NB4 Guide - Version 2.0 PDF

Nation Builder Curriculum – 4.0 Document version 2.0 1 HOW TO USE THIS DOCUMENT................................................................................................................ 6 1.1 WHY THIS BOOK?...........................................................................

Nation Builder Curriculum – 4.0 Document version 2.0 1 HOW TO USE THIS DOCUMENT................................................................................................................ 6 1.1 WHY THIS BOOK?....................................................................................................................................... 6 1.2 HOW TO USE THIS BOOK EFFECTIVELY............................................................................................................. 6 2 INTRODUCTION....................................................................................................................................... 7 2.1 WHO IS A NATION BUILDER?........................................................................................................................ 7 2.2 2030 GOAL OF THE FELLOWSHIP.................................................................................................................. 7 2.3 OVERVIEW OF NB-4................................................................................................................................... 8 3 NB4 AND THE FELLOW’S ASPIRATION...................................................................................................... 9 3.1 IKIGAI...................................................................................................................................................... 9 3.2 EVOLUTION OF PURPOSE............................................................................................................................ 10 4 ASPIRATION CAREER PATHS.................................................................................................................. 11 4.1 OVERALL OVERVIEW................................................................................................................................. 11 4.2 UNDERSTANDING THE ASPIRATIONAL CAREER PATHS...................................................................................... 12 4.2.1 District Entrepreneur....................................................................................................................... 12 4.2.2 Category Entrepreneur (Pedagogy, Arts, Sports, Ed-Tech etc.)....................................................... 12 4.2.3 Entrepreneur: Non- Education........................................................................................................ 12 4.2.4 Politics: Elected Representatives..................................................................................................... 13 4.2.5 Foundations/ CSR (High Impact, Sustainable)................................................................................ 13 4.2.6 Government administration, systems and functions...................................................................... 13 4.2.7 NGOs/Social Enterprises (Scalable, High Innovation)..................................................................... 13 4.2.8 Impact Consulting/ Knowledge and Research Industry.................................................................. 14 4.2.9 Funding/Grant-making organizations............................................................................................ 14 4.2.10 National and State level policy................................................................................................... 14 4.2.11 Subject Matter Expert (SME) / Researcher/ Professor................................................................ 14 4.3 ASPIRATION CAPABILITY FRAMEWORK AND ASPIRATION CAREER PATHS............................................................. 14 5 ASPIRATION CAPABILITY FRAMEWORK................................................................................................. 16 5.1 OVERALL VIEW......................................................................................................................................... 16 5.2 UNDERSTANDING THE FRAMEWORK IN DETAIL............................................................................................... 17 5.2.1 Leading Self..................................................................................................................................... 17 5.2.2 Leading On-Ground Impact............................................................................................................. 18 5.2.3 Leading People................................................................................................................................ 19 5.2.4 Leading Organization Outcomes..................................................................................................... 20 5.2.5 Leading Social Impact at Scale........................................................................................................ 21 5.2.6 Gandhi Fellowship Values and Principles:....................................................................................... 22 2  5.3 PROGRAM DIFFERENTIATION...................................................................................................................... 23 6 ROUTINES.............................................................................................................................................. 24 6.1 WHAT ARE ROUTINES................................................................................................................................ 24 7 ASSESSMENTS....................................................................................................................................... 25 7.1 WHY IS ASSESSMENT IMPORTANT?.............................................................................................................. 25 7.2 HOW TO USE THE ASSESSMENT FRAMEWORK................................................................................................. 25 8 ANNEXURE: CAPABILITY MAPPING FOR ASPIRATION CAREERS PATHS.................................................. 27 9 ANNEXURE: ASSESSMENT INDICATORS................................................................................................. 28 9.1 LEADING SELF.......................................................................................................................................... 28 9.1.1 Self-Awareness................................................................................................................................ 28 9.1.2 Self-Management: Physical Well-being.......................................................................................... 29 9.1.3 Self-Management: Mental and Emotional Well-being................................................................... 30 9.1.4 Self-Motivation............................................................................................................................... 31 9.1.5 Positive Psychology: Positive Outlook............................................................................................. 32 9.1.6 Positive Psychology: Practicing Gratitude....................................................................................... 33 9.1.7 Positive Psychology: Seeking Help.................................................................................................. 34 9.2 LEADING ON-GROUND IMPACT................................................................................................................... 35 9.2.1 Cultural and Territory Knowledge: Cultural Understanding........................................................... 35 9.2.2 Cultural and Territory Knowledge: Political Knowledge.................................................................. 36 9.2.3 Role Specific Knowledge.................................................................................................................. 37 9.2.4 Building Social Impact Solutions: Problem Identification and Framing.......................................... 38 9.2.5 Building Social Impact Solutions: Research and Analytics.............................................................. 39 9.2.6 Building Social Impact Solutions: Developing Solutions.................................................................. 40 9.2.7 Enable High Impact on Field: Identifying Key Levers of Change..................................................... 41 9.2.8 Enable High Impact on Field: Executing Change on-ground........................................................... 