Content Assessment for

National Skill Development

Corporation (NSDC)
 SUMMER INTERNSHIP REPORT
ON
“CONTENT ASSESSMENT FOR NATIONAL SKILL DEVELOPMENT CORPORATION
(NSDC)”

SUBMITTED IN THE PARTIAL FULFILLMENT

FOR THE AWARD OF DEGREE OF
BACHELOR OF BUSINESS ADMINISTRATION
MAHARISHI DAYANAND UNIVERSITY (ROHTAK)

SUPERVISIOR: SUBMITTED BY:

TANAY OJHA RAJNANDANI KUMARI

198078
BBA 5th SEMESTER

ST. ANDREWS INSTITUTE OF TECHNOLOGY AND MANAGEMENT

MAHARISHI DAYANAND UNIVERSITY
SESSION (2021-2022)
CERTIFICATE OF INTERNSHIP
 ACKNOWLEDGEMENT

I would like to express my gratitude to Jayant Srivastava who gave me the opportunity as a
trainee to complete this project. I want to thank Strike Consulting for giving me such a golden
opportunity to commence this project in the first instance.

I am deeply indebted to Jayant Srivastava whose help to stimulate suggestions and

encouragement helped me in all the time at the training site and for explaining me about the
work.

I would also like to extend my gratitude and special thanks to the college St. Andrews institute
of Technology and Management, Director Dr. Jugnesh Kumar and also my Mentor Mr. Tanay
ojha for providing me all the facilities, guiding me, and also for giving me an opportunity to
work on this project. I’m also thankful to my parents and my Friends for their moral support
during my research period.
 ST. ANDREWS INSTITUTE OF TECHNOLOGY & MANAGEMENT GURGAON

MAY-JULY, 2021

BONAFEDE CERTIFICATE

This is to certify that the project entitled Accounting and Taxation is the Bonafede record of
project work done by Miss. Rajnandani Kumari URN BBA during the
year 2nd

Signature of the DEAN, Signature of PROJECT GUIDE

Submitted for the Project Viva-Voce examination held on ________________.

 DECLARATION

I affirm that the project work titled Content Assessment for Skill Development being submitted
in partial fulfilment for the award of the degree of BBA in the original work carried out by me.
It has not formed the part of any other project work submitted for award of any degree or
diploma, either in this or any other university.

Signature of the Candidate

Rajnandani Kumari.

I certify that the declaration made above by the candidate is true.

Signature of the Guide

Mr. Tanay Ojha

 About the firm

STRIKE CONSULTING

Content Assessment

FIRM’S PROFILE

HEAD OFFICE

Ghaziabad, UP

Phone no. +91-9205959858

Email:- skilldevelopmentcontent@gmail.com
 Table of content

S. NO. CHAPTER

1. Introduction: Vocational Education & Skill Development Ecosystem in

India

1.1 Objective

2. Skill Development Key Players

3. India’s Top 10 States in Vocational Education & NOTE: Low Performing

States (Top 10)

Top 10 Courses, Top 10 Courses for Female

4.

Status Of Female Enrollment in Vocational Education

5.

What Are the Various Challenges and Gaps in Vocational Education

6.

7. Initiatives Taken by Govt. Toward Improvement of Vocational

Education: Any Govt. Schemes or Scholarship or Any Other
Development.
8. Way Forward: How Vocational Education Can Play a Significant Role in
Shaping Career of Youth, Making Them Highly Skilled

9. Conclusion

10. Annexure
INTRODUCTION OF
VOCATIONAL
EDUCATION & SKILL
DEVELOPMENT
ECOSYSTEM IN INDIA
INTRODUCTION OF VOCATIONAL EDUCATION & SKILL DEVELOPMENT
ECOSYSTEM IN INDIA

India is currently on an upward trend in terms of its working age population (defined as the 15-
59 years are group). Based on projections, India will have the largest population in this age
group in the world by 2025 comprising approximately 918 million people of a global aggregate
of 4.9 billion working age people (~19%). Between 2025 and 2040, the working age population
will comprise 64-65% of the total population in India. However, large sections of the working
age population lack the education and skills to be gainfully employed. Ensuring that a
significant majority of its population is educated and employable will be a major challenge for
the country. Having recognised this, the 11th Five Year Plan has laid the strong foundation for
the skill development initiative, while the 12th Five Year Plan takes the same forward, which
aims for faster, more inclusive and environmentally sustainable growth.

The understanding of the skill development system requires a multi-dimensional approach to

appreciate the various interlinked factors affecting the performance of the entire ecosystem.
Institutional Framework of Skill Development Sector

The term “skill development sector” in India has been referred to mean informal education
sector, the purpose of which is to equip a person with employable skills. Skill development and
vocational training is a concurrent subject under the Indian Constitution and both the central
and state governments share responsibility on various aspects of the same.

The traditional drivers for the skill development sector in India are the vocational training
institutes viz. ITIs and ITCs. Conventionally, the Directorate General of Employment &
Training (DGE&T) in the Ministry of Labour & Employment is the apex organisation for
development and coordination at national level while the day-to-day administration of ITIs
rests with state governments. The central government is advised by the National Council of
Vocational Training (NCVT), a tripartite body having representatives from employers, workers
and central/ state governments on aspects like prescribing training standards, evaluation,
certification, and accreditation.

In order to achieve the target of skilling a huge workforce in the country, the Government has
recently formulated the National Skill Development Policy. The policy aims to increase the
productivity of India’s workforce and enhance India’s competitiveness in the global market by
empowering people through improved skills, qualifications and access to employment and to
attract investment in the skill development sector in India.

Further, the policy envisages creation of a separate regulatory authority under the chairmanship
of the Prime Minister for policy formulation and strategic review of the skill development
sector in India. This led to the creation of three tier structure consisting of:

• National Council on Skill Development (NCSD)

• National Skill Development Coordination Board (NSDCB)
• National Skill Development Corporation (NSDC)
The skill development ecosystem in India is complex, large and diverse, providing varied
levels of skills across an extremely heterogeneous population. Skill development in India can
be broadly segmented into Education and Vocational Training. The exhibit below presents
the broad framework of Skill Development in India.
India’s Education and Skill Development Structure

Elementary, secondary and higher education is governed by the Ministry of Human Resource
Development. University and Higher Education caters to all college education (Arts, Science,
Commerce, etc.), while engineering education, polytechnics, etc. fall under Technical
Education. University Grants Commission (UGC) is the nodal body governing funds, grants
and setting standards for teaching, examination and research in Universities, and the All India
Council for Technical Education (AICTE) is the regulatory body for Technical Education in
India.

Skills in India are acquired through both formal and informal channels. Formal vocational
training is imparted in both public and private sector. Some of the major channels of formal
vocation training include the government-run Industrial Training Institutes (ITIs), privately
operated Industrial Training Centres (ITCs), vocational schools, specialized institutes for
technical training, and apprenticeship training by the industry. The private sector participation
has been on a rise lately, but the sector continues to be dominated by the public sector. Informal
training on the other hand refers to experiential skills acquired on the job.
At the central level, the nodal institution for vocational training is the Director General of
Employment & Training (DGET) under the Ministry of Labour and Employment. The DGET
is responsible for formulating policies, establishing standards, granting affiliation, trade testing
and certification, and matters connected to vocational training and providing employment
services. The National Skill Development Council (NSDC) - now a part of the newly created
Ministry of Skill Development and Entrepreneurship - was initially set up under the Ministry
of Finance to provide viability gap funding and promote private skill initiatives.
Vocational education consists basically of practical courses through which one gains skills and
experience directly linked to a career in future. It helps students to be skilled and in turn, offers
better employment opportunities. These trainings are parallel to the other conventional courses
of study (like B. Sc., M. Sc. etc.). Time management and meeting deadlines play an important
role in success in a vocational course and during their studies students normally produce a
portfolio of evidence (plans, reports, drawings, videos, placements), which is taken as a
demonstration of students’ capabilities for a job. After finishing the courses, students are often
offered placements in jobs. Vocational trainings in a way give students some work related
experiences that many employers look for.

According to a national sample survey organization (NSSO) report (No. 517, 61/10/03) two
types of vocational trainings are available in India:

a. Formal
b. Non-Formal
Formal vocational training follows a structured training program and leads to certificate,
diplomas or degrees, recognized by state/central government, public sector and other reputed
concerns.

Non-Formal vocational training help in acquiring some marketable expertise, which enables
a person to carry out her/his ancestral trade or occupation. In a way through such non-formal
vocational training a person receives vocational training through ‘hereditary’ sources.

Vocational education and training was one of the thrust areas in the 11th Five-Year Plan.
Hence, a National Skill Development Policy (MoLE, 2007) was put in place. Further, the
National Skill Development Mission was initiated by the Government of India in 2007 with
the 11th Plan. It planned to set up another 1,500 ITIs and 50,000 skill developments Centre’s
during the 11th Plan period (2007-12) to imparting training to about 10 million people per year.
However, at the time of writing (mid-2012), the Plans for creating 1500 more ITIs had not
taken off and only 5000 skill development Centre’s were planned now for the 12th Plan.

The Vocational Education and Training System in India

It is important to distinguish between vocational education (VE) and vocational training (VT),
which would be useful in removing the policy overlap in this respect.
Vocational Education In India falls under the purview of the Ministry of Human Resources
Development (MHRD). The All-India Council for Vocational Education (AICVE), under
MHRD, is responsible for planning, guiding and coordinating the program at the national level.
State Councils for Vocational Education (SCVEs) perform similar functions at the state level.
It is a part of the formal education system wherein vocational courses are offered in classes11th
and12th under a centrally sponsored scheme termed “Vocationalization of Secondary
Education”. It offers structured syllabi in which students devote a small portion of their time
to vocational or practical subjects. This vocational education system has been in controversy
for a long time and its implementation has not been completely successful. This program was
initiated in 1976-77 and discontinued in 1979, and it was again started from 1988. The scheme
was further revised and is in operation since 1992-93 with the following objectives:

• Enhancing individual employability; and

• Reducing the mismatch between demand and supply of skilled manpower

The program has been implemented by all States/UTs (except Lakshadweep). The scheme has
created a massive infrastructure of 21,000 vocational sections in 9,619 higher secondary
schools all over the country, creating a capacity of imparting vocational education to 1 million
students at the +2 level till 2009-10 (MHRD, Annual Report, 2009-10). The courses are to be
selected on the basis of assessment of local demand through district vocational surveys to
ensure training as per the needs of the job market.

Over 2009-10 the scheme was completely revamped, and is being implemented since April,
2011 but on an extremely small scale, since 2011-12 was the final year of the 11th Plan and
the Government of India, facing a larger fiscal deficit, was in no position to finance a large new
program. It will, however, be rolled on a bigger scale with the beginning of the 12th Five Year
Plan from April 2012.

The features of the revamped programme for VE in higher secondary schools (for 1617-year-
olds, i.e., in classes 11-12) are very similar to the design for VE proposed for the National
Vocational Education Qualification Framework (NVEQF) (see Mehrotra etal, 2012 for a
detailed discussion). The NVEQF involves a major paradigm shift in the secondary school
system as well as the VET system in the country. It has already been accepted by the central
government cabinet and is approved in principle by the state governments, education ministers.
It is also being piloted (at the time of writing in mid-2012) in two states (Haryana and Assam).

Vocational Training In India broadly refers to certificate level crafts training and is open to
students who leave school after completing grades 8-12 from any school. The Indian
Directorate General for Employment and Training (DGE&T) (part of the Ministry of Labour,
Government of India) manages the programme. It is administered under the following principal
schemes: the Craftsmen Training Scheme and the Apprenticeship Scheme, each of which is
described in turn. Each was the subject of a separate survey by IAMR.
Programmes administered under this scheme are run by two main types of institutions:

A. Industrial Training Institutes (ITIs) – These institutes are financed and managed by state
labour ministries. The Union Finance Minister in 2005-6 announced the up-gradation of
500 ITIs in India. For this purpose, Ministry of Finance, Government of India initiated up-
gradation of 100 ITIs from domestic resources and 400 ITIs through World Bank assistance
under the Vocational Training Improvement Project (VTIP) in 33 states and UTs. The aim
was to upgrade the ITIs into “Center of Excellence (CoE)” for producing multi skilled
workforce of world standard. These Centers of Excellence specialize in a specific trade and
receive separate funding for the same.
B. Industrial Training Centres (Private ITIs) − which were renamed private ITIs as of 2011
by the Government of India, are owned, financed and managed by private organizations or
NGOs. Private ITIs are established in the areas where there are industrial clusters that
demand certain skills. For affiliation, these institutes approach National Council of
Vocational Training (NCVT), located within the Government of India’s Ministry of
Labour. These institutes are required to follow exhaustive norms laid down by NCVT.
After an inspection of the proposed centre by the NCVT officials, affiliation is granted. The
NCVT, however, is itself a small body with very few staff, and is clearly unequal to the
task of monitoring the quality of such private ITIs. For this reason, there is a proposal to
re-vamp the NCVT and a bill for the Indian parliament’s consideration has been prepared
for this purpose in early 2012.

