Case Study of Indi a 1 A country with multiple narratives, policy … Case... · 2018-01-21 · ADB Study/UNESCO-UNEVOC Website Material /Maclean, Jagannathan and Panth/Page 38 Case

ADB Study/UNESCO-UNEVOC Website Material/Maclean, Jagannathan and Panth/Page 38

Case Study of India

1 A country with multiple narratives, policy environments and approaches to education and training

India has an enormous population of 1.21 billion people, yet it manages to achieve a representative democracy through federal, state and local governments with differing political ideologies and policy emphasis. In addition, the variation between different provinces (known as states) in terms of the degree of poverty, stages of economic and social development, economic structures, and hierarchy of the caste system is unique and not comparable to any other country in the developed or developing world. There are states which are relatively wealthy and can be easily compared with fast emerging economies of the world and there are regions that are extremely poor and can be compared to Sub-Saharan Africa and the poorest countries in Asia.

The last two decades in India have been unique in many ways. As the country’s economic policies liberalized, India increasingly became the preferred investment destination as well as an important consumer market for the world. The per-capita income increased exponentially, the GDP growth rate touched 9% in 2008 even when the rest of the world was struggling with a financial crisis. The rising share of India in the world GDP has positioned it as one of the emerging Asian Tigers of the 21st Century.

However, the country faces a sharp paradox. According to the World Bank 1 there are nearly 400 million poor in India. These estimates are based on people living on less than $1.25 a day (2010). According to the World Bank report, India alone accounts for 33% of the world’s poor - almost equal to all of Sub-Saharan Africa, which encompasses over 40 countries. Even if we consider the official Government of India figures on this matter, the share of India’s poor is about 25% (the highest of any country) - a situation which is without doubt alarming and a major challenge. According to Census of India (2011) figures, 32.8% of households have no electricity, 53.1% have no toilets on the premises, 41.6% have no bathing facility and 17.8% of households have no radio/television/telephone/bicycle or any other vehicle. According to the United Nations Development Programme (UNDP) (2011), the country’s Human Development Index (HDI) is very low at 0.547 (a rank of 134 out of 187 countries), female literacy is only 65%, the infant mortality rate is 44 per 1000 where at best in India it is below 15 and at worst above 70.

Nearly 49% of the population of India is engaged in agriculture (National Sample survey, 68th round, Ministry of Statistics and Programme Implementation (MOSPI)) which contributes less than 17% to the GDP. The growth rate of the agriculture sector continues to stutter at around 5%. Industry employs nearly 24% of the labour force (11% in manufacturing), but the contribution to GDP also remains low at about 15%. The notion of there being a “Shining India” is mostly created through the services sector which contributes over 57% to national GDP but employs only 27% of the labour force. Many economists regard this situation as unsustainable.

1 http://www.worldbank.org/content/dam/Worldbank /document/State_of_the_poor_paper_April17.pdf


Figure 1.1 Labour participation and GDP share

Source: Economic Survey 2013-14, Ministry of Finance, Government of India

The service sector has been the fastest growing sector of the Indian economy and the growth rate has been consistently above overall GDP growth, and has been the steadiest among the three main sectors of the economy. It has grown at a compound annual growth rate (CAGR) of 9.5% 2001-02 to 2010-11. Its share of GDP has also been growing steadily every year and peaked at 57.7% in 2010-11, almost 4% higher than in 2005-06. However, from 2011- 12 onwards there has been a slowdown and the sectors that particularly slowed within the services sector were hotels, and restaurants, transport and communications which declined to 8.2% and 6.6% (respectively) in 2012-13 (Ministry of Finance, 2014). Manufacturing and agriculture also slowed down over this period. Within industry, manufacturing was the strongest performer with 10.5% growth for the years 2009-10. Out of the 75-80 million jobs expected to be created over the next five years, nearly 60% are expected to be generated by the services sector (CII-Technopak, 2009). Even with a high share in job-creation in future, the rate of employment generation in the services sector is not proportional to the growth of the sector and presents a critical challenge to the economy and its sustainability. From the point of view of a green economy, the services sector has the greatest potential for green employment in future.

48.9%

24.3%

26.9%

Labour Force (2011-12)

Agriculture and allied

Industry

Services

13.9%

26.1%59.9%

GDP share (2013-14)

Agriculture and allied

Industry

Services


Table 1.1 Share of income and employment in sub-sectors of the services sector

Service Sector Sub Sectors

Income Employment

Share (2009-10)

Growth (2004-5 to 2009-10)

Share (2009-10)

Growth (2004-05 to

2009-10) Trade and Hotels

15.5 12.2 10.8 1.23

Trade 14.2 12.1 9.5 1.37 Hotels and Restaurants

1.4 13.2 1.3 0.28

Transport 10.2 9.3 4.3 2.79 Finance 13.5 10.9 2.1 7.26 Banking 5.9 12 0.8 6.22 Real Estate 7.2 10 1.3 7.93 Public Administration

6 8.5 2.1 3.42

Education 3.9 6.9 2.6 1.9 Health 1.9 6.9 0.8 0.28 Other Services 2.5 6.9 2.7 -0.45

Source: Annual Report on Employment 2011, Ministry of Labour and Employment, GOI

Figure 1.2 Education levels of the India labour force

Source: EdUHK Team Analysis based on National Sample Survey 2011-12, Govt. of India

30.2%

24.0%16.4%

18.6%

1.5%9.3%

Illiterates

Upto Primary

Middle

Secondary & higherSecondaryDiploma & CertificateCoursesGraduate & Above


Of the total labour force of 475 million in India nearly 92% is in the form of informal employment2 in the unorganized sector (agriculture, building and construction, textiles, retail trade, logistics and transportation). Only 30 million (less than 10%) of the labour force is estimated to be in the organized sector. A large portion of the informal workforce is not engaged in what the ILO calls “Decent Work”, but find work in exploitative and vulnerable conditions as they find employment through informal means such as word-of-mouth references, contractors, and the like. In the absence of any bargaining power, basic freedom and mainstreaming opportunities, the vicious cycle of poverty and disadvantage gets compounded through low levels of education. According to the National Sample Survey 2011-12, almost 30% of the labour force consists of illiterates and 24% having primary education. Reports such as the Annual Status of Education Reports (ASER) point to the fact that a large number of children who complete primary education cannot even read or write, which questions the basic quality of education received. Data on women and scheduled castes (SC) show even lower levels of education attainment thus resulting in the social exclusion of the majority of the population.

As per the 2011 Census, only 65.46% women are literate, compared with 82.14% of men, despite an improvement in the literacy status of women which has risen from 53.64% since 2001. Going deeper, only 26.6% of women in the age group of 25 years and above are educated, compared to 50.4% of men. Labour force participation of women was virtually stagnant for two decades (36% in 1983, 35% in 2005) but has declined drastically to 25% in 2011.

The indicators, be it literacy or employment, vary across the geographical boundaries of the country. Kerala shows a high literacy rate of 91.98% and Madhya Pradesh the least at 60.02%. The variations can also be seen across the different caste groups. There are urban-rural differences too; rural women participate more actively in the labour market than do urban women (27.2 % and 9.7%). Rural women are largely in agriculture whereas urban women are in the services sector. Both, however, are mostly in low paid informal jobs where women are paid less than men for the same type of work. It is estimated that women form 31.2% of all economically active individuals and earn only 62% of men’s salary for equal work.

Consequently, this has lowered India’s Human Development Index which is 134th out of 187 countries as ranked in 2011. The country cannot progress if half (48.5%) of its population lags behind on the important parameters of education and employment. The Gender Diversity Benchmark, 2011 also indicated that India has the lowest national female labour force and the worst leaking pipeline for junior to middle level position women

2 Defined as “those working without any social security benefits in unorganised sector consisting of private enterprises owned by individuals or households engaged in the sale and production of goods and services operated on a proprietary or partnership basis and with less than ten total workers”


Figure 1.3 Policies and programmes related to labour, employment and skills development

Source: EdUHK Team Analysis

Employment Generation

Social Security &

Welfare

1. Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA)

2. Swarnajayanti Gram Swarozgar Yojana (SGSY) now National Rural Livelihoods Mission (NRLM)

3. Swarna Jayanti Shahari Rozgar Yojna (SJSRY)

4. Prime Minister’s Employment Generation Program (PMEGP)

Legislative Interventions

Skill Development for Employability

1. Rashtriya Swasthya Bima Yojna (RSBY)

2. Unorganized Worker’s Social Security Act, 2008

3. Employees’ State Insurance Corporation (ESIC)

4. Employees’ Provident Fund Organization (EPFO)

5. National Policy on Child Labour

1. National Floor Level Minimum Wage (NFLMW) since 1996

2. Contract Labour (Regulation & Abolition) Act, 1970

3. Worker’s Welfare Fund

→ The Mica Mines Labour Welfare Fund Act, 1946

→ The Limestone and Dolomite Mines Labour Welfare Fund Act, 1972

→ The Iron Ore, Manganese Ore and Chrome Ore Mines Labour Welfare Fund Act, 1976

→ The Beedi Workers Welfare Fund Act, 1976

→ The Cine Workers Welfare Fund Act, 1981

1. National Skill Development Policy (NSDP)

2. Institutional Structure for NSDP – Cabinet Committee on Skill Development, Ministry of Skill Development, Entrepreneurship, Youth Affairs and Sports, NSDA, NSDC

3. Introduction of National Skill Qualifications Framework

4. Expansion of Pvt. ITI 5. Upgrade of 500 ITI under

VTIP 6. Upgrade of 1396 ITI

under PPP 7. Skill Development

Imitative (SDI) Scheme under MES framework

8. Skill Development Infrastructure for NE states and Sikkim

9. SDI for youth in Jammu & Kashmir (J&K)

10. ITI and SDC in LWE regions (Left Wing Extremism)

11. New Schemes → Star Scheme 12. 1500 new ITI in PPP 13. 5000 Skill Development

Centers in PPP 14. 15 new Advanced

Training Centres 15. 15 Vocational Training

Institutes for Women 16. Modernization of

Employment Exchanges under NeGP to create LMIS

17. Sector Skills Councils


Box 1.1 Key schemes promoting social inclusion

1.1 Policy environment for green growth – favourable policies, implementation hurdles

The Twelfth Plan 2012-2017 (‘Faster, Sustainable, and More Inclusive Growth’) recognizes that rapid growth of GDP is an essential requirement for achieving the objective of broad based development and improvement in the economic and social conditions of the people. The Plan also recognizes that the focus should not be just on GDP growth itself, but on achieving a growth process that is as inclusive as possible. For example, rapid growth which involves faster growth in agriculture, and especially in rain-fed areas where most of the poor live, will be much more inclusive than a GDP growth that is driven entirely by mining or extraction of minerals for exports. Similarly, rapid growth which is based on faster growth for the manufacturing sector as a whole, including Micro, Small and Medium Enterprises (MSME), will generate a much broader spread of employment and income earning opportunities and is therefore more inclusive than a growth which is largely driven by extractive industries. However, it is easier said than done.

The economic squeeze is forcing industry to increase productivity, cut employment and de-prioritize climate and sustainability concerns. The labour market in India struggles to keep pace with the rapidly changing economic environment. Indian industry also faces global competition, domestic pressures and regulatory challenges.

Regulatory policies such as the Integrated Energy Policy of 2006, and the Energy Conservation Building Code (May 2007), affect the design of new, large commercial buildings. Mandatory

Food processing industries: Grants to NGOs to set up 326 food processing and training centres during 1992-93 to 2000-01. Women in rural areas and weaker sections of society were given preference.

Human resource development: Jan Shikshan Sansthan, 157 vocational training centres run by NGOs offering more than 250 courses, priority is given to adult neo-literates/ semi-literates, SC and ST, women/girls, oppressed, migrants, slum/ pavement dwellers and working children. Women polytechnics are quite popular.

Social justice and empowerment: Institutes having provisions for training and vocational education are many like for e.g. National Institute for the Mentally Handicapped, for the physically handicapped etc. The institutes focus on persons with disability, victims of drug abuse, marginalized sections of the society, SCs, backward castes, child labourers etc.

Women and Child Development Department – all programmes are devised and implemented for women. Programmes such as Support to Training and Employment Programme for Women, Swavalamban, training in home scale preservation of fruits and vegetables (by Community Food and Nutrition Extension Units, Central Social Welfare Board (programmes are organised by voluntary organizations), Kishore Shakthi Yojana and many more.



requirements such as energy audits in large energy-consuming units, employment of “certified energy managers”, conducting environmental impact assessments, developing environmental management plans and annual online reporting on energy consumption and energy conservation data, though progressive, adversely impact on the costs of production in the short-term. Such pressures have led to a tiered economy where companies operating within a global marketplace use international good practice approaches to achieve sustainable growth, while other locally focused companies sometimes operate with little awareness of sustainability issues. While the impact of these policies seems to be more pronounced in traditional manufacturing, and in small and medium enterprises, the same policies and many more are leading to a new wave of industries, jobs and skills reinforcing the need for “green growth”.

Even though India is one of the lowest greenhouse gas emitters per capita in the world, with emissions nearly one quarter of the global average, the government has proactively put together a well-developed policy, legislative, regulatory framework, and programme for the promotion of energy efficiency, renewable energy, nuclear power, fuel switching, energy pricing reform, and is addressing greenhouse gas (GHG) emissions in the energy sector (Prime Minister's Council on Climate Change, 2012).

The National Action Plan for Climate Change and its Eight Missions viz. National Solar Mission; National Mission for Enhanced Energy Efficiency; National Mission on Sustainable Habitats; National Water Mission; National Mission for Sustaining the Himalayan Ecosystem; National Mission for a Green India (Forest Land); National Mission for Sustainable Agriculture; and, National Mission on Strategic Knowledge on Climate Change, all outline multi-pronged, long-term and integrated strategies for achieving goals in the context of climate change (Prime Minister's Council on Climate Change, 2012). For example, the National Mission on Enhanced Energy Efficiency (NMEEE) aims to save nearly 23 million tonnes of oil equivalent (Mtoe) of fuel, avoid a power generation capacity addition of 19,000 Megawatts (MW) and mitigate carbon emissions by 98 Mega tonnes (MT) per year, by 2014-15.

India even has a dedicated Ministry for New and Renewable Energy. The country is a leader in renewable energy through wind, biomass and solar sectors and ranks among the top ten countries of the world in renewable energy. In 2013, India’s cumulative renewable power capacity reached 29,989MW (Ministry of New and Renewable Energy, 2014). Wind-power accounts for about 70% of this. In addition, hydro-power capacity reached 39,788MW (National Information Centre, 2014) which is managed separately through the Ministry of Power while small-hydro power (up to 25MW) is managed through the Ministry of New and Renewable Energy.

In addition, the National Urban Transport Policy spells out strategies designed to improve fuel efficiency, the use of cleaner fuels and new forms of public transport. The Bureau of Energy Efficiency (BEE) labelling programme for appliances, the solar lamp programme, a reduction of coal for the production of electricity through super-critical units, sustainable tourism certification criteria match global standards in energy usage, energy conservation and sustainable development.


Box 1.2 The National Urban Transport Policy

Each of these missions and policies as outlined has implications for every industry, whether big or small, manufacturing or service. They demand compliance and a reorientation in the way business is conducted. They are also reinforcing the need for skilled professionals and workers to be sensitive to environmental needs and to produce or service in a manner which promotes “green growth” as articulated in the international literature (ILO, 2011).

Undoubtedly, Asia and Pacific is the fastest growing region in the world (UN, ESCAP Report, 2012), and is widely regarded as being the economic engine of the world. However, the enormity of the informal economy, and transitions from primary (agriculture/mining) to secondary and tertiary (manufacturing and services) sectors, is creating enormous and increasing pressure on generating employment and opportunities to trade. This is not only within countries but also across countries. While high domestic consumption is driving these economies, the global trade arrangements, environmental mandates, human development policies and what has been called a “resource crunch” are having a cascading effect on the performance of industries and their competitiveness. Many firms are myopic, stressing short-term profits rather than medium to long-term benefits.

The National Urban Transport Policy emphasizes extensive public transport facilities and non-motorized modes over personal vehicles. The expansion of the Metro Rail Transportation System in Delhi and other cities and other mass transit systems, such as the Metro Bus project in Bangalore, are steps in its implementation. The state government of Maharashtra imposes a congestion tax to discourage the use of private cars in cities where it has created “sufficient public transport capacity”. Further, in order to control emissions from transport vehicles, compressed natural gas (CNG) was introduced in Delhi and other cities; restrictions were put in registering retiring old and polluting vehicles. Some state governments provide subsidies for purchase and use of electric vehicles. For thermal power plants, the installation of electrostatic precipitators has become mandatory. In many cities, polluting industrial units have either been closed or shifted from residential areas.

Source: The National Urban Transport Policy, Government of India


Box 1.3 Policy support for green jobs in agriculture

1.2 Education and training

Overall landscape and issues

The education system in India has largely continued with the legacy of the British education system, which was designed in a way to prepare human capital for the industrial revolution, and therefore training has been largely centred on learning assembly line skills. The education infrastructure, curriculum, pedagogy, examinations and certifications have therefore been aligned with the objective of linear, step by step learning. The system to a large extent still continues.

The Government of India’s 12th Five Year Plan has set for itself the goal of faster, sustainable and more inclusive growth. There are major schemes that provide policy support for sustaining natural resources, ecosystem services and creating green jobs (Government of India, 2012), these being::

Works under MGNREGS: The list of “permissible” works like conservation of water, groundwater recharge, reduced soil erosion, increased soil fertility, conservation of biodiversity, reclamation of degraded crop and grazing lands, enhanced leaf manure, fuel wood and non-wood forest products supply among others, are types of green jobs.

The Integrated Watershed Development Programme (IWDP) which aims to restore ecological balance in a watershed by harnessing, conserving and developing degraded natural resources such as soil, water and vegetative cover.

Under National Rural Livelihoods Mission (NRLM), the guidelines for non-timber forest produce-based (NTFP) livelihoods under the Mahila Kisan Sashaktikaran Pariyojana (MKSP) identify regeneration and sustainable harvesting of NTFP species as key objectives. Promotion of organic and low-chemical agriculture and increased soil health and fertility to sustain agriculture-based livelihoods is an objective under the sustainable agriculture component of MKSP; green inputs and advisory services to farmers and livestock herders and use of renewable-based energy services for processing activities increases the potential for green outcomes

Under Indira Aawas Yojana (IAY), green results include efficient use of resources, including water, energy and construction material.

Nirmal Bharat Abhiyan – formerly the Total Sanitation Campaign (TSC) - has recently expanded its scope from eradication of open defecation to comprehensive sanitation in rural areas. Ten percent of project funds are earmarked for solid and liquid wastes management. NBA can ensure safe disposal of solid and liquid waste, and prevent untreated wastewater from re-entering the water system. These results can substantially improve the quality of water.



Figure 1.4 Education and training system in India

Primary Education Non-Formal Education

Upper Primary Education Non-Formal Education

Secondary School

Sr. Secondary School

ITIs

ITIs and Polytechnics

Open School

Open School

Under-graduate courses

BE/ B-Tech MBBS

Open University

Post-graduate courses/

MBA

Primary Teacher Training

B.Ed.

M.Ed.

M.Phil.

Ph.D.

Com

puls

ory

Elem

enta

ry

Educ

atio

n (I

to V

III)

Seco

ndar

y Ed

ucat

ion

(IX to

XI

I)H

ighe

r Edu

catio

n

Technical Education and Skill Development

Short-term MES courses, NSDC Star

scheme

Short term accredited by Sector Skill Councils

Vocational training programs by private sector and NGOs

Level 1 Certificate Xth

Level 2 Certificate Xth

Level 3 Certificate XIIth

Level 4 Adv. Certificate XIIth

Level 5 Diploma XIIth

Level 6 Advanced Diploma XIIth

Level 7 Bachelors XIIth Plus

Level 8 PG Diploma Graduation or Level 7

Level 9 Masters Graduation or Level 8

Level 10 Doctorate Masters or Level 9

National Skills Qualification Framework

NSQF levels

Equivalent to Eligibility

Recognition of Prior Learning (RPL)

Source: EdUHK Team Analysis (recreated from different sources such as Development of Education in India, 1990-92, World Bank 2006 and NSQF 2013)

Post-independence, the system was in line with the economic aspirations of the country at that time, when the focus was on the modernization of agriculture and an industrial revolution to move people from the farm to the non-farm sector by training them in manufacturing skills. The downside of the story was that neither the farm modernization could gain momentum nor the manufacturing sector could grow at the anticipated pace. It was after 1991, when markets were liberalized that there was some momentum in the manufacturing sector however, the real surprise was the boom in the services sector that led the growth of the country. The services sector, due to its very nature in the use of technology, communication etc., could not generate jobs for the masses while the manufacturing and agriculture sectors continued to reel under pressure. Manufacturing, due to the influx of foreign technologies, was modernized and also expanded to some extent, but it was not able to have any major impact on the training system, which continued with an archaic curriculum, old pedagogy of a terminal nature so that those who were trained and got jobs were stuck in fixed trades and professions.

