All Study No Skill Education PDF

EDUCATION
All study and no skill?

Skilling in schools
Message from PHD President
It gives me immense pleasure to inform you that the Skill Development Committee at PHD Chamber along with KPMG in India and Central Board of Secondary Education (CBSE) has come out with a knowledge report titled Skilling in Schools. PHD Chamber of Commerce and Industry along with CBSE is organising global conference to underline the significance of vocational education in the schools. Drawing inspiration from the tag of having a rich demographic dividend, skill development hence is a priority. The scope for scaling new heights in skill development at school level can be understood from the huge supply-demand gap with the growth in investment in different sectors. Many foreign academic associations want to explore this market and thereby benefit the economies mutually. CBSE has started introducing the courses in various formats and the said Conference hopes to create a significant impact on the mindsets of the stakeholders and ultimately give benefits to the students. On this occasion, I heartily compliment all those who are behind this initiative. My best wishes for the success of the 1st PHD CHAMBER-CBSE Global Conference-Skilling in Schools- 2013.
President
Suman Jyoti Khaitan
PHD Chamber of Commerce & Industry
2013 KPMG, an Indian Registered Partnership and a member firm of the KPMG network of independent member firms affiliated with KPMG International Cooperative (KPMG International), a Swiss entity. All rights reserved.
Message from CBSE chairman
It is gives me immense happiness that the Board in collaboration with PHD chamber of Commerce & Industries is organising a one day Global Conference on Skilling schools on 18 July 2013, It is a known fact that CBSE is playing a pivotal role in introducing Vocational Education in Schools. Given that the country suffers from the lack of skilled professionals across sectors, who are not well equipped to understand the practical concepts once they graduate from the Colleges due to lack of good faculty and advanced methods, CBSE has undertaken the initiative to plug the issues. In a rapidly transforming world, schools have to take upon themselves the responsibility of preparing children to face up to any challenge that the future may throw before them. Learning to work and live together, being proactive to enhance the natural environment, respecting multiculturalism and diverse faiths, strengthening democratic ideals and contributing to common good are some of the aspects that have come to be of enormous significance for schools in a global scenario that is beset with fissiparous tendencies. Schools should, by inculcating the right values, help children create a world of justice, peace, equality and sustainable development where people can work and live together in harmony. Global School Models and association with professional organisation both at a domestic and international level enhances the hopes to receive a good response for going further. As the market still suffers due to the issue of quality manpower and a lot of studies undertaken in this regard to understand the root cause, CBSE is preparing the school students to provide a solution to this gap. Given that the mindset still needs to mature to the level of primary acceptance of Vocational Education, CBSE would make sincere efforts to display a strong correlation between the demand and supply forces. CBSE and PHD Chamber are committed to be key force behind the introduction of Vocational Education in Schools, so that growth trajectory of a student gets defined by aptitude rather than compulsion and thereby has a positive connotation for not only the Indian economy but the world economy at large. On behalf of CBSE, I convey my best wishes and hope that this conference will articulate new heights of excellence in all the fields of vocational education that act as effective channels for creative thoughts and feelings in terms of content and presentation.
Vineet Joshi
Chairman CBSE
Foreword
Partner and Head Education KPMG in India
Narayanan Ramaswamy
Famous poet William Wordsworth in his poem Rainbow said the Child is the father of Man. So the skills that a child acquires early on in life shape his or her life, the larger community and eventually the country. India has a demographic advantage that few nations can boast of. More than half of Indias population is under the age of 25 and 65 percent under 35 years. According to the National Commission on Population, the median age in India will be 29 as compared with 37 years for China and the U.S., 45 years for West Europe and 48 years for Japan. Equally positive is the growing size of Indian economy. According to a World Bank report published in 2011, India was the world's 9th largest economy at the end of 2010 with a size of USD 1.73 trillion and is expected to become the 5th largest economy by 2020. With such a young population that needs to be prepared to shoulder the burgeoning economy, the government has its task cut out. Realising the immediacy of the job at hand the government has set a national target to help 500 million people acquire skills by 2020 and set up the National Skill Development Mission towards this goal. But the crucial aspect would start with secondary education. Schools will be critical in channelizing Indias demographic advantage. Once a child has those basic literacy and numeracy skill sets they will be ready for advanced training which will expedite the time by when a person becomes job ready. This should help reduce the anxiety of employment in youngsters, and should also lead to increased productivity and a healthier economy. So, it is imperative to have vocational education and training in schools - interwoven into formal curriculum. But while the government is planning policies and trying to implement them, a lot of onus lies with the parents, teachers and industry players in teaching schoolchildren. Poor perception about vocational courses, lack of industry participation and lack of a clear path for a career threatens to derail initiatives taken by the government. Greater synergy between schools, industry and training institutions are needed to overcome these problems. In short, vocational teaching of school children can help to secure securing our future. This paper seeks to outline the efforts of the government and various school boards, the problems, case studies of the implementation of National Vocational Education Qualification Framework (NVEQF), some examples of vocational education in other countries and few recommendations. Hope it provides some useful insights.
Table of contents
Vocational skills in schools Efforts to vocationalise education Problems faced with vocational courses Case Studies of implementation of NVEQF Models of vocational education in other countries Recommendations
01 02 03 04 05 07
1 | All study and no skill?: Skilling in schools
Vocational skills in schools

