Child Welfare Projects by NGO in Delhi

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Skill Development for Underprivileged Adolescents and Youth in Delhi NCR

Project Context-A. Project Context
India is steadily paving the way to becoming the Skill Capital of the world. With one of the youngest populations globally, the nation is uniquely positioned to realize its demographic dividend by cultivating a workforce that is skilled, employable, and industry-ready. The potential of India’s youth, when harnessed effectively, can become a transformative force for national development—particularly in regions like Delhi.
Through collaborative efforts, stakeholders have come together to drive meaningful change, resulting in substantial progress and life-transforming outcomes for adolescents and youth across Delhi. Recognizing that the well-being of young people extends beyond education alone, our initiatives have embraced a comprehensive, multi-dimensional approach—addressing education, vocational training, decent employment, and entrepreneurship development.
Our focus on skill development has played a pivotal role in equipping individuals aged 18 to 24 with the tools needed to thrive in today’s dynamic job market. By offering vocational training, entrepreneurship programs, and access to quality employment opportunities, we have empowered youth with highly sought-after skills across various industries. This not only boosts their employability but also fuels economic growth and fosters social upliftment.
Collaboration has been at the heart of our success. We have established impactful partnerships with government agencies, non-profit organizations, educational institutions, and corporate entities. By leveraging shared resources, expertise, and networks, we have enhanced both the effectiveness and sustainability of our initiatives—ensuring lasting benefits for the communities we serve.
As we reflect on the milestones achieved over the past year and phases of the project, we remain inspired and motivated for the journey ahead. The path we have embarked upon is ongoing, and our commitment to innovation, resilience, and inclusive development remains unwavering. Transforming the lives of Delhi’s adolescents and youth is not just a mission—it is a continuous pursuit of excellence, equity, and empowerment. With collective dedication and collaborative spirit, we are confident in building a brighter, more inclusive future for generations to come.
B. Project Objective

The two main objectives proposed under this project are as under:

• Objective 1: Specifically, within 12 months, it focuses on equipping 120 youth with life skills, financial, and digital literacy skills, and ensuring 85% (100 youths) complete vocational training and attain job readiness.

• Objective 2: Specifically, within the project period, at least 85% (at least 85 youths) of trained youth secured a decent job with an average monthly salary of INR 17000.

C. Key Activities Implemented

• Community based adolescents and youth mobilisation sessions
• Career Counselling workshops
• 21st century skills training
• Vocational training linkage
• Mentorship and job preparation support
• Job fair and HR agency engagement

D. Top-line of Results (outputs/outcomes) achieved.

The key achievements of the projects were listed below:

• A total of 20 adolescents and youth (received 21st-century skills training in the month of March 2025.

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Eat Right School Program

A. Project Context
The ‘Eat Right India’ movement, a flagship initiative by the Food Safety and Standards Authority of India (FSSAI), is dedicated to ensuring the health and well-being of our nation’s people. This visionary program revolves around promoting safe, nutritious, and sustainable diets through a harmonized, multi-sectoral approach. Recognising the pivotal role of early food habits in shaping lifelong well-being, ‘Eat Right India’ strategically focuses on our youth. Understanding that dietary habits often take root early in life and are resistant to change, ‘Eat Right India’ has chosen to focus its efforts on the youth. Indeed, within the hallowed halls of schools, the seeds of healthy eating habits can be sown, fostering lifelong well-being. The ‘Eat Right School Program,’ a brainchild of FSSAI, ingeniously deploys food as a pedagogical tool to sow the seeds of lasting change in children’s dietary habits. In recognizing the profound agency of young people as catalysts for change, we are emboldened by their potential to positively influence entire families. In collaboration with Mondelez India Foods Pvt Ltd, Bal Raksha Bharat has undertaken a noble initiative: to empower school children as agents of change, igniting an enduring transformation in their health and nutrition. Our primary objective is to elevate their Knowledge, Attitude, and Practice (KAP) towards healthy and nutritious food. Simultaneously, we endeavors to fortify the underlying structures and systems, ensuring seamless delivery of essential nourishment. But our mission extends beyond these walls – we aim to strengthen the implementation strategies of critical programs, including the Rashtriya Bal Swasthya Karyakram (RBSK), School Health, and Micro-Nutrient initiatives. In our tireless pursuit of knowledge, we seek to unearth the gaps in current school health and nutrition programs, advocating for sustainable solutions that bridge these divides. Bal Raksha Bharat and Mondelez India Foods Pvt Ltd played a pivotal role in shaping a healthier and more resilient community by fostering informed choices related to health and nutrition. This collaboration exemplifies the potential of public-private partnerships in driving positive change and creating a lasting impact on the health and nutrition landscape in diverse regions of India. The ERS 1.0 has been implemented in 5 states during the year 2022-23 (Delhi, Maharashtra, Himachal Pradesh, Madhya Pradesh and Tamandu). This has given incredible opportunity to contribute towards the larger goal set under Eat Right Movement towards system strengthening, sustainable approach and commitment to healthier tomorrow.

