SKILL INDIA : AN INITIATIVE TO DEVELOP INDIA

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1 SKILL INDIA : AN INITIATIVE TO DEVELOP INDIA AMANPREET KAUR Assistant Professors, Department of Commerce & Management GNG College, Santpura, Yamunanagar LAKHWINDER KAUR Assistant Professors, Department of Commerce & Management GNG College, Santpura, Yamunanagar ABSTRACT Skill India is a multiskill programme launched by our Prime Minister Mr. Narendra Modi. The paper discusses:- Objectives to be considered in Skill India programme: The new programme aims at providing training & skill development to 500 million youth of our country by 2020, covering each & every village. Details of the programme: Programme emphasizes on givimg proper training to the people so that they can increase their self confidence, knowledge. Analysis and interpretation of the study: It is a tough & gradual task to make India skill but government is taking every possible step to achieve this task. The more it needs is the initiative by the society of this developing country. The idea is to empower all the individuals through improved skills, knowledge to gain access to decent employment, gain confidence, improve productivity & ensure India s competitiveness in global market. Low-labor cost & a rich talent pool are distinct advantages available in India, clearly powering its global competitiveness as knowledge based society. India is gradually evolved as knowledge based economy due to the abundance of capable, flexible & qualified human capital. However there is a need to further develop & empower the human capital to ensure the nations global competitiveness. Main goal is to create opportunities, space & scope for a development of talents of the Indian youth not only in urban but also in rural & remote areas so that every job aspirant would be given training in soft skills to lead proper & decent life & to achieve results efficiently & effectively. Its aim is to develop more of the Indian society so that it can make our country more developed, confident, knowledgeable & skillful. To empower the working population, it is essential to start from the source, i.e., the learner. The voice of the learner is the focal point of the mission, without which an effective conclusion to & attainment of the final goal would be incomplete. Therefore, ensuring access to qualitative skill for all, in particular for the poor & rural population, is central to the economic & social development of India. It is the force that drives the competitiveness & employment generation in country like India. Keywords: Empowerment, Development, Knowledge, Human Capital, Competitiveness INTRODUCTION Skill India, a Multisill Program recently launched by PRIME MINISTER Mr. Narendra Modi is a revised version of program which has been launched earlier under skill development policy. Skill development is one of the priority agendas of the government for the Twelfth Five Year Plan. The government plans to set up sector skill councils to prepare standards required for training programs. The industries are also proactively taking steps to partner with the government and reduce the skill gap. India - A country which is destined to be a contributor to the global workforce pool on account of demographic bonus, with the growth rate of higher working age population as compared to its total population & home to the second largest population in the world with distinct advantage of having the youngest population with an average age of 29 years. 36

2 High population if employed, trained and productive can easily capitalize the advantage of demographic dividend and lead to sustainable development but if same high unemployed, untrained and unproductive population can even turn demographic dividend into demographic liability. India has gradually evolved as a knowledge-based economy due to the abundance of capable, flexible and qualified human capital. With the constantly rising influence of globalization, India has immense opportunities to establish its distinctive position in the world. However, there is a need to further develop and empower the human capital to ensure the nation s global competitiveness. India has among the lowest proportion of trained youth in the world. The quantitative dimension of India s skill development challenge is that 80% of new entrants to the workforce have no opportunity for skill training. For India, skill development is critical from both socio-economic and demographic point of view. For the economy to grow at 8% to 9%, with the targeted growth rate of 10% for secondary, 11% for tertiary and 4% for agriculture sectors, a multi-faceted and highly efficient skill development system is imperative. The emphasize under this progressive program is to skill the youth in such a way so that they get employment & also improve entrepreneurship. It provides training, support & guidance for all occupations that were of traditional type like carpenters, cobblers, welders, blacksmiths, masons, nurse etc. More emphasis laid down on real estate, construction, transportation, textile, gem industry, jewellary, designing, banking, tourism & various other sectors where skill development programme is inadequate. The main focus under this programme is not only to educate India but to make them self confident, knowledgeable & self dependent. MOTIVE To make India SKILL CAPITAL of the world. OBJECTIVES OF THE STUDY The idea is to raise confidence, improve productivity and give direction through proper skill development. It enable the youth to get blue - collar job. The object is that there should be a balanced growth in all sectors & all jobs should be given importance. It is a high time now that measures are taken to improve the physical & mental development of the youths of the country so that none of them remains unemployed & the country s unemployment problem also gets reduced. To understand the challenges in skill development in India Skill development initiatives and strategies in India and its impact on India INITIATIVES OF MINISTRY OF RURAL DEVELOPMENT The Ministry of Rural Development has launched schemes that aims at empowering young people from the poor and weaker sections of the society through schemes like Special Projects for Placement Linked Skill Development of Rural BPL youth under Swarna Jayanti Gram Swarozgar Yojana (SGSY-SP) with an objective of ensuring time bound training aimed at bringing a specific number of BPL families above the poverty line through placement services. And Rural Development and Self Employment Training Institutes (RUDSETI) were launched with an objective of setting up a dedicated Skills development infrastructure in each district in the country aimed towards entrepreneurial development. DATA AND METHODOLOGY The proposed study mainly is descriptive in nature. It solemnly based on secondary data and information which is collected from the concerned sources as per need of the research. The relevant books, articles, papers and web-sites are used in this study. 37

