Social Responsibility

K. J. Somaiya Centre for Buddhist Studies inaugurated its rural outreach program Jetavan, at Sakarwadi, Kopargoan, Maharashtra.

K. J. Somaiya Centre for Buddhist Studies, a Somaiya Vidyavihar institute, announced the launch of Jetavan, a non-sectarian centre for spiritual practice and holistic development at Sakarwadi, Kopergaon.

Jetavan is an outreach project of the K. J. Somaiya Centre for Buddhist Studies. The project is inspired by the compassion of Ven. Dhammadipa, a Buddhist monk from the Czech Republic and built in partnership Godavari Biorefineries Ltd, the flagship company of the Somaiya group,

Jetavan will be a non-sectarian centre that will encourage spiritual practice and physical wellness among the local community at Sakarwadi. In addition, vocational training programmes will also be conducted to assist youngsters develop livelihood skills and achieve financial independence. Jetavan reflects our commitment at Somaiya Vidyavihar to underscore citizenship and community service, even as we provide avenues for career building to young students.

Jetavan, with an aim to contribute towards the development of the community at Sakarwadi, will host a variety of programs and gatherings - from diverse spiritual teachings to vocational training workshops.  The program will be managed by K J Somaiya Centre for Buddhist Studies and implemented together with the various institutes of Somaiya Vidyavihar including its institutes teaching Sanskrit, Jainism, Yoga, and Vocational Training. Programs will be conducted under the guidance of academic experts.

Godavari Biorefineries Limited, the flagship company of the Somaiya Group, has provided land and funds for development of Jetavan and will continue to support the project as part of its community development program.  GBL has supported the Buddhist community in the area by providing space for a library and earmarking a compound for community gatherings. Godavari Biorefineries has been engaged in community outreach at its locations in Maharashtra and Karnataka from inception and this experience will be invaluable in programming at Jetavan.

Says Samir Somaiya, President Somaiya Vidyavihar “For us, Jetavan, is our way of giving back to Society.  Both GBL and Somaiya Vidyavihar have been working with the community in various ways. The aim of this initiative is to respond to the twin needs of the community at Sakarwadi – that of spiritual guidance and the need to improve economic well being.  Education in spiritual knowledge and human values provides people of all backgrounds an opportunity to inculcate positive thoughts and attitudes.   The spirit of inclusiveness, co-operation and warmth at Jetavan will make a qualitative change in their lives.  At Somaiya Vidyavihar, we have education institutions that teach the academic study of Hinduism, Buddhism, and Jainism in an inclusive and progressive manner.  We are very happy to make this available to the people in and around Sakarwadi.   The construction and architecture represents our commitment to the environment.”

The Chief Guest Ven. Dhammadipa conducted the inauguration ceremony which featured recitation of Buddhist chants, blessings by priests of various faiths amongst songs by children. Many of the community members and devotees joyfully and enthusiastically took part in the proceedings.

Says Ven. Dhammadipa, Jetavan is the result of the kindness and generosity of several people from India, China, Taiwan, Spain, USA, Germany and Czech. They have opened their hearts for the benefit of the community at Sakarwadi for the practice of the Dharma. I hope that the community in turn opens their hearts to receive this gift and make the project a success.

Jetavan has been designed by Sameep Padora and Associates an internationally awarded architectural firm from Mumbai.  The complex was built by artisans from Hunnarshala Foundation from Bhuj in collaboration with the local construction teams.  It has been constructed using natural materials and waste materials, so as to reduce the carbon footprint to the barest minimum possible. The constructions materials represent several innovations – such as use of quarry dust and fly ash (which is waste from the factory) to build the walls.  16 tons of old, used wood from the ship-breaking yard at Alang, Gujarat was used for the roof under-structure, over which mud-rolls have been placed. Old, used Mangalore tiles were then placed on top. The mud-rolls will ensure comfort in terms of temperature in the interiors. The roof is inverted, so that light comes in at an angle from the top and those inside the building can only see tree tops and the sky outside.

