This blog is the second part to the blog about the SIP programme. You can read Part 1 here.
The SIP programme this year has introduced new initiatives like Samajbandh and NGO work. It has evolved significantly from its previous structure of four subsets—Seva, Health & Fitness (H&F), Empowerment, and Environment.
Last year, each subset focused on specific areas, with facilitator-led projects such as the First Sunday of the Month Run (FSOM) and Fiery Shuttles under Health & Fitness. The new structure brings in a more community-focused approach, with an emphasis on direct social work through Samajbandh and partnerships with NGOs. However, while the change in direction is well-intentioned, it has raised mixed reactions among participants.
The freedom of choice given to students in selecting their SIP activities is one of the programme’s highlights, contributing to better attitudes and more genuine engagement. When students have the opportunity to choose projects they are passionate about, participation becomes more meaningful. However, some feel that the current management of Samajbandh has been rushed compared to last year’s more organised approach. Participants have pointed out that actionable goals, such as the initiative to collect donation bags for Caring Hands, are in place, but the timing and execution feel somewhat last-minute.
From the students’ perspective, this year’s SIP has introduced a wider range of options than before, which is appreciated. Yet, there is still a recurring issue regarding the scheduling of the programme outside school hours. Many students have found this challenging due to travel and time constraints, making it difficult to balance SIP commitments with their academic responsibilities. Some feel that the SIP structure from last year, where projects were more streamlined and focused on specific subsets, was more manageable and should have been retained.
Mentors involved in the SIP programme bring valuable insights into its evolution. One mentor, who previously participated in Health & Fitness, recalls how last year, the focus was on post-school sport programmes and physical activities, such as FSOM and Fiery Shuttles, which engaged students in a hands-on, enjoyable way. This year’s shift toward social work and NGO involvement has added a different dimension, although some students have found it overwhelming. Another mentor mentioned how the programme allowed them to reconnect with activities like farming, drawing from personal experiences. They also highlighted ongoing efforts to raise funds through events like organising football tournaments, reinforcing the programme’s aim to blend community service with personal growth.
An alumna selling products at the DLRC fun fair
Despite these efforts, some students feel the shift toward social work this year is too ambitious. A few have expressed concerns about the difficulty of raising funds for initiatives like Samajbandh, with doubts about whether they will be able to meet the target of raising Rs 2 lakhs. Additionally, while many appreciate the value of working with NGOs, they wish the work was voluntary rather than feeling like an additional burden alongside schoolwork. There is a shared sentiment that participating in such extensive community work should come with certain accommodations, such as freeing up time in the school schedule to allow students to focus on these projects without conflicting with their academic commitments.
High school students selling their products (made during SIP time)
In summary, while the SIP programme has introduced new and meaningful opportunities for students to engage in social work and community service, the transition from last year’s more structured and manageable format has been met with mixed reviews. Students and mentors alike see the value in the programme, but balancing the new demands with existing academic and logistical challenges remains a concern. Some believe that better planning, more streamlined management, and perhaps more flexibility in terms of time commitment could improve the overall experience for students, and thus help impact our community even more.
By Aasavari Khadilkar and Roshnee Deshpande (G9)
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