Documentos de Académico
Documentos de Profesional
Documentos de Cultura
KNOWLEDGE
WORKERS
THROUGH
SKILL
COLLEGES:
PILOTING
100
COMMUNITY
COLLEGES
IN
12th
PLAN
Approach Paper for achieving this through Skill Colleges Industry lead program that caters to job readiness Modeled after global best practices Adapted for Indias unique needs Integrated into existing systems Supported by strong partner networks
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Table
of
Contents
Executive
Summary:
..............................................................................................................................
3
1.
Intervention
at
post-Secondary
Education
level
A
Case
for
Action
................................................
4
2.
NVEQF
based
Skill
Colleges
in
higher
education
............................................................................
6
3.
Implementation
Model
................................................................................................................
10
3.1
Challenges
for
implementing
NVEQF
in
Higher
Education
.....................................................
11
3.2
Anchors
for
Deployment
........................................................................................................
12
3.3
Approach
for
Rolling
Out
........................................................................................................
12
3.4
Plan
and
Supporting
Elements
...............................................................................................
15
4
Driving
Success
by
nurturing
implementations
in
Pilot
and
beyond:
............................................
18
4.1
National
Skill
Knowledge
Network
(NSKN)
.............................................................................
19
5.
Benefits
and
Next
Steps:
..................................................................................................................
21
Appendix
A.
Sample
Courses
in
Various
Industries:
............................................................................
23
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Executive
Summary:
India
needs
to
create
tens
of
millions
of
highly
skilled
knowledge
workers
to
sustain
its
economic
growth,
meet
global
demand
and
fulfil
its
human
potential.
To
meet
the
skill
demands
of
a
growing
Indian
economy
and
increasing
youth
population,
GoI
has
launched
various
Initiatives
around
Skill
development
and
MHRD
has
also
established
the
NVEQF
to
facilitate
and
formalize
Skill
development.
This
paper
focuses
on
implementation
of
the
NVEQF
at
Levels
5
through
7
through
Skills
Colleges
modelled
after
the
Community
College.
This
will
build
world-class
capacity
for
three
million
higher
education
seats
tightly
linked
with
market-linked
vocational
education.
Working
closely
with
Industry,
Central
&
State
Governments
as
well
as
Educational
Institutes,
the
Initiative
aims
to
offer
a
faster,
cheaper
and
better
alternative
to
the
regular
college
track
and
thus
open
the
doors
to
the
4.5
million
youth
left
behind
after
completing
Class
12
each
year.
Rolling
out
NVEQF
in
Higher
Education,
especially
at
the
Level
5
and
6,
will
meet
critical
needs:
Right-skilling
the
currently
under-equipped
Knowledge
Workers
for
global
jobs
of
the
future
Overcome
barriers
of
affordability,
accessibility
and
employability
to
push
more
working-age
youth
to
pursue
higher
education
and
improve
GER
of
the
nation
A Skills Colleges model, similar to Community Colleges, that offers shorter term courses like 1-year Diplomas or 2-year Associates Degrees is proposed. This could best drive national standards while meeting the needs of the local industry and populations. They could be set up: Within Current Systems. The existing College or VET Providers physical infrastructure could be used, but with separate course offerings, distinct curriculum, teachers, assessments, etc. As new dedicated Skills Colleges. These could be built on the NVEQF principles from the beginning and would be focused on meeting Knowledge Worker skills
In the 12th 5-year Plan for India, 100 Community Colleges are planned to prove the value of the model in addressing the skill gaps. To implement this correctly, a 4-S (Select Pilot, Scope up to various industries gradually, Standardize curriculum, assessments, etc. to start with and Support for success) approach is suggested. Piloting will gain quick traction with forward thinking and aligned early adopters, consolidate learnings into replicable models through the support structure to enable further scale-up and adoption and then become a self-sustaining vibrant ecosystem across the various geographies and industries in the long run. It is suggested that a PPP with the government and partners like Wadhwani Foundation called National Skill Knowledge Network (NSKN) can play a vital role in supporting and ensuring success of this program. It is envisioned that this entity can be setup in mission mode with increasing portion of the funding for such capacity building activities being borne by the beneficiaries (industry, colleges, etc.) over time.
