This document proposes a new approach to skill development in India to address the large skills gap. It identifies 224 million people who will require skill enhancement by 2015 across several sectors like manufacturing, agriculture, and construction. The document recommends establishing Indian Institutes of Vocational Training at the zonal level to oversee skill development institutions. It also recommends improving existing district-level vocational training institutions and incorporating basic skill training into K-12 schools. The proposed approach aims to create a holistic ecosystem with industry involvement to effectively train the workforce and meet demand. Challenges to implementation include ensuring quality control, monitoring institutions, and preventing exploitation.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session III: Sally Sinclair - Improving transitions for youth to further educ...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Higher education is one of the significant aspects of any country. Several
schemes have been launched by central/ state government. Still there is a
requirement of improvement is necessary. There are world fame institutes
in India and on other side; number of colleges and universities are facing
the problems of adequate number of faculties and supportive staff.
Researcher has made an effort to reveal the various issues and challenges
in higher education and also suggest some measures to improve them
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session III: Sally Sinclair - Improving transitions for youth to further educ...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Higher education is one of the significant aspects of any country. Several
schemes have been launched by central/ state government. Still there is a
requirement of improvement is necessary. There are world fame institutes
in India and on other side; number of colleges and universities are facing
the problems of adequate number of faculties and supportive staff.
Researcher has made an effort to reveal the various issues and challenges
in higher education and also suggest some measures to improve them
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
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Their present format is as yet incomplete, however, they are for the most part finished in terms of being a demonstrative part of the project.
This presentation outlines the history of the Women’s Institutes in Canada.
PMKVY stands for Pradhan Mantri Kaushal Vikas Yojana. Which is basically a scheme launched by the honorable Prime Minister of India Mr. Narendra Modi on 15th July 2015 with the aim to skill the Indian Youths and make them skilled for the several of job courses.
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
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Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
This presentation from Mr. Nazrul Aziz from TalentCorp for the 12th meeting of the OECD Southeast Asia Regional Policy Network on Education and Skills outlines TalentCorp Malaysia's approach to effective skills programming and employer partnerships, stressing the need for demand-driven policies that are evidence-based, fostering a whole-of-ecosystem approach between government actors, educational institutions, and industry actors.
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Generating smart goals is very essential for the development of engineering programs, improving the attributes of the graduates and faculty development.
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
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.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
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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.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Unmukti
1. Boosting Skillsets:
Increasing The Employability Of Youth
ARPITA MAHESHWARI
DEEPANT KANDOI
NIKUNJ MALL
SHASHANK SINGHAL
VAIBHAV SRIVASTAVA
INDIAN INSTITUTE OF TECHNOLOGY KHARAGPUR
Be Skilled. Be Employed.
2. Demand of Skill Development in India
Identifying the critical areas requiring skilled labor and their supply potential in 2010-15
0%
38%
(85 mn)
28%
(63 mn)
34%
(76 mn)
38%
28%
10%
10%
9%
2% 3%
Manufacturing
Agriculture
Hospitality
Retail & Trade
Construction
IT/ITES
Others
Unemployed
graduates that
may require skill
enhancement in
2015
Workforce which
was employed in
2010 and shall
require skill
enhancement by
2015
Workforce
entering the
market in 2010-15
which shall require
skill enhancement
224 million people shall require skill
enhancement by 2015
The size of market makes it difficult for the public
sector and/or private sector to provide the
facilities alone
Different approach required for the graduates
and non-graduates
Manufacturing Sector shall have the maximum
requirements of skilled work force by 2015
Six major sectors have been identified based on
the requirements for which skill training has to
be improved
Different level of skill development required to
meet the need of highly skilled and partially
skilled work force
Addressable Market for Skill Training in India Sector Wise Skill Labour Requirement in India
