1. Who exactly is skilled in India?

The precise definition of skilled labor depends on industry and regional standards.
Skilled Labor Law & Legal Definition:

Skilled labor generally refers to workers who have had long periods of formal
training.
Jobs requiring skilled labor may involve the exercise independent judgment
and a high degree of manual skill.
Skilled labor may be workers who have special knowledge or qualifications.

As per Minimum wages act:

Highly skilled
Definition Highly
skilled
work employee is
one who does the
work
which
involves skill or
competence
of
extra-ordinary
degree
and
possesses
supervisory
ability.

Example
s

Skilled
Skilled employee is
one who is capable
of
working
independently and
efficiently
and
turning out accurate
working. He must be
capable of reading
and
working
on
simple
drawing
circuits and process,
if necessary.

Semi-skilled
Semi-skilled employee is
one who has sufficient
knowledge
of
the
particular trade or above
to do respective work and
simple job with the help of
simple
tools
and
machines.

Un-skilled
Un-skilled
employee is one
who possesses no
special
training
and whose work
involves
the
performance
of
the simple duties
which require the
exercise of little or
no
independent
judgement
or
previous
experience
although
a
familiarity with the
occupational
environment
is
necessary.

Clerical
And Electricin, Mechanic,
Supervisiory
Tailors, Cooks
Staff: Book Clerk,
Typist,
Receptionist,
Telephone
Operator,
Travelling
Salesman,

Gatekeeper(Cinema),Asst
.
Operator,
Asst
Electrician,
Bookbinder,Waiter
Or
Bearer,
Mali
With
Technical Experience

Peon, Chowkidar,
Durban,
Watchman,
Cleaner, Sweeper,
Loader,
Helper,
Mali

2. What is the relationship between Formal Education and Skilling?

Ans. Formal education occurs in a structured environment whose explicit purpose

is teaching students. Usually formal education takes place in a school
environment, with classrooms of multiple students learning together with a trained
teacher. Most school systems are designed around a set of values or ideals that
govern all educational choices in that system. Such choices include curriculum,
physical classroom de sign, student-teacher interactions, and methods of
assessment, class size, educational activities, and more. Simultaneously they
impart Vocational education which is a form of education focused on direct and
practical training for a specific trade or craft which is also Called Skill
Development. Vocational education may come in the form of an apprenticeship or
internship as well as institutions teaching courses such as carpentry, agriculture,
engineering, medicine, architecture and the arts.
It is analyzed Skill acquisition is measured directly through subjective
assessments. We find that
higher educated workers are more likely to acquire additional skills.
Undereducated workers have lower overall skill acquisition probabilities than
adequately educated workers in similar occupations; overeducated workers with
a vocational degree acquire fewer transferable or general skills than their
adequately educated colleagues. Overeducated workers also acquire fewer
additional skills than adequately educated workers with similar educational
backgrounds.
3. Is learnings one's occupation with passion called skilling?
As per the definitions of skills, it cannot be said that learners occupation with passion
is skilling whereas passion can be made occupations and skills pertaining to that can
be learned and upskilled time to time.
4. How does one get upskilled. Is compensation factor decides upskilled.
Upskilling is to teach or learn an employee additional skills. This is an opportunity to
upskill staff and expand their capabilities. Looking at todays scenario and the
compensation parameters in the Indian System Better and advanced skills one
possess better the compensation.
5. Should skilling be just CSR Activity?
Ans. It is good, skilling as Corporate Social Activity, but for filling the gap between
supply and demand of skilled human resource it should be mandatory for Multinational companies as well as big corporate houses to spend some percentage
(4 -5%) for skilling youth. Each corporate house should have its own training and
learning centers wherein they can make the youth employable according to the
demand of the market, atleast they should impart the skills to the youth in which
the corporate deals. After completion of the program the skilled manpower can be

