Kaushal Varta December 2023- Commitment to Cause and Result
Hi Readers,
The "KAUSHAL VARTA" newsletter of December 2023, dedicated to Commitment to Cause and result, features updates on some of Lend A Hand India’s projects. This editorial choice brings to you how we stay committed to the cause and result over a number of years. It also includes insights from our long-term team members. It is a portrayal of our Team’s Perseverance and Persistence to achieve our Goals i.e., preparing the youth for employment and entrepreneurship opportunities by working at the intersection of education and livelihood.
Management for Cause
My journey in the sector began in the year 2009 when I started volunteering with an NGO during my graduation, working with female commercial sex workers. Part of my orientation to practising humility and empathy began by engaging with one of the most vulnerable groups of young and older women.
And the journey continued from there. I started working with LAHI in September 2016 when I was already associated with another development sector organization working with the education department and government schools. I started my stint as the first PMU team member of the Delhi Team in the Vocational Branch, then called the RMSA department. The project was launched in 2014, and by 2015, a significant number of 228 govt schools were already implementing VE. When I joined the team, I was required to work with four other members in the PMU from two other organizations. So essentially, it was a PMU comprising three organizations that wanted to implement quality VE wearing their own lenses and hats with little convergence. This means there was enough chaos and raita all over to put it together. I worked as a single PMU team member for almost a year and felt a strong need to hone my leadership skills.
The initial congruence of my personal and organizational value system of how we wanted to create access to equal opportunities for the vulnerable while ensuring an environment, where each student is treated the same across various lessons, paved the way for a long-term engagement.
The clarity of entering the sector by choice and not by chance has been of immense help to me. It has helped me to build the grit and resilience that is constantly needed to maintain my sanity in this crazy world of the development sector, where accountability is internal, mainly first, and then external.
I took a sabbatical in 2017 to pursue a Development Management course and returned to Lend A Hand India in 2018.? Things had changed a bit by then. Two more members had joined, and three more people from the college I studied at joined. I was able to pick up the pace of work quickly. The first challenge thrown at me was the British High Commission Project of organizing a workshop for 1000 female students of Grade 11-12 govt. Schools on career awareness and resume building in two weeks. This was the first project that made me realize the potential of teamwork and how collective power can drive any change management overnight. This was also when I realized the strength of the Delhi team and how this team of 3-4 people was so determined to take on any challenge. My belief in driving change through a team effort grew stronger. While attempting to close the Delhi PAB in 2019-20, the requirement for Jharkhand emerged, and I had to travel to JH on a day’s notice.? That was my first Inter-state engagement, with a new team and geography. I think I synced in quickly with the team and could complete the PAB proposal in a few days. This was also when I realized that I have close to zero inhibition to anything new, and after the Delhi BHC Project, nothing seemed too difficult. Ho Jayega was the new spirit in me!! Since then, the work has only kept expanding with new states, projects, and tenures.
The learning has been mostly organic in LAHI, though, as there were not many structured efforts either from the organisation's side or oneself, but that has been equally helpful in not restricting the scope of what and how to learn.
Every project, partnership, assignment, and PAB has proven to be a new learning opportunity and experience. There were multiple occasions of not succeeding but connecting back to the cause has been a good source of endurance and determination.?
Even though the work is often away from a usual office setup and in different govt. offices and geographies, the connection and commitment to bringing about changes in the lives of many through the common belief of skilling, has helped immensely to drive myself.?
But it is important to keep asking the question of what is right or not right because more often than not, the ramifications of our work are very wide and long-lasting so the commitment to cause sometimes humoral weightage too.
As an individual, I have grown several fold in the last seven years along with Lend A Hand India as an organization. I have made the best efforts to adhere to two values of equity and equality, which have shaped my thinking and me overall and align very well with the values that we all ascribe to and practice at LAHI i.e. courage to grow, purposefully authentic and commitment to excellence and quality.?
I have dedicated the last three years to the Scholarship project, and it has been a rewarding experience working with dynamic students. Witnessing their academic and personal growth, understanding their challenges, and providing guidance bring immense joy. While some students may pose challenges in terms of communication and staying connected, these experiences provide valuable lessons on handling situations and effective communication. Occasionally, I find it necessary to be firm or use assertive language, even though it may not be my preferred approach; however, such interactions often elicit a positive response from the students. Overall, the project has been a tremendous source of learning and personal development. Below are the glimpse of some of our scholarship students.