Traditionally skilling or skills have not found a place in Indian schools. The closest, curriculum in Indian schools, came to including skills were the introduction of Socially Useful Productive Work or SUPW classes in 1978 meant to promote Gandhian values1. A number of vocational education activities embroidery and knitting, gardening, cooking, painting, carpentry and other crafts and hobbies were clubbed with community service for senior students (class IX onwards).
A more structured approach towards introducing vocational education in the schools was adopted with launch of the centrally sponsored Scheme of Vocationalisation of Secondary Education in 19882. In keeping with the tenets of the National Policy on Education 1986, the scheme aimed to diversify education, increase employability among students to reduce the demand-supply gap of skilled manpower and provide an alternative for those pursuing higher education. It sought to select vocational courses on the basis of assessment of manpower needs and made vocational education a distinct stream intended to prepare students for identified occupations spanning several areas of activities. With the liberalisation of the economy in the early 1990s a lot of job opportunities were created and the need for manpower became increasingly specialised but there was little or no urgency in redesigning the vocational curriculum in schools. The latter half of the 1990s and early 2000s saw Indias economic growth galloping and the need for skilled manpower grew acute. Armed with the demographic advantage but unemployable and unskilled youth, the government recognised the urgency to redraw the vocational curriculum and integrate it with formal schooling. While the latest Unesco report3 hailed Indias effort in primary school enrolment, those figures dim as a student reaches secondary, higher secondary and higher education as lot of students drop-out. Only 15 out of 100 students opt for higher education. While some cannot afford higher education, others drop-out due to lack of accessibility or inadequate school infrastructure (like lack of girls toilet). Due to lack of any vocational education or employable skills, the drop-outs add to the unemployed or low wages manpower pool. Vocationalisation of school education will not only help arrest the drop-out rates but also ensure a certain degree of functional skills to the school drop-outs and help them chart a career path. In 2009-10 (the latest year for which official data are available), 133.4 million children enrolled in Classes I-V, yet only 54.5 million made it to Classes VI-VIII . Most of these children dropping out of school are winding up with very little education at all; over 50% of all dropouts quit school before Class III. In rural areas, the most dropouts leave school in Class V, most likely because upper primary schools may be located some distance away. In urban areas on the other hand, a third of dropouts leave school in Class II alone.4
1 A G Krishnamurthy (2007) SUPW: The Concept and its Implications" 2 Ministry of Human Resource Development website 3 India has made best progress in elementary education: UN; Livemint, July 10, 2013
4 50% quit school by the time they reach Class VIII; Times of India, January 19, 2012
All study and no skill?: Skilling in schools | 2
Efforts to vocationalise education

