CHAPTER 3

HISTORICAL BACKGROUND OF NATIONAL SERVICE SCHEME

3.1 Introduction

3.2 National Youth Policy

3.3 History of NSS

3.4 Objectives of NSS

3.5 Concepts of NSS

3.6 Administrative Structure of NSS

3.7 Role of Principal

3.8 Role of Programme Officer

3.9 Records and Registers

3.10 Supervision, Monitoring and Reporting

3.11 Conclusion

– 51 –

CHAPTER 3

HISTORICAL BACKGROUND OFNATIONAL SER VICE SCHEME

3.1 IntroductionEvery person in the society needs education for the development of his

own life. Right from the prehistoric times educational facilities such as the

provision for formal and informal education were available, but as the social life

changed, there was a transition in educational goals and systems too. Education

is a social process. Society creates and provides the educational facilities. In its

turn society changes with the social development of each and every person that

belongs to its structural framework.

Regarding Personality it is said that parental education plays a large part

in building the personality of great men. Apart from this, the student's

personality is influenced by many forms of literature such as biographies of

great men, stories, novels and essays. It is believed that it is the duty of the

teacher to prevent his wards from developing bad habits and also to see if the

wards are developing balanced personalities. The teacher can take the assistance

of the psychologist and of the parents in ensuring a healthy development of the

student's personality. If the student does not develop a balanced personality, it

becomes clear that his education is incomplete. In fact, if the student is helped

to develop a balanced personality and a good character, there can be no better

preparation for adult life. If NSS can perform this task, then men and women

become highly responsible and useful citizens1.

Development and progress of every person in the society is important. By

developing himself he becomes independent. It is a social responsibility to

create healthy surrounding and congenial atmosphere for a person's

development. Organised extension work in India was started during post-

independence era. It is a historical fact that recurrent famines from 1875 to 1901

forced the colonial government to initiate agricultural research and education in

– 52 –

the country. The woes of toiling masses moved saints, seers and social leaders

to launch voluntary efforts in rural reconstruction.

Mahatma Gandhi entered the scene of Indian national politics in 1919.

He inspired a new wave of 'back to the village movement' Gandhi mobilized

massive following while working at Wardha. Sevagram Project (1920)

symbolized a deep personal involvement of Mahatma Gandhi in translating the

ideal of rural development in action. Wardha later became a centre for training

of volunteers in Gandhian approach to rural development.

Efforts in rural development were initiated by the legendary educationist

Rabindra Nath Tagore at Sriniketan, West Bengal in 1921.Thus, principles and

methods of extension work are clearly evident in Sriniketan's approach of rural

development2.

Lord Krishna, Gautam Buddha, Shankaracharya were the great thinkers

and philosophers. History does not complete without Mahatama Gandhi, Lenin,

Abraham Lincoln, Wilnston Churchill and Roozewelt. These personalities have

laid the steps of our progress in the sense Lincoln stepped up the end of slavery

around 1865. Lenin established the communist pattern of society through the

Russian Revolution of 1917. Winston S. Churchill and Theodore Roozewelt

brought the Second World War to end and Mahatama Gandhi started the process

of the end of colonial rule in India, and South Africa through his non-violent

movement of mass resistance.

Social relations with friends and teachers are ever lasting and are very

powerful in forming the personalities. These relations teach good qualities to a

person. The various sources of interaction that is school, college, and family

shape the human behaviour. A person's psychological and mental health forms

through the social exposure and through the experiences. A person does not get

a readymade personality.

National Service Scheme is one of the schemes in the educational

programmes which develops the person. Volunteers involved in the scheme

gather under one roof with the same goals and objectives.

– 53 –

It may be that we have reached the stage where new concepts and new

strategies of education will have to be developed to cope with these orientations,

for the new approach to development and growth has brought to light a new set

of values in the international community, stressing such fundamental principles

as self-reliance and protection of cultural heritage; integrated, balanced, and

interactive processes of development; indigenous development and commitment

and participation of populations in their own development3.

Many people refer to various media of communication for example,

radio, film or television as communication. None of these is true.

Communication has a Latin root 'Communis' which means common. It also

requires a degree of commonness between individuals for communication to

occur. Communication, thus, refers to the process of sharing information,

feelings or ideas in a manner that there is a common understanding of meaning,

intent and use of the message. Communication is 'sharing together'. It gives rise

to a chain reaction. A skilful communicator anticipates reactions and observes

them, so as to decide on his next approach. Thus, true communication can

happen only if both parties are active4.

The interaction between the youth in NSS and society at large takes its

place in an informal situation and all types of volunteers belonging to the

different strata of society are involved in such interactive encounters. Interaction

between the youth and society is tied in the informal way with N.S.S. In NSS all

types of volunteers are taken in to consideration, studious as well as very poor

in study. But these volunteers are supposed to be interested in social and cultural

activities. The reality is that men are not living in a world of harmony and peace.

Violations of human rights, racism, apartheid, oppressed minorities, science and

technology divorced from human welfare, nihilistic feelings, violence,

unemployed youth bereft of the possibility to live in dignity, sales of armaments

to poor countries, threats to peace- all of these are familiar problems. What is

quite clear today is the lack of social consensus. Dissatisfaction with schooling

if too with college life these are the aspects of this new attitude5.

The N.S.S. volunteers learn to adjust themselves with the society. The

volunteers establish cordial relations with villagers related with ladies groups,

– 54 –

slum dwellers, hospitals, child labour, aged persons, and citizens. Through this

inter-relationship with these social members, cultural changes take place in the

personality of youth and by this inter-relationship social purpose of education

came into existence. They are able to know the problems of the society and react

on them. A positive approach is created among the volunteers because of these

various activities in NSS in which they participate.

The Kothari commission was formulated to develop a roadmap of the

progress of the nation with the help of educational system in which the students

would be involved. Kothari Commission Report pointed out that education is the

only source for positive change. It means that in college life a student can

develop his moral values through N.S.S. In a broad sense every vile and rite

forming experience is an education. In N.S.S. special camps various students

participate and are from different community, having varied nature too.

Competitions, seminars, and various activities are performed in this camp. So

they can prove their own calibre.

Firstly volunteers are unfamiliar with each other. They maintain a safe

distance from others volunteers and from the Programme Officer. In such a

situation it is imperative for the Programme Officer to shoulder the

responsibility to lessen the gap. NSS develops the interaction between villagers

and society. Various activities performed by the volunteers show their own

qualities. In NSS opportunities are provided to encourage and exchange their

ideas and experiences amongst volunteers. The scheme has an objective of

bringing education into closer and more vital relationship with community life.

It is on account of these factors that the NSS Programme Officer should

be more alert and have understanding that he should be constantly concerned

about the physical and emotional needs of the volunteers under his charge. He

should plan the activities taking into consideration the various needs of the

students. He should at the same time be alert that any groupism does not crop up

amongst the volunteers. He should understand that this is a step to the way of

social development. The scheme is designed to bridge the gulf between

education and life. One of the essential aims of NSS is to focus on important

national objectives and to imbibe them in the minds of the youth and to

– 55 –

transform them into motive forces of conduct. The importance of dignity of

labour is to be made known to the students. This justifies the fact that NSS is a

scheme which revolves around the educational input. The scheme has adopted

informal and elastic techniques of independent work and study.

NSS strives to make volunteers to be aware of the sense of discipline and

to enforce the habits of discipline in the youth. The scheme attempts to

encourage freedom, self discipline and self government. Such discipline should

be built up through the magic of hard, regular, socially significant and

productive work.

The Programme officer of N.S.S. should be an ideal person so that

students will respect him. He should master the technique of how to use the

media like library, Television, Radio, Cinema to develop the personality of his

students. Students may be wrong some times but he should not be cruel to them,

he should understand the problem and should be fatherly to them. He should be

careful that students do not become desperate and depressed. Taking into

account the nature of change in national and social life of society, the chance

should be given to the students to show their skill in activities like drawing,

music, sports, and plays. The habits of the students which will make them

mentally and morally strong may be taken into consideration for implementation

on appropriate occasions. Ultimately, higher education should aim at the

creation of a new society-consisting of highly cultivated, motivated and

integrated individuals, inspired by love for humanity and guided by wisdom6.

3.2 National Youth PolicyDuring the period before independence Dadabhai Nowroji, Lokmanya

Tilak, Mahatma Gandhi, Pandit Nehru, Sardar Patel, Subhashchandra Bose, Dr.

Rajendra Prasad were the ideal personalities for Indians as the leading figures of

the Freedom Struggle. Many youngsters of that time Swatantryaveer Savarkar,

Babu Arvind Ghosh, Madanlal Dhingra, Khudiram Bose, Chaphekar Brothers,

Sukhdeo, Rajguru, Bhagatsing make attempts to follow the path of violent

movement. Mahatma Gandhi gave a call for resistance movement in a non-

violent manner.

