vocational education and training

VOLUME 6 ISSUE 3 ISSN 0973-4139 Rs. 75 MARCH 2010 | www.digitalLEARNING.in

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Vocational Education and TrainingChannelising Skills and Employability

Special issue brought in association with IGNOU

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Contents

digitalLEARNINGVOLUME 6 ISSUE 3 MARCH 2010

ISSN 0973-4139 RNI NO. UPENG/2008/25311

56 COMMUNITY COLLEGES UNEARTHING HIDDEN TALENTSDr. C.K. Ghosh

EVENT REPORT

25 STRENGTHENING SKILLS THROUGH OPEN AND DISTANCE EDUCATION

60 SREI SAHAJ – IGNOU SKILL DEVELOPMENT INITIATIVE BREAKS NEW BARRIERS

LEADERS SPEAK

18 SMT SUDHA PILLAISECRETARY, PLANNING COMMISSION, GOVERNMENT OF INDIA

20 DR. SABNAM SINHACEO, IL&FS EDUCATION & TECHNOLOGY SERVICES LTD.

50 BS RAGHUPATHYJOINT DIRECTOR(TRG) & EX-OFFICIO APPRENTICESHIP ADVISORDIRECTORATE OF EMPLOYMENT & TRAINING , BANGALORE

59 K.P. MURTHYCSR, SKILL DEVELOPMENT AND INDUSTRY-INSTITUTE RELATIONSHIP CONSULTANT, INDIA

64 DR. S S MANTHACHAIRMAN, ALL INDIA COUNCIL FOR TECHNICAL EDUCATION (AICTE)

COVER STORY

10 WORKFORCE DEVELOPMENT TOOL TO SHAPE UP NEW AGE EDUCATION AGENDA

13 PRIME MINISTER’S LETTER TO THE CHIEF MINISTERS

14 MERGING SKILLS WITH ACADEMIA

POLICY MATTERS

8 SMT D PURANDESWARI MINISTER OF STATE, HIGHER EDUCATION, MINISTRY OF HUMAN RESOURCE DEVELOPMENT, GOVERNMENT OF INDIA

CASE STUDY

22 SUSTAINABLE DEVELOPMENT TO PROMOTE RURAL PROSPERITY Prof. C.G. Naidu

43 TOURISM & HOSPITALITY TAILORED TO MEET LOCAL NEEDSDr. Harkirat Bains

46 CULTURE SPECIFIC SKILLS FOR YOUTH IN NORTH EASTDr. Jayashree Kurup

52 ENHANCING ECONOMIC VALUE OF LANDLESS WORKFORCEProf. M.K. Salooja

54 MATERIALISING DEMOCRATIC DECENTRALISATION THROUGH MULTI MODE TRAINING INTERVENTIONS Prof. M Aslam

8

18

13

14

64

DEVELOPMENT AGENDA

61 IT EMPLOYABILITY AMONG RURAL MASSES: CREATING LIVELIHOOD INITIATIVES

66 MARK YOUR CALENDAR

48 IGNOU NEWS

Prof. V N Rajasekharan Pillai, Vice Chancellor, IGNOU, for his guidance and encouragement

Prof. Latha Pillai, Pro-Vice Chancellor, IGNOU, for her unending support and supervision

OUR SPECIAL THANKS TO

We also acknowledge the logistical support from IGNOUPhotograph Courtesy: IGNOU.


Channelising Skills and Employability through Vocational

Education and Training

Skill Development, Vocational Education and providing employable skills are the crucial issues to be addressed by our country in order to achieve an inclusive growth, with the existing Government declaring the decade 2010 -2020 to be the ‘Decade of Innovation’. However, the biggest constraint remains the availability of skilled manpower. India has the target to create 500 million skilled technicians by the year 2020 to cater to the requirements of not only to the work force in India but across Globe.The Prime Minister’s National Council for Skill Development, chaired by the Prime Minister, National Skill Development Board, coordinated by

the Planning Commission and National Skill Development Corporation are formed to promote skill development both in public and private sectors.

While the Government has announced in the union budget 2010 – 11, a 25 % of the plan allocations on the development of rural infrastructure, the spending on social sector has been gradually increased to INR1,37,674 crore in 2010-11, which is 37% of the total plan outlay in 2010-11. The National Skill Development Corporation has also approved three projects worth about INR 45 crore to create 10 lakh skilled manpower at the rate of one lakh per annum. An extensive skill development programme in the textile and garment sector to be launched by leveraging the strength of existing institutions and instruments of the Textile Ministry to train 30 lakh persons over 5 years. In order to support such measures, adequate investment in training and development is also necessary, which will be fostered by measures on skill development and education in the larger economy.

IGNOU adopting the concept, structure and services under the Public-Private Partnership has identifi ed for launch of an integrated skill development programme across many of its Regional Centres and Study Centres in India. The School of Vocational Education and Training (SOVET) has started several new programmes providing knowledge enhancement, skills development and help in preparing an individual for job placements in the market. Community College, as an alternative and fl exible system of higher education and vocational training, is also one of the early concepts in the area. Assessment and Certifi cation of Prior Learning (ACPL) and institutionalisation of Work – integrated learning can contribute signifi cantly in the skill development sector. Through ICT we need to achieve quality and scaling up in the area of vocational education. The School of Agriculture has also been actively involved in the skill development in agriculture in the form of training, certifi cation and diploma programmes. IGNOU has also established the Institute for Vocational Education and Training (IIVET) in the North East states to impart vocational training to the region.

It will require a great deal of efforts from all the stakeholders to achieve the determined target by 2020 to make the inclusive growth happen. I am glad that we are bringing a collaborative special issue with digital LEARNING magazine on Vocational Education and Skill Development in India with the case studies, research articles, and views from the leaders in the fi eld. I am sure that this issue would be a valuable source for institutionalising the concept of Skill Development in India.

PROF. V N RAJASEKHARAN PILLAIVice Chancellor, Indira Gandhi National Open University (IGNOU) Guest Editor

President: Dr. M P Narayanan | Editor-in-Chief: Dr. Ravi Gupta | Product Manager: Dipanjan Banerjee (mob: +91-9968251626) Email: [email protected] Editorial Team: Dr. Rajeshree Dutta Kumar, Shipra Sharma, Divya Chawla, Sheena Joseph, Yukti Pahwa, Pratap Vikram Singh, Sangita Ghosh De, Subir Dey, Dinoj Kumar Upadhyay, Pratap Vikram Singh, Gayatri Maheshwary, Saba Firdaus

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Editorial & Marketing Correspondence: digitalLearning - G-4 Sector 39, NOIDA 201301, India, Phone: +91 120 2502181-85, Fax: +91 120 2500060, Email: [email protected]

digitalLEARNING is published by Elets Technomedia Pvt. Ltd. in technical collaboration with Centre for Science, Development and Media Studies (CSDMS).Owner, Publisher, Printer - Ravi Gupta, Printed at Vinayak Print Media D-320, Sector 10, Noida, U.P. and published from 710, Vasto Mahagun Manor, F-30, Sector - 50, Noida, UP | Editor: Ravi Gupta

EDITORIAL

Advisory Board

Prof. Asha Kanwar, Vice President, Commonwealth of Learning

Dr. Jyrki Pulkkinen, CEO, Global eSchools & Communities Initiative (GeSCI)

Shri Subhash C Khuntia, Joint Secretary, Department School Education and Literacy, Ministry of Human Resource Development, Government of India

Prof. V N Rajasekharan Pillai, Vice Chancellor, Indira GandhiI National Open University (IGNOU)


POLICY MATTERS

Providing Access, Equity andRelevance in Educationwww.education.nic.in

MINISTER OF STATE, HIGHER EDUCATION,MINISTRY OF HUMAN RESOURCE DEVELOPMENT, GOVERNMENT OF INDIA

Smt D Purandeswari, Minister of State, Higher Education, Ministry of Human Resource Development, Government of India, provides her views on the priority accorded to the Skill Development Mission and the challenges in implementing of the education policies.

9digital LEARNING FEBRUARY 2010

into issues of quality and checking the kind of curriculum that we are offering. National Council for Educational Research and Training (NCERT) has supported us through the National Curriculum Framework. Yet we need to upgrade our curriculum on a constant basis.

Therefore, providing access, equity and relevance in education is important at all levels.

Please share your thoughts on the Indira Gandhi National Open University (|GNOU) initiated Associated Degree Programmes in Skill Development and Vocational Education.

IGNOU has introduced the concept of Community Colleges in India. Students who may have completed secondary schooling and wish to enroll for a skill development programme can take up the Programme and enroll in a profession of their choice. After a few years, if the student wishes to complete his/her higher secondary schooling, such option is also available. Therefore this system ensures muti-lateral entry and exit possibilities. One advantage of this system is that the stigma associated with vocational training is also removed, since students get to be familiar with skill training and also have the option of completing their studies.

IGNOU is one of the largest open universities. It exemplifi es how distance and open education can reach millions of masses. They have come out with various area specifi c programmes and region specifi c programmes. There are tremendous possibilities for skill development with the huge youth population.

The Community College can be seen as an innovative educational alternative for providing skill based, livelihood enhancing education and eligibility for employment to the disadvantaged and under privileged. The XIth Five Year Plan prescription identifi es and emphasises the role of INGOU in taking a lead in this alternative mode of education for the unreached community. \\

by encouraging industries to take up the initiative as a part of their Corporate Social Responsibility (CSR).

What are the challenges faced in the process of implementing education programmes?

The very fact that we are a large country means that the numbers itself is a challenge. Our effort and aim is to reach out to the remotest areas and provide quality education to all.

In spite of having very ambitious targets for achieving the skill mission, we also have a constitutional commitment of providing free and compulsory education to children. In this process, we are coming out with the Right to Education Act. The Sarva Shiksha Abhiyaan has already achieved great success and we have had a large number of children successfully completing primary education. However, these are the children who will be transited into secondary education, and therefore, we also need to provide infrastructure in the secondary education level. This is why we came out with the Rashtriya Madhyamik Shiksha Abhiyan. Further efforts are required to cater to the needs of the higher and vocational education segment.

One of the major challenges is providing quality education. Until now, we have been concentrating on infrastructure provisions. But lately we also have to look

What are the opportunities and scopes in the area of vocational education and skill training in India?

According to the XIth Five Year Plan, India should have 500 million skilled manpower by 2020. We have a large youth population, with 40% of the worlds children below 25 years of age living in India. It is very important to channelise this youth force in such a manner that they play a productive role in enhancing the growing Indian economy.

India’s strength lies in its youth population and therefore vocational and skill education is important. This is one of the reasons why the Honorable Prime Minister has kept the Skill Development Mission with himself so as to accord high priority to the same. Another reason for this is that, currently, the process of vocational education and skill development in India is spread across 17 ministries and departments. For example, the provision for ITI’s is with the Ministry of Labour and Employment, Polytechnics with Ministry of Human Resource Development (MHRD) and the Jan Shikshan Sansthan with the Adult Education Directorate within MHRD. Coordination is important not just between ministries, but also between departments within ministries. Therefore, the Prime Minister himself looks into the roll-out and implementation process of the skill development initiatives.

What are your views on the role of Public-Private Partnership in the process of skill development?

We have announced the establishment of a large number of polytechnics, as also the establishment of Indian Institute of Information Technology (IIIT). But here we are also looking at Public Private Partnership since we want to create an interface with the industry. Hands on experience is important for the students studying in these polytechnics and IIITs. Therefore, partnership with industries can provide more effective and relevant industry related skill.

We are trying to work on a PPP model even at the school education level

India’s strength lies in its youth population and therefore vocational nd a s treng h li s i t you h p pu a i n nd t er f r o at o alIndia s strength lies in its youth population and therefore vocationaland skills education is important. This is one of the reasons why thend s i l ed ca i n i mp r an . Th s s on f t e r as n w y thand skills education is important This is one of the reasons why theHonorable Prime Minister has kept the Skill Development MissionH no ab e Pr me Min t a p h S i l De e o mm n Mi sHonorable Prime Minister has kept the Skill Development Missionwith himself so as to accord highest priority to the same.w t im e f s s t c ord i he t p i r t o t sam .i h hi lf d hi h i i hf g p y

IGNOU is one of the largest open universities. It exemplifi es how distance and open education can reach millions of masses. They have come out with various areas specifi c programmes and region specifi c programmes as a part of their Community Colleges initiative.y g


COVER STORY

TO ACHIEVE TARGETED ECONOMIC

GROWTH, INDIA HAS TO CREATE SKILLED

MANPOWER OF 500 MILLION BY 2020. WITH

A DEEP FOCUS ON EDUCATION IN THE XITH

FIVE YEAR PLAN, NATIONAL SKILL

DEVELOPMENT MISSION HAS BEEN

LAUNCHED UNDER THE GUIDANCE OF THE

PRIME MINISTER.

Workforce Development Tool to Shape up New Age Education Agenda

11digital LEARNING MARCH 2009

India is one of the most progressive economies in the world. But the country still has many challenges and one of which is unemployment. One of the many reasons is a huge gap in proper skills development and vocational training to match up to the increasing pace of globalisation and technological changes taking place in the world. Countries with higher and better levels of skills adjust more effectively to the challenges and opportunities of globalisation and as India moves progressively towards becoming a ‘Knowledge Economy’ it becomes increasingly important that the focus on advancement of skills and these skills have to be relevant to the emerging economic environment.

India has the biggest young population in the world and its median age in 2000

was less than 24 compared 38 for Europe, 30 for China and 41 for Japan. In the scenario, India has a unique

opportunity because researches say that by 2020 an expected 25% of the population and 65% of the labour force will be in the age group of 15-29 years. It is also estimated that the ageing economy phenomenon will create a global shortage of skilled manpower of approximately, 56.5 million by 2020 where India will have a surplus of 42 million people of working age. Therefore, India has a wider opportunity over the ageing countries to cater to the shortage of labour population.

Therefore, India needs to increase the skilled workforce from the current 5% to about 50% to meet up the huge gap.

REASON DE FACTOAs per the survey carried out by the

National Sample Survey Organisation in the year 2004-05, the total employment in the country was of 459 million. Out of this, about 26 million were in the organised sector and the balance 433 million in the unorganised sector and in that, 269 million workers were employed in agriculture sector, 26 million in nonagricultural sector. This huge unorganised sector which constitutes about 94% of the total workforce is not supported by any structural system of acquiring or upgrading skills.

