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An Introduction to India's Skills System to Facilitate Increased

Australia-India Bilateral Engagement

Brigid Freeman

July 2017

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EXECUTIVE SUMMARY

1. Navigating India’s skills system represents a significant obstacle to Australian vocational education and training

(VET) providers seeking to penetrate India's skills development market. Accordingly, this report provides a guide to

India’s skills system based on research conducted by the Australia India Institute for the Commonwealth Department of

Education and Training. The report aims to facilitate increased Australia-India bilateral engagement in VET and related

skills development initiatives.

2. Structurally, India’s skills system is complex and until recently, highly fragmented. The establishment of the

Ministry of Skill Development and Entrepreneurship (MSDE) has coalesced much government skills development

policy and activity. Central government ministries have responsibility for post-school vocational training, skill

development and entrepreneurship; school education and post-school higher, technical and adult education; social

security and corporate social responsibility. Complementing this, state/Union Territory (UT) governance structures

include various ministries, instrumentalities and departments operating State Skills Development Missions and

infrastructure, for various schemes. These governance structures inform the positioning of Australian VET providers in

India's skills market.

3. The Skill India agenda is supported by a complex policy and regulatory framework that includes the National Policy for Skill Development and Entrepreneurship 2015, and National Skills Development Mission. The national

education policy, which will encompass skills development, remains pending. Other key regulatory elements of interest

include the Apprentices Act, 1961, corporate social responsibility (CSR) rules, and provisions regarding school-based

vocational education.

4. Momentum for the Skill India agenda is derived from India's anticipated demographic dividend and progressive

economic and social development, underpinned by large projected human resource requirements in almost all industry

sectors across India. Nationally, high incremental human resource requirements have been projected for building,

construction and real estate; agriculture; retail; transportation and logistics; beauty and wellness; furniture and

furnishing; and tourism, hospitality and travel. There is considerable variation between and within states/Union

Territories. Opportunities for engagement may exist in industry sectors with high requirements unable to be sufficiently

addressed by Indian skill providers.

5. Niche industry sectors prioritised by the National Skills Development Corporation include aviation, ports, mining,

smart cities and agriculture. These areas are typically outside the current capacity of India's skills system. Other

identified industry sectors include building and infrastructure construction, transport and logistics, retail, mineral

exploration and mining, tourism and hospitality, information and communications technology, and financial services.

The clearest opportunities for engagement exist in niche industry sectors.

6. Public and private providers offer skills development, including Industrial Training Institutes, Advanced Training

Institutes, Indian International Skill Centres, Model Training Centres, schools, polytechnics and colleges,

entrepreneurship institutes, and more recently, new skill universities. Some Indian and foreign companies operate in-

house vocational training facilities.

7. India's skills agenda encompasses many vocational, employability and entrepreneurship skills development

approaches, programs and initiatives. This includes long-term vocational training programs typical of the 'old' system,

and short-term vocational training and employment placement programs typical of the 'new' system. Key schemes

include the Modular Employable Skills scheme, Craftsmen Training Scheme, Apprenticeship Training Scheme,

Pradhan Mantri Kaushal Vikas Yojana, Craftsmen Instructor Training Scheme, Deen Dayal Upadhyaya Gram

Kaushalya Yojana and Udaan. Recently, Bachelor and Masters of Vocational Education have been introduced.

Vocational education is also offered in schools (classes 9-12).

8. Engagement opportunities are framed by key architectural elements, including the National Skills Qualifications

Framework, Sector Skills Council requirements, and National Occupational Standards and Qualifications Packs.

9. Other than the work of leading multilateral agencies (World Bank, Asian Development Bank, UNESCO and the

European Union), the clearest manifestation of international involvement is in industry- and company-specific human

resources development for transnational companies, particularly companies from the United States, Japan, South

Korea, China, Germany and France. There are a few examples of active foreign skill providers (e.g., the United

Kingdom’s Manipal City and Guilds). Foreign governments and skill providers active in India also provide professional

development for trainers/assessors, institutional leaders and administrators, celebrate partnerships, provide migration

pathways, fund collaborations, and develop transnational standards. The British Council provides the clearest example

of a foreign organisation engaged with India generally, and in relation to skills development specifically.

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INDIA’S SKILLS SYSTEM – CENTRAL & STATE/UT GOVERNANCE STRUCTURES

Central governance structures: Structurally, India’s skills system is complex and until

recently, highly fragmented both at central government level, and between central and

state/union territory (UT) governments. The central government ministries with

responsibility for key elements of India’s skills system include the Ministry of Skill

Development and Entrepreneurship (MSDE), Ministry of Human Resource Development

(MHRD), Ministry of Rural Development (MRD), and Ministry of Corporate Affairs (MCA).

Collectively, these central government ministries have responsibility for post-school

vocational training, skill development and entrepreneurship; school education and post-

school higher, technical and adult education; social security (i.e., waged employment for

unskilled manual labourers); and corporate social responsibility (CSR). MSDE - Post-school vocational training, skill development and entrepreneurship: The MSDE was established in November 2014 to provide a coherent approach to post-

school vocational training, skills development and entrepreneurship. The MSDE co-

ordinates the Government of India’s National Policy for Skill Development and Entrepreneurship 2015 and National Skills Development Mission. Three key structures

provide the impetus for India's expanding skills system:

1. Firstly, the MSDE Directorate General of Training (DGT) administers vocational training

programs and apprenticeship schemes delivered through Industrial Training Institutes

(ITIs) and central institutes including Advanced Training Institutes, and Regional

Vocational Training Institutes. MSDE DGT regulatory authorities include the National

Council on Vocational Training, Mentor Councils, and Central Apprenticeship Council.

2. Secondly, the MSDE National Skill Development Agency (NSDA) is responsible for the

rationalisation of central government skills development schemes, and engagement

with state/UT governments with respect to skills development policies and plans. The

NSDA is responsible for the implementation of the National Skills Qualifications

Framework (NSQF), establishment of an integrated Labour Market Information System

(LMIS), and administration of the Skills Innovation Initiative.

3. Finally, the MSDE National Skill Development Corporation (NSDC) is a public private

partnership (PPP) company established to train 150 million people by 2022 through

increased private sector involvement. The NSDC disburses the National Skills

Development Fund (NSDF) as equity, loan and grant funds to private and public sector

organisations for large-scale vocational training, and works with enterprises on various

CSR skills development projects. The NSDC has targeted a number of industry sectors

for particular attention. Previously, the NSDC administered the Standard Training

Assessment and Reward (STAR) scheme before this was relaunched in 2015 as

Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The NSDC also sponsors the

establishment of model training centres (Pradhan Mantri Kaushal Kendra, or PMKK).

The MSDE Central Staff Training and Research Institute (CSTARI) develops standardised

syllabus for many centrally supported vocational training programs, while the National

Instructional Media Institute (NIMI) develops instructional materials packages (IMPs),

question banks and e-learning modules in English, Hindi and other regional languages. In

particular, this includes the Craftsmen Training Scheme (CTS), Center of Excellence

(COE) initiative, and Modular Employable Skills (MES) program. Flexible delivery is

increasingly being used, including massive online open courses (MOOCs), the new NIMI

Space-based Distance Learning Programme (SDLP), and content providers (e.g., Million

Lights Programme).

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In addition to vocational training and skills development, the MSDE supports the

development of entrepreneurial skills principally through the flagship scheme Pradhan

Mantri Yuva Yojana (PMYY) and two central entrepreneurship institutes, the National

Institute for Entrepreneurship and Small Business Development (NIESBUD) and the

Indian Institute of Entrepreneurship (IIE), in Guwahati.

MHRD - School education and post-school higher, technical and adult education: While the MSDE has responsibility for post-school vocational training, skills development

and entrepreneurship, the MHRD is responsible for skills development delivered through

school education and post-school higher, technical and adult education through two

leading departments.

1. Firstly, the MHRD Department of School Education and Literacy has responsibility for

vocational education in schools, principally through administration of the

Vocationalisation of Secondary Education program. School-level vocational education

is also delivered by the MHRD National Institute of Open Schooling (NIOS) through

open schools and accredited vocational institutions (AVIs).

