“AWARENESS AND EFFECTIVENESSS OF ASAP AMONG HIGHER SECONDARY

STUDENTS OF CHITTUR SDC”

A PROJECT REPORT SUBMITTED TO THE UNIVERSITY OF CALICUT IN PARTIAL FULFILMENT

OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTER OF COMMERCE.

SUBMITTED BY,

SHAFEEK K R

(CHANMCM012)

UNDER THE SUPERVISION AND GUIDANCE OF

Smt. C.A VISALAKSHY

HOD OF COMMERCE

POST GRADUATE DEPT. OF COMMERCE

GOVERNMENT COLLEGE, CHITTUR

JULY 2015

1
 DECLARATION

I SHAFEEK.K.R hereby declare that the project report titled “ AWARENESS AND
EFFECTIVENESS OF ASAP AMONG HIGHER SECONDARY STUDENTS OF
CHITTUR SDC” is a bonafide work done by me and is submitted to the university of
Calicut in partial fulfilment of the requirements for the award of the degree of Master of
commerce. I also declare that the report has not been submitted by me for the award of
degree, diploma or other similar title of any university.

SHAFEEK.K. R

2
 GOVERNMENT COLLEGE, CHITTUR
POST GRADUATE DEPARTMENT OF COMMERCE

CERTIFICATE
Certified that this project is a bonafide work carried out by SHAFEEK K R and is
submitted to the University of Calicut in partial fulfilment of the requirements for the award
of the degree of Master of Commerce.

Place: Signature

Date: Name and designation of

Supervising teacher

Counter signed by

Place: Signature of the

Date: Head of the Department

3
 POST GRADUATE DEPARTMENT OF COMMERCE
GOVERNMENT COLLEGE, CHITTUR, PALAKKAD KERALA-678104

(AFFILIATED TO CALICUT UNIVERSITY)

CERTIFICATE

Certified that SHAFEEK K R 4thsemester M.COM student in this department has worked on
the project titled “AWARENESS AND EFFECTIVENESS OF ASAP AMONG HIGHER
SECONDARY STUDENTSOF CHITTUR SDC” for a period of 21 days from the 2nd
week of April 2015 under my supervision and guidance. This has not been previously
submitted for the award of any degree, diploma or other similar title. This project is for
submitting for the Degree of Master of Commerce.

Place: Signature

Date: Name& Designation of Supervising Teacher:

4
 ACKNOWLEDGEMENT

I feel privileged to present this report to the University of Calicut as partial

requirement for fourth semester of Master of Commerce. There are many I thank in
the successful completion of this project.

First and foremost, I thank almighty God for his blessings in the successful
completion of this project.

I acknowledge my sincere gratitude to my supervising teacher and Head of

Department of Commerce, Govt College Chittur Smt C.A. VISALAKSHY, for the
valuable guidance, supervision and encouragement which enabled me to complete this
project and other teachers of the department for the advice and inspiration given.

I express my deepest sense of gratitude to Dr. LAKSHMANAN. M. P, Assistant Prof.,

Department of Commerce, Govt. College Chittur for his enormous help, valuable
ideas, expert advice, guidance and encouragement for the successful completion of my
research work.

I would like to express my sincere thanks to all the respondents for their valuable
support in the research work.

I convey my sincere thanks to my family and friends for all their help and support for
me in this study.

Place:

Date: SHAFEEK K R

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 CONTENTS

SL NO TITLE PAGE NO
1 Introduction 8
1.1 Introduction 8
1.2 Statement of problem 9
1.3 Objective 9
1.4 Scope 10
1.5 Research methodology 10
1.6 Data source 10
1.7 Research approach 10
1.8 Period of study 10
1.9 Research instruments 10
1.10 The population 10
1.11 Sample size 11
1.12 Method of sampling 12
1.13 Types of analysis 12
1.14 Tools used for analysis 12
1.14.1 K-Related Friedman test 12
1.14.3 One way ANOVA 12
1.14.4 Two way ANOVA 12
1.15 Limitation of study 13
2 Review of literature 14
3 Theoretical frame work 16
4 Analysis and interpretation 40
4.1 Sample profile 42
4.2 Freidman Test 43
4.2.1 One-Way ANOVA on awareness of ASAP 44
4.2.2 Two-Way ANOVA on effectiveness of ASAP 48
5 Findings, suggestions and conclusion 53
5.1 Findings 54
5.2 Suggestions 55
5.3 Conclusion 56
Bibliography 57
Appendix 59

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 LIST OF TABLES

SL NO TITLE PAGE NO
4.1 Sample profile 42
4.2.1 Mean ranks obtained for the sources of information 43
4.2.2 Friedman test 43
4.3.1 Descriptive statistics 44
4.3.2 One-Way ANOVA table 46
4.4.1.1 Stream Of Study Wise Estimated Marginal Means 48
4.4.1.2 Place Of Residence Wise Estimated Marginal Means 48
4.4.1.3 Two-Way ANOVA(effectiveness of content & resource) 49
4.4.2.1 Stream Of Study Wise Estimated Marginal Means 49
4.4.2.2 Place Of Residence Wise Estimated Marginal Means 50
4.4.2.3 Two-Way ANOVA(effectiveness of facilities and refreshment) 50
4.4.3.1 Stream Of Study Wise Estimated Marginal Means 51
4.4.3.2 Place Of Residence Wise Estimated Marginal Means 51
4.4.3.3 Two-Way ANOVA(effectiveness of method of study) 51

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 CHAPTER 1

INTRODUCTION

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INTRODUCTION

Historically Kerala has been a prominent supplier of skilled human resource to the rest of the
world but now, on accordance with the requirements of fast changing world. Though Kerala
has an amazing pool of human resources, overall employability is calculated below twenty
five Percentages (25%) the Asap project document says.

Additional skill Acquisition Programme has been conceived as an effective remedy for this
situation. The whole idea is that the students will be given skill training in addition to their
regular academic programme. curriculum in the crucial sectors as being demanded by the
industry. These skill training will be conducted before and after school or college timings as
well as during vacations. Thus when they complete their regular Academic programmes, they
will also get additional skill certification. This will ensure them job opportunities
immediately after the completion of undergraduate programmers like BA ,Bsc.etc

The students of higher secondary and under graduate (Arts, Science and Commerce).The
objective of ASAP is to tackle the issue of growing unemployment in the state. The
programme aims at equipping selected schools or college students with skills in
Communication, IT and selected areas of industries and service sectors.

STATEMENT OF PROBLEM

Kerala is traditionally known for its high quality manpower all over the World and has the
highest density of science and technology personnel. As availability of trained manpower is a
crucial factor for the industry to setup their business, it is necessary that Kerala should give
impetus to the growth of its Human Resources. Though Kerala has a very rich talent pool, the
employability of this segment is generally below twenty five percent. If the growing need of
industry and services sector for skilled manpower is not met on a war footing, the State shall
lose its advantage, as a human resource hub in the region. The major hurdle in ensuring a
readily employable talent pool is the lack of sufficient training infrastructure in the State.
Though there have been isolated initiatives by both Government and the Private sectors, it is
strongly felt, a well planned and large scale initiative wherein all the potential departments/

9
institutions/Universities collaborate and industry is also actively involved, is imperative to
create a labour market -ready workforce in the state.
The study is aimed at examining the level of awareness and effectiveness of ASAP among
respondents. The title of the research problem was framed as follows

“LEVEL OF AWARENESS AND EFFECTIVENESS OF ASAP AMONG HIGHER

SECONDARY STUDENTS OF CHITTUR SDC”

OBJECTIVES OF THE STUDY

 To identify the major source of information on ASAP.

 To identify the level of awareness of ASAP among higher secondary students.
 To identify the effectiveness of ASAP among higher secondary students .

SCOPE OF STUDY

The average worker from Kerala of the present day has to cope with basic skill deficiencies
stemming out of the natural limitations that the socio-economic background imposes on him
or her as well as the low-end and often adhoc and unstructured training that helps a worker
move up the employment ladder. Needless to say, if Kerala has to build a good work force,
basic skills need to be imparted at a very early stage in their education. Similarly de-skilling
of the workforce has taken place in some of the traditional industries like coir and cashew
among others. Some of these occupations have become redundant over the years, thereby
resulting in retrenchment of traditional workers. This is an area where, a strategy for up-
skilling and multi-skilling is to be adopted. The aspiration for blue collar jobs and an aversion
of menial jobs is a trend that is noticed across the State. This issue is to be addressed by
mechanisation and by popularization of various vocations through Information-
Communication-Education (ICE) campaigns.

All this points to the fact that it is high time the State of Kerala has takes concerted efforts for
skill development, up-skilling and grooming of its young population to meet the growing
demands of the labour markets nationally and internationally.

