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Inspira-Journal of Commerce, Economics & Computer Science

ISSN : 2395-7069 (Impact Factor : 1.7122) Volume 02, No. 03, July- September, 2016, pp. 184-196

184

MODERN TECHNIQUES OF SKILL DEVELOPMENT:


INDIAN PERSPECTIVES
Smriti Srivastava
Shailesh Kumar Singh
Prof. Peeyush Pandey

Abstract
At current scenario occupational patterns are changing day by day. New jobs
arrangements are emerging. Higher skill categories are the demands of todays employment.
Hence it is necessary for India to move up produce a larger number of people with higher
education and training for knowledge work. For India, skill development is critical from both
socio-economic and demographic point of view. Therefore, the present paper attempts to
study the present skill capacity, modern techniques in skill development through which
maximum number of citizens can enhance their talent. The study also found that both the
Government and its partner agencies have undertaken various measures/initiatives for the
effective implementation of the skill development system in the economy.
Keywords: LMIS, NSDA, Skill Development, Ministries, Modern Techniques, Government Bodies.
Introduction
Today the corporate world is focusing on the training and development programs just to
make their employee more skilled in their specialized field, so that they can very efficiently
focused on their work in a very less time giving maximum output in a minimum resources. Till
now only private companies were focusing on such techniques for their employees so that
through those skilled employees they can face the competition prevailing in the market. At
present scenario not only private sector government is also taking initiative to make Indian
citizens more skilled in their perspectives areas so that they can grow their self in all the aspects
to increase their living standard which also affect Indian economy development. The
government already spends several thousand crores every year on skill development schemes
through over 18 different Central Government Ministries and State governments. The Union

Research Scholar, Faculty of Commerce & Business Management, Maharishi University of


Information Technology, Lucknow, Uttar Pradesh.
Research Scholar, Faculty of Commerce & Business Management, Maharishi University of
Information Technology, Lucknow, Uttar Pradesh.
Professor, Department of Commerce, Faculty of Commerce & Business Management, Maharishi
University of Information Technology, Lucknow, Uttar Pradesh.

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .

185

Budget 2015 paved way for the launch of a much-awaited National Skills Mission to
complement Prime Minister Narendra Modis Skill India and Make in India exhortations.
India is one of the few countries in the world where the working age population will be far in
excess of those dependent on them and, as per the World Bank, this will continue for at least
three decades till 2040. This has increasingly been recognized as a potential source of significant
strength for the national economy, provided we are able to equip and continuously upgrade the
skills of the population in the working age group. In recognition of this need, the Government of
India has adopted skill development as a national priority over the next 10 years.
Objectives
The objectives of the study are:

To understand the concept of skill development.

To study the provisions and initiative taken by government of modern techniques in


skill development
Methodology
The present work is conceptual in nature and based on secondary data made available
from reports, government documents and publications, websites etc.

Indias Target for Skill Development


By 2022 the National target for skill development is 50 crores. The 12th Five Year Plan
target is 5 crores. A target of 72.8 lakh persons had been set for the financial year i.e. FY 2013-14.
Various central government ministries and NSDC had accepted this target. It was impossible to
accomplish this task by the Government itself. It calls for a concerted effort of government,
private players and NGOs to address the issue in a comprehensive manner. If India has to gain
its rightful place in the world, wants equal benefits and opportunities to rise from the poverty
and several other issues, the top national priority should be skill development at present.
Skilling Efforts Coordination
At present, the skill development programs is running by at least 20 different
government bodies in India. Both the Ministry of Labour and Employment and the Ministry of
Human Resource Development (MHRD) created their own sector skill councils to identify skill
development needs in the country, even as the National Skill Development Corporation
(NSDC) has been setting up Sector Skill Councils since 2011. A Labour Market Information
System (LMIS) that should have been one centralized resource has been developed in different
forms by at least five government agencies.
The presence of multiple stakeholders coupled with a lack of coordinated policies has
resulted in no standardization of procedures or outcomes. The government today does not

