National Council for Vocational Education and Training

Roles and Responsibilities of NCVET

1. National Council for Vocational Education and Training Ministry of Skill Development and Entrepreneurship, Government of India, New Delhi The Role and Responsibilities of National Council for Vocational Education and Training (NCVET) in the Indian Skilling Eco System Skill, Entrepreneurship Development and Employability: Challenges and Opportunities

2. New Vision of India - Skilling

3. India-Future Provider of Skilled Manpower to the World

4. Vision: Skill India Mission

5. Vision for Vocational Education & Training in India

6. 6 Note: Potential surplus is calculated keeping the ratio of working population (age group 15 – 59) to total population constant Source: U.S. Bureau of the Census International Data Base; BCG Analysis 47 M India 0M 19 M 7 M 3M 5M 3M Bangladesh Pakistan Iran Brazil Mexico Philippines 5M 4M Vietnam 2M Turkey 5M Indonesia 1M Malaysia 0M Ireland Israel Iraq 2M 4M Egypt -10 M China -6 M Russia -1M Czech Republic -17M U.S. -2M U.K. -2M Italy -3M France -9M Japan Potential surplus population in working age group (2020) Potential surplus population in working age group – 2020 (MN) 47 Mn

7. Scope of Skilling and VET in India

8. 1.Organised skilled workforce . Importance Of Skilled workforce for Foreign Investment Indian Industry is rapidly specializing across value chains 4. Expansion capabilities horizontally in a value chain which is a function of skilled workforce. India's formally skilled workforce is approximately 2.4% , which is low as compared to China’s 47%, Japan’s 80% or South Korea’s 96% . 5. Specialisation in the sector/industry across the economy 3. Creation of robust Industry across value chain * OECD Paper on Investment and Skilling 2. Availability of skilled manpower across the various levels in skilling . 65% of India's large population below 35 years. India will continue to enjoy demographic dividend until 2040.

9. Requirement of Skill Development for “ Aatmanirbhar Bharat” A Giant Leap Towards The Success Of The Aatmanirbhar Bharat Abhiyaan Honourable PM Vision- The five pillars of Atmanirbhar Bharat would be on ECONOMY, INFRASTRUCTURE, TECHNOLGY DRIVEN SYSTEM, DEMOGRAPHY, DEMAND. Therefore the future skill training programs should look upon the opportunity of land, labour, liquidity and laws to cater to workers, middle class, cottage industries, MSMEs and industries among others revolving around 10% of the GDP , so capable human resource in the need of the hour.

10. Impact of COVID-19 on Indian Companies with their Digital and re-skilling strategy

11. Emerging and Redundant Occupations with the required Technology Adoption Reference- The future of Job report, Oct 2020, World Economic Forum

12. Vision for Vocational Education & Training in India

13. 5 th Dec 2018 NCVET notified to integrate and consolidate fragmented regulatory mechanisms. Clear separation of Government’s public-funding & regulatory functions - similar to Regulators of other sectors Clarity of Functions NCVT created as an advisory body for long term skilling through a resolution of 1956. The Apprentices Act, 1961 - gives power to NCVT to only conduct exams and certify apprentices Taken over the regulatory/ self - regulatory functions earlier performed by NSDA NCVT NSDC SSCs Line Ministries 21 Central Ministries/ Departments were implementing skill development programs- Outside the regulatory ambit of NCVT 1 st Aug 2020 NCVET operationalized on to regulate functions which were being looked after by different agencies NCVET implements National Skills Qualification Framework (NSQF), & QPs Affiliates ITIs through the DGT Why NCVET? - Need for Creation of NCVET NCVET

14. National Framework for Manpower

15. National Framework for Manpower – Scope of Skilling, Vocational Education and Training

16. Education profile of labour force in India in 15-59 years age group (in %) Reference-NSSO, Indo-German Collaboration in Skill Development, Skilling India FICCI report 2018

17. UNDERLYING DRIVERS ECONOMIC STRUCTURES workforce DISPLACEMENT EMERGING LANDSCAPE FUTURE OF WORK

18. NCVET

19. 1 Dissolution of NSDA (31.07.2020) Operationalisation of NCVET (01.8.2020) Guidelines for Recognition & Regulation of AA (27.10.2020) NCVT Merger completed (10.6.2020) Finalization of NCVET Logo (10.9.2020) 3 Guidelines For Recognition & Regulation Of AB (27.10.2020) Revised composition of NSQC (21.7.2020) 6 8 Launch- Uniform Certificate Format ( 27.10.2020) 9 Launch- Central Skill Certificate Repository (15-07-2021) Orientation meetings with 36 SSCs May-June 2021 Assumption of charge by Chairperson and Executive Members (16.04.2021) Formulation of Guidelines on Adoption of qualifications (WIP) 12 NSQF parameters (WIP) Formulation of draft Guidelines on Grievance Redressal (WIP) 13 14 Regular conduct of NSQC meeting and Council meeting NCVET- The Progress Achieved so far 2 4 7 5 10 11 15 16 Formulation of draft guidelines on credit framework (WIP) 17 Policy onSkill University (WIP) 18 Others (WIP)

20. NCVET- Main Functions and Responsibilities

21. NCVET- Regulatory Framework and Mechanism NCVET Quality Regulation Approval of Qualifications Grievance Redressal Supervision & Monitoring Skill Information Provider Assessment Agency Awarding Body Training Provider/ Training Centre RECOGNIZE ACCREDIT ASSESS AS S E SS RECOGNIZE RECOGNIZE (STANDARDS BY NCVET) Regulatory Instruments : NCVET to enter into contracts with recognized bodies and also prescribes agreement with TP Contracts to contain performance requirements & penalties for violations Trainee

22. NCVET: Processes, Value Chain and Challenges App Registration of the qualifications Review of qualifications for approval Qualification Management Approval of qualifications Publishing of qualification Monitoring of qualification performance Qualification review Regulation of the Awarding Bodies App Registration of ABs Recognition of the ABs Continuity of the ABs Yearly risk rating of the ABs Consequence management post rating Onboarding of the TPs Training delivery Assessment and certification Placement Regulation of the Assessment Agencies App Registration of AAs Recognition of the AAs Continuity of the AAs Yearly risk rating of the AAs Consequence management post rating Allocation of the AAs to batches Assessments Recognition of Skill Information Provi ders App Registration of the SIPs Approval of the SIPs Performance management B lue boxes represent processes where NCVET has only a monitoring role Grievance redressal Registration of the grievance Sorting of the grievance Addressal of the grievance Tracking Challenges in the process flow Mechanism to track performance of the qualifications System to flag qualifications due for the review or its obsoletion Process transparency during the applications for recognition Tracking turn around time and flagging operational delays Limited avenues to track KPIs across agencies on a real time basis Need of trend analytics to strengthen policy decisions Data integration across multiple stakeholders Need for a grievance management and tracking tool Data inconsistencies

