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India: Sustainable Development and Social Change

India: Sustainable Development and Social Change

Examine India’s socioeconomic development trends and how rethinking development is gaining urgency for shaping sustainable social change.

This program examines the diverse factors, internal and global, shaping India's development strategies and patterns. Students gain foundational knowledge of India’s past, present, and future development paradigms, economic growth, and social change. The program is based in Jaipur, a bustling hub of NGOs engaged in development projects, social justice initiatives, and political activism.

Major topics of study include:

  • India’s transition: post-1990s
  • India’s polity and governance mechanisms   
  • Indian society and its marginalized communities
  • Rural and urban development: crisis, challenges, and response
  • Creating a roadmap for sustainability in India and radical ecological democracy (RED) 
During the SIT program, we had the opportunity to meet and discuss issues of international development with officials from the Indian federal government, to visit a multitude of NGOs across the subcontinent working in fields ranging from rural healthcare to sustainable energy to gender inequality, and to undertake independent study. The experiences I had conversing with NGO leaders, rural hospital employees, civilians, and SIT staff have helped me establish a stronger understanding of the collaborative efforts involved in sustainable development and have helped shape my ambitions and career goals. I will never forget the staff's constant support and encouragement.

Nicky Mehtani, Rice University

lecture in IndiaIndia is the world's largest democracy with a rapidly growing economy, vibrant IT industry and service sector, and burgeoning middle class, and it is poised to become an influential world power. Despite its impressive economic growth, social hierarchy, inequity, and poverty remain enormous challenges for this country of more than one billion people.

Live and study in Jaipur and witness the daily dichotomy of traditional and modern characterizing much of contemporary India.

In Jaipur, students begin thematic coursework, language study, and the Field Methods and Ethics course while enjoying access to academics, professional associations, and grassroots organizers working in areas such as community development, natural resource management, and poverty alleviation through state-led social security provisions and livelihood development.

Jaipur presents itself as a wealthy and regal city containing clean, stately, tree-lined streets; traditional and contemporary architecture; heritage palaces and forts; five-star hotels; and a thriving tourism industry. However, the largely rural and agricultural state of Rajasthan is among the underdeveloped regions in India, and Jaipur, the state's capital city, reflects this reality. Rural and urban youth throughout the region struggle with problems ranging from life-threatening droughts to gaining admission to prestigious universities. Organizations supported by concerned urban citizens are seeking innovative ways to address issues of poverty, social justice, and sustainable development in Rajasthan's rural areas as well as among the urban poor.

Gain direct exposure to some of the most inspired and important Indian experts working in the development and social change arenas.

The program’s lecturers include policymakers and planners, academicians, development practitioners, NGO workers, researchers, Gandhi scholars, journalists, social workers, feminists, and development and social change activists.

Study Hindi language.

practicing Hindi in marketplaceStudents receive daily language instruction in Hindi in both large- and small-group formats. Students are encouraged to continue working on their language skills outside the classroom, especially with their homestay families, during excursions, and while completing the NGO workshop. Students with advanced Hindi skills may opt for tutoring.

Acquire research and field study skills.

Through the program's course on the ethics and methods of field research, students learn appropriate methodologies that prepare them to undertake primary research on critical issues and topics relating to social and political change and development. Students acquire research skills and approaches that are used for the Independent Study Project such as:

  • Cross-cultural adaptation and skill building
  • Project selection and refinement
  • Appropriate fieldwork methodologies
  • Field study ethics and the World Learning/SIT Human Subjects Review Policy
  • Developing skills in observation and interviewing
  • Gathering, organizing, and communicating data
  • Maintaining a work journal
  • Networking and resource mobilization

Assigned papers provide an opportunity for students to test the tools introduced during the course while providing occasions for discussions on ethics and intercultural readings. Throughout the Field Methods and Ethics course, students work to develop their research topics for the Independent Study Project, and advance their initial ideas, assumptions, and drafts in close consultation with the program’s academic director.

