Learner First

Knowledge paper on skill development in India
Learner frst
September 2012
2 Knowledge paper on skill development in India: Learner frst
Foreword
Abhaya Krishna Agarwal
Partner, Government Services, Ernst & Young Pvt. Ltd.
Low labor-cost and a rich talent pool are distinct
advantages available to India, clearly powering its global
competiveness as a knowledge-based society. Education
and training are both strategic necessities, which will
deliver employment-enhancing skills, in turn increasing
productivity and accelerating the future economic growth
of the country. To further strengthen Indias position of
being a dominant service economy, it is imperative for the
government to invest in skilling and training the available
human capital, especially to provide for the knowledge-
intensive sectors.
In collaboration with FICCI, Ernst & Young has prepared
this paper, highlighting the current vocational education
and training (VET) scenario of India in terms of current
capacity, available infrastructure, projected growth and
quality of education. The need for skill development has
been assessed in comparison with the projected growth
and demand for the same.
Keeping the theme learner frst in mind, the paper
provides a comprehensive profle of todays learner in
terms of his/her demographic, social and educational
status. Furthermore, the report voices the opinion of the
learner, regarding his/her understanding, expectations
and need for skill development.
Being the prime provider for skill development in India,
the government has established various avenues and
pathways to increase employability of the learner, under
the national policy on skills. Furthermore, the private
sector too has entered this space by being both a supplier
and consumer of skilled manpower. Initiatives under
the public private partnership mode (PPP) such as the
National Skills Development Corporation currently has
59 partners who are paramount in catalyzing vocational
education and training in the country.
Learning from the case studies of state governments and
other countries addressing the issues and challenges of
imparting vocational education have been analyzed to
reveal lessons for existing and upcoming participants of
this feld.
For India, it is critical to accommodate evolving growth/
trends to be responsive to the constantly changing
dynamics of the economy. Skills and education will
enhance the employability of the learner. With the
acquired knowledge, workers will contribute toward
productivity at a national level to determine Indias
competitive edge.
We would like to extend our gratitude to FICCI for giving
us this opportunity to present our fndings and views at
the Global Skills Summit 2012.
Regards,
Abhaya Krishna Agarwal
Partner, Government Services,
Ernst & Young Pvt. Ltd.
Foreword
Dr. Rajiv Kumar
Secretary General - FICCI
The development of skills for 500 million Indians in less
than 10 years is not only a matter of national urgency;
it is astounding in its scale. Thus far, the development of
skills has been driven by the requirements of the market;
while much progress has been made with considerable
help from the private sector, it is a travesty that little has
been done to understand the needs of the learners, who
are at the heart of the skills development mission.
This report explores the idea of putting the Learner frst
and focuses on ways to empower the learner through
improved skills, which is the crux of the National Policy
on Skills. The idea is to empower all individuals through
improved skills, knowledge, nationally and internationally
recognized qualifcations to gain access to decent
employment and ensure Indias competitiveness in the
global market.
The perspective of the learner regarding skills and
vocational training is little known; at the same time the
judgement of learners is clouded by the challenges of
survival. There could be a plethora of opportunities
for skilled people, but there is much resistance when it
comes to carving a career path outside of conventional
education. Hence, a situation has been created where
opportunities are available in terms of jobs and training,
but, the end users and clients are often unaware of them,
or not motivated because the choices offered are not the
traditionally accepted ones. It is important to explore the
relevance of the national skills action plan from the point
of view of the end user the Learner. It is also critical that
expectations of learners are calibrated so that vocational
training is considered respectable and the dignity of
labour is restored.
This report, commissioned by FICCI, identifes the vast
array of learners and addresses various issues concerning
them. The report discusses the opportunities available to
the learners as well as the projected demand and growth
of sectors that will employ them in future. It further
describes, through various case studies, how different
stakeholders are overcoming the challenge of training
their people.
I am confdent that the information provided in the report
will prove extremely relevant to industry, academia,
government and all the other stakeholders who are
together developing the required skills for a modern,
confdent India.
Regards,
Dr. Rajiv Kumar
Secretary General - FICCI
Table of contents
Executive summary ....................................................................................2
Where are we on skills .................................................................................3
Who are the learners .................................................................................14
What are the opportunities available to them? ..........................................19
How is the world doing it? .........................................................................31
What is the way forward? ..........................................................................33
Executive summary
India has gradually evolved as a knowledge-based economy
due to the abundance of capable, fexible and qualifed human
capital. With the constantly rising infuence of globalization,
India has immense opportunities to establish its distinctive
position in the world. However, there is a need to further
develop and empower the human capital to ensure the nations
global competiveness.
Despite the emphatic stress laid on education and training in
this country, there is still a shortage of skilled manpower to
address the mounting needs and demands of the economy.
As an immediate necessity that has urgently arisen from the
current scenario, the government is dedicatedly striving to
initiate and achieve formal/informal skill development of the
working population via education/vocational education/skill
training and other upcoming learning methods.
The skill development of the working population is a priority
for the government. This is evident by the exceptional progress
India has witnessed under the National Policy on Skills (2009)
over the years. The objective of the policy is to expand
on outreach, equity and access of education and training,
which it has aimed to fulfl by establishing several industrial
training institutes (ITIs), vocational schools, technical schools,
polytechnics and professional colleges to facilitate adult
leaning, apprenticeships, sector-specifc skill development,
e-learning, training for self employment and other forms
of training. The government therefore provides holistic
sustenance through all its initiatives in the form of necessary
fnancial support, infrastructure support and policy support.
In addition, the private sector has also recognized the
importance of skill development and has begun facilitating
the same via three key dimensions non-proft initiatives, for
proft enterprises, and as a consumer. Currently, there are
many skilling opportunities fashioned by the government, the
private sector and collaboration between the two (PPP mode).
This paper expands on the avenues and channels available to
learners as provided by the central and state governments,
private institutions, corporate houses and non-proft
organizations, among others.
The current focus of skill development has shifted to the
learner and his/her needs and expectations from vocational
education and training (VET). To empower the working
population, is it essential to start from the source, i.e.,
the learner. The voice of the learner is the focal point
of the mission, without which an effective conclusion
to and attainment of the fnal goal would be incomplete.
India has the advantage of the demographic dividend
(younger population compared to the ageing population of
developed countries), which can be cultivated to build a
skilled workforce in the near future. For these reasons and
several others, the aim of the paper is to understand and
comprehend the issues surrounding vocational education
and training by putting the Learner frst.
This paper makes an effort to identify the learner of todays
India. The comprehensive profling of the learner is attempted
by considering key questions on the topic such as: Who is the
learner? What are his/her goals, aspiration, challenges? Why
does he/she seek any form of education? When does he/she
seek education? Where can he be found? How can a platform
be created to address all his/her concerns?
The analysis of the Indian system displays a grieve picture of
the current scenario, although the current primary education
enrolment is high, not many students complete their high
school education in order to graduate to tertiary education.
As a result, there are many youth drop outs. They are not
aware about the right direction and do not have access to any
guidance around their future or the path that would lead them
toward employability.
Going forward, there needs to be more emphasis on the
learners challenges and apprehensions regarding vocational
education and training. The government may continue to
provide fnancial support to learners for all school years;
however to withdraw this support in the fnal stage of education
seems unreasonable. The learner may end up in a vicious
circle, where she or he lacks the funds for training in order
to eventually become fnancially self-sustained. The learner
therefore requires external support, in this case through
government initiatives, to complete the last tread of her or his
educational journey.
Furthermore, the overload of information and choices may
confuse the learner compelling him/her to make hasty and
conficting career decisions. A regional Career and Counselling
Window under the guidance of professionals can provide the
right information, career counselling, direction and confdence
to the learner regarding the optimum options of vocational
education apt for him/her. Such a system would eliminate
uncertainty in the mind of the learner and enable him/her to
disregard futile incentives and prudently choose her or his
educational direction in accordance with the individuals
inner competencies.
Finally, a need for intensive efforts in achieving the skilling
target of 500 million workers by 2022 exists. However, the
good news is that a sense of realism and realization has evolved
among both the government and private sector, which will lead
the country toward further economic prosperity through their
pooled endeavors.
India has seen rapid growth in recent years, driven by the
growth in new-age industries. The increase in purchasing power
has resulted in the demand for a new level of quality of service.
However, there is a large shortage of skilled manpower in the
country. In the wake of the changing economic environment, it
is necessary to focus on inculcating and advancing the skill sets
of the young population of the country.
India lags far behind in imparting skill training as compared to
other countries. Only 10% of the total workforce in the country
receive some kind of skill training (2% with formal training and
8% with informal training). Further, 80% of the entrants into the
workforce do not have the opportunity for skill training
1
.
1. Labour market performance and the challenges of creating employment in India, International Labour Organisation, 23 June 2011, p.7.
1.
Where are we on skills?
96%
80%
75%
68%
10%
Korea
Source: Planning Commission Report (2008)
Japan Germany UK India
Percentage of worforce receiving skill training (2008)
The accelerated economic growth has increased the demand
for skilled manpower that has highlighted the shortage of
skilled manpower in the country. Employees worldwide state
a variety of reasons for their inability to fll jobs, ranging from
undesirable geographic locations to candidates looking for
more pay than what the employers have been offering. India is
among the top countries in which employers are facing diffculty
in flling up the jobs. For India, the diffculty to fll up the jobs is
48%, which is above the global standard of 34% in 2012. The
lack of available applicants, shortage of hard skills and shortage
of suitable employability, including soft skills, are some of the
key reasons in fnding a suitable candidate for available jobs in
the country.
