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01. Title of the Project 02. About the Organization : :

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SECTION A: GENERAL INFORMATION “Innovative Programme in Vocational Education in the Uttar Pradesh”. Human Life Society is a secular, nonpolitical, non-governmental, non-profitable registered charitable society formed by a group of professionally qualified social workers from different reputed institutions, educated locals, having real interest and the commitment to serve the people of different religious, languages, and especially the locals who are in need. The vision is “The good of all mankind irrespective of caste, creed or religion a just human society. Literacy and social awareness, self-realisation and selfsupport, community health, wealth liberation, and leadership, relief and rehabilitation empowering and encouraging the people, are the missions of this organization. The council has a plan to work for the development of various marginalized groups of society like tribals, street and working children, dalits and; welfare and charity to the neglected senior citizens, dying destitute and victims of various communicable diseases like leprosy, tubernd AIDS, etc. At present, our society works for the development of folks of the slum areas in and around UP through different actions and reaching-out approaches which are suitable to the target group. 03. Purpose/Scheme under which : Grant-in-aid is required Financial Assistance to the NGOs/VOs for undertaking Innovative Programme in Vocational Education,. Rs. 20 Lakhs [Details Attached] Rs. 20 Lakhs [Details Attached]

04. Total Estimate Amount of the : Project 05. Amount of Grant-in-aid applied : for

06. Resources mobilized from other Sources / Institutions / Department / in the shape of Financial assistance/ kind or in the Form of soft Loan/Grant 07. Any foreign assistance received 08. Details of own resources of the Society to carry out the proposed activity 09. Manner of Utilization of the assistance received so far 10. About the Project ` a. Introduction

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Please see the attached financial statements

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Nil Please see the attached financial statements Given in the project proposal

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This project is completely prepared after thoroughly study and analysis of present state level, national and international level scenarios, different and critical issues of promotion and development of Vocational Education and of guidelines on Revised Centrally Sponsored Scheme of “Vocationalisation of Higher Secondary Education”. This project has basically been prepared for seeking financial assistance for taking up innovative programmes for promotion of vocationalisation on different two short duration vocational courses, viz. (a) Health Sanitary Inspector; (b) Bharatnatyam. It would be needless to write here the following. However, as the followings are the part of our project proposal therefore we should have fast track bird eyes on this as Vocational education (also known as vocational education and training or VET) is an education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, and other healing arts, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally nonacademic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. Vocational education may be classified as teaching procedural knowledge. This can

be contrasted with declarative knowledge, as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary, post-secondary level, further education level and can interact with the apprenticeship system. Increasingly, vocational education can be recognised in terms of recognition of prior learning and partial academic credit towards tertiary education (e.g., at a university) as credit; however, it is rarely considered in its own form to fall under the traditional definition of higher education. Vocational education is related to the ageold apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work. However, as the labour market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the postsecondary level vocational education is typically provided by an institute of technology, university, or by a local community college. Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries. There are 7 essential problems of Vocationalisation of Education and Their Remedies : (1) Wrong Attitude: All the while more respect has been paid to the intellectual activity than physical labour. On the basis of work or labour, the caste system has been built in India. The roots of division of labour based on thousands of years of

b. Problems c. Vocationalisation education and remedies

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caste system have gone deep into our society. The people engaged in handicrafts and other physical works for earning their bread are not looked with respect. So this problem is not that easy to solve. The youth force in the country should be given education to change attitude towards work and physical labour. Good earning potentiality of various vocations can also help changing attitude of the modern youths. (2) Dearth of Institutions: All technical and vocational institutions established after Independence cannot be said to be adequate. The youth of the country with aims of receiving technical education can hope for a bright future; but such institutions are very few in considerations to such a huge population. This problem can be solved with establishment of more such institutions for imparting technical and vocational education at all stages. So the Government at the Centre as well as in the states should provide for more institutions to cope with the increasing demand. (3) Narrow Curriculum: In Technical and Vocational Institutions there are provisions for only technical subjects. There is no place for liberal education. So with their technical knowledge the youngmen are not able to acquire knowledge of human relations and social objectives of productions. So it is needed that curricula of technical and vocational education should be broadened with general and liberal education. (4) Unsuitable Medium of Instruction: In almost all technical institutions of modern India, English is the medium of instruction. The students who have passed through medium of Hindi or other Regional Languages find it very difficult to receive technical and vocational education in English. Such students are disappointed and leave

vocational and technical institutions after a term of stagnation. So, this sort of frustration also brings about a loss of money, time and energy. (5) Dearth of Teachers: Meritorious and able persons having received technical and vocational education are always after fat salaries and other material gains. They are not after teachership. Besides, sufficient respect is not accorded to teachers in society. Consequently, such institutions are deprived of able and talented persons Government can solve this problem in attracting talented persons to be teachers in technical and vocational institutions. Teachers should be given decent pay packets and the society should respect these builders of men. (6) Lack of continuation education: Young persons complete the technical and vocational education and get employed. In the beginning they are with full of knowledge, but in course of time they forget many things. This brings lack of efficiency in their work. Part-time instructions should be provided to such persons employed in jobs in order to improve quality of work. Refresher Courses may be organized with a view to acquainting these in service people with the recent development of knowledge in the field of Science and Technology. (7) Lack of Practicals: Mere theoretical knowledge will not suffice for successful candidates to go for establishing small workshops and small industries.- So a practical training should be properly organized and young enterprisers need be given Practical knowledge of starting industries and setting up business firms. Besides technical skills, greater emphasis will be given on development of employability skills, which would include (i) Basic communication skills, (ii) Basic IT

skills, (iii) Customer care services, (iv) Etiquettes and Manners, (v) Art of Public speaking, (vi) Front Office Management, (vii) Telephone communication skills, (viii) Interview skills, (ix) Interpersonal or social skills, (x) Team building skills, (xi) Employment seeking skills. Apart from above, the following should also be kept in mind: India as a country has an advantage when it comes to absolute number of workforce but the industry is facing a crucial shortage of "skilled" and "qualified" manpower. Current education system is nonresponsive to the skill demands of the existing and future industry, leading to a supply-demand gap on various counts. Outside the school vocational training equipped to handle are accessible to number of students at least level 10 and system, relevant centers are illthe demand and only a selected who have passed 10+.