@Pallavi Koshti
I am Pallavi Koshti, and my association with LAHI spans nearly 8 years. During this time, I've worked across various departments such as HR and Admin, and currently, I am engaged in the Program – Plan 100 Swadheen since 2019. Despite a career gap of almost 9 years, LAHI provided me with diverse working exposure, allowing me to upgrade my skills. The organization offered numerous opportunities to showcase and express myself, motivating me to pursue further studies and excel in my current role.
Lend A Hand India is dedicated to working with and for the youth, focusing on their education and livelihood. In Program Plan100 Swadheen, our aim is to reach rural students. I strongly believe that skill education is not only complementary to formal education but also essential for upgrading students' future prospects. A degree alone may not ensure livelihood, but acquiring valuable skills can make individuals employable. My journey at LAHI has underscored the significance of skills in life, and I resonate with the noble cause of skilling the youth of India through MSFC.
Aarti Rajguru an instructor: Empowering students Through MSFC Education and became a successful Entrepreneur
by Vijay Boda
Aarti Rajgu, an instructor and a determined individual from Paat Pimpri, embarked on an inspiring journey that resonates with passion, determination, and a profound commitment to education and entrepreneurship. Her story encapsulates the transformative power of education, particularly in the field of food processing as she was teaching this subject for the last 12+ years, and its ability to shape lives and create successful entrepreneurs through the MSFC program from New English school and Jr. College Baragaon Pimpri.
Born and raised in Paat Pimpri, Aarti madam’s aspirations led her to establish a saree shop in Baragaon Pimpri named SAKHI Saree Centre. However, her true calling lay in education, and she found her inspiration through the IBT (Introduction to Basic Technology) program and Lend a Hand India’s various trainings. With over 12 years of practical based teaching experience, her dedication to educating others was unparalleled. Her journey took a significant turn when The New English School and Jr. college, Baragaon Pimpri introduced the IBT program in 2008, marking a new chapter in her career.
Aarti Rajguru was at the forefront, being the first trainer to delve into the particulars of food processing techniques within the IBT program now MSFC. Her approach wasn't confined to conventional teaching; it was hands-on, practical, and designed to instill entrepreneurial skills in her batchwise students. She strongly believed that education should empower individuals not only with knowledge but also with the capability to create opportunities for themselves and others.
The IBT/MSFC program's practical orientation was pivotal, providing students with skills that excelled theoretical learning. Aarti Rajguru’s innovative teaching methodologies and dedication encouraged her students to envision a future beyond traditional career paths. Her guidance and mentorship transformed the mindset of many students, inspiring them to explore the vast potential in the food sector.
Through Aarti Madam’s guidance, numerous students underwent a transformation. Empowered with knowledge and practical expertise, they ventured into the food industry, establishing their careers as successful entrepreneurs. Her impact was profound, as her teachings became the catalyst for a multitude of careers launched in the food sector.
Aarti Rajguru’s success story isn't merely about education; it's about the ripple effect created by an individual's dedication and commitment. Her tireless efforts not only impacted the lives of her students but also contributed significantly to the local economy and community development. The entrepreneurial spirit she cultivated brought about a positive transformation in Baragaon Pimpri and nearby villages where students come for the school.
Her students, now thriving entrepreneurs in the food sector, testify to her unwavering support, guidance, and the skills they acquired under her mentorship and teaching in school. Their success stories stand as a testament to Aarti madam’s vision, commitment, and the impact of education tailored toward entrepreneurship.
As Aarti Rajguru continues to inspire and mentor aspiring individuals/students, her journey serves as a beacon of hope and possibility. Her dedication to education, especially in equipping individuals with practical skills and entrepreneurial acumen, remains a shining example of transformative education's power.
In conclusion, Aarti madam’s story epitomizes the essence of education that not only imparts knowledge but also nurtures the entrepreneurial spirit, shaping lives, and fostering the growth of a vibrant and empowered community. Currently she is continuing her saree selling business fulltime based. Her passion for education and entrepreneurship continues to leave an indelible mark, illuminating pathways for countless individuals to realize their dreams and contribute to society's progress.?
Information Technology by Vinita Date
Innovation is driven by several factors including?curiosity, creativity, and the desire for improvement. It requires a mindset that embraces change, welcomes ideation, and encourages experimentation.
