GSS Session V -- Mr. Santosh Mehrotra: NVEQF Structure and Highlights
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GSS Session V -- Mr. Santosh Mehrotra: NVEQF Structure and Highlights

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Session V- Panel Discussion...

Session V- Panel Discussion
The National Vocational Qualification Framework: Structures and Convergence

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  • 1. National Vocational Education Qualifications Framework (NVEQF)
    7th June, 2011
    Meeting of Central Advisory Board of Education (CABE)
    Ministry of Human Resource Development
    1
  • 2. Presentation Structure
    • Why NVEQF; Design of NVEQF
    • 3. Envisaged Reforms in Technical Vocational Education and Training (TVET)
    • 4. Operationalisation of NVEQF
    • 5. Sector-wise NVEQF
    • 6. Who does what?
    • 7. Pilot Project
    • 8. Time Frame for Implementation
    2
  • 9. Why National Vocational EDUCATION Qualification Framework ?
    • Majority of Indian workforce in informal employment in unorganized sector, with low levels of literacy and numeracy, yet no mechanism available for them to enter formal education system
    • 10. HENCE, desirable to focus on educational component to build a sound TVET system
    • 11. Also, need to build a general education element into VE, and vice versa, to ensure a holistic approach to human resource development
    3
  • 12. Design of NVEQF and Envisaged Reforms
    4
  • 13. Problem: General School Education vis-a-vis TVET
    General education: student can go on progressing
    TVET – progression thru the system very difficult – a problem
    VET: ITI and VE in higher secondary schools - a dead-end
    ITI student has many difficulties in entering Polytechnics – pathway needed
    Polytechnic student has difficulty in entering Engineering College – bridge course needed
    VET student should be able to go back to General Education, if she/he desires - very difficult
    Both vertical and horizontal mobility a problem
    5
  • 14. 6
    Reform 1:
    Design of NVEQF - Architecture
    * SSC = Sector Skill Councils to be established by National Skill Development Corporation
  • 15. Reform 2:
    Shift from Annual to Semester (Credit Based) Examination System
    7
    “We are convinced that if we are to suggest any single reform in the university education it would be that of examination system” (Radhakrishnan Commission, 1948 )
  • 16. Problem: VET offers little practical industry training or private sector involvement
    Private sector not involved in curriculum design in ITI or in VE in schools
    Private sector offers little or no internship to VET student
    Private sector not engaged in certification or testing
    Competency not assessed in either ITIs/ITCs or VE
    8
  • 17. Reform 3:
    Shift from Government as Major Player to Industry and Employers as Major Players in TVET reforms
    9
  • 18. Sector Skill Councils
    SSCs constituted in the following sectors
    10
  • 19. Problem: unorganized sector employs 93% workforce – but VET offers no recognition of skills
    Most skills in unorganized sector acquired informally, outside of VET system
    Those skills are not recognized
    Certification of prior learnt skills would raise
    Incomes
    Dignity
    Migration
    11
  • 20. 12
    Bridge Courseto fill Competency gap by NIOS/State Open Schools, IGNOU/State Open Universities
    NVEQ level 5
    Diploma in Plumbing
    NVEQ level 3 & 4
    Certificate in Plumbing
    Recognition of Prior Learning - Assessment of Competencies (including Literacy & Numeracy skills) and Certification
    Vocational Elective – e.g., BasicPlumbing Practices
    NVEQ level 1 & 2
    Class VIII
    Labour Market
    Reform 4:
    Shift from Lack of Provision for Prior Learning to Recognition of Prior Learning
  • 21. Problem : existing VET courses v fragmented, v diverse, with multiple providers
    Plumbing courses: offered by Govt or private VTPs, for
    6 months
    12 months
    2 years
    No uniformity in competency achieved even in different duration courses, since competency is not examined or certified
    13
  • 22. 14
    Example of Lack of Uniformity in Qualifications offered through Face-to-Face Mode across Institutions in Plumbing Sector
  • 23. 15
    Example of Lack of Uniformity in Qualifications offered through Open Learning Mode across Institutions in Plumbing Sector
  • 24. Reform 5:
    Shift from Restricted Opportunities for Mobility to Clear Cut Pathways for Mobility of Students between Programs and Institutions
    16
  • 25. Reform 6:
    Shift from Fragmented to a Unified TVET Governance
    17
  • 26. Operationalisation of NVEQF
    18
  • 27. Management Mechanism
    INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory)
    (MHRD, NSDC and Mo L & E to coordinate implementation of norms and standards of NVEQF through a National Committeeon NVEQF )
    NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES
    (Develop Sector Occupation Map, National Occupation Standards (NOS), Competency Based Curriculum (CBC), Training Packages)
    NATIONAL QUALIFICATIONS BODY AT NSDC
    (Register and approve Qualifications, NOS, CBC and Training Packages)
    19
  • 28. Management Mechanism
    STATE DIRECTORATES OF EDUCATION, DISTRICT EDUCATION OFFICES, STATE SKILL COUNCILS (to be established), DISTRICT INDUSTRY CENTRES & LOCAL INDUSTRY
    (Identify local opportunities and skill requirements and assist in establishment of linkages, training delivery, funding, monitoring, etc.)
     
