(1) Internship with Small/Micro
Enterprises during 11th/12th Grades
(Conducted by Sattva Consulting, supported by J.P.Morgan)
Project Pathways (internship) program integrates vocational education
in existing school curricula to make high school education more
practical and relevant. As part of the curriculum, the 11th/12th
grade students are placed with small and micro enterprises for 80+
hrs of internship.
- 76% employers were willing to hire the students who had completed
internships with them 90%+ students felt that internship helped
them develop employability skills
88% students felt that they made informed career choices based
on the real time experiences
82% of the parents reported that they would have no problems in
allowing their female child to pursue a non-traditional career
- The number of students employed full-time/part time after internship
are four times as compared to those students who were not part of
the internship program.
Watch a clip from the field: https://www.youtube.com/watch?v=16neqRRFYpo&t=6s
(2) Multi Skill Foundation Course (MSFC)
(Multi Skill Vocational Education during Grade /10)
Study Conducted by Harvard Graduate School of Education Students
of Class - (EDU A801: Education Policy Analysis and Research in
Comparative Perspective (2020-21)
The lessons learned from the MSFC are reflective of the best practices
in the field of education. It serves as a reminder that providing
in-school courses that sit at the intersection of 21st century skills
and vocational skills is attainable and a necessity of empowering
students to engage in the 21st century as global citizens.
Key takeaways from the MSFC include:
• Know the student: Students are at the center of their learning
because instructors have been encouraged to connect with them, build
relationships and connect them with their community, increasing
their sense of belonging and ownership as global citizens (Aspen
• Breadth of Skills: Programs that build on the breadth of
vocational and 21st century skills, beyond merely job training,
increase student employability and empower students to navigate
the ever evolving and interconnected world. • Hands on Learning.
Authentic learning of vocational skills and 21st century skills
happen through hands-on opportunities, real-world applications,
and community engagement (Deans for Impact, 2015).
• Career Exposure: Exposing students to various careers and
cultivating a wide variety of skills through multi-skills courses
broadens students sense of self and future career interests.
• Instructor Capacity: Building instructor capacity is imperative
to ensuring the success of a program that integrates vocational
and 21st century education. Having mastery of a skill is different
than being able to teach it. Pre-service training, ongoing assessment,
professional development, and integrated support mechanisms are
integral in achieving this. (Villegas-Reimers, 2003; World Bank,
• Clear Expectations: The use of a rubric intended to frame
expectations for vocational instructors during the pre-service training
encourages a high level of professionalism, reinforces the values
of the program, and offer a holistic roadmap on how to best serve
students (Liang, Kidwai, & Zhang, 2016; The World Bank, 2013). •
Cultural Shifts. Intentional pedagogical choices, such as group
formation, as well as normalizing a breadth of skills can facilitate
cultural shifts, such as gender divides and roles (Reimers, 2020).
In conclusion, the MSFC is unique due to its dual focus on development
of 21st century skills and vocational skills. .
For detailed report, please write to us at LAHI@lend-a-hand-india.org