Success Stories


The Minimum Intervention Package of Health Service (MIPS) project aims to reach out to the disadvantaged remote community of the Ghat block, cut off from the main stream on account of various geographical and historical reasons with an integrated standardized package of the of the basic health service which forms the core of the public health service delivery system. The project is an innovative pilot experiment of the government, in which an NGO is entrusted to shoulder the responsibility of the government health services. Voluntary organization Shri Bhuvneshwari Mahila Ashram (SBMA) is to provide a comprehensive list of health services to the community at village level, Nyay Panchayat, sub-block and block level in Ghat.

The primary objective under this project is to provide RCH services to the community of Ghat, which by and large has remained marginalized until now. The Prevention, Promotion and Cure approach known popularly as the PPC approach has been adopted in the project. Thus activities related to prevention and cure of disease and promotion of health education and awareness form the components under the program.

The basic objectives of the MIPS project are:

  • First Aid and Referral Services-For all kind of general emergencies like fall, insect and snake bites, poisonings, accidents, trauma, shocks etc.
  • Primary treatment of minor illness: For fever, headache, cough and cold, infection, pain, boils etc.
  • Primary treatment and referral of the six communicable diseases: Diarrhea, Jaundice, Typhoid, Fever, RTI, Tuberculosis, Skin disorder (scabies)
  • Child and Maternal Care: For pregnant, lactating women and children ante-natal, neo-natal and post natal check up, nutritional education safe deliveries, new born care, immunization, family planning education.
  • Identification, referral and subsequent follow-up of the chronic disease-Tuberculosis, Leprosy, RTI, Skin disorder etc
  • Promote Behavior Change Communication-Disseminate information on family planning, sanitation and hygiene, RTI/STI, HIV-AIDS and generate awareness for behavior change. FLE for youth and adolescents.
  • To build up a proactive, positive and participatory relationship between all public and private health service providers.


Working Area: (Block:) Ghat [Vikas Nagar]


The working area of the MIPS project is Ghat block in district Chamoli of Uttaranchal. Ghat is one of the most backward and remote block in Uttaranchal and is 74 km. from its district headquarter Gopeshwar, Chamoli and 254 km. away from the state capital Dehradun respectively The geographical area of the Block is about 10393 Hectares and it has a population of 31105 (as per the 2004 survey). Under the MIPS project 89 villages (100% village) of block Ghat are being covered. The total numbers of household covered are 6347 with 77 villages having a population of more than 500.

The development scenario is pretty bad with deteriorating services, infrastructure and access to public facilities of education, health, transportation and livelihood. The poverty and the ignorance of the common mass aggravate the grimness of the development scenario. The development indicators of health are low with poor immunization, high IMR and MMR, large family size and a sex ratio as low as 923 and 868(in the 0-6 age group).

The existing public health structure services and infrastructure in the block are 1Primary health care centre in the block headquarter (Ghat), 6 allopathic dispensaries, 3 SAD, 6 sub centres run by Animate total number of health personnel inclusive of doctor, Pharmacist, ANM, Vaccine Supervisor appointed in the block are 26.

ifad1The project named as Livelihood Improvement Project for the Himalayas is operational in the State of Uttaranchal from 1st April 2004 with the support of the International Fund for Agricultural Development(IFAD). IFAD is an International funding agency and providing a loan to Uttaranchal State Government through Uttaranchal Gramya Vikas Samiti(UGVS : a society register by the Govt. of Uttaranchal)for implementing developmental activities under the project. The project is also being implemented concurrently in the State of Meghalaya.

Walking on our footsteps of "Collective Thinking" and "Collective Action" the present "Livelihood Improvement Project" with the support of International Fund for Agricultural (IFAD) is being implemented by SBMA in the following district and development blocks of Devprayag(Tehri Dist) and Ghat (Chamoli Dist) of Uttranchal since March 2005. This project which is in the pilot phase aims to cover 40% of villages in each block, with a total no of households-42700.

