Building a Better Future for Rural Communities

Building a Better Future
— committed to communities
Dalmia Bharat Sugar and Industries Ltd.

Implementation partner:
Project supported by:
Project Manager:
Dalmia Bharat Group Foundation

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ANM Auxiliary Nurse Midwife
ASHA Accredited Social Health Activist
AWW Anganwadi Worker
BPL Below Poverty Line
CSR Corporate Social Responsibility
DBSIL Dalmia Bharat Sugar and Industries Ltd.
NGO Non-Government Organisation
NHD Nutrition and Health Day
PHC Public Health Centre
SARD Society for All Round Development
SC Scheduled Caste
TLM Teaching Learning Material
UP Uttar Pradesh
VO Village Organisations
Antyodaya Extremely Poor
Gosthi Discussion Forum
Buwai Seed Plantation
Bigha Land Measurement Unit used in rural India (1 Bigha = 0.4 hectares)
Abbreviations/Glossary

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Introduction 4
District Profile of Sitapur 6
Corporate Citizenship 8
Project Approach 11
Education 13
Support for Education Programme 14
Livelihood 21
Vocational Skill 22
Health 29
Health 30
Initiatives of Dalmia Chini Mills 36
Content

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Dalmia Chini Mills (DcM) is part of Dalmia Bharat Sugar and Industries Ltd (DBSIL).The Company is
committed to the socio-economic betterment of the communities in which the factory operates,
focusing on development in the areas of Environment, Education, Economic Empowerment and
Health. These Programmes are managed through Dalmia Bharat Group Foundation, a not - for
-profit Trust supported by Dalmia Bharat Group of Companies
DBSIL has aimed at improving the quality of life for rural citizens around all its manufacturing
locations. The participation of beneficiaries is vital to the success of the Corporate Social
Responsibility (CSR) programmes undertaken, and it forms the basis of all project designs. Most
of the manufacturing facilities of DBSIL are located in rural areas. The communities around these
areas are generally poor and underdeveloped. Community initiatives have been undertaken in
all sites since their inception. In the last couple of years the focus has shifted from charity to long-
term sustainable programmes, based on the needs of the community.
SARD is a non-profit organization aimed at increasing the participation of minorities and
disadvantaged communities in mainstream development processes. SARD’s goal is to empower
these groups, particularly women and adolescent girls, by improving their access to quality
Introduction

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education and health services;
providing vocational training;
introducing micro-credit schemes;
and promoting environmentally
sustainable income generating
activities. SARD’s thrust is to build
the organizational and leadership
capacities of its stakeholders. SARD
takes a holistic and integrated
approach to development that favours
the sustainability of its programs by
providing people access to tools,
training and structures they need.
Under the CSR project implemented
by SARD and supported by DBSIL in Sitapur, the CSR project aims to improve and provide better
education, health and livelihood opportunities to the community. This is done by running
remedial and bridge course centers in selected villages, conducting health camps in association
with government functionaries, skill development and building capacities of youth, helping them
build sustainable livelihoods.
DBSIL believes in involvement of NGOs for implementation of its projects. SARD functions as
facilitator, a change agent in the development of rural communities.
The project started in the year 2009 with the objective of tangible and long lasting positive
changes among the lives of neighbouring communities. The project initiatives were to undertake
development initiatives in education, health, vocational training and income generation.
Under the project, SARD received its grant from DBSIL for the social initiative.There were 8 project
villages (and nearby villages) which are located in the factory limits. The project had various
development initiatives, such as operation of remedial cum bridge course centers within the
governmentschools,sustainablelivelihoodsthroughvocationalcourses,healthandenvironmental
awareness camps and campaigns in collaboration with local government functionaries.

