Advaita

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Advaita

  1. 1. Boosting skillsets: Increasing the Employability of Youth Team Members: •  Ayush Yadav •  Prateek Gauba •  Devang Bacharwar •  Jyoti Singh •  Rahul Bhujade
  2. 2. Current Scenario According to Planning Commission only 10% of Indian workforce has received skill training There were 57 million illiterate dropouts in 2012, the vocational education system has nothing to offer them Only 2.5% of work force in India is formally trained World Bank reports that only 25% of Indian professionals are employable as per the world standards 75% of Job seekers registered in Employment Exchange are merely 10th pass and 80% of them are untrained According to Economic Times 1/5 to 1/3 of engineering graduates are at a risk of being unemployed Dropout rate: 63% till class 10th & 40% in further studies Projected Vocational centres were 20,000 in 2012-13 but only 10,344 setup till now and a mammoth goal of training 500 million seemingly distant Against the target of skilling 8.5 million people in 2012-13 only 1.4 million have been trained under NSDC .Hence target of 500 million by 2022 ? Total Workforce Unskilled labor Formally Trained Informally trained
  3. 3. TargetGroup < 10th Std. Efficient & Practical learning English proficiency & soft skills to bridge gap between urban & rural students Career awareness Workshops and interaction with parents Basic economics and marketing Free education till 10th 10th – 12th Std. Dropouts Evening classes Emphasis on need based vocational courses Non-dropout Bivalent learning Career awareness(Higher education opportunities) English soft skills logic Age>18yrs Proper course accreditations(for higher education) Evening classes for vocational training Revamping NREGA for boosting skills Vocational training for already passed out
  4. 4. School Dropouts Schools not providing a supportive environment for academic success or self-esteem Poor education status in Government Schools 60% of people drop out to supplement home income A different approach to learning is to be evolved. More practical assignments to students ,not just memorizing to score in exams Basic level of vocational training to be inculcated in the curriculum Projects based on marketing skills and entrepreneurship, to help in real life, to be promoted
  5. 5. Target:-Inefficient learning in Government schools Increase English Proficiency More practical based education with general economic education Coordination between state boards and CBSE for implementing such curriculum Motivation by skilled trainers/teachers. Incentives to teachers for good performance Use UID scanners & biometric sensors with online database for staff regulation Workshops for parents to realize the importance of education for better employment opportunities Vocation training along with higher secondary-Bivalent schools Free and compulsory education till Standard 10, for diploma courses can be availed only after matriculation
  6. 6. Aaadhaar Check Mechanism Introduced in 2006, AADHAR a very ambitious scheme of Government of India Mission of giving an ID to every Indian, having information like fingerprint, retina scan & address proof Proposal - UID to act as a daily check on even the smallest unit of hierarchy so that efficiency of policy implementation can be increased A staff member should swap his Aadhaar card and get his fingerprint scanned in the instrument to ensure his physical presence and same goes for students. This would ensure check on schemes like mid-day meal ,uniform distribution, etc. Number of Government operated schools –10,00,000 •  Cost of one Biometric & UID scan system – Rs 3000 •  Total Cost in purchasing equipment – Rs 300 crore •  Online Database Management Cost – Rs 100 crore for software development, data servers , maintenance of database and reports generated ,to be done by NIC at its various state centers. •  Operational costs
  7. 7. Solutions at Vocational level Decrease enrollment qualification for already passed out, and over the schooling age to increase the scope of these courses Short courses to be introduced for illiterate people, to give them a way to attain vocational skills NCVT curriculum designed by industry experts for various courses. Management, soft skills and entrepreneurship also be given special impetus The curriculum should be dynamic , so as to adjust to changing times Incentives to trainers from industry, to encourage full time and part time trainers to associate with NCVT Courses should be introduced on demand Industry association for employment, Industry option for In- Campus Placement etc., as lack of placement opportunities deters people from joining these courses Proper certification and monitoring of private establishments under NSDC , to make sure that skill development in these institutions remains the focus point.. Will also help avert scandals like Everonn Education Limited Scandal To help students trust the private institutes established under NSDC for their skill development investment Higher Education National Accreditation Regulatory Authority to be made an independent body, taking under its ambit NBA (AICTE), NAAC (UGC) and other accrediting bodies Proposed: Accreditation must for the establishment and functioning of a college. Purpose- Protect students from getting duped by private entities and ensuring skill development There needs to be annual or biennial check to maintain the standard and quality, to renew the accreditation