Activities planned at Jetavan

1. A large hall will serve for meditation practice and for religious ceremonies. Ven Dhammadipa will travel to Sakarwadi once every couple of years to personally guide meditation practice and deliver teachings from Buddhist texts. K J Somaiya Centre for Buddhist Studies will draw upon its connections in diverse Buddhist traditions to invite members of the Sangha to Jetavan for Dharma teachings.
2. Buddhist Centre faculty and students from the various courses will help conduct courses on Pali language and texts as also introductory courses on Buddhism that explain the history and philosophical aspects of this great Indian tradition.
3. Faculty and students from K J Somaiya Bhartiya Sanskriti Peetham and the K J Somaiya Centre for Studies in Jainism will read and explain texts and encourage discussion and debate on spiritual development in a supportive environment.
4. Recognising that economic growth is a primary concern, Somaiya Vidyavihar will support training programs for local youth in vocational skills –such as carpentry. There will also be training provided in matters of simple hygiene and health care.

For further information please contact –

Daisy Katta | 982072419 | pr2@aarohancommunications.com

Bhavika Jain | 9969840328 | pr1@aarohancommunications.com

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Teaching 'Agriculture And Renewable Resources' At Cornell University

In 2007, I was invited by Professor Paulette Clancy, the then Director of the School of Chemical Engineering to teach a one credit course on Agriculture and Renewable Resources. This would be spread over one month, and would be classified as a Master's level course in the School of Chemical Engineering. Professor Lynden Archer, the present Director also continues the invitation.

American Universities, and Cornell among them, have a lot of flexibility in introducing new courses and to invite faculty to enrich their curriculum, and to give their students a wider perspective on their own field, and the world around them. The course is also open to the entire University, as well as to younger students (3rd year Engineering students onwards). In the past few times that I have taught this course, I have had students from third year engineering to faculty come take this course, and I have had students from Chemical Engineering, Civil and Environmental Engineering, Business Management, City and Regional Planning take this course.

When I accepted the invitation, I thought that teaching would be easy, and that like other faculty, I would come in, say my piece, and that was that. Now, after having accepted the invitation, I was asked to submit my `lesson plan', meaning, what would I teach in each lecture, and what the readings for each lecture would be, so that students would come to each class ready for the discussion to be had. In every class, I have changed the readings, since the world changes so dramatically, so even thought the course skeleton remains the same, the context, the readings, the world has changed.

I thought deeply, about what I would teach, and in which manner. I also thought, that I would keep the course technical, but given that there was already too much science that the students would be learning in their other class work, and that I may have students from other fields, I should keep the technical details simple. I also thought, that I will explain using sugarcane as a feedstock (what I know very well), but the lessons that I would teach, would be applicable to any other feedstocks.

I started by explaining, that there is always a context in which an economy operates. That is defined by the geography, climate, people, demography, and Government policy. For example, if the Government of India creates a ethanol blending programme, that is a policy that creates a market. Similarly, if Brazil has created a minimum blend of 20% of ethanol in its gasoline, and also made a fuel policy so ethanol can be sold as a fuel or in varying blends, this is also a Government policy that creates a market. I also spoke in the past of the EU sugar export subsidy programme, that had the result of distorting international markets of sugar. These policies, in the context of a country's larger demography, create opportunity in which a chemical engineer, an entrepreneur, can innovate. About 10 years ago, there was not much of an ethanol programme from corn in the USA. But with the announcement of a Renewable Fuel Standard, the ethanol programme in the USA became one of the largest in the world. I would give students readings, of such policies so that they understand this.

I would then explain processing of agriculture as distinct from the use of fossil resources. These are fundamentally different. If the earth is well taken care of, then it has the power to continue to give us resources equal or more to the year before. As I mentioned, this is different from fossil resources, which will always be less going forward, and depleting. That is the key difference between renewable, and depleting resources. And that is also explained. Fossil resources focus on discovery and extraction, whereas renewable resources focus of regeneration and extraction.

I would use sugarcane as a case study, and explain how this is used to make sugar. I would explain the technology, and the mass and energy balances around the mill. In subsequent lectures, like peeling an onion, I would show different facets of the feedstock. For example, I would explain fermentation of molasses (or sugarcane juice) to make ethanol, and the economics of the same as complements, or substitutes, and why one would choose what product mix, and once again, why Government Ipolicy and the local demand supply makes the difference. I would explain the debate between food (sugar) and energy (biofuels). Debate on whether use of agricultural resources are taking away from food would also be discussed in the overall context of the population, and what contributes to their broader welfare.