Independent Study Project

meeting with PakistanisStudents spend the final four weeks of the program engaged in an Independent Study Project (ISP) conducted in Rajasthan or in another approved location in India. The ISP provides each student with an opportunity to pursue original research on a situation or topic of particular interest to them. Sample topic areas for the ISP include:

  • The role of women in traditional seed supply systems
  • Information technology and social change
  • Bhopal as a lens for globalization and the role of transnational corporate ethics
  • Jaipur’s solid waste management system
  • Socioeconomics of water scarcity
  • Communism in Kerala and its impact on human development measures
  • Gandhi and the Khadi industry in contemporary India
  • Dams, mining, and tribal displacement and conflict
  • Food security and the public distribution system
  • Impacts of globalization on traditional art and artisans in northern India
  • Climate change, water, and biodiversity conservation
  • Local governance and women’s empowerment
  • Indian wildlife conservation and international NGO involvement
  • The Right to Information Act and the National Rural Employment Guarantee Scheme
  • Primary education: a colonial legacy
  • Microfinance, fair trade, and women's empowerment

Students have conducted ISPs in the states of Kerala, Karnataka, Andhra Pradesh, Tamil Nadu, Maharashtra, New Delhi, West Bengal, Sikkim, Uttarakhand, Madhya Pradesh, Gujarat, Himachal Pradesh, and Uttar Pradesh. NGOs often play a critical role in facilitating ISPs.

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This interdisciplinary program is designed to provide students with an understanding of social, political, and economic change within the Indian context by exploring both the historical and contemporary dynamics of India's colonial past and present frenetic growth. Students consider the most effective transformative tools for India in the 21st century, and examine the notion of "Indian culture" from both anthropological and contemporary Indian political perspectives.

The Field Methods and Ethics course addresses culturally appropriate, ethical field methodology, in preparation for the Independent Study Project (ISP). Study of Hindi opens windows into the culture and the theme of the program.

Links to syllabi below are from current and forthcoming courses offered on this program. Because courses develop and change over time to take advantage of dynamic learning opportunities, actual course content will vary from term to term.

The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer.

Shaping Sustainable Social Change – syllabus
(ASIA 3010 / 3 credits / 45 class hours)
Shaping sustainable social change exposes students to conceptual frameworks for rethinking development and its application to the Indian context and introduces students to successful and potential interventions for viable economic, political, and social change to address the present as well as the emerging development crises. The course enables student to identify agents of change and analyze their role in shaping sustainable social change and to reflect on successful interventions and emerging development “alternatives” and conceptual framework and analyze their application and effectiveness through the lens of sustainability.

Development Approaches and Distributive Justice – syllabus
(ASIA 3020 / 3 credits / 45 class hours)
This course introduces India’s post-independence development scenarios. By critically analyzing and reflecting on past and ongoing development processes, students gain knowledge on post-1990s Indian development experience and the shift to liberalization and a market economy resulting in current urban, rural, and environmental crises. Emphasizing equity and power with land as a central theme, the course also provides reflection and analysis of the social justice issues of contemporary India.

Beginning Hindi – syllabus
(HIND 1000–1500 / 3 credits / 45 class hours)
Intermediate Hindi – syllabus forthcoming
(HIND 2000–2500 / 3 credits / 45 class hours)
Advanced Hindi – syllabus forthcoming
(HIND 3000–3500 / 3 credits / 45 class hours)
Emphasis on speaking and comprehension skills through classroom and field instruction. Based on in-country evaluation, including oral proficiency testing, students are placed in beginning, intermediate, or advanced classes.

Field Methods and Ethics – syllabus
(ANTH 3500 / 3 credits / 45 class hours)
This course provides the foundation necessary to conduct ethically sound research in India, and enables the development of research skills by practicing fieldwork within the framework of the Indian social and cultural environment.  Understanding and applying ethical research practice while conducting a one-month Independent Study Project (ISP) that may involve human subjects in a cross-cultural setting is the primary goal of this course. Topics include cross-cultural adaptation and skills building; project selection and refinement; appropriate methodologies; field study ethics and the World Learning/SIT Human Subjects Review Policy; developing contacts and finding resources; developing skills in observation and interviewing; gathering, organizing, and communicating data; and maintaining a work journal.

