Scientific Assessment Tools for Measuring Skills Among Workforce

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March 1, 2011

The business environment of today has become exceedingly competitive and the key economic sectors require manpower which is trained and skilled to meet the job requirements. Ascertaining the qualities, skills and attributes of managers becomes all the more imperative in this context. Assessments tools can provide an objective input on the knowledge, skill, and behavior of the individual, thereby minimising subjectivity, and helping organisations focus their efforts, and investments on building and managing their workforces

According to a survey on talent shortage done by Manpower Inc in 2010, it was found out that 31 per cent of employers worldwide are finding it hard to fill up vacant job positions. The situation is similar in India with the talent shortage figure standing at 16 per cent. The trend reflects a mismatch of talent and potential job positions. Training and skills development are important in this context. It also highlights the need for assessment tools which will help employers ascertain and match skills of the labour force with that of the position.

The labor force can be both skilled and un-skilled. But whatever the case May be in todays market scenario, quality is the buzz word in all levels of works. “Professional assessment tools are required to measure the skill set among the labour force and decide on proper training to be given to overcome any drawbacks found. Also the assessment tools are useful for identifying and appreciating the productivity of every individual”, says Subramanian N, Managing Director, TRS Forms & Services.

“India’s economic growth rate has generated a new demand for skilled workforce that can match the performance benchmarks. Assessment tools reduce the management overhead and provide the confidence in the ability of the labour force”

Aditya Bhalla
Innovation Practice Head, QAI Global

According to Aditya Bhalla, Innovation Practice Head at QAI Global, India’s economic growth rate has generated a new demand for skilled workforce that can match the performance benchmarks set by the customers. Both private and public enterprises are under tremendous pressure to provide better customer service and reduce time to market of innovative services and products. “Professional assessment tools reduce the management overhead and provide the confidence in the ability of the labour force to take up challenges of the new age work environment”, he says.

A major problem with workforce management for organisations today is in attracting, hiring, allocating, engaging, and retaining the right people for the job. From an employer’s perspective, it is critical for her to understand the fitment level of an individual to be hired. There is a direct correlation between skills and productivity. Hence a skilled workforce holds a promise of a more productive business. From an educator’s perspective, the first step in the chain of learning would be assessing the current skill and knowledge sets in the learners to be trained or coached.

“In order to assess an individual’s skills and knowledge levels, observations and generic interactions are not enough. The answer lies in a scientific measurement of knowledge, skill sets and attitudes ”

Sharad Talwar
CEO, IndiaCan

Sharad Talwar, CEO, IndiaCan elaborates that in order to assess an individual’s skills and knowledge levels, especially when it is a large population to be assessed, observations and generic interactions are not enough to credibly pass judgment on an individual’s capabilities. “The answer lies in a scientific measurement of knowledge, skill sets and attitudes to be able to peg an individual at an identified rung of learning or competency.” Here is where a professional assessment tool comes in handy. It helps to systematically document what an individual knows and can do, identify KSA gaps and help devise a learning and career plan for an individual.

Types of Assessment Tools

Several skills assessment tools help managers and their employees to evaluate gap in skills, recognise and expand skill areas in need of development, and develop those areas into a specialised development plan.

“Assessment tools can be broadly categorised into tools for assessing ability and aptitude, personality, and communication skills. These three areas can be used across verticals and industries to hire the right candidate”

Prashant Banerjee
Marketing Head, Pearson Clinical & Talent Assessment

Assessment tools can be broadly categorised into tools for assessing ability and aptitude, personality, and communication skills. Assessments in these three buckets can be used across verticals and industries to hire the right candidate, says Prashant Banerjee, Marketing Head, Pearson Clinical & Talent Assessment.

Individuals and students seeking jobs can make use of the career assessment tools to ascertain the career path they May be aptly suited for. These tests are mostly based on multiple choice questions.

Aptitude or skills test are meant to ascertain the availability of specific skills in an individual that May match the career options that the individual can choose. Questionnaires are designed to understand and highlight skills of individuals in dexterity, hand-eye coordination, and creativity and to understand mechanical aptitudes.
Values assessment tests ascertain the expectation of the job seeker from the particular job. These May involve work environment, monetary expectations, working conditions and other related aspects. Having an understanding of the job seekers’ job priorities can be one of the most important career assessment tools.

Career tests for ascertaining personality types are mostly psychologically based and can be helpful in career assessments. Counselors often use the Meyers Briggs Type Indicator (MBTI) for ascertaining career skills. The MBTI includes questions that relate to personality characteristics such as introversion vs. extroversion and thinking vs. acting on emotion.