Besides, of the total Indian industrial workforce only 5% is skilled as compared to the 85 % of the south east Asian countries. As the NSSO 61st Round results show that among persons of age

INCENTIVES IN EDUCATION SECTOR FROM UNION BUDGET 2010-11

MEASURES TO FOSTER INCLUSIVE DEVELOPMENT:The spending on social sector has been gradually increased to INR 1,37,674 crore in 2010-11, which is 37% of the total plan outlay in 2010-11.Another 25 % of the plan allocations are devoted to the development of rural infrastructure.Allocation for Mahatma Gandhi National Rural Employment Guarantee Scheme stepped up to INR 40,100 crore in 2010-11. In order to support such measures, adequate investment in training and development is also necessary, which will be fostered by measures on skill development and education in the larger economy.

SKILL DEVELOPMENTNational Skill Development Corporation has approved three projects worth about INR 45 crore to create 10 lakh skilled manpower at the rate of one lakh per annum.An extensive skill development programme in the textile and garment sector to be launched by leveraging the strength of existing institutions and instruments of the Textile Ministry to train 30 lakh persons over 5 years.

EDUCATIONPlan allocation for school education increased by 16 % from INR 26,800 crore in 2009-10 to INR 31,036 crore in 2010-11.In addition, States will have access to INR 3,675 crore for elementary education under the Thirteenth Finance Commission grants for 2010-11.

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15–29 years, only about 2% are reported to have received formal vocational training and another 8% reported to have received non-formal vocational training indicating that very few young persons actually enter the world of work with any kind of formal vocational training. This proportion of trained youth is one of the lowest in the world. The corresponding fi gures for industrialised countries are much higher, varying between 60% and 96% of the youth in the age group of 20–24 years.

The data also reveals that the proportion of persons (15–29 years) who received formal vocational training was around 3% for the employed, 11% for the unemployed and 2% for persons not in the labour force.

The said results also refl ect that 38.8% of the Indian labour force is illiterate, 24.9% of the labour force has had schooling up to the primary level and the balance 36.3% has had schooling up to the middle and higher level. They also

reveal that about 80% of the workforce in rural and urban areas do not possess any identifi able marketable skills.

VOCATIONAL TRAINING IN INDIA – THE SCENARIO

The researches on the Skill Development challenge shows that 80% of new entrants to workforce have no opportunity for skill training and the training capacity is just for 3.1 million people against 12.8 million per annum new entrants to the workforce. Besides, only about 2% of existing workforce has skill training against 96% in Korea, 75% in Germany, 80% in Japan, and 68% in the United Kingdom.

According to KP Murthy, Consultant, CSR, Skill Development and Industry-Institute Relationship, “We need to move

from mere literacy to technical literacy and should get expertised to the latest technology. That is all for the sake of employment.”

About 63% of the school students drop out at different stages before reaching Class-X. But a large number of school drop outs still do not have access to skill development for improving their employability. The educational entry requirements and long duration of courses of the formal training system are some of the impediments for a person to acquire skills and vocational training. Further, the largest share of new jobs in India is likely to come from the unorganised sector but it is said that most of the training programmes cater to the needs of the organised sector.

According to the experts, a basic problem with the skill development system is that it might be a little non-responsive to labour market, mismatch on quality of training and skill types. According to Shri. Kapil Sibal, Union Minister for

Human Resource D e v e l o p m e n t , Government of India, “We have quality human resource, no doubt. But we need adequately trained labour-force. The global market is a bigger place for them.” Further to that A. Raja, Union Minister, Ministry of C o m m u n i c a t i o n s and Information Technology says, “The country needs a skilled work force to

stand out in the global trend. Therefore, the training of the youth is essential. This

would touch the lives of India and we are committed to that.”

For example there are training courses with long duration of two to three years covering around 100 skills where as in China, there exist about 4000 short duration modular courses which provide skills more closely tailored to employment requirement. According to Dr. SS Mantha, Chairman, AICTE, “We are looking into the various aspects of continuous learning. The parameters are focused on content of the course, design of the curriculum, faculty availability, technical aspects and more importantly the placements after the course completion.”

In India, skills development takes place through two basic structural formats - a small formal one and a large informal one. Further there is no certifi cation system for a large chunk of workers, who do not have any formal education but have acquired profi ciency on their own or through family tradition and long experience. These workers are often subjected to exploitation and obstacles against better employment in the market and thus their mobility is very restricted.

THE GOVERNMENT INFRASTRUCTURE

There are 17 ministries and departments of GoI which are imparting vocational training but most of these are national level efforts and individually they are able to reach only a small part of the new entrants to the labour force. Even collectively, they provide training to only about 20% of the number of annual additions to the labour force.

At the national level, Director General of Employment & Training (DGE&T), Ministry of Labour is the nodal department and at the State level, the State Government


In a bid to scale-up skill development the Prime Minister Manmohan Singh has written to all the Chief Ministers to consider opening up public education infrastructure, after class hours, for skill development.

(This is an excerpt of the letter. Source: http://pmindia.nic.in)

Dr. Manmohan Singh, Prime Minister, India

Prime Minister’s Letter to the Chief Ministers

“We enjoy a great advantage today of having the largest population of young people in the world. If we invest adequately in their education and employability, this youth power has the capacity to make India shape the emerging world order with a possibility of claiming a fourth of the global workforce. Turning the advantage of our young population to become the largest pool of technically trained manpower in the world is one of the most signifi cant policy initiatives that need to be taken collectively by the Central and the State Governments today. Some experts have estimated that India has the capacity to create 500 million certifi ed and skilled technicians by the year 2022.

Though ambitious, I feel that this is a goal we must set for our country. As you are aware, we have fi nalized the institutional arrangements at the national level for coordinated action. This consists of a National Council for Skill Development chaired by the Prime Minister, a National Skill Development Coordination Board coordinated by the Planning Commission to combine public and private prongs of action and a National Skill Development Corporation as a non-profi t company catalysed by the Ministry of Finance to promote skill development in the private sector.

A plan for skill development must begin with increasing our investments in education. You would have noticed that the Central Government has sought to convert the Eleventh Plan largely into a national plan for education with the gross budgetary support to education being raised from 7.68% in the Tenth Plan to 19% in the Eleventh Plan. The actual outlays have been increased fi ve-fold and now stand at INR 2,75,000 crore. This investment will be used to provide universal elementary education of quality, support a new focus for secondary education and generate a second wave of major investment in higher education with the setting up of several institutions of higher learning including 30 new Central Universities , 8 Indian Institutes of Technology and 7 Indian Institutes of Management.

Some of the key governance principles for a skill development strategy would be to design programmes under which the learner can pay the skill provider directly, skills are made bankable and individuals are enabled to convert their knowledge and skills, through Testing and Certifi cation, into higher diplomas and degrees. There is a need to promote multiple models of delivery that can respond to the differing situations in various states. I would urge that while planning for skill development, the dimension of inclusivity is not lost sight of.

As we go about taking the initial steps in a national coordinated action for skill development, I would like to make two specifi c suggestions to State Governments. One is that we may consider making available buildings of public educational institutions above the High School level after class hours for skill development to any agency including the private sector. It is estimated that there are over 2,00,000 such educational institutions many of which can become skill development centres immediately without affecting formal educational transactions that happen during class hours. Necessary regulations could be brought in by the management authority of the particular educational institution. It would immediately make available a huge stock of public investment to combine with private sector capacity to generate skills. Costs would be lower as skill providers would not have to invest in buildings for skill training. This may help us create skill building opportunities across all parts of the country in a short time. The second suggestion is that State Governments could consider setting up State Level Missions for Skill Development chaired by Chief Ministers to provide inter-sectoral coordination on this critical challenge and, in addition to Government departments, involve experts and representatives from the category of job providers to plan and implement the Mission .

I am confi dent that the challenge of employment and employability is one that each Chief Minister would like to address on priority. The Government of India would be willing to extend all possible support for your actions in this area through the institutional arrangements created. I look forward to your response in the matter.”


Merging Skills with Academia

Prof. V N Rajasekharan Pillai, Vice-Chancellor, Indira Gandhi National Open University

“Our Government has declared 2010-2020 as the “Decade of Innovation”. We need to achieve inclusive and sustainable growth in education, skill development, healthcare, energy, agriculture and infrastructure. New solutions in many areas are necessary to reach such targets in expedient ways. India has the largest population of young people in the world and we need to explore all possible ways and means to provide them education and employable skills.

Creating opportunities for our youth population to become the largest pool of skilled and technically trained human resource is the greatest challenge before us in this decade. It is estimated that India has the capacity to create 500 million certifi ed technicians and skilled workers by the year 2020.

This would provide employment opportunities to our young people and the large number of school drop-outs. While enhancing the Gross Enrolment Ratio in the higher education sector, as an Open University with fl exible and innovative educational training and skill-building capabilities, we need to lay more emphasis on these objectives of the National Skills Mission.

The National Skills Mission chaired by the Prime Minister delineates the key governance principles and implementation strategies for achieving skill development across the country. The approach would be to design learning and training modules, courses and programmes under which the learner can pay the skill provider directly, skills are made bankable,

and individuals are enabled to convert their knowledge and skills, through testing and certifi cation, into diplomas, higher diplomas, associate degrees and degrees. There is a need to promote multiple models of delivery that can respond to the differing situations in various states, and within the states the varying contexts.

While planning and implementing the skills development initiatives, the dimension of exclusivity should not be lost sight of. The planning should effectively deal with gender disparity, rural and urban divides, divides between the organised and unorganised sectors, and between traditional home-based and work-based occupations.

In India, there are over 2,50,000 public educational and training institutions, which can become skill-development centres without affecting the formal teaching and other activities during class hours. This arrangement, if properly regulated and encouraged by the Government Departments, would make available a huge stock of public investment to combine with private sector capacity to generate skills. Costs would be lower as skill providers would not have to invest in infrastructure for skills training.

IGNOU with its country-wide network of Regional Centres and over 2500 Study Centres has the greatest potential in this country to address the issue of the skill defi cit. These centres can network with the local educational and training institutions for providing modular skills in different trades and vocations. Linking with the activities of the local micro, small and medium enterprises and grass-root level civil society organisations, skill upgradation initiatives should be taken up by the various units of our University.

The study centres of different kinds, the Community College Centres, the 2 year-Associate Degree Programme by a credit accumulation process, Vertically Integrated Engineering Programme, Assessment and Certifi cation of Prior Learning and the Telecentre movement for skill upgradation, the Village Knowledge and Resource Centres and the collaboration with the rural NGOs are the recent IGNOU interventions in the skill-development sector. Coordinated and focused activities of the Schools, Centres and our large network of different study centres can really contribute to the National Skills Mission. I am sure this will be a signifi cant contribution of IGNOU to the “Decade of Innovation”.

In conclusion, to quote Smt. Indira Gandhi: “Have a bias towards action – let us see something happen now. You can break that big plan into small steps and take the fi rst step right away.”


By and large, skill formation takes place through informal channels and training needs in this sector that have to be highly diverse and multi skill-oriented. Many efforts for imparting training through Swarnjayanti Gram Swarojgar Yojana (SGSY), PMRY, KVIC, Krishi Vigyan Kendra (KVK) and Jan Shiksha Sansthan (JSS) are in place but the outcome is not encouraging.

According to the Annual Report 2008-2009 Ministry of Labour and

Employment, the basic thrust for enhancing labour productivity has been given through development of 500 ITIs into Centres of Excellence, up-gradation of 1396 ITI under Public Private Partnership through Institute Management Committee, upgradation of ITIs in North-Eastern States, Sikkim and Jammu & Kashmir, introducing courses on Information Technology and developing fruitful

Industry – Institute linkages.

PRIME MINISTER’S NATIONAL SKILL DEVELOPMENT MISSION

In the Eleventh Five Year Plan (2007 - 2012), a project of National Skill Development Mission was launched with an outlay of about INR 22800 crores to achieve the targeted result of having 500 million technicians by 2020.

T h e government has also sought to convert XIth Plan largely into a national plan for education with a gross budgetary support to Education being raised from

departments are responsible for vocational training programmes. Presently, 10 lakh skilled manpower, ready for the industrial manpower needs, are trained annually by DGE&T that counts nearly 8% of the school leaver of the country.

Further to that, 6906 Industrial Training Institutes (ITIs), 1997 in Government sector and remaining 4909 in private sector, with a total seating capacity of 9.53 Lakh have been imparting training to the potential manpower/ entrepreneur in 110 trades. Apart from that, Craftsmen Training in 22 trades is also imparted through 6 Model Training Institutes (MTIs) attached to 5 Advanced Training Institutes (ATIs) and one Central Training Institute (CTI) under the DGE&T. Besides, one National Vocational Training Institute (NVTI) and 10 Regional Vocational Training Institutes (RVTIs) have also been imparting craftsmen training in women’s occupations. Skill building

activity was also initiated under the 10+2 level of school education. There are now about 9583 schools offering about 150 educational courses of two years duration to about one million students.

Under the aegis of the Ministry of Rural Development, banks and Non-Governmental Organisations, through 2500 Rural Development and Self-Employment Training Institutes (RUDSETI), have undertaken entrepreneurship and skill building of the rural youth with a reported success rate of 70%. The Entrepreneurship Development Initiative (EDI) and other programmes of the Ministry of Micro, Small and Medium Enterprises train about one lakh persons a year. “The facilities of training should also reach to the distant parts of the country. The underprivileged sections of the society should get the benefi t of it,” states Shakila T. Shamsu, Joint Adviser (Education), Planning Commission, Government of India.

7.68% in the Xth Plan to 19% in the XIth

Plan. Under the mission, the National Policy

on Skill Development has been formulated by the Ministry of Labour & Employment and which has been approved by the Cabinet in its meeting held on 23rd February, 2009. Initiatives such as establishing 30 new Central universities, 5 new IISERs, 8 IITs, 7 IIMs, 20 IIITs, etc. are also included in the agenda.

Coordinated Action on skill development as proposed by Planning Commission was also approved by the Cabinet on 15th May, 2008 that envisages setting up of institutional structure by the Government.

The Prime Minister’s National Council on Skill Development was established under the Chairmanship of the Prime Minister, National Skill Development Co-ordination Board was set up under the Chairmanship of Deputy Chairman, Planning Commission, National Skill Development Corporation (NSDC), a non-profi t Company was set up under the Ministry of Finance being coordinating to promote skill development through the efforts of both public and private domains. National Council for Vocational


Training (NCVT) has been conceptualised by the Central government with a broader mandate and representation where the main functions include, design,development and maintenance of National Vocational Qualifi cation Framework (NVQF).

Partnerships are also planned and promoted between Government, industry, trade unions, local governments, civil society institutions, all skill and training providers, professional societies, Self Help Groups, Cooperatives and NGOs and civil society institutions.

