Technical Vocational Education & Training(Existing Systems, Schemes, Models and Best Practices)Mrs. Sushma BerliaPresident, Apeejay Stya Group &Chairperson BOG, NIT JalandharIntroductionBoth vocational education and skills development have been known to increaseproductivity o individuals, proitability o employers and expansion o nationaldevelopment! " #knowledgeable$ workorce, one that is both highly skilled in a particularoccupationandalsoexhibitslexibility, isseenasthemost important humancapitalre%uired or the development o a country!&ndia$s workorce is characteri'ed as having low skills and poorly prepared to compete intoday$s globali'ed world! (apid technologicalchanges now re%uire individuals to learnand relearn skills throughout their orking li!es "y ensuring its rele!an#e ande$$e#ti!eness%)enceit is inevitabletoincreasetheknowledge, theskills andtheinstitutional capacities within a time rame at the national and state levels! &t$s true thatskilled workorce, impacts positively on economic growth, raises productivity levels andreduces unemployment! *ocational andproessional trainingsystemwouldhaveama+or positiveimpact onnationalcompetitiveness! ,he ,echnical and *ocationalEducation is considered as animportant measure or the developmento trained labour orce re%uired or the socio-economic development o a country!&t is argued that the elementary education must impart usable technical knowledge andvocational education can be used eectively to combat dropouts! More speciically, it isbelievedtobeaneectiveanswer toreduceunemployment andmigrationtourbancentres! ,echnical education develops #skill culture$ in contrast to pure academic cultureand preerencesorwhite collar+obsand#toserve simultaneously the#hand$andthe#mind$, the practical and the abstract, the vocational and academic$! ,he development ooccupational skills leads to technological advancement that ensures optimum utili'ationo resources and leads to enhanced productivity and thereby increased level o growth,competitiveness and +ob satisaction and reduction in gap between demand and supply!Skills development is an increasingly important actor in adapting societies to changingeconomic andenvironmental conditions! &tcanbring innovation,enhance productivity,stimulate economic competitiveness and underpin inclusive approaches to development!.espite signiicant progress, too many developing countries still lack eective vocationaleducationandtraining(*E,)strategies, andarestrugglingwithcostlyandoutdatedtraining systems, and have no culture o evaluation and knowledge-based policymakingand programme administration!&n this ageoliberali'ation, &ndia isstill way behindin training the peoplein dierentspeciali'ations! *ocational trainingistoimpart speciali'edskillsandknowledge, andinstillingsocial andpolitical attitudesandbehavioral patternsessential orsuccessuleconomic activities by people engaged in dependent employment,sel-employmentorsubsistence work! ,he/overnment o &ndiainrecent yearshaslaidalot o emphasisonstreamliningvocationaleducation so that it ulils the emerging need o the market by ocusing onemployability skills! ,he Prime Minister o &ndia has suggested that India should set a goal to create 500millioncertifiedandskilledtechniciansinthecountryby2022!"swehavethe1largest population o young people in the world, we need to invest ade%uately in theireducation and employability, to become the largest pool o technically trained manpowerin the world!1. Skill Development Targets ,o create 011 million certiied and skilled technicians by 2121 &nvest ade%uately in their education and employability "s envisaged in the 33th Plan4 &mpart relevant skills to 31 million people annually 5reate 61 million new +obs and gain industry support or the same (ecogni'ing skills needs in the context o changing scenario Exploringpossibilities7needor PPPandcooperationintheareao skillsdevelopment "ddressing employability issues imperative or inclusive growth 8ocuson%ualityandstandardi'ationandalso%ualityo aculty9 trainers9instructorsBriely these are the ,argets which have been set beore usin the :&th plan!Even ithese minimum targets are to be achieved in a substantial part, let alone as a whole, itwill be important to critically review the existing Systems, Models and Best practices atthenational andinternational level inthedomaino *ocational EducationandSkill.evelopment to set as well as course correct the (oad Map or the uture! 