Dr. Nirmaljeet Singh Kalsi IAS (Retd.)B.E. (IIT Roorkee), M. Tech. (IIT Delhi), PhD
Chairman, National Council for Vocational Education and TrainingMinistry of Skill Development and Entrepreneurship,
Government of India, New Delhi
‘Reimagining Vocational Education & Skill building’ New Delhi I 17th September 2021
Azadi Ka Amrit Mahotsav celebrations ‘Quality and Sustainable Schools: Learnings from the Schools in India’
Organised by Department of School Education, Ministry of Education
Government of India
Integration and Embedding of Vocational Education and Training with School Education 1/3
Vocational Education to be made aspirational and embedded/ integrated in from class 6th to 12th in
school & college education as per NEP 2020.
Grade 6th - 8th – Courses/ qualifications designed primarily to orient students to various skills/ vocations promoted like hobbies, soft skills/ basic vocational modules. May introduce NSQF level 0.
Grade 9th - 10th – Courses/ qualifications should lead to progression into college/ ITIs/ diploma/ degree programs or even employment opportunities, especially for school drop-outs.
Qualifications of Level 1, 2, 3 & 4 in emerging and traditional technology areas being used in day to day life to be covered. E.g. IT/ software coding/ ITES and technologies
Grade 11th - 12th – Advanced courses of Level 2, 3 & 4, and progression of job roles undertaken in 9-10th class leading to employment or entrepreneurship or HE.
VET (qualifications, levels and number of schools & colleges) to be expanded in terms of the breadth and depth.
Integration and Embedding of Vocational Education and Training with School Education 2/3
NCF amendments to include vocational subjects as mainstream elective subjects. At least one skill should be taught to every student.
Students dropping out of school (80 to 95 lakh every year) to be given skill pathway by offering Vocational Education in school and Vocational Training in Skill Training Hub
Leveraging ICT integrated Skill Training Hubs in every district aggregating existing/ under utilised infra of skill ecosystem like Colleges, ITIs, Polytechnics, PMKKs, PMKVY centers, ECs
Establishing linkages between schools, colleges, industry and VET institutions at local level, in different sectors for OJT and apprenticeship opportunities etc.
Vocational Education in schools should be serious training for which we need to develop trainers, labs and industry tie-ups for internships.
Support of SSCs, ABs and AAs to school boards/schools by providing access to certified trainers/assessors/assist in training/developing pool of school level trainers and assessors.
Integration and Embedding of Vocational Education and Training with School Education 3/3
CBSE have identified 25 sectors for VET in schools having about 1200 qualifications. Qualifications for revision and NSQF levels suitable for implementation in Schools being identified.
Fine-tuning of Qualifications for adoption for VET in Schools & Colleges in consultation with SSCs, may require lowering of some NSQF levels by reducing the number of NOSs.
Qualifications/ courses need to be offered as per requirements of local industry, including heritage, traditional, handloom and handicraft related skills.
Focus on the courses in new age technologies: IoT, AI and ML, Blockchain, Wireless, Networking, AR/VR, Cybersecurity, Ad Coding, Robotics, Automation, Data Science, HW, Software, Mobility, Cloud Computing
A robust credit system, Common Credit Framework for credit assignment/ accumulation/ transfer, in school/college/ vocational education for vertical/ horizontal mobility/ pathways, multiple entry/exit options.
Academic Equivalence – Harmonization of NSQF and CBSE / State Boards / NIOS framework for School education and harmonization of NSQF and NHEQF for higher education by NCVET, CBSE, State Boards, UGC/AICTE (HE)
Special emphasis on higher-order skills: analysis, evaluation, synthesis, creativity, critical thinking, problem solving, innovation etc.
