FORMAT FOR SUBMISSION OF R & D PROJECTS

PART I (General Information)

11.0 Project title : Life Skill and Personality Development
Programme Centre for SC/ST Students.
11.1 Priority area and sub-area : Idukki District
11.2 Duration (in months) : 36 Months
11.3 Total cost : /-
11.4 FE component :
11.5 Principal Investigator : DR.N.ARUNSANKAR
11.6 Designation : Associate Professor
11.7 Depart. & Institution name : Marian International Institute of Management
11.8 Address : Kuttikkanam,Idukki Dist,Kerala-685531
11.9 Date of Birth : 27.03.1978
11.10 Sex : Male
11.11 Telephone, fax : 04869-
11.13 Collaborating Institutions : JCI Hosur Chapter, Hosur
11.18 Project summary: (About page)
Life Skills and capacity building is defined as the empowerment which
encompasses the ability, will and skills to initiate, plan, manage, undertake, organizes
people activities. Thus capacity and capability building are related to the organizational
and functional levels as well as to individuals, groups and institutions. In the light of the
above definition, and the paralytic effect of the lack of capacity and capability, the project
will provide the following guidelines to skill and capability building programmes or
components of projects.
Education, as the key to information and ability, should, as a matter of policy, be
made available to all rural communities within the mainstream services subject to the
suitable training of instructors to meet the specific needs of the various disabilities. This
is an immediate need in respect of rural communities.
 With regard to adults, it was recommended that a sufficiently structured adult
training system which imparts skills relevant and useful to the various disabilities should
be instituted.
For integrated training and education services to take place, it is proposed that
attention be paid to the need for technology inputs required by the adaptation to
accommodate the needs of the rural communities.
In addition to education and training, capacity and capability building should be
pursued through informal approaches like networking, visits to urban and sub urban areas
young people within the country, neighbouring states and the continent whenever
possible.
Continuous learning can also be ensured through instruments like trainings,
courses, personal reading, club and group membership and participation in special
activities like seminars.
Finally, it can be resolved by the professionals who work with people with
disabilities should understand and have the experience and positive attitude to work with
individuals, groups and organizations in building of local knowledge and experience with
a view to strengthening their skills and capacity.
In order to compete in emerging markets and run profitable enterprises, young
rural people need to increase their knowledge on business management, marketing,
financial literacy and value chains. Addressing the education and training gaps of young
rural people is becoming even more important as population pressures grow and land
becomes scarce. Young people will need the skills to adopt sustainable production
methods in agriculture and to access opportunities for rural non-farm work. The increased
pressure on the labour markets to absorb growing youth populations in developing
countries also highlights the need to extend and enhance rural education and training
systems, with a focus on matching knowledge and skills with the demands of labour
markets.
Young rural girls are particularly disadvantaged and often have lower literacy
levels than boys. They tend to be more restricted in terms of movement, and are often
overwhelmed by domestic workloads, like taking care of younger children and collecting
water and fire-wood.
Key words: Capacity Building, Skills, Training System, Rural Communities
11.19 Objectives:
1. Creating awareness about skills required by corporate sectors domestically
and globally.
2. To enhance rural people knowledge on Business Management, Marketing,
Financial Literacy and Value Chains.
3. To feed young people in order to adopt sustainable production.
4. To address rural young girls literacy level and domestic work pressure.
5. To create awareness about higher education and all government schemes
available.
6. To suggest better ways and means of capacity building for sustainable rural
communities.
12.0 Problems intended to be addressed by proposed project:
Rural communities will know the skill sets required to enter and sustain in the
corporate sector.
Rural communities can compete in emerging markets and to run profitable
enterprises.
Rural young people can be trained for continuous and sustainable production.
Rural young girls will get awareness about the required level of literacy and
their values.
Rural communities will be knowing higher education system and related
opportunities.
Overall rural communities can access not only general primary and secondary
education but also to relevant training on agricultural and entrepreneurial
activities including technical, soft and managing skills.

