FACILITATING SCHOOL TO

WORK TRANSITION

STAKEHOLDER ENGAGEMENT PLAN (SEP)

Central Board of Secondary Education

Government of India
I. Introduction
1. The Ministry of Education (MoE) has designed and implemented vocational education programs since
the National Policy of Education, 1986. Under the umbrella of Samagra Shiksha, school-based vocational
education is currently implemented under the Vocationalisation of School Education Scheme. The scheme
covers 55 job roles across 19 sectors1 intending to integrate vocational education within the academic
system to prepare, skill and create structured pathways for employment, entrepreneurship, and higher
education opportunities. National Skills Qualification Framework (NSQF) aligned courses are offered to
students from Grades 9 to 12. As per data retrieved from U-DISE+, from 2015-19, the number of schools
offering vocational courses grew exponentially from 8695 to 43876 (more than five times the rate).

2. Vocational education is re-imagined under the New National Education Policy 2020 (NEP 2020). The
MoE envisions that by the year 2025, at least 50 per cent of learners have access to vocational education
opportunities across the country. Even in those schools that currently do not offer vocational courses. For
smooth integration of academic and vocational learning, a phased approach will be introduced, spread
over the next decade. To realize this vision, the NEP 2020 proposes to teach vocational education in grades
6 to 12 by offering various courses focused on enhancing the cognitive, socio-emotional, and technical
skills of students. From Grades 6-8, students can have the choice of enrolling in local skilling activities2
that impart essential hands-on experience and build cognitive and socio-emotional skills. All opportunities
will be liked to some form of internship or ‘bagless days’, to promote real work understanding of the
subject of interest from local experts. From Grade 9 onwards courses offered to students will be detailed
to accommodate new-age learnings and 21st-century skills that align with the future requirements within
a particular trade.

3. Vocational courses in schools need to reduce the theoretical nature of the traditional courses and build
in the required industry and employer interface. Interactions between MoE-led institutions (Central Board
of Secondary Education and Pandit Sunderlal Sharma Central Institute of Vocational Education) and
institutions led by the Ministry of Skill Development and Entrepreneurship (Central Staff Training and
Research Institute, National Instructional Media Institute and Sector Skill Councils) will be vital for the
system to be pedagogically adequate and market-relevant.

4. The World Bank has set up a Multi-Donor Trust Fund (MDTF), linked to the lending project Strengthening
Teaching Learning and Results for States (STARS). The MDTF provides additional financing to undertake
innovative and scalable initiatives for school-to-work transition and essential skills for employment
readiness. Initial funding of US$ 10 million is available for five years. The focus of these funds is on school-
to-work transition strategies and skills development. The grant is aligned with the MDTF and well placed
to support the government in increasing investment in vocational skills for school-to work-transition.

5. The World Bank supports India's Government in achieving the overall vision of NEP 2020 and Samagra
Shiksha through Strengthening Teaching-Learning and Results for States (STARS) project. The STARS
project builds on the long partnership between Government of India and the World Bank to strengthen
public-school education and support the country’s goal for providing ‘Education for All’. An integral part
of the STARS is to enhance the school-to-work transition process for students by strengthening in-school
vocational education delivery mechanisms. The World Bank also supports the Ministry of Skill Education
and Development in aligning the overall skilling system to the future of work through the Skill India
Mission Operation (SIMO) and Skills Strengthening for Industrial Value Enhancement (STRIVE). The Multi-
Donor Trust Fund will leverage existing knowledge and pilot innovative school-to-work-based activities

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Agriculture, Apparel Made ups & Home Furnishing, Automotive, Banking Finance and Insurance Services, Beauty and Wellness,
Construction, Electronics & Hardware, Healthcare, Information Technology / Information Technology Enabled Services (IT/ITeS),
Media & Entertainment, Multi Skilling, Physical Education & Sports, Plumber, Power, Retail, Security, Telecom, Tourism &
Hospitality, Transportation Logistics & Warehousing.
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Carpentry, Electric Work, Metal Work, Gardening, Pottery Making, etc., as decided by States and School affiliated local
communities.
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 that will inform current systems through the ever-evolving lessons and learnings gained from existing
operations.

II. Objectives and Components of the Project

The Project Development Objective is to strengthen the design and delivery of vocational skills in schools
for children aged 11 -18 years across identified CBSE Schools.

Component #1: Generate awareness and advocacy on vocational skills as an aspirational career pathway.
Currently, skill development is viewed as short-term job-oriented option lacking linkages with a career
path. Employers struggle to find skilled workers and young people entering the economy are not aware
of the available employment opportunities in an evolving and growing economy, such as in logistics,
electric vehicles, data analytics, organic farming, green construction to name a few. Skills building is crucial
to the individual and meets society's demands, as seen with the recent COVID-19 pandemic and related
critical services to keep the economy going.

1.1: Needs assessment study to identify skills with demand at the grassroots level for 9-12 grade students. A
skill gap study will determine the sectors with the most considerable growing needs for skills and the
necessary skills attached. The study will also include a section on identifying those skills are of interest to
the students. Currently, there are no applicable and relevant skill gap studies for high school students.
Therefore, there has emerged a need to pursue this study, relevant to this age group of students.