In this project SBMA is playing the role of ANGO (Area NGO) and FNGO(Field NGO) in its intervention areas. On this front SBMA seeks to build the capacities of various institutions with the assistance and co-ordination of PMU (Project Management Unit).


ifad2Project Strategy

For the Livelihood Improvement Project,SBMA has strategised a flexible, process-oriented and demand driven approach, responding to the emerging opportunities of micro enterprise development.Its strategies are resting on the following:

  • Twin track implementation mechanism to ensure that the enterprise development component is handled in a business like manner. It would minimize the prevailing welfare oriented subsidy driven approach.
  • The institutions building strategy aims to create community-owned organizations from the village level upwards, and gradually transfer project ownership and management to these institutions after suitably equipping them perform this role.
  • Combining sub-sector analysis with business development services(SBS) strategy of SHG that would contribute to livelihood enhancement.
  • UGVS(Uttaranchal Gramya Vikas Samiti) to be represented progressively by representatives of SHG federation from year-3 of the project onwards which would lead of UGVS management to be taken over by community institutions by the end of the project.
  • A project gender strategy will be to introduce both indigenous and mechanize technologies that will improve efficiency and reduce women’s workloads. To build gender concerns into all economic and institutional capacity-building aspects.
  • Backward, forward and horizontal linkage3s and their Development The project’s strategy recognizes that attention must be given not only to the enhancement of income generating activities at the grass roots level, but alsoto backward, forward and horizontal linkages and their development.



  • To enhance the livelihood of vulnerable groups in a sustainable manner through promotion of improved livelihood opportunities and strengthening of local institutions concern with livelihood development.
  • To promote sensitive design and implementation interventions
  • To capacitate the local people for selection of livelihood opportunities increasing access to financial resources managing new technologies.
  • Promote income generating cultivation systems and non form enterprises at the micro level.
  • Establish appropriate delivery systems for inputs and for the maintenance of assets.
  • To contribute its potential for capacity building on the following:
    • Community Based Organisations
    • Self-helf Groups
    • Enterprise Development
    • Project Management
    • Policy Learnings



  • Form target households into institution building in their capacity to select livelihood activities with the aim of optimum utilization of the available local resources, skills and indigenous interests.
  • To nurture "Community based organizations" through SBMA's livelihood interventions.
  • To emphasize the role of women, expressing their needs to build in space for the them enhancing effective participation of women in local institution to involve them in decision making process.
  • Increase people awareness of conservation and regeneration of natural resources in special regard to the Hill Communities.
  • To build in a strong and effective delivery system, generating the flow for inputs through the process of savings, credit, microfinace and micro insurance in co-ordination with the multi-stakeholders, to foster a conducive environment for local entrepreneurships on livelihood initiatives.


Project Brief

Over the years, the largely self-sufficient survival system of Himalayan mountain communities has been seriously weakened. This has led to an accentuation of poverty conditions in mountain areas and, as a consequence, the degradation of natural resources, particularly land and forests.The project will target groups that fall either below or just above the poverty line, an approach aimed at preventing resentment within the larger community. In particular, it will :

(i) select blocks and villages that have a relatively high incidence of poverty and higher population ratios of scheduled castes and scheduled tribes;

(ii) Use available natural resources more productively through appropriate “small scale intervention; and

(iii) limit demonstrations to households living below the poverty line.

Participatory rural appraisals for poverty mapping, and identification of self-targeted activities and intensive sensitization programmes.It also aims to create community owned organization from the villages level upwards, and gradually transfer project ownership and management to these institutions after suitably building the capacities enabling them to perform role.

logo Apil After years of work in the field of education Educate Girls Globally (EGG) has come to the conclusion that reforming government schools is the most important step for expanding educational opportunities for girls in many countries. Its experiences in numerous countries show that the most powerful mechanism for reforming government schools is parental and community participation and ownership.

EGG has selected Uttaranchal as its first expansion site to introduce the concept of community ownership for improving girls education for several reasons. Located in the extreme north of the country, bordering Nepal and Tibet, Uttaranchal has only 8.5 million people. The people are extremely poor and the women bear unusual burdens of caring for families, walking miles for water, fodder and fuel wood and doing all agricultural work. The gender gap and literacy rate in Uttaranchal are similar to Karnataka. Secondly it is a newly formed state (formed in November  2000) with a new government that is open to reforms and dedicated to girls’ education. Also being a new state it is keen to showitself as a pro-people state and be a model for other states of India to follow.The popular view is that a smaller state would be more appreciative to local situations, sensitive to local cultural traditions and inclined to adopt pragmatic approaches to problem solving. The government is focussed on transforming Uttaranchal into an economic powerhouse while meeting the basic needs and popular aspirations of the local people.

apil1In Uttaranchal EGG has chosen Shri Bhuvneshwari Mahila Ashram (SBMA) as the partner agency. This project on improving girl’s education in the government schools of Uttaranchal was initiated in June 2003 in the name of “APIL” – a people’s initiative for learning.