Components of Skill Ecosystem 1/2
Ministry of Skill Development and
Entrepreneurship, Ministry of
Education,
NCVET
ITIs,
Training Providers,
Captive Training by Employers
Students/ Drop-outs
Unemployed youth
Existing Employees
Workforce in Organised &
Unorganised Sectors,
Skill Ecosystem in India
NSDC, DGT,
CBSE, PSSCIVE, School Boards
SSCs,
Central Ministries
SSDM, SCVT,
Skill Universities ,
Schools,
Colleges
Universities,
Assessment Companies
Specially Abled Persons (PWDs)
Women
Underemployed Workforce
Emergency Workforce (Covid)
Key Bodies Implementing Bodies Beneficiaries
Components of Skill Ecosystem 2/2
Awarding Bodies – 76
Assessment Agencies:153
Training Providers - 686
738 PMKK, 233 JSS
Training Centres
9829*
Qualifications – 4,354
NoSs- 32,510
Assessors
11,166*
Trainers
41,798+ *
Long Term Trainees
26.14 Lakh Seats (DGT)
Short Term Trainings 2.5 Cr
Industrial Training
Institutes – 14,605
1.26 lakh registered
establishments for
Apprentice training
As on 02 August 2021
* Source NSDC
NCVET- Main Functions and Responsibilities
Development and Qualitative improvement of Vocational Education and Training (VET)
National Skill Qualifications Framework (NSQF) alignment and approval of qualifications,
Maintaining National Qualifications Register (NQR) & National Occupational Standards (NOSs)
• Awarding bodies,
• Assessment agencies,
• Skill information providers,
• Training bodies (through ABs)
• Skill Universities (Guidelines with approval of MSDE)
Granting recognition, regulation and monitoring the functioning of
Research and Development in VET, Skilling information consolidation & dissemination
Grievance Redressal System for any complaint against the recognized bodies, penalty
To perform other incidental functions: Sector Skill Councils, International Recognitions
NCVET- Regulatory Framework and Mechanism
NCVET
Quality
Regulation
Approval of
Qualifications
Grievance
Redressal
Supervision &
MonitoringSkill Information
Provider
Assessment
Agency
Awarding BodyTraining
Provider/
Training
Centre
ACCREDIT
ASSESS
ASSESS
(STANDARDS BY
NCVET)
Regulatory Instruments:
✓ NCVET to enter into contracts with recognized
bodies and also prescribes agreement with TP
✓ Contracts to contain performance requirements
& penalties for violations
Trainee
Level Descriptors for Credit System – Work in Progress
Level of
Education
Level of
Skilling
Lower
primary
(age 6 to
10) 6000
Hrs
Upper
primary
(11 and
12) 3600
Hrs
High
School
(13 to 15)
2600
hours
Higher
secondary
(17 and
18) 3000
hours
ITI 1500
hrs
AICTE/UGC
Post Grad
2500 hrs/
PHD
Average
yearly earning
potential from
Employment/
self-
employment
Cognitive
process
Dimension
Type of Job /
responsibility
Polytech
4500 hrs
OR BA/
BSC/
BCOM
3000 hrs
B. VOC
3000 hrsEngg 6000
hrs
Level 10 >50 Lakh per
year
Visionary/
MasterChairperson
Level 9 Innovate/ Create Owner/ CXO
Level 8Metacognitive
Create/CXO
Level 7 Evaluate /Act Higher
management
Level 6Evaluate/
AnalyseManagement
Level 5 Analyse & Apply Supervisory
Level 4Apply - Higher
Level
Sr Tech/
Craftsman
Level 3 Apply - Lower
Level
Jr Tech/
Craftsman
Level 2 Repetitive JobsTech/ Craftsman
Asstt
Level 11 Lakh per
year
Understand
RememberEntry level
Level 0Min Daily
Wage
Understand and
FeelSchool Students
THANK YOU
NCVET- Present Structure
NCVET CouncilNational Skill
Ecosystem Regulator
General Body
Advisory
Committees may be
appointed by the
Council
Headed by Minister, SDEe
Panel of experts
(as required)
Council Headed by a Chairperson
Dr . Nirmaljeet Singh Kalsi IAS (Retd.,
+ 2 Executive (Full-time) Members
• Dr. Vinita Aggarwal IES (Retd.),
• Dr. Neena Pahuja
+ 3 Non-Executive Members
• Ms Alka Upadhyaya, AS-MoRD,
• Ms Anuradha Prasad, AS- MoLE,
