VT (skills development)

Vocational Training Vocational Training in Indiain India

Prof. B.S.Sudhakara RaoProf. B.S.Sudhakara RaoSr.ConsultantSr.Consultantni-msmeni-msme

The Impact of Economic growth and The Impact of Economic growth and Restructuring on Labour Demand Restructuring on Labour Demand

• Changes in the structure of the economy

• Growth of service sector

• Concentration of growth in urban areas

• Education – skill acquisition – firm productivity

• Increase in demand for skilled workers due to technology and economic growth

• Social pressures

MoLE

NCVT DGET

Organisational StructureOrganisational Structure

ITIs ITCsSCVTs

ITIs ITCs

Management Structure of the Management Structure of the Vocational Training SystemVocational Training System

NCVT • Advises the Central Government on VT

• Establishing and awarding National Trade Certificates

• Prescribing training standards• Arranging trade tests and developing standards for

National Trade Certificates; and

• Recognizing training institutions for the purpose of issuing National Trade Certificates and laying down conditions for such recognition.

Vocational training in IndiaVocational training in India

Doctorate Programs

Masters Program

University (undergraduate) 3-4 years degree

Senior Secondary Board Exam Certificate

General Secondary Board Exam Certificate

Elementary Education Certificate

Engineering Colleges

Polytechnics 3 years Diploma

Vocational Secondary

ITIs1-2 years craftsman DGET Certificate

Apprenticeship 2-4 years Certificate

Advanced training Inst.Central training Inst.Foreign training Inst.

AGE

Scientists

Engineers Technologists

Technicians

Craftsmen

Workers without specific skills

GRADE

17-18 11-12

15-16 9-10

6-14 1-8

19-21

Responsibilities for Vocational TrainingResponsibilities for Vocational Training

TrainingScheme

Government of India State Government Industry

Craftsmen Training

• Policy and procedures, standards, duration etc. in consultation with the NCVT.

• Conduct final trade tests on behalf of NCVT

• Day to day administration of institutions

• Render advice at Central and State Governments and institutional levels.

• Assist with final trade tests.

Craft Instructions Training

• Policy and procedures, standards, duration, etc. in consultation of the NCVT.

• Implementation and administration of the programme in ATIs.

• Conduct final Trade Tests on behalf of NCVT.

• Depute ITI instructors for training in ATIs

• Advise at Central Government institutional levels.

• Assist in final trade tests.

Apprenticeship Training

• Policy, procedure, notification of industries, designating trades, syllabi, standards, etc. in consultation with the Central Apprenticeship Council.

• Assist, co-ordinate and regulate programs in State public and private sector industries.

• Implement practical training program in accordance with the apprentices Act and regulations

Contin…

TrainingScheme

Government of India State Government Industry

• Assist, co-ordinate and regulate programs in Central public sector industries.

• Concurrent jurisdiction with the States to assist, co-ordinate & regulate programs in private industries.

• Conduct final trade tests on behalf of NCVT.

• Impart related instructions.

• Impart basic training in the case of those industries in the private sector which employ less than 500 workers.

• Arrange for basic training (by employers, employing more than 500 workers).

• Advise the Central and the State Governments

Growth in the Number of ITIs/ITCs; Growth in the Number of ITIs/ITCs; during 1956-2004during 1956-2004

0

1000

2000

3000

4000

5000

6000

1956 1962 1967 1972 1978 1982 1987 1992 1997 2000 2001 2002 2004

Nu

mb

e

Source: ILO (2003); DGET (2005 – annual report)

Kerala – Planning Board’s views Kerala – Planning Board’s views • There is no scope for increasing the number of schools • Vocational education has to be revamped • Obsolete courses should be identified and dropped in a

phased manner• Courses should be restructured based on labour demand• A demand survey should be conducted before introducing

any new course • The relative weight of academic and vocational subjects

should be revised• The curricula of subjects need to be revised• Laboratory and library facilities should be modernized • Casual and temporary appointment of teachers should be

done away with so as to have continuity in the teaching of subjects

International experience of vocational International experience of vocational training training

• It should be part of general education system

• Vocationalisation is costly • Gender, cultural barriers • Vocationalisation is difficult to

implement

Vocational training in the public Vocational training in the public sector sector

• Fall outside the formal schooling • 400000 places for certificate level crafts training • The CTS operates through 5253 ITI/ITCs with 740000 places

(2 year courses mostly) • Selection is based on merit • More than 80% of them are in Engineering trades• DGET administers some specialized training institutes

6 ATIs, FTI• Teachers are recruited based on prescribed qualifications and

experience • DGET operates 7 Central Training Institutes to upgrade skills of

instructors • Statutory Apprenticeship Training Scheme (SATS)