3 THEME AREAS OF SKILL DEVELOPMENT IN INDIA The paper focus on 4 theme areas of the skill development in India i.e : 1.Vocational Education 2.Vocational training in the unorganized sector 3.Vocational training in the organized sector a) Craftsmen Training Scheme (CTS) b) Apprenticeship Training Scheme (ATS). VOCATIONAL EDUCATION In India, skill acquisition takes place through two basic structural streams - a small formal stream on the one hand and a large informal stream on the other. The formal structure includes: a) Vocational education in schools at post secondary stage (i.e. grades 11 and 12); b) Technical and professional education imparted through professional colleges; c) Technical training in specialized institutions such as Industrial Training Institutes (ITIs) and Polytechnics; d) Apprenticeship training in factories. The informal structure of skill development includes the transfer of skills from one generation to another in traditional crafts or acquiring skills on the job. NGOs, Krishi Vigyan Kendras (KVKs) and other institutions are also taking initiatives in imparting skills at various levels. Levels and Distribution of Educational Attainment (Ages 25 years and Above) COUNTRY AVERAGE YEAR OF SCHOOLING PROPORTON OF ADULT POPULATION WITH NO EDUCATION SOME PRIMAR Y SOME SECONDARY INDIA ARGENTIN A BRAZIL CHILE MEXICO KOREA MALASIA SOME TERTIAR Y SINGAPOR E AUSTRALI A NORWAY Compared to other countries, India has a much higher proportion of adults with no education and a much lower proportion with at least some secondary education. The distribution of the adult population across various levels of education clearly shows India lagging behind. Even Brazil (where the average number of years of education is slightly lower than India) has a higher proportion of adults with at least some secondary education. Of course, there are significant variations within India for example, close to a quarter of adults in Kerala have had some secondary education while only 15 percent are illiterate, while in Bihar the corresponding numbers are 13 percent and 66 percent respectively. The educational attainment of the population is the result of the accumulated flow of investments in schooling in earlier decades. Present enrollments determine how the stock will evolve in the future, and new cohorts will form the labor force in the coming decades.we turn to a 38

4 brief discussion of current investments in education by examining enrollment rates at different levels. India does not have a deficit in enrollment in primary education. Benchmarking India in terms of net primary enrollment rates suggests that while a large proportion of the population does not have primary education, India does not under perform as compared to other countries with similar income levels on this indicator. However, India has a deficit in enrollments in secondary education. India has a comparative deficit at the secondary level. Denoting the secondary education deficit as the difference between the observed net secondary enrollment rate and its predicted value (which is the solid line in the figure), India s secondary education deficit is around 12 percentage points compared to a surplus of about 19 points in Korea and 26 points in Malaysia; although it compares favorably to the 36 percentage points deficit in Brazil. Again, there is a significant variation across states. These figures are from different years between 1998 and 2003 for the different countries A population weighted regression of primary net enrollment rate was run on log(gdp) with a dummy for India. The coefficient on the dummy was positive but insignificant. VOCATIONAL TRAINING IN AN UNORGANIZED SECTOR Vocational training broadly refers to certificate level crafts training and is open to students who leave school after completing anywhere from grades Roughly 150 trades catering to agriculture, manufacturing and service sectors are being conducted Under two principal schemes, viz., Craftsmen Training Scheme (CTS) and Apprenticeship Training Scheme (ATS). Under the CTS, there are 2,129 Industrial Training Institutes (ITIs), and 5,855 Industrial Training Centres (ITCs) with a total capacity of more than one million intake. These ITIs and ITCs are managed by government and private people respectively. The duration of the course varies from one to three years depending on the type of trade. The ATS provides training to more than 2,00,000 trainees every year at the worksite in enterprises. The duration of training varies from six months to four years, depending upon the types of trade. Many private and NGO-administered institutions provide vocational training in select skills/trades. VOCATIONAL TRAINING IN AN ORGANIZED SECTOR The Directorate General of Employment and Training (DGE&T), Ministry of Labour and Employment, is the nodal agency at the Central level. A number of training schemes are being operated under DGE&T to ensure a regular supply of skilled manpower at different levels. Vocational training broadly refers to certificate level crafts training (in India) and is open to students who leave school after completing anywhere from grades Programmes are administered under two principal schemes, viz., a) Craftsmen Training Scheme (CTS) and b) Apprenticeship Training Scheme (ATS). For implementing these programmes, Central Government has set up specialized institutions which are directly under the control of DGE&T. a)apprenticeship Training Schemes(ATS):-The ATS provides training to a semi-skilled worker who is 8-10 standard pass and whose minimum age is 14 years. Duration of the training varies from 6 months to 4 years, depending upon the trade. It is obligatory on the part of the employers in public and private sector establishments having required training infrastructure, as laid down by the Apprenticeship Act 1961, to engage trade apprentices. BENEFITS OF SKILL INDIA Increased employment Raise confidence among the youth Improve productivity and knowledge 39

