Published on

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  2. 2. Demand of Skill Development in India Identifying the critical areas requiring skilled labor and their supply potential in 2010-15 0% 38% (85 mn) 28% (63 mn) 34% (76 mn) 38% 28% 10% 10% 9% 2% 3% Manufacturing Agriculture Hospitality Retail & Trade Construction IT/ITES Others Unemployed graduates that may require skill enhancement in 2015 Workforce which was employed in 2010 and shall require skill enhancement by 2015 Workforce entering the market in 2010-15 which shall require skill enhancement  224 million people shall require skill enhancement by 2015  The size of market makes it difficult for the public sector and/or private sector to provide the facilities alone  Different approach required for the graduates and non-graduates  Manufacturing Sector shall have the maximum requirements of skilled work force by 2015  Six major sectors have been identified based on the requirements for which skill training has to be improved  Different level of skill development required to meet the need of highly skilled and partially skilled work force Addressable Market for Skill Training in India Sector Wise Skill Labour Requirement in India Sources: EIU, Economic Survey, CRISIL, BCG-CII and Manthan team Analysis
  3. 3. Training scenario in India Educational Institutions catering to skill development in India
  4. 4. Qualitative Problems in skill development Highlighting the current problems faced by institutions and students (Primary Research) Mobilization • Demand for SDIs • Supply of SDIs Training • Lack of resources • Back dated curriculum Financing • Commercial viability of SDIs • Sources of Funding • Sustainability Social Inclusion • Equal provision of services and equal quality of training to all groups • Accreditations and Certifications Employment of Students • Migration • Employment Sustainability • Willingness of industries to employ Job for Drop outs • Financial problem leading to dropout • Lack of skills amongst this new workforce
  5. 5. “Indian Institute of Vocational Training” at zonal or national level District Level Institutions for Diploma Courses Skill Development at K-12 institutions • High end skill Development of trainees and trainers for specific skill set • Guidance to all the Skill Development Institutes with respect to curriculum, expertise and exposure • Skill development institutes focused according to the industry requirements • Self sustaining model created with the help of local industries • Motivation and counseling to the students at school level for skill development • Provision of basic theoretical skill training to help the students appreciate the job Our Approach: Institutional Level Defining the structure to cater to the problems faced by the current system
  6. 6. Indian Institute of Vocational Training Focused institutions to direct and regulate skill development institutions People Trained: Holistic Ecosystem • Graduates and employees, who have been given “Skill Development Vouchers” • Bright students from ITIs and other vocational institutions • Instructors of regional Institutions • Aspiring engineers and specialists in the respective trade Setting up “Indian Institute of Vocational Training” • Zonal IIVTs set up based on the industry density of the region • Funding: PPP with mega industries (Allowing investments in such institutions to come under CSR) • Certifications: In collaboration with the industries of the respective sector Responsibilities • Promote the idea of recruitment of skilled labors in the industries • Design curriculum for the respective trade to be followed in local institutions • Train the instructors and quality enhancement at local institutions Sustainability and Growth • Mapping the demand and supply of skilled work force for the particular trade • Mobility of resources in terms of training and recruitments across the country • Capacity building through training corporate and government officials and contractors in management practices Based on a case study on National Academy of Construction (launched at Andhra Pradesh in 1998) and Manthan team analysis
  7. 7. District Level Institutions Improvisation of district level institutions to make skill development more productive • Creating awareness of opportunity • Employment exchange functioning • Linking schemes like MGNREGA • Advertisement drives • Increasing will to pay among employers • Incorporating vocational training into formal education • Boosting dignity of labors • Guidelines for safety • Portals for information decimation • Linking curriculum with industry • Modular courses with upgradation • Contracts from local industries for hands-on industrial exposure • Assuring Quality of trainers • Performance based incentives • Developing infrastructure • Upgradation by channelizing funds through PPP, World Bank etc. • Generating revenue for loans and funds • National skill voucher scheme • Incentivize banks to provide loans for skill development courses • Student loan guarantee fund • Targeted Government schemes to support non-viable skills • Improving Placement opportunities • Encouraging entrepreneurship • Bridging the demand-supply gap • Providing practical exposure • Internship and apprenticeship • On the job training to be facilitated by skill institutes • Salaries linked to productivity Mobilisation Delivery RevenueModel IndustryLinkage
