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Direct Request (CEACR) - adopted 2019, published 109th ILC session (2021)

Articles 1 and 2 of the Convention. Formulation and implementation of education and training policies. Coordination with employment. In response to the Committee’s 2017 direct request, the Government indicates that the Skill India Mission provides the institutional framework for scaling up skills development efforts across the country. In this regard, the Committee notes that, according to the Decent Work Country Programme (DWCP) 2018–22, approximately 460 million people in India require upskilling or reskilling and only 17 per cent of jobseekers possess a diploma or a certificate in technical courses. The Skill India Mission seeks to train at least 400 million skilled workers by 2022, with support from central and state government agencies and with the active engagement of the private sector. In this context, the Government also refers to the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) certification scheme of the Ministry of Skill Development and Entrepreneurship (MSDE). The Government adds that there are more than 2,000 industry-oriented job roles aligned with the National Skills Qualification Framework (NSQF) that are made available with the active engagement of industries. The Committee notes that, according to the National Policy for Skill Development and Entrepreneurship 2015, at least 25 per cent of higher education institutes in India are to offer courses related to developing specialized skills at an appropriate NSQF level to facilitate horizontal and vertical mobility. In the context of apprenticeships, the Committee notes that, according to the National Apprenticeship Promotion Scheme (NAPS), it is anticipated that the engagement of apprentices will be increased to 50,000 persons by 2020. The Government indicates that skills development training is delivered by expert training partners affiliated with the National Skills Development Corporation (NSDC), or Sector Skill Councils (SSC). The PMKVY training centres provide short-term training, aligned with the NSQF, to candidates that are either school leavers or unemployed. The centres also provide training in soft skills, entrepreneurship, and financial and digital literacy. After completing training, candidates are assessed and, if successful, are offered placement assistance. The training and assessment fees are covered by the Government. The Committee notes the Government’s indication that the training partners are required to ensure a 70 per cent candidate placement rate. In addition, persons with prior learning experience or skills are assessed and certified under the recognition of prior learning (RPL) component of the PMKVY scheme. The Government adds that the MSDE intends to establish aspirational Model Training Centres (Pradhan Mantri Kaushal Kendras (PMKKs)) in every district across the country, to create a sustainable institutional model for competency-based skills development training. The Committee notes the Government’s indication that it has taken steps to make the Skill India Mission more inclusive, by ensuring the participation of disadvantaged groups, including women, persons belonging to the scheduled castes and scheduled tribes and persons with disabilities. The Government has placed a focus on training women, highlighting that women made up almost 46 per cent of the total number of participants in all training conducted from 2016–18. The Committee also notes that, out of almost 7 million people (6,919,661) trained, approximately 20 per cent were members of the scheduled castes and scheduled tribes. The Committee requests the Government to provide updated detailed information, including statistics disaggregated by age, sex, social origin and region, on the impact of the vocational guidance and vocational training policies and programmes which have been adopted. The Committee further requests the Government to provide information on the manner in which it promotes effective access to vocational guidance and training for all workers who may require upskilling or reskilling as a result of the changing needs of the labour market. It also requests the Government to provide information on the results of measures implemented with regard to integration of skilling with higher education as well as on the impact of the NAPS. The Committee requests the Government to provide information on the impact and the number of PMKKs that have been established and on the manner in which the training partners ensure the 70 per cent candidate placement rate within the training framework provided by the PMKVY training centres. In addition, the Committee reiterates its request that the Government indicate the manner in which the Ministry of Skill Development and Entrepreneurship ensures effective coordination between vocational education and training policies and programmes on the one hand, and employment (through the public employment services) on the other.
