A presentation by Dr. B Chandrasekhar at workshop on OER for Skill Development in New Delhi

1. Skilling India at Speed and Scale: a
technology approach
Presented by
Dr. Chandrasekar
Registrar, Regional Centre for Biotechnology
Presented at
National Consultation on Open Educational Resources for Skill Development
Organised by
Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi
In Collaboration with: KNI Trust, Gurgaon
Venue: Hotel Royal Plaza, New Delhi
Date: 28 November, 2014

2. The Brief Plan
• Skills Landscape with specific context to India
– Challenges in the present Skills Development Scenario
• How Scaling can help achieving the numbers
...Case study of IL&FS Model
• Role of ICT in Skills
– How quality & relevance are sustainable in present trends
• Key Recommendations
– Govt. at the national & state
– Service Providers (at large)

3. Skills Landscape
The last decade witnessed the Indian economy facing 4 key challenges...
Challenge to Sustain Economic Growth
The Economy is growing at 8%, hungry for skilled manpower
Inclusive Growth Challenge
Fruits of economic growth bypassing large segments of
population
Demographic Challenge
Population bulge with high % in working age group (18 to 35 yr)
Employability Challenge of Educated
Low number of “Ready to Deploy” Educated Youth

4. Skills...
India’s demographic dividend... “Global Skills Factory”
Surplus/ Deficit working population regions, 2020 Demographic Bulge 20 -35 years
Demographic
Bulge
Women Men
Source: Boston Consulting Groups Study on India in 2020 , Planning Commission, XI Plan document, UN/ DESA

5. Skills ...
150
100
50
0
2010-11
2012-12
2012-13
2013-14
2014-15
2015-16
38.2 45.68 51.88
76.37
105.37
139.37
Cumulative skilled persons achieved
(in Lakhs)
30 L completed
*2015-16 is projected NSDA, 2014

6. Challenges we face...
Big challenge is in skilling this demand-supply, with the lack of infrastructure...
•Major employment is in the
informal sector, i.e., 85% of
Labour are outside the
labour laws
•Organized sector now resort
to informal employment
•Labour Laws inflexible
viz.,
•Contract Labour Laws,
Apprenticeship Acts etc.
•Skill mismatch
•Unemployment high
among education
unemployment
•90% of workforce are
outside the formal training
Predominance of unorganized
sector
Strict Labour Laws Training Mismatch
New strategy:
Job Creation
Achieve 500 m
by 2020
Rethink new strategy for skilling...
Inclusive growth strategy
Market driven education & Training
Coordinated effort of all stakeholders
Public & private

7. Extent of ICT adoption...
Country
KPI
Leadership in
Technology?
ICT Strategy in
Place?
Internet Access in
Schools/ Learning
place?
Program for ICT/ OER
teacher training?
Integration of ICT into
Curriculum?
Piloting innovative
technologies?
Way ahead in student
learning outputs...
India China Brazil Russia Singapore Korea
Internet sources

8. Case Study:
IL&FS Skill Model - A Sustainable tool towards skill development
initiatives
Scalability
Quality
Relevance
Industry Linkages
Social inclusiveness ...

9. Case Study: Nutshell
India: National Skill Development Mission
Case Study Description Footprint
Scheme
Founded
Location
Target
Objective
Annual Target
Implementation
Skill Development Initiatives
2005 (new design & format )
Pan-India (26 states in phases)
500 Million (upto 2020)
Capacity building youth who are employable
105.07 Lakhs
National & state level mission, corporations
Scale-up approach in mission mode began recently in 2005 with
institutional mechanism, NSDC (PPP model), formation of NSDA,
operational schemes such as NOS, SSC, NSQF etc.
Key Sucess Factors
 Building a network of Skill Training Service Providers, facilitating skill training at all levels, geographies, sectors (largely the bottom of the pyramid)
 Enlarging the reach of the project by collaborating with various private sector skill service providers in various operational formats
 Building partnerships with national & state authorities for establishing a sustainable skill training system
 Fixing targets across timelines and achieving them
Building the capacities of all the institutions from the national level to the local level for making a SELF RELAIANT Training Eco-system

