The document provides information about Prime Minister Modi's Skill India initiative launched in July 2015. It discusses the need for skill development in India given the large youth population and shortage of skilled workers. It outlines the key organizations established under the Ministry of Skill Development and Entrepreneurship to implement skill development programs across the country at scale. This includes the National Skill Development Agency, National Skill Development Corporation, National Skill Development Fund, and 33 Sector Skill Councils.
Presentation on Skill India - PMKVY
This Presentation is all about the schemes of P.M. Narendra Modi
Pradhan Mantri Kaushal Vikas Yojana and Skill India
Presentation on Skill India - PMKVY
This Presentation is all about the schemes of P.M. Narendra Modi
Pradhan Mantri Kaushal Vikas Yojana and Skill India
Skill development initiatives ankur srivastava (5179)Ankur Srivastava
A description about skill development in India. initiatives taken by government and adding data as proof from various websites related to skill development like, PMKVY, NSDC, CSDCI, Wikipedia etc.
This presentation was submitted as an assignment in RICS SBE in CPM course.
Explains what NSQF entails; the objectives of NSQF. The 3 pillars of NSQF. The impetus given to skill development to promote employability of students.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
Detailed knowledge about skill Ecosystem in India. The root Causes, the problem, ideas to change the current skill ecosystem, the factors that can contribute in the development of Nation.
Skill development initiatives ankur srivastava (5179)Ankur Srivastava
A description about skill development in India. initiatives taken by government and adding data as proof from various websites related to skill development like, PMKVY, NSDC, CSDCI, Wikipedia etc.
This presentation was submitted as an assignment in RICS SBE in CPM course.
Explains what NSQF entails; the objectives of NSQF. The 3 pillars of NSQF. The impetus given to skill development to promote employability of students.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
Detailed knowledge about skill Ecosystem in India. The root Causes, the problem, ideas to change the current skill ecosystem, the factors that can contribute in the development of Nation.
AISECT’s ROLE IN IMPARTING SKILLS AND CREATING A GLOBAL WORKFORCEAbhishekRaghav19
These are just some out of the thousands of testimonials and success stories of the skill development programs in india which clearly shows how we are becoming self-sufficient and powerful as a nation by empowering our workforce. That’s the reason why AISECT has taken skill development very seriously by tieing up with NSDC.
Human resource is an essential determinant of economic growth and development. It consists
of different factors like education, health, migration, vocational training and (information
technology) IT development vocational training and skill development are among them.
Vocational training improves the productivity and production and enhances the efficiency of
the labour force. This paper attempts a study of skill development to facilitate higher growth
in economy.
Start a Skill Development Training Centre. Best Education and Training Sector Business Ideas.
India has one in every of the biggest technical work force within the world. However, compared to its population it's not significant and there's a tremendous scope of improvement during this area. In India, the emphasis has been on general education, with vocational education at the receiving end. This has resulted in large number of educated folks remaining unemployed. This phenomenon has currently been recognized by the planners and therefore there's a larger thrust on vocationalization of education. Another shortcoming within the area of technical and education is that until currently, the number of engineers graduating is more than the diploma holders. This is often creating an imbalance, as additional workforces are required at the lower level.
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Empowering MSMEs - Skills Development of the MSME Sector - Part - 7Resurgent India
One of the thrust areas for increasing the competitiveness of MSMEs includes skills development. Skills development not only helps in improving productivity but also fosters entrepreneurship. Hence, it is imperative for the concerned governmental agencies, trade associations and MSMEs to come together and discuss on how to make training programmers relevant and attractive for MSMEs. The lack of human resources has been a long-standing problem faced by MSMEs in the country. Despite India’s large pool of human resources, the MSMEs continue to lack skilled manpower required for manufacturing, marketing, servicing, etc.