Article 1(5). Equality of opportunity. The Committee notes with interest the information provided by the Government on the different training programmes targeting disadvantaged groups, including women and young persons, those belonging to the scheduled castes and scheduled tribes, persons with disabilities, those belonging to nomadic and de-notified nomadic tribes and transgender persons. The Government refers to the Affirmative Action division created by the NSDC, which focuses on the inclusion of diverse communities by facilitating the promotion of skills training among members of marginalized communities and fostering cooperation to this end between companies, governments and industry leaders. It also refers to the Skill Council for Persons with Disabilities (SCPwD), which seeks to increase access to training for persons with disabilities. The Common Norms, the gazette notification of the Government, has provided incentives such as funding for skilling persons with disabilities, covering the cost of assistive devices and post-placement support. In addition, a skills training programme for manual scavengers and “safai karamcharis” aims to provide these workers with a dignified livelihood by enabling them to develop their skills and facilitating their creation of local enterprises. Job counselling and post-training services are provided to persons belonging to nomadic and de-notified nomadic tribes. The Department of Social Justice and Empowerment has adopted the NSQF and is providing skills training in vocational and job-oriented courses through vocational institutes to enhance the employability of young persons living below the double poverty line who belong to the scheduled castes. The Government indicates that consultations have been held with various stakeholders, including the disadvantaged groups concerned, to understand their challenges and develop tailored solutions. The SSCs have also met to consult on ways to increase numbers of persons from marginalized communities in skills development programmes. The Government indicates that in 2017–18, 15,910 persons were trained by the National Scheduled Castes Finance and Development Corporation (NSFDC) and 8,532 of these (53 per cent) were placed in employment. Rates are lower for the 9,285 persons trained by the National Safai Karamcharis Finance and Development Corporation (NSKFDC), out of which 3,907 persons (42 per cent) were placed in employment. Recognizing the need to break stereotypes and provide training for women in non-traditional jobs where they are under-represented, the Government has provided skills training to women in an estimated 200 jobs located in 32 sectors, including in the healthcare, automotive, retail, tourism, electronics and hardware sectors. To make training more accessible and reduce drop-out rates, women are provided transport costs and post-placement support. Noting the discrimination encountered by transgender persons, an NSQF-aligned training initiative for transgender communities was launched in Kolkata and Mumbai in association with transgender-led organizations. Given that a majority of those belonging to disadvantaged groups have low literacy levels, a Functional Literacy Module has been developed to provide functional literacy in skills such as basic reading, writing, mathematics, digital literacy and work etiquette. In 2017–18, 47,475 minority women received training under the “Nai Roshni” scheme for Leadership Development of Minority Women. The Government also refers to the “Seekho aur Kamao” (Learn and Earn) programme, a placement-linked skills development scheme for minority youth. The Committee notes that an evaluation of the scheme covering eight states showed that more than 85 per cent of trainees covered by the scheme from 2013–16 were placed in employment. The Committee requests the Government to continue to provide up-to-date information on the outcomes of the vocational training, self-employment schemes, and other vocational education and training measures aimed at enhancing the employability of women – including minority women – as well as young persons, those belonging to the scheduled castes and scheduled tribes, persons with disabilities, transgender persons and other disadvantaged groups that encounter barriers to accessing and remaining in the labour market. The Committee further requests the Government to provide information on the implementation and impact of the NSQF-aligned training initiative for transgender communities implemented in Kolkata and Mumbai. In addition, the Committee requests the Government to provide information on the outcomes of the consultations held with the disadvantaged groups, including the needs and solutions identified in the process, and on the activities of the SSCs within the framework of facilitating access to skills development programmes for persons from marginalized communities.
Article 3. Vocational guidance information. The Government indicates that vocational guidance, job matching and counselling are provided to a broad category of job seekers, ranging from unskilled workers to skilled professionals, through the National Career Service (NCS) portal. Moreover, 25 NCS centres for scheduled castes and scheduled tribes, as well as 21 NCS centres aimed at workers with disabilities have been launched to provide vocational training, guidance and counselling to these groups. The Committee notes that state governments provided further vocational guidance to disadvantaged groups through three special exchanges for scheduled castes and scheduled tribes, 42 special exchanges for workers with disabilities and five special employment exchanges for women. The Committee requests the Government to provide detailed updated information on the impact of measures adopted and implemented by the Ministry of Skill Development and Entrepreneurship with regard to skills development and vocational guidance, particularly for disadvantaged groups. The Committee also once again requests the Government to supply copies of the information made publicly available in the context of vocational guidance and counselling and to provide information on vocational guidance measures taken or envisaged by central ministries and agencies as part of the national strategy.
