Integration of Skilling
in the Education System

Despite being the world’s youngest country in terms of demographic dividend, India has only 2% of the workforce skilled compared with other countries¹. After India’s independence, there was a huge focus on providing education and literacy but not much was done to enhance the Employability Quotient (EQ) and produce skilled manpower through skill training interventions. As per the UGC report, in 1950-51 there were approximately 750 colleges affiliated to 30 universities, which has grown to over 727 universities, 35000 colleges and 13000 standalone institutions in 2014-15 and counting.² Regardless of this tremendous growth, higher education in India has not proved too efficient in making the youth of the country employable as per needs of the employers due to low Skill Quotient (SQ).

There are factors in the Indian education system that prevent skill development of students such as:

• The Indian education system puts maximum emphasis on bookish knowledge. Hence, when an individual finishes his / her college education, he/she struggles to apply this knowledge in real life scenarios.

• From primary to upper secondary, the subjects covered in the school curricula are languages (mother tongue/regional/foreign), mathematics, science and technology, social science, art education, physical training etc. It is observed that largely the curricula do not cover components of employable skills nor are there any options to introduce students to different vocations.

• In India there are different boards that follow different systems/curriculum. The option of vocational education is limited to certain boards, which do not cater to the larger target audience.

Skill based learning and training is an integral component of increasing efficiency and productivity for sound economic development of any economy. In India, it’s still at a nascent stage. However the demand for skilled manpower is huge and to cover this gap, it is very pertinent to re-engineer the skill ecosystem. Skill based learning in schools and colleges can provide the following benefits:

• Increasing employability through series of inputs to equip students with appropriate hands-on-skills which helps them to be job-ready.

• Raising confidence, improving productivity and competency of individuals through focussed outcome based learning.

Skill Development at the School Level:

• There must be options available for skill development courses and these must be provided in the secondary stage of schooling.

• Courses in fields such as Hospitality and Tourism, Handicrafts, Healthcare, Textiles, Photography, IT, Retail, Banking, Insurance should be added in the curriculum that would interest students. For instance, if a student opts for healthcare as one of the courses, he could learn to be a blood-collection expert and later can add further courses to become a full-fledged pathology technician or a nurse.

• If a student opts for motor repair as a skill development course while in school, at a later stage, he can opt for a diploma or degree in automobile engineering.

• The pedagogy has to be practical through enhanced field visits, e-learning, industry driven projects, digital or video inputs.

At which Age should Skilling begin for Students?

Skill development should ideally begin at the age of 13 years, from the eighth standard.

Evolution of Skill Training in Schools and Colleges according to the Learner's Age:

• Primary school (classes 1 to 5 - age 6 to 11): Communication skills, attitude, adaptability, IT skills.

• Middle school (classes 6 to 8 - age 11 to 14): Above skills plus self-management, teamwork, creativity.

• Secondary education (classes 9 to 10 - age 14 to 15): Above skills plus stress management, self-motivation.

• Upper secondary (classes 11 to 12 - age 16 to 17): Above skills plus initiative, interpersonal sensitivity.

• Higher education (graduation or professional programmes): Above skills plus commercial awareness, problem solving and lifelong learning.

Case Study

Name - Rishi Tomar
Company Name - Prime Time Research Media
Salary - INR 10,000
Qualification - Pursuing Post Graduation

Rishi completed her graduation from Shaheed Bhagat Singh College in Delhi. She was in a dilemma from where to start her career so she did a skill training programme facilitated by Development Alternatives (DA). After two days, she was lined up for an interview. She was briefed about the job description, location and salary bracket. Rishi practiced her computer lessons and received her English classes. She got selected and was filled with joy. Her job profile is to manage news column that broadcasts on News Channel News Ten India. Her parents are very happy for the additional family income because earlier their total income was 15000-20000 per month. Her father is an electrician and runs his own shop. They are four siblings. Being the eldest, Rishi has seen her father struggling even to pay their school fees. Her father always wanted to see his children successful and, in a position, to take care of the family. Rishi is glad to have fulfilled her father’s dream.

Introduction to Skill Training at a Young Age will Fulfil the following Objectives:

• Provide students an opportunity to explore various options and accordingly, narrow down on a vocation of their liking.

• Help them prepare and adapt to real work situations without much effort.

• Ease the transition phase from being a student to being a professional.

In today's scenario there are ample opportunities that one can choose from and excel in. However, the Indian thought process is more clued on to the typical traditional academic streams and careers in the field of engineering, medicine, accounts, MBA etc. Awareness about skill-based, solution-centric learning can bring in a positive shift in making students aware of the actual job scenario through real work in the industry. If they don’t learn early-on about how their formal education is going to help them get their dream jobs or the careers they aspire for, they will never get an opportunity to realise their dreams. And, of course, skills are dynamic. People need to learn, unlearn and re-learn in order to upgrade as technology changes and transforms the workplace requirements. ■

Endnotes:
1. https://economictimes.indiatimes.com/opinion/et-commentary/skill-development-need-of-the-hour-will-be-the-defining-element-in-indias-growth-story/ articleshow/ 34366712.cms?from=mdr
2. https://www.researchgate.net/publication/313602638_Skill_Development_Through_Higher_Education_An_Overview_of_Indian_ Scenario_and_ UGC_Initiatives.

Raisa Chaudhuri
rchaudhuri@devalt.org