RURAL SKILL DEVELOPMENT PRESENTATION BY AMAN DWIVEDIAman Dwivedi
RURALSKILL DEVELOPMENT
Objectives of “Skill India”
Features of Skill India
Seekho Aur Kamao
Skill Development Scheme of NBCFDC
Employment through Skills Training and Placement (EST&P)
Self-Employment Program (SEP)
Deendayal Antyodaya Yojana-National Urban Livelihoods Mission (DAY-NULM)
Pradhan Mantri Kaushal Vikas Yojna(PMKVY)
Skill Development Initiative Scheme (SDIS)
NSDC self-sponsored training (NSDC)
Problems Faced For Rural Development In India
The Government has initiated the launch of a national Multi-Skill programme called Skill India.This programme would skill the youth with an emphasis on employability and entrepreneur skills.It will also provide training and support for traditional professions like welders, carpenters,cobblers, masons, blacksmiths, tailoring, nursing and weavers etc. We also need skilled personnel in various areas like, construction, real estate, textile, transportation, jewelry designing, gem industry, tourism, banking and various other sectors. Skill development raises the confidence, gives direction and improves productivity. Youth should be groomed towards blue collar jobs.
With a headcount of around 1.4 billion in 2015, India is expected to become one of the most populous nations by 2025. The country’s population pyramid is expected to “bulge” across the 15–64 age bracket over the next decade, increasing the working age population from approximately 761 million to 869 million during 2011–2023. Consequently, until 2020, India will experience a period of “demographic bonus”.
India needs to poise itself to take advantage of this “demographic bonus”. Today, India has to focus on increasing the skilled workforce in the country, which is a dismal 2 per cent compared to 96 per cent in South Korea, 80 per cent in Japan and 75 per cent in Germany.
Given the thrust on landmark reforms like “Make in India”, both Government and industry have endorsed that the focus on Skill Development has to take priority.
Given the structural changes and the industry friendly policy changes, the January issue of the Policy Watch is a sincere endeavor to get sectoral industry views on skill development through the voices of the Chairmen of National Committees and Regional Chairmen of the various skill Sub-Committees.
Skills Development for MSMEs: Mapping of Key Initiatives in IndiaAnup Kumar Das
Skills Development for MSMEs: Mapping of Key Initiatives in India. Presented in the 2013 Asian Conference on Innovation and Policy, New Delhi, India, August 2013.
This report investigates student awareness, interests and aspirations around general and vocational education. Using a survey administered to students from class 10 to undergraduate students in four town of four district of Odisha (Khurdha-Bhubaneswar, Cuttack, Bhadrak and Jajpur), we attempt to gain a better understanding of student aspirations, awareness levels, sources of information, key stakeholders and factors that influence their education and career choices. We then map student interests against sectors that are slated to experience the highest growth in terms of job creation. Our results indicate aspirations of students are largely misaligned with the needs of the Indian economy. It is important to create opportunities, generate awareness about various career options and the respective pathways available to realize career goals. The report outlines the key strategic options that can be considered to bolster the country’s response towards creating a skill development system that is responsive both to the aspirations of the youth and needs of industry.
Registered under Indian Trust Act 1882 and with members, partners, associates in almost all the states of India SDC – SOCIAL DEVELOPMENT CLUB is a development organization incorporated by some well known social activists of India. SDC provides a wide range of effective services and support to its members and bridge the gap between various stakeholders of social change. In a very short span of time the organization delivered high end services to its member organizations and with a key focus on skill development sector it also organized various training programs and workshops for medium and small players in various states of the country.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Leaders are often faced with ethical conundrums(a confusing and difficult problem or question). So how can they determine when they’re inching toward dangerous territory? There are three main psychological dynamics that lead to crossing moral lines.
There’s omnipotence: when someone feels so aggrandized and entitled that they believe the rules of decent behavior don’t apply to them.
Consider cultural numbness: when others play along and gradually begin to accept and embody deviant norms.
Finally, when people don’t speak up because they are thinking of more immediate rewards, we see justified neglect.
Generally most people mean well, but simply execute their job poorly sometimes and sometimes, there are BAD bosses. We must learn “to Work "on Bad Boss
According to dictionary.com, “to work” something or someone is to put them into effective operation, to operate that thing or person for productive purposes.
Put your Bad Boss into effective operation to get whatever you want in your job or career by learning your boss’s secret desire and secret fear
Two biggest issues of Bad Boss are:
They can negatively impact our work performance.
They can make life miserable
We often hear “being difficult.” about Bad Boss. It’s hard to know exactly where the difficulty lie. All we know is it is difficult to work successfully with this person.