2. A skilled India, indiatoday website, http://indiatoday.intoday.in/story/a-skilled-india/1/146363.html, accessed 4 August 2012
Percentage of employers having difculty in lling jobs (2012)
81%
71%
49% 48%
42%
29%
25%
23%
10% 9%
Japan
Source: ILO
Brazil US India Germany France Canada China South Africa Spain
According to the NSSO survey (200405), only ~6% of the total
workforce (459 million) is in the organized sector. The World
Economic Forum indicates that only 25%
2
of the total Indian
professionals are considered employable by the organized
sector. The unorganized sector is not supported by any
structured skill development and training system of acquiring
or upgrading skills. The skill formation takes place through
informal channels such as family occupations, on-the-job
training under master craftsmen with no linkages to formal
education training and certifcation.
National policy on skill development
There are several challenges that are faced by the government
in imparting quality skill training to the youth of the country.
These challenges include:
Increasing capacity and capability of the existing system to
ensure equitable access for all
Maintaining quality and relevance
Creating effective convergence between school education
and the governments skill development efforts
Creating institutional mechanism for research development
quality assurance, examinations and certifcation,
affliations and accreditation
Mobilizing adequate investment for fnancing
skill development
In order to provide adequate training to the youth and develop
necessary skills, the Government of India took steps to
improve the skill training scenario in the country. In 2009, the
government formulated the national skill development policy
that laid the framework for skill development, ensuring that
individuals get improved access to skills and knowledge.
Key features of the National Skill Development policy
Scope: The skill development policy includes:
Institution-based skill development, including ITIs/
vocational schools/technical schools/ polytechnics/
professional colleges, etc.
Learning initiatives of sectoral skill development
organized by different ministries/ departments
Formal and informal apprenticeships and other types
of training by enterprises
Training for self-employment/entrepreneurial
development
Adult learning, retraining of retired or retiring
employees and lifelong learning
Non-formal training, including training by civil
society organizations
E-learning, web-based learning and distance learning
Institutional framework: The policy lays down three the
institutional framework comprising:
Prime Ministers National Council on Skill Development
National Skill Development Co-ordination Board
National Skill Development Corporation (NSDC)
National Council for Vocational Training (NCVT)
The policy states the roles and responsibilities of stakeholders,
which include the government, industry, trade unions, local
governments, civil society institutions and all skill providers.
Promotes the expansion of outreach, equity and
access under the skill development initiative: The skill
development initiative requires that there is a considerable
amount of capacity expansion, innovative delivery
approaches and PPPs. The policy provides for equal access
of skill development for women, disadvantaged groups
(SC, ST and OBCs), minorities, disabled persons and
economically challenged people.
Lays down standards for quality and relevance: The
policy provides for quality standards to achieve global
competitiveness. It lays downs standards for:
Quality assurance (based on validation of
qualifcations for ensuring that qualifcations
refect market needs, validation of training process,
accreditation of training providers/institutions,
research and information)
Quality of infrastructure
Quality of trainer
National vocational qualifcation framework
Labor market information systems and HR
planning mechanisms
Emphasizes on skill development for the unorganized
sector: The policy lays down special emphasis on skill
development for the unorganized sector. The policy
provides for having a separate institutional mechanism
to plan, implement and monitor the skill development for
the unorganized sector. It focuses on having target groups
within the unorganized sector, literacy and soft skills,
recognition of prior learning, and skill development for
self-employment.
Advantage India
As compared to western economies where there is a burden
of an ageing population, India has a unique 2025 years
window of opportunity called the demographic dividend.
This demographic dividend means that as compared to other
large developing and developed countries, India has a higher
proportion of working age population vis--vis its
entire population.
The result is low dependency ratio, which can provide a
comparative cost advantage and competitiveness to the
economy
3
. The following charts provide a glimpse of the
demographic dividend that India would be able to achieve.
3. Lakshman Krishnamurthi and Sugandha Khandelwal, India Journal: Why Indias Demographic Dividend Will Lag Chinas, WSJ, 10 April 2011, (c) 2011
Dow Jones & Company, Inc.
4. Skill development and training, Planning commission (Government of India), 2008
Population in 15-59 age group by 2022
India
861,235,123
18.0%
China
904,481,837
18.9%
Australia
14,420,441
0.3%
Brazil
139,520,976
2.9%
France
37,332,831
0.8%
Germany
44,408,764
0.9%
Japan
64,950,362
1.4%
US
195,489,469
4.1%
UK
38,133,894
0.8%
Population in 15-59 age group
Source: Ernst & Young research
Proportion of countrys 15-59 age group population
to worlds 15-59 age group population
Further, it is expected that the ageing economy phenomenon
will globally create a skilled manpower shortage of about 56.7
million by 2020
4
. With the rising trend of outsourcing work
globally, India has the opportunity to become a global reservoir
of skilled manpower, accounting for 28% of the graduate talent
pool among 28 of the worlds lowest-cost economies.
Among all the countries, India enjoys a unique advantage not
only to fulfl its internal demand of skill manpower, but also
cater to the labor shortage in other countries. The government
is taking proactive steps to fll the existing skill gap in order to
leverage its position as a supplier of skilled manpower to
the world.
India has the worlds youngest work
force with a median age way below
that of China and OECD countries.
Half the population of India was
younger than 25 in 2010. It will
change to half the population being
under 28 in 2030, making India a
very young country for the
next 20 years.
Projected growth and sector demand
India is expected to grow at a rate of 8%, on an average, in the
next 10 years
5
. More than 700 million Indians are estimated to
be of working age by 2022. Out of these, more than 500 million
require some kind of vocational or skill development training
6
.
Twelfth Five Year Plan: The country has set a tough challenge
in the feld of vocational education and training in its approach
paper in the Twelfth Five Year Plan. It aims to increase the
percentage of workforce with formal skills to 25%
7
at the end
of the plan. It is estimated that 5070 million jobs will be
created in India over the next fve years and about 75%90%
of these additional employment avenues will require some
vocational training. The following table presents the projected
employment in the various sectors of economy for diverse
growth scenarios till 2017.
5. The skill development landscape in India and implementing quality skills training, FICCI, August 2010, pg. 4.
6. Transforming Indias skill development, Economic times website, http://articles.economictimes.indiatimes.com/2012-02-17/news/31071290_1_nsdc-national-skill-
development-corporation-sector-skills-councils, accessed 5 August 2012
7. Bridging Indias skills gap, The Hindu website, http://www.thehindu.com/education/issues/article2963328.ece, accessed 30 June 2012
8. Skills is the future, The Times of India website, http://articles.timesofndia.indiatimes.com/2012-04-30/news/31506351_1_soft-skills-vocational-education-sector-
skills-council, accessed 2 August 2012
Year GDP growth
rate
Projected employment (in million)
Agriculture Industry Services Total
201112
9% 229.2 105 153.5 487.7
7% 225.4 102 149 476.4
5% 221.5 99.1 144.6 465.2
201617
9% 240.2 126.2 189.5 555.9
7% 232 116.8 174.8 523.5
5% 224 108.1 161.2 493.3
Source: NSDC
Sector focus: The government has identifed 20 high-growth
sectors of industries and services that have the ability to provide
expanded employment. It consists of 10 high-growth sectors on
the manufacturing side and an equal number on the services
front. Out of these, the key sectors are manufacturing, textile,
construction, automotive and health care
8
. It is necessary to
develop proper skill training mechanisms as the skill sets that
are required in the manufacturing and services sector are
different from that of the agriculture sector.
Growth in manpower requirement by 2022
1.4
4.3
2.5
3.3
2.2
11
0.3
35.4
25
13
3.4
4.2
4.5
4.7
5.3
14
17.3
26.2
33
35
0 10 20 30 40 50 60 70
Furniture and Furnishings
BFSI
Leather and Leather goods
Gems and Jewellery
IT and ITeS
Real Estate services
Organised Retail
Textile and clothing
Building and construction industry
Auto and Auto components
Employment in 2008 Incremental HR requirement till 2022
CAGR 2008-22
9.8%
6.2%
4%
33.8%
6%
9.2%
6.5%
7.6 %
5%
9.2%
9. Govt sets target to skill 500 million people by 2022, The Times of India, 10 January 2012, (c) 2012 The Times of India Group
11. Statistics of school education, Ministry of HRD (Government of India), http://mhrd.gov.in/sites/upload_fles/mhrd/fles/SES-School-2009-10-P.pdf
12. Statistics of higher and technical education education, Ministry of HRD (Government of India), http://mhrd.gov.in/sites/upload_fles/mhrd/fles/Abstract
2009-10_0.pdf
Capacity development in India
In India, about 12 million people join the workforce each year
comprising highly skilled (constitute a minuscule part), skilled,
semi-skilled and un-skilled work force. The last category
constitutes the majority of the population entering the
workforce
9
. However, the current skill capacity of the country
is about four million
10
. It is therefore required to enhance
skilling and technical education capacity to about 15 million
(considering that even sections of the existing workforce would
have to trained).
Current capacity and enrolment in school
education
11
There are about 1.5 million schools in India with a total
enrolment of ~250 million students starting from pre-primary
to standard XII. Schools at the primary/junior level constitute
the majority where maximum enrolments occur.