Article 4. Vocational training and lifelong learning. In response to the Committee’s previous comments, the Government indicates that no updated information is available concerning measures adopted by the Industrial Training Institutes, or on measures related to vocational training. The Committee reiterates its request that the Government provide information, disaggregated by age, sex and specific group of worker, such as scheduled castes and scheduled tribes, on the impact of the measures adopted by the Industrial Training Institutes. It also requests the Government to provide detailed information on the measures adopted or envisaged to ensure that vocational training programmes cover different fields of the economy and are adapted to the changing requirements of individuals throughout their lives and to the changing needs of the labour market.
Article 5. Cooperation with employers’ and workers’ organizations. In its previous comments, the Committee requested the Government to indicate the manner in which effect is given to Article 5 of the Convention. Noting that the Government has provided no information in this respect, the Committee therefore reiterates its request that the Government communicate updated information regarding the manner in which it is ensured that the formulation and implementation of vocational guidance and vocational training policies and programmes are carried out in cooperation with employers’ and workers’ organizations and other interested bodies, as required under the Convention.

Direct Request (CEACR) - adopted 2017, published 107th ILC session (2018)

Article 1 of the Convention. Formulation and implementation of education and training policies. In its previous comments, the Committee invited the Government to provide information on the activities and policies adopted by the National Skill Development Agency and to provide statistics, disaggregated by sex and age, on the impact of the measures implemented in relation to skills development. The Government indicates in its report that the skills development system in India was until recently highly fragmented, which limited the effectiveness of the skills training programmes implemented by central ministries and departments. Accordingly, the Ministry of Skill Development and Entrepreneurship (MSDE) was created as the new Ministry for coordinating and steering skills development efforts and ensuring coherence in this area across the country. The Committee notes in this regard that the National Skill Development Agency (NSDA), the National Skill Development Corporation (NSDC), the National Skill Development Fund, the Directorate General of Training and the National Institute of Entrepreneurship were all brought under the MSDE for improved coordination and convergence of skills development initiatives. The Government further indicates that policies, such as common norms for skills development schemes and the National Skill Qualification Framework (NSQF), are being implemented in all the skills development initiatives, including training programmes, and being carried out by the Ministry of Micro, Small and Medium Enterprises and others. In this context, the Committee notes the Government’s report on the application of the Employment Policy Convention, 1964 (No. 122), indicating that the country is facing a significant challenge ahead in terms of skills development, as it is estimated that only 4.69 per cent of the total workforce in India has undergone formal skills training. On the demand side, a skills gap study conducted by the NSDC over the 2010–14 period indicates that there is an additional net incremental requirement of 109.73 million skilled workers by 2022 in 24 key sectors. The Committee requests the Government to provide information, including statistics, disaggregated by age, sex and disadvantaged group, such as scheduled castes and scheduled tribes, on the impact of the vocational guidance and vocational training policies and programmes which have been adopted. It also requests the Government to indicate the manner in which the Ministry of Skill Development and Entrepreneurship ensures effective coordination between these policies and programmes on the one hand, and employment and the public employment services on the other.
Article 1(5). Equal opportunities. The Committee notes the information provided by the Government on the various vocational guidance and vocational training measures being implemented targeting disadvantaged groups, including women, persons belonging to the scheduled castes, scheduled tribes, minorities and persons with disabilities. The Government indicates that 24 Coaching and Guidance Centres have been set up in different cities across the country to provide vocational guidance and career counselling services to jobseekers from the scheduled castes and scheduled tribes to enhance their employability. In addition, the Ministry of Labour and Employment is implementing a scheme providing vocational support to persons with disabilities through 21 Vocational Rehabilitation Centres which evaluate residual capacities, provide training and self-employment assistance. The Government adds that 20 per cent of targeted Entrepreneurship Development Programmes and the Entrepreneurship Skill Development Programmes are conducted exclusively for persons belonging to the scheduled castes and scheduled tribes and persons with disabilities. A placement-linked programme, Seekho aur Kamao (Learn & Earn), aims to provide minority youth with upgraded modern and traditional skills, and ensures placement of at least 75 per cent of trainees. The Committee notes that 123,330 persons were trained in 2015–16, a significant increase compared to 20,686 persons trained in 2014–15. The Government also indicates that a new integrated education and livelihood initiative targeting minority youth (17–35 years) provides them with formal education, skill training and certification to enable them to seek better employment opportunities. The Nai Roshni programme, a leadership development programme for women from minority groups, provides participants with knowledge, tools and techniques for interacting with government institutions and banks, through various training courses, including training in educational empowerment, health, legal rights and digital literacy. In 2015–16, the Ministry of Minority Affairs launched a scheme on “Upgrading the Skills and Training in Traditional Arts and Crafts for Development”, which seeks to preserve the rich cultural heritage of minorities in traditional arts and crafts. The Committee requests the Government to continue to provide up-to-date information on the results of the measures implemented to assist women, scheduled castes, scheduled tribes, minorities and persons with disabilities to develop and use their technical and vocational skills (see also Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195)), including statistics on the number of persons benefitting from such measures. The Committee also requests the Government to provide information on the impact of various skills development training and self-employment schemes that have been established including, for example, for the rehabilitation of manual scavengers.
