The document discusses opportunities for collaboration between India and New Zealand on education and skills development. It notes that India is expected to have a large surplus of working age people by 2020 while many other countries will face shortages. To address issues of unemployment and unemployability in India, skill development and upgrading is emphasized. The document outlines India's national skill development framework and priorities. It also describes IL&FS' holistic training approach and public-private partnership model for skills training. Several case studies of collaboration between Indian and New Zealand organizations on vocational education, open learning and skills training are provided. Key themes for future India-New Zealand cooperation are developing standards, employer engagement, training, accreditation and distance learning for vocational
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.
TopBusinesstycoon Prof. Col. Shishir Kumar media Interview In 2021Swiftnlift
Many Corporate coaches from India and abroad are imparting #knowledge to the students through our platform. The platform also enables us to train students in soft #skills, mock interviews, and challenges. Continuous mentoring and counseling of students are also done through our platform.
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
This document discusses the need for globally competent education. It notes that today's education is often not designed for employers' needs, leading to global skills shortages and unemployable graduates. Teachers also need better training and ongoing skills development. To address these issues, education must have quality content and strong standards, and move toward "Education Without Borders" by accepting qualifications across countries as the mobility of the global workforce increases. This will help develop the skills needed to address skills shortages and improve employability.
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
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.
TopBusinesstycoon Prof. Col. Shishir Kumar media Interview In 2021Swiftnlift
Many Corporate coaches from India and abroad are imparting #knowledge to the students through our platform. The platform also enables us to train students in soft #skills, mock interviews, and challenges. Continuous mentoring and counseling of students are also done through our platform.
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
This document discusses the need for globally competent education. It notes that today's education is often not designed for employers' needs, leading to global skills shortages and unemployable graduates. Teachers also need better training and ongoing skills development. To address these issues, education must have quality content and strong standards, and move toward "Education Without Borders" by accepting qualifications across countries as the mobility of the global workforce increases. This will help develop the skills needed to address skills shortages and improve employability.
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
ATC Computer Education Centre is a computer training institute established in 2010 that provides vocational training programs across India. It aims to enhance students' employability through technical courses, corporate training, skill development programs and other IT/computer-related short courses. It has over 12 branches nationwide and offers programs in hardware, networking, BPO management, programming and other in-demand skills. ATC works to bridge the gap between formal education and employment needs by equipping students with both technical and soft skills. It is ISO certified and affiliated with various government and private organizations.
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
Nettur Technical Training Foundation (NTTF) is a premier technical educational institution established in 1959 that provides corporate training services. It has over 20 training centers across India and over 100 experienced trainers. NTTF offers both on-campus and off-campus customized technical, functional, and soft skills training programs to over 100 corporate clients across various sectors such as automotive, aerospace, construction, food processing, and more. Some of NTTF's major clients include Maruti Suzuki, Ashok Leyland, Tata Motors, and MRF.
GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India ...4th_Global_Skills_Summit
This document discusses vocational education in India and outlines several key points:
1. India has a large population and workforce but many lack formal vocational training or education. Only 2% of those aged 15-29 have undergone formal training and demand outpaces current capacity.
2. There is a need to reform and expand vocational education to better align with industry needs and create clear qualifications frameworks and pathways. Industry involvement in curriculum, delivery, and certification is important.
3. The document outlines India's plan to establish a National Vocational Education Qualifications Framework to standardize qualifications, recognize prior learning, and improve mobility between vocational and higher education programs.
NTTF is governed by a Board of leading Industrialists. The foundation implements its programs of technical training through its various centres located all over the country. NTTF today operates in more than 20 training centres pan India and employs over six hundred faculty members and has delivered core training programs for over 40,000 students who are readily employable and well qualified trainees. All the courses and related curriculum are updated and revamped by a council of eminent personalities representing Academics and industry.
NTTF objective is to promote Technical training in India particularly in the core areas of:
• Tool & Die Making
• Technical Skills
• Manufacturing Technology
• Tool Design
• Tool Engineering
• Product Design & Engineering
• Electronics
• Electrical & Electronics
• Computer Engineering
• Information Technology
• Mechatronics
• Quality Engineering & Management
• Plant Engineering
NTTF offers technical programs at Diploma, Certificate, Post Diploma, Postgraduate Degree and PG Diploma levels.“Corporate training” programs for the employees of industries offering tailor-made skill development modules in Behavioural skills, Functional skills and Technical skills.Excellent learning facilities are provided across its training centres with a focus on hands-on training for the students.
