SKILLETTS - asapkerala.gov.inasapkerala.gov.in/sites/default/files/Skilletts October-2017.pdf ·...

Asap - Lighting MindsIGNITING SKILLS

SKILLETTSISSUE :09 - VOL :2

Additional Skill Acquisition Programme

Let me, at the very onset, express my pleasure in being assigned the charge of ASAP, affording me with the opportunity of presiding over the massive Skilling programme of our State. Additional Skill Acquisition Programme has, in a way, come to define the skilling possibilities and domain of the State. By offering English communication skills, soft skills, IT skills and industrial skills training to the school and college students of Kerala, the aim of ASAP has been set high up the zenith in equippiequipping our youth and raising their value and potential. The lack of these skills was what was holding back our youth everywhere they tried their hand in. What has been achieved through ASAP is commendable in every way. But, this is not all that ASAP can do. There might not have been another programme in the country that has percolated so well these many sectors and industries for aid in skill training for the youth. So far, foundations have been laid well in all arenas ASAP has aspiaspired to make a mark in. It is time that measured strides be taken towards fortifying the activities and expanding our amplitude to focus on upholding and advancing the quality and quantity ASAP has been contributing to skilling. The potential is high if we can put together our brains and brawns in the venture and push it further into the heights that the world would envy and copy. We shouldn’t just stop at skilling a minor percentage. We can definitely direct our struggles and expand our circumference to bring in more partners, to implement more programmes or projects like the CommunityCommunity Skill Parks or the University Integration to amplify our services further into the society and revolutionise the concept of skilling and skill training. This can be made effective through collaboration and symbiotic alliance with institutions like KASE and Employment Exchange, which I already hold the power of. An earnest attempt can bring forward an extraordinary amount of change and dynamism in the working of all these organisations if channelled and linked properly.

Another striking feature evident in the organization is the factor of young employees whose energies and ideas can readily be harnessed into propelling the organization into something charismaticcharismatic and progressive. The thought gives me much vigour into stepping into your midst and lend a hand in taking this project into the covetable prominence. ASAP should, in the coming years stand to embody and manifest the very idea of the dual roles of Skilling and Training and let all our efforts and focus be explicitly devoted towards that gratifying objective.

Dr.Sriram Venkitaraman IASChief Executive Office,

Additional Skill Acquisition Programme

Skilletts -October - 2017

01

BEEHIVE

The ASAP beehive always kept its doors open for fellow bees from neighboring colonies and it helped to learn and perfect the art of honey making. Flight to flowers, landing on flower heads, drawing nectar and flying back to the beehive was all evolving art for the bees. In this fashion, people kept moving into and outside the ASAP for sharing experiences on training delivery and industry engagements. Business Advisory Committees, Curriculum Committee, ASAP-Industry meets and Summits were opportunities for these rich interactions with the stakeholders.

GettiGetting pulse of the industry and demands of the job market for design and delivery of skill courses, the very purpose for setting up Business Advisory Committees, worked to the advantage of the programme. Professionals from the industry and academia passionate about human resource ddevelopment started to sit with ASAP team through the Business Advisory Committees (BACs). Year 2015 was a period during which the BAC system got entrenched in the ASAP life cycle. BAC meetings of sectors helped ASAP to fine tune its methods and practices to find new directions. At the time of writing this there are 23 Business Advisory Committees for the programme constantly helping it in validating its training designs. Curriculum forms the heart of ASAP training and an area where experts from different fields contributecontribute to the programme. Productive engagements with experienced faculty members of English from University departments and Colleges helped the programme to evolve a plan for hahandling the Foundation Module, a combination of Communicative English and IT. These language/-soft skill experts, part of the curriculum committee, helped to develop a course book and an innova-tive training approach. Soft skills approach to language development and activity based methods paved way to confident use of language by students. When it came to industry domain skills, experts from empanelled Training Service Providers walked in to develop content and methods according to ASAP needs for the skill modules.

