knowledge paper on strategic and implementation framework for skill development in india,...

8/13/2019 Knowledge paper on Strategic and implementation framework for skill development in India, September 2011

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Knowledge paper on

Strategic and implementation frameworkfor skill development in IndiaSeptember 2011


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

Foreword

Abhaya Krishna AgarwalExecutive Director and National Leader PPP

India is currently poised on a huge opportunity to meetthe 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,

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

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.

launched the National Policy on Skill Development

and developed a three-tier structure for strategy, co-

requisite skills to a workforce of 500 million by 2022.

is an important initiative at the most opportune time to

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.

Knowledge paper on strategic and implementation

framework for skill development in India, which especially

focuses on implementable ideas for the Twelfth Five Year

Regards

Abhaya Krishna AgarwalExecutive Director and National Leader

Public Private Partnerships


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3Knowledge paper on strategic and implementation framework for skill development in India

Foreword

Dr. Rajiv KumarSecretary General - FICCI

It is now universally recognized that a nations economicstrength and growth squarely rests on the skills and

knowledge base of its human resources. In todays highly

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

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

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

skilling 500 million people by 2022. Engaging with the

world in partnerships is the way forward to make the

and South Africa have put the spotlight on quality and

competiveness in Skills and Education space. India can

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

information presented in the report would serve as

valuable material for all stakeholders, including industry

and academia for developing the required skills for a

Regards,

Dr. Rajiv Kumar


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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

............................................................. 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

....................................................... 39

4. The road ahead ....................................................................................40 Recommendations for the future ............................................................................... 40

Implementation strategies ..................................................................................................40

Operational strategies ......................................................................................................... 41

Focus on delivery ................................................................................................................ 42


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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

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

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

are expected to be skill-based.

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

Public Private Partnership mode to facilitate setting up of large,

set up 1,500 new ITIs and 5,000 skill development centers

vocational, educational and training systems.

private sector entities are taking several initiatives to contribute

sectors, companies and industry associations are not only

boosting their in-house training facilities, but are also taking

organizations.

However, to make this exercise a success, India has many

lessons to learn and implement from international practices

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 educationand 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

a cohesive manner to achieve their common goal of rapid skill

development.


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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

capability to manage workforce quantity, quality and costs.

Despite high unemployment rate, employers are facing

positions.

1 en/multimedia/2011-Talent-Shortage-Survey.pdf, accessed 19 July, 2011.

Increasing battle for brainpower worldwide1

Existing skill development framework in India

Source: Manpower Group research

40% 41%

31% 30% 31% 34%

2006 2007 2008 2009 2010 2011

1.Global skill mismatch


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in 2011 from only 16% in 2010.

requirement for skilled labor but also cater to the labor shortage in other countries

Australia54%

US

57%

France20%

Germany%40

UK15%

Brazil

57%

China

24%

Japan

80%

India67%

Source: Manpower Group research


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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.

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

Australia

US

Germany

UK

Brazil

China Japan

India

310

14%

99%

9.6%

195

17.2%

89%

6.7%

62

13.1%

82

63

%

1,225

19.2%

74%

10.8%

22

14.1%

99%

5.2%

1,341

16.8%127

10%

99%

5%

France

Total population (in million)

Young population (15 -24 yrs) as % of total population

Literacy rate (%)

Unemployment rate (%)

Source: United Nation Population Division, CIA World Factbook

99%

7.8%

92%

4.3%

12.4

99%

9.3%

11.2%

99%

7.1%


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Increasing trend toward demand for skilled manpower2Organizations 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.

Over the last 20 years, the share of low skilledworking age immigrants in the US has reducedfrom approximately 37% to 28%, while the share ofhigh- and middle-skilled workers has increased.

Highly skilled immigrants primarily come fromcountries such as India, China and the Philippines.

The case of the United States

37%

41%

23%

28%

43%

30%

Skill set of working-age immigrants in the US

Source: Brookings research

1990 2010

Low skilled Middle skilled High skilled

New destinations such as Australia, Singapore and New

Zealand have also become popular for skilled Indian

immigration is steadily becoming more important than that

of unskilled workers.

Australia has opened its doors to skilledworkers from India to handle the shortageof skilled workers. We have made somechanges to our Skilled Migration Policy toget more skilled talent from IndiaIndia providing manpower to us

David Holly, Australian Consul-Generalfor South India (June 2011)

With a projected skilled manpowershortage of approximately 56.5 million

by 2020, countries across the world arefocusing on meeting this demand throughinnovative measures.

