1.
BUILDING
KNOWLEDGE
WORKERS
THROUGH
SKILL
COLLEGES:
PILOTING
100
COMMUNITY
COLLEGES
IN
12th
PLAN
Approach
Paper
for
achieving
this
through
“Skill
Colleges”
ü Industry
lead
program
that
caters
to
job
readiness
ü Modeled
after
global
best
practices
ü Adapted
for
India’s
unique
needs
ü Integrated
into
existing
systems
ü Supported
by
strong
partner
networks
www.wadhwani-­‐foundation.org
January
2012
Confidential
1

2.
Table
of
Contents
Executive
Summary:
..............................................................................................................................
3
1.
Intervention
at
post-­‐Secondary
Education
level
–
A
Case
for
Action
................................................
4
2.
NVEQF
based
Skill
Colleges
in
higher
education
............................................................................
6
3.
Implementation
Model
................................................................................................................
10
3.1
Challenges
for
implementing
NVEQF
in
Higher
Education
.....................................................
11
3.2
Anchors
for
Deployment
........................................................................................................
12
3.3
Approach
for
Rolling
Out
........................................................................................................
12
3.4
Plan
and
Supporting
Elements
...............................................................................................
15
4
Driving
Success
by
nurturing
implementations
in
Pilot
and
beyond:
............................................
18
4.1
National
Skill
Knowledge
Network
(NSKN)
.............................................................................
19
5.
Benefits
and
Next
Steps:
..................................................................................................................
21
Appendix
A.
Sample
Courses
in
Various
Industries:
............................................................................
23
Confidential
2

3.
Executive
Summary:
India
needs
to
create
tens
of
millions
of
highly
skilled
knowledge
workers
to
sustain
its
economic
growth,
meet
global
demand
and
fulfil
its
human
potential.
To
meet
the
skill
demands
of
a
growing
Indian
economy
and
increasing
youth
population,
GoI
has
launched
various
Initiatives
around
Skill
development
and
MHRD
has
also
established
the
NVEQF
to
facilitate
and
formalize
Skill
development.
This
paper
focuses
on
implementation
of
the
NVEQF
at
Levels
5
through
7
through
Skills
Colleges
modelled
after
the
Community
College.
This
will
build
world-­‐class
capacity
for
three
million
higher
education
seats
tightly
linked
with
market-­‐linked
vocational
education.
Working
closely
with
Industry,
Central
&
State
Governments
as
well
as
Educational
Institutes,
the
Initiative
aims
to
offer
a
faster,
cheaper
and
better
alternative
to
the
regular
college
track
and
thus
open
the
doors
to
the
4.5
million
youth
left
behind
after
completing
Class
12
each
year.
Rolling
out
NVEQF
in
Higher
Education,
especially
at
the
Level
5
and
6,
will
meet
critical
needs:
• Right-­‐skilling
the
currently
under-­‐equipped
Knowledge
Workers
for
global
jobs
of
the
future
• Overcome
barriers
of
affordability,
accessibility
and
employability
to
push
more
working-­‐age
youth
to
pursue
higher
education
and
improve
GER
of
the
nation
A
“Skills
Colleges”
model,
similar
to
Community
Colleges,
that
offers
shorter
term
courses
like
1-­‐year
Diplomas
or
2-­‐year
Associate’s
Degrees
is
proposed.
This
could
best
drive
national
standards
while
meeting
the
needs
of
the
local
industry
and
populations.
They
could
be
set
up:
• Within
Current
Systems.
The
existing
College
or
VET
Provider’s
physical
infrastructure
could
be
used,
but
with
separate
course
offerings,
distinct
curriculum,
teachers,
assessments,
etc.
• As
new
dedicated
“Skills
Colleges”.
These
could
be
built
on
the
NVEQF
principles
from
the
beginning
and
would
be
focused
on
meeting
Knowledge
Worker
skills
In
the
12th
5-­‐year
Plan
for
India,
100
Community
Colleges
are
planned
to
prove
the
value
of
the
model
in
addressing
the
skill
gaps.
To
implement
this
correctly,
a
“4-­‐S”
(Select
Pilot,
Scope
up
to
various
industries
gradually,
Standardize
curriculum,
assessments,
etc.
to
start
with
and
Support
for
success)
approach
is
suggested.
Piloting
will
gain
quick
traction
with
forward
thinking
and
aligned
early
adopters,
consolidate
learnings
into
replicable
models
through
the
support
structure
to
enable
further
scale-­‐up
and
adoption
and
then
become
a
self-­‐sustaining
vibrant
ecosystem
across
the
various
geographies
and
industries
in
the
long
run.
It
is
suggested
that
a
PPP
with
the
government
and
partners
like
Wadhwani
Foundation
called
National
Skill
Knowledge
Network
(NSKN)
can
play
a
vital
role
in
supporting
and
ensuring
success
of
this
program.
It
is
envisioned
that
this
entity
can
be
setup
in
mission
mode
with
increasing
portion
of
the
funding
for
such
capacity
building
activities
being
borne
by
the
beneficiaries
(industry,
colleges,
etc.)
over
time.
Confidential
3

4.
The
National
Vocational
Educational
Qualification
Framework
is
a
pathbreaking
step
in
integrating
vocational
training
and
formal
education
in
India.
Proper
implementation
of
NVEQF
in
higher
education
will
help
build
work-­‐ready
students
for
the
knowledge
economy
jobs
of
the
future.
Assuming
the
context
of
NVEQF
is
known
to
readers;
this
paper
focuses
on
its
actualization.
1.
Intervention
at
post-­‐Secondary
Education
level
–
A
Case
for
Action
India’s
growing
economy
and
demographic
dividend
(leading
to
25%
of
the
global
working
age
population
by
2025)
provides
India
great
prospects
of
becoming
the
human
capital
to
the
world.i
However,
this
opportunity
can
only
be
harnessed
if
our
youth
is
trained
and
skilled
to
be
productive
in
the
global
economy.
It
is
estimated
that
top
Industry
sectors
will
need
around
250
million
additional
employees
by
2022.ii
The
PM
has
called
for
skilling
(or
re-­‐skilling)
500
million
people
in
this
time
frame.
Where
will
these
jobs
be?
Across
the
board
as
depicted
in
Fig.
1.
and
many
organizations,
including
NSDC
are
addressing
the
lower
categories
of
jobs.
However,
a
concerted
effort
in
skilling
knowledge
workers
at
scale
is
sorely
missing
and
in
a
knowledge
economy
,
jobs
will
be
increasingly
migrating
to
a
hitherto
under-­‐equipped
category
of
“knowledge
workers”
as
shown
in
Fig.
1:
Fig.1
Knowledge
Workers
are
under-­‐served
by
current
Education
and
Training
India’s
growth
ensures
a
push
towards
a
knowledge
economy
involving
millions
of
skilled
people
across
all
sectors..
Even
traditional
blue
collared
jobs
(like
Automotive)
are
gaining
a
knowledge
work
status
with
advances
in
technology.
Creating
a
pool
of
such
knowledge
professionals
is
going
to
be
crucial
in
growing
industries
and
attracting
FDI.
Hence,
rightly,
the
12th
plan
targets
to
increase
higher
education
from
current
12.4%
to
21%
(see
Fig.2
below).
Confidential
4

