“Education is not the learning of facts, but the training of the mind to think.”
– Albert Einstein
In the world of education, there is a powerful shift happening – a move from traditional theoretical knowledge to skills-based learning. The approach emphasizes hands-on, experiential education, equipping individuals with the essential skills they need to perform tasks, solve problems, and excel in real-world situations. It’s a revolution that’s transforming how we think about education and it’s happening right here in India.
Hello, dear readers! Recently, I had the privilege of witnessing part of this revolution first hand during my visit to the Sri Vishwakarma Skill University (SVSU) in Haryana as an Banyan Impact Fellow at Atal Bihari Vajpayee Institute of Good Governance and Policy Analysis (AIGGPA). This visit, funded by AIF’s Professional Development Grants (PDG), was more than just a tour; it was an exploration into the future of education in India.
SVSU, with its unique Skill School Model, is a place where education lights a fire of curiosity, creativity, and competence. Though it is at a very nascent stage yet it is becoming a place where students are not just gaining knowledge, but also learning to apply their knowledge to real-world problems. As a policy researcher, my mission was to understand effective educational strategies and design the model to replicate the idea, setting the context in Madhya Pradesh. This visit was a step towards that mission to enhance the education infrastructure in the state and also a chance for me to witness firsthand how a skill-based educational model operates and impacts students’ lives.
In this blog, I will share with you the skill model, my experiences, observations, and insights. From the break of dawn to the setting sun for three continuous days, from classrooms to workshops, from students to teachers, every moment was a revelation, every interaction was a learning experience. So, come, join me on this journey. Let’s explore together the power of skill-based education, the potential it holds for our youth, and the potential transformative change it could bring to our society.
The Dawn of Skill Education in India
In India, skill-based education is considered to be a vocational skill that is obtained through short-term training or courses not part of the formal education sector. However, the landscape of skill education is changing rapidly, specifically in the aftermath of NEP 2020. Foundation of any skill universities represents a paradigm shift in Indian education. Now, finally we are acknowledging that skill education offers a promising new era where education meets industry, where students are prepared not just to find jobs but to excel in their careers.
Our day began with a warm welcome from Mr. Raj Nehru, the visionary Vice-Chancellor of SVSU. His passion for skill education was infectious, and it was clear from the outset that SVSU is not just an institution but a movement aimed at redefining vocational education in India. He shared the university’s mission to bridge the gap between traditional education and industry needs. This mission resonated deeply with me, considering Madhya Pradesh’s ongoing efforts to enhance our educational framework. With the warm and gracious welcome from Ms. Jyoti Rana, the registrar of SVSU, our visit was officially inaugurated. Her heartfelt introduction set the tone for the rest of the visit.
The SVSU Model:
Before diving into any further details, let’s first understand the SVSU model. Shri Vishwakarma Skill University (SVSU), is a government skill university, established in 2016 by the Government of Haryana after passing an act (University Act) in their legislative assembly. SVSU is set up at village Dudhola in Palwal district of Haryana. The university operates on two models with two approaches: Feeder School (Skill School) Model & Skill University Model , following ‘In Campus’ and ‘Out Campus’ approaches.
The SVSU Feeder School model is a Senior Secondary School affiliated with CBSE. It is the first such school in India that is vocationally integrated. The Feeder School is aligned with the National Education Policy (NEP) 2020 and the National Skill Qualification Framework (NSQF) to promote skill-based education from the 8th standard. The Feeder School breaks away from the traditional education system by providing flexibility to students right from the 8th grade to choose their own vocational subjects. The curriculum is designed in a way it follows both in campus and out campus approaches. For the university model, SVSU has adopted the Industry Integrated Dual Education Model (IIDEM) for its National Skill Qualification Framework aligned Diploma, UG, PG & Ph.D. programmes in Vocational Studies affiliated from UGC. This model, inspired by the German Dual Model vocation education pedagogy, facilitates student employability and self-employability by providing them with opportunities to “Earn-While-Learn” and enhancing their qualifications with the flexibility of entry and exit. These two models are part of SVSU’s efforts to build a strong partnership with the industry and facilitate skill development in students. Since 2016, the university has designed, developed, and deployed the IIDEM.
The In- Campus approach refers to the traditional method of education where students attend classes and gain knowledge within the university campus. This model provides students with a comprehensive learning experience that includes classroom lectures, practical sessions, and other on-campus activities. On the other hand, the Out Campus approach is an industry-integrated approach. In this model, SVSU partners with various industries to provide students with real-world experience and hands-on training through it’s On the Job Training (OJT) program.
The whole idea focuses on meeting the skill demands of the State in the current and emerging areas of various sectors such as manufacturing, automobile, IT, healthcare, construction, banking finance, hospitality, agriculture, as well as the traditional art of Haryana. Experiential learning is enabled through flexible entry-exit avenues, credit accumulation transferability (the students credit bank is under-development) and blended learning methodologies of simulation gamification. The focus on ‘Entrepreneurship and Skills of Tomorrow’ forms an essential prerogative of the University.