The objective of the programme being implemented in Uttaranchal is to increase enrolment and retention rates of girls in government schools through active community participation in select schools in select districts of Uttaranchal. Along with this, the program also focuses on quality improvement in the education for girls so that it is according to their needs and aspirations and they have joyful learning experiences in the schools.



In collaboration with “Shri Bhuvaneshwari Mahila Ashram” (SBMA) the Program APIL (a people’s initiative for learning) launched in 2003.

Operating at large scales and low cost APIL has so far reached more than 1400 schools, serving about 80.000 children.

The Replication of SEED (Self Evaluation for Effective Decision Making) Process in Uttaranchal    

approch1The 73rd Constitutional Amendment Act aims at strengthening of grassroots democracy, leading to decentralization of public administration. The roots of this noble idea can be traced back from the deeply grounded thoughts and ideas as propounded by the Father of our nation "The Great Mahatma Gandhi". India is better personified as a land of village’s communities. Hence it was strongly felt that devolution of power in the hands of the local people will lead to actualization of the principles of Democracy, equality, and Social Justice as enshrined in our Constitution.
Decentralization of power in the hands of local people and active participation of people in local administration would foster grassroots democracy.

Community participation was made an integral part of the planning process as enshrined in the Panchayati Raj Act. The involvement of the people in the planning process becomes necessary so that the plan is more responsive to the local needs. It should reflect more accurately the local perceptions and produce a sense of ownership and responsibility.

However an in-depth look into the present planning process as prevailing in the Panchayat Raj would reveal the unsystematic methods which are being used, for assessment of peoples need. Gram Sabha which has been constitutionally recognized as the most effective platform for formulating "people's plan" is almost at a dysfunctional status.

The priorities of the people are most of time left unrecognized due to the prevailing biases as exhibited by the panchayat functionaries and the government officials. According to the contemporary situation of planning at the village level.

  • The planning is still conceived with a strategy of top down approach in place of a bottom up approach.
  • There is a plethora of Central and State Government sanctioned schemes aiming at rural upliftment.In reality on the other hand only a minimal share of the benefit to be accrued from these schemes is being reaped by the rural people.
  • The hollowness lies in the faulty planning process as followed by the Gram Panchayats resulting in their inability to tap most of the Government schemes and programs.
  • Mostly the needs of the rural people are fitted according to the Government schemes as and when it is sanctioned. On the contrary the true realization of the decentralization process would be achieved when the schemes and programmes are planned in response to people's need.
  • The Gram panchayat is still lacking accurate local data of the villages. Thus the crucial needs of most of the people are still undermined.
  • Most of the priorities as chalked out at the Panchayat level are thus, still concentrating on Infrastructural arrangements ignoring the real needs of the people which need immediate attention.
  • Representation and fulfillment of needs of all the sections "collective opinion"viz.(rural women, children and minorities) is still a dream to be actualized at the Panchayat level. Hence the Social Justice component is left untouched.
  • Sensitivity towards issues like education, sanitation, reproductive rights, mother and child welfare, income generation activities, fodder problem and up gradation of existing manpower are still absent. Most of the Gram Panchayats still lack sensitivity towards the problems of S.C's and S.T's thereby making the Social Justice component a big myth.

micro2The Women in Governance programme of SBMA, supported by the UNDP was launched in June 2004. It is an interactive programme that seeks to build the functional capacity of women Panchayat leaders by not merely imparting training, but by using the do it yourself approach. Presently, being implemented in the Tehri Garhwal District on a pilot basis the programme is aimed at developing and designing a participatory learning and personality development process that can help bring out the best in women Panchayat leaders in order that they might gain in confidence and be able to lead the community from the front. The programme is driven by a faith in the innate ability of the women and the belief that they only need to be organized and empowered to articulate their own aspirations, needs and problems, so that they may participate fully in and benefit from the opportunities afforded by the 73rd Amendment. This is being accomplished by establishing women forums in each block of the District.

RACHNA along with SBMA is persistently supporting the women functionaries such that they may gain the ability to organize themselves, upgrade their skills and successfully garner support from all sections of the society, especially the government for bringing about the desired change on the issue of gender equity. RACHNA/SBMA has all along been speaking of women's empowerment be it social, economic or political. We have been emphasizing that empowerment of women is absolutely imperative, for familial, societal, national and international development and progress.


