Guidelines for setting up

Composite Skill Lab in Schools

CENTRAL BOARD OF SECONDARY EDUCATION

 Contents
1. Introduction 1
1.1. About Skill Education under CBSE 1
1.2. About CBSE Mandate for Composite Skill Labs in Schools 1
1.3. Vocational / Skill Education under National Education Policy 2020 2
2. Composite Skill Lab 9
2.1. Skill Education Components 9
2.2. About Composite Skill Lab and Expenditure on setting up of CSL 9
2.3. Alignment with NEP 2020 & NCF 2023 9
2.4. Setting up a Composite Skill Lab 10
3. Introduction to Major Sectors 28
3.1. About Multi-Sector Approach 28
3.2. Sector-Wise Description 28
4. Safety 33
4.1. Guidelines 33
4.2. Safety Tools 35
4.3. Safety Corner 35
4.4. Posters/visuals 36
4.5. Safety Drills 36
4.6. Safety Provisions embedded at the time of installation 38
5. Integrating Artificial Intelligence 40
5.1. Importance of Artificial Intelligence 40
5.2. Objectives of Enabling AI in Composite Skill Lab 40
5.3. Digital Infrastructure Requirement for AI Integration 40
6. Leveraging/ Utilising existing Labs & Spaces 41
6.1. Leveraging Existing Labs & Spaces to Deliver Skill Education 41
7. Annexure 1 - Tool Lists 42
7.1. Tool List – Agriculture and Gardening 43
7.2. Tool List - Food Production 45
7.3. Tool List - Electronics/Mechatronics 48
7.4. Tool List - Apparel 52
7.5. Tool List - Automotive 54
7.6. Tool List - Carpentry/Woodwork 56
7.7. Tool List - IT/ITeS 57
7.8. Tool list – AVGC & Media Content Creation 58
7.9. Tool List - Healthcare 59
7.10. Tool List - Beauty & Wellness 61
7.11. Tool List - Retail 62
7.12. Suggested Equipment’s for AI Integration 63
8. List of References and Sources 64
 Message from Chairman
The National Education Policy (NEP) 2020 marks a generational turning point for Indian
education — one that moves decisively away from rote memorisation and towards holistic,
flexible, and competency-based learning. At the heart of this transformation is a clear and
unambiguous mandate: that vocational and skill education must be integrated into
mainstream schooling from the middle stage itself, not treated as an afterthought or a
separate stream. The National Curriculum Framework for School Education (NCF-SE)
2023 operationalises this vision with precision, directing that all students from Classes VI
to X receive meaningful exposure to skill education across three forms of work — work
with life forms, work with machines and materials, and work in human services. This
framework recognises that the ability to do productive work is as fundamental to a child’s
development as literacy and numeracy.

The establishment of Composite Skill Labs (CSLs) in every affiliated school is a decisive
institutional response to this vision. A well-equipped CSL transforms the school itself — it
signals to students, parents, and communities that productive work is valued, that curiosity
is celebrated, and that a child who can grow a plant, wire a circuit, or render a design is
as accomplished as one who scores full marks in a written test. I urge school leaders to
see the CSL not as an infrastructure obligation, but as an investment in the full
development of every child in their care.

The Composite Skill Lab embodies several principles that are central to NEP 2020 and
NCF-SE 2023: the elimination of hard boundaries between academic and vocational
streams; respect for the dignity of labour; interdisciplinary learning; and the cultivation of
21st century skills such as critical thinking, collaboration, creativity, and problem-solving.
By 2025, NEP 2020 envisions that at least 50 per cent of school learners will have
meaningful exposure to vocational education. The CSL is a decisive institutional step
towards realising that goal.

I am confident that the Guidelines for Setting up Composite Skill Labs will serve as an
indispensable reference for school leaders, teachers, and administrators as they plan,
establish, and operationalise these learning spaces. I urge every CBSE-affiliated school
to approach this not as a compliance requirement, but as an opportunity — to reimagine
what learning can look like when students are trusted to think, make, and do.

My best wishes to all schools and stakeholders for the successful implementation of this
important initiative.

Rahul Singh, IAS

Chairman,
Central Board of Secondary Education
 Foreword
The National Education Policy (NEP) 2020 highlights the importance of integrating
vocational and skill-based learning within the mainstream school system. It encourages
experiential and competency-based approaches that enable students to develop practical
abilities along with academic knowledge, thereby preparing them for diverse learning and
career pathways.

The National Curriculum Framework for School Education (NCF-SE) 2023 operationalises
this vision with a clear curricular structure, designating Vocational Education as a
mandatory area organised around three forms of work — work with life forms, work with
machines and materials, and work in human services. It directs that all students from
Classes VI to X receive hands-on, project-based skill exposure across these three forms,
with pedagogy that balances making and thinking, and assessments grounded in
observation, portfolios, and projects. The National Credit Framework (NCrF) further
ensures that skills acquired during school are formally recognised and portable across
academic and vocational pathways.

In direct response to this mandate, CBSE issued Circular No. Skill-75/2024 dated 23
August 2024, directing all affiliated schools to establish Composite Skill Labs (CSLs).
The CSL is a flexible, multi-sector learning space enabling hands-on skill education across
domains such as Electronics, Healthcare, Agriculture, Apparel, Food Production, IT/ITeS,
and emerging fields including Artificial Intelligence and AVGC— covering all three forms
of work within a single, well-organised environment. To guide schools through this, CBSE
has developed these Guidelines for Setting up Composite Skill Labs, providing step-
by-step guidance on selecting locally relevant skill subjects, infrastructure planning,
sector-wise tool lists, safety protocols, AI integration, and leveraging existing school
spaces.

The Board extends its sincere appreciation to the committee members, school principals,
teachers, and field experts whose insights have shaped these guidelines. Special
acknowledge is due to Lend A Hand India and all industry and NGO partners whose
technical inputs and contextual knowledge have enriched this resource considerably.

It is hoped that this booklet will inspire schools not merely to establish a compliant space,
but to build a vibrant, inclusive, and student-centred environment where every learner
discovers the joy and purpose of learning by doing.

Dr. Biswajit Saha

Professor & Director
Department of Skill Education, CBSE
 About the Composite Skill Lab Booklet
In alignment with the National Education Policy (NEP) 2020 and the National Curriculum
Framework for School Education (NCF-SE) 2023, the Central Board of Secondary Education
(CBSE) has taken a significant step by mandating the establishment of Composite Skill Labs
(CSLs) in all its affiliated schools.

This booklet is a comprehensive resource for schools to set up Composite Skill Labs. It
provides a structured and step-by-step roadmap to help schools conceptualize, plan, set up,
and operationalize Composite Skill Labs as a multi-functional, inclusive, and flexible learning
space that supports hands-on learning across a variety of skill sectors and aligns with the
three ‘forms of work,’ as per NCF-SE.

This booklet is intended to be an adaptable reference manual that schools can use at every
stage of setting up the Composite Skill Labs (CSL) in their schools. From designing and
planning CSL in these schools to its execution and maintenance, it will help the schools to
ensure that Composite Skill Labs are not only compliant with CBSE mandate(s) but also
contextually relevant and student-centred. This booklet also has a section on safety with
shared guidelines along with the roles & responsibilities of each personnel in school.
 1. Introduction
1.1. About Skill Education under CBSE
CBSE introduced Skill Education in 1970’s, laying the foundation for integrating
practical, career-oriented learning into school education. Since then, it has evolved
significantly to meet the changing needs of students, schools and the workforce,
reflecting India’s growing emphasis on skill-based education. Today, CBSE offers skill
education to students as an examinable subject from classes IX-XII.

In alignment with the National Education Policy (NEP) 2020, which recommends the
introduction of skill education from class VI, CBSE launched skill modules from classes
VI onwards in 2020 and further issued guidelines for mandatory implementation of Skill
education in class VI-VIII aligning with NCF-SE 2023.

1.2. About CBSE Mandate for Composite Skill Labs in Schools

CBSE has mandated the setting up of Composite Skill Labs as per Circular No Skill-
75/2024 dated 23 Aug 2024. The Composite Skill Labs are to be set up in schools with
proper equipment for the purpose of delivering multi-sector skill education across three
forms of work from classes VI to X as mandated in the National Education Policy (NEP)
2020 and the National Curriculum Framework for School Education (NCF-SE) 2023.
The circular further mandates that all schools seeking fresh affiliation with CBSE must
have a Composite Skill Lab with all necessary equipment.

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1.3. Vocational / Skill Education under National Education Policy 2020
National Education Policy 2020 (NEP 2020) has given immense focus to integrate
vocational education with mainstream education and remove the boundaries between
these streams of education.

Key provisions of National Education Policy are as follows:

• No hard separation between vocational and academic streams (Section 4.9, NEP
2020)
• Respect for diversity and respect for the local context (Principles of this Policy,
NEP 2020)
• Learning should be holistic, integrated, enjoyable and engaging (Section 4, NEP
2020)
• Reduce curriculum content to enhance essential learning and critical thinking
(Section 4.5, NEP 2020)
• Overcome the social status hierarchy associated with Vocational Education
(Section 16.4, NEP 2020)
• By 2025, 50% school learners to get exposure to vocational education and be
adept in at least 1 skill (Section 16.5, NEP 2020)

Building on the vision set forth by NEP 2020 and operationalizing its provisions,
National Curriculum Framework 2023 provides critical guidance on the integration of
vocational / skill education in schools.

Key Elements of NCF-aligned skilling in schools

Overview of Vocational Education as per NCF-SE:
School education should prepare students not just to understand the world around them,
but also to do productive work. These capacities for work would enable students to be
productive members for their households as well as participate in the economy. Thus, this
NCF sees Vocational Education as an integral part of the curriculum.

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a. Through the Curricular Area of Vocational Education, students would be exposed to and
develop basic skills in three ‘forms of work’ – work with life forms, work with machines &
materials, and work in human services.
b. The school curriculum at the Preparatory and Middle Stages would endeavour to build
relevant capacities in the three forms of work. It also becomes the foundation for developing
capacities in vocations in primary, secondary, and tertiary sectors of the economy, this
meaningfully contributing to the aim of economic participation.
c. In the Secondary Stage of four years, the first two years would work towards consolidating
these capacities to develop transferable skills that serve students well in any vocation. In
the last two years of schooling in the Secondary Stage, students will be given opportunities
to specialise in specific vocations of their choice.
d. The content of Vocational Education should be locally relevant as far as possible and, at
the same time, respond to the aspirations of students. In the Secondary Stage, Learning
Standards should align with National Skills and Qualifications Framework (NSQF) levels.
e. The content must instil respect for the dignity of labour.
f. Pedagogy should balance ‘making and thinking’ in a manner that is relevant for vocations.
Workshops and projects are effective ways of teaching vocational capacities. Internships
and apprenticeships are encouraged while taking safety considerations into account.
g. Assessments should be based on observations, portfolios, and projects and should not just
focus on capacities and skills but also values and disposition.