The Eleventh Five Year Plan (2007-2012) was known as the “Education Plan” while the Twelfth Five Year Plan (2012-2017) is being seen as a plan for “Inclusive and Sustainable Development”. Though the transition in terms of theme from the Eleventh to Twelfth Five Year Plan appears logical there does seem to be a lot to be desired in basic education provision, which still faces quality gaps, teacher gaps, high dropout rates and a deterioration of infrastructure created in the last decade. While the poor quality of school education is a widely discussed subject, lack of linkages between elementary, secondary, vocational skills and higher education also has serious implications for the overall development of students, and impacts adversely on performance in work situations, therefore affecting profitability. In addition, the absence of linkages between the education system and industry further poses problems of retraining, which in addition to having cost implications also affects the productive time of industry and trade.


The canvas of education and employment has been historically widespread with multiple agencies like the National Skill Development Agency (NSDA), National Skill Development Corporation (NSDC), Directorate General of Employment and Training (DGET), Ministry of Human Resources Development (MHRD) and various other ministries, industries and industrial associations, NGOs, donor community – all pooling their resources and information to achieve skills targets in different ways (Figure 1.5). The large number of agencies, ministries, policies and mandates, in one sense presents a complicated picture; while in another gives confidence to the extent to which government initiatives can reach out. Estimates by the Planning Commission suggest that the cumulative capacity of skills development, through all government programmes, is about 10 million people per year, a number that is unachievable by any other means. However, when examined against the target of 500 million by 2022, current capacity appears miniscule. Even though the scale can be achieved by government, there are added issues of quality and relevance.

Although the problems appear to be enormous, the range of activities through the efforts of government, industry, private entrepreneurs, NGOs, and international institutions cannot be ignored. While the present focus is primarily on basic provisioning and ensuring that the large numbers of beneficiaries get enrolled in skills development programmes, poor quality of certified graduates to do a job productively and remain employable remains questionable. The National Occupational Standards (NOS) being developed by Sector Skill Councils with the support of National Skill Development Council is an encouraging step towards driving industry relevant curriculum and credible assessments.

In absolute terms, the education infrastructure of India may be better than the infrastructure of many big countries. Nearly 1.3 million schools (237 million students), over 46,000 colleges (20 million students), and nearly 53,000 vocational training centres (10 million students) represent a substantial system. However, even with such an elaborate infrastructure, the country has less than 10% graduates, only 32% of the population report to have completed primary education and 16% of the population report having completed secondary education (National Sample Survey Organisation (NSSO) 2011-12). Furthermore, the quality of education at all levels continues to be poor as indicated by private surveys such ASER, Programme for International Student Assessment (PISA) or academic research (Mehta & Kapoor, 2007), (Basant & Mukhopadhyay, 2009), (Unni & Sarkar, 2012).


Figure 1.5 Government departments and other agencies involved in the education process

Prime Minister’s Office

And

Cabinet Committee on Skill Development

National Skill Development Agency

Ministry of Skill Development & Entrepreneurship

National Skill Development Corporation (NSDC)

Ministry of Labour & Employment (DGE&T)

Ministry of Human Resource Development (MHRD)

Other Ministries

Craftsmen Training Scheme (CTS)

ITIs/ITCs

National Council for Vocational Training

Vocational Education in Secondary Schools

Higher Education

NCERT

University Grants Commission

AICTETechnical Education/ Polytechnics

NSDC Partners + Independent NGOs

Sector Skills Councils (autonomous and independent under license from NSDA)

Skill Development Initiative Scheme (SDIS)

Vocational Training Providers (VTPs)

Industry Associations

Multilaterals

Bilaterals

The World Bank ILO

Asian Development Bank

EU OECD

Confederation of Indian Industry

FICCI ASSOCHAM

Private Initiatives CSR Initiatives

UKUK-India Skills ForumUKIERI

VET Agencies in Germany & NSDC Partnership

Canada: CIEC

Swiss-Indian VET InitiativeESBF & FICCI

State-wise Skills Mission (under respective State Governments)

Rural Development

Urban Development

Health & Family Welfare

Tourism Agriculture Etc.E.g.

E.g.

E.g.

E.g.

Source: EdUHK Team Analysis, current at the time of research data collection.

Even with such a large infrastructure, the demand for education greatly outstrips the supply. Specifically in skills education there is an overall deficit of 32%, with very large gaps in the


two largest states of Uttar Pradesh and Bihar. Surprisingly advanced states like Delhi and Kerala also report a high shortfall in capacity (Table 1.2).

Table 1.2 Skill development targets

Skills Development Targets States 12th Plan

(2012-17) (in Millions)

2012-13 (in Millions)

Existing Govt.

Capacity per annum

(in Millions)

Capacity Shortfall

(%)

Bihar 6.9 0.73 0.397 46% Uttar Pradesh 13.2 1.4 0.778 44% NCT Delhi 1.1 0.12 0.067 44% Kerela 2.2 0.23 0.136 41% Assam 2.1 0.22 0.131 40% Jammu/Kashmir 0.8 0.09 0.055 39% West Bengal 6 0.64 0.398 38% Uttarakhand 0.7 0.07 0.044 37% Madhya Pradesh 4.8 0.51 0.336 34% Haryana 1.7 0.18 0.12 33% Chattisgarh 1.7 0.18 0.124 31% Rajasthan 4.5 0.48 0.331 31% Maharashtra 7.4 0.79 0.558 29% Jharkhand 2.2 0.23 0.167 27% Himachal Pradesh 0.5 0.05 0.037 26% Punjab 1.8 0.19 0.146 23% Andhra Pradesh 5.6 0.59 0.458 22% Karnataka 4 0.43 0.335 22% Gujarat 4 0.42 0.34 19% Tamil Nadu 4.8 0.51 0.416 18% Odisha 2.8 0.29 0.247 15% Other States/ Union Territories (UTs)

1.2 0.15 NA NA

INDIA 80 8.35 5.374 32% Source: EdUHK Team Analysis based on data from NSDA

While the shortage of infrastructure may have solutions in the form of more coordinated action or more budgetary support, there are deeper issues within the TVET system which are important for consideration. Many of them have different dimensions for public and private providers. There are important issues such as:

Lack of uniformity across institutions – Due to the multiplicity of guiding frameworks, there is a lack of uniformity in terms of duration, entry requirements and nomenclature of qualifications across institutions For example, in plumbing, the duration for face-to-face mode certificate courses in plumbing/sanitary hardware fitter/plumber ranges from 2 years to 1 year to 6 months to 4 month programmes, and there are also the open learning system which offers 1 year, 6 month, and 3 month programmes. The entry requirements range from Standard VIII to Standard X to Industrial Training Institute (ITI) pass. The private sector training institutions


offer vocational education and training according to their own plan and curriculum. Many institutions associated with NSDC have curriculum development units that, in consultation with industry experts, map the skills to real jobs in the industry and develop training programmes. The content of training is closely guided by specific industry demands. They widely utilise Modular Employable Skills (MES) modules, developed for the Skills Development Initiative Scheme (SDIS).

Unclear pathways of learning – The majority of TVET programmes are terminal in nature as there are no clear entry requirements and progression routes for vertical mobility. The certificates, diplomas, degrees and professional degrees have no linkages between them. For example, a school based vocational education course is hardly recognized by polytechnics or the pass-outs of the Modular Employable Scheme (MES) and find no acceptance in higher education institutions. This leads to the low esteem of vocational education programmes. In order to provide multiple pathways for learners in acquiring desired competency levels, the National Skills Qualification Framework (NSQF) was notified by Government of India in December 2013. The NSQF organizes qualifications according to a series of levels of knowledge, skills and aptitude. These levels are defined in terms of learning outcomes which the learner must possess regardless of whether they were acquired through formal, non-formal, or informal learning. It is a nationally integrated education and competency based skills framework that will provide multiple pathways, horizontal as well as vertical both within vocational education and vocational training and among vocational education, vocational training, general education and technical education, thus linking one level of learning to another higher level. This will enable the person to acquire desired competency levels, transit to the job market, and at an opportune time, return to acquire additional skills to further upgrade their competencies. The NSQF would require regulatory institutions (e.g. University Grants Commission (UGC), All India Council for Technical Education (AICTE), National Council for Vocational Training (NCVT), Technical and School Boards etc.) to define each of their entry and exit parameters in terms of competencies ascribable to that level of the NSQF so that vertical progression in the vocational education could be strengthened.

Limited capacity of instructors, faculty – While many training providers report a shortage of quality instructors, the ones already in the system and teaching are ill-equipped to handle the demands of industry to build-in updated knowledge, new technology and awareness of changing market requirements. With hardly any institutions on Teacher Training the need for continuous capacity development is supreme. According to an Institute of Applied Manpower and Research (IAMR) study3, only 7% of instructors in ITI/International Trades Centre (ITC) are degree holders, while others have ITI certificate with one year course in Principles of Teacher Training (PoT). Also, the lack of linkages between technical and vocational education and the higher education system further creates the divide of poor quality instructors. Due to the growth of third party assessment in skills development, there is a shortage in assessors.

Archaic content – Across industries, there is a growing demand for cognitive skills involving understanding, interpretation, analysis, problem solving, collaboration and communication. Unfortunately, existing programmes are hardly addressing the cognitive traits and use archaic technical curriculum. In an IAMR study, 36 out of the 43 firms revealed that they were facing

3 Tracer Study On The Outcome/Placement of Graduate of Industrial Training Institute, Institute of Applied Manpower and Research (IAMR), Planning Commission, Government of India


skills related problems, both in number and quality – a commonly cited reason was lack of linkage between theory and practice4.

Teaching and testing just routine skills restricts the economy from moving up the value chain of production. However, to increase the flexibility of students’ training, NSDC providers and industry led training programs include the development of generic skills in their training with, for example, modules in basic computer skills, better English language skills, and soft-skills.

Box 1.4 Polytechnic syllabus, Board of Technical Education, Delhi

Ailing formal apprenticeship system – Apprenticeship programmes in India are governed by complex and burdensome rules and regulations. Almost 78.4% private enterprises covered under the District Apprenticeship Act, are not engaging apprentices5. There are strict norms on permissions, trades permitted, training duration, stipend levels, apprentice/employee ratio, and training facilities. As a consequence, India has less than 300,000 formal apprentices. In addition, companies hire cheap labour under the guise of an apprenticeship programme. The new apprenticeship legislation has been cleared by the cabinet and is likely to lead to an expansion

4 Vocational Education and Training Reform in India: Learning from good practices at home and abroad , Report No. 1/2014, Institute of Applied Manpower and Research (IAMR), Planning Commission, Government of India

5 Skill Development and Vocational Training in India: Realizing Demographic Dividend, Institute of Applied Manpower and Research (IAMR), Planning Commission, Government of India

Analysis of the content of the syllabus for civil engineering revealed that there is nothing in the syllabus itself related to green construction: materials, appliances, insulation, energy efficiency, planning for using solar energy, or natural ventilation. Subjects such as construction materials and building construction do not include new green technologies. Important subjects, such as water and wastewater engineering, do not contain any elements of advanced methods of Design of Biological and Advanced Wastewater Treatment Plants. These designs focus on leading-edge treatment systems for both municipal and industrial settings, water re-use, non-potable recycling in irrigation and industrial re-use applications, and grey water and storm water recycling in point of use applications.

It was also stated that field visits may be planned to explain and show “relevant things”.

Although new technologies are not included, this is a rather inclusive syllabus and provides a broad understanding of the field. It includes both theoretical and practical components, although the practical components are designed to simply support theoretical learning not the practical skills required to work-related situations. Students are, however, required to visits construction sites and to observe and write reports.

Source: Delhi Polytechnic, interview


of apprenticeship numbers as it supports employers in providing places for apprenticeship, however the impact of the new legislation is yet to be seen.

Uncoordinated standards and accreditation systems – One of the major triggers for inefficiency and poor quality in the system has been a lack of standards and accreditations in the country. The credibility of the Indian accreditation system has generally been low. This is despite the fact that there have been a number of formal accreditation systems in existence: the Central Board of Secondary Education, Council for the Indian School Certificate Examinations and state boards in school education, University Grants Commission (UGC) in higher education and All India Council for Technical Education (AICTE) in technical education domains and National Council for Vocational Training and MHRD in vocational education. In addition, there are independent agencies such as the Medical Council of India, Nursing Council, Bar Council, and the Institute of Chartered Accountants which have their own accreditation systems and charters 6. The National Institute of Electronics and Information Technology (NIELIT), (earlier called the Department of Electronics and Accreditation of Computer Classes (DOEACC) Society), and Quality Council of India sub-bodies such as the National Accreditation Board of Education and Training (NABET) and the National Board for Hospitals and Healthcare Providers (NABH), have accreditation and standards agenda in IT, education and healthcare. Ironically, in most trades and professions, accreditation is mandatory in India, which makes the private sector and NGO skills training providers (including the National Skills Development Corporation partners) design certifications that may not be recognized by established accreditation agencies such as the UGC, or the AICTE. The National Board of Accreditation (NBA) has been the accrediting agency under the AICTE and has been able to accredit only about 2,000 out of some 20,000 courses.

Box 1.5 Accreditation status in universities and colleges

6 Sub-Committee on "Improvement in accreditation and certification system", http://planningcommission.nic.in/reports/genrep/index.php?repts=rep_csa.htm

According to the MHRD, out of the 33,000 colleges and 600 universities, less than 5,000 colleges and less than 200 universities have volunteered for accreditation through the National Assessment and Accreditation Council (NAAC), which has been in operation since 1994. Out of those accredited, only 9% of colleges and 31% of universities are rated in the “A” category of institutions. The accreditation system falls short on accountability issues related to outcomes. Also the accreditation of institutions versus accreditation of courses being handled by two different agencies damages the credibility of the accrediting agencies. A large number of new institutions which are less than 5 years old are not eligible for accreditation and, therefore, there is no benchmark available for ascertaining the quality of learning in these institutions. If the quality is poor, the institution remains untracked for 5 years and may impact negatively on the lives of hundreds of students. If the quality is good, the excellence remains elusive with regard to gaining formal recognition.

Source: Ministry of Human Resource Development (MHRD)


While 32 Sector Skill Councils (SSCs) (as of March 2014) have been approved to be set-up through NSDC support and are in the process of preparing national occupational standards, qualifications packs and assessment tools, the acceptability of their standards in the government system is not yet clear because Directorate General of Employment and Training (DGET) under the Ministry of Labour and Employment (MoLE) also announced in January 2014 that it was setting up sector-wise 25 Mentor Councils for National Council for Vocational Training (NCVT) courses in Industrial Training Institutes (ITI). The core group of 11 Mentor Councils have already been formed. The functions of the Mentor Councils are much the same as the SSCs formed in some 32 sectors (as of March 2014). Many of the SSCs have started accrediting private TVET programmes and are developing national occupational standards for their respective sectors and conducting trade assessments to ensure an effective bridge between training and work requirements.

Although affiliation and accreditation systems exist they are not harmonised in any way. Due to this maze of agencies, TVET institution accreditation has been highly fragmented and does not lead to outputs which can be easily recognised in terms of industry standards. There is no national regulatory framework in the TVET and skills system which is particularly important now with the emergence of SSC as sector specific affiliation bodies.

Training efforts of the employers, private sector and NGOs – bridging the gaps

Industry standards on the other hand are governed by changing customer demands, global climate change mandates, competitive pressures and government regulations which get reflected in the skills demands by industry. For example, cleaner technology processes in power plants trigger the need for corresponding training and education. The introduction of compressed natural gas (CNG) has triggered the need for training about clean and green fuels. The private training providers get an edge by modifying their courses and curriculum quickly or by providing customized training programmes to those already in the industry.

Given the large and burgeoning shortage of skilled workers, in the face of higher demand coupled with poor training and accreditation mechanisms, a number of large corporations, for-profit institutions, voluntary organisations and NGOs have also started working in the area of human development and training. For example, out of approximately 10,000 ITIs, nearly 7,300 are private. As of March 2014, thirty two Sector Skill Councils (SSCs) have also been set-up through industry initiatives with support from NSDC. The role of the SSCs is to complement the existing vocational education system through research, improving the delivery system and building quality assurance in the certification and accreditation of training partners.


Box 1.6 Youth empowerment success project - BASIX Academy for Building Lifelong Employability (B-ABLE)

A number of large formal corporations have provision for in-house training to develop customized training programmes for employees to facilitate a smooth transition into their respective jobs. For example, Infosys Technologies has invested more than US$450 million in building its own training centre. Wipro Technologies allocates 1% of its revenue every year for the specific purpose of training fresh graduates (Technopark, 2009). However, according to a World Bank Report (2006), in-house training is still in its early stages in India. Only 17% of manufacturing industries provide any form of in-house training. This is less than half the average of countries in Europe, East Asia and Latin America. In fact, these figures are much lower than many of India’s less developed neighbours such as Bangladesh (27%) and Sri Lanka (38%). Furthermore, in the absence of an accreditation system for in-house training, such systems face a lack of credibility in the absence of any formal certification. More detailed analysis in the same report (World Bank 2006) shows that most of the problems reside with micro and small firms. While the prevalence of in-house training in larger firms is as much as 56%, the figure for micro-enterprises is a very small 6%.

Through the YES project (Youth Empowerment Success) the BASIX Academy for Building Lifelong Employability (B-ABLE) works with the Ministry of Home Affairs, Youth and Social Change to deliver training that is aimed to achieve social change, promote livelihoods and employment. Training covers the following units:

• personal competencies (including responsibility, positive attitudes, hygiene, confidence, personal values, respect of self and others, and understanding and managing emotions);

• problem-solving and managing conflict;

• healthy lifestyle;

• sexuality (including gender roles and stereotypes, violence, abuse, and sexually transmitted diseases);

• effective work habits (the meaning of a good employee, workplace protocol, time and money management, workers’ rights, and responding to harassment and abuse);

• entrepreneurship (starting your business, and obtaining financial support);

• community and personal awareness (including environmental protection);

• diversity (rights, values, tolerance, and dealing with differences); and

• service learning (including identification of service needs within a community, selecting, planning and conducting a community service project and team building).

Source: Basix Academy for Building Lifelong Employability (B-ABLE) interview


Apart from apprenticeships and other traditional in-house training mechanisms, internships have recently gained popularity. By providing internships, firms effectively address the issue of lack of practical knowledge imparted by the technical and vocational institutions of India. It also proves to be a potential recruiting system.

One of the key roles played by the private training sector in recent years is participating in government skills development efforts. The government also has encouraged private partnerships in various forms. For example, NSDA is encouraging cross institution learning and sharing, and NSDC is extending loans to the private sector for skills development training. The “Hunar Se Rozgar” initiative of the MoT, the “Aajeevika” programme of the Ministry of Rural Development and many others are all being implemented through NGOs. The private sector is also actively engaging in developing sustainability curriculum, green skills courses and certification systems. For example, the Birla Institute of Management Technology (BIMTECH) runs a postgraduate programme in sustainable development with components such as sustainability measurement and reporting, green supply chain management, and legal aspects of sustainability. NGOs such as Drishtee run green entrepreneurship campaigns through its model village project. Don-Bosco has partnered with Alliance for an Energy Efficient Economy (AEEE) to run skills development programmes for green jobs and B-ABLE centre on green skills are exemplary examples towards green skills development.