An incompetent person is someone who is
Functionally inadequate or
Insufficient in Knowledge, Skills, Judgment, or Strength
Mindset is a mental attitude that determines how we interpret and respond to situations.
Dweck has found that it is your mindset that plays a significant role in determining achievement and success.
A mindset refers to whether you believe qualities such as intelligence and talent are fixed or changeable traits.
People with a fixed mindset believe that these qualities are inborn, fixed, and unchangeable.
Those with a growth mindset, on the other hand, believe that these abilities can be developed and strengthened by way of commitment and hard work.
Story of Katalin Karikó, a researcher who won the Nobel prize for medicine for her work on modifying the RNA molecule to avoid triggering a harmful immune response is a classical example of mindset.
Yet, her life was full of rejection and doubt.
Her achievement had much to do with her mindset.
A theory is a based upon a hypothesis and backed by evidence.
A theory presents a concept or idea that is testable.
In science, a theory is not merely a guess.
A theory is a fact-based framework for describing a phenomenon.
In psychology, theories are used to provide a model for understanding human thoughts, emotions, and behaviors.
Hence study of Psychology theory is essential for SSB and all types of Interviewas it helps us to understand our own developmental psychology.k
Personality theorists should study normal individuals
All behavior is interactive
The person must be studied in terms of interactions with their environment
The brain is the locus of personality
There is a biological basis to personality
Definition of Personality
1- Personality is an abstraction formulated by a theorist.
2- It refers to series of events that ideally span over life time from childhood to adulthood
3-It reflects novel, unique, recurrent and enduring patterns of behaviours – his education and training .
4- Personality is located in brain- imagination, perception
5.Personality comprises the person’s central organizing and governing processes, whose function is to
Resolve conflicts,
Satisfy needs, and
Plan for future goals.
” Emotions are complex psychological states involving three distinct components: a subjective experience, a physiological response, and a behavioral or expressive response”
"Discovering Psychology," by Don Hockenbury and Sandra E. Hockenbury
In 1972, psychologist Paul Ekman suggested that there are six basic emotions that are universal throughout human cultures: fear, disgust, anger, surprise, joy, and sadness.
In the 1980s, Robert Plutchik introduced another emotion classification system known as the wheel of emotions. This model demonstrated how different emotions can be combined or mixed together, much like the way an artist mixes primary colors to create other colors.
Plutchik proposed eight primary emotional dimensions: joy vs. sadness, anger vs. fear, trust vs. disgust, and surprise vs. anticipation.
These emotions can then be combined to create others, such as happiness + anticipation = excitement.
In 1999, Ekman expanded his list to include a number of other basic emotions, including embarrassment, excitement, contempt, shame, pride, satisfaction, and amusement
Anger is an intense emotion you feel when
Something has gone wrong or
Someone has wronged you.
It is typically characterized by feelings of
Stress,
Frustration, and
Irritation.
Anger is a perfectly normal response to frustrating or difficult situations.
Anger only becomes a problem when
It’s excessively displayed and
Begins to affect your daily functioning and the way you relate with people.
Anger can range in intensity, from a slight annoyance to rage.
It can sometimes be excessive or irrational.
In these cases, it can be hard to keep the emotion in check and could cause you to behave in ways you wouldn’t otherwise behave.
Cognitive distortions are
Negative or irrational patterns of thinking.
Simply ways that Impostor Syndrome convinces us to believe things that aren’t really true.
Inaccurate thought patterns that
Reinforce our negative self perception and
Keep us feeling bad about ourselves
These negative thought patterns can play a role in
Diminishing our motivation,
Lowering our self-esteem
Contributing to problems like
Anxiety,
Depression, and
Substance use.
Trauma Bonding is the attachment an abused person feels for their abuser, specifically in a relationship with a cyclical pattern of abuse.
Is created due to a cycle of abuse and positive reinforcement
After each circumstance of abuse, the abuser professes love, regret, and trying to make the relationship feel safe and needed for the abused person.
Hence Abused
Finds leaving an abusive situation confusing and overwhelming
Involves positive and/or loving feelings for an abuser
Also feel attached to and dependent on their abuser.
Emotional abuse involves controlling another person by using emotions to Criticize , Embarrass ,Shame ,Blame or
Manipulate .