23. NCVET- Present Structure NCVET Council National Skill Ecosystem Regulator General Body Advisory Committees may be appointed by the Council Advise Advise Headed by Minister, SDE e Panel of experts (as required) Council Headed by a Chairperson Dr . Nirmaljeet Singh Kalsi IAS ( Retd ., + 2 Executive (Full-time) Members Dr. Vinita Aggarwal IES ( Retd .), Dr. Neena Pahuja + 3 Non-Executive Members Ms Alka Upadhyaya, AS- MoRD , Ms Anuradha Prasad, AS- MoLE , Shri Sanjay Kumar, JS, MoHUA + 1 Nominated Member Ms Juthika Patankar , AS-MSDE Council Members, except for Nominated Member, to be selected on recommendations of a Cabinet Secretary led Search cum Selection Committee National Skill Qualifications Committee Headed by Chairperson NCVET With representatives from Central Ministries, State Governments & industry to advise the Council Advisory Committee: Expert based committees to be set up for advise as and when required

24. NCVET- Change in Regulatory Architecture Regulatory Architecture Before NCVET Regulatory Architecture After NCVET S eparate Regulatory entities: NCVT , NSDA , NSDC/ SSCs NCVET subsumed NSDA , NCVT & regulatory functions of NSDC/SSC NSDA approved qualifications NCVET approves qualifications and maintains NQR NCVT regulate d ITI system , No short term courses NCVET regulate s both short term & long term courses in VET NCVT function ed as Awarding / Assessment bod y SSCs functioned as awarding bodies, empaneled their own Assessment Agencies All Regulations under one body: NCVET Awarding & Assessment functions to be separated. Stringent requirements for dual functions of ABs and AAs Assessment Agencies to be Recognised by NCVET NCVT/ SSCs awarded their own certificates Uniform Certificate with NCVET Logo by Awarding Body DGT on behalf of NCVT : Affiliate d ITIs for specific trades as per norms by NCVT Conduct ed exams all over the country (for CTS, CITS, Apprentices) NCVET recognized sed DGT to function as Awarding Body + Assessment Agency DGT will affiliate ITIs for different qualifications , as per norms of NCVET + their own norms DGT will conduct exams all over the country as per guidelines framed by NCVET No specific grievance redressal system in place NCVET to have power and system to redress grievances No provision for penal action for violations of norms/ terms of agreement Provision for penal action against recognised bodies in case of violation of Agreement

25. Clear separation of Government’s public-funding & regulatory functions - similar to other sectors like finance Integration of existing fragmented regulatory system & clarity of functions Better outcomes in skill development space by leveraging incentives of private sector. Introduction of information enabled choice-based system for trainees. Increased reach of vocational education & training in underserved/ unserved areas. Inclusion of rejects of education system, vulnerable groups and making skilling aspirational. Administrative efficiency in achieving outcomes through delegated system of regulation. NCVET- Benefits

26. Components of the Skill Ecosystem

27. Components of Skill Ecosystem 1/2 Ministry of Skill Development and Entrepreneurship, Ministry of Education, NCVET ITIs, Training Providers, Captive Training by Employers Students Unemployed youth Existing Employees Workforce in Organised & Unorganised Sectors, Skill Ecosystem in India NSDC, DGT, SSC, Central Ministries SSDM, SCVT, Skill Universities , Schools, Colleges Universities, Assessment Companies Specially Abled Persons (PWDs) Women Underemployed Workforce Emergency Workforce ( Covid ) Key Bodies Implementing Bodies Beneficiaries

28. Components of Skill Ecosystem 2/2 Awarding Bodies – 76 Assessment Agencies:153 Training Providers - 686 738 PMKK, 233 JSS Training Centres 9829* Qualifications – 4,354 NoSs - 32,510 Assessors 11,166* Trainers 41,798+ * Long Term Trainees 26.14 Lakh Seats (DGT) Short Term Trainings 2.5 Cr Industrial Training Institutes – 14,605 1.26 lakh registered establishments for Apprentice training As on 02 August 2021 * Source NSDC

29. Leather Sector Skill Council Skill Council For Mining Sector Construction Skill Development Council of India Furniture & Fittings Skill Council Agriculture Skill Council of India Indian Plumbing Sector Council Food Industry Capacity & Skill Initiative Capital Goods Skill Council Tourism & Hospitality Skill Council Handicrafts and Carpet Sector Skill Council IT- ITeS Sector Skill Council Telecom Sector Skill Council Electronics Sector Skills Council of India Instrumentation Automation Surveillance & Communication Sector Skill Council Indian Iron and Steel Sector Skill Council Automotive Skills Development Council Apparel Made-Ups & Home Furnishing Sector Skill Council Textile Sector Skill Council Logistics Skills Council Sector Skill Councils of India 1/2

30. Aerospace and Aviation Sector Skill Council Hydrocarbon Sector Skill Council Power Sector Skill Council Skill Council for Green Jobs Healthcare Sector Skill Council Life Sciences Sector Skill Development Council Beauty & Wellness Sector Skill Council Sports Physical Education Fitness & Leisure Skill Council Management & Entrepreneurship and Professional Skills Council Skill Council For Persons with Disability Retailers Association's Skill Council of India BFSI Sector Skill Council of India Rubber Skill Development Council Domestic Workers Sector Skill Council Gems & Jewellery Sector Council of India Media & Entertainment Skill Council Pints & Coatings Skill Council Infrastructure Equipment Skill Council Sector Skill Councils of India 2/2

31. Action Plan and Deliverables 1/3 Sr no. Action Plan Deliverables Status 1 Recognition & Regulation of Awarding Bodies & Assessment Agencies Guidelines & Operational Manual Launched on 27 th October 2020 2 Monitoring of Awarding Bodies & Assessment Agencies on well defined KPIs Guidelines & Operational Manual Launched on 27 th October 2020 3 Rating and Grading of NCVET Recognised Entities Guidelines Conceptualization Stage 4 Enhancing the value of NCVET recognised certification Uniform Certificates formats for STT & LTT Launched on 27 th October 2020 5 Enhancing value of NCVET recognised certification Unique Coding Mechanism Launched 6 Establish Skill Certificate Repository for all NCVET recognised certificates National Skill Certificates Repository with DigiLocker Launched on World Skills Day (15th July 2021) 7 A well-defined and robust credit framework for enhancing the Mobility within and out of VET eco-system Credit Framework Draft Policy in final stage 8 Recognition & Regulation of Skill Universities Guidelines for Skill Universities Ongoing Consultations with stakeholders for formulation of guidelines