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

even have a unified definition of skill. A 2013 paper of the Institute of Applied Manpower
Research (IAMR) questioned the basis of governments target of skilling 500 million people by
2022 without this definition. Skill development efforts today cover everything from
personality development, 40-hour long outreach and awareness programmes conducted for
farmers by the Ministry of Agriculture, 3-6 month courses encouraged by the NSDC and the
National Skill Development Agency (NSDA), as well as two-year programmes in Industrial
Training Institutes (ITIs). The Ministry of Skill Development and Entrepreneurship (MSDE)
was created as the aggregator in the sector, but the duplication of roles and policy confusion
has persisted. Tasks allocated to MSDE, such as frame policies for soft skills, computer
education, and work relating to Industrial Training Institutes.
It is essential that MSDE performs the difficult role of coordination relating to skill
development. To begin with, the delivery of at least 70 per cent of the total skill development
targets should rest solely with the MSDE. Large scale training delivery systems, such as the
Directorate General of Employment & Training (DGE&T) of MoLE should be integrated with
MSDE, while ministries working on skills in specific sectors (such as Textiles and Tourism)
should closely coordinate with it. In addition, overarching roles such as apprenticeship
system, LMIS implementation, private sector coordination, etc., should be housed exclusively
within one agency to reduce policy confusion. Finally, the MSDE must explicitly be made
responsible for coordination with the States and their Skill Development Missions.
NSDA
NSDA is the key coordinating body for skills development in India. It is an autonomous
body which is coordinating and harmonizing the skill development efforts of the Government
and the private sector to achieve the skilling targets of the 12th Plan and beyond.The NSDA
will anchor the National Skills Qualifications Framework (NSQF) and facilitate the setting up
of professional certifying bodies in addition to the existing ones. NSDA has subsumed the
three earlier bodies of Office of Advisor to PM on Skill Development, National Council of Skill
Development and National Skill Development Coordination Board.
NSDC
To execute skill development initiatives NSDC is an organization setup in the PPP
mode. The National Skill Development Corporation (NSDC) is a Public Private Partnership.
The NSDC was formed by leading industry associations and the Government as a Public
Private Partnership to enhance the role of the corporate and private sector in skill
Development. The NSDC funds skill development initiatives, Sector Skill Councils and other
activities related to skill development including the setting-up of large scale, for-profit
sustainable vocational institutions in the country, by encouraging private sector participation
and providing low-cost funding for training. For Indias participation in the World Skills
Competition NSDC is responsible.
Role of NSDC in Skill Development
It has three important roles-create, fund and develop an ecosystem .Other Central
government ministries and State governments have a focus on skill development within the
purview of their domain. The overall initiative is also contributed by NGOs and the Private
Sector. Sector Skill Councils have been set up to standardize the occupational standards, they
are responsible for certification and to train the trainers and accreditation. They also
participate in the creation of the Labour market information system by developing LMIS for
their sectors. A Cabinet Committee on Skill Development with representation from various
ministries and NSDA drives the policy formulation on skill development.

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .

187

Involvement of Central Government in Skill Development


In the Central Government, different Ministries are closely involved in skill development.
These ministries mainly operate in following ways- through setting up own training capacity in
specific sectors (examples of such ministries include Ministry of Labor and Employment,
Ministry of Agriculture, Ministry of Health and Family Welfare etc.) or through providing pertrainee costs of training for specific target populations (examples of such ministries include
Ministry of Rural Development, Ministry of Women and Child Development etc.).
Involvement of State Government in Skill Development
State Skill Development Missions (SSDM) have been set by most State Governments as a
nodal bodies to anchor the skill development agenda in the State. SSDMs are expected to play
a significant role in escalating the pace of skilling, through identification of key sectors for skill
development in the State, as well as coordinating with Central Ministries and State Line
Departments, as well as industry and private training organizations. The erstwhile PM
National Council for Skill Development (PMNCSD) now subsumed within NSDA has helped
states like Uttar Pradesh to create a State Skill Development Policy. It has helped other states
such as Assam, Arunachal Pradesh, Nagaland, Manipur, Odisha and Himachal Pradesh on
their skill development efforts.
Money Spending by Various Central Government Organizations Towards Skill Development
Ministries such as Rural Development, Housing and Urban Poverty Alleviation
(HUPA), Textiles, Medium, Small and Micro Enterprises (MSME), Labour& Employment
(MoLE) and Tourism have separate budgets for skill development schemes run by them. In
respect of central sector schemes and centrally sponsored schemes that are meant for the
welfare of certain socio-economic groups, there is an effort to ensure that at least 10% of the
funds under these schemes are earmarked for skill development activities. The Government
has also set up the National Skill Development Fund (NSDF). While the government had
contributed to the NSDF, the NSDF would also be a receptacle of multilateral , bilateral and
private sector funds for skill development. The fund is managed through a Trust.
Modern Techniques in Skill Development
National Skill Qualification Framework
The education sector is being covering by National Skill Qualification Framework
(NSQF) which is a national integrated competency based framework. It provide accumulation
and transfer of credits including recognition of prior learning both within and across
education including technical education and vocational training. It would provide for
progression from one level to another both horizontal and vertical so that persons can build up
on their qualifications throughout their lifetime.
NSS in Skill Development
The National Service Scheme has been in existence for quite some time and is a vehicle
for engaging students in real, long term projects partnering with other stakeholders in society
such as NGOs, Corporate, Foundations and Educational Institutions. A pilot involving a three
year program to include vocational skill education as part of NSS is being conducted in 10
universities across the country. This pilot will initially touch 30,000 students and once
launched nationally will impact 32 lakh students every year.
The Rashtriya Kaushal Puraskar
NSDA proposes to launch the National Skill Awards (Rashtriya Kaushal Puraskar) to
recognize outstanding achievements of individuals as well as institutional entities such as
central ministries, State Skill Development Missions, Training Institutions, Public and Private

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

Enterprises in the skill development space. This will help to create a positive and aspirational
image around skill development.
The Rural Broadband Initiative
The Rural Broadband initiative of the Ministry of IT and Communications proposes to
connect 250,000 panchayats in India using high capacity broadband connectivity of at least 100
Mbps. Riding on this technology highway, skill centers can be established at panchayats and
skilling content can be delivered digitally. Pilots for this are being planned in Vizag, North
Tripura and Ajmer before a larger rollout.
Citizen Service Centres in Skill Development
CSCs are the Citizen Service Centres set up under the Ministry of IT & Communications
to provide prescribed citizen services including in the villages. These centers are being used both
to deliver skill development through IT and also as centers for skill development.
Employment Exchanges in Skill Development
Currently, employment exchanges have become just repositories of lists of unemployed
persons. NSDA is working with the States to improve the functioning of the exchanges and also
explore alternate roles for them. Various states are taking into account to convert the current
Employment Exchanges into District Career Guidance and Counseling Centers, in which, the
exchanges can play a crucial role in skill development. These exchanges are leveraging
technology to increase their reach to the stakeholders. They are providing guidance to
individuals and mentoring aspiring individuals on entrepreneurship and self- employment.
They are working in a PPP mode to effectively leverage the technology and process knowhow of
private sector organizations. An example is the Karnataka State Employment Exchange
initiative.
Involvement of Private Sector in Skill Development
Private Sector plays a crucial role in skill development. The private sector is delivering a
majority of skill development programs of various Central Ministries and State Missions. For
example, Private organizations are adopting ITIs, leading and participating in their
management boards and benchmarking the training courses and curriculums in these ITIs to
be suitable for industry requirements. This plan of sucha scale cannot be successful without a
significantly increased participation from the private sector especially since a large percentage
of skill demand is in this sector. The government realizes and is engaging in a PPP mode
where relevant to make this a success. NSDC is a body setup in the PPP mode to increase the
active participation of the private sector in skill development including the building of
training capacity. Sector Skill Councils are setup with participation from industry bodies and
private employers to standardize trade and competency and as a part of the larger strategy to
get employers to lead skill development efforts. Private training organizations, NGOs are
being funded by NSDC to increase their training capacity.
Community College in Skill Development
Community colleges are aimed at supplementing mainstream education by providing
alternate pathways to professional growth. Offerings could include vocational courses that
enhance employability of students. MHRD announced the launch of 200 pilot colleges in 2012
after a series of events in 2011 built momentum for implementation of a more broad-based role
for community colleges in the Indian system of higher education. This was unanimously
endorsed in the State Education Ministers Conference held on 22nd February 2012, and a
Committee of 9 Education Ministers of States was constituted to finalize the concept and
framework of the Community College scheme.

