NATIONAL SKILL DEVELOPMENT POLICY. R. L. Singh, Dy. Director General (Training)

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1 NATIONAL SKILL DEVELOPMENT POLICY by R. L. Singh, Dy. Director General (Training) Directorate General of Employment & Training Ministry of Labour & Employment Government of India 1

2 Indian Context Largest democracy in the world with 1.2 billion population. Youngest nation in the world with 54% population under the age of 25 years. Median age of 24 years as compared to 30 for China, 38 for Europe and 41 for Japan. Total workforce of 459 million. Global skilled manpower shortage of 56.5 million by 2020 while India to have surplus of 47 million. 2

3 Other Vocational Training Providers In addition to DGE&T, Ministry of Labour and Employment following Ministries and Departments also impart vocational training: 1. Health and Family Welfare 2. Human Resource Development 3. Information Technology 4. Small Scale Industry 5. Tourism 6. Urban Development 7. Urban Employment and Poverty Alleviation 8. Agro and Rural Industries 9. Agriculture 10. Textiles 11. Heavy Industries and Public Enterprises 12. Food Processing Industries 13. Rural Development 14. Social Justice and Empowerment 15. Tribal Affairs 16. Women and Child Development

4 National Skill Development Mission Under Skill Development Mission, three bodies have been created : 1. PM s National Council on Skill Development 2. National Skill Development Co-ordination Board 3. National Skill Development Corporation

5 The National Skill Development Policy Formulation of National Skill Development Policy in 2009 which provides a holistic framework to address all issues systematically. Target to train 500 million persons by Aim to enhance individual employability and strengthen competitiveness of the country. It addresses issues of expansion of outreach, equity & access, quality & relevance, creation of Sector Skill Councils, development of Labour Market Information System, National Vocational Qualification Framework, etc. 5

6 The vision of the National Skills Development Policy A skill development system based on strong publicprivate partnership; The formation of Sector Skills Councils as an institutional mechanisms to facilitate active participation of social partners; The establishment of a LMIS that will make training provision more relevant to need the industry. Achieving inclusive growth by providing equal access to training to all and responding to the needs of the unorganised sector (90% of economic activity)

7 The vision of the National Skills Development Policy The development of entrepreneurial skills ( contd) The development of a system in which qualifications are quality-assured and recognised nationally across organisations as well as internationally The promotion of Life Long Learning and the continuous upgrading of skills and knowledge

8 Advisory Bodies Central Govt. National Council for Vocational Training (NCVT) Central Apprenticeship Council (CAC) State Govt. State Council for Vocational Training (SCVT) State Apprenticeship Council (SAC)

9 Schemes of DGE&T 1. Apprenticeship Training Scheme (ATS) 2. Craftsmen Training Scheme (CTS) 3. Skill Development Initiative (SDI)

10 1. Craftsmen Training Scheme (CTS) Number of ITIs : 9804 (Govt & Pvt ) as on 1 st July12 Seating Capacity : 13.57lac Number of trades : 126 Duration : 6 months to 3 years Entry Qualification : 8 th to 12 th Standard Age : 14 and above 10

11 2. Apprenticeship Training Scheme (ATS) Establishments Covered : Trades : 252 Trade group 39 Seats Located Duration of the Courses Entry Qualification Age (Min.) : 3.30 lac : 6 months to 4 years : 8 th -12 th Standard & ITI pass out : 14 years 11

12 3. Skill Development Initiative (SDI) 1402 MES courses covering 59 sectors of economy approved by NCVT. About 1367 persons have been trained/ tested VTPs registered Assessing Bodies[ABs] empanelled. Certification by (NCVT) Recognition of prior learning (RPL)&LLL.. 12

13 Specialized Advanced Training Institutes under DGET The objectives of setting up of these special institutes are : Training of trainers / instructors Upgradation of skills of in-service industrial workers Training of supervisor and middle management level in the industries Training of Training Managers/Principals of ITIs 13

14 Specialized Advanced Training Institutes under DGET Advanced Training Institutes(ATI)-6 Advanced Training Institute for Electronics and Process Instrumentation(ATI-EPI)-2 Foreman Training Institute(FTI)-2 Apex Hi Tech Institute(AHI) Regional Vocational Training Institute for Women (RVTI)-10 National Vocational Training Institute for Women (NVTI)-1 14

