The present study will identify the institutional structure in the context of the technical vocational education and skills training systems in India. The review enumerates the best practices adopted with relevant cases for expansion, to make the vocational training accessible and such efforts taken in the direction.
http://www.tvet-online.asia/chandrasekar-et-al
Progress has been made in recognizing the value of core skills for the world of work, building them into curricula and ensuring some measure of professional development for teachers and trainers.
https://magazine.lucubrates.com/develop-the-core-skills-in-tvet-to-enhance-the-employability-of-learners-and-jobseekers/
India is a growing country in terms of both the number of young people and its economic expansion. Therefore, skilling is crucial both at policy level and for educational institutions. Yet, apart from general statements concerning the ‘lack of attractiveness of vocational education’, no research-based findings exist about this topic in India.
https://www.researchgate.net/publication/321370737_Perceptions_of_teachers_in_industrial_training_institutes_an_exploratory_study_of_the_attractiveness_of_vocational_education_in_India
There is huge demand for technical and vocational education and training facilities for preparing skilled human resource. In view of this demand the Govt. of India launched National Skill Qualification Framework (NSQF) in the state which is based on the philosophy of integration of vocational education in general education at secondary and senior secondary stages for developing employable skills in students.
https://drive.google.com/file/d/0B5NJqo0Ayn92R3lRcUZQOHpPX0hPRDhjQkR3bXJTQkhjVGg0/view?usp=sharing
A contribution of Dr. Ravinder K. Jangral ravinder_jangral@rediffmail.com Website: www.rmsa.jk.gov.in,
In India, skills training is the least accessible to those who stand to benefit the most from it. Making vocational education mobile may be one solution to this.
https://norrag.wordpress.com/2014/03/07/move-carrying-vocational-education-and-training-beyond-barriers/
The dual system can serve as a useful model for the debate and design of actual VET reforms in India. This includes elements of the dual system not mentioned above such as the establishment of national standards or the education of qualified vocational trainers. The three elements of the dual system – the dual principle, the partnership between government and businesses and joint funding – are especially relevant for the Indian context. They share a common theme: vocational training is a responsibility of both the state and the private sector and it works best when both cooperate.
http://www.bertelsmann-stiftung.de/fileadmin/files/Downloads/LL_Download_141009_VET_Article_IGCC_final.pdf?et_rp=1
This paper provides a historical perspective on the evolving concepts of lifelong learning and the learning society and makes the case for the community learning centre as a potential institutional vehicle for the promotion of adult and lifelong learning. It highlights the pertinence of lifelong learning/learning society in the post-2015 Development Agenda discourse. Arguments in favour of the community learning centre as a vehicle for lifelong learning/learning society are illustrated using the example of Bangladesh and drawing on parallels and contrasts with China and India. Finally, lessons derived from a recent review of the Asia-Pacific region are evaluated with respect to the development of strategic actions intended to offer adult and lifelong learning within and through community learning centres.
http://poldev.revues.org/1782
Objective: To explore the vocational education and training systems in four countries – the UK, US, India and South Africa – and to understand the economic benefits of investing in skills.
https://www.cityandguildsgroup.com/our-research/research-library/global-economic-benefits
This Training of Trainers (ToT) module can be used by gender trainers as well as trainers in the area of disaster management and development, practitioners, academia and other relevant stakeholders in implementing gender sensitive interventions in pre as well as post disaster scenario.
http://nidm.gov.in/PDF/modules/gender.pdf
India is at the cusp of becoming an economic powerhouse. For that to happen, however, the country needs to alter its workforce education system by reengineering the Indian vocational education and training (VET) system. India’s VET strategy includes creating basic work-centered common curriculum for the unskilled; developing a more flexible and responsive VET system that effectively educates and trains many more of the semiskilled; and raising the competencies of the skilled worker to international levels by using, for example, public/private partnerships. Regardless of the model for delivery of this training, this article suggests that the Indian workforce education system should adopt a comprehensive organisational strategy that accommodates the balancing of competing missions.
http://www.voced.edu.au/content/ngv%3A64098
Barefoot College is an NGO that is training a new generation of female solar engineers to fuel the rural developing world with renewable energy.
http://www.upworthy.com/the-amazing-school-where-grandmothers-go-to-learn-to-save-the-world
The Post-Graduate Diploma in Public Health Management, launched by the Govt. of India under the aegis of the National Rural Health Mission in 2008, aims to enhance the managerial capabilities of public health professionals to improve the public health system. The Govt. of India invested enormous resources into this programme and requested an evaluation to understand the current processes, assess the graduates’ work performance and identify areas for improvement.
A continuous mechanism for interaction and dialogue with the graduates during and after completion of the programme should be designed. This evaluation helped by providing inputs for refining the programme.
http://www.human-resources-health.com/content/13/1/31
This study aims to observe the increased effectiveness of Higher Educational Institutions in India and its competitiveness. It proposes to develop the interest in enhancing the quality in Educational Institutions. It is monitored and evaluated through rapid growth of information technology, which makes sophisticated data collection possible. This study aims to create an awareness or self competitiveness among educational institutions to implement the quality of standard education and needs of the society and to recognize the scale of height, which shows where we are in these globalised standards.
http://www.academicjournals.org/journal/IJEAPS/article-full-text/61CDA2848535
Skill Development Mission of India has aimed the target of skilling 500 million people of the country by the year 2022. As one of the measures for achieving this target, vocational education has been integrated into general education system through launching National Skills Qualification Framework (NSQF). The chief objective of the NSQF is to develop competencies in students to prepare them for the ‘World of Work’, thereby developing skilled human resource for increasing the productivity of the country.