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .

189

Main Objectives

To provide career oriented skills education to students currently pursuing higher


education but are actually interested in entering the workforce at the earliest opportunity;

To provide opportunities for employable and certifiable skills with necessary general
education to high school pass-outs not ready to enroll in traditional colleges while also
providing them a path to transfer to higher education including technical education
programs;

To provide opportunities for up-gradation and certification of traditional / acquired


skills of the learners irrespective of her/his qualification or age.

To provide opportunities for communitybased life-long learning by offering courses of


general interest to the community for personal development and interest.
Labour Market Information System (LMIS)
LMIS is critical to provide accurate data around skill demand, skill supply, the gap
therein and skilling capacity across the country.For planning the skill development initiatives
Information derived from LMIS will be useful to drive policy formulation and. The NSDA is
coordinating the development of a National level LMIS which would probably become fully
operational in a five year timeframe. In that time, all states, central ministries, as well as public
stakeholders ranging from individuals seeking training or employment opportunities,
potential employers looking for skilled personnel, training providers offering their services
etc. would be using the LMIS to link up with others in the chain. In the interim, the SSCs are
developing LMIS for their sectors and these would integrate with the LMIS when rolled out.
Funds Sources for Skill Development
Through multi sources funds are available for skill development. Vocational education
loans from banks, Reward such as the STAR scheme, Grants, Scholarships from Ministry of
Minority Affairs, National SC/ ST Finance Corporations etc, Voucher programs run by State
Governments (Eg. Gujarat) and Construction workers Cess. Funds available for Skill
Development Providers from Central & State Governments and NSDC Other organizations
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
Results:

Capacity Development in India


In India, about 12 million people join the workforce each year comprising highly
skilled(constitute a minuscule part), skilled, semi-skilled and un-skilled work force. The last
category constitutes the majority of the population entering the workforce. However, the
current skill capacity of the country is about four million. It is therefore required to enhance
skilling and technical education capacity to about 15 million(considering that even sections of
the existing workforce would have to trained).

No. of
instituti
ons
Proporti
on (%)

PrePrimary/
Pre-Basic
School

Primary
/Junior
Basic
School

Middle/
Senior
Basic
School

High/Post
Basic
School

Pre-degree
Junior
Colleges/Higher
Secondary
School

Board of
Intermediate
Secondary
Education

Total

67,822

823,162

367,745

123,726

66,917

48

1,449,420

4.7%

56.8%

25.4%

8.5%

4.6%

100%

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

Enrolment in Various Levels of Education In India (In 000s): 200910


No. of institutions
Proportion (%)

Pre-primary
67,822
4.7%

Class I-V
823,162
56.8%

Class VI-VIII
367,745
25.4%

Class IX-X
123,726
8.5%

Class XI-XII
66,917
4.6%

Total
48
-

Current Capacity in Vocational Education and Training


Vocational training in India is primarily imparted through the government and private
industrial training institutes (ITIs). As of February, 2012, there are in total 9,447 ITIs, with a
total seating capacity of 1.3 million. The total numbers of government ITIs are2,244 with a total
seating capacity of 472,738.The total number of ITIs has increased at a CAGR (20072012) of
11.5%, while the total number of seats has increased at a CAGR(20072012) of 12.2%.

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .

191

Women Constitute 68.2% of the Total Potential Learners


The contribution of women to potential learners is consistent with their contribution
toward the population for age groups between1518 years and 1923 years. However, they
constitute around 48% of the population in the age group of 2459 years and around78% of the
learners in this group. This can be attributed to the social and cultural norms, which lead a
large number of women toward household duties. Therefore, the program developed for the
age group of 2459 needs to have a stronger focus on women.

Low Enrolment Rates above Class XII Contribute Most of the Increase toward
Potential Learners
The percentage of enrolment for respective courses is decreasing with the level of
education. There is a sharp rise in learners at the graduation and post-graduation level as the
higher and technical education is inadequate on account of the following parameters:

Regional disparity in economic development has led to the uneven distribution of


higher education.

Education institution in the country face shortage of quality faculty that results in
inadequate quality of education.

Increase in the cost of higher education on account of reduced government funding and
increase of private investment in the education system.