Goal

To empower school children as agents of change to improve their health and nutrition status with the focus on Safe and Nutritious Food and hygiene at 200 Schools in Maharashtra, J&K and Punjab

Objectives

– To strengthen structures and systems aligning government programs of RKSK, WIFS and NDD for delivering nutrition and healthy lifestyles education and services for children.

– To improve knowledge towards safe and nutritious food, a healthy lifestyle among school going children and their parents
– To generate evidences for identifying existing gaps in school nutrition programmes and advocacy for filling the identified gaps.

B. Key Expertise Demonstrated by BRB

1. Strategic Implementation and Planning:

– Leveraging its grassroots experience, BRB effectively aligns the program’s objectives with school-level needs.
– Comprehensive mapping and engagement of schools across diverse geographies.

2. Community Mobilization and Stakeholder Engagement

– Involvement of school authorities, parents, and local government to build consensus and ensure program sustainability.
– Collaboration with the Education Department, FSSAI, and corporate partner to deliver impactful outcomes.

3. Innovative Child-Centric Activities

Engaging children through creative and educational methods:
– Art, Craft and Comic Workshops: Teaching nutritional benefits through crafts.
– Hygiene Demonstrations: Handwashing techniques to prevent infections.
– Kitchen Gardening: Promoting sustainability by growing nutritious plants like fenugreek, coriander, and tomatoes.
– Hygiene Ratings of Kitchen & FoSTaC training of food handlers
– incorporation of songs, drawings, and interactive sessions to make learning enjoyable and memorable.

4. Capacity Building

– Training teachers and staff on the importance of safe, nutritious, and balanced diets.
– Promoting best practices for food hygiene and healthy eating habits among students.

5. Monitoring and Evaluation

– Utilizing robust tools to track progress and ensure the program meets its objectives.
– Gathering insights through regular reviews to adapt strategies as needed.

6. Integration with National Initiatives and School Health Programs

– Aligning with the larger FSSAI-led Eat Right Movement to scale program impact.
– Supporting India’s national health and nutrition goals, including reducing malnutrition and promoting wellness.

7. EMPLOYEE ENGAGEMENT

– Organizing employee-driven activities with the staff to foster a sense of community involvement and reinforce program goals.

C. Key Activities Implemented

Objective 1: Strengthened Structures and Systems by Aligning Government Programs (RKSK, WIFS, NDD, and Eat Right School) to Deliver Nutrition and Healthy Lifestyle Education and Services

Key Interventions

1.1 Health and Wellness Ambassador Model

• Teacher Champions were nominated and trained to act as Health and Wellness Ambassadors using FSSAI modules. They guided student-led health clubs and integrated health messages into school activities. • Student Champions were identified in each class to lead peer groups in promoting healthy diets and hygiene. These students also engaged families and communities. • Selected DIET faculty were trained using FSSAI curriculum and cascaded this knowledge to teachers, helping incorporate nutrition themes in lesson plans.

1.2 Strengthening School Health Infrastructure and Service Delivery

• Nutritious snacks and beverages were promoted, and hygiene ratings were established for school kitchens and vendors.

Objective 2: Improved Knowledge and Practices Toward Safe and Nutritious Food and Healthy Lifestyle Among Children and Parents

2.1 Experiential Learning and Campaigns

• Nutrition Awareness Days were held quarterly with activities like quizzes, posters, and storytelling.

