View of SKILL DEVELOPMENT THROUGH HIGHER EDUCATION

(1)

Vol.02, Issue 01, January 2017, ISSN -2456-1037(INTERNATIONAL JOURNAL) UGC APPROVED NO. 48767 (Category: Law and Legal Issues)

1

SKILL DEVELOPMENT THROUGH HIGHER EDUCATION Dr. Bharat Singh, Associate Professor,

Commerce, Govt. P.G. College Rishikesh, Dehradun, (UK), India

Abstract:- India is third largest higher education system and second largest population country in the world. As such it is providing largest employment in the world thereby skills are playing important role. UGC and AICTE are the two higher bodies for Technical and Non Technical in Higher education which are connection with central universities, state universities, private universities, deemed –to-be universities, autonomous bodies, university-level institutions and their affiliated colleges are treated as skill centers. Here it is emphasized that Skill Development is to focus on the youth of the country and providing a suitable induce to get the sustainable livelihood as per population largest. National Skill Development corporation was established with objectives to develop skills through to stimulate the creation of huge, quality and for-profit vocational institutions and provides funding for sustained and to impart vocational training initiatives. In order to develop the skills several reforms making necessary to improve quality of education, autonomy in universities and colleges for enhancing skill development.

Keywords:- Higher education, Institutional entities, Skill development corporation, Opportunities

1. INTRODUCTION

Every country develops its own system of education to express and promote its unique socio-cultural-economic identity besides meeting the challenges of time to leverage the existing potential opportunities. India, at present, is recognized as one of the youngest nations in the world with over 50% of the population under the age of 30 years. It is estimated that by about 2020, India will have 23% of the world’s total workforce.

In order to harness the full demographic dividend, India needs an educational system which is of high quality, affordable, flexible and relevant to the individuals, economy and to the society as a whole.

The pressing need, therefore, is to empower and enable India’s young population to sustain a livelihood throughout their lives requires that educational institutes and government look beyond traditional pathways of education, employability and employment.

Strengthening of skill development and its linkages with entrepreneurship that advances beyond cities and towns towards rural areas, and provision of transitions from vocational to higher education are all avenues that hold immense promise.

Harnessing the demographic dividend through appropriate skill development efforts would provide an opportunity to achieve inclusion and productivity within the country and also a reduction in the global skill shortages.

The 12th Five Year Plan Document of the Planning Commission has also laid a special emphasis on expansion of skill- based programmes in higher education.

It recommends setting up of Community Colleges (CC) to serve multiple needs including:-

1. career oriented education and skills to students interested in directly entering the workforce;

2. training and education programmes for local employers;

3. high-touch remedial education for secondary school graduates not ready to enroll in traditional colleges, giving them a path to transfer to three or four year institutions; and

4. General interest courses to the community for personal development and interest.

India is the third largest higher education system and second largest population country in the world. Half of the population in India is below aged 25 thereby skill training has Important role to focus on youth for nation development.

AICTE and UGC are the higher authorities in Higher education for technical and nontechnical education and also funding and agencies. They are categorized as central universities, State Universities, Deemed-to-be Universities and University- level institutions/colleges.

There are split into different branches such as science, technology,

(2)

2 agriculture and social sciences with research institutions which are providing opportunities for learning, advanced learning and leading in research up to post doctoral. In science and technology, CSIR and ICAR are the main reorganization institutions, 25 institutions come under the functioning of CSIR similarly 60 are coming under ICAR.

Besides, the Department of Atomic Energy (DAE) and various research laboratories with ministries supporting which are making in research skills.

Similarly Indian Institute of Technology (IIT), The National Institute of Technology (NIT), Indian Institutes of Information Technology (IIT) are the most prestigious institutions. Further, IISER’s (Indian Institute of Science and Education and Research) are the important research institutions in the area of science education and research. Similarly there are thousands of private, aided and Government University affiliated colleges providing UG and PG while some are providing Ph.D degrees for research skills.

Skills development is a key to success which improves productivity, employability and earning opportunities.

It is the bridge between job and workforce.

Today, it is considered as an important and indispensable tool for financial empowerment. Indians face a majority of barriers to accessing skills and productive employment. A large effort is needed to create a skilled workforce for creating an economic prosperity. The aim of skill development, is not just simply preparing for jobs; but also to boost performance by improving the quality of work in which they are involved. Looking at the importance of the role Indians play in the development of world economy, one can sense that there is a long way to go in that direction.