42 9.2.9 Enable High Impact on Field: Developing Community Ownership.................................................. 43 9.2.10 Enable High Impact on Field: Networking with Key Stakeholder................................................ 44 9.2.11 Technology Integration.............................................................................................................. 45 9.2.12 Leverage Data for Impact: Data Collection................................................................................ 46 9.2.13 Leverage Data for Impact: Data Analysis and Presentation....................................................... 47 9.2.14 Leverage Data for Impact: Impact Measurement...................................................................... 48 9.3 LEADING PEOPLE...................................................................................................................................... 49 9.3.1 Collaborative Work: Co-creation Solutions..................................................................................... 49 9.3.2 Collaborative Work: Valuing Diversity............................................................................................ 50 9.3.3 Collaborative Work: Empowering Others....................................................................................... 51 3  9.3.4 Collaborative Work: Conflict Resolution......................................................................................... 52 9.3.5 Facilitation...................................................................................................................................... 53 9.3.6 Stakeholder Management.............................................................................................................. 54 9.3.7 Team Management: Enabling High Performance........................................................................... 55 9.3.8 Team Management: Virtual Team Management........................................................................... 56 9.4 LEADING ORGANISATION OUTCOMES........................................................................................................... 57 9.4.1 Communication and Presentation: Oral Communication and Presentation................................... 57 9.4.2 Communication and Presentation: Written Communication and Presentation............................. 58 9.4.3 Project Management...................................................................................................................... 59 9.4.4 Change Management..................................................................................................................... 60 9.4.5 Education Industry Knowledge: Child Learning Environment......................................................... 61 9.4.6 Education Industry Knowledge: Government Systems and Structure............................................. 62 9.4.7 Education Industry Knowledge: Key Sector Players........................................................................ 63 9.4.8 Education Industry Knowledge: Large scale assessments............................................................... 64 9.4.9 Systems and Process Thinking: Process Thinking............................................................................ 65 9.4.10 Systems and Process Thinking: Systems Thinking....................................................................... 66 9.4.11 Strategic Management............................................................................................................... 67 9.5 LEADING SOCIAL IMPACT AT SCALE.............................................................................................................. 68 9.5.1 Development Sector Knowledge: Key social sector players and solutions...................................... 68 9.5.2 Development Sector Knowledge: Macro socio-economic trends.................................................... 69 9.5.3 Development Sector Knowledge: Macro- political trends............................................................... 70 9.5.4 Business Modelling: Theory of Change at scale.............................................................................. 71 9.5.5 Business Modelling: Business Design.............................................................................................. 72 9.5.6 Business Modelling: Financial Modelling........................................................................................ 73 9.5.7 Fundraising..................................................................................................................................... 74 9.5.8 Marketing and Selling: Marketing.................................................................................................. 75 9.5.9 Marketing and Selling: Selling........................................................................................................ 76 9.5.10 Marketing and Selling: Negotiation........................................................................................... 77 9.5.11 Policy Influence........................................................................................................................... 78 9.5.12 Public Systems Change............................................................................................................... 79 9.6 GANDHI FELLOWSHIP VALUES AND PRINCIPLES.............................................................................................. 80 9.6.1 Non-Violent Communication: Empathy.......................................................................................... 80 9.6.2 Non-Violent Communication: Active Listening................................................................................ 81 9.6.3 Growth Mindset: Learnability......................................................................................................... 82 9.6.4 Influence without authority............................................................................................................ 83 9.6.5 Grit and Resilience: Commitment to Impact................................................................................... 84 9.6.6 Grit and Resilience: Adaptability..................................................................................................... 85 4  9.6.7 Integrity.......................................................................................................................................... 86 9.6.8 Entrepreneurial Ability: Creativity and Innovation......................................................................... 87 9.6.9 Entrepreneurial Ability: Jugadu....................................................................................................... 88 9.6.10 Entrepreneurial Ability: Dealing with Ambiguity........................................................................ 89 9.6.11 Entrepreneurial Ability: Risk appetite......................................................................................... 90 9.6.12 Entrepreneurial Ability: Embracing Failure................................................................................. 91 9.6.13 Denominator Thinking................................................................................................................ 92 9.6.14 Sustainability Focus.................................................................................................................... 93 9.6.15 Excellence................................................................................................................................... 94 10 ANNEXURE: NB4 FOR SLDP FELLOWSHIP............................................................................................... 95 10.1 FELLOW GROWTH ACROSS SEMESTERS......................................................................................................... 95 10.2 LINKING PROGRAM OUTPUTS AND OUTCOMES TO FELLOW GROWTH................................................................. 98 11 ANNEXURE: NB4 FOR DTP FELLOWSHIP................................................................................................. 99 11.1 FELLOW GROWTH ACROSS SEMESTERS......................................................................................................... 99 11.2 LINKING PROGRAM OUTPUTS AND OUTCOMES TO FELLOW GROWTH............................................................... 102 12 ANNEXURE: NB4 FOR STP FELLOWSHIP............................................................................................... 103 12.1 FELLOW GROWTH ACROSS SEMESTERS....................................................................................................... 