Potential Learners By Grades


Class IX
Class X
Class XI
Class XII
Graduation

Male
3,023,570
3,791.797
6,319,612
6,770,505
23,930,684

Female
3,328,518
4,007,130
6,170,156
6,465,556
24,036,504

Total
6,352,088
7,798,927
12,489,768
13,236,061
47,967,188

SC/ST Constitute 28% of the Total Learners, Consistent with the National Average
The socially disadvantaged groups (SC and ST) have received a special focus over the
years for their social and economic advancement. The total number of SC and ST learners is 67
million and 35 million, respectively. Notably, the share of SC and ST among the learners in

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

their respective age group is consistent with the share of SC and ST in the working age
population.

The total enrolment in the schools during 2009-10 was 243.3 million, representing 21% of
the total population. The enrolments have increased over the years, resulting in a high literacy
rate of 74%. During the same time, a high drop rate of more than 50% (till class Xth) is proving
a major hurdle to the growth of the economy and creating a pool of potential learners.

Dropout Rate of Learners


Class
I-V
I-VIII
I-X

Dropout Rate
28.9%
42.4%
52.8%

Males Accounted For 53% of the Total School Dropout


The total number of dropout from school (class I-X) was 16.7 million during 200910. T
he majority of the learners drop out of class before completing class V, indicating that a strong
emphasis should be put for this group to providing some type of skill training.

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .

193

7.4% of the Total Enrolled Students of Class I-X Dropout



The dropout-to-enrolment ratio is slightly higher in each consecutive class-class IV has the lowest ratio and class IX-X has the highest ratio.

The ratio is the highest for males in the class IX-X category, indicating that a large
number of male students drop outs after completing the VIIIth standard, but
before completing the Xth standard. The total students in this category are 2.1
million.

For females, the highest ratio is for class V.

For females, the highest ratio is for class VI-VIII category with a total dropout of
2.6 million students.

In terms of value, the largest number of dropouts for male(5 million) and female(4
million) are in the class I-V category.

Findings
Through Economic survey terming skill development and utilization of skilled
workforce as a major area of concern, The Economic Survey 2014-15 stated that as per the
Labour Bureau Report 2014, the present skilled workforce in India is only 2 %, which is much
lower when compared to the developing nations and that the number persons aged 15 years
who have received or be receiving skills is merely 6.8 percent. However, data from the 68th
NSSO round (2011-12) indicates a revival in employment growth in manufacturing from 11
percent in 2009-10 to 12.6 percent in 2011-12. Indian workforce in the age group of 15-59 and
which was found to extremely low i.e. around 38% of the workforce are not even literate, 25%
are having below primary or up-to primary level of education and remaining 36% has an
education level of middle and higher level whereas only 10% of the workforce is vocationally
trained (with 2% formal and 8% informal training).

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

Sector Wise Skilling Target

Policy Support
The government has rolled out targets for various ministries based on the employment
potential in those sectors. The ministries have introduced schemes in the field of infrastructure
development and employment linkages in order to impart quality skill training.
Ministry/department/
organization

Key schemes/programs/institution with a provision for


vocational education and training program

National Skill
Development
Corporation

Labor and
Employment

HRD higher
education

It has so far signed agreements with 59 training partners.


These partners have a target to train 60.6 million people
by 202219.
-Craftsmen training scheme: It aims to provide a supply
of semi-skilled labor
and reduce unemployment among the educated youth.
-Apprenticeship scheme: It aims to provide in-house
training to employees
working in the company.
-Center of excellence scheme: The scheme discusses the
facilitation of multi skilling
courses in 21 industry sectors.
-Modular employable skills scheme: It focuses on the
delivery of short-term
courses of the National Council for Vocational Training (
NCVT) with the
objective of providing employment.
-Vocationalization of secondary education: It has created
infrastructure of
21,000 sections in 9,619 schools and a capacity of about 1
million students
at the 12th level20.
-Community polytechnic scheme: CPS acts a focal point
to promote the
transfer of science and technology to the rural sector.
-Jan Shikshan Sansthan: It has 157 vocational training
centers that are run by
NGOs offering more than 250 courses.

S.No.