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The City is situated on the river bank of ‘Sarayan’, at Lucknow-Delhi National Highway
No-24,89kmsfromstatecapitalLucknow,andonmetergaugerailwaylinefromLucknowtoBareilly
via Lakhimpur and Pilibhit. Whole district is divided into six tehsils - Sitapur, Biswan, Mishrikh,
Laharpur, Mahmoodabad and Sidhauli. There are 19 blocks, two parliamentary constituencies
Sitapur and Mishrikh and nine assembly constituencies (Behta, Biswan, Mahmoodabad, Sidhauli,
Laharpur, Sitapur, Hargaon, Mishrikh and Machhrehta). Total population of the district is 28.57 Lakhs
and the area is 5743 Sq. kms. there are 2,348 Census Villages and 1,329 Gram Panchayats in the
district.
Project Villages Profile
1. Pipri
Pipri village is located around 18 kms from Sitapur, 6 kms from Ramkot and 2 kms from Dalmia Chini
Mills.The current village population is 1,250 persons. There is a government primary school with
one shikshamitra (volunteer) teacher and upper-primary upto eighth standard. There are currently
120 children studying in the class. In Ramkot, there is a government high school which provides
education upto 12th standard. Unemployment is a major problem in the area.There are one or two
doctors who work in the village but they currently live outside the village.
2. Piyari
Piyari is located 13 kms from Dalmia Chini Mills, Jawaharpur factory.There are approximately 1,000
people living in the village. Village has a government primary school with one teacher and one
shikshamitra. Here one remedial center is running with the support of DBSIL through SARD. The
closest secondary school is in another village and the nearest college is 30 kms in Sitapur. The
District Profile of Sitapur

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closest Public Health Centre (PHC) is 3-4 kms from the village. ASHA (Accredited Social Health
Activist) health worker is from the village.
3. Ismailpur
Village Ismailpur has an approximate population of 350 with about 40 households. All belong to
Schedule Caste (SC) community, mostly having BPL card, earnings through labor work with an
average monthly income of about Rs. 1500. At Ismailpur, there is no school and children have to
walk 2 kms to reach nearby government primary education centre and about 4 kms for high school.
There is no Primary Health Care facility, the nearest PHC is 4 kms in village Narikala.
4. Malhpur
Malhpur village is located 20 kms from Sitapur. Total population is about 355 with
58 households mostly from Schedule Caste. Agriculture and labor work are the main source of
livelihood. A government primary school was started last year. At present there are 51 children
attending the school. Primary Health Center is about 8-9 kms from the village.
5. Padrakha
Padarkha village is about 12 kms from Sitapur, having population of 1300.The village has electricity
as well as Sub Post Office.The average land holding by the villagers is between 1-2 Bighas. Villagers
are mainly involved in farming, selling milk, labor work and pulling rickshaw.There is an Anganwadi
Centre and a middle school upto 8th standard.The nearest Primary Health Center is 9 kms at village
Imalia.
6. Jagdishpur Gohoriya
Village Jagdishpur Gohraiya is in Block Aliya and has population of approximately 745 with about
25 families having BPL Card. Village has an Anganwadi Center and ASHA health worker is available
in the village. Village also has a middle government school.
7. Gaura Khas
Total population of village is 791 mostly from OBC community, 16 families having BPL card and 17
families having Antyodaya card. Source of livelihood is agriculture labor. There is a government
middle school, but no Aganwadi Centre.
8. Lilsi
Lilsi is about 22 kms from Sitapur and 6 kms from the sugar mill. Total Population is approximately
1500 with 200 households mostly from General and SC Community. Many village adults are working
in sugar mills from this village. Though a government primary school is available but children have
to walk 2 kms for high school education.

