered Autonomous), Pune

Guidelines for
Community Engagement Program under NEP
For all S.Y. Grant and Non-grant Programs

Introduction:
According to Guidelines for Fostering Social Responsibility & Community Engagement in
Higher Education Institutions in India 2.0, University Grants Commission, Higher
Educational Institutions (HEIs) can play an important role in achieving the objectives of socio-
economic development of New India through their active community engagement. It also
suggests that it can improve the quality of teaching and research in HEIs as they will better
understand societal issues. Thus, there is a need to improve societal linkages and enable
students to become socially productive.

Forms of Community Engagement:

Community engagement in higher education can take various forms as stated below:

a) Linking learning with community service

In this approach, students and teachers apply their knowledge and skills in a chosen community
to improve the lives of people in that community. This can be achieved through the model of
‘service-learning’ (a globally accepted best practice), providing engagement opportunities to
students from various disciplines and courses to apply their knowledge to address the
challenges of a specific community. For example, students of chemistry can conduct water and
soil testing in local areas and share the results with the local community.

b) Linking research with community knowledge

In this approach, various faculties and programs of HEIs devise joint research projects in
partnership with the communities and local agencies. The community’s own knowledge is
integrated into the design and conduct of the research. New research by students helps them to
complete their academic requirements, and at the same time, the community’s knowledge is
systematized. Community-based Participatory Research (CBPR) approaches are gaining
recognition in this regard. Students of engineering, for example, can undertake research in
partnership with the community on solid and liquid waste disposal.

c) Knowledge sharing and knowledge mobilization

The knowledge available with students and teachers in various disciplines is made available to
the local community to realize its developmental aspirations, secure its entitlements and access
its benefits from various agencies and schemes. These can take the forms of enumerations,
surveys, awareness camps and campaigns, training, learning manuals/films, maps, study
reports, public hearings, policy briefs, cleanliness and hygiene teachings, legal aid clinics, etc.
For example, students can undertake a ‘Swachhta Survekshana’ and/or nutrition survey for
mothers and children, and educate them about hygiene and nutrition.

d) Devising new curriculum and courses

Many institutions of higher education develop new curricula in existing courses as well as
design new courses to engage with the community. This enriches the curriculum of existing
courses through locally-appropriate subject matter. It also creates new, locally appropriate
educational programmes that interest a new generation of students. For example, new courses
on financial inclusion, entrepreneurship development and nutritional value of local produce
can improve knowledge and business opportunities for students.

e) Including practitioners as teachers

Local community elders, women leaders, tribals, entrepreneurs and civil society practitioners
have enormous practical knowledge of a wide variety of issues—from agriculture and forestry
to child-rearing, micro-planning, water-harvesting and project management. This expertise can
be tapped by inviting such practitioners to co-teach courses both in the classrooms and in the
field. Such instructors should be duly recognized, compensated and respected for their practical
experience and knowledge.

f) Social innovations by students

The students can be encouraged to initiate learning projects with a social impact and supported
by HEIs. Incubation of such social innovation projects by students can also have meaningful
links to existing curriculum and courses. Some competitions for social innovation are being
organized by some HEIs; they should be integrated into the curriculum.

Community Engagement Program

The Community Engagement Program is an immersive and transformative learning experience

designed for second-year undergraduate students. In an era where the intersections of diverse
disciplines are more critical than ever, this course stands at the forefront of transdisciplinary
and multidisciplinary education. As the heartbeat of societal progress, this compulsory course
seeks to connect students with their communities, fostering a deep sense of social
responsibility. Rooted in the belief that academic knowledge should transcend classroom walls,
the aim is to equip students with the tools to analyze, comprehend, and address pressing social
issues. Through dynamic and interactive learning methods, students will not only explore the
complexities of community dynamics but also actively contribute to the development of
sustainable solutions.

Course Objectives:

 To cultivate an understanding of the needs and challenges faced by communities.

 To foster public service values and empathy and encourage active citizenship among
students and youth.
 To learn to link classroom knowledge with real-world experiences
 To provide hands-on experience in planning and executing community projects.
 To develop key skills in project management, teamwork, and effective communication.

