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(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 Institute, 2019).
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, 2013).
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


Vaibhav and Bhargav learn the art of heavy metal welding. Vaibhav failed his 9th grade exams in school. He never liked sitting in classrooms and listening to theoretical lectures but loves the focus on practical skills.


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