• Shri Sanjay Kumar, JS, MoHUA
+ 1 Nominated Member
• Ms Juthika Patankar, AS-MSDE
Council Members, except for Nominated Member,
to be selected on recommendations of a Cabinet
Secretary led Search cum Selection Committee
National Skill
Qualifications
Committee
Headed by Chairperson
NCVET
With representatives from
Central Ministries, State
Governments & industry to
advise the Council
Advisory Committee: Expert based
committees to be set up for advise as
and when required
NSQF Level
▪ Ten levels from 1 (lowest complexity) to 10 (highest complexity)
▪ Each level described by a learning outcomes in following five domains, known as level descriptors –
Process, Professional Knowledge, Professional Skill, Core Skill, Responsibility
Level 2 -Automotive Machining Assistant
Level 3 -Automotive Machining Operator
Level 4 -Automotive Conventional Machining Technician
Level 5 -Automotive Machining Lead Technician
Level 6 -Automotive Machining Master Technician
Level Wise NSQF Aligned Qualifications in Machining Operation Occupation for Automotive Sector
Slide 15
• Need based skill qualification
• Demand Forecasting• Development of NOS and
Stakeholders consultation
• Integrated Competency based level of knowledge, skill and Aptitude (10 Level Framework)Development of Skill
Qualification by Awarding Bodies (3
months approx)
• Desk Scrutiny in NCVET of all mandatory documents for the NSQF alignment
• Stakeholder Consultations
• Approval by NSQC
Quality Assurance of Skill
Qualification in NCVET (45 days) • Repository as NQR
• Training• Recognition of Prior
Learning (RPL)• Assessment• Certification• Employment or
EntrepreneurshipImplementation of
NSQF aligned Qualification (Continuous
process)
Process flow under NSQF Alignment
Step 1
Step 2
Step 3
QUALIFICATION FILE
Summary, Qualification, NOSs
1 Assessment
2 Evidence of Level
3 Evidence of Need
4 Evidence of Recognition &
Progression
0
Section: Summary(No. of Questions- 16)
• Qualification title and code
• NCO Code
• Nature and purpose of the Qualification
• Awarding, Accrediting, Assessment agency
• Occupation(s) to which the qualification gives access
• Licensing requirement
• Proposed NSQF level
• Learning Hours to complete the qualification
• Eligibility for the qualification and min age
• Progression pathway
• Planned arrangements for RPL
• International comparability
• Formal Structure of the qualification
• Date and planned review of qualification
Section 1: Assessment(No. of Questions- 4)
• Body/Bodies which will carry out assessment
• RPL assessment for the qualification
• Overall assessment strategy and quality assurance
measures
• Assessment evidence
Section 2: Evidence of Level
(No. of Questions- 1)
• Evidence of Level - (applicants are required to provide
evidence of the NSQF level based on the definition of
the 10 level descriptors. The QF allows applicants to
adopt one of two approaches to determine the NSQF
level)
Section 3: Evidence of Need
(No. of Questions- 4)
• Evidence of need for the qualification
• Estimated uptake of this qualification and basis of the
estimate
• Steps taken to ensure qualification(s) does/ do not
duplicate an existing qualification
• Steps planned to monitor and review the qualification
Section 4: Evidence of Recognition and
Progression(No. of Questions- 1)
• Steps taken in design of a qualification to ensure that
there is a clear path to other qualifications in the
sector
Understanding the Qualification file TemplateA QF is the template designed to capture necessary information to establish NSQF compliance for a Qualification`
28.3%-
L1& L2& L3
57% -
L4 & L5
13%-
L6 & L7
1.7%-
L9 & L8
4354
Total
NSQF
Level 1
NSQF
Level 2
NSQF
Level 3
