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National Vocational Education  Qualifications Framework (NVEQF)<br />7th June, 2011<br />Meeting of Central Advisory Board...
Presentation Structure <br /><ul><li>Why NVEQF; Design of NVEQF
Envisaged Reforms in Technical Vocational Education and Training (TVET)
Operationalisation of NVEQF
Sector-wise NVEQF
Who does what?
Pilot Project
Time Frame for Implementation</li></ul>2<br />
Why National Vocational EDUCATION Qualification Framework ? <br /><ul><li>Majority of Indian workforce in informal employm...
HENCE, desirable to focus on educational component to build a sound TVET system
Also, need to build a general education element into VE, and vice versa, to ensure a holistic approach to human resource d...
Design of NVEQF and Envisaged Reforms <br />4<br />
Problem: General School Education vis-a-vis TVET<br />General education: student can go on progressing<br />TVET – progres...
6<br />Reform 1: <br />Design of NVEQF - Architecture<br />* SSC = Sector Skill Councils to be established by National Ski...
Reform 2: <br />Shift from Annual to Semester (Credit Based)  Examination System<br />7<br />“We are convinced that if we ...
Problem: VET offers little practical industry training or private sector involvement<br />Private sector not involved in c...
Reform 3: <br />Shift from Government as Major Player to Industry and Employers as Major Players in TVET reforms<br />9<br />
Sector Skill Councils<br />SSCs constituted in the following sectors<br />10<br />
Problem: unorganized sector employs 93% workforce – but VET offers no recognition of skills<br />Most skills in unorganize...
12<br />Bridge Courseto fill Competency gap by NIOS/State Open Schools, IGNOU/State Open Universities<br />NVEQ level 5 <b...
Problem : existing VET courses v fragmented, v diverse, with multiple providers<br />Plumbing courses: offered by Govt or ...
14<br />Example of Lack of Uniformity in Qualifications offered through Face-to-Face Mode across Institutions in Plumbing ...
15<br />Example of Lack of Uniformity in Qualifications offered through Open Learning Mode across Institutions in Plumbing...
Reform 5: <br />Shift from Restricted Opportunities for Mobility to Clear Cut Pathways for Mobility of Students between Pr...
Reform 6: <br />Shift from Fragmented to a Unified TVET Governance<br />17<br />
Operationalisation of NVEQF<br />18<br />
Management Mechanism<br />INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory)<br />(MHRD, NSDC and Mo L & E to coordinate impl...
Management Mechanism<br />STATE DIRECTORATES OF EDUCATION, DISTRICT EDUCATION OFFICES, STATE SKILL COUNCILS (to be establi...
Operationalisation of NVEQF at  District Level<br />21<br />National & State Governance Structure<br />Local Industry &Emp...
NVEQ  Level 1 & 2 in School Sector <br />NVEQ Level:1 & 2 (eq. Class IX & X)<br />Age Group:14+<br />Aims of NVEQ level:<b...
Maths
Science
Social Studies
Computer Science</li></ul>VE Stream<br /><ul><li>Languages (2)
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GSS Session V -- Mr. Santosh Mehrotra: NVEQF Structure and Highlights

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

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

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