However, migration can have several repercussions, e.g., high

unemployment rates, brain drain and political pressure due to

as critical issues, and have begun taking measures to pre-

empt the negative impact of these. They are formulating new

policies, wherein vocational training will be introduced alongwith 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

gaining increasing importance to impart and disseminate skills

worldwide.

2 India has set a target of training 500 million skilled workers by 2022, SkilledWorkers.pdf, 15 June, 2011.

news/australia-welcomes-indian-workers/160160-60-119.html, 18 June, 2011.


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the global demand for skilled manpower and its demographic

dividend can be leveraged to meet the skill needs in othercountries, apart from its own demand, primarily due the

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

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

Indias capacity to overcome shortage of skilled labor3

Working age (15-64 years) population (% of total population)

Source: United Nation Population Division

65

68

72

61

67

60

66

59

64

5150

60

70

80

2010 2020 2030 2040 2050

India China US UK Japan

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.

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

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

Non-recognition of the value of skilled workers by

employers, particularly in the informal and small enterprise

sectors

Approximately 80% of the workforce inrural and urban India does not possess any

3

15 June, 2011.

4 accessed 24 August 2011


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

0.9

2.2

4.3

0.3

11.0

13.0

25.0

35.4

4.2

7.5

8.5

17.6

25.0

48.0

58.0

61.6

Electronics and IT hardware

IT -ITeS

Banking, nancial services

and insurance

Organised retail

Real estate

Auto and auto components

Building and construction

Textile and clothing

2022 2008

Source: NSDC

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

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

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

Developing countries, not affected byageing populations (the workforces of Indiaand Brazil will grow by more than 200million people over the next two decades), categories due to low employability.

Global Talent Risk report 2011, WorldEconomic Forum

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.


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3.Skill framework in India

an overview5As 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

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 Indiaprimarily lacks is not engineering or medicine talent, but skill

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

education and training is to develop skills by providing applied

Such exposure makes people employable and also creates

opportunities for them to take up entrepreneurship roles.

Due to the varying quality of Indianeducation systems, only 25% of thecountrys professionals are consideredemployable by multinationals.

Last year (2010), we concentrated on formal higher

education. While universities are important, wemust not forget that a huge number of high schoolgraduates do not enter formal higher education.India, therefore, needs a strong vocational educationnetwork such as that in the US.

Kapil Sibal,

Union Minister of Human

Resource Development

5


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There are 3,600 blocks in the country where

there are no government institutes, funding or amechanism to provide industrial training to theyouth. We need to look into this to achieve thetarget of providing industrial training to over 50 crorepeople by 2022.

Sudha Pillai,

Member Secretary,

6 Skill development in India- The vocational education and training system, World Bank, January 2007, p.35

Vocational education and training

in the current Indian educationframework6

the largest education systems in the world. This constitutes

multiple levels, starting from elementary education, which does

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

section of society to become employable.


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60% of Indias 1.2 billion people are in the workingage group. However, only 10% of the 300 millionchildren in India between the age of 6 and 16 willpass school and go beyond. Only 5% of Indias labor

force in the age group 19-24 years is estimatedto have acquired formal training. Despite this, oureconomy is clocking an 8.5% growth. Imagine whatcould be if we could leverage our demographicdividend fully.

We have the highest young population and the Skill Development, as it is critically important toaddress the twin issues of enhancing the competitive

strength of industry and employment generation.

S Ramadorai,

Advisor to the Prime

Minister in National Skill

Union Minister of Labour

and Employment


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Curren e uca ion an s i eve opmen s ruc ure in In ia

After passing class10 & 12

Select Course

Select Courses

Select Courses

Select Course

Class 8 passed and above

M.Phil Doctorate

Post Graduate Degree - Masters Program (2 year)

Management/Professional/Medical/Engineering

Bachelors Degree -University Education (3- 4 years)

Technical/Medical/Professional/Degree Courses

(Regular and Lateral Only)

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

Secondary School (Class 9 to 10)

Upper Primary (Class 6-8)

Primary Education (Class 1-5)

Nursery (Pre -school) 2 years but not recognized

Compulsory

Education

CraftsmenApprentices

2-4 Years Certicate(Duration will be

reduced by amount ofCraftsmen Training)

Craftsmen DGETCerticate

Industrial TrainingInstitute/Centres

(6 months- 3 years)

Polytechnic Diploma2/3 Years

Diploma in Engineering and other Vocations(Regular or Lateral)

Age

22-23

19-22

17-18

15-16

11-14

6-10

3-5

primarily responsible for the development of vocational education and training schemes at the national level, e.g.,

state governments undertake the implementation of training schemes along with their own training programs. The

governments to carry out the same functions at state levels.


