GSS Session V -- Mr. Santosh Mehrotra: NVEQF Structure and Highlights

Session V- Panel Discussion
The National Vocational Qualification Framework: Structures and Convergence

1. National Vocational Education Qualifications Framework (NVEQF) 7 th June, 2011 Meeting of Central Advisory Board of Education (CABE) Ministry of Human Resource Development 1

2. Presentation Structure Why NVEQF; Design of NVEQF Envisaged Reforms in Technical Vocational Education and Training (TVET) Operationalisation of NVEQF Sector-wise NVEQF Who does what? Pilot Project Time Frame for Implementation 2

3. Why National Vocational EDUCATION Qualification Framework ? Majority of Indian workforce in informal employment in unorganized sector, with low levels of literacy and numeracy, yet no mechanism available for them to enter formal education system HENCE, desirable to focus on educational component to build a sound TVET system Also, need to build a general education element into VE, and vice versa, to ensure a holistic approach to human resource development 3

4. Design of NVEQF and Envisaged Reforms 4

5. Problem: General School Education vis -a- vis TVET General education: student can go on progressing TVET – progression thru the system very difficult – a problem VET: ITI and VE in higher secondary schools - a dead-end ITI student has many difficulties in entering Polytechnics – pathway needed Polytechnic student has difficulty in entering Engineering College – bridge course needed VET student should be able to go back to General Education, if she/he desires - very difficult Both vertical and horizontal mobility a problem 5

6. 6 Level General Education Qualifications TVET qualifications Proposed Certificate Awarding Bodies 10 Doctorates NCC 8 Universities and SSC 9 Masters NCC 7 Jointly by Universities/IGNOU/State Open Universities and SSC 8 Post Graduate Certificates, Post Graduate Diplomas and Bachelor Degrees (Honours) NCC 6 - Do - 7 Bachelor Degrees and Graduate Diplomas NCC 5 - Do - 6 Graduate Certificates/Advanced Diplomas NCC 4 - Do - 5 Diplomas NCC 3 Jointly by Colleges / Polytechnics /Universities /IGNOU/State Open Universities and SSC 4 Class XII (General Academic/Vocational Education) NCC 2 Jointly by CBSE/ State Boards /NIOS /State Open Schools and SSC 3 Class XI (General Academic/ Vocational Education) National Competence Certificate 1 (NCC 1) - Do - 2 Class X ( Pre-vocational) NCWP-2 Jointly by Institution and SSC 1 Class IX (Pre-vocational) National Certificate for Work Preparation 1 (NCWP-1) - Do - * SSC = Sector Skill Councils to be established by National Skill Development Corporation Reform 1: Design of NVEQF - Architecture

7. Annual Examination System Credit Based Semester System Single final examination at the end of academic year. Periodical assessment and feedback for improvement of performance Encourages rote learning. Encourages performance based learning – with definable competencies Chronic problems : Question out of syllabus, erroneous and ambiguous questions, incomplete questions Internal and transparent assessment , based on unambiguous competency criteria . Rigid system and does not allow for multi-entry and exit. Flexibility for building ‘Learning Units’ through accumulation of credits over time and encourages multi-entry and exit. Reform 2 : Shift from Annual to Semester ( Credit Based) Examination System 7 “We are convinced that if we are to suggest any single reform in the university education it would be that of examination system” ( Radhakrishnan Commission, 1948 )

8. Problem: VET offers little practical industry training or private sector involvement Private sector not involved in curriculum design in ITI or in VE in schools Private sector offers little or no internship to VET student Private sector not engaged in certification or testing Competency not assessed in either ITIs/ITCs or VE 8

9. Existing TVET NVEQF Supply Driven -TVET provision do not reflect labour market requirements due to l ack of Industry involvement Demand Driven- Involvement of Industry to identify skill requirements and gaps at national and local level. Courses not aligned with skill requirements of employers Learning Units to align with skill requirements of employers/labour market. Lack of involvement of industry in delivery of TVET and certification of qualifications Industry’s involvement in delivery and joint certification through Directorate of Education and Skill Development Centres (SDCs) of SSCs at local level. Lack of involvement of Industry in financing TVET Financing of TVET through National Skill Development Corporation (NSDC) Reform 3: Shift from Government as Major Player to Industry and Employers as Major Players in TVET reforms 9