In a subsequent lecture, I would explain how the bagasse can be used to create surplus power, by burning the same in high pressure turbines, and how Government policies enabling the purchase of power spurred that investment. This discussion would also then lead to discussions on global warming, carbon credits, and why projects such as the cogeneration of power in a cane sugar mill are greenhouse gas mitigating projects. Each of these lectures has detailed discussion in how the mass and energy balance change, with the introduction of a new facet (molasses fermentation, high pressure cogeneration of power) and its consequent effect on economics, and the creation of value.

I then place thin the the context of social development, and the productivity on the farm. Agricultural resources are grown, and true stewardship would need the intersection of biology, agronomy, sociology, alongside chemical engineering. Using papers of C K Prahalad and Stuart Hart on 'Fortune at the Bottom of the Pyramid' I would engage the class in a discussion on how resources are plentiful, and we would need to create this bio-economy, one that creates value and contributes to the overall development of the economy, with due emphasis on the triple bottom line.

Finally, I would explain the amazing world of the future, of bioplastics, of cellulose based bio- refining, of synthetic biology, of green solvents and green plasticisers. I would challenge the students to think of some context, with some agriculture based feedstocks, to be processed into some product that would be converted into a product that world needs, while simultaneously contributing to the development of the people. This project, done in teams, is the basis of the grade (along with student participation in class). Over the years, I have always had, in each class one of two fantastic project reports, on the lines that are described above, processing diverse feedstocks.

For me, teaching is very rewarding. I got three degrees at Cornell, and spent over 6 years there. Teaching at Cornell gives me a sense of giving back to the University who gave me so much. It also gives me a sense that I never left. I still climb the same staircases that I did as an undergraduate. Teaching at Cornell also gives me a unique insight on how one of the best Universities in the world functions from the 'inside'. Since I actively manage Somaiya Vidyavihar, this insight is very beneficial in how we seek to build Somaiya Vidyavihar and Somaiya Ayurvihar into world class centres of learning, research and service. Finally, my business is Bio-refining. Godavari Biorefineries is at the forefront of using agricultural feedstocks to make foods, fuels, chemicals, pharmaceutical intermediates, waxes, electricity, and a host of other products. Taking a `sabbatical' like this gives me time to reflect, study, and learn on how the world around us in changing, and what we must do to keep up, if not stay ahead.

THE AUTHOR: SAMIR SOMAIYA is the Chairman and Managing Director - Godavari Biorefineries Limited (http://somaiya.com/). He is also the President - Somaiya Vidyavihar (http://www.somaiya.edu/). He was the past Chairman of Western Region - INDIAN CHEMICAL COUNCIL and continues as the member of the Executive Committee, ICC.

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Godavari Biorefineries: Underprivileged Students Achieve Over 90% Marks in Karnataka State Exams

SAMEERWADI, Karnataka: In the recent 12th grade results in Karnataka, 12 students sponsored by Help A Child, an initiative of Godavari Biorefineries Limited, scored more than 90% in the exam and 3 students have scored 100/100 marks in Physics and Math. ‘Help A Child’ in association with Somaiya Vidyavihar provides scholarships to highly motivated students. The resounding success of this program has shown that children when given an opportunity have ability and a will to succeed despite insurmountable odds.

Abhishek Karadi, from S.R. Pre University College, Banahatti who has secured 95.66 % in HSC Commerce stream, said that “I come from a humble family background, where my father is a weaver and mother is a housewife. Even though I excelled in school and got 91.84% in the Xth exams, I never thought that I could study further for graduation, as financially it was not possible. Graduation was a distant dream. ’Help A Child’ sponsored my education. They not only provided me with financial support but also moral support. This has helped me secure good marks in the 12th grade”.

Another topper, Dixita Vare who has secured 94.83% in HSC Science stream from S.R. Pre University College, had secured 94.24% in the Xth, Banahatti says “I was planning to quit studies due to lack of finances, since I come from a very poor financial background, my father is a daily wage labourer and mother is a housewife. ‘Help A Child’ provided me access to textbooks, financial help and kept me motivated which made it possible for me not only study but also excel in my exams”. Further, one student Prashant Hangandi B.A III (S.T.C. College, Banahatti) has bagged two gold medals in Economics and Geography subjects from the Rani Chennamma University, Belgaum. He did B.A from S.T.C. College, Banahatti and scored 89.93% in final year.He has been sponsored by ‘Help A Child’, since 2009.