Aiming to equip students with basic skill levels, the government and school boards have been increasingly trying to integrate vocational education with the formal curriculum.
MHRD The Ministry of Human Resource Development (MHRD) has introduced multiple schemes that integrate skills training into the school curriculum in an innovative manner. Since inception of the Centrally Sponsored Scheme of Vocationalisation of Secondary Education in 1988, around 9,619 schools with about 21,000 sections have been created with an intake capacity of about 10.03 lakhs students. About 150 vocational courses were being offered.5 Apart from these, the MHRD has also launched the National Vocational Education Qualifications Framework (NVEQF) in schools which is a paradigm shift in Indian schooling. In September 2012, a pilot program of the framework was launched in 40 schools in Haryana. The MHRD formally launched the NVEQF program in January 2013 starting from Class IX onwards, to be implemented in educational systems throughout schools, colleges, polytechnics and universities from 2013-14. Under the framework, various domains have been identified which include Retail, Security, Information Technology and Automobile Technology. The government expects that the
5 Ministry of Human Resource Development website 6 National Institute of Open Schooling website
program will cater to at least 5 million students for vocational degree and diploma every year. This can help provide self-employment or meaningful employment if even 1/3 of the institutions are approved to conduct these programmes. It also has the potential to increase the Gross Enrolment Ratio (GER) in higher education from 15 percent to the targeted 30 percent by the end of 2020. While Haryana was the first to implement the NVEQF , Assam, West Bengal, Karnataka, Himachal Pradesh, Uttar Pradesh, Chandigarh, Delhi and Sikkim along with few Kendriya Vidyalayas have also started implementing the NVEQF . NIOS The National Institute of Open Schooling (NIOS) has distance vocational education programmes for students dropping out after the 5th, 7th, 8th and 10th standards. NIOS has the largest open schooling system in the world with more than 2.45 million learners who have been admitted since 1990. More than 25,000 students take admission every year in vocational courses and more than 3,50,000 are enrolled in all
the courses and programmes. Around 1,44,799 learners have been certified in different vocational education courses since May 1993. It has a network of more than 1725 vocational education centres spread across India and abroad and 5000 accredited centres for academic and vocational programmes.6 CBSE The Central Board of Secondary Education (CBSE) offers over 40 vocational courses in different sectors at the senior secondary level and four vocational courses at secondary level. In the last few years CBSE has launched new vocational courses like Hospitality and Tourism, Mass Media Studies and Media Production and Geospatial Technology. CBSE is also making efforts to introduce more such courses in collaboration with relevant industry/ organization, and has facilities for joint certification. For example the board tied up with Central Institute of Technology (CIT), a vocational education institution under the department of training and workforce development, Government of Western Australia, to design the curriculum and train teachers in vocational courses on September 2012.7
7 CBSE wants schools to offer at least one vocational course for Std XI, XII; Times of India, January 30, 2013
Problems faced with vocational courses

