Ministry of Human Resource Development, Department of Higher Education currently caters to over 3 Crore students, which comes to a Gross Enrolment Ratio of 21.1% and the dropout rate at each level is in higher side. There is a large requirement of skilled persons in the core engineering; and it is possible to train the dropouts from the higher education system is these skills. However, the traditional higher education system in the country is rigid in terms of duration. Keeping in view these National Programmes, Ministry of Human Resource Development directed All India Council for Technical Education, New Delhi to run the Pradhan Mantri Kaushal Vikas Yojana for Technical Institutions (PMKVY-TI). National Skill Development Corporation (NSDC) will be the Strategic Partner in implementing PMKVY – TI project with AICTE. The main objective of this project is to provide skill based training to the school and college drop outs who to pursue/attain higher order skills and living in the vicinity of College.
|Sr. No.||Sector||Specialisation||NSQF Level||Qualification||No. of Hours||Intake|
|1||Agriculture||Irrigation Service Technician||4||8th Class Preferably||210||25|
|2||Agriculture||Village Water Technician||4||12th Class Preferably||260||25|
|3||Automotive||Electrician Level 4||4||Class XII||400||25|
|4||Automotive||Service Technician (Two & Three)||4||Class X||400||25|
|5||Automotive||Service Technician Level 3||3||Class VIII||350||25|
|6||Capital Goods Skill Council||CNC Operator - Vertical Machining Centre||3||10th Standard||300||25|
|7||Capital Goods Skill Council||CNC Operator - Turning||3||10th Standard||300||25|
|8||Capital Goods Skill Council||CNC Programmer||4||Diploma in Mechanical Engineering||300||25|
|9||Capital Goods Skill Council||Draughtsman - Mechanical||4||10th Standard||300||25|
|10||Electronics||IT Coordinator in School||4||Diploma polytechnic in EC/CS/IT/EE||300||25|
|11||Electronics||IT Coordinator in School||4||Diploma polytechnic in EC/CS/IT/EE||300||25|
|12||Electronics||LED Light Repair Technician||4||10 + 2 pass||360||25|
|13||Electronics||Field Technician - Computing & Peripherals||4||10th pass||300||25|
|14||Construction||Assistant Electrician||3||Preferably 10th Class||400||25|
|15||Construction||Rural Mason||4||Preferably 5th Standard||400||25|
|16||Construction||Mason Concrete||3||Preferably 5th Standard||400||25|
a) NSDC – The National Skill Development Corporation (NSDC) has been constitutes to foster private sector initiatives in skill development. It is a Private Public Partnership (PPP) organization with representatives of Government and Industry Associations on its Board.
b) AICTE – AICTE is a statutory body through an Act of Parliament 52, in 1987. The Council, i.e. AICTE was established with a view to the proper planning and coordinated development of the technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system for matters connected therewith.
c) SSCs – Sector Skill Councils (SSCs) are industry-led bodies, who would be responsible for the defining the skilling needs, concept, processes, certification, and accreditation of their respective industry sectors. The SSCs shall prescribe the NOSs and QPs for the job roles relevant to their industry, and shall work with the NSDA to ensure that these are in accordance with the NSQF.
d) NSQF – The National Skill Qualification Framework (NSQF) is a descriptive framework that organizes qualifications according to a series of levels of knowledge, skills and aptitude. These levels are defined in terms of learning outcomes i.e., the competencies which the learners must possess regardless of whether they were acquired through formal, non-formal or informal education and training. It is, therefore, a nationally integrated education and competency-based skill framework that will provide for multiple pathways both within vocational education and vocational training and among vocational education, vocational training, general education and technical education, thus linking one level of learning to another higher level to enable a person to acquire desired skill levels, transit to the job market and return to skill development to further upgrade their skill sets.
e) NOSs – National Occupational Standards (NOSs) specify the standard of performance an individual must achieve when carrying out a particular activity in the workplace, together with the knowledge and understanding they need to meet that standard consistently. Each NOS defines one key function in a job role. In their essential form, NOSs describe functions, standards of performance and knowledge/understanding.
f) QPs – A set of NOSs, aligned to a job role, called Qualification Packs (QPs), would be available for every job role in each industry sector. These drive both the creation of curriculum and assessments. These job roles would be at various proficiency levels and aligned to the NSQF.NOSs and QPs for job roles in various industry sectors, created by SSCs and subsequently ratified by appropriate authority, would be available online and updated from time to time.
g) SDMS – The Skill Development Management System (SDMS) is a portal to capture the data that have undergoing training, an MIS system which has been developed and maintained by NSDC.