T. E. Martha Lotha
Asst. Professor (St. Joseph’s College, Jakhama)
Education plays an important role in the all-around development of human being as well as the nation. It is a unique investment in the present as well as for the future. Every country develops its own system of education to express and promote its unique socio-cultural-economic identity besides meeting the challenges of time to leverage the existing potential opportunities. India, at present, is recognized as one of the youngest nations in the world with over 50% of the population under the age of 30 years. It is estimated that by 2025, India will have 25% of the world’s total workforce. In order to harness the full demographic dividend, India needs an educational system which is of high quality, affordable, flexible and relevant to the individuals, economy and to the society as a whole.
Presently, the country faces a demand-supply mismatch, as the economy needs more ‘Skilled’ workforce and also the managers and entrepreneurs that is created annually. In fact, majority of the contemporary institutions of higher learning remain almost disconnected with the requirements of the workplace. The skill oriented courses available in the market have low credibility and acceptability with the employers. The traditional higher education system in the country is also rigid in terms of duration of courses, timings for teachings-learning, place of study and choice of subjects.
There is a worldwide shift from conventional education system to competence based education system. With a view to make skills acquired by the learners acceptable nationally, the curricular and system of certification should align with the National Occupational Standards. In order to facilitate offering of nationally standardized skill related programmes, the Government of India has notified the National Skills Qualification Framework (NSQF) on 27th December 2013. It is a nationally integrated education and competency based skill framework which provides for multiple pathways, both within vocational education and general, to link one level of learning to another higher level and enable learners to progress to higher levels from any starting point in the education and skill system. It permits individuals to accumulate their knowledge and skills and convert them, through testing and certification by the competent authorities, into higher level of certification which could be a certificate, diploma, advanced diploma, a degree or a PG diploma in common parlance. The 12th Five Year Plan Document of the planning Commission has also laid a special emphasis on expansion of skill-based programmes in higher education, it recommends setting up of Community colleges (CC) to serve multiple needs including:
(I) Career oriented education and skills to students interested in directly entering the workforce (II) Training and education programmes for local employers (III) High-touch remedial education for secondary school graduates not ready to enroll in traditional colleges, giving them a path to transfer to three or four year Institutions (IV) General interest courses to the community for personal development and interest
The community college model, as envisaged, will be accessible to a large number of individuals of the community that encompasses both skill development as well as traditional coursework, thereby providing opportunities to the learners to move directly to the employment sector or move into higher education. It provides a flexible and open education system which also caters to community-based life-long learning needs. It has a synergistic relationship between the community, learner and the job market.
The main objectives are: (I) To make higher education relevant to the learner and the community
(II) Integrate relevant skills into the higher education system
(III) Provide skill based education to students currently pursuing higher education but actually interested in entering the workforce at the earliest opportunity
(IV) To provide employable and certifiable skills based on National Occupational Standards (NOSs) with necessary general education to senior secondary school pass-outs, with general education or vocational education background
(V) To provide up-gradation and certification of traditional/acquired skills of the learners irrespective of their age
(VI) To offer bridge courses to certificate holders of general/vocational education, so as to bring them par with appropriate NSQF level
(VII) To provide entrepreneurial orientation along with required skill training for self employment and entrepreneurship development
Fostering an attitude of appreciation for lifelong learning is the key to workplace success. Continuously learning and developing one’s skills requires identifying the skills needed for mobility. Successfully seeking out training or on-the-job opportunities for developing those skills. Improve Skills not only for employment but for self business.
To attain such feat requires indefatigable effort from various reliable agencies. In reality, there is no educational institution offering consistent skilled based education to the population in our State, perhaps, unable to meet the national and international standards. The concerned agencies or departments in our State should act as a catalyst in facilitating such arrangements, in order to prepare the population by enhancing their skills and ability based on the market demand, making them employable in any sector. On the other hand, the educated population in our State should initiate progressive campaigns to give awareness to the State and its population about the need for transformation in our existing education system, encouraging the State to develop a new education system that focuses not only on academic curriculum but give priority to skilled based curriculum.
