The two-day National Conference by Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE) was addressed by TVET administrators, policymakers, officials from various Ministries, researchers, academic professionals, representatives and experts from various Sector Skill Councils, national and international organizations, teachers, vocational trainers, students, practitioners, and other stakeholders.
To capture the essence of the presentations from few panelists who are directly connected to skilling and vocational education Team NSN presents highlights of their presentations on the occasion.
Building skills for work and life – Dr. Swati Majumdar, Director, Symbiosis Centre for Distance Learning Symbiosis University of Applied Sciences, Indore
Industry 4.0 is set to change and transform industries and businesses giving rise to new job roles. This in turn is changing the requirements of industries, in terms of technology and skills of the workforce needed. Therefore, our education system must be revamped to meet the changing needs of the workplace. Skill development becomes important in addressing the gap between employment and employability. The emerging needs and competencies by the industries must be embedded into skill development courses and other degree programmes. Thus, it becomes critical to review and reimage TVET system. Some of the characteristics of a good TVET system are, an up-to-date curriculum, practical training, a holistic learning environment with good infrastructure equipped with all the required tools and technologies, provide widely recognized standards which also allows students to change educational tracks, availability of a sufficient number of quality trainers and creating a positive image of vocational education, so that young people find it attractive.
Professional standards for educators in vocational and technical education – K. Renuka Raju, Managing Director, Kovida Ltd., Hyderabad
As the nature of work is changing, we need to prepare our students and the future workforce to handle this efficiently. One of the critical challenges in the current times is the professional standards for educators in the vocational and technical education. As it is their responsibility to successfully prepare the students for work and civic roles with the ability to compete, connect and cooperate at the international level. With policy input, there must be a standard for teachers who teach the sector-specific subjects in schools and required infrastructure where these teachers can be trained. There is a need to identify and develop these teachers for school level, because industry experts are not always comfortable to teach in the schools.
Technical and vocational teachers, as part of their professional progression need to be trained for different job roles. These are Master trainers, Trainers, Assessors, Moderators, Validators, etc. All of these will require capacity building to improve Quality Assurance. To strengthen and bridge the gaps for effective implementation of NSQF policy and National Education Policy, we must address the gaps of lack of infrastructure, industry engagement and faculty development. TVET trainer development institute must be set up to develop a strong workforce with sector-oriented employability skills to enable India’s transformation into a much larger economy and a developed nation.
Re-branding TVET- Dr. Thanika Chalam Vedhathiri, Prof. (Retd.), NITTTR, Chennai
Technical and Vocational Education and Training (TVET) programs have to be redesigned to meet the employers’ needs in adopting Industry- 4.0 technologies. SWOT analysis of Indian TVET system shows that they have to be improved and the resources are to be modernized. Important skills like virtual collaboration, cognitive load management, and computational thinking are needed to face the Industry-4.0. Further, it demands a broad range of new technology-based competencies in cyber-physical systems, IoT, cloud and cognitive computing and strengthening links between TVET Institutions and Industry 4.0 based companies. The TVET faculty training institutions are to be expanded and the faculty members have also to be trained in implementing revised and new TVET programs.
Empowering Youth through Skills: Success Stories- Dr. Madhuri Dubey, Founder, National Skill Network, Hyderabad
Skills have extensive potential to transform the future of young people and show them different ways to fulfill their personal and professional ambitions. However, there is little awareness about the means to do it. Success stories play a very crucial role in creating awareness about multiple options and helping them make informed decisions. These stories highlight the struggles, achievements and the path threaded by an achiever. It will not only motivate others but convince them that there are many ways to learn, earn and sustain themselves and their families. Youth empowerment through skills could lead towards different outcomes.
Implementing Apprenticeship through Industry Integrated Dual Education Model- Dr. R. S. Rathore, Dean, Academic Affairs, Shri Vishwakarma Skill University, Haryana
The announcement of National Skill Qualification Framework (NSQF) was one step in developing the skill ecosystem in India. In addition to this new initiative, the apprenticeship programs are also well established skill enhancement programs, equipping qualified youth with practical knowledge and skills required in their field of work. The Apprentices are imparted training by the organization at their place of work. Shri Vishwakarma Skill University through its Industry Integrated Dual Education Model has presented a successful working model for Apprentice to work during their studies under the NSQF structure. In recent times, the apprenticeship programs are also revamped to meet the high quality and number of apprentices for different skill areas.
Work Integrated Training of Vocational Education- The Case Study of TISS-SVE -Dr. Leena Chandran Wadia, Senior Fellow, Observer Research Foundation (ORF), Mumbai
In the past few years, importance has been given to vocational/skill education at different levels starting from secondary school to higher education. Over a period of time the School of Vocational Education at TISS has been successful in establishing a successful model of work integrated training to deliver several courses up to graduation level covering 18 different sectors across India. The courses are delivered using a Hub and Spoke model. The opportunity to get a Bachelor’s Degree in vocation helps in getting a status and possibility to get into further education. The TISS-SVE model is cost effective, affordable, scalable and replicable in any higher education institute with high employability for the students.
Dual studies and B.Voc.: A comparison of innovative initiatives in Germany and India and their potential for making TVET viable for the future – Jan Ebben, Consultant, NSDC, New Delhi
Excellence and innovation in TVET are elusive goals across the nations. While excellence and innovation few years back was workplace safety, quality management etc., it is now new work, entrepreneurism and readiness for AI and Industry 4.0 are thought to be the hallmark of it. Jan Ebben presented TVET innovation in Germany as a success story with lessons that would also be highly relevant for India. It is the model of dual studies – combing apprenticeships with a university degree course. This is compared with the introduction of B.Voc. courses in India since 2014. Both the initiatives were checked to see if they passed as excellent or innovative. Jan Ebben recommended for bringing a model to make apprentices career-ready and apprenticeships more ready for AI and Industry 4.0.
Skills for New-age vocational teachers – Ms. Nilanjana Saxena, Learning Design Professional, Higher Education Institution, Singapore
A learning facilitator or a vocational teacher wears multiple hats, which include design, delivery, curriculum evaluation, assessment, learner support as well as coaching. Therefore, for the 21st century training of workforce, curriculum realignment catering to 21st century learning outcomes is needed along with teaching practice that caters to the learning demands. With the advent of technology, vocational teachers must use tech-enabled learning to train the students. The institutional setup in Singapore has emphasised on lifelong learning for vocational teachers, incentivizing upskilling, rewarding teaching innovation and mentorship. Support of this nature is a necessary condition towards preparing the TVET teacher for the future of learning.