Professional, Technical and Skill Based                                                 Education                                  

 Professional Education                                                                       

 "Professional Studies' is a term used to classify academic programs which are applied or interdisciplinary in focus. The term can also be used for non-academic training for a specific profession. 

 Professional studies usually combining theory and practice-based professional learning focusing on a body of knowledge that is more strictly delineated and canonical than non-professional studies. Students are trained to ensure expactice students and adequate service delivery in the best practice of a profession. 

 Professional Education in India                                                         

 The current system of education with its western style and content was introduced and founded by the British in the 19th century. Historically, we can divide the era of professional education into four periods :  

1. First Period (From 1800 to 1857) 

 2. Second Period (From 1857 to 1902) 

 3.Third Period (From 1902 to 1950) 

 4. Fourth Period (From 1950 to the Present day) 

 1. First Period (1800-1857) 

 The education system of this period was influence by the policy of the East India Company. The Company needed some Indian clerks and official for itso various departments in order to manage affairs well. The company stood in need of doctors for the army, judges and pleaders for the counts and engineers for constructing roads, canals and Govt. building under the public works department. Hence, there were the chief branches of technical and vocational education in the education system of that period. 

 2. Second Period (1857-1902) 

 This period is comparatively of greater importance from the viewpoint of industrial and vocational education though the main objective of vocational education in this period too was to produce a number of well trained efficient and experienced Indian officials who might conduct efficiently the work of administration and organization under British officials in various government departments. In 1857, with the incorporation of three presidency universities, Mumbai, Chennai, and Kolkata, subjects such as law, medicine, engineering, agriculture science, commerce and technical education were included in the curriculum of universities and special teachers were appointed to teach these subjects. Also the system of conferring certificates and degrees in these subjects was introduced during this period.

3. Third Period (1905-1950) 

 This period beared a unique importance in the sphere of Indian vocational education : A marked success had been achieved in the f ield of vocational education. 

 Formerly, the utility of such education was purely mercenary. People received this type of education mainly to secure some employment  under the Government. But in modern times, the educated people got training in these branches solely for the purpose of meeting the industrial and vocational requirements of the society. 

 In the first instance, it was an age of growing political awakening in India, which increased the urgency of the demand of a revolutionary change in the sphere of education. 

 Dapartment of new technical and scientific subjects were opened in colleges and universities. Secondly, private enterprise to contributed considerably to the growth of industrial and vocational education. Wealthy people mode liberal benefictions  and helped the establishment of many industrial institutions. Thirdly, provision was made for sending Indian students abroad, i.e. England, America, Germany and Japan for through study of modern sciences, vocations arts and crafts in these countries and they developed the in India after their return from abroad. After the independence of the country, steady progress is being made in these directions. 

 4. Fourth Period (1957 to the present day) 

 In this period various committee were appointed to find out number to technically trained persons needed by country, to expand technical education, to improve the condition of existing institutions and to establish fresh institutions so that Indian students might not feel the necessity of education in foreign countries. Besides there the scholarship were also awarded to students of technical and industrial branches of education. As a result of the governments policy, the technical education was expanded during this period. 

 A part from engineering and technology requirements of scientific personnel have been increasing since 1950. Adequate steps are being taken to encourage science education, both at secondary and higher levels including research. 

 Though rapid expansion of medical education has taken place since 1950, yet there is an acute shortage of medical personnel particularly in rural areas so that the number of medical college was increased. At the same time facilities have also to be enlarged for middle level personnel such as nurses, midwives, health visitors and sanitary inspector etc. since 1950 the facilities for agricultural and veterinary education have increased appreciatively and various new agriculture and veterinary colleges were established. 

 Just like above mentioned courses the special attention was also drawn for improvement of management.

Technical Education                                                                             

 Technical Education, the academic and vocational  preparation of students for jobs involving applied science and modern technology. 

 It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education. 

 Technical education contributes a major share to the overall education system and plays a vital role in the social and economic development of our nation. 

 The provisions AICTE Act, "Technical Education" means programs of education, research and training in the following fields. 

 Engineering and Technology. 

 Architecture. 

 Town planning and Management. 

 Pharmacy and Applied Arts and crafts. 

 such other programmes or areas as the central Gort. may declare in consultation with the council by a gazette notification. As per the statistics posed by department of Higher Education, Govt. of India, around 18,000 institutions are functioning in the country with approx 5.00 lakh teachers employed under various streams. Many technical institutions are globally acclaimed for the standards and quality they deliver but it is a matter of concern that none among the 621 universities in the country features among the first 200 in the world. The main reason behind the same is the lack of high end research facilities. 

AICTE has various schemes for improvement of quality and standard of higher education in the country such as. 