Article 2. Education, training and lifelong learning. The Government indicates that, during the reporting period, the MSDE carried out four policy interventions focused on articulating an overarching vision for skills development in India, to educate youth and promote lifelong learning. These include: (i) India’s second National Policy for Skill Development and Entrepreneurship, launched in 2015; (ii) the first National Skill Development Mission, also launched in 2015, to coordinate, implement and monitor skilling efforts under a three-tier structure, consisting of a Governing Council, a Steering Committee and Mission Directorate; (iii) notification across India of common norms for skill development schemes to ensure standardisation; and (iv) operationalization of the National Skill Qualification Framework, to ensure consistency in measuring the outcomes of skills training. The Committee requests the Government to indicate the manner in which these measures, taken under the national policy of vocational guidance and vocational training, have contributed to the development of open, flexible and complementary systems of general, technical and vocational education, educational and vocational guidance and vocational training.
Article 3. Vocational guidance information. The Government indicates that vocational guidance services are provided to youth through 409 Employment Exchanges that provide vocational guidance to youth through specialized vocational guidance units, as well as through 75 universities where employment information and guidance facilities are made available to students and alumni. The Committee further notes that the National Career Service (NCS) Portal launched in July 2015 provides a range of employment-related services, including job matching, career counselling, information on skills development courses, apprenticeships and internships. Moreover, the National Labour Market Information System (LMIS), launched in July 2016, makes available skills-related data and vocational guidance information to different government stakeholders and to the public. The Committee requests the Government to continue to provide updated information on the scope and impact of the measures adopted to provide comprehensive information and the broadest possible vocational guidance to children, young persons and adults, including vocational guidance for persons with disabilities. The Committee also once again requests the Government to supply copies of the information made publicly available in the context of vocational guidance and counselling and to provide information on vocational guidance measures taken or envisaged by central ministries and agencies as part of the national strategy.
Article 4. Vocational training and lifelong learning. The Government indicates that the number of Industrial Training Institutes (ITIs) has increased, reaching 13,105 during the reporting period. The Committee notes with interest that the capacity of ITIs increased by over 18 per cent, from 1,523,000 seats in 2014 to 1,865,000 seats in 2016. The annual increase in capacity was 170,000 seats per year during the 2014–16 period, as compared to 55,000 seats in 2013–14. The Government adds that apprenticeship training has also increased since the modification of the Apprenticeship Act in December 2014. The Committee notes in this regard that employers can now engage up to four times more apprentices since the adoption of the Act, and the number of apprentices in the country increased from 270,000 to 310,000 from 2014 to 2015. A National Apprenticeship Promotion Scheme (NAPS) has also been launched, through which up to 25 per cent of the stipend paid to participants is covered by Government funds. The Committee requests the Government to continue to provide information, disaggregated by age, sex and disadvantaged group, such as scheduled castes and scheduled tribes, on the impact of the measures adopted by the Industrial Training Institutes. It also requests the Government to provide additional detailed information on the measures adopted or envisaged to ensure that vocational training programmes cover different fields of the economy and are adapted to the changing requirements of individuals throughout their lives and to changing needs in the labour market.
Article 5. Cooperation with employers’ and workers’ organizations. The Committee notes that the Government’s report contains no information concerning the application of Article 5. The Committee therefore requests the Government to communicate information regarding the manner in which it is ensured that the formulation and implementation of vocational guidance and vocational training policies and programmes is carried out in cooperation with employers’ and workers’ organizations and other interested bodies, as required under the Convention.

