Surabhi Foundation Trust
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Mission Statement
Surabhi Foundation Trust. has been serving the needy, the under-privileged and the marginalized people, irrespective of their class, caste, creed and religion. It is trying to instil the values of ‘seva ( service the society and helping thousands of people internalize ‘seva’ as a part of their daily lives.
About This Cause
Surabhi Foundation Trust (SFT) is a non-profit organization founded in 2005 by A.S. Patil to help marginalized and underprivileged people. Work is done without any discrimination on the basis of caste, creed or religion. Our projects are based on various domains: providing the basic necessities such as shelters and education for underprivileged children, urban homelessness, awareness programs for social causes, scholarships environment protection and old-age home. We promote empowerment of deprived children - primarily focusing on rural community for a self-sustainable model by engaging the residents of the village to improve their quality of life. Surabhi Foundation Trust is meticulously involved in educating underprivileged children under its Education program with focus on STEM (Science, Technology, Engineering, and Mathematics) education that aims to impart science, computer and mathematics to the children which help them in expanding their horizon of knowledge. Learning science, computer and mathematics skills and values is about learning how to build knowledge through exploring and experimenting. Through enjoyable experience, children can easily understand, grasp and remember activities for a life time. The approach is to enhance the basic knowledge that allow child to function intelligently and productively. The program will allow different learning methodologies to be utilized which will promote innovative thinking process. Practical learning plays a pivotal role in the initial phase of life. It involves children with the environment around them. Arousing and maintaining interest in nature and in the physical and social environment, arousing love for nature and its sources. Developing the habit of observation, exploration, classification and systematic way of thinking. Developing the child's powers of manipulative, creative and inventive faculties. Developing neat and orderly habits. Surabhi Foundation Trust is thoroughly involved in educating underprivileged children under its various programs like Surabhi Hongirana, which involves providing food, shelter and education till they achieve independence. Vidya Surabhi, which provides scholarships for individuals who are talented but cannot afford education. Surabhi Grama, is adoption of Govt. Schools in rural areas and also provide after school learning/tuition centres for the under privileged. The education of the children is high on the global agenda. In the context of education for all (EFA), all children should receive free, good quality education. The reality is that millions of the children are poor to benefit from the declaration, unless there are special interventions that target their development. Unfortunately, such children do not form a special social category in poverty eradication intervention programmes. Thus, their inclusion in the achievement of appears to be a hit-or-miss phenomenon. According to the survey done by the education dept Karnataka ,labour dept and other agency in 2014 there are about 17,570 children who are out of school children in Bangalore city alone from various background and in Karnataka the strength is about 2lac children. Surabhi Foundation Trust is rehabhilitating 150 children into the centre every year but due to various reason there is dropouts . Most of the NGO’s rehabhiltates these children in their centres but fail to give proper education to make them self relient in future life. When these children are admitted to regular Pvt school , the management fails to understand the background of the children to motivate them in studies.Therefore ,this project proposes to have a residential boarding school for these orphans kids.Children from the nearby locality can also be given admission to earn revenue and also mingle with our children. Hongirana Started in the year 2008 with just 25 children, this Project aims at solving the problems hidden by the fact that orphans and vulnerable children are invisible; yet by the very nature of their situation, they are included among those that are classified as disadvantaged and poor. Children are subsumed within the poverty categories most often referred to such as households, communities, people – which means that there is a high tendency to focus on adult-related poverty while child problems are ignored, partly because children have little power and influence within a group that contains adults. Findings reflect that children in abject problems can be recognized by rather elementary (as opposed to sophisticated) criteria. Top on the list is absence of basic necessities such as shelter, food, clothing and water. Equally important is the ‘human condition’ in terms of physical health and parental care and protection. Schooling is high on the list as a critical criterion in determining who is extremely or modestly a vulnerable and disadvantaged child. While there seems to be national consensus among donors, the public sector and civil society that the government has made commendable progress in implementing PEAP (Poverty Eradication Action Plan) as flexibly as possible, it’s evolving nature, due to the participatory and consultative reviews it undergoes regularly, does not address many of the development challenges Disadvantaged children face today. It would take lobbying and advocacy interventions to ensure that the needs and demands of children in abject poverty are met. Goal: We have a very strong goal of improving the quality of life of the vulnerable children and orphans through providing education, giving care, love and support. Thus promoting empowerment of deprived children’s focusing more on rural Community. Core Values: Equality for all: God made all people equal; our organization is committed to a development process that promotes equality. Specific Objectives: To improve the quality of life of the orphans and vulnerable children by establishing a permanent home, school and health care centre for them. To train care givers in care giving skills to enable these children get adequate care, love and support. To provide adequate education to these children to make them good citizens and have a better future through good education right from a tender age. To create awareness to the community and the outside world the need to protect and support the vulnerable children and the orphans as well as protecting their rights. Beneficiaries: Hongiran-rehabilitates destitute children are such as ; *Rag Pickers *Beggars * Orphans * Street children * Single Parent * child labour PROJECT GOALS: Getting a new centre in our own land that can take care of 25 children initially. Work on the holistic growth. Sports & extracurricular (special talents) for the physical; Care & love for their mental well being. Improve their spoken English and reading. Focus on the specific needs of every child (with a mentor/counsel). Groom outstanding kids to perform better. OUR SHORT-TERM GOAL: Is to provide a safe, healthy and enriching atmosphere for our children to understand their needs and focus on academics and co-curricular activities. OUR LONG-TERM GOAL: Is to foster their development in such a way that empowers them to become productive members of society, working to improve the conditions of those in need of help. WORK ON LONG TERM SUSTAINABILITY: Generate corpus funds so as to not depend on the influx or be affected by policy changes in CSR initiatives. Keep increasing the number of beneficiaries eventually reaching 100 kids. PROJECT ACTIVITIES: Intake kids based on need but limit to 100 Kids. Continue supporting the existing kids until they get skilled training. PROJECT EXPECTATIONS: We can ensure that the children are educated. At the end of the day, the whole effort is to changing mindsets, systems, and structures in ways that benefit individual girls, but also the community at large. “One girl at a time” is a wonderful idea, but each of those girls also needs a larger system working in her favour. SUCCESS INDICATORS: Changes in the children's behaviour, concept learning, positive attitude towards education, health and develop respect towards parents, caregivers, teachers. Teachers are given the right kind of encouragement to ensure the children are highly motivated and gain their trust towards education system. Ensure there are all kinds of extra-curricular activities. CONCLUSION: Women’s education and employment are seen as two major components of achieving gender equality. But policy makers often see education more as a tool for furthering initiatives like better health for families, and less as a means of preparing women for a more equal place in society and economy. Policy makers, organizations, and communities need to get together and have more specific conversations about the ultimate aims of girls’ education, and not just the means.