1.2: Connecting youth aspirations with skills demand by demonstrating vocational career pathways and
addressing girls' low participation in the labor force. There needs to be targeted outreach efforts with
students, parents and sector experts to showcase skills development as a viable and prosperous career
trajectory. As part of the grant, it is proposed to develop awareness campaigns linked to vocational
careers, conduct regular information sessions with parents, students and industry, and create ideas
competitions to surface innovative ideas and spark creative, entrepreneurial thinking. Outreach will
include special gender sensitization sessions for parents and children to expose them to potential avenues
of employment with flexible work models. These programs can be supplemented with career guidance
activities with industry professionals, such as talks, seminars and workplace visits. For example, a
partnership with the Logistics Sector Skills Council or the Banking, Financial Services and Insurance Sector
Skills Council can be explored for advocacy and awareness-raising work. Such efforts can potentially
demonstrate one vocational career pathway model that CBSE can take forward.

Component#2: Enhancing the classrooms environment for skills development across 100 hub Schools. Skill
education is most meaningful when students can gain hands-on experiences and not limited to theory.
The project will support the CBSE in helping the classrooms for delivery of skills curriculum.

2.1: Preparing the classrooms with the necessary training tools and learning environment, functional as a hub
for four neighborhood schools. A hub and spoke model will be followed. The "hub" classrooms will have
the training tools for skill development for the two skills identified. The support to the "hub classrooms"
will be limited to two skills to not spread the resources too thin and make the skills learning environment
meaningful for those identified skills with all the necessary training tools. The physical space for the skills
classroom will be an existing room in an identified CBSE classroom. No new classrooms will be constructed
as part of this grant. The component will include installation of necessary furniture and IT equipment.

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 Component #3: Creating e-content on identified vocational and 21st century skills for grades 6-12. The
successful delivery of skills will require accompanying content that can be accessed by the students and
teachers. The content developed needs to be meaningful for the various age groups beneficiaries targeted
through this project. There are three sub-components identified.

3.1 Development of a dedicated online skills development portal. The COVID-19 pandemic has presented the
value of virtual instruction as a critical lever for continued learning. The grant funds will support the skill
development portal for the identified 8-10 skills to ensure a wider reach. The online skills instruction will
be delivered through the CBSE website or the Diksha Portal. The Digital Infrastructure for Knowledge
Sharing Application - "Diksha" is a unique initiative by the Ministry of Education to support teachers and
students by creating an open-source online content repository for learning and development. This Portal
will be used to make skills development content available for students and teachers online. The pandemic
has accelerated online skilling and re-skilling with several organizations offering their courses for free.
Learning from global models of online learning platforms can be leveraged. CBSE can convene and
encourage SSCs, industry partners, universities and NGOs to provide their content to be loaded into this
online skills development portal for broader use.

3.2 Leveraging learning form the logistics literacy e-content for grades 9-12 developed by the Logistics Sector
Skill Council. As part of the MDTF iStar, the Logistics SSC is currently piloting a logistics literacy program
with 200 children in Andhra Pradesh and Maharashtra. As part of the pilot, interactive e-content is
developed for children in grades 9-12. Learnings from implementation the logistics literacy program will
be leveraged to supplement the e-content development under the Grant to CBSE. Particularly, to identify
and document successes and challenges in creation and delivery of e-content modules for school children.

3.3 Develop an e-content module on the 21st century and vocational skills for grades 6-12. Jobs in the digital
age and the skills and capabilities required to do them are transforming at an unprecedented rate.
Exposure to 21st-century skills early-on provides opportunities for students to familiarize themselves with
different vocations, explore their interests and skills, and be better equipped to make informed future
decisions about career pathways. Such efforts are significant for students at risk of disengagement and
school dropouts. The e-Content module could be supplemented with career talks, mentoring, excursions
to job sites, career fairs, etc. to share practical knowledge with students in grades 6-12.

Component #4: Develop short term modules and e-content for teacher training for delivery of vocational
skills education. The current methods of teacher training do adequately not address skills education. The
Grant funds will support the development of short-term learning modules and e-content for teachers,
trainers and assessors who will be critical in delivering the skills development among young children.
Currently, there is a vacuum of trained teachers who can work on vocational skills with school-aged
children. It will be crucial to make sure there is a dedicated and trained staff, including teachers, assessors
and trainers. This component will seek to develop six short-term learning and development modules for
the teachers, including e-content and course work, teaching and learning material. Based on the pilot's
feedback, CBSE would seek validation from the National Council for Teacher Education (NCTE).

III. Purpose of the Stakeholder Engagement Plan (SEP)

The overall objective of this Stakeholder Engagement Plan is to define a strategy for stakeholder
engagement, including public information disclosure and consultation, throughout the preparation and
implementation of the proposed project. The SEP outlines ways to identify potential different
stakeholders, to develop an approach for reaching each of the sub-groups, to create a mechanism by
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 which Project Affected Parties (PAPs) and Other Interested Parties (OIPs) can raise concerns, provide
feedback, or make complaints, and to minimize and mitigate environmental and social risks related to
the proposed project.