Skill training in the unorganized sector, which forms 92% of our work force is not existent except for that granted by local ustaads or family elders. By 2012, it is estimated that India will have around 57 million people who are school-drop-outs or illiterates and hence this segment needs special focus. As per industry analysis, nearly 75 to 80 million jobs will be created in India over the next five years. It is estimated that almost 75 to 90% of all additional employment will require some vocational training. Huge demand-supply skill gap. 90% of the jobs in India are "skill based"; entailing the requirement of vocational

training. It is estimated that only 5% of the youth in India are vocationally trained. The current capacity of institutions and initiatives which are imparting skill development in the country is 3.1 million per annum against country's target of skilling 500 million people by 2022. Most of the Vocational Education Training Institutes are characterized by structurally rigid and outdated centralized syllabi that do not have much sync with the prevailing market conditions. Need for Vocationalization of Education i. Introduction: : Please go through with the following:

Vocational Education and Training (VET) is an important element of the nation’s education initiative. In order for Vocational Education to play its part effectively in the changing national context and for India to enjoy the fruits of the demographic dividend, there is an urgent need to redefine the critical elements of imparting vocational education and training to make them flexible, contemporary, relevant, inclusive and creative. The Government is well aware of the important role of Vocational education and has already taken a number of important initiatives in this area. The objective of this note is to assess and describe the need for introducing Vocational education at higher and tertiary levels and for establishing a Vocational University. The note also summarizes the present Indian and International Vocational Education scenario and its problems. The note also puts up recommendation for policies with the need for implementation at State and National Level and suggests possible models to introduce Vocational Education at the higher / tertiary levels. ii. Current Scenario of Vocational Education and Training in India: The structure of current education system can be described as below

In India, skill acquisition takes place through two basic structural streams – a small formal one and a large informal one. Details of major formal sources are listed in table below-:

Status of Vocational Training received: The World Bank report of 2006, shows that among persons of age 15-29 only about 2 per cent reported to have received formal vocational training and another 8 per cent reported to have received non formal vocational training. The proportion of persons (15-29 years) who received formal vocational training was the highest among the unemployed. The proportion was around 3 per cent for the employed, 11 percent for the unemployed and 2 per cent for persons not in the labour force. The activity of persons receiving vocational education is as shown below

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Comparison with other Countries: There is little capacity in vocational education in India and even that is under-utilized. World Bank Report suggests that the enrolment figure is less than three per cent of the students attending Grades 11-12. This implies that between 350,000 to 400,000 students are enrolled in vocational education, which works out to less than three per cent of the 14 million students or more in Grades 11 and 12, implying that less than one per cent of students who had entered Grade 1 over the last decade or so would have eventually participated in vocational education. In comparison the status in various other countries is as shown below-:

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Problem Areas in present Vocational Education and Training System: Through, the study of the prevalent Vocational Education System in India the following problem areas have been identified a. There is a high drop out rate at Secondary level. There are 220 million children who go to school in India. Of these only around 12% students reach university. A large part of the 18-24 years age group in India has never been able to reach college. Comparing India to countries with similar income levels – India does not under perform in primary education but has a comparative deficit in secondary education.

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Vocational Education is presently offered at Grade 11, 12th – however students reaching this Grade aspire for higher education. Since the present system does not allow vertical mobility, skills obtained are lost. Enrollment in 11th & 12th Grade of vocational education is only 3% of students at upper secondary level. About 6800 schools enroll 400,000 students in vocational education schemes utilizing only 40% of the available student capacity in these schools. International experience suggests that what employers mostly want are young workers with strong basic academic skills and not just vocational skills. The present system does not emphasize general academic skills. The relative wages of workers with secondary education are increasing. Private & Industry Participation is lacking. There are no incentives for private players to enter the field of vocational education. Present regulations are very rigid. In-Service Training is required but not prevalent today. There is no opportunity for continuous skill up-gradation. There is a lack of experienced and qualified teachers to train students on vocational skills. In foreign countries Bachelors of Vocational Education (BVE) is often a mandatory qualification for teachers. However, in India no specific qualifications are being imparted for Vocational Education teachers. Vocationalization at all levels has not been successful. Poor quality of training is not in line with industry needs. There is no definite path for vocational students to move from one level / sector to another level / sector. Mobility is not defined and hence students do not have a clear path in vocational education. No clear policy or system of vocational education leading to certification / degrees presently available for the unorganized / informal sector. No Credit System has been formulated for the same. Over 90% of employment in India is in the Informal sector. JSS offers 255 types of vocational courses to 1.5 million people, Community Polytechnics train about 450,000 people within communities annually and NIOS offers 85 courses through 700 providers. None of these programs have been rigorously evaluated, till date. Expansion of vocational sector is happening without consideration for present problems.