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RESEARCH METHODOLOGY

As the study is aimed at analyzing the employees skills ,the Research design adopted here is
the use of primary data that has been acquired through Questionnaire.

SOURCES OF DATA

 Primary data has been collected using Questionnaire.

 Secondary data includes data collected from journals, brochures and documents.

RESEARCH APPROACH

Survey research using a well-structured questionnaire for selected number of higher

secondary students of chittur sdc (skill developing centre), Palakkad was adopted for this
study.

PERIOD OF STUDY

The research is conducted for a period of 21 days from second week of April 2015

RESEARCH INSTRUMENTS

A well structured questionnaire was prepared with the objective of collecting information
from higher secondary students on the awareness and effectiveness of ASAP (Additional
Skill Acquisition Program).

POPULATION

Population of the study is 180 students of higher secondary under chittur sdc (skill
developing centre)

SAMPLE SIZE

The primary data collected from 100 respondents, were stated in details to identify the exact
of variation in the responses. As many as 62 statements relating to variables affecting
awareness and effectiveness of ASAP among higher secondary students were used for
determining the sample size.

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METHOD OF SAMPLING

There are 7 skill courses going on in chittur sdc. 100 students from these skill courses were
selected at random for the study. A sample study of 100 respondents was statistically to
represent the whole population.

TYPES OF ANALYSIS

Bi-variable analysis is used for establishing relationship among the variables under study.

TOOLS USED FOR ANALYSIS

1.14.1 K Sample Friedman Test

Friedman test is a non parametric test that compares two or more variables. This test first
ranks the value in each from low to high. The ranks assigned by the respondents for the
variables are averaged and tested to find out whether the mean rank is significant or not. In
this study this non parametric test is applied for testing the variations of rank preferences of
respondents towards the major source of having information on ASAP.

1.14.2 One-Way ANOVA

One way ANOVA is used to determine whether there are any significant difference among
means of three or more independent groups (population). It is a way to test the equality of
three or more mean at one time by using variance test. Here it is used to test the level of
awareness of ASAP among higher secondary students.

1.14.3 Two-Way ANOVA

In statistics, the Two-Way Analysis of variance (Two-Way ANOVA) test is an

extension of One-Way ANOVA test that examines the influence of different categorical
independent variables on one dependent variable. While the One-Way ANOVA measures the
significant effect of one independent variable, the Two-Way ANOVA is used when there are
more than one independent variable and multiple observations for each independent variable.
The Two-Way ANOVA can, not only determine the main effect of contributions of each
independent variable but also identify if there is a significant interaction effect between the
independent variables. In this study this ANOVA model is applied to test the effectiveness of
ASAP as perceived by its students/beneficiaries.

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LIMITATIONS

 The study is confined to the student aspect.

 Detailed analysis and in-depth study is not possible due to the limited time available.
 The study is restricted to chittur sdc (skill developing center)

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 CHAPTER 2

REVIEW OF LITERATURE

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Review of literature provides a critical summary of research already done on the relevant
topic. It provides readers with a quick overview of the problem addressed, stresses the need
for the new study and demonstrates how it will contribute to existing evidence. Review of
literature is conducted to generate a theoretical and scientific knowledge about a particular
phenomenon and results in a synthesis of what is known and unknown about that particular
phenomenon. The primary purpose of literature is to gain a broad background available
related to problems in conducting research. Thus it facilitates selecting a problem and its
purpose, developing a framework and formulating a lesson plan. In brief, review of relevant
literature is an analysis and synthesis of research sources to generate a picture of what is
known about a particular situation and to expose the knowledge gaps that exist in the
situation

A critical assessment of literature already available in relation to the point of interest for
study, in the form of general literature and specific studies, makes the research effective and
useful. The review might be helpful in drawing significant conclusions and serve as a guide
for any further study. It facilitates elimination of duplication of work and provides chances to
identify the gaps that exist in the area of research

There is no review of literature available for this project.

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 CHAPTER 3

THEORETICAL
FRAMEWORK

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Higher Education, General Education and Local Self Governments of Kerala State
Government in India have jointly launched on Additional Skill acquisition Programme
(ASAP) as a part of State Skill Development Programme to enhance the employability of
students passing out higher secondary school as well as Art and Science College of the State.
As the country is marching ahead with an ambitious target of equipping 500 million with
required industry skills by 2020 under the argis of National Skill Development Mission.
ASAP strive to transform state of Kerala as a human resource hub of the region and is well
positioned to capture good opportunities.

Since the entire excise is for enhancing employability the identification of sectors for skill
development and the development of curriculum and training methodologies will be carried
out in consultation with the industry. opportunity for practical Training or apprenticeship at
related industries shall also be arranged. Moreover the certification and syllabi under the
programme will be aligned with the National Vocational Educational Qualifications
Framework (NVEQF).programme will also be linked to the placement services.

The programme will be implemented in Government and Aided Educational Institution. In

each institution the programme will be coordinated by specially trained Programme
Managers appointed by the ASAP Secretariats’ that functions under General and Higher
Education Departments. The students will be trained by professional and well trained Skill
Development Executives. There will also be a lifelong learning system to ensure continuous
knowledge and skill updating by Program Managers and Skill Development Executives.
Therefore these PMs and SDEs together will form a higher layer of professionals with
advanced skills in the related areas. Their service can be made use for other development
activities of the state as well this will be an added advantage.

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Following are the sectors identified for Skill Development.

1. Hospitality.
2. Organized Retail.
3. Health care.
4. IT &ITES.
5. Event Management.
6. Business Services.
7. Media and Entertainment Industry.
8. Banking and Financial sector.
9. Construction.
10. Agriculture

All the training programmers shall have an initial round of soft skill development
(Communicative English and IT) followed by intensive training in selected skill domains.
For sustainability of the programme Community Resource Centers, an advanced version
of community college concept will also be implemented in a later stage. The community
Resource Centres will explore all possibilities of lifelong learning including the use of
open Education Resources.

ASAP aim to impact industry specific skills to needy students in the selected schools and
college along with their regular studies through Modular courses with the active
participation of the industrial partners. Students enrolled with Asap will get opportunity
to learn sector specific skills of the communicative English and basic IT module are
integral component of ASAP programme.

The programme was envisaged by Dr.K.M. Abraham, Principal Secretary, Higher

education, Government of Kerala, who is a Management, Financial and Educational
Expert as well as a very successful administrator belongs to the Indian administrative
service.

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ADDITIONAL SKILL ACQUISTION PROGRAMME

KERALA the green paradise was once acknowledged as top notch quality manpower. it
is no wonder ,then why others look towards Kerala as a model for human progress.kerala
has enviable tradition of literacy and social development, a vast pool of easy trainable
human resource at a scale unmatched anywhere in the world growing IT industry, huge
non-resident Indian (NRI) remittance and international players who are ramping up their
operations in kerala. Nowadays a society that develops its human resources in par with
industry standards and supports life long learning strategy is desirable for the success in
the knowledge economy. To expand the skill populace of the state, Government of Kerala
under the stewardship of Departments of higher education and General education of the
state has come up with an innovative concept ASAP-Additional Skill Acquisition
Programme. ASAP has embarked on the journey towards skill training with the objective
of building a pool of skilled personnel with adequate skills, in line with the requirements
of the industry.

The students of higher secondary and under graduate ( Arts, Science and
Commerce).The objective of ASAP is to tackle the issue of growing unemployment in the
state. At level one ASAP imparts three hundred hours of skill training to selected first
year students (30 per batch, maximum 2 batches in an institution).Of these 180 hours will
be foundation module comprising of communication skills and IT skills and the
remaining 120 hours will be the module related to the skill sector choosen by the student
.The classes under ASAP will be engaged by Skill development executives identified by
the Government or industry, generally for 1 hour on working days before or after the
normal working hours of the institution. The students for this purpose will be selected on
the basis of their aptitude and preferences.

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ASAP ROLE AND RESPONSIBILITIES

 Training of Master Trainers- A two day Refresher training for the Communicative
English trainers and one day Refresher training for the IT trainers for existing
trainers. for the new trainers four-day training in Communicative English and
Two-day training in IT will be conducted. Training is mandatory for the trainers to
take sessions for the students at their institutions .No DA or Remuneration will be
provided by ASAP
 Training schedule ,Training manual and materials for the master trainers to equip
them for conducting the 21 day training program
 Provide the contents for the training aids that need to be circulated among the
trainees
 Budget for the program in two installments-1)50% in advance before batch
commencement 2) After finishing half the training program
 Participation certificate for the trainees which is to be issued by the institution at
the successful completion of the training program
 Participant list of trainees in advance to the TPI so has to send the intimation letter
for individual participant.