– 56 –

After the attainment of Independence, India experienced a vaccum

among the people who actually participated in the struggle for Independence or

were freedom fighters. The youth of India had performed the task to make India

free from British Rule. At the same time because of the politicians the youth

remained neglected. The politicians started fighting for the power game and for

gaining upper hand in politics. The dream of free and peaceful India seemed to

have vanished.

In India, the first essential is the maintenance of the unity of the country.

It is of the first importance that we should not lose ourselves in the passion and

prejudice of the moment. National integration and cohesion is a matter of vital

importance today. In this thoughtful passage Nehru has rightly remarked that

unity of the country or national integration is of first-rate importance. Unity

should break down the barriers of religion, region or any other kind7.

After independence the problems of the youth are neglected. Leaders of

our nation have forgotten that their nation has maximum population of the 16 to

25 age group. They did not involve the youth in any constructive work of the

society. There were many plans for the youth but nobody implemented those

properly.

The Kothari Commission Report has stated that the Destiny of India is

being shaped in her classrooms. It means that involvement of young generation

is necessary in the national progress. National Service Scheme started in 1969

only for the purpose of involvement of students. During the India Pak war, and

1975 declaration of Emergency of Kothari Commission did not succeed as was

expected. Education Ministry was changed to Human Resource Development

Ministry making Human Resources the seed capital of the progressive

development of the national economy.

Rajiv Gandhi the then Prime Minister being a young person in the forties

of his life was very well aware of youth problems. So for the first time after the

independence he published the White Paper. It was an important milestone in the

formulation of the national youth policy. After that youngsters are treated as one

of the potential resources of the country. Development of their efficiency,

– 57 –

growth in production ability and development of awareness of social binding

were the aims at the time of deciding national policy for youth. And youth

centres were started to provide multidimensional choices to youth for their all

round full-fledged development as an individual and as a member of the

community and as responsible citizen of the nation.

National Youth Policy was decided to achieve following aims

1. Develop awareness and respect for morals of the Indian constitution.

2. To create fondness, affection for the national integration, non-

violence and socialism

3. India has ancient and prosperous culture spread in all the corners

from Kashmir to Kanyakumari and Dwarka to Arundachal Pradesh

are diverse in culture. Youth should have awareness about this

diversity and culture. Every youth of the country should have the

awareness of the diversity of its culture. It was felt essential that he

should know about our national resources.

4. Many foreign countries have a misunderstanding about India that it

is a under developed and poor country. Youth should try to change

this wrong image of the country. In the 20th century they should face

advancement in technology and science. They should be able to do

so.

5. Indian Education system is based on examination system. Change

should be onward and priority should be given to personality

development, self employment and merit oriented education.

6. Changes have occurred in the global economy. This national policy

could make the youth to change their attitude as the global changes.

To provide the opportunities of the process of globalization is

another objective of National Youth Policy. This policy was mainly

dependent on the involvement of youth in this programme.

– 58 –

Working System

In consideration of youth development National Youth Policy formulated

their working system and gave the direction.

1. Programmes showing respect towards National Integrity, Cultural

Integration, Indian constitution, should be implemented by N.Y.P.

The Success of this policy mainly depends on the involvement of

youth in this programme.

2. Indian freedom fighting history, advance of science and scope

provided by industrial system will be subject for documentaries,

camps, seminars.

3. To lessen the problems emerging through Regionalisation, casteism,

linguistic division, interregional relations should be solved. Camps,

Tours, Treks, and Cultural Gettogether should be arranged for this.

4. Importance should be given to informal education. Facilities must be

provided to rural youth and female also. Open universities i.e.

I.G.N.O.U, Y.C.M.O.U are started through these concepts.

5. To motivate youth for the self employment, to improve the

production ability, facilities should be maximized for the technical

and industrial education.

6. Personality development and national youth development is the

prime aim of the policy for the young in the Country.

7. Sports facilities should be made available because exercise and

sports make the youth strong. So national and modern sports should

be started. Sports training centres should be opened all over India.

8. Scientific knowledge should be given to lessen the superstitious

attitude and blind faith in irrational practices and wrong customs

9. National and International peace should remain in the country. So

youth camps should be arranged, prizes, special felicitation should

be offered to them.

– 59 –

The national youth policy was started by Human Resource Development

Ministry, Government of India, and Youth and Sport Department in the States.

It will be inspected time to time and necessary changes will be made. This policy

they feel will help to shorten the distance between rural and urban areas, literate

and illerate.

So the policy has been formulated on the occasion of the Birth Centenary

year of Pandit Nehru.

3.2(A) Youth Schemes in India

3.2 (A) I. IntroductionThe youth in the age group of 13 to 35 years constitutes the most

powerful, dynamic and vibrant segment of the country's population. The youth

have a great potentiality to change and develop the Nation and it is one of the

most valuable human resources. To make use of this youth power, energy for the

constructive work and development of the Nation is the chief aim and objective

of the National Youth Policy of every country. To develop youth and their

personality involving them in various nation building activities like water

conservation, erradication of superstitions should be the main focus of the youth

policy.

3.2(A) II. Department of Youth Affairs and SportsThere is full fledged Ministry of Department of Youth Affairs and Sports

from 17th May2000. In 1982 Department of Sports was started and at the time

of IX Asian Games in New Delhi it was named as Department of Youth Affairs

and Sports.

The role of this Department of Youth Affairs and Sports is evisaged

i. To promote sport in the youth of the nation.

ii. To promote welfare of the youth.

iii. To develop youth for nation building.

iv. To provide opportunity to the youth for their personality

– 60 –

development.

v. To create awareness among the youth about the social problems of

the nation.

vi. To use youth power to minimize national social problems.

3.2(A) III. National Youth Policy

(A) Intr oductionNational Youth Policy was first evolved and passed in the Parliament in

Nov.-Dec. 1998 though the Department of Sports was established in 1982.

Youth constitute an important asset of the society. The investment in youth

development is investment in our future. Today's youth is tomorrow's national

leader and policy maker who will work as pacesetter of progress and prosperity.

The number of youth in the age group of 13-35 years as per census in 1991 was

estimated at 34 cores and at about 42 cores in 2001. The large number of youth

in total population is the main human resource of the nation. To use such vast

resources for achieving socio-economic change and technological excellence

needs adequate infrastructure and opportunities to the youth.

(B) Objectives of National Youth PolicyThe National Youth Policy was formulated and tabled in Parliament in

1998, 2001 & 2003. The main objectives of National Youth Policies discussed

in Parliament were as given below:

i. To instil in the youth respect for the principles and values enshrined

in our constitution.

ii. To promote among the youth an awareness of our historical and

cultural heritage.

iii. To help them to develop the qualities of discipline, self-reliance,

justice and fair play.

iv. To provide the youth maximum access to education, in addition to

developing their personality.

v. To motivate the youth to be active partners in national development.

– 61 –

vi. To make the youth conscious about national and international issues

and involving them in promoting world peace.

National Youth Policy changed according to the aspiration of youth and

the need to rise up to the new challenges, of the age of science and technology

keeping in view the global scenario, changes in information technology and

other influencing factors.

The National Youth Policy 2003 recognised four thrust areas that is

i. Empowerment of Youth.

ii. Gender Justice

iii. Inter sectoral Approach.

iv. Information and Research Work

The Youth Policy 2003 included key sectors of youth development

i. Education

ii. Training and Employment

iii. Health

iv. Environment

v. Sport and Recreation

vi. Arts and Culture

vii. Science and Technology

viii. Civic and Citizenship

The priority groups of National Policy 2003 are

i. Rural and tribal youth

ii. Out of School youth

iii. Adolescents

iv. Youth with disabilities

v. Youth under special difficulties, like orphans, street children etc.

– 62 –

The policy makes provision for implementation mechanism through

which various youth development programmes and activities will be undertaken

with the active involvement of State Government and Union Ministries and

Departments.

Youth constitute nearly 40% of the Indian population. It is therefore

necessary to make this Vibrant and Strong Resource of the country not only

beneficiaries of but also valuable and more potential partners in the process of

our planning and development.

3.2(A) IV Youth Schemes in IndiaThe Ministry of Youth Affairs and Sports has started many activities and

schemes for the development of youth in India. The important schemes for

youth in India are briefly enumerated with their salient features.

(A) National Service Scheme National Service Scheme was launched during Mahatma Gandhiji's Birth

Centenary year1969. At first stage the scheme was introduced in 37 Universities

involving 40000 students, of which University of Pune is one University with

2000 Volunteers who willingly participated in the scheme.

The aim of N.S.S. is the development of personality of student through

community services. Today N.S.S. has the strength of 2447000 student

volunteers on its roll, spread over 198 Universities and 39 (+2) Senior

Secondary Councils.

There are two types of activities of N.S.S.

a) Regular Activities

The volunteer has to devote 120 hours per year for two consecutive

years for regular activities like Shramdan, tree plantation, orientation

and other works. The classification of 120 hours in a year is shown

in next page.