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Trends related to Labour Market: An analysis of the labour market has brought the following issues to the fore-: 1. Labour market requirement for skilled workers without general education skills is declining. 2. Labour force participation is declining while student participation is increasing. Thus more students are joining higher secondary education and looking for vertical mobility

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Relevant Government Initiatives: National Vocational Qualification Framework: To stimulate and support reforms in skills development and to facilitate nationally standardized and acceptable, international comparability of qualifications, a “National Vocational Qualifications Framework” is being established by the Central Government. Central Advisory Board of Education (CABE) has resolved to set up an inter-ministerial group which would also include representatives of State Governments to develop guidelines for such a National Framework. The unified system of national qualification will cover schools, vocational education and training institutions and higher education sector. NVQF will be based on nationally recognized occupational standards which details listing of all major activities that a worker must perform in the occupation or competency standards – a detailed listing of the knowledge, skills and attitude that a worker should possess to perform a task written by the particular employment-led sector skills council. The National Skill Development Policy 2009 has proposed the following features for the framework:a. Competency based qualifications and certification on the basis of nationally agreed standards and criteria; b. Certification for learning achievement and qualification; c. A range of national qualification levels – based on criteria with respect to responsibility, complexity of activities, and transferability of competencies; d. The avoidance of duplication and overlapping of qualifications while assuring the inclusion of all training needs; f. Modular character where achievement can be made in small steps and accumulated for gaining recognizable qualification; g. Quality Assurance regime that would promote the portability of skills and labour market mobility; h. Lifelong learning through an improved skill recognition system; recognition of prior learning whether in formal, non-formal or informal arrangements; i. Open and flexible system which will permit competent individuals to accumulate their knowledge and skill through testing & certification into higher diploma and degree; j. Different learning pathways – academic and vocational – that integrate formal and non-formal learning, notably learning in the workplace, and that offer vertical mobility from vocational to academic learning; k. Guidance for individuals in their choice of training and career planning; l. Comparability of general educational and vocational qualifications at appropriate levels; m. Nationally agreed framework of affiliation and accreditation of institutions;
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Multiple certification agencies/institutions will be encouraged within NVQF. vii. Analysis of National Vocational Education Framework in Other Countries: a. Australia - Australia, a country that has had an NQF for many years, has re-introduced vocational courses into schools (entitled ‘VET in Schools’) but the courses have been developed as ‘foundation’ vocational skills already defined and standardized by the Australian National Training Authority, the single tripartite body responsible for training standards. Level-I Certificates from the VET system are regarded as educationally equivalent to Senior Certificates from secondary schools, and Diplomas and Advanced Diplomas may be issued by the VET system or by higher education institutes. Depending on the courses of study, credits may be allowed to be accumulated as participants choose to move between the three sectors. Some VET certificates may now be issued with little or no formal training, for example, to enterprise workers who have obtained their skills over a number of years on the job b. United Kingdom - The National Qualifications Framework (NQF) in UK is a credit transfer system developed for qualifications in England, Wales, Namibia and Northern Ireland. The Framework has nine levels covering all levels of learning in secondary education, further education, vocational, and higher education. Different qualifications are divided into different levels, according to three important frameworks namely, the National Qualification Framework (NQF), the Qualification and Credit Framework (QCF) and last, but not least, the Framework for Higher Education qualifications Proposed Education Model for India Based on the comparison of various education models across the world, the following education model is recommended for us.

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Recommendations regarding Vocational Education I. National Board for Vocational Education For Example, In Australia, there is a similar authority established by the state and federal government called Australian National Training Authority (structure may vary) which plays a major role in: a. developing a national TVET system and national strategies with respect to vocational education b. ensuring close interaction between industries and TVET providers c. developing effective training market for public and private needs d. enhancing efficiency and productivity of TVET providers II. A National Vocational Policy should be formulated. The policy should establish equivalence for degrees, diplomas and certifications in the vocational education sector for lateral and vertical mobility across various learning sectors that is, secondary, vocational and higher education. National Vocational Education Assessment and Accreditation Council. National Vocational Assessment & Accreditation Council should be established to formulate a regulatory and quality/standards framework SSC (vocational) or its equivalent 10th grade certification in vocational stream should be created on similar lines as HSC (Vocational) at both national and state level. Vocational Stream should be introduced at 8th Grade through Bivalent Schools which may provide both conventional and vocational stream of education at secondary level. Presently, in India only sporadic courses as electives are being offered to students under bifocal scheme. However, a separate vocational stream offered by means of bivalent schools does not exist. Statistics reveal that employers prefer students with some general education skills in addition to vocational skills. Thus, in all schemes related to SSC (Vocational) general education courses should be emphasized. Eg. Problem Solving, English, Soft Skills, Business Management etc For Eg, In China, there are three levels of vocational education: junior secondary, senior secondary and tertiary. Junior vocational education refers to the vocational and technical education after primary school education and is a part of the 9-year compulsory education i.e from age group of 13-15 years Lateral/Vertical Mobility - To ensure vertical mobility, ITIs, MSBVs, Community Colleges and other State Vocational Education Institutions may be granted recognition and accreditation from the respective State Board for Vocational Education to award SSC (Vocational) certification. Vocational Education Providers, Community Colleges, JSS, CP’s, Vocational Junior Colleges may also be allowed to award Diplomas and Associate Degrees in addition to HSC (Vocational) certification. Students from

