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    ISMITES5 ISMITES5 Presentation Transcript

    • ` CONTINOUS LEVELISED SYSTEM OF VOCATIONAL EDUCATION SUBMITED BY- ANAND KUMAR(TEAM COORDINATOR) VIJAY KUMAR PRITAM KUMAR PRAVEEN KUMAR SHUBHAM KUMAR BOOSTING SKILLSETS- ENHANCING THE EMPLOYBILITY OF YOUTH
    • ` UNEMPLOYEMENT POVERTYILLITERACY “BOOSTING SKILLSETS : ENHANCING THE EMPLOYABILITY OF YOUTH” ALL MAJOR PROBLEMS ARE INTERCONNECTED “This young talent needs to be motivated for vocational education,” KAPIL SIBAL India has the largest, youngest population in the world. But it is also the most unemployable population as it lacks work skills that can make it employable A FICCI-Ernst & Young Paper survey says about 80% of the Indian workforce does not possess identifiable marketable skills. The survey found that only 25% of the Indian professionals are considered “employable” by multinationals and the difficulty of employers in India to fill job vacancies has increased to 67%in 2011 compared with 16% in last year. It is estimated that over 75% of the new jobs to be created in India will be ‘skill- based.’ While the country’s overall supply of highly skilled labour marginally exceeds demand, there is a shortage of adequately qualified (or employable) people. The study said this was primarily due to the fact that the Indian training institutions are heterogeneous in nature varying in quality of education and training ``
    • ` Sales PRIMARY SECTOR SECONDARY SECTOR TRITIARY SECTOR Germany has 75% and the UK has 68% skilled work force compared to India which account for only 2% SECTORWISE DISTRIBUTION IN GDP PRIMARY SECTOR SECONDARY SECTOR TRITIARY SECTOR “SOME AMAZING FACTS”  60%of India’s 1.2 billion people are in the working age group. However, only 10% of the 300 million children in India between the age of 6 and 16 will pass school and go beyond. Only 5%of India’s labour force in the age group 19-24 years is estimated to have acquired formal training,” said S. Ramadorai, advisor to the Prime Minister in National Skill Development Council  For the economy to grow at 8% to 9%, it is required that the secondary and tertiary sectors grow at 10% to 11%, assuming agriculture grows at 4%. In such a scenario, it is obvious that a large portion of the workforce would migrate from the primary sector (agriculture) to the secondary and tertiary sectors.  While the school education sector is about 227 million in enrolment, the combined enrolment in higher education and vocational training is about 15.3 million. By limiting to this to the technically and vocationally qualified and skilled workforce, primarily comprising of ITI/ITC (1 million), BE (1.7 million), Polytechnics (0.7 million), we can observe that the current pool of skilled talent is around 3.4 million
    • ` SO IS THERE ANY PROBLEM WITH THIS???????
    • `  IN INDIA 50% OF ATTENDENCE RATES DROP IN AGE 5-14  AND IT INCREASES UPTO 86% AFTER 15 YEARS  NO OPPURTUNITY FOR CONTINOUS SKILL UPGRADATION  NO PATH FOR ONE SECTOR TO ANOTHER SECTOR  VERTICAL MOBILITY  LACK OF INSTITUTIONS WHICH CAN PROVIDE PROPER VOCATIONAL EDUCATION EMERGING YOUTH POWER PROBLEMS IN ENHANCING SKILLS IN YOUTH According to a survey conducted by FICCI-Ernst & Young Paper, even though over 40 million people are registered in employment exchanges, only 0.2 million get jobs annually. Even startling is the fact that about 80% of the Indian workforce does not possess identifiable marketable skills WHAT IS THE REASON FOR THIS??????????????? INSPITE HAVING 60 % YOUTH POWER WHY WE DON’T HAVE PROPER MARKETABLE SKILLS???????????? WHY?????????????????????? LETS LOOK INTO IT IN DETAILS
    • ` A very large geographical expanse comprising of 6,38,365 villages, 4378 towns over 35 cities and 640 districts, with difficult terrain and varying social economic conditions make it difficult for all learners to have access to training. States like Bihar, (with a population greater than that of Germany), Jharkhand, etc have little access to skills training and the population comprises of a large unskilled workforce. There is wide disparity in industrial development, and have little industrial activity, which makes it difficult for workers to find jobs Nearly 37 percent of the Indian population lives below the poverty line and lives on less than 1 Dollar a day. They cannot afford even basic amenities leave aside education and training. About 89% of the 15-59 year olds have had no vocational training. Of the 11% who received vocational training, only 1.3% received formal vocational training. The current training capacity is a fraction of the 12.8 million new entrants into the workforce every yearTherefore access to skills programs becomes a major challenge. Since India has set a huge target for itself of 500 million people it requires programs that are scalable, replicable and accessible, this has created a unique opportunity in terms of economies of scale for the new providers, there is still a huge need for more companies to enter the market and offer good quality service if they are adequately incentivised.
    • ` WHAT STEPS GOVERENMENT HAS TAKEN????  the National Policy for Skill Development adopted in 2009, aims to create a skilled workforce of 500 million people by 2022  National Vocational Education Qualification Framework In early 2012, they announced the adoption of the , which will be introduced to secondary schools, colleges, polytechnics, and universities in 2013-14.  International collabarations In 2011, India and New Zealand agreed to form a council to coordinate cooperation in post-secondary education – the India New Zealand Education Council (INZEC). Kangan TAFE, a vocational education provider that maintains several campuses in Victoria, Australia, signed an agreement in 2011 to offer its certifications through vocational institutions in the Indian state of Maharashtra, making it the first Australian vocational education provider to establish itself in India.  UK came up with extending its vocational program  Joining the rush to benefit from India’s drive towards vocational professionalism, the Association of Colleges – an affiliation of over 300 UK colleges – has opened a permanent office in Delhi,  The CEO and MD of the NSDC, welcomed the AoC to India, and invited the association to participate in the private public partnership model administered by the NSDC,  Organisations involved in the development of vocational skills education, such as FICCI and CII, also expressed their support for AoC India .
    • ` A MULTITIER CAREER ORIENTED INTEREST BASED VOCATIONAL TRAINING PROGRAM SHOULD BE PLANNED IT WILL CREATE MUCH BETTER OPPORTUNITIES FOR JOBS IN PRIVATE AS WELL AS PUBLIC SECTOR MOREOVER THE OVERALL GDP WILL INCREASE AS IT WILL INCREASE WORKPOWER IN TERTIARY SECTOR
    • ` CHALLENGES EXISTING PROPOSED SOLUTION BENEFITS  LESS PATICIPATIONS OF STUDENTS WITH DISABLITIES  SEX AND RACE ETHNICITY ARE RELATED TO DIFFRENCES IN PARTICIPATION IN VACATIONAL EDUCATION  UNAVAILABILITY OF COHERENT SEQUENCES OF VOCATIONAL COURSES  WIDE SPREAD OF PARTICIPATION IN VOCATIONAL COURSES  THEY CAN CONCENTRATE THEIR COURSE TAKING IN SINGLE OCCUPATIONAL PROGRAMME AREA  STARTING FROM THE PRIMARY COURSES BOTH MALES AND FEMALES WILL BE ON SAME LEVEL AND ALL THE RACES ARE ALSO ON SAME LEVEL OF VOCATIONAL EDUCATION  AS FROM THE BASIC WE HAVE LARGE CHOICES, SO THERE WILL BE MORE COHERENT COURSES  BY IMPLEMENTING VOCATIONAL COURSES AS PROVISIONAL SUBJECT ADVANTAGES OVER EXISTING SYSTEM
    • ` CURRICULUM:-  LEVEL 1 • SOFT SKILLS  PERSONALITY TRAITS  PERSONAL HABITS  OPTIMISM • COMMUNICATION SKILLS • HOME ECONOMICS • HEALTH  LEVEL 2 • CONSUMER AND HOME MAKING EDUCATION • COMPUTERS AND DATA PROCESSING SKILLS • MARKETING AND DISTRIBUTION • SPECIFIC LABOUR MARKET PREPARATION COURSES  LEVEL 3 • TECHNICAL VOCATIONAL TRAINING • LEADERSHIP COURSES • ENTREPRENEURSHIP COURSES • BUSINESS MANAGEMENT IMPLEMENTATION: • MEDIUM OF INSTRUCTIONS  ENGLISH/HINDI  REGIONAL LANGUAGE • ACCEPTED AS A COMPULSORY SUBJECT ACCORDING TO GRADE WISE • CONTINOUS UPGRADATION OF CURRICULUM COURSES • ACCEPTING BY EVERY SCHOOL BOARDS AS A PROVISIONAL SUBJECTS • LEVEL WISE CERTIFICATE WILL BE GIVEN TO ENCOURGE INTEREST
    • ` CO-ORDINATOR LOGISTIC TEAM PUBLICITY TEAM FINANCIAL TEAM MANAGEMENT TEAM CURRICULUM TEAM VOCATIONAL INSTITUTIONS CENTRAL BOARD REGIONAL CONTROLLER CITY CONTROLLER STATE BOARD DISTRICT EDUCATIONAL OFFICER BLOCK CONTROLLER ORGANISATIONAL SETUP OF OUR MODEL
    • `  ANNUAL REPORT OF IFCCI  GOOGLE.COM  NSDC REPORT  NCERT.NIC.IN