 “Education is the backbone of every society in this world. However, underprivileged children from rural areas often have to drop out from school denying themselves access to quality education and professional skills and continuing the cycle of poverty.We aim to reach out to those who need our help the most, to ensure that they do not have to give up their education simply because of a lack of funds. He adds, “Much more needs to be done. Many individual and corporates have joined hands with us in this initiative, sponsoring students for their higher education. Many of our ex -students today have become sponsors. We are proud of the achievements of our students.” - Samir Somaiya, Chairman, Godavari Biorefineries Limited

Nandan Mehta, who has sponsored a student through Help A Child says “ I have supported Help a Child for some years where I have had the opportunity to witness growth and development of the child I supported. The importance of enabling Higher Education, especially of rural and underprivileged children, can be really understood when one meets these children and sees their determination to achieve in life. I am very happy to be able to contribute towards this initiative”.

‘Help A Child’ is an initiative of GBL initiated in 2001 in association with Somaiya Vidyavihar. ‘Help A Child’ sponsors higher education of students from underprivileged backgrounds for courses above the 10th grade. This includes 11th and 12th, undergraduate and postgraduate courses. The underprivileged students come from diverse backgrounds. Some of the parents are laborers, weavers or farmers in rural areas and the children are often first generation learners. Some students are orphans or belong to single parent families, with the children working part time to help their families survive.

Some children are from the slum in a large city. Despite these insurmountable conditions, the students have shown the capability and a will to succeed. GBL started this initiative with the belief that talent of a child should not be denied an opportunity simply because the family does not have the financial resources to help them continue.

Samir Somaiya, Chairman of Godavari Biorefineries Limited (GBL), founded Help A Child when, during one of his visits to the farmers in a village near the GBL Plant, he met a meritorious girl, who had to give up her studies due to lack of finances. Help a Child, was born out of the belief that that education is the key to socio- economic transformation.

Godavari Biorefineries Limited initiated the program for the children in the villages around its factory in Sameerwadi, Karnataka. Seeing the positive impact that it had in the lives of the selected students, their family and the community it was extended to the villages in and around its second plant at Sankarwadi, Maharashtra. Started in rural Karnataka it has now expanded to Mumbai and Pune. Since 2001, it has supported more than 3500 students to achieve their dreams. The Alumni have gone to become teachers, engineers, doctors and accountants. Some of the engineering students are now working in companies such as TCS, Mahindra Tech, L&T, and Mindtree.

The students sponsored qualify based on two criteria: merit and need. For merit, girls need to have scored 70% or above in their previous course/year while boys need to have scored 75% or above. The need criteria this is based on both family income and circumstances. Priority is given to students who are orphans, from single parent families, alcoholic parents or students also working part time to support their families.

Help A Child takes a holistic approach to supporting the children in their higher education, from financial support, material support, personality development to also engaging with families and communities.
In the case of girls, in rural areas, Help A Child works closely with the parents and communities to garner support for higher education create understanding of issues and thus reduce pressure on girls for marriages.

Link: http://www.indiacsr.in/en/godavari-biorefineries-underprivileged-students-achieve-over-90-marks-in-karnataka-state-exams/

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Daughters of Wireman and Farmer Score Over 90% at SSC Exam

MUMBAI: Diligent daughters of a wireman and a farmer topped their schools in rural Ahmednagar at the recently concluded SSC exams in Maharashtra. Pooja Tribhuvan achieved 94% and Tanuja Kale scored 92.2%. Both are school toppers already.

Their schools Somaiya Vidya Mandir Laxmiwadi, and Somaiya Vidya Mandir, Sakarwadi, achieved 90% pass results. They were proud to have female students as toppers.

The children's achievement is remarkable for more than half of them come from underprivileged homes. Several are first generation learners whose parents work as farmers or labourers. Parents play an inclusive role in their education.