10. Sector Skill Councils SSCs constituted in the following sectors No Sector Sector Skill Council 1. Automobile Automotive Skill Development Council (ASDC) 2. Security Security Knowledge and Skill Development Council (SKSDC) 3. Energy Indian Energy Skill Development Council (IESDC) 4. Retailing Retailers Association Skill Council of India (RASCI) 5. Film, Media, Broadcasting, Entertainment and Animation Film, Media, Broadcasting, Entertainment and Animation Skill Council (FMBEASC) 6. Information Technology and IT enabled Services Information Technology and IT enabled Services Skill Development Council (IT & ITES SDC) 10

11. Problem: unorganized sector employs 93% workforce – but VET offers no recognition of skills Most skills in unorganized sector acquired informally, outside of VET system Those skills are not recognized Certification of prior learnt skills would raise Incomes Dignity Migration 11

12. Existing TVET NVEQF No provision for Recognition of Prior Learning (RPL) acquired through informal learning/unstructured apprenticeship training Testing and Certification of knowledge and skills that an individual has acquired in previous training and through work experience. Reform 4 : Shift from Lack of Provision for Prior Learning to Recognition of Prior Learning 12 Certificate in Plumbing Diploma in Plumbing Class VIII Vocational Elective – e.g., Basic Plumbing Practices Bridge Course to fill Competency g ap by NIOS/State Open Schools, IGNOU/State Open Universities Labour Market NVEQ level 1 & 2 NVEQ level 3 & 4 NVEQ level 5 Recognition of Prior Learning - Assessment of Competencies (including Literacy & Numeracy skills) and Certification

13. Problem : existing VET courses v fragmented, v diverse, with multiple providers Plumbing courses: offered by Govt or private VTPs, for 6 months 12 months 2 years No uniformity in competency achieved even in different duration courses, since competency is not examined or certified 13

14. 14 S.No Course/Program Institution Offering the Course Duration Eligibility Certification 1. Plumbing System Design Certificate Programme Indian Institute of Plumbing, Pune 1 year/ 2 semesters Bachelor in Engineering Certified Plumbing Systems Engineer (C.P.S.E.) 2. Plumbing Construction Management Certificate Programme Indian Institute of Plumbing, Pune 1 year/ 2 semesters Contractors, Construction Managers, and Supervisors (basic education+ min .5 yrs experience) Certified Plumbing Supervisors (C.P.S.) 3. Plumbing Technology Certificate Programme Indian Institute of Plumbing, Pune 2 year/ 4 semesters Successful completion of Secondary School study Certified Master Plumber (C.M.P.) 4. Certificate Course in Plumber under Craftsman Training Scheme Industrial Training Institutes 1 year 8 th Std. pass NCVT Certificate in Plumber 5. Certificate Course in Sanitary Hardware Fitter under Craftsman Training Scheme Industrial Training Institutes 6 months 8 th Std. pass NCVT Certificate in Sanitary Hardware Fitter 6. Short Term Vocational Certificate Course in Plumbing Private Institutions/NGOs 6 months SSC fail Certificate in Plumbing (from Board of Intermediate Education, Andhra Pradesh) 7. Short term Certificate Course in Plumbing Society for Self Employment, Govt. of NCT of Delhi 4 months 10 th Std. pass Certificate in Plumbing Example of Lack of Uniformity in Qualifications offered through Face-to-Face Mode across Institutions in Plumbing Sector

15. 15 S.No. Course/Program Institution Offering the Course Duration Eligibility Certification 8. Diploma in Plumbing Technician Tamil Nadu Open University, Chennai 1 year 10 th Std. pass or those who have completed 15 years of age (these candidate will have to clear the Bachelor Preparatory Program) Diploma in Plumbing Technician 9. Certificate in Plumbing (Water Supply and Sanitary Installations) Annamalai University, Annamalai Nagar, Tamil Nadu 1 year 10 th Std. or ITI pass Certificate in Plumbing 10. Certificate in Plumbing National Institute of Open Schooling, Noida 6 months From literate to 12 th Std. pass, lower age limit is 14 yrs, but no upper age limit. Certificate in Plumbing 11. Certificate in Plumber Yashwantrao Chavan Maharashtra Open University, Nashik 3 months Class XII pass Certificate in Plumber Example of Lack of Uniformity in Qualifications offered through Open Learning Mode across Institutions in Plumbing Sector