2. Secondly, the MHRD Department of Higher Education has responsibility for higher,

technical and adult education. Within this context, technical education refers to

programs in engineering, technology, architecture, town planning, pharmacy, applied

arts and crafts, management, hotel management, and catering technology. Key MSDE

regulatory authorities include the All India Council for Technical Education (AICTE) that

approves applications for new technical institutions delivering technical programs at

diploma, undergraduate and postgraduate levels, and four Boards of Apprenticeship

Training with responsibility for their respective regions (i.e., northern, southern, eastern

and western regions). Adult education encompasses skills development, basic

education, and literacy; the latter most notably operationalised through the National

Literacy Mission.

MRD - Social security: The MRD is responsible for implementation of the social security

program, the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) which provides waged employment for unskilled manual labourers. Given the size of

India’s rural sector, the ministry’s rural development institutes play an important role in

skills development and education more broadly. Key institutes include the National

Institute of Rural Development and Panchayati Raj (NIRD&PR) and Rural Self

Employment Training Institutes that emphasise skills development and entrepreneurship

capacity building. The MRD is responsible for implementation of the Shyama Prasad

Mukherji Rurban Mission, and administers two leading skills related programs (i.e., the

Deen Dayal Upadhyaya Grameen Kaushalya Yojana, DDU-GKY; and the self-help group

program, Swarnajayanti Gram Swarozgar Yojana).

MCA - Corporate social responsibility (CSR): The MCA administers the corporate

social responsibility rules mandating that applicable companies allocate a proportion of

profits towards CSR obligations (see section below).

Other central government ministries: There are a number of other central government

ministries with responsibility for skills development, vocational training, technical

education and employment generation spanning:

- institutions (e.g., agricultural; food processing; micro, small and medium enterprises;

fashion and craft; tourism, hospitality and travel; leather and footwear);

- missions (e.g., sustainable agriculture; food processing);

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- over 70 schemes1 (e.g., for specific social groups including people with disabilities,

women, tribal youth; focused on particular industry sectors; or focused on innovation

and entrepreneurship); and

- programs (e.g., capacity building; skills development; entrepreneurship; employability)

(Table 1).

1 GovernmentofIndia,2015.

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State/UT governance structures Ministries, instrumentalities and departments: There is considerable variation at the state/UT level regarding skills development ministries, instrumentalities and departments, approaches (e.g., missions, policies), infrastructure, schemes and priorities (see Appendix 1). These variations have developed, in part, from different levels of investment in education and vocational training infrastructure and provision, population size, industry presence and composition, and human resource requirements. Structural, programmatic and resource requirement variations add elements of complexity, and opportunities and incentives for engagement for Australian VET providers seeking to penetrate India's skills market. Missions, policies, infrastructure: State/UT government approaches are reflected in State Skills Development Missions and, in some instances, state skills development policies (e.g., Himachal Pradesh, Gujarat, Goa, Karnataka, Nagaland). Skills development infrastructure varies in terms of the number, quality, and seating capacity of Industrial Training Institutes (ITIs), vocational training providers/centres, polytechnics, schools, technical, higher education institutions and recently introduced skill universities. The prevalence of private skill providers also varies. While some states/UTs have an oversupply of skill providers, others have few (e.g., Lakshadweep). In many instances, skill providers frequently struggle to recruit sufficient candidates. State specific priorities and skills development capacities can inform the positioning of Australian VET providers. Schemes and revenue sources: In addition to central government schemes and competitions (e.g., All India Skill Competition, WorldSkills India), most states/UTs implement a range of state-specific skills development schemes, entrepreneurship programs and employment placement initiatives. Some of these provide formal recognition, whereas others do not. In many instances, state/UT governments provide various revenue streams for the delivery of state-specific schemes. Some such schemes target particular social groups (e.g., youth, women, disadvantaged groups, people with disability, rural/urban), emphasise employment generation (or ‘self-help’), or prioritise particular industries reflecting state/UT specific human resource requirements. Again, state-specific revenue sources, in particular, can inform the positioning of Australian VET providers. SKILLS AGENDA - REGULATORY FRAMEWORK Skill India agenda: In 2015, the central government launched Skill India, aiming to train 400 million people by 2022. Under this broad umbrella initiative, the National Policy for Skill Development and Entrepreneurship 2015 aims to address “aspiration, advocacy, capacity, quality, synergy, mobilisation, global partnerships, outreach, [information and communications technology] enablement [and] inclusivity”2 for the country’s burgeoning workforce population. The related National Skills Development Mission has been charged with the responsibility to “create a demand for skilling across the country; correct and align skilling with required competencies; connect the supply of skilled human resources with sectoral demands; certify and assess in alignment with global and national standards; [and] catalyse an ecosystem wherein entrepreneurship germinates”.3 These objectives were translated into seven sub-missions: institutional training, infrastructure, convergence, trainers, overseas employment, sustainable livelihoods, and leveraging public infrastructure. The Skill Loan Scheme provides loans for eligible vocational training students. The new national education policy, which will encompass skills development, remains pending.

2 Agrawal,2017,p.5.3 Agrawal,2017,p.5.

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Apprenticeship regulation: The central government’s apprenticeship legislation (i.e., the Apprentices Act, 1961, updated in 2014) regulates India's apprentice training and establishes employer and apprentice obligations. India’s apprenticeships provide the dominant model of on-the-job training; however, increasingly, vocational training programs are incorporating elements of on-the-job training to complement the largely off-the-job training models in use. Corporate Social Responsibility (CSR): In 2014, CSR rules were established mandating that applicable companies registered under the Companies Act 2013 annually allocate 2% of average net profits towards CSR obligations.4 The CSR rules are relevant to Australian companies with branches or offices operating in India, and as such of interest to Australian VET providers with skills development partnerships with Indian or foreign companies. Applicable companies can fulfil their CSR obligations by supporting education, skills development, and livelihood enhancement projects, particularly targeting disadvantaged social groups. In 2015, the highest ranked CSR companies included various TATA companies (e.g., TATA Steel, TATA Power Company, TATA Motors), UltraTech Cement Ltd., Mahindra & Mahindra Ltd., ITC Ltd., Shree Cement Ltd., Bharat Petroleum Corporation Ltd, and Larsen & Toubro Ltd.5 Industry sectors benefiting included banking and finance; oil, drilling and refineries plus petrochemicals; computers; steel; pharmaceuticals; and automotive and automotive ancillaries. In their CSR contributions, the highest number of companies committed to education and skills projects, followed closely by poverty alleviation. The financial contribution varied, as did state/UT distribution. 6 School-based vocational education: The central government introduced school-based vocational education in the 1980s after the introduction of the National Policy on Education (in 1986), initially targeting senior secondary education students (classes 11-12). In 2011, the centraly supported Vocationalisation of Secondary & Higher Secondary Education scheme was extended to secondary level (classes 9-10) vocational education, and from 2014, aimed to align school-based vocational education with the National Skills Qualification Framework (NSQF). PROJECTED DEMAND FOR SKILLS DEVELOPMENT Industry sector projected human resource requirements: Nationally, high incremental human resource requirements have been projected for major industry sectors (109.7 million across India). This includes building, construction and real estate; agriculture; retail; transportation and logistics; beauty and wellness; furniture and furnishing; and tourism, hospitality and travel ( Table 1). 80% of India’s projected human resource requirements are captured by the top ten industry sectors. Opportunities for engagement by Australian VET providers may exist in industry sectors with high incremental human resource requirements unable to be sufficiently addressed by Indian skill providers.

4 Theruleisonlyapplicabletocompanieswithahighnetworth(INR500crores/approximatelyAUD$100million),orturnover(INR

1,000crores/approximatelyAUD$200million),orannualnetprofit(INR5crores/approximatelyAUD$1million).5 Majmudar,Rana,&Sanan,2016.6 NGOBOX,2016.

