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4/1/2016 Catch Them Young Sanjeev Duggal BW Businessworld
http://businessworld.in/article/CatchThemYoung/0104201694939/ 1/4
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01 April, 2016by Sanjeev Duggal
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Catch Them Young!The Indian government recognises that India's youth is her biggest asset, making her, by 2030, possibly the youngest nation in the world
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India has set itself an ambitious target - to turn out 500 million skilled,employable young people by 2022. The National Skill Development Corporation(NSDC) has been proactive in working towards this target and has already helpedin skilling over 1.3 million and leveraging public-private partnerships withexperienced training enterprises.
Ironically, the real hurdle in vocational skill-building, has more to do with mind-sets than money. 21st century India inherited an ideological baggage traceable toher colonial past: a perceived divide between white collar and blue collar jobs;
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4/1/2016 Catch Them Young Sanjeev Duggal BW Businessworld
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which invests professions like engineering and medicine with some sort ofglamorous aura. This has skewed the entire job market. According to an Ernst
and Young report for FICCI, 75 per cent of IT graduates turned out by Indian universities are deemed 'unemployable'. Leadingtechnology employers in India confirm that they need to spend almost six months on retraining fresh engineering graduatesbefore they can be usefully deployed.
The experience in some other countries has led them to put in place educational practices that better reflect the realities of thejob market. In Sweden, upper secondary education is divided into 13 vocational and just four academic programmes. InSwitzerland, nearly two-thirds of those entering upper secondary education enter a 'dual' vocational education and trainingsystem, where students spend some time in a vocational school, then undergo apprenticeship at a host company. The UK has along history of vocational and trade-based 'guilds'. Such bodies still set examinations for technical subjects, for which a numberof private institutions provide tuition.
The Indian government recognises that India's youth is her biggest asset, making her, by 2030, possibly the youngest nation inthe world. It is building upon the NSQF in schools, setting a target of five million students with a vocational qualification everyyear.
The skilling sector can be developed by the following initiatives: * Institution-based skill development including ITIs/ITCs/vocational schools/technical schools/polytechnics/professionalcolleges, etc.; * Learning initiatives of sectoral skill development organised by different ministries/departments; * Formal and informal apprenticeships and other types of training by enterprises; * Training for self-employment / entrepreneurial development; * Adult learning, retraining of retired or retiring employees and lifelong learning; * Non-formal training including training by civil society organisations; * E-learning, web-based learning and distance learning.
The Central Board of Secondary Education already offers over 40 vocational courses in different sectors at the senior secondarylevel. It makes sense to make CBSE the fulcrum to catch them young and train them early, in the skill sets that are essentialdrivers for the nation's economy. But why stop with government schools? We need to get over the elite mind set of privately-funded schools, that vocational courses are not for them -- beyond the obligatory hour or two of SUPW - 'socially useful andproductive work'. Many of what these institutions relegate to the realm of hobbies, have in them the makings of useful, evencritical skills.
Sometimes, adults can profit by listening to what the young are saying. Look at a hundred startups in rural health, retail trade,energy or food distribution, that innovative Indians in their teens and twenties, have created, many of them examples of jugaador frugal innovation at its best. Almost all of these startups, harness technologies like the Internet and the mobile phone toreach their clients and customers - technologies that the young pick up almost casually. The core skills of their chosen business,they learn the hard, often disruptive way.
Disclaimer: The views expressed in the article above are those of the authors' and do not necessarily represent or reflect the views of thispublishing house
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