Skill india

Details of the scheme and area of operation:

Skill India campaign was launched by Prime Minister Narendra Modi on 15 July 2015 to
train over 40 crore people in India in different skills by 2022.
It includes various initiatives of the government like "National Skill Development
Mission", "National Policy for Skill Development and Entrepreneurship, 2015", "Pradhan
Mantri Kaushal Vikas Yojana (PMKVY)" and the "Skill Loan scheme".
It works under the ministry of Skill Development and Entrepreneurship.
Objectives of Skill India
The main goal is to create opportunities, space and scope for the development of the
talents of the Indian youth and to develop more of those sectors which have already been
put under skill development for the last so many years and also to identify new sectors for
skill development.
The new program aims at providing training and skill development to 500 million youth
of our country by 2020, covering each and every village. Various schemes are also
proposed to achieve this objective.

Target Segment:

Features of Skill India

The emphasis is to skill the youths in such a way so that they get employment and also improve
entrepreneurship.

Provides training, support and guidance for all occupations that were of traditional type like
carpenters, cobblers, welders, blacksmiths, masons, nurses, tailors, weavers etc.

More emphasis will be given on new areas like real estate, construction, transportation, textile,
gem industry, jewellery designing, banking, tourism and various other sectors, where skill
development is inadequate or nil.
 The training programs would be on the lines of international level so that the youths of our
country can not only meet the domestic demands but also of other countries like the US, Japan,
China, Germany, Russia and those in the West Asia.

Another remarkable feature of the Skill India program would be to create a hallmark called
Rural India Skill, so as to standardize and certify the training process.

Tailor-made, need-based programs would be initiated for specific age groups which can be like
language and communication skills, life and positive thinking skills, personality development
skills, management skills, behavioral skills, including job and employability skills.

The course methodology of Skill India would be innovative, which would include games,
group discussions, brainstorming sessions, practical experiences, case studies etc.

Partners for the scheme:

1. NSDC

The National Skill Development Corporation, (NSDC) is a one of its kind, Public Private
Partnership in India, under the Ministry of Skill Development & Entrepreneurship. It aims to
promote skill development by catalyzing creation of large, quality, for-profit vocational
institutions.

NSDC provides funding to build scalable, for-profit vocational training initiatives. Its mandate is
also to enable support systems such as quality assurance, information systems and train the
trainer academies either directly or through partnerships. NSDC acts as a catalyst in skill
development by providing funding to enterprises, companies and organisations that provide skill
training. It will also develop appropriate models to enhance, support and coordinate private
sector initiatives. The differentiated focus for the 21 sectors under NSDCs purview and its
understanding of their viability will make every sector attractive to private investment.

There are 267 training partners, which include for-profit and not-for-profit entities, represent the
core philosophy of NSDC. Through its PPP constitution, the delivery of skilled population been
placed solely at the doors of private sector companies, that for the good part are funded by
NSDC.
 2. PCFCT

Premier Center for Competency Training is an accredited partner of National Skill Development
Council, it is associated with :

National Skill Development Corporation (NSDC)

Automotive Skill Development Council (ASDC)

Mahindra Institute for Quality, Nasik

National Institute for quality & Reliability, Chennai

Logistics Skills Council (LSC)

Tourism & Hospitality Skill Council (THSC)

Capital Goods Skill Council (CGSC)

UK has entered into a partnership with India under this programme. Virtual partnerships will be
initiated at the school level to enable young people of either country to experience the school
system of the other country and develop an understanding of the culture, traditions and social and
family systems. A commitment to achieve mutual recognition of UK and Indian qualifications
was made.

Marketing of the scheme

How is it different from the previous skill development policies?

Its not that we do not have any skill development program already. The Government of India
has always considered skill development as a national priority. It is just that since the ministry is
new, the approach taken for skill development is also new.