NSQF
Level 4
NSQF
Level 5
NSQF
Level 6
NSQF
Level 7
NSQF
Level 8
NSQF
Level 9
NSQF
Level 10
Grand
Total
SSCs Total Qualifications 22 128 475 1317 457 228 144 16 2 0 2789
SSCs Total % Terms 0.8 4.6 17.0 47.2 16.4 8.2 5.2 0.6 0.1 0.0 100.0
Central State Government/
Govt Institutions Total
Qualifications
8 189 407 372 330 134 67 58 0 0 1565
Central/ State/ Govt
Institutions Gvt % Terms0.5 12.1 26.0 23.8 21.1 8.6 4.3 3.7 0.0 0.0 100.0
Grand Total
Qualifications30 317 882 1689 787 362 211 74 2 0 4354
Grand Total % Terms 0.7 7.3 20.3 38.8 18.1 8.3 4.8 1.7 0.0 0.0 100.0
Summary of NSQF Level wise Qualifications Status
Skill Universities: 6-10, + R&D+ToT+ToA
Revision of QFs-
1600 plus qualifications
being revised
Expired Qualifications –
All Expired qualifications
(low training, low
employment) being shifted to
Archive section of NQR
Industry Validations-
Industry led NSQF leveling
with minimum pay band
Cross Sectoral Skills –
Currently 103 plus
qualifications of 23 SSCs are
also running through PWD
SSC
Indian Languages in VET–
curriculums to be developed in local
languages
QF format will be filled both in Hindi &
English
Multi-skilling -encouraging AB to develop
multi-skilling qualification -
started with Electronic SSC
Blended Skilling &
Assessment – online and
Physical, Included in the
Qualification File Template
Heritage Related Qualifications
Encouraging states to develop
state specificc Qualification-
Orissa submitted 3 – stone, wood
carving and other
Toy related/ Industry 4.0
qualifications- mapped 4 sectors to
develop QFs, handicraft SSC
submitted 6 QFs for NSQF alignment
Tasks Undertaken for strengthening of NSQF
National Skills Repository for Stakeholders
Benefits to Citizens:
• Important Documents Anytime,
Anywhere!
• Authentic Documents, Legally at
Par with Originals
• Digital Document Exchange with
the consent of the citizen
• Faster service Delivery-
Government Benefits,
Employment, Financial Inclusion,
Education, Health
Benefits to Agencies:
• Reduced Administrative
Overhead
• Digital Transformation
• Secure Document Gateway
• Real Time Verification
National Skills Repository launched on World Skills Day (15th July 2021)
MoU between NCVET & DigiLocker Signed, Implementation under Process
INDUSTRY 4.0 – Mapping QF development across Sectors
Industry 4.0
Autonomous Robots
Simulation
Horizontal and vertical
system integration
Industrial Internet of
Things
Cyber Security
Additive Mfg
Augmented reality
Big data analytics
•Additive Manufacturing
Technologist
•Design for Additive Manufacturing
•Advance Data Analytics Scientist
•Big Data Analyst
•Advanced Mechatronics Engineer • Predictive Automotive
Maintenance
• Electric Vehicle
Maintenance technician
•Cloud Computing specialist
•Cyber Data Security Specialist
•Digital Quality Engineer
•Digital Twin Designer
•Factory Automation Engineer
•FMS (Flexible Manufacturing
Systems) Engineer
•IIoT ‘Industrial Internet of Things’
Engineer
•Artificial intelligence and
Machine Learning
Specialist
•Application engineer for 5-
axis machining for
Aerospace
•Augmented Reality/Virtual
Reality Engineer
Automotive
/ Aviation
Capital
Goods
IT/ITes
Electronics
•Building GUI and
applications in a
framework
•Design and develop
models for IOT solutions
Characterize managing
and securing Cloud
Sub Areas of Industry 4.0 Indicative Sectors - Skilling Indicative QF/NoS
Skilling (Ab-initio) of Unemployed/ Unemployable Youth
• Re-designing skilling eco-system including ab-initio skilling of unemployed/ unemployable youth would involve revisiting National Skill Qualification Framework as also the regulation for Awarding Bodies (ABs), Assessment Agencies (AAs) and Skill Information Providers (SIPs).
