chapter 2 the vocational education scenario...
TRANSCRIPT
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CHAPTER 2
THE VOCATIONAL
EDUCATION SCENARIO
IN ASSAM
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2.1 INTRODUCTION
Being strategically placed and bordering six other North-Eastern states of Arunachal
Pradesh, Mizoram, Manipur, Tripura, Meghalaya and Nagaland, Assam is referred to as
the “Gateway of the North-East Region “of India. Situated between 90 degrees East-96
degrees West longitude and 24 degrees North-28 degrees South latitude, Assam also
shares international boundary with Bhutan and Bangladesh. Because of its strategic
location and proximity to two neighboring countries of India, the demographic details of
the state have always been an issue of importance. Spread over a geographical area of
78,438 sq kms, constituting 2.4 % of the total geographical area of India, Assam
sustains 2.58 % of the country’s population (Directorate of Economics and Statistics,
2013).
2.1.1 Demographic features:
According to the Census of India, 2011 (Registrar General & Census Commissioner,
India, 2011) the population of Assam stands at 3,12,05,576 of which 1,59,39,443
constitute the male population and 1,52,66,133 constitutes the female population.
This is a significant rise compared to the 2001 population of Assam which stood at
2,66,55,528; 1,37,77,037 being the male population and 1,28,78,491 being the
female population. During the decade 2001-2011, the percentage variation in
population has been 17.1% as against the percentage variation of 18.9 % in the
previous decade of 1991-2001. Sustaining 2.58% of the country’s population in 2.4%
of the total geographical area, the density of population of the state has also increased
from 340 persons per square km in 2001 to 398 persons per square km in 2011.This
evokes interest, given the fact that the density of population in the state is higher than
the country average of 382 persons per sq km in 2011 census. The population
dynamics in the current situation reflects considerably on the nature and composition
of human resources in the state.
2.1.2 Natural resources
On the natural resources front, Assam abounds in many resources that have acted as
a facilitator in the process of its economic development. Water, forest and mineral
resources are significantly present in the state. According to the Directorate of
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Economics and Statistics (2013) the water resources of the state stands at 3.91 lakh
hectare of water area in the form of different kinds of water bodies consisting of
lakes, beels, rivers, ponds and lakes. In 2011-2012, the reserved forest area
constituted around 17% and the total forest area excluding unclassed forest
constituted around 26% of the total geographical area of the state. Assam occupies an
important place in the map of mineral wealth availability in the country. Some
important minerals present in the state are coal, mineral oil, natural gas, sillimanite,
gold, fire clay, potter’s clay, kaolin or china clay, copper, salt, feldspar, gypsum and
iron-ore.
In 2011-2012, the index of mineral production in the state stood at 108.35 (Base:
2004-2005) (Directorate of Economics and Statistics, 2013)
2.1.3 Industrial Profile
The presence of the vast natural and human resource base in the state has contributed
to the development of its industrial sector. The prominent industries that find a place
in the industrial profile of the state are:
Tea Industry: The history of the tea industry in Assam dates back to the period of the
dominance of the East India Company. The first tea garden in the state was started in
1833 in erstwhile Lakhimpur district. Presently, Assam alone produces more than
half of India’s tea production. According to the Department of Economics and
Statistics (2013), in 2007, the number of tea gardens in Assam stood at 65422.In
2011, the total tea production in Assam was 508741 thousand kg .The latest average
yield per hectare figure, available for 2008, stands at 1513kg.
Oil and Petroleum Industry: After the discovery of petroleum in Digboi, the Assam
Railways and Trading Company started the exploitation of the petroleum industry in
Assam in the year 1889. It was with the promotion of the Assam Oil Company in
1899 that petroleum began to be produced on a large scale in the state. The Oil India
Limited and the Oil and Natural Gas Commission have been associated with the
exploration of crude oil and natural gas in Assam. The establishment of refineries in
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Noonmati, Digboi, Bongaigaon and Numaligarh, have facilitated the processing of
crude oil in the state. In 2011-2012, the production of crude oil in the state stood at
5023 thousand metric tonnes and that of natural gas (utilized) stood at 2726 million
cubic metres (Directorate of Economics and Statistics, 2013)
Coal Industry: The presence of coalfields in many places of Upper Assam like
Makum, Margherita, Ledo, Jhanji, Nazira and Koilajan and Silbhetta in Karbi
Anglong had led to the emergence of the coal Industry in Assam The production of
coal industry in Assam in 2011-2012 was 590 thousand metric tonnes (Directorate of
Economics and Statistics, 2013).
Fertilizer Industry: A key input for agriculture, fertilizer, is an important product
produced by the fertilizer industry, which is an industry, based on natural gas as a
raw material. Assam’s oil fields in Naharkatiya and Moran has a large proportion of
gas reserve The installation of the fertilizer factory at Namrup by the Fertilizer
Corporation of India was a big boost to Assam’s economy in terms of its use of the
natural gas present in the state and in terms of its contribution to both the agricultural
and industrial sectors in the state. The Namrup Fertiliser Factory was established in
order to produce 100,000 tonnes of ammonium sulphate and 55,000 tonnes of urea
per year. During 2011-2012, the production of the fertilizer industry of Assam was
394 thousand metric tonnes (Directorate of Economics and Statistics, 2013).
Cement Industry: The presence of limestone in Assam has been a facilitator in the
establishment of cement industry in Assam. Limestone is an important raw material
for the cement industry. The volume of production of limestone in the state in 2011-
2012 was 242 thousand metric tones (Directorate of Economics and Statistics, 2013).
The cement factory in Bokajan has made use of the limestone produced ion Assam
since its establishment in 1971.
Paper Industry: This is an important agro–based industry of Assam, which draws
upon the vast bamboo resources present in the state. The first paper mill in the state
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was established in Jaghighopa. Subsequently paper mills were established in the state
by the Hindustan Paper Corporation at Jagiroad and Cachar.
Rubber Industry: The area under rubber cultivation in the state has increased from
25805.9 hectares in 2009-2010 to 32117.43 hectares in 2011-2012. The rubber
production has also increased from 9832.4 MT in 2009-2010 to 10950 MT in 2011-
2012 (Directorate of Economics and Statistics, 2012, 2013). Consequently the state
has a huge potential for rubber industries.
Silk Industry: The silk industry of Assam occupies an elevated place in the industrial
map of the country. The varieties of silk in Assam are eri, muga and pat. All these
three varieties of silk are produced in Kamrup district, which is the hub of the silk
industry in Assam .The most important centre of silk industry in Assam is located in
this district at Sualkuchi.
Brass and Bell metal industry: This industry is chiefly confined to places like Hajo,
Sarthebari, Raha and Titabar. An important cottage industry of the state, the brass
and bell metal industry has, however, not been able to stand up to the competition
from contemporary industries in modern times. The Industrial Policy of Assam, 1986
had announced several steps to help this industry including the setting up of the
Minerals and Metals Trading Corporation of the Government of India at Guwahati in
order to provide the resource base vital to the development of this antique industry of
the state (Department of District Gazetteers, 1999).
Bamboo and Cane Industry: Another cottage industry of the state is the cane and
bamboo works. Mainly, a household industry, it constitutes an important place
among the handicrafts of the state. It is also an important rural based industry with a
significant amount of urban presence. The abundance of cane and bamboo has helped
in the promotion of this industry. The region has 60% of the total bamboo of the
country (Directorate of Economics and Statistics, 2013).
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Other cottage Industries: Prominent amongst the other cottage industries of Assam
are pottery, blacksmithy, gold and silver works, wood works and carpentry.
Tourism Industry: The tourism industry in the state has been based on its tea
tourism, natural habitats, water resources and the vibrant cultural festivals. That the
tourism industry in the state has seen an expansion is substantiated by the fact that
the number of foreign tourists to the state has increased from 5211 in 2001-2002 to
16660 in 2011-2012 .On the other hand, domestic tourists have increased from
1690672 in 2001-2002 to 4408336 in 2011-2012 (Directorate of Economics and
Statistics, 2005, 2013).
Other Micro, Small and Medium Enterprises: Among these industries, mention may
be made of the rice mills, flour mills, sugar factory, oil mills, food processing
industries, saw mills, jute mills, brick making, soap factories, candle works, match
factories, automobile workshops, trunk and suitcase factories, fibre board industries
and engineering industries.
The existence of an industrial base in the state is commendable, given the deep
impact it has on the employment of its human resource.
2.2 HUMAN RESOURCE: A GLIMPSE INTO EMPLOYMENT-
UNEMPLOYMENT SITUATION
The industrial sector of Assam has a large number of varied industries that are a
source of potential employment for its people. But, the industrial base reflects an
urban bias which impacts heavily on the employment of the population segment that
is still predominantly rural. The state also has a proliferating tertiary sector that
displays an urban biasness. The state still has more population in its rural areas than
in its urban areas. The persisting rural-urban divide reflects heavily on the absorption
of the rural population in the industrial set-up and on the occupational distribution of
the state. According to the population census of 2011, the state’s rural population
stands at 85.92% of its total population while the urban population stands at 14.10 %
(Registrar General & Census Commissioner, 2011).
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This rural-urban divide also impacts the nature and composition of the work-force of
the state. The sectoral break-up of the rural and urban workforce shows that there
exists discrepancy in the nature of absorption of the workforce in rural and urban
settings. An NSSO estimate indicating the status of workforce absorption in the state
which reflects a discrepancy in the rural and urban workforce absorption is presented
in Table 2.1 (Madhab,2005).