5 Enable youth to get blue-collar jobs Development of skills at school level Balanced growth in all sectors Equal importance to all jobs Compulsory soft skill training for every job aspirant To touch base with rural and remote India CHALLENGES Specific technical training is available for different disciplines within the broader ambit of agriculture, education, engineering and technology, and medicine. Within these trades, there is a pronounced emphasis on engineering. Polytechnics, industrial training institutes (ITIs) and industrial training centres (ITCs) focus primarily on engineering courses. Ninety percent of the diploma programmes and 80 percent of the certificate training programmes are in engineering subjects. The overt focus on engineering disciplines has resulted in a lack of adequate capacities in building skills in other disciplines. Higher education capacities in India are unevenly distributed across the country. They display a clear tendency of concentrating on a few large states. Uttar Pradesh (2,774), Andhra Pradesh (2,768), Maharashtra (2,419), Karnataka (1,880), Tamil Nadu (1,645), Gujarat (1,134), Madhya Pradesh (1,095) and Rajasthan (1,076) are the eight Indian states with more than 1,000 higher educational institutions. These states account for more than 70 percent of India s total higher education institutes. Students obtaining graduate degrees in arts, science and commerce disciplines are often at a loss in locating appropriate employment opportunities. This is on account of the mismatch between their skills and the requirements of the labour market, particularly those of the industry. Figure 1: Share of Different Disciplines in India s Higher Education Institutions Source: Computed from Statistics compiled by the Ministry of Human Resource Development, Government of India SUGESSIONS India should look at preparing the workforce for global opportunities so that it can utilise its premium position as the human resource reservoir. Given the dynamic labour markets it also important the workforce learns and readies itself as quickly as possible. 40

6 Develop a high-quality skilled workforce relevant to current and emerging employment market needs. CONCLUSION On a comprehensive note Skill India is by far one of the best initiatives the Government has taken. Providing vocational and soft skills training to youths of India that has the highest demographic dividend is indeed a noble and judicious undertaking. If this programme succeeds then India will definitely have crore trained workforce by REFERENCES The challenges facing skill development in India-An issues paper, Institutuion of applied manpower research Asian journal of management research online Skill development in India: Need, challenges & ways forward-vandana saini Research scholor,dept of economics, PU, chandigarh Skill development through training for employees in the commercial printing industry-dattaraya Subhash Kute, Pooja Upadhyay Skill development in India: Challenges & Strategies- Amitendu Palit Knowledge paper on skill development in India;Learner first-ficci-abhay Krishna Agarwal Akashaya Patra-United Food for education-national Youth Day all for youth. Skill development; sector profile-ifcci Skill development in India-Need,Challenges & ways forward-vandana saini,research scholor;panjab university,chandigarh Asian journal of management research;skill development initiatives & strategiessonali Kanchan1, Sakshi Varshney2 1- Officer (HR), Petronet LNG Limited, Delhi (India) Skill development in India-Challenges and strategies; ISAS working paper-amitendu Palit Press information beareau,government of India,Ministry of skill development & Enterpreneurship 41