Swachh Bharat Summer Internship / Unnat Bharat Abhiyan (100 Hrs) / Rural Outreach (BT-108) - Important Questions
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Unit 17 Marks High Priority
Describe the main objectives and expected outcomes of the Swachh Bharat Summer Internship / Unnat Bharat Abhiyan (100 Hrs) / Rural Outreach programme. Include the roles and responsibilities of a student intern and the key deliverables to be submitted at the end of the internship.
Core overview of the programme, checks understanding of objectives and expected student outputs.
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Unit 17 Marks High Priority
Explain the social and developmental rationale for implementing programmes like Swachh Bharat and Unnat Bharat Abhiyan in rural areas. Discuss how these programmes contribute to sustainable community development.
Fundamental concept question testing understanding of community engagement principles and motivation behind national outreach programmes.
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Unit 110 Marks High Priority
Prepare an outline of a comprehensive field report for a 100-hour rural outreach internship. The outline should list sections, types of evidence (photographs, logs, meeting minutes), and suggested formats for presenting findings and recommendations.
Practical skills and documentation: commonly asked in exams to assess reporting and evidence of field work.
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Unit 27 Marks High Priority
Describe Participatory Rural Appraisal (PRA). List and explain at least four PRA tools that can be used during a community needs assessment and give one example of information each tool helps to collect.
Core methodology used in rural fieldwork; high probability as it evaluates practical assessment techniques.
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Unit 47 Marks Medium Priority
Explain how to prepare a work plan and Gantt chart for a 100-hour rural outreach project. Include key tasks, milestones, and how to allocate student hours for community engagement, data collection, and reporting.
Common operational planning skill question assessing ability to plan and schedule outreach activities.
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Unit 310 Marks High Priority
Discuss the components of a community sanitation intervention aimed at achieving Open Defecation Free (ODF) status. Include behaviour change communication strategies, hardware interventions, and methods to ensure long-term sustainability.
Technical sanitation knowledge and behaviour-change strategies are central to Swachh Bharat projects; often emphasized.
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Unit 37 Marks High Priority
Describe low-cost, scalable methods for solid waste management in a village setting. Address household segregation, community composting, recycling options, and roles of local institutions.
Solid waste management basics tailored to rural context; practical applicability makes it frequently asked.
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Unit 37 Marks Medium Priority
Explain simple, cost-effective approaches for household and community-level wastewater management in rural areas. Discuss soak pits, greywater reuse, and measures to prevent water contamination.
Addresses liquid waste and environmental health—important technical topic for outreach activities.
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Unit 410 Marks Medium Priority
Design a monitoring and evaluation (M&E) framework for a 100-hour rural outreach project focused on sanitation and hygiene. Include at least five indicators (input, output, outcome), data collection methods, and a simple timeline for measurement.
Monitoring & evaluation is essential for demonstrating impact; question tests ability to design indicators and measurement tools.
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Unit 27 Marks Medium Priority
Explain how to conduct stakeholder mapping for a village-level sanitation project. Identify typical stakeholders, their interests/roles, and strategies to engage each group effectively.
Community interaction and stakeholder analysis are core competencies for interns; frequently assessed practically and theoretically.
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Unit 55 Marks Medium Priority
List and explain ethical considerations and personal safety practices that a student must follow during rural fieldwork, including obtaining informed consent and ensuring confidentiality of respondents.
Safety, ethics, and consent are essential during fieldwork; often included to ensure student awareness.
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Unit 57 Marks Medium Priority
Write a reflective account template that a student can use to document learning from a 100-hour rural internship. The template should prompt reflection on challenges faced, solutions implemented, skills gained, and plans for future action.
Reflection and learning assessment—asks for synthesis of experience and lessons learned which is often required in final submissions.
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Unit 310 Marks Medium Priority
Given a case where a village has low latrine usage despite latrines being available, list possible social, behavioral, and infrastructural reasons for non-usage. Propose an evidence-based action plan to increase latrine adoption over six months.
Case-study analysis testing ability to apply concepts to a real-life village scenario; valuable for viva and written assessments.
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Unit 47 Marks Low Priority
Describe strategies to build local capacity and institutionalize sanitation and hygiene practices in a Gram Panchayat, including training modules, formation of local committees, and linkages to government schemes.
Capacity-building and sustainability question focusing on scaling and institutionalization—important for program continuity.
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Unit 35 Marks Low Priority
Outline a short behaviour change communication (BCC) campaign (short-term: 3 months) to promote handwashing with soap in a rural community. Include key messages, media/tools, and methods to measure campaign reach.
Assessment of communication skills and community mobilization techniques; useful for outreach success.
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Unit 15 Marks Low Priority
List the essential items to include in a poster or PowerPoint presentation summarizing the outcomes of a 100-hour rural outreach project. Specify recommended slide/poster sections and types of visual evidence.
Documentation and presentation are required deliverables often evaluated during viva or assignment assessment.
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