This document discusses skill-based education and skill development in India. It begins by defining different types of skills like hard skills, soft skills, and digital skills. It then explains what skill-based education entails, such as a focus on practical skills, competency-based learning, and industry alignment. The document outlines the need for skill development in India, including addressing unemployment, bridging skills gaps, and meeting industry demands. It also discusses how India's National Education Policy 2020 relates to skill-based education. Finally, it provides perspectives on skill-based systems from countries like South Korea, Japan, America, Germany, and China.

1. Prof. (Dr.) Dibyendu Bhattacharyya
Department of Education
University of Kalyani
Email: db.ku@rediffmail.com
SKILL EDUCATION AND FUTURISTIC POSSIBILITIES
MMTTP for Faculty development programme
2nd Half

2. 1. Skill is the product of Academic Excellence and Quality
Governance.
2. In India both integration of Academic Excellence and Quality
Governance are almost rare.
3. We have Academic Excellence
4. We have Quality Governance
5. But we have no skilled education system and without reforming
and transform skill is a shadow without having its reality.
PERSPECTIVES

3. Classification of Skill
1. Hard Skills
2. Soft Skills
3. Transferable Skills
4. Technical Skills
5. Cognitive Skills
6. Physical Skills
7. Social Skills
8. Leadership Skills
9. Digital Skills
10. Language Skills

4. Hard Skills
These are specific, measurable skills that are often technical or task-
oriented. Examples include programming, data analysis, accounting,
welding, and operating machinery.

5. Soft Skills
Also known as interpersonal skills
or people skills, these are non-
technical skills that are related to
how individuals interact with others
and navigate social situations.
Examples include communication,
teamwork, problem-solving,
leadership, and time management.

6. Transferable Skills
These are skills that can be applied across different roles and industries.
Examples include critical thinking, adaptability, creativity, and effective
communication.

7. Technical Skills
These skills are specific to a certain field, industry, or job role. They involve the
mastery of tools, techniques, and technologies relevant to that area. Examples
include computer programming languages, medical procedures, and design
software.

8. Cognitive Skills
These are mental skills that involve thinking processes, such as problem-
solving, decision-making, critical thinking, and analytical skills.

9. Physical Skills
Also referred to as psychomotor skills, these involve the coordination and
control of physical movements. Examples include playing a musical
instrument, sports, and crafting.

10. Social Skills
These skills involve effective
communication, empathy, active
listening, and the ability to build
and maintain relationships with
others.

11. Leadership Skills
These skills pertain to the ability to
guide, motivate, and manage
individuals or teams towards
achieving goals. They include
delegation, conflict resolution, and
decision-making.

12. Digital Skills
With the increasing reliance
on technology, these skills
encompass the ability to use
digital tools, navigate online
platforms, and understand
digital trends.

13. Language Skills
Proficiency in speaking, writing, reading, and understanding languages is
crucial for effective communication and collaboration.

14. What is Skill-Based Education
1. Emphasis on Practical Skills: Skill-based education prioritizes teaching students the hands-
on skills and knowledge required to perform specific tasks in real-world scenarios. This
could involve technical skills, problem-solving abilities, and other practical competencies.
2. Customization: Education is tailored to individual students' needs and career goals. This
might involve offering a variety of specialized courses or pathways that align with different
industries and job roles.
3. Competency-Based Learning: Students progress based on their ability to demonstrate
specific skills and competencies rather than simply completing a set amount of time in a
classroom. This approach allows for a more personalized and flexible learning experience.