Earlier, the emphasis was on traditional jobs. But this time, all kinds of jobs will be given equal
emphasis. Earlier, the responsibility was divided among various ministries, but this time, these
are being clubbed together. The ministry of skill development and entrepreneurship will be the
principal ministry which is going to coordinate with other ministries and organizations.

According to NaMo, Skill India wont be just a program but a movement. Here, youth who are
jobless, college and school dropouts, along with the educated ones, from rural and urban areas,
all will be given value addition. The new ministry will be the certifying agency. Certificates will
be issued to those who complete a particular skill or program and this certificate has to be
recognized by all public and private agencies and entities, including overseas organizations. Skill
India is a program for the entire nation.

The skill india programme has been marketing with a campaign called I support skill india .
Sachin Tendulkar - the living legend of cricket endorsed the "I Support Skill India" campaign of
the Ministry of Skill Development and Entrepreneurship (MSDE).

MSDE's "I Support Skill India" campaign is an endeavour to galvanise all stakeholders across
States, organisation, industries, to bring value and respect to Skills and standardise the ecosystem
to address human resource requirements across the national and globally. Overall the Ministry
aims to raise the standard of living for many at the lower rung of the pyramid by ensuring better
wages and dignity of labour.

how the scheme is functioning the positive and negative aspects and avenues for
improvement

Till now 55,70,476 have been trained in 3222 training centres and 23.88.009 have been placed .

Oracle on 12 February 2016 announced that it will build a new 2.8 million sq. ft. campus
in Bengaluru will be Oracle's largest outside of its headquarters in Redwood
Shores, California.[5] Oracle Academy will launch an initiative to train more than half-a-million
students each year to develop computer science skills by expanding its partnerships to 2,700
institutions in India from 1,700 at present.
As of 15 February 2016, the "Indian Leather Development Programme" trained 51,216 youth in
a span of 100 days and it plans to train 1,44,000 young persons annually. Four new branches of
"Footwear Design & Development Institute" at Hyderabad,Patna, Banur (Punjab)
and Ankleshwar (Gujarat) are being set up to improve training infrastructure. The industry is
undergoing acute skill shortage and most of the people trained are being absorbed by the
industry.

Advantages of Skill India

The idea is to raise confidence, improve productivity and give direction through proper skill
development. Skill development will enable the youths to get blue-collar jobs. Development of
skills, at a young age, right at the school level, is very essential to channelize them for proper job
opportunities. There should be a balanced growth in all the sectors and all jobs should be given
equal importance. Every job aspirant would be given training in soft skills to lead a proper and
decent life. Skill development would reach the rural and remote areas also. Corporate
educational institutions, non-government organizations, Government, academic institutions, and
society would help in the development of skills of the youths so that better results are achieved in
the shortest time possible.

To sum up

What shape Skill India will take and what it will do only time can tell. But no doubt it seems to
be a good initiative providing skills to people, especially because India is one of the few
countries all across the world whose working age population will be very high, few years down
the line, going by its ever-increasing growth of population, as per the World Bank.
It is also high time now measures are taken to improve the physical and mental development of
the youths of the country so that none of them remains unemployed and the countrys
unemployment problem also gets reduced. It is time to open up avenues by which the youth
accepts responsibility and no one remains idle because an idle youth is a burden to the economy.
The economy should concentrate on job creation and social security schemes. With this new
approach towards skill development, India can definitely move forward towards its targeted
results.
Beneficiary details:

BENEFICIARY 1

Name: Anand

Gender:male

Age: 23

Contact details: 9494682424

Occupation: Previously Daily labor, currently working at kakathiya united auto garage

Income: monthly 6000 rupees along with additional monetary and non-monetary incentives

Scheme taken in: 2015

Location: Warangal

Social class: lower class

Scheme: Pratham

a. Perception on the scheme: The skills training he gained at the PRATHAM Centre gave
him a chance to gain a career. The training helped him learn the nitty-gritties of the skill
as well as PRATHAMs soft skills training helped raise his levels of confidence.Anand
began to notice changes in the way he talked, he gained confidence that allowed him
meet and mingle with new people, and he developed a positive attitude and became more
professional and punctual while working.