Direct Request (CEACR) - adopted 2013, published 103rd ILC session (2014)

Article 1 of the Convention. Formulation and implementation of education and training policies. The Committee notes the Government’s report received in August 2013 containing detailed information and statistical data in connection with its previous comments. It notes that around 5.5 million people were trained by the various central ministries in the year 2012–13 and that the Government hopes that skill development will cover around 7 million people in 2013–14. The Government indicates that it has requested the Indian Bank Association to launch a new scheme for providing credit to candidates willing to take up skill development/vocational courses. The Committee welcomes the Government’s initiative to set up a credit guarantee fund to encourage banks to provide credit under the abovementioned scheme. The Committee understands from the Government’s report that for the effective coordination of education and training policies, coordination committees have been established at the state and district levels. The Committee also notes that a “National Skill Development Agency” has been constituted in 2013 to coordinate efforts of various central ministries and States Skill Missions and that a “Cabinet Committee on Skill Development” has been established under the Chairmanship of the Prime Minister to consider and approve various proposals related to skill development. The Committee invites the Government to provide in its next report information on activities and policies led by the National Skill Development Agency. Please also continue to provide disaggregated statistics regarding the impact of the measures implemented in terms of promoting skills development, in particular through public employment services. Please provide information on the results obtained following the assistance and advice received from the ILO (Part V of the report form).
Article 1(5). Equal opportunities. The Committee notes that measures are being implemented with a strong focus on the disadvantaged groups of society, like scheduled castes, scheduled tribes, minorities, people living on borders and pockets affected by an adverse law and order situation. The Government further indicates that is has decided to use 5 or 10 per cent of funds allocated to programmes such as the “Border Area Development Program” and the “Minority Sector Development Program” on skills development. Moreover, the Committee takes note of the fact that industry has been actively involved in efforts to improve the contents of various modules under the Skill Development Initiative Scheme and that new modules have been developed under the scheme in the last few months. The Committee invites the Government to include up-to-date information on the results of the measures implemented to encourage women, minorities, scheduled castes and scheduled tribes, and those working in the informal economy to develop and use their vocational skills, including through flagship programmes such as the Modular Employable Skills (MES) Scheme under the Skills Development Initiative (SDI), the Standard Training Assessment and Reward (STAR) scheme and the rural and urban livelihoods missions. Please also supply any available evaluation reports on these programmes.
Article 2. Education, training and lifelong learning. The Government indicates that it has decided to come up with a “National Skill Development Qualification Framework” that offers vertical mobility of people having required skills. The responsibility of developing the framework has been entrusted to the National Skill Development Agency. The Government also indicates that State Skill Missions have been activated and that in several states like Andhra Pradesh, Rajasthan, Gujarat, substantial funds are being spent by the state government in skill development programmes. Finally, the Committee notes that the Government is increasing synergy among central ministries and many ministries like Women and Child Development and Minority Affairs. The Committee invites the Government to describe the achievements of the National Skills Development Agency and other key institutions at both national and state levels to enable an open and flexible system of general, technical and vocational education, educational and vocational guidance, as well as vocational training. Please also provide further information on the efforts to develop a national technical and vocational education, vocational training and skills system that aims to ensure coordination and integrated planning between key ministries that provide training such as the Ministries of Human Resource Development, Labour and Employment, the Ministry of Rural Development and the Ministry of Micro, Small & Medium Industries.
Article 3(1). Vocational guidance information. In its report, the Government highlights that under the national vocational guidance programme, assistance is provided to all persons without discrimination and that information about job opportunities and training facilities is available to all different target groups and disseminated without any discrimination. The Committee notes that vocational guidance information is disseminated in person through career talks delivered by vocational guidance officers at schools and colleges and in writing through bulletins, pamphlets, posters and charts brought out by the Vocational Guidance Unit and University Employment Information and Guidance Bureaux. The Committee also notes that all the policies and programmes are promotional, free and voluntary. The Committee invites the Government to provide updated information on the scope and impact of the measures taken to provide comprehensive information and the broadest possible guidance, particularly to children, young persons and adults, including appropriate programmes for persons with disabilities.