13.0 Concerned parties / target users of the outputs of proposed project :

Rural Communities
Specifically rural boys and girls
13.1 Who has identified the problem and its relevance to the objectives of
NRDMS
Project?Principal Investigator, Dr.N.Arunsankar,Associate Professor ,of Department of
Management Studies, Adhiyamaan College of Engineering(Autonomous) along
with,Dr.M.Dhanasekaran,Associate Professor, Department of Management Studies,
TamilNadu have identified the problem under the following circumstances. Lot of rural
youth in Krishnagiri district, Tamil Nadu is uneducated, socially and economically
weaker section and drop out from the school. This kind of rural youth is mostly
depending upon her husband or father for their needs. To alleviate this situation the
researchers to set up nodal center to enhance their skills in various dimension to fit for the
government as well as incorporates and to start in new enterprises. As such the centre
creates entrepreneurial opportunities for rural youth, leading them to enter the rural job
market strength economically weak communities through micro and small enterprises.

13.2 How will the project outputs dovetail into the overall development strategy?
In order to compete in emerging markets and run profitable enterprises, young
rural people need to increase their knowledge on business management, marketing,
financial literacy and value chains. Addressing the education and training gaps of young
rural people is becoming even more important as population pressures grow and land
becomes scarce. Young people will need the skills to adopt sustainable production
methods in agriculture and to access opportunities for rural non-farm work. The increased
pressure on the labour markets to absorb growing youth populations in developing
countries also highlights the need to extend and enhance rural education and training
systems, with a focus on matching knowledge and skills with the demands of labour
markets.
Young rural girls are particularly disadvantaged and often have lower literacy
levels than boys. They tend to be more restricted in terms of movement, and are often
overwhelmed by domestic workloads, like taking care of younger children and collecting
water and fire-wood.

13.3 What are the likely impacts on various sections of the society in the area or
neighbouring areas?
This project will break the barriers between rural community with others
 This will bring change in the perception of rural young boys and girls towards
their education, technology and employability
13.4 Expectations / estimation when the project will become self-sustaining?
After five years the initiation spark stimulates the following generations
14.0 Review of status:
14.1 Pre-project status:
The role of education in facilitating social and economic progress has long been
recognized. Education improves functional and analytical ability and thereby opens up
opportunities for individuals and also groups to achieve greater access to labour markets
and livelihoods. A better educated labour force is essential if we are to meet the labour
supply requirements of faster growth. Education is not only an instrument of enhancing
efficiency but is also an effective tool of widening and augmenting democratic
participation and upgrading the overall quality of individual and societal life. The
population growth of India has declined over many years, yet the labour is projected to
grow by close to 2% or some 7 million or more per year over next few years.
Modernization and social processes have also led to more women entering the work force
lowering the dependency ratio (ratio of dependent to working age population) from 0.8 in
1991 to 0.73 in 2001 and is expected to further decline to 0.59 by 2011. Skills and
knowledge are the engines of economic growth and social development of any country.
Countries with higher and better levels of knowledge and skills respond more effectively
and promptly to challenges and opportunities of globalisation. India is in transition to a
knowledge based economy and its competitive edge will be determined by the abilities of
its people to create, share and use knowledge more effectively. This transition will require
India to develop workers into knowledge workers who will be more flexible, analytical,
adaptable and multi skilled. In the new knowledge economy the skill sets will include
professional, managerial, operational, behavioral, inter personal and inter functional
skills. To achieve this goals, India needs flexible education and training system that will
provide the foundation for learning, secondary and tertiary education and to develop
required competencies as means of achieving lifelong learning.

