What Skills Are Required for E-Sustainability ▪ Given the three features of green work, skills required for Esustainability activities are categorized in terms of the two dimensions - whether green skills are applied in a limited range of tasks or not. - whether green skills are at the lower level or expertise level The Typology of Green Skills Green Skills The range of skill application cross-sectional tasks specific tasks Skill levels nonspecialized knowledge & skills (1) Literacy, STEM knowledge, foreign language skills, communication skills (2) Basic safety environment health tasks (e.g., energy efficiency & resource management) specialized knowledge & skills (4) ESG planning & management, entrepreneurship, innovation. (3) Green technical skills, LCA, carbonaccounting, MRV (measurement, reporting, verification), etc. The Features of Green Work ▪ ‘Permeation’ as a greening mechanism - Not limited in specific sectors, roles or tasks But broadly involved in most business activities - Greening is the process of ‘E-socializing’ the overall process of business-as-usual into that based on the norm of E-sustainability. ▪ The importance of Intra-firm Cooperation - e.g. between intra-firm organizational units like departments, roles, and/or tasks ▪ The great circumstantial Volatility and Complexity of green work - e.g. rapid changes in carbon-related regulations No need at al 2% Rarely need 2% Similar to other work 34% Somewhat more need 36% Very much need 26% Source: Cho, et al.(2023) The necessity of intra-firm cooperation for E-Sustainability work -189-
How Firms Organize Skills with Green Work Management Management Management Management I II III IV 1. Firms’ organizational strategies to tackle E-sustainability ▪ Two dimensions to organize green work & green skills 1) How to coordinate with intra-firm green activities: either hierarchy or decentralized autonomy 2) The extent to which the boundary of green jobs within organizations is separately defined from non-green jobs: i.e. the degree of ‘greening’ ▪ Four organizational patterns 1) ‘Limited adoption’ 2) ‘Fragmented combination’ 3) ‘Functional combination’ 4) ‘Organic integration’ Which Skills Firms Need for Green Work Source: Cho, et al.(2023) 2 2 10 24 4 2 6 4 24 36 48 36 36 22 62 60 32 42 50 50 56 34 6 6 4 12 14 16 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% knowledge of climate change & carbon regulations engineering & technical skills of energy or IT foreign language skills entrepreneurship leadership & management communication & interpersonal skills self-learning & problem-solving not important at al rarely important more or less important very important ▪ Not just energy & IT-related knowledge & technical skills but basic and general skills matters - e.g. linguistic skills, communication skills, self-learning, entrepreneurship. ▪ Currently, the most needed skills are energy & carbon regulationrelated knowledge. ▪ Among general skills, the higher level of skills(e.g. entrepreneurship, leadership, etc.) is less needed than general skills(e.g. self-learning, social skills). -190-
How Firms Organize Skills with Green Work 3. How firms coordinate E-sustainability activities Source: Cho, et al.(2023) 48% 42% 4% 6% Clearly define jobs or role s of E-sustainability Improve the role of leadership Improve incentive structures within firms to facilitate intra-firm cooperation for E-sustainabilty activities Promote staff's awareness of E-sustainability ▪ Half of firms want to coordinate E-sustainability activities in terms of definite work assignment ▪ Half also consider the shared understanding of E-sustainability as an important facilitator ▪ Institutionalization of incentives to facilitate E-sustainability cooperation is relatively considered less important. How Firms Organize Skills with Green Work 2. How firms organize green work towards E-sustainability 6 36 10 14 48 0 10 20 30 40 50 60 NOT APPLICABLE EVERYONE IN AN ORGANIZATIONAL UNIT SHARES E-SUSTAINABILITY JOBS. CREATE A NEW ORGANIZATIONAL DEPARTMENT DEDICATED TO E-SUSTAINABILITY AND TRANSFER ALL RELATED JOBS. CREATE A NEW ROLE WITHIN AN ORGANIZATION UNIT TO ASSUME E-SUSTAINABILITY JOBS. ASSIGN ADDITIONAL JOBS TO STAFF PERFORMING SIMILAR DUTIES TO ESUSTAINABILITY ACTIVITIES (E.G. STAFF IN SHE UNIT) Source: Cho, et al.(2023) Note: %, Multiple answers ▪ In many cases, a limited & additional approach to add green work to existing jobs ▪ Some organizational changes occur: e.g., create a new role or share green work. -191-
Implications for Green TVET Policy ▪ The overall High awareness of E-sustainability, but Significant Gaps between staff, roles, and organizational units within a firms and, as a result, between awareness and practice. ▪ Green work needs intra-firm Co-operation, making Effective Coordination matter. ▪ Most firms focus on basic E-sustainability activities like carbon emission reduction & energy efficiency with use of basic & general green skills. - Innovation & entrepreneurialship matters in the long-term, although currently outsourcing green jobs requiring expertise. ▪ Organizational strategies to tackle E-sustainability vary, given green skills and economic circumstances(e.g. market regulations, supply-chain demands, etc.) ▪ Currently, firms employ a ‘limited adoption’ or ‘fragmented combination’ approach , while a more decentralized and holistic transformation rarely found ▪ Ratchet-up with adequate mixes of Green VET policies targeted at general citizens, incumbents, or workers in transition with different skill levels and skill types. How Firms Organize Skills with Green Work 4. How firms mobilize green skills ▪ ‘No ways’ means ‘learning-by-doing’ and/or on-the-job-training ▪ Firms use ‘contracting-out’ to get expertise while using in-house training for lower levels of green jobs. 4 28 28 18 12 32 0 5 10 15 20 25 30 35 OTHERS USING GOVERNMENT'S POLICY PROGRAMS (E.G., EDUCATION, TRAINING, ETC.) PROVIDING IN-HOUSE EDUCATION & TRAINING HIRING OUTSIDE EXPERTS CONTRACTING OUT PRIVATE CONSULTING SERVICE (E.G. ECO-CONSULTING COMPANY) NO (EXTERNAL) WAYS TO OBTAIN GREEN SKILLS Source: Cho, et al.(2023) Note: %, multiple answers -192-