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The National Vocational Educational Qualification Framework is a pathbreaking step in integrating vocational training and formal education in India. Proper implementation of NVEQF in higher education will help build work-ready students for the knowledge economy jobs of the future. Assuming the context of NVEQF is known to readers; this paper focuses on its actualization.
Fig.1 Knowledge Workers are under-served by current Education and Training Indias growth ensures a push towards a knowledge economy involving millions of skilled people across all sectors.. Even traditional blue collared jobs (like Automotive) are gaining a knowledge work status with advances in technology. Creating a pool of such knowledge professionals is going to be crucial in growing industries and attracting FDI. Hence, rightly, the 12th plan targets to increase higher education from current 12.4% to 21% (see Fig.2 below).
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Comparisons of higher education beyond 12th standard (See Fig. 2 below) indicate that this is a dire need as India lags behind other countries. About 64% students stop after 12th class because of affordability, accessibility and employability. Lack of options is also said to increase dropouts in earlier classes. While obtaining a college degree is a matter of prestige for most Indians, the sad reality is that it doesnt significantly improve employability of students. Degree colleges have also grown from 7,350 in 1990 to 18,500 in 2007, but only around 40% graduates are employableiii and Degree colleges do not focus on Intermediate skills. It is said, the current Indian college education just delays unemployment by three to four years!
Fig.2 High Dropout after 12 Class
th
iv
To summarize, the reasons to pursue a community college like model include: 1. Demand for Knowledge Worker Skills by Industry/Employers Economic growth of India is fuelled by growth in domestic as well as global demand. Technological advances causes need for higher skilled workers across sectors in the domestic market. Our young populations demographic dividend demand attracts global jobs but needs a higher level of educated workforce for multinationals. Community Colleges aim to impart quality and quantity of such industry relevant post-secondary education which can cater to this demand 2. Lack of Employable Skills from Educational Institutes Current tertiary education doesnt produce employable graduates for various reasons including lack of industry drivers or orientation. Community Colleges focuses on meeting the needs of local industry and community through practical, industry driven education 3. Poor Higher Education Gross Enrollment Ratio Only a minority pursue higher education after secondary studies due to reasons of employability, accessibility and affordability. Community Colleges addresses these issues through short-term courses aimed at meeting immediate and future needs of the students (and local industries), thus encouraging students to start higher education and put them on a pathway to future growth educational and professional. In absence of pertinent employable skills training, companies often resort to in-service training whose rigour and quality varies widely. A few progressive companies have even outsourced their internal trainings to independent educational and training institutions. However, all these are ad-
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hoc, company and job specific training which doesnt necessarily enhance skills for growing in a career or even in the company. The analysis of relative merits and issues of the options are summarized in the table below: Levers Formal Vocational Corporate Training Outdated, N ot Customised for Curriculum Industry Oriented Trade Focus Specific Company Low Industry Govt. or Industry Teachers Exposure Trainers Industry Trainers Pedagogy Theory Practical Practical Industry C onnect Low Low High Social Acceptability High Low High Up skilling/ Reskilling Longer Duration Low Limited Cost High Low High Duration Long Short Short Over qualified - Student P rofile Under Skilled Skilled Skilled Accessibility Limited Good Limited Fig. 3a Analysis of Current Skill Development Options It is clear that an innovative model is needed to transform higher education to address the above mentioned shortcomings. We need a new paradigm that rectifies the dropout and employability problems, thereby creating knowledge workers who are also trained hands on sectoral skills. The logical prescription for such a program that addresses the current limitations is summarized below: Levers Current Need Curriculum Contemporary, Industry Relevant Teachers Trained & Certified by Industry/ Bodies Pedagogy Theory + Practical Industry Connect High Social Acceptability High Up skilling/ Reskilling Easy Mobility for Incremental Employability Cost Low Duration Moderate Student Profile Right Skilled Accessibility Widespread Fig 3b. Program Prescription to Overcome Current Limitations