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Vocational Institutions can be given opportunity for lateral mobility into conventional stream by providing bridge (preparatory) courses Industrial Participation- Private Participation from Industry and other players must be encouraged and is critical for the success of the vocational education growth in India. Industry participation must be at all levels especially in Governance, Curriculum Design, Placements and Funding, Monitoring Outcome. Industry participation is also required for creating production oriented Research and Innovation Labs. A PPP Model can be also created where GOI and Industry can come together to invest in infrastructure and train students in latest skills For Example, Penang Skills Development Center is a joint company training center. The Government invests in the center and uses it to carry out public training programs. The State provided the infrastructure and the industry partners donate equipment, labs, training modules and trainers. Industry thus has access to shared training facilities for in-service employees training. The Government uses the center as a training institute. In India, National Skill Development Corporation India (NSDC) is a one of its kind, Public Private Partnership in India. It aims to promote skill development by catalyzing creation of large, quality, for-profit vocational institutions. Three business models established till date are as under-: B-Able - Tie ups with corporate like L&T and Tata dealers have been established. Six centres providing classroom training and guaranteed 4 week apprenticeship with a prospective employers have been established. Gram Tarang - Targeting tribal/naxal affected areas. 4 training centres created to train people in Auto CAD, advanced welding on advance machinery funded by NSDC Teachers training is an important aspect for ensuring quality education in vocational stream. Vocational Educational Qualifications should be insisted (eg. BVE). Higher salaries must be offered to attract skilled teachers. Additional income incentive can also be given through in-service training programs which can be conducted by teachers for industry employees. Continuous skill development and up-gradation of teachers can be done through Teachers Training Programs conducted by Teacher Training Centers

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Salient Features of a Vocational University 1. A Society registered under the Societies Registration Act, 1860 (Central Act No. 21 of 1860); or Any Public Trust registered under the State Public Trusts Act, or the Indian Trusts Act, 1882 (Central Act No. 2 of 1882) or under the relevant laws in any other State or

Union Territory or a Company registered under Sec 25 Companies Act 1956. The University may be established by State Government or by Private players (self-financed) Land, construction and infrastructure requirement may focus on the need for creation of production oriented labs, training centers, innovation/testing labs, latest industry specific equipment etc Authorities of the University shall have active Industry participation. The administers of the University must have industrial experience Vocational University will offer all kinds of degree and diploma programs in vocational higher education sector (Bachelor, Masters, Doctoral) – New Degrees should be created eg. Bachelors in Vocational Studies For example, In Germany, some of the examples of vocational degrees offered by Vocational Universities are as under-: (a) Bachelor in Automotive engineering, Clothing design by Berlin School of Applied Sciences (HTW). (b) Bachelor of Jewellery and Objects of Daily Life by Pforzheim University of Applied Sciences. (c) Bachelor of Motor Vehicle Industry, Bachelor of Printing and Media by Munich University of Applied Sciences. (d) Bachelor of Arts in Facilities Air Conditioning by Biberach University of Applied Sciences. Vocational University will emphasize on a different teaching – learning pedagogy with a special focus on skill based and handson learning and training. Vocational University may offer vocational programs through online, distance and life-long learning mode Vocational University Curriculum will emphasize life coping skills and general educational skills such as Liberal arts subjects, English competency, entrepreneur skills, problem solving, team work, leadership, management courses etc. Vocational Education Junior Colleges offering HSC (Vocational), Agencies / Community Colleges offering Associate Degrees or Diplomas may be given affiliation to the Vocational University to provide entry into the Bachelors Programs. For Example, in China Educational groups are affiliated to the University and they offer associate degree programs. Structure of a typical Education Group is illustrated below:-

The University shall have a well defined Credit Banking and Transfer System. The Credit System will allow multi-entry and multi-exit to students. The Credit System will also enable students to pursue opportunity for life-long learning and skill development. For example, in Scotland, the Scottish Credit and Qualification Framework (SCQF) is a credit framework that promotes mobility and credit transfer within and between sectors of learning. Similarly, in UK, the National Vocational Qualification Framework simplifies credit transfer between different awarding bodies, especially for vocational qualifications Industry participation shall be sought on the Board of Management. Industry representatives will be involved in governance and curriculum design. Production oriented Research and Innovation Labs will be setup in collabouration with Industry to promote regional economic growth. Industry collabouration shall be sought for funding, placements and apprenticeship for students. Department of In-Service Training shall be setup to encourage industry to send employees for regular skill development and up-gradation (this will also gain additional income for teachers) Teachers training will be given special emphasis by the University. The Vocational University will setup a separate department for Teachers Training and Development in order to build teaching resources and research component. Continuous teacher training programs shall be emphasized by the University Management. A separate degree called Bachelor in Vocational Education (B.V.Ed) or B.Ed with specialization in vocational education is proposed to be introduced. This would be a mandatory requirement for hiring teachers for vocational education and training. For Example, In United States, Bachelor of Vocational Education degrees are offered for teachers teaching vocational courses. In Sri Lanka, Research Cell of University of Vocational Technology has carried out research study on “Contribution of Instructional Resource Development programs in improving Teaching & Learning environment of TVET Centers” Conclusion The industrial and labour market trends clearly indicate the necessity of strengthening of vocational education in India. The introduction of vocational education at secondary level through bivalent schools and SSC (vocational) will enable us to broaden the vocational education base at secondary level of education. A clear pathway for vocational students to enter higher education streams is the way to move forward. Through this concept note we have made an endeavour to provide some of the possible solutions to address these issues. Framing of vocational qualification framework, introduction of vocational degrees and setting up of a Vocational University with polytechnics, community colleges, CPs and other VEPs as affiliated colleges are some of the recommendations which require further deliberation at National and State level.