Box 1.7 BASIX Academy for Building Lifelong Employability (B-ABLE) centres on green skills

B-ABLE runs ten centres on various aspects of green skills in Sikkim state (the only organic agriculture production state in India). In the design of their courses they use a green skills inventory (where they identify training classes) that incorporates agriculture, forestry, animal husbandry, fisheries, and horticulture. The following classes are included:

Green construction Retrofitting buildings for energy efficiency

Basics of green habitats Heritage building preservation

Water-neutral construction

Organizing for habitat improvement

Carbon-neutral construction

Green personal and social services

Using local building materials

Yoga training

Low-cost building techniques

Alternative therapies

Use of sun and wind in buildings

Meditation

Counseling Personal services

Green education for young people

Eco-tourism

Wildlife sanctuary support services

Slum development support services

Green social services (to be decided)

Green manufacture

Basics of green manufacturing

Water-neutral manufacturing

Carbon-neutral manufacturing

Accounting for environmental costs

Manufacturing of bio-inputs for agriculture

Manufacturing of renewable energy products

Manufacturing of green construction material

Recycling of organic waste

Source: B-ABLE, interview


While training provided by the private sector is, in theory, more oriented towards practical skills, as opposed to the formal education system, it is also reported that these institutes are performing just marginally better than their public sector counterparts. Both the ILO report (2003) and the EDCIL survey (2005) assert that these institutes are exposed to minimum interaction with the actual industries. It is not the case that all private initiatives are in the form of training since there are other roles such as:

• research and advocacy: SSCs, the Confederation of Indian Industry (CII), Federation of Indian Chambers of Commerce and Industry (FICCI), the Associated Chambers of Commerce and Industry of India (ASSOCHAM), and the United Nations Conference on Trade and Development (UNCTAD), etc.;

• monitoring and evaluation: ICRA Management Consulting Services (IMaCS), Educational Resource Unit (ERU) Consulting, Consulting Firms such as Ernst and Young (EnY), PricewaterhouseCoopers (PwC), etc.;

• awareness building and communication: United Nations International Fund for Agricultural Development (UN-IFAD), Clinton Fellowship, American India Foundation (AIF), UN-Training and Fellowships etc.;

• support services such as market scan, fund raising, curriculum development, the training of trainers, technology integration, job placement/counselling, student assessment and certification, monitoring and evaluation, programme auditing and social rating etc.: For example, EduComp, Oxfam, Tiruchirappalli Regional Engineering College, Science and Technology Entrepreneurs Park (TREC STEP) Academy, Kangan Institute, AIF, All India Teachers Vocational Training Institute , United Nations Economic and Social Commission for Asia and the Pacific Asian and Pacific Centre for Transfer of Technology (UNESCAP- APCTT), National Institute of Information Technology (NIIT) Yuva Jyoti – Synchronous Learning Technology, American India Foundation (AIF)-Digital Equalizer Programme, justrojgar TM online employment exchange by We The People, Institute of Leadership Entrepreneurships and Development (ILEAD), Digital Empowerment Foundation, Micro Credit Rating International Limited (M-CRIL), SSC Domain Partners etc.; and

• training and capacity building: Centum WorkSkills, Pratham–Professional Adult Comprehensive Education (PACE) Programme, Vidyanta Skills Institutes Pvt. Ltd. etc.


Box 1.8 Don Bosco life skills package

The work of the NGOs/not-for-profit sector is well regarded in India because the working of NGOs has largely been complimentary rather than competitive to government efforts. Also, the support and engagement of private sector companies in the working of NGOs has brought in good management practices, well trained professionals and the ability to adapt quickly to the changing market scenario. Their work, bring in unique value in the form of –

• Reach & access: They reach populations and geographical regions including conflict affected areas which are out of the reach of most other stakeholders. They also reach out to vulnerable groups of population and represent their voices and needs in the mainstream society, economy and public policy.

• Flexibility, efficiency & diversity: In the absence of any complex operational procedures, the operations in NGOs are free from bureaucratic hassles, decision making is faster and the ability to adapt to newer things is high. This leads to efficient delivery of programs and addressing the diverse needs of its beneficiaries. For example, a teacher in a community is not just a teacher, but is also a counsel and guide to other community matters, is the linkage to the outside world, and is a problem solver.

• Commitment & accountability: NGOs are generally born out of the commitment of the donor/ funder or a social market failure which brings together committed individuals to support a cause. Owing to this very nature, the accountability of NGOs towards stakeholders is very high as there are no distinct lines of “us” versus “them”.

• Cost effectiveness: Due to limited resources, most of the NGO programs are designed in such a way as to be cost effective and value for money. They may deliver the programs free of charge or provide a heavy subsidy. When compared on a cost-benefit scale, NGO programs deliver better value than traditional programs run by government institutions.

The proactiveness of NGOs is also evident through their efforts towards getting women trained in green, sustainable skills such as in making solar and energy efficient products, electrical repairs, bedside patient care attendant training, domestic worker training and green hospitality. Examples of initiatives that have a large enrolment of women, often followed by self-

All training packages accredited to NCVT and Don Bosco courses include computer literacy, English communication skills, specific skills practice oriented training (with related theory), Don Bosco life skills package, and extra-curricular activities. Don Bosco ITI develops programmes themselves and/or within their national network of Don Bosco institutions. Mechanical and printing workshop facilities are of industrial quality, so students work there on orders from industry, NGOs, and other institutions, which means they do not have industry placements whilst studying at the ITI. This provides hands-on training and partly covers the running costs of the institute.

For some courses, students go to industry for internships and training.

Source: Don Bosco institutions, interview


employment, are: the 30-day duration training in hospitality run by Maitri (NGO), Bharathiya Vikas Trust training in solar and energy efficient products, Aide et Action (India) training for beauticians, Mahima Mahila Hast Kala (women based) training in cloth weaving, Kherwadi Social Welfare Association courses in electrical repairs, domestic appliances repair, beautician, nursing etc., MARGDARSHAN skills certificates in stitching and SAATH training in home management.

Box 1.9 Women on Wheels – Azad Foundation

The ADB-EdUHK survey results show that the NGO and private Vocational Training Providers (VTPs) are much more open to the needs of developing women in a skilled workforce than are their Government counterparts. In a sample of 40 NGO and NSDC partnered private training providers, the percentage of women trained was close to 50%. Three of the NGOs in the sample have programmes exclusively for women. The survey identified that the percentage of women as part of teaching and training staff was higher in the case of NGO and private training providers (at 41%) than government institutions, even though government are better paymasters. The polytechnics under the MHRD had only 8% women teaching staff, the ITIs of the MoLE 14% and other ministry/state government institutes employed only 18% women training staff.

Azad Foundation’s signature initiative called Women on Wheels is a unique effort of training/preparing women drivers and placing them as chauffeurs and radio cab drivers so that women find inclusion in the booming public transportation sector. Finding space would help women in getting mainstreamed and in changing public perceptions about their participation in the hitherto male dominated transport sector. Started in 2008, Azad Foundation has been preparing women from low income households to become professional and commercial drivers.

The aim of Azad Foundation is to:

• level the field of professional driving for women by breaking gender myths and stereo types associated with it;

• put women in control over technology;

• facilitate safer travel for women and children, thus visibly increasing their participation in public life; and

• build new role models for girl children and other women who have been marginalized in India’s urban economic growth.

Azad Foundation collaborates with the Maruti School of Driving and Training Research for training women in driving skills and with the Police Department to learn the art of self–defence. Women are also taught grooming, communication, map reading, and gain knowledge on women’s rights and protection from violence. Qualified women drivers are provided with employment opportunities at Sakha Consulting Wings Private Limited which has introduced Car Hiring and Chauffer Placement Services in Delhi (since November 2010)

Source: azadfoundation.com, sakhaconsultingwings.com


Box 1.10 Self Employed Women’s Association (SEWA)

Training initiatives of industry associations, bilateral and multilateral agencies

The efforts of industry associations such as CII, FICCI, and ASSOCHAM also occur somewhere between industry and philanthropic initiatives and should not be ignored. For example, CII provides support to the upgrading of 1396 ITIs by taking responsibility for 237 ITIs and deploying 138 industry members, FICCI seminars, publications, and ASSOCHAM training to 10,000 persons in major states. National Association of Software and Services Companies (NASSCOM) (an association of the information technology firms in India) has established 285 centres in 90 districts across India (FICCI; Ernst and Young, 2011). There are other such training institutes, such as the Confederation of All India Traders (CAIT)’ retail schools. Whilst all efforts are commendable, the absence of any national policy towards green skilling, a lack of platforms for experience sharing, insufficient data on NGOs and the diversity amongst NGOs, make it difficult to standardize processes, courses and programmes towards skills development for green jobs.

As one of the largest recipients of international funds for development in the world, almost every international agency has a presence in India. Each is actively engaged with the national/provincial governments and NGOs to promote the development agenda and adopt international best practices.

The range and scope for green skills in TVET education is massive. There are policy level projects such as ILO collaboration with the MoLE, by supporting the multi-stakeholder preparation and technical processes of the National Policy on Skills Development (NPSD).

Women construction workers remain unorganised in many states, the exception being Gujarat where the Self Employed Women’s Association (SEWA) set up the Rachaita cooperative of construction workers in 2005. The cooperative had initial teething problems but is now functioning fully with around 370 members.

The cooperatives serve as a platform for women to take on small construction contracts as a collective group. Women can also bid for construction jobs, thus making them self-reliant and ensuring that they are sustainably employed. Formal training in concepts of measurement, mathematical calculations, how to estimate costs etc, are taught to the women; and they are also trained in masonry specialisations like plastering, floor laying etc. Rachaita also provides tools such as cutters, bar benders, drills etc, which women lacked access to earlier, thus facilitating their access to more jobs.

SEWA has also been striving to secure other benefits for women construction workers– identification cards, accident insurance schemes, skill training and job placement, crèches at construction sites etc. Karmika School for Construction Workers is also another initiative of SEWA which provides skills training for various trades in the construction industry for women. Functional literacy, vocational support, refresher courses and testing and certification are also offered at the school.

Source: International Cooperative Alliance, 2014 and WIEGO, 2014


There are operational initiatives such as the World Bank’s financial assistance of about $280 million for the Vocational Training Improvement Project (VTIP) to upgrade 400 ITIs through training of the instructors, systemic reforms and innovations. The EU provides support of 6.5 million Euros for the Skill Development Initiative Scheme.

The agencies also promote high-quality research and consulting. For example ILO commissioned a study on “Skills for Green Jobs in India” in partnership with the National Institute of Science, Technology and Development Studies. The United Nations Development Programme (UNDP), along with the Ministry of Rural Development, Government of India, has prepared a report on “Greening Rural Development” in India. UK-India Education and Research Initiative (UKIERI) is supporting the development of SSCs and funding pilot initiatives and start-ups in the field of skills development. Many other agencies such as Canada Indian Education Council (CIEC), the Federal Institute for Vocational Education and Training, Germany, and the Australia India Education Council, are forging public and private partnerships for curriculum development, training, financing, research, faculty development, and student exchange.

The British Council is working on a joint project with CII and City and Guilds to facilitate creation of SSCs and deliver skills training across the manufacturing, agro-processing and tourism sectors and to provide linkages to employment. It is also delivering a programme on English language skills for employability. The Federal Ministry of Education and Research, Germany, signed a MoU with NSDC to cooperate in skills development with the specific objectives of knowledge transfer, institutional collaborations and fostering private sector initiatives. The Rhine-Main Chamber of Skilled Crafts, Germany, signed a MoU to support 100 Multi-skilled Schools through the identification of skills and competencies, preparation of course curriculum, testing and certification and train the trainer programmes. German Technical Cooperation, Gesellschaft fur Internationale Zusammenarbeit (GIZ), has entered into technical collaboration with the Government of Karnataka, to establish model Multi Skills Development Centres offering advance technology training courses.

Undoubtedly, foreign partnerships are an important way to bring in new perspectives, new models, flexible funding, high quality research, best practices and to develop individual and institutional capacities to deliver large scale programmes. Even though global experience may not provide a solution to all the challenges facing India these experiences can present an array of options which could be leveraged and contextualized to meet Indian conditions and realities. In addition, newer concepts such as green jobs and green skills can also be developed and introduced through such partnerships.

2 Overall findings: Promoting harmony within diversity

2.1 Overview of findings

This study attempts to explore important questions such as the most effective ways in which governments, businesses, NGOs, private sector and members of civil society can operate in a coordinated way, and pull in the same direction, when it comes to the greening of the economy and green jobs. It also seeks to identify ways to get small and medium enterprises to change their existing practices to attract and be involved in the greening of their production and distribution processes. Are there “carrots” (financial and other incentives) and “sticks” (regulation and economic instruments) to get businesses to change their business behaviour? What are the best and most effective ways to translate policies into practices, especially with regard to the unorganised sector and informal employment, and how can TVET providers


throughout the country update their programmes to be more relevant to meeting modern economic needs including developing green skills for green jobs?

In order to respond to these types of questions, the study took a unique approach to capturing voices from industry, TVET institutions and important stakeholders within the government and dovetailed these with the emerging problems, existing policies and practices to explore answers to the above questions. Some of the specific findings from the Industry Sector and TVET institutions are important to understand before we attempt recommendations from this research study. Some of the critical ones are outlined below.

The idea of green skills more acceptable than green jobs

The interviews and ADB-EdUHK survey of industry representatives indicate that the term green job is not readily or widely understood. Instead the idea of green skills was volunteered by some of interviewees and appears to be more readily accepted and understood. This was due, in part, to employers seeing all employees as green workers. As the Executive Director of the CII-ITC Centre of Excellence for Sustainable Development commented:

“Sustainability needs to be embedded in every function”

This was echoed consistently in all interviews with employers who rejected the idea that there were green jobs, but who instead suggested that there were green skills needing to be acquired by all workers, to ensure that enterprises successfully and consistency implement green work practices. At the same time, industry also voiced helplessness in accessing green skilled manpower from TVET institutions due to the inadequate capacity of such institutes to deliver on what is required. TVET institutions, on the other hand, spoke about low industry demand for green skills.

Box 1.11 Industry and green skills

Overall, company representatives did not identify any specific changes in the technical skills required of their workforce to work more sustainably. However there was evidence that some jobs now need more hybrid skills than before. When asked directly about new skills required by their workers to support the company to become sustainable or to maintain sustainability targets, interviewees mainly identified non-technical skills along with new technical knowledge.

Interviews and the ADB-EdUHK industry survey also raised the importance of understanding international and national standards and the ability to implement and maintain processes to meet these standards in the work environment. Companies such as Infrastructure Leasing and Financial Services (IL&FS) Ltd identified a knowledge of national and international environmental standards as being important, not only for internal business functions and the immediate value chain, but also for secondary stakeholders such as the legal profession, who need to understand national and international environmental frameworks when dealing with legal issues involving proposed infrastructure projects.

“Industry does not see the need for green skills. Nor do they demand green education inclusion…..”

Source: An NGO Skill Provider Response


Companies that have strong international linkages tend to appreciate green or sustainable practices, and possess international and national environmental accreditations of one kind or another. There is awareness about green awards and considerable significance is given to customer demands and compliance across supply chains. The survey also establishes a high degree of value being placed on suppliers having skilled workers (69% in energy companies and 67% in construction companies).

In addition, climate change policies and regulations are giving rise to the demand for skilled professionals to be able to handle new industries, new jobs, and new skills to achieve compliance with global and national standards and regulations. Almost 65% to 70% of respondents to the ADB-EdUHK industry survey believe that new legislation has led to a demand for new skills in their businesses. Nearly 55% believe it has led to job role changes, nearly 48% feel that it has impacted on promoting change in processes, and nearly 64% believe it has led to changes in people requirements, technology, infrastructure, work environment and materials.

Across all industry sectors, employers emphasize generic green skills for all their workers irrespective whether a job or an industry is green or not. An example cited was that of a company visiting a solar panel manufacturing company in another country, where there was no attempt to minimise the impact of pollution on the local environment from the production process. This manufacturer did not use green processes and the product could not in itself be identified as green. The interviews and ADB-EdUHK industry survey suggest that generic green skills such as environmental awareness, energy and water efficiency, waste reduction, waste management, auditing, assessment, green procurement; understanding of standards and legislation and the ability to implement them are all crucial, in every industry and at every job level, to achieve and sustain green growth.

Box 1.12 Source of data presented in the figures in this research study

Demand for top-up skills to existing workers more than requirement of new workers

As discussed earlier, the understanding with respect to green jobs is limited while the industry is more able to relate to green skills in all jobs. Even though the energy and construction sectors report a requirement for new workers in green jobs, this understanding is based more on the sector itself being considered as green, for example, renewable, and railways. Moreover, there is a greater emphasis on hybrid skills (plumbing and electrical, plus generic green skills) which top-up on existing skills sets (Figure 1.6).

Unless otherwise specified all figures are based on EdUHK Team Analysis of data collected through the surveys and interviews undertaken for this ADB-EdUHK research study. In figures where a bar(s) is not shown, this indicates a zero response to a particular question.


Figure 1.6 Requirement to employ new workers or train employees in new skills related to climate change or environmental issues

Requirement of environmental impact assessments is a strong lever for green skills development

The rising regulatory requirements are having an impact on all industry sectors. While the degree of importance given by respondents may vary between the industry sectors this does not signify that one industry is less impacted than the others. For example, even though more respondents in the transport sector give importance to impact assessments (Figure 1.7) than consider them very important, the response rate towards employing new workers for climate change had been the maximum for this sector (Figure 1.6).

Figure 1.7 Importance of undertaking environmental impact assessments

0% 20% 40% 60% 80% 100%

Construction

Transport

Hospitality

Energy

Needed to employ new workers ortrain employees in new skills relatedto dealing with climate change orenvironmental issues

Needed to integrate jobs related todealing with climate change orenvironmental issues and inclusivegrowth into work environment?

Witnessed growing awarenessamongst senior managers on climatechange or environmental relatedjobs?

Faced a shortage of skilled workers inclimate change or environmentalrelated jobs which might bedetrimental to the business?

Experienced opening up of newmarkets or business lines related toclimate change and environment?

Needed to account for inclusivepolicies in labour force planning?

0% 10% 20% 30% 40% 50% 60% 70%

Construction

Transport

Hospitality

Energy

Very Important

Important


Government regulations is more of an opportunity than a deterrent

On average, nearly half of the companies surveyed felt that being strongly regulated through government interventions - energy sector (65%), transport (56%), hospitality (50%) and construction (40%) - was both a deterrent as well as an opportunity to instil environmentally sustainable practices (Figure 1.8).

Figure 1.8 Impact of government regulations on business in the last twelve months

Rising competition and costs deter efforts of sustainable practices

Rising costs and profits in the short-run overshadow the efforts put in place towards sustainability. Almost all industry sectors have expressed a deep concern over rising energy costs affecting their business profits and 75-80% of respondents confirmed this in the survey. The high initial investment and the cost of continuous maintenance of energy-efficient infrastructure usually act as a deterrent to adopting green technologies and practices (Figure 1.9).

Figure 1.9 Issues that have affected businesses

0 20 40 60 80 100

Energy

Hospitality

Transport

Construction

Greatly

To some Extent

0% 20% 40% 60% 80% 100%

Construction

Transport

Hospitality

Energy

Demand for 'green skills' of workers

Ethical/corporate responsibilityissues

Rising consumer demand for greenproducts/services

Increasing costs (eg cost of energy)

Industry standards & Competition

Government legislation, regulationsor requirements


Introducing sustainable practices to cut costs is prominent in services sector than manufacturing sector

The hospitality sector appears to be most active in adopting sustainable practices in their businesses. As a service industry, hospitality has a direct interface with customers so any reduction in maintaining standards may result in losing business. The same may not be the case in other businesses who have not adopted sustainable practices. The energy sector scored the lowest (Figure 1.10) with regard to use of energy efficient infrastructure.

Figure 1.10 Use of sustainable practices

Expectation from supply chain is high for sustainable practices

The respondents place high importance on suppliers following sustainable practices to meet international standards. However, nearly 30-40% were neutral, suggesting less interest in the practices of the suppliers as long as product or service standards are met (Figure 1.11).

Figure 1.11 Importance of suppliers using energy efficient infrastructure in production

0% 20% 40% 60% 80% 100%

Construction

Transport/Logistics

Hospitality

Energy

Use of Recycled materials

Use of Energy efficientproducts/ services

Use of Energy efficientinfrastructure like solarpower, water recycling,waste disposal etc.

0% 10% 20% 30% 40% 50%

Construction

Transport

Hospitality

Energy

Very Important

Important

Neutral


External factors such as CSR, Export-Import (EXIM) requirements are main triggers for developing green jobs

“Corporate Social Responsibility”, “Import-Export requirements” and “Government legislation” seem to be the most important drivers for developing new green jobs and skills (Figure 1.12). While the hospitality sector is driven by CSR mandates, the energy sector is driven more by compliance with regulations triggered by government legislation. Surprisingly, the requirement to undertake impact assessments has not greatly resulted in the creation of green jobs. It is likely that the impact assessments are either conducted by a third party or regular staff.

Figure 1.12 Reasons for the need for green skills

Poor engagement between industry and training providers

The low levels of engagement between industry and TVET institutions continue to be a deterrent in improving courses and developing industry relevant curricula (since much of it in the large government network gets dictated by government) leading to poor employability of graduates from the TVET institutions (Figure 1.13). A deeper analysis of the various types of industry-TVET engagements showed that partnering was almost limited to companies providing their workplace with on-the-job training and allowing on-site visits. Cooperation centred on matters related to training the teachers to keep them updated on latest industry trends, working together as accreditation panels and preparing updated course materials was largely missing. Only 26% of companies across all industry sectors provide in-house training to teachers, 24% involve themselves in course content creation and less than 3% of companies become a part of accreditation panels.

0% 10% 20% 30% 40% 50%

Construction

Transport

Hospitality

Energy

Customer/ client expectationsrelated to climate change orenvironmental issues

The introduction of newinternational standards (ISO, OHSrelated to climate change orenvironmental issues)Requirement or need to undertakeimpact assessments related toclimate change or environmentalissuesGovernment legislation related toclimate change or environmentalissues

Import-Export requirements relatedto climate change or environmentalissues

Corporate Social Responsibilityrelated to climate change orenvironmental issues


Figure 1.13 Involvement with TVET institutions in providing feedback on student/graduate skills and providing input on changes to courses/programs

Only 18% of respondents on average provide course feedback to the TVET institutes. Less than 3% of respondents report that their collaboration with TVET is a part of TVET providers’ accreditation requirements. Industries are yet to provide a sound base for providing regular on-site industry experience to TVET teachers/instructors. Only 26% on average involve keeping TVET institutes up to date on current practices. The much required collaboration amongst various industry partners on greening businesses also remains insufficient. Synergy with local communities has also emerged as being quite weak in creating green community models and expanding CSR initiatives into green capacity building, as was made evident through limited CSR activities in sustainability and climate change (Figure 1.14).