Article 3(2) and (3). Information on vocational guidance measures. The Committee notes that efforts are being made to modernize the National Employment Service and to expand its coverage to cover apprenticeships, internships and part-time jobs. The Committee further notes that efforts are also being made to simplify registration and open user-friendly and technology-based channels to allow youth, as well as employers’ access to the data in a much more convenient way. The Committee invites the Government to describe and supply copies of the information made available for vocational guidance and to provide information on activities related to vocational guidance taken by main line ministries and agencies such as the National Skills Development Corporation (NSDC).
Article 4. Vocational training and lifelong learning. The Committee welcomes the Government’s decision to open a good number of Industrial Training Institutes (ITIs) in serviced blocks under public–private partnership mode. The Government indicates that quality of infrastructure and services are being improved in 400 ITIs under the World Bank assisted Vocational Training Improvement Project (VTIP) and that guidelines are being amended to ensure better utilization of funds made available to the Institute Management Committees on setting up an institute for training of trainers in public–private partnership mode. The Committee invites the Government to provide information on the impact of the measures adopted by the ITIs, as well as an evaluation of the Vocational Training Improvement Project implemented with the assistance of the World Bank, with a view to meet the needs for vocational training throughout life of both young persons and adults in all sectors of the economy and branches of economic activity and at all levels of skill and responsibility.
Article 5. Cooperation of employers’ and workers’ organizations. The Committee takes note of the Government’s indication that it continues to engage with social partners in an effort to ensure that maximum benefits can be achieved in terms of skill development and on-the-job training and employment. The Committee requests the Government to indicate the impact that the cooperation of the social partners and other interested bodies had on the formulation and implementation of vocational guidance and vocational training policies and programmes, including through key policy bodies such as the National Council for Vocational Training and the developing network of industry sector skills councils.
[The Government is asked to reply in detail to the present comments in 2016.]

Direct Request (CEACR) - adopted 2011, published 101st ILC session (2012)

Article 1 of the Convention. Formulation and implementation of education and training policies. The Committee notes the detailed information contained in the Government’s first report on the application of the Convention received in August 2011. The Government indicates that several policies on vocational guidance and vocational training were implemented, notably the Centrally Sponsored Scheme of Vocationalization of Secondary School that was launched in 1987–88. The courses provided within its scope were closely linked with employment and led to the training of more than 1 million students per year. The Government further refers to its National Policy on Education (NPE), modified in 1992, which makes provision for the implementation of systematic programmes of vocational education with a view to enhance employability and reduce mismatch between demand and supply of skilled manpower. Within the scope of the Eleventh Five-Year Plan 2007–12, a Working Group on Skill Development and Vocational Training was also set up in 2006 so as to assess the relevance of ongoing programmes of vocational training. The Government also indicates that the effective coordination of the abovementioned policies relies on coordination committees that are formed with the guidance of human resource development programmes. These committees were backed up by the launching in 2010 of a National Skill Development Mission that aims to finalize institutional arrangements at the national level for coordinated action. In its 2010 General Survey concerning employment instruments, the Committee noted the Government’s efforts with a view to attracting private investment into the vocational sector, which has been accorded top priority in its Eleventh Five-Year Plan 2007–12. The Committee further noted that the ILO contributed to the elaboration of India’s national skills policy, which envisaged the creation of the national skills development institution (paragraphs 131 and 183). The Committee notes that the National Skills Development Corporation (NSDC) was established and is actively involved in two major areas, namely establishing Sector Skills Councils (SSC) in order to involve industry in leading skill development and technical and vocational education and vocational training strategies for their sectors, as well as increasing capacity of the training system by stimulating a private training market through public–private partnership funding arrangements. The Committee invites the Government to provide further information as well as disaggregated statistics in its next report regarding the impact of the policies being currently implemented in terms of promoting skills development, in particular through public employment services. Please also indicate the manner in which the coordination committees contribute to the effective coordination of policies and programmes as well as the steps taken to enhance participation of the social partners within the Sector Skills Councils. The Committee also invites the Government to indicate the outcomes of the National Skills Policy as a result of the assistance and advice received from the ILO (Part V of the report form).