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d. Details of Short Duration : Vocational Courses proposed to be conducted a.

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There are two Vocational Courses proposed to be programmed and conducted by the society, viz., (a) Health Sanitary Inspector; (b) Bharatnatyam Health Sanitary Inspector: health inspector, sanitarian. A technically trained specialist who is qualified to detect environmental risks to health due to such causes as deficiencies in sanitation, ventilation, food handling, restaurant hygiene, pest control, etc. Sanitary inspectors are very important members of staff in local health departments, and in large health departments may be specialized, e.g., to inspect meat, restaurants, hotels and rooming-houses, etc. They are qualified to inspect premises, identify actual and potential dangers to public health, and recommend necessary corrective action. Public health laws can be used to enforce their recommendations. Name of the Trade : Health Sanitary Inspector Duration of Craftsmen : One Year Training Entry Qualification : A 10+2 (under 10+2 pattern of education or equivalent) with science as one of the subject up-to 10th standard. Objective of the : After completion of the course trainees Course should be able to work as Health Inspector, Sanitary Inspector etc. for recruitment to subordinate post and service under the Central Government, State Government & Abroad. Job Scope : Health Inspector / Sanitary Inspector is a definite post in the government departments at the state and the center level. Government departments include departments like Municipal Corporations, Nagar Palikas, Railways, Hospitals, Cantonment Area, Government Institutes, Oil Refineries, Factories etc. In the private organizations they work with Hospitals, Hotel, Metal Industry, Chemical Industry, Textile Industry, Food Industry, Travel and Entertainment Industry, Electrical Industry etc. Role of Sanitary : Sanitary inspector means sanitation. Inspector sanitary inspector worked different catagaries for exapmle, aids, tasng, khanaq, oround the villege sanitation, health care, health education, control malarea, water filtration, sanitary inspector control the sanitation around us. Bharatnatyam - Bharatanatyam is a classical Indian dance form originating in the South Indian state of Tamil Nadu. This dance form denotes various 19th and 20th century reconstructions of Sadir, the art of temple dancers. Sadir in turn, is derived from ancient dance forms that include some acrobatic karanas. Bharatnatyam is usually

accompanied by Karnataka Sangeetha. It has its inspirations from the sculptures of the ancient temple of Chidambaram. Bharatanatyam, as the name depicts is the combination of: 'Bha' - Bhavam (means expression), 'Ra' - Ragam (means music), 'Ta Talam (means beat or rhythm) and Natyam (means dance) in Tamil. Bharatanatyam is a reworked dance-form from the traditional "sadir" known for its grace, purity, tenderness, and sculpturesque poses. Today, it is one of the most popular and widely performed dance styles and is practiced by male and female dancers all over the world. Bharatnatyam is considered to be a fire-dance — the mystic manifestation of the metaphysical element of fire in the human body. It is one of the five major styles (one for each element) that include Odissi (element of water), Kuchipudi (element of earth), Mohiniattam (element of air) and Kathakali (element of sky or aether). The movements of an authentic Bharatanatyam dancer resemble the movements of a dancing flame. Contemporary Bharatanatyam is rarely practiced as Natya Yoga, a sacred meditational tradition, except by a few orthodox schools (see Yoga and Dance). Bharatnatyam Course : Bharatanatyam is an ancient traditional art form with its origins steeped in divinity; Bharata Natyam reflects the culture of India at its best. The performer (male or female) is usually a soloist accompanied by a minimum of two musicians and usually four for a fullscale concert. The dancer uses the space as her own sacred temple and brings the audience into her magical circle as she performs and acts out stories with Gods and Goddesses from Indian mythology, folk tales and stories with emotional content. Being a living art form it has continued to enrichen itself changing with the times yet keeping its pristine beauty and nature intact. Linear geometrical patterns, a perfect balance of the body, eloquents of expression, and precision of footwork to intricate mathematical rhythms are the hallmarks of this dance. Background : The dance originated 5000 years ago and comprises of several arts like sculpture, painting, theatre, literature, music, dramaturgy, and poetry. Young girls were dedicated to the temples at the early age of eight years where they underwent a strict discipline in the above related arts to fully understand, comprehend and evoke the sentiments required of them as

dancers. Their tutelage was conducted under eminent performers of the arts who were either the established temple dancers known as “Devadasis” (Servants of the Gods) or ‘Rajadasis’ those who were the courtesans of the state and kingdom. The art form originated in the southern part of India in the state of Tamil Nadu and flourished greatly under the patronage of several kings some of whom were composers of the poetry and musical compositions that the dancers performed to and have handed down this rich tradition by word of mouth. The dance itself is divided into two categories, which are the pure dance ‘NRTTA’ and the expressional dance ‘NRITYA’. In the pure dance abstract patterns are woven to complex rhythmic pattern played by the drummer. The dancer and drummer synchronize and create geometrical patterns with precision as the vocalist sings to a separate time measure yet all performers almost seeming to be at their own different time measures conclude simultaneously. Within a framework of basic 35 time measures several more are created. The dance is sculpturesque and the art of iconography comes to life as one witnesses in the hands of a proficient performer the limitless dimensions of this highly venerated art form. The dance is flourishing in its country of origin and has a large following amongst those initiated to its intricacies and cultural concepts. Performers have become virtual cultural ambassadors of India representing its cultural heritage at its best. Bharatnatyam proper is a solo dance, with two aspects, lasya, the graceful feminine lines and movements, and tandava Ananda Thandavam (Tamil) (the dance of Shiva), masculine aspect, which is identical to the Yin and Yang in the Chinese culture. Bharatanatyam is one form of South Indian classical dance. It was traditionally performed in Hindu temples to worship Gods and Goddesses. Today, the stage of