Figure 1.14 Employers’ engagement with TVET institutes

0% 20% 40% 60% 80%

Construction

Transport

Hospitality

Energy

Yes, frequently

Yes, occasionally

Not at all

0% 20% 40% 60% 80%

Construction

Transport

Hospitality

Energy

Provide workplace for on-the–job training (industrial placements)

Member or Chair of accreditationpanels at TVET institutions

Engaged in content development ofTVET courses

Allow site visits for students as partof their course

Provide TVET Teachers withindustry experience


Box 1.13 Multi-stakeholder engagement

TVET institutions respond to economic and skills development policies more than environmental or green job policies

In the ADB-EdUHK survey, (Figure 1.15) all TVET institutions (whether government or private) show a greater inclination towards economic and skills development policies than to environmental or green job policies. One of the reasons for this preference is that not enough emphasis or awareness is developed yet with the TVET institutions. Their focus largely remains centred around what are growing industry sectors, popular trades and employment opportunities. The research and related literature also indicate that “understanding and awareness” concerning the issues of environment and green jobs is critical to the development of green skills.

Figure 1.15 Average rating (1-5) on the importance given to government policies on sustainability

0 1 2 3 4 5

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner

Other Ministry/ State Govt.Institutes

Avg. Score for EconomicDevelopment

Avg. Score for EnvironmentalPolicies

Avg. Score for SkillDevelopment

Avg. Score for Green Jobs

As part of a United States Agency for Industrial Development’s (USAID) Energy Conservation and Commercialization III (ECOIII) project, IL&FS worked with the Gujarat Urban Development Department through the Gujarat Urban Development Company Limited (GUDC) to rationalise the size of urban bodies responsible for water and energy, as part of an energy efficiency project, so as to attract quality companies to manage these services. If the bodies were too small, larger more capable companies would not apply to run them. IL&FS also worked with government to guarantee payment for services, to ensure reputable companies would become involved in the delivery of services. This has led to efficiency and resource savings. Because companies large enough to use good equipment and train their manual and technical workers, are involved there are now less interruptions in the supply of energy and water and greater efficiencies in these municipal areas including less wastage and leakage. This is a good example of the complexity of multiple stakeholder engagement and the complexity of greening existing infrastructure projects.

Source: Interview with Infrastructure Leasing and Financial Services Ltd (IL&FS)


TVET providers are confident about the quality of their programs, the industry feels otherwise

Most institutions believe that their programmes are meeting skills demands at the local and regional levels though they believe less that their programmes are up to date and effective (Figure 1.16). However the industry survey respondents did not concur with this and feel that the content and curriculum are archaic and that the graduates need significant retraining during induction.

Figure 1.16 TVET providers’ views on the effectiveness of their programmes

TVET providers are less confident about providing green skills

Though the TVET providers are confident about their programmes being updated, they are less confident as to whether their programmes are updated with green skills content (Figure 1.17). This response is contradictory to the earlier question (Figure 1.16) as many of the industries demand training in environmentally related matters and institutions agree that they are not able to provide such skills. ITIs agree to a large extent that they are able to provide green skills, which is counter intuitive to the overall situation with government ITIs. It would be worthwhile to explore further with ITIs as to why they rate their programmes so high in green skills. It would also be worthwhile to explore further the kind of challenges that institutions face while addressing the development of green skills. A high number of ITI and Polytechnic respondents reported facing challenges. Most of the institutions also reported that there is much less scope for green job creation in their region, also indicating poor knowledge about the green job concept as largely related to industries and pollution.

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner

Other Ministry/ StateGovt. Institutes

Our current trainingprogrammes are meetingskills demands at local orregional levelsPolicies and practices in my institution are very effective for keeping graduates’ skills and knowledge up to date


Figure 1.17 TVET providers’ responses to the greening of the economy

Traditional skills development curriculum does not include green topics

Green topics are largely excluded from the skills development curriculum. Only 50% of TVET providers have shades of green content in their general curriculum. However, almost 80% of ITI respondents in the ADB-EdUHK survey (Figure 1.18) mentioned that green content is included in the general subjects. It would be interesting to investigate separately the type of green content available in those subjects and whether it matches with international benchmarks. Close to 60% of non-government institutes in the survey accepted missing green content partnerships in their development programmes, even though green content knowledge banks such as AEEE are available.

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner


New courses/programmes have been developed to train students in ‘green’ skills

Institution needs to start new orcontinuing training programs tomeet the demand for greenskills

Institution faces manychallenges in addressing thedevelopment of skills needed forgreen jobs

Institution needs to develop afull approach to adjust trainingto needs of greening economy

Scope of ‘green’ job creation in my region is limited so it does not generate enough demand for green skills training


Figure 1.18 TVET institutes’ methods of including green content in programmes

Accreditation and certification around green skills is complicated – green standards does not exist

In addition to the course/curriculum, the certification and standards for green skills is also complicated. Large numbers of non-government and private institutes seem to have created their own internal certification criteria which may not be necessarily recognized by authorized bodies such as AICTE/UGC/NCVT/NBA. Less than 20% of non-government institute respondents provide recognized certification to their students as per the ADB-EdUHK survey (Figure 1.19).

Figure 1.19 TVET institutes providing recognised TVET certification to vocational students

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner


In this institution, ‘Green’ content is mainly learnt in ‘general’ Subjects

In this institution, ‘Green’ content is mainly learnt in specialised Technical SubjectsGreen content is mainlylearnt through industryexposure visits during thecourses of the institution

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner


Degree

Masters

Diploma

PG Diploma

Trade Skill Certificate

Other:


A lack of accreditation and certification on green standards was reported in the survey, however some of the respondents (more in Government than in the private sector) suggested that they have developed green skills standards and certification which appears counter-intuitive as there is hardly any national level TVET policy which guides green standards and certification (Figure 1.20). More investigation may be needed to understand the basis of such reporting from government institutions. There is also a possibility that the question in the survey was not understood fully and they may have used the understanding of the environment components of the courses to say that they have green standards and certification.

Figure 1.20 Green standards and certification in TVET institutes

Teacher and trainer capacity is low on green skills

The argument for the non-existence of standards gets further strengthened when the capacity of these institutions are assessed. Nearly all institutions in the survey (Figure 1.21) indicated that their teachers are not trained enough to provide green skills training to students, this being marginally more in private institutions than in government institutions. If there were well-defined standards and certification systems for green skills, it would automatically create the need and demand for green skills in teachers and faculty.

Figure 1.21 Teacher training for green skills

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner


Additional skills andcompetencies have beenadded into existing courses tomeet green skills requirementsComprehensive ‘green’ skills standards have been developed in my institution

A comprehensive certification system for ‘green’ standards has been developed in my institution

0% 20% 40% 60% 80% 100%

MHRD - Polytechnic

MoLE - ITI

NGO

NSDC Partner


Yes

Not Yet


Box 1.14 Teaching capacity

2.2 Important realizations

While there were specific findings to some of the key questions, there were also some overall realizations, such as:

Individuals may be aware, institutions are not

While individuals or groups of people may have an understanding about the importance of green economy, green jobs and green skills, the institutions do not appear to have such understanding. Institutions are mostly governed by mandates and prescribed norms and although they do change over a period of time, the rate of change is much slower;

Shades of green different for primary, secondary & tertiary sectors

The economic categorization between primary sector (agriculture), secondary (manufacturing) and tertiary sectors (services) is quite sharp from the point of view of green practices. While the agriculture sector has shades of “green” when it comes to sustainable practices such as water conservation, use of fertilizers and cropping patterns, the services sector is centred more around conserving energy. The industry sector receives the maximum attention when it comes to sustainable processes such as pollution control, recycling, waste management, procurement, and energy audits. While the demands for green skills in traditional industry mostly arise out of compliance with regulations, demands in the new industries such as renewable energy production arise out of the resource crunch and global sustainability arrangements. Therefore even with the industry sector, there are different “shades of green” which need to considered, when developing strategies;

Short-term targets overshadow long-term outcomes (both in government & private)

Short-term goals often overshadow long-term outcomes. This is not only the case in industry but for governments as well. While industry attempts to maximize profits, governments try to achieve short-term political agendas. Whilst climate change and sustainability concerns get reflected in vision documents, the subject gets de-prioritized in the short-run. Incentives need to play a big-role in such situations;

Importance of skills is more accepted in large corporations than small, medium enterprises or informal sector

“Skilled labour saves money” is an important value even in short-run economic squeeze situations. While large corporation realize this, the concept is not widely known and accepted in small, medium and informal markets. This is primarily because the large corporations have the capacity for higher pay and an ability to overcome capacity constraints through internal

“The most important challenge is having the right faculty and their training. The need is huge and we must create a battery of especially skilled teachers who can take up this massive challenge of providing skill training to Indian masses.”

Source: An NGO skill provider response


training while smaller operators undervalue a skilled workforce as they have prioritize covering basic costs;

Government and Private TVET work for different objectives

The TVET landscape in India needs to be understood by decoupling government and private institutions. While the government institutions function to perform a social obligation, private institutions exist to earn a profit, hence need to respond to market gaps and industry requirements. Any change in TVET either has to be triggered through government orders and decrees for government institutions and industry requirements in the case of private institutions. Even though there is often a high degree of enthusiasm in the government TVET system towards discussing emerging issues that need should not be confused with sensitivity towards those issues. As discussed earlier, at an individual level there may be agreement with changing norms but at an institutional level there are limited mechanisms in place to encourage or bring about that change.


Box 1.15 Summary of key findings from surveys

• the rising regulatory requirements are having an impact on all industry sectors;

• nearly half of the companies felt that being strongly regulated through government interventions was both a deterrent as well as an opportunity to instil environmentally sustainable practices;

• rising costs and profits in the short-run overshadow the efforts put in place towards sustainability. Most companies identified generic green skills in energy and water efficiency, recycling and waste reduction as cost saving skills;

• almost all companies see environmental awareness training as vital to the successful transition to green work practices. As green transitions are judged to involve attitudinal and behavioural change along with cultural change to ensure workers comply;

• Corporate Social Responsibility, import-export requirements and Government legislation seems to be the most important drivers for developing new green jobs and skills;

• understanding with respect to green jobs is limited. Industry is better able to relate to green skills in all jobs;

• there is a greater emphasis on hybrid skills (plumbing and electrical, plus generic green skills) which top-up on existing skill sets;

• the low levels of engagement between industry and TVET institutions continue to be a deterrent in improving courses and developing industry relevant curricula. Only 18% of respondents on average provide course feedback to the TVET institutes;

• the TVET providers are less confident whether their programs are updated with green skills content. Green topics are largely excluded from the skill development curriculum. Only 50% of TVET providers have shades of green content in their general curriculum;

• large numbers of non-government and private institutes seem to have created their own internal assessment and certification which may not be necessarily recognized by authorized bodies such as AICTE/UGC/NCVT/NBA. A lack of accreditation and certification on green standards was reported in the survey; and

• nearly all institutions in the survey indicated that their teachers are not adequately trained to provide green skills training to students.



3 Sector wide findings - emerging green skills and job requirements

The construction sector – islands of success yet to impact more widely

India’s construction industry has grown at a compounded annual growth rate (CAGR) of about 11.1% over the last eight years. Due to massive investment, the construction sector provides jobs for about 50 million people and is expected to employ about 92 million people by 2022. About 60 million additional jobs are likely to be created in Construction in the next 10 years (NSDC, 2010). There are more than 30,000 organisations in the sector, whereas standalone contractors in the unorganized sector number more than 120,000 (Construction Development Council 2012).

Energy management and sustainable construction continue to be important concerns of the sector. Nearly 40% of respondents in the ADB-EdUHK survey agreed that they needed new workers for jobs and employment related to climate change, nearly 50% agreed to integrate jobs related to climate change in the work environment and nearly 80% agreed that there is a growing awareness among senior managers about issues related to climate change (Figure 1.25). While the technological breakthroughs to improve manufacturing and construction processes may be slower in the construction industry than other industries, the significance of innovation to the construction industry is reflected in the ADB-EdUHK industry survey responses where nearly all the respondents rated innovation in technology, products, processes and services as important to be able to manage waste at construction sites and improve energy efficiency (Figure 1.24). Raw materials processing for the construction sector such as steel and brick manufacturing, need to innovate to improve production processes through technological breakthroughs.

The construction industry covers a wide spectrum of activities covering design and engineering, supplying materials and equipment, undertaking construction work and providing operation and maintenance services. Time and cost overruns are one of the major problems of the industry which are triggered by a lack of formal training and inadequate systems related to skills assessment and the certification of construction workers7. There is an acute shortage of workers with appropriate knowledge and skills, especially in mechanized trades, partly due to attrition, but mainly compounded by the requirement for skills in contemporary trades. A lack of adequate apprenticeships in the industry and an inability of ITIs to offer the number of trade places to young people, is hampering the efficiency of the sector. However, the new legislation on apprenticeship in 2014 may improve the situation.

Even though policies such as the Energy Conservation and Building Code (ECBC), BEE ratings, and Green Rating for Integrated Habitat Assessment (GRIHA) influence the construction sector, there is no significant policy to regulate and promote construction in an environmentally sustainable way, or policies to promote skills development and certification amongst workers. It is important to note that there are many worker safety and welfare policies8

7 Construction industry working group reports of the 12th Five Year Plan 8 Rashtriya Swasthya Bima Yojna (RSBY - National Health Insurance Plan), the Unorganized Worker’s

Social Security Act, 2008, National Policy on Child Labour (NCLP), National Floor Level Minimum Wage (NFLMW), Contract Labour (Regulation and Abolition) Act, 1970, the Building and Other Construction Workers’ (Recs) Act, 1996 and the Building and Other Construction workers’ Welfare cess Act, 1996


which may need effective implementation. The majority of survey respondents agreed that government policies have impacted the sector (Figure 1.22).

Figure 1.22 Perceived importance of government policies in the construction sector

Figure 1.23 Perspectives on key changes for greening the construction sector

In addition, it can be seen from Figure 1.23 that 60% of companies agree that changes have occurred in workplace systems (people, technology, work environment and materials); 40% indicate that changes in enterprise systems (processes and procedures) have occurred as a result of greening business practices; and less than 27% said that job role changes (knowledge, basic and specialized skills, attitudes) had occurred related to greening the business. Designers, project managers, contractors, suppliers and asset users are now required to work as a team in collaborative environments to improve the overall delivery process, this being voiced by 94% of respondents who feel the issue as important and very important) (Figure 1.24).

0% 20% 40% 60% 80% 100%

Economic developmentpolicies

Environmental policies

Skills development policies

Green job policies

Very Important

Important

Neutral

Not so important

Not important

27%

40%

60%

13%

0% 20% 40% 60% 80% 100%

Job Role Changes (knowledge, skills andattitudes)

Changes in Enterprise Systems(processes and procedures)

Changes in Work Systems (people,technology, infrastructure, work

environment and materials)

Changes in Value Chain Reqmt. &Processes


Figure 1.24 The importance of company practices for sustainability in the construction sector

A complicating factor is that the majority of respondents from the construction sector (Figure 1.25) have not faced a shortage of skilled workers in relation to climate change issues, nor do businesses need to employ or train employees in new skills related to dealing with climate change. This apparent contradiction may be the result of the same confusion observed during the interviews, where employers’ representatives did not recognize the concept of green jobs. This seems a reasonable observation when considering 67% point to customer expectations as leading to new skills requirements, while 74% identify new international standards related to climate change as leading to new skills in their company.

0% 20% 40% 60% 80% 100%

Innovation in technology,products, processes and

services?

Collaboration with othersespecially with those in the

supply/value chain?

Need to undertake impactassessments related to climate

change or environmental issues?

Understanding environmentalstandards and legislation?

Technical & Vocational Training(TVET) of employees?

Very Important

Important

Neutral

Not Important

Not Important At All


Figure 1.25 Impact of sustainability issues on business practices in the construction sector

When asked the impact of having a lack of workers with green skills, the greatest impact was perceived as incurring higher costs than necessary, although over one third of respondents indicated there was no such effect (Figure 1.26).

Figure 1.26 Impact of a shortage of skills related to climate change on the construction sector

The demand for new green skills in the construction sector is reasonably equal for a number of reasons as shown in Figure 1.27. The highest importance is given to customer expectations, and the introduction of international standards and regulations.

13%

33%

73%

7%

53%

53%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Needed to employ new workers or trainemployees in new skills related to dealing with

climate change or environmental issues

Needed to integrate jobs related to dealingwith climate change or environmental issuesand inclusive growth into work environment?

Witnessed growing awareness amongst seniormanagers on climate change or environmental

related jobs?

Faced a shortage of skilled workers in climatechange or environmental related jobs which

might be detrimental to the business?

Experienced opening up of new markets orbusiness lines related to climate change and

environment?

Needed to account for inclusive policies inlabour force planning?

7%

13%

40%

20%

20%

7%

33%

0% 10% 20% 30% 40% 50%

We are not able to expand our work(business)

We are not working as well as we couldbe

Our costs are higher than they should be

We have higher workloads on ourexisting workers

We have problems maintaining ourequipment

We cannot meet our sustainability targetgoals

No effect


Figure 1.27 Factors leading to new skills development in the construction sector

The increasing cost of energy has impacted most businesses in the last 12 months. Nearly 50% indicated that there was rising demand for green products and services, but only 20% indicated there was demand for green skills (Figure 1.28).

Figure 1.28 Issues impacting the construction sector in the last 12 months

Figure 1.29 shows that the construction sector considers it very important or important that suppliers operate in a sustainable manner, with the greatest numbers of respondents considering the use of trained and skilled workers, and adhering to standards, as very important or important.

27%

27%

20%

27%

20%

20%

0% 5% 10% 15% 20% 25% 30%

Customer/ client expectations related toclimate change or environmental issues

The introduction of new internationalstandards (ISO, OHS related to climate

change or environmental issues)Requirement or need to undertake impactassessments related to climate change or

environmental issues

Government legislation related to climatechange or environmental issues

Import-Export requirements related to climatechange or environmental issues

Corporate Social Responsibility related toclimate change or environmental issues

20%

13%

47%

73%

53%

40%

0% 20% 40% 60% 80% 100%


Ethical/corporate responsibility issues




Government legislation, regulations orrequirements


Figure 1.29 Importance given to sustainable practices of suppliers in the construction sector

Interestingly, respondents in the construction sector believe that the TVET sector supplies relevant skills, and they have more confidence in private training providers than government institutions (Figure 1.30).

Figure 1.30 TVET providers’ performance on supplying skills relevant to the construction sector

100%

93%

67%

87%

67%

0% 20% 40% 60% 80% 100%

Suppliers using skilled and trainedworkers

Suppliers adhering to internationalstandards in manufacturing

Suppliers engaged in recycling ofmaterials

Suppliers producing energy efficientproducts

Suppliers using energy efficientinfrastructure

0% 20% 40% 60% 80% 100%

Polytechnics

ITIs

Vocational Education inSecondary Schools

Other

Private professional colleges

Universities

Greatly

To some extent

Can't say

Not much

Not at all


Box 1.16 Policy support for green jobs in building and construction

While ECBC has set high standards for the construction industry for the environmentally friendly design/construction of green buildings, controlling cost overruns and reducing green-house gas emissions, since the maintenance of these green buildings requires specialized operations and maintenance training. Use of renewable power, green water management systems, thermal efficiency, effluent treatment, indoor air quality, lighting, acoustics, energy management, safety audit compliance, and facility management services such as security, plumbing, main gas connections, electrical and maintenance services are emerging areas for new skills in the construction sector.

Skills for green growth cannot be treated in a linear way in the context of generic skilling challenges. The issues of promoting a sustainable economy, green growth and decent employment are matters that have to be managed together with generic skills development and employment issues. A green economy requires the development of generic green skills (among other skills) that are in demand in almost any occupation. In order to prepare the workforce to understand the issues concerning green growth, to interpret environmental legislation and to increase energy and resource efficiency the following skills (Table 1.3) are critical not only for the industry concerned but also for TVET institutions.

The Energy Conservation Building Code (ECBC) was launched in May, 2007. It addresses the design of new, large commercial buildings to optimize buildings’ energy demand, based on their location in different climatic zones. The Code has been incorporated into the mandatory Environmental Impact Assessment requirements for large buildings.

Source: Bureau of Energy Efficiency, Ministry of Power, Govt. of India


Table 1.3 Emerging green jobs/skills requirement: construction sector

Subcomponent Type of Skills Generic green skills (foundation for all workers)

environmental awareness; energy and water efficiency; waste reduction and waste management; green procurement; understanding of standards and legislation and the ability to implement them; auditing and assessment; collaboration and stakeholder engagement; and innovation skills.