10. Case Study...
IL&FS Skills: Skills PRogrammes for INclusive Growth (SPRING)
National
Footprint
Case Study Description
Firm
Founded
Location
Target
Objective
Annual Target
No. of Sectors
IL&FS Skills Development Corporation Ltd.
2007 (as JV of IL&FS & NSDC)
Pan-India (25 states)
4 Million (upto 2020)
Imparting employability skills to youth across sectors
7 Lakhs (youth across rural, schools, up-skilling)
6 Sectors covering 70 Short Courses
Key Sucess Factors
 Building a network of Skill Training Centres (IIS), facilitating skill training at all levels, geographies, sectors (largely the bottom of the pyramid)
 Enlarging the reach of the project by collaborating with various private sector skill service providers in various operational formats
 Building partnerships Industries-employers
 Sustainable Training System with quality & relevance

11. IL&FS Skills a PPP Initiative set up with mandate to skill 4 million by 2022...
… delivering industry led Skills PRogrammes for INclusive Growth (SPRING)
Placement Linked Skills
programmes with linkage to
organized employment in 15 sectors
and 45 trades
Re-skilling and Up-Skilling of
persons already in jobs
Vocational Education & Training
integrated as part of school and
college curriculum
MASTERY – upto 1 month training
programme for Master Trainers,
Trainers in androgogy, use of
technology, concepts of blended
learning
Capacity Building for
Government Functionaries on
IT, Work Skills for improved
governance
Training programmes for Self
Employment

12. Trained over 15,35,000 Youth since 2005 across sectors...
75 industrial
clusters
Social background
400,000 patients
screened till date
38,000 ASHA
worker trained
430,000 Youth have been skilled as part of Skills for
Employment. 64% of these are from Below Poverty Line
(BPL) groups now earning between 100 – 200$ per month
Focus on women, disadvantaged groups, school drop – outs and the
youth in difficult regions
FEMALE
47%
MALE
53%
Gender
SC
21%
ST
9%
OBC
29%
Minorit
y
3%
General
38%
Educational Qualification
<10th
63%
10th
Pass
6%
12th
Pass
31%
Difficult Regions
LWE
20%
J&K,
North
East
3%
Others
77%
Textile & Apparel
(158,784)
Leather
(16,519)
Engineering
(36,096)
Construction
(25,709)
BFSI
(21,525)
Retail, IT/ITES, Hospitality
(61,115 )
Health
(26,716)
Manufacturing
Engineering & Construction
Services
Soft Skills, TOT, Media & Entertainment
(76,420)

13. Services offered by each IL&FS Institute of Skills (IIS)
 Simulated Labs – Industry simulated training resources
 Support of Multimedia Content & ICT Solution
 Training of Trainers
 Placement linkages
 Assessment & Certification – Industry based
SPOKES: Typically situated in
 Industry premises
 Educational Institutions
 Government institutes
IL&FS Institute of Skills – IIS (Hub)
IL&FS Skills School – ISS (Spoke)
IL&FS Institute of
Skills – IIS
(Hub)
IL&FS Skills
Schools IIS
(Spoke)
IL&FS Skills
Schools IIS
(Spoke)
IL&FS Skills
Schools IIS
(Spoke)
IL&FS Skills
Schools IIS
(Spoke)
IL&FS Skills
Schools IIS
(Spoke)
Transit Centre’s
Skill courses are delivered through a network of 175 + skill development
centre’s, operational in Hub & Spoke model in 25 states of India

14. Some IIS are best in the country in terms of infrastructure and quality of training
IIS, Chhindwara IIS, Barnala IIS, Bhilwara
Madhya Pradesh Punjab Rajasthan
IIS, Coimbatore IIS,, Karaikudi (in partnership
with Alagappa University)
IIS, Siwan
Tamil Nadu Bihar

15. Our standardized technology enabled training methodology ensures quality with scale
[the Skill Training Value Chain]
Placement
Linkages
ICT based Training
resources
Community
Engagement
Assessment &
Certification
Counseling & Training of
Selections Tests Trainers
Post Placement
Placement Tracking &
Counseling

