Demand Driven Vocational Training; Certification

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• Demand Driven Vocational Training
  Certification Recognition of Skills
• Situation Analysis India
• Presentation by Y.P. Sharma
• Director
  (Trg.)
• DGET
• Yp_2007_at_yahoo.com
• Ministry of Labour Employment
• http//dget.gov.in

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Main Focus

• Situation Analysis India
• Labour Market Oriented Vocational Training
• Skill Upgradation Vertical Mobility
• Benchmarking of Skills Recognition for Skill
  Mobility

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Situation Analysis- India Vocational Education
(VE) Vocational Training (VT)

• Internationally, the terms Vocational Education
  
• and Vocational Training are used
  interchangeably
• or the use of combined term- Vocational
  Education and Training (VET).

• In Indian Context- education and training
• have been traditionally separated.

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• Vocational Education (VE) Vocational Training
  (VT) in India
• Vocational Education refers to vocational
  courses being offered in schools for Grades 11
  and 12 students under a Centrally Sponsored
  Scheme 'Vocationalization of Secondary
  Education. Ministry of Human Resource
  Development (MHRD ) has overall responsibility.
• Vocational Training is offered through separate
  training institutes set up for the purpose
  .Ministry of Labour Employment has over all
  responsibility .

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National Vocational Training System(NVTS) Manageme
nt Structure National State Level

• Vocational Training is a concurrent subject
• DGET is the nodal department for formulating
  policies, laying down standards, curriculum
  development, affiliation of institutes/ courses,
  trade testing and certification.
• Two tripartite bodies, viz. The Central
  Apprenticeship Council (CAC) and the National
  Council for Vocational Training (NCVT) advise
  Central Government on various aspects of VT
• Corresponding State Councils advise the State
  Governments in respect of vocational training at
  State level.
• The State Governments are responsible for
  implementation of Vocational Training Programmes
  at the State level .

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National Vocational Training System
(NVTS) Management Structure National State Level

• State Government Departments deliver
  vocational training through -
• Industrial Training Institutes (ITIs)- under the
  administrative and financial control of the
  respective State Government .
• Industrial Training Centers (ITCs)- privately
  funded and managed (some get support from State
  Governments)

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National Vocational Training System(NVTS) Vocatio
nal Training for school leavers

• Craftsmen Training Scheme (CTS)
• Vocational Training is offered through more that
  5000 institutes (ITIs/ITCs) in 107 trades for
  student with 8th to 12th class pass duration
  6 months to 3 years .
• ITI Graduates after completion of training and
  qualifying the Trade Test are awarded National
  Trade Certificate (NTC) and perceived as
  semi-skilled workers
• Apprenticeship Training Scheme (ATS )
• Shop floor training is offered through 20,700
  establishments in 153 trade for student with 8th
  to 12th class qualification and ITI Certificate
  holders duration 6 months to 4 years .
• Trainees after qualifying the Trade Test are
  awarded National Apprenticeship Certificate (NAC)
  and perceived as skilled workers

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National Vocational Training Scheme

• In-service Training
• Long term , Short term tailor made courses are
  offered at specialized institutes set up by
  Govt. of India at selected ITI s .
• Women Training
• 25 seats reserved in general ITI s.
• One National and 10 Regional Institutes for
  women offering Basic, Advanced Instructor
  Training .
• Women ITIs/Wings - 837 with 47,000 seats
•  

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Routes to Skills Progression for School leavers

• ITI graduates may enter as Trade Apprentices
  and qualify as skilled workers.
• Vertical mobility for ITI graduates -
  provision for lateral entry in second year have
  been kept in Diploma Courses offered at
  Polytechnics .
• Vocational Education graduates may enter as
  Technician Apprentices under Apprenticeship
  Training Scheme .

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Routes to Skills Progression for workers

• Industrial workers upgrade their skills through
  short term training programmes offered at DGET
  field Institutes and selected ITIs in
  specialized areas.
• These trained workers are perceived to be highly
  skilled
• Various Ministries at Central and State level
  are also providing specialized training to
  workers as per the requirement.

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National Skill Standards(NSS) and their importance

• NSS are set up primarily to specify the minimum
  skill and knowledge requirements that the workers
  are expected to possess in specific occupational
  areas .
• Used as a tool for unifying all training
  programmes, training standards, training material
  .
• A National skill testing and certification system
  can be establish.
• Acceptable means of assessing the competency of
  skilled manpower.
• Mobility and opportunities in terms of employment
  and promotion with in the country and abroad.
• NSS for 107 trades under CTS 153 trades for
  ATS are developed and in force.

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Demand Driven Vocation Training- present scenario

• New trades are introduced regularly to ensure
  that skilled man power is available in employable
  emerging areas .
• Unpopular trades not relevant to the market needs
  are deleted .
• Periodic review updation of course curricula
  involving experts from Industry.

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Demand Driven Vocational Training- present
scenario Centres of Excellence (Coe)

• 500 ITIs (100 from domestic and 400 with
  World Bank assistance) are being upgraded into
  Centre of Excellence . The highlights of the COEs
  are
• flexible multi-entry/ multi-exit, multi-skilling
  modular courses as per the needs of
  Industry
• active participation of Industry at every stage
  for development of COE viz from assessment of
  training needs , development of Curricula,
  selection of trainees to testing of trainees and
  assisting in placement of ITI graduates

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National system of Testing Certification
Testing and Certification (Skills acquired
through formal training )

• A well established trade testing certification
  system in the country.
• 28 All India Trade Tests held annually for
  different levels.
• Trainees of ITIs/ITCs and trade Apprentice in
  companies are subjected to trade tests at the
  national Level .
• Written and Practical test , Question Papers are
  prepared involving trade experts from Industry
• Test papers moderation by academicians.
• National Trade Certificate and National
  App.Certificate are awarded under the aegis of
  NCVT to ITI Graduates and Trade Apprentices
  respectively.