Pre- primary/
Pre-basic
school
Primary/
Junior basic
schools
Middle /
Senior basic
schools
High/
Post basic
schools
Pre-degree junior
colleges/Higher
secondary schools
Board of
Intermediate
Secondary
Education
Total
No. of institutions 67,822 823,162 367,745 123,726 66,917 48 1,449,420
Proportion (%) 4.7% 56.8% 25.4% 8.5% 4.6% 100%
Source: Ministry of HRD, 200910
Pre-primary Class IV Class VIVIII Class IXX Class XIXII Total
No. of institutions 67,822 823,162 367,745 123,726 66,917 48
Proportion (%) 4.7% 56.8% 25.4% 8.5% 4.6%
Number of schools in India: 200910
Enrolment in various levels of education in India (in 000s): 200910
In addition, the National Institute of Open Schooling (NIOS)
provides a number of vocational, life enrichment and
community-oriented courses besides general and academic
courses at the secondary and senior secondary level. The total
enrolment in these open courses is only 388,371, a minimal
portion as compared to regular schooling.
Current capacity and enrolment in higher and
technical education
12

The higher education in India comprises arts, science and
commerce colleges (general college education), engineering,
technical and architectural colleges, medical colleges, teacher
training colleges, polytechnics, others (law, management, etc.),
apart from education directly delivered by universities and
research institutions.
Institution No. of institutes Proportion (%)
Universities and other institutions
Central university 40 9.2%
State university 227 52.1%
Private university 18 4.1%
Deemed university 105 24.1%
Institution established under the State Legislature Act 5 1,1%
Institution of National Importance 41 9.4%
Total 436 100%
Higher education institutions
Arts, fne arts, social work, science and commerce 14,321 51.4%
Engineering/Technology/Architecture 2,894 10.4%
Medical 2,074 7.4%
Education/Teacher training 3,357 12.1%
Polytechnics 3,292 11.8%
Others 1,914 6.9%
Total 27,852 100%
Institution No. of students (000) Proportion (%)
Postgraduation and above
Ph. D / D. Sc/ D. Phil 92 0.4%
MA 753 3.6%
MSc 440 2.1%
MCom 208 1.0%
Others 341 1.6%
Total PG and above students 1,834 8.8%
Undergraduate courses
BA/BA (Hons). 6,305 30.4%
B.Sc. 2,149 10.4%
B.Com 2,062 9.9%
BE/ B Arch 1,929 9.3%
Medicine, dentistry, nursing, etc. 319 1.5%
B.Ed. 518 2.5%
Others undergraduate programs 592 2.9%
Total UG students 13,873 66.9%
Other courses
Enrolment in open universities 3,446 16.6%
Others (Post school diploma and postgraduate diploma) 1,589 7.7%
Total students in higher and technical education 20,741 100%
Number of higher education institutions in India: 200910
Enrolment in higher and technical education in India: 2009-10
The total enrolment in higher education is about 20.7 million. The total number of students enrolling for open universities and other
diploma courses constitute 24.3% of the total students. BA/BA (Honors) is the most preferred course of the higher and technical
education.
The following tables illustrate the number of institutions available and enrolment at various streams of higher education.
Current capacity in vocational education and training
13
Vocational training in India is primarily imparted through the government and private industrial training institutes (ITIs). As of
February 2012, there are in total 9,447 ITIs, with a total seating capacity of 1.3 million. The total numbers of government ITIs are
2,244 with a total seating capacity of 472,738.
The total number of ITIs has increased at a CAGR (20072012) of 11.5%, while the total number of seats has increased at a CAGR
(20072012) of 12.2%.
Total no. and seating capacity of ITI/ITCs
5,465 6,079 7,886 8,642 9,447
749,510
829,377
1,062,524
1,206,448
1,335,488
0
400000
800000
1200000
1600000
0
4000
8000
12000
2007 2008 2009 2010 Feb'2012
Number of ITI/ITCs
Source: Ministry of Labor and Employment, Annual report, 201112
Total seats in ITI/ITCs
Region name No. of
government ITIs
Seating capacity
(Govt.)
Number of private
ITCs
Seating capacity
(private)
Total ITI/ITCs Total seating
capacity
Northern 797 122,354 2,173 252,753 2,970 375,107
Southern 424 95,404 2,914 325,702 3,338 421,106
Eastern 201 50,138 1,212 197,885 1,413 248,023
Western 822 204,842 904 86,410 1,726 291,252
Grand total 2,244 472,738 7,203 862,750 9,447 1,335,488
Source: Ministry of Labor and Employment, Annual report, 201112
Learner at the fulcrum of growth
and willingness
While the country has distinct advantages in terms of
enjoying a demographic dividend and a heightened
government focus on skill development, most of the
industries in the economy are currently experiencing a
dearth of skilled labor, resulting in the need for an effective
skill delivery framework. The current education system
in India primarily targets on making skill-based training
available to a larger pool of people. As a result, the focus
has primarily been supply-driven and not market-driven.
To understand what a learner wants, we need to frst defne
who a learner is. A learner, through a lay perspective, can
be defned as an individual who seeks to gain knowledge,
comprehension, or mastery through experience or study. In
the above context of skill development in India, a learner is an
individual who is eligible to acquire skills in accordance with the
countrys skill delivery framework.
India had not focused on skill development before the Eleventh
Five Year Plan, which has created a gap with a large supply of
learners. In further sections, we have defned a learner, who
has either dropped out of school or who has not continued with
the standard educational system after completing class 12th.
Individuals who are not employed and are looking to upgrade
some kind of skills are also identifed as potential learners.
13. Ministry of Labour and Employment 2011-12 annual report
Framework for the creation of an efcient education delivery model
Acceptability Adaptability Accessibility Availability
Focuses on learners'
priorities of vertical
mobility for those
pursuing skills, and will
enable learners to shift
from skill-based training
to academics and
vice versa
Meets learners'
requirements for
well-established
competency standards,
afliation and
accreditation
Facilitates learners'
priorities in terms of
quality of infrastructure
(ICT and physical
infrastructure), pedagogy
and skill delivery methods
Focuses on learners'
needs for developing an
advanced curriculum
framework based on best
industry practices
Directly addresses
learners' demand coming
from varied geographies
and socio-economic
backgrounds such as
education levels, income
levels, industrial growth,
etc.
Focuses on the needs of

both learners and the
labor market in order to
make these skills available
by forging partnerships
between public adminis-
trators, suppliers of
educational services,
industry and civil society
Availability
The capacity of just over four million a year needs to be
upgraded substantially in order to meet the targeted skill
requirements till 2022. There exist a signifcant mismatch
between the massive populace of unemployed youth and
existing vacancies, which leads to low employability quotient
of people. It is therefore a critical next step to focus on the
needs of both learners and the labor market in order to make
the requisite kinds of skills available by forging partnerships
between public administrators, suppliers of educational
services, industry and civil society
14
. The availability of both
physical infrastructure and human resource (teachers) to impart
skill-based training forms the basic requirement of a learner,
which should be addressed in an effective manner.
Accessibility
The accessibility of skill-based training faces a huge challenge
on account of Indias large geographical territory, diffcult
15. Skill development sector profle, FICCI, http://www.fcci.com/sector/74/Project_docs/SectorProfle.pdf
terrain and varying social economic conditions. Some of the
states have limited access to such training. As a result, the
population comprises a large unskilled workforce. Signifcant
disparities exist across states in terms of socio-economic
factors such as education levels, income levels, industrial
growth, etc. A signifcant portion of the population below the
poverty line cannot afford even basic amenities, leave aside
education and training
15
. It is important that there is a focus
on the informal sector, which reaches out to the people
and livelihood promotion institutions. NGOs are engaged
effectively to address the needs of all the learners.
Adaptability
The economic growth over the years has only brought forth
the shortcomings of skill development processes. Learners
require a national vocational qualifcation framework that
offers vertical mobility for those pursuing skills and enables
learners to shift from skill-based training to academics
and vice versa. They need a clear vocational qualifcation
framework for competency standards, affliation and
accreditation. The required framework will integrate skill
training with academic standards. A more formalized structure
for vocational training will also help elicit greater respect and
acceptability for this initiative among the benefciaries and the
society at large.
Acceptability
The skill development programs being imparted to
learners should meet their needs in terms of quality of
infrastructure (ICT and physical infrastructure), pedagogy
and skill delivery methods.
The current education system does not lead to trained
young people in employable skills who are open to
immediate employment opportunities. With current and
expected economic growth, this problem is expected to
aggravate as more than 75% of the new job opportunities
are expected to be skill-based.
As a result, there is a need to develop an advanced
curriculum framework derived from industry best
practices. It is equally critical to use these upcoming
and widely used learning approaches to design skill
development programs in order to train learners with
what is relevant and not obsolete.
As is evident, the success of the aforementioned skill
framework highly depends on what a learner wants. Therefore,
all efforts, actions, plans should be dedicated in a channelized
manner that keeps the needs, priorities and perspectives of the
Learner frst.
Of late, employability
of graduates coming
out of our educational
system is becoming
a matter of great
concern. I am told only
25% of the general
graduates across
all streams have
employable skills.
E Ahamed,
(Minister of State for HRD and External Affairs)
2.
Who are the learners?
India has the second-highest population of the working age (15
59 years) individuals in the world. The skill set of this population
group plays a critical role in the growth of the country. It is
imperative that adequate skill training is provided to this age
group to make them productive. India is facing a skill defcit
on account of the large demand-supply gap, which results in a
large pool of potential learners.
The following section profles a learner based on various
parameters such as gender, social and education status. The
learners are divided into three broad age categories: 1518
years (school education), 1923 years (college education) and
2459 years (working age population). The learners are also
classifed based on the dropout rates at various class levels.
More than 50% of the total population
in the age group of 1559 years are
potential learners and require some
type of skill training.
There is a very strong gender bias
in the enrolment for some type of
vocational courses. Many skills are
culturally and historically associated
with a specifc gender, such as home
science and secretarial skills with
women and industrial skills with men.