Mechanised Trades installing prefabricated components for green buildings; and technical skills to reduce heat and energy efficiency or result in inefficient use of building materials.

Brick-kilns (for engineers, supervisors and eco-kiln firemen)

alternate fuel sources to fire brick-kilns; energy saving practices; and safety for firemen

Energy efficient Appliances

assessing, calibrating and labelling appliances; research and new technology improvements; skills in advocacy, promotion, advertising; and awareness about global climate agreements

Higher order skills plan, implement and monitor compliance with environmental regulations; undertake impact assessments; apply sustainable building design principles to water management systems (conduct water audits and identify water-saving initiatives), thermal efficient structures, environmental protection systems, solar water heating systems etc.; practices on recycling materials, material reuse, reduce energy usage in operations, waste management; and ability to contribute to TVET consortium in updating them with latest green skills specifications and standards, accreditation mandates, content creation and providing on-site industry experience to TVET teachers.

Source: EdUHK Team Analysis9

9 The ADB-EdUHK survey data and interviews were the primary source for identifying green skills along with the evolving nature of jobs in the green industry sectors. Additional information was sourced from job advertisements, company career information and relevant green industry associations. The resulting information was also validated against internationally available green or sustainable national occupation standards (competency or skill standards), documented sustainable businesses practices and cleaner production processes.


While 90% of TVET institutions agree that work-based training is extremely important, less than 50% engage regularly with industry or industry associations, less in government and more in private institutions, mainly because government institutes are bounded by the dictates of the government. Less than 6% use labour market analysis in preparing their programme content.

TVET therefore needs to proactively engage in developing policies, practices and content to identify and develop green curriculum and training.

Box 1.17 Key training providers in the construction sector

3.1 The energy sector – “sparks of excellence”

In the last six decades, India’s energy use has increased 16 fold and installed electricity capacity 84 fold. Electricity has the widest variety of uses with industry. Of total electricity sales in 2011-12, the industry sector accounted for the largest share (45%), followed by domestic (22%), agriculture (17%) and the commercial sector (9%).

Policies such as the Energy Conservation Building Code, tax benefits on using renewable energy in industries (New and Renewable Energy Policy, 2005), the Rural Electrification

Construction Skills Training Institute (CSTI) of Larsen and Toubro Limited provides training in construction related trades.

Karmika School for Construction Workers (KSCW) setup by SEWA specifically caters to construction women in the industry.

India Green Building Council (IGBC), International Institute of Information Technology Hyderabad and USAID ECO-III conduct short-term workshops to promote green buildings.

IIT Chennai has established a Building Technology and Construction Management (BTCM) Centre which offers PG & PhD in the design of buildings

The Biju Patnaik National Steel Institute includes courses dealing with environmental management and the reduction of pollution.

Online courses in different green subjects are offered by the College of Energy, Environment and Sustainability (CEES).

CIDC offers a wide range of short term and long-term programmes and internships to practising engineers, new graduates, managers, supervisors and construction workers.

Centre for Science and Environment organizes workshops on green rating of the Indian iron and steel sector.

Pipal Tree Ventures (NSDC partner) is targeting student dropouts, ITI graduates with specialised courses in building and construction.

Confederation of Real Estate Developers Association of India (CREDAI) (NSDC partner) is engaged in upskilling of migrant labours on project site.



Policy (2006) and the Integrated Energy Policy of 2006 are all steps to improve energy usage in industry, and therefore demand specialized skills in almost all jobs and positions to manage energy efficiently. In March 2007, energy audits were made mandatory for large energy-consuming units with 685 industries being identified as designated consumers. These were required to employ certified Energy Managers, and to report energy consumption and energy conservation data annually.

Box 1.18 Policy support for green jobs in the energy sector

The Expert Group on Low Carbon Strategies, appointed by the Planning Commission, recommends various programmes for the demand side, such as the Perform, Achieve and Trade (PAT) mechanism to promote efficiency in large industries, and the Super-Efficient Equipment Programme (SEEP) to accelerate the introduction of energy efficient appliances. The initiatives include: standards and labelling of equipment and appliances, energy efficiency in buildings, energy efficiency in industry, a residential lighting programme and energy efficiency for agricultural pumping. This suggests that the demand for energy efficiency and auditing skills will continue to be of growing importance to large industries, while according to the interviewees, retailers will require new skills and understanding of the SEEP rating system to sell equipment to consumers.

While the consumption side has clearly identified roles and jobs which require green skills, the energy production side (largely coal-based), is yet to move to efficient technologies which can reduce emissions. At the end use level, the largest user is the iron and steel industry, using almost half of all coal consumed (48%) followed by the cement industry (15%), the aluminium industry (13%) and paper and pulp industry (9%). The Expert Group of the Planning Commission has identified lower carbon strategies such as: adopting important technologies in coal-based thermal power plants, using gas in combined heat and power systems, investing in renewable technologies, and developing hydropower in a sustainable manner. These recommended strategies, along with the ADB-EdUHK industry interviews, suggest that more power generation workers will require new technology skills in coal-based thermal power plants. Hybrid skills will become more important when using gas in combined heat and power systems and with regard to renewable energy.

With regard to the traditional modes of production of energy, coal has requirements for shades of green skills, and renewable energy (wind, solar, hydro) has a very high potential in India,

The Rural Electrification Policy, 2006, promotes renewable energy technologies where grid connectivity is not possible or cost-effective.

The New and Renewable Energy Policy, 2005, promotes utilization of sustainable, renewable energy sources, and accelerated deployment of renewables through indigenous design, development and manufacture.

The Renewable Energy Certificate Regulations were issued in January 2010 and the first trading session was launched in February 2011.

The Biodiesel Purchase Policy mandates biodiesel procurement by the petroleum industry. A mandate on ethanol blending of gasoline requires 5% blending of ethanol with gasoline.



both in terms of growth of the energy sector as well as regarding a potential for green jobs and green skills. India is a leader in renewable energy through the wind, biomass and Photovoltaic (PV) sectors and ranks among the top ten countries of the world in renewable energy. According to a Wipro study, 3.25 million direct and indirect jobs may be generated by 2030 for the renewable energy sectors of solar, wind and biomass. These jobs span the entire value chain including research, manufacturing and services.

The Global Wind Energy Council (GWEC), in the 3rd edition of the Indian Wind Energy Outlook for 2012 estimates employment in this sector will grow from the current estimate of 47,500 jobs to over 98,000 by 2020 and to over 126,000 to 179,000 jobs ten years later (Global Wind Energy Council, 2012). The Confederation of Indian Industry’s (CII) (2010) report on human resource strategies for renewable energy notes that the sector had difficulties attracting people because the salary packages are not comparable to those offered by other industries. This was backed up during the ADB-EdUHK industry interviews with comments made that graduates with renewable energy knowledge preferred information technology jobs over positions in renewable energy because of the remuneration difference and urban locations.

The Jawaharlal Nehru National Solar Mission, which aims to add 20,000 MW of power to India by 2022, will require about 1 million technically qualified workers with international standard qualifications. Using the industry based rule of 50-53 jobs per MW of energy generation (UNEP, 2008) this translates into 10 jobs for manufacturing (the numbers would decrease over time due to automation); 33 jobs for installation; 3-4 jobs for wholesaling; 3-4 jobs for indirect supply, and 1-2 jobs for research.

A large number of respondents from renewable energy firms in the ADB-EdUHK survey gave high importance to the role of environmental standards and legislation to their sustainability practices. During the interviews participants discussed the importance of initiatives such as the separate Generation Based Incentive (GBI) schemes for wind and solar energy, state feed-in tariffs and the Renewable Purchase Specifications as supporting the industry to grow. According to the interviews, the State Nodal Agencies facilitate project development from resource assessment to final commissioning. Under these initiatives the State Nodal Agencies undertake wind resource assessment studies and manage the approval of sites with Centre for Wind Energy Technology (C–WET) for further project development. They support the developer by facilitating the development of infrastructure at identified sites and also by verifying the legal statutory clearances sought by the developer from different departments. This highlights the important role of Government, and legislation and policy incentives, in supporting the development and rollout of renewable energy throughout India. Figure 1.31 shows the importance given by the energy sector to government policies.


Figure 1.31 Perceived importance of government policies in the energy sector

All respondents in the ADB-EdUHK survey agreed that industry standards were either greatly or to some extent impacting on their business. This was echoed in the interviews where the importance of understanding what the incentives and legislation meant, and the effect these have on a business, are important to ensure full compliance and access to all benefits provided by incentives. From Figure 1.32 it can be seem that greening in the energy sector resulted in changes, the highest response was changes to job roles and changes in works systems.

Figure 1.32 Perspectives on key changes for greening the energy sector

Increasing costs such as energy had a great impact on 53% of businesses and interviewees organisations were predominately involved in energy saving activities (Figure 1.33). Forty per cent mentioned that CSR provides an opportunity to develop sustainable business practices in their value chains. The demand from consumers for green products is also impacting on requirements for specialised skills with 29% of respondents experiencing a great demand while 35% see an increase in demand occurring to some extent. The rise in the requirement of technicians to install and maintain wind turbines and solar panels is unprecedented. However, this picture is complicated by an increase in the dispersed nature of site locations.

0% 20% 40% 60% 80% 100%




Green job policies

Very Important

Important

Neutral

Not so important

Not important

59%

29%

59%

41%

0% 20% 40% 60% 80% 100%

Job role changes (including knowledge andbasic skills, specialized and technical skills,

attitudes)

Changes of enterprise systems (processesand procedures)

Changes in work systems (including people,technology, infrastructure, work environment

and materials)

Changes in value chain requirements andprocesses


Figure 1.33 Issues impacting the energy sector in the last 12 months

During the ADB-EdUHK interviews the Chief Executive Officer (CEO) and Secretary General of the Indian Wind Energy Association mentioned that people do not want to move out of urban areas, particularly after receiving training in renewable energy engineering. Renewable energy graduates are highly likely to move into information technology since by doing this they can stay in urban areas and earn higher wages. The Secretary General considers this is a major issue for the renewable energy sector and for India over the long term. Other industry respondents also agreed that the dispersed nature of the industry, with remote wind farm and solar farm locations impedes attracting skilled workers.

Many members of the renewable energy sector do not identify green skills as an “add-on” in the industry because they regard the sector itself as green and consider all jobs as green jobs. This was also evident in the ADB-EdUHK survey where only 18% saw any rise in demand for green skills. The interviews, however, emphasized the need for hybrid skills for installation and maintenance, and the need for a combination of skills to assemble, install and maintain wind turbines as well as solar panels. The interviewees suggested that production skills for the manufacture of wind turbines and turbine components will grow in demand at the supervisor, machinist and operator levels.

Figure 1.34 indicates the importance given to company practices with regard to sustainability. It can be seen that all respondents considered innovation in technology, products, processes and services to be important or very importance. Importance or high importance was also indicated by the majority of respondents to all criteria considered.

18%

18%

29%

53%

53%

65%

0% 20% 40% 60% 80% 100%


Ethical/corporate responsibility issues




Government legislation, regulations orrequirements


Figure 1.34 The importance of company practices for sustainability in the energy sector

The impact on business due to a lack of skilled workers appears significant with nearly half of the respondents in the ADB-EdUHK survey indicating they have faced shortages of skilled workers which has affected their sustainability practices. Forty one percent have not been able to expand their business, 29% indicated that costs are higher than they should be, while 29% felt that they could not meet their sustainability targets due to a shortage of jobs (Figure 1.35).

Figure 1.35 Impact of a shortage of skills related to climate change on the energy sector

From Figure 1.36 it can be seen that 53% faced a shortage of workers with green skills, and 59% needed to employ new workers or train employees in green skills. Interestingly 76% agreed that there is a growing awareness amongst senior managers regarding environment related jobs leading to integrating sustainable business practices into job roles and supply chains.

0% 20% 40% 60% 80%

Innovation in technology, products,processes and services

Collaboration with others especiallywith those in the supply/value chain

Requirement or need to undertakeimpact assessments related to

climate change or environmentalissues

Understanding environmentalstandards and legislation

Technical & Vocational Training(TVET) of employees

Very Important

Important

Neutral

Not so Important

Not Important

41%

18%

29%

12%

18%

29%

24%

0% 10% 20% 30% 40% 50%


We are not working as well as we could be


We have higher workloads on our existingworkers

We have problems maintaining our equipment

We cannot meet our sustainability target goals

No effect


Figure 1.36 Impact of sustainability issues on business practices in the energy sector

The energy sector indicates that government legislation related to climate change and environmental issues is the main factor leading to the development of green skills (Figure 1.37).

Figure 1.37 Factors leading to new skills development in the energy sector

Eighty eight percent felt it is important or very important for suppliers to employ skilled workers. It would be interesting to investigate as to how small and medium size suppliers comply with their client expectations in a market which is devoid of skilled workers (Figure 1.38).

59%

65%

76%

53%

69%

35%

0% 20% 40% 60% 80% 100%




Witnessed growing awareness amongstsenior managers on climate change or

environmental related jobs?




environment?


24%

12%

24%

44%

18%

35%

0% 10% 20% 30% 40% 50%









Figure 1.38 Importance given to sustainable practices of suppliers in the energy sector

Respondents in the energy sector have little confidence that the government TVET sector supplies relevant skills, but has more confidence in private training providers. (Figure 1.39).

Figure 1.39 TVET providers’ performance on supplying skills relevant to the energy sector

0% 20% 40% 60% 80% 100%

Suppliers using skilled and trained workers

Suppliers adhering tointernational

standards in manufacturing

Suppliers engaged inrecycling of materials

Suppliers producing energyefficient products

Suppliers using energy efficientinfrastructure like solar power,water recycling, waste disposal

etc.

Very Important

Important

Neutral

Not Important

Not Important atall

0% 20% 40% 60%

Polytechnics

ITIs



Universities

Other

Greatly

To some extent

Can't say

Not much

Not at all


Table 1.4 Emerging green jobs/skills requirement: energy sector

10 Source: Confederation of Indian Industry’s (2010) report on human resource strategies

Subcomponent Type of Skills Generic skills (across renewable energy sector)10 ( A more detailed list of Generic Green Skills is presented in (Annex I)

planning and co-ordination; skills in project management; erection, commissioning and grid integration of large scale RE projects; installation and commissioning skills; and techno-commercial marketing skills

Solar PV and Thermal power generation

R&D knowledge and exposure in advanced areas like water technology; semi-conductor technology; design skills in installing Building Integrated Photovoltaic (BIPV) in buildings; Project Development and Consultancy skills in handling concentrated solar collectors (CSP) Manufacturing skills in module assembly; and system integration in solar PV Construction and Installation installation and commissioning of solar water heating systems (SWH); and grid integration of megawatt scale solar PV power projects; Operation and Maintenance skills in trouble shooting of circuitry of solar PV lanterns and home lighting systems. Marketing after sales service, customer care; and techno-commercial analysis of mega projects on grid solar PV.

Wind power generation R&D off-shore wind technology; accurate wind resource assessment; skills in optimization of blade angles for maximizing energy output; electrical energy storage batteries for small scale wind mills; development of high-strength fatigue resistant materials for wind turbines; and design improvements in step-up gear boxes. Project Development and Consultancy design techniques to match wind resources and rating of the installations; construction and Installation; and installation of high capacity wind turbines. Operation and Maintenance



The pace of developments in renewable energy education and training far exceeds the change in training in conventional energy sources, even though the dependence on conventional sources in energy production is far greater. There is a pressing need for a new policy and practice focus to jump-start green education and training in conventional energy. The initiative has to be driven by industry, catalysed by the Government and responded to by government and private technical education providers in the country. Leading education institutions such as Institute of Supply Management (ISM), Dhanbad, Indian Institutes of Technology (IIT)-Kharagpur, IIT Varanasi, and Anna University could become regional champions in this regard.

failure analysis of gearboxes of wind turbines. Marketing techno-commercial marketing of wind projects in energy intensive industries.

Coal based power generation

skills in operating and managing super critical units, ultra super critical units, and underground coal gasification ; skills in carbon capture and storage, expansion of non-conventional gas resources like shale gas and also coal bed methane; skills in bio-diesel, catalysing fuel, particularly coal, expansion in coal washing capacity; and promoting the productive use of a large volume of washery rejects.


Box 1.19 Key training providers in the energy sector

3.2 The transport sector – accelerating policies, capacity brakes

Transportation is one of the most diverse sectors comprising the various modes of railways, roads, ports, inland water transport, coastal shipping and air travel.

India’s transport sector in 2012-13, contributed 6% to the nation’s GDP (MOSPI, 2013), with transportation by means other than railways being the main contributor. Indian Railways is one of the world’s largest employers, however railway jobs in India fell from 1.70 million to 1.32

TERI University offers several short-term certificate courses on the dominant forms of renewable energy.

University of Petroleum and Energy Studies (UPES), and the Indian Institute of Petroleum, run courses in renewable energy technologies; energy infrastructure; energy economics; energy conservation and energy-environment interface.

IITs and premier engineering colleges offer courses in solar energy and energy management. Malviya National Institute of Technology, Jaipur offers courses in energy efficient buildings, solar thermal applications etc. Vellore Institute of Technology offers programs in energy engineering. The National Centre for Photovoltaic Research and Education at IIT Mumbai is a specialised institute on renewable energy. IIT Kharagpur trains students in reducing pollution from underground coal mining, environmental management for surface mines etc.

DGET plans to offer specialized courses for technicians for field installations and after sales service networks in solar energy. A Government fellowship programme to train 100 selected engineers and scientists in solar energy in world class institutions abroad is also being taken up.

The Sardar Patel Renewable Energy Research Institute and the Centre for Wind Energy Technology conduct national and international training courses in wind resources assessment and siting, design and layout of wind farms and their development, wind turbine aerodynamics and certification, and the clean development mechanism.

Indian School of Mines, Dhanbad, offers courses in fuel engineering and environmental engineering.

Energy Alternatives India provides short-term training in renewable energy.

Training of technicians on the installation, repair and maintenance of solar lighting systems is provided by Econsense Sustainable Solutions Pvt. Ltd; NB Institute for Rural Technology; Bhartiya Vikas Trust; Steinbeis Centre for Technology Transfer India; Gandhi Gram Rural Institute; Arbutus Consultants Pvt. Ltd; TRA International Ltd.



million during 1992–2011 (Indian Railways, Govt. of India, 2012). Roads are the dominant mode of transportation in India today. They carry 85% of the country’s passenger traffic and over 60% of its freight (GoI, Ministry of Road Transport and Highways, 2012-13).

The country transports nearly 57% of total goods by road, compared to 22% in China and 37% in the U.S. In contrast, the share of rail is only 36% compared to 48% for the U.S. and 47% for China. Despite the fact that a large part of India’s freight traffic comprises bulk materials, and moves over long distances that can be served efficiently by rail and waterways, the share of shipping through waterways is 6% as compared to 14% in U.S and 30% in China. This is imposing a high cost on the economy by way of a much higher dependence on fossil fuels and high level of greenhouse gas emissions (Planning Commission, 2011).

Almost every policy in the transport sector emphasizes the link between transport and energy. The three key strategies highlighted in every policy document are checking a decline in the modal share of railways in traffic; augmenting the capacity of other modes such as inland waterways and coastal shipping, increasing the share of public transport in meeting urban travel demand; and introducing modern and energy-efficient technologies.

While vehicular emissions standards get progressively tightened, obtaining a certificate of pollution under control periodically is mandatory. “Bharat Stage IV” emission norms for vehicles (equivalent to Euro IV) may soon be upgraded to “Bharat Stage V” equivalent to “Euro V”. Liquefied Petroleum Gas (LPG) is permitted as a transport fuel, the use of battery operated vehicles/electric vehicles is being introduced, unleaded petrol has been introduced throughout the entire country, there is to be a reduction in diesel sulphur content from 10000ppm in 1995 to 350ppm (countrywide) and 50ppm (selected cities) by 2010, Compressed Natural Gas (CNG) is being introduced for public transportation, there is a restriction on using commercial vehicles that are older than 15 years and many other progressive steps have been taken over the last two decades. The Government of India’s recent electric vehicle policy calls for a plan worth US$4.26 billion, to promote the production of electric and hybrid vehicles over the next eight years, and a sales target of 6 million units by 2020 has been set (Indian Brand Equity Foundation, 2013a).

Similar to interventions in road surface transport, the railways have also taken active steps to improve fuel efficiency by increased production of 3 phase electric locomotives with 14% to 15% energy regeneration during braking, fuel efficient 3 phase diesel locomotives with 10% higher fuel efficiency than conventional locomotives and the adoption of 3 phase electric motive units (EMU) regenerating about 25% to 30% of energy. A 10.5 MW capacity wind farm has been commissioned to provide captive power to the Integral Coach Factory at Chennai and more wind farms are planned in other states.