103 12.2 LINKING PROGRAM OUTPUTS AND OUTCOMES TO FELLOW GROWTH............................................................... 106 5 1 HOW TO USE THIS DOCUMENT 1.1 WHY THIS BOOK? The purpose of this guide is to provide a holistic common document which provides information regarding all aspects of the latest Nation Builder 4 curriculum. From previous experience, PLs and PMs face challenges on ground while implementing changes in curriculum due to lack of information that is easy to access and understand. To handle change, we are creating this guide book which covers all aspects of conceptualisation of NB4 - Aspiration Path, Aspiration framework, Assessments Framework etc. and how these frameworks are to be used for on ground operations, effecting the PLs/PMs role. 1.2 HOW TO USE THIS BOOK EFFECTIVELY This book is divided into two parts: The first part (Pages 7-25) covers the conceptualisation of NB4. This part explains the Nation Builder 4 curriculum: a. Evolution of how we define and support a fellow build their ‘Purpose’ (section 3, page 9) b. Different aspiration paths available to a fellows and capabilities level required to achieve them (section 4, page 11) c. Aspiration Capability Framework in detail covering the meanings and relevance of each capability and sub capability (section 5, page 16) d. The assessments framework (section 7, page 25) As a PL/PM, you should be well versed with these aspects and understand clearly what each sub-capability means in context of the fellowship. Additionally, you should also know the different aspiration career paths available to the fellow and build a sense of how you can support their growth during their journey on these paths. 2. The second part (page 27 onwards) is a reference document which you can come back to any time required. These sections give you information that you would need time and again as you do your work, but which you need not learn or memorize. We hope this document is helpful in making the NB4 document easier to understand. Please do reach out to the Fellowship CoE ([email protected]) in case you have any questions or inputs to make this document more robust. 6 2 INTRODUCTION 2.1 WHO IS A NATION BUILDER? Organization Focus Medium Outcome Output Vision Public Youth-Led Youth Nation Builder Improve Life Education Transformation Leadership Chances of System Public Sytem Children Transformation Build Youth Change Leaders Figure 1: Nation Builder Framework Gandhi Fellowship has emerged out of the quest to reform issues in the 21st century India and create a conscious set of individuals who become the future nation builders of our country. The Fellowship is designed to develop young change leaders who embody and practice leadership skills that are needed to create large scale social and public systems change. Nation builders in the context of Gandhi fellowship are committed youth who focus on developing the leadership skills which are required to create positive, large scale and lasting change in our society. Figure 1 displays how the Gandhi Fellowship has emerged from the context to transform the Government school education system, using youth as a change agent while at the same time developing their leadership skills and competencies to become nation builders and impact a million lives. 2.2 2030 GOAL OF THE FELLOWSHIP Figure 2: Vision 2030 7 The New Millionaires (TNM) is the term used for the Gandhi Fellow who is expected to make a positive impact on the 1 million lives in 10 years. The Fellowship program aims to have created a 1000 New Millionaires by 2030, thus empowering close to 1 billion people in the country in different aspects ranging from providing quality education to other necessities in life. The NB-4 framework defines a current set of 11 Aspirational Career Paths for the fellows. A fellow choosing a career on any of these aspirational career paths will achieve the goal of becoming a TNM within 10 years. 2.3 OVERVIEW OF NB-4 The Nation Builder curriculum version 4 (NB-4) is the 4th version of the Fellowship Curriculum, evolving from the experience of 11 years of Fellowship. It builds over the previous three versions of the Curriculum and is structured to address a Fellowship that spans multiple programs (SLDP, DTP, STP) and a large number of fellows (>400 fellows in GF12). The Fellowship curriculum focuses on the development of the fellow, providing experiences and learning material to help the fellow grow as a nation builder. At the same time, since the program (SLDP, DTP, STP) provides a large part of the on-ground experience of the fellow, the Fellowship curriculum has to be in alignment with the program. To add to the complexity, fellows come from varied backgrounds, with different combinations of knowledge, skills and mindset, and the support they require to grow differs. The experiences and learning material required could also differ depending on the career the fellow wants to pursue after completing the Fellowship. The NB-4 curriculum defines the Aspiration Capability Framework and the Aspiration Career Paths to provide the basic structure to address these issues. The Aspiration Capability Framework defines 5 capabilities that any individual working in the social sector needs to develop, and then breaks these capabilities down into actionable sub-capabilities with indicators that can be used to understand the expertise levels in the sub-capabilities. A more detailed understanding of this framework can be got from the section 5 on page 16. 8 3 NB4 AND THE FELLOW’S ASPIRATION 3.1 IKIGAI Ikigai is a Japanese concept that can be roughly translated to “a reason for being”. Figure 3 IKIGAI We could think of our lives in separate compartments – I need a job to earn, but it might not be something I enjoy doing, and therefore I need hobbies to keep my interests, teach in a school on the weekends so I feel like I am contributing back to the world. But it does not have to be so. Imagine finding an activity that really fulfils you and gives you purpose - something you are good at, you enjoy doing, gives a sense of achievement as the world needs it, and best of all, is something that you are paid to do. You have found your Ikigai – your reason for being. It might be a tough ask, but definitely something all of us would aspire for. 9 3.2 EVOLUTION OF PURPOSE Figure 4 Building purpose in the Fellowship The earlier versions of the Nation Builder curriculum focused on Private Dream Articulation. Fellows would identify a broad domain or area, such as health, education, livelihoods, gender, etc. within which they would like to create change. They would then work on their private dream through (and even post) fellowship, continually building their knowledge in the specific area, modifying their goals to match new realities that emerge. In NB-4, private dream articulation has been built with the concept of ‘Purpose’. The dictionary defines purpose as a person’s sense of resolve or determination. As a TNM, we want our fellows to direct their lives and careers consciously to achieve greatest impact. Hence, we want them to identify what drives them and guides their decision-making process and leverage it to enhance their private dream. We want them to find their Ikigai. When a fellow starts their journey, they might have a vague sense of purpose which evolves and builds based on their experience across routines in the first semester. The first and second semester mostly focus on field observations, reflection and recognising the pain points for fellows. These observations allow the fellow to discover their private dream. The 2nd and 3rd semester are mostly focused on articulating the private dream more clearly through market research (needs, relevance, depth, scale etc.) and turning the private dream into a public reality. Approach to purpose in semesters 3 and 4 involves customised learning and development modules for aspiration paths chosen based on clarity of purpose and articulation of private dream. Post the fellowship, the fellow continues creating impact through their aspiration path. 10 4 ASPIRATION CAREER PATHS 4.1 OVERALL OVERVIEW As Nation Builders, we want our fellows to have careers that make an impact. At the same time, we would like our fellows to be the ambassadors of our values and principles and choose careers that are aligned with the same. Keeping this in mind, in NB4, a list of 11 aspirational career paths have been identified for the fellows. For each aspirational career path, we have also identified the program that is more likely to help a fellow achieve it. These career paths are not exhaustive, nor are these the only career paths available to a fellow. These are the career paths that