To be abusive there must be a consistent pattern of abusive words and bullying behaviours that Wear down a person’s Self-esteem and Undermine Their mental health.
Most common in married relationships,
Mental or emotional abuse can occur in any relationship—including among
Friends
Family members and
Co-workers
Attachment-related patterns that differ between individuals are commonly called "attachment styles."
There seems to be an association between a person’s attachment characteristics early in life and in adulthood, but the correlations are far from perfect.
Many adults feel secure in their relationships and comfortable depending on others (echoing “secure” attachment in children).
Others tend to feel anxious about their connection with close others—or prefer to avoid getting close to them in the first place (echoing “insecure” attachment in children).
Borderline personality disorder, characterized by a longing for intimacy and a hypersensitivity to rejection, have shown a high prevalence and severity of insecure attachment.
Attachment styles in adulthood (similar to attachment patterns in children):
Secure
Anxious-preoccupied (high anxiety, low avoidance)
Dismissing-avoidant (low anxiety, high avoidance)
Fearful-avoidant (high anxiety, high avoidance)
Conduct disorder is an ongoing pattern of behaviour marked by emotional and behavioural problems.
Ways in which Children with conduct disorder behave are
Angry,
Aggressive,
Argumentative, and
Disruptive ways.
It is a diagnosable mental health condition that is characterized by patterns of violating
Societal norms and
Rights of others
It's estimated that around 3% of school-aged children have conduct disorder and require professional treatment .
It is more common in boys than in girls.
Oppositional defiant disorder (ODD) is a psychiatric disorder that typically emerges in childhood, between ages 6 and 8, and can last throughout adulthood.
ODD is more than just normal childhood tantrums
Frequency and severity of ODD causes difficulty at home and at school.
Children with ODD also struggle with learning problems related to their behavior.
Two types of oppositional defiant disorder:
Childhood-onset ODD:
Present from an early age
Requires early intervention and treatment to prevent it from progressing into a more serious conduct disorder
Adolescent-onset ODD:
Begins suddenly in the middle- and high-school years, causing conflict at home and in school
There have been at least 13 different types of intelligence that have been identified so far.
These different ways of being smart can help people perform in different areas from their personal life, business, to sports and relationships.
Attachment is an emotional bond with another person. John Bowlby described attachment as a "lasting psychological connectedness between human beings.“
Earliest bonds formed by children (with caregivers) have a tremendous impact that continues throughout life and Attachment so developed
Serves to keep the infant close to the mother, thus improving the child's chances of survival.
Are innate drive Children are born with and is a product of evolutionary processes
Emerges and are regulated through the process of natural selection,
Are characterized by clear behavioural and motivation patterns.
Nurturance and responsiveness were the primary determinants of attachment.
Children who maintained proximity to an attachment figure were more likely to
Receive comfort and protection, and
More likely to survive to adulthood.
e-RUPI is a person and purpose-specific cashless e-voucher designed to guarantee
that the stored money value reaches its intended beneficiary and can only be used for
the specific benefit or purpose for which it was intended. The idea is to create a minimal
logistics, leak-proof delivery mechanism for a wide range of government Direct Benefit
Transfer (DBT) programs across the country. The digital e-voucher platform can also
be used by organizations who wish to support welfare services through e-RUPI instead
of cash
The term ‘Moonlighting’ became popular in America when people started working a second job in addition to their regular 9-to-5 jobs. Since the rise of the work-from-home concept during the pandemic, employees got free time after work hours. While some took up their hobby in their free time, others started searching for part-time jobs. Especially in the IT industry, employees took up two jobs simultaneously and took advantage of the remote working model. This concept of working for two companies/organisations is referred to as moonlighting.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. AN INITIATIVE OF SHIVNANDANI INDUSTRIES PVT LTD AND JAGDAMB JANAKI NAWAL JANAKI
SOCIETY
Skill Development Mission
CompiledbyCol Mukteshwar Prasad(Retd), MTech,CE(I),FIE(I),FIETE,FISLE,FInstOD,AMCSI
Contact -9007224278, e-mail –muktesh_prasad@yahoo.co.in
for book ”DecodingServicesSelectionBoard” and SSB guidance and training at Shivnandani Edu and
Defence Academy
7/12/2015
2. Skill Development Mission
Prime Minister Narendra Modi on 15 Jul 2015 launched his pet project Skill India Campaign in
New Delhi on the occasion of the first ever World Youth Skills Day which included the launch
of the National Skill Development Mission and unveiling of the new National Policy for Skill
Development and Entrepreneurship 2015.