TABLE-2.1
Sectoral Absorption of Workforce
Sector 50th Round
(1993-94)
55th Round
(1999-2000)
50th Round
(1993-94)
55th Round
(1999-2000)
Rural Urban
Primary sector
Agriculture 79.2 67.7 3.0 6.0
Mining and Quarrying 0.2 0.3 6.1 0.5
Secondary Sector
Manufacturing 3.5 4.0 10.4 7.2
Tertiary Sector
Electricity 0.3 0.1 0.5 0.6
Construction 0.7 1.8 2.8 5.2
Wholesale, retail trade 6.9 8.1 29.0 30.0
Transport, storage etc. 1.3 2.7 7.5 8.3
Financial, insurance
services 0.2 0.3 2.0 5.6
Community services 7.7 15.1 38.6 36.6 Source: Percentage Of Usually Working Persons in the Principal Status and Subsidiary (NSSO, 50
th
and 55th
rounds) in Madhab (2005) Survey on the Unemployeds in Assam, Department of
Economics and Statistics. Assam
The above table shows that the absorption of the workforce in the primary sector is
more in the rural areas than in the urban areas. The workforce absorption in the
primary sector is contributed more by the agricultural sector. Because of the
predominance of rural population in the state, agriculture still remains the major
source of livelihood of the people. Overall, however, the table shows a decline in the
absorption of the workforce in the primary sector in both the rural as well as in the
urban setting The decline in labour absorption in the primary sector has been
compensated for by an increase in the secondary and the tertiary or services sector as
has been substantiated by the above table The secondary and tertiary sectors are,
however, represented more by the urban workforce. The greatest chasm between the
rural and urban workforce is noticed in the tertiary sector which absorbs a significant
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proportion of the urban workforce. Madhab (2005) reiterates that the tertiary sector
supports those who possess requisite skills and education. However, the increase in
absorption of work–force in the secondary and tertiary sectors has been very
marginal. The decline in absorption of the workforce in the primary sector and a
lower absorptive capacity of the secondary and tertiary sectors has greatly impacted
the state unemployment scenario.
The National Sample Survey Organization has been conducting surveys on
employment and unemployment for the country and for the states at regular intervals.
The different rounds of these surveys present a comparative picture of the alarming
unemployment situation in the states and for the country as a whole. The following
NSSO survey data presented in Table 2.2, based on the principal of usual status,
gives a picture of the gap that persists between the unemployment situation in Assam
and India as a whole:
TABLE 2.2
Round-Wise Number Of Persons Unemployed per 1000 Persons
According To Usual Status
NSS Round Place Rural Urban
Male Female Male Female
59th Round
(Jan/03-Dec/03)
Assam 431 803 454 927
India 453 689 459 854
60th Round
(Jan/04-June/04)
Assam 473 914 472 921
India 473 772 469 879
61st Round
(July/04-June/05)
Assam 449 791 449 891
India 454 673 451 834
62nd
Round
(July/05-June/06)
Assam 474 865 442 915
India 463 776 466 879 Source: Report on Household Consumer Expenditure, Employment-Unemployment situation
in India (62nd
Round National Sample Survey, 2005-2006) in Directorate of Economics and
Statistics (2009) Economic Survey, Assam, 2008-2009
The Table-2.2 reflects that in every round of the NSSO sample survey, in case of
females, the number of unemployed has been higher in Assam compared to India as a
whole. This is true for both rural and urban Assam. But, the male unemployment
figures present a different picture. The number of male unemployed in urban Assam
has always been lower than the all–India figure except in the 60th
round of NSSO
Sample survey. However, the rural male unemployed figure shows that the number
of unemployed has been lower than or equal to the all India figures in all the NSSO
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rounds except in the 62nd
round where it is higher than the all India figure. Overall,
the number of unemployed per thousand is higher for Assam, compared to India as a
whole. The picture of unemployment in Assam as reflected earlier by the Assam
Development Report 2003 (Table 1.1) also presents a higher unemployment rate for
Assam vis-à-vis India.
The live registers of the Employment Exchanges in the state also present an
indicative picture of unemployment situation in Assam. That there still exist a
significant number of people in the live registers of the employment exchanges in
Assam, as shown by the Table-2.3 below, bears testimony to the persisting
unemployment problem.
Table 2.3
Numbers in the Live Register of Employment Exchanges
Year Number (in Lakh)
2003 15.68
2004 16.31
2005 17.63
2006 18.27
2007 19.21
2008 20.06
2009 20.79
2010 19.11
2011 17.29 Source: Compiled from Statistical Handbook
(2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012) Directorate of
Economics and Statistics, Assam
The above table shows that the number of people seeking employment through
employment exchanges in the state has been continually increasing from 2003 to
2009. However, the numbers in the live register in the years 2009 and 2010 do show
a decline. Of course, this may not reflect a fall in the number of unemployed looking
for work; it is only a reflection of the number of those who have registered in the live
registers of the employment exchanges. One alarming factor manifests itself in the
unemployment scenario in the state. The percentage of educated job seekers to total
job seekers has increased from 68% in 2007 and approximately 73% in 2008 to 75%
in 2009( Directorate of Economics &Statistics,2007,2008,2009). The live registers of
the employment exchanges also show an increase in the number of educated job
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seekers in the state during the period 2006-2010. This is a matter of serious concern
as it raises questions about the relevance of the present education system to the
present employment market and has grave socio-economic consequences for the
state. The registration and numbers of educated job seekers in the live registers of the
employment exchanges are shown in the following tables: Table 2.4(a); Table
2.4(b):
Table 2.4 (a)
Registration of Educated Job Seekers in Live Registers of
Employment Exchanges
Level of Education Registration
2005 2006 2007 2008 2009 2010 2011
Engineering Graduate 97 173 211 237 271 385 764
Medical Graduate 43 37 134 159 165 197 60
Agricultural Graduate 43 39 97 175 186 156 113
Veterinary Graduate 89 70 65 63 69 53 43
Passed
out ITI
Trainees
Total 911 663 1480 1634 2070 2467 1583
Engineering
Trade 529 374 970 1011 1319 1574 973
Non-
Engineering
Trade
382 289 510 623 751 893 610
Post Graduate 1883 1767 3216 4287 4780 3002 1082
Graduate 16432 13224 19135 22493 28598 34012 30694
H.S.S.L.C 35300 32534 37178 38121 39999 47681 58194
H.S.L.C 49831 46829 58068 66157 78005 93054 71287
Diploma (Eng) 210 175 210 283 293 249 873
Others 298 197 360 492 563 487 10716
Total 105144 95708 120154 134101 154999 181743 175409
Source: Compiled from Economic Survey, Assam, 2007-2008; 2008-2009; 2010-2011; 2011-2012;
2012-2013
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Table 2.4 (b)
Numbers of Educated Job-Seekers in Live Registers of
Employment Exchanges
Level of Education Numbers in Live Registers
2005 2006 2007 2008 2009 2010 2011
Engineering Graduate 1859 2913 2438 2978 3007 2839 3571
Medical Graduate 529 487 481 617 721 681 555
Agricultural Graduate 1127 1183 923 1127 1231 1167 1043
Veterinary Graduate 413 406 357 492 543 512 392
Passed out ITI
Trainees
Total 17200 14528 17784 21147 21323 20070 26691
Engineering
Trade 12897 8749 14145 17132 17233 16212 23474
Non-
Engineering
Trade
4303 5779 3639 4015 4090 3858 3217
Post Graduate 16479 15737 17209 23293 24946 21352 13593
Graduate 194911 180699 224125 231529 299402 283471 231475
H.S.S.L.C 374620 368316 339227 392558 452537 427451 453458
H.S.L.C 632650 643690 687461 667329 700518 661155 540915
Diploma (Eng) 5532 5587 5659 6012 11609 10431 5423
Others 3241 2954 3702 4429 4473 4089 35871
Total 1248561 1236500 1299366 1351511 1520310 1433218 1312987
Source: Compiled from Economic Survey, Assam, 2007-2008; 2008-2009; 2010-2011 2011-2012;
2011-2012
The tables Table 2.4(a) and Table 2.4(b) show the registration and numbers of
educated job seekers respectively in the live registers of employment exchanges for the
period 2005-2011. The above tables point to one very important aspect of the link
between employment and state education scenario. It highlights the fact that the number
of educated job seekers is highest amongst those having generic skills rather than those
with professional, technical and vocational skills. In this seven-year period, the number
of job seekers has been higher for matriculates, intermediates and postgraduates than for
professional, technical and vocational education out-turns. A comparison of those
possessing generic skills reflect that the number of those seeking employment through
employment exchanges has been highest amongst those with a higher secondary
education followed by the matriculates. It may, of course, represent the fact that either
the acquisition of skills has increased the employment chances of the technical and
vocational education out-turns or their non-registration in the employment exchanges
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has led to a fewer number of this group being represented in the live register. However,
the data on educated job seekers in employment exchanges indicates the fact that the
level and type of education has an impact on employability and employment chances of
the education out-turn in the various employment terminals available. This makes it
imperative to have a glance at the state education scenario.
2.3 TRACING THE EVOLUTION OF EDUCATION
In tracing out the history of education in the state of Assam, this research work has
relied heavily on the work of Chakravarty (1989) and the literature on education in
Assam of the Directorate of Higher Education (2008) and KKHSOU (2011) put forward
in their websites. KKHSOU (2011) traces the education in ancient Assam to the
Gurukul system that emphasised on the diffusion of the scriptures amongst its students.
From its discourse on the education history of Assam, it is apparent that the “Satras” of
Assam which bear the footprints of the two religious stalwarts of Assam, Sankardev and
Madhabdev have had an important role to play as transmitters of education among the
indigenous population in the state. But, the history of modern education in Assam dates
back to the advent of the British after the Treaty of Yandaboo in 1826 (Directorate of
Higher Education, 2008). However, it was the Wood’s Despatch of 1854 that promoted
serious steps in the sphere of education in the state and laid the foundation for spreading
education amongst the poor with objective of removing illiteracy (Chakravarty,1989).
But, a Department of Education was started in Assam only in 1874, according to the
recommendations of the Woods Despatch of 1854 .The groundwork for primary
education in the state was laid after the passing of the primary education Act in 1926.