Entire gamut of learners
Type of gender
Source: Ernst & Young analysis
Place of
residenced
Economic
status
Social
status
Physical
status
Class I-V drop out
Class VI-VII drop out
Class IX-X drop out
Class XI-XII drop out
Class XII passed discontinuing formal education system
Graduates/Post-graduates that require skill training
People working in the information sector/illiterate people
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Welder (Gas and electric) Draughtsman (Civil) Electrician
Plumber Draughtsman (Mechanical) Wireman
Carpenter Surveyor Instrument mechanic
Sheet metal worker Fitter Electronic mechanic
Mechanic (Refrigeration and air-conditioner) Turner Mechanic (Radio and TV)
Mechanic (Tractor) Machinist Information technology and electronics system maintenance
Most sought-after trades by learners in ITIs
Source: Directorate General of Employment & Training
Women constitute 68.2% of the total potential learners
The contribution of women to potential learners is consistent with their contribution toward the population for age groups between
1518 years and 1923 years. However, they constitute around 48% of the population in the age group of 2459 years and around
78% of the learners in this group. This can be attributed to the social and cultural norms, which lead a large number of women toward
household duties. Therefore, the program developed for the age group of 2459 needs to have a stronger focus on women.
Share of SC/ST in various segments
Population
(15-18)
Male Female Male Female Male Female
Learner
(15-18)
Population
(19-23)
Learner
(19-23)
Population
(24-59)
Learner
(24-59)
Source: Ministry of HRD, 200910; Ernst & Young analysis
52.9% 49.9%
47.1% 50.1%
52.3% 50.8%
47.7% 49.2%
51.4%
21.4%
48.6%
78.3%
Low enrolment rates above class XII
contribute most of the increase toward
potential learners
The percentage of enrolment for respective courses is
decreasing with the level of education. There is a sharp rise
in learners at the graduation and post graduation level as the
higher and technical education is inadequate on account of the
following parameters:
Regional disparity in economic development has led to the
uneven distribution of higher education
Educational institution in the country face shortage
of quality faculty that results in inadequate quality of
education
Increase in the cost of higher education on account of
reduced government funding and increase of private
investment in the education system
Potential learners by grades Male Female Total
Class IX 3,023,570 3,328,518 6,352,088
Class X 3,791,797 4,007,130 7,798,927
Class XI 6,319,612 6,170,156 12,489,768
Class XII 6,770,505 6,465,556 13,236,061
Graduation 23,930,684 24,036,504 47,967,188
SC/ST constitute 28% of the total learners, consistent with the national average
The socially disadvantaged groups (SC and ST) have received a special focus over the years for their social and economic
advancement. The total number of SC and ST learners is 67 million and 35 million, respectively. Notably, the share of SC and ST
among the learners in their respective age group is consistent with the share of SC and ST in the working age population.
Share of SC/ST in various segments
16%
8%
15%
11%
17%
9%
19%
12%
SC ST
Population (15
Source: Ministry of HRD, 2009-10; EY analysis;
-59) Learner (15-18) Learner (19-23) Learner (24-59)
The total enrolment in the schools during 200910 was
243.3 million, representing 21% of the total population. The
enrolments have increased over the years, resulting in a high
literacy rate of 74%. During the same time, a high drop rate
of more than 50% (till class Xth) is proving a major hurdle to
the growth of the economy and creating a pool of potential
learners.
Class Dropout rate
I-V 28.9%
I-VIII 42.4%
I-X 52.8%
Dropout rate of learners
Source: Ministry of HRD, 2009-10
Males accounted for 53% of the total school dropout
The total number of dropout from school (class I-X) was 16.7 million during 200910. The majority of the learners drop out of class
before completing class V, indicating that a strong emphasis should be put for this group to providing some type of skill training.
Number of Dropout by gender and grade ('000), 2009-10
5,000
1,709
2,114
3,260
4,102
2,580
1,141
2,659
Total dropouts between class
Source: Ministry of HRD, 2009-10; EY analysis
I-V
VI -VIII
IX-X
Total students dropping out
after completing class XII
Male Female
7.4% of the total enrolled students of class
IX dropout
The dropout-to-enrolment ratio is slightly higher in each
consecutive class class IV has the lowest ratio and class IXX
has the highest ratio.
The ratio is the highest for males in the class IXX category,
indicating that a large number of male students drop outs
after completing the VIIIth standard, but before completing
the Xth standard. The total students in this category are
~2.1 million.
For females, the highest ratio is for class VIVIII category
with a total dropout of ~2.6 million students.
In terms of value, the largest number of dropouts for
male (5 million) and female (4 million) are in the class IV
category.
Drop out-to-total enrolment
ratio for various standards
(200910)
Male Female Total
Class IV 7.06% 6.33% 6.72%
Class VIVIII 5.37% 9.35% 7.19%
Class IXX 12.51% 8.33% 10.70%
Source: Ministry of HRD, 2009-10; Ernst & Young analysis
SC/ST constitute 33% of the total school
dropouts (class IX)
SC and ST together constitute 24.4% of the total population.
The total number of SC and ST dropouts from school is 4.7
million and 3.2 million, respectively.
Statistics indicate that 67% of the total SC dropouts and 69% of
the total ST dropouts leave school before completing class VIII,
which represents more than the overall average of 59%.
Higher SC/ST dropout rate as
compared to the national average
requires a special focus
of the government.
Drop out to total enrolment
ratio for various standards
(200910)
SC ST
Overall
average
Class IV 6.83% 8.78% 6.72%
Class VIVIII 12.39% 17.63% 7.19%
Class IXX 8.83% 33.13% 10.70%
Source: Ministry of HRD, 2009-10; Ernst & Young analysis
Dropout-to-enrolment ratio of SC and ST is
greater than the overall average
The overall enrolment for SC and ST in school (class IX) is ~43
million and ~22 million respectively. The overall ratio from class
IX for SC and ST is 8.5% and 13%, respectively, more than the
overall average of 7.4%.
Number of SC/ST dropouts by gender and grade ('000), 2009-10
1,809
1,352
480
1,086
1,332
899
673
324
Source: Ministry of HRD, 2009-10; EY Analysis
I-V
VI -VIII
IX-X
Total students dropping out
after completing class XII
Male Female
Snapshot
The total number of potential learners in the country during
200910 is about 363 million. These constituted ~51% of the
total working age population in the age group of 1559 years.
More than 65% of the total learners fall in the age group of 24
59 years with the majority of them being female, on account
of various social reasons. The SC/ST constitutes 28% of the
total learners category in line with the national average. The
following provides a snapshot of the learners profle.
Parameter Number of people Percentage
Overall
Population of India (in age group
1559 years)
711,109,338 100%
Potential learners (in age group
1559 years)
363,546,589 51.12%
Classifcation by age group
Learners in the age group
(1518 years)
39,876,844 10.96%
(1923 years)
87,208,589 23.98%
(2459 years)
236,461,156 65.04%
No. of SC/ST learners
(1518 years)
10,275,360 25.76%
(1923 years)
22,562,933 25.87%
(2459 years)
69,313,759 29.31%
3.
What are the opportunities
available to them?
The current vocational education is shifting from its earlier
supply mode largely with a welfare approach to a demand-
driven approach. The government has undertaken various
efforts to consolidate its scattered VET delivery system under
various departments and ministries, e.g., the Ministry of
Human Resource Development (MHRD), the Ministry of Labour
and Employment (MOLE) through its Director General of
Employment and Training (DGET), the Ministry of Urban Affairs
and the Ministry of Rural Development.
This section highlights opportunities available to learners for
skill development facilitated by the following:
Central Government
State government
Private sector
Government focus on skill
development
Skill development is one of the priority agendas of the
government for the Twelfth Five Year Plan. The government
plans to set up sector skill councils to prepare standards
required for training programs. The industries are also
proactively taking steps to partner with the government and
reduce the skill gap.
Financial support
16

The government has doubled the allocation of funds for skill
development under the National Skill Development Fund (NSDF)
by INR10 billion in the Union Budget 201213. The total corpus
of funds has been increased to INR25 billion.
Infrastructure support
The various ministries have created infrastructure for
skill development such as ITIs, polytechnics, community
polytechnics, secondary schools (in association with private
sector). Some of the key initiatives of the government are
as follows
17
:
Establishment of new ITIs in underserved regions and the
existing ITIs being upgraded to centers of excellence to
produce multi-skilled workforce of world standards
MoUs with states and it is defning outcomes and reforms
and imposing an obligation to transfer autonomy to PPP
Setting up more polytechnics in the PPP mode and 400
government polytechnics being upgraded
Expansion of vocational education from 9,500 senior
secondary schools to 20,000 schools; intake capacity to
increase from 1 million to 2.5 million
16 Skills is the future, The Times of India website, http://articles.timesofndia.indiatimes.com/2012-04-30/news/31506351_1_soft-skills-vocational-education-sector-
skills-council, accessed 2 August 2012
17. Skill Development and Training, Planning Commission website, http://planningcommission.nic.in/plans/planrel/fveyr/11th/11_v1/11v1_ch5.pdf, accessed
2 August 2012
Establishment of 600 rural development and self-
employment training institutes (RUDSETI)
To set up a virtual skill development resource network
linking 50,000 skill development centers (SDCs)
Skills training has been made more affordable by
exempting vocational education institution from paying
service tax
Private partnership support
The private sector, in association with the government,
will work to identify and quantify skill defciencies in their
respective sectors and constitute a sector plan to address
these defciencies. The National Skill Development Corporation
or National Skill Development Trust is entrusted with the job
to identify areas where support and implementation will be
required from the government.