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NEW INSTITUTION AFFLIATION

In order to solve the needs of the student’s community, Asap intends to form close link
with government Government/Aided higher secondary schools and Arts and Science
College. partnership of Asap with educational institution help students in enhancing
their employability quotient and Entrepreneurial potential.
These links also aim to promote students participation in colleges and higher secondary
schools, extending their range and level of programmes. ASAP and its partner institution
will work together for one aim to bring out the best in students create path way to
potential their booms.

MISSION

An analysis of the percentage of unemployment among the different sectors of the young
population of the State has revealed that it is the highest among those who have
completed Higher Secondary followed by Graduates and Post Graduates and the
technically qualified.

The young people coming out of schools and colleges swell the number of unemployed
year after year. The number of registrants for job in the Employment Exchange of the
state has already crossed 43 lakhs. what makes the situation murkier is that there is a
dearthness of hands who have acquired skills needed for a wide range of jobs in industry
and various other sectors of the economy. there is also a redundancy due to the lack of
skill acquisition among sections of the employed due to the lack of attention the common
workforce and the rural popularnce are not provided low end skills which are now- a-
days needed for better work performance at lower levels there is a unseemly rush of
migrant labour in such areas this situation warranted immediate intervention by the
government in the Educational and Social spheres. the Government responded with a
comprehensive skill Development cum Additional Skill Acquisition Project to be jointly
implemented by the Departments of General Education, Higher Education,
Labour(Employment and Training)and Local Self Government.

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TRAINING PARTNER SCHEME

Scheme of partnering higher education institution with Asap mission in training graduate
and post graduate students for empanelling as SKILL DEVOLOPMENT EXECUTIVES.
The goals of TPS are to encourage the Department of English functioning in various
colleges to develop qualified professional for prospective SDE selection. The objective of
the scheme is to train and develop professionals selected through campus recruitment.
Training partner institution will provide the 21 days residential training to the students
trainees on behalf of Asap Mission. Each Training Partner Institution (EPI) should train at
least one batch of 30 students.

Responsibility Of Training Partner Institution

 Should execute and agreement with ASAP on the Training partners scheme before
commencing batch.
 Fully residential training programme for a period of 21 continuous days
 Session of each day will start at 9 am and end at 8 pm.
 Administrative and academic implementation of the entire training programme.
 Adherence to the content time schedule of training programme.
 Should provide training kit, training aids like handouts, worksheets, materials and
other stationery.
 Should provide entire infrastructure facilities to conduct training.
 Should appoint one of the faculties as course director.

Infrastructure Facilities

 Smart classrooms with computer, white board, pen, duster, LCD projector and
screen with PA system shall be provided for each batch of the course.
 Computer lab with a minimum number of 15 systems with network.
 Internet connectivity with minimum of 2 mbps speed.

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ASAP Progress
 Skill Sectors: 20
 Skill Courses: 91
 Training Partner Scheme: 43
 Skill Development Centers: 105
 Institutions: 959

ASAP –The Leader in Job –Oriented Training

 Industry driven skill development programme with public private partnership.

 Cluster of skill centre across the State. Industry experts as trainers or industry trained
trainers.
 Integrated Communicative English and IT modules along with skill courses
 Learner Centered Training.
 Incentive linked fee structure to help the deprived students course timing which does
not hinder regular classes.
 Judicial combination of theoretical and practical subjects, wherein a maximum of
55% of the entire syllabus is devoted to practical.
 Skill park identified in each constituency with state of the-art technology to pilot new
teaching and learning experiences.
 Model based lifelong learning system.

Employee

An employee is anyone who has agreed to be employed, under a contract of service, to work
for some form of payment. This can include wages, salary commission etc.they include home
workers, fixed term employees, casual and part time employees, employees on probationary
training periods

Fixed Term Employees

If an employer has a genuine reason based on reasonable grounds to offer a fixed term this
should be explained at the start and put in a written agreement. The employment agreement
must set out how the employment will end and why.

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Casual And Part Time Employees

The rights of full time employees apply equally to part time employees. these rights also
apply to casual employees, but the way in which annual holidays sick and bereavement leave
are applied can vary for these employees.

Factors Affecting Employees Skill Devolopment

An effective employee is a combination of a good skill set and a productive work

environment. Many factors affect employee performance that managers need to be aware of
and should work to improve at all times. to get the maximum performance from employees,
you need to provide them with the tools they need to succeed. And they include:

 Managerial standards

Managerial standards can be a factor in motivating or demotivating employees. Managerial

standards should be in line with the job duties outlined in the job description outlined by
human resources. The background of the employee, including their educational history also
outlined in a job description. Managers should keep their expectations in line with the duties
assigned to the employee.

 Motivation
To get the best performance from employees there need to be some sort of motivation beyond
the weekly paycheck. Motivation can come in the form of financial incentives, the
opportunity to get involved in company projects, a carrier path for employees. Effective
motivation can also create a productive work force.

 Commitment
Employees that feel as though the company has made a commitment to employees’ success
tend to perform better. Commitment means offering a competitive rate of pay and benefits
package, offering assistants in paying for employees higher education costs ,developing a
regular training schedule that keeps employees updated on company changes and gives
pertinent information for employees to do their jobs and upgrading equipment to make sure
that employees have the most efficient technology available to do their work.

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  Employee’s evaluation
An effective employee evaluation is an interactive process where the manager gives his input
on the employee’s performance, and the employee get the chance to point out what she has
learned throughout the year.

Factors Contributing Employee Development

 Training
A well-designed training proramme that maximizes learning before, during and after
instruction translate into positive, lasting changes on the job. Effective programmes can
include orientation, on-the-job training and classroom instruction. Internet-based learning is
an increasingly attractive option that allows employees to learn at their own pace and on their
own schedule with access to material at any time.

 Self- directed learning

This approach puts individual employees in control of their own learning, allowing for
personal differences in learning styles and encouraging ownership of the learning process.
And in this approach, many employers work with employees to develop a learning contract or
personal development plan. The contract or plan, which is signed by both parties, outlines
clear learning goals.

 Coaching and mentoring

The benefits of this approach include improved quality and quantity of work, transfer of
learning, improved communication and problem solving skills. Effective coaching and
mentoring program depend on the skill and personality of the mentor or coach, adequate time
for coaching and mentoring sessions and established time lines and goals.

 Employee promotion
Promoting someone to a position of greater responsibility is a traditional way of rewarding
good performance, developing employee skills and retaining valued employees. Effective
promotion involves careful consideration of many details, including identifying gaps in
skills and experience and providing support through training, coaching or mentoring.

25
  Job enrichment

Job enrichment increases the employee’s authority or responsibility within their current
position. And they include comittework, special assignments or servicing on cross functional
teams. This approach increase interest and motivation by allowing employees to try
newskills build new relationships and explore new areas of specializations.

 Job rotation and cross-training

Job rotation moves employees through one or more different positions. The rotation shall
last several hours, several months, or even a year or two. Cross-training is a specific type of
job rotation where an employee’s know the skills of different position. These approaches can
effectively and interest prepares individuals for promotion, rejuvenate work units and
improve communication.

 Lateral moves
In a lateral move an employee moves to a different position with similar status, pay and
responsibility. a lateral move may offer new challenges or encourage the development of
different skills for an employee who may not be necassarilywant increased responsibility.
this approach increases the flexibility and communication among work units and, in small
business with few opportunities for advancement, helps to retain valuable employees who
might otherwise leave.

 Job aids
Job aids include checklists, tip sheet, wallet cards, posters, pictures, code list, flow charts
and diagrams-anything that offer on-the-spot practical help or remedies. Job Aids can reduce
the amount of information employees need to recall by providing easy accessible facts.
Well-designed job-aids are concise, written in plain language and make good use of white
space and graphics for easy interpretation.

26
Demographic dividend, Development indicators and Market potential have placed India in a
formidable position in the 21st century’s financial landscape. By the year 2020, the country is
poised to become a major human resource hub of the World even ahead of many developed
nations of the present. A huge responsibility rests with the State Governments towards
making the country future ready and a great deal of this depends upon concerted efforts in
raising the quality and standards of the human resources. The Government of India, realizing
this has created a road map for Human Resources Development at all levels including
Education, Research, Industry and Trade.

The Kerala State, by realizing this responsibility, has embarked upon an ambitious project
named State Skill Development Project to equip its young population with skills in cutting
edge sectors in order to effectively alleviate the unemployment problem in the state. The
project combines both preventive (Additional Skill Acquisition Programme - ASAP) and
curative approaches (Additional Skill Enhancement Programme). On the preventive side,
the General and Higher Education Departments together will implement the Additional Skill
Acquisition Programme (ASAP) to amplify working hands in different sectors of the
economy, by providing additional skill sets to students along with their regular courses. In the
curative part, Additional Skill Enhancement Programme (ASEP), under the leadership of
Labour and Local Self Government Departments, is envisaged to encompass skill
development and grooming initiatives for unemployed persons registered in the Employment
Exchanges across the State.