2. urrent Scenario2.1 Access to VE & T The Demand Supply Gap;et us irst look at the "vailability !is&'&!is .emand o Skill .evelopment and *ocationalEducation initiative! Betweenclass3st-0 yrs) age learn any type o vocation 9 skill 9trade, with a choice o >111 vocational streams! &n &ndia we have identiied only about 301 trades and only 2->= o the youth (30-2? yrs) goes in or ormal vocational training! ;ack o new 7 innovative trades in *E, to attract young children@s and meet the&ndustry re%uirements& we look at the current scenario we will ind that, there is a /ap o 3111 vocational streamsand only 2->= o the youth (30-2? yrs) goes in or ormal vocational training! !bviouslythere is a big "ap bet#een the $spirations and the $vailability.22.2 ,here is another Strane !henomenon in terms o" the Demand Supply ap in#ndia. Skill development &ndia over the next ive years willhave surplus o un-trained and under-educated people -3!> million &ndia will all short o real talent by about- 0!> million Ae will have a surplus that we will not needand a deicit that we cannotulill 8urther crises to be caused by mismatch between +obs available and skillshortage Thus there is a Gap "eteen the Needs o$ the Industry and the A!aila"ility"lthough on one side as we can see rom the Bostan Study Group ()**+, that over nextiveyears&ndiawill haveasurpluso un-trainedandunder-educatedpeopleo 3!>million and alling short o real talent o 0!> million! ,hat is there will be a surplus that wewill not need and a deicit that we will not be able to ulill! 8rom here it is e%ually important to see what will be the uture o the ;abour eco systemin &ndia in times to come! %. &uture of 'abour (cosystem in India"s per the ,eam ;ease Services ;abour (eport 211B(The report -ainly predi#ts the$uture o$ la"our e#osyste- in India, state ise%, ,he potential working age population (21-0?yrs) 5urrently -0B6 million &n 2121 - over 6B3 million (esti-ated, ,he govt! is talking about creating 31 million +obs every year )owever, the re%uirement is more than 30 million in a year! Even i we ind 311 millionnew +obs,361 million willbe out o employmentin2121, this is nearly >1=! Cnly around 2!0->=o persons aged 30 years or more had technical%ualiications o even the most rudimentary kind 302millionpersons whoenterthein-ormal sectoror their livelihoodhave noaccess to vocational training ,he biggest challenge will be to provide ormal education and employment to thehuge work orce in 2121Eventhoughenrolmentsinvocational educationin&ndiaaresmall when+udgedbyinternational comparisons, expanding the numbers or re-targeting the program would notbe +ustiied unless a model is ound that would substantially improve the outcomes!). India*s tremendous potential+ Demoraphic Surplus1 Aorking age population to comprise over B>= o the aggregate by 213B! &ndia only economy with declining age dependency ratios till 21>1! 1 National Population Poli#y )***. B/ICS report o$ Gold-an Sa#hs. NSSO report3 " third o &ndia$s population below 30 years o age and 21 = o the population inthe 30-2D age groups! &n 2121, the average age in countries will be- &ndian 5hins 7 ESAest Europe Fapan 2? yrs >6yrsD0yrs D11 by State /ovt!, >11 in PPP mode, D11 by Pvt!Sector4 01,111 new Skill .evelopment 5enters ((s! 2,111 cr) &t would enable 3 core students to get *ocational training! Strengthening o existing polytechnics Establishment o 320 new polytechnics ((s! 3,320 cr) 01 classroom hourproprietary educationalsupplements or a batch si'e o B1-60 students integrated withthe 5ollege$s academic schedule and include &ndustrial*isits to &nosys .evelopment5enters!5ourse material provided by &nosys based on material used or its induction programs,assignments, case studies and a Student Pro+ect Bank! Sot Skills Program intended todevelop students$ skills in communication, team work, corporate work culture, etc!12.1 4earnin "rom the #n"osys )ampus )onnect 5ollegesgivenincentivesbasedontheperormanceo number o graduates+oining&nosysandpassonthecashbeneitsreceivedrom&nosys topeople,including aculty based on college-speciic norms! 