Shortcomings: The course is very time taking.

Suggestions:The span of the course must be reduced.

b. TRI COMPONENT ATTITUDE MODEL:

Cognition:Anands first job provided him the opportunity to gain on-the-job training coupled
with Prathams ongoing counseling and career guidance provided to him even after he was
placed given me good confidence. Ever since then, Anand has recommended PRATHAM to his
friends as he believes that skills training can truly make a meaningful change in their lives.
Anands first job made him realize that he can emerge successful when faced with any
adversities.. (UTILITARIAN FUNCTION)

Affection: Finding his career has not only helped Anand to find his true personality, but has also
helped him support his family economically. Anand now sees the world through a new lens. He
didnt just find a job because of PRATHAM, but also found a career. (VALUE EXPRESSIVE
FUNCTION)

Conation: Anand now sees the world through a new lens. He didnt just find a job because of
PRATHAM, but also found a career. (EGO-DEFENSIVE FUNCTION)

Suggestions from our perspective:Government has to take steps to establish new training
centers everywhere and do a better promotion of the scheme to increase awareness among
everyone.

LEARNING THEORIES:

Behavioral learning: awareness programmes, advertisements, campaigns should be conducted

so that the people will know about the scheme.

Cognitive theory: word of mouth can change their mental thinking to gain effective skills.

Impact of the scheme on beneficiariesself-image:The routine changed his personality as well

Anand began to notice changes in the way he talked, he gained confidence that allowed him
meet and mingle with new people, he developed a positive attitude and became more
professional and punctual while working

BENEFICIARY 2

Name: Shivanath Kumar kausariya

Gender:male
Age: 24

Contact details: 8500233619

Occupation:Security guard

Income: monthly 5000 rupees

Scheme taken in: 2015

Location: Raipur

Social class: lower class

Scheme:Centum skill development Centre

c. Perception on the scheme: He really liked going through the course. 12 years of school
education had not provided the kind of knowledge that the trainers provided.

Shortcomings: the course is very lengthy.

Suggestions:The span of the course must be reduced.

d. TRI COMPONENT ATTITUDE MODEL:

Cognition: He feels that the government is providing a great platform to learn and get equipped
with competency skills. (UTILITARIAN FUNCTION)

Affection: He felt confident about providing bright future to his son, he always dreamt of
enrolling him in a private school. (VALUE EXPRESSIVE FUNCTION)

Conation: He felt amazing that he was provided with a travel allowance and even food. (EGO-
DEFENSIVE FUNCTION)

Suggestions from our perspective:Government has to take steps to establish new training
centers everywhere and do a better promotion of the scheme to increase awareness among
everyone.

LEARNING THEORIES:
Behavioral learning: awareness programmes, advertisements, campaigns should be conducted
so that the people will know about the scheme.

Cognitive theory: word of mouth can change their mental thinking to gain effective skills.

Impact of the scheme on beneficiaries self-image:He is able to earn a monthly income and
was able to achieve his dreams.

BENEFICIARY 3

Name: BinoyMondal

Gender:male

Age: 25

Contact details: 9585428615

Occupation:currently working at Issac Pvt Ltd

Income: monthly 9000 rupees

Scheme taken in: 2015

Location: Howrah

Social class: lower middle class

Scheme:Orion Edutech

Perception on the scheme: his hard work, dedication, determination and support from the team
members of Orion Edutech has helped him to achieve his career.

Suggestions:infrastructure should be improved

e. TRI COMPONENT ATTITUDE MODEL:

Cognition:he became successful and found the path he was looking far. (UTILITARIAN
FUNCTION)

Affection: he loves his job and very positive towards it. (VALUE EXPRESSIVE FUNCTION)
Conation: His life has completely changed today and feels thankful to Orion which made his
dream come true. (EGO-DEFENSIVE FUNCTION)

Suggestions from our perspective:Government has to take steps to establish new training
centers everywhere and do a better promotion of the scheme to increase awareness among
everyone.