15. 4. Industry Alignment: Curriculum and course content are designed in collaboration
with industries to ensure that students are learning skills that are in demand and
relevant to current job requirements.
5. Hands-On Training: Skill-based education often incorporates practical training,
internships, apprenticeships, and real-world projects to provide students with direct
experience and exposure to their chosen fields.
6. Assessment of Skills: Assessment methods focus on evaluating students' ability to
apply their skills in real-world scenarios. This might involve practical exams,
demonstrations, project work, and portfolios.
Cont…

16. 7. Job Readiness: The ultimate goal of skill-based education is to prepare students to
enter the workforce immediately after completing their education. This approach
aims to reduce the gap between education and employment.
8. Life-Long Learning: While skill-based education is designed to prepare students
for immediate job roles, it also emphasizes the importance of continuous learning
and upskilling to stay relevant in a rapidly changing job market.
9. Practical Problem Solving: Students are encouraged to develop critical thinking
and problem-solving skills that are directly applicable to the challenges they might
face in their careers.
Cont…

17. Need and importance of skill Development & Skill-Based Education
in India
1. Addressing Unemployment and Underemployment
2. Bridging the Skills Gap
3. Fostering Economic Growth
4. Promoting Entrepreneurship
5. Enhancing Global Competitiveness
6. Meeting Industry Demands
7. Lifelong Learning
8. Inclusive Growth
9. Reducing Dependence on Foreign Labor
10.Future-Proofing the Workforce

18. Why need Skill Development in Higher Education in India
1. Addressing Unemployment and Underemployment: India faces a significant
challenge of unemployment and underemployment among educated youth. Skill
development ensures that students acquire the practical skills needed by industries,
improving their employability and reducing unemployment rates.
2. Aligning Education with Industry Needs: Skill development programs bridge the gap
between academic learning and industry requirements. By integrating relevant skills
into higher education, students are better prepared to meet the demands of various
sectors.

19. 3. Fostering Economic Growth: A skilled workforce is crucial for economic growth.
Skilled professionals contribute to increased productivity, innovation, and
competitiveness, driving overall economic development.
4. Enhancing Global Competitiveness: As the global economy becomes more
competitive, countries with a skilled workforce have an advantage. Skill
development enables India to compete effectively on an international level and
attract foreign investment.
5. Industry-Ready Graduates: Skill development ensures that graduates possess the
hands-on skills necessary for specific job roles, reducing the need for extensive on-
the-job training by employers.
Cont…

20. Cont…
6. Entrepreneurship and Innovation: Skill-based education encourages entrepreneurship
and innovation. Graduates with practical skills are better equipped to start their own
businesses and contribute to economic growth.
7. Reducing Dependence on Imported Labor: India often relies on foreign workers for
certain skilled roles. By investing in skill development, the country can reduce its
dependence on imported labor and develop a self-reliant workforce.
8. Adapting to Technological Changes: Technological advancements are reshaping
industries. Skill development equips individuals with the ability to adapt to new
technologies and remain relevant in changing job markets.

21. 9. Inclusive Growth: Skill development initiatives can target marginalized communities
and provide them with opportunities to acquire skills that lead to better livelihoods,
reducing income disparities.
10. Promoting Lifelong Learning: Skill development fosters a culture of continuous
learning, encouraging individuals to update their skills throughout their careers to
remain competitive and adaptable.
11. Enhancing Quality of Education: Integrating skill-based education improves the
quality of higher education. Practical experiences and hands-on learning enrich
students' educational journeys and increase engagement.
Cont…

22. 12. Reducing Brain Drain: Graduates often seek opportunities abroad due to better
employment prospects. By offering relevant skill development, India can retain
talent and harness its potential domestically.
13. Meeting Industry-Specific Demands: Different sectors have unique skill
requirements. Skill development allows higher education institutions to tailor
programs to match the needs of specific industries.
Cont…

23. Relation of skill Development in Higher Education in India with
NEP2020
NEP 2020 promotes a holistic approach to education that goes
beyond rote learning. It emphasizes the development of cognitive,
social, emotional, and practical skills, ensuring that students are
well-prepared for the challenges of the modern world.
Holistic Education
Approach
The policy underscores the integration of vocational education at all
levels of education, including higher education. This integration aims
to provide students with both academic knowledge and practical skills,
making them job-ready and adaptable to various career paths.
Vocational Education
Integration