But the Public–Private Partnership (PPP) mode has been considered as the major vehicle for absorbing public expenditure in skill development in the XIth Plan. Apart from the fi nancial contribution from the government, an enabling environment for Private Investment in Skill Training has also been welcomed with the prescription of a National framework. “We need to focus on the PPP model. We should develop multiple models of delivery, focus on home-based trade and occupations to develop the distant parts of India,” quotes Dr. VN Rajasekharan Pillai,Vice-Chancellor, IGNOU.

RECOMMENDATIONS OF THE NATIONAL KNOWLEDGE COMMISSION

Towards a Knowledge Society, published by the National Knowledge Commission consisting of compilations of recommendations on education, has put specifi c emphasis on skills development.

To improve Vocational Education and Training (VET), NKC’s recommendations focus on increasing the fl exibility of VET within the mainstream education system. NKC has also emphasised the need to expand capacity through innovative delivery models, including robust public private partnerships. Given that only seven per cent of the country’s labour force is in the organised sector, enhancing

training options available for the unorganised and informal sector will be critical for enhancing the productivity of the bulk of our working population. It is necessary to ensure a robust regulatory and accreditation framework, along with proper certifi cation of vocational education and training. This will allow easier mobility into higher education streams, enhancing the value of such trainings.

JUSTIFYING THE FACT

There is a justifi ed requirement of skill development in the nation. It is necessary that the scope of skill development be enhanced, so as to aim towards equitable development, inclusive growth and a stronger national spirit. Otherwise it would do just fi ne to reconcile the two themes of Employment and Skills under the ambit of a single policy. “We need to change our mindsets. We need collaborations with the developed countries. We should develop new methods of training as well,” comments Ashank Desai, Founder and Chairman of Mastek. A serious and honest needs to track, compile and popularise local traditional skills, and to appreciate skill diversity within our cultural context, it is eventually required before we end up in imposing a part-parochial, part-colonial idea of “skills” on an unsuspecting mass. Ideas should be redefi ned in a manner so as to include systems of indigenous knowledge and in this way we will have a better chance of being inclusive. According to Col. Harish Kumar, General Manager, Gammon India Limited, “Mere skill development will not benefi t the society. It is essential to to ensure that the trained human resource are placed and absorbed rightly. We also need to stop them from migrating after getting skillfully trained.” The gap need not always be a skills-for-market gap. Market reforms and social marketing are equally essential for recognising markets and making them accommodative of local traditional skills. “But the training should enable the rural masses of India in getting themselves accommodated in the mainstream job market,” observes Professor N.S. Ramaswamy, Former Director, Indian Institute of Management, Bangalore.

STEPPING TOWARDS NEWER DIRECTIONS

DG&ET has started the Moduler Employable Skills (MES) programmes

conceptualised as ‘minimum skills set’ course for an optimal standard with a bouquet of 308 courses currently. Workers seeking certifi cation of skills which have been acquired informally, ITI graduates seeking skill upgradation, early school drop-outs and unemployed, disabled, early child labourers and their families are the target groups for the course. According to TV Jayaraman, CEO, Everonn Skill Development Ltd., “The training partners should also bring in state-of-the-art technologies like simulation, animations and modeling to make training holistic. We should also leverage the advantages of E-Learning and Distance learning. Greater emphasis to be given to demonstration of skills by the trainees rather than passing a examination. While imparting technical training, the institutes should also pay attention to the development of soft skills in the trainees.” The initiatives described above involving both the States and the Centre, often with private partnership lead to the establishment of a credible, trustworthy and reliable training, testing and certifi cation edifi ce. The Andhra Pradesh Rural Department’s Employment Generation and Marketing Mission (EGMM), Tamil Nadu Government’s Vazndhu Kattuvom Project, the Rajasthan Mission of Livelihoods (RmoL) and the identical programme in Karnataka, Gujrat’s project with Saath - a social organisation, Atma Nijukti Paramarsha Mela by the Government of Orissa are some of the projects that have taken off lately. The similar projects by the government of Uttarpradesh and West Bengal are still in basic stages. According to M Damodaran, former Chairman, Securities and Exchange Board of India (SEBI), and former Joint Secretary (Banking Division), Ministry of Finance, “There is no doubt that the young India needs the skill development training. If we look back 10 years later from now we could see the signifi cant difference in the demography of India.” With an estimated 58.6 million new jobs in the domestic economy and about 45 million jobs in the international economy inviting Indian skilled personnel for quality jobs and the government and private sector needs to act in a concerted manner so that these opportunities materialise and operate as an employability guarantee.

References:planningcommission.nic.in, fi nmin.nic.

in, labour.nic.in, dget.nic.in, Vocational Skills Training for Underprivileged Youth by Quest Alliance. \\


LEADER SPEAK

SMT SUDHA PILLAISECRETARY, PLANNING COMMISSION,GOVERNMENT OF INDIA

Prioritise Vocational Trainingin Career Objectives www.planningcommission.nic.in

What are the opportunities does India have through skill development and vocational training to stand out in the global arena?

India has very interesting demographical features. If India has to take the advantage of that, we have to take care of the skills development and vocational training of the youth population. India should rank vocational training in the top fi ve in the list of its priorities of work. And if we are not paying enough attention to it we might loose a great opportunity for the country. Government of India is aware of this and into the process of formulating work plan and drafting policies that were earlier adopted in February in the year of 2009 to achieve the best in the scenario. The policy talks all about the skills development and vocational training, the innovative solutions through it, the core principles that the policy looks up at. Government is also looking into the process to reach out to the maximum number of people through e-learning,

distance education and other mode of fl exible learning processes. If we talk about the open university concept, Indira Gandhi National Open University (IGNOU), it is the best way out of everything. We are also looking forward to the small entrepreneurs in the niche segments who can extend their support in the training process.

Please enlighten us on the current status of the skill training and employment in India – the growth process, obstacles and the way forward.

The obstacle is scaling up the numbers of the training centres. Obstacles come in the way of setting up the quality training centres and increasing them in numbers. It is also important to cater to the workers who are already in the industry but through informal training and has no certifi cation of their skill. Although Government has started initiating the process but the leaders in the industry sector has to take the lead in the process and of course the targeted youth population that we are talking about should prioritise skill development and vocational training in their career objectives.

According to you, what are the state-wise disparities in the sector currently?

The states are also entitled to set up skill development activities headed by the Chief Ministers. 20 states are already in the process. Others will soon upgrade themselves. Some of them are doing an excellent job. For example Delhi is doing a commendable job. Besides, the industry should be active in the matter. If so then the states will also fi nd their own way to participate in the process of upgrading the ITIs. North East has a different problem because there is no industry set up. So there we are talking to the Public sector enterprises.

What are your views on the importance of Public-Private Partnerships in the process of skills development?

The Public Private Partnership or the PPP model is already in progress. This is a tested and tried model in the partnership process. As it is happening, IGNOU is already in partnership with several private organisations in various mode of application. Like for training in accounting and auditing IGNOU is working with Accenture India and travel and tourism it works with the government. In the state level the focus is on the production enterprises along with the state level entities like the ITIs. The private sector is actually getting the benefi ts of the policy that government has drafted in 2007. The ITIs are also getting upgraded through the PPP model. Besides, the National Skill Development Corporation is also a good example of the PPP model.

Where do you place India in the near future in skills development and employment?

As per the XIth Five Year Plan, India aims to train 500 million skilled technicians by 2020. The National Council of Vocational Training (NCVT) certifi cates have a lot of reputation around the world. We had initially looked into the training model of Germany. Now we are looking forward to the model adopted and practiced in Australia. It creates a qualifi cation framework where a diploma holder from the ITI can join the mainstream technical course for a Polytechnic diploma and thereafter a degree course. In Germany the system is more cohesive where the industry participation is at a satisfactory level. Germany has also provisions of training people who are retrenched to bring them back in the mainstream job market. We are also looking to adopt these options inclusively. \\


LEADER SPEAK

DR. SHABNAM SINHACEO, IL&FS EDUCATION ANDTECHNOLOGY SERVICES LTD.

Placement-Linked Training: AMove Beyond Mainstreamwww.ilfsindia.com

Please tell us about the organisational background of IL&FS.

We initially started as a content development company for the school segment. Then we branched into the infrastructure part. We did exactly what is the patented innovation of IL&FS, in the area of Information and Communication Technologies (ICT), the K-YAN which is an integration of a computer, a projector and a keyboard, which the children and teachers can work on. It’s a learning tool through which the entire classroom can be addressed. We developed this with IIT, Mumbai and this was a transition where we moved from content to large-scale integrated solutions. Also, it has hugely addressed the requirements of the North East, where there is lack of access to quality education.

Is the role of Skill Development critical in India?

Going beyond school education, what is very critically linked with the

schools is the skills development. One has to target the school children, who need to be provided with some kind of education training, preferably the children of the vulnerable section who are out of school or cannot complete their secondary or higher secondary education. We are now targeting the Cluster Development initiative. In clusters they provide focused training on a particular vocation. We have used ICT in which we provide the multimedia support on training. For each training, there would be one K-YAN through which one can see the actual iconic presentation of all steps of the process through multimedia. So it involves hands-on training and provide certain aspects, which can be shown in a regular training situation. ICT is a core tool and a critical deliverer of vocational content. We also do soft skill training. Already, around 24,000 youth have been trained on that, while in the textile industry 5000 youth have been trained and the placements for these are in process. The special selling point of this initiative is that it is placement linked.

What are the challenges that need to be addressed?

The main challenge is that everybody talks about PPP but there are no rules, no systems and no contractual templates that have been formulated or brought out, either by the government, or any independent agency. So there is a requirement of synthesising a model containing all of these.

Can you highlight any other progra-mmes that you have undertaken highlighting the role of Public Private Partnership (PPP)?

We are doing a PPP based project with the government of Maharashtra, which is ICT at its best. For this project, we have provided with the hardware, software and complete capacity building. Different

components of this system include the hardware part, in which each school has got a computer lab with 10 computers and one K-YAN with LAN connection. Within a cluster of a few schools a hub has been created, through which teleconferencing and videoconferencing can be done with all the other schools. The software component includes a central data centre, which is hosted at our headquarters.

On this we have already done 2500 Multimedia Learning Objects (MLOs) and there is a demand of 5000 more because the teachers fi nd it very interesting with all the diffi cult and competency areas addressed. We have treated this holistically and these MLOs are supplemented with a lot of print material. The other component is that all data regarding the learning achievement level of children, data of teachers, the salary structure, training, the deployment, etc., is on the database and therefore, we manage to make the entire system paperless. The best part of the MLO is that it is an open software and is a part of green technology as the entire software is very environmental friendly.

Where do you see the organisation heading under your leadership in future?

We should be able to crack two important things. One is providing facets to quality education to schools in disadvantaged locations nationally, becasue if you look at secondary edu-cation there is lack of school infrastructure where children can go, and where PPP is very crucial. The second area is to make quality happen, since the level of enhancement has not taken itself the way it should have; and perhaps here the professionalism, mentoring and expertise of the private sector can have its importance. This can happen not by overtaking the government but by partnering with the government. \\

digitalLEARNING presents the Higher Education Summit organised with the aim of stimulating debate and shaping strategies to deal with the rising challenges currently facing IT in the higher education sector.

The summit targets to bring together relevant stakeholders including:• Experts from the government sector and IT

policy makers; • Institutional investors and entrepreneurs;• Vice Chancellors, Pro-Vice Chancellors,

Senior Administrators, Educationists, Chief Executives and Directors from educational institutions (across schools, colleges, universities, professional/preparatory training centers etc.);

• Education technology vendors, solution providers and suppliers.

The Higher Education Summit is designed to provide a platform through which best practices can be shared on all of the key issues facing senior higher education IT executives. The Summit also hopes to foster a greater understanding within the chain of command of individual institutions, clarifying the importance of IT in the future of higher education and helping it attain the resources it needs to deliver what the institution demands.

Organisers

Media Partners

th9 April 2010, The Claridges, New Delhi

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HIGHER EDUCATION SUMMIT 2010

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Digital LEARNING invites Higher Education/ Professional Institutes/Academic Training Institutes across India to join in this unique platform meant to recognise technological integration into higher education.Award Categories for Best Information and Communication Technology (ICT) Practices• Best ICT Enabled Management College Award • Best ICT Enabled Medical College Award • Best ICT Enabled Engineering College Award • Best ICT Enabled Law College Award • Best ICT Enabled Humanities College Award • Best ICT Enabled Applied Sciences College

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Knowledge Partner Supporting Partner


CASE STUDY

Sustainable Development to Promote Rural Prosperity

Indira Gandhi National Open University (IGNOU) having achieved its primary ob-jective of taking education to the remotest parts of the country, now looks forward to building a sustainable society. The need of the hour is ‘Sustainable Development’ which promotes development keeping in mind the requirements of our future generations Vocational Education plays a key role in the upliftment of the bulk of our rural and semi-urban population by providing them with newer and promis-ing employment opportunities. These new avenues of income generation, pro-vided through vocational education, help in skills development of an individual as well as aids in uplifting the living standard of the entire family. Thus, making its con-tribution in the development of a literate and self-suffi cient society.

The emerging globalisation and industrialisation have resulted in a demand for more skilled workers. Rural and semi-urban areas are the potential resources for such skilled and semi-skilled workforce. Having realised this, the Government of India emphasised the need for the development of skilled and knowledgeable workforce in its XIth Five Year Plan. The focus in the plan is on developing a large pool of skilled workforce to meet the needs of industry, trade and service sector. It envisages involvement of public and private sector in this endeavor to bring credibility, quality and standards in these efforts. A National Skill Framework needs to be developed to ensure quality and consistency in terms of certifi cation of skills and delivery of training. The present Vocational Education and Training (VET) which includes ITI’s, poly-techniques, vocational higher secondary schools and other institutions cover a very limited segment of youth population as well as limited number of vocational traders. However, there is a need to provide skills and knowledge to a very large workforce engaged in different organised and unorganised sectors.

PAVING THE WAY

Indira Gandhi National Open University (IGNOU) with its country wide network of Regional Centres and over 2500 Study Centres has the greatest potential in this country to address the issue of the skill defi cit. These regional centres and study centres network with the local educational and training institutions for providing modular skills in different skills and vocations.

Linking with the activities of the local micro, small and medium enterprises and grass root level civil society organisations, skill upgradation initiatives should be taken up by the various units of the university. The sutdy centres of different kinds, the Community College centres the 2 years Associate Degree programme by a credit accumulation process, Vertically Integrated Engineering Programme, Assessment and Certifcation of Prior Learning (ACPL) and the Telecentre movement for skill-upgradation, the

Village Knowledge and Resource Centres and the collaboration with the rural NGOs are the recent IGNOU intervention in the skill development sector.

