Index

Accreditation of Prior Experiential Learning (APEL), 5

Advanced Training Institutes (ATIs), 23

All India Council of Technical Education (AICTE), 14

Apprenticeship Training Scheme (ATS), 51

ASEAN region, challenges of skills formation in, 3–4

Asia

occupation-specific skills, 3

on-the-job training to employees, 2

skills development in, 3

skills mismatch in, 3

Australia

Australian Qualifications Framework (AQF), 4

higher education sectors in, 4

skill development in, 4

vocational education and training (VET), 4

Australian Qualifications Framework (AQF), 4

Botswana

brigades, 8

skill development in, 8

Centre for Social and Management Solutions (CSMS), 77

China

Law on Vocational Education, 7

skill development in, 7

Citizen Service Centers (CSCs), 22

Committee of Members of Parliament on National Policy on Education (1967), 12

Community college, 72–73

Community development through polytechnics (CDTP) scheme, 63–65

Community polytechnics

appropriate technologies, dissemination and application of, 68–69

awareness among the target groups, 71–72

community development through polytechnics scheme, 63–65

modern gadgets and machinery for generating employment in rural areas, 69–70

need assessment survey, 65–66

overview of, 62–63

skill development training programs, 66–68

technical and support services, 71

Craftsmen Training Scheme (CTS), 50, 51

Directorate General of Employment and Training (DGE&T), 50

“Dual system,” of learning, 5

Education Commission of 1964, 14

Entrepreneurship policy framework, 18–19

Fiber optic cable (FOC) network, 24

Financial Management Research and Resource Society (FMRRS), 77

Financing skill development, 79–83

First Five Year Plan period (1951–1956), 13

France

“dual system” of learning, 5

skill development in, 6–7

Free Trade Agreements (FTAs), 3

Gandhi, Mahatma

Nai Talim (the “new exercise”), pedagogy of, 12

The Selected Works of Gandhi, 12

Germany

“dual system” of learning, 5

skill development in, 5

vocational education and training (VET), 5

Global partnerships, 33–35

Goods and Services Tax (GST), 104

Governance structures and processes

National Council for Vocational Training, 44

National Labour Market Information System, 46–48

National Skill Development Corporation India, 43

National Skills Development Agency, 43–44

National Skills Qualifications Framework, 45–46

Quality Council of India, 45

Sector Skill Councils, 44

Gross domestic product (GDP), 91, 108

Handloom Development Corporation, 103

Handloom weavers, case study, 94–104

in Bangalore, 99–100

dying industry, 98–104

handloom sector, overview of, 94–98

in Kanakapura, 100–101

major findings of census, 95–97

major problems faced by weavers, 103–104

of Yelahanka, 102–104

Hartog Committee (1929), 11

Human resource mobility partnerships (HRMP), 34

Hunter Commission (1882), 11

Impact assessment, 49–50

Inclusivity, 40–41

India

gross domestic product, 108

growth of polytechnics in, 60

magnitude of task of skilling in, 10

period of “demographic bonus,” 8

polytechnic education in, main problems of, 61–62

present education system, major weakness of, 12

prevocational education, 11–15

skill development in, 8–15

skills mismatch in, 2

vocational education in, historical milestones of, 11

vocational training institutions in, 50–79

Indian Council of Agriculture Research (ICAR), 24

Indian Institute of Entrepreneurship (IIE), 43

Industrial Training Centers (ITCs), 10, 50

Industrial Training Institute (ITI), 10, 50–53, 85, 93

assessing quality, 55–56

performance rating of, 22

qualifications, 21

quality concernsof, 53–59

quality, defined, 54–55

quality enhancement, potential for, 56–59

study of regular, 54

study on upgraded, 57

Information and communication technology (ICT)

enabled market information, 90

enablement, 37–38

Information, education, and communication (IEC), 71

Institute of Applied Manpower Research (IAMR), 93

Institute of Public Audit of India (IPAI), 77

International Labour Organization (ILO), 53

International Monetary Fund (IMF), 108

Jan Shikshan Sansthans (JSS), 73–79

Kaushal Vardhan Kendras (KVKs), 25

Khadi Gramodyog, 99

Kothari Commission, 14

Labour Market Information System (LMIS), 30

Law on Vocational Education, 7

“Make in India,” 31–32, 106

Massive open online courses (MOOC), 37

Memorandum of Understanding (MoU), 47

Micro, small, and medium enterprises (MSME) sector, 25

Ministry of Human Resource Development, 75

Ministry of Labour and Employment, 10

Ministry of Skill Development, 8

Ministry of Skill Development and Entrepreneurship (MSDE), 9, 30, 106

Modular employable scheme (MES) framework, 89

Mudaliar Commission (1952), 13

Multiskill Institutes (MSIs), 24

Nai Talim (the “new exercise”), pedagogy of, 12

National Census of Weavers and Allied Workers, 95

National Council for Vocational Training (NCVT), 29, 31, 44

National Council on Skill Development, 93

National Informatics Centre (NIC), 77

National Institute for Entrepreneurship and Small Business Development (NIESBUD), 43