5ampus 5onnect reduces the learning time and training cost ater employmentby aligning the skill needs o &, services with the college curriculum, &n determining its return on investment in 5ampus 5onnect, &nosys ensures thata suicient number o 5ampus 5onnect graduates accept &nosys oers to make itsinvestment intheprogramworthwhile! &t banks onitsreputationasasuperioremployer and its large annual recruitment 1%. urrent onstraints to Institutionali8e 777 in ITIs an (9ample Go!t% Perspe#ti!e .iicult to ind good &ndustry partner in districts with no industries! &n case o industry closure10 &ssue o responsibility or the repayment o the loan as the govt!provides inancial assistance to &ndustries or adopting 7 running &,&s in ormo loan which need to be repaid by industries! &,&s not get orphaned Industry Perspe#ti!e PublicSector viewPvt! Sector asanexternal variable4 Bothneedtointegrate their strengths or achieving the ob+ectives Pvt! Sector cannot perceivedevelopment o )uman5apital asa5S(activity! &nvestments to be supported by Business Plans 7 (evenue Models! Employerswill ullyparticipateonlyi theyhaveakeyroleindecisionmaking and not i they are +ust in advisory capacity! ,he government will have to willingly allow such a key role to employers!,hesearetheconstraintsasemergedromexperienceswiththesecollaborations9"doption o &,&s! Some o the constraints maybe common to other Modes as well!1). 3est 7ractices+ 7rivate Initiative 3D!3!3 Industrial Training Centers (ITC, Set up 7 completely managed by the private sector Strong catalyst or skill ormation 7important conduit toade%uatelydevelop skilled manpower Ieed to be treated at par with &,&s3D!3!2 Independent Skill ;e!elop-ent Institutes like(NIIT training Pro!ide Industry #erti$ied -arketa"le skills 9ery narro spe#i$i# training O"soles#en#e is !ery high Ieed to measure outcomes with "ccredited 5ertiication "gencies 15. International 3est 7ractices and ase Studies17.1 German !!! Model *Dual System, Promotes close cooperationbetweenvocationalschools supported by/ovt!7enterprises where training is provided! &ndustry determining curriculum re%uirements 7 certiication processes! ,he large part o training takes place in a company (>-D days), as an alternative,blocks o company training are possible ,raining is largely perormed on-the-+ob! ,he trainees are released rom work to attend vocational school! School instruction ocuses on technical (two thirds) and general education(one third)! ,raineesattendvocational school or 3or 2daysper weekor duringseveral weeks (block)! ,he cost o vocational training are mainly borne by the companies ,he vocational schools are inanced by public und ,he trainees are paid by the companies ,raining is more speciic 7 model is considered to be most desirable one! .elegation o responsibility or curriculum 7 assessmentto a coalition o laborrepresentatives, businesses, and educators! Business associations play complex role, managing the system by monitoring the%uality o training provided by irms in the dual system! /erman model lay out the ollowing key components needed in place4 " legislative ramework that re%uires irms to invest in training o newlyhired workersH 8undingmechanism- combinationo ederal, regional, andbusinessspendingH 5apacity to carry out +ob analysis and curriculum developmentH ;ocal institutions represent the interests o businessesH and ,rained proessional instructors and administrators!)ere is a close cooperation between vocational schools supported by government andenterpriseswheretrainingisprovidedH &ndustrydeterminescurriculumH largepart otrainingtakesplaceinacompany(>-Ddays), asanalternative, blockso companytraining are possibleH training is largely possible on the +ob and ,raining is more speciic7 model is considered to be most desirable one!13Jeeping the complexities and the historicalramework in /ermany in view this modelhas proven diicult to replicate internationally! 17.1.1 4earnin "rom German Model,heseriousdrawbackwiththismodel isthat thereisexcessivespeciali'ationinaparticular skill only! "nd it would limit the worker$s employability due to lack o multi skills!)owever therearekeyadvantagesincustomi'ingthismodel because, ,raineesarebeingpaidbythe&ndustryandvocational educationinstitutesand,rainingisbeingunded by the government! Secondly students are trained on updated industryinrastructure on the +ob and their Employability is guaranteed! &ndustry gets ;ow costtrainee with ixed timerame and also gets Extra workers without incurring any long termliability17.2 )ommunity )ollee 8SA 9*Go't., Most technical 7 vocational courses are oered by 5ommunity 5olleges as B1 =o the )igher Secondary School leavers preer to enroll themselves in the5ommunity 5olleges Manpower needed at the lower 7 middle levels o various sectors o economicactivity is easily prepared by the 5ommunity 5olleges! ,hese institutions are two year E/ institutions (complete in it sel) providing skillbased and employment oriented education! 