Number and capacity of ITIs in Number and capacity of ITIs in Kerala Kerala

States

Number of Institutions

Total Capacity

ITIs ITCs Total ITIs ITCs Total

Kerala 82 467 549 16,176 43,945 60,121

IssuesIssues

• Labour market outcomes • High rates of unemployment • Internal efficiency of ITCs is higher than that

of ITIs (ILO)

• External efficiency – ITCs and ITIs both are poor

• Labour Market Relevance of Training

Employers’ concerns with Vocational Employers’ concerns with Vocational Education and Training SystemsEducation and Training Systems

0 10 20 30 40 50 60 70 80 90 100

Other factors

Poor infrastructure

Indequate access to education

Poor quality of faculty

Lack of global awareness

Inadequate vision

Lacunae in course/curriculum development

Not aligned to ground realities

Central Government Assessment of Central Government Assessment of Public Funded TrainingPublic Funded Training

• Lack of demand for skills • Out dated curriculum

• The Students’ skills are very poor • The infrastructure is inadequate • Shortage of trainers • Management of system is fragmented • No incentives for institutes for improvement • No involvement of industry in VT system

Options for improving the effectiveness Options for improving the effectiveness

• Identification of appropriate role of the Government

• Implementation of reforms proposed by Planning Commission, DGET and other agencies

• Reducing the complexcity of the system • Transforming the role of NCVT• Developing National Qualifications

framework

Training for the informal sectorTraining for the informal sector

• 90% of employment in India is in informal sector

• Few employees in the informal sector see the importance of skills training

• There are number institutions which provide training to meet the needs of informal sector

Training Institutes Training Institutes

• Community polytechnics • Jan Shikshan Sansthan• National Institute of Open Schooling • Other Institutes

- KVIC – 51 training centers including 12 village industry training centers

- PMEGP

- CRR

- EDCs

Skill Requirement in the Informal Sector Skill Requirement in the Informal Sector

Skill Area Training Needs

Technical • General upgrading of technical skills used in trade• Improved knowledge of materials utilized in trade• Practical ways to cut down on waste of materials• Basic reading of designs and drawings• Repair of own equipment• Additional skills required for new product designs• More advanced equipment, and improved technologies• Basic knowledge of industrial producing techniques

Management • Costing and pricing and related aspects of financial administration• Various aspects of marketing, including carrying out rudimentary

market research • Customer relations, including setting up a customer data base• Division of labour in the workshop and personnel management• Input stock planning • Quality control• Workshop layout• Legal and fiscal regulations

Contin…

Skill Area Training Needs

Literacy and Numeracy

• Low educational attainments limit trainability and consequent skills achievements. Studies on the training needs of operators in the informal sector reveal a need for functional language.

Others • Knowledge of recent technological developments in the trades• Teaching skills: improvement in the teaching skills of master crafts

persons, to increase the effectiveness of the training. Apart from the naturally gifted, masters typically know little about effective training methods for (young) adults.

• Cooperative work: why and how to work together, informally or as a trade association. This would include the role of groups in micro and small enterprise development, structures and processes of an association, group dynamics, etc

Contents of the ESDPs Contents of the ESDPs

Topics covered in the programme • Individual counselling to identify training needs, skill profile and

other personal data• Division in to small groups as per trade and demonstration and

practice

EDP Inputs • Small and micro enterprises• EMT • Need for taking up of income generating activities• Characteristics of entrepreneurs• SWOT analysis of individual trainees • Entrepreneurial opportunities in industry service and business

sectors (micro enterprises)

Contn..

• Product profiles scanning• Individual counselling and generation of business/activity

ideas • Business plan preparation • Concept of marketing and fundamentals of marketing

management • Practical market survey• Role of promotional organizations• Business opportunities in horticulture, nursery, poultry,

agriculture and demand oriented vocations and skills • Interaction with successful entrepreneurs among SHGs • Steps in enterprise creation• Project report preparation• Fundamentals of financial management, financial

analysis (project cost estimation) Contn..

• Field visits • Family counselling • Practical project report preparation• Legal formalities• Preparation of individual project reports

Trades coveredTrades covered

30 days module - Agarbatti, Candle making, Book Binding, Sweet box making, Catering, Detergent, Embroidery, Leaf plate making, Phenyl, Motor driving, Food products, Sweet making, Welding works.

45 days module - Servicing of Air Conditioners, Bag/Purse Making, Tailoring and Readymade Garments, Fabrication works, Photography, Electronic Servicing, Farming and live-stock, Weaving, Carpentry, Furniture and Soft-toys making, M.S.Office cum Internet, Dairy-farm and Poultry, Welding and engineering workshop.