Christian Missionary Institutions and Skills Development in India: A Baseline Survey
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The document discusses the role of Christian missionary institutions, particularly the Don Bosco group, in skill development in India, focusing on efforts to train rural youth and the establishment of vocational training programs. It outlines the national vocational training system, aims for skill development, and the collaboration with organizations like GTZ for improving vocational education. The findings suggest that these initiatives have made significant contributions to alleviating poverty through skills-based employment opportunities for underprivileged populations.
Christian Missionary Institutions and Skills Development in India: A Baseline Survey
- 1. Christian Missionary Institutions and Skills Development in India: A Baseline Survey Anup Kumar Das Jawaharlal Nehru University, India Presented at National Seminar on Christianity and Indian Culture Salesian College, Siliguri 2013
- 2. Driving Forces • India is enjoying a demographic dividend vis-à-vis ageing countries. • India will have one-fourth of global workforce by 2022. • Emerging economies in global south – enjoy globalization effect of job creation in export-oriented industries. • Government’s efforts in inclusive growth • Current capacity for skill development in the country is 3.1 million (2007 estimate). • Target of skilling 500 million people by 2022 to meet the challenges of India @ 75 after independence. • Micro, Small and Medium Enterprises (MSMEs) lead in livelihoods development through jobs creation and access to skills-based employment.
- 3. • Jobs need skills, pull skills, and build skills • Privilege in access to jobs distorts the signals; it hurts and discourages, rather than encourages, the building of skills.
- 4. OECD-ILO Strategies for local job creation, skills development and social protection (a set of 10 principles and policy suggestions for governments and socio-economic actors) • Shaping the path to job-rich growth • Facilitating adjustments to greater trade integration and openness • Strengthening local institutions through policy coherence between national and local governments • Equipping public employment services with right tools to generate labour market intelligence • Maximizing skills development and training • Developing systems of social protection • Anticipating the impact of demographic changes in local development • Harnessing infrastructure development with local economic and employment strategies • Enabling a sustainable business environment focusing on micro, small and medium enterprises • Accelerating the transition to low-carbon economy and sustainable local development
- 5. National Vocational Training System in India • National Council for Vocational Training (NCVT) under the Directorate General of Employment and Training (DGE&T) set up for designing curricula, maintaining quality standards, deciding norms of affiliation, granting affiliation to institutes, trade testing and certification. • In 1950 GoI introduced Craftsman Training Scheme (CTS) for streamlining ITIs with standardized industry-oriented curricula. • In 1959 GoI introduced Apprenticeship Training Scheme (ATS) for imparting practical training to fresh pass outs of ITIs and other technical schools for meeting the requirements of skilled manpower for industry. • In 1962 GoI introduced Craft Instructor Training Scheme (CITS) for the training of trainers.
- 6. National Vocational Training System in India • In 2007 DGE&T introduced Skill Development Initiative Scheme (SDIS) and Modular Employable Skills (MES) Scheme under the SDI scheme. • Modular courses were introduced in existing NCVT affiliated ITIs for development of multi-skills manpower as well as certification and testing of existing workers in unorganized sector on continuous basis. • Modular courses are short-term courses with three to six months’ duration. • Courses under SDIS also ensure skill-building of school drop- outs and unorganized sector workers. • Don Bosco Technical institutes are first set of institutions that offers courses under MES Scheme.
- 7. Share of Skill Building by 2022
- 8. Christian Missionaries in Skills Development in India • Don Bosco group of institutions initially opened up a network of Don Bosco Technical Schools across the country, which runs parallel to the Don Bosco Schools network. • Don Bosco Technical Schools in Liluah and Krishnanagar were first set of technical schools established in 1937. • Flagship Don Bosco Technical Institutes were established in 1965 and 1971 respectively in Kolkata and New Delhi. • Don Bosco Tech institutes were first set of non-government ITIs affiliated to NCVT and offer courses under the Craftsmen Training Scheme. • Present study found that DBTIs offer national and international ccertifications such as Certificate of Vocational Education Examination (CVE-12) of CICSE, WBSCVET, WBSCTE, City & Guilds of UK. • In 2006, Don Bosco Tech India (DBTI) was set up as an umbrella organization at a national level to strengthen the skill based training and placement.