2.2 Health and Wellness Calendar Rollout

• A year-long calendar with monthly themes was implemented, aligning activities with national observances.

2.3 IEC and Nutrition Literacy Materials

• FSSAI IEC materials and recipe booklets were distributed, and wall murals were created.

D. Top-line of Results (outputs/outcomes) achieved so Far…

• 200 schools were registered in Eat right school Portal across 3 intervention states.

• 200 Sehat clubs were formed having 6-14 years of children

• 400 Teachers were identified and trained as Health & wellness Ambassadors

• Bal Raksha Bharat in collaboration with the Directorate of School Education Kashmir (DSEK), Organised a divisional-level Training of Trainers (ToT) in which 36 teachers from 10 districts participated.

• Between November 2024 and March 2025, the Eat Right School Program was implemented in 35 schools across Jammu & Kashmir, reaching 2,799 students (1,474 boys and 1,308 girls). The initiative engaged 35 school heads, 70 teachers, and 36 trainers to promote nutrition and hygiene education. Additionally, 35 local suppliers were onboarded to strengthen food safety and hygiene practices in schools.

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Dream Accelerator

A. Project Context
Bal Raksha Bharat, in order to work for and with children, recognizes and upholds key principles of the United Nations Child Rights Convention (UNCRC) and the overarching SDG principles that gives children an opportunity to express their views, be involved in decisions and take action on child rights Globally there is a growing emphasis of child participation through various social accountability mechanisms which are being effectively embedded in formal governance structures especially at the local level. This provides scope for meaningful and inclusive engagement of children/ youth to lead their own campaign for responsive governance and sustainability.

B. Project Objective

• Augmenting capacities of Potential Child and Youth Champions on issues related to child and human rights
• To ensure implementation of Child/ Youth led planning and implementation of Micro-projects on pertinent social issues that affect them
• Formation of Children’s Councils, a network of children to influence decisions that impact their wellbeing with stakeholders using democratic means. / To strengthen children’s agency through formation of local level Children’s Councils

C. Key Activities Implemented

• Identification and Capacity Building of 172 Child/youth Champions on guided audio-visual modules
• Developing SIX new audio-visual modules
• Developing Case Story Compendium for stories of change
• 29 Micro Projects rolled out across 10 locations involving more than 150 children/youth directly
• 19 Youth Councils are formed and actively pitching for the rights of children/youth with ley stakeholders

D. Top-line of Results (outputs/outcomes) achieved.
1. Child-led Advocacy and Community Impact:

Children across Rajasthan, Bihar, and Jammu & Kashmir have championed local advocacy initiatives. From using storytelling to influence district authorities, to facilitating school re-enrolment of dropouts, and mobilising councillors for environmental campaigns—these efforts highlight the transformative power of child voices in governance and community action.

2. Capacity Building of Child Champions:

A total of 172 Child Champions have been identified and trained across project Location/s. They have completed capacity-building sessions on six customized modules focused on child rights, leadership, communication, and civic participation—equipping them to be change agents in their communities.

3. Youth-led Micro Projects for Social Change:

Out of 39 submissions, 29 innovative Micro-Projects led by children and youth have been selected and implemented. These initiatives address critical issues such as health, education, ending child marriage, and environmental sustainability, demonstrating youth-led problem-solving and innovation.

4. Democratic Youth Participation Structures:

19 functional Children’s and Youth Councils have been activated through democratic elections. These councils serve as formal platforms for sustained youth engagement in civic issues, promoting leadership and structured participation in local decision-making.