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This was recognized as early as 1986 in the National Policy on Education which stated, inter-alia, that The introduction of systematic, well-planned and rigorously implemented programme of vocational education is crucial in the proposed educational re-organization Vocational education will be a distinct stream intended to prepare students for identified vocations spanning several areas of activity. HRD Minister Kapil Sibal reiterated this when he emphasized that the NVEQF will help in making the vocational course more acceptable to the people who now give importance to other plain paper degreesv. As prescribed, the various levers of the skill based education can be explained under the context of NVEQF framework. This seeks to make the system Employable and Relevant having industry drivers in all aspects - definition of curriculum, teachers, student exposure, etc.; allows Flexibility in Time and Cost through offering educaiton in modular building blocks; improves Access by integrating with mainstream education and using technology; and offers Future Growth through vertical mobiity. Curriculum Curriculum is imperative to integrating the skills into education. The program will ground students in general educational knowledge and functional skills so as to give student broad grounding on fundamentals. This will prevent pigeonholing him or her into a very specific industry and will enable future lateral mobility across industries depending upon changing economic situation in demand and opportunities. Hence the curriculum will have general skills courses as its foundation, professional and functional courses as the pillars and industry specific courses will round off the course as shown in Fig. 4 below
Fig.4. Curriculum Broad Foundation & Functional base; Industry finishing Teachers The teachers for vocational courses will ideally have prior industry experience or at the very least should have industry exposure and contact. Industry should be involved in their selection and training on an ongoing basis to keep them current on the latest industry trends. Pedagogy Workshop based lecture demo, industry exposure, group study to increase collaborative and peer learning is recommended. Each teacher to act as a mentor; being a facilitator than just an instructor will prevent rote learning and increase participation from the students. Multi-mode training methods, consisting of class-room, satellite (using hub-and-spoke model), e-Learning and on-the-job training, will offer access and effectiveness even in remote areas. Industry Connect Select Industry partners will meet often with faculty and deans to review admission criteria, curriculum, faculty training, exams and the like. Visiting Faculty/Trainers, exposure to local industry through visits and assignments, industry based internships, etc. will further reinforce development
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of work relevant education. The continuous industry connect will keep the entire ecosystem warm to the economic developments affecting job requirements. Social Acceptability By mainstreaming the programs through existing higher education Institutes and by creating pathway to merge into mainstream education, the candidates will also pick up a formal education qualification. This would be deeply impact the social quotient of the vocational programs. Up skilling/ Reskilling (Mobility) NVEQF offers a continuous credit based systems with intermediate certificate, diploma or associates degree awards. Prior learning is also transferable to higher levels leading up to a degree programs or Skill Competence certificates (NCC National Certificate of Competence). This gives options for upward/vertical mobility in both education and career rather than being a dead-end option. Cost Shorter term courses (1 year Diploma (NVEQF Level 5), 2 year Advanced Diploma or Associates Degree (NVEQF Level 6) or modules thereof) would make it affordable and attractive to more students. Students can pick up entry level skills or upskill to get into supervisory role. The earn- and-learn model would take care of subsistence aspects during training. Duration (Flexibility) The courses will be modular and short-term allowing multiple entry and exits at 3 or 6 months (certificates), 12 months (diplomas), etc. NVEQF Level 6 could correspond to Associates Degree as per the general global practice and existing framework in IGNOU. Each module enabling competence to a certain job capability and carrying over logically into the next module. Recongition of prior learning and carryover of credits earned from prior coursework will be integral to overcome the issues of affordability and accessibility and open the programs up to students who hitherto dropped out. Student Profile The courses would be very focussed on developing sector specific skills and therefore the candidates will be right skilled and job ready. Rather than one size fits all, the job requirements would determine the compentence and educational level and intermediate student qualifciations. Accessibility By accrediting existing higher education Institutes and other registered VET providers, using their infrastructure in the evenings, accessibility and availability of the programs will help widespread reach. Vocational component and recognition of prior learning would also open it up to otherwise academically challenged population. Technology enablement through ICT, eLearning, etc. would further enhance reach. So Skill Colleges can be defined in Indian context as institutions of which meets the needs of Industry and Students by providing job-oriented short-cycle Higher Education with pathways to further education. They offer short-term certificates, Diplomas and Associates degree. Key characteristics of this model are: 1. Higher Education. These clearly are in the domain of tertiary education catering to post-secondary students. NOTE: Those who havent passed 12th could have to get their HSLC certificate through open schooling or bridge courses with possible help from CCs (E.g. in US, CCs help prior dropout students
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get
their
GEDs
in
this
way).