5.
Comparisons
of
higher
education
beyond
12th
standard
(See
Fig.
2
below)
indicate
that
this
is
a
dire
need
as
India
lags
behind
other
countries.
About
64%
students
stop
after
12th
class
because
of
affordability,
accessibility
and
employability.
Lack
of
options
is
also
said
to
increase
dropouts
in
earlier
classes.
While
obtaining
a
college
degree
is
a
matter
of
prestige
for
most
Indians,
the
sad
reality
is
that
it
doesn’t
significantly
improve
employability
of
students.
Degree
colleges
have
also
grown
from
7,350
in
1990
to
18,500
in
2007,
but
only
around
40%
graduates
are
employableiii
and
Degree
colleges
do
not
focus
on
Intermediate
skills.
It
is
said,
the
current
Indian
college
education
just
delays
unemployment
by
three
to
four
years!
th iv
Fig.2 High Dropout after 12 Class Low GER % for Higher Ed. .
To
summarize,
the
reasons
to
pursue
a
“community
college”
like
model
include:
1. Demand
for
Knowledge
Worker
Skills
by
Industry/Employers
Economic
growth
of
India
is
fuelled
by
growth
in
domestic
as
well
as
global
demand.
Technological
advances
causes
need
for
higher
skilled
workers
across
sectors
in
the
domestic
market.
Our
young
population’s
demographic
dividend
demand
attracts
global
jobs
but
needs
a
higher
level
of
educated
workforce
for
multinationals.
Community
Colleges
aim
to
impart
quality
and
quantity
of
such
industry
relevant
post-­‐secondary
education
which
can
cater
to
this
demand
2. Lack
of
Employable
Skills
from
Educational
Institutes
Current
tertiary
education
doesn’t
produce
employable
graduates
for
various
reasons
including
lack
of
industry
drivers
or
orientation.
Community
Colleges
focuses
on
meeting
the
needs
of
local
industry
and
community
through
practical,
industry
driven
education
3. Poor
Higher
Education
Gross
Enrollment
Ratio
Only
a
minority
pursue
higher
education
after
secondary
studies
due
to
reasons
of
employability,
accessibility
and
affordability.
Community
Colleges
addresses
these
issues
through
short-­‐term
courses
aimed
at
meeting
immediate
and
future
needs
of
the
students
(and
local
industries),
thus
encouraging
students
to
start
higher
education
and
put
them
on
a
pathway
to
future
growth
–
educational
and
professional.
In
absence
of
pertinent
employable
skills
training,
companies
often
resort
to
in-­‐service
training
whose
rigour
and
quality
varies
widely.
A
few
progressive
companies
have
even
outsourced
their
internal
trainings
to
independent
educational
and
training
institutions.
However,
all
these
are
ad-­‐
Confidential
5

6.
hoc,
company
and
job
specific
training
which
doesn’t
necessarily
enhance
skills
for
growing
in
a
career
or
even
in
the
company.
The
analysis
of
relative
merits
and
issues
of
the
options
are
summarized
in
the
table
below:
Levers
Formal
Vocational
Corporate
Training
Outdated,
Not
Customised
for
Curriculum
Industry
Oriented
Trade
Focus
Specific
Company
Low
Industry
Govt.
or
Industry
Teachers
Exposure
Trainers
Industry
Trainers
Pedagogy
Theory
Practical
Practical
Industry
Connect
Low
Low
High
Social
Acceptability
High
Low
High
Up
skilling/
Reskilling
Longer
Duration
Low
Limited
Cost
High
Low
High
Duration
Long
Short
Short
Over
qualified
-­‐
Student
Profile
Under
Skilled
Skilled
Skilled
Accessibility
Limited
Good
Limited
Fig.
3a
Analysis
of
Current
Skill
Development
Options
It
is
clear
that
an
innovative
model
is
needed
to
transform
higher
education
to
address
the
above
mentioned
shortcomings.
We
need
a
new
paradigm
that
rectifies
the
dropout
and
employability
problems,
thereby
creating
knowledge
workers
who
are
also
trained
hands
on
sectoral
skills.
The
logical
prescription
for
such
a
program
that
addresses
the
current
limitations
is
summarized
below:
Levers
Current
Need
Curriculum
Contemporary,
Industry
Relevant
Teachers
Trained
&
Certified
by
Industry/
Bodies
Pedagogy
Theory
+
Practical
Industry
Connect
High
Social
Acceptability
High
Up
skilling/
Reskilling
Easy
Mobility
for
Incremental
Employability
Cost
Low
Duration
Moderate
Student
Profile
Right
Skilled
Accessibility
Widespread
Fig
3b.
Program
Prescription
to
Overcome
Current
Limitations
2. NVEQF
based
Skill
Colleges
in
higher
education
The
NVEQF
framework
provides
the
ideal
pathway
for
fulfilling
the
academic
gaps
and
bridging
the
Industry
–
Academia
disconnect.
The
layered
certifications
allow
easy
mobility
and
upskilling
for
career
progression.
Confidential
6