  8. 8. Problems Stunting of Skills No real benefit in seeking further employment Compliance of Minimum wages act Migration of rural people to urban areas leading to weakening of village structure Present policy a temporary solution to unemployment Proposed changes Link MGNREGS with national level institutes like NCCET,NAC and private players like CSTI(L&T) To include skill training in MNREGS for achieving rural skill imparting Prefix the targeted 100 working days with 20-30 days of skill training Provide certificate in vocational training so they can move up in the hierarchy of skilled labour The existing school infrastructure in villages to be used for intermediate skill training This can help them to secure employment even after NREGA and also serve the purpose of quality development efficiently Revamping MNREGS
  9. 9. Skill development in Agriculture Solutions Customized courses according to the regional needs Course to be designed in adherence with Krishi Vigyan Kendras. Economics , Marketing & Entrepreneurship to be given special impetus in these courses to make the farmers self reliant and capable of making intelligent decisions Skill advancement in careers such as farm production, agribusiness management and marketing, agricultural research and engineering, food science, processing, and retailing Evening courses to be emphasized because people would like to utilize their day time in other jobs/ works so as to earn livelihood.. Evening courses will help them to learn while they are earning Awareness programs in rural areas, to stress the need of vocation education and certificate courses, and the alternative opportunities it creates for employment Special impetus to be given to attract 22-30 years youth, so that they qualify as skilled and can be employable in market Cost subsidized equipment , training and infrastructure development. Existing primary school infrastructure(building) can be used in evenings as it is difficult to set up centers in every region especially remote areas Reduce direct cost of these courses , as it proves to be a big hindrance for poor people to join these courses Alternative employment for landless labors after vocational training in food processing , machinery repair etc.
  10. 10. Challenges To revamp the MNREGS on such a big platform and diverting funds to it in the light of recent economic scenario To set-up data servers and to deal with local problems, in due course of time , to adhere to the goals set forth in 12th Five Year Plan To provide UID-AADHAAR cards to all the beneficiaries and the government staff employed in rural areas Bottle-necks of using the current infrastructure for different schemes and expanding scope of vocational courses Building rural infrastructure for agricultural vocational courses Lack of master trainers. Shortfall of trainers to meet the target of 500 million set by Indian Government Lack of human resources in large accreditation bodies of national stature Creating adequate value and social recognition for vocational degrees Making the program reach out to people in due time Sloppy administrative setup to finalize a policy and implement it
  11. 11. Mitigating the challenges To use current setup of MNREGS to implement skill training Indulge NIC and private firms on PPP model to setup database servers and increase employment in this field To increase human resources for fast UID implementation To give prime importance to policies relating to youth in 12th Five year plan as they have a demographic dividend in near future Through MNREGS ,develop quality rural infrastructure Trainers need to be given special incentives to enter the field of education, full time or part time. Special performance based incentives to encourage the existing trainers to perform well, to be done through student feedback Increase employment through involvement of 8th pass students in various processes regarding data collection Nurturing respect for work in primary ages Advertising the changes and its usefulness in future for policies mentioned earlier Labelling these policies as Urgent for speedy passage in various departments
  12. 12. References •  FICCI Skill Report 2012 : http://www.ey.com/Publication/vwLUAssets/ FICCI_skill_report_2012_finalversion/$FILE/ FICCI_skill_report_2012_finalversion_low_resolution.pdf •  Report of the Working Group on Skill Development And Vocational Training : Planning Commission of India,2011 : http://planningcommission.nic.in/aboutus/committee/wrkgrp11/ wg11_rpskill.pdf •  Ministry of Human Resource Development : http://mhrd.gov.in/voc_eduu •  Policy Overview of Vocational Education and Training in India :Australian Education International, Government of Australia,2011 : http://www.australiaindiaeducation.com/files/ Revised_VET_Report%20-%2016092011.pdf •  National Skill Development Policy, Mar 2009 : http://labour.nic.in/upload/uploadfiles/files/ Policies/NationalSkillDevelopmentPolicyMar09.pdf •  http://schooldropoutprevention.com/country-data-activities/india/ •  http://www.ndtv.com/video/player/money-mantra/money-mantra-skill-shortage-in-india/ 245659?curl=1378375507 •  http://en.wikipedia.org/wiki/Education_in_India#Rural_education •  http://www.skilldevelopment.gov.in/sites/default/files/resources/initiatives/7.1%20- %20NSDC.pdf •  http://businesstoday.intoday.in/story/companies-work-towards-skills-gap-in-india/ 1/193097.html •  http://articles.economictimes.indiatimes.com/2013-03-21/news/37903513_1_nsdc-service- tax-negative-list •  http://digital.library.okstate.edu/encyclopedia/entries/a/ag003.html

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