This document discusses the partnership between City & Guilds, a global skills certification company, and Manipal Education, an Indian education services provider, to develop English language qualifications and assessments in India. The qualifications are designed to develop workplace English skills across multiple levels to meet the large demand for English speakers in India. City & Guilds brings their expertise in developing globally recognized qualifications, while Manipal Education provides subject matter experts and delivers training. The qualifications and assessments are developed using best practices to ensure high quality and consistency.
HCL Learning is looking to introduce a new personality development course. They conducted market research through a questionnaire with 43 respondents. Most respondents were not currently taking a personality development course but 37% expressed interest. The preferred duration was 4 weeks and modules of interest included communication skills and confidence building. Most respondents expected placement assistance from the institute. The research also looked at the English learning market in India, which is growing and estimated to reach $4.67 billion by 2015. Competitors for English courses were identified along with their offerings. HCL Learning is analyzing the feasibility of a new course to develop students' professional skills.
Career Point Infosystems is one of India's leading tutorial companies providing training for competitive exams. It has seen strong revenue growth in recent years due to rising demand for its services driven by India's demographics and economic development. However, the company's plans to develop an integrated campus facility will negatively impact profitability in the near term. The IPO is recommended for moderate listing gains.
Process of creating the home page for paperMichael
Michael outlines the steps taken to create the home page for the Paper Week website. First, he created a template and added the title. Second, he created tabs for the main sections. Third, he created a picture slider with four pages to display images and edited the images and text on each slide. Lastly, he added additional elements like contact details, images, a logo, and a tree icon to represent Paper Week. The final home page was completed with the picture slider functioning.
HCL Learning is looking to introduce a new personality development course. They conducted market research through a questionnaire with 43 respondents. Most respondents were not currently taking a personality development course but 37% expressed interest. The preferred duration was 4 weeks and modules of interest included communication skills and confidence building. Most respondents expected placement assistance from the institute. The research also looked at the English learning market in India, which is growing and estimated to reach $4.67 billion by 2015. Competitors for English courses were identified along with their offerings. HCL Learning is analyzing the feasibility of a new course to develop students' professional skills.
Career Point Infosystems is one of India's leading tutorial companies providing training for competitive exams. It has seen strong revenue growth in recent years due to rising demand for its services driven by India's demographics and economic development. However, the company's plans to develop an integrated campus facility will negatively impact profitability in the near term. The IPO is recommended for moderate listing gains.
Process of creating the home page for paperMichael
Michael outlines the steps taken to create the home page for the Paper Week website. First, he created a template and added the title. Second, he created tabs for the main sections. Third, he created a picture slider with four pages to display images and edited the images and text on each slide. Lastly, he added additional elements like contact details, images, a logo, and a tree icon to represent Paper Week. The final home page was completed with the picture slider functioning.
This document summarizes a presentation about Vocational Education & Training (VET) in India. It discusses how VET can help address several of India's key challenges by [1] reducing unemployment through skill development programs, [2] helping small businesses grow through entrepreneurship training, and [3] improving productivity to make India more competitive globally. The presentation outlines a holistic plan for expanding VET through various means such as mapping enterprises, registering training institutions, revising labor policies, developing standardized curricula, and prioritizing VET in education policies. It emphasizes raising awareness among 16 key stakeholder groups about the benefits of VET for national development.
CIMMYT has a long history of training plant breeders through various programs. It offers both basic and advanced wheat improvement courses that combine practical, hands-on experience with theoretical knowledge. The courses help develop research skills and familiarize participants with new wheat varieties and technologies. Over 30 years, more than 10,000 researchers from over 30 countries have participated in CIMMYT's training programs. CIMMYT also supports graduate students and provides training materials and experts from its global research centers. Its goal is to strengthen national agricultural research capacities through trained scientists.