Pooja's father is a wireman and her mother works in a sweetmeat shop. She said, "I studied for two or three hours a day. I had a few difficulties studying Sanskrit and English but the school helped me overcome them.'' Her father Kailashrao said, "I had to give up my education and work to support my family. So I wanted my children to have the opportunity to learn. Pooja worked very hard. It was her 'jidd' (determination) that she managed to achieve what her father could not. My son has studied here too."

Sakarwadi principal Sunita Pare said, "Our topper Tanuja Kale, who is the daughter of a farmer, had also topped the National Talent Search last year. She is a very intelligent student and has worked hard despite financial difficulties."

Sakarwadi saw a pass percentage of 97.70 of which 20% passed with distinction marks. Besides Tanuja, Devyani Gagare scored 92% and Pratiksha More 91.6%. The Laxmiwadi school had a pass percentage of 91.3% with 16% students scoring distinction marks. Close on Puja's heels came Vrushali Ghane with 92.8% and Priyanka Paghire and Rudra Jambhulkar both with 91.8%.

The schools are run by Godavari Biorefineries in association with Somaiya Vidyavihar, Mumbai. Both institutes also provide visiting teachers and guest lecturers from Somaiya Vidyavihar, Mumbai, as well as experts from international colleges on occasion.

Samir Somaiya, president, Somaiya Vidyavihar, said, "It is the dedication of the school principals and teachers that creates the foundation for all great institutions. The children of the villages are dear to us and we are very proud of their achievements."

Link: http://timesofindia.indiatimes.com/city/mumbai/Daughters-of-wireman-and-farmer-score-over-90-at-SSC-exam/articleshow/47695944.cms

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How Somaiya Vidyavihar Turned Two Rural Marathi Schools into Model Institutions

Knowledge only liberates

“What you get from society, you must return multifold.” That, in short, was Padmashree Karamshi Jethabai Somaiya’s philosophy, which is entrenched in the values and work of Somaiya Vidyavihar, a trust he established in 1959. Born in the early 1900s to a poor family, he could not study beyond grade VI. In 1939, a poorly educated Somaiya built sugar factories in Sakarwadi and Laxmiwadi in Maharashtra. The sweet success of his factories gave rise to the K. J. Somaiya College of Arts and Sciences in Mumbai and the Somaiya Vidyamandir Schools in Sakarwadi and Laxmiwadi, where most of his employees lived with their families. The Sakarwadi school was built on the banks of the Godavari for children of the Kopargaon taluka, Ahmednagar. Today, poor children from neighbouring villages like Wari, Sade, Bhojade and Dhotre in Kopargaon,n and Nighoj, Shirdi, Rui and Dorhale near Rahata taluka travel to attend classes.

In the rural landscape of Maharashtra, the Vidyamandir schools underwent a transformation 13 years ago when the President of Somaiya Vidyavihar and Chairman of the Godavari Biorefineries Ltd, Samir Somaiya, visited them with his two-year-old daughter. The fateful visit resulted in the establishment of schools that boast of science laboratries, movie halls, libraries, computer laboratries and a music hall today. The village children of Kopargaon and Rahata were no different to him than his daughter. Feeling they deserved the same quality of education as English-medium schools impart, he was renewed with strong determination to turn Jethabai Somaiya’s sweat and blood into model Marathi institutions.

Samir’s belief in developing regional language schools into bastions of knowledge has brought to rural Maharashtra a robotics workshop by K. J. Somaiya College of Engineering and Information Technology; sociology students and professors from S. K. Somaiya Degree College of Arts, Science and Commerce to develop both schools; Cornell University faculty and students to discuss teaching methods and science experiments; and ex-directors of the Nehru Planetarium who conduct star viewing field trips and play space documentaries for students (the schools have their own telescope). Samir Somaiya feels being born in a taluka is no reason why rural children shouldn’t be exposed to the rich world outside. That commitment to quality education has led to near perfect results at both schools, which perform well not despite being Marathi institutions, but because of it.

Good schools make good teachers

A testament to how access to hygiene can make or break a child’s future in India, Pare says parents are more confident sending children to school when they know it has good toilet facilities, especially if the child is a girl. As Mid-Day Meals are handled by Godavari Refineries, there’s better quality control compared to government schools.

