Session V- Panel Discussion The National Vocational Qualification Framework: Structures and Convergence

1. National Vocational Education Qualifications Framework (NVEQF) 7th June, 2011 Meeting of Central Advisory Board of Education (CABE) Ministry of Human Resource Development 1

3. Envisaged Reforms in Technical Vocational Education and Training (TVET)

4. Operationalisation of NVEQF

5. Sector-wise NVEQF

6. Who does what?

7. Pilot Project

8. Time Frame for Implementation2

10. HENCE, desirable to focus on educational component to build a sound TVET system

11. Also, need to build a general education element into VE, and vice versa, to ensure a holistic approach to human resource development3

12. Design of NVEQF and Envisaged Reforms 4

13. Problem: General School Education vis-a-vis TVET General education: student can go on progressing TVET – progression thru the system very difficult – a problem VET: ITI and VE in higher secondary schools - a dead-end ITI student has many difficulties in entering Polytechnics – pathway needed Polytechnic student has difficulty in entering Engineering College – bridge course needed VET student should be able to go back to General Education, if she/he desires - very difficult Both vertical and horizontal mobility a problem 5

14. 6 Reform 1: Design of NVEQF - Architecture * SSC = Sector Skill Councils to be established by National Skill Development Corporation

15. Reform 2: Shift from Annual to Semester (Credit Based) Examination System 7 “We are convinced that if we are to suggest any single reform in the university education it would be that of examination system” (Radhakrishnan Commission, 1948 )

16. Problem: VET offers little practical industry training or private sector involvement Private sector not involved in curriculum design in ITI or in VE in schools Private sector offers little or no internship to VET student Private sector not engaged in certification or testing Competency not assessed in either ITIs/ITCs or VE 8

17. Reform 3: Shift from Government as Major Player to Industry and Employers as Major Players in TVET reforms 9

18. Sector Skill Councils SSCs constituted in the following sectors 10

19. Problem: unorganized sector employs 93% workforce – but VET offers no recognition of skills Most skills in unorganized sector acquired informally, outside of VET system Those skills are not recognized Certification of prior learnt skills would raise Incomes Dignity Migration 11

20. 12 Bridge Courseto fill Competency gap by NIOS/State Open Schools, IGNOU/State Open Universities NVEQ level 5 Diploma in Plumbing NVEQ level 3 & 4 Certificate in Plumbing Recognition of Prior Learning - Assessment of Competencies (including Literacy & Numeracy skills) and Certification Vocational Elective – e.g., BasicPlumbing Practices NVEQ level 1 & 2 Class VIII Labour Market Reform 4: Shift from Lack of Provision for Prior Learning to Recognition of Prior Learning

21. Problem : existing VET courses v fragmented, v diverse, with multiple providers Plumbing courses: offered by Govt or private VTPs, for 6 months 12 months 2 years No uniformity in competency achieved even in different duration courses, since competency is not examined or certified 13

22. 14 Example of Lack of Uniformity in Qualifications offered through Face-to-Face Mode across Institutions in Plumbing Sector

23. 15 Example of Lack of Uniformity in Qualifications offered through Open Learning Mode across Institutions in Plumbing Sector

24. Reform 5: Shift from Restricted Opportunities for Mobility to Clear Cut Pathways for Mobility of Students between Programs and Institutions 16

25. Reform 6: Shift from Fragmented to a Unified TVET Governance 17

26. Operationalisation of NVEQF 18

27. Management Mechanism INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory) (MHRD, NSDC and Mo L & E to coordinate implementation of norms and standards of NVEQF through a National Committeeon NVEQF ) NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES (Develop Sector Occupation Map, National Occupation Standards (NOS), Competency Based Curriculum (CBC), Training Packages) NATIONAL QUALIFICATIONS BODY AT NSDC (Register and approve Qualifications, NOS, CBC and Training Packages) 19

28. Management Mechanism STATE DIRECTORATES OF EDUCATION, DISTRICT EDUCATION OFFICES, STATE SKILL COUNCILS (to be established), DISTRICT INDUSTRY CENTRES & LOCAL INDUSTRY (Identify local opportunities and skill requirements and assist in establishment of linkages, training delivery, funding, monitoring, etc.) CBSE (CBVE), STATE BOARDS OF EDUCATION, POLYTECHNICS, UNIVERSITIES AND SECTOR SKILL COUNCILS (conduct assessment and award certificates for respective qualification levels) REGISTERED EDUCATION AND TRAINING PROVIDERS (Deliver nationally endorsed NVEQs) 20

29. Operationalisation of NVEQF at District Level 21 National & State Governance Structure Local Industry &Employers Skill Development Center (SDC) (to be set up by NSDC) (with association of local DEO and DIC ) Organize Internship/On–the-Job training /Apprenticeship Training Training Providers Provides nationally endorsed qualifications packages for NVEQ levels Provide Practitioners for teaching & training in Institutions Indicate vacancies in industry sectors and future skill requirements

31. Maths

32. Science

33. Social Studies

35. Learning Units in General Foundation Course(Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication skills)

38. Learning Units in General Foundation Course(Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication Skills)

44. 27 Who Does What

46. Media & Entertainment

47. IT/ITES

48. Private Security

49. RetailHaryana 28

52. Develop Institution-Industry interface at local level – DEOs, SDCs, etc.

53. Role of State Governments Identify ETPs for quality delivery of TVET Conduct awareness and orientation programs for key functionaries Training of Teachers and Trainers Identify sectors/occupations for RPL – greater demand for international mobility Encourage private investment in standalone VET schools for classes 9-12 Encourage in VET classes 11-12 research projects to motivate innovation

55. Modification of recruitment rules in Govt. & Private Jobs – emphasis on competencies

56. Time Frame for Implementation 32

57. Time Frame for Implementation 33

58. THANK YOU 34