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STATUS OF EDUCATION AND STATUS OF EDUCATION AND VOCATIONAL EDUCATION IN INDIAVOCATIONAL EDUCATION IN INDIA

ASERFASERF

Apeejay Stya Education Research FoundationApeejay Stya Education Research Foundation

www.aserf.org.inwww.aserf.org.in

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Status of Education and Vocational Education in IndiaStatus of Education and Vocational Education in India

Indian education system largest in Common wealth countries and 2nd Indian education system largest in Common wealth countries and 2nd largest in the world next to USA. largest in the world next to USA.

Tremendous Growth since Independence, but still:Tremendous Growth since Independence, but still:

The gross enrolment ratioThe gross enrolment ratio–Classes (I-V) (6-11 years) Classes (I-V) (6-11 years) 109.4% 109.4% –Classes (VI-VIII) (11-14 years) Classes (VI-VIII) (11-14 years) 71.15%71.15%–Classes (I-VIII) (6-14 years) Classes (I-VIII) (6-14 years) 94.92%94.92%–Classes (IX-X) (14-16 years)Classes (IX-X) (14-16 years) 52.26%52.26%–Classes (XI-XII) (16-18 years)Classes (XI-XII) (16-18 years) 28.54%28.54%–Higher Education (18-24 yrs) Higher Education (18-24 yrs) 11.61 %11.61 %

The drop out rate The drop out rate –Classes (I-V) (6-11 years) Classes (I-V) (6-11 years) 25.47 %25.47 %–Classes (I-VIII) (6-14 years) Classes (I-VIII) (6-14 years) 48.71 %48.71 %–Classes (I-X) (6-16 years) Classes (I-X) (6-16 years) 61.59 %61.59 %

These high drop out rates from both primary and secondary school, combined with These high drop out rates from both primary and secondary school, combined with low enrolment rates at the higher levels deprive tens of millions of children of their low enrolment rates at the higher levels deprive tens of millions of children of their full rights as citizens. full rights as citizens.

Source:Source: Selected Educational statistics (Abstract) 2005-06, MHRD, Govt. of India Selected Educational statistics (Abstract) 2005-06, MHRD, Govt. of India Contd……Contd……

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• Out of approx. Out of approx. 211 million children211 million children in the (6-14 yrs) age in the (6-14 yrs) age group - group - 84.91 %84.91 % are enrolled in schools. are enrolled in schools.

• More than More than 35 million children35 million children in the (6-14) age group are in the (6-14) age group are out of schoolout of school

• Net primary school enrolment/attendance is only Net primary school enrolment/attendance is only 77%77%

• By year 2016 there will be approx. By year 2016 there will be approx. 500 million500 million people with people with less than five yrs of schoolingless than five yrs of schooling

• Another Another 300 million300 million that will not have completed high that will not have completed high school. Two third of the population will lack minimum level school. Two third of the population will lack minimum level of educationof education

Contd….Contd….

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• More than 50 % of the girls in the country do not enroll in More than 50 % of the girls in the country do not enroll in schools schools

• Only 45.8 % girls complete education in rural areas as Only 45.8 % girls complete education in rural areas as compared to 66.3 % boys. In urban areas, 66.3 % girls compared to 66.3 % boys. In urban areas, 66.3 % girls complete education as opposed to 80.3 % boyscomplete education as opposed to 80.3 % boys

• Children put in an average of 21 hours of labour per Children put in an average of 21 hours of labour per week, at the cost of education week, at the cost of education

• 60 million children are thought to be child labourers60 million children are thought to be child labourers

• 35% of our population are still illiterate35% of our population are still illiterate

Source: Source: (Data compiled from figures provided by CRY, NGO Global March Against Child (Data compiled from figures provided by CRY, NGO Global March Against Child Labour, and UNICEF), (UNICEF-India-Statistics (2004), (Report of the Committee on Labour, and UNICEF), (UNICEF-India-Statistics (2004), (Report of the Committee on India Vision 2020, Planning Commission, 2002)India Vision 2020, Planning Commission, 2002)

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Vocational training and self-employment avenues Vocational training and self-employment avenues

• Every year 5.5 million students pass out of Class X, of which Every year 5.5 million students pass out of Class X, of which 3.3 million go to Class XI, 3.3 million go to Class XI, leaving 2.2 million out of the leaving 2.2 million out of the education stream.education stream.