"Through a policy driven approach we have waged a war against poverty and we have to win this
war. India's youth is not happy simply asking for things. He or she wants to live with pride and
dignity. I believe Indian youth has immense talent, they just want opportunities," Modi said.
The Prime Minister said that each poor, underprivileged youth was a soldier in this war. "This
mission is not limited to skill, we have linked entrepreneurship to it," the prime minister said.
He said over the next decade India will have a surplus manpower of 4-5 crore and emphasised
the need to provide this youthful manpower with skills and ability to tackle global challenges.
Modi warned that the demographic dividend would otherwise become a challenge in itself.
"And the demographic dividend India is proud of, it's guarantee lies with skill and trained
manpower," he said.
The Prime Minister said that while in the 20th century the IITs made a name for themselves
globally, now in the 21st century ITIs (Industrial Training Institutes) should acquire global
recognition for producing quality skilled manpower.
He also called for constant updating of training programmes and syllabi to ensure that the youth
are exposed to the latest technology and industry environment. Linking the necessity to promote
both apprenticeship and entrepreneurs, the prime minister said that it was important to predict the
possibilities of the future and prepare for them today itself.
The launch of the mission assumes significance as "India currently faces a severe shortage of
well-trained, skilled workers. It is estimated that only 2.3% of the workforce in India has
undergone formal skill training as compared to 68% in the UK, 75% in Germany, 52% in USA,
80% in Japan and 96% in South Korea. Large sections of the educated workforce have little or
no job skills, making them largely unemployable. Therefore, India must focus on scaling up skill
training efforts to meet the demands of employers and drive economic growth", the document on
the framework of implementation of the National Mission for Skill Development said.
According to the note of implementation, more than 54 percent of the country's population is
below the age of 25 allowing it with an opportunity to provide a skilled workforce to fill the
expected shortfall in the ageing developed world.
"The country’s population pyramid is expected to bulge across the 15–59 age group over the next
decade. This demographic advantage is predicted to last only until 2040. India therefore has a
very narrow time frame to harness its demographic dividend and to overcome its skill shortages,"
the document said.
3. Ministry of Skill Development and entrepreneurship
The Ministry is responsible for co-ordination of all skill development efforts across the country,
removal of disconnect between demand and supply of skilled manpower, building the vocational
and technical training framework, skill up-gradation, building of new skills, and innovative
thinking not only for existing jobs but also jobs that are to be created.
The Ministry aims to Skill on a large Scale with Speed and high Standards in order to achieve its
vision of a 'Skilled India'.
It is aided in these initiatives by its functional arms – National Skill Development Agency
(NSDA), National Skill Development Corporation (NSDC), National Skill Development Fund
(NSDF) and 33 Sector Skill Councils (SSCs) as well as 187 training partners registered with
NSDC. The Ministry also intends to work with the existing network of skill development centres,
universities and other alliances in the field. Further, collaborations with relevant Central
Ministries, State governments, international organizations, industry and NGOs have been
initiated for multi-level engagement and more impactful implementation of skill development
efforts.
National Policy on Skill Development and Entrepreneurship 2015
Ministry is an integral part of the government policy on "Sabka Saath, Sabka Vikaas" and its
commitment to overall human resource development to take advantage of the demographic
profile of our country's population in the coming years. Developing a comprehensive and
holistic policy document is an integral part of the process. This requires a fresh look at the
already existing National Policy on Skill Development (NPSD), 2009.
The objective of the National Policy on Skill Development and Entrepreneurship, 2015
will be to meet the challenge of skilling at scale with speedand standard (quality). It will
aim to provide an umbrella framework to all skilling activities being carried out within the
country, to align them to common standards and link the skilling with demand centres. In
addition to laying down the objectives and expected outcomes, the effort will also be to
identify the various institutional frameworks which can act as the vehicle to reach the
expected outcomes. The national policy will also provide clarity and coherence on how skill
development efforts across the country can be aligned within the existing institutional
arrangements.This policy will link skills development to improved employability and
productivity.