The National Curriculum Framework for School Education (NCF-SE) 2023 details
delivery of multi-sector skill education across three forms of work in schools. NCF-SE
2023 emphasizes that vocations chosen must be across the three forms of work:

“This NCF uses ‘forms of work’ as a guiding concept for designing the curriculum. Productive
work at its most fundamental level can be divided into three categories (Section 9.1.3, NCF-
SE 2023)
i. Work with Life Forms
ii. Work with Machines & Materials, and
iii. Work on providing Human Services”

3
4
The key elements of vocational/skill education in each stage as per NCF-SE
2023:

Section [Link]: Middle stage

a. Students will develop basic skills and knowledge in all three forms of work:
Working with Life forms, Working with Machines and Materials, and Working in
Human Services. At this stage, the skills for work are the focus and not specific
vocations.

b. In each Grade, three projects, one from each form of work will be implemented in
schools. Thus, by the end of this Stage, students will work on nine projects.

c. States/Schools will choose vocations within the three forms of work, and design
projects for each Grade in each form of work. The selection of projects must
consider the context of the school, locality, and age-appropriateness of students.

d. Projects that align with other curricular areas will be supported by the respective
subject teachers. These projects can aid in interdisciplinary understanding by
integrating concepts from other curricular areas. For example, in the case of
agriculture or animal husbandry concepts from botany and zoology can be
integrated with the project.

e. Towards the end of the academic year, a Kaushal Mela (Skills Fair) will be
organised in the school for students to demonstrate their projects to the school,
community members and other stakeholders. This will include a presentation of
the project work, key learnings, reflections, and use of learnt skills at home.

f. It is to be noted that with this design in the Middle Stage, students will indeed be
exposed to vocations and develop relevant capacities and knowledge; thus, this
NCF does not use the phrase ‘prevocational’ for such learning in the Middle Stage,
while that phrase has been used in other school education related documents.

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Section [Link]: Secondary stage classes IX and X
a. Students will be given exposure to six vocations (two from each form of work) spread
over two years. These will be at least equivalent to NSQF Levels 1 and 2, where relevant.

b. The vocations will be carefully identified considering the basic skills needed by students
at this stage for each of the three forms of work.

c. The focus would be on developing the appropriate skills with hands-on experience with
the tools and techniques involved; only the limited theoretical knowledge relevant to
students will be included. The hands-on experience will be supplemented with internship
opportunities at this stage.

d. These six vocations are chosen on the premise that exposure across these vocations
will not only enhance exposure but also enable students to make an informed choice in
classes 11 and 12.

e. The choice of these vocations is also based on the premise that certain capacities in
skills within cut across vocations. For example, a farmer needs to understand how
motors and tractors work, and someone working in machine servicing needs similar
capacities.

f. Students will learn the relevant skills for these vocations through both workshops
conducted in the school as well as projects and internships in local sites of work.

g. Further, students will be given on-site exposure to industrial/agricultural spaces to

broadly understand the functioning of vocations in the world of work. Schools must
develop linkages with local industries, farms, service centres, cooperatives, relevant
NGOs, state transport corporations, cottage industries, printing presses, call centres,
software design companies, mobile operating companies, law companies, local
water/electricity boards to enable students to spend part of their time gaining
work/practical experience at these facilities as interns while they are still in school.

h. It is not likely that all schools will have a trained teacher for vocational courses. Hence,
these vocational courses can also be taught by locally trained and experienced resource
trainers and coordinated by regular teachers who have been relevantly trained, also with
appropriate use of technology.

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 Section [Link]: Secondary stage classes XI and XII
In classes XI and XII students take choice-based courses in different curricular areas.
Vocational Education is one of the Curricular Areas that should be available for students.
Students choosing vocational courses from this curricular area would have in-depth training
in a specific vocation over the period of two years. These will be minimally at NSQF levels
3-4 where relevant.

Further, the NCF-SE has allocated time within the school timetable for the integration
of vocational education:

(NCF-SE 2023 Pg. No. 137)

Illustrative timetable for the Middle Stage (Two Working Saturdays)

Time Monday Tuesday Wednesday Thursday Friday Saturday (2)

830-855 Assembly Assembly Assembly Assembly Assembly 830-910 Library

900-940 R1 Maths Maths Maths Maths 915-955 Library

945-1025 R2 R2 R1 Maths R1 955-1015 Snack break

1030-1045 Snack break Snack break Snack break Snack break Snack break 1020-1100 VE

1050-1130 SS SS SS SS SS 1105-1145 Art

1135-1205 SS Science SS Science Science 1150-1230 PE

1205-1250 Lunch Lunch Lunch Lunch Lunch 1230-1300 Lunch

1250-1330 Science Art Science Art R2

1335-1415 Science Art Science Art R3

1420-1500 PE VE R3 PE VE

1505-1545 PE VE R3 PE VE

Section 4.4.2: Suggestive Time Allocation/ Timetable provided in NCF-SE 2023 for Middle Stage (Classes
VI-VIII) (with two working Saturdays)

Suggested time table provided in NCF-SE advocates that skill/ vocational education periods
may be combined to have a continuous longer period required for hands-on activities.

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 (NCF-SE 2023 Pg. No. 138)

Middle Annual Hours Annual Periods

R1+Library 65 97.5
R2 70 105
R3 75 112.5
Mathematics (M) 115 172.5
Science 160 240
Social Science (SS) 160 240
Art Education (Art) 100 150
Physical Education (PE) 100 150
Vocational Education (VE) 110 165
Annual Hours and Annual Periods

(NCF-SE 2023 Pg. No. 139)

Illustrative timetable for the Secondary Stage (Grades 9 & 10)

Time Monday Tuesday Wednesday Thursday Friday Saturday (2)
0800 - 0825 Assembly Assembly Assembly Assembly Assembly 800-850 SS
0830 - 0920 R1 R2 Maths R2 R1 855-945 IDA
0925 - 1015 Maths Maths Maths Maths R3 950-1040 R2
1020 - 1110 Art Science Science Science Art 1045-1135 R3
1115 - 1205 Art PE Science Science Art 1140-1230 R1
1205-1300 Lunch Lunch Lunch Lunch Lunch 1230-1300 Lunch
1300-1350 SS SS SS SS SS 1305-1355 AEP*
1355-1445 IDA VE PE VE IDA
1450-1540 IDA VE PE VE IDA
1545-1635 AEP* AEP* AEP* AEP* AEP*
*AEP = Additional Enrichment Period
Section 4.4.3: Suggestive Time Allocation/ Timetable provided in NCF-SE 2023 for Secondary Stage
(Classes IX and X)

(NCF-SE 2023 Pg. No. 140)

Secondary Annual Hours Annual Periods

R1 70 84
R2 70 84
R3 70 84
Mathematics (M) 135 162
Science 135 162
Social Science (SS) 125 150
Interdisciplinary Area (IDA) 125 150
Art Education (Art) 115 138
Physical Education (PE) 90 108
Vocational Education (VE) 110 132
Annual Hours and Annual Periods

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 2. Composite Skill Lab
2.1. Skill Education Components
Effective implementation of skill education for all students from classes VI to X will
require the following components to be in place.
• Curriculum – The curriculum will be provided by CBSE in alignment with the
curriculum/textbook provided by NCERT.
• Teacher Training & Staffing - Teachers need to be identified and/or hired
specifically for imparting skill education. These teachers will be trained on
pedagogy of skill education, curriculum, practical and technical aspects.
• Time Table - Schools needs to incorporate 110 hrs of Skill Education annually in
their time table for classes VI to X.
• Composite Skill Lab (CSL) - The guidelines for the setting up of the Composite
Skill Lab is covered in subsequent chapters in this guide.
• Industry Partnership - Skill coordinators of respective schools will facilitate work-
place exposure initiatives such as industry visits relevant to the skill subject, guest
expert sessions in schools and internships, etc.

2.2. About Composite Skill Lab and Expenditure on setting up of CSL

Composite Skill Lab allows a school to efficiently use one lab to teach multiple sectors
across classes. The setting up of the CSL may cost about Rs. 3-6 lakhs depending on
the skill subjects chosen, size of lab and type of furniture, etc. Schools may need more
quantities of tools depending on the number of students in classes VI to X. This costing
is only suggestive, and schools may want to invest more in branded equipment or more
specialised equipment/furniture, etc.

2.3. Alignment with NEP 2020 & NCF 2023

The concept of Composite Skills Labs aligns with both the National Education Policy
(NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE)
2023, fostering practical learning, creativity, and employability.
● Hands-on exposure to multiple sectors: CSL provides a single, integrated lab
space where students can explore multiple sectors, develop varied skills, and
understand cross-sectoral applications and career pathways.
● Theory in Action: CSL will bridge classroom knowledge with real life applications
through hands-on activities and projects making students more employable and
career ready.
● Interdisciplinary Learning: CSL will facilitate cross-sector projects like Agri-tech,
sustainable fashion, entrepreneurship through the combination of digital, financial
and technical skills, to promote holistic learning and employability.
● 21st Century Skill Development: CSL will foster critical thinking, communication,
collaboration and problem-solving, equipping students with essential 21st century
skills as emphasized in NEP 2020.

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 ● Inclusivity & Accessibility: CSL are designed to promote equitable participation,
ensuring all students gain practical skills and thrive in supportive environments, as
outlined in NEP 2020.
● Technology Integration: CSL will emphasize the inevitable inclusion of
technology in all sectors and use of videos, apps to aid teaching and learning
through a multimedia approach.

2.4. Setting up a Composite Skill Lab

1. Identification •Space & Sector Identification

2. Infrastructure Readiness •Developing Infrastructure

•Fixing the layout of the room based on its

3. Finalise the lab design
dimension
•Installation of the requisite tools-equipment &
4. Tools and furniture furniture for selected sectors
•Enable all safety measures and put up
5. Ensuring Safety directions and signs

1: Identifying the skill subjects and activities relevant to the local context,
aspirations, industry and resources in and around the school
➢ It is recommended that the Composite Skill Lab should aid teaching skill education in at
least three skill subjects as recommended by NCF-SE 2023
➢ These skill subjects should cover all three forms of ‘work’ (Life forms, Machines & Material
and Human Services)
➢ Principles for choosing skill subjects/activities:
▪ Understanding the local context of the school and the relevant skill
subjects/activities
▪ Mapping the availability of resources for teaching the skill subjects - tools,
equipment and raw material, teacher qualification, etc.
▪ Access to local business for work-place exposure - field visits, guest experts from
business/Industries to teach specific skills and also about availability of work or
academic avenues for the specific skill subjects.

2: Identify a room that fits the following pre-requisites

➢ One room of minimum 600 sq. ft space for class VI-XII or two rooms of minimum 400 sq.
ft space, one for classes VI-X & one for classes XI-XII (as per Circular No. Skill-75/2024).
➢ The room/s should have enough space for conducting requisite practical work with safety
and ease for the batch of 25 – 40 students.
➢ Room/s should be properly ventilated with windows and exhaust fans.
➢ Room/s should have at least two clear walls for peg boards & poster displays.
➢ Room/s should have proper electrical wiring, lights and fans.
➢ Room/s should have access to water and proper drainage of water from sink (if required).
➢ Room/s should preferably be close to an open area where some activities such as
gardening can be done.

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 Identification of Skill subjects/sectors/activities for setting up Composite Skill Lab

3: Fix the layout of the room based on its exact dimensions and available space
➢ It is recommended that the Composite Skill Lab be made modular to create flexibility in
both the use of workstations and in the choice of skill subjects that the school chooses to
offer.
➢ Schools will pick skill subjects that are relevant to its local context and aspirations of the
students and management. These choices may change over time and the modular
structure with toolkit-approach will help the lab remain relevant & dynamic.
➢ Lab spaces can be reconfigured to adapt to emerging demands of skills or emerging
technologies.

Some illustrative/ model/ sample layout plans for Composite Skill Lab are being shared for
reference.