However,
that
is
just
a
path
to
the
end;
the
mainstay
is
higher
education.
The
transfer
of
credits
or
hours
of
study
towards
degree
programs
also
ensures
that
this
builds
bridges
between
school
and
colleges,
encouraging
more
students
to
pursue
higher
education
degrees.
2. Employment
Oriented
Unlike
pure
arts/science
or
even
commerce/engineering,
the
objective
is
to
meet
the
aspirations
of
the
students
which
is
to
find
a
good
job
after
the
course.
It
also
meets
the
needs
of
the
local
industries
which
often
are
sponsors
and
associates
of
the
CC.
The
combination
of
Knowledge
&
Skills
for
meeting
certain
skilled
job
roles
that
the
industry
need
is
the
mainstay
of
the
program.
The
duration
of
the
course
depends
upon
the
training
needs
for
the
particular
job.
Adjunct
teachers
from
the
industry
may
be
used;
as
may
industry
facilities
be
leveraged
for
practicals.
3. Accessible/Cheaper
By
offering
a
combination
of
shorter
duration
and/or
part-time
courses
(allowing
earlier
start
to
earning
or
earning-while-learning),
lower
fees
(through
government
funding/
subsidies),
paid
internships,
etc.,
they
address
many
reasons
students
do
not
pursue
higher
education
and
degree
programs.
4. Modular/
NVEQF
Compliant
The
courses
will
be
modular
and
in
accordance
with
NVEQF.
These
will
cater
to
Level
5,
6
and
7
correposnding
to
year
1,
2
and
3
of
degree
colleges.
There
are
key
differences
between
current
educational
insitutes
and
Community
Colleges.
They
are
represented
in
Fig.
5
below:
Job
Orientation
Industry
Sectors
Type
of
Jobs
Industry
Involvement
Education
Focus
Duration
Tranferability
Skill
Colleges
High
Cross-Functional
Knowledge
Workers
High
Higher
Education
Flexible:
6m-2y
High
Degree
Colleges
Low
Cross-Functional
White-Collared
Low
Higher
Education
3-4
years
High
Polytechnics
Med
Engineering
Engineering
Med
Intermediate
3
years
Med
ITIs
High
Mfg.
Blue
Collared
Med
Lower-Inter
1-2
years
Low
MES
High
Mfg,
Service
Blue
Collared
Med
Lower-Inter
Few
months
Low
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Industries (and job types within them) who could be good consumer for such candidates may include IT/ITES (Low level Testing Analysts, BPO Associates), Retail (Senior Customer Service Associates), Hospitality (Operations Managers in Front Office, Housekeeping and Food & Beverage, Travel Agents), Automotive (Service Associates), Banking, Financial Services and Insurance/BFSI (Sales, Desk Associates), etc. A more comprehensive list of courses is enclosed in Appendix A.
3. Implementation
Model
The
NVEQF
Levels
5
and
6
(and
modules
thereof)
can
be
implemented
within
Skills
College
programs
offered
within
Higher
Educational
setup
with
equivalance
and
transferability
to
regular
streams
as
reflected
in
Fig.
5
below:
Fig.5 Higher Education Industry Job oriented NVEQF Programs via Skill Colleges Skills Colleges offering Associate Degrees would integrate such programs within Current System (existing Institutions, but Distinct). They also could be standalone Associate Degree Colleges. Skills Colleges will either be part of or affiliated with existing colleges/universities to assure transferability of NVEQF and cross-fertilization between skills training & academia. However, the programs would be specifically designated and run as distinct programs within the general offerings.
