Chapter 6: Human Resources

This chapter provides details of the people needed for the successful implementation of the project.

6.1 School level

At school level, there should be support structures that guide and support inclusive teaching and learning process. all schools are expected to have functional to ensure an enabling environment for teaching and learning and to provide support programmes for addressing barriers to learning, The team consists of the Principal, vocational teacher.

6.1.1 School Principal

1. Principals have a very significant role to play in making expansion of NSQF successful.
2. The fact remains that leadership not only matters but it is second only to teaching school related factors especially with its impact on students learning.
Expected roles:
• Setting directions for integrating NSQF in the main school activities and pursue the same.
• Creating awareness about NSQF
• Formation of a functional Sub-committee of SMDC, Administrative responsibilities
• Budget utilization.
• Influencing students learning such as :

• Timetable allocation

• students presence in the class rooms

• understanding the context of NSQF

• Empowering staff and taking decisions

• Their interaction with the Teachers to improve teaching and learning for the applied learning trades.
• Ensure smooth integration of Applied learning trades with existing optional subjects.
• Encourage VTs to take new initiatives for motivating students and parents in understanding importance of Applied learning trades.
• Infrastructure availability and its utilization , such as computers lab and existing facilities namely no. of computers in working condition, power back up , networking of computers, internet facility etc.
• Understanding the operational issues in terms of syllabus coverage, medium of instruction, roles and responsibilities, database available in schools.
JD of Principal District Coordinator
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6.1.2 Vocational Teacher

Selection of quality teachers and their mobilization played a very important role as their inputs determine the quality of the program and the students.

Roles & Responsibilities
The person will be expected to perform the following tasks

  1. To ensure mobilization, training and placement of the Students as per the project guidelines and target groups
  2. To provide technical training in the specified domain to students for employability.
  3. To mobilize, conduct outreach activity for in-school students and drop out unemployed youth from within the community where the center is set up for the training program.
  4. To understand the existing content of the curriculum and deliver it effectively in the classroom.
  5. Organize for internship/industry exposure visit for the students. Inviting and organising guest lectures from domain related experts working in industry.
  6. To ensure the entire vocational content designed is delivered in the classroom within the stipulated time. Ensure quality parameters are met.
  7. To conduct internal assessments of students on a weekly/ monthly basis as per the assessment pattern set up for the domain.
  8. Network with the industry and tie up for placement opportunities and ensure placement for the desired students.
  9. Conduct soft skill training including preparing the students for work as per the industry requirement.
  10. Coordinate with the state team in facilitating the post placement survey.
  11. Coordinate with vocational coordinator to ensure the required lab facilities to provide quality training.
  12. Upkeep of the lab / workshop.

S/He will be expected to produce the following deliverables:

1. Complete the syllabus as per the time line.
2. Conduct practical’s as per the syllabus.
3. Conduct work readiness module and prepare students for world of work.
4. Arrange industry guest lecture as per the schedule.
5. Continues industry interaction and interface.
6. Assist in placement of the students.
7. Arrange campus interview where ever possible and needed.

Qualifications and Experience
The person will be expected to possess the following qualifications:

  1. For IT: PG/ Graduate or Diploma in computer application from a reputed institute.
  2. For Automobile: PG/ Graduate or Diploma in Automobile engineering from a reputed institute.
  3. For Security: Diploma in Security Services or Ex-Army Service Men.
  4. For Retail: MBA in Sales and Marketing or Retail from a reputed institute.
  5. For Agriculture: PG/ Graduate in Agriculture with minimum 55% marks from a recognized university/ institution
  6. for Tourism & Hospitality : Master’s degree in tourism management/ administration from a recognized university/ institution with minimum 55% marks and experience of 1 year in teaching or work experience in tourism hospitality related industry
    Or
    Post Graduate Diploma in Management (Tourism 8t Travel) / Tourism & Leisure / Tourism & Hospitality / International Tourism Business / Tourism & Logistics / Tourism & Cargo (2 years full time recognized by AICTE)
  7. For Healthcare Instructor : B.Sc. Nursing & Midwifery (4 years) or 3 ½ years Diploma in GNM
    Or
    Healthcare Assistant: 10+2 vocational course in Medical, lab Technician, or 10+2 with science followed by certification/Diploma in MLT.
  8. For Beauty & wellness: Diploma with Cosmetology / Beauty Therapy / Beauty Culture from a Recognized Institution with minimum 1 Years of experience in the profession.
  9. For Physical education & Sports : Graduate or Post Graduate in Physical Education (BPE/ BPEd/ MPEd) or Diploma in Physical Education/ Sports Coaching with 1+ years of experience as a Physical Education Teacher or Coach.