Coordinated and focused activities of the Schools, Centres and the large network of different study centres can really contribute to the National Skills Mission. The University offers 338 certifi cate Diplomas, Degrees and Doctoral programmes through 21 Schools of Studies, 12 divisions, 14 centres and a network of 61 regional centres, 2,800 study centres, and 52 partner institutions spread across thirty four countries with the help of 404 teachers and academics and 1205 administrative staff.

IGNOU is focusing on the much-needed activity in the addition to its regular activities of teaching and research. This would be IGNOU’s fl agship activity in the “Decade of Innovation”.

Prof. V.N. Rajasekharan Pillai, the honorable Vice Chancellor of IGNOU,

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has contributed in expanding the horizon of education by adding 10 new schools, one of which is the School of Vocational Education & Training. His dream has been to provide fl exible knowledge and skills opportunities for the unemployed youth of India so as to equip them with meaningful skills and opportunities and help them become self-reliant. The School of Vocational Education and Training (SOVET), in tune with these objectives, has started several new programmes which have been made keeping in mind the market requirements. The programmes on offer provide knowledge enhancement, skills development and help in preparing an individual for job placements in the market.

THE STRUCTURAL FRAMEWORK

Some of the skills oriented programmes offered by the SOVET, IGNOU are:

Certifi cate/Diploma/Post Graduation (Cert./Dip./PG) in Security Opera-tions/Management/Fire SafetyB.A. in Fashion Design/Fashion Merchandising and ProductionCert. in Travel Operations/Tour Guiding SkillsCert. in Spoken English and Personality DevelopmentDip. In Business Process Outsourcing (F&A)Diploma in Information & Assistive Technologies for the Visually ImpairedCertifi cate in Jewellery DesigningCert./Dip. In Entrepreneurship and Skill DevelopmentCert. in Hospital Administrative AssistanceshipPG Dip. In Pharmaceutical Sales ManagementPG Diploma in Pharmaceuticals Analytical TechniquesMSc in Actuarial Science

IGNOU also offers Teacher Training Pogrammes to expand horizons in the course study as follows:

Bachelor of Vocational Education and TrainingDiploma in Vocational Teacher EducationPost Graduate Certifi cate in Information & Assistive Technologies for the instructors of Visually Impaired

ALIGNING TO THE SUCCESS

Some of the focussed features of these programmes are scope for vertical

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mobility, multiple entry/exit options, practical training/internship, industrial collaboration, employability/employment assurance, stipend, sponsorship.

The School has both in-house developed programmes and programmes designed and offered in collaboration with partners having good industrial experience. To name few of them: Accenture India, Security Skills Council of India, Confederation of Indian Industry, Pearl Academy of Fashion, Apollo Hospitals, Institute of Fire and Disaster Management (Vadodara).

Depending on the specifi c requirement of each programme in terms of learning of knowledge, practical training, internship, project etc. the School follows a fl exible programme delivery approach, viz., residential, full-time on-campus, full-time off-campus, distance education, blended (Online, Printed Course Materials, and Face-to-face Counselling).

The School has been identifi ed as a nodal unit for designing, monitoring and fund channeling of Swarna Jayanti Gram Swarozgar Yojana (SGSY) Scheme of Ministry of Rural Development, Government of India.

THE DETAILS

Sectors currently covered: Security, Telecom, and Rural BPOTarget: Rural youth (Security:21,500; Telecom:36,000; and Rural BPO:12,000)Implementing Partners: Secu-rity Skills Council of India, and NIS Sparta

The School proposed to standardise and develop the following categories of training modules being run by Jan Shikshan Sansthans (JSS) under the National Literacy Mission, Ministry of HRD. Standardisation of training modules of the following categories of vocational

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training programmes being run by Jan Shikshan Sansthans (JSS) to the School. The categories are:

Maintenance and Repair of Electronic Appliances Printing Technology Building Technology Automobile Refrigeration & Air Conditioning Mechanical Balwadi Teacher Assistant Hospital Attendent / Helpers Videography & Photography

CONCERNED AREAS

The School also prepared a draft Action Plan for Skill Enhancement and Certifi cation of knowledge and skill of Workers in the Public and Private Sectors in the country as part of its commitment in enhancing gross enrolment ratio. The target group could be the workers/intend to work in public and private sectors with the following levels of qualifi cations:

Level-0: Class 5th PassLevel-1: Class 8th Pass Level-2: Class 10th PassLevel-3: Class 12th PassLevel-4: Degree Pass

Initially, the programmes at level-0 to level-2 will be designed and offered to the workers of different identifi ed trades. The higher level of programmes will be designed and developed in specifi c sectors as per the requirement. In the pilot phase, the school will cover the following vocational trades toenhance knowledge and skill to the workers:

Security Services Garment makingAnganwadi (ICDS) WorkersAgri Business/Marketing Construction Worker/Building Automobile/Two Wheeler Reparing. \\

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The School has both in-house developed programmes and Th S h o as b t n- ou e d ve oped p o ramm s and Th S h l h b h i h d l d dprogrammes designed and offered in collaboration with partners having extensive industrial experience. .h vi g x en ve i du t i l e pe i nchaving extensive industrial experience

The author was the Director, Planning and Development, Head, Project Facilitation Unit and Nodal Offi cer, new schools. He has contributed signifi cantly in the area of Economics of Distance Education and has several National and International publications.

PROF C.G. NAIDUDIRECTOR, THE SCHOOL OF VOCATIONAL EDUCATION AND TRAINING, INDIRA GANDHI NATIONAL OPEN UNIVERSITY


CASE STUDY

Tourism & Hospitality Tailored to Meet Local Needs

It is education which contributes and builds human capital as an integral part of a country’s sustainable development. Education equips the person not only with knowledge but also the necessary skills for productive employment. However, the component of skill development which is more signifi cant and relevant for employment is relatively at a nascent stage in India.

Very few opportunities for skill devel-opment are available for the out of school youth and existing workers, especially in the informal sector. Most of the existing skill development programmes are long term in nature. Considering their educa-tional, social and economical background, it was concluded that the poor and less educated persons can not afford long term training programmes due to higher entry qualifi cations and opportunity cost. Consequently, a new framework for Skill Development for the informal sector has been evolved by the DGET (Directorate General of Employment and Training – Ministry of Labour and Employment) under the Skill Development Mission to address the above mentioned problems.

The training cell of the School of Tourism, Hospitality Services Management (SOTHSM) of Indira Gandhi National Open University (IGNOU) at the Regional Centre Bhopal in collaboration with Tourism Department, Government of Madhya Pradesh is an initiative and way forward to develop and design vocational training programmes for human resource development in the tourism sector.

THE PREPARATORY STEPS

At the very basic level a detailed project report for training 320 students in housekeeping, front desk operations, food and beverage was prepared and submitted to Madhya Pradesh State

Tourism Development Corporation. Further to that the project was sanctioned under the scheme of Capacity building for service providers.

The project allowed a detailed picture of the expenditure on faculty fees, food, tool kit, uniform, study material and administrative contingency. Nevertheless, the study material was prepared by a group of experts but was essentially approved by the Tourism department. The local needs of the hotel industry were ascertained and contents were tailored to meet its needs. This was critical to make the training employment oriented.

THE AREAS OF TRAINING

The course was visioned to customise it for a industry specifi c and job oriented programme. In consultation with the stakeholders the certifi cate courses were prepared in following three sectors:

Certifi cate in Front Offi ce Operations (CFO) Certifi cate in Housekeeping Opera-

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tions (CHO) Certifi cate in Food & Beverage Ser-vice Operations (CFBO)

Six books were developed at the Re-gional Centre level in self instruction mode by the subject experts drawn from various institutions on Understanding Tourism, Functional communicative skills and personnel grooming, Front offi ce op-erations Part-1, Front Offi ce operations Part-2 (Practical manual), House keeping operations Part-1, House keeping op-erations Part-2 (Practical manual ), Food and beverage service operations Part-1, Food and beverage service operations Part-2 (Practical manual) and Destination Madhya Pradesh.

SPECIAL FEATURES OF PROJECT

The course was designed specifi cally to meet the end that includes 60 days of intensive class room sessions including practical training in core areas and 60 days of hotel internship.

Facilities extended to the students include, a low fee structure Rs.1500/- per

3.

DR. HARKIRAT BAINS


student, free study material and training kits, lunch and refreshments during class room training, two sets of uniforms (including shoes), stipend Rs.1000/- every month during hotel internship.

In the admission process the eligibility criteria is 10+2 in any stream with a minimum 45% marks or 10th with minimum fi ve year experience in hospitality sector and the batch size- 40 trainees/batch /programme.

The Study Centres of the course decided are M P Institute of Hospitality Training (MPIHT),Bhopal, for CFO and Institute of Hotel Management (IHM) Bhopal for CFBO and CHO.

CURRICULUM AND FACULTY

The faculty was identifi ed from the Institute of Hotel Management (IHM), MPIHT, Frankfi nn Finishing School and managers of reputed hotels.SOTHSM fi nalised the time table, assigned classes to faculty and monitored the conducting of the contact sessions.Preparation of assignments, guiding students for project work.Log books for hotel training maintained by trainees and verifi ed by manager/trainer.Evaluation at the end of the classes. Grading of students on the basis of their performance. Certifi cation by IGNOU R.C, Bhopal. 80% attendance in classroom and internship was mandatory.

STUDENTS RESPONSE

The fi rst batch started with 120 seats that commenced from August 2009 to January 2010. After the coursework 85 of the enrolled students had completed the course and there were 22 dropouts and the rest were dismissed because of short attendance. The admission of the third batch has already begun and 97 students have registered too.

According to Krishna Prasad Bhushal, Student, Food & Beverage Service, “I have been working with the hotel industry for last 10 years as a steward. This course helped me in improving my skills in the service department. I have been promoted as captain in the hotel”. Saurabh Singh Bhadauriya, Student, Food & Beverage Service says, “This course is a multi-dimensional course which has not only given me technical knowledge about the hotel industry, but has also improved my personality and communicative

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abilities. It has enhanced my job prospect.” Further Pawan Tiwari, a student enrolled in front offi ce operations opines, “Nominal fee structure and best curriculum for a short term certifi cate programme has helped me to pursue a career in this sector. This is a programme that has helped us to enter the booming tourism sector.”

The certifi cate programmes are fi nely designed for a single stream and gives us great opportunity in this industry. As this has been a booming sector in the service industry, we believe that diploma is a necessity for student who wants a complete knowledge about the hotel, shares Devshree Khare, a Student of the Font Offi ce Operations course Manisha Khale of the Housekeeping Operations course says, “Being a home keeper I believe that this certifi cate course is as important for professional as well as home keeper, as it gives complete knowledge about maintaining the interiors of any property.”

The industry was too positive about the course. B.M Namdeo, Chief General Manager, MPSTDC says, “All the courses are designed meticulously and conform to highest standards and latest trends. It will help us in training manpower and making our youth employable.” Following his quote Harminder Singh, Entrepreneur, Amer Group of Hotels says, “All the thirteen trainees who did their internship in my hotel Amer Palace have been employed by me. I look forward to the next batch. Thanks for helping me in my search for quality manpower.’

PROJECT EVALUATION

There are strength, weakness, opportunity and threat (SWOT) inherent in the project that we have observed and now taking care of. The strengths that we have are adequate fi nancial assistance, freedom of developing study material

according to felt needs and above all the customised and industry specifi c vocational character of the course.

But the weaknesses are also there. The fi rst and foremost comes on the the dependence on IHM for the infrastructure is something a lost of vision for us. We also face an obstacle of coming across to much of the fresh candidates who have no experience or poor knowledge base of the industry. But we cannot deny the opportunities that we have in future. We are looking for as much collaboration with service providers on job offers to 80% of the trainees. We also foresee the threats as in terms of the dropout rate and underemployment. Besides after receiving the incentives of the course of the free toolkit, uniform, and study material the non-serious candidates stopped attending classes.

We have chalked out some of the suggested corrective measures with reducing incentives and increase admission fee, student should be paying for food served during contact classes, preference should be given to students with adequate experience in the hospitality sector, identifying new institutes as study centres to reduce dependence on IHM and focus on developing one year diploma programme in hotel operations and management.

VISION FOR THE FUTURE

IGNOU feels satisfi ed and encouraged by the overwhelming response the cell has received from the students and the stakeholders involved. Seeing to the necessity and demand, IGNOU would also like to include diploma and degree programmes in hospitality sector. We have started with the ground work of identifying experts in the fi eld and hopefully we shall be able to offer these programmes to these students by the end of the year. \\

IGNOU feels satisfi ed and encouraged by the overwhelming IGNOUU fe l a i fi d and e c ur ge y t v rwh lm ngIGNOU f l i fi d d d b h h l iresponse from the students as well as the stakeholders involved.r sp n e f om h t de t s we l a h t k ho d rs nv l dresponse from the students as well as the stakeholders involved.

Dr. Harkirat Bains is a Gold Medalist in Post Graduation in Food and Nutrition from Punjab University followed by her Ph.d in Food and Nutrition from Barkatullah Uni-versity in 1999. At present she is enrolled in D.Sc (Food & Nutrition) in Barkatullah University since 2008

DR. HARKIRAT BAINS READER, SCHOOL OF TOURISM, HOSPITALITY SERVICES MANAGEMENT, REGIONAL CENTRE, INDIRA GANDHI NATIONAL OPEN UNIVERSITY, BHOPAL

www.eINDIA.net.in

4 - 6 August 2010 Hyderabad International Convention Centre,

Hyderabad, India

Organisers

knowledge for change

Catch The e-Revolution @

Host State Partner

IT & Communication Department,Government of Andhra Pradesh

Country Partner

SRI LANKA

Co-Organisers

Department of Information TechnologyMinistry of Communications & IT

Government of India

eGovernance is an initiative in administrative reforms and a tool for citizens

empowerment. A platform for knowledge sharing is as necessary as the need for

constant innovation in technology and business processes. The eINDIA

conference is extremely well chosen in terms of domain. The conference is a

platform where the information on the ICT projects implementation and sustenance

from every corner of the country is presented to the masses. I look forward to

effective knowledge and expertise sharing among the participants and all

stakeholders.

R Chandrasekhar

Secretary

Department of IT, Ministry of Communication & IT

Government of India

Patron, Programme Advisory Board, eINDIA 2010

Supporting Partner


CASE STUDY

Culture Specifi c Skills for Youth in North East

Lying in the lap of easternmost Himalayan hills are the eight states constituting North-East India, namely, Assam, Arunachal Pradesh, Meghalaya, Mizoram, Manipur, Nagaland, Sikkim and Tripura. Spread over an area of 2,55168 sq km as one of the most ethically and linguistically diverse regions in Asia, each state has its distinct cultures and traditions described as a “rainbow country, extraordinarily diverse and colourful, mysterious when seen through parted clouds”.