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Implementation of a Conductive TVET eco-system Zainab Ahmad (former DG. Directorate of Community College and Polytechnic) -195-
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CONTENTS In the beginning…….. Quality assurance matters • Elements of industry relevant * TVET Collaboration Hub Being industry relevant TVET – the game changer Issues and challenges Macro planning for TVET agenda • Branding journey Branding of TVET In a nutshell …….. Closing remarks 2 ,PSOHPHQWDWLRQRID&RQGXFLYH 79(7(FRV\VWHP Zainab Ahmad Former Director General , Dept Of Polytechnic & Community College, Ministry Of Higher Education, Malaysia The 7th EAS TVET Network Conference, 2024 1 -197-
Quality assurance matters 4 Enrolment Teaching & Learning Completion: (i) employment and (ii) continuing education or training Quality assurance In the beginning…… Enrolment Teaching & Learning Completion 3 “Supply – Process – Demand” -198-
Elements of industry relevant 6 Awareness of related field in the same industry Providing employment is nation building Working together Responsive to economic needs Preparing high skilled workforce Embracing digital technologies 1 2 3 4 5 6 Being industry relevant 5 Enrolment Teaching & Learning Completion: (i) employment and (ii) continuing education or training Quality assurance Industry feedback -199-
TVET – the game changer Prior to releasing the 11th Malaysia Plan (2016 – 2020) the government did a study and identified 60% of jobs to be created will require TVET-related skills 8 Game changing actions 1. Increase students enrolment 2. Supply must match demand 3. Graduates must be job ready 4. Salary commensurable to certification * Make TVET as attractive pathway * Students must be well informed of opportunities TVET Collaboration Hub (TCH) 7 • government entity , has power to command attention , spearheads economic policies across ministries, driver for economic growth, distribute development fund, has access to employment data and industry performance • industry players working closely with TVET institutions, mainly for future employees possessing matching skills and knowledge • other TVET institutions in the same sector but smaller in size and capabilities • high performance TVET institution recognised by the industry, possess specialised skills ,acts as centre of excellence, provides support to the Spokes HUB SPOKES BENEFACTOR ENABLER -200-
Macro planning for TVET agenda 10 • MTVET –National TVET Council • GITC – Government Industry TVET Coordination Body National level Institution level Issues and challenges Impact of national policy on TVET Number of public and private TVET institutions as of Feb 2021 is 1295 – 11 ministries, 640 public TVET institutions, 22 state owned TVET institutions and 633 private TVET institutions 9 Increase number of TVET institutions Funding Limited allocation for expansion and operation Start new program Maintain existing program Students’ support Allowance / stipend Meet industry expectation Uncoordinated governance Quality of programmes Competency of trainers -201-
Branding Journey 12 Audit Committee Strategy and architecture Communication Implementation “Promoting a single brand to represent all public institutions and private TVET providers” Branding of TVET 11 Branding -202-
Closing remarks 14 SURVIVAL In his theory of evolution, Charles Darwin famously stated: “It is not the strongest of the species that survives, nor the most intelligent. It is the one that is most adaptable to change”. In a nutshell…….. 13 5. Branding Strategy 4. Funding Model 2. Quality assurance 3. Industry relevant 1. Governance Strategies For Conducive TVET Ecosystem -203-
Thank you 15 [email protected] -204-
Development of TVET with Industrial Demand in India Mr. Rajesh Pundalik Khambayat (National Institute of Technical Teachers' Training & Research) -205-
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1 | P a g e 7th EAS TVET Network conference in Bangkok, Thailand Development of Vocational Education Aligned with Industrial Demand in India Prof. Rajesh P. Khambayat Professor Dept. of Technical & Vocational Education & Research NITTTR, Bhopal ABSTRACT The development of vocational education aligned with emerging industrial demand in India is a crucial aspect of preparing the workforce for the rapidly evolving job market. In recent years, India has witnessed a significant shift in the job market, with an increased demand for skilled professionals because of Industry Revolution 4.0. To bridge the gap between industry requirements and the skills possessed by the workforce, the development of vocational education has become paramount. This involves equipping individuals with practical skills, knowledge, and