Indian Status:
 The Unemployment among the educated presents a paradoxical situation. On
the one hand, there is unemployment among the educated rural youth. On the other, there
is critical shortage of certain skills in the market. The situation can be corrected with an
appropriate strategy for bridging the skill gap. Further, there is asymmetry in the job
market information. The information relating to the opportunities is not always available
to the educated youth. Therefore, the promotion of information on the skills needed and
their suitable restructuring and preparation could go a long way in promoting the
educated employment. With proper orientation and additional training, the skill gap can
be bridged and employment promoted, of the educated. What is needed is the initial
orientation, motivation and mentoring. The need of the hour is to identify the market
opportunities for educated youth and to undertake suitable re-orientation and training of
the youth for appropriate salary and self-employment. With globalization and fast
economic growth the manpower needs of different sectors have been undergoing changes
in the market resulting in critical shortages. The aim of the Government of Tamil Nadu is
providing young adults from economically weaker backgrounds an opportunity to
assimilate into the competitive job market. The assimilation process calls for bridging
the ever widening divide between those who have access to opportunities and those who
are increasingly being marginalized from the new jobs by helping the young adults
acquire required livelihood and social skills in an environment of learning and mentoring
that is responsive to the individuals emotional and development needs. The State of
Tamilnadu is one of the most industrialized states in India. The favorable investment
climate created by the State Government, accompanied by strong infrastructure and
resource base has attracted huge investment by multinational companies in Tamilnadu.
The investment in the field of automobile, construction, garments, information &
communication, service industries etc. have created lot of employment opportunities for
rural youth. Though there is high demand for youth employment, shortage of skilled
labor has deprived the opportunities of millions of rural youth in State. Realizing the big
gap between demand and supply of skilled labor, the TNSRLM among other things aims
at making millions of unskilled and semi skilled youth into potential skilled youth
thereby securing sustainable employment. Though Youth Skill Training is designed for
wage employment, there is a scope for self employ youth in State. Realizing the big gap
between demand and supply of skilled labor, the TNSRLM among other things aims at
making millions of unskilled and semi skilled youth into potential skilled youth thereby
securing sustainable employment. Though Youth Skill Training is designed for wage
employment, there is a scope for self employment also. ment also.

14.2 End-of-project status:

The schedule tribe community of South India has been facing several
socioeconomic problems since last two decades. This is due to poverty, illiteracy and
poor occupational living conditions and also backwardness Tribes. Suitable rehabilitation
programmer can be organized in order to improve the socio economic status of the tribes.
By offering sufficient skill based training programmes.

14.3 Specialist consulted or likely to be consulted

Dr.V.Navaneethakumar, Professor, DoMS, Adhiyamaan college of
Engineering (Autonomous)Hosur, India
Dr.L.Manivannan, Reader, Erode Arts and Science College, Erode
Dr.P.Parthipan, Assistant Professor, NIT, Trichy.
Dr, Professor, BMS College of Engineering, Bangalore
Dr. Balanagagurunathan, Professor, Alliance Business School, Bangalore
Dr.Anil Rao Paila, Dean, We School, Bangalore.
15.0 Work plan
1st to 6th month: Call for Tender and Procurement of Equipment / Call for
advertisement and Recruitment of Manpower
6th to 9th month: Design and Strategic Framework
10th to 15th month: Identifying targeted beneficiaries
16th to 21st month: Conducting awareness programmes and camps
22nd to 33rd month: Regular training programmes in different premises
34th to 36th month: Assessment.
16.0 Approaches / methodologies for the work plan :
Interview Schedule and Data Collection
Clustering groups
 Trainers will be deputed
Experts Intermittent Interaction
Assessment for improvement
Periodical Review
17.0 Relevance of the project to the work already going on in the organisation :
Conducting regular awareness programmes to the rural children along with
Ms.Ashok Leyland and JCI Hosur Chapter.
18.0 Implementation arrangements proposed for the project (linkages and
management structure):

Research Outcome

Government

Nodal Officer

NGO

Private Training Institution

Corporate Training Institution

Monitoring and Evaluation

Beneficiary

19.0 Suggestions for replicability of the research outcomes:

Development of trained youth.
Capacity building of rural youths in villages for managing business enterprises
 Setting up of nodal centers in villages.
Strengthening knowledge for tribal trainers.
Sharing of experiences with support agencies and NGOs.
Replication of the programme in other villages.

20.0 Risks:
The respondents may or may not follow the advice generated through the research
work. Hence the Government of TamilNadu should implement suggestion with the help
of administrators as well as appointing a nodal officer in the study area.

