Committee on Skill Development
The
Minister of State (Independent Charge) for Skill
Development and Entrepreneurship Shri Rajiv Pratap Rudy has said that a
Sub-Group of Chief Ministers on Skill Development was constituted to address
issues pertaining to human resources, especially creating a pool of skilled
manpower with speed, scale, standard and sustainability. The Sub group has
submitted its report. The recommendations of the Sub Group include use of funds
from Education Cess and part of CSR funds for skilling in India. The Sub group
has also recommended that instead of replicating ICT Academy of Tamil Nadu in each
State, the existing and established organization (ICTACT) can open chapters /
branches in willing states, where local administration can be represented, for
carrying on its activities. The major highlights of the recommendations made by
the Sub-Group are at:
Highlights
of the recommendations of Sub Group of Chief Ministers on Skill Development
The major
highlights of the recommendations
made by the Sub-Group are as
follows:
Integrated Delivery Framework for Achieving Convergence
·
The State
Skill Development Missions
(SSDMs) should evolve into a coordinating
body to harmonize the skilling efforts across line departments/ private
agencies/voluntary organizations etc. The common
norms announced at the central level may be adopted
by the SSDMs so as to have State-specific guidelines for skill development programmes.
·
For decentralized implementation and to ensure effective coordination and monitoring of skill development initiatives a three-tier
structure at State,
district and block level for SSDMs proposed.
Pattern of DRDA to coordinate skill efforts at district level
can be adopted for effective
coordination and interaction with local self-government, civil society, training
provider, industry and other stakeholders.
·
Determination
of sectoral
priorities at State level based
on an independent assessment of the needs
of each sector and the formulation of appropriate policies to
enhance the qualitative and quantitative skill availability for the sector based on conduct of regular skill
surveys.
·
SSDMs should have the overarching power to pool across the resources and to utilize according
to priority. The inter-linkage of the SSDMs with the industry, training
providers, Sector Skill Councils, NSDA should be maintained at the policy formulation and implementation level.
·
Sector Skill Councils to assist the State Skill Development Missions
to align training
program with NSQF.
Achieving Scale & Relevance through PPP
·
Industry to be incentivized to set up training institutions in PPP mode in industry
clusters to facilitate availability of trained
manpower for big and
MSME units and to adopt
existing government ITIs and Polytechnics.
·
Local Industry to be involved for curriculum development, training
modules, provision of equipments, training
of trainers, opening
skill development centres
and taking apprentices.
·
Industry can also enter into flexi
MOU based on sector, trade or institutions and offer work benches for
practical training
·
Industry can help in Developing a
database of instructors as also resilient system for selection of Training providers
·
The States Government
can incentivize the public sector or the private industries operating either within the State or in neighbouring regions to involve
in the skill development efforts
of these States
through their SSDMs in less industrialized as well as difficult terrain.
·
Skill
Development programmes and skill training
providers should get an extension of service tax exemption for the next 5 years.
·
Income
tax exemption to category-A training
providers (as per the definition of Ministry of Rural
Development) for a period of 5 years need to be considered.
·
Skill
training in manufacturing sector should be incentivised in all skill development programmes to achieve the broader objective of Make in India programme”.
Reaching the Unreached and the Disadvantaged
·
The possibility of introducing legislation on Right of Youth to Skill Development to make it mandatory
on the part of the State to impart skill training to every eligible youth may be explored.
·
Vocational education may be introduced from the middle level onwards
with SSDM having the
responsibility to explore the marketability potential of traditional skill sets of the State.
This would motivate
the children to take up training
in traditional skills especially in States that excel
in handicrafts, wood art and handlooms. Further the international models viz German, Chinese
and Singapore may be studied
for replication in India.
·
Flexibility to states to introduce local and traditional skills meeting local needs to be provided
under various central
government administered skill
programs and attract
local youth for training.
·
Opening of Incubation Centres,
counselling Centres and Tracking
Centres at the village
level.
·
The provision of safe
transportation, female instructors, child care facilities, market and
finance to encourage women participation. Also making available dormitory/
hostel facilities in district and block headquarters for students from remote corners.
·
Using
ICT, Mobile vans, to make available training
facilities in villages
and hilly areas.
·
Monetary and non-monetary incentives should be part of the policy for training providers and potential employers to engage with differently- abled
persons.
Improving
the Quality
·
SSDMs could
play a facilitating role to
address the shortage of instructors/
trainers especially in imparting practical training by identifying
Government/ private/ self-employed entrepreneurs operating establishments/units in the skills in demand in the State and bring them on the panel where students
after attaining the basic skills
can be sent for practical
training.
Making Skills Aspirational by involving Local Bodies/NGOs
·
The Railways and other para-military forces can play a more proactive role in advocacy
and skill development, instead of just focusing on recruitment rallies.
The personnel of these agencies
could be used for skill training or these agencies could lend institutional support in imparting training
in hilly, inaccessible and difficult terrains.
·
The awareness among the targeted
population on the benefits of skill training can be generated through audio/visual media as well as
through street plays and by involving the PRIs/ULBs and Civil Society.
·
Local
Bodies to be used for skill mapping
and creating a data base of
youth at local level.
Focus on Outcome
·
Union Government initiatives in
strengthening the National Career Guidance Centre
at the district and block level, integrating with the Labour Market Information System should be facilitated by the SSDMs. This would facilitate to track the youth receiving
skill training and moving to placement either
as self-employed or wage-employed.
LMIS/National Career Service Centres could be the medium where the
success stories that are documented can be shared so
that it provides a medium for the youth to explore the possibilities of its up- scaling/replication.
Making Available Adequate Resources
·
To enhance
the scale of skill development
resources is of utmost
priority. Half of the 2 percent CSR could be used exclusively for skill development initiatives. Further it was also agreed to by the Sub-Group that out of the cess collected under the Building
and other Construction Workers Cess Act, 1996 the Cess Fund which is presently in surplus should
be available for imparting skill training to all underprivileged youth irrespective of whether or not they are wards
of construction workers.
·
Public
Training Institutions to be made revenue generating.
·
Use of MPLAD/MLA funds for
creating infrastructure for skill development could be explored.
·
Funds generated under education cess could
also be used for introducing vocational education from secondary school onwards.
·
M/o SDE
should make a budget provision
for all States
to set up Skill Universities or convert one of
the existing Universities as a
Skill University under PPP mode.
This funding could be made
available through NSDF/NSDC.
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