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Model layout plan- 1 for a Composite Skill Lab (400 sq. ft)

12
Model layout plan- 2 for a Composite Skill Lab (400 sq. ft)

13
Model layout plan- 1 for a Composite Skill Lab (600 sq. ft)

14
Model layout plan- 2 for a Composite Skill Lab (600 sq. ft)

15
16
17
Some more Sample Lab Designs

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4: Installation of tools-equipment and furniture to complete the lab design
Based on the skill subjects chosen, room-size and layout, the infrastructure is to
be provided/procured:
A. Flooring of Composite Skill Lab:
a. Material: Preferably use concrete flooring or rubber mats to withstand vibrations
and heavy loads.
b. Durability: Avoid vitrified tiles or stone flooring as they may not endure prolonged
use with heavy tools.
c. Versatility: Flooring should be adaptable to the needs of different skill subjects.

B. Civil Work:
a. Ventilation: Ensure the lab has windows or vents for proper airflow.
b. Electrical Wiring: Install a combination of 15-ampere and 5-ampere switches
and sockets preferably on all walls for operating machines and tools.
c. Proper Lighting and Fans: Ensure that the room has adequate lights and fans
to work comfortably and with precision.
d. Sink Area: Provide a sink with a water tap and drainage outlet, if you have
selected skill subjects that require flowing water on regular basis for conducting
activities/ practical. This is optional for other schools.

C. Walls and Colouring

a. Base Paint: Walls may be painted white or in light shades for a clean and bright
look.
b. Accent Colours: Use tiles or contrasting paint up to 3 feet above the floor for
durability and visual appeal.
c. Murals: Encourage schools to paint murals or skilling visuals on walls to enhance
the learning environment. Bright & warm colours will make the room inviting to
students.
d. The lab should provide a positive & fun filled learning environment for the
students.

Examples of Speaking Walls:

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D. Furniture for Composite Skill Lab
a) Working Tables
Working tables form the backbone of the Composite Skill Lab. The following
considerations are important:
• Working area should enable working in small groups.
• It should have strong, safe and reliable working platforms so as to have durability
and
• easy maintenance and ensure long-term usability in practical environments.
• If needed, heavy tools should be mounted for ease of use and to avoid accidents.
• The tables should have a sturdy wooden top to withstand wear and tear from
tools and materials.
• Some tools may also be needed to be fitted on the top of the tables for effective
use.
• The tables should be appropriately sized to accommodate small groups of
students working collaboratively. Depending on the size of the room, tables can
be 5ft x 4ft or 6ft x 4ft.
• Ensure that the edges of the tables are smooth and rounded to avoid injuries.

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 Illustrative Working Tables

b) Teacher Table: Provide a table and chair for the use of the teacher/trainer
2 Feet 3 Feet

3 Feet

Illustrative Teacher’s Table

c) Storage
• Since the lab would have tools and equipment for a variety of skill subjects, it is
important that they are stored safely, as well as accessible easily. Use large-
sized cupboards with adjustable shelves ensuring adaptability to various tools
and materials and optimizing space usage

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 • Types of Storage: Use a mix of cupboards, shelves, and racks to cater to different
storage needs. Consider mobile storage units for flexibility.
• Labelling: Clearly label all storage units and their contents to facilitate easy
access and inventory management, can consider using pictures of contents as
labels.
• It is also important that tools are not only accessible but readily visible during the
practical work. Hence lower display shelves, peg boards can be used

d) Tools Storage – Cupboards and Open Cupboards

a. Size: Use large-sized cupboards with adjustable shelves to adapt to different
storage needs. Shelves should be capable of holding heavy tools and
equipment securely. A typical cupboard could be 6.5ft x 3ft x 2ft
b. Design: Include transparent or labelled doors for easy identification of
contents
c. Positioning: Cupboards should be positioned along the walls to optimize
floor space. Ensure they are accessible but not obstructive. Proper placement
avoids workspace congestion and maintains a neat environment

3 Feet 3 Feet

6.5 Feet

Illustrative Cupboards

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e) Containers
a. Label containers - Store materials in labelled containers within the
cupboards to enhance organization
b. Stackable containers - Maximize space utilization by using stackable
containers. Organized containers prevent mix-ups and ensure efficient use
of cupboard space
12 Inch

9 Inch
Illustrative storage box Tools/toolkits placed inside the box

f) Storage unit for teachers - Provide a small cupboard to store stationery, students’
handbooks, and other teaching materials for the teachers.

3 Feet

4 Feet

Illustrative storage rack for teachers

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g) Display
Proper display of tools foster pride in students' work and encourage peer learning and
inspire innovation and healthy competition.

h) Shelves
Use tall, adjustable racks or low shelves depending on the space available to store
large equipment or display students work. The lab will be used by students from
classes VI to X and therefore, a mix of heights can serve all students.

3 Feet

6 Feet

Illustrative Tall Storage Rack

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i) Pegboard
• Pegboards may be provided for displaying tools so that students learn visually and
remember over time.
• Tool Display: Install peg boards on walls to hang tools in an organized and visually
appealing manner.
• Learning Aid: Displaying tools on pegboards helps students familiarize themselves with
tool names and functions.
• Customization: Arrange tools by category or usage to streamline learning and retrieval.

48 Inches

36 Inches

Illustrative Pegboard

j) Projection
o Equipment: Install an LED screen or projector for presentations, tutorials, and
demonstrations. Choose a device with high resolution and compatibility with multiple
input formats.
o Placement: Position the equipment to ensure visibility for all students. Use a
retractable screen or wall-mounted display for efficient use of space.

25
 o Connectivity: Provide HDMI, USB, and wireless connectivity for seamless
integration with laptops and other devices.
o Maintenance: Ensure regular cleaning and servicing of the projector or screen to
ensure optimal performance. Keep spare bulbs or parts readily available.
o Internet Connectivity: Internet connectivity may be provided to enable online
interaction with mentors.

5: Ensure safety protocols are well laid-out and practised

o Safety of the students and teachers is of paramount importance. Therefore, the Composite
Skill Lab should be designed considering all safety protocols.
o The Lab should have a dedicated safety corner as well as have safety provisions embedded
in installation.
o See Chapter 4 for safety guidelines, roles and expectations, equipment and some sample
posters/illustrations.

Specification of Key elements of setting up of CSL

(*These are suggested specifications based on the lab size of 30 Feet X 20 Feet and the model
layout. These sizes can be adjusted based on the actual space available.)

S. No. Element Description Specifications*

1 Digital Displays Used for presentations, videos, LED TV/Screen & Projector
or Smartboards multi-media teaching-learning
material
2 Inspirational Features motivational quotes or -
Quotes/Goals learning goals (e.g., "Learn by
Wall Doing").
3 Labelling Zones Labels with fun fonts or icons -
with Wall (e.g., “First Aid Station”) to
Decals/Paint visually organize areas.
4 Safety Rack Easy access to all safety Iron rack with 3 adjustable
equipment including helmets, shelves. Dimension: 48” x 48”
gloves, PPE kits, shoes/slippers. x 18”. Fire extinguisher & 2
sand buckets to be hooked on
wall
5 Sink with platform Sink with drainage area to Sink with drainage area 37” x
reduce spillage, proper drainage 18” x 8” fitted into a platform
system & installation of sink 4ft x 3ft
6 Stools for sitting Flexible seating that does not 12” x 12” x 20” (square top) or
take up too much space and can 12” diameter (round top).
be stacked up when standing is Top: Perforated sheet with
required. gauge, Steel Frame: 20 mm x
20 mm x 18 Gauge square
tube with powder coating in
grey paint, bottom should be
rubber leveller (Nylon)

26
 S. No. Element Description Specifications*
7 ’ Small filing cabinet/cupboard for Steel/Metal cupboard with 3
cupboard books, stationery and other adjustable shelves with lock
items for teacher’s use. and key facility, 20 Gauge with
dimension 48"x 36"x18"
8 ’ For the teacher to sit Wooden table 3ft x 2ft
and chair
9 Tool Pegboards Wall-mounted perforated boards 4ft*3ft plywood of 18mm
with hooks and labelled sections thickness with boundary and
for organizing smaller tools like cloth in contrasting colour in
scissors, cutters, and hammers. the background. Waterproof
ISI Mark plywood
10 Wall Storage Cupboards (with glass/steel Steel/Metal cupboard with 4
Cupboards door) to store toolkits by skill adjustable shelves with lock
subjects and key facility, 20 Gauge with
dimension 78"x 36"x24"
11 Wall Storage Low open shelves to place large Wooden shelves along the
Shelves equipment and display students’ wall edge. Length as per
work available wall. 2ft (H) x 2ft (D)
12 Whiteboards/ Used for writing daily As per available size of wall
Chalkboards instructions, schedules, or tasks.
13 Working tables To perform practical in groups. Steel Frame with gauge 2’x2”
Allows for collaboration and sq. pipe Length: 6/8ft,
group work. Large table allows Breadth: 4ft and Height: 30
for different kinds of activities Inch (2.5 ft)
from designing in fashion to Top: 18 mm commercial ply
making mechatronics projects with lamination/powder
coating, bottom should have
rubber leveller
(* These are suggested specifications based on the lab size of 30 Feet X 20 Feet and the model
layout. These sizes can be adjusted based on the actual space available.)

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 3. Introduction to Major Sectors
3.1. About Multi-Sector Approach
The Composite Skill Lab reflects the interdisciplinary nature of different sectors across
the three forms of work. It enables students to engage in hands-on activities across
sectors and bring together their interconnected nature, while integrating technology in all
that they learn and do.
The multi-sector approach helps students gain a breadth of exposure to many skills and
trades, identify their interests, get exposure to different careers and see connections
between different sectors and thereby apply their skills across trades. For example, a
student who is exposed to both agriculture and mechatronics may apply his/her skills in
mechatronics to find solutions for challenges in agriculture while using AI as a tool or
someone who learns fashion design, finance and retail/e-commerce may start his/her
own business as an entrepreneur.
Schools must choose skill subjects across different sectors based on their local context,
availability of resources and local businesses for effective work-place exposure.
Availability of curriculum and books may also determine the subject choice in the
beginning.
For illustrative purposes, this document has picked the following seven (07) sectors:
Electronics, Agriculture, Healthcare, Apparel, Banking, Financial Services and
Insurance (BFSI), Food Processing and Information Technology/Information
Technology. The tools list for these illustrative sectors have been provided in Annexure
1 and will enable schools to cover different skill subjects within the sector.

3.2. Sector-Wise Description

3.2.1 Agriculture
The tool list for Agriculture is provided in Annexure 1, Section 7.1.

• These tools will enable the teaching of skill subjects related to agriculture,
organic farming, and modern practices of gardening, floriculture, terrace
farming, hydroponics and urban landscaping, making it relevant to urban, semi-
urban and rural settings in this sector vital to the economy.
• Gardening offers a modern and creative way to connect with nature while building
practical skills in plant care and landscaping, while agriculture remains a
cornerstone of India’s economy and employment, making education in modern
farming techniques crucial.
• Hands-on projects include creating kitchen gardens, managing small-scale
greenhouses, and operating irrigation systems. Students will learn to use tools like
soil sensors and irrigation systems, integrating technology with gardening practices.
• By incorporating gardening, students develop practical knowledge of biology and
ecology. Agriculture education instils a deep appreciation for food systems and their
socio-economic importance.

28
 • Exposure to agricultural skills helps develop an entrepreneurial mindset for ventures
like agro-tech startups or organic produce businesses. Future-ready skilling
includes concepts like terrace gardening, indoor farming, and using smart irrigation
systems.
3.2.2. Food Production
The tool list for Food Production is provided in Annexure 1, Section 7.2.