• Those who drop out after Class VIII are approx. Those who drop out after Class VIII are approx. 20-21 million.20-21 million.

• Urgent attention needed for this Urgent attention needed for this 21 million-target group21 million-target group. .

• Available formal training capacity of the country - Available formal training capacity of the country - only 2.3 only 2.3 million students. million students.

• This leaves a gap of This leaves a gap of 18.7 million18.7 million. The ITI system needs to be . The ITI system needs to be revamped to fill up this gap. revamped to fill up this gap.

Contd…Contd…

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• Among persons of age 15 years and above:Among persons of age 15 years and above:

– Only 2 % had any type of technical degrees/ diplomas/ Only 2 % had any type of technical degrees/ diplomas/ certificates. certificates.

– The proportion was only 1% in the rural areas and 5 % in the The proportion was only 1% in the rural areas and 5 % in the urban.urban.

• Only 40 % of the 55,000 instructors have undergone a full Only 40 % of the 55,000 instructors have undergone a full instructor-training course” (Urgent need to look into training of instructor-training course” (Urgent need to look into training of trainers) trainers) (Planning Commission).(Planning Commission).

• About About 95%95% of the world youth (15 - 35 yrs) age learn any type of of the world youth (15 - 35 yrs) age learn any type of vocation / skill / trade, with a choice of 3000 vocational streamsvocation / skill / trade, with a choice of 3000 vocational streams. .

• In India we In India we have identified only about 170 trades and only have identified only about 170 trades and only 2-3%2-3% of the youth (15-29 yrs) goes in for formal vocational trainingof the youth (15-29 yrs) goes in for formal vocational training..

Contd….Contd….

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• The proportion of persons (15-29 yrs) who received formal The proportion of persons (15-29 yrs) who received formal vocational training was the highest among the unemployed. vocational training was the highest among the unemployed.

– 3 % for the employed3 % for the employed– 11% for the unemployed, and 11% for the unemployed, and – 2% for persons not in the labour force2% for persons not in the labour force

• China has nearly 500,000 senior higher secondary vocational China has nearly 500,000 senior higher secondary vocational schools, whereas we have about 5100 ITI’s and 6000 VET schools, whereas we have about 5100 ITI’s and 6000 VET schools in all.schools in all.

• To boost Vocational Education and Skill Development Prime To boost Vocational Education and Skill Development Prime Minister in his Independence Day address stated to openMinister in his Independence Day address stated to open

– 1600 new ITI’s and Polytechnics1600 new ITI’s and Polytechnics– 50,000 new Skill Development Centers, 50,000 new Skill Development Centers,

• It would enable 1 core students to get Vocational trainingIt would enable 1 core students to get Vocational training ..

Contd….Contd….

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• Compared to many developed countries India is far behind in Compared to many developed countries India is far behind in introducing new and innovative trades in VET to attract young introducing new and innovative trades in VET to attract young children’s. children’s.

– About 5% to 7% of our population (50 to 70 million) every year About 5% to 7% of our population (50 to 70 million) every year should be involved in vocational programmes. should be involved in vocational programmes.

– Of all new employment generatedOf all new employment generated

• 1% is government jobs, 1% is government jobs,

• 2% are in the ‘Organised sector’ and 2% are in the ‘Organised sector’ and

• 97% in the unorganized sector 97% in the unorganized sector

• Countries labour force in (20-24 yrs) age undergone formal Countries labour force in (20-24 yrs) age undergone formal vocational trainingvocational training

– India - 5 % India - 5 %

– Mexico - 28 %Mexico - 28 %

– Most industrialised nations - 60 to 80 %Most industrialised nations - 60 to 80 %

– Korea - 96 %. Korea - 96 %. Contd….Contd….