At present as on 24.03.2012, there are 9,447 ITIs/Private ITIs (ITIs: 2244, Private ITIs: 7203)
in India; the data indicates that there was a massive growth rate of 29 per cent of number of
ITIs/ Private ITIs2 during 2008-9. Since then (2009-2012) the average annual growth rate has
been 4.6 per cent per year and a overall growth of 20 per cent.

The Private ITIs outnumbers the ITIs and the difference in number of seats between Private
ITIs and ITIs is 3,90,012 as on 24.02.2012 (DGE&T, 2011-2012). During the same period
(2009-2012), the seating capacity3 grew by around 26 per cent in these institutions (DGE&T,
2011-2012). These institutes impart training in 127 engineering and non-engineering trades4
(DGET Website, 2012). The entry level qualification varies from 8th standard to 12th standard
depending on the trade; and the duration of the courses varies from 6 to 24 months.

Some effort has been made to create special facilities for the training of women. For this
purpose DGE&T has dedicated a women’s training cell to design and structure women’s
vocational training programme in the country. At the State level, vocational training for women
at Craftsmen level are provided through a network of Women’s Industrial Training
Institutes/Women’s training wings in general ITIs under the administrative control of the State
governments. Currently as reported by DGET (2011-12), there are about 1,409 Women’s it is
and wings in ITIs/ private WITIs5 which have a total of 74,124 training seats.
Under NSDC there is Total no. of NSDC training partners are 538, training centers 10,373, job
roles 1500+, sector skills councils 36, trained students 20.45 lakhs, and placed students are 1.86
lakhs.

National Skill Development Corporation (NSDC) is a not-for-profit public limited company

incorporated on July 31, 2008 under section 25 of the Companies Act, 1956 (corresponding to
section 8 of the Companies Act, 2013). NSDC was set up by Ministry of Finance as Public
Private Partnership (PPP) model. The Government of India through Ministry of Skill
Development & Entrepreneurship (MSDE) holds 49% of the share capital of NSDC, while the
private sector has the balance 51% of the share capital.

Budget Allocation(2015-2016)
The details of the Plan and Non-Plan Budget allotted to the Ministry for the financial year
2015-16 is placed below:

Note: Amount of DGT Sectt. Not included in the BE 2015-16 & RE 2015-16

Budget Allocation(2016-2017)
The details of the Plan and Non-Plan Budget allotted to the Ministry for the financial year
2016-17 is placed below:
Budget Allocation (2017-2018)

Budget Allocation(2018-2019)
Budget Allocation(2019-2020)
Gender Budget Statement

Budget Allocation- 2019-20

Budget Allocation (2020-2021)
 Objectives

The main objective of the NSDC is to upgrade skill to international standards through
significant industry involvement and develop necessary frameworks for standards, curriculum
and quality assurance. The National Skill Development Corporation India (NSDC) was setup
as a one of its kind, Public Private Partnership Company with the primary mandate of
catalyzing the skills landscape in India.

It has twin objectives- short term and long term.

1) Reviving different spheres of the economy in the short term.

2) Insulating India from any future global economic downturn, by making it robust in the long
run.

The Abhiyan seeks to build capacities across sectors and promote local products.

Further, it would focus on scaling up manufacturing, accelerating infrastructure development,

attracting investments and promoting a consumption-led growth.
Skill Development
Key Players
 Skill Development Key Players

National Council on Skill Development (NCSD)

NCSD is an apex institution for policy direction and review of the vocational education and
skill development initiatives in India. The council is entrusted with the responsibility of
developing the vision and laying down core strategies of this sector. The council is assisted by
the National Skill Development Coordination Board (NSDCB) and strives to consistently come
up with measures and changes to facilitate the growth of skill development in India.

National Skill Development Coordination Board (NSDCB)

The NSDCB is chaired by the Deputy Chairman of the Planning Commission. It is responsible
for coordinating skill development initiatives and actions both in the public and the private
sector. The council strives to consistently come up with measures and changes to facilitate the
growth of skill development in India. NSDCB is primarily responsible for ensuring smooth
coordination between DGE&T, NSDC and other administrative ministries engaged in the skill
development sector. At present, about 20 central government ministries playing a vital role in
the skill development sector in their respective fields. Some of these ministries have
independent training and skill development initiatives, while the others contribute through
funding the skill development initiatives in their field.

National Skill Development Corporation (NSDC)

NSDC is a not-for-profit organisation set up by the Ministry of Finance, under Section 25 of

the Indian Companies Act. It is a first of its kind Public Private Partnership (PPP) in India that
aims to foster skill development by facilitating the setting up of high quality, for-profit
vocational institutions with all the necessary facilities and equipment. The corporation provides
funding support to approved training centers who meet specific pre-defined criteria for creation
of necessary training infrastructure. Its mandate is also to enable support systems such as
quality assurance, information systems and ‘train the trainer’ academies either directly or
through partnerships. NSDC is also tasked with developing an enabling environment for skills
development, including promotion of Sector Skills Councils (SSCs) for key sectors of the
economy.
Pradhan Mantri Kaushal Vikas Yojana (PMKVY)

Centre's Pradhan Mantri Kaushal Vikas Yojana (PMKVY) was launched in 2015 with the aim
of providing skill training through short term training (STT) to 40 crore youth till 2022.

The Prime Minister had launched PMKVY on July 15, 2015, on the occasion of the first World
Youth Skills Day, under the NDA government's Skill India initiative.

He had set the target of providing skill training to 40 crore people by 2022 on the same
occasion.

Total number of candidates trained under PMKVY

According to figures provided by Ministry of Skill Development, which is the nodal ministry
for implementing the scheme, till January 19, 2021, around 1.07 crore candidates have been
trained across the country, Out of this, 46.27 lakh candidates have been given short term
training under the scheme.

How many candidates have got job placements?

The figures further elaborate that out of these 46 lakh trained youths, around 19 lakh have been
placed in diverse sectors.

While 46.27 lakh youth have been given short term training, the remaining 60.68 lakh
candidates have been given orientation, which means they have been given recognition for their
prior learning or training.

The tenure of this scheme, which is known as PMKVY 2.0, was for four years, i.e. between
2016-20.

New version of scheme

The NDA government has now approved PMKVY 3.0 (2020-21), which is a new and modified
version of PMKVY 2.0. It was approved and launched on January 15, 2021 and under this, the
Centre aims to train eight lakh people pan India during the year with an outlay of ₹ 948.90
crore.

The new version of the scheme will encourage and promote skill development throughout the
country under short term skilling space, official sources said.

The new scheme shall be upgraded, based on learning from the previous schemes with the basic
premise of creating a skilled and certified Indian workforce, which not only contributes towards
the growth of India but also drive India to become the global skill capital, top official sources
informed.
Director General of Training – Modular Employable Skills – DGT-MES

Government of India and the Ministry of Labor together have launched Modular Employable
Skills (MES) under Skill Development Initiative (SDI). Under this scheme, school dropouts
and existing workers, specially, in the unorganized sector are to be trained for employable
skills. The scheme has been in operation since 2007 and statistics show that a large number
of school dropouts do not have access to skill development for improving their employability
through various vocational training and apprenticeship programs.

The basic objective of the scheme is to provide vocational training to school dropouts, ITI
graduates, rural and unemployed youth to improve their employability. Also, priority is given
to those above the age of 14 years who have suffered in the form of child labour to enable them
to learn employable skills in order to get gainful employment.
Pradhan Mantri Kaushal Kendras (PMKK)
Under the “Skill India Mission”, Ministry of Skill Development and Entrepreneurship (MSDE)
has initiated the establishment of state of the art, visible, aspirational model training centres in
every district of India. These model training centres are referred to as “Pradhan Mantri Kaushal
Kendra” (PMKK).

PMKK are equipped to run industry-driven courses of high quality with focus on employability
and create an aspirational value for skill development training. PMKK envisions to transform
the short-term training ecosystem from a mandate driven delivery model to a sustainable
institutional model.

Investment support is provided for the establishment of PMKKs. NSDC provides the funding
support in form of secured loan up to a maximum of INR 70 lakhs per PMKK.

The financial assistance is provided towards capex support (shall not be utilized/provided for
creation of immovable property) which includes the following components

I. Training infrastructure including purchase of machinery & equipment

II. Training aid and other associated items
III. Internal renovation of the centre

Salient Features of a PMKK

• Centre Size: 3000 sq. ft. - 8000 sq. ft. built up area (depending on district population)
• Standardized external & internal branding and infrastructure requirements across all centres
• Courses based on district population catering to local youth aspirations
• Smart Classrooms, Audio-visual training aids, Biometric attendance
• Dedicated counselling, mobilization and placement cell
• Residential support as per PMKVY guidelines
• Mandatory training in the manufacturing trades, as per the PMKVY guidelines
Status Update (May 2020)

• 812 PMKKs have been allocated across 36 states/UTs; covering 707 districts and 540
Parliamentary Constituencies (PCs) of India
• Out of the 812 allocated PMKKs, 738 PMKKs are established
• Out of the 738 established PMKKs, 122 PMKKs (covering113 districts) are established in
the aspirational districts, 102 PMKKs (covering 89 districts) are established in LWE
districts, 22 PMKKs (covering 21 districts) are established in J&K districts and 67 PMKKs
(covering 67 districts) are established in the North-Eastern districts
• PMKKs have also been established under the Corporate category, Sector-specific (aviation,
agriculture and port & maritime, etc.), Special categories such as women, differently abled
persons (PwD).
• Further, work is under-progress to establish the remaining 74 PMKKs covering 58 districts
India’s Top 10 States in
Vocational Education &
NOTE: Low Performing
States (Top 10)
 Maharashtra

Jharkhand
Tamil Nadu

Gujarat Uttar Pradesh

TOP 10
STATES
NAME

Madhya Pradesh Andhra Pradesh

Karnataka Uttarakhand

West Bengal
 India’s Top 10 States in Vocational Education

MAHARASHTRA:

The Gross State Domestic Product (GSDP) of the state of Maharashtra for 2020-21, at current
prices is estimated to be around Rs 32,24,013 crore. This is a steady 12% increase from the
revised estimate recorded during 2019-20. In the year 2015, the government formed the
Department of Skill Development and Entrepreneurship to facilitate the vocational training and
livelihood promotion activities within the state. As a top destination for work in the formal and
informal sector of the economy, Maharashtra stands out as a highly employable talent supply.
The Pramod Mahajan Kaushalya and Uddyojakta are examples of other initiatives taken by the
state to promote sustainable employment and employability. The Vikas Abhiyaan (PMKUVA)
is a flagship program of the state that offers free skill training to youth through Industrial
Training Institutes (ITIs) and on boarded private vocational training organizations. In terms of
the number of students trained in vocational courses (150000+), Maharashtra is the leading
state. Sources verify that over 50% of the beneficiaries of PMKUVA are women. An amount
of Rs. 85,77,62,615 each for the year 2016-2020 was approved by MSDE towards the
implementation of PMKVY (2016-2020). However, in comparison to the massive funding,
only 7,30,522 candidates have been offered jobs through the programme. Nevertheless,
Maharashtra remains the top state to work, considering employment opportunities and qualified
labor.
TAMIL NADU :

The Government of Tamil Nadu has created the Tamil Nadu Skill Development Corporation
(TNSDC), a nodal agency to establish the skills development initiatives in the state. Under this,
227,106 youth have been trained in the last 5 years until 2019. Owing to the global pandemic,
the attendance in various skill programs had dropped during 2020. However, the Tamil Nadu
government has spearheaded numerous other initiatives to upskill the workforce and meet
demands of rapidly growing Chennai and Coimbatore cities. The Government of India started
ICT Academy of Tamil Nadu (ICTACT) in 2009 under the PPP model to bridge the industry-
academia skill gap.

In addition to the state government efforts, the Government of India has sanctioned an amount
of Rs. 68,86,21,441 for 14 sectors each, for 2019-20 towards the implementation of activities
associated with PMKVY (2016-20). Out of 1,56,168 candidates trained under PMKVY 2016-
2020 scheme, 55% of the short term trainees got employment from 450+ training centers. The
skilling campaigns by Tamil Nadu has uplifted it’s position as one of the most employable
states in India.

UTTAR PRADESH :

Gross State Domestic Product (GSDP) of the state of Uttar Pradesh is expected to grow at
around 6.78% between 2016-17 and 2020-21 reaching Rs. 17.91 trillion that is US$ 254.12
billion. Uttar Pradesh has contributed with over 8% to India’s GDP during the global pandemic,
It has large base of skilled laborers and has emerged as a key hub for IT and ITeS industries
including software, business process outsourcing (BPO) and electronics. The UPSDM
programme was implemented by the government in 2013, to provide training for the youth in
electrical, healthcare, construction and wellness industries. To further strengthen the skills
ecosystem, the UP government opened two new Skill Centres of Excellence in UP, tackling
the requirements for plumbing and other services. India Institute of Skills in Kanpur,
collaborated with the Institute of Technical Education, Singapore offering a venue for technical
education in the state.

As per the skills development requisites of UP, an amount of Rs.52.26 crores was sanctioned
by the Government of India for year 2017-18 towards implementation of components of
PMKVY (2016-20). The MSDE further approved an amount of Rs.208.04 crores for the period
of 2016-20, to be sanctioned equally over a 4 years period. This has resulted in successfully
placing 10,65,458 trainees into respective job roles. Yet, the ratio to funds allocated is not very
encouraging, considering UP was sanctioned the largest amount for skill development by the
GOI. Only a meagre 24% candidates trained under short term training and 42% of candidates
trained under special projects got employment from 660+ training centers.
 Benificiaries by NSDC

339894

1174395
930132

Enrolled Trained Placed

ANDHRA PRADESH :

Andhra Pradesh has been developing its social, industrial and physical infrastructure over the
past 5 years. Becoming the first state to reserve 75% of jobs in industrial units and factories for
the local youth has set a benchmark to follow. By contributing 9.73 lakh crore, that is US$140
billion in 2020, the economy is estimated to grow at 12.73% at current prices. Ranked as
number 1 in India for ease of doing business rankings, Andhra Pradesh also spearheaded
numerous skill development programs during 2020. The Andhra Pradesh State Skill
Development Corporation (APSSDC) was founded in 2014 with a vision to upskill the
workforce and increase employability. The skill development in Andhra Pradesh is also
focused on promoting entrepreneurship and industrial growth within the state. Since it’s
bifurcation into Telangana and Andhra in 2014, Andhra Pradesh has significantly reformed the
skilling landscape to urge local businesses and promote employability through employment
opportunities. In line with the PMKVY (2016-2020) skilling mission, an amount of Rs.
35,52,79,392 for 2018-19 and 2019-20, was approved by the MSDE. It is estimated that 60%
of trained candidates were placed fromshort term training programs, while 40% of the special
projectsgained jobs.

Benificiaries by NSDC
73969
9594

237385

326435
1145968

Enrolled Trained Assessed Certified Placed

UTTARAKHAND :

Uttarakhand Skill Development Mission (UKSDM) has been providing free skill development
training to youth over all 13 districts urban and rural sectors of state. In order to address the
challenges of unemployment and ensuring gainful and sustainable employment to the youth of
the state, Hon'ble Chief Minister created Uttarakhand Skill Development Mission UKSDM in
February 2013. The state plan to train 6.5 lac youth and provide employment.

Mission
"Empower all individuals through improved skills, knowledge, and nationally and
internationally recognised qualifications to gain access to decent work and gainful
employment, and ensure the state’s competitiveness in the global market. SDEL aims to create
opportunities for learning throughout the trainees’ life, with respect to his/her individuality."

Vision
"Promoting comprehensive development prosess by skilling youth of the State with high
standards and free access irrespective of gender,cast, creed and disabilities focusing on
enterpreneurship and to cater domestics as well as overseas market demand of mainpower in
deferent sectors and enable them to earn sustainable livelihoods"

In Uttarakhand, There are total 48389 Enrolled, 47935 Trained, 38582 Certified and
17514 Placed students.

Benificiaries by NSDC
10780

48389
33967

46759

Enrolled Trained Certified Placed

WEST BENGAL :

West Bengal has contributed 12.58% to India’s GDP consistently over the past 3 years. The
year of COVID-19 wasn’t far behind. The state recorded an estimated GDP of 12.54 lakh crore
that is, US$180 billion in the year 2020.

An abode of cultural significance, the West Bengal state established Paschim Banga Society
for Skill Development (PBSSD) with focus on a coordinated manner to provide vocational
training and education for skill development towards sustainable employment for its people.
The Utkarsh Bangla Scheme launched by West Bengal CM, is a flagship programme of the
state, which aims to train 6 lakh people every year. Considering the drastic changes in the
employability landscape of India during 2020, the scheme has allocated Rs. 1,106 crores to
technical education, training and skill development during the year 2020. The success of in-
house skill development initiatives in West Bengal has awarded the state with the skill award
– “Gold” as SKOCH AWARD on 25th February 2019. Furthermore, the Government of India,
MSDE approved an amount of Rs.38,04,64,812 for 2016-2020 towards implementation of the
PMKVY plan until 2020. About 50% got placements through the PMKVY for short term
training, while a meagre 13% acquired a job after the special projects training. A total of
2,96,092 trainees achieved job offers through the skill development programs in West Bengal.
Considering the employability index, West Begnal is among the top 10 states with access to
english as a second language and comes second in the list for computer skills. West Bengal
also appeared among top 10 states for employable females that stood at 18.87%.

Benificiaries by NSDC

253778

370121

Enrolled Trained
KARNATAKA :

Karnataka has a robust economy that is flourishing with the urbanization through national and
international investments. At current prices, Gross State Domestic Product (GSDP) of
Karnataka is estimated at about Rs. 18.06 trillion which is US$ 258.37 billion expected in 2020-
2021. The state is expected to grow at a steady 8.2% in the coming year, with the chances of
surpassing that figure. The state is the IT hub of India and home to the fourth largest technology
cluster in the world. With 55% of the population in the working age group of 20 to 59 years,
Karnataka has an opportunity of achieving faster economic growth through favourable
demographic dividend, by promoting skill development of the working population in general
and youth in particular. The government of Karnataka has dedicated resources to specialized
skills development required to propel its economy. In the 2020 year budget allocation, under
the Chief Minister’s Kaushalya Karnataka Yojane (CMKKY), the government allocated Rs.
100 crores for CMKKY to impart industrial training to 80,000 new candidates, while Rs.40
crore has been set aside for upgrading the skills of 25,000 women workers belonging to
scheduled castes and scheduled tribe communities. Further, the Karnataka Government strives
to effectively implement schemes rolled out by the Government of India. One such flagship
program being the Pradhan Mantri Kaushal Vikas Yojana, PMKVY has sanctioned an amount
of Rs. 43,99,20,000 for the period of 2016-2020. The statistics of funds deployed vs the
outcome achieved has not been the best performance. In fact, 3,14,577 were trained and
oriented during this period, where the expectations were much higher for one of the fastest
growing state economies.The placement under special projects recorded the highest number of
placements, with 70% of trainees getting a job in the subsequent year, a figure estimated at
under 9,000 people.
MADHYA PRADESH :

Vocational education has a key role to play in the educational system of Madhya Pradesh,
which has a relatively low capacity in higher education. While significant drop out rates are
witnessed after school education across the state resulting in low enrollments in higher
education, districts of Jhabua, Alirajpur, Barwani, Sheopur have considerably high dropouts
even at school level. Intervention of vocational education to bridge the gaps in the educational
system (even within the schooling stage itself) and provide seamless options for students to
pursue vocational education has to consider these variations along with employment
opportunities while structuring specific programs.

Four Pillars of Skill Development in Madhya Pradesh:

Skilling Scheme in Madhya Pradesh under NSDC:

In Madhya Pradesh, There are total 847577 candidates registered, 126188 candidates
compeleted their training, and 16097 candidates ongoing training.
GUJARAT :

Gujarat is one of the leading industrialised states in all of India. At current prices, Gujarat’s
Gross State Domestic Product (GSDP) is estimated at a steady Rs.18.85 trillion, that is US$
269.70 billion during the period of 2020-21. This state’s GSDP is expected to grow at 12.87%
during the period from 2015-16 and 2020-21. As part of the skill development mission, the
state initiated the Gujarat Skills Development Mission (GSDM) that continues to perform with
social organizations and the government with the aim to make the workforce more employable.
As part of the mission, Gujarat government also spearheads various initiatives to furnish
employment opportunities in the state. For the year 2019-2020, funds worth 1573.12 crores
were released in alignment with the PMKVY. Under the DDU-GKY scheme, 4.39 lakh
candidates were trained during the 2018-19 and 2019-20, of which 84,156 people belong to
Scheduled Tribes. Under the PMKVY 2016-20, a reported number of 49.67 lakh candidates
were trained during the 2018-19 and 2019-20, of which 2.13 lakh candidates are from
Scheduled Tribes. The success rate of placements is not very encouraging considering the funds
allocated over the period of 5 years. This has resulted in placing 2,39,202 candidates with jobs
through the program, while the average of 1573 crores were allocated each year.
JHARKHAND :

Skill development stands as one of the key pillars of the growth and development of any
economy, and hence has emerged as one of the key focus areas of the both Central and State
government. The Government of Jharkhand in line with the national focus towards skilling
including the “Skill India” and “Make in India” missions, have taken various significant
initiatives for accelerating and enhancing the quality of skilling and vocational education in the
state.

Jharkhand with roughly 60% of its population below 30 years of age, aims to leverage its
demographic dividend and has undertaken a target to skill-train 20 lakh youths over the next
five years. To achieve this vision and strengthen the overall skill eco-system, it has also
constituted Jharkhand Skill Development Mission under the chairmanship of the Hon’ble Chief
Minister, Shri Raghubar Das to emerge as a nodal agency for all the skill development activities
in the State.

Some of the schemes/initiatives relating to skill development which intend to reduce

unemployment and poverty:

• Prime Minister Stand-up India Scheme

• Prime Minister MUDRA (Micro Units) Development and Refinance Agency Ltd.) Scheme
• Model Career Centre
• Craftsman Training Scheme
• Skill Development Mission
• Skill Development Initiative Scheme
• Skill Development Program for the Naxal affected area

How many candidates are Enrolled, Trained, Assessed, Certified & Placed under Jharkhand
Skill Development Mission are given below:
 Benificiaries by NSDC
44895

69346 143343

73021
125083

Enrolled Trained Assessed Certified Placed

State-wise analysis

This section analyzes training outcomes (trained and placed) and other indicators (dropout,
failure and NAA rates) state wise. The state-wise analysis looks at variation in training
outcomes by

1. Gender, age group, education

2. Top states (in terms of total training)

3. States with placement rate above and below the national level

4. Comparative analysis of low performing states (in terms of placement rate) with overall and
top ten states and distribution of training outcomes of these states by gender and age group

Top 15 states accounts for 85.5% of the training and 86.3% of the total
certification
UP, Bihar, Delhi, Maharashtra, Odisha and Karnataka show placement rates that are lower
than the overall level (45.6%)

7 states (MP, Rajasthan, Haryana, Punjab, Tamil Nadu, Telangana and Andhra Pradesh) have
higher share of certification (and placement than training. These 7 states also have higher
placement rate than overall placement rate. This suggests that certification matters.

20 smaller states / UTs (w.r.t. training numbers) account for 14.5% of the
training and 13.7% of the total certification

Among the remaining 20 states / UTs, only 4 (Puducherry, Dam and Diu, Goa and Dadra and
Nagar Haveli) show a placement rate that is higher than the overall rate of 45.6%

Highest dropout rate is observed in Delhi (2.9%), failure rate in

Maharashtra (12.8%) and NAA rate in West Bengal (6.8%) and Delhi
(6.8%)
Among the top 15 states, only 5 states (Tamil Nadu, Punjab, Delhi,
Telangana and J&K) have trained more than 50% female candidates

Among the top 15 states, those with the lowest share of female candidates are – Bihar-
37%,Rajasthan- 42.8%, UP- 43%, WB- 46.2% and Maharashtra – 46%
Odisha (6.5%), Bihar (5.5%) have the highest share of 14-18 years old
candidates; Bihar (74.5%), UP (70.1%) have the highest share of 19-25 years
old candidates

80% candidates trained in Bihar, which has a low placement rate of 42.4%, are from the age
group of 14-25 years

30+ age group share is relatively high in female dominated states like Tamil Nadu (33.1%),
Punjab (15.7%), Delhi ( 14.2%)

West Bengal, Telangana and Tamil Nadu have the highest share of
graduates and above education category

Among the top 15 states, highest school-educated and lowest graduate and above candidates
are in Haryana

Karnataka has the highest, more than double of second highest state,
Diploma/ITI/Polytechnic/Others category
Placement Rate – States with Placement Rate above 45.6% (overall)
Placement Rate – States with Placement Rate below 45.6% (overall)

Only in 2 (Karnataka and Chhattisgarh) out of 9 low performing states,

female placement rate is lower than male
States like Assam, Chhattisgarh, Jharkhand, and Himachal Pradesh have a higher share of
females. However, placement rates are low in these states for both males and females. Reason
might be relatively lower labour demand in the state (as per an NSDC study done in February
2020).

Low performing nine states, with the lowest placement rates and with state’s share in training
>1% , are considered above

Top 10 states / UTs , w.r.t. placement rate, are – Tamil Nadu, Telangana, Andhra Pradesh,
Puducherry, Haryana, Rajasthan, Punjab, West Bengal, Jammu and Kashmir, Madhya Pradesh.

Except Assam, Kerala, and Himachal Pradesh, the other 6 low performing
states have a high share of young candidates

Low performing nine states, with the lowest placement rates and with state’s share in training
>1% , are considered above

Top 10 states / UTs , w.r.t. placement rate, are – Tamil Nadu, Telangana, Andhra Pradesh,
Puducherry, Haryana, Rajasthan, Punjab, West Bengal, Jammu and Kashmir, Madhya Pradesh
Bihar sees low placement rate (30%) among 14-18 years old candidates, but
similar rates in other groups. In Assam, both young and old age groups show
low placement rates

Majority of trainings in Bihar, Chhattisgarh, Karnataka, Kerala, Himachal

Pradesh and Maharashtra were in low performing sectors*, which may have
been a factor in pulling down overall state performance
Top 10 Courses, Top
10 Courses for Female
 Top 10 Courses, Top 10 Courses For Female

Top 10 Courses under NSDC

1. Agriculture
2. Automotive
3. Beauty and wellness
4. Banking, Finance services, Stocks and Insurance
5. Capital goods
6. Construction
7. Domestic worker
8. Electronics & Hardware
9. Food Processing
10.Healthcare
1. Agriculture:

Agriculture Skill Council of India (ASCI) is a Section 8 Not for profit concern working under the aegis
of Ministry of Skill Development & Entrepreneurship (MSDE). ASCI works towards capacity building
by bridging gaps and upgrading skills of farmers, wage workers, self-employed & extension workers
engaged in organized / unorganized segments of Agriculture & Allied Sectors.

ASCI is contributing to nation building through Skill Development in Agriculture especially at the times
when country's agriculture is experiencing stagnant growth, exodus of quality manpower to other
sectors, changing climate with increased variability in production parameters and transformations in
international agriculture markets that are especially too much subsidized challenging the
competitiveness of Indian Agriculture.

ASCI has taken upon itself the responsibility of transforming Indian Agriculture through developing
the skills of country's manpower in emerging areas of agriculture. With the development of 182
Qualification Packs, ASCI has covered

2. Automotive:

The automotive industry in India is undergoing a transformation because of its sustained

growth and profitability. Indian Automotive industry currently accounts for 7.1% of GDP and
49% of manufacturing output, generating 32 million direct or indirect employment. Based on
the Automotive Mission Plan 2019-2026, which is a collective vision of the Government of
India and the Indian Automotive Industry, the sector is expected to employ 36 million people
by 2026. The Automotive Industry is known to be highly dynamic with ceaseless innovations
pouring in from all over the world, changing the face of the industry as we know it.

To cope up with such a transformation, constant skilling, re-skilling and up-skilling of the
existing and future workforce is extremely important. The new jobs, however, are likely to
move away from traditional manufacturing and instead be added in the areas of IoT,
mechatronics, robotics, 3D printing, AI, machine and deep learning, analytics, virtual
collaboration, automotive design, and computational thinking.
3. Beauty and wellness:

Beauty & Wellness Sector Skill Council (B&WSSC) is not for profit organization promoted
by CII with financial support from NSDC, under the aegis of Ministry of Skill Development
and Entrepreneurship.

The aim is to establish an effective and efficient eco-system for development and imparting of
skills in Beauty and Wellness industry including content & curriculum, courses, information
databases, delivery systems, standardization of the accreditation and certification process to
enhance employability of the Indian workforce globally.

Council is chaired by Dr. Blossom Kochhar along with industry icons like Ms. Gurpreet Seble
as the Council Members. Since inception, it has grown exponentially making its presence in 29
States & 7 UTs, for training and certifying over 7 lakhs youth by helping them employable
/self-employable, with a certificate in Beauty and Wellness, recognised by the Government of
India.

4. Banking, Finance services, Stocks and Insurance:

The BFSI Sector Skill Council of India is set up to bring leading organizations of the BFSI
industry together to create strategies and operational plans that will create standardized skill
requirements for the various job roles in the industry. The skill council will also accredit well
equipped service providers who will partner to disseminate the training. The skill council is
seen by its stakeholders and partners as a nation-building activity with far reaching implications
for social development and empowerment through financial inclusion. Great care is being taken
to appropriately address the needs of the various industry verticals as well as the geographical
regions of the country.
The Prime Minister’s Office has issued a mandate that by the year 2022, India should have 500
million skilled employees across various sectors. The Ministry of Finance has been charged
with overseeing this mandate and has established the National Skill Development Corporation
(NSDC) for this purpose. NSDC has been working with leading organizations and associations
from several sectors on setting up Sector Skill Councils to address the need for skill
development.

The projected manpower requirement of the BFSI labor force by 2022 is 8.5 million - which is
an increase of about 4 - 4.5 million from where we stand today. Many leaders in the industry
agree that skill development is an issue that needs attention as we seek to grow as an industry
and forge ahead as critical part of the Indian economy. We are confident that with the support
of the industry and other service providers, we can collaborate successfully for this nation-
building endeavor and create significant progress in the area of skill development.

5. Capital goods:

Capital Goods Sector Skill Council (CGSC) is a non-profit organization funded by NSDC and
promoted by Government of India and FICCI. The objective of CGSC is to bridge the gap
between skilled labor force & manpower requirement in the Capital Goods Industry. Capital
Goods Sector Skill Council covers total six sub-sectors viz. Machine Tools, Power &
Electricals, Process Plant Machinery, Textile Machinery, Plastic, Paper & Rubber Machinery
and Light Engineering Goods.

• Total Training Centres Affiliated: 275

• Centre that actively participate: 215
• Trainers Trained: 194
• Assessors Trained: 109
• Trainees trained: 15407
• A total of 17473 trainees were trained which included trainees from State engagements
with UP and Kerala, engagement with UGC community colleges and Ministry of Rural
Development (DDU-GKY programme).
6. Construction:

Construction Skill Development Council of India is promoted by Construction Federation of

India (CFI), Builders’ Association of India (BAI), National Highways Builders Federation
(NHBF) and Confederation of Real Estate Developers Association of India (CREDAI). Mr.
Ajit Gulabchand is the Chairman of the Governing Council of CSDCI having 7 Directors from
construction sector. Ms. Jancy Mathew is the Officiating CEO of CSDCI.

7. Domestic Worker

The occupational standards drafted by Domestic Workers Sector Skill Council have been
approved by the Qualification Review Committee (QRC). These occupational standards are
currently under Industry Validation. These have been uploaded for public to share comments
or observations with the concerned Sector Skill Council or NSDC. These standards may be
used by any training organization to build curriculum and use them for training purposes on
the condition that when the industry validation is completed by the Sector Skill Council, if
required, they will do the necessary changes in the curriculum.

8. Electronics and Hardware:

Electronics Sector Skills Council of India (ESSCI) is a Not‐for‐Profit Organization, registered

under the Indian Companies Act, 1956.The Council has been promoted by Five Associations
i.e. CEAMA, ELCINA, IESA (formerly ISA) , IPCA & MAIT, with financial support by
National Skill Development Corporation (NSDC). Our focus is on establishing an effective and
efficient ecosystem for development and imparting of outcome oriented skills for the
electronics systems, design and manufacturing industry (ESDM) including relevant
curriculum, courses, information database, delivery system, standardization, accreditation and
certification processes to enhance the employability of the Indian workforce globally.
9. Food Processing:

Food Industry Capacity & Skill Initiative (FICSI)—widely known as Food Processing Sector
Skill Council—is a Not-for-Profit Organization, registered under the Societies Registration
Act, 1860 and working under the aegis of Ministry of Skill Development and Entrepreneurship.

The organization is Promoted by the Federation of Indian Chambers of Commerce and Industry
(FICCI) with financial support by National Skill Development Corporation (NSDC). FICSI has
been granted the status of Awarding Body by NCVET. FICSI has been set up as an autonomous
industry-led body by NSDC. It creates Occupational Standards and Qualification Packs,
Develops Training Materials and Tools, Conducts Train the Trainer Programs, Conducts Skill
Gap Studies and Assess and Certify trainees on the curriculum aligned to National Skills
Qualification Framework (NSQF).As a skill council we accredit potential training providers
having training infrastructure as per our guidelines for dissemination of training on our
Qualification Packs. We are engaged in various skill development initiatives of central/state
Government & Ministers such as PMKVY, GKRA, DDUGKY, ASAP, NULM, PMFME,
B.Voc either as a project implementation agency or as an assessment agency.

10. Health care:

The Healthcare Sector Skill Council (HSSC) is a Not-for-Profit Organization, registered under
the Societies Registration Act, 1860. The Council has been promoted by Confederation of
Indian Industry (CII) and leading Healthcare Industry Members representing both public and
private sector, financially supported by NSDC. The key objective of the Council is to create a
robust and vibrant eco-system for quality education and skill development in paramedics and
allied healthcare space in the country. In addition, the Healthcare Sector Skill Council serves
as a single source of information on healthcare sector with specific reference to Skill and
Human Resource Development in India.
The Council is aimed to develop National Occupational Standards & Qualification Packs for
various job-roles in paramedics and allied healthcare, Identify skill-gaps, Design Courses and
Training Content, Set Standards, Put-in place an Assessment & Certification Mechanism,
Accredit Training Institutes, Provide Placement Support and Help Institutes Build & Upgrade
their Capacity through train-the-trainer program.

As per the United Nations Development Programme (UNDP) Global Human Development
Report (HDR) 2007, in spite of the absolute value of the Human Development Index (HDI) for
India improving from 0.577 in 2000 to 0.611 in 2004 and further to 0.619 in 2005, the relative
ranking of India has not changed much. India ranks at 128 among the countries with medium
human development out of 177 countries of the world as against 126 in the previous year. India
ranks 4th in the pharmaceutical sector by volume and 8th in terms of its value. However we
are yet to achieve a lot in terms of our health indices. Expenditure on social sectors as a
proportion of total expenditure, after decreasing from 20.4% in 2002-03 to 19.5% in 2003-04,
increased steadily to 22.3% in 2006-07 and 22.5% in 2007- 2082.

Skill India mission empowers women with 10 initiatives courses in skill

development and entrepreneurship:
Ministry of Skill Development and Entrepreneurship (MSDE) have been implementing several
initiatives to achieve women empowerment through skill development. To increase the women
participation in workforce, Skill India Mission aims to empower women with 10 initiatives
courses in skill development and entrepreneurship

Following initiatives are launched to facilitate skill development among women and spur
entrepreneurship

1. Long Term Skill Development Training via Industrial Training Institutes (ITIs)

Through a wide network of 15,042 ITIs, spanning the country, over 22.82 lakh candidates have
been enrolled (in the trades of one year and two-year duration) and special focus is laid on
enrolment of women. There is nearly 97% increase in admissions in 2018 as compared to 2014
to reach 173,105 women trainees from 87,799.

18 National Skill Training Institutes (for Women) are imparting skill training exclusively for
women. Further, exclusive batches to provide basic/ theoretical training to women have been
started under National Apprenticeship Promotion Scheme (NAPS) in all Centrally Funded
Institutes (CFIs). The NSTIs (W) organize NCVT approved skill training programmes under
Craftsmen Training Scheme (CTS) and Craft Instructors’ Training Scheme (CITS) in several
areas such as Office Management, Electronics, Fashion Design & Technology, Computer
Aided Embroidery & Designing etc. We are also seeing active participation from women in
new age job roles aligned to Industry 4.0 like those in Artificial Intelligence, 3D printing, Data
Analytics etc. and also across in skills like welding, automobile mechanics etc.
2. Short Term Skill Development Training

The flagship program of the Ministry, Pradhan Mantri Kaushal Vikas Yojan strives to promote
increased participation of women in the workforce through appropriate skilling and gender
mainstreaming of skills. Close to 50% of the candidates enrolled and trained under PMKVY
are women; out of the total 56 lakh candidates who have benefited from the scheme. The efforts
are made to continually revise job roles taking into account market demand and are cognizant
of industry requirements for female professionals. Programs under the Skill India Mission are
designed to not only train women in relevant skills that are sought by employers, they are also
sensitive to their needs by providing safe transport, flexible schedules and childcare support

While women dominate sectors such as Apparel, Beauty & Wellness and Healthcare, there is
significant presence in non-traditional roles such as those in Electronics and Hardware, with a
large number of female enrolments (1.03 lakh) under the Field Technician – Computing and
Peripherals job role in this sector.

Skill India has partnered with Government Initiatives like Ayushman Bharat, Swachh Bharat
Mission, Smart City Mission etc. to align skill development efforts to these national missions
by ensuring a steady flow of skilled workforce. These programs are also generating lakhs of
jobs, particularly for women by creation of job roles like caregiver, midwives, nurses, diabetes
educators etc.

3. Recognition of Prior Learning (RPL)

Under the Recognition of Prior Learning (RPL) more than 4 lakh women candidates have been
oriented in different skill areas, recognizing their existing skills through a formal certificate
and giving them a means to earn better livelihood.

4. Apprenticeship Training

The comprehensive reforms that have been made to the Apprenticeship Act 1961 has opened
up opportunities for apprentices in the service sector. Skill India through NSDC, is conducting
focused pilot program with UNDP and Society of Development Alternatives (DA), to benefit
more than 50,000 women in 7 states/UTs over a duration of 15 months.

To further promote Apprenticeship training, Directorate General of Training, a wing under

MSDE, is undertaking gender study to determine constraints for women in participating in ITI
and Apprenticeship training and their transition into the labor market.

5. Policy Interventions

The National Skill Development and Policy focuses on inclusive skill development with the
objective of increased women participation for better economic productivity. To achieve this,
emphasis has been laid on creating additional infrastructure both for training and
apprenticeship for women; flexible training delivery mechanisms such mobile training units,
flexible afternoon batches along with on local need-based training to accommodate women;
and ensuring safe and gender sensitive training environment, employment of women trainers,
equity in remuneration, and complaint redressal mechanism. The skill gap reports have also
identified sectors which are likely to have a higher percentage of women in the workforce.

Besides these, the Common Norms approved by Ministry for various skill development
programs provide special support for women candidates such as provision of boarding and
lodging facilities; reimbursement of transportation cost for non-residential training programs
and post placement stipends to enable new trainees to settle.

6. Special Women-Centric Projects

NSDC, through its training partners such as Mann Deshi Foundation, Shri Mahila Sewa Sahkari
Bank Limited and Sri Sarada Math RasikBhita are working exclusively on skill development
of women, especially in rural areas. The training constitutes imparting digital, accounting and
entrepreneurial skills so as to facilitate the possibility of setting up their own business. NSDC
in collaboration with the Ministry of Drinking Water and Sanitation is also driving skill
development of workers for Swachh Bharat Mission and has roles such as mason training for
twin pit toilets and gobar gas (bio fuel), which has seen encouraging participation from women.
7. Partnerships with Private & Non-Government Organizations to boost skill
development

Some of the collaborative efforts with private players include organizations such as Airbnb to
support homestay services by providing training in hospitality and tourism sectors. Under a
PMKVY project, Amrita Vishwa Vidyapeetham is targeting remote villages to foster women
empowerment through skill development and creation of occupational opportunities. The
project is focused towards vulnerable and marginalized groups and tribal population. With over
50% participation from women, the project has been implemented in in Chhattisgarh, Odisha,
Jharkhand, Kerala and Tamil Nadu.Partnership with Humara Bachpan Trust in Odisha aims to
give employment & entrepreneurship opportunities to about 1500 women belonging to the
economically disadvantaged sections. Partnership with Industree Crafts Foundation, a
formation of producer group companies is helping in training and supporting women targeted
to benefit 1500 women in Karnataka. Partnership with Youthnet Home Stay Project in North
East (Nagaland and Arunachal Pradesh) is improving the quality of homestays and providing
a source of income to 200 residents

8. Projects in Pradhan Mantri Mahila Kaushal Kendra (PMMKK)

Recently, more than 6000 training targets have been allocated to train women in 4 PMMKKs.
The crèche facility is also available at these centers so as to facilitate the new mothers to take
up skill training. Trainings are being conducted for Self Employed Tailor, Beauty Therapist,
Customer Care Executive, Hair Stylist, Yoga Trainer etc
9. Future jobs and industry-oriented courses

Aligned to NSQF, there are nearly 450 job roles which are concentrated towards skill training
of women. Skill India is encouraging participation of women in new-age job roles aligned to
Industry 4.0 such as Artificial Intelligence, 3D printing, Data Analytics etc. and has witnessed
increased participation of women in hard skills like welding, automobile mechanics etc. Our
programs have sparked interest in young girls to train themselves in skills for job roles in
unconventional and new-age areas like CNC mechanics, artificial intelligence, cybersecurity,
that are in line with the future of jobs. For instance, In the past two years alone, as many as 892
females were trained as automation specialists while about 500 were trained as CNC Operators.
Skill India has also partnered with global industry leaders like SAP, Adobe, IBM to create skill
development programs aligned to the needs of Industry 4.0.

10. Entrepreneurial Initiatives

MSDE is committed to facilitate growth of women entrepreneurs in the country. NIESBUD

under the MSDE has designed Entrepreneurship Development Programs for the rural women
with the objective to inculcate entrepreneurial values, attitude and motivation among the Rural
women to take up challenges to set up an enterprise/Group Enterprises. The Livelihood
Business Incubation (LB I) approach is also used to promote woman entrepreneurs by the
Institute.

Through National Entrepreneurship Awards, we recognized entrepreneurial journeys of

women over and above the three awards specially targeted at them. Out of 33 companies which
received awards, 12 were solely owned by women and in another two a woman was a co-
founder.

Linkage of Skill India and Mudra Yojana has been achieved. Since, women comprise about
78% of the beneficiaries of Mudra Yojana, this linkage will further give boost to aspiring
women entrepreneurs.
 Status of Female
Enrollment in
Vocational Education
 Status of Female Enrollment in Vocational Education

Vocational Training Programme for Women

Women Training under Ministry of Skill Development & Entrepreneurship takes care of
providing skill training to women in the country which aims at stimulating employment
opportunities among women of various socio-economic levels and different age groups.

Women’s Vocational Training Programme (WVTP) was designed and launched in 1977 to
mainstream women into economic activities. This project on women’s vocational training was
formulated with the assistance of Swedish International Development Authority (SIDA) and
the International Labour Organization (ILO) in March, 1977. Under this project, vocational
trades were identified that were particularly suitable for women and their implementation
planned.

Women’s Vocational Training Programme promotes Vocational Training for women for wage-
employment in industry, as instructors and also promotes their self-employment.

The Program offers:

1. Industrial skill training under Craftsmen Training Scheme (CTS)

2. Instructor skill training under Craft Instructors Training Scheme (CITS)
3. Demand-driven Short-term courses
4. Special programs for training the Instructors of ITIs
5. Tailor-made courses as per industry’s demand

National Skill Training Institutes(erstwhile National/Regional Vocational Training

Institutes) for Women under Women Training, DGT

The vocational training to women, Directorate General of Training, Ministry of Skill

Development & Entrepreneurship was implemented through a network of 11 institutes – One
National Vocational Training Institute (NVTI) at Noida (1977) and ten Regional Vocational
Training Institutes (RVTIs) at Mumbai (1977), Bengaluru (1977), Thiruvananthapuram (1983),
Kolkata (1986), Tura (1986), Panipat (1986), Allahabad (1991), Indore (1992), Vadodara
(1993), and Jaipur (1994). The Names of these women Institutes have been changed as “
National Skill Training Institutes for Women” (NSTIs for Women). These are functioning
directly under the control of Central Government. The Skill Training is provided through CTS
(Craftsmen Training Scheme) and CITS (Craftsmen Instructor Training Scheme) courses under
Vocational Training Programmes.

The NSTIs(W) (erstwhile NVTI/RVTIs) organize NCVT approved skill training programmes
under Craftsmen Training Scheme (CTS) and Craft Instructors’ Training Scheme (CITS) in
areas such as Office Management, Electronics, Secretarial Practice, Architecture, Computer,
Dress Making, Cosmetology, Fruits and Vegetables Processing, Desk Top Publishing, Surface
Ornamentation Techniques, Fashion Design & Technology, Catering and Hospitality, Sewing
Technology, Travel & Tour, Computer Aided Embroidery & Designing, Food and Beverages
Service Assistant, Food Production (General), Draughtsman Civil and Interior Decoration &
Designing etc. besides Long Term training, Short Term training is also provided in the 18
NSTIs(W) in the above mentioned trades.

A total of 4445 regular seats (2731 CTS+1714 CITS) have been sanctioned in these NSTIs(W)
in 2019-20 in various training courses under CTS and CITS. These courses are of one to two
years duration and conducted on annual pattern.

Placement support is also provided to the passed out trainees by organizing on Campus
Interviews.

Support is also being extended to the trainees to facilitate them for Apprenticeship Training.

Off Campus Short Term training programmes are being conducted by the NSTIs(W).

All NSTIs(W) are registered as Basic Training Provider (BTP) to provide Basic Training for
Apprentices.

Setting Up Of New NSTIs (erstwhile RVTIs) for Women

To enhance the skill training facilities for women in India, in addition to the existing 11
institutes, eight new NSTIs(W) are being set up, one each in the states of Tamil Nadu, Punjab,
Himachal Pradesh, Tripura, Bihar, Goa, Telangana and Jammu & Kashmir.

Training in 8 new institutes viz NSTIs at Shimla, Mohali, Patna, Trichy, Agartala, Hyderabad,
Goa& UT of Jammu & Kashmir have been started from the temporary accommodation.
List of the Institutes under WT (Women Training) course details and trainees
trained
What Are the Various
Challenges and Gaps
in Vocational
Education
What Are the Various Challenges and Gaps in Vocational Education

Issues and Challenges

However, although a lot has been achieved in physical terms, a number of problems have been
witnessed at the field level. Through, the study of the prevalent vocational education system in
India the following problem areas have been identified:

• Irrelevance of courses leading to a mismatch between the labour market needs and the
training skills.
• Lack of focus on emerging areas of industrial development.
• Inadequate syllabi being followed in schools and use of obsolete equipments.
• Inadequate practical training skills acquired by the students which are not useful in
practical life.
• Lack of social acceptability,
• Lack of employment opportunities, and overall poor enrolment in vocational stream in
such schools.
• Lack of industrial Participation.
• Outdated training modules and inadequate courses.
• Unsuitable medium of instruction.
• Lack of Practicals knowledge.

Apart from that there is a lot of variation among the various programs in terms of duration,
target group, entry qualifications, testing and certification, curriculum, etc. which has resulted
in problems related to recognition of qualifications, equivalence and vertical mobility.

Challenges of skill gap

The evolution of talent acquisition is something that the leading institution and educational
bodies should take note. The focus has shifted to experiential knowledge as major organizations
are dawning to the importance of acquiring the brightest talent. A strong hike in market
profitability is linked to having the right kind talent to understand the pulse of the market and
channelize that insight into elevating organizational value in the right direction.

Despite this, the rise of the skill gap is alarming- desired skills are greatly lacking amongst
today’s youth. To cope up to the uncertainties of the market, one needs to have the ability to
think on his feet. A prepared individual can cope up with its variances and still emerge with
zeal to learn and contribute greatly to the growth of the market. Unfortunately, the sluggish
educational system, paired with the directionless intent of students, makes it difficult for this
gap to be bridged. The key here is to integrate vocational skilling, into the educational
framework, emboldening the learning experience of students. For a densely populated like
India, skilling is the golden wand that can elevate the living standards and transform the nation
into the leading skilling hub.

Estimation of Skill Gaps

The National Skill Development Corporation (NSDC) has commissioned skill gap analysis
reports, classified by economic sectors as well as by States. As on June 2013, skill gap reports
for a total of 21 sectors and 14 states have been released.

This study analyses the methodologies used to estimate the skill gaps in the NSDC reports in
order to determine the degree to which the findings of the two categories of studies – sectorwise
vis-à-vis state-wise – are comparable and compatible.

The first part of this study looks at the concept of skill gap from the theoretical point of view.
Subsequently, salient features of the sector-wise as well as state-wise skill gap analysis reports
of NSDC are discussed separately. Lastly, the results of the comparison between the skill gap
estimation methods across these two sets of reports are analysed.

Skill gap estimation - Approach

The phrase “skill gap” is used in the public arena with varying degrees of understanding of
what ‘gap’ in ‘skills’ of the labour force actually means. In simple terms, skill gap refers to a
mismatch between the demand and supply side of the labour market. A more granular approach
would address the skill gap as the difference in the skills needed for a job and those possessed
by a prospective worker. Thus, the calculation of skill gap can be done using two approaches
– (1) Using workforce/employer surveys to estimate skill gaps in the labour force and (2) Using
aggregate labour supply/demand indicators to compute skill gaps. A third approach is a hybrid
of the above two, using a mix of primary survey research coupled with labour supply/demand
indicators. Majority of public policy reports, including all NSDC skill gap reports, use this
hybrid approach, using level of education as a proxy for skill level.

The Sector-Wise Reports on ‘Study on Mapping of Human Resource Skill

Gaps’
As of June 2013, NSDC has released skill gap analysis reports for 19 priority sectors in addition
to two other reports for Sports and Infrastructure sectors. NSDC had commissioned ICRA
Management Consulting Services Ltd., AON Hewitt and Ernst & Young to carry out these
studies, with each sector being assigned to one of these agencies. The reports use the following
methodology:

• As per the Terms of Reference (TOR) of each report, the sector-wise reports were mandated
only to report the incremental human resource requirement for the period 2012-22 (using
2008 data as a baseline).
• In order to estimate the manpower demand, the following factors have been taken into
account – (i) key demand drivers and risk factors for each sector, (ii) industry trends (policy,
production, regulation, market), (iii) private consumption expenditure, (iv) value chain
analysis of sector to identify job opportunities & associated skills required and (v)
distribution of manpower requirements across job functions & across education levels.

A study of the 21 sector-wise skill gap reports brings out the following issue:
These studies have reported only the incremental human resource requirement and NOT
the skill gap in the respective sectors. There is no quantitative estimate of the incremental
skill supply from the different institutional training capacities (engineering colleges, ITIs/ITCs,
private vocational training providers) for each sector. While incremental human resource
requirement is a key indicator in itself, it doesn’t adequately capture the skill development
needs of a particular sector, where the skill gap would be the difference between the skilled
labour requirement & supply in the respective sector. While the reports provide information on
the qualitative skill gaps existing in the particular sector, they fall short in addressing the issue
of quantitative skill gaps.

The State-Wise NSDC Reports on ‘District-wise Skill Gap Analysis’

As of June 2013, NSDC has released skill gap analysis reports for 14 states. The studies
commissioned by NSDC were conducted by ICRA Management Consulting Services Ltd.,
Accenture Services Pvt. Ltd., Athena Infonomics India Pvt. Ltd, Ernst & Young and KPMG
Advisory Services Pvt. Ltd. for different geographies. The following are the salient features of
the skill gap estimation methodology used across these 14 state-wise reports:

• According to the reports, these studies have been carried using both primary and secondary
research. Primary research includes in-depth discussions, formal interviews, focus group
discussions (FGD) of relevant stakeholders, such as state government departments, district
 administration officials, skill training providers and skill training beneficiaries. Secondary
research includes data collected from various state/district administration agencies such as
Department of Economics & Statistics, or any study commissioned by funding agencies
etc.
• The incremental manpower demand for each sector is approximated using indicators such
as sector-wise past growth-rates, regional & national averages, upcoming investments,
employment trends, changing consumer preferences and government thrust policies, etc.
• The incremental manpower demand in each sector estimated as above is further segregated
into different types of skill levels (‘skilled’, ‘semi-skilled’ and ‘unskilled’) on the basis of
inputs obtained through primary research. This workforce composition is based on
matching skill levels with different levels of educational attainment.
• The incremental manpower supply at different skill levels is calculated as below:
o The total manpower supply in the state is estimated using future working population
estimates and projected labour utilisation rates of the states
o The skilled manpower supply (both ‘skilled’ and ‘semi-skilled’) is arrived at using
current educational infrastructure of colleges (in streams of engineering, arts or
sciences), polytechnics and ITIs/ITCs – successful candidates from certain courses have
been mapped as ‘skilled’, while from others mapped as ‘semi-skilled’ with little
standardization across states
o The ‘unskilled’ manpower supply is the balance of the total manpower supply minus
the skilled manpower supply
• The net skill gap for a time period has been calculated as the difference between the
incremental manpower requirement and the incremental manpower supply for the same
period. (A comparative analysis of the methodology for skill gap estimation across states
is shown in the Endnotes)

A comparative analysis of the different state-wise reports brings out the following key issues
with the estimation methodology:

1. The use of educational levels as a proxy for measuring skill does not give a correct picture
of the mismatch between the trained manpower requirement and supply. Educational
mismatches don’t necessarily imply mismatches between acquired and required skills,
which are the gist of skill gap estimation. Hence, such an indirect measure of manpower
availability doesn’t sufficiently relate to gaps in on-the-job skills. Additionally, using such
a measure shows 10 of the 14 states having a skill surplus, which is contrary to on-the-
ground reality about skilled manpower availability as per various industry groups. In
discussions during the preparation of this report, it was pointed out by NSDC that this was
the best option available at the time of commissioning of these studies, and suitable
modifications in the methodology would be made for future studies in case a better
alternative is identified.
2. While majority of the reports mention employability of the manpower supply as an
important factor, it hasn’t been factored in the incremental skill supply calculations. Given
the mismatch between the curriculums at higher education institutions and TVETcentres,
and the skill-sets required in industry, the methodology used in these reports merely
 represents the number of prospective workers and NOT skilled workers who are
employable, thus giving a skewed picture of the skill gap number. NSDC clarified that
employability has been taken into account for the description of qualitative skill gaps in the
states, even though quantitative numbers might not reflect it.
3. The break-up of skill gaps into different skill levels across states is not consistent, owing
to different definitions of skill levels used. For example, some states count graduates from
non-technical streams as ‘semi-skilled’ labour, while others include them in the ‘skilled’
category. The skill gap report of Odisha, in particular, uses a different breakdown of skill
levels where it doesn’t account for the unskilled workforce (upto primary school level
education), thus giving high skill deficit numbers. Owing to such inconsistencies in the
methodology, it appears difficult to benchmark the requirements amongst various states on
the basis of these reports.
4. Another important issue is the treatment of ITI graduates (that form part of the semiskilled
manpower supply estimation) and graduates from different colleges such as engineering,
arts, sciences etc. (which form part of the skilled manpower supply estimation) in the skill
gap analysis. While it is known that the majority of ITI pass-outs belong to only certain
trades such as electrician, fitter etc., this lump-sum of semi-skilled manpower supply has
been treated as an aggregate and not broken down into training capacities for different
sectors, thus painting an incorrect picture. Similarly, the supply of skilled graduates from
different higher educational institutions hasn’t been broken down into different streams,
which is also not a correct estimation of skilled manpower supply.

Thus, owing to the issues identified above, the depiction of the skill gaps in these state-wise
reports is not completely accurate, and this needs to be borne in mind when used for the
planning of interventions to address the skill gaps in the respective states.

NSDC Sector-wise reports vs. State-wise reports – A comparison

The sector-wise and state-wise skill gap analysis reports published by NSDC have the
following differences in their methodologies:

The state-wise reports give a quantitative estimation of skill gap as the difference between the
incremental skill demand and supply in the state. On the other hand, the sector-wise reports
project only the incremental manpower requirement and do not talk about skill gaps in the
respective sectors

The state-wise reports have estimated the incremental skill supply using education data as a
proxy for skill levels. On the other hand, the sector-wise reports have not quantitatively
accounted for the incremental manpower supply from various training capacities.

In an effort to understand the overall skill picture, an attempt was made to compare the situation
depicted by the two sets of reports. In doing so, an estimation of state-wise break-ups of the
incremental manpower requirement in the NSDC sector-wise reports was made by the Office
of Advisor to Prime Minister on PM’s National Council on Skill Development. It is important
to note that these are estimations derived from the NSDC reports, and are not numbers reported
in these reports. The assumptions made while deriving these numbers are listed. (See
Endnotesii for detailed analysis).

As per the analysis, there is a 33% difference between the estimates of the two sets of reports.
Although reasonable allowances can be given to the different points in time for the sector and
state level studies, a 33% disparity points to a considerable difference in the methodologies
used in the skill gap estimations between the sector-wise and state-wise reports.
Initiatives Taken by Govt.
toward Improvement of
Vocational Education: Any
Govt. Schemes or
Scholarship or Any Other
Development
Initiatives Taken by Govt. toward Improvement of Vocational Education: Any
Govt. Schemes or Scholarship or Any Other Development

Pradhan Mantri Kaushal Vikas Yojana 2016-2020

Ministry of Skill Development and Entrepreneurship through National Skill Development
Corporation has implemented Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 2015-16 with
a target to cover 24 lakh youth in the country. The scheme is implemented with the objective
to enable a large number of Indian youth to take up industry-relevant skill training that will
help them in securing a better livelihood. Individuals with prior learning experience or skills
were also assessed and certified under Recognition of Prior Learning (RPL) category.

During its pilot phase, PMKVY trained 19.85 lakh candidates in 375 job roles. Under PMKVY
2015-16, it was not mandatory for National Skill Development Corporation’s (NSDC’s)
training partners to report employment data. The employment data available reflects only a
fraction of the actual employment provided under the scheme. Out of the total trained
candidates, around 2.53 lakh candidates have been reported as placed. It was a reward based
scheme, which provided entire cost of training as reward to successful candidates.

Common Norms for uniformity and standardization of skill development ecosystem existing
in the country was notified on 15th July, 2015. Based on the learnings of PMKVY 2015-16
and aligning it with Common Norms, the scheme has been revamped and the Union Cabinet in
its meeting held on 13th July, 2016, has approved the new version with modification and
continuation of the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 2016-2020 as ‘Skill
Development Component’ of umbrella PMKVY to skill 1 crore people over four years (2016-
2020) with an outlay of Rs.12,000 crore.

PMKVY (2016-2020) is a grant-based scheme, providing free of cost skill development

training and skill certification in over 252 job roles to increase the employability of the youth.
The scheme was launched on 2nd October 2016 with the following objectives:

1. Provide fresh skill development training to school dropouts, college dropouts and
unemployed youth through short term courses
2. Recognise the skill available of the current work force through skill certification
3. Engage States in the implementation of the scheme leading to capacity development of the
states
4. Improved quality of training infrastructure along with alignment of training with the needs
of the industry
5. Encourage standardization in the certification process and initiate a process of creating a
registry of skills
PMKVY (2016-2020) has two components known as Centrally Sponsored Centrally Managed
(CSCM) and Centrally Sponsored State Managed (CSSM)

(i) Centrally Sponsored Centrally Managed (CSCM)

This component consists of 75% of the PMKVY (2016-2020) targets and is being implemented
centrally through National Skill Development Corporation (NSDC). It constitutes the
following

a. Short Term Training - Provision of200 to 500 hour long skill-oriented training, both core
and soft, at PMKVY affiliated and accredited training centres to school/college dropouts
or unemployed
b. Recognition of Prior Learning - Recognition of existing skills after a 12 to 80 hours
orientation cum bridge course by provision of PMKVY certificate to candidates
c. Special Projects - Provision of skill-oriented training, in special areas, employment
assurance or job roles with undefined Qualification Packs such as training in Jail, Juvenile
Centres or training with employment guarantee with textile associations, mortgage firms,
etc.

(ii) Centrally Sponsored State Managed (CSSM)

The CSSM component of PMKVY was launched with release of State engagement guidelines
on 9th November 2016. 25% of the funds of PMKVY (2016-2020) i.e. Rs. 3,050 Crore
(approx.) and a physical target of 20.18 lakh candidates shall be allocated to the States/UTs,
where the State Skill Development Missions are required to provide quality skill training
programmes to youth and ensure that they are gainfully employed post trainings. The role of
the States/UTs includes;

• The implementation of the scheme happens in the States and the involvement of the States
in scheme implementation support and monitoring is expected to significantly improve the
effectiveness and efficiencies of these initiatives
• The States are better placed to articulate the skilling needs for State specific economic
activities. Their involvement would enable taking up specific skill development training
that cater to the local demand and aspirations
• It would increase the capacity and capability of the existing nationwide skill development
system thus supporting equitable access for all
• It will support the training and capacity building initiatives for state specific traditional
skills.

Rozgar Mela

To give impetus to the employment initiatives in the country, National Skill Development
Corporation under the aegis of Ministry of Skill Development & Entrepreneurship, Govt. of
India has been organizing Rozgar Melas across the nation for providing suitable job
opportunities to the unemployed youth. The Rozgar Mela is a major initiative taken by the
Ministry to improve the placement rate of unemployed youth.
With initiatives like the Rozgar Melas, the Government is ensuring a parallel growth in the
private/ industrial sector. There is no end to the potential for industry to flourish across the
States with big corporates partnering the government and pledging to invest.

Rozgar Melas are a platform exclusively for the youth of the where Corporate India participates
extensively and extends opportunities of employment to the deserving candidates. The unique
format of the Rozgar Mela is providing the youth nationwide, the platform to learn about
employment and entrepreneurship opportunities by directly connecting them with the
corporates.

Pradhan Mantri Kaushal Kendra (PMKK)

Under Skill India Mission, Ministry of Skill Development and Entrepreneurship (MSDE) has
initiated the establishment of state-of-the-art, visible and aspirational model training centers in
every district of India, ensuring coverage of all the parliamentary constituencies. These model
training centers are referred to as “Pradhan Mantri Kaushal Kendra” (PMKK).

PMKK is MSDE’s initiative towards creation of standardized infrastructure for delivery of skill
development training which are equipped to run industry-driven courses of high quality with
focus on employability and create an aspirational value for skill development training. PMKK
envisions to transform the short-term training ecosystem from a mandate driven delivery model
to a sustainable institutional model.

The PMKK program provides financial support in form of a soft loan up to INR 70 lakhs to
create training infrastructure and complements the delivery of the Pradhan Mantri Kaushal
Vikas Yojana (PMKVY), the flagship skill development program of the Government at the
district level.

Salient features of PMKK

• At least 3000 sq. ft. - 8000 sq. ft. (depending on district population) in size
• Standard the external and internal branding and infrastructure requirements to ensure
quality
• Courses determined based on district population to cater to local youth aspirations
• Smart Classrooms, Audio-visual training aids, Biometric attendance
• Mandatory training in the manufacturing trades
• Mandatory industry seminars and guest lectures
• Dedicated counselling, mobilization and placement cell

Program Achievements (as on 25th January 2019)

• PMKK’s allocated by Ministry of Skill Development & Entrepreneurship are 738 in 718
districts across the country.
• 532 PMKKs have been allocated the targets in 38 States/UTs.
• A total of 100 PMKKs have been inaugurated by Local Members of Parliament, Members
of Legislative Assembly and other dignitaries in this financial year from the total 427
inaugurated PMKKs.

Capacity Building Scheme

Under Convergence policy of Ministry of Skill Development and Entrepreneurship (MSDE),

Ministry of DoNER has transferred the “Capacity Building” component of Capacity Building
and Technical Assistance (CB & TA) Scheme to MSDE for conducting Skill Development
Training for unemployed youths of NER. Now, Ministry of Skill Development and
Entrepreneurship is implementing Capacity Building. The scheme aims to provide employable
and entrepreneurial skills, competencies to facilitate employment for youths from the region.

The sectors covered under Capacity building scheme for MoNER are capital goods, green jobs,
handicraft, electronics, beauty & wellness, tourism & hospitality, chemicals & petrochemicals.
The candidates are placed in locations like Pune, Kolkata, Bangalore, Chandigarh, Gujarat,
Andaman's, Daman & Diu and within NE.

In the months of November and December, the following activities were done:

• Follow-up with TPs on placement proof and current enrolment status.

• Release of payment to 4 Training providers.
• Additional Target allocation of 510 to 4 Training Providers
• Impact assessment- Questionnaire for trainee, management, trainers and employers
prepared. Survey form finalized.
• Follow up with TPs on completion of enrolment and training as per timeline
• Monitoring visit to Training centres.
• Desktop verification of placement proof submitted by 5 TPs

Udaan
The Special lndustry Initiative (Sll) for J&K is funded by Ministry of Home Affairs and
implemented by National Skill Development Corporation (NSDC). The program is a part of
the overall initiative for addressing economic issues in J&K. Udaan program is a special
initiative to address the needs of the educated unemployed in J&K. Udaan program is focused
on youth of Jammu & Kashmir (J&K) who are graduate, post graduate and three-year diploma
engineers. The aim is to provide skills and job opportunities to the youth. Simultaneously, the
aim is also to provide exposure to corporate India towards the rich talent pool available in J&K.
The target was to reach out to 40,000 youth in J&K over a period of 6 years. The Udaan
programme is designed to encourage corporates to travel to J&K meet with the youth and hire
aspiring youth in J&K who wish to explore the opportunity to work with corporates. Udaan
provides a framework of support to the youth to travel, undergo training in firms and transit to
work.

Objectives of the Scheme

1. To provide exposure to the graduates and post graduates of Jammu and Kashmir to the best
of the Corporates India
2. To provide Corporate India with exposure to the rich talent pool available in the state

Scheme Achievements

As on 31st December 2018, 44,402 candidates have joined training. Of these, 38,863
candidates have completed training and 19,767 have been offered jobs across different sectors.
Over 100 corporates have been part of the program.

Leading corporates across different sectors like TCS, Apollo Medskills, KPMG, Yes Bank,
Frontline Business Solutions, Tata Motors, Future Learnings, Graziano, lL&FS, llSD,
Spectrum, MBD, Rooman, Vision India etc. have taken part in 204 Udaan Mega selection
drives. Udaan Mega Drives act as a platform where multiple corporates help mobilise youth of
J&K for Udaan training program that are organize across the state in different districts.

School Initiatives and Higher Education

In the school education space, NSDC expanded its footprint to 2 new states of Andhra Pradesh
and Tamil Nadu, taking the total count of states and UTs engaged to 28 with a total of 9182
schools. NSDC has worked with MHRD to restructure the implementation model of skill
development trainings in schools from 4-year (1 entry at 9th class and 1 exit at 12th class) to
2-year model (entry at 9th and exit at 10th; again entry 11th and exit at 12th class). 73 Job roles
(pegged at NSQF Level 2 to 4) were identified across 21 Sectors will be offered in schools.
NSDC also roped-in Delhi Public School to initiate implementation of Skill Development
courses. NSDC partnered with Kunskapsskolan (Swedish multinational school education
organization) and Manav Rachna International University – unique model of imparting
education & learning in India. NSDC ran a pilot project in 100 schools of Haryana in 3 Sectors
- Beauty & Wellness, IT-ITeS & Retail. Model IT Labs have been developed in 5 schools
across 5 districts in Haryana. We have facilitated placements of students, successfully
completed training, through ‘Job Melas’, organized along with Education Departments across
5 States viz. Punjab, Chhattisgarh, Rajasthan, Haryana and West Bengal.

In the higher education space, NSDC is working with All India Council for Technical
Education (AICTE) for facilitation of its flagship initiative of PMKVY-TI (Pradhan Mantri
Kaushal Vikas Yojana – Technical Institute). Post, completion of 28,204 training SSC-Job
Roles in the first phase; in 2018-19, the second phase of this scheme has experienced an
ambitious 171,879 training targets allocation across 1,577 Colleges, based on proposals
received by AICTE from several Colleges. NSDC has initiated to work with Department of
Higher Education, MHRD-GoI in developing an Apprenticeship model for regular general
graduates / undergraduates. Apprenticeship opportunity will be provided for exiting graduates
in select job roles from May 2019 onwards. To begin with only 9 sectors and approx. 100 job
roles have been shortlisted for the phase 1 implementation. This will increase the employability
of the general graduates considerably as the student will be having professional experience on
the shop-floor, along with their graduation. The entire project will be funded through NAPS.
NSDC is also working with MHRD for restructuring of the BVOC program and introducing
new Degree program with mandatory embedded apprenticeship. In BVOC and degree
programs, apprenticeship will be an embedded component and the pilot will be rolled out from
academic year 2019-20 in 9 sectors under NAPS.

India International Skill Centres (IISC)

Government of India is keen to bridge the global shortage of labour force in the coming years
by reaping the demographic dividend of young Indian labour force. To meet this objective,
Ministry of Skill Development & Entrepreneurship under the “Skill India” Mission has set up
India International Skill Centre (IISC) to provide skill trainings and certification benchmarked
to International Standards. In the pilot phase, IISCs were set up through the National Skill
Development Corporation (NSDC) and implemented the Pradhan Mantri Kaushal Vikas
Yojana (PMKVY) and Pravasi Kaushal Vikas Yojana (PKVY) for youth seeking global
mobility for jobs. As part of IISC Program, both domain skill training on international
standards and Pre-Departure Orientation Training (PDOT) are imparted to candidates.

Key focus areas of the IISC policy:

Assessment and Certification on international standards as per best practices and recognition
in different countries.

• IISCs to have Career Guidance and Counselling centres within them vis-à-vis international
training and employment and act as resource centres facilitating foreign employment
support. The counselling centres would help students to understand the various overseas
employment opportunities available and match their interest and talent with the most
relevant opportunities.
• IISCs as per new policy are expected to provide only incremental skill training if found
lacking in candidates.
• PDOT will be imparted to IISC candidates as sponsored by MEA under PKVY.

Key Achievements of the IISC Program

• 14 centres with 593 candidates enrolled and received domain training on international
standards across 9 job roles in 8 sectors
• 459 candidates assessed, and 286 candidates certified on domain skills on international
standards (62% passing percentage)
• 180 candidates placed (offline data)- 63 in overseas locations (35% of total placement), 117
in domestic locations (65% of total placement)
• In terms of overseas placement, candidates were placed in UAE (26% of candidates), Oman
(60% of candidates), Qatar (8% of candidates), Singapore (6% of candidates)
• Out of the total enrolled candidates in IISC, 430 candidates received 160 hours of Pre
Departure Orientation Training along with domain training on international standard

Pre-Departure Orientation Training (PDOT)

Given the need to orient potential migrant workers with regards to language, culture, do's and
don'ts in the destination country, the emigration process and welfare measures, PDOT program
has been launched. Ministry of External Affairs (MEA) in collaboration with Ministry of Skill
Development and Entrepreneurship (MSDE) is conducting the PDOT program. NSDC is the
implementing agency for this program.

A longer variant of PDOT i.e. 160 hours is offered at all IISCs which consist of country
orientation, language and digital literacy.

A shorter variant of PDOT program i.e. One Day Training is offered to all migrant workers
who are likely to depart soon. These candidates are mobilized via Recruitment Agent (RA).

Till now in Pre Departure Orientation Training:

• PDOT program is delivered by trainers who have undergone Training of Trainers (ToT)
program organized by MEA. So far, 54 trainers have been certified under PDOT.
• Pre-Departure Orientation Training (PDOT) modules were launched and the first ever
Training of Trainers (ToT) for IISC Trainers was conducted by MEA and India Centre for
Migration in March 2017. Since 2017, 2 ToT programs have been organised.
• Pilot phase of 1-day PDOT program with NSDC as implementing agency has commenced
from 10th January 2018 for migrant workers. PDOT is operational in 5 centres across three
cities (2 locations of Mumbai and Delhi each and 1 location in Kochi):
1. Delhi- Orion Edutech Pvt. Ltd, Mandir Marg and Don Bosco Technical Institute, Okhla
2. Mumbai- Asmacs, Sakinaka and Asmacs, Videsh Bhavan
3. Kochi – Espoir Academy (Eram Skills), Ernakulum
• Total number of candidates trained across the 5 centres are 31,607 as on 25th Dec 2018.
• 6th PDOT Centre has been operationalised at Lucknow (Mahendra Skills) in December
2018.
Skill Loan Scheme
The Skill Loan Scheme was launched in July 2015 to provide institutional credit to individuals
for skill development courses aligned to National Occupations Standards and Qualification
Packs and leading to a certificate/diploma/degree by training institutes as per National Skill
Qualification Framework (NSQF).

This scheme is applicable to all member banks of the Indian Banks’ Association (IBA) and any
other banks and financial institutions as may be advised by the RBI. The scheme provides broad
guidelines to the banks for operationalizing the skilling loan scheme.

Salient features of the guidelines to banks for operationalizing the scheme:

Eligibility –Any individual who has secured admission in a course run by Industrial Training
Institutes (ITIs), Polytechnics or in a school recognized by Central or State education Boards
or in a college affiliated to a recognized university, training partners affiliated to National Skill
Development Corporation (NSDC) / Sector Skill Councils, State Skill Mission, State Skill
Corporation

▪ Courses – Aligned to NSQF

▪ Quantum of Finance – Rs 5000-1,50,000
▪ Duration of Course – No minimum duration
▪ Rate of Interest – Base rate (MCLR) + an add on typically up to 1.5%
▪ Moratorium – Duration of the course
▪ Repayment Period – Between 3 to 7 years basis the amount of loan
▪ Loans up to ₹ 50,000 - Up to 3 years
▪ Loans between ₹ 50,000 to ₹ 1 lakh - Up to 5 years
▪ Loans above ₹ 1 lakh - Up to 7 years
▪ Coverage – Course Fees (directly to the training institute) along with expenses towards
completion of the course (assessment, examination, study material, etc.)
▪ The scheme does not allow for a collateral to be charged from the beneficiary.
▪ MSDE, through a November 2015 notification, brought into force the Credit Guarantee
Fund for Skill Development (CGFSSD) for all skill loans sanctioned on or after 15 July
2015, to be administered by the National Credit Guarantee Trust Company (NCGTC).
▪ Banks can apply to the NCGTC for credit guarantee against defaults and NCGTC will
provide this guarantee at nominal fee which shall not exceed 0.5% of the amount
outstanding. The guarantee cover will be for a maximum of 75% of the outstanding
loan amount (including interest, if any).
As per the information provided by Indian Bank’s Association (IBA) in respect of 21 Banks, a
total skill loan of Rs 29.06 crore was disbursed during the year 2018-19 (as on September
2018).

SANKALP
Skill Acquisition and Knowledge Awareness for Livelihood Promotion (“SANKALP”) is a
programme of the Ministry of Skill Development with loan assistance from the World Bank. It
aims to improve short term skill training qualitatively and quantitatively through strengthening
institutions, bring in better market connectivity and inclusion of marginalised sections of the
society. SANKALP was launched on 19th January 2018 and has a tenure till March 2023.

The outcomes in the project are measured through the Results Framework, and Disbursement
Linked Indicators (DLIs) agreed between MSDE and World Bank.

RESULT AREAS

DISBURSEMENT LINKED INDICATORS (DLIS)

Each DLI is supplemented with a verification protocol against which achievements.

▪ Trainees who have successfully completed the NSQF-aligned, short-term Skill

Development (SD) programs, and been certified.
▪ Percentage of graduates who are wage-employed or self-employed within six months of
completion of short-term SD programs.
▪ NSQF-aligned QPs translated into model curriculum, trainers’ guide, and teaching-learning
resource packs.
▪ Number of trainers and assessors trained/retrained.
▪ Improved performance of states on institutional strengthening, market relevance of SD
programs, and access to and completion of training by marginalised populations.
▪ Increase in the percentage of women participating in SD programs.
▪ Strengthened capacity of District Skill Committee (DSC) to implement short term skill
programs.
▪ Improved service delivery at the Gram Panchayat (GP) level for linking unemployed youth
to local markets.
 Way Forward: How
Vocational Education
Can Play A Significant
Role In Shaping Career
Of Youth, Making
Them Highly Skilled
Way Forward: How Vocational Education Can Play A Significant Role In Shaping
Career Of Youth, Making Them Highly Skilled

The importance of vocational

education/training for career
development
"Vocational education and training, allows
For those interested in the benefits of students to gain practical experience in their
vocational education for job training chosen career path before they even
and career preparation, here are some of graduate."
the key positives for both students and
employers with this type of career-
preparation path.

• Skill development and employability

Vocational learning opportunities play a critical role in skill development and employability.
The importance of vocational development can largely be summed up as the difference between
theoretical knowledge vs. practical skills. In non-vocational studies, students often spend hours
of their time exploring a variety of different subjects. Their class time tends to be only a few
hours per week, as they will spend many hours in the library and on computers conducting
research and writing papers that help them continue to build their theoretical knowledge in a
variety of fields.

Even within their chosen discipline, they often spend a significant amount of time exploring
theory, ideas, and procedures used by other professionals in the industry. They have
significantly fewer opportunities to actually put these ideas to work compared to students going
through a vocational education situation. The skills for work and vocational pathways are
significantly limited for these students, as their theoretical knowledge does not have the work
experience that helps them transition from a classroom study topic into their actual profession.
This can sometimes cause challenges when the students graduate and transition into the
working world.

However, for students in a vocational education and training setting, this situation gets
corrected. Students spend hours in the practical workshops each week learning hands-on
practical skills related to their chosen field. Class time tends to increase in these schools,
compared to their outside research time, because students spend more time exploring actual
work opportunities that prepare them for their future jobs. They do not focus as much time on
researching the theoretical as learning the practical.
Students also have courses that will walk them through chances to use the highly specialized
equipment and spaces that they need to do their jobs well. Rather than simply learning about
this type of equipment or how it might be useful in the job, they actually have the chance to try
out their own skills while still in school. When the time comes for them to transition to an
actual job, they have the experience they need to begin the job right away. They will not have
to spend time learning how to physically operate the equipment on the job, allowing them to
become a valuable employee and build a career faster.

• The value of graduating with work skills

When employers look for new

employees to join their
institution, they know that they
want to find someone who has “Vocational schools help with bridging the
the skills to do the job well and skills gap between work and education.”
can adapt quickly to the work
environment. Businesses spend
a significant amount of money
trying to onboard new employees, as they must go through a training process and anticipate
that there will be a learning curve for the employee on a new job.

Students do not enter the work field with little practical experience regarding the tools and
environments in which they will work. Instead, they have specifically worked in these
situations throughout their education under the supervision of their trainers. This creates a more
favorable employability skills assessment. Potential employers can look at the academic record
of these students and know the type of skills they will already have when they first enter the
building. This effect can be leveraged even more, when a training institution is applying a
competency based training approach that is mapped with the industry's needs.

For those interested in learning how to enhance employability skills, therefore, the first solution
should lie in vocational learning opportunities. These skills can help students learn the
techniques and strategies that they specifically need for this area of work and ensure that they
are prepared to succeed. Employers can feel confident that the candidates they receive from a
quality school already have the experience and training they need to begin work right away.

• Finding a job following graduation

Many graduates struggle to find employment immediately following graduation. It can be a

stressful time for many students, trying to balance their last few months of studies as they begin
to submit applications and search for positions in their chosen field of work. For students who
have graduated from a vocational training school, however, this situation can go a bit
differently. They have the experience to list on their resume and employers know they have a
significant portion of the training they need. Often they even have started building a
professional network through their job placements and internships they could potentially
leverage. This helps to open doors to new possibilities.

Graduates often want to know how they can enhance their employability opportunities. The
answer lies in gaining the work experience that employers want to see. Bringing this experience
can make it significantly easier to find a job. Experience gives employers more insight into
how a candidate will perform on the job and how many resources will need to be dedicated to
training a new hire for the job. For vocational students, these work experiences become part of
the curriculum.

Throughout the studies, students gain hands-on opportunities through internships and practical
learning opportunities. Completing real work projects, as they do in a variety of classes, helps
students build employable resumes before they even graduate.

• Building strong networks for students before graduating

In nearly any industry, the importance of a strong network can play a direct role in finding a
job and building a successful career. Connections and relationships can help people find new
jobs, learn about new opportunities, and have chances to continue their education and build
more career-based skills.

Through a vocation-based education, students have an excellent opportunity to build a strong

network that will enhance their learning experience and the rest of their professional careers.
With a vocation-based training program, students work more closely with their fellow students
and their trainers on their coursework. Since less time is spent independently researching and
writing papers and more time is spent in class working on projects and learning practical skills,
students naturally develop better and closer relationships with their classmates. Their fellow
students transition from being people they simply sit next to in the lecture hall into partners
with whom they work during projects and internships.

Similarly, students have more opportunities to get to know their professors. With skills-based
training, students work more directly with their trainers. The hands-on opportunities they have
to work during their coursework let them complete projects, engage with work tasks, and learn
specialized techniques under the direct supervision of the trainer. Trainers are there to provide
support and students have opportunities to speak with them and engage with more one-to-one
time. This builds relationships and can help students find professional mentors for the transition
to the business world. Through internship opportunities, students expand this relationship
horizon into the work world, even before graduation.

Altogether, this type of practical classroom experience helps those learning in a vocational
training program develop a strong professional network that will benefit them throughout their
entire professional career. They will have people who can provide them with insight and
guidance as they build a career and find the jobs they want.

• Students experience economic benefits

Students who go through vocation-based schooling also have the chance to receive a variety of
different economic benefits from their education.

Most importantly, they often do not have to spend as much on their schooling while still
receiving an education that prepares them exceptionally well for their field. Vocational schools
often have fewer years required to earn the degree of certification and often cost less in tuition
each year as well.

Additionally, students who graduate from specialized programs like this can enter their career
path faster. Employers know that they already have work experience and training related to
their field, which makes it easier to transition into the desired role and takes less of a toll on
the business working to onboard them. Students can accept more specialized jobs and earn the
applicable salary as well. This combines to create a strong economic opportunity for graduates
from vocational programs. Vocational graduates also tend to have a good toolset to raise
through the ranks rapidly as they know the trade inside out. Another financial aspect is "earn
as you learn" that many vocational training paths offer. Here students have the ability to earn
some money and hence reduce the financial impact of their studies through paid internships as
part of some curricula.

When it comes to educating students, the importance of building skills-based education cannot
be underestimated. Students who attend schools that specialize in teaching them skills that they
need to excel in a particular field will find that they finish school well-prepared to enter their
chosen field. They gain on-site work experience throughout their education so the transition to
the working world is minimal, helping them professionally and financially. The businesses who
hire them know that they can count on their new employees to get started immediately in the
field and work with a high level of independence and competency, creating a favorable
experience for everyone involved.

Those interested in pursuing a vocational pathway for their education and a career in one of the
many exciting trade areas these types of schools serve should carefully consider if the benefits
described here will help them in their chosen field.
 MANIPUR, 7899 UTTRAKHAND ,
Haryana , 13866
10780
JHARKHAND,
44895
HIMANCHAL
PRADESH , 341
Andra Pradesh ,
73969

CHATTISGARH,
255065

U.P, 339894

Here is data of some state students who get jobs with the help of vocational
education.

Benefits of pursuing a vocational course from a job perspective

More often than not vocational courses have a course module that allows students the
opportunities for on-site training which later on counts for good loads of practical work
experience in the field once they are finished with their course. Such courses have lesser
classroom lectures allowing for students to learn the skill first hand by seeing it or putting it to
use in actual scenarios or situations. It's more like an internship-based courses wherein
internships are more focused upon rather than the theories taught in classrooms. Hence, when
a student passes out he has more work experience than his fellow applicants, he has been trained
on site and thus a better investment for the employer as he would have to waste lesser resources
training the new guy.
Benefits of pursuing a vocational course

One of the major benefits of pursuing a vocational course is that you come out job ready. Some
other benefits are as mentioned below -

• Combined benefit of traditional knowledge and vocational skills.

• Focus is mainly on specialized knowledge.
• The realistic insight of the industry for which the training is given.
• More dynamic as they make students aware of ongoing trends in the global market with
the help of practical knowledge.
• Act as the bridge between the skilled manpower required and available in the market.
• Programs offered are shorter, less expensive and aimed at the needs of the industry.
• Most of the programs require high school completion with basic knowledge of
Mathematics and English.
• They can be taken online as well because of the convenient and easy learning process.
 Conclusion

Skill development is a vital tool to empower people, to safeguard their future and for the overall
development of an individual. It is an important aspect that enhances employability in today’s
globalization. Skills are as essential as one’s academic status. Education and skills should now
go hand in hand. They are the roots behind the economic growth and community development
of a country.

The acquisition of education and skills can lead to industrial advancement, economic
diversification, innovation, technological evolution and overall development of the country.
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THANK YOU.