Overall, the Stakeholder Engagement Plan for the “Facilitating School to Work Transition” serves the
following purposes:

1. Stakeholder identification and analysis

2. Planning of engagement modalities, effective communication tools for consultations and disclosure
3. Enabling platforms for influencing decisions; defining role and responsibilities of different actors in
implementing the plan; and
4. Grievance Redress Mechanism (GRM)

IV. Scope and Structure of the Stakeholder Engagement Plan

The scope of the SEP shall be as outlined in the World Bank’s Environmental and Social Framework (ESF),
particularly, Environment and Social Standard (ESS) 10. The engagement will be planned as an integral
part of the project’s environmental and social assessment and project design and implementation. This
document serves as an introduction and provides information on project background, proposed
components, purpose of SEP and its scope & structure. It also lists the regulatory framework of the
education sector in India which provides legitimacy to the SEP. Stakeholder Identification, Mapping and
Analysis, Impact assessment has also been elaborated in the document. GRM and Monitoring,
documentation and reporting are also included in the document.

V. The World Bank’s Environmental and Social Standard on Stakeholder

Engagement
The World Bank’s Environmental and Social Framework (ESF) came into effect on October 1, 2018 and is
applicable to all World Bank-financed operations in India in line with the financial agreement between the
World Bank and Government of India. The ESF includes Environmental and Social Standard (ESS) 10,
“Stakeholder Engagement and Information Disclosure”, which recognizes “the importance of open and
transparent engagement between the Borrower and project stakeholders as an essential element of good
international practice”.

ESS10 emphasizes that effective stakeholder engagement can significantly improve the environmental
and social sustainability of projects, enhance project acceptance, and make a significant contribution to
successful project design and implementation. ESS10 applies to all projects supported by the Bank through
Investment Project Financing. The Borrower will engage with stakeholders as an integral part of the
project’s environmental and social assessment and project design and implementation. According to the
World Bank’s ESF (June 2018), the requirements set out by ESS10 are the following:

a. Borrowers will engage with stakeholders throughout the project life cycle, commencing such
engagement as early as possible in the project development process and in a timeframe that
enables meaningful consultations with stakeholders on project design. The nature, scope and
frequency of stakeholder engagement will be proportionate to the nature and scale of the project
and its potential risks and impacts.

b. Borrowers will engage in meaningful consultations with all stakeholders. Borrowers will provide
stakeholders with timely, relevant, understandable, and accessible information, and consult with
them in a culturally appropriate manner, which is free of manipulation, interference, coercion,
discrimination, and intimidation.

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 c. The process of stakeholder engagement will involve the following, as set out in further detail in the
ESS: (i) stakeholder identification and analysis; (ii) planning how the engagement with stakeholders
will take place; (iii) disclosure of information; (iv) consultation with stakeholders; (v) addressing and
responding to grievances; and (vi) reporting to stakeholders.

d. The Borrower will maintain and disclose as part of the environmental and social assessment, a
documented record of stakeholder engagement, including a description of the stakeholders
consulted, a summary of the feedback received and a brief explanation of how the feedback was
taken into account, or the reasons why it was not.

A Stakeholder Engagement Plan proportionate to the nature and scale of the project and its potential
risks and impacts need to be developed by the Borrower. It must be disclosed as early as possible, and
before project appraisal, and the Borrower needs to seek the views of stakeholders on the SEP, including
on the identification of stakeholders and the proposals for future engagement. If significant changes are
made to the SEP, the Borrower must disclose the updated SEP (World Bank, 2017: 99).

Disclosure of Information
ESS10 provides for open and transparent stakeholder engagement as an essential component in strengthening
the environmental and social sustainability of the project. Stakeholder engagement must be a continuous
and socially inclusive process conducted throughout the project life cycle.
The final draft of the Environmental and Social Commitment Plan and SEP will be disclosed on the project
website and shared with various administrative officials of CBSE, School Principals/Headmasters of vocational
training institutes, parents, trainees as well as with faculty members. The documents will be disclosed in
English and will be publicly accessible throughout the project implementation period.

All updated versions will also be re-posted on the project portal. Additionally, disclosure of SEP, Labor
Management Procedures (LMP) and Environmental and Social Commitment Plan (ESCP) will be aligned with
the requirements set forth in the World Bank ESF policy. As such, the disclosure of the draft ESMF report and
its associated outputs (LMP, SEP and ESCP) is a mandatory condition to begin appraisal.

Annual audit reports and project financial statements will be disclosed by the Project Management Unit (PMU)
on the website of the Central Board of Secondary Education (CBSE).

