Higher Education / University: Taking the Skills March Forward in India – Transitioning to the World of Work

Khare, Mona

doi:10.1007/978-3-658-08502-5_7

Cited by 9 publications

(7 citation statements)

References 6 publications

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“…Higher education institutions in India fall into three major categories -universities, colleges and stand-alone institutions -and over recent years, their number has risen rapidly (MoLE, 2017;Khare, 2016). The majority of Indian students are enrolled at one of more than 39,000 colleges, which are affiliated to a university and award degrees from that university.…”

Section: Colleges and Universitiesmentioning

confidence: 99%

“…Some universities have several hundred affiliated colleges, which are, however, relatively autonomous in terms of what they teach and have only an administrative link with the university in question (DAAD, 2017). A distinction also exists between public and private universities (Khare, 2016).…”

Section: Colleges and Universitiesmentioning

confidence: 99%

“…The degrees awarded are Bachelor's, Master's and pre-Doctoral and Doctoral degrees (Wessels & Pilz, 2018). There are marked differences between educational institutions in terms of quality (Khare, 2016). While, for example, Indian Institutes of Technology (IITs) carry out cutting-edge research, many other universities lag behind their international competitors.…”

Section: Colleges and Universitiesmentioning

confidence: 99%

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The function and institutional embeddedness of Polytechnics in the Indian education system

Schneider

Pilz

2019

IJRVET

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Purpose: India's Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India's (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government's major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system. Methods:The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis. Results:The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level,

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Section: Colleges and Universitiesmentioning

confidence: 99%

Section: Colleges and Universitiesmentioning

confidence: 99%

Section: Colleges and Universitiesmentioning

confidence: 99%

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The function and institutional embeddedness of Polytechnics in the Indian education system

Schneider

Pilz

2019

IJRVET

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“…The problem can be firmly grasped using the often-quoted prognosis by the Boston Consulting Group, in which the idea of a singular education and its global applicability become obvious: In 2020, the rest of the world will face a deficit of 47 million working people while India will have a surplus of 56 million (Kumar 2016;Khare 2016), the group estimates in a report. Only in stepping back and reflecting about the very fact that these two numbers are opposed one sees the logic behind.…”

Section: Global Not Universal -The Problematic Assumption Of Singulamentioning

confidence: 99%

Bildung und Erziehung im Kontext globaler Transformationen

Clemens¹,

Hornberg²,

Rieckmann³

2019

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WTO World Trade Organization WWA Word Without Anger more effective management of diversity; developing an entrenched and flourishing culture of human rights, democracy, gender equality, inclusion and peace; prosperity, security and safety for all citizens; and, mechanisms to promote and defend the continent's collective security and interests. An Africa with a strong cultural identity, common heritage, shared values and ethics. The FD states that Pan-Africanism and the common history, destiny, identity, heritage, respect for religious diversity and consciousness of African people's and her diaspora's will be entrenched and the African Renaissance has reached its peak by 2063. An Africa whose development is people-driven, relying on the potential of African people, especially its women and youth, and caring for children. This is based on a vision that all the citizens of Africa will be actively involved in decision making in all aspects including social, economic, political and environmental and where Africa shall be an inclusive continent where no child, woman or man will be left behind or excluded, on the basis of gender, political affiliation, religion, ethnic affiliation, locality, age or other factors. Africa as a strong, united and influential global player and partner. The FD affirms the importance of African unity and solidarity in the face of continued external interference including, attempts to divide the continent and undue pressures and sanctions on some countries.

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“…Foundational courses at preparatory level can prove to be stepping stone for success in skill development as is case with countries like China, Germany and Korea (Nayantara & Kumar, 2015). Dropout rate after 10 th is very high in India due to socio economic conditions and low returns to education, so it is important to offer education which is in tandem with the world of work (Khare, 2015).When elementary education is not completed by majority of population and current skill development system in most training programs does not allow people under 8 th pass to participate in skill training program then the failure of such programs in inevitable. Skill shortage will continue as long as secondary school system does not vocationalize which can make TVET (Technical and Vocational Education and Training) more aspirational.…”

Section: Critical Evaluation Of Prevailing Skill Development Policiesmentioning

confidence: 99%

Skill Development Policies in India: Implications and Challenges

Sharma¹

2018

JEVR

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India which is moving through â€˜demographic dividendâ€™ and wants to achieve tag of â€˜knowledge based economyâ€™ need to invest in skill formation and developing educated and skilled workforce. This article will begin by broad overview of education and critical evaluation of current skill development policies at school and vocational level. There would be a brief discussion on role played by private sector in training of workforce in India and what are challenges faced by employers and employees and where lies the conflict of interest. After that in concluding section the major problems will be combined together to come out with the broad basic reason for the failure of such policies and conclude by scrutinizing what can be done in future to bridge the gap between educated and employed. Policy approach to skill development is supply driven and less attention is paid to demand side factors. Study recommends creating national training funds which can be used to collect levies from organized and large firms to be used for skill development of the informal sector. Levy based financing can help in solving problem of free rider and moral hazard as is held by the private sector. Study also recommends making vocational education compulsory from 8th standard and bridging the wide gap that exists in Indian labor market between â€˜educatedâ€™ and â€˜employableâ€™.

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Higher Education / University: Taking the Skills March Forward in India – Transitioning to the World of Work

Cited by 9 publications

References 6 publications

The function and institutional embeddedness of Polytechnics in the Indian education system

The function and institutional embeddedness of Polytechnics in the Indian education system

Bildung und Erziehung im Kontext globaler Transformationen

Skill Development Policies in India: Implications and Challenges

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