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This report provides highlights of the project initiatives based on document review, conversations
conducted with DBSIL officials including Sitapur sugar factory staff involved in the project and field
interviews with beneficiaries.
Dalmia Bharat Sugar and Industries Ltd. has engaged Society for All Round Development (SARD) for
the social initiative under the project around Sitapur sugar factory.This report provides glimpses of
various educational, livelihood and health interventions under the project.
The educational initiative is optimized for the following assumptions:
The corporate sector along with NGO partnership (with SARD) has a set of competencies that
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can help improve the delivery of educational services.
Mechanisms are in place to support partnership-based approaches to educational quality
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„
improvement.
Over the many years, educational system in the country has made impressive gains in expanding
educational access. Nevertheless, absolute performance on key performance indicators is still low;
much remains to be done to achieve ambitious goals related to quality,
coverage and equity. For example,
thenumberofteachershasnotkept
pace with increased enrollment,
and the best trained teachers
usually end up in private schools
in urban areas. Furthermore, there
is still a significant gap between
children who enroll and those
who actually attend school. High
repetition rates indicate that many
studentsarenotmeetingcurricular
expectations.
Corporate Citizenship

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The project adopted multiple points
of entry, under the educational
interventions and following initiatives
were taken:
Improve the quality of educational
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„
services by strengthening the
performance of school teachers
through the improved educational
tools and the transfer of teaching-
learning material (resources) to
schools in order to meet classroom
needs.
Strengthen participation of the
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parents and other stakeholders of the educational community and by involving them in
improving educational quality.
Facilitate access to education by introducing new service models such as bridge school and
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remedial classes.
Similarlyforimprovingthelivelihoodopportunitiesamongtheyouth,variousshort-termvocational
training courses were conducted. The courses were such that the youth could acquire skills which
are in demand from potential employers. In other words the aim of the vocational courses is to
contribute to youth in the development of their skills that are economically viable and provide job
opportunities. The vocational courses conducted under the project were mobile and motorbike
repair work.
Therewerevarioushealthinterventionstakenupundertheprojectwhichwerebothcurativeaswell
as preventive. The curative interventions included primary health check-ups by the government
health functionaries through various health camps. For preventive health care initiatives various
health awareness programmes on a variety of health issues were conducted. In addition the project
had participated in the intensive immunization campaigns of Pulse Polio Programme. All project
villages benefited and children, women and men participated in these health initiatives under the
project.

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DBSIL is committed to contribute to society and build better future for its community stakeholders.
Community development programmes are part of the company’s organisational value systems.
This serves as a reference point for CSR and social initiatives.
“Earlier children hardly use to read and write, now even
after school they take interest in studies, thanks to the
project intervention and their educational approach.”
-Malti, Jagdishpur
(Translated from Hindi)

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Project Approach
DBSIL recognizes that its businesses have direct and
indirect impact on the societies in which it operates. Sound
business practices require that business decisions give due
consideration to the interests of stakeholders, including
shareholders, customers, employees, suppliers, business
partners, local communities and other organizations.
DBSIL through its project initiatives contributes and adds
value to social development and advancement of quality of
living in the vicinity of their factories.
The project undertakes activities in thematic areas where
it is best able to address the needs of communities. This is
done by creating conducive environment and by ensuring
that the programme initiatives do not violate the basic tenet
of corporate and or public sector.
“ The Project interventions are very
beneficial to our children and youth, now
they are getting ‘Quality Education’ as
well as employable skills.”
- Pradhan, Mithilesh Kumar singh

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“Our children have changed, I could see that project
interventions are making positive impact on my
child’s education.”
-Shiv Kumar( Shivam’s Father) Pipri

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Education

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Support for
Education Programs
For meaningful and impactful education closer to the disadvantaged rural children who would
otherwise not have any educational opportunities, the project’s educational intervention is to run
bridge school and remedial classes in each of the project villages.
Under the educational intervention, the project adopted government schools to improve the
learning environment for children. This program took ‘quality education’ as its theme. The CSR
project team works with the school authorities providing pedagogical inputs to implement
education programs for:
Supporting and enhancing academic performance
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„
Promoting effective teaching
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„
Under Educational intervention project, the project has introduced two strategies
A) Remedial Cum Supplementary Centers: Tutorial center for children who are in mainstream
education but they are unable to align with the progress of classmates. In this, focus is given to
academically weak students, so that they could retain themselves in the main stream education.
B) Bridge Center: These centers
cover unenrolled or dropped out
children.The focus is on preparing
thechildrentocomeuptorequired
level and then mainstream them
into formal school.
Project runs remedial classes
within the government school
premises which is recognized
by the Government of Uttar
Pradesh, Education Department.
The project has provided primary