27
Kerala, traditionally known for its high quality man power spread all over the World and with
a high density of science and technology personnel, have always set a model for the nation in
developmental issues. The realization of the fact that its unemployed population kept
swelling despite having a rich talent pool, made it think and devise ways to counter the
trend. It is in this context that the Additional Skills Acquisition Programme (ASAP) has been
developed to impart sector specific skills to create a labour market ready work force.
The students studying at Government and Government Aided Higher Secondary Schools and
at the Arts and Science Undergraduate Colleges will be equipped with sector specific skills to
make them employable. ASAP envisages development of skill programmes in three levels,
that is, from certificate programmes to dual degree programmes. The programmes shall also
be dovetailed to National Vocational Education Qualifications Framework (NVEQF). The
starting point will be at level three or four of NVEQF.

The ASAP level 1 programme, which commenced during November 2012, is a combination
of three courses, namely, Communication Skills in English, Basic IT and an Elective Domain
Specific Skill Course. The Programmes are developed, delivered, assessed and certified with
the active participation of the related industries to ensure labour market acceptance of the
programmes. By imparting Communication Skills in English and Basic IT courses to a large
student community, the project envisages to create a large talent pool that can work in
modern day organizations that promote a global work environment. By choice student groups
receive sector specific skills that further enable them to be employable and industry ready.

Additional Skill Acquisition Programme (ASAP)

Target Groups

• Higher Secondary Students

• Vocational Higher Secondary Students

• Under Graduate (B.A, B. Sc and B.Com) Students

The Additional Skill Acquisition Programme (ASAP) falls under the preventive part of the
State Skill Development Programme. The ASAP aims at providing opportunity to students
studying Higher Secondary, Vocational Higher Secondary and Under Graduate (Arts, Science

28
& Commerce) courses to acquire skills as required by the labour market along with their
regular studies, right from the secondary level itself.

In the first phase, ASAP will be open to the students of Higher Secondary Schools and
Vocational Higher Secondary Schools and Colleges in Government sector. In the second
phase, which commences in the third year of the programme, students studying in Schools as
well as Arts and Science Colleges in aided sector, too will be allowed to become beneficiaries
of the ASAP.

The HSE and VHSE students will be given opportunities to attend Additional Skill
Acquisition Courses in selected Skill Areas. These short duration courses will be linked to
Vacation Apprenticeships and the students will be awarded certificates on completion of the
course.

Certification under ASAP

Level 1:

The common feature of the programme will be that the first level has to be necessarily
undergone by every student opting for the skill programme.

The first level will be of 300 hours duration, out of which 180 hours will be devoted to
modules on communications and information technology.

The other 120 hours will be devoted to the sector chosen by the student for the specialisation.

The design of all the levels will be in such a manner that the learning achieved by the student
in the first level will be woven into the design of the curriculum of the second and the third
levels also.

Level 2:

The second level will be of 300-500 hours duration and will be an intermediate module in the
selected area of specialisation.

Level 3:

The third level will be of 300-500 hours duration and will be an advanced module in the
selected area of specialisation.

29
Certification under ASAP will be three-fold in nature. The most advanced form will be
where the student undergoes all the three levels of the programme. This will be so designed
to meet the academic requirements prescribed by the Universities in Kerala. Thereby, the
student is given the opportunity to earn a dual degree awarded by the University.

At the other levels, certifications will be provided for students of Higher Secondary Schools /
Vocational Higher Secondary Schools and Colleges of Government either by Government
and wherever feasible the Industry Association also.

In the University Integrated Model, students will be given opportunity to attend three
modules of ASAP, one in each year, with vacation apprenticeship in the first and second
years and a course end apprenticeship at the end of the third year.

For Under Graduate (BA, B. Sc, B. Com) students, two kinds of ASAP courses, viz.
Independent and University Integrated, will be instituted. In the Independent Model, students
will be given opportunity to attend two modules of ASAP in the selected skill areas, in the
first and third years respectively, with examination and certification in each year and also
with apprenticeship and final certification at the end of the third year

For Higher Secondary students, a dual skill model will be instituted. Students will be given
the opportunity to attend two modules of ASAP in the selected skill areas, in the first and
second years respectively, with exam and certification in each year and also with
apprenticeship and final certification at the end of the second year.

The Courses will be conducted both in private training institutions identified through a
normative process and facilities in Government Institutions including Colleges, Higher
Secondary Schools, Vocational Higher Secondary Schools, and Polytechnics etc. The
expertise of agencies like NASSCOM, CII, FICCI, and empanelled skill providers of
Government of India etc will be sought for the programme.

The Examination and issue of certificates will be done by the Directorate of Technical
Education, initially. The feasibility of creating a separate certifying agency under the
Government will be examined.

Once the project is successfully launched, students who leave the programme should be given
opportunity to get credit for the shortterm courses for higher education. A specific structure
for this will be developed with the approval of Universities.

30
Target

• 3,10,200 students in the XII FYP

10,680 students in the first year, 44,400 in the second year, 64,200 in the third year and
84,000 students in the fourth and 1,06,800 students in the fifth year respectively of the XII
Five Year Plan

• Training Courses at an average of Rs.10,000 per student

ASAP Design Elements

The ASAP is designed around three continuous and contiguous aspects viz. Industry
Feedback, Academic Instruction and Course Design. Each of the components feeds into the
design. The final curriculum of ASAP will evolve after taking inputs from Industry and
academic instruction of both higher secondary and university streams. After the course
curriculum has been finalised, all these three elements will constantly evolve after taking
inputs from best practices and lessons learnt. This will be an ongoing process in the ASAP
lifecycle.

Course Design

The final curriculum of ASAP will be designed, finalised and evolved with the active
involvement and coordination of several stakeholders such as the ASAP Design Unit; State
Core Committee consisting of National Experts, Experts from University, Experts from
Industry & Government Nominees; and Academic Council of Universities. The course design
will be in alignment with the National Vocational Education Qualification Framework
(NVEQF).

Implementation Plan for the first year of XII five Year Plan

In the first year 140 institutions, one Government Higher Secondary School in each assembly
constituency and all the 40 Government Colleges will be selected for implementation of the
programme.

The Principal/Headmaster of the Government College/School will be in overall charge of the

programme in the institution. There will be a Nodal Officer in each institution drawn from
among the faculty in the College/School.

31
There will be Skill Resource Centres in each of the 140 constituencies. Each of these centres
will be manned by a team of five managers selected either by recruitment on contract basis or
from among Vocational Higher Secondary School Teachers selected for their aptitude in the
area of imparting skills. They will interact closely with the teachers in these institutions;
identify the children who can positively benefit from ASAP, either in terms of their economic
requirements or academic limitations. The children thus identified shall be counselled on the
various skill programmes and the opportunities and limitations of each sector. Tools in
identifying the aptitude and attitude of the students shall also be administered to help align
the students and the selected programme.

Post coursework On-the-Job Training, and placement services will also be offered which
would ensure to facilitate the trainees find an entry level job and a career in the selected
sector, assuring a dignified work environment and also minimum wages.

There will be an Institution Level Committee headed by the Member of the Legislative
Assembly of the Constituency in which the Institution is located.

Norms For Selection Of Educational Institutions

The challenges and concerns that confronts Higher Secondary students during the time in
schools include the immediate need for employment due to family compulsions, academic
challenges etc. For ASAP, a Higher Secondary School from every Assembly Constituency
will be selected on parameters to be worked out viz. Student strength in the institution,
average pass percentage over the last three years, backwardness in terms of education and
demographic features, SC/ST population, BPL families, largest enrollment of students,
SC/ST students, infrastructure, accessibility and location etc. The selection will be done
through a transparent process based on above criteria.

32
Extended Lifelong Learning (L3) System support for ASAP programme
candidates

The ASAP programme should work with the Directorate of Employment and Training to
introduce the philosophy of Lifelong Learning for the students who have been skilled under
the programme.

Lifelong Learning is the continuous building of knowledge and skills throughout one’s
career, aimed at enhancing social inclusion, active citizenship and personal development, but
also competitiveness and employability. Almost all countries in the world stress Lifelong
Learning as an ideal solution in this respect for retaining the qualitative edge of the work
force. The possibilities of Community Colleges (CC) will also be explored.

