India grapples with the legacy of its existing skills–jobs mismatch and it must pay attention to anticipating the skills of tomorrow. The only way out is to provide the youth with relevant education; one that provides equal importance to skills and is aligned with labour market requirements. Three types of skills that are therefore the most fundamental – Educational, Employability and Entrepreneurial. It’s a strong belief that vocational education can alleviate the burden surrounding the 3E’s. We at IL&FS Skills are trying to bridge the gap between mainstream education and vocational education by trying to bring the industry and academia together through our skills at school, long-term diploma & degree (B. Voc) programmes in healthcare, hospitality & automobile sectors. We are forging ahead to build important links with the schools, colleges, universities and industries. Vocational Education can only become aspirational when students can find jobs, especially jobs that pay well. The theme of this edition is the removal of boundaries between ‘vocational’ and ‘academic’ streams; a game-changer for skills-based development in India. With this new foresight, we hope to anchor vocational education in our plan and support our youth with the relevant competencies. In closing, please accept my warm wishes on the advent of New Year. May you have a great year. RCM Reddy, MD & CEO, IL&FS Skills From the CEO’s Desk Perspective 02 Programme Focus 04 Newsroom 07 Real People 08 Real Impact In this issue ... Content Mohini Singhal Design Javed Ahmed Editorial Team A Newsletter of October - December 2019 www.ilfsskills.com @ilfsskills @ilfsskills @il&fsinstituteofskills Connect with us IL&FS Skills was awarded, “Best Training Partner-Placement” by Tourism and Hospitality Skill Council (THSC) in the 4th Annual Training Partner Meet held in New Delhi on 14th November 2019.
Transcript
1
India grapples with the legacy of its existing skills–jobs mismatch and it must pay attention to anticipating the skills of tomorrow. The only way out is to provide the youth with relevant education; one that provides equal importance to skills and is aligned with labour market requirements.
Three types of skills that are therefore the most fundamental – Educational, Employability and Entrepreneurial. It’s a strong belief that vocational education can alleviate the burden surrounding the 3E’s.
We at IL&FS Skills are trying to bridge the gap between mainstream education and vocational education by trying to bring the industry and academia together through our skills at school, long-term diploma & degree (B. Voc) programmes in healthcare, hospitality & automobile sectors. We are forging ahead to build important links with the schools, colleges, universities and industries. Vocational Education can only become aspirational when students can find jobs, especially jobs that pay well.
The theme of this edition is the removal of boundaries between ‘vocational’ and ‘academic’ streams; a game-changer for skills-based development in India. With this new foresight, we hope to anchor vocational education in our plan and support our youth with the relevant competencies.
In closing, please accept my warm wishes on the advent of New Year. May you have a great year.
RCM Reddy, MD & CEO, IL&FS Skills
From the CEO’s Desk
Perspective 02
Programme Focus 04
Newsroom 07
Real People 08Real Impact
In this issue ...
Content
Mohini Singhal
Design
Javed Ahmed
Editorial Team
A Newsletter of
October - December 2019
www.ilfsskills.com
@ilfsskills
@ilfsskills
@il&fsinstituteofskills
Connect with us
IL&FS Skills was awarded, “Best Training Partner-Placement” by Tourism and Hospitality Skill Council (THSC) in the 4th Annual Training Partner Meet held in New
Delhi on 14th November 2019.
2
Integrating Vocational Education with Secondary and Higher Education – A Pragmatic Approach for the Nation
Introduction
For too long, education has been kept in isolation from vocation; masking the fundamental relationship between the two. The predominant attitude being that the only education that matters is a three-year college degree. It is because of this misleading point of view; youth in India often feel pressurized to enrol for a college degree. What is education if it does not equip a candidate with a skill and what is skill if it’s not applied effectively?
The India Skill Report published by Wheebox in 2018, states the unemployability across all educational domain stood at 54.4 percent. These numbers reflect the skill deficit paralyzing the nation’s workforce.
The dimensions underlying the problem behind skill mismatch in India is that the education is disconnected from the benchmark and expectations of the industry which in turn accentuates the problem of unemployment in the country. What are then the logical steps to tackle the skill crisis in India? The answer lies in implementing the successful global models of vocational education developed by German and United Kingdom (UK).