NSDC has identifed 21 high-growth sectors (including the
unorganized sector) to provide expanded employment. It has
10 high-growths sectors on the manufacturing side and an
equal number on the services side. Of these, manufacturing,
textile, construction, automotive, retail and health care are the
key focus sectors.
Currently, 59 corporate houses/private players/private
education institutes are associated with NSDC for imparting
vocational education and training in India.
With the help of private players, NSDC aims to reach its
desired target (150 million skilled persons) by year 2022.
The fgure below highlights NSDCs target and progress so
far in achieving the same.
NSDC's Skilling Mission (million)
67.8
150
NSDC's
Achievement thusfar
Source: National Skill Development Council
NSDC's target
NSDC has formed 14 sector skill councils (SSC) to
complement the existing vocational education system for
the sector in meeting the entire value chains requirements
for appropriately trained manpower in quantity and quality
across all levels on a sustained and evolving basis. The
fgure below elucidates NSDCs target of producing skilled
workers per sector over the next ten years.
NSDC has been given signifcant
responsibility of skilling 150 million
learners across 20 high-growth sectors.
Sector wise skilling target (million)
8
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Policy support
The government has rolled out targets for various ministries based on the employment potential in those sectors. The ministries have
introduced schemes in the feld of infrastructure development and employment linkages in order to impart quality skill training.
S. no. Ministry/
Department/
Organization
Key schemes/Programs/Institutions with a provision for vocational
education and training program
18

Projected number of
trained individuals in 2022
(in million)
1 National Skill
Development
Corporation
It has so far signed agreements with 59 training partners. These partners
have a target to train 60.6 million people by 2022
19
.
150
2 Labor and
employment
Craftsmen training scheme: It aims to provide a supply of semi-skilled labor
and reduce unemployment among the educated youth.
Apprenticeship scheme: It aims to provide in-house training to employees
working in the company.
Center of excellence scheme: The scheme discusses the facilitation of multi-
skilling courses in 21 industry sectors.
Modular employable skills scheme: It focuses on the delivery of short-term
courses of the National Council for Vocational Training ( NCVT) with the
objective of providing employment.
100
18. National Policy on skill Development, World Bank website, http://siteresources.worldbank.org/EDUCATION/
Resources/278200-1121703274255/1439264-1242337549970/6124382-1288297991092/IndiaGovDocMar09.pdf?bcsi_scan_debb0e326e6a7dd8=0&bcsi_
scan_flename=IndiaGovDocMar09.pdf , accessed 4 August 2012
19. Prashant K. Nanda, Sangeeta Singh, World Bank plans to fund skill development in India, Mint, 14 February 2012, via Factiva, 2012 HT Media Ltd. and
Knowledge Bank, National Skill Development Corporation website, http://www.nsdcindia.org/knowledge-bank/index.aspx , accessed 12 August 2012
S. no. Ministry/
Department/
Organization
18

Projected number of
(in million)
3 HRD higher
education
Vocationalization of secondary education: It has created infrastructure of
21,000 sections in 9,619 schools and a capacity of about 1 million students
at the 12th level
20
.
Community polytechnic scheme: CPS acts a focal point to promote the
transfer of science and technology to the rural sector.
Jan Shikshan Sansthan: It has 157 vocational training centers that are run by
NGOs offering more than 250 courses.
50
4 Transport In its Twelfth Five Year Plan, the ministry has allocated INR20 billion for
training and skill development
21
.
30
5 Rural development
(RUDSETI) and IL
& FS
Special projects for the Placement Linked Skill Development of Rural BPL
Youth under Swarnjayanti Gram Swarozgar Yojana (SGSYSP)
Rural Development and Self-Employment Training Institutes (RUDSETIs):
Set up dedicated infrastructure for skill development in each district in the
country
20
6 Agriculture Providing training in agriculture extension (21 training centers), training in
the use of agricultural implements and machinery, soil conservation training
center
20
7 Construction Industry
Development Council
HUDCO and others in the construction sector under the Ministry of Urban
Development & Planning Commission has taken the following initiatives:
Construction Industry Development Council (CIDC)
Company run schools (NBCC, HCC, L&T, ECC, etc.)
20
8 Urban development Urban Self Employment Programme under Swarna Jayanti Shahari Rozgar
Yojana (SJSRY)
15
9 Micro small medium
enterprises
It conducts the Entrepreneurship Development Programme (EDP), Skill
Development Programme (SDP) and the Management Development
Programme (MDP).
Khadi and village industries commissioned under the Ministry of MSME have
51 training centers that run more than 30 types of programs.
15
10 Textiles Decentralized training program with 24 weavers service centers,13 power
loom centers and many other boards and councils
Apparel Export Promotion Council
10
11 Women and child
welfare
Support to Training and Employment Programme for Women (STEP)
Training in home scale preservation of fruits and vegetables
Women empowerment program in collaboration with IGNOU
10
12 Department of Heavy
Industry
Counselling, retraining and redeployment of rationalized workers of CPSEs 10
13 Department
of Information
Technology
DOEACC O level
CEDTI conducts courses in the feld of electronics, telecommunications, IT,
process control and instrumentation
10
14 Health and family
welfare
Training of multipurpose health workers (female and male)
Promotional training of female health assistants in 42 training centers
10
15 Finance-Insurance/
Banking
NA 10
20. Vocationalisation of Secondary Education 2011, Ministry of Human Resource Development website, http://mhrd.gov.in/scheme_vocationalisation , accessed
14 August 2012
21. Report on the working group on central roads sector, 12th Five Year Plan, Planning Commission website, http://planningcommission.nic.in/aboutus/committee/
wrkgrp12/transport/report/wg_cen_roads.pdf, accessed 16August 2012
S. no. Ministry/
Department/
Organization
18

Projected number of
(in million)
16 Consumer affairs NA 10
17 Tourism 15 food craft institutes under state governments 5
18 Food processing
industries
Training courses are run by various research institutes such as Central Food
Technology Research Institute, Paddy Processing Research Centre, PHTC, Council
of Entrepreneurial Development Programme (EDP)
Establishment of food processing and training centers (FPTCs)
5
19 Social justice and
empowerment
National Institute of Mentally Handicapped
National Institute for the Orthopaedically Handicapped
Institute for Physically Handicapped
National Institute for the Hearing Handicapped
5
20 Overseas Indian
affairs
Not available 5
21 Chemicals and
fertilizers
Not available 5
22 Others (Power,
petroleum, etc.)
Not available 15
Total 530
22
Source: National Skill Development Corporation
NOTE: Distribution among ministries/departments has been kept higher than 500 million
23
.
22. Achieves, 2010, Press Information Bureau website, http://www.pib.nic.in/archieve/others/2010/aug/d2010081601.pdf accessed 10 August 2012
23. National Skill Development Mission 2010, Press Information Bureau website, http://pib.nic.in/newsite/erelease.aspx?relid=64862, accessed 10 August 2012
State governments have actively been promoting vocational training by forging alliances with private partners and creating
employment opportunities for Indian citizens. Several best practices exist across the country in imparting vocational education
through the public private partnership mode. Some of them are elucidated below:
The Government of Gujarat has come up with a skill voucher scheme, where the aim is to ensure that the funds allocated
for the training reaches the actual benefciary or the candidates and empowers them by giving freedom to select the course
and institute they would opt to get trained in. Skill voucher is a pre-paid voucher that can be purchased from the Gujarat
Skill Development Mission (GSDM) after paying the value amount. GSDM is a Government of Gujarat entity formed with non-
delivery functions of Technical Vocational Education & Training (TVET) and as an apex level body at state for TVET efforts.
Incentives provided under the scheme:
This scheme effectively decreases the work of the entities involved in funding the training. These entities will have to just
identify the benefciary, get a skill voucher in his/her name and hand it over to the benefciary. The system created by the
mission is fairly simple with an approach wherein anyone can fund through the skill voucher and anyone can utilize it to
train the candidates. This system created by GSDM that is market force-driven will ensure that the candidate either gets the
certifcate in the course of his choice or the money goes back to the funding entity. GSDM just stands as a guarantor to the
funding agency that the money will not go waste.
Services delivered:
These skill vouchers are intended to stimulate the supply side of the TVET system, i.e., mobilize candidates and incentivize
them to undertake training. The skill vouchers scheme achieves the objective of acting as a catalyst with a high level of
effciency.
The vouchers are serial numbered and issued directly in the name of the candidate/benefciary, who can use it to avail training
for specifed courses at any eligible institute. Once the candidate enrols in any of the eligible institutes for any specifed course
and submits the skill voucher to the institute, the training will be then imparted as in a normal case. After the training, the
candidate will be assessed by one of the allocated agency empanelled (currently GSDM utilizes empanelment of NCVT). If
the candidate passes the assessment exams, then the institute gets paid by the GSDM in lieu of the skill voucher. In case the
candidate fails to clear the exams, the money gets refunded to the funding entity.
The institutes are not bound to admit students with skill vouchers and are free to charge any amount over and above the skill
voucher value toward the training cost.
Process of issuing skill vouchers:
Skill vouchers can be purchased by anybody and used to fund the training of anyone. Both the private sector and government
department can purchase skill vouchers. The government department/agency-sponsored skill voucher is called a government
skill voucher and accordingly private sector sponsored vouchers are called a private skill voucher. Both these vouchers can be
utilized in a similar way.