Independent Study Project – syllabus
(ISPR 3000 / 4 credits / 120 class hours)
The Independent Study Project (ISP) is an opportunity for in-depth study of a particular aspect of socio-cultural changes and sustainable development initiatives and challenges in India. Conducted in various SIT-approved locations in India. Sample topic areas: theater for social change; traditional women’s crafts and the modern market; Bhopal as a lens for globalization and the role of transnational corporate ethics; Indian wildlife conservation and international nongovernmental organization involvement; Jaipur’s solid waste management system; irrigation and water management issues; socioeconomics of water scarcity; a critical analysis of elephant tourism; call centers as the job of the educated future; marketing culture and Rajput identity; microfinance and women’s empowerment; language and literacy; a comparison of traditional and mass production of Indian textiles.

Browse this program's Independent Study Projects / undergraduate research.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

learning dandiyaThe program includes visits to a diversity of NGO headquarters, prominent academic and research institutes, and villages. Visits to locations in Rajasthan expose students to the realities of rural life in India and socioeconomic development in arid and semi-arid regions on the state.

In a typical semester, the excursion component of the program may include visits to all or many of the following NGOs, academic and research institutions:

  • Bodh Shiksha Samiti (Jaipur and Rajasthan) works toward quality education for underprivileged children through its community residential schools founded in 1987. It currently serves more than 26,000 children (urban and rural) through its bodhshalas and government schools in Rajasthan. 
  • Bhagwan Mahaveer Viklang Sahayata Samiti (Jaipur Foot Factory)
    The Jaipur Foot Factory is the world's largest producer of prosthetic below-the-waist limbs provided free of cost to those in need, irrespective of caste, religion, origin, and ethnicity. This excursion introduces students to one of the most successful models of a physical disability rehabilitation center and provides an opportunity to learn about social change and the empowerment of individuals with physical disabilities.
  • International College for Girls (ICG), University of Rajasthan
    ICG is a private institution that provides higher education for women in the Jaipur district of Rajasthan. SIT students may interact with students their own age currently enrolled in the college.
  • Gram Vikas Navyuvak Mandal Laporiya (GVNML) (Laporiya, Rajasthan)
    GVNML is run by Mr. Laxman Singh, an Asoka fellow, social activist, and development practitioner. The organization is engaged in various development and conservation initiatives including biodiversity conservation.
  • Pak Visthapit Sangh (PVS) (Jodhpur)
    PVS is a rights-based movement that highlights the plight of Hindu refugees who have been victims of religious fundamentalism. The organization conducts advocacy work for their citizenship and rehabilitation.
  • Uttari Rajasthan Milk Union Limited (URMUL) Trust (Bikaner) works with indigent individuals to facilitate increased self-reliance.
  • National Research Centre on Camel (Bikaner)
    Considering the importance of camels in the socioeconomic development of arid and semi-arid zones, the government of India established this research institution. The centre undertakes basic and applied research for the improvement of keystone camel species in collaboration with national and international institutes.
  • Barefoot College (Tilonia)
    The Barefoot College is a rural development organization led by the people it serves and whose development goals are self-defined. The Barefoot College provides basic services and solutions to problems in rural communities, with the objective of making communities self-sufficient and sustainable. These solutions can be broadly categorized into the delivery of solar electrification, clean water, education and livelihood development, healthcare, rural handicrafts, and communication.

Development Workshops

Immersion in development interventions and sustainability development and social change occurs through the program’s five- to seven-day workshop. Diverse workshop opportunities are offered in the states of Gujarat, Uttar Pradesh, Uttarakhand, and Himachal Pradesh.

