A Study on the Importance of Skill Education for Workforce in 21st Century

IJSRD - International Journal for Scientific Research & Development| Vol. 4, Issue 04, 2016 | ISSN (online): 2321-0613

A Study on the Importance of Skill Education for Workforce in 21st Century Preetha Banerjee1 S. N. Basu2 1 Lecturer 2Executive Director 1 Department of Science & Humanities Engineering 1,2 Technique Polytechnic Institute, Panchrokhi, Sugandhya, Hooghly 712102 West Bengal, India Abstract— Globalization, knowledge and competition have intensified the need for effective skilled workforce both in developed and developing nations as it enables to accelerate the growth rate. With the increase in population need for employability is increasing which can be evidenced by skill development programmes. This study has found out that the govt. And other agencies has ambitious plan of training about 15 million persons annually. But there are several challenges which act as a breach to reach the target. Hence, these skill development initiatives of the Govt. should focus on these hurdles to resolve these problems and plan the programmes accordingly for successful skill development initiatives.

Key words: Globalization; skill development I. INTRODUCTION Now the society is facing complex political, scientific, economical, technological, health and environmental challenges. Our community hinge on collaborative relationships and social networking – competitiveness, needs of skills. Our ability to compete as a nation, state, district, individual depends on 21st century education which is bedrock of competitiveness.

The 21st Century education is equipped with an individual’s marketable skills. This skill education has been largely used in the context of technical/vocational training for the manufacturing industries or services sector.

The following figure presents an overview of Skill Development sector in India.

       

Women Training Research and Staff Training Instructional Material Development Hi-tech Training North Eastern States Modular Employable Skills (MES) Centre of Excellence and World Bank Assistance Upgradation of ITIS through Public Private Partnership (PPP) Vocational Training is imparted through ITI and ITC. The administration of Industrial Training Institutes rests with the State Govt./ Union Territories Administrations.

Several initiatives have been taken in recent times- imparting short term. “MES”, developing ITIs through the PPP route and enhancing their capacity as Centres of Excellence (COE).

II. IMPORTANCE OF SKILL DEVELOPMENT AND VOCATIONAL TRAINING

Besides strengthening the ITI/ITC system, there is also a growing need to increase employability through skill development programmes as evidenced by strong market linkages, institute industry co-ordination, specialised skill development, continuation of learning etc. This is applicable to all sections of the workforce.

The National Skill Development Policy has set the ambitious target of training about 15 million persons annually.

III. OBJECTIVES OF THE STUDY  

To study India’s skill development sectors and capacities To study the challenges our nation face and strategies used IV. METHODOLOGY USED FOR THIS STUDY

The above study is mainly descriptive in nature. The study is based on secondary data, information collected from concerned sources as per the need of the above study.

Source: Ministry of Labour and Employment and other ministers’ agencies of Govt. Of India A. Vocational Training: Vocational Training in India is being offered by the DGET under the ministry of labour and employment. The DGET is the apex organization for development and co-ordination at national for the programmes relating to vocational training. .

The DGET undertakes Vocational Training through various schemes, they are  Craftsmen Training Scheme(CTS) – ITI/ITC training  Craftsmen Instructor Training Scheme  Advance Vocational Training scheme

V. FINDINGS OF THE STUDY We see how India has shown the fastest economical growth in last decade to sustain this growth trajectory we need efficient and continuous skill development initiatives. In this study the current skill capacity, the implementation of skill development initiatives and the challenges faced by the nation and the way out or suggestions has been portrayed.

VI. SKILL REQUIREMENT AND SKILL GAP IN OUR MENTORS In this section we will see the skill requirement among the trainers in different education and skill development study sector.

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A Study on the Importance of Skill Education for Workforce in 21st Century (IJSRD/Vol. 4/Issue 04/2016/320)

Level

Skills required 1) Responsible for the overall functioning of the institution 2) Ability to hire qualified teachers.

3) Ability to formulate strategic plans for building strategic plans for building infrastructure for the institution 4) Ability to build the ‘brand’ of the institution Principal 5) Ensuring the availability of ICT to smoothen the teaching –learning process 6) Ability to appraise the performance of faculty on a regular basis.

7) Ability to coordinate the external authorities / government officials and liaison with them 8) Ensuring the safety of the students and discipline inside the campus.

1) Adequate knowledge of principles of teaching 2) Strong theoretical knowledge and if needed practical knowledge of the subject.

3) Ability to communicate the subject to the students in a manner which can be easily understandable.

4) Ability to empathize the students.

Teachers 5) Good communication skills.