Fig. 6 Programs offered within existing institutions but with distinct identity and execution They could also be offered by Registered Education and Training providers (RETPs) in a similar manner with appropriate safeguards and academic accreditation offered by relevant bodies in the region/domain as prescribed by NVEQF. This entity could evolve into a new, dedicated Associate
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Degree (upto Level 6) granting institution which is aligned with these principles right from the inception stage and hence builds the appropriate DNA within its systems and personnel. Infrastructure needed for practical labs or industrial training can be inhouse or arranged from external institutes (ITIs, Industries, etc.) as shown in Fig. 6. There is evidence from the experience of other countries that such skill or community colleges will improve accessibility, increase inclusiveness, lower costs and create upward mobility.
3.1
The collegiate system imposes certain additional conditions on implementing NVEQF as in Fig. 7:
Fig. 7. School vs. Higher Education NVEQF Requirements NVEQF rollout has initially been targeted at school education, which is probably simpler because of monolithic streams or syllabi, central/state control for both public and private schools and limited pre-requisites as it begins here. The Higher Education collegiate and University System is more fragmented with multiple programs/specializations offered under several autnomous universities and complex regulatory systems as indicated in Fig.8 below. Colleges are fewer with uneven geographical spread and much more discretionary from a student enrollment standpoint. Since they start at NVEQF Level 5, students will need to meet the pre-requisites of Level 1-4.
Fig.8 Fragmented and Distributed Higher Education System Needs Focused Implementation
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To effectively introduce this new system in such a diverse, distributed and well established network, the strategy and implementation needs to be well thought out and focused to ensure fidelity to the original concept of NVEQF, its design and desired results.
3.2
In order to actualize the vision of NVEQF a measured and well thought out implementation approach is necessary. At the highest level, there can be a two pronged approach: 1. Within Current System. Such programs certificate, diplomas and leading upto a 2-year associates degree can be implemented within existing Higher Education Universities/ Colleges physical infrastructure, but with distinct identity and separation in terms of soft infrastructure (content, teachers, industry linkages, assessments, etc.). Classes and Labs could be used after-hours to increase capacity. This has been described above in section 2. 2. As new Dedicated Skills Colleges granting Associate Degrees. This could be tied to new vocational universities that would be setup and would be focused on meeting Knowledge Economy skills needs from the beginning. Hence they could be designed and evolved with a NVEQF system in mind much like the Community Colleges in the US, Professional Colleges in the UK or Vocational Colleges in Germany or Switzerland, etc. The advantage of implementing within the existing Colleges under University system is that the transferability of the 1 year or 2 year program to higher education/degree courses will be easier under the same system. At the same time, keeping it separate frees it from the constraints so that it can be developed as a truly employment driven system with high industry involvement.
3.3
In the 12th 5-year plan, a proposal to implement 100 community colleges on a pilot basis has been mooted. This is expected to evaluate the suitability of this model to address the needs for higher skilled knowledge workers and adapt it to suit Indias needs. A 7-member committee of state ministers have been setup under whose direction detailed concepts and plans are being put together. Based upon this initial pilot, a 3 phase rollout plan is suggested which would comprise of Piloting the 100 community colleges housed within exiting Colleges and infrastructure (80 colleges, 20 polytechnics), Expand and Saturate as shown in Fig.9 below:
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An holistic 4S approach comprising of Select, Scope, Standardize and Support is proposed for rolling out this program. This is illustrated in Fig.10.