State case 1: Government of Gujarat Skill voucher scheme
Process of redemption of skill vouchers:
Post the successful training and certifcation of the candidate, the training institute will redeem the skill voucher in
following manner:
i. Post successful training, assessment and certifcation of the candidate, the institute will notify GSDM as per the procedure
(refer annexure for details)
ii. GSDM upon verifcation of and scrutiny of claims by institute would deposit the amount in the designated bank account of
the institute
Key learning:
The introduction of the voucher system in TVET is a new concept in the country and the state of Gujarat has taken a lead
in this. Though this scheme has been introduced recently and still is not fully operational, its utility and success cannot be
commented upon.
It is important to note that there have been many other initiatives introduced by Government of Gujarat, which are enabling
improvements in the TVET system such as the creation of a web portal, which acts as database for all TVET activities in the
state, creation of a non-delivery function entity, i.e., GSDM, etc. The skill voucher scheme, along with the above mentioned
initiatives, will stimulate the supply side and create an effcient funding mechanism for the TVET system.
The Government of Rajasthan introduced a scheme in the year 2007 to expand the TVET system in the lagging areas or
unserviced areas of the state. The scheme was called Scheme for private investments in establishing technical institutes in
the lagging areas. The main objective of the scheme was to provide access to the TVET facility across the entire state.
The scheme was applicable in lagging areas, which was identifed by the state government and defned for various technical
institutes as follows:
Lagging district: Defned as a district that does not have even one engineering college or polytechnic college
Lagging sub-divisions: Defned as a sub-division, which does not have a polytechnic college
Lagging blocks: Defned as a block that does not have an ITI
Incentives provided under the scheme:
Under this scheme, the state government provides incentives for the private sector investor to set up technical institutes in
lagging areas such as:
1. The state government will provide a converted land free of cost as per prescribed by the statutory body (AICTE / NCVT).
The land will be leased for 25 years and will be renewable for another such period as decided by the government.
State case 1: Government of Gujarat Skill voucher scheme (contd.)
State case 2: Government of Rajasthan Establishing technical institutes in a lagging
area scheme
2. In case of a polytechnic set up at a lagging district level, a maximum of 10 acres will be provided. Further, at a lagging
sub-division level, a maximum of 5 acres of land will be provided, and in case an ITI land, 5 bighas will be allotted.
3. In case a private investor intends setting up a polytechnic college for women, the government will also reimburse the cost
of construction of building (with an upper limit of INR500/sq. ft. of built up space) besides the land.
Apart from the aforementioned incentives, the state government will provide free consultancy services on any issue related to
the establishment of a technical institute. In this regard, a consultancy cell has been established under the administration of
the Department of Technical Education as well as at the secretariat level in the offce of OSD (TE).
The private sector investor is expected to establish the institute within 18 months of land allotment, failing which the land will
revert back to the government. The investor will ensure the completion of the project as per the AICTE/NCVT norms.
Procedure for selection of private sector investors:
1. The scheme has laid down the following procedure for selection of private sector investors.
2. The Department of Technical Education will invite applications from private sector investors to set up technical
institutions under this scheme.
3. The applicant will specify the place where it intends to set up the technical institution. One investor can apply for a
maximum of two districts, two lagging sub-divisions and four lagging blocks.
4. In case of setting up a polytechnic for women, the applicant will have to indicate the number and types of branches
they intend to start. This will help in assessing the space requirement and estimating the cost of construction thereof.
The applicant will start a minimum of three branches proposed to make the private sector investors eligible for the
reimbursement of the cost of building.
5. A committee will be formed under the chairmanship of Principal Secretary, Technical Education.
6. In case of a single application for a location, the proposal will be accepted.
7. In case of more than two proposals, the committee will evaluate the proposal in order of the preference given below:
Proposals from the industrial house
Investors who are already running such institutions anywhere in the country
Financial and technical solutions
Key learning
This initiative is an ideal example for reaching out to the people in under-serviced regions and population. As this initiative
requires setting up of the TVET facility in remote areas, the left wing extremist affected area (in case of West Bengal), etc.,
incentives such as land and cost of building have to be given by the state government to attract private sector participation.
The Government of Rajasthan has successfully implemented about 50 institutions (either operational or various stages of
implementation) under this scheme.
State case 2: Government of Rajasthan Establishing technical institutes in a lagging
area scheme (contd.)
Private sector
Over the years, the private sector has increased its presence in
the feld of vocational education in India. Unemployment and
underemployment are two of the most serious development
problems currently being faced by the country. The solution
to which is a skilled workforce, developed through quality
vocational education and training courses for the learner. The
private sector comes into play here with its ability to match
better the demand for workforce by the industry with a supply
of superior skilled manpower. The private sector can contribute
to supplement infrastructure, facilities, technology and
pedagogy. There are several roles that the private sector plays
in this domain, namely, as a consumer of skilled manpower, as
a non-proft facilitator of quality knowledge or as a for-proft
enterprise providing education.
Consumer
Roles of the private sector
Non-proft
initiatives
For-proft
enterprises
In the frst role, the private sector would deeply beneft by
training the available manpower with appropriate skills and then
ultimately employ them. Corporate houses can train learners
by diverse methods and in varied felds such as research and
development, academic internships, on-job training, programs
in line with the market demand and several collaborative
programs. As a consumer, the private sector can educate
learners with the right balance of academic skills, analytical
skills, attitude and exposure. This approach ensures only
industry demanded skills/expertise being imparted to develop a
suitable talent pool.
Many private sector players have also entered this space as a
way of giving back to the society from which they otherwise
gain immensely. These players have the requisite funds,
expertise and infrastructure to invest in constructing an
appropriate platform for vocational education and training.
Many industry experts or young business leaders interact with
the learners via this mode to provide a unique training package.
Finally, the private sector may enter vocational education and
training with a sole purpose of proft building. By constructing
infrastructure facilities in terms of schools, training institutes
and universities, such players provide education at a price.
In a nation such as India where maximum emphasis is laid
on education, there are immense opportunities and a vacant
capacity to tap this sector.
Vocational education and training space
in India
In addition to the corporate houses and education institutes,
several other entities have come together to create a
framework for vocational education and training in India. The
fgure below expands on the current Indian VET space.
Organization types Organization names Scope
Industry
associations
FICCI
CII
ASSOCHAM
Voice the needs
of the market
Voice opinions on
relevant policies
International bodies International
Labour
Organization
World Bank
European Union
Advisory role
to government
bodies
Provide essential
funds
Private players IL&FS Education
India Can
India Skills
Bharti and many
more
Provide funding
Develop
vocational
education training
institutes
Private sector initiatives
A few examples of private sector initiatives in vocational education and training in India have been further expanded below:
Apollo Med Skills Limited NIIT Ltd.
Own centers in tier I and II cities to provide innovation class room
training with video conferencing, e-learning and simulator learning
Provides programs for skilling doctors, nurses in felds of medical lab
technology, radiology, dialysis and non-invasive cardiac courses and
certain support activities
Own 47 centers in Andhra Pradesh, Tamil Nadu, Bihar, Meghalaya,
Karnataka, Chhattisgarh, Jharkhand, West Bengal and Orissa
Leading global talent development corporation focused on building
a skilled manpower pool
Provides training and training solutions in information technology,
business process outsourcing, banking, fnance and insurance,
executive management education, and communication and
professional life skills
Owns a total of 1,575 centers in locations across India
IL&FS Education B-ABLE
Been involved with education and skills training for the past 15 years
100 skill schools with locations across India, with a special focus on
10th and 12th school dropouts and graduates
Offers skilling for sectors such as textiles, construction, leather and
leather products, automotive and auto components and logistics,
general engineering and services sector
A subsidiary (100%) of BASIX, a micro fnance institution (MFI)
promoted by industry professionals
Key focus on technology enablement in targeted sectors such as
construction, tourism, banking, rural farm, hospitality and food
processing
Targeted at school dropouts and socially unprivileged classes
New channels and use of technology
Players are leveraging the captive customer base of education
institutions and using technology to acquire students as well as
reduce infrastructure costs.
Private players are providing VSAT-based continuing education and
vocational training programs.
The average program fee for continuing education is INR80,000 to
INR2,00,000 p.a. and INR10,000 for vocational.
Today, the private sector plays an important role in proving vocational education and training. Being a consumer of skilled manpower,
the sector is aware of the exact skill set required in potential employees. This insight and availability of other vital resources enables
the private sector to train learners both effectively and effciently. Customized courses/programs are formulated with a curriculum
crafted by industry experts to better train and prepare the learner for the changing requirements of jobs and the entire working
environment.
Learners challenge matrix in vocational education
A vocational and technical training system aimed at meeting the needs of the industry is, by its very nature, dynamic. The training
system has to be reviewed and restructured periodically in order to remain relevant to the social and economic needs of the country.
This section identifes and discusses the recent challenges faced by the learner in vocational training development in India and
thereby provides an insight on the underlying philosophy, decisions and rationale, which can help shape the system of vocational
training in our country. Apart from the challenges mentioned below, family pressure is a common challenge faced by all Indian
learners. Every parent desires to educate his/her child so as to ensure a bright future as an engineer, doctor and business person.
However, the child/learners aspiration and goals are never taken into account, while parents make such career decisions for them. In
this way, parents end up putting undue pressure on and high expectations from their child with a complete disregard for the learners
inner competencies, goals and ambitions.
Urban Rural
Availability
The skill training provided by institutions is not job oriented.
The training courses are selected by the learners based on the
availability of seats rather than their competencies.
There is a lack of awareness about certain trades, with only a few
trades attracting the majority of the learners.
It is diffcult for private institutions that impart the latest skill
development training to set up on account of various constraints and
regulations.
