The document discusses elementary education in India and issues around universalizing education. It summarizes the Sarva Shiksha Abhiyan program launched in 2001 to provide primary education to all children aged 6-14 by 2007 and useful education by 2010. Despite efforts, universal education remains a distant goal with literacy rates of 65% overall and 54% for females. The number of out of school children was 75 lakh in 2007. Challenges include connecting skills training to industry needs, outdated training methods, and low prestige of vocational education.
Research work for scenario of voccational training in india educompalpana96
I did an Intensive research on Vocational education market in idia An approach note on the understanding of the vocational education market, competition, gaps, and opportunities.
- One Big idea which is transformational and is disruptive.
- A lot of our work will be below the line, so a note on abilities in that area will help.
- Media strategy- so a note/pitch on the media buying partner will be required. You can also bring them in for the pitch.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
Research work for scenario of voccational training in india educompalpana96
I did an Intensive research on Vocational education market in idia An approach note on the understanding of the vocational education market, competition, gaps, and opportunities.
- One Big idea which is transformational and is disruptive.
- A lot of our work will be below the line, so a note on abilities in that area will help.
- Media strategy- so a note/pitch on the media buying partner will be required. You can also bring them in for the pitch.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
INFORMAL SECTOR TRAINING AND RESOURCES NETWORKDr Lendy Spires
1.1 SCHOOL LEAVER PROBLEM AND UNEMPLOYMENT PROBLEMS At independence Zimbabwe witnessed a tremendous expansion in the education system. Both government and the communities invested heavily in education in order to increase access and educational attainment. Zimbabweans had and continue to have high expectations of education. Parents invest a great deal in the education of their children in the hope that, when they complete school, will be gainfully employed and provide for themselves and for other members of the family.
Primary school enrolments which stood at 800 000 in 1980 increased to 2.5 million in 1995. Secondary school enrolment increased even more rapidly from 66 000 to 712 000 pupils during the same period. Promotion from primary to secondary school which was prior based on attainment of good grades in grade 7, became automatic. This allowed those inadequately prepared for secondary school to go through. While this shift in policy increased the number of school leavers with 4 years of secondary education it left many unable to access further education in tertiary institutions which require at last 5O level subjects for entry.
Statistics show that only 20% of the nearly 300 000 students completing O level have 5 "O" level passes. The remainder does not. Most of them cannot be absorbed into public tertiary education institutions which required a 5 "O" level entry. Some enrol in private sector colleges and institutions which are quite expensive. The majority of them does not enrol any further education institutions and stay at home. This leaves a very large number of school leavers without many options and opportunities for further studies. Because of the academic nature of the "O" level curriculum, they are not ill equipped to engage in economic activities, and continue to be a burden to their parents.
1.2 NATURE OF THE SCHOOL CURRICULUM As indicated most secondary schools in Zimbabwe write the Cambridge O and A level examinations. The curriculum is heavily academic and does not offer employment skills. Except for schools that were modelled after those established in refugee camps in Mozambique and Zambia, that adopted the education with production philosophy, the curriculum in the rest of the schools remained predominantly academic.
Some schools offer practical subjects such as woodwork, metalwork, home economics, dress making and art. The skills developed do not adequately prepare recipients to get into self-employment ventures because the training is not accompanied with business development skills. A further constraint is that the spread of practical subjects is very limited and not diverse enough to cater for all the possible self-employment opportunities that may exist in the economy. The education system has therefore over time been producing educated but unemployable graduates.
This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
An Analysis Of the Union Budget from 2010- 2015 Education SectorSneha J Chouhan
This presentation explains about the Highlights of the Indian Union Budget for 5 years in the education sector and its impact.