competencies directly applicable to various industries. One of the key elements in the development of vocational education is collaboration with industry. VET plays a vital role in providing specialized training, certifications, and industry-relevant curriculum. By partnering with industry, vocational education programs can ensure that the curriculum is aligned with current industry needs and standards. This collaboration enables students to acquire the necessary skills and knowledge demanded by the job market, enhancing their employability. To facilitate the alignment between vocational education and industrial demand, several strategies are being implemented. Industry engagement is crucial, as it allows vocational education providers to understand the specific skills required by different sectors. This can be achieved through on-the-job training, internships, and apprenticeship programs, where students gain practical experience and exposure to real-world scenarios. Moreover, the incorporation of emerging technologies and industry-relevant training methods is another key aspect. By integrating technology-driven learning tools, such as virtual simulations and augmented reality, vocational education programs can enhance the learning experience and ensure that students are well-prepared for the industry revolution 4.0 era. This abstract aims to highlight the key factors and strategies involved in this process. The development of vocational education aligned with industrial demand and collaboration industry in India is essential for creating a skilled workforce that meets the evolving needs of industries. By focusing on industry engagement, incorporating emerging technologies, and fostering collaboration, India can equip individuals with the necessary skills and knowledge to succeed in the new era of the world of work. Key Words: TVET, Vocational Education, Demand Driven VET, Skills Development, National Policy -207-
2 | P a g e Development of Vocational Education Aligned with Industrial Demand in India 1. BACKGROUND Vocational education, a crucial component of the educational ecosystem, plays a pivotal role in shaping the future workforce of a nation. In India, the development of vocational education aligned with industrial demand is a topic of significant importance. India, with its vast population and diverse industrial sectors, has a growing need for skilled professionals. However, there exists a gap between the skills imparted by traditional educational systems and the practical, industry-specific skills required in the workplace. This gap has led to a paradoxical situation where on one hand, industries face a shortage of adequately skilled labor, and on the other hand, there is a high rate of unemployment among the youth. To bridge this gap, the National Policy Education (NEP) 2020 and National Policy on Skills Development & Entrepreneurship (NPSDE), 2015, mainly focus on shifting toward vocational education that aligns with the demands of the industry. Such an approach not only ensures that the students are job-ready upon completion of their courses but also aids in the overall industrial development of the country. The government, educational institutions, and industries are collaborating to design curricula and training programs that cater to the specific needs of various sectors. This paper aims to delve into the development of vocational education in India, its alignment with industrial demand, the challenges faced, and the strategies adopted for effective implementation. It is hoped that this exploration will provide valuable insights and contribute to the discourse on enhancing vocational education in India. 2.0 STATUS OF SKILL DEVELOPMENT IN INDIA The current status of skill development in India is as follows: According to the India Skills Report 2015, only about 33% of students applying for roles in the labor market had the appropriate skills to match the requirements of the employers. Among persons aged 15-29, only about 2% have received formal vocational training, and 8% have received non-formal vocational training. This suggests that very few new entrants to the workforce in this age group have any marketable skills. In comparison, in developed economies like Korea, 96% of the population has received formal vocational training. In Germany, the figure is 75%. In Japan, it is 80%, and in the United Kingdom, it is 68%. The Periodic Labour Force Survey (PLFS) FY21 shows that formal vocational/technical training among youth (age 15- 29 years) and the working population (age 15-59 years) have improved in FY21 over FY19 and FY20. However, there are still challenges to be addressed. For instance, there is an overburdened responsibility on the District Skills Development Committees, discontinuity in the policy process, and an enormous number of new entrants. -208-