NTTF Started in 1959 with Swiss Assistance and Created as a Trust in 1963 No Financial Equity from any one and no Dividend payout to any one Under Section 8, Company act and Not for Profit Organisation Fully Self Sustaining Model Any Surplus in Ploughed back to set up more training facility Focussed towards nation building through Human Resource Development
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
Vocational education prepares students for specific trades through hands-on training in skills and techniques. It is offered at many high schools, vocational schools, community colleges, and technical institutes. In India, both national policies and state governments support vocational education to increase employability. However, the current vocational training system suffers from high dropout rates, low enrollment in vocational courses, rigid regulations, and a lack of experienced teachers.
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.
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
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
Skill development involves developing one's skill sets to add value to their organization and career. India has a large young population, with 60% under age 14, highlighting the need to enhance education and training. Skill development is critical for India's economic growth as the working age population is expected to reach 63% by 2022. The vocational education market in India has grown at a 22% CAGR from 2008-2014 and is expected to require 300,000 workers by 2022 to meet demand. Key drivers of growth include policy support, private sector participation, and increasing awareness among employers and populations. Challenges include shortages of qualified teachers and infrastructure as well as lack of incentives for teaching.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
The document discusses vocational education in India. It defines vocational education as education that prepares students for specific trades through developing technical skills. It notes the need for vocational education in India to reduce unemployment and boost the economy. Various vocational subjects offered at secondary level are listed, along with agencies involved in technical and vocational education. Both advantages like shorter duration and hands-on learning, and challenges like limited flexibility and lack of continuous education are reviewed. The conclusion reiterates the importance of vocational education.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
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
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.
NIIT is a leading global training corporation that provides skilled workers for industries. It recently launched India's first cloud campus to provide new training programs through cutting-edge cloud technology. This makes students ready for their first day of work. The target audience is students who scored average on their class 12 exams and are looking for colleges and jobs to make their parents proud. NIIT reaches these students through seminars promoting its message that it can help students reach their goals and fulfill their dreams of a good job. The business objective for NIIT is to generate maximum enrollments at its training centers.
Skilling India at Speed and Scale a Technology Approach by Dr B. ChandrasekharCEMCA
1) The document discusses India's skills landscape and challenges in skills development, including a large youth population, a mismatch between skills and job requirements, and most workers being in the informal sector.
2) It presents a case study of the IL&FS skills model, a public-private partnership aiming to skill millions of Indians by 2020 through a network of training centers using standardized, technology-enabled methods.
3) Key recommendations include strengthening partnerships between government, training providers, and industry to improve employment outcomes and certification, while expanding formal training opportunities.
It was over 30 years ago that NIIT committed itself to developing manpower for India 's slowly awakening IT sector. In doing so, it not only pioneered a brand new industry— the IT training segment—it also fueled the fire of entrepreneurship in the country. Within a few years of rapidly expanding its presence in the country, NIIT launched its most impressive innovation yet—a path-breaking franchisee-based business model (Earned it the epithet of "the McDonalds of the IT training world" by the Far Eastern Economic Review.
NIIT is poised to enter hitherto unexplored markets where there is a demand for quality computer education. The company is on the lookout for partners that can share its vision and goals and deliver on its promise of "bringing people and computers together.”
Individuals or Companies with fire in their bellies that want to make a difference by transforming lives are invited to join the NIIT umbrella.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
ATC Computer Education Centre is a computer training institute established in 2010 that provides vocational training programs across India. It aims to enhance students' employability through technical courses, corporate training, skill development programs and other IT/computer-related short courses. It has over 12 branches nationwide and offers programs in hardware, networking, BPO management, programming and other in-demand skills. ATC works to bridge the gap between formal education and employment needs by equipping students with both technical and soft skills. It is ISO certified and affiliated with various government and private organizations.
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
Nettur Technical Training Foundation (NTTF) is a premier technical educational institution established in 1959 that provides corporate training services. It has over 20 training centers across India and over 100 experienced trainers. NTTF offers both on-campus and off-campus customized technical, functional, and soft skills training programs to over 100 corporate clients across various sectors such as automotive, aerospace, construction, food processing, and more. Some of NTTF's major clients include Maruti Suzuki, Ashok Leyland, Tata Motors, and MRF.
GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India ...4th_Global_Skills_Summit
This document discusses vocational education in India and outlines several key points:
1. India has a large population and workforce but many lack formal vocational training or education. Only 2% of those aged 15-29 have undergone formal training and demand outpaces current capacity.
2. There is a need to reform and expand vocational education to better align with industry needs and create clear qualifications frameworks and pathways. Industry involvement in curriculum, delivery, and certification is important.
3. The document outlines India's plan to establish a National Vocational Education Qualifications Framework to standardize qualifications, recognize prior learning, and improve mobility between vocational and higher education programs.
NTTF is governed by a Board of leading Industrialists. The foundation implements its programs of technical training through its various centres located all over the country. NTTF today operates in more than 20 training centres pan India and employs over six hundred faculty members and has delivered core training programs for over 40,000 students who are readily employable and well qualified trainees. All the courses and related curriculum are updated and revamped by a council of eminent personalities representing Academics and industry.
NTTF objective is to promote Technical training in India particularly in the core areas of:
• Tool & Die Making
• Technical Skills
• Manufacturing Technology
• Tool Design
• Tool Engineering
• Product Design & Engineering
• Electronics
• Electrical & Electronics
• Computer Engineering
• Information Technology
• Mechatronics
• Quality Engineering & Management
• Plant Engineering
NTTF offers technical programs at Diploma, Certificate, Post Diploma, Postgraduate Degree and PG Diploma levels.“Corporate training” programs for the employees of industries offering tailor-made skill development modules in Behavioural skills, Functional skills and Technical skills.Excellent learning facilities are provided across its training centres with a focus on hands-on training for the students.
NTTF Started in 1959 with Swiss Assistance and Created as a Trust in 1963 No Financial Equity from any one and no Dividend payout to any one Under Section 8, Company act and Not for Profit Organisation Fully Self Sustaining Model Any Surplus in Ploughed back to set up more training facility Focussed towards nation building through Human Resource Development
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
Vocational education prepares students for specific trades through hands-on training in skills and techniques. It is offered at many high schools, vocational schools, community colleges, and technical institutes. In India, both national policies and state governments support vocational education to increase employability. However, the current vocational training system suffers from high dropout rates, low enrollment in vocational courses, rigid regulations, and a lack of experienced teachers.
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.
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
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
Skill development involves developing one's skill sets to add value to their organization and career. India has a large young population, with 60% under age 14, highlighting the need to enhance education and training. Skill development is critical for India's economic growth as the working age population is expected to reach 63% by 2022. The vocational education market in India has grown at a 22% CAGR from 2008-2014 and is expected to require 300,000 workers by 2022 to meet demand. Key drivers of growth include policy support, private sector participation, and increasing awareness among employers and populations. Challenges include shortages of qualified teachers and infrastructure as well as lack of incentives for teaching.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
The document discusses vocational education in India. It defines vocational education as education that prepares students for specific trades through developing technical skills. It notes the need for vocational education in India to reduce unemployment and boost the economy. Various vocational subjects offered at secondary level are listed, along with agencies involved in technical and vocational education. Both advantages like shorter duration and hands-on learning, and challenges like limited flexibility and lack of continuous education are reviewed. The conclusion reiterates the importance of vocational education.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
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
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.
NIIT is a leading global training corporation that provides skilled workers for industries. It recently launched India's first cloud campus to provide new training programs through cutting-edge cloud technology. This makes students ready for their first day of work. The target audience is students who scored average on their class 12 exams and are looking for colleges and jobs to make their parents proud. NIIT reaches these students through seminars promoting its message that it can help students reach their goals and fulfill their dreams of a good job. The business objective for NIIT is to generate maximum enrollments at its training centers.
Skilling India at Speed and Scale a Technology Approach by Dr B. ChandrasekharCEMCA
1) The document discusses India's skills landscape and challenges in skills development, including a large youth population, a mismatch between skills and job requirements, and most workers being in the informal sector.
2) It presents a case study of the IL&FS skills model, a public-private partnership aiming to skill millions of Indians by 2020 through a network of training centers using standardized, technology-enabled methods.
3) Key recommendations include strengthening partnerships between government, training providers, and industry to improve employment outcomes and certification, while expanding formal training opportunities.
It was over 30 years ago that NIIT committed itself to developing manpower for India 's slowly awakening IT sector. In doing so, it not only pioneered a brand new industry— the IT training segment—it also fueled the fire of entrepreneurship in the country. Within a few years of rapidly expanding its presence in the country, NIIT launched its most impressive innovation yet—a path-breaking franchisee-based business model (Earned it the epithet of "the McDonalds of the IT training world" by the Far Eastern Economic Review.