  • Empowering/building capacity of elected women for effective functioning and setting women's agenda
  • Institutionalization of mechanisms (networks) to strengthen capacities
  • Strengthening community mobilization and constituency building so that women are able to articulate their voice and participate in the electoral process
  • Ensuring the creation of an enabling environment for greater gender sensitive delivery of services through building multi-stakeholder partnerships.
  • Support block and district level women forums to make quarterly work plans


SBMA looks at health not in isolation but rather in an integrated manner. Observing the context of the mountains, where there are numerous problems, it is very difficult to intervene, whether government or non-government. It is imperative that we collaborate with the community, the panchayat government, as well as the NGO's. This was the impetus behind the creation of the Jan Swasthya Evam Lok Shikshan Kendra (People's Health and Community Education Center) and a panchayat resource center under one roof. We want to make panchayats a platform through which we can launch our health programs. Agriculture and animal husbandry are typically seen only in the context of livelihood, but SBMA integrates them, LLH (livelihood, livestock and Health), believing that careful livelihood and livestock can lead to better community health.

This talk of creating a model Jan Swasthya Evam Lok Shikshan Kendra (People's Health and Community Education Center) is not only concerned with curative aspects but also the promotion of preventative health. Our strategy is to work with the community to monitor and evaluate the process of planning and implementation. It will also set a good example for the health policy makers to see what can be achieved when the community and health professionals work together.


This will be a center where all information will be available related to all government health policies programs, systems, curative and preventive techniques etc. The community, government, voluntary organizations or any one can easily avail this knowledge and information and take steps to disseminate them in their areas. Moreover the health policies that are prepared restrict itself to the level of intellectuals and key professionals only and are not simplified for any nonprofessional to understand it. Hence this center will also be a platform where these policies will be simplified and made understandable to the community. The people can discuss on the policies and programs and then can share their opinions and viewpoints with the government

The 'Khadi' unit on the Anjanisain campus makes a variety of different shawls, blankets, scarves, as well as some clothing products like vests, kortas, and hats.

The wool used in production is brought from Uttarkashi, an important wool-producing centre of Uttaranchal. A traditional Indian method of weaving, 'Hath-Karga', is adopted for making the textiles. Natural dye is used for giving the shawls different colorful shades.The SBMA woollen products are in popular demand in Garhwal because of their excellent quality and attractive designs. To improve the market potential of SBMA products the organisation participates in a large number of village Haats and fairs.

SBMA also has a small greeting cards unit at its headquarters in Anjanisain. Hand made recycled paper and dried flowers / leafs are used in the production of greeting cards. Besides offering a wide range of attractive greeting cards, this same unit also makes paper bags, file folders, and envelopes from hand made papers.

These programs were developed to promote cottage industries in Uttaranchal and show the economic potential of such endeavors, as well as to actually create jobs in the Anjanisain area. Weaving, textile-making, sewing, doll-making, card-making, and other such trainings have been used over the years in various women's development projects, economic stimulus schemes, and livelihood programs.

Weavings, shalls, blankets, greeting cards, chutneys and pickles are available through the Anjanisain campus store. Proceeds support the HELP (Hill Employment Labour Production) Academy.

sch wallpaintingFor the past five months we have been focused on creating a learning community. The student/ teachers (between the ages of 15 and 21) have been learning and using math, English, Hindi, History, singing and art, through hands on activities which they can later use in their own classes. This training, which takes place everyday after school, also focuses on lesson planning, considering the needs and level of the children revolving around a certain concept.

In the school we have introduced drama as a means of learning English, Math and Hindi, as well as an instrument for building confidence. We have taken the emphasis off of a ‘book-based’ syllabus and have begun focusing on the learning level of the children. We are using art as way of encouraging personal expression and creativity, and making writing whether in Hindi or English relevant. Recently a library was created, which now shelves over 2000 books both in Hindi and English and is currently expanding. We have found this to be one of the best ways to encourage self-learning. There is also an audio-visual room now that exposes our children to the power of great films. This has served to create opportunities for thinking and writing as well as listening (especially useful for learning English). The teachers have been learning computers, and this will be introduced into the syllabus in the near future.

We have eliminated competitive examinations and have instead introduced personalized on-going assessments and evaluations of the students. One teacher now stays with a group of children, as opposed to different teachers for different subjects, therefore enhancing the student/ teacher relationship allowing for better understanding and communication.