1.1 Institutional Mechanisms for Skill Development through Higher Education

The skilling of youth at higher education level has three tier approaches being implemented in the country; the first one is to incorporate skill component in the regular higher education courses, second is to offer full-time skill based Degree / Diploma courses with major skill credits, and third is to offer short-term skill based

courses, orientation and finishing schools.

Following are institutional mechanisms implemented for the successful incorporation of skill development based vocational education and training in university and collegiate education system:-

1. Multiple entry and exit options.

2. Skill basket for choice based credits in general education 3. Credit banking system.

4. De-linked course duration.

5. Outcome based assessment.

6. Input and output based credit criteria for general education and skills respectively.

7. Institutional collaboration for credit transfer.

8. NOSs based delivery of skills for national recognition.

9. Finishing schools.

2. LITERATURE REVIEW

The literature review is based on the secondary data on available government policies and framework.

2.1 Legislation / National Policies

 National Policy on Skill Development: Developing a comprehensive and holistic policy document is an integral part of the process. In this line, the Govt. of India has notified National Policy on Skill Development and Entrepreneurship, 2015 in view to challenge of skilling at scale with speed and standard (quality) and sustainability. National Policy for Skill Development and Entrepreneurship 2015 supersedes the policy of 2009. It aims to provide an umbrella framework to all skilling activities being carried out within the country, to align them to common standards and link skilling with demand centers. In addition to laying down the objectives and expected outcomes, the policy also identifies the overall institutional framework which will act as a vehicle to reach the expected outcomes. Skills development is the shared responsibility of the key stakeholder’s viz. Government, the entire spectrum of corporate sector, community based

(3)

3 organizations, those outstanding, highly qualified and dedicated individuals who have been working in the skilling and entrepreneurship space for many years, industry and trade organisations and other stakeholders. The policy links skills development to improved employability and productivity in paving the way forward for inclusive growth in the country.

The skill strategy is complemented by specific efforts to promote entrepreneurship in order to create ample opportunities for the skilled workforce.

 National Skills Qualification Framework: The National Skills Qualifications Framework (NSQF) is a competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude.

These levels, graded from one to ten, are defined in terms of learning outcomes which the learner must possess regardless of whether they are obtained through formal, non-formal or informal learning. NSQF in India was notified on 27th December 2013.

All other frameworks, including the NVEQF (National Vocational Educational Qualification Framework) released by the Ministry of HRD, stand super ceded by the NSQF. Under NSQF, the learner can acquire the certification for competency needed at any level through formal, non-formal or informal learning. In that sense, the NSQF is a quality assurance framework.

Presently, more than 100 countries have, or are in the process of developing national qualification frameworks. The NSQF is anchored at the National Skill Development Agency (NSDA) and is being implemented through the National Skills Qualifications Committee (NSQC) which comprises of all key stakeholders.

The NSQC's functions amongst others include approving

NOSs/QPs, approving

accreditation norms, prescribing guidelines to address the needs of

disadvantages sections, reviewing inter-agency disputes and alignment of NSQF with international qualification frameworks.

Specific outcomes expected from implementation of NSQF are:-

a) Mobility between vocational and general education by alignment of degrees with NSQF

b) Recognition of Prior Learning (RPL), allowing transition from non-formal to organized job market

c) Standardised, consistent, nationally acceptable outcomes of training across the country through a national quality assurance framework

d) Global mobility of skilled workforce from India, through international equivalence of NSQF e) Mapping of progression pathways within sectors and cross-sectorally

e) Approval of NOS/QPs as national standards for skill training

f) The NSQF provides for a five year implementation schedule which provides that after the third anniversary(27.12.2016) date of the notification of the NSQF:-

 Government funding would not be available for any training/

educational programme/ course which is not NSQF-compliant.

 All government-funded training and educational institutions shall define eligibility criteria for admission to various courses in terms of NSQF levels.