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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

The National Skill Development Initiative will empower all

individuals through improved skills, knowledge, nationally

to decent employment, and ensure Indias competitiveness

in the global market.

The salient features of the policy include setting up a system

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

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)

has been set up under the chairmanship of the Deputy

the Ministries of Human Resource Development, Labour

and Employment, Rural Development, Housing and Urban

Poverty Alleviation and Finance are members of the

four states (by rotation) for period of two years, and three

is the member secretary of the board.

The functions of the NSDCB:

(i) Formulating strategies to implement the decisions of the

(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

about this

3. National Skill Development Corporation

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.

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

is aimed at making every sector attractive to private

investment.


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Existing skill delivery framework of India

Labour &

Employment

Human

Resources

Urban

Development

Rural

Development

Textile

Commerce

FoodProcessing

InformationTechnology

Heavy

Industries

MSME

Women &

Child

Development

Others..

NSDC

SIDO

HUDCO

KVIC

Central

Ministries

State

Governments

Industry

Bodies

Private

Sector

Technical training

Advanced training

Training of trainers

Regional vocational

training institutes

Modularemployable skills

Content design and

afliations

Region and socialschemes

Sector specic

Range ofschemes

Technicaleducation andvocational training

Polytechnics

DistanceVocationalEducation

Councils

Standards&Assessments

Curriculum

&instructions

Professionaldevelopment

LearningEnvironments

Standards&Assessments

Curriculum

&instructions

Professionaldevelopment

LearningEnvironments

Finance

Agriculture

Health &

Family

Welfare

Tourism

Tribal Affairs

National Vocational

Qualication Framework

National Vocational

Education

Qualication

FrameworkProposed

Sector Skill


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Initiatives of key ministries/organizations in India

Ministry of Labour and Employment7

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

Upgradation of 1396 ITIs through PPP

Apprenticeship Scheme

Modular Employable Skills Scheme

End result

Semi-skilled labor

Multi-skilled labor

Skilled labor

Minimum skill-set

development

Indicators Industrialinteraction

On the jobtraining

Coverageof

5th to 8thclass

8th to 10thclass

11th to12th

GraduatesEmployedworkers

Training Scheme

X

Apprenticeshipscheme

excellence scheme

X

Modularemploymentscheme

X

7 Ministry of Labour & Employment 2010-11 annual report


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Craftsmen training scheme expansion ( in '000)

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

652 742

1,2064.3

5.1

8.6

0

2

4

6

8

10

0

200

400

600

800

1,000

1,200

1,400

2000 2005 2010

NumberofITIs

SeatingCa

pacity

Seating capacity ITIs/ITCs

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

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.

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

Training is provided on 116 trades and the training period

varies from six months to three years.

Course content and duration: courses (in a one- or two-year format). However, there hasbeen an increasing demand for short-term courses in thecountry, which can be catered to through this scheme. Thecurrent scheme can be complemented by incorporating

procedures should be more standardized and reliable.

Human resource:Fewer instructors than needed fortraining and the quality of such trainers has led to limitedattention being paid to ITIs. This brings to the surfacethe need to recruit suitably trained instructors and trainexisting ones in a time-bound manner.

Physical infrastructure: laboratories have obsolete equipment. Thus, the issue ofpoorly maintained infrastructure facilities at ITIs should beaddressed on a priority basis.

Job opportunities:Only a limited number of training completion of the course. Therefore, monitoring theeffectiveness of these placement bodies is a challengingtask. A proper mechanism to rectify this situation should beput in place.


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The newly launched acceptance and awareness. This is also on account oflimited acceptance of students under the scheme bypublic sector entities, since they do not have the requisite result, these institutes are unable to organize specialized under this scheme.

Private sector participation: The MES scheme fails to partnership on establishment of infrastructure. It can bemade much more attractive.