Continuous up-skilling

Life Long Learning process will be adapted to up-skill the trained persons so that they will be
equipped with the changing environment in the industry during the course of their career.
Further, once the mechanism for Life Long Learning is put in place, the validity of all
Certificates issued will be restricted to a specific period, based on innovations or demand
changes in that field. There will also be an option for the certificate holder to renew the
certificate based on a supplementary training programme. This will encourage the certificate
holder to sharpen his proficiency in the respective field.

Major Activities of ASAP

The major Activities under ASAP which requires funding are given below.

1. Programme Launch & Promotion

2. Workshops

3. Academic Instruction

4. Lifelong Learning (L3)

33
1. Programme Launch & Advertisement

The ASAP, as referenced by the Hon’ble Finance Minister is part of the ‘dream project’ that
will help the advancement of Kerala society. The planning of the ASAP has been done by
‘thinking big’. The ASAP has been designed to help students attain ‘employable resource’
status at the end of their Vocational / Higher Secondary or Undergraduate study streams.

2. Workshops

Enrollment of Students to the ASAP will be identified through Feeder Institutions and other
selected institutions. Aptitude Tests will be conducted to gauge students’ skill level and
Counselling services will be imparted to students to guide and help them choose the right
skill development sector.

3. Academic Instruction

Academic Instruction for students is the most important aspect of the ASAP. Theory of 140
hours and Practicals of 160 hours per student is envisaged. Course Materials such as printed
notes, handouts, booklets and a Netbook will be provided to students. Travel for students
such as industrial visits etc will also be part of the curriculum.

4. Lifelong Learning (L3)

Lifelong Learning is the continuous building of knowledge and skills throughout one’s
career, aimed at enhancing social inclusion, active citizenship and personal development, but
also competitiveness and employability. Almost all countries in the world stress Lifelong
Learning as an ideal solution in this respect for retaining the qualitative edge of the work
force. The possibilities of Community Colleges (CC) will also be explored.

ASAP (Additional Skill Acquisition Programme) is a Program being implemented jointly by

the General Education and Higher Education Departments of Government of Kerala to
enhance the employability of students of Higher Secondary and Under Graduate Courses of
Arts & Science Colleges in the state by equipping them with Industry.

NASSCOM, through its Education & Skill Development Initiatives, works with it’s industry
members and select academic institutions to help improve the quality and quantity of the
employable workforce available to this industry. The initiative detailed hereunder, is one of
them.

34
4 Programme Secretariats

VII.04 Programme Secretariats Two Programme Secretariats will be formed under state skill
development council; i.e. one for Preventive dimension (ASAP) and the second for Curative
dimension (ASEP). The state Skill Development mission will act as the programme
Secretariat of curative dimension (ASEP) of skill development programmes with Director of
Employment and Training as its Mission Director. All the proposals under ASEP would be
routed through Secretary, Labour.

A Programme Secretariat for ASAP will be separately formed directly under the control of
Principal Secretary (Higher Education) and Secretary (General Education) to Facilitate,
Monitor and Review the implementation of ASAP initiatives in the institutions under General
Education & Higher Education Departments respectively.

The Programme Secretariat will be the Strategic Command Centre for the programme as a
whole as well as the Secretariat for all Committees proposed under the Programme. The
Programme Secretariat of General Education and Higher Education Departments will be
headed by Managing Director-ASAP. Separate Programme Implementation Units will be
formed in the secretariat to implement training in Higher Secondary and Colleges
respectively.

The Programme Secretariat of ASAP will consist of:

1. Secretaries of Higher Education and General Education

2. Domain Experts

3. Managing Director of ASAP

4. Director- Programmes

5. Director- Administration & Finance and

6. Six Business units namely Strategic and Design Unit, Quality Control and Monitoring
Unit, Research and Analysis Unit, Training Management Unit, Finance and General
Administration Units

35
Major Functions and compositions of Business Units

Operation arms of Programme Secretariat will be the six business units. Each business unit
will consist of one Team Lead and two programme Executives.

Strategic and Design Unit (SDU) : The entire gamut of programme design, from conceiving
the idea to the preparation of training modules ,assessment tools, strategies for feedback
mechanism and development of training strategies in consultation with Domain Experts and
various committees constituted for the purpose is entrusted with Strategic and Design Unit.
SDU will provide support to develop the existing Scholars’ Portal Into a full-fledged
Learning/Course Management System. SDU will also explore the possibilities of using Open
Educational Resources (OER) for Course/Module Development.

Quality Control and Monitoring Unit (QMU) : The major functions of this unit is to
develop tools for quality control measures in accordance with the programmes designed by
strategic and design unit and ensure the same in the various stages of programme
development and implementation. It is the responsibility of QMU to set standard for each
training programme and schemes. QMU will monitor the progress of training programmes
and will alert the TMU, if found any lag.

Research and Analysis Unit (RAU): Major responsibility of this unit will be research and
analysis with respect to the skill development areas in general and ASAP in particular.RAU
will conduct base level surveys before the commencement of all the training programmes and
the analysed reports will be shared with other units.RAU willconduct field level studies on
regular intervals. RAU will also act as MIS department of the ASAP secretariat.RAU will
develop and implement a comprehensive Management Information System for ASAP.

Training Management Unit (TMU): TMU is the field level arm of ASAP. From Planning
to execution of training, marketing to publicity and assessment to certification, the entire
range of activities related to training will be taken care by Training Programme Management
Unit. TMU will have two distinct units for higher secondary and Colleges separately to
implement the approved training programmes in the respective streams. At the district level,
Project Management unit consists of not more than five members will co-ordinate all
activities related to ASAP under the supervision of TMU. District Project Management Unit
will report to TMU.

36
Finance and Audit Unit (FAU): All the matters related to finance including budgeting, fees
from programmes and expenditures will oversee finance unit. This unit will have two sub
units for audit and resources. The finance unit will be headed by an official not less than the
rank of a deputy secretary from finance department and will be assisted by one section officer
and two section assistants.

General Administration Unit (GAU): General Administration Unit will handle matters
pertaining to administration in general and human resource aspects of mission staff in
particular.GAU will be headed by a serving Deputy Secretary from General Administration
Department and one section officer and two section assistants will be assisted. Apart from the
above functions, project Management team and Procurement team will also come under
General Administration Unit.

a) Project Management Team: Project Management Unit will look after the day today
affairs of Programme Secretariat under the supervision of an administrative
professional.PMU will also extend all IT support to the secretariat. One System
Administrator will be attached to PMU to look after the IT requirements.

b) Procurement Team: All the purchases for the ASAP activities will be implemented
though procurement team. An officer wo are well versed with Store Purchase rule will look
after the procurement functions with the support of other members of the General
Administration Unit.

Domain Experts Group: ASAP will have a separate pool of Industry/Academic

Professionals. A minimum of two professionals from each chosen sector will be deployed at
ASAP programme Secretariat. A domain expert is a professional either from Industry or from
Academic field with a minimum of 15 years experience in the selected field and have a
proven track record in the selected area. Domain experts will extend support to different
business units as and when necessary and also will support Managing Director of ASAP to
implement the ASAP activities in a professional manner within the approved plan of action.

37
Job profiles of functionaries

Managing Director: Managing Director should be from All India Services at Junior
Administrative Grade level or Head of Department/Additional Director from state services
with an experience in managing projects at state level or should be a person worked in
corporate sector with not less than 15 years or a senior officer having proven track record in
administration. In any cases, he/she should possess professional qualification such as
MBA/MSW/MIB/Agriculture/MBBS/B.Tech or any other equivalent technical qualifications.
Managing Director will have full power to take decisions within the approved plan of action.

Director- Administration & Finance: Director Finance & Administration should be from
State service not below the rank of Jt. Secretary. He/she should have a prior experience in
Project preparation and monitoring. She/he will report to Managing Director and will look
after the following functions such as finance, General Administration, Project Management
and Procurement.

Director- Programmes: Director Programmes should be a Human Resource Professional

from the Industry/Government. He/she should be well versed with manpower planning and
Training. Director – Programmes will have to work closely with Director- Administration &
Finance and will report directly to Managing Director. He/She will discharge his/her
entrusted responsibilities through four independent business units namely Strategy & Design
Unit, Quality and Monitoring Unit, Research & Analysis and Training Management Units.

Team Lead-SDU: A person with sufficient expertise in programme design and

implementation of Professional skill development programme will head this unit. An Ideal
Person for this position would be one who has worked in Vocational Education stream not
less than the rank of Deputy Director with a minimum of 10 year of service or a professional
from the Industry with similar background. He/she will supported by two Programme
Executives.

Team Lead-QMU: The quality Control and Monitoring Unit will be headed by an
Educational Quality Control Specialist and supported by two programme Executives.
Minimum 10 year experience is mandatory for the QMU Lead. Preference should be given to
the officials not less than the rank of Deputy Director and worked in Vocational educational
Stream.