7.
This
was
recognized
as
early
as
1986
in
the
National
Policy
on
Education
which
stated,
inter-­‐alia,
that
“The
introduction
of
systematic,
well-­‐planned
and
rigorously
implemented
programme
of
vocational
education
is
crucial
in
the
proposed
educational
re-­‐organization…
Vocational
education
will
be
a
distinct
stream
intended
to
prepare
students
for
identified
vocations
spanning
several
areas
of
activity.”
HRD
Minister
Kapil
Sibal
reiterated
this
when
he
emphasized
that
the
NVEQF
will
help
in
making
the
vocational
course
more
acceptable
to
the
people
who
now
give
importance
to
other
plain
paper
degreesv.
As
prescribed,
the
various
levers
of
the
skill
based
education
can
be
explained
under
the
context
of
NVEQF
framework.
This
seeks
to
make
the
system
Employable
and
Relevant
having
industry
drivers
in
all
aspects
-­‐
definition
of
curriculum,
teachers,
student
exposure,
etc.;
allows
Flexibility
in
Time
and
Cost
through
offering
educaiton
in
modular
building
blocks;
improves
Access
by
integrating
with
mainstream
education
and
using
technology;
and
offers
Future
Growth
through
vertical
mobiity.
Curriculum
Curriculum
is
imperative
to
integrating
the
skills
into
education.
The
program
will
ground
students
in
general
educational
knowledge
and
functional
skills
so
as
to
give
student
broad
grounding
on
fundamentals.
This
will
prevent
pigeonholing
him
or
her
into
a
very
specific
industry
and
will
enable
future
lateral
mobility
across
industries
depending
upon
changing
economic
situation
in
demand
and
opportunities.
Hence
the
curriculum
will
have
general
skills
courses
as
it’s
foundation,
professional
and
functional
courses
as
the
pillars
and
industry
specific
courses
will
round
off
the
course
as
shown
in
Fig.
4
below
Fig.4.
Curriculum
–
Broad
Foundation
&
Functional
base;
Industry
finishing
Teachers
The
teachers
for
vocational
courses
will
ideally
have
prior
industry
experience
or
at
the
very
least
should
have
industry
exposure
and
contact.
Industry
should
be
involved
in
their
selection
and
training
on
an
ongoing
basis
to
keep
them
current
on
the
latest
industry
trends.
Pedagogy
Workshop
based
lecture
demo,
industry
exposure,
group
study
to
increase
collaborative
and
peer
learning
is
recommended.
Each
teacher
to
act
as
a
mentor;
being
a
facilitator
than
just
an
instructor
will
prevent
rote
learning
and
increase
participation
from
the
students.
Multi-­‐mode
training
methods,
consisting
of
class-­‐room,
satellite
(using
hub-­‐and-­‐spoke
model),
e-­‐Learning
and
on-­‐the-­‐job
training,
will
offer
access
and
effectiveness
even
in
remote
areas.
Industry
Connect
Select
Industry
partners
will
meet
often
with
faculty
and
deans
to
review
admission
criteria,
curriculum,
faculty
training,
exams
and
the
like.
Visiting
Faculty/Trainers,
exposure
to
local
industry
through
visits
and
assignments,
industry
based
internships,
etc.
will
further
reinforce
development
Confidential
7

8.
of
work
relevant
education.
The
continuous
industry
connect
will
keep
the
entire
ecosystem
warm
to
the
economic
developments
affecting
job
requirements.
Social
Acceptability
By
mainstreaming
the
programs
through
existing
higher
education
Institutes
and
by
creating
pathway
to
merge
into
mainstream
education,
the
candidates
will
also
pick
up
a
formal
education
qualification.
This
would
be
deeply
impact
the
social
quotient
of
the
vocational
programs.
Up
skilling/
Reskilling
(Mobility)
NVEQF
offers
a
continuous
credit
based
systems
with
intermediate
certificate,
diploma
or
associate’s
degree
awards.
Prior
learning
is
also
transferable
to
higher
levels
leading
up
to
a
degree
programs
or
Skill
Competence
certificates
(NCC
–
National
Certificate
of
Competence).
This
gives
options
for
upward/vertical
mobility
in
both
education
and
career
rather
than
being
a
dead-­‐end
option.
Cost
Shorter
term
courses
(1
year
Diploma
(NVEQF
Level
5),
2
year
Advanced
Diploma
or
Associate’s
Degree
(NVEQF
Level
6)
or
modules
thereof)
would
make
it
affordable
and
attractive
to
more
students.
Students
can
pick
up
entry
level
skills
or
upskill
to
get
into
supervisory
role.
The
“earn-­‐
and-­‐learn”
model
would
take
care
of
subsistence
aspects
during
training.
Duration
(Flexibility)
The
courses
will
be
modular
and
short-­‐term
allowing
multiple
entry
and
exits
at
3
or
6
months
(certificates),
12
months
(diplomas),
etc.
NVEQF
Level
6
could
correspond
to
“Associate’s
Degree”
as
per
the
general
global
practice
and
existing
framework
in
IGNOU.
Each
module
enabling
competence
to
a
certain
job
capability
and
carrying
over
logically
into
the
next
module.
Recongition
of
prior
learning
and
carryover
of
credits
earned
from
prior
coursework
will
be
integral
to
overcome
the
issues
of
affordability
and
accessibility
and
open
the
programs
up
to
students
who
hitherto
dropped
out.
Student
Profile
The
courses
would
be
very
focussed
on
developing
sector
specific
skills
and
therefore
the
candidates
will
be
right
skilled
and
job
ready.
Rather
than
one
size
fits
all,
the
job
requirements
would
determine
the
compentence
and
educational
level
and
intermediate
student
qualifciations.
Accessibility
By
accrediting
existing
higher
education
Institutes
and
other
registered
VET
providers,
using
their
infrastructure
in
the
evenings,
accessibility
and
availability
of
the
programs
will
help
widespread
reach.
Vocational
component
and
recognition
of
prior
learning
would
also
open
it
up
to
otherwise
academically
challenged
population.
Technology
enablement
through
ICT,
eLearning,
etc.
would
further
enhance
reach.
So
Skill
Colleges
can
be
defined
in
Indian
context
as
institutions
of
which
meets
the
needs
of
Industry
and
Students
by
providing
job-­‐oriented
short-­‐cycle
Higher
Education
with
pathways
to
further
education.
They
offer
short-­‐term
certificates,
Diplomas
and
Associate’s
degree.
Key
characteristics
of
this
model
are:
1. Higher
Education.
These
clearly
are
in
the
domain
of
tertiary
education
catering
to
post-­‐secondary
students.
NOTE:
Those
who
haven’t
passed
12th
could
have
to
get
their
HSLC
certificate
through
open
schooling
or
bridge
courses
with
possible
help
from
CCs
(E.g.
in
US,
CCs
help
prior
dropout
students
Confidential
8

