September 2017
(PREPARED BY KJA TASK TEAM)
September
KARNATAKA SKILL
DEVELOPMENT PLAN 2017
MESSAGE
Skill is the ability of any individual to carry out a task with high-level of performance
and repeatability – basically it develops with foundations of good education which
stimulates thinking and is developed with external training and orientation that brings
performance. Skill Development means developing, mostly newer or better skill sets to
add value for the work one does and achieve success and performance in the sphere
of an individual, an organization, in society, in governance or for the nation, at large.
General-skills and domain-specific skills are becoming critical in the career of
individuals and for workplace success. Nowadays, in a fast changing economic and
technological world that Karnataka is in, individuals will need a broad range of skills
to contribute to the economy and for their own success in life – stagnated skills and
learning is becoming a big hinderance in societal development. Different types of
skills - workforce skills, life skills, people skills, social skills, soft skills, hard skills etc. are
becoming more and more important for the people of the state of Karnataka.
KJA constituted a Task team for working out a comprehensive skill development plan
for the state and brought together a set of experts onto the platform of KJA. I am
happy that the KJA Task Team on Skill Development Plan – led Mr. Manish Sabharwal,
Mr. Mohandas Pai and Ms. Neeti Sharma, with other experts as Members, has
prepared a comprehensive action plan. The KJA, in its 7th Meeting, considered the
report and has now finalised the KJA Recommendation on Karnataka Skill
Development Plan – focusing on a wide range of issues of skill needs for future and
how the un-organised and organised sectors would have to develop best practices
of skill development for the future needs of the state. Focus on vocational education
has also been emphasised. Career Centres will be the way forward for state and
industry to engage with candidates for jobs. Private sector involvement and
sponsorship is important for skill development – so will be the tremendous push that
Government would have to provide. This KJA Recommendation outlines a roadmap
by which Karnataka could engage in skill development activities and be in vanguard
of creating a vibrant high-skill society.
I use this opportunity to recall and appreciate the active participation of Dr Mukund
Rao, Member Secretary of KJA in the deliberations and also in coordinating for
formalising this KJA Recommendation. I would also like to positively acknowledge the
role of KJA Members – they have provided collective wisdom and direction to the
Task Team and, with unique inputs, have guided in the development of this
Recommendation. Without hesitation I can say that it is their collective efforts that one
more Recommendation from KJA is being submitted to Government of Karnataka –
this time on Skill Development. KJA is also grateful to Dr. Subhash Chandra Khuntia,
Chief Secretary, GoK; Mr. Sanjiv Kumar, ACS of Department for Skill Development,
Entrepreneurship and Livelihood and other senior officers of the Department for Skill
Development, Entrepreneurship and Livelihood for their support and help.
On behalf of the KJA, it gives me great pleasure to formally submit the KJA
Recommendation on Karnataka Skill Development Plan to Government of Karnataka
– I am sure that Government will make best efforts to implement this strategy.
FOREWORD
Government of Karnataka (GOK) has constituted Karnataka Jnana Aayoga (KJA) for
policy definition and recommending knowledge interventions/ideations for various
problems of governance and of society. KJA is mainly a recommendatory body –
generating various recommendations by closely working with the departments and
also taking cognizance of societal needs. KJA activities are mainly “proof-of-
concept” and are “anchored” with one or more departments of GOK – so that
executive implementation can get effectively coordinated by relevant departments
of GOK. Till date, KJA has submitted 10 recommendations on key topics to the GOK.
Skill Development was an important area of debate and discussion amongst KJA
Members. In 2015, the Aayoga decided to undertake a strategy development for
state skill development in a comprehensive manner. It was agreed that an expert
team be constituted for the purpose of developing a skill development plan - focusing
on efforts required from the state to address skill development in a variety of sectors
and involve education, employment, professional development and other in-service
skills.
Karnataka has recognized that knowledge and skill are the driving forces for sustained
growth of economy and social development in the state – the state has established
a new Department for Skill Development, Entrepreneurship and Livelihood directly
under the supervision of the Hon’ble Chief Minister. There is realisation and awareness
of the demand and need of skilled manpower in a number of sectors and also that
large scale skill development is an imminent imperative for the development of the
state – both in the un-organsied and organised economy. Karnataka needs to
prepare itself for higher and better levels of skills so that it can adapt more effectively
to the future challenges and opportunities of bringing development and prosperity to
the state in an effective and sustained manner.
I would like to express my gratitude and thanks to the Task Team-Skill Development
Members and to the 2 Co-Chairs – Mr. Manish Sabharwal and Mr. Mohandas Pai and
to Ms. Neeti Sharma, Member-Secretary of the team for their excellent contributions
and leadership in preparing this report. I would like to thank all KJA Members – who
guided this activity through various deliberations. Ms. Nandhini from KJA Secretariat
has undertaken all the nitty-gritty coordination, research and drafting – her
contributions have been immense.
On behalf of KJA, I would like to thank Dr. Kasturirangan, Chairman, KJA – who
provides the key leadership to KJA, The Task Team was in constant discussion with Dr.
Kasturirangan – who provided innumerable suggestions and ideations for making the
strategy comprehensive and practical – considering a holistic approach of
education, skill development and employment. Grateful thanks to Dr. Kasturirangan
for his guidance, mentoring and overall steering of KJA activities and for guiding the
Skill Development Plan activity.
On behalf of KJA, I would like to place on record and acknowledge, with gratitude
and thanks to Chief Secretary, GOK; Additional Chief Secretary of Department for Skill
Development, Entrepreneurship and Livelihood and other officials of Skills Department
– all of whom have been supportive and provided valuable inputs to shape the KJA
Plan.
On behalf of the KJA, it is a matter of great pleasure for me that KJA Recommendation
on Karnataka Skill Development Plan is now submitted to GOK for further
implementation action.
PREFACE
An unprecedented situation calls for unprecedented solution. Six decades of Indian
economic policy has stunted the growth of the formal employment sector which
constitutes only 20% of the labour force. The rest of 80% in the informal sector is outside
the ambit of formal training. The informal sector lives in graded levels of economic
disadvantage – all in spite of increase in GDP. Serious economic, regional, social, and
gender disparities in education, health and income levels are indicators of low human
development. Mass education with increased enrolment in professional education
has not addressed the problems of unemployment and employability of the
graduates. The Vocational Skilling system has a requirement to create policies,
processes and services to facilitate holistic societal development and harmony.
Karnataka State renowned for entrepreneurial spirit, accounts for significant portion
of the industrial investment and production at national level. The State has also
become the Technology and Start-up capital of the country. The state recognizes the
criticality of skill training and continuous skill upgrade amidst globalized competition
and, encourages educational institutions to take up quantitative and qualitative
measures for capacity building.
The recommendations submitted here aim to provide systemic and scalable solutions
to the State that would attempt to cover the difficult trinity of cost, quality and scale.
The policy recommendations call for a paradigm shift in Karnataka’s vocational
skilling system to empower the aspiring youth as well as all other key stakeholders and
ensure them a better future.
We are thankful to all the Members of the Skills Task Team for their contribution and
keen interest as well as the team of Karnataka Jnana Aayoga for having facilitated
the work of the Skills Task Team
ACKNOWLEDGEMENTS
KJA has had numerous consultations and discussions with a wide range of experts and
officials of GOK. Grateful thanks to the following senior officers of GOK:
KJA gratefully acknowledges the support of the officials of the Departments of Skills,
Labour, Higher Education, Primary and Secondary Education; under Government of
Karnataka for participating in the numerous discussions and sharing their data in
preparing this report.
KJA expresses its gratitude to the large number of expert delegates who participated
in the important discussions that were conducted by the research group and KJA
thanks the various government agencies, industries and academia who participated.
KJA appreciates and acknowledges the remarkable contributions made by the Skill
Development Task Team and especially the 2 Co-Chairs – Mr. Manish Sabharwal and
Mr. Mohandas Pai. T.V for their enormous contribution, insightful suggestions and for
providing leadership in finalizing this Report.
KJA Members have been the “fulcrum” in defining and shaping the various activities
of KJA – in this case the KSDP Report. The KJA Members have had numerous meetings
KJA RECOMMENDATION
KARNATAKA SKILL DEVELOPMENT PLAN
and brain storming sessions in bringing out this comprehensive report. Grateful thanks
to all the KJA Members.
KJA Secretariat provided the back-end research support and coordination support –
a team of youngsters that brought in vital energy in “sewing up” multiple elements
and helping the KSDP TT in all its meetings, record-keeping and in finalising the report.
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KJA RECOMMENDATION
KARNATAKA SKILL DEVELOPMENT PLAN
CONTENTS
MESSAGE
FOREWORD
PREFACE
ACKNOWLEDGEMENTS
1. INTRODUCTION ............................................................................................................. 3
4.3.1 INTRODUCTION................................................................................................. 42
4.4.1 INTRODUCTION................................................................................................. 46
4.7.1 INTRODUCTION................................................................................................. 55
5. RECOMMENDATIONS ................................................................................................. 67
5.8.1 PHASE 1 INITIATION (THE NEXT TWO YEARS – TILL 2019) ............................... 99
RATIONALE FOR TWO-YEAR TENURE FOR ASSOCIATE DEGREE PROGRAMMES .... 131
EXECUTIVE SUMMARY
We are all aware of the demographic dividend that India is set to experience over
the next twenty years. A predominant section of the population will be young and
shall be seeking employment. To make the most of this phenomenon, every individual
has to be equipped in such a manner that they can earn their livelihood and thereby
contribute towards the economy. It is for this reason that immediate attention must be
given to skill development. To ensure successful skilling of the nation, it is important that
efforts are made at the State level. Understanding this need, Karnataka envisions
building a strong framework that will provide a wide range of skilling programs and this
“Report on Karnataka Skill Development Plan” provides guidance and policy
recommendations to build such a framework. Karnataka has already established itself
in the field of Information Technology and Biotechnology and therefore it has a natural
advantage of having a strong formal sector to lead skill development initiatives. It
cannot just develop initiatives for skilling but also pave the way for the rest of the
country to follow its lead.
It was envisioned that the report will be a comprehensive document that analyses
every aspect of vocational education to ensure that the best of best is provided to
the students in Karnataka. The report explores skill development programs of other
countries and of India to identify their best practices. The report also contains a
detailed study on some important sectors in Karnataka. The growth and labour pattern
of each of these sectors have been studied to estimate future projections. The
potential demand for labour in a sector will help in identifying which sectors need
attention. Based on interactions with professionals in these sectors, a set of skill gap
has been identified. Using this, a focused skilling program can be implemented at the
State level. In addition to training, the report also addresses the issue of employment.
The recommendation takes into account both these factors.
general education at any time. It was strongly felt that there needs to be a two-way
movement between general education and vocational education. Students, who
have opted for vocational education at PUC level, do not have the option to return
to general education. This barrier needs to be removed.
The heart of any course lies in its content. The curriculum of all vocational courses must
be up-to-date and made relevant. They must be in tandem with the demand of the
sector and modelled along the lines of global markets. Students must be trained in
such a manner that they can be absorbed in both domestic and global markets.
• Establishing Career Centres: These centres will be equipped with state of the
art infrastructure, propose to conduct training and offer jobs to local youth.
They will also provide counseling services to job seekers to improve their
employability. The Centre would also help job seekers in job matching services.
• State Skill Department: The newly formed Skills Department should be the nodal
agency for all vocational skilling in the state. This is to ensure that skill
development gets adequate focus. The department should manage the
state’s skill budget, fund apprenticeship programs and channelize entry level
employment through this department.
• Corporate Championship Program: Under this program a company
collaborates with the government to provide training and employment to a pre
– decided number of people. The government will fund other logistic related
expenses. This program will enable Government to bridge the skill gap by
funding training projects that are on par with global standards, and ensure
placement, retention and career progression.
• State Apprenticeship Program: The number of apprentices in India is far less
than that in Japan, Germany and China. To increase the number of
apprentices to a significant level in the State, it is proposed to set up Karnataka
Apprenticeship Corporation. This would be the nodal agency facilitating
apprenticeship program between and among all the stakeholders, including
the central agencies.
• State Level Skill Development Program: The State level skill development
program named Karnataka YuvaKaushalya Program (KYKP) will provide
vocational skills to the identified target groups, which among others include
women, marginalised class and unemployed youth on mission mode basis.
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1. INTRODUCTION
1.1 SOCIO – ECONOMIC STATUS OF KARNATAKA
Karnataka has displayed a consistent increase in its human development index in the
past three decades. Although the state rank within the country fell from a position of
6 in 1981 to 10 in 2011, one must not immediately attribute such a fall to poor
education and health as per capita GDP plays a significant role in the same. The per
capita income of the state for the year 2014-15 was Rs 1,01,594. The per capita income
increased more than fourfold from 2000-01 when it was only Rs 18,344. The same trend
can be observed with the State Gross Domestic Product too. The table below
compares Income figures for the years 2000-01 and 2014-15. The values are at current
prices.
Karnataka has been performing very well in the Education sector. The state’s
achievement in education has been quite remarkable, and it is moving towards
universal literacy at a steady pace. The literacy rate increased from 56.04 per cent in
1991 to 75.40 per cent in 2011, with the female literacy rate increasing more swiftly
than the male literacy rate. Overall, the gender disparity in literacy is also declining.
The decline is not very stark in rural areas as the literacy rate for women continues to
be below 60 per cent. The Table 1.2 gives an overview of Education infrastructure in
the state:
The Gross Enrolment Ratios for lower levels of schooling have recorded high figures for
the year 2014-151.The table 1.3 clearly indicates that GER of higher secondary level
remains low.
The dropout rate fell from 2.97% in 2012-13 to 2.32% in 2013-14 at Primary Level. The
Dropout rate in Upper primary fell by half in the same time period. “Karnataka has
taken steps to recruit women teachers, whose numbers went up to 54 per cent in 2003-
04. It is seen that from 2005 the number of female teachers continue to be more than
50%, with 2014-15 recording 59.4% (Planning, Programme Monitoring & Statistics
1 “The Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) in lower primary are 102.36 and 93.56 respectively in 2013-14. At higher
primary stage the GER and NER is 90.47 and 81.78 in 2013-14. At the secondary level the GER and NER are 75.99 and 55.33 respectively in
2013-14” (Economic Survey of Karnataka 2013-2014).
Department 2014-15)2. The state is taking efforts to achieve high literacy levels by
ensuring that there are schools within travelling distances and that all schools have
adequate infrastructure facilities.
With regard to healthcare, the state has hospitals at various levels to cater to medical
needs of the population. There are 32 District Hospitals, 146 sub-divisional hospitals and
29 Autonomous & Teaching Hospitals in the State. The primary health infrastructure in
rural areas has fulfilled the norms required under the “minimum needs programme” at
the aggregate level. There are 9264 Sub centres, 2233 Primary health centres (PHC),
193 community health centres (CHC) and, 146 Taluk hospitals catering to the health
needs of the rural population3. NRHM has indicated that there is a shortage of Sub
centres and CHCs vis-a-vis the population. List of shortfalls in various categories have
been covered below:
The current population of Karnataka is 6.52 crores5. The fertility rate of Karnataka is
1.96. It is below replacement rate of 2.1. The fertility rate of Karnataka is below that of
2 Data Source – District Information System of Education; “Elementary Education in India: Trends (2005-2015)”; 27th August 2015
3 Ministry of Health, Rural Health Statistics in India (2014), Number of sub divisional hospital and district hospital & mobile medical units
functioning as on 31st March 2014; Number of Community Health Centres during five year plans as on 31st March 2014 Number of sub
centres during five year plans as on 31st March 2014 Number of primary health centres during five year plans as on 31st March 2014 [Data
Set]. https://nrhm-mis.nic.in/SitePages/Home.aspx
4 Ministry of Health and Family Welfare, Department of Health and Family Welfare, Family Welfare Statistics, State wise Crude Birth Rate
India at 2.4. In addition to this, the birth rate has been gradually decreasing over the
past two decades. The State has been declining in population and this has important
implications on schools and healthcare provision. This means Karnataka has to reorient
its strategy to cater to needs of people coming into the working age group, provide
skills training and also prepare for issues when this large population retires. Some of the
issues to be addressed are:
• The large population of youth will age after some decades, and the demand
for health facilities will therefore increase. Adequate measures need to be
taken to ensure that this demand will be met.
• The number of babies born every year in absolute number is gradually
decreasing; therefore, the need for elementary schools will also fall. It is time
that the Government focuses on the quality over the quantity of these schools
to ensure that the future generations benefit from quality elementary
education.
• Due to the demographic dividend, over the next twenty years, number of
people in the age group of 15 and above is going to rise. Therefore, there would
be a rise in demand for higher education. The Government must ensure that
there is adequate physical and soft infrastructure to cater to the increased
demand.
• There is a need to revisit our education curriculum at all levels to ensure that it
is relevant for the current century. With rapid technological progress, it is
important that the present and future generations are equipped to manage
and adapt to changes in technology.
Moreover, ‘high levels of global unemployment and the rapidly changing nature of
work indicate a growing labour-market crisis, threatening livelihoods and
exacerbating inequality and social tensions’ World Economic Forum 2015). Global
unemployment rate is at 11.7% which is higher than that of the pre-recession rate
(International Labour Organization 2015). In 2015, according to the ILO, 201 million
people around the world are unemployed and these numbers are predicted to
increase to 212 million by 2019. The report credits the rise in unemployment to the slow
growth of global economy. Industry is also reporting difficulties in finding talent and
many positions remain vacant, which indicate that there is a growing mismatch
between demand and supply of skills.
Both developed and developing nations are realizing that the situation of
unemployment can be effectively addressed through quality education and
appropriate skilling. Skilled labour would also lead to higher production. This has
resulted in countries giving more attention to skill development. In this regard, many
countries have come out with national policies on skill development aimed at bridging
skill gaps. For the purpose of this report, skill development policies adopted by
Australia and Germany are explored as their models of skill development are well
recognized across the globe. Additionally, skill development policy of Brazil is looked
into as it is a developing nation like India with a similar economic environment.
Vocational Education and Training (VET) forms an integral part of the Australian
education system and is designed to deliver workplace specific skills and knowledge-
based competencies. VET is a sophisticated system governed by interconnected
government and independent bodies functioning within, a strict National Skills
Framework of Qualifications defined by Industry Training Packages and explicit quality
delivery standards of the Australia Quality Training Framework (AQTF). The national VET
system is informed by industry and is client-focused to deliver flexible, relevant and
responsive education and training.
Australia has a separate regulatory body for vocational education and training (VET)
known as the Australian Skill Quality Authority. This body supervises training providers,
known as Registered Training Organisations (RTOs), and monitors their compliance
with the VET Quality Framework or the Australian Qualifications Training Framework
(AQTF) through audits (iVET, 2014). National Skills Standards Councils support the
regulatory framework for vocational education by advising ministers on the
development, maintenance and implementation of the national standards for
regulation of VET.
The Apprenticeships model has been a mechanism for skills development in Australia
for over a century. Thereafter, Traineeships were introduced as an extension of the
Australian Apprenticeship model with the aim of acting as a ‘stepping stone’ into
primary labour market jobs in order to improve and increase broad based work-
related training. The target group for traineeships are those who had left school before
completing year-12 and in the longer term is to assist others such as those returning to
the workforce, especially women. It was also hoped that by extending the Australian
Apprenticeship model to a wider range of occupations the gender imbalance in the
training model at the time could be corrected to some extent.