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National Vocational Training System
(NVTS) Recognition- employability perspective

• Certificates awarded under CTS and ATS are
  recognized qualification for employment under
  States and Central Government deptts /
  Undertakings .
• National Certification has credibility both with
  in the country abroad .
• Industrial workers after skill upgradation are
  awarded certificates at the institute level,
  which is recognized by sponsoring organization. .
  

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National Skill Competition - need to participate
in World Skill

• Skill Competition for Craftsmen -- 13 trades
  once a year
• Skill Competition for Apprentices 15 trades -
  twice a year -local, regional All India Level
  .
•      Awards
• Best Craftsmen , Best Apprentices - Merit
  certificates Cash price.
• Best State Certificate of Merit running
  shield
• Best Establishment - Certificate of Honour from
  the Honble President of India running trophy
  .
• Work Skills Competitions conducted jointly by
  DGET CII once a year in nine trades for
  its member industries .
• .

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World Skills Competition - Participation

• No Participation at international level .
• India decided to become member of World Skill
  participate in Worldskills Competition .
• Work skill competition jointly conducted by DGET
  CII are being modified in line with Worldskills
  competitions .
• Experienced gained would be useful for
  reorienting the training programme offered in the
  country to make it world class.

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Vocational Training in Informal Sector

• In India , a large number of workers have
  acquired skills in an informal manner
• Family tradition/ occupation or by virtue of
  being in employment in a particular trade for a
  long time.
• The skills acquired are in varying areas of
  activities
• The size of the informal economy in India is
  large and about 93 of the total work force is
  engaged in the informal economy.
• Lack of testing certification of their levels
  of skill
• attainment results in stagnation without
  any scope for elevation.

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Testing and Certification Initiatives for
recognizing informal learning

• Need for introducing system for Testing
  Certification of skills acquired informally
• Initiative for Testing and Certification of
  skills of workers who have not undergone any
  formal institution training was taken up.
• Implemented through 3 approved agencies/bodies
  and 17 State Governments
• Competency based skill standards have been
  developed for 47 skill areas mainly for
  construction sector .

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New strategies Skill Development for informal
sector

• To provide skill training to, economically weaker
  section less educated persons - a new
  framework for skill development is being
  evolved. Competency oriented employable skill
  training will be offered on modular basis.
• The scheme envisaged to train and certify 1
  million persons in five years in employable
  skills .
• Thereafter 1 million people will be trained every
  year .
• These acquired qualifications will be expressed
  in terms of learning outcomes. For skill
  progression of this target group a national
  qualification frame work is being evolved.

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ILO recommendation 195 on frame work for
recognition and certification of skills adopted
by the ILO conference at ninety second session
Geneva,17th June,2004

• Measures should be adopted , in consultation with
  the social partners and using a national
  qualification framework, to promote the
  development, implementation and financing of a
  transparent mechanism for the assessment ,
  certification and recognition of skills including
  prior learning and previous experience,
  irrespective of the countries where they were
  acquired and whether acquired formally or
  informally .
• Such as assessment methodology should be
  objective, non discriminatory and linked to
  standards.
• The national framework should include a credible
  system of certification which will ensure that
  skills are portable and recognized across sectors
  industries , enterprises and educational
  institutions.
• Special provisions should be designed to ensure
  recognition and certification of skills and
  qualifications for migrant workers.

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Skill mobility

• Globalization of trade and employment has brought
  in a qualitative change world over.
• Mass movement of people across the national
  boundaries
• Manpower has become a potent force as a good
  source of foreign exchange earning and
  regeneration of economic growth .
• People are also migrating with a view to
  upgrading their skills.
• India has a vast reservoir of skilled,
  semi-skilled and unskilled manpower .
• India being young country, larger number of
  Indians can emigrate to other countries for work
  if they are given proper training, counseling and
  reorientation.

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Skill mobility Issues

• Development of National Qualification framework
  including certification which will ensure that
  skills are portable and recognized across
  boundaries .
• Mutual recognization of Qualification framework
  and harmonization of skill standards .
• Obstacle free mobility of workers .
• Raising skill levels of Indian workers .

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Skill mobility Approach

• Development of National Qualification
  framework
• A Nationally agreed framework that would guide
  and reflect the agreement of stake holders
  required to be developed.
• Such Framework will act as a bridge between
  different national systems of acquiring skills
  and facilitate transparency, mobility and
  progression of different levels of skilled people
  working in and outside the country.
• 
  1/4

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Skill mobility Approach

• Mutual recognition of Qualification and
  harmonization of skill standards
• Projection of employable areas and development
  of acceptable skills standards
• Cooperation agreement with partner countries for
  a coherent framework of qualification.
• Mechanism to acquire skill needed and get it
  certified by appropriate authority.
• 
  
  2/4

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Skill mobility approach

• Obstacle/ barrier free mobility of workers
• Mutual recognition of qualifications .
• Avoid discrimination while evaluating the foreign
  countries qualification .
• ( In practice national qualifications are
  considered superior)
• Build up mutual trust and confidence through
  regular contacts
• Easy/ fast track visa to workers having
  recognized qualification
• 
  3/4

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Skill mobility approach

• Raising skill levels of workers
• Measures to upgrade Skill standards of workers
  with active participation of stake holders .
• Measures could include having skills competition
  amongst partner countries .
• 
  4/4

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VISION

• Skill Capital of the World
• Re-orientation of the training courses to
  produce workforce of world standards
• Benchmarking of skills acquired informally
  for Skill mobility of the workforce.

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Thanks