we have identified today as likely career paths for a fellow who will make a positive impact on a million lives. We have also consciously not looked into career paths in the corporate sector, though those could also be high impact. There are multiple learning avenues for a fellow interested in such career paths, and we do not want to cater to this need. The 11 aspirational career paths are: TNM Aspirations Path (Impact Careers) Best Served by Work/ Org Examples District Entrepreneur DTP Replicating KEF Model in other Districts Category Entrepreneur Setup Social Enterprise/ NPO for (Pedagogy, Arts, Sports, Ed-Tech SLDP Activity based learning, Theatre Entrepreneur etc.) Setup Social Enterprise/ NPO for Entrepreneur: Non- Education SLDP, DTP, STP Women Empowerment, WASH Politics: Elected Representatives DTP, STP Sarpanch, MLA, MP Foundations/ CSR (High Impact, Managing programs/ projects for TATA DTP, STP Sustainable) Trusts, Google etc. Government administration, DTP, STP DEO, DIET systems and functions NGOs/Social Enterprises Intrapreneur SLDP, DTP KEF, Swasthya, CRY, Oxfam, CARE (Scalable, High Innovation) Impact Consulting/ Knowledge STP Sattva, Samhita, Dalberg, FSG and Research Industry Funding/Grant-making World Bank, Bill & Millenda Gates STP organizations Foundation, UNICEF, UN National and State level policy STP MHRD/NCERT/NITI/ SCERT Actellectuals Subject Matter Expert (SME) / Curriculum expert, Environment SLDP Researcher/ Professor expert, gender studies expert 11 4.2 UNDERSTANDING THE ASPIRATIONAL CAREER PATHS 4.2.1 District Entrepreneur Program most inclined to this career: DTP As a district entrepreneur, the fellow selects a particular district in which they want to improve the education indicators. Following a model similar to KEF, fellows sets up their own organization, individually or with a group of individuals, or in collaboration with KEF, to work in that entire district with specific focus on education transformation for their district. The DTP program provides fellows the maximum exposure to explore this career path, since it aligns with the work that the DTP fellows do on the ground. 4.2.2 Category Entrepreneur (Pedagogy, Arts, Sports, Ed-Tech etc.) Program most inclined to this career: SLDP As a Category Entrepreneur, fellows set up their own organization (individually or with a group of individuals) to work towards improving the education parameters. This could be through an alternative medium/style/method of learning, such as integration of Theatre, Arts or Sports in education with a vision of developing 21st century skills/ creating a different learning experience at scale (and not restricted to any geography - PAN India). The SLDP program gives fellows continuous and intense access to Government schools and when supported by routines like Public Systems Project and the KBTNM1, provides the SLDP fellow the space in the Fellowship to explore this career option. 4.2.3 Entrepreneur: Non- Education As entrepreneurs, fellows set up their own organization (individually or with a group of individuals) focused on solving social issues other than education - such as Health, Gender Equality, Environment, Human rights, etc. Since the Fellowship focuses on entrepreneurship, we believe that all three programs give similar opportunities to fellows exploring being entrepreneur in non-education sectors. 1 KBTNM – Kaun Banega The New Millionaire – a gamified approach to get fellows to stretch themselves in a safe space 12 4.2.4 Politics: Elected Representatives Program most inclined to this career: DTP/STP The DTP and STP programs give fellows the experience of interacting with the elected representatives at different levels, giving them a chance to understand this career option better. As elected representatives, fellows actively start getting involved in Politics at one or more level (District/ State/ National) to influence decision making and policy changes at a systemic level. 4.2.5 Foundations/ CSR (High Impact, Sustainable) Program most inclined to this career: DTP/STP Fellows could choose to work with highly strategic foundations/CSR that focus on creating sustainable high impact solutions at scale. The DTP and STP programs give more exposure to fellows to understand how to create impact at scale, as well as interact with individuals already functioning in this role. This helps them build their understanding of what this career option is and hence build their capabilities to work towards it. 4.2.6 Government administration, systems and functions Program most inclined to this career: DTP/STP Fellows in DTP and STP have the government systems as their stakeholders. During the Fellowship, they gain a better understanding of the structure of the government system, work being done at each level, the kind of influence they could bring to help transform the system etc. Thus, fellows in these programs could be motivated to join the government department (education/ otherwise) at a district/ state/ national level to ensure effective administration, efficient systems and processes, transparent policy execution and shift in mindset. 4.2.7 NGOs/Social Enterprises (Scalable, High Innovation) Program most inclined to this career: SLDP/DTP Fellows in the SLDP and DTP Fellowship programs interact with various NGOs and Social Enterprises as they strive to create impact. They might partner with some of these organizations to incorporate their solutions in the work they do. This gives them an exposure to existing organizations that are outcome oriented with a strategic focus on creating sustainable high impact solutions at scale. On completing the Fellowship, fellows who find alignment with one of these organizations could take the route of an intrapreneur and join them. 13 4.2.8 Impact Consulting/ Knowledge and Research Industry Program most inclined to this career: STP Fellow works in a development sector consultancy firm /sustainability wing of a consultancy/research organizations that partner/ design/ implement/ influences the impact ecosystem and its outcomes. 4.2.9 Funding/Grant-making organizations Program most inclined to this career: STP Fellow works in a funding/ grant making organisation that supports other NGOs/ social enterprises with funds, investments, grants etc. for strategic projects with a keen focus on outcomes and organisation capability building 4.2.10 National and State level policy Program most inclined to this career: STP Fellow works in a state or national level organization that creates, influences or ensures effective implementation of the education/other social welfare policy. 4.2.11 Subject Matter Expert (SME) / Researcher/ Professor Program most inclined to this career: SLDP As a part of the SLDP Fellowship, the fellow gets exposed to ideas on pedagogy, curriculum creation, TLM creation etc. A fellow interested in working more in the education sector could choose to get into research/ curriculum/ framework development etc. for improving education on any subject and/or supporting the state/ national government with inputs on the same. 4.3 ASPIRATION CAPABILITY FRAMEWORK AND ASPIRATION CAREER PATHS The aspiration capability framework defines a long list of capabilities and sub-capabilities for the New Millionaire. It also defines levels for each of these capabilities and sub-capabilities from the perspective of life-long learning and not limiting the levels to what could be achieved within the Fellowship. While fellows would need to develop some level of expertise in each capability and sub-capability, they do not need to become experts in all. For each career path, a minimum level of expertise in each capability and specialization can be defined. 14 Fellows can relate his/her current level of expertise with the required level of expertise in two ways: Use it to identify the probably career path he/she could follow. Having identified a career path, identify how to channelize his/her learning energies to be a success in that career. You can find the required level of sub-capabilities/specializations for each aspiration path in section 8 on page 27. 