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Table 1: Incremental Human Resource Requirements (2013-2022), by Industry Sector

Sector Employment base in 2013 (million)

Projected employment by 2022 (million)

Incremental human resource requirement (2013-2022)

Building, construction and real estate 45.42 76.55 31.13 Retail* 38.60 55.95 17.35 Transportation and logistics 16.74 28.40 11.66 Beauty and wellness 4.21 14.27 10.06 Furniture and furnishing 4.11 11.29 7.18 Tourism, hospitality and travel 6.96 13.44 6.48 Textile and clothing 15.23 21.54 6.31 Handlooms and handicrafts 11.65 17.79 6.14 Domestic help 6.00 10.88 4.88 Security 7.00 11.83 4.83 Electronic and IT hardware 4.33 8.94 4.61 Food processing 6.98 11.38 4.40 Auto and auto components 10.98 14.88 3.90 Education / skills development 13.02 17.31 4.29 Healthcare 3.59 7.39 3.80 Leather and leather goods 3.09 6.81 3.72 Gems and jewellery 4.64 8.23 3.59 Construction material and building hardware 8.30 11.00 2.70

IT and ITES 2.96 5.12 2.16 Telecommunication 2.08 4.16 2.08 Pharma and life sciences 1.86 3.58 1.72 Banking, financial services and insurance 2.55 4.25 1.70 Media and entertainment 0.40 1.30 0.90 Agriculture 240.40 215.60 (24.80) Total 450.73 560.46 109.73

Source: Based on MSDE, 2015, pp. 52-53. Note: Numbers do not add up as duplicated retail sector human resource requirements have been deleted. This includes 10.37 million (employment base in 2013), 21.43 million (projected employment by 2022), and 11.06 million (incremental human resource requirement). State/UT projected human resource requirements: Industry sector incremental human resource requirements vary considerably by state/UT, and this variation may influence the geographical focus of Australian VET providers, particularly in instances where Indian skill providers are not able to meet demand. Projected human resource requirements are very high almost all states. See Table 2.

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Table 2: Incremental Human Resource Requirements (2012-2022), by State/UT Southern India Gangetic and

Eastern States Western and Central India

North Western States

Himalayan States North Eastern States

Islands

Kerala (2,956,896) Odisha (3,345,584)

Goa (227,261)

Punjab (2,899,005)

Himachal Pradesh (1,206,379)

Nagaland (97,382)

Lakshadweep (n/a)

Karnataka (8,476,134) Jharkhand (4,452,801)

Chhattisgarh (3,043,736)

Haryana (3,484,731)

Jammu & Kashmir (1,122,787)

Mizoram (140,188)

Andaman and Nicobar Islands (n/a)

Andhra Pradesh (10,871,315)

West Bengal (9,342,561)

Madhya Pradesh (7,816,045)

Rajasthan (4,242,438)

Uttarakhand (2,061,143)

Arunachal Pradesh (147,046)

Tamil Nadu (13,552,000)

Uttar Pradesh (11,011,055)

Maharashtra (15,522,185)

Gujarat (5,756,711)

Sikkim (147,821 )

Telangana (n/a) Bihar (n/a) Dadra and Nagar Haveli (n/a)

Delhi (National Capital Region) (6,341,921)

Manipur (233,446)

Puducherry (n/a) Daman and Diu (n/a)

Meghalaya (248,954)

Tripura (259,330)

Assam (1,234,357)

35,856,345 28,152,001 26,609,227 22,724,806 4,390,309 2,508,524 n/a Source: MSDE, 2015, pp. 52-53. The NSDC has provided detailed projections of human resource requirements for most Indian states/UTs. Southern India: In the southern state of Tamil Nadu (13.6 million overall), human resource requirement projections are highest for: building, construction and real estate; retail; transportation and logistics; beauty and wellness; and tourism, hospitality and travel. Also in this region, Andhra Pradesh (10.9m) has high projected demand for: construction; tourism, travel and hospitality; banking and insurance; information technology (IT) / information technology enabled services (ITES); transportation, logistics and warehousing; textiles and leather; and chemicals and pharmaceuticals. Gangetic and eastern states: In the Gangetic and eastern states with the highest projected requirements, Uttar Pradesh (11.0m) has projected demand in: healthcare services; building, construction and real estate; IT/ITES; banking, financial services and insurance. Also in this region, in West Bengal (9.3m) demand is projected to be highest in: animal husbandry; manufacturing, assembly, processing; construction; healthcare; transport and logistics; and trade/retail. Western and central India: In the western and central state of Maharashtra (11.5m), which has the highest human resource requirements of any state/UT, projections are highest for: agro processing; automotive; banking, finance and insurance; construction; healthcare; and hospitality. In Madhya Pradesh (7.8m), major industry sectors with skill needs are: construction; mining; textiles and apparel; power; healthcare; education; and agri-allied (dairy and poultry farming, horticulture). North western states: In the north western region, the highest human resource requirements are projected in Delhi (the National Capital Region) (6.3m) for: construction; retail; transportation; textile and apparel manufacturing; public administration; IT; hospitality; metallic products manufacturing; healthcare; education; and wholesale trade. Also in the north western region, projections are highest in Gujarat (5.8m) for:

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transportation and logistics; agriculture and allied activities; construction; banking and financial services; hospitality and tourism; trade/retail; and IT/ITES.7 Niche industry sectors for foreign skill providers: The major niche industry sectors prioritised by the NSDC for establishing skill development institutes with international collaborators include: - aviation; - ports; - mining; - smart cities; and - agriculture.8 These areas typically represent niche industry sectors outside the current capacity of India’s skills system. The NSDC has also identified: - building and infrastructure construction; - the transport and logistics industry in passenger road transport and road freight; and - various segments of the retail sector. These areas typically represent industry sectors where India’s skill providers have capacity and expertise, but may not be able to satisfy projected human resource requirements. Finally, various industry surveys and studies have noted demand for international collaboration in skills development in sectors such as: - mineral exploration and mining; - tourism and hospitality; and - information and communications technology (ICT) and financial services.9 Opportunities for engagement by Australian VET providers may exist in these niche industry sectors. SKILLS DEVELOPMENT INSTITUTIONS Skills development institutions include public and private Industrial Training Institutes (ITIs), Advanced Training Institutes (ATIs), private skill providers, Indian International Skill Centres, Model Training Centres (PMKK), schools, polytechnics and colleges, entrepreneurship institutes, and more recently, new skill universities. Some secondary schools also deliver vocational education. Some Indian and foreign companies operate in-house vocational training facilities, while there are also a number of innovative community-led initiatives, and non-government organisations (NGOs) providing skills development. Australian VET providers seeking to collaborate with an Indian skill provider are therefore presented with a wide range of institution types. Industrial Training Institutes (ITIs): Public and private ITIs (the latter previously referred to as Industrial Training Councils) have formed the backbone of India's skills system. Over 10,000 of India’s 13,000 ITIs are private (see Appendix 2).10 A number are designated as Women's Industrial Training Institutes (WITIs), although in practice, men are eligible to enrol in unfilled seats. ITIs deliver long-term standardised programs such as the