The document discusses the growing need for skilled workers in India's retail industry. It notes that the organized retail sector is a Rs 200,000 Cr business growing over 40% annually, and will require 210,000 new customer sales associates by 2012. However, over 73% of retail managers report a significant shortage of necessary store-level skills. The proposal aims to address this shortage through a partnership between City & Guilds and Manipal Education to develop vocational training qualifications tailored to the retail industry. The first qualification, a 125-hour Level 1 Certificate in Retail Skills, would teach essential customer service and store operations skills to entry-level retail workers.
Infiniteach is developing innovative digital and traditional learning tools for students with autism and other special needs. Their app and supplemental curriculum are evidence-based and aligned to common core standards. It provides customizable lessons, collects student data, and uses adaptive learning. This has the potential for high financial returns or life-changing social impact by helping millions reach their potential.
The document discusses diversity and inclusion in the UK workforce and media industry. It notes that the UK workforce is becoming increasingly diverse, yet ethnic minorities remain underrepresented in senior leadership and management roles. Specifically in the media industry, the document finds that over half of top journalists attended private schools, and ethnic minorities still see barriers to entering the industry. It provides recommendations for employers to promote greater access and inclusion through mentoring, recruitment practices, and addressing unconscious biases.
Technical Vocational Skill Developmet through Open and Distance LearningAnkuran Dutta
This document summarizes the state of technical vocational skill development through open and distance learning in India. It provides statistics on education levels in India and notes that while school enrollment is high, dropout rates remain an issue, particularly for disadvantaged groups. Vocational education enrollment is low relative to needs. The document discusses how open and distance learning can help expand access to vocational education in a flexible, cost-effective way. It also identifies challenges like inadequate infrastructure, outdated curricula, and a lack of industry collaboration. Recommendations include aligning courses with industry needs, developing new courses, improving resources and policies, and strengthening industry partnerships.
P1 Jonathan Barr - Building quality jobs at the local level - key findings fr...OECD CFE
Material of the 10th Annual meeting of the OECD LEED Forum on Partnerships and Local Development |23-25 April 2014 | Stockholm, Sweden
More info http://www.oecd.org/cfe/leed/10th-fplg-meeting.htm
goFLUENT offers distance business English training solutions combining eLearning, Writing Practice and live trainers. Each year goFLUENT helps over 60.000 business executives in more than 5.000 international corporations to make their company more efficient and profitable when doing business globally and managing intercultural situations. goFLUENT is established in 10 countries, with 560 employees – including 400 teachers - and with the world’s third largest telecom company, NTT Communications (NTT Group) owning 30% of its shares. For more information about goFLUENT, please visit http://www.gofluent.com.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
Noodle allows students to easily create, edit, and share notes with rich multimedia content. It also functions as an online marketplace where students can buy and sell their notes. Currently, students struggle to find and share quality notes, but Noodle solves this problem by connecting students through its note creation and sharing platform. The founders have conducted surveys showing strong student demand and interest in such an application. If successful, Noodle could become the leading platform for student notes and a major supplemental study materials provider.
This document provides a model curriculum for a Domestic Work Level II TVET program in Ethiopia. The summary is as follows:
1. The curriculum is based on an occupational standard for domestic work and aims to equip learners with the competencies required for domestic work.
2. The program consists of 20 modules that will teach learners skills in areas like health and safety, cleaning, food preparation, communication, and business development.
3. The program is 594 hours long including on-the-job training and will result in a Level II qualification on the Ethiopian National TVET Qualification Framework if completed successfully.
Project Report on Comparative Study Philips LED With Other Competitive BrandsKapil Shelke
MBA Summer Internship Project Report, project title is Comparative Study Philips LED With Other Competitive Brands. the research was conducted in PE Electronics Ltd. Aurangabad.
This document provides an outline for a TAELLN411 course that addresses adult language, literacy, and numeracy skills. It includes sections on the program outline, communicating support, considering the perspective of students, the importance of language, literacy, and numeracy skills, the Moodle course site, and instructions for students to begin participating in an introductory forum and working through the first topic. The goal of the course is to help students develop greater awareness and capacity to support adult learners' language, literacy, and numeracy skill development needs.