LEARNING THEORIES:

Behavioral learning: awareness programmes, advertisements, campaigns should be conducted

so that the people will know about the scheme.

Cognitive theory: word of mouth can change their mental thinking to gain effective skills.

Impact of the scheme on beneficiaries self-image:He is able to earn a monthly income and
was able to achieve his dreams.

BENEFICIARY 4

Name: Ruby

Gender:female

Age: 28

Contact details: 9220040398

Occupation:Beautician

Income: monthly 15,000 rupees

Scheme taken in: 2015

Location: Bhopal

Social class: lower middle class

Scheme:Labor nets training programme

Perception on the scheme: She feels lucky for getting this opportunity that has changed her life.

Suggestions:Needs more awareness among people about this scheme.

f. TRI COMPONENT ATTITUDE MODEL:

Cognition:she took this great opportunity and learnt various different skills.(UTILITARIAN
FUNCTION)

Affection: She aims and is confident that her daughter will not have to lead a life as she did with
the money she saved. (VALUE EXPRESSIVE FUNCTION)

Conation:Despite being uneducated today she has her own business which is running
successfully she is able to maintain and manage the expenses and negotiate with the clients.
(EGO-DEFENSIVE FUNCTION)

Suggestions from our perspective:Government has to take steps to establish new training
centers everywhere and do a better promotion of the scheme to increase awareness among
everyone.

LEARNING THEORIES:

Behavioral learning: awareness programmes, advertisements, campaigns should be conducted

so that the people will know about the scheme.

Cognitive theory: word of mouth can change their mental thinking to gain effective skills.

Impact of the scheme on beneficiaries self-image:She is able to earn a monthly income and
was able to achieve his dreams.

BENEFICIARY 5

Name: Manoj Jaiswal

Gender:male

Age: 28
Contact details:9441232887

Occupation:Regional territory Manager for Airtel

Income: monthly 50,000 rupees

Scheme taken in: 2015

Location: Banaras

Social class: upper middle class

Scheme:Centum learning center

Perception on the scheme: He feels that training from Centum learning has set him right.

Suggestions:Needs more awareness among people about this scheme.

g. TRI COMPONENT ATTITUDE MODEL:

Cognition:Through this training he increases his product knowledge that cleared his doubts and
helped him field teams queries and deal effectively with external stakeholders.(UTILITARIAN
FUNCTION)

Affection: Now he is able to finish his work early and reach home to spend quality time with
family. (VALUE EXPRESSIVE FUNCTION)

Conation:He is excited about his work and is able to focus on work better. His team is
performing now well and is No.1 in his zone. (EGO-DEFENSIVE FUNCTION)

Suggestions from our perspective:Government has to take steps to establish new training
centers everywhere and do a better promotion of the scheme to increase awareness among
everyone.

LEARNING THEORIES:

Behavioral learning: awareness programmes, advertisements, campaigns should be conducted

so that the people will know about the scheme.
Cognitive theory: word of mouth can change their mental thinking to gain effective skills.

Impact of the scheme on beneficiaries self-image:He is able to earn a monthly income and
was able to achieve his dreams.

SUGGESTIONS:

1.The existing syllabus pattern:

Problem: The syllabus made and taught in the institutions are out of sync with the requirements
of changed job scenario as well as technological developments. Due to this the students are not
aware of the latest job skill set demands of the industry and fail to get jobs.

Solution: the syllabus must be prepared jointly by the industry and the educators simultaneously.
It should be regularly updated, at least 20% to be changed every year. It should include more of
practical learning than theoretical.