– 63 –

i. Orientation - 20 hrs.

ii. Shramdan (Tree Plantation etc) - 40 hrs.

iii. Environment Awareness - 20 hrs.

iv. Health Programme - 20 hrs.

v. Drive against Social Evils - 20 hrs.

In this period, they have to work in their adopted village / slums for

the upliftment of the down trodden society.

b) Special Camping Programme

N.S.S. is the Third Dimension of Education. The objectives of N.S.S.

are to identify the needs of the community and to stimulate the youth

to satisfy these needs and to prepare the students for their future role

as sensitized, but self confident citizens. N.S.S. Volunteers have

frequenty accepted the challenge of acute drought in 1972. The

N.S.S. mobilized its volunteer force to render all possible assistance

to help the affected people in Maharashtra.

As per the instruction given by Programme Adviser and State

Liaison Officer fifty percent of total Volunteers enrolled should

participate in the camp every year, so during the year 2005-2006

near about 12.25 lakhs Volunteers participated in special camping

programme. They worked in adopted village and carried out a lot of

constructively developmental work like, Vanari bund, Gabian bund,

C.C.T., Tree plantation, Road repairing, Toilets and pits for waste

materials, health programmes like immunization of pulse polio,

Awareness about AIDS, Relief to the victims of Natural Disaster like

Orissa flood and cyclone, Killari earth quakes and Gujarat earth

quakes, They also raised funds for making a provision to give help

to the affected persons in earth quakes.

B) Nehru Yuva Kendra SangathanN.Y.K. is an autonomous organization of Ministry of Youth Affairs and

Sports. The N.Y.K is working for development of non-students rural youth. The

NYK has 500 offices in the district place selected for this purpose in the

– 64 –

different needy regions of the country. They have established about 2 lakh

village based youth clubs.

The objectives of the NYK are as follows.

i. To form youth clubs, Mahila Mandals

ii. Education and Training to rural youth

iii. Skill development of youth

iv. To enable youth for self employment

v. To develop entrepreneurship among the youth

vi. To develop co-operation among the youth

vii. To organize and conduct sports and adventure programmes.

Programmes of Nehru Yuva Kendra

NYK-A. Youth Club Development -

The objective of the programme is to promote the youth club

movement in the country. The programmes are conducted to educate

and train rural youth in their respective villages so that they can

actively take part in development and community welfare activities

on the one hand and become self supporting youth clubs on the other.

NYK-B. Awareness Generation Programme -

Awareness Generation Programmes are designed according to social

problems and issue like AIDS, Environment, Superstitions and

Dowry system.

NYK-C. Vocational Training Programme -

These programmers are conducted to impart vocational skills to the

rural youth; so that they will be able to improve their productivity.

NYK-D. Sport Promotion -

The different types of programme are organized to conduct rural

sports and games. To promote sport culture and spirit of

sportsmanship among the youth is one of the objectives of this

programme.

– 65 –

NYK-E. Cultural Programmes -The main objective of the cultural programme is to convey importantsocial messages to the people in respect of issues like drug addiction,dowry system, importance of girls, child etc. Such programmes areorganized for promoting local folk arts and the rich culture of India.

NYK-F. Work Camp Programmes -Work camps of five days are organized for developing among therural youth a sense of dignity of labour, leadership qualities andcreating awareness about social issues.

NYK-G. Adventure Programmes -Adventure programmes are organized to inculcate a spirit ofadventure, self determination, discipline, unity and sense ofbelonging among the rural youth.

NYK-H. Special Programme -

NYK-I, Swarnajayanti Gram Swarojgar Yojana

This programme is undertaken in selected 800 villages at 8 Districtsof 6 states of the Country. The objective of the programme is to helppoor youth from BPL (Below Poverty Line) families to participate inself help groups and to build their capacities so that they can startincome generating venture like, making candles, dusters, chalksticks and other items.

NYK-II Kashmiri Rural Youth Cultural Exchange Programme

This programme is organized to develop love, care and outsideexposure, sense of national belonging among the youth. Thisprogramame has provided opportunity to Kashmiri youth from sixDistricts to visit and to stay in Delhi, Agra, Jaipur and Ajmer andother places.

In short NYK is working for the development of non-student youthin India who are not taking education in any institutions.

C) National Cadet CorpsThe N.C.C. came into existence on 16th July 1948 under the N.C.C. Act

xxxvi of 1948 passed by the Parliament. N.C.C. is linked with Army, Navy and

Air Force units.

– 66 –

The objectives of N.C.C. are as follows

i. To develop unity and discipline among the youth.

ii. To create secular and disciplined citizen of our Nation.

iii. To create Leaders for Nation from the Boys and Girls between the

age group 13 to 22.

iv. To train the youth studying in VIII to XII & in the college.

The basic aims of NCC are

a) To develop qualities of character, courage, commandership,

discipline, spirit of adventure and sportsmanship and selfless service

among the youth to make them useful citizens.

b) To create a human resource of organized trained and motivated

youth, to provide leadership in all walks of life including the Armed

forces and is always available for the service of the Nation.

The schemes of NCC include programmes for training, adventure

activities and social service. Separate training camps are held for the Army,

Navy and Air Force units.

Enrolment in the NCC is made in three divisions namely Junior, Senior,

and 'Girls' Divisions, of which the Junior wing of NCC is concerned with High

school i.e. VIII to X std. and the Senior wing of NCC is concerned with colleges

imparting higher education. The age for enrolment is prescribed as 13 to 18 ½

years for junior wing and 15 and above for senior wing.

The first NCC Chief Brigadier for state of Maharashtra was M.D.

Willimoria. There were 7 divisions of NCC in Maharashtra. There are Mumbai

A, Mumbai B, Amrawati, Aurangabad, Pune, Kolhapur and Nagpur. It includes

51 Battalians and subunits all over Maharashtra.

– 67 –

As per the annual report of NCC in 2003-2004, there are 615 colleges,

870 schools having NCC units all over Maharashtra. The enrolment of NCC

cadets for the Military Training during the year 2003-2004 is shown in the Table

below:

Table 3.2.1 Number of NCC Cadets in Maharashtra

Source : Daily Sakal 26 Feb. 2006

As per the report of NCC at the national level 3658 colleges and 3659

schools are participating from 16 states of India. The total enrollment of NCC

cadets all over India is 12,00,000 during the year 2003-2004.

D) National Reconstruction CorpsThis scheme was introduced to provide the youth avenues for creative

and constructive work and to utilize their boundless energy. The Government of

India launched the National Reconstruction Crops Scheme on 30 /6/1999 for

two years in the Central sector.

The objectives of the National Reconstruction Corps are -

i. To provide avenues to the youth for creative and constructive work.

ii. To introduce a new dimension and direction to various development

programmes.

iii. To tackle socio-economic problems of the community.

iv. To utilise youth energy for development of the nation.

E) National Service Volunteer Scheme (NSVs)The volunteer under this scheme gives one year of his youth in the

service of the nation. The volunteer should at least have passed matriculation

and having attained the age of eighteen years.

– 68 –

Boy's 53640 27370 81010

Girl's 5200 6072 11272

Total 58840 33442 92282

Juniour wing Senior wing Total

The volunteer has to work on the various projects and programmes

undertaken by the Government Departments. The volunteers are paid an

honorarium of Rs. 1000 per month.

This scheme provides opportunities for out-standing ex-NSS volunteers

to undertake service-oriented activities on a full-time basis.

The placement of the volunteers is made with the university Programme

Coordinators, collage or institutions having NSS units. The NSVs assist the

concerning authorities in field work and projects concerning youth and

community. They cannot be employed on any clerical or office work. Selection

of NSVs is made by a Committee constituted for this purpose. This scheme was

introduced for two years only and now it is under active consideration for further

continuation.

3.3 History of NSSGandhiji tried for the best utilization of the youth for the social

upliftment, rural reconstruction and the nation's progress. He thought that

students should be aware of their social responsibilities. Every student of the

country should be aware of how to develop the social, moral and cultural life of

economically backward people of rural area.

After the attainment of independence this concept changed and material

wealth, and physical power got more importance than moral values.

To change educational system of the British time, Dr. Radhakrishnan

Committee was formed. The committee advised to start N.S.S. on the self

responsibility of the institution to develop relation between volunteer and

teacher through interacting work of society and universities. It was pointed out

that student should work physically with the help of their teacher. In 1952 due

importance was given to social service and physical work in the first five year

plan. Many education institutions organized camps and social service camps. In

Maharashtra Rashtra Seva Dal worked through the Sane Guruji Patrika.

– 69 –

In 1958 India's Prime Minister Pandit Jawaharlal Nehru suggested to

involve student of degree colleges in social services. In 1959 it was agreed and

N.S.S. was started. A committee was formed under the Chairmanship of Dr.

Chintamanrao Deshmukh. One of the recommendations of this committee was

that admission should be given on the condition of the completion of one year

of social service after SSC. This recommendation as pre-condition to the awrard

of a degree did not materialize on account of many practical grounds.