Sample workshop sites:

  • Kiran Centre (Madhopur/Varanasi, Uttar Pradesh)
    A center for education and rehabilitation for children and youth — many of whom have polio, cerebral palsy, rickets, or hearing impairments — Kiran provides children with education, vocational training, physical rehabilitation, and other skills. At Kiran, SIT students are able to see the work in all the units and to volunteer their time with children and youth.
  • Rural Litigation and Entitlement Kendra (RLEK) (Dehradun, Uttarakhand)
    DehradunRLEK is a nongovernmental organization that works with communities in the hill state of Uttarakhand. Started in 1970s spearheading the local issues and development work in the tribal area of Jaunsar-Bhawar, today it works in six states: Uttarakhand, Uttar Pradesh, Himachal Pradesh, Jharkhand, Chhattisgarh, and Haryana. It currently works to bring awareness about human rights and to supplement the initiatives of the National Human Rights Commission and the various state commissions; community forest management (CFM), with special focus on safeguarding the rights of the indigenous nomadic Van Gujjars community and on capacity building of marginalized communities in Panchayati Rule (local self-governance) while working towards gender equity in local governance.
  • The Adivasi Academy (Tejgadh, Gujarat)
    The Adivasi Academy is established to create a unique educational environment for the study of tribal communities. It is aimed to become an institute for the study of tribal history, folklore, cultural geography, social dynamics, economy, development studies, medicine, music, arts, and theatre. With its multidisciplinary approach and related interventional measures, the academy is striving to create a new approach of academic activism.
  • Jagori Grameen (Dharamsala, Himachal Pradesh)
    Jagori is a national feminist-based organization committed to social justice that works with communities to address discrimination based on gender, class, caste, religion, and disability. At Jagori, students are exposed to different interventions such as informal women’s courts, rural knowledge resource centers, inclusion and capacity building of women in local governance systems, and sexuality and human rights education.

Tara Devi Dhakal, Academic Director

Tara Dhakal Tara Devi Dhakal holds a master's degree from the Brown School of Social Work at Washington University in St. Louis, Missouri, where she specialized in social and economic development and organizational management. Tara comes from a rural farming community in northeast India. She did her undergraduate studies in agriculture and earned a postgraduate certificate in women’s studies in India and is currently pursuing a PhD. Her studies focus on rural sociology and socioeconomic development in the eastern Himalayas, with a special interest in agro-based livelihood security and resilience in farming households in Sikkim.

Before joining World Learning, she worked as a researcher and development consultant with NGOs and international development organizations in India and Nepal. Tara’s previous work experience includes jobs with the Society for Better Environment, the BAIF Development Research Foundation in India, the World Conservation Union in Nepal, and the International Centre for Integrated Mountain Development in the eastern Himalayas.

Her areas of interest are community development with a focus on rural livelihood, agro biodiversity, and gender issues. Tara is strongly influenced by social justice and equity and is deeply connected to sustainability and practices of environmental and humanitarian spirituality. 

Awadhesh Aadhar, Senior Program and Administrative Coordinator

Awadhesh Aadhar Mr. Awadhesh Aadhar has worked with SIT for 14 years. He has a bachelor’s degree in law and is currently pursuing a degree in sociology from the University of Rajasthan. Mr. Aadhar brings a wealth of diverse expertise to the program, along with his vast network of public connections and resources. He is the key person for organizing and coordinating program logistics, assisting with student affairs, and performing office administration. He also assists students in language classes. He has excellent organizational skills and approaches all his work with great dedication. With his tremendous patience and smiling face, Mr. Aadhar is a valuable asset to his students and the program. Outside of work, he enjoys playing cricket and badminton.

Manoj Sain, Library and Student Services Coordinator

Manoj Sain Mr. Manoj Sain has a bachelor’s degree in humanities from the University of Rajasthan. He has worked with SIT for more than six years and is a key person in several areas: the library, student health, and program logistics. In addition, he assists in teaching and individual tutoring in language classes. Before joining SIT, he managed his own pharmaceuticals business and worked as a tutor for more than three years. He is also a professionally trained photographer. With his versatility and wide range of experience, great sense of humor, and generous, helpful nature, Mr. Sain is a tremendous asset to the program. He loves to dance and enjoys playing cricket and badminton.

