NASSCOM Education & Skill Development Initiative
NASSCOM
Key Focus Areas for Education Initiative
•
National Curriculum and Outcomes Design
• IT & ITeS verticals
•
National Faculty Development Program
•
Employment Skills Assessment
• NAC
• NAC-Tech
•
Building PhD capacity
•
Establishment of 20 IIITs
•
EdI Promotion and Outreach for talent development bridging the gaps via:
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Topology and Growth Trends of Higher Education Institutions
Sl No Type
Public
Number of
institutions*
240
Number of
students*
1,000,000
Growth
trends
Not growing
Private
Private
7
10,000
Private or Public
Public
38
40,000
Private
Private
63
60,000
5
Deemed Universities
(Aided)
Deemed Universities
(Unaided)
Colleges under the Govt
Public
Public
4,225
2,750,000
Emerging
on the
scene
Growing
slowly
Growing
rapidly
Not growing
6
Private Colleges (Aided)
Private
Public
5,750
3,450,000
Not growing
7
Private
Private
7,650
3,150,000
8
Private Colleges
(Unaided)
Foreign Institutions
Private
Private
150
8,000
Growing
rapidly
Emerging
on
the scene
9
Total
18,123
10,468,000
1
2
3
4
Universities under
the Government
Private Universities
Ownership
Financing
Public
[*these are approximate figures based on analysis of primary data for the year 2005/06]
[Compiled with information from the respective websites and also via interactions with officials of
various bodies including
ICRIER]
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Industry Courses-Free/Open Electives
Curriculum & Outcome Design for IT Services
Application Development
Application Maintenance
Production Support
Application Testing
Data Analytics & Business Intelligence
Data Analytics & Processing
Data Cleansing & Processing
Infrastructure Management
Business Process Management
System Administration
Network Administration
Database Administration
Enterprise Content
Management
Network Architecture
Data Architecture
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Qualification
at various
levels
Employment Streams at
various levels
SKILL GAPS
IT
• Information seeking strategies
R&D,
PG, PhD
IP Generation,
Product & Process
Developmet, Innovation &
Entraprnureship
• Analysis, Synthesis, Evaluation
• Problem solving &Time management
• Lateral thinking & Decision making
• Proposal writing (for funding)
• Documentation, Report & Thesis writing
• Supervisory skills &Mentoring skills
• Use of ICT for R&D
• Knowledge of IP rights, plagiarism &
drafting bibliographies rules
• Business Orientation:-(customer focus, ROI,
professional abilities, strategizing and
prioritizing etc)
• Ethics
• Education pedagogy(academic focus)
• Verbal ability& Logical reasoning
UG -(2+1+1)/
(2+1=1)
years
10, +2,
years
Services
Technical Support
Services
• Analytical and conceptual ability
• Problem solving &Attention to Detail
• Learning ability, Writing skills -English
• Team work& Project management
• Programming fundamentals
• Domain knowledge application
• Soft Skills
• Ethics
• Strategizing &prioritizing
• Commitment
• Creative out of box thinking
• Speaking Skills (local and English
language)
• Reading & Writing & Listening Skills
• Logical reasoning (lower level)
• Analytical ability (lower level)
• Problem solving (lower level)
• Attention to Detail (lower level)
• Learning ability
Industry Courses-Free/Open Electives
Curriculum & Outcome Design for Engineering Services
Automotive
CAD Design
Mechanical Design
Telecom
Wireless
Semi conductors
Computing Systems
Aerospace
Design, Technical
Wind Tunnel, Acoustics
Hi-Tech
Utilities
Power, Nuclear Waste
Industrial Automation
Medical Devices
Construction &
Industrial
Construction engineering
Movable Machinery
Mechanical Engineering
Civil Engineering
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Qualification
at various
levels
PROD/ENGG
R&D,
PG, PhD
SKILL GAPS
Employment Streams at
various levels
IP Generation,
Product & Process
Developmet, Innovation &
Entraprnureship
•
•
•
•
•
•
•
•
•
•
•
•
•
Information seeking strategies
Analysis, Synthesis, Evaluation
Problem solving,& Time management
Team work
Lateral thinking
Proposal, Report & Thesis writing
Supervisory and Mentoring skills
Use of ICT for R&D Teamwork
IP awareness, IP orientation
System & product architecture orientation
Domain knowledge
Software & Product quality
Educational Pedagogy ( academic employment)
• Verbal ability