3 | P a g e These statistics highlight the need for continued efforts in skill development to meet the demands of the labor market and to take advantage of India's demographic dividend. There are several reasons for the low level of skill development in India: a) Lack of Formal Vocational Education: There is a dearth of formal vocational education in India. The penetration of vocational training in rural India is abysmally low. b) Quality Variation and High School Dropout Rates: There is a lack of wide variation in quality, and high school dropout rates are a major cause of poor skill levels. c) Inadequate Skill Training Capacity: The capacity for skill training in India is inadequate. d) Negative Perception Towards Skilling: There is a negative perception towards skilling in India. e) Lack of Industry-Ready Skills: Even in professional courses, there is a lack of industry-ready skills. f) Brain Drain: Many of India's best-trained minds go abroad, leading to a "brain drain" or the mass migration of skilled labor from developing countries such as India. g) Poor Compensation in Technical Fields: People in technical fields simply aren't compensated well enough in India. h) Inadequacies in Training Programmes: The training programs in India have several inadequacies. Addressing these issues is crucial for improving the level of skill development in India. 3.0 CHALLENGES IN ALIGNING VOCATIONAL EDUCATION WITH INDUSTRIAL DEMAND Aligning vocational education with industrial demand in India faces several challenges: a) Lack of Participation by the Private Sector: The private sector's involvement in vocational education is limited. b) Market Failure due to Imperfect Information: There is a lack of accurate information about job opportunities and skill programs. c) Weak Linkage between General Education and Vocational Training: The connection between general education and vocational training is not strong. d) Overlapping and Lack of Coordination among Ministries: This results in low achievement of targets. e) Low Wage with No Upward Job Mobility for Trained Persons: Trained individuals often face low wages and limited opportunities for career advancement. f) Insufficient Training Capacity and Quality Trainers: There is a shortage of quality trainers and training capacity. g) Outdated Curriculum: The curriculum for vocational education is often outdated. h) Poor Infrastructure Facilities: There is a shortage of machinery, tools, and modern technologies. -209-
4 | P a g e i) Multiplicity in Assessment and Certification Systems: There are multiple assessment and certification systems, leading to confusion. j) Ineffective Monitoring and Evaluation: The current system of monitoring and evaluation is not effective. k) Insufficient Address to Regional Imbalances: Certain regions such as the Bimaru states, North-Eastern States, Jammu & Kashmir, and Himachal Pradesh are lagging. l) Inadequate Employment Generation and Limited Entrepreneurship Skills: The current vocational education system does not generate enough employment opportunities and lacks focus on entrepreneurship skills. Addressing these challenges is crucial for the successful alignment of vocational education with industrial demand in India. 4.0 NATIONAL POLICIES FOR THE DEVELOPMENT OF VOCATIONAL EDUCATION ALIGNED WITH INDUSTRIAL DEMAND The development of vocational education in alignment with industrial demand is a critical aspect of national policy-making in India. These policies aim to bridge the gap between educational institutions and industry requirements, ensuring that the skills imparted to students are relevant and in demand in the job market. By aligning vocational education with industrial needs, India can foster a workforce that is wellequipped to contribute to economic growth and innovation. This alignment also helps in reducing unemployment rates and promoting sustainable development. The following discussion will delve deeper into the intricacies of these two national policies and their impact on vocational education and industrial growth. 4.1National Policy on Skills Development & Entrepreneurship (2015) The National Policy on Skill Development and Entrepreneurship (NPSDE), 2015 is an initiative by the Government of India. It is a part of the government's policy on "Sabka Saath, Sabka Vikaas" and its commitment to overall human resource development. The policy aims to take advantage of the demographic profile of India's population in the coming years. The primary objective of this policy is to meet the challenge of skilling at scale with speed, standard (quality), and sustainability. It provides an umbrella framework for all skilling activities being carried out within the country, aligning them to common standards and linking the skilling with demand centers. This policy also aims to improve employability and productivity. It provides clarity and coherence on how skill development efforts across the country can be aligned within the existing institutional arrangements. The policy was developed to replace the existing National Policy on Skill Development (NPSD), 2009. It is designed to create a pool of young people who can create jobs and those who are not capable of creating jobs and do not have the opportunities must be able to face their counterparts in any corner of the world while keeping their heads high by their hard work and their dexterity of hands. -210-