VI. Summary of Stakeholder Engagement Activities

Key Stakeholder Meetings and Consultations during Project Preparation

The project preparation has been engaging with various project stakeholders since the concept stage of the
project. The following types of stakeholder engagement activities have taken place to date:
a. Formal and informal communication with government; Ministry of Education (MoE), Ministry of Skills
Development and Entrepreneurship (MSDE), etc.
b. Formal and informal meetings with potential beneficiaries and key project stakeholders.
c. National-level multi-stakeholder discussion including with NGOs, CSOs, etc.

Due to COVID-19 travel restrictions, these meetings were held virtually and over phone/zoom calls, etc. The
Central Board of Secondary Education conducted consultative meetings with various staff/officials, Samagra
Shiksha officials and experts in the field of Skills and Vocational training. Details about the national-level
consultations workshop held with stakeholders of the program are presented below. The objective of the
meeting was to discuss the key issues and concerns faced in the school education system and transition to
vocational training.
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For the preparation of SEP and other ESF instruments, consultations were carried out virtually (on account of
COVID related travel restrictions and office closures) in February 2021.

Location Date Participants Key Points Raised

Virtual February 1. CBSE officials national and  Barriers/issues experienced by students in
over 19, 2021 state level aspirational districts in terms of access to
webex 2. NGOs working at the state vocational training.
level  Specific interventions/guidelines for SC/ST
3. Officials working on students in ITDA/tribal blocks.
vocational training aspects  Special measures undertaken by
4. Officials look at the MoE/CBSE to reduce risks and perceptions
environment and social of harassment towards female students
aspects under STARS.  Social audit templates and reports for
5. Official or Technical aspirational districts,
Consultants monitoring the  Career counselling facilities/initiatives in
GRM apps for ITDA/tribal blocks
feedback/complaints.  Needs of disabled students and students
6. CBSE schools ( government, from tribal communities
private and municipal  Initiatives targeting disabled students
schools  Existing Grievance redressal process at
7. Vocational skill development CBSE to receive feedback from parents,
experts teachers and students.
 Existing awareness and communication
strategy to improve students’ access to
vocational training, if any.
 Electronic waste (CCTVs, computers, and
AV equipment) is managed in an
appropriate way by government and
private schools. Some state governments
like Telangana have been engaging all
schools to handover all e-waste and they
are provided a certificate for their
appropriate handling. This has been a
successful tie up. If electronic gadgets can
be recycled with limited investment, they
are given to other government schools.
 Environment health and safety
management at school level is managed
through strict protocols
 Improving the perception of vocational
education ( previously perceived for SC/ ST
students who do not have resources)

During the project identification and preparation stage, consultations took place with various officials from
CBSE, MoE and associated agencies and CSOs/NGOs. The topics/key points discussed in these meetings are
listed in table below:

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 Stakeholder Main Issues Discussed
Central Board of Barriers/issues experienced by students in aspirational districts in terms of access
School Education to vocational training.
Officials from Ministry Social audit templates and reports for aspirational districts, if any
of Skills Development Career counselling facilities/initiatives in ITDA/tribal blocks
and Entrepreneurship Needs of disabled students and students from tribal communities

School Heads Existing awareness and communication strategy to improve students’ access to
vocational training, if any.
Include industry associations in stakeholder dialogues through project
implementation.
Teachers Creating conducive learning environment to spur interest in vocational training
Parents Creating safe and conducive learning environment to spur interest in vocational
training
NGOs Special measures undertaken by MoE/CBSE to reduce risks and perceptions of
harassment towards female students

Key issues/findings from the Consultations with Key Stakeholders

1. The CBSE provides the institutional mechanism for vocational training implementation along with
detailed roles and responsibilities for district-level officials (DEOs, SDEOs) and sub-district level
officials (BRPs, CRCCs, CRPs).
2. School Management Committees and parents are regularly involved in awareness raising and
outreach activities. The CBSE regularly follows the process of social audits to create transparency,
participation, and accountability of the vocational training program implementation at the school
level.
3. The CBSE also has a clear focus on social inclusion and the differentiated needs of students from
Scheduled Castes (SC), Scheduled Tribes (ST), children with special needs (CWSN).
4. To enable ease in learning, the department has made textbooks available in their mother tongue to
students from tribal communities. The CBSE attempts to provide the educational opportunity in an
inclusive environment free from discrimination.
5. From a policy perspective, the Right to Education (RTE) Act, 2009 and the National Education Policy,
(2020) further addresses gender and social equity within a framework that is holistic and systemic.
Additionally, the CBSE has a special focus to improve uptake of vocational training in aspirational
districts.
6. E-waste management handling at the schools level follows national guidelines, and all e-waste is
disposed of to a designated recycler.
7. Industry groups such as CII and FICCI are important to include as stakeholder groups

Key Recommendations/Suggestions from the Consultations

1. Targeted approaches/roadmap required to improve uptake of vocational training in Integrated Tribal
Development Blocks (ITDA)/aspirational districts.
2. Two-way information flows and feedback/grievance mechanisms to address queries, suggesting and
complaints from direct beneficiaries – parents, students, teachers, and Principals
3. At the community level, the SMCs play a key role in monitoring, including effectiveness of vocational
training and career counselling in schools. There are opportunities for better social outcomes on a
whole by integrating good practices, guidance and systematic monitoring, also aligning with NEP.