15 5 ASPIRATION CAPABILITY FRAMEWORK 5.1 OVERALL VIEW The Aspiration Capability Framework has evolved from the competencies of NB-1 and NB-2, the pillars of NB-3 and the need to detail out exact knowledge, skills and mindsets that fellows need to develop to be a Nation Builder. In addition to this, best practices from global entrepreneurship-based fellowships such as Bridgespan, EdFuel, Amani Institute, Teach for Australia etc. have been referenced while designing the framework. Figure 5: Aspiration Capability Framework - Overview Figure 6: Aspiration Capability Framework – with sub-capabilities 16 5.2 UNDERSTANDING THE FRAMEWORK IN DETAIL There are 5 main capabilities defined under the Aspiration Capability Framework. Keeping in context that we want the fellow to become a social change leader, these capabilities describe the various aspects of leadership that a fellow would work to develop. While these capabilities help the fellow develop the required knowledge and skills, at the same time, the Fellowship also focuses on developing certain values and principles that we believe any good leader should have – such as Influence Without Authority, Non-violent Communication, Entrepreneurial Ability etc. 5.2.1 Leading Self We all know Gandhiji’s famous saying – “You must be the change you wish to see in the world”. It is easy to give advice and tell others what to do or how to change. It is more difficult to do so with ourselves. A good social change leader has to have a good understanding of one’s self – strengths, limitations, emotions and emotional triggers, etc. maintain one’s own well-being and also know how to keep focus on the work one is doing. Sub – Capability Specialisation Explanation A first-person understanding of thoughts, feelings, and emotions and regulating self to manage different situations. Ability to perceive inner and Self-Awareness outer phenomena, including one’s own inner life, the presence and needs of others, and interdependence as a feature of one’s own life and of the systems within which one exists. Practising and sustaining habits that contribute to the physical well-being Physical and encourages a balance of physical activity, adequate nutrition and self- Wellbeing care practices such as eating well or getting sufficient sleep. Self- Practicing and sustaining a state of well-being in which every individual Management Mental and realizes their own potential, can cope with the normal stresses of life, can Emotional work productively and fruitfully, and is able to contribute to their Wellbeing community. A personal drive to do activities that need to be finished without the need Self-Motivation of any external influence, while staying motivated during difficult situations Acceptance of realities and basis that having a constructive and optimistic approach to the difficult situations that arise on a day-to-day level. This Positive Outlook means not internalising personal trauma and not being a victim of your circumstances. It involves converting hardships/negative circumstances/ events to create a positive outcome/ environment/ situation. Positive Feeling a sense of gratitude towards oneself and others for the things that Psychology Practicing add value to life and expressing this on a regular basis directly or through Gratitude indirect gestures. Realising that one is in a difficult situation where external help/support is Seeking Help required, identifying whom or where can such support be got and actively asking for it. 17 5.2.2 Leading On-Ground Impact As a social change agent, through the program, the fellow learns how to cause on-ground impact, making the change sustainable. This would require identifying and understanding on-ground challenges, transforming them into a problem statement and devising solutions, building community ownership, networking with key stakeholders and integrating data and technology for impact. Sub – Capability Specialisation Explanation Cultural Cultural and Understands the historical, socio-cultural context of the operations location Understanding Territory Political Understands the political system, dynamics, hierarchy and current political Knowledge Knowledge trends of the operations location Involves developing knowledge, skills and technical expertise to successfully Role specific deliver outcomes required for the desired role. Eg: Consulting, Program Knowledge Mgmt., Strategy, Tech Development Is able to understand and articulate the problem statement clearly, can Problem evolve processes and systems to solve large/complex problems by using Identification multiple problem-solving approaches such as design thinking, human and Framing centred design etc. Building Social Building technical knowledge and skills for conducting primary and Impact Research and secondary researches to evolve new insights for creating social change. Solutions Analytics Quantitative and Qualitative Research, Social Research methods and tools Able to recognize the challenges that exist on ground based on data and Developing developing solutions keeping in mind the needs of the stakeholder; Using Solutions approaches like Human Centred Design and Design Thinking Identifying and engaging with key stakeholders on the ground who would Identifying Key help in the successful deployment of the solution as well as ensure Lever of change sustainability Executing Has been able to create quantifiable and qualitative sustainable impact that Change on is in alignment with the different levels of the capability maturity model. Enable High ground Impact on Field Developing Creating interest for the initiative/project in the community and through Community that transferring ownership of it to the community to ensure sustainability Ownership Networking Engaging with and Forming various networks within the community and with Key leveraging the same to deliver high impact on field Stakeholders Understanding and assessing the technological needs required for solving a Technology problem, building and creating feasible and viable solutions for change. Integration Building systems and strategies to ensure sound deployment of the technology solution, ensuring high adoption rate. Understands the role of data in strategic decision making and develops the ability to focus on key data points - qualitative and quantitative. Develops Data Collection essential technical skills to carry out effective data collection and analysis such as sampling, survey, assessments etc. Understands the role of data in strategic decision making and develops the Data Analysis Leverage Data ability to focus on key data points - qualitative and quantitative. Develops and for Impact essential technical skills to manage large scale data, Interpreting data, Presentation Picking up key data points, Research, Curiosity (Social Inquiry) Impact measurement is the process of understanding how much social Impact change occurred and the impact an imitative is having on people, Measurement organisations or their external physical, economic, political or social environment. 18 5.2.3 Leading People Large scale social change cannot be achieved by an individual on his/her own. It involves inspiring, motivating and empathizing with individuals, teams and all internal and external stakeholders while creating a collaborative environment and leading teams towards delivering outcomes to achieve a common vision for impact. Sub – Capability Specialisation Explanation The ability to facilitate individuals to work together in a collaborative Co-creating manner, ensuring cross functional communication alignment in order to Solutions achieve a common goal. Developing acceptance and appreciation towards people coming from Valuing different backgrounds; engaging with different groups of individuals with Diversity an open and non-judgemental mindset, learning from the differences and Collaborative understanding new perspectives work Empowering The ability to inspire, motivate and support individuals in identifying and others delivering outcomes to achieve a common vision. Has the skill to identify the core of the conflict, understand and empathise with the people involved and drive the argument towards a constructive Conflict solution. resolution Is also able to stay aware of his/her own emotions as well as others, in order to bring a balance. The act of helping other people to deal with a process or reach an Facilitation agreement or solution without getting directly involved in the process, discussion etc. Involves building positive and sustainable relationship with all internal and Stakeholder external stakeholders (Government, funders etc.), ensuring they are Management engaged and aligned towards delivering outcomes for initiatives undertaken. The ability to facilitate individuals to work together in a collaborative Enabling High manner, ensuring high performance and delivery excellence across all Performance initiatives. Team The ability to facilitate individuals to work together in a collaborative Management Virtual Team manner, ensuring cross functional communication alignment in order to Management achieve a common goal via virtual tools such as online video conferencing etc. 19 5.2.4 Leading Organization Outcomes As Nation Builders, be