This document provides an outline for a TAELLN411 course that addresses adult language, literacy, and numeracy skills. It includes sections on the program outline, communicating with students, considering the student experience, language/literacy/numeracy issues in Australia, using the course Moodle site, and instructions for students to begin working. The goal is to help students develop skills to support language, literacy and numeracy development needs for learners and workers.
This document discusses vocational education from an industry perspective in India. It notes that by 2015, Indian industry will need 83 million skilled workers, while there is also huge unemployment among India's youth. There is a need to bridge the gap between this demand and supply by expanding vocational education opportunities. Stakeholders that need to be engaged include industry, policymakers, vocational training providers, certification bodies, and students. Working together, these stakeholders can help establish a framework for vocational education that develops job-relevant skills, leads to industry-recognized certifications, and helps address India's skills shortage.
The Creative Apprenticeships event looked at how arts and cultural organisations can capture and nuture a new generation of talented individuals through apprenticeships.
This is the keynote presentation from the event by Pauline Tambling, Joint CEO, Creative and Cultural Skills and Managing Director, National Skill Academy for Creative and Cultural
The document discusses West Bengal's gems and jewelry sector leadership project. It highlights West Bengal's strengths in the sector like its tradition of craftsmanship, skilled artisans, specialized institutes, and business friendly policies. The state government has planned interventions to help the sector realize its potential by operationalizing jewelry parks and clusters, setting up research, training and digital infrastructure, and improving design capabilities and market access. The goals are to accelerate the sector's growth and increase its contribution to the state economy.
West Bengal is a leading producer of leather goods in India, accounting for 55% of leather exports. The state specializes in handbags, wallets, belts and other leather products which have global demand. However, the industry faces challenges in infrastructure development and access to modern designs. The government aims to address these challenges through initiatives like upgrading existing leather complexes, developing new industrial parks for leather and footwear, and improving skills, technology and marketing support for leather businesses in the state.
The document discusses a sector leadership project for the zari sector in West Bengal. The zari sector has a strong presence in certain districts of West Bengal and is known for its craftsmanship. The project aims to enhance the state's market share of zari products from 18% to 35% by organizing the unorganized sector and boosting production and skills. It will develop zari clusters and provide infrastructure and training to artisans to make designs more modern and link the sector to markets.
Kolkata has historically been a center for textile activities in India and is considered the hosiery capital. While the textiles sector in Kolkata remains largely unorganized, there is a vibrant ecosystem and large availability of skilled workers that could help revitalize the industry. The state government plans to establish 13 textile parks near Kolkata, support skills training, and provide incentives to strengthen the textiles sector and increase its contribution to the state economy.
West Bengal has the potential to become a major player in the foundry sector due to its long experience in foundry work, skilled workforce, raw material availability, and growing demand from the auto and non-auto sectors. The document outlines strengths, opportunities, and challenges for the foundry sector in West Bengal. It proposes establishing foundry parks and clusters, modernizing old foundries, improving skills training, and providing government support and incentives to make the sector more competitive and accelerate its growth.
Abhishek Das is currently the Assistant Director of Skills Projects & Policy Advocacy at the Federation of Indian Chamber of Commerce and Industry (FICCI). He has over 10 years of experience in skills development and policy advocacy. His current responsibilities include providing technical assistance and capacity building to state skills development agencies, developing qualification packs for skill councils, and engaging in policy advisory work with the National Skill Development Corporation and Ministry of Skill Development. Prior to his current role, he held positions at Manipal City & Guilds, NIIT Limited, and ICICI Bank, where he gained experience in skills training program delivery, industry partnerships, and operations.
This document summarizes a presentation about Vocational Education & Training (VET) in India. It discusses how VET can help address several of India's key challenges by [1] reducing unemployment through skill development programs, [2] helping small businesses grow through entrepreneurship training, and [3] improving productivity to make India more competitive globally. The presentation outlines a holistic plan for expanding VET through various means such as mapping enterprises, registering training institutions, revising labor policies, developing standardized curricula, and prioritizing VET in education policies. It emphasizes raising awareness among 16 key stakeholder groups about the benefits of VET for national development.
