- 1.1 Executive Summary
- 1.2 Background
- 1.3 Brief about Different Stakeholders of the Project
- 1.3.1 Ministry of Human Resource and Development (MHRD), Government of INDIA (GOI)
- 1.3.2 PSS Central Institute of Vocational Education (PSSCIVE):
- 1.3.3 State Government
- 1.3.4 State Board of School Education :
- 1.3.5 National Skill Development Corporations (NSDC):
- 1.3.6 Sector Skills Council (SSC):
- 1.3.7 Wadhwani Foundation
1.1 Executive Summary
This Digital play book is based on the implementation experiences of the Project under National Skills Qualification Framework (NSQF) in various states. This can provide the states implementing the NSQF Project, stakeholders and the public with general information on how to implement the project in the field. This Play book is a step forward to provide:
- (a) National principles for providing vocational education (VE) leading to international equivalency;
- (b) Implementation plans and guidelines for implementations and day to day functioning.
- (c) Progression with VE Transfer between VE and general education;
- (d) Partnership with key supporting organisations like NSDC, SSCs, NCERT / PSSCIVE, CBSE, and State board of school education ; and role of each stakeholder.
- (e) Partnership with industry, employers and Program Management organisation.
The play book addresses a multitude of potential issues, concerns, solutions and recommendations emerging out of implementation of the NSQF Project in the field. This document details out the responsibility of all stakeholders and departments and provides guidelines in a step-by-step manner for implementing a project. These would need to be adapted to the state’s structure of School Education Department, school education’s design and the project team’s design.
The aim was to put all the learning’s from various states/districts/schools implementing the project so as to speed up the process of finding solutions to common problem, sharing information, and taking action to scale.
The play book is an active work in progress and is subject to revisions. Its quality and potential effectiveness is dependent on inputs from the field. The true value of this document is the fact that it is dynamic, distributed throughout all levels of the organization, and reflects the will of those it will affect.
India has been marching towards a dynamic knowledge economy and occupying a prominent place in the global arena. However, the shortcomings of our school and college education system in preparing our children for productive employment have been recognized by Industry, Government and Academicians for a long time.
Over 100 countries have created a National Qualifications Framework to integrate industry driven skill development into general education and also certify nationally accepted, graduated competence levels for employable job skills. This also creates equivalence with general education levels so that the students have flexibility of all options.
Keeping this in mind, in 2007, the MHRD initiated the process of revamping the Centrally Sponsored Scheme of Vocationalisation of Secondary Education, which was introduced in 1988 at +2 levels in almost all the States and Union Territories (Annexure no 1- Centrally Sponsored Scheme). In the scheme it was proposed that there is a need to develop a National Vocational Education Qualifications Framework (NVEQF) for establishing a system of clear educational pathways from school through higher education. It was also suggested that the revamped scheme should be flexible in nature with multiple entry and exits, etc. so as to provide greater options to the students for choosing modules, keeping in view their aptitude and economic requirements
The proposed plan under the NSQF project attempts to connect learning and livelihoods in a model that addresses critical issues affecting the quality of life and future of high school students in classes 9 to 12 in the ages 14-18 years in an enabling environment that addresses their needs continuum – academic educational, technical, social, recreational and workplace readiness.
As part of adoption of this framework, Haryana had been selected in 2011 as one of the three pioneering states to implement the initial pilot. The pilot was under the “Centrally Sponsored Scheme of Vocationalisation of Higher Education” of the MHRD.
1.3 Brief about Different Stakeholders of the Project
The implementation involved multiple organisations from Government sector, PPP organisations, industry and private sector organisations. This sections gives a brief overview of the role played by each stakeholder. A presentation on the role of different stakeholders is provided with this manual.
Roles of Different Stakeholders ppt
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1.3.1 Ministry of Human Resource and Development (MHRD), Government of INDIA (GOI)
The essence of Human Resource Development is education, which plays a significant and remedial role in balancing the socio-economic fabric of the Country. Since citizens of India are its most valuable resource, our billion-strong nation needs the nurture and care in the form of basic education to achieve a better quality of life. Department of School Education & Literacy (SE & L) is responsible for development of school education and literacy in the country. The Department of SE & L has its eyes set on the “universalisation of education” and making better citizens out of our young brigade. For this, various new schemes and initiatives are taken up regularly and recently, those schemes and initiatives have also started paying dividends in the form of growing enrolment in schools. The NVEQF in Secondary schools is being implemented by the Department of SE & L.
1.3.2 PSS Central Institute of Vocational Education (PSSCIVE):
1.3.3 State Government
State Government is the implementing agency who will be responsible for all the deliverables.
National Skills Qualification Network
- Himachal Pradesh
Sarva Shiksha Abhiyan and Rashtriya Madhayamic Shiksha Abhiyan
Rashtriya Madhyamik Shiksha Abhiyan
Rashtriya Madhyamik Shiksha Abhiyan(Uttarakhand)
1.3.4 State Board of School Education :
CBSE or the State Board is the Evaluating agency. The scheme of studies – placement of the subject in the existing academic subjects is being done by the board. Assessment and Evaluation both Theory and Practical is also being done by the board along with the SSC. Certification is also the part of Board.
1.3.5 National Skill Development Corporations (NSDC):
The National Skill Development Corporation India (NSDC) is a one of its kind, Public Private Partnership in India. It aims to promote skill development by catalyzing creation of large, quality, for-profit vocational institutions. It provides funding to build scalable, for-profit vocational training initiatives. Its mandate is also to enable support systems such as quality assurance, information systems and train the trainer academies either directly or through partnerships
Need for Skill Education ppt
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1.3.6 Sector Skills Council (SSC):
Sector Skill Councils have been set by National Skill Development Corporation (NSDC) with active partnership of industry. Its aim is to conduct research related to skill development, develop National Occupations Standards, develop training course curriculum & training modules, train the trainers, assessment and certification of trainers and students, in consultation with experts from the respective Industry and Academics. SSCs also focus on building mechanism for quality assurance
1.3.7 Wadhwani Foundation
Founded in 2000 by Dr. Romesh Wadhwani, the Foundation’s primary mission is economic acceleration in emerging economies. The Foundation is driving economic growth in India and other Asian countries through large-scale initiatives in job creation and skill development. To achieve this the Foundation has launched five high impact Initiatives in India, with the goal of creating and filling 25 million jobs in the next 5 years.
Wadhwani Foundation brochure
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