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• Germany, Indonesia, Japan, Korea, Israel and China have Germany, Indonesia, Japan, Korea, Israel and China have supported vocational education at the school level on a supported vocational education at the school level on a large scale since the decade of 1970s.large scale since the decade of 1970s.

• A strategy to achieve full employment must include as an A strategy to achieve full employment must include as an important component, a strategy to ensure that all new important component, a strategy to ensure that all new entrants to the workforce are equipped with the knowledge entrants to the workforce are equipped with the knowledge and skill needed for high productivity and high quality.and skill needed for high productivity and high quality.

Source:Source: Data compiled from Planning Commission Reports, NSSO, Times of India, The Data compiled from Planning Commission Reports, NSSO, Times of India, The Economic TimesEconomic Times

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Educated Unemployed (Disadvantage education)Educated Unemployed (Disadvantage education)

• Unemployed in Rural Areas: 57%Unemployed in Rural Areas: 57%• UnemployedUnemployed in Urban Areas: 65%in Urban Areas: 65%• TOTAL SKILLED labour force: TOTAL SKILLED labour force:

– RURAL - only 8.3 % RURAL - only 8.3 % – URBAN - 15.6 % URBAN - 15.6 %

• Only 45 millions have actually registered with employment Only 45 millions have actually registered with employment exchangeexchange

• Of all new employment generatedOf all new employment generated• Govt. – 1%Govt. – 1%• Orgnised Sector – 2%Orgnised Sector – 2%• Unorganised Sector – 97%Unorganised Sector – 97%

– The unemployment rate of India's graduates are still The unemployment rate of India's graduates are still 17. 2% than the overall unemployment rate of 10.1%. 17. 2% than the overall unemployment rate of 10.1%. (2.5 million graduate every year)(2.5 million graduate every year)

Source: Source: (Employment & Unemployment situation in India, Jan-June 2004, NSS, Govt. of (Employment & Unemployment situation in India, Jan-June 2004, NSS, Govt. of India, 2005); India, 2005); www.wakeupcall.orgwww.wakeupcall.org (i Watch); (Times of India, 22nd june 2005) (i Watch); (Times of India, 22nd june 2005)

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Future of Labour Ecosystem in India Future of Labour Ecosystem in India (based on TLSL report 2006)

• The potential working (20-59 yrs ) age population estimated in 2020 - The potential working (20-59 yrs ) age population estimated in 2020 - over 761 million - Currently this is 567 million. over 761 million - Currently this is 567 million.

• The govt. is talking about creating 10 million jobs every year, however, The govt. is talking about creating 10 million jobs every year, however, the requirement is more than 15 million in a year.the requirement is more than 15 million in a year.

• Even if we find 100 million new jobs; 170 million will be out of Even if we find 100 million new jobs; 170 million will be out of employment in 2020, this is nearly 30%. employment in 2020, this is nearly 30%.

• Unemployment will be higher among SC / STUnemployment will be higher among SC / ST

• Only around 1.5 % of persons aged 15 years or more in rural areas Only around 1.5 % of persons aged 15 years or more in rural areas and less than 5 % in urban areas had technical qualifications of even and less than 5 % in urban areas had technical qualifications of even the most rudimentary kindthe most rudimentary kind

• The biggest challenge will be to provide formal education and The biggest challenge will be to provide formal education and employment to the huge work force in 2020employment to the huge work force in 2020

Source: Source: Team Lease Services Labour Report 2006 ( (The report mainly predicts the future of The report mainly predicts the future of labour ecosystem in India, state wise. ) labour ecosystem in India, state wise. )

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Shortage of skill in Various SectorsShortage of skill in Various Sectors• The projected growth rates in industry and services sectors are The projected growth rates in industry and services sectors are

expected to generate 60 millions job opportunities during 2006-expected to generate 60 millions job opportunities during 2006-12 and 12 and 156 million during 2006-16156 million during 2006-16

• Semi-skilled and skilled labourSemi-skilled and skilled labour:: The shortage of factory workers and construction labourers is already being felt across industries ..

