National Skills Qualification framework (NSQF)

Report
National Skills Qualification
framework (NSQF), Credit Frame
work, Regulations and Faculty
Qualifications
1
Dr. S S Mantha
Chairman, AICTE
National Skills Qualification Framework (NSQF)

NSQF launched to equip the students with skills and general
education for multiple pathways into formal education, job
market and Vocational Education streams

7 certificate levels to Diploma, Post diploma or Graduation in
Vocational Education, starting 9th Standard in school

Bachelors in Vocational Education duly instituted
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Conduct NSQF skill Programs for the benefit of nearby
communities and optimize resources as a part of community
development started in Polytechnics and other colleges

MOU signed with TISS for VE research and promotion

MOU with UKIERI
collaboration

Regulations and Approval Process for NSQF in place
and
AACC
for
promotion
and
Rationale for NSQF
More than 20 Million drop out between X, XI and
XII annually
 Mere Skills (ITI/ATI) not widely accepted in
society
 Skills are terminal in nature
 Degree / Diploma do not guarantee Jobs
 Current cafeteria courses not very popular
 Current Education expensive
 Current Education operates only in structured
environment

Vocational Education is Sector specific
IT / ITES
Adventure Sports
Telecommunications
Printing and Publishing
Media and Entertainment
Applied Arts
Hospitality and Tourism
Culture
Construction
Metallurgy
Banking, Finance, Retail and
Insurance
Disaster Management / Fire
Safety
Infrastructure
Manufacturing
Automotive
Paramedical
Agriculture
Many others – New and
emerging
4
Architecture of NSQF
(Provision to levels 8-10 for Masters and Doctorate)
5
Credits / Year in a Typical Vocational Framework
Certification Level
Vocational in Hrs
Formal
I
200
800
II
200
800
III
350
650
IV
350
650
V
400
600
VI
450
550
VII
700
300
1000/1200 hrs/ year,
500/600 hrs/ semester
Flexibility available
+100 on each
Flexibility available
+100 on each
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Multiple Pathways
7
CREDIT FRAMEWORK
The credit accumulation and transfer system
is integrated in NSQF. This will allow people
to move between education, vocational
training and work at different stages in
their lives according to their needs and
convenience. It will be possible for a student
to leave education domain, get some practical
experience in industry and return to studies
to gain qualifications to progress higher in
his/her chosen career
Credit
Accumulation,
mobility,
Credit
transfers, Recognition of Prior Learning,
Quality assurance and sharing of resources is
are all important
WHAT IS A CREDIT



Credit hours or units represent a mathematical
summarization of all work completed, and are not the same as
the actual classroom contact or instructional hours.
Credit formulae are used to record all types of academic work,
and not just taught courses. Hence credits typically include
independent research, assignments, tutorial work or any other
academic work
Credits are a convenient numerical way to assess mobility
parameters, besides helping in assessing fee to be charged
and determine student status.



Registered student status is usually defined as being enrolled
in a given semester or quarter for a specified minimum
number of credit hours, which are assigned for any type of
study recognized and required by the faculty.
Tuition charges are usually calculated by the instructional cost
per credit hour.
Conversion of Learning Hrs to Credits
Framework - I