Monitoring framework:The MES scheme requires theimplementation of a robust monitoring framework thatensures trickling down of operational support (provided by 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

operational support on an INR15 per hour per student

basis to Vocational Training Providers (VTPs) offering such

courses.

Modular Employable Skills (MES) Scheme Achievements

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

160390

710

1,570

2,670

10,000 50,000120,000

300,000

520,000

0

100,000

200,000

300,000

400,000

500,000

600,000

0

500

1,000

1,500

2,000

2,500

3,000

2007-08 2008 -09 2009-10 2010-11 2011-12

Expenditure(INR

million)

Trainee

s

Expenditure (in INR million) Trainees

Other schemes

Some of the other skill development schemes include the

set up 1,500 new ITIs and 5000 skill development centers

large unskilled workforce in these areas can acquire skills.

Skill development for 34 districts affected by Left Wing

34 Left Wing Extremism (LWE)-affected districts across the

country.

instructors in vocational training institutes.

Women (NVTI) and 12 Regional Vocational Training

Institutes for Women (RVTIs). They are offered in 27

trades.

compared to the gross capacity of instructor training

& 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 Institutesfor Training of Trainers (ITOTs), are set up to meet the


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public limited companies, registered societies and trusts,

and promoters of SEZs. The institutes would need to be

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

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.

a special initiative of the Ministry of Labour andEmployment

The National Skill Development Policy proposes setting up

to accumulate skills and convert them into advanced

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

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 theproposed NVQF, the Ministry of Labourand Employment is playing a crucial rolein building an infrastructure that will helpit achieve its target of training 100 millionyoung people in the country by 2022.


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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

Department of School Education and Literacy to enable TVET programs in senior secondary schools

Department of Higher Education to impart higher and technical education

Schemes/Programs Duration Target group DetailsVocationalisation of Secondary

Education (6800 schools covered)

2 years Students who have passed

10th class

Vocational education is provided in 9,619 schoolswith 21,000 sections covering around 1 million

students.

The scheme proposes to expand vocationaleducation 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)

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 Poor sections of society in rural

and urban areas

science and technology to the rural sector.

Jan Shikshan Sansthan (JSS) (157

courses)

Need based

(1- 4 weeks)

Disadvantaged groups of adults

priority being given to adult

and ST, women/girls, oppressed

people, migrants, slum/ pavement

dwellers and working children

These act as district level resources to organizevocational training and skill development

programs.

National Program on Technology

Enhanced Learning (NPTEL)

Support for Distance Education &

Web-based Learning

Designing

course material

time-bound

Engineering and physical science

under-graduate/ post-graduate

and all teachers/ faculty members

Launched in 2003, it is meant to enhance thequality 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,

Roorkee and IISc).

National Institute of OpenSchooling (NIOS) Distance

Vocational Education Programmes

6 months to2 years

5th, 7th and 8th and 10th pass These constitute a network of 11 regional centersand 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

Apprenticeship Training for

students of +2 Vocational stream

One year Students graduating from a 10+2

vocational stream

Vocational courses are covered in different areasof the Apprentices Act 1961.

National Programme on

Earthquake Engineering Education

(NPEEE)

Faculty

development

through short-

term crash

programs

Recognized engineering colleges/

polytechnics and schools of

architecture with related academic

degree of diploma program

teachers in engineering colleges, polytechnics and

schools of architecture, and to develop suitable

curricula.

8


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(NVeQF): an initiative of the Ministry of HumanResource Development

In order to emphasize the importance of integrating

vocational education and training with general educationat all levels, the Ministry of Human Resource Developmentaims to set up a National Vocational Education

The NVeQF will lay down common principles for a

schools, vocational education institutes and institutes of

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.

Skills Program for Inclusive Growth an IL&FS initiative

IL&FS, in partnership with the MoRD, runs the Skills aims to provide vocational training to 500,000 rural youthfrom BPL families and ensure their employment.

Under this initiative, IL&FS has successfully trained morethan 9,000 young people and placed more than 8,500 ofthem so far.

The Ministry of Human ResourceDevelopment has thus been playinga pivotal role in vocational educationthe formulation and implementation ofits Technical Education and VocationalTraining (TVET) policy through the schemesmentioned above.

