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National Skills Qualification framework (NSQF), Credit Frame work, Regulations and Faculty Qualifications

Dr. S S Mantha

Chairman, AICTE

National Skills Qualification Framework (NSQF)

NSQF launched to equip the students with skills and general education for multiple pathways into formal education, job market and Vocational Education streams

7 certificate levels to Diploma, Post diploma or Graduation in Vocational Education, starting 9th Standard in school

Bachelors in Vocational Education duly instituted

Conduct NSQF skill Programs for the benefit of nearby communities and optimize resources as a part of community development started in Polytechnics and other colleges

MOU signed with TISS for VE research and promotion

MOU with UKIERI and AACC for promotion and collaboration

Regulations and Approval Process for NSQF in place

Rationale for NSQF

More than 20 Million drop out between X, XI and XII annually

Mere Skills (ITI/ATI) not widely accepted in society

Skills are terminal in nature Degree / Diploma do not guarantee Jobs Current cafeteria courses not very popular Current Education expensive Current Education operates only in structured

environment

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Vocational Education is Sector specific

IT / ITES Adventure Sports

Telecommunications Printing and Publishing

Media and Entertainment Applied Arts

Hospitality and Tourism Culture

Construction Metallurgy

Banking, Finance, Retail and Insurance

Disaster Management / Fire Safety

Infrastructure Manufacturing

Automotive Paramedical

Agriculture Many others – New and emerging

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Architecture of NSQF (Provision to levels 8-10 for Masters and Doctorate)

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Credits / Year in a Typical Vocational Framework

Certification Level Vocational in Hrs Formal

I 200 800

II 200 800

III 350 650

IV 350 650

V 400 600

VI 450 550

VII 700 300

1000/1200 hrs/ year, 500/600 hrs/ semester

Flexibility available +100 on each

Flexibility available +100 on each

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Multiple Pathways

CREDIT FRAMEWORK

The credit accumulation and transfer system is integrated in NSQF. This will allow people to move between education, vocational training and work at different stages in their lives according to their needs and convenience. It will be possible for a student to leave education domain, get some practical experience in industry and return to studies to gain qualifications to progress higher in his/her chosen career

Credit Accumulation, mobility, Credit transfers, Recognition of Prior Learning, Quality assurance and sharing of resources is are all important

WHAT IS A CREDIT Credit hours or units represent a mathematical summarization of

all work completed, and are not the same as the actual classroom contact or instructional hours.

Credit formulae are used to record all types of academic work, and not just taught courses. Hence credits typically include independent research, assignments, tutorial work or any other academic work

  Credits are a convenient numerical way to assess mobility

parameters, besides helping in assessing fee to be charged and determine student status.

  Registered student status is usually defined as being enrolled in a

given semester or quarter for a specified minimum number of credit hours, which are assigned for any type of study recognized and required by the faculty.

Tuition charges are usually calculated by the instructional cost per credit hour.

Conversion of Learning Hrs to Credits Framework - I

Complete vertical and lateral mobility Every level results in a skill certification by the trainer and a level

certification by the School / College / Board / University as the case may be.

Every level or certification is approximately 1000 Hrs / annum Every level or certification is a combination of Skill Hrs and

Education Hrs. The Education content at levels I, II, III, IV is as per the CBSC

Content All Vocational Skill Content is sector specific Skills acquired at each higher subsequent level are added on skills

on the earlier level skills and are treated as higher order skills than the level of skills acquired at the earlier level.

Vocational Skill Sectors are grouped under either Science, Arts, or Commerce streams

The Education content at Level V, VI, and VII is modeled on the common content as prevalent in various Universities for Science, Arts, or Commerce streams

Conversion of Learning Hrs to Credits Framework - II

Multi point entry and exit between vocational education and conventional system of education and job markets

Recognition of prior learning A new degree programs as B. Voc (Bachelor in

Vocational Education) has been Instituted by UGC A new Diploma Program as Diploma in Vocational

Education is to be instituted by the Board of Technical Education in all States

A new Community Skill Diploma (CSD) where only skills and basic education are imparted is to be instituted by the Board of Technical Education in all States

Issues pertaining to credit allocation, acceptance, accumulation, transfer, and professional mobility are in place

Credits based on engagements per week and 28 - 30 weeks in a year

One Hr. Theory for education component in a class room is equivalent to 1 credit

Two Practical Hrs for education component in a laboratory is equivalent to 1 credit

Three Skill Hrs at a trainers workshop / facility at level one is equivalent to 1 credit

One and half Skill Hrs at a trainers workshop / facility at level seven is equivalent to 1 credit

Credits vary between level one and seven in a linear fashion to take care of the higher order of skills

About 135 - 150 credits will ensure the award of a Diploma in Vocational education after level II

About 135 - 150 credits will ensure the award of a Degree in Vocational education after level IV

Skill (Credits/Hrs) – Levels of Certification

A typical Credit Framework

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Never gone to School / College ?

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Never gone to School / College ?

Community Colleges Any college / Polytechnic that conducts Vocational

Education programs under NSQF will be termed a Community College for that period

No new brick and Mortar Institutions Existing Polytechnics and Engineering Colleges to be

used NSQF is the frame work: Community college is the

vehicle Interface with the Boards of Technical Education and

the Universities for the award of Diploma and Degree Skills to be imparted by the Industry or its associates Community Skill Diploma by the BTE Flexible times Credit and Module based

Current Status AICTE has approved about 450 Polytechnics and

Engineering Colleges to conduct Programs under NSQF

AICTE has funded 72 Polytechnics under NSQF 16 Sectors and 80 specialisations content available

at www.aicte-india.org > education > vocational education in both skills and education in all seven sectors and created by industry experts

Framework provides multiple exit and entry to and from Formal, vocational education and job markets

AICTE has now mandated 8000 /12000 colleges to conduct at least one division in NSQF in a chosen sector / specialisation from 2014 – 2015

Online registration of Institutions and Skill trainers MOU with ILFS, UKIERI, AACC, NIELIT and TISS

Faculty for Skills

Vocationalisation of Higher Education has two Components

Of paramount importance is that Skills and Education are to be imparted together

Education and Skills Faculty required for catering to Education

needs will continue to be defined by the requirements as enumerated by various regulators

Imparting Skills and its assessment through trainers requires that the trainers have requisite qualifications, experience, competencies and certifications

Qualifications, experience and Competencies

Level Certifying Body

Qualifications

Experience

Competency

1,2 School XII / ITI 2 Years hands on

Sector specific competency of next higher level

3,4 School XII / ITI 4 Years hands on

-do-

3,4,5 BTE Graduate / 3 years Diploma preferably in relevant field

4 Years hands on

-do-

Qualifications, experience and Competencies

Level

Certifying Body

Qualifications Experience

Competency

6,7 BTE Graduate / 3 years Diploma preferably in relevant field

5 Years hands on

Sector specific competency of next higher level

5,6,7 University Graduate / 3 years Diploma preferably in relevant field

5 Years hands on

Sector specific competency of next higher level

Qualifications, experience and Competencies

Level Certifying Body

Qualifications Experience

Competency

8,9 University Graduate preferably in relevant field

7 Years hands on

Sector specific competency

All competencies are to be specified by certified trainer and assessed by SSC or appropriate professional bodies.

Hence it is essential to design and develop appropriate trainers module

Thank You

Until WE meet next23