Accessibility
Poor urban learners are unable to join courses at private training
institutes as they charge high training costs.
Adaptability
There is a lack of a common national qualifcation framework that
sets a competency framework for affliation and for accreditation.
Acceptability
There is a lack of quality training infrastructure in poorer areas of
large cities and small urban centers.
Availability
Low quality of education standards and high dropout rates in rural
schools create learners with low educational qualifcations.
There exists a major gender bias toward women in obtaining
vocational training.
Even though a signifcant majority of the employment exists is in
the informal sector, training and other related interventions are not
geared to the needs of this sector.
Accessibility
Rural youth miss out on the opportunity on industrial training
sponsored by various local and government agencies of urban areas.
There are a less number of training institutes in rural areas.
The rural learner incurs a higher expense in obtaining training from
urban centers.
The cost of acquiring job information is high for the rural youth.
There is limited access to job-related information or skills that are
currently in demand.
There is a lack of proper guidance and counseling for
skill development.
Adaptability
There is a lack of a common national qualifcation framework that
sets competency framework for affliation and for accreditation.
Acceptability
Rural areas lack qualifed trainers.
The ICT Infrastructure is poor in rural areas. There is a need for
rural broadband network, which can assist in skill training for rural
learners.
Challenge matrix
SC/ST Differently abled
Availability
SC/ST learners have a higher proportion of school dropouts as
compared to other learners, so there is a need for a more focused
trades and curriculum.
Accessibility
The presence of tuition fees for vocational courses makes it diffcult
for poor SC/ST to pursue that training.
Adaptability
There is no common national qualifcation framework that sets the
competency framework for affliation and for accreditation.
Acceptability
There are more institutions required in urban and rural areas with a
high concentration of SC/ST and other underprivileged sections
of society.
Availability
There is a lack of awareness about the variety of courses present for
the differently abled in vocational training.
It is diffcult to set up private institutions that impart the latest
skill development training, on account of various constraints and
regulations.
Accessibility
There is a lack of vocational rehabilitation institutions, which focus
especially on differently bled learners.
Adaptability
There is no common national qualifcation framework that sets a
competency framework for affliation and for accreditation.
Acceptability
The infrastructure at the training places is not well suited for the
differently abled.
There is a lack of special institutes for providing the requisite training
and suitable employment opportunities.
Challenge matrix
Chile: Vocational Education for Chilean Farming, the CODESSER model
4.
How is the world doing it?
CODESSER demonstrates that the key to success is a business arrangement that covers performance
criteria and fnancing. CODESSER is a non-proft organization created by the National Society of
Farmers. CODESSERs management model has also contributed to its success. It has the following
features:
Private sector participation in management:
This ensures greater job-skill matches, a direct connection to the labor market for graduates and an
effective medium to bring about organizational and productive innovation.
Teachers hired as private sector employees:
Teachers salaries are about 50% higher than in municipal schools and there has been a consistent
effort to upgrade teacher training.
Educational programs:
These provide basic general knowledge in humanities and sciences, prepare students to work
in various occupations, teach students to be problem solvers and encourage them to continue
learning. Schools emphasize general growth and the development of responsibility, leadership and
personnel management.
Curriculum revision:
CODESSER conducts periodic surveys to adjust vocation-specifc components in the curriculum and
to prepare teachers in those areas.
Bangladesh: Underprivileged Childrens Education Program
Underprivileged Childrens Education Program (UCEP) seeks to raise the living standards of poor urban
children. The focus is on enhancing the employability of working street children by equipping them with
skills. UCEP has extraordinarily high completion and employment rates for its graduates, both averaging
~ 95%. The program can be divided into three stages:
The frst stage is accelerated through non-formal basic education starting at 10 or 11 years. About
half the graduates from the non-formal basic education program are admitted into vocational
training.
The second stage consists of fundamental skills training, which may vary in length from six months
to two years.
The third stage is placement in employment, and follow-up on the job.
Factors that have contributed to making UCEP successful include:
Providing students with a solid base of general education
Focusing on the proper target group, i.e., those with blue collar working aspirations
Continuous linkages with industry, which ensure that trainees are trained in the knowledge, skills
and attitudes sought by employers, and also that employers are aware of the competencies of UCEP
graduates
Focus on the acquisition of skills and competencies through highly structured, supervised individual
hands-on instruction
Rigorous follow-up of each graduate in terms of employment, earnings and performance on the job
5.
What is the way forward?
India, as a whole, realizes the sheer seriousness and importance
of possessing a skilled workforce. As highlighted above, there
are several programs and schemes initiated to address this
issue. However, considering the rate at which the eligible
working population of India is growing, these skilling initiatives
would fall short by a severe amount. India is perceived to be
emerging as a service-driven economy with quality human
capital as its competitive advantage. For continuing this growth
in the service sector and achieve competitive advantage in
manufacturing, it is imperative that the human capital asset is
developed further. The future prospects give birth to a serious
concern of inadequate educational facilities of the nation.
The opportunity of demographic dividend may be lost if the
upcoming working population does not have access to quality
education. Both the government sector and the private sector
have realized the critical role education plays in building skilled
manpower and in turn boosting economic growth.
India has a healthy enrolment ratio for primary education;
however, few of these enrolments (students) pass over to
secondary schools and even fewer to high schools, resulting in a
high dropout rate. It is therefore evident that numerous young
people are exposed to only primary education and are thus
unaware of the options available to them after dropping out
from school. When this section of the population reaches the
working age, the youth usually fnd themselves underemployed
or unemployed as they do not offer the working world a value
skilled set.
To expand further, there is a need for skill training at various
education levels; the problem arises when the skilling institutes
have an eligibility criterion, which most dropouts or primary
education students cannot qualify. The number of learners
even eligible for these courses is only a fraction of the total
population. Furthermore, most learners of this particular
population sector belong to a lower economic stratum who
cannot afford to enrol themselves in vocational education
and training courses. This is a vicious circle where the learner
needs fnances to educate himself in order to ultimately get
employment to become self suffcient by earning an income.
Some of the recommended steps that the government can
take to make skill training fully inclusive and achieve the
training targets:
The government provides substantial support to formal
education at the school level. The Right to Education
(RTE) Act provides for free education to children between
the ages of 6 and 14 years. The government currently
spends INR65,000
24
per child on school education for
10 to 12 years. Along with formal education, the next
reasonable action, the government can take is to provide
fnancial support to vocational training. The government
is already encouraging private sector participation in
vocational education through NSDC and other schemes.
The government can introduce voucher support to each
24 Department of School Education & Literacy, Ernst & Young research
potential learner for getting vocational training through
private or public sector institutions.
Women participation in vocational education and training
is especially low as compared to men. There are a few
reasons constraining interest/participation may be social
and cultural norms and family responsibilities. Women also
tend to become discouraged due to such family and social
pressures, especially in rural areas. Therefore, in order
to increase enrolments, the combined efforts with local
NGOs and panchayats on informing women and their
families on the advantages of vocational education, which
may lead to employability, is very important. Specifcally,
women should be targeted by explaining how inculcating
income-generating skills and activities within them
would subsequently lead to improving their social and
economic status.
The current vocational education and training facilities
can be improved tremendously by setting standards,
certifcations and guidelines on the syllabi being taught,
the teaching faculty and training institutes will lead to a
more organized system. As of now, most of the potential
learners have very low formal educational qualifcations
and belong to rural/SC/ST and other underprivileged
sections of the society. The VET framework should take
into account the current education status of the learners
and should synthesize elementary formal education
with vocational training. All these measures are critical
in completing the skilling process, which started at the
primary level. The changes made to the current system
should be in accordance with inputs/suggestions given by
the learner, so as to create a truly learner-centric VET
framework.
A learner would belong to diversifed groups, which
may differ on age, place of stay, economic and social
background and thus each learner would have its different
understanding on its career outlook. An option to establish
a regional Career and Counselling Window wherein
professional expertise may be provided to explore its own
potential and deliver to society in the most profcient
manner. The Career and Counselling Window may be
developed at a district level with a pool of professionals
from the feld of psychology and skill planning to support
the initiative. A delivery framework for Career and
Counselling Window is as under:
A C G
A
A
A
A
C
C
G
G
F
C G F E
C G F E D
F E D B
What should I do? What options are available
to me
Which option is best
suited for me?
How should I do it?
Structured discussions to identify `best t career options
Recommended skilling options
Learner
Career and counseling
window
Evaluate learners
social background
Assess learners
economic background
Understand
learners interest
Understand learners
psychology
Career and counseling
window
Evaluate and discuss

career options
Explain the suitable
career for trainee
Discuss career progression
and challenges
Suggest action plan
for identied career
Further, this Career and Counselling Window would help

in preparing the unemployed workers (learner) for new
employment through the following:
Identify the employability skills that employers expect of
workers and train workers in these skills
Use income support programs to train unemployed workers
and to get them appropriate work experience to qualify for
new employment
Teach job search techniques
Identify the information, assessment, guidance and
training needs of individuals to help them become
employed within a realistic time
Use an action plan, where the responsibilities of the client
and the counsellor are clear]
Provide ongoing help so that agreed plans are reviewed
in the light of progress made and that necessary support
can be given to deal with inevitable disappointments and
failures
Address issues such as bolstering confdence and self-
esteem, through appropriate measures
Develop and foster self-help to maximize the learning
for the individual and ensure that all barriers to effective
transition are being addressed
Act as the link between the individual, and learning and
employment opportunities they wish to enter, including
advocating on behalf of the individual
Recommendation Players responsible Target learner What it means for the learner?