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education to more than 200
children, taught health &
hygiene, developed strong
cultural values and nurtured
reading and learning with
a library. In turn, these
children and their families
have benefited through a
commitment to learning,
buildingastrongercommunity,
and setting sight on higher
education that will leverage
the strong foundation we
have laid through elementary
education to strengthen and
prepare students for high
school education and college
or vocational education.
The school is gearing up its infrastructure and resources so as to maintain continuity of education
for the current students. This partnership is a very effective approach to making a real difference
to those in need; the NGO benefitting with the methods and culture of the corporate world and
the Company and its employees, as active and responsible members in the process of building a
neighbourhood, getting opportunity to fulfill their commitment to the society.
In these schools focus is mainly on development of literacy, numeracy and life-skills through
innovative pedagogical processes and use of effective teaching and learning materials. Emphasis
is on developing individual child through child-center teaching and learning processes. The focus
is on preparing a conducive environment at community and surrounding schools through forming
Parent Teacher Committees/Mother Teacher Committee, Community Based Organization and
involvement of School Development Management Committee and their active participation on
the issues related to children’s education.

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Details of Remedial Centers
S.No. Village Name of Teacher No. of Children
Boys Girls Total
1 Gaura Mr. Anupamender 10 20 30
2 Piyari Mr. Jaynender 13 17 30
3 Pipri Mr. Amit 13 9 22
4 Jagdishpur Ms. Vandana 14 16 30
5 Padarkha Ms. Anuradha 15 15 30
6 Malhpur Mr. Arun Pratap 8 22 30
73 99 172
Comparative Status of Children
Village No. of
Children
July 09 March 10
A B C D A B C D
Gaura 30 - - - 30 7 9 11 3
Pipri 22 - - 8 14 6 7 9 -
Piyari 30 - - 7 23 7 16 5 2
Jagdishpur 30 - 3 4 23 7 12 7 4
Padarkha 30 - - - 30 12 5 7 6
Malhpur 30 - - 3 27 - 7 13 10
Total 172 3 22 147 39 56 52 25
(Note: A=80 and above; B= 60 and Above; C= 40 and above; D= less than 40)
Assessments are done by teacher of Primary School Remedial Teacher, on the basis of regular activities in the
class, such as involvement in the class, home work, attendance, verbal test and written test.

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After the Pre-Test of Children of 3rd
-5th
standard, project selected 30 children for remedial classes.
Remedial classes follow the state government primary school syllabus, mainly focusing on basic
numeracy, language (English & Hindi), health and hygiene and extracurricular activities. Project
teachers useTeaching Learning Material (TLM) and teach through story writing and participation of
children. Assessments are conducted on fortnightly basis and discussions takes place with parents
about progress during the meeting. To ensure the quality, some of the key indicators followed in
the school are:
Class Management
Children class attendance
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Teachers class attendance
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TLM Development
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„
Class Room Environment
Child to child relationship
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„
Teacher-Child Relationship
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Participation of community in school activities
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„
Health check up of children during the NHD
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Teaching learning process
Existing curriculum and its coverage (as per UP
„
„
Government education guidelines)
Competency based material
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„
Black Board and its uses
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„
Library for children
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Class Room Practices and processes
Class Room organization, sitting arrangement of children in the group
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Display of materials in the class room
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Use of Teaching learning process
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Promoting child initiative in teaching learning process
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Assessment during the class
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„
Frequent assessmen
„
„ t

