Chapter 5: School and Trade Selection

5.1 Skills Gap Study

This is the first step towards the implementation of the project. This kind of study will help the state to understand the following:

  • To understand the Natural, Human Resources, Industrial and other Economic Factors, of all the selected districts.
  •  To assess the needs of the students to provide them with alternative livelihoods.
  • To analyze both the existing and emerging opportunities in Old and New Economic structure.
  • Draw an action plan to freeze opportunities across training and skill development; Self-employment; Micro Enterprise Development.

The skills gap analysis reports from NDSC, Ministry of labour etc. are to form the basis for the sanction of institutions, courses etc. The URL of the websites where some of the existing reports are available are as follows: (NSDC) Based on the finding of this kind of study the courses/trades to be finalized and also which courses to be given in which schools to be decided. In Haryana this kind of Study was not available.

5.2 School Selection

The proximity between the schools and industry/employer would be a major consideration in the selection of schools for implementation of the scheme. Every school will be required to have linkage with some related enterprise/ industry/ farm/ organization, etc., for hands – on training, specialized quality assurance and other relevant aspects. The schools should also foster linkages with other trade establishments, industries, chambers of commerce and business set ups with greater responsibilities to be taken up by FICCI, CII, ASSOCHAM and other identified apex bodies at the Central and State levels. For schools located in districts without significant presence of industries, the State Government shall introduce courses which have a high future growth potential in the district. With a view to effect convergence at the grass root level, the State Education Departments shall also map the spare capacity and infrastructure available in the Government and private run Industrial Training Institutes and seek to utilize the same for providing hands on skill training to the students through appropriate Memorandum of Understanding. While selecting schools preference will be given to schools located in Special Focus districts, Educationally Backward Block, in left wing extremism affected districts and in districts with high dropout rates at the secondary level.

School Selection Process

A. Suggested Process to be followed:

A systematic Process should be followed to select the schools.

  1. Form a two member team consisting of representative from DSE and Project Management Team who will execute the process under the guidance of the cross-functional Management team. This team will review and refine the criteria used to evaluate and select schools from the randomized samples provided in the selected districts.
  2. Collect information at the State HQ level from the DSE office.
  3. Meet the district officers and get information at the district level from the DO’s office.
  4. Visit the districts and candidate Schools (1-2 visits per district), and meet with staff and students of the school and collect first hand remaining information needed.
  5. Once the information / data are collected the two member team will collate the data and give its recommendation.
  6. Based on the recommendation the Program Management Team both at the DSE and the Program Management level will review and finalize the school for the implementation of the NVEQF pilot project in the selected districts.

The duration for this process of selection of the schools is expected to be around 1 month.

B. Criteria for School Selection: An initial set of criteria for school selection is listed

S.No Particulars

Demographic Data:

  1. Rural or Urban
  2. Socio-Economic Profile
    1. Average income of families
    2. Religion
    3. SC and minorities breakup
  3. Population of villages/town served

Service Area (villages/towns) of School


School & Students Profile

  1. Age of School
  2. Type of School (Co-Ed, Boys, Girls)
  3. Student Strength
  4. Total no of Girls
  5. Total no of Boys
  6. Students in 9th Class
  7. Number of Sections in 9th Class
  8. Students in 10th Class
  9. Students in 11th Class
  10. Number of Sections in 11th Class

Students in 12th Class


Student Performance/ Dropout Rates:

  1. Past year % of the 10th class
  2. Past year % of the 12th class
  3. Past year dropout % in 10th

Past year dropout % in 12th class

4 School Staff :

  1. Principal staffed in the school
  2. Qualification of the Principal
  3. All teacher posts staffed?
  4. Vocational Program/Teacher already there?
  5. Enthusiasm of Principal for Program/ willingness of the Principal to introduce VE
  6. Enthusiasm of Teachers for Program
  7. Enthusiasm of Students to do the Program

Enthusiasm of Parents/Community for this

5 School Infrastructure:

  1. Classrooms to accommodate students
  2. Blackboard + markers
  3. Computer room
  4. 15/20 computers with power backup and internet
  5. Working Space for staff members
  6. Lights + fans in classroom, computer room and staffroom
  7. Chairs/ Bench in the classroom
  8. Arrangement for water/wash rooms
  9. Generator Back up
  10. Edusat/ SIT/ ROT and CCEP available and in working condition
  11. Lab Rooms or Facilities available – for vocational courses
  12. Connectivity- If remote school- local transport
  13. Distance between the school and the nearest ITI

Is there any Open school center operational in school

6 Industry Employment/Placement Scope

  1. There should be placement opportunities available within the radius of 50 km, If it is not there then, is there any other school within the radius of 50 km
  2. Who are the major industry players in Automobile, Retail, IT and Security in that area?
  3. Do they recruit 12th class pass? 10th Class Pass?
  4. Is there any industry association?

Names and contact details of potential industries for placement

7 Others:

5.3 Trade Selection

Every selected school would offer need based modular vocational courses in identified vocations in such a manner that would provide desirable flexibility of choice to students. The selection of courses by the States/UTs should be based on assessment of skill needs conducted nationally and locally; availability of required resources e.g. industry/business set-up for linkages, skill /trainers, necessary raw material, electricity, water supply, and the prevailing and emerging employment opportunities , aspiration and interest of students etc. The school wise trades proposed by the State/UT will be forwarded to the Ministry as part of Project proposal for consideration and approval. The schools will offer on the average two vocational courses. One section of a vocational course will comprise 25 students. In one school from Class IXth to XIIth there will be eight sections and total 200 students. While selecting the course care should be taken by the States and UTs to adequately map the diversity of skill needs. Opting a single job role for large number of schools may adversely tilt the supply of skills vis a vis the demand .Over a period of time, in case the need so arises, the vocational courses offered by the school can be considered for change in accordance with the skill requirement.

School Selection Criteria ppt
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