The IT industry has been in the forefront in adopting these assessment tools. “Currently there is a lack of awareness of the existence of these assessment tools in non-IT sectors. The adaption rate will grow only with increased awareness”, says Bhalla.

Talwar adds that a well researched assessment tool can help identify and assess both generic as well as sector specific skills of a set of people. Generic skills May include reading, writing, mathematical ability, problem solving, reasoning, attention to details etc. Sector specific skills include functional skills specifically required for the job.

Tools for Measuring Pre-hire and Post-hire Qualities

“Professional assessment tools are required to measure the skills set among the labour force and decide on proper training to be given to overcome any drawbacks found”

Subramanian N
Managing Director, TRS Forms & Services

The assessment tools available for measuring pre-hire and post hire qualities among workforce are designed to assess three dimensions of competency

IGNOU Prepares Media Personnel

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March 1, 2011

Established in 2007 with the mission of providing quality media education, the School of Journalism and New Media Studies caters to the needs of the booming media sector in India

Established in 2007, School of Journalism and New Media Studies (SOJNMS) at IGNOU was set up with the mission of providing quality media education and churning out skilled human resource for the ever expanding media industry. SOJNMS, as it is popularly known as, recruited ten expert faculty from diverse fields of media. It has opted for a judicious blend of on-campus and Open and Distance Learning programmes. This mix enables the School to reach out to all the segments of the society. It also helps to open up a dialogue between the teaching and learner communities, thereby enriching the content of both the modes. Hence, ODL continued along with the Regular Programmes and efforts are on for the launch of Online Programmes.

The School took to on campus teaching in a big way, launching two full time Masters' Degree Programmes.

Collaborative Partners

Deutsche Welle Germany and SOJNMS are in an agreement to host skill development progrmmes in niche areas. The Train the Trainer programme provides trainings on Web 2.0. UNESCO, CEMCA and MAAC are partners ensuring standardised delivery of media education and providing financial aid to marginalised students.

Face to Face Programmes

Two full time Post Graduate Degree Programmes are being run by the School. Imparting practical training to the students chosen through rigorous entrance test and interview is the prime motive. Masters in Journalism (MA JMC) follows the curricula designed by UNESCO adapted to suit the needs and requirements of the Indian media. This degree is certified jointly by UNESCO and IGNOU.

The Masters in Electronic Media Production and Management (MA EMPM) has a syllabus focused on production work. Camera, editing and scripting remain the primary focus areas. Students bring out lab journals, make documentaries and radio programmes. Internships and research dissertations enhance their skills even further.

Open and Distance Learning

All the basic areas of mass communication are dealt with through the well prepared study materials and counselling at the Study Centres.

Post Graduate Diploma in Audio Programme Production (PGDAPP) is offered in both English and Hindi. Prasar Bharti is the collaborative organisation that trains the students during a field

Training Programme included in this Diploma. Productions, writing and editing aspects are covered in the study material painstakingly drafted by the experts and revised from time to time. Assignments and practical training help the students to be prepared for jobs in the field of radio.

Commonwealth Educational Media Centre for Asia (CEMCA) offers hundred percent scholarships to the students pursuing the Certificate Programme in Community Radio (CCR). Extremely popular among the practitioners of Community Radios and the laymen alike, this Programme has recently been launched in Hindi and will soon be offered in at least four regional languages including Marathi, Kannada, Tamil and Telugu, to reach the pockets of rural India in every direction.

Collaborative Programmes

Certificate in Digital Film Making (CDFM) that can be extended to a Diploma in Computer Generated Imagery (DCGI) and a Degree Programme ie. BA in 3D Animation and Visual Effects as per the needs and demands of the student is being offered through many centers all over India. These programmes are run in association with the Maya Academy of Advanced Cinematics (MAAC). These target the skill enhancement in the demanding arenas of animation and film making.

Post Graduate Diploma in Journalism and Mass Communication (PGJMC) is the most sought after Programme through the ODL mode. Offered though study centers all over India, it gets over a thousand students every year

Programmes under Development

SOJNMS faculty is working towards staring Distance Learning Programmes to capture the expanding industry demands beyond Delhi. All India students from diverse socio economic backgrounds must be trained in varied media areas. Understanding this responsibility the following OLD Programmes are under development: MA in Journalism on the lines of the UNESCO draft of the syllabus and MA in Broadcast Media to cater to the growing demand of the burgeoning Voice Industry will soon be available to the students. MA in Online Journalism will be first launched on the Web to offer an Internet based study model.