recruited by the corporate. The best example, is Oberoi Center for learning and
Development.
6. There are so many Islands of Success, How to develop Business Model?
Ans. A business model defines how the enterprise delivers value to customers,
gets them to pay for that value, and converts those payments to profit. The key is
to choose a business model that fits your Life Plan. This will ensure that you
spend the right number of hours each week, take the right level of risk (some
models involve more risk than others), are practical in terms of your financial
wherewithal, and gain the kind of satisfaction and success youre after. When you
go for a full-time business model, you leave behind whatever you were doing
previously to commit yourself completely to your startup. When you make this
leap, expect to spend more hours working than you ever did working for someone
else. Research also shows that when enterprises compete using business
models that differ from one another, the outcomes are difficult to predict. One
business model may appear superior to others when analyzed in isolation but
create less value than the others when interactions are considered. Or rivals may
end up becoming partners in value creation. Appraising models in a stand-alone
fashion leads to faulty assessments of their strengths and weaknesses and bad
decision making. This is a big reason why so many new business models fail.
Moreover, the propensity to ignore the dynamic elements of business models
results in many companies failing to use them to their full potential. Few
executives realize that they can design business models to generate winner-takeall effects that resemble the network externalities that high-tech companies such
as Microsoft, eBay, and Facebook have created. Whereas network effects are an
exogenous feature of technologies, winner-take-all effects can be triggered by
companies if they make the right choices in developing their business models.
Good business models create virtuous cycles that, over time, result in competitive
advantage. Smart companies know how to strengthen their virtuous cycles,
weaken those of rivals, and even use their virtuous cycles to turn competitors
strengths into weaknesses.
Four Success Strategies from Failed Business Models.

Anticipate Changing Expectations

Embrace Dont Fight New Technologies

Expand your View of Human Resources

Accept the Challenge

http://www.startupnation.com/step/choosing-a-business-model/
7. Example of Subhash Gahi, He spent Rs. 40 crore, is that the right model?
When Subhash Ghai initiated this venture (1992) by involvement of then
government it was new concept to be launched in India. An application was
submit to allot a piece of land in Mumbai to set up a film library and a school of
learning in cinema for the next generation. He offered his money to invest in a
campus but on Government land. The application rolled down from 1992 to 1999
with changing Governments. In 2000 he went to Panvel on the outskirts of
Mumbai to buy a privately owned 40 acres piece of land for his dream project,
which he had designed carefully with three years of research work and had
visited 32 film schools world over to design soft skill education for Indian
students. In 2003 when Mukta arts had already invested Rs 23 cr in construction
of high tech building on 4 acres of land, A PIL was filed in court against the
Government for granting this land. The CAG came up with its own calculation
alleging under valuation of the land for Rs 3 cr for 15% equity as per Market price
of Rs 28.3 cr for the 20 acres. The fact was that the land was neither sold nor
transferred but was granted as a license to use' for specific purpose under a joint
venture with MSFCDC empowered in 1998 to carry business independently to
develop film activities and business on the land owned by government. Many
other establishments like ADLAB - a film processing business building were
already running their business in film city. The model which Subhash Ghai
adopted in 1992 was good enough for that time but it took so long to complete by
that time the sheen of the project faded and some legal battles also acted as
spoilsport for the venture.
8. What is the genesis of this interaction /conference titled- SKILLING
INDIA?
Todays competitive world demands trained, certified and skilled manpower to
address the challenges of growth and converting them into opportunities. This
Interaction / conference focuses on the existing strategic and implementation
models of Skills Development, both in India and across the world.
India has one of the youngest populations in the world and a very large pool of
young English-speaking people. Therefore, it has the potential to meet the skill
needs of other countries and also cater to its own demand for skilled manpower.
Ironically, most industries in India are currently struggling with scarcity of skilled
labor. Although more than 40 million people are registered in employment
exchanges, only 0.2 million get jobs. The current education system does not
focus on training young people in employable skills that can provide them with
employment opportunities. Today, a large section of Indias labor force has
outdated skills. With current and expected economic growth, this challenge is

going to only increase further, since more than 75% of new job opportunities are
expected to be skill-based.
The Government is therefore strongly emphasizing on upgrading peoples skills
by providing vocational education and training to them. It has formulated the
National Policy on Skill Development and set a target for providing skills to 500
million people by 2022. Various stakeholders are involved in this process.
In the current framework, the Ministry of Labor & Employment is running various
schemes and has set up industrial training institutions across the country. Other
ministries such as the Ministry of Human Resource Development, the Ministry of
Rural Development and the Ministry of Urban Development & Poverty Alleviation
have also launched their skill upgrading programs and self-employment
schemes.
In addition, as part of its National Skill Development Mission, the Government
has established the National Skill Development Corporation in the Public Private
Partnership mode to facilitate setting up of large, high quality, for-profit vocational
institutions. It also aims to set up 1,500 new ITIs and 5,000 skill development
centers across the country as well a National Vocational Qualification Framework
(NVQF) for affiliations and accreditation in vocational, educational and training
systems.
Realizing the significance and need for skilled manpower, private sector entities
are taking several initiatives to contribute effectively to the Governments
endeavors. Across business sectors, companies and industry associations are
not only boosting their in-house training facilities, but are also taking steps to
make potential employees job-ready before they join organizations.

9. How well equipped are our 12000 ITIs in India? China has 3.5 lac.
There is a need to equip our existing it is and then focus can be on opening on new it
is.
Decline in the number of students
Funding for the ITIs is very low compared to other countries like China and USA
which have restructuring-funds, whose share goes for improvement of vocational
training systems in order to achieve international quality.
Information about this sector is not available from a single source. In fact there is a
need to create a central database from where one can get full access on vocational
training system right from school level to ITI/ITC institutes.
10. There is acute shortage of staff & trainers in India?

Ans. For any educational institute a qualified teacher is a bare minimum necessity.
But our universities and institutions have shortage of qualified teachers who are
inspiring and conscientious. Outdated and rigid curricula, lack of accountability and
irregular teachers' training have contributed to the shortage of qualified teachers.
The last published report of government highlighted the massive expansion in higher
education; however, lack of deserving Ph.D. candidates for faculty positions has
created a shortage of almost 54 percent in faculty talent pool in higher education.
This is a moment of truth for all policymakers, bureaucrats, and university
administrators who are involved in higher education transformation that shortage of
quality faculty represents an enormous stumbling block in the transformation of
higher education in India.
To manage this war for talent and improving professional development of teachers
we need to prioritise reform in institutional, system and learning and development
areas. Return on Investment in these areas should not be estimated only in terms of
material profit rather all round development should be included.
At the system level along with new institutions building teaching faculty development
mechanisms should be explored. Along with academic staff colleges there is a need
to develop a center for teaching and learning at each university, even at the
institutional level. In these institutions more emphasis needs to be given on learning
outcomes than content teaching. These centers can collaborate with international
institutes in order to get the exposure of digital learning technologies. The success of
higher education procurement at such a massive level demands involvement of
digital learning technologies to meet education demand and for quality enhancement
of teaching and learning.
11. To frame policy of Soft Skills
The soft skills course is a classroom-based program that places participants in
simulated workplace-related settings and covers areas that include:
Job interviews
General expectations
Workplace safety
Communication skills
Team-building & conflict resolution
Problem-solving
Meetings

 On-the-job training
Customer service
Performance review
The soft skills course requires 60 hours of instruction over a one-month period.
12. How Skilling is going to be part of formal education, at what stage, in
what ration, what are the factors which would decide which vocational to
be taken by whom.
Skilling A part of Formal Education
India is projected to become the second largest economy in the world by 2050. The
country is also likely to grow to 1.8 million-plus people by 2047, which means there
will be an increase in the working population of the country as well.
To leverage this growing population, Skill Development has emerged as an
important aspect that needs strategic and planned policy
The country would have to start from the grass root level, which means educating
and training the school and college students in vocational skills.
Indias emergence as a potential economic and social power has a lot to do with the
youth.
The only way to leverage the massive opportunities that lay ahead is by developing
the employability skills of the youth.
And this should begin as early as possible in their lives. Schools and colleges are the
ideal places to impart and so once in a week a program should be established where
a light on educating different skills is given both at School and at College Level.
This would help in developing a new understanding of dealing with their friends,
family, and the world outside.
This would empower the students and enable them to look at education from
different angles.
This would ultimately lead to
Raising educational attainment levels.
Transitioning to the new economy.
Increasing student participation through increased confidence.
More knowledge based economy.
Ability to communicate effectively.

13. Where is the Market Research for Soft skills?

The growth of technical education has been unprecedented since the privatization of
higher education in India. Almost all colleges attract students who meet the required
eligibility criteria for enrolling, but unfortunately they are drastically deficient in soft
skills and English language proficiency, which in turn makes these students
unemployable, even after they complete degree course. Students who have a
positive attitude, effective communication skills, problem solving ability, effective time
management skills, team spirit, self-confidence, ability to handle criticism -skills that
are also known as soft skills as a whole; have better chances of survival in the tough
engineering and corporate world, compared to the students who are lacking in soft
skills.
Keeping this in mind a lot of research has been done in India on soft skills
requirements in India. Following are a few areas and parameters covered by
researchers in this field:
1) Employability and skill set of newly graduated engineers in India
2) A global and competition-based model for fostering technical and soft skills in
software engineering education
3) Accommodating soft skills in software project management
4) Integrating soft skills assessment through university,
programmatic efforts at an AACSB accredited institution

college,

and

5) The basic characteristics of skills and organizational capabilities in the Indian

software industry
6) Using mobile technology and podcasts to teach soft skills
7) Realizing Sustainable Development of Higher Education in India through Soft
Skills
8)

Soft-skills training and cultural sensitization of Indian BPO workers: A

qualitative study

9) Myths and truths about soft skills

10) How Important Are Soft Skills from the Recruiter's Perspective.
11) The soft skills of global managers
12)Soft Skills: Enhancing Employability: Connecting Campus with Corporate
13)Soft, scarce, and super skills: Sourcing the next generation of migrant workers
in India
14)Soft Skills and the Pre Employment Programme: Focus on the University

15)Communication in Cross-Cultural Context.

16)The ACE of Soft Skills: Attitude, Communication and Etiquette for Success
17)Essential hospitality management competencies: The importance of soft skills

14. Let us create Scalable Skills Dev. Programmes

SKILL DEVELOPMENT PROGRAMME
There are two major trends in the world that pose a fundamental challenge--and
many opportunities--to our educational system. One is the world is shifting from an
industrial economy to a knowledge economy. The other is the rising generation-brought up on the Internet--is very differently motivated to learn.
There are basically 7 main types of skills needed in students
1.
2.
3.
4.
5.
6.
7.

Critical thinking and problem-solving

Collaboration across networks and leading by influence
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination

To identify skill development one can make a skill development chart as given listing
skills on one side and the scale improvement on the other.
IDENTIFYING SKILL DEVELOPMENT
SKILL TYPE

RATING
BEFORE TRAINING
A

1. THINKING
AND
PROBLEM SOLVING

2. LEADERSHIP
3. ADAPTABILITY
4. INITIATIVE
5.ANALYTICAL

AFTER TRAINING
C

15. How many Depts of GOI doing Skills Today?

Various Ministries/ Depts/ Organisations
National Skill Development Corporation
Labor and employment
HRD higher education
Transport Rural development (RUDSETI) and IL & FS
Agriculture
Construction Industry
Development Council
Urban development
Micro small medium enterprises
Textiles
Women and child welfare
Department of Heavy Industry
Department of Information Technology
Health and family welfare
Finance-Insurance/ Banking
Consumer affairs
Tourism
Food processing industries
Social justice and empowerment
Overseas Indian affairs
Chemicals and fertilizers
Others (Power, petroleum, etc.)
16. What are the steps taken to ensure inclusiveness of the skill
development initiatives?
NSDA is working with various ministries to coordinate inclusiveness of the skill
development initiative in the country. This covers
Geographical inclusiveness in terms of target states such as Jammu & Kashmir,
North Eastern States, Tribal Areas, Rural Belts and Urban Belts and LWE areas
Economic inclusiveness in terms of schemes for unemployed, under-employed,
people below poverty line, rural poor and urban poor

Gender inclusive in terms of schemes specifically focused on women

Demographic inclusiveness in terms of schemes focused on youths, school

dropouts, uneducated, adult literacy etc.

Caste based inclusiveness in terms of schemes focused on SC/ST and other

minorities

What are the various sources of funds for skill development?

Funds for skill development are available from multiple sources. Funds available for
individuals through Loans for vocational education from banks, Reward such as the
STAR scheme, Grants, Scholarships from Ministry of Minority Affairs, National SC/
ST Finance Corporations etc, Voucher programmes run by State Governments ( eg
Gujarat) and Construction workers Cess.

Funds available for Skill Development Providers from Central & State Governments
and NSDC

Other organisations that provide funding for both individuals and skill development
organizations include Trusts,. NGOs, International foundations, CSR funds from
corporate, Corporate Sector , High net worth individuals and Development agencies

What are the skill development facilities available for the North Eastern
States?
Various Ministries have skill initiatives in North East. These include -Ministry of
Labour, Ministry of husing and Poverty Alleviation, North East Council, Department of
North East Region, State Skills Missions and NSDC

The Ministry of Labour and Employment (MoLE) has sanctioned a new centrally
sponsored scheme Enhancing Skill Development Infrastructure in North East States
and Sikkim to upgrade 20 ITIs and supplement deficient infrastructure in 28 ITIs at
an overall budget of INR 57.4 crores.

The Ministry of Development of North Eastern Region is focusing on the socioeconomic development of the North Eastern region and driving various
developmental initiatives for this region.

What are some examples of skill development initiatives in the North Eastern
States?
Such examples include

ITIs in Assam, Meghalaya, Nagaland, Arunachal Pradesh, Mizoram, Sikkim and

Tripura revamped and upgraded in partnership with private sector organizations like
Tata Motors, VLCC, HUL

NVEQF pilot launched in schools in partnership with Pearson India and IndiaCan
UK-India Education Research Initiative (UKIERI) driven project to upgrade hospitality
training in 5 ITIs in Assam in partnership with Westminster Kingsway College

The private sector has also initiated a number of programmes in the North East
through NSDC.

17. What we are doing on the shop floor of education and what is

requirement of corporate sector?

i.

Ans. Education has been a problem in our country and lack of it has been
blamed for all sorts of evil for hundreds of years. Even Rabindranath Tagore
wrote lengthy articles about how Indian education system needs to change.
Funny thing is that from the colonial times, few things have changed. We have
established IITs, IIMs, law schools and other institutions of excellence;
students now routinely score 90% marks so that even students with 90+
percentages find it difficult to get into the colleges of their choice; but we do
more of the same old stuff. The very big question that comes to everyones
mind
is:
What
we
are
doing?
The answer to this question is very important to analyze thoroughly to make
out a plan of action to redefine teaching learning process and hence
revolutionize the current education system of the country. Every parent asks
their ward will they be able to score more than 80% or not. No one ever gives
emphasis weather they have technical knowledge or not? Will they get job or
not? And when their wards are jobless they have a readymade excuse: This is
due
to
recession
otherwise
my
ward
was
brilliant.
The things which we are following in our education system are described
below:
Rote Learning: Rote learning is a memorization technique based on
repetition. The idea is that one will be able to quickly recall the meaning of the
material the more one repeats it. Yes, we do know that many schools across
India are trying to bring in interactive education and we laud that immensely.
But the evil of rote learning is yet to be wiped out from a majority of Indian
schools. Owing to the fixated style of question papers that have been doing
the rounds in board exams from time immemorial, rote learning has

ii.

iii.

iv.

continued. Were very sure that most students wont be clear about many of
the basic foundation concepts taught in school even after theyve graduated.
Very less or No Practical knowledge: The major problem these days is that
we are not able to make a connection between what we teach in the
classroom to its practical application in outer world. Take a simple example: A
student who has mathematics in his +1 & +2 standard will surely know about
Integration, but none of them have practically implemented the Integration in
real life. This thing makes the teaching-learning process boring.
System of private Tuition classes: The teacher who doesnt teach anything
in the school teaches very efficiently at the private tuition centers very
efficiently. Why is it so?
So Called Social Ethics: Rohan didnt opted for Science stream. He must
be poor in studies. Why this discrimination? How long are we going to look
down upon vocational streams and look up to medicine, engineering, the IITs
and the IIMs? Students at the school level need to be educated through
career counseling regarding the kind of streams that exist and what
importance each of them plays to make an economy diverse.

All this factors plays a major role when it comes to get a job in the country.
According to WikiPedia the unemployment rate of in India is 8.8% which is quiet
high.
The main reason why we cant coup up with this is that we dont understand what
actually corporate demands. We are not able to change our education system as
fast as our corporate world is changing. This is not only the responsibility of
teacher or school; it is the responsibility of each and every person of this nation to
make a concrete foundation for the Education System in India and hence
minimize this unemployment rate. We have to understand what is the current
demand of the corporate sector now a days. Some of the major demands of
corporate world are described below:
Focus on Skill Based Education: Our education system is geared towards
teaching and testing knowledge at every level as opposed to teaching skills.
Give a man a fish and you feed him one day, teach him how to catch fishes and
you feed him for a lifetime. I believe that if you teach a man a skill, you enable
him for a lifetime. Knowledge is largely forgotten after the semester exam is over.
Still, year after year Indian students focus on cramming information. The best
crammers are rewarded by the system. This is one of the fundamental flaws of
our education system.
Reward creativity, original thinking, research and innovation: Our education
system rarely rewards what deserves highest academic accolades. Deviance is
discouraged. Risk taking is mocked. Our testing and marking systems need to be
built to recognize original contributions, in form of creativity, problem solving,
valuable original research and innovation. If we could do this successfully Indian
education system would have changed overnight.

Implement massive technology infrastructure for education: India needs to

embrace internet and technology if it has to teach all of its huge population, the
majority of which is located in remote villages. Now that we have computers and
internet, it makes sense to invest in technological infrastructure that will make
access to knowledge easier than ever. Instead of focussing on outdated models
of brick and mortar colleges and universities, we need to create educational
delivery mechanisms that can actually take the wealth of human knowledge to
the masses. The tools for this dissemination will be cheap smartphones, tablets
and computers with high speed internet connection. While all these are becoming
more possible than ever before, there is lot of innovation yet to take place in this
space.
Allow private capital in education: The government cannot afford to provide
higher education to all the people in the country. It is too costly for the
government to do so. The central government spends about 4% of budget
expenditure on education, compared to 40% on defence. Historically, the
government just did not have enough money to spend on even opening new
schools and universities, forget overhauling the entire system and investing in
technology and innovation related to the education system. Still, until today, at
least on paper only non-profit organizations are allowed to run educational
institutions apart from government institutions. Naturally, the good money, coming
from honest investors who want to earn from honest but high impact businesses
do not get into education sector. Rather, there are crooks, money launderers and
politicians opening private educational institutions which extract money from the
educational institution through creative structuring. The focus is on marketing
rather than innovation or providing great educational service one of the major
examples of this being IIPM.

Country

Initiative

New
Zealand

National Institute of Open Schooling (NIOS), the largest open schooling system in
world, has signed a memorandum of understanding (MoU) with New Zealands Open
Polytechnic to promote the role of vocational schooling in India.
The Open Polytechnic has provided two scholarships to the NIOS staff to study its
certiicate courses in designing and e-learning. Furthermore, the institutes are plann
to develop online courses and a train-the-trainers program.
The Indo-German Joint Working Group on Vocational Education is working with the
Government of Karnataka to develop multi-skills development centers, replicating th
German Dual system. These centers will have world- class infrastructure.
iMove, an initiative by the German Federal Ministry of Education and Research (BM
to impart vocational training, has signed an agreement with NSDC to support the
development of SSCs and the
training of trainers.
The Bureau for Vocational Education and Training Collaboration (BVETC) was
established by Australia and India in 2010 to facilitate skill development operations.
The agency delivers courses in India through local partners and works toward
improving linkages between the government, industry and various institutions.
The Victorian Government has contributed AU$300,000 (approx. US$272,000) to t

German
y

Australia

UK

325 Indian vocational trainers. A prominent vocational education provider from

Australia offers diploma courses in automotive technology and aircraft maintenance
engineering in Maharashtra.
The UK has cooperated and extended its expertise in setting up SSCs. The UK Indi
Skills Forum (UKISF) provides a platform for organizations across the technical and
vocational education sectors in the UK and India for imparting skills.
UKISF works closely with UK Trade and Investment (UKTI), which helps in identifyin
business opportunities in the skills domain. Thrust areas of the forum include
knowledge transfer, localization of services for India, and training and accreditation
trainers.

18. New skills policy before end of this financial year in India.
dynamic core element.

Taking