NASSCOM Education & Skill Development Initiative NASSCOM

NASSCOM Education & Skill Development Initiative

NASSCOM

Copyright © NASSCOM 2008

Key Focus Areas for Education Initiative

• National Curriculum and Outcomes Design

• IT & ITeS verticals

• National Faculty Development Program

• Employment Skills Assessment

• NAC

• NAC-Tech

• Building PhD capacity

• Establishment of 20 IIITs

• EdI Promotion and Outreach for talent development bridging the gaps via:

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Sl No Type Ownership Financing Number ofinstitutions*

Number ofstudents*

Growthtrends

1 Universities underthe Government

Public Public 240 1,000,000 Not growing

2 Private Universities Private Private 7 10,000 Emerging on the scene

3 Deemed Universities(Aided)

Private or Public Public 38 40,000 Growingslowly

4 Deemed Universities(Unaided)

Private Private 63 60,000 Growingrapidly

5 Colleges under the Govt Public Public 4,225 2,750,000 Not growing

6 Private Colleges (Aided) Private Public 5,750 3,450,000 Not growing

7 Private Colleges(Unaided)

Private Private 7,650 3,150,000 Growingrapidly

8 Foreign Institutions Private Private 150 8,000 Emerging onthe scene

9 Total 18,123 10,468,000

Topology and Growth Trends of Higher Education Institutions

[*these are approximate figures based on analysis of primary data for the year 2005/06][Compiled with information from the respective websites and also via interactions with officials of

various bodies including ICRIER]


Industry Courses-Free/Open Electives Curriculum & Outcome Design for IT Services

Application Development

Application Maintenance

Production Support

Application Testing

Data Analytics & Processing Data Analytics & Business Intelligence

Data Cleansing & Processing

Infrastructure Management

Network Administration

Database Administration

Network Architecture

System Administration

Data Architecture

Business Process Management

Enterprise Content Management

R&D,

IP Generation,

Product & Process Developmet, Innovation &

Entraprnureship

Services

Technical Support Services

PG, PhD

UG -(2+1+1)/ (2+1=1)

years

10, +2,

years

SKILL GAPS

IT

• Information seeking strategies • Analysis, Synthesis, Evaluation• Problem solving &Time management• Lateral thinking & Decision making • Proposal writing (for funding) • Documentation, Report & Thesis writing• Supervisory skills &Mentoring skills• Use of ICT for R&D• Knowledge of IP rights, plagiarism & drafting bibliographies rules• Business Orientation:-(customer focus, ROI, professional abilities, strategizing and prioritizing etc)• Ethics• Education pedagogy(academic focus)

• Verbal ability& Logical reasoning• Analytical and conceptual ability• Problem solving &Attention to Detail• Learning ability, Writing skills -English• Team work& Project management• Programming fundamentals• Domain knowledge application• Soft Skills • Ethics • Strategizing &prioritizing• Commitment• Creative out of box thinking

Qualification at various

levels

Employment Streams at various levels

• Speaking Skills (local and English language)• Reading & Writing & Listening Skills • Logical reasoning (lower level)• Analytical ability (lower level)• Problem solving (lower level)• Attention to Detail (lower level)• Learning ability


Industry Courses-Free/Open Electives Curriculum & Outcome Design for Engineering Services

Aerospace

Hi-Tech

Utilities

Construction & Industrial

Automotive CAD Design

Mechanical Design

Telecom

Wireless

Semi conductors

Computing Systems

Industrial Automation

Medical Devices

Design, Technical

Wind Tunnel, Acoustics

Power, Nuclear Waste

Construction engineering

Movable Machinery

Mechanical Engineering

Civil Engineering

R&D,

IP Generation,

Product & Process Developmet, Innovation &

Entraprnureship

Services

Technical Support Services

PG, PhD

UG -(2+1+1)/ (2+1=1)

years

10, +2,

years

SKILL GAPS

PROD/ENGG

• Information seeking strategies • Analysis, Synthesis, Evaluation• Problem solving,& Time management• Team work • Lateral thinking• Proposal, Report & Thesis writing• Supervisory and Mentoring skills • Use of ICT for R&D Teamwork• IP awareness, IP orientation• System & product architecture orientation• Domain knowledge• Software & Product quality• Educational Pedagogy ( academic employment)

• Verbal ability• Logical reasoning & Attention to Detail• Analytical & Learning ability• Problem solving • Writing skills -English• Team work• Project management• SDLC, Process management &CMM

understanding• Solutions orientation & Knowledge of utilities• Maintenance & support mindset VS pure coding• Report writing & ,Documentation• Soft &Communication Skills


levels


• Speaking Skills (local and English language)• Reading & Writing (comprehensible)• Listening Skills • Logical reasoning• Analytical ability• Problem solving • Attention to Detail• Learning ability• Service orientation • Process orientation• Team work


