124
S
tate
of
I
ndia
’
s
L
ivelihoods
R
eport
2015
Craftsmen Training Scheme (ITI/ITCs),
Apprenticeship Training Scheme (23,800
establishments), Modular Employable
Skills, Crafts Instructor Training Scheme
(6 institutes), Advanced Vocational
Training Scheme and Hi-tech Training
Scheme (65 centres), Supervisory Training
(2 institutes), Women Training Institutes
(11 institutes), Central Staff Training and
Research InstituteModel Training Institutes
and Model Industrial Training Institutes.
For more than six decades the Ministry of
Labour and Employment has been imple-
menting some of the long term courses of
two years available in the country. Training
is imparted in 126 trades
31
of duration 1–2
years. National Trade Certificate—nationally
and internationally recognized under the
aegis of National Council for Vocational
Training (NCVT)—is awarded to successful
trainees.
32
ITIs are the key institutions through
which vocational training is imparted. Since
Vocational Training is a concurrent subject,
central government is entrusted with the
responsibility of framing overall policies,
norms and standards and examination for
vocational training while day-to-day admin-
istration of Industrial Training Institutes
rests with the State Governments/Union
Territories Administrations. Upgradation
of ITIs especially the tools and facilities,
and skills of trainers and teachers is essen-
tial. Some of the ITIs are being upgraded
to centers of excellence through central
assistance. Central government provides
interest free loan to for upgradation of
ITIs through civil works, purchase of
tools and equipments and recruitment
of instructors. There is a provision of
multi entry and multi exit facility with the
course curriculum designed in consulta-
tion with the Industry. This is done under
public–private–partnership in the form of
Institute Management Committees with
representatives from industries, govern-
ment and academic organisations who play
a major role in terms of providing practical
training and the identification of emerging
skill demands in the local industry.
While the intake capacity of ITIs in some
states including Himachal Pradesh, Punjab,
Haryana, and Uttarakhand is very large
compared to the eligible population, it is
very low in some states like Uttar Pradesh,
West Bengal and Bihar.
33
The capacity in
ITIs needs to be judiciously expanded,
after conducting a study of the demand and
supply in the catchment area. Some stake-
holders also mention that courses taught in
ITIs mainly impart basic skills in specific
trades and most of their teaching staff is
not well trained. They mainly run courses
and training programmes for mechanics,
electricians and plumbers. If India is seri-
ous about educating and providing skills
to the country’s youth—65 per cent of the
country’s population is under the age of
35—to compete in the global economy, a
new paradigm in vocational education is
needed.
34
Some of the state governments
like Gujarat and Tamil Nadu have invested
significantly in the improvement of ITIs.
31
73 Engineering, 48 Non-engineering, 05 exclu-
sively for visually impaired.
32
Available at
institute/key-statistics.php
33
Technopak, 2014, Skilling Indian Workforce,
A Blueprint for Setting up National Institutes of
Skill Development, a white paper. Available at http://
phdcci.in/image/data/Upcoming%20Event%20
2014/Dec-2014/PHD-Chamber-Technopak-Skiling-
Whitepaper2014.pdf
34
Syed Iqbal Hasnain, 2015, Modi’s National
Skill Development Mission doomed to fail,
American
Bazaar
, July 22 2015. Available at
-
canbazaaronline.com/2015/07/22/modis-national-
skill-development-mission-doomed-to-fail/
Box 6.2:
Prime minister at the launch of
Skill India Mission
‘If the 20th century saw India’s foremost
technical institutes—the IITs—make a name
for themselves globally, the 21st century
require that India’s ITIs (Industrial Training
Institutes) acquire global recognition for
producing quality, skilled manpower.’
Source:
PM’s speech on 15 July 2015.