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VII. Stakeholder Identification and Analysis
Stakeholder Mapping and Analysis

ESS10 recognizes two broad categories of stakeholders: “Project-affected parties” (PAP) and “Other
Interested parties” (OIP). The latter includes “those likely to be affected by the project because of actual
impacts or potential risks to their physical environment, health, security, cultural practices, well- being, or
livelihoods. These stakeholders may include individuals or groups, including local communities”. They are the
individuals or households most likely to observe changes from environmental and social impacts of the
project.

Project Affected Parties (PAP): persons, groups and other entities within the project area that are directly
influenced (actually or potentially) by the project and/or have been identified as most susceptible to
risk/change because of the project, and who need to be closely engaged in identifying impacts and their
significance, as well as in decision-making on mitigation and management measures.

PAP include Vulnerable Groups: persons who may be disproportionately impacted or further disadvantaged
by the project(s) as compared with any other groups due to their vulnerable status, and that may require
special engagement efforts to ensure their equal representation in the consultation and decision-making
process associated with the project(s).

Other Interested Parties (OIP): individuals/groups/entities that may not experience direct impacts from the
Project but who consider or perceive their interests as being affected by the project and/or who could affect
the project and the process of its implementation in some way.

Engagement with all identified stakeholders will help ensure a deep-rooted understanding of issues and
challenges leading to an evidence-based intervention as well as ensure participation and ownership from the
stakeholders toward the successful implementation of the project. Additionally, it will enable the project to
draw on their pre-existing expertise, networks and agendas as well as help clear trust deficits between
stakeholders and with intervening organizations. It will also facilitate both the community’s and institutional
endorsement of the project by various parties. Access to the local knowledge and experience also becomes
possible through the active involvement of stakeholders.

VIII. Potential Roles, Interest, and Influence of Key Stakeholders

The project will directly benefit the following stakeholders:

The primary project beneficiaries of the project include the following:

1. Children aged 11-18 years from vulnerable communities, enrolled in CBSE schools, who want to
pursue vocational skills as a career trajectory.
2. Central Board of Secondary Education and the Ministry of Education will benefit from a successful
model demonstrating incorporation of vocational skills in schools for improved school to work
transition.
3. CBSE schools in rural India will benefit from an aspirational skills curriculum and training package to
impart vocational education in schools.
4. Employers from the public and private sector who will benefit from an increased number of educated
and skilled workforce with market-relevant skills.
5. Women/Girls/ Teachers in remote areas who don’t have access to internet
6. Children with special needs, particularly those located in remote areas

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Stakeholder Level Description Potential Role in the Project Interest Influence
Central Board National CBSE is an autonomous body working under the  Lead the strengthening of digital platforms for roll-out of High High
of Secondary overall guidance of the Ministry of Education, vocational training.
department of School Education and Literacy  Lead the development of need assessment for identify skills
Education (DoSEL). with demand at the grassroots level for 9-12 grade students
 Generate awareness and advocacy on vocational skills to bridge
information gaps about available employment opportunities
 Targeted outreach efforts with students, parents and sector
experts to showcase skills development
 Enhancing the classrooms environment for skills development
across 100 hub Schools
Teachers/ District/s The faculty are responsible for monitoring  Undertake regular monitoring and reporting of the project High High
Faculty chool Educational, Administrative and Legal activities activities.
level for schools as well as imparting training on skills  Support M&E activities including need assessments, tracer
members of and vocational education. studies, qualitative assessments, third party validation, and
vocational studies to facilitate improved project design.
training  Facilitate and supervise capacity building activities for CBSE
courses students from vulnerable communities.
 Advises CBSE and state CBSE units on required resources
including technological resources and other material school
needs to enhance achievement vocational training in schools.
 Ensure all selected schools receive the required curricula,
materials of curriculum and various documents required in the
planning and effective instruction delivery.
 Conduct visits to all selected schools to monitor
implementation of activities as per project guidelines.
 Provide an effective GRM for school going children and adults.
Students from Local In India, school-going children receive education  Active participation in designing interventions for school High Low
vulnerable at 4 subsequent levels - Foundational (ages 3 to strengthening and functioning.
8), Preparatory (8 to 11), Middle (11 to 14) and  Role in various implementation and advocacy committees
communities Secondary (14 to 18). formed under the project.
However, often students are not able to  Attending, voicing opinions and providing suggestions in round
transition effectively to vocational training or table events organized as a part of the Project.
receive the benefits of skills training. Since  Active participation in existing state government and central
students are the direct beneficiaries of the government schemes.