P.S: Refer for educational purposes only.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
INFORMAL SECTOR TRAINING AND RESOURCES NETWORKDr Lendy Spires
1.1 SCHOOL LEAVER PROBLEM AND UNEMPLOYMENT PROBLEMS At independence Zimbabwe witnessed a tremendous expansion in the education system. Both government and the communities invested heavily in education in order to increase access and educational attainment. Zimbabweans had and continue to have high expectations of education. Parents invest a great deal in the education of their children in the hope that, when they complete school, will be gainfully employed and provide for themselves and for other members of the family.
Primary school enrolments which stood at 800 000 in 1980 increased to 2.5 million in 1995. Secondary school enrolment increased even more rapidly from 66 000 to 712 000 pupils during the same period. Promotion from primary to secondary school which was prior based on attainment of good grades in grade 7, became automatic. This allowed those inadequately prepared for secondary school to go through. While this shift in policy increased the number of school leavers with 4 years of secondary education it left many unable to access further education in tertiary institutions which require at last 5O level subjects for entry.
Statistics show that only 20% of the nearly 300 000 students completing O level have 5 "O" level passes. The remainder does not. Most of them cannot be absorbed into public tertiary education institutions which required a 5 "O" level entry. Some enrol in private sector colleges and institutions which are quite expensive. The majority of them does not enrol any further education institutions and stay at home. This leaves a very large number of school leavers without many options and opportunities for further studies. Because of the academic nature of the "O" level curriculum, they are not ill equipped to engage in economic activities, and continue to be a burden to their parents.
1.2 NATURE OF THE SCHOOL CURRICULUM As indicated most secondary schools in Zimbabwe write the Cambridge O and A level examinations. The curriculum is heavily academic and does not offer employment skills. Except for schools that were modelled after those established in refugee camps in Mozambique and Zambia, that adopted the education with production philosophy, the curriculum in the rest of the schools remained predominantly academic.
Some schools offer practical subjects such as woodwork, metalwork, home economics, dress making and art. The skills developed do not adequately prepare recipients to get into self-employment ventures because the training is not accompanied with business development skills. A further constraint is that the spread of practical subjects is very limited and not diverse enough to cater for all the possible self-employment opportunities that may exist in the economy. The education system has therefore over time been producing educated but unemployable graduates.
This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
An Analysis Of the Union Budget from 2010- 2015 Education SectorSneha J Chouhan
This presentation explains about the Highlights of the Indian Union Budget for 5 years in the education sector and its impact.
P.S: Refer for educational purposes only.
Social and Economic problems in PakistanHareem_syed
Talks about the residing problems Pakistan is currently facing like shortage of electricity, unemployment and terrorism. The information in the slides is supported by statistical data.
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.
About Education in India. Has more information about the various aspects of early Secondary education in India. The presentation is one that was done at Ranchi. It's more about the role of state educational boards in the proper and strategic implementation of Secondary education throughout India. This is a detailed study of the system and could be effectively used in the school education system in India. Schools, individual teachers and the teaching community as a whole.
Objectives and strategies of 12th Five Year plan. Second generation reforms-Corporate Governance, CSR, External sector and Capital account convertibility
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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
1. ELEMENTARY EDUCATION IN INDIA
• Education is important not only for
development of one's personality, but also
for the sustained growth of nation.It is the
foundation on which the development of
every citizen and the nation as a whole
hinges.
• The quality of elementary education in
India has also been a major cause of worry
for government.
SARVA SHIKSHA ABHIYAN
After the District Primary Education Programme
(DPEP) of 1994, the govt. has now launched the
"Sarva Shiksha Abhiyan" or SSA. Sarva Shiksha
Abhiyan was launched in 2001 to universalize and
improve the quality of elementary education in India.
It has set 2007 as the deadline for providing primary
education in India and 2010 as the deadline for
providing useful and relevant elementary education to
all children in the 6 to 14 age group.
2. EDUCATION IN URBAN AND RURAL AREAS
• Despite all the efforts of the
government, universalization of
education in India remains a distant
dream.