it as entrepreneurs, intrapreneurs or actellectuals, the fellow would need to lead organization outcomes. This requires the fellow to have an in-depth knowledge of the organization’s vision/mission and the domain and context within which it operates. This will also involve strategic management of change, projects, systems and processes for the organization. Sub – Capability Specialisation Explanation Oral Involves ability to communicate and present your theory of change and Communication ideas in an engaging and impactful manner that holds the recipient's and interest. Building skills to clearly articulate your points and customising our Communication Presentation communication as per what is being communicated and to whom. and Written Presentation Developing skills to present in a manner that is easy to comprehend. Communication Presenting learnings, insights, conclusions, recommendations etc in a and cohesive manner that is engaging and holds the recipient's interest. Presentation Project management is the practice of initiating, planning, executing, Project managing and closure of a project; this involves building strong Management stakeholder relationships, managing teams and creating a collaborative work environment to deliver outcomes and achieve a common vision. Involves dealing with the transition or transformation of an organization's goals, strategies, processes or technologies. Involves creating strategies Change for effecting, managing and helping people to adapt to change, minimizing Management resistance. Eg: Managing Change with stakeholders/ team, Creating systems for change management, Appreciative Inquiry Knows/ has ideas on how to impart quality education for the overall Child learning development of the child and to improve their learning skills, retention environment and outcomes Government Understands the government machinery wrt the education sector at a System and Education national, state and district level. Structure Industry Understands the larger context of the education sector from the Knowledge Key sector perspective of international and national trends, thoughts and players organizations. Eg: ASER, PISA Understand the needs and importance of large-scale assessments; has Large scale knowledge of major players in the space. Involves creating student leering assessments assessments to analyse the needs or calculate the impact created Series of repeatable and predictable actions, activities, changes, etc., that Process proceed from one to the next in a logical progression to produce a desired Thinking Systems and product, service or outcome. Process Involves understanding how the whole system works together, and what Thinking Systems are inter connection within the various sub components of the system ( Thinking eg: People, process, technology) and how they come together to fulfil one common purpose Developing a strategic vision, setting out objectives, formulating and Strategic implementing strategies to achieve the organisation's long-term goals Management within the available resources. 20 5.2.5 Leading Social Impact at Scale As a New Millionaire, we want our fellows to lead social impact initiatives on a large scale which has an impact on the complete denominator (industry, sector, ecosystem) in a defined timeframe. Sub – Capability Specialisation Explanation Understands the development sector landscape in terms of existing Key social players and how they work together, gaps that exist and challenges in sector players finishing the gap; has knowledge in context of national, state and district and solutions level development and how they interconnect. Development Macro Socio- Understands the development sector landscape in terms of past and Sector economic current macro socio-economic trends, the impact they have along with the Knowledge trends key player who impact the macro socio-economic trends Understands the development sector landscape in terms of past and Macro Political current macro political trends, the impact they have along with the key trends player who impact the macro political trends Involves understanding and illustration of how and why a desired change Theory of is expected to happen in a particular context; is able to communicate Change at Scale personal theory of change clearly and in an engaging manner. Storytelling, pitching, presentation Is able to articulate the change initiative as a business model which Business involves key business-related functions such as Marketing, finance, Modelling Business Design operations, etc. Types of Business Models, Social Business Models, revenue modelling Financial modelling is the process of creating a summary of a company's Financial expenses and earnings in the form of a spreadsheet that can be used to Modelling calculate the impact of a future event or decision. Ability to pitch your theory of change in a engaging manner that is able to Fund raising align and engage the audience to contribute and fund your idea for expansion or set up. Communication, storytelling, articulation Understanding social marketing theory, skills and practices to promote Marketing products or services for social good, including market research and advertising. Marketing and Involves end - to -end exchange of products or services built for social Selling Selling change; involves creating and operationalising sales strategy A two-way conversation intended to give both parties what they want Negotiation through compromise and concurrence. Understands the policy frameworks that directly or indirectly impact the education sector (knowledge of legal terms in relation to education Policy Influence sector), realising the gaps between intent and implementation; Understands nuances and context specific roles in policy mapping and framing (State differences: Terminology, Roles & Responsibilities) Understands the structure of the existing system, identifying gaps and Public systems gaining the ability to change the same through intense engagement with change issues related to the system 21 5.2.6 Gandhi Fellowship Values and Principles: Gandhi Fellowship Values and Principles will transcend cultures and individuals and be the connecting force of what Gandhi Fellows live by and stand for. We believe these values and principles help the fellows attain success in an ethical manner, regardless of the work they do. Sub – Capability Specialisation Explanation Has the ability to connect to people and their feelings. Also, understands their lived realities and what builds their world views. Reading Socio- Empathy emotional cues, reading body language, silent cues, Forming human Non-Violent connections, Communication Involves fully listening, absorbing the information and empathizing with Active Listening the person and not judging them or reaching to conclusions; understanding and practicing various techniques of active listening Demonstrates willingness to question past learnings, experiences and KSM, able to unlearn previously held biases etc. Does not believe that Growth Mindset Learnability intelligence is a fixed trait that is set in stone at birth, can manage and adapt to ambiguity. - Unlearning past Knowledge, identifying gaps in understanding, Developing Worldview, Creativity and Innovation Influence Understands the role of non-authoritative dialogues in the process of Without change initiatives Authority Commitment to Perseveres in the face of challenging situations Impact Grit and Ability of an individual to accommodate to different situations in life, Resilience Adaptability accepting change, dealing with the unknown and shift their behaviour to accommodate new situations and challenges. Ethical business practice: Involves the practice of being honest and Integrity showing a consistent and uncompromising adherence to strong moral and ethical principles and values. Creativity and The use of imagination or existing ideas to build solutions for social Innovation change; inventiveness Is able to quickly problem solve through situations and apply life/ Jugadu theoretical learning towards solving complex issues/ situations to get things completed Accepts the ambiguity and stays flexible in the approach while finding Entrepreneurial Dealing with solutions, with an ability look at the big picture with a balanced Ability Ambiguity perspective; Is also able to manage emotions in the face of changing circumstances Takes strategic and calculated risks in previously unexplored areas; Risk appetite unafraid to try new ideas Embracing Learns to process failure positively and channelize learning derived from failure failure effectively; appreciates constructive criticism Denominator Always