Trilochan Pandey, Academic and Field Coordinator

Trilochan PandeyMr. Trilochan Pandey has a master’s degree in sustainable development from the Indian Institute of Ecology and Environment and a bachelor of arts, with honors, in economics and political science from the University of Delhi. Before joining SIT, he worked as a coordinator for the Right to Food Campaign secretariat in New Delhi and with GreenpeaceCampaign, Greenpeace, Oxfam GB, and Control Arms Foundation of India (CAFI). He assists students in their academics, including field studies, and facilitates their overall academic learning experience. He enjoys photography, reading books, and playing badminton.

Ms. Anjani Sharma, Language Faculty

Anjani Sharma has a master’s degree in Aacharya from Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, Delhi, and a bachelor’s in education with a focus on Hindi and Sanskrit language instruction. She has more than six years of experience teaching Hindi in both public and private institutions, including primary schools, and has taught spoken Hindi to foreign nationals. She interned for six months in Johannesburg, South Africa, and taught Hindi to American students at the American Institute of Indian Studies (AIIS), Jaipur. She has translated many educational high school textbooks and other material from English into Hindi. Anjani is very innovative in her teaching and possesses extensive knowledge of Indian culture, traditions, and development. She is a great resource and source of support for students. Her favorite pastimes include reading, gardening, and coin collecting.

Ms. Pragya Vardhan, Language Faculty

Pragya Vardhan has a master’s degree in journalism and mass communication from the University of Rajasthan. She has worked as a language coordinator in Neerja Modi School where she conducted the student and teacher exchange programs and taught Hindi to foreign nationals. In addition to teaching, she has assisted Dr. Matthew C. J. Rudolph in his research work on economic, political and social reforms of South Asian countries and has edited a magazine and received training at Dainik Bhaskar (a leading Hindi daily). Pragya brings a wealth of knowledge on Indian culture and traditions as well as language learning and is an extrovert with a great sense of humor who enjoys life to its fullest. She loves to dance, cook, and travel to exotic places.

Rama Kumari, Homestay and Lifestyle Coordinator

Rama Kumari Ms. Rama Kumari has a degree in social sciences from the University of Delhi. She has been a homestay mother since 1996. She joined the SIT Jaipur team as a homestay coordinator in 2007 and now has full responsibility for the homestay needs of all students. She also plays an active role in delivering cross-cultural orientation, guiding students on social and cultural activities, and attending to other lifestyle issues. Ms. Kumari enjoys cooking various Indian delicacies. She has traveled widely across Europe, has studied German, and enjoys making new friends.

Uday Mehto, Program Officer

Uday Mr. Uday Kumar Mehto joined SIT in 1999 as a program associate and chef. Trained at the prestigious Lodhi Garden restaurant in New Delhi, he specializes in Thai delicacies. He has also worked at Flow, a restaurant in Jaipur. He has participated in the SIT exchange training program in Kathmandu, Nepal, and has trained SIT’s Nepal staff in Indian cooking. He also offers Indian cooking classes to interested students. Mr. Mehto is a committed team player, and when not in the kitchen he is often busy helping the administrative team. He enjoys listening to traditional Hindi music and playing cricket.


Key guest lecturers for the program include:

Dr. Prathiba Jain

Dr. Jain obtained her PhD in history from the University of Jaipur, Rajasthan. For many years, she was a professor of history and served until recently as the vice chairperson of the Institute of Development Studies at the University of Jaipur. Dr. Jain has published several research papers and books, including Gandhian Ideas, Social Movements, and Creativity and Honour Status and Polity, Rajputana. Dr. Jain is the recipient of many national and international awards. She is a practicing Gandhian and a renowned scholar on Mahatma Gandhi.

Dr. Rajiv Gupta

Dr. Rajiv Gupta is the professor and head of the Department of Sociology at the University of Rajasthan. He is presently the research convener on Military Sociology/Armed Forces and Conflict Resolution of the Indian Sociological Society (INSOSO). He specializes in the sociology of education, professions, and intellectuals; Marxism; gender studies; and development.

Pradip Saha

Pradip Saha is a development activist and an independent communication specialist and filmmaker in the area of environment and development. He worked with the Centre for Science and Environment (CSE), New Delhi, as an associate director and edited India’s foremost environment and development journal Down to Earth. He is currently a freelancer and co-directs a research and communication consultancy firm in New Delhi, catering to diverse national and international development organizations.

