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 bythe SSDMs so as to have State-specific guidelines for skill development programmes.
• For decentralized implementation and to ensure effective coordination and monitoring ofskill development initiatives a three-tier structure at State, district and block level forSSDMs proposed. Pattern of DRDA to coordinate skill efforts at district level can beadopted for effective coordination and interaction with local self-government, civilsociety, 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 basedon conduct of regular skill surveys.
• SSDMs should have the overarching power to pool across the resources and to utilizeaccording to priority. The inter-linkage of the SSDMs with the industry, training providers,Sector Skill Councils, NSDA should be maintained at the policy formulation andimplementation level.
• Sector Skill Councils to assist the State Skill Development Missions to align trainingprogram with NSQF.

 

Achieving Scale & Relevance through PPP

• Industry to be incentivized to set up training institutions in PPP mode in industry clusters tofacilitate 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 ofequipments, 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 operatingeither within the State or in neighbouring regions to involve in the skill developmentefforts 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 ofservice 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 developmentprogrammes 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 tomake it mandatory on the part of the State to impart skill training to every eligible youthmay be explored.
• Vocational education may be introduced from the middle level onwards with SSDM havingthe 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 Statesthat excel in handicrafts, wood art and handlooms. Further the international models vizGerman, Chinese and Singapore may be studied for replication in India.
• Flexibility to states to introduce local and traditional skills meeting local needs to beprovided under various central government administered skill programs and attract localyouth 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 providersand 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 theState and bring them on the panel where students after attaining the basic skills can be sentfor practical training.

 

Making Skills Aspirational by involving Local Bodies/NGOs

• The Railways and other para-military forces  can play a more proactive role in advocacyand skill development, instead of just focusing on recruitment rallies. The personnel ofthese 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 thePRIs/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 thedistrict and block level, integrating with the Labour Market Information System should befacilitated by the SSDMs. This would facilitate to track the youth receiving skilltraining 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 the2 percent CSR could be used exclusively for skill development initiatives. Further it wasalso agreed to by the Sub-Group that out of the cess collected under the Building and otherConstruction Workers Cess Act, 1996 the Cess Fund which is presently in surplus shouldbe available for imparting skill training to all underprivileged youth irrespective ofwhether 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 vocationaleducation 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.  Thisfunding could be made available through NSDF/NSDC.

 

In a written reply in the Lok Sabha today the Minister said, the recommendations of the Sub Group cover a wide spectrum of skill development in the country including improving quality, relevance, quantity, aspirations, mobility and financing of skill development. Action Points for implementation of these recommendations have been identified and referred to concerned Central Ministries/Departments, State Governments and other stakeholders.

 

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