Table 21 Q3:_ If you continue education and training, kindly specify (tick only one box)
Related Figures (46)
Graph 1. As far as vocational skills are concerned, the labour force in India compares unfavourably to other countries. Graph 2 below shows that only 5 per cent of the young Indian labour force (aged 20-24), received formal vocational training, whereas this indicator in industrialized countries varies between 60 and 80 per cent. In the Republic of Korea, it is as high at 96 per cent, while in Mexico, it is 24 per cent, etc. Although the level of educational attainment of the Indian workforce is low, the educated people constitute 69 per cent of the total unemployed. Proportion of the vocationally trained labour force of India (aged 20-24) Graph 2. Table 1. Programmes for school leavers are generally long (between 12 and 36 months’ duration) with the prescribed minimum entry educational qualification, standard curriculum and examination at the end of the course. The Apprenticeship Training Scheme Theoretical seating capacity available for training in engineering and non-engineering trades in India Table 2. The ATS is regulated under the Apprentices Act, 1961. It is a statutory obligation of employers of specified industries to engage apprentices as per ratios prescribed for a designated trade. So far, 254 groups of industries have been appointed for training apprentices in 153 designated trades. Some 13 new trades have been notified for introduction in 2002. Some 19,500 industrial establishments have been assessed under the Act to train apprentices. In 2002, the apprentice total seating capacity was nearly 216,000 with actual utilization being around 155,000. The duration of training ranges from six months to four years. Graph 3. Increasing role of private training provision State-wide, the development scenarios have been relatively similar in Orissa and Andhra Pradesh which experienced rapid increase and saturation of private training providers as well as an apparent decline of enrolments in public ITIs, while Maharashtra managed to ensure a slow growth of ITCs and maintained an almost flat number of sanctioned training places in public ITIs. These scenarios are discussed below. Table 3. The Institute Management Committees of ITIs External efficiency Table 4. External efficiency deals with outcomes that reflect the impact of training or employability of graduates and therefore can only partially be controlled by training institutes. Table 5 below provides a structure of the external efficiency indicators. Table 5. 2.1.2. Evaluation instruments Enrolments in regular NCVT courses in the Nizam and Alladin Technical Institute/private, Andhra Pradesh It may be assumed that many private ITCs that have to charge considerable fees, will continue to close down as demand for long-term regular courses in industrial trades is diminishing rapidly. Table 6. Share of ITI training in the education and training markets in Maharashtra Table 7. The high vocational schools conduct courses in engineering and non-engineering trades like commerce, banking, agriculture, etc. These courses are regulated by the Maharashtra State Secondary and Higher Secondary Education Board. This Board also regulates college courses up to Grade 12. The ITIs/ITCs are regulated by NCVT, DGE&T and the State Directorate of Vocational Education and Training. The diploma-level programmes are regulated by the State Board of Technical Education. The short courses run by the private providers are usually non-regulated. Internal efficiency of training institutes, Orissa Limited internal efficiency of women ITIs Table 9. 1In the evaluation of ITIs in Orissa, the question regarding the graduates joining their family businesses was not asked. This has affected the readir of the indicator of labour market success of graduates. For the breakdown of this indicator see table 12. External efficiency of public ITIs in the three states of India (all trades) ‘This column reflects proportion of the unemployed graduates (those who were “Not working and looking for employment or self- employment” as well as of those who were “Not working and not looking for employment’). Employment and education and training status of graduates, all trades (percentage of all graduates interviewed) Major activities of graduates who were not in employment or self-employment Table 15 provides further clarification on the type of further education. Around one- third of all ITI graduates were in apprenticeship. In Andhra Pradesh, however, very few private graduates seem to have been able or willing to enter apprenticeship. One of the reasons for this could be unequal conditions of access of public and private graduates to the apprenticeship vacancies. Many graduates had difficulties in answering this question, probably because they did not have a chance to put their knowledge and skills to work. Utilization of knowledge and skills acquired in training institutes (percentage of all graduates interviewed) 2.2.5.5 Limited role of training institutes in producing skills for the unorganized sector Major forms of further education and training of ITI graduates (percentage of all graduates who responded) Annex 13 summarizes the employer opinions regarding the skills areas in which ITI graduates are said to be under-performing. Not surprisingly, most companies mentioned the use of computers, practical use of machines, use of drawings. In addition, 60 per cent of companies wanted the ITIs to train young people in labour law and industrial relations, communication and team work practices. Table 16. ple 1. List all training courses in which students enrolled in the year 1999 in your institute and produce data per course as requested below: Table 1. Table 3. Staff utilization (use running figures) Q2: Are your currently doing some work or looking for work? (tick only one box) Q1: The trade acquired and the course accomplished in the ITI Q6: What is your opinion about the quality of training received in ITI? (tick only one box) 23: List below (or attach the list) the names of all your employees who have been trained in Public or Private Industrial Training Institutes (ITIs) Q2: Provide data on employees of your enterprise: Q4: List below (or attach a list) the names of all your employees who have been trained as certified apprentices without being trained in ITIs (two districts, selected trades, 2002) ' Occupational structure of the organized economy and supply of graduates i in Orissa ' Supply-demand ratios are calculated by dividing the numbers of graduates in each trade by the number of jobs identified in that trade in the organized economy enterprises. Numbers of graduates are calculated on the basis of course enrolments and adjusted to the internal efficiency indicators calculated for each trade (see Annex 5). (five districts, selected trades, 2002) ' Occupational structure of the organized economy anc supply of graduates in 1 Andhra Pradesh a oe ee