THE SCENARIO

North East India has developed a network of education generally that is fairly wide and accessible to the majority of its population with a large number of institutions from the primary to the university level. The NE states have a high literacy level, higher than the all India average of 64.8% and female literacy rate of 53.7%. In contrast, in the North Eastern Region (NER) the literacy level stands at 68.5% and 61.5% respectively. However, in the NER the high level does not indicate a high level of productivity in the region or higher employability of the educated labour force.

In the NE Region nearly 80% of the enrolment in the college level institutions is in the Arts/Humanities stream. Writing in the context of higher education in the region, the North East Region Vision 2020 notes that ‘higher education infrastructure in the region has focused largely upon producing college graduates in the arts and social sciences, who have looked to the government for employment.’ Although attempts have been made to introduce vocational education at the +2 level in North East India, not much emphasis was given to it as a stream of study. The infrastructure and activities of the ITIs in North East India also has not come much into the limelight. The

North Eastern Council (NEC) statistics of 2006 indicate that the total amount of them, which includes the new ones, plus the strengthening of the old ones, is around 55, with Assam having the highest – over 20.

THE FRAMEWORK

Indira Gandhi National Open University in its endeavour to bring quality education to the Region has further expanded its activities in the Region by establishing the IGNOU Institute for Vocational Education and Training (IIVET) at Shillong, Meghalaya to equip people with skills and knowledge to expand their life choices. Keeping this in mind and the National Policy on Skill Development and the Vision 2020 for the NE Region, IIVET endeavours to focus on three areas of training: those which fuel the development of the region such as, agro-based activities, water conservation, organic farming, horticulture, tourism and paramedical sciences; those that tap the opportunities created by global trends and expanding professions, the most obvious being IT and ITES sectors; and areas which focus on ‘core competencies’

of the people in the region, that is, in areas that the people of the region have an innate talent and interest, such as, fashion technology and product design, airlines industry, sports and physical fi tness and music, or those based on indigenous knowledge and technology, such as, bamboo, silk, traditional textiles and so on.

Hence, IIVET has two broad sections - one focuses on contemporary vocational training and the other on indigenous knowledge and technology which focuses on selecting/identifying the indigenous skills, if necessary value add them for the contemporary society and impart training in such skills, which will become livelihood generating. Accordingly, IIVET envisages a plan of action that is multi layered – it aims to create a work force among the youth of the region through wage employment or self employment in both the organised and the unorganised sector by imparting skills in pre-service conditions, to impart training for skills upgradation to in service workers, to certify prior knowledge of unskilled workers, to give to the term ‘Vocation’ fresh and long standing implication; from

DR. JAYASHREE KURUP


manual labour skills, skills for mechanics, electricians etc, literacy and numeracy, to training for people on their jobs such as school services management, IT training, training on writing and speaking skills. Against the backdrop of the Government of India’s and the National Knowledge Commission’s emphasis on Vocational Education, IIVET will strive to fulfi l this objective by garnering private public partnership and the industry academic alliance, to establish career counselling centres for the educated youth of the region and to help form entrepreneurial skills and self help groups after training programmes among the youth and women. IIVET attempts to impart skill development to both skilled and unskilled workers in the form of both short term and long term training programmes ranging from 5 days to 3-4 months.

THE FOCUSED AREA

Amongst the many segments of the society that will be identifi ed and targeted for vocational educational and training will be the educated unemployed, school drop outs, street children, domestic workers, the differently abled and artisans. IIVET will network and collaborate with community based organisations, local educational and fi nancial institutions as well as government departments of the States of the NE Region, including Polytechnics, ITIs and Common Service Centres.

Amongst the several training programmes already organised and conducted by IIVET are in the areas of Community Radio, Tally Accounting Software, Multi skilled & Leadership Development for girls, Mobile Hardware & Software Maintenance, Advance Auto CAD, Bamboo based Handicrafts, Computer Literacy & Communication Skills for Domestic Workers, Conversational English Courses, Technician (Masonry) Machine Operator-Injection Moulding and Plastic Processing , Electrical Wiring integrated with Computer Literacy and repair of Electrical Household Appliances.

IIVET is also envisaged and strongly recommended as a research centre where there will be need assessment studies, follow up all the workshops and training programmes, by keeping in constant touch with the participants and encouraging them to further train people and create self help groups. Under the umbrella of IIVET vocational wings and vocational centres may be created so

that area / local specifi c needs are met. Indigenous Knowledge and Technology

(IKT) has applicability in areas such as agriculture, human and animal healthcare, food preparation, education and natural resource management etc. IKT is also expressed in arts and craft, folklore and in belief systems. In the present times when conventional development models have been found to be inadequate, the IKT of the N-E region can be used to address many a problem.

While it is important to identify and document IKT in the N-E region, it is also necessary to place IKT in a nation wide operational structure. Within this structure there should be scope for symbiotic relationship between northeast and the rest of the country. IIVET attempts to tap the potential of indigenous knowledge such as medicinal plants, the oral tradition, folklore, weaving traditional shawls, garments and to make these skills business oriented. In order to achieve this, IIVET attempts to impart training, certifi cates and provide recognition for the resource persons in the communities so that their knowledge is appreciated and acquires greater credibility, to enable linkages of the communities with markets and institutes whereby the former may stand to benefi t from the wider economy and to protect and safeguard the knowledge possessed by the indigenous communities and persons by bringing among them awareness about trademarks, geographic indications and patent laws. The principal benefi ciaries of the project will be the local practitioners. Knowledge obtained from them will be given back to the people with a signifi cant value-added component. Under this mandate, IIVET has organised several a Training Programmes such as on Production and Post-Harvest Technology for Lakadong

Turmeric Farmers of the Jaintia Hills District of Meghalaya for enhancing the farmers’ skill and knowledge to improve the productivity of the Lakadong turmeric, Residential Training Programme for Barefoot Audio-Technicians, Natural Dye Technology Training Programme for Women Weavers from 3 Districts of Assam, Training-cum-Workshop on Theatre Skills and Cultural Expression, Certifi cation of Indigenous Art Practices under Guru Shishya Parampara Scheme, Ministry of Culture, Government of India and Residential Job Oriented Training Programme in Ayurveda Therapy. Other such training programmes , such as, that on traditional midwifery is on the anvil.

THE CHALLENGES

The obstacles of vocational education in an open university are many and impinge upon the very mechanisms and methodologies of a distance education and open university such as IGNOU. IIVET will have an innovative model by using the best of all forms of technology: relevant and appropriate to regional expectations and preferences. Technology aided instruction with the use of broadcasts, telecasts and the Internet for delivery services will be blended with face to face mode of instruction with emphasis on skill based activities and practical work. Judicious use of technology and print materials will be used to augment and enhance such training.

A holistic planning in vocational education is essential if we have to provide to the North Eastern Region enough opportunities for gainful employment leading to income generation, increase in productivity and development of the individual through his recognition and identity as a contributor to the sustained development of the Region. \\

Technology aided study with broadcast, telecast and Internet facilities should be blended with skill activities and practical work.f p

Dr. Jayashree Kurup joined IGNOU in 2002 as a Regional Director, Raipur Regional Centre, Chhattisgarh. Thereafter she joined the North East Region Unit of the University in 2003. Prior to that she taught in various colleges in Chhattishgarh and Madhyapradesh. She speciliases in Political Science, Public Administration, and International Relationship.

DR. JAYASHREE KURUPDY. DIRECTOR, EDUCATIONAL DEVELOPMENT OF THE NORTH EAST REGION UNIT, INDIRA GANDHI NATIONAL OPEN UNIVERSITY


TELE-CENTRE MANAGEMENT COURSE BY IGNOU

New in-line to many courses that Indira Gandhi Open University offers, on Sunday, IGNOU announced that it will soon launch a certifi cate programme in tele-centre management, to be made available in 10 Indian and 10 international languages. Targeting those people who are already working in the area of tele-centres or are interested in setting up one, the 10-module course will be fi rst made available in English and Hindi and later introduced in other languages. The course is to be helpful to those interested in the use of Information and Communication Technologies (ICT) for development. A tele-centre is a public place where people can access computers, the internet and other digital technologies that enables them to gather information. The programme will be launched in collaboration with the International Development Research Centre (IDRC), the Swiss Agency for Development and Cooperation (SDC) and Microsoft.

TERI AND IGNOU ORGANISES THE THIRD ICLD

TERI and IGNOU collaborated for organising the Third International Conference on Digital Libraries (ICDL), themes, ‘Shaping the Information Paradigm’. It was inaugurated by Hon’ble HRD Minister, Government of India Shri Kapil Sibal. Present at the ceremony were, Smt. D Pundeshwari, Hon’ble State Minister for Education, Government of India, Dr. R. K. Pachauri, Director

General, TERI, Dr. Deanna Marcum, Library of Congress and Dr. V. N. Rajshekharan Pillai, Vice Chancellor, IGNOU and other eminent dignitaries.

The specifi c areas of focus in this three day conference held on 23rd February’10 included web-based methodologies in teaching and learning, multimedia content, DL standards, Knowledge Management, Copyright and Digital Rights Management (DRM) etc. The conference essentially focused on all contemporary issues related to development of digital libraries and their impact on changing the information paradigm. The conference saw participation of 600 people and 46 eminent speakers from all parts of India and from 40 other nations like Africa, Australia, Austria, Bangladesh, and so on.

IGNOUNEWS

BPL YOUTH TO RECEIVE SOFT SKILL TRAINING FROM IGNOU

The Indira Gandhi National Open University (IGNOU) on Monday joined hands with technology fi rm Srei Sahaj e-village to make 100 million youths in rural India computer literate. IGNOU Vice Chancellor Professor VN Rajasekharan Pillai announced training and education of youth who are Below Poverty Line (BPL) in six states of the country - UP, Bihar, Assam, West Bengal, Orissa and Tamil Nadu. Five vocational training and educational programmes have been identifi ed for online delivery. IGNOU has partnered with SREI Sahaj e-village Ltd., a Kolkata based company, which is implementing the CSC project in six short-listed states. Programmes that will be introduced to these students will be certifi cate programmes in Computer Basics, Advanced Computing, Job Training and Interview Etiquette, along with a Diploma in Advanced Computing. The proposed programmes will be offered online from application to certifi cation stages.

IGNOU PRESENTS SIX FM RADIO STATIONS

On 10th February 2010, the Indira Gandhi National Open University (IGNOU) announced launch of six new FM radio stations on education. These stations are

addition to the already existing 31 radio stations the university owns. Operational in Agra, Chandigarh, Jalandhar, Srinagar, Trichy and Thiruvananathapuram, these new stations were launched by Minister of State for Information and Broadcasting Mohan Jatua. The FM radio station, Gyan Vani, targets to enhance and supplement the teaching-learning process by reaching across to learners through a low-cost, popular mass medium using interactive formats.

NEW EDUCATIONAL INSTITUTES IN NAGALAND

BY IGNOU

Mahatma Gandhi Institute of Education and D e v e l o p m e n t (MGIDE), is a new institute being set up by the Indira Gandhi National Open University (IGNOU) in Nagaland. The institute is to offer an on-campus master’s degree course on social work beginning July this year. The institute is being set-up as part of a collaboration with Nagaland Gandhi Ashram (NGA) in Chuchuyimlang, Nagaland. Envisaging an interdisciplinary approach of education and development, the proposed campus is to focus on preparing professionals to promote social welfare at both micro and macro levels. It will include ICT enabled learning and full- fl edged library support and regular faculty under the scheme called Educational Development of the North East (EDNERU). Virtual classrooms will also be used to broadcast lectures from Delhi, directly to students at the MGIDE campus.


LEADER SPEAK

Skill Development inKarnatakawww.emptrg.kar.nic.in

Please tell us about your role in the Department of Employment and Training, Karnataka.

The main functions of the employment wing consist of registration and placements; vocational guidance; and providing employment market information. Additionally, it is also the implementing body for new schemes including Study Circles; computerisation and creation of web portal; and Udyoga Mela / Rallies.

As a Head of Division , my role is to conduct Periodic Inspection of ITIs / ITCs and to guide the Principals in case of New Schemes. Further sanction and approvals in case of Stipend and tMerit Stipend, Trainees Admission List, Training Grant Estimates, Procurement of Raw Materials, Tour Programme of Principals etc.

Do you agree that Public Private Partnership is considered as the best model for propagating Skill and Vocational development amongst masses?

PPP Model is really the best Model for Implementation of Vocational Training,

with adequate autonomy in Administration, Financial and Academy. There should be a commitment from the Industry Partner in upgrading training standards to produce multi-skilled workforce to match global standards. The process includes upgrading infrastructure, equipping with latest and modern tools and equipments, measuring instruments and training of faculties.

The private players should take active role by participating and conducting periodic meetings followed by quick decisions and handhold the principal and his team to implement the decision taken in stipulated time. They should prepare short, medium and long range plan and play catalyst role in bringing the changes in typical government functionary.

Please elaborate on the Employment Market Information (EMI) programme you implement to facilitate manpower planning and analysis.

To promote employability, each institution should have a placement offi cer. They should create data base of all the trainees and keep forwarding their resumes to various employers located in local, state, national and even at the international level. They should also assist the trainees going abroad by providing orientation cum training programmes, organising job fairs at local and district level inviting employers to take part in the fair and recruit suitable candidates.

In order to implement EMI programme, fi rst we have to conduct skill mapping of human resources and skills for ITI trainees, to identify high growth sectors, map current employment pattern, identify human resource requirements to support the growth potential, map current and future skill requirement and gap, etc. We have already initiated the process on re-designating employment exchanges as HRD centres and create job portals

with PPP Model. The registrations are made available on-line, by phone or by SMS.

What are the lacunae and the opportunities that Modular Employable Skills (MES) under Skill Development Initiative Scheme (SDIS) provides in Karnataka?

MES is one of the novel schemes mooted by the Government of India. As of now 1090 modules in 46 sectors are developed. The bottlenecks in effective implementation of MES in respect to Karnataka include location of Nodal Agency at Regional Directorate of Apprenticeship Training (RDAT), Hyderabad; assessment bodies not conducting timely assessment test; delay in declaration of result and issue of certifi cates; and delay in reimbursement of training fees and assessment fees. The scheme requires thorough review by our external / independent agency to suggest suitable recommendation and action plan based on the key fi ndings from Vocational Training Programme (VTPs) and Government. However, I strongly recommend that Nodal Centres should be given to State Directorates instead of RDAT and the entire responsibility of implementing MES Scheme with transfer of funds should be delegated to them.

What are the policy changes or additions that you would recommend for the Vocational Education and Skill Development sector India?