Projected number
of trained
individuals in
2022(in million)
150

100

50

Smriti Srivastava, Shailesh Kumar Singh & Prof. Peeyush Pandey : Modern Techniques .
4

Transport

Rural development
(RUDSETI) and IL
& FS

Agriculture

Construction Industry
Development Council

Urban development

Micro small medium


enterprises

10

Textiles

11

Women and child


welfare

12

Department of Heavy
Industry

13

Department
of Information
Technology

14

Health and family


welfare

15
16
17

18

Finance-Insurance/
Banking
Consumer affairs
Tourism

Food processing
industries

In its Twelfth Five Year Plan, the ministry has allocated


INR20 billion for
training and skill development21
-Special projects for the Placement Linked Skill
Development of Rural BPL Youth under Swarnjayanti
Gram SwarozgarYojana (SGSYSP)
-Rural Development and Self-Employment Training
Institutes (RUDSETIs):
Set up dedicated infrastructure for skill development in
each district in the country
Providing training in agriculture extension (21 training
centers), training in the use of agricultural implements
and machinery, soil conservation training center
HUDCO and others in the construction sector under the
Ministry of Urban Development & Planning
Commission has taken the following initiatives:
Construction Industry Development Council (CIDC).
Company run schools (NBCC, HCC, L&T, ECC, etc.)
Urban Self Employment Programme under Swarna
Jayanti Shahari Rozgar
Yojana (SJSRY)
-It conducts the Entrepreneurship Development
Programme (EDP), Skill Development Programme (SDP)
and the Management Development Programme (MDP).
-Khadi and village industries commissioned under the
Ministry of MSME have 51 training centers that run
more than 30 types of programs.
-Decentralized training program with 24 weavers service
centers,13 power loom centers and many other boards
and councils.
-Apparel Export Promotion Council.
-Support to Training and Employment Programme for
Women (STEP).
-Training in home scale preservation of fruits and
vegetables.
-Women empowerment program in collaboration with
IGNOU.
Counselling,
retraining
and
redeployment
of
rationalized workers of CPSEs
-DOEACC O level
-CEDTI conducts courses in the field of electronics,
telecommunications, IT,
process control and instrumentation
-Training of multipurpose health workers (female and
male).
-Promotional training of female health assistants in 42
training centers.
NA
NA
15 food craft institutes under state governments
Training courses are run by various research institutes
such as Central Food
Technology Research Institute, Paddy Processing
Research Centre, PHTC, Council
of Entrepreneurial Development Programme (EDP).
Establishment of food processing and training centers
(FPTCs).

195
30

20

20

20

15

15

10

10

10

10

10

10
10
5

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Inspira- Journal of Commerce, Economics & Computer Science: July-September, 2016

19

20
21
22

-National Institute of Mentally Handicapped.


-National Institute for the Orthopedically Handicapped.
-Institute for Physically Handicapped
-National Institute for the Hearing Handicapped
Not available

Social justice and


empowerment
Overseas Indian
affairs
Chemicals and
fertilizers
Others (Power,
petroleum, etc.)

Not available

5
5

Not available

15

Total

530

Conclusion
As we have mentioned above that Skill development is one of the essential ingredients
for India's future economic growth .Skill development is going to be the crucial ingredient in
India's growth. Its impossible for India being a larger population to up skill all of its youth
across the country through the conventional education framework. By promoting PPP models
of financing skill development, more employment can be generated Central & State
Government, private industries & several NGOs has supported Modern techniques to
enhance skill development .The student has to be cautious on a few points before taking a
decision to go for skill training: firstly placement track record of a particular skill center.
Secondly, the track record of the training centers. Thirdly, the certificate awarded by the skill
centers should by certified by NCVT and NSDC. So to conclude this there are abundant job
opportunities in India and world over for skilled people, there are plenty of skill development
centers across the country, there are number of schemes running by government where for
getting trained student does not have to pay a single penny, this is creating a perfect
environment for getting trained and placed, so its very important to choose the skill center
very carefully as this is the first step towards a career ahead.
References









http://www.ficci.com.
http://www.nsdcindia.org.
http://planningcommission.nic.in.
Ministry of Labour& employment
Skill Development
http://tmgt.lsrj.in
http://abhinavjournal.com
Skilldevelopment.govt.in



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