CIMMYT has a long history of training plant breeders through various programs. It offers both basic and advanced wheat improvement courses that combine practical, hands-on experience with theoretical knowledge. The courses help develop research skills and familiarize participants with new wheat varieties and technologies. Over 30 years, more than 10,000 researchers from over 30 countries have participated in CIMMYT's training programs. CIMMYT also supports graduate students and provides training materials and experts from its global research centers. Its goal is to strengthen national agricultural research capacities through trained scientists.
The document discusses the growing need for skilled workers in India's retail industry. It notes that the organized retail sector is a Rs 200,000 Cr business growing over 40% annually, and will require 210,000 new customer sales associates by 2012. However, over 73% of retail managers report a significant shortage of necessary store-level skills. The proposal aims to address this shortage through a partnership between City & Guilds and Manipal Education to develop vocational training qualifications tailored to the retail industry. The first qualification, a 125-hour Level 1 Certificate in Retail Skills, would teach essential customer service and store operations skills to entry-level retail workers.
Infiniteach is developing innovative digital and traditional learning tools for students with autism and other special needs. Their app and supplemental curriculum are evidence-based and aligned to common core standards. It provides customizable lessons, collects student data, and uses adaptive learning. This has the potential for high financial returns or life-changing social impact by helping millions reach their potential.
The document discusses diversity and inclusion in the UK workforce and media industry. It notes that the UK workforce is becoming increasingly diverse, yet ethnic minorities remain underrepresented in senior leadership and management roles. Specifically in the media industry, the document finds that over half of top journalists attended private schools, and ethnic minorities still see barriers to entering the industry. It provides recommendations for employers to promote greater access and inclusion through mentoring, recruitment practices, and addressing unconscious biases.
Technical Vocational Skill Developmet through Open and Distance LearningAnkuran Dutta
This document summarizes the state of technical vocational skill development through open and distance learning in India. It provides statistics on education levels in India and notes that while school enrollment is high, dropout rates remain an issue, particularly for disadvantaged groups. Vocational education enrollment is low relative to needs. The document discusses how open and distance learning can help expand access to vocational education in a flexible, cost-effective way. It also identifies challenges like inadequate infrastructure, outdated curricula, and a lack of industry collaboration. Recommendations include aligning courses with industry needs, developing new courses, improving resources and policies, and strengthening industry partnerships.
P1 Jonathan Barr - Building quality jobs at the local level - key findings fr...OECD CFE
Material of the 10th Annual meeting of the OECD LEED Forum on Partnerships and Local Development |23-25 April 2014 | Stockholm, Sweden
More info http://www.oecd.org/cfe/leed/10th-fplg-meeting.htm
goFLUENT offers distance business English training solutions combining eLearning, Writing Practice and live trainers. Each year goFLUENT helps over 60.000 business executives in more than 5.000 international corporations to make their company more efficient and profitable when doing business globally and managing intercultural situations. goFLUENT is established in 10 countries, with 560 employees – including 400 teachers - and with the world’s third largest telecom company, NTT Communications (NTT Group) owning 30% of its shares. For more information about goFLUENT, please visit http://www.gofluent.com.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
Noodle allows students to easily create, edit, and share notes with rich multimedia content. It also functions as an online marketplace where students can buy and sell their notes. Currently, students struggle to find and share quality notes, but Noodle solves this problem by connecting students through its note creation and sharing platform. The founders have conducted surveys showing strong student demand and interest in such an application. If successful, Noodle could become the leading platform for student notes and a major supplemental study materials provider.
This document provides a model curriculum for a Domestic Work Level II TVET program in Ethiopia. The summary is as follows:
1. The curriculum is based on an occupational standard for domestic work and aims to equip learners with the competencies required for domestic work.