9.
get
their
GEDs
in
this
way).
However,
that
is
just
a
path
to
the
end;
the
mainstay
is
higher
education.
The
transfer
of
credits
or
hours
of
study
towards
degree
programs
also
ensures
that
this
builds
bridges
between
school
and
colleges,
encouraging
more
students
to
pursue
higher
education
degrees.
2. Employment
Oriented
Unlike
pure
arts/science
or
even
commerce/engineering,
the
objective
is
to
meet
the
aspirations
of
the
students
–
which
is
to
find
a
good
job
after
the
course.
It
also
meets
the
needs
of
the
local
industries
–
which
often
are
sponsors
and
associates
of
the
CC.
The
combination
of
Knowledge
&
Skills
for
meeting
certain
skilled
job
roles
that
the
industry
need
is
the
mainstay
of
the
program.
The
duration
of
the
course
depends
upon
the
training
needs
for
the
particular
job.
Adjunct
teachers
from
the
industry
may
be
used;
as
may
industry
facilities
be
leveraged
for
practicals.
3. Accessible/Cheaper
By
offering
a
combination
of
shorter
duration
and/or
part-­‐time
courses
(allowing
earlier
start
to
earning
or
earning-­‐while-­‐learning),
lower
fees
(through
government
funding/
subsidies),
paid
internships,
etc.,
they
address
many
reasons
students
do
not
pursue
higher
education
and
degree
programs.
4. Modular/
NVEQF
Compliant
The
courses
will
be
modular
and
in
accordance
with
NVEQF.
These
will
cater
to
Level
5,
6
and
7
correposnding
to
year
1,
2
and
3
of
degree
colleges.
There
are
key
differences
between
current
educational
insitutes
and
Community
Colleges.
They
are
represented
in
Fig.
5
below:
Skill
Colleges
Degree
Colleges
Polytechnics
ITIs
MES
Job
Orientation
High
Low
Med
High
High
Industry
Sectors
Cross-­‐Functional
Cross-­‐Functional
Engineering
Mfg.
Mfg,
Service
Type
of
Jobs
Knowledge
Workers
White-­‐Collared
Engineering
Blue
Collared
Blue
Collared
Industry
Involvement
High
Low
Med
Med
Med
Education
Focus
Higher
Education
Higher
Education
Intermediate
Lower-­‐Inter
Lower-­‐Inter
Duration
Flexible:
6m-­‐2y
3-­‐4
years
3
years
1-­‐2
years
Few
months
Tranferability
High
High
Med
Low
Low
Fig.
1
What’s
the
difference?
Comparison
of
Various
Existing
Programs
Confidential
9

10.
Industries
(and
job
types
within
them)
who
could
be
good
consumer
for
such
candidates
may
include
IT/ITES
(Low
level
Testing
Analysts,
BPO
Associates),
Retail
(Senior
Customer
Service
Associates),
Hospitality
(Operations
Managers
in
Front
Office,
Housekeeping
and
Food
&
Beverage,
Travel
Agents),
Automotive
(Service
Associates),
Banking,
Financial
Services
and
Insurance/BFSI
(Sales,
Desk
Associates),
etc.
A
more
comprehensive
list
of
courses
is
enclosed
in
Appendix
A.
3. Implementation
Model
The
NVEQF
Levels
5
and
6
(and
modules
thereof)
can
be
implemented
within
“Skills
College”
programs
offered
within
Higher
Educational
setup
with
equivalance
and
transferability
to
regular
streams
as
reflected
in
Fig.
5
below:
Fig.5
Higher
Education
Industry
Job
oriented
NVEQF
Programs
via
Skill
Colleges
Skills
Colleges
offering
Associate
Degrees
would
integrate
such
programs
within
Current
System
(existing
Institutions,
but
Distinct).
They
also
could
be
standalone
Associate
Degree
Colleges.
Skills
Colleges
will
either
be
part
of
or
affiliated
with
existing
colleges/universities
to
assure
transferability
of
NVEQF
and
cross-­‐fertilization
between
skills
training
&
academia.
However,
the
programs
would
be
specifically
designated
and
run
as
distinct
programs
within
the
general
offerings.
Fig.
6
Programs
offered
within
existing
institutions
but
with
distinct
identity
and
execution
They
could
also
be
offered
by
Registered
Education
and
Training
providers
(RETPs)
in
a
similar
manner
with
appropriate
safeguards
and
academic
accreditation
offered
by
relevant
bodies
in
the
region/domain
as
prescribed
by
NVEQF.
This
entity
could
evolve
into
a
new,
dedicated
Associate
Confidential
10

11.
Degree
(upto
Level
6)
granting
institution
which
is
aligned
with
these
principles
right
from
the
inception
stage
and
hence
builds
the
appropriate
DNA
within
its
systems
and
personnel.
Infrastructure
needed
for
practical
labs
or
industrial
training
can
be
inhouse
or
arranged
from
external
institutes
(ITIs,
Industries,
etc.)
as
shown
in
Fig.
6.
There
is
evidence
from
the
experience
of
other
countries
that
such
skill
or
community
colleges
will
improve
accessibility,
increase
inclusiveness,
lower
costs
and
create
upward
mobility.
3.1 Challenges
for
implementing
NVEQF
in
Higher
Education
The
collegiate
system
imposes
certain
additional
conditions
on
implementing
NVEQF
as
in
Fig.
7:
Fig.
7.
School
vs.
Higher
Education
NVEQF
Requirements
NVEQF
rollout
has
initially
been
targeted
at
school
education,
which
is
probably
simpler
because
of
monolithic
streams
or
syllabi,
central/state
control
for
both
public
and
private
schools
and
limited
pre-­‐requisites
as
it
begins
here.
The
Higher
Education
collegiate
and
University
System
is
more
fragmented
with
multiple
programs/specializations
offered
under
several
autnomous
universities
and
complex
regulatory
systems
as
indicated
in
Fig.8
below.
Colleges
are
fewer
with
uneven
geographical
spread
and
much
more
discretionary
from
a
student
enrollment
standpoint.
Since
they
start
at
NVEQF
Level
5,
students
will
need
to
meet
the
pre-­‐requisites
of
Level
1-­‐4.
Fig.8
Fragmented
and
Distributed
Higher
Education
System
Needs
Focused
Implementation
Confidential
11