• Engineering industryEngineering industry is growing at a fast pace will be major requirement of skilled/talented manpower in this sector

• Food industryFood industry is fast-expanding, need professional food scientists and technicians in great number.

• Media and EntertainmentMedia and Entertainment: : The demand for animation production services from India is growing. This has opened up innumerable opportunities for students of Design, Fine Arts and Mass Communication.

• Biotechnology sectorBiotechnology sector:: 80 % shortfall of doctorate and post doctorate scientists.

• Food processing sectorFood processing sector:: 65 % shortfall of refrigeration mechanics, electricians’ etc. 70 % shortfall of food safety personnel

Condt…..

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• Additional 21 million new jobs in merchandise trademerchandise trade by 2009-10

• IT and BPOIT and BPO sector could employ 9 million persons directly and indirectly by 2010

• Raising the rate of growth of manufacturingmanufacturing to 12 % could create 1.6 to 2.9 million direct jobs annually, and another 2-3 times that number indirectly

• Retail SectorRetail Sector -- demand of 3-5 lakh trained people in the northern region alone by 2010. This sector would throw up 2 million This sector would throw up 2 million employment by 2010.employment by 2010.

• Leather Leather - - Based on increased targets for export and domestic demand, it would generate 3 million additional jobs by 2022

• Civil AviationCivil Aviation - - Needs 5400 pilots by the end of the 11th plan. Thereafter, there would be requirement of at least 150 pilots per year as replacements for retirements and normal attrition.

• Construction sectorConstruction sector with a current employment of over 30 million is to witness boom by an annual growth rate of 30% in infrastructure. It would translate large no. of jobs far short of the employable skill available Contd….Contd….

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• Health sectorHealth sector:: Shortage of 5 lakh doctors and 10 lakh Nurses.

• IT sectorIT sector : : Shortage of 5 lakhs (half a million) engineers.

• Education sectorEducation sector:: Faculty shortage of 25-40 percent. .

• Automobiles:Automobiles: employment expected to increase to 25million by 2015-16 employment expected to increase to 25million by 2015-16 from current 10.5 million, majority in the shop floor of auto manufacturingfrom current 10.5 million, majority in the shop floor of auto manufacturing

• Logistics:Logistics: will grow in tandem with growth in trade, aviation and tourism will grow in tandem with growth in trade, aviation and tourism

• Banking and Finance sectorBanking and Finance sector:: 50-80 percent personnel shortage. .

• Aviation sectorAviation sector:: Severe shortage of pilots and ground duty officials. .

• Textile sectorTextile sector:: employ 35 million directly, besides 55 million in its allied sector. Expected to generate additional 14million jobs by 2012

• Pharma sectorPharma sector:: Severe shortage of top pharma scientists as research expenditure by pharma companies has quadrupled in the last 5 years. Thus there is a shortage of middle-level and junior scientists too. This has made salaries of top pharma scientists rise to US levels.

• Project Management Services-Project Management Services-this labour intensive sector will grow with labour intensive sector will grow with growth in corporate structure, infrastructure & retail industrygrowth in corporate structure, infrastructure & retail industry

Source:Source: Data compiled from (FICCI report, New Delhi); Data compiled from (FICCI report, New Delhi); (NASSCOM); (NASSCOM McKinsey (NASSCOM); (NASSCOM McKinsey Report 2006); (Press Release, Ministry of Com. & Ind. April 7, 2006); (Presentation made by Report 2006); (Press Release, Ministry of Com. & Ind. April 7, 2006); (Presentation made by NMCC to National Advisory Council, February 18, 2006) (IL&FS, 2008)NMCC to National Advisory Council, February 18, 2006) (IL&FS, 2008)

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India’s tremendous potential-Demographic DividendIndia’s tremendous potential-Demographic Dividend

• Working age population to comprise over 63 % of the aggregate by Working age population to comprise over 63 % of the aggregate by 2016.2016.