Though the government has taken few initiatives, in a country obsessed with engineers and doctors, vocational education is still struggling to shed its marginalised image. Perception about these courses is the biggest challenge in making them acceptable to all. What makes matters worse is the lack of career path for students who opt for these courses.
Vocational courses are often the last resort for students and this robs them of the premium that is attached to other general courses. Students who have opted for vocational courses in schools have often found themselves being rejected by universities for admission into undergraduate courses. A case in point is the Delhi University admissions this year where a lot of students with vocational courses have not been able to secure admission.8 Universities do not offer subjects linked to the vocational subjects offered in schools, hence they consider it irrelevant. This lack of coordination between schools and universities discourages students from opting for vocational courses. Neither the students nor the parents are keen on an additional vocation course in their curriculum since the present system does not allow vertical mobility; skills obtained are either obsolete or lost. Vocational education is presently offered in classes 11, 12 and with the introduction of NVEQF some schools will now offer it from class 9. However students reaching this grade aspire for higher education and they already start preparing for engineering and medical entrance courses. Participation of industry players in vocationalisation of education in schools is almost negligible. This results in outdated curriculum being taught in schools. Some of those who aspire to join work find themselves with no practical skills and are not fit to be employed. So students neither have the option to pursue higher education nor look for a job. There is a lack of experienced and qualified teachers to train students on vocational skills. In countries like United States, a degree in Bachelors of Vocational Education (BVE) is often a compulsory qualification for teachers. However, in India no specific courses are being taught to those teaching vocational courses. While the government has launched the NVEQF , it is concentrated on too few schools. The fact that schools are not bound9 to introduce vocational courses, it will not help implementation of the framework in its full spirit. While CBSE is urging its schools to adopt the NVEQF , all state boards also have to participate enthusiastically in its implementation. The two cases below study the implementation of NVEQF . While Himachal Pradesh is yet to introduce it, Haryana has implemented it since September 2012.
8 DU race begins, vocational course students left out; Indian Express, June 6, 2013 9 Vocational course not mandatory, clarifies CBSE: Times of India, 15 May 2013
Case studies of implementation of NVEQF

Himachal Pradesh10 A total of 100 pilot schools have been selected across Himachal Pradesh to implement the NVEQF program. The program is yet to be implemented. No admissions have been taken so far. There are 150+ courses (overall) in which trainings will be provided and Himachal has been assigned 5 trades only. Earlier, 25 schools in Himachal Pradesh were providing vocational education starting at class XI in electrical and horticulture trade. Students had interest in horticulture, as 10 seats were reserved in Solans YS Parmar Horticulture University. The reservation was stopped since 2005-06 and since then there was a dip in students interest in these courses. The government has now asked the schools to replace the earlier vocational courses admission in class XIth since the focus shall now be on the new NVEQF trades. Each selected school has now been assigned with Retail, Automobile, Security, Healthcare and ITES (mandatory). These courses will be offered to students in class IX through XII making it a four-year vocational course in a particular trade. Initially for the first year, the government plans to introduce these trades to students in class XI to make it a two-year (4 semesters) course and study the impact. The state government will be aided by a private company in implementing the programme and they will help recruit the teachers. The contribution of centre and state is 85:15. There are a lot of challenges though in the implementation process. There are three schools in Kinnaur selected for NVEQF which have Retail,
10 Primary interview conducted by KPMG in India in June and July 2013 with government officials in the Himachal Pradesh government
Security and Automobile assigned to them. But these trades seem to have been randomly assigned. A district like Kinnaur should have a Food Processing course instead of Retail as there is no organized retail in the district at all and students are not willing to migrate. Also a course like Security is perceived by the students as a way to become a Security guard. They are not aware of concepts like E-surveillance. Haryana11 With no data on vocational education and unfavourable perception about vocational courses, the Haryana government had a lot to tackle while implementing the NVEQF in the state. The state government along with Wadhwani Foundation selected 40 government schools which had the necessary infrastructure, motivated staff and adequate number of interested students to introduce the courses. Two trade courses per school with 25 students each were assigned. Posters, workshops, parents-teachers meetings, community meetings were held to spread awareness about the courses and how it would help students give a career path and arrest the drop-out rates. Teachers were chosen based on their relevant experience for a particular trade course on a contractual basis. Although the level 1 was introduced in class IX for most schools, the government on an experimental basis introduced level 1 and 2 in class XII in some schools f the National Capital Region (NCR). The results have been encouraging with the state government claiming there is a huge demand for these courses especially IT and ITES.
11 Primary interview conducted by KPMG in India in June and July 2013 with government officials in the Haryana government
Models of vocational education in other countries