Traditional punishment and reward have been abolished. Most children are engaged in activities and in the case of some behavior problem, discussions and quiet reflection have become ways to promote self-discipline.

Most importantly we have been learning in the process.
One-Year Strategy

  • Syllabus- Within the next year a syllabus will be created, referencing and working with the prescribed government syllabus. We will use material that has a focus on the local environment and other mountains of the world. The teachers will help the teacher trainers devise a logical progression to relevant concepts. The syllabus will be refined year after year, as we better understand what is interesting and useful to the children.
  • Methodology/ Pedagogy- We will work on developing the following:
    • Lesson planning to create practical and concrete activities.
    • Methods that unfold a child’s personality, giving opportunities for creativity and expression. (i.e. Drama, songs, dances, discussions.......)
    • A holistic approach that doesn’t compartmentalize learning, through projects and activities, many skills will be exercised. For example, writing a drama will require : creativity, the use of Hindi or English, writing, knowledge of a subject matter (or an opportunity to research), personal expression, confidence and teamwork.
    • Research opportunities for children to learn what they want.
    • Integration of peer teaching, so children learn how to ask each other questions and learn from teaching.
  • School Day
    •  sch dramaChildren will be given a say in school affairs, allowing them to take ownership of the campus.
    •  Children will be given responsibilities for managing the library with teacher support, cleaning, gardening and decorating.
    •  Sitting assemblies will create a stronger community where singing, dancing, drama and discussions become part of daily learning. This will provide a forum for presentations of learning.
    •  Workshops will give children opportunities to do a creative activity of their choosing. Workshops will usually be project based and will be presented during assemblies.
    •  Installation of bulletin boards on which student work will be frequently displayed. This has proven to give greater importance to the children’s work, thus improving the quality of presentation, content and creativity.
    •  On going expansion of book and movie library.
    •  Installation of ropes, slides, climbing equipment and other environments that are interesting.
  • LKG/ UKG

This is an area that will immediately receive special attention. We will create an ‘exploring’ environment that stimulates children’s creativity and offers them new experiences. This will include, ropes, climbing obstacles, building blocks and other hands-on materials.

  • Teachers

Will be living together in the new teacher residence. Here teachers will experience community living. By living together they will be able to spend their time learning and discussing communication strategies.

  • Becoming a Resource Center

In the next year we will publicize opportunities for teacher trainings. Through this process our teachers will also learn how to give teacher trainings. We will also explore the possibilities of hosting learning camps, inviting children and their teachers. Additionally, we hope to produce a publication of our experiences, including those of children, by the end of the 2004-2005 school year.

  • Communication

This will be very important for our school in the next year especially. In order to help the community understand our ideas and what we are doing, we plan to have at least two performances or presentations of learning by next June (one in the fall and one in the spring). We will perform in the villages as well as the school. There is also the possibility of performing in other areas.

Meetings with parents discussing student work (compiled throughout the year in personal portfolios) will help the students to think about their growth, while encouraging parents to better understand their children and become a part of their child’s learning process. These meeting will happen once in the fall and once in the spring. Students and their parents will be informed of their appointment by letter. In the case that parents don’t come for the meetings, the teachers will approach the parents in person, explaining the benefits of the communication and arranging a convenient time.

  • Search for a Funding Source

In the next year we will be networking with other organizations and searching for financial support. This will include donations and scholarships for our teachers. We will also explore the possibilities of creating an exchange program for experienced teachers who have served for a certain term, to travel to and learn in other schools within our network. The AIF Fellow will assist in this process.

  • Outreach

We would also like to begin dialogues with the Uttaranchal Education Ministers about possible roles that our school can fulfill in the development of the Education policy of Uttaranchal.


In October of 2003 a series of dialogues began revolving around the relationship of societal progress and education. What became clear was that there is a vast difference between education, as we would like to define it, and ‘schooling’. The dialogues reflected upon how systems of forced learning tend to produce children who are reserved, uncreative, highly competitive and finally, under achieving. In order to make children work, stand up strait, or be quiet, rigid discipline was enforced upon them. So it seems that traditional education is less focused on child psychology and rather has a tendency to act as a police force making sure children are able to regurgitate a certain set of information. Memorization enforced through competition replaces learning. (Of course acknowledging that the reason for this is pressure put on schools by government ‘standards,’ while teachers receive inadequate training.) So the social question stands, how will these young minds help our society to progress?school3

Emerging from the dialogues was a consensus that relevant learning or learning originating from the mind of the child, ideally, should be a part of the educational paradigm. Is it necessary that reward and punishment be the means by which we force our children to learn? Or is it possible that by offering ample opportunities to experience new concepts and new ideas, and environments where creativity, mindfulness, individuality and confidence are at the foundation of all learning, that children will naturally blossom?