    CBSE (CBVE), STATE BOARDS OF EDUCATION, POLYTECHNICS, UNIVERSITIES AND SECTOR SKILL COUNCILS
    (conduct assessment and award certificates for respective qualification levels)
    REGISTERED EDUCATION AND TRAINING PROVIDERS
    (Deliver nationally endorsed NVEQs)
    20
  • 29. Operationalisation of NVEQF at District Level
    21
    National & State Governance Structure
    Local Industry &Employers
    Skill Development Center (SDC) (to be set up by NSDC) (with association of local DEO and DIC )
    Organize Internship/On–the-Job training /Apprenticeship Training Training Providers
    Provides nationally endorsed qualifications packages for NVEQ levels
    Provide Practitioners for teaching & training in Institutions
    Indicate vacancies in industry sectors and future skill requirements
  • 30. NVEQ Level 1 & 2 in School Sector
    NVEQ Level:1 & 2 (eq. Class IX & X)
    Age Group:14+
    Aims of NVEQ level:
    To prepare students for the work environment, generic competencies, and understanding career options and pathways.
    22
    General Academic Education Sector:
    VE Stream
    • Languages (2)
    • 35. Learning Units in General Foundation Course(Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication skills)
    • 36. Basic Occupational Competencies (e.g. in organised retail, learning units related to retail bagger, stocking and inventory associate, sales associate, sales person) + internship
  • NVEQ Level 3 & 4 in School Sector
    NVEQ Level:3 & 4 (eq. Class XI & XII)
    Age Group:16+
    Aims of NVEQ level:
    To prepare students for the tasks that may require limited range of routine activities in an occupation
    23
    General Academic Education Sector:
    • Languages (2)
    • 37. Science/Arts/Commerce
    +
    Vocational Elective Learning Units (for example in Construction Sector – Basic Design in Carpentry, Basic Design in Masonry, Basic Design in Plumbing, etc.)
    TVET sector
    • Languages (2)
    • 38. Learning Units in General Foundation Course(Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication Skills)
    • 39. Vocational Elective Learning Units(for example in Organized Retail-Learning Units related tooccupation in Transaction Processing Associate, Billing Associate )
  • NVEQ Level 5 & 6 in Polytechnic Sector
    NVEQ Level:5 & 6 (eq. Diploma and Advanced Diploma)
    Age Group:18+
    Aims of NVEQ level:
    To prepare students for a specific range of cognitive and practical skillsrequired to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
    24
    General Academic Education Sector
    General Academic Subjects
    +
    Vocational Elective Learning Units
    TVET Sector
    • Languages (2)
    +
    • General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc)
    +
    Vocational Elective Learning Units(for example in Organized Retail,Learning Units related to Retail Store Manager,
    Departmental Manager, Retail Sales Merchandiser, Purchase and Merchandising Associate, etc. )
  • 40. NVEQ Level 7 & 8 in Higher Education Sector
    NVEQ Level:7 & 8 (eq. Bachelor’s degree and Post Graduate Diplomas)
    Age Group:18+
    Aims of NVEQ level:
    To prepare students for a wide range of cognitive and practical skillsrequired to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
    25
    General Academic Education Sector
    • Languages
    • 41. Science/Arts/Commerce
    +
    Vocational Elective Learning Units
    VET Sector
    • Languages (2)
    +
    • General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc)
    +
    Vocational Elective Learning Units(for example in Organized Retail-Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )
  • 42. NVEQ Level 9 & 10 in Higher Education Sector
    NVEQ Level:9 & 10 (eq. Masters degree ++)
    Age Group:20+
    Aims of NVEQ level:
    To prepare students for a wide range of cognitive and practical skillsrequired for completion of substantial research and dissertation in a sector,
    (ii)To prepare students to demonstrate mastery and innovation for training others and technological advancements in the sector
    26
    General Academic Education Sector
    • Languages
    • 43. Science/Arts/Commerce
    +
    Vocational Elective Learning Units
    VET Sector
    • Languages (2)
    +
    • General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.)
    +
    Vocational Elective Learning Units(for example in Organized Retail-Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )
  • 44. 27
    Who Does What
  • 45. PILOT PROJECT
    Sectors
    Haryana
    28
  • 50. Role of State Governments
    • Develop an overall TVET strategy for establishment of NVEQF
    • 51. Develop sector-wise roadmap
     
    • Establish Directorate of TVET
    • 52. Develop Institution-Industry interface at local level – DEOs, SDCs, etc.
     
     
  • 53. Role of State Governments
    Identify ETPs for quality delivery of TVET
    Conduct awareness and orientation programs for key functionaries
    Training of Teachers and Trainers
     
    Identify sectors/occupations for RPL – greater demand for international mobility
    Encourage private investment in standalone VET schools for classes 9-12
    Encourage in VET classes 11-12 research projects to motivate innovation
  • 54. Role of State Governments
    Policy changes
     
    • Switch over to credit based semester system – both in General and Vocational Education
    • 55. Modification of recruitment rules in Govt. & Private Jobs – emphasis on competencies
     
  • 56. Time Frame for Implementation
    32
  • 57. Time Frame for Implementation
    33
  • 58. THANK YOU
    34