A testament to how access to hygiene can make or break a child’s future in India, Pare says parents are more confident sending children to school when they know it has good toilet facilities, especially if the child is a girl. As Mid-Day Meals are handled by Godavari Refineries, there’s better quality control compared to government schools.

Pare talks about how infrastructure is important to education, whether it’s spacious rooms or ventilation. The walls are decorated with charts and designs by students to give them an ownership of the space. Sports, from football and hockey to rural games, music and dance play an important role in the school. “All the students,” Pare says, “are encouraged to participate and perform well in the inter-school competitions at the taluka-, district- as well as state-level. To give the children greater exposure, we often hold district level championships. This allows our students to meet students from across the state.”

The girls of Somaiya Vidyavihar

Puja Tribhuvan recently passed her SSC from Somaiya Vidyamandir, Laxmiwadi. From a very poor family, her father works as a wireman and her mother, in a sweet shop. She says, “We live in a rented house.” At Somaiya, Puja says she was only able to improve because of the unfaltering and patient support of her teachers. She especially found Sanskrit and English difficult before her teachers encouraged her. Puja says, “The school provides us with a good infrastructure, and the teachers support us in whatever difficulties we face in our studies.” She likes the visits by international guests and the routine Somaiya Vidyvihar visits from Mumbai.

Puja hopes to become an engineer one day. Ever since her impressive results, she has a renewed confidence, and genuinely believes that her aspirations are not fantasy. She says, “I can now look at the future with great hope and determination.” She adds: “Like our school teachers, other school teachers should be open and involved in the child’s development. They should be available to clear their doubts and difficulties so that students do not hesitate before approaching them.”

Devyani Gagare, from the same school, also has big ambitions. When she was only a child of four, her father abandoned the family. Ever since, she’s lived with her mother, a primary school government teacher. Girls in rural schools have very little exposure to sports, let alone a decent education. But with the backing of her teachers, Devyani is a state-level badmintonplayer, besides already being a district champion in table tennis. Devyani says, “The teachers are highly qualified,” and that the best part about her school is the sports facilities. Lucky enough to be a part of Somaiya Vidyamandir schook, she feels equally confident of her future as her peers.

In Sakarwadi, Tanuja Kale has just passed her SSC. Born to a farmer and housewife, she says she started school facing difficulties in many subjects. But with sustained effort on the school’s part, she was able to top the National Talent Search Examination.

Nevertheless, teachers like Pare have their work cut out for them. “For students with low-income backgrounds, even the basic needs are a challenge to be fulfilled. They do understand the importance of education, but are often not able to give the attention that it needs. For them, just making their daily living takes their time. They are not able to support their child at home for studying.” It’s easy to talk about preserving childhood, but poor students often have no choice but to lend a helping hand to support their families. When putting a meal in on the table becomes a matter of good fortune,, having an extra pair of hands to help is a desperate measure. “So,” Pare says, “we have to be understanding of their conditions, and ensure that the children remain motivated. Thus making education affordable and accessible is very important. Also important is for parents to see that the school is of a good quality, so making the sacrifices needed for the child to study there will be worth the effort.”

Link: http://social.yourstory.com/2015/07/somaiya-vidyavihar/

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Making a Mark Despite the Odds

12 underprivileged students sponsored by ‘Help A Child’ achieve over 90% in the Karnataka State exams

Karnataka: In the recent 12th grade results in Karnataka, 12 students sponsored by Help A Child, an initiative of Godavari Biorefineries Limited, scored more than 90% in the exam and 3 students have scored 100/100 marks in Physics and Math. ‘Help A Child’ in association with Somaiya Vidyavihar provides scholarships to highly motivated students. The resounding success of this program has shown that children when given an opportunity have ability and a will to succeed despite insurmountable odds.

Abhishek Karadi, from S.R. Pre University College, Banahatti who has secured 95.66 % in HSC Commerce stream, said that “I come from a humble family background, where my father is a weaver and mother is a housewife. Even though I excelled in school and got 91.84% in the Xth exams, I never thought that I could study further for graduation, as financially it was not possible. Graduation was a distant dream. ’Help A Child’ sponsored my education. They not only

provided me with financial support but also moral support. This has helped me secure good marks in the 12th grade.”