Jawaharlal Nehru National Urban Renewal Mission (JNNURM), bus rapid transport, mass rapid transport, and non-motorised transport, are some of the policy instruments which have been put in place to increase the share of public transport and reduce the use of personal modes of transport. Dedicated freight corridors, the introduction of new technologies such as global positioning devices and radio frequency identification for tracking, improving the axle loads of wagons, and the expansion of long haul are measures being taken to improve railway freight movement efficiency. In addition, railways have initiated grid connected solar panels at major stations, the provision of roof top solar panels on passenger coaches running in closed circuits, and the provision of solar panels, solar water heaters, and solar pumps.


Allied to the transport sector is the automobile and automotive component sector which is an important sector to include when studying green job roles and green skills in the transport sector. While the automobile sector is organised and dominated by large corporations such as Maruti, Tata, Mahindra, Hyundai, and Honda, the automotive component sector is spread across small and medium enterprises (SME). According to the Automotive Component Manufactures’ Association (ACMA 2011) report, the industry sub-sector is expected to reach a turnover of US$113 billion by 2020-21 up from US$43.4 billion in 2011-12. The Automotive industry is projected to grow at 11.5% to reach a minimum size of $165-175 billion (NSDC, 2009a). The automotive sector provides direct and indirect employment to over 13 million people.

Due to this rapid expansion and change in technologies, the transport sector, which currently employs nearly 7.3 million persons (over 90% in road and railways), may need 17.7 million employees by 2022 for roads, ports, railways, airports and warehousing (NSDC, 2009b). In addition, the automotive industry may directly and indirectly employ 35 million by 2022.

From Figure 1.40 it can be seem that greening in the transport sector resulted in changes, the highest response being changes to job roles and changes in processes and procedures.

Figure 1.40 Perspectives on key changes for greening the transport sector

The massive expansion and human resource needs of the industry are also reflected in the ADB-EdUHK industry survey where nearly all respondents agree that research and development, and innovation skills, will be key to sustainability. In addition, value chains are also considered very important from a sustainability point of view. The ACMA’s training programmes on energy, water, waste and environmental management are reflected in the survey responses with nearly 78% agreeing that an understanding of environmental standards and legislation has a bearing on a company’s sustainability practices. Seventy six percent consider undertaking impact assessments as being important or very important and 66% regard TVET as important or very important (Figure 1.41).

75%

50%

38%

25%

0% 20% 40% 60% 80% 100%


attitudes)



and materials)



Figure 1.41 The importance of company practices for sustainability in the transport sector

A shortage of skilled workers throughout the value chain was identified as important during the ADB-EdUHK interviews which was confirmed by the survey responses. Seventy eight percent identified government policy on green jobs as very important. Respondents were more forthright in stressing the importance of skills development polices, than environmental policies, which may be due to the constant pressure on the availability of trained workers (Figure 1.42).

Figure 1.42 Perceived importance of government policies in the transport sector

It can be seen from Figure 1.43 that a shortage of green skills is thought by 88% to result in higher costs than there should be. Fifty per cent also indicated that this lack of skills results in higher workloads and is a factor in not being able to meet sustainability targets.

0% 20% 40% 60% 80% 100%


services


supply/value chain

Requirement or need toundertake impact assessments

related to climate change orenvironmental issues

Understanding environmentalstandards and legislation

Technical & Vocational Training(TVET) of employees

Very Important

Important

Neutral

Not so Important

Not Important

0% 20% 40% 60% 80% 100%




Green job policies

Very Important

Important

Neutral

Not so important

Not important


Figure 1.43 Impact of a shortage of skills related to climate change on the transport sector

Increasing production costs, rising standards and competition, and government regulations appear to be universal pressure points for the industry. Green skills for workers does not appear to be a burning issue as indicated by the ADB/EdUHK survey findings (Figure 1.44) though at an ACMA workshop on “Gearing up for scaling up” (ACMA, 2011), participants identified areas such as reduced time to get to market, clean production, technology and standards, and handling increasing volumes of production, as being critical for competition in a freer international and domestic economic and business environment.

Figure 1.44 Issues impacting the transport sector in the last 12 months

38%

25%

88%

50%

13%

50%

0%

0% 20% 40% 60% 80% 100%







No effect

0% 20% 40% 60% 80% 100%

Government legislation,regulations or requirements

Industry standards &Competition

Rising consumer demand forgreen products/services

Increasing costs (eg cost ofenergy)


Demand for 'green skills' ofworkers

Greatly

To some extent

Can't say

Not much

Not at all


According to the ADB/EdUHK survey, the majority of companies have to employ new workers or train existing workers in skills related to climate change (Figure 1.45). This high response may be related to connections with overseas markets and government initiatives. For the railways, for example, it has meant training workers to retrofit and maintain green bio-toilets in carriages, efficient diesel locomotive manufacturing and maintenance, manufacturing and next generation technology propulsion systems for use in high power electric locomotives. A large number of companies have also seen a growing awareness of environmental related jobs amongst senior staff which reflects earlier data signifying the importance, accorded to government green jobs policies. Nearly everyone surveyed would like to become more involved in new green products and services and energy efficiency, water recycling and waste disposal and management. The commissioning of two bio-diesel plants by Indian Railways is an example of an organisation becoming more involved in green products and has the potential to create a skills demand for process workers in bio-diesel production processes and quality testing skills, these being new or top up skills for workers moving from other chemical production plants.

Figure 1.45 Impact of sustainability issues on business practices in the transport sector

The demand for new green skills in the transport sector seems to be driven most by import-export requirements related to climate change. The introduction of standards and government legislation appears to have a relatively low influence in leading to the requirement for new green skills (Figure 1.46).

0% 20% 40% 60% 80% 100%

Employ new workers or trainemployees in new skills related to

dealing with climate change

Integrate jobs related to dealing withclimate change

Witnessed growing awarenessamongst senior managers on

environmental related jobs

Faced a shortage of skilled workers inclimate change detrimental to the

business

Experienced opening up of newmarkets or business lines related to

climate change

Needed to account for inclusivepolicies in labour force planning

Yes

No

Can't Say


Figure 1.46 Factors leading to new skills development in the transport sector

Given the high percentage of SMEs operating in the sector, particularly in the case of auto component manufacturers, improving the sustainable practices of suppliers is an important consideration. Preference towards suppliers employing skilled workers to comply with international manufacturing standards, engagement in recycling and to producing energy efficient products, are evident from the ADB-EdUHK survey (Figure 1.47).

Figure 1.47 Importance given to sustainable practices of suppliers in the transport sector

22%

11%

0%

11%

44%

22%

0% 10% 20% 30% 40% 50%








0% 20% 40% 60% 80% 100%

Suppliers using skilled andtrained workers

Suppliers adhering tointernational standards in

manufacturing

Suppliers engaged in recyclingof materials


Suppliers using energy efficientinfrastructure like solar power,water recycling, waste disposal

etc.

Very Important

Important

Neutral

Not Important



Key changes in skills profiles in the automotive industry, as identified through the ADB-EdUHK study, include improved energy efficiency, waste reduction, cleaner production processes, and collaboration with the supply chain and innovation skills. Skills in green-retrofitting, waste management processes, maintenance of solar panels for station lighting, re-skilling to install sensors and other energy saving devices, electronic assembly and testing for high power electric locomotives, and laboratory testing of diesel locomotive emissions, are in great demand in the railways (Indian Railways, 2013).

Figure 1.48 indicates that private sector TVET colleges are considered to better provide the skills needed by the transport sector than government TVET institutes.

Figure 1.48 TVET providers’ performance on supplying skills to the transport sector

0% 20% 40% 60% 80% 100%

Polytechnics

ITIs



Universities

Other

Greatly

To some extent

Can't say

Not much

Not at all


Table 1.5 Emerging green jobs/skills requirement: transport sector

Subcomponent Type of Skills Operating/ Maintaining LPG/CNG transport

skills in the form of hybrid automobile engineers, environmental engineers, technicians, managers, bus drivers, auto-rickshaw drivers, taxi drivers, mechanics and fuel station staff; and top-up skills to drivers on safety, communications, using complex machinery, and handling of hazardous materials.

Rapid mass transport and freight transport

skills on safety, communications, using complex machinery material handling equipment such as stackers, hydraulic or hand pallet trucks, forklift trucks, jib cranes, etc., and handling of hazardous materials and ability to handle increased tonnage and higher capacity trucks; hybrid skills in handling equipment such as basic computing, route planning, map reading, lane discipline, no usage of drugs while driving and good sanitation and hygiene; ability to maintain service standards and avoid damages; and knowledge of safety and first-aid; local taxation of goods and value added taxes.

Higher Order Skills Ability to - partner in improved urban planning to reduce vehicle trips with local consortium; initiate CSR activities into green capacity building of local community; collaborate with other industry partners on greening business; mobilize the local community through community leaders; innovate in production, development of engines with lower carbon footprint; and network internationally and learn from global best practices in engineering and automation.


While, in discussion through interviews, the transport sector appears to be organized, in reality it is quite unorganized and much of the employment is informal in nature. For example, a larger part of automobile training happens in the informal sector through personalized on the job training by road-side mechanics and technicians. Those who seek training are not looking for certifications but with learning how to start their own workshops or trade in automobile parts and accessories. Green skills training in the informal sector is dependent on the types of vehicles produced and the corresponding learning which might happen during repairing those


vehicles. For example, the number of CNG vehicle repair mechanics is increased significantly in Delhi, and they have trained informally.

Box 1.20 Key training providers in the transport sector

Automobile engineering is offered in several colleges across India. Anna University, Yashwantrao Chavan Maharashtra Open University, Manipal University and Sathyabama University are some examples. Many of them are adding courses on pollution control, new generation and hybrid vehicles and alternative fuels and energy systems.

Maharashtra Academy of Engineering and Education Research, Maharashtra Institute of Technology offer courses in transportation design. These programmes include the study of green designs for automobiles.

The University of Petroleum and Energy Studies offers courses about pollution control and alternative fuels.

ITIs (both government and private) offer lower and middle order skills in automobile engineering. ITIs also have direct linkages with large automobile companies. Toyota, Hyundai, Maruti have partnerships with ITI

The Delhi Metro Rail Corporation provides various training programmes ranges from general construction and management of urban transport systems, operation of metro trains to the development of soft skills required in the many jobs associated with metro rails.

The Delhi Transport Corporation (DTC) Training School provides training programmes for drivers and mechanics of technologies related to cleaner fuels such as CNG and LPG.

Indian Railways is one of the largest recruiters from ITI – especially those trained in diesel engines.



Box 1.21 Women in selected industries

3.3 The travel and tourism sector – sailing in rough seas

While the construction, energy and transport sectors are largely in the domain of manufacturing, Travel and Tourism remains one of the largest service industries in India contributing 6.23% to the national GDP and 8.78% to total employment in India. The hotel and restaurant subsector has contributed 1.2% - 1.5% of GDP over the last 7 - 8 years. Hospitality in India is largely covered by travel and tourism activities which include cruises, adventure travel, wellness, golf,

Women have been pursuing green occupations and contributing to the green economy in India for some time. However, their contributions have remained largely unnoticed. Home based work, and the semi-skilled nature of their involvement in the unorganised sector, does not get counted.

Although the agriculture sector employs most women, the construction sector is estimated to have the second largest share. For men nearly 11% of the total workforce are engaged in the construction sector. For women the figure is 4%. The industry has the largest number of unorganised labourers in India, with most of the women being unskilled; they are involved as casual or manual labourers. They work as head loaders carrying bricks, water, sand, cement; they dig earth and are involved in mixing cement and other such unskilled work. Women unskilled labourers do not have any occupational mobility because of the type of job they do. They are discriminated against in wages. Studies and surveys of construction workers point to inequality in pay with women earning 10 to 20 % less than men for the same type of job and this trend is more than accepted and perpetuated by the men in the industry.

Women are often employed as a part of the family unit and therefore lack direct access to income/wages. This is often reflected in the payrolls of the employer which has few or no women listed in it. Also, the hiring of workers is most often done daily and from the local markets places that are not safe for women. Single and destitute women are also found to be employed in this industry but they are at a disadvantage in accessing work as the Masons prefer to give contracts to those who are a part of a family group (ba, Anbarasu & Clifford, 2009).

Hospitality also is an attractive sector for women’s employment, with evidence in the large scale luxury travel, tour and hotel segment but not much in the small scale hospitality services. However, the long working hours and shift system, often prove to be deterrents for employment as well as upward mobility in the occupational ladder. The labour turnover is high in this industry which also affects women’s continuity in the job, thus deterring their promotions and other benefits. Lack of crèche facilities, or maternity leave, are also other deterrents that they face. Women are said to face sexual harassment and abuse of various kinds in this industry.

Women’s participation in the energy and transport sectors is negligible.



polo, meetings, incentives, conferences, exhibitions and film tourism (Ministry of Tourism, Govt. of India, 2012). India stands 42nd in the world rankings in terms of foreign tourist arrivals (Indian Brand Equity Foundation, 2013b). Foreign exchange earnings from tourism in India during 2011 were $16.56 billion, compared with $14.19 billion in 2010, showing growth of 16.7% (Ministry of Tourism, 2012).

The World Trade Organisation forecast that this sector will grow by 8% per annum, in real terms, between 2008 and 2016. The total numbers of jobs (direct and indirect) in the tourism sector in 2016 is estimated to be 77.5 million, up from 53 million in 2010. Therefore, 24.5 million more jobs (direct and indirect) are likely to be created between 2010 and 2016.

The Planning Commission’s focus on, and interest in, the sector is evident through the number of documents and working groups facilitated by the Commission. The Report on Low Carbon Strategies for Inclusive Growth (Planning Commission, 2011) encouraging green buildings for hotels, the 2012 Report of the Working Group on Tourism (GoI, Ministry of Tourism, 2012), and the Approach Paper (2011) highlighting the need to adopt a “pro-poor tourism” approach are all important guiding documents for line ministries and the tourism industry.

National and international travel associations such as the Travel Agents Association of India (TAAI), Indian Association of Tour Operators (IATO), Eco Tourism Society of India, Pacific Asia Travel Association (PATA), and American Society of Travel Agents (ASTA) have been advised by the MoT to lead initiatives towards ecotourism. The Federation of Hotels and Restaurants Associations of India (FHRAI) and the Hotels Association of India (HAI) have also taken steps to catalyse the process of aligning industry standards with green standards.

The hotel industry (mainly the large hotels) has proactively developed and adhered to global standards. For example, International Standard Organisation (ISO) 14001 certification for hotels, Green Globe, Earth Check, Green Hotels Global, Green Seal, ENERGY STAR for Hospitality, Audubon Green Leaf Eco Rating Programme, Sustainable Tourism Eco-Certification Programme, Association of Southeast Asian Nations (ASEAN) Green Hotels Standard, Eco Tel (India Focused) and Green Key Global. In terms of actually certifying buildings, hotel companies have so far sought to use the various green building rating systems created for general commercial property. The United States Green Building Council’s Leadership in Energy and Environmental Design (LEED) green building rating system has proved universally popular for this purpose and there are a growing number of registered and certified, new and existing building LEED hotel projects throughout India.

Respondents in the ADB/EdUHK surveys gave most importance to economic and environmental policies, with less emphasis on skills development of green job policies (Figure 1.49).


Figure 1.49 Perceived importance of government policies in the travel and tourism sector

The sensitivity towards achieving standards and recognition is mainly driven by the rising costs of energy in the industry. Nearly 83% of respondents from the travel, tourism and hotel industry in the ADB-EdUHK study identified energy costs as having an impact on their company (Figure 1.50). Nearly all of them agreed that industry standards and competition are also having an impact on their businesses. During the ADB-EdUHK interviews, international standards, such as LEED, were mentioned as becoming more important for the competitive advantage of tourism and hospitality companies. Skills within the sector are not greatly different for green work practices and green skills are considered as top up skills such as waste management, maintenance of solar panels and solar hot water heaters. These views are also reflected in the survey with very few indicating a demand for green workers.

Figure 1.50 Issues impacting the travel and tourism sector in the last 12 months

0% 10% 20% 30% 40% 50% 60%




Green job policies

Very Important

Important

Neutral

Not so important

Not important

0% 20% 40% 60% 80% 100%

Government legislation,regulations or requirements

Industry standards &Competition

Rising consumer demand forgreen products/services

Increasing costs (eg cost ofenergy)


Demand for 'green skills' ofworkers

Greatly

To some extent

Can't say

Not much

Not at all


From Figure 1.51 it can be seem that greening in the hospitality sector resulted in changes, the highest response concerning changes to work systems, with all respondents agreeing with this.

Figure 1.51 Perspectives on key changes for greening the travel and tourism sector

Box 1.22 Infrastructure Leasing and Financial Services (IL&FS) certificate programme for food and beverage services

44%

72%

100%

44%

0% 20% 40% 60% 80% 100%


attitudes)



and materials)


The hospitality and tourism sector is one of the largest recruiters in the organised services sector. It consists of a broad category of fields within the service industry and includes lodging, restaurants, event planning, theme parks, transportation, cruises, and other tourism related services. There are a wide range of organisations offering food and beverage services and accommodation. The sector is divided according to the skill sets required for the work involved, such as accommodation, food and beverage, meetings and events, gaming, entertainment and recreation, tourism services, and visitor information.

Placement Partnerships: star hotels, resorts, fast food outlets, and restaurants across India.

• starting Salary: 4000 - 9000 Rupees per month.

• target jobs: Steward and apprentice steward in restaurant; team member in fast food outlets, coffee shops, and cafeteria services in a hospital;

• academic Qualification: 10+2, and basic English language skills;

• age limit: 18 years and above;

• programme: 1-6 weeks, including internship;

• programme: 2-12 weeks, including internship.

Source: Interview with IL&FS


Impact assessments, understanding of environmental legislation, importance of TVET amongst employees were regarded as important for sustainable practices for companies. Innovation was considered crucial with skills centring on organic solid waste management and treatment for conversion to bio-fuel. Collaboration was also considered critical for involving local communities as value chain partners and was therefore regarded as a necessary skills for the industry (Figure 1.52).

Figure 1.52 The importance of company practices for sustainability in the travel and tourism sector

From Figure 1.53 it can be seen that nearly 90% of respondents indicated that they had witnessed growing awareness amongst senior management on green jobs. However, only 28% of respondents needed to employ new workers or train employees with new green skills

0% 20% 40% 60% 80% 100%


services?


supply/value chain?

Need to undertake impactassessments related to climate

change or environmentalissues?

Understanding environmentalstandards and legislation?

Technical & Vocational Training(TVET) of employees?

Very Important

Important

Neutral

Not Important



Figure 1.53 Share of responses on the impact of sustainability issues on business practices in the tourism sector

Unlike the transport, energy or construction sectors, CSR mandates seem to be an important driver for efforts towards climate change in the hospitality sector. Like other sectors, client/customer expectations and government legislation are important drivers for initiatives in the industry (Figure 1.54).

Figure 1.54 Factors leading to new skills development in the travel and tourism sector

It can be seen from Figure 1.55 that a shortage of green skills is thought by 61% to result in higher costs than there should be. However, 28% indicated that there had been no effect on their business.

28%

44%

89%

44%

33%

24%

0% 20% 40% 60% 80% 100%




Witnessed growing awareness amongstsenior managers on climate change or

environmental related jobs?




environment?


0% 10% 20% 30% 40% 50%

New international standards (ISO,OHS related to climate change or

environmental issues)

Corporate Social Responsibilityrelated to climate change

Import-Export requirementsrelated to climate change

Government legislation related toclimate change

Need to undertake impactassessments related to climatechange or environmental issues

Customer/ client expectationsrelated to climate change

Greatly

To some extent

Can't say

Not much

Not at all


Figure 1.55 Impact of a shortage of skills related to climate change on the travel and tourism sector

Consistent with the other three sectors, travel and tourism companies place a high importance on their supply chains adhering to national and international standards and having a skilled workforce (Figure 1.56). Sixty one percent give consideration to recycling habits, 72% place importance on whether the supplier uses energy efficient products and 61% point to the importance of suppliers using energy efficient infrastructure. This suggests that suppliers require skills and understanding in these areas to remain competitive members of a supply chain. Through CSR activities many tourism and hospitality companies are assisting their supply chains to develop green tourism skills, such as local transport drivers and guide skills, marketing skills for local tourism enterprises.

Figure 1.56 Importance given to sustainable practices of suppliers in the travel and tourism sector

While the focus of industry is more towards the introduction of new and sustainable practices, and on meeting global standards, the need for skills, especially top-up skills are crucial and critical for the industry to sustain its efforts. Even though education and training in the sector

6%

17%

61%

22%

11%

22%

28%

0% 10% 20% 30% 40% 50% 60% 70%







No effect

0% 20% 40% 60% 80% 100%

Suppliers using skilled andtrained workers

Suppliers adhering tointernational standards in

manufacturing

Suppliers engaged in recyclingof materials


Suppliers using energy efficientinfrastructure like solar power,

water recycling, waste…

Very Important

Important

Neutral

Not Important



is less geared up towards sustainability issues, the landscape of training is more generic and spread across higher education, technical education and vocational education, provided by both government and private sector providers. Figure 1.57 indicates that private sector TVET colleges are considered to better provide the skills needed by the tourism sector than government TVET institutes.