https://drive.google.com/file/d/0B5NJqo0Ayn92RWFmX0NHWWNxTG0tWlFBcTd6cTZ6c1RXUk9B/view?usp=sharing
A contribution of Dr Asfa M. Yasin, Professor and Head, Centre for International Relationship, PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal asfayasin26@gmail.com, psscive.nic.in
A survey conducted of HR managers at 367 large employers in nine countries: Brazil, China, India, Indonesia, Jordan, South Africa, the United Arab Emirates (UAE), the United Kingdom (UK), and the United States (US).
http://blog.culturaldetective.com/2013/03/20/research-findings-the-value-of-intercultural-skills-in-the-workplace/
Related report. Culture at Work: The value of intercultural skills in the workplace
The research shows that there is real business value in employing staff who have the ability to work effectively with individuals and organisations from cultural backgrounds different from their own.
https://www.britishcouncil.org/organisation/policy-insight-research/research/culture-work-intercultural-skills-workplace
A Chennai-based firm offers videos of course modules that students can access on mobile phones for free.
http://www.livemint.com/Consumer/vicbj3PcaVfh6qI0eYsaFI/Enabling-access-to-vocational-training-content-on-cellphones.html
South Asia region is lacking 96 million of the 100 million trainees currently required to meet the requirements for continued economic growth.
http://www.britishcouncil.org/organisation/press/south-asia-faces-demographic-disaster-unless-skills-increase
Report summary Skills development in South Asia: Trends in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka
http://www.britishcouncil.org/sites/britishcouncil.uk2/files/south-asia-skills-report-summary.pdf
India’s higher education system faces challenges from underprepared faculty, unwieldy governance, and other obstacles to innovation and improvement. Instituting policies that link funding to quality could hold schools accountable for their performance, encourage greater innovation, and further the nation’s education goals.
https://www.rand.org/pubs/research_reports/RR225.html
Strategies must be devised to ensure that private nursing graduates serve public health needs of their populations. There must be policy coherence between producing nurses for export and ensuring sufficient supply to meet domestic needs, in particular in under-served areas. This study points to the need for further research in particular assessing the contributions made by the private sector to nurse production, and to examine the variance in quality of nurses produced.
http://www.human-resources-health.com/content/pdf/1478-4491-11-14.pdf
The entire chain of post-secondary vocational and career training to apprenticeship and employment is broken in India. Existing institutes do not embody either adaptability or collaboration—imperative for success in a fast evolving economy. Even if they are successfully upgraded they do not offer the capacity required for the size of the economy. The full current capacity for public and private vocational training centres is less than a million seats. This is less than a fifth of India’s desired annual capacity.
http://www.livemint.com/Opinion/PSEzpfqcjUJwiSzosc9JEL/Rethinking-vocational-training.html
The only way forward is through reorienting TVET policy towards Education for Sustainable Development (ESD), promoting it in all parts of education, reorienting the curriculum to integrate ESD, building the capacity of teachers, developing learning resources and multi-stakeholder partnership, and monitoring, evaluation and research. “Think globally and act locally” is a slogan which should be used for the future work of the participants to ensure a successful introduction of ESD in the society.
http://unesdoc.unesco.org/images/0019/001917/191744e.pdf (37.75mb)
New concerns in the field of skills development and certification put a target of training and certifying 500 million people by 2022 to cash in on the country’s demographic dividend and make India’s labour force globally competitive. Obviously, the bulk of this 500 million will be trained informally, and recognizing and certifying their skills is therefore crucial. Towards this end it is proposed to implement a National Vocational and Educational Qualification Framework (NVEQF) that would rationalize the Indian vocational training and certification system. It is envisaged that NVEQF will be able to tackle the existing problems of the system.
http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/Rashmi%20A%20Vocational_Skill_Certification_2.pdf
This report highlights the challenges of skill development in India and presents new approaches that could be adopted to overcome these challenges. The purpose of the report is to encourage discussion that will evolve bigger and better ideas of overcoming the barriers in the skills development sector.
http://www.manipalcityandguilds.com/Pdf/Skills.pdf
Recognition of Prior Learning (RPL) is a potentially valuable tool for India to bring millions of people back into training and education and set the country on a higher skills trajectory. However, implementing RPL is complex and challenging. In India, forward-thinking organizations are running their own pilot RPL initiatives to lay the groundwork for the introduction of the concept on a wider scale. The report focuses on the Recognition of Prior Learning (RPL) in the Indian context, by evaluating LabourNet’s RPL initiative in Bangalore.
http://www.educationinnovations.org/sites/default/files/Credit%20where%20credit’s%20due%20India,%20Recognition%20of%20prior%20learning.pdf
Even as India struggles to educate its burgeoning population, it faces a second pressing challenge: better preparing its college graduates for a competitive global work force. It’s not enough to simply focus on expanding educational access in the world’s second-most-populous nation. India, as a rising economic and political power, must also improve the quality of its higher-education system.
http://www.chronicle.com/article/Job-Preparation-and/135584
This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa. The paper describes targeted personal, corporate and value added tax measures related to education and training and analyses them in terms of their impacts on the incentive to acquire skills and their distributional effects. The desirability of different forms of tax relief for skills formation is examined from the point of view of efficiency, equity and administrative simplicity within the broader context of fiscal policy and the role of government in skills formation beyond compulsory education.
http://www.oecd-ilibrary.org/taxation/taxes-and-investment-in-skills_5k92sn0qv5mp-en
Articles on skills development.
http://www.norrag.org/en/publications/norrag-news/online-version/towards-a-new-global-world-of-skills-development-tvets-turn-to-make-its-mark.html
