Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
mp poonia, profile picture
Uploaded bymp poonia
PPTX, PDF13,509 views

vocational education in India and challenges

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.

Education◦
Downloaded 728 times
Skills for Rural Youth: Issues and Challenges Prof MP Poonia Director, NITTTR (India)
PROGRAMMES & ACTIVITIES (NITTTR) Education & Training Curriculum Development Instructional Material Development Research & Development Extension & Consultancy
Global Context (contd.)  Out of 7.0 billion population of the world, around 3.3 billion stays in villages. 6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
 World is home to about three million villages, of which 92 per cent are in the developing world. 6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh Global Context
Indian Context
Indian Context (contd.)  Largest Democracy in the World , 1.2 billion population.  “Youngest nation” in the world with 54% population under the age of 25 years.  Total Workforce of 459 million.  India has 3rd largest education system globally.  Spends at 3.7% of GDP.  Global Skilled Manpower Shortage of 56.5 m by 2020 while India to have Surplus of 47 m.  Economic Growth @9%.
6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
Gross Enrollment Ratio The government has begun efforts to enhance Gross Enrolment Ratio (GER) in higher education to 30 % by 2020 from the current level of around 19 %. 6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
Education & Employment Status in Indian Context •1,50,000 are going abroad for higher education Govt. Job: 1% Pvt Job (organized) 2% Unorganized 97% • 41 million– registered in the employment exchange • 290 million unregistered or unemployed • Only 2% skilled population out of 97%
6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh It is necessary to increase access of marginalized communities to skill development opportunities & improve their employability. Indian Workforce (contd.)  An estimated 50–70 million jobs will be created in India over the next five years and about 75%–90% of these additional employment avenues will require some vocational training
12/6/2014 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
8 96 85 86 88 Vocational Skills in India Compares Unfavorably to 25 100 90 80 70 60 50 40 30 20 10 0 India Korea Japan Germany Canada Mexico other countries. India Receives only 8% formal Vocational Training which is very less. % Challenges For India
 India has one of the highest numbers of youth entering the workforce every year.  However very few among them have formal training, some receive on-job training while almost 90% are unskilled 6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh Indian Workforce
What Shall Be Done?
Ignition & Training Knowledge centre Unique ID of Trainee Data Collection Evaluation & Analysis Reporting Ethics & Values Different Levels of Skills Develop-ment Village Employ-ment Training of Rural Youth will Transform India
Technical and Vocational Education System in India Prime Minister’s National Council on Skill Vision •Massive ambition manifesting in creation of 500 million skilled people by 2022; 6-Dec-14 Central Government Development Prof. M.P.Poonia, Director, NITTTR, Chandigarh •High inclusivity; •Dynamic and self-healing adjustment process; and, •Focus on outcomes, consumer choice and competition.
Skill Pyramid (Total 500 Million) Highly Skilled College Educated Level 4 : 5% Level 3 : 20% Vocationally Skilled Level 2 : 25% Minimally Educated/ Requiring Modular Skills Level 1 : 50%
High Growth Rate Sectors • Automobile • Electronics hardware • Textiles and garments • Leather and leather goods • Pharmaceuticals • Gems & jewellery • Building and construction • Food processing • Handlooms & handicrafts • Building hardware and home furnishings • IT or software • ITES-BPO • Tourism, hospitality and travel • Transportation/ logistics/ warehousing and packaging • Retail • Real estate • Media, entertainment, broadcasting, content creation, animation • Healthcare • Banking/ insurance and finance • Education/ skill development • Un- organised sector
Sector Wise Skilling Target 6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
6-Dec-14 Prof. M.P.Poonia, Director, NITTTR, Chandigarh
Key Policies & Initiatives National Policy on Skill Development Skill Development Initiative Scheme Craftsmen Training Scheme NVQF NVEQF
6-Dec-14 Technical and Vocational Education Prof. M.P.Poonia, Director, NITTTR, Chandigarh System in India Central Government National Skills Development Corporation (NSDC) Objective  To contribute significantly (30%) to the overall target of skilling 500 million people in India by 2022, mainly by fostering private sector initiatives in skill development programmes and providing funding.
6-Dec-14 National Skills Development Prof. M.P.Poonia, Director, NITTTR, Chandigarh Corporation (NSDC)  It funds private sector skills training providers to setup centers in various high labor demand sectors.  The training centers of investee companies envisaged is 14000 and the average number of students per center per year is approximately 4153