A Diploma in Television Journalism, PG Diploma in Science Communication, PG Diploma in Advertising, PG Diploma in Community Media are to be soon launched. Need surveys and working out collaborative industry endeavors to give its students the best is what the School is looking at.

It is also being planned and worked out to start on campus Masters in Journalism in all the SAARC countries based upon the UNESCO model curriculum to provide highly standardised skill enhancement to the budding media professionals in these nations. SOJNMS with UNESCO's aid shall be the primary implementing body to ensure smooth running of these Programmes.

Research Activities

SOJNMS has a Doctoral Programme that remains hugely in demand. Only a few are selected from amongst the hundreds of applicants and grilled through a written test and interview. They then go through academic course work before actually launching into the much coveted PhD.

Research and Teaching Assistants (RTAs) have also been chosen to carry on the much demanded research activities in the field.

The School has a Research Officer with rich experience and zeal. Workshops and seminars are regularly organised to offer a common platform to the academic cream from the discipline. Proposals to start a Research Journal to publish good work being done in the subject will soon be materialised.

Media Mapping

The mission of establishing a well standardised media education scenario in India and abroad is being further taken forward through the Media Mapping Project that is under progress in collaboration with UNESCO.

Based upon well researched and prudently thought over criterion of media education, SOJNMS IGNOU and UNESCO are in the process of monitoring and grading the media study departments of India and the SAARC nations. Surveys, inspections and interviews will lead to a three tier grading of the institutes. Centres of Excellence, Potential Centers of Excellence and Centres of Reference, will be decided based upon the mapping. A lot of media training departments have welcomed this endeavor and are collaborating to give media education the much needed and lacked criterion of standardisation. SOJNMS being the convener of this mapping exercise is presently engaged in setting up the parameters for evaluation.

True to its mission of raising

the standard of media education and providing resources to meet that enhanced standard, the School draws upon an eminent panel of media professionals to expose the learners to the realities of the media world, after a thorough theoretical grounding provided by the faculty members. Working in tandem, the team of in-house faculty, experts and guest faculty provide the learners a rich and hands-on learning experience.

To meet the demands of the industry, SOJNMS networks with market leaders in the industry and offers cutting-edge technology programmes to equip the learners to compete successfully in the profession.

School of Journalism and New Media Studies at Indira Gandhi National Open University May be a new establishment, but with the pace that it is treading forward, it will soon be the name to reckon with in Media Education.

Countering Skills Deficit in Apparel Industry

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March 1, 2011

Less than 3 percent of the 12.8 million population joining the workforce every year have the opportunity for any kind of vocational or skill training. In this context, the “National Skill Deficit” is a reality and the Apparel Sector is one of the worst hit with acute skill shortage affecting the export units eroding fast India's competitiveness in the global apparel geography

The Indian Textile & Clothing (T&C) industry is one of the largest and critical industries in the Indian economy in terms of foreign exchange earnings and employment generation. The industry contributes 4% to the country's GDP and 14% of the country's industrial production. The apparel exports contributed around US$ 11 billion to India's foreign exchange earnings in 2009-10. The Indian T&C industry is also the largest employment generating industry in the manufacturing sector with direct employment of over 35 million people. It is also estimated that about 45 million are indirectly employed in the entire textile value chain. Apparel being at the end of value chain before the consumer, the value edition is the highest with US dollar 2 of 1 kg cotton becoming 20 dollar US when converted as garments. Thus, the need of the hour is to integrate the Textile & Apparel sector i.e. the fibre to fashion value chain in a garment-led growth strategy and the skill transferability needs to put in place through the value chain. This requires a comprehensive and pragmatic vocational and skill training strategy in different textile-apparel clusters to fill the knowledge & training gaps so that the industry can move up the value chain with the help of skilled workforce. Elucidating the case of textiles and apparel sector, it can be seen that for the upstream activities of spinning, weaving, knitting and processing, the projected employment requirements are 5.5 lakhs, 1.57 lakhs, 0.92 lakhs and 1.76 lakhs respectively for the period co-terminus with the 11th Five Year Plan. The downstream requirement for apparel sector is estimated to be in the range of 4 million to 7 million in the next 3 years or so. A CITI report has estimated the current work force in the textile and apparel industry to be around 35 million and has reckoned the same to move up to 47 million by 2015 including 5 million skilled workers and 2 million technical and other personnel. A CRISIL study indicates a requirement of 12 million work force by 2010 with 5 million in the core technology production activities and the remaining 7 million in support and auxiliary services. With such opportunities projected for the textiles & apparel sector, how do we train the displaced agricultural labourers, the youth and women to seek gainful employment in the textile-apparel sector which is the largest employment generator after agriculture? It would seem that the apparel sector has not been factored in sufficiently by the policy makers or HRD ministry in various schemes for education, training and linked employment generation. Ideally, textile and apparel sector in a country like India should have got a prominent place as it has the capacity to generate massive employment, both in urban and rural centres and to offer employment locally, which will reduce the migration to metros. Nearly 20 years ago in Sri Lanka, the then Government provided attractive incentives of tax holiday for the unit as well as the mother company for setting up units in rural areas which have helped in shaping apparel-led rural economies. Both the export and the domestic retail industries for fashion and apparel could have and certainly will, benefit from a clearer focus of skill development activities.

