Vocational education in India

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Vocational education is that form of instruction designed to prepare people for industrial or commercial employment. It can be acquired either formally in trade schools, technical secondary schools, or in on-the-job training programs or, more informally, by picking up the necessary skills on the job. [1]

Contents

CEO World magazine ranked India's economic growth rate at the beginning of the 21st century as among the 10 highest in the developing world. [2] Combined with the fact that India has been ranked the 5th largest economy in the world, the latest survey of unemployment in India 2021-2022 shows the unemployment rate [3] as 6.40%. The economic times [4] revealed that labour market shrunk by 2.1 million in 2022.  

Employers requiring skilled workers and the employment-seeking population face issues like lower wages, poor working condition which puts India in a unique position. A labour/skill shortage for industry survey by FICCI(Federation of Indian Chambers of Commerce) found that 90% of companies face a labour shortage. 89% of companies said that the demand for the product is not met due to labour shortages in the market. The research paper India’s dream run and its aftermath [5] shows that India did see an economic boom from 2003-08 referred to as the dream run but not in the manufacturing sector, which made it difficult to provide jobs to unskilled and semi-skilled populations. This problem is aggravated due to a lack of skill development programs to bridge the labour demand and supply gap.

Courses By CBSE

The Central Board of Secondary Education (CBSE) in India has included following vocational subjects in their senior secondary education:

Commerce based:

  1. Office Secretaryship
  2. Stenography and Computer Applications
  3. Accountancy and Auditing
  4. Marketing and Salesmanship
  5. Banking
  6. Retail
  7. Financial Market Management
  8. Business Administration

Engineering based:

  1. Electrical Technology
  2. Automobile Technology
  3. Civil Engineering
  4. Air Conditioning and Refrigeration Technology
  5. Electronics Technology
  6. Geospatial Technology
  7. Foundry
  8. IT Application

Health and Para Medical based:

  1. Ophthalmic Techniques
  2. Medical Laboratory Techniques
  3. Auxiliary Nursing & Midwifery
  4. X-Ray Technician
  5. Healthcare Sciences
  6. Health and Beauty Studies
  7. Medical Diagnostics

Home Science based:

  1. Fashion Design & Clothing Construction
  2. Textile Design
  3. Design Fundamental
  4. Music Technical Production
  5. Beauty Services

Others:

  1. Transportation System & Logistic Management
  2. Life Insurance
  3. Library and Information Sciences

Agriculture based:

  1. Poultry Farming
  2. Horticulture
  3. Dairying Science and Technology

Hospitality and Tourism based:

  1. Food Production
  2. Food and Beverage Services
  3. Mass Media Studies and Media Production
  4. Bakery and Confectionery
  5. Front office
  6. Travel and Tourism

Courses offered by Government of India

  1. Udaan
  2. Polytechnics
  3. Parvaaz [3]
  4. National Rural Livelihood Mission [4]
  5. Industrial Training Institutes
  6. Aajeevika mission of national rural livelihood [6]
  7. Craftsmen Training Scheme [7]

Challenges to Implement VET in India

The challenges for the growth of vocational training such as traditional and cultural bias against non-white collar jobs. The lack of mechanism at the state level to work towards vocational education and training have been observed in the research paper. [8]

The UGC and other bodies do not recognize vocational courses offered by the private institution leading to the low uptake of Vocational courses. The paper also mentioned an unemployment rate of 11% in VET courses.

Initiatives by Government  

After the National Skills Development Policy [9] in 2009, the government created National Skills Coordination Board, [10] the National Skill Development Corporation, and National Skills Qualification Framework. [11] There was a commitment made by the Minister of Finance to inject Rs.1000 crore into the system structure.

Sector Skills Councils [12] was established under NSDC, aiming to involve industry in training and labour force growth, set occupational standards, and accredit qualification. The creation of NSQF includes academic, vocational, and technical qualifications. It aims to facilitate the recognition of prior learning and improvement between the levels and types of education.

Schemes by Government

Impact of VET on Economy

The Institute of Applied Manpower Research argued that 291 million additional workers are required in 2022-2023. The government attempted to increase the VET in the country to upskill 500 million workers to reduce the gap.

A research article on vocational educational and training in India found that 11% of 15-29 years old who had received vocational education and training are unemployed. This trend is slowly reversing but still exists.

A study from the International Labour Organization shows that apprenticeships have the potential to contribute to the economy. It said that small businesses found the increased earnings associated with training outweighed the associated cost.

The NPSD recognized the informal sector's potential as a significant part of the economy. [13]

Related Research Articles

<span class="mw-page-title-main">Vocational education</span> Studies that prepares a person for a specific occupation

Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE.