NIIT is poised to enter hitherto unexplored markets where there is a demand for quality computer education. The company is on the lookout for partners that can share its vision and goals and deliver on its promise of "bringing people and computers together.”
Individuals or Companies with fire in their bellies that want to make a difference by transforming lives are invited to join the NIIT umbrella.
The document discusses initiatives by the Indian government and private sector to increase skill development and employability of youth. It notes that 57% of Indian youth lack sufficient skills and 80% do not have marketable skills. Government programs through organizations like NSDC aim to strengthen vocational training through ITIs and ITCs. Challenges include integrating skill programs with formal education and ensuring placement. Potential solutions proposed include reforming education to focus more on analytical skills, introducing latest technologies, and establishing a strong network of volunteers from different professional backgrounds to impart skills training.
This document proposes a new approach to skill development in India to address the large skills gap. It identifies 224 million people who will require skill enhancement by 2015 across several sectors like manufacturing, agriculture, and construction. The document recommends establishing Indian Institutes of Vocational Training at the zonal level to oversee skill development institutions. It also recommends improving existing district-level vocational training institutions and incorporating basic skill training into K-12 schools. The proposed approach aims to create a holistic ecosystem with industry involvement to effectively train the workforce and meet demand. Challenges to implementation include ensuring quality control, monitoring institutions, and preventing exploitation.
Industry Qualifications India - Cdr(Retd.) Kartik VigIPPAI
This document discusses Industry Qualifications India (IQ), which aims to bring stringent quality norms and international standards to vocational training in India. It notes that India needs to significantly increase skills training to meet its growing workforce needs. IQ plans to map existing Indian courses to international standards, develop new niche qualifications, and offer international certification for its qualifications. The benefits mentioned include increasing employment, income, and international experience for India; assuring quality and skills for industries; and providing credibility and career prospects for educational institutes. Going forward, IQ intends to expand nationwide, develop specialized courses, and help link industries and training providers.
Skill India is a campaign launched in 2015 by Prime Minister Narendra Modi with the aim to train over 400 million people in India in different skills by 2022. The campaign includes various government initiatives focused on skill development and entrepreneurship. India has a large young population and the potential to provide a skilled workforce globally, but faces challenges in ensuring training programs align with industry needs, developing quality trainers, and addressing perceptions that vocational training is only for less educated individuals. The national skill development mission seeks to address these challenges through coordination across sectors and states, promoting entrepreneurship, and empowering individuals through skills training and sustainable livelihoods.
Chameli Devi Institute of Professional Studies (CDIPS) is a new institution approved by the Government of Madhya Pradesh and affiliated with Devi Ahilya Vishwavidyalaya, Indore that offers bachelor's degrees in commerce, computer science, business administration, and electronics. CDIPS aims to provide quality education through various teaching methods like lectures, guest speakers, case studies, industry workshops and tours. It emphasizes skills training, mentoring, and career services to help students succeed academically and professionally.
Chameli Devi Institute of Professional Studies (CDIPS) is a new institution approved by the Government of Madhya Pradesh and affiliated with Devi Ahilya Vishwavidyalaya, Indore that offers bachelor's degrees in commerce, computer science, business administration, and electronics. CDIPS aims to provide quality education through various teaching methods like lectures, guest speakers, case studies, industry workshops and tours. It emphasizes skills training, mentoring, and career services to help students succeed academically and professionally.
Chameli Devi Institute of Professional Studies (CDIPS) is a new institution launched to provide quality education in management, science, and commerce. It aims to differentiate itself through [1] association with eminent leaders in undergraduate education, [2] experiential learning through various teaching methods and industry interface programs, and [3] mentoring and placement support to help students build successful careers. Courses offered include B.Com, B.Sc Computer Science, and BBA.
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, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
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.
Introduction to Skill Development Mission 2014Dr. Harpal Kaur
The National Skill Development Mission was launched in 2015 to provide a strong framework for skill development efforts across India and train 300 million people by 2022. It involves 20 central ministries and oversees over 40 skill development schemes and programs. A National Skill Development Fund was also created with an initial corpus of nearly 1000 crore rupees to support skill training. The Mission aims to create demand-driven, outcome-based training and improve infrastructure, convergence of efforts, trainer availability, overseas employment opportunities, sustainable livelihoods, and use of public infrastructure for skills training.
