The industry is growing very fast. They demand highly accomplished graduates with accomplishment. The engineering institutes have to modernize the workshops, laboratories and computer centers. The need to be developed through industry specific skills in planning, designing, developing prototypes testing, and refining. They should be innovators.

1. Future Skill Needs in Manufacturing
Industry
Under Industry-4.0
THANIKACHALAM VEDHATHIRI, B.E., M. TECH., PH.D., M.S., FIE., FIGS.,
FFIUCEE,
EXECUTIVE CONSULTANT IN ENGINERING EDUCATION AND HRD,
FMR PROF AND HOD, CENTER FOR INTERNATIONAL AFFAIRS, NITTTR-CHENNAI

2. “Make in Your
Country”
NEEDS MORE
SKILLED
WORKERS IN
MODERN
INDUSTRY.

3. What are the Competitive Industries?
 Aluminum
 Apparel
 Auto Components
 Iron and Steel
 Jewelry
 Leather
 Pharmaceuticals
 Power Transmission and Distribution Equipment
 Specialty Chemicals

4. Impact of Globalization of Indian
Economy (1991)
 Foreign Direct Investment is in many manufacturing sectors which employ
the skilled Indian workers
 India is focusing on the “Make in India”
 India is also vigorously implementing “Digital Technology”
 It is establishing industrial corridors from Delhi to Mumbai, Mumbai to
Bangalore, Bangalore to Chennai, and Bangalore to Coimbatore.
 There is a need for high-tech skilled workers.
 Many sectors face skill shortage.

5. New Economic and Societal Changes
 India emerges as one of the massive economies in the
twenty first century.
 India has a Knowledge super- infrastructure.
 National innovation networks have come up.
 FDI is in manufacturing and design.
 High performing organizations should place an emphasis
on developing in-house training programs

6. New Technologies Demand
 STEAM
 Research, Design and Development
 Creativity
 Brand equity and human capital to transform the economy
 Knowledge driven economy
 Higher cognitive capabilities are required.
 Leadership
 Extensive relationship management is needed.

7. Vulnerability, Uncertainty, Complexity and
Ambiguity (VUCA) in Skills Development
 Fast changing technology due to Digital Technology, Robotics and
Artificial Intelligence.
 Uncertainty in the middle level jobs.
 Complexity in developing appropriate knowledge based skills and
skilled workers to meet the needs of the fast developing industries in
the emerging technologies.
 Problems in establishing research and development institutes in the
knowledge based skills.
 Ambiguity on the investment on the new skills development
organizations.

8. Three Problems on the Future Skills
Needs
Skills Mismatch
Skills Shortage
Skills Gap

9. Skills Mismatch
 Mismatch happens when the demand for and supply of skills are not
aligned or in sync in either direction resulting to oversupply or
undersupply (Cappelli, 2015).
 The Vocational Training Institutes do not adequately develop new
programs to meet the demands of the emerging technology based
industries.
 They need “CKO” –Chief Knowledge Officer or a Research Unit to
forecast new skilled workers.
 They need “CLO” –Chief Learning Officer or a Curriculum Development
Unit to develop appropriate curriculum, instructional packages and
training programs for the trainers.

10. Skills Shortage
Context Input Process Product ?
 Skills shortage happens when employers are unable to fill in or have
difficulty in filling vacancies for an occupation at current levels of salary
and conditions of employment, at reasonably accessible locations.
 The Skill Development Institutes do not improve their capacity on
continuing basis.
 They do not conduct research in “CIPP” (Context- Global high-tech
industries in the emerging technology; Input- Industry Specific
Curriculum, Trained Teachers, Modern Resources, Adequate Funds, Up
to Date Leaning Materials; Efficient Transformation Process: Validated
Skill Development Process, and Products- Competent and High
Performing Graduates .

11. Skills Gap
 Skill Gap refers to the Vocational Educational System’s
failure to provide graduates in the basic skills who are
required for a particular occupation (Cappelli,2015)
 The Training Institutes always face shortage of Highly Skilled
and Competent Trainers.
 They have to employ Adjunct Trainers from the Industry.
 Internship should be made compulsory for the Graduates.