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Complete vertical and lateral mobility
Every level results in a skill certification by the trainer and a
level certification by the School / College / Board / University
as the case may be.
Every level or certification is approximately 1000 Hrs / annum
Every level or certification is a combination of Skill Hrs and
Education Hrs.
The Education content at levels I, II, III, IV is as per the
CBSC Content
All Vocational Skill Content is sector specific
Skills acquired at each higher subsequent level are added on
skills on the earlier level skills and are treated as higher order
skills than the level of skills acquired at the earlier level.
Vocational Skill Sectors are grouped under either Science,
Arts, or Commerce streams
The Education content at Level V, VI, and VII is modeled on
the common content as prevalent in various Universities for
Science, Arts, or Commerce streams
Conversion of Learning Hrs to Credits
Framework - II
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Multi point entry and exit between vocational
education and conventional system of education and
job markets
Recognition of prior learning
A new degree programs as B. Voc (Bachelor in
Vocational Education) has been Instituted by UGC
A new Diploma Program as Diploma in Vocational
Education is to be instituted by the Board of
Technical Education in all States
A new Community Skill Diploma (CSD) where only
skills and basic education are imparted is to be
instituted by the Board of Technical Education in all
States
Issues pertaining to credit allocation, acceptance,
accumulation, transfer, and professional mobility are
in place
Credits based on engagements per week
and 28 - 30 weeks in a year
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One Hr. Theory for education component in a class
room is equivalent to 1 credit
Two Practical Hrs for education component in a
laboratory is equivalent to 1 credit
Three Skill Hrs at a trainers workshop / facility at
level one is equivalent to 1 credit
One and half Skill Hrs at a trainers workshop /
facility at level seven is equivalent to 1 credit
Credits vary between level one and seven in a linear
fashion to take care of the higher order of skills
About 135 - 150 credits will ensure the award of a
Diploma in Vocational education after level II
About 135 - 150 credits will ensure the award of a
Degree in Vocational education after level IV
Skill (Credits/Hrs) – Levels of Certification
A typical Credit Framework
Never gone to School / College ?
15
Never gone to School / College ?
16
Community Colleges

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Any college / Polytechnic that conducts Vocational
Education programs under NSQF will be termed a
Community College for that period
No new brick and Mortar Institutions
Existing Polytechnics and Engineering Colleges to be
used
NSQF is the frame work: Community college is the
vehicle
Interface with the Boards of Technical Education and
the Universities for the award of Diploma and Degree
Skills to be imparted by the Industry or its associates
Community Skill Diploma by the BTE
Flexible times
Credit and Module based
Current Status

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AICTE has approved about 450 Polytechnics and
Engineering Colleges to conduct Programs under
NSQF
AICTE has funded 72 Polytechnics under NSQF
16 Sectors and 80 specialisations content available at
www.aicte-india.org > education > vocational
education in both skills and education in all seven
sectors and created by industry experts
Framework provides multiple exit and entry to and
from Formal, vocational education and job markets
AICTE has now mandated 8000 /12000 colleges to
conduct at least one division in NSQF in a chosen
sector / specialisation from 2014 – 2015
Online registration of Institutions and Skill trainers
MOU with ILFS, UKIERI, AACC, NIELIT and TISS
Faculty for Skills
Vocationalisation of Higher Education has two
Components
 Of paramount importance is that Skills and
Education are to be imparted together
 Education and Skills
 Faculty required for catering to Education needs
will continue to be defined by the requirements
as enumerated by various regulators
 Imparting Skills and its assessment through
trainers requires that the trainers have requisite
qualifications, experience, competencies and
certifications

Qualifications, experience and
Competencies
Level
Certifying Qualifications
Body
Experience
Competency
1,2
School
XII / ITI
2 Years
hands on
Sector specific
competency of
next higher
level
3,4
School
XII / ITI
4 Years
hands on
-do-
3,4,5
BTE
Graduate / 3
years Diploma
preferably in
relevant field
4 Years
hands on
-do-
Qualifications, experience and
Competencies
Level Certifying Qualifications
Body
Experience
Competency
6,7
BTE
Graduate / 3 years 5 Years
Diploma
hands on
preferably in
relevant field
Sector specific
competency of
next higher
level
5,6,7
University
Graduate / 3 years 5 Years
Diploma
hands on
preferably in
relevant field
Sector specific
competency of
next higher
level
Qualifications, experience and
Competencies
Level
Certifying
Body
Qualifications
Experience
Competency
8,9
University
Graduate
preferably in
relevant field
7 Years
hands on
Sector
specific
competency
All competencies are to be specified by certified trainer and assessed by
SSC or appropriate professional bodies.
Hence it is essential to design and develop appropriate trainers module
Thank You
Until WE meet
next
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