They come with different names - the meetings with Industry and Training Service Providers namely Bridge, Connect and e Futura, but the motive was the same i.e., listening to the voice from the fellow bees on better ways of honey making. Some of them helped to develop new associations for skill training while others to build partnerships for industry engagements including internship. Rich interactions took place both formally and informally during such engagements and they in-variably resulted in concrete plans. Most importantly, the organization got opportunities to listen to the voices from the industry and other stakeholders on the different aspects of skilling. All these assisted to develop demand-based and industry-driven skill courses for creating a job ready workforce in the state.

Dr.K.P.JaikiranProgramme Director FLAIRHead, Curriculum Design and Logistics Sector ASAPDepartment of Higher EducationGovernment of Kerala


02

Are you a person having a creative mind, one who is able to visualize things and concepts, comprehend things fast, having the ability to analyze things before arriving at a conclusion, knowledgeable about things happening around you? If so, why not think about entering the field of ‘Designing’? In simple words, designing is the process of developing products or systems for the use by an individual or group to their convenience. Several aspects will have to be looked into while designidesigning. There is a systematic generation of ideas that are developed by examining each and every aspect of that, which are modified if needed at every stage, and which ultimately end up in the creation of the product or the system. The more attractive and handy it is, less costly it is, better will be the acceptability of the product or system. The easiness and comfort of use, the features the product has, all make the product more popular. Designing is not now related to product alone these days. It can be designing for giving a special experience to customers, for effecting better communication of ideas and concepts etc. One of the most general areas is the Product design field, where the designer, creates objects which are useful to human beings. On may have to look at the social, physical aspects in the process of developing innovative ideas. It can be the production of industry related items, furniture, Glass and Ceramic items etc which have been part of the human system for long and is one of the oldest areas of design. Animation is the art of giving life to objects. Animation design is a way of describing things and thereby, communicating with one another. Here solutions are found for complex pproblems through the development of animation films based on the creative abilities of the designer. Interior design concentrates on making the living environment of people, better and suiting to their tastes and likings. Exhibition design is concerned with display and the creation of viewing experiences. There are many more design areas these days to choose from as per the aptitude and interest of those venturing into the field.

Study Design &Design a Career

Dr.Rajoo Krishnan


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National Institute of Design (NID), Ahmedabad is the pioneers in this field in the country. It offers a 4 year Bachelor of Design (B.Des.) Programme at its campus at Ahmedabad. NID also offers four years, Graduate Diploma Programme in Design (GDPD) at its campuses at Kurukshetra and Vijay-awada. The three Institutes are autonomous institutes under the Department of Industrial Policy & Promotion (DIPP), Ministry of Commerce & Industry, Government of India.

At these institutes, design Programmes are offered mainly under three faculties (i) Industrial Design (ii) Communication Design and (iii) Textile, Apparel, Lifestyle and Accessory Design. The specializa-tions offered under the Industrial Design Faculty are Ceramic & Glass Design, Furniture & Interior Design, and Product Design. Faculty of Communication Design offers Animation Film Design, Exhibition Design, Film & Video Communication and Graphic Design while the Faculty of Textile, Apparel, Lifestyle and Accessory Design offers the course in Textile Design. Each of the Graduate Diploma Program in Design (GDPD) at Kurukshetra and Vijayawada has 60 seats, with specialized studies in one of Industrial Design, Communication Design & Textile and Apparel Design faculties.

At all Institutes, the first year will be a Foundation Program that will introduce the students to the fundamental aspects of design. In this stage, the students develop their ability to see, hear and become aware of things happening around through their senses. The pattern of reactions or impimpressions that is generated in an individual to make a judgment on sentiments and taste plays a crucial role in designing. Development of aesthetic sensitivity of the individual is focused in this period. The course also focuses on the multi-disciplinary nature of design and the relationship it has with human senses and emotions, culture, environment and ecology. Basic design studio cours-es are included in the curriculum. Introductory studies in Humanities help the students to develop a world view and to understand the Indian milieu and the socio-cultural context for Design to oper-ate. The students at the end of the foundation Programme will be able to identify their own identity and potential so as to opt for the area of specialization to be pursued in the remaining 3 years of the course. Allotment of a discipline of choice is based on a candidate’s merit and choice only after suc-cessful completion of the foundation Programme.

