10 th July Australia India Policy Overview Vocational Education and Training / Skills Dr. S S Mantha Chairman, AICTE 10/07/2012 1

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1 10 th July 2012 Australia India Policy Overview Vocational Education and Training / Skills Dr. S S Mantha Chairman, AICTE 1

2 Recognizing the high demand for skill in the country, CABE emphasized the need for a National Vocational Qualification Framework Provide a common reference framework for linking various vocational qualifications and setting common principles and guidelines for a nationally recognized qualification system and standards. 2

3 Age Group only 2% have undergone formal vocational training 8% acquired skills at work place 93% of workforce in unorganized sectors 80% of new entrants to the workforce have no opportunity for skill training New entrants to the workforce every year: 12.8m Existing skill development capacity: 3.1 million 3

4 Vocational Education Vocational Training in the Unorganized Sector Vocational Training in the Organized Sector Financing of Vocational Training 4

5 Age Group Population (Cr) No. in school (Cr) Gross Enrolment Ratio (GER) Dropout rate Class 1-8 : 43% Class 1-10: 57% 5

6 GLOBAL SCENARIO - % STUDENTS IN VE COURSES

7 Vocational stream 4.8% of HS students 38.3% pursuing higher studies 10,000 schools funded About lakh students 28% employed/self employed Scheme launched in 1988 for Cl XI -XII

8 Open Basic Education (OBE) Programme for children upto 14 years, adolescents and adults Secondary Education Course Senior Secondary Education Course Vocational Education courses/programmes (1313 Accredited Vocational Institutes offering about 80 vocational courses) Life Enrichment Programmes Open Schools in 15 States 2264 study centres, over 18.5 lakh students

9 Financial Market Management (joint certification with National Stock Exchange) Healthcare Sciences Mass Media studies and Media Production (Whistling Woods International, Mumbai) Hospitality and Tourism (National Council of Hotel Management and Catering Technology, New Delhi) Geospatial Technology (Rolta India Ltd, Mumbai) Some courses have been revised and made more relevant in today s context Vocational Cell established

10 Mismatch between demand and supply Weak Industry and Job Linkages Out-dated courses and inadequate curriculum Lack of practical orientation and apprenticeship Stigma/ Lack of Motivation Financial constraints Lack of horizontal mobility Aspirational links to Higher Education and better jobs unfulfilled

11 Bridge skill gap and provide industry ready manpower Introduce short term, structured job oriented Courses. Prepare the youth for a vocation of their choice; Build a formidable work force of international quality for Demand not only in India but also in all other countries. Reduce unemployment by supplying world-class skilled people. Reduce cost and improve productivity of services and manufacturing by providing skilled manpower to international standards. 11

12 Merely 8 percent of all Senior Secondary Schools in India impart VE. Only 3 percent of the students are under the ambit of VE against a target of 25 percent set at the level of Grade students. Absence of linkage with changing market needs - dominance of supply-side factors; Qualitative aspects - poor infrastructure, absence of qualified staff, obsolescence; Low-esteem for VE - low priority, lack vertical mobility Absence of private sector partnership in VE 12

13 620 million people (55 %) are below 30 years of age By 2020 India would have 500 million people in the age group of 20 to 35 years (25 % of its population) Vocational Education and Training is one of the thrust areas of XI and the ensuing XII Plan 12-13% of enrolled students across all segments go in for Higher Ed and majority of them opt for Arts and not science or commerce Demand for educated skilled workforce will increase with the rising share of the service sector in India s GDP. 13

14 IT, ITES and Telecom Media and Entertainment Hospitality and Tourism Construction Banking, Finance, Retail and Insurance Infrastructure Automotive Agriculture Many others New and emerging 14

15 No Sector Sector Skill Council 1. Automobile Automotive Skill Development Council 2. Security Security Knowledge and Skill Development Council 3. Energy Indian Energy Skill Development Council 4. Retailing Retailers Association Skill Council of India 5. Film, Media, Broadcasting, Entertainment and Animation 6. Information Technology and IT enabled Services Film, Media, Broadcasting, Entertainment and Animation Skill Council Information Technology and IT enabled Services Skill Development Council 15

16 Recognition of Prior Learning (RPL) NVEQ levels Recognition of Prior Learning assessment of Competencies (including literacy & numeracy skills) and certification Bridge Course (if required) to fill competency gap NIOS/ State Open Schools/IGNOU/ State Open Universities and conventional learning modes Labour Market 16

17 The automotive industry (including components & tyres) has attained a turnover of Rs. 2, 20,600 crore The industry provides direct and indirect employment to 13.1 million people. The contribution of the automotive industry to GDP has risen from 2.77% in to 4.14% in The industry is also making a contribution of 17% to the kitty of indirect taxes 17

18 Total IT-BPO industry to reach USD 71.7 billion accounting for 5.8% of India s GDP; software and services revenues aggregated to about USD 60 billion Direct employment in IT/ITES sector expected to reach nearly 2.23 million, an addition of 226,000 employees, while indirect job creation estimated at ~8 million 7 Indian cities account for 95 per cent of export revenues, focus on developing 43 new locations to emerge as IT-BPO hubs - New employment avenues requiring skilled manpower are expected to open up. India total number of cellular users now stands approx. at million as on Sep 30, 2010 and overall tele-density in India touched

19 The Indian Media and Entertainment (M&E) industry stood at US$ 12.9 billion in 2009 registering a 1.4 per cent growth over last year, according to a joint report by KPMG and an industry chamber. Over the next five years, the industry is projected to grow at a compound annual growth rate (CAGR) of 13 per cent to reach the size of US$ billion by Television, Music, Radio, Advertising, Films are all massive growth sectors providing for new skill requirements A report by research firm Media Partners Asia (MPA) stated that India is poised to become the world's largest direct-to-home (DTH) satellite pay TV market with 36.1 million subscribers by 2012, overtaking the US. Furthermore, in its report titled 'Asia Pacific Pay-TV and Broadband Markets 2010', MPA said India's DTH subscriber base will increase from 17 million in 2009 to 45 million by 2014 and 58 million by

20 Investment in travel and tourism in India is expected to reach US$ 34.7 billion in 2010 and US$ billion by The hotel and tourism industry s contribution to the Indian economy by way of foreign direct investments (FDI) inflows were pegged at US$ 2.35 billion from April 2000 to February 2011, according to the Department of Industrial Policy and Promotion (DIPP). The direct contribution of travel and tourism to GDP is expected to grow by 8.1per cent per annum (pa) to US$ billion (2 per cent of GDP) for period Travel and tourism is expected to generate million jobs directly in 2011 (5 per cent of total employment). This includes employment by hotels, travel agents, airlines and other passenger transportation services. By 2021 industry will account for million jobs directly, an increase of 5.51 million (22.1 per cent) over the next ten years. 20

21 Construction Industry contributes more than 5 per cent to the nation's GDP and 78 per cent to the gross capital formation. Total capital expenditure of state and central govt. will be touching 8,02,087 crores in from 1,43,587 crores ( ). The section of the construction industry of Infrastructure Industry in India reported an estimated growth of 6.78% yearon-year in The industry in India is highly fragmented and has about 300,000 construction companies operating nationwide. The government has allowed 100% foreign equity in the construction industry. Among the major infrastructure projects are the US$7-8bn India-Iran gas pipeline, the US$2.8bn construction of two power plants, and the US$2.3bn power project in Tamil Nadu. 21

22 NVEQF created that integrates formal, vocational Education and the Job market AICTE is the Nodal agency for implementation from levels 3 7 in its approved Institutions Provide students multi level entry/exit system to enable them to seek employment after XII + Level and rejoin the stream as and when required to upgrade his/her qualification/skills. AICTE and MHRD has incorporated recommendations of individuals and organizations that are willing to participate in this and put their shoulder to the wheel in this nation building exercise. Any student under NVQEF can be sure that the institution is Government-authorized and nationally accredited, and that the degree or other qualification will be genuine. This framework would link schools, vocational and university education qualifications into one national system 22

23 Localised approach Maximum Impact skills and sectors selected Subsidized Fee Structure to provide accessibility Skills for Women (Hair Dressing, Beauty Therapy, Teaching, Driving, etc.) Centrally administered Train The Trainers Placement assistance connecting candidates to jobs Building pathway for international progression. Recognition of prior learning 23

24 Across sectors and across the country Short duration, focused and modular programs Practical hands on focus delivery in the local language full day, half day or week end programs a network of centres Full mobility between formal, Vocational streams of education and the Job market with multi Point Entry and Exit 24

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27 Certification Level Vocational in Hrs Formal I II III IV V VI VII /1200 hrs/ year, 500/600 hrs/ semester Flexibility available +100 on each Flexibility available +100 on each 27

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30 The certificate shall ratify the performance of the candidate and the competency acquired. The certification would be a benchmark in itself and would imply that the holder of such certification is a competent practitioner in the respective skill at the level stated. It would also ratify the highest standards of skill that the incumbent has acquired at the respective level With UID implementation, the certification could also be clubbed with the same ID and data pertinent to the individual could be included in it. 30

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32 Register with AICTE for conduct of training modules Announce the schedule of modules on offer for a calendar year Register students for the modules Conduct the modular training Conduct examination / evaluate the student, award a grade indicating level of skill acquired Register students for evaluation who have acquired skills on their own Maintain record of registered students and certificates issued Send details of students registered, evaluation conducted and the results to regional center or Board or University as the case may be 32

33 Enrol students to a School for Vocational Education at IX and X levels for certification level 1, 2 Enrol for Certification levels with an AICTE / UGC approved Institute for certification levels 3 onwards Enrol for Competency based skill module with a registered SKP/s SKP shall evaluate competency credits for Skills and issue skill School / College shall evaluate for general content, and add skill competency credits and issue certificate at each level (1-7) On completion of credits required for award of certificate / diploma / degree as the case may be, student shall be given Diploma or a Degree by the State Technical Board / University as applicable 33

34 Student to register with the School Board for levels 1-4 corresponding to Grades IX-XII Student registers with an AICTE / UGC approved Institute for a Vocational Diploma or a Vocational Degree Complete the skill modules from the Skill Knowledge Provider/Partner (SKP) SKP assesses the skill and awards credits Credits are transferred to the Technical Board or the University as the case may be. Compiles the Vocational Skill credits and the Formal Education credits for award of certification at that level. Certification levels as required will entail the award of a Vocational Degree or a Vocational Diploma. 34

35 The candidates may enter the job market after each certification level or may continue to acquire additional credits Seven certification levels of Knowledge and Skill to Degree in Vocational Education Each level requires 1000 to 1200 hours of education and training per annum Freedom to choose either a vocational stream or a conventional stream to reach graduation level. Candidates shall have freedom to move from vocational stream to current formal higher education stream or vice versa Multi level entry and exit system 35

36 S.No Activity Agency 1 Set Occupational Standards Sector Skills Councils (SSCs) 2 Curriculum Design & Transaction 3 Registration of Qualifications 4 Registration and Accreditation of SKP s SSCs, AICTE, Skill Knowledge Providers (SKP s) and Industry CBSE/State Boards, Technical Boards, University CBSE/State Boards, AICTE) 5 Teaching and Training Registered Schools, Polytechnics, Colleges, Universities 6 Master Trainers SKP s, Polytechnics, Self trained First time trainers 7 Assessment & Certification CBSE/State Boards, NCVT, AICTE, SKP s for skills 8 Overall Quality Assurance, & Monitoring CBSE, NCVT, AICTE, Technical Boards, University 36

37 Third party Accreditation of Vocational Institutes Third party accreditation of SKP s Third Party accreditation of Skills Currently SKP to assess the skills Currently SKP to award Skill certficates The Vocational Institute to consolidate the credits of the Institute and SKP for the award of level certificate or the award of a Vocational diploma / degree 37

38 Minister of Human Resource Development Chairman Minister of State of Human Resource Development Secretary (SE&L), MHRD Secretary (HE), MHRD Secretary, Ministry of Labour and Employment Chairman, CBSE Joint Director, PSSCIVE Chairman, NIOS Chairman, UGC Chairman, AICTE Chairman, IGNOU Representative from Ministry of Finance, Planning Commission, Ministries of Panchayati Raj, SJ&E, Tribal Affairs, Minority Affairs, Rural Development and MSME Representative from NSDC State Education Secretaries in rotation for a term of three years Joint Secretary (SE I) Member Secretary

39 Enhanced GER Enhanced employability Skills based Education Defined pathway to higher degree & Diploma through skills Fillip to Entrepreneurship Supply demand match local, national, global Economic development & poverty alleviation Purposeful education

40 Until WE meet next 40

The Gandhigram Rural Institute Deemed University Gandhigram

The Gandhigram Rural Institute Deemed University Gandhigram 624 302 1. Dean Dayal Upadhyay KAUSHAL Kendra (DDU - KK) The University Grants Commission (UGC) has launched a scheme based on skills development