The document discusses media education and skills gaps in India. It notes that while India's media industry is growing rapidly, there is a large shortage of trained professionals with relevant skills. Media education is not meeting industry demands, as new graduates lack practical skills and general awareness. Younger professionals also have weak language abilities. Bridging this skills gap through improved training and curriculum updates that integrate industry needs is seen as important for developing India's media workforce. Regular interaction between academia and industry is recommended to help address issues in media education.

1. MEDIA EDUCATION IN INDIA:
CURRICULA vs SKILLS GAP
Dr. Ankuran Dutta
Associate Professor, Bhupen Hazarika School of Mass Communication, KKHSOU
Managing Trustee, Dr. Anamika Ray Memorial Trust
&
Dr. Surbhi Dahiya
Associate Professor, Indian Institute of Mass Communication
14 FEBRUARY 2016© DR ANAMIKA RAY MEMORIAL TRUST, 2015; CC-BY-SA 1

2. this presentation is dedicated to
DR ANAMIKA RAY

3. SKILLING INDIA
……. Today, the world and India need a skilled workforce. If we
have to promote the development of our country then our
mission has to be `skill development’ and `skilled India’. Millions
and millions of Indian youth should acquire the skills which
could contribute towards making India a modern country. I also
want to create a pool of young people who are able to create
jobs and the ones who are not capable of creating jobs and do
not have the opportunities, they must be in a position to face
their counterparts in any corner of the world while keeping their
heads high by virtue of their hard work and their dexterity of
hands and win the hearts of people around the world through
their skills. We want to go for the capacity building of such
young people. My brothers and sisters, having taken a resolve to
enhance the skill development at a highly rapid pace, I want to
accomplish this…
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Shri Narendra Modi, The Prime Minister of India
Independence Day Speech, 2014

4. SKILLED WORKFORCE IN INDIA
2.31%
80%
52%
75%
68%
96%
India
Japan
USA
Germany
UK
South Korea
Skilled Workforce in %
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5. SKILLING INDIA MECHANISM
 National Skill Development and Entrepreneurship policy (2015)
 Sector Skills Councils (SSC) are industry-led bodies which are
working towards increasing the efficiency and expanding the
outreach of workforce involved in various sectors of our economy.
 SSCs have been responsible for the evolution of NOS and QPs for
various job roles.
 Each job role is to be defined as per the notification of NSQF
 The SSCs have the responsibility to make sure that people who are
trained to NOS or QP are employed by the employers in their sector.
 NOS specify the standard of performance an individual must achieve
when carrying out a function in the workplace, together with the
knowledge and understanding they need to meet that standard
consistently.
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6. PPP IN SKILLING MEDIA PROFESSIONALS
 MESC is an important body set up under the National Skills
Development Mission, GoI under the aegis of NSDC and promoted by
FICCI.
 The Media & Entertainment Industry is projected to grow to INR
1457 billion by 2016. Therefore it becomes imperative to have
skilled workforce catering to the growing needs of the industry
across various subsectors in terms of quality and quantity.
 According to Planning Commission of India, the contribution of
India’s media and entertainment sector grew from 1.40% to 1.70%
from 2010 to 2013.
 The contribution of Indian media and entertainment sector to
employment which was 9.30% would rise up to 14% in the year
2017.
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Source: http://www.mescindia.org/

7. CONTRIBUTION OF THE SECTOR
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Source: Report of the Working Group on Employment, 12th Five Year Plan

8. M&E SECTOR
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Source- NSDC- KPMG Report “Human Resource and Skill Requirements in the Media and Entertainment Sector 2013-17 and 2017-2022

9. M&E SUB-SECTOR
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10. WORKFORCE DEMAND IN M&E
 The total current employment in the Media and Entertainment
industry is estimated at 4.6 lakh and is projected to grow at a CAGR
of 13% to 7.5 lakh by 2017
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Source: MESC Skills gap Study conducted by E&Y

11. WORKFORCE DEMAND IN M&E
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12. MEDIA EDUCATION
 “Media education in India is anchored in two dominant
systems of media industry and education sector, while
the education sector in India is much evolved and is
overseen by Ministry of Human Resource and
Development (MHRD), the media industry per se is not
yet very organized”.
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Source: Support research and innovation in Media institutions in India and United Kingdom