Another topper, Dixita Vare who has secured 94.83% in HSC Science stream from S.R. Pre University College, had secured 94.24% in the Xth, Banahatti says, “I was planning to quit studies due to lack of finances, since I come from a very poor financial background, my father is a daily wage labourer and mother is a housewife. ‘Help A Child’ provided me access to textbooks, financial help and kept me motivated which made it possible for me not only study but also excel in my exams.

Further, one student Prashant Hangandi B.A III (S.T.C. College, Banahatti) has bagged two gold medals in Economics and Geography subjects from the Rani Chennamma University, Belgaum. He did B.A from S.T.C. College, Banahatti and scored 89.93% in final year.He has been sponsored by ‘Help A Child’, since 2009.

Samir Somaiya, Chairman, Godavari Biorefineries Limited says, “Education is the backbone of every society in this world. However, underprivileged children from rural areas often have to drop out from school denying themselves access to quality education and professional skills and continuing the cycle of poverty.We aim to reach out to those who need our help the most, to ensure that they do not have to give up their education simply because of a lack of funds.”

He adds, “Much more needs to be done. Many individual and corporates have joined hands with us in this initiative, sponsoring students for their higher education. Many of our ex-students today have become sponsors. We are proud of the achievements of our students.”

Nandan Mehta, who has sponsored a student through Help A Child says “ I have supported Help a Child for some years where I have had the opportunity to witness growth and development of the child I supported. The importance of enabling Higher Education, especially of rural and underprivileged children, can be really understood when one meets these children and sees their determination to achieve in life. I am very happy to be able to contribute towards this initiative”.

Students who achieved over 90% are Abhishekh Karadi, Dixita Vare, Shrinath Raval, Vinod Baogi, Sahana Savadi, Aditya Madar, Pooja Geddappannavar, Rohini Dhingane, Manjunath Madarkhandi, Preeti Sultanpur, Mahalaxmi Hangandi, Anusha Muragundi.

Link: http://www.educationinsider.net/detail_news.php?id=2194

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Somaiya Vidyavihar School Children from Ahmednagar Participate in Robotic Competition in Mumbai

School children from Sharda English Medium School, Kopargaon; Somaiya Vidya Mandir, Lakshmiwadi & Somaiya Vidya Mandir, Sakarwadi participated in an exciting robotic competition organized by K. J. Somaiya Institute of Engineering and Information Technology, Mumbai.

This initiative by Somaiya Vidyavihar was done to ensure that Robotics that is part of the education system in the international schools in high schools globally and in cities in India is made available to the children in all their schools. Says, Dr. Dilip R. Pangavhane, Principal of K. J. Somaiya Institute of Engineering and Information Technology (KJSIEIT) “ Working with robots is a great way for encouraging interest in Science and Math. It inspires innovation, encourages creativity and analytical ability. At Somaiya Vidyavihar, we have a culture of sharing knowledge amongst all our institutions. We were thus very keen to ensure that the students of schools of Somaiya Vidyavihar, including the ones in rural areas also get the opportunity to learn robotics. We have been amazed at the level of interest, and talent that the children have shown”.

In June, KJSIEIT college students had visited the schools in Kopergaon and held a workshop to train the students in the most exciting field of Robotics.

Animesh Kukade, a class 9 student from Sharda English Medium School, Kopargaon said, “Robotics is fun. We have to coordinate many things at the same time, like the timing & speed of the robotic car, going over the obstructions, tracking the penalties and operating it. It is an amazing experience. The college students taught us everything in a simple manner and made us understand the basics very clearly. "

A Quality education initiative for rural children by Godavari Biorefineries Limited in association with Somaiya Vidyavihar -­‐Sharda English Medium School, Kopargaon, Somaiya Vidya Mandir Laxmiwadi, and Somaiya Vidya Mandir, Sakarwadi.

Teachers, students from Somaiya Vidyavihar, Mumbai as well as guests from international colleges often visit the schools to share their knowledge. The success of the various initiatives has seen the children show great interest in their studies. The success of the efforts can be seen by the fact that each of the schools achieved over 90% results in SSC.

Somaiya Vidyavihar has over 34 educational institutions across Maharashtra and Karnataka.

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