The German ModelThe German dual model is a combination of theory and training implemented in a real work environment. This model is engrained in their education system which is driven by industry. The training modules are constantly modified and upgraded depending on the industry requirements. These courses are generally two to three-year long where students split their times between learning a vocation and working in a company. These occupations are certified by chamber of commerce.
UK ModelThe UK’s professional skills (TVET) system is an integrated model that allows students and workers to move seamlessly between the vocational and academic pillars. Students and workers can achieve vocational qualifications at levels 1 to 8, including Bachelor and master’s degrees in the workplace.
Degree apprenticeships are developed in partnership with employers, higher education colleges and universities that allow students to develop high-level skills without ever having to go to university which are then all delivered at the workplace.
Making Skills Aspirational in IndiaThe problems faced by the youth who migrate into the industry without prior exposure to industry need urgent redressal. Given the socio-economic pressure to become an earning member of the family at the earliest, most end up joining the industry with minimum or no skills with limited progression in their organization (or similar organization).
At the same time, the industry is suffering with high attrition rates as there is an evident gap in the acquired skills by the youth and the required skills by the job industry. Identifying the needs of the industry and suitably integrating them with the domain skills would prepare the youth for an enriching work experience and would at the same time, contribute meaningfully towards the economic growth of the country. The idea is to mainstream the youth with a viable career progression both horizontally & vertically.
Vocational Education not only provides first-hand instructions required to get off the ground, but also allows students in building their critical thinking skills required in real-world scenarios especially one that provide equal importance to skills and keeps in stride with labour market requirements.
Educational Level of Unemployability (in %)
perspective
(Source: India Skill Report 2018, Wheebox)
3
The need for a radical shift in the approach to skills & education have been understood and comprehended by some of the key stakeholders in the Indian Education & Vocational systems i.e. Ministry of Skill Development and Entrepreneurship (MSDE) and Ministry of Human resource Development (MHRD). National Skills Qualification Framework (NSQF) is the most logical step to create a system where a student should not be constrained by the choices, he/she makes.
The NSQF Framework
NSQF provides an integration of education and competency-based skill framework; enabling students to acquire desired skill levels through multiple entry and exit points between vocational education, general education and job markets. Students have the options of selecting multiple pathways to move either horizontally or vertically also enabling them to transit the job market at any opportune time and return to acquire additional skills to further upgrade their competency. Skills at School, Diploma in Vocation (DVoc) and Bachelor of Vocation (BVoc) are few of the courses that is running in several schools and colleges around the country.
14 – 18 years (9th to 12th Standard) 18 years and above
Integration of Vocation Education with Secondary Education Integration of Vocation Education with Higher Education
Certificate Certificate Diploma Advanced Diploma B Voc Degree
1 years 6 months 1 years 2 years 3 years
Exposure to 21st century skills Exposure to Industry standards through stipend-based internships
Exposure to different career platforms Better access to formal sector employment/Better employable workforce
Enhancing individual employability More job-readiness for a competitive labour market
IL&FS Skills Runs:
1. Skills at School Programme in 1,440 Government Schools covering 13 states and 2 union territories under the aegis of State Education department supported by MHRD and
2. Bachelor’s in Vocation (B.Voc) programme in automobile & hospitality sector in partnership with some of the leading universities.
The Way ForwardThe two biggest drawbacks in Indian Education System – Theoretical & Rote-Learning. Vocational Education helps solves both the problem. By linking students to the industry at the school level, students will be exposed to skills at a very early stage.
Vocational Education and Secondary Education are two parallel tracks that must meet. By the time a student reaches high school he/she should be able to decide whether they want to opt for formal education or vocation education and this option should be made available to them so as to seamlessly transition them from being a student to a professional.
4
Long Term Programme: Our Efforts
SKILLS AT SCHOOL
Centrally Sponsored Scheme for Vocationalization of Secondary and Higher Secondary Education (CSS for VSHSE) was launched by MHRD to integrate employability education into school education under National Skills Qualifications Framework (NSQF). The programme allows integration of vocational education along with mainstream academic education for 9th to 12th standard children.
The scheme is directed to enhance employability of youth through industry-demand based vocational courses and fill the gap between educated and employable workforce in order to reduce the dropout rate of secondary education.