13. QUALIFICATION PACKS AND NOS
 Till now 28 new job roles in the sector has been approved while 51
job roles have been defined as per NOS. Each NOS defines one key
function in a job role.
 The approved job roles-
 Executive Producer, Line Producer, Location Manager,
 Production Assistant, Animator, Modeler, Ringing Artist,
 Texturing Artist, Line Action Director, Sound Manager,
 Sound Assistant, Art Director, Character Designer, Layout Designer,
 Compositor, Lining Artist, Colour Key Artist, Clean-up Artist,
 Story Board Artist, Editor, Script Editor, Script Writer, Script Researcher,
 Sound Designer, Animation Director, Sound Engineer and Colourist.
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14. NOS IN PROGRESS
 First category (NOS in public view)
 Hair dresser, Make-up artist, Prosthetics, VFX rendering/lighting artist, Vfx roto
and Paint Artist, Vfx Editor and Coordinator.
 Second category (NOS under industry validation)
 Sales director, Sales manager, Sales executive, Sales Coordinator, Traffic
Coordinator, Advertising operations coordinator, Account Director, Account
Executive and Voice over artist.
 Third category
 Editor-in-Chief, Desk Editor, Correspondent, Correspondent- TV and Radio,
Senior Correspondent, Assignment Editor, Director of Photography, Camera
operator, Assistant Cameraman, Broadcast Operations Director, Broadcast
Operations Engineer, Broadcast Operations Manager, Ingest Executive, MCR
Engineer, OB Engineer, Lighting Director, Gaffer, Lighting Technician, Marketing
Head, Marketing Manager, Marketing Executive.
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15. PRODUCING JOURNALISTS?
 The Indian media industry is expected to grow at a rate of 18.4% per
year with a size of INR 918 billion.
 There is a sizable shortage of trained professionals that possess the
relevant skills for jobs within each sector.
 About 80% of media professionals (sampled) opine that though the
fresh graduates come with good technical skills but they lacked
general awareness and writing ability
 ‘Fresh media graduates need to be spoon fed in the initial one year
and most of them rely on search engines like Google and that’s why
they are called Google journalists of the organization’, opined a
media person.
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FICCI-KPMG Report(2015).Making India the Global Entertainment Superpower. Retrieved from https://www.kpmg.com/IN/en/Press%20Release/Frames-
2015-Information-Note-KPMG-in-India.pdf

16. FINDINGS
 Media sector is suffering from a huge skill gap, especially in the
vernacular media
 Media education is not up to the demand of the industry
 Practical aspect of media education is appreciated more in the industry
than the theoretical understanding of the subject.
 There is a need for opening up of more media institutions in the country
and integrate skill development in the curriculum.
 Media sector is expanding rapidly according to all the studies and
reports that have come out in the recent years and the demand for
skilled workforce is increasing.
 There is a need for training the trainers themselves so that skills gap in
various sectors of the economy could be effectively bridged.
 Most of the new entrants in the field lack good command over language
both orally and literally.
 India is lagging behind both developed and developing economies as
there is a huge overall skills gap in the economy.
 Skills gap directly affect the condition of economy in our country.
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17.  Producing skilled workforce in Media and Entertainment sector is the need of the
hour.
 The issues facing media education relate to theory versus practice and the quality of
faculty.
 Media education in India is facing many problems including diversity of media
courses taught in the country.
 Curriculum should be updated regularly to keep pace with the need of the industry. A
new model curriculum needs to be written, keeping in mind the changes in the
industry. Skills and technical know-how should also be integrated.
 Industry professionals feel that the new entrants are not skill oriented and not fully
equipped for the present job roles reflecting a disconnect between industry and
academia.
 The most important skill that senior academicians and industry professionals
emphasized was on “General Awareness”, “writing skills” and “language fluency”.
 There should be formal and regular interface between academics and industry.
 An accrediting body should be created that should look into the challenges and
problems of media education.
 Research done by Department and media institutes is very thin and does not connect
to the requirements of the industry.
 Due to lot of disparity in terms of course content, content delivery, teaching and
training of students in universities, departments, colleges and institutes, there is a
need for standardization of journalism/ media education.
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18. RECOMMENDATIONS
 Creating a demand for skilling in consonance with the demand of the
industry and connecting the supply of skilled media professionals
with the media industry.
 As a public perception, skill sector is considered to be lower than
mainstream academics. To bridge the skills gap, skill certification
should be equated with mainstream education.
 Policy makers should recognise the fact that mainstream education
has to have a skill integration programme attached to it. Unless there
is a backward integration of skills into mainstream education
 Mainstream education and skill education should acknowledge
training in mother tongue.
 MESC should promote formal skill development through a PPP
model. Rope in private players to invest in infrastructure and
equipment. MESC should create training capacities through credible
media institutes.
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19.  To promote the interest and awareness levels of students, M&E courses
should be introduced at the secondary school level.
 Vocational training should be made aspirational for youth and
comparable in standards with mainstream education, so that employers
can understand the value of skilled manpower.
 Incentives should be given to students who successfully complete their
skill certification.
 Skilling should be in line with changes in digitization, new technologies
and convergence in the media industry.
 Emphasis should be on training part in every curriculum. It should be
cautioned that though theoretical understanding of the subject is very
necessary all the media institutions should not teach an outdated
syllabus.
 Train the trainers is important as many a times it is seen that those who
are in-charge of training people are themselves cut off from the rapidly
changing demands of the industry.
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20.  The youngsters should be encouraged to keep working within the industry along
with their education to get a sense of what is needed of them in the market when
they go out to work on a full time basis.
 Skill development must match up with the global and national standards and
people should be trained to be skilled in their jobs but they should also be multi-
skilled because a multi-skilled person is the requirement of this age.
 Flagship and niche programmes should be started at different levels to meet the
demands of the media industry.
 Create an online data for aggregating demand and supply of skills to help align
efforts towards bridging the existing skills gap.
 Employers, industry professionals and academicians should join hands in
creating curriculum that meets the demand of the industry and establish
national standards.
 Recognise the value of on-the-job training, by making apprenticeships in actual
work environments an integral part of all skill development trainings and
mainstream education.
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21. Acknowledgement
Commonwealth Educational Media Centre for Asia, New Delhi
Contact
ankurandutta@gmail.com
www.comcomm.org
Ph- 91-9910115696
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