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Stakeholder Level Description Potential Role in the Project Interest Influence
project, it becomes pertinent to understand and
account for their challenges and intersectional
vulnerabilities.
Some students who may have disabilities
(mobility, hearing, and vision impairment) and
require assistive support in attaining quality
education. Since each vulnerable group faces
their own set of barriers to education,
accounting for them becomes of extreme
consequence to the success of the project.
Parents and Local Parents particularly mothers of school-going  Active participation by providing insights in designing High Medium
Mothers children that form part of the project are high interventions for school strengthening and roll-out of
importance and high influence actors when it vocational training.
comes to creating a lasting impact. It thus  Role in various awareness campaigns to be rolled-out under the
becomes pertinent to engage with them, train project.
them and instil within them a sense of ownership  Assist the school leadership in better monitoring of the student
at the school, community, and state level. progress and achievement of related outcome indicators.
Parents of children going to school complexes
can also become the torch bearers within their
social circles, which may include parents of
children that do not go to school complexes.
NGOs and CSOs National These actors are important due to their on-  Initiating dialogue on concerns among stakeholders particular Medium Medium
and local ground networks and trust established with on women, access of vulnerable students to technology,
communities and can be an active, effective and importance of skills and vocational training for secondary grade
quicker source of instilling ownership towards students, etc.
the project and sustaining change beyond the  Creating awareness on holistic, equitable and inclusive
project lifetime. Education for All, with specific references to the vulnerable
population.
 Create platforms and opportunities to encourage active
participation and dialogue with students, parents, teachers,
vulnerable groups and relevant government departments.
Consultants National These actors are crucial in ensuring that the roll-  Provide technical advice to CBSE and state level officials on Medium Medium
hired through and state out of the vocation training programs is focused develop low-cost technology solutions to improve access and
level on inclusion and gender equity, particularly in outreach of vocational training programs in rural areas and
consultancies rural areas. aspirational districts.

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IX. Stakeholder Engagement Program
During the project implementation, the team will continue involving key community members in the
finalization of the proposed activities by organizing community meetings and consultative workshops.
Furthermore, the project will have a dedicated GRM to ensure the availability of an institutionalized
platform for grievance expression and redressal measures. Information about contact details will be
displayed at all Block and Cluster offices.

Stakeholders will be engaged in the implementation of activities throughout the project, building on
the mechanisms already in place to engage students, parents, and community members. The following
section broadly illustrates the activities associated with stakeholder engagement.

Planned Stakeholder Activities

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Target Tools of Engagement and Modes of
Topic of Engagement Frequency and Venue Responsibility
Stakeholders Disclosure
Central Board  Liaise with relevant government authorities  Project website, email, and telephonic  Regularly or as needed. CBSE and
of School and vocational training educators to review conversations.  Project review meetings to World Bank
progress and undertake timely course  Implementation support and supervision be undertaken biannually officials
Education corrections, collation and dissemination of missions. or quarterly depending on
best practices to ensure successful  Prior review of bids, mid-term, and final project arrangements.
achievement of project objectives. review.  Routine meetings to be
 Adoption of NEF guidelines to receive and  Project appraisal and review. conducted at the CBSE
redressing GBV related grievances.  Online and offline Group consultations. office.
 Periodic students and parents’ satisfaction  Field missions and workshops.
surveys.
 Development of a communication strategy
to engage with stakeholders regularly.
E&S nodal  To monitor and review the progress of each  Project website, email, and telephonic  Monthly/ quarterly at the PMU/CBSE
officers project component, undertake timely conversations. CBSE office, Community
course corrections, communicate relevant  Premises
information to PMU and World Bank.  In-person; monthly/ Quarterly meetings.
Teachers/  Development trainings on PD, career  IEC materials communicated through social  Regular information CBSE/PMU and
Vocational development, ICT, COVID-19 training etc. media and brochures. dissemination conducted Technical
 Sensitization on youth issues including  Information desks at vocational training through social media Consultants
trainers
SRGBV, behavioral issues of adolescents centres and relevant NGOs and CSOs. platforms, group
and needs of CWSN.  Online and offline group Consultations and consultations and
 Handling grievances and ensuring the safety roundtable discussions. roundtable discussions in
of adolescent boys and girls.  Training and sensitization workshops. community premises
 Taking actions on any complaints regarding
the instance of bullying and harassment.
Students  Training on skill development courses,  IEC materials communicated through social  Regular information State-level
career counselling and transition to the media, youth run Organizations and creative dissemination conducted officials, faculty
world of work, interventions to ensure mediums of expression. through social media members of select
safety and security of school campuses.  Students and parents’ satisfaction survey. platforms, group CBSE schools and
 Announcement of venue and timings for  Information desks at vocational training consultations and CBSE
round tables, discussion forums and centres and relevant NGOs and CSOs. roundtable discussions in coordinators.
trainings, along with contact numbers of  Online and offline group consultations and community premises
district-level facilitators. roundtable discussions.

