National Vocational Education Qualifications Framework (NVEQF)

7th June, 2011Meeting of Central Advisory Board of Education (CABE)

Ministry of Human Resource Development

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Presentation Structure

Why NVEQF; Design of NVEQF Envisaged Reforms in Technical Vocational

Education and Training (TVET) Operationalisation of NVEQF

Sector-wise NVEQF Who does what? Pilot Project Time Frame for Implementation

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Why National Vocational EDUCATION Qualification Framework ?

Majority of Indian workforce in informal employment in unorganized sector, with low levels of literacy and numeracy, yet no mechanism available for them to enter formal education system

HENCE, desirable to focus on educational component to build a sound TVET system

Also, need to build a general education element into VE, and vice versa, to ensure a holistic approach to human resource development

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Design of NVEQF and Envisaged Reforms

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Problem: General School Education vis-a-vis TVET

• General education: student can go on progressing• TVET – progression thru the system very difficult – a problem

– VET: ITI and VE in higher secondary schools - a dead-end– ITI student has many difficulties in entering Polytechnics – pathway

needed– Polytechnic student has difficulty in entering Engineering College –

bridge course needed– VET student should be able to go back to General Education, if she/he

desires - very difficult

• Both vertical and horizontal mobility a problem

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Level General Education Qualifications TVET qualifications Proposed Certificate Awarding Bodies

10 Doctorates NCC 8 Universities and SSC

9 Masters NCC 7 Jointly by Universities/IGNOU/State Open Universities and SSC

8 Post Graduate Certificates, Post Graduate Diplomas and Bachelor Degrees (Honours)

NCC 6 - Do -

7 Bachelor Degrees and Graduate Diplomas NCC 5 - Do -

6 Graduate Certificates/Advanced Diplomas NCC 4 - Do -

5 Diplomas NCC 3 Jointly by Colleges / Polytechnics /Universities /IGNOU/State Open Universities and SSC

4 Class XII (GeneralAcademic/Vocational Education)

NCC 2 Jointly by CBSE/ State Boards /NIOS /State Open Schools and SSC

3 Class XI (General Academic/ Vocational Education)

National Competence Certificate 1 (NCC 1)

- Do -

2 Class X (Pre-vocational) NCWP-2 Jointly by Institution and SSC

1 Class IX (Pre-vocational)

National Certificate for Work Preparation 1 (NCWP-1)

- Do -

* SSC = Sector Skill Councils to be established by National Skill Development Corporation

Reform 1: Design of NVEQF - Architecture

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Annual Examination System Credit Based Semester SystemSingle final examination at the end of academic year.

Periodical assessment and feedback for improvement of performance

Encourages rote learning. Encourages performance based learning – with definable competencies

Chronic problems: Question out of syllabus, erroneous and ambiguous questions, incomplete questions

Internal and transparent assessment, based on unambiguous competency criteria.

Rigid system and does not allow for multi-entry and exit.

Flexibility for building ‘Learning Units’ through accumulation of credits over time and encourages multi-entry and exit.

Reform 2: Shift from Annual to Semester (Credit Based) Examination System

“We are convinced that if we are to suggest any single reform in the university education it would be that of examination system” (Radhakrishnan Commission, 1948 )

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Problem: VET offers little practical industry training or private sector involvement

• Private sector not involved in curriculum design in ITI or in VE in schools

• Private sector offers little or no internship to VET student

• Private sector not engaged in certification or testing

• Competency not assessed in either ITIs/ITCs or VE

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Existing TVET NVEQFSupply Driven-TVET provision do not reflect labour market requirements due to lack of Industry involvement

Demand Driven- Involvement of Industry to identify skill requirements and gaps at national and local level.

Courses not aligned with skill requirements of employers

Learning Units to align with skill requirements of employers/labour market.

Lack of involvement of industry in delivery of TVET and certification of qualifications

Industry’s involvement in delivery and joint certification through Directorate of Education and Skill Development Centres (SDCs) of SSCs at local level.