16. Existing TVET NVEQF Non-uniformity in nomenclature, duration, curriculum design, content and examination system of TVET courses. Example in Plumbing Sector-1. Uniformity ensured through registration of NVEQs and accreditation of programs, institutions. A Register of all NVEQs will be maintained on a website. Lack of provision for vocational courses at higher education level NVEQ levels to be introduced in Polytechnics, Universities & Colleges for seamless pathways in a sector. Lack of provision for progression from VE at +2 level to higher education courses; lack of progression from ITI to Polytech ; NVEQ levels at 3 & 4 will be aligned with NVEQ levels 5-10 for progression. Example in Plumbing Sector- 2. ( right click mouse on Example and go to Open Hyperlink) Reform 5: Shift from Restricted Opportunities for Mobility to Clear Cut Pathways for Mobility of Students between Programs and Institutions 16

17. Existing TVET NVEQF Fragmented governance: more than 17 Ministries offering TVET courses Unified governance through registered and accredited TVET courses/programs under one umbrella i.e., Indian Qualifications Authority Centralized a llocation and monitoring of TVET courses/ programs by Departments (e.g., Directorate of Education for vocational courses in schools) Registered Education and Training Providers (RETPs) to decide courses in consultation with Skill Development Centres (to be created at District level) of NSDC. Lack of monitoring and feedback system to improve efficiency of TVET system Management Information System (MIS) to be set up for feedback from RETPs and Quality Assurance. Reform 6: Shift from Fragmented to a Unified TVET Governance 17

18. Operationalisation of NVEQF 18

19. Management Mechanism INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory) (MHRD, NSDC and Mo L & E to coordinate implementation of norms and standards of NVEQF through a National Committee on NVEQF ) NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES (Develop Sector Occupation Map, National Occupation Standards (NOS), Competency Based Curriculum (CBC), Training Packages) NATIONAL QUALIFICATIONS BODY AT NSDC (Register and approve Qualifications, NOS, CBC and Training Packages) 19

20. STATE DIRECTORATES OF EDUCATION, DISTRICT EDUCATION OFFICES, STATE SKILL COUNCILS (to be established), DISTRICT INDUSTRY CENTRES & LOCAL INDUSTRY (Identify local opportunities and skill requirements and assist in establishment of linkages, training delivery, funding, monitoring, etc.)   CBSE (CBVE), STATE BOARDS OF EDUCATION, POLYTECHNICS, UNIVERSITIES AND SECTOR SKILL COUNCILS (conduct assessment and award certificates for respective qualification levels) REGISTERED EDUCATION AND TRAINING PROVIDERS (Deliver nationally endorsed NVEQs) Management Mechanism 20

21. Operationalisation of NVEQF at District Level 21 Organize Internship/On–the-Job training /Apprenticeship Training Training Providers Provides nationally endorsed qualifications packages for NVEQ levels Local Industry & Employers Skill Development Center (SDC ) (to be set up by NSDC) (with association of local DEO and DIC ) Indicate vacancies in industry sectors and future skill requirements National & State Governance Structure Provide Practitioners for teaching & training in Institutions

22. NVEQ Level 1 & 2 in School Sector NVEQ Level: 1 & 2 (eq. Class IX & X) Age Group: 14+ Aims of NVEQ level: To prepare students for the work environment, generic competencies, and understanding career options and pathways. 22 General Academic Education Sector : Languages (2) Maths Science Social Studies Computer Science VE Stream Languages (2) Learning Units in General Foundation Course (Functional Maths , Computer Science, Environment Education, Entrepreneurship Dev., Communication skills) Basic Occupational Competencies (e.g. in organised retail, learning units related to retail bagger, stocking and inventory associate, sales associate, sales person) + internship

23. NVEQ Level 3 & 4 in School Sector NVEQ Level: 3 & 4 (eq. Class XI & XII) Age Group: 16+ Aims of NVEQ level: To prepare students for the tasks that may require limited range of routine activities in an occupation 23 General Academic Education Sector : Languages (2) Science/Arts/Commerce + Vocational Elective Learning Units (for example in Construction Sector – Basic Design in Carpentry, Basic Design in Masonry, Basic Design in Plumbing, etc.) TVET sector Languages (2) Learning Units in General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev., Communication Skills) Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to occupation in Transaction Processing Associate, Billing Associate )

24. NVEQ Level 5 & 6 in Polytechnic Sector NVEQ Level: 5 & 6 (eq. Diploma and Advanced Diploma) Age Group: 18+ Aims of NVEQ level: To prepare students for a specific range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information 24 General Academic Education Sector General Academic Subjects + Vocational Elective Learning Units TVET Sector Languages (2) + General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc ) + Vocational Elective Learning Units (for example in Organized Retail, Learning Units related to Retail Store Manager, Departmental Manager, Retail Sales Merchandiser, Purchase and Merchandising Associate, etc. )