Subsequently, the Assam Basic Education Act, 1954 and the Assam Elementary
Education Act, 1962 were important milestones in the proliferation of primary
education in the state. The formulation of the National Policy on Education, 1968 also
helped the cause of spread of primary education in the state through the acceptance of
schemes like Operation Black Board. The acceptance of the District Primary Education
Programme (DPEP) in 1993, emphasising on decentralization and accessibility of
educational efforts and the Sarba Sikhsa Abhiyan in 2001 further consolidated the
position of primary education and streamlined its spread in the state.
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The administrative reforms of the Government of India Act, 1919 initiated the progress
of secondary education in Assam. Yet, it was only after independence that secondary
education made further inroads in the state and its position was consolidated with the
establishment of Gauhati University in 1948. This also marked the beginning of the
growth of higher education in the state. Since then, rapid strides have been made in
Assam’s educational roadmap. The beginning of vocational education in Assam has
been traced by Chakravarty (1999) to 1873 when classes on surveying and carpentry
were started in two places of Upper Assam, Golaghat and Jorhat. She, however, points
out that it was the Woods’ Despatch of 1854 which reflected the necessity of
“practically useful education” for the people.
In the post-independence period, education has been given greater importance and seen
as a facilitator of its economic and social progress. The progress made in the field of
education in the state has coordinated with the decisions put forward by the national
level educational committees. The expansion and reforms in the education sector in the
state has followed along the recommendations made by the National Policy on
Education, 1986, the Programme of Action, 1992(POA), revised POA, the University
Grants Commission, the National Assessment and Accreditation Council (NAAC) and
the All India Council for Technical Education (AICTE) (Directorate of Higher
Education, 2008). Guided by such epoch–making national policies, Assam has been
able to sustain and strengthen a vast educational network from the pre-primary stages to
the higher education stages. The proliferation of vocational education institutes in the
state is also the outcome of the recommendations put forward by these national level
educational committees. From the ancient institutes of education like the Pathsalas,
Tols, Maktabs, Satras and Naamghars (KKHSOU, 2011), Assam has now graduated to a
huge network of educational institutes that constitute pathways to different types and
levels of education. Wikipedia (2013) reiterates that Assam’s education comprises a
school education consisting of pre-primary, primary, middle, high and higher secondary
schools as well as a vast network of higher education institutions. The education
network in the state is presented in the following Table 2.5:
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TABLE 2.5
Educational Institutions in Assam (September, 2010)
Type of Institution Number
A HIGHER EDUCATION
1 University 6
2 Institute of National Importance (IIT, NIT) 1+1=2
3 College for General education
(a) Arts, Science, Commerce College
Govt. College 7
Provincialised College 189
College Receiving Financial Aid 142
(b) Junior College 217
(c) Arabic College 5
4 College for Professional Education
(a) Agriculture & Forestry 2
(b) Engineering College 4
(c) Law College 20
(d) Management Institution 1
(e) Veterinary 2
(f) Medical College (including Homeo/ Ayurvedic/
Dental/ Pharmacy/ Nursing) 13
B SECONDARY & ELEMENTARY EDUCATION
(a)Higher Secondary School 851
(b)High/Post Basic School 5506
(c)Middle/senior Basic School 11308
(d)Primary/Jr. Basic School 30054
(e)Pre-Senior Madrassa 524
(f)Senior Madrassa 164
(g)Title Madrassa 14
(h)Sanskrit Tol (Proviancialised) 82
C INSTITUTE FOR PROFESSIONAL EDUCATION
(UNDER GRADUATE)
(a) Polytechnic Institution 9
(b) Technical Industrial Arts and Crafts school
D INSTITUTION TEACHERS TRAINING
(a)Teachers Training College 49
(b)Teachers Training School 1
E SCHOOL FOR VOCATIONAL, PROFESSIONAL & OTHERS
1. Junior Technical 1
2. Handicapped 6
3. Juvenile Delinquent (Jail School) 10 Source: Statistical Handbook, Assam 2011, Directorate of Economics and Statistics, Assam.
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Table 2.5 indicates that Assam has a broad spectrum of educational services in the
formal sector in the state. This has made significant contribution to its increasing levels
of literacy. According to 2001 Census, the literacy rate in Assam was 63.25% with a
male literacy of 71.28% and a female literacy rate of 54.61 % (Directorate of
Economics and Statistics, Assam, 2012). However, the 2011 figure of literacy rate in
India puts this figure at 73.18% with the male literacy being 78.81% and the female
literacy rate being 67.27% (Directorate of Economics and Statistics, Assam, 2013).
Thus, the state has seen a tremendous improvement in its literacy levels in the last
decade. In terms of literacy also, there is evidence of a great rural-urban divide as is
substantiated by the 2001 Census figures of an urban literacy rate of 85.35% and a rural
literacy rate of only 59.74%(Directorate of Economics and Statistics, 2011). One
significant reason for the rise in the number of educated job seekers in the state is,
therefore, the rise in the literacy levels and a greater out-turn of the vast network of
educational institutes in the state. Another reason that may be attributed to the growing
unemployment among the educated in spite of a growing economy is the lack of specific
skills in out-turns of the educational institutes. It is required to prepare out-turns of the
educational institutes of the state for the employment market, rather than to equip them
with bookish and theoretical knowledge.
At the other end of the spectrum, there are a significant proportion of girls and boys who
have dropped out from institutions at different tiers of the education system. The
dropping out of the educational scene begins at the elementary level of classes I to VIII
itself and is higher than the national drop-out rate (Directorate of Economics &
Statistics, 2013). The drop–out rate for secondary and higher secondary education in
Assam is also higher than the national figures; the dropout rate figure for Class X in
1998-1999 in Assam being 75.35% for girls and 76.55% for boys as against the all-India
figure of 70.22% for girls and 65.44% for boys.(Planning & Development Department,
2003). The Planning & Development Department, 2003 reiterates that the dropout rate
for Assam has been increasing at a time when the dropout rates in India have been on
the decrease. Therefore some radical changes in the educational system are called for
that would arrest dropout rates, increase retention in education and increase
employability. The real contribution of education to economics comes by way of its
65
ability to increase human capabilities, thereby increasing their productivity,
employability and income. With radical changes coming up in the economies today, a
restructuring of the education system becomes necessary so as to make the population
more skills oriented and equip the human resources with greater employability,
versatility and adaptability. At the global level and at the national level too, Vocational
Education is now seen, as a way of restructuring the skill needs of the economy, making
its population more employable, leading to their effective utilization.
Assam too has made all possible efforts to revamp its educational scenario, emphasizing
on generation of greater skills to increase employability and facilitate greater utilization
of the state’s human resources. In this endeavour, the state has moved in synchrony with
the greater national provisions of the vocational education system and
recommendations. The call for introducing vocational content in the Indian system of
education can be traced to distant past. The National Focus Group report on Work and
Education (NCERT, 2007) puts forward a few words of Mahatma Gandhi that reflects
that education for work was an important area in the Gandhian economic thought. The
report also reiterates that the Kothari Commission (1964-66) ,the National Education
Policy, 1986 and the National Curriculum Framework designed by NCERT in 1975,
1988 and 2000 have all placed importance on providing work related education to
students (NCERT, 2007). Misra et al (2012) also point out that vocational education
has been the focus area of many important committees in the area of education in India.
In this discussion they uphold that vocationalisation of education has been among the
key recommendations made by the Kothari Commission (1964-66),Ramamurti
Committee (1990) and the Programme of Action, 1992. The relevance and importance
of skill development in the country has increased consequent upon the National Mission
on Skill Development target of preparing 500 million skilled persons by
2022(NSDC,2009;Goel,2012). The National Knowledge Commission while
recommending the integration of vocational education system with mainstream
education has stressed on an effective delivery mode for this system of education
including public-private partnership (NKC, 2009). India’s vocational education system
has evolved against this backdrop of recommendations and suggestions made by key
educational committees in the country. Today, there is a strong network of vocational
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education institutes in the country that constitutes the platform of vocational education
infrastructure in the country as well as the state. The various vocational education and
training systems in India can basically be categorized into two sectors:
Public Sector Private Sector
Secondary Schools ITC
ITI s Private Training Centres
Apprenticeships Public-Private partnership
Polytechnics
Others (NIOS etc) Source: Ernst & Young-FICCI Report 2009
The vocational education system in Assam has also evolved keeping in tune with the
key national recommendations and suggestions. The categorization of vocational
education system in the country put forward by Ernst & Young is also seen to be the
picture of vocational education network in Assam. This is substantiated by the field
survey on vocational education providers carried out for the purpose of this research
work. With regard to these vocational education and training systems, the Ernst and
Young-FICCI report (2009) also points out that the two key regulatory bodies are the
Ministry of Labour and Employment and the Ministry of Human Resource
Development. Assam’s vocational education network scenario reflects the presence of a
number of vocational education pathways that are also bound by these two regulatory
bodies.
2.4 PATHWAYS TO A VOCATIONAL EDUCATION
Thus acknowledging the importance given to Vocational Education at the national level,
the Government of Assam has extended several pathways of acquiring a vocational
education and skills for its youth population, who are defined by United Nations
Organisation (UNO) as belonging to the age group15-24 years (Dev and
Venkatanarayana, 2011). In Assam, Vocational Education is, therefore, available at
different tiers and through different delivery systems. Government schools, a few degree
colleges, ITIs, Polytechnics, Junior Technical Schools, the three open universities, and a
number of private vocational education providers constitute the platform through which
vocational education is provided in the state. The thrust of the vocational education
system in the government schools lies in their higher secondary sections. However,
67
recent steps have been taken to bring in the secondary sections of classes IX and X
under the vocational education delivery mechanism through the implementation of the
National Vocational Education Qualifications Framework in the secondary sections of
the government schools in Assam.
2.4.1 Secondary Schools
The Assam government, in collaboration with Pearson India has worked to implement
the National Vocational Education Qualifications Framework (NVEQF) under which,
the vocational education system will be initiated in secondary stages of Classes IX and
X in government schools of Assam. The Department of School Education and Literacy
(2012) maintains that NVEQF would pave the way for a “nationally recognised
qualification system” that would also have “international recognition”. The Framework,
developed by Central Advisory Board of Education (CABE), would bind schools,
vocational institutes and institutes of higher education by common guidelines and would
facilitate horizontal and vertical mobility of students into the vocational education
system at different entry and exit points (Department of School Education & Literacy,
2012).