38
Team Lead – RAU: Person not less than the rank of Deputy Director from the Department of
Economic and Statistics department will be the Team Lead in this Unit. She/he should be
worked in MIS departments and must be familiar with MIS activities. He/she will be assisted
by One Research officer.

Team Lead-TMU: An ideal person to lead this unit is a person with sufficient expertise in
implementation of skill development programmes at state level/corporate sector with a
management/professional education background. He/she should be well versed with the
strategies/techniques used in skill development arena. He/should be supported by two
Assistant Leads and five Programme Executives.

Assistant Lead: Minimum qualification for Assistant Lead should be MBA/MSW with five
year of experience, preferably in training or Skill development area.

Programme Executives: Candidates with MBA/MSW may be considered for Programme

Executive Positions

39
 CHAPTER 4

ANALYSIS AND
INTERPRETATION

40
The study is aimed at measuring awareness and effectiveness of ASAP among higher
secondary students of chittur sdc. The source of information on ASAP is analysed using
Freidman test. The awareness level is analysed using one way ANOVA and effectiveness of
ASAP is analysed using two way ANOVA.

The analysis is presented in four parts

4.1 sample profile

4.2 Sources of information about ASAP.

4.3 Level of awareness of ASAP.

4.4 Effectiveness of ASAP.

41
 TABLE NO 4.1

SAMPLE PROFILE
CATEGORY FREQUENCY CUMULATIVE
FREQUENCY
GENDER MALE 49 49
FEMALE 51 100
STREAM SCIENCE 37 37
COMMERCE 45 82
HUMANITIES 18 100
SCHOOL TYPE AIDED 31 31
GOVERNMENT 69 100
RESIDENCE RURAL AREA 72 72
SEMI URBAN 28 100
ANNUAL INCOME ≤20000 35 35
20001-25000 22 57
25001-30000 19 76
≥30001 24 100

Table 4.1 exhibits the profile of the sample respondents selected for the study. As per the
table , 51 per cent are male and 49 per cent are female. Stream of study wise classification
shows that 82 per cent of the students belong to science and commerce stream. The Table
reveals that 69 per cent of the respondents are studying in government schools. As per the
table 72 per cent of the respondents belong to rural area and 28 per cent belongs to semi
urban area. Average annual income status of the respondents reveals that 76 per cent is
having an income below 30000.

42
Sources of information about ASAP

Following are the main source of information about ASAP

1. ASAP program managers

2. Friends
3. School teachers/ co-coordinators
4. Social media

Friedman test is used to find out the major source of information about ASAP and to test the
following hypothesis too

H0: there is no difference in the sources of information about ASAP

H1: there is difference in the sources of information about ASAP

TABLE 4.2.1

Mean ranks obtained for the sources of information

Source Of Information Mean Rank Rank

PROGRAM MANAGERS 1.38 1
FRIENDS 2.79 3
SCHOOL TEACHERS/ CO-ORDINATORS 1.91 2
SOCIAL MEDIA 3.92 4
Source: primary data

The mean ranks obtained for the sources of information are stated above. The lower the
ranks, the higher will be the influence. As per table given that the highest source of
information is program managers (mean rank 1.38), followed by school teachers/ co-
ordinators (mean rank 1.91).
Table:4.2.2 Friedman Test

Test Statistics

N 100

Chi-Square 222.180

Df 3

Asymp. Sig. .000**

Source: Primary data

43
The chi-square statistics provides a value of 222.180, which is significant at 5 percent level of
significance (0.000<0.05). Therefore, the null hypothesis of “no difference in the sources of
information about ASAP” is rejected. This indicates the variation in the source of information
about ASAP.

Level of awareness of ASAP

The level of awareness of ASAP among higher secondary students is analysed with One way
ANOVA to test the statistical significance of difference in the mean scores.

The hypotheses in this regard can be stated as follows

H0: There is no significant difference in the mean scores obtained for variables related to
level of awareness.

H1: there is significant difference in the mean scores obtained for variables related to level of
awareness.

TABLE: 4.3.1 DESCRIPTIVE STATISTICS

STREAM N MEAN STD DEVIATION

Foundation class
Working SCIENCE 37 3.89 1.075
condition of COMMERCE 45 4.04 1.086
computers
HUMANITIES 18 3.83 .857
Facilities of smart SCIENCE 37 4.27 .932
classroom COMMERCE 45 4.00 1.108
HUMANITIES 18 4.22 1.114
Refreshment SCIENCE 37 4.38 1.010
provided COMMERCE 45 4.60 .618
HUMANITIES 18 4.28 1.179
Time duration of SCIENCE 37 4.59 .896
class COMMERCE 45 4.38 1.134
HUMANITIES 18 4.67 .594
Communication SCIENCE 37 4.54 .558
inside classroom COMMERCE 45 4.71 .506
HUMANITIES 18 4.44 .705

44
Skill class SCIENCE 37 4.32 .709
Syllabus COMMERCE 45 3.93 .780
HUMANITIES 18 4.17 .707
Facilities of smart SCIENCE 37 4.65 .538
classroom COMMERCE 45 4.29 .843
HUMANITIES 18 4.39 .698
Refreshment SCIENCE 37 4.32 .818
provided COMMERCE 45 4.22 .876
HUMANITIES 18 3.83 1.249
Travel allowance SCIENCE 37 4.78 .479
COMMERCE 45 4.82 .535
HUMANITIES 18 4.78 .428
Time duration of SCIENCE 37 4.81 .569
class COMMERCE 45 4.71 .695
HUMANITIES 18 4.44 .856
Asap rules SCIENCE 37 4.00 .882
Max students in a COMMERCE 45 3.78 1.064
class
HUMANITIES 18 3.83 1.098
Selection criteria SCIENCE 37 4.14 1.004
COMMERCE 45 3.60 1.074
HUMANITIES 18 3.39 1.335
English SCIENCE 37 4.62 .594
communication COMMERCE 45 4.42 .583
HUMANITIES 18 4.44 .511
Activities SCIENCE 37 4.62 .721
conducted COMMERCE 45 4.60 .915
HUMANITIES 18 4.33 1.085
Selection process SCIENCE 37 2.27 1.146
COMMERCE 45 2.36 1.448
HUMANITIES 18 2.39 1.145
Internship SCIENCE 37 3.41 1.212
process COMMERCE 45 3.09 1.535
HUMANITIES 18 2.78 1.478
Programs SCIENCE 37 4.68 .580
conducted COMMERCE 45 4.42 .657
HUMANITIES 18 4.22 .808
Attendance SCIENCE 37 4.57 .801
required COMMERCE 45 4.60 .889
HUMANITIES 18 4.00 1.414
Valuation of SCIENCE 37 4.76 .548
students COMMERCE 45 4.44 .725
HUMANITIES 18 4.72 .575

45
Regular SCIENCE 37 4.84 .374
interaction COMMERCE 45 4.76 .484
between trainers
HUMANITIES
and students 18 4.50 1.043
Use of SCIENCE 37 4.16 1.068
presentation COMMERCE 45 3.78 1.475
slides
HUMANITIES 18 3.00 1.572
Fee structure SCIENCE 37 4.24 .863
COMMERCE 45 3.69 .949
HUMANITIES 18 3.11 1.183
Terms and SCIENCE 37 4.32 .852
conditions of COMMERCE 45 4.49 .815
agreements
HUMANITIES 18 4.39 .979
Source: Primary data

TABLE: 4.3.2 ANOVA TABLE

STREAM Sum of Df Mean F Sig

Squares Square
Foundation
class
Working Between groups .771 2 .386 .353 .703
condition of Within groups 105.979 97 1.093
computers
Total 106.750 99
Facilities of Between groups 1.632 2 .816 .744 .478
smart classroom Within groups 106.408 97 1.097
Total 108.040 99
Refreshment Between groups 1.726 2 .863 1.086 .342
provided Within groups 77.114 97 .795
Total 78.840 99
Time duration of Between groups 1.493 2 .747 .792 .456
class Within groups 91.497 97 .943
Total 92.990 99
Communication Between groups 1.122 2 .561 1.762 .177
inside classroom Within groups 30.878 97 .318
Total 32.000 99
Skill class Between groups 3.152 2 1.576 2.862 .062
syllabus Within groups 53.408 97 .551
Total 56.560 99
Facilities of Between groups 2.685 2 1.343 2.607 .079
smart classroom Within groups 49.955 97 .515
Total 52.640 99
Refreshment Between groups 3.004 2 1.502 1.727 .183