Lack of involvement of Industry in financing TVET

Financing of TVET through National Skill Development Corporation (NSDC)

Reform 3: Shift from Government as Major Player to Industry and Employers as Major

Players in TVET reforms

Sector Skill Councils

SSCs constituted in the following sectors

No Sector Sector Skill Council

1. Automobile Automotive Skill Development Council (ASDC)

2. Security Security Knowledge and Skill Development Council (SKSDC)

3. Energy Indian Energy Skill Development Council (IESDC)

4. Retailing Retailers Association Skill Council of India (RASCI)

5. Film, Media, Broadcasting, Entertainment and Animation

Film, Media, Broadcasting, Entertainment and Animation Skill Council (FMBEASC)

6. Information Technology and IT enabled Services

Information Technology and IT enabled Services Skill Development Council (IT & ITES SDC)

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Problem: unorganized sector employs 93% workforce – but VET offers no recognition of skills

• Most skills in unorganized sector acquired informally, outside of VET system

• Those skills are not recognized• Certification of prior learnt skills would raise– Incomes– Dignity– Migration

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Existing TVET NVEQFNo provision for Recognition of Prior Learning (RPL) acquired through informal learning/unstructured apprenticeship training

Testing and Certification of knowledge and skills that an individual has acquired in previous training and through work experience.

Reform 4: Shift from Lack of Provision for Prior Learning to Recognition of Prior Learning

Certificate in Plumbing

Diploma in Plumbing

Class VIII

Vocational Elective – e.g., Basic Plumbing Practices

Bridge Course to fill Competency gap by NIOS/State Open Schools, IGNOU/State Open Universities

Labour Market

NVEQ level 1 & 2

NVEQ level 3 & 4

NVEQ level 5

Recognition of Prior Learning - Assessment of Competencies (including Literacy & Numeracy skills) and Certification

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Problem : existing VET courses v fragmented, v diverse, with multiple providers

• Plumbing courses: offered by Govt or private VTPs, for – 6 months– 12 months– 2 years

• No uniformity in competency achieved even in different duration courses, since competency is not examined or certified

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S.No Course/Program Institution Offering the Course

Duration Eligibility Certification

1. Plumbing System Design Certificate Programme

Indian Institute of Plumbing, Pune

1 year/ 2 semesters

Bachelor in Engineering Certified Plumbing Systems Engineer (C.P.S.E.)

2. Plumbing Construction Management Certificate Programme

Indian Institute of Plumbing, Pune

1 year/ 2 semesters

Contractors, Construction Managers, and Supervisors (basic education+ min .5 yrs experience)

Certified Plumbing Supervisors (C.P.S.)

3. Plumbing Technology Certificate Programme

Indian Institute of Plumbing, Pune

2 year/ 4 semesters

Successful completion of Secondary School study

Certified Master Plumber (C.M.P.)

4. Certificate Course in Plumber under Craftsman Training Scheme

Industrial Training Institutes

1 year 8th Std. pass NCVT Certificate in Plumber

5. Certificate Course in Sanitary Hardware Fitter under Craftsman Training Scheme

Industrial Training Institutes

6 months 8th Std. pass NCVT Certificate in Sanitary Hardware Fitter

6. Short Term Vocational Certificate Course in Plumbing

Private Institutions/NGOs

6 months SSC fail Certificate in Plumbing (from Board of Intermediate Education, Andhra Pradesh)

7. Short term Certificate Course in Plumbing

Society for Self Employment, Govt. of NCT of Delhi

4 months 10th Std. pass Certificate in Plumbing

Example of Lack of Uniformity in Qualifications offered through Face-to-Face Mode across Institutions in Plumbing Sector

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S.No. Course/Program Institution Offering the Course

Duration Eligibility Certification

8. Diploma in Plumbing Technician

Tamil Nadu Open University, Chennai

1 year 10th Std. pass or those who have completed 15 years of age (these candidate will have to clear the Bachelor Preparatory Program)

Diploma in Plumbing Technician

9. Certificate in Plumbing (Water Supply and Sanitary Installations)

Annamalai University, Annamalai Nagar, Tamil Nadu

1 year 10th Std. or ITI pass Certificate in Plumbing

10. Certificate in Plumbing

National Institute of Open Schooling, Noida

6 months From literate to 12th Std. pass, lower age limit is 14 yrs, but no upper age limit.

Certificate in Plumbing

11. Certificate in Plumber

Yashwantrao Chavan Maharashtra Open University, Nashik

3 months Class XII pass Certificate in Plumber

Example of Lack of Uniformity in Qualifications offered through Open Learning Mode across Institutions in Plumbing Sector

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Existing TVET NVEQFNon-uniformity in nomenclature, duration, curriculum design, content and examination system of TVET courses. Example in Plumbing Sector-1.

Uniformity ensured through registration of NVEQs and accreditation of programs, institutions. A Register of all NVEQs will be maintained on a website.

Lack of provision for vocational courses at higher education level

NVEQ levels to be introduced in Polytechnics, Universities & Colleges for seamless pathways in a sector.