 Research Promotion Scheme (RPS) scheme for promoting research in the field of engineering. 

 Ste up National Board of Accreditation to regulate and monitor the quality of engineering education in the country. 

 Research and Institutional Development (RID) xchemes for improvement of quality of Engineering Education. 

 • Quality Improvement Programme (QIP) 

 • QIP Degree • Visiting Professorship (VS) 

 • Career Awards (CA) 

 • Seminar, Symposium and workshop Grants 

 • AICTE - INAE Distinguished visiting professorship. 

 • National Doctoral Followship (NDF) 

 • National Faculty in Engineering and Technology Industrial Collaboration (NAFETIC) 

 • Nationally Co-ordinated Project (NCP) 

 • Post Graduate Scholarship. 

 • Industry Institute partnership programme. 

 • Development of Model Curriculum for different courses. 

 • PG Programme have been allowed to be conducted in the 2nd shift in order to promote M.Tech qualification among B.Tech qualified faculty. 

 Skill Based Education                                                                         

 Skill-based learning provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired. 

 Skill development is key feature in very individual's life if he/she want to be employed. Every country needs individuals with higher level of skill and educational qualification. We can't say that people with good educational qualification will surely get employment or skilled person will definitely get a job. An individual who want to get employed will have two posses both the things together i.e. good education and higher level of skills. what employers are looking for are individuals who have the ability to communicate and solve problems and teamwork. 

 Benefits of skill based education 

 1. if individuals get educated through. Skill based learning they can produce better results  and earn more money. 

 2. Education and training improves an individual's employabilility and labour motility, and it also increases the individual ability to adopt changing technology. 

 3. Ample education and great skills influence the path of national economic development attract investment from abroad and promote growth. 

 4. Countries that have a greater share of educated and very skilled work forces have raised productivity at very higher pace. 

 5. Education and training generate other significant and great social benefits reduced dependence on income support for the unemployed individual's, reduced incidence of crime, improved lowful behaviour and health awareness among them. 

 Steps Need to be Taken to Increase Employability 

 1. Need to extend career and vocational guidance to youth. 

2. Developing new occupational standard for educational and training awards through improved partnerships with different industries. 

 3. Introducing National Systems of vocational Qualification that can assure quality of education and training delivery through competence-based training and skills assessment. 

 4. Making progress in industry specific training system and professionalization of vocational education and training management. 

 5. Expanding provision of entrepreneurial training along with trade training. 

 6. Supporting private training institution and overseeing their quality. 

 7. Partnership between public and private enterprises in improving of education and training. 

 8 Development of National education and training policies. 

 9. Setting up and composition of local and national bodies with employers and unions as well as other stakeholders. 

10. Provision for on-the-job training and directly providing workplace training facilities. 

 Different types of skills 

 1. Analysing skills 

 2. Decision making skills. 

 3. Adaptability Skills 

 4. Negotiating skills. 

 5. Organising and planning skills. 

 6. Persuding skills. 

 7. Leadership skills. 

 8. Initiative skills. 

Organizations for Skill Development                                                   

 National Skill Development Agency (NSDA) 

 National Skill Development Corporation (NSDC) 

 International Training Centre (ITC) 

 Both NSDA and NSDC organization come under the Ministry of skill Development and entrepreneurship India. The aim of National Skill Development Corporation of India is to promote skill development by catalyzing creation of large quality, for profit vocational institutionis. NSDC provides funds to buid scalable, for profit vocational training initiatives. National Skill Development Agency aims to co-ordinate and harmonise the skill development activities in the country. The overall objective of ITC Academy is to strengthen individuals capacities to improve the relevance, effectivenes and efficiency of their skills development systems, Policies and related programmes to respond to the needs of the individual, society and the economy.

Objective of skill based learning                                                          

 1. Strengthening the general education component of vocational education programs. 

 2. Proxiding good basic knowledge in humanities and sciences, preparing students to be able to work in different professions, teaching students to be problem solvers and encouraging them to be lifelong learners. 

 3. Allowing greater cost-sharing i.c. moving from a system which is exclusively financed by the government to a system which is increasingly financed by the private sector who would be willing to do so if it sees the system producing relevant graduates and the students paying uses fees. Students are unlikely to contribute if they do not see accrual of labour market benefits from vocational education. 

 Skill India is a campaign launched by Prime Minister Narendra Modi on 15 July 2015 which aims to train over 40 crore people in India in different skills by 2022. It includes various initiatives of the government like "National Skill Development Mission", "National Policy for skill Development and Entrepreneurship, 2015", "Pradhan Mantri Kaushal Vikas Yojana (PMKVY)" and the "Skill Loan Scheme". 

