Innovative Secondary Education For Skills Enhancement

ISESE Competition—Shortlisted Entries
Optimizing Secondary Schools for Skills and Livelihoods through Public–Private Partnerships and Corporate Social
Responsibility (Pakistan). There are fewer government secondary schools than primary schools in Pakistan, so this TVET program
was established to teach secondary students a variety of skills with several partners through CSR and public–private partnerships.
Joyful Learning in Non-State Secondary Schools in Bangladesh: Public–Private Partnership (Bangladesh). Through this program
BRAC seeks to support mainstream secondary schools by creating an environment conducive to learning. BRAC works to improve
the capacity of School Management Committees, provides teacher training, and promotes computer-aided learning. BRAC also
initiated a student mentorship program to promote leadership, self-esteem, and creativity among secondary school students.
Empowering Teachers toward Digital Content Creation, Blogging, and Online School Links in Uganda (Uganda). Conducted
by the Kisubi Associated Writers Agency (KAWA Uganda), this program seeks to empower teachers to develop digital content by
writing schoolbooks and saving them online in PDF format. These can then be accessed online and via mobile phone, thereby
helping to promote a greater reading culture among students.
Aparajitha TTT: Transformational Change through Awareness (India). Aparajitha Foundation is the not-for-profit wing of Aparajitha
Corporate Services Limited. It has established an innovative life-skills education program for adolescent children that seeks to
provide adolescents with emotional and psychosocial competence, as well as boost their self-esteem and confidence, through
teaching life skills that are not covered in the regular curriculum.
Arts-Based Learning for English Language Skills: Local Culture- and Place-Based Education (India). This is a unique model based
on spiral learning, arts-based education, and knowledge construction that facilitates the development of English proficiency in very
short periods of time. The program is centered around using the local language, culture, and way of life to learn English.
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Emusoi Center (Tanzania). Emusoi Center seeks to provide opportunities for education, both academic and vocational, for
secondary-school-age Maasai girls. The center provides a transitional space for young women coming from traditional lifestyles.
They are mentored academically, socially, and psychologically to join the multi-cultural/multi-tribal environment of secondary schools
in the area rather than a school for Maasai only.
Enhancing Science Education through Science Activity Centers (India). Through the organization Plan India, science labs were
created with the aim of simplifying the concepts of math and science, and to stimulate interest and understanding among students.
The science activity centers serve as facilities for conducting science- and math-related activities based on the school curriculum, but
encourage hands-on, activity-based learning and teaching.
Interactive Multi-School “Mock” Exam Competitions (Kenya). Asante Africa Foundation seeks to help students become more
comfortable in taking the important yet intimidating national exams in Kenya, by organizing competitions of mock exams that
simulate the national exam conditions. In this way students can gain familiarity with the process of standardized testing and learn
strategies for coping with the stress of studying for and sitting for exams.
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IT Training for Youths with Disabilities (Vietnam). This IT training program would seek to address the lack of employment
opportunities for people with disabilities in Vietnam by providing them with advanced technical training, soft-skills training, and
business linkage.
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Multi-Skill Vocational Training and Entrepreneurship Development as Part of Secondary Education (India). Lend-a-Hand
India implements a program in government-aided schools that is a blend of traditional academic work and hands-on projects that
emphasize relevant skills students need in rural areas.
Project 1947: A Technology Catalyst for Social Change Using Secondary Schools (India). Project 1947 gives government
secondary schools DVDs and videotapes for students to learn about topics on the SSLC State Exam, such as mathematics and the
sciences, in order to improve exam pass rates.
Rural Youth Empowerment Program (India). The Rural Youth Empowerment Program works to improve rural youths’ job skills in the
manufacturing, construction, service, and infrastructure sectors by using the Model-Train-Place model.
UCEP: A Beacon of Hope (Bangladesh). UCEP educates children from the slums by providing them with a relevant education that
includes skills training and job placement.
Youth Social Inclusion for Civic Engagement in Bukedea District (Uganda). The Oluwa Youth Activity Group uses leadership
trainings, peer education, networks, advocacy programs, and information centers to increase youth civic participation. Youth can
implement and address a variety of initiatives, which cover social, economic, and environmental issues.
62 Innovative Secondary Education For Skills Enhancement (ISESE)