Government of India’s new skill development initiatives are laudable and commendable. However, few recommendations that can be included further are the alignment of courses, formation of State Sector Councils, perusal of Train the Trainer Initiatives, encouraging ITIs as a self Servicing Centre, developing instructional media package in regional languages and adopting of MES. \\

BS RAGHUPATHYJOINT DIRECTOR(TRG) & EX-OFFICIOAPPRENTICESHIP ADVISOR

DIRECTORATE OF EMPLOYMENT & TRAINING , BANGALORE

digital LEARNING

Digital LEARNING magazine presents The summit will witness high-level participation Education Investment Summit 2010'. from

• Leading Private Equity (PE) &Venture Capital Education stream sees 'no-bar' when we talk (VC) Funds, about the potential for its growth. If we look at • Institutional Investors,

• Entrepreneurs, the drivers of growth for this area, many factors • Policy Makers, can be listed down including - • Educationists, • increasing expense in education; • Chief Executives and Directors from educational • growing demand for better education at

institutions (across schools, colleges, school level; universities, professional/ preparatory training • increase in demand for quality education;

• increasing need for skill-based and industry- centers etc.), • education technology vendors, solution relevant education;

• growing importance of vocational training; providers and suppliers. • role of public-private partnership in education • venture capitalists, bankers, advisors, and

sector; educational consultants to explore opportunities • opportunities of inclusive education; and in private equity, venture capital and institutional • growing emphasis for integration of investments in various streams of education

information and communication technology in sector. all of the above related factors.

Organisers

For further updates visit www.eindia.net.in/2010/digitallearning/education_investment_summit

Presented by

rd23 April 2010The Claridges, New Delhi

The summit aims to be a prolific interface between investors and investors aspiring to be part of the emerging education growth story of the country. At a broader level, it will also help all stakeholders to explore newer potential for their growth and an opportunity to build new partnerships or refresh existing collaborations.

For queries contact: Yukti PahwaCentre for Science, Development and Media Studies

G – 4, Sector 39, NOIDA 201 301 Tel: +91 120 2502180-85 Mobile: +91--9911919091 Email: [email protected]

digital LEARNING

Education Investment Summit 2010

Knowledge Partner Supporting Partner


CASE STUDY

Enhancing Economic Value of Landless Workforce

In India the agriculture sector accounts for about 18.0% of the Gross Domestic Product (GDP) and employs 52% of the total workforce. There is a continuous steady decline in its contribution towards the GDP.

A national sample survey, conducted recently, showed that 40 percent of the farmers want to opt out of their current profession (59th Round of NSSO). GDP per agricultural worker is currently around Rs. 2000 per month, which is only about 75% higher in real terms than in 1950 compared to a four-fold increase in overall real per capita GDP. The majority of farmers are economically worse off than the lowest-paid government employee. The average monthly income per household from cultivation has been reported as Rs.1, 578 for small farmers and Rs.8, 321 for the big farmers as against the minimum salary of Rs.10, 000 a month to the lowest-paid government employee (Business Standard, 2008).

The grim situation is refl ected in the quote by an eminent agriculture scientist and the Chairman, National Commission on Farmers- Dr. M.S. Swaminathan “The farming sector is fast heading for total collapse if no rapid remedial measures are taken”.

THE CHALLENGES

The strategy delineated in the XIth Plan to accelerate agricultural growth to 4% per annum in the Plan includes action in the following broad areas of bringing technology to the farmers; improving effi ciency of investments, increasing systems support, and rationalising subsidies; diversifying, while also protecting food security concerns, and fostering inclusiveness through a group approach by which the poor will get better access to land, credit, and skills.

Enhancing the economic value of time and labour of landless workforce by bringing about paradigm shift from

unskilled to skilled work is one of the important challenges as per the Chairman, National Commission on Farmers (Swaminathan, 2005).

SKILL DEVELOPMENT IN AGRICULTURE

The concept of Human Resource Development (HRD) in agriculture sector remained a far cry for a considerable period, compared with industrial and service sector. Its weak human capital base and lopsided growth corroborates it i.e. - education is least among agricultural labourers; half of those engaged in agriculture are illiterate; proportion of educated workers (secondary and higher levels) in profession is quite low (just 5% have completed Higher Secondary); only 5-6% of the total graduates are catering to the agriculture system and ratio of para-professionals to professionals is quite low. The system does not exists for preparing middle level human resource i.e. technicians/ supervisors/ entrepreneurs. Even families operating

farms now suffer from much smaller holdings and farming members in such families are twice as likely to be illiterate as non-farming members. Ensuring food security and farmer welfare thus require support systems to extend technology and scale benefi ts in a sustainable manner to a huge existing workforce in agriculture that lacks non-farm skills.

VOCATIONAL EDUCATION AND SKILL DEVELOPMENT PROGRAMMES

The Vocational Education and Training (VET) concept beginning from “Nai Talim” has been advocated in all the policy formulations, yet the output in terms of productive human resource is marginal. Thirty–two competency based curricula for vocational courses in the discipline of agriculture are available in the areas of Agri-business, Agriculture Chemicals, Agro-based Food Industries, Crop production, Dairy Technology, Fish Processing Technology, Fish Seed Production, Fishing Technology etc.

PROF. M.K. SALOOJA


The limitations for the agriculture sector include: non-availability of ITI’s and polytechnics to prepare the middle level technicians/ entrepreneurs, limited training infrastructure and orientation of the Apprenticeship system towards industrial sector. The agriculture sector cannot reap the benefi t of apprenticeship scheme.

The Vocational Education and Training (VET) are being re-structured in the backdrop of growing unemployment problem among the educated youth and the National Skill Development Mission.

NON-FORMAL SYSTEM

Under the non-formal system, the various Departments/ Ministries have established the training centres such as Krishi Vigyan Kendras and Jan Shiksha Sansthan, Khadi and Village Industry Centres (KVIC), community polytechnics, state institutes of rural development, extension training centres, etc. The schemes associated are: Agricultural Technology Management Agency (ATMA), Training of Rural Youth for Self Employment (TRYSEM) and Prime Minister’s Rozgar Yojana (PMRY). The operational limitations under the non-formal system are lack of recognition, programmes are not standardised, lack of comprehensive and continuous evaluation of learners, inadequate supply of teaching-learning materials, inadequate supervision and monitoring, lack of regular orientation and training for instructors and supervisions and inadequate linkage with different organisations and schemes. As a result, the potential of non-formal system is not being realised fully.

The Modular Employablity Skills (MES) modules/ courses (119 skills/modules) for the agriculture sector are available in the following fi ve areas are agriculture, poultry, sericulture, fi sheries and Food processing and preservation and Animal Husbandry. The curriculum is approved by the NCVT (National Council of Vocational Training). The Department of Agriculture & Cooperation has been identifi ed as the nodal unit for implementing the modular skills, and it is working upon modalities.

OPEN AND DISTANCE LEARNING INTERVENTIONS

Programmes at State Agriculture Universities: Punjab Agriculture University initiated in 1971 to start a non- formal distance education programme titled “Integrated Course in agriculture

Production” by enrolling about 250 farmers who were literate enough to read and write the local languages. Since 1973, the G.B. Pant University of Agriculture and Technology has offered a Correspondence Course Programme to farmers and rural youth in Uttar Pradesh, India. About 500 learners each year select four courses from a list of seventeen options (fourteen concern the cultivation of particular crops, and one each concern dairy production, insecticide use and fertiliser use).

National Institute of Open Schooling (NIOS) is offering about 12 -15 certifi cate courses in agriculture and allied areas. The NIOS uses the existing infrastructure of Partner Institutions, like the Governmental Institutions, Industrial Training Institutions (ITIs), the NGOs, and Private Institutions called Accredited Vocational Institutes (AVIs).

Open Universities: At tertiary level under the Open and Distance Learning System (ODL), the Yashwantrao Chavan Maharasthra Open University, Nasik was the fi rst to establish School of Agriculture and is implementing a number of agricultural programmes. The unique feature is multimedia mix and farmers support services in teaching learning process. In addition to support of KVK it has created Krishi Prayog Pariwar (15 Self Help Groups), Agri-polyclinics and Radio broadcast.

A Diploma programme in “Agriculture Extension Services for Input Dealers (DAESI)” through Distance Mode has been launched by the National Institute of Agriculture Extension Management, an organisation of the Ministry of Agriculture (2004).

The School of Agriculture has been actively involved in the skill development in the agriculture and allied sectors in the form of awareness programmes, training programmes, certifi cate and diploma

programmes over the past fi ve years. The School of Agriculture, IGNOU is offering 17 programmes comprising two awareness, six diploma level programmes, fi ve certifi cate level and four PG level programmes in the fi eld of agriculture, animal husbandry, food processing, etc. The awareness, certifi cate and diploma programmes which could be taken up for development of modular employable skills are Awareness Programme in the sector. The School has so far organised about 30 training programmes in the north-eastern states. The School is also organising short duration training programmes (12 nos.) on soil and water conservation throughout the country with the fi nancial support of Department of Land Resources, Ministry of Rural Development, Government of India.

CONCLUSION

Importance of agriculture sector in Indian economy cannot be undermined. The sector The human resource base for the agriculture sector is weak and there is a growing gap between scientifi c know-how and fi eld levels do-how. This knowledge defi cit should be overcome speedily in order to enhance the productivity and profi tability of the small farms.

The ODL can play a pro-active role in successful implementation of the Skill Development Mission through interventions like: development of competency based curricula and multi-media training modules, designing and implementing the testing and certifi cation mechanism and development of qualifi cation framework. It can also facilitate in creating a value added ICT enabled system. Implementation of skill development mission in area of agriculture through ODL shall ensure wider participation in equity mode. \\

The majority of farmers are economically worse off than the Th j f f l ff h hlowest-paid government employee.

The author is a Ph.D in Dairy Technology, and a Post Doctoral Fellow of Common-wealth Scientifi c and Industrial Research Organisation (CSIRO), Australia. He was an Assistant Professor, College of Dairy Science, Rajasthan Agricultural University, Udaipur, Senior Research Offi cer, Planning Commission, Government of India and Deputy Director, Planning and Development Division, IGNOU.

PROF. M.K. SALOOJA, DIRECTOR, SCHOOL OF AGRICULTURE, INDIRA GANDHI NATIONAL OPEN UNIVERSITY.


CASE STUDY

Materialising Democratic Decentralisation through Multi Mode Training Interventions

The Constitution 73rd Amendment Act, 1992 envisaged that Panchayati Raj Institutions (PRIs) have to be vested with such authority and power which will enable them to function as effective institutions of self-government.

The empowerment of elected representatives at different levels of panchayats becomes mandatory to ensure effective functioning of PRIs. The need for effective and relevant training becomes very important because of the enormous responsibilities placed particularly on Gram Panchayats in terms of planning, designing and executing various programmes of economic development and social justice.

Keeping in view the limited output capacity of the conventional training system on one hand and the enormous task of training a large number of elected panchayat functionaries, a distance education programme through Indira Gandhi National Open University was sponsored by Government of India in early 1990’s. The multi-media distance education package was introduced among 60,000 elected members in the then four districts of Madhya Pradesh namely Baster, Raigarh. Guna and Dhar.

The self-learning was also translated in to fi ve regional languages and given to Eight State Open Universities and one State Institute of Rural Development (SIRD) for value addition and implementation. Further, ICT revolution warranted that new communication technologies available are brought in to play to make capacity building an effective and sustainable intervention.

THE TRAINING PROCESS

The task of capacity building is enormous, as it involves coordinated

approach for the massive awareness, orientation and skill development of lakhs of elected representatives and of development functionaries.

It was also realised that a clear vision and strategy is required to plan and provide for an appropriate training. The communication technology available as a result of ICT revolution was intended to be carefully integrated so as to reach large numbers with out compromising quality.

Thus a multi-mode training intervention assumed great signifi cance. Multi Mode Training Intervention (MMTI) on the one hand encourages use of modern communication technology and on the other, integrates distance mode of training intervention with that of face to face conventional training mode. It also gives due consideration to learning styles and preferences.

PROJECT STRATEGY

The project covered six northern states including Bihar, Haryana, Madhya

Pradesh, Rajasthan, Chhattisgarh and Uttarakhand with IGNOU as the implementing agency. In terms of strategy it involved establishing an institutional network of the SIRD and selected NGO’s from the States, developing a suitable learning package through a balanced mix of distance learning and conventional training, adapting the materials to local requirements and implementing the capacity building intervention through distance mode. ACTIVITIES INVOLVED

The project has been able to prepare a multi-media package consisting of self-learning booklets and associated video programmes for distribution among the Panchayats; undertake capacity building of Collaborating Institutions (CIs); publication of local- Governance updates; conduct Block Development Offi cer’s (BDO) Symposia and orientation programmes for development functionaries and undertaking of hardware mapping of Panchayats in

PROF. M ASLAM


4 districts in each participating State. A brief description of each of this follows:

SELF-LEARNING MATERIALS

The self-learning materials, as a part of multi-media package, developed, printed and distributed consist of the following Self-learning Booklets include Basic Features of the Indian Constitution, Evolution of Panchayati Raj and the Constitution, 73rd Amendment Act-1992, Panchayats as Institutions of Self Governance, Decentralising Planning, Sectoral Planning, Role of PRIs in Development, Responsibilities of Panchayats in Centrally Sponsored Schemes, Institutions of Development, Development of Special Categories, Disaster Management, New Initiatives in Panchayati Raj.

3,500 sets of each of the above 11 booklets have been made available to all the collaborating institutions in each state.

VIDEO PROGRAMMES

Atleast six video programmes were produced as a part of the multi-media package for the elected members of Panchayats: Panchayati Raj - The Vision, How to conduct a Panchayat Meeting, Participatory Planning, New Initiatives in Panchayati Raj, Disaster Management, Responsibility of Panchayats in Centrally Sponsored Schemes. 25 sets of each have been made available to all the collaborating institutions in each state.

TRAINING OF THE TRAINERS

The Three Training of Trainers (TOT) Programmes were conducted under the project for capacity building of the collaborating institutions.

The fi rst TOT programme was focused on the capacity building of CIs in distance education modalities so that the persons thus trained could be involved in preparing for and working on the state specifi c components.

In the second TOT on Pedagogy the participants got seriously engaged in preparing the state specifi c training manuals for orientation programmes expected to be conducted by them on their return for Panchayat Secretaries & Sarpanches.

The third TOT was mainly focused on imparting Counselling skills in order to prepare a cadre of Master Counsellors, who in turn would train a cadre of local counsellors at the district level.