Fig.10 NVEQF Higher Education Implementation Success Approach 4-S Model Each of these components is elaborated below: 1. SELECT: 1-2 states to be selected for the pilot who show willing leadership and hunger to adopt NVEQF in higher education and who also have the economic/demographic conditions conducive to such mezannine level jobs should be selected. 1-2 universities should be designated as Innovative universities which can be a prestigious tag so that universities are incented to participate in introducing NVEQF. Better Colleges, ideally autonomous (to adapt their own curriculum), within the selected universities, located close to the relevant and possible partner industry/ companies should be selected. Some accredited private colleges or VET providers may also be selected. Selecting Initial Pilots I. SELECT INITIAL STATES. These need to be selected based upon various categories including: a. Motivation of the state government If the Education Minster/Chief Minister is enthusiastic about it, the necessary top level push will come. Existance of similar initiatives, political and adminstrative support, etc. will help
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b. Favourable Socio-economic conditions in the state Existance of high demand industry struggling for skilled workforce, Need for knowledge workforce, supply of surplus students (many post-12th students), Economic need for population, joblessness, etc. c. Infrastructure & Insitutions in the state Existance of progressive universities and strong school systems. II. WITHIN THESE STATES, SELECT STRONG INDUSTRY SECTORS AND COMPANIES Sector Selection a. High Growth sectors b. Skill Gap/ Need for higher skilled knowledge workers c. Need for large numbers of workers d. Strong roots in the state Company Selection e. Take within top 5 leaders within the sector and state f. Ideally with multiple locations in the state and/or large supplier base g. Progressive, open to hiring h. Located close to major universities (who are candidates) or geographies /districts which have good schools/collleges, good student hinterland III. POSSIBLY IN PARALLEL WITH (2) SELECT STRONG UNIVERSITIES/COLLEGES Select strong universities/ colleges a. Progressive Vice Chancellor and management willing to embrace new models b. Strong, innovative track record (should be over x years old?) c. Existing Industry Linkages if possible in the above sectors/companies d. On-campus Placement cells that are active e. Wide array of (industry-relevant) courses offered like B Com, BA, BBA/MBA, etc. f. Located close to Industrial centers/ connected hub D. POSSIBLY IN PARALLEL WITH OR AS INPUT TO (2) AND (3) SELECT STRONG DISTRICTS Select good districts a. Strong District Educaitonal and general adminstration b. Good center for people / Students and industry as well as colleges c. Accessible by road/rail/air with good infrastructure 2. SCOPE. Within these colleges, focus on specific industries and jobs that are defined by Sector Skill Councils defined NOS (National Occupational Standards). Select the jobs that map to the local industry 3. STANDARDIZE. Each of the institutions needs to take the given NVEQF framework and NOS requirements and instantiate into delivery. The NVEQF framework being a modular multi- tier architecture, efficient execution and consistency in quality of delivery will require huge efforts in standardisation, e.g. in Curriculum and Assessments, as well as enabling teachers.
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As these programs will have to be developed in close coordination with local industries, a fine balance of customisation/localisation and standardisation will be the key. 4. SUPPORT. For the pilot, the initial insitutions offering this will have to be jump started with curriculum and courseware, teacher training, etc. Common efforts that are needed shouldnt be duplicated. Global and domestic best practices should be adapted into common offerings and an enabling technology platform should be provided to allow standardization and multi- media, interactive props, etc.
Both Standardization and support need an institutional support infrastructure not just to ensure right effective initial pilots, but also enable quick, robust ramp-up of subsequent programs.
3.4
A suggested plan for the rollout of the program based upon leading with 100 pilots is based upon the typical bell curve adoption of new concepts of innovators, early adopters, early and late majority and laggards. A rough cut plan is depicted in Figure 11 below:
Fig. 11 Proposed Timeline for Implementing Community Colleges in Pilot and Mainstreaming it The 100 community colleges can be established within the first 2 years followed by a mid-term evaluation and consolidation period in the 3rd year. If successful, from the fourth year onwards, this model can start to be scaled up to larger numbers as shown above. Organization The Organization to implement this program needs to be both driven and supported by a central team to provide the overall framework, guidelines and, perhaps, initial funding. The states will have a self-contained implementation unit which will oversee all activities and drive the state colleges. Each University/College in turn will have to drive their own programs at the course offering and
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industry interaction level. At each level, governance will be provided by cross-functional committees which will comprise of industry as well as academics/government. This is depicted in Fig. 12 below.