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Unnati-A holistic Approach for Development of Children

A. Project Context

India has the world’s fastest-expanding major economy, which has helped lift millions out of poverty in the past decade. This has led to unabated growth of its major towns like Delhi and Mumbai. Delhi has become 2nd most populous city of the world with substantial increase in built-up area between 1991 and 2018. Due to rapid industrialization and urbanization, there is an unprecedented flow of the people from villages to cities like Delhi in search of decent and gainful employment. As per Census 2011, there are 13.7 million slum households across 63% of India’s towns. Delhi has been the prime destination for migrants from the surrounding state for past many decades. As per the reports published by National Institute of Urban Affair in the year 2018, the migration rate in Delhi (rural and urban) had increased from 33.80% in the year 1993-94 to 41.64% in 2007-08. Figure 1 shows the slum household and slum population across Delhi. These migrant families often concentrate in slums and squatter dwellings and must struggle for their existence. They live in a very unhealthy concentration with no schools, no health centers, no open spaces for children to play, Although the implementation of Sarva Shiksha Abhiyan (SSA) and Right to Education Act, 2009, have led to an improvement in the access to education, still a large section of children remains out of the ambit of schooling. A Delhi government’s survey has shown that there are as many as 2,21,694 children (or 9.76% of the total) in the age group of 6-17 who are out of school. Out of them, 1,31,584 have dropped out owing to various reasons, and 90,110 children have never attended school. Another study has indicated that in Delhi 31.5% slum children have never attended school. The UNICEF in the year 2000 estimated that, 18 million street children in India, which was the highest in the world.

The rate of drop out was found higher among girls compared to boys due to various household responsibility such as caring for younger sibling, cooking cleaning, etc. These out of out of school children develops anxiety, depression, widening of learning gap, social issues, poverty and future unemployment. This leads them to enter the vicious cycle of child labour.

The Project aims to adopt a ‘Life Cycle Approach” towards effectively rehabilitating and preventing child labour. The strategy consists of Direct action with working children, adolescents and youth and those at risk to improve their existing situations and offer them opportunities for schooling and learning vocational skills to provide them with a better future. In addition, a ready-to-learn approach will be adopted for “at risk” children of the community to prevent them from entering into child labour.

Sensitization and awareness generation activities within the community on the detrimental effect of child labour. Advocacy and capacity building with key institutions and duty bearers both directly and indirectly responsible for the eradication of child labour in country, in order to develop linkages within existing institutions, strengthen their capacities to implement child labour legislation and policies, and bring about progressive changes in the methods used to tackle child labour.

B. Project Objective

Goal: Mainstreaming 80 children (6-14) in the formal education through bridge course, access to basic education and social protection to prevent at-risk children from entering into any form of child labour, provide upskilling opportunity to 20 Adolescent & Youth (15-24 years) and strengthening the child protection mechanism of the community in the specific pocket of East Azad Nagar of Delhi

Objectives:
1. 80 at risk children and survivors of child labour (6-14 years) are enrolled in schools and continue quality formal education or relevant bridge schooling
2. 20 Adolescents and youth (18-24 years) are trained on employable skills (vocational and life skills) enabling greater accessibility to employment and transition into decent employment
3. Communities including children are aware of child rights, the impact of child labour on children and communities and children developed as agents of change in the community

C. Key Activities Implemented
 Running of MAC center
 Identification of Out of School children and enrolling them in MAC
 Conducting Pre -Assessment to understand the learning level of the children
 Implementing Bridge Course depending upon the results obtained in the pre-assessment and after complementation of bridge course enrolling them to formal education in their age-appropriate classes
 Providing various learning/resource materials to the children to help them bridge the learning gap of the students.
 Conducting medical camps for the MAC enrolled students and for community in general
 Facilitate and provide identified 100 children attending MAC & their immediate family members with social protection schemes/ legal identity card
 Undertake mobilization & enrolment drives in communities (particularly the catchment areas around the MAC centre).
 Life Skills Education (LSE) for Adolescents and Youth (15-24 years).
 Supporting adolescent and youth with skilling (18-24 years) with a skilling program and open schooling
 Meeting with employers, placement agencies and institutes at the district level
 Organize campaigns engaging with children, communities and government stakeholders
 Strengthening of Child Welfare and Protection Committee as a means of establishing grassroots support mechanisms for child protection and mainstreaming to education
 Awareness generation on government schemes and programmes for families (500 Hhs)

D. Top-line of Results (outputs/outcomes) achieved.

 Identification and enrolment of 85 children in Multi Activity Centre. These children underwent pre and post assessment test and supported with bridge course at MAC.
 All 85 children have mainstreamed into formal education