25. NVEQ Level 7 & 8 in Higher Education Sector NVEQ Level: 7 & 8 (eq. Bachelor’s degree and Post Graduate Diplomas) Age Group: 18+ Aims of NVEQ level: To prepare students for a wide range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information 25 General Academic Education Sector Languages Science/Arts/Commerce + Vocational Elective Learning Units VET Sector Languages (2) + General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.,etc ) + Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )

26. NVEQ Level 9 & 10 in Higher Education Sector NVEQ Level: 9 & 10 (eq. Masters degree ++) Age Group: 20+ Aims of NVEQ level: To prepare students for a wide range of cognitive and practical skills required for completion of substantial research and dissertation in a sector , (ii)To prepare students to demonstrate mastery and innovation for training others and technological advancements in the sector 26 General Academic Education Sector Languages Science/Arts/Commerce + Vocational Elective Learning Units VET Sector Languages (2) + General Foundation Course (Functional Maths, Computer Science, Environment Education, Entrepreneurship Dev.) + Vocational Elective Learning Units (for example in Organized Retail- Learning Units related to Merchandising Manager , Merchandising Analyst, Supply Chain Manager, District Manager, etc. )

27. 27 Who Does What S.No . Activity Agency 1. Set Occupational Standards Sector Skills Councils (SSCs) 2. Curriculum Design & Transaction SSCs, Curriculum Development Agencies , RETPs and Industry 3. Registration of Qualifications Regulator ( e.g., CBSE/State Boards, NCVT, AICTE, etc. ) + SSCs 4. Registration and Accreditation of ETPs Regulator ( e.g., CBSE/State Boards, NCVT, AICTE, etc. ) 5. Teaching and Training Registered Schools, VTPs, Polytechnics, Colleges, Universities, etc. 6. Assessment & Certification Awarding bodies (CBSE/State Boards, NCVT, AICTE, etc.)+ SSCs (joint certification) 7. Overall Quality Assurance, & M onitoring Regulator (e.g., CBSE, NCVT, AICTE, etc. ) + SSCs

28. PILOT PROJECT Haryana Sectors Automobile Media & Entertainment IT/ITES Private Security Retail 28

29. Role of State Governments Develop an overall TVET strategy for establishment of NVEQF Develop sector-wise roadmap   Establish Directorate of TVET Develop Institution-Industry interface at local level – DEOs, SDCs, etc.    

30. Identify ETPs for quality delivery of TVET Conduct awareness and orientation programs for key functionaries Training of Teachers and Trainers   Identify sectors/occupations for RPL – greater demand for international mobility Encourage private investment in standalone VET schools for classes 9-12 Encourage in VET classes 11-12 research projects to motivate innovation Role of State Governments

31. Role of State Governments Policy changes   Switch over to credit based semester system – both in General and Vocational Education Modification of recruitment rules in Govt. & Private Jobs – emphasis on competencies  

32. Time Frame for Implementation 32 Year What is to be done? Who will do? 2011 Working Document on NVEQF Coordination Committee on NVEQF Road map for implementation of NVEQF Group of State Education Ministers 2011-12 (i) Setting up of Sector Skill Councils National Skill Development Corporation (NSDC ) (ii) Development of NVEQF Operation Manual and Guidelines AICTE, NCERT, PSSCIVE, NSDC (iii) Development of NOS, CBC, and Training Packages for NVEQ levels NSDC, NCERT, PSSCIVE (iv) Setting Up Skill Development Centres (SDCs) in State State Government and NSDC (v) NVEQF promotion through awareness and training programmes State Governments, NSDC and Skill Development Centres (vi) l Launch and Roll out of pilot in Haryana MHRD, NSDC, Haryana Government

33. Time Frame for Implementation 33 Year What is to be done? Who will do? 2012-13 Official launch of NVEQF in States Ministry of Human Resource Development (MHRD ), State Governments (ii) Publication of success stories and publicity. State Governments, NSDC, SSCs, NCERT, AICTE (iii) Development of NOS, CBC, Training Packages for other NVEQ levels NSDC, SSCs, AICTE, UGC 2013-14 (i) Establishment of NVEQF by other States MHRD, State Governments 2014-15 (i) Accreditation of ETPS (ii) Incorporation of NVEQs in recruitment schemes. AICTE and NSDC Central and State Governments, Industries 2015-16 (i) Mapping of Indian NVEQs with NVQs of other countries for International recognition. Government of India and Governments of other countries.

34. THANK YOU 34