Team Name: Mystic spirits Institute Name: Institute of Management Technology, Raj Nagar ,Ghaziabad Team Representative: Aditya Vashisth Team Member: 1. Arnab Banerjee 2. Peeyush Negi 3. Varun Jain 4. Sameer Bhatia

IMPORTANCE OF THRUST ON SKILL DEVELOPMENT •As per 2001 census, about 54% of our population is under the age of 25 years. There is wide spread unemployment even among the educated, while the economy faces a shortage of skilled personnel. •The size of working age population in India, aged 15 to 64 years is expected to increase from about 77.5 crore in 2008 to approximately 95 crore (68.4%) in 2026. The Eleventh Plan document has suggested that if we get our skill development act right, we will be harnessing a demographic dividend. However, if we fail to create skills, we could be facing a demographic nightmare. •12.8 million persons enter the labour market every year. However, our vocational training infrastructure currently can cater to the training needs of only 2.5 million persons. •Only 5% of our work force is vocationally trained, which is one of the lowest in the world. 152 million persons who enter the informal sector for their livelihood have no access to vocational training. •Productivity of the Indian worker is estimated to be one of the lowest US$ 3.05 per person per hour.

“Skill is defined as learnt capacity or talent to carry out predetermined results often with the minimum outlay of time, energy or both. ”

Mr. Ram Singh, earns livelihood for his family by plying his trade as a bus driver.

Ram Singh is by education a double masters in economics and political science and

at this point in time pursuing his doctoral in economics. So, the big questions

which comes first to our mind is:

•How a double masters young man is not able to find a suitable employment for

himself?

•Which are the factors that make him still pursue his all important education?

•Which are the skills that shall make him employable with respect to his current

education and interests?

These are all short term questions that crop up !!! As we further analyze Ram

Singh’s long term situation, we find some deep lying questions as:

•What are the motivations of pursuing education?

•What Is the long term sustainability of our current education system and how

does it model India’s future growth to suit dynamic demands of skill set of

generations to come?

Lets find the answers to each question one by one…..

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Furniture and Furnishings

BFSI

Leather and Leather goods

Gems and Jewellery

IT and ITES

Real estate services

Organised Retail

Textile and Clothing

Building and Construction Industry

Automobile

Employment in 2008

Incremental HR in 2022

•There are about 1.5 million schools in India with a total enrolment of ~250 million students starting from pre-primary to standard XII. Schools at the primary/junior level constitute the majority where maximum enrolments occur. •Further, it is expected that the ageing economy phenomenon will globally create a skilled manpower shortage of about 56.7 million by 20204. With the rising trend of outsourcing work globally, India has the opportunity to become a global reservoir of skilled manpower, accounting for 28% of the graduate talent pool among 28 of the world’s lowest-cost economies. •India is expected to grow at a rate of 8%, on an average, in the next 10 years. More than 700 million Indians are estimated to be of working age by 2022. Out of these, more than 500 million require some kind of vocational or skill development training

Ministry of HRD, Govt. of India

National council for skill development

(chaired by Prime Minister)- Focus on policy directions

and review.

National Skill Development Coordination

Board(coordinated by Planning commission) –Aims to ensure that government agencies intensify actions in

diversified areas .

National Skill Development Corporation- A non profit

company catalyzed by Ministry of Finance to

promote skill development in private sector.

•Under National Council for Vocational Training (NCVT) Vocational training in India is primarily imparted through the government and private industrial training institutes (ITIs). As of February 2012, there are in total 9,447 ITIs, with a total seating capacity of 1.3 million. The total numbers of government ITIs are2,244 with a total seating capacity of 472,738. •The total number of ITIs has increased at a CAGR (2007–2012) of 11.5%, while the total number of seats has increased at a CAGR(2007–2012) of 12.2%.

National council for skill Development which form the policy framework for deployment -Propose Macro level skills (Acc. To Industry requirements)

Statewide coordinated layout to solve key distribution issues (statewide councils)

District and sub-District distribution according to skills advisable to geography(Incorporated consultancies)

Identification of skills according to Interests and past skills as aligned with Macro level policies by panchayats and local MCD’S(Granular level execution)

Feedback to each level supported by consulting organizations to set right the key motivations to skill development

Judicial

accounta

bility is

key to

the

feedback

to the

system

Feedback

Charter for Execution

Accountability

As a strategic initiative to policy structure of skill development, we would like to introduce three key initiatives to plug in loopholes: •Feedback – We propose to frame a structure of autonomous consulting organizations under the PPP model to enhance quality of training imparted to decrease the gap between employment and education. •Accountability- This feedback shall become a base for our proposed framework as the reporting system shall be made available to decision makers in order to make the framework dynamic and accommodating to changes •Charter for execution- Judicial framework shall collaborate with the other 2 stakeholders i.e. Government and Private players as consultants to effectively Institutionalize the development of Human resources.

•Enterprise led System This relies on industries to provide training to potential employees. The state provides only compulsory general education. There is no formal qualification system for vocational training and transfer of training is largely driven by actual work experience of employees. •Government led System It can take 2 forms: Demand Driven and Supply Driven Demand Driven-The model focuses on encouraging firm level training through government policy. This is usually called a “Human Resource Development” or “Workforce Development” system. State supports the training by industries by giving partial financial support and instituting the certification process for example in East Asia. Supply Driven-The state through the system of training Institutes produces the trained employees. This system works well in stable economy with predictable demand. •German Dual Mix-Model system Germany’s “dual system“ is another Model of public private engagement. This system promotes the close cooperation between vocational schools supported by the government and enterprises where training is provided. Industry plays large role in determining curriculum requirements and certification processes. Here nature of training is more specific and the model is considered to be most desirable one.

•The contribution of women to potential learners is consistent with their contribution toward the population for age groups between 15–18 years and 19–23 years. However, they constitute around 48% of the population in the age group of 24–59 years and around 78% of the learners in this group. This can be attributed to the social and cultural norms, which lead a large number of women toward household duties. •The socially disadvantaged groups (SC and ST) have received a special focus over the years for their social and economic advancement. The total number of SC and ST learners is 67 million and 35 million, respectively. Notably, the share of SC and ST among the learners in their respective age group is consistent with the share of SC and ST in the working age population. •7.4% of the total enrolled students of class I–X dropout.The dropout-to-enrolment ratio is slightly higher in each consecutive class — class I–V has the lowest ratio and class IX–X has the highest ratio. •The overall enrolment for SC and ST in school (class I–X) is ~43 million and ~22 million respectively. The overall ratio from class I–X for SC and ST is 8.5% and 13%, respectively, more than the overall average of 7.4%.

Process and Legal Empowerment

Make the right to skill development for employment as a judicial decision making cornerstone , so as to

provide equal opportunity to each individual

The process shall empower our nation to be legally progressive and shall demand the right skills as a part

of charter or process rather than a luxury.

Financial Goal seeking

Use the network developed to seek the transparent distribution of financial resources to the needy and thus

create equaltiy

The early start shall motivate the developed Human resources to become executioners or researchers->

Provide necessary support for such activities

Fill The Big Gap between Education and Employability

At granular level, network with NGO’S and private players to create motivational awareness about skill

development

Start early and develop necessary skills according to interest areas in particular age group of 12-14 years