7 NSDC,2016.8 Kumar,2017.9 KPMG,2016;OECD,2017.10 GovernmentofIndia,2015.

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Craftsmen Training Scheme (CTS), and in some instances, industry- or company-specific bespoke skills development programs. The National Council on Vocational Training (NCVT) is progressively evaluating ITIs to award star ratings on the basis of infrastructure, performance and employment placement.11 Advanced Training Institutes (ATIs): ATIs deliver instructor training and industry- or company-specific technicial level training. ATIs operate in Dehradun, Ludhiana, Kanpur, Kolkata, Mumbai, Hyderabad and Chennai. Private skill providers: Private skill providers are increasingly involved in India’s skills agenda, and this trend will continue as the NSDC public private partnership (PPP) model is further embedded in India’s vocational training system. The NSDC has affiliated over 250 training partners, who in turn deliver skills development and employment placement initiatives through over 4,500 operational training centres across India.12 Leading Indian private skill providers include Infrastructure Leasing & Financial Services (IL&FS), Basix Academy for Building Lifelong Employability (B-ABLE) and IndiaCan Education. Indian International Skill Centres: Indian International Skills Centres (IISC) are being established under the NSDC to implement global mobility schemes. The IISCs will deliver internationally benchmarked training and certification, pre-departure training modules (language skills, country-specific orientation, digital literacy), and develop placement linkages with agents approved by the Ministry of External Affairs.13 Model Training Centres (MTCs) (Pradhan Mantri Kausal Kendra): The MSDE, through the NSDC, is facilitating the establishment of aspirational Model Training Centres (MTCs), referred to as Pradhan Mantri Kaushal Kendra (PMKK). Over 150 MTCs have already been established.14 MTCs will be supported through the allocation of funds and seats under the Pradhan Mantri Kaushal Vikas Yojna (PMKVY) scheme. Polytechnics and colleges: Polytechnics deliver technical education, predominantly for 18-22 year olds who have completed 10th class, through diploma programs (engineering and technology, other vocational fields, applied arts/craft). Colleges affiliated to public universities deliver undergraduate and in some instances masters programs throughout India. Entrepreneurship institutes: The centrally supported National Institute for Entrepreneurship and Small Business Development (NIESBUD) is located in NOIDA, Uttar Pradesh. NIESBUD delivers trainer training, entrepreneurship and skills development, and small business management programs. The second centrally supported institute, the Indian Institute of Entrepreneurship (IIE) is located in Guwahati. The IIE delivers trainer training and entrepreneurship skills development programs, and undertakes skills-related research. Skill universities: New skill universities have been established by several state/UT governments, private entities, and sometimes as joint PPP ventures. Examples include TeamLease Skills University in Gujarat, Rajasthan ILD Skill University, Maharashtra Skill Development & Open University. Indian companies: Indian companies operating in-house vocational training facilities include Larsen & Toubro, Bharti Group, Hero Group and Maruti Suzuki India. In the services sector, Indian companies with in-house training facilities include IT Wills Lifestyle,

11 Governmentbeginsstarrating,2017.12 GovernmentofIndia,2015.13 GovernmentofIndia,2016.14 NSDC,n.d.

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Infosys, and ICICI Bank.15 Some of these companies also partner with Indian and foreign skill providers. Foreign companies: Foreign companies involved in skills development initiatives, including partnership models with Indian skill providers, include Bosch, Siemens, Michelin, Ford, Toyota, Hyundai, Google, Microsoft, Cvent, Adobe, IBM, Huawei Technologies, Samsung, GE Healthcare and Pepsico. Other Indian skill providers: Community-led initiatives include the innovative Barefoot College in Tilonia, Rajasthan.16 Many non-government organisations (NGOs) also provide vocational training, for example through Jan Sikshan Sansthans (JSSs). SKILLS DEVELOPMENT PROGRAMS Broadly defined vocational, employability and entrepreneurship skills development encompasses a diverse range of approaches, programs and initiatives, including: - employment-placement (e.g., job fairs) - informal learning including the “ancestral trade or occupation”17 system, the ‘guru-

shishya’ model, and development of skills and knowledge in informal settings such as family business environments

- entrepreneurship programs - school-level vocational education (e.g., Vocationalisation of Secondary & Higher

Secondary Education program and flexible learning) - short-term vocational training programs (e.g., programs provided by NSDC accredited

training providers such as IL&FS Skills, B-Able) - formal skills development targeting people in the informal sector (e.g., Modular

Employable Skills scheme) - long-term vocational training programs (e.g., the Craftsmen Training Scheme) - on-the-job Apprenticeship Training Scheme programs regulated by the Apprentices

Act, 1961 - ‘top-up’ skills development for employed persons - bespoke skills development - vocational training and certification for overseas migration - recognition of prior learning - trainer/assessor/master training for instructors (e.g., Crafts Instructor Training Scheme

programs delivered through the Central Training Institute for Instructors, Chennai and multiple other providers)

- technical level training (e.g., delivered by Advanced Training Institutes) - diplomas (e.g., delivered by polytechnics) - non-award courses (skills development) delivered by higher education institutions - Bachelors of Vocational Education (B.Voc) - Masters in Vocational Education (M.Voc).

There are two types of formal centrally sponsored skills development programs based on the ‘old’ and ‘new’ systems. The ‘old’ system is based on longer-term occupation-oriented programs delivered by ITIs and certified by the National (and State) Council for Vocational Training. The emerging ‘new’ system is based on short-term programs aligned to the

15 FICCI,n.d.16 Seehttps://www.barefootcollege.org17 PillayandNinan,2014,p.28.Thisincludesbuildingandconstruction;butchery;tailoring,stitchingandembroidery;carpetmaking;

beekeeping.

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NSQF with a narrower focus on job roles and delivery of National Occupational Standards (NOS) Qualification Packs (QPs) developed by SSCs. Modular Employable Skills (MES) scheme: Vocational Training Providers (VTPs) deliver the centrally-sponsored MES scheme, which provides short-term skills development and certification. The scheme targets early school leavers (from 5th class) and those working in the informal sector. The MES scheme delivers programs in various sectors (Table 3). Table 3: Modular Employable Skills Programs (Engineering and Non-engineering)

Engineering programs Non-engineering programs Automobile Beauty and wellness Construction, construction material, and real estate

Food processing and preservation

Electronics and hardware IT and ITES Fabrication (welder, fitter, metal worker) Textiles and apparel Bamboo fabrication Travel, tourism and hospitality Power generation, transmission, distribution, wiring, and electrical equipments

Production and manufacturing Craftsmen Training Scheme (CTS): ITIs deliver CTS programs that provide entry-level skills development in the engineering and non-engineering trades (Table 4). The long-term (6 months to 2 years) CTS programs are based on syllabus developed by the CSTARI using instructional materials developed by NIMI. Entry qualifications vary, ranging from completion of 8th class to 12th class. Table 4: Craftsmen Training Scheme Trades (Engineering and Non-engineering)

Engineering programs Non-engineering programs Welder, sheet metal worker, mason, gold smith, carpenter, wireman, painter general, plumber

Baker and confectioner, fruit and vegetable processor

Turner, fitter, machinist, machinist grinder, tool and die maker, refractory technician, operator advanced machine tools, mechanic machine tool maintenance, draughtsman (mechanical, civil), mechanic (motor vehicle, agriculture machinery, refrigeration and air-conditioner, air-conditioning plant)

Computer operator and programming assistant, desk top publishing operator, multimedia animation special effect, data base system assistant, software testing assistant

Attendant operator, maintenance mechanic, instrument mechanic, laboratory assistant (note: all chemical plant)

Sewing technology, computer aided embroidery and designing, dress making, surface ornamentation techniques (embroidery), fashion design technology,

Instrument mechanic Dairying, milk and milk products, food production (general), floriculture landscaping, horticulture, agro processing

Marine fitter Dental laboratory technician Spinning technician, textile wet processing, weaving technician

Front office assistant, secretarial practice (English), stenographer secretarial assistant (English), stenographer secretarial assistant (Hindi), human resource executive, finance executive,

Mechanic mechatronics Food beverages guest services assistant, catering hospitality assistant, food beverage, travel tour assistant, tourist guide

Vessel navigator Digital photographer, photographer, process cameraman Textile mechatronics Basic cosmetology, spa therapy Mechanic mining machinery, Mechanic medical electronics

Leather goods maker, footwear maker, weaving technician for skill woolen fabrics, bamboo works,

Radioloty technician Hospital house keeping, house keeper, health sanitary inspector Electronics mechanic, mechanic consumer electronics appliances, technican power electronics system, electrician, electroplater, lift and escalator mechanic

Health, safety and environment; fire technology and industrial safety management

Civil engineering assistant Old age care Information technology, information communication

Pre/Preparatory school management (assistant)

Source: MSDE, 2017a.