Initially, 10 government schools have been selected to implement the NVEQF under
Public-Private–Partnership mode in collaboration with Pearson. These schools are
affiliated to the Secondary Education Board of Assam (SEBA). Table 2.6(a) below
shows the district-wise profile of the number of schools presently selected for
implementation of the National Vocational Education Qualifications Framework
68
Table 2.6(a)
Number of Schools Selected for Vocational Education under NVEQF Sl. No District Number of Schools
1 Darrang 2
2 Udalguri 1
3 Karbi Anglong 2
4 Karimganj 3
5 Jorhat 5
6 Nagaon 6
7 Morigaon 3
8 Kamrup 10
9 Golaghat 3
10 Sibsagar 4
11 Nalbari 3
12 Sonitpur 5
13 Dibrugarh 3
14 Tinsukia 3
15 Goalpara 1
16 Bongaigaon 2
17 Kokrajhar 1
18 North-Lakhimpur 2
19 Barpeta 3
20 Dhubri 2
21 Cachar 3
22 Hailakandi 2
23 Dhemaji 1
Total 70 Source: Directorate of Secondary Education, Assam
The above table shows that the Assam Government has selected 70 schools in Assam to
implement the Vocational educational Qualifications Framework in collaboration with
Pearson India. Of these 70 schools selected, 10 are in the Kamrup district. Of the 10
schools in Kamrup district, 5 are in Guwahati and 1 school is located in Azara, in the
outskirts of Guwahati. The five schools selected from Guwahati, including the one at
Azara are shown in the following Table 2.6(b) below Guwahati.
Table 2.6 (b)
Schools in Greater Guwahati Area Selected for Implementation of NVEQF Sl. No School Location
1 Kamrup Academy Higher Secondary School Guwahati
2 Gopal Boro Higher Secondary School Guwahati
3 Jalukbari Higher Secondary School Guwahati
4 T.C Government Girls Higher Secondary School Guwahati
5 Cotton Collegiate Higher Secondary School Guwahati
6 Rajdhar Bora Higher Secondary School Azara Source: Directorate of Secondary Education, Assam
69
This initiative in Assam to bring 70 secondary schools under NVEQF, in collaboration
with Pearson India., is a major step forward in ushering in public-private partnership in
the sphere of vocational education in Assam.
2.4.2 Higher Secondary Schools
Vocational education was introduced in Assam in the year 1983-84 in five state
government higher secondary schools which came down to two higher secondary
schools in 1985-86.However, vocational education, as a separate stream, was introduced
under Centrally Sponsored Scheme in Higher Secondary schools with effect from 1987-
1988. These higher secondary schools are affiliated to the Assam Higher Secondary
Education Council (AHSEC). From 10 higher secondary schools under this scheme in
1987-88, the number rose to 50 in 1995-96 (Das, 2007). The number of schools in the
districts of Assam having vocational education under Assam Higher Secondary
Education Council in 2012 is shown in Table 2.7(a) below:
Table 2.7(a)
District-wise Profile of Number of Higher Secondary Schools having
Vocational Education under AHSEC, 2012 Sl. No District Number of Schools
1 Baksa 1
2 Barpeta 3
3 Bongaigaon 3
4 Cachar 3
5 Darrang 2
6 Dhemaji 2
7 Dhubri 3
8 Dibrugarh 5
9 Goalpara 6
10 Hailakandi 1
11 Jorhat 5
12 Kamrup 6 [1]
13 Karbi Anglong 1
14 Karimganj 2
15 Morigaon 1
16 Nagaon 8
17 Nalbari 3
18 Sivasagar 8
19 Sonitpur 5
20 Tinsukia 4
21 Udalguri 1
Total 74 Note: The figure in parentheses denotes college (Higher Secondary Section)�
Source: Assam Higher Secondary Education Council, Unpublished Data
70
The above table depicts that the Sibsagar district has the highest number of higher
secondary schools having vocational subjects. Baksa, Morigaon, Karbi Anglong and
Udalguri have one higher secondary school each that imparts vocational education.
Kamrup District is the only district in Assam that has one college that imparts
vocational education in its higher secondary classes. This college identified as
Pragjyotish College is located in Guwahati city. The other higher secondary institutions
in Kamrup district that imparts vocational education are higher secondary schools. The
institutions in Guwahati that teach vocational subjects in its higher secondary classes
under the Assam Higher Secondary Education Council is shown below in Table 2.7(b):
Table 2.7(b)
List of Higher Secondary Institutions in Guwahati having
Vocational Education under AHSEC Sl. No. Institution
1 Arya Vidyapith Higher Secondary School
2 Cotton Collegiate Higher Secondary School
3 T C Govt Girls’ Higher Secondary School
4 Bidyamandir Higher Secondary School
5 Pragjyotish College Source: Assam Higher Secondary Education Council, Unpublished Data.
The Higher Secondary Schools, however, have limited options of vocational courses.
This is substantiated by the course options available at the higher secondary institutions
of the state (Field survey data.). It is seen that Cotton Collegiate Higher Secondary
School and T.C Government Girls’ Higher Secondary School teaches Computer
Techniques and Commercial Fine Arts at the intermediate level. Arya Vidyapith Higher
Secondary School offers Maintainence and Repair of Radio and T.V Receiver at the
intermediate level. Bidyamandir Higher Secondary School, too, offers Maintenance and
Repairing of Electrical Domestic Appliances and Radio and T.V Servicing to its
students at the post-Matric level. This reflects similarity in courses offered at the two
schools. The only college, Pragjyotish College, offering vocational subjects in its higher
secondary classes imparts the subjects of Computer Techniques and Commercial Art in
its vocational stream which constitute the subject options of two of the higher secondary
schools. Thus there is lack of diversity of vocational courses across the network of the
five Higher Secondary Institutions in Guwahati which reflects on their capacity to guide
student’s choices and encourage enrollment.
71
At the higher secondary stages, the Central Board of Secondary Education (CBSE)
also offers vocational education in certain subjects in its schools but in Assam, it is
being imparted in only one school, Jawahar Navodaya Vidyalaya, Nalbari. The greatest
representation of CBSE vocational subjects has been in Sikkim, which also falls within
the jurisdiction of Guwahati region. No other state within the jurisdiction of CBSE
Guwahati Region imparts vocational subjects. This has been substantiated by the list of
schools under CBSE in the North Eastern Region (Guwahati Region) having vocational
subjects provided by the office of the Central Board of Secondary Education,
Guwahati1. However, Sikkim being a separate state in the North east of India, its
vocational education infrastructure is not a part of this study relating to Assam.
2.4.3 The National Institute of Open Schooling (NIOS)
This is another delivery mechanism of vocational education existent in Assam. Known
as National Open School till 2002, the NIOS was set up by the Ministry of Human
Resource Development as an autonomous organization by merging the Open School
System of CBSE. NIOS offers vocational courses through open and distance learning
mode (ODL) with a blending of both distance learning methods and hands-on-training.
NIOS has a network of study- cum- training centres known as Accredited Vocational
Institutions (AVI). The Accredited Vocational Institutes in Assam are listed together
under the Guwahati Region. Accordingly, the number of Accredited Vocational
Institutes under NIOS in Assam is shown in Table-2.8 below:
Table 2.8
List of Accredited Vocational Institutes under NIOS in Assam
Place No of AVIs
Cachar 3
Guwahati 2
Jorhat 1
Nagaon 1 Source: Prospectus, National Institute of Open Schooling, 2011
The NIOS education system, basically, is an alternative learning system up to the pre-
degree level for those who have been unable to reap the benefits out of a formal
education system. However some of the NIOS courses require post-matric and post-
intermediate entry-level qualifications. They are conducted through contact programme
1Unpublished Statistics, CBSE Regional Office, Guwahati
72
in the AVIs and a certificate issued after the end level qualifying examinations
conducted in the course taken up supports the participants’ skill acquisition. This has
generated research interest in the NIOS Vocational Education System .It offers
vocational education courses at school level on varied areas like Agriculture,
Engineering and Technology, Health and paramedical, Home Science and Hospitality
Management, Computer and Information technology, Business and Commerce and
Teacher Training. But a review of the NIOS vocational education system in Assam
under Guwahati region has revealed that the courses imparted here fall within the ambit
of Computer Science and Information, Home Science, Food Processing, Plant
Protection, Oyster Mushroom Protection, Poultry Farming and Repair of Radio, TV and
Domestic Appliances. In Guwahati city the two accredited vocational institutes under
NIOS have been imparting vocational education and training in Home Sciences, Baking
and Confectionary, Catering Management, Hotel Front Office Operation and Food
Processing (NIOS, 2011).
2.4.4 Degree Colleges under University Grants Commission (UGC)
The UGC identified certain Certificate and Diploma courses as an add-on along with
conventional degrees (UGC, 2011). Such courses are seen to be provided in a premier
government college of Assam, Cotton College, through its Entrepreneurship
Development Cell (EDC). The Centre for Mass Communication and Journalism of this
cell provides a certificate programme in French and a diploma programme in Mass
Communication and Journalism (Field survey). Moreover, the open universities of the
state have also been facilitating the provision of such types of certificate and diploma
programmes in which degree colleges of the state can participate as a delivery platform.
2.4.5 Open Universities
The open universities too provide vocational education to students in the state. Krishna
Kanta Handiqui State Open University (KKHSOU), Indira Gandhi National Open
University (IGNOU), Institute Of Distance and Open Learning (IDOL) are institutes in
Open University system that have been preparing students for work and also providing
training to the trainers of these courses (Lama, 2012). The courses of IGNOU are
conducted in collaboration with Tool Room and Training Centre, Central Institute of
73
Plastic Engineering and Technology (CIPET) etc. Among the recent initiatives of
IGNOU is the Regional Institute of Vocational Education and Training (RIVET), taken
up with objective of inclusiveness and greater proliferation of vocational education in
remote and rural fringes of the country which would greatly benefit the youth
population in these areas.