Industry Courses-Free/Open Electives Curriculum & Outcome Design for ITES Services

Banking

Financial Services

Deposits (liabilities)Loans (Asserts)Credit CardsTradeExchange Trading Bank officeInvestment BankingTransactional Processes

Life Insurance -Term-ULIP-Annuity-Superannuation Pension)General- Car / Vehicle-Burglary-Transit (Marine or Land)-Building-Home / Contents-PersonalHealth- Mediclaim (with or without Hospitalization)

Supply Chain Management StrategicTactical Operational

Telecom

Lead GenerationCustomer AcquisitionVerification CallsWelcome Calls and 1st Bill CallCustomer SupportCross Sell / Up sell / Value Added ServicesSoft Collections / RemindersCollectionsBackend OperationsAccount Close Out


Industry Courses-Free/Open Electives Curriculum & Outcome Design for ITES Services -Contd

Finance & Accounting (Illustrative for Companies)

HR Processes

Accounts PayableAccounts ReceivableGeneral AccountingCost Accounting ReimbursementsFinancial ReportingFinancial AnalysisBoard MISPayrollCorporate AccountingStatutory Reporting / Compliance AccountingTreasury /Investment Banking FunctionsPension / Actuarial Accounting

HROPayroll Health BenefitsSuperannuation BenefitsStaffing and RecruitmentTraining and DevelopmentLegal - Equal Opportunity-RegulatoryRelocation of Expat ManagementHR Information Systems

R&D,

IP Generation,

Product & Process Development, Innovation &

Entrepreneurship

Services

Support Services

PG, PhD

UG -(2+1+1)/ (2+1=1)

years

10, +2,

years

SKILL GAPSBPO

• Information seeking strategies • Analysis ,Synthesis, Evaluation• Problem solving &Time management• Lateral thinking, Report & Thesis writing• Orientation to primary and secondary

research methodology, & international case studies• Proposal & Executive summary writing, white paper drafting• Supervisory skills &Mentoring skills• Use of ICT for R&D• Knowledge of IP rights, plagiarism & drafting bibliography rules• Speaking (voice)• Listening , Reading & Writing

(comprehensibility)• Analytical &Quantitative ability• Learning Ability • Key boarding & Documentation Skills• Team work & Time management • Customer Orientation & Presentation skills • Engineering scientific life cycle knowledge• Decision making & Evaluation (non

judgmental)• SLA management & Process evolution • Project management & Managing client expectations • Creative & exploring attitude• Soft Skills (Business etiquette, Dress code, Personal hygiene, Cultural &Gender sensitivity,• Knowledge on Ethics


levels


• Data entry (Excel and Typing skills)• Keyboarding Skills• Speaking Skills (local and English language) -(lower level English Competency)• Reading & Writing (lower level)• Listening Skills (lower level)• Learning ability (lower level)• Etiquette &Dress Code• Personal Hygiene• Ethics


National Curriculum & Outcome Design-ReformSuitability –Sustainability –Scalability

CoreCurriculum Core

Pedagogy

Subject Electives

Free/Open Electives

Continuous/ Formative

Function Specific Electives

Credit System/Marks

Advanced Customized Electives

Evaluation

Certification

Blooms Taxonomy

Summative

Engineering Non-Engineering


Possible Circle of Change Management Education Supply Chain Target

• Data indicates sufficiency in quantity for the short and medium term.• Quality and yield of the available graduate pool is low• The highest return will be increasing the yield and enhancing the employability from the

current system.

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Supply Side Engineering Colleges

Non-Engineering Colleges

No. of Colleges 1,600+ 17,000+Graduate Pool (UG) 450K 2200K

Faculty Pool 22K (CS / IT) 68K (All streams)


National Faculty Development Program

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Objective of the Initiative

To up-skill the teaching capabilities of faculty in the colleges, focusing on curriculum and teaching methodologies, in order to help enhance the employability of the current graduate pool.

The case in point is with reference to CS / IT streams in Engineering programs.

The approach and modus operandus is applicable to other educational streams.

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Faculty Development Program for faculty from Engineering and

General Stream Colleges

Teaching students on the

existing College curricula

Add-On Training (Finishing School) to be conducted “in college”

*Emergence of New

Curricula incorporating the Add-on/

Finishing School

curricula.

