Our life skills work aims to help individuals make more responsible and informed choices, promote healthy lifestyles as well as improved career skills. Life skills training enables young individuals to manage their own development, enrich the potential and strengths they have as adults, reduce their developmental and contextual vulnerabilities, and improve their resilience even when predisposed to risks of one kind or another.

At present, life skill education is not part of the core Indian school curriculum and the 2018 National Colloquium Report emphasised the need to include life skills curriculum in tandem with state-specific needs. Life skills and especially employability skills would enable individuals to more successfully secure productive employment.  SDG 8 supports this view, while also focusing on sustained economic growth, higher levels of productivity and technological innovation.

We believe there is a definite need to provide life skills education to equip individuals with appropriate knowledge on risk-taking behaviour and develop skills such as communication, assertiveness, self-awareness, decision-making, problem-solving, as well as critical and creative thinking to protect them from abuse and exploitation. We adopt a holistic approach: identifying the needs, developing content based on needs, implementing with partners, measuring outcomes, revising our content based on learnings, and engaging with other stakeholders to provide appropriate employment opportunities.

Our life skills training aims to enhance the social, cognitive, emotional, and behavioural competencies of individuals so they can practice conscious living and develop into well-functioning adults. Along with life skills, we also provide vocational skills and improved employability as per market needs to help youth generate livelihoods. Ideally, youth can then better support themselves and their families to live economically stable lives beyond basic needs.

1. Needs Assessment: Undertake field research among different populations to gauge needs in communities.
2. Curriculum development: Holistic curriculum development based on the needs of the population using different pedagogical methods.
3. Measuring outcomes: Undertake impact measurement and use the results to iteratively improve curriculum content, delivery mechanisms, and outcomes.
4. Training of teachers or facilitators: Design and deliver mastery training for teachers or facilitators to ensure the content is delivered and/or translated correctly and achieves desired outcomes.
5. Engaging employees and employers in social giving: Development of certified courses for employees in consultation with employers to engage both groups in the social giving activity.
6. Connecting youth to the corporate world: Liaising between universities and corporations, while building skills among students to help them get placed within the corporate system.