32. Action Plan and Deliverables 2/3 Sr no. Action Plan Deliverables Status 9 Establishing Robust Grievance Redressal Mechanism throughout skill ecosystem Grievance Redressal Mechanism Policy & Guidelines Draft Policy & Guidelines in final stage 10 NCVET Tech Platform – A comprehensive workflow and database Platform NCVET Enterprise Portal, enabling effective capturing of comprehensive information on skilling ecosystem Development Initiated. Time line: 4+2+6 = 12 months 11 Revamp and Upgrade NSQF to ensure improved quality of qualifications and level descriptors Revamp NSQF parameters & Approval Mechanism Committee & Subcommittees formed ILO on boarded as Technical Partner Final report by Nov 2021 12 Standardization of - Notional Hour, Entry Requirements and Terminologies used in Qualification File     13 Adoption of Qualifications/NOSs by recognised ABs Adoption Guidelines Draft Policy Formulated. Final Stakeholder Consultations to be held. 14 Design Multiskilling & Cross-Sectoral qualifications New Norms & Standards Development initiated 15 Revision of 1700+ qualifications by upgradation, consolidation, rationalisation Work in hand By December 2021 16 Accord recognition to 80+ Awarding Bodies & 122 Assessment Agencies who have applied for recognition Scrutiny and removal of shortfalls/ clarifications in plrogress By September 2021

33. Action Plan and Deliverables 3/3 Sr no. Action Plan Deliverables Status 17 Revisiting design and delivery of VET Reskilling, Upskilling & RPL Policy & Guidelines Initiated. Concept paper on Industry 4.0 drafted 18 Vocational Education in schools Collaboration with MoE, CBSE, State School Boards NCVET already working with MoE & CBSE and has identified job roles for school education 19 International Recognition of NCVET Certifications and NSQF Mapping of Skilled Workforce in India with global requirements Formalising through Dublin and Sydney Accords as well as bilateral Agreements Dialogue initiated with Australia, Newzealand and Switzerland UNDP engaged as partner 20 Improving Training & Assessment standards ToT & ToA Guidelines Conceptualization Stage 21 NCVET to be made a Statutory Body in 12 to 18 months as per the Cabinet Note approving NCVET resolution NCVET Act Drafting of the Act initiated. Draft likely to be ready by September end 22 Mapping of target groups, communities and clusters with heritage and traditional skills and realize their full potential New Qualifications and NOSs, RPL & Master Trainers Guidelines for heritage and traditional skills SSCs and State Governments would be requested 23 Enable blended learning and assessment, wherever feasible, Provision & Guidelines for blended learning and assessment as part of NSQF  Formulation of guidelines will be initiated 24 Enable Vocational Education and Training in Indian languages Guidelines for Qualifications, Curricula, Training Material / modules and Assessment etc in Indian Language promotion  Already approved in the NCVET council meeting and NSQC

34. N ationa l Skill Qualification Framework (NSQF)

35. N ationa l Skill Qualification Framework (NSQF) Overview Prime Minister's National Council on Skill Development ( PMNCSD ) National Skill Development Coordination Board ( NSDCB )

36. Process flow under NSQF Alignment Step 1 Step 2 Step 3

37. Stakeholders of NSQF Anchor and operationalise the NSQF Develop QPs and NOSs for various job roles in their sector Ensure that all stakeholders align their programmes Align programmes in their state to the NSQF Define entry and exit competencies and qualifications in terms of NSQF for vertical progression in both general and vocational education Organize courses/ programmes aligning to NSQF Employ individuals as per their competencies NCVET Sector Skill Council Central Ministries State Governments Regulatory Institutions Training Provider / Institutes Employer

38. K e y Ele m e nt s of NSQF Competency based learning Makes clear what a person can do after acquiring a particular qualification Formalizing the skills learned informally through assessment and certification Credit accumulation and transfer- people to move between education, training and work Promoting international mobility of skilled workers through Mutual recognition agreements and qualification alignment Outcome based approach Progression pathways Recognition of Prior Learning Multiple entry and exit International equivalency

39. QUALIFICATION FILE Summary, Qualification, NOSs 1 Assessment 2 Evidence of Level 3 Evidence of Need 4 Evidence of Recognition & Progression Section: Summary(No. of Questions- 16) Qualification title and code NCO Code Nature and purpose of the Qualification Awarding, Accrediting, Assessment agency Occupation(s) to which the qualification gives access Licensing requirement Proposed NSQF level Learning Hours to complete the qualification Eligibility for the qualification and min age Progression pathway Planned arrangements for RPL International comparability Formal Structure of the qualification Date and planned review of qualification Section 1: Assessment(No. of Questions- 4) Body/Bodies which will carry out assessment RPL assessment for the qualification Overall assessment strategy and quality assurance measures Assessment evidence Section 2: Evidence of Level (No. of Questions- 1) Evidence of Level - ( applicants are required to provide evidence of the NSQF level based on the definition of the 10 level descriptors. The QF allows applicants to adopt one of two approaches to determine the NSQF level) Section 3: Evidence of Need (No. of Questions- 4) Evidence of need for the qualification Estimated uptake of this qualification and basis of the estimate Steps taken to ensure qualification(s) does/ do not duplicate an existing qualification Steps planned to monitor and review the qualification Section 4: Evidence of Recognition and Progression(No. of Questions- 1) Steps taken in design of a qualification to ensure that there is a clear path to other qualifications in the sector Understanding the Qualification file Template A QF is the template designed to capture necessary information to establish NSQF compliance for a Qualification`

40. NSQF Level Ten levels from 1 (lowest complexity) to 10 (highest complexity) Each level described by a learning outcomes in following five domains, known as level descriptors – Process, Professional Knowledge, Professional Skill, Core Skill, Responsibility Level Wise NSQF Aligned Qualifications in Machining Operation Occupation for Automotive Sector

41. NSQF Level Ten levels from 1 (lowest complexity) to 10 (highest complexity) Each level described by a learning outcomes in following five domains, known as level descriptors – Process, Professional Knowledge, Professional Skill, Core Skill, Responsibility