12. 21st Century Skills Succeed in the Information
Age
Learning Skills
Critical Thinking
Creative Thinking
Collaborative
Thinking
Communicating
Literacy Skills
Information Literacy
Media Literacy
Technology Literacy
Life Skills
Flexibility
Initiatives
Social Skills
Productivity
Leadership

13. Critical Thinking VS Creative Thinking
Critical Thinking
 Focused
 Linear
 Intentional
 Logical
 Systematic
Creative Thinking
 Divergent
 Nonlinear
 Intuitive
 Emotional
 Organic

14. National Skills Development Corporation
(NSDC)
 Vision: To fulfil the growing need in India for skilled manpower across
sectors and narrow the existing gaps between the demand and supply
of skills.
 Mission: Upgrade skills to international standards through significant
involvement and develop necessary frameworks for standards, curricula
and quality assurance.
 Enhance, support and coordinate private sector initiatives for skill
development through appropriate Public-Private-Partnership (PPP)
models: strive for significant operational and financial involvement from
private sector.

15. Mission and Objective
 Play the role of a market-maker by bringing funds,
particularly in sectors where market mechanisms are
ineffective or missing.
 Prioritize initiatives that can have a multiplier or catalytic
effect as opposed to one-off impact.
 Objective:
 To contribute significantly to overall target of skilling up of
people in India, mainly by fostering in skill development
programs.

16. NITTTR Chennai’s Contribution to Skills
Development
 Curriculum Development for the following industries:
- Automobile Engineering
- Electronics Hardware Manufacturing, Health
- Leather Technology, Textile Technology
 Detailed Project Report for including arts and science graduates in the
Apprenticeship Training Scheme of the Ministry of Human Resources
Development (2011).
 Development of Nonformal Training Programs for Rural Youth.
 Advanced Certificate in Curriculum Design and Instructional Materials
Development (Diverse Global Program)
 Short-term courses for the Principals of Vocational Schools.

17. Need for In-house Research &
Development Centers
Establish an In-house Research and
Development Unit.
 Develop Faculty/Trainers in the new skills.
 Build skills in the Emerging Technology
based trades among new Hires

18. Foremen Training Institutes
 Bangalore and Jamshedpur
 Train the foremen and supervisors in technical and managerial skills
 Offers courses in technological and behavioral upgradation of
supervisory skills.
 Inculcates consciousness of better quality and productivity, ability for
problem solving, cost reduction and application of modern technology.
 Offered courses in CAD, CNC Technology, Welding, Instrumentation,
Quality Control, and Basic Electronics

19. Initiatives of Some Companies in Skills
Development
 Ashok Ley Land for Uttarakhand Project
 Reliance for Petal Ganga Project in Gujarat
 L & T Company for Awarepore Cement Plant in MP
 Vardhman Group for Textile Manufacturing
 Godrej Company for Electronic Industry
 Maruti Suzuki for Automobile Industry
 ITC Company for Retail
 Grand Hyatt for Hospitality
 ICICI for Banking
 Infosys for IT

20. Ashok Leyland Company at Uttarakhand
 On the Job Training on the Manufacturing
Technology.
 Conducts theory classes on Manufacturing
Technology at the Higher Secondary Schools.
 Trainees are paid for working in the company.
 After completion of the training programs, the
graduates would be absorbed by Ashok Leyland

21. Reliance Company’s Vocational Training
Institute
 The rural students, whose parents transferred their lands to
the company, were trained in the new vocational schools
established by the company in Petal Ganga, Gujarat State.
 After completion of the training, the vocational graduates
were absorbed by Reliance Company.

22. L&T Company’s Cement Factory,
Awarepore, in MP
 The required land was acquired from the rural landowners
by the L&T company for establishing a cement company.
 The children of the land owners were trained in the
operation of cement manufacturing.
 Later they were absorbed by L&T Company.

23. Private Manufacturing Sector’s Initiatives
Sector Company Training
Construction Larsen & Toubro Ltd 7 Construction Skills Training
Institutes in the Metros
Textile Vardhman Group Vardhman Training and
Development Center in Ludhiana
Electronic
goods
Godrej Industries Ltd Tied with The George Telegraph
Training Institute
Automotive Maruti Suzuki India Ltd Tied with 17 ITIs
Plans to ramp up with 53 ITIs
Tied up with the BGS Institute of
Science and Management, ABT
Technical Institute

24. Service Sector’s Initiatives
Sector Company Training
Retail ITC ITC Wills Lifestyle tied with NIS Sparta (Reliance ADG
Group)
Hospitality Grand Hyatt School of Hospitality at Grand Hyatt, Mumbai
Information
Technology
Infosys Largest Corporate Training in Mysore, Karnataka
Capacity: 15000 trainees
Financial
Services
ICICI Bank ICICI Manipal Academy, 600 trainees per batch, Areas:
Banking and Finance
Aviation Pawan Hans
Helicopters Ltd
Training in Aircraft Maintenance Engineering, &
Helicopter Systems Engineering

