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Directorate General of Employment & Training Ministry of Labour & Employment.

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Presentation on theme: "Directorate General of Employment & Training Ministry of Labour & Employment."— Presentation transcript:

1 Directorate General of Employment & Training Ministry of Labour & Employment

2  Low productivity in Manufacturing sector due to lack of skill training  Only 2.5% of total workforce has any formal technical education  Shortage of trainers and capacity to train trainers  Training required for ~1,00,000 trainers across 12,000 ITIs and other training institutes  Trainers have to travel long distances to get trained (even for short term theoretical subjects)  Updated “Content” and innovative “Mode” required to provide industry relevant training to more number of people in cost effective way 2

3  Mentor Councils constituted to recommend changes in curriculum, pedagogy and assessment  Has representatives from industry, entrepreneurs, academic/professional institutions  11 priority sectors identified and curriculum is revised  Distance Learning technology is proposed to train the trainers with additional courses in revised curriculum Trained Trainers ContentMode Mentor Councils constituted to revamp syllabus Increasing training capacity using distance learning technology 3 Skilled Students

4  Accelerate the manpower development by training the trainers with latest changes in curriculum through technology.  Have a cost effective program to train large number of trainers and students without compromising on quality.  Satisfy the educational needs of trainers and students in scattered communities covering large geographical areas of the country.  Motivate trainers and students by increasing their interaction with industry personnel and teachers from premier institutes. The primary objective of Distance Learning Programs is to increase training capacity with the help of technology. 4

5  Real time 2-way audio/video/ data communication over internet using AVIEW software  Hub and spoke model followed  Hub: Teacher end containing studio  Spoke: A classroom where students gather to take the training  Nationwide network of Hubs (10) and Spokes (200) established.  Participants nominated by State and Speakers by DGET mentors  Entire execution by 10 central field institutions  Pilot program hired hubs and spokes from NITTTR  A gradual shift from (hired hub, hired spoke) to (hired hub, own spoke) and finally to (own hub, own spoke) 5

6 6 IssueSteps Taken 1 More than 100 trades have to be covered  Only delta changes in curriculum will be trained through distance learning 2 Preference for training in local language  Spokes are mapped to the hubs so that in most cases training is in local language  Translator/Interpreter at each spoke 3 Customization of existing distance learning methodology to cater to vocational training  Only theoretical part trained  Blended mode of training planned in future 4 Convincing the trainers to adapt to the new mode of training delivery  Holistic overview of the technology given  Regular feedback and acting on the feedback

7 RequiredSteps Taken Technology 1.Real time and reliable 2-way audio/video/data communication 2.Latest technology 3.Easily scalable 1.AVIEW software chosen as it does not need special equipment, easy to use and is scalable People 1.New skill set in existing employees of DGET and States (Spokes ITIs) 1.Nomination of nodal officer (hub, spoke) and coordinators (hub, spoke, State) 2.Holistic overview of the program given 3.Training to the technical coordinators Process 1.Consensus between DGET and State with respect to using distance learning technology for training 1.Consensus through regular meetings of DGET and State 2.Spokes location determined by consulting States 3.Advisory Committee having members from State and DGET created for regular discussions and feedback 1.Coordination between all stakeholders viz. DGET, Hubs, Spokes, States, Trade Testing Cell, Mentors and NIMI 1.Coordinators nominated at hubs, spokes, states 2.Roles and Responsibilities clearly identified and communicated to all stakeholders 1.Continuous Improvement1.Regular feedback and addressing the issues raised 2.KPIs identified which are regularly monitored 7

8 10, 000+ Trainers Trained Speakers from Industry, Academia and DGET Six popular sectors covered Positive Feedback 8 “We now learn without expense and develop our technical competencies” “The distance learning program is very useful to us. We will impart the training received today to our students so that they learn the latest technology” “e-learning can also be called excellent-learning. It is the best way to learn.” “Very useful program for ITI teachers. We learn without travelling far from home. Saves time and money”

9  Cost effective increase in training capacity  Greater number of trainers trained in shorter time period without compromising quality  Increase the number of trainers trained periodically for new curricula and new skills  Delivery of training to remote locations in the country  Complement existing instructor training schemes  Reduced commute for trainers  Opportunity to connect trainers with the best people in industry and academia  New mode of training is encouraging higher participation  Uniformity in the instruction material and content delivery  Increase in self worth of ITI trainers 9

10  The utilization of the infrastructure is based on  Willingness of States to depute and ITI instructors to attend the programs  Quality of speakers and infrastructure  Action on the feedback given  Blended mode (A mix of “face to face” and “distance learning”) of training with the help of subject coordinators will be required for better learning and encouraging participation  The infrastructure (once established) can be utilized for various other purposes based on needs.  Training for ITI students  Training for career counselors 10

11  The ITI trainers are highly motivated and willing to adapt to newer modes of training  Proper allocation of roles and responsibilities helped in coordination and accountability  Standardized format for speakers required to have uniform quality of training  Documentation of all action items (even minor ones) is needed to streamline the processes  Equipment was procured by the field institutes. Centralized procurement would have led to greater uniformity  Spokes were chosen by DGET and decided by State. A better way is the opposite – spokes chosen by State and decided by DGET. 11

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