12.
To
effectively
introduce
this
new
system
in
such
a
diverse,
distributed
and
well
established
network,
the
strategy
and
implementation
needs
to
be
well
thought
out
and
focused
to
ensure
fidelity
to
the
original
concept
of
NVEQF,
its
design
and
desired
results.
3.2 Anchors
for
Deployment
In
order
to
actualize
the
vision
of
NVEQF
a
measured
and
well
thought
out
implementation
approach
is
necessary.
At
the
highest
level,
there
can
be
a
two
pronged
approach:
1. Within
Current
System.
Such
programs
–
certificate,
diplomas
and
leading
upto
a
2-­‐year
associate’s
degree
–
can
be
implemented
within
existing
Higher
Education
Universities/
Colleges
physical
infrastructure,
but
with
distinct
identity
and
separation
in
terms
of
soft
infrastructure
(content,
teachers,
industry
linkages,
assessments,
etc.).
Classes
and
Labs
could
be
used
after-­‐hours
to
increase
capacity.
This
has
been
described
above
in
section
2.
2. As
new
Dedicated
“Skills
Colleges”
granting
Associate
Degrees.
This
could
be
tied
to
new
vocational
universities
that
would
be
setup
and
would
be
focused
on
meeting
Knowledge
Economy
skills
needs
from
the
beginning.
Hence
they
could
be
designed
and
evolved
with
a
NVEQF
system
in
mind
–
much
like
the
Community
Colleges
in
the
US,
Professional
Colleges
in
the
UK
or
Vocational
Colleges
in
Germany
or
Switzerland,
etc.
The
advantage
of
implementing
within
the
existing
Colleges
under
University
system
is
that
the
transferability
of
the
1
year
or
2
year
program
to
higher
education/degree
courses
will
be
easier
under
the
same
system.
At
the
same
time,
keeping
it
separate
frees
it
from
the
constraints
–
so
that
it
can
be
developed
as
a
truly
employment
driven
system
with
high
industry
involvement.
3.3 Approach
for
Rolling
Out
In
the
12th
5-­‐year
plan,
a
proposal
to
implement
100
community
colleges
on
a
pilot
basis
has
been
mooted.
This
is
expected
to
evaluate
the
suitability
of
this
model
to
address
the
needs
for
higher
skilled
knowledge
workers
and
adapt
it
to
suit
India’s
needs.
A
7-­‐member
committee
of
state
ministers
have
been
setup
under
whose
direction
detailed
concepts
and
plans
are
being
put
together.
Based
upon
this
initial
pilot,
a
3
phase
rollout
plan
is
suggested
which
would
comprise
of
Piloting
the
100
community
colleges
housed
within
exiting
Colleges
and
infrastructure
(80
colleges,
20
polytechnics),
Expand
and
Saturate
as
shown
in
Fig.9
below:
Confidential
12

13.
Fig.9
National
Implementation
Approach
–
Pilot,
Expand,
Saturate
An
holistic
4S
approach
comprising
of
Select,
Scope,
Standardize
and
Support
is
proposed
for
rolling
out
this
program.
This
is
illustrated
in
Fig.10.
Fig.10
NVEQF
Higher
Education
Implementation
Success
Approach
–
4-­‐S
Model
Each
of
these
components
is
elaborated
below:
1. SELECT:
1-­‐2
states
to
be
selected
for
the
pilot
who
show
willing
leadership
and
hunger
to
adopt
NVEQF
in
higher
education
and
who
also
have
the
economic/demographic
conditions
conducive
to
such
mezannine
level
jobs
should
be
selected.
1-­‐2
universities
should
be
designated
as
“Innovative”
universities
which
can
be
a
prestigious
tag
so
that
universities
are
incented
to
participate
in
introducing
NVEQF.
Better
Colleges,
ideally
autonomous
(to
adapt
their
own
curriculum),
within
the
selected
universities,
located
close
to
the
relevant
and
possible
partner
industry/
companies
should
be
selected.
Some
accredited
private
colleges
or
VET
providers
may
also
be
selected.
Selecting
Initial
Pilots
I.
SELECT
INITIAL
STATES.
These
need
to
be
selected
based
upon
various
categories
including:
a.
Motivation
of
the
state
government
If
the
Education
Minster/Chief
Minister
is
enthusiastic
about
it,
the
necessary
top
level
push
will
come.
Existance
of
similar
initiatives,
political
and
adminstrative
support,
etc.
will
help
Confidential
13

14.
b.
Favourable
Socio-­‐economic
conditions
in
the
state
Existance
of
high
demand
industry
struggling
for
skilled
workforce,
Need
for
knowledge
workforce,
supply
of
surplus
students
(many
post-­‐12th
students),
Economic
need
for
population,
joblessness,
etc.
c.
Infrastructure
&
Insitutions
in
the
state
Existance
of
progressive
universities
and
strong
school
systems.
II.
WITHIN
THESE
STATES,
SELECT
STRONG
INDUSTRY
SECTORS
AND
COMPANIES
Sector
Selection
a.
High
Growth
sectors
b.
Skill
Gap/
Need
for
higher
skilled
knowledge
workers
c.
Need
for
large
numbers
of
workers
d.
Strong
roots
in
the
state
Company
Selection
e.
Take
within
top
5
leaders
within
the
sector
and
state
f.
Ideally
with
multiple
locations
in
the
state
and/or
large
supplier
base
g.
Progressive,
open
to
hiring
h.
Located
close
to
major
universities
(who
are
candidates)
or
geographies
/districts
which
have
good
schools/collleges,
good
student
hinterland
III.
POSSIBLY
IN
PARALLEL
WITH
(2)
SELECT
STRONG
UNIVERSITIES/COLLEGES
Select
strong
universities/
colleges
a.
Progressive
Vice
Chancellor
and
management
–
willing
to
embrace
new
models
b.
Strong,
innovative
track
record
(should
be
over
x
years
old?)
c.
Existing
Industry
Linkages
if
possible
–
in
the
above
sectors/companies
d.
On-­‐campus
Placement
cells
that
are
active
e.
Wide
array
of
(industry-­‐relevant)
courses
offered
like
B
Com,
BA,
BBA/MBA,
etc.
f.
Located
close
to
Industrial
centers/
connected
hub
D.
POSSIBLY
IN
PARALLEL
WITH
OR
AS
INPUT
TO
(2)
AND
(3)
SELECT
STRONG
DISTRICTS
Select
good
districts
a.
Strong
District
Educaitonal
and
general
adminstration
b.
Good
center
for
people
/
Students
and
industry
as
well
as
colleges
c.
Accessible
by
road/rail/air
with
good
infrastructure
2. SCOPE.
Within
these
colleges,
focus
on
specific
industries
and
jobs
that
are
defined
by
Sector
Skill
Council’s
defined
NOS
(National
Occupational
Standards).
Select
the
jobs
that
map
to
the
local
industry
3. STANDARDIZE.
Each
of
the
institutions
needs
to
take
the
given
NVEQF
framework
and
NOS
requirements
and
instantiate
into
delivery.
The
NVEQF
framework
being
a
modular
multi-­‐
tier
architecture,
efficient
execution
and
consistency
in
quality
of
delivery
will
require
huge
efforts
in
standardisation,
e.g.
in
Curriculum
and
Assessments,
as
well
as
enabling
teachers.
Confidential
14

