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  1. 1. Manthan Boosting Skillsets “The greatest service a man can do is to enable others to stand on their own feet” - Upanishads Presented By: Team : Nayi Disha Institute : IIM Bangalore
  2. 2. Present State Employment ● About 8% of the total workforce in India is employed in the organized sector, remaining 92% are in the non-formal sector 1 Vocational Education and Training (VTE) ● Developed world average - 95% of youth (15-35 yrs) has VTE 2 ● India's youth - Less than 2% have vocational training 2 ● Minimum labour law and the law against downsizing workforce prevents private sector from investing in training programs ● Secondary education is must to enrol in ITIs ● Difference in Central and State govt. Priorities for vocational training Task At Hand ● Upskilling of 500 million youth population by 2022 1 ● Additional 200 million in the period up to 2040 2 “Demographic Dividend Or Demographic Bomb” Sources : 1. 12th five year plan, planning commission 2. Symbiosis, Indian Education Review, 2010-2011
  3. 3. Existing Education System
  4. 4. Capacity Analysis 3 Source : 3. Women’s vocational training board
  5. 5. Bridging the Gap The solution lies in bridging the gap between academic and vocational training curriculum The outcome is a better suitability of educated youth for the potential job market Vocational training should be available right after the basic primary education as it is in China
  6. 6. Recommendations - Structural 1) National Board for Vocational Education (Example: Australian National Training Authority) a) developing a national Technical Vocational Education and Training (TVET) system and national strategies with respect to vocational education b) ensuring close interaction between industries and TVET providers c) developing effective training market for public and private needs d) enhancing efficiency and productivity of TVET providers 2) National Vocational Education Policy (Example : Australia) For establishing equivalence for degrees, diplomas and certifications in the vocational education sector for lateral and vertical mobility across various learning sectors that is, secondary, vocational and higher education 3) National Vocational Education Assessment and Accreditation Council to formulate a regulatory and quality/standards framework 4) Introduction of SSC (Vocational) (Example : China)
  7. 7. 5) Lateral/Vertical Mobility, Industrial Participation Industry participation is must especially in Governance, Curriculum Design, Placements and Funding, Monitoring Outcome. A PPP Model can be also created where GOI and Industry can come together to invest in infrastructure and train students in latest skills Example : National Skill Development Corporation India (NSDC) 6) Teacher Training Vocational Educational Qualifications should be insisted (eg. Bachelors in Vocational Education).Continuous skill development and upgradation of teachers can be done through Teachers Training Programs conducted by Teacher Training Centers 7) Vocational Universities Learning pedagogy with a special focus on skill based and hands-on learning and training.Emphasis on life coping skills and general educational skills such as Liberal arts subjects, English competency, entrepreneur skills, problem solving, team work, leadership, management courses etc. Recommendations - Structural (Contd.)
  8. 8. 1) Budgetary Provision and Financial Support ● Tax incentives & subidized land for setting up ITIs/ITCs and SD institutes ● Provision of liberal loans for setting up these institutes ● Bank loans to students for VE&T, skill development & entrepreneurial projects 2) Strengthen PPP & Industry Participation ● Establish and strengthen Institute Management Committees in all ITIs/ITCs ● Enhanced role of Chambers of Commerce / Industry Associations ● Encourage alternative private initiatives - even if commercial in nature 3) Policy Initiative ● Setup state level skill development missions ● Promote multiple modes of delivery ● Sensitization and awareness across departments and at grass root level 4) Capacity Building ● Involve and mobilize retired professionals from industry willing to contribute ● Women not ready to work full time to be roped in part-time ● Involve working professionals for training on voluntary or paid basis Recommendations - Facilitation
  9. 9. Women Involvement • Majority of Indian women are housewives - do possess a variety of skills but the products/services are not marketed ● Only 11.2% of female workers possessed marketable skills ● Young Women's Global Skills Program is an initiative in support, skills development and vocational educational for young Indian women. ● NGOs like India Vision Foundation, Dia Foundation are working for VET for women ● Ministry for Women and Child empowerment need to build institutes that cater to serving the needs of women and adolescent girls for vocational skill training ● Awareness programs and facilitation for women to get into the workforce Source : 4. Women’s vocational training board
  10. 10. References ● Enhancing Skills and Faster Generation of Employment, ● Directorate General of Employment & Training (DGET) Ministry of Labour & Employment, Government of India, ● Indian Education Review, ● Froy, F. and S. Giguère (2010), "Putting in Place Jobs that Last: A Guide to Rebuilding Quality Employment at Local Level", OECD Local Economic and Employment Development (LEED) Working Papers, No. 2010/13, OECD Publishing. ● Women’s vocational training board,