Fig. 12. Proposed Organization for Implementation Rollout The roles and composition of each of the units in the above organogram can be further elaborated as in the following table: Level Centre Implementation Team Defines the concept, selects the states and (with them) pilots, program guidelines and support with capacity building MHRD, Nonrofit, Few Comm. Colleges Consultants, etc. Implementation Cell in State Dept of Higher Ed. Govt, Select Academic assigns, Nonprofits Governing Council Provides overall guidance and validation for national direction MHRD, Central Univs Academics, Industry Associations, NSDC, etc. Others Group of State Ministers for initial Direction and overview Advisory Team select Academics, Industry and Consultants Capacity Building via Nonprofits, etc. State level capacity building
State
District College
District Education Officer, N/A DICs, etc. Sets up Infrastructure, staff, material, etc. and readies for offering courseware 1 Industry, Consultant and College officials Professors, Adminsistration, etc. Academic Board consisting of University, College and Industry Drives admission criteria, curriculum, assessments, faculty trainer, exams
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Funding
Funding will be needed for 3 main reasons: 1. Provide Catalyst/ Impetus for States to launch the program (via a CSS/ Scheme of co-funding from centre and state) and do the initial investment. 2. Get engagement and involvement from key implementing players Colleges and Industries as well as possible implementing agencies to invest in launching this program 3. Make this program affordable for deserving end students. The areas which will need funding / investment are: 1. Infrastructure needs for running labs, etc. 2. Courseware content development and assessment 3. Teachers hiring and training 4. Industry involvement for internships, etc. 5. Adminstrative overhead implementation teams, etc. 6. Cost of Monitoring and Evaluation 7. Cost of implementing agencies if any (?) Funding can be provided by various sources: 1. Central Scheme for partial funding on a per program basis for each of the 100 colleges (can be 50 75% for initial work) for soft infrastructure provision (content, additional infrastructure (incremental), program management (partial), initial Capacity Building, etc.) 2. State share of funding and physical infrastructure provision (funding for ongoing capacity, running and operational costs, teachers) 3. Consortium of Foundation who are interested in Employment driven Higher Education like Wadhwani Foundation, Dell Foundation, etc. 4. Other Stakeholders a. Colleges (from allocated UGC and other funding) b. Industries (for stipend, in kind with sharing of infrastructure, internships, etc.) c. Students (in terms of tuition, etc.) Principles of funding: 1. Each entity provides funding for the areas that cater to their objectives 2. Partial funding not complete for each entity to have skin in the game and be vested in making this program successful a. Centre to catalyze this effort. Initial, creation of new material (soft infrastructure) and subsidies for hard infrastructure) b. State Physical Infrastructure, state capacity development (teachers, etc.) c. Industry to develop skilled resources, get community outreach d. Student get a job
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Fig.11 Implementing NVEQF & NOS: into Content, Teachers, Delivery and Assessment Given the plethora of different colleges/universities and other Education and Training Providers, if each of them interpret the requirements individually and develop/ deliver such courses, this would result in widely varying quality and consistency of interpretation, not to mention duplicate efforts. The larger reputed institutions may be able to invest more in creating better course content and improve delivery capacity (teacher training, systems, etc.) whereas the smaller, less-resourced colleges efforts may be more ad-hoc. However, in both cases, the shift from an academically oriented, classroom lecture type pedagogy to a industry jobs driven, experiential, hands-on, work oriented teaching methodology will need deliberate paradigm shifts and efforts. Also, investing for a franchisee like depth and reusability across many institutions in the curriculum rather than a one-time teaching preparation will need external support. Such a support infrastructure will reduce duplication of efforts, ensures more consistent quality and jump start colleges on NVEQF
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Fig. 12 National Skill Knowledge Network (NSKN) Nurturing NVEQF Implementations National Skill Knowledge Network (NSKN) will aim to catalyze the correct adoption of NVEQF models in India. Some characteristics of this entity could include: 1. Public Private Partnership in Mission Mode. Wadhwani Foundation, the Government of India (MHRD or appropriate entity), and possibly other Nonprofits, etc. can join together 2. Goal. Is to democratize quality Implementation across all categories of providers for scalability and equity. This will help make NVEQF in Higher Education successful. 3. Governance and Framework. The board of governors will be a mix of all stakeholders Government, Industry, Nonprofits and Academia as shown below in Fig.13.