The Institute of Distance and Open Learning (IDOL) is an open learning system
associated with Gauhati University. It conducts diploma programmes in Journalism and
Mass Communication, Computer application, Human Resource Management. Banking
and Financial Services, Business Management, finance Management, Insurance & Risk
management and Sales & Marketing Management.
Krishna Kanta Handiqui State Open University (KKHSOU), which is a premier open
university of Assam, has given significant emphasis on vocational courses (KKHSOU,
2012).The vocational education programme of KKHSOU consists of a number of
diploma and certificate programmes of one year and six months duration respectively.
The diploma programmes are in the area of Journalism and Mass Communication,
Assamese Journalism, Tourism Management, Hotel Management, Creative Writing in
English and Computer Hardware and Networking, Library and Information Science,
Computer application and Sanskrit Learning. The entry-level qualification for the
diploma programmes is intermediate or relevant bachelor preparatory programme of
KKHSOU or IGNOU. But the diploma programme in computer requires that the
intermediate should be in science stream. The certificate programmes are conducted in
the broad areas of Computer science and Electronics and Instrumentation. Moreover,
KKHSOU has an innovative certificate programme in the area of Animal Husbandry
and Agriculture Related programme These programmes would impact human resource
utilization in the primary sector of the economy. The entry-level qualification for the
certificate programmes is post-matric or basic bachelor preparatory programme of
KKHSOU. The various courses are conducted in study centres across the state. Some of
its courses are also conducted in ITIs and Polytechnics.
74
2.4.6 Industrial Training Institutes
In 1950, the Craftsmen Training Scheme was initiated by the Government of India with
a three-fold objective of fulfilling the requirement of skilled workers in different trades
in various employment services, reducing educated unemployment and impacting the
quantity and quality of industrial production through skills training and skills
enhancement (Directorate General of Employment& Training, 2001). Since then, this
has been a very important delivery mechanism of vocational education and training in
the country, supported by a huge network of ITIs across the country. In order to
maintain a uniform education and qualification level in the country, the National
Council for Vocational Training (NCVT) has been formed and the council awards
certificates for courses recognised by it. The State Council of Vocational Training
(SCVT) takes the responsibility of courses that are not recognised by NCVT.
Research in the area of vocational education system in Assam has substantiated the fact
that the mainstay of vocational education system in Assam are the ITIs .The recruitment
process of most government and private establishments have given greater importance
to the out-turns of the ITIs. In fact, most levels of further on-the –job training also gives
preference to recruits with certification from ITIs. The survey on employment
establishments, carried out as a part of this research work, also point to the value
attached to an ITI certified skill acquisition. Assam presently has 28 government ITIs
located in different regions of the state. The Annual Plan of Assam 2012-2013
presented before the Planning commission at New Delhi also speaks of the presence of
13 private ITIs. The 28 government ITIs of Assam are shown in the following table:
75
Table 2.9 List of ITIs in Assam
Sl. No. Name of ITIs
1 Guwahati (W) ITI
2 Silchar (W) ITI
3 Barpeta ITI
4 Bhergaon ITI
5 Bongaigaon ITI
6 Dhansiri ITI
7 Dhemaji ITI
8 Dibrugarh ITI
9 Diphu ITI
10 Gargaon ITI
11 Goalpara ITI
12 Guwahati ITI
13 Haflong ITI
14 Hailakandi ITI
15 Jorhat ITI
16 Karimganj ITI
17 Kokrajhar ITI
18 Lakhimpur ITI
19 Majuli ITI
20 Mazbat ITI
21 Morigaon ITI
22 Nagaon ITI
23 Nalbari ITI
24 South Salmara ITI
25 Srikona ITI
26 Tezpur ITI
27 Tinsukia ITI
28 Tinsukia (W) ITI Source: Directorate of Employment and Craftsman Training, Assam
The above list shows that of these 28 government ITIs, 2 are located in Guwahati city.
The Guwahati (Women’s) ITI teaches four trades, three at the post-matric level and one
at the post-intermediate level. The trades taught at the post-matric level are Electronic
Mechanic, Hair and Skin Care and Draughtsman Civil. The trade taught at the post-
Class XII level is Secretarial Practice2. There are 21 trades being imparted in Guwahati
ITI. But, the number of trades taught in Guwahati ITI each year has been varying
between 16 and 18 trades during the years 2003 to 2011. In 2011, Guwahati ITI has
imparted vocational education in 14 trades. These are Wireman, Mechanic Diesel,
Mechanic Tractor, Welder, Stenography, Photography, and Cutting/sewing, DMC,
2Unpublished data, ITI for Women, Guwahati
76
Fitter, Electrician, MMV, Radio/TV, Machinist and Turner3. Moreover, there are also a
number of Industrial Training Centres (ITC) under the State Council of Vocational
Training that are included in the list of the private ITIs of the Director of Employment
and Craftsmen Training, Assam. Two of these ITCs conduct MMV courses run by the
Assam State Transport Corporation (ASTC). There are also a number of ITCs in
different places of Assam under Assam Tribal Development Authority (ATDA). The
number of these ITCs, also regarded as private ITIs is shown below:
Table 2.10 Number of ITCs under SCVT (Private ITIs)
Sl. No Location Number of ITC
1 Guwahati 7
2 Silchar 1
3 Jorhat 3
4 Gohpur 1
5 Rangia 1
6 Dhemaji 1
7 Nalbari 1
8 Dudhnoi 1
9 Nagaon 3
10 Majuli 1
11 Kokrajhar 2
12 Marigaon 1
13 Lakhimpur 1
14 Changsari 1
15 Tinsukia 1
Total 26 Source: Directorate of Employment and Craftsman Training, Assam
From this list of ITCs, the two that are run by ASTC are located in Guwahati and
Jorhat.Both these centres conduct MMV courses. Moreover, the ATDA has ten centres
under it. The ATDA conducts courses on cutting and sewing, Plumber, Stenography,
Carpentry and Embroidery and Needle Work.
The difference between the private vocational training providers (VTP) and the ITC s or
private ITIs is that the VTPs conduct short-term courses while the ITCs conduct
comparatively, long term courses. The ITIs have a strong presence in the state
vocational education scenario due to its strong placement record. The out-turns are seen
to be engaged in varied forms of employment including self-employment.
3 Unpublished Data, ITI Guwahati
77
2.4.7 Polytechnics and Junior Technical Schools
Vocational courses are also imparted through the Polytechnic Institutes and junior
technical schools The objective of the Polytechnics is to fulfill the demand for various
categories of Technical Manpower essential to the development process of the
economy. The Polytechnics offer Certificates and Diplomas for its various courses that
are offered at the post–matric level. Since the Polytechnics are affiliated to the State
Council of Technical Education and provide technical manpower, they are often
regarded as facilitators of technical education rather than vocational education. But, the
Ministry of Human Resource Development regards the polytechnics as one of the
delivery mechanisms of a vocational education and training system in the country
(Department of School Education and Literacy, 2012). That is why this study
incorporates the polytechnics of the state as a part of the vocational education scenario
in the state. The state has a total strength of 9 polytechnics (Directorate of Economics
and Statistics, 2012) that offer various certificate and diploma courses for pursuing
technical education at the intermediate level. The list of Polytechnics in Assam is shown
in the table below:
Table.2.11: Polytechnics in Assam
Sl. No. Name of Institute Location
1 Assam Engineering Institute Guwahati
2 Girls’ Polytechnic Guwahati
3 Assam Textile Institute Guwahati
4 Nowgaon Polytechnic Nagaon
5 H. R. H the Prince of Wales Institute Jorhat
6 Dibrugarh Polytechnic Dibrugarh
7 Silchar Polytechnic Silchar
8 Bongaigaon Polytechnic Bongaigaon
9 Residential Girls’ Polytechnic Golaghat Source: Information Brochure-PAT2009-2010 Directorate of Technical Education, Assam
The Polytechnics offer both Diploma and Post Diploma courses. A front-runner in
Polytechnic education, the Assam Engineering Institute in Guwahati offers diploma
courses after Class X in various branches of Engineering. In Guwahati, the Girls’
Polytechnic offers diploma courses on Architectural Assistantship, Civil Engineering
and Planning and Computer Engineering at the post–matric level while the course on
Modern Office Management is a qualification level offered to all post-intermediate
streams of Arts, Science and Commerce. The Assam Textile Institute at Guwahati is
78
another polytechnic in the state offering diploma courses after Class X in Textile
Technology, Garment Technology and Fashion Technology (Directorate of Technical
Education, 2012).
The two junior technical schools in Assam are located in Sibsagar and Goalpara
respectively (Directorate of Economics and Statistics, 2012). The polytechnics and
junior technical schools are bound by the administrative and supervisory control of the
Directorate of Technical Education and are affiliated to the State Council for Technical
Education. The entry level for Polytechnics is post-matric. The entry level for the junior
technical schools is post Class VIII.