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CTS trades are also available for the visually impaired (i.e., metal cutting attendant, computer operator and programming assistant, desktop publishing, cutting and sewing, hair and skin care). Apprenticeship Training Scheme (ATS): Apprenticeships provide entry-level on-the-job training in both engineering and non-engineering trades, typically (although not exclusively) for ITI graduates who have completed a CTS program. The majority of apprentices are trade apprentices who complete the All India Trade Test administered by the National Council on Vocational Training (NCVT), and achieve a national trade certificate. Groups of industries covered under the Apprentices Act, 1961 include the following: Table 5: Apprenticeships by Group of Industries Trades

Agricultural production, plantations, raising of livestock, forestry and logging, fishing Mining, extraction of crude petroleum Manufacturing (food products; beverages, tobacco and related products; cotton textiles; wool, silk and fiber textiles; jute and other vegetable fibre textiles; textile products; wood and wood products, furniture and fixtures; paper and paper products; leather and leather products, fur and substitutes of leather; basic chemicals and chemical products; rubber, plastic, petroleum and coal products; processing of nuclear fuel; non-metallic mineral products; basic metal and alloy industries; metal products and parts, machinery and equipment; machinery and equipment other than transport equipment; transport and equipment; other) Electricity generation, transmission and distribution, gas and steam generation and distribution, water works and supply, non-conventional energy generation and distribution Construction, activites allied to construction (plumbing and drainage; heating and air conditioning; setting of tiles, marble, bricks, glass and stone; electrical installation; painting and decorating; other), repair of capital goods Wholesale trade, retail trade Restaurants and hotels Land transport, water transport, air transport, storage and warehousing services Communication services banking activities including financial services; provident and insurance services; real estate activities; other business services Public administration and defence services; sanitary services; education, scientific and research services; community services; recreational and cultural services; personal services; repair services

Source: See Directorate General of Training, n.d. Pradhan Mantri Kaushal Vikas Yojana (PMKVY): This centrally supported scheme provides short term vocational training for various job roles, recognition of prior learning, special projects, Kaushal and Rozgar Mela (job fairs), and employment placement assistance.18 Over 3,000 training centres have been approved to offer PMKVY.19 Crafts Instructor Training Scheme (CITS): The centrally supported CITS delivers training for Craftsmen Training Scheme (CTS) instructors based in public and private ITIs. Training is provided through ATIs. In recent years, additional institutes for training of trainers (ITOT) have been established to deliver CITS programs. The scheme provides instructor training for various trades. Table 6: Crafts Instructor Training Scheme

Trades Carpenter, foundryman, pattern maker, sheet metal worker, welder (gas and electric), plumber Mechanic motor vehicle, mechanic refrigerator and air conditioning, farm mechanic and mechanic agricultural machineries, diesel mechanic, tractor mechanic Draughtsman (mechanical), draughtsman (civil), reading of drawing and arithmetic Fitter, turner, machinist, machinist (grinder), tool and die maker and MTMM Electrician and wireman Maintenance mechanic (CP), attendant operator (CP), instrument mechanic (CP), laboratory assistant (CP) and instrument mechanic Electronics mechanic, mechanic radio and TV and IT&ESM

18 MSDE,n.d.a19 MSDE,n.d.b

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Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY): DDU-GKY is a skills development initiative implemented by the Ministry of Rural Development in conjunction with states/UTs under the National Rural Livelihood Mission. The scheme targets rural people from a low socio-economic status (SES) background and provides vocational and generic training, and employment placement. Udaan: Udaan is a special industry initiative implemented under the Ministry of Home Affairs to provide skills development and employment opportunities for young people in Jammu and Kashmir. Bachelor and Masters of Vocational Education (B.Voc and M.Voc): The University Grants Commission has approved Bachelor of Vocational Education (B.Voc) degrees comprising National Occupational Standards (NOS) and general education. The B.Voc is available in a range of engineering, manufacturing, science and technology fields, along with non-engineering fields (Table 7). Over 150 colleges and universities have been approved by the UGC to deliver the B.Voc.20 Graduates from the B.Voc degree may progress to the Masters of Vocational Education (M.Voc) degree. Table 7: University Grants Commission Approved B.Voc Fields

Engineering, manufacturing, science and technology fields

Other fields

Automobile electricals and electronics, automobiles, automotive, vehicle testing

Accounting and taxation, banking and financial services, financial market and services, e-commerce and digital marketing

Advanced telecom technologies Animation and graphic design, digital film production, digital media and animation, film making and dramatics, graphic design, visual media and film making, multimedia

Agriculture, floriculture and landscape gardening, green house technology, nursery management technology, plant propagaion, sericulture, soil and water conservation, sustainable agriculture, horticulture science

Applied arts

Apparel manufacturing Beauty therapy and aesthetics Applied computer technology Broadcasting and journalism, journalism and mass

communication, mass media/communication Building construction technology Business process and data analytics, data and web

analytics Clinical and aquaculture lab technology, commercial aquaculture, industrial aquaculture and fisheries

Catering technology and hotel management, tourism and hospitality management, tourism and travel management,

Dairy products and processing, livestock production and management

Contemporary form of dance, entertainment (acting), theatre and stage craft

Electricity production and power plant maintenance, solar energy

Environmental assessment and remediation

Electronic equipment repair and maintenance Fashion design and management, fashion designing, fashion technology, fashion technology and apparel designing, garment designing

Farm equipment and machinery Gemmology, jewellery designing Food processing and engineering, food processing and quality management, food processing technology

Hospital instrumentation and management, paramedical and health administration

Foundry technology Information technology, networking and system administration, software development, software development and system administration, web technologies and multimedia

Hardware technology and networking Interior designing Furniture development Logistics management Industrial automation Marketing management and IT Industrial microbiology, medical lab and molecular Modern office practices

20 UniversityGrantsCommission,n.d.a

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diagnostic technology, nutrition and healthcare science, pharmaceutical chemistry, rational drug design Industrial waste treatment technology Photography and videography Plumbing Printing and publishing Polymer and coating technology, production technology (tool and die)

Refrigeration and air conditioning Real estate management Rubber technology Renewable energy management Sugar technology Retail management, retail management and IT,

retail marketing Textile and ginning technology Small tea garden management Sports nutition and physiotherapy Sustainable energy management Textile design Traditional arts and crafts Unarmed security guard

Source: University Grants Commission, n.d.b In addition to the UGC programs, the TATA Institute of Social Sciences (TISS) has introduced a Bachelor of Vocational Education (B.Voc) comprising a nested Diploma Course (equivalent to year 1 of the bachelors degree), Advanced Diploma Course (equivalent to year 11) and full Bachelor qualification. The TISS BVoc is available in 20 industry sectors (i.e., agriculture, automotive, banking and financial services, child care, construction, dialysis technology, healthcare, hospitality, human resources and sales, industrial safety, industrial tool manufacturing, ITES, logistics, media and entertainment, pharmaceuticals, travel and tourism, printing technology, refrigeration and air conditioning, retail management, and telecom). Under the TISS B.Voc model, training hub partners provide infrastructure and off-the-job training, while skill knowledge partners provide on-the-job training through internships. Vocationalisation of Secondary & Higher Secondary Education program: Schools have delivered vocational education in senior secondary (11-12) classes for some time, and are now being encouraged to extend school-based vocational education to secondary classes (i.e., 9-10). Participating schools deliver vocational education relevant to job roles in many industry sectors (i.e., agriculture, tourism and hospitality, apparels, security, food processing, logistics, electronics and hardware, healthcare, retail, IT/ITES, automotive, plumbing, construction, media and entertainment, banking finance services and insurance, telecom, power, gems and jewellery, and beauty and wellness).21 The National Institute of Open Schooling (NIOS), a centrally-supported institute under the MHRD, delivers secondary and senior secondary level vocational education through open and distance learning.22 ARCHITECTURE ELEMENTS National Skills Qualifications Framework (NSQF): The NSQF, approved in 2013, is progressively being implemented through the National Skills Qualifications Committee at the NSDA. The framework organizes qualifications according to ten levels of knowledge, skills and aptitude, and specifies pathways within and between vocational education, vocational training, general education and technical education. Sector Skills Councils (SSCs): Sector Skills Councils are industry-led authorities established by the NSDC to develop National Occupational Standards and Qualification Packs, conduct trainer/assessor training, coordinate assessment and certification, and determine projected human resource requirements. SSC coverage is currently under review.

