Roadmap
From Naanmudhalvan Wiki
Targeted Skilling Action Plan for Tamil Nadu
Secondary and Higher Secondary School
Career Counselling and Exposure to World of Work
- Annual Regional SCORE Camp , a 2-days industries’-led students career counselling and aptitude-based alignments assessment fare for Secondary and Higher Secondary School Students
- Weekly systematic Career Counselling at Schools either by an appropriately trained Teacher OR through a specialised agency (community organisation or a non-government organisation)
- Periodic work-exposure visits and vacation (short-duration | 3-5 days) internships to Corporates or Institutions aligning to Students’ aspirations.
English Language Proficiency Development
- English Language to be conceived/ treated as a ‘skill’ and functional English Language proficiency (reading, speaking and writing) to be developed among School Students, through specially trained English Language Teachers
- Establish English Language Labs with clearly marked learning schedules for all secondary and higher secondary students.
Vocationalisation of School Education
- Training on Livelihoods and Life Skills (TOLLS) for All, to be introduced as a multiskilling intervention with Life-skills as a focus, to all students from Class VI to VIII – through Club Initiatives
- Certificate-level (NSQF 4) Level Dual-Skills to be introduced between Class IX to XII, embedded with Class X and Class XII vacation-time internships. In Schools, where vocational education at Class XI and XII is already being offered – systematic strengthening of the same with alignment to NSQF, with a wider spectrum of choice and vacation internship for the students to be enabled. Vocational training to be offered through National Skill Development Corporation (NSDC)s empanelled Training Partners and Assessments to be carried out by the respective Sector Skill Councils (SSCs).
Basic Employability And Digital Skills (BEADS)
- A special intervention combining 21st Century Skills and Digital Skills to be imparted to all students of Class VI onwards. Curriculum to be aligned to various competency-levels of employability and digital skills and structured in a manner to enable progressive empowerment and employability.
Certificate and Diploma in Engineering
Industry-aligned Demand-based Skilling
- Establishing and empowering of Industry-Management Committees (IMCs) across all ITIs and Polytechnics, with a mandate to actively contribute to identification of industry-aligned courses, strengthening of course curriculum with industry-inputs, facilitating regular classroom lectures by industry-practitioners, and industry-immersion programs for students [internship, apprenticeship, industry visits, etc.] and lecturers/trainers (training of trainers, exposure visits, etc.)
- Enhanced application-orientation in course offering by
- enhanced practical session of 60% to 80% depending across the industry-aligned to
- course structuring with mandatory 1 Year industry immersion for ITI and 1.5 Years immersion for Diploma streams (the overall structuring is 50% in Campus and 50% in Industry Associate)
- Mandatory Curriculum Revisions once in every 3-Years, and dynamic curriculum realignments based on IMC’s recommendation on an ongoing manner.
English Language Proficiency Development
- English Language to be conceived/ treated as a ‘skill’ and functional English Language proficiency (reading, speaking and writing) to be developed among the Students through specially trained English Language Teachers
- Establish English Language Labs with clearly marked learning schedules for all ITI and Polytechnic students.
Basic Employability And Digital Skills (BEADS)
A special intervention combining 21st Century Skills and Digital Skills to be imparted to all students of ITI and Polytechnic. Curriculum to be aligned to various competency-levels of employability and digital skills and structured in a manner to enable progressive empowerment and employability.
Promoting Apprenticeship for Development
Promoting Apprenticeship Training Scheme with additional incentives (i.e. enhanced Stipends) to trainees for apprenticeship engagement with micro, small and medium enterprises (MSMEs) and rural/ remote-rural enterprises.
Under Graduation & Graduation Degree | Arts & Science Students
Vocationalisation of Higher Education
- Introduction of ONE industry-aligned Vocational Skill Course at NSQF Level-4, as a mandatory inclusion into all Degree Courses, to be imparted during the final 2 Semesters of the Course
- Diploma and Advanced Diploma Courses as Optional Choice-based additional credit-aligned course offering to all Students in Degree Program | special focus on data science, ESG, AI & ML, basic coding, etc.
English Language Proficiency Development
- English Language to be conceived/ treated as a ‘skill’ and functional English Language proficiency (reading, speaking and writing) to be developed among the Students and standard certified English Language Assessments to be implemented
- Establish English Language Labs with clearly marked learning schedules for all students.
Basic Employability And Digital Skills (BEADS)
A special intervention combining 21st Century Skills and Digital Skills to be imparted to all students of Degree programs. Curriculum to be aligned to various competency-levels of employability and digital skills and structured in a manner to enable progressive empowerment and employability.
Promotion of Traditional Skills
Special incentive-linked apprenticeship-integrated skill courses for Students of General Arts and Science Graduation programs, on futuristic and fusion approaches to traditional industries/ skills i.e. handlooms, agriculture, handicrafts, metalworks, etc.
Graduation in Engineering
Industry-aligned Demand-based Skilling
- Establishing and empowering of Industry-Management Committees (IMCs) across all ITIs and Polytechnics, with a mandate to actively contribute to identification of industry-aligned courses, strengthening of course curriculum with industry-inputs, facilitating regular classroom lectures by industry-practitioners, and industry-immersion programs for students (internship, apprenticeship, industry visits, etc.) and lecturers/trainers (training of trainers, exposure visits, etc.)