ATDC through the tie-up with IGNOU has set-up 25 Community Colleges and the courses in the Community Colleges will help the students to be able to bridge the employability criteria gap and already there are nearly 2000 students pursuing their studies under the system

The human resources especially skill training and development in this sector has been by and large given a go by until recently. With the advent of fashion education in the late 80s, there has been considerable improvement in the situation though not sufficient. The vocational and skill training education infrastructure have fallen behind the requirements and the industrial engineering / modern technology management, which are of paramount importance to apparel sector are found missing. An industry leader in garment export industry in Bangalore had to train in a span of 11 months 47,000 people to retain 6,000 people in their factories! With increasing competitive pressures on both time and costs, the skill deficit has only further added to the woes affecting the industry. Studies have clearly indicated the need for 5-7 million additional people have to be identified and trained if the industry has to make rapid progress in the years ahead. The competition from China, Bangladesh, Vietnam, Cambodia and smaller countries like Sri Lanka are sniping away at India's market share. As Mr. Ashroff Omar, Chairman of Brandix a leading Apparel Export House based in Sri Lanka with over 400 million US$ exports and also having set up a 1000 acre “Apparel City” in Vizag, AP, says “India is allowing other people to eat their lunch.”

Collaboration with IGNOU

Given this scenario, it is important to contextualise the tie-up of Apparel Training and Design Centre (ATDC) & Institute of Apparel Management (IAM), the training & education arms of Apparel Export Promotion Council (AEPC) with IGNOU for mainstreaming apparel manufacturing and management related education. On the one hand, IGNOU's timely initiative of Community Colleges have provided an avenue for advancement of rural youth through vocational education at their door step especially through employment linked courses certified by IGNOU.

There is an array of 6 months certificate, 1 year diploma and 2 years Associate degree programmes under the system to shape a cadre of junior and middle level workforce to the Apparel Industry. ATDC through the tie-up with IGNOU has set-up 25 Community Colleges and the courses in the Community Colleges will help the students to be able to bridge the employability criteria gap and already there are nearly 2000 students pursuing their studies under the system. The IAM as an education Institute has a significant tie-up with IGNOU for collaborating and certifying the courses both at UG and at PG levels. IAM operates as a face-to-face College under the IGNOU system. The ATDC students after completing their “Associate Degree” May have opportunities to pursue higher education through lateral entry in the IAM system. IAM focuses on key areas of export marketing, brand building and retail management. The export management revolves around courses in design, merchandising and technical subjects like CAD/CAM studio management etc. The supervisory, junior and middle management positions which are critical to the apparel industry's success have found the IAM students appropriate for the job profiles. The apparel industry has welcomed the tie-up with the IGNOU and in fact the Ministry of Textiles have sited this as a “significant step” of far reaching importance. The industry looks at the students certified by IGNOU through both ATDC & IAM as noteworthy human resource development efforts. The next stage of evolution of Community College certainly involves around more open and distributed learning systems which incorporate other inputs critical to success in the market place as well. In the case of IAM, there are possibilities of research agenda being taken up to develop the IAM-IGNOU collaboration further. It is necessary to find new ways of Continuing Education and Special Certificate Programmes in various aspects of the business which will help the existing professional workforce in the small and medium enterprises to upgrade their skills, competencies and technical knowledge. The apparel industry needs to focus on Human Resource Development now more than never before as competition becomes intense and creativity and innovation assume paramount importance and hence it is clear that the IGNOU-ATDC/IAM tie-up is certainly a trail blazer for the talent & skill deficit affected apparel industry.

Fashion Design Courses at IGNOU

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March 1, 2011

Fashion industry is currently employing around 35 million people and has become a potential employment generating sector in India. In the coming future, Indian fashion industry is heading towards competing globally to be a fashion leader.