Such a mindset has driven LAHI to adopt technology for designing solutions for its vocational education program. Now, we are proud custodians of two products – namely Lighthouse & Pathways. Today 6 states are actively using Lighthouse while several others have shown a keen interest.? So how did it all begin?
Says Nilesh Puradkar Dy Director and one of the original team members “ The PMU teams were facing issues in handling huge data and presenting timely reports to the state officials. We decided to use a third-party tool the pilot for which was not successful. It was then the idea of creating our own application – Lighthouse took birth. At that time there was no technology team in place!
Lighthouse has been developed under the capable leadership of Laxman Joshi and with unstinted support of Ravindra Nalawade .
“Over a span of two years, Lighthouse has matured to such a level that we are now ready for the next phase of consolidation” – says Jayesh Ingale - Head of Technology.??
With more and more states using Lighthouse the team size has grown with resources placed in State offices for implementing and supporting users. From developing and implementing simple spreadsheets solutions to using SaaS based, complex applications, the team has evolved in order to make life easier.?
Pathways – Our internship monitoring and tracking application is currently in its pilot phase.? Students now have a platform to record their internship experiences.? In addition, we use Chatbot flows to enable students to offer career information and training.
What has been the impact of our technological outreach?
Our MIS solutions have succeeded in creating a culture of transparency improving trust driving us to faster and effective implementation in states.?
State officials now have a real time view of the vocational education program thereby giving us an improved access for our initiatives
Going ahead, the team plans to focus on the following aspects.
In the words of RoberT Frost: We have miles to go before we sleep
Schools of Applied Learning at Delhi Board of School Education by Manisha K. G.
With a focus on preparing youth for employment and entrepreneurship opportunities and to cater to its mission of integrating vocational education with mainstream education at secondary and higher secondary education level, Lend A Hand India has partnered with Delhi Board of School Education. This partnership aims to offer employment and entrepreneurship opportunities, with industry experts actively overseeing or partnering with the DBSE to contribute to the progress of the youth. SoAL is currently in its early stages of development.
Delhi Board of School Education have established Schools of Applied Learning, to help students attain skills as an integral part of academic pursuit and make skill acquisition aspirational through applied learning. The purpose of the Applied Learning Schools is to discover, foster, and nurture applied learning skills in all students to achieve their highest potential. Lend A Hand India works as a Project Management Unit (PMU) for implementing the entire skills module from Grade 9-12 at Schools of Applied Learning.
The ongoing implementation of the pilot program is underway in the 11 Schools of Applied Learning, providing thrilling experiences for the LAHI team. The team, comprising Anubhav Singh, Divya Sharma, and Manisha K. Gulati, is dedicated to ensuring the success of the pilot and transforming SoAL into a space that fosters abundant opportunities for students through skill training and development.
In this very first year of the project, Grade 9 has been onboarded in 11 Schools with around 2000 students. These students are being offered 3 taster skill courses- Fashion Studies, Financial Management and Mechatronics. The team has onboarded Industry experts as knowledge partners who are helping develop the curriculum for these courses and supporting the team in creating exposure opportunities for students.
These courses are delivered in the schools by Specialized Resource Persons who impart subject matter expertise and bring rich experience of the sector.The students are also provided exposure to field visits and guest lectures to take learning beyond the classrooms.
In this very first year of the implementation of the project, Schools of Applied Learning have created a completely new learning space for students in the Delhi Government Schools. The hands-on experience based approach and project-based assessments have not only imparted skills among the students but have also made learning fun and engaging for them.
The team is now gearing up for onboarding Grade-10 for the next academic year, where students will get exposure to a set of 3 fresh new skill taster courses. The next milestones for the team includes onboarding various Industries as Knowledge Partners and giving the project a structure and design for the longer term.
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Dr. B.R. Ambedkar Schools of Specialised Excellence (ASoSE) by Paridhi Singh
Inception of ASoSE-
The current education system provides students with a standardised, one-size-fits-all education. This leaves little scope for students with early awareness and interest in specific fields to pursue specialisations of their choice. Additionally, the current education system puts little emphasis on aligning the curriculum and assessment with higher education and industry requirements. Therefore, the Delhi government envisioned a new set of schools to create a unique hallmark of secondary education.
In further pursuance, a survey was conducted by the Directorate of Education, GNCTD, during 2020-2021, with over 3200 students and parents, which suggested that:
Keeping these findings at the center, Dr. B.R Ambedkar Schools of Specialised Excellence (ASoSE) were established in 2021 under the aegis of the Delhi Board of School Education.?