5 | P a g e 4.2 National Policy of Education (2020) The development of vocational education aligned with industrial demand in India is a critical aspect, ensuring a skilled workforce that can contribute to the nation's economic growth. To address these challenges, the Indian government has taken several initiatives. The recent National Education Policy (NEP) 2020, for instance, has given special emphasis on vocational education and skill development. It aims to integrate vocational education with general academic education in all secondary/senior secondary schools under the Samagra Shiksha Scheme. The policy also introduces the Hub and Spoke Model, which provides for the utilization of the infrastructure available in the Hub schools by the students of nearby schools (spoke schools) for vocational training. Internships and Bagless Days have been included under the Innovation component of Samagra Shiksha. The University Grants Commission (UGC) has taken initiatives to facilitate higher education institutions across the country to provide skill-based education under NSQF. The Skill India Pradhan Mantri Kaushal Vikas Yojana is another initiative that aims to provide industry-relevant skills to the youth. The government has also launched SANKALP and STRIVE, aimed at improving the relevance and efficiency of skills training provided through Industrial Training Institutes (ITIs) in India. The National Policy on Skill Development and Entrepreneurship aims to meet the challenge of skilling at scale with speed, standard (quality), and sustainability. The Indian Skill Development Service aims to attract young and talented administrators for the Skill Development and Entrepreneurship sector. The development of vocational education aligned with industrial demand in India is a complex but necessary endeavor. With the right policies and initiatives, such as those outlined in the NEP 2020, India can ensure a robust vocational education system that is responsive to industrial demand, thereby paving the way for sustainable development and prosperity. 5.0NEW INITIATIVE FOR VOCATIONAL EDUCATION AND TRAINING The Indian government has taken several initiatives to address the challenges in aligning vocational education with industrial demand: a) National Education Policy (NEP) 2020: The NEP 2020 has given special emphasis on vocational education and skill development. b) Samagra Shiksha Scheme: This scheme aims at integrating vocational education with general academic education in all secondary/senior secondary schools. c) Hub and Spoke Model: This model provides for the utilization of the infrastructure available in the Hub schools by the students of nearby schools (spoke schools) for vocational training. d) Internships and Bagless Days: These have been included under the Innovation component of Samagra Shiksha. -211-
6 | P a g e e) University Grants Commission Initiatives: The UGC has taken initiatives to facilitate higher education institutions across the country to provide skill-based education under NSQF. f) Skill India Pradhan Mantri Kaushal Vikas Yojana: This initiative aims to provide industry-relevant skills to the youth. g) SANKALP and STRIVE: These are government initiatives aimed at improving the relevance and efficiency of skills training provided through Industrial Training Institutes (ITIs) in India. h) National Policy on Skill Development and Entrepreneurship: This policy aims to meet the challenge of skilling at scale with speed, standard (quality), and sustainability. i) Indian Skill Development Service: This service aims to attract young and talented administrators for the Skill Development and Entrepreneurship sector. j) National Programme on Technology Enhanced Learning and National Digital Literacy Mission: These programs aim to improve the digital literacy skills of the youth. These initiatives are aimed at addressing the various challenges faced by the vocational education sector in India and aligning them with industrial demand. The Government of India is actively supporting the development of vocational education through various initiatives: a. Vocationalisation of Secondary and Higher Secondary Education: The Ministry of Education has implemented a scheme to integrate vocational education with general academic education in all secondary and senior secondary schools. This initiative aims to enhance the employability and entrepreneurial abilities of students, provide exposure to the work environment, and generate awareness about various career options. b. National Council for Vocational Education and Training (NCVET): Established in 2018, NCVET is an overarching regulator that sets regulations and standards to ensure quality in the Technical and Vocational Education and Training (TVET) space. It grants recognition to Quality Awarding Bodies and Assessment Agencies and ensures strong industry interfacing. c. Pradhan Mantri Kaushal Vikas Yojana (PMKVY) 4.0 and Skill India Digital Platform: These initiatives promote vocational education and aim to solve the skill gap in the youth. d. Schemes & Initiatives through NSDC: The National Skill Development Corporation (NSDC) has launched several schemes and initiatives like Pradhan Mantri Kaushal Kendras (PMKK), Capacity Building Scheme, and India International Skill Centres (IISCs) to promote vocational education. These initiatives reflect the government's commitment to bridging the gap between academic education and industry requirements, thereby enhancing the employability of the youth. -212-