5ommunity colleges are uni%ue in Enited States or the ollowing reasons4 Enables students to learn varied trades9courses at a ;ower 5ost Earn a two year degree which makes them employable immediately ShouldtheywishGprovisiontoenroll intoadegreecollege9Eniv!andcontinue 7 obtain their urther degree any time Excellent ,ranser Cpportunities "rticulation or L2 P 2M transer agreements allowstudents totranser their community college credits toward a university degree! studentsirst gotoacommunitycollegeor 2yearso study,obtainanassociatedegree, andthencomplete2yearsat auniversitytoobtain a bachelor$s degree! Many state universities give preerence to %ualiied students whotranser rom a community college in that state! Eni%ue eatures 8lexible English Proiciency (e%uirements 8ocus on ,eaching and Student Success Small 5lass Si'es(between 30 - 21) "dditional Practical ,raining Cpportunity Ese o the ;atest ,echnologies )undreds o Programs to 5hoose,he best part is that ,hese institutions are two year E/ institutions (complete in it sel)providingskill basedandemployment orientededucationwhichEnablesstudentstolearn varied trades9courses at a ;ower 5ost and Earn a two year degree which makesthem employable immediately%:ey is 4ateral entry possi(ilities1417.5 8ni'ersity o" !hoeni1 9 8SA *!'t., Provide education highly accessible or working students in almost every trades! 8lexible timing, lexible scheduling, continuous enrollment, astudent-centered environment, practitioner aculty, online classes, online library, e-books,computer simulations providing instruction to bridges the gap between theory and practice through advanced academic preparation 5ourses9trades that more proessional and are employable skills that come rom the practice o their proessions! relevance content helping students relate to the world o work and make connections between theoretical and practical applications! Proessional,*E 7 , that ensure - students receive a %uality education that isapplicable to the real world o work!Educationprovidedishighlyaccessibleor workingstudentsinalmost everytradegenerallynot oeredinEniversitysetupwhichishaslexibletimingandscheduling!Education connects between theoretical and practical application and students receive%uality education that is applicable to the real world o work! It can be called :ocational; 7rofessional =o thevalueo vouchersissued! *ouchers to be used or any kind o training rom any registered trainingprovider!"s a result o the Fua Jali experience about 611 training providers became pre%ualiiedor providing training! By early 2113, some 3Enterprise9led approaches to s%ill de'elopment@ trainin andne& $uali"ications2 the #rish e1perience&t$simportant toexplorethe&rishcontext o public9privateapproachestoenterprisedevelopment with an example o stakeholder collaboration which is tackling skilldevelopment, trainingand%ualiicationneeds! &t adoptsthenetworkdeliverymodelunctions as a collaborative investment initiative which adds value to existing provisionand drive innovation and development!Skillnets was ormed in 3??? as an &ndependent body G &ndustry Board (&BE5 9 &5,E 95hambers &reland95&89S8") as aresponse to the critical need or upskilling theworkorce! &t waseestablishedtoimprovelearningactivityinenterprisesleadingtoenhanced skills, employability and competitiveness andto acilitate training anddevelopment in &rish enterprises! 8rom 3??? to 2110, a total o 33D networks have been operational with B,322 companiesparticipatingand>0,>30workersreceiving training!,he networkhasbeen committedR2D!2Dm grants out o which R32!6Bm has been invested by companies! 20Skillnets continue to adopt a broad based approach, and support training in a range osectors rom those with high growth potential, to workers in vulnerable sectors! Skillnetsplaceaspecial emphasisonsmall andmediumsi'edcompaniesandprovidehigherlevels o support to pro+ects involving smaller companies! ,he ,raining IetworksProgrammeisundedthrough theIational,raining8undandensuresthat, insoar aspossible, trainingisavailabletoemployeesat all levelsinparticipating organisations! &n particular, Skillnets encourage irms to include the trainingneeds o workers with low basic skills by piloting appropriate work based approaches!