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Bharatanatyam has moved from the temple to the theater. The purpose of this course is for students to learn basic postures, movements, and choreography of Bharatanatyam as an introduction to Bharatanatyam and Indian culture. In this semester, students will learn several fundamental footsteps (adavus), eye, neck movements, and hand gestures (hasta mudras), which are selected in order to learn and perform Alarippu, selected a dance piece. Students also will learn Bharatanatyam terms while learning the movements. Students are encouraged to participate to the class by asking questions to the instructor. To increase appreciation for Asian dances and cultures. To examine the role and meaning of dance in social, cultural, and historical contexts through learning Bharatanatyam. To identify unique qualities in Bharatanatyam, and to differentiate Bharatanatyam from other India dances and other dance forms. To find ways of communicating meaning and express yourself. To improve physical and spiritual awareness. In this course, Bharatanatyam is taught in a spiritual context, harmonizing mind and body rather than in Hindu religious context. It aims to dance for seeking peace and happiness and with the motivation of your own personal spirituality and belief system. Think and move peacefully with calm mind. The assessment process measures performance in completed units and is designed to recognize and credit achievements. A range of assessment strategies are used – formal examinations, individual and group production projects with written critical evaluations, presentations, assessed work placement, evaluation of presentation by jury etc. Main attributes required are: talent, versatility, sense of rhythm, dedication, grace, an expressive facial and body

Job prospects

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language, an ability to interpret roles, attractive appearance, stage presence, creativity and physical stamina. Dance graduates can find employment in: Kala Kendras Academies TV channels Dance troupes Self employment. Students who have finished their course in this subject can find jobs as a choreographer, an instructor or as a solo performer. It is also possible for students to carry out workshops on the Indian dance forms. As there is a huge demand for Indian classical dance globally, they can find with leading dance companies or troupes. Another option for the students is to begin their own dance schools. Professionals can earn as much as Rs.100, 000 each month. The remuneration of the students will differ on the basis of their field of specialty and the type of the company that hires them. If you aspire for a career in Indian classical dance, you should have an inborn talent which can be sharpened with training and guidance. There is no specific age to learn dancing. All you need is the desire and the will power to learn and master the art. Baghpat District, Uttar Pradesh. Availability of : - Infrastructure; - Appropriate Vocational Education Teachers; - Proper Education Environment; - Proper Information Technology; - And other economical resources, which will be helpful to support the projects. Rs. 20 Lakh [Details Attached herewith]

Career Prospects

:

e. f.

Project Area (Location) Existing Facilities in the project Area

: :

11. Budget

:

01. 02. 03. 04.

SECTION B: ORGANIZATION Organizational Background : Please See Organization Profile Attached herewith Organization Structure : Please See Organization Profile Attached herewith Area Covered : State of Uttar Pradesh Activities in the Previous three : Refer to Financial Statements years SECTION C: PROPOSED PROJECT : In the following Blocks of Baraut of Baghpat District of State of Uttar Pradesh. : As hereunder To create employment opportunities; To provide diversification of educational opportunities so as to enhance individual employability; To reduce the mismatch between demand and; supply of skilled human resource, and; To provide an alternative for those pursuing higher education; Meet education demands of the population, support professional, career development and social protection of individuals; Feed economy with qualified staff competitive both on local and international labour market, ensure a match between the fast changing labour market and VET system; Maintain competitiveness of employed be re-training and professional development; Foster appropriation of the peoples educational capacities with the new social-economic conditions to support self-employment and entrepreneurship; Support student mobility; Ensure professional development of minority groups and create employment opportunities for them; Develop Lifelong Learning; Develop School-Business Partnership in VET.

01. Target Area

02. Objectives a. General

b.

Specific

:

To develop (i) Basic communication skills, (ii) Basic IT skills, (iii) Customer care services, (iv) Etiquettes and Manners, (v) Art of Public speaking, (vi) Front Office Management, (vii) Telephone communication skills, (viii) Interview skills, (ix) Interpersonal or social skills, (x) Team building skills, (xi) Employment seeking skills To implement the project successfully according the guidelines and norms made under this project. Also, to achieve the ultimate objectives of the government behind running this project as per the prescribed standards. Our specific target to provide the vocational education to the target group so that the problems of unemployment due to rigorous education can be controlled. Please see the attachment Vocational Training provides participants with marketable job skills for paid work. Without such skills, the participant may remain unemployable, or employable only in low paying occupations. Participants with few job skills, outdated job skills, or skills no longer in demand may benefit from training designed to bring their qualifications in line with those required by local employers. Vocational Training provides marketable job skills, rather than opportunities for career change. Care must be taken in assigning this activity to ensure the training prepares the participant for the earliest paid employment opportunity, and that it concludes within the Temporary Assistance participant's 60 month lifetime limit on benefits. Generally, the length of Vocational Training activities should not exceed 12 months. The case worker must ask a supervisor to review and approve a training activity that exceeds this limit. Participation in Vocational Training beyond this limit doesn't count toward

Project Dimension 03. Activities/Plan and Project Strategy

: :

meeting participation targets. The supervisor may approve training activities that exceeds this limit when the training offers viable employment opportunities with earnings that allow the family to leave Temporary Assistance prior to the 60 month limit. Some of the strategies for these are : Form steering committee beneficiaries.

of

Review current services to identify gaps. Review literature on models of continuity of care for mental health. Develop appropriate model for the region, which includes best practice policies and procedures. Trial the model in pilot sites. Monitor and evaluate implementation of the model. Prepare a resource manual model and implementation. on

Disseminate and promote model throughout region. Run education sessions on model and implementation strategies. Identify opportunities to participate, in the planning, delivery and evaluation of mental health services. Provide training in effective participation for people with mental health problems and their significant others.