Figure 1.57 TVET providers’ performance on supplying skills to the tourism sector

Box 1.23 Key training providers in the travel and tourism sector

r

0% 20% 40% 60% 80% 100%

Polytechnics

ITIs



Universities

Other

Greatly

To some extent

Can't say

Not much

Not at all

Ministry run Institutes of Hotel Management (IHM) courses have components of energy and waste management.

Ministry run “Hunar Se Rozgar” (skills to employment) are short-term courses (6-8 weeks) targeted at youth.

Higher education institutions such as the University of Mumbai, and Yashwantrao Chavan Maharashtra Open University, offer graduate and post graduate study programmes in hospitality studies.

Large private hotel corporations also operate their own schools of training such as the Oberoi Centre for Learning and Development, WelcomGroup Graduate School of Hotel Administration, Manipal University; Indian Institute of Hospitality and Management, Modi Academic International Institute and many others.

Many NGOs supported by the NSDC run short-term training programmes for rural youth in basic hotel operations. NGOs such as Pratham, Mahindra Pride, Krishi Gram Vikas Kendra (KGVK) have initiated programmes in different parts of rural India

Short-term workshops/training programmes, and seminars are organized by institutions like TERI (Energy and Resources Institute), Maharshi Dayanand University Rohtak, IHM Delhi on sustainable practices for hospitality and tourism businesses.



Table 1.6 Emerging green jobs/skills requirement: travel and the tourism sector

Subcomponent Type of Skills Technical

reviewing work systems on recycling, reusing and reducing fuel consumption in operations; ability to create green criteria for using materials and building infrastructure and selecting people; knowledge on separating recyclable, non-recyclable and bio-degradable garbage emanating from operations and disposing non-biodegradable garbage in a responsible way; ability to procure green materials and establish a re-cycling program promoting the usage of non-plastic supplies like converting the use of polythene bags to paper bags, cloth bags, using bio-degradable cleaning chemicals, using recycled paper for stationery and other publicity items like brochures, menu cards, converting used soaps to hand-wash liquids etc.; awareness on using and maintaining alternate sources of energy and consume less fossil fuel; knowledge on water treatment schemes, rain water harvesting; and ability to use ethnic local materials in construction of properties to incorporate architectural styles typical to the area.

Non-Technical ability to increase environmental awareness and social outlook of employees towards implementing green systems like plantations of saplings and greening of the local environment, conserving ecology, animal and bird life in the local area; ability to develop sustainable business partnerships with value chain/suppliers, community and competitors; ability to develop green L&D (Learning & Development) partnerships with TVET Institutes; ability to mobilize local community to enhance the economy of the area by creating sustainable jobs like home stay owners/ workers, golf caddies, polo grooms, nature guides, rural and water/ hill adventure guides, security guards, tourist vehicle drivers and masons for heritage constructions; and ability to create environmental awareness among tourists by preparing an environmental code of conduct for travelers and implementing it jointly with them.


MoT has initiated various schemes to support the development of the travel, tourism and hotel industry. It specified five sustainable tourism criteria for India (STCI) with corresponding potential indicators for industry practitioners such as hotels, restaurants and tour operators. Training programmes such as Capacity Building for Service Providers (CBSP) is a scheme


through 21 hospitality institutes. It consists of a 5-day orientation programme followed by a skills test. The Hunar se Rozgaar Tak (HSRT) skills development scheme, launched in August 2009, is based on a unique Public-Private Partnership (PPP)-model. Other sustainability based training schemes by the MoT include the Earn While You Learn Programme, Induction Training for Regional Level Guides, Training of Taxi/Auto Rickshaw Drivers and the Training of Immigration staff. (Ministry of Tourism, Govt. of India, 2012)

4 Recommendations and the way forward

India has been proactively pursuing environmental concerns and global declarations on climate change, and has been putting in place mechanisms to ensure that growth does not occur at the cost of environmental degradation. The labour market across the industry sectors demands jobs that are more environmentally sustainable and involve ‘decent work’. There is growing evidence that skills shortages may be impeding the transition to green growth in sectors such as energy-efficient construction and retrofitting, renewable energy, energy efficiency, and environmental services. In China and India, rural electrification programmes are suffering because of a lack of skilled workers. Reasons for these shortages include a scarcity of scientists and engineers, the poor reputation and limited attractiveness of certain sectors such as waste management, and a limited number of teachers and trainers in environmental services.

The challenges are compounded especially in a labour market that has more than 90% of the labour force in the informal sector and very low levels of education. Today, India has just 2% of the workforce “trained” as compared to 75% in Germany, 68% in the UK, and 96% in South Korea. There are approximately 15 million new entrants into the workforce in India every year; however the net enrolment in vocational education is only 3.5 million per year, as compared to 11 million in China and 11.3 million in the USA.

One of the strongest messages emerging from this ADB/EdUHK study is that there is a need to revisit the archetypal approaches to address issues within education and training and align them with sustainable growth. For example, strict regulation does not necessarily result in compliance or the scope of green jobs maybe limited but the scope of green skills in all jobs is unlimited.

While at one level there may be policy level challenges, such as integrating economic, industrial, environmental and skills development policies, at another level there may be institutional bottlenecks to balance multiple efforts ranging from compliance related matters, to ensuring productivity, to saving costs, to managing innovations to be competitive and developing human capital. Apart from these there are issues of quality, equity, governance, and finally capacity and capability, both human and financial, which may need strategic directions to be able to achieve the objective of green growth.

4.1 Strategic recommendations

Skills development policies to integrate with industrial policies, economic policies and environment policies

All policies have a history and a legacy which influence the present and have implications for the future. All policies are also formulated for a reason which may have been relevant to the socio-economic and political realities of that time. However, it should not deter revisiting the past, and rationalizing or sharpening the policies to make them relevant to the present and provide future directions. For example, National Skill Development Policy (2009) or National


Skills Qualifications Framework (2013) may be independent policies however in the context of green jobs and green skills, it is important to establish the extent to which these are aligned to the Integrated Energy Policy (2006) or National Action plan on Climate Change (NAPCC) (2008). Therefore, the journey from advocacy for policy coordination to action in policy coordination towards green skills may entail a number of activities –

• an immediate assessment can be undertaken to examine the elements of the different policies which can be aligned together. The assessment may study important policies, programs and institutions and explore areas of convergence and coordination and provide the necessary thrust for green jobs and green skills development;

• the Ministry of Skill Development and Entrepreneurship may ensure inclusion of clear criteria on skills development for each of the eight climate change missions. For example, development of new modules, training of trainers, training of workers, engagement with specific institutions;

• international expertise can be mobilised and good practices studied to learn ways and methods of policy rationalisation and convergence; and

• capacity development can be initiated of institutions and individuals on processes and tools for policy integration.

• Lead agencies to implement: Ministry of Skill Development and Entrepreneurship along with Ministry of Environment and Forests and Ministry of Commerce & Industry; Ministry of New & Renewable Energy

Green and sustainable practices to be promoted as a business issue

The burden of existing issues often overshadows the importance of emerging issues in public as well as private institutions. Also the institutions are more responsive in complying with policy directions and regulatory provisions than developing priorities for themselves. The urgency to deliver targets or exhaust budgets often makes institutions neglect issues that may have a long term impact and may go past a point of no return.

While it is difficult for the government institutions to move out of the framework of their constitution and address emerging issues quickly, the small and medium enterprises are mostly focused on achieving profits and may superficially agree with emerging issues such as the green growth agenda, but may find it difficult to accommodate it in the highly competitive market. Fortunately, large private corporations have both the capacity to influence policy makers as well as smaller enterprises, many of which are part of supply chains. Some of the specific steps that could be taken towards green skills development are –

• large private corporations like the Tata Group, Aditya Birla Group, Reliance Group of Industries or public sector corporations like Oil and Natural Gas Corporation (ONGC), Hindustan Petroleum, Indian Oil, Bharat Heavy Electricals Ltd. etc. can financially support models of innovation in products and practice towards green and sustainable development e.g. supporting and replicating initiatives like Attero which has demonstrated that recycling e-waste can be a big business. The company handles more than 550 tons of e-waste every month or Selco which has brought solar lighting systems to more than 125,000 rural households with limited or no access to electricity;

http://www.attero.in/

http://www.selco-india.com/


• benefits of up-skilling the existing workforce can be communicated widely to the small and medium enterprises. Workers can be encouraged to up-skill through leadership programmes, competitions, recognition of prior learning programmes etc.;

• green standards could be developed for each sector, applicable to all enterprises (big or small). Initiatives like BEE Ratings, Compulsory Energy Audit for large energy-consuming units, vehicular emission code, and LEED ratings are good starting points;

• competition, rewards and recognition can be institutionalised by industry bodies like CII, FICCI for companies engaged in green skills development;

• well-funded, special research packages can be designed with leading universities around the world that have expertise in the field of green skills. Research in higher education can be promoted in developing newer practices and technologies which are environmentally sustainable, and useful for industries.

Lead agencies to implement: Large corporations along with Sector Skills Councils, Confederation of Indian Industry (CII) and Federation of Indian Chambers of Commerce and Industry (FICCI), The Associated Chambers of Commerce and Industry of India (ASSOCHAM).

Foreign aid and investment agencies through coordinated action support national strategies for green growth, green jobs and green skills

As one of the largest recipients of international funds for development a number of multilateral and bilateral agencies are actively engaged with the national/provincial governments and NGOs. Undoubtedly, foreign partnerships are an important way to bring in new perspectives, new models, flexible funding, high quality research, best practices and to develop individual and institutional capacities to deliver large scale programmes. Newer concepts such as green jobs and green skills can also be developed and introduced through such partnerships. Some of the steps in this direction could be;

• multilateral agencies can take a coordinated stand towards developing a national program directed towards green growth. Different partners can target different agencies but with one common agenda e.g. ILO Decent Work Team of South Asia can closely work with World Bank’s Vocational Training Improvement Project to bring elements of sustainable skills to Vocational Education and Training (VET) institutions. Similarly Department for International Development (DFID), UNDP, the Japan International Cooperation Agency (JICA), GIZ, ILO, Australian Agency for International Development (AUSAID), and ADB can come together to develop a consolidated national strategy for support towards green growth, green jobs and green skills;

• ADB loan for expanding and strengthening skills development in Meghalaya, Kerala, Odisha can have elements of green skills development. ADB technical assistance to NSDA can help focus NSQF to build in components of green standards. ADB technical assistance to NSDC can help Sector Skill Councils to develop green skills standards; and

• assistance in documenting and advocating case studies of national and international replicable models. For example, Thermax, along with the Department of Science and Technology, Government of India and the inhabitants of Shive village, executed and


commissioned India’s first solar biomass hybrid distributed power generation project at Shive village in Pune. The plant is intended to utilize solar thermal energy for power generation during sunny hours and is hybridized with a biomass system for power generation during non-sunny hours, thus producing a continuous supply of electricity. Such studies could be widely disseminated among state governments, industries and civil society;

Lead agencies to implement: Ministry of Finance (Department of Economic Affairs, Foreign Investment Promotion Board) along with Aid agencies – Asian Development Bank, The World Bank, United Nations, Gesellschaft für Internationale Zusammenarbeit (GIZ), International Labour Organisation (ILO), and Department for International Development (DFID)-Govt. Of UK, United States Agency for Industrial Development (USAID).

4.2 Operational recommendations

Initiating easily implementable activities around green skills development

While strategic level recommendations are critical to improve the ecosystem required for green jobs and green skills development, operational level strategies are equally important to ensure that action need not wait for larger reforms. It is also important to understand that transformation of TVET institutions towards greening is not just limited to greening of skills. It includes learner-centred pedagogy, greening of campuses, institutional culture and collaboration with communities on greening. Systemic reforms needs to be complemented with specific operational strategies such as -

• rather than waiting for a comprehensive green curriculum to evolve, knowledge nuggets of green skills can be introduced into the standard curriculum – school education, technical education and higher (university) education level. The Ministry of Skill Development and Entrepreneurship may prepare a series of modules based on core green skills. As first steps, themes such as responsible and efficient handling of materials (including hazardous), energy saving, waste management, recycling etc. can be introduced into existing education and skills development programmes. The target should not be only TVET institutions but also school education and higher education; Although the University Grant Commission, AICTE under the current legislation require all states to include EVS (environmental science) subjects in study programs and subsequently, all specialisations at polytechnics also need to add EVS (air, water and land pollution, and solid waste), reinforcement is needed to implement this legislation.

• major government funded training schemes (Aajeevika Skills (National Rural Livelihoods Mission), STAR (NSDC) and can include a number of ‘green’ occupations to the list of training priorities. For example, good practices such as KGVK’s Total Village Model (TVM) which combines closely integrated programmes in natural resource management, resource mobilization, health, education, women’s empowerment, energy inclusion, capacity building and livelihoods or the Drishtee model of village project has developed rural entrepreneurs running Drishtee franchisees in the villages using the 4C framework of community, credit, capacity/education and channel can be replicated;

• trainers at TVET institutions and in other vocational education programmes are one of the most important cadres of people who can be the torch bearers of green skills


development. Since most of the trainers come from higher education institutions, the in-service professional development of trainers can also be undertaken at universities and colleges with special modules on green skills. The teacher training programs and courses can also start including generic and specific green skills modules. This can be included as accreditation requirements for training programs. MHRD may establish a green benchmark for teacher training programs, e.g. no less than 5% of the program should be related to greening of skills;

Lead agencies to implement: Ministry of Skill Development and Entrepreneurship with Ministry of Human Resource Development (MHRD) and Ministry of Labour and Employment. Also, National Skills Qualifications Committee under National Skill Development Agency, Sector Skill Councils, Central Ministries, State Government, Regulatory Institutions such as UGC, AICTE etc.


Box 1.24 Success stories on inclusive skills building

Private and government training system need common framework for green skills

Training by private sector cannot be ignored. A number of large corporations, for-profit institutions, voluntary organisations and NGOs are working in the area of human development and training. For example, out of approximately 10,000 ITIs, nearly 7,300 are private. While reforms in the government TVET are usually led by the line ministries, the reforms in the private sector training can be pushed through the industry and employers. Some of the strategies that could be initiated are –

1. Drishtee Model Village Project

Drishtee, through its Model Village Project, has developed rural entrepreneurs running Drishtee franchisees in the villages using the 4C framework (of Community, Credit, Capacity/Education and Channel). The next logical step is to extend the same ecosystem to develop micro enterprises in villages thereby providing livelihood and infrastructure in the villages and creating the Model Villages Initiatives. This increases the scope and target population.

One of the biggest opportunities offered by the development of education for inclusive economic growth and green jobs is that such an initiative will help expand the sphere of stakeholders and bring in a lot of more people who would otherwise be left out, such as rural people.

Bringing these issues within the realm of education will also help in spreading awareness on the issues at a very early stage and therefore create a community that is sensitive and aware. It creates a win-win situation for those who are willing to invest (corporate, governments etc) and also society. This will help create an impact that can promote inclusive growth and a focus on the villages of India.

2. Krishi Gram Vikas Kendra (KGVK)

Commenced in 1972 and supported by Usha Martin Group, over the last 40 years KGVK has worked with rural communities in Jharkhand through the TVM (Total Village Model).

This model combines closely integrated programmes in natural resource management, resource mobilization, health, education, women’s empowerment, energy inclusion, capacity building and livelihoods.

TVM has now expanded to 130 villages and is likely to be expanded to 300 villages over the next few years. During recent years, nearly 8000 children have gained access to quality education, 12,000 jobs (including those involving self-employment) were created, 13,600 received skills training, 75,000 gained access to safe drinking water, 33,500 people received health services and nearly 217 acres of forest were protected/ restored under the programme.



• the Ministry of Skill Development and Entrepreneurship along with NSDA and NSDC may develop and establish green standards and dovetail them with the existing National Skills Qualification Framework and National Occupational Standards (NOS). International expertise could be sought to manage this process and also build capacities of the ministry. The NSDC may add ‘green skills’ criteria in the validation process for NOS;

• initiate efforts towards building parity in quality of training, incentives, governance systems, and industry relevance. E.g. each Indian Institute of Technology (IIT) or university can develop at least one institutional linkage with a TVET centre/cluster focused on green skills; and

• more and more training providers can be co-located with the industry to improve the relevance of training, improve teacher industry experience, offer research and development opportunities, create more responsive delivery arrangements and foster industry skills development clusters. This combined with dedicated training institution chain of ITIs, polytechnics and universities could provide the full range of skills demanded by the industry. For example, Delhi Mumbai Industrial Corridor is developing Skill Development Centres (or) Knowledge Hubs consisting of schools, colleges, vocational institutes, engineering/ technical institutes. Such models needs to be promoted by the Ministry of Skill Development and Entrepreneurship in collaboration with the Ministry of Finance and regional governments by developing industry – TVET – university clusters and provide funding for setting up model clusters focused on greening skills.

Lead agencies to implement: Ministry of Skill Development and Entrepreneurship along with large corporations and Ministry of Industry and Commerce, Ministry of Corporate Affairs, Ministry of Heavy Industry and Public Enterprises, Ministry of micro, Small and Medium Enterprises.

Outcome based incentives for SME and TVET institutions

While institutions both in the industry and training respond to regulations, they also respond to incentives. Incentives can be put together by government, multilaterals, and large corporations. Incentives can be in the form of employee training, brand development, goodwill expansion, tax and investment incentives for renewable energy projects, training of trainers in green skills, and international exposure for TVET institutes.

Lead agencies to implement: Ministry of Finance, along with Ministry of Commerce and Industry and Ministry of Skill Development and Entrepreneurship and Ministry of Labour and Employment.

Green practices, sensitivity towards sustainability needs to be promoted as a social issue

Green skills development should not only be understood as a matter of curriculum, and in terms of content, limited to TVET institutions, but as something that should be built into a larger ecosystem of education, workplaces, social interactions and political debates. In addition to formal TVET, sensitivity towards the environment is should be developed through social interactions and public communications. Some specific steps could be –


• all forms of media – whether it is print, radio, TV and social - can be encouraged to position intelligent messages so that the community at large sees value in the importance of society moving toward greener practices with green skills development becoming a necessity rather than an option; and

• NGOs, and Self-Help-Groups (SHGs), can be targeted with special green skills modules to reach out to involve women, and marginalized groups;

Lead agencies to implement media strategies: Ministry of Skill Development and Entrepreneurship along with Confederation of Indian Industry (CII), Federation of Indian Chambers of Commerce and Industry (FICCI) and News Broadcasters Association, India Broadcasting Foundation.

Lead agencies to ensure reach and access to marginalised groups: Ministry of Skill Development and Entrepreneurship along with NGOs, Self-help-groups; Ministry of Social Justice and Empowerment; Ministry of Women and Child Development.

Box 1.25 Green jobs to promote inclusion

4.3 Areas for further research

This research has been an exploratory study of education and skills for inclusive growth and green jobs, and the greening of the economy, in India. This research has highlighted the need

The green job sector, with a focus on women’s participation and inclusiveness, is taking shape in a concrete and substantial way. The exploration by the NGOs and private players has recently begun and indicates a potential that may have important implications for the participation by women, youth and socially marginalized groups. Policies are urgently required to:

• ensure that vocational green skill initiatives are linked to employability for better acceptance and success of skills trainings. For e.g. solar energy harnessing and training in driving;

• encourage the setting up of enterprises, such as the Barefoot College in Rajasthan, which provides a perfect setting for women to learn how to start and run their own green enterprises; and

• encourage new green job opportunities. Industries such as hospitality and construction have high employment potential. The new openings for women could be in a wide range of employment areas such as (i) wellness service providers, (ii) nutritionists and community health workers (iii) eco-rural guides (iv) tourist guides and (v) home stay owners in the hospitality industries. In the construction sector, they could find inclusion installing and maintaining photo-voltaic systems in building and in construction and maintenance of rainwater harvesting structures, bio fuels, wind and bio- gas plants.



to undertake further research in the following areas in order to fill the gaps that exist in the current data, with regard to:

India is an enormous and diverse country in terms of rural as well as urban characteristics, and with regard to the socio-economic status of different parts of the country. It would therefore be useful to undertake the same survey and conduct interviews with population groups in other parts of India.

Importance of the informal and non-formal economy, sometimes called the unorganised sector: This study focuses on the formal, organised economy but the vast majority of economic activity in India occurs in the unorganised sector. I would be helpful to therefore also survey the non-formal economy to ascertain whether the findings from this study also hold true for that economy.