aware of the entire size of the problem and plans to address entire/ Thinking sizeable chunk with their plan/ efforts Sustainability Ability to create systems which lead to long term sustainability; Creating Focus solutions that can exist without continuous intervention Quality of being outstanding and delivering high standards of outcomes in Excellence every action and intervention; understanding the gaps between personal delivery and market expectations 22 5.3 PROGRAM DIFFERENTIATION Given that the three programs are different, the kind of fellows needed in each of the programs will differ. Also, since the experiences the fellows undergo are different, the capabilities and sub- capabilities being built in the fellow by each program in each semester would also be different. For each program, members of the operations team and the Fellowship Design CoE have collaborated to co-create an understanding of fellow growth in the program. A detailed description of the specifics can be seen in the annexure, in sections 10.1 (page 95), 11.1 (page 99) and 12.1 (page 103) for SLDP, DTP and STP respectively. Further, the Gandhi Fellowship is designed so that fellows learn not just from the Fellowship processes but also by working to achieve program outputs and outcomes. Since a large part of the fellow’s time in the Fellowship is spent on working on the program, this is essential. While working on the program, the fellow can learn in three ways: 1. From inputs given to the fellow to help the fellow contribute to the program: These would be inputs provided to the fellows by KEF Design and Ops teams, for building sub-capabilities, in the form of resources, LCs, orientation, workshops etc. An example of this could be a workshop on TIPPS conducted for fellows to help them understand the tool and how to take it to their stakeholders. 2. As a result of actions taken by the fellow to contribute to the program: These would be actions and activities undertaken by the fellows during their fellowship processes, which enables them to build certain capabilities. An example of this would be a fellow learning more about facilitation because she has facilitated a few sessions with her stakeholders to explain something or get them board on some change plan. 3. As an indirect result of working on the program, the fellow develops a sub- capability/competency as an outcome. For instance, a fellow might develop the skills and mindset of influence without authority and non-violent communication as a result of her interaction with her stakeholders. Or a fellow might get better knowledge about the Government system in education as a result of her efforts to get the entire district to do the baseline student assessment. For each program, members of the operations team and the Fellowship Design CoE have collaborated to co-create a list of sub-capabilities/specializations that the fellow can learn while working on the program as well as the way in which the fellow will learn this. A detailed description of the specifics can be seen in the annexure, in sections 10.2 (page 98), 11.2 (page 102) and 12.2 (page 106) for SLDP, DTP and STP respectively. 23 6 ROUTINES 6.1 WHAT ARE ROUTINES Fellowship processes happen on a regular basis (except some such as Vipassana) – as a routine. To highlight the regularity of the processes, we have re-named them as routines. Fellowship routines typically happen once a semester. There are certain exceptions such as the Learning Journey (which happens only once a year) or Monthly Workshops (which happen multiple times within a semester). All routines in the Fellowship fall under three major categories: Exposure routines: Processes that enable a fellow to gain conceptual knowledge and learn by applying their skills in simulated experiences with feedback. The KBTNM, Bootcamps, Leadership Curriculum etc. are examples of exposure routines. Experience routines: Processes that provide the fellow a chance to learn via practical experience and achieve outcomes in various ecosystems. Experience routines can be further understood as intervention and immersion routines. o Intervention routines are the ones where fellow creates impact while deriving their learning. Both the field support and the Public Systems Project are examples of intervention routines. o Immersion routines require a fellow to immerse themselves in an existing system, gain a deep understanding of its functioning and the stakeholders that are a part of that system. The Classroom Immersion or Community Immersion are examples of immersion routines. Immersion routines provide the building blocks that help strengthen the impact and sustainability of Intervention routines Reflection routines: Reflection is a major component of fellow learning. The reflection routines provide fellows a platform to engage in a process of continuous learning by reflecting on their actions and interventions. Debrief and reflection journals are examples of reflection routines. Fellow routine over the 2 years of Fellowship would be defined based on the Fellowship they are a part of and the aspiration career path they are aiming for. In the first year, the routines would be based primarily on the fellow growth chart co-created by design and operations, described in sections 10.1 (page 95), 11.1 (page 99) and 12.1 (page 103) for SLDP, DTP and STP respectively. The second year routines will also start taking into account the growth requirements for each aspiration career path, defined in section 8, page 27. 24 7 ASSESSMENTS 7.1 WHY IS ASSESSMENT IMPORTANT? Assessment is one of the routines of the Fellowship processes. Unlike the other routines which can be mapped to different sub-competencies, assessments are conducted to map the journey and the growth of a fellow so far in their Fellowship. Assessments provide the fellows an opportunity to reflect on their fellowship journey and the individual change or progress they have made so far. As mentioned in section 5.3 (page 23), the program defines, to a large extent, the level of expertise the fellow will build in each sub-capability. The Operations teams and the Fellowship CoE have co- created the expectation of fellow growth per semester for each program, which can be referred from sections 10.1 (page 95), 11.1 (page 99) and 12.1 (page 103) for SLDP, DTP and STP respectively. Please note, this is indicative and not definitive – the interest and background of the fellow would also play a significant part in this. However, this comparison with the fellow growth expectations gives a basis for development discussions between the fellows and their PL and PM. Another input into the development discussions would be a comparison of the assessment scores of the fellow with the required expertise for a given aspiration career path. The PM and PL can use this data to help fellows work develop their IDP2 and build an understanding of what sub-capabilities they need to focus on to move along their chosen aspiration career path, or even to understand which aspiration career path they might want to focus on. 7.2 HOW TO USE THE ASSESSMENT FRAMEWORK Expertise in each sub-capability and specialization can be mapped on a scale of 0 to 4. Level 0 indicates a lack of knowledge or understanding about the sub-capability/specialization and level 4 indicates a level of expertise that is recognized and acknowledged at an industry level. In general, the levels of expertise can be understood as follows: Level 0 o Little or no understanding of the sub-capability/specialization Level 1 – Beginner o Has some understanding of the sub-capability/specialization. 2 IDP – Individual Development Path 25  o Might be practicing/demonstrating any skills/mindset required by the sub- capability/specialization occasionally. Level 2 – Intermediate o Has a good understanding of the sub-capability/specialization. o Practices/demonstrates skills/mindsets frequently but has not made it a default behaviour. Level 3 – Advanced o Regularly practices/demonstrates the skills/mindsets of the sub- capability/specialization. o Explores ways of being more effective in this sub-capability/specialization. Level 4 – Expert o Is a pioneer or expert in that sub-capability/specialization and mentors others who are building their expertise in the same. To reduce subjectivity when assessing, each sub-capability and specialization is associated with a set of indicators that show the gradual growth of expertise along the sub-capability/specialization. These indicators have been primarily framed as Yes/No questions, where a response of “Yes” indicates that a degree of expertise has been built.3 There are 12 indicators associated with each sub- capability/specialization, and the level a fellow has reached is related to the number of indicators marked as “Yes” during assessment (0 indicating level 0 and 12 indicators marked “Yes” indicating the fellow is at level 4). The indicators are described in section 9 (page 28). Each routine would help a fellow build some expertise around a set of sub-capabilities and specializations. Either on completion of the routine, or at regular intervals in the year, fellow assessment would be done against the selected sub-capabilities/specialization. The assessment process requires evidences for each positive response. The evidence could be performance in a quiz (if the indicator is a knowledge indicator which was associated with a quiz), output/outcome on the field, participation in a process etc. 3 The current set of indicators is a first cut list of indicators. There is always a scope for improvement, and feedback from the operations teams will help up make the indicators more robust. 