&nimplementingitsprogrammeo activity,Skillnetsocusesprimarilyonthestrategicareas4 .riving skills strategies through sectors and partnerships to encourage trainingparticipation at sector level! /rowing the skills base by giving workers access to lielong learningopportunities! .evelopinglocal learningresponsestoallowenterprisestodeveloptrainingopportunities or employees at local level! Building best practice in learning and development in all aspects o the design,delivery, evaluation and dissemination o enterprise training! 3est+practice and areas of special need 5ertiication partnerships Measuring the impact o training ;ow basic skills and literacy Iew Possibilities or Small Business ,raining15.0.1 ?ey 'earning ,heenterprise-ledapproachis aneectivemeans o addressingworkplacelearning Ahenengaged, enterprisesareinastrongpositiontodetermineandsatisytheir own training needs ,rainingnetworks re%uirestrongacilitationandsupport, bothinternally andexternally1,. Si9 3asic $pproaches in Training Systems around the -orld Fapanese System have the simplest design! Students completing basic education go to general secondary education, thereater either enter irms that provide entry-level training or goon to tertiary education! Iorth "merican System has no LstreamingM until ater secondary education and it relies on post-secondary education to acilitate transition to work! Students completing secondary education go to 21 community colleges and polytechnic or short courses, and to universities, which provide both general and proessional training! 8rench System Streams students into vocational courses at the secondary level! Students in vocational courses are prepared or entry to the labor market, ,hose in humanistic scientiic streams are prepared or higher education! /erman System Based on a long tradition o apprenticeships! 8or secondary school students, instruction consists o (LdualM system)! school-based general instruction and irm-based occupation-speciic training System, regulated by guilds, has set o %ualiications that provides broade%uivalency between graduates o the academic and the dual subsystems! ;atin "merican System training system is a hybrid o the 8rench and /erman models! 8or students completing basic education4 it relies onautonomousvocational traininginstitutes or thoseproceeding to the labor market, on general (humanistic-scientiic) education at secondary level orthose proceeding to tertiary education, and on school-based vocational education or others! "ustralian System allows transitions between the vocational 7 tertiary education systems! Employers play a key role in the management o the vocational system!,he %uestion is whether &ndia could adopt a particular ramework, or develop aramework in its own way, or simply leave things unchanged! ;eaving things unchangedseems unwise! .uplication and lack o coordination are already eatures o the systemand i it is to growsubstantially, some guiding ramework is essential! "doptingrameworks used elsewhere is rarely possible, as too many precedents, andconstitutionaland institutionalactors have to be taken into account! 5ustomi'ing anddeveloping a uni%uely &ndian ramework keeping in view various available models wouldseemthe only way to proceed, though this should be inormed by internationalexperience!&t is very clear rom looking at the Best Practices and or these to succeed G involvemento &ndustry or the Private Sector is 5ritical G ,heir involvement is needed at every stageright rom curriculum development, Source o trainers, the ultimate employer o the skills,optionally providing &nrastructure,etc! 1/. orporates @ 7rivate Sector in Skill Development&t is also true that &nvolvement o the &ndustry and the private sector is critical whether as5onsumers, or as 5S( initiative in partnering and as an Enterprise! 