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Target Tools of Engagement and Modes of
Topic of Engagement Frequency and Venue Responsibility
Stakeholders Disclosure
 Sensitization workshops and training on  Awareness on National Council for Green Jobs
access to skill development courses, and jobs that contribute to preserve or restore
targeting CBSE schools in aspirational the environment.
districts and rural areas.
Students and  Information asymmetries and training on  IEC materials communicated through social  Regular information State-level
parents from skill development courses, career media, youth run Organizations and creative dissemination conducted officials, faculty
counselling and transition to the world of mediums of expression. through social media members of select
vulnerable work, interventions to ensure safety and  Students and parents’ satisfaction survey. platforms, group CBSE schools and
communities security of school campuses.  Information desks at vocational training consultations and CBSE
and rural centres and relevant NGOs and CSOs. roundtable discussions in coordinators.
areas/  Online and offline group consultations and community premises
aspirational roundtable discussions.
districts
Parents  Information on project components with  IEC materials communicated through social  Regular information State-level
special reference to behavioral attitudes, media and Brochures. dissemination conducted officials, faculty
career counselling and transition to the  Students and parents’ satisfaction Survey. through social media members of select
world of work, interventions to ensure  Information desks at vocational centres and platforms, group CBSE schools and
safety and security of school campuses. relevant NGOs and CSOs. consultations and CBSE
 Application of web-based portal to register  Online and offline group consultations and roundtable discussions in coordinators.
anonymous complaints regarding instances roundtable discussions. community premises
of bullying and harassment and grievance  Training and Sensitization workshops.
mechanisms.  Awareness on National Council for Green Jobs
 Announcement of venue and timings for and jobs that contribute to preserve or restore
round tables, discussion forums and the environment.
trainings, along with contact numbers of
district-level facilitators.

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 Stakeholder Engagement and Communication Strategy
Public and Community Meetings

Building upon the strong traditional institutions and governance systems, the project will develop
effective communication channels and pathways to engage with direct project beneficiaries and other
affected parties consistently.

Mass/Social Media Communication

Currently, skill development is viewed as short-term job-oriented option lacking linkages with a career
path. Employers struggle to find skilled workers and young people entering the economy are not
aware of the available employment opportunities in an evolving and growing economy, such as in
logistics, electric vehicles, data analytics, organic farming, green construction to name a few. Skills
building is crucial to the individual and meets society's demands, as seen with the recent COVID-19
pandemic and related critical services to keep the economy going.

There needs to be targeted outreach efforts with students, parents and sector experts to showcase
skills development as a viable and prosperous career trajectory. The grant will support:

a. Develop awareness campaigns linked to vocational careers, conduct regular information

sessions with parents, students and industry, and create ideas competitions to surface
innovative ideas and spark creative, entrepreneurial thinking.
b. Outreach will include special gender sensitization sessions for parents and children to expose
them to potential avenues of employment with flexible work models. These programs can be
supplemented with career guidance activities with industry professionals, such as talks,
seminars and workplace visits

Students and Parents’ Satisfaction Survey

The CBSE will undertake periodic satisfaction surveys on a sample basis to understand the issues faced
by students, especially vulnerable groups, and adolescents, etc. These surveys will help inform the
project interventions as well as the stakeholder engagement strategy of the project. Surveys will be
administered digitally keeping the identities of respondents anonymous.

Communication Materials

Relevant and important information will be disclosed to the public via a variety of communication
materials through print (brochures, leaflets) and digital (audio and visual) mediums, in addition to in-
person meetings and roundtables, keeping in mind the physical and technological accessibility of all
groups identified. A one-way update channel through WhatsApp can be leveraged for large-scale
information dissemination.

The spectrum of information covered through these mediums may include:

a. Scope of the project and contact details of relevant authorities
b. Overall project and district-wise factsheets with activities, timing, progress/milestones, and
employment opportunities
c. Process of GRM and Feedback Mechanism
d. Environment Health and Safety (EHS) guidelines mandated by the World Bank
e. Announcement of venue and timings for round tables, discussion forums and trainings, along
with contact numbers of district-level facilitators

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 f. Awareness campaigns and individual brochures on sensitization towards vulnerable
population.
g. Best practices and lessons learnt etc.

Project information for Local Representatives

Local representatives will receive regular and timely information through official letters and emails,
offline and online consultations with State, PMU and PMC representatives, in addition to the project
website and social media platforms.

Information Desks

Information Desks can be established in select vocational centres, particularly in rural/aspirational

districts to provide community members with information on stakeholder engagement activities,
Grievance Addressal Mechanism and associated form(s), construction updates, contact details of the
PMU and World Bank representatives.

Information Disclosure

The final draft of the SEP will be disclosed on CBSE’s website. The SEP will be disclosed in all
appropriate languages and will be publicly accessible throughout them project implementation
period. All updated versions will also be re-posted on the project portal.

All future project related environmental and social monitoring reports and progress updates will be
disclosed on the project webpage. Further, an easy-to understand guide to the terminology used in
the environmental and social reports or documents can also be provided on the website. The website
must also have details about the GRM, and electronic grievance submission form and any other
feedback mechanism adopted by CBSE/MoE or participating state-level departments.

The GRM will be notified to the public and stakeholders within the first, six months of project
implementation. The project website will be posting the status of the GRM status periodically on the
website of the project.

The project will use various methods of engagement that will be used by the implementing agencies
as part of their continuous interaction with the stakeholders. The method of engagement will be
constantly reviewed for its appropriateness, outreach, and impact, as well as inclusivity.