2. The program consists of 20 modules that will teach learners skills in areas like health and safety, cleaning, food preparation, communication, and business development.
3. The program is 594 hours long including on-the-job training and will result in a Level II qualification on the Ethiopian National TVET Qualification Framework if completed successfully.
Project Report on Comparative Study Philips LED With Other Competitive BrandsKapil Shelke
MBA Summer Internship Project Report, project title is Comparative Study Philips LED With Other Competitive Brands. the research was conducted in PE Electronics Ltd. Aurangabad.
This document provides an outline for a TAELLN411 course that addresses adult language, literacy, and numeracy skills. It includes sections on the program outline, communicating support, considering the perspective of students, the importance of language, literacy, and numeracy skills, the Moodle course site, and instructions for students to begin participating in an introductory forum and working through the first topic. The goal of the course is to help students develop greater awareness and capacity to support adult learners' language, literacy, and numeracy skill development needs.
This document provides an outline for a TAELLN411 course that addresses adult language, literacy, and numeracy skills. It includes sections on the program outline, communicating with students, considering the student experience, language/literacy/numeracy issues in Australia, using the course Moodle site, and instructions for students to begin working. The goal is to help students develop skills to support language, literacy and numeracy development needs for learners and workers.
This document discusses vocational education from an industry perspective in India. It notes that by 2015, Indian industry will need 83 million skilled workers, while there is also huge unemployment among India's youth. There is a need to bridge the gap between this demand and supply by expanding vocational education opportunities. Stakeholders that need to be engaged include industry, policymakers, vocational training providers, certification bodies, and students. Working together, these stakeholders can help establish a framework for vocational education that develops job-relevant skills, leads to industry-recognized certifications, and helps address India's skills shortage.
The Creative Apprenticeships event looked at how arts and cultural organisations can capture and nuture a new generation of talented individuals through apprenticeships.
This is the keynote presentation from the event by Pauline Tambling, Joint CEO, Creative and Cultural Skills and Managing Director, National Skill Academy for Creative and Cultural
The document discusses West Bengal's gems and jewelry sector leadership project. It highlights West Bengal's strengths in the sector like its tradition of craftsmanship, skilled artisans, specialized institutes, and business friendly policies. The state government has planned interventions to help the sector realize its potential by operationalizing jewelry parks and clusters, setting up research, training and digital infrastructure, and improving design capabilities and market access. The goals are to accelerate the sector's growth and increase its contribution to the state economy.
West Bengal is a leading producer of leather goods in India, accounting for 55% of leather exports. The state specializes in handbags, wallets, belts and other leather products which have global demand. However, the industry faces challenges in infrastructure development and access to modern designs. The government aims to address these challenges through initiatives like upgrading existing leather complexes, developing new industrial parks for leather and footwear, and improving skills, technology and marketing support for leather businesses in the state.
The document discusses a sector leadership project for the zari sector in West Bengal. The zari sector has a strong presence in certain districts of West Bengal and is known for its craftsmanship. The project aims to enhance the state's market share of zari products from 18% to 35% by organizing the unorganized sector and boosting production and skills. It will develop zari clusters and provide infrastructure and training to artisans to make designs more modern and link the sector to markets.
Kolkata has historically been a center for textile activities in India and is considered the hosiery capital. While the textiles sector in Kolkata remains largely unorganized, there is a vibrant ecosystem and large availability of skilled workers that could help revitalize the industry. The state government plans to establish 13 textile parks near Kolkata, support skills training, and provide incentives to strengthen the textiles sector and increase its contribution to the state economy.
West Bengal has the potential to become a major player in the foundry sector due to its long experience in foundry work, skilled workforce, raw material availability, and growing demand from the auto and non-auto sectors. The document outlines strengths, opportunities, and challenges for the foundry sector in West Bengal. It proposes establishing foundry parks and clusters, modernizing old foundries, improving skills training, and providing government support and incentives to make the sector more competitive and accelerate its growth.