2.4.8 Private players in Vocational Education
The Working Group Report on Secondary and Vocational Education (2011)
acknowledged the important role that the private sector can play in the dissemination of
vocational education in the country. It emphasizes that the private players in vocational
education sectors can act as academic partners, industrial partners and forge
partnerships with governments, NGOs and local bodies. In Assam, there are a number
of private facilitators of vocational education and their role in skill enhancement and job
preparedness of their students cannot be undermined. In order to identify some private
education players making a mark in the vocational education and training field in the
state, the study has made use of the list of Vocational Training Providers (VTP)
registered with the Director of Employment and Craftsman Training, Assam. Institutes
having a national and global presence and a few having dominance in the state
vocational education scenario have also been identified and studied, to have a better
understanding of the state vocational education infrastructure. The VTPs have been
providing education and training in their own structured courses as well as on the
Modular Employable Skills recognised by National Council of Vocational training
(NCVT). While the courses defined by the VTPs entail some amount of cost, the NCVT
courses are provided free of cost except for a small amount of registration payment that
is refunded at the end of the course. These modular employment skills therefore have
some positive implications for the students in terms of the cost incurred and the benefits
accrued in terms of the salary earned subsequently. There are 46 VTPs in the DECT
79
List, 2012 and they are found to have a widespread presence in the state. The following
table will reflect the number of VTPs in different locations of the state:
Table 2.12
Number of Private VTPs Registered with DECT for Providing
Vocational (NCVT) Courses Sl. No. Location No of Private VTPs
1 Rowta 1
2 Guwahati 27
3 Changsari 1
4 Duliajan 1
5 Jorhat 6
6 Moran 1
7 Bokakhat 1
8 Rungaloo( Nagaon) 1
9 Nagaon 2
10 Sibsagar 2
11 Jakhalabandha 1
12 Tangla 1
13 Baihata Chariali 1
Total 46 Source: Director of Employment and Craftsman Training.
It is evident from the above table that Guwahati has the largest presence of twenty-
seven private vocational training providers registered with DECT. This substantiates the
logic of selecting Guwahati city to give a representative picture of the vocational
education scenario in the state.
The survey of vocational education institutes in Guwahati city has revealed that these
private vocational training providers have been catering to the vocational educational
needs of a diverse category of students, even those belonging to the economically
weaker sections of the society. The NCVT recognised Modular Employable Skills
offered by them are beneficial in the sense that net benefit over cost from them are quite
high, considering the low cost involved in undertaking these courses. However the own
courses of these institutes are not cost-free and in few cases, they also entail a high
amount of cost. A Schedule put to these private education providers evoked responses
that give a fairly good idea about the nature of these institutes and the contribution being
made by them in the sphere of human resource utilization in the state. Many of these
private vocational education providers have been in existence in the state for a long
time. Some private players in the vocational education scenario in Guwahati, registered
80
with the DECT, who have been authenticating the courses undergone under them
through provision of certificates and diplomas are4:
� Kamrup College of Vocational Training (KCVT): A front-runner among
private vocational training providers in Assam, KCVT was established in the
year 1955. It offers its own structured courses as well as the Modular
Employable Skills recognised by NCVT. At the intermediate level, KCVT offers
courses like Stenography, Basics, Tally and DTP.At the post class XII level or
the first degree level, it offers subjects like Diploma in Computer Applications
(DCA), PGDCA, Business and Commerce and Accounting.
� The George Telegraph Training Institute: In Guwahati, the George Telegraph
Training Institute has been providing Certificate and diploma level education in
vocational subjects since 1989. The courses of George Telegraph training
institute are affiliated by State Council of Vocational Training (SCVT).It has a
plethora of subjects both at the post -matric and post- class XII level. At the
post-matric level, it offers both one year and two year courses on Mechanic-
Radio/TV, Refrigeration and Air Conditioning, Mobile and telephone Repairing
Technician, Automobile Engineering, Air-Conditioning and Refrigeration
Engineering and Communication Skills. One unique feature identified in the
George Telegraph and Training Institute is that it has been offering company
specified courses on Refrigeration, Air Conditioning and Washing Machine for
GODREJ and VOLTAS Companies. At the first degree level, after class XII, it
has been imparting vocational education and training on Computer Operator and
Programming Assistant (COPA), Computer hardware Engineering and
Computerised Financial Accounting (CFA)
� Don Bosco Institute, Kharguli: The Don Bosco Institute, established in the year
2004, has been offering a number of vocational courses recognised by NCVT
along with its wide variety of educational opportunities offered at various levels.
The NCVT courses offered by it are CCA, DCA, Tally, Hardware, Networking,
4 Discussions Based on field survey data and relevant published prospectus and brochures of institutes
81
Hardware and Networking, DTP and Web Designing. Moreover, the Don Bosco
Institute also offers its own institutional and structures courses on Modern
Office Management, Secretarial Training, Electronics, IT Enabled Services,
Refrigeration, AC and Washing Machine Services and Soft skills. However the
core of the vocational courses offered by the Don Bosco Institute are its courses
on Hospitality Management offered at the post-matric level. The strength of this
course lies on its strong placement record. A major part of the clientele of their
out-turns is based in the southern parts of India.
� Luit Educational Services Pvt Ltd: The Luit Educational Services Pvt. Ltd
imparts vocational education on Soft Skills at the intermediate level and on Soft
Skills, IT, Hospitality and Travel and Tourism at the first –degree level. It has
also been offering Modular Employable Skills recognised by NCVT since 2010.
This vocational education provider has two wings under it that specializes on
courses on aviation, hospitality and management and interior designing. They
are:
� Aviation and Hospitality Management: AHM offers Diploma in
Aviation and Hospitality Management at the post Class XII level.
� National Institute of Interior Designing: NIID is an institution that
offers One Year Diploma in Interior Designing.
However, AHM and NIID do not function as private VTPs and do not run NCVT or
SCVT courses. It is only their parent institute, Luit Educational Services that also exist
as a private VTP.
� ITC My Fair Lady Training Centre: Established in the year 1998, My fair lady
Training Centre was registered in the year 1990 as an educational society. In
2007, it was also registered under NCVT and SCVT and was authorized to
conduct short term modular employable skills under DGET and DECT.The
uniqueness of this institute is that it became the first permanent VTP under
DECT. It takes pride in having preceded the Women’s ITI at Guwahati in being
accorded the status of a permanent VTP .It conducts eight different courses in
the core areas of Beauty, Fashion Designing, Garment Making, Cutting, Sewing
82
& Embroidery, Journalism & Mass Communication, Stenography & Typing,
Computer & IT and Banking &Accounting. Except for the courses on the
Beauty sector that is open to school dropouts, all the other courses require an
entry-level qualification of Class XII. My Fair Lady Training Centre also finds
its name amongst the private ITIs under DECT, Assam. The issue of certificates
authenticates the short-term courses and most of the long-term courses are
supported by award of diplomas.
� Darpan: Darpan is a beauty and design academy that was established in the year
2003 and conducts NCVT courses under DECT along with its own courses.
Therefore it has its own diploma programmes as well as the certificate
programmes of DECT, with course duration ranging from 3 months to 6 months.
It conducts courses on various aspects of beauty and skin care and cosmetology.
The uniqueness of Darpan is that it has 5 centres spread across Guwahati city
and these are often the terminal points of employment for most Darpan alumni.
Therefore, Darpan is a training institute with the benefit of probable employment
in its institutes.
� Epitome: Registered under the Societies’ Registration Act, 1860, Epitome is an
Institute for Vocational and Professional Studies established in the year 1998.Its
short duration courses are specially designed for Post-matric and higher
secondary students. Epitome conducts certificate and diploma programmes on
Computer Applications, Spoken English and Personality Development,
Computer Applications and Management, and Journalism and Mass
Communication for this target population. It also conducts a Diploma
Programme on Fire and Safety Management for the post-matric students.
Epitome also conducts vocational courses on Modular Employable Skills under
the Skill Development Initiative of the Government and therefore features in the
DECT list of private VTPs.
� International Institute Of Management Research (IIMR): The IIMR is an
institute established in Guwahati city in the year 2004. It conducts courses under
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Punjab technical University .The IIMR conducts 18 months Diploma courses in
Hotel Management and in Airlines Ticketing & Tourism Management for post-
matric students and a three-year degree in Hotel Management for post-class XII
students. It also imparts Certificate courses on Front Office, Food and Beverage
Service and House Keeping.
� Asian Infotech Computer Education: This is primarily a technical institute
established at Guwahati in 2003.It has a number of NCVT recognised courses on
ICT and Banking & Accountancy amongst the diverse courses offered by it at
the intermediate and first-degree level.. Asian Infotech is also a study center of
KK Handique State Open University and under it, imparts diploma courses on
Hardware& Networking, Journalism and Mass Communication, Computer
Application, Tourism Management and hotel Management at the first-degree
level.
� Jazzy: Jazzy, An Educational Society, established in 2003 and recognised by
NCVT, Ministry of Labour and Employment, offers vocational courses under
NCVT in the areas of Mass Communication, Digital Camera Photography and
Journalism. It also offers its own institutionalized Diploma Courses on Mobile
Phone Repairing and Servicing, Basic Computer Application, Desk Top
Publishing, Computer hardware & Networking, Marketing and Personality
Development, Journalism, Interior Designing and Soft Skills.
� CRABS Cookery and Bakery School: Started informally since 1998, this
institute was elevated to a formal status in the year 2010 with the extension of
NCVT approved courses in its campus. The field survey on private vocational
education providers in the state pointed to the uniqueness of this institute with
regard to two criteria. The first is that it is a bakery school that also carries out
entrepreneurial activities and secondly, it is reflective of gender empowerment,
having been opened by a young women vocational educationist and
entrepreneur. It primarily imparts courses on bakery and also NCVT recognised
modular employable skills on diverse areas of the core hospitality sector.
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� H P Institute of Insurance This institute, started in 2002, is affiliated to DGET
to offer courses that are unique to this institute and that, which does not usually
find representation in other institutes of its genre. 8 institutes located in Assam
represent it. At the intermediate level, it offers courses on Insurance, Retail
Operation and Multi purpose Health workers. It also imparts vocational courses
on Accountancy at the first- degree level, open to post-class XII level students.
Since these are modular employable skills, therefore, they do not entail any cost
for the students.
� Modern Professional Training Institute: Established in 2007, MPTI provides
both technical and non-technical vocational courses at both the intermediate and
post-intermediate levels. Prominent among its technical courses are its diplomas
offered in Computer Application and Computer Hardware, Video Editing and
Video Photography. The non-technical courses offered are Montessori Training,
Still Photography and Beauty Culture. The courses on MES affiliated to NCVT
are Information and Communication Technology and Beauty Culture and Hair
Dressing.