Structural unemployment is a form of involuntary unemployment caused by a mismatch between the skills that workers in the economy can offer, and the skills demanded of workers by employers. Structural unemployment is often brought about by technological changes that make the job skills of many workers obsolete.

Active labour market policies (ALMPs) are government programmes that intervene in the labour market to help the unemployed find work, but also for the underemployed and employees looking for better jobs. In contrast, passive labour market policies involve expenditures on unemployment benefits and early retirement. Historically, labour market policies have developed in response to both market failures and socially/politically unacceptable outcomes within the labor market. Labour market issues include, for instance, the imbalance between labour supply and demand, inadequate income support, shortages of skilled workers, or discrimination against disadvantaged workers.

<span class="mw-page-title-main">Dharmendra Pradhan</span> Indian politician

Dharmendra Pradhan is an Indian politician serving as the Minister of Education and Minister of Skill Development and Entrepreneurship in the Government of India. An alumnus of Talcher College and Utkal University, he has also been the Minister of Petroleum & Natural Gas and the Minister of Steel.

<span class="mw-page-title-main">Technical Education and Skills Development Authority</span> Philippine vocational and skills authority

The Technical Education and Skills Development Authority serves as the Philippines' Technical Vocational Education and Training (TVET) authority. As a government agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education and Skills Development (TESD). Its goals are to develop the Filipino workforce with "world-class competence and positive work values" and to provide quality technical-educational and skills development through its direction, policies, and programs.

Kherwadi Social Welfare Association commonly abbreviated as KSWA is a nonprofit organization in India. KSWA aims to restore Upliftment of underprivileged youth in India. The organization was established in 1928. Yuva Parivartan offers different vocational training Programs for the underprivileged youth. This movement was started to help the unmotivated school dropouts to become economically independent by imparting livelihood skills to them.

<span class="mw-page-title-main">Centre for Public Policy Research</span> Think tank in Kochi, India

Centre for Public Policy Research (CPPR) is an independent non-profit research organization located in Kochi, India. It was established in the year 2004. It conducts professional research, integrating developments in the areas of education, livelihood, governance, urban reforms and environment. The four focus study centers are: CPPR Centre for Urban Studies, CPPR Centre for Comparative Studies, CPPR Centre for Strategic Studies and CPPR Academy.

Swarna Jayanti Shahari Rozgar Yojana (SJSRY) in India is a Centrally Sponsored Scheme which came into effect on 1 December 1997. The scheme strives to provide gainful employment and livelihood to the urban unemployed and underemployed poor, through encouraging the setting up of self-employment ventures or provision of wage employment.

<span class="mw-page-title-main">Youth unemployment</span> Situation of young people who are willing to work but unable to find a job

Youth unemployment is a special case of unemployment; youth, here, meaning those between the ages of 15 and 24.

Statistics on unemployment in India had traditionally been collected, compiled and disseminated once every ten years by the Ministry of Labour and Employment (MLE), primarily from sample studies conducted by the National Sample Survey Office. Other than these 5-year sample studies, India has – except since 2017 – never routinely collected monthly, quarterly or yearly nationwide employment and unemployment statistics. In 2016, the Centre for Monitoring Indian Economy, a non-governmental entity based in Mumbai, started sampling and publishing monthly unemployment in India statistics.

Deen Dayal Antyodaya Yojana or DAY is one of the Government of India scheme for helping the poor by providing skill training. It replaces Aajeevik. The Government of India has provisioned 500 crore (US$63 million) for the scheme. The objective of the scheme is to train 0.5 million people in urban areas per annum from 2016. In rural areas the objective is to train 1 million people by 2017. Further, in urban areas, services like SHG promotion, training centres, vendors markets, and permanent shelters for homeless. The aim of the scheme is skill development of both rural and urban India as per requisite international standards.

<span class="mw-page-title-main">Skill India</span> Government of India initiative

Skill India or the National Skills Development Mission of India is a campaign launched by Prime Minister Narendra Modi. It is managed by the National Skills Development Corporation of India.

<span class="mw-page-title-main">Meera Shenoy</span>

Meera Shenoy is founder of Youth4Jobs. She works on policy, both with central and state governments, and has implemented projects in scale. Her recent assignment was Senior Advisor UNDP, Skilling & Employment and supporting Mr. Subramaniam Ramadorai, Advisor to the Prime Minister on Skilling, in his capacity as chairman, NSDA.