2.Educational and Vocational skills:

Problem: the corporate have vacancies, India has a huge population still there is rampant
unemployment due to the mismatch in the education and skill requirement set. Vocational skills
like communication, soft skills, IT , customer handling skills are missing in the education
system.

Solution: Equal importance should be given to the vocational skills comparably with academics
as they are equally required in the modern job scenarios some of these are:- a. Basic
Communication Skills- Soft Skills b. Basic IT/ Computer Skills c. Customer Care Services d.
Guest Handling e. Corporate Etiquettes and Manners f. Art of Public Speaking g. Front Office
Management h. Telephone skills i. Interview Skills j. Skills to work overseas k. Inter-personnel
skills development l. Team Building Exercises m. Job / Employment Scenario n. Domain
Knowledge o. Hands on experience p. Practical labs.

3.Infrastructure :

Problem: lack of modern infrastructure in the institutions. Because of Government/Private

Institutions the lack the funds and initiatives to upgrade to the available technology level
infrastructure which is available within the State/Country because they are not forced either by
Industry or by prospective employers. The Industry has developed a methodology to retrain all
new entrants as per their own requirements. This amply shows the lack of linkage between the
training syllabi and the Industry/Employment requirement.

Solution : wide and easy availability of computers,softwares, tools , gadgets,machines,

equipments ,etc . in technical institutes what ever is taught according to the syllabus ,there must
be practical exposure for the same. Training for high-quality skills requires appropriate training
equipment and tools, adequate supply of training materials, and practice. Other requirements
include relevant textbooks and training manuals and qualified instructors with experience in
enterprises. learning by doing and by coaching.

4. Mindset :

Problem: the mind set of the Indian family by and large is getting high marks which leads only
to bookish knowledge.the parents and society fails to recognize the importance of vocational
education. The public and even parents consider the vocational education track as fit for only the
academically less endowed. In many countries, students entering the vocational education stream
find it difficult, if not impossible, to proceed to higher education. Some vocational training
programmes like dressmaking, hairdressing, and cookery are associated with girls - very often
girls who are less gifted academically.

Solution: awareness has to be generated in the minds of the people regarding importance of
vocational as well as mainstream education. Education should help develop indigenous skills
associated with the manufacture of traditional artifacts and crafts, business management and
entrepreneurial skills for self-employment

5. Private organizations:

Problem: not all are able to get admissions in the govt. institutes.

Solution: private organizations should be given full liberty to impart education and skills by
working hand-in-hand with the industry. They have funds, are flexible and innovative. Introduce
policies and incentives that will support increased private sector participation in Training
delivery..

6. Trainers
Problem: trainers are chosen on the basis of academic qualification. They are never sent to
upgrade their skill and knowledge on the latest machines/technology; so there is stagnation at the
intellect level. Hence no latest knowledge is imparted to the workforce under training.

Solution: the competence of the teacher should be measured in terms of theoretical knowledge,
technical and pedagogical skills as well as being abreast with new technologies in the workplace.
industry leaders should be asked to teach.

7. Secondary Schools

Problem: Differentiation of occupation in the developing economies requires secondary school

graduates with varied vocational as well as academic skills.

Solution: Because of changes in production processes resulting from technological advances, the
nature of the demand for skills, both in terms of quantity and quality, changes. Modern
technology requires fewer highly qualified middle and lower level skilled personnel. A training
system is required which can produce exactly this kind of manpower. Training should contribute
to such progress, both by reducing unemployment, through creating employment in the fields of
pre-vocational specialization and self-employment, and by engendering a higher propensity for
labour force participation at the end of secondary schooling, improving productivity, and
correspondingly resulting in higher graduate earnings. Low skill level professions need to be
earmarked for students who are neither further educable nor further trained able or are no able to
afford being economically weaker or just become plain disinterested. The challenge examination
system will take care of these in later time frame when they become more trained with
substantial work experience. Vocational and technical secondary education can establish a closer
relationship between school and work.