21 Seehttp://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/job_roles.pdf22 Seehttp://www.nios.ac.in/departmentsunits/vocational-education.aspx

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Table 8: Sector Skills Councils

Priority sector Allied manufacturing; Apparel Made-ups and Home Furnishings; Automotive; Banking, financial services and insurance (BFSI); Chemical and petrochemicals; Construction; Education; Electronics; Food; Furniture and fittings; Gems and jewellery; Green jobs; Handicrafts and carpets; Health care; Hydro carbon; Indian Iron and steel; Infrastructure equipment; IT/ITeS; Leather; Life sciences; Logistics; Management and management services; Media and entertainment; Power; Retailers associations; Strategic manufacturing; Textiles and handlooms; Tourism and hospitality

Large workforce Aerospace and aviation; Agriculture; Capital goods; Mining; Paints and coatings; Rubber; Sports, physical education, fitness and leisure; Telecom

Informal sectors Beauty and wellness; Culture; Domestic workers; Plumbing; Security Source: Adapted from MSDE, n.d.c National Occupational Standards (NOS) and Qualification Packs (QPs): Formal vocational training is increasingly being derived from National Occupational Standards (NOSs) and Qualification Packs (QPs) developed by SSCs. NOS specify standards of performance and requisite knowledge for identified workplace activities. Individual job functions specified by each NOS are aligned to a job role. A set of NOSs (i.e., a Qualification Pack) is being developed for each job role in each industry sector. NOS QPs are aligned to the NSQF. The largest number of NOSs are aligned to Level 4 of the NSQF (900), while Level 3 (335) and Level 5 (343) are well represented (overleaf).

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GLOBAL COMPETITORS ENGAGED WITH INDIA India’s rapid economic growth, large population and bold skills development aspirations have attracted attention from many foreign governments, training providers and private companies. This includes developed countries with well-established vocational training systems with capacity and resources to establish skills-based bilateral relationships. Notable examples include major competitor Anglophone countries (the United Kingdom, United States, Canada, New Zealand), European Union countries such as Germany, and key Asian countries with established relations (Japan, Korea, Singapore). Multilateral agency initiatives: Several multilateral agencies such as the World Bank, Asian Development Bank, UNESCO and the European Union have been involved in shaping India’s new skills agenda and funding the development of its system architecture including national frameworks for qualification standards and quality assurance (i.e., NSQF and NQAF), the Labour Market Information System, and other monitoring and evaluation programs. Multinational consulting firms such as E&Y, PWC, and KPMG have conducted reviews and assessments of human resource requirements at national and state/UT levels.

Foreign governments: Foreign governments with well-established vocational training systems have also sought bilateral engagement with India’s skills agenda. These include Australia and major Anglophone countries, US, UK, and Canada; Germany and France from the European Union; and East Asian countries such as Japan, South Korea and Singapore. Government interest is evident in broad-ranging and skill-specific government-go-government partnership agreements, high-level forums (e.g., India Korea Dialogue; Indo-German Joint Working Group) and joint working groups (e.g., India-Germany Joint Working Group on VET). Some governments have departments with specific responsibility for international engagement in VET (e.g., German Office for International Cooperation in Vocational Education and Training). Most government-to-government agreements are bilateral (e.g., MOU between NSDC and French Commission Nationale de la Certification Professionalle) whereas other agreements or forums are trilateral (e.g., Japan Australia India Trilateral Dialogue). Foreign governments may invest in India’s skills agenda (e.g., US Agency for International Development funding) and establish collaborative councils to oversee bilateral skills engagement (e.g., US India Skill & Education Council).

Industry involvement: The clearest manifestation of international involvement is in industry- and company-specific human resources development for transnational companies that have set up manufacturing or other large-scale processing operations in India. Companies from the US, Japan, South Korea, China, Germany, and France are dominant players in establishing skills development partnerships and initiatives with local institutions in engineering and technology, healthcare/life sciences, and food processing sectors. In many instances, these skills development partnerships also fulfil the companies’ CSR obligations in India. Transnational business engagement: In many of these competitor countries, industry associations have been established to promote engagement and investment (e.g., Canada India Business Council, Indo-Canada Chamber of Commerce). To some extent these linkages demonstrate the widespread distribution of Indian business diaspora. Foreign skill providers: There are a few notable examples of foreign skill providers that have penetrated India’s skills market. UK Manipal City and Guilds operates over 80 centres, delivering over 60 vocational qualifications across 15 industry sectors (i.e., air conditioning and refrigeration; automotive; banking, financial services and insurance; construction; English and spoken English; hair and beauty; health and safety; hospitality; retail; security; supply chain management; textiles; and workplace skills).23 The presence of US community colleges is projected to grow following the signing of an MOU between the All India Council of Technical

23 City&GuildsGroup,n.d.

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Education and American Association of Community Colleges. Similarly, the NSDC has signed agreements with the Association of Canadian Community Colleges and Colleges and Institutes Canada for vocational training in agriculture, apparel and textiles, automotive, aviation, construction, green economy, healthcare, hydrocarbons, IT, telecom and electronics, sports sector, and water. Japan’s private sector is also involved, with the Japan-India Institute of Manufacturing established to collaboratively deliver Japanese Endowed Courses in Indian engineering colleges. The Singapore Institute of Technical Education is establishing a world-class skill centre in Delhi. The signing of collaborative agreements suggests that foreign skill provider presence will increase, albeit from a low base. These foreign skill providers deliver vocational training, introduce alternative employer engagement models, support student and faculty mobility. As another example of engagement, the German government subsidiary, GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) assist with the establishment of vocational training centres. Professional development: A number of foreign skill providers deliver professional development for trainers/assessors, government and vocational training institution leaders and administrators (e.g., US Community College Administrator Program), and provide opportunities for leader and administrator exchanges. Awards, recognition and competitions: A range of awards, recognition schemes and competitions celebrate engagement with India generally, or skills-based engagement more specifically. For example, 2016 was designed by the UK as the UK-India Year of Education, Research and Innovation. The UK International Skills Partnerships Awards celebrate skills-based bilateral partnerships, and competitions such as WorldSkills, which are run in India and many other countries, increase the reputation of vocational skills and knowledge. Migration: As an example of foreign government migration policy facilitating skill-based migration pathways, the Canadian Immigration Integration Program has been established as a pilot to facilitate Indian national skill-based migration. Funding: Leading examples of funding international collaboration include the UK-India Education and Research Initiative (UKIERI), a jointly funded scheme supported by the NSDC and UK Commission on Employment and Skills. UKIERI supports capacity building, sharing technical expertise and best practices (e.g., curriculum, assessment, certification, training), joint initiatives (e.g., validation of NOS), teacher training and entrepreneurship development. Transnational standards: UKIERI supported the collaborative development of transnational standards involving the NSDC and the Federation of Industry Skills and Standards. The initiative benchmarked over 80 job roles by aligning Indian and UK national occupational standards, with the objective of facilitating skilled migration (potentially involving some ‘bridge training’), particularly to Gulf countries. British Council: The British Council, the UKs international arm for cultural and educational engagement, is one of the most highly engaged foreign organisations in India’s skills agenda. The British Council has invested heavily in skills development initiatives, and research regarding India’s skills system.

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ACRONYMS AICTE All India Council for Technical Education ATI Advanced Training Institute ATS Apprenticeship Training Scheme AVI Accredited Vocational Institute B.Voc Bachelor of Vocational Education CITS Craftsmen Instructor Training Scheme COE Centre of Excellence CSR Corporate social responsibility CSTARI Central Staff Training and Research Institute CTS Craftsmen Training Scheme DDU-GKY Deen Dayal Upadhyaya Gram Kaushalya Yojana DGT Directorate General of Training GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit ICT Information and communications technology IIE Indian Institute of Entrepreneurship IISC Indian International Skill Centres IMP Instructional Materials Package IT Information technology ITES Information technology enabled services ITI Industrial Training Institute ITOT Institute of Training of Trainers JSS Jan Sikshan Sansthan LMIS Labour Market Information System MCA Ministry of Corporate Affairs MES Modular Employable Skills MGNREGA Mahatma Gandhi National Rural Employment Guarantee Act MHRD Ministry of Human Resource Development MOOC Massive Online Open Course MOU Memorandum of Understanding MRD Ministry of Rural Development MSDE Ministry of Skill Development and Entrepreneurship MTC Model Training Centre M.Voc Master in Vocational Education NCVT National Council on Vocational Training NIESBUD National Institute for Entrepreneurship and Small Business Development NIMI National Instructional Media Institute NIOS National Institute of Open Schooling NIRD&PR National Institute of Rural Development and Panchayati Raj NOS National Occupational Standards NQAF National Quality Assurance Framework NSDA National Skills Development Agency NSDC National Skill Development Corporation NSDF National Skills Development Fund NSQF National Skills Qualifications Framework PMKK Pradhan Mantri Kaushal Kendra PMKVY Pradhan Mantri Kaushal Vikas Yojana PMYY Pradhan Mantri Yuva Yojana QP Qualifications Pack SDLP Space-based Distance Learning Programme

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SES Socio-economic status SSC Sector Skills Council STAR Standard Training Assessment and Reward TISS TATA Institute of Social Sciences UK United Kingdom UKIERI UK-India Education and Research Initiative UNESCO United Nations Educational, Scientific and Cultural Organisation US United States UT Union Territory VET Vocational Education and Training VTP Vocational Training Provider

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City & Guilds Group. (n.d.). India. Retrieved from http://www.cityandguilds.com/international/india Directorate General of Training. (n.d.). List of groups of industries covered under Apprentices Act,

1961. Retrieved from http://dget.nic.in/upload/uploadfiles/files/Group%20of%20Industry.pdf FICCI. (n.d.). Skills development sector profile. Retrieved from

http://ficci.in/sector/74/Project_docs/SectorProfile.pdf Government begins star rating of industrial training institutes (21 May 2017). The Economic Times.