42. NSQF Level 1 NSQF Level 2 NSQF Level 3 NSQF Level 4 NSQF Level 5 NSQF Level 6 NSQF Level 7 NSQF Level 8 NSQF Level 9 NSQF Level 10 Grand Total SSCs Total Qualifications 22 128 475 1317 457 228 144 16 2 2789 SSCs Total % Terms 0.8 4.6 17.0 47.2 16.4 8.2 5.2 0.6 0.1 0.0 100.0 Central State Government/ Govt Institutions Total Qualifications 8 189 407 372 330 134 67 58 1565 Central/ State/ Govt Institutions Gvt % Terms 0.5 12.1 26.0 23.8 21.1 8.6 4.3 3.7 0.0 0.0 100.0 Grand Total Qualifications 30 317 882 1689 787 362 211 74 2 4354 Grand Total % Terms 0.7 7.3 20.3 38.8 18.1 8.3 4.8 1.7 0.0 0.0 100.0 Summary of NSQF Level wise Qualifications Status Skill Universities: 6-10, + R&D+ToT+ToA

43. Comprehensive Review of NSQF (1/2) Tasks Undertaken by NCVET Standardisation of QF template- Examination of the Qualification file template Submission of the draft by the Sub- Committees Internal Examination Stakeholders Consultations Public Consultations Notifications The entire process will take 3 to 5 months Nomenclature of the Qualification NSQF Levels and Credit Framework NOSs Approval Mechanism Qualification Approval Mechanism with mandatory Documents for the NSQF Alignment Process Qualifications/ NOS adoption mechanism Mechanism for the Revision of the Qualifications Standardization of - Notional Hour, Entry Requirements and Terminologies used in Qualification File NSQF Alignment for Qualifications less than 80hrs Industry Validation Process, especially new age technologies Inclusion of Components as PwD , Green Jobs and Gender Standardized Format for Line Ministry Approval Formulation of Sectoral Committees Policy/Guidelines for the Diploma Qualifications related to skill (In collaboration with AICTE)

44. Comprehensive Review of NSQF (1/2) T asks Undertaken in NCVET Development of Common NOSs for adoption across Sectors Work already in hand in consultations with the SSCs, ABs and AAs Fine-tuning of Qualifications for adoption for Vocational Education in Schools & Colleges in consultation with SSCs Development of NOSs for Qualifications based on Heritage Knowledge base and Traditional Indian Skills Development of Regional Qualifications Framework Development of Multi-Skilling Qualifications and Cross- Sectoral Qualifications Development of operational manual for various types of qualifications Advocacy & handholding for State SDMs in Developing Qualifications, Skill Gap Studies etc

45. Revision of QFs- 1600 plus qualifications being revised Expired Qualifications – All Expired qualifications (low training, low employment) being shifted to Archive section of NQR Industry Validations- Industry led NSQF leveling with minimum pay band Cross Sectoral Skills – Currently 103 plus qualifications of 23 SSCs are also running through PWD SSC Indian Languages in VET – curriculums to be developed in local languages QF format will be filled both in Hindi & English Multi-skilling - encouraging AB to develop multi-skilling qualification - started with Electronic SSC Blended Skilling & Assessment – online and Physical, Included in the Qualification File Template Heritage Related Q ualifications Encouraging states to develop state specificc Qualification- Orissa submitted 3 – stone, wood carving and other Toy related/ Industry 4.0 qualifications- mapped 4 sectors to develop QFs, handicraft SSC submitted 6 QFs for NSQF alignment Tasks Undertaken for strengthening of NSQF 

46. Certificate Format

47. Certificate Format – Short term

48. Certificate Format- Long Term

49. Unique Code of Certificate Certificate Code Structure- year-state/category of the awarding body with the code of the awarding body/ qualifcation file serial number/certified candidate serial number For example- AAJHA000103336-000001 AA- Year in which the certificate is being issued – 2021 (Provided by NCVET) JH- State where training was conducted – Jharkhand (Provided by NCVET) A0001- Awarding body (Awarding Body Category with the Awarding Body Code) – Aerospace & Aviation Sector Skill Council 03336- NSQF aligned Qualification file serial number – 03336 (Provided by NCVET) 000001- Certified candidates serial number - 000001 (will be allotted by the AB )

50. National Skill Certificate Repository

51. Roles & Responsibilities of Key Stakeholders NCVET Awarding Bodies DigiLocker Employer & Other Verifiers Overall Regulation Development of guidelines & terms of engagement for various bodies Monitoring & Evaluation Grievance Redressal Sign Terms of Service with DigiLocker Create the requisite IT infrastructure Transfer certificate data in the prescribed manner Adhere to data security norms Assist in certificate verification Hosting & Maintenance of Repository Create IT framework for storage and transfer of data Store information of candidates safely and securely Provide technical support to ABs Facilitate the students to create a DigiLocker ID On board ABs through Terms of Service Provide skill awards in machine readable data formats to verifiers Online Helpdesk & Grievance handling Verification of certificates and data from authentic government source online

52. National Skills Repository for Stakeholders Benefits to Citizens: Important Documents Anytime, Anywhere! Authentic Documents, Legally at Par with Originals Digital Document Exchange with the consent of the citizen Faster service Delivery- Government Benefits, Employment, Financial Inclusion, Education, Health Benefits to Agencies: Reduced Administrative Overhead Digital Transformation Secure Document Gateway Real Time Verification National Skills Repository launched on World Skills Day (15 th July 2021) MoU between NCVET & DigiLocker Signed, Implementation under Process

53. Guidelines for Recognition & Regulation of Awarding Body

54. Awarding Body – Definition, Types & Functions Definition : An entity can be defined as an Awarding Body if it awards or proposes to award certification to trainees for an approved qualification by ensuring quality training and reliable assessments Types Functions Government Bodies Central Ministries State Departments Other bodies established by Govt Directorate General of Training (DGT) Sector Skill Councils (SSCs) Skill Universities School Boards Private Bodies Creation of qualifications and related learning material Development of affiliation/ accreditation norms for training partners and affiliating/ accrediting training partners Ensure Training of Trainers and Assessors Award certification to learners in approved qualifications Monitor the functioning of training partners and assessment agencies Set up a system of redressing grievances Assist the Council in any inspection, investigation or audit of its activities

55. AB Recognition – Key Areas Guidelines for recognition & Regulation of ABs were launched by NCVET on 27/10/20 Scope Categories Criteria Tenure & Fee Process Monitoring Sector wise Territory wise Qualification wise Standard & Dual Dual Category can also perform assessment. Limited to Government organisations & exceptional private bodies in their own centers only 11 Eligibility & 10 Continuity Criteria Objective, Performance Oriented & Measurable 5 years & 1 lakh Initial 3 years Renewal upto another 2 years based on performance 1 lakh fee (50000 refundable in case of rejection at initial scrutiny ) 8 step recognition process with defined timelines & officers responsible Annual & Continuous Monitoring Promulgation of Self Regulation Inspections Annual Risk Rating based on Performance – 30 KPIs