ASOSEs are choice-based schools for grades 9 to 12 that allow students to specialise in their chosen fields of study in multiple domains of education like Performing and Visual Arts, Humanities, STEM, High-end 21st Century? Skills, and Armed Forces based on student interests.
One of the key initiatives of these schools is the High-End 21st Century Skills, which provides an education focused on skills and entrepreneurship development relevant to the fast-changing 21st century. A key area of focus of these schools is the development of entrepreneurial mindset and skills in students to equip them to become job creators in their respective fields.; by offering specialisation in:
Lend A Hand India is a Lead Knowledge partner who manages 2 courses- Finance and Accounting and Electromechanical Production in these HE-21 ASoSE.
The High-End 21st Century Skills ASoSEs aims to prepare students for employment in aspirational roles immediately after schooling, along with opening up pathways for further studies at the university level. Masterclasses, internships, apprenticeships, immersion visits, and live projects with industry partners will provide experiential learning opportunities to students and help them build industry-relevant skill sets.
These courses are taught by Specialised Resource Persons (SRPs) with industry experience and the motivation to teach.
Impact
There are 56 ASoSEs spanned across 38 locations in Delhi, out of which 12 are for High-End 21st Century Skills, impacting approximately 2500 students.
Starting in 2021, we have the first batch of Grade 11 students specialising in one of the 6 taster courses offered to them.
As a part of their curriculum, these Grade 11 students underwent 80 hours of compulsory internship during their summer and winter vacations. 135 students of EMP and Finance were mapped with 31 employers within a span of 2 weeks.
Team’s Evolution
The team's evolution began with the dynamic involvement of Raj Gilda, Anubhav Singh, and Alisha Jain, establishing a solid foundation of diverse expertise and skills. As the team progressed, the addition of Tushar Malhotra and Paridhi Singh further enriched the collective capabilities, fostering a synergistic environment for innovation and success.?
Currently, the team comprises Anubhav Singh, Tushar Malhotra, and Paridhi Singh. Together, this collaborative ensemble continues to grow and thrive, bringing unique perspectives by striving for excellence.
Way forward
The team is strategically planning Grade 12's roadmap, collaborating with industry experts for vertical mobility mapping.
The hands-on curriculum, crafted in partnership with the Automotive Skill Development Council (ASDC) for EMP and NSE Academy for Finance, is underway.?
Winter internships and year-end assessments are also in the pipeline.
How does ASoSE contribute to the organization's overall cause?
Working towards Lend A Hand India’s aim, ASoSE integrates vocational education with mainstream secondary and higher secondary education, drawing inspiration from various projects. It aligns with Project Swadheen's vision for gender-agnostic multi-skill education, incorporates Project Pathways' emphasis on internships, adopts the government partnership model from Project Catalyst, mirrors Karigar's "Disney Land of Skills'' philosophy, and extends accessibility like Skills on Wheels and Skills @ Home. In essence, SOSE forms an inclusive, practical, and real-world-aligned educational paradigm.
Nurturing Impact: LAHI's Evolution with Monitoring, Evaluation, and Learning (MEL) by Akash Patki
In the quest for effective system change, Learning, Monitoring, and Evaluation (MEL) have become integral components of LAHI's strategic initiatives. This journey commenced with the establishment of a robust Monitoring Information System (MIS) and culminated in the development of a dedicated MEL vertical.
Development of the Idea:
The inception of the MEL vertical was spurred by LAHI's desire to measure the system change impact over the years. The Program Team's success in resolving internship MIS issues through agile solutions provided the impetus for embracing MEL as a long-term task.
Team's Evolution:
The MEL team embodies a commitment to learning on the job and a solution-oriented, agile approach. Comprising professionals with diverse backgrounds, the team collaborates closely with program, technology, and vendors. It operates as a service team, providing crucial support to program teams in research, monitoring, data management, and impact measurement. The team adeptly handles agile tech solutions in-house, including Kobotoolbox, Avni, Google Data Studio, and Looker Studio.
Key Progress:
The MEL team diligently forged ahead, shaping a comprehensive framework for monitoring and evaluation. Progress markers were meticulously identified for both individual and system-level outcomes, with specific achievement criteria defined for each policy and adoption component. Verification mechanisms and frameworks to measure employability skills were established, alongside the ongoing development of Proof of Concept (POC) for select indicators.