UG -(2+1+1)/
(2+1=1)
years
10, +2,
years
Services
Technical Support
Services
• Logical reasoning & Attention to Detail
• Analytical & Learning ability
• Problem solving
• Writing skills -English
• Team work
• Project management
• SDLC, Process management &CMM understanding
• Solutions orientation & Knowledge of utilities
• Maintenance & support mindset VS pure coding
• Report writing & ,Documentation
• Soft &Communication Skills
•Speaking Skills (local and English language)
• Reading & Writing (comprehensible)
•Listening Skills
• Logical reasoning
• Analytical ability
•Problem solving
•Attention to Detail
• Learning ability
• Service orientation
• Process orientation
•Team work
Industry Courses-Free/Open Electives
Curriculum & Outcome Design for ITES Services
Life Insurance
-Term
-ULIP
-Annuity
-Superannuation Pension)
General
- Car / Vehicle
-Burglary
-Transit (Marine or Land)
-Building
-Home / Contents
-Personal
Health
- Mediclaim (with or without
Hospitalization)
Banking
Financial Services
Supply Chain Management
Telecom
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Deposits (liabilities)
Loans (Asserts)
Credit Cards
Trade
Exchange Trading Bank office
Investment Banking
Transactional Processes
Strategic
Tactical
Operational
Lead Generation
Customer Acquisition
Verification Calls
Welcome Calls and 1st Bill Call
Customer Support
Cross Sell / Up sell / Value Added
Services
Soft Collections / Reminders
Collections
Backend Operations
Account Close Out
Industry Courses-Free/Open Electives
Curriculum & Outcome Design for ITES Services -Contd
Accounts Payable
Accounts Receivable
General Accounting
Cost Accounting Reimbursements
Financial Reporting
Financial Analysis
Board MIS
Payroll
Corporate Accounting
Statutory Reporting / Compliance
Accounting
Treasury /Investment Banking Functions
Pension / Actuarial Accounting
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Finance & Accounting
(Illustrative for Companies)
HR Processes
HRO
Payroll
Health Benefits
Superannuation Benefits
Staffing and Recruitment
Training and Development
Legal
- Equal Opportunity
-Regulatory
Relocation of Expat
Management
HR Information Systems
Qualification
at various
levels
R&D,
PG, PhD
SKILL GAPS
Employment Streams at
various levels
IP Generation,
Product & Process
Development, Innovation &
Entrepreneurship
BPO
•
•
•
•
•
•
•
•
•
Information seeking strategies
Analysis ,Synthesis, Evaluation
Problem solving &Time management
Lateral thinking, Report & Thesis writing
Orientation to primary and secondary research
methodology, & international case studies
Proposal & Executive summary writing, white
paper drafting
Supervisory skills &Mentoring skills
Use of ICT for R&D
Knowledge of IP rights, plagiarism & drafting
bibliography rules
• Speaking (voice)
UG -(2+1+1)/
(2+1=1)
years
10, +2,
years
Services
Support Services
• Listening , Reading & Writing (comprehensibility)
• Analytical &Quantitative ability
• Learning Ability
• Key boarding & Documentation Skills
• Team work & Time management
• Customer Orientation & Presentation skills
• Engineering scientific life cycle knowledge
• Decision making & Evaluation (non judgmental)
• SLA management & Process evolution
• Project management & Managing client
expectations
• Creative & exploring attitude
• Soft Skills (Business etiquette, Dress code,
Personal hygiene, Cultural &Gender sensitivity,
• Knowledge on Ethics
• Data entry (Excel and Typing skills)
• Keyboarding Skills
• Speaking Skills (local and English
language) -(lower level English Competency)
• Reading & Writing (lower level)
• Listening Skills (lower level)
• Learning ability (lower level)
• Etiquette &Dress Code
• Personal Hygiene
• Ethics
National Curriculum & Outcome Design-Reform
Suitability –Sustainability –Scalability
Curriculum
Engineering
Non-Engineering
Core
Core
Subject Electives
Function Specific
Electives
Free/Open Electives
Advanced
Customized Electives
Pedagogy
Blooms Taxonomy
Evaluation
Continuous/ Formative
Summative
Certification
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Credit System/Marks
Possible Circle of Change Management
Education Supply Chain Target
Supply Side
Engineering
Colleges
Non-Engineering
Colleges
No. of Colleges
Graduate Pool (UG)
1,600+
450K
17,000+
2200K
22K (CS / IT)
68K (All streams)
Faculty Pool
• Data indicates sufficiency in quantity for the short and medium term.