Work experience in school, colleges, academies or in the area of physical training and sports (at least 1 year) ,Good knowledge of school education system or sports coaching with prior experience in training / teaching.

Performance Metrics/ Measurement
The person will be measured by:

1. Content delivery as per timeline.
2. Industry Engagement.
3. Placement of students, who desire to seek employment
4. Percentage of students getting certified.
5. Timely and accurate reports.

6.2 District Level

District-level team is an important factor necessary for ensuring sustainable project. A district-level planning process helps establish a common vision and experience across schools. Implementation efforts are organized in ways that allow districts and states to efficiently use resource and expand assistance efforts across a larger number of schools.

6.2.1 District Education Officer/DPO

• The DEO acts as the interface between the school and DSE
• Execution and implementation of directions issued in the letter to the DEO by the DSE
• Addressing and Resolving issues of the schools
• Implementing other program level activities and requirements

6.2.2 District Coordinators

Role of District Coordinators

  • To ensure that the teaching learning material reaches the school in time and is timely delivered to the students
  • Correctly maintain all assessment and reporting documents.
  • Maintain data base of the students.
  • Coordinate industry visits of the students and that of industry experts to schools and maintain all documentation of these visits.
  • Assist with quality assurance process of NSQF project.
  • Maintain a positive and professional relationship with the all teacher, other school teachers, concerned industry staff, parents of children and the community leaders.
  • Take initiatives to explore the network of entrepreneurs in the district and maintain a networking relationship with them.
  • Promote NSQF project development and expansion.
  • Liaison with project related stakeholders to provide an engaging learning experience.
  • Facilitate continuous improvement across all sections of the NSQF.
  • Maintain and timely submission of project progress reports of the quality indicators of the program on prescribed format as per the approved time lines.
  • Take regular inputs from the students, parents, community leaders and the relevant industry experts for improvement of the program.
  • Be aware of the NSQF policies and guidelines and share them with Applied learning teachers, students, parents and community leaders.
  • Maintain regular communications with all key stake holders.
  • Organize one meeting of SMDC per month and share the minutes of the meeting, Make note of the important decisions taken and issues resolved in the SMDC meetings.
  • Conduct review meeting with Vocational teachers and principle to understand the progress and to resolve issues.
  • Visit relevant industries and brief them about the project and seek their support in enhancing the development of the students and the project in whole.

6.3State level

6.3.1 Industry Coordinator

As there was no technically expertise with the State it was suggested and decided that in the state team there should be Subject Matter Experts (SME) who will guide the vocational teachers and also look into the administrative process of the vocational subject concerned. The SSC recommended the names of the SME who was in turn interviewed and contracted on the roles of the Government of Haryana for working in the project. One industry coordinator per vocational trade was chosen. They report to the Nodal Offices in-charge of the project and are based at the Directorate of School Education. They also coordinate closely with the respective Sector Skill Councils. A Job Description for the Industry Coordinator was created.

6.2.2 Other Staff

Some of the other staff which were taken into the NVEQF cell are:
a) Financial Consultant to manage the finance of the Project,
b) One accountant to manage the school expenditures and funds,
c) One Assistant Project Officer (APO) for putting up the regular noting / instructions for the approval and MIS work. [Resource: JD of Principal District Coordinator ]