The team also piloted tools to measure employability skills, defined a unified data model across the organization, facilitated tracking of students through exit surveys, and partnered with Business Process Outsourcing (BPO) entities to connect with alumni.
On the evaluation front, the team crafted a robust framework for major elements, including vocational education, internships, and employability skills. Verification tools were developed to ensure quality and completion, and dashboards were deployed to aid informed decision-making. Invitations were extended to potential partners to undertake impactful assessments.
In terms of capacity building, the annual event "Manthan" emerged as a pivotal platform for state leads and program teams to delve into LAHI's system change prospectus, define organization-wide understanding of progress markers, and solidify state-wise projections and plans. The MEL team received dedicated capacity-building sessions during this event.
Communication and reporting mechanisms were overhauled, with the implementation of dynamic school and student-level databases. Reporting mechanisms were streamlined through Project Management Unit (PMU) Monthly Forms, state PMU reports to the Education Department, and reports on completion of various activities like internships and job fairs.
Impact:
The MEL journey has yielded substantial outcomes, including the identification of over 60 progress markers for policy adoption and the development of detailed Standard Operating Procedures (SOPs) for 11 critical components of vocational education (VE) programs. Over six lakh students were covered in the 2022-23 academic year through exit surveys. Notably, 15 states and 14,000+ vocational trainers transitioned from regular Google Sheets to Kobo forms, supported by the MEL teams.
Regular learning and capacity-building exercises through "Manthan" facilitated internal capacity building for MEL representatives from each state and team. A gender study was conducted, and its outcomes are being seamlessly integrated into the 2024-25 project proposals by state education departments.
Looking Forward:
The journey continues with a forward-looking perspective. Initiatives include research through process evaluation of important VE components at the state level, completion of a pilot on integrating data from different LAHI platforms, and the commencement of an internal program audit to evaluate outcomes and guide program teams. An exciting prospect on the horizon is the initiation of LAHI's own call center, fostering direct outreach to students, vocational trainers, and other stakeholders for various purposes.
Contribution to the Organization's Cause:
By incorporating robust MEL elements into organizational structures and culture, LAHI is establishing a sturdy foundation for effective learning, monitoring, and evaluation. The overarching Catalyst program objectives have been recalibrated, placing a heightened focus on student and system-level outcomes.
As LAHI navigates the evolving landscape of MEL, its commitment to the cause remains unwavering, fostering a culture of continuous improvement and impactful change.
Karigar School of Applied Learning by Sharmila Govande
“When love and skill work together, expect a masterpiece” John Ruskin
A group of around 20 children alight from the bus with excitement and joy. Eagerness to enter Karigar and spend the next few hours working with their hands, creating something new is apparent in their demeanor.?
Interns are busy setting up the lab, laying out the tools and other material required for the session. At the same time, they are going over the welcome activity and the plan for the day. Our interns learn to practice the skills they have learned and also gain new skills in facilitating sessions, understanding children and planning activities.
As visitors stroll in, the outreach team member takes them around Karigar, orienting them, talking with pride about the various programs and activities. The visitors are introduced to the lab incharge who takes them through the lab and all the displays and talk about the lab specific programs and their work with a diverse range of participants.
This is an everyday scene at Karigar - School of Applied Learning, a project of Lend A Hand India. Karigar, which gains inspiration from the ‘Learning by Doing’ philosophy of Mahatma Gandhi, was launched in January 2020. The idea was to create a replicable skilling hub which brings together diverse people from various age groups and socioeconomic backgrounds to learn skills, make informed career choices, break the myths around skilling and bring about more respect and dignity toward skilling professions. The school also acts as a training center for trainers preparing vocational trainers to deliver Lend A Hand India’s Multi Skill curriculum, Pre-Vocational curriculum and other customized training programs.?
The Lockdown during COVID pandemic, forced us to close the school and bring a temporary halt in our programs. Karigar restarted with renewed energy in January 2022. Since then, Karigar has designed and implemented various skilling programs and has had a footfall of over 10,000. Our programs have reached out to more than 30 schools and NGOs working with children.?
Our current signature programs:
As a showcase center, Karigar - School of Applied Learning is an example of Lend a Hand India’s culture and values. Our values of empathy, commitment to cause, gender equity, humility, trust and transparency are exhibited through the environment, work culture, activities and programs at Karigar.