• While the literacy rate is 65.38%
according to 2001 census, the female
literacy rate is 54.16%. While 80. 3%
urban people are literate, 59.4% of the
rural population is literate.
3. Out of School Children
320
249
116
135
70 75
0
50
100
150
200
250
300
350
2001-
02
2002-
03
2003-
04
2004-
05
2005-
06
2006-
07
• The number of out of school children is 75 lakh
(2007) (3.5%).
• 2.9% in 6-11 yrs OoSC
• Number of districts with more than 50,000
OoSC has reduced from 48 (2005) to 24 (2007).
(Assam 1, Bihar 11, Chattisgarh 1, Haryana 1,
Orissa 1, West Bengal 9)
In lakhs
Outcomes Expected
• Reduction in dropouts by at least
5% at primary level.
• Reduction in gender gap by at least
5%.
• Enhancing student and teacher
attendance.
• Focused programmes for improving
levels of learning in Maths and
Language in classes I to III.
5. 5
• Out of approx. 211 million children in the (6-14 yrs) age group - 84.91 % are enrolled in schools.
• More than 35 million children in the (6-14) age group are out of school
• Net primary school enrolment/attendance is only 77%
• By year 2016 there will be approx. 500 million people with less than five yrs of schooling
• Another 300 million that will not have completed high school. Two third of the population will lack minimum
level of education.
5
• More than 50 % of the girls in the country do not enroll in schools
• Only 45.8 % girls complete education in rural areas as compared to 66.3 % boys. In urban areas, 66.3 %
girls complete education as opposed to 80.3 % boys
• Children put in an average of 21 hours of labour per week, at the cost of education
• 60 million children are thought to be child labourers
• 35% of our population are still illiterate
Source: (Data compiled from figures provided by CRY, NGO Global March Against Child Labour, and
UNICEF), (UNICEF-India-Statistics (2004), (Report of the Committee on India Vision 2020, Planning
Commission, 2002)
6. 6
Vocational training and self-employment avenues
• Every year 5.5 million students pass out of Class X, of which 3.3 million go to Class XI, leaving 2.2
million out of the education stream.
• Those who drop out after Class VIII are approx. 20-21 million.
• Urgent attention needed for this 21 million-target group.
• Available formal training capacity of the country - only 2.3 million students.
• This leaves a gap of 18.7 million. The ITI system needs to be revamped to fill up this gap.
Providing basic facilities in each school
Setting up of primary schools within 1 k.m. radius
Education Guarantee Scheme and Alternative Innovative Education centres as alternative schools.
Back to school programme through bridge courses and residential camps.
Additional classrooms – a room for every teacher with minimum of two teachers at Primary level
Toilets/drinking water/child friendly elements.
Additional teachers to get pupil teacher ratio of 40:1.
7. 7
Future of Labour Ecosystem in India (based on TLSL report 2006)
• The potential working (20-59 yrs ) age population estimated in 2020 - over 761 million - Currently this is 567 million.
• The govt. is talking about creating 10 million jobs every year, however, the requirement is more than 15 million in a
year.
• Even if we find 100 million new jobs; 170 million will be out of employment in 2020, this is nearly 30%.
• Unemployment will be higher among SC / ST
• Only around 1.5 % of persons aged 15 years or more in rural areas and less than 5 % in urban areas had technical
qualifications of even the most rudimentary kind
• The biggest challenge will be to provide formal education and employment to the huge work force in 2020
Source: Team Lease Services Labour Report 2006 (The report mainly predicts the future of labour ecosystem in India,
state wise. )
8. 8
Shortage of skill in Various Sectors
• The projected growth rates in industry and services sectors are expected to generate 60 millions job
opportunities during 2006-12 and 156 million during 2006-16
• Semi-skilled and skilled labour: The shortage of factory workers and construction labourers is already being felt
across industries.
• Engineering industry is growing at a fast pace will be major requirement of skilled/talented manpower in this sector
• Food industry is fast-expanding, need professional food scientists and technicians in great number.