Estimated Budget

The responsibilities and resources for implementing the SEP will be integrated under Component one
of the proposed project.

The CBSE will have a dedicated PMU that will be responsible for day-to-day project management and
coordination of project activities. The environment and social officer is also responsible for
implementation of stakeholder engagement activities and GRM activities. Stakeholder engagement
plan will be incorporated in the Annual World Plan and Budget.

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X. Grievance Redress Process
Beneficiary Feedback and Grievance Redress

In order to receive and facilitate the resolution of affected peoples’ concerns, complaints, and
grievances about the project’s social and environmental safeguards performance, a GRM is proposed
for the project.

The purpose of the GRM is to record and address any complaints that may arise during the
implementation phase of the project and/or any future operational issues that have the potential to
be designed out during implementation phase. The GRM is designed to address concerns and
complaints promptly and transparently with no impacts (cost, discrimination) for any reports made by
PAPs and the affected parties. The GRM works within the existing legal and cultural frameworks,
providing an additional opportunity to resolve grievances at the local and project level.

The Project GRM

During the initial stages of the project, the affected persons will be given copies of grievance
procedures as a guide on how to handle the grievances. The project will leverage the existing GRM
mechanism adopted by the Ministry of Education and the STARS PforR Program. Establish a GRM
which would function at three levels to receive, evaluate, and facilitate the resolution of concerns,
complaints and grievances of the people affected by the project. The first level of redress will be at
the block level followed by district and state level. SDEOs and DEOs will play a crucial role in managing
the redress system. The third level will be at the state. The PD, DSE will be the overall in charge of the
redress mechanism. In this mechanism, beneficiaries and citizens can turn to register any grievances
on all issues related to the SALT project.

Grievance Management Matrix

Grievance LFP for Grievance Procedures for Time for

Procedures each level Form Grievance Consideration
Management of Grievance
Existing GRM Existing GRM Existing GRM Existing GRM Existing GRM
adopted under adopted under adopted under adopted under adopted under
the STARS the STARS the STARS the STARS the STARS
Program aligned Program aligned Program aligned Program aligned Program aligned
with the Ministry with the Ministry with the Ministry with the Ministry with the Ministry
of Education of Education of Education of Education of Education

Monitoring and Reporting

M&E of the stakeholder process is considered vital to ensure that CBSE is able to respond to identified
issues and alter the schedule and nature of engagement activities to make them more effective.
Adherence to the following characteristics/commitments/activities will assist in achieving successful
engagement:
a. Sufficient resources to undertake the engagement
b. Inclusivity (inclusion of key groups) of interactions with stakeholder
c. Promotion of stakeholder involvement
d. Sense of trust in DSE shown by all stakeholders
e. Clearly defined approaches
f. Transparency in all activities

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Monitoring of the stakeholder engagement process allows the efficacy of the process to be evaluated.
Specifically, by identifying key performance indicators that reflect the objectives of the SEP and the
specific actions and timings, it is possible to both monitor and evaluate the process undertaken. Two
distinct but related monitoring activities in terms of timing will be implemented:
a. During the engagement activities: short-term monitoring to allow for adjustments/
improvements to be made during engagement
b. Following completion of all engagement activities: review of outputs at the end of
engagement to evaluate the effectiveness of the SEP as implemented.

Review of Engagement Activities in the Field

During engagement with stakeholders, PMC’s engagement team (Environmental and Social
Safeguards Experts, M&E Specialist) will assess the activities using a feedback evaluation form or
asking questions to participants, depending on the stakeholder group, to ensure that messages are
being conveyed clearly. The engagement team will conduct debriefing sessions while in the field. This
assesses whether the required outcomes of the stakeholder engagement process are being achieved
and provide the opportunity to amend the process where necessary. The use of engagement tools
developed through the ESF engagement will include:
a. Stakeholder database
b. Meeting records of all consultations held
Moreover, the tool can be used to manage on-going Project issues, and for stakeholder identification
and analysis processes.

Reporting Stakeholder Engagement Activities

Performance will be reviewed following the engagement sessions conducted in the field. In addition,
there will be opportunity for the ESF engagement team (Environmental and Social Safeguards Experts,
M&E Specialist) to review and assess performance in between the engagement sessions depending
on the level of feedback received from stakeholders during these periods.

Monthly, Quarterly and Annual Reports by Implementing Agency

During the Project development and construction phase, the PMC Engagement Team (Environmental
Safeguards Expert, Social Development Expert (Consultant) will prepare brief monthly reports on E&S
performance which will include an update on implementation of the SEP. Monthly reports will be used
to develop quarterly and annual reports to be reviewed by the E&S Project Coordinator. The quarterly
and annual reports will be disclosed on the Project website and made available to village councils.

Quarterly E&S Compliance Reports to the World Bank

Quarterly E&S reports will be prepared and submitted to the World Bank during the project
implementation period. Among other aspects required to be covered in line with the Environment and
Social Framework, a section on Stakeholder Engagement will be included in these reports which will
include an update on implementation of the Stakeholder Engagement Plan.

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