6) Observation skills to understand the ability of the students to grasp a particular topic and to plan the teaching method accordingly.

7) Ability to address doubts patiently 8) Ability to use computers in teaching 9) Industry exposure especially in case of faculty handling technical courses.

Table 1: VII. PROJECTED DEMAND FOR MENTORS A. Eligible Population: Table 1 shows the population projections for India 2001 to 2022, (Source: Report of Technical group on Population Projections Constituted by the National Commission on Population, and IMaCS) ( in ‘000s) 2008 2022 Total Population 1,144,734 1,352,695 Population in age group of 5 to 247,593 228,196 14 Population in age group of 15to 227,463 232,166.

24 Table 1: Population Projections for India B. Projections of Enrolment: It is expected that the demand for Technical/ Industrial qualified persons would increase at a CAGR of over 10% by 2022 and the demand for the vocationally skilled persons (in addition to ITI/ ITC qualified persons) is expected to be anywhere between 25% and 85% of the workforce depending on the nature of the industry.

C. Projected Demand for Education and Skill Development: Category

Current Enrolment (in ‘000s) - 2008

Projected Enrolment ‘000s) - 2022

(in

School 243,352 297,845 Education Higher 18,244 77,262 Education Technical Training 954 4,040 (ITI/ITCs) Table 2: Projected Enrolment in Education and Skill Development Sector (In ‘000s) Projected Requirement of mentors/trainers Table 3 shows incremental requirement for mentors/trainers with a student teacher ratio of 1:30 for school education and 1:15 for college education and vocational training.

Category

Incremental requirement for mentors/trainers (in ‘000s) between 2008-2022

Mentors/Trainers in 3,511 School Education Mentors/Trainers in 4,458 Higher Education Mentors/Trainers in 233 Technical Training Mentors/Trainers in 463 Vocational streams Table 3: Incremental Requirement for Mentors/Trainers  Pre-service education for teachers consisting of two levels: Higher Diploma and Bachelor's degree offered by Vocational Education Development Centre (now Institute for Vocational Education) and universities.  Non-formal TVET is implemented under the MOES in WET (Integrated WET) schools.

Current Policies  WET Institutions cover and Practices technical, vocational or technical vocational schools or colleges — offering up to threeyear programmes) for lower secondary school graduates and a variety of programmes at postsecondary level for uppersecondary school graduates.  IVET schools deliver formal TVET and non-formal basic vocational training to different target groups including adults.  Low qualification (academic and professionals) Issues  Low salary  Limited movement  Limited Co-operation

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A Study on the Importance of Skill Education for Workforce in 21st Century (IJSRD/Vol. 4/Issue 04/2016/320)



Not unified teacher training system  Development of TVET Master Plan which covers: expanding equitable access, improving quality and relevance, and strengthening planning and management capacities are the major areas of action.  Pre-service Training:  -higher national diploma (handson) Strategies  -Bachelor's Degree (theory and/hands-on)  In-service training  -implement teaching competency standard  -continuation of multiple training scheme  -skills upgrading through contract training scheme  -obtain teaching license Establish TVET teacher training institute for Laos in order to produce qualified teacher for TVET sub-sector.

Recommendations The Higher Diploma should be the (9+3) + 3 or certificate 4 plus 3 years.

Table 4: The Practices, Challenges and Strategies Used for Skill Development Initiative

[6] https://www.certiport.com/Portal/Common/DocumentL ibrary/IEAB_Whitepaper040808.pdf [7] www.ficciskillforum.org

VIII. CONCLUSION As it is evident from the earlier sections, it is required that technology and the other innovative means of teaching content be adopted. Even with these factors in mind, and considering the formal education and Skill Development/ vocational training sector alone, we expect that the demand for trainers would continue to the extent of training 415,000 trainers annually.

ACKNOWLEDGMENT This paper was partially supported by some of the eminent educationists. I thank some of my colleagues who provided insight and motivation that greatly assisted this article. I would like to express my gratitude to the Centre for Staff Development Programme of Technique Polytechnic Institute.

REFERENCES [1] Federation of Indian Chamber of Commerce & Industry.(2013). Knowledge paper on skill development in India. Global Skills Summit 2013. New Delhi: Ernst & Young Pvt. Ltd. [2] http://www.p21.org/storage/documents/21st_century_sk ills_education_and_competitiveness_guide.pdf [3] http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills _full.pdf [4] IMaCS analysis [5] http://oecdeducationtoday.blogspot.in/2012/05/whatshould-students-learn-in-21st.html

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