56. AB Recognition – List of Criteria Eligibility Criteria Continuity Criteria Legal Status Financial Viability Prior Experience Sectoral Credibility Creation of Qualifications Infrastructure Requirement Governance and Manpower Third Part Arrangements Industry Linkages Comprehensive Business Plan Grievance Redressal Financial Organisational Technology & Data Management Training Assessment Qualifications Industry Engagement Inclusivity Grievance Redressal & Feedback Others

57. Guidelines for Recognition & Regulation of Assessment Agencies

58. Functions of Assessment Agency Ensure availability of certified Assessors/Examiners, Proctors, SME 5. Conduct quality assured assessment and record results 2. Develop Assessment Strategy 6. Ensure availability of assessment tools across languages & learners 3. Undertake Performance rating of Assessors/Proctors 7. Assist NCVET for inspection/audit 4. Set up systems for Grievance Redressal 8. Allocate certified Assessor to the assessment batch

59. Operational Models-Guidelines for Recognition & Regulation of Assessment agencies Third Party Assessments Centralized Assessments Independent Assessment Centres Phase I: ABs will have flexibility to select any AA(s) from pool of recognised AAs, based on sector & geography Bodies with dual recognition have their own internal mechanisms for conducting assessments e.g. Govt Depts, Skill Universities, etc Entities like PMKKs/ IISC/ industry skill centres of repute/ autonomous institutes by GOI to set up independent sector wise assessment centres . Phase II: Random allocation of AAs to training batches once ABs raise a request through NCVET tech platform B odies with dual recognition will be recognized based on the eligibility criteria Assessment Centres to have tie ups with the respective ABs to facilitate assessment and certification Affiliation of NCVET recognized AAs by ABs Rating of AAs

60. AA Recognition – List of Criteria Eligibility Criteria Continuity Criteria Legal Status Financial Viability Prior Experience Governance and Manpower Sectoral & Geographical Credibility Infrastructure and Accessible Assessment Tools Comprehensive Business Plan Assessment Strategy & Delivery Data Management Systems Grievance Redressal Financial Governance and Manpower Accessible Assessment Tools Assessment Strategy Delivery of Assessments Evaluation of Results Declaration of Results Grievance Redressal Mechanism Others

61. Monitoring & Evaluation Mechanism

62. . Day-to-day monitoring of AA will be responsibility of AB Monitoring Mechanism Annual Review Continuous Performance Monitoring Inspection AAs & ABs to submit a self-evaluation form along with necessary evidences associated with it Continuous monitoring by ABs based on quality norms prescribed in the guidelines ABs are required to develop and maintain IT portals and MIS related to their operation In case of any malpractices, AB to report to NCVET immediately Inspection will be carried out on a need basis and under extraordinary situations like serious complaints, fraudulent activities and high-risk ratings of the recognized AAs & ABs Based on evaluation by NCVET, risk rating of the AA & AB will be computed Entities with Dual recognition to set up a monitoring unit within their organization to monitor assessment process NCVET may undertake random visits in some cases, on need basis

63. Parameters for Continuous Monitoring

64. Monitoring & Risk Assessment Matrix: Awarding Bodies (ABs) Financial Organizational Technology & Data Management Training Assessment, Industry & Inclusivity Grievance Rredressal & Others (1) Ongoing viability of accounts and Operations (3) Change of controls, clarity of ownership (9) Availability of the required technology platforms (16) Delegated regulation (20) Impartiality of assessment (24) Validation and redressal of trainee and external stakeholders’ complaints and upheld (2) Accounting Details (4) Business planning and management control over plans (10) Website Maintenance (17) Availability of resources (21) Market relevancy & Withdrawal (25) Staff & training partner complaints that have been verified and upheld (5) Experience of the Management (11) Student uptake and dropout rates for courses (18) Trained staff for training delivery (22) Industry Connections (26) Administered student and employer surveys (6) Appointment and retention of the staff (12) Certification rate (19) Student mobilization and counselling (23) Gender Parity & Affirmative action for marginalized section (27) Logo usage (7) Organization al support staff (13) Placement rates (28) Certificate usage (8) Continuous professional development (CPD) of the staff (14) Delivery of trainings as per the jurisdiction allowed (29) Incidents of malpractice (15) Compliance to data management systems and data security (30) Accuracy and integrity of marketing

65. Governance Legal & Financial Viability Credibility Organizational Performance Grievance Redressal Mechanism Procedural Compliance (1) Change of controls/clarity of ownership and management structure and transparency in reporting lines (6) Blacklisted/ Default by any Indian/or foreign entity (9) Assessments Conducted in each state sector-wise annually (11) Assessment Strategy (19) Grievance Redressal (21) Compliance to data management systems and data security (2) Business planning & Research (7) Ongoing viability of accounts and operations (10) Readiness of assessment tools (12) Assessment delivery (20) Incidents of malpractice (22) Website maintenance (3) Engagement and retention of certified assessors/ examiner & proctors (8) Accounting Details (13) Assessment results (23) Impartiality of assessment and delivery of results (4) Engagement of SME sector-wise (14) Use of technology in assessment delivery and monitoring (24) Availability of assessment resources for PwDs (5) Continuous Professional Development of Assessment Staff (15) Organizational support staff (16) Industry Engagement (17) Feedback Surveys (18) Compliance of continuation criteria Monitoring & Risk Assessment Matrix: Assessment Agencies (AAs)

66. Actions for Different Risk Rating Scenarios for ABs/ AAs Risk Level Frequency of occurrence Once Twice More than twice Low No action Incentivize Fast track renewal* Medium Private warning Public warning Public warning + Penal Action High Public warning Public warning + Penal Action De-recognize The current risk score achieved will be compared with that of the preceding year to evaluate and track improvements (if any) and subsequently the necessary action will be taken as mentioned below: Initial Risk Level Current Risk Level Action Low Medium Private Warning Low High Public Warning Medium Low No Action Medium High Public warning + Penal Action High Medium Private Warning High Low Letter of Appreciation High High Recognition suspended or withdrawn and notification of this will be sent to all funding agencies * subject to fulfillment of criteria

67. GRIEVANCE REDRESSAL MECHANISM

68. Grievances Redressal Mechanism and Guidelines Redressing body Direct involvement in redressal of grievances of NCVET ABs and AAs Any central or state government department Whistle Blowing against action of NCVET Awarding Body (AB) Training institutions Internal staff of the ABs AAs Assessment Agency (AA) Training institutions Internal staff of the AAs ABs Training Institutions Trainees Internal Staff of Training Institutions 2 4 1 3