In 1966 Dr. Daulat Singh Kothari Commission thought to interlink all the

students from all educational branches to social work. It was suggested that

every student choose either the N.S.S. or NCC in his college life.

Professor V.K.R.V. Rao, ex-minister for Education and Youth Services,

Government of India, emphasized that NSS had been launched with the object

of providing opportunities to the students and to enable them to devote their

leisure time in the service of the nation. Through programmes undertaken under

the scheme it was hoped to develop among the students a sense of participation

in nation-building by providing creative outlet for their energies. Our

universities, even after independence, tended to exist in isolation from the

masses. Our students had little idea of the problems and hardships suffered by

those at the bottom rung of the social ladder, particularly in the rural areas. The

learned professor further stressed that if India was to progress, this common

consciousness, the sense of brotherhood and partnership between the students

and the masses, must be generated.

Against this background the government was very keen to introduce the

NSS. As a matter of fact the NSS was looked upon as an educational programme

through service. The Education Commission (1964-66) was justifiably emphatic

in this regard. It had recommended that students at all stages of education should

be associated with some form of social service. It recommended that sufficient

opportunity to participate in variety of programmes which are related to social

services, be made available to the NSS students. It was imperative that NSS

would provide the students with an opportunity to participate in a variety of

programmes offering social services. It would also sharpen their understanding

of the complexities of social environment around them. The proposal of

– 70 –

involving the students in the nation-building programme was welcomed by the

State Education Ministers in the Ministers Conference in April 1967.

The Conference of Vice-Chancellors in September 1967 welcomed this

recommendation and suggested that a special committee of Vice-Chancellors

should be set up to examine the proposal in detail. All these developments were

based on an initial report submitted by Professor K.G.Saiyidain, Secretary,

Department of Education, Government of India, New Delhi. He was deputed by

the Government in July 1960 on a special assignment to study what was being

done in the field of youth development and youth service in other countries and

to examine what light their experience could throw on the Indian scheme of

national service for the youth. He had a valuable opportunity of visiting a

number of European countries. He could observe education activities as well as

special measures taken to deal with if any problems of youth adjustment would

arise.

Professor Saiyidain came to the conclusion that, if this scheme was to be

properly conceived and developed, we should not envisage it as standing by

itself but as part of the effort to achieve the wider objective of bringing

education into closer and more vital relationship with community life. In most

countries there was a time-lag between education and social change and, in

many of them, there was a gulf between educational content and methods, on the

one hand, and the demands and urges of national life, on the other. In India, this

gulf between education and life, which had for long been a feature of our

system, became more accentuated during the British regime when education was

aimed at achieving certain narrow and limited objectives. Therefore,

educationists had been concerned, during the last couple of decades, about the

need to bridge this gulf so that the transition between school and college and the

wider world outside might be smooth and easy and did not create tension and

maladjustments for young college students.

As noted above, Professor Saiyidain visited various countries and

presented his report. The main features of his report could be summed up in

terms of the following questions.

– 71 –

a. Should the scheme be initiated on Voluntary or Compulsory basis?

b. Should it be started in the form of a carefully selected pilot project

or on a national scale?

c. What would be the optimum duration of the service?

d. Should there be only one set pattern and time-table for all youth or

can there be several of these to meet the different needs and

situations?

e. What should be the nature of the projects undertaken and how

should they be selected?

f. Should the scheme be mainly concerned with manual work or

include other forms of social service too?

g. What would be the most suitable organizational set-up?

h. How to enlist the intelligent cooperation and support of the public,

the leaders, the students, the community and the parents in the

implementation of the scheme?

The broad objective of the NSS in India, as presented in the "Deshmukh

Committee" report, was to provide nine months of work camp experience for all

youths.

Professor Saiyidain's conclusions and recommendations, which formed

the basis for the formulation of the NSS at a later stage, were as follows:

1. The idea of introducing national service scheme in India has a strong

educational justification.

2. It is not necessary to introduce the NSS on a compulsory and

universal basis.It should be adopted on a voluntary basis

3. If the idea of compulsion is contemplated, then the approach should

be to make all youth liable to such a service.

4. The question of duration should be envisaged on a flexible basis.

5. Camps should be open to students as well as non-students.

– 72 –

6. The scheme should be launched in an imaginative manner.

7. Organisation of short-term camps of labour and social service should

be encouraged.

8. It would be useful to create a certain sense of continuity in the minds

of youth and the concept of a village should be encouraged.

9. Orientation programmes for new entrants be conducted.

10. Highest emphasis should be placed on the training of the right kind

of leaders.

11. The overall direction of the policy and programmes should be in the

hands of educationists.

12. In order to make the work camp programmes truly educative and

appealing to youth, they should be made varied and broad-based.

13. The possibility of starting a variety of short-term technical courses

for the campers is explored.

14. There should be no restriction on the size of the camps which could

be tailored to differing needs.

15. The selection of the right kind of projects is crucial to the success of

the scheme.

16. The organizational structure could be designed later with the

required degree of decentralization.

17. To keep the movement lively, creative and dynamic, opportunities

should be provided to encourage exchange of ideas and experiences

amongst workers at various levels; the camps may be occasionally

visited by advisory committees of educationists and others who will

not only assess the work but also carry over promising ideas and

experiments from one part of the country to another and thus guard

against the possibility of the movement becoming mechanical.

Professor Saiyidain tried his best to adhere to the terms of reference. He

was advised that his report should not be a kind of 'essay in theory' but should

make concrete suggestions and proposals for the implementation of the scheme.

– 73 –

Obviously, the report was to cover action points and indicate how the scheme

could be put into operation in a practical way. But Saiyidain felt that,

considering the nature of the scheme and its far-reaching social and

psychological implications, it was not one of those proposals which could be put

into practice with any reasonable hope of success. He felt that no government

resolution or an act of Parliament could make so many thousands or lakhs of

students go into work camps on a particular date and start digging the earth or

participate in other prescribed projects.

In dealing with modern youth, with their emotional and psychological

stresses and strains and their lack of adjustment to a rapidly changing and

challenging world in which many of them had lost their moorings, the advocates

of the scheme were playing with dynamite. Dynamite can be of very great value

if used intelligently. Otherwise it can prove dangerous and destructive. It was

therefore necessary to view the scheme in the total context of India's educational

effort and squarely face the many issues which arose out of it. The scheme as

envisaged had its theory and philosophy which should be appreciated not only

by the concerned educationists but also by the intelligent public and it should be

progressively developed and elucidated in the light of experiences gained in

various states of India.

On 24th September 1969 on the occasion of Mahatma Gandhi Birth

Centenary the Education Minister of India Dr. V. K. Rao introduced the scheme

in 37 universities. He informed to the Chief Ministers of the states to help for

the policy. He was confident that student and teacher with interaction will

cooperate in the national progress programme. The scheme will help the

students for self employment. On the basis of the student strength enrolled in the

scheme, Central Government will pay 100 Rs. and State Government will pay

50 Rs. per student and out of the grant Rs.150 per student the break up will be,

120 Rs. for programme, and 30 Rs. will be given for administration and for

training, research, and publication.

Students from the country responded to the scheme greatly. Starting with

the enrolment of 40,000 students in 1969, the coverage of NSS students

increased to 24, 47,124 during the year 2005-2006. The coverage of NSS

students from 1969 to 2006 is given in table.

– 74 –

Table 3.3.1 NSS Volunteers Allocation From 1969 To 2006

Source : PA Cell, New Delhi and PU NSS Cell, Pune

– 75 –

Year India University of Pune

1969-70 40,000 2,000

1970-71 95,000 2,400

1971-72 1,17,000 2,600

1972-73 1,60,000 3,100

1973-74 1,92,000 4,000

1974-75 2,00,000 3,300

1975-76 2,10,000 3,700

1976-77 2,50,000 4,000

1977-78 3,10,000 5,600

1978-79 4,00,000 8,000

1979-80 4,50,000 8,500

1980-81 4,75,000 10,000

1981-82 5,00,000 10,000

1982-83 5,50,000 10,000

1983-84 6,00,000 10,000

1984-85 6,12,100 11,000

1985-86 7,18,000 12,500

1986-87 7,76,026 13,500

1987-88 9,47,700 13,700

1988-89 10,13,000 13,700

1989-90 10,83,740 14,900

1990-91 11,26,700 16,500

1991-92 11,16,830 16,500

1992-93 10,58,400 16,500

1993-94 11,19,790 12,100

1994-95 11,73,350 15,700

1995-96 12,57,450 23,000

1996-97 12,89,150 23,600

1997-98 13,75,500 24,400

1998-99 14,87,000 23,600

1999-2000 15,87,000 23,600

2000-01 16,89,000 23,600

2001-02 17,55,000 25,000

2002-03 19,30,000 27,000

2003-04 20,81,633 32,813

2004-05 22,16,620 32,800

2005-06 24,47,124 33,000

The students' strength in 2006-07 is 26,00,000.