8. Manual Work

Problem: wide gap between taught and manually worked upon. Every individual by and large
given a chance wants to shirk hard manual labour. Every individuals dream is light work more
comfortable work place and more then adequate compensation.

Solution: Vocational education is considered helpful in developing what can be termed as skill-
culture and attitude towards manual work, in contrast to pure academic culture and preference
for white collar jobs; and to serve simultaneously the hand' and the mind, the practical and
the abstract, the vocational and the academic. This will create respect for blue collar as well as
manual labour and Industry needs to pay the workers at par with the white collar if not better.

9. Market Linkage

Problem: Education system is not linked with the market therefore it ends in unemployment and
underemployment

Solution: The ultimate aim of vocational training is employment. Therefore education system
has to be linked to the job market. In this way, the socio-economic relevance of education can be
enhanced.

10. Training Programmes

Problem: Training programmes dont consider the requirements of the industry Solution;
Assuring the employability of trainees begins with effective guidance and counseling of potential
trainees in the choice of training programmes in relation to their aptitude and academic
background. Employability presupposes the acquisition of employable skills that are related to
the demands of the labour market. Tracer studies which track the destination of graduates in the
job market can provide useful feedback for the revision of training programmes so as to enhance
the employability of trainees. Another could be Industrys representation in selecting students for
various vocations. This process of skill set tests can be based on physical well being, robust
body, tool handling skills, attitude sustained hard work over a period of time and ability to
persevere till a workable solution is found

11. Accreditation Body

Problem: no national body which is in link with education system and industry.

Solution: In order to ensure coherence and management of training provision, it will be

necessary to establish a national agency or body to coordinate and drive the entire Training
system. Depending on the country, this agency could be under the umbrella of the ministry of
education and vocational training or a separate and autonomous body. In either case, the
coordinating agency should include representation from all relevant stakeholders, including
government policy makers, employers, public and private training providers, civil society,
alumni associations, and development partners.

12. Training and Development

Problem: Training and development programme is taken just as class room exercise and no
practical usage is made of it. There is no process of re- training at a later stage in age and life

Solution: Life long learning has a beneficial effect on the development of a high quality
Training system. This is because the skills of the workforce can be continually upgraded through
a life-long learning approach. This also means that learners who have had limited access to
training in the past can have a second chance to build on their skills and competencies. They are
better learners and later better trainers as they are very experienced and mature.

13. Distance Education

Problem: Lack of awareness of these programmes due to bad publicity

Solution: Regardless of the size or economic state of a nation, there is a resurgence of demand
for technical and vocational education training (TVET) services at the community and district
levels, as well as at the provincial and Central Government levels. When these demands are
found to be factual and a positive response is required, the decision-makers are normally faced
with three major issues:

1. Resources: The availability of resources to meet the ever-increasing TVET need always
appears inadequate.

2. Instructional, ancillary and administrative staff: The individuals responsible for producing and
delivering the TVET services need to be initially trained or, at the very least, continually re-
trained to meet changing global standards.

3. Delivery methods: A decision must be made on how to implement TVET services delivery
method that is more effective (i.e., meets the needs of the clientele) and efficient ( i.e., attains
TVET objectives at the least possible cost).
Conclusion:

Skill india has been flourishing in india and government of india has teamed up with many
parteners for better implementation of the scheme . we have taken the beneficiary details from
national skill development corporation (NSDC ). From our project we have learnt that many
lives have been changed through skill india programme . we feel that this kind of beneficiary
scheme should be promoted at a larger level , so that many more lives can be changed. We have
included some suggestions for the betterment of the programme.

Bibliography

Skill india website

http://www.skillindia.gov.in/

NSDC Website

http://www.nsdcindia.org/

pcfct website

http://www.pcfct.com/index.php#\

about skill india

https://www.linkedin.com/pulse/skill-india-program-objectives-features-advantages-dr-subodh-
kulkarni