Students from any stream (Science, Arts, and Commerce etc.), who have passed Higher Secondary/equivalent examination can apply. General category applicant should not be over 20 years (born on or after 1st July, 1998), OBC-NCL, SC, ST categories not over 23 years for (born on or after 1st July, 1995) and PwD applicants not over 25 years (born on or after 1st July, 1993) as on 30th June, of the year of admission

Study Design &Design a Career

Design Aptitude Tests (DAT): Selection to the Programmes is based on Design Aptitude Tests (DAT), common to applicants to all three institutes, conducted in two stages. Stage 1 will be the DAT Prelims and Stage 2, DAT Mains. DAT (Prelims) will be a pen-and-paper test, carrying a maximum of 100 points. It will evaluate the candidate on Knowledge, Comprehension, Analysis, Visualization and Creativity. DAT will have two parts: Part I, carrying 70 points will have multiple-choice questions with one or more correct answers. Part II, carrying 30 points will have subjective questions, with re-sponses to be provided in visual and/or written formats. The question paper will be in English. All questionsquestions are compulsory. There is no negative marking. Shortlisted candidates based on score in DAT Prelims, will be eligible to appear for the DAT Mains exam. The DAT Mains, of three hours duration, carrying 100 marks, may consist of tests in different formats such as drawing/sketching, hands-on model making. DAT Mains will be conducted in English.

A Weightages of 30% will be given for the score of DAT Prelims & 70% for the score of DAT Mains for final result.

Application for 2018 admissions can be submitted online at www.admissions.nid.edu latest by 1400 hrs on 31st October, 2017 (Tuesday) and with late fee till 1400 hrs on 9.11.2017.

UCEED for IIT Design Programmes: IIT Bombay, IIT Guwahati and Indian Institute of Information Technology Design & Manufacturing (IIITDM) Jabalpur, offers 4 years Bachelor of Design Programmes.

TThose who have passed Class XII or equivalent in the Science Stream with Physics, Chemistry and Mathematics as subjects are eligible to apply to all the three institutes while candidates from any other stream (Science without Mathematics or Physics or Chemistry, Commerce and Arts & Human-ities) are eligible to apply to only for IIT Bombay and IIITDM Jabalpur.

Applicant should not be over 20 years of age as on October 1 of year of admission. SC/ST/PwD categories have a relaxation of 5 years in upper age limit.

The maximum number of attempts permitted for UCEED is 2 only and that too in consecutive years. Selection is based on the Undergraduate Common Entrance Examination for Design (UCEED). It will be a computer based test of 3 hours duration carrying 300 marks. Questions will be in English. It will have 3 sections. Section A will have Numerical Answer Type (NAT) questions, where the answer expectedexpected is a number to be entered using a virtual keyboard in the computer screen. No choices will be shown for these questions. Each correct answer will be awarded 4 marks. There is no negative mark for wrong answers. Section B will have Multiple Select Questions (MSQ) where there may be one or more correct answer(s) out of the given choices. The candidate gets 4 marks only if all the correct choices and no wrong choices are selected. There are no negative or partial marks for this section.section. Section C will have Multiple Choice Questions (MCQ). Each MCQ has four choices out of which only one is the correct answer. There is negative marking for this section. Each correct answer will be awarded 3 marks and each wrong answer will be awarded minus one mark.

Applications for 2018 admissions can be submitted till November 10, 2017, at http://www.uceed.iitb.ac.in/


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ASAP Onam Celebration 2017

Though a few weeks behind, ASAP Family celebratedcelebrated onam at Maria Rani training centre on the 17th of

September, 2017. The day gained more value for the chance to

spend an entire day with CEO Reju IAS before he was relieved

of his charges of ASAP. The day was spent in games and mer-

riment topped off by a relishing sadya. The members who

were divided into two groups “Dasan” lead by Anoop Prakash

and ‘Vijayan” lead by Anoop Marcose were in competition

withwith each other for the Ever Rolling Champion’s Trophy,

which was at the end of the day hoisted by the members of

the “Vijayan” group with full vigour of a victory.