16. Holistic prgm. for learners along with domain skills
360
o
Development
Domain Training (60 – 340 hours):
 bringing the workplace to classroom
 Industry endorsed and aligned to National
Occupational Standards
Work Readiness & Life Skills for seamless
transition of trainees to formal work environment
Functional English:
 Mobile based learning
 English for Employability
Computer Literacy is imparted through
Microsoft Digital Literacy (MDL) program
Interactive
Classroom
Sessions
Multimedia and
e-Learning Aids
Module-wise
Course Material
Case Studies
Business
Simulations
Games/ Quiz
Industry Visits
Individual and
Group Exercises
Role Plays
Prezs by Industry
Experts and &
Subject
Specialists
80% ICT
based
resources

17. Technology Enabled Learning in Skills ...
The McKinsey study reveals that the most effective instructional techniques in a
training center is a hybrid one – Hands on learning with multimedia support
• Investments in training infrastructure that
simulates workplace is key to quality skills
training program
• Employers find value in the fact that the trainees
have been trained in infrastructure and work
situations that are akin to the workplace –
trainees “work-ready”
• Employers are then willing to commit manpower
requirements, sharing knowledge about training
modules, training of trainers etc,. to make
program suit their needs

18. Suggestions ...
• Ensure employability of skills training in partnerships with key
stakeholders – STP, SSCs, Industry/ Employers
• Streamline the skills development programmes
in the light of new strategy
• Increase the skilled workforce with formal
Certification ensuring employability
• Increase the percentage of workforce receiving training
from existing 10% to 25% in the formal sector
• It means doubling the Annual Training Capacity to 4.5 million per
annum

19. Key Recommendations [4 A’s]
• Appropriate (s)
– Institutional mechanism for Skill Development & training
delivery
– Programme Design across Skills Trades/ Courses that
meet the market needs
– Availability teaching learning resources (pedagogy) that
meet the learner requirements (ICT enabled...OER)
– Partnership within the Skill Training Ecosystem (for each
phase – Prgm. design, industry linkages, placement
partnerships,

20. • Skill Learning Portal [SLP]
Central Cloud services
Access and devices
Learners, Trainers/ Teachers, Nodal Institutions, Skill Service Providers (SSP), Central & State
Public Portals
Policy & Decision
support
SKILLS PORTAL:
Design & Delivery
Management
Systems
Training Mgt.
Systems
Open Education Resources for Skills
Decision support &
Reporting mechanism
Labor Market
Information System
NSQF: NOS,
Compliances, Regulations
Skill Content Delivery
system
Digital Learning
resources for TOT
Digital Resources
Portal (national)
Assessment & Real Time
Report Generation
Central Management of
the Scheme
Assessment &
Certification - online
Affiliation & regulation
Trainer life cycle
management
Pre service,
Continual Trng.
Policy issues in
capacity development
Solution Components: CRM, Solution management, Learning Resource portal systems, assessment, LMIS, L&D,
business intelligence, IT Infra, security, certification, authentication, document control and management

21. OER & ICT tools are more likely to unfold their innovative capacity if applied in a
strategic way for large scale skill training ...
Identify the need Defiine the ecosystem Propose the right strategy
• What is the main objective to
promote the use of OER,
e.g. literacy, capacity
building, bridging the digital
divide, advancing specific
skills, employability &
efficiencey etc…?
• Which ICT tools are most
appropriate to meet the
needs?
• Who is involved in
promoting, implemeting and
delivering the usage of the
appropriate OER?
• What regulations/ processes
need to be addressed?
• How can coordination be
ensured and who should
have authority/ responsibility
over it?
• What should be the key
thrusts of your strategy to
integrate OER for skills &
ICT in schooling?
• What is the right timing and
milestones?
• How and when should you
assess outcomes?
Start simple and demand
driven
Identity and coordinate with
Skills Training ecosystem
Formulate ideal strategy and
identify outcomes

22.  Teaching is like fishing…
 You use different lures for different fish
 You use different methods for different learners.
 Teaching is like beautiful music…
 Where, instructional methods are the instruments
 When played alone they make sound…
 When played together in tune, rhythm, and feeling, they
become amazing music !