A group of enthusiastic students from the Bachelor of Social Work (BSW) program at Arts College, Rajahmundry, recently visited People’s Action for Rural Awakening (PARA) as part of their academic and social exposure initiative. The visit aimed to provide students with firsthand experience in understanding the challenges faced by rural communities and the role of social work in grassroots development.
Purpose of the Visit
The visit was designed to bridge the gap between theoretical knowledge and practical social work experiences. Students were given the opportunity to interact with PARA team and observe how PARA’s initiatives contribute to rural development, child rights, education, and social empowerment.
Engaging in Social Work Activities
During their visit, students actively participated in various activities facilitated by PARA, including:
Awareness on PARA Activities was done. All these activities were grouped five heads which speaks
PARA core staff Mr Isaiah, Mr Raja Rao, Ms Durga and Ramesh
- SC/ST Atrocity Act:
on Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act, 1989, commonly known as the SC/ST Atrocities Act, was enacted to prevent offenses against individuals belonging to Scheduled Castes (SC) and Scheduled Tribes (ST). The Act provides stringent punishment for crimes such as discrimination, violence, and social boycotts against these communities. It also ensures special courts for speedy trials and provides relief and rehabilitation for victims. Awareness of this Act is crucial to empower marginalized communities, promote social justice, and discourage caste-based atrocities. Government initiatives, educational programs, and community outreach efforts play a vital role in spreading awareness and ensuring the effective implementation of the law.
· Awareness on Pregnant and Lactating Mothers on Nutrition: Educating mothers on balanced diets, micronutrient intake, and breastfeeding practices is essential for maternal and child health. Awareness programs help prevent malnutrition and ensure the well-being of both mother and baby.
· Training for Block Committee Members: Capacity-building sessions equip block committee members with knowledge on governance, welfare schemes, and community development. This enhances their ability to address local issues effectively and ensure efficient program implementation.
· Advocacy with Education, ICDS, Health, and Panchayati Raj Departments: Collaboration with these departments strengthens service delivery, policy implementation, and resource allocation. Advocacy efforts help integrate programs for holistic development and welfare of marginalized communities.
· Caregivers Training Program: Caregivers receive training on childcare, elderly care, and special needs support to improve the quality of care. These programs enhance their skills in nutrition, hygiene, and emotional well-being management.
· Community Meetings: Regular meetings foster dialogue, awareness, and participation in local development initiatives. They serve as platforms for addressing community concerns, sharing information, and promoting collective decision-making.
Key Takeaways for Students
The visit proved to be an eye-opening experience for the students, as they were able to:
- Gained a deeper understanding of real-world social issues and the role of NGOs in tackling them.
- Developed essential skills in communication, problem-solving, and social work practice.
- Appreciated the importance of grassroots involvement in bringing about sustainable social change.
- Strengthened their sense of empathy, responsibility, and commitment to the field of social work.
Reflections and Future Prospects
Reflecting on their visit, many students expressed gratitude for the opportunity to witness the challenges and triumphs of social service organizations. Their experience at PARA has inspired them to take active roles in social initiatives and explore future opportunities in the field of community development.
As a follow-up, students plan to collaborate with PARA on future projects, such as conducting further research, volunteering, and spreading awareness about social issues within their own communities.
Conclusion
The visit to PARA was more than just an academic exercise—it was a transformative journey for the BSW students of Arts College, Rajahmundry. It reinforced the significance of social work and the impact that collective efforts can have on uplifting marginalized communities. The experience not only enriched their educational journey but also laid the foundation for their future contributions to society.