Ministry of Rural Development9

The Ministry of Rural Development (MoRD) is laying emphasis

on ensuring inclusive growth and is working toward a mandate

vulnerable sections of society by imparting skills and providinggainful employment to them. The key schemes launched in this

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

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

these programs. Some key players engaged in this program

include IL&FS, District Rural Development Agencies (DRDAs)

9


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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:

10

Indicator Progress (August 2011)

Rural youth trained 211,707

Employment-generated 83,202

Number of operational RUDSETIs 242

Amount disbursed (INR billion) 1.1

Through these initiatives, the MoRD isplaying a key role in building the countrysskill development infrastructure anduplifting young people from weaker sectionsof society by upgrading their skills andproviding them employment.

Ministry of Urban Development & PovertyAlleviation10

In order to cater to the skill requirements of the urban poor, the

Ministry of Urban Employment & Poverty Alleviation launched

Address urban poverty by providing gainful employment to

the urban unemployed

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

Employment Programme, an Urban Women Self-help

Programme, Skill Training for Employment Promotion Among

the Urban Poor, an Urban Wage Employment Programme and

Achievement: Funding for the scheme is shared in the ratio

worth around INR5.8 billion were released for the scheme in

201011 and assistance was provided to more than 3,50,000

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 micro-

entrepreneurs. It also aims to promote economic growth and

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 poorin 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:

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.


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National Skill Development Corporation12

growing and existing need for skilled manpower and harness the huge demographic dividend. It aims to promote skill development by

creating a skilled workforce in India.Approach

12

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

Build a strong corpus

Viability gap funding either as loans or equity,

Setup standards and accreditation systems

Identify critical skill groups Attract potential private players

Funding and

incentivizing

Enabling

support services

Shaping/creating

23 of the 26 projects awarded in PPP mode under the aegis of NSDC

Partners nameProject cost(INR million)

No. of trainees in 10 years Sectors targeted

245.4 1.7 million BFSI, BPO, unorganized sectors

Everonn Skill Development Limited 1,537.6 11.7 million Tourism, hospitality, health care services, organized retail,media and entertainment, IT and ITeS, textile, constructionand automotive

Talent Sprint EducationServices Private Limited

150.0 0.5 million IT, ITeS & BFSI

BASIX Academy for Building LifelongEmployability Limited (B-ABLE)

331.8 1.0 million processing

162.7 11.6 million Automobile, organized retail, telecom, healthcare, andbuilding and construction

Edubridge Learning Pvt. Ltd. (ELPL) 54 0.7 million retail, sales and marketing in rural areas

800 1.3 million Organized retail, health care services, building andconstruction, automobile/ auto component, tourismhospitality and travel trade, electronics, IT, banking andinsurance, spoken English

Training Services Private

145 21,000 Production-related (50%) and construction, tailoring,plumbing, textiles, security guards, retail, computer-related(remaining 50%)

111.4 18,000

Red Hat Investments Private Limited(RHIPL)

220 0.74 million Agriculture (para-agri experts), animal husbandry (para-vetexperts), food processing, transportation and rural serviceprovider

2168.2 1.95 million Textile, construction, leather and leather products,automotive and auto components and logistics, generalengineering and service sector

iSTAR Skill Development PrivateLimited (ISDPL)

13.2 0.13 million Retail and BFSI

Pratham Education Foundation, a

230 1.69 million Education /skill development services, hospitality,construction, organized retail, electronics/hardware,automotive work, agriculture


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23 of the 26 projects awarded in PPP mode under the aegis of NSDC

Partners nameProject cost(INR million)

No. of trainees in 10 years Sectors targeted

International Association for Human

5.1 128 Self-development training and technical training in garmentindustry, driving, computer operation, mobile repair,

electrician-training, plumbing, domestic BPO, etc.

Managerial Excellence Resource

30 96,665

TMI Input & Service Pvt. Ltd. 292.1 0.53 million e-learning & Education

Empower Pragati Vocational &

259.7 2.1 million ITES/BPO, tourism, hospitality and travel, organized retail,informal sector

Developers Association of India

185.3 97,920 over 12 years

Indian Institute of Skill DevelopmentPvt. Ltd. (IISD)

163.5 0.24 million Automotive (light Engg.), building construction, real estateand retail

125.1 0.35 million ITES, electronics and IT hardware, and organized retail

Laqsh Job Skills Academy PrivateLimited

101 1.054 million IT, ITES/BPO, retail, hospitality, banking and education

Laurus Edutech Private Limited 536 1.11 million, 42,000 trainers Automotive, construction, textile, electronics and IThardware and education and skill development sector (TOT