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“Earlier our children never used to listen to anybody, now they
are disciplined and respond to questions when we ask. My child
is able to read and write much better.”
- Urmila, ( Mother of Adarsh), Jagdishpur
Profile of Remedial Teachers
S.No. Teacher’s Name Village Qualification Experience
1 Mr. Anupamender Gaura MA 12 years in teaching
2 Mr. Amit Mishra Pipri B.Com 1year
3 Mr. Jaynender Piyari Graduate 1year
4 Mr. Arun Pratap Malhpur Graduate 1 ½ years
5 Ms. Anuradha Shukla Padarkha MA 1 year
6 Ms. Vandana Jagdishpur Graduate 3 years

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Shalu of class-4 in Jagdishpur village, after pre test was selected for remedial classes. In the
beginning she was irregular in attending the school. She was very shy and parents were
requested to send her to school regularly. Though parents promised, she was still irregular in
coming to school. SARD teacher went to her house and noticed that she was not interested in
going to school. After teacher’s persuasion and ensuring that she would never be scolded she
agreed to come to school. As school has play based method for creating confidence among
the children, it was observed that Shalu responded well and adapted to the situation. After a
week she started coming regularly to the school and gradually started participating in different
activities in the class such as song, dance, painting and most importantly reading and writing.
Her attendance in the school also improved and her performance level increased. Mr Shree Ram
(Shalu’s Father) says“Your method of teaching is very good, children like it. I request you to continue
as a teacher for next year too.”

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“Now my daughter has become
smart, she takes interest in
reading and writing, gives
answer to all questions in
interviews.”
–Manju, ( Sonam’s Mother),
Jagdishpur
Community participation is a crucial variable closely
linked to schooling outcomes and demand for
schooling. Widespread experience in such forums
helps to create a citizenry that is resourceful and
can work together for a common goal. Participants
frequently develop substantial skills related to
resource mobilization, group problem-solving
and self-governance. These skills translate into an
attitude of initiative, group problem-solving and
resourcefulness. Furthermore, where community
participation is high, and so are school completion
and enrollment rates.

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Livelihood

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Vocational Skill
Enabling youth to acquire vocational skills – While vocational training programmes do exist,
gaining access to these programmes is a significant obstacle for youth, among those who obtained
training, moreover unlikely to obtain training in marketable skills. Mechanisms must be developed
that provide opportunities for youth to acquire skills for which there is an established demand and
opportunities. The initiative taken-up by the project through vocational courses is a step to bridge
this gap.
The project’s contribution to the community and in particular youth is the creation of job
opportunities, directly or indirectly, through vocational skills. The basis for vocational and skill
development courses is that it contributes and adds value to social development through
advancement of the quality of living for the community. The aim is to help the youth to develop
skills that are economically viable and has job opportunities and in many cases pave way for young
entrepreneurs.
Profile of trainer
Trade Trainer Age Qualification Technical
Qualification
Experience
Automobile Salim Khan 30 9th - 14 years of
running own
workshop
Mobile
Repair
Rajeev
Shukla
34 B.Sc ITI- Electronics
Certificate
course in Mobile
repair
He is running
own workshop
and has
experience as
trainer

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Topic Covered Under The Mobile Repair
Training
1. Basic knowledge of mobile phone
2. Process of using mobile phone
3. Ram & rom
4. Main components (display, miniature switch)
5. Battery and battery charger
6. Block diagram of different( model) types of mobile
phones
7. Circuit description
8. Surface Mount Devices (smd)
9. Tools for repair
10. Possibilities of problems
11. Different parts
12. Cdma and GSM technologies

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Topics Covered Under The Automobile
Training
1. Suspension work- servicing of suspension,
changing bush, checking shock absorbers, cleaning
& checking the wheel bearings and greasing
2. Break work: adjusting break pedal play, servicing
the brake system, cleaning, checking, greasing, and
assembling, inspecting the shoes of break lining,
repairing and maintenance of hydraulic disc brake
used in motorcycles
3. Transmission: adjusting clutch lever free play, removing clutch, assembly from two wheeler,
cleaning and inspecting parts, defective parts, fitting clutch, repair work of automatic clutch
and automatic transmission used in motor brake.