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Strengthening the Early Childhood Care and Education System in Anganwadi Centres of Delhi – Phase 3.0

A. Project Context
The intervention Project envisages to provide an optimal environment for responsive care giving and early learning opportunities to children aged 0 – 6 years. The focus of the intervention would be on responsive caregiving, play and activity-based learning. We will be developing an ecosystem where continuum in learning experiences of children is prioritized at home as well as centers. All the relevant stakeholders in homes, Anganwadi Centers, and communities enable each child to start early and complete their early learning. The intervention will thereby support the governments mission of creating ‘Saksham Anganwadi Centers’. There would be focuses on orientation and capacity strengthening of different stakeholders who has an impact on children’s learning as well as provision of learning materials and infrastructural support to the intervention Anganwadi Centers. Efforts will be made to reach the most marginalized children (boys and girls) from diverse needs and backgrounds at homes, Anganwadi Centers and communities. The intervention would enable us to empower boys and girls by creating a learning environment where all boys and girls feel valued and will have equal access to quality early learning.

As part of our intervention, we were reached out to 18 Anganwadi Centers in North West/West District of Delhi. These AWCs have been finalized in consultation with the Department of Women & Child Development (DWCD). In addition, we would also ensure that all the 15 Anganwadi Centres from Phase 2 of the intervention are also part of the orientations/trainings during the current phase so as to ensure continuity

B. Project Objective

Goal: Girls and Boys between 0 – 6 years of age receive responsive care and access quality learning at both home and centre which support them to reach their full cognitive, emotional and social potential.

Objectives:
• Children benefit from a quality child-friendly environment
• Male and female caregivers (including parents, elder siblings and grandparents) provide frequent responsive caregiving and early stimulation to children aged 0-6 years

C. Key Activities Implemented

• Capacity building of Anganwadi Workers and Helpers on early stimulation and responsive care-giving, Save the Children’s Common Approaches focusing on children between 0 – 6 years of age (Building Brains and Ready to Learn), Learning through Play, development of TLMs, and mentoring and monitoring support to the AWWs
• Capacity building of project staff on Save the Children’s Common Approaches, Learning through Play, development of TLMs, etc.
• Introducing gender sensitive BLES (Building Learning Environment in Schools) component and creating play spaces in Anganwadi Centres and Community spaces.
• Develop, procure and make available gender sensitive learning and play kit and other resource material available in all Anganwadi Centres and orienting Anganwadi Workers on their usage.
• Make available age-appropriate books (picture books, story books, etc.) in Anganwadi Centres and promote its usage
• Development of IEC materials for different stakeholders (Anganwadi Workers and care-givers at home) focusing on Responsive Caregiving and Early Learning at Home
• Develop and strengthen care-giver groups in Anganwadi Centres in order to influence learning environment especially focusing on Responsive Caregiving and early learning at home including Save the Children’s Common Approaches, making of TLMs, etc. at Centre and Home. This will be conducted by the Anganwadi Workers with support of the BRB team on a monthly basis.
• Form/strengthen and regularize Anganwadi Development Committees and build capacity of the members of ADCs on reducing barriers to learning for all children between the age group of 0-6 years. This is to ensure that caregivers are formally involved in improving quality of all aspects of the Anganwadi Centres.
• Enrolment and retention drive at Anganwadi Centres and community level
• Celebrating different days in Anganwadi Centres and schools (ECCE day every month at AWCs, child rights week). Other celebrations with a focus on early learning will only be taken up if mandated by the Government at AWCs