Industry Associations FICCI CII ASSOCHAM
6-Dec-14 Industry Associations (contd.) Prof. M.P.Poonia, Director, NITTTR, Chandigarh
Ministry of Human Resource Development Department of School Education and Literacy (for TVET programmes in senior secondary schools) Department of Higher Education (for Technical Education) 6-Dec-14 Technical and Vocational Education System in India Prof. M.P.Poonia, Director, NITTTR, Chandigarh
International Bodies  ILO World Bank European Union
International Labor Organization * Supporting the technical processes of the National Policy on Skills Development (NPSD) Implementation of SDIS in selected clusters Relevant studies, for evaluation of ITIs and Methodology for identification of skills needs Implementation of pilot programs in selected areas Source: ILO, Synovate Interviews & Analysis
European Union 36 * The EU is supporting the SDIS by providing a grant of 6.5 million Euros (INR 417.5 million) The purpose of the EU support is to increase the capacity of DGE&T, NCVT and NSDC to implement the NPSD agenda Results expected are: Progress in the development of NVQF Development of LMIS and analysis practices
World Bank  World Bank has provided 70% of the total cost of INR 15.81 billion for the Vocational Training * The Project Aims To: •Upgrade 400 ITIs as Centers of Excellence •Train the instructors •Support studies set up NVQF •Provide incentive funds to states for good •Performance in project implementation
Public Private Partnership/ Private Sector Initiatives India Skills India Can Centum Learning IL&FS
Private Players’ Initiatives Educomp is a globally diversified and largest education company in India It has joint venture with Pearsons Education to form India Can to provide vocational training Bharti is one of the largest business groups in the telecom and retail in India It has established Centum Learning to provide learning and skill- building solutions
Private Players’ Initiatives (contd.) ILFS is one of India's leading infrastructure development companies It has established a business unit called the Cluster Development Initiative to impart skills training Manipal Education is the largest education services providers in India It has entered into a joint venture with City & Guilds UK to form IndiaSkills that provides industry-relevant skills
DGE&T • Relevance:  Low industry interface Systemic Gaps: Challenges (Contd.)  Labor Market Information System  Sector Skill Councils NVQF  Re-engineering of NCVT as National Vocational qualification and accreditation authority.
Socio-Cultural and Socio- Economic Diversity:  Diverse socio-cultural and socio-economic background, becomes hindrance in offering a standardized programme Need for Convergence for Skill Development:  Strategies and approaches to skill development are different DGE&T Challenges (Contd.)
•  The Gigantic Task  500 million persons in a variety of skills by the year 2022 Involvement of Multiple Agencies/ Departments/ Ministries:  There are 17 ministries/departments of Govt of India DGE&T Challenges (Contd.)
DGE&T • Standardization of Curriculum and Instructional Resources:  A massive effort is required in evolving curriculum and designing instructional resources. Inadequate Infrastructure:  Hardware, building, space ,power supply lacking in rural areas. Challenges (Contd.)
DGE&T • Shortage of Competent Trainers:  Almost for all skill courses there is a serious shortage of competent trainers. Involvement and Commitment of Private Sector:  All students may not get opportunities for acquiring hands on skills. Challenges (Contd.)
Challenges (Contd.) DGE&T • Equivalence of Skill Qualifications: Skill qualifications offered , many a times, are not equated with skill qualifications available abroad. Social Acceptability of Skill Courses: Social stigma becomes a de motivating factor for youth.
DGE&T • Mindset of Present Generation:  Mindset of present generation is in favor of undergoing training pertaining to white collar jobs Delay in Evolving Sector Skill Councils and National Occupational Standards  Evolving up to date curriculum can’t be met in absence of National Occupational Standards. Challenges (Contd.)
DGE&T • Design of Curriculum by Experts from Formal Sector:  It would made curriculum more relevant if the informal sector is involved in curriculum design. Absence of Manpower Forecasting:  There is no authentic manpower forecasting mechanism in place in India. Challenges (Contd.)
DGE&T Bringing skill development within the domain of universities:  The universities should become a significant partners in implementation of Skill Development Mission of the Govt of India. Challenges (Contd.)
50 In a nutshell, the building blocks of any skills strategy must be solid foundation skills. Stronger links between the worlds of education and work. Good-quality education in childhood. Good information on changes in demand for skills. Conclusions
 Training Systems shall be Responsive to Structural Changes in Economy and Society; Recognition of Skills and Competencies To Ensure Equity Accreditation, Assessment, Certification Mobilising Adequate Funds for Training Conclusions (contd.)
Thanks