Students, teachers, parents, government and people are also impressed by

the scheme. Students started to know the true rural life. In the next few years

camps were successfully organized on various subjects like Drought, Forest

Conservation, Youth for Reconstruction of rural area, Youth for Literacy, and

Youth for National Integrity.

Students worked for Bangladesh. In the states of U.P., Orissa, M.P. and

Bengal, volunteers worked for Flood affected people. In Maharashtra, M.P. and

Rajastan they worked against Drought.

The scheme was evaluated by the Government in 1984. After observing

the hopeful picture of N.S.S working in the field of social service for national

development 10 Lakh students was the target for the seventh five year plan.

From 1996-97 central and state governments started to quote more and state

government started to quote more than 10% amount for the scheme.

N.S.S has been thought as a very essential programme in national and

educational policy, which works for the personality development of the student.

It was helping to change the views of students and teachers in a positive manner.

It can help to curb the destructive elements on the campus. Students will get

appropriate and healthy atmosphere for the social life development.

3.4 Objectives of NSSThe objectives of the NSS are in a capsule form which was designed in a

seminar conducted by the Tata Institute of Social Science, Bombay, in March

1969. They were put into two categories:

i) The overall objectives

ii) Specific objectives

The overall objective of the national service scheme was the educational

service to the community rendered through the activities of the scheme, whereas

the more specific objectives of the NSS were to arouse the student's social

conscience and to provide him with an opportunity:

– 76 –

a. to work with and among the people;

b. to engage in creative and constructive social action.

c. to enhance in creative and constructive social action

d. to enhance his knowledge of himself and the community through a

confrontation with reality

e. to put his scholarship to practical use in mitigating at least some of

the social problems and evils;

f. to gain skills into exercise of democratic leadership and

g. to gain skills in the programme of development to enable him to get

self-employed.

In consideration of the objectives of the scheme, a major question that

should receive our attention, relates to the emphasis and orientation of the

service programme. Do we see the scheme as providing opportunities for growth

and for constructive work to the students? Do we look upon it as a means of

mobilsing students for meeting the community needs? We should be clear about

the educational and service goals. Students cannot be considered as mere

instruments for meeting community needs. Yet it is the community needs and

the efforts to meet them that give relevance to the student activities.

The education and service goals need special mentions in the context.

The educational goals can be spelt out in some details thus.

1. To give the students a sense of participation in the national

development.

2. To promote the students' concern for fellow citizens and

understanding of the conditions in which majority of the citizens

live.

3. To narrow the gap between the rural and the urban people, the rich,

middle and lower classes in and through the activities of the student

community.

– 77 –

4. To put the students in a situation in which their knowledge of the

subjects learnt through books and teaching aids in the classrooms

could be depended.

5. To help the students to discover themselves and facilitate selection

of careers and settings for future work according to their aptitudes.

6. To provide work experience as might be useful and helpful to the

students in finding avenues of employment.

7. To provide experience in group living with a view to promoting

better realization of the importance of team work

8. To create conditions in which the students will work together

constructively, learn to be tolerant and to function as a team.

9. To help the students to have healthier and richer personalities.

To develop the personality of volunteer and nation some aims and

objectives are decided.

1. To work among people

As a social animal, a person gets experienced with the language, customs

and social life. Actions and reactions about the society are automatically

stamped on the mind. Every one working in the society, he may be Doctor or

Engineer should know about the surrounding and society in which he lives. The

NSS is a scheme which makes students aware about the social surrounding and

their problems. NSS is a stage provided for the educational aims and projects.

Working for the community and with the community, students get new and

different eyesight. He gets introduced to the social problems. In the NSS every

student gets a chance to utilise his potentials. NSS activities make the student

aware about the society. He experiences much about the society when he works

with various fields for example in hospitals, in slums, or in a jail. N.S.S bridged

students with social problems.

2. To engage in creative and constructive social action

Today's Youth wants all things fast and so they use shortcuts to get money

or anything else. They have lost their confidence and have become indifferent.

– 78 –

It is very necessary to wake them up and make them able to interface with the

situation. NSS activities make the youth to think and to enjoy the work within

society. NSS programmes teach them to use their strength. NSS collects all the

strength of youth and utilises it for the society. NSS gives the programme having

commitment and involvement. Working with NSS there is recreation too.

Programmes being so different certainly attract students towards the scheme.

3. To exchange his / her knowledge of himself / herself and the

community

Every student has qualities and knowledge. Students from different field

have different kinds of knowledge. They can use their knowledge to serve the

society. Medical students can provide free consulting, Agricultural students can

give suggestions to the farmers. Students from Arts College can bring literacy to

the people of the village. In NSS some students are there who can sing, some

have the ability to convey the message towards people through their acting and

through the street play. Posters and Various Plays can make the people aware.

So the qualities of the students should be identified and the duty they like may

be given to them. So the programmes in NSS should be organized in such a

manner that each programme will give a chance to the volunteer to show his/her

qualities and through this positive changes may take place.

4. To put his / her scholarship to practical use in mitigating at least some

of the problems

Students are well aware about the social problems. Volunteers give

intense response to the social events. Volunteers are always ready to work for

the removal of the problems. If they get proper guidance and direction, they can

be utilized to solve the problems of society. There are different problems and no

readymade answers or steps to solve them. By knowing the problem very well

the volunteer can help to solve the problems. NSS can be a medium through

which some problems can be solved, with the help of volunteers. And working

with the society volunteers will get experience and maturity. NSS may be the

stage to solve the complicated social problems.

– 79 –

5. To acquire leadership qualities and democratic attitude

India is a democratic country. So every one should respect democratic

attitude, love for public property and self development. In NSS camp volunteers

come together from various regions. But they live together and enjoy the living

together. They discuss about social problems, their festivals, social customs, and

educational system. While discussing with each other they get ideas to solve the

social problems. They develop confidence, leadership qualities through this

camp and this takes them towards the path to serve the society and solve the

problems of society. NSS gives them an opportunity to see another side of the

society. Through the NSS their awareness develops and this is necessary for

leadership.

6. To bridge the gulf between the educated and the uneducated masses

India is a country of villages and because of illiteracy more than 30%

people are uneducated. Educated get more chances to earn money and take more

education. But uneducated become more poor and poor. The gulf between

educated and uneducated grows more and more. Government policies did not

reach up to them. Through NSS it is possible to bridge the gulf between

educated and uneducated. NSS volunteers can organize adult education classes

in their own villages. The percentage of illiterate population will be lowered.

When the interaction between volunteers and villagers or illiterate will be more,

it will help to make them confident and literate. They will get the knowledge

about the new techniques, their health education, and when women literacy and

village's literacy rate will be higher, it will be helpful for the development of the

country.

7. Develop capacity to meet emergencies and natural disasters

During the last 2-3 years our nation has experienced drought, Tsunami,

flood and earthquake and these are the natural disasters which happen frequently

without any intimation. At the time too much manpower is needed and police,

military force work for the help of the people. NSS volunteers can work for the

affected people. If the programmes of NSS are organized in such a manner that

volunteers get the proper training for the work against the natural disaster, if

they understand the causes of natural disaster, which regions of the country are

prone to the disasters and what actions should be taken at that time, they will be

– 80 –

one of the forces to help the affected people. There are many examples that NSS

volunteers have worked for the Tsunami, earthquake, and flood affected people.

Working for the people volunteers will get satisfaction and they will be more

mature through the experience. They will forget their identity, region, religion

while working for the people. Volunteers will develop their personalities

through the experience and society will develop by the development of the

youth.

Beside these objectives inculcating a sense of discipline was another

object that was kept in view in the scheme. To encourage freedom, self

discipline and self government was also kept in mind as the aim of NSS. The

emphasis should not be on an accumulating of information but on harnessing

interest, lighting the torch in their minds and cultivating their capacities for

independent work and study.

The main objective that was included in the scheme when it was launched

on 24.9.1969 revolved round the educational input. In the work camps to be

organized for the educated youths, there was provision for suitable educational

activities. These educational programmes should be provided on a voluntary

basis but they may be made so interesting and attractive that almost everyone

would join them. It was desired that the courses, lectures, discussions, seminars

and so on should not reproduce ordinary classroom conditions treating the

students as children to be spoon-fed.

3.5 Concepts of NSS

Motto of NSSThe philosophy of the scheme was aptly summed up in four words 'Not

me but you' as a motto of the NSS. This expresses the essence of democratic

living and upholds the need to appreciate the other man's point of view first and

to show consideration for fellow human beings. Therefore "Not me but You" is

the motto that is decided for the scheme.

NSS symbol It is interesting to note that the NSS symbol which is a wheel with eight

– 81 –

spokes is patterned on the wheel of the Konark Sun temple in Orissa. The eight

spokes represent 24 hours and this means that the NSS organization and the

volunteers are ready for service for all the 24 hours, round the clock. The NSS

symbol is used everywhere, in all NSS activities, and it also appears on the

badge which the NSS volunteers pin on their shirts while they are on NSS duties.