D. Top-line of Results (outputs/outcomes) achieved.

• BLES (Building Learning Environment in Schools) work in 18 AWC: The BLES (Building Learning Environment in Schools) related work have been completed in all 18 Anganwadi Centers. The BLES work included plastering, whitewashing, and repairs to windows and boundary walls. painted in vibrant colors.
• Distribution ICT equipment’s and other resource materials: The procurement of all IT equipment’s (LED TV), Pen Drive (with Gulmohar videos) Filters with stool, activity Books, colouring books, colours, ELM kit, Educational Materials were done and have been distributed in all 18 Saksham Anganwadi centres. Educational materials include big storybooks and calendar
• The Early Childhood Care and Education (ECCE) Day Celebration was successfully organized in all 18 AWCs on monthly basis during the duration of the project. The event saw combined enthusiastic participation from 1150 attendees, including 452 mothers 180 fathers total 632 parents, 518 children including 243 Girls 275 Boys, and 18 Anganwadi Workers and 18 helpers (AWWs)
• 18 ADC groups in 18 AWCs have been formed. 3 meetings were conducted with 229 members to address and reduce learning barriers for children aged 0–6 years.
• Two days Capacity building of Anganwadi Workers, supervisor and one day Capacity building programme for Helpers on early stimulation and responsive care-giving, Save the Children’s Common Approaches (Ready to learn, Building Brain) were organized, at the DWCD Resource Center at Rohini. Total 46 participants were the part of the Training
• To strengthen care-giver groups in Anganwadi Centers, session with Mothers on Child Development & Positive Parenting were organized across 18 AWCs on monthly basis. 90 meetings were conducted and 830 participants including parents/caregivers, pregnant women, lactating mothers were sensitized on child development and positive parenting for children 0-6 years.
• Three-days enrollment and retention drive were successfully conducted across all 18 Anganwadi centers successfully engaged 1,648 parents, children, and community members through interactive puppet shows and culturally resonant activities.

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Saksham 3.0 – Youth Empowerment program for ensuring a successful transition to adulthood in Delhi

A. Project Context
India is steadily paving the way to becoming the Skill Capital of the world. With one of the youngest populations globally, the nation is uniquely positioned to realize its demographic dividend by cultivating a workforce that is skilled, employable, and industry-ready. The potential of India’s youth, when harnessed effectively, can become a transformative force for national development—particularly in regions like Delhi.
Through collaborative efforts, stakeholders have come together to drive meaningful change, resulting in substantial progress and life-transforming outcomes for adolescents and youth across Delhi. Recognizing that the well-being of young people extends beyond education alone, our initiatives have embraced a comprehensive, multi-dimensional approach—addressing education, vocational training, decent employment, and entrepreneurship development.
Our focus on skill development has played a pivotal role in equipping individuals aged 18 to 24 with the tools needed to thrive in today’s dynamic job market. By offering vocational training, entrepreneurship programs, and access to quality employment opportunities, we have empowered youth with highly sought-after skills across various industries. This not only boosts their employability but also fuels economic growth and fosters social upliftment.
Collaboration has been at the heart of our success. We have established impactful partnerships with government agencies, non-profit organizations, educational institutions, and corporate entities. By leveraging shared resources, expertise, and networks, we have enhanced both the effectiveness and sustainability of our initiatives—ensuring lasting benefits for the communities we serve.
As we reflect on the milestones achieved over the past year and phases of the project, we remain inspired and motivated for the journey ahead. The path we have embarked upon is ongoing, and our commitment to innovation, resilience, and inclusive development remains unwavering. Transforming the lives of Delhi’s adolescents and youth is not just a mission—it is a continuous pursuit of excellence, equity, and empowerment. With collective dedication and collaborative spirit, we are confident in building a brighter, more inclusive future for generations to come.
Our mission is to empower and transform the lives of 1350 adolescents & youths through comprehensive skill Development, and employment support, enabling them to achieve sustainable career paths and financial independence within 36 months (3 years)

B. Project Objective

The three main objectives proposed under this project are as under:

• Within 36 months, 1600 youths are mobilised, counselled and 1350 are enrolled in the project
• Within 36 months, 1335 youth are trained on 21st century skills and vocational trade and 85% of 18-24 years (810) targeted, have secured decent jobs or taken up entrepreneurship
• To empower at least 15 young entrepreneurs by equipping them with the innovative skills, knowledge and resources necessary to create and grow sustainable businesses
C. Key Activities Implemented