Pramada Menon

Pramada Menon is a queer, feminist activist. She works as an independent consultant on issues of sexuality, sexual rights, gender, violence against women, organizational development, and change and livelihoods. She is the co-founder of CREA, an international women’s human rights organization and worked as the director of programs of the organization from 2000 to 2008. Before co-founding CREA, she was the executive director of Dastkar, an organization working to ensure sustainable livelihoods for craftspeople.

homestay familyStudents in the India: Sustainable Development and Social Change program live with a homestay family in Jaipur for approximately six weeks. Homestay is an enthralling experience and an integrated part of the program. Homestay families have a longstanding relationship with SIT and are always eager to welcome new members in their family with joy and curiosity, semester after semester. Most of the families are from the upper middle class, with varied religious backgrounds and worldviews. Some members of the family are homemakers, while others are engaged in professions such as teachers/professors, engineers, business owners, government officials, doctors, artists, etc.

Indian family structure is in transition from multi-generational to nuclear. In addition, the number of families with both parents working outside the home is growing. Students live in families of varied sizes composed of parents, grandparents, brothers and sisters, small children, and uncles and aunts. Few families have pet dogs and cats. The program has a one student-one family norm. Each student typically has a separate room with an attached bathroom that is occasionally shared by visiting relatives.

Students are matched with families based on their background, health issues, and shared interests like music, arts, etc. The homestays are located in clusters within the periphery of 1–10 kilometers from the program centre. Two to four students are placed in each cluster, accessible to each other with short walks, allowing students to pool auto rickshaws and other modes of local transport for the daily commute to the learning center. Students usually use the same auto rickshaw for traveling around Jaipur in their free time, maximizing safety and convenience. The program has the practice of collecting vital information of the regularly and occasionally used auto rickshaw drivers like their name, phone number, and vehicle registration number.

The homestay experience provides students with the opportunity to share and learn customs, food, languages, and social and religious lives by taking part in daily activities at home and with members of the extended family. The experience itself provides a sense of social change and continuity in India’s family structure and traditions. During the Indian wedding seasons, students will also get to attend “Bollywood-style” north Indian weddings with dance, music, jewelry, and sarees. Past students have considered the homestay experience to be one of the most meaningful components of the program.

Other accommodation during the program includes hostels, hotels, guesthouses, and farm houses.

Program Dates: Fall 2015

Program Start Date:  Aug 30, 2015

Program End Date:    Dec 12, 2015

The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.

Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.

Application Deadline:   May 15, 2015


SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.

Tuition: $15,190

The tuition fee covers the following program components:

  • Cost of all lecturers who provide instruction to students in:
    • Sustainable Development and Social Change 
    • Shaping Sustainable Social Change
  • Field Methods and Ethics course on research methods and Human Subjects Review
  • All educational excursions, related travel, lodging, and food costs
  • Independent Study Project (including a stipend for accommodation and food)
  • Intensive language instruction in Beginning and Advanced Hindi
  • Health insurance throughout the entire program period

Room & Board:$3,360

The room and board fee covers the following program components:

  • All accommodations during the entire program period. This includes during orientation, time in the program base (Jaipur), on all excursions, during the Independent Study Project, and during the final evaluation period. Accommodation is covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.
  • Homestay (six weeks in Jaipur)
  • All meals for the entire program period. Meals are covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.

Estimated Additional Costs:

International Airfare to Program Launch Site

International airline pricing can vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.

Visa Expenses: $211

Immunizations: Varies

Books & Supplies: $100

International Phone: Each student must have a phone in each country. Cost varies according to personal preferences, phone plans, data plans, etc.

Discretionary Expenses

Personal expenses during the program vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region. See a full list of our alumni contacts. Please note that free time to pursue non-program-related activities is limited.

Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.


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SIT was founded as the School for International Training and has been known as SIT Study Abroad and SIT Graduate Institute since 2007. SIT is accredited by the New England Association of Schools and Colleges, Inc. (NEASC) through its Commission on Institutions of Higher Education

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