- 9. Christian Missionaries in Skills Development in India • During 2004-2007 time period, DB Tech collaborated with GTZ (German Technical Cooperation) in their ”Project Advisory Services towards Restructuring and Expanding National Vocational Training System (NVTS) with Emphasis on Informal Sector”, • Under this project DB Tech designed modular curricula and courses in electrical technician and tailoring trades. DB Tech also developed course materials for technical teachers belong to those trades and tested the curricula in their existing training centres. • This GTZ-NVTS experience has contributed towards formation of DGE&T’s Modular Employable Skills (MES) Scheme under the Skill Development Initiative Scheme (SDIS). • This GTZ-NVTS experience also has contributed towards designing of the Aajeevika Skill Development Programme (ASDP) under the MoRD
- 10. Mission and Vision Statement of DB Tech India
- 11. Aajeevika Skill Development Programme (ASDP) Target: Rural youth age group of 17-35 years from below poverty line (BPL) families.
- 12. Target Number of Beneficiaries in Aajeevika
- 13. Aajeevika – Share of Work by Project Implementation Agencies DBTI works in 5 projects covering 25 states
- 14. DBTI’s Regional Projects in Skill Development for Rural Youth DB Tech Project Name States Covered No. of Youth to be Trained Duration Skill Development for Rural Youth in North - Central states Chhattisgarh, Himachal Pradesh, Punjab, Haryana, Uttar Pradesh, Jharkhand, Orissa, Bihar, Madhya Pradesh 11800 Ongoing (October 2009 - December 2012) Skill Development for Rural Youth in East & North Eastern States Assam, Arunachal Pradesh, Manipur, Mizoram, Tripura & Sikkim 9400 Ongoing (December 2009-December 2011) Skill Development for Rural Youth in Meghalaya & Nagaland Meghalaya & Nagaland 7800 Ongoing (November 2010-November 2013) Skill Development for Rural Youth in South- West States Andhra Pradesh, , Maharashtra & Tamil Nadu 7800 Completed (March 2010 - March 2012) Skill Development for Rural Youth in South States Goa, Karnataka, Kerala 7800 Completed (March 2010 - March 2012) Total 25 states 44600
- 15. Top Twelve Trades in ASDP
- 16. Skills Components in ASDP’s Course Curricula
- 17. Himayat – Share of Work by Project Implementation Agencies Name of the Project Implementation Agency Projects sanctione d No. of Youth to be Trained Project Duration Funds to be released to PIAs (Rs. in Crores) Don Bosco Tech 3 16,920 5 years 44.97 IL&FS Education & Technology 3 23,400 3 years 43.89 CAP Foundation 3 6,200 3 years 14.99 India Can 3 7,860 3 years 14.99 Present Total 54,380 118.84 Target 100,000 5 years 235.00 Source: http://himayat.org/partners.html as on 13/06/2013
- 18. Concluding remarks • DB Tech in particular, and Christian Missionaries in general, are offering commendable services for skill building of underprivileged sections of population and help them in coming out of poverty through skills-based jobs. • ASDP and its sub-schemes ensure skill building of rural youth, their job- diversification, and help them in coming out of poverty through placement-linked skills-based jobs • ASDP improves capability to reaching out skills required for informal and unorganized sectors and/or people in informal sectors • Increasing capacity and quality of skills development and vocational education improve productivity in micro enterprises, and SMEs . • Who is more efficient in school-to-work smooth transition>> ASDP or NVTS or vocational stream at high school level. • Sector Skills Councils of National Skill Development Corporation should collaborate with DB Tech for reaching out to under-represented sections of population in sectoral skills-capacity building.