Model
IL&FS Skills in partnership with MHRD is implementing this programme in 16 states with more than 1,440 government schools. The vocational education is provided to students through qualified sector experts/vocational trainers across 11 sectors such as Apparel, Beauty & Wellness, Tourism & Hospitality, Electronics & Hardware, Retail, Telecom, IT/ITes, Healthcare, Construction and Automobile.
From class IX onwards NSQF Level 1 courses are introduced that progress up to NSQF Level 4 courses. By the time the student passes out of class XII, he/she is NSQF Level 4 certified. Post Class XII the student is free to pursue higher education with a university or take up a job according to their requirements.
A prototype of an ‘All-Terrain Vehicle (ATV)’ was designed by students of GSSS Kuthera Distt. Bilaspur (H.P.), who were undertaking the vocational training course in automobile trade. The vehicle was created under the guidance of IL&FS Skills vocational trainers, Mr. Ashish Kumar & Mr. Amit Dhiman.
This ATV Vehicle is a single-seater used for transporting drivers that can simultaneously be used by a handicapped individual. This all-rounded vehicle on the installation of a hydraulic system can additionally be used for agriculture purposes. These five students, Kuldeep Kumar, Rinku, Pankaj Kumar, Ritik Thakur and Ajay Kumar are currently pursuing their further vocational training in the automobile trade.
Dudhwade Deepak Popat, is one of the students from Government Ashram School, Akalapur, in Ahmednagar, a tribal residential school where IL&FS Skills is conducting Skills at School programme. He has always taken a keen interest in car models. When he came across the vocational training in automobile, he immediately jumped up at the opportunity and felt assured of the career path that lay ahead. Designing mechanical brakes and hydraulic brakes became some of his core strengths.
The training not only helped him transform his outlook towards education but also helped him carve a better career path for himself. He is currently pursuing higher education in automobile engineering from Vagad Pace Global School in Mumbai.
Healthcare industry is growing rapidly in India and at the same time faces a critical challenge of a professional workforce. According to NSDC, the current requirement for allied healthcare professionals (AHP) in India stands at 6.5 million as against a supply of less than 300,000.
Model
IL&FS Skills in partnership with Indian Medical Association (IMA) conducts a 2-year diploma programme in:
1. Operation Theatre (OT) Technician
This programme prepares aspirants to work in operation theatre as a competent reliable technician among other team members of healthcare department, under the supervision and guidance of senior doctors and technical persons in their delivery of patient care. They learn the utilization of numerous surgical equipment
OT Technicians work in operation theatre of hospitals, emergency departments and intensive care units. Their main responsibility is to assist doctors and surgeons during surgery and emergency procedures
2. Dialysis Technician
Dialysis is defined as the process of removing excess water and toxins from the blood through a medical equipment or machinery. It is generally implied to those patients who are suffering from kidney ailments.
A diploma course in Dialysis Technician equips candidates to take up the responsibility in this domain with effective ease. With distinctive academic curriculum, faculty members and a plethora of rich clinical & teaching experience, this course is aims at transferring knowledge through training candidates to participate in direct patient care.
These 18 months programme is comprised of theoretical sessions in a simulated laboratory set-up followed by 6-months of internship in reputed hospitals.
Eligibility Criteria: 40% aggregate in 12th standard from a recognized school board or its equivalent exam. The first batch is scheduled to commence on January 2020 and admissions for eligible candidates are currently in progress.
6
Rakesh Rautela, completed his Hotel Management Course from IIS, Haldwani is now working with Taj Bekal Resort & Spa, Kerala at an annual package of Rs. 2.16 Lakhs.
#IIS
Cha
mpi
on
DEGREE PROGRAMME
Bachelor’s in vocational course (BVoc) in Hospitality and Automobile offered by IL&FS Skills is an Industry integrated programme in partnership with four universities as mentioned below is designed to equip candidates with requisite skill to make them employment ready.
S.No. Universities B. Voc. Offering Role of IL&FS Skills
1Tata Institute of Social Sciences – School of Vocational Education, Mumbai
B. Voc. in Hotel Management Skill Knowledge Provider
3Swami Rama Himalayan University (SRHU), Dehradun, Uttarkhand (Till July 2019)
B Voc in Culinary ManagementB.Voc in Catering Management
4Rajasthan Institute of Skills University, Jaipur, Rajasthan
B Voc in Automobile Manufacturing Service Repair
Model
This 3-year degree programme consists of 6 semesters is recognized by UGC. The objective is to enhance the employability of graduates to meet industry requirements comprises of general education and skills.