The document discusses the growing employment opportunities and skills gap in India across various sectors such as IT, BPO, banking, retail, automotive and telecom. It also summarizes Centum Learning's role in providing training and skills development solutions to address this gap, highlighting their large network across India and expertise training professionals in many industries.
GSS Session I Mr. Dilip Chenoy Strategy for Skill Development: Government Per...4th_Global_Skills_Summit
The document summarizes India's strategy for skill development from the government's perspective. It outlines 4 areas of focus: policy coordination, supporting skill development programs, promoting excellence, and supporting employment. It discusses the current skills gap and capacity challenges. The National Skill Development Corporation was created as a public-private partnership to foster private sector participation in skill development. The strategy aims to skill 500 million workers by 2022 but faces challenges around making vocational skills aspirational, industry interface, availability of trainers, and ensuring a common policy approach.
Technical and vocational education programs play an important role in developing skilled workers and improving productivity in India. These programs provide education and training at various levels, from skills training for semi-skilled workers to post-secondary education to become technicians. The objectives include upgrading learners' qualifications, providing industry training opportunities, and offering employment-focused programs. Suggestions to improve the system include increasing private sector participation, providing training for vocational teachers, and utilizing distance education methods like radio and internet to expand access to vocational courses. While vocational education has benefits like cost-effectiveness and flexibility, it also faces challenges like high dropout rates, lack of qualified teachers, and employer preferences for strong academic skills.
"ILO's Work on Skills Development" by Project Coordinators International Labo...Tech in Asia ID
The document summarizes the findings of a rapid assessment of ICT skills demand in Indonesia. It found that 62% of ICT jobs available were for entry-level positions, with database query, HTML, and JavaScript being the most in-demand technical skills. Soft skills like teamwork and communication were also highly desired. The assessment recommends regular skills mapping, industry-TVET collaboration, and a focus on training marginalized groups and out-of-school youth. It proposes next steps like industry participation in upcoming career fairs and skills council meetings.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
This report has been developed by deriving the responses to an online questionnaire circulated to key
L&D professionals at some of India’s top organisations.Grant Thornton India, in collaboration with 24x7 Learning and Indian Institute of Management, Kozhikode conducted surveys of large organisations to understand the learning and development initiatives being taken by dynamic businesses in India.
Similar to Presentation, new zealand, 20130426 v2 (20)
1. Skills
Development
Forum
India New Zealand Education Council
April 28-May 2, 2013
Presented by:
RCM Reddy
Chairman, FICCI Skill Development Forum
MD & CEO, IL&FS Education & Technology Services Ltd.
2. 56 million
Expected Surplus of people in
working age group in India by 20201
47 million
Expected Shortage of people in
working age group globally by 2020
Demographic
Bulge
Source:
1 Boston Consulting Groups Study on India in 2020
2 Diagram Reference: Planning Commission, XI Plan document, UN/ DESA
India at 2020 : Potential Demographic Divided
Therefore, India’s growth
strategy hinges on Education
and Skills
3. Demographic Nightmare
Increased Poverty Rates
Slower Economic Growth
Large number of uneducated and semi educated
youth pose a challenge of unemployability.
To overcome this challenge, Skill Development
and Skill Upgradation needs to be undertaken
Unemploybility
Higher
Education
2.4%
Illiterate
20%
School
Educated
17.6%
Middle
School
Dropouts
30%
High
School
Dropouts
30%
Unemployability
Challenge of India
Source: World Population Prospects, http://esa.un.org/unpp , Mckinsey Global Institute, 2005
4. Skill development is a national priority for India
Focus areas for this plan period:
•Establishing a mechanism for providing access to information on skill inventory and
skill map on real time basis.
• National Skills Qualification Framework to ensure both vertical and horizontal
mobility and clarity of career choices, options and acceptability of the qualifications.
•Building skills training as a mainstream and inclusive programme to be promoted by
creating a formal arrangement among the three key stakeholders in the delivery
process: Government, Industry and Skills providers.
•Focus on International Collaborations to have better understanding of the fast
changing skills demands and provide skills solutions that transpose the models and
practices and Reverse transfer the best practices from India to world.
