Presentation by :-
Dr. Swati Mujumdar,
Chairperson, Vocational Committee Government of Maharashtra
E-mail – [email protected]
Maharashtra Perspective on
Skill Development
Vocational Committee
The Maharashtra Govt. constituted an 11-member committee to look at various aspects of vocational education and skill development so as to prepare a high level policy document for the State.
The Committee was headed by Dr Swati Mujumdar. The Committee after a span of 4-5 months submitted a detailed report to the Hon. Chief Minister and Hon. Minister for Higher & Technical Education, Govt. of Maharashtra.
Presentation of Committee Report to Hon. Chief Minister, GoM
Submission of Committee Report to
Members of Vocational Committee
Dr. Swati Mujumdar, Principal Director, Symbiosis Open Education Society (Chairperson)
Mrs. Shakuntala Katre, Consultant, NAAC
Mr. Dilip Chenoy, CEO & MD, NSDC
Mr. Pradeep Bhargava, Chairman, CII, Western Region
Dr. Ravindra Balapure, Deputy Director Vocational Education Chairman, Higher & Secondary School Examination Board Chairman, Maharashtra State Board of Vocational Education
Chairman, Maharashtra State Board of Technical Education (MSBTE) Director (Training), Vocational Education & Training Directorate
Director (Vocational Education ), Vocational Education and Training Directorate (Member Secretary)
Present Scenario of VET in Maharashtra
Out of approx 17 lacs students appearing for class X, approx 40,000 students enroll in vocational subjects at 9th grade each year as pre-vocational education does not form a compulsory component of school education at 9th and 10th
level. No weightage in final marklist.
At HSC (Voc) level, approx 1508 senior schools are running 150 vocational courses with total intake capacity of 90920. However, average admission in last three years was approx 58,000 with nearly 8000 students dropping out each year. Vertical mobility option is limited to Arts & Commerce stream & Polytechnics.
HSC (Bifocal) is offered by 1575 Vocational Jr Colleges with intake capacity of approx 1, 65,350. This scheme is popular with students in the technical stream as it gives option of one bifocal subject (200 marks) in lieu of two other subjects (one language, biology) with weightage in HSC marklist.
A total of 416 ITIs and 310 ITCs with an intake of 1,48,000 students are functioning in Maharashtra, although only 1 lakh students appear for exams each year. The vertical mobility is limited to few seats in Polytechnics. Students in non-technical stream do not have an option of vertical mobility.
Maharashtra State Board of Vocational Education (MSBVE) has approx 4234 institutes is offering 1014 short term courses with a enrolment capacity of 1,70,000 students. Only 70,000 students are enrolled in these courses each year.
Present Scenario of VET in Maharashtra
Maharashtra has 1077 Polytechnics (385–AICTE approved, 183– Pharmacy/Non AICTE & 509 other Govt approved Institutes running short term courses and diplomas). Total Intake capacity in Polytechnics is 1,46,169 out of which actual enrolled are 1,30,000 students. AICTE approved polytechnic diploma students get entry into 2nd year Engineering. Students can also take admission in 1st year Engineering if seats remain vacant. In 2010-2011, 22,023 seats were vacant in 1st year engineering. However, non-AICTE diplomas & short term courses are terminal in nature.
The training in the informal/unorganized sector is mainly carried out through NIOS which offers 85 courses through 700 providers. These courses do not provide vertical mobility, even though 93% of India’s workforce is in the informal sector.
Community Colleges, Jan Shikshan Sansthas & Community Polytechnics also provide vocational courses, diplomas & associate degrees.
Problems with present VET System
National Skill Development Mission – Approx. 500 million youth to be skilled
by 2022 but no clear mandate on how to achieve this.
India – Approx. 93% of workforce is in the informal sector. Only 5-7% of the
workforce are formally vocationally trained (eg. Korea – 98%).
India – Lack of a unified, integrated system of vocational education and training.
No national / state policy for VET. No regulatory body to control VET sector, to accredit, assess quality or issue standard certificates across various vocational or skill training courses provided in the State or Center. All this resulting in a fragmented VET system.
Private participation is lacking due to lack of clear policy, no incentives.
At Center – dichotomy – Vocational Education under MHRD and Industrial
Training under MoLE.
No national policy regarding formal qualifications for vocational teachers. In
foreign countries Bachelors of Vocational Education (BVE) is often a mandatory qualification for teachers.
No emphasis from industry for formal vocational certification in recruitment
rules.