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Government Secretary Higher Education MHRD, Labour & Employment, Finance, etc. Industry Chairman NSDC, CII, FICCI, ASSOCHAM, Select Sectoral Associations/Firms Academia AICTE Chairman, UGC, NAAC, Select VCs from concerned States Nonprofit Wadhwani Foundation, others who could be involved. The implementation team can be two-tiered at the central and state level as shown in Fig.14 below. Under the State project team, sub-teams for working with individual universities and colleges will exist:
Fig.14 Central and State Coordination Teams The college structure would include the standard framework with local industry involvment and would include Governing Board, Academic Committee, Examination Committee, External Quality Assurance. Local Industry leaders and relevant state Industry sectoral associations would be an integral part of these comittees for the relevant universities/colleges. The Apex bodies like AICTE would be logical members of the Central Coordination Steering team and also could possibly vet and approve the academic curriculum with Industry SSCs vetting the vocational part. 4. National Scale. but with Regional Pilots to start with as described above. 5. Shared Common Services. These would be developed for the initial implemenations adapting best in class offerings. These would include: a. Curriculum/Courseware.These would include Industry (SSCs/NOSes) Classroom Instructional Material, Learners Guide, Faculty Guide and Faculty Development material/courses. These would be codeveloped along with member Institutes b. Teacher Training. Teachers would be trained in soft skills, language skills, Domain skills and Pedagogy. c. Enabling Technology Platform. This would allow Content Management System to access and develop content, eLearning and Satellite methods, etc.
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d. Assessment Guidelines. Assessment guidelines can be developed jointly to meet the needs. 6. Co-Funding, in mission mode and for limited time, decreasing over time. The funding ratios could be as shown in Fig. 15 below. Wadhwani+ indicates that the funding may come from other foundations or organizations in addition to Wadhwani Foundation. The intent is that over time, the Network should be self-sustaining (funded by beneficiaries Industry, Institutes (association), students):
Fig.15 Co-funding Model with Government and other Entities; Decreasing over time. 7. Funding. The total beneficiaries touched and the total funding needed is approximately as shown below in Fig. 16. This needs to be reworked for higher education/updated costs :
Fig. 16. Program Beneficiaries and Costs of Capacity Building Services development The existing Schemes should be utilized to seek co-funding. E.g. the Model College scheme (targeting 374 backward districts) with significant fund outlays in 11th plan has been underutilzed and is being transferred to the 12th plan. Similarly the NVEQF program can be instantiated selectively in some of the 14 Innovative Universities in the 11th plan.
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under NVEQF will benefit all stakeholders Students, Industry, Educational Institutions and Government as shown in Fig. 17 below:
Wadhwani Foundation is committed to devote substantial effort and resources to this cause in a PPP mode with the Central and State governments. It has already invested over $30 million (USD) in the last decade in higher education and job-creation initiatives. WF has significant investment in curriculum development, faculty development, technology platforms as well as international networks across all levels as shown in Fig. 18:
Fig. 18 Cross Spectrum Engagement of Wadhwani Foundation in Industry Driven Education At a school level in NVEQF, it is playing the Program Management role for rolling out the project in Haryana and it is also engaging with West Bengal in a similar capacity. It is entering an MOU with PSSCIVE, a division of NCERT which caters to vocational education at school level. It is running industry driven pilots in the BPO industry and launching a Faculty Development Insitute in partnership with Jindal Education Initiatives and Montgomery College USA. It has entered a partnership with Virginia Community College System to leverage the expertise of its collective 23 community colleges in the state in governance and technical know-how. It can play a role as an enabler, catalyzing pilots, start and scale-up of the Skill Colleges by providing common and shareable Professional Services (creating best-practice soft infrastructure like curriculum development, faculty training and technology platform) and coordinating PPP efforts by interfacing between industry, government, and academic fronts to drive progress forward.
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Programmer Analyst
Associates Degree
Voice ERO
Associates Degree
Chat ERO
Diploma
Retail
Diploma
Diploma
Desk Service
Associates Degree
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Industry Sector Job Role Associates Hospitality Front Desk Operations Manager
Course Type Course Content English Communication Associates Degree English Communication Soft Skills Grooming Hotel Operations English Communication Soft Skills Hotel Operations Culinary Science Soft Skills English Communication Kitchen Management Oral Communication Soft Skills Automotive Knowledge
Associates Degree
Associates Degree
Automotive
Service Technician
Associates Degree
TeamLease, 2009. IMaCS, 2008. iii CII-Aspire Report, 2008. iv PRS Legislative Research, 2010. v The Hindu, Oct 8th 2011
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