CONDUCT OF ORIENTATION PROGRAMMES

One of the major activities envisaged under the project was the training of Panchayat Secretaries in handling their day to day responsibilities with a high level of professionalism and commitment and also to orient them in a way that they become instruments of socio-economic development in their respective Panchayats. The blue prints of the training were fi nally converted in to State Specifi c Training Manuals

BDO SYMPOSIUM

The CIs concerned were expected to organise a one day symposium for the BDOs where the participants would be drawn from the whole State, at the same time ensuring the participation of the BDO’s from the selected districts to identify the typical problems and constraints BDOs face in day-to-day implementation of development programmes, and discuss BDOs interface with the elected members of Panchayats and Line departments on the one hand, and that with MLAs on the other.

HARDWARE MAPPING

The CIs were expected to undertake hardware mapping of Panchayats. The mapping of hardware in four districts each of the six states was undertaken to get a preliminary view about the availability of requisite facilities on the fi eld and appraise the various needs in order to help build dependable IT infrastructure at the Panchayats. The report based on the six state specifi c studies has been printed and distributed.

DIPLOMA IN PANCHAYAT LEVEL ADMINISTRATION AND DEVELOPMENT (DPLAP)

As a part of the project activities was a Diploma in Panchayat Level Administration and Development expected to be introduced among development functionaries through distance mode of learning. This is an attempt at education and training for those lakhs of development functionaries who have to work shoulder to shoulder with the elected members in implementing various development programmes and schemes. This Diploma is at fi nal stages and expected to be offered this year in July, 2010.

CONCLUSION

To achieve its objectives, the project envisaged joint action and plans by Government established institutions and NGOs engaged in Capacity Building of PRIs in each participating State. As computerisation of the Panchayat operations is on the cards, these institutions are expected to increasingly rely on the state of the art information and communication technologies.

The success of this innovative capacity building intervention lies on how effectively these collaborating institutions are able to carry forward what has been achieved through this project. It will also depend on how soon the policy planners and those responsible to take important administrative decisions are able to realize the importance of a Multi-Mode Training Intervention to materialise the dream of democratic decentralisation, which this country badly needs. \\

The training model has included a multi-media package consisting of self-learning booklets and associated video programmes for the Panchayats.p g f

Professor M. Aslam had served as Director , National Centre for Innovations in Distance Education, IGNOU from 2006-2009. He has rich experience both at national and international levels in Education, Training and Rural Development. His earlier project on ‘Education & Training of Elected Members of Panchayats through Distance Mode of Learning’ was conferred ‘Commonwealth of Learning President’s Award of Excellence in March, 1999.

PROF. M ASLAMDIRECTOR, SCHOOL OF CONTINUING EDUCATION, INDIRA GANDHI NATIONAL OPEN UNIVERSITY


CASE STUDY

Community Colleges Unearthing Hidden Talents

Article 26 of the Universal Declaration of Human Rights (1994) states, “Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages… higher education shall be equally accessible to all on the basis of merit”.

But the current status of the scenario of higher education in India presents a very dismal picture in this regard. The Gross Enrolment Ratio (GER) is only 12.4%, which is much below the average for the developed nations. While access to mainstream higher education should be increased, this also calls for creation of avenues for vocational and continuing education.

Among the developing nations, India is a fast developing economy. But the diffi culties still persist in churning out more employment opportunities. Proper skill-based education and training of the working population will equip them to stand out in the global market. One of the targets for creation of pool of skilled workforce is the section of vast population where the education system has not been able to penetrate. Access to vocational education and training system has to be created for them.

THE NEED OF THE HOUR

Nevertheless, while moving towards a knowledge-based economy, the country needs the support of educated and skilled people who can drive India towards its desired level of growth. Following the footsteps of the developed countries, a large pool of skilled workers can give India a sustainable economic growth by enhancing the effi ciency and fl exibility of the labour market and therefore investment in vocational education and skills development will help making

India’s economy competitive in the global market.

Community College as an alternative and fl exible system of higher education and vocational training was one of the early concepts of educational institutions that probably established itself in the early 20th century in the United States.

Recognising the potential of the Community Colleges as the need of the hour, Indira Gandhi National Open University (IGNOU) has made its effort to align Indian vocational and higher education sector with its open learning philosophy.

As an alternative system of education, Community Colleges aim to empower in-dividuals through appropriate skill devel-opment leading to gainful employment in collaboration with the local industry and community. They offer the advantage of tailoring programmes to local needs and state-based requirements by using ap-proaches that will be most acceptable to workers in the given community.

The aim is to empower individuals, who were deprived of the opportunities of the

conventional education system, through skill development with the help of local industry and community. These colleges would primarily target the disadvantaged section of the rural and urban population with special reference to women.

For the development of the Community College programme IGNOU is following the public-private participation mode where the University is coordinating with the colleges catering to particular communities and the latter is getting registered with the University to offer Certifi cate, Diploma ad Associate Degree Programmes. Keeping in mind the quality of education necessary for imparting such degrees, IGNOU has created a mechanism for selecting the Community Colleges to be registered under this scheme.

Every prospective Community College has to apply to IGNOU by sending an ‘Expression of Interest’ (EOI). The EOI is later heard in the form of a presentation made by the applicant before a panel of experts and assessment is made on the basis of that. As on

DR. C.K. GHOSH


date 309 Community Colleges have got registered under this scheme.

The Community Colleges offer a full-time or part-time associate degree with mandatory apprenticeship in the fi rst year generally dedicated to foundation courses of 16 credits and application oriented courses of 16 credits. The second year is supposed to consist of electives of eight credits, internship of eight credits and project work of 16 credits. They also offer Certifi cate and Diploma Programmes of 16 and 32 Credits respectively and these are tailored to form the fi rst and second modules of the Associate Degree. Moreover, there is provision for lateral exit after completion of Certifi cate and Diploma.

The key feature of the scheme is the proper defi nition of the ‘Community’ and the analysis of its needs. The community can be local based, region based, trade based, ICT enabled service based and so on and the academic programmes identifi ed should be capable of serving the community.

Community Colleges generally have a 2-year curriculum that leads to an Associate Degree either for the students’ direct entry into any occupation or trade or for transfer to an undergraduate college. Besides, after completing the programme the students can also have vertical mobility to an undergraduate programme. To enroll in the Associate Degree Programs a candidate has to be a 10+2, there is no age bar. A non 10+2 can also join through the Bachelors Preparatory Programme of IGNOU.

THE PROGRAMME

The Community Colleges are institutions registered with IGNOU and conduct examinations as per the guidelines of IGNOU. The Certifi cation is done by IGNOU.

The academic programmes on offer by the Community Colleges can be broadly divided into three categories, viz IGNOU Programmes directly taken up by the Community Colleges, IGNOU Programmes being handled differently by the Community Colleges and Programmes conceived by the Community Colleges.

For the fi rst category, the students concerned will have to follow the guidelines of IGNOU without any departure and take IGNOU Term End Examinations following the usual norms and procedures. In such case, a Community College can be identifi ed as an examination centre provided there

are 50 or more candidates or if the place is located more than 50 km away from the nearest IGNOU examination centre. The sending of Question Papers and management of other logistics will be handled by IGNOU.

For the second and third Categories, the examinations are conducted by the respective Community Colleges and the credits attached with such programmes are actually packaged under validation by the Community College Examination Board as per the guidelines of IGNOU.

The Academic Council of IGNOU has approved the programmes on offer at Community Colleges at three levels. These are Certifi cate with 16-20 credits, Diploma with 32-36 and Associate Degree with 64-68 credits. One credit is equivalent to the workload taken up by a full time student for 15 hours and by a Distance Learning mode student for 30 hours.

Community Colleges can prepare the resource material for the Certifi cate, Diploma and Associate Degree Programme (ADP) as per the local requirement. They are supposed to receive guidance from the regulatory bodies. These are the Community College Board, which happens to be the apex governing body of the college, the Academic Committee which looks after all academic activities undertaken by the college and the Examination Committee which manages all assessment and evaluation related tasks undertaken by the college.

It should develop active linkages with rural, agricultural, industrial and commercial organisations of the locality for empanelling part-time instructors providing on-the-job training and placement to successful students.

After launching and spreading it across

the length and breadth of the country, it will be more important to evaluate the success rate, trade-wise vocational education imparted, state-wise vocational statistics, percentage of students going in for the further programmes, placement of the students, etc. IGNOU is also into the process of ensuring the quality of operations of academic offerings at the Community Colleges. Capacity building of the faculty and non-teaching staff to ensure quality is highly important and regular training programmes are also being conducted by IGNOU on various areas such as need assessment, curriculum development, teaching and evaluation methodologies and so on.

CONCLUSION

The article is being concluded by touching upon a question which is frequently being asked – Are the degrees to be awarded to a successful learner of a Community College recognised by UGC, AICTE, etc? The same question is being asked about IGNOU Degree/Diploma ever since the establishment of the University. However, with the phenomenal growth of IGNOU, the intensity of the question has got somewhat lessoned. Nevertheless, the simple answer to the question raised about IGNOU Community Colleges is that the degrees are recognized to the extent every IGNOU Degree/Diploma is recognised. In this connection, one has to remember that the main issue of recognition is a matter of mind set of the people, and not the paper documents. So let us ask our students to concentrate on their performances. Only by way of their performance refl ected through their usefulness to the society, they can establish their credibility as well as that of this landmark initiative of IGNOU. \\

Community College does need based analysis of local jobrequirements and opportunities and incorporate these fi ndings in the curriculum.i he ur i ul m.

Dr. C.K. Ghosh joined IGNOU in the School of Sciences as a Reader in Physics. He did his PhD as a scholar of Council of Scientifi c and Industrial Research (CSIR) from The Indian Association for the Cultivation of Science. He has co-authored two books on “Thermal Physics” published by Tata Mcgraw Hill and on “Oscillations and Waves” published by the PHI Learning. He has more than fi fty publications in the form of research papers and articles.

DR. C.K. GHOSHDIRECTOR, STUDENT SERVICES CENTRE, INDIRA GANDHI NATIONAL OPEN UNIVERSITY


LEADER SPEAK

K.P. MURTHYCSR, SKILL DEVELOPMENT AND INDUSTRY-INSTITUTE RELATIONSHIPCONSULTANT, INDIA

‘Hands-on’ Training in SkillDevelopment Required

What is the course of action that needs to be taken for skill development in India?

The route that should be followed entails many aspects including collaborations, content, ‘Train The Teachers’, base vocational camps (the camps set up within the location where traditional skill are nurtured, rather than in far fl ung areas such as cities), forward vocational units and Open and Distance Learning (ODL).

Services need to be focused. Demand oriented approach on courses should be given priority. Digital learning portals, Indira Gandhi National Open University (IGNOU), ODL, content in local languages and vocational knowledge on wheels as supplement can make the skill development happen. Life Long Learning becomes one proven way for upgrading the traditional artisans. Common Service Centres can form the front ends among others.

We have an excellent chance of

success straight away, beginning with states such as Bihar, Madhya Pradesh, Rajasthan, Uttar Pradesh, Orissa, Tamil Nadu, North Eastern States (NES), and others; and create this skill base of trainers.

What are the key gaps in the vocational education system in India?

The huge youth potential of India need to be exposed to Vocational Education and Training- VET. There has been a vocational technology isolation in India from what has been going on in the skill-rich countries like Germany, Netherlands, Australia and Finland. The situation is uniform in almost all the states in our country.

Many of the key gaps include vocational teachers, curriculum, equipment, consumables, motivation and understanding of ‘Hands-on’ training in skill development. Industrial Training Institutes are away from the major segment of services.

Education need to give its due share of attention to practice real time applications and move away from the bulk of ‘Chalk & Talk’.

Do you think that there is a need for standardising the training programmes being conducted across India in Public Private Partnership (PPP) model?

PPP is no doubt important but the clarity of win-win has to be sold. Quality has to be ensured that is in-turn to be ensured through standardised framework of training. SMEs and MNCs are very rich resources with whom collaborations can be carried out. Civil society can greatly scale up the skill development. This is a very special advantage in India that needs to be leveraged.

How important is the role of technology in the skill development initiatives?

Technology application for skill development, income generation and

livelihoods is the key factor. It has a great scope in India, especially, with many upcoming infrastructure projects. Indian work inclusive of quality will put our country on the skill map.

What do you think are the emerging sectors in skill development and employment that will positively impact the lives of the youth population?

Globalisation makes the world into one village, hence, acquiring the world skill becomes more important. We are nowhere in the world skill competitions. This calls for rigorous training and revision of our talent resource pool. The youth of our country can succeed in all the skill just as they have proved to be in the sector of IT. Some of the emerging sectors in skill development include Logistics (Drivers), Housing, Basic Engineering skill, Automotive Technicians, Energy(solar) Installers, Electronics, BPOs, Medicare, Hospitality and so on.

Germany, Netherlands, Finland, Australia, Korea have great success stories. In India we see the great vocational centers at Bosch and Toyota. CII- Bosch Afgan training is an outstanding example that I have been associated with. ‘Train – Loan – Link’ is model for an end to end solution.

What is the role of Corporate Social Responsibility (CSR) in skill development?

Skill development as a CSR action can deliver excellent results both for the corporate and society. CSR credits can motivate corporates towards increasing CSR and likewise the Education institutes can promote skill building courses as a ESR action (Education Social Responsibility). The latter can be given ESR credits that can benefi t their participation. MG NREGA can play big role in skill development. \\


EVENT REPORT

Srei Sahaj – IGNOU Skill Development Initiative Breaks New Barriers

Srei Sahaj e-Village Limited, a subsidiary of Srei Infrastructire Finanace Limited, under the umbrella of its unique partnership with the Indira Gandhi National Open University (IGNOU), the largest Open University offering distance learning programmes, launched a new learning methodology called ‘Education That Works – Learning System’ (ETWLS). This is a unique learning system for which a Global Patent has been fi led.

In this methodology, actual skill assessment will be done in an online mode. After a student has studied a topic, the environment for practice opens and the student actually practices what he is supposed to have learnt. He can move to the next level only if he implements his learning correctly. A total of fi ve programmes will be currently availbale as a part of ETWLS; a diploma in Advanced Computing and a certifi cate programme in Java, SQL, Flash and HTML, respectively.

The initiative is aimed at making up for the lack of rated educational insitutes in the rural India and help students in the villages get quality skill upgradation without problem of relocation. The programmes are also supported by Chaakri.in, Srei Sahaj’s job portal dedicated solely to the rural population. All the learners who register on the portal will be guarateed at least one job offer. It is projected that in the next 12 months, about 80,000 youth will be trained on these courses and over a period of time, more certifi cate courses, diploma and degree courses will be launched.