NSS DayNSS was formally launched on 24th September 1969, the birth centenary

year of the Father of the Nation. Therefore, 24th September is celebrated every

year as NSS Day with appropriate programmes and activities.

NSS SongDuring Silver Jubilee Year the NSS theme song has been composed. All

NSS volunteers are expected to learn the theme along and sing the song during

NSS programmes and celebrations. The theme song cassette is available.

3.6 Administrative Structure of NSSThe organizational aspects of the NSS have four levels: The National

Level, the State Level, the University Level and the College Level. The National

Level is at New Delhi and the State Level exists in the state capitals. The

university centres in the country represent the next level and the colleges

represent the lowest level in the hierarchy.

The scheme is looked after by the Joint Secretary assisted by the Deputy

/ Under Secretary. The implementation of the scheme is guided and coordinated

by the Programme Adviser. There are 15 Regional Centres in various regions for

ensuring the coordination and liaison on behalf of the Government of India. At

State Level, there is a State NSS Cell, under the aegis of Maharashtra. The State

Liaison Officer is appointed to coordinate with the universities of Maharashtra

State. The fund for NSS is disbursed to all the Universities from State Cell. To

provide orientation of NSS Programme Officer and other functionaries, TORC

and TOC are established through out India. These centres provide orientation,

training, consultation, research, evaluation and publication backup to NSS in

Maharashtra. There are two such centres TORC Tata Institute of Social Science,

Mumbai and Centre for Studies in Rural Development, Ahmednagar.

– 82 –

Administrative Structure of NSS FunctionariesGOVERNMENT OF INDIA

Ministr y of Youth Affairs and Sports, DelhiHon. Minister

SecretaryJoint Secretary

Programme AdviserProgramme Adviser Cell, New Delhi

Deputy Programme Adviser

Regional CentresAssistant Programme Adviser

Youth Officers

Department of Higher and Technical Education Government of MaharashtraHon. Minister

Minister if StateSecretary

State NSS Cell, MumbaiState Liaison Officer

Training CentresTORC, Mumbai, TOC, Ahmednagar

Coordinator (Trg.)

University NSS CellVice Chancellor

Programme CoordinatorDistrict CoordinatorsArea Coordinators

Colleges NSS CellPrincipal

Programme OfficerAssistant Programme Officer

Volunteer LeaderVolunteer

– 83 –

3.6.1 National LevelAt the national level, the Ministry of Youth Affairs and Sports of the

Government of India decides the policy and programme guidelines for the

scheme. The Department of Youth Affairs and Sports in the Ministry has the

administrative responsibility for the Scheme. In the Department there is the

'Programme Adviser' whose function is to plan, advise and to help in

implementing the programme with State Governments, universities and also

with organisations which directly or indirectly assist the programme. Further, he

arranges training, research and evaluation of the programme through institutions

designated as Training and Orientation Centers (TORCs). He maintains state

wise and university wise records. He also supervises NSS Regional Offices set

up by the Department in the various regions of the country.

In order to assist the Programme Adviser in evaluating and monitoring

the implementation of the programme at various levels, a Programme Adviser's

Cell has been set up headed by an Assistant Programme Adviser and a core

Staff. This cell is also to function as a resource agency for collection and

compilation of data from the universities and field offices and obtain such other

information about NSS as a feedback to the Department.

3.6.2 State LevelThe State Governments are expected to constitute state level NSS

advisory committees to consider all important matters relating to development

of NSS programme in the state, like allocation of volunteers strength to the

universities, selection of colleges for the programmes, securing assistance and

coordination of different development departments and governmental and non-

governmental agencies and allocation of grants to the universities etc. This

Committee may also coordinate, review and evaluate the programme at the State

Level. The Advisory Committee may consist of-

– 84 –

State Advisory Committee

3.6.3 University Level NSS committee is setup under the authority of Vice-Chancellor. It has

responsibility to conduct the programmes. As per decision, the committee has to

distribute the grants regularly, to check the accounts given by colleges and to

present the report before the government. Committee should see that the

material purchased from the NSS is being used for the NSS only. The committee

has to guide with the new ideas. The committee should visit the NSS camps and

programmes to see the work. The committees organize the training camps for

college volunteers and programme officers.

The Government of India has sent the letter with the reference to the

selection of Liaison Officer in which the Government has suggested that the

person should be a lecturer by profession and that the selection will be for the 3

yrs. University should fill the post as per advertisement. In the selection

committee for the coordinator, Vice-Chancellor will be the chairman; Members

– 85 –

a) Minister of Education/Youth Services Chairperson

b) Chief Secretary Member

c) Vice Chancellors of all the Universities and Head of +2Councils in the State operating NSS Programme.

Member

d) Secretaries. Heads of Education, Youth Services andrelated Departments including Rural Development/Panchayt Raj, Public Relations and Mass Media etc.

Member

e) Head of the NSS Regional Centre of Government of IndiaMember

f) Relief Commissioner Member

g) TOC/TORC Coordinator Member

h) Two representatives from Voluntary/Organisation engagedin developmental work in general and youth work inparticular whom the State Govt. finds appropriate.

Member

i) The Programme Adviser, NSS, representative of the Dept.of Youth Affairs and Sports in the Ministry of HumanResource Development, Govt. of India may attend suchmeeting as special invitee.

Member

j) The Programme Coordinators may attend the meeting asspecial invitees.

Member

k) The State Liaison Officer, NSS MemberSecretary

of the committee will be the University Officers selected by Education Ministry

of State and officers from Central Government NSS Regional Centre.

The Coordinator selects the Programme Officer for the college with the

help of Principal. His work will be evaluated by the officers from the Central

Government.

At the University level advisory committee meetings are called which are

generally well attended and decisions are taken periodically as per schedule.

At the University level there is a great need to make appointments on a

permanent basis so that better planning and programme implementation is

possible.

University NSS Advisory CommitteeEach University has set up an NSS Advisory Committee to advise on

programme planning and development under the chairmanship of the Vice

Chancellor. It will review the NSS activities in the area of the University and

ensure allocation of NSS student strength and release of grants to its colleges.

The Committee may consist of-

– 86 –

University Level NSS Advisory Committee

The NSS Advisory Committee should be treated as the apex body so far

the implementation of the NSS at the University Level is concerned.

3.6.4 College LevelCollege has a dual role in the NSS. It works for the society through the

NSS and for itself it works as a coordinator. The Programme Officer has

responsibility to develop the students and conduct various programmes with

new ideas. But he cannot work or manage the activities alone. Management,

staff, Principal should be with him. For the success of the activity, a committee

is formed on the college level. It involves Principal as a Chairman, vice

Principal, Lecturers from the college who are interested in social work, student

representative, representatives from panchayat samiti from adopted village or

slums and social workers.

For the successful performance of NSS, committee members should

work with cooperation. The success of the activity at college level mostly

depends on the Principal of the college.

– 87 –

i) Vice Chancellor Chairman

ii) Commissioner of the Administrative Division or hisrepresentative

Member

iii) Registrar Member

iv) Secretary/Director of Education/Youth Services Member

v) Head of the concerned NSS Regional Centre Member

vi) T.O.C. Coordinator Member

vii) Three faculty members Member

viii) Four Principals of the Colleges Member

ix) One or two NSS students representatives Member

x) One or two Programme Officers Member

xi) State Liaison Officer, NSS Member

xii) Five representatives of concerned Govt/non-govt.organisations involved in youth programmes/socialwork/rural development work at divisional/district Level

Member

xiii) Finance Officer Member

xiv) Programme Coordinator, NSS MemberSecretary

At the college levels the NSS officers are essentially professors of their

respective subjects and the NSS charge, like the NCC charge, is an additional

responsibility. There are definite disadvantages in the arrangement. The NSS

work generally turns out to be heavy and the Programme Officers generally

stand in need of assistance of others in carrying out the programme. The

Committee may consist of-

NSS Advisory Committee of the College

The overall function of the NSS advisory committee at the college level

is to advise on the various activities of the NSS unit based on the felt needs of

the students and the community, it should meet regularly, at least four times

during the year.

3.7 Role of the PrincipalThere are many Lecturers who are interested in working for NSS but they

do not have the experience of social services. So the Principal has the duty to

work with cooperation. He should have the positive attitude towards the activity.

The Principal should explain the importance of NSS to lecturers. The

activity is a social responsibility. He should conduct the programmes and guide

others.

He should plan for such programmes which are related with the college

syllabus. The Principal should be a person who has the leadership qualities and

should involve all the staff and most of the students in the programme.

– 88 –

1. Principal Chairman

2. Two staff members with social work background Member

3. One Representative of the development Department Member

4. One Representative from the adopted village/slum/welfareagency

Member

5. Two NSS student leaders Member

6. Programme Officer NSS MemberSecretary

The Principal should arrange a meeting of NSS every 3 months and

should give everyone present a chance to express their opinions. He should

assign responsible tasks to others for their proper involvement. He should

inspire others to work.

