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This paper derives literature-based components of social capital. Since social capital changes form given the context, the paper uses the theoretical concepts of social capital to observe how they play out in rural tribal India. A qualitative data-coding software is used to sieve through the literature as well as to analyze the empirical data from Jhabua. The coding procedure combines theoretical codes based on previous literature and emergent codes derived from interview data. The paper suggests that not all forms of social capital are positive. However, each component must be clearly understood to promote community-driven actions towards development.

Climate change affects every person and society, every community and industry. Education at all levels, in all disciplines, and both inside and outside official institutions must now address climate change and its many effects on social and environmental systems. This book provides a framework for putting climate change at the forefront of educational agendas and pedagogical tools for teaching climate science across local and global settings.Cassie Xu and Radhika Iyengar present evidence-based teaching practices and strategies that are grounded in a broad conception of education and emphasize a systems approach. They share examples of effective approaches in diverse learning environments—not just in classrooms and other formal settings but also informal contexts with communities and families. This book makes the case that students and other learners need to understand climate science and the physical and social impacts of climate change not only to be good citizens but also to be well prepared for different career paths. Xu and Iyengar highlight systemic barriers and inequalities, reflecting on how to bring marginalized voices and perspectives into educational spaces. Providing a foundation for interdisciplinary environmental education, this book underscores that how we teach future generations about climate change will shape our future

Abstract
Bhopal in central India has a unique history as a city ruled by a dynasty of four successive Muslim women rulers (1819–1926). Yet, in Bhopal city today, they are rarely commemorated or even remembered. This article documents an initial study undertaken by an interdisciplinary academic team (including a historian, a sociologist and an applied education researcher) in collaboration with local women's organization Mahashakti Seva Kendra. The project explores how the inspirational life stories of the Begums of Bhopal can be recovered to empower contemporary women, revealing the immediate impact and future potential of local history for women's learning and gender empowerment.

The process of initiating and operationalizing a concept-combining multiple Sustainable Development Goals (SDGs) to improve educational and employment opportunities for women-is outlined in this document. The result of this endeavor is a fully functioning ICT Women's Center in Telangana State, India, powered by solar energy, where skills trainings offered in the areas of computer, English, life skills and environment, aim to prepare young women for future careers and job opportunities. The document outlines various components that were required to begin operationalizing the Center, from infrastructural inputs to curriculum design and delivery. Initial months of operation revealed the high demand for the skills training provided through the Center, and as a result, continuous updates to the Center operations and programs are explored to accommodate the needs of newly interest participants as well as to continuously build upon initial training. The initial months also shed light on the importance of: active involvement of local leadership at each stage of project development; engagement of local district government leadership and offices (rural development office, public health initiatives); establishment of relationship with local educational institutions; and collaboration and enthusiasm of all parties involved in setting up the Center. The components outlined in the document will continue to develop as the operations moves forward. Particularly, continued efforts will take the forms of: monitoring energy production and consumption at the Center; partnerships strengthened with local educational institutions as well as target populations for computer skills training; engagement with local employers and input from local professionals as mentors and speakers on curriculum contents; building additional support for participants through advancing curriculum contents and related activities, based on participant feedback and course evaluations.

This document outlines one of the Centers in operation as a part of the broader ICT Center Model1. The concept that began with the goal of combining multiple Sustainable Development Goals (SDGs) to improve educational and employment opportunities for women resulted in ICT Center, including the fully functioning ICT Women's Center in Telangana State, India. Powered by solar energy, where skills trainings offered in the areas of computer, English, life skills and environment, aim to prepare young women for future careers and job opportunities. The document outlines various components that were required to begin operationalizing the Center, from infrastructural inputs to curriculum design and delivery. Initial months of operation revealed the high demand for the skills training provided through the Center, and as a result, continuous updates to the Center operations and programs are explored to accommodate the needs of newly interest participants as well as to continuously build upon initial training. The initial months also shed light on the importance of: active involvement of local leadership at each stage of project development; engagement of local district government leadership and offices (rural development office, public health initiatives); establishment of relationship with local educational institutions; and collaboration and enthusiasm of all parties involved in setting up the Center. The components outlined in the document will continue to develop as the operations moves forward. Particularly, continued efforts will take the forms of: monitoring energy production and consumption at the Center; partnerships strengthened with local educational institutions as well as target populations for computer skills training; engagement with local employers and input from local professionals as mentors and speakers on curriculum contents; building additional support for participants through advancing curriculum contents and related activities, based on participant feedback and course evaluations.

This document outlines one of the Centers in operation as a part of the broader ICT Center Model1. The concept that began with the goal of combining multiple Sustainable Development Goals (SDGs) to improve educational and employment opportunities for women resulted in ICT Center, including the fully functioning ICT Women's Center in Telangana State, India. Powered by solar energy, where skills trainings offered in the areas of computer, English, life skills and environment, aim to prepare young women for future careers and job opportunities. The document outlines various components after the first year of execution of the ICT Center. It outlays a blue print for similar centers that could be set-up in smaller towns in India. It explains the vision and the mission of the ICT Center, followed by the key elements in the set-up process of the Center. Budgets and budget narrative explain the financial component of this program. It explains some of the processes followed in the first year, including inviting visitors and their interactions with the trainees. The report also outlays the Annual Calender and matches it to the curricular expectations at the Center. In addition, a vital strategy for the Center has been the solar panel installation, the data from which have been tracked since the beginning of the Center. The report presents the solar data and the energy consumption and reduction of electricity bills for the District Government. The report finally presents the curricular plans and the changes from the first year of implementation of the ICT Center. The changes were informed by the feedback from the students in the previous batches along with some new additions including environmental education for 2019-20 academic year.