24. Multidisciplinary
Education
NEP 2020 encourages the breaking down of silos between different
disciplines and offers students the flexibility to choose subjects from
various streams. This approach allows students to develop a well-rounded
skill set by exploring diverse areas of interest.
The policy suggests the creation of a National Academic Credit Bank,
which will store academic credits earned by students. This could facilitate
the seamless movement of students between institutions and encourage
them to accumulate skill-based credits.
Credit Transfer and
Skill Bank
NEP 2020 calls for curriculum reforms that integrate skill-based courses,
experiential learning, and hands-on training. It encourages the creation of
multidisciplinary programs that emphasize practical skills alongside
theoretical knowledge.
Curriculum Reforms
Cont…

25. Cont…
Skill-Based Electives
The policy recommends the inclusion of skill-based elective courses that are
directly relevant to students' interests and career aspirations. This provides
students with the opportunity to develop specialized skills within their chosen
fields.
Internships and
Experiential Learning
NEP 2020 promotes internships, apprenticeships, and experiential learning as
integral components of higher education. These experiences allow students to
apply theoretical knowledge in real-world settings and gain practical skills.
Teacher Training
The policy emphasizes the training and professional development of teachers
to effectively deliver skill-based education. Teachers are encouraged to adopt
innovative teaching methods that foster critical thinking and practical
problem-solving skills.

26. NEP 2020 acknowledges the need for lifelong learning and upskilling. It
encourages higher education institutions to offer programs and resources that
enable individuals to continuously upgrade their skills throughout their lives.
National Research
Foundation (NRF)
The NRF, proposed by NEP 2020, aims to fund and promote research and
innovation in higher education institutions. This can facilitate the development
of cutting-edge skills and expertise.
Continued Learning
and Lifelong
Education
Cont…

27. Need and Importance of skill Development & Skill Based Education
in India
1. Employment Opportunities
2. Industry Relevance
3. Economic Growth
4. Global Competition
5. Entrepreneurship
6. Reducing Dependence on Imported Skills
7. Technological Advancements
8. Inclusive Growth
9. Industry-Ready Graduates
10. Addressing Skill Shortages
11. Enhancing Soft Skills
12. Lifelong Learning
13. Government Initiatives
14. Quality of Education
15. Regional Development

28. International perspective
 South Korea
 JAPAN
 America
 Germany
 China

29. 1. Education is regarded as a high priority in South Korea
2. National High University entrance rate created a highly skilled
workforce.
3. For students not desiring to enter University can move to
Vocational High School.
International perspectives: South Korea

30.  The shift towards a more knowledge based rather than an industrial
economy (1970s and 1980s:) was the priority.
 The South Korean Government & Schools and industry with
assistance for the Swiss Government and Industry are now
Redesigning and Modernizing Vocational Education with a network
of Vocational schools. For example the following category may be
considered: Carpenters, Auto Mechanics, Plumbers, Welders,
Electricals, Boiler Mechanics and Machine operator.
 High Quality Vocational Education is a top priority.
 In 2017: 68.9 % Graduate advanced to a University.
Policy perspectives

31. Affiliated with
National University
Education Structure: JAPAN
Elementary and Middle Schools are part of Compulsory Education. (6+3) +3 High
State Level School
Public School
(Run by Municipality)
Private School

32. Curriculum is conducted in accordance with the National courses of
study.( NCS)
Transaction of class based on Number of Class hours.
 Class hours for Moral Education
For integrated study.
Specials activities.( 5.5% G.D.P in education)
Curriculum Policy

33. 1st Year 2nd Year 3rd Year
Japanese 140 140 105
Math 140 105 140
Music 45 45 45
Art 45 45 35
Health and
Physical
Education
105 105 105
Foreign
Language
140 140 140
Total 1015 1015 1015
Class hours distribution

34.  Training process until they obtain their School teachers
License.
 The pre-service training process is carried out mainly by
Universities.
 In-service teacher Training by Agencies.
Teacher Training