• These tools will enable the teaching of skill subjects related to food
production, food preservation, various cooking methods, baking and
packaging food.
• The food processing sector involves the transformation of raw agricultural products
into consumable food and dairy items through various techniques like washing,
cutting, cooking, freezing, packaging, and preserving.
• The sector is essential to a growing population that needs to feed itself. It reduces
wastage of raw agriculture produce through preservation techniques that increases
shelf life, enhances quality and safety, and encourages entrepreneurship from small
scale cottage industry to large scale export houses.
3.2.3 Electronics
The tool list for the Electronics sector covering foundational skills is provided at Annexure
1, Section 7.3.
• These tools will enable the teaching of skill subjects related to emerging
technologies such as mechatronics, electronics, robotics, and basic Industry
4.0 skills which are the fundamental building blocks to future technologies.
• Hands-on skilling in these subjects equips learners to design and maintain smart
systems used in manufacturing, healthcare, and transportation. These skills are
critical for the future of work, where automation and AI are transforming industrial
processes.
• Projects in these skill subjects introduce students to innovation and problem-solving,
fosters interdisciplinary learning, blending physics, mathematics, and computer
programming.
• Students gain critical insights into Industry 4.0, including IoT (Internet of Things) and
smart manufacturing technologies.
• The sector aligns with India’s vision for becoming a global manufacturing hub through
initiatives like ‘Make in India.’ Early exposure prepares students for advanced
engineering fields, opening pathways to careers in automation, robotics, and system
design.
Existing ATL/Agile ATL/Tinkering Labs may be leveraged for teaching skill subjects
related to this sector.

29
3.2.4 Apparel
The tool list for Apparel is provided in Annexure 1, Section 7.4

• These tools will enable the teaching of skill subjects related to fashion
design, textile design, patternmaking, block-printing, embroidery, sewing,
weaving and knitting.
• Apparels offer an intersection of creativity, craftsmanship, and technology,
making it an exciting field for students. Students can tap into our rich textile and
handloom heritage while experimenting with sustainable fashion practices,
including recycling and upcycling materials.
• The sector fosters entrepreneurial skills by enabling students to design, produce,
and market their creations, while also breaking gender barriers.
• Hands-on skilling prepares students for careers in textiles, apparel
manufacturing, and retail management. The sector promotes cultural
appreciation through projects involving traditional and regional crafts.

3.2.5 Automotive
The tool list for Automotive is provided in Annexure 1, Section 7.5
• These tools will expose students to skill subjects covering mechanical,
electric, fabrication in the Automotive sector. The sector is undergoing a
transformation from engine-based vehicles to electric vehicles. The sector
represents a diverse range of skills and is a fast-growing sector for India’s
economy.
• Hands-on practical on live automobiles will help students to not only understand
the internal workings of the vehicle, but also understand how deeply technology
has been integrated into running the vehicle - a great example of electronics, AI,
coding & mechanics all coming together.
• This sector will expose students to the large auto-parts and servicing industry.
• This sector offers many opportunities for students to understand and apply
physics, Mathematician and Environmental Concepts.

3.2.6 Furniture & Fittings

The tool list for Carpentry/Woodwork is provided in Annexure 1, Section 7.6
• Carpentry/Woodwork is a skill subject that enables students to explore the
inter-connectedness of mathematical concepts of construction, geometry,
mensuration and many more with creative design.
• Woodwork is a fun way to expose students to skill education as students make
products with their hands, using creativity to design as well as problem-solving
skills to build user-friendly functionality.
• This skill subject also enables students to build an entrepreneurial mindset as
they build useful products that can be sold.

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3.2.7 IT/IT enabled Services (IT/ITeS)
The tool list for IT-related subjects is provided in Annexure 1, Section 7.7
• These tools will enable teaching any skill subject that require the use of
computers and the internet. This could include coding, AI, IT, graphic design,
animation, visual effects, simulations, data science, web application, multi-
media design.
• IT is a critical skill for the digital age, enabling students to create software, websites,
and apps.
• IT skills are essential for careers in AI, software development, data science, software
engineering, cybersecurity and emerging fields like blockchain, machine learning,
and cloud computing preparing students for future technologies.
• This sector aligns with India’s vision of a digitally empowered society, fostering a
robust talent pool for IT industries.
• The existing IT Lab can be leveraged to deliver IT-related or computer-based
subjects.

3.2.8 AVGC & Media Content Creation

The tool list for IT-related subjects is provided in Annexure 1, Section 7.8
• The Media & Entertainment industry is rapidly expanding with growth in animation,
gaming, digital storytelling, OTT platforms, and content creation.
• To support early exposure to these emerging fields, schools can establish an AVGC
& Media Content Creation Composite Skill Lab.
• The lab provides learners practical exposure to animation, digital design, video
production, sound editing, and basic game development.
• This low-cost model is designed specifically for government schools so that creative
media education can be scaled widely using affordable infrastructure.

3.2.9 Healthcare
The tool list for Healthcare is provided in Annexure 1, Section 7.9
• These tools offer opportunities for hands-on learning in skill subjects related
to first aid, patient care, pharmaceuticals, preventive healthcare, health
diagnostics techniques and AYUSH in this vital sector.
• Students practice applied skills such as measuring vital signs, administering basic
care, and using diagnostic tools.
• Training in this sector prepares learners for future roles in allied health professions,
which are in high demand globally. Students will be oriented toward emerging trends
like telemedicine, wearable health devices etc.
• Healthcare skilling cultivates empathy, precision, and teamwork, which are critical
soft skills in the medical field. Early exposure to this sector can inspire careers in
nursing, paramedicine, lab technology, or public health.
• Hands-on skilling ensures students understand the practical applications of biology
and chemistry in healthcare.
• Preparing students in healthcare also supports India’s growing need for skilled
professionals in rural and urban healthcare systems.

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3.2.10 Beauty & Wellness
The tool list for Beauty & Wellness is provided in Annexure 1, Section 7.10
• These tools will enable the teaching of skill subjects related to salon-related
services, hair dressing, making organic beauty products such as soaps &
shampoos, using Indian knowledge systems on beauty as well as spas &
therapies.
• As the population of India grows and becomes more affluent, demand for this sector
will grow.
• There is an increasing trend towards using ayurveda in skin and hair care products
as well as ayurvedic therapies for wellness.
3.2.11 Retail
The tool list for Automotive is provided in Annexure 1, Section 7.11
• Retail and e-commerce go hand-in-hand in the modern world. Most retail stores also
sell on e-commerce platforms and deliver to the consumer. This sector gives an
understanding of inventory management, logistics, display principles etc, all of which
are essential skills as a product-based entrepreneur.
• Most importantly, studying retail as a skill subject exposes students to the importance
of customer service and builds understanding of marketing principles.
3.2.12 Banking, Finance Services, and Insurance (BFSI)
• This sector does not require any tools. Availability of computer devices and/or
smartphones will enable teaching this subject.
• Finance skills are foundational for personal and professional success, making them
indispensable. It covers skill subjects related to banking, financial planning, savings
& investment instruments, importance of insurance, loans, etc.
• This sector builds essential skills in critical thinking, attention to detail, and financial
literacy and prepares students for careers in finance.
• This sector is essential to promote entrepreneurial skills by teaching students to
manage resources effectively for business ventures. Training in finance aligns with
India’s growing need for skilled professionals in a rapidly digitizing economy.
3.2.13 Tourism & Hospitality
• This sector also does not require any specific tools. Instead access to the internet,
access to travel guides and different kinds of brochures and pamphlets will be
required.
• India is a sought-after destination for many types of tourism - historical, food,
adventure, medical, spiritual, religious, wedding, etc.
• This sector builds essential skills in customer handling, event planning.

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 4. Safety
4.1. Guidelines
Creating a safe and conducive learning environment in a Composite Skills Lab is
essential for the well-being of students, teachers, and staff. As these labs encompass a
diverse range of tools and equipment for Fashion, Healthcare, Gardening/Agriculture,
and Various hands-on activities, it is vital to establish comprehensive safety guidelines.

These guidelines are designed to ensure that all individuals—principals, teachers,

students, lab assistants, and housekeeping staff—are equipped with the knowledge and
practices necessary to minimize risks, promote responsible behaviour, and effectively
respond to emergencies. By fostering a culture of safety, we not only enhance the
learning experience but also instil a sense of responsibility and awareness among all
participants in the skills lab.

Safety Guidelines:
● Two wide doors for unobstructed exit from the CSL.
● An adequate number of fire extinguishers near CSL.
● Periodical checking of vulnerable points in the CSL avoid possibility of any mishap.
● It should be ensured that gas fittings in the CSL fulfil the desired norms and standards.
● Periodical checking of electrical fittings/ insulations for replacement and repairs.
● Timely and repeated instructions to students for carefully handling tools and equipment
in the laboratory.
● Display of do’s and don’ts in the laboratory at prominent places.
● Safe and secure storage of all tools and equipment.
● Proper labelling and upkeep of tools and equipment.
● Proper safety and protection while doing practical work.
● Careful supervision of students while doing practical work.
● Advance precautionary arrangements to meet any emergencies.
● Conduct any additional experimental work only under supervision and with due advance
permission.
● Availability of First Aid and basic medical facilities in the school.
● Conduct emergency response, evacuation and fire drills to ensure everyone knows what
to do in case of emergency

Roles & Responsibilities

PERSONNEL ROLES SAFETY GUIDELINES

PRINCIPAL Policy Establish safety protocols and emergency response plans
Development specific to the Composite Skill Lab. Communicate these to
all staff and students.

Regular Conduct routine safety audits of the lab environment, tools,

Inspections and equipment to ensure compliance with safety standards.
Training Sessions Organize mandatory safety training for all staff on
emergency procedures and proper usage of lab equipment.

33
PERSONNEL ROLES SAFETY GUIDELINES
TEACHERS Classroom Supervise students closely during all lab activities,
Management especially while using tools and equipment.
Safety Instructions Provide clear safety instructions and demonstrations before
activities involving tools or software.
Emphasize the importance of using relevant personal
protective equipment (PPE).
Emergency Be familiar with emergency exit routes and procedures for
Protocols fire, electrical, or chemical hazards.
Ensure students know how to respond in emergencies.

STUDENTS Personal Follow all safety guidelines and instructions given by

Responsibility teachers and lab assistants.
Report any unsafe conditions or incidents immediately.

Proper Tool Usage Use tools and equipment only for their intended purpose
and under supervision.
Familiarize yourself with the correct operation of any device
before use.
Personal Wear appropriate PPE, such as gloves, goggles, or masks,
Protective when required, especially during hands-on activities
Equipment (PPE) involving chemicals or tools.

Clean Workspace Keep work areas tidy and free from clutter to minimize
accidents.
Properly store tools and materials after use.

LAB IN- Tool Maintenance Regularly check tools and equipment for damage or
CHARGE malfunction.
Report any issues to the teacher or principal immediately.

Assistance and Assist teachers in supervising students during lab activities.

Supervision Provide guidance on safe practices and correct tool usage.
Inventory Maintain an inventory of all tools and equipment, ensuring
Management they are in good condition and adequately stocked.
CLEANING Cleaning Protocols Use appropriate cleaning materials for lab environments,
STAFF especially with chemicals or electronic devices.
Ensure proper disposal of hazardous waste.

Emergency Be aware of the location of first aid kits and fire

Preparedness extinguishers in the lab.
Familiarize yourself with emergency procedures.