Abhishek Das is currently the Assistant Director of Skills Projects & Policy Advocacy at the Federation of Indian Chamber of Commerce and Industry (FICCI). He has over 10 years of experience in skills development and policy advocacy. His current responsibilities include providing technical assistance and capacity building to state skills development agencies, developing qualification packs for skill councils, and engaging in policy advisory work with the National Skill Development Corporation and Ministry of Skill Development. Prior to his current role, he held positions at Manipal City & Guilds, NIIT Limited, and ICICI Bank, where he gained experience in skills training program delivery, industry partnerships, and operations.
the committed delivery window
The document provides an overview of the logistics and supply chain management space in India. It discusses key aspects of supply chain management including integration across businesses. It estimates the potential market size for logistics and supply chain management in India to be around 8 trillion rupees across various industries like manufacturing, retail, transportation, and services. The document also outlines career opportunities and typical job roles in supply chain management at different experience levels.
The document provides information on IndiaSkills' Level 2 Diploma in Financial Advisory and Marketing Services qualification. The 190-hour course is designed to develop effective field representatives to market financial products. It includes 8 units covering topics like the financial system, financial planning, financial markets, banking products, insurance products, and mutual funds. The qualification aims to make learners employable as feet on street executives in the financial sector.
More from Leaders Excellence at Harvard Square (10)
3. A Global Benchmark for
Workplace Skills
Founded in
81 Countries 600 + Best in Class
1878, London , qualifications in Assessment
UK 8500 Centers 27 sectors Methodology
99% Employer 1.6 Million Over 2 Million Over 30
recognition in Certifications learners every Million
UK - as industry every year year successful
standard students
3 5/26/2011 All rights reserved
4. Manipal Education Group
Six Decades of Quality Education
3 Universities & 9 Campuses
Over 30 Professional Colleges
13 Professional streams
Presence in 20 Countries across the globe
170 courses 180,000 students
Over foreign 4,500 students - 53 nationalities
4 5/26/2011 All rights reserved
4
5. English - Passport to employment
45
42
40
35
31
Total Demand 30
404
25 22
(Percentage)
Immediate 20
Demand (Target 295
group) 15
10
Current Supply 5
31 5
0 100 200 300 400 500 0
0-14 15-40 41-64 65 +
(In millions)
(Years)
The Need for English in India Age Estimate of total Literate Population
5 5/26/2011 All rights reserved
6. Will English remain the world’s language?
4000
3000
2000
1000
0
Agree Disagree No View
6 5/26/2011 All rights reserved
7. Non-native Speakers of English
Possible
language shift
Possible
language shift 750 million
375 million EFL speakers
L2 speakers
375 million
L1 speakers
7 5/26/2011 All rights reserved
8. A language hierarchy for India
National languages
HINDI, ENGLISH
Scheduled languages
HINDI, TELEGU, BENGALI, MARATHI, TAMIL,
GUJRATHI, KANNADA, MALAYALAM, ORIYA,
PUNJABI, KASHMIRI, SINDHI, ASSAMESE,
Languages with widespread currency
41 languages used for education
58 taught as school subjects
87 used in media
Local vernacular varieties
Over 190 recognised language varieties
1,652 ‘mother tongues’ recorded in 1961 census
8 5/26/2011 All rights reserved
9. ELT Industry - India clicks
• One out of five of the world’s population speak English to a level of
competence.
• 85% of international organizations use English as working
Language.
• In 2004, revenue generated across the ELT market was
US $ 8.3 billion.
• It is estimated that by 2015, half the world’s population will be either
speaking or learning English.
• Research says young and affluent workforce in India is set to be
over 20 percent of the world’s productive workforce and if English
language education is not provided, this demographic dividend
could turn into a demographic disaster.
• Only ten percent of the Indian population speak English.
9 5/26/2011 All rights reserved
10. English - Life Skill
Training Capacity Vs Skill Demand
Current Training Capacity 3 Million
Skilled Workers Demand 2015 83 Million
Skilled Workers Demand 2022 500 Million
• According to British Council Report – growth of English is too slow in India.