Limited ( a subsidiary of TeamLease)

836.1 1.80 million (Yr 1 11,836;Yr 5 1,44,173)

IT, retail, BFSI, health care, hospitality, manufacturing andconstruction

TOTAL 8703.2 40.428 million

Sector Skill Councils (SSCs): NSDCs key initiative the stakeholders labor, industry and the academia. Theyidentify skill gaps in their sectors and establish a sector-

performance and skill development requirements. Theyalso forecast changes in the labor market and facilitatestandardization of accreditation processes.

and the energy sectors, while seven (retail, media and

entertainment, IT/ITeS, health care, foundry, BFSI,electronics and hardware) are at various stages ofimplementation.

on course to create a skilled workforce of150 million two years ahead of 2022 (thestipulated target year).


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Private sector initiatives forvocational trainingAlthough the primary responsibility for fostering vocational

education and training in the education system rests with the

sectors have also realized the need to actively participate in

providing training to their current and potential employees.

Manufacturing sector13

Sector Company name Training initiative

Larsen & Toubro Ahmadabad, Bengaluru, Hyderabad, Delhi and Kolkata to impart construction vocational

training.

Textile Ludhiana to enhance employee skills across all functions.

Electronic goods in vocational training in eastern India) to launch specialized courses in refrigeration,

air-conditioning and washing machine technology. On completing the course, deserving

Automotive Maruti Suzuki India Ltd.(MSIL)

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

ITI students in coming months.

of employees working in the manufacturing domain and train them on the latest

technologies.

13

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

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


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Initiatives of industry associations

Several industry associations conduct research to identify the skill gap in their sectors and have also established training schools to

Services sector14

Sector Company name Training initiative

Retail

Hospitality

It also has three more schools of learning the School of Leadership, the School of

Informationtechnology

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

Financial services

has an intake of 550600 students every three months.

Aviation Pawan Hans HelicoptersLimited (PHHL)

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

14 accessed 18 July 2011. accessed 19 July 2011.

Sector Association name Training initiative

Retail

School, to educate small traders on how to increase their business.

It will help kirana stores transform their business from traditional retail to the modernformat of retailing.

Automotive Society of Indian AutomobileManufacturers (SIAM)

Manufactures AssociationFederation of AutomobileDealers Associations (FADA)

Auto industry bodies have come together to form the Automotive Skills Development

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

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

IT/ITeS

resource partners.

It operates through 285 centers in 90 districts across 13 states and has trained morethan 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.


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Sector Association name Training initiative

Energy University Petroleum &Energy Studies, Indian WindEnergy Society and WorldEnergy Forum

Indian Energy Skill Development (IESD) is formed to carry out sustained research toassess 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 industry-academia linkages to develop its curriculum and training material.

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

Union Finance Minister,India


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4.Learning fromother countries

Best practices of other

countriesSpecialized 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

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

UKs vocational education and training

system

15

Overview

In the UK education begins with six years of compulsory

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


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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.

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 orvoluntary work situations.

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

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

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.

imparting vocational education and training. Its Lifelong

Learning program aims to promote learning after the end

of formal education and training.


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Germanys vocational education andtraining system16

Overview

After the completion of compulsory full-time education, young peoplewho are no longer pursue full-time education must attend part-time

vocational school for a period of three years.

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

promotes close cooperation between vocational schools supported by

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 trainingalong with the former.

Training takes place in companies and at part-time

vocational schools.

Successful completion of this training provides

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 generaleducation or knowledge applicable to a broad range

of occupations.

The cost of vocational training is primarily borne by

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

Assured availability of the next generation of skilledworkers for employers

Students trained on updated industry infrastructure

Trainees paid by the industry and vocational training

16

Tra

in

ing

andemplo

yab

ility

Germany VET system

Jointeduca

tiona

lresp

onsibility

Thechangingworkpla

ce

Company:Workingand learning

Specializedknowledge

and skills, andoccupational competence

Vocationalschool:learning andexperience

Further training:Working/lifelonglearning


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Australias vocational educationand training system17

Overview

Australias Vocational Education Training (VET) System is asubset of formal learning (structured teaching program that

(structured teaching program that does not lead to a recognized

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

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.

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.