Safety Equipment Ensure safety equipment, such as eyewash stations and

Maintenance fire alarms, is regularly checked and functional.
GENERAL Emergency Display emergency contact numbers in the lab, including
SAFETY Contacts local fire department, poison control, and school
MEASURES administration.
FOR ALL Fire Safety Ensure fire exits are clearly marked and accessible. Keep
PERSONNEL flammable materials stored away from heat sources.
First Aid Kits Maintain fully stocked first aid kits in accessible locations
and ensure staff members know how to use them.
Chemical Safety For agriculture-related tools, ensure proper handling and
storage of chemicals.

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4.2. Safety Tools
ITEM SPECIFICATION QUANTITY

Fire Extinguisher CO2 2 Kg, ABC type 1

First Aid Box Cotton, Adhesive Bandage, Gauze roll 1
bandage, Scissor, Dettol, Antiseptic cream.

Hand Gloves (for electrical/ Sturdy, Washable 15

gardening/woodwork)

Overcoat (Apron) Small and Medium size for students 15

Rubber Matting As per table size to be put on the floor on 8
either side of workbench
Sand Bucket 10 ltr. 2
*Quantity (for a class of 40 students)

4.3. Safety Corner

o Placement: Positioning a safety rack near the entrance of the lab will ensure that
students can quickly access the gear in emergencies, such as a fire outbreak or
electrical shock.
o Contents: The safety corner should have adequate and relevant safety gear. The
details of the general safety provisions can be found in Chapter 4. More safety
equipment can be added as per the chosen skill subjects.
o Conduct regular safety drills to familiarize students with emergency procedures.

35
4.4. Posters/visuals
• Display posters with clear safety instructions and protocols.
• Position posters in prominent locations around the lab.
• Use bright colours and simple visuals to ensure readability and engagement.

4.5. Safety Drills

• Conduct regular safety drills to familiarize students with emergency procedures.
• Besides, safety drills mist be conducted regularly to ensure that the students are
familiar with emergency procedures.

36
37
4.6. Safety Provisions embedded at the time of installation
It is important that during the installation of the tools, important safety provisions are
embedded. Some examples can be as follows. The respective teacher for the skill
subject should oversee that critical safety measures are taken during the installation
itself.

38
1. Flooring
• Anti-Slip Flooring: Use textured flooring around areas prone to water spillage to
prevent slips and falls
• Anti-Static Flooring: Use anti-static mats to protect sensitive electronics from
electrostatic discharge

2. Electrical Safety:
• Cable Management: Install under-desk cable trays and raceways to prevent
tripping over wires.
• Surge Protection: Equip workstations with surge protectors and uninterruptible
power supplies (UPS) to safeguard devices.
• Equip sewing machines with surge protectors and ensure proper insulation of all
electrical cords.
• All plugs and switches should be away from water sources.

3. Safety while working

• Tool-Specific Safety Labels: Clearly label tools and machines with usage
instructions and hazard warnings.
• Heat-Proof Surfaces: Install heat-resistant surfaces for using irons, steamers,
and other equipment.
• Ventilation: Ensure proper cooling and ventilation for computers and servers to
prevent overheating.
• Equip all machines with easily accessible emergency stop buttons for
immediate power cutoff in case of malfunctions.
• Isolation Panels: Use insulated panels and barriers around electrical and
mechanical systems to protect against accidental contact.

4. Disposal Units:
• Provide proper containers for disposal and segregation of bio-medical wastes
especially.
• Provide containers for safe disposal of needles and sharp tools.
• Handwashing Stations: Include sink areas with antibacterial soap dispensers and
touchless faucets.

5. Health
• Emergency Protocols: Display first-aid procedures and maintain a stocked first-
aid kit in the safety corner.
• Provide shaded work areas and ensure proper ventilation to reduce the risk of
heat exhaustion.

6. Storage
• Chemical Storage Cabinets: Use lockable, ventilated storage units for fertilizers,
pesticides, and other chemicals to prevent accidental exposure.
• Keep/store sharp tools like pruners, shears, and shovels on pegboards with
safety locks.

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 5. Integrating Artificial Intelligence
5.1. Importance of Artificial Intelligence
Artificial Intelligence has become an integral part of our lives and an imperative part of
the workforce. According to the World Economic Forum (WEF) Future of Jobs Report
2025, 86% of employers expect AI and Information processing technologies to
transform their business by 2030. Big Data, AI, FinTech lead the list of top 10 fastest-
growing jobs. Our students must be prepared for this. The establishment of interactive
and progressive educational spaces for building AI skills and for leveraging AI for other
skills, will have a considerable impact on the efficiency and methods of delivering and
absorbing knowledge. More importantly, students without access to AI education and
appropriate AI-enabled infrastructure will face a more severe AI capability gap, making
it a significant challenge for them to pursue many career options in future.

In alignment with the NEP 2020 and the Government of India’s AI vision to foster AI
literacy and future-ready skills, the Central Board of Secondary Education (CBSE)
urges all its affiliated schools to establish AI infrastructure in the Composite Skill Labs.

5.2. Objectives of Enabling AI in Composite Skill Lab

The AI infrastructure will enable students to explore and ideate on leveraging emerging
technologies in the skill subjects they are being taught. Thus, it will enable students to
develop a strong foundation in real-world AI-enabled applications in different skill
subjects.

• Hands-on Experiential Learning – Providing training on industry aligned practical AI

skills and enhance employability beyond the traditional options.
• AI for Social Good – Encouraging students to develop AI-enabled solutions
addressing real-world challenges across the three Forms of Work:
➢ Working with Life Forms – Agriculture, Floriculture, Animal Husbandry etc.
➢ Working with Machines and Materials – Mechatronics, Fashion Design, Coding,
Electrical, Woodwork etc.
➢ Working in Human Services – Healthcare, Finance, Tourism and Hospitality, Retail
and E-Commerce, etc.
• Nurture Entrepreneurial mindsets and capabilities – Providing access to AI tools
to explore options of creating technology-integrated business ideas and models. This
will encourage students to explore diverse entrepreneurial options of self-
employment, providing employment to others, setting up business etc.

5.3. Digital Infrastructure Requirement for AI Integration

The Composite Skill Labs with AI infrastructure will equip students with AI skills and
ensure they become responsible AI innovators and problem-solvers, irrespective of the
skill subject they pursue. Schools are encouraged to establish AI Infrastructure.
Schools can also leverage ATL & Mechatronics tools/labs to integrate technology for
problem-solving.

40
 6. Leveraging/ Utilising existing Labs & Spaces
6.1. Leveraging Existing Labs & Spaces to Deliver Skill Education
The Composite Skill Lab is a space equipped to ensure that multi-sector skill subjects
across three forms of work can be delivered to all students from classes VI - X. However,
it is also recognised that the school has existing labs and spaces that can be leveraged
for delivery of some skill subjects. In such cases, the requirement for the CSL remains
but a school may be able to better utilise existing resources & spaces. Some broad
guidelines on use of existing labs and spaces are as follows:

6.1.1. Open garden/green spaces

Agriculture & related skill subjects can be conducted in outdoor spaces. However, tools
will need to be housed in the CSL and some projects may be conducted in the CSL.
Using the existing spaces will help beautify them and make the work visible to all.

6.1.2. Atal Tinkering Labs/Agile ATL

The Atal Tinkering Lab or Agile ATL can be leveraged to deliver one form of work. The
tools and equipment for ATL can be used to deliver skill subjects such as Mechatronics
or Electronics. The ATL/Agile ATL cannot be converted into a CSL as they are
government-funded projects and set up for a specific purpose.

6.1.3. IT Labs
The IT Lab is used for subjects such as ICT and Computer Science and Digital Literacy.
It can be leveraged to execute courses from the sectors that require computers such as
Coding, AI, Finance, Graphic Design, Animation, Multi-media etc. The IT Lab cannot be
converted into a Composite Skill Lab.

6.1.4. Makers Space Labs

The Makers Space Lab probably comes closest to a CSL as it usually includes fabrication
tools and equipment from carpentry and welding to sewing and 3D printing. Therefore, it
is possible to leverage the Makers Space Lab to deliver skill subjects and may be
converted into a CSL, if specifications & requirements are met.
6.1.5. Home Science Lab
The Home science lab may be leveraged for skill subjects related to Food Production
and Baking if it is equipped with the necessary equipment. This lab cannot be converted
into a Composite Skill Lab as it has a specific use for specialisation in classes XI & XII.

6.1.6. Existing single-sector skill lab

Some schools are already imparting skill subjects such as beauty and wellness,
automotive, retail, etc in classes IX-XII and have labs equipped with tools. These may
be leveraged for the relevant skill subject. If the lab has been set up through government
funds or special funds for a specific purpose by CBSE, it cannot be converted to a CSL.

41
 7. Annexure 1 - Tool Lists
The tool list in the annexure is designed for flexible use across classes VI–XII, supporting a
gradual progression from basic exposure to advanced skill application. Schools may adapt its use
based on grade level, ensuring age-appropriate learning and efficient resource utilization. Schools
may choose the relevant skill sectors from the suggested list provided below

Projects mentioned in the Kaushal Bodh textbooks (classes VI-VIII)

Working with Machines Working in Human
Working with Life Forms
and Materials Services
➢School Kitchen Garden ➢Maker Skills ➢School Museum

➢Biodiversity Register ➢Animation & Games ➢Cooking without Fire

➢Plant Nursery ➢Tie & Dye ➢Storytime with Puppets

➢School Habitat Garden ➢AI Assistant ➢Family Health

Handbook
➢Hydroponics ➢Working with Wood
and Bamboo ➢Water Audit

➢Home Automation ➢Creating

Advertisements

Skill Sectors combination across three forms of work

Working with Life Forms

Working with Machines Working in Human
and Materials Services

➢Agriculture and ➢Electronics / ➢Healthcare

Gardening Mechatronics
➢Beauty & Wellness
➢Food Production ➢Apparel
➢Retail
➢Automotive

➢Carpentry /
Woordwork

➢IT/ITeS

➢AVGC& Media Content

Creation

The tool list for respective sectors is placed below for reference to develop labs for grade VI-XII.