 The recruitment rules of the Government of India and PSUs of the central government shall be amended to define eligibility criteria for all positions in terms of NSQF levels. The State Governments and their PSUs shall also be encouraged to amend their recruitment rules on above lines.

g) After the fifth anniversary (27.12.2018) date of the notification of the NSQF:

 It shall be mandatory for all training/educational

programmes/courses to be NSQF- compliant

(4)

4

 All training and educational institutions shall define eligibility criteria for admission to various courses in terms of NSQF levels.

101

 National Quality Assurance Framework Parity and consistency are important to ensure that all education sectors are viewed as robust and valid in terms of the qualifications issued.

Countries are keen to ensure that qualifications and skills gained are valued in the labour market by employers and students. This is done by aligning national qualifications and training needs with comprehensive labour market analyses, and applying outcomes-based quality assurance. This also facilitates smooth pathway progression to higher level qualifications. To achieve this requires a quality framework to underpin the implementation of the qualifications framework.

This will allow India to benchmark skill development performance across Ministries, States and internationally.

With more young people predicted to enter the labour market than can be placed in employment, international recognition of qualifications will continue to be important. One common concurrence in all models for international recognition is the emphasis on a unified and internationally referenced quality assurance system for education and skills development. The proposed National Quality Assurance Framework for skills development places particular emphasis on the evaluation and improvement of the outputs and outcomes of skills development in terms of increasing employability, improving the match between demand and supply, and promoting better access to lifelong learning.

Quality in this context means;

processes and procedures for ensuring that qualifications, assessment and programme delivery produce graduates who productively meet industry’s current and future skill needs. The National Quality Assurance Framework (NQAF) is designed to be used across states, sectors and ministries and provides the structure within which all bodies operate.

The National Quality Assurance Framework aims to:-

a) Improve the consistency and industry relevance of NSQF graduates through closer partnerships with industry and other social partners;

b) Accommodates diversity and protects learners from inferior and non-relevant skills development for people from all socio-economic backgrounds and genders;

c) Provide a structure for continuous improvement of the overall education and training system in India;

d) Improve the quality of all education and training in India, even those delivered by institutions that have limited resources, by an inclusive quality framework, which permits such institutions to achieve the quality standards laid down in the NQAF.

The objective is not to exclude large number of participants in the skills development process by an exclusive framework that set benchmarks that exclude education and training provision;

e) Develop a skilled India of highly valued productive multi-skilled workers; and

f) Provide greater transparency and consistency across the entire skills development system as it provides a common framework for the system as a whole to improve, monitor and evaluate the management, provision and outcomes of skills development.

Specific Initiatives for Skill Development Undertaken by UGC: It has been a long felt necessity to align higher education with the emerging needs of the economy so as to ensure that the graduates of higher education system have adequate knowledge and skills for employment and entrepreneurship. The higher education system has to incorporate the requirements of various industries in its curriculum, in an innovative and flexible manner while developing a holistic and well groomed graduate. The University 102 Grants Commission (UGC) has launched the scheme on skills development based higher education as part of college/university education, leading to Certificate, Diploma, Advanced Diploma, Degree and further advanced studies and research level.

(5)

5 The following are the Major initiatives of UGC in the field of skill development in higher education in the country:-

1. Scheme of Community Colleges:

The Community College Scheme is to offer low cost high quality education locally, that encompasses both traditional skill development as well as traditional coursework, thereby providing opportunities to the learners to move directly to employment sector or to move to Higher Education sector. It offers a flexible and open education system which also caters to community based life-long learning needs. It has a synergistic relationship between Community, Community Colleges (CC) and the Job market. The CCs offers knowledge-skill mixed programmes of different durations depending on the need of local industry leading to a certification at various levels of NSQF starting from Certificate to Advanced Diploma Level. - Eligibility for admission: 10+2 or equivalent - Scholarship: 1000/- p.m. per student Presently, there are 248 institutions spread over 28 States / UTs catering the need of 83 trades of different industrial sectors in the country.

2. B.Voc. Degree Programme: The University Grants Commission (UGC) has launched scheme on skills development based higher education as part of university / collegiate education, leading to Bachelor of Vocation (B.Voc.) Degree with multiple exits such as Diploma/Advanced Diploma under the NSQF. The B.Voc. programme is focused on universities and colleges providing undergraduate studies which would also incorporate specific job roles and their National Occupational Standards along with broad based general education. This would enable the graduates completing B.Voc. to make a meaningful participation in accelerating India’s economy by gaining appropriate employment, becoming entrepreneurs and creating appropriate knowledge.