69. Escalation matrix Grievant Possible Concern Areas Training Institution Awarding Bodies Assessment Agencies NCVET   Trainees Training infrastructure Level 1 Level 2   Level 3 Training quality and delivery Level 1 Level 2   Level 3 Gender issues Level 1 Level 2   Level 3 Assessment delivery Level 1   Level 2 Level 3 Certification Level 1 Level 2   Level 3   Training Institutions Qualifications   Level 1   Level 2 Recognition/ affiliation process   Level 1   Level 2 Assessment delivery     Level 1 Level 2 Certification of the trainees   Level 1   Level 2   Administrative staff at the recognized agencies,  Trainers And Assessors Against Training Institutions Staffing and professional development issues Level 1 Level 2   Level 3 Administrative and managerial issues Level 1 Level 2   Level 3 Gender related issues Level 1 Level 2   Level 3 Against Awarding Bodies Staffing and professional development issues   Level 1   Level 2 Administrative and managerial issues   Level 1   Level 2 Gender related issues   Level 1   Level 2 Against Assessment Agencies Staffing and professional development issues   Level 2 Level 1 Level 3 Administrative and managerial issues at AAs   Level 2 Level 1 Level 3 Gender related issues   Level 2 Level 1 Level 3   Other stakeholders (industry, academic institutions etc.) Training infrastructure   Level 1   Level 2 Training delivery   Leve 1   Level 2 Assessment delivery     Level 1 Level 2 Certification   Level 1   Level 2 Qualification   Level 1   Level 2             Escalation Channel for raising Grievances

70. A B C D To create an MIS based GRM and integrate with the tech platform of NCVET for effective and efficient handling of the grievances generated To create and monitor the GRMs of the recognised entities in the Skilling ecosystem and integrate the same with a common GRM at NCVET. Creation of a dashboard to look at a snapshot in real time for the grievances in the system. API integrated portal for the Skill ecosystem Integration of Grievance Redressal Mechanism with Tech Platform E Use of AI, BOTS and Data Science to provide automated response/solution

71. To build an ecosystem of academic setting, practical training, apprenticeship/ OJT and employer connect. To provide a distinct value proposition to its students and other stakeholders. Cross Sectoral and Multidisciplinary in operations Strong partnerships with Industries to make the vocational education more aspirational Promoted in partnership with States/UTs as CoE for skill development Increased flexibility and innovation in terms of curriculum, pedagogy, faculty and assessment criteria. Centre of excellence for Local development Regional Centre for development of Master Trainers , Master Assessors, ToTs and ToAs Skill University – Concept Points Trainings with focus on Higher levels of NSQF- 5, 6, 7, 8, 9 and 10 Focus on Research and Development in Skilling To impart training across Industry relevant Job Roles Marrying employability and employment through deep industry connects.  Optimal fee based in respect of services provided by it Labor intensive industries shall be encouraged to set up endowment funds for Skill Universities (SU). System of National Skills Universities having state-wise jurisdiction, declared as institutes of national importance For skill related courses shall be as per the Skill University Guidelines of NCVET.

72. INDUSTRY 4.0

73. INDUSTRY 4.0 – Evolution and Design Principles Industrial Evolution 4. Industrial revolution Based on cyber-physical- systems 3. Industrial revolution Through the use of electronics and IT further progression in autonomous production 2. Industrial revolution Introducing mass production lines powered by electric energy 1 . Industrial revolution Introducing mechanical production machines powered by water and steam End of the 18th century . Beginning of the 20th century Beginning of the 70th Industry 1.0 Industry 3.0 Industry 2.0 Industry 4.0 Level of complexity Today Source: DFKI/Bauer IAO Interoperability : the ability of cyber-physical systems humans and Smart Factories to connect and communicate with each other via the Internet of Things Virtualization : a virtual copy of the Smart Factory which is created by linking sensor data with virtual plant models and simulation models Decentralization : the ability of cyber-physical systems within Smart Factories to make decisions on their own Real-Time Capability : the capability to collect and analyze data and provide the insights immediately Service Orientation : offering of services via the Internet of Services Modularity : flexible adaptation of Smart Factories for changing requirements of individual modules Six Design Principles

74. Industry 4.0 is giving rise to what are known as cyber physical production systems . If Industry 4.0 technologies have not been widely adopted this demand supply gap will widen even further The traditional manufacturing processes and services are undergoing transformation The mismatch already exists between the skills sets job applicants have and the skill sets they are expected to possess. INDUSTRY 4.0 – Onset and Impact Demand 67% Manufacturers Accelerated Digital Projects During Pandemic Growth Digital Manufacturing Market to Cross $767 Billion by 2025 RoI Digital Manufacturing Reduced Machine Downtime by 50% * Shaping the Future of Manufacturing - IISC

75. The Timelines for the onset of Industry 4.0 and subsequent upskilling / reskilling The opportunity is staring at us and it can be addressed with a major focus on skilling the demographic dividend in Industry relevant Job roles. France 2014 Italy 2014 Germany 2011 USA 2012 Canada 2015 China 2015 Japan 2011 Australia 2013 Brazil 2017 INDUSTRY 4.0 – World Onset

76. Identification/ Development of qualifications for Future Skills 77 NCVET is formulating a policy for development of Future Skills that shall be freshly developed as well as integrated in NSQF aligned Qualifications and NOSs prepared by Awarding Bodies to aid the adoption of new age technologies in the skilled manpower of the economy. For achieving this goal of reskill/ upskilling this large workforce, the requirements start from understanding the areas and sub-areas where the new qualifications for skilling may be added or the existing qualifications may be revised with certain additional National Occupational Standards (NOSs) for better alignment with industry 4.0 . Additionally , the workforce has to be trained on fundamental and foundational Digital skills, for trainees to better understand the automation and also come-up with areas where further automation can be carried out . A committee has been constituted by NCVET for the formulation of this policy .

77. FUTURE SKILLS – Mapping QFs development across Sectors Additive Manufacturing Technologist Design for Additive Manufacturing  Advance Data Analytics Scientist Big Data Analyst Advanced Mechatronics Engineer Predictive Automotive Maintenance Electric Vehicle Maintenance technician Cloud Computing specialist Cyber Data Security Specialist Digital Quality Engineer Digital Twin Designer Factory Automation Engineer FMS (Flexible Manufacturing Systems) Engineer IIoT ‘Industrial Internet of Things’ Engineer Artificial intelligence and Machine Learning Specialist Application engineer for 5-axis machining for Aerospace Augmented Reality/Virtual Reality Engineer Automotive / Aviation Capital Goods IT/ ITes Electronics Building GUI and applications in a framework Design and develop models for IOT solutions Characterize managing and securing Cloud Sub Areas of Industry 4.0 Indicative Sectors - Skilling Indicative QF/ NoS Agriculture Drones in Agriculture Agbots for Plucking fruits Soil resurrection Self driven tractors