Sources: EIU, Economic Survey, CRISIL, BCG-CII and Manthan team Analysis
3. Training scenario in India
Educational Institutions catering to skill development in India
4. Qualitative Problems in skill development
Highlighting the current problems faced by institutions and students (Primary Research)
Mobilization
• Demand for SDIs
• Supply of SDIs
Training
• Lack of resources
• Back dated curriculum
Financing
• Commercial viability of SDIs
• Sources of Funding
• Sustainability
Social Inclusion
• Equal provision of services
and equal quality of training
to all groups
• Accreditations and
Certifications
Employment of Students
• Migration
• Employment Sustainability
• Willingness of industries to
employ
Job for Drop outs
• Financial problem leading
to dropout
• Lack of skills amongst this
new workforce
5. “Indian Institute of
Vocational Training” at
zonal or national level
District Level Institutions
for Diploma Courses
Skill Development
at K-12 institutions
• High end skill Development of trainees
and trainers for specific skill set
• Guidance to all the Skill Development
Institutes with respect to
curriculum, expertise and exposure
• Skill development institutes focused
according to the industry
requirements
• Self sustaining model created with
the help of local industries
• Motivation and counseling to the
students at school level for skill
development
• Provision of basic theoretical skill
training to help the students
appreciate the job
Our Approach: Institutional Level
Defining the structure to cater to the problems faced by the current system
6. Indian Institute of Vocational Training
Focused institutions to direct and regulate skill development institutions
People Trained: Holistic Ecosystem
• Graduates and employees, who have been
given “Skill Development Vouchers”
• Bright students from ITIs and other
vocational institutions
• Instructors of regional Institutions
• Aspiring engineers and specialists in the
respective trade
Setting up
“Indian Institute of Vocational Training”
• Zonal IIVTs set up based on the industry
density of the region
• Funding: PPP with mega industries
(Allowing investments in such institutions
to come under CSR)
• Certifications: In collaboration with the
industries of the respective sector
Responsibilities
• Promote the idea of recruitment of skilled
labors in the industries
• Design curriculum for the respective trade
to be followed in local institutions
• Train the instructors and quality
enhancement at local institutions
Sustainability and Growth
• Mapping the demand and supply of skilled
work force for the particular trade
• Mobility of resources in terms of training
and recruitments across the country
• Capacity building through training
corporate and government officials and
contractors in management practices
Based on a case study on National Academy of Construction (launched at Andhra Pradesh in 1998) and Manthan team analysis
7. District Level Institutions
Improvisation of district level institutions to make skill development more productive
• Creating awareness of opportunity
• Employment exchange functioning
• Linking schemes like MGNREGA
• Advertisement drives
• Increasing will to pay among employers
• Incorporating vocational training into
formal education
• Boosting dignity of labors
• Guidelines for safety
• Portals for information decimation
• Linking curriculum with industry
• Modular courses with upgradation
• Contracts from local industries for
hands-on industrial exposure
• Assuring Quality of trainers
• Performance based incentives
• Developing infrastructure
• Upgradation by channelizing funds
through PPP, World Bank etc.
• Generating revenue for loans and funds
• National skill voucher scheme
• Incentivize banks to provide loans for
skill development courses
• Student loan guarantee fund
• Targeted Government schemes to
support non-viable skills
• Improving Placement opportunities
• Encouraging entrepreneurship
• Bridging the demand-supply gap
• Providing practical exposure
• Internship and apprenticeship
• On the job training to be facilitated by
skill institutes
• Salaries linked to productivity
Mobilisation
Delivery
RevenueModel
IndustryLinkage
8. Skill Development at K-12 institutions
Skill training started at school level to help young children decide and pursue their interest
NightEducationCentre(NEC)
• Working
• Academic Curriculum: Subjects
relevant to local trades
• Field work: Practical knowhow
• Structure
• Teachers: Local experts
• Regular Vigilance: ITIs
• Feasibility
• Increase in employability in
family motivates parents
• No hindrance in daily activities
• Minimum infrastructure
• Specialised training suited for
local environment
TrainingatRegularSchool
• For the students older than 14
years of age
• Optional Courses to impart them
education/skill set
• Teaching pertaining to availability
of best local resources
• Skilled and experienced people
from the locality to serve as
teachers
• Provides motivation for both
parents and students
• Gives very strong basic
foundation
• Prepares them for the future
9. Implementation: Major requirements
Key factors to be considered to implement the program and make it successful nationally
• Set Up: Model Institutions under Director General of Vocational Training based on PPP model.
