Asha for Education

-Sahyog Umang provides job training skills for young women in the Dindoshi area. English lessons and computer skills, among other activities, are taught and aim at helping women reach their full potential and achieve personal development with the hope that through these newly acquired skills employment opportunities will increase and community development will occur.

-Sahyog Sangharsh is a non-formal school for special needs children in the Kurla-Ghatkopar area. The school serves between 10-25 children a day who range in age from 3-18 years old. These children are not able to attend formal government schools due to various disabilities, both cognitive and physical, and without Sangharsh would have few other options for schooling. Sangharsh aims to provide these children with access to a quality education through a trained and caring staff, medical assessments, and therapy. If possible, Sangarsh will also help transition students into municipal schools or help them find employment as they approach adulthood.

-Sahyog Jhula (as stated on Sahyog's website) "combines learning with practical work and community interaction to allow girls to step out of restricted spaces." A life skills program, Jhula was developed to address many of the issues girls living in the community may face, and to prepare them for these struggles by offering experience, skills, and information that would otherwise be unavailable to them.

More information is available at: http://www.sahyogchehak.org.in/index.html


Since 2000, Sahyog has exhibited excellence in its work, and was recognized for this through the EdelGive Social Innovation Honour for Education in 2010.

A large number of the girls had dropped out of elementary education because of poverty, inadequate number of secondary schools in the neighborhood, and social strictures applied to adolescent girls. A population even more vulnerable than adolescent girls were children with disabilities for whom there were no educational resources; their vulnerability further compounded by their parents’ ignorance about such resources or inability to access them. This led to the decision to create community-based alternatives for the education of girl dropouts and out-of-school children with disabilities.