35.  Democratization of Education.
 Autonomous Organization of Curriculum.
 Education policies that aim for economic Development.
 Shifted to Discipline Centered Approach
 (1956-1973) Agricultural /Light Industry/Heavy and Chemical Industry were
developed step by step.
 (1950-1974) Advancement rate of (G.D.P) was 9.1% .
 Non Governmental education research movement..
 Small Group based learning.
Policy Perspectives

36. Educational Activities
The era of Relaxed Education
Education policies that emphasized Individuality and Autonomy
Creating Schools with Characteristics
Zest for Living
“Running away from Learning”----- Schools
that teach and make you think(2008)

37. American Curriculum Guide (2021)
 Accreditation is mandatory for Private & Public
 Common core standards
 Students are Consistently being challenged to expand their
knowledge and skills
 Prepare for higher intellectual engagement

38.  Mandatory External Evaluation on a five years circle.
 Provider/Management/ Individual staff/ Parents.
 Feedback on pedagogical process.
Evaluation and Assessment: Germany

39. The National programme to enhance the quality of Teacher
Training
Qualification of Pedagogical Specialisation for inclusive
evaluation (2016):
The federal programme: Skilled Labour Initiative:
1. Expanding places for paid, practice- integrated vocational
training and apprenticeships
2. Improved professional guidance for student teachers
3. Better professional and financial prospects

40. Further development of implementation phase for 4 years.
2017: Vocational School for Future Challenges.
Higher Education Pact:(HEP)
The Vocational Training Pact (VTP): (2018)
Digital Tools + Upgrading equipment + Increasing
flexibility and permeability
Vocational Training Act
To give greater equivalent between General and Vocational studies
Vocational Schools 4.0

41. CHINA(1985):Policy Perspectives
“Decision on the structural reform of Education”
Laid its emphasis on establishing Vocational Education System
(Further development of Vocational Education)
1992: Socialistic Marketing Economic System.

42. Chart of education structure: (9 years Compulsory Education)

43. Agricultural Schools
(1980…)
Chinese Vocational Education School (1917)
Skilled human resource in the economy in terms
of Special Vocational Institute
Skilled Workers School
(1950)

44. Structural Reform of Education
Laid its emphasis on establishing the Vocational
education system at different stages.
The need for establishing linkages with the regular
Secondary education was also emphasized.
1992: Socialistic Market Economy system
Moving away from the planned economic system
The domestic production as well as international trade
was to the geared to the world market.

45. What measures to be taken
Skill Development Framework
Monitoring Framework
Network of Skill Development Institutions
Greater employability and Economic Development
Government Initiatives and
Funding
Private Institution and Fund

46. 1.Agriculture based vocational education
2.Defense
3.ITI based School
4.Unorganized sector
5.Cooperative School
6.Private initiative by industry.
Cont…

47. 1. Agriculture based vocation
Agricultural Schools
2. Defense based vocation
Defense
3.Others
Diversifying Vocational Schools

48. Social Resource Model
Agriculture Tourism Art and Craft Small Scale Industry
Agricultural School Institution of Technical
/Management
Art and Craft based
Education
Social resource centres
for Expert education

49. Unorganized sectors Digital Learning Lifelong Learning
Need Centric Model
1.Carpenting
2.Pottery
1.Animation
2. Computer
3. Jewellery 3.Software Package

50. Policy Centric Model
Vocational Education
Merging Academic Excellence
and Vocationalization
Multidisciplinary Private
Vocation based on
Multidisciplinary
Private Institution may
established Vocational
School

51. Proportional Model
P=
Government sector Funding
Private Sector Funding
If government sector Funding greater than
one
It is Government dominated and if it is
less than 1 it is dominated by private
enterprise.

52. Skill Development Framework
Monitoring Framework
Network of Skill Development Institution
Govt. Initiative & Funding Private Initiative & Funding
Greater Employability's & Economic Development
Models of Skill Development

53. Thank You