• Huge shortage of teachers and quality institutions.
• Supply constraints on the number of English Speaking Professionals to
meet the demand.
• India will need many more people speaking English to sustain its economic
growth!
• Interoperable skills.
10 5/26/2011 All rights reserved
11. Presenting
World Class Solutions to your Skill
Development Needs!
11 5/26/2011 All rights reserved
12. Powering a Skills Revolution
• The pedigree - City & Guilds, The World’s #1 Skills Certification
Company and Manipal Education, India’s Leading Education Service
Provider.
• Empowering people with industry specific skills, training them to
benchmark standards and providing them with a recognized
certification.
• Multiple levels of qualifications within each vocation, to offer opportunities
for lifelong learning and growth.
• Qualifications that employers can rely on for first-day first-hour
productivity, raise standards in the workplace and stay competitive.
A Workforce With Pride & Proficiency In Their Vocation
That Is an Asset To The Company!
12 5/26/2011 All rights reserved
13. Certification - The IndiaSkills Way
World Class Impeccable Best In Class
QUALIFICATION DELIVERY ASSESSMENTS
1. Use of English in real-life 1. Industry experienced 1. Assessment marked on
situations. Trainers, certified two scales - A global
through product specific communication scale and
2. Recognised worldwide by train-the-trainer ARPF scale.
professional bodies and program.
employers. 2. Units are designed to
2. Engage/Study/Activate match the assessment
3. Defined and measurable model to teach English. criteria at A1 and A2
learning outcomes of levels.
Skills and Underpinning 3. Various training
Knowledge. methodologies used to 3. Consistent & transparent
build the confidence in assessment process
4. Multiple levels of key communication across centers
qualifications to fit areas.
English competence 4. The assessment criteria,
required for career 4. Task-based questions to accuracy, range ,
progression. encourage all learning pronunciation and
styles: Visual, Auditory fluency are applied
and Kinesthetic. throughout the test.
13 5/26/2011 All rights reserved
5. Tapes
14. Developing the Right Qualification
C&G Subject Matter Experts + Industry
Expertise Products Team Stakeholders
Examiners and moderators of
Functional Examination, Qualification
examiners, Qualification Neutral
Skills Skills Specific Skills
Core Course Content
Underlying Knowledge Intensive Functional/Exposure Intensive
Modules - Grammar Modules - Fluency and Pronunciation
14 5/26/2011 All rights reserved
15. Assessment Methodology
Key Components
A clear statement of the standards of performance expected of successful candidates.
Assessment instruments gathering sufficient valid and reliable evidence of ability to
perform to the identified standards.
A quality control system ensuring consistent application of standards and assessments
over time and, where appropriate, place.
An administrative system supporting smooth running of the program.
Our Eight Principles of Assessment
Validity Authenticity Efficiency Feedback
Reliability Accessibility Cost Effective Transparency
15 5/26/2011 All rights reserved
16. Impactful Reach
435 Centers
395 Centers
275 Centers
125 Centers
PAN INDIA
40 Centers
PRESENCE
YEAR 1 YEAR 2 YEAR3 YEAR4 YEAR 5
16 5/26/2011 All rights reserved
18. Unit Plan and Topics
• Designed to develop learner's confidence Course Module
in key areas of English Competence. (Guided Learning Hours)
• Modular Short term course - duration 120
hrs + Assessment time. Part A -- Giving Personal Information
• 2 months - 6 days a week @ 2.5 hrs a day. (Units 1- 10) - 48 hrs
• 3 months - 2 days (weekend batches) a Part B -- Social Situations
week @ 5hrs a day.
(Units 1- 8) - 20 hrs
• 4 months - 3 days a week @ 2.5 hrs a day.
• Delivered through a combination of Part C -- Exchanging Information and
Class room Lectures. opinions (Units 1- 8) - 16 hrs
Role Plays, Discussions, Activities.