National Skill Development Corporation(NSDC)
The National Skill Development Corporation India (NSDC) was setup as a one of its kind, Public
Private Partnership Company with the primary mandate of catalysing the skills landscape in
4. India. NSDC is a unique model created with a well thought through underlying philosophy based
on the following pillars:
1. Create: Proactively catalyse creation of large, quality vocational training institutions.
2. Fund: Reduce risk by providing patient capital. Including grants and equity.
3. Enable: the creation and sustainability of support systems required for skill
development. This includes the Industry led Sector Skill Councils.
The main objectives of the NSDC are to:
Upgrade skills to international standards through significant industry involvement and
develop necessary frameworks for standards, curriculum and quality assurance
Enhance, support and coordinate private sector initiatives for skill development through
appropriate Public-Private Partnership (PPP) models; strive for significant operational
and financial involvement from the private sector
Play the role of a "market-maker" by bringing financing, particularly in sectors where
market mechanisms are ineffective or missing
Prioritize initiatives that can have a multiplier or catalytic effect as opposed to one-off
impact.
Partnerships
NSDC operates through partnerships with multiple stakeholders in catalysing and evolving the
skilling ecosystem.
Private Sector – Areas of partnerships include awareness building, capacity creation,
loan financing, creation and operations of Sector Skill Councils, assessment leading to
certification, employment generation, Corporate Social Responsibility, World Skills
competitions and participation in Special Initiatives like Udaan focused on J&K.
International Engagement – Investments, technical assistance, transnational standards,
overseas jobs and other areas.
Central Ministries – Participation in flagship programmes like Make in India, Swachh
Bharat, Pradhan Mantri Jan Dhan Yojana, Smart City, Digital India and Namami Ganga,
among many others.
5. State Governments – Development of programs and schemes, alignment to NSQF and
capacity building, operationalization of program, capacity building efforts among others.
University/School systems – Vocationalisation of education through specific training
programs, evolution of credit framework, entrepreneur development, etc.
Non-profit organizations – Capacity building of marginalized and special groups,
development of livelihood, self-employment and entrepreneurship programs.
Innovation – Support to early-stage social entrepreneurs working on innovative
business models to address gaps in the skilling ecosystem, including programs for
persons with disability.
National Skill Development Agency (NSDA)
The National Skill Development Agency (NSDA), an autonomous body, (registered as a Society
under the Society's Registration Act 1860) was created with the mandate to co-ordinate and
harmonise the skill development activities in the country, is part of the Ministry of Skill
Development & Entrepreneurship (MSDE).
Functions : Gazette Notification of NSDA
Take all possible steps to meet skilling targets as envisaged in the 12th Five Year Plan
and beyond.
Coordinate and harmonize the approach to skill development among various Central
Ministries/Department. State Governments, the NSDC and the Private sector.
Anchor and operationalize the NSQF to ensure that quality and standards meet sector
specific requirements
Be the nodal agency for State Skill Development Missions
Raise extra-budgetary resources for skill development from various sources such as
international agencies, including multi-lateral agencies, and the private sector.
Evaluate existing skill development schemes with a view to assessing their efficacy and
suggest corrective action to make them more effective.
Create and maintain a national data base related to skill development including
development of a dynamic Labour Market Information System (LMIS).
Take affirmative action for advocacy.
Ensure that the skilling needs of the disadvantaged and the marginalized groups like SCs,
STs, OBCs, minorities, women and differently abled persons are taken care of and.
Discharge any other function as may be assigned to it by the Government of India.
Activities undertaken by the NSDA
Besides anchoring and implementation, the National Skills Qualifications Framework (NSQF),
some of the other actions taken by the NSDA are as under:
1. Rationalization of the Skill Development Schemes of the Government of India
6. NSDA has worked with the concerned ministries and stakeholders to achieve convergence of
norms across the various central schemes for skill development, while at the same time
recognizingthe special needs of the North Eastern States, the hill States, and other geographies
that pose challenging situations for skill development.