Today Indian designers are using wide range of clothing, fabrics, embroidery, textiles and looking forward to fuse the Indo-western gap in dressing sense. The variety available in costumes and garments had made India fashionable. Depending on the climate and availability of natural fibers, people are slowly giving more priority to their fashion needs and widening their thinking and their imagination towards fine tuning fashion in India. Today fashion is continuously evolving and we need new designers and manpower to redefine fashion in every step of life. No doubt, we are heading towards making International mark in the fashion sector and to create global market for our Indian fashion industry.

This industry is expanding hugely and is expected to occupy a significant position in the Indian as well as global retail market. The designing styles and costumes of different people have changed fashion over the ages. India’s pride lies in the fact that this evolving fashion is also balancing and preserving our self esteemed culture. It is quite unbelievable that our traditional heritage has been greatly deposited through the elegant fashionable mode.

It has been realised that the various areas of design, operations, merchandising, and marketing and retail need immense qualified manpower. The fashion industry has the ability to generate career opportunities for professionals to work with design houses, manufacturing companies, export houses, textile groups, fashion brands, retail chains, costume designers and to networking with entertainment as well as media industry.

The understanding of elements, principals and concepts of fashion and textile design, along with appropriate skills both technical and managerial is important for all the aspiring professionals to train fashion industry professionals and students well for the growth and development of industry. The real challenge before us is to merge right and relevant skills and to create well qualified graduates for the fashion sector in the coming times. With this vision, IGNOU taken steps forward for developing much needed academic programmes with the view to provide proper training with fashion industry through internships and active interactions along with a world class infrastructure experience, time tested leadership and dedicated faculty for the overall development of students and potential professionals.

IGNOU has been making an attempt to disseminate quality education in fashion and design to a larger section of the population. The gradual change from the conventional learning system to the face-to-face classroom teaching with the help of appropriate technological resources has given learner friendly and flexible approach to these programmes.

For the first time in the year 2008, IGNOU has entered into the field of fashion education by starting diversified programmes i.e. B.A in Fashion Design, B.A in Fashion Merchandising and Production and B.A in Textile Design with specialisation in woven and knitwear stream. These are 3 years regular full time programmes offered in collaboration with Pearl Academy of Fashion in Delhi.

IGNOU has taken one step forward for developing much needed academic programmes with the view to provide proper training with fashion industry through internships and active interactions

IGNOU jointly with Pearl Academy of Fashion offers these programmes as 3 years regular full time programmes with an exit option: (a) after successful completion of first year courses of the programme a candidate shall be awarded certificate. (b) after successful completion of 1st and 2nd year courses of the programme a candidate shall be awarded diploma and (c) after successful completion of all the three years courses of the programme a candidate shall be awarded a three-year B.A degree.

Also from July 2010, IGNOU has launched four other graduate and post graduate programmes in Apparel Design and Merchandising; Fashion Communication; Fashion Retail Management and Apparel Production Management, in collaboration with Institute of Apparel Management (IAM) in Gurgaon. These programmes are future-proof and industry relevant with high level of balance between skills and knowledge to create a ‘New Generation’ of fashion professionals especially trained on state-of-art technologies including the “Fashion Innovation Lab” etc. The key objective of IGNOU-IAM Fashion & Design Management Centre is to create ‘industry-ready managerial cadre’ for the very challenging and demanding export and domestic industry as well as for creating new avenues for design and merchandising professionals for the retail industry.

In order to deliver contemporary and industry-oriented education and to adopt innovative, real life experiences and knowledge sharing approach, IGNOU has been supported by India’s most prestigious institutions of higher learning in fashion, design and retail (Pearl Academy of Fashion and Institute of Apparel Management) to help students acquire highly valued skills and competencies. Pearl Academy of Fashion was established in 1993 is an institution of high status and has been providing education and training for the fashion and related sectors. Institute of Apparel Management is India’s first Apparel Multi-varsity (multi-university under one roof), offering Indian and International pathways to students and is promoted by Apparel Export Promotion Council sponsored by Ministry of Textiles, Government of India. IAM was established in 2007 with an intention to create professionals for ‘Business of Fashion’ for Fashion, Textiles and Lifestyle Industry. IAM is instrumental in training designers, design professionals, design managers, designer merchandisers, quality professionals, etc. with a broad base knowledge of applied management skills, competencies and understanding the dynamics of fashion and apparel business in global context. These institutes have a large pool of well qualified faculty members backed by a world-class infrastructure, comprising state-of-the-art machinery, equipment and resource centres to help students acquire highly valued skills and competencies.

