This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Scripting a new paradigm for Skilling and Employability through Enterprise: ‘...Centum Learning
Improved economic conditions have fueled unprecedented telecom growth in Africa. Africa’s status as being the second most mobile connected continent where about 15% of its billion inhabitants own a cell phone has ushered many African nations into a digital economy and changed lives of people for the better. The telecom revolution has touched people through better access to education and entertainment, helped in disaster management and better agricultural yields and brought people together through social media.
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Scripting a new paradigm for Skilling and Employability through Enterprise: ‘...Centum Learning
Improved economic conditions have fueled unprecedented telecom growth in Africa. Africa’s status as being the second most mobile connected continent where about 15% of its billion inhabitants own a cell phone has ushered many African nations into a digital economy and changed lives of people for the better. The telecom revolution has touched people through better access to education and entertainment, helped in disaster management and better agricultural yields and brought people together through social media.
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
Malaysia presentation - Standardisation in TVET and the role of the Private s...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
Malaysia presentation - Standardisation in TVET and the role of the Private s...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
amitians2020
1. Manthan Topic : Boosting Skillsets
SDC : Panacea for Contemporary Aspirants
A new revolutionary model to bring change at grass root
level of education.
Team Detail
Coordinator – Mr. Prateek Tripathi –B.Tech –CSE ( AMITY UNIVERSITY RAJASTHAN )
Members :-
Mr. Sachit Kumar – B.Tech + M.Tech –CSE ( AMITY UNIVERSITY RAJASTHAN )
Mr. Rahul Kumar Jha- B.Tech –CSE ( AMITY UNIVERSITY RAJASTHAN )
Mr. Vaibhav P Zambad -B.Tech –CSE ( AMITY UNIVERSITY RAJASTHAN )
Mr. Nagendra Singh Kushwah –B.Tech –CSE ( AMITY UNIVERSITY RAJASTHAN )
2. Indian Employment Market : Disparities and
Problems
A. Indian Graduates : Quantity with Compromised
Quality
Only 25% of graduates passing out from
technical Institutions are employed each year.
Most colleges lack industry oriented curriculum hence
are not able to produce required skilled personnel.
B. Lack of Ample Governmental Policies
Employment in various sectors could not be increased
due to ineffective government policies.
Manufacturing and agricultural sectors being
neglected by policy makers.
C. No Efforts being Made at Village and Grass Root Level
Small Scale industries like hand weaving ,pottery ,
carpet making and many more have got potential but
not getting proper encouragement.Employment by Sectors - 2001 to 2015 (Projected)
(NSDC Report 2012-17,2017-22)
When it Comes to Producing Degree Holders, India Tops, but When it Comes to
Generating Employment India Flops
3. Measures to Address the Problems of Lack of Skills among Youth
ACTION AREAS FOR IMPROVING HIGHER EDUCATION
(UNIVERSITY/PROFESSIONAL EDUCATION)
Establish a process by which private sector can commercialize
research (to increase private investment in Research and
Development)
Increase autonomy of existing institutes in the areas of designing
academic curriculum, management of infrastructure and faculty
with retention
Promote relevance (through modification of curriculum) and
quality (upgrade infrastructure and training of teachers, etc.)
Collaboration of educational institutions and corporate sector to
promote educational research.
Corporate sector must provide training to students in various
colleges of country must before they get graduated.
More exposure to industry would lead to increased employment
among youth
Corporate sector
4. Integrating the Effort of Schools , Universities , Small and Big Skill Development Players
Schools Universities Vocational training institutes
Reasons
for choosing
the
group
Outreach to maximum
number of students as
provides basic education
Skills developed at school
time can later be imparted
to other people at various
levels
Skills imparted at this level help
greatly in increasing market value of
student
If vocational skills are added in the
university syllabus then students
need not to get extra training hence
avoiding wastage of time and money
This institutes can help students
from poor background who can’t
afford college education
Government can collaborate
with these institutes by providing
subsidy to needy and students
with weak background
Number Approx. 22 Cr. students
enrolled
Approx. 1.73 Cr students enrolled About 3.5-4 lac students enrolled
Impartable
Skills
Compulsory English
Life skills and Social skills
Personality Enhancement
Focus on Practical
knowledge
• Focus on industry oriented education
• Compulsory skill based courses
• Impart technical skills to student of
all courses such as computer literacy
• Industry visit
o Web and mobile programming
o Paramedical skills
o Cooking , Culinary skills
o Small entrepreneurial ventures
5. Roadmap for Synchronizing Efforts of Schools/Universities and Vocational Institute
Government
(Set up SDCs)
Schools
Universities
SDCs
( Skill Development
Centers )
Corporate
Sectors
Vocational
training
Institute
All the Vocational training Institute have to take certification from Central SDC.