15.
As
these
programs
will
have
to
be
developed
in
close
coordination
with
local
industries,
a
fine
balance
of
customisation/localisation
and
standardisation
will
be
the
key.
4. SUPPORT.
For
the
pilot,
the
initial
insitutions
offering
this
will
have
to
be
jump
started
with
curriculum
and
courseware,
teacher
training,
etc.
Common
efforts
that
are
needed
shouldn’t
be
duplicated.
Global
and
domestic
best
practices
should
be
adapted
into
common
offerings
and
an
enabling
technology
platform
should
be
provided
to
allow
standardization
and
multi-­‐
media,
interactive
props,
etc.
Both
Standardization
and
support
need
an
institutional
support
infrastructure
not
just
to
ensure
right
effective
initial
pilots,
but
also
enable
quick,
robust
ramp-­‐up
of
subsequent
programs.
3.4 Plan
and
Supporting
Elements
A
suggested
plan
for
the
rollout
of
the
program
based
upon
leading
with
100
pilots
is
based
upon
the
typical
bell
curve
adoption
of
new
concepts
of
innovators,
early
adopters,
early
and
late
majority
and
laggards.
A
rough
cut
plan
is
depicted
in
Figure
11
below:
Fig.
11
Proposed
Timeline
for
Implementing
Community
Colleges
in
Pilot
and
Mainstreaming
it
The
100
community
colleges
can
be
established
within
the
first
2
years
followed
by
a
mid-­‐term
evaluation
and
consolidation
period
in
the
3rd
year.
If
successful,
from
the
fourth
year
onwards,
this
model
can
start
to
be
scaled
up
to
larger
numbers
as
shown
above.
Organization
The
Organization
to
implement
this
program
needs
to
be
both
driven
and
supported
by
a
central
team
to
provide
the
overall
framework,
guidelines
and,
perhaps,
initial
funding.
The
states
will
have
a
self-­‐contained
implementation
unit
which
will
oversee
all
activities
and
drive
the
state
colleges.
Each
University/College
in
turn
will
have
to
drive
their
own
programs
at
the
course
offering
and
Confidential
15

16.
industry
interaction
level.
At
each
level,
governance
will
be
provided
by
cross-­‐functional
committees
which
will
comprise
of
industry
as
well
as
academics/government.
This
is
depicted
in
Fig.
12
below.
Fig.
12.
Proposed
Organization
for
Implementation
Rollout
The
roles
and
composition
of
each
of
the
units
in
the
above
organogram
can
be
further
elaborated
as
in
the
following
table:
Level
Implementation
Team
Governing
Council
Others
Centre
• Defines
the
concept,
• Provides
overall
• Group
of
State
selects
the
states
and
guidance
and
validation
Ministers
–
for
initial
(with
them)
pilots,
for
national
direction
Direction
and
overview
program
guidelines
and
• MHRD,
Central
Univs
• Advisory
Team
–
select
support
with
capacity
Academics,
Industry
Academics,
Industry
building
Associations,
NSDC,
etc.
and
Consultants
• MHRD,
Nonrofit,
Few
• Capacity
Building
–
via
Comm.
Colleges
Nonprofits,
etc.
Consultants,
etc.
State
• Implementation
Cell
in
• Guides
State
Activities
• State
level
capacity
State
Dept
of
Higher
Ed.
• Govt,
Academics,
State
building
• Govt,
Select
Academic
Industry
Assoc.,
assigns,
Nonprofits
Nonprofits
District
• District
Education
Officer,
• N/A
•
DICs,
etc.
College
• Sets
up
Infrastructure,
• Academic
Board
–
•
staff,
material,
etc.
and
consisting
of
University,
readies
for
offering
College
and
Industry
courseware
• Drives
admission
• 1
Industry,
Consultant
criteria,
curriculum,
and
College
officials
–
assessments,
faculty
Professors,
trainer,
exams
Adminsistration,
etc.
Confidential
16

17.
Funding
Funding
will
be
needed
for
3
main
reasons:
1. Provide
Catalyst/
Impetus
for
States
to
launch
the
program
(via
a
CSS/
Scheme
of
co-­‐funding
from
centre
and
state)
and
do
the
initial
investment.
2. Get
engagement
and
involvement
from
key
implementing
players
–
Colleges
and
Industries
–
as
well
as
possible
implementing
agencies
to
invest
in
launching
this
program
3. Make
this
program
affordable
for
deserving
end
students.
The
areas
which
will
need
funding
/
investment
are:
1. Infrastructure
needs
for
running
labs,
etc.
2. Courseware
content
development
and
assessment
3. Teachers
–
hiring
and
training
4. Industry
involvement
–
for
internships,
etc.
5. Adminstrative
overhead
–
implementation
teams,
etc.
6. Cost
of
Monitoring
and
Evaluation
7. Cost
of
implementing
agencies
if
any
(?)
Funding
can
be
provided
by
various
sources:
1. Central
Scheme
for
partial
funding
–
on
a
per
program
basis
for
each
of
the
100
colleges
(can
be
50
–
75%
for
initial
work)
–
for
soft
infrastructure
provision
(content,
additional
infrastructure
(incremental),
program
management
(partial),
initial
Capacity
Building,
etc.)
2. State
share
of
funding
and
physical
infrastructure
provision
(funding
for
ongoing
capacity,
running
and
operational
costs,
teachers)
3. Consortium
of
Foundation
who
are
interested
in
Employment
driven
Higher
Education
like
Wadhwani
Foundation,
Dell
Foundation,
etc.
4. Other
Stakeholders
a. Colleges
(from
allocated
UGC
and
other
funding)
b. Industries
(for
stipend,
in
kind
with
sharing
of
infrastructure,
internships,
etc.)
c. Students
(in
terms
of
tuition,
etc.)
Principles
of
funding:
1. Each
entity
provides
funding
for
the
areas
that
cater
to
their
objectives
2. Partial
funding
–
not
complete
–
for
each
entity
to
have
skin
in
the
game
and
be
vested
in
making
this
program
successful
a. Centre
–
to
catalyze
this
effort.
Initial,
creation
of
new
material
(soft
infrastructure)
and
subsidies
for
hard
infrastructure)
b. State
–
Physical
Infrastructure,
state
capacity
development
(teachers,
etc.)
c. Industry
–
to
develop
skilled
resources,
get
community
outreach
d. Student
–
get
a
job
Confidential
17