78. The paper attempts to capture the various broad areas and sub areas in different sectors that shall be affected by the wave of industry 4.0 . Up-skilling: Companies will have to up-skill their workforce via in-house or external training centres. NCVET has to create focus in the area. Existing qualifications may be revised with certain additional NoSs for better alignment with industry 4.0. Re-skilling: Industry 4.0 is expected to result in job displacement to a certain extent. A number of jobs will cease to exist. And a number of new jobs will be created. Another focus area for the National Skills Regulator. INDUSTRY 4.0 – Concept Paper - NCVET

79. Total Defense Budget 2020-21 : 471.4 K C rore % Capital Expenditure : 33.8 % (approx.) Scope in Economy 01 Spend Comparison 02 Scope in Skilling 03 PRESENTATION Opportunity for creation of Defence SSC Sectors : Skilling scope across more than 10 Sectors - Possibility of creation of a new SSC. Recruiters : Defense Vendors, OFBs , Base workshops – Army, Technical establishments , PSUs etc. * SIPRI * Budget 20-21

80. CREDIT FRAMEWORK

81. CREDIT FRAMEWORK- Need, Objectives, Mandate & Progress

82. A Tentative Model of Credit Assignment across levels A Tentative Model of Credit Assignment across levels Duration in Hrs Level of Qualification Credit for 1500 Hours Weightage of levels Total Credits earned Cumulative Credits 1500 1 1500/25 = 60 0.55 33 33 1500 2 1500/25 = 60 0.60 36 69 1500 3 1500/25 = 60 0.65 39 108 1500 4 1500/25 = 60 0.70 42 150 1500 5 1500/25 = 60 0.75 45 195 1500 6 1500/25 = 60 0.80 48 243 1500 7 1500/25 = 60 0.85 51 294 1500 8 1500/25 = 60 0.90 54 348 1500 9 1500/25 = 60 0.95 57 405 1500 10 1500/25 = 60 1.00 60 465

83. Level Descriptors for Credit System – Work in Progress Level of Education Level of Skilling Lower primary (age 6 to 10) 6000 Hrs Upper primary (11 and 12) 3600 Hrs High School (13 to 15) 2600 hours Higher secondary (17 and 18) 3000 hours ITI 1500 hrs AICTE/UGC Post Grad 2500 hrs/ PHD Average yearly earning potential from Employment/ self-employment Cognitive process Dimension Type of Job / responsibility Polytech 4500 hrs OR BA/ BSC/ BCOM 3000 hrs B. VOC 3000 hrs Engg 6000 hrs Level 10 >50 Lakh per year Visionary/ Master Chairperson Level 9 Innovate/ Create Owner/ CXO Level 8 Metacognitive Create/ CXO Level 7 Evaluate /Act Higher management Level 6 Evaluate/ Analyse Management Level 5 Analyse & Apply Supervisory Level 4 Apply - Higher Level Sr Tech/ Craftsman Level 3 Apply - Lower Level Jr Tech/ Craftsman Level 2 Repetitive Jobs Tech/ Craftsman Asstt Level 1 1 Lakh per year Understand Remember Entry level Level 0 Min Daily Wage Understand and Feel School Students

84. Progression Pathways

85. Adoption of Qualification by Multiple Awarding Bodies

86. ADOPTION POLICY- OVERVIEW DEFINITION NEED OBJECTIVES Acquiring Awarding Rights wrt already approved Qualifications and its Certification To avoid duplication of Qualifications To maintain uniformity in Qualifications output To maintain credibility of NSQF Certificates To avoid wastage of resources in developing Qualification To cater the capacity issues in terms of qualification development atGovernment Organizations, especially at State Level Streamline the policy on ‘Adoption of NSQF aligned Qualification’ in Skill Ecosystem Learner Centric- availability of choice for the learner Access to standardized qualifications Emphasize on focus on traditional and occupation specific skills by States Better utilisation/channelization of resources

87. 03 Rights of ToT and ToA retained with original developer Salient Features 02 04 01 05 ADOPTION- SALIENT FEATURES PROPOSED Applicable to all NCVET recognized Awarding Bodies Lock-in period: 3 years from approval of original qualification* Incentivizing original developer (in case adoption is within lock-in period): either by paying 2 lakh or mutually acceptable amount Exemptions: Schools, Colleges, special programs Limited number of adoption requests per cycle to avoid mass adoption of qualifications

88. Conditions Submission of information and requisite fee by an AB as per prescribed NCVET format Timeline to process proposals is 60 working days and shall be referred to as ‘One Cycle” Max. 50 QFs shall be submitted in a single proposal An Evaluation Committee shall be formed at NCVET to review & scrutinize the proposals Process ADOPTION- PROPOSED PROCESS

89. International Collaborations

90. Vision Statement:- “To create open networks of knowledge exchange with the International VET ecosystem which shall in turn facilitate continuous improvement by inheriting the best practices for India’s Skill Mission along with ensuring international quality in training and certification for the Indian youth.” International Collaborations –Vision / Objectives Imbibing the best practices on ensuring Quality in Skill ecosystem Creating access to international training standards & qualifications Development of Regional / Cluster based models which are State of art, creating CoEs for making India Global Skills Hub Training the youth on world standards so as to enable their movement across the Global supply chains Key Objectives:-

91. International Collaborations –NCVET (Webinars/Workshops) *UNDP -knowledge partner for NZ and Aus Interactions , ILO for RQF Engagement Areas of Discussion Outcome India - Australia (ASQA)- March 2021 The context in which the institutional framework for regulation in the skills sector has evolved. Addressing the objective of ensuring quality Outcome-based monitoring. On building and maintaining a robust portfolio of Qualifications and respective curricula for impactful Skilling.  Importance of Standards in the Skilling space and how to develop effective SOPs. Sharing PPT on AuS Skilling ecosystem with NCVET . Opportunities for further engagements. India – New Zealand (NZQA) – March 2021 The institutional design for ensuring Quality in Skilling. Outcome-based monitoring. On building and maintaining a robust portfolio of Qualifications and respective curricula for impactful Skilling.  Importance of Standards in the Skilling space and how to develop effective SOPs. Sharing SOPs, Frameworks with NCVET. Opportunity for further engagements (Specific) RQF (Regional Qualification Framework) – South Asia – ILO (Nov 2020) Deliberation on need of a Regional Qualification Framework How the RQF can impact the Indian ecosystem Sharing of RQF paper with NCVET - ILO

92. International Collaborations –Future Steps/Vision Draft Policy for Engagement To draw up a SOP for international collaboration with MSDE, MEA and various Nation states for comparative learning. B. Identify the Nation States, Multilateral Institutions along with relevant areas where the collaboration of NCVET on Skilling can be taken forward.  C. Continuously strive towards better internal systems and processes based on the relevant insights from the global institutions. D. Partner with the International agencies and Governments for movement of the workforce with India's skill certificates. E. Vocational training in the origin country following destination-country standards --Mapping the Standards – Bilaterally/ Multilaterally. F. Identifying the major migratory trends and facilitating in the same with skill training . G. Working towards integrating with Regional Qualification Frameworks.  H. Creation of global skilling standards in various clusters with international partnerships.