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ASAP Onam Celebration 2017Onam get together 2017

ASAP celebrates Onam at Maria Rani


07

MID TERM REVIEW BY ADB TEAM

The Midterm review of ASAP programme by the ADB team was held in ASAP Headquarters from September 11th 2017. The meeting, spread over a span of five days, reviewed the activities accomplished so far by ASAP and discussed the future prospects of the programme. The ADB team was represented by Ms. Sunhwa Lee (Principal Social Sector Specialist), Mr. Fook Yen Chong, Mr. Rhayashi (Social Sector Specialist) and Kanupriya Gupta, (Project officer, India Resident Mission, Asian Development Bank). The team also held discussions regarding ASAP with Dr.K.M. Abraham IAS, Chief Sec-retary to the Govt. of Kerala. ASAP is the first loan-ex-tended-programme by ADB, under Result Based Lend-ing Scheme, and is also the first one funded under Skill Development in India. ASAP has achieved all result in-dicators set so far.

UNIVERSITY INTEGRATION OF ASAP COURSES

ASAP Orientation for students of Malayalam University was conducted on 14.September 2017, at the Rangashala Malayalam Sarvakalshala Campus. The programme was inaugurated by Dr. Bharathan(Registrar in Charge,Malayalam University) and the Presidential address was delivered by Prof Dr. T Anithakumari (Dean Malayalam Department, Malayalam University). Orientation was given to first year PG students. The same process is progressing in the University of Kerala.

Pre bid meeting for EOI released for operation and management of CSP conducted at Mascot hotel on 13th September 2017. The Pre Bid Meeting was to provide clarification to the queries raised by bidders. Over 31 bidders attended the Pre bid meeting, which was chaired by Team Leader and Additional Secretary Shri Rajendran Nair.

PRE BID MEETING FOR EOI

WORKSHOP

Workshop on Communicative English Trainer module led by Dr Jameela Beegum, Chairman Curriculum Development Committee was held on 26/9/2017. The key discussion points were to upgrade the content of the existing Commu-nicative English Trainer module, to provide adequate exposure to the English language that would ease its usage in future for the stu-dents. This can include the use of increased vocabulary and accurate pronunciation learnt by forming sentences using them. Smt Jameela Beegum highlighted the significance of imple-mentation of advanced Communicative English Module in the University Integration Scheme. The Workshop was attended by academicians from various Colleges across Kerala.

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TEAM VISIT FROM THE UNIVERSITY OF SOUTHAMPTON

A Five member team from the University of Southampton, United Kingdom visited ASAP GMHSS Thycaud SDC. The team was accompanied by Dr. Jaikiran, Head Curriculum Design and Mr. Sabu S Padmadas, Professor of Demography and Global Health within Social Sciences: Social Statistics & Demography at the University of Southampton.The team interacted with students from four colleges attached to the SDC- Govt Women’s College, Govt Arts College, NSS College Neeramankkara and University College. Senior SDEs Smt Indira Mani, Smt Thara Nair, and Smt Seema were present along with the students. Dr. Jaikiran introduced the speakers to the students and also gave the speakers an overview of ASAP, followed by discussions on various aspects of education in the current society. Various ideas and thoughts about the current education system were shared and the stu-dents delivered speech on the topic ‘the changes that each student wish to make if they become the Education Minister.’ The team also visited the Craft Baker Skill class in the SDC.

STATE LEVEL REVIEW MEETING Of DPMs

State level review meeting of District Programme Managers and Sector Programme managers was conducted on 26th & 27th of September 2017. The meeting reviewed in detail progress of Skill courses and related activities. Batch creation status of 2017-18 batch was also reviewed. New CEO, Dr Sriram Venkataraman was officially welcomed after which he addressed the Programme Managers. ASAP Team Leader elaborated on the key aspects and possibilities which ASAP can direct attention and take initiative through a highly motivating presentation. Prizes of the Promotional Collateral Competition organized by the Communication Division was given out to the DPMs by the Additional Secretary

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ENTREPRENEURSHIP INITIATIVE

An illustrious feat by the students of the Data Entry Operator Course at Kannur has done ASAP proud in many ways. The young entrepreneurs Adira T, T V. Haritha, I P. Yathuram, Fazila and Mahroof AG, students of the Summer Skill Skool Programme of ASAP DOT batch, at Sir Syed College, Kannur, has paved their way by setting up a DEO’S Freelance firm for supporting data entry works. This proclaims the success and possibilities that can be offered by the Summer Skill Skool Programme

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Developed and designed by : Communication Division

Disclosure :Attached with the skilletts is an attempt at reproducing the talk delivered by

Smt. Gayathri Kalia at the Knowledge Sharing Series, The Platform.