2. Creation of an integrated Labour Market Information System
A national database on all major aspects of skill development is being created in partnership with
all other Ministries of the Government of India and the State Governments. This would be a one-
shop stop where all the relevant information is freely available to citizens. The government has
created a National Steering Committee for setting up the Labour Market Information System
(LMIS). The LMIS would bring in operational efficiencies, would be transparent and available to
all, and would help reduce considerably the situation of one individual being benefitted under
different schemes.
3. Engagement with States
The NSDA is newactively engaged with the various State governments to plan out their skill
development action plan, help them develop their skill development policies, and set up suitable
administrative mechanisms. Through Technical Assistance programmes with the Asian
Development bank (ADB), European Union (EU) and DFID (Department for International
Development of the Government of UK), NSDA is helping the State Skill Development
Missions of eleven states build their respective capacities.
4. Skills Innovation Initiative
A committee has been set up under the Skills Innovation Initiative housed under the NSDA. The
NSDA invites innovative ideas, concepts and practices on skill development. The Committee
reviews all the proposals of innovations to facilitate their application on a wider scale. Selected
innovative practices will be facilitated and propagated for wider application. Five innovative
approaches and solutions have already been identified for wider propagation.
National Skill Development Fund
The National Skill Development Fund was set up in 2009 by the Government of India for raising
funds both from Government and Non Government sectors for skill development in the country.
The Fund is contributed by various Government sources, and other donors/ contributors to
enhance, stimulate and develop the skills of Indian youth by various sector specific programs. A
public Trust set up by the Government of India is the custodian of the Fund. The Trust accepts
donation, contribution in cash or kind from the Contributors for furtherance of objectives of the
Fund. The Fund is operated and managed by the Board of Trustees. The Chief Executive Officer
of the Trust is responsible for day-to-day administration and management of the Trust.
The Fund meets its objectives through National Skill Development Corporation (NSDC) which
is an industry led ‘Not For Profit Company’ set up for building skill development capacity and
7. forging strong linkages with the market. NSDC acts as a catalyst in skill development by
providing funding to enterprises, companies and organizations that provide skill training. It also
develops appropriate models to enhance, support and coordinate private sector initiatives. Till
31st March 2015, NSDF has released Rs. 2333 crore to NSDC towards skill development
programmes including National Skill Certification and Monetary Reward Scheme (STAR) and
UDAAN Scheme (J&K oriented). NSDC with 160 training partners and 1722 training centres
has so far trained around 35 lakh persons across India.
Accounts of the Trust are subject to CAG Audit and are also audited by a Chartered Accountant
for every financial year and in such manner as may be directed by GOI. The Trust has engaged
IL&FS Trust Company Ltd (ITCL), one of the largest Corporate Trustees in India, for providing
micro prudential oversight on the implementing partner and monitoring the interests of Trust.
Sector Skill Councils (SSC)
Sector Skill Councils are set up as autonomous industry-led bodies by NSDC. They create
Occupational Standards and Qualification bodies, develop competency framework, conduct
Train the Trainer Programs, conduct skill gap studies and Assess and Certify trainees on the
curriculum aligned to National Occupational Standards developed by them.
Till date, the NSDC Board has approved proposals for 37 Sector Skill Councils. There are
approximately 450 Corporate Representatives in the Governing Councils of these SSCs. The list
of SSCs is given below.
8. The Ministry has been actively engaging with these SSCs.
Ministry of Skill Development & Entrepreneurship under the Chairmanship of the
Hon'ble MoS (I/C) held meetings with all the Sector Skill Council (SSC) in the months of
December, 2014 and January, 2015 to integrate them into the National Agenda on
Skilling.
The Hon'ble MoS was also part of the Governing Councils meeting of 6 Sector Skill
Councils viz. Beauty & Wellness, IT & ITeS, Telecom, Aviation & Aerospace, Rubber and
Hospitality & Tourism Sector Skill Councils which were held over the last 3 months.
The Ministry also organized meetings at the Joint Secretary level with the line Ministries
of Sector Skill Councils like Capital Goods, Telecom, Mining, Shipping to align the
activities of the SSC completely with these Ministries.
The Ministry, along with NSDC and Sector Skill Councils, organized sectoral workshops
on National Occupational Standards in February 2015.
The Ministry has issued a notification that enables SSCs to join the list of non-statutory
bodies which issue nationally recognised skills certificates