The students of IGNOU-IAM programmes have shown remarkable achievement and earn laurels to the university. Recently a team of students from Institute of Apparel Management, Gurgaon, led by Nandita Puri, a second semester student of IGNOU-IAM Programme-B.A. in Apparel Design and Merchandising (BAADM) programme participated in ‘Stylize’ competition (The Fashion Show) at ‘Indiafest’ in Goa on 4th and 5th February 2011 which was an initiative by Channel [V]. Our team held first position in the ‘Stylize’ competition and received a cash prize of Rs. 28,000 and other merchandise.

They were shortlisted for the event based on their initial submissions and were invited to participate in the event being held at Goa and showcase their collection on the ramp on 4th Feb. 2011. It was a team of 10 students which included designers, models, backstage help and choreographer.

When fashion has become an integral part of Indian social and business class, IGNOU has pledged to well train fashion merchandise, marketing executives, textile designer, costume designer, stylist and other apparel design positions.

By:- Urshla Kant

IndiaSkills Venturing into Vocational Training : Harish Menon, IndiaSkills

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March 1, 2011

IndiaSkills, a joint venture in vocational training formed between a leading training and education service provider in India (Manipal Education) and one of the world’s largest provider of work-related qualifications, assessment and certification. City and Guilds has been specifically created to make an impact on India’s vocational training sector. Sheena Joseph, in conversation with Harish Menon, CEO of IndiaSkills, finds out more about the venture

Could you provide us with a background of why the venture was conceptualised?

IndiaSkills is a joint venture in vocational training formed between City and Guilds. It has been specifically created to make an impact on India’s vocational training scenario by upgrading the quality of vocational skills training and benefitting the future of both the individual and the industry. It seeks to bridge the employbality gap across various sectors.

How have the training centres been distributed in India? Can the students avail distance learning facilities as well?

We have 50 vocational training centres in all four regions (North, South, East and West) providing skills training and are expanding our network to 500 centres over the next five years. On-hands traning is a key part in any high quality skilling course and we place a strong emphasis on our practical training sessions. We have also worked with our distance education partners SMU DE to launch a Pro-Degree programme in distance mode which gives job ready graduation in terms of B Com degrees with skills courses built into the same in each semester. This is available in Financial Planning and Supply Chain streams. Students taking our vocational courses at our centers are always better positioned to further their learning through signing up for distance learning programs once they start earning and working.

How is the content for the curriculum developed? Are the certifications recognised by any professional body?

Developed with industry inputs, our courses are innovatively designed to suit the specific job requirements of the industry and our curriculum reflects the requirement of all connected stakeholders – industry, learners and government. All learner support material is developed by IndiaSkills’ Subject Matter Experts (SME’s) who have a high degree of industry exposure either in terms of training, consulting or actual employment. All stages of qualification and learning content development are monitored and approved using the principles and processes of City and Guilds and Manipal Education. This is supported by a robust quality system that ensures vocational training centres have the required infrastructure as well as certified trainers and robust processes resulting in high quality delivery of the qualifications. The best-in-class assessment methodology, perfected over 130 years by City and Guilds to achieve a comprehensive competency based system, certifies that the learner is job ready and productive.

How has IndiaSkills contributed towards skilling the Indian youth in Banking, Financial Services, Insurance (BFSI) sector?

We have developed a specific course for students and BFSI industry employees to enhance their skills and better their career options. It covers essential subjects like Financial Planning, Financial Market, and Depositories and Key Depository Services, Banking and Banking Products, Insurance and Insurance Products, Mutual Funds and Relationship Management. The unit on insurance gives the student in-depth knowledge on the insurance industry and products while the relationship management unit imparts key grooming, selling and customer service skills. The course module is delivered by experienced trainers through a combination of classroom lectures and practical training sessions that ensures the candidate is “ready-to-work” right on successful completion.

The student who successfully completes the course will have a sound knowledge of the financial system, products and services available in banking and insurance principles. The industry experienced trainers also gives practical training for students in relationship and marketing skills

Telecentre Initiative of IGNOU Empowering Regional Youth through ICT : Prof V N Rajasekharan Pillai, Vice Chancellor,Indira Gandhi National Open University, India

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March 1, 2011

Prof V N Rajasekharan Pillai, Vice Chancellor, Indira Gandhi National Open University (IGNOU), in conversation with Dr Rajeshree Dutta Kumar and Ankita Verma, speaks about the Telecentre initiative at IGNOU and its potential impact.

What was the idea behind the decision of bringing in the entire telecentre initiative to IGNOU?