A glimpse of vocational education and training at schools in other countries will help understand the different ways of vocational education that prevail. The three countries given below have some of the most effective vocational education system be it school or higher education. Private participation, a clear career-path and relevant training are defining features of vocational education in these nations.
Germany Germanys economic growth has been largely attributed to its dual system of vocational education and training and its model has often been replicated by other nations. Students entering secondary school have the choice to either continuing with academic-oriented schooling or one which has a mix of both vocational and academic schooling. While some choose university, others enter vocational schools which offer paid apprenticeship for interested candidates. The German dual system of vocational education system dates back to the 12th century. This involves both in-company training and education at vocational schools. The term dual also refers the constitutional structure where the federal government is responsible for vocational training in the companies, and the federal states (Lnder) for the vocational schools. Thus, the German dual system of vocational training combines theory and practice, knowledge and skills, learning and working. One of the defining features of the dual system is the cooperation between largely private companies and public vocational schools which is regulated by law. Presently there are some 350 officially recognized occupational standards and these are central elements of the German vocational training system. Although they are incorporated in state law, trade and industry also play a decisive part in their formulation. The cooperation between industry and training colleges extends to content creation and training methods which helps reflect the current vocational practices and ensures a successful mix of theory and practice. Around 60 percent of schoolleavers in the country choose to enter the dual system each year. This ensures young people are integrated into the labour force and there is almost always ready labour pool in the country. Companies provide training voluntarily, and often at their own expense, because they believe that this is the best way to meet their own need for skilled staff. Private companies bear almost two-thirds of the total amount spent every year on initial vocational training in Germany. The costs amount to an average of 15,300 euros per trainee per year. Industry people who take part in the practice consider training their own new employees the best form of personnel recruitment. Training companies save on recruitment costs and the cost
of training the new employees. They also avoid the latent risk of hiring the wrong employee for the job. From the trainees point of view, the main benefit is that he/she receives market-relevant training that improves their chances in the labor market while simultaneously improving social skills and developing personality. Finally, the state too, benefits from the dual system by easing the burden on public budgets with the participation of the private companies and by keeping the workforce up to date with the latest skills. Switzerland12 The Swiss vocational system serves around three-fourth of 16- to 19-year-olds who work and earn apprenticeship wages 3-4 days a week while completing academic requirements at school. The Swiss system is a good example to show how vocational education can lead to vertical mobility whether it be getting a job or aiming for higher studies. After a three-year apprenticeship, and a few years of work, one can enter a university of applied sciences, a professional education college, or do an extra academic year to qualify for the theory university. And if one wants to switch from academic to vocational to attend a university of applied sciencesas some doone must have a year of work experience.
Australia13 Vocational Education and Training (VET) in Australian schools are programs undertaken by school students as part of their senior secondary certificate. Students opting for these programs earn credit towards a nationally recognised VET qualification within the Australian Qualifications Framework. The training that students receive reflects specific industry competency standards and is delivered by a Registered Training Organisation or a school in partnership with a Registered Training Organisation. A key success of VET in schools is the integration of vocational options within the traditionally academic studies at the senior secondary school level. VET in Schools programs allow Year 11 and 12 students to: Develop industry specific skills Gain nationally-recognised VET qualifications and units of competency while still completing their senior secondary school qualification Develop employability skills and an understanding of the professional world; provide them with insights to assist with planning and pursuing their career pathways.
12 More to offer: The Swiss vocational education system; Nancy Hoffman, May 9, 2013
13 Australian Government: Department of Education, Employment and Workplace Relations