42
 Working with Life Forms
7.1. Tool List – Agriculture and Gardening
S. No. Item Specifications Quantity
1 Air Thermometer Thermometer and hygrometer with LCD Portable 1
and hygrometer Digital
2 Budding grafting "Two stainless steel blades and one brass budder 2
knife Comfortable nylon grip (Falcone Brand is best)"
3 Drip irrigation 16mm Main Supply Pipe 15 metres, 4mm Feeder 1
unit Line Pipe - 10 meters, 4LPH Drip Emitters -
20pcs, 4mm Pin Connector - 20pcs 5. Emitter
Stakes - 20pcs 6. Dummies - 5pcs, Tee
Connector - 5pcs, Straight Connector - 10pcs,
Elbow Connector - 5pcs, Straight Connector with
Tap - 5pcs, End cap - 10pcs, Water Tap
Connector, ' S' Hole Puncher, Teflon Tape and
Installation Manual
4 Pot (Gamla) 4-to-6-inch diameter plastic made 5
5 Hand Hoe 15 x 10 mm with wooden handle 2
(Digging tool)
6 Hand Rake 29.5 x 132.5 x 8.5 cm size with wooden handle 4ft 2
long (12 tooths)
7 Hand trowel 11.5-inch X 2.5 inch with plastic handle 4
(gardening)
8 Home garden Gardening gloves pairs 20
hand gloves
9 Hydroponic tray HDPE material with dimensions of 2 x 1 ft and 1
height 4 inch having drainage holes on the bottom
10 Measuring tape 50-meter measuring tape 1
11 Plastic beaker 250 ml 1
(for measuring
liquids)
12 Plastic bucket 15 lit capacity buckets 1
13 Plastic pan Diameter 14 inch 2
(Gamla)
14 Scissor Stainless steel, Size: 200mm 1
15 Secateur Blade: Stainless Steel Cutting Size: 15mm with 2
lock nut (Falcon Brand)
16 Shovel or Spade Medium size blade (6-9mm) with maximum 3 ft 2
long handle
17 Sickle Blade length 18 inch with wooden handle and 4
curved blade
18 Soil test kit Small soil test kit with chemicals in tablets form or 1
three-way soil testing meter
19 Spray pump Capacity: 2 Ltr. with pressure pump 2
20 Watering can 5 Plastic watering can for plants 2
lit
21 Weeding hook curved shape 5-inch size for removing weeds 2
(Khurpi)
22 Weighing scale Kitchen grade, multipurpose weighing scale 1
Capacity 2Kg x 10g
* Quantity (for a class of 40 students)

43
Consumables
S. No. Item Specifications Quantity
1 Black jaggery To be used in organic fertilizers / 1 kg
Fertilizers at Home
2 Cocopeat blocks of 1 kg 2
3 Common edible salt Kitchen salt 1 kg
4 Cow dung (needs to be To be used in organic fertilizers / 2 kg
collected before the practical) Fertilizers at Home
5 Cow urine (needs to be To be used in organic fertilizers / 1 lit
collected before the practical) Fertilizers at Home
6 Earthworms For vermicomposting, to be As required
collected prior to practical
7 First aid kit basic kit having necessary item 1
like bandages, ointment,
sanitizer, band aid, cotton roll etc.
only
8 Grafting tape Bundle of elastic tape 1 inch 1
width
9 Green leaf manuring (trainer to check within the vicinity As required
of school site)
10 Gunny bag 3 x 2 ft dimension 2
11 Markers (3-4 colours) etc. Markers (5 each for 3-4 colours) 10
12 Mask box of 100 masks (disposable) 1 set
13 Neem leaves To be used in organic fertilizers / As required
Fertilizers at Home
14 Nursery bags 5x7 inch, 50 microns (250gm) 40
15 Organic compost or fertilizers compost/vermicompost 2 kg
(optional)
16 Plant saplings (Mango, Jamun, for practical of plant propagation 1 each
Rose, Duranta, Hibiscus, money
plant etc.)
17 PVC pipe 3-inch diameter and 5 ft long 1
piece
18 Rice bran To be used in organic fertilizers/ As required
Fertilizers at Home
19 Rooting hormone powder 100 gm bottle 1
20 Sand As required
21 Seeds (To be selected based on Raw seeds of Maize and Spinach Maize 250 gm
the geographical location) and Spinach 50
gm

44
S. No. Item Specifications Quantity
22 Soil samples (sand, clay, silt, It can be collected from the As required
loam) school garden.
23 Sphagnum moss Dry moss for air layering 250 gm
24 Used Newspaper As required
*Quantity (for a class of 40 students)

Advanced Tools for Specialisation (refer to curriculum)

S. No. Item S. No. Item
1 Automatic shade system 15 Planting board
2 Crowbar 16 Pruning knife
3 Dibbler 17 Radiation measuring instrument
4 Digging fork 18 Rope
5 Digital electric temperature indicator 19 Sprayer
6 Duster 20 Sprinkler
7 Fan 21 Temperature & humidity control system
8 Fogging & Blackout 22 Thinning scissors
9 Garden hatchet 23 Transplanting travel
10 Hand cultivator 24 Trenching hoe
11 Lux/light meter 25 Ventilator
12 Misting 26 Water can
13 Mobile benches 27 Weeding fork
14 Pad 28 Wheel hoe

7.2. Tool List - Food Production

Tools

S. No. Item Specifications Quantity

1 Digital Kitchen Balance ISI Mark with 1 kg capacity 1
2 Dust Pan Plastic; Size- medium 2
3 Electric/Gas Oven (Optional) 2
4 Frying Pan (medium)- With Handle Stainless steel with copper bottom - 2
medium size
5 Gas lighter Stainless Steel 2
6 Glass container Glass with plastic lid - half kg 4
capacity
7 Grater/ Shredder Stainless steel 2

45
S. No. Item Specifications Quantity
8 Hand Operated Chikki Slicer Stainless steel 2
(Roller), cutter
9 Hindalium container with lid - 3 lit Hindalium 3 ltr 2
10 Knives Stainless Steel (Medium size) 4
11 Measuring Mug / Cup Plastic/ Glass 250ml 2
12 Measuring Spoons Plastic 2
13 Mixer (Mixture-Grinder) ISI mark Mixer with two grinding 1
containers 800 W
14 Plastic Bucket Plastic -10 ltr capacity 2
15 Plastic Container Food grade plastic (Set of 4) 6
16 Plastic Dustbin Plastic 2
17 Polpat and Latan (Roller) Wood 2
18 Pressure Cooker Aluminium 5 Ltr Cooker 2
19 Scissors 1 medium 1 large 2
20 Set of cooking spoon Stainless steel 2
21 Sieves Stainless Steel 2
22 Sieves Plastic with multiple sieving plates 2
23 Single Burner Stove ISI Mark with pipe, clip 2
24 Pot Containers Food grade stainless steel 2
(Containers of 1 ltr and 2 ltr
capacity)
25 Stainless steel Plates Stainless Steel 4
26 Steel Bowls Diameter 6" 4
27 Table Spoons Stainless steel 12
28 Tong Steel 2
29 Vegetable Peeler Stainless steel 4
30 Water Container (Jug) Stainless steel 1 litre capacity 2
31 Whisker Stainless steel (any shape & size) 2
32 Pot Lifter Stainless steel 1
*Quantity (for a class of 40 students)

*Existing Home Science Lab may also be leveraged for skill subjects related to this sector.

46
Consumables
S. No. Item Specifications Quantity
1 Aluminium foil Aluminium, 10 metre 2
2 Apron (Cloth) cotton (14 to 17 years children) 10
3 Dish towels cotton 6

4 First-aid general medicines, burn cream and band 2

aids
5 Hand Gloves (Plastic) medium size (Plastic) - For 14 to 17 years 2
children
6 Head Caps (Cloth) 20 GSM - For 14 to 17 years children 30
*Quantity (for a class of 40 students)

47
 Working with Machines & Materials
7.3. Tool List - Electronics/Mechatronics
Tools

S. No. Item Specifications Quantity

1 Arduino UNO ATmega328P – 8-bit AVR family microcontroller, 4
along with Cable equivalent or better.
Operating Voltage: 5V
Digital I/O Pins: 14 (of which 6 provide
PWM output) PWM Digital I/O Pins: 6
Accessories: Case shell enclosure, compatible USB
cable (length - 6 inch or more)
2 Breadboard Solderless 400-pin breadboard 4
3 DC Motor 12V DC Gear 150 RPM 4
4 DHT 11 sensor Operating Voltage: 3.5V to 5.5V 4
Operating current: 0.3mA (measuring) 60uA
(standby)
Output: Serial data
Temperature Range: 0°C to 50°C
Humidity Range: 20% to 90%
Resolution: Temperature and Humidity both are 16-
bit
Accuracy: ±1°C and ±1%
5 Digital MultiMeter Digital Multimeter Voltage Current Resistance-7 4
functions + 19 ranges to cover DC voltage 200mV to
1kV,
6 Digital Pen Voltage tester 4
Electric Tester
7 ESP32 I2C, 1 wire, plug and play 4
8 Hand Tools Set (Bits, Hammer, Hex, Keys, Knife, pliers, Ratchet, 2 sets
Screwdriver, Sockets, Spanners, Drilling machine
and Bench Grinder)

9 Handsaw Size 6 inch 4

10 Hot Glue Gun Works with standard 0.5-inch glue sticks. 4
Temperature - 230 to 280 degrees Celsius.
11 Humidity Sensor Operating range: 20 – 95 % RH 4
Temperature: 0 - 60 Celsius
Power supply: 1.5V AC (Max sine)
Operating frequency: 500Hz - 2kHz

48
S. No. Item Specifications Quantity
12 I2C Module Operating Voltage: 5V DC 4
I2C control using PCF8574
Can have 8 modules on a single I2C bus
I2C Address: 0X20~0X27 (the original address is
0X20, you can change it yourself via the onboard
jumper pins)
13 IR Sensor Board Size 3.2 x 1.4cm 4
Working voltage 3.3 to 5V DC
Operating voltage 3.3V: ~23 mA, to 5V: ~43 mA
Detection range 2cm – 30cm (Adjustable using
potentiometer)
Active output level the output is “0” (Low) when an
obstacle is detected
14 L298P Motor L298P Motor Driver Shield or relative Driver Shield 4
Driver
15 LCD Display Dot matrix LCD display. 16 characters X 2 lines. I2C 4
16 MQ-5 4
17 PIR Sensor 4
18 Pliers: 4.5-inch Long Nose Plier 4
size External Straight
19 Precision 6 Piece Precision Screwdriver Set Types: PH0, PH1, 1
Screwdriver Set Flat head - 1.4mm, 2mm, 2.4mm, 3mm
20 Relay 5V 10A - 2 Channel Relay Module. Compatible with 4
Arduino.
21 Screwdriver 40 pc multi-purpose screwdriver set 4
22 7 Segment LED 4-Digit Display Module 4
Display Voltage Rating: 2.4V to 5.5V
4-Pin interface:
Vcc, Gnd, Data, Clock
23 Servo Motor Position Servo Angle based Metal Gear 4
Small Servo Metal Gear
Continuous Metal Gear Servo 360
Small Servo Plastic Gear
24 Soil Moisture FC-28 with LM293 comparator 4
Sensor Operating Voltage: 3.3V to 5V.
25 Soldering Helping Specifications: Adjustable crocodile holding 4
hand clamps/clip. Soldering iron holder. LED light.
Magnifying lens.