Lack of provision for progression from VE at +2 level to higher education courses; lack of progression from ITI to Polytech;

NVEQ levels at 3 & 4 will be aligned with NVEQ levels 5-10 for progression. Example in Plumbing Sector- 2. (right click mouse on Example and go to Open Hyperlink)

Reform 5: Shift from Restricted Opportunities for Mobility to Clear Cut Pathways for

Mobility of Students between Programs and Institutions

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Existing TVET NVEQFFragmented governance: more than 17 Ministries offering TVET courses

Unified governance through registered and accredited TVET courses/programs under one umbrella i.e., Indian Qualifications Authority

Centralized allocation and monitoring of TVET courses/ programs by Departments (e.g., Directorate of Education for vocational courses in schools)

Registered Education and Training Providers (RETPs) to decide courses in consultation with Skill Development Centres (to be created at District level) of NSDC.

Lack of monitoring and feedback system to improve efficiency of TVET system

Management Information System (MIS) to be set up for feedback from RETPs and Quality Assurance.

Reform 6:

Shift from Fragmented to a Unified TVET Governance

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Operationalisation of NVEQF

Management Mechanism

INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory)(MHRD, NSDC and Mo L & E to coordinate implementation of norms and

standards of NVEQF through a National Committee on NVEQF )

NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES (Develop Sector Occupation Map, National Occupation Standards (NOS),

Competency Based Curriculum (CBC), Training Packages)

NATIONAL QUALIFICATIONS BODY AT NSDC(Register and approve Qualifications, NOS, CBC and Training Packages)

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STATE DIRECTORATES OF EDUCATION, DISTRICT EDUCATION OFFICES, STATE SKILL COUNCILS

(to be established), DISTRICT INDUSTRY CENTRES & LOCAL INDUSTRY(Identify local opportunities and skill requirements and assist in establishment of linkages,

training delivery, funding, monitoring, etc.)

CBSE (CBVE), STATE BOARDS OF EDUCATION, POLYTECHNICS, UNIVERSITIES AND SECTOR SKILL COUNCILS

(conduct assessment and award certificates for respective qualification levels)

REGISTERED EDUCATION AND TRAINING PROVIDERS (Deliver nationally endorsed NVEQs)

Management Mechanism

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Operationalisation of NVEQF at District Level

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Organize Internship/On–the-Job training /Apprenticeship Training Training Providers

Provides nationally endorsed qualifications packages for NVEQ levels

Local Industry & Employers

Skill Development Center (SDC) (to be set up by NSDC) (with association of local DEO and DIC )

Indicate vacancies in industry sectors and future skill requirements

National & State Governance Structure

Provide Practitioners for teaching & training in Institutions

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NVEQ Level 1 & 2 in School Sector

• NVEQ Level: 1 & 2 (eq. Class IX & X)• Age Group: 14+ • Aims of NVEQ level:

To prepare students for the work environment, generic competencies, and understanding career options and pathways.

General Academic Education Sector: Languages (2) Maths Science Social Studies Computer Science

VE Stream• Languages (2) • Learning Units in General Foundation

Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication skills)

• Basic Occupational Competencies (e.g. in organised retail, learning units related to retail bagger, stocking and inventory associate, sales associate, sales person) + internship

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NVEQ Level 3 & 4 in School Sector • NVEQ Level: 3 & 4 (eq. Class XI &

XII)• Age Group: 16+ • Aims of NVEQ level:

To prepare students for the tasks that may require limited range of routine activities in an occupation

General Academic Education Sector: Languages (2) Science/Arts/Commerce

+ Vocational Elective Learning Units (for

example in Construction Sector – Basic Design in Carpentry, Basic Design in Masonry, Basic Design in Plumbing, etc.)

TVET sector• Languages (2) • Learning Units in General Foundation

Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication Skills)

• Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to occupation in Transaction Processing Associate, Billing Associate )

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NVEQ Level 5 & 6 in Polytechnic Sector

• NVEQ Level: 5 & 6 (eq. Diploma and Advanced Diploma)

• Age Group: 18+ • Aims of NVEQ level:

To prepare students for a specific range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

General Academic Education SectorGeneral Academic Subjects +Vocational Elective Learning Units

TVET Sector• Languages (2)

+• General Foundation Course (Functional

Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc)

+Vocational Elective Learning Units (for

example in Organized Retail, Learning Units related to Retail Store Manager,

Departmental Manager, Retail Sales Merchandiser, Purchase and Merchandising Associate, etc. )