Gayathri KaliaFormer COO, Deen Dayal Upadhyaya-Grameen

Kaushalya Yojana )

Skilling is to be introduced from the school level, focusing more on

entrepreneurship and enterprising.

Gayathri Kalia

An attempt at reproducing the talk delivered by Smt. Gayathri Kalia on the topic , “Taking Skilling To The Next Level” , at the Knowledge Sharing Series Programme conducted by the Dept of Communication , ASAP ,Kerala.

“Today, the world and India need a skilled workforce. If we have to

promote the development of our country then our mission has to

be ̀skill development’ and ̀Skilled India’. Millions and millions of

Indian youth should acquire the skills which could contribute to-

wards making India a modern country. I also want to create a pool

of young people who are able to create jobs and the ones who are

not capable of creating jobs and do not have the opportunities,

ththey must be in a position to face their counterparts in any corner

of the world while keeping their heads high by virtue of their hard

work and their dexterity of hands and win the hearts of people

around the world through their skills. We want to go for the

capacity building of such young people.

My brothers and sisters, having taken a resolve to enhance the

skill development at a highly rapid pace, I want to accomplish

this”

Prime Minister Shri Narendra Modi

Taking skilling to the next level ....,

02 Taking skilling to the next level

From 2009 onwards there was a major change in perspective, where

skilling began to be recognized as a priority need of the country.

Standard National Curriculums were designed from Kashmir to Kan-

yakumari to focus on the need of skilling and how to do it. There are

tales of great men before us who left their works from abroad and

came back to India to find it’s skills and utilize its potentials to em-

power the nation.

Industries are reluctant to employ the students coming out from the

educational system. This is despite the fact that India now has a lever-

age over many investors having been seen as a software hub. After

these many years of Industry collaboration and efforts put in to skill-

ing, a vague foundation has already been laid. Several states have

been coming up with ways of skilling to enhance the employability

rates. And hence, a large sum of money has been invested to meet

out such projects. About Rs.20, 000 crores have been invested for this

purpose. Moreover, these projects are implementing internally ac-

cepted norms for the process of skilling with help of sector skill

councils representing our industries, giving us better models and in-

valuable insights for our betterment. The qualification packs or the

norms on skilling are carried out in standardized manner from Kash-

mir to Kanyakumari as a National curriculum or, a national basis for

assessing skill qualification.


The Australian, German & UK VET systems look upon India as

their growing market. It is because India has been benchmarked

from day 1 for efforts to make skilling and skills relevant by con-

textualizing it for the benefit of the entire country, all the while

maintaining global standards. This is achieved in an incriminatory

manner (step by step advancement). Through these steps, we

have been able to learn well on how to deal with Industries and

sectors in an esectors in an efficient and productive manner.

An internal analysis is required on the question if we are skilling

people according to the demands in the sectors, or are we skilling

people considering the population?

After having trained about two lakh people and achieving about

65% of placement, of which 35% is of the reservation category, we

have still not seen youngsters coming forward to make use of

these services. A great task lies ahead where we have to reach

outside and change the mind set on the status quo the people

expect, thinking skilled labour has a low value. Skilling should

become a preferred and desired attribute for the youngsters. We

hahave employers queuing outside ventures like NSDC or ASAP stat-

ing that it is a prestige for them to be a partner, we have training

partners queuing up, but we don’t see critical stakeholders queu-

ing up, giving a feeling for those who are involved that something

not right in what we have achieved so fa


The employers are thankful that such ( NSDC/ASAP ) ventures have simplified their jobs

of aggregating potential candidates, and thereby through skilling, we have reduced the

transactional cost of looking for people, especially the tier 3 and tier 2 staff, where

gathering them used to be a headache for the companies earlier. These programmes have

given the companies employees who exhibit the discipline of going through training. But,

the employers don’t say that these employees are exactly of the quality they want, who can

jump in to work readily without any further training from them.