93. MATTERS OF CONCERNS WITH NSDC & SSC

94. Points during the SSCs meeting Matters of Concerns with SSCs

95. Matters of Concerns With NSDC The Solution Setting the Context 1 3 Target Allocation is done by NSDC without taking into account the skills manpower demanded by SSCs in diff QPs/ levels % of target should be allocated to SSCs to conduct fresh trainings for the industry/companies as per the demand projected in time bound manner. Should be done as per the demand aggregation and size of the sector and state requirement 2 4 5 Complains related to complexity & Frequent Changes in the Skill India Portal Should be more users friendly and less prone to frequent tech glitches. SIP Team should consult relevant stakeholders to get a first-hand feedback Regulation of SSCs (Multiple reporting of SSCs): Have no powers to select TPs, Accredit TPs NCVET should be the single point of contact for ABs & AAs. NSDC should communicate to NCVET as Regulator for any decisions related to SSC functioning as Abs/AAs Once NCVET Digital Enterprise Portal is in place SIP should be integrated with the same Considerably prolonged Payment backlog from the State Governments Industry participation in Apprenticeship programme needs to implemented - stringent/ compliant

96. NCVET DIGITAL ENTERPRISE

97. NCVET Portal : Envisaged Outcomes 360-degree Profile view Efficient Automated Processes Performance Tracking Grievance Redressal Data Driven Decision making Life Cycle tracking of Candidates Provides automation in key processes such registration, renewal, Risk Assessment, allocation of AA’s etc. to improve Efficiency in Internal Processes Life cycle tracking of candidate from enrollment with training provider to their employment & manage Learner Achievement Cycle Provides real-time 360-degree Profile view/Sectoral View of all the registered entities at any time. This is crucial intelligence for assessing any entity behavioral analysis for compliance and Risk related matrix. . Integration with workflow management system for continuous performance tracking of AB/AA/Training Partners/Entities A shared platform to record and store all performance updates to measure their efficiencies leading to Performance Improvement Grievance raised via call center/email/feedback form, action to taken on any issue with full transparency, raised by any entity to avail services more effectively & perform scheme improvements Integration with AB’s, AA’s, Training Partners/Entities and extending to Employers, Alumni for data collation to generate analytical Insights. Data ownership lies with data providers for its authenticity. This will help in Strengthening Industry Partnership Tracer Study Dashboard/Analysis Study on relevance of Courses Fund Flow Analysis

98. National Skilling Portal: End to End Online Regulation, Processes & Services by NCVET Architectural Vision Regulation Collaboration Quality Assurance Mission Singla platform Regulation Collaborative Platform Stakeholder Connect Performance driven Decision Support System Entitlement Awareness Optimized Processes Digital Infrastructure Goals NCVET Stakeholders To integrate a fragmented regulatory system and infuse quality assurance across the entire vocational training value chain Recognition Awarding Bodies Accessing Agencies Training Providers Assessors Trainers Candidates Industries Building Blocks - Connecting at different levels Regulation Monitoring Qualification Approval Grievances Supervision Rating Quality assurance National Standards Digital Services Personalized Services Digital Approvals

99. NCVET Portal: Project Work Plan and Deliverables Project Management for System Implementation RFP and Bid Process Management AS-IS Study & Finalize TO-BE Architecture Duration 2-3 Months 2 Months 6-7 Months Stakeholders Consultation Finalization Strategic plan for Portal & Scope AS-is Mapping of industry best practices Finalization of To-Be Architecture report Finalize Bid Terms and Conditions Prepare Final RFP Interactions with various SI/OEMS Publication of RFP Pre-Bid meeting Prepare Queries Response and Corrigendum Bid Evaluation Finalize the Vendor Contract Signing Vendor Onboarding Finalization of MSA Project Initiation Project Planning Project Execution in staggered delivery manner Project Monitoring and Controlling Project Go-Live Training, Exit Management Project Repository Updation Deliverables 'AS-IS' Report Gap Analysis Report 'To-Be' Report Finalized RFP RFP Corrigendum MSA with Selected Vendor Project Management Plan Project Status Reports Test Reports Migration Reports Project Manuals Tasks Phase 1 Phase 2 Phase 3

100. Skill Related Information and DataBases Skill related information/ data is totally fragmented, maintained by multiple systems which are not interoperable. There is an urgent requirement of a unified portal to deal with job roles required, numbers and levels required for each job role, the sector wise work-force related data, skill gaps, qualifications/ NOSs, their progression, awarding body database of Training Providers/ Centers, courses, trainees, placements/ self-employment, assessment agency database with trainees assessed & results, Inventory of trainers, assessors, scheme wise trainings, NSQF aligned trainings outside the Government systems by SSCs/ ABs/ TPs/ TCs, Inventory of scheme wise trainings imparted, funds utilized from public/ private sector sources Tracer studies for the workforce already skilling, re-skilling and up-skilling who have got employment or are engaged in self-employment/ micro-entrepreneurship. This will help in planning, monitoring, analyzing and improving the skilling ecosystem.

101. Development of qualifications for Cross sectoral skills and Multi-functional skills 102 NCVET is formulating guidelines on Multi Skilling and Cross Sectoral Skilling. “Multi-Skilling” is promoting a wide range of competencies and knowledge in the workforce to make them capable of performing multiple independent job roles, which may even fall outside the domain of a particular sector or outside respective sub-sectors or defined Job roles in a given sector. Similarly the Cross Sectoral Skilling entails development of qualification which may pertain to more than one sector to be a complete and independent qualification, i.e. toys making which spills across sectors like rubber, electronics, IT&ITES etc. These can prove to be valuable for both, employees and employers, as it can lead to more job opportunities, higher wages, better cognitive development, increased job security, and better growth prospects as well as more satisfied, employers as it improves efficiency, reduces cost, and enhances quality. A committee has been constituted by NCVET for the formulation of these guidelines

102. Illustrations on Multi Skill and Cross Sectoral Skill Driver Office Assistant Data entry Operator Multi Skilled Office Boy T Electronics Component Skill Rubber and Plastic Component Skill Toy Manufacturing QF Independent NOS Independent NOS Independent Job Role Independent Job Role Independent Job Role Multi Sectoral Job Role Cross Sectoral Job role

103. THANK YOU