25. International Collaborations
Country Project Area Year
UK UK India Skills
Forum
Technical and Vocational Education 2002
The UK India
Business Council
Online Sector Service, overseas market
introduction service, the UK India Education and
Research Initiatives, long-term collaboration.
2002
Germany Skill Development,
Instructional
media, Trainer
development,
National
Occupation
Standards
Foremen Training Institute, Bangalore,
National Instructional Media Institute, Chennai,
Central Staff Training and Research Institute,
Kolkata, German Dual System, Up Gradation of
the Vocational Education and Training Centers.
Volkswagen Apprenticeship Program in
Automobiles
1958

26. International Collaborations…
Country Project Area Year
Australia Bureau for Vocational Education
and Training Collaboration; Australia
India Education Links website
Vocational Education and
Training Sector, Workforce
Development, Accreditation
of Training, Skilled labor for
mining and construction,
accreditation of training.
2010
The New
Zealand
Distance Learning Courses in
Technical and Vocational Education,
Higher Education, Continuing
Education, Student Support, Quality
Control
Skill Development,
Vocational Education and
Training, Executive
development

27. Vocational Training Improvement Project
of the Government of India
 Planned by the Directorate of Employment and Training
 Offers Tailor-made Courses like CAD, CNC Technology,
Welding, Engineering Instrumentation and Metrology,
Pneumatic, Electro-Pneumatics, Production Planning and
Management, Quality Control, Basic Electronics and
Supervisory Development etc.
 There is a need for research and skills development units
for the emerging industry.

28. Part II
 Forth coming initiatives of the Government.
 International Collaborations.
 Envisaged Impact of the Fourth Industrial Revolution.
 Impact of Disruptive Changes, Rise of Robots
 Public-Private- Partnerships (PPPs)
 Apprenticeship Training for the Arts and Science Graduates
 Anticipation of Skills Issues, Competency Based Training
 Job specific Technical Skills
 Efficiency Improvement in Skill Training

29. Advanced Courses in Process
Instrumentation
 Offers training for Instructors of ATIs and ITI s
 New Courses in Maintenance and Operation of
Cardiac Equipment, Intensive Care Instruments

30. Recommendations by the Commissions
system should be established and research on vocational training
to be strengthened.
 Private-Public-Partnership needs to be strengthened.
 Special emphasis should be given to training and development
of trainers and other staff associated with skills development
programs.
 Mechanism for quality control and accreditation should be
strengthened.
 Modularization and multi-skilling of programs need to be carried
out.

31. Employment Impact of Disruptive
Change
Limitless opportunities in newly emerging
job categories
Improve workers’ productivity and liberate
them from routine work
Globalized Economy & FDI
Foresee massive labor substitution and
displacement

32. Fourth Industrial Revolution
 Job Creation Potential of Technologies such
as
 Big Data Analytics,
 Mobile Internet,
 The Internet of Things
 Robotics

33. The Rise of Robots ?
 The Artificial Intelligence Industrial revolution could automate as many
as two thirds of jobs in 20 years that exist in todays industries.
 Employers will face a crisis hiring and developing skilled staff as artificial
intelligence (AI) begins to shake up the structure of the workforce.
 The change would lead to inequality of workforce, which will diverge
into employees on low wage manual jobs and highly paid experts in
their field and very little in between( Kevin Green)
 AI and automation will destroy work activity over next 10 years.

34. Interdisciplinary Nature of Robots
 Involve motors, sensors and programs
 Highly useful to improve production throughputs with
quality
 Need workers with up-to-date knowledge and skills to
maintain robots
 Need robotic specialists with certification
 Improve STEAM education at all levels

35. Labor Substituting Technologies
 Additive Manufacturing, and 3D printing
 Also seen as strong drivers of employment in the Architecture
and Engineering jobs
 Fast- growing need for skilled technicians and specialists to
create and manage Advanced and Automated Production
Systems.
 Would lead to a Transformation of Manufacturing into a highly
Sophisticated sector where High-Skilled Engineers are in strong
demand.