TThis is the right time and we are at the right place, to introspect and look at what is it that

we need to do. We need to rethink on how we can reinvent skilling. This is the right time

not to blame ourselves as three to four years was required to be invested in modelling the

building blocks. The three to four years were needed to understand how the system

works. Now that there is a good understanding or atleast a glimmer on what is the gap in

delivering quality, maybe we should pause and think about what is really to be done.

TThe focus is still on the achievements in numbers, number of schools ASAP has started out,

Skilling Centers or how many districts have been covered, how much money has been in-

vested, they are all corollaries of complementary activities to the two important elements

of demand and key clients, the trainee and the employer. The error is in viewing the trans-

action as a supplier. Our vision is focused on the wrong element. We are to focus on what

we should deliver, the place that we need to achieve. Instead, our eyes are set on the

wrong perspectives- on MIS, on numbers & on monitoring the nuts and bolts. They are also

important, but while they are important, the paramount is the trainee and the employer

and demand.



Our education system is crafted for the two casts – The smart ones and the not so smart

ones. And therefore in an industry the fitter is graded below a receptionist. But any one

can be a receptionist, only the skilled ones can be fitter. But since a graduate degree is re-

quired to be a receptionist, and only a technical certificate marks a fitter, the skilled

labour is graded down as something that anyone can do. Our social system still thinks that

the brain is the Brahmin, a feet is Shudra. And this permeates through everything that we

look at. Consciously or subconsciously we think as a part of how the society thinks. Then,

wwhy would somebody come and demand a job that the society won’t even dare to look at

or consider? No one will demand for a groom who is a level 5 or level 7 fitter for their

daughter. Even a Govt. Clerk would be accepted and has demand. If we, who are responsi-

ble for making those changes don’t do anything about it, then this situation will never

change. There is this dichotomy of Academic and Non- academic. No one wants to stop at

having a technical diploma, everyone wants to be a post Doc. Or post post Doc. And so, it

has now been decided to call for compulsory industrial work, not allowing anyone without

a 4-5 years of industrial exposure to take up graduation or post-graduation.

Our education system

India opted out 5 years ago from the PISA (Programme for International Student Assess-

ment) test that measures logic and intellect. This was due to the realization that our stu-

dents throughout the country learn more through rote learning, than genuinely acquiring

knowledge and couldn’t even stand a chance in a standard assessment test. The best way

to increase the quality of learning is by dissipating the gap between learning by practice

and academic learning. Until we get into real life, most of the concepts are just theory and

“terms” for us. This should change from the school level, where now students merely pass

an exam explaining in theory what the “terms” they learn or by marking if the sentences

related to them are true or false. No commerce student need to make a statement of bank

balance from an income expenditure list while they learn. The concept of learning today

is similar to using an atom bomb to kill a mosquito, as they know what the terms are but

have the least knowledge on how to practically use them in life. All we have is an artificial

construct and we believe that this is how things work, which is exactly the reason why we

are still a third world country in Education. It is only some power beyond us that helps us

kkeep going and not our education system, because it is not proper in doing what it needs

to do. If we distinguish practical learning from education we are making education hollow.

Which is precisely what is going on around us. Most of us even do not know what or why

are decimals used or how does geometry helps us in our day to day life. We are all differ-

ently abled in different subjects because our jobs don’t go demanding beyond them.

The idea that Kerala is a highly developed state is because the people in Kerala have a

good level of literacy and therefore will only aim for high education and high status jobs.

Skills won’t be included in the curriculum as it is considered fit only for a 21year old. It

should come to us when we are six years old, So that we will not lack skills, even if we are

to later take up white collar jobs or intellectuals post.

WWhy we have no demand is because we have not branded skilling well. Use media, celeb-

rities or any other methods to promote and brand skilling, to make Skilling “Cool”. Look

around and question yourselves. In ASAP when contracts are given out, how many con-

tracts are given out for skills? None! But what is stopping us, we definitely need their ser-

vices. Why have we not reached out to the skilling centers to say that for a recognition they

will be given Skill mark or grade points?


