This dissertation investigates the intersection of economics of innovation and human capital development to understand how to empower individuals and marginalized communities to be directed to innovation and STEM disciplines. The research focuses on three main chapters: Chapter 1 examines the effectiveness of an education program in teaching and measuring innovation skills among 8th-grade students in rural India. Using a randomized evaluation, the program's impact on students' innovative ability is assessed through a novel scale and experimental economics game. Results indicate significant improvements in innovative ability, unrelated to academic achievement or IQ, but potentially affecting math performance and interest. Chapter 2 evaluates a STEM training initiative for women engineers in India, designed to overcome barriers to women's success in STEM fields. By fostering a women-only environment and emphasizing self-directed learning, the program aims to enhance participants' technical and higher-order skills, ultimately influencing their labor market outcomes. Chapter 3 focuses on technology-driven assessment methods in education, particularly in developing countries like India. Through phone-based assessments, governments can efficiently monitor learning outcomes, identify areas needing support, and bypass administrative layers prone to conflicts of interest. These assessments offer a cost-effective means to monitor educational programs and ensure grade-appropriate learning levels, contributing to ambitious educational goals and the teaching of foundational and higher-order skills at scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]