1. Skill Development Bundelkhand University, Jhansi

2. GENERAL WORKFORCE ISSUES  INDUSTRY-ACADEMIA MISMATCH  PARADIGM SHIFT IN EXPECTATIONS OF WORKFORCE

3. Phenomena in India Skill development ▫surplus of un-trained and under-educated people ▫Scarcity of real talent ▫Surplus that we do not need and a deficit that we cannot fulfill ▫mismatch between jobs available and skill shortage Resulting in Gap between the Needs of the Industry and the Availability 3

4. 4 Skill Developmen t Traditional Hr. Education Training / Re-training Higher Education (Post Class X & XII)

5. Required Skill development initiatives ▫Programmes other than pure academic university traditional education, with lateral linkages with higher education. ▫Popular Programmes which attracts desirous students ▫Testing, Certification through Industry/Chambers/Ind. Associations Traditional Higher Education ▫Better quality Hr. Edu. Institution of Academic & Professional in nature which is - ‘Higher’ not because of its sheer structure, but it should be higher by its quality and excellence”.. ▫Private universities that impart quality education, as expected. ▫Transnational provisions - Foreign univ. campus, Branch Campuses, Offshore Institutions ▫Corporate & Corporatized universities ▫Virtual universities, Distance education providers, other non traditional modes Institutions specialized in training and Retraining ▫Independent Skill development Institutes (NIIT, Aptec) ▫Specialist ‘vendor-led’ training, companies like (Microsoft, Intel and Cisco Systems) in partnership with other providers ▫Other New Modes 5

6. Need of an Alternative Model The Current Model under the Current Policy ▫not replicatable for a large scale provision, and ▫not likely to fill the gap (Aspirations and Skill Demand) The current Pvt. universities have come up in the existing framework and part of the License Permit Quota Raj ▫Not able to deliver to the potential that they can For successful model ▫Need Governance not Regulations ▫Autonomy- Academic, Administrative & Financial ▫Freedom for foreign collabotation Regulatory models to be explored ▫Single window approach ▫Based on transparency and disclosure norms ▫Self regulations ▫Free entry with adequate capitalization norms 6

7. Skills Needed in Addition to Technical  Creativity/ Innovation  Good communication Skills  A team player with multi-task capabilities  Financial/Commercial Knowledge  Global Outlook  Cultural/Religious/Social sensitivity

8. OLD PARADIGMS Job Security Longitudinal Career Paths Job/Person Fit Organizational Loyalty Career Success Academic Degree Position/Title Full-Time Employment Retirement Single Jobs/Careers Change in jobs based on fear Promotion highly tenure based NEW PARADIGMS Employability Security Alternate Career Paths Person/Organization Fit Job/Task Loyalty Work/Family Balance Continuous Relearning Competencies/Development Contract Employment Career Sabbaticals Multiple Jobs/Careers Change in jobs based on growth Promotion highly performance based Workforce –The Changing Career Paradigms

9. PARTNERS IN RESOLVING WORKFORCE ISSUES Individual Organisations Industry Associations Industry Professional Groups Industry Academia Partnerships Government Support

10. Initiatives at Bundelkhand University MOU with leading Trainers and Consultants (M/s DreamUny Education & MonsterIndia) to :  Impart requisite soft skills training to the UG and PG students of Engineering, Pharmacy, Computer Applications, Commerce, Management, Life and Basic Sciences, Applied Sciences  Impart Domain specific training to the students of professional courses like :  Engineering, Pharmacy, Management, Computer Applications and Information Technology  Bridge the gap between the acquired skills from University and required skills of the industry  Organise on and off Campus Drives for the students MOU with Clark Group of Hotels, a leading chain of Hotels with an objective to : Train and prepare the Hotel and Tourism UG and PG students according to their brand requirements Ensure 100% placement in various branches and properties

11. Cont’d  Upgradation of Curriculum as per latest trends and industry requirements by  Induction of industry expert into the Board of Studies  Feedback from the Alumni placed in various industries  Conducting short terms workshops and seminars by the industrial experts from relevant fields  Training the faculty members of professional courses to  equip them with required teaching methodologies  support faculty members to improve their skills to enhance learning among student

12. The Executive Council of the University in its meeting held on 27 th August, 2014 accorded approval to enter into MOU with leading trainers and consultants to implement NVEQF to :  Facilitate vocational skills at various levels to school drop outs to make them employable  Provide seamless integration between vocational education and regular higher education and multilevel entry/exit system  Meet with the demand for skilled and enhance Gross Employment Ratio,  Linking various vocational qualifications and setting common principles and guidelines for a nationally recognized qualification system and standards. National Vocational Education Qualification Framework

13. Student Feedback – Institute Level (2/3) Institute of Management “The class was good n awesome experience, the faculty was too good n they taught the things in a very good way.” - Ankita Agarwal, MBA Core Nearly 40% Students found the training to be “absolutely perfect” – giving a 10/10 to the training sessions Only 1% of the students found the training to be average and below average

14. Student Feedback – Institute Level (1/3) “The sessions were really fun & helped me to remove my hesitation, build up my confidence level. Thank you sir.” - Huma Shafi, B.Pharm 7 th Sem Institute of Pharmacy Institute of Engg. & Tech. “The verbal ability sessions were totally linked to our career field and helped me developing my skills & the information given was highly facilitated.” - Geetakshi Shrivastav, B.Tech Bio Tech

15. Student Feedback – Institute Level (3/3) Institute of Maths and Computer Science “It was great to meet such teachers. Teacher could be a very small word for him he is a mentor in many ways.” - Swapnil Tripathi, BCA Institute of Economics & Finance “These classes helped me to do calculations within seconds which was my weak topic. I really enjoyed quant classes.” - Shrasthi Rajpoot, B.Com 2 nd Year

16. Impact Analysis Student Performance Improvement: Overall Improvement across all 3 areas: English, Quantitative Aptitude and Logical Reasoning Highest Overall Improvement in Scores: 535 (20%) Highest Improvement in English Score: 245 Marks (27%) Highest Improvement in Quantitative Aptitude Score: 290 Marks (32%) Highest Improvement in Logical Reasoning Score: 235 (26%) 64% of the students who attended the bootcamp showed an improvement 12% of the students showed an improvement in excess of 10% Population Size: 175 Students

17. Recommendations on Government Front Play Active Role Improve Policies Sensitive To Industry Issues Enhance Compensation Benefits Play Active Role In Industry Academia Interactions Help In Infrastructure Development