Cooperation in Vocational Education & Training (VE&T) with India the German Experience and perspective (Part I)

Transcription

1 EduCon - imove International Marketing of Vocational Education and Training Cooperation in Vocational Education & Training (VE&T) with India the German Experience and perspective (Part I)

2 It is clear that there is no alternative to the country investing in, and according to the highest priority to skill development, TVET and general education. There is no other single issue that has the potential to dramatically change the course of the country s destiny than our approach to human development. The choices are stark prosperity and a peaceful society on one hand, and total chaos and social as well as economic ruin on the other. J.P. Rai, then Director General, National Skill Development Agency in March 2013

3 Topics: 50 years Indo-German Collaboration in VE&T 2007: the new beginning the Indian paradigm shift Target groups and verticals of the Indo-German VE&T cooperation Managing the interface issue: the Cluster approach

4 50 + years Indo-German Collaboration in VE&T 1958: first projects in VE&T under Development Cooperation (DC, technical and financial) Creation of Institutions which still play an important role in the VE&T landscape in India (Central Staff Training and Research Institute, National Instructional Media Institute, Apex High Tech Institute, Indo-German Tool Rooms etc.) 2003/04: mutual agreement to terminate DC in VE&T Last project completed and transferred in 2010

5 2007: the new beginning the Indian paradigm shift 1990/91: reform process / liberalisation starts in India 2004: Confederation of Indian Industry CII publishes the first critical analysis on the state of VE&T in India (260 pages), organises the first Global Skill Summit in 2007 (followed by Federation of Indian Chambers of Commerce and Industry FICCI) 2007: Indian Prime Minister Man Mohan Singh proposes the re-launch of cooperation in VE&T with Germany to Chancellor Angela Merkel beyond DC, but based on Industry collaboration

6 2007: the new beginning the Indian paradigm shift 2008 first meeting of the Indo-German intergovernmental Joint Working Group on VE&T lead managed by the Indian Ministry of Labor / Directorate of Employment & Training and the German Ministry of Education & Research. 9th meeting to be held in July : Ministry of Skill Development & Entrepreneurship MSDE adopts Co-Chairmanship in JWG

7 Target groups and verticals of the Indo-German VE&T cooperation Level 1: Government to Government G2G (joint funding) - Partners: Indian Government run Institutions of VE&T (MSDE with DGE&T/DGT; NCVT, ATI, ITI / MHRD with AICTE, CBSE, state Govt. etc ) and German Government Institutions on VE&T - Projects: (samples) - Development of competency based curricula (CSTARI Federal Institute of Vocational Education BIBB) - Joint Development of the National Institute for Skill Development (NISD) by MSDE/CSTARI and BIBB

8 Target groups and verticals of the Indo-German VE&T cooperation - Joint Development of National Skill Research Division (NSRD) by MDSE/CSTARI BIBB/GOVET

9 Target groups and verticals of the Indo-German VE&T cooperation Level 2: Government to Business G2B (mainly commercial!) - Partners: Indian Government run Institutions of VE&T and German Industry Institutions on VE&T - Projects: (samples) - Establishment of a new Advanced Training Institute in Construction Technologies / Energy efficient Construction (ATI EECT) by MSDE/DGT, ATI Jamshedpur and ATI Howrah/Kolkata with the Training Academy of the German Association of the Construction Industry (under implementation)

10 Target groups and verticals of the Indo-German VE&T cooperation - Upgrading of 2 ATIs (FTI Bangalore, AHI Bangalore) in the fields of Welding, Mechatronics and CNC- Maintenance by the Training Academy of the Bavarian Employers Association (3-year project, under implementation) - Upgrading of 2 ATIs in the field of Car Mechatronics, Electronics (to be approved)

11 Target groups and verticals of the Indo-German VE&T cooperation Level 3: Business to Business B2B (commercial!) - Partners: Indian Private Vocational Training Providers as well as Corporates and German Industry Institutions in VE&T / German VTPs - Projects: (samples) - Long-term cooperation between IL&FS Education and the Chamber of Skilled Crafts Frankfurt / Rhein- Main Region - Cooperation of Bharat Forge Ltd. with two German technical Universities

12 Target groups and verticals of the Indo-German VE&T cooperation - Growing number of inquiries from Corporates (CSR- Obligations) Some issues: - Scarcity of funds - Orientation of Indian VTPs - Orientation on Scale and speed (the 500-Million- Myth) - Lack of professionalism in VE&T - Mental division between Training and Education - Etc.

13 Target groups and verticals of the Indo-German VE&T cooperation The Verticals: Strengthening and empowerment of the existing VE&T System in India Creation of an environment for the unfolding of the principle of duality in VE&T, integration of VE&T processes in the industry (The Cluster Approach)

14 Cooperation in Vocational Education & Training (VE&T) with India the German Experience and perspective (Part II) imove. Training Made in Germany

15 Background: The Challenges in Vocational Education & Training (VE&T) in India Some thoughts for solutions.

16 Challenges.. The numbers: 12 to 13 Million ( Lakh) annually App. 4 Million (40 Lakh) places available ONLY

17 Challenges.. VE&T provided in Institutes only (course oriented) with occasional collaboration with Industry Education and VE&T still separated from Industry (in particular from employment intensive Manufacturing) Question: Will India be able to create the sufficient ADDITIONAL number of Institutes to provide VET& to 80 to 90 Lakh of young people?