National Skill Development Corporation (NSDC) is a not-for-profit public limited company incorporated on July 31, 2008, under section 25 of the Companies Act, 1956 (corresponding to section 8 of the Companies Act, 2013). NSDC was set up by Ministry of Finance as Public Private Partnership (PPP) model. The Government of India through Ministry of Skill Development & Entrepreneurship (MSDE) holds 49% of the share capital of NSDC, while the private sector has the balance 51% of the share capital.

TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.

Urban Development Directorate (UDD) is the administrative department in the state of Uttarakhand. It is an autonomous state government agency responsible for urban planning and development control. There are 92 Urban Local Bodies in the state of Uttarakhand i.e. 8 Municipal Corporations, 41 Municipal Councils and 43 Town Panchayats.

Rustomjee Academy for Global Careers is a private vocational education and training (VET) institute. The institute is located on four campuses across Dahanu, Thane, Bengaluru and Rishikesh in India. Established in 2008, Rustomjee Academy for Global Careers is one of the pioneer in Vocational Education in India.

The National Policy on Skill Development is an umbrella framework devised by the Government of India to develop employable skills among the youth of the country through learning and producing workers adequately skilled to meet the requirements of industry. India has traditionally had a lower percentage of population of appropriately skilled workers comparable to other economies of the world. In its 11th five-year plan for the financial year 2007-12 suggested actions to increase the skilled workforce in the country to 15 million annually and targeted to skill 150 million people by 2022. In line with the recommendations in the five-year plan and to mitigate the challenges faced by the economy of the shortage of the skilled workforce. The government formulated a skill development policy in 2009, with emphasis given to special courses to be imparted through Industrial Training Institutes in partnership with the private sector.

The Economic Recovery Plan 2021 is a €3.5 billion stimulus package announced by the Government of Ireland on 1 June 2021 to achieve rapid job creation and economic growth after the COVID-19 pandemic. The plan sets out a new phase of supports, investment and policies for a new stage of economic recovery and renewal, with new measures for businesses and affected sectors, and details for existing emergency pandemic financial supports including the COVID-19 Restrictions Support Scheme, Employment Wage Subsidy Scheme and Pandemic Unemployment Payment, giving certainty to businesses and employees and for those who need it most.

Unemployment in Kerala discusses the causes and measures of Kerala unemployment and strategies for reducing it. Job creation and unemployment are affected by factors such as economic conditions, global competition, education, automation, and demographics. These factors can affect the number of workers, the duration of unemployment, and wage levels.

References

  1. "Vocational education". Encyclopedia Britannica. Retrieved 2018-11-25.
  2. Brown, Lisa (September 5, 2022). "The World's Largest Economies, 2022". ceoworld.biz. CEOWorld. Retrieved 2023-04-04.
  3. 1 2 "Vocational Training and for Underprivileged Children and Youths in India". Yashoda Foundation - An NGO dedicated to the betterment of underprivileged children & their families. 2015-04-28. Retrieved 2018-06-11.
  4. 1 2 Indusnettechnologies, Goutam Pal, Dipak K S, Swadesh Dey. "National Urban Livelihoods Mission (NULM): National Urban Livelihoods Mission (NULM)". udd.uk.gov.in. Retrieved 2018-06-11.{{cite web}}: CS1 maint: multiple names: authors list (link)
  5. http://www.igidr.ac.in/images/stories/India-Dream-Run.pdf
  6. "Welcome to National Rural Livelihoods Mission | National Rural Livelihoods Mission". aajeevika.gov.in. Retrieved 2018-06-11.
  7. "Vocational Training in India - A skill Based Education". Vocational Training Center. 2018-05-01. Retrieved 2018-06-11.
  8. Agrawal, Tushar; Agrawal, Ankush (2017). "Vocational education and training in India: A labour market perspective". Journal of Vocational Education & Training. 69 (2): 246–265. doi:10.1080/13636820.2017.1303785. S2CID   148692719.
  9. https://www.msde.gov.in/en/reports-documents/policies/national-policy-skill-development-and-entrepreneurship-2015
  10. Media, CPPR; PR. "National Skill Development Coordination Board (NSDCB) Archives". Centre for Public Policy Research (CPPR). Retrieved 2022-11-08.
  11. HQ_Content_Creator (2021-03-21). "About NSQF". www.nielit.gov.in. Retrieved 2022-11-08.
  12. "Sector Skill Councils (SSC) | Ministry of Skill Development and Entrepreneurship | NSDC". nsdcindia.org. Retrieved 2022-11-08.
  13. https://www.cityandguildsgroup.com/~/media/cgg%20website/documents/cggroupindia%20pdf.ashx

Sources

Further reading