For the grassroot development, Information Communication Technology is going to make a great impact. The National e-Governance Plan is strengthening the grassroot level organisations and technology is the major thrust for it. Department of IT (GoI) is also planning IT Literacy Mission. A committee has been constituted to define what IT literacy is and how ordinary people can become IT literate so that they can avail primarily government to citizen services, and also, how these rural centres can be equipped with broadband connectivity and radio services in the future. Government to citizen services is happening to some extent in a fractured way. Once IT kiosk centres come into place in each and every village of the country, there can also be units for promoting education, knowledge and skills. That led us to the collaboration with the International Telecentre Academy and develop programme for Telecentre Management. For this we had meetings with various telecentre movements which were supported by IDRC.

So with the help of international expert committee we have developed a curriculum for training the telecentre managers who are grassroot level workers and who may not have formal qualification. They may be school dropouts, social activists, representatives of certain civil society organizations or NGOs. Looking at the diversity of such people who could be the potential managers of these telecentres, they would work with the agricultural workers, local traders, and different grassroot level professions in the villages.

We have developed content based on 4 modules with the help of expert committee. We have developed this into our curriculum. These 4 modules look at various issues related to education, healthcare, traditional knowledge system and awareness about the use of technology. Anybody can avail it. For those who do not have formal education of 10th or 12th level we are also providing a bridge course for them.

How do you ensure a concrete shift from informal to formal education through this initiatives?

After receiving a certificate one can get a diploma and then university degree depending upon their capability/worth. This also depends on the mandate of university as we are providing opportunities for large number of school dropouts, college dropouts and people without a formal qualification. Then may be 10% of them can obtain higher qualifications. Thus, we will give opportunities to the people at the base of the pyramid to come up to the top.

What is your opinion about telecentres and how do you see India’s position in the entire telecentre movement in South Asia?

In the name of telecentre movement, there are several organisations like Village Knowledge Centres supported by ISRO, Gyan Abhiyan of M.S. Swaminathan Research Foundation (MSSRF). The purpose is of every movement is the same. There are few organisations providing such capabilities in the different regions. But IGNOU’s telecentres initiative is first of its kind in the country. Under our telecentre management, Common Service Centres and Village Knowledge Centres are there. Community colleges also provide these telecentre management courses. We are expecting that in all 230,000 blocks in the country at least one telecentre manager can be formally hired. These are all village level knowledge workers.

Prof M S Swaminathan’s Rural Virtual Academy is also trying to identify rural academy students. They are making the knowledge workers and ultimately they can also get formal qualifications through this route.

Can you elaborate little more on the global focus of this initiatives?

This is for providing coordination for all activities. This telecentre programme that we are offering is not only invented for our country but it is meant

for other countries as well. We have signed MoUs with several universities and telecentre academies. Therefore, the content which we have developed is generic in nature. It is 80% common for all developing countries and rest 20% other countries can contextualize and develop according to their requirements.

Will you use the same model as you have for community colleges?

We will not use the same model. Telecentre management is more focused. We can take the example of broadband connectivity and IT kiosks. The government to citizen services is already there like Panchayati Raj functionary’s capacity building, information about Right to Education Act, National Skills Mission. Another area which we have focused on under telecentre management is how this particular activity of capacity building at block/grassroot level can contribute to the skill development. So the types of skill that is required for the youth in the next 10 years and how these skills are to be transferred, needs to be globally competent and acceptable. National Skills Mission objectives are also being propagated through these tele-knowledge centres. According to National Skills Mission initiative, around 500 million youths are to be provided with the necessary skills by 2022.

We are expecting that in all 230,000 blocks in the country, at least one telecentre manager can be formally hired

What is the role that telecentre.org is playing here?

Telecentre have given some logistic support for preparing the contents. So the content development as well as the preparation of modules has been supported by IDRC. Rest of the activities of IGNOU is just like any other grassroot level programme.

11th FYP is coming to an end and 12th plan is getting rolled out. So what are the plans as far as telecentres are concerned and have you set any goals/targets for next few years?

Telecentres are definitely complementary or augmenting to the 12th plan objectives. The major objective of 12th plan will be to connect education with employable skills. Through telecentres we will be providing modular skills to the people. We are also trying to provide, even those who are in the conventional system of education, some sort of specific skill into them. So there will be some sort of merger of fundamental knowledge and the ability to enhance the skills. Then there will be technology integration into all these activities. We are expecting to train around 5000 people as telecentre managers this year.