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NVEQ Level 7 & 8 in Higher Education Sector

• NVEQ Level: 7 & 8 (eq. Bachelor’s degree and Post Graduate Diplomas)• Age Group: 18+ • Aims of NVEQ level:

To prepare students for a wide range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

General Academic Education Sector• Languages• Science/Arts/Commerce

+Vocational Elective Learning Units

VET Sector• Languages (2)

+• General Foundation Course (Functional

Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc)

+Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )

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NVEQ Level 9 & 10 in Higher Education Sector

• NVEQ Level: 9 & 10 (eq. Masters degree ++)• Age Group: 20+ • Aims of NVEQ level:

To prepare students for a wide range of cognitive and practical skills required for completion of substantial research and dissertation in a sector, (ii)To prepare students to demonstrate mastery and innovation for training others and technological advancements in the sector

General Academic Education Sector• Languages• Science/Arts/Commerce

+Vocational Elective Learning Units

VET Sector• Languages (2)

+• General Foundation Course (Functional

Maths, Computer Science, Environment Education, Entrepreneurship Dev.)

+Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )

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Who Does WhatS.No. Activity Agency

1. Set Occupational Standards Sector Skills Councils (SSCs)2. Curriculum Design & Transaction SSCs, Curriculum Development

Agencies , RETPs and Industry

3. Registration of Qualifications Regulator ( e.g., CBSE/State Boards, NCVT, AICTE, etc. ) + SSCs

4. Registration and Accreditation of ETPs

Regulator ( e.g., CBSE/State Boards, NCVT, AICTE, etc. )

5. Teaching and Training Registered Schools, VTPs, Polytechnics, Colleges, Universities, etc.

6. Assessment & Certification Awarding bodies (CBSE/State Boards, NCVT, AICTE, etc.)+ SSCs (joint certification)

7. Overall Quality Assurance, & Monitoring

Regulator (e.g., CBSE, NCVT, AICTE, etc. ) + SSCs

PILOT PROJECT

Haryana Sectors

•Automobile•Media & Entertainment•IT/ITES •Private Security •Retail

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Role of State Governments

• Develop an overall TVET strategy for establishment of NVEQF

• Develop sector-wise roadmap • Establish Directorate of TVET

• Develop Institution-Industry interface at local level – DEOs, SDCs, etc.

• Identify ETPs for quality delivery of TVET

• Conduct awareness and orientation programs for key functionaries

• Training of Teachers and Trainers • Identify sectors/occupations for RPL – greater demand for international

mobility

• Encourage private investment in standalone VET schools for classes 9-12

• Encourage in VET classes 11-12 research projects to motivate innovation

Role of State Governments

Role of State Governments

Policy changes • Switch over to credit based semester system –

both in General and Vocational Education

• Modification of recruitment rules in Govt. & Private Jobs – emphasis on competencies

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Time Frame for Implementation

Year What is to be done? Who will do?

2011 Working Document on NVEQF Coordination Committee on NVEQF

Road map for implementation of NVEQF Group of State Education Ministers

2011-12 (i) Setting up of Sector Skill Councils National Skill Development Corporation (NSDC)(ii) Development of NVEQF Operation Manual and Guidelines

AICTE, NCERT, PSSCIVE, NSDC

(iii) Development of NOS, CBC, and Training Packages for NVEQ levels

NSDC, NCERT, PSSCIVE

(iv) Setting Up Skill Development Centres (SDCs) in State

State Government and NSDC

(v) NVEQF promotion through awareness and training programmes

State Governments, NSDC and Skill Development Centres

(vi) l Launch and Roll out of pilot in Haryana

MHRD, NSDC, Haryana Government

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Time Frame for Implementation

Year What is to be done? Who will do?

2012-13 (i) Official launch of NVEQF in States

Ministry of Human Resource Development (MHRD), State Governments

(ii) Publication of success stories and publicity.

State Governments, NSDC, SSCs, NCERT, AICTE

(iii) Development of NOS, CBC, Training Packages for other NVEQ levels

NSDC, SSCs, AICTE, UGC

2013-14 (i) Establishment of NVEQF by other States

MHRD, State Governments

2014-15 (i) Accreditation of ETPS

(ii) Incorporation of NVEQs in recruitment schemes.

AICTE and NSDC

Central and State Governments, Industries

2015-16 (i) Mapping of Indian NVEQs with NVQs of other countries for International recognition.

Government of India and Governments of other countries.

THANK YOU

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