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4. Checking, adjusting and replacing defective
parts ( chain, spocket, shafts) in power
transmission from engine to driving wheel.
5. ENGINEWORK:Dismantlingtheunserviceable
engine, cleaning and inspecting the parts,
checkingengineborepistonrings,connecting
rod, bearings, crankshaft, assembling all
the parts and measures the gaps. Engine
timing setting and valve timing setting of 4-S
engine
6. Dismantling a four-stroke engine of two- wheeler cleaning, inspecting and assembling parts
7. Dismantling the air cleaner, cleaning,
inspecting , cleaning fuel tank, servicing,
carburetor, rectifying causes for engine not
starting, high fuel consumption
8. Starting engine, tuning for slow speed,
checking smoke and setting for exhaust gas
emission measurement as per norms.
9. IGNITION SYSTEM: Dismalting the C.B
point cleaning electronic ignition system &
inspecting and replacing the pitted points.
Making wiring harness and check different
electrical circuits used in two wheelers.
10. Steering work
11. Electrical accessories repair

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List of Trainees For Mobile Repair Training
AT GAURA
S.NO NAME /FATHER’S NAME AGE QUALIFICATION
1 Anup S/o Om Prakash 17 10TH
2 Vinay Kumar S/o Bindra Prasad 20 12TH
3 Akhilesh Kumar S/o Chokhe Lal 20 12TH
4 Shreekant S/o Ayodhya Prasad -
5 Pushpankar S/o Kamlesh 18 12TH
6 Pardeep Kumar S/o Ramsewak 24 10TH
7 Rakesh Kumar S/o Ramsewak 25 10TH
8 Ramgopal S/o Shayamlal 25 10TH
9 Amit Kumar S/o Bansidhar 18 10TH
10 Naresh Chandra S/o Balak Ram 23 8TH
11 Sandeep Mishra S/o Ashwani Kumar 16 10TH
12 Abhishek S/o Satyaprakash 16 10TH
13 Muneesh Ali S/o Habib 18 9TH
14 Rahul S/o Ajay Kumar 18 11TH
15 Shravan Kumar S/o Rajaram Shukla 19 -
16 Anup Kumar S/o Saktu Prasad 18 11TH
17 Shatrunjay Vajpayee S/o Upender Vajpayee 16 10TH
18 Ravi Singh S/o Arun Singh 17 10TH
19 Vikas Singh S/o Anup Singh 16 10TH
20 Vivek Kumar S/o Radheshayam 17 8TH
21 Kuldeep S/o Laljee Prasad 19 12TH
22 Deendayal S/o Sukhdev 17 12TH
23 Atul S/o Shree Krishan Lal 18 10TH
24 Mahesh Pal S/o Chhabiraj Pratap 20 10TH
25 Hariom S/o Saryu Prasad 18 8TH
Duration 3 months and started on 19th January 2010

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List of Trainees for Motor Bike Training at Jagdishpur
S.No Trainees Name Age Qualification
1 Praveen Singh 20 8th
2 Ajeet 18 5th
3 Rakesh Rathore 21 10th
4 Anup Kumar 18 8th
5 Vinay 19 9th
6 Anup 25 9th
7 Jaswant Singh 28 8th
8 Kamal Kishor 20 8th
9 Shiv Nath 22 8th
10 Bal Krishan 20 10th
11 Sompal Singh 22 5th
12 Kamlesh 22 12th
13 Ganga Ram 22 9th
14 Pradeep Kumar 21 5 th
15 Surender Kumar 20 -
16 Nigam veer 18 10th
17 Nirmal Kumar 20 8th
18 Omprakash 20 10th
19 Raghunath 29 5th
20 Vinod 21 5th
21 Haripal Singh 17 10th
22 Indra Kumar 18 9th
23 Sujeet Kumar 18 9th
24 Sourav Dixit 18 6th
25 Rakesh Singh 26 8th
26 Sunil Kumar 19 8th
Duration of Course: 3 Months started on 23rd January 2010