UGC has launched a scheme on skills development based higher education as part of college/university education, leading to Bachelor of Vocation (B.Voc.) degree with multiple exits such as Diploma/Advanced Diploma under the NSQF. - Eligibility: 10+2 or equivalent there are 187 institutions spread over 27 States / UTs catering the need of 85 trades of different industrial sectors in the country.

3. Knowledge Upgradation Centers for Skilled Human Action and Learning: The University Grants Commission, in its meeting held on 22nd September, 2014 approved the guidelines for establishment of Knowledge Upgradation Centres for Skilled Human Action and Learning (KUSHAL) in universities and colleges during 12th Five Year Plan. These centers will offer programmes from Certificate to Research level (NSQF Levels 4 – 10). 100 such Centres are proposed to be established during 12th Plan in universities/colleges recognized under section 2(f) and 12 (B) and receiving General Development Assistance from UGC. These Centres will also coordinate between the Higher Education System and Industry to work as Centres of Excellence for Skill Development in specialized areas. They will also network with other KUSHALS and Universities and colleges imparting Vocational Education under the scheme of Community Colleges and B.Voc.

Degree programme. 103 There are 65 institutions spread over 23 States / UTsoffering courses from level 4-10 in 65 trades.

4. Credit Framework for Skill Development Based Vocational Courses: UGC guidelines for Community Colleges / B.Voc Degree programmes and of KUSHALs provide for credit-based modular programmes, wherein banking of credits is permitted to enable multiple exit and entry.

Specific credit based assessment and award system has been incorporated giving sixty percent

(6)

6 weight age to the skill component and forty percent weight age to general education component. A comprehensive credit framework for skill development based vocational courses has been formulated in consultation with NSDC and is being incorporated in the revised guidelines to be placed before the Commission for approval in the next meeting.

5. MoU with NSDC: UGC has signed a MoU with National Skill Development Corporation (NSDC) for skill development based vocational courses under the ambit of UGC. The Under this MOU, the NSDC will ensure timely completion of post training assessment & certification of skill component through NSDC approved Sector Skill Councils, extend expertise and experience in the field of skill training, assessment and industrial requirements. NSDC will also provide valuable help in facilitating employment of learners and On-the-Job-Training (OJT) to the learners trained by Community Colleges under the ambit of UGC. NSDC will provide access to Community Colleges and to UGC to SDMS (Skill Development Management System) to manage the electronic coordination among all the stakeholders – SSC, Institutions, UGC and NSDC.

6. Development of ‘Model Curriculum’ of the Various Trades for Courses Approved under NSQF by UGC: The UGC- NSDC Coordination Committee constituted under the above MoU is in process of developing the curriculum of skill component of the courses approved by UGC based on identified job roles in alignment to Qualification Packs and National Occupational Standards developed by Sector Skill Councils. The model curriculum of general education subjects will also be developed by the UGC and made available on UGC website to provide guidance for curriculum development to the institutions offering courses under

the scheme of Community Colleges / B.Voc Degree programmes. Co 2.2 Objectives of the Study

To study the Impact of higher Education on skill development in India

3. RESEARCH METHODOLOGY

The proposed study mainly is descriptive in nature. The research done is based on secondary data. Here, the data from various research journals, websites and articles are collected in order to understand the impact of skill development through higher education.

Some of the practices adopted by the organizations have been identified.

4. HIGHER EDUCATION AND SKILLS DEVELOPMENT

Quality of Higher education brings skill development and provides sustainable livelihood. The concerned apex organization called National Skill Development Corporation is introducing several issues of skills by identifying for creating opportunities and forcible development by performing skill centers.

The attractable skills issues in 12th planning was identified nearly 20 such as IT & ITES, entertainment and media, healthcare, security, retail tourism, automotive ,construction etc. are highlighted which are fit for current needs and evergreen with needing solutions to solve demand.

In India both government and private sectors have great opportunity to utilize man power especially when focus on immense of youth which are below aged 25. For over all development, quality of higher education, delivering quality education is key role. Similarly for enhancing global economy and developing socio-economic conditions, higher education, skill trainings, vocational training etc. are key role by nation’s competitions. As India has 50% of population below aged 25, the said parameters brings sustainable lively hood according to population ratio and fulfill employment demand.

1. Reforms in Higher Education for Skill Development The theme included in 12th year plan deals with skill development and focus on demographic dividend. Young population in India is asset but between 18 and 24 age groups is

(7)

7 only coming to 12% to 15% in higher education thereby making reforms necessary for skill development for current demand.

Presently skill development scenario of the country facing some inherent short comes due to improper relation between industrial needs and skills teaching are unrecognized industry training courses in skill training institutes. Similarly general education also faces lacks of quality of teachers, study material, education facilities in interior areas, school dropout rate etc. The problems were maximum at rural, interior villages because of these are getting least priority with insufficient facilities. The government is being put effort to reform in higher education as identifying the major difficulties and its strength. In order to reforms the said parameters, it is identified the premier role of ICT in education and delivering the expected results. At present days ICT based education made compulsory and expanding to all institutes in both secondary and higher education as well as in all subjects.

2. Governance and Regulatory Reforms in Higher education for skill Development The Government is undertake to the major changes that establishing universities, large universities are divided into local manage centers, well infrastructure reputed universities changed into universities or cluster universities, colleges can unite as multidisciplinary education bring changes for effective autonym and governance to the education institutions presently.

Further there will be lot of demand for impart training infrastructure on vocational institutions. Academic leader ship also need as university level should be reform. Further, the council made conditions for skills in planes of higher education, sharing of resources between universities, reforms between governance and academic lead as per the institution level, performing evaluated and research studies, using available data sources etc.

shows more autonomy. Putting inputs on higher education should be more and attractive then skills will be developed.

The universities should be divided on the basis of required opportunities such as research based, skilled based, language based, teaching and education based etc. and also that should be managed as regulations, funding and governance. Skill development funding is more restricted to public providing trainings and that paid to financing as encourage good quality in training. The students providing fee directly to treasuries thereby trainings to be weak at the same time financial incentive make efficiency and encourage dependence.

Therefore, we have to search innovative mechanism to create funding in skill development in this regard.

5. CONCLUSIONS

India is one of the largest higher education systems divided as central universities, state universities, private universities, deemed–to-be universities, autonomous bodies, university-level institutions and their affiliated college are sources for imparting skill training in technical and non-technical methods.

India still lacks internationally far behind universities such as Oxford, Cambridge, and Harvard. The National Skill Development Corporation is introducing the issue of skills going through creating capacity, opportunity and output come driven work force by skill councils. Indian higher education is overcoming inherent deficiencies and going to new reforms.

Certain parameters are identified in higher education such as education quality, delivering lecture, employability etc. are still need at present days. Our country 50% population occupies below aged 25 is asset so as it is significant to focus on the youth of the country and provide sustainable lively hood through skills to majority population. Problems are faced by higher education which is lack of industry recognition to the skill training courses at the Government training institutes which are ICT tools in education, learning materials etc. which should be reformed.

The farmed Council responsible for coordinating among universities planning development in universities, education at various sectors, colleges are transformed into universities or college-cluster

(8)

8 universities, some large affiliating universities are bifurcated to local managed bodies, colleges can be farmed as multidisciplinary education institutes, Affiliating universities with CPDC etc.

make effectively to autonomy and governance to the college will horn the skills.

REFERENCES

1. Dr. Shobha Chaturvedi, Int. J. of Eng. Tec.

and Comp. Res., Vol. 3(2013)1 P.75-79.

2. D. S. Rawat,’ Skill Development and Higher education in India’, Vol. 1(2014)1 P.1-52.

3. Karamveer Kaur Brar, Int. J. of Em. Res. in Mang. & Tech., Vol. 4(2015)11 P.126-130.

4. Sri Rintu Saikia Beyond Academic Curriculum: Embedding Employability Skills in Agricultural Education in Assam Agricultural University International Journal of Social Sciences and Entrepreneurship Vol.1, Issue 9, 2014 http://www.ijsse.org ISSN 2307-6305.

5. Rintu Saikia, Dr Pranjal Bezborah Quality and Relevance in Higher Education International Journal of Scientific &

Engineering Research, Volume 5, Issue 2, February-2014 945 ISSN 2229-5518 IJSER