36. Who are the creators of future
technology products and brands?
 No longer be engineers/ scientists but employees and
teams with multidisciplinary skills.
 An Engineer-Doctor;
 Or a Psychologist-Engineer;
 Or an Artist-Engineer …
 Employees with Balanced Motor Skills and Higher Order
Cognitive Skills.

37. Apprenticeship Training for Non-
Engineering Graduates by ME
 The Ministry of HRD approved one year industrial training
in the science and arts based jobs for the Arts, Science, and
Commerce Graduates.
 They would also be given credits based on the duration of
training and which could be transferred to the higher
education.
 The Apprenticeship ACT has been amended but the arts
and science graduates are yet to be admitted in the
apprenticeship program.

38. Community Development Through
Polytechnics
 There are about 1000 polytechnics offer non-
formal training to the rural youth through the
resources of the polytechnics.
 Many skill training programs based on the
employers needs are developed.
 The pass outs get jobs in small scale industry and
building industry.

39. Public Private Partnership
 Many Indian states constitute Public-Private-Partnership for
skill development
 Gujarat State created Partnership with Siemens Center for
Excellence
 Siemens joined with Design Tech to plan skill development,
programs in Product Design & Validation, Advanced
Manufacturing, Process, Instrumentation, Automation,
Electrical, Mechatronics, Machine Shop, and CNC Shop.

40. Skills Issues
 In the 21st Century the developing nations have to establish many skill
training programs to meet the emerging technology based production
processes.
 Over the next two decades the transition to a greener, low- carbon
economy could generate up to 60 million additional jobs world- wide.
 This would be driven by the Transformation of Carbon-Intensive Industries
as well as the emergence of new, Carbon- Friendly sectors such as
Renewable Energy, Eco-Tourism, and others.
 The implications for Green Skills to match these shifting industry
dynamics are numerous.

41. Anticipation of Skills Demands
 The ability of the skills system to anticipate such needs is
critical for preparing individuals, enterprises, governments
and private training providers with relevant competencies.
 Skill anticipation involves activities that “assess future skills
needs in the labor market in a strategic way, using
consistent and systematic methods”.
 It assists stakeholders in making informed choices about the
investment in skills that need to be made now to prepare
for the future.

42. Information on Future Skill Needs
 Guides the supply of skills
 Critical element in improving the responsiveness of
the skills system to meet labor market needs
 Reduce future skills mismatches.

43. Global Initiatives
 ILO
 European Center for the Development of
Vocational Training
 OECD
 ADB
 World Bank

44. European Centre for the Development of
Vocational Training (Cedefop)
 ILO in cooperation with Cedefop and the European
Training Foundation (ETF) has developed a number
of guides and tools for anticipating skills demands.
 This includes the Skills for Trade and Economic
Diversification (STED) tool that identifies skills
needs as an integral part of strategies to develop
trade-exposed sectors.

45. Improving Formal Training System More
Responsive
 The changing and uncertain future of jobs skill
requirements calls for flexibility, responsiveness and
accessibility of the skills development system.
 Involve industry through Public-Private Partnerships in the
skills system
 Provide training based on the skills competency standards
 Develop a large number of competency standards and
national qualification frameworks

46. Competency- Based Training (CBT)
 Engage the employer in the development and functioning
of training, assessment and certification process.
 Train the instructors on the Competency- Based
approaches
 Strengthen quality apprenticeships
 Encourage workplace-based learning
 Involve the private sector in skills development systems

47. Low- Cost Strategy
 If the business strategy is to compete on low-cost, with low technology
and low wages, then there is limited demand for higher skills.
 Restricting the establishment of the Research in Skills Development.
 Restricting the operation through PPP.
 Developing Cognitive based motor skills.
 Not implementing the cognitive based balanced motor skills
development.
 No Continuous Process Development in planning curricula.

48. Skill Utilization
 Producing a better skilled workforce does not naturally lead to quality jobs or
stronger business performance.
 Create jobs with high skill intensity
 Ensure robust conditions of employment
 Create a workplace conducive for skills utilization.
 Agree on the goals, productivity, quality, safety & the reward system.
 Ensure ergonomically developed workplace and conducive environment.
 Provide needed tools, equipment, and job aids.
 Conduct appreciative inquiry, council, coach and mentor the trainees.