The rural sector: The emphasis in this study has been on various secondary industries such as construction, transport, hospitality and the like. But most employment in India currently occurs in the rural sector, and so it would be relevant to undertake a study, which examines the same issues, concerns and challenges, with those working in the rural sector. Some very interesting activities are occurring in this sector which could be usefully explored. (see Box 1.25)

Small and medium enterprises: There is an unavoidable underrepresentation of small and medium enterprises in this study, and yet most businesses in India are SME’s. It would be helpful to focus more on SME’s in administering the same survey instruments and conducting interviews.

Gender issues with regard to inclusive growth and green jobs: This research study did seek to gather information about and survey the matter of gender issues. But although some interesting initiatives are occurring regarding women and girls (see Box 1.24) overall there is a paucity of information available and a lack of reliable research evidence in this area, most the data being anecdotal in nature

Unemployed and underemployed youth: Likewise, in the case of youth, with particular reference to unemployment and underemployment, although some interesting activities occur (see Box 3.24) there is a lack of useful evidence in this area. Given the major problem of youth unemployment, further research in this area would be helpful for policy makers.

4.4 Concluding comments

Skills development and training clearly need a major overhaul, as the global economic and environment scenario changes. Vocational training or skills development for employability can no longer afford to take a linear approach to the learning of generic content, followed by specific components and later advanced content. What is required is a non-linear approach because jobs today are not categorized around levels of complexity (or linear), but are getting more and more modular in nature. Multidimensional skills are needed that include an understanding of raw-materials or resources, an ability to transform them into final products, ensuring a sensitivity towards the environment during the whole process. The labour market across industry sectors is demanding jobs that are more environmentally sustainable and decent as there is growing evidence that skills shortages may be impeding the transition to green growth in different sectors.


The policy makers and practitioners therefore have a major task to balance emerging needs and priorities with existing implementation frameworks. The balance has to accommodate norms and standards from global agreements, whether these be the Millennium Development Goals or climate change agreements. They also need to tread a fine line between meeting industry demands, achieving economic priorities and environment mandates and promoting inclusive development.

Fortunately, there is no lack of knowledge around this subject. Knowledge from within India and from other countries, and partnerships with international agencies are available to bring in new perspectives, new models, innovative practices, flexible funding and high quality research, to develop individual and institutional capacities to deliver large scale programmes around green economy, green jobs and green skills.

5 Summary of government initiatives – India

S.No. Ministry/ Department

Some of the Schemes/ programmes/ institutions having provision for vocational education and training

1. MoLE Craftsmen Training Scheme (CTS): for students who leaveschool after completing anywhere from grades VIII – XII aged 15-25. The CTS programme is run through 10341 ITIs/ITCs with an overall capacity of about 1.45 million seats; Modular Employable Skills Schemes (MES): implemented through a network of 7125 training institutions and has a capacity of 1 million students per annum; and Apprenticeship Scheme (ATS): run in about 27000 institutions in about 252 trades. The estimated training capacity of ATS is about 340,000. In addition, some new schemes have also been formulated to setup 1500 ITI in PPP mode, 5000 Skill Development Centres in PPP mode, 15 ATI (Advanced Training Institutes) to address shortage of trained instructors (about 70000 current plus 20000 per year) and 12 Regional Vocational Training Institutes for Women, also in PPP mode.

2. MHRD Vocationalization of secondary education: under the Scheme(MHRD, 2012) vocational education is provided in 9,619 schools with 21,000 sections covering about 1 million students. About 150 job oriented courses at +2 levels are being provided in the areas of agriculture, business and commerce, engineering and technology, home science, health and paramedical, social sciences, humanities etc. Community Polytechnic Scheme: the scheme is implemented through about 675 polytechnics. These are 3-6 month courses operational for poorer sections of the society in rural and urban areas. National Programme on Technology Enhanced Learning (NPTEL) are web-based distance learning programmes for engineering, physical sciences under graduate and postgraduate student and all teachers in science and math fields. There are about 100 video and 115 web-based courses. In total there are 683 institutions providing NPTEL services (NPTEL, Govt. of India, 2012)


Jan Shikshan Sansthans (Adult Education Centres) operate about 221 vocational training centres run by NGOs and offering need based programmes in about 250 courses. National Institute of Open Schooling (NIOS) – Distance vocational education programmes customized for Std. V, VII, VIII and Xth pass students delivered through about 11 regional centres and 2067 study centres with an enrolment of about 26000 students. There are also 1063 accredited vocational institutes in the country. NIOS also has taken special initiatives towards vocational training like Project Hunar. Revised Centrally Sponsored Scheme for Teacher Education: the Revised Centrally Sponsored Scheme for Teacher Education of Government of India covers nearly 55 million teachers in the existing elementary and secondary schools through nearly 1200 government and 13000 private teacher education institutions.

3. M/o Agriculture Department of Agriculture Research and Education Department of Animal Husbandry, Dairying and Fisheries

Training in agricultural extension Training in use of agricultural instruments and machinery Soil Conservation training centre Cooperative education and training. Indian Council for Agricultural Research (ICAR) also arranges need based training programmes in any of State Agricultural University or ICAR Institutes in new and emerging areas. Central Institute of Fisheries Nautical and Engineering Training (CIFNET) – Regular courses, special training courses, Refresher courses

4. M/o Food Processing Industries

326 Food Processing Training Centres through NGOs (1992-2001) Vocational Training courses by Central Food Technology Research Institute , Paddy Processing Research Centre, Public Health Training Centre (PHTC), Council for Excessive Deficit Procedure (EDP) Food Processing Training Centres (FPTC) scheme Training programmes for development of human resources in food processing, testing and quality

5. M/o Information Technology

DOEACC - “O” level programmes Centre for Electronics Design and Technology of India (CEDTI)

6. M/o Micro Small and Medium Enterprises (MSME)

Entrepreneurship Development Programme, Skill Development Programme (SDP), Management Development Programme through 72 institutes/ bodies. 50355 Trained in 2011-12 Khadi and Village Industries Corporation - 51 Training Centres run 35 types of programmes

7. M/o Social Justice and Empowerment

Short term training up to six months duration or orientation Programmes up to one week duration at : National Institute of Mentally Handicapped, National Institute for the Orthopedically Handicapped, Institute for Physically Handicapped, National Institute for the Hearing Handicapped, National Handicapped Finance and Development Corporation,


National Scheme of Liberation and Rehabilitation of Scavengers and their Dependents, National Scheduled Castes and Scheduled Tribes Finance and Development Corporation, Rehabilitation Council of India

8.

M/o Textiles Decentralized Training programmes mainly short term (15 days to 3months/ some courses under handicrafts are of 1 year duration/ cooperative training) at : 24 Weavers’ Service Centres, 13 Power loom Centres, Indian Jute Industries Research Association, Central Wool Development Board, Central Silk Board, Training Centres for Handicrafts, North-Eastern Handicrafts and Handlooms Development Corporation

9. D/o Tourism 6 months – 1 year training programmes at 22 Food Craft Institutes and 15 under construction 3 yr. diploma in hotel management in 49 institutes and 16 under construction. “Hunar Se Rozgar Tak” through own institutes, through other state govt. institutes and through classified hotels. Short duration courses in food and beverage service and food production and bakery, housekeeping, security guards, tourist vehicle drivers, masons for heritage conservation, wellness service providers, golf caddies, home stay owners / workers, tourist facilitators

10. M/o Tribal Affairs

Unemployed tribal youth (Each person is given training in two trades - 6 months in Vocational Training Centres (VTC) and 6 months with master craftsmen) at: VTCs in Tribal Areas. (100% central assistance is given to State/ UT / NGO for setting up VTs.

11. D/o Women and Child Development

Support to Training and Employment (STEP) : short term courses to provide updated skills and new knowledge to poor and asset less women in traditional sectors Swalamban to train poor women mostly in non-traditional trades Training in Home scale preservation of fruits and vegetables, (by Community Food and Nutrition Extension Units (CFNEUs) Central Social Welfare Board: training for women in marketable trades and also to upgrade their skills for getting remunerative employment opportunities conducted through voluntary organisations Women Empowerment Programme in collaboration with Indira Gandhi National Open University (IGNOU) for SHGs Kishori Shakti Yojana: to train and equip adolescent girls to improve home based and vocational skills Training programmes under UDISHA, Training of Anganwadi Workers, National Institute of Public Cooperation and Child Development (NIPCCD), Rashtriya Mahila Kosh etc.

12. M/o Rural Development

Aajeevika provides job placements through placement linked, market driven skills trainings to rural poor youth. More than


400,000 rural poor youth countrywide have benefitted from this programme. A special initiative under Aajeevika called Rural Self Employment Training Institutes (RSETIs), is designed for skills development training of rural Below Poverty Line (BPL) youth to enable them to undertake micro enterprises and wage employment. 264 RSETIs have received grant from the Ministry and about 210 RSETIs have been set up by Public Sector Banks on their own initiative. National Institute of Rural Development (NIRD) also conducts 150 need based, short-term programmes.

13. M/o Urban Development

The Swarna Jayanti Shahari Rozgar Yojna (SJSRY scheme, Urban Employment Plan) has strong skills development and training component together with ensuring access to employment opportunities/ promoting self-employment for the urban poor. Skills Training for Employment Promotion amongst the Urban Poor (STEP-UP) facilitates skills development through market oriented programmes in carpentry, plumbing, electrical and manufacturing low-cost building materials etc. Short term courses are organized by Housing and Urban Development Corporation Limited (HUDCO) for workers and supervisors engaged in the construction industry. The programmes are run at: 640 Building Centres (HUDCO) Companies run schools ((National Buildings Construction Corporation Limited (NBCC), Hindustan Construction Company (HCC), Larsen & Toubro (L&T), Environmental and Combustion Controls (ECC) etc.) Construction Industry Development Council (CIDC)

14. M/o Health and Family Welfare

Health Education and Training is a specialized sector and closely linked to medicine and hospital operations. In fact, no medical college can operate without an attached hospital. There are nearly 6440 medical colleges with an estimated enrolment of over 67000 students. In addition there are a range of programmes like nursing, Auxiliary Nurse Midwife (ANM), Landelijke Huisartsen Vereniging (LHV), Ministry of Population Welfare (MPW) institutions which conduct short-term courses for services in the health sector.

15. M/o Commerce and Industries

Footwear Design and Development Institute (7 institutes) 2700 p.a. training capacity for footwear, retail and leather goods industry Trained 22000 artisans under cluster development Trained 22000 youth under Skill Development scheme of MHRD

16. M/o Heavy Industries and Public Enterprises

There are 18 large public sector corporations which have their CSR programmes worth Rs.1512cr. ($300Mn), however cumulatively only 46% of the funds were utilized. Some of the reported CSR work is as follows - ONGC – ONGC carries out its CSR activities in education, infrastructure, healthcare, women empowerment, environment, heritage monuments, entrepreneurship, water management, art and craft, sports, disability sponsorship Bharat Heavy Electricals Limited (BHEL) – Setting up of Greenfield ITI, vocational training for self-employment,


adoption of ITI on PPP, Udaan Projet (JandK) and on the job training in soft skills, to trade apprentices, graduate apprentices, diploma holders and NIIT trainees. Nuclear Power Corporation of India Limited (NPCIL) – Training in tailoring, embroidery, pottery and computer training (~500 youth in 2012-13). Partnership with ITI.

17. Planning Commission

Construction Industry Development Council various initiative like Power Finance-Construction Industry Development Council (CIDC) skill development programme Rural Electrification Corporation Limited (RECL) - CIDC skill development programme CIDC internship programme Training initiatives for North East Region (DONER) and North Eastern Council (NEC)

18. Chemicals and Fertilizers

Central Institute of Plastics Engineering and Technology – 22 centres

19. Indian Banks Association

Model educational loan scheme for vocational courses For students who have secured admission in Govt. recognized vocational course Rs.20,000 to Rs.150,000 depending on duration of course tuition fee/ examination fee/ caution deposit/ purchase of books, equipment’s etc. No margin money, processing charges, no collateral, no pre-payment charges Interest rebate of 1%

20. National Skill Development Corporation

As on July 2014 – 150 Training partners 2253 Training centres approx. 2.2 million people trained

21. Sector Skill Councils

28 SSCs as on 1st December 2013 PPP between NSDC, industry partners and academia Responsible for: affiliation to training partners, assessment and certification, develop national occupational standards and qualifications Research and development



6 Policy and action matrix - India

Recommendation Suggested policy

Suggested activities Implementation agency

Rationale (Potential benefits/ Incentives)

STRATEGIC LEVEL

Policy integration Policy framework to include skill development criteria on eight climate change missions

Assessment to examine elements such as research skills in solar energy production under National Solar Mission; technical skills in recycling materials and urban waste management under National Mission on Sustainable Habitat

Ministry of Skill Development and Entrepreneurship along with Ministry of Environment and Forests and Ministry of Commerce & Industry; Ministry of New & Renewable Energy

Identification of areas for immediate action on green skill development Climate change policies have a clear pathway to develop human resources for the sectors

Policy framework to invite international expertise and adopting good practices on green skills

Capacity development of institutions on processes and tools for green skills at departments such as NSDA, NSDC under Ministry of Skill Development and Entrepreneurship or Capacity Building for Industrial Pollution Management (CBIPM) project, National Green Tribunal (NGT) under Ministry of Environment and Forests

Ministry of Skill Development and Entrepreneurship with support from multilateral agency support (Organisation for Economic Cooperation and Development, Asian Development Bank, World Bank, United Nations, ILO, GIZ, USAID, DFID)

Multinational companies such as Marriott, Hilton (Hospitality), IL&FS, Gammon (Construction), Suzlon, Clarke (Energy) and Alstom, Siemens (Transport) can provide international expertise to boost

Enhanced capacity to design integrated policies Availability of knowledge and expertise on good practices





good practices and green skills.

Green practices to become a ‘business’ issue

Policy on green standards in each sector

Large corporations such as conglomerates (Reliance Industries Limited, TATA Group etc.), multinational (Bayer, Unilever etc.) and PSU (Bharat Heavy Electricals Limited, Coal India etc.) to financially support, reward and recognize models of innovation in green practices. Initiatives supported through CSR funds, PPP projects or by industry councils and associations. Green models to be patented or creating subscription-based green process management modules to generate additional revenue stream to companies Benefits of up-skilling on green skills need to be communicated widely during industry summits organised by associations such as CII/FICCI, trade fairs etc. TVET system can house similar discussions during teacher training programmes and apprenticeship training Well funded research products with leading universities on green technologies and green practices in industry. Steering committees

Large corporations along with Sector Skills Councils, Confederation of Indian Industry (CII) and Federation of Indian Chambers of Commerce and Industry (FICCI), The Associated Chambers of Commerce and Industry of India (ASSOCHAM)

Steering committees or working groups under Planning Commission (having cross-industry participation)

Availability of clear direction to include green skill strategies in industrial practices. Creation of a vibrant ecosystem to adopt and promote green practices and related green skills

Additional revenue streams in the form of patent fees and consulting services for the industry





or working groups under Planning Commission can champion the initiative of bringing international best practices and expertise into Indian industry sectors

Include green practice standards in the industrial policies specially for new economic corridors

Promote co-location of training providers with industry clusters. These could be targeted at special economic zones (SEZs) by opening up industrial parks and training centre/s together

Ministry of Skill Development and Entrepreneurship with Ministry of Industry and Commerce, Ministry of Corporate Affairs, Ministry of Heavy Industry and Public Enterprises, Ministry of micro, Small and Medium Enterprises

Support for green growth, green jobs and green skills from foreign aid and investment agencies

Common agenda and policy between foreign aid and investment agencies with respect to green growth, green jobs and green skills

Documenting and sharing green investment advisory notes promoting green growth at regular intervals, advocating the agenda of green skills to support a greening economy at global scale using platforms like G-20 summits and capacity building on national and international good practices on green skills

Aid agencies – Asian Development Bank, World Bank, United Nations, GIZ, ILO, DFID, USAID;

Large corporations and multinational companies, Confederation of Indian Industry (CII) and Federation of Indian Chambers of Commerce and Industry (FICCI)

Ministry of Finance (Department of Economic Affairs, Foreign

Consolidation of initiatives of aid agencies

Greater emphasis on green skill development through a unified approach of aid agencies





Investment Promotion Board)

Bridge the gap between TVET outcomes and jobs requirements

Policy on partial autonomy of TVET institutions

Ensure that curriculum structure allows up to 30% of flexibility that TVET institutions can use to address industry needs; allow principals to use funds gained through short courses delivery for green skills initiatives

Ministry of Human Resource Development

Enhanced capacity to adjust curriculum development to industry needs

This flexibility will allow to respond quickly to greening of industries

OPERATIONAL LEVEL Initiate easily implementable activities around green skill development

Include elements of green skills/ education in National Curriculum Framework, National Skills Qualification Framework (NSQF) and Model Curriculum of University Grants Commission and All India Council for Technical Education

Develop and include green skill knowledge nuggets in existing education curriculum – school, technical,higher education

NSQF roll-out with specific focus on green skills:

• NSDA :anchor andoperationalise the NSQF with focus on green skills;

• Sector SkillCouncils: develop QPs and NOSs for various job roles in their sectors focusing on green skills;

• Central Ministries :ensure that all stakeholders align their programmes;

• State Governments:- all institutions/

bodies under the state government to align their training programmes to the NSQF to

Ministry of Skill Development and Entrepreneurship with Ministry of Human Resource Development (MHRD) and Ministry of Labour and Employment

National Skills Qualifications Committee under National Skill Development Agency, Sector Skill Councils, Central Ministries, State Government, Regulatory Institutions such as UGC, AICTE etc.

Fast-tracking inclusion of green skills in skill development ecosystem





facilitate greater mobility ;

- ensure thatregional variations do not undermine the quality assurance in the NSQF;

- integrate adoptionof green vocational education into curriculum of State Schools, for NSQF levels 1 to 4;

- amend theirrecruitment rules as well as those of their PSUs to define eligibility criteria for all positions in terms of NSQF levels s per defined timelines;

• RegulatoryInstitutions: define entry and exit competencies and qualifications in terms of NSQF for vertical progression in both general and vocational education; and

• Training Providers/Institutes/Institutions: organised courses/ programmes aligning to NSQF

Include green job training in the list of training priorities in short-term government training programs (Aajeevika,

Ministry of Skill Development and Entrepreneurship along with National Skill Development Agency

Ministry of Labour and Employment

Broad basing of green skill development across sectors





NSDC STAR scheme)

Include ‘green’ exposure under Apprenticeship programme of Directorate General of Employment and Training (DGET)

Establish institutional linkage between higher education institutions and TVET institutions in the area of green skills development

Ministry of Skill Development and Entrepreneurship with Ministry of Human Resource Development (MHRD)

Greater integration between higher education and TVET institution (a good practice)

Include elements of green skill/ education in National Council for Teacher Education guidelines

Include generic and specific green skills in pre-service and in-service teacher training programs and courses

Consider these modules as prerequisites for teacher registration

Ministry of Skill Development and Entrepreneurship with Ministry of Human Resource Development (MHRD)

Capacity enhancement of pre-service and in-service teachers on introduction of green skills

Outcome based incentives for enterprises and TVET institutions

Direct outcome based incentives such as tax breaks, subsidy, viability gap funding for sustainable technologies and practices

Indirect benefits such as awards and recognition, land provision, provision of training equipment’s, international exposure visits etc.

Ministry of Finance, along with Ministry of Commerce and Industry and Ministry of Skill Development and Entrepreneurship and Ministry of Labour and Employment

New investment and initiatives towards green skill development

Higher motivation for enterprises towards innovation and new sustainable practices

Policy on support of TVET practicums/

Use incentives to support enterprises in their engagements

Ministry of Commerce and Industry; Ministry of Labour and

Provide an enhanced opportunity for TVET providers





workplace learning

with TVET institutions

employment, MHRD

to organise work-place learning as a part of their curriculum, so students can be exposed for greening practices

Special entitlements, additional budgetary support, technical assistance and international industrial exposure for TVET institutions initiating green skill development

Ministry of Skill Development and Entrepreneurship and Ministry of Labour and Employment

Higher motivation for TVET institutions in introducing green courses and programs

Sensitivity towards sustainability to become a ‘social’ issue

Positioning messages on green practices through all forms of media

Ministry of Skill Development and Entrepreneurship along with Confederation of Indian Industry (CII), Federation of Indian Chambers of Commerce and Industry (FICCI) and News Broadcasters Association, India Broadcasting Foundation

Higher sensitivity towards environmental issues

Special green skill modules targeted to women and marginalized groups

Special green skills development programs targeted for rural areas

Ministry of Skill Development and Entrepreneurship along with NGOs, Self-help-groups

Ministry of Social Justice and Empowerment

Ministry of Women and Child Development

Greater participation of women and marginalised groups in environment friendly activities leading to equitable engagement of all stakeholders Inclusion of rural population will impact on social wellbeing due to increased quality of the environment

Documents

Case Study of Indi a 1 A country with multiple narratives, policy … Case... · 2018-01-21 · ADB Study/UNESCO-UNEVOC Website Material /Maclean, Jagannathan and Panth/Page 38 Case