7 | P a g e 6.0INDUSTRY’S ROLE IN DEMAND-DRIVEN VOCATIONAL EDUCATION Industries play a crucial role in the development and implementation of vocational education in India. Here are some ways they contribute: a. Curriculum Development: Industries collaborate with the government to develop the vocational training curriculum. This ensures that the skills taught are relevant and meet the current and future needs of the industry. b. Setting Occupational Standards: Through the Sector Skills Councils established under the National Skill Development Corporation (NSDC), industries set occupational standards and accredit qualifications. This helps maintain the quality and relevance of vocational education. c. Partnerships with Educational Institutions: Industries partner with secondary schools, Industrial Training Institutes (ITIs), Polytechnics, and higher education institutions to provide vocational education. They also help set up skill labs in schools using a Hub and Spoke model. d. Providing Internship Opportunities: Industries provide internship opportunities for students, allowing them to gain practical experience and understand the work environment. e. Regulation and Guidelines: Industries are closely involved in the development of regulations and guidelines for vocational training. By actively participating in these areas, industries ensure that vocational education is aligned with their needs, thereby creating a skilled workforce ready for employment. 6.1 Benefits from Demand-driven Vocational Education Industries can reap numerous benefits from vocational education: a. Hands-on Learning: Vocational education provides students with practical skills and hands-on training that they can immediately apply in the workplace. This results in a workforce that is ready to contribute from day one. b. Increased Job Opportunities: Vocational education equips students with specialized skills that are in high demand in the job market. This helps industries find the right talent for their needs. c. Cost-Effective: Vocational education is often more cost-effective than traditional education. Industries can benefit from a workforce that is trained and ready without the need for extensive on-the-job training. d. Industry-Relevant Skills: Vocational education programs are designed to provide students with the skills and knowledge that are relevant to their chosen industry. This ensures that the workforce is well-equipped to meet industry standards and expectations. e. Practical Problem-Solving: Vocational education teaches students practical problem-solving skills that are directly applicable to real-world situations. This is particularly useful in industries where quick thinking and practical solutions are required. f. Job Security: Many vocational education programs are designed to provide students with skills that are in high demand in the job market. This means that -213-
8 | P a g e industries can rely on a steady supply of skilled workers, even in times of economic downturns. g. Higher Productivity: Vocational education and training (VET) is crucial to develop skilled manpower and improve industrial productivity⁴. A skilled workforce can lead to increased efficiency and productivity. h. Economic Growth and Development: Vocational education can help bridge the skills gap, leading to a more skilled and productive workforce. This can contribute to economic growth and development, benefiting industries in the long run. 7.0STRATEGIC PRIORITIES FOR DEMAND-DRIVEN VOCATIONAL EDUCATION The development of vocational education aligned with industrial demand in India can be approached through the following strategies: a) Integration of Vocational Education with General Education: The National Education Policy (NEP) 2020 has emphasized the integration of vocational education with general education. This integration can be further strengthened to ensure that students are equipped with both academic knowledge and practical skills. b) Industry Linkages and Demand-Driven Courses: The NEP intends to focus on developing industry linkages and demand-driven vocational courses. Engaging the industry at various levels, including co-developed courses and the development of incubation centers at Higher Education Institutions (HEIs), can help align vocational education with the needs of the industry. c) Skill Development Programs: The Skill Indian Mission focuses on skilling, reskilling, and up-skilling through short-term and long-term training programs. These programs can be expanded and aligned with the common framework spanning the skills ecosystem to ensure uniform outcomes across the skilling ecosystem. d) Apprenticeships and Internships: Different models of vocational education, apprenticeships, and internships can be experimented with by higher education institutions. This will provide students with hands-on experience and a better understanding of the industry. e) Alignment with International Standards: The policy also envisages alignment with international standards. This can help ensure that the skills acquired by students are globally relevant and recognized. f) Expansion of Vocational Education Coverage: The coverage of vocational education has been expanded to cover Government-aided and private schools in addition to Government schools. This can be further expanded to reach more students. g) Focus on Local Opportunities: Vocational education should focus on skills gap analysis and mapping of local opportunities. This can help ensure that the skills being taught are relevant to the local job market. -214-