6. Skills Development Center : A New Concept in Indian Context
Role Management Implementation
To develop trained and skilled
youth to provide national
workforce
To decentralize the process of
skill development
Spread its outreach to even
remote areas of country
To balance the ratio of demand
and supply of national workforce
o Management to be handed over to
UGC( University Grants
Commission )
o Appointment of central skills
development officer and state skills
development officer
o Periodic audit of performance of
these centers by HRD( Human
resource Development ) ministry
o SDCs must come under the
provisions of RTI act 2005
• Government to pass SDC act for
enactment across the country
• Funding on the basis of public
and private partnership
• Teachers to be hired from
vocational training institutes and
retired workforce
• Regular input to be taken from
corporate and industrial sector
for further improvements
7. Working Of SDC : An Overview
Training Delivery Model Curriculum
Medium of instruction : English
Working hours : Weekends for working
people and daily for students
Teaching streams of skills : May include
cooking , bakery , mobile repairing ,
industry and IT related skills
Skills assessment : Periodic test and
assessment to test industry readiness of
students
Practical training : Students must
practically implement what is being taught
in class
Designing of courses according to courses
running in India
Technical and non technical courses will have
separate curriculum
Courses to be empowered with online learning ,
free downloadable eBooks , journals ,videos and
launching of a nationwide website for
interaction of different students across the
country
Regular competition and work shops to be
organized in all SDC’s
Guest lectures by eminent personalities
utilizing video conferencing
8. Central SDC
(NEW DELHI)
City SDC Controller
Regional SDC Control Authority
Village and Small Areas
SDC Controller
Various others Educational
Institutions
Universities and Colleges
Organization Of SDC’s :-
Central SDC will control all SDC’s present all over the country . Regional SDC control authority will control
the SDC’s which are present in a particular state . It will work under Central SDC . Each City will have one
City SDC controller , which will control various universities ,colleges as well as various educational
institutions present in the particular city . City SDC will work under the regional SDC control authority.
9. Totalfundingrequired
Organization Cost
Logistics Cost
Technology Cost
Central SDC Chief
(1 prs x 6.30 Lakh pa)
Regional SDC Chief
(30 x 5.25 Lakh Pa)
City SDC Chief
(1 prs/City x 25000 )*
Transportation Cost
Establishment Cost
Communication Expense
Software
Hardware
INR 1 Cr
64 lac approx.
INR 1.5 Cr
approx.
INR 40 lac
approx.
SDC Expenditure :-
* Here number of City SDC chief and trainer are not included because it will be decided on the basis of population of area
and necessity of SDC centers. The cost of trainer and City SDC chief will be excluded from collection of tuition fee given by
students . Tuition fee will be decided on area of learning ,Fees will subsidized by Govt. Of India and Universities.
Trainer ( 1prs x 20000 ) *
10. Concept Risk :-
• Government and Corporate Sector might not see utility of
funding
• Generally traditional mentality to go for formal programs
• Enrollment ratio in the SDC’s may be low
• Foreign and domestic industrial investment is necessary to
increase employment in India.
Challenges:-
Funding to be provided in the form of training fees
Strong integration with formal education must be there
Awareness programs must be carried out via audio , video
and other mediums of communication
Impact :-
Would lead to quality workforce , both technically
and commercially
Formal education would be integrated with
industry oriented training
Employment problem will be dramatically resolve
Youth ( Urban and Rural) would be benefitted
In short it will usher to self dependent ,progressive
and shining India
SDC Concept and Implementation Risks :-
11. References :-
1. Forbes India : Indian employment market
2. Reference site : www.rediffindia.com
3. Report of the task force on employment opportunities ,
Planning commission India ,2001
4. Skill Development in India, The Tribune
5. Entrepreneurship in India , Business World
6. Towards a better India , Outlook India
7. NSDC ( National Skill Development Corporation ) Report