Provide voucher-based support to the
learner to pursue skill training
Government XIIth class pass or
below XIIth
Continued fnancial support to facilitate
the learners employability skills
Collaborate with NGOs/panchayats
to inform women and their families
regarding VET
Government and
private
Women Increase women participation in VET,
in turn increasing economic status of
women
Introduce regional career and
counseling windows
Government All groups of learners Informed decision making at the
learner level
Provide learner-centric training Government and
private
All groups of learners Customized training programs to meet
long-term aspirational needs of the
learner
Way forward
To make India internationally competitive and further boost its
economic activity, a skilled workforce and a functioning labor
market are essential. Technical and vocational education in a
broad sense lay down the foundation for innovation and know-
how. Technical expertise, combined with innovation, can pave
the path for India toward being a developed nation.
By improving the learners employability, the public and private
sector create a substantial labor market, thus contributing
toward reducing unemployment and underemployment.
Furthermore, the mentioned private sector initiatives satisfy
the high demand for technical skilled workforce, which in turn
delivers results to the rapidly growing demand of the modern
economic sectors. These steps defne India as an attractive
destination for foreign investment and also new multinational
companies looking to enter the country.
The need of the hour is to synergize the efforts and resources
to provide a feasible platform for vocational education and skill
development. The ideal way forward will be to seek partnerships
that will strengthen the process of quality and inclusive
education.
With synergistic growth in the vocational education and training
sector, wherein both the government and private sector are
poised to evolve solutions for skill development for its targeted
segment, estimated to be about 500 million by the year 2022.
Besides meeting the stringent target to skilling such a huge
population in the country, it is very critical that the quality of
such programs is also kept at competitive levels to adequately
meet the demand of the nation, i.e., qualifed workforce for the
industry. A huge debate is currently ongoing on the process of
how to meet skill demand in a most effective manner. At Ernst
& Young and FICCI, we believe that such a debate is essential
and truly hope that it comes to fruition in the near future as we
are committed to adopt a sustainable approach to be an integral
part of this drive.
Technical and vocational education in
a broad sense lay down the foundation
for innovation and know-how,
resulting in a lower unemployment
rate, subsequently boosting Indias
economic growth.
Notes
Pooja Gianchandani
Director and Head
Skills Development
Federation of Indian Chambers of Commerce and Industry (FICCI)
Federation House, Tansen Marg, New Delhi - 110001
Tel: +91 11 23487280 F: +91 11 2332 0714
E-mail: pooja.gianchandani@fcci.com W: www.fcci.com
FICCI Andhra Pradesh State Council
8-2-601, Plot # 13
4th Floor, NNR Arcade
Above South Indian Bank
Road Number 10, Banjara Hills
Hyderabad 500 034
Phone: 040 2339 5275-76, 040 6454 8848
Fax: 040 2339 5275-76
FICCI Chhattisgarh State Council
JSPL Campus
Mandir Hasaud, Chhattisgarh
Raipur - 492 001
Phone: 0771 2471 400 (D), 2471 205-07
Fax: 0771 2471 214/2471 404
FICCI Gujarat State Council
A-311, Safal Pegasus, 100 ft Road,
Prahladnagar, Ahmedabad - 380 015
Telefax: 079 2693 7581, 2693 7582, 2693 7583
FICCI Karnataka State Council
VITC Building, 1st Floor, Kasturba Road
Bangalore - 560 001
Phone: 080 2286 1949
FICCI contacts
FICCI Western Regional Council
Krishnamai Cooperative Housing Society Ltd
Ground Floor, Plot No. 33-B
Pochkhanwala Road, Worli
Mumbai - 400 025
Phone: 022 2496 6633-39 (O), 2496 8000 (PABX)
Fax: 022 2496 6631-32
FICCI Rajasthan State Council
202 Rajputana Tower
A-27-B, Shanti Path, Tilak Nagar
Jaipur - 302 004
Phone: 0141 2621 345, 5103 768, 4061 345
Fax: 0141 5116 464
FICCI Tamil Nadu State Council
5, Vivekananda Road
Off Spur Tank Road,
Chetpet, Chennai 600031
Phone: 044 4284 9612 (D) 4284 9613/9614/9615
Fax: 044 4284 9618
FICCI Eastern Regional Council
4, Camac Street
2nd Floor, Wing B
Kolkata 700 016
Phone: 91 033 3294 0580, 4003 5347
Fax: 91 033 4003 5348
About FICCI skill development forum
FICCI recognizes that Skills Development is an important
imperative for achieving Indias ambitious growth targets. It
is committed to working with the stakeholders, especially the
industry, government and academia to create sustainable
and scalable skills propositions which will beneft the youth
of the country from all sections of society. With this in mind,
FICCI through its Skills Development activities is pursuing the
following vision:
FICCI vision on skills development:
FICCI would act as a skills development aggregator to
complement Government of Indias ambition of training 500
million people by 2022.
FICCI shall offer support and facilitation services through
Policy Advocacy, Industry Intervention and International
Collaboration so that the youth can acquire skills to
meaningfully participate in and contribute to the economy
The FICCI Skills Development Forum (SDF) was launched
in 2008 to supplement the government initiatives with
industry interventions. The forum has since start discussed
and critically examined the skill development policies in the
country.
For more information, visit www.ey.com/India
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Ahmedabad
2
nd
foor, Shivalik Ishaan
Near. C.N Vidhyalaya
Ambawadi,
Ahmedabad 380 015
Tel: + 91 79 6608 3800
Fax: + 91 79 6608 3900
Bengaluru
12
th
& 13
th
foor
U B City Canberra Block
No.24, Vittal Mallya Road
Bengaluru 560 001
Tel: + 91 80 4027 5000
+ 91 80 6727 5000
Fax: + 91 80 2210 6000 (12th foor)
Fax: + 91 80 2224 0695 (13
th
foor)
Chandigarh
1
st
Floor
SCO: 166-167
Sector 9-C, Madhya Marg
Chandigarh 160 009
Tel: + 91 172 671 7800
Fax: + 91 172 671 7888
Chennai
Tidel Park,
6
th
& 7
th
Floor
A Block (Module 601,701-702)
No.4, Rajiv Gandhi Salai
Taramani
Chennai 600 113
Tel: + 91 44 6654 8100
Fax: + 91 44 2254 0120
Hyderabad
Oval Offce
18, iLabs Centre,
Hitech City, Madhapur,
Hyderabad 500 081
Tel: + 91 40 6736 2000
Fax: + 91 40 6736 2200
Kochi
9
th
Floor ABAD Nucleus
NH-49, Maradu PO,
Kochi 682 304
Tel: + 91 484 304 4000
Fax: + 91 484 270 5393
Kolkata
22, Camac Street
3
rd
Floor, Block C
Kolkata 700 016
Tel: + 91 33 6615 3400
Fax: + 91 33 2281 7750
Mumbai
6
th
Floor Express Towers
Nariman Point
Mumbai 400 021
Tel: + 91 22 6192 0000
Fax: + 91 22 6192 2000
14
th
Floor, The Ruby
29 Senapati Bapat Marg
Dadar (west)
Mumbai 400 028
Tel + 91 22 6192 0000
Fax + 91 22 6192 1000
5
th
Floor Block B-2,
Nirlon Knowledge Park
Off. Western Express Highway
Goregaon (E)
Mumbai 400 063
Tel: + 91 22 6192 0000
Fax: + 91 22 6192 3000
NCR
Golf View Corporate
Tower B
Near DLF Golf Course,
Sector 42
Gurgaon 122 002
Tel: + 91 124 464 4000
Fax: + 91 124 464 4050
6
th
foor, HT House
18-20 Kasturba Gandhi Marg
New Delhi 110 001
Tel: + 91 11 4363 3000
Fax: + 91 11 4363 3200
4
th
& 5
th
Floor, Plot No 2B,
Tower 2, Sector 126,
Noida 201 304
Gautam Budh Nagar, U.P. India
Tel: + 91 120 671 7000
Fax: + 91 120 671 7171
Pune
C401, 4
th
foor
Panchshil Tech Park
Yerwada (Near Don Bosco School)
Pune 411 006
Tel: + 91 20 6603 6000
Fax: + 91 20 6601 5900
About FICCI
Established in 1927, FICCI is the largest and oldest
apex business organisation in India. Its history is closely
interwoven with Indias struggle for independence
and its subsequent emergence as one of the most
rapidly growing economies globally. FICCI plays a
leading role in policy debates that are at the forefront
of social, economic and political change. Through its
400 professionals, FICCI is active in 44 sectors of the
economy. FICCIs stand on policy issues is sought out by
think tanks, governments and academia. Its publications
are widely read for their in-depth research and policy
prescriptions. FICCI has joint business councils with 75
countries around the world.
A non-government, not-for-profit organisation, FICCI is
the voice of Indias business and industry. FICCI has direct
membership from the private as well as public sectors,
including SMEs and MNCs, and an indirect membership of
over 2,50,000 companies from regional chambers
of commerce.
FICCI works closely with the government on policy issues,
enhancing efficiency, competitiveness and expanding
business opportunities for industry through a range of
specialised services and global linkages. It also provides
a platform for sector specific consensus building and
networking. Partnerships with countries across the world
carry forward our initiatives in inclusive development,
which encompass health, education, livelihood,
governance, skill development, etc. FICCI serves as the
first port of call for Indian industry and the international
business community.
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Kolkata - 700016

2012 Ernst & Young Pvt. Ltd. Published in India.
All Rights Reserved.
This publication contains information in summary form and is therefore
intended for general guidance only. It is not intended to be a substitute for
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