• India only large economy with declining age dependency ratios till 2030. India only large economy with declining age dependency ratios till 2030.

• India’s total population in year 2004: 1,080 million, (672 million people in India’s total population in year 2004: 1,080 million, (672 million people in the age-group 15 to 64 years "working age population”). the age-group 15 to 64 years "working age population”).

• A third of India’s population below 15 years of age and 20 % of the A third of India’s population below 15 years of age and 20 % of the population in the 15-24 age groups. population in the 15-24 age groups.

• Projections indicate the emergence of a young Indian will 800 million in Projections indicate the emergence of a young Indian will 800 million in the productive age group by 2015; the comparable no. of China is 600m the productive age group by 2015; the comparable no. of China is 600m

• In 2020, the average Indian will be only 29 years old, compared with the In 2020, the average Indian will be only 29 years old, compared with the average age of 37 years in China and the US, 45 in west Europe and 48 average age of 37 years in China and the US, 45 in west Europe and 48 in Japan.in Japan.

Source: (National Population Policy 2000 ); (BRICS report of Goldman Sachs(National Population Policy 2000 ); (BRICS report of Goldman Sachs ), NSSO report), NSSO report

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• The challenges are immense and in order to The challenges are immense and in order to achieve the goals there has to be achieve the goals there has to be substantial substantial expansion of quality technical/ vocational expansion of quality technical/ vocational education and training for raising education and training for raising employability and productivityemployability and productivity..

• The skills provided have to be attuned toThe skills provided have to be attuned to::

– New business requirements;New business requirements;

– Improving quality of education and trainings at Improving quality of education and trainings at all levels; and all levels; and

– Make technical/ vocational education system Make technical/ vocational education system more flexible and inclusive for sustainable more flexible and inclusive for sustainable growth.growth.

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Appropriate strategies to be adoptedAppropriate strategies to be adopted

• Expand and upgrade vocational education and training

• Expand and upgrade higher technical education

• Promote research in educational institutions; and

• Redesign the educational pattern at the school level to facilitate skill development.

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• Government have to redefine its role in:Government have to redefine its role in:

– reforming and strengthening vocational education reforming and strengthening vocational education and trainingand training

– clear policy for facilitating capacity expansion through clear policy for facilitating capacity expansion through private sector participation. private sector participation.

– make investment in vocational training institutes make investment in vocational training institutes bankablebankable

– promote industry and academia interaction to narrow promote industry and academia interaction to narrow the existing gap between the demand and supply of the existing gap between the demand and supply of the skilled manpowerthe skilled manpower

• It is very important at this stage to have different It is very important at this stage to have different problem specific policy because one policy is not problem specific policy because one policy is not going to fit in. going to fit in.

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Challenges to be addressedChallenges to be addressed• Disconnect between skills provided and skills required by the Disconnect between skills provided and skills required by the

industryindustry

• Revision of course curricula lags behind the need of the industryRevision of course curricula lags behind the need of the industry

• Out-dated machinery/ tools and technologyOut-dated machinery/ tools and technology

• Skill demand of Services/ Unorganized Sector are largely unmet Skill demand of Services/ Unorganized Sector are largely unmet

• Unsatisfactory employability of trainees because of poor quality Unsatisfactory employability of trainees because of poor quality of training of training

• Shortage of trained instructors and low instructor training Shortage of trained instructors and low instructor training capacity in the countrycapacity in the country

• Low prestige attached to vocational training Low prestige attached to vocational training

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RecommendationsRecommendations

• Need for creation of large scale skill development Need for creation of large scale skill development opportunities andopportunities and infrastructureinfrastructure – to meet the demand of skilled work force by the to meet the demand of skilled work force by the

industry and service sector industry and service sector – to keep the economy growing, to keep the economy growing, – to facilitate employability of the rapidly growing work to facilitate employability of the rapidly growing work

force force • IntegrationIntegration of vocational education at the school of vocational education at the school

levellevel– to impart the basic technical skills to a large number to impart the basic technical skills to a large number

of new entrants to the labour force of new entrants to the labour force – Special reorientation for the Special reorientation for the school drop-outsschool drop-outs – through professional career counseling through professional career counseling – widespread use of ICT in skill training widespread use of ICT in skill training

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• Skill MappingSkill Mapping

– To identify precise skill requirement for the growth of To identify precise skill requirement for the growth of industry-ready manpower industry-ready manpower

• FlexibilityFlexibility

– Academics should be more flexible and inter-Academics should be more flexible and inter-disciplinary. disciplinary.