Traineeship in health services, community services, aged care and child care, has
contributed enormously to the professionalization of these industries and improvement
in both quality and consistency of service delivery. The improvement of occupational
qualification through traineeship pathways continues to contribute to higher quality
transferable skills across the economy."
Regulation and partnership are two principles that make this system successful.
Representatives of the federal state, individual states, employers and employees work
together through consensus to develop curricula, provide training, and carry out
assessment, certification and quality assurance. Also, mutual trust and long-term
Training Institutions are at the centre of this model. These institutions have to be aware
of changing needs of the industry and mould their curriculum accordingly. Only then
is the success of such a model is guaranteed. The contribution of trainers is also crucial.
It is through them that the students gain hands-on experience. Therefore, having
experienced trainers who have industry exposure is imperative for this model. It is
important to note that Germany has high economic growth and an aging population;
it is in this context the country maintains low unemployment rates. The first step towards
replicating such a model in India is to develop strong links between the Government
and industry.
The average monthly income of Brazilians has increased in the past decade7.
Although rise in income can be attributed to growth of the economy, the strategic
investments that prepared young people for jobs and entrepreneurship played a
significant role, especially when associated with an increased focus on the most
vulnerable. A big part of this success is linked to the technical and vocational
education training (TVET) system, which has a flagship federal education and training
program (PRONATEC) and a training arm (Sistema-S).
Since 2011, Brazil has invested significantly in TVET through its flagship program,
PRONATEC. Government spending on skills development increased significantly with
the creation and expansion of PRONATEC. The program offered 8.8 million training
slots between 2011 and 2014, including both the secondary students enrolled in TVET
and 5 million new slots for vocational training of the existing workforce (Ministry of
Education, Brazil). Importantly, PRONATEC has focused on reaching the poor and
disadvantaged populations, with around 40 percent of the slots filled by
7 ‘Brazil Real Average Monthly Income’; Trading Economics (No reference details-publication, year)
1. Initial or Continued formation courses (FIC courses): Anyone can enroll in this
type of program. In particular, 89.5% of FIC courses are offered by the S-System,
while the other 10.15% are the responsibility of federal and states’ technical
networks. These courses are typically short-term courses and don't grant any
educational level degree (secondary or tertiary) but focus on practical
knowledge for very specific careers such as butcher, hair-dresser, waitress,
receptionist, among others.
2. Technical Courses: Technical Courses provide professional training to students
enrolled in secondary school and secondary school graduates. These courses
operate in three modalities:
a. Integrated - Offered to students who want to attend simultaneously
Vocational and General Education courses at the same institution.
b. Concomitant - Offered to those students enrolled in a General Education
course elsewhere but also want to enroll in a technical course in another
institution.
c. Sequential - Offered only to those who complete secondary school.
d. Technological Courses: Technological courses are equivalent to tertiary
level courses. These programs are only available to secondary school
graduates and grant a diploma that is equivalent to a university degree.
8Fundação Getulio Vargas(FGV); Vocational Education and Training in Brazil; Knowledge Sharing Forum on Development
Experiences: Comparative Experiences of Korea and LAC (YoP)
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The Demographic Dividend that India is set to experience for the next 25 years is a
unique window of opportunity. While India’s workforce (age 15-59) starts expanding,
other major economies of the world will be entering the ageing economy
phenomenon (superannuation population outnumbering the working force). This
would result in a global shortage of approximately 56.5 million skilled workforces by
2020(FICCI. Details). Contrary to this global phenomenon India will have
approximately 47 million surplus workforces (Figure 1.2). It is also important to note that,
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of the total workforce 28% will be graduates, which is high among the 28 lowest cost
economies of the world (11 FYP, Planning Commission of India). This would compel
many economies to look to India for workforce.
India will be able to optimize this opportunity only when the workforce possesses
necessary knowledge and appropriate skills to attract the domestic and global
markets. Failing which, economists say India might lose this opportunity, thus resulting
in a “demographic nightmare” (Eleventh Five Year Plan, Vol I, pg. 91)
17 19
10 9
3 5 3 3 3 4 6 5 5
2 2 2 1 0.5
National and global economies are increasingly becoming knowledge driven and skill
based. Since the early 1990s secondary and tertiary sectors have been absorbing
huge manpower equipped with appropriate skills. Another noticeable trend is the
growing demand for manpower with education beyond vocational skills. In fact, most
employers look for individuals with the ability to communicate, solve problems and
undertake teamwork, and not students trained in narrow vocational skills solely (Skill
Development in India-The Vocational Education and Training System, World Bank
2007).
There are nearly 20 Ministries and Departments involved in vocational education and
skill training. Vocational Education refers to vocational courses offered in schools for
Grades (class) 11 and 12 under a centrally sponsored scheme termed
‘Vocationalization of Secondary Education.’ The Vocational Education Programme in
India started in 1976-77 under the programme of Vocationalization of Higher
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Vocational Training Programmes fall outside the formal schooling system. These are
institution-based training programmes which have varying entry requirements as well
as course durations. There is a predominance of practical over theoretical teaching
in these courses. Central and State Governments share responsibility for vocational
training. At the Central level, National Council for Vocational Training (NCVT) advises
the Central Government on vocational training. The Central Apprenticeship Council
and the National Council of Vocational Training operate as advisory institutions. The
NCVT is responsible for awarding National Trade Certificates; prescribing training
standards; arranging trade tests and developing standards for National Trade
Certificates; recognizing training institutions for the purpose of issuing National Trade
Certificates and laying down conditions for such recognition. Administrative
responsibility is held by the Directorate General of Employment and Training (DGET),
located within the MoLE. ITIs and ITCs operate under the guidance of DGET. At the
State level, State Vocational Training Institutes are being established to implement skill
training plans for the Government.
There are 1244 polytechnics under the aegis of the Ministry of Human Resource and
Development with a capacity of over 2.95 lakh. There are about 9583 schools offering
about 150 educational courses of two years duration in broad areas of agriculture,
business and commerce, engineering and technology, health and paramedical
services, home science and science and technology at +2 stage covering about 1
million students.
But none of these Ministries are imparting skills in sectors where there is high demand
for skilled workforce. This has resulted in great mismatch between demand and supply.
Besides, the total training capacity of these Ministries and Departments is far below
the market requirement. The training offered by private organisations is also too small
and most of them do not adhere to quality norms. Therefore, it is critical for Central
and State Governments to re-structure and orient the existing system to accomplish
the set target. In this direction, the following issues need immediate attention by both
levels of the Government.
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KARNATAKA SKILL DEVELOPMENT PLAN
There is a very glaring mismatch between market demand and skills attained by our
students. The Working Group on National Vocational Training System in its report has
also brought out this point. The report states that the skills imparted by NVTS do not
match with the skills required by the contemporary world of work. The system caters
mainly to needs of traditional manufacturing sector which represents less than 10% of
the total workforce. This mismatch is impacting the modern technology-driven industry
and service sectors to a great extent. Employers of these sectors have expressed that
students with vocational diplomas/certificates lack practical knowledge and need
on-the-job training to enable their skill levels to match needs. This mismatch will
continue to grow if we fail to cater to the demands of knowledge-based and
technology-driven manufacturing and services sectors.
Besides the mismatch there is a non-existence of certain courses. Vision of the National
Skill Development Initiative in India report, produced by Ministry of Labour in 2009,
stated that there is a high demand for skilled workforce in sub-sectors like construction,
ITES, consumer and retail, financial etc., but none of the Ministries offer skill
development courses in these sub-sectors. This trend, if unchecked, could also result
in jobless growth, wherein the sectoral growth and contribution continues to grow at
rapid rate without concurrent rise in the employment rate.
Inflexible and obsolete curriculum has largely contributed to the demand and supply
mismatch. Vocational courses have remained extremely conventional and non-
responsive to changing market needs. Even among the ITI graduates, the percentage
of unemployed ITI pass-outs in 2001 was 61.16% (this % is for Karnataka only). Majority
of employed ITI pass-outs were working in trade they had not been trained in.
The deficiency of vocational education and training is strongly felt among the
employers too. A survey conducted by Federation of Indian Chambers of Commerce
and Industry (FICCI) on the quality and relevance of vocational/technical training
from an industrial perspective in 2001, confirmed the deficiencies. The survey which
was conducted among 55 enterprises found that 87 % felt that institutions should have
greater exposure to industrial practices; over 43 % felt that academic institutions were
not aligned to the needs of the industry and close to 60 % entrepreneurs said that
institutions were not geared up to meet challenges of the global economy (World
Bank Report,2007, pg.29).
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Various new measures have been adopted as well as previous policies revamped for
rapid skill development of Indian youth. The mission aims to achieve a target of 500
million skilled labours in India by 2022. Of this 500 million, National Skill Development
Corporation (NSDC) will train 150 million; Ministry of Labour will train 100 million, MHRD
50 million and the rest 200 million shall be trained by 21 ministries, departments and
various other organisations. This is the same target which the National Policy on Skill
Development, 2009 aimed to achieve by 2022, but now a dedicated ministry has
been created for overseeing this namely, the Ministry of Skill Development and
Entrepreneurship (MSDE). Earlier skill development was pursued by different ministries
within their respective domains. For example, the Ministry of Labour or Ministry of
Minorities and Backward Classes would run skill development programs for labourers
and backward classes respectively. Similarly, the Ministry of Micro, Small and Medium
Enterprises was working around entrepreneurship development. Now MSDE is
mandated to gradually take over all skill development and entrepreneurial efforts in
the country.
NSDC is the nodal body of MSDE responsible for implementation of skill development
programs across India. NSDC has identified 31 different skill sectors in which training is
provided. Depending upon the nature of skill sector, there are various courses aligned
with industry standards ranging from beginner to expert level. As the curricula of these
training programmes are decided by respective Sector Skill Councils (SSCs), which
comprise of industry experts, such training is expected to be very useful for direct
employment in such industries. NSDC, itself being a Public-Private Partnership based
body, lay greater importance on the involvement of private partners at various stages
of skill development. For example, there are approximately 250 private training
partners, for-profit and not-for profit both, with the ever-expanding network of 2500+
fixed or mobile training centres in over 350 districts of India. Another private element
KJA Recommendation 17 | P a g e
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in the skill ecosystem of NSDC is SSCs which plays a vital role in bridging the gap
between what the industry wants and what the skilling curriculum ought to be.
Prior to the NSDC, skill development was mainly led by the network of Polytechnics,
Industrial Training Institutes (ITIs) and Industrial Training Centres (ITCs). it is are
government owned and ITCs are their private counterpart. These institutions are mostly
responsible for technical education in India at semi-rural and semi-urban levels as they
provide diploma in technical education between duration of few months up to 3
years. Students passing out of these institutions are required to work in the industry for
a year or two, in order to appear for the certification exam conducted by National
Council of Vocational Training (NCVT). NCVT certificate is mandatory for jobs in
reputed companies in relevant industries.
NSDC has launched Pradhan Mantri Kaushal VikasYojna (PMKVY) which aims to
incentivize students for getting enrolled and completing skill training in any of the
identified 29 sectors. Other than PMKVY, NSDC has launched a dedicated skill
development program, named UDAAN, for the state of Jammu and Kashmir. Apart
from these comprehensive efforts for skill development, various other supportive
measures have been taken. The recent announcement of introducing Indian Skill
Development Services (ISDS) as a group ‘A’ service of the technical cadre of the MSDE
is a welcome step. Similarly signing of MoU between Ministry of Defence (MoD) and
MSDE regarding skill development of ex-servicemen is another productive effort. The
National Action Plan for Skill Training of Persons with Disabilities was launched in New
Delhi in March 2015. The National Action Plan is a partnership between
the MSDE and Department of Empowerment of Persons with Disability for skilling 2.5
million Persons with Disability (PwD) over seven years between 2015 and 2022. There
are various state level skill development missions running in parallel, especially in states
with non-NDA government. For example, the UP government is running its Uttar
Pradesh Skill Development Mission (UPSDM). Similarly, many private universities are also
running their own skill development and certification programs. For example, CV
Raman University is running its own training courses in partnership with AISECT, training
partner in the states of Madhya Pradesh and Chhattisgarh. Ministry of Rural
Development (MoRD) is running Deen Dayal Upadhyaya Grameen Kaushalya Yojna
(DDU-GKY) as part of the National Rural Livelihood Mission (NRLM). It aims to skill poor
rural youth ranging between the ages of 15 to 35 years. It leverages upon poor
households notified under various government schemes such as MGNREGA, Rashtriya
Swastha Bima Yojna (RSBY), Antyodaya Ann Yojna (AAY), BPL PDS card holders, NRLM-
SHG and others.
A skill mission with very ambitious targets in a limited span of time as well as multiplicity
of skill development efforts is prone to complexities during on-ground implementation
KJA Recommendation 18 | P a g e
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KJA Recommendation 20 | P a g e
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Karnataka’s growth reflected the national and global trend with some hiccups. The
employment rate and distribution did not correspond to the growth and contribution
of service sector. The table below gives a glimpse of this trend.
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KARNATAKA SKILL DEVELOPMENT PLAN
The industrial sector has been more or less consistent both in terms of employment rate
and contribution to GSDP. Disturbing figures come from agriculture and service
sectors. Agricultural contribution has declined sharply from 36 per cent in 1993 to 16.11
per cent in 2014-15 with comparatively lesser decrease in employment rate. In the
service sector employment rate has slightly gone up by 17 % in 2014-15 over that of
1993-94, but the contribution to GSDP has increased from 38 % in 1993-94 to 55 % in
2014-15.
A projection of sectoral shares of employment and GSDP (table 3.4) based on the
current growth reveals an alarming trend in States economic development. By 2022,
although the population depending on Agriculture would reduce by 7 % from the
current percentage, a little less than half of the working population in the State will still
be engaged in this sector. But the contribution from Agricultural sector to GSDP will
gradually decline and will reach to 17% by 2022. This means a large section of
population will continue to be secluded from the benefits of economic progress that
has been projected for the State. This is also indicated by the projected per-capita
incomes. In 2022, a person engaged in services sector would earn 6 times more than
a person engaged in Agriculture. The same would be true for Industry, where a person
would earn 3 times more than that of agriculture.
9GSDP and Employment percentages have been calculated based on inputs from Industry Experts. The GSDP for Agriculture
had been increased to 8% and that of Industry and Services at 14%. Agriculture’s contribution to employment is assumed to
be reducing at 1% each year which is then assumed to be absorbed by the Industry and Services at ratio 45:55
KJA Recommendation 22 | P a g e
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800000
700000
600000
500000
400000
300000
200000
100000
0
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
SRE FRE AE
GDP – AT CONSTANT (2004-05) PRICES
GSDP (in Rs. Crore) Linear ( GSDP (in Rs. Crore))
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primary schooling, in the State is also unsatisfactory. As per 2011 census for every 1000
people 116 people have a diploma, degree or certification. As a result, large
segments of population in the State possess no formal degree or skill training.
Concurrently many initiatives were proposed by the Planning Department, GOK in its
Vision for Karnataka 2020. The Vision Document, speaking for inclusive growth to
eliminate regional disparities and thus poverty, had proposed for the following
initiatives from the State Government.
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10. Necessary steps would be taken to align States skill development programs with
the objectives of Government of India’s Skill Development Initiative Scheme
which is based on Modular Employable Skills.
DET runs various training schemes such as Craftsmen Training Scheme (CTS),
Apprenticeship Training Scheme (ATS), Modular Employable Skills (MES) and Special
Training Scheme (SPL – TRG). The National Skills Qualification Framework, a Quality cum
competency based Frame work itself has identified 10 levels and four competency
levels. ITI Courses of DET comes under the Level III and IV of NSQF.
Craftsman Training [CTS] is being provided to the youth with the objective to prepare
semi-skilled workers for the industry. Under this scheme training is being imparted in 46
trades required by the Industry and the market in the State of Karnataka such as Fitter,
Electrician, Plumber, Driver cum mechanic, Mechanic Refrigeration and Air-
conditioning etc to name a few. The Course durations range from 1 to 2 years.
A student who has undergone this Skill Training has to appear for Examinations
[Semester Scheme] conducted by National Council for Vocational Training [NCVT]
and on successful completion is awarded National Trade Certificate [NTC]. Under
SCVT currently only one exam is conducted at the end of course and the successful
student is awarded a State Trade Certificate [STC].
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For 1 Year Trade Course: Minimum 8th Pass [10th Fail - online application purposes]
For 2 year Trade Course: Minimum10th Pass Apprenticeship Training Scheme [ATS]:
Recognising the fact that training imparted in institutions [ITI’s] alone is not sufficient
for acquisition of Skills and that it needs to be supplemented by training in the actual
workplace, DET implements the ATS. Towards nurturing trained manpower the
department implements the Apprentices Act, 1961 in the State Government
Undertakings / Departments and Private Establishments in the State. The Government
of India has identified and designated 93 Engineering, 60 Non Engineering trades in
the Country, out of which 82 trades have been implemented in Karnataka. Some of
the popular trades are Turner, Fitter, Machinist, Electrician, Electronics, Lab Asst.
Steward etc. Currently over 4232 establishments in the state have been covered under
this scheme and over 39,610 seats [revised now upwards to 43,000] have been
allocated for trade apprentices out of which 24,992 seats have been utilised.
Term: The full-term Apprenticeship course is of 3 years duration and on this 100% rebate
is provided on the number of years of training had under NCVT trades/courses and
50% rebate for those under SCVT.
Modular Employable Skills (MES) Scheme: DET implements MES Scheme under the Skill
Development Initiative imparting Modular Employable Skills for school dropouts,
existing workers, ITI graduates, etc., to improve their employability. In Karnataka, about
800 Vocational Training Providers (VTP) are actively implementing 500 courses under
68 various sectors. About 2 Lakhs trainees have been trained since 2012 in the State.
Special Training Scheme (SPL – TRG): Apart from the above institutional and statutory
vocational training schemes, the Department is conducting many special training
programmes in ITI’s with the objective of improving quality of industrial production and
promoting self-employment among the youth. Some of these programs are:
KJA Recommendation 26 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
DET has several Industry Partners supporting Government ITIs under CSR. M/s. Bosch Ltd
runs bridge program in 25 ITI’s, M/s. Toyota Ltd (10 ITIs), M/s. Maruti Suzuki (5), many
more industry partners such as Tata Motors(2), Seimens(3), Volvo, (2), HAL(2), NTPC.
With GAIL Gas Limited, a Subsidiary of GAIL India, DET runs a safety and Technical
Training for Skill upgradation of plumbers/ Fitters to work in City Gas Distribution Industry.
A tie up with Asian Paints Ltd is on to start Colour Academy in 4 ITI’s to begin with.
One Government ITI at Hosur, oldest (established in 1952 and biggest ITI (25 Trades,
1800 trainees) is being upgraded into a Model ITI with GOI and Industry Support with
M/s. Bosch Ltd as Industry lead Partner with 16 other Industries in partnership.
To improve the quality of vocational education in the state, it is important that trainers
deliver the content properly. The trainers must also be up-to-date with changes in the
industry. In order to cater to the growing demand for quality trainers and to imbibe
world class training techniques and to enhance the trainer’s capacities, the state
government has set up 3 staff training institutes. State Training and Research Centre
(STARC) at Malavalli provides training to the Technical and Non-Technical personnel
of the Employment and Training Department, and the Technical Staff of Aided /
Private Industrial Training Institutes. In addition to this, there is an Institute of Training the
Trainers (IOTTs) with 1000 seating capacity and Bharat
RatnaMokshagondamVisvervaraya National Training Facility for Skills for All
(BMVNTFSA) Training Institute at his birthplace in Chikkaballpur district with seating
KJA Recommendation 27 | P a g e
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capacity of 2700 for Training Master Trainers in Skill Development in association with
PSU’s like ONGC and GAIL.
DET is taking steps to improve the quality of ITI’s by subscribing to ISO registration.
Government ITI Gadag and Government ITI Belgaum (W) covered under PPP Scheme
have already been awarded ISO Certification ISO 9001:2015. Another 8 Government
ITIs are likely to get this certification shortly. ITI Hunsur has been awarded ISO 29990:
2010 certification (with ISO 9001:2015), a quality benchmark for training institutions. The
department has embarked on a mission to make ITI’s in each district to be ISO 29990
compliant. They have set up a system to rate ITI’s as a feedback mechanism.
Under the DET, two Special Purpose Vehicles have been set up to impart Modular/
short term skill Training Programmes viz., the Karnataka Vocational Training and Skill
Development Corporation (KVTSDC) and Karnataka German Multi Skill Development
Corporation (KGMSDC). There are 206 training institutes in the state that are registered
to NSDC.
KVTSDC established in the year 2008 as a company to impart vocational training skills
to enhance the employability and to provide the placement to implement objectives
of the state government on training policy and to co-ordinate vocational training in
the State. The Corporation conducts short term Vocational Courses through ITIs or
though Associated Training Providers (ATP) registered/ empanelled with them. The aim
is to train 1 million youth and provide placement to 15 lakh youth by the end of 2020.
Job Fairs (mega udyogmelas) are held to provide a platform for Job seekers and Job
givers.
Besides DET, Skill Training is being imparted by several other Departments, Boards and
Corporations in the State.
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Skilling Training at Higher Levels is also being imparted at the University Level. The
Visvesvaraya Technical University has set up a Skill Development Institute facility at
Dandeli.
Rajiv Gandhi Chaitanya Yojane (RGCY): State Government Program “Rajiv Gandhi
Chaitanya Yojane” to provide skill training, loan, self-employment and placement
opportunities for 2 lakhs rural unemployed youth benefitting 40-50 youth per Gram
Panchayat.
RSETI’s is the nodal agency for providing training to rural youths on self-employment
on different trades. In Karnataka State, 33 RUDSETI / RSETIs have been established in
29 districts with well-established infrastructure and Human resource through which
training on 112 different trades are imparted to the selected candidates.
DDUGKY a skill programme of MORD earlier known as Aajeevika Skills (Renamed and
notification has been circulated dated on 24.02.2015) envisages providing jobs after
training by training partners. Skill Development and Placement is part of NRLM.
KJA Recommendation 29 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
The Ministry of Rural Development (MoRD), GOI, has restructured one of its key rural
development programs, the Swarna Jayanthi Gram Swarozgar Yojana (SGSY),
through establishment of the National Rural Livelihood Mission (NRLM) with a clear
objective of rural poverty reduction through creation and strengthening institutional
platforms of the rural poor.
While the State Government has been working towards skilling beneficiaries through
various schemes and departments, there are various challenges in ensuring that the
right programs are delivered at the quality and scale that is expected out of these
programs. The State has been facing challenges such as availability of Subject Matter
Expertise, Speed of monitoring, Use of technology products for end to end
implementation of the programs, Distributed nature of the programs, Awareness and
Signaling Value of these programs to the beneficiaries and last but not the least timely
disbursements of funds to PPP partners and other agencies.
--------------------------------X--------------------------------
KJA Recommendation 30 | P a g e
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1. BFSI
2. Construction
3. Textiles and Garments
4. Media & Entertainment
5. Agriculture
6. Tourism and Hospitality
7. Health Care
8. IT & ITES
Energy Sector: The Energy Sector is gaining lot of prominence, especially the
renewable energy. The central government plans to expand the installed capacity of
renewable energy to175GW by 2022. In Invest Karnataka 2016, the energy sector
garnered the highest investment valued at over Rs.1,00,000crore. Most of these
10Based on analysis of Economic Surveyof Karnataka (2014-15) and NSDC Report for Karnataka.
11Urs, Anil Karnataka pitches for Investment in aerospace, Business Line; February 18, 2015.
(http://www.thehindubusinessline.com/economy/logistics/karnataka-pitches-for-investments-in-aerospace/article6908576.ece)
KJA Recommendation 31 | P a g e
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projects were in the renewable energy sector particularly in waste energy, solar
energy and wind projects. Such an investment in the sector would generate significant
employment. Skilled plant design and site engineering jobs, highly skilled jobs in
business development and jobs for performance data monitoring will be created
when this promised investment will be realised in the state.
The Insurance Sector across the nation employs more the 22 lakh individual agents
and 689 corporate agents (IRDA 2011-14). The number of employees in non-life
insurance industry was 1,02,172 in 2013-14. There are a number of agents as well as
intermediaries servicing this sector. As on 31.3.2014, there are 5,16,764 agents and
13,325 persons working with various other intermediaries as well as insurance bodies
(General Insurance Council 2013-14)
At the state level, the Banking and Insurance sector has grown at a rate of 10 percent
in the past financial year. This sector contributed 5.9% to the state’s GDP. Karnataka
also ranked nine amongst other states in India for financial penetration12. Together
12CrisilInclusix Index-2014
KJA Recommendation 32 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
these segments employ around 2 lakhs individuals. Most of the labour employed in
these sectors is skilled, with a requirement of being atleast a graduate.
Activities of Banks can be classified into three major headings. They are
Almost 55-60% of the work force is engaged in operations. Work force employed in
operations would include all people working in branch offices and engaging with
customers. The responsibility to generate new business and promoting products is
taken care of by the sales and marketing division. To facilitate smoother functioning
of banks support staff are employed including those hired for areas like Human
Resources, IT, Audits etc14
13 Data Source: State-wise Number of Reporting Offices, Aggregate Deposit and Gross bank Credit of Scheduled Commercial Banks (SCBs);
Reserve Bank of India.
14 The percentage of segment-wise breakup taken from the NSDC Report titled “Human Resources and Skill Requirement in the Banking,
KJA Recommendation 33 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
180000
TOTAL
160000
140000
120000
No of Employees
Officers
(K)
100000
80000
Clerks (K)
60000
40000
20000
Sub
0 Ordinate
2015 2020 2025 2030 s (K)
Projected Labour Demand for Banking Sector
We correlated the projection data with GDP, Population and Industrial Indices to
identify if there are relations between each of these. It has been observed that there
is a positive correlation with population but there is no correlation between GSDP and
Employee numbers.
At the State level, number of offices of Insurance sector jumped from 492 in 2012-13 to
612 in 2013-2014with GDP at Rs.5, 698 crores (General Insurance Council 2013-14).
Insurance penetration at the state level is 0.96 %. Almost 45% of Insurers are from the
motor sector, followed by Health at 30% and Property at 10%
KJA Recommendation 34 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
1. Product Development
2. Marketing
3. Administration
4. Asset Management
5. Claims Management
Product development and pricing is done by a set of highly skilled individuals who are
mostly Actuary. They constitute 1% of the total workforce employed in this sector. Most
of the managerial positions require persons possessing a Master’s in Business
Administration (MBA) or is a Chartered Accountant. Mid-level jobs such as those
having to do with claims management and sales absorb skilled labour such as
graduates.
120000
Projected Labour Demand
No of Employeesin thousand
100000
80000
20000
0
2015 2020 2025 2030
KJA Recommendation 35 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
We also correlated projection data with GDP, Population to identify if there are
relations between each of these. There is a positive correlation between projected
population and employee numbers while there is a negative correlation between
GSDP (at constant price) and Employee numbers.
KJA Recommendation 36 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
The mutual fund industry in India was started in 1963 with the formation of Unit Trust of
India, at the initiative of the Government of India and Reserve Bank of India. Assets
managed by the Indian mutual fund industry have grown from Rs. 10.70 trillion in
October 2014 to Rs. 13.29 trillion in October 2015. That represents a 24% growth in assets
over October 2014(Association of Mutual Funds in India 2015).
India is on the verge of witnessing a sustained growth in infrastructure build up. The
construction industry has been witness to a strong growth wave powered by large
spends on housing, road, ports, water supply, and rail transport and airport
KJA Recommendation 37 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
The construction sector was expected to grow at 5.7% for 2014-2015 in Karnataka. It
contributed to about 8.8 percent of the GDP (Economic Survey of Karantaka 2014-
2015). This sector is a major employment driver, next only to agriculture. This is because
of the chain of backward and forward linkages that the sector has with other sectors
of the economy. About 250 ancillary industries such as cement, steel, brick, and timber
and building material are dependent on the construction industry. A unit increase in
expenditure in this sector has a multiplier effect and the capacity to generate income
can be as high as five times.
Key Points
The past few years have been witnessing a substantial increase in the
Supply number of contractors and builders, especially in the housing and
road construction segment.
Demand exceeds supply by a large margin. Demand for quality
Demand infrastructure construction is mainly emanating from the housing,
transportation and urban development segments.
Low, for road and housing construction. However, high working
Barriers to entry capital requirements can create growth problems for companies
with weak financial muscle.
Low. Due to rapid increase in the number of contractors and
Bargaining power
construction service providers, margins have been stagnant despite
of suppliers strong growth in volumes.
Bargaining power Low. The country still lacks adequate infrastructure facilities and
of customers citizens have to pay for using public services.
Very high across segments like road construction, housing and urban
Competition infrastructure development. Relatively less in airport and port
development.
The State Government is undertaking various projects in the construction sector such
as the proposal to set up the Hubli-Ankola railway line which will connect the
hinterland to the coast, in addition to the Hassan-Mangalore railway line. It has been
proposed to develop minor Airports at Gulbarga, Shimoga, Bijapur, Bellary and Hassan
thereby providing air connectivity across the State. The State also has two Air Force
flying stations, one at Bidar and the other at Belgaum. Logistics parks are also being
developed for planned and systematic handling of goods in and around major cities.
The current Metro Project for Bangalore will generate considerable employment.
KJA Recommendation 38 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
Construction is a vast field that needs professionals with different specializations. There
are several lower level employees who are required to carry out construction-based
diverse activities in numerous ways. There are skilled workers who are not required to
possess mandatory academic back ground but need specific experience in
particular construction–oriented fields. The job profiles at this level range from a
general mason to a skilled apprentice. Figure 5.1gives an overview of the various job
profiles within this sector. Workers at these levels are often hired on a daily basis.
KJA Recommendation 39 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
KJA Recommendation 40 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
population in the sector but are an indicative of the same. Therefore, for the purpose
of the report, we are assuming the workforce to be equal to the number of persons
employed in the sector. Karnataka ranks 7th among Indian states for workers
registered with the board.
We have taken the number of workers registered with the construction welfare board
of Karnataka as a proxy for the total number of employees in this sector. There is no
data available for the total number of people working in the construction sector. The
table below estimated the number of people required by the construction sector for
each year to follow. A graphical depiction of the same, displays an increasing trend.
KJA Recommendation 41 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
KJA Recommendation 42 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
have employed more than five lakhs persons in the State20. The vast pool of skilled and
unskilled workers, availability of labour at low costs, strong base for production of raw
materials characterize the textile industry in Karnataka.
The textile industry is vertically-integrated across the value chain and extends from
fibre to fabric to garments. At the same time, it is a highly-fragmented sector, and
comprises small-scale, non-integrated spinning, weaving, processing and cloth
manufacturing enterprises. The entire industry can be broken down to three segments:
• Production of yarn
• Production of fabric
• Manufacturing of garments
20Urs, Anil. (25 January 2016) Karnataka pitches for investments in textiles. Business Line. Retrieved from
http://www.thehindubusinessline.com/news/national/karnataka-pitches-for-investments-in-textiles/article8151885.ece
21Urs, Anil. (25 January 2016) Karnataka pitches for investments in textiles. Business Line.Retrieved from
http://www.thehindubusinessline.com/news/national/karnataka-pitches-for-investments-in-textiles/article8151885.ece
KJA Recommendation 43 | P a g e
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KARNATAKA SKILL DEVELOPMENT PLAN
The State is home to 70 large and medium textile companies and more than 50,000
small units operate under the micro, small and medium (MSME) categories. In 2013-14,
cotton was cultivated in 6.54 lakhs hectares of land in Karnataka. Production of raw
material within the state gives the textile sector additional advantage. Apart from
cotton, the state produces silk. The Karnataka silk is a brand in itself.
The Department of Textiles realized that for the sector to grow furthermore, proper
policy intervention is required. So, in great foresight the department formulated the
state’s textile policies namely, NuthanJavaliNeethi. The current textile policy is from
2013-18. This policy was preceded by SuvarnaVastraNeethi 2008-2013. The policy aims
to attract investments of Rs,10,000 crores to the sector and generate employment for
5 lakhs people.
The spinning sector in the state was quite strong at one point in time through the
cooperative spinning sector mills arrangement. Over the years the segment witnessed
various difficulties and the mills had to either shut down or work under various
constraints. Government is taking measures to strengthen the spinning segment. The
power loom sector would be supported and strengthened in order to modernize
production technologies, such that they are able to supply good quality fabrics in the
required quantum. Handloom sector in Karnataka has been able to create some
strong geographical indicators especially in silk sarees and traditional handloom
sarees and dress material. However, due to the low levels of modernization, availability
KJA Recommendation 44 | P a g e
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Karnataka has a very strong presence in the garments segment. Garmenting sector
has witnessed a growth in investments in the State and has not seen any slowdown.
Capacity in garmenting has gone up drastically. There are approximately 6500 units
(Large, Medium, and Small) at organized and unorganized levels with presence in 20
districts across the State. Garment Sector has the potential to employ more number
of people.
It is in the garment sector that maximum value addition takes place. The garment
sector is highly labour intensive. During the last policy period, it has been experienced
that everyone lakh investment in the garment sector creates 2-3
jobs(NuthanaJavaliNeethi (2013-2018)). The garment units of Bangalore are producing
primarily, woven fabric based fashion garments. There are about 15,000 mediums to
big units in Bangalore and number of small units in and around Bangalore and Bellary.
Since this sector has potential to create new employment opportunities, forthcoming
policy will continue to welcome investments in readymade garment sector
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The media and entertainment industry has grown exponentially in the past decade.
Nation-wise, the Industry is worth 1026 billion rupees and is expected to grow at a rate
of 15.5% in 4 years (FICCI & KPMG 2015). Media and Entertainment Industry consists of
the following segments:
1. Television
2. Print
3. Films
4. Radio
5. Music
6. Animation
7. Gaming Advertising – Internet and Outdoor
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The Kannada film Industry, also known as the Sandalwood industry released 118
movies in 2014. The first government institute in India to start technical courses related
to films was established in 1941. In September 1996, two specialized courses
Cinematography and Sound & Television were created and a new Institute,
Government Film and Television Institute was started at Hesaraghatta, under the World
Bank-Assisted, Project for Technician Development in India.
In Animation and VFX, the spike in outsourcing activities has created demand for
professionals such as character designers, key-frame animators, modellers, layout
artists etc. There is significant demand for animation as it is being used in varied spaces
like education, advertising, movies, games etc. This segment needs a highly skilled
workforce with creative mindsets and technical expertise. This segment has seen
tremendous growth at the state level. International Organizations such as Dreamwork
Studios and Rockstar games now have offices in Bangalore. In addition to this,
Karnataka has indigenous companies that work in Animation such as Xentrix. The State
has also released an AVGC policy to give a boost to the sector.
Number of employees at each of these firms ranges from 300 to 45022. There is demand
for animation artists and tech artists in the field. There is a supply constraint for
appropriately skilled individuals. All firms in the industry have plans to expand their
work. This would generate employment in this sector over the next few years. Also, the
Indian market for animation and VFX is currently at a nascent stage, but it is picking
up gradually. As the demand for such content rises in local markets, demand for
labour will also increase.
Internet penetration in India has also improved lately and so as the use of smart
phones. There is also a global rise in the use of smart phones; which has created a
demand for skilled professionals such as app developers, software testers and
programmers.
22 “Emerging Trends in Animation Gaming Visual Effects’; BangaloreITE.biz Conference; December 2015.
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In addition to all the projections of growth, it is important to note that the sector’s
growth primarily depends on economic outlook. Industries such as film and television
are largely driven by consumer demand and their purchasing power.
• Lack of talent is a challenge for this industry especially in case of print media.
• Lack of exposure among students regarding designing, animation as a career
choice.
• There is no shortage in number of educational institutions (for animation) in
terms of demand for and supply of seats, but the quality of training is not on par
with industry demands.
• Many production houses in films, television, animation and news in both print
and broadcasting have in-house training Institutes. There also exists lack of well-
qualified trainers. There is a need to ‘train the trainers’.
• As there is an absence of a vibrant training atmosphere in India, we are not
able to cope with the continuous up-gradation of technology in this sector. It is
crucial to address this issue, in order to develop this space so that there is easier
access to quality training.
• There prevails general skepticism for the industry among the youth because of
the poor remuneration and widespread use of freelancers. A way to deal with
this might be to introduce media and entertainment industries courses in
mainstream ITI’s.
4.5 AGRICUTURE
4.5.1 AGRICULTURE PROFILE OF THE STATE
Karnataka is India's eighth largest state in geographical area covering 1.92 lakhs sq
km of which 1.23 lakh sq km of land is cultivated. As per the population of Census 2011,
agriculture supports 13.74 million workers, of which 23.61 per cent are cultivators and
25.67 per cent agricultural workers. The agricultural sector of Karnataka is
characterized by vast steppes of drought-prone regions and sporadic patches of
irrigated area. Thus, a large portion of agricultural land in the state is exposed to the
vagaries of monsoon with severe agro-climatic and resource constraints. Agriculture
currently employs more than 60 per cent of Karnataka's workforce24.
23 Based on the Panel Discussion on “Emerging Trends in Animation Gaming Visual Effects’; BangaloreITE.biz Conference; December 2015.
24 Agriculture Profile of Karnataka State; Institute of Social and Economic Change, Bengaluru(YoP)
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The latest census figures provide a picture of the employment pattern in the
agriculture sector of Karnataka. Given below are the figures, relating to people
employed in agriculture, based on the 2011 census.
25 State-wise Silk Production During 2013-14 & 2014-15; Annual Report of Central Silk Board, Ministry of Textiles, Government of India
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2011-12 3,41,84,068.08
2012-13 3,40,02,372.70
2013-14 3,38,10,129.86
2014-15 3,36,07,095.43
2015-16 3,33,93,020.72
2016-17 3,31,67,652.36
2017-18 3,29,30,732.28
2018-19 3,26,81,997.58
2019-20 3,24,21,180.46
2020-21 3,21,48,008.19
2021-22 3,18,10,373.16
Both marine and inland fishing is practiced in Karnataka. There are various schemes
implemented by the State government to boost the fisheries sector. The Department
of Fisheries manages this sector. The fishes are an important source of export revenue
for the State.
26These values have been calculated using the percentage figures of person employed in Agriculture (Various NSSO rounds).
For the projection it is assumed that employment in agriculture is reducing by 1% each year.
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4.5.3.3 HORTICULTURE
Karnataka has seen significant growth in this segment. In many dry areas of the state,
horticulture crops are being grown. “Horticulture crops cover an area of 18.35 lakh
Hectares and the annual production is 149.59 Metric Tons. The average Productivity of
Horticultural crops in the state is 8.15 Metric Tons per Hectare. The annual value of
Horticultural products produced in the state is Rs.29741.00 crores and constitutes 40%
of the total income from entire agriculture sector. The share of Horticultural produce
to total GSDP of the state is 10%.” (Planning, Programme Monitoring & Statistics
Department 2014-15). Budget allocation for horticulture also doubled from 2013-14
and 2014-15.
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4.5.3.4 SERICULTURE
Employment in Sericulture
Category Unit 2011-12 2012-13 2013-14 2014-15
Area under mulberry ‘000 hectares 70.96 74.13 80.87 88.4
‘000 Metric
Production of cocoons 55.96 49.44 61.41 68.75
tonnes
Quantum of cocoons ‘000 Metric
55.03 48.95 45.99 -
marketed tonnes
‘000 Metric
Raw Silk production 7.79 8.21 8.57 9.64
tonnes
Employment in Sericulture Lakh 9.22 9.63 10.51
Based on interviews with persons involved with the Agriculture sector, it can be
understood that one cannot make a list of skill gaps within the sector. Since the sector
is extremely vast and diverse, the skills required for each segment of it is different. There
is the basic difference in skills required for cultivation and for other allied sectors such
as sericulture and fisheries.
It is recommended that, for the growth of the Agriculture Sector along with the
increase in Productivity of farmers, the department conduct independent study to
understand the demand and supply of manpower across all levels. Along with
providing skills to farmers in areas of technology usage, agro-sales, product usage etc.
This skill requirement needs a detailed mapping and thereon a skill plan should be
developed.
A general trend seen across this sector in Karnataka is the extent of dependency on
migrated labour. There has been noted an influx of labour from Assam and West
Bengal. Suppose a labourer from Assam is employed at coffee plantations in
Karnataka, he/she may not be aware about cultivation of coffee or exposed to it
earlier. This leads to a significant skill gap. Another problem that exists especially in rural
areas is labour retention. Most youth do not want to work as labourers. Also, landless
labourers prefer to find menial job in the service sector rather than working in the
agriculture sector. Due to lack of availability of labourers, small and marginal farmers
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are growing crops that require less work like Ragi or Eucalyptus. As a result, they earn
less than optimal revenue.
Governments, both at the State and national level have created an elaborate
mechanism to ensure better growth for farmers. It is the beneficiaries who are unable
to access it and make the best use of these facilities
27Andhra Pradesh top tourist destination: Tourism Ministry - Financial Express Archived February 21, 2014 at the Wayback Machine
28"Alphabetical list of Monuments", Protected Monuments, Archaeological Survey of India.Archived from the original on 2013-08-08.
Retrieved 13 June 2007
29Correspondent (6 January 2007). "Plan to conserve heritage monuments, museums". The Hindu (Chennai, India: The Hindu). Archived from
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Developing tourism will have a multiplier effect through the Economy. Apart from
generating revenue for the State including considerable foreign exchange, it will
create employment and generate local wealth which will boost the economy at
large. Clear indication for the growth of the sector lies in the volume of tourists arriving.
If demand to visit a tourist spots increases, only then will the infrastructural setup in that
area improve. It is also important to note that tourism gives a boost to the rural
economy as most tourists’ spots are located in such regions.
Department of Tourism, GoK has already released its Vision document which outlines
the Government’s plans for this sector. The report stresses on improving current tourist
locations and developing some potential location by investing in infrastructure. This in
return is to generate employment. This Sector currently contributes to about 14.8 per
cent of the GSDP of Karnataka. Currently tourism sector contributes to 5% of the total
employment. It is expected that it will increase to more than 10% by 2024.
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4.7 HEALTHCARE
4.7.1 INTRODUCTION
Health care is one the major sectors of spending in the Indian economy and is also
the country’s principal contributor for employment generation. The Government of
Karnataka has given significant attention to the health sector during the past few
years. Provision of quality health care to people is an essential component of the
health strategy adopted by the State. A brief on the network of health infrastructure
has already been mentioned in the report. Based on population figures and rural
health statistics, NRHM has given figures on the shortage of number of hospitals in the
state (see table below).
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According to Report of the Steering Committee on Health for the 12th Five Year Plan
of the Planning Commission, India has 19 health workers (doctors – 6, nurses &
midwives – 13) per 10,000 people in India. The World Health Organisation (WHO)
stipulates a minimum ratio of 1:1,000.. Additionally, there are 7.9 lakh AYUSH
practitioners registered in the country (approximately 6.5 per 10,000)
AYUSH has also prescribed norms for the number of medical and non-medical
personnel required in a district hospital. For the purpose of this study we shall take these
figures as a norm for all hospitals. A hospital of 100 beds is to generate employment
for 105 medical and non-medical staff. In addition to this, another 12 jobs are created
at the administrative level.
Manpower requirement increases with the number of beds, but is not a linear. The
table below gives the minimum essential manpower required for a functional District
Hospital of different bed strengths as indicated.
The World Health Organization stipulates that for every 1000 persons 3.5 beds are
needed. Based on the population projection till 2030, we have estimated the
manpower requirement for this sector. For the sake of simplicity, we have used
guidelines for 100-bed hospitals to calculate manpower requirement.
30Techspirit;”Private health care industry in Karnataka to grow to $ 30 billion by 2020”; dated 13 March, 2015 -
http://techspirit.in/private-health-care-industry-karnataka-grow-30-billion-2020/
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1. Medical Specialists
• Lapses in conducting medical and other audits
• Difficulty in coordinating activities between departments
• Difficulty in using computers
2. Consultant Doctors
• Inadequate skills in working as a team
• Insufficient knowledge of hospital infections
• Limited knowledge of disaster management protocol
3. Ward Attendant
• Limited knowledge of implications of bio-medical waste
• Lack of cleanliness and hygiene management
• Carelessness in observing safety norms
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electronic products from the state reached US$ 32.19 billion in 2014-15. Exports of IT
and electronic products accounted for 40 per cent share in India's IT and electronic
products exports and 62 per cent share in Karnataka’s overall exports as of 2014-
’15(India Brand Equity Foundation 2015).
The table below gives broad overview of the IT sector within the state.
The major segment of this industry encompasses IT services, BPO, Engineering Services,
R&D and Products. The state accounts for about 40per cent share in India’s electronic
and software products exports. The sector added US$ 17 billion of revenue last year
(NASSCOM). The table below gives a list of overall turnover of the industry and its
segments. The e-Commerce segment is driving rapid growth of domestic IT-BPM;
attracting unprecedented levels of global interest and funding. Nationwide, the
sector is growing at the rate of 13%.
According to the Department of IT, BT and S&T current employment in this sector for
Karnataka is at approximately 10 lakh persons. At present growth rate, the IT sector is
expected to absorb 2 lakh persons every year. Such a rise in demand requires a new
approach to the industry, one that embraces innovation, nurtures a superior talent
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pool, manages security and risks, and meets regulatory and policy demands.
Recognizing the required change has the potential to increase employment in the IT/
BPO sector from the current 8 lakh to 20 lakh by 2020.
There are several global megatrends that are reshaping the IT/ BPO space. Changes
in healthcare, education, banking, retail, environment, energy and mobility are
reshaping markets. Based on these trends, the total addressable market for IT and BPO
is likely to grow from US$ 500 Billion to US$ 1.5 Trillion by 2020. India’s contribution in this
can grow from the current $100 Billion to US$ 300 Billion.
Of this, Karnataka’s contribution to IT/ BPO exports has been US$ 26 Billion. Karnataka
can improve its contribution in the IT/ BPO sector and help maintain India’s position as
a dominant global player by recognizing that 80% of future growth will come from
non-traditional sectors, new customers and newer geographies. For example, clinical
solutions in healthcare, environment and climate change solutions around
sustainability and mobile applications alone will contribute to around US$200 Billion.
IT and BPO sectors have been critical to growth in ancillary industries such as
education and training, transport, construction and security. This industry has been
responsible for creating new employment and offering employees an opportunity to
share in wealth creations through stock options (a remarkable trend triggered by IT
that has had a deep and lasting indirect impact on entrepreneurship). The industry
has also led the way with diversity, employing more women and persons with
disabilities than possibly any other industry. Karnataka’s IT and ITeS successes have
attracted international attention not only for the economic change it has brought
about, but also for the social change it has triggered. This trend must be maintained
and enhanced in the coming decade. There are several global megatrends that are
reshaping this IT/ ITeS space.
The change calls for a new approach to the industry one that embraces innovation,
nurtures a superior talent pool, manages security and risk, meets regulatory and policy
demands. The continued focus on IT/ ITeS will ensure accelerated growth of the
economy, will fast-track the development of new centers of growth in the state, add
to employment, and fuel innovation. Bangalore’s brand as a global IT centre must be
enhanced with the new parameters that are coming into play such as productivity,
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Although the data presented in the above table is for the year 2004-05, it provides the
indicative picture of the ground level scenario. Due to insufficient data such a table
for Karnataka could not be constructed.
However, we are aware that 3/4ths of 2.44 crore workers in Karnataka are estimated
to be in the unorganized sector. Most of the workers agricultural and workers in the
sub3sectors of non-manufacturing such as shops, establishments & trade,
construction, real estate& business activities and hotels & restaurants are in the
unorganised sector.
Agriculture and allied sectors hosts the most amount of unorganized labour. Since the
sector has been exclusively studied as a separate chapter we shall not be dealing
with it in this chapter. Some of the sectors in Karnataka that host huge portions of
unorganized labour have been discussed below. The sectors have been identified
based on the reports of the National Skill Development Council for the state. Given
the very nature of the sector in discussion – Unorganised, very little data exists.
One of the biggest sector in Karnataka in terms of both output and people employed
is the textile sector. A significant share of people employed in the sector fall in the
unorganised category. Most of the weavers both of cotton and silk fall under
unorganised category of labour.
Weaving is a skill by itself which is learnt on the job for those employed in the sector. It
is also passed down from generation to generation in families. A better understanding
of fabrics and designing will enable individuals engaged in the sector to better target
their customer groups and thereby earn greater income. Traditional fabrics can to put
in newer designs to attract new customers. With the advent on online retails suppliers
can access bigger markets. To optimise this situation skilling is needed in designing and
use of ICT.
Although the Garment industry itself is much organised the labour employed in the
industry continue to be unorganised. Most individuals in the sectors are engaged in
Stitching. This stitching is mechanised so they are essentially tailors. There is a shortage
of seat for courses on “dress making” and fashion designing in ITI’s. This can be
expanded. Skilling should also involve information dissemination of the sector at large
and quality related aspects so that the aspiring entrepreneurs are well acquainted
with this sector.
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Presence of historical sites and sites of natural beauty has rendered Karnataka’s
tourism sector an inherent advantage. Most of the job profile in the tourism sector like
guides, cab drivers, and travel operators can be categorised as unorganised sector.
These are semi-skilled jobs with huge potential.
Skilling must be provided to individuals in trade specific skill. A combination of skill can
also be designed to cater to the ground level needs of the sector. Training for guides
especially for historical sites would be greatly beneficial. Training people in language
to be guides for foreign travellers will further boost the tourism sector. In addition to
providing short term courses or/and certification in hospitality would give support to
small hotels.
The industry is mostly concentrated in and around urban pockets like Bengaluru.
Retails companies have entered the industry but it continues to be dominated by
small time firms. Skilling can involve not just carpentry but also entrepreneurship related
classes which can act as a guide for individuals to set up their own enterprises and
become self-employed. Most of such firms presently fall in unorganised category. This
must be bought under organised sector.
All unskilled and semi skilled labour engaged in construction sector is unorganised.
Various trades like Plumber, Electrician, Mason, Painter etc are hired on contractual
basis in the sector. Each of this skills learnt by individuals on job. Standardisation of the
skill must take place so that these individuals can be certified for the same. This will
enable them to set up their own businesses exclusively providing these services. India
must adopt an international standard thus enabling them to apply for jobs in the other
nations for any of these trades.
Unskilled labourers in the construction industry are the helper who eventually picks up
a trade. Construction sector requires In-situ skilling. Since the entire sector is
unorganised. Institutionalised skilling is difficult to implement. Therefore, it is
recommended that certification should be focused.
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4.9.5.2 COOKING
Many households with adult working member are now employing cooks. They are
expected to cook basic dishes. A short duration skilling programme for those already
employed in such job profiles can be conducted and certificate for the same can be
provided. A linkage from this job profile to the hospitality sector can also be
established so there is scope for people to grow professionally.
The demand for this job profile is increasing rapidly. Many individuals do not have the
capabilities to fill these roles. A separate job profile must be created for Caregivers
and specialised training with some basic medical related information can be
provided to aspiring Care givers. Certified individuals can then be linked to agencies
which bridge the demand and supply.
Rise in income levels has enabled people to spend on luxuries like availing services in
a salon or a spa. In urban pockets demand for beauticians, hair stylists, masseuse is
increasing. In addition to retails chain of salons, many independent salons are also
part of the supply side. These independent salons are mostly unorganised. There is also
freelance service provided in this sector.
32Amrita Nayak Dutta (2013, December 26) Domestic help workforce in India exists without governmental or societal
support. DNA.Retrieved from http://www.dnaindia.com/india/report-domestic-help-workforce-in-india-exists-without-
government-or-societal-support-1940646.
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In addition to trade related skills, communication and languages can also to taught
in wellness sector related courses.
4.9.8 HANDICRAFTS
The Mysore region in Karnataka is known for their Agarbatti (incense) particularly
made of the sandalwood, which the region is known for. Agarbatti manufacturing is
highly labour intensive sector characterised by low capital requirements and simple
technology. The entire process of rolling agarbattis is catered by the unorganised
sector33 There is not much that can be done in terms of skilling in the sector but
33NiranjankumarNivedita.(2014, October 21) Your Agarbatti’s Dark Side. Indian Express. Retrieved from
http://www.newindianexpress.com/cities/bengaluru/Your-Agarbattis-Dark-Side/2014/10/21/article2486925.ece
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5. RECOMMENDATIONS
Way Forward
The Central Government has formulated the national policy framework to guide State
Governments to draw State specific plans with respect to vocational education and
skill development. The State Planning Department has also identified lacunae existing
in vocational education and skill development system. Taking into account the
strategies proposed by the Central Government and suggestions made by the State
Planning Commission, the following initiatives could be taken up by concerned
departments.
Vision
Internationally acceptable skilling for all to reap the maximum possible demographic
dividend for rapid balanced sectoral growth and inclusive development with decent
employment opportunities for all.
Goal
The goal of the skill development policy is to recommend ways to provide skills
incrementally to persons who include youth emerging from the formal education as
well as those who yearn to achieve sustainable livelihood either through wage
employment or self- employment options in a year.
Mission
Aims
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Objectives
In order to achieve the above aims, the skill development policy of Karnataka
government has formulated the following objectives.
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Policy interventions aimed at improving the eco-system of skill development for the
target group in Karnataka are discussed below:
• Awareness on the role of skills in the nation building will be created among
parents, teachers and other stakeholders in the society to develop pro-skilling
environment in the state. Messages conveying that each job (small or big,
formal or informal) is to be respected as it directly or indirectly contributes to
national economy will be spread through newspapers, mass media and posters
on buses and trains. Information Education and Communication strategy
along with modules and tools in Kannada will be developed and transmitted
from time to time for effective communication to public in general and youth
in particular.
• Awareness programmes for parents will focus on choices available to their
children in terms of sectors, modules and training providers with better career
opportunities.
• Information and awareness on advantages of skills, returns to skill education,
marketable skills in the technical and non-technical trades and institutions
providing courses on such skills will be provided to students completing
secondary and higher secondary education, school drop outs, unorganised
workers.
• Appropriate programmes will be formulated so that the youth can articulate
and represent their interests and will aspire for vocational education.
• The state government will create web portal for youth interested to go for skill
training. Mobile technology will be used for better social networking,
better engagement and collaboration with the prospective candidates.
• Institutional arrangement will be made for those in secondary and higher
secondary schools to spend a couple of days in an innovative experience
programmes on campuses of ITIs, Polytechnics, industries, specialised training
facilities and others discovering the relevance of vocational education to
themselves. This will focus on hands-on experience in manufacturing, office
and service skills required in the real world.
• Gram panchayats and urban local bodies will provide information on
skill opportunities as well as mobilise the youth through Self-Help Groups and
other community based organisations. These local bodies will also identify and
enroll youth interested in obtaining skills and facilitate the connection between
the youth interested in obtaining skills and institutions providing employable
skills. The existing data base such as Socio-Economic Caste Census (SEC),
20146, will be utilised for identification and mobilisation of youth.
• Local bodies and civil society organisations will be involved to provide
counselling and guidance to youth not only for creating aspirations and but
also to reduce the attrition rates during the training. Skill missions at the grama
panchayat, taluk and district levels will work as multipliers and facilitate
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counselling and guidance to the youth about various skilling programmes and
opportunities.
• Appropriate steps will be initiated to involve industries in the assessment and
provision of information on marketable skills on regular basis.
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Karnataka Skill Development Authority will be set up to standardise the curricula and
courses in line with market demand and quality parameters. If curricula are already
available, these will be adapted or adjusted according to the market demand, and
needs and preferences of trainees.
• The quality of infrastructure within the existing ITIs, Polytechnics and other such
institutions will be improved and the existing infrastructure will be put into good
use for delivering training to large number of youth.
• The government will standardise and institutionalise private sector capacity
by increasing the number and mix of skill training courses through means like
public- private partnership, equity, grant and loan support from the
Government of India. Private sector and CSR initiatives in skill training will also
be encouraged.
• Industries will be encouraged to earmark funds for periodic skilling and up-
skilling of personnel employed in the industry by utilising the space and
infrastructure available in the government ITIs and polytechnics.
• Efforts will also be made to encourage industries to start training centres.
• Space available in community centres, schools, youth hostels, polytechnics or
shop floors of industries will be utilised for practical training.
• Community Schools and e-learning platform will be created to address the
issue of scaling up and capacity. Civil society organisations will be encouraged
to set up community schools. In so far as e-learning platform is concerned,
some proportion of curriculum of vocational education, mostly theory part, will
be delivered through the internet.
• In order to reduce gender disparity, basic workshop subjects such as metal
work, woodwork, technical drawing, and basic electricity will be made
compulsory for both girls and boys.
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• In line with the central government policy on the quality assurance framework,
the state government will develop the quality criteria and align the same with
the National policy at later point in time when it is finalised. The quality
framework will set minimum standards and provide guidance for effective,
valid, reliable, fair and transparent assessment in the context of NSQF. This
would also facilitate certification and thereby improve status of skills training.
Guidelines for accreditation of training providers based on training capabilities,
infrastructure, and availability of trainers, ties with industry, etc., will be notified.
• To promote accountability among ITIs and assess their performance, ratings
based on their outcome linked parameters will be applied.
• Industry will be encouraged to actively participate in designing curricula and
standards for skill training courses, depute their industry members as faculty,
make shop floor available for practical training and institutionalise paid
apprenticeship. Workplace training will be promoted as part of overall skill
curriculum aligned to NSQF and embedded in appropriate credit framework.
• For effective skill development, the link between demand for skills by employers
and supply of quality skills is crucial. The government will provide incentives to
those industries which are successful in establishing such a link.
Preparing curriculum which is in sync with emerging market demands and aligned to
latest NSQF. Qualification packs will be recommended by the sector mentor
committees. The latest teaching aids will be promoted to disseminate quality training
on a large scale. The curriculum will be revised once in every three years to
accommodate the changes in the market, and in consultation with the industry.
The policy visualises skilled and certified teachers so as to provide qualitative skills to
students in Karnataka.
• A separate course for the teachers of vocational education, along the lines of
B.Ed. will be started.
• Training and retraining program will be organised for the teachers of ITIs and
Polytechnics so that they are updated on the current curriculum which have
demand in labour market. A focused and restructured teachers training
programme will cover certification, continuous skills up gradation, performance
monitoring, rewards and recognition.
• Teachers will also be encouraged to spend sometime in the industry so that
they are able to learn the technological advances made in the industry. ITIs
and Polytechnics will be encouraged to appoint those working in the industry
as part-time teachers and guest speakers from time to time.
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• Apprenticeships will not only accelerate skill development but also help to
tackle the problem of unemployability of youth. Apprenticeship programmes
all over the world have gained from increased productivity. Those completing
an apprenticeship earned more than an average college graduate.
• Despite this, the apprenticeship programme in the state is still at the nascent
stage
• (Annex 8) because the Apprenticeship Act of 1961 and amendments in 1973,
1986 and
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1997 were prescriptive and did not work. This means that the employability of the
skilled youth has declined as the industries could not employ youth having only
bookish knowledge.
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• Efforts will be made to identify potential and early stage entrepreneurs from
among those attending formal skilling courses as well as others. In order to
educate and equip them, entrepreneurship education curricula will be
developed by learning from the available education content.
• The Department will provide entrepreneurship curriculum to aspiring
entrepreneurs with the help of ICT. Tracking of those learning through web-
based teaching of entrepreneurship training will be done to monitor and
include those belonging to socially and economically marginalised groups.
These groups will be prioritized in the provision of training inputs.
• Colleges and universities, both public and private will be encouraged to start
entrepreneurship courses.
• Web and mobile based platforms will be created for the students and budding
entrepreneurs to connect with the ecosystem of entrepreneurship. Such a
platform will be helpful not only to find opportunities for skill training but also for
other services such as credit.
• Karnataka government will encourage the creation of new incubators and
scaling up of the existing incubators through appropriate support.
• State-wide network of Entrepreneurship Hubs (E-Hubs) will be set up to provide
guidance and extend support to entrepreneurs such as delivery of services as
part of the state programme on entrepreneurship and other resources.
• The government will undertake steps to rationalise business procedures and
regulations to improve ease of doing business. The Government will constitute
a committee to arrive at the procedures and regulations.
• Access to institutional finance is key for the success of business. The government
will initiate steps to ensure the flow of adequate and timely credit to budding
entrepreneurs by strengthening coordination between entrepreneurs and
banks/ other financial institutions.
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• The government will adopt mobile training service approach because such
an approach: i) makes vocational education and training available where the
trainees work and live; ii) is suitable particularly for target groups in remote rural
areas; iii) makes it possible to organise in terms of time and place so as to
best suit the needs and constraints of the target group in the informal sector;
iv) can offer both formal and non-formal and further training courses; and, v)
benefits women, girls and other disadvantaged groups as they do not have to
travel and incur transaction costs.
• LearnNet approach8 will be adopted, where it is required, as it empowers the
disadvantaged people. In order to minimise barriers as a result of distance or
social restrictions, it will be applied where people live and work such as worksite
of construction workers.
Government will introduce measures to impart green skills for sustaining the livelihoods
of workers in the unorganised sector so that they can work their way out of poverty
and contribute to greener planet.
• The government will introduce the Recognition of Prior Learning (RPL) for
unorganised workers for strengthening and certifying their skill base. Checklists
for various trades in consultation with industry will be prepared. The government
will pre- assess competencies based on checklists and provide both theoretical
and practical training sessions. The government will facilitate formal recognition
of skills/ competencies acquired through non-formal and informal channels
among workers in the unorganised sector by institutionalising this and giving
wide publicity. Policies to include women and those belonging to
disadvantaged groups will be introduced.
• The efforts of training providers in the skill development initiatives will be
recognised and mentorship support through NSDC to scale and create
sustainable models for skill development for Green jobs (agriculture/allied
horticulture, renewable energy, recycling, eco- tourism etc.), Grey job (informal
manufacturing and services), and local trades especially will be promoted.
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5.5 MATCHING
5.5.1 REVAMP EMPLOYMENT EXCHANGES TO CAREER CENTERS
The objective of setting-up Career Centres across the state with world class
technology and processes is to address the employability gap and to extend
employment opportunities to the local youth. Skills development training will be
provided as a mechanism to develop the right set of skills required by the industry.
These centres will be equipped with state of the art infrastructure and propose to
conduct training and offer jobs to local youth. Following would be the main functions
of the Centres:
• Assess the job seekers on their current competencies and identify the skill gap
• Counselling
• Provide Employability Training/Capacity building of job seekers
• Certification support
• Placements assistance
• Demand Generation (how would the centre influence demand generation?)
– The centre will go to various industries and generate open positions for
employment, in other words generate demand for job openings
• Back-end Support
To improve job seekers’ employability skills, the Centre will provide Assessment and
Counselling solutions which would enable job seekers to understand their current
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In the long-run the Centre can be used as a platform for bridging the gap between
government and industries. The Centre can be a single point of window at the district
level to provide information on local industries and their manpower requirements.
Local industries can make use of the Centre to reach out to/to interact with local
youth/job seekers.
5.5.3 STRUCTURE
The Centre can be set up on Private-Public Partnership mode with a CEO from industry
with industry background. An Advisory Board with industry experts and government
officials as members can be constituted for efficient service delivery and sustenance.
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• Identification of Employable Skill sets for a region based on the study of labour
market in consultation with Industry
• Development of training modules corresponding to skill sets identified
• Organizing Modules into Course Matrix indicating vertical and horizontal
mobility
• Development of detailed curriculum
• Vetting by representatives of Industry, training providers & trade experts
• Inviting comments from Employers/ Employees Organizations, State
Governments, etc.
• Assist in the training of trainers.
• Making available the training & testing facilities.
• Development of assessment standards.
• Monitoring and Quality assurance.
• Assistance in placements.
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5.5.3.6 ECOSYSTEM
Assessment
Mobilization
& Counseling
Registration
Ecosystem
Skill
Employment
Development
Certification
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India’s labour laws make employment contracts perpetual. This means that once you
hire somebody you can’t get rid of them even if you can’t afford them, don’t need
them or they don’t perform. How many of us would buy a house we can’t sell or sign
a lease we can’t end? Employers respond to this asymmetric contract by exploding
informality and contract employment. Labour laws also encourage the capital
substitution and sub-scale enterprises; employment in private sector manufacturing
with more than 10 employees has stagnated for 20 years. 80% of our textile output
comes from firms with less than 10 employees while 85% of China’s output comes from
firms with more than 50 employees. RanaHasan of ADB compared 19 manufacturing
sectors and showed that capital stock per worker in India is consistently higher than
China. But the biggest challenge now is that 100% of net job creation since 1991 has
happened informally. Informal employment - the slavery of the 21st century – is a child
of our labour laws.
There are three tenets for any sustainable labour law reform agenda-
The first is important because the demand for reform is not about exploiting workers
driven by what Renaissance physician Paracelsus said; the dose makes the poison.
Anything powerful enough to help has the power to hurt and today these laws hurt
those they masquerade to protect. Most employers agree that there should be non-
negotiable labour laws around health and safety, sustainable employee benefits,
minimum wages, and leave/ timing; they want fewer laws with better enforcement.
The second tenet highlights the difference between a list of ingredients and a recipe.
A recipe details proportions, sequencing, and timing. The agenda should pick and
choose battles because laws written over 100 years cannot be changed in 1 year.
The third tenet is important because there is no such thing as India’s labour market;
our diverse geography of work means that what works for Bengaluru is inappropriate
for Kanpur.
1. Definition/Plumbing
2. Benefits Regime
3. Trade Unions
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4. Decentralization
5. Fixing the employment contract
5.5.4.1.1 DEFINITIONS/PLUMBING
This phase is the lowest hanging fruit and must cluster laws and rationalize definitions
e.g. wages are defined differently in the Payment of Wages Act 1936, the Minimum
Wages Act 1948, the Bonus Act 1965, the Gratuity Act 1972, the Provident Fund Act
1952, the ESI Act 1948, the Workmen’s Compensation Act 1923 and the Industrial
Disputes Act 1947. Instead of 44 Central laws and multiple state laws we should aim to
cluster all these laws into five or six thematic areas. This reorganization should also
cover the inspection regime; currently the ability of inspectors to continuously target
specific companies is a large source of corruption and pain for small and medium
entrepreneurs.
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Salary Deduction
GROSS Rs 5500 RS 55,000
SALARY
Employer Employees’ Monthly Employer Employees’ Monthly
(% cost) (% cost) Total (%) (% cost) (% cost) Total (%)
DEDUCTIONS
Provident 3.67 12 15.67
Fund
PF Expenses 1.61 1.61
EPS 8.33 8.33
ESI 4.75 1.75 6.50
Professional 3.18 3.18 3.18 3.18
Tax
Labour 0.36 0.36 0.72 0.72 0.36 0.72
Welfare
Statutory 8.33 8.33
Bonus
Gratuity 4.81 4.81 4.81 4.81
TOTAL (%) 49.18% 8.71%
NET SALARY Rs 2,795 Rs 53,830
But 100% of India’s net employment in the last 25 years has happened informally
because most employers have moved to a cost-to-company salary model where
benefits are not over and above salary but reduce take-home salary. Giving
employee’s three choices in how their salary is paid – they may choose to continue
with the status quo – would involve:
The Employee Pension Scheme (EPS) is bankrupt – a deficit of Rs 50,000 crore is being
balanced by brutally and slyly reducing benefits. Employees must be allowed to
choose between EPS or diverting their employer contribution to EPFO as payment to
their NPS individual account.
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Employees should be given an option to pay their monthly health insurance premium
to ESI or purchase a plan from any IRDA regulated health insurance company. The
Insurance industry would gladly create the IT infrastructure to ensure that these policies
are seamlessly portable when an employee moves from one company to another.
The huge difference between gross wages and take-home salary is justified today in
the name of encouraging long term savings and protecting employees from their own
selves or their “myopia”. Keeping aside the argument that this is politically patronizing,
it is arithmetically impossible for the payroll confiscation rate to be higher than savings
rate. Data suggests that people with annual incomes of Rs 75,000 have saving rates
that are close to zero; the various laws that mandate 49% deduction breed informality.
We also need a revamp of our benefits regime because the employment contract
has changed from a lifetime relationship to a short taxicab transaction and this shift
needs backpack benefits which are easily portable with employer changes. Higher
take-home pay also has implications for our ambitious skill agenda; 50% of India’s
workers are in forced subsistence self-employment and we need more formal wage
employment. Additionally, the work of Nobel Laureate Gary Becker suggests that
individual investments in human capital are highly linked to take-home pay. EPFO and
ESI do not have clients but hostages; India’s demographic dividend desperately
needs this to end.
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activity is driven by leaders often disinterested in worker welfare and only interested in
building constituencies or campaign finance.)
5.5.4.1.4 DECENTRALIZATION
The legislative balance between the central and state governments has been
debated for long but the political economy suggests that labour laws should
increasingly be given to state. In 1919 the Montagu Chelmsford reforms introduced
Diarchy under which the British Crown retained important subjects like defence,
communications, foreign affairs, finance, justice, and police but transferred light
weight subjects like sanitation, libraries, veterinary, fisheries, agriculture, weights and
measures, and forests to Indian elected ministers. The continued insult and racism in
these allocations sowed the seeds for provincial autonomy in 1935 and
Independence in 1947. After independence, the delicate balance struck by the
constitution between state and central governments was disrupted. But getting skills
and jobs for the 10 lakh kids who will join the labour force every month for the next 20
years needs moving labour laws from the concurrent list to the state list of the
constitution. There is no such thing as India or Karnataka’s labour market; the dynamics
of matching, repair and prepare are different for Bengaluru, Mysuru, Gulbarga,
Hassan and Hospet. There are many reasons for making labour laws a state subject. It
will create accountability; It will allow nuancing and sequencing between philosophy
(employment contracts that balance leverage between employers and employees)
and plumbing (definitions, benefits, etc.). It will allow for an integrated 3E (education,
employment and employability) strategy that focuses on plumbing rather than poetry
because states already control most delivery systems (Schools, Colleges, Employment
Exchanges, Inspectors, and ITI’s). Chief Ministers have stronger incentives in tackling
the status quo that chooses an organized but vocal minority over the unorganized
majority.
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5.6 REPAIR
5.6.1 STRENGTHEN SKILLS DEPARTMENT
Karnataka was the first state to set up a State Skill Mission– Karnataka Vocational
Training & Skill Development Corporation (KVTSDC) with a target of imparting skills and
employment to 10 lakh youth over years from inception. While the corporation
initiated various activities, it has not been able to achieve its objective of imparting
skills and employment to 10 lakh youth. The department needs to be strengthened
and looked at new pairs of eyes.
The recently set up Skills Department set-up under the leadership of honourable CM
and Chief Secretary should also include Principal Secretaries of departments
concerned with skill training such as RDPR, Department of Social Welfare, Higher
Education Department, Department of Youth Empowerment and Sports etc. as
members.
The State Skills Department’s aim should be to increase the capacity & capability of
the State to deliver quality skill training and professional knowledge to the youth to
enhance their employability and thereby bridge the skill deficit with a view to meet
the growing demand for skilled manpower. The department should focus on few key
areas:
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v. Governance – The MD/ CEO of the department should be hired from the
industry (e.g. NSDC). A state level committee should be formed to review the
various skill development programs every 3 months. This committee should
have additional representation from industry bodies like FKCCI, FICCI,
ASSOCHAM and CII. Transparency is key to executing any plan and the
department needs to identify ways to keep the operations of the corporation
transparent. All information about the programs conducted through the
corporation should be updated on the corporation website.
vi. Training/Delivery-The department would undertake training of trainers to impart
new knowledge and to enhance quality of delivery. National and international
skilling trends/techniques would be imparted to ToT. A mechanism would be
set up to ensure that the new knowledge is transferred to learners.
vii. Contemporary training modules/schemes- Periodic skill requirement analysis
across the sector-agriculture, industry and service- should be undertaken and
based on the findings, training modules must be developed. Experiences from
countries such as Germany, Switzerland and Singapore to be considered by
the department
A skill development program can serve its purpose only when it is catering to the
demand. This demand is never constant. All Skill development initiatives must attempt
to be on par with the industry and possibly predict the changes in the skills market. For
this purpose, the industry has to work closely with Government. “Champion Employer”
is one such program that facilitates such collaboration between the Industry and the
Government. Under the program a company collaborates with the government to
provide training and thereafter employment to a stipulated number of people. The
government will fund logistic related expenses. “Champion Employer” as a scheme
has been successfully implemented by the Ministry of Rural Development under its
Deen Dayal Upadhyay Grameen Kaushalya Vikas Yojana. The rationale behind this is
to promote inclusive growth, by developing skills and productive capacity of the rural
youth from poor families.
There are several challenges that are preventing India’s youth from competing in the
modern market, such as lack of formal education and marketable skills. The
government can bridge this gap by funding training projects that are on par with
global standards, and ensure placement, retention and career progression.
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5.6.2.2 FUNDING
In this frame work it is envisioned that the government will provided financial support
to placement linked skilling projects. Funding components include support for training
costs, boarding and lodging (residential programmes), transportation costs, post-
placement support costs, career progression and retention support costs.
The Government can also have a point to contact who can communicate and assist
a company through these processes. The Target and Objective must be clearly
specified at time of beginning collaboration. Industry would also be better prepared
when goals are specified.
All training programs have to be demand based and must lead to placement. The
youth have to absorb in the labour market with some basic skill set. This skill along with
work experience must help them grow up the ladder in the job market. The trade
specific skills are required to follow the curriculum and norms prescribed by specified
national agencies such as the National Council for Vocational Training and Sector
Skills Councils. In addition to the trade specific skills, training must be provided in soft
skills, functional English and ICT.
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common across the sectors. Company could use the standardized format and
develop only trade/sector specific content. The content developed by the company
should then be assessed and approved by the respective sector skill council.
To assess the training program, the government can carry out inspection of the
training facilities and also evaluate the training process. It must be noted that
inspection should be carried out by person who has knowledge of the concerned
sector. For example, a person with expertise in retail cannot assess the training facility
for hospitality sector.
After undertaking the training given by a company for a selected skill and after
working for a period of 1 year, the trainee could be given a certificate for the same.
This certificate could be equated to a level within the Educational framework. It would
also incentive the trainee to remain in the job for a period of at least one year. Having
invested in the training program it is the interest of the government and industry to
ensure that a trainee remains in the job he/she has been placed in, at least for a
minimum time period.
To initiate this program, the Task Team has identified potential Champion Employer for
the important industries within Karnataka. Given below is list of the sectors along with
the Potential Company:
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CASE STUDY on CAFÉ COFFEE DAY as CHAMPION EMPLOYER with Ministry of Rural
Development (MORD)
• Industry Partnerships is key to the success of the DDU GKY program. Employers
have been involved in providing placement opportunities, helping develop the
content, training of trainers. DDU GKY has taken a step further by providing for
special partnership programs that support Industry to collaborate with the
program to meet its own internal HR and talent requirements. These include:
A Champion Employer Policy whereby organizations that need 5000+
people per annum can tie up with DDU-GKY.
A Captive Employer Scheme in which an entity that can provide 500 or
more captive jobs annually in own or subsidiary agencies/ companies. The
last two years can also tie-up with and gain from DDU-GKY’s experience
and training programs.
• The benefits to the employer include funding support for mobilization, training
and hiring of skilled candidates. Currently unskilled candidates are typically
being sourced either through walk-ins or through support of agencies and then
trained by companies at their cost. This scheme would help in getting skilled
candidates at lower costs
• The benefit to the Government Ministries is that they are able to provide
confirmed employment opportunities to the skilled candidates and thereby
achieve their skilling targets.
• Café Coffee Day was one of the earliest Champion Employer Partners of DDU
GKY. The company has secured an overall national level mandate to train
20,000 persons annually for 5 years to be employed in the café outlets across
the country.
• The company has so far established 7 training centres in Karnataka, Bihar,
Odisha and Kerala to train 6800 youth in these states in the first year. The
company has so far trained 300 candidates and around 600 students are
undergoing training in these centers.
• The 3-month training curriculum is provided by the Learning & Development
team of Café Coffee Day and includes two months of training in the training
centers and one month on-the-job training in the Café outlets.
• Each of the training centers has a café training lab where the trainee is trained
on various aspects of food and beverages related to the company. S/he is
trained to make coffee to the standards required for service delivery in the café
outlets.
• The Trainers undergo 2 week training of trainer programs before being
deployed in the training centers
• The major challenge is in candidate mobilization, retention during training and
placement. This requires proper identification of interested candidates and
career counselling. The attraction to work with a reputed company has to be
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well communicated during the mobilization process. Café Coffee Day has now
developed structured processes to ensure higher effectiveness of the
mobilization process.
• The first batch of trainees has started working in the café outlets and the
response of the operations managers has been good. The company intends to
build on this.
The scheme can be named as Karnataka Yuva Kaushlya Program (KYKP), which will
be aimed at providing vocational skills to the following segment on mission mode
basis:
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5.6.3.4 CERTIFICATION:
Certification can be aligned to third party assessment such as the respective Sector
Skill Council such that there is industry validation and value to the certificate awarded
to the successful trainee.
Scale and Speed would be key to this mission mode program being successful.
India only has 3 lakh formal apprentices while Germany has 3 million, Japan 10 million
and China 20 million. There is a crying need to develop a large base of “skilled”
employees before they enter the labour market. However, not much has been done
in this regard.
The State Apprenticeship Corporation should be set up in PPP mode, wherein the
private partner will be responsible for:
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KAC should become the single window for state compliances on apprentices and for
providing a platform to stakeholders to allow trainees and industries to experiment with
a new career and new job seekers respectively.
More than 2 crore people in Karnataka are employed in the unorganized sector and
most of them are unskilled when they join the labour force. It is recommended that
the Skills Department provides a special focus on creating long term skilling programs
for the youth who join the unorganized sector in industries such as Textile, Construction,
Tourism, Health & Wellness, Domestic workers, Security etc. This would also enable
them to transit from the unorganized sector to organized sector over a period of time.
5.7 PREPARE
5.7.1 SET UP VOCATIONAL UNIVERSITY THAT PROVIDES A
QUALIFICATION CORRIDOR FOR ITIS/ POLYTECHNICS ETC.
WITH ROADMAP TO UNIVERSITY DEGREE
India has made remarkable progress in terms of IT, space technology, establishment
of world-class institutions like IITs and IIMs, etc. Still India has issues in relation to
demographic pressures and financial constraints in providing equitable standard of
life to all its population. Much of the population is still rooted in traditional occupations.
Keeping in view the major socio-economic situations, we discuss some of the aspects
of Indian economy in detail. Around 93% of the Indian workforce is in informal sector
without employment and social security, experiencing significant economic
deprivation. India has the lowest proportion of trained youth in the world. The
quantitative dimension of India's skill development challenge is that 80 percent of new
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entrants to the workforce have no opportunity for skill training. Against 12.8 million per
annum new entrants to the workforce, the existing training capacity is only 3.1 million
per annum, causing annual increase in unorganized labour and low income groups.
Among persons of age 15–29 years, only about 2% are reported to have received
vocational training (VT) using formal routes and another 8% through non-formal means
indicating that very few young person’s actually enter the world of work with any kind
of vocational training. This proportion of trained youth is one of the lowest in the world.
The corresponding figures for industrialized countries are much higher, varying
between 60% and 96% of the youth in the age group of 20–24 years. The Indian
economic development depends on mass scale skill inculcation, as the countries with
higher and better levels of skills adjust more effectively to the global challenges and
opportunities. The solution calls for effective measures for education and inculcation
of skills at all levels, so that employment with moderate-income can be secured. The
Prime Minister's National Council on Skill Development has endorsed a Vision to create
500 million skilled people by 2022, whereas, at present, only about 2 percent of the
workforce has skill training. This can be effectively addressed by Skill University.
A need exists for identifying an institutional system that holds comprehensive skill
education (CSE) as its educational purpose. A new category of tertiary educational
institution is needed that fulfils the vocational skill needs and community education
requirements, thereby filling the societal void created by the non- responsive nature
of the traditional system of education to certain social demands for higher education.
This new institution should facilitate the holistic development of the society.
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The Vocational University would offer Associate Degree and its lower modules,
vocational education for the unorganized sector, Labour Education and Community
Education. The Campus also will be offering facilities for degree completion, PG and
Research Programmes and consultancy support to MSMEs. The University will be
undertaking projects relating to vocational training for the organised and unorganised
sectors on public-private partnership mode and in collaboration with private sector.
A details concept note on Vocational Skills University has been included in Annexure
– 1.
Language is not merely the medium of instruction at all levels of education; it is the
medium of growth. It provides capacity for preservation and communication of
intellectual life. At higher level, language provides the medium of fresh and free
thinking and research. In education, it is supposed to communicate knowledge, and
in general life it is the instrument to pick up information. We need language to learn,
to retain and to recall our knowledge. It is the primary need for development of a
child.
On the other hand, vocational skills development plays an integral part in the
economic and social prosperity of individuals, employers, communities and nations
worldwide
Time is of constraint to the School & Higher Education departments hence a way can
be found out to replace any Vocational Skill in place of the 3rd language the student
studies (reference be made to KSEP language policy pg. No.45-46). This may not be
the best possible solution, however we are aware increasing duration for students may
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not be possible, and hence replacing vocational skill in place of a language can be
an option.
In the current business environment, the need for good communication skills is
imperative. Irrespective of the sector, one common issue that arises in any skill gap
analysis is the need for better soft skills in India. No longer is a professional qualification
enough to secure a job, in the present times in addition to having a degree one needs
to have a good personality and right attitude or proficiency in business language. The
demand for such skills is not restricted to highly skilled jobs. From the drivers of cab
companies to senior management professional, everyone is expected to have good
communication skills.
As India has excess labour a part of the labour can move to countries with labour
constraint. For labour to migrate to other economies and to compete with others at
the global level, ability to communicate in English is a must. It is required not just to
secure a job but also for one to navigate themselves in other countries or states. Most
people undergo spoken English classes while searching for a job. Even if they manage
to speak the language at the end of the course, they don’t feel confident about it.
Low confidence levels, as a result of inadequate communication skills is recurring
problem amongst Indian population. As mentioned earlier industry wants people with
strong personality which cannot be developed with low confidence levels.
34The study was conducted in 2013 and it regarded as the first ever national audit of employability of 3-year Bachelor’s degree graduates,
drew inferences from data of over 60,000 graduates pan–India, based on Aspiring Minds Computer Adaptive Test (AMCAT) – Daily Excelsior,
“47% Graduates In India unemployable for any job: Report” [dated 25-06-2013]
35 Daily Excelsior, “47% Graduates In India unemployable for any job: Report” [dated 25-06-2013]
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KARNATAKA SKILL DEVELOPMENT PLAN
and cognitive skill, a significant amount of the people who undertook the survey did
not have the required proficiency in English and communication. With Globalization,
no economy remains isolated, there continuous interaction across the world and
labour is constantly moving across the countries. This requires that the employees are
equipped to talk in English at all levels
Therefore, the task team believes that English should be taught at early levels of
education so that students have adequate time to get used to the language and feel
confident about conversing in it.
The Skilling mission can only be successful if certain reforms are bought about in the
Education System. Changes need to be made in both the mainstream level and for
Vocation Education. The Task team recommends that Vocational Education must be
introduced at Secondary School.
The demand for higher education is vastly different from that of school education. The
level of learning that is imparted to students at higher educational institutions are
supposed to equip them for job market. The purpose is not being served by the present
system. Some of the changes that can be brought about at higher education level
are:
• Common criteria must exist for faculty recruitment across the state
• Mandatory pre-service training for teachers seeking position/appointment in
higher education institutions
• Providing teaching experience during post-graduate education
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KARNATAKA SKILL DEVELOPMENT PLAN
5.8 INITIATION
5.8.1 PHASE 1 INITIATION (THE NEXT TWO YEARS – TILL 2019)
i. The newly formed Skills Development Department should have a CEO from the
industry, who understands the Skills Landscape and is capable of running the
department as an independent entity. The CEO should report to the Secretary
– Skills. A committee comprising of the Secretaries of all related departments
such as School Education, Higher Education, Labour and Employment,
Industries etc., should be formed to ensure effective integration and
implementation of skill development plan.
ii. Public and Private Sector Participation: Industry and Government needs to
work jointly to make this plan a success. Public Infrastructure should be utilized
to maximize the reach, awareness and benefits to the youth and private
industries should be used to implement skill mapping, training, assessment and
employment linkage. Optimal capacity utilization of the Public Infrastructure &
Resources and Private Training Capabilities need to be developed.
iii. Employment Exchange Revamp: This is the lowest hanging fruit and can be
implemented almost immediately. The impact of each employment exchange
generating 200 – 300 jobs per month would be massive for the State and will
start showcasing Karnataka as the Skill and Labour capital of India.
iv. Develop a focus group for driving Apprenticeships ‘demand and supply’ within
the State
v. Identify few growth sectors basis the recommendations in the report and
develop skill plan for the next five years.
vi. Create a largescale Teachers’ Training and Certification campaign for
Vocational Skills in the State.
Few other recommendations that the KJA Skills Committee would like to make
for the Skills Department are:
a. Setup a Skills Bureau: The key objective of this bureau should be to collect,
consolidate and analyse the current industry requirement of skilled manpower.
This need to be a continuous process and active involvement of all
stakeholders is important.
b. KJA recommends that the department employs a team of experts to
understand the demographics, school and higher education enrolments,
dropouts’ etc. along with the number and profile of job seekers entering the
labour market vis-à-vis the industry requirement.
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KJA RECOMMENDATION
KARNATAKA SKILL DEVELOPMENT PLAN
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State renowned for entrepreneurial spirit, accounts for significant portion of the
industrial investment and production at national level. The state recognizes the
criticality of skill training and continuous skill upgradation amidst globalized
competition and, encourages educational institutions to take up quantitative and
qualitative measures for capacity building.
This University can be established in a PPP model and should offer skill based
academic programs to post-higher secondary students. It could enhance
employability of the graduates and provide human resource to the manufacturing
and service sectors. The Skills University (SU) programmes will provide vertical link to the
pass-outs of Vocational Higher Secondary Schools, which can synergize enrolment in
these institutions. Measures will be taken to offer higher education avenues to ITI and
Polytechnic pass-outs as per state Government Resolution through General
Administration Department. The SU can also offer consultancy, skill upgrade and
continuing education services to the Micro, Small and Medium enterprises. With the
support of the state Government, the SU will participate in skill inculcation of the
informal labour and community enrichment education. The proposal discusses the
details of organizational structure of the University, its location, academic offerings,
establishment of Community Colleges, curricular design methodology and research
areas. The SU will employ blended mode of instruction using faculty expertise, hands-
on training, cloud computing capability, VSAT infrastructure and industry interaction.
While offering its multipronged services, which are unprecedented in the Indian
university system, The SU will follow State Government Private Universities Act in its
policies, programmes, processes, decisions and activities.
INTRODUCTION
citizen), economic (improving in monetary terms) or social (providing for equality and
social justice). Development is taken to mean growth plus change; apart from
quantitative variation, there needs to be a qualitative change as well. In Indian
context, it means increasing the number of graduates on the one hand and bringing
about a favourable change in relation to equity and social justice. Higher education
has to play a vital role in working towards economic growth, self- reliance in the
scientific and technological expertise and mobilization of human resources in a
country.
The term, ‘skill’ refers to an acquired and practised ability or to a qualification needed
to perform a job or a certain task competently. It is a multidimensional concept, as
most jobs require a combination of skills for adequate performance - a combination
of physical abilities, cognitive abilities and interpersonal skills. The curriculum is
therefore to be formulated keeping in view the necessity of both domain skills and life
skills. In the context of economic development, the processes of formal acquisition of
skills and training are important. The formal skill acquisition and training arise from
general educational systems or from Technical and Vocational Education and
Training (TVET) systems. These processes encompass learning meant for developing
skills for entering, re-entering and progressing in particular occupations. It is also
essential to have continuous skill enhancement to adjust to changing technology or
to market requirement or for increased productivity.
system in post-independent India was evolved along the lines of (i) domain focus, (ii)
organizational structure, (iii) regulatory applicability, and (iv) mode of instruction.
The domain focus based evolution signifies the shift from multi domain universities to
specified domain institutions.
Multi domain based Universities: The Universities of Bombay, Calcutta and Madras
started functioning in 1857 with multiple domains and a host of affiliated colleges that
would facilitate wider access. Many of the Indian Universities fall under this category.
Specified domain based Universities: From the latter half of 20th century, the
Universities were created for addressing specific segments of societal needs.
Apart from the Universities classified based on the focus on one or more disciplines,
structural variations also exist such as given below:
Based on the type of regulatory applicability in relation to UGC Act -1956, the following
categories of Universities and University-level institutions are seen in India; unless
otherwise specified, the data given below pertains to June 2011:
i. Many of the State, Central and Private Universities offer their programmes
through both face-to-face and distance modes and these are called dual
mode institutions.
ii. Another class, the Open Universities started their operations as distance
learning institutions – the examples are Indira Gandhi National Open University
(IGNOU), New Delhi and Dr. Babasaheb Ambedkar Open University,
Ahmedabad. Many of the states run Open Universities. IGNOU is now taking up
face to face teaching also.
The Open Universities and dual mode system were introduced to enhance access and
to provide flexibility in university programmes. Of late, many adult education
programmes also are offered through distance mode. IGNOU has brought a number
of Community Colleges under its purview, although all of them offer education
through face-to-face teaching.
CLASSIFICATION OF UNIVERSITIES
Central Government 9
Private 10
State Government 20
Grand Total 39
Specific Domain
based 22
Grand Total 39
India has made remarkable progress in terms of IT, space technology, establishment
of world-class institutions like IITs and IIMs, etc. Still India has issues in relation to
demographic pressures and financial constraints in providing equitable standard of
life to all its population. Much of the population is still rooted in traditional occupations.
Keeping in view the major socio-economic situations, we discuss some of the aspects
of Indian economy in detail. Around 93% of the Indian workforce is in informal sector
without employment and social security, experiencing significant economic
deprivation. India has the lowest proportion of trained youth in the world. The
quantitative dimension of India's skill development challenge is that 80 percent of new
entrants to the workforce have no opportunity for skill training. Against 12.8 million per
annum new entrants to the workforce, the existing training capacity is only 3.1 million
per annum, causing annual increase in unorganized labour and low income groups.
Among persons of age 15–29 years, only about 2% are reported to have received
vocational training (VT) using formal routes and another 8% through non-formal means
indicating that very few young person’s actually enter the world of work with any kind
of vocational training. This proportion of trained youth is one of the lowest in the world.
The corresponding figures for industrialized countries are much higher, varying
between 60% and 96% of the youth in the age group of 20–24 years. The Indian
economic development depends on mass scale skill inculcation, as the countries with
higher and better levels of skills adjust more effectively to the global challenges and
opportunities. The solution calls for effective measures for education and inculcation
of skills at all levels, so that employment with moderate-income can be secured. The
Prime Minister's National Council on Skill Development has endorsed a Vision to create
500 million skilled people by 2022, whereas, at present, only about 2 percent of the
workforce has skill training. Two of the recommendations that evolved during various
periods are mentioned below:
In India, the skill acquisition takes place through two basic structural streams—a small
formal one and a large informal one.
• The informal structure of skill development includes the transfer of skills from one
generation to another in traditional crafts or acquiring skills on the job. NGOs,
KrishiVigyanKendras (KVKs) and other institutions are also taking initiatives in
imparting skills at various levels.
Formal Vocational Education at the Higher Secondary level: The Ministry of HRD,
Government of India, funds the Vocational Educational system. There are 9,583
schools offering 150 vocational courses of two-year duration in broad areas of primary,
secondary, and tertiary sectors of the economy. In addition, National Institute of Open
Schooling also imparts VE in 80 courses. Total enrolment in Vocational Education
courses of all these schools is roughly 6,00,000. The formal School system alone is to
offer Vocational Education for nearly 9.8 lakhs.
Vocational Training in the Unorganized Sector: India's unorganized sector accounts for
a 395 million workforce constituting 86 percent of the total workforce. The sector cuts
across all economic activities, includes rural and urban areas, and contributes to
about 60 percent of the country's GDP. This workforce is characterized by low skills,
poor productivity and poor income. Merely 2.5 percent and 12.5 percent of the
workforce were exposed to formal and informal vocational training respectively. One-
third of them are illiterates and fall below the poverty line. Another one-third of them
have studied up to primary & middle school level. Hardly 2 percent of the workforce
has attained technical skills. There is a severe deprivation of skills based on gender and
rural/urban divide. Further, the skill profile of India's labour force in the young-age
bracket (15-29 years) is very disappointing.
Challenges of skill development in the unorganized sector: Facilities for training in the
informal and the traditional sectors are grossly inadequate. Only about 9 per cent of
the workforce is technically trained, most of them only up to the ITI level. The
opportunity cost of training for the workers in this sector is high. Poor literacy and
numeracy along with high training costs often prevent informal sector workers from
participating successfully in training programmes.
Challenges for Vocational Training for workers in the organized sector: There is
mismatch between training and employment. Several empirical studies have
expressed serious concern about the labour market relevance of the trades in the
context of technological and industrial advancements. The curricula and
infrastructure are obsolete. There is imbalance of demand and supply. The absence
of Industry-Institute interaction/collaboration is striking. There are regional imbalances
in public and private provisioning and location of ITIs and ITCs. The management of
the system is fragmented and shared between the central and state authorities – the
National and State Authorities for vocational training. While different authorities have
clearly specified functions on paper, there is little coordination between them leading
to diverse accountability. There is often a duplication of effort with different agencies
performing the same functions. Furthermore, a preoccupation with providing and
financing training has resulted in the government neglecting a key role – providing
information about the availability and effectiveness of training programs. Institutions
do not have incentives to improve their performance. Institution managers have little
freedom to fill places, replace training courses with new ones, and ensure that
students receive quality training.
Precisely the following issues are to be addressed for effective skill inculcation through
VET:
i. How to make the vocational education and training more popular and
prestigious and attract students, irrespective of socioeconomic background or
academic calibre?
ii. What should be done to remove regional, rural-urban and gender divide in
VET?
iii. What mechanisms should be worked out for vertical and horizontal mobility of
VE graduates?
iv. How to integrate VET with mainstream general education?
v. How to ensure employability and placements of pass-outs? The employers look
for basic academic skills along with vocational skills. How to incorporate
communication skills, problem-solving skills and teamwork skills?
vi. How to achieve Industry-Institute interaction?
vii. How to do regular surveys on skill mapping, market-survey and demand-supply
analysis?
viii. What steps are needed to bring the targeted 25 percent senior secondary
students into the VE stream?
ix. The management of the system is shared between central and state
authorities. How to ensure that the curricula and infrastructure are kept relevant
to skill inculcation as per market demand?
x. How should labour market information systems (LMIS) be used to ensure that
continuously changing market demand for skills are captured in LMIS? How to
collaborate with industry for developing efficient LMIS?
xi. What adaptations are needed if successful international models of VET are to
fit into the Indian system of education?
The VET/VT initiatives mentioned above pertain to the career entry in the organized or
unorganized labour force. For ensuring inclusive development, need exists for taking
up a few more challenges by offering support for MSMEs and community welfare; the
first requires opportunities for making available consultancy and training facilities and,
the second calls for offer of community enrichment programmes on matters relating
to citizenship, human rights, environment, public health issues, local governance, etc.
In other words, we need to have ‘Comprehensive Skill Education (CSE)’ that addresses
all the four segments – VET (for organized sector), VT (for the unorganized sector),
training and consultancy support to MSMEs and Community Education. The two
segments, VT for the unorganized sector and Community Education can be taken to
refer to Extension Education. In the next section, we shall discuss the desirable
characteristics of a tertiary institution that could offer CSE.
institutional autonomy. The self-governance is vital for many of the functions listed
below: adding a new programme or course, modifying the existing course as per
market requirement, addressing a different type of clientele (through continuing
education and community education), providing programme delivery with
multiple options, choosing a different examination pattern, going for collaborative
partnership (with other institutions locally, at national level or internationally or with
industry or NGOs) and providing consultation to MSMEs. Dependence on external
agencies for incorporating these features will affect flexibility of approach and
accordingly, decrease its multi-function capability.
ii. Learner-friendly academic approach: The institution should provide for flexibility in
terms of age and occupational status for admission, Programme completion time,
modularity with multiple exit options (required to help students balance their family
situations, academic pursuits, official responsibilities and economic needs),
instruction time (day time/evening offer or week end classes with extended tenure)
and mode of delivery (face to face instruction /blended mode / distance
mode/online mode). The institution needs to possess multi-function capability for
making available various levels of programmes [as Certificate, Diploma, etc.] and
various types of programmes (career oriented programmes, pre-employment
training programmes, personal development programmes, community training
programmes, etc.).
iii. Appropriate philosophical orientation: Accessibility and affordability of the
programmes, and contribution to social harmony are some of the aspects to be
considered in relation to institutional philosophy. Credit Programmes for VET
segment and, Non-credit Programmes on social issues and personal development
can be made available; the latter will serve as a feeder for social harmony. The
students could be sensitized to social aspects by integrating life skill courses into
the curriculum. The institution could ensure accessibility, so that it could reach the
unreached. The institution could use relevant teaching mode. To accommodate
affordability, feasible student support system needs to be put in place for the
benefit of the socially and economically underprivileged through relevant
financial schemes of the Government. For socially oriented programmes, schemes
available under public-private partnership (PPP) could be used. Offer of training
under modular employable skills scheme is an example for skill inculcation of the
unorganized labour under PPP mode.
iv. Focus on economic development: Enhancing the skills of the workforce and
adding to the productivity of the industry contribute to economic development
and facilitate sustainable growth in the face of global competition. At the student
level, the curriculum should include employability aspects. The Institution could also
offer placement support to its clientele.
v. Community reorganization: The provision of labour market oriented programmes
and community development oriented programmes facilitating life- long learning
will make a positive change in the local community. The institutional leadership
should be aware of the socio-economic background, cultural aspects and
aspirations of the local community. The extent to which the institution uses
education as a liberating force, its credibility and public acclaim also will go up.
vi. Thematic integrity: The institutional objectives should emphasize involvement in the
creation of productive workforce, preparedness for facing global competition and
contribution to social harmony. The action plan, implementation, evaluation and
corrective measures should be in conformity with the objectives of the institution.
Sustainability of the vigour and passion towards the focal theme along the line of
succession to leadership decides the continuance of the prestige and prominence
of the institution.
vii. Market-responsive leadership: Constant attention needs to be given to the labour
market situations (at the local, regional, national and international levels), the
emerging technology and globalization challenges. Industry needs to be involved
in curriculum design, implementation and evaluation. The institution needs to
assess local market needs and offer market relevant curriculum.
viii. Staff selection, orientation and healthy human resource policy: Recruitment and
retention of a compatible faculty, administrators and supporting staff are the key
issues. The staff development is an essential aspect. Faculty orientation towards
cultural diversity and community development should be ensured. As part of the
promotion policy, the contribution in terms of academic/administrative roles and
achievements, development of the formal and unorganized sectors and,
community development initiatives need to be given weight. The focus of the
promotion policy plays a critical role in workforce orientation.
ix. Working Pattern: The institution needs to have a blend of academic orientation,
labour force empowerment and community development, which will require the
institution to have long working hours round the year. The institutional infrastructure
needs to be optimally utilized through offer of short term, long term and non-credit
courses. The work culture of the staff should be accordingly molded allowing
flexibility for personal development of the staff. At present, the tertiary level
educational institutions carry out teaching work for around 180 days plus time for
student admission cum examination (for the second part, part of the staff alone
work); this system does not allow time for inculcating employability skills, effective
participation in community work, training the unorganized labour, etc. The
institutional work- load of the desirable institution should evidently be more than
how the tertiary level institutions work at present.
x. Ensuring resources: In the process of contributing to the economic development
of the community, the institution could also explore genuine methods for
enhancing its financial status through sale of services, education materials and
goods produced, if any, during course work. Faculty should be encouraged to
secure funds from various agencies and industry through appropriate projects, so
that multiple functions could be performed.
xi. Information and Data Collection: Information and data on local, regional and
national level should be collected on socio-economic aspects, job profiles,
employment opportunities, key employers and other support systems. Systemic
research and development should be part of the system, for which data collection
is vital. Building a Labour Market Information system and following its implications
are quite useful.
xii. Relationship Building and Partnerships: Institutional leaders should be capable of
building relationships with the stakeholders at the top level and be able to organize
resources for starting new programmes. Efforts need to be taken for partnership
with industry, industry associations, other academic institutions (for resource
sharing), government departments and NGOs, since support system will be
strengthened. After studying the future trends, partnership needs to be made with
emerging industries.
These attributes are essential, keeping in view the institutional responsibilities in skill
inculcation for formal and informal sectors and for community education. We now
come back to the question that we posed at the beginning of this section whether
the Polytechnics and the existing Colleges can be deployed for providing CSE. The
attributes (i) – (xii) can be contrasted with the characteristics of Polytechnics, Affiliated
Colleges and Autonomous Affiliated Colleges to choose the compatible variety. We
are not considering the Professional Colleges (Engineering Colleges, Medical
Colleges, Agricultural Colleges, etc.) in this context, although these institutions have
significant role in socioeconomic development. These institutions are intended for
creating work force of higher competence to hold senior official positions in the
respective domains. We shall give an outline of the configuration of Polytechnics,
Affiliated Colleges and Autonomous Colleges.
exists in choosing new interdisciplinary areas but the University has to approve the
curriculum finally. The University and the Autonomous College award the degree
jointly.
Table A - 1 Contrasting the Desirable Attributes with the Characteristics of Specified Institutions
From Table A-1, we see that the Polytechnics and the Affiliated Colleges have
relatively less capacity to address the skill requirement in the VET sector. Although the
Autonomous Colleges have better position, they possess limited learner-friendly
academic approach, do not have independent recognition status, will find it difficult
to create unique work culture (as it has to be within the policy framework of the parent
university) and, as an individual institution, will find it difficult to maintain Labour Market
Information System. The Community Polytechnic scheme could be effective, if
modifications are carried out as per (i) to (xii) shown above. It is relevant to quote from
the Paper of Vijay Goel on ‘Technical and Vocational Education and Training (TVET)
System in India for Sustainable Development’:
“Over the years, the diploma programmes have deteriorated losing the skill
components, which has resulted in their being just a diluted version of degree
education. The organizations employing them have to train them all over again in
basic skills. Major problems being faced by the polytechnic education system are:
“Even the existing polytechnics seem to struggle for survival. Over the years, the
diploma courses have lost the skill components and are perceived as diluted version
of degree education. The Eleventh Plan will have to address several issues including
static curricula, poor industry interface, lack of flexibility to respond to needs,
obsolescence of equipment, lack of trainers, and inadequate funding.”
We start with Indian higher educational system and then focus on that of State.
Relevant data are available on the national level; India’s higher education system has
favorable circumstances to bring about socioeconomic development, which did not
exist so well a few years earlier:
i. India is experiencing fair increase of GDP growth rate, while many of the
developed countries face economic downturn. The political, economic and
educational factors are favorable for continued growth. Initiatives taken by the
University for skill-inculcation will fuel further growth.
ii. India’s demographic profile is going to be favorable for another 25 years, with
the aging population being present in other countries. It is pertinent to avail of
the opportunity.
iii. As per XI Plan allocation, the resource availability is in a much better position.
In the Eleventh Plan, the Central Government has allocated Rs 2.70 lakh crore
for Education, which is a four-fold increase over the Tenth Plan allocation. Out
of Eleventh Plan outlay, 30% is for higher education (including technical
education)
iv. During the Eleventh Plan, NSDM has allocated an outlay of Rs 22800 crores for
skill development.
The question arises whether Indian higher education in a position to exploit these
opportunities. Presently, the Indian higher education system is in the midst of a series
of conflicts. The conflicts arise due to the ideological differences that exist in relation
to direction and areas of operation that the higher education needs to have. Should
the resources be directed towards increasing access to higher education or for
improving the quality of existing institutions and creating excellent institutions in
specified areas? Should higher education concentrate only on the domains presently
served or should it introspect and add non-traditional domains as well? Should the
institutions serve only 18-23 age groups possessing eligibility for entry into university
programmes or should it have a larger canvass and expand its operations for all
persons irrespective of age group, occupational status or academic attainments?
There is a debate whether a University should be a place for knowledge gain out of
research, its critical evaluation and dissemination or should it strive for facilitating
utilisation of the gained knowledge for economic benefit as well.
the Indian higher education system, which are explicit or implicit. Keeping equitable
socioeconomic development as its educational purpose, the educational system has
to take proactive steps to address the conflicting situations - such as those mentioned
below.
i. Increased GDP growth rate vs. population increase of ‘poor and vulnerable’
groups:
ii. The demographic dividend vs. unemployability of the skilled, semiskilled and the
graduates:
Much is talked about the youth population resource that the country has and its
potential to supply skilled work force to the rest of the world. The dilemma is that the
skill mismatch and unemployability are noticed both in VET sector the higher
education sector. An employment survey reported in the FICCI deliberations indicates
that not more than 15% of University Graduates of General Education and 25-30% of
Technical Education are fit for employment. What should the higher education sector
do to address the issue unemployability of graduates?
iii. Significant increase in job prospects vs. depleted enrolment in VET and
Polytechnics
As per XI Plan document on Skill Development and Training there is an estimated 58.6
million new jobs in the domestic economy and about 45 million jobs in the international
economy for the skilled personnel. As against this, VHSS sector and Polytechnics
experience decreased enrolment across the country. What should the higher
education system do to avail of the employment opportunities and increase
enrolment in VET and related sectors?
iv. Focus on teaching & research at the University vs. lack of interest in the extension
activity
For the faculty in the Universities, the recruitment procedure, workload and promotion
rules focus on teaching and research activities. A mention about the extension
activities is generally found in the University Reports but without clear-cut plan of
action. The National Assessment and Accreditation Council, while assessing the
performance of the Universities based on specified parameters, assigns only 3% weight
to Extension work Possibly, the Nevertheless, plight of unorganized labour and less than
desirable level of social harmony (wherever it arises) are fallouts of this approach; the
Universities concentrate on fostering the interest of the organized workforce, although
it is less than one-tenth of the unorganized labour. Is it possible to strengthen extension
activities (that will address the needs of capacity building of the unorganized labour
and community education) amidst the University agenda?
Globally, Vocational Education has a broader meaning and covers education and
skill development at all levels from post primary to tertiary levels - both through formal
and non-formal programmes. There was a notion that VE is training of the hands, while
PE provides training for the hands and, education for the mind. As per the National
Policy on Education, 1986, the introduction of systematic, well-planned and rigorously
implemented programmes of VE is crucial to develop a healthy attitude amongst
students towards work and life. Vocationalisation can enhance individual
employability, add to productivity and fulfill the national goals of development. It can
reduce the mis-match between the demand and supply of skilled work force, and
provide an alternative for those without interest in academic streams but intending to
pursue higher education. The VE can help in meeting the needs of skilled and middle
level work force for the growing sectors of economy, both organised and
unorganised. In Indian conditions, VE is limited to School level. Largely, VE is generally
not encouraged in the University portals. Only recently, Hotel Management and
Apparel & Fashion Design Disciplines have been admitted at the University level. The
apathy shown by the University system towards VE Programmes is evident, as vertically
linked University programmes are not available for many of the VHSS Programmes;
This, in turn, enhances the employment opportunities, demand for skilled labour,
catalyses labour migration and increases urbanization; some of the accompanying
issues are preserving the environment and maintaining community health. Under this
context, the call for CSE is quite intense. The educational purpose, social relevance
and the students’ needs identified by the Universities at the time of their formation was
not the same, as conditions exist today. If the existing Universities were to respond
effectively to the call for CSE overcoming their traditional apathy for VE and Extension
Programmes, the requirements in terms of attributes (i) to (xii) specified in Table A-1
and statutory changes are enormous. We have an unprecedented situation, where
the existing institutions would find it difficult to face the challenge of CSE. The
unprecedented situation calls for unprecedented solution in the form of creation of
new types of institutions. Introduction of innovation and change are easier thorough
a new institution rather than through an existing institution. We can cite two illustrations.
The first is the recent phenomenon of establishment of dedicated open universities in
India for offering courses with learner centered and technology mediated pedagogy,
credit transfer facility, modular curriculum and flexible approach, which are difficult
to achieve in conventional institutions. The second illustration is the establishment of
specific domain based Universities to ensure focused attention, without being
digressed amidst the conflicting demands of a multi-domain university.
A need exists for identifying an institutional system that holds CSE as its educational
purpose. An effort has been made to find out the strategies and measures taken
internationally for preparing the workforce for facing the exigencies of the present
knowledge era and for societal empowerment – suiting the kind of situation available
presently in India. The international options were considered in order to make a
suitable adaptation. Starting from early twentieth century, a new category of tertiary
educational institutions came up in quite a few countries for fulfilling the vocational
skill needs and community education requirements, thereby filling the societal void
created by the non- responsive nature of the traditional system to certain social
demands for higher education. These new institutions facilitate the holistic
development of the society. The system took various forms in different countries as per
local regulatory systems. Throughout twentieth century, declaration of independence
The Community College models multiplied since 1950. In 2002, the policies of the World
Bank and other nongovernmental organizations have further intensified the adoption
of Community College model characteristics worldwide. USA has been successful in
establishing Community College system. As per 2008 data, there were 1255 CCs in
USA. The following are some of the other countries having CCs: Australia, China,
Canada, Belgium, Singapore, Egypt, Israel, Korea, Japan, Thailand, Singapore,
Malaysia, Russia, UK and India - recently through IGNOU. The effectiveness of CCs will
become evident from the acceptance of the pass-outs for employment and
community recognition for its role in community welfare. Many of the CCs have started
offering traditional academic programmes to 18-23 year olds, as the Governments
desire to optimise the existing infrastructure for increasing access to higher education.
The Community College movement started in South India in October 1995 with the
beginning of the Pondicherry University Community College. It was taken forward by
the inauguration of the Madras Community College in August 1996. It was
strengthened by the Manonmaniam Sundaranar University, Tamilnadu by giving
approval to five Community Colleges in September 1998. It spread to Andhra Pradesh
with the starting of JMJ Community College in Tenali in July 1999. It also spread to the
states of Gujarat, Maharashtra, Kerala, Karnataka and Uttaranchal during the last
three years. IGNOU launched the Community College Scheme in July, 2009. It has
grown to include 449 Community Colleges in one year as on November 2010. IGNOU,
amidst its statutory structure, has formed three central bodies dedicated to the
governance of Community Colleges operating under its ambit
The Indira Gandhi National Open University and other institutions abroad offers many
Associate Degree Programmes. Tamilnadu Open University has recognised 118
Community Colleges as its vocational programme centres.
The VUs and CCs are most successful in countries where (a) market forces create a
need for postsecondary institutions whose skilled technicians are in demand to support
technological, vocational, and industrial development; (b) adult and continuing
education is legitimized as postsecondary education; and (c) postsecondary
education is equated with social and economic mobility.
This section explains the relationship between Skills University and its Community
Colleges and, their functions in response to the challenges of offering CSE in State.
Initially, the VUs and CCs world over offered support to acquire skills and competences
in domains not otherwise offered through traditional higher educational institutions.
Later, the CCs started functioning as the centers of education for traditional and non-
traditional students and for imparting traditional and non-traditional streams. Presently,
the CCs offer many types of post-higher secondary education. As mentioned earlier,
the maximum level of offer is 2 – year Associate Degree (through attachment to a
University, or in some countries, through accreditation). For facilitating completion of
Bachelor’s Degree and offer of Master’s and Doctoral Degree Programmes, CCs can
make use two types of arrangements. (1) The CCs can become Constituent Colleges
of a University system, where the parent University campus will provide facilities for
studies beyond Associate Degree obtained through it. (2) CCs could execute transfer
or articulation agreement with other Universities, which will facilitate studies beyond
Associate Degree. The Government can make use of both types of arrangements to
provide wider option to the students. A cluster of Community Colleges can be
established in future as Constituent Colleges of the proposed SU.
The Skills University would offer Associate Degree and its lower modules, VE for the
unorganized sector, Labour Education and Community Education. The Campus also
will be offering facilities for degree completion, PG and Research Programmes and
consultancy support to MSMEs. The SU will be undertaking projects relating to VT for
the organised and unorganised sectors on public-private partnership mode and in
collaboration with private sector. A diagrammatic representation of functions of SU
aimed at offering CSE is given in Figure A-3.
The vision, mission and objectives of the University are given below along with
organizational charts.
Vision
Mission
To enable all individuals acquire skills and capabilities, prepare them to get
appropriate employment and ensure their competitiveness in national and
international work environment.
Objectives:
Non – Academics
Admin Staff Finance & Accounts Staff Academic Staff Staff 7 7
Figure A-6 Organizational Chart of the Campus Academic Unit (only a few domains shown)
In order to facilitate CSE, The SU will offer the following types of Programmes through
its Campus and CCs.
The Associate Degree and Degree Programmes are proposed to be offered through
SU. Through its Programmes, the University intends to provide vertical mobility to VHSS
stream pass-outs. Efforts will also be made for articulation arrangements with other
Universities for providing another option for completing the Degree Programme. In
future, the University Campus will be offering Postgraduate and Doctoral programmes.
The career progression programmes will be offered for the benefit of workforce. The
career entry and skill training programmes will be made available for the benefit of
graduates from other systems.
Skill Training initiatives for the unorganized sector will be undertaken on PPP mode. This
could enhance income levels of the unorganized sector.
COMMUNITY EDUCATION
The Life Skills Programmes, Community Welfare Programmes, and Training
Programmes for the Community Workers/ NGOs/ Public Service Officials will be
offered.
The SU will have the following features commensurate with its multiple functions.
i. Institutional Governance:
Complying with the provisions of the State Private Universities Act, the University will be
governed by the statutory bodies -the Governing Body (GB), the Board of
Management (BoM) and the Academic Council (AC). The University will establish
Constituent Colleges, which will be administered and managed by its own faculty and
supporting staff. The University status will facilitate its Community Colleges to offer
academic programmes with employer and peer group credibility. The institutional
autonomy will help in choosing programmes as also in revising the curriculum as per
need. The functional autonomy helps in launching Credit based and non-credit based
Programmes. There will be internal quality control mechanism for academic proposals
and programmes ensured through its governance mechanism.
The University will provide flexibility in instructional time, programme tenure, entry- level
age, etc. to facilitate enrolment of students drawn from different age groups, family
The University will closely collaborate and partner with private institutions and industries
to gain knowledge of the market demand/skills needed by the industries. This
arrangement will facilitate in skill inculcation among the students of the University
through appropriate Programmes, followed by efforts for job placement. Support will
be given for career progression related studies. The University will take steps to offer
training and consultancy for the Micro, Small and Medium Enterprises for labour
enrichment.
The focal theme for the University is capacity building through job oriented
Programmes and community development through non-credit Programmes on local
governance, human rights, environment, public health issues, water conservation, etc.
The University will concentrate on providing utilitarian Programmes across the society,
rather than disseminating liberal education to 18-23 years old only.
The selection and promotion procedure would reflect institutional objectives. Due
weight will be given for contribution in areas related to the themes of the University.
The staff will be given orientation towards the functional modes (which includes
coordinating projects obtained from the Government and other agencies), as a need
exists to obtain projects for skill development and community education initiatives.
The SU may have to work through-out the year, keeping in view the twin mandates of
skill training and education of the formal and informal sectors. The students of the
formal programmes of the University will have course work for longer sessions than in
the conventional system; employability skills, on-job training, life skills, etc. are
proposed to be imparted along with domain based theory and practical
components. It can be seen from Table A-3 that a student has to work for 2688 hours
The students’ fees will be main source of income. It will be supplemented by the
government fund and other sources. Since the University is focusing on skill
development, the resource allocation priority will be decided accordingly.
Labour Market Information System will be designed and applied in decision processes.
The SU would set up a Research Unit in private partnership. The Unit would undertake
skill mapping and collection of employment data for the state, national and global
level.
The institution is not restrictive in age limit for entry. Full time and part-time
programmes are offered.
f. The local population gets support for community based education and
information.
g. The Community Colleges have made significant contribution to GER at the
tertiary level in many of the countries.
The rationale behind the two-year tenure of Associate Degree is given below:
financial reasons or family need or personal situation would like to study for a
shorter period and then rejoin after some time. Modular format permits multiple
entry and exit routes.
d. The GER at tertiary level for India is low as compared to the world average of
23.2%, 36.5% for countries in transition, 54.6% for the developed countries, and
22% for Asian countries Two-year Associate Degree enrolment has made
significant contribution to GER in USA and Canada to the extent of 44% and
40%, respectively. An industrially developing state could get support through
Associate Degree Programs in increasing access, GER and Human
Development Index.
e. Two year Associate Degree Programmes could facilitate mobility of those
students who would like to relocate for personal reasons to another location in
State after getting Associate Degree.
f. Associate Degree Programmes can lead to job entry, as employability aspect
has been incorporated into it.
g. Receiving Associate degree could increases confidence of academically
weak students through step-wise progress and motivate them to continue in
their academic pursuit.
h. Two year Associate Degree Programmes in vocational areas could support VE
movement initiated under GSDM; a similar instance has been reported from
USA, where offer of two-year Associate Degree Programmes strengthened the
spread of VE since the beginning of twentieth century. The Associate Degree
Programmes provide vertical link to VHSS Programmes and facilitate offer of
academic programmes in vocational areas, which are not covered by the
conventional Universities.
Following aspects will be considered while designing the Skills University curriculum:
We use the convention that any Certification is a ‘Programme’ and its Subjects are
‘Courses’. For example, we say that the Associate Degree Programme in Finance &
Accounting has 25 Courses.
An outline of historical evolution of credit system followed by its definition, the steps for
adopting credit system for drawing UG programme structure, its advantages and
limitation.
DEFINITION OF CREDIT
Credit is a notional representation of a fixed amount of students’ study hours devoted
to various aspects of curriculum:
STEPS FOR ADOPTING CREDIT SYSTEM AND DRAWING UG PROGRAMME STRUCTURE (DOMAIN PART
ONLY)
1. All the Courses of a UG Programme are listed as per industrial requirement and
parity with two or three Universities (if relevant).
2. Around 96 – 108 are assigned as total credits for the UG Programme.
3. The relative importance to be given to various Courses is decided. The credit
weight is assigned to each of the Courses as per theory and practical hours of
instruction required.
4. The Courses are distributed keeping in view credit weight and domain
hierarchy. The template given in Table A-2 is used to prepare the structure for
all the six Semesters.
5. Associate Degree corresponds to the first four Semesters.
6. Subsequently, the Certificate (one Semester) and Diploma (two Semesters) can
be pulled out by a combination of relevant Courses from the degree
programme.
Table A-2 signifies only domain specific curriculum to which we will add employability
related Courses for the semester.
One critical view is that award of degrees based on accumulated Credits from
isolated subjects does not guarantee holistic scholarship required of graduates.
MODULARIZATION
We shall state (i) the definition of the term, ‘module’, (ii) modularization types and (iii)
reasons for modularization.
DEFINITION OF MODULE
A module is the smallest building block of a programme. It is a set of functionally linked
knowledge, skills and capacities (work competence) necessary for the performance
of a particular job/task. Modules, as discrete pieces of learning, can be assembled
together to make a program of study, leading to award of a
Certificate/Diploma/Associate Degree/Degree. The program developer can
modularise the program structure in order to facilitate proper pace of study for a
learner. This could be useful for specific clientele and for continuing education
purposes.
TYPES OF MODULARIZATION
There are four main modular types in planning of a program:
1. General Modularization
2. Block Modularization
3. Fragmental Modularization
4. Branching Modularization
General Modularization
First Second
Semester Semester
AS.IT -MS
Fourth Third
Semester Semester
Block Modularization
early exit with certain level of working competencies of the labour market at different
levels of the program along with certification (the difference from the first variety of
general modularization). For example, in B.Sc. IMS, the modules can be planned in
such a way as to give the beginning level competencies to the student at the end of
first two semesters (as Diploma), advanced competencies at the end of first four
semesters (as Associate Degree) and UG qualification at the end of six semesters
(Figure A-9).
Fragmental Modularization
Branching Modularization
Second Semester
First Semester
MBA
It is possible that a candidate with one specialization of MBA can obtain PG Diploma
in other specialization areas by completing the corresponding subjects for 3rd and 4th
semesters, as per conditions specified in the University Prospectus.
• opportunity for the University to build need and competency based shorter
version sub-set programs from existing main programmes
• increased flexibility in educational planning by adjusting to meet individual
needs and learning capabilities due to the possibility of acquiring qualifications
through multiple stages with permitted time gaps
• increased opportunities for lifelong learning through vertical and horizontal
mobility in education
• adequate way to fill the gap between already acquired university
qualifications and competencies required in workplace (through choice of
related courses)
• facility for enhancing university revenue by optimising on resources generation
and increased enrolment by offering ‘by-product’ programs.
EMPLOYABILITY INCULCATION
The Skills University aims at fusing domain specific skills with employability. The term,
employability, is defined as the capability to gain initial employment, maintain
employment and switch over to new employment, if required. Employability is the
synergic combination of personal qualities, skills of various kinds and subject matter
understanding. From the employers’ point of view, employability is the inclination of
the graduate to exhibit attributes that employers consider as necessary for the present
and the future functioning of their organization effectively. Increasingly, graduates
need to be more flexible in response to the growing number of career changes
experienced through life, because of the increase in short term contracts, part-time
work, outsourcing and home-working. In a globalized world, the workforce should be
willing to work in a competitive environment. The curriculum should pave way for
inculcation of both domain knowledge and employability skills. Many of the institutions
offer domain knowledge intensely, but are ineffective in handling the employability
skills. The employability gap in graduates irritates employers, as precious time and
resources are to be directed in preparing the unemployable graduates for the jobs.
Further, graduates with ingrained employability fit into challenging situations with
dexterity. Keeping these aspects in view, student workload need to be calculated
providing time for acquisition of domain based knowledge and employability
attributes.
• the intellectual skills, key skills, self-efficacy beliefs and basics of citizenship
under the title, ‘life Skill courses’ and
• the knowledge of organizational structures, systems and processes through a
few organizational knowledge related courses and on-job-training.
The challenge lies in planning academic activities befitting these attributes and with
relevance to the industrial practices. Industry and employers will be opted as partners
in curriculum design, implementation and assessment.
CURRICULAR SPREAD
Accordingly, it is proposed to design Courses to accommodate for domain
knowledge and employability through a spectrum of Courses as given in Figure A-12.
CALCULATION OF TIME REQUIRED FOR ACQUIRING DOMAIN SPECIFIC SKILLS & EMPLOYABILITY SKILLS
Each working day will have 6 hours of classes – from 8.00 a.m. to 3.00 p.m. with an hour
of lunch break. We may run another session in a staggered manner. Out of 2688 hours
available for two years, domain based work is allotted 1360 hours (for 68 Credits) and
the balance of 1328 hours is for employability skills. This Scheme assigns almost equal
weight for domain-based knowledge and the employability skills (Table A-3).
Semester I
July 15 to Nov
30
Dec 23 to Jan
[139 days - (20 Dec 7 to 114 684 360 hours
1 1 (10 324 hours
Sundays + 5 Dec 22 days hours 18 Credits
days)
holidays ) = 114
Days]
Semester 2
Jan 2 to May 9
[128 days - (19 June 1 to
May 16 to 104 624 320 hours
2 Sundays + 5 June 30 (30 304 hours
May 31 days hours (16 Credits)
holidays) = 104 days)
days
Semester 3
July 1 to Nov 30
[153 days - (22
Dec 7 to Dec 23 to Jan 126 756 360 Hrs
3 Sundays + 5 396 hours
Dec 22 1 (10 days) days hours
holidays) = 126
Days] (18 Credits)
Semester 4
Jan 2 to May 9
[128 days - (19 June1 to
May 16 to 104 624 320 hours
4 Sundays + 5 June 30 (30 304 hours
May 31 days hours (16 Credits)
holidays) = 104 days)
days]
448 2688 1360 hours 1328 hours
days hours
Total 80 days (68 Credits)
The curriculum would be subjected to peer group and employer review and be
updated as per requirement. An involved exercise is undertaken in curriculum design
to provide maximum flexibility to the students, which will come into play, once the
programmes are offered on distance mode.
In this section, we discuss the faculty resources, instructional system and assessment
methodology that the SU proposes to use.
We need to have faculty to handle the types of courses, which we have discussed in
and indicated in Figure 14.
Appropriate faculty will be appointed prior to the starting of the academic programs
in TLSU. The Instruction will be conducted by full time and contract faculty (the latter
in view of the requirement of experts from industry and non-domain areas).
INSTRUCTIONAL SYSTEM
The Programmes will be offered in shifts on face-to face mode initially and later
through Distance mode after getting approval from Distance Education Council .As
the clientele is to be drawn from diverse age and occupational groups, a blended
mode of instruction (indicated below) will be made available; it could facilitate
flexibility and access.
ASSESSMENT METHODOLOGY
The Continuous Assessment and Term-end Examinations will be used. The Examination
Division of the University will conduct the Assessment and Evaluations. The appropriate
documents for curriculum formation, assessment and certification will be finalised
through Academic Council mediation.
The Labour Policy Research is critical as the unorganized sector forms the major part
of the workforce and the ground rules are not clear for the sector causing
considerable hardship to the work force. Added to it, informalisation of formal sector
is taking place through what is called structural changes within the organized sector.
It arises due to outsourcing and contractualisation/casualisation of workforce. This is
happening in sectors like services, construction, hospitality and security services. In
such cases, the increasing presence of unorganized workforce with no or less skills is
alarming. Whether there should be any provisions/enforcement for such organized
sector/companies to provide skills to indirect-workforce, whether training of such
workforce by the employer can be made compulsory? What are the mechanisms of
training? Another issue is whether service sector should be given a special thrust, as it
is the fastest growing area. The modalities of PPP for large-scale training of workers are
not established so far. Inquiry is needed into training pedagogy and trainer
preparation for the informal sector.
The clauses of the State Private Universities Act, 2009 will be followed in constituting
the University authorities, appointing the officers of the University, formulating the
Statutes and Ordinances and conducting the academic and administrative activities
of the University.
FINANCIAL PROPOSAL
Government can consider partnering with private industry/educational institutions. A
feasible and sustainable model can be worked out between/among the partners. Or
Government can solely invest in this venture.
Sr. Program Duration FY14 FY15 FY16 FY17 FY18 FY19 FY20
no Programs Type in yrs 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr.
Fee Structure Courses Wise (INR)
1 Mechatronics 2 year 2 40,000 42,000 40,000 44,100 42,000 46,305 44,100 48,620 46,305 51,051 48,620
2 Mechatronics- spl in Mfg autmn. Associate 2 40,000 42,000 40,000 44,100 42,000 46,305 44,100 48,620 46,305 51,051 48,620
Degree or
3 Electronics 2 40,000 42,000 40,000 44,100 42,000 46,305 44,100 48,620 46,305 51,051 48,620
Post-
4 Commerce, Business &Social Devlp diploma 2 27,500 28,875 27,500 30,319 28,875 31,835 30,319 33,426 31,835 35,098 33,426
5 IT prorgams 2 35,000 36,750 35,000 38,588 36,750 40,517 38,588 42,543 40,517 44,670 42,543
6 Hospitality 2 32,000 33,600 32,000 35,280 33,600 37,044 35,280 38,896 37,044 40,841 38,896
7 Mechatronics 1yr-cert/ 1 40,000 42,000 44,100 46,305 48,620 51,051
8 Mechanical diploma / 1 40,000 42,000 44,100 46,305 48,620 51,051
Adv.Dipl.
9 Electrical/electronics 1 40,000 42,000 44,100 46,305 48,620 51,051
or 3rd yr
10 Finance and Accounts for bach. 1 27,500 28,875 30,319 31,835 33,426 35,098
11 IT Deg,after 1 35,000 36,750 38,588 40,517 42,543 44,670
12 Hospitality 2 yr AD 1 32,000 33,600 35,280 37,044 38,896 40,841
13 Modular 2 - 6 month programs various 0.5 20,000 21,000 22,050 23,153 24,310 25,526
14 Modular 3 - 3 month programs various 0.25 10,000 10,500 11,025 11,576 12,155 12,763
15 Modular 4 - 1 month programs various 0.1 4,000 4,200 4,410 4,631 4,862 5,105
Sr. Program Duration FY14 FY15 FY16 FY17 FY18 FY19 FY20
no Programs Type in yrs 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr. 1st Yr. 2nd Yr.
1 Mechatronics 2 year 2 60 - 80 60 80 80 80 80 100 80 100 100
2 Mechatronics- spl in Mfg autmn. Associate 2 60 - 80 60 80 80 80 80 100 80 100 100
Degree or
3 Electronics 2 60 - 80 60 80 80 80 80 100 80 100 100
Post-
4 Commerce, Business &Social Devlp diploma 2 60 - 90 60 120 90 120 120 120 120 120 120
5 IT prorgams 2 60 - 80 60 90 80 90 90 100 90 100 100
6 Hospitality 2 60 - 90 60 100 90 120 100 120 120 120 120
7 Mechatronics 1yr-cert/ 1 25 25 45 75 100
8 Mechanical diploma / 1 25 25 45 75 100
Adv.Dipl.
9 Electrical/electronics 1 25 25 45 75 100
or 3rd yr
10 Finance and Accounts for bach. 1 25 25 45 75 100
11 IT Deg,after 1 25 25 45 75 100
12 Hospitality 2 yr AD 1 25 25 45 75 100
13 Modular 2 - 6 month programs various 0.5 30 60 75 100 100
14 Modular 3 - 3 month programs various 0.25 30 60 75 100 100
15 Modular 4 - 1 month programs various 0.1 40 100 150 200 250
Association of Mutual Finds in India. Industry Trends (at a broad level). Mumbai:
Association of Mutual Finds in India, 2015.
General Insurance Council. Indian Non-Life Insurance Industry – Year Book. Mumbai:
General Insurance Council, 2013-14.
Planning Commission of India.11th Five Year Plan. New Delhi: Planning Commission,
2007.
Technical Group on Population Projections. Population Projection for India and State
2001-2026. New Delhi: Office of Registrar General and Census Commissioner, 2006.
World Bank.Skill Development in India - The Vocational Education and Training System.
World Bank, 2007.
World Economic Forum. "Employment, Skills and Human Capital. "World Economic
Forum. September 2015.
http://www3.weforum.org/docs/WEF_GCP_Employment_Global_Challenge_pager.p
df (accessed December 7, 2015).
LIST OF ABBREVIATIONS
AC Academic Council
AICTE All India Council for Technical Education
ATS Apprenticeship Training Scheme
BoM Board of Management
CC Community College
CSE Comprehensive Skill Education
CTS Craftsmen Training Scheme
Conditions of Work and Promotion of Livelihoods in the Unorganized
CWPLUS Sector
FICCI Federation of Indian Chambers of Commerce and Industry
GB Governing Body
GER Gross Enrolment Ratio
GSDP Gross State Domestic Product
HDI Human Development Index
HRD Human Resource Development
ICT Information & Communication Technology
IGNOU Indira Gandhi National Open University
IIJT Indian Institute of Job Training
IIM Indian Institute of Management
IIM-A Indian Institute of Management -Ahmedabad
IIT Indian Institute of Technology
IT Information Technology
ITC Industrial Training Center
ITI Industrial Training Institute
KVK Krishi Vigyan Kendra
--------------------------------X--------------------------------
Preamble
Karnataka has emerged as the Knowledge Capital of the country. The State
needs to take on the global challenges in terms of innovation, conservation of
heritage, generation of new knowledge, application of knowledge in every sphere of
life, skill development, enhancement of competencies, creation of better human
capital to create new knowledge economy besides creation of a more humane
society. Keeping in view the setting up of National Knowledge Commission, the
Karnataka Knowledge Commission was constituted in 2008, vide Government Order
No: ED 110 URC 2008, dated 5-9-2008 read at (1) above, under the guidance and
Chairmanship of renowned Space Scientist Dr. K. Kasturirangan. After completion of
term of the Commission, was reconstituted and the term was extended till December
28, 2013 vide G.O. read at (2) above. Further, the term of the Commission was
extended for 03 years vide Notification read at (3) above. Recognizing the important
role to be played the Commission in making Karnataka a Knowledge State and a
Knowledge economy, it is proposed to reconstitute Karnataka Knowledge
Commission.
Ex-Officio Members
2. Build excellence in the educational system to meet the challenges of the 21st
century and increase Karnataka’s competitive advantage in the fields of
knowledge.
7. Promote inter sectoral interaction and interface with the objective of preservation,
access, new concepts, creation, application, dissemination, outreach and
services relating to knowledge.
10. Device mechanisms for exchange and interaction between knowledge System in
the global arena.
11. Conserve indigenous and heritage knowledge in Karnataka for better Utilization of
time tested concepts and knowledge by society.
Sd/-
(M.A. AHAMED JHON)
Under Secretary to Government
Higher Education Department (Universities-2)
To,
The Complier, Karnataka Gazette -for publication in next issue of the Gazette.
Copy to:
1. The Principal Secretary to Hon’ble Chief Minister, Government of Karnataka,
Vidhana Soudha, Bengaluru.
2. PS to Chief Secretary / Additional Chief Secretaries / Development Commissioner
to Govt., of Karnataka, Vidhana Soudha, Bengaluru, All Principal Secretaries/
Secretaries, Govt. of Karnataka, Bengaluru.
3. Dr. K. Kasturirangan, Member (Science), Planning Commission, Government of
India. Director, National Institute of Advanced Studies, Bengaluru.
4. Vice Chancellors/Registrars of All Universities.
5. Executive Director, Karnataka State Council for Higher Education, Bengaluru.
6. Dr. K. Kasturirangan, Member (Science), Planning Commission, Government of
India. Director, National Institute of Advanced Studies, Bengaluru.
7. Dr. Mukund Kadursrinivas Rao, Adjunct Professor, NIAS, Bengaluru
8. Shri. PGR Sindhia, Former Minister, Home, Transport & Finance, GoK, No. 24,
Doddamaralavadi Village, Maaralavadi Hobli, Kanapura Taluk, Ramanagara Dist.
9. Sri. Mohandas Pai T V, President, MEMG International India Ltd., No. 70, 4th Floor,
Grace Towers, Above Navaneeth Motors, Milers Road, Bengaluru – 560052
10. Prof. Anurag Behar, Vice Chancellor, Azim Premji University, PES Institute of
Technology Campus Pixel Park, B’ Block Electronic City Hosur Road, Bengaluru
11. Prof. M.R. Satyanarayana Rao, Ex-Director, Jawaharlal Centre for Advanced
Scientific Research (J.N.C.A.S.R), Jakkur, Bangalore – 560064.
12. Dr. Nazeer Ahmed, Advisor, World Organization for Research Development and
Education, Ex-Scientist, NASA, No. 4, 9th Cross, Jayamahal Main road, Jayamahal
Extension, Bangalore – 560046.
13. Prof. Sunney Tharappan, Director, C.L.H.R.D, Valencia Circle, Mangalore – 575002.
14. Prof. G. Padmanabhan, Former Director of IISc, Emeritus Professor Department of
Biochemistry, Indian Institute of Science Bangalore – 560012.