“REACH” for Women and youth Empowerment-Skills For Life ”

•Integrate Information and Computer Technology to enhance access, equity, quality and relevance of basic education of the target group as stated in the Policy statement, while stimulating and improving skills for gainful employment.

•While exposing the youth and women to new digital interventions, help them in developing skills in accounting software like Tally which is useful not only for gaining employment in small and medium firms, but also for front office accounting.

•Beside the aforesaid skill development, prepare the candidates in soft skills to prepare them better for employment opportunities.

•The objectives are measureable in the sense that training broadly attempts to equip candidates with an ability to work with a range of devices, tools, application, information and resources. The teacher-led sessions aim to demonstrate techniques and processes and present a context to the learning. Following this, candidates engage themselves with activities which are designed to provide adequate hands-on experience.

This project is concerned with skill building in the specified sector for “ reach the unreachable". This project is in consonance with the efforts of the governments in promoting social welfare and economic development and skill building. What makes the project efficient and effective is the fact that its objects are clear and design of the curricula and its reach are contextual. We also have metrics to monitor the programme. Also, getting enlisted with the HUNAR” programme of NIOS, MHRD, Government Of India is an added advantage. This ICT centre will function in the school premises that will give an ambience of skill stimulating environment and can be reached by the wide diasporas.

The Trust has a similar experience in running training programmes which have helped the participants in acquiring skills and employment. The teacher's training center has trained over 60 teachers who have obtained gainful employment, set up their own businesses and also have transformed into trainers.

1.. Socio-economic Impact: There is a considerable risk that disadvantaged groups and marginalized people will not be able to benefit fully from the new opportunities offered by ICT. There are data available indicating that training is mainly being undertaken by those who are already in a good position in terms of employment, education and social position. Therefore, dedicated efforts are needed to make sure that everyone is able to acquire the necessary digital competence in the information society and to learn and develop other key competences via “Integrated Computer vocational Training” for participation in society. Learning objectives for emancipation and empowerment, such as social competence, critical thinking, knowledge sharing and cooperation techniques, are considered to be essential preconditions for inclusion, well-being and success in the knowledge-based society. There has to be a clear vision, a strategy and an inclusive policy which takes into consideration and attempts to simultaneously tackle several factors which contribute to deprivation (unemployment, disabilities, social exclusion, etc). But it can substantially contribute to employability, provided that practice efforts are concentrated on quality. We can expect an attrition rate of around 15% post placement and this is because the candidates may seek their own markets. Attrition during the course is not expected much, however we can keep that around 10% to stay on a safe side.

2. Quantitative outcome of the project:

The quantitative outcome is measured by the number of dropouts of the programme, the depth of candidates’ known pain points, and attitudes and behaviours towards training programme for the purposes of segmenting the candidate base. Such indicators will be measured as a basic parameter through surveys and questionnaires.

3.Qualitative outcome of the project: Training achievements are shaped not only by the way through which training is organised, but also by the socio-economic backgrounds of the learners, their socio-cultural environments, the changing skills and competences that are necessary for employment, education and training, self-development and participation in society. This clarifies partly why non-formal learning, informal learning and adult learning are increasingly seen as crucial for the future of learning. Learning motivation largely depends on the social positioning of the learner, especially for the most disadvantaged. Some of the qualitative assessments shall be about the integration of computer in vocational training and life skills training with curriculum instructional practices.