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Government of India. (2015). Skill development schemes for you. Question. Retrieved from http://164.100.47.190/loksabhaquestions/annex/6/AS146.pdf

Government of India. (2016). Guidelines for India International Skill Centers (IISC). Retrieved from https://www.nsdcindia.org/New/sites/default/files/files/IISC_Guidelines_Final.pdf

KPMG (2016). The global demand for skills. A report for the Department of Education and Training’s International Skills Training Initiative.

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Ministry of Skill Development and Entrepreneurship. (n.d.a). PMKVY. Retrieved from http://www.pmkvyofficial.org/Index.aspx

Ministry of Skill Development and Entrepreneurship. (n.d.b). Find a training centre. Retrieved from http://pmkvyofficial.org/Training-Centre.aspx

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Appendix 1 - Skill Development Initiatives, Schemes and Programs Operating at State/UT Level

Region State/UT Capital city Skill development initiatives, schemes and programs Southern India Kerala Thiruvanan-

thapuram Mission and/or policy: Mission Department: Kerala Academy for Skills Enhancement (KASE) as the nodal agency Schemes and programs: State Skill Development Project; Additional Skill Acquisition Programme; Additional Skill Enhancement Programme, with ITI students and registered applicants through Employment Exchanges Notable infrastructure: ITIs, polytechnics, vocational training providers

Karnataka Bangalore Mission and/or policy: State skill development policy Department: Department of Technical Education (including State Technical Education Resources and Information Centre), Department Employment and Training, Department of Vocational Education, Karnataka Vocational Training and Skill Development Corporation Schemes and programs: Technical Education Quality Improvement Programme, National Employment Service Scheme, vocational training schemes, registration and placement vocational guidance, collection of employment market information and study cycle, CTS, ATS, Special Training Scheme (STS – TRG), skill training programs based on emerging trades, Modular Employable Skilled short term training programs, employment generating training programs, distance learning training programs with Edu-Sat Notable infrastructure: ITIs, engineering colleges, polytechnics, junior technical schools, fine arts colleges

Tamil Nadu Chennai Mission and/or policy: Tamil Nadu Skill Development Mission Department: Tamil Nadu Skill Development Corporation Schemes and programs: various, skill melas, job melas Notable infrastructure: ITIs, Industrial Schools, Vocational Training Providers, Basic Training Schools (Apprenticeships), community colleges under IGNOU

Andhra Pradesh

Amravathi / Hyderabad

Mission and/or policy: Swarnanhdhra Vision 2029 (Andhra Pradesh vision 2029), Annual Skill Development Plan Schemes and programs: Vocationalisation of School Education, targeted skill development (tribal people, SC, ST), training for engineering and polytechnic college students Notable infrastructure: Model Skill Development Centres, Skill Development Centres (degree colleges), Siemens centres, Youth Training Centres

Telangana Hyderabad Mission and/or policy: Telangana State Skill Development Mission Department: various under 'sub missions' (EGMM, MEPMA, employment and training, tribal welfare, technical education, disabled welfare, GHMC, police) Schemes and programs: pre-training services (awareness/information; registration; employability assessment; job melas; employers meet; counselling); pre-police recruitment training, pre-army recruitment training; employment generation marketing mission; Deen Dayal Upadhayaya Grameen Kaushalya Yojana Notable infrastructure: professional training agencies, professional placement agencies, assessment and certification agencies, schools, ITIs, polytechnics, VTPs, colleges, universities, virtual call centres, permanent recruitment centres, production cum training centres

Puducherry Pondicherry Mission and/or policy: Puducherry Skill Development Mission Department: Puducherry Skill Development Society, various departments Schemes and programs: CTS, MUSKAN (SMILE) scheme Notable infrastructure: ITIs, polytechnics, VTPs, private institutions

Gangetic and eastern states

Odisha Bhubaneshwar Mission and/or policy: State Employment Mission Department: Skill Development and Technical Education Department Schemes and programs: Chief Minister's Employment Generation Programme, job fairs, defense recruitment rallies, Notable infrastructure: Skill Development Centres, Skill Development Extension Centres, ITIs, polytechnics, Model Career Centres, bio-metric attendance, e-exchange and online registration, district employment exchanges

Jharkhand Ranchi Mission and/or policy: Skill Development Mission Schemes and programs and infrastructure: ITIs, ATS, CTS, BOCW; DDU-GKY/Roshni, SJKVY, RPL; ELST&P; Skills in Colleges/Schools, polytechnics, TSP – SJKVY, TSPs), RPL pilot in construction sector (and certifications in RPL)

West Bengal Kolkata Mission and/or policy: Department: West Bengal Skill Development Council Schemes and programs: State: Sericulturalists; animal resource development in dairy, piggery, goatery, duckery, poultry; horticulture, floriculture, vermicompost and other bio-manure

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preparation, pottery, shoe making, bamboo/cane product, mat, pati making; skill training for pre-departure emigrant trainees; train the trainer; RPL; finishing school for engineers; all India Skill Competition Central: Skill Development Initiative Scheme, CTS, Apprenticeship Protsahan Yojana, DDU-GKY, National Horticulture Mission training Notable infrastructure: public and private ITIs, Vocational Training Centres, Industry Training Providers, schools, community schools

Uttar Pradesh Lucknow Mission and/or policy: Uttar Pradesh Skill Development Mission Department: Schemes and programs: central and state schemes, job fairs, linked training and placement, post-placement tracking Notable infrastructure: ITIs and polytechnics; industrial areas, specialised parks, growth centres, Industrial Infrastructure Development Centers; SEZ; IY/ITES parks, biotech zones, knowledge park; integrated agro/food processing zones; integrated logistics hubs, Various training partners (e.g. AISECT, B-ABLE, Centrum Learning, Drishtee, GRAS, Laurus Edutech)

Bihar Patna Mission and/or policy: Bihar Skill Development Mission Schemes and programs: various skills development schemes

Western and central India

Goa Panaji Mission and/or policy: Skill Development Mission and state Skill Development Policy Schemes and programs: Central government programs (Craftsmen Training Scheme, Apprenticeship Training Scheme, Apprenticeship Protsahan Yojana, Modular Employable Skills programmes under the Skill Development Initiative Scheme, National Career Centres) State programs (Scheme for Employment Assurance Through Skills/Goa Youth Rojgar Yojgar) Vocational Education in Schools All India Skill Competition of Craftsmanship Notable infrastructure: public and private ITIs registered as Vocational Training Providers, and Human Resource Development Foundation institutes, enterprises delivering apprenticeship training

Chhattisgarh Raipur Mission and/or policy: Chhattisgarh Right of Youth to Skill Development Act Department: Chhattisgarh State Skill Development Authority Schemes and programs: various skill development schemes, Mukhya Mantri Kaushal Vikas Yojna Notable infrastructure: Public and private ITIs, polytechnics, Skill and Entrepreneurship Development Centres, Chhattisgarh Nirman Academy, Rural Self Employment and Training Institutes, Livelihood College