NSS Programme Officer cannot handle all the work alone so the

Principal should provide clerk, peons, and administrative services. He should be

responsible for the documentation. He should allow to send the lecturers for the

training camp but one thing he should note that maximum programmes will go

with syllabus or study of the students.

If the Principal is a proper person there will be co-relation, within

students, parents and Programme Officers.

3.8 Role of the Programme OfficerAs the Principal is responsible for success of NSS activities, the

Programme Officer is more responsible for that. He is most important person

who will be the medium between the students and society. He should be

impressive enough to make the student feel to be involved in the activities. The

attitude of Programme Officer should be positive so that he should be in a

position to impress the students and to involve them in the work. He has many

roles to perform that is that of a Coordinator, Educator, Administrator,

Supervisor, Organiser and as Public Relation Officer.

3.8.1 As an Organiser

The Programme Officer of a college shall work as an organizer and will

make efforts to interpret the scheme to the students and other members of the

college community and create awareness among them about the scheme, and to

motivate, recruit and select students for NSS work, and to enlist cooperation and

coordination of community agencies, government departments and non-

governmental agencies and will positively select service projects on the basis of

utility and feasibility.

3.8.2 As an Educator

The Programme officer of a College in the role of an educator will

endeavour to prepare orientation programme for NSS volunteers, to explain to

– 89 –

them social service concepts, and teach them methods and skills required for

achieving the objectives of the scheme, and to promote community education

through meetings, talks, news bulletins, discussions etc. and will tirelessly

continue to strive to formulate NSS programmes which will have direct

relationship with the academic curricula.

3.8.3 As a Coordinator

The Programme Officer of a College is essentially a Co-ordinator. He

will be required to coordinate students' NSS activities by matching abilities of

the students with the demands of service projects and allot specific programme

responsibility, and to coordinate internal resources available in the form of

teaching expertise of college teachers for enhancing the knowledge and skills of

the students in the implementation of the scheme. He will make efforts to

coordinate various external resources available in the form of government

services, welfare agencies and voluntary bodies for the success of the NSS

programme.

3.8.4 As a Supervisor

The Programme Officer's role as a Supervisor will require him to assist

students to learn how to do their jobs. His supervisory and consultative skills

should be so directed as to enable students to set for themselves realistic and

worthwhile goals and enable them to see challenges in problems and act on their

own initiative. He will assist the persons responsible in the task of evaluation

and follow up work.

3.8.5 As an Administrator

The Programme Officer has to work mainly as an Administrator. In order

to perform this role he has to keep the Principal, college advisory committee and

the programme coordinator of the university informed of the activities of the

unit, and to run day-to-day administration of the programme. He has to attend to

the correspondence regularly and to maintain record of students' participation

and activities undertaken.

The Programme Officer is required to prepare progress report

periodically for submission to the college and university, and to keep accounts

and stock in the prescribed forms and he has to prepare annual calendar of

– 90 –

activities to be undertaken at the beginning of the academic year and to carry on

the activities as per the schedule determined in the annual Calendar of NSS

activities.

3.8.6 As a Public Relation Person

The Programme Officer has to carryout his functions as a PRO and to

inform the wider community about the scheme through press reports, radio and

television programmes, pamphlets, seminars and speaker's forums, and to

ensure during the period of carrying out these activities that the curricular and

other extra curricular burden of the NSS programme officers is reasonably

reduced to enable him to devote more time for NSS.

3.9 Records and RegistersThe NSS programme is financed by the public funds. Therefore, the

institutions should maintain the financial records and registers as required under

financial rules and these have to be kept open for inspection and audit. The

records and registers will be properly handed over by the outgoing Programme

Officer to the newly appointed Programme Officer. The following

records/registers are to be maintained in the NSS unit at college level:

a) Enrollment Register

A register with complete particulars and profile of the students

enrolled in NSS should be maintained, unit wise. This register

should have information about the names, sex, SC/ST, and class of

NSS students, their interests, and experience in NSS, and other

service activities.

b) Project Register

This register is to be maintained by the Programme Officer with the

help of students. It should provide a list of the projects undertaken

during the year with complete information on each project, viz

places/areas/institutions, target groups, number of students (also

names) involved in the particular activity and financial allotment, if

any for the particular project. The project register should give a

picture of the adopted area say for instance, village profile or

description of the institution and also periodically the outcome of a

– 91 –

particular project. For example if the project is in the area of health

education, details of the number of children covered under the

immunisation programme could be indicated. This record, in course

of time should reflect on the success or failure of a particular project.

c) Stock Register

A stock register, listing separately, the consumable and non-

consumable items, should be maintained. In addition an

issue/lending register must be maintained for the purpose of

verification and periodic stock-checking. The entries in stock-

register will be initialed or countersigned by the head of the

institution.

d) Record of Attendance

Attendance of student volunteers at the various sessions/camps of

NSS unit must be recorded and their signatures must also be

obtained.

e) Minutes Book

The Programme Officer should record the minutes of meetings of the

advisory committees and other meetings held periodically. This

would help him/her in taking suitable follow-up action.

f) Personal Work-Diar y of Programme Officer

Maintaining a personal work-diary will be useful for the Programme

Officer wherein he/she notes the project details, difficulties

encountered in the project, number of hours spent for NSS and future

plans of action.

g) Work-Diar y of NSS Volunteers

It will be helpful for each student volunteer to maintain a work diary

to note details of area of work, target groups, activities conducted,

time spent, problems and plans of further action. NSS student's

leaders of various projects could give details of the activities and

programmes, extra hours spent, attendance of the members

(volunteers) and target groups.

– 92 –

h) Financial Records

While the college/school office is responsible for separately

maintaining accounts for NSS and ensuring their audit, the

Programme Officer concerned, should keep him/her informed of the

progress of the expenditure and be aware of the accounting

procedure adopted by the institutions office. He/She should ensure

submission of expenditure statement and utilisation certificate to the

university/state government in time. College/Schools having more

than one NSS unit may select one of the Programme Officers to look

after the accounts, records, reports and returns etc.

The accounts regarding the receipt of NSS grants and their utilisation will

be maintained as per financial norms. These accounts will be open for inspection

to audit parties, officers of NSS organisation State Liaison Officer and

Programme Coordinator also. NSS accounts will be maintained separately.

These will not be integrated with other accounts of the institution. The

Programme Officers will send the periodical reports to the NSS Programme

Coordinator in the prescribed proforma. The copies of such reports will be

endorsed to NSS Regional Centre and State Liaison Officer. Report of Special

camping projects undertaken by the NSS units may also be sent to the

Programme Coordinator under intimation to NSS Regional Centre, State Liaison

Officer for information and projection at appropriate level.

3.10 Supervision, Monitoring and ReportingMajor policies are conceived and planned and then each policy decision

passes through a number of channels. Therefore, there are chances that the

administrative, policy decisions and programme guidelines may be diluted

through these stages. It is further apprehended that the national characteristics of

the NSS programme may be changed due to local pulls and pressures. It is,

therefore, essential to see that it is properly supervised and effectively monitored

to keep the basic characteristics of the National Service Scheme intact and

envisaged.

– 93 –

3.10.1 Supervision

The traditional concept of supervision has undergone sea changes.

Earlier, the supervisor's visits were considered as an occasion to find faults only.

At present, the supervising officers are expected to take stock of the situation on

the whole and then to advise and guide the Programme Officers and NSS units

for furthering the NSS activities.

The officers of NSS Regional Centres, officers of the State Governments,

Programme Coordinators, NSS in the universities and +2 level should visit as

many programmes as possible in respect of both regular activities and special

camping programme. The Principals of the colleges and schools under NSS

should also be invited to visit the special projects undertaken by the

universitites/+2 councils at their level.

The officers of the NSS Regional Centres will be on tour in every quarter

for 20 to 25 days. They will visit as many NSS units and their adopted villages

as possible so that the feedback regarding the actual state of affairs is given to

the Department. The occasion of such visits should be utilised to discuss the

implementation of NSS programme at unit level, completion of special projects

with the Programme Officers and the Principal. During the special camping

programme they should also visit maximum number of camps.

The Head of the NSS Regional Centre should also utilise the services of

youth Officers, Youth Assistants Gd-I and G.D.II for collecting data regarding

the participation of NSS volunteers in special camping programme and allied

information.

The State Liaison Officer will also undertake field visits to NSS units,

special projects and special camping programme. His/her absence from the

headquarter on account of field visits will not exceed more than 15 days in a

quarter.

NSS Programme Coordinators will ensure that they at least visit each

institution during an academic year. Similarly, they will make necessary

arrangements to visit maximum number of special camps organised by the NSS

units in his/her university/+2 council.

– 94 –

During the special camping session the coordinators of TORC/TOC will

also make visits to camps. He / She will also forward his/her report to the NSS

Regional Centre, State Liaison Officer and Programme Coordinator under

intimation to the Programme Adviser. Similarly, that report of the visit to

colleges and special projects should also be forwarded to the officers mentioned

above.