• The target group for fresh skilling would be the youth population in schools and colleges, drop-outs and those who are outside the school system; and all those who are unemployed.
• Skilling at large scale and at the required pace would require strengthening long term as well as short term training opportunities, including opportunities for overseas employment and entrepreneurship/ self-employment.
• The surplus infrastructure available in polytechnics, Engineering Colleges and other institutions in collaboration with AICTE and educational entrepreneurs could easily be leveraged purpose.
• A well-defined and robust credit framework will enhance the mobility of trainees within VET and general education so that VET shall not be considered as terminal education, rather it should be considered as aspirational and career oriented and preferred choice for youth. This will also enable candidates the multiple entry and exit options.
Reskilling for Workforce with ‘adjacent skills’
• Reskilling for people with ‘adjacent skills’, that are close to the new skills required by the industry / business. It provides a huge lateral learning opportunity.
• The World Economic Forum estimates that over half of all employees (54%) will require ‘significant’ reskilling by 2022, this is very important.
• SSCs and ABs to identify job-roles which have become redundant, and those will become redundant (including by when) with the fast-changing technology, market demand and new business models.
• Once identified, the impacted workforce would be mapped and re-skilled in the adjacent skills that are close to the new skills the industry / business requires.
• Identification of new and emerging job roles with the evolving industry and business requirements/ other reasons and development of qualifications for the same shall be completed in time so that there is no skill deficit / skill mismatch in future.
Up-Skilling to Remove the Talent Gaps • Through upskilling the existing workforce is taught new and advanced skills to fill the talent gaps
& keeping pace with tech advancements and new skill requirements for changing job roles
• Up-skilling involves continuous Vocational Education and Training and helps existing employees to advance along their current career path.
• These existing employees may have worked for the organization for several years and possess an in-depth understanding of the domain, the company culture and customers and therefore their replacement cost would be much higher than up-skilling cost to the industry/business.
• Upskilling will enhance the productivity of the existing work force by re-aligning their skills with the demand of the dynamic workforce market.
• Short Qualification/ NOS Modules to be developed for upskilling which will be dynamic in nature and will be updated regularly. Design qualifications leading to up-skilling certification.
• Current NSQF and RPL policy would be redefined/ revamped for up-skilling with bridge courses leading to Up-skilling Certifications.
• Upskilling would also be necessary for the Government and PSU employees for promotions, career progression and financial upgradation.
Monitoring & Evaluation Mechanism
25
Monitoring & Risk Assessment Matrix: Awarding Bodies (ABs)
Financial Organizational Technology & Data
Management
Training Assessment,
Industry &
Inclusivity
Grievance Rredressal &
Others
(1) Ongoing
viability of
accounts and
Operations
(3) Change of controls,
clarity of ownership
(9) Availability of the
required technology
platforms
(16) Delegated
regulation
(20) Impartiality of
assessment
(24) Validation and
redressal of trainee and
external stakeholders’
complaints and upheld
(2) Accounting
Details
(4) Business planning and
management control over
plans
(10) Website Maintenance (17) Availability of
resources
(21) Market relevancy
& Withdrawal
(25) Staff & training partner
complaints that have been
verified and upheld
(5) Experience of the
Management
(11) Student uptake and
dropout rates for courses
(18) Trained staff
for training delivery
(22) Industry
Connections
(26) Administered student
and employer surveys
(6)Appointment and
retention of the staff
(12) Certification rate (19) Student
mobilization and
counselling
(23) Gender Parity &
Affirmative action for
marginalized section
(27) Logo usage
(7) Organization al
support staff
(13) Placement rates (28) Certificate usage
(8) Continuous
professional development
(CPD) of the staff
(14) Delivery of trainings
as per the jurisdiction
allowed