18.
4 Driving
Success
by
nurturing
implementations
in
Pilot
and
beyond:
All
the
above
four
components
of
implmentation
need
an
institutional
support
infrastructure
that
will
be
essential
for
the
initial
pilots
and
which
will
also
support
implementations
beyond
that
to
ramp-­‐up
quickly
and
effectively.
In
the
cycle
of
NVEQF
implementations
(Fig.
11),
delivery
lies
squarely
with
the
delivery
institutions.
However
to
get
started,
what
to
teach
(curriculum
and
courseware),
who
can
teach
(Faculty
Development)
and
how
to
teach
(enabling
technology
for
content
and
reach
–
eLearning,
Satellite,
etc.)
are
areas
they
need
help.
Not
just
for
the
initial
period
where
much
of
this
is
being
defined,
but
also
in
the
future
where
new
insitutions
or
new
industries
come
on
or
older
material
needs
update.
Fig.11
Implementing
NVEQF
&
NOS:
into
Content,
Teachers,
Delivery
and
Assessment
Given
the
plethora
of
different
colleges/universities
and
other
Education
and
Training
Providers,
if
each
of
them
interpret
the
requirements
individually
and
develop/
deliver
such
courses,
this
would
result
in
widely
varying
quality
and
consistency
of
interpretation,
not
to
mention
duplicate
efforts.
The
larger
reputed
institutions
may
be
able
to
invest
more
in
creating
better
course
content
and
improve
delivery
capacity
(teacher
training,
systems,
etc.)
whereas
the
smaller,
less-­‐resourced
colleges
efforts
may
be
more
ad-­‐hoc.
However,
in
both
cases,
the
shift
from
an
academically
oriented,
classroom
lecture
type
pedagogy
to
a
industry
jobs
driven,
experiential,
hands-­‐on,
work
oriented
teaching
methodology
will
need
deliberate
paradigm
shifts
and
efforts.
Also,
investing
for
a
“franchisee”
like
depth
and
reusability
across
many
institutions
in
the
curriculum
–
rather
than
a
one-­‐time
teaching
preparation
will
need
external
support.
Such
a
support
infrastructure
will
reduce
duplication
of
efforts,
ensures
more
consistent
quality
and
jump
start
colleges
on
NVEQF
Confidential
18

19.
4.1 National
Skill
Knowledge
Network
(NSKN)
To
support
such
a
implementation
resource
and
knowledge
network,
Wadhwani
Foundation
is
committed
to
seeding
and
anchoring
a
National
Skill
Knowledge
Network
(NSKN)
as
a
PPP
with
the
Government
and
possibly
other
Foundations.
This
network
can
provide
Implementation
support
services
to
jump-­‐start
Institutes
with
curriculum,
faculty
training
and
best-­‐practices
shown
in
Fig.12:
Fig.
12
National
Skill
Knowledge
Network
(NSKN)
–
Nurturing
NVEQF
Implementations
National
Skill
Knowledge
Network
(NSKN)
will
aim
to
catalyze
the
correct
adoption
of
NVEQF
models
in
India.
Some
characteristics
of
this
entity
could
include:
1. Public
Private
Partnership
in
Mission
Mode.
Wadhwani
Foundation,
the
Government
of
India
(MHRD
or
appropriate
entity),
and
possibly
other
Nonprofits,
etc.
can
join
together
2. Goal.
Is
to
democratize
quality
Implementation
across
all
categories
of
providers
for
scalability
and
equity.
This
will
help
make
NVEQF
in
Higher
Education
successful.
3. Governance
and
Framework.
The
board
of
governors
will
be
a
mix
of
all
stakeholders
–
Government,
Industry,
Nonprofits
and
Academia
as
shown
below
in
Fig.13.
Fig.
13.
Governance
of
NSKN:
Akin
to
the
NSDC
structure
Confidential
19

20.
Government
–
Secretary
Higher
Education
MHRD,
Labour
&
Employment,
Finance,
etc.
Industry
–
Chairman
NSDC,
CII,
FICCI,
ASSOCHAM,
Select
Sectoral
Associations/Firms
Academia
–
AICTE
Chairman,
UGC,
NAAC,
Select
VCs
from
concerned
States
Nonprofit
–
Wadhwani
Foundation,
others
who
could
be
involved.
The
implementation
team
can
be
two-­‐tiered
at
the
central
and
state
level
as
shown
in
Fig.14
below.
Under
the
State
project
team,
sub-­‐teams
for
working
with
individual
universities
and
colleges
will
exist:
Fig.14
Central
and
State
Coordination
Teams
The
college
structure
would
include
the
standard
framework
with
local
industry
involvment
and
would
include
Governing
Board,
Academic
Committee,
Examination
Committee,
External
Quality
Assurance.
Local
Industry
leaders
and
relevant
state
Industry
sectoral
associations
would
be
an
integral
part
of
these
comittees
for
the
relevant
universities/colleges.
The
Apex
bodies
like
AICTE
would
be
logical
members
of
the
Central
Coordination
Steering
team
and
also
could
possibly
vet
and
approve
the
academic
curriculum
with
Industry
SSCs
vetting
the
vocational
part.
4. National
Scale.
but
with
Regional
Pilots
to
start
with
as
described
above.
5. Shared
Common
Services.
These
would
be
developed
for
the
initial
implemenations
–
adapting
best
in
class
offerings.
These
would
include:
a. Curriculum/Courseware.These
would
include
Industry
(SSCs/NOSes)
Classroom
Instructional
Material,
Learners
Guide,
Faculty
Guide
and
Faculty
Development
material/courses.
These
would
be
codeveloped
along
with
member
Institutes
b. Teacher
Training.
Teachers
would
be
trained
in
soft
skills,
language
skills,
Domain
skills
and
Pedagogy.
c. Enabling
Technology
Platform.
This
would
allow
Content
Management
System
to
access
and
develop
content,
eLearning
and
Satellite
methods,
etc.
Confidential
20