Recommendations
Change in mindset One of the major tasks is to change the mind set towards vocational education in the country. There should be an increased awareness about various initiatives by the government to integrate skillbased education with formal schooling among parents, teachers as well as students. There seems to be a need for social branding of the courses. NVEQF could be introduced earlier Though NVEQF has advanced the introduction of vocational courses from class 11 and 12 to class 9 but most countries with successful vocational education models have introduced it much earlier so that students choose it as an option rather than being forced to take it up. Incentive to those schools that foster vocational education should be given, so that more and more schools opt for these courses. This can be in form of grading, monetary awards, academic grant etc. Greater co-ordination between schools, universities and industry Schools and universities have to work together to ensure seamless transition of students who opt for vocational courses in schools to higher education The course curriculum introduced in schools should be relevant and up to date in consultation with industry demand and with an industry interaction facilitated by working closely with local industries and site visits for students. Set up vocational colleges and universities Community colleges are also a great way of formalising vocational education. While India has few community colleges, the government has to set up and promote them vigorously. Vocational universities should be set up which can cater to those who want to take up vocational courses even after school. A vocational university will emphasize on a different teaching learning pedagogy with a special focus on skill-based and hands-on learning and training. A vocational university could offer vocational programs online, distance and life-long learning mode. Need for specialized courses to train teachers Specialised courses for teachers to be trained in vocational subjects should be introduced, so that teachers have the adequate knowledge and skill sets to teach the students. Movement of employees to training bodies/schools as trainers and back could be a great enabler to create.
Acknowledgment
PHD Chamber: Jatinder Singh-Secretary; Debraj SenguptaDeputy Secretary CBSE: Dr. Biswajit Saha-Programme Officer (Vocational); Swati Gupta-Assistant Programme Officer (Vocational), CBSE KPMG in India: Narayanan Ramaswamy, Partner and Head, Education; Gaurav Kumar, Associate Director, Education Advisory; Joyeeta Ghosh, Senior, Research, Analytics and Knowledge
This report has been prepared by KPMG in India to be released at the 1st PHD Chamber-CBSE Global Conference on Skilling in Schools, on 18 July 2013 in New Delhi.
KPMG in India contacts
Pradeep Udhas
Partner and Head Sales & Markets T: +91 22 3090 2040 E: pudhas@kpmg.com
Narayanan Ramaswamy
Partner and Head Education Sector T: +91 44 3914 5200 E: narayananr@kpmg.com
Gaurav Kumar
Associate Director Education Sector T: +91 124 334 5203 E: gauravkumar1@kpmg.com
kpmg.com/in
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The information contained herein is of a general nature and is not intended to address the circumstances of any particular individual or entity. Although we endeavor to provide accurate and timely information, there can be no guarantee that such information is accurate as of the date it is received or that it will continue to be accurate in the future. The views and opinions expressed herein are those of the interviewees and do not necessarily represent the views and opinions of KPMG in India. No one should act on such information without appropriate professional advice after a thorough examination of the particular situation. 2013 KPMG, an Indian Registered Partnership and a member firm of the KPMG network of independent member firms affiliated with KPMG International Cooperative (KPMG International), a Swiss entity. All rights reserved. The KPMG name, logo and cutting through complexity are registered trademarks or trademarks of KPMG International. Printed in India.

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EDUCATION

All study and no skill?

Message from PHD President

Suman Jyoti Khaitan

PHD Chamber of Commerce & Industry

Message from CBSE chairman

Partner and Head Education KPMG in India

1 | All study and no skill?: Skilling in schools

Vocational skills in schools

All study and no skill?: Skilling in schools | 2

Efforts to vocationalise education

3 | All study and no skill?: Skilling in schools

Problems faced with vocational courses

All study and no skill?: Skilling in schools | 4

Case studies of implementation of NVEQF

5 | All study and no skill?: Skilling in schools

Models of vocational education in other countries

All study and no skill?: Skilling in schools | 6

13 Australian Government: Department of Education, Employment and Workplace Relations

7 | All study and no skill?: Skilling in schools

All study and no skill?: Skilling in schools | 8

KPMG in India contacts

Associate Director Education Sector T: +91 124 334 5203 E: gauravkumar1@kpmg.com

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