Bombay HC seeks reply on VC appointments

Higher Education

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digitalLEARNING Network

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March 1, 2011

The Bombay high court has asked the chancellor of universities of Maharashtra (Governor), the state government and the University Grants Commission (UGC) to file their reply to a public interest litigation (PIL) challenging the recent appointments of all vice-chancellors in the state. The division bench of justice DD Sinha and justice AP Bhangale of the Nagpur bench has also directed the 11 universities in the state, including Mumbai, Nagpur, Pune, Nashik, and Aurangabad, to file their replies within four weeks. Earlier, Sunil Mishra, faculty, Central India Institute of Mass Communication, Nagpur, has filed a PIL seeking scrutiny of the appointments of vice-chancellors in various state universities. Mishra argued that the state government has not followed the UGC guidelines in the selecting the vice chancellors. He has pointed out that as oppose to the University Grants Commission Act, 1956 guidelines the state government amended the VC selection criteria in 2009. The concept of keeping a central body on the selection panel is completely removed.

24% hike in budgetary allocation for education

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digitalLEARNING Network

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March 1, 2011

The Education sector has got a 24 per cent hike in budgetary allocation for the next fiscal at Rs 52,057 crore to take forward ambitious programmes like universalising secondary education and increasing enrolment ratio in higher education. Budget has also given sops to SC and ST students with the announcement of introduction of a scholarship scheme for them at the pre-matric level. “I propose an allocation of Rs 52,057 crore, which is an increase of 24 per cent over the current year,” said the Finance Minister while presenting the Budget. A whopping sum of Rs 21,000 crore will be allocated for Sarva Shiksha Abhiyan which is 40 per cent higher than the Rs 15,000 crore allocated in 2010-11 Budget. He also said a revised Centrally Sponsored Scheme “Vocationalisation of Secondary Education” will be implemented from 2011-12 to improve the employability of our youth. The Government has already set up a Group of Ministers to recommend a National Vocational Education Qualifications Framework and preparation of a roadmap for its implementation. The GoM will submit its report by July 31, 2011. Finance Minister said that the ambitious National Knowledge Network (NKN) will link 1,500 Institutes of Higher Learning and Research through an optical fibre backbone by 2012. During the current year, 190 institutes will be connected to this network. In a move to help upgrade certain institutes, Mukherjee said Rs 50 crore will be granted each to upcoming centres of Aligarh Muslim University at Murshidabad in West Bengal and Malappuram in Kerala. Rs 100 crore was alloted as one-time grant to Kerala Veterinary and Animal Sciences University at Pookode. He also said that Rs 200 crore will be given as one time grant to IIT, Kharagpur and Rs 20 crore for IIM, Kolkata, to set up its financial research and trading laboratory.

Five regional centres of the National School of Drama to be set up

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digitalLEARNING Network

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March 1, 2011

Minister of Culture and Housing & Urban Poverty Alleviation Kumari Selja has said that on the basis of the recommendations of the Broad Based Committee of the National School of Drama (NSD), it has been proposed to open 5 Regional Schools/Centres of the National School of Drama across the country. The five locations identified for the setting up of these Schools/Centres are Bengaluru (upgradation of existing Regional Resource Centre), Kolkata, Maharashtra/Goa, Jammu & Kashmir and the North East. There is no proposal to set up any such centre in Tamil Nadu. In a written reply in the Lok Sabha today she said that the Bengaluru Centre of National School of Drama has already been made operational on an ad hoc basis. The remaining centres can come up only after suitable accommodation for setting up the centres is made available, by the concerned state governments.

IGNOU hosts seminar on Caste and Census

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digitalLEARNING Network

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March 1, 2011

The Indira Gandhi National Open University's (IGNOUs) Dr. B.R. Ambedkar Chair (BRAC) on Social Change and Development hosted a seminar on Caste and the Census. The two day conference covered the history of the theme, the pros and cons of including and not including caste in the census, methods that can be used and have been used which affect this social reality. “Caste remains a pervasive reality of Indian society, yet the Government has not gathered systematic data in the Census on this since independence. In order to formulate policies and programmes to move towards a casteless society, information about its characteristics, changing forms, inter-caste marriages and the degree to which it may be lessening is necessary. Yet this has not been done previously since independence, out of an unrealistic fear and self-interested argument that “talking about caste” increases casteism,” said Dr. Gail Omvedt, BRAC Professor at IGNOU. “In fact, this primary response of the Indian elite that caste hardly exists, or is withering away, has handicapped us tremendously in dealing with the actual problem. Even today this problem is not solved. The Government has finally agreed to include an enumeration of caste, but has segregated this from the regular Census in a way which will not provide the required information. Because of this illusory move forward, the BRAC for Social Change and Development has decided to hold a seminar on Caste and the Census,” she added. The seminar had Dr. Parvin Sinclair, Pro VC, IGNOU, Dr. Vimal Thorat, Convenor, BRAC, IGNOU, Prof. Gail Omvedt BRAC, IGNOU in the inaugural session.

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