 The National Skill Development Corporation India (NSDC) was setup as a one of its kind, public private partnership company with the primary mandate of analysing the skills landscape in India. It is based on the following pillars : 

 1. Creata large and good quality Vocational institute. 

 2. Reduce risk by providing patient capital. Including grants and equality. 

 3. To enable the creation and sustainability of support systems required for skill development. This includes the Industry led sector skill councils. 

 Schemes for the skill development launched by Government of                                                            India                                                  

 1 Deen dayal Upadhyaya Grameen Kaushalya Yojana. 

 2. Pradhan Mantri Kaushal vikas Yojana. 

 3. Financial Assistance for skill Training of Persons with Disabilities. 

 4. National Apprenticeship Promotion Scheme. 

 5. Craftsmen Training Scheme. 

 6. Apprenticeship training. 

 7. Pradhan Mantri Kaushal Kendra. 

 8. Skill development for minorities. 

 9. Green Skill Development Programme. 

 Skill Development Ecosystem in India                                               

 The skill development ecosystem in India is complex, large and diverse, providing varied levels of skills across an extremely heterogenous population. Skill development in India can be broadly segmented into Education and Vocational Training. The exhibit below presents the broad fremework of skill Development in India. 

 Elementary, Secondary and higher education is governed by the ministry of Human Resource Development. University and Higher Education Caters to all college education (Arts, Science, Commerce, etc.) white engineering education, polytechnics, etc. fall under Technical Education University Grants Commission (UGC) is the nodal body governing funds, grants and setting  standards for teaching, examination and research in universities and the All India Council for Technical Education (AICTE) is the regulatory body for Technical Education in India. 

 Policy framework                                                                                 

 The policy framework governing the skill development ecosystem in India includes the Apprentices Act, 1961, the National Skill Policy and the National skills Qualification Framework (NSF). 

 MHRD 

 The Ministry of Human Resource and Development governs the polytechnic institutions offering diploma level courses under various disciplines such as engineering and technology, pharmacy, architecture applied arts and crafts and hotel management. MHRD is also involved in the scheme of Apprenticeship training. Apart from this MHRD has also introduced financial assistance for engaging with industry / SSCs for assessment certification and training. 

 Central Ministries 

 There are 21 Ministries under the central government who are also working for the purpose of skill development. There are two approaches that these Ministries have : One approach is setting up training centres of their own for specific sector like (adopted by Ministry of Labour and Employment, Ministry of agriculture, Ministry of Health and Family welfare, etc.). The second approach is in the from of public private partnership (as adopted by Ministry of Rural Development, Ministry of woman and child Development, etc.) 

 NSDC 

 The National skill Development Corporation India (NSDC) is a public private partnership organization (now under the Ministry of skill development and Enterpreneurship) that was incorporated in 2009 under the National Skill Policy. It's main aim is to provide viability gap funding to private sectors in order to seale up training capacity. The NSDC has tied up with more that 187 training providers, many of whom have started scaling up their operations. 

 Sector Skill Councils 

 The National Skill Development Policy of 2009 mandated the NSDC to setup SSCs to bring together key stakeholders i.e. Industry, work force and academia, As on date, 29 SSCs are operational and 4 more SSCs have been approved by NSDC. They are funded by NSDC for the initial few years and are expected to become financially self-sustaining as they grow. 

 NCVT, SCVT and Quality Council of India 

 Established under Ministry of Labour and Employment with a view to ensure and maintain uniformity in the standards of training all over the country, the National Council for Vocational Training (NCVT) was set up in 1956. This certifying body conducts All India Trade Tests for those who complete training in ITIs and awards National trade certificates to successful candidates. The state council for Vocational Training (SCVT) at the state levels and the sub committees have been established to assist the National Council. 

 The Quality Council of India (QCI) 

 QCI was set up jointly by Government of India and the Indian industry as an autonomous body to establish a national accreditation structure in the field of education, health care, environment protection, governance, social sectors, infrastructure, vocational training and other areas that have significant bearing in improving the quality of life. All institutions (Government and Private ITIs). 

 Industrial Training institutes the DGET which governs Industrial Training Institutions (ITIs) has recently been aligned with Ministry of Skill Development and Entrepreneurship. There are more than 10,000 ITIs with a capacity of approximately 1.5 million seats. The DGET also governs RVTIs (Regional Vocational Training Institutions) and ATIs (Advance Training institutions) focusing on specialized and high-end skill sets and trainer courses. 

 Three major skill development schemes of the DGET that are being implemented through government ITIs and private ITCs include the craftsman Training Scheme, the Apprenticeship.  Training Scheme and the Modular Employability Scheme.

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