Addressing the Skill Gap - Inputs Needed on Solutions

Friends,

Below are your key inputs on the causes and areas of Skills Gap in India.

Kindly review and help identify specific solutions to addressing these gaps. Also, if there are any broader solutions that will help in creating wider/deeper skills, do share them.

We look forward to your inputs!

Causes for Skills Gap in India

1. Skill enhancement is a neglected area by State Governments
2. The existing skill development programs by Government are not able to provide quality education
3. Education in schools and colleges is centered more on theory rather than practical
4. Lack of modern workshops with best instrumentation where quality skills can be developed
5. The so called skill-trainers don’t have enough practical knowledge themselves
6. There are not enough skill development schools in India
7. ITIs are not up to the standard
8. ITIs still follow the age old ways of teaching
9. There is a lack of collaboration between universities and industry
10. Information is not easily available, especially in rural India
11. Lack of investment and R&D in skill development by the Government
12. Many recognition norms are not strictly enforced by the Government
13. Many people drop out of school and take up unskilled jobs to run their families

Some areas where the skill gap exists:
1. Customer care, way of dealing with customers
2. Communication both written and oral in Hindi as well as English
3. Computer literacy, basic at the least
4. Manufacturing industries like machine shop
5. Teaching skills with respect to the current needs
6. Electronics and communication industry more

Helpful Transforming India Jul 23

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Shyam Shrivastava

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Oct 31

VIJENDRA SHARMA

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Jun 05

Balaji Gorantla

There are two aspects of skills-Gap - one is technical skills to do a job. This can be addressed by industry-academia interactions on the lines of ICTACT, where industry people reach out to academia and train/appraise both teachers and students on the lines of the needs in the industry. This way academia can be in continuous touch with the changing needs of the industry and train the students accordingly. This will reduce the need for training after employment. The students will also have a better idea of the needs of the industry and prepare themselves for that. - The other is the behaviour skills or life-skills: Life-skills help one to be a better employee or employer/entrepreneur, a better professional, a contributing responsible member of the society. Responsible citizens who are in touch the needs of the society and who act to solve their local needs by mobilising resources from the locality is needed for the country to move fast. This we do every day in our family. We do not wait for the Government to solve our family problems. This needs to be extended to the society. Many are doing this today - vibrancy of Local circles forum is a proof that this is happening and also a proof that it is not happening to the extent it has to. A Comprehensive Life-SKILLS education curriculum in all schools, training enough teachers to this end, is an immediate need to address this problem in the mid-term and long-term. With burgeoning youth in the country, where the children in schools in India are going to form a significant part of the global work force in years to come, this is the best way to solve this issue. Develop such huge teacher training force is a herculean task to the government. Our teacher training institues / B.Ed programs are ill equipped to this end. Encouraging active private participation from industry to address this need in a structured format will go a long way in developing an empowered and responsible work force through all the layers from top management to peons and door keepers. Anyways, it is the industry that is a direct beneficiary of an empowered workforce. By participating in such an initiative they are not doing CSR but helping themselves. ICTACT, is an excellent initiative by the Government of Tamilnadu working on these lines. By expanding the scope of ICTACT to other industries as well, apart from Information and Communication Technology, and life-skills enhancement is advisable for better administration and effective implementation of the above objectives. Similar structure can also be created at each state level and integrated at the national level for knowledge exchange. National Skills Development Corporation (NSDC) and respective Skill Sector councils can work closely with ICTACT (and similar councils in different states) to further each other's objectives that are complementary in nature. more

Jul 31

A.V. A.V.Venkataraman (Engineer)

Presently students in their final or end of the course are selected by prospective Industries or establishments. This will help cream of the students. In Japan Industries select students during their schooling and thereby get attached to them from beginning and spend time in their industries whenever they holidays and get to know the products and procedures followed and when final placement occurs, students feel at home in the establishments. With assured future, students also can concentrate in trheir studies. Concerned Industries can also watch the progress of the students and help them to shine in sports, extracuricular activities. State and Central Govts can also select for their specialised jobs, like law, constitution, finance etc. Like committee for accreditation, committee to review syllabus and update curriculam can be considered more

Jul 28

Awadhesh Singh

Existing ITIs, Polytechnics etc should be modernized instead of spending money on opening of new centres. Big industrial houses should be encouraged to open centres for skill development. Industrial houses should be given income tax exemption for opening such centres in backward states, from where large scale migration has taken place. more

Jul 27

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