• Media and Entertainment: The demand for animation production services from India is growing. This has opened up
innumerable opportunities for students of Design, Fine Arts and Mass Communication.
• Biotechnology sector: 80 % shortfall of doctorate and post doctorate scientists.
• Food processing sector: 65 % shortfall of refrigeration mechanics, electricians’ etc. 70 % shortfall of food safety
personnel
9. 9
• Additional 21 million new jobs in merchandise trade by 2009-10
• IT and BPO sector could employ 9 million persons directly and indirectly by 2010
• Raising the rate of growth of manufacturing to 12 % could create 1.6 to 2.9 million direct jobs annually, and
another 2-3 times that number indirectly
• Retail Sector - demand of 3-5 lakh trained people in the northern region alone by 2010. This sector would throw
up 2 million employment by 2010.
• Leather - Based on increased targets for export and domestic demand, it would generate 3 million additional jobs
by 2022
• Civil Aviation - Needs 5400 pilots by the end of the 11th plan. Thereafter, there would be requirement of at least
150 pilots per year as replacements for retirements and normal attrition.
• Construction sector with a current employment of over 30 million is to witness boom by an annual growth rate of
30% in infrastructure. It would translate large no. of jobs far short of the employable skill available
10. 10
• Health sector: Shortage of 5 lakh doctors and 10 lakh Nurses.
• IT sector : Shortage of 5 lakhs (half a million) engineers.
• Education sector: Faculty shortage of 25-40 percent.
• Automobiles: employment expected to increase to 25million by 2015-16 from current 10.5 million, majority in the
shop floor of auto manufacturing
• Logistics: will grow in tandem with growth in trade, aviation and tourism
• Banking and Finance sector: 50-80 percent personnel shortage.
• Aviation sector: Severe shortage of pilots and ground duty officials.
• Textile sector: employ 35 million directly, besides 55 million in its allied sector. Expected to generate additional
14million jobs by 2012
• Pharma sector: Severe shortage of top pharma scientists as research expenditure by pharma companies has
quadrupled in the last 5 years. Thus there is a shortage of middle-level and junior scientists too. This has made salaries
of top pharma scientists rise to US levels.
• Project Management Services-this labour intensive sector will grow with growth in corporate structure, infrastructure
& retail industry
Source: Data compiled from (FICCI report, New Delhi); (NASSCOM); (NASSCOM McKinsey Report 2006); (Press
Release, Ministry of Com. & Ind. April 7, 2006); (Presentation made by NMCC to National Advisory Council,
February 18, 2006) (IL&FS, 2008)
11. 11
Appropriate strategies to be adopted
• Expand and upgrade vocational education and training
• Expand and upgrade higher technical education
• Promote research in educational institutions; and
• Redesign the educational pattern at the school level to facilitate skill development.
Government have to redefine its role in:
reforming and strengthening vocational education and training
clear policy for facilitating capacity expansion through private sector participation.
make investment in vocational training institutes bankable
promote industry and academia interaction to narrow the existing gap between the demand and supply of the
skilled manpower
It is very important at this stage to have different problem specific policy because one policy is not going to
fit in.
12. 12
Challenges to be addressed
• Disconnect between skills provided and skills required by the industry
• Revision of course curricula lags behind the need of the industry
• Out-dated machinery/ tools and technology
• Skill demand of Services/ Unorganized Sector are largely unmet
• Unsatisfactory employability of trainees because of poor quality of training
• Shortage of trained instructors and low instructor training capacity in the country
• Low prestige attached to vocational training
Focus in 2013-14
Team co-ordinator
B.praneeth(pranee513@hotmail.Com)
Members:
B.Anvesh(anvesh44444@gmail.com)
K.Sandeep(sandeepkapalwai@hotmail.com)
B.Eshwer(pranith513@gmail.com)
BalaSubramaniyan(7praneee@gmail.com)
