Tuesday 16 September 2014


With the new government in place and a vigorous emphasis on skills development, evident through the creation of the new ‘Skills Development and Entrepreneurship’ ministry and the prime minister’s own words in almost every public outing, we are witnessing a phase where the TVET structure and framework is under a very critical eye and being reviewed. The TVET structure has been in focus over the past few years, given the realization of our youthful population, unemployment and related social challenges and poor educational attainment in the country, dissatisfaction of employers with the talent pool available, etc. 

International attention has been rife as well with business and development agendas providing impetus to this area. New structures have been created with industry and government both providing direction and funds to this. A great deal of hectic activity has taken place and we now have the some of the following in focus

1. A New Skills Development Ministry
2. A National Skills Qualification framework (NSQF)
3. National Skills Development Corporation (NSDC) a public-private partnership frame primarily for funding capacity building of large scale, high quality for-profit training providers, training schemes and Sector Skills Councils (SSCs) 
4. National Skills Development Agency (NSDA) looking at coordinating and harmonsing work across ministries, government, NSDC and the private sector; directing and managing some other interventions including operationalizing and development of the NSQF, International Interventions and projects, being the nodal agency for SSDMs, etc. 
5. State Skills Development Missions (SSDMs)
6. Sector Skills Councils developing occupational standards for industry requirements
7. Standards for developing assessors and trainers
8. Assessing body approval guidelines and procedures
9. Vocational Training Providers (VTP) approval guidelines and procedures
10. Trans-national standards and international equivalences
11. STAR scheme to increase throughput and other schemes to support the same based on geography and special interest segments. Precursor of some of these were the Modular Employment Scheme (MeS), etc.
12. Labor Management Information Systems (LMIS) proposed but still not functional
13. Other supportive elements like the NSQC, QRC, etc. 

Key concerns

1. Current structure has low level of checks and balances on constituents. The system therefore has been exploited and not yielded the results that should have emerged from these.

2.  There is overlapping of responsibilities or lack of clarity on roles and responsibilities in certain areas and therefore clashes of interest and turf battles undermining the efforts and diverting focus and priority. 

3. There isn’t a structure for planned capacity building of these institutions themselves.

4.  Constituents are provided with roles and responsibilities that have built-in conflicts of interest.

5. New areas, agendas and concerns have emerged since the structure was created and there is no clear process or agency nominated to address these, therefore creating confusion.

6. Industry participation is patchy and industry funding is inconsistent.

7. Lack of integration in existing structures and working. The certificate and qualifications do not link to existing frameworks of education and recognition thereof is missing.

8. Unrealistic expectations of impact, returns and timelines along with short term thinking is undermining quality and creation of a robust TVET framework.

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Image Building for Vocational Education in India - A comprehensive study

Technical Vocational Education and Training (TVET) in India, as in many other countries, is the less preferred educational option of students. Most people consider it as an option for those left out of main stream education or for them who are unable to cope up with higher education. It is a great travesty indeed, for it undermines necessary work capabilities that are essential to produce goods and services in the real world. It is interesting that this situation exists while there are other countries where TVET is considered the more preferred and sought option.

To understand and address this phenomenon, FICCI and PROGILENCE Capability Development Pvt. Ltd. have undertaken a study where we are interacting with various stakeholders in Indian society to get well-rounded views of the perceptions, practices and outcomes surrounding TVET. 

As part of this study we are interacting with a range of stakeholders including students, parents, training providers and educators, policy makers, influencers, employers and others. The study is expected to be the most comprehensive and inclusive study undertaken in the field in India yet. 

To participate in this study kindly connect with us at tvet.research@progilence.com. 

To know more about the study click here