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List of trainees who have placed
Trade Name of Trainees Village Placement
Auto Mobile Manoj Maurya Gaura Rai Auto Mobile
Anup Kumar Ismailpur Jail Road, Sitapur
Vinay Kumar Lilsi Rai Auto Mobile, Sitapur
Deen Dayal Gaura Sardar Jee Auto Mobile, Sitapur
Rakesh Kumar Jagdishpur Aftab Auto Mobile, Maholi
Indra Kumar Jagdishpur Pankaj, Maholi
Haripal Singh Jagdishpur Yakub workshop, Maholi
Nigam Veer Ismailpur Katili
Jagdish Piyari KalimAuto Mobile, Sitapur
Suraj Piyari Kamil Auto Mobile, Sitapur
Mobile Repair Ramgopal Gaura Aditaya computer and
communication, Near Mal Godown,
Sitapur
Shrikant Gaura Shree Mobile and accessories, Sitapur
Shatrunjaya Gaura Gaurav communication, New Head
Post office, Sitapur
“All government schools should teach and adopt
the teaching methedologies of project school so
that all children benefit and learn fast.”
- Arjun Lal, Gaura Khas
“With the educational project interventions
and their approach now children ‘learn while
playing and play while learning’ .”
–Mr. Om Prakash, Father of
Puja and Anupam

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Health

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Health
The health camp approach aims to address the two aspects - curative and preventive - of primary
health care. The curative aspect consists of providing a primary health check-up by ANM/AWW.
The preventive part includes starting various awareness programs among the villagers on a variety
of topics like pre- and post- natal care, reproductive child health, and prevention of common
diseases.
Camp Objectives
To provide medical service and consultation to the villagers at their doorstep;
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To provide quality medicines, and nutrition supplements;
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To increase awareness of basic hygiene and preventative health care;
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To improve relationships between the community and public health system;
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Conducting the Camps
Health camps are generally held in a village school. The community is consulted about the camp
through a variety of routes, including men's groups, Panchayats (local self government), school
teachers and specially convened public meetings; all of these groups agree for holding the camps
in the village. The camp is publicised through peer educators, health workers and group meetings,
and is described as a reproductive health check-up, with free treatment if necessary.
Members of the Village Organizations (VOs) in association with project team announce the date of
the medical camps to the community weeks in advance.
Project organizer takes on the responsibility of arranging the General Practitioner and Physician
for the camp. Project volunteers, go to the project villages four days in advance to assess the total
number of patients expected to attend the camp and also to finalize all arrangements required to
conduct the camp.
Early morning on the day of the health camp ANM, AWW and volunteers reach the village. The VO
members are given the blank “Case Papers” in time so that they can record the names, personal
data and health status of the villagers in advance. At 10.30 a.m. the villagers assemble outside the
Government Primary School sitting systematically as instructed.

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As their names are called out from the papers, they check in with the organizers and proceed to
the ANM/AWW seated outside the classrooms. By 2:30 p.m., all the villagers, especially children,
lactating and pregnant mothers are examined and prescribed with necessary treatments. Mothers
and children who require further treatment are given referral note for treatment.
Project volunteers and village organizers use the camp as an opportunity to raise awareness on
basic medical issues, hygienic and unhygienic behaviors, and preventive health care.The response
of villagers are positive to the discussion and express their appreciation that efforts are being
made to bring attention to such issues. It is also a chance for AWW/ANM to collect data on the
villages and about the main concerns of the people in that area. Project hopes to continue this
work to reach the people who still need access to other basic necessities of life.
Immunization
In order to boost up the immunization and increase the coverage of the beneficiaries
Project took the support and help of the Assistant Nurse Midwife (ANM) in the camp. Many
pregnant women and children were immunized in these health camps. The children were

