Bringing on Board New Institutions to provide skill Training

1. Bringing on Board New Institutions to provide skill Training Presentation by P.PanneervelIAS (Retd)

2. Overview • Participation in labour force rises rapidly after 14 years age. 100% force at the age range of 25-29 years; results in a semi-literate workforce • 38% of Indian workforce is illiterate, 25% has education up to primary school level and remaining 36% has an education level of middle and higher level. • Among persons within age group (15-29 years) only about 2% have received formal vocational training and 8% non-formal vocational training • The comparative data for developed economies is Korea (96%), Germany (75%), Japan (80%) and United Kingdom (68%) • Against 128 lakh new entrants to workforce, the existing vocational skill training capacity in India is 31 lakh seats, resulting in nearly 75% of potential new entrants to workforce having no opportunity for formal skill development

3. International models In skill training • Australian qualification framework: • Recognition of prior learning • Seamless pathways • Credit transfer • Germany • Vocational education training is the pillar of the Germany’s education system • Dual education system • Training is carried out in two places of learning: at the workplace and in a vocational school.

4. United Kingdom • The national framework covers general secondary and tertiary education, VET, work-based learning and prior learning • At the industry level, Sector Skills Councils (SSCs) and social partners are also engaged • Singapore • The National Skills Recognition System (NSRS) is Singapore’s national framework for establishing work performance standards, identifying job competencies and certifying skills acquisition • To assess the workers, assessment centres were set up. Workers can be certified at centralised assessment centres, workplace or a combination of both

5. General Education vis-a-visVE • General education: vertical progression possible • Technical Vocational Education and Training (TVET) • ITI and VE in higher secondary schools : a dead end • ITI to Polytechnics – pathway needed • Polytechnic student has difficulty in entering Engineering College – bridge course needed • VE and General Education: horizontal mobility difficult • No Recognition of prior learning • Unorganized sector employs 93% workforce • Most skills in unorganized sector acquired informally ,out side of VET system • Certification of prior learnt skills would raise • Incomes • Dignity • Promote upward mobility

6. Need for Attitudinal Reform of VE along with main stream education • Water tight entry and exit levels • Social non acceptance of VE as alternate to higher education • Over qualified youth and non availability of appropriate job • Mismatch between qualification and Industry needs • Need of hour there should be seamless integration between VE and Regular education • Enhancement in formidable world class workforce.

7. Bringing New Institutes for skill development • Vocational Education • Vocational training in unorganized sector • Vocational training in organized sector • Financing Vocational training • All technical education institutes • Industrial Estates • Tech Parks • SEZs etc.,