Article 1(5). Equal opportunities. The Committee notes that women’s training schemes were set up to give special focus on the skills training development of women and that various courses have been introduced. The Government indicates that the Women’s Training Directorate aims at promoting participation of women in skills training. The Committee further notes that about 93 per cent of the workers work in the unorganized sector and that programmes of informal apprenticeship aim at strengthening the skill base of target groups including, among others, own-account workers, workers and apprentices in micro enterprises and unpaid family workers. Various training providers such as schools, public and private training institutions and NGOs offer skill development programmes with a view to upgrading informal workers’ abilities. The Committee invites the Government to provide up-to-date information on the measures taken to encourage categories of vulnerable workers such as women, minorities and those working in the informal economy to develop and use their vocational skills, and to supply any available evaluation of these programmes.
Article 2. Education, training and lifelong learning. The Committee notes that both states and central governments have joint responsibility for general education since the amendment of the Constitution in 1976. The Central Ministry of Human Resource Development is responsible for planning educational policies, while the National Council of Education and Training (NCET) serves as a resource centre in the field of school development and teacher education. As for vocational education, the Council of Technical Education (AICTE) is in charge of ensuring the quality of technical and vocational education in India and approves new institutions and programmes. The Committee further notes that educational and vocational guidance as well as vocational training fall within the responsibility of the central and state governments. The Committee invites the Government to provide examples of the achievements of these committees at both national and state levels to enable an open and flexible system of general, technical and vocational education, educational and vocational guidance, as well as vocational training. Please also indicate what efforts are being made to develop a national technical and vocational education, vocational training and skills system that aims to ensure coordination and integrated planning between the Ministries of Human Resource Development, Labour and other key Ministries that provide training.
Article 3(1). Vocational guidance information. The Committee notes that several institutions such as guidance bureaus, employment exchanges and universities are in charge of providing comprehensive information with regard to employment prospects, choice of courses, occupational development, training, educational and developmental opportunities, on the basis of up-to-date documents and sources. The Committee also notes the National Employment Services that provides vocational guidance and employment counselling for jobseekers and students through the network of more than 400 vocational guidance units as well as the 20 vocational rehabilitation centres for persons with disabilities and the 42 special employment exchanges that have been set up in different parts of the country. The Committee invites the Government to provide more information in its next report on the impact of the measures taken so as to provide comprehensive information and the broadest possible guidance, particularly to children, young persons and adults, including appropriate programmes for persons with disabilities.
Article 3(2) and (3). Information on vocational guidance measures. The Committee invites the Government to include in its next report the description required by the report form concerning the type of information made available for vocational guidance purposes and to supply copies of the relevant documentation.
Article 4. Vocational training and lifelong learning. The Committee notes that the Directorate General of Employment and Training (DGET) offers a wide range of training courses through a network of 5,465 industrial training institutes and 22,800 establishments. These courses are geared towards upgrading the skills of serving industrial workers as well as training both potential and existing instructors of Industrial Training Institutes. The Committee also notes that the National Policy on Skill Development approved on February 2009 seeks to create a workforce empowered with internationally recognized skills so as to increase both the workers competitiveness and that of India on the global labour market. Together with the National Council on Skill Development, this Policy envisages the creation of 500 million skilled people by 2022 and aims at raising the number of apprentices from 258,000 in 2009 to 1 million in 2012. The Committee invites the Government to include in its next report information on the results obtained by the Industrial Training Institutes with a view to increasing the number of jobseekers that will be provided with vocational training and education. The Committee also invites the Government to provide further indications as to the impact of the programmes geared towards enhancing participation of both women and informal workers in educational and vocational training.
Article 5. Cooperation of employers’ and workers’ organizations. The Government recalls that the National Council for Vocational Training (NCVT) was set up in 1956. This advisory body is composed of members from different central and state government departments, employers’ and workers’ organizations and other stakeholders. Its mandate involves different sorts of activities, including conducting tests in various trade courses. The Government further refers to the Central Apprenticeship Council (CAC) which consists of, inter alia, nine representatives of employers in establishments in the public sector, nine representatives of employers in establishments in the private sector, 12 representatives of the Central Government, 22 representatives of the state Government. Together with the NCVT, the CAC aims at advising the Government on formulating policies and procedures and prescribing standards for vocational training schemes. The Committee would welcome receiving further information on the concrete measures adopted with regard to ensuring the consultation with the social partners as well as any other interested bodies in the formulation and implementation of vocational guidance and vocational training programmes.
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