– Vertical as well as horizontal mobility between Vertical as well as horizontal mobility between different stream of education, and different stream of education, and

– while VE and VT are being dealt with separately, it is while VE and VT are being dealt with separately, it is essential that both form part of a continuum and a essential that both form part of a continuum and a common framework.common framework.

– Build Specific enterprise skills into all VET Build Specific enterprise skills into all VET programmesprogrammes

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• Private Sector Participation (PPP model)Private Sector Participation (PPP model)

– Participation of private sector to be encouraged at the Participation of private sector to be encouraged at the ITI level of skill development & vocational education ITI level of skill development & vocational education and training. and training.

– Develop quality ITI’s and Polytechnics with skill Develop quality ITI’s and Polytechnics with skill development courses in association with industry to development courses in association with industry to run theserun these

– Institutionalize and establish coordination between Institutionalize and establish coordination between the private sector and the government to run the private sector and the government to run institutions for skill development.institutions for skill development.

– Polytechnics should also be given ' Management Polytechnics should also be given ' Management quota'.quota'.

– Participation of industry in operating ITIs and Participation of industry in operating ITIs and technical institutes be encouraged and a scheme of technical institutes be encouraged and a scheme of incentives in terms of IT tax rebate, etc. be incentives in terms of IT tax rebate, etc. be considered. considered.

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– Single window approach for private players, Single window approach for private players,

– create an enabling environment for private sector to create an enabling environment for private sector to come forward and invest in ITI’s and Polytechnics. come forward and invest in ITI’s and Polytechnics.

– Corporate model be allowed in education sector to Corporate model be allowed in education sector to attract investment.attract investment.

– Rules & regulations can be appropriately framed by the Rules & regulations can be appropriately framed by the Government for regulation. Government for regulation.

– Independent Autonomous Regulating Agency. Independent Autonomous Regulating Agency.

• Informal training for short duration at affordable fees Informal training for short duration at affordable fees structurestructure

– expansion of non-formal programmes, based on expansion of non-formal programmes, based on demand, can bridge the gap between demand and demand, can bridge the gap between demand and supply of skilled manpower. supply of skilled manpower.

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• Funding and Bank LoansFunding and Bank Loans

– Bank LoanBank Loan for self employment to students taking for self employment to students taking informal training including ITI courses.informal training including ITI courses.

– Liberal loansLiberal loans for setting up Industrial Training Centers for setting up Industrial Training Centers and Vocational Training Institutes. and Vocational Training Institutes.

– Well-designed loansWell-designed loans (A genuine loan) with Income- (A genuine loan) with Income-contingent repayments, for efficiency reasons to reduce contingent repayments, for efficiency reasons to reduce uncertainty and for equity reasons to promote access, uncertainty and for equity reasons to promote access, since loans will have built-in insurance against inability since loans will have built-in insurance against inability to repay. to repay.

– LoansLoans enough to cover all fees including, living costs; enough to cover all fees including, living costs;

– The interest rateThe interest rate to be at government’s cost of long to be at government’s cost of long term borrowing.term borrowing.

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• Special Strategy to be planned for remote areasSpecial Strategy to be planned for remote areas

• Course and Curriculum development:Course and Curriculum development:

– Curricula to be revised periodically. Curricula to be revised periodically.

– flexible approach in developing courses and curriculum. flexible approach in developing courses and curriculum.

– Curriculum be developed based of the learning outcome Curriculum be developed based of the learning outcome rather than on prescribed rigid formatrather than on prescribed rigid format

– Add On'Add On' specialized vocational courses to be offered at specialized vocational courses to be offered at University & Higher Institution level. University & Higher Institution level.