46
provided Within groups 84.386 97 .870
Total 87.390 99
Travel allowance Between groups .041 2 .020 .083 .921
Within groups 23.959 97 .247
Total 24.000 99
Time duration of Between groups 1.635 2 .818 1.748 .179
class Within groups 45.365 97 .468
Total 47.000 99
Asap rules Between groups 1.032 2 .516 .509 .602
Max students in Within groups 98.278 97 1.013
a class
Total 99.310 99
Selection criteria Between groups 8.838 2 4.419 3.651 .030*
Within groups 117.402 97 1.210
Total 126.240 99
English Between groups .875 2 .438 1.321 .272
communication Within groups 32.125 97 .331
Total 33.000 99
Activities Between groups 1.137 2 .569 .731 .484
conducted Within groups 75.503 97 .778
Total 76.640 99
Selection Between groups .224 2 .112 .067 .935
process Within groups 161.886 97 1.669
Total 162.110 99
Internship Between groups 5.076 2 2.538 1.271 .285
process Within groups 193.674 97 1.997
Total 198.750 99
Programs Between groups 2.763 2 1.382 3.176 .046*
conducted Within groups 42.197 97 .435
Total 44.960 99
Attendance Between groups 5.079 2 2.539 2.681 .074
required Within groups 91.881 97 .947
Total 96.960 99
Valuation of Between groups 2.257 2 1.128 2.769 .068
students Within groups 39.533 97 .408
Total 41.790 99
Regular Between groups 1.402 2 .701 2.009 .140
interaction b/w Within groups 33.838 97 .349
trainers and
Total
students 35.240 99
Use of Between groups 16.355 2 8.178 4.436 .014
presentation Within groups 178.805 97 1.843
slides
Total 195.160 99

47
Fee structure Between groups 16.357 2 8.178 8.792 .000**
Within groups 90.233 97 .930
Total 106.590 99
Terms and Between groups .560 2 .280 .379 .686
conditions of Within groups 71.630 97 .738
agreements
Total 72.190 99
Source: Primary Data
**Significant at 5% level of significance

The results of one way ANOVA for the above stated variables based on the stream of study
of the respondents gives ‘f’ values of 3.651, 3.176, 4.436 and 8.792 respectively, which are
found to be significant at 5 per cent level (p 0.030, 0.046, 0.014, 0.000 < 0.05). Hence the
null hypothesis is rejected. This implies that there is difference in the mean scores obtained
for the variables stated above based on stream of study. The higher mean scores for Science
stream students ( Mean values 4.14, 4.68, 4.16 and 4.24) signifies that they are highly aware
about the selection criteria, programs conducted, use of presentation slides and fee structure
of the course.

Two-Way ANOVA of effectiveness of ASAP by stream of study and place of residence

The variations of effectiveness of ASAP with regard to stream of study and place of residence are
analyzed with Two-Way ANOVA and the output is presented in table

Table 4.4.1.1 Stream Of Study Wise Estimated Marginal Means

Stream of study
Dependent Variable: EFFECTIVENESS OF CONTENT&RESOURCE
Stream of study Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
SCIENCE 3.936 .072 3.793 4.080
COMMERCE 3.883 .070 3.744 4.022
HUMANITIES 3.797 .106 3.587 4.007
Source: Primary Data

Table 4.4.1.2 Place Of Residence Wise Estimated Marginal Means

Nationality
Dependent Variable: EFFECTIVENESS ABOUT CONTENT & RESOURCE
PLACE OF RESIDENCE Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
RURAL AREA 3.912 .054 3.805 4.019
SEMI URBAN AREA 3.832 .085 3.663 4.001
Source: Primary Da

48
 Table 4.4.1.3 Two-Way ANOVA (EFFECTIVENESS ABOUT CONTENT & RESOURCE)
Tests of Between-Subjects Effects
Dependent Variable: EFFECTIVENESS ABOUT CONTENT & RESOURCE
Source Type I Sum of Squares Df Mean Square F Sig.
STREAM OF STUDY 1525.096 3 508.365 2707.247 0.000**
PLACE OF RESIDENCE .127 1 .127 .676 0.413
Error 18.027 96 .188
Total 1543.250 100
Source: Primary Data
**Significant at 5% level of significance

To test the mean variations of the scores for effectiveness about content and resource of
ASAP among students based on stream of study and place of residence, Two-Way ANOVA
is used. It is found that Stream of study wise variations of the mean score is statistically
significant at 5 percent level of significance (Value of F 2707.247, Df 3 with p=0.000 <
0.05). The place of residence wise variation in the mean score is statistically not significant at
5 percent level of significance (value of F .676, Df 1with p=.413>0.05), The table reveals that
there is significant difference among the selected respondents based on stream of study as to
the effectiveness of content/resource. Therefore it can be inferred that respondents with
different stream of study have difference in their perception towards effectiveness of content
and resource. The higher mean score for the stream of study “Science” (Mean value 3.936)
signifies that they have better perception towards the effectiveness of content and resources.

Two-Way ANOVA of effectiveness of ASAP by stream of study and place of residence

The variations of effectiveness of ASAP with regard to stream of study and place of
residence are analyzed with Two-Way ANOVA and the output is presented in table

Table 4.4.2.1 Stream Of Study Wise Estimated Marginal Means

Stream of study
Dependent Variable: EFFECTIVENESS FACILITIES AND REFRESHMENT
Stream of study Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
SCIENCE 3.878 .093 3.693 4.062
COMMERCE 3.480 .090 3.301 3.659
HUMANITIES 3.567 .136 3.297 3.837
Source: Primary Data

49
 Table 4.4.2.2 Place Of Residence Wise Estimated Marginal Means
Nationality
Dependent Variable: EFFECTIVENESS OF FACILITIES AND REFRESHMENT
PLACE OF RESIDENCE Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
RURAL AREA 3.738 .069 3.600 3.875
SEMI URBAN AREA 3.546 .109 3.328 3.763
Source: Primary Data

Table 4.4.2.3 Two-Way ANOVA (EFFECTIVENESS ABOUT FACILITIES &REFRESHMENT)

Tests of Between-Subjects Effects
Dependent Variable: EFFECTIVENESS OF FACILITIES AND REFRESHMENT
Source Type I Sum of Squares Df Mean Square F Sig.
STREAM OF STUDY 1360.757 3 453.586 1459.935 .000**
PLACE OF RESIDENCE .722 1 .722 2.324 .131
Error 29.826 96 .311
Total 1391.306 100
Source: Primary Data
**Significant at 5% level of significance

To test the mean variations of the scores for effectiveness about facilities and refreshment of
ASAP among students based on stream of study and place of residence, Two-Way ANOVA
is used. It is found that Stream of study wise variations of the mean score is statistically
significant at 5 percent level of significance (Value of F 1459.935, Df 3 with p=0.000 <
0.05). The place of residence wise variation in the mean score is statistically not significant at
5 percent level of significance (value of F 2.324, Df 1with p=.131>0.05), The table reveals
that there is significant difference among the selected respondents based on stream of study
as to the effectiveness of content/resource. Therefore it can be inferred that respondents with
different stream of study have difference in their perception towards effectiveness of facilities
and refreshment. The higher mean score for the stream of study “Science” (Mean value
3.878) signifies that they have better perception towards the effectiveness of facilities and
refreshment.

50
Two-Way ANOVA of effectiveness of ASAP by stream of study and place of residence

The variations of effectiveness of ASAP with regard to stream of study and place of
residence are analyzed with Two-Way ANOVA and the output is presented in table

Table 4.4.3.1 Stream of study wise Estimated marginal means

Stream of study
Dependent Variable: EFFECTIVENESS OF METHOD OF STUDY AND TEACHING
Stream of study Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
SCIENCE 3.889 .049 3.792 3.987
COMMERCE 3.870 .048 3.775 3.965
HUMANITIES 3.859 .072 3.716 4.002
Source: Primary Data

Table 4.4.3.2 Place Of Residence wise estimated marginal means

Place of residence
Dependent Variable: EFFECTIVENESS OF METHOD OF STUDY AND TEACHING
PLACE OF RESIDENCE Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
RURAL AREA 3.867 .037 3.794 3.940
SEMI URBAN AREA 3.879 .058 3.764 3.994
Source: Primary Data

Table 4.4.3.3 Two-Way ANOVA (EFFECTIVENESS ABOUT METHOD OF STUDY AND TEACHING)
Tests of Between-Subjects Effects
Dependent Variable: EFFECTIVENESS OF METHOD OF STUDY AND TEACHING
Source Type I Sum of Squares Df Mean Square F Sig.
STREAM OF STUDY 1499.641 3 499.880 5744.555 .000**
PLACE OF RESIDENCE .003 1 .003 .031 .860
Error 8.354 96 .087
Total 1507.998 100
Source: Primary Data
**Significant at 5% level of significance

To test the mean variations of the scores for effectiveness about method of study and teaching
of ASAP among students based on stream of study and place of residence, Two-Way
ANOVA is used. It is found that Stream of study wise variations of the mean score is

51
statistically significant at 5 percent level of significance (Value of F 5744.555, Df 3 with
p=0.000 < 0.05). The place of residence wise variation in the mean score is statistically not
significant at 5 percent level of significance (value of F .860, Df 1with p=.860>0.05), The
table reveals that there is significant difference among the selected respondents based on
stream of study as to the effectiveness method of study and teaching. Therefore it can be
inferred that respondents with different stream of study have difference in their perception
towards effectiveness of method of study and teaching. The higher mean score for the stream
of study “Science” (Mean value 3.792) signifies that they have better perception towards the
effectiveness of method of study and teaching.