221?.1 )orporates as )onsumers5orporates as consumers9users o trained9skilled manpower may partner with Skilldevelopment institutionsnot as a 5S( initiative but to gain concrete beneits ,raining to students (generic 7 +ob speciic skills) to employ them "cademic supervised &nternship 5ollaborative courses9Programmes keeping in view the demand o the market ,raining the trainers 8unding collaborative Pro+ects 7 (esearch Exchange Programmes 5rossover o 8aculty 7 Employees &nrastructural Support, 8inancial Support Promoting &ndustry G "cademia &nteraceMost o these o course only be possible by larger enterprises! Ae have already seen itin the PPP mode1/.2 $s orporates Social 1esponsibility &nvesting in &nstitution 8ew corporates have the expertise, money or skill to invest in this mode )owever verygoodinstitutionscouldcome&ndependently or inPPPMode Potential to become Centres o$ 70#ellen#e, )ave Brand name to protect .one as a 5S( initiative (not or Proit) Cperational 4elping, Ad-inistrati!e, 3anage-ent @#ontri"ution in running o$ theinstitutions, 9olunteering, A#ade-i# #ontri"utionin$or-o$ 6e#tures, /esear#h&;e!elop-ent and Training& (may not be a long term model) 5orporates put in unding only or "utonomous independent institutions imparting %uality education scholarships, naming buildings, invest in training only i they ind it beneicial "scorporateSocial (esponsibilityveryewcorporateswouldbedoingsoeither asSetting up, or *olunteering or as unding!1/.% orporates@7vt. Sector as (nterprise4&!1 71!&IT $771!$A5 ,his to be open to all provisions o Education23 Either in orm o setting up ,raining 5entres, Skill .evelopment centres,*ocational Education, part o Pvt! Eniversity System, .istance Education&nstitutes, Iew mode o Provision, companies9irms etc Iothing lost G Much gained4 because 5orporate9private sector is there to Supplement govt!$s investment 7 eort and not to supplant itH Supplement those who do it or Iot-8or-Proit as 5S( "s Market mechanism may be imperect in education, hence,ransparent "utonomous (egulator like ,("& to ensure 5onsumers &nterest (Students 7 5orporates) Promotiono autonomous,estingand5ertiicationindependentbodiesAo#everscalabilitywill mainlycomeintermsotheirinvolvement asan enterprise!Some private initiatives we have already discussed or example I&&,s, "P,E5, etcScalability ill #o-e ith (ntrepreneurship. Entrepreneurship95S( is Spontaneous /esponseto per#ei!ed Gap in ;e-and @ Supply%Ahat is needed to Trier #t BB(ole o /overnment G State unding and involvement in provision o skill development is deinitely critical! Ahat are the things which are stopping it! But why is it not happeningK10. 3locks to the Triggering =echanism &nrastructureinvestmentsin relation toreturn isveryhigh&ntermso;and7Building (physical inrastructure), training e%uipments, workshops, ;abs, Machineriesetc! &ts true because training is to take place in actual industry situation "wareness level amongst prospective trainees is very low o opportunities in skill training (industry demands) 8unding Students loans or skill development not available ,he ability to pay or this section o the economy is very low Budgetary Support /ovt! imposes service taxes on non Eniv!9 Board 9 programmes 7courses! Skills certiied by chambers, industry are sub+ect to service tax and as aresult extra burden on the students,hese are the hindrances because o which more and more private initiatives are notcoming in the oreront! Ahat needs to be doneK1B. 1ecommended Initiatives1-.1 )apacity Buildin &dentiy skills needed domestically 7 globally or designing new courses 7 settingup new institutes "ppropriate standards o training or various trades 7 availability o welltrainedaculty9 trainers9 instructors! &nvolve and mobili'e retd! proessionals rom industry willing to contribute 24 (etraining o trainers 7 their regular exposure to industry Multiple mode o delivery keeping in view the trained instructors available in theshorter run 5hambers to keep a data base o retired or working proessionalswilling to give their time on voluntary or paid basis or training! Aomen not interested to work ull time to be roped in on part time basis &ndustry as a consumer in its own interest also need to identiy trades, &ndependent assessing bodies ortesting skills! Encourage extra shits in institutions o skill development 1-.2 Su""icient (udetary pro'ision & .inancial support "or S%ill De'elopmentIn!est ade1uately in edu#ation and training Mechanisms which can insure speedy 7 %uick delivery o unds (govt! initiative) ,imelyavailabilityo undstotheconcerned.ept! inState/ovt! andensuring that State govt! make unds available to institutions 8acilitating through the help o organi'ations 7 chamber o commerce! ,ax incentives or setting up &,&s, &,5s 7 S. institutes Provision o ;iberal ;oans or setting up these institutions Bankable investment ;and on subsidi'ed rates or setting up new &,&s9&,5s! ,reat &,5s at par with &,&s Bank ;oans to students or *E7,, Skill dev! 7 SelEmployment pro+ects 1-.5 Strenthen !!! & #ndustry !articipation SimpliiedProcessandProcedurestoacilitateandencouragePrivatesectorparticipation Establish and strengthen &nstitute Management 5ommittees in all &,&s9 &,5s ,o address constraints experienced in institutionali'ing PPPs Public sector not to view private sector as an external variable &nvestments need to be supported by business plans and revenue models "llow key role in decision making to employers to encourage their whole-hearted participation Enhance role o 5hambers o 5ommerce9 &ndustry "ssociations Encourage "lternative Private initiative G even i commercial in nature 1B.) 7olicy Initiative Set up State level Skill .evelopment Missions Promote multiple modes o delivery 8ramework or alternative delivery mechanismGincluding commercial Make available buildings o public educational institutions or impartingskilldevelopment programmes 25 Motivate or availability o Private educational &nstitutions Sensiti'ation and "wareness across departments and at grass root level ,echnical &nstitutions to run skill development programmes without any hindranceand open to becertiied by any agency 8reetotie-upwithindustriesortheutili'ationo theirspaceorskilldevelopment programmes Etili'ation o the &ndustry inrastructure or skill development1B.5 ?ey "overnance 7rincipals&ts also clear that whatever system we evolve and in the process o doing the ew keygovernance principals should be toSS!! (nable individualstoconverttheirkno#ledgeandskills6through testingand certification, into higher diplomas and degrees! 7romote multiple modes of delivery that can respond to the diering situationsin various states! =ultimodeertificationsystemtobeinstitutedby/ovt! (5entral 7State),5hamber o 5ommerce, &ndustry, universities, &nstitutions, &nternational agencies orcertiying the skills o trainees graduating rom public and private institutions! (ncourage Testing the skills of trainees by independent assessing bodies! Industry 7artnership at various Stage,herearesuicient examplesaswehaveseeno successul ModelsIationallyand&nternationally! &t is important to learn rom them and evolve systems at ast space whichare scalable and relevance!,he need o the )our is to develop a Iew Partnership model which allows the use o&ndustry &nrastructureinterms o E%uipment, machinery etc tobecombined with*ocational ,eaching to enable on one side G(educe costs or the Private sector actingastheentrepreneur,andget suicient returns, &ndustryabletoget assuredlowcosttrainees and the student able to get industry oriented employable training with payingeither lower ee or unded by government in the &nstitution andbeing paid as a traineesby the &ndustry! 26The $ustralian System The $ustralian System The 'atin $merican System The 'atin $merican System The Capanese System The Capanese SystemThe 2orth $merican System The 2orth $merican System The &rench System The &rench System The "erman System The "erman System3asic (ducation 3asic (ducation 3asic (ducation 3asic (ducation 3asic (ducation 3asic (ducation3asic (ducation 3asic (ducation3asic (ducation 3asic (ducation$pprenticeship$pprenticeship ;; Technological Technological-orkshop -orkshopSecondary Secondary (ducation (ducationTertiaryTertiary (ducation (ducationSecondary ;Secondary ; :ocational+:ocational+ Technical TechnicalSchools SchoolsSecondary Secondary (ducation (ducationTertiaryTertiary (ducation (ducationSecondary (ducation6 including Secondary (ducation6 including:ocational SubDects :ocational SubDectsSecondary Secondary (ducation (ducationTertiaryTertiary (ducation (ducation:ocational:ocational Training TrainingSecondary Secondary (ducation (ducationTertiaryTertiary (ducation (ducationTertiaryTertiary (ducation (ducationInternship InternshipSecondary Secondary (ducation (ducation:ocational:ocational Schools Schools3ivalent3ivalent Schools Schools3asic (ducation 3asic (ducation'abour =arket 'abour =arket 'abour =arket 'abour =arket'abour =arket 'abour =arketSecondary (ducation Secondary (ducationTertiary (ducation Tertiary (ducation :ocational Training by orporations :ocational Training by orporations'abour =arket 'abour =arket'abour =arket 'abour =arket 'abour =arket 'abour =arket&lo# hart of Training Systems around the -orld 48igure G 3)27