– Add-on and industry oriented courses Add-on and industry oriented courses be provided for be provided for meeting the demand in industry.meeting the demand in industry.

– Modular system of VET be facilitated at different level Modular system of VET be facilitated at different level giving due weightage to experience in industry and giving due weightage to experience in industry and professions. professions.

Contd….Contd….

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– Hands on experience be duly rewarded through this Hands on experience be duly rewarded through this process. process.

– A central agency be created for refining courses.A central agency be created for refining courses.

– For value addition, 3-6 months courses in banking, For value addition, 3-6 months courses in banking, insurance, IT, finance, etc. can be offered which can insurance, IT, finance, etc. can be offered which can then be outsourced to companies and banks. then be outsourced to companies and banks.

– Modification of the apprenticeship Training system with Modification of the apprenticeship Training system with focus on imparting incremental skills through focus on imparting incremental skills through short short duration coursesduration courses such as carpentry, plumbing, such as carpentry, plumbing, masonry, tile makers, painters, electricians etc.masonry, tile makers, painters, electricians etc.

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• More and more market oriented popular TradesMore and more market oriented popular Trades– Increase in the number of trades in ITI’s. Increase in the number of trades in ITI’s. – Drop unpopular trades and introduce those with new Drop unpopular trades and introduce those with new

areas of concern keeping in view the demand of the areas of concern keeping in view the demand of the IndustryIndustry

• Optimum utilization of available resourcesOptimum utilization of available resources

– Infrastructure available in Polytechnics and engineering Infrastructure available in Polytechnics and engineering colleges be utilized optimally by following an colleges be utilized optimally by following an integrated integrated model model of skill building programmes in these colleges. of skill building programmes in these colleges.

– Collaborative effort to utilize the existing infrastructure Collaborative effort to utilize the existing infrastructure will maximize the resources available will maximize the resources available

– Increase the capacity by running two / three shifts Increase the capacity by running two / three shifts

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• Certification and Standard:Certification and Standard:

– An appropriate certificate system should be instituted An appropriate certificate system should be instituted by the Central and state governments along with by the Central and state governments along with industry for certifying the skills of traineesindustry for certifying the skills of trainees

– Certification to be linked with trainingCertification to be linked with training

– Encourage Testing of the skills of trainees by Encourage Testing of the skills of trainees by independent assessing bodies independent assessing bodies

– Proficiency test in various trades by independent body. Proficiency test in various trades by independent body.

– Skills to be quantified in terms of grades or creditsSkills to be quantified in terms of grades or credits

– Separate agency for certification i.e. Separate agency for certification i.e. National National Vocational Qualification (NVQ)Vocational Qualification (NVQ) as in Australia where as in Australia where workers on the job floor can be tested and certified.workers on the job floor can be tested and certified.

– Independent Certification:Independent Certification: Certification jointly with the Certification jointly with the Government institution and certified bodies or Industry Government institution and certified bodies or Industry certification would carry maximum weightage.certification would carry maximum weightage.

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• Autonomous Independent Accreditation agenciesAutonomous Independent Accreditation agencies

– The body should include representation of the major The body should include representation of the major stakeholders. stakeholders.

– They could have regional offices as well. They could have regional offices as well.

– Accreditation agencies should be accountable Accreditation agencies should be accountable

• for providing timely accreditation for providing timely accreditation

• for ensuring quality training, adequate faculty, updated for ensuring quality training, adequate faculty, updated curriculumcurriculum

• availability of desired training infrastructure, andavailability of desired training infrastructure, and

• resources in the accredited institutes. resources in the accredited institutes.

– For the desirability of select trade specific independent For the desirability of select trade specific independent accreditation bodies could also be examined.accreditation bodies could also be examined.