National Institute of Technical Teachers Training and Research (NITTTR), 68, 70

National Labour Market Information System (N-LMIS), 46–48

National Literacy Mission Authority (NLMA), 75

National Occupational Standards (NOS), 28, 85, 107

National Policy of Education Resolution (1968), 14–15

National Policy of Skill Development, 104, 108

National Sample Survey Office (NSSO), 36, 68

National Skill Development Coordination Board, 93

National Skill Development Corporation (NSDC), 25, 43, 85, 93, 107

National Skill Development and Entrepreneurship policy (2015), 9–10, 94, 105

National Skill Development Policy, 90

National Skill Qualification Framework (NSQF), 82

National Skills Day, 22

National Skills Development Agency (NSDA), 43–44

National Skills Qualification Committee (NSQC), 28, 35

National Skills Qualifications Framework (NSQF), 9, 21, 45–46, 94

National Skills Recognition System (NSRS), 6

National Skills Research Division (NSRD), 36

National Vocational Qualifications (NVQs), 5

National Vocational Quality Framework (NVQF), 85, 86

Nongovernmental (NGO) sector, 33

Occupation-specific skills, in Asia, 3

On-Job-Training (OJT) blueprints, 6

Outcome-based funding, 87

People’s Republic of China (PRC), 1

Performance measurement, 87

Policy framework

aspiration and advocacy, 20–22

capacity, 23–26

entrepreneurship, 18–19

global partnerships, 33–35

ICT enablement, 37–38

inclusivity, 40–41

mobilization and engagement, 32–33

outreach, 35–37

quality, 26–29

for skill development, 19–42

Skill India and Make in India, 31–32

skilling among women, promotion of, 41–42

synergy, 29–31

trainers and assessors, 39–40

Policy Implementation Unit (PIU), 48–49

Polytechnics, 10. See also Community polytechnics

education in India, main problems of, 61–62

equipment and facilities, 62

in India, growth of, 60

instructional methods, 62

overview of, 60–61

“Sub-mission on Polytechnics” scheme, 61

Pradhan Mantri Kaushal Vikas Yojana (PMKVY), 108

Prevocational education, 11–15

Primary education, 1–2. See also Vocational education (VE)

Professionalism, promoting, 106

Public perception, on skilling, 105

Public-private partnership (PPP) model, 23

Qualification Packs (QPs), 28, 85, 107

Quality, 26–29

addressing and accomplishing, 85–90

assessing, 55–56

defined, 54–55

in delivery, ensuring, 87–90

dynamic and demand-driven curriculum framework, creating, 28–29

employability skills, 29

enhancement, potential for, 56–59

frameworks, 87

market-led standards, 27–28

placements, 29

possible solutions to issues, 89–90

problem from twin dimensions, 85

recognition of prior Learning, 28

in skills training, determinants of, 88

Quality assurance (QA) framework, 26–27

Quality Council of India (QCI), 45, 85

Radhakrishnan Commission (1948), 13

Recognizing prior learning (RPL), 28, 94

Saakshar Bharat program, 75

Sapru Committee (1934), 11

Sector Skill Councils (SSC), 5, 27, 44, 85, 90, 107

Singapore

National Skills Recognition System, 6

On-Job-Training blueprints, 6

skill development in, 6

Skill Acquisition and Knowledge Awareness for Livelihood Promotion program (SANKALP), 80

Skill development

in Asia, 3

in Australia, 4

in Botswana, 8

in China, 7

financing skill development, 79–83

in France, 6–7

in Germany, 5

governance structures and processes, 42–48

governmental efforts to promote, 17–83

in India, 8–15

international models in, 4–8

introduction to, 1–4

monitoring and evaluation, 48–50

policy approach for, 17–19

policy framework for, 19–42

programs, budget allocations for, 83

in Singapore, 6

in United Kingdom, 5

in United States of America, 6

vocational training institutions in India, 50–79

Skill Development Initiative Scheme (SDIS) portal, 31

Skill Development Management System (SDMS), 30

Skill India, 31–32

Skilling among women, promotion of, 41–42

Skill pyramid, skill development at all levels of, 89

Soviet Union, 1

Standard Training Assessment and Reward (STAR), 108

State Council for Vocational Training (SCVT), 44

State Skill Development Missions (SSDMs), 31

“Sub-mission on Polytechnics” scheme, 61

Targeting skill development

skill pyramid, at all levels of, 89

Team lease services, survey of, 93

Technical and Vocational Education and Training (TVET), 1–2, 81

Total quality management (TQM), 75–76, 78, 86–87

Traditional family-based skills and vocations

handloom weavers, case study, 94–104

integrating, 91–104

overview of, 91–94

United Kingdom

Accreditation of Prior Experiential Learning (APEL), 5

National Vocational Qualifications (NVQs), 5

Sector Skills Councils (SSCs), 5

skill development in, 5

United States of America, skill development in, 6

Virtual classrooms, 37

Vocational education (VE). See also Primary education

in China, 7

classification of, 7

in Germany, 86

in India, historical milestones of, 11

low demand for, 105

tertiary, 7

Vocational education and training (VET), 4, 5, 86, 107

policy approach for, 17–19

Vocational qualification framework, 106

Vocational training institutions

community college, 72–73

community polytechnics, 62–72

in India, 50–79

Industrial Training Institute (ITI), 50–53

Jan Shikshan Sansthans (JSS), 73–79

polytechnics, 60–62

quality concerns, of ITI, 53–59

quality-driven, 87

Vocational training received, status of, 92

Voice of customer (VOC), 87

Wardha Commission of 1937, 12

Wood–Abbot Commission (1936), 11

World Bank, 2

The World Employment Report, 1998–1999 (ILO 1999), 7