21.0 Suggested plan of action for utilisation of expected outputs from the
project :
Government and civil societies should create awareness among the tribal people
about the government programmes, needs and advantages of the education among
tribal youth communities .Skill training programmes have to be designed and
organized for school youths..Create awareness that education only should make
the tribal communities economically independent, .
22.0 Name of the nearest branch of the Union Bank of India on which bank
draft should be issued :
Hosur Branch,635109

23.0 Budget estimates :

A. Non-Recurring Budget (In Rupees)
 S. No. Item Year 1 Year 2 Year 3 Total
1. Laptop 50,000 - - 50,000
2. Desktop 40,000 - - 40,000
3. Camera 40,000 - - 40,000
4. Printer 15,000 - - 15,000
5. Metal Cupboard 15,000 - - 15,000
6 OHP
7 Furniture
8 LCD Projector
9 Books and Journals
10
Sub-Total (A) 1,60,000 1,60,000

B. Recurring
B.1 Manpower

Consolidated
S.No Position Emolument Year 1 Year 2 Year 3 Total
(Rs.)
Rs. 25000 for I
1 JRF 3,00,000 3,00,000 - 6,00,000
and II Year
Rs. 28,000 for
- - 3,36,000 3,36,000
III year
Sub Total (B1) 9,36,000

B.2 Consumables

Items Year 1 Year 2 Year 3 Year 4 Year 5 Total

- - - - - - -

Other items Year 1 Year 2 Year 3 Total

B.3 Travel 75,000 75,000 50,000 2,00,000
B.4 Contingency 1,00,000 50,000 25,000 1,75,000
B.5 Overhead 1,27,000 85,000 82,200 2,94,200
Sub-total of
6,02,000 5,10,000 4,93,200 16,05,200
B(B.1+B.2+B.3+B.4+B.5)
 Grand Total (A + B) 6,02,000 5,10,000 4,93,200 16,05,200

23.1 Budget for salaries / wages : Rs..9, 36,000

23.2 Budget for computer and software : Rs.1,60, 000
23.3 Budget for consumable materials : NIL
23.4 Budget for travel : Rs.2, 00,000
23.5 Budget for miscellaneous costs : Rs.4, 69,200
24.0 Bio data of investigators : Enclosed
Names and addresses of experts / institutions interested in the subject / outcome

ENDORSEMENT FROM THE HEAD OF INSTITUTION

PROJECT TITLE: SKILL AND CAPACITY BUILDING FOR SUSTAINABLE
RURAL COMMUNITIES IN KRISHINAGIRI
DIST
Certified that the Institute welcomes participation of Dr.N.Arunsankar as the Principal
Investigator for the project.
1. Certified that the equipment other basic facilities and such other administrative
facilities as per terms and conditions of the grant will be extended to the investigator
throughout the duration of project.
2. Institute assumes the financial and other management responsibilities of the project.

Name and Signature of Head of Institution

Date :
Place : Hosur

In regard to the research proposals emanating from scientific institutions/laboratories

under various scientific departments the Head of the institution is required to provide a
justification indicating clearly whether the research proposal falls in line with the normal
research activities of the institution or not.
 CERTIFICATE FROM THE INVESTIGATOR

PROJECT Title: SKILL AND CAPACITY BUILDING FOR SUSTAINABLE

RURAL COMMUNITIES IN KRISHNAGIRI
DISTRICT.

1. I/We agree to abide by the terms and conditions of the AICTE grant.
2. I/We did not submit this or a similar project proposal elsewhere for financial support.
3. I/we have explored and ensured that equipment and basic facilities will actually be
available as and when required for the purpose of the project. I/We shall not request
financial support under this project for procedure for procurement of these items.
4. I/We undertake that spare time on permanent equipment. (listed in section 23.7) will
be made available to other users.
5. I/We undertake to submit progress reports statement of accounts, utilisation
certificates etc., regularly as prescribed by AICTE.
6. I/We have enclosed the following materials:
Items No. of copies
a. Endorsement from the head of the
Institution (on letter head) one
b. (This) Certificate from Investigator (s) one
c. Details of the proposals from the
Section 1.0 to 26.0 (stitched) 10
d. Name (s) and address (es) of experts/
institutions interested in the subject/outcome Two

Name and signature of investigator

Date:
Place: Hosur