OVERVIEW OF TVET IN INDIA
The Indian Constitute is committed to te equality of citizens. The Directive Principles of the Government Policy is also to promote with special care the educational and economic interests of the weaker sections of the people and in particular of the SC/STs and Minorities. To achieve the objective of "equality" with many facets, special provisions have been made in the constitution of India.
The Vision of Vocational education and training reform
The Government has a clear vision regarding the vocational education and training system. Recognizing that the system is outdated and resembles a closed, centrally planned system for a centrally planned economy, the government is keen to reform the system. While the system is is relatively small, it is clear that major reforms are needed before any thoughts are given to expanding the system. What is needed is the development of a system where the government plays a key role in policy development, standards setting, financing and monitoring and evaluation, while engendering greater competitiveness and accountability by training providers. For reforms to succeed, close involvement of the private sector at all levels-from policy making to being involved in running institutions, is critical and the Government is working closely with the private sector to move forward in transforming this vision into reality.
The labor Market Context and Supply of Skills
i) Largely because of the growth in factor productivity, India's economy has grown rapidly over the past decade.Continuing to raise labor productivity while at the same time time generating enough jobs for a growing labor force is providing a massive challenge. This issue has come into sharp focus over the previous decade when economic growth accelerated but employment growth fell to less than half that of the 1980s, raising fears that India is witnessing jobless growth.
ii) Education and skills acquisition are important of firm productivity.
The skilled workers get more money than the illiterate worker. This movement in wages shows that education and skill acquisition are important determinants of job presents.
iii) There is evidence of growing demand for workers with secondary education but the same cannot be said of workers with technical and vocational skills.
During the period from 1980 to 1990. There was a less significant difference between the secondary educated workers and technical educated workers. That declination of wages or little labor market benefits from undertaking technical Vocational Education and Training courses for other more attractive educational options.
iv) By comparison with other couturiers the overall educational attainment remains low.
China, Mexico, South Africa and Russia made much larger gains than India not only in terms of quantity but also in quality.
v) India is Carrying on upgrading their education quality and quantity.
While India has improved the educational performance but the competitors have made much larger gains in this area over the previous decade.
VOCATIONAL EDUCATION
I) The enrolment of the student at the vocational education is about three percent of students at the upper Secondary level.
The Vocational education courses are offered at the stage of 11 and 12 class by the 6800 schools for 400000 students over 100 courses in various areas in agriculture, business and commerce,humanities, engineering and technology, home science and health and paramedical skills.
ii) Vocational students are more interested to further education rather than entering the join market.
The Vocational students want to proceed higher education. For this reason, the few rigorous evaluations of program impacts that have been undertaken point to low levels of gainful employment of these graduates.
iii) Policymakers want to expand vocational education.
The enrolment of the student in vocational education India is very small. So, the policymakers planned to increase to 25 percent of the student in India.
iv) International expert suggests that employers mostly want young workers with strong basic academic skills and not necessarily vocational skills.
Basic academic skills helps the students to communicate, solve problems and teamwork and capable to learn himself of any subject or vocation. so, India should expand their vocational education system but focus on strengthening it's general education system.
v) Experienced problem finding employers with the right skills choosed by the employers.
The vocational trained students by ITIs/ITCs did not meet the employer's needs. The employers needs the workers who are expert in Computers, Practical use of machines, Communications and team work practices. The vocational trained persons lack of practical knowledge and need significant on-job training to upgrade their skills levels to match the needs of the industry.
vi) The private sectors and the state governments should be involved in the vocational education management system to trained up the students matching with the labor market.
TRAINING FOR THE INFORMAL SECTOR
I) Employers working in relatively low productivity jobs over 90 percent of employment in India is in the informal sector.
ii) Public training institutions play very Small role in producing skills for the informal sector.
iii) The diverse training needs of informal sector operates cannot be met by simply reorienting public training institutions.
TRAINING FOR THE INFORMAL SECTOR- The Jua Kali Experience
The Jua Koli (informal Sector) project funded by IDA, was aimed at providing skills and technology upgrading for about 25000 informal sector manufacturing workers; to increase the access of informal sector entrepreneurs to services; and to improve the policy and institutional environment by removing restrictive laws and policies.
A key feature of the project is a voucher program intended to introduce consumer choice, enabling informal sector operators to purchase the training they want wherever they want. Intermediaries- allocation agencies- were selected by competitive tender to market, allocate and redeem vouchers in decentralized way throughout Kenya. Allocation agencies received a fee equal to 3 percent of the value of vouchers issued. Vouchers could be used for any kind of training from any registered training provider.
Over the course of the project about 700 training providers became pre qualified for providing training. By early 2001, some 18000 training vouchers had been issued. The impact of the project, evaluated through two tracer studies, has been highly positive for the beneficiaries. Employment among the graduates had increased by 50 percent compared with employment before training and the income of surviving enterprises had also increased by 50 percent. According to anecdotal evidence, some participants who received a voucher for basic training have paid the full cost of more advanced training.
One unexpected outcome of the voucher training program was the emergence of a new kind of training provider- the skilled master crafts person. The strong preference of Jua kali workers for appropriate, accessible training by master crafts men were revealed in the first phase of the project: 85 percent of all vouchers went to pay for the services of master crafts persons, and only 15 percent went to private and public training institutions.
Some important lessons include: (a) The use of a voucher mechanism enabled the project to stimulate demand for training, technology and management and marketing consultation among micro and small enterprises. A supply response has been generated and a training market established to address the needs of micro enterprises:
(b) An unexpected impact of the voucher training program was the emergence of skilled craftsmen as the leading provides of training. Entrepreneurs preferred the training services of master craftspersons in the informal sector to entrepreneurs' need for short, practical training. These training providers were previously invisible to agencies that wished to pay for training directly; and
(c) Implementation experience underscores the importance of appropriate management arrangements- a project for the private sector is the best managed by the private sector with government best playing a facilitating role.
TRAINING FOR THE INFORMAL SECTOR- The Jua Kali Experience
The Jua Koli (informal Sector) project funded by IDA, was aimed at providing skills and technology upgrading for about 25000 informal sector manufacturing workers; to increase the access of informal sector entrepreneurs to services; and to improve the policy and institutional environment by removing restrictive laws and policies.
A key feature of the project is a voucher program intended to introduce consumer choice, enabling informal sector operators to purchase the training they want wherever they want. Intermediaries- allocation agencies- were selected by competitive tender to market, allocate and redeem vouchers in decentralized way throughout Kenya. Allocation agencies received a fee equal to 3 percent of the value of vouchers issued. Vouchers could be used for any kind of training from any registered training provider.
Over the course of the project about 700 training providers became pre qualified for providing training. By early 2001, some 18000 training vouchers had been issued. The impact of the project, evaluated through two tracer studies, has been highly positive for the beneficiaries. Employment among the graduates had increased by 50 percent compared with employment before training and the income of surviving enterprises had also increased by 50 percent. According to anecdotal evidence, some participants who received a voucher for basic training have paid the full cost of more advanced training.
One unexpected outcome of the voucher training program was the emergence of a new kind of training provider- the skilled master crafts person. The strong preference of Jua kali workers for appropriate, accessible training by master crafts men were revealed in the first phase of the project: 85 percent of all vouchers went to pay for the services of master crafts persons, and only 15 percent went to private and public training institutions.
Some important lessons include: (a) The use of a voucher mechanism enabled the project to stimulate demand for training, technology and management and marketing consultation among micro and small enterprises. A supply response has been generated and a training market established to address the needs of micro enterprises:
(b) An unexpected impact of the voucher training program was the emergence of skilled craftsmen as the leading provides of training. Entrepreneurs preferred the training services of master craftspersons in the informal sector to entrepreneurs' need for short, practical training. These training providers were previously invisible to agencies that wished to pay for training directly; and
(c) Implementation experience underscores the importance of appropriate management arrangements- a project for the private sector is the best managed by the private sector with government best playing a facilitating role.