52
 CHAPTER 5

FINDINGS, SUGGESTIONS &

CONCLUSION

53
FINDINGS

Sources of information about ASAP

1. Out of the different sources of information on ASAP programme managers is the major
source of information. Here the mean rank variation of all sources is statistically
significant in the output of Friedman Test, where the programme managers has higher
mean rank of (1.38). Further this mean rank variation is statistically significant at 5 per
cent level of significance (value of Friedman test Chi-Square test 222.180 with
P=0.000<0.05).

Awareness about ASAP

1. The results of one way ANOVA for the above stated variables based on the stream of
study of the respondents gives ‘f’ values of 3.651, 3.176, 4.436 and 8.792 respectively,
which are found to be significant at 5 per cent level of significance (p 0.030, 0.046, 0.014,
0.000 < 0.05). Hence the null hypothesis is rejected. This implies that there is difference
in the mean scores obtained for the variables stated above based on stream of study. The
higher mean scores for Science stream students ( Mean values 4.14, 4.68, 4.16 and 4.24)
signifies that they are highly aware about the selection criteria, programs conducted by
ASAP club, use of presentation slides and fee structure of the course.

Effectiveness of ASAP

1. The effectiveness of ASAP on content resource material among the selected respondents
shows that students of science stream have better awareness. The mean score variation of
the responses of selected students on awareness about content resource material is
statistically validated by applying Two-Way ANOVA in which the F value and its
corresponding probability level statistically significant at 5 per cent level of
significance(Value of F 2707.247 with p=0.000 < 0.05 ).
2. The effectiveness of ASAP on facilities and refreshment among the selected respondents
shows that students of science stream have better awareness. The mean score variation of
the responses of selected students on awareness facilities and refreshment is statistically
validated by applying Two-Way ANOVA in which the F value and its corresponding
probability level statistically significant at 5 per cent level of significance( Value of F
1459.935, Df 3 with p=0.000 < 0.05).

54
 3. The effectiveness of ASAP on method of study and teaching among the selected
respondents shows that students of science stream have better awareness. The mean
score variation of the responses of selected students on awareness on method of study
and teaching is statistically validated by applying Two-Way ANOVA in which the F
value and its corresponding probability level statistically significant at 5 per cent level
of significance(Value of F 5744.555, Df 3 with p=0.000 < 0.05).

SUGGESTIONS

1) More publicity of ASAP can be done through social media. Social media is gaining
importance in the present scenario. So publicity through social media will be more
effective.

2) Student selection criteria for joining ASAP need to be made more liberal. Steps followed
in the selection can be reduced so that more students will be attracted towards the
programme.

3) Working condition of the computers in lab need to be improved. computers should be

checked regularly in order to avoid unnecessary delays caused due to repairs.

4) More awareness about ASAP syllabus among students has to be created. Printouts of the
syllabus can be distributed among students in order to avoid lack of clarity.

5) Time duration of classes should be made maximum of 2 hrs per day. More than 2 hrs of
class will lead students towards lack of concentration and hence it should be avoided.

6) ASAP should be spread to other states also since it helps in skill development.

55
CONCLUSION

ASAP aims at improving the skills of students of higher secondary, vocational higher
secondary and under graduate students of government/aided section. The whole idea of
ASAP is that the students will be given skill training in addition to their regular academic
programme. These training will be conducted before and after school or college timings as
well as during the vacations. Thus when they complete their regular academic programmes,
they also get additional skill certification. This will ensure them job opportunities after their
studies.

ASAP is functioning under a well structured management. This shows that the programme is
an effective one for students. ASAP not only helps in skill development but also helps in
providing mental satisfaction for the students. The teaching method under ASAP includes
more of activity oriented. This gives a new experience for the students. ASAP should be
spread to other states also as it helps in the skill development. This will be helpful in
improving the quality of education all over the country.

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BIBLIOGRAPHY

57
Websites

www.asapkerala.gov.in

www.wikipedia.in

www.shodhganga.in

58
APPENDIX

59
 QUESTIONNAIRE
EFFECTIVENESS AND AWARENESS OF ASAP AMONG HIGHER SECONDARY STUDENTS
OF CHITTUR SDC

1. Gender: Male Female

2. Stream of study: ………………………………..

3. Type of school: Aided Govt.

4. Place of residence: Rural area Semi urban area

5. Average annual income of family (last year): …………………….

6. Following are major source of having information on ASAP (please rank the following)

FACTORS RANK
ASAP program managers
Friends
School teachers/coordinators
social media
7. Level of awareness of ASAP among higher secondary students.(please put a tick mark on
the appropriate answer) [5-very high, 4-high, 3- average, 2- poor, 1- very poor]

SL.NO FACTORS 5 4 3 2 1
7.1 ASAP FOUNDATION CLASS
7.1.1 Working condition of computers in the lab
7.1.2 Facilities provided inside smart class room
7.1.3 Refreshment provided
7.1.4 Time duration of class
7.1.5 Communication inside class room
7.2 ASAP SKILL CLASS
7.2.1 Syllabus of skill course
7.2.2 Facilities inside the smart class room
7.2.3 Refreshment provided
7.2.4 Travel allowance
7.2.5 Time duration of class
7.3 ASAP RULES
7.3.1 Maximum students accommodated in single batch of class
7.3.2 Selection criteria for joining ASAP
7.3.3 English communication inside foundation class
7.3.4 Activities conducted in foundation class
7.3.5 Selection process after passing APTIS test
7.3.6 Internship process after the skill course
7.3.7 Programs to be conducted by ASAP club
7.3.8 Attendance required to attend APTIS test
7.3.9 Valuation of students by trainers
7.3.10 Regular interaction between trainers and students
7.3.11 Use of presentation slides inside class room
7.3.12 Fee structure of the course
7.3.13 Terms and conditions of agreement

60
8. Effectiveness of ASAP as perceived by its students/beneficiaries (please put a tick mark on
the appropriate answer) [5- Strongly agree, 4- Agree, 3- Neutral, 2- Disagree, 1- Strongly
disagree]

SL.NO FACTORS 5 4 3 2 1
8.1 CONTENT/RESOURCE/MATERIAL
8.1.1 ASAP provides good quality frame work of syllabus
8.1.2 Material provided for practical session are good
8.1.3 Study material provided by trainers are useful
8.1.4 Internship should provided along with regular class
8.2 FACILITIES AND REFRESHMENT
8.2.1 I am satisfied with the smart class room facilities
8.2.2 I am satisfied with the computer lab facilities
8.2.3 ASAP provides good refreshment
8.2.4 ASAP provides fair travel allowance
8.2.5 I think there is no need of taking classes using laptop
and projectors
8.2.6 ASAP provides good electrical facilities inside class room

8.3 METHOD OF STUDY AND TEACHING

8.3.1 ASAP helps to improve communication skills
8.3.2 ASAP helps to improve IT skills
8.3.3 I believe that ASAP helps in better performance of
students in academics
8.3.4 I feel that ASAP is a source of motivation
8.3.5 ASAP is very useful in learning and speaking English
8.3.6 ASAP influenced the growth and personality of students
8.3.7 I am satisfied with the interaction between trainer
and students inside class room
8.3.8 I think monthly assessment is required to know
the progress of students in learning
8.3.9 I agree that APTIS test is necessary to assess the
quality of students in English
8.3.10 ASAP helps to reduce the mental stress of students
8.3.11 More than one hour of foundation class is boring
8.3.12 Monitoring of foundation and skill class are
done by program managers frequently
8.3.13 I feel difficulty in speaking English even after
attending more than 50 hours of foundation class
8.3.14 There is partiality shown by trainers inside class room
8.3.15 I think ASAP should include more outdoor
activities for learning
8.3.16 ASAP foundation classes also should be
conducted in SDC’s
8.3.17 ASAP is additional work load for students
8.3.18 ASAP helps to reduce shyness and inhibition
8.3.19 Participation in ASAP should be made compulsory
for all students of higher secondary
8.3.20 ASAP should be spread to other states of India

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