*Revised Assessment

and Evaluation outcomes

formalized

Phase IIFeedback and Refresher

programs for faculty trained in Phase I

Incentives to faculty

Phase I

Short Term Short – Medium Term Medium – Long Term

Reorientation -Faculty Development Program

for faculty from Engineering and General

Stream Colleges

Phase III-B

Employability Test for students NAC/NAC-Tech

Phase III-A

Faculty Development Programs (FDP) Cycle

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Education Supply Chain

• Data indicates sufficiency in quantity for the short and medium term.• Quality and yield of the available graduate pool is low• The highest return will be increasing the yield and enhancing the employability from the

current system.

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Supply Side Engineering Colleges

Non-Engineering Colleges

No. of Colleges 1,600+ 17,000+Graduate Pool (UG) 450K 2200K

Faculty Pool 22K (CS / IT) 68K (All streams)Faculty to be up-skilled 20K (CS / IT) 10K (All streams)

Copyright © NASSCOM 2008 17Engineering

No

n-E

ng

inee

rin

g

6,000 faculty for first level training

• 7,000 faculty for first level training

• 6,000 faculty trained in year 1 for refresher programs



Year 1 Year 2 Year 3

Scope of the Project

3,000 faculty for first level training





Yea

r 1

Yea

r 2

Yea

r 3

2 +

2 w

eeks

of

trai

nin

g

2 weeks of initial training


Scope of Project (Contd)

Faculty Training• Faculty Guides• Pedagogy• Assessment & Evaluation

For Student training• Student Guides• Lesson Plans• Assessment & Evaluation

Engineering2 weeks• Communication Skills• Foundation Skills

360 hours• Communication Skills• Foundation Skills• Open Electives• Tutorials

Non-Engineering2 + 2 weeks• Communication Skills• Domain Skills

180 hours• Communication Skills• Domain Skills

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Program Plan

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NASSCOM MHRD

Working Group – EdC, Academia

State Governments

Master Trainers

Faculty Curriculum designStudent Curriculum DesignEvaluation methodology

Identifying Colleges as per normsIdentifying faculty as per set criteriaVenue for training + InfrastructureAction Plan and time tableFeedback mechanism

NASSCOM EdI & EdC Team

Faculty training

Faculty trainingEfficacy

NASSCOM Regional Directors


Key Aspects• Suitable, Sustainable, Scalable• Focus on Tier 2 & 3 colleges• Spearheaded by the industry, under guidance from an Expert Committee• Courses in IT & related subjects for Engineering; Courses in and Domain Skills for

non-Engineering. Communication Skills to be the common thread.• 25 Master Trainers shall form core team for the project• Certification of trainers and participants• Driven by business leaders, focusing on employability• Use of kits, technical tools, language labs (multi dissemination mode; use of ICT)• Involve colleges, regionally and local clusters• Criteria to be set out for participating colleges and faculty• Replicable and Repeatable

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Program Plan Approach

• The program shall be conducted for 7,000 faculty each year for a period of 3 years, thus covering a total of 15,000 faculty.

• States with largest number of colleges and hence students shall be covered in the first phase.

• Stringent criteria for selection of faculty in each phase shall be followed, in order to ensure maximum impact from the program.

• Attendance for the program shall be made compulsory for the nominated faculty members.

• Faculty trained in year I shall undergo feedback and refresher in year II.• Standard third party assessments like NAC-Tech shall be conducted for students trained

in the process in order to check the efficacy of training.• The 3-year plan for the project is to touch 15,000 faculty, out of which 500 - 700 trainers

will be created as ‘Champions’ who will be catalysts for the program.

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Program Plan Approach (Contd)

• To sustain interest levels, lead institutes will need to be built as Regional Centers, that will have the ensure project implementation as per the standards set forth.

• The program is aimed to impact pedagogy in the long term. Once this improves, teaching will have a better impact on students and add-on programs may not be required/ will be reduced to a large extent.

• The measure of success for the program will be if – Student employability can be enhanced from the current level of 25%; – Number of faculty with PhD degrees increases

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NAC, NAC-Tech

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NAC-Tech Assessment Model

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Building PhD Capacity

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Establishment of 20 IIITs

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Next Steps

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Identification of Working Groups for• National Curricula & Outcome Design

- Core modules identified – IT / ITeS- Design curricula, courseware, pedagogy, assessment and evaluation

- Faculty- Students

• National Faculty Development Program- Approach to be adopted - Implementation Plan

- Master Trainers- Locations identified- Stakeholders / Partners- Timelines

• Career Manual - IT Services - Engineering Services- BPO


Thank You

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Documents

NASSCOM Education & Skill Development Initiative NASSCOM