Set up focus groups of key stakeholders, at each of the pilot sites, which participate in planning, delivery and evaluation of services

Training and Development: o To increase productivity and quality; o To promote versatility and adaptability to new method; o To reduce the labour turnover; o To increase the job satisfaction; o To increase efficiency; Increase student and parent engagement. Give students easy ways to connect with their teachers and their peers to get them more engaged in their classes. Bringing parents into that collabourative environment gives students the support they need to perform at their highest levels. Facilitate anytime, anywhere learning. Provide your students with single sign-on (SSO) access to learning materials and campus resources—from library content to complete online courses—at any time, from virtually anywhere, and from any type of connected device. You’ll create a virtual campus that never closes.

Make better decisions. Inform routine decisions and long-range strategic planning across all organizational functions and disciplines with accurate, readily available data presented in intuitive and familiar formats. Let teachers focus on instruction. Make it easier for your teachers to find instructional resources, assess students, record and track grades, and communicate with their colleagues, students, and parents. They will have more time and energy to facilitate meaningful learning experiences that meet the unique needs of individual students.

Streamline administrative tasks. Make it easy for students to register for classes, access financial aid information, pay their tuition, sign up for lunch programs, report absences, and accomplish many other tasks, from any computer with Internet access. Brainstorm resources to complete deliverable. Project Evaluation. Establishment of Project timeline in phases. Research--identify what resources are available. Analysis of research/findings. Outline outcomes. Writing/compiling document presentation. Hiring of social work professional with experience in conducting vocational trainings as trainers. Preparing IEC material to be used during the vocational training. Introducing draft material to trainers, officers and seeking their views/opinions/suggestions for improvement. Devising a training schedule on the dates, timings and venues in consultation with management. Order regular supplies of training materials from registered and reputed dealers to the centres. Sharing the with officials. programme details

04. Implementation Strategy

:

Training of trainers, it orienting them on the objectives of the

project, their roles and responsibilities, providing background information about the demographics profile. Allotting districts to trainers. Distributing IEC materials to trainers which would be carried by them to the districts for the training. Facilitation workshop for trainers. Regular assessment of students at the centres. Preparing reports on the workshops conducted by the trainers and submitting these to the Programme Manager. Compilation and preparation of project report by the Programme Manager.

05. Key Methodology of Vocational training

:

Principles of teaching & learning. Instruction for vocation. Psychology motivation. Industrial motivation. in learning &

psychology

&

Analysis of syllabus construction.

&

course

Preparation of teaching skills. Operate & use of audio/visual aids /equipments. Use of instructional technology. Analysis of test & evaluation. Housekeeping & safety measures / demonstration practice.

Leadership qualities personality development. Environment management. planning

and

&

Motivation: o Information of Human Behavior and Psychological parameters like Characteristics, Attitude, Activities, Reservation, Values, Skills, Potentials and Deficits etc., - By Trainer . o Questionnaires on personality development for assessing the psychological attributes – By Trainer. o Tips on motivation & developing will power – By Trainer. o What are the avenues of learning – Discussions by Trainees and Trainer. o Video show on motivating the people – By Trainer. 06. Staffing : "Staffing is the function by which managers build an organisation through the recruitment, selection, and development of individuals as capable employees" The first phase of project development involves selecting the staff to conduct the preliminary technical assessment. The Assessment process involves gathering information on the facility’s energy and overall building performance to determine what is needed for the project to meet the project prerequisites. Project Director mostly likely to be involved in the preliminary technical assessment phase and the related tasks and responsibilities. The second phase of team selection focuses on project implementation. New members may be added to the project team based on the policy and system upgrades needed to meet the requirements of the projects.

Proper staffing have the following importance : • Filling the Organisational positions. • Developing competencies to challenges. • Retaining personnel – professionalism. • Optimum utilisation of the human resources. In addition, we will consider the factors affecting well staffing process for the purpose of conducting project fruitfully and this process will be helpful in achieving the ultimate goals of the proposed project. Basically, we have a team of professionals, educationists, researchers on different social issues, and well trained volunteers for other paid-up staffs having different level of skills. However, we will have a great selection process for supporting this project. As per the prescribed budget, our society will also be financially supported for project team like Vocational Coordinator, Vocational Teacher, Lab Assistant / other Office Staff. We will select these project team members after considering the factor stated here above and also the other relevant factors which will make the project success. 07. Training and Development : Our society will facilitate the beneficiaries for rigorous training and development of skills of the target group at all. Planned training activities will be going on continuous basis so that the beneficiaries can avail the benefits of resources to be made available by our society. Survey: Since the introduction of vocational education as distinct vocational stream(s)/ addl. Sub at +2 level in 40 Govt Senior Secondary schools in Sikkim, the Academic Sessions viz. 2004, 2005 and 2007 have already been completed under the Vocational Education Programme. The State Government is well aware of the importance of vocational education and has already taken a number of important