18 Challenges.. Strong orientation on NUMBERS (500 Mio people to be trained till 2022 ) too little emphasis on quality benchmarks, often low quality of offers by privat sector Vocational training providers Consequently priority given to short term course like MES with limited value for students and industry, focus on Service sector (with low investment requirements) while manufacturing sector was almost neglected

19 Challenges.. Separation of Education and Skill Development (Versus Vocational Education & Training.) Saraswati & Vishwakarma

20 Challenges.. Low social status of blue collar workers and craftsmen ( Dignity of labor ), VE&T considered as nonaspirational a dead end for any career

21 Challenges.. Obsolete Curricula (Craftsmen Training Scheme) and Methodology Insufficient Equipment and Training- / Instructional Media Lack / non availability of vocational teachers, Instructors and Trainers, understaffed ITIs etc.

22 Challenges.. Low educational level of School students / high numbers of dropouts Little or no experience of Industry in VE&T (in particular SMEs Exceptions among the larger Corporates) No system of continuing education and training for the existing workforce

23 But: everybody complains about lack and nonavailability of skilled / educated craftsmen, technicians etc. Some glimpses into Vocational Education & Training in Germany, the principle of duality, responsibiliies of the German Chambers (as Business Membership Organisations in Clusters & Conclusions for India.

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28 Tasks of the competent body : Establish vocational training committees draft & develop Standards and curricula Reviewing the training agreement Registering, modifying and deleting training agreements Issuing regulations pertaining to training (for example, issuing examination ordinances) Reviewing the suitability of instructors and training facilities; Administering trainees' intermediate and final examinations; Advising & Training instructors and trainees, monitoring execution of training via training advisors

29 The VE&T-System is self-governed by the Industry (with 95 % SMEs) and it`s BMOs, e.g. the Chambers and Industry Associations, which are bodies of public law,. Known as the Dual System of VE&T the industries in their multi-sector clusters provide vocational education & training on the job according to systematic curricula (which are common and compulsory) while the role of the respective regional governments is confined to rendering academic theory lessons in schools. imove. Training Made in Germany

30 To support their in-house education & training processes the SMEs have set up a comprehensive network of more than 200 multi-sector centers of competence through their chambers and associations, mainly financed by themselves with some financial support from the respective regional governments. 134 chambers run 1,100 centers 1.4 million trainees 30,000 trainers 400 professions Funding: chambers (= contributions of Members) & Government (PPP)

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32 A solution? The cluster approach for empowering SMEs by VE&T Development By applying the principle of duality

33 Responsibility of Business Membership Organisations (BMOs) / SME Associations in the development of industry oriented infrastructures and facilities for Vocational Education & Training (VE&T) in their clusters! The core element: common Faculties Centers (CFCs) or Skill Development Centers (SDCs) or Technology Centers (known as Tool Rooms ), which are set up under the management of the SME BMOs/ Associations in their respective clusters in collaboration with Government

34 Technology Centers / CFCs / SDCs provide Basic and technology oriented theoretical and academic knowledge including communication skills, natural science, life skills etc. (academia industry linkage) first industry oriented practical skill trainings Support to SMEs to organise inhouse trainings on the job (curricula, training of trainers, recruitment etc.) Access to new technologies Businesses / Companies Employ trainees / students (under the new Apprenticeship act) Render systematic inhouse trainings (principle of duality) Collaborate with Centers in curriculum design, management boards

35 Government: Transforms, upgrades & runs the existing facilities (like ITIs, Polytechnics, Colleges ) Supports initial funding of the dual structure Cooperates with the SME Organisations under new apprenticeship program Develops the regulatory framework in close collaboration with SMEs and the BMOs according to NSQF

36 This cluster approach will open the doors to transform the existing over centralized and inflexible VET-System into a decentralized and flexible System, which will provide tailor made workers to the SMEs to enhance their productivity, quality and competitiveness. The direct involvement of SMEs into the VET will also create new capacities for providing education and training as well as employment to the Indian youth at a volume, which cannot be delivered by institutes alone. These capacities will be open also for the unorganized sector.

37 one example Typically if a Cluster has appr. 100 Units each employing 20 persons, new 5% would be 100 persons annually. They could spend 4 days with their employers and 2 days at the Center (over a 2/3 year period), where they would receive training according a to program, based on adapted curricula used in training in the same trade in Germany/Europe The Trainers could be shared with other clusters for the same Product and also used for upskilling existing Employees. The main responsibility of the CFCs/SDCs will be Support the SMEs in development of inhouse training programs Providing the skill oriented knowledge to the students and Deliver basic practical skill training enabling the trainees to understand and to absorb the practical in-house training in the companies properly and productively. And open the upward career path!

38 Costs versus investment Basic PPP-Model: More effective use of Government funds for VE&T Design of Centers as business model Use of comparative advantages Implementation of the principle of duality means productive involvement of students/trainees = financial sustainability of VE&T programs in Clusters.

39 No need to reinvent the wheel! Collaborations with International (German/Swiss etc.) BMOs/Chambers/ Associations and their VE&T-Institutes for Joint development / adaption of industry oriented curricula and syllabi Consultancy for setting up and management of Common Faculty Centres (CFCs) and VE&T-Institutes Training of Master Trainers for the CFCs and training of corporate trainers Development and installation of Quality Assurance Systems in VE&T Introduction of internationally recognized certification standards etc

40 Ultimate objective: Enhancement of competetiveness of Indian SMEs strengthening of Manufacturing Industry for Make in India