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• Faculty Training with Industry ParticipationFaculty Training with Industry Participation

– Training of teachers in upcoming trades and technologies Training of teachers in upcoming trades and technologies

– Faculty training through variousFaculty training through various fellowship programmes fellowship programmes

– Industry exposure to Faculty to match the emerging needs Industry exposure to Faculty to match the emerging needs of the economy. of the economy.

– Flexible teaching and Cross movement of Faculty to Flexible teaching and Cross movement of Faculty to industry and industry personnel to institution to enhance industry and industry personnel to institution to enhance quality of teaching learning process.quality of teaching learning process.

– Active participation of industry in training programmes Active participation of industry in training programmes conducted in ITI’s and technical institutions. conducted in ITI’s and technical institutions.

– Encourage employment of retired trained manpower from Encourage employment of retired trained manpower from the defense forces, employ skilled workers from the the defense forces, employ skilled workers from the industry and also retired instructorsindustry and also retired instructors

– A number of autonomous bodies can set up faculty A number of autonomous bodies can set up faculty training institutions to provide up to date training. training institutions to provide up to date training.

– At least 15 days training every year should be mandatory. At least 15 days training every year should be mandatory.

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• Development of Training materialsDevelopment of Training materials

– Develop proper teaching learning material for VET Develop proper teaching learning material for VET keeping in view the requirements of different tradeskeeping in view the requirements of different trades

– Re-organize practical sessions in different trades for Re-organize practical sessions in different trades for which latest equipment to the trainees be given priority.which latest equipment to the trainees be given priority.

– Practical training (hands-on –training) on the shop floorPractical training (hands-on –training) on the shop floor

– Project work to be mandatory in industry before the Project work to be mandatory in industry before the award of ITI certificate, diploma or degree award of ITI certificate, diploma or degree

– Vocational education to be more computer aided and Vocational education to be more computer aided and computerized programmes should be part of the computerized programmes should be part of the curriculum.curriculum.

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• Creating AwarenessCreating Awareness

– There is lack of awareness about type of courses, There is lack of awareness about type of courses, trades, institutions and opportunities in case of VET.trades, institutions and opportunities in case of VET.

– create awareness and provide all possible information in create awareness and provide all possible information in various fields through various means.various fields through various means.

– Create certain key location/centers where all such type Create certain key location/centers where all such type of information’s are provided. of information’s are provided.

– Such center should act Such center should act

• as repository of information as repository of information

• a testing center a testing center

• where some of the courses may even be conducted where some of the courses may even be conducted

• provide all information regarding courses, location provide all information regarding courses, location and certificationand certification

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• Re-branding Vocational Education and Training:Re-branding Vocational Education and Training: – Changing the name of ITIs / ITCs to ‘Skill Development Changing the name of ITIs / ITCs to ‘Skill Development

Colleges’Colleges’– Sensitization and Publicity campaign to change the Sensitization and Publicity campaign to change the

mind set mind set – Realization that Skill Development College could Realization that Skill Development College could

provide much better career prospects than going to a provide much better career prospects than going to a general education stream. general education stream.

– Provide option for Higher Education: Provide option for Higher Education: • provide mobility from VET to higher education and provide mobility from VET to higher education and

vice versa, vice versa, • Eligibility for entry into polytechnics and plus two Eligibility for entry into polytechnics and plus two

level of engineering courses. level of engineering courses. • Credit for the number of years an ITI student Credit for the number of years an ITI student

underwent training for admission to a college or a underwent training for admission to a college or a university.university.

– Universities to set up skill development centres with a Universities to set up skill development centres with a good degree of autonomy to revive the brand of good degree of autonomy to revive the brand of Vocational education and trainingVocational education and training

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• AutonomyAutonomy

– Autonomous State level Skill Development Autonomous State level Skill Development CorporationCorporation

– Promote Independent Autonomous accreditation Promote Independent Autonomous accreditation agencies of reputeagencies of repute

– Autonomy be given to institutions for deciding Autonomy be given to institutions for deciding syllabus, course content etc. as the current system of syllabus, course content etc. as the current system of approval from various regulatory bodies is extremely approval from various regulatory bodies is extremely time consuming. time consuming.