Commenting on the launch, Chief Guest Thiru A. Raja, Union Minister for Communication and Information Technology said, “I laud the initiative taken by Srei Sahaj and IGNOU for introducing the rural population to the innovative skill development programmes thereby creating opportunities for the rural youth

to become more skilled and technically trained, which would further increase their scope of employability. The plan would greatly benefi t and augment the growth and development of the socio-economic landscape of rural India.”

Sharing his views on the new mode of delivery of its services to rural India, Dr. Sabahat Azim, CEO, Srei-Sahaj said, “Currently, one of the biggest bottlenecks in India’s growth

story is the lack of skilled manpower. In rural India, the biggest stumbling block is the lack of livelihood opportunities and skill development programmes availbale to the rural population.

Therefore, the latest offering from the Srei Sahaj and IGNOU partnership is set to go beyond all commercial considerations and achieve the avowed objective of empowering rural India through the innovative course on offer.” \\

M Damodaran, Former Chairman of the Securities and Exchange Board of India, expressed his appreciation for the programme. He stated that the youth population of India is going to promote and provide for her future leadership. However, this population is not going to automatically translate itself into action, unless it is empowered with the right skills. “Given our massive numbers, we also need matching efforts in equipping this population with relevant competencies. This effort is exemplifi ed in the tie-up which Sahaj has sought with IGNOU, the world’s largest university. IGNOU has been a big morale booster in the process of inclusive education. It has facilitated the process of developing and identifying potentials in the rural areas and providing opportunities to ensure that skills so imparted are put to productive use. Today has been a great day not just in our lives but in the lives of rural India. I want to express the hope and expectation that this partnership, which fi nds expression today, will grow from strength to strength, and will deliver more programmes to a larger population.”

Left to right: M Damodaran, Shankar Aggarwal, S R Rao, Prof. V N Rajasekharan Pillai, Arvind Mayaram


DEVELOPMENT AGENDA

www.anudip.org

IT Employability Among Rural Masses: Creating Livelihood Initiatives

Anudip Foundation for Social Welfare was set up in 2006 as a Section 25 nonprofi t company based in Kolkata, to provide enhanced livelihood opportunities for marginalised people of India and to develop skilled Information Technology (IT) professionals and entrepreneurs. The Foundation provides enhanced livelihood opportunities for marginalised people of India through rural training centres that develop skilled information technology professionals and entrepreneurs. Anudip supports its graduates through mentoring, fi nancing and incubation services.

THE BACKGROUND

Rural areas of West Bengal, where Anudip is currently working, show high incidence of poverty.

Absence of employment opportunity leaves people with no alternative other than migrating to nearby urban centres in search of employment. Yet, even those with education fi nd themselves ill-equipped in a competitive job market, as today even entry-level jobs require basic skills in IT and computer operation.

An information needs analysis by

Reuters Foundation/Stanford University was carried out in 2005 by a team lead by Anudip founder Dipak Basu and Alakananda Rao of Actionaid. This study determined that the local level of education has not transcended the economic gap because of the lack of opportunity caused by economic depression, geographic isolation, governmental negligence and, most importantly, lack of access to livelihood opportunities other than subsistence work.

Yet the multi-million dollar IT industry in India consistently decries the lack of skilled workers to service its needs. Increased salaries of skilled personnel at IT hubs like Bangalore, Gurgaon and Hyderabad have pushed up costs so that many Indian and MNC IT giants are now moving operations to lower cost East European destinations, even China and Vietnam. This leads to substantial loss in India’s IT-services export business. Indian non-IT companies too are constantly scouting for basic IT-skilled staff for back offi ce operations like accounting, customer database management, tax data entry, etc.

Anudip’s work currently focuses

on the Indian Sundarbans region of South Bengal. This region is subject to devastation and erosion caused by major cyclones, 8m-high tides, and rising sea levels.

LINKAGE TRAINING CENTRES

Anudip runs the skill-building programmes through a chain of Community-Based NGOs / CBOs who partner in the setting up of LINKAGE ( Livelihood INitiatives through KnowledGE ) training centres. Beginning with three locations in the Sundarbans in eastern India, there are now 23 and expanding.

The fi rst three LINKAGE centres were learning prototypes launched in partnership with community NGOs. They allowed the development of best practices for local learning techniques, course content development, sustainability of operations and ease of replication. They also validated that IT training allows graduates to secure better jobs or, singly or in small groups, start successful IT businesses in small towns in their community.

The growing Indian economy has provided opportunities in livelihood through ICT which were hitherto unavailable to the rural sector.Anudip Foundation has successfully trained rural communities who have been on the other side of the digital divide to operate and uitlise PC and other equipments and set up micro-enterprises, or obtain employment. Anudip has been working in partnership with local community-based organisations with a focus on skill-building to help achieve sustainable livelihood opportunities without encouraging migration.In three years of operation, Anudip has trained close to 2500 people and has helped in income generation for those who would have been otherwise deprived. The long-term goals are to set up MERIT centres where Anudip would execute back-offi ce support functions providing employment opportunities for rural youth, focusing on more equitable wealth creation processes.The contention is that while there have been plenty of investments in infrastructure for the rural communities , there has been a huge gap in capacity and skill-building . Anudip’s efforts in this area have shown that if training is provided to the youth, there is an enormous opportunity of livelihood and economic growth for the rural areas.

•

•

•

•

ALAKANANDA RAO


Anudip has undertaken the challenge of creating core curriculum for high-school students. However the trainees often range from those who have just cleared the intermediary ( Class X) level and cannot continue further education due to economic reasons, to those who have graduate or post-gradute degrees, but no exposure to computers.

ENTREPRENEURSHIP DEVELOPMENT

Anudip solicits business startup proposals from groups of interested Anudip graduates after they complete basic and advance training on IT and entrepreneurship. Thereafter, Anudip guides the applicants as they carry out a market survey in the location where they wish to establish their unit. They are mentored to obtain a clear concept on market demand, supply, rates, competitors etc, and on management of the proposed business.

After collecting all available information regarding market potentialities Anudip mentors guide them to arrange a suitable room with electricity and internet connectivity (if applicable) for their proposed establishment.

After completion of the infrastructural set up, they are encouraged to formulate a partnership deed among themselves. A contract between the entrepreneurs and Anudip is executed, whereby the entrepreneurs agree to terms of repayment of the incubation costs to Anudip from year two of their venture. After scrutinizing the proposal and completion of the contracts, Anudip provides equipments, such as computer, scanner, laser or photo printer, digital camera etc. for commencement of their venture.

STUDENT ACHIEVEMENTS

Over the past 3 years Anudip has trained over 2500 youth who have achieved successful livelihood options due to the skill training that we have imparted . A ballpark assessment indicates that at least 50% of Anudip graduates are income generators for their families. For some of them the income also provides an opportunity for self-development. For young women, where society does not allow them to travel outside the local geography for work, the entrepreneurship offers an income generation option, preferred over traditional livelihood which are agriculture based.

Thus, the development of skills and capacity cannot be measured in terms of the economic capacity alone but the impact assessment must take into account the sense of empowerment that a so-called ‘professional’ job provides to the rural youth putting them at par with the “city people” and the socio-economic aspect of this must be understood from that aspect .

The above picture shows the Anudip graduates entering the 3 streams, e.g. Mainstream jobs, Entrepreneurs and the Rural BPO.

Anudip has also started the pilot operations for a Rural BPO under the scheme of MERIT ( Mass Employment through Rural IT ).

THE MERIT CENTER

In the global market of outsourcing, India has already established herself as a superpower. But the unemployed youth of rural India still does not have suffi cient opportunity to grab a chunk of those jobs.

Anudip has a long term vision of migrating, not the people but the jobs itself to the rural areas thus bringing benefi ts not only to the rural people

through equitable economic opportunity but also helping corporations lower their costs while contributing to the socio-economic development of the regions.

Anudip has set up a pilot of a MERIT Center ( Mass Employment through Rural IT ) and this helps in developing a unique approach of reaching the rural people with the backoffi ce outsourced jobs at their locality. Services like data capturing, cleaning and indexing, accounting or designing jobs can really be effective project activities that can be done from the villages by the trained Anudip graduates.

Anudip’s vision is to bring India’s IT-enabled prosperity to rural and semi-urban areas and to create a large pool of trained workers for the new economy of India .

The focus on the new economy liveli-hoods based on technology options pro-vides far reaching impact and overcomes the mindset and barriers that focus on traditional agrarian and handicrafts based livelihood options. There is a need to un-derstand that rural youth is as talented and capable as those who have access to opportunity and this belief and faith has helped Anudip to work with them in overcoming the myth of the “digital divide”. \\

Alakananda Rao is the Director and Chief Executive Offi cer of Alvari Systems Private Limited, Kolkata, which she has recently established for IT consulting services and development of human capital and its deployment in the IT industry. Ms. Rao has been associated with a number of projects in bringing Information and Communication Technology to sustainable development initiatives. She can be reached at [email protected] or [email protected]

ALAKANANDA RAO


LEADER SPEAK

DR. S S MANTHACHAIRMAN, ALL INDIA COUNCIL FORTECHNICAL EDUCATION (AICTE)

Skill Development with Focuson Employability: Need ofthe Hourwww.aicte-india.org

AICTE has recently awarded an eGovernance project to Larsen and Toubro. Could you elaborate on the project and its signifi cance?

The e - governance project is in effect a content and knowledge management portal. The portal is developed on ORACLE-SIEBEL CRM platform. It works as AICTE website providing the public interface for information, provides the intranet transactions for the AICTE internal work fl ow applications, and also allows internet transactions for the stake holders to access the live database for making online applications for setting up new institutions. It also allows AICTE to monitor and regulate the existing institutions online. Business Intelligence tools (BI) allow various statistics and MIS reports to be generated for decision making.

The Web portal is a unique

experiment to bring in some of the best practices of business and computing into a live application thereby providing utmost transparency and accountability.

Could you provide us with an overview of the importance of skill development in India keeping in mind the changing economic scenario?

Skill development is an extremely important activity for a growing economy such as ours. Every student who goes through higher education will be well served if he or she has additional skill acquired along with his / her studies. It enhances the employability opportunities. On the other hand, skill acquired for a student who does not go through formal education would provide a means of self employment and also a chance for employment in the formal sector.

India has several models in place for promoting vocational education. The best practices and experiences of the western world are used in many models to impart vocational education. However the quality metrics required to measure the quality of vocational education imparted and the skill imbibed need to be strengthened. The private sector has an onerous and important task in identifying and promoting the skill areas and also provide a methodology for quality and confi rmation of the same to the global standards.

What are your views on the importance of Public Private Partnerships in this sector?

Institutions to be set up and conducted in a PPP model is a great idea to enhance participation by two very important players in mobilising economic growth. New viable models for growth of higher education need to be explored if we are to come out of the low GER

syndrome. Allowing institutions of higher learning under Section 25 of Company’s Act to be set up could give a massive fi llip to the sector besides automatically ensuring industry participation. Similarly credible foreign players should be allowed to set up good technical institutions in this country in order to promote healthy competition that would eventually better the standards that exist.

What is the future course of action that AICTE will undertake in the fi eld of technical education and ensuring quality dissemination of the same?

AICTE has an extremely important course to plan, promote and monitor technical education in this country. The vision should really be that every child who desires to acquire technical education should have a means to do so. The mission of AICTE is to see that this vision is realised. Quality will be the cornerstone of such education and by implementing an outcome based education and measurement metrics based on global standards, AICTE would ensure that the education meets those requirements. AICTE is a provisional member of the Washington Accord which also helps in this endeavour.

What are your views with regard to a need for National Qualifi cation Framework to address various issues of manpower assessment and training and to facilitate lifelong learning of workers?

National Qualifi cation Framework can be a tool to address issues related to life long learning. AICTE through its e-governance project aims to capture the existing data on manpower assessment and training needs and project the future requirements in terms of skill sets required vis a vis the qualifi cations. \\

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4 – 6 August 2010, Hyderabad, India

This three-day international conference and exhibition is a unique platform for knowledge sharing in different domains of ICT for development and facilitates multi-stakeholder partnerships and networking among governments, industry, academia and civil society organisations of different countries, including the host country- India. The objective is to bring together ICT experts, practitioners, business leaders and stakeholders of the region onto one platform, through keynote addresses, paper presentations, thematic workshops and exhibitions. In short, the event provides an excellent opportunity for participants to interact with a wide and diverse development community. eINDIA 2010, through its fi ve seminal conferences, will focus on fi ve emerging application domains of ICT for Development - e-Government, ICT in Education, ICT and Rural Development and ICT enabled Health services. The fi ve conferences - namely:

egov India digitalLEARNING India Indian Telecentre Forum eHealth India eAgriculture India

digitalLEARNING track covers ICT in Education conferences in India with following focus areas:

From Literacy to Digital literacy for all - from school pupils to university teaching staffICT Leadership: Competing on the Edge of InnovationDigital competencies in the national education programmes & policiesFuture Technology - Learning from the pastCooperation and collaboration- Managing multistakeholder partnershipsE-Learning & Pedagogy, and so on.

eINDIA 2010 seeks abstracts/ proposal(s) for speakers who illustrate innovation in using information and communication technologies for development. For queries contact Anaam Sharma, [email protected]

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MARK YOUR CALENDARMARK YOUR CALENDARMAARK YOOUR CAALENDDAREVENTS

For queries, contact Anaam Sharma,+91-9910597744

Or write to [email protected]

16 March 2010, The Claridges, New Delhi

30 April 2010, The Claridges, New Delhi



4 March 2010,The Claridges, New Delhi


The Summit is organised with the aim of stimulating debate and shaping strategies to deal with the rising challenges currently facing IT in the higher education sector.

Participation in this Summit will provide senior administrators of leading colleges and universities with the opportunity to discuss and debate the IT challenges facing their institutions.

The Best Technology Practices Award, which forms an integral part of the Summit, will recognise excellence in technology enabled learning and teaching in Higher Education systems, across various streams.

The Summit aims to be a prolifi c interface between investors aspiring to be part of the emerging education growth story of the country. At a broader level, it will also help all stakeholders to explore

newer potential for their growth and an opportunity to build new partnerships or refresh existing collaborations.

“Public Safety and Security” in the backdrop of terror attacks have increasingly become a major area of concern since the later half of 2008. The focus area of this Summit will be: IT in critical infrastructure security;

Access control & identity solution; Public safety-use of high speed connectivity; Cyber security ; and Pandemic response, among other issues

The Summit aims to address the growing investment opportunities in the healthcare sector by bringing together PE and VC fund providers, institutional investors, entrepreneurs, policy makers, health

professionals, chief executives and directors, healthcare technology vendors, and solution providers and suppliers, for greater understanding of each other’s perspectives.

Also watch out for:

vocational education and training

Documents

higher education

distance education

trainingskill development

trainingchannelising

employable skills

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unlimited potential