Madhya Pradesh

Bhopal Mission and/or policy: Skill Development Mission Department: MPCVET Schemes and programs: DPIP, Rajya Ajeevika Forum, DDU-GKY, RSETI; Kaushal Vikas Samvardhan Yojna, NULM, Kaushal Vikas Kendras, Kaushal Prashikshan Yojna, central DEIT scheme, SABLA, Pradhan Mantri Kaushal Vikas Yojan, sports academy schemes; Online SCVT and NCVT examination of ITI students; entrepreneurship camps Notable infrastructure: Skill Development Centres, ITIs, polytechnics, VTPs, training placement providers

Maharashtra Mumbai Mission and/or policy: State Skill Development Plan and Annual Action Plans Department: Maharashtra State Skill Development Society Schemes and programs: CeGS (state LMIS portal), online ITI admissions, career guidance and counselling centres, monitoring framework, job selection, self employment spaces, Employment Promotion Programme, Apprenticeship Training Scheme, Entrepreneurial Development Training Programme Notable infrastructure: Schools, ITIs, private training institutions, engineering colleges, universities, proposed Knowledge Management Centre on Skill Development

Dadra and Nagar Haveli

Silvassa Mission and/or policy: Mission Schemes and programs: Apprenticeship Training Scheme, Craftsmen Training Scheme Notable infrastructure: Very few ITIs, polytechnics or vocational training providers

North western India

Punjab Chandigarh (shared with Haryana)

Mission and/or policy: Punjab Skill Development Mission Schemes and programs: Deen Dayal Upadhyaya Grameen Kaushalya Yojana; Skill Training and Placement; Integrated Skill Development Scheme for Textiles and Apparel Sector; Women Empowerment Scheme; Refresher training to drivers; Hunar se Rozgar scheme Notable infrastructure: ITIs, polytechnics, VTP

Haryana Chandigarh (shared with Punjab)

Mission and/or policy: Haryana Skill Development Mission Schemes and programs: DOEACC Centres/RIELIT, Special Manpower Development Programme, STEP-UP under Swarna Jayanthi Shahari Rozgar Yojana, Integrated Skill Development Schemes for Textiles, ASHA and Doctor training, Women Empowerment Scheme, Leadership Development of Minority Women,

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DDU-AKY; Hunar se Rozgar Scheme Notable infrastructure: ITIs, polytechnics, VTPs

Rajasthan Jaipur Mission and/or policy: Department: Rajasthan Skills and Livelihood Development Corporation Schemes and programs: Rural Skill Development Training Program, Employment Linked Skill Training Program, DDU-GKY, Skill Development Initiative Scheme, BSE Institute, Integrated Skill Development Scheme, catering and housekeeping training Notable infrastructure: ITIs, polytechnics, VTPs

Gujarat Gandhinagar Mission and/or policy: Gujarat Skill Development Mission; Policy for mainstreaming VET Schemes and programs: KVK, Craftsmen Training Scheme, eMPOWER, Apprenticeship Training Scheme, Modular Employable Skills, Industrial Kaushalya Vardhan Kendra (i-KVK), Skill Development Initiative Scheme Notable infrastructure: higher education including Skill University in Vadodara, technical education, vocational education – ITIs, VTPs, private training institutes

Delhi (National Capital Region)

Delhi Mission and/or policy: Schemes and programs: Central schemes: Craftsmen Training Scheme, Apprenticeship Training Scheme, Modular Employable Skills courses, Centres of Excellence scheme State schemes include the Part-time Industrial Workers (Evening Classes) scheme, Special Component Plan/Tribal Sub-Plan Scheme, Coaching-cum-Guidance Scheme, Earn While you Learn Scheme, Swarn Jayanti Shahri Rojgar Yolna scheme, Welfare Schemes of the Delhi Building and Other Construction Workers Welfare Board, Technical Education Community Outreach Scheme, Delhi Ladli Scheme 2008, Community Based Computer Assisted Vocational Training and Skill Development of Women, Support to Training and Employment Programme for Women, Rajiv Gandhi Swavlamban Rojgar Yojna, Setting up of Employment-cum-Income Generating Units for Women, Prime Minister Employment Generation Programme, Self-Help Employment Courses Notable infrastructure: public and private ITIs, Public Private Partnership models, private Vocational Training Providers

Daman and Diu

Daman Mission and/or policy: Schemes and programs: Apprenticeship Training Scheme, Craftsmen Training Scheme, Modular Employable Skills course, polytechnic courses Notable infrastructure: Very few ITIs or polytechnics

Himalayan states

Himachal Pradesh

Shimla Mission and/or policy: Skill development policy, Himachal Pradesh Kaushal Vikas Nigam Schemes and programs: Employment Exchanges (through Department of Labor and Employment) (will be developed further into centres for career counselling), Hunar Se Rozgar Tak Scheme, HRTC, HP Handicrafts and handloom corporation, District Rural Development Agencies Notable infrastructure: Engineering colleges, polytechnics, ITIs, private ITIs, vocational training centres)

Jammu and Kashmir

Srinagar (Summer), Jammu (Winter)

Mission and/or policy: Schemes and programs: Himayat (state) and Udaan (central), awareness raising (employment fair, awareness camp, counselling, RPL) Notable infrastructure: schools, higher education institutions, ITIs

Uttarakhand Dehra Dun Mission and/or policy: Uttarakhand Skill Development Mission Department: Schemes and programs: SDIS/MES scheme, ESDM training, community college programs, Uttarakhand Workforce Development Project, vocational education in schools Notable infrastructure: ITIs, polytechnics, community colleges

North eastern states

Nagaland Kohima Mission and/or policy: State Industrial Policy 2000 Department: Schemes and programs: CTS, ATS, Skill Development Initiative Scheme, job and career fairs, Capacity Building and Technical Assistance (CBTA) project, coaching for competitive exams, Year of Construction workers Notable infrastructure: ITIs

Mizoram Aizawl Mission and/or policy: Department: Mizoram Skill Development Society, State Skill Development Board, various departments Schemes and programs: SDIS, Ajeevika, BADP, central government schemes Notable infrastructure: ITIs, polytechnics, private skill training centres

Arunachal Pradesh

Itanagar Mission and/or policy: Schemes and programs: Job Mela-cum-Skill Development Rally, Placement Cells in each ITI, new private vocational training provider schemes (Skill Development Training and Placement, Special Skill Development Programme for Boarder Area Youth, Special Skill Development Programme)

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Notable infrastructure: New ITIs, Skill Development Centres, Regional Institute of Training of Trainers Sikkim Gangtok Mission and/or policy:

Department: Schemes and programs: Central: CTS, ATS, SDIS State: Sikkim Institute of Capacity Building Livelihood Scheme Notable infrastructure: ITIs, polytechnics, Livelihood Schools (under Sikkim Institute of Capacity Building)

Manipur Imphal Mission and/or policy: Department: Manipur Skill Development Society Schemes and programs: Job Oriented Skill Development Training, Training for Employment, Self Help Groups Notable infrastructure: ITIs, knowledge partners from other states, Vocational Training Partners, Skill Development Centre with VTP at ITI Lilong

Meghalaya Shillong Mission and/or policy: State Skill Development Mission Department: Meghalaya State Skills Development Society Schemes and programs: CTS, ATS, SDIS, short-term Job Oriented Scheme, placement linked skill development under the BADP, Backward Region Grant Fund, State Plan Scheme Notable infrastructure: schools, ITIs, polytechnics, colleges, universities

Tripura Agartala Mission and/or policy: Department: Schemes and programs: Notable infrastructure:

Assam Dispur Mission and/or policy: Assam Skill Development Mission Schemes and programs: Vocationalisation of School Education Notable infrastructure:

Islands Lakshadweep Kavaratti Mission and/or policy: Skill Development Mission, Sarva Shiksha Abyan Schemes and programs: Notable infrastructure: no technical education, other than one ITI; colleges planned in Kadmat and Androth Islands; new polytechnic at Androth Island)

Andaman and Nicobar Islands

Port Blair Mission and/or policy: Skill Development Mission Schemes and programs: Vocational Training Improvement Program Notable infrastructure: Training by Dr BR Ambedkar Institute of Technology and various directorates and other providers

Source: MSDE, n.d.d

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Appendix 2 – State/UT Distribution of ITIs (2015)

Source: Government of India, 2015.