One of the prime difficulties in the field of skilling is the availability of information. It is not

even thought of that this is used for the advancement of our country, that it is for the benefit

of our own children and their future. Easy availability of information is what is necessary

at present. This may be termed as information asymmetry. Other part of it is to prepare for

future. We need to have labour market information, understanding of the changing job

markets and demands, idea on where the new job clusters are coming, and on when &

where new demands arise, so as to be fully equipped to meet the demand.

IndustIndustries if communicate across their manpower requirements beforehand it will enable

skilling organizations to plan skilling accordingly, so that it doesn’t take place in a dark

end hoping the trainees would get a job. Labour department demands that industries

should provide knowledge, information on such matters, but there is always gap in the

communication.

TThe German and Swiss models of skilling and education epitomizes the idea of learning

and skilling merged as one. They provide skills and education simultaneously and while

learning is offered at Industries along with skilling, the vice versa is done in educational

institutions. India can easily follow that model.

IfIf we look outside we can see people coming up with innovative ideas and becoming en-

trepreneurs on their own. But, in Kerala everyone is after getting a job in an enterprise

someone else has set up, or preferably a job outside. Youth are not even ready to think and

initiate or even try a manual or skilled job in India as such. We need to think on the social

factors compelling people to think so. It is considered as an issue of pride and prejudice.

This is why skilling is to be introduced from the school level, focusing more on entrepre-

neurship and enterprising. Kerala has made large strides in the service industries and all

sectors in the state offer massive opportunities in enterprising, which are to be made use

of. Our focus should be directed towards promoting and instilling entrepreneurship as it

will only increase the number and need for more job roles inside the state. This will create

demand and jobs and everything else will fall into place along with it. We will be push to

deliver, perform and achieve quality by ourselves.


There is the fantastic part of Keralites who knows how to survive as an immigrant in every

tough and hostile environment. This great ability is a lesson to the entire world on how to

survive and assimilate in different and conditions. They come back with great amount of

experience and knowledge on what the international system’s quality is and what their

expectation is. They can be absorbed into the training or resource pool to gain their

knowledge or to use their services and knowledge to equip the youth. They can be center

managers or technical experts or included in the advisory committee for maximum

benebenefits. This will also give them value and importance they rightly deserve. This fantastic

opportunity can be capitalized by bringing a different perspective and by reinventing

how to effectively utilize their capabilities and resources.

The Philippines are to be taken as examples when it comes to skilling. They have Interna-

tional Skill Support Centers set up in most areas their migrant population exists in,

especially in every Gulf state, taking care of all legal and skilling support that people

need. The migration support centers, skilling & reskilling them taking all charges upon

themselves. They provide the skill training for the people even after employment, without

taxing charges from their employers. All Taxes filed by the population is transferred in to

separate funds to upskill and reskill them after they come back to Philippines, enabling

them to start up fresh. Why couldn’t Kerala, despite having a highly competent and able

population set the standards by offering something more advanced and dynamic?

InclusInclusive skilling is to be followed by all institutions focusing on Skilling. This should

include providing training to the disabled and blind people, starting from understanding

how they process or feel things. Only then can a holistic remedy be implemented. This can

be done effectively by integrating skill training organizations with organizations helping

the disabled, the victims of human trafficking etc.


Our own perception of skilled labour and skill value has to be changed. When we want our

people going abroad to be considered well and paid well, and expect them to extend

courtesies towards us, shouldn’t we do the same to the people coming from within our own

country to work in our state? Kerala, has the opportunity to not only gain visibility, but to

actually show leadership by having domestic migration skill centers. It is high time to uti-

lize the potentials and skills to rightly and effectively direct it to the motive of skilling our

community and thereby raising our standards to meet the international standards and

quality or perhaps quality or perhaps go beyond, becoming a role model in Skilling to the entire global

community.


ASAPCommunication Department3rd Floor, Trans Towers, Vazhuthacaud, Thiruvananthapuram, Kerala 695014

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