49
S. No. Item Specifications Quantity
26 Soldering Kit Variable Wattage of Soldering Iron: 15-30 watts/230 4
volts 4 Equipment
Soldering Iron Temperature Range: 280°C to 450°C
Desoldering Pump, Soldering Flux (Paste) 100
grams,
Desoldering Copper Braid (Solder Wick) - 1.5m*2mm
Compatible Soldering Tip - Bevel, Chisel, Conical - 5
each per kit.
Soldering Wire: 20/22 AWG soldering Wire with rosin
core flux (100 Grams)
27 Ultrasonic Sensor Working Voltage - DC 5V 4
Module HC04 Working current - 15 mA
Working Frequency - 40 Hz
Range - 1 cm to 4 m
Effectual Angle - <15°
Measuring Angle - 30°
Resolution - 0.3 cm
28 Water Pump DC12V 3W Submersible Water Pump 4
29 Wire Strippers Wire Stripper Cutter Plier with Spring -26x6x20 cm (L 4
x W x H)
*Quantity (for a class of 40 students)

Consumables

S. No. Item Specifications Quantity

1 9V Battery 9-12V 2000 to 2500 mAh rechargeable battery with two 5
chargers. Equivalent or better
2 A4 Size Sheet 70-75 GSM 1
1 Bundle - 500 Sheets
3 Active Buzzer Medium Buzzer 5 Volts 8
4 Battery clip/Cap 9V battery connector 5
5 Berg Strips Female Berg Strip, 2.54mm pitch, 40 pins single row, 8
breakable pin
6 Berg Strips Male Berg Strip, 2.54mm pitch, 40 pins single row, 8
breakable pin
7 Capacitor ceramic 0.1 mf, electrolytic 10 mfd. 16
8 Cardboard 1 Roll Medium Size 2
9 Chart Papers Big Size Sheets 40
10 Coin Cell 3.3 Volts 40

50
S. No. Item Specifications Quantity
11 Conductive Tape Copper Tape with medium thickness - Box of 12 pieces 1
or Aluminium Foil or Aluminium Foil used in kitchen for food wrapping
1 KG Roll
12 Cotton Thread 1 Roll - 50 meters. 2
13 Diode 1N4007 16
14 General Purpose FR2 A Grade Material (140 x 90 mm) 16
Solderable Board
15 Hand Tools Set (Bits, Hammer, Hex, Keys, Knife, pliers, Ratchet, 2 sets
Screwdriver, Sockets, Spanners, Drilling machine and
Bench Grinder)
16 Hook Up Wire Red & Black set 100 Meters each 2
17 Jumper Cable Male-Male - 20 per 10 Students 80
18 Jumper Cable Male-Female - 20 per 10 Students 80
19 Jumper Cable Female-Female - 20 per 10 Students 80
20 LED Regular 5mm 3–5-volt Range 80
21 Paper Cutter With extra blades 2
22 Potentiometer 10K ohm with power cut switch on/off 5
23 Pulley 1 Inch with hook 4
24 Resistor Kit One kit contains - 30 carbon film resistors of 20 2
different resistance values each, assorted, packaged
together and labelled.
Values: 0Ω, 1.5Ω, 4.7Ω, 10Ω, 47Ω, 100Ω, 220Ω, 330Ω,
470Ω, 680Ω, 1kΩ, 2.2kΩ, 3.3kΩ, 4.7kΩ, 10kΩ, 22kΩ,
47kΩ, 100kΩ, 330kΩ, 1MΩ
25 Safety Mask Filtering efficiency ranging 80 percent when tested 100
against 0.3-micron sodium chloride particle
26 Sand Paper Grit Values - 80, 100, 120, 200, 300. 5 Nos of each 2
27 Toggle switch 6
28 Transistor BC547, Bc548. 16
*Quantity (for a class of 40 students)

*Please note that existing ATL/Agile ATL/Tinkering Labs may be leveraged for skill subjects
such as electronics, mechatronics, automation, IoT, etc.

51
7.4. Tool List - Apparel
Tools

S. No. Item Specifications Quantity

1 Blocks Set Wood Block Stamps (Pack of 5), Wooden Blocks 2

for Block Printing Stamp Set
2 Compass Compass with rubber top 3
3 Dress Form Any size and shapes 2
(optional)
4 Embroidery Hoops 4 Pieces of adjustable Wooden Embroidery Hoop 4
(L, M&S) Ring Frame: Size - 6, 8, 10, and 12 Inch

5 Fashion magazine Any fashion magazine 2

6 French Curve Metal/Wood/Plastic 2

(optional)
7 Gridding Scale Fashion Design Kit Gridding Scale, 18 inches 2

8 Iron 600W Dry Iron/Steam Iron 1

9 Iron Table (optional) 1

Soft Sewing Tailor Tape for body measure, Dress-
10 Measuring tape Making Measure Ruler 10
30Pcs Assorted Hand Sewing Needles for
11 Needle Set Embroidery, Mending, Craft, Quilting 2

12 Paint Brush Set Nylon Paint Brush Combo 6 Flat & 6 Round 2
Plastic Exel Small Tray for Home/Office/Kitchen,
13 Paint Tray Set of 2 pc Tray 2 2
Multi Coloured Pearl Head Pins for Tailoring,
Dressmaking, Crafting, Sewing, Decorating - Pack
14 Pins of 80 1
15 Scissors Fabric Cutting Scissor- All Purpose Scissor 2

Sewing Machine
16 (optional) Manual/Automatic 2
17 Steel Tweezer Stainless steel tweezer Suturing Forceps 6" 2
*Quantity (for a class of 40 students)

52
Consumables

S. No. Item Specifications Quantity)

1 A3 Ivory Sheet Ivory Paper 210 GSM Pack Of 2 (50 Sheets) 1
2 Beads Multicolour Seed Beads Set - 8/0 Size (Bead Size 1
3mm)
3 Brown Paper Brown Paper Roll 100GSM (28 Inch * 5Meter) 1
4 Buttons Wooden Buttons Used in Sewing- bigger size- Set of 1
100
5 Candle Unscented Pure Wax Stick Candle Pack of 20 (White) 2
6 Chart Paper A1 Full-Size Pastel Chart Sheets, 220 GSM, 1
Plain/Unruled
7 Cotton Fabric 20 Mtr - width 50 cms (any color) 20
8 Cotton Fabric 5 Mtr - width 50 cms - assorted colours 5
9 Craft Glue MR 20 GM Craft Glue 5
10 Crayons Extra Long Wax Crayons - 26 Shades 2
11 Embroidery Embroidery Thread Set in Multiple Colors 1
Threads
12 Eraser 1 Packet - Pack of 20 Erasers 1
13 Fabric Dye Tie Dye Colour - 25g 2
14 Fabric Glue Fabric Glue (80g) 5
15 Gloves Plastic Gloves Disposable (80 Pieces) 11"X 12, 1
16 Hooks and eyes 100 Sets 17mm Silver Metal Hook and Eye Closures 1
17 Pastel Sheets A4 100 Coloured Sheets (10 Sheets each colour) 1
18 Pencils 2 Packets - HB Pencil - 10 Pcs Pack 2
19 Poster Colours Acrylic Colours Kit | 10 Colours x 15 ml 2
20 Rubber bands, Cotton or plastic dori to tie 1
strings, or thread.
21 Ruler - 10 Cm Transparent 10 cm Scale- Set of 4 1
22 Ruler - 30 Cm Transparent 30 cm Scale 2
23 Sequin Multi Colour Sequins 100 gm Box for embroidery 1
24 Sharpeners 1 Packet - Pack of 20 Sharpeners 1
25 Sponge 2Pc Rectangle Artist Sponge Painting Tool 5
26 Stitching Thread 100% Spun Polyester 3 Ply Sewing & Stitching 1
Multicolour Box Thread (150 m Pack of100)
27 Tissue Paper 2 Ply Toilet Paper Tissue Roll- Pack of 6 2

53
 S. No. Item Specifications Quantity)
28 Tracing Paper Butter Paper / Translucent Sketching and Tracing 1
Paper (1 Packet- 50 Sheets)
29 Zip lock bag Plastic Zip Lock Pouch Bags (8 X 11 Inches, 1
Transparent) -50 Pieces
30 Zipper Colourful 8-Inch Nylon Zippers (Set of 25) 1
*Quantity (for a class of 40 students)

7.5. Tool List - Automotive

Tools
S. No. Item Specifications Quantity
1 Adjustable Wrench: 10" 10" 4
2 Adjusting Spanner 10" 2
3 Allen Keys Set of 5: 3mm, 4mm, 5mm, 6mm, 8mm 2
4 Battery Charger 1
5 Circlip Pliers - Internal / External 7" 2
6 Cylinder Bore Gauge with Dial 1
Gauge
7 Engine Compression Gauge 1
8 Extension Rod Set Set of 2: 3” & 6” 2
9 Feeler Gauge 26 blades-0.04 to 0.63 mm 1
10 Funnel with Filter 2
11 Garage Lamp 1
12 Hammer Ball Pein 250 Gm 3

13 500 Gm 3

14 Impact Screw Driver: 1

Imported (For 2-wheeler)
15 Jumper Cable 1000 amp 1
16 Locking Plier (Vice Grip Plier) 10" 2
17 Nose Pliers 4" 3
18 Nylon Hammer 25 mm 2

19 40 mm 2

20 Old 2-Wheeler 1
21 Open End Spanner Set: Set of 10 (different sizes: 6x7, 8x9, 2
10x11, 18x19, 17x19, 22x27, 27x32)

54
S. No. Item Specifications Quantity
22 Pliers - Combination 6" 3
23 PU Recoil Hose 5 X 8 with Blow Pipe 1
Gun:
24 PU Recoil Hose 8 X 12 with Pipe 1
QRC
25 Ratchet Handle 8" 2
26 Ring Spanner Set Set of 10 (different sizes: 6x7, 8x9, 2
10x11…18x19, 17x19, 22x27 & 27x32)
27 Screwdriver - Flat 4" (No. 902) 3

28 6" (No. 842) 3

29 8" (No. 862 200) 3

30 10" (No. 826) 3

31 12" (No. 828) 3

32 Screwdriver - Star 4’ (No - 860) 3

33 6’ (No - 860150) 3

34 8’ (No - 833) 3

35 10’ 3

36 12’ 3
37 Socket Single Hex Set Set of 10 (different sizes: 8, 10, 12, 13, 2
14, 17, 19, 22, 27, 32)
38 Soldering Iron with 250gm 2
Soldering metal, stand &
Stripper
39 Spark Plug Socket Wrench: 16 16 mm 2
mm
40 Tyre Pressure Gauge 1
41 T-Spanners 8 mm 2

42 10 mm 2

43 12 mm 2
*Quantity (for a class of 40 students)

55
Furniture
S. No. Item Specifications Quantity
1 Engine/General Work Size: L-1200 X W-685 X H- 830 mm, 1
Bench: Overall Lockable Drawer
2 Hydraulic RAMP: Top Size: 600 mm x 1800 mm, 1
Working Height: 800 mm,
Shut Height: 200 mm,
Mode of Working: manually operated. One
Hand pump with valve arrangement can be
used to operate two ramps
*Quantity (for a class of 40 students)

7.6. Tool List - Carpentry/Woodwork

Tools
S. No. Item Specifications Quantity
1 Back Saw 9" 3
2 Bench Vise 6
3 Carpentry Vise 1
4 Chisel 6" 3
5 Cross Pein Hammer 250gm 2
6 Cross Pein Hammer 500gm 2
7 Double Phase Hammer 40mm 2
8 Feeler gauge 0.05mm - 1.0mm 2
9 File - Flat File – Flat 10" 2
10 Fire Fighting Cylinder ABC 1
11 Flat File with Handle 2
12 Flat File with Handle (250mm) 10" 2
13 Hack Saw: 12" Blade with Frame 12" 5
14 Half Round Half Round 10" 2
15 Hand Drill Machine 13mm 1
16 Hand Drill Machine Bit 2-8mm 3
Size - 3mm to 8mm (Dia - 3, 3.4, 4, 4.5, 5, 5.5, 6,
6.5, 7, 7.5, 8)
17 Hand Grinder Cutting Wheel 4" 12
18 Hand Grinder for Wood Work 1
19 Hand Plain 9" 3
20 Hand Sander Wheel (Flap Wheel) 4" X 80 grit 12
21 Mallat 0.35 kg 2

56
S. No. Item Specifications Quantity
22 Measuring Tape 5mtr 4
23 Pipe Vise 2" 1
24 Ply Cutting Machine 1
25 Round File with Handle 2
26 Round File with Handle (250mm) 2
27 Saw set plier 1
28 Steel's Rule 2
29 Tenon Saw 9" 3
30 Tri-square (150mm) 6" 2
31 Triangular Triangular 10" 2
*Quantity (for a class of 40 students)

7.7. Tool List - IT/ITeS

Existing IT Lab (if fully equipped with at least 20 functional computers with following specs) may
be leveraged.
Tools