With its unique approach to skill education and the integration of the Feeder School, SUVU is a pioneering initiative that is set to transform the landscape of skill education in Haryana (as government of Haryana is planning to scale this model in further 10 more districts). By integrating vocational training into the school curriculum and bridging the gap between academia and industry at the university level, SVSU is preparing the next generation of skilled professionals, ready to meet the demands of the industry as per the model. It is the embodiment of this vision of a future where skill education is not an alternative but a mainstream choice for students across the country.
Challenges Navigation
As we delved into the Madhya Pradesh State Skill Development Mission, we encountered challenges that are universal and prevalent across the landscape of skill education. Our visit to SVSU further unveiled that they, too, grapple with similar obstacles, highlighting the ongoing experimentation and adaptation required in the evolving skill education ecosystem. The SVSU model, while innovative, is not without its hurdles. Let’s understand the details of these challenges and SVSU’s approach to addressing them.
|
Challenges |
Details | SVSU’s Approach |
| Lack of Progression Pathways | Skill-based training often lacks clear progression pathways. For example, a student who completes a certificate course in plumbing may not know how to progress to higher levels of study or specialisation. | SVSU offers industry-integrated courses and work-integrated learning at the degree level. For instance, a student studying mechanical engineering might have the opportunity to work part-time in a related industry, gaining practical experience while studying. |
| Parity of Certificates | The value of certificates in the job market is often unclear. For example, an employer might not recognize or value a certificate in data analysis from a vocational training institute. | SVSU is working to develop Qualification Packs and Occupational Standards for identified job roles. This means that a certificate from SVSU will clearly state the skills and competencies that the student has gained, making it easier for employers to understand the value of the certificate. Along with its affiliation from UGC & CBSE strengthen the credibility of their certificate. |
| Alignment with Industry Requirements | The curriculum sometimes struggles to keep up with the dynamic needs of the industry. For example, a course in web development might teach outdated programming languages that are no longer in demand in the job market. | SVSU aims to enhance employability through industry-integrated courses. These courses are designed in consultation with industry experts to ensure that they are up-to-date and relevant. |
| Lack of Industry Trainers | There is a shortage of trainers who have relevant industry experience. For example, a trainer teaching a course in automotive repair might not have actual experience working in an automotive repair shop. | SVSU is setting up incubation centers to promote entrepreneurship. These centres provide students with the opportunity to learn from successful entrepreneurs and industry professionals. Along with this, On the Job Training (OJT) mechanism supports students to gain industry level practical experience while studying. |
| Evaluation and Assessment | Designing comprehensive assessment methods aligned with industry standards, ensuring holistic evaluation of student skills. For example skills are provided to students but not evaluated appropriately. | Utilizing multiple assessment tools such as practical exams, simulations, presentations, and industry certifications; Incorporating feedback from industry partners into evaluation criteria and performance metrics and evaluation through their in-house Certification and Assessment Department (CAD), which evaluate state level skill courses, strengthen their approach. |
| Funding Support | There is a need for more funding support. For example, a skill training program in advanced manufacturing might require expensive equipment and materials that the university cannot afford. | SVSU is facilitating continuous learning by imparting future skills. By focusing on skills that are in demand in the future job market, SVSU would attract more funding from their active 200+ industry partners who are interested in these areas. |
| Lack of Research in Skills Vocational Education | There is a lack of research in the field of vocational education. For example, there might be little research on the most effective teaching methods for skill-based training. | SVSU is setting up feeder schools at the secondary level and finishing schools at the graduate and postgraduate levels. These initiatives provide opportunities for research into the effectiveness of different teaching methods and curricula in skill-based education. |
Conclusion
The challenges faced by SVSU are not unique; they are reflective of the broader struggles within the skill education sector. Yet, the university’s proactive approach to addressing these challenges, coupled with its unwavering commitment to its mission, is truly inspiring. It serves as a reminder that obstacles are not roadblocks, but stepping stones to greater innovation and progress.Our visit to SVSU was not just an exploration of a new educational model; it was a journey into the future of education in India. A future where skills are valued as much as degrees, where students are not just job seekers, but job creators, where education is not just about learning, but about applying what we learn to real-world scenarios. As we continue our work in Madhya Pradesh, we carry with us the lessons learned from SVSU. We are inspired to think beyond the confines of traditional education and explore new ways to equip our youth with the skills they need to thrive in the 21st century.
In conclusion, my three days at SVSU were a testament to the transformative power of skill-based education. It reinforced my belief that when education meets industry, when learning is combined with doing, and when our youth are equipped with the right skills, there is no limit to what we can achieve. As Albert Einstein once said, “Education is not the learning of facts, but the training of the mind to think.” At SVSU, we saw this philosophy in action, and it is a vision of education that we hope to see replicated across India.
Thank you, SVSU, for showing us the dawn of a new era in education. We look forward to the day when the rest of India wakes up to this new dawn. Until then, let’s keep the flame of curiosity, creativity, and competence alive and continue our journey towards creating a skilled India.
Adding a few glimpses of pictures from the Visit:
