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Knowledge paper on

Strategic and implementation framework for skill development in India


September 2011

Foreword

Abhaya Krishna Agarwal


Executive Director and National Leader PPP
India is currently poised on a huge opportunity to meet the future demands of the world. When developed countries are struggling with shrinking domestic demands and capacity challenges in meeting them, India, with its huge young demographic dividend, is well positioned to become the sourcing hub of the world. This is not only limited to an exponential growth in demand in its manufacturing and service sectors, but is also applicable to its capacity to meet global manpower demands as well. Talent acquisition is one of the largest challenges for organizations across positions and levels worldwide, kh][a[Yddq af l`] [Yk] g^ Zdm] [gddYj bgZk& ?gn]jfe]flk across the world, in developed and developing countries, have been focusing intensely on developing skills and evolved delivery frameworks to meet the skill demand and effectively utilize and divert the positive energies of its working age people. According to a global study, India is one of the largest labor-surplus countries worldwide in terms of its working age population. Furthermore, of the countrys workforce comprises only one million people per annum against the [mjj]fl \ge]kla[ \]eYf\ ^gj -( eaddagf& L`ak \][al ak estimated to grow to 57 million by 2013. Therefore, it is imperative for India to develop a robust mechanism for vocational education and training, and invite the private sector and other social agencies to participate and deliver within the shortest possible time. Jakaf_ lg l`] g[[Ykagf$ l`] ?gn]jfe]fl g^ Af\aY `Yk launched the National Policy on Skill Development and developed a three-tier structure for strategy, cogj\afYlagf Yf\ fYf[] gj \]dan]jq g^ aehYjlaf_ l`] requisite skills to a workforce of 500 million by 2022. L`] ,l` ?dgZYd Kcaddk Kmeeal *())$ gj_Yfar]\ Zq >A;;A$ is an important initiative at the most opportune time to \ak[mkk$ \]ZYl] Yf\ f]%lmf] l`] aehd]e]flYlagf Yf\ delivery of this framework in India. This paper focuses on existing skill gaps in India and the world, an overview of skill development in the country, private sector initiatives in vocational training, effective practices followed in other countries and learning for India from these practices, and recommendations for the future. A Ye hjanad]_]\ lg hj]k]fl =jfkl  Qgmf_%>A;;Ak Knowledge paper on strategic and implementation framework for skill development in India, which especially focuses on implementable ideas for the Twelfth Five Year HdYf gf l`] ]n] g^ l`] ,l` ?dgZYd Kcaddk Kmeeal&

Regards Abhaya Krishna Agarwal Executive Director and National Leader Public Private Partnerships ?gn]jfe]fl  LjYfkY[lagf 9\nakgjq K]jna[]k

Knowledge paper on strategic and implementation framework for skill development in India

Foreword

Dr. Rajiv Kumar


Secretary General - FICCI
It is now universally recognized that a nations economic strength and growth squarely rests on the skills and knowledge base of its human resources. In todays highly [geh]lalan] ogjd\$ ljYaf]\$ []jla]\ Yf\ kcadd]\ eYfhgo]j is critical for addressing the challenges of growth and converting them to opportunities. As India moves towards achieving its ambitious economic and social inclusion targets, engaging human resources to empower them with the requisite skills becomes imperative for driving l`] ][gfgeq aflg Y f]o ljYb][lgjq& >gj Y [gmfljq dac] Af\aY$ l`] [`Ydd]f_]k _]l eY_fa]\ because of the dire need to reach out to its teemining millions; the inevitable shift of labour from agriculture to manufacturing and services sectors and the manifold challenges in implementation of programmes at the grass roots level. The 11th Five Year Plan was instrumental in bringing skills development to the forefront of the national Y_]f\Y& L`] ?gn]jfe]fl g^ Af\aY l`jgm_` nYjagmk ;]fljYd and state initiatives has launched a number schemes and programmes to empower the workforce, particularly the youth. The task is onerous as it is imperative. The accent in the 12th Plan must therefore be on implementing the nations skill development strategies. The world today is looking at India with an interest f]n]j k]]f Z]^gj]& ;gmflja]k Y[jgkk l`] ogjd\ Yj] ]fl`mk]\ Yl l`] bgmjf]q Af\aY `Yk ]eZYjc]\ mhgf af skilling 500 million people by 2022. Engaging with the world in partnerships is the way forward to make the kcaddk \]n]dghe]fl eakkagf Y km[[]kk& ;gmflja]k km[` Yk l`] MC$ ?]jeYfq$ Koalr]jdYf\$ 9mkljYdaY$ Kaf_Yhgj] and South Africa have put the spotlight on quality and competiveness in Skills and Education space. India can []jlYafdq hjgl ^jge l`] d]kkgfk YnYadYZd] ^jge l`]k] countries. This report attempts to address the various issues and drivers of Skills Development. It is a unique presentation of existing strategic and implementation models Zgl` fYlagfYddq Yf\ _dgZYddq& A Ye [gf\]fl l`Yl l`] information presented in the report would serve as valuable material for all stakeholders, including industry and academia for developing the required skills for a eg\]jf$ [gf\]fl Af\aY g^ l`] *)kl []flmjq&

Regards, Dr. Rajiv Kumar K][j]lYjq ?]f]jYd % >A;;A

Knowledge paper on strategic and implementation framework for skill development in India

Table of contents
1. Global skill mismatch ............................................................................6
Increasing battle for brainpower worldwide .................................................................. 6 Global supply of skilled manpower................................................................................ 8 Increasing trend toward demand for skilled manpower ................................................. 9 Indias capacity to overcome shortage of skilled labor ................................................ 10
Skill gap in India......................................................................................................................... 10

2. Skill framework in India .......................................................................12


Skill development in India: an overview ...................................................................... 12
Vocational education and training in the current Indian education framework ......................... 13 Initiatives of key ministries/organizations in India .................................................................. 18

Private sector initiatives for vocational training ......................................................... 29


Initiatives of companies ....................................................................................................... 29 Initiatives of industry associations........................................................................................ 30

3. Learning from other countries ............................................................32


Best practices of other countries ............................................................................... 32
UKs vocational education and training system ...................................................................... 32 ?]jeYfqk ng[YlagfYd ]\m[Ylagf Yf\ ljYafaf_ kqkl]e ............................................................. 34 Australias vocational education and training system ............................................................. 35 South Africas vocational education and training system........................................................ 35 Koreas vocational education and training system.................................................................. 36 Singapores vocational education and training system ........................................................... 37 Learning for India from the global experience ....................................................................... 38

C]q \aj][lagfk ^gj l`] \jY^l lo]d^l` n] q]Yj hdYf ....................................................... 39

4. The road ahead....................................................................................40


Recommendations for the future ............................................................................... 40
Implementation strategies .................................................................................................. 40 Operational strategies ......................................................................................................... 41 Focus on delivery ................................................................................................................ 42

Knowledge paper on strategic and implementation framework for skill development in India

Executive summary
In the wake of the rapidly increasing demand-supply gap and global competition, it has become imperative for organizations to ensure an adequate supply of skills and optimize their use. However, the worlds population is ageing fast. By 2040, the global population, aged 65 and above, is expected to reach 1.3 billion more than double of 530 million in 2010. This trend is expected to result in severe labor shortage across the world. Shortage of skilled workers is expected to be acute in some of the worlds largest economies, including the US, France and ?]jeYfq& On other hand, India has the distinct advantage of having one of the youngest populations in the world. The country has a very large pool of young English-speaking people and has the potential to meet the skill needs of other countries and also cater to its own demand for skilled manpower. Ironically, most industries in India are currently struggling with scarcity of skilled labor. Although more than 40 million people are j]_akl]j]\ af ]ehdgqe]fl ]p[`Yf_]k$ gfdq (&* eaddagf _]l bgZk& This is because the current education system does not train young people in employable skills that will open up immediate employment opportunities for them. Today, a large section of Indias labor force has outdated skills. With current and expected economic growth, this challenge is going to only af[j]Yk] ^mjl`]j$ kaf[] egj] l`Yf /- g^ f]o bgZ ghhgjlmfala]k are expected to be skill-based. L`] ?gn]jfe]fl ak l`]j]^gj] kljgf_dq ]eh`Ykaraf_ gf upgrading peoples skills by providing vocational education and training to them. It has formulated the National Policy on Skill Development and set a target for providing skills to 500 million people by 2022. Various stakeholders are involved in this process. In the current framework, the Ministry of Labor & Employment is running various schemes and has set up industrial training institutions across the country. Other ministries such as the Ministry of Human Resource Development, the Ministry of Rural Development and the Ministry of Urban Development & Poverty Alleviation have also launched their skill upgrading programs and self-employment schemes. In addition, as part g^ alk FYlagfYd Kcadd <]n]dghe]fl Eakkagf$ l`] ?gn]jfe]fl `Yk ]klYZdak`]\ l`] FYlagfYd Kcadd <]n]dghe]fl ;gjhgjYlagf af l`] Public Private Partnership mode to facilitate setting up of large, `a_` imYdalq$ ^gj%hjgl ng[YlagfYd afklalmlagfk& Al Ydkg Yaek lg set up 1,500 new ITIs and 5,000 skill development centers Y[jgkk l`] [gmfljq Yk o]dd Y FYlagfYd Ng[YlagfYd ImYda[Ylagf >jYe]ogjc FNI>! ^gj Y^daYlagfk Yf\ Y[[j]\alYlagf af vocational, educational and training systems. J]Ydaraf_ l`] ka_fa[Yf[] Yf\ f]]\ ^gj kcadd]\ eYfhgo]j$ private sector entities are taking several initiatives to contribute ]^^][lan]dq lg l`] ?gn]jfe]flk ]f\]Yngjk& 9[jgkk Zmkaf]kk sectors, companies and industry associations are not only boosting their in-house training facilities, but are also taking kl]hk lg eYc] hgl]flaYd ]ehdgq]]k bgZ%j]Y\q Z]^gj] l`]q bgaf organizations. However, to make this exercise a success, India has many lessons to learn and implement from international practices Yk [gehYj]\ lg /- g^ ?]jeYfqk Yf\ .0 g^ l`] MCk skilled workforce, India can only account for 2%. Therefore, far-reaching and deep rooted reforms are urgently needed if it wants to emulate countries, whose vocational education and training systems has been successful. Focused initiatives need to be taken in key areas to improve quality, enhance accessibility and increase affordability of vocational education and training. It is also important to spread awareness about the system so that vocational education and training is given equal importance as formal education. Therefore, it is clear that India requires a strong implementation and operational framework, to set up and implement which l`] ?gn]jfe]fl Yf\ l`] hjanYl] k][lgj ogjc f]]\ lg ogjc af a cohesive manner to achieve their common goal of rapid skill development.

Knowledge paper on strategic and implementation framework for skill development in India

1.
Global skill mismatch
Increasing battle for brainpower worldwide1
Knowledge is the engine that drives the growth of an economy. In order to remain competitive, all countries and organizations have to attract human resources with new and innovative skills. However, availability of skilled manpower is becoming a challenge. The world is entering a phase, which is expected to witness an unparalleled shortage of skills. In developed countries, the ageing population and retirement of ZYZq Zgge]jk oadd `Yn] Y ka_fa[Yfl aehY[l gf l`] [gmflja]k capability to manage workforce quantity, quality and costs. Despite high unemployment rate, employers are facing \a^[mdlq af f\af_ l`] ja_`l eYl[` ^gj bgZk& 9[[gj\af_ lg Y kmjn]q [gf\m[l]\ Zq l`] EYfhgo]j ?jgmh MK!$ gf] af l`j]] ]ehdgq]jk af l`] ogjd\ ak ]ph]ja]f[af_ \a^[mdlq af ddaf_ bgZ positions. Existing skill development framework in India
40% 41% 31% 30% 31% 34% 2006 2007 2008 2009 2010 2011

Source: Manpower Group research

1 LYd]fl K`gjlY_] *()) Kmjn]q J]kmdlk$ EYfhgo]j ?jgmh o]Zkal]$ `llh2''mk&eYfhgo]j&[ge'mk' en/multimedia/2011-Talent-Shortage-Survey.pdf, accessed 19 July, 2011.

Knowledge paper on strategic and implementation framework for skill development in India

H]j[]flY_] g^ ]ehdgq]jk ^Y[af_ \a^[mdlq af ddaf_ bgZk

Germany 40 %

France 20 % US 57 % UK 15 % China 24 % Japan 80 %

India 67 % Brazil 57 % Australia 54 %

Source: Manpower Group research

=ehdgq]jk af BYhYf$ l`] MK Yf\ Af\aY Yj] ^Y[af_ l`] `a_`]kl \a^[mdlq af ddaf_ bgZk& Af\aY Yf\ l`] MK `Yn] j]hgjl]\ l`] dYj_]kl af[j]Yk]k af \a^[mdlq& Af Af\aY$ \a^[mdlq lg dd bgZk af[j]Yk]\ lg ./ in 2011 from only 16% in 2010. @go]n]j$ Yegf_ Ydd [gmflja]k$ Af\aY ]fbgqk Y mfaim] Y\nYflY_] lg fgl gfdq ^mddd alk gof requirement for skilled labor but also cater to the labor shortage in other countries
Knowledge paper on strategic and implementation framework for skill development in India 7

?dgZYd kmhhdq g^ kcadd]\ eYfhgo]j


Af Y\\alagf lg km[` Y `m_] \]eYf\ ^jge af\mkljq$ l`] ogjd\ ak Ydkg kljm__daf_ oal` `a_` mf]ehdgqe]fl jYl]k$ gmlkgmj[af_ g^ bgZk$ illiteracy and a large number of people in the developing world not being able to contribute in the growth of their countries. The availability of such manpower is depicted in the map below.

82 Germany 11.2% 99% 7.1% France 63 US 310 14% 99% 9.6% UK 62 13.1% 99% 7.8% Brazil 195 17.2% 89% 6.7% India 1,225 19.2% 74% 10.8% Australia 22 14.1% 99% 5.2% 12.4% 99% 9.3% China 1,341 16.8% 92% 4.3% Japan 127 10% 99% 5%

Total population (in million) Young population (15 -24 yrs) as % of total population
Source: United Nation Population Division, CIA World Factbook

Literacy rate (%) Unemployment rate (%)

Among developing countries, India has the highest potential to meet the skill gap with its huge population, the largest number of young people worldwide, a low literacy rate and the highest global unemployment rate.

Knowledge paper on strategic and implementation framework for skill development in India

Increasing trend toward demand for skilled manpower2


Organizations across the world have recognized the importance of skilled manpower and the value it can provide despite being a little costlier. Skilled workers provide high value for money and initiate a ripple effect in the growth of a countrys economy. The demand for unskilled labor has begun to decline in the overseas employment market and the future belongs to skilled workers, preferably those who have multiple skills. This has resulted in large-scale migration of skilled labor in the recent past.

The case of the United States


Skill set of working-age immigrants in the US
23%

30%

Over the last 20 years, the share of low skilled working age immigrants in the US has reduced from approximately 37% to 28%, while the share of high- and middle-skilled workers has increased. Highly skilled immigrants primarily come from countries such as India, China and the Philippines.

41%

43%

37% 1990 Low skilled Middle skilled

28% 2010 High skilled

New destinations such as Australia, Singapore and New Zealand have also become popular for skilled Indian hjg^]kkagfYdk& =n]f af ?md^ [gmflja]k$ kcadd]\ lYd]fl immigration is steadily becoming more important than that of unskilled workers.

Source: Brookings research

Australia has opened its doors to skilled workers from India to handle the shortage of skilled workers. We have made some changes to our Skilled Migration Policy to get more skilled talent from IndiaIndia _mj]k Yegf_ l`] lgh l`j]] [gmflja]k af providing manpower to us David Holly, Australian Consul-General for South India (June 2011)
2

However, migration can have several repercussions, e.g., high unemployment rates, brain drain and political pressure due to [anad mfj]kl& ?gn]jfe]flk ogjd\oa\] `Yn] j]Ydar]\ l`Yl l`]k] as critical issues, and have begun taking measures to preempt the negative impact of these. They are formulating new policies, wherein vocational training will be introduced along with school education, thereby aligning education programs with the anticipated labor force requirements of different industries. Skill-sets are becoming obsolete more quickly, due to which skill development centers are being set up to address ever-changing dynamics in employment markets. Innovative mk] g^ af^gjeYlagf Yf\ [geemfa[Ylagf l][`fgdg_q A;L! ak Ydkg gaining increasing importance to impart and disseminate skills worldwide.

India has set a target of training 500 million skilled workers by 2022, Hj]kk Af^gjeYlagf :mj]Ym o]Zkal]$ `llh2''dYZgmj&fa[&af'haZ'Hj]kkJ]d]Yk]' SkilledWorkers.pdf, 15 June, 2011.

9mkljYdaY o]d[ge]k Af\aYf ogjc]jk$ A:FDan] o]Zkal]$ `llh2''aZfdan]&af&[ge' news/australia-welcomes-indian-workers/160160-60-119.html, 18 June, 2011.

With a projected skilled manpower shortage of approximately 56.5 million by 2020, countries across the world are focusing on meeting this demand through innovative measures.
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Knowledge paper on strategic and implementation framework for skill development in India

Indias capacity to overcome shortage of skilled labor3


Af\aY ak kljYl]_a[Yddq hgkalagf]\ lg [Yl]j lg l`] eYbgj k`Yj] g^ the global demand for skilled manpower and its demographic dividend can be leveraged to meet the skill needs in other countries, apart from its own demand, primarily due the ^gddgoaf_ Y\nYflY_]k2 Low median age: India has one of the youngest populations in the world, with a median age of 25 in 2010, as compared to 34 ^gj ;`afY$ ,- ^gj BYhYf Yf\ */ ^gj l`] MK& Largest population in the working age group: Over the next 2030 years, India is expected to have one of the largest populations worldwide in the working age group (1564 years). While most countries, particularly developed ones, are likely to witness a decline in their working age population, India will see an increase, with its approximately one billion working age population by 2050. Large English-speaking population: India has a large pool of educated English-speaking people. This is an asset can be [YhalYdar]\ gf Yf\ ]fYZd] al lg Z][ge] Y eYbgj ]phgjl]j g^ Working age (15-64 years) population (% of total population)
80 70 60 50 2010 India 2020 China US 2030 UK 2040 72 67 66 65 64

human resources to other countries. It is estimated that India will have two billion English-speaking people by the end of 2020. High demand for mobile Indian labor force: The mobility of human resources is the long-term solution for sustaining the growth rates of countries and enabling them to surmount issues including demographic asymmetry and globalization of economies. Indias strength as a source of a large young and mobile workforce is widely acknowledged.

Skill gap in India4


Despite the advantages mentioned above, India suffers due to a huge skill gap in various sectors. Al ak ]klaeYl]\ l`Yl egj] l`Yf /- g^ l`] f]o bgZ ghhgjlmfala]k to be created in India will be skill-based. However, the country has a low employment rate. While its overall supply of highly skilled labor marginally exceeds demand, there is a shortage of Y\]imYl]dq imYda]\ gj ]ehdgqYZd]! h]ghd]& L`ak ak hjaeYjadq \m] lg l`j]] j]Ykgfk2 Heterogeneous nature of universities or training institutions, with varying infrastructure, capabilities and facilities, as well as the quality of education and training provided by them Lack of focus on development of skills pertaining to the kh][a[ j]imaj]e]fl g^ ]ehdgq]jk Non-recognition of the value of skilled workers by employers, particularly in the informal and small enterprise sectors

68 61 60 59 51 2050 Japan

Source: United Nation Population Division

Approximately 80% of the workforce in rural and urban India does not possess any a\]flaYZd] eYjc]lYZd] kcaddk

Af\aY `Yk k]l Y lYj_]l g^ ljYafaf_ -(( eaddagf kcadd]\ ogjc]jk Zq *(**$ Hj]kk Af^gjeYlagf :mj]Ym o]Zkal]$ `llh2''dYZgmj&fa[&af'haZ'Hj]kkJ]d]Yk]'Kcadd]\Ogjc]jk&h\^$ 15 June, 2011. Ogjd\ =[gfgea[ >gjme o]Zkal]$ `llh2''ooo&o]^gjme&gj_'f]ok'ogjd\%][gfgea[%^gjme%j]hgjl%[Yddk%_j]Yl]j%lYd]fl%egZadalq%hj]n]fl%_dgZYd%dYZgmj%[jakak$ accessed 24 August 2011 LYd]fl egZadalq j]hgjl$ Ogjd\ =[gfgea[ >gjme o]Zkal]$ `llh2''ooo+&o]^gjme&gj_'\g[k'O=>WHKWLYd]flEgZadalqWj]hgjlW*()(&h\^$ Y[[]kk]\ *, 9m_mkl *()) o`]j] ak l`] LYd]fl$ Af\aY Lg\Yq o]Zkal]$ `llh2''af\aYlg\Yq&aflg\Yq&af'kal]'klgjq'o`]j]%ak%l`]%lYd]fl'(')(0*+(&`led$ 0 9m_mkl $ *()(

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Knowledge paper on strategic and implementation framework for skill development in India

Human resource requirements across key sectors till 2022 (in million)

Textile and clothing Building and construction Auto and auto components Real estate Organised retail Banking, nancial services and insurance IT -ITeS Electronics and IT hardware

61.6 35.4 58.0 25.0 13.0 25.0 11.0 17.6 0.3 4.3 2.2 0.9 8.5 7.5 48.0

4.2

2022
Source: NSDC

2008

If this skill gap is plugged, India can become the hub for skilled manpower, with it being capable of building a skilled manpower surplus of approximately 47 million by 2020. India, with its huge population, the largest number of young people worldwide, a relatively higher unemployment rate as [gehYj]\ lg _dgZYd _mj]k Yf\ alk Y\nYflY_] g^ `Ynaf_ Y `m_] English-speaking labor pool can mould its people to become more productive by acquiring enhanced skills and capabilities to help economies grow at a much faster rate as compared lg hj]k]fl lae]k& ;mjj]fldq$ Af\aY `Yk ka_fa[Yfl hgl]flaYd lg evolve as the worlds skill center and also meet its domestic demand, which is continuously increasing. It is therefore essential that a comprehensive regulatory and delivery framework for skill development in India is formulated and implemented at this stage to divert the positive energies of

its people toward innovative and integrated skill development with the aid of outcome-based orientation. The time is ripe for Indias political and administrative authorities to initiate actions that will enable achievement of these goals.

Developing countries, not affected by ageing populations (the workforces of India and Brazil will grow by more than 200 million people over the next two decades), oadd Ydkg ^Y[] `m_] kcadd _Yhk af kge] bgZ categories due to low employability. Global Talent Risk report 2011, World Economic Forum

Knowledge paper on strategic and implementation framework for skill development in India

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3.
Skill framework in India
Kcadd \]n]dghe]fl af Af\aY2 an overview5
As India progressively moves toward becoming a knowledge economy, it has become imperative for its work force to acquire and upgrade skills that are relevant in the emerging economic environment. This transition will require the country to develop its large labor pool into a skilled one, which will be ]paZd]$ YfYdqla[Yd Yf\ Y\YhlYZd]& The Indian workforce abroad faces several challenges such as regulatory issues relating to visa clearance as well as other health and safety issues. However, the key challenge faced by Indians aspiring to work abroad is recognition of their credentials. In terms of higher education, what India primarily lacks is not engineering or medicine talent, but skill \]n]dghe]fl af af^gjeYd k][lgjk km[` Yk Y\n]jlakaf_$ fYf[] and design. It is therefore imperative for India to upgrade the skills of its large number of young workers by imparting vocational education and training to them. This will train them for a kh][a[ [Yj]]j gj g[[mhYlagf& L`] c]q gZb][lan] g^ km[` education and training is to develop skills by providing applied gj [gf[j]l] ]ph]ja]f[] af kh][a[ ng[Ylagfk gj ljY\]k& Such exposure makes people employable and also creates opportunities for them to take up entrepreneurship roles.

Last year (2010), we concentrated on formal higher education. While universities are important, we must not forget that a huge number of high school graduates do not enter formal higher education. India, therefore, needs a strong vocational education network such as that in the US.

Kapil Sibal, Union Minister of Human Resource Development

Due to the varying quality of Indian education systems, only 25% of the countrys professionals are considered employable by multinationals.

?dgZYd LYd]fl Jakc K]n]f J]khgfk]k$ Ogjd\ =[gfgea[ >gjme o]Zkal]$ ooo+& o]^gjme&gj_'\g[k'HKWO=>W?dgZYdLYd]flJakcWJ]hgjlW*())&h\^$ BYfmYjq$ *())&

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Knowledge paper on strategic and implementation framework for skill development in India

There are 3,600 blocks in the country where there are no government institutes, funding or a mechanism to provide industrial training to the youth. We need to look into this to achieve the target of providing industrial training to over 50 crore people by 2022.

Vocational education and training in the current Indian education framework6


?an]f Af\aYk Zaddagf%hdmk hghmdYlagf$ l`] [gmfljq `Yk gf] g^ the largest education systems in the world. This constitutes multiple levels, starting from elementary education, which does fgl hjgna\] l`] dYZgj ^gj[] Yfq kh][a[ kcaddk$ lg `a_`]j d]n]dk Yl which vocational education is provided at every stage. Indias education system is also characterized by a high school dropout rate, which is as high as 56.8% by the time students reach the qualifying examination at the 10th standard. There ak l`]j]^gj] Y \]fal] f]]\ ^gj kcadd \]n]dghe]fl lg ]fYZd] l`ak section of society to become employable.

Sudha Pillai, Member Secretary, HdYffaf_ ;geeakkagf

Skill development in India- The vocational education and training system, World Bank, January 2007, p.35 =n]jgff =\m[Ylagf$ FK<; af bgafl n]flmj] lg ljYaf )- ef Zq *(**$ :mkaf]kk Lg\Yq o]Zkal]$ `llh2''Zmkaf]kklg\Yq&aflg\Yq&af'klgjq' ]n]jgff%]\m[Ylagf%bgafl%n]flmj]%fYlagfYd%kcadd%\]n]dghe]fl%[gjhgjYlagf% fk\[!')'),0..&`led$ )1 9hjad$ *())&

Knowledge paper on strategic and implementation framework for skill development in India

13

We have the highest young population and the ?gn]jfe]fl g^ Af\aY YllY[`]k _j]Yl ]eh`Ykak gf Skill Development, as it is critically important to address the twin issues of enhancing the competitive strength of industry and employment generation.

60% of Indias 1.2 billion people are in the working age group. However, only 10% of the 300 million children in India between the age of 6 and 16 will pass school and go beyond. Only 5% of Indias labor force in the age group 19-24 years is estimated to have acquired formal training. Despite this, our economy is clocking an 8.5% growth. Imagine what could be if we could leverage our demographic dividend fully.

EYddacYjbmf C`Yj_]$ Union Minister of Labour and Employment

S Ramadorai, Advisor to the Prime Minister in National Skill <]n]dghe]fl ;gmf[ad

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Knowledge paper on strategic and implementation framework for skill development in India

Current education and skill development structure in India


Age M.Phil Doctorate

22-23

Post Graduate Degree - Master s Program (2 year) Management/Professional/Medical/Engineering Select Course

Select Courses

19-22

Bachelors Degree -University Education (3 -4 years) Technical/Medical/Professional/Degree Courses (Regular and Lateral Only)

Polytechnic Diploma 2/3 Years Diploma in Engineering and other Vocations (Regular or Lateral)

After passing class 10 & 12 Select Courses Craftsmen DGET Certicate Industrial Training Institute/Centres (6 months- 3 years) Craftsmen Apprentices 2-4 Years Certicate (Duration will be reduced by amount of Craftsmen Training)

17-18

Higher Secondary (Class 11 to 12) (Science/Commerce/Humanities/Vocational)

Select Course 15-16 Class 8 passed and above Secondary School (Class 9 to 10)

11-14

Upper Primary (Class 6-8) Compulsory Education

6 -10

Primary Education (Class 1-5)

3 -5

Nursery (Pre -school) 2 years but not recognized

9dl`gm_` l`]k] Yj] [gf[mjj]fl kmZb][lk ^gj l`] ;]fljYd Yf\ klYl] _gn]jfe]flk$ l`] ;]fljYd ?gn]jfe]fl ak primarily responsible for the development of vocational education and training schemes at the national level, e.g., ]ngdmlagf g^ hgda[q$ dYqaf_ ljYafaf_ klYf\Yj\k Yf\ fgjek$ [gf\m[laf_ ]pYeafYlagfk$ []jla[Ylagf$ ]l[&$ o`]j]Yk state governments undertake the implementation of training schemes along with their own training programs. The FYlagfYd ;gmf[ad ^gj Ng[YlagfYd LjYafaf_ F;NL! Y\nak]k l`] ?gn]jfe]fl gf akkm]k j]dYlaf_ lg nYjagmk ng[YlagfYd ljYafaf_ k[`]e]k& KaeadYjdq$ l`] KlYl] ;gmf[ad ^gj Ng[YlagfYd LjYafaf_ K;NL! ak [gfklalml]\ Zq l`] j]kh][lan] klYl] governments to carry out the same functions at state levels.

Knowledge paper on strategic and implementation framework for skill development in India

15

L`] ?gn]jfe]fl `Yk ^gjemdYl]\ Y FYlagfYd Hgda[q gf Kcadd Development, which envisages the exponential expansion of the current capacity for skill development in the country to facilitate its target of imparting requisite skills to 500 million people by 2022. It also envisions the establishment of a National Skill <]n]dghe]fl AfalaYlan] l`Yl oadd `Yn] l`] ^gddgoaf_ eakkagf2 The National Skill Development Initiative will empower all individuals through improved skills, knowledge, nationally Yf\ afl]jfYlagfYddq j][g_far]\ imYda[Ylagfk lg _Yaf Y[[]kk to decent employment, and ensure Indias competitiveness in the global market. The salient features of the policy include setting up a system l`Yl Y[`a]n]k l`] ^gddgoaf_2 Is driven by demand from the labor market Focuses on new and emerging occupations and promotes excellence Inculcates competencies that are in line with nationally and internationally recognized standards Lays emphasis on research and planning Provides adequate participation opportunities to women, disabled persons and economically backward sections of society A three-layer structure is proposed to develop the skill scenario in India. 1. Prime Ministers National Council on Skill Development L`] Hjae] Eafakl]jk FYlagfYd ;gmf[ad gf Kcadd <]n]dghe]fl mf\]j l`] ;`YajeYfk`ah g^ l`] @gfZd] Hjae] Eafakl]j `Yk been set up as an apex institution for policy direction and review. The ministers for Human Resource Development, Finance, Industries, Rural Development, Housing and Urban Poverty Alleviation, Labour and Employment and Micro Small & Medium Enterprises are members of the council. The Principal Secretary to the Prime Minister is its Member Secretary. 2. National Skill Development Co-ordination Board (NSDCB) L`] FYlagfYd Kcadd <]n]dghe]fl ;g%gj\afYlagf :gYj\ has been set up under the chairmanship of the Deputy ;`YajeYf g^ l`] HdYffaf_ ;geeakkagf& L`] k][j]lYja]k g^ the Ministries of Human Resource Development, Labour

and Employment, Rural Development, Housing and Urban Poverty Alleviation and Finance are members of the ZgYj\& L`] ;`Yajh]jkgf';`a]^ =p][mlan] g^[]j g^ l`] FYlagfYd Kcadd <]n]dghe]fl ;gjhgjYlagf$ k][j]lYja]k g^ four states (by rotation) for period of two years, and three \aklaf_mak`]\ Y[Y\]ea[aYfk'kmZb][l Yj]Y kh][aYdakl Yj] alk gl`]j e]eZ]jk& L`] K][j]lYjq g^ l`] HdYffaf_ ;geeakkagf is the member secretary of the board. The functions of the NSDCB: (i) Formulating strategies to implement the decisions of the Hjae] Eafakl]jk FYlagfYd ;gmf[ad gf Kcadd <]n]dghe]fl (ii) Developing appropriate and practical solutions and strategies to address regional and social Imbalances, the quality of vocational education and training, the evolution of a robust regulatory structure, private participation strategies and putting in place sectoral action plans (iii) Encouraging state governments to structure their initiatives in a way that can be modeled on similar lines (or in any other way), as deemed suitable by them (iv) Monitoring, evaluating and analyzing the outcome of the various schemes and programs and apprising the Hjae] Eafakl]jk FYlagfYd ;gmf[ad gf Kcadd <]n]dghe]fl about this 3. National Skill Development Corporation L`] FYlagfYd Kcadd <]n]dghe]fl ;gjhgjYlagf FK<;! ak Y fgl%^gj%hjgl [gehYfq ^gje]\ af *((0%(1& Al ak Y jkl of its kind PPP initiative in India, which facilitates skill development. A large part of its skill development efforts are directed at the countrys unorganized sectors. L`] FK<; Y[lk Yk Y [YlYdqkl af kcadd \]n]dghe]fl Zq providing viability gap funding to organizations that provide skill training. It also develops appropriate PPP models to enhance, support and coordinate private sector initiatives. The differentiated focus on the 21 sectors under the FK<;k hmjna]o$ Yf\ alk mf\]jklYf\af_ g^ l`]aj naYZadalq$ is aimed at making every sector attractive to private investment.

16

Knowledge paper on strategic and implementation framework for skill development in India

Existing skill delivery framework of India


Central Ministries State Governments Industry Bodies Private Sector

Labour & Employment Human Resources Urban Development Rural Development Textile Finance Commerce Agriculture Food Processing Health & Family Welfare Information Technology Heavy Industries MSME Tourism KVIC Women & Child Development Tribal Affairs Others.. SIDO NSDC HUDCO

Technical training Advanced training Training of trainers Regional vocational training institutes Modular employable skills Content design and afliations Region and social schemes

Technical education and vocational training Polytechnics Distance Vocational Education

Sector specic Range of schemes

Sector Skill Councils

Standards & Assessments Curriculum & instructions Professional development Learning Environments

National Vocational National Vocational Qualication Framework Proposed Education Qualication Framework

Knowledge paper on strategic and implementation framework for skill development in India

Standards & Assessments Curriculum & instructions Professional development Learning Environments

17

Initiatives of key ministries/organizations in India


Ministry of Labour and Employment7
9 dYj_] hYjl g^ l`] hj]k]fl af^jYkljm[lmj] ^gj ng[YlagfYd ljYafaf_$ km[` Yk l`Yl g^ l`] ?gn]jfe]fl Yf\ hjanYl] ALAk$ ak mf\]j l`] Y]_ak g^ l`] <aj][lgjYl] ?]f]jYd g^ =ehdgqe]fl  LjYafaf_ <?=L! mf\]j l`] Eafakljq g^ DYZgmj Yf\ =ehdgqe]fl& The ministry has in place various schemes that are linked to the quality of training, employment linkages and upgrading of infrastructure for skill development. Key schemes ;jY^lke]f LjYafaf_ K[`]e] Upgradation of 1396 ITIs through PPP Apprenticeship Scheme ;]flj] g^ =p[]dd]f[] K[`]e] Modular Employable Skills Scheme

Indicators

Industrial interaction

On the job training 5th to 8th class

Coverage of 8th to 10th class 11th to 12th Graduates Employed workers

End result

;jY^lke]f Training Scheme

Semi-skilled labor

Apprenticeship scheme ;]flj] g^ excellence scheme Modular employment scheme

Skilled labor

Multi-skilled labor

Minimum skill-set development

Ministry of Labour & Employment 2010-11 annual report ?ma\]daf]k ^gj k]llaf_ mh g^ Afklalml] ^gj LjYafaf_ g^ LjYaf]jk$ <aj][lgjYl] ?]f]jYd g^ =ehdgqe]fl  LjYafaf_$ Eafakljq g^ DYZgmj o]Zkal]$ `llh2''\_]l&fa[&af'?ma\]daf]k^gjAfklalml]^gjLj_g^LjYaf]jk&h\^$ Y[[]kk]\ )1 Bmdq$ *())&

18

Knowledge paper on strategic and implementation framework for skill development in India

Craftsmen Training Scheme Objective: To ensure a supply of semi-skilled labor and reduce unemployment among educated youth Pedagogy: Includes 70% of practical training and 30% of theoretical training L`]gj]la[Yd ljYafaf_ afngdn]k ljYafaf_ af kmZb][lk j]dYl]\ lg ljY\] theory, workshop calculations and science, engineering drawing and social studies. Industry associations are involved at every stage of the formulation of policies, norms, standards and procedures. L`] F;NL ak hjaeYjadq j]khgfkaZd] ^gj \]ka_faf_ [gmjk] [gfl]flk$ klYf\Yj\k$ hjg[]\mj]k$ Y^daYlagf fgjek$ ]l[& The course curricula are developed by trade expert committees and constituted by a representative from each trade, comprising experts drawn from the relevant industry and technical institutes involved in imparting skills. Coverage: Under this scheme, vocational training is hjgna\]\ l`jgm_` 0$.0/ ALAk'AL;k Y[jgkk l`] [gmfljq& Training is provided on 116 trades and the training period varies from six months to three years. Craftsmen training scheme expansion ( in '000)
1,400 1,200 Seating Capacity 1,000 800 600 400 200 0 2000 Seating capacity 2005 2010 ITIs/ITCs 652 742 5.1 4.3 1,206 6 4 2 0 8.6 10 Number of ITIs 8

Course content and duration: L`] ;jY^lke]f LjYafaf_ K[`]e] ;LK! [mjj]fldq ^g[mkk]k gf g^^]jaf_ dgf_%l]je courses (in a one- or two-year format). However, there has been an increasing demand for short-term courses in the country, which can be catered to through this scheme. The current scheme can be complemented by incorporating af\mkljq%kh][a[ ljYafaf_& ;]jla[Ylagf2 L`] kcadd%aehYjlaf_ Yf\ []jla[Ylagf procedures should be more standardized and reliable. Human resource: Fewer instructors than needed for training and the quality of such trainers has led to limited attention being paid to ITIs. This brings to the surface the need to recruit suitably trained instructors and train existing ones in a time-bound manner. Physical infrastructure: ;mjj]fldq$ eYfq ogjck`ghk Yf\ laboratories have obsolete equipment. Thus, the issue of poorly maintained infrastructure facilities at ITIs should be addressed on a priority basis. Job opportunities: Only a limited number of training afklalml]k g^^]j bgZ hdY[]e]fl k]jna[]k ^gddgoaf_ l`] completion of the course. Therefore, monitoring the effectiveness of these placement bodies is a challenging task. A proper mechanism to rectify this situation should be put in place.

Source: Ministry of Labour & Employment 2010-11 annual report

Knowledge paper on strategic and implementation framework for skill development in India

19

Upgradation of 1396 ITIs through PPP Objective: The scheme aims to upgrade 1396 ITIs with private sector participation at an estimated outlay of INR35.5 billion. Methodology: Under the scheme, an industry partner collaborates with an ITI to upgrade it. 9f AE; ak [gfklalml]\ oal` l`] af\mkljq hYjlf]j$ o`a[` is granted an interest-free loan of up to INR25 million. The partner is also given the authority to determine up to 20% of the admission in the ITI. The state government retains the ownership of the ITI and regulates its admission and fees. Achievement: Industry partners have been assigned the task of to upgrading 924 ITIs. Year 2007-08 2008-09 2009-10 2010-11
Kgmj[]2 Eafakljq g^ DYZgmj  =ehdgqe]fl *()(%)) YffmYd j]hgjl

Coverage: There are around 254 group industries covered under the Act and around 24,815 establishments, which engage trade apprentices. The scheme has imparted training to 2, 11,218 apprentices in 235 trades till now. Industry participation: As of now, the apprenticeship training scheme has not been highly successful on account of its rigid norms, limited private sector participation and low stipends. Hiring of apprentices by the private sector needs to be changed from being employer-enforced to voluntary hiring. The rules, in the form of cumbersome [gehdaYf[] hjg[]\mj]k Yf\ afkh][lagf Zq dYZgj g^[aYdk$ can also be made less stringent. This is likely to enable the private sector to voluntarily hire apprentices. It is therefore imperative that the scheme is made development-oriented rather than regulation-oriented.

ITIs upgraded 300 300 300 24 Center of Excellence Scheme Objective: These centers provide multi-skilling courses in 21 industry sectors. Pedagogy: The courses are imparted in three parts, i.e., training in basic skills (broad-based basic training) for a period of one year, training in advanced modules for six months and training in specialized modules, mainly in the industry. Coverage: Under this scheme, 500 existing ITIs are mh_jY\]\ aflg ;g=k&

Authority: L`] AE;k `Yn] daeal]\ [gfljgddaf_ hgo]j af terms of their authority to hire teachers and principals. This aehY[lk l`] imYdalq g^ ]\m[Ylagf& AE;k Ydkg \g fgl `Yn] fYf[aYd Ymlgfgeq ^gj gh]jYlagfYd kmkl]fYf[]$ Yk l`]k] are government-owned institutions. It is imperative that they are given more authority.

Apprenticeship scheme Objective: The Apprentice Act, enacted in 1961, regulates the program of training apprentices in the industry. It is obligatory for employers in public and private sector establishments to have in place the requisite training infrastructure, as laid down in the Act, to engage apprentices. Pedagogy: Under this scheme, training is imparted at the actual work place to supplement training imparted at afklalmlagfk& F;NL [gf\m[lk 9dd Af\aY LjY\] L]klk 9ALLk! and gives awards including National Apprenticeship ;]jla[Yl]k F9;! ^gj 9hhj]fla[]k o`g hYkk l`]k] l]klk&

L`] ;]fl]j g^ =p[]dd]f[] ;g=! k[`]e] `Yk so far trained 1.1 million people with the help of 6,381 registered voluntary training providers. L`] ?gn]jfe]fl `Yk Yddg[Yl]\ AFJ*&/ billion and the World Bank has extended total credit of US$280 million so far.

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Knowledge paper on strategic and implementation framework for skill development in India

Af\mkljq dafcY_] Yf\ []jla[Ylagf2 The newly launched ;]flj]k g^ =p[]dd]f[] k[`]e] hj]k]fldq `Yk daeal]\ acceptance and awareness. This is also on account of limited acceptance of students under the scheme by public sector entities, since they do not have the requisite []jla[Ylagf& L`ak d]Y\k lg hggj af\mkljq dafcY_]k$ Yf\ Yk Y result, these institutes are unable to organize specialized eg\md] ljYafaf_ Yf\ []jla[Ylagf& @]f[]$ al ak aeh]jYlan] l`Yl egj] YoYj]f]kk ak [j]Yl]\ YZgml l`] klm\]flk []jla]\ under this scheme.

Private sector participation: The MES scheme fails to _]f]jYl] km^[a]fl dm[jYlan] ghhgjlmfala]k ^gj hjanYl] k][lgj partnership on establishment of infrastructure. It can be made much more attractive. Monitoring framework: The MES scheme requires the implementation of a robust monitoring framework that ensures trickling down of operational support (provided by l`] ?gn]jfe]fl lg Yfq NLHk! lg l`gk] o`g f]]\k al Yf\ have the right skills.

Modular Employable Skills Scheme Objective: The Ministry of Labour And Employment has introduced Modular Employable Skills (MES) under the Skills Development Initiative Scheme (SDIS), which targets school leavers, existing workers and ITI graduates. Pedagogy: The MES scheme focuses on the delivery of k`gjl%l]je F;NL [gmjk]k oal` l`] gZb][lan] g^ hjgna\af_ ]ehdgqe]fl& Mf\]j l`ak k[`]e]$ l`] ?gn]jfe]fl hjgna\]k operational support on an INR15 per hour per student basis to Vocational Training Providers (VTPs) offering such courses. Modular Employable Skills (MES) Scheme Achievements
Expenditure (INR million) 3,000 2,500 Trainees 2,000 1,500 1,000 300,000 2,670 600,000 500,000 400,000 300,000

Other schemes Some of the other skill development schemes include the ^gddgoaf_2 K]llaf_ mh )$-(( ALAk Yf\ -$((( Kcadd <]n]dghe]fl ;]fl]jk2 L`] k[`]e]$ cfgof Yk l`] CYmk`Yd NacYk QgbYfY$ Yaek lg set up 1,500 new ITIs and 5000 skill development centers K<;k! af mf%k]jna[]\ Zdg[ck Yf\ ZY[coYj\ Yj]Yk kg l`Yl l`] large unskilled workforce in these areas can acquire skills. L`] hjgb][lk oadd Z] ]p][ml]\ af l`] HHH eg\]& Skill development for 34 districts affected by Left Wing =plj]eake2 Yjgmf\ +, ALAk Yf\ .0 K<;k oadd Z] \]n]dgh]\ af 34 Left Wing Extremism (LWE)-affected districts across the country. ;jY^l Afkljm[lgj LjYafaf_ K[`]e]2 L`] ;jY^l Afkljm[lgj LjYafaf_ K[`]e] ;ALK! ak \]ka_f]\ lg hjgna\] ljYafaf_ lg instructors in vocational training institutes. L`] [gmjk]k Yj] aehYjl]\ l`jgm_` n] 9\nYf[]\ LjYafaf_ Afklalml]k 9LAk!$ gf] ;]fljYd LjYafaf_ Afklalml] ;LA!$ gf] FYlagfYd Ng[YlagfYd LjYafaf_ Afklalml] ^gj Women (NVTI) and 12 Regional Vocational Training Institutes for Women (RVTIs). They are offered in 27 trades. L`] \]eYf\ ^gj imYda]\ afkljm[lgjk ak `m_]$ Yk compared to the gross capacity of instructor training g^ <?=L ]d\ afklalml]k& L`] hj]k]fl afkljm[lgj j]imaj]e]fl ^gj l`] log eYbgj k[`]e]k g^ <?=L ;LK & Apprenticeship scheme) is more than 70,000, and the present instructor training capacity of 1600 per annum is grossly inadequate. It is proposed that new institutes, known as Institutes for Training of Trainers (ITOTs), are set up to meet the `m_] \]eYf\ ^gj imYda]\ afkljm[lgjk& ALGLk [Yf Z] k]l

520,000

200,000 120,000 1,570 10,000 50,000 500 100,000 160 710 390 0 0 2007-08 2008 -09 2009-10 2010-11 2011-12 Expenditure (in INR million) Trainees

Source: Ministry of Labour & Employment 2010-11 annual report

Knowledge paper on strategic and implementation framework for skill development in India

21

mh Zq klYl] _gn]jfe]flk$ kgd] hjghja]lq jek$ hjanYl] gj public limited companies, registered societies and trusts, and promoters of SEZs. The institutes would need to be Y^daYl]\ lg l`] FYlagfYd ;gmf[ad ^gj Ng[YlagfYd LjYafaf_& A standing committee will need to be put in place to supervise the setting up of an ITOT, and would require a predetermined standard of infrastructure, building (workshop, class-room), electricity, machinery, equipment, tools and implements, human resources af[dm\af_ hjaf[ahYdk Yf\ ljYaf]jk!& <?=L ogmd\ f]]\ to extend its help and guidance to the organizations including state governments that want to establish ITOTs. In the event there is a need for them, mentors will also be provided to render assistance in setting up of such institutes.

FYlagfYd Ng[YlagfYd ImYda[Ylagf >jYe]ogjc FNI>!2 a special initiative of the Ministry of Labour and Employment The National Skill Development Policy proposes setting up g^ Y FYlagfYd Ng[YlagfYd ImYda[Ylagf >jYe]ogjc FNI>! g^ Y^daYlagfk Yf\ Y[[j]\alYlagfk _jYfl]\ Zq afklalmlagfk& L`] c]q ^]Ylmj]k g^ l`] hjghgk]\ ^jYe]ogjc Yj] dakl]\ Z]dgo2 FNI> oadd Z] Y ]paZd] kqkl]e l`Yl h]jealk af\ana\mYdk to accumulate skills and convert them into advanced \ahdgeYk Yf\ \]_j]]k l`jgm_` []jla[Ylagf& It will provide opportunities for horizontal and vertical mobility between general and vocational education. It will also provide learning paths with standards that are comparable with those of any international imYda[Ylagf ^jYe]ogjc Yf\ oadd kmhhgjl da^]dgf_ learning and continuous upgrading of skills. All institutions, boards and councils involved in skill development will be encouraged to follow the NVQF.

Through its various schemes and the proposed NVQF, the Ministry of Labour and Employment is playing a crucial role in building an infrastructure that will help it achieve its target of training 100 million young people in the country by 2022.

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Knowledge paper on strategic and implementation framework for skill development in India

Technical education and vocational training (TVET) leads to human resource development through creation of skilled manpower, enhancement of industrial productivity and improvement in the general quality of life. The Ministry of Human Resource Development ^mf[lagfk l`jgm_` alk ^gddgoaf_ log \]hYjle]flk2 Department of School Education and Literacy to enable TVET programs in senior secondary schools Department of Higher Education to impart higher and technical education L`] Eafakljq g^ @meYf J]kgmj[] <]n]dghe]fl `Yk emdlahd] k[`]e]k ^gj ^Y[adalYlaf_ kcadd]\ eYfhgo]j [j]Ylagf2
Schemes/Programs Vocationalisation of Secondary Education (6800 schools covered) Duration 2 years Target group Students who have passed 10th class Details

Vocational education is provided in 9,619 schools


with 21,000 sections covering around 1 million students.

The scheme proposes to expand vocational


education to 20,000 schools and the intake capacity to 2.5 million by 2011-12. Polytechnics (1244) + Institutions for diploma in pharmacy (415), hotel management (63), architecture (25) ;geemfalq Hgdql][`fa[ K[`]e] ./- ;HK! Jan Shikshan Sansthan (JSS) (157 Ng[YlagfYd LjYafaf_ ;]fl]jk jmf Zq F?Gk g^^]jaf_ egj] l`Yf *-( courses) 3 year- diploma Students who have passed 10th class

These offer diploma courses in civil, electrical,


mechanical engineering, electronics, computer science, medical lab technology, hospital engineering, architectural assistantship, etc.

3 to 6 months Need based (1- 4 weeks)

Poor sections of society in rural and urban areas Disadvantaged groups of adults priority being given to adult f]g%dal]jYl]k' k]ea dal]jYl]k$ K; and ST, women/girls, oppressed people, migrants, slum/ pavement dwellers and working children Engineering and physical science under-graduate/ post-graduate and all teachers/ faculty members af k[a]f[] Yf\ ]f_af]]jaf_ ]d\k

;HK Y[lk Yk Y ^g[Yd hgafl lg hjgegl] ljYfk^]j g^


science and technology to the rural sector.

These act as district level resources to organize


vocational training and skill development programs.

National Program on Technology Enhanced Learning (NPTEL) Support for Distance Education & Web-based Learning

Designing course material time-bound hjgb][l

Launched in 2003, it is meant to enhance the


quality engineering education in the country by developing curriculum-based video courses (at least 100) and web-based e-courses (at least 115) that will be prepared at the seven IITs (Delhi, :geZYq$ EY\jYk$ CYfhmj$ C`YjY_hmj$ ?moY`Yla$ Roorkee and IISc).

National Institute of Open Schooling (NIOS) Distance Vocational Education Programmes

6 months to 2 years

5th, 7th and 8th and 10th pass

These constitute a network of 11 regional centers


and around 2,067 study centers .There are around 1,063 accredited vocational institutes in the the country.

The cumulative enrolment in VET during the last


n] q]Yjk ak 1+$(((& Apprenticeship Training for students of +2 Vocational stream National Programme on Earthquake Engineering Education (NPEEE) One year Faculty development through shortterm crash programs Students graduating from a 10+2 vocational stream

Vocational courses are covered in different areas


of the Apprentices Act 1961.

Recognized engineering colleges/ FH=== oYk eY\] oal` l`] gZb][lan] g^ ljYafaf_ teachers in engineering colleges, polytechnics and polytechnics and schools of schools of architecture, and to develop suitable architecture with related academic curricula. degree of diploma program

L][`fa[Yd 9f\ Ng[YlagfYd =\m[Ylagf 9f\ LjYafaf_ LN=L! Kqkl]e Af Af\aY >gj KmklYafYZd] <]n]dghe]fl$ Afl]jfYlagfYd ;]fl]j ^gj L][`fa[Yd Yf\ Ng[YlagfYd =\m[Ylagf Yf\ LjYafaf_ o]Zkal]$ `llh2''ooo&mf]ng[&mf]k[g&gj_'mh'Af\aYW;gmfljqWHYh]j&h\^$ Y[[]kk]\ *1 Bmdq$ *())& HdYffaf_ ;geeakkagf o]Zkal]$ `llh2''hdYffaf_[geeakkagf&fa[&af'j]hgjlk'_]fj]h'j]hWkcaddk[`&h\^$ Y[[]kk]\ )1 Bmdq$ *())&

Knowledge paper on strategic and implementation framework for skill development in India

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FYlagfYd Ng[YlagfYd =\m[Ylagf ImYda[Ylagf >jYe]ogjc (NVeQF): an initiative of the Ministry of Human Resource Development In order to emphasize the importance of integrating vocational education and training with general education at all levels, the Ministry of Human Resource Development aims to set up a National Vocational Education ImYda[Ylagfk >jYe]ogjc FN]I>!& L`] c]q ^]Ylmj]k g^ l`] hjghgk]\ ^jYe]ogjc Yj] dakl]\ Z]dgo2 The NVeQF will lay down common principles for a fYlagfYddq j][g_far]\ imYda[Ylagf kqkl]e& Al oadd [gn]j schools, vocational education institutes and institutes of `a_`]j ]\m[Ylagf Yf\ \]f] imYda[Ylagfk jYf_af_ ^jge the secondary to the doctorate level, thereby leading to international recognition of the system. The framework will adopt a competency-based modular approach and allow for accumulation and transfer of credit. Linkage between education institutions and the industry will be a pre-requisite. Sector skill councils and Industry would collaborate on developing quality standards, model curricula, assessment standards and testing procedures.

Ministry of Rural Development9


The Ministry of Rural Development (MoRD) is laying emphasis on ensuring inclusive growth and is working toward a mandate ^gj Z]f]llaf_ qgmf_ h]ghd] ^jge l`] hggj]kl Yf\ egkl vulnerable sections of society by imparting skills and providing gainful employment to them. The key schemes launched in this \aj][lagf af[dm\]2 Kh][aYd Hjgb][lk ^gj HdY[]e]fl Dafc]\ Kcadd <]n]dghe]fl g^ JmjYd :HD Qgml` mf\]j KoYjfbYqYfla ?jYe KoYjgr_Yj QgbYfY K?KQ KH! Rural Development and Self-Employment Training Institutes (RUDSETIs) Special Projects for Placement Linked Skill Development of Rural BPL Youth under Swarnjayanti Gram Swarozgar Yojana (SGSY- SP) Objective: To ensure time-bound training aimed at bringing a kh][a[ fmeZ]j g^ :HD ^Yeada]k YZgn] l`] hgn]jlq daf] l`jgm_` placement, thereby ensuring regular wage employment for them Target: To enable two million rural BPL families to cross the poverty line during the Eleventh Five Year Plan In order to achieve this target, the Ministry of Rural Development provides grant-in-aid to various state _gn]jfe]flk$ l`] hjanYl] k][lgj Yf\ F?Gk l`Yl mf\]jlYc] these programs. Some key players engaged in this program include IL&FS, District Rural Development Agencies (DRDAs) Yf\ Af\ajY ?Yf\`a FYlagfYd Gh]f Mfan]jkalq A?FGM!&

The Ministry of Human Resource Development has thus been playing a pivotal role in vocational education the formulation and implementation of its Technical Education and Vocational Training (TVET) policy through the schemes mentioned above.

Skills Program for Inclusive Growth an IL&FS initiative IL&FS, in partnership with the MoRD, runs the Skills Hjg_jYe ^gj Af[dmkan] ?jgol` KHJAF?! hjg_jYe& KHJAF? aims to provide vocational training to 500,000 rural youth from BPL families and ensure their employment. Under this initiative, IL&FS has successfully trained more than 9,000 young people and placed more than 8,500 of them so far.

FYlagfYd Afklalml] g^ JmjYd <]n]dghe]fl o]Zkal]$ `llh2''[Yddahhmk&[g&mc'jk]lal]kl'$ Y[[]kk]\ *1 Bmdq$ *())& AD>K ;dmkl]j <]n]dghe]fl AfalaYlan] Daeal]\ o]Zkal]$ `llh2''k]d^&kcaddk[`ggdk&[ge'7i5fg\]')*0$ Y[[]kk]\ )/9m_mkl$ *())&

24

Knowledge paper on strategic and implementation framework for skill development in India

Rural Development and Self-Employment Training Institutes Objective: This initiative aims to set up dedicated infrastructure for skill development in each district in the country. The programs are geared toward entrepreneurship development. Rural Development and Self-Employment Training Institutes (RUDSETI) offers more than 60 types of short duration (one to six week) entrepreneurship development programs. Target: To set up RUDSETIs in all 600 plus districts in the country by 2012 Achievement: Indicator Rural youth trained Employment-generated Number of operational RUDSETIs Amount disbursed (INR billion) Progress (August 2011) 211,707 83,202 242 1.1

Support skill development and training of the urban poor and improve access to employment opportunities or promote self-employment for them Empower the community to tackle urban poverty through self-managed community structures and capacity-building programs L`] k[`]e] `Yk n] eYaf [gehgf]flk Yf MjZYf K]d^ Employment Programme, an Urban Women Self-help Programme, Skill Training for Employment Promotion Among the Urban Poor, an Urban Wage Employment Programme and Yf MjZYf ;geemfalq <]n]dghe]fl F]logjc& Achievement: Funding for the scheme is shared in the ratio g^ /-2*- Z]lo]]f l`] ;]flj] Yf\ l`] klYl]k& ;]fljYd ^mf\k worth around INR5.8 billion were released for the scheme in 201011 and assistance was provided to more than 3,50,000 Z]f][aYja]k Y_Yafkl Y lYj_]l g^ +(($(((& STEP-UP: a key component of the Swarna Jayanti Shahari Rozgar Yojana Aim: Skill Training for Employment Promotion Amongst the Urban Poor (STEP-UP) aims to alleviate poverty in urban areas by facilitating skill development through well-structured market-oriented programs that can make poor and unskilled employable workers wage-earning ones or successful microentrepreneurs. It also aims to promote economic growth and l`] [gfljaZmlagf g^ l`] mjZYf ][gfgeq lg Af\aYk fYlagfYd ?<H by ensuring a supply of appropriate skilled workers at the lower end, thereby enabling inclusive growth in this section. Methodology: STEP-UP will provide training to the urban poor in a variety of service, business and manufacturing activities as well as in local skills and local crafts, so that they can set up self-employment ventures or secure salaried employment with enhanced remuneration. Training will also be imparted in vital components of the service sector such as in construction trade and allied services including carpentry, plumbing, electrical and manufacturing low-cost building materials, based on improved or cost-effective technology, using local materials. Target: Af daf] oal` l`] ?gn]jfe]flk lYj_]l g^ [j]Ylaf_ Y hggd of 500 million skilled workers by 2022, the annual target under STEP-UP is estimated at 200,000 workers 150,000 for skills training to secure wage/salaried employment and 50,000 for self-employment.

Through these initiatives, the MoRD is playing a key role in building the countrys skill development infrastructure and uplifting young people from weaker sections of society by upgrading their skills and providing them employment.

Ministry of Urban Development & Poverty Alleviation10


In order to cater to the skill requirements of the urban poor, the Ministry of Urban Employment & Poverty Alleviation launched l`] KoYjfY BYqYfla K`Y`Yja Jgr_Yj QgbYfY KBKJQ! af )11/& L`] k[`]e] Yaek lg2 Address urban poverty by providing gainful employment to the urban unemployed

10

Eafakljq g^ MjZYf <]n]dghe]fl  Hgn]jlq 9dd]naYlagf o]Zkal]$ `llh2''e`mhY&_gn&af'oW f]o'KL=H%MH%Gh]jYlagfYd?ma\]daf]k%*((1%*()(&h\^$ Y[[]kk]\ *, 9m_mkl *())&

Knowledge paper on strategic and implementation framework for skill development in India

25

Initiatives of other ministries11


NYjagmk gl`]j eafaklja]k mf\]j l`] ?gn]jfe]fl Yj] ]f_Y_]\ af Y dYj_] fmeZ]j g^ kcadd \]n]dghe]fl Y[lanala]k af l`]aj k][lgjk& Kge] g^ l`] c]q afalaYlan]k lYc]f Zq l`]k] eafaklja]k Yj] dakl]\ Z]dgo2
Ministry/Department Agriculture Vocational education and training programs

Training in agricultural extension (21 training centres) Training in use of agricultural implements and machinery Soil conservation training center ;ggh]jYlan] ]\m[Ylagf Yf\ ljYafaf_ =\m[YlagfYd afklalmlagfk2

One central agricultural university 31 state agricultural universities (SAUs) , FYlagfYd Afklalml]k g^ Af\aYf ;gmf[ad g^ 9_ja[mdlmjYd J]k]Yj[`
Food processing

Health and family welfare

Heavy industries and public enterprises Information Technology

Established of more than 300 food processing and training centers LjYafaf_ afklalmlagfk2 ;]fljYd >gg\ L][`fgdg_q J]k]Yj[` Afklalml] HY\\q Hjg[]kkaf_ J]k]Yj[` ;]flj] H@L;! ;gmf[ad g^ =flj]hj]f]mjaYd <]n]dghe]fl Hjg_jYee] Entrepreneurship Development Programme for development of human resources Promotional training of female health assistants in 42 training centers :Yka[ ljYafaf_ lg `]Ydl` ogjc]jk l`jgm_`2 478 Multipurpose Health Worker Training Schools (MPW) for women *0 @]Ydl` Yf\ >Yeadq O]d^Yj] LjYafaf_ ;]fl]jk @>OL;! Yf\ +( EHO ^gj e]f ;gmfk]daf_$ j]ljYafaf_ Yf\ j]\]hdgqe]fl g^ ogjc]jk g^ ;]fljYd HmZda[ K][lgj =fl]jhjak]k ;HK=k! <G=9;; % G d]n]d ;=<LA2 [gf\m[lk [gmjk]k af l`] ]d\ g^ ]d][ljgfa[k$ l]d][geemfa[Ylagfk$ AL$ hjg[]kk [gfljgd Yf\
instrumentation

MSME (Small Industries Development Organization (SIDO)) C`Y\a  NaddY_] Af\mklja]k ;geeakkagf under Ministry of MSME Kg[aYd bmkla[] Yf\ ]ehgo]je]fl

Entrepreneurship Development Programme Skill Development Programme (SDP) Management Development Programme 51 training centers run 35 types of programs National Institute of Mentally Handicapped National Institute for the Orthopaedically Handicapped Institute for Physically Handicapped National Institute for the Hearing Handicapped FYlagfYd @Yf\a[Yhh]\ >afYf[] Yf\ <]n]dghe]fl ;gjhgjYlagf National Scheme of Liberation and Rehabilitation of Scavengers and their Dependents L`] Afl]_jYl]\ Kcadd <]n]dghe]fl K[`]e] AK<;! ^gj l`] l]plad] Yf\ YhhYj]d k][lgj oal` l`] dYmf[` g^ 9L<;%KE9JL Kcadd ^gj EYfm^Y[lmjaf_ 9hhYj]dk l`jgm_` J]k]Yj[` Yf\ LjYafaf_! many other boards and councils

Textiles

Decentralized training program with 24 weavers service centers,13 power loom centers and
Tourism Tribal affairs Urban development and poverty alleviation @M<;G Yf\ gl`]jk af [gfkljm[lagf k][lgj under Ministry of Urban Development & HdYffaf_ ;geeakkagf Women and child development

)- >gg\ ;jY^l Afklalml]k mf\]j klYl] _gn]jfe]flk Ng[YlagfYd ljYafaf_ []fl]jk NL;! af ljaZYd Yj]Yk MjZYf K]d^ =ehdgqe]fl Hjg_jYee] mf\]j KoYjfY BYqYfla K`Y`Yja Jgr_Yj QgbYfY KBKJQ! ;gfkljm[lagf Af\mkljq <]n]dghe]fl ;gmf[ad ;A<;!

Support to Training and Employment Programme for Women (STEP) Oge]f =ehgo]je]fl Hjg_jYee] af [gddYZgjYlagf oal` A?FGM ljYafaf_ hjg_jYe gf
=ehgo]jaf_ oge]f l`jgm_` K@?!

11

Kcadd <]n]dghe]fl 9f\ LjYafaf_ Hjg_jYee]k G^ ;]fljYd ?gn]jfe]flk$ HdYffaf_ ;geeakkagf$ *, EYj[` *((1&

26

Knowledge paper on strategic and implementation framework for skill development in India

National Skill Development Corporation12


L`] FYlagfYd Kcadd <]n]dghe]fl ;gjhgjYlagf FK<;! oYk k]l mh af *((1 Yk hYjl g^ l`] FYlagfYd Kcadd <]n]dghe]fl Eakkagf lg ^mddd l`] growing and existing need for skilled manpower and harness the huge demographic dividend. It aims to promote skill development by hjgeglaf_ dYj_]$ imYdalq$ ^gj%hjgl ng[YlagfYd afklalmlagfk Yf\ l`]j]Zq [gfljaZml]k ka_fa[Yfldq Yjgmf\ +(! lg l`] gn]jYdd lYj_]l g^ creating a skilled workforce in India. Approach L`] FK<; Yaek lg ^gkl]j afalaYlan]k l`Yl [Yf hgl]flaYddq `Yn] Y [Yk[Y\af_ ]^^][l gf l`] kcadd \]n]dghe]fl ^jgfl& Develop ultra low cost, high-quality, innovative business models Attract investment from the private sector Ensure that its funds are largely re-circulating, i.e., loan or equity rather than grant ;j]Yl] d]n]jY_] ^gj alk]d^ Build a strong corpus Enabling support services Shaping/ creating Setup standards and accreditation systems ?an] afhmlk gf [mjja[mdme$ ^Y[mdlq ]l[& Identify critical skill groups Attract potential private players Funding and incentivizing Viability gap funding either as loans or equity, _jYflk Yf\ kmhhgjl fYf[aYd af[]flan]k

23 of the 26 projects awarded in PPP mode under the aegis of NSDC Partners name >a\]k ?dgZYd 9[Y\]eq Hnl& Dl\& Everonn Skill Development Limited Project cost (INR million) 245.4 1,537.6 No. of trainees in 10 years Sectors targeted 1.7 million BFSI, BPO, unorganized sectors 11.7 million Tourism, hospitality, health care services, organized retail, media and entertainment, IT and ITeS, textile, construction and automotive 0.5 million IT, ITeS & BFSI 1.0 million ;gfkljm[lagf$ lgmjake$ ZYfcaf_$ jmjYd ^Yje$ `gkhalYdalq$ ^gg\ processing 11.6 million Automobile, organized retail, telecom, healthcare, and building and construction 0.7 million AL%:HG$ ea[jgfYf[]$ ZYfcaf_ Yf\ afkmjYf[]$ gj_Yfar]\ retail, sales and marketing in rural areas 1.3 million Organized retail, health care services, building and construction, automobile/ auto component, tourism hospitality and travel trade, electronics, IT, banking and insurance, spoken English 21,000 Production-related (50%) and construction, tailoring, plumbing, textiles, security guards, retail, computer-related (remaining 50%) 18,000 B]o]djq \]ka_f$ klgf]%k]llaf_$ \ahdgeY af b]o]djq%eYcaf_ 0.74 million Agriculture (para-agri experts), animal husbandry (para-vet experts), food processing, transportation and rural service provider 1.95 million Textile, construction, leather and leather products, automotive and auto components and logistics, general engineering and service sector 0.13 million Retail and BFSI 1.69 million Education /skill development services, hospitality, construction, organized retail, electronics/hardware, automotive work, agriculture

Talent Sprint Education Services Private Limited BASIX Academy for Building Lifelong Employability Limited (B-ABLE) ;]flme D]Yjfaf_ Dl\& Edubridge Learning Pvt. Ltd. (ELPL) ?J9K @gkhalYdalq K]jna[]k Dl\&

150.0 331.8 162.7 54 800

?jYe LYjYf_ =ehdgqYZadalq Training Services Private Daeal]\ ?L! Af\aYf Afklalml] ^gj ?]ek Yf\ B]o]dd]jq AA?B! Red Hat Investments Private Limited (RHIPL) AD>K ;dmkl]j <]n]dghe]fl AfalaYlan] Daeal]\ AD>K ;<A! iSTAR Skill Development Private Limited (ISDPL) Pratham Education Foundation, a fgl ^gj%hjgl ]flalq

145

111.4 220

2168.2

13.2 230

12

Gj_YfakYlagf Hjgd]$ FK<; o]Zkal]$ `llh2''ooo&fk\[af\aY&gj_'YZgml%mk'gj_YfarYlagf%hjgd]&Ykhp$ Y[[]kk]\ *( Bmdq *())& Gmj Jgd]$ FK<; o]Zkal]$ `llh2''ooo&fk\[af\aY&gj_'YZgml%mk'gmj%jgd]&Ykhp$ Y[[]kk]\ *( Bmdq *())&

Knowledge paper on strategic and implementation framework for skill development in India

27

23 of the 26 projects awarded in PPP mode under the aegis of NSDC Partners name International Association for Human NYdm]k A9@N! Yf F?G! Managerial Excellence Resource ;]flj] E=J;! TMI Input & Service Pvt. Ltd. Empower Pragati Vocational & KlY^f_ ;gfkljm[lagf  J]Yd =klYl] Developers Association of India ;J=<9A! Indian Institute of Skill Development Pvt. Ltd. (IISD) ?dgZkqf L][`fgdg_a]k Dl\& Laqsh Job Skills Academy Private Limited Laurus Edutech Private Limited Project cost (INR million) 5.1 No. of trainees in 10 years Sectors targeted 128 Self-development training and technical training in garment industry, driving, computer operation, mobile repair, electrician-training, plumbing, domestic BPO, etc. 96,665 >afYf[]$ j]lYad$ kYd]k%j]dYl]\$ A;L$ Yf\ _]ek Yf\ b]o]djq 0.53 million :>KA$ >E;?$ l]d][ge$ h`YjeY$ `gkhalYdalq$ ALAL=K$ e-learning & Education 2.1 million ITES/BPO, tourism, hospitality and travel, organized retail, informal sector 97,920 over 12 years ;gfkljm[lagf

30 292.1 259.7 185.3

163.5 125.1 101

0.24 million Automotive (light Engg.), building construction, real estate and retail 0.35 million ITES, electronics and IT hardware, and organized retail 1.054 million IT, ITES/BPO, retail, hospitality, banking and education

536 1.11 million, 42,000 trainers Automotive, construction, textile, electronics and IT hardware and education and skill development sector (TOT ^gj kh][a]\ k][lgjk! 836.1 8703.2 1.80 million (Yr 1 11,836; IT, retail, BFSI, health care, hospitality, manufacturing and Yr 5 1,44,173) construction 40.428 million

AABL ;gehml]j =\m[Ylagf HjanYl] Limited ( a subsidiary of TeamLease) TOTAL


Kgmj[]2 FK<; o]Zkal]

Sector Skill Councils (SSCs): NSDCs key initiative FK<; `Yk Z]]f ]fljmkl]\ oal` l`] lYkc g^ k]llaf_ mh KK;k& KK;k Yj] hYjlf]jk`ah gj_YfarYlagfk l`Yl Zjaf_ lg_]l`]j Ydd the stakeholders labor, industry and the academia. They identify skill gaps in their sectors and establish a sectorkh][a[ DYZgmj EYjc]l Af^gjeYlagf Kqkl]e DEAK!& L`]q Ydkg \]l]jeaf] [geh]l]f[q klYf\Yj\k Yf\ imYda[Ylagfk ^gj bgZk$ o`a[` Yj] mk]\ Zq [gehYfa]k lg ]nYdmYl] ]ehdgq]] performance and skill development requirements. They also forecast changes in the labor market and facilitate standardization of accreditation processes. L`j]] KK;k `Yn] Z]]f af[gjhgjYl]\ af l`] Ymlg$ k][mjalq and the energy sectors, while seven (retail, media and entertainment, IT/ITeS, health care, foundry, BFSI, electronics and hardware) are at various stages of implementation.

L`jgm_` alk nYjagmk afalaYlan]k$ FK<; ak o]dd on course to create a skilled workforce of 150 million two years ahead of 2022 (the stipulated target year).

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Knowledge paper on strategic and implementation framework for skill development in India

Private sector initiatives for vocational training


Although the primary responsibility for fostering vocational education and training in the education system rests with the ?gn]jfe]fl Yf\ Y[Y\]eaY$ l`] [gjhgjYl] Yf\ fgf%_gn]jfe]fl sectors have also realized the need to actively participate in providing training to their current and potential employees.

Initiatives of companies
Organizations have realized the need to establish in-house training facilities to bridge the industry-academia disconnect and meet the shortage of higher education infrastructure in the country. Through these facilities, they can not only eYc] hgl]flaYd ]ehdgq]]k bgZ%j]Y\q ]n]f Z]^gj] l`]q ]fl]j organizations, but also provide them with the right skill-sets molded on the basis of practical industry requirements. Such training practices are prevalent across the manufacturing Yf\ k]jna[]k k][lgjk& Kge] c]q ]pYehd]k Yj] dakl]\ Z]dgo2

Manufacturing sector13 Sector ;gfkljm[lagf Company name Larsen & Toubro Training initiative

DL `Yk ]klYZdak`]\ ;gfkljm[lagf Kcaddk LjYafaf_ Afklalml]k ;KLAk! af ;`]ffYa$ HYfn]d$
Ahmadabad, Bengaluru, Hyderabad, Delhi and Kolkata to impart construction vocational training.

Textile Electronic goods

NYj\`eYf ?jgmh ?g\j]b Af\mklja]k

L`] _jgmh `Yk ]klYZdak`]\ l`] NYj\`eYf LjYafaf_ Yf\ <]n]dghe]fl ;]flj] NL<;! Yl
Ludhiana to enhance employee skills across all functions.

?g\j]b `Yk j][]fldq la]\ mh oal` L`] ?]gj_] L]d]_jYh` LjYafaf_ Afklalml] l`] hagf]]j
in vocational training in eastern India) to launch specialized courses in refrigeration, air-conditioning and washing machine technology. On completing the course, deserving klm\]flk oadd Z] g^^]j]\ ]ehdgqe]fl oal` ?g\j]b&

Automotive

Maruti Suzuki India Ltd. (MSIL)

MSIL has tied up with 17 ITIs (in November 2010) and has placed nearly 400 students in
its service network. It plans to ramp up its network to 53 ITIs and absorb 500600 more ITI students in coming months.

L`] [gehYfq `Yk Ydkg la]\ mh oal` gl`]j afklalml]k km[` Yk l`] :?K Afklalml] g^ K[a]f[] 
EYfY_]e]fl Yf\ l`] 9:L L][`fa[Yd Afklalml] lg [gf\m[l EYjmla%[]jla]\ [gmjk]k&

EKAD `Yk Ydkg k]l mh Y L][`fa[Yd LjYafaf_ ;]flj] LL;! lg [Yl]j lg l`] ljYafaf_ f]]\k
of employees working in the manufacturing domain and train them on the latest technologies.

13

O`]j] 9j] Af\aYk Kcadd]\ Ogjc]jk7$ :dggeZ]j_ :mkaf]kko]]c o]Zkal]$ `llh2''ooo&Zmkaf]kko]]c&[ge'eY_Yraf]'[gfl]fl'))W(+'Z,*))((0(1-)-.& `le$ Y[[]kk]\ )1 Bmdq *())& ;Yj]]jk$ NYj\`eYf ?jgmh o]Zkal]$ `llh2''ooo&nYj\`eYf&[ge'[Yj]]jkWgn]jna]o&Ykh$ Y[[]kk]\ +( Bmdq *())&

Knowledge paper on strategic and implementation framework for skill development in India

29

Services sector14 Sector Retail Hospitality Company name AL; ?jYf\ @qYll Training initiative

AL; Oaddk Da^]klqd] `Yk la]\ mh oal` hjg^]kkagfYd [gmjk]k hjgna\]j FAK KhYjlY$ o`a[` ak Y
hYjl g^ l`] J]daYf[] 9<9 ?jgmh$ lg hjgna\] ljYafaf_ af j]lYad eYfY_]e]fl&

@qYll @gl]dk ;gjhgjYlagf `Yk alk af%`gmk] ljYafaf_ afalaYlan]$ K[`ggd g^ @gkhalYdalq Yl
?jYf\ @qYll EmeZYa&

It also has three more schools of learning the School of Leadership, the School of
EYfY_]e]fl Klm\a]k Yf\ l`] K[`ggd g^ ?]f]jYd Klm\a]k& Information technology Financial services Infosys A;A;A :Yfc

Infosys global training center in Mysore is one of the largest corporate training
establishments in the world and can accommodate 15,000 people.

A;A;A `Yk ]klYZdak`]\ A;A;A EYfahYd 9[Y\]eq AE9!$ Af Ykkg[aYlagf oal` EYfahYd =\m[Ylagf$
lg ljYaf f]odq j][jmal]\ bmfagj eYfY_]jk g^ l`] ZYfc af ZYfcaf_ Yf\ fYf[]& L`] afklalml] has an intake of 550600 students every three months.

Aviation

Pawan Hans Helicopters Limited (PHHL)

PHHLs training institute provides Aircraft Maintenance Engineering (AME) courses and
imparts knowledge on helicopters and their systems to students.

Initiatives of industry associations


Several industry associations conduct research to identify the skill gap in their sectors and have also established training schools to Zja\_] l`] _Yh& Kge] g^ l`] c]q ]pYehd]k Yj] dakl]\ Z]dgo2
Sector Retail Association name L`] ;gf^]\]jYlagf g^ 9dd Af\aY LjY\]jk ;9AL! Training initiative

;9AL ak k]llaf_ mh j]lYad k[`ggdk Y[jgkk l`] [gmfljq oal` l`] YkkaklYf[] g^ Af\aYf J]lYad
School, to educate small traders on how to increase their business.

It will help kirana stores transform their business from traditional retail to the modern
format of retailing. Automotive Society of Indian Automobile Manufacturers (SIAM) 9mlgeglan] ;gehgf]fl Manufactures Association 9;E9! Federation of Automobile Dealers Associations (FADA) F9KK;GE

Auto industry bodies have come together to form the Automotive Skills Development
;gmf[ad 9K<;!&

This is an independent society that will create the curriculum and engage agencies for
the delivery of the curriculum.

It will also conduct research on skill gaps, benchmarking standards for the industry and
improvement in productivity and technology.

IT/ITeS

F9KK;GE Cfgod]\_] F]logjc FCF! ak Y \qfYea[ f]logjc g^ l]d]%[]fl]jk gj cfgod]\_]


[]fl]jk l`Yl Yj] jmf Zq F?Gk oal` kmhhgjl ^jge l`] F9KK;GE >gmf\Ylagf Yf\ alk resource partners.

It operates through 285 centers in 90 districts across 13 states and has trained more
than 8,600 people in IT skills and more than 3,200 in other livelihood skills and adult literacy programs. The network has positively affected more than 65,000 community members.

14

;Yk] ^gj K]llaf_ mh K][lgj Kcadd ;gmf[adk af Af\aY$ L][`fghYc$ *) 9hjad *((1$ h_&)( FAK KhYjlY af \]Yd oal` AL; Oaddk Da^]klqd]$ :mkaf]kk Daf] o]Zkal]$ `llh2''ooo&l`]`af\mZmkaf]kkdaf]&[ge'lg\Yqk%hYh]j'lh%eYjc]laf_'Yjla[d]).-01,*&][] $ accessed 18 July 2011. ?jYf\ @qYll EmeZYa dYmf[`]k K[`ggd g^ @gkhalYdalq$ @gkhalYdalq Zar Af\aY o]Zkal]$ `llh2''ooo&`gkhalYdalqZaraf\aY&[ge'\]lYadF]ok&Ykhp7Ya\5-/(1ka\5+/$ accessed 19 July 2011.

30

Knowledge paper on strategic and implementation framework for skill development in India

Sector Energy

Association name University Petroleum & Energy Studies, Indian Wind Energy Society and World Energy Forum

Training initiative

Indian Energy Skill Development (IESD) is formed to carry out sustained research to
assess training facilities, demand/supply needs and skill gaps among semi-skilled/skilled manpower in the energy industry, including in the unorganized sector.

Its task also includes developing industry-driven competencies and maintaining industryacademia linkages to develop its curriculum and training material.

It is also expected to develop a feedback mechanism and processes for quality assurance
as well as undertake accreditation of training institutes.

>gj [j]Ylaf_ ghhgjlmfala]k af Y qgmf_$ Ykhajaf_ Af\aY$ af\mkljq oadd `Yn] lg [ge] lg_]l`]j oal` l`] ?gn]jfe]fl lg ljYaf l`] ogjc^gj[] Yf\ hjgna\] kcaddk o`ad] aehjgnaf_ bgZ ghhgjlmfala]k Yf\ hjg\m[lanalq&

HjYfYZ Emc`]jb]]$ Union Finance Minister, India

Knowledge paper on strategic and implementation framework for skill development in India

31

4.
Learning from other countries
Best practices of other countries
Specialized skill training or vocational education continues to be a critical area of concern in the Indian context. Only 2% of the Indian workforce is formally skilled. While there are 12.8 million new entrants in the workforce every year, the existing training capacity can only address a small proportion of that. India has marginally improved its performance in basic education and vocational training, while its competitors have made much higher gains in this area over the previous decade. In South Korea, 96% of the workers receive formal skills training; in BYhYf$ 0( j][]an] l`ak ljYafaf_3 af ?]jeYfq$ l`] _mj] ak /-$ followed by the UK with 68%. As far as enrolment in vocational education and training courses is concerned, India has net enrolment of 3.5 million per year, as compared to 90 million in ;`afY Yf\ ))&+ eaddagf af l`] MK&

UKs vocational education and training system15


Overview In the UK education begins with six years of compulsory hjaeYjq ]\m[Ylagf& 9^l]j n] q]Yjk g^ k][gf\Yjq ]\m[Ylagf$ klm\]flk lYc] ]pYeafYlagfk af Y jYf_] g^ kmZb][lk Yl l`] d]n]d g^ ?]f]jYd ;]jla[Yl] g^ K][gf\Yjq =\m[Ylagf ?;K=!& Thereafter, students may take a higher level of secondary school examinations known as AS-Levels after an additional year of study or they can choose to continue their education at vocational or technical colleges.

15

Ng[YlagfYd ]\m[Ylagf Yf\ ljYafaf_ af l`] Mfal]\ Caf_\ge$ ;]\]^gh HYfgjYeY k]ja]k$ *((-$ h_&*++) L`] kcadd \]n]dghe]fl dYf\k[Yh] af Af\aY Yf\ aehd]e]flaf_ imYdalq kcaddk ljYafaf_$ >A;;A$ 9m_mkl *()($ h_&+)&

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Knowledge paper on strategic and implementation framework for skill development in India

Features In the UK, the labor market is not highly regulated; thus, there is easy movement of people from one occupation to another as compared with other countries. L`] FYlagfYd Ng[YlagfYd ImYda[Ylagfk FNIk! o]j] [j]Yl]\ lg Y\\j]kk l`] f]]\ ^gj imYda[Ylagfk lg Z] eY\] ]paZd] Zml rigorous and nationally recognized. The Department for Education and Skills is the national government department responsible for education and training. Accreditation of Prior Experiential Learning (APEL) aims to provide formal recognition to learning acquired from personal experience and learning gained in employment or voluntary work situations. K][lgj%kh][a[ [gmf[adk \jY^l Y k][lgj kcadd Y_j]]e]fl$ whereby employers and unions identify skills and productivity needs in their sectors and the actions required to be taken to address these needs.

Strengths The UKs system is largely outcome-based. Training hjgna\]jk `Yn] l`] ]paZadalq lg hdYf Y \]dan]jq kqkl]e l`Yl ak based on the needs of the learner. The countrys apprenticeship schemes at every level create a vocational ladder, beginning at the age of 14 and ending oal` ]al`]j Y `a_`]j ]\m[Ylagf imYda[Ylagf gj ]ehdgqe]fl& It is aimed at the high work readiness of dropouts aged 16 to 24 years, with 66% of the dropouts from school (aged around 16 years) and 84% of the higher education dropouts being willing to work. Employers invest in the learning and development of their employees. This amounted to 39.2 billion in 2009. L`] MC ?gn]jfe]fl `Yk ^gjemdYl]\ k]n]jYd hjg_jYek ^gj imparting vocational education and training. Its Lifelong Learning program aims to promote learning after the end of formal education and training.

Knowledge paper on strategic and implementation framework for skill development in India

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Germanys vocational education and training system16


Overview After the completion of compulsory full-time education, young people who are no longer pursue full-time education must attend part-time vocational school for a period of three years. L`]j] Yj] log \a^^]j]fl hYl`k l`Yl d]Y\ lg ng[YlagfYd imYda[Ylagf full-time vocational schools and the dual system of vocational training. Under the full- time vocational schools at the secondary stage, full- time vocational schools prepare young people for work or conduct vocational training usually within the dual system in many occupational areas. The countrys dual system of vocational training is regarded as one of the most important factors that has contributed to the proven [geh]lalan]f]kk g^ l`] ?]jeYf eYfm^Y[lmjaf_ af\mkljq& L`ak eg\]d promotes close cooperation between vocational schools supported by l`] ?gn]jfe]fl Yf\ l`] ]fl]jhjak]k af o`a[` ljYafaf_ ak hjgna\]\& L`] af\mkljq \]l]jeaf]k l`] [mjja[mdme j]imaj]e]flk Yf\ []jla[Ylagf hjg[]kk]k& L`ak ljYafaf_ ak hjaeYjadq h]j^gje]\ gf l`] bgZ& Germany VET system

Features Under the dual system (which forms the core of vocational training), which is spread over three years, every young person who has completed full-time compulsory education has access to vocational training along with the former. Training takes place in companies and at part-time vocational schools. Successful completion of this training provides j][g_falagf lg h]ghd] ^gj ]ehdgqe]fl Yk Y imYda]\ skilled employee. Thereafter, companies enter contracts under private law and then train such employees according to their vocational training directives, which guarantees a national standard of competence. Around two-thirds of the instruction provided is vocation-oriented and one-third provides general education or knowledge applicable to a broad range of occupations. The cost of vocational training is primarily borne by [gehYfa]k Yf\ l`] ng[YlagfYd k[`ggdk Yj] fYf[]\ Zq public funds. Business associations play a key role in monitoring the quality of training provided by companies under the dual system. Strengths of the dual system Dgo%[gkl ljYaf]] ^gj af\mkljq ^gj Y p]\ lae]%^jYe] Assured availability of the next generation of skilled workers for employers Students trained on updated industry infrastructure gf l`] bgZ$ oal` ]ehdgqe]fl _mYjYfl]]\ Trainees paid by the industry and vocational training ^mf\]\ Zq l`] ?gn]jfe]fl

and em plo ining ya Tra

bi

y lit

Joint edu ca t
sponsibility l re na io

Vocational school: learning and experience

Company: Working and learning

Specialized knowledge and skills, and occupational competence

Further training: Working/lifelong learning


Th

ec

h a n g in g wo r k p

lac

16

?]jeYfqk Ng[YlagfYd =\m[Ylagf Yl Y _dYf[]$ :E:> o]Zkal]$ ooo&ZeZ^&\]'hmZ'_]jeYfqkWng[YlagfYdW]\m[YlagfWYlWYW_dYf[]&h\^$ Y[[]kk]\ *1 Bmdq *())&

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Knowledge paper on strategic and implementation framework for skill development in India

Australias vocational education and training system17


Overview Australias Vocational Education Training (VET) System is a subset of formal learning (structured teaching program that d]Y\k lg Y j][g_far]\ imYda[Ylagf!$ fgf%^gjeYd d]Yjfaf_ (structured teaching program that does not lead to a recognized imYda[Ylagf! Yf\ af^gjeYd d]Yjfaf_ mfkljm[lmj]\ Yf\ mflYm_`l$ which relates to work, family, community or leisure). The VET system is driven by a combination of personal development and economic needs. It constitutes public and private training providers in a national training framework comprising the Australian Quality Training Framework, the 9mkljYdaYf ImYda[Ylagfk >jYe]ogjc Yf\ Af\mkljq LjYafaf_ HY[cY_]k l`Yl \]f] Ykk]kke]fl klYf\Yj\k ^gj \a^^]j]fl ng[YlagfYd imYda[Ylagfk& N=L hjg_jYek [Yf Z] j][g_far]\' accredited or unrecognized/unaccredited. Features Australias VET system is mainly post-secondary and is offered through Registered Training Organizations. The countrys states and territories are responsible for most public delivery systems and all regulation pertaining to providers. The central concept of the system is national recognition, whereby the assessments and awards of any person registered in a training organization must be recognized in all other states and territories. LjYafaf_ hY[cY_]2 L`] [gfl]fl g^ Y ljYafaf_ hY[cY_] g^ ng[YlagfYd imYda[Ylagfk ak l`]gj]la[Yddq \]f]\ Zq l`] af\mkljq Yf\ fgl Zq l`] ?gn]jfe]fl gj ljYafaf_ hjgna\]jk& 9hhj]fla[]k`ah kqkl]e2 L`ak kqkl]e [gehjak]k ljY\alagfYd apprenticeships in established trades and traineeships in other more service-oriented occupations. The apprenticeships and traineeships entail a legal contract entered by the employer and the apprentice and provision of a combination of school-based and workplace training. Apprenticeships are typically for a period of three to four years, while traineeships are only for one to two years in duration. Apprentices and trainees receive a wage that increases as they progress in their training.
17

The VET system includes credit transfer and articulation arrangements between a vocational educational system and higher education institutions. This enables the students lg egn] ^jge gf] imYda[Ylagf lg Yfgl`]j ]^[a]fldq Yf\ effectively. It also allows them to move between education systems, from secondary school to VET and from VET to higher education. Strengths Strong linkages between VET and the labor market enabling employers and employees to meet their training and skill needs FYlagfYd hgjlYZadalq g^ imYda[Ylagfk Yf\ mfalk g^ competency credit transfer and articulation Flexibility, with the system offering a fair amount of local autonomy and innovation to adapt learning to local circumstances Easily available data and research on VET issues

South Africas vocational education and training system18


L`] Kgml` 9^ja[Yf ?gn]jfe]fl aehd]e]fl]\ alk Kcaddk Development Act in 1998. The Act led to the initiation of a Sector Training and Education Authority (SETA) system. Each SETA represents an industry sector in South Africa and is j]khgfkaZd] ^gj l`] ^gddgoaf_2 Formulating a sector skills plan for the sector identifying, designing and registering learnerships for the sector Acting as an education and training quality authority for klYf\Yj\k Yf\ imYda[Ylagfk af l`] k][lgj Disbursing skill-development levies The stakeholders of a SETA include learners, employers, trade unions, government departments and bargaining councils for the sector. A new SETA landscape and a draft framework for a new National Skill Development Strategy were proposed in April 2010.

9f gn]jna]o g^ ng[YlagfYd ]\m[Ylagf Yf\ ljYafaf_ af 9mkljYdaY Yf\ alk dafck lg l`] dYZgmj eYjc]l$ F;N=J o]Zkal]$ `llh2''ooo&f[n]j&]\m&Ym'n]lkqkl]e'hmZda[Ylagfk'*))/& html, accessed 29 July 2011. 18 >jYe]ogjc ^gj fYlagfYd kcadd \]n]dghe]fl kljYl]_q$ Afk]lY o]Zkal]$ `llh2''ooo&afk]lY&gj_&rY'\gofdgY\k'^jYe]ogjcW^gjWFK<KW+&h\^$ Y[[]kk]\ *, 9m_mkl*())& L`] Afklalml] g^ @]Ydl` Jakc EYfY_]jk o]Zkal]$ `llh2''ooo&a`je&[g&rY'af\]p&h`h'ljYafaf_'kcaddk%\]n]dghe]fl$ Y[[]kk]\ *, 9m_mkl*())&

Knowledge paper on strategic and implementation framework for skill development in India

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Features Institutions imparting training on skill development as well as higher education institutes have come under the ambit of the Department of Higher Education and Training. This department governs the work of SETAs. Skill development activities under the new framework can complement those conducted by public institutions, colleges and universities. Workplace learning can supplement institutional learning under it. Each SETA is required to prepare a Sector Skill Plan, which a\]fla]k l`] kcaddk f]]\k g^ Yf af\mkljq kcaddk k`gjlY_]k$ skills gaps and skills supply) and constraints in the effective development of these. Instead of mainly conducting short-term courses, the new system will encompass a wide spectrum of programs for employed and unemployed people. Funding KmZb][l lg []jlYaf [gf\alagfk$ kcadd d]na]k oadd [gflafm] lg apply to companies. The levy is paid to the South African Revenue Services, which allocates it to the National Skills Fund and the SETAs. ;gehYfa]k l`Yl hjgegl] ljYafaf_ Yf\ \]n]dghe]fl af l`] workplace and a pay skill development levy can nominate a Skill Development Facilitator and submit a Workplace Skill Plan (describing the skill needs of their employees) and Annual Training Report to the relevant SETAs. These companies are then entitled to receive a Workplace Skill Plan grant. Strength Promotes collaboration between companies and learning organizations by giving special incentives such as grants, which are not limited to the levy paid by the companies Facilitates enhanced course structure and curricula aligned to industry practices Promotes innovation by providing Innovation grants

Koreas vocational education and training system19


Overview The Korean education system consists of six years of compulsory primary education, three years of middle school, three years of high school, followed by two or four more years af [gdd]_] Yf\ mfan]jkalq& 9 eYbgj hYjl g^ Cgj]Yk N=L kqkl]e ak Yl l`] `a_` k[`ggd d]n]d oal` `a_` k[`ggdk Z]af_ [dYkka]\ aflg academic, vocational and other (foreign language, art, athletic and science high schools). Features The government-led training system entails direct intervention in training through expanding public training centers or by imposing the obligation of training their employees to large companies. VET programs are focused on the mass supply of semiskilled workers for economic development. The initial training (pre-employment training) is offered at the senior secondary level (vocational high schools) and hgkl%k][gf\Yjq d]n]d bmfagj [gdd]_]k!& Vocational training programs are mainly administered by the Ministry of Labor and constitute a system of industrial manpower training programs. These training programs are further categorized into af\mkljaYd$ mh_jY\]\ Yf\ bgZ ljYfk^]j ljYafaf_& L`]q target the unemployed and focus on maintaining a skilled workforce for industry. Strengths20 Education is highly valued in all strata of Korean society. A high level of educational attainment is the norm in Korea, with 97% of 25 to 34 year olds completing their upper secondary education and 53% with a tertiary education imYda[Ylagf& The country has a well-developed tertiary education system, with around 32% of the tertiary students being enrolled in bmfagj [gdd]_]k Yf\ hgdql][`fa[ [gdd]_]k&

19

L`] Cgj]Yf ;Yk] Klm\q2 HYkl =ph]ja]f[] Yf\ F]o Lj]f\k af LjYafaf_ Hgda[a]k$ Ogjd\ :Yfc o]Zkal]$ `llh2''kal]j]kgmj[]k&ogjd\ZYfc&gj_'KG;A9DHJGL=;LAGF'J]kgmj[]k' SP-Discussion-papers/Labor-Market-DP/0931.pdf, accessed 29 July 2011. 20 Ng[YlagfYd =\m[Ylagf Yf\ LjYafaf_ af Cgj]Y$ G=;< o]Zkal]$ ooo&g][\&gj_'\YlYg][\',,',,',-)..1**&h\^$ Y[[]kk]\ +( Bmdq *())&

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Knowledge paper on strategic and implementation framework for skill development in India

L`] ?gn]jfe]fl ak `a_`dq [geeall]\ lg af[j]Yk] ]ehdgq]j involvement in, and development and implementation of its VET policy. Cgj]Yk N=L kqkl]e `Yk ]ngdn]\ ^jge alk ?gn]jfe]flk various initiatives, including its employment stabilization k[`]e]$ bgZ kcadd \]n]dghe]fl hjg_jYe Yf\ mf]ehdgqe]fl Z]f]l hjg_jYe&

Features21 The VET system provides streaming in schools and opportunities for progression, depending on individual interests, aptitude and potential. ITE functions as the principal provider of career-focused technical education in Singapore at the technician or semiprofessional level and the principal authority for national g[[mhYlagfYd kcaddk []jla[Ylagf Yf\ klYf\Yj\k& It offers pre-employment training to all the school-leavers in log eg\]k ^mdd%lae] afklalmlagfYd gf%l`]%bgZ ljYafaf_ af Yf ITE institute and apprenticeship training in partnership with companies. The countrys apprenticeship training system has been eg\]d]\ gf ?]jeYfqk \mYd ljYafaf_ kqkl]e& Other post-secondary and tertiary institutions in Singapore af[dm\] bmfagj [gdd]_]k$ hgdql][`fa[k Yf\ mfan]jkala]k& According to national targets, 25% of the students, after [gehd]laf_ k][gf\Yjq k[`ggdaf_$ hjg[]]\ lg bmfagj [gdd]_]k3 40% to polytechnics and 25% to ITEs technical institutes. These students receive training through a wide range of ^mdd%lae] FYlagfYd AL= ;]jla[Yl] [gmjk]k af ]f_af]]jaf_$ communications technology, applied and health sciences, and business and services.

Singapores vocational education and training system


Overview Singapores vocational education training system has evolved l`jgm_` ka_fa[Yfl h`Yk]k g^ \]n]dghe]fl$ oal` l`] egkl important being upgrading of vocational training to a postk][gf\Yjq imYda[Ylagf mf\]j l`] Afklalml] g^ L][`fa[Yd Education (ITE) in 1992. The ITE system is a governmentfunded, post-secondary initiative that is focused on providing vocational technical education, taking over the functions of the former Vocational & Industrial Training Board.

One ITE System. Three colleges Governance and Education model

The Model builds on the ITE brand name and identity under a "One ITE System" to deliver consistent standards, quality programmes and successful graduates. ITE Headquarters oversees system and policy changes and ensures standards under "One ITE System while the institution's three Colleges are empowered to develop niche areas of excellence to enhance the attractiveness of ITE Education, and responsiveness to industry and student needs. Hands-on training to provide the required skill sets for employment.

ITE models

Hands-on, Minds-on, Hearts-on college education

Eaf\k%gf d]Yjfaf_ lg \]n]dgh l`]e aflg af\]h]f\]fl l`afcaf_ Yf\ ]paZd] practioners. Hearts-on learning to develop passion and self belief in everything they do. Framework for accrediting ITE courses which are pegged to National Skills klYf\Yj\k& L`]j] Yj] ^gmj lqh]k g^ []jla[Ylagf2 Fal][$ @a_`]j Fal][$ EYkl]j Nite and Diploma

FYlagfYd AL= []jl[Ylagf kqkl]e

Strengths ITEs are unique in that they uniqueness cater to lower 25%30% segment of secondary school students and have been responding effectively to the dynamic changes and challenges impacting VET. Kaf_Yhgj]k Yhhj]fla[]k`ah ljYafaf_ kqkl]e ak eg\]d]\ gf ?]jeYfqk km[[]kk^md \mYd ljYafaf_ kqkl]e&

21

Ogjd\%;dYkk Ng[YlagfYd L][`fa[Yd =\m[Ylagf Kqkl]e$ Ogjd\ :Yfc o]Zkal]$ kal]j]kgmj[]k&ogjd\ZYfc&gj_'=<M;9LAGF'&&&'Ogjd\;dYkkWL][`fa[YdWNg[YlagfYdW=\mWKqk&hhl$ accessed 30 July 2011

Knowledge paper on strategic and implementation framework for skill development in India

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Learning for India from the global experience


L`] ^gddgoaf_ lYZd] [gehYj]k nYjagmk afm]f[af_ hYjYe]l]jk Y[jgkk c]q [gmflja]k ogjd\oa\]2
Parameters ?gn]jfe]fl%\jan]f Private-driven Linkage with schools Linkage with industry Design of curriculum industry Focus on technical training Focus on non-technical training Apprenticeship J][g_falagf';]jla[Ylagf Transfer of credit UK Germany Australia South Africa* Korea Singapore India

*This framework has been proposed, but has not been implemented as yet.

India can learn from the strengths of the vocational education Yf\ ljYafaf_ kqkl]ek g^ gl`]j [gmflja]k$ ]&_&$ l`] ^gddgoaf_2 Vocational education can be provided in schools, either by af[gjhgjYlaf_ kmZb][lk aflg l`] [mjja[mdme gj Zq hjgna\af_ l`] ghlagf lg klm\]flk lg ghl ^gj ng[YlagfYd kmZb][lk Yl school and college levels. Australias vocational education and training system comprises both public and private training providers in a national training framework. India can emulate this system, with PPPs mobilizing much needed funds and expertise for vocational education and training. India can also create a nationally recognized imYda[Ylagf ^jYe]ogjc that places general and vocational education at the same level.
Australia Partcipation of private sector South Africa Collaboration between industry and academia

9k gZk]jn]\ af l`] ?]jeYf eg\]d$ ]p[]kkan] kh][aYdarYlagf in a particular skill limits workers employability due to their lack of multiple skills. Therefore, the system adopted by India should emphasize and focus on basic courses. In addition, advanced courses can be developed for reemployment or further specialization. Apprenticeship is an important method for training people in most countries. India needs to follow this method and expand its capacity to effectively train its large young population. It is apparent that there is a need to transition from a supply-driven to a demand-driven model in india. Furthermore, the participation of the industry in content design and curriculum is essential for keeping the VET framework updated and creating market-linked employability opportunities.

Korea High education penetration

India's learning avenues


Singapore Strong ITE models UK National imYda[Ylagf framework Germany Dual education system

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Knowledge paper on strategic and implementation framework for skill development in India

C]q \aj][lagfk ^gj l`] \jY^l lo]d^l` n] q]Yj hdYf


L`] HdYffaf_ ;geeakkagf g^ Af\aY ak [mjj]fldq \jY^laf_ l`] Lo]d^l` >an] Q]Yj HdYf *()**()/! \g[me]fl Yf\ ]ngdnaf_ Y \]lYad]\ ^jYe]ogjc ^gj kcadd \]n]dghe]fl af l`] [gmfljq& L`ak ^jYe]ogjc oadd \]f] l`] `gdakla[ YhhjgY[` Yf\ Y[lagfk lg Z] lYc]f Zq c]q eafaklja]k lg Y[`a]n] l`] gn]j%Yj[`af_ gZb][lan] g^ hjgna\af_ ljYafaf_ lg -(( eaddagf h]hd] Zq *(*(& L`] c]q hYjYe]l]jk mf\]j [gfka\]jYlagf af[dm\] l`] ^gddgoaf_2 <]n]dghe]fl g^ Y [gehj]`]fkan] imYda[Ylagf ^jYe]ogjc ^gj kcadd \]n]dghe]fl Yf\ []jla[Ylagf$ dafcaf_ l`]k] oal` vocational and formal education Development of a comprehensive program for trainer development across sectors and skills Enhancement of the reach of skill centers across geographies and genders as well as their affordability for weaker sections of society Improved reach through the PPP mode for implementation and delivery Increased industry participation in identifying trades, content and apprenticeship models, as well as in monitoring and ensuring employment opportunities

Knowledge paper on strategic and implementation framework for skill development in India

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5.
The road ahead
Recommendations for the future
There is low penetration of vocational education and training in India due to several issues prevalent in the system. Although graduates from ITIs are expected to perform relatively better l`Yf ?jY\] P Yf\ ?jY\] PAA _jY\mYl]k$ l`] imYdalq g^ l`] formers work is still below benchmarked standards. There is inadequate involvement of industry and faculties are also not up to the mark. Therefore, focused initiatives need to be taken in key areas to initiate, implement and operate vocational education and training centers in India.
Pre-condition authentic need appropriate and relevant enabling environment Reaching across geographies economic levels social levels Quality infrastructure equipments process manpower

Implementation strategies
Initiating and successfully running skill centers in India poses Y ka_fa[Yfl [`Ydd]f_]$ _an]f l`] [gmfljqk ][gfgea[$ hgdala[Yd$ social and geographical diversity. A suggested framework for the establishment and operation of such institutions is depicted

Partnerships quality and willing players d]n]d hdYqaf_ ]d\ outcome driven monitoring

VET Implementation Strategies


Standards o]dd \]f]\ outcome driven monitored

Flexibility adopt global standards meet ever-evolving demand \]f]\ hjg[]kk to adopt

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Knowledge paper on strategic and implementation framework for skill development in India

Operational strategies
9 km__]kl]\ gh]jYlagfYd kljYl]_q ^jYe]ogjc ^gj kmklYafYZd] _jgol` ak \]ha[l]\ Z]dgo2

Replicability Scalability

Employment linkages

Strengthening existing centres

Accessibility

Affordability across economic levels Inclusivity include all social strata

Technology and innovation

Flexibility content and process design and induct students Standards acceptableand adoptable Team quality of trainers, training of trainers Impact

Knowledge paper on strategic and implementation framework for skill development in India

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Focus on delivery
<]dan]jq g^ aehd]e]flYlagf Yf\ gh]jYlagfYd kljYl]_a]k ak Y `m_] [`Ydd]f_] oal`af l`] ]paklaf_ ^jYe]ogjc& ;gfk]im]fldq$ l`] Y\ghlagf of a much more robust approach is essential for putting in place a quality vocational education and training framework in the country. L`] ^gddgoaf_ ^gmj%hjgf_]\ YhhjgY[` ak km__]kl]\ ^gj Y[`a]n]e]fl g^ l`ak _gYd2

Improve quality Focus areas Enhance accessibility

Build a brand and spread awareness

Increase affordability

Improving quality
Quality training of faculty with industry participation: 9\ghlaf_ ]paZd] l]Y[`af_ e]l`g\gdg_q$ ^Y[adalYlaf_ movement of faculty to industry and industry personnel to institutions Designing fellowship programs for faculty Upgrading faculty with current and upcoming trades and technologies Development of curriculum with focus on IT: Increasing usage of computer-aided programs in curricula DYqaf_ ]f`Yf[]\ ^g[mk gf aehYjlaf_ hjY[la[Yd gf%l`]%bgZ training through computers Linking curricula to practical industry experience using IT platforms Promoting prototype equipment and delivery structures (using IT)

Promotion of PPP model for infrastructure development: Hjgeglaf_ hjgl%eYcaf_ [gjhgjYl] eg\]d af l`] kqkl]e to attract investments Easing regulatory hurdles and providing single-window clearance to private players Outsourcing short-term courses to organizations =klYZdak`e]fl g^ jgZmkl []jla[Ylagf Yf\ klYf\Yj\% setting mechanism: K]llaf_ mh fYlagfYddq j][g_far]\ imYda[Ylagf ^jYe]ogjc lg [j]Yl] Y [j]\aZd] kqkl]e g^ []jla[Ylagf lg ]fkmj] that skills are portable and recognized across sectors, industries, enterprises and educational institutions Af\mkljq [gddYZgjYlaf_ oal` l`] ?gn]jfe]fl lg ]klYZdak` Yf YhhjghjaYl] []jla[Ylagf e][`Yfake

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Knowledge paper on strategic and implementation framework for skill development in India

Building a brand and spreading awareness


Mass awareness and promotional campaigns of vocational education and training systems: Establishing information centers in which comprehensive information on vocational education and training is provided Launching advertising and publicity campaigns to build brands and change peoples attitude to vocational education and training Skill development centers set up in universities: Setting up skill development centers in universities to revive brands and increase their visibility

Increasing affordability
Short duration courses with affordable fee structure: Providing short-term informal training at nominal fees Incentives to private training providers: ?anaf_ af[]flan]k km[` Yk lYp Zj]Yck lg hjanYl] hdYq]jk lg keep the cost of training low Availability of easy loans: Making available easy banks loans at low interest rates for self-employment Providing loans with income-contingent repayment clause

Enhancing accessibility
9\ghlagf g^ Y ]paZd] kqkl]e2 Providing option to move from vocational training to higher education, and vice versa Allowing credit for the number of years spent by an ITI student in training while seeking admission to a university Integration of vocational education at the school level: Imparting basic technical skills at the school level ;gf\m[laf_ kh][aYd j]gja]flYlagf [dYkk]k ^gj k[`ggd \jgh% outs through professional career counseling Disadvantaged groups and backward regions: Designing special courses for people in remote areas and economically backward classes of society

A young population is an asset only if it is educated, kcadd]\ Yf\ f\k hjg\m[lan] ]ehdgqe]fl& A^ l`ak o]j] lg `Yhh]f$ gmj gZb][lan] g^ j]Ydakaf_ Af\aYk hgl]flaYd to grow at 10% or more per annum for a substantial period of time can become a reality.

Manmohan Singh, Prime Minister, India

Knowledge paper on strategic and implementation framework for skill development in India

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Notes

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Knowledge paper on strategic and implementation framework for skill development in India

FICCI contacts

Pooja Gianchandani Director and Head Skills Development >]\]jYlagf g^ Af\aYf ;`YeZ]jk g^ ;gee]j[] Yf\ Af\mkljq >A;;A! Federation House, Tansen Marg, New Delhi - 110001 L]d2 #1) )) *+,0/*0( >2 #1) )) *++* (/), =%eYad2 hggbY&_aYf[`Yf\Yfa8[[a&[ge O2 ooo&[[a&[ge FICCI Andhra Pradesh State Council 8-2-601, Plot # 13 4th Floor, NNR Arcade Above South Indian Bank JgY\ FmeZ]j )($ :YfbYjY @addk Hyderabad 500 034 H`gf]2 (,( *++1 -*/-%/.$ (,( .,-, 00,0 >Yp2 (,( *++1 -*/-%/. FICCI Chhattisgarh State Council BKHD ;Yehmk EYf\aj @YkYm\$ ;``Yllak_Yj` Raipur - 492 001 H`gf]2 (//) *,/) ,(( <!$ *,/) *(-%(/ >Yp2 (//) *,/) *),'*,/) ,(, FICCI Gujarat State Council A-311, Safal Pegasus, 100 ft Road, Prahladnagar, Ahmedabad - 380 015 L]d]^Yp2 (/1 *.1+ /-0)$ *.1+ /-0*$ *.1+ /-0+ FICCI Karnataka State Council NAL; :mad\af_$ )kl >dggj$ CYklmjZY JgY\ Bangalore - 560 001 H`gf]2 (0( **0. )1,1

FICCI Western Regional Council Cjak`fYeYa ;ggh]jYlan] @gmkaf_ Kg[a]lq Dl\ ?jgmf\ >dggj$ Hdgl Fg& ++%: Pochkhanwala Road, Worli Mumbai - 400 025 H`gf]2 (** *,1. ..++%+1 G!$ *,1. 0((( H9:P! >Yp2 (** *,1. ..+)%+* FICCI Rajasthan State Council *(* JYbhmlYfY Lgo]j A-27-B, Shanti Path, Tilak Nagar Jaipur - 302 004 H`gf]2 (),) *.*) +,-$ -)(+ /.0$ ,(.) +,>Yp2 (),) -)). ,., FICCI Tamil Nadu State Council 5, Vivekananda Road Off Spur Tank Road, ;`]lh]l$ ;`]ffYa .(((+) H`gf]2 (,, ,*0, 1.)* <! ,*0, 1.)+'1.),'1.)>Yp2 (,, ,*0, 1.)0 FICCI Eastern Regional Council ,$ ;YeY[ Klj]]l 2nd Floor, Wing B Kolkata 700 016 H`gf]2 1) (++ +*1, (-0($ ,((+ -+,/ >Yp2 1) (++ ,((+ -+,0

About FICCI skill development forum >A;;A j][g_far]k l`Yl Kcaddk <]n]dghe]fl ak Yf aehgjlYfl imperative for achieving Indias ambitious growth targets. It is committed to working with the stakeholders, especially the industry, government and academia to create sustainable Yf\ k[YdYZd] kcaddk hjghgkalagfk o`a[` oadd Z]f]l l`] qgml` of the country from all sections of society. With this in mind, >A;;A l`jgm_` alk Kcaddk <]n]dghe]fl Y[lanala]k ak hmjkmaf_ l`] ^gddgoaf_ nakagf2

FICCI vision on skills development: >A;;A ogmd\ Y[l Yk Y kcaddk \]n]dghe]fl Y__j]_Ylgj lg [gehd]e]fl ?gn]jfe]fl g^ Af\aYk YeZalagf g^ ljYafaf_ -(( million people by 2022. >A;;A k`Ydd g^^]j kmhhgjl Yf\ ^Y[adalYlagf k]jna[]k l`jgm_` Policy Advocacy, Industry Intervention and International ;gddYZgjYlagf kg l`Yl l`] qgml` [Yf Y[imaj] kcaddk lg meaningfully participate in and contribute to the economy L`] >A;;A Kcaddk <]n]dghe]fl >gjme K<>! oYk dYmf[`]\ in 2008 to supplement the government initiatives with industry interventions. The forum has since start discussed and critically examined the skill development policies in the country.

Knowledge paper on strategic and implementation framework for skill development in India

45

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NCR ?gd^ Na]o ;gjhgjYl] Lgo]j : F]Yj <D> ?gd^ ;gmjk] Sector 42 ?mj_Ygf )** ((* L]d2 # 1) )*, ,., ,((( >Yp2 # 1) )*, ,., ,(-( .l` ggj$ @L @gmk] )0%*( CYklmjZY ?Yf\`a EYj_ New Delhi 110 001 L]d2 # 1) )) ,+.+ +((( >Yp2 # 1) )) ,+.+ +*(( 4th & 5th Floor, Plot No 2B, Tower 2, Sector 126, Noida 201 304 ?YmlYe :m\` FY_Yj& L]d2 # 1) )*( ./) /((( >Yp2 # 1) )*( ./) /)/) Pune ;,()$ ,l` ggj Panchshil Tech Park Yerwada (Near Don Bosco School) Pune 411 006 L]d2 # 1) *( ..(+ .((( >Yp2 # 1) *( ..() -1((

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=klYZdak`]\ af )1*/$ >A;;A ak l`] dYj_]kl Yf\ gd\]kl apex business organisation in India. Its history is closely interwoven with Indias struggle for independence and its subsequent emergence as one of the most jYha\dq _jgoaf_ ][gfgea]k _dgZYddq& >A;;A hdYqk Y leading role in policy debates that are at the forefront of social, economic and political change. Through its ,(( hjg^]kkagfYdk$ >A;;A ak Y[lan] af ,, k][lgjk g^ l`] ][gfgeq& >A;;Ak klYf\ gf hgda[q akkm]k ak kgm_`l gml Zq think tanks, governments and academia. Its publications are widely read for their in-depth research and policy hj]k[jahlagfk& >A;;A `Yk bgafl Zmkaf]kk [gmf[adk oal` /countries around the world. 9 fgf%_gn]jfe]fl$ fgl%^gj%hjg^al gj_YfakYlagf$ >A;;A ak l`] nga[] g^ Af\aYk Zmkaf]kk Yf\ af\mkljq& >A;;A `Yk \aj][l membership from the private as well as public sectors, af[dm\af_ KE=k Yf\ EF;k$ Yf\ Yf af\aj][l e]eZ]jk`ah of over 2,50,000 companies from regional chambers of commerce. >A;;A ogjck [dgk]dq oal` l`] _gn]jfe]fl gf hgda[q akkm]k$ enhancing efficiency, competitiveness and expanding business opportunities for industry through a range of specialised services and global linkages. It also provides a platform for sector specific consensus building and networking. Partnerships with countries across the world carry forward our initiatives in inclusive development, which encompass health, education, livelihood, _gn]jfYf[]$ kcadd \]n]dghe]fl$ ]l[& >A;;A k]jn]k Yk l`] first port of call for Indian industry and the international business community.

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