• Quality and yield of the available graduate pool is low
• The highest return will be increasing the yield and enhancing the employability from the
current system.
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National Faculty Development Program
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Objective of the Initiative
To up-skill the teaching capabilities of faculty in the colleges, focusing on
curriculum and teaching methodologies, in order to help enhance the
employability of the current graduate pool.
The case in point is with reference to CS / IT streams in Engineering
programs.
The approach and modus operandus is applicable to other educational streams.
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Faculty Development Programs (FDP) Cycle
Short Term
Short – Medium Term
Medium – Long Term
Teaching students on the
existing College
curricula
Faculty Development
Program for faculty
from Engineering and
General Stream Colleges
Incentives to faculty
Add-On Training
(Finishing School) to be
conducted “in college”
Phase I
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Reorientation -Faculty
Development Program
for faculty from
Engineering and General
Stream Colleges
Employability Test for
students NAC/NAC-Tech
Phase II
Feedback and Refresher
programs for faculty trained in
Phase I
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Phase III-A
*Emergence
of New
Curricula
incorporating
the Add-on/
Finishing
School
curricula.
*Revised
Assessment
and
Evaluation
outcomes
formalized
Phase III-B
Education Supply Chain
Supply Side
Engineering
Colleges
Non-Engineering
Colleges
No. of Colleges
Graduate Pool (UG)
1,600+
450K
17,000+
2200K
22K (CS / IT)
68K (All streams)
20K (CS / IT)
10K (All streams)
Faculty Pool
Faculty to be upskilled
• Data indicates sufficiency in quantity for the short and medium term.
• Quality and yield of the available graduate pool is low
• The highest return will be increasing the yield and enhancing the employability from the
current system.
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Scope of the Project
•
Year 2
•
•
4,000 faculty for first
level training
3,000 faculty trained in
year 2 for refresher
programs
3,000 faculty for first level
training
3,000 faculty trained in
year 1 for refresher
programs
•
•
7,000 faculty for
first level training
6,000 faculty
trained in year 1 for
refresher programs
•
3,000 faculty for first level
training
Year 1
2 + 2 weeks of training
Non-Engineering
Year 3
•
•
6,000 faculty for
first level training
Year 1
Year 2
Engineering
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7,000 faculty for
first level training
7,000 faculty
trained in year 2
for refresher
programs
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Year 3
2 weeks of initial training
Scope of Project (Contd)
Faculty Training
• Faculty Guides
• Pedagogy
• Assessment & Evaluation
For Student training
• Student Guides
• Lesson Plans
• Assessment & Evaluation
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Engineering
2 weeks
• Communication Skills
• Foundation Skills
Non-Engineering
2 + 2 weeks
• Communication Skills
• Domain Skills
360 hours
• Communication Skills
• Foundation Skills
• Open Electives
• Tutorials
180 hours
• Communication Skills
• Domain Skills
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Program Plan
NASSCOM
NASSCOM
EdI & EdC Team
Working Group –
EdC, Academia
MHRD
State Governments
NASSCOM
Regional Directors
Master Trainers
Identifying Colleges as per norms
Identifying faculty as per set
criteria
Venue for training + Infrastructure
Action Plan and time table
Feedback mechanism
Faculty Curriculum design
Student Curriculum Design
Evaluation methodology
Faculty training
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Faculty training
Efficacy
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Key Aspects
•
•
•
•
•
•
•
•
•
•
•
Suitable, Sustainable, Scalable
Focus on Tier 2 & 3 colleges
Spearheaded by the industry, under guidance from an Expert Committee
Courses in IT & related subjects for Engineering; Courses in and Domain Skills for
non-Engineering. Communication Skills to be the common thread.
25 Master Trainers shall form core team for the project
Certification of trainers and participants
Driven by business leaders, focusing on employability
Use of kits, technical tools, language labs (multi dissemination mode; use of ICT)
Involve colleges, regionally and local clusters
Criteria to be set out for participating colleges and faculty
Replicable and Repeatable
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Program Plan
Approach
•
•
•
•
•
•
•
The program shall be conducted for 7,000 faculty each year for a period of 3 years, thus
covering a total of 15,000 faculty.
States with largest number of colleges and hence students shall be covered in the first
phase.
Stringent criteria for selection of faculty in each phase shall be followed, in order to
ensure maximum impact from the