Rv: Four key issues for skills in India

 

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----- Mensaje reenviado -----
De: UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org>
Para: UNESCO-UNEVOC e-Forum <forum@unevoc.unesco.org>
Enviado: viernes, 8 de junio de 2012 8:56
Asunto: Four key issues for skills in India

From: Rajat Khawas [rajat.khawas@manipalcityandguilds.com]
Sent: 2012-06-08 13:52:49
Subject: Four key issues for skills in India

I thought to take a broad overview of four of the biggest challenges facing
skills development in the country.

The issue of scale, which was mentioned in Chris's last blog post,
underlies all of this, as do the challenges brought by India's
mind-boggling diversity. There is no avoiding these facts about the
country. What we focus on here are four challenges that India must address,
but that we believe can be overcome with the right policy choices ,
improved knowledge sharing and coordination between ministries and
political will.

Firstly, there is an urgent need to tackle the fractured nature of skills
policy responsibilities in India. Seventeen ministries have responsibility
for skills development in some way, and the picture is further complicated
by other bodies operating at the national level as well as in each
individual state. Co-ordination and goal alignment between these different
organisations does not always happen. Leadership from the Prime Minister's
office and the Planning Commission on skills is becoming much stronger, as
is understanding of the need for all stakeholders to work together, but
there is some way to go before these changing mindsets translate into a
more co-ordinated approach to skills development.

Secondly, there is a huge operational challenge around reconciling
delivery at scale with quality provision. Arguably, to date India has not
identified models that can do both. There is a common perception that
models which have worked elsewhere have limited applicability in India
because the numbers involved are vastly greater. There is some sense in
this, but it should still be possible to identify the principles that have
led to success elsewhere and understand how these might apply in the Indian
context. Alternatively, if the national scale is too great, it might wiser
to look at each state than at the national level, which is more homogenous
and can be compared to countries elsewhere, which has been able to make
scale with quality a success. Should states play a greater role in adapting
and applying models that have worked in countries of similar size?

The third challenge concerns the availability of information on skills
development. There are many examples of good and innovative practice in
India, but they can sometimes go unnoticed or have low visibility. The
government or other national leaders can play a key role here in
facilitating the dissemination of information, perhaps through a National
Skills Knowledge Portal to showcase success stories which by themselves do
not have the resources to advertise their achievements. This would help
inspire more potential entrepreneurs in the skills space and push India
towards its goals.

Finally, as is common in many countries, the voice of the learner tends to
get lost in debates on skills development in India. It is no secret that
there are negative prejudices about vocational education and that skills
training is often not seen as an aspirational route. But there is also a
potential clash between the sectors identified as having high growth
potential and what learners actually want. If the system fails to engage
learners, it will struggle to deliver the training targets set by national
policy makers. As per the press release on 19th March, NSDC had 104'712+
learners skilled through its partners. It will be interesting to know
employment of these 104'712+. The NSDC is investing in campaigns to promote
vocational education to young people, and this is very welcome but the pull
will actually come when the employability of this newly skilled workforce
is celebrated. But beyond this, there is a need to understand better what
the learner wants, how this fits with policy objectives, and the crucial
role of careers advice and guidance in helping learners make choices that
are both ambitious and realistic.

What do you think? Are these the most pressing issues facing skills
development in India, or are there others we should have included? We would
greatly welcome your feedback and suggestions. 

Rajat Khawas
Joint Policy Advisory Group
Manipal City & Guilds ,  256 , Ground Floor, Okhla Ind Estate,Phase-3| New
Delhi-110020. INDIA
Phone: 91 11 4055 5000 ( Board) 4055 5017(D) Handphone:+91 99999 57682 |
Fax: 91 11 4055 5032 .  Email: rajat.khawas@manipalcityandguilds.com   

Visit us at : http://www.manipalcityandguilds.com
http://www.cityandguilds.com  Url: http://www.skillsdevelopment.org.uk/

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