College Policy:

1. The Community Engagement Program (CEP) is conducted at the undergraduate level

during Semester-IV.
2. The respective departments will decide the implementation mechanism of the
community engagement course.
3. The topic of the CEP should be major-specific and concerned department will allot the
topics and it will be assigned to the teacher in the respective department.
4. In any case, irrespective of batch size, workload will not exceed 2 credits that is 2 hours
per week per teacher. For the purpose of CEP, batch size should not exceed 30 students.
 5. Each department should ensure collaborations/Tie-ups (regarding MoU/LoI) with
relevant industries/organizations/NGOs as per project requirements.
6. The expertise of Local community elders, women leaders, tribals, entrepreneurs, and
civil society practitioners can be tapped by inviting them to co-teach courses both in
the classrooms and in the field. Such instructors should be duly recognized,
compensated and respected for their practical experience and knowledge.
7. Departments should maintain the relevant documents (such as attendance records,
proposals, CEP diary, MoUs/LoI, etc. and correspondence regarding the CEP course.
8. Project report will be submitted in soft copy and stored in the department.

Course Structure:

2 Credits (One credit theory + One credit community engagement activities)

No. of credits Content No. of Hours

1. Meaning, Goals and Scope of

Community Engagement
2. Understanding community needs and
1 credit challenges 15
(15 hours of 3. Code of conduct and communication
lectures) skills while working with the community
4. Ethical and Values Consideration in
Community Engagement
5. Soft skills in community projects:
planning, teamwork, record keeping
6. Actual designing project/ intervention
7. Assessment and feedback
1 Credit Actual Field Engagement in Community
(30 hours of field (Mentoring by the Concerned teacher) 30
engagement)
Evaluation:

The evaluation consists of two parts:

Evaluate each student for 50 marks per semester at the department level –

 20 marks for Continuous Internal Evaluation (C.I.E)

(Identification of issue, designing a project, implementation)

 30 marks for the Semester End Examination (SEE)

(Final presentation of field project findings and viva for assessing project outcomes and
reflections)

Passing 40% that is 20 marks out of 50 Marks.

UGC Recommended Field-based Activities:

1. Interaction with Self Help Group (SHGs) women members, and study their functions
and challenges; planning for their skill-building and livelihood activities;
2. Visit Mahatma Gandhi National. Rural Employment Guarantee Act 2005 (MGNREGS)
project sites, interact with beneficiaries and interview functionaries at the work site;
3. Field visit to Swachh Bharat project sites, conduct analysis and initiate problem-solving
measures;
4. Conduct Mission Antyodaya surveys to support under Gram Panchayat Development
Plan (GPDP);
5. Interactive community exercise with local leaders, panchayat functionaries, grass-root
officials and local institutions regarding village development plan preparation and
resource mobilization;
6. Visit Rural Schools/mid-day meal centres, study academic and infrastructural
resources, digital divide and gaps;
7. Participate in Gram Sabha meetings, and study community participation;
8. Associate with Social audit exercises at the Gram Panchayat level, and interact with
programme beneficiaries;
9. Visit to local Nagarpalika office and review schemes for urban informal workers and
migrants;
10. Attend Parent Teacher Association meetings, and interview school drop outs;
11. Visit local Anganwadi Centre and observe the services being provided;
 12. Visit local NGOs, civil society organisations and interact with their staff and
beneficiaries;
13. Organize awareness programmes, health camps, Disability camps and cleanliness
camps;
14. Conduct soil health test, drinking water analysis, energy use and fuel efficiency surveys
and building solar powered village;
15. Raise understanding of people’s impacts of climate change, building up community’s
disaster preparedness;
16. Organise orientation programmes for farmers regarding organic cultivation, rational use
of irrigation and fertilizers, promotion of traditional species of crops and plants and
awareness against stubble burning;
17. Formation of committees for common property resource management, village pond
maintenance and fishing;
18. Identifying the small business ideas (handloom, handicraft, khadi, food products, etc.)
for rural areas to make the people self-reliant.
19. Any other Community engagement activity with approval of BOS and Academic
Council. (Note that every department can also find CEP allied with their subject.)
20. Use and fuel efficiency surveys and building solar-powered village;
21. Raise understanding of people’s impacts of climate change, building up community’s
disaster preparedness;
22. Organise orientation programs for farmers regarding organic cultivation, rational use of
irrigation and fertilizers, promotion of traditional species of crops and plants, and
awareness against stubble burning;
23. Formation of committees for common property resource management, village pond
maintenance and fishing;
24. Identifying the small business ideas (handloom, handicaraft, khadi, food products, etc.)
for rural areas to make the people self-reliant.
25. Any other Community engagement activity with approval of BOS and Academic
Council. (Note that every department can also find CEP allied with their subject.)

Reference:

1. Guidelines on “Fostering Social Responsibility & Community Engagement in Higher

Education Institutions in India 2.0 (https://www.ugc.gov.in/publication/ebook)