• Community based adolescents and youth mobilization-meeting with youth and their parents
• Career counselling workshops
• Youth enrolment and baseline information of enrolled youth
• Set up of Centre of Excellence
• Running Centres of Excellence (CoE)
• Providing 21st century skills to the identified Adolescents and youth
• Providing VT to the identified and eligible youth
• Providing mentorship and job preparation support to the trained youth
• Organizing job fair and HR agency placements
• Provide awareness sessions and support identified families and youth (15-24 youth) in availing required documentation and link them to social protection schemes
• Youth innovation and action lab (YIAL) workshop to identify and select and entrepreneurial idea for youth who don’t want to take job
• Providing 21st century to the identified youth for entrepreneurship
• Entrepreneurship Development Training & Support
• Trade specific training
• Development of business plan
• Partial equipment supports to establish entrepreneurship
• Backward and forward linkages support

D. Top-line of Results (outputs/outcomes) achieved.

• A total of 407 adolescents and youth have been mobilized from July 2024 to December 2024. This includes adolescents (36 boys, 17 girls) and youth (142 males, 212 females).

• A a total of 337 adolescents and youth between July 2024 and March 2025 (25 boys, 15 girls; 95 males, 202 females), all of whom received career counselling.

• A total of 254 adolescents and youth (21 boys, 15 girls; 83 males, 135 females) were enrolled across 3 quarters from July 2024 to March 2025 in Centres of Excellence in East, South East, and South Delhi

• A total of 242 adolescents and youth (21 boys, 15 girls; 80 males, 126 females) received 21st-century skills training across both quarters from July 2024 to March 2025.

• A total of 160 youth (58 males, 102 females) were enrolled during the three quarters from July 2024 to March 2025.

• Thus, from July 2024 to March 2025, a total of 112 youth (50 males and 62 females) were placed across various trades, resulting in a placement rate of 70%. Placement processes for the remaining candidates are currently underway.

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Toyota Hackathon

Project Context- The Toyota Hackathon 2025 is a forward-thinking initiative aimed at fostering creativity, innovation, and problem-solving among students. With a focus on road safety, sustainability, and smart mobility, the Hackathon seeks to engage young minds in addressing real-world challenges while promoting social impact and technological advancement. Through this event, Toyota aims to inspire a new generation of innovators and empower them to contribute meaningfully to creating safer roads and greener cities.

The Hackathon will bring together students, educators, industry experts, and community leaders in an environment designed to encourage collaboration, critical thinking, and rapid innovation. By addressing pressing issues related to road safety and sustainability, the event aligns with Toyota’s broader commitment to corporate social responsibility and its vision for a safer, cleaner, and more sustainable future.

B. Project Objective

Foster Innovation: Inspire students to develop cutting-edge solutions for road safety and sustainable mobility.

Encourage Collaboration: Promote teamwork and the sharing of ideas across different schools and regions.

Enhance Problem-Solving Skills: Provide a platform for students to tackle real-world challenges through technology and creativity.

Promote Road Safety Awareness: Involve students in designing and implementing solutions that improve road safety in their communities.

C. Key Activities Implemented

School Selection:
a. 470 Government/Semi Government and Private schools were identified in 3 cities for participating in Hackathon 2025

Concept Notes Selection:
a. Children from these schools were oriented about the Hackathon and were told about the topics and themes for the Hackathon on which they had to write Concept Note which was later checked and selected by the Technical experts

Boot Camp:
b. The selected children participated in a boot camp in which they were introduced to essential concepts such as design thinking, problem-solving, teamwork, and basic programming skills. This prepared them to actively contribute during the Hackathon challenge.

Hackathon Event:
c. A two-day event in 3 cities (Delhi, Mumbai and Bangalore) was held where 180 student teams ideated, designed, and developed a working prototype solution to the predefined challenges related to road safety, smart mobility, and sustainability.
d. Student teams had access to their 90 mentors and material resources which helped them to refine their ideas and build workable models or digital prototypes.

Judging and Recognition:
e. A panel of judges (internal and external judges) including Toyota representatives and industry experts evaluated the student’s projects and prototypes based on innovation, feasibility, and social impact.
f. Winning teams received awards and recognition at a grand finale event, with opportunities for further development of their projects.

D. Top-line of Results (outputs/outcomes) achieved.

• 14300 students were directly and indirectly reached in 3 cities Delhi, Mumbai and Bangalore
• Top 90 Road Safety Ideas were presented in Hackathon in 3 cities
• 470 schools participated in 3 cities for Hackathon