The VET system includes credit transfer and articulation

arrangements between a vocational educational system

and higher education institutions. This enables the students

effectively. It also allows them to move between education

systems, from secondary school to VET and from VET tohigher education.

Strengths

Strong linkages between VET and the labor market enabling

employers and employees to meet their training and skill

needs

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 educationand training system18

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

Formulating a sector skills plan for the sector

identifying, designing and registering learnerships for thesector

Acting as an education and training quality authority for

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.

17 html, accessed 29 July 2011.

18


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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 supplementinstitutional learning under it.

Each SETA is required to prepare a Sector Skill Plan, which

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

apply to companies. The levy is paid to the South African

Revenue Services, which allocates it to the National Skills

Fund and the SETAs.

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 andtraining 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

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 semi-

skilled workers for economic development.

The initial training (pre-employment training) is offered atthe senior secondary level (vocational high schools) and

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

target the unemployed and focus on maintaining a skilled

workforce for industry.

Strengths20

Education is highly valued in all strata of Korean society. Ahigh 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

The country has a well-developed tertiary education system,

with around 32% of the tertiary students being enrolled in

19 SP-Discussion-papers/Labor-Market-DP/0931.pdf, accessed 29 July 2011.

20


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involvement in, and development and implementation of its

VET policy.

various initiatives, including its employment stabilization

Singapores vocational education andtraining system

Overview

Singapores vocational education training system has evolved

important being upgrading of vocational training to a post-

Education (ITE) in 1992. The ITE system is a government-

funded, post-secondary initiative that is focused on providing

vocational technical education, taking over the functions of theformer Vocational & Industrial Training Board.

21 accessed 30 July 2011

ITEmodels

One ITE System. Three collegesGovernance 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, Minds-on, Hearts-oncollege education

Hands-on training to provide the required skill sets for employment. 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 Nite and Diploma

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 semi-

professional level and the principal authority for national

It offers pre-employment training to all the school-leavers in

ITE institute and apprenticeship training in partnership with

companies.

The countrys apprenticeship training system has been

Other post-secondary and tertiary institutions in Singapore

According to national targets, 25% of the students, after

40% to polytechnics and 25% to ITEs technical institutes.

These students receive training through a wide range of

communications technology, applied and health sciences,

and business and services.

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.


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Learning for India from the global experience

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

Parameters UK Germany Australia South Africa* Korea Singapore India

Private-driven

Linkage with schools

Linkage with industry

Design of curriculum industry

Focus on technical training

Focus on non-technical training

Apprenticeship

Transfer of credit

India can learn from the strengths of the vocational education

Vocational education can be provided in schools, either by

school and college levels.

Australias vocational

education and training

system comprises both

public and private trainingproviders 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

that places general and

vocational education at

the same level.

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 re-

employment 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.

India'slearningavenues

Australia

Partcipation of

private sector

Korea

High educationpenetration

Germany

Dual educationsystem

UK

Nationalframework

Singapore

Strong ITEmodels

South Africa

Collaborationbetween industry

and academia


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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


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5.The road ahead

Recommendations for the

futureThere 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

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.

Implementation strategies

Initiating and successfully running skill centers in India poses

social and geographical diversity. A suggested framework for

the establishment and operation of such institutions is depicted

VETImplementation

Strategies

Reaching across

geographies economic levels social levels

Quality

infrastructure equipments process manpower

Standards

outcome driven

monitoredFlexibility

adopt global standards meet ever-evolving demand to adopt

Partnerships

quality and willing players

outcome driven monitoring

Pre-condition

authentic need appropriate and relevant enabling environment


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Operational strategies

Flexibility content and process design and induct students

Impact

Accessibility

Standards acceptable and adoptable

Team quality of trainers, training of trainers

Affordability across economic levels

Strengthening existing centres

Inclusivity include all social strata

Replicability

Scalability

Technology and innovation

Employment linkages


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Focus on delivery

of a much more robust approach is essential for putting in place a quality vocational education and training framework in the country.

Improve quality Build a brand and spread awareness

Enhance accessibility Increase affordability

Focus areas

Improving quality Quality training of faculty with industry participation:

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

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:

to attract investments

Easing regulatory hurdles and providing single-window

clearance to private players

Outsourcing short-term courses to organizations

setting mechanism:

that skills are portable and recognized across sectors,

industries, enterprises and educational institutions


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Notes


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