Part D -- Presenting a topic
Games, Simulations.
(Units 1- 8) - 36 hrs
18 5/26/2011 All rights reserved
19. Details: Topics covered in each part
Part 1 Giving Personal Information (Units 1 - 10)
Sounds Interesting; Letters; Numbers and dates; Colours; Family;
Hobbies and interest; Home and home town; Occupation; Languages;
Weather.
Part 2 Social Situations (Units 1 - 8)
Greeting, exclaiming and saying goodbye; Asking and answering
questions; Describing people, things and place; Expressing likes,
dislikes and preferences; Asking for and giving directions; Shops and
restaurants; Apologising and forgiving; Accepting and refusing offers.
Part 3 Exchanging Information and opinions (Units 1 - 8)
Same and different people and things; Patterns and shapes; Same
and different actions; What’s in your picture; Plans, maps and routes;
Diaries and arrangements, Making plans; Questions and answers.
Part 4 Presenting a topic (Units 1 - 8)
People; Clothes; Books, music and films; Places; Food and drink;
Machines and technology; Sports and games; Keeping records.
19 5/26/2011 All rights reserved
20. English Language Training - A1/A2
Knowledge - 20 hrs Activities - 40 hrs
Class Room
120 hrs
Group Discussions - 20 hrs Role Plays - 40 hrs
20 5/26/2011 All rights reserved
21. Assessment - Oral Interview
Preliminary Access
5 mins 7 mins
Part 1 - Giving personal Information
Part 2 - Social Situations
Part 3 - Exchanging Information and
opinions
Part 4 - Presenting a topic
21 5/26/2011 All rights reserved
22. Assessment and Certification
To achieve the Certificate in ISESOL, candidates must
Pass in all the four parts.
The certificate will reflect performance through
1. First Class Pass
2. Pass
3. Fail
22 5/26/2011 All rights reserved
23. Result and Certification
• Results within 3-4 weeks of the receipt of the exam papers.
• Candidates who fail the exam are provided a report with
performance codes that gives a clearer indication of the areas of
weakness in learners’ examinations, providing key information to
help identify required remedial work.
• Certificates for International English qualifications is issued within 6-
8 weeks of receipt of exam papers.
• The certificate is valid indefinitely.
23 5/26/2011 All rights reserved
24. The Qualification Outcome
Course Module (GLH) Competency Gained
Giving personal Information (48) To speak fluently and confidently
about oneself in real life for study or
work, for travel and leisure, for getting
to know people.
Social Situations (20) Communicate confidently and politely
in social situations: in shops, in cafes ,
in train, bus or plane, at the cinema or
theater and so on.
Exchanging information and Describing people and things, patterns
opinions (16) and shapes, and actions, compare
one’s views with those of workmate.
Presenting a topic (36) Build skills in speaking about a single
topic: people, clothes, books, videos,
food and drink and so on
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25. B1 and above
On successful achievement of the Preliminary/Access Certificate
qualification, candidates will be able to progress on to the
Achiever/Communicator and Expert/Mastery programme.
Higher certificates will help to develop communication skills for
managers, trainers, and BPO employees.
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26. Engage with Us!
• Nominated representative to give inputs in fine-tuning qualifications
to industry needs.
• Internship & Recruitment Partner for the IndiaSkills learners
– Share your manpower & skill needs on quarterly basis by
city/region to help plan learner acquisition & Centre capacity
meeting your needs.
– Fee Subsidy/Employment Incentive to learners you select.
• Endorsing Partner for the qualification
– Agreement for co-branded promotional material
• Specific in-house training & development needs.
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27. The IndiaSkills Impact
Proficiency
Employability
Efficiency
Staff Morale English language competency
Skills Levels Customer satisfaction
Language competence Profitability
Productivity
Sustainability
Competitiveness
Training Cost Employee satisfaction
Adaptability Timelines Change readiness
Learning Curve
Operating Expenses
Pride
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28. JOIN Us
In Powering
A Skills Revolution!
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