21.
d. Assessment
Guidelines.
Assessment
guidelines
can
be
developed
jointly
to
meet
the
needs.
6.
Co-­‐Funding,
in
mission
mode
and
for
limited
time,
decreasing
over
time.
The
funding
ratios
could
be
as
shown
in
Fig.
15
below.
Wadhwani+
indicates
that
the
funding
may
come
from
other
foundations
or
organizations
in
addition
to
Wadhwani
Foundation.
The
intent
is
that
over
time,
the
Network
should
be
self-­‐sustaining
(funded
by
beneficiaries
–
Industry,
Institutes
(association),
students):
Fig.15
Co-­‐funding
Model
–
with
Government
and
other
Entities;
Decreasing
over
time.
7. Funding.
The
total
beneficiaries
touched
and
the
total
funding
needed
is
approximately
as
shown
below
in
Fig.
16.
This
needs
to
be
reworked
for
higher
education/updated
costs
:
Fig.
16.
Program
Beneficiaries
and
Costs
of
Capacity
Building
Services
development
The
existing
Schemes
should
be
utilized
to
seek
co-­‐funding.
E.g.
the
Model
College
scheme
(targeting
374
backward
districts)
with
significant
fund
outlays
in
11th
plan
has
been
underutilzed
and
is
being
transferred
to
the
12th
plan.
Similarly
the
NVEQF
program
can
be
instantiated
selectively
in
some
of
the
14
Innovative
Universities
in
the
11th
plan.
5.
Benefits
and
Next
Steps:
This
program
if
implemented
right
can
get
3
million
additional
students
into
employable
higher
education
via
such
programs1.
This
innovation
in
employability
driven
short
cycle
higher
education
1 th
Currently
approximately
4.5
million
out
of
7
million
students
passing
12
class
each
year
do
not
pursue
higher
education.
Assuming
population
growth
and
decreased
school
dropouts
due
to
RTE
and
other
rd
government
initiatives,
even
if
we
target
less
than
2/3
of
this
ration,
we
can
create
additional
uptake
of
3
million
students
into
such
programs
Confidential
21

22.
under
NVEQF
will
benefit
all
stakeholders
–
Students,
Industry,
Educational
Institutions
and
Government
as
shown
in
Fig.
17
below:
Fig.
17
Positive
impact
of
this
new
paradigm
in
Higher
Education
Wadhwani
Foundation
is
committed
to
devote
substantial
effort
and
resources
to
this
cause
in
a
PPP
mode
with
the
Central
and
State
governments.
It
has
already
invested
over
$30
million
(USD)
in
the
last
decade
in
higher
education
and
job-­‐creation
initiatives.
WF
has
significant
investment
in
curriculum
development,
faculty
development,
technology
platforms
as
well
as
international
networks
across
all
levels
as
shown
in
Fig.
18:
Fig.
18
Cross
Spectrum
Engagement
of
Wadhwani
Foundation
in
Industry
Driven
Education
At
a
school
level
in
NVEQF,
it
is
playing
the
Program
Management
role
for
rolling
out
the
project
in
Haryana
and
it
is
also
engaging
with
West
Bengal
in
a
similar
capacity.
It
is
entering
an
MOU
with
PSSCIVE,
a
division
of
NCERT
which
caters
to
vocational
education
at
school
level.
It
is
running
industry
driven
pilots
in
the
BPO
industry
and
launching
a
Faculty
Development
Insitute
in
partnership
with
Jindal
Education
Initiatives
and
Montgomery
College
USA.
It
has
entered
a
partnership
with
Virginia
Community
College
System
to
leverage
the
expertise
of
its
collective
23
community
colleges
in
the
state
in
governance
and
technical
know-­‐how.
It
can
play
a
role
as
an
enabler,
catalyzing
pilots,
start
and
scale-­‐up
of
the
Skill
Colleges
by
providing
common
and
shareable
Professional
Services
(creating
best-­‐practice
soft
infrastructure
like
curriculum
development,
faculty
training
and
technology
platform)
and
coordinating
PPP
efforts
by
interfacing
between
industry,
government,
and
academic
fronts
to
drive
progress
forward.
Confidential
22

23.
Appendix
A.
Sample
Courses
in
Various
Industries:
A
variety
of
job
roles
could
be
satisfied
by
industry
relevant
focused
short
cycle
higher
education
courses
along
the
lines
of
a
Diploma
or
Associate
degrees.
E.g.
CBSE
plans
to
offer
around
250
competency
based
modules
(some
across
industry
sectors)
to
support
vocational
courses.
These
could
include:
Industry
Sector
Job
Role
Course
Type
Course
Content
IT/IteS
QA/
Unit
Test
Associate’s
Degree
Computer
Basics
Analyst
QA
Systems
&
Process
Basic
Programming
Tech.
Documentation
Programmer
Analyst
Associate’s
Degree
Computer
Basics
Basic
Programming
Language
(Java/C++)
Systems
Architecture
Voice
ERO
Associate’s
Degree
IT
Basics
English
Communication
Soft
Skills
Chat
ERO
Diploma
IT
Basics
Written
Communication
Soft
Skills
Retail
Sr.
Customer
Service
Diploma
Sales
&
Marketing
Associate
Merchandizing
Supply
Chain
Mgmt
Merchandizer/
Buyer
Associate‘s
Degree
Marketing
information
Accounting
in
retail
Merchandise
planning
Sales
promotion
Inventory
mgmt
BFSI
–
Banking
and
Field
Sales
Diploma
Sales
&
Marketing
Financial
Services
Accounting
and
Insurance
Financial
Instruments
IT
Basics
English
Communication
Soft
Skills
Desk
Service
Associate’s
Degree
Accounting
Systems
IT
Basics
Confidential
23

24.
Industry
Sector
Job
Role
Course
Type
Course
Content
Associates
English
Communication
Hospitality
Front
Desk
Associate’s
Degree
English
Communication
Operations
Manager
Soft
Skills
Grooming
Hotel
Operations
Housekeeping
Associate’s
Degree
English
Communication
Operations
Manager
Soft
Skills
Hotel
Operations
Food
&
Beverage
Associate’s
Degree
Culinary
Science
Manager
Soft
Skills
English
Communication
Kitchen
Management
Automotive
Service
Technician
Associate’s
Degree
Oral
Communication
Soft
Skills
Automotive
Knowledge
i
TeamLease, 2009.
ii
IMaCS, 2008.
iii
CII-Aspire Report, 2008.
iv
PRS Legislative Research, 2010.
v
The Hindu, Oct 8th 2011
Confidential
24