These discussions in which we are continuously engaged, have given us the inspiration to work with children. We believe that it is our privilege and responsibility to provide the most creative, motivating and nurturing learning environment possible for our children and ourselves.     

Our goal is to create an environment for students, teachers and teacher trainers where intelligent living is possible. A focus on dealing with present realities becomes a habit and learning an on-going and natural process.          

We seek to:

  •     Eliminate forced learning (both physical and psychological force: abuse, grades, exams, and other competitive activities).
  •     Introduce a relevant learning environment where children are presented with fun and real challenges.
  •     Move away from abstract and ‘book-based schooling’ and move towards concrete activities with practical applications.
  •     Focus on making mindfulness a part of every activity. Whether we are singing, doing a math problem or cleaning a classroom, that we do it from the heart. We will do things for the process rather than an end.
  •     Create an environment where all members are constantly learning about themselves and the world around them.

Some of our valued characteristics are: confidence, mindfulness, open-mindedness, honesty, healthy relationships and sensitivity.

Since time immemorial Ashram has been thriving with a perpetual hope, to foster the seed of welfare amongst the hill Communities. It has been relentlessly struggling to meet the community ends, to give birth to prosperous Hill Communities. Emerging from the Phoenix of a revolution, Ashram grew in its tender years as a shelter for the destitute women and children. It has primarily focused its concerns towards improving the status of the children who are the bedrock of our future society. To transform the noble aims into a reality, Ashram started emerging as a open house for women and children, furnishing them with shelter, food and security shielding them from the brunt of distress.

As time rolled on, Ashram gradually extended its wings of welfare, to reach out for all those children who were estranged from accessing their basic needs, due to their constant struggle,for eking out an existence in the midst of the encumbering miseries dominating their impoverished households.

The concept of hostel was evolved as “A Hope” to provide, a conducive environment for these children, catalyzing towards their Holistic Development.The aim was to provide a nurturing platform to all those children who are either orphan or belong to impoverished families, existing in severe dearth of survival resources.

Presently the Hostel in the heart of the Ashram Campus is rearing its own family of children, who form a vital part of the Organization.

Since the early years, all those children who have been growing within the Ashram, have shared the struggles and pains along with those who were striving to catalyze for Community Welfare. The Ashram has always looked at these children as the future bread winners of the Community. Children who have been reared in Ashram’s cocoon have now grown into Joint Secretary, Women In Governance Co-Coordinator, Eco-Tourism Facilitator, and Child Rights Co-Coordinator. The Ashram has succeeded in imbibing its deep-rooted principles and ideologies within its children, who are now emerging as advocators of greater Community Welfare.

As Swami Manmathan says “Our Revolutions are an imagery of our woven ideologies which can never be assassinated” so it has been proven by the children of the Ashram who are the living souls of Swami Manmathan.


Hostel Constitution:

Presently the Ashram family constitutes, of twenty children who came from various nearby and far off villages. They stand as an integral part of the Ashram community. The environment within the hostel instills in the spirit, of collective living, within the children; giving them the liberty to participate in all their daily hostel activities unitedly.The children participate and monitor for their hostel responsibilities, with the spirit of shared responsibilities.

Ashram is supporting for the educational, fooding and daily living expenses of these children.

Five children are studying in the nearby inter-colleges and fifteen are studying in the environmental school run by SBMA.

The core belief of Ashram is to enable all these children to grow into self dependant beings. Hence participation in other activities like hostel cleaning and maintanence, providing assistance in the Ashram farm. Growing in an environment which has always been stimulating the hidden potentials of these children, the Ashram and its hub of activities has provided an enriching experience to these children.

The proximity with the affairs of the outer world, within the Ashram Campus has enabled the children to develop a deeper understanding about the goals of SBMA and peoples initiatives on various issues.Ashram has been the focal point of various activities providing a ground for intensive socialisation with people,resulting in varied range of experiences for the children living within the Ashram.

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