1. Dr. S S Mantha Chairman, AICTE
National Skills Qualification framework (NSQF), Credit Frame work, Regulations and Faculty Qualifications
Dr. S S Mantha
Chairman, AICTE

2. National Skills Qualification Framework (NSQF)
NSQF launched to equip the students with skills and general education for multiple pathways into formal education, job market and Vocational Education streams
7 certificate levels to Diploma, Post diploma or Graduation in Vocational Education, starting 9th Standard in school
Bachelors in Vocational Education duly instituted
Conduct NSQF skill Programs for the benefit of nearby communities and optimize resources as a part of community development started in Polytechnics and other colleges
MOU signed with TISS for VE research and promotion
MOU with UKIERI and AACC for promotion and collaboration
Regulations and Approval Process for NSQF in place

3. Rationale for NSQF
More than 20 Million drop out between X, XI and XII annually
Mere Skills (ITI/ATI) not widely accepted in society
Skills are terminal in nature
Degree / Diploma do not guarantee Jobs
Current cafeteria courses not very popular
Current Education expensive
Current Education operates only in structured environment

4. Vocational Education is Sector specific
IT / ITES
Adventure Sports
Telecommunications
Printing and Publishing
Media and Entertainment
Applied Arts
Hospitality and Tourism
Culture
Construction
Metallurgy
Banking, Finance, Retail and Insurance
Disaster Management / Fire Safety
Infrastructure
Manufacturing
Automotive
Paramedical
Agriculture
Many others – New and emerging

5. Architecture of NSQF (Provision to levels 8-10 for Masters and Doctorate)

6. Credits / Year in a Typical Vocational Framework
Certification Level
Vocational in Hrs
Formal I
200
800 II
III
350
650 IV V
400
600 VI
450
550
VII
700
300
1000/1200 hrs/ year, 500/600 hrs/ semester
Flexibility available +100 on each

7. Multiple Pathways

8. Credit Framework
The credit accumulation and transfer system is integrated in NSQF. This will allow people to move between education, vocational training and work at different stages in their lives according to their needs and convenience. It will be possible for a student to leave education domain, get some practical experience in industry and return to studies to gain qualifications to progress higher in his/her chosen career
Credit Accumulation, mobility, Credit transfers, Recognition of Prior Learning, Quality assurance and sharing of resources is are all important

9. What is a CREDIT
Credit hours or units represent a mathematical summarization of all work completed, and are not the same as the actual classroom contact or instructional hours.
Credit formulae are used to record all types of academic work, and not just taught courses. Hence credits typically include independent research, assignments, tutorial work or any other academic work
Credits are a convenient numerical way to assess mobility parameters, besides helping in assessing fee to be charged and determine student status.
Registered student status is usually defined as being enrolled in a given semester or quarter for a specified minimum number of credit hours, which are assigned for any type of study recognized and required by the faculty.
Tuition charges are usually calculated by the instructional cost per credit hour.

10. Conversion of Learning Hrs to Credits Framework - I
Complete vertical and lateral mobility
Every level results in a skill certification by the trainer and a level certification by the School / College / Board / University as the case may be.
Every level or certification is approximately 1000 Hrs / annum
Every level or certification is a combination of Skill Hrs and Education Hrs.
The Education content at levels I, II, III, IV is as per the CBSC Content
All Vocational Skill Content is sector specific
Skills acquired at each higher subsequent level are added on skills on the earlier level skills and are treated as higher order skills than the level of skills acquired at the earlier level.
Vocational Skill Sectors are grouped under either Science, Arts, or Commerce streams
The Education content at Level V, VI, and VII is modeled on the common content as prevalent in various Universities for Science, Arts, or Commerce streams

11. Conversion of Learning Hrs to Credits Framework - II
Multi point entry and exit between vocational education and conventional system of education and job markets
Recognition of prior learning
A new degree programs as B. Voc (Bachelor in Vocational Education) has been Instituted by UGC
A new Diploma Program as Diploma in Vocational Education is to be instituted by the Board of Technical Education in all States
A new Community Skill Diploma (CSD) where only skills and basic education are imparted is to be instituted by the Board of Technical Education in all States
Issues pertaining to credit allocation, acceptance, accumulation, transfer, and professional mobility are in place

12. Credits based on engagements per week and 28 - 30 weeks in a year
One Hr. Theory for education component in a class room is equivalent to 1 credit
Two Practical Hrs for education component in a laboratory is equivalent to 1 credit
Three Skill Hrs at a trainers workshop / facility at level one is equivalent to 1 credit
One and half Skill Hrs at a trainers workshop / facility at level seven is equivalent to 1 credit
Credits vary between level one and seven in a linear fashion to take care of the higher order of skills
About credits will ensure the award of a Diploma in Vocational education after level II
About credits will ensure the award of a Degree in Vocational education after level IV

13. Skill (Credits/Hrs) – Levels of Certification

14. A typical Credit Framework

15. Never gone to School / College ?

16. Never gone to School / College ?

17. Community Colleges
Any college / Polytechnic that conducts Vocational Education programs under NSQF will be termed a Community College for that period
No new brick and Mortar Institutions
Existing Polytechnics and Engineering Colleges to be used
NSQF is the frame work: Community college is the vehicle
Interface with the Boards of Technical Education and the Universities for the award of Diploma and Degree
Skills to be imparted by the Industry or its associates
Community Skill Diploma by the BTE
Flexible times
Credit and Module based

18. Current Status
AICTE has approved about 450 Polytechnics and Engineering Colleges to conduct Programs under NSQF
AICTE has funded 72 Polytechnics under NSQF
16 Sectors and 80 specialisations content available at > education > vocational education in both skills and education in all seven sectors and created by industry experts
Framework provides multiple exit and entry to and from Formal, vocational education and job markets
AICTE has now mandated 8000 /12000 colleges to conduct at least one division in NSQF in a chosen sector / specialisation from 2014 – 2015
Online registration of Institutions and Skill trainers
MOU with ILFS, UKIERI, AACC, NIELIT and TISS

19. Faculty for Skills
Vocationalisation of Higher Education has two Components
Of paramount importance is that Skills and Education are to be imparted together
Education and Skills
Faculty required for catering to Education needs will continue to be defined by the requirements as enumerated by various regulators
Imparting Skills and its assessment through trainers requires that the trainers have requisite qualifications, experience, competencies and certifications

20. Qualifications, experience and Competencies
Level
Certifying Body
Qualifications
Experience
Competency
1,2
School
XII / ITI
2 Years hands on
Sector specific competency of next higher level
3,4
4 Years hands on
-do-
3,4,5
BTE
Graduate / 3 years Diploma preferably in relevant field

21. Qualifications, experience and Competencies
Level
Certifying Body
Qualifications
Experience
Competency
6,7
BTE
Graduate / 3 years Diploma preferably in relevant field
5 Years hands on
Sector specific competency of next higher level
5,6,7
University

22. Qualifications, experience and Competencies
Level
Certifying Body
Qualifications
Experience
Competency
8,9
University
Graduate preferably in relevant field
7 Years hands on
Sector specific competency
All competencies are to be specified by certified trainer and assessed by SSC or appropriate professional bodies.
Hence it is essential to design and develop appropriate trainers module

23. Thank You
Until WE meet next