- Enhanced application-orientation in course offering by
- enhanced practical session of 60% to 80% depending across the industry-aligned to
- course structuring with mandatory 1 Year industry immersion for ITI and 1.5 Years immersion for Diploma streams (the overall structuring is 50% in Campus and 50% in Industry Associate)
- Mandatory Curriculum Revisions once in every 3-Years, and dynamic curriculum realignments based on IMC’s recommendation on an ongoing manner.
English Language Proficiency Development
- English Language to be conceived/ treated as a ‘skill’ and functional English Language proficiency (reading, speaking and writing) to be developed among the Students through specially trained English Language Teachers
- Establish English Language Labs with clearly marked learning schedules for all ITI and Polytechnic students.
Basic Employability And Digital Skills (BEADS)
A special intervention combining 21st Century Skills and Digital Skills to be imparted to all students of ITI and Polytechnic. Curriculum to be aligned to various competency-levels of employability and digital skills and structured in a manner to enable progressive empowerment and employability.
Promoting Apprenticeship for Development
Promoting Apprenticeship Training Scheme with additional incentives (i.e. enhanced Stipends) to trainees for apprenticeship engagement with micro, small and medium enterprises (MSMEs) and rural/ remote-rural enterprises.
Entrepreneurship Development Cells/ Incubators
Establishing of Entrepreneurship Development Cell and Business Incubators in each of the Engineering Colleges and Technical Universities with due linkages to start-up funds, angel investors and other government funding schemes/ institutions.
Common and Convergence focused Interventions
Regional Academy for Trainers’ Excellence (RATE)
Establishing of (sector-specific, industry-led) Regional Academies for continuous professional development of Technical Trainers.
District Fab Labs
A common shared-resource engineering and technology facility (OR digital fabrication facility) to be established to support young entrepreneurs and MSME units to rationalise their costs of investments into next-generation technology facilities.
Extracts and Insights from the Report on Skill Gap Assessment and Action Plan for Tamil Nadu, 2019
Awareness Generation
There is low awareness among the youth and employers about vocational training and skill development interventions implemented by the Government. Social Media could be used for awareness generation. Case studies, in the form of short-films, capturing the positive impact of skill development interventions to be developed, and utilised for promotional purposes.
Breaking the myths and market perceptions of the Youth
The youth need systematic counselling about the larger economic trends and career prospects, especially about options outside the public sector employment or employment in certain white collared and high-prospect blue-collared jobs. There is mismatch in perception and aspirations of youth about the salaries/wages, working conditions, career growth prospects, etc. Hence, there is a requirement for initiating career and market related counselling at the secondary levels of education and continued through higher levels of education.
Convergence of Skilling Interventions
Various line ministries/departments in the State and some of the PSUs are involved in imparting skill development/vocational skills including career counselling and job fairs, apprenticeships, self-employment, and entrepreneurship development. There is an urgent need to converge (in spirit and in practice) the interventions/ efforts under these institutions to ensure standardisation of approach, quality assurance, market responsiveness, and de-duplicating efforts (and/or beneficiaries). There is also a case for developing a common Labour Market Information System (LMIS) that will aid effective monitoring of Govt. programs, dynamic decision making, and tracking demand and supply of labour force across the State. These efforts can enable co-ordination between the stakeholders (the youth/trainee, the employers, and the training service providers), leading to better matching of labour demand and supply.
Training of Trainers
There is dearth of trainers and master trainers across the State, especially in the less resourced Districts like Dharmapuri, Perambalur, Ariyalur, Virudhunagar etc. There is also limited efforts and investments for continual upgrading/ upskilling of the trainers. Establishing Regional Trainers’ Academies (across Chennai, Coimbatore, Madurai, Trichy, and Tirunelveli) equipped with adequate facilities to train, assess and certify trainers and in partnership with the Sector Skill Councils (SSCs), industry bodies and/or relevant national institutions will help develop a pool of master trainers. In line with the Centre of Excellence of the Apparel Sector Skill Council at Tiruppur, opportunities exist to collaborate with SSCs across sectors like, Capital Goods, Logistics, Automotive, Food Processing, Healthcare, etc.
Improving participation of Women in Economic activity
Women career aspirants reported concerns about the non-availability of proper transport, sanitation, safety, and security at workplaces. In fact, some of the SIDCO estates have highlighted the lack of public transport connectivity. The study found that about a quarter of the female respondents identified restrictions placed upon them by their families as a challenge in pursuing a career, especially after marriage. Industries have highlighted a preference for employing women, finding them to be better in regularity and discipline. Thus, there is a need for dedicated effort to counsel women and their families/ community to improve their participation in the labour force. In addition, the Govt. and Industries could work together to provide adequate support systems like the public transportation, day-care facilities for children, and security.
Strengthening Soft-skills and Employability Skills
The study found that employers across sectors have acknowledged the limitations on inter-personal skills and communication skills among the youth, as a constraining factor, hampering their employment prospects. Businesses in the IT-ITES and tourism sectors highlighted the need for strengthening the skills in spoken English. Given that the existing educational institutions largely focus on trade specific skills and soft-skills and other employability skills take the backstage, it is important to consider designing targeted interventions on improving the soft-skills and employability skills of the State’s Youth. Learning and experiences of other States in this regard can be leveraged; efforts shall be made to develop a custom-pack of the interventions, encompassing 21st century employability skills and soft-skills, in addition to Spoken English and basic information and communication technology (ICT). These interventions could be implemented across Schools and Colleges, in addition to integrating the same along with long-term and short-term skill development program.
Strengthening Industry-experience
It is seen that the earning potential among graduates does not vary significantly from Diploma / ITI certificate holders over their career path. To enhance the value of the programs at