(29) Incidents of
malpractice
(15) Compliance to data
management systems and
data security
(30) Accuracy and integrity
of marketing
26
Governance Legal & Financial
Viability
Credibility Organizational
Performance
Grievance Redressal
Mechanism
Procedural
Compliance
(1) Change of controls/clarity
of ownership and
management structure and
transparency in reporting lines
(6) Blacklisted/
Default by any
Indian/or foreign
entity
(9) Assessments
Conducted in each
state sector-wise
annually
(11) Assessment Strategy (19) Grievance
Redressal
(21) Compliance to
data management
systems and data
security
(2) Business planning &
Research
(7) Ongoing viability
of accounts and
operations
(10) Readiness of
assessment tools
(12) Assessment delivery (20) Incidents of
malpractice
(22) Website
maintenance
(3) Engagement and retention
of certified assessors/
examiner & proctors
(8) Accounting
Details
(13) Assessment results (23) Impartiality of
assessment and
delivery of results
(4)Engagement of SME
sector-wise
(14) Use of technology in
assessment delivery and
monitoring
(24) Availability of
assessment
resources for PwDs
(5) Continuous Professional
Development of Assessment
Staff
(15) Organizational
support staff
(16) Industry Engagement
(17) Feedback Surveys
(18) Compliance of
continuation criteria
Monitoring & Risk Assessment Matrix: Assessment Agencies (AAs)
27
Actions for Different Risk Rating Scenarios for ABs/ AAs
Risk Level Frequency of occurrence
Once Twice More than twice
Low No action Incentivize Fast track renewal*
Medium Private warning Public warning Public warning + Penal Action
High Public warning Public warning + Penal Action De-recognize
▪ The current risk score achieved will be compared with that of the preceding year to evaluate and track improvements (if
any) and subsequently the necessary action will be taken as mentioned below:
Initial Risk Level Current Risk Level Action
Low Medium Private Warning
Low High Public Warning
Medium Low No Action
Medium High Public warning + Penal Action
High Medium Private Warning
High Low Letter of Appreciation
High High Recognition suspended or withdrawn and notification
of this will be sent to all funding agencies
* subject to fulfillment of criteria
NCVET Portal: Envisaged Outcomes
360-degree
Profile view
Efficient Automated Processes
Performance Tracking
Grievance Redressal
Data Driven Decision making
Life Cycle tracking of Candidates
Provides automation in key processes such
registration, renewal, Risk Assessment,
allocation of AA’s etc. to improve Efficiency in
Internal Processes
Life cycle tracking of candidate from
enrollment with training provider to their
employment & manage Learner
Achievement Cycle
Provides real-time 360-degree Profile view/Sectoral View of all the
registered entities at any time. This is crucial intelligence for assessing any
entity behavioral analysis for compliance and Risk related matrix.
.
• Integration with workflow management system for
continuous performance tracking of AB/AA/Training
Partners/Entities
• A shared platform to record and store all performance
updates to measure their efficiencies leading to
Performance Improvement
Grievance raised via call center/email/feedback form, action
to taken on any issue with full transparency, raised by any
entity to avail services more effectively & perform scheme
improvements
Integration with AB’s, AA’s, Training
Partners/Entities and extending to Employers,
Alumni for data collation to generate analytical
Insights. Data ownership lies with data
providers for its authenticity. This will help in
Strengthening Industry Partnership
Tracer Study
• Dashboard/Analysis
• Study on relevance of Courses
• Fund Flow Analysis
National Skilling Portal: End to End Online Regulation, Processes & Services by NCVET
Architectural Vision
Regulation Collaboration Quality
Assurance
Mission
• Singla platform Regulation
• Collaborative Platform
• Stakeholder Connect
• Performance driven
• Decision Support System
• Entitlement Awareness
• Optimized Processes
• Digital Infrastructure
Goals
NCVET Stakeholders
To integrate a fragmented regulatory system and infuse quality assurance across the entire vocational training value chain
Recognition
Awarding
BodiesAccessing
AgenciesTraining
Providers Assessors Trainers Candidates Industries
Building Blocks - Connecting at different levels
Regulation MonitoringQualification
ApprovalGrievances Supervision Rating Quality assurance
• National Standards
• Digital Services
• Personalized Services
• Digital Approvals