9 | P a g e By implementing these strategies, vocational education in India can be effectively aligned with industrial demand, thereby enhancing the employability of students and meeting the skill requirements of the industry. 8.0 CONCLUSION In conclusion, the development of vocational education aligned with industrial demand in India is of paramount importance. It not only bridges the gap between education and employment but also ensures a skilled workforce that can contribute to the nation's economic growth. The alignment of vocational education with industrial demand facilitates the creation of industry-ready professionals who can adapt to the evolving needs of the market. However, this requires continuous efforts from all stakeholders, including educational institutions, industries, and the government. By fostering strong partnerships between these entities, India can ensure a robust vocational education system that is responsive to industrial demand, thereby paving the way for sustainable development and prosperity. REFERENCES i. Budget 2023— A Shot in the Arm for Vocational Education. https://www.smilefoundationindia.org/blog/budget-2023-a-shot-in-the-arm-forvocational-education/. ii. Economic Survey: India's skilled workforce at a dismal 2%, lower than .... https://www.firstpost.com/politics/economic-survey-indias-skilled-workforce-ata-dismal-2-lower-than-developing-nations-2125527.html. iii. Education & Employment in India: Navigating Challenges & Unlocking .... https://educationforallinindia.com/employment-challenges-india/. iv. Education: Upskilling India is the next big challenge. https://www.indiatoday.in/india-today-insight/story/education-upskilling-indiais-the-next-big-challenge-2426960-2023-08-26. v. en.wikipedia.org. https://en.wikipedia.org/wiki/Vocational_education. vi. Experiential learning, vocational education key to creating future .... https://www.businesstoday.in/education/story/experiential-learning-vocationaleducation-key-to-creating-future-ready-talents-322388-2022-02-12. vii. Government has taken several steps to provide Vocational Education to .... https://www.pib.gov.in/PressReleaseIframePage.aspx?PRID=1884941. viii. Impacts of Vocational Education and Training on Employment ... - Springer. https://link.springer.com/article/10.1007/s41027-017-0074-3. ix. Importance of skilling and re-skilling in rural India - Times of India. https://timesofindia.indiatimes.com/blogs/developing-contemporaryindia/importance-of-skilling-and-re-skilling-in-rural-india/. x. Models to Make Vocational Training Work in India | GPI. https://globalpolicyinsights.org/vocational-training.php. xi. National Education Policy, 2020 - Ministry of Education. https://www.education.gov.in/shikshakparv/docs/Background_note_vocational_ education.pdf. -215-
10 | P a g e xii. National Policy for Skill Development 2015 and Entrepreneurship. https://msde.gov.in/sites/default/files/2019-09/National%20Policy%20on%20 Skill%20Development%20and%20Entreprenurship%20Final.pdf. xiii. Schemes & Initiatives | Ministry of Skill Development and .... https://msde.gov.in/en/schemes-initiatives. xiv. Several new initiatives on Vocational Education including Hub and Spoke .... https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1885528. xv. Skill Development in India and Its Labour Market Outcomes - SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4237546. xvi. Skill Development in India Challenges and Issues - AspireIAS. https://www.aspireias.com/daily-news-analysis-current-affairs/SkillDevelopment-in-India-Challenges-and-Issues. xvii. Status of Skill Development in India - Vajiram & Ravi. https://vajiramandravi.com/quest-upsc-notes/skill-development/. xviii. Systems Approach to Skilling and Vocational Education in India. https://www.dei.ac.in/dei/files/notices/2020/14- Skilling%20&%20Vocational%20Education-REVISED-April%2026,%202020.pdf. xix. The 3 challenges to skill development in India – and how to tackle them .... https://www.weforum.org/agenda/2019/10/india-skill-developmentprogramme/. xx. The Importance of Vocational Training for Career Development. https://macmillaneducation.in/blog/the-importance-of-vocational-training-forcareer-development/. xxi. Vocational Education and Skill- Enhancement in the NEP-2020 - IJCRT. https://ijcrt.org/papers/IJCRT2205348.pdf. xxii. Vocational Education and Training in India: Prospects and Challenges .... https://journals.sagepub.com/doi/pdf/10.1177/0973801020976606. xxiii. Vocational Education First: State of the Education Report for India .... https://www.unesco.org/en/articles/vocational-education-first-state-educationreport-india-2020. xxiv. Vocational Education in the NEP 2020: Opportunities and Challenges. https://sprf.in/vocational-education-in-the-nep-2020-opportunities-andchallenges/. xxv. Vocational Training: The Key to Career Advancement. https://bise.edu.in/whatis-vocational-training-and-why-do-you-need-it/. xxvi. Vocationalisation of Education in India: Current Scenario, Key .... https://ifmrlead.org/vocationalisation-of-education-in-india-current-scenariokey-challenges-and-new-directions/. xxvii. What is Vocational Education? Its Advantages and Opportunities. https://bise.edu.in/vocational-education-benefits-and-opportunity/. xxviii. Why India lags behind in imparting skills to its workforce. https://www.dw.com/en/india-youth-lack-skills/a-56879385. -216-
Youth Agricultural Entrepreneurship Empowerment Lesson Design Effectiveness Study Ms. Kim Soo Jeong (Greenation) -217-
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1. need for research The reality that the agroecosystem is becoming more complex A stepping stone for agricultural idols to grow further Branding of Agriculture Teachers Across the Country Youth Agricultural Entrepreneurship Empowerment Lesson Design Effectiveness Study Greenation Soo-jeong Kim -219-