49. ILO’s Initiative
 The ILO promotes skills development as an integral
part of greater strategies for industrial growth,
local development and national competitiveness

50. Skills Issues for a Country
 Evaluate the Employment Scenario
 Identify Skills Issues and their Sources
 Get the Responses from the Corporates

51. Skill Issues of a Country…
 Financial Sustainability
 Empowered Governance
 Innovation Ecosystem
 Global Prominence
 Globalize Online Learning (MOOCs)
 Transform Higher Education Delivery

52. Job Specific Technical Skills
 Cognitive and Behavioral Skills
 Analytical Skills
 Working well in Teams
 Problem Solving abilities
 Critical Thinking skills
 Communication Skills

53. Desired Socio-Economic Development
Strategy
 Develop strong Vocational Training Systems to meet the
development requirements of Fast Growing Industries.
 Improve the Learning Ecology for developing quality vocational
training.
 Develop vocational training for Fostering Standardization and
Modernization.
 Build policies and mechanisms to create enabling conditions for
enterprises to offer in vocational training.
 Continue to improve financial policy with respect vocational
training.

54. International Cooperation
 Strengthen International Cooperation in Vocational
Training
 Create linkages with Associated Centers of APEID
 Recognize National Occupational Skills Standards
 Assess and issue a National Occupational Skills
Certification

55. Desired Outcomes to Achieve Faster
Growth
 Holistic, Entrepreneurial and Balanced Graduates
(to move from being job seekers to job creators)
 Talent Excellence
 Inculcate Lifelong Learners
 Promote Quality Engineering, Technology, and
Vocational Education

56. Strategies Suggested by OECD for
Improving the Quality of Existing Training
Programs
 Improve access to vocational education by providing information about
further education and employment opportunities.
 Improve the quality of vocational education by strengthening public
and private skill training providers and competency based education.
 Improve the governance of education system by supporting
accreditation of training institutes, enhancing the capacity and non-
formal training providers.
 Improve the labor centers operation to ensure matching of job
vacancies of firms with job searches.

57. Recommendations of ADB and OECD on
the Improvement of TVET
 Consider the ways and means of raising quality and standards.
 Establish framework for activity-based costing in the TVET sector and a
set of cost effective bench marks and performance management
system.
 Resuscitate multi entry/exit system allowing flexibility to enter, exit, re-
enter formal education and training depending on their financial and
social circumstances.
 Offer short-term courses and employ instructors on short contracts so
that they can move in and out of the workplace and school.
 Establish vocational training close to workplaces or commuter transit
corridors so that part-time trainees can keep on working while
acquiring further skills (earn while you learn).

58. Training of the workers through Project
Polytechnics of the World Bank Program
 Train the polytechnic teachers to offer
development programs based on the advanced
instruments, equipment and developed faculty of
the World Bank assisted project.

59. Four Dimensions of Excellence
(Tullao et al. 2015)
 Quality and Excellence (provision of education that meet
international standards) using national achievement test
scores, passing scores, passing rates in professional
licensure examination, levels of accreditation and quality of
teachers,
 Relevance and Responsiveness (generation and diffusion of
knowledge in disciplines that are relevant to both the
domestic and international environment) using program
offerings, enrolment, survival and completion rates and
enrolment rates,

60. Four Dimensions of Excellence…
(Tullao et al. 2015)
 Access and Equity (broadening the participation especially
for deserving but underprivileged individuals) using
financial assistance programs.
 Efficiency and Effectiveness (optimization of social,
institutional, and individual returns to education) using
budgetary allocations and internal and external efficiency
indices.

61. To improve the responsiveness of the supply of
skills to the demand and needs of the labor
market (World Bank)
 Develop more international bench marking of institutions and students
 Strengthening generic or life skills in the curricula of all education and
training levels
 Better articulation of the different pillars of the skill supply system
through overall governance, a strengthened skills certification and
education and training quality assurance system and appropriate
pathways and bridge across different types of institutions.
 Create more flexibility in curriculum and academic decisions.
 Plan closer links between post secondary and tertiary education and
industries.
 Improving the quantity and quality of the information on the labor
market.

62. Efficiency Improvement in Technical and
Vocational Education
 Accelerate the greater participation of the private sector to reduce
government expenditure while improving efficiency.
 Facilitate supporting community-based programs while reviewing the
efficiency of school- based ones.
 Minimize the government expenditure through the rationalization of
TVET providers.
 Generate financial support from the industry.
 Invite industry participation in the Boards of Vocational Education.
 Develop appropriate performance standards for TVET providers.
 Upgrade and enforce accreditation standards .

63. Thank you
YOUR
QUESTIONS
PLEASE