The 12th Five Year Plan highlights Skill Development and Education as a
necessity for Faster, Sustainable and Inclusive Growth
5. Skill Development Framework in India
Policy Framework National Skills Development Policy 2009
Implementation by
Government Ministries/
Departments (18)
National Skill Development
Corporation (NSDC)
with PPP Model
Interventions in
Scheme
• National Rural
Development
Mission
• National Urban
Livelihood Mission
• Modular
Employable Skills
• Other state
schemes
• Distance
Vocational
Education
Infrastructure
• Regional
Vocational
Training Institutes
• Polytechnics
• ITI (Govt. and
Private)
• Community college
Quality
• Content and
Curriculum Design
• Training of
Trainers
• Affiliations
• Accreditations
Standards by
Sector Skill Councils are being formed to ensure:
• Standards & Assessments
• Curriculum & Instructions
• Professional Development
• Learning Environments
500 Mn
350 Mn 150 Mn
7. IL&FS is India’s leading infrastructure development and finance group
IL&FS is India's leading infrastructure
development and finance group with a
distinct mandate for catalysing the progress
of multiple types of infrastructure in the
country.
8. IL&FS Skills Programmes are delivered through…
Public funding
• Central funding
– Ministry of Rural
Development
– Ministry of Human
Resource Development
– Ministry of Textiles
– Ministry of Housing &
Urban Poverty
Alleviation
– Ministry of Tourism
• State funding
– State Employment
Missions
Public Private Partnership
• Equity (Capex funded by
financial partners)
73%27%
IL&FS Skills Development Corporation
Private funding
– Student paid model
– Corporate funded :
working with companies
to deliver social
programmes in areas of
education, skills, health
under their CSR
programmes.
• Aim to establish 100 IL&FS
Institute of Skills (IIS) on pan India
basis
• Plan to skill 2 million youth over the
next 10 years
• Currently, we have 31 IISs
successfully running across the
country
9. IL&FS caters to a wide range of learners from different groups
10. IL&FS Skills training is offered through a IL&FS Institute of Skills (hub) and
IL&FS Skills Schools (spoke) model …
IIS supports ISS
through a number of
services like:
IL&FS
Institute of
Skills (Hub)
IL&FS
Skills
Centre
(Spoke)
Spoke
SpokeSpoke
Spoke
Assessment & Certification
Placement linkages
Sharing of best practices
Training of Trainers
Support for Multimedia content
and ICT solutions
ISDC targets – 100 Hubs
with 500 spokes across the
country in the next 4 years
Typically
4 to 5 spokes
for each hub
12. We follow a holistic approach towards skill training leading to
improved employability of our trainees
Duration of our programmes ranges from 240 to 600 hours delivered over 6 to 24 weeks
Domain Training follows the principles of:
“bringing the workplace to the classroom”
Technology enabled learning
Functional English focuses on
Mobile based learning
English for Employability
Computer Literacy is imparted
through Microsoft Digital Literacy
(MDL) program
Work Readiness for seamless
transition of trainees to formal
work environment
13. Focus of our Training methodology is to bring
‘workplace to the training centre’
• Industry based training approach to
enhance employability
• Training centres are designed similar to the
industry
• Industry productivity norms followed
during training
• Methods of training based on adult learning
principles
Interactive
Classroom
Sessions
Multimedia and
e-Learning Aids
Modular Course
Material
Case Study method
Business
Simulations
Games/ Quiz
Industry Visits
Individual and
Group Exercises
Role Plays
Session with
Industry Experts
and & Subject
Specialists
Latest
Equipment
Simulated
Displays
14. Our programs are a mix of technology enabled knowledge transfer
and blended learning
Multimedia Content
• Better understanding via visual
content
• Provides flexibility for slow
learners
• Helps in standardization of
delivery
• Available for over 30 trades
Delivered through K-Yan
• Community computer with an
integrated projector
• Highly portable device
• Converts any wall surface into
a touchscreen
15. We deliver compulsory English training through our state of art
‘English Language Labs”
• English Seekho: Mobile based
English learning solution ‘English
Seekho’
• Common European Framework of
Reference for Languages (CEFR) is
followed in our classroom based
training program ‘English for
Employability’
16. Every IIS and ISS student is empowered through our
Life Skills program and made “work ready”
For seamless transition of trainees to
formal work environment, the trainees
undergo lessons for life management:
Module includes 30 hrs of training on
topics such as:
•Motivation
•Health
•Hygiene
•Social Security
•Time Management
•Personal Finance
17. Textiles
Apparel
Financial Training
Services & IT / ITeS
Leather
Healthcare
Construction & Engineering
Hospitality
Every IIS has tie ups for third party
assessment and certification partners
• Certification in accordance with scientific assessment methodology
• Reputed, sector specific partners for certification
(national & international)
18. Through our Industry partnerships we link students to the job market
EngineeringServicesLeatherApparel & Textiles
Partnership with over 1000 companies across various industries
19. Over 89% of our 800,000 + trainees have been successfully placed
into jobs
Placement Linked Training
Manufacturing
• Textiles & Apparel 120,000
• Leather 25,000
Engineering & Construction
• Engineering 8,000
• Construction 15,500
Services
• Financial Services 100,000
• Retail 15,000
• Hospitality, ITeS, Health 33,000
Skill Enhancement Training
• English Language 80,000
• Finishing School 25,000
• Attitudinal Training 500,000
• IT Training 10,000
20. Pan India reach
IL&FS
Skills Centres
355
States
25
1000+
Industry
partnerships
Districts mobilized
(out of 641)
498
29. India – New Zealand: Quick Comparative
Parameters New Zealand India
Population 4,365,113 (July 2013) 1,220,800,359 (July 2013)
Age Structure 15-24 years: 14.1%
25-54 years: 40.6%
15-24 years: 18.2%
25-54 years: 40.4%
Education Expenditure 7.2% of GDP (2010) 3.3% of GDP (2010)
Literacy Total population: 99%
male: 99%
female: 99% (2003)
Total population: 61%
male: 73.4%
female: 47.8% (2001 census)
Unemployment 17.1% 10.5%
Key Industries Food processing
Wood and paper
products
Textiles
Machinery
Transportation
equipment
Banking and insurance
Tourism
Mining
Textiles
Chemicals
Food processing
Steel
Transportation equipment
Cement
Mining
Petroleum
Machinery
Software
And…..CRICKET…
30. First India New Zealand Education
Council Meeting in Progress
India New Zealand Collaboration on Education & Skills Development
India New Zealand Education Council (INZEC)
Key Areas of Collaboration:
• Joint research
• Student mobility
• Faculty development
• Qualifications framework
• Vocational education and training
Outcomes:
• India and New Zealand have expressed their
commitment to earmark US $ 1 million
annually to enhance the cooperative activities
through specific programmes
• thus far 6 MoUs were signed during the
meeting
31. Case Study – 1
Partnership with National Institute of Open Schooling
Partners:
• India: NIOS
• New Zealand: Open Polytechnic of New Zealand
Objective of the MoU:
The collaboration brings together two education providers
with longstanding experience in improving access to
education and skills through distance education.
Scope of the MoU:
• The two organisations will explore ways of working
together in open and distance learning up to pre-degree
level and in vocational education and training.
• The agreement is the first international partnership for
NIOS as it seeks to extend capabilities in vocational
and school education.
Mr. Doug Stranding,
Executive Director, Marketing &
Communications delivering the vote
of thanks
NIOS - OPNZ International
Symposium on Flexible Models on
Skills Development, New Delhi
32. Case Study – 2
MoU between IL&FS Education, India and PINZ, New Zealand
Partners:
• India: IL&FS Education
• New Zealand: PINZ
Objective of the MoU:
development of a joint programme to provide technical
assistance and advisory services for India’s technical and
vocational education training (TVET) sector.
Scope of the MoU: Partnership for enhancing:
• TVET covering ITI and Polytechnic segment
• Technical and Higher Education covering graduate studies
in engineering and technology studies
• Skill training and Education covering other broad areas
leading to Certificate, Diploma and Graduate studies Dr Chandrasekar (IL&FS Education
Vice President) & Hone McGregor
(PINZ CEO) with Hon. Steven Joyce
(Minister for Tertiary Education,
Skills and Employment, during the
Inaugural INZEC Meeting
Mr R.C.M. Reddy (MD and CEO,
IL&FS Education & Skills) at the
inaugural INZEC meeting October
2012.
33. India – New Zealand: Key themes of cooperation
• Developing Standards
• Employer Engagement practices
• Training of Trainers
• Accreditation and Certification
• Vocational Training through distance learning
34. Education • Employability • Employment
Thank you
RCM Reddy
Chairman, FICCI Skill Development Forum and
MD & CEO, IL&FS Education & Technology Services Ltd.
reddyrcm@ilfsindia.com