08. Survey, Monitoring and Evaluation

initiatives in tune with the national policy of Education, 1986 and the recommendations of the National Curriculum Framework, Socio-economic survey, 2006. It can also be emphasized the need to accord high priority on vocational education with special attention to computer related areas and wider range of vocational streams. Vocational Education has been introduced with effect from February, 2004 with the following objectives - With avenues to the Govt jobs in the state of Sikkim having reached saturation situation the professional training & vocational education in schools would give children the skills to find ‘Self – Employment’. The National Policy for Education, 1986 has laid down great emphasis on imparting Vocational Education at the senior secondary level. Skills and knowledge are the driving forces of economic growth and social development of any country. The economy becomes more productive, innovative and competitive through the existence of more skilled human potential. The level of employment, its composition and the growth in employment opportunities are the critical indicator of the process of development in any economy. Increasing pace of globalization and technological changes provide both challenges and growing opportunities for economic expansion and job creation. In taking advantage of these opportunities as well as in minimizing the social costs and dislocation, which the transition to a more open economy entails, the level and quality of skills that a nation possess are becoming critical factors. Countries with higher and better levels of skills adjust more effectively to the challenges and opportunities of globalization Vocational Training is a concurrent subject of both Central & State Government. At the National level, the Directorate General of Employment and

Training, DGE&T, Ministry of Labour is the nodal department for formulation of policies, laying down standards, grant of affiliation to institutes offering training courses under NCVT, monitoring training programmes, trade testing & certification and matters connected to the fields of vocational training and providing employment services. However, the dayto-day administration of Industrial Training Institutes (ITIs) offering training courses rests with the respective State Governments/ Union Territories Administrations. Opening of new institutes, actual conduct of training programmes through Industrial Training Institutes/ Centres are also the responsibilities of State Governments Very few opportunities for skill development are available for the above referred groups (out of school youth & existing workers especially in the informal sector). Most of the existing Skill Development programmes are long term in nature. This was essential considering their educational, social and economical background. Poor and less educated persons can not afford long term training programmes due to higher entry qualifications, opportunity cost etc. Therefore, a new framework for Skill Development for the Informal Sector has been evolved by the DGET to address to the above mentioned problems. Monitoring and Evaluation: For monitoring and evaluation (M&E) systems to be meaningful, several underpinning conditions for system designed will be fulfilled: All beneficiaries and participants must be involved, and their information needs specifically addressed. Ownership, especially in-country, is essential. M&E should be seen as a key management tool to track implementation progress and improve

project planning for impact rather than an exercise in data collection. Unnecessary complications will be avoided. Simpler M&E systems tend will be more effective systems. Balance between quantitative indicators and qualitative information is necessary at all levels. A small set of objective, quantifiable indicators should provide the base of evidence around which qualitative information can complete the explanatory framework. That balance is illustrated in the figure below:

Monitor and Evaluate :-

In addition we will address the following question for monitoring and evaluation of the project according to the timeline of the project: • Are we doing what we said we were going to do? • Are we achieving what we said we would achieve? • Is the project design sound? How can it be improved?

• •

What were the unintended consequences? Is our program causing the observed changes?

09. Impact Measurement

:

We have a framework of impact measurement tools of the project as to know that whether the proposed project to be implemented for the target group for the stated purposed could be achieved as per desired outcomes and according to the norms prescribed in this regard. Also, we will make comparative study of the beneficiaries to be skilled with this project. In addition to this, we will have an arrangement for feedback session from the beneficiaries to be skilled and will take appropriate and necessary measures and action to do better than ever we done. Performance indicators: - The logical framework approach; - Theory-based evaluation; - Formal surveys; - Rapid appraisal methods; - Participatory methods; - Public expenditure tracking surveys; - Cost-benefit and cost-effectiveness analysis; - Impact evaluation.

10. Project Co-ordination and Management

:

We will form a committee for the project co-ordination and management of the project. The members of the committee will be elected from amongst governing body of the society and from the team members of the society. This will be done as per the norms and best practice so that the objectives and goals of the project can be achieved. Moreover, this project will be headed by one of our team member who is being qualified MSW and who have experience of more than five years in the field of education.

SECTION D: BUDGET SUMMARY I. II. Recurring Expenditure Non Recurring Expenditure : : [Amount in Rupees] 17,45,000.00 [As per details Attached herewith] 2,50,000.00 [As per details Attached herewith] 19,95,000.00[As per details Attached herewith] 20,00,000.00

Total Cost of the Project : Say :

SECTION E: SUSTAINABILITY OF THE PROJECT WITHOUT OUTSIDE SUPPORT Internal Generation of fund; Making maximum utilization of volunteers and voluntary donations in kind; Sale of project services/products for generating funds; Investment of surplus fund; Sustainability Assurance : Society plans to sustain its progammes through approaching new donors if the present donors cannot continue Project Advocacy: Society has been working since long back. It believes in dignity of the human being and equality for all irrespective of caste, creed and colour. All its programmes are in congruence with this belief.

******

DOCUMENTS ATTACHED (WITH THE PROJECT PROPOSAL)

1. 2.

Attested Photo Copy of the Registration Certificate of the Society. Constitution of the Society consisting of Memorandum/ Articles of

Association/ Bye-laws. 3. Constitution of the Board of Management with particulars in Name, Address & Occupation, of the Members. 4. 5. 6. 7. 8. Copy of the Audited Statement of Accounts (Last three years). Copy of the Annual Report/Progress Report (Last three years). Complete details of the Project Report. Copy of Permanent Account Number (PAN). Copy of Certificate of Registration under section 12A & 80G of the Income Tax Act, 1961. 9. Project Dimension.

10. Budget of the Project. 11. Original Photographs of Activities. 12. Certificate. 13. Photographs of the Activities/Programmes Conducted.

For Human Life Society

(Amarendera Singh) President