Entrepreneurship Someone with an Entrepreneurial spirit? New Thoughts and Inventions With successful innovation, With a passion to make this a reality, A person who has the capacity to actually realize it." 2. Theoretical background 기업가정신 (Entrepreneurship) 디자인씽 (Design thinking) 블렌디드러닝 (Blended Learning) -220-
Entrepreneurship Agriculture Join us! “People who think they can do anything, can do it!” Entrepreneurship What is your entrepreneurial spirit? -221-
Youth Agricultural Entrepreneurship Class Model Design 교과내용 선 기업가정신 역량 연계 교육과정 재구성 Course Selection Restructure the curriculum Entrepreneurship competency alignment Youth Agricultural Entrepreneurship Class Model Design 1. Crop Cultivation 2. Agri-food processing 3. Sales, Distribution, Promotion 4. Agricultural Machinery, Electricity 5. Smart Farm 6. Business Plan 7. Agriculture Startups -222-
Design thinking The most powerful way to solve various problems in agriculture Lean Startup idea making Product launch measure ment data learning It's okay to fail! Repeat checks! 3 years of development -223-
Agricultural Entrepreneurship Design Elements Achievement Standards teen Agricultural Entreprene urship 적극성 지식 의사소 창의력 ICT용 금융 복력 성 GRIT 공감 gumption 자기관리 knowledge communication Creativity ICT Utilization finance Resiliency sympathy Self-care GRIT How to ask questions well How to make good use of it -224-
Blended Learning Offline Online Efficiency, feedback, and optimal access to information Entrepreneurship Competency + Basic Vocational Skills Assessment 단계 기업가정신 역량 직업기초능력 가영역 1 자기 관리능력 Self-management skills 직무적응Job Adaptation 2 적극성 gumption 직무적응 Job Adaptation 3 창의성Creativity 문제결 Troubleshooting 4 문서관리능력 Document Management Ability 자원관리능력 Resource Management Ability 5 의사소능력 Communication Skills 의사소 능력 국어 Communication Skills Korean Language 의사소 능력 영어 Communicative Skills English 6 ICT 용능력 ICT Literacy 정보능력 수리능력 7 정보처리능력Information Processing Ability 문제결 8 실제적 경 직무적응 9 구성 문제결 10 실성 직무적응 -225-
Limited Time Our children, who meet only in a limited time of 50 minutes. Let’s consider more for ways of approaching to students more closely Can provide more detailed feedbacks to students’ assignments! -226-
Let's be producers rather than consumers! Online Portfolio Blended Learning Steps Using SNS 블로그 blog 인스그램Instagram 이스북Facebook 유브YouTube -227-
Agriculture Company Play • Periodic company re-edits • Company Rules, Roles, and Responsibilities Agriculture Company Role Playing Agricultural Market By making a product Let's sell! Agricultural Company Define your role Examples of lessons -228-
SNS Writing Social Media Management: Media Literacy Communication skills Collection of Information People Management -229-
Call an Expert • Physically calling in class • Student: "Am I really calling?" • Redirect students to call you directly • Listen with your students on speakerphone + Before you call, write down your questions + Send text, send email Declutter yourself • Presentation of theoretical tasks → presentation of PPT production → blog • Presentation of theoretical assignments → public policy → teacher scan → presentation → blog • Presentation of theoretical assignments → public policy → student recordings → blogs • Presentation of theoretical assignments → public policy → student recording→ YouTube -230-
•Pesticide Theory •Pesticide Theory •Pesticide Safety Information System •Pesticide Announcement •Pesticide Amount Survey •Mounting Blog Business Plan Angel Investor VC -231-
Farm Party Class Sequence Farm Party Announcement Topic Guide Limited Budget Guide Group, sharing real company materials Growing Crops Card Game Tough fun to feel through Positive Stress It's a strain at the moment In the end, rewarding, fulfilling, and positive stimulation -232-
Agriculture Business Canvas Example Questions Repeat multiple times Repeat for 3 years Agri-food processing plan -233-
Actual Situation experience • Participated in the Farmers Market • Meet the consumer • The Importance of Sales • Practical Feedback Farming brand Character • Using generative AI, you can easily create a variety of characters • Students can immediately implement their creativity and ideas. -234-
Automation collected big data Big data collected manually Disease and Pest, size of crops Visualization of big data Smart Farm Big Data Utilizing big data using MS Uses of Big Data -235-
There are so many other training programs that can improve entrepreneurship skills. Automated Ingestion Big Data 작물 생육 데이 visualization Smart Farm Big Data 실습 일정 Input Ingestion Big Data v AI 빌더, 챗봇, 자체 앱 Diffusion of materials -236-
3 Steps for Successful Entrepreneurship 1. Creating an atmosphere at the beginning of the semester, & teacher training programs. 2. Need for continuous checks (teacher mentor-mentee building) 3. Sharing class experience, rewards for best practices Vocational training in entrepreneurship is not easy. But we have to. • Once you do it, • the process you can do becomes richer. • Challenging spirit! It is also one of the competencies of entrepreneurship. -237-
Develop lots of class materials • Step-by-step development of course materials completed • We can easily use it through a translator. • Share, develop • A platform for sharing lesson materials for agricultural educators around the world Vocational education teachers are a brand in themselves • Vocational Education Teacher! Become a brand. • Opportunities for teachers to develop entrepreneurship skills • Strengthening ICT capabilities to adapt to an ever-changing world -238-