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administered with BCG, DPTI, DPTII and Polio booster vaccines. The ANMs also distributed Iron
Folic Acid (IFA) tablets and Calcium tablets to the pregnant women.The women from the adjoining
project villages came to the camp with their children for vaccination.
Thebeneficiarieswerepleasedwiththeimmunizationofthechildrenandpregnantwomenandtold
that more such camps should be organized in the villages so that more children can be covered.
Details of Health Camps
Block Village Date No. of Beneficiaries
Male Female Total
Pisawam Lilsi 22nd
Feb, 2010 126 116 242
Misrikh Pipri 22nd
Mar, 2010 76 49 125
Allia Padarkha 08th
Mar, 2010 91 137 228
Allia Ismailpur 23rd
Mar, 2010 102 138 240
Total 395 440 835
Details of NHD
Village No. of NHD No. of Beneficiaries
Male Female Total
Gaura 7 58 77 135
Piyari 7 192 249 441
Pipri 5 50 74 124
Lilsi 7 95 134 229
Jadishpur 7 107 174 281
Padarkha 6 163 189 352
Ismailpur 7 89 138 227
Malhpur 7 63 83 146
Total 53 817 1118 1935

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Pregnant Women Checkup and Distribution of IFA Tabs
Many pregnant women were counseled for better nutrition. ANC checkups were done for the
beneficiaries in the health camps. The women were also distributed iron, folic acid and calcium
supplements. Project has also made arrangement for the effective distribution of the medicines
in the Health Camps. The Health Mela has been an efficient platform for health checkups, and
examination of preventable diseases like TB and immunisation of the vaccines to the children. The
counseling of the patients and pregnant women were done by the doctors in the camp. The camp
got very good cooperation and support from the government as well as the health functionaries.
Project wishes to continue the provision of health services to poor communities through locally
managed health care centers and strengthening its linkages with other health sector partners to
seek more supports.The villagers extended their gratitude to the DBSIL and the team of ANM/AWW
for the service which they could otherwise not get from the government or any other agency.

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Through health camp outreach program project has been providing health services to people in
areas, who are deprived of healthcare. Through outreach camps DBSIL is reaching the unreached
and providing health services.

Initiatives by Damlia Chini
Mills
Dalmia Chini Mills is located at Jawaharpur, 16 kms from
Sitapur. Farmers from 546 villages of Sitapur supply cane
to this unit. Dalmia Chini Mills also support them for better
productivity. For better and increased cane productivity,
Dalmia Chini Mills organised the following activities:
Village Meeting: Dalmia Chini Mills, organizes regular
meeting through the field officers. During the meeting,
officers discuss with farmers about better production,
seeds, variety of cane etc.
Farmer Gosthi: The mill organizes farmer Goshthi on
regular basis. During the Gosthi, chini mills provides
training on Pedi prabandhan in which they discuss on
benefit of Pedi, use of dry leaves, Thuntho ki chhatai, spray
of fertilizer and medicine,cutting of old root, use of fertilizer,
use of vermicompost, irrigation, use of blank space, use of
pesticide etc.
Facilities provided by the chini mills to the farmers are:
1. Subsidies on seeds by cane research centers
2. Facilities on transportation cost under the area of the chini mills
3. Compost at subsidised rate
4. Rs. 625/- per hectare grant for Seed buwai through the HAPSE or TRENCH process.
5. Facilities on general or micro buwai
Field Demonstration
Dalmia Chini Mills organizes field demonstration through experts.
Reaching Farther: Building a Better Future
(committed to communities)
| 36 |

Training and development programme for governmentand SARD teachers, Sitapur, January 2010

Implementation partner:
Project supported by:
Project Manager:
Contact :
Anil Sainani
Ombudsperson, Dalmia Bharat Enterprises Ltd.
and CEO, Dalmia Bharat Group Foundation
Email : anilsainani@dalmiacement.com
P. V. Narayanan
Deputy General Manager, CSR and Values
Dalmia Bharat Enterprises Ltd.
Email : pv.narayanan@dalmiacement.com

Building a Better Future for Rural Communities

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