15 Specialized Advanced Training Institutes under DGET Model Industrial Training institute (MITIs)- 4 Central Training Institute for Instructors(CTI)-1 Chennai Central Staff Training and Research Institute (CSTARI) at Kolkata, National Instructional Media Institute (NIMI)-1 at Chennai Regional Directorate of Apprenticeship Training (RDATs)-6 15

16 Specialized Advanced Training Institutes under DGET 20 Vocational Rehabilitation Centres for Physically Challenged (VRCs)-20 in 19 states 22 Coaching cum Guidance Centers for Scheduled Castes and Scheduled Tribes (CGCs)- 22 in 22 states 16

17 Key challenges in Skill Development 1. Quantitative dimension: Entry into labour force million per annum Training capacity million per annum Shortage of training institutions Low dispersal in rural areas, hilly & difficult areas Shortage of trainers. 17

18 Key challenges in Skill Development (Contd..) 2. Qualitative dimension: Demand-supply mismatch 3. Relevance: Low industry interface 18

19 Key challenges in Skill Development 4. Systemic gaps: Labour Market Information System (Contd..) Sector Skills Councils National Vocational Qualifications Framework. Re-engineering of NCVT as National Vocational Qualification and Accreditation Authority. 19

20 Policy and Programme Responses 1. Quantitative Dimension Number of ITIs increased from 5114 in to 9804 in Training capacity required to increase to 40 million per annum Decided to set up 1500 more ITIs and 5,000 Skill Development Centres (SDCs) in Public Private Partnership (PPP) to cover rural, hilly, difficult & disadvantaged areas Trainers supply about 2000 per annum while needed about 20,000 per annum Decided to set up 15 Advanced Training Institutes (ATIs) and 12 Regional Vocational Training Institutes (RVTIs) in PPP to train trainers in large numbers 20

21 Policy and Programme Responses (Quantitative Dimension): (Contd..) Decided that all ITIs and ITCs run in 2-3 shifts to accommodate larger number of trainees. Use of Information and Communication Technology tools to reach out to remote areas such as distance learning, e-learning, web-based learning, etc. 21

22 Policy and Programme Responses 2. Qualitative dimension: (Contd..) 1896 Govt. ITIs are being modernised in a phased 100 ITIs upgraded using domestic funding 400 ITIs taken up for modernisation with World Bank assistance under Vocational Training Improvement Project (VTIP) Biggest intervention by world Bank in Vocational training by contributing US $ 280 million ITIs covered under PPP. 22

23 Policy and Programme Responses (Qualitative dimension): (Contd..) Impact of VTIP: Modernisation of tools, equipment & machinery Training of trainers Set a chain of reforms Motivated GoI to invest more than a billion US dollars ISO certification of ITIs / ITCs to bench mark them with international standards.

24 Policy and Programme Responses 3. Improve relevance: (Contd..) Use Industry in a big way in modernisation and running of these institutions: Institute Management Committees set up as local level management in ITIs. A prominent Industry partner as Chairman with 4 other 5 members from Govt. Academic and financial autonomy provided to IMC. Training-cum-Placement cells in all ITIs/ITCs set up. 24

25 Introduction of six soft skills in all ITIs/ITCs: Communication skills Computer literacy English proficiency Quality management tools Occupational safety & health and Entrepreneurial development skills. 25

26 Policy and Programme Responses 4. Systemic reforms: (Contd..) Success of any skill development system depends on industry centeredness and getting labour market information on real time basis. Developing a robust labour market information system by modernisation of all 1000 employment exchanges in PPP and developing a national web portal at a cost of US $481.5 million Setting up Sector Skills Councils: 5 already set up for Automobile, Retail, Energy, Security and Media Development of a sound National Vocational qualification Framework with the help of European Union Commission. A National Steering Committee formed. World Bank assisting with eminent experts. 26

27 EMPLOYMENT EXCHANGE MISSION MODE PROJECT (EEMMP) The National e-governance Plan has identified modernization and up gradation of Employment Exchanges as one of the Mission Mode Projects. National Institute for Smart Government (NISG), engaged as Pr. Consultant for the execution of EEMMP. Announced by Finance Minister in Budget Speech

28 Expected Outcomes Enhance training capacity to about 40 annum. million per Make the Labour Market System dynamic to get demand and supply of skills on real time basis. Meet total domestic requirement. Surplus may be used by other aged & aging economies of the world. 28

29 Thank You 29

30

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