All semesters follow the earn while you learn approach also, referred to as the OJT (On-the-Job Training) model of learning, earning and studying. This mode of delivery, is a blend of the following:
1. Lab/Practical sessions – At a University recognized designated centre/skills training centre
2. OJT – At Industry premises
3. University Examination – At the University or University designated examination centre
Enrolled – 400+ students registered for the 3-year degree programme are currently at various stages of their course.
Placed – The first B.Voc degree batch with more than 40 students completed their 3-year graduation course in 2018. Currently, all of them are employed with brands like Taj, Golden Tulip, Crowne Plaza, Country Inn & Suites, Marriott and Radisson.
A second year B.Voc student in Mumbai in one of the OJT sessions
7
newsroom
IL&FS Skills awarded for, ‘Innovation and Excellence in Skill Development’ by Hon’ble Labour Minister Shri. Tika Ram, Labour Department, Govt. of Rajasthan at Scaling Rajasthan Conclave, 2019.
‘Digital Village’ – A campaign launched under the ‘Digital India Programme’ by the Ministry of Electronics and Information Technology (MeitY), CSC-SPV has selected 800 villages to impart skill training towards livelihood creation. IL&FS Skills is the implementing partner to conduct this training.
Castrol in partnership with IL&FS Skills launches Family Connect initiative to spread road safety awareness. The first event under the initiative was held in Ajmer as part of the company’s flagship CSR programme ‘Sarathi Mitra’ and it witnessed the gathering of more than 400 people, including the families of truck drivers.
IL&FS Skills Healthcare Academy was accredited by Indian Medical Association for Diploma in OT Technician and Dialysis Technician courses at IIS, Delhi.
A felicitation ceremony was held at the IL&FS Skills headquarters, for Sanjana and Manisha, trainees of Indo-Japan Technical Intern Training Programme (TITP), who have been placed in one of the top-notch care giving facilities in Japan.
Mr. Ketul Acharya, COO of IL&FS Skills, participates in the panel discussion of, “Building Training Partner Capacity and Strengthening the Skill Ecosystem,” organized by Tourism & Hospitality Skill Council (THSC) in its 4th Annual Training Partner Meet, New Delhi, 2019.
8
real people-real impact
For enquiries, updates and feedbacks, write to Mr. Ketul Acharya, COO at [email protected]
A. Aparna, a 9th standard student from AP Model School, Nellimarla, Andhra Pradesh makes a low-cost Biodegradable Sanitary Napkin using Banana Fibre.
“It started with an aim to make sanitary napkin affordable for myself and my hostel mates,” Aparna says. She got this idea of making biodegradable sanitary napkin using banana fibre after attending the guest lecture on Health and Hygiene for Women, which was organized by IL&FS Skills trainer V. Venkata Lakshmi. She was horrified to note that the synthetic material in an ordinary pad takes almost 50-60 years to decompose. A. Aparna is undergoing a vocational course of General Duty Assistant (GDA) in the Healthcare Sector that is provided by IL&FS Skills as part of Skills at School Programme.
A great deal of deliberation and googling ensued. After an extensive research, she narrowed down her options on making sanitary pads using banana fibre which easily decomposes within six months. It is also the readiest raw material available in her campus and this very layer was the perfect material for the project.
“We have used the pulp of banana tree instead of polymer to hold the pad, which comprises of two layers of thin banana fibre layer and cotton. The trunk of the banana tree is smeared with a lot of ash. After the boiling process
is completed, we cleanse the resulting pulp to get rid of the ash and cut the dried pulp into two layers of thin sheets. Later we stitched the two layers together by putting a thick cotton layer between the two. Banana fibre by itself is more absorbent than any chemicals we use, thereby providing greater comfort,” Aparna says alongside with the support of her guide V. Jahnavi.
This process would also cost much less than what is available in the current market. However, a lot of awareness is yet to be generated. More importantly, the procurement of banana fibre would also create a new market for farmers, who otherwise burn banana trunks after reaping the harvest. Aparna along with her guide are also looking at the commercial viability of the project.