� Modern Vocational Training Institute: Established since 2004, MVTI offers its
own structured certificate and diploma courses on Automobile Engineering,
Electrician and Boiler Attendant, A/C & Refrigeration Technician and Mechanic
Diesel and Welder. The range of courses under MVTI is varied and touches all
core sectors of the economy like entertainment industry, food processing
industry, hospitality and teaching. MVTI features in the DECT list for it imparts
a few MES courses on Automotive Repair, Beauty Culture& Hair Dressing,
Electrical and ICT under Skill Development Initiative Scheme. Therefore, it is
also supported by SCVT affiliation.
� MIND India: This is an institute for mental and intellectual needs development
formed in 2006, with its base in Guwahati. Among others, it offers basic skills in
counseling. Presently, MIND India has also registered with DECT to impart
SCVT courses on soft skills for post-matric and intermediate students.
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2.4.9 Other Institutes with State, National and International Presence
The other prominent vocational education players are5:
� Regional Government Film and Television Institute: This is a pioneer institute
catering to the audio-visual media industry of the state. The Jyoti Chitraban Film
Studio Society, Government of Assam, established the Jyoti Chitraban Film and
Television Institute (JCFTI) in 1999, which was later converted to Regional
Government Film and Television Institute.It stands as testimony to
governmental efforts of meeting the contemporary requirements of a growing
media industry in Assam. It is approved by the All India Council for Technical
Education (AICTE), Government of Assam and is affiliated to state council for
Technical Education, Assam. It conducts three-year diploma courses on Motion
Picture Photography, Audiography & Sound Engineering and Film & Video
Editing with entry-level qualification being intermediate in any discipline
(RGFTI, 2012). Moreover in response to the demands of the film and television
industry, it also conducts one-year certificate programme in Applied Acting
(Film & TV), which is also open to intermediates in any discipline. Being a
government institute, the RGFTI courses do not entail huge financial
implications for its students and this should have positive repercussions on
enrolment of students.
� Lakshmibai National Institute of Physical Education (LNIPE): The Guwahati
chapter of the Lakshmibai National University of Physical Education (LNUPE),
Gwalior, Madhya Pradesh, which is also its North-East Regional Centre, was
established in the year 2010.The LNUPE at Gwalior, established in 1957, is
governed by the Ministry of Youth Affairs and Sports, Government of India
(LNUPE,2012). The North-east Campus at Guwahati has been established
through a Memorandum of Understanding between Government of Assam &
Union Ministry of Youth Affairs and Sports, Government of India. The
infrastructure at Guwahati has international standard facilities, having been one
5 Discussions based on field survey and relevant published prospectus and brochures of institutes
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of the venues of the 33rd
National games of India. LNIPE, Guwahati conducts
integrated four years degree course on Physical Education that are open to
intermediate students. After its inception, it has also conducted 15 days
certificate courses on Yoga, Sports Management and Adventure Sports and 6
weeks diploma course in various sports disciplines. For the certificate courses it
has also collaborated with the Sports Authority of India (SAI). The entry-level
qualification for the certificate and diploma courses is intermediate. The
products of LNIPE have encouraging remuneration packages and employment
advantage in the government, public and private sectors, school system, police
and armed forces, healthcare, hospitality etc as educators, instructors, therapists,
lifestyle specialists, sports event organizers and can also take up sports
entrepreneurial activities6. As maintained by the Dean, LNIPE, government jobs
abound in the sports sector. In view of the employment and remuneration in the
sports sector, the LNIPE is an institute that should have significant impact on the
vocational education scenario in the state.
� Frankfinn Institute of Air Hostess Training: An institute having international
presence, Frankfinn was established in Guwahati in the year 2003.Associated
with the aviation, hospitality and tourism sector, Frankfinn has gained reputation
because of its placement benefits and collaboration with the aviation companies.
It offers diploma courses on Aviation, Hospitality and Travel Management to
post class XII students. It emhasises on hands-on–training in this particular skill
with in-flight familiarization and practical training with particular aviation
companies.
� Central Institute of Plastic Engineering and Technology (CIPET): A national
institution, CIPET was established in Assam at Changsari, near Guwahati with
cost-sharing by the Governments of India and Assam with the objective of
training manpower and rendering technical services to plastic and allied
industries. In Assam, CIPET conducts three years Diploma Programmes in
6 Published Brochure, LNIPE, Guwahati
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Plastics Mold Technology and Plastic Technology at the intermediate level. It
also conducts short-term tailor made courses, modular programmes and
entrepreneurship development programmes for sponsored participants. The
sponsored courses entail no cost for the participants.
� Third Eye College: This is a college of Engineering and Technology established
in the year 1998. Affiliated to the Sikkim Manipal University, its course on
Bachelor on Journalism Management is a vocational course offered to the post-
intermediate students. Some courses are also affiliated to Punjab Technical
University. Third Eye is an institute that has national presence. With many study
centers in Guwahati city, Third Eye also conducts Government sponsored free
short duration courses on Computer Hardware with Repair and Maintenance of
Power Supply, Inverter for post-matric students and Retail Management,
Hospitality and Housekeeping and Entrepreneurship Development for
intermediate students.
� Ifbi: The acronym of ifbi is The Institute of Finance, Banking and Insurance. A
part of NIIT, ifbi was started in 2006.Affiliated to NIIT University, the ifbi at
Guwahati is the only center in the entire North East of India. Its six-month
diploma courses in Banking Operations, which are open to graduate students, are
conducted in joint collaboration with ICICI bank. The curriculum development
is a joint venture of NIIT and ICICI bank with the objective of familiarizing
students with the banking, financial and insurance industry. The advantage of
the joint collaboration with ICICI is that it facilitates internship for the students
at its banks and provides confirmed placement at ICICI Bank after the successful
completion of the course. Moreover, ifbi also conducts a post-graduate diploma
programme in Retail banking that is an exclusive career programme for Axis
Bank and therefore, lends support to a career in Axis Bank. With a view to
offering choice options to students, ifbi also conducts a Bankvantage Diploma
Programme that gives a student the choice of different banks as an employment
terminal. Given the uniqueness of its programmes and its collaboration with
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banking sector employment terminals, the ifbi diploma programmes can have a
dominant presence in the state educational scenario. The career thrust and
support given by ifbi to its out-turns also highlight its importance in the banking
and financial services industry.
� North East Institute of Fashion Technology: Established in 2007, the North
East Institute of Fashion Technology conducts diploma programmes in the area
of fashion designing that is sponsored by the Government of Assam. The entry
level qualification is an intermediate but it has in place a screening process to
select prospective students. It offers one year diploma programme in Fashion
Designing comprising two semesters that are supported by both theory and
practical course components and two fashion shows. The objective behind its
fashion shows, sponsored by the Ministry of Textiles, Government of India, is to
instill confidence in the students and apprise them about the working of the
fashion industry. The institute, in its quest for a wholesome development of its
students, emphasizes on honing skills that are relevant to every aspect of the
fashion industry including media interactions.
� JD Institute of Fashion Technology: This institute on Fashion Technology was
started in Mumbai with its course on Fashion Designing in the year 1998.
However, the Guwahati Centre of this institute was started in 2005 with the
introduction of the one-year Diploma Programme on Fashion Design and
Interior Designing. With a national presence of 20 centres across India, the
institute is affiliated to Kuvempu University, Karnataka. With the introduction
of the graduate programme in 2005 in Mumbai, the Guwahati chapter of JD
Institute also started its graduate programme in Interior Designing and Fashion
Apparel in 2007.The graduate programmes of the institute culminate in a B Sc
degree as the subjects have a practical component in its curricula. The various
courses require an entry-level qualification of intermediate. The curricula,
developed in collaboration with Kuvempu University, follow a uniform pattern
across the different centres in the country. This increases the relevance of the
courses conducted and also the employability of the products churned out. The
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institute facilitates sufficient exposure in the form of interaction with prominent
national designers, internships and apprenticeships with local fashion, retail and
export houses and employment in the state fashion and retail houses. Viewed
from these perspectives, the institute may significantly impact the state
vocational education scenario and its human resources development and
utilisation.
The field study on the providers of vocational education has revealed that apart from the
above-mentioned institutes, there are other private institutes imparting diverse courses
that prepare the participants for some form of work and thereby increases their
employability. The Annual Plan of Assam, 2012-2013 presented before the Planning
Commission at Yojana Bhavan reiterates that there are 75 recognised vocational training
providers in the state. But the study has consulted the list provided by DECT, Assam,
excepting a few other prominent institutes, as a base for identifying formal institutes
involved in the process of vocational education in the state. The objective behind using
the DECT list as a guide is that their NCVT courses guarantee a government
certification. All of them pursue a blend of their institutional courses and the courses of
NCVT.
However, RGFTI, LNIPE, CIPET, Third Eye, Frankfinn, ifbi, J D Institute, AHM and
NIID do not conduct vocational education programmes under NCVT. But they are
institutes of prominence with potential employment advantages. RGFTI and LNIPE are
institutes funded and supported by state government and Ministry of Youth and Sports
Affairs respectively. Frankinn is an institute having international as well as national
presence. It is an institute that is very popular in the vocational educational scenario in
Assam and the Northeast. The Guwahati center is the only institute in the entire
Northeast and the placement of the out-turns of Frankfinn is commendable. This makes
Frankfinn a strong presence in the vocational education scenario in the state.
CIPET is another institute that does not offer NCVT courses and is not registered with
the DCET. But, it being an institute of national repute has generated research interest in
its diploma courses offered at the intermediate level. The ifbi and J D Institute are
Guwahati chapters of national institutes. Third Eye is not registered with DECT but is
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also an institute that has presence across different parts of the country. AHM and NIID
though, do not offer NCVT courses, yet, are two wings of a broader vocational
education provider, Luit Educational Services that is included in the DECT list and
conducts NCVT courses under its flagship banner. Hence these institutes have
commanded interested in this research work and have been included as part of this
study.
2.4.10 Health Care Sector:
� Nursing
The health sector in the state too is a vocational education out-turn employing sector.
Given this backdrop, it becomes imperative to look into the health sector vocational
education scenario in the state. The vocational courses of the health sector are the
paramedical courses and the diploma and certificate programmes in Nursing. However,
the Joint Director, Health Services (Nursing) maintains that the graduate nursing
programmes do not fall under the purview of vocational education and only the General
Nursing & Midwifery (GNM) and the Auxiliary Nursing & Midwifery (ANM) are the
vocational courses in the Nursing Sector.
In the absence of documented information, the discussion on nursing courses is based
on the verbal information shared by Niva Doley, Joint Director of Health Services
(Nursing). As maintained by Doley in 2012, the nursing courses come under the
supervision of the State Nursing Council which is a part of The Indian Nursing Council.
In Guwahati city, in the government sector, the Guwahati Medical College and Hospital
conducts both GNM and ANM courses while the Mahendra Mohan Choudhury Hospital
conducts only GNM courses. Moreover, nursing courses are also conducted by a
number of private city hospitals. The private institutes obtain no-objection certificate
from the government and permission from the State Nursing Council before the
commencement of their nursing education. They follow the syllabus of the Indian
Nursing Council and are under the supervision of the State Nursing Council. Some of
the private institutional nursing courses in Guwahati city under the supervision of the
State Nursing Council that conducts ANM and GNM courses are:
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Table 2.13
Private Nursing Institutes in Guwahati under the
Supervision of State Nursing Council Sl. No. Name
1 School of Nursing, Downtown University
2 School of Nursing, International Hospital
3 School of Nursing, Nemcare Hospital
4 School of Nursing, Pratiksha Hospital
5 School of Nursing, Arya Hospital
6 North Eastern Paramedical Institute (NEPI)
7 ANM Training School, Red Cross Hospital
8 Sankar- Madhab Paramedical Institute
9 School of Nursing, College of Physiotherapy and Health
Sciences. Source: Joint Director, Health Services (Nursing), Directorate of Health Services, Assam, 2012
Moreover, the Government Nursing College at Guwahati conducts graduate
programmes in nursing. The Guwahati Neurological Research Centre (GNRC) also
imparts nursing education in the city. INS Trust, Guwahati, an NGO promoted by
GNRC in collaboration with some prominent personalities has set up Asian Institute of
Nursing Education (AINE) .It conducts BSc Nursing Courses that are affiliated to
SNDT Women’s University, Mumbai. It has also obtained permission from Srimanta
Sankardeva University of Health Sciences to conduct post-basic BSc Nursing courses.
The Sankar Madhab College of Nursing, affiliated to Srimanta Sankardeva University
of Health Sciences, is a nursing education initiative of Down Town Charitable Trust.
� Paramedical Courses
The paramedical courses in Assam are the diploma courses of Paramedical sciences at
the Institutes of Paramedical Sciences at the medical colleges at Guwahati, Dibrugarh,
Silchar and Jorhat (Directorate of Medical Education,2012). They include the diploma
courses in Medical Laboratory Technology (DMLT), Medical Radiographic Technology
(DMRT), Cardiac Care Technology (DCCT), Physiotherapy (DPT), MRI Technology,
CT Scan Technology, ICU Technology, Physicians Assistant Course, Emergency and
First Aid, O.T Technician course, Anesthesia Technician course and Dialysis
Technician Course. These courses are conducted under the supervision of the
Directorate of Medical Education, Assam. They are affiliated to the Srimanta
Sankardeva University of Health Sciences. Some of these were previously affiliated to
AICTE. The state also has a few private paramedical institutes that have tie-ups with or
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are attached to private hospitals. Presently, in Assam, Downtown University is also
conducting a number of paramedical courses. The Down Town Charity Trust, which
supervises the Down Town College of Allied Health Sciences, is affiliated to Srimanta
Sankardeva University of Health Sciences.
2.4.11 NGOs
A Planning Commission (2011) report has acknowledged the important role that NGOs
can play as facilitators of vocational education. India has been witness to the emergence
of some NGOs and voluntary organisations in the vocational education sector. NGOs
are private, self governing organisations with defined aims and objectives. (Planning
Commission, 2009) Some NGOs working in the sector of vocational education at the
national level are
1. Vikramshila Education Resource Society: Working since 1989, it attempts to link
education to employability
2. Pratham: Established in 1999, this organization works as a supplement to
governmental education efforts.. The Organization works on the issues of women’s
empowerment and on the issue of imparting specific skills to women.
3. Hope Foundation: Working since 1991 towards the cause of increasing
employability and empowerment of young men and women. It carries forward its object
of increasing employability through short-term courses, a few of them, tailor-made, area
–specific and demand –driven.
4. Literacy India: The main objectives of this NGO are Education, Employment and
Empowerment. It strives to fulfill these objectives by providing basic education to the
students and by exposing them to a variety of vocational skills like performing arts and
computer animation.
5. Deepalaya: By way of formal and non-formal education, Deepalaya works to provide
academic learning and vocational proficiency to socially and economically deprived
students with the aim of enhancement of self-reliance.
6. ASRA (Accrete Social Reviews Advancement). : Working since 2004, ASRA seeks
to remedy the skills gap through courses in the technical and agricultural group. The
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objective of theses courses is to bridge the gap between scores of unemployeds and skill
requirement in the market.
7. Give India: This is a platform that mobilizes donation funds of about 200 NGO s,
some of which are in the sector of vocational education and training programme.
Conceived in the year 1999, it assists NGOs that are committed to the cause of
expediting rural development and reducing unemployment.
Moreover, the Planning Commission (2009) has coordinated and maintained a portal
that encourages NGOs to sign up and thus help in creating a database of existing NGOs.
This portal, NGO-Partnership System, based on self-declaration by NGOs, without
endorsement or recommendation by the Planning Commission, lists 497 NGOs of
Assam that works in the vocational training sector. But, in Guwahati city many of the
private vocational education providers have also registered themselves under the
Societies Registration Act. The Planning Commission (2009) reiterates that NGOs can
be registered as societies under section-25 of the Indian Companies Act 1956.
2.5 THE EMERGENCE OF THE PUBLIC-PRIVATE PARTNERSHIP.
In order to provide a common platform for vocational qualifications in the country, the
Central Advisory Board of Education (CABE), emphasized on a National Vocational
Education Qualification Framework (NVEQF) for the country (Mantha, 2011). This
would serve the purpose of enabling skill formation through a system of common
principles applicable to vocational education qualifications across the country (Ministry
of School Education & Literacy, 2012). Assam is the third state in the country to
acknowledge and accept the National Vocational Education Qualification Framework
(NVEQF). The principle of Public-Private-Partnership for providing vocational
education in the state has also been adopted in the state with the State government and
Pearson India education initiatives to commonly work towards implementation of
NVEQF and skill building (The Telegraph, 2011; Singh, 2012). For this state
government-Pearson India joint initiative, ten schools of the state had been specially
identified for setting up vocational skill centres and the first centre has been started in
Kamrup Academy Higher Secondary School. Presently, the number of schools that
would benefit from this scheme has been extended to seventy. However, this scheme
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will become actively operational from the academic year 2013-2014.This is a major step
forward in the attempt to make vocational education a public-private initiative.
However, this is not the first step forward.
The Director Of Employment and Craftsmen Training has forty-six private vocational
training providers in Assam registered with it to provide Modular Employment Skills
under the Skills Development Initiative of the Directorate General of Employment and
Training, Ministry of Labour and Employment, Government of India. Of these private
Vocational Education providers, twenty-six are located in Guwahati city. This indicates
the presence of public-private partnership because these providers provide NCVT
courses, recognised by DGE&T, Government of India, together with their own courses.
Some of these private vocational training providers in Guwahati, for example, Third
Eye and International Institute of Management Research are also affiliated to Sikkim
Manipal University and Punjab Technical University respectively. These are examples
of public- private partnership. The NCVT courses provided by the private vocational
education providers and referred to as modular employable skills are recognised by the
Directorate General of Employment and Training, Government of India. These are
important employment enabling courses conducted free of cost and strengthened by
government certification.
2.6 CONCLUSION
Thus, a look at Assam’s vocational education scenario reflects a plethora of
opportunities available to the people to equip themselves with skills and employability,
raising their chances of being absorbed in the employment market. An analysis of these
services indicates that most of the opportunities available are due to governmental
efforts. The private vocational education sector is also very active, with the emergence
of many providers of vocational education courses. But, contrary to the Planning
Commission (2011) emphasis on NGO’s contribution to this sector, not much
advancement has been made in this area as has been reflected by the small number and
insignificant presence of NGOs in this sector in the state. However, national institutes
and departments like the National Institute of Rural Development (NIRD), State
Institute of Rural Development (SIRD), State Industries Department, Indian Institute of
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Entrepreneurship (IIE), National Small Industries Corporation (NSIC), Micro, Small
and Medium Enterprises -Development Initiative (MSME-DI) et al that have
contributed to skill enhancement of the youth population aiming at self-employment and
entrepreneurship development. These programmes have inclusiveness and are accessible
at different ages and without specific general educational qualifications and popular
approaches in acquiring vocational education and skills. The preparation of human
resources for employment by these national institutes through their extension
programmes cannot, therefore, be undermined, considering the benefits accruing to
those who have undergone skill enhancements in these programmes. It suffices to
mention at this juncture of this study that all indications are there in the state that
reflects the efforts made to prepare the youth for the employment market, and
effectively utilize them in terms of the nature and quality of employment. The
infrastructure for vocational education in the state has the potential to give an effective
vocational education to the people, increase their employability, facilitate effective
utilization of the human resource of the state and thus reduce unemployment. On the
other hand, the state has the presence of a variety of industries and a growing services
sector. Therefore, this indicates the existence of a potential employment market for the
vocational education out-turns. The picture of absorption of the vocational education
out-turns, gathered from the primary data, substantiate this statement. All these together
have helped in utilizing the out-turns of the vocational educational institutes and thus
have far-reaching effect on the employment scenario in the state.