As a matter of principle the NSS Programme Coordinator is responsible

for fixing the targets to be achieved by the NSS units. Similarly, he/she is to

identify the projects and the NSS units to be deployed on such projects under

intimation to the NSS Regional Centre and State Liaison Officer. The

supervising officer will keep them posted the progress and achievements of

targets and completion of special projects undertaken.

The Head of the NSS Regional Centre will keep the state governments

and the central government apprised of the progress of the special projects.

He/she will ensure that the state government is kept informed of the

development and growth of NSS programme within the state.

All the supervising officers will take necessary action to intimate to the

Department of Youth Affairs & Sports through the Programme Adviser

regarding the measures taken for the improvement and development of NSS

regular activities and special camping programme. They may also forward their

suggestions to the Programme Adviser for further necessary action.

The State Liaison Officers and Programme Coordinators will discuss

such suggestions with their controlling officers and ensure that the decision

making bodies are also kept informed of such suggestions.

In order to avoid confusion the State Liaison Officer, Head of NSS

Regional Centre and the Programme Coordinator should plan their supervisory

visits properly. Reports of Regional Centre and State Liaison Officer should be

attended forthwith by the Programme Coordinator.

– 95 –

3.10.2 Monitoring

To ensure proper growth and development of NSS, it is very essential to

monitor the progress of activities in the field. Proper monitoring ensures that

necessary corrective measures are initiated at appropriate time and at

appropriate level to correct any damage by wrong decisions or negligence at all

levels. Monitoring also helps to keep a watch on achievement of targets and

appraise the plans and projects in the light of actual experience in the field.

The NSS programme can be monitored constantly through field visits and

meeting the key functionaries and periodical reports. The field visits have to be

discussed with the head institutions in details. It will be in the interest of

programme if each visit is made useful keeping in view the basic aims of NSS.

Meeting of the key functionaries plays an important role in proper

monitoring. Therefore, it is necessary that the NSS Regional Centre, State

Liaison Officer and NSS Programme Coordinators meet frequently to discuss

the implementation of NSS and problems being faced.

The State Liaison Officer will convene quarterly meeting of head of NSS

Regional Centre, Programme Coordinators and Coordinator (Trg.) TORC/TOC.

Such meetings should be held in the first week of July, October, January and

April for taking stock of the NSS programme at various levels.

The quarterly meeting of the NSS key functionaries held in 2nd and 4th

quarter of the year should be chaired by Education Secretary/Secretary of the

Department dealing with National Service Scheme. The purpose of these two

meetings under the chairmanship of the Secretary is that the feed-back of the

actual position of the NSS programme is made known to the senior officers in

state governments who are responsible for taking important decisions.

Therefore, associating Education Secretary/Secretary of the Department dealing

with NSS will give an impetus to the programme. It will further enable initiation

of corrective measures in time at an appropriate level. The minutes of such

meeting are to be forwarded to the Programme Adviser also.

The Programme Coordinator will also arrange one or two meetings of the

Programme Officers during a year as suggested in the NSS manual part dealing

– 96 –

with planning. Such meetings will bring the shortcoming of the programme to

the notice of Programme Coordinator and enable him/her to initiate necessary

remedial measures.

The Head of the NSS Regional Centre will also convene the meeting of

the Programme Coordinators and State Liaison Officer in case of emergency.

Generally the meeting should be convened by the State Liaison Officer in

consultation with the Head of the NSS Regional Centre.

The Head of NSS Regional Centre in consultation with State Liaison

Officer may convene the meeting of Programme Coordinators and Programme

Officers for specific projects which has been sponsored by the Department of

Youth Affairs & Sports.

It is envisaged that a series of such meetings will establish harmonious

rapport between the Head of the NSS Regional Centre, State Liaison Officer and

the NSS Programme Coordinators / Programme Officers who are the key

functionaries of the NSS programme.

3.10.3 Reporting

The reporting system is aimed at providing necessary feed-back about the

field to the head of administration regularly. Such feed-back enables the head of

administration to keep a watch over the execution of plans and ensures

necessary remedial actions be taken to achieve the targets allotted to them.

Reports at College/School level

a) The colleges/schools will submit a quarterly report of activities to the NSS

Programme Coordinator of the university / +2 councils concerned.

Quarterly reports will be submitted within 15 days after the end of the every

quarter. These reports should reach the NSS Programme Coordinator by

15th October, 15th January and 15th April and 15th July.

b) The colleges/schools will intimate the NSS Programme Coordinator

regarding the dates, venue and number of NSS volunteers participating in

special camping programmes. This information should reach the NSS

– 97 –

Programme Coordinator, NSS Regional Centre, State Liaison Officer and

Coordinator (Trg) TORC/TOC 15 days ahead of the date of commencement

of the camps. On the 2nd day of the camp, the Programme Officer shall

inform the Programme Coordinator about the actual number of campers.

c) After the camps are over the NSS Programme Officer will submit a report

to the NSS Programme Coordinator regarding the participation in the camp,

completion of the projects and financial expenditure as prescribed by the

Programme Coordinator.

d) If any special project is undertaken by the NSS units, complete report of the

project should be sent to the NSS Programme Coordinator, Regional

Centre, State Liaison Officer and TORC/TOC for their information.

e) The NSS Programme Coordinators will provide the NSS units with the

proforma on which the quarterly report of regular activities and the reports

regarding special camps are to be furnished to him/her by the NSS units.

Reports at University/+2Council Level

a) NSS Programme Coordinator will send two reports in a year after every six

months. The half yearly reports for the period ending 30th September and

31st March and these are to be sent within 30 days after the end of the

period. For example, for the period ending 30th September the report

should reach the concerned officers by 31st October and for the period

ending 31st March by the 30th April every year.

b) The NSS Programme Coordinator will make the proforma available to all

the colleges/schools in advance so that the colleges/schools will be in a

position to send the information to the Programme Coordinator to initiate

action for the preparation of the half yearly report to be sent to the

Department by 30th April.

c) The Proforma for the half yearly report is given at Annexure - X (NSS

Manual). Reports, therefore, should be sent only on this Proforma and no

other Proforma should be used.

d) Information received through the half yearly reports will be computerised

for record and the Department will bring out a report on NSS every year. It

– 98 –

is therefore, necessary that information given in proforma should be

complete in all respects.

e) The half yearly reports will be sent to the following officers:

i) Programme Aviser, Deaprtment of Youth Affairs & Sports, Shastri

Bhawan, New Delhi.

ii) Head of the NSS Regional Centre concerned.

iii) State Liaison Officer at state/university level.

iv) Coordinator (Trg.) TORC/TOC concerned.

Reports at TORC/TOC level

The coordinator(Trg). TORC/TOC will furnish a quarterly report of the

activities of his/her TORC/TOC undertaken during a quarter to head of the NSS

Regional Centre under intimation to State Liaison Officer also. Copy of the

same quarterly report will be endorsed to the Department Of Youth Affairs and

Sports. The quarterly reports will reach the NSS Regional Centre by 15th April,

15th July, 15th October and 15th January.

3.11 ConclusionThe third Chapter of the present research study presents the details of the

historical background of NSS. The introductory section shows how NSS

influences the development of the individual, the community and the nation.

NSS is linked with the National Youth Policy and the co-relation between the

two is shown before a detailed historical outline of the growth of NSS is offered.

The objectives and the administrative structure of NSS are discussed. The roles

of the college Principal and the Programme Officer with their significance in the

context of the present study are explained in details. The records and the

supervision monitoring and reporting of NSS activities are outlined to give a

fairly comprehensive picture of the philosophy and the structural pattern of NSS

at various levels. The present study can now take up the task of presenting the

details of the planning and execution of Special Camps in the next Chapter.

– 99 –

References :

1) Sharma Ram Nath, ‘Educational Philosophy’,Kanishku Publishers,

Distributers, New Delhi, 2002, p. 19-20

2) Kumar Birendra and Hansra B.S., ‘Extension Education for Human

Resource Development’,Concept Publisher Co., New Delhi, 2000, p. 26-27

3) Kaushik Vijaya Kumari and Sharma S. R., ‘Principles of Education’ Anmol

Publisher, Pvt. Ltd.,New Delhi, 2002, p. 31.

4) Kumar Birendra and Hansra B.S., ‘Extension Education for Human

Resource Development’,Concept Publisher Co., New Delhi, 2000, p. 50-51.

5) Kaushik Vijaya Kumari and Sharma S. R., ‘Principles of Education’ Anmol

Publisher, Pvt. Ltd.,New Delhi, 2002, p. 34

6) RamannaR.K., ‘Education Changing Scenario’ ,Rajat Publisher, New

Delhi, 2003, p. 234

7) RamannaR.K., ‘Education Changing Scenario’, Publisher, New Delhi,

2003,p. 21.

– 100–