S. No. Item Specifications Quantity

1 Computer Desktop or laptop or equivalent 20
2 Display 19.5" LED Monitor (at least 1366x768 resolution)
3 Memory (RAM) Minimum 8 GB DDR4
(4 GB is too limiting even for basic multitasking
today)
4 Operating Ubuntu Linux 20.04 LTS or higher or licensed
System Windows 10/11 (64-bit)
5 Peripherals Keyboard and Optical Mouse
Basic headphones with mic (for virtual learning or
assessments)
6 Ports & At least 2 USB 3.0 ports HDMI or VGA out
Connectivity Ethernet port (RJ45) + Wi-Fi (802.11ac)
7 Power Backup UPS with at least 15–30 minutes backup per system
8 Processor (CPU) Intel Core i3 (11th Gen or later) or AMD Ryzen 3
(3000 series or later)
9 Software Open-source document, spreadsheet & presentation
suite, [Link] or scratch, open-source design apps
10 Storage 256 GB SSD (preferred over HDD for speed)
(If budget-constrained, a 128 GB SSD + external
HDD is acceptable)

57
 S. No. Item Specifications Quantity
11 Webcam (720p minimum) for online classes/exams
*Quantity (for a class of 40 students)

7.8. Tool list – AVGC & Media Content Creation

S. No. Tool / Equipment Specification Quantity
1 Graphics Desktop Intel i3 / Ryzen 3, 8–16GB RAM 10
Computers
2 Standard Desktop / Basic systems for theory & browsing 5
Laptop Systems
3 Drawing Tablets (Pen Entry level tablets 5
Tablet)
4 Headphones Basic studio headphones 10
5 Microphones USB / Lavalier microphones 3
6 Multimedia Speaker Classroom speaker system 1
System
7 DSLR / Mobile Video Entry DSLR or smartphone camera 1
Camera
8 Tripod Stand Adjustable tripod 1
9 Web Cameras USB webcams 2
10 LED Lights Basic LED panels 2
11 Green Screen Cloth Fabric background for VFX 1
12 Projector / LED Display Short throw projector or 55–65 inch 1
display
13 Whiteboard with Marker Teaching board 1
Set
14 Animation Software Blender (Open Source) Installed
15 Graphic Design Software GIMP / Krita / Inkscape Installed
16 Video Editing Software Shortcut / DaVinci Resolve Installed
17 Audio Editing Software Audacity Installed
18 Game Development Godot / Unity Installed
Software
19 High-Speed Internet Minimum 50–100 Mbps 1
Connection
20 External Storage 2 TB backup drives 2
*Quantity (for a class of 40 students)

58
 Working in Human Services

7.9. Tool List - Healthcare

Tools

S. No. Item Specifications Quantity

1 AAA Batteries 912 no. 10.5 mm (0.41 in) in diameter and 44.5 mm 1
(1.75 in) in length; pack of 10
2 Blood pressure 20 x 15 x 9 Centimetres. Digital machine 2
machine
3 Cotton Cotton roll 2
4 CPR Mannequin 1
5 Digital Thermometer 2.2 x 2.2 x 2.2 cm dimension. plastic digital 2
thermometer
6 Gloves Multipurpose Disposable Hand Gloves Pack of 1
100
7 Glucometer 12.1 x 5.7 x 22.5 Centimetres, glucometer 1
strips, lancet device
8 Growth Stature meter 200CM Roll Ruler Wall Mounted Growth Stature 1
Meter
9 Hand Sanitizers 500 ml bottle 1
10 Hot Water Bag 1
11 Mercury thermometer 10 Centimetres high mercury thermometer. 1
Outside glass
12 PPE Kits 40GSM Disposable Surgical Isolation Gowns 4
13 Pulse Oximeter 10 x 3 x 2 cm dimensions. 2 AAA batteries 2
needed
14 Red Colour Normal red colour for coloring purpose only 1 1
tube of 125 ml colour
15 Reflex Check Hammer 1
16 Scissors Everyday use scissors 1
17 Sterilium 500 ml disinfectant 1

18 Syringes Generic Dispo Vân Reusable Multiple Function 6

Plastic Syringe
19 Towels Cotton towel 30cmX30 cm 4
20 Weighing Scale 24 x 3.5 x 29 Centimetres (Analog) 1
*Quantity (for a class of 40 students)

59
Consumables

S. No. Item Specifications Quantity

1 Trash Bags 1 roll of trash bag (50 pcs) 1

2 Bar soap Handwashing soap - Normal 1

3 Liquid Handwash Soap Hand Wash - 110 ml 2

4 Multipurpose Cleaner (Disinfectant) Surface Cleaner Spray, 200 1
ML
5 First Aid Kit Elastic Gauze Bandage 1
Elastic Adhesive Plaster
Adhesive Plaster
Cotton Roll
Antiseptic Cream
Antiseptic Lotion
Sterile Gauze Swab
Gauze Bandage
Sugar
Salt
6 Patient Record Sheets Print out (Size - A4) 1 per student
7 WHO's steps to wash your hands Poster (Size - A3) 1
[Poster]
8 Instructional posters or visuals on Poster (Size - A3) 1
biomedical waste categories
9 BMI Chart Poster (Size - A3) 1
10 Blood Sugar Range Chart Poster (Size - A3) 1
11 Blood Oxygen Saturation Chart Poster (Size - A3) 1
12 Blood Pressure Interpretation Chart Poster (Size - A3) 1
13 Eye Chart Poster (Size - A3) 1
*Quantity (for a class of 40 students)

Advanced Tools for Specialisation (refer to curriculum)

S. No. Name S. No. Name
1 Aprons for GDA 8 Large bottle for water
2 Bell 9 Medicines/ORS
3 Blanket 10 N95 Masks
4 Clipboard for writing 11 Nebulizer
5 Clock 12 Side tray/table
6 Hospital Bed with sheets and pillow 13 Small stool
7 Hospital stretchers 14 Wheelchair

60
7.10. Tool List - Beauty & Wellness
Tools
S. No. Item Specifications Quantity
1 Blackhead Remover Stainless steel, anti-slip grip 20
10–20 pcs set, synthetic bristles
2 Complete Make up Brushes Set 20 sets
(face & eye brushes)
Ceramic barrel (19–25 mm),
3 Curling Iron 5 - 10
temperature control
Induction (any brand) to boil 1200–1800W, temperature
4
water for pedicure control, auto shut-off 5-6
Stainless steel, 5.5–6.5-inch
5 Cutting Scissors 20
professional
6 Cutting Sheets Waterproof, reusable salon cape 20-25
Dual pot (500–1000 ml),
7 Double Wax heater 10
thermostat control
8 Eyebrow Pencil Sharpener Dual-size cosmetic sharpener 20
Ozone steamer, adjustable arm,
9 Facial Steamer 10
500–700 ml
10 Foot Scraper Stainless steel / dual-sided 20-25
Paddle + round brush, heat
11 Hair Brush 20 sets
resistant
Sectioning clips (6–12 pcs per
12 Hair Clips set 20 sets
set)
13 Hair cutting comb Fine & wide teeth, anti-static 20
1200–2000W, 2 heat & speed
14 Hair Dryer 10
settings
10–12 chairs + 10
Adjustable hydraulic chair / stools (based on
15
swivel stool
Hairdresser chair/stool room size)
16 Hand mirrors Medium size, unbreakable 25
Printed/laminated reference
17 Makeup Catalogues 5–10
charts
Multi-shade
18 Makeup Palette 20
(foundation/eyeshadow/contour)
6–10 tools (cutter, filer, cuticle
19 Manicure set 20 sets
tools)
20 Pedicure set Foot file, brush, separator, tools 20 sets
Portable/reclining basin with
21 Shampoo Bowl set 4–5
drainage

22 Precision trimming
Small Scissors scissors 20

61
S. No. Item Specifications Quantity
Velcro/wire rollers (assorted
23 Small size Hair Rollers Wires 20 sets
sizes)
24 Spray Bottle 300–500 ml mist spray bottle 20
Ceramic/titanium plates, temp
25 Straightening Iron 5
control
26 Tail Comb Sectioning comb with pointed tail 20
*Quantity (for a class of 40 students)

Consumables
S. No. Name Specifications
1 Apron (Cloth) Cotton (14 to 17 years children)
2 Dustbin Medium size
3 Mop Standing mop
4 Shampoo Any brand
5 Thread Cotton
6 Towels Cotton (small and medium size)
7 Wax strips Non-woven fabric

7.11. Tool List - Retail

Tools
S. No. Item Specifications Quantity
1 Barcode Scanner Machine Handheld laser/CCD scanner, USB 8-10
connectivity, plug & play
2 Billing software & laptop/Billing POS software with GST billing, 5–6 systems
machine laptop/desktop with printer support
3 Dummy products for display Empty/replica FMCG packaging 100-200 units
(grocery, personal care, etc.)
4 Gondola Double-sided retail display racks 4-6
(metal/wood, adjustable shelves)
5 Shelves for stacking products Wall-mounted/standalone storage 6-8
shelves
6 Signage Board Acrylic/printed boards (offers, 8-10
sections, branding)
7 Receipt Printer Thermal printer (USB/Bluetooth) 5-6
8 Weighing Machine Digital weighing scale (5–30 kg 2-3
capacity)
9 CCTV (Demo Purpose) Basic camera setup for retail 1-2
security demo
10 Display Stand (Promotional) Standees/endcap display units 3-4
*Quantity (for a class of 40 students)

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7.12. Suggested Equipment’s for AI Integration

Desktop
Schools can have the Linux operating system or the Licensed version
Operating System
of Windows 11 or above, whichever is feasible

Latest Mozilla Firefox/Microsoft Edge/Google Chrome.

Browser
(Should be regularly updated, to overcome security threats)
Intel® Core™ i7 13700 (13th Generation or higher) or AMD Ryzen™ 7
Processor
8700G Pro (8000-Series Pro or Higher) or equivalent

RAM 16 GB DDR5-5600 MHz RAM or more

Storage 1 TB PCIe® NVMe™ SSD generation 4 or 1 TB internal SSD

Monitor/Display 15-18" LCD monitor (HDMI compatible)

Other Internal or external Full HD Webcam, external hard drive for backups.

Recommended
Three to five Desktops
Quantity

Laptop
Recommended Operating System: Linux
Operating System Schools can also have the Licensed version of Windows 11 or
above. (whichever is feasible for schools)

Intel® Core™ Ultra 5 processor 135H with Intel vPro® Enterprise OR

Processor
R7 8840U Pro AMD OR Equivalent

RAM 16 GB DDR5-5600 MT/s or more

Storage 1 TB PCIe® NVMe™ SSD generation 4 Or 1 TB internal SSD

Monitor/Display 15-18" LCD monitor (HDMI compatible)

Internal Webcam (internal), storage cupboard with locks, carrying

Other
case, external hard drive for backups.

Recommended Three to five Laptops

Quantity

63
 8. List of References and Sources
Documents referred to:

1. National Education Policy 2020

[Link]/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

2. National Curriculum Framework for School Education 2023

[Link]

3. NCERT
[Link]

Images sourced from:

1. Ghatle Municipal Secondary School, Chembur, Mumbai

2. Shree Chhatrapati Shivaji Technical School, Pune

3. Sarvodaya Co-ed Senior Secondary School, New Delhi

4. Canva

5. [Link]

6. [Link]

7. [Link]

8. [Link]

9. [Link]

10. [Link]

11. [Link]

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