26 8 ANNEXURE: CAPABILITY MAPPING FOR ASPIRATION CAREERS PATHS To be put in place: Table with the levels identified for each aspiration career path 27  9 ANNEXURE: ASSESSMENT INDICATORS For each sub-capability, there is a rubric of assessment indicators that helps assess the level of the fellow within that indicator. This section will describe these indicators in greater detail with examples to help build a common understanding around assessment. 9.1 LEADING SELF 9.1.1 Self-Awareness Self-Awareness: A first-person understanding of thoughts, feelings, and emotions and regulating self to manage different situations. Ability to perceive inner and outer phenomena, including one’s own inner life, the presence and needs of others, and interdependence as a feature of one’s own life and of the systems within which one exists. Beginner (1) Intermediate (2) Advance (3) Expert (4) Consistently Seeks new Able to identify and Articulates the integrates multiple perspectives on the A1.01 A1.05 A1.09 A1.13 acknowledge their influence of personal aspects of their multiple aspects of personal identity and identity and values on personal identity their personal identity values. one’s self and others. and values into and values. practice. Supports and A1.02 A1.06 Can do guided Reflects after critical Does regular A1.14 A1.1 guides others in reflection incidents reflection self-reflection Can recognize when Makes a conscious Understands and Can recognize one's personal bias effort to put in A1.03 A1.07 A1.11 A1.15 identifies how biases influence of own bias influences one's place systems to can influence on reflection understanding and not be bound by individual response in a situation own biases Can recognize and Has recognized the acknowledge one's patterns in which Can reflect and Can recognize one's emotions as they are one's emotions get A1.04 A1.08 A1.12 A1.16 recognize one's emotions as they are being triggered and triggered and emotions in being triggered take appropriate steps works on the retrospective to not be driven by the needs triggering emotions those emotions 28  9.1.2 Self-Management: Physical Well-being Physical Well-being: Practicing and sustaining habits that contribute to the physical wellbeing and encourages a balance of physical activity, adequate nutrition and self-care practices such as eating well or getting sufficient sleep. Beginner (1) Intermediate (2) Advance (3) Expert (4) Identifies the 4 basic Is aware of aspects elements of self-care where physical Has set up a regular - healthy diet, Guides others A2.01 A2.05 A2.09 A2.13 wellbeing can be regime of activities sufficient sleep, manage their improved and takes and habits to ensure physical activity, physical wellness steps to work on physical wellness personal health and those aspects hygiene. Has set up a regular Understands the Aims to maintain a Guides peers in A2.02 A2.06 A2.14 diet inclusive of importance of diet healthy diet regularly A2.1 following a healthier various foods/fruits and nutrition with timed meals diet etc Guides peers in Understands the Has an exercise A2.03 A2.07 A2.11 A2.15 Aims to exercise on a incorporating importance of daily routine set up and is regular basis exercise in their daily exercise followed regularly life Able to support peers Follows the Develops a plan to Sustains and in developing and A2.04 A2.08 A2.12 A2.16 developed plan maintain physical practices the maintain their infrequently (2/3 wellbeing. developed plan daily personal physical times a week) wellbeing plan 29  9.1.3 Self-Management: Mental and Emotional Well-being Mental & Emotional Well-being: Practicing and sustaining a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to their community. Beginner (1) Intermediate (2) Advance (3) Expert (4) Identifies the basic Achieved a elements of mental Uses the satisfactory level of and emotional Seeks a deeper understanding self-care and wellbeing (self- understanding of gained to draw a continues A3.01 A3.05 A3.09 A3.13 esteem, optimism, strategies personalised plan demonstrating self-realization, that can be utilized to and actively practise dedication to expressiveness, achieve self-care. routines for achieving maintain the same passion, autonomy self-care while guiding fellow etc.) peers Able to articulate Able to articulate Able to articulate Able to support peers personal strengths personal strengths personal strength in articulating and deficiencies A3.02 A3.06 A3.14 and deficiencies and deficiencies personal strengths A3.1 related to mental related to mental related to mental and deficiencies wellbeing with some wellbeing with wellbeing without related to mental support (2/3 constant support. support. wellbeing. conversations) Has regular time Is aware of the Takes out time to (Daily or once in two Encourages A3.03 A3.07 A3.11 A3.15 importance of social interact with peers days) set aside every conversations interaction for regularly day to interact with amongst peers mental well-being peers Able to support peers Follows the Sustains and Develops a plan to in developing and A3.04 A3.08 A3.12 A3.16 developed plan practices the maintain mental maintain their infrequently (2/3 developed plan wellbeing. personal mental times a week) regularly wellbeing plan 30  9.1.4 Self-Motivation Self-Motivation: A personal drive to do activities that need to be finished without the need of any external influence, while staying motivated during difficult situations Beginner (1) Intermediate (2) Advance (3) Expert (4) Continuously works Discusses personal A4.01 A4.05 A4.09 A4.13 Has identified their with PL on achieving Encourages peers to goals with PLs (sets personal goals their goals/revisiting work on their goals up IDP discussion) goals Takes initiative by Involves peers/other Promotes/Inspires Identifies A4.02 A4.06 A4.14 self to bridge the A4.1 stakeholders in peers to take challenges/gaps that gaps/solve solving the initiative on their exist on ground challenges challenges own Able to continue Tries multiple and Able to take up a task Promotes peers to A4.03 A4.07 A4.11 A4.15 working on a task different solutions to despite potential continue working when challenge overcome a challenges despite challenges arises challenge Able to remain Encourages Able to drive sessions Able to remain A4.04 A4.08 A4.12 A4.16 motivated despite peers/acquaintances with large audience motivated despite setback with support to remain motivated about working setback on their own of peers/PLs despite setbacks through setbacks 31  9.1.5 Positive Psychology: Positive Outlook Positive Outlook: Acceptance of realities and basis that having a constructive and optimistic approach to the difficult situations that arise on a day-to-day level. This means not internalizing personal trauma and not being a victim of your circumstances. It involves converting hardships/negative circumstances/ events to create a positive outcome/ environment/ situation. Beginner (1) Intermediate (2) Advance (3) Expert (4) Learns the different Support peers and Begins to have an Practices routines to approaches that external stakeholders A5.01 A5.05 A5.09 A5.13 optimistic lens to build positive outlook people have to look in having a positive look at situations on a in self and team on a at situations on a outlook to daily daily basis regular basis daily basis situations Approaches Promotes peers to Identifies certain Able to accept A5.02 A5.06 A5.14 situations beyond develop acceptance A5.1 realities in life are realities which are control in a for things beyond beyond their control beyond their control constructive manner their control Able to analyse Ensures they act on Encourage peers to Learns how to look