The investment by companies shall come under CSR
• Student fees: Funded by Government and by themselves/loan to keep the spirit of IIVT
• Instructors and Faculty: Engineers having work experience in the specific sector shall be the
instructors under Government pay role. Industry Experts to conduct workshops and video
tutorials for all levels of institutions
• Certification and Quality Control Board: Faculty and industrial experts to monitor the skill
development of the particular sector throughout the country
• Placements: Industry to provide requisition for work force at IIVT which shall be met from the
students at IIVT and regional institutions
• Placements: Dedicated employment officer working in tandem with the IIVTs for placements and
district administration of MGNREGA , etc.
• Entrepreneurship: NMDFC and other loan disbursing organisation to be involved to help
students
• Marketing & Advertising: National level television and print media campaigns motivating the
students to join the vocational training institutes
• Sustainability: DIC shall help to take sub-contracts from industries as a revenue stream
• Target K-12 institutions: Schools selected based on a region’s economy
• Instructors: Training for local experts and teachers of schools at the Poly-techniques
• Quality: Mobile vans having video tutorials and faculty to have weekly workshop at NECs
IndianInstituteof
VocationalTraining
Regional
Institute
K-12
10. Challenges and Risks
The implementations of the proposed system shall encounter difficulties
Indian Institute of Vocational Training:
• Demand & Supply mismatch can dilute the importance to be prevented
• Curriculum to be designed minutely keeping in mind the diversity
• Continuous check on quality of the regional institutes
• Corruption/forgery in capacity building
Regional Institutions:
• System to be protected from industrial exploitation
• Continuous up gradation to be ensured
• Proper account and use of severe to be generated
• Continuous vigilance and monitoring to be ensured
K-12 Institutions:
• Parents and students to be motivated join NEC
• Proper training of the local experts and school teachers to be ensured
• Enabling school kids to absorb the counseling and theoretical sessions
11. Cost Benefit Analysis of the proposed system
Sustainable model taking the critical aspects hindering skill development into consideration
Costincurringfactors
•Infrastructure
•Land, building, instruments for Centre of
Excellence
•Up gradation of facilities at current
regional institutions
•Mobile vans for reaching out to remote
locations
•Human Resource
•Instructors to be hired at CoE
•Dedicated officers for placements and
coordination with CoE
•School teachers and local experts have to
be trained
•Resources
•Benefits to industries for investment and
practical exposure
•Ensure value of certification
Benefitsoftheproposal
•Motivation
•People made aware about opportunities
at a nascent age
•Television and media campaigns shall
motivate the people
•Skilled Workforce
•CoEs shall provide highly skilled
workforce and trained instructors
•Quality control of curriculum shall ensure
homogeneity in training
•Industries Benefited
•Industries shall be able to generate
resources according to their
requirement and then use them
•The importance of skilled labour shall be
highlighted in the industries
12. Glossary & References
• ITI- Industrial Training Institute
• SDI- Skill Development Institute
• CSR- Corporate Social responsibility
• PPP- Public Private Partnership
• DIC- District Industrial Centre
• NE- North-East
• NMDFC- National Minorities Development and
Finance Corporation
• MNREGA- Mahatma Gandhi Rural Employment
Guarantee Act
• NEC- Night Education Centre
• IIVT- Indian Institute of Vocational Training
• Report on other state policies
• Concept paper on labor market information
system
• Building trainers' skills in vocational
employability
• NSDC and the skills scenario FFFAI
Conference, Udaipur
• Reasons for drop out amongst children living in
slum areas of Delhi
• Econometric study on Indian states and UTs
• www.planningcommission.nic.in
• www.nac.edu.in
• Challenges & Solutions in Skill development in
India: A Skill development conference by Athena
Infonomics
References Glossary