Problems with present VET System
Vocationalization at school level has been limited and unsuccessful due to lack
of awareness, lack of weightage in the final mark sheet & lack of linkages with HSC Voc. groups.
The MCVC Scheme of vocationalization at 11th & 12th Std, has also failed to
gain popularity due to lack of clear vertical mobility options. Many Universities do not admit HSC vocational students in Maharashtra. MCVC students are not allowed to appear for entrance tests of professional UG programs.
Degree programs in vocational stream are missing in existing institutions.
Skills obtained by students are lost in the process. Most vocational courses are terminal in nature.
Over 93% of India’s workforce is in the unorganized sector and yet there are
few schemes specially designed for vocational training and certification of the unorganized sector. Lack of Recognition of Prior Learning Scheme.
Community Colleges have not been effectively rolled out and have not been
Problems with present VET System
Curriculum taught in vocational courses is not aligned to industry needs.
Quality is a major concern. There is limited industry engagement.
Curriculum and content is not upgraded periodically. Infrastructure in most
vocational schools and industrial training institutes is out-dated.
There is a lack of competency based skill development courses. Teachers are
unaware of how to teach such courses. Competency measuring assessment tools are unavailable.
There is lack of specially designed teacher training courses for vocational
and skill based teaching-learning pedagogy.
There is no dedicated machinery to create content (print, audio, video,
electronic) for vocational or skill development courses. Similarly there is no dedicated body for designing and conducting assessments and exams for such courses.
Expansion of Vocational education system is happening without any
Student & Faculty Survey
Students Surveyed– ITI/ITC
: 1888
Students Surveyed– Vocational Colleges : 930
Total Student Survey Forms
: 2818
Faculty Surveyed– ITI/ITC
: 26
Faculty Surveyed– Vocational Colleges
: 350
Total Faculty Survey Forms
: 376
Survey has been conducted in Pune, Karad, Latur, Wagholi, Prabhani, Baramati,
Nasrapur, Bijapur, Mhavare, Mulshi, Pirangut, Daund, Bhor, Charholi, Narayangaon, Ambegaon and Junnar.
Students Aspirations for Higher Education
Faculty Feedback on Need for Vocational University
Industry Feedback
Feedback was gathered through a pre- prepared questionnaire on the following aspects:
Role of industry in mapping of occupational standards. Inclusion of general academic skills in the curricula.
Training/ apprenticeship of vocational students at Industry premises Industry aid for setting up Production Oriented labs
Utilization of Institute premises for in-service training of employees. Employability of vocational degree holders in the industry.
Role of industry in governance of Skill Development Institutes.
Provisioning of industrial employees for conducting hands-on training for students.
Utilizing Institute expertise to undertake R & D projects for the Industry
Industry Feedback
There is a need for Vocational University in order to provide higher
education opportunities without losing basic skills.
There is a urgent and growing need for skilled manpower and industry is
willing to come forward to partner with academia in all aspects including governance, curricula design etc.
Industry feels that vocational degree holders & pass-outs from a Vocational
University will have an edge over other graduates as the focus will be on developing competencies and practical skills.
Mapping of occupational standards as an input for implementation of
NVEQF is thought as an important activity by the industry & industry is willing to take up this responsibility.
Industry and Academia need to closely collaborate in order to improve
quality of outcome and learning. Courses need to be aligned to industry needs to save on re-training costs. Industry has given importance to teaching life coping and general academic skills to vocational students.
Industry is willing to provide training resources and participate in other
areas such as joint research projects.
Industry is willing to come forward and setup production oriented labs and
International Perspective
A delegation headed by the Hon. Minister for Higher & Technical Education,
Shri Rajesh Tope & Vocational Committee members visited Sri Lanka to study their Vocational Education & Skill Development model. The delegation studied the Sri Lankan Tertiary Vocational Education Commission (T-VEC) & Univotec (Vocational University.
The delegation found that Sri Lanka has effectively implemented with
excellent results many of the recommendations given by the Vocational Committee.
The Vocational Committee also met Government officials of Germany to
study the University of Applied Sciences model which is similar to a Vocational University.
Conclusions
There should be a unified system of vocational education, training and skill development in the State offering standardized courses/programs at all levels for the benefit of students, industry and community as a whole.
Clear vertical mobility options from secondary to higher education should be provided for vocational and ITI students to enter higher education portals.
Vocationalization of Higher education should be done by establishing a Vocational University. Linkages with local vocational providers and community colleges should be worked out.
Special schemes such as Recognition or Prior Learning should be created for unorganized sector for integration into the mainstream. There should be increased industry and community participation
and engagement in all aspects of the VET system.
There should be a single regulatory body to plan, promote, regulate, develop, co-ordinate and standardize vocational education, training and skill development at all levels in the State of Maharashtra.
Recommendations of Vocational Committee
Regulatory Framework
MAHARASHTRA VOCATIONAL EDUCATION & TRAINING COMMISSION
Apex body for policy making, regulation, planning, coordination,
development, standardization, certification, registration, recognition, affiliation and accreditation of Vocational education, training and skill development at all levels
MAHARASHTRA VOCATIONAL EDUCATION & TRAINING QUALITY COUNCIL
Apex body for quality assessment of all types of VET Institutes and Skill
Development Centers from school to tertiary level. To lay down norms, standards and policies for quality assessment of applicants.
MAHARASHTRA VOCATIONAL EDUCATION AND TRAINING REGISTRATION AND ACCREDITATION BOARD
Board for framing rules, regulations, policies, norms, procedures and
conditions for Registration, Recognition and Accreditation of VTP’s and
ensuring that all registered VTP’s follow the general policies and guidelines of the Commission .
Recommendations at Secondary & Higher Secondary
School Level
At SSC level, vocational subjects (having linkages with vocational stream offered at +2 level) be provided as an alternative to third language within the core group so as to take effect in the overall weightage of SSC marks.
At HSC level, core academic courses be introduced as electives in the curricula in lieu of 2nd language and General Foundation Course to allow entry to HSC (Voc) students into the academic sector (undergraduate programs).
HSC (Voc) scheme be revised to include life coping/generic skills such as numeracy, problem solving, soft skills, entrepreneurship etc. as a compulsory component of the curricula. All courses restructured must be credit based and modular in nature.
Students undergoing 2 year ITI courses after passing 10th std may be given an HSC equivalence (Eg. Gujarat). Vocational diploma holders (MSBTE) should be given mobility into UG programs.
Recommendations at Higher Education Level
Establishment of Vocational University
Provide vertical mobility to students in vocational streams by offering Bachelors, Masters and Doctoral programs and offer various specializations as required by local community & industry. Conduct research in labour market requirements in order to
understand emerging trends and develop suitable competency based curricula, courses & programs.
Offer facility for Recognition of Prior Learning, life long learning and credit banking/transfer system to bring unorganized sector in the mainstream of education.
Conduct teacher training in Vocational teaching-learning pedagogy.
Conduct training of assessors for competency based assessments. Set up community colleges across the State to address the needs of
Recommendations
Industry Participation
Curricula design and specifying needs for various job roles.
Hands-on and on-job training for students, In-service training, Internships, apprenticeship and placements for students.
Contribution by way of equipment, production oriented labs, research labs etc.
Participation in teacher training and skill up gradation.
Creation of Industry Management Committees for all VTPs including Vocational Junior Colleges and the Vocational University.
Participation in the PPP model for establishment of a Vocational University.
Active participation in all aspects including governance, curricula, labs, teacher selection and outsourcing of research projects to the University.
Creation of Occupational Standards and participation in implementation of NVEQF.
Participation in labour market research and needs analysis.
Emphasizing the need for formal vocational qualification / certification as part of the recruitment rules or at the time of appraisal.
Recommendations
Community Participation
Motivating local population for undergoing skill training.
Arranging special skilling or training programs for informal workforce through local trainers.
Arranging local trainers such as craftsmen, artisans and other highly skilled persons who can train students and workforce in the local community.
Creating Community Skill Development centers and Community colleges, where local population can be skilled/trained and common infrastructure / equipment can be contributed by the local community and industry.
Arranging workshops, seminars and counseling sessions from local experts for benefit of students and workers.
Providing input about labour market needs local needs of skilled manpower so as to contribute to the Labour Information System.
Implementation of Committee Recommendations
Bill for creation of Maharashtra Vocational Education Commission(M-VEC) and Quality Council has been tabled in Cabinet and is under consideration.
Maharashtra Govt has announced introduction of vocational courses at IXth and Xth level.
MCVC scheme enhancement to include life coping skills and other electives to provide vertical mobility options into UG programs and create eligibility for entrance tests of professional programs is under consideration.
Equivalence to HSC for ITI courses through a gazette notification being implemented.
Equivalence to HSC for MSBVE 2-year courses after 10th std has been granted.