  8. 8. Skill Development at K-12 institutions Skill training started at school level to help young children decide and pursue their interest NightEducationCentre(NEC) • Working • Academic Curriculum: Subjects relevant to local trades • Field work: Practical knowhow • Structure • Teachers: Local experts • Regular Vigilance: ITIs • Feasibility • Increase in employability in family motivates parents • No hindrance in daily activities • Minimum infrastructure • Specialised training suited for local environment TrainingatRegularSchool • For the students older than 14 years of age • Optional Courses to impart them education/skill set • Teaching pertaining to availability of best local resources • Skilled and experienced people from the locality to serve as teachers • Provides motivation for both parents and students • Gives very strong basic foundation • Prepares them for the future
  9. 9. Implementation: Major requirements Key factors to be considered to implement the program and make it successful nationally • Set Up: Model Institutions under Director General of Vocational Training based on PPP model. The investment by companies shall come under CSR • Student fees: Funded by Government and by themselves/loan to keep the spirit of IIVT • Instructors and Faculty: Engineers having work experience in the specific sector shall be the instructors under Government pay role. Industry Experts to conduct workshops and video tutorials for all levels of institutions • Certification and Quality Control Board: Faculty and industrial experts to monitor the skill development of the particular sector throughout the country • Placements: Industry to provide requisition for work force at IIVT which shall be met from the students at IIVT and regional institutions • Placements: Dedicated employment officer working in tandem with the IIVTs for placements and district administration of MGNREGA , etc. • Entrepreneurship: NMDFC and other loan disbursing organisation to be involved to help students • Marketing & Advertising: National level television and print media campaigns motivating the students to join the vocational training institutes • Sustainability: DIC shall help to take sub-contracts from industries as a revenue stream • Target K-12 institutions: Schools selected based on a region’s economy • Instructors: Training for local experts and teachers of schools at the Poly-techniques • Quality: Mobile vans having video tutorials and faculty to have weekly workshop at NECs IndianInstituteof VocationalTraining Regional Institute K-12
  10. 10. Challenges and Risks The implementations of the proposed system shall encounter difficulties Indian Institute of Vocational Training: • Demand & Supply mismatch can dilute the importance to be prevented • Curriculum to be designed minutely keeping in mind the diversity • Continuous check on quality of the regional institutes • Corruption/forgery in capacity building Regional Institutions: • System to be protected from industrial exploitation • Continuous up gradation to be ensured • Proper account and use of severe to be generated • Continuous vigilance and monitoring to be ensured K-12 Institutions: • Parents and students to be motivated join NEC • Proper training of the local experts and school teachers to be ensured • Enabling school kids to absorb the counseling and theoretical sessions
  11. 11. Cost Benefit Analysis of the proposed system Sustainable model taking the critical aspects hindering skill development into consideration Costincurringfactors •Infrastructure •Land, building, instruments for Centre of Excellence •Up gradation of facilities at current regional institutions •Mobile vans for reaching out to remote locations •Human Resource •Instructors to be hired at CoE •Dedicated officers for placements and coordination with CoE •School teachers and local experts have to be trained •Resources •Benefits to industries for investment and practical exposure •Ensure value of certification Benefitsoftheproposal •Motivation •People made aware about opportunities at a nascent age •Television and media campaigns shall motivate the people •Skilled Workforce •CoEs shall provide highly skilled workforce and trained instructors •Quality control of curriculum shall ensure homogeneity in training •Industries Benefited •Industries shall be able to generate resources according to their requirement and then use them •The importance of skilled labour shall be highlighted in the industries
  12. 12. Glossary & References • ITI- Industrial Training Institute • SDI- Skill Development Institute • CSR- Corporate Social responsibility • PPP- Public Private Partnership • DIC- District Industrial Centre • NE- North-East • NMDFC- National Minorities Development and Finance Corporation • MNREGA- Mahatma Gandhi Rural Employment Guarantee Act • NEC- Night Education Centre • IIVT- Indian Institute of Vocational Training • Report on other state policies • Concept paper on labor market information system • Building trainers' skills in vocational employability • NSDC and the skills scenario FFFAI Conference, Udaipur • Reasons for drop out amongst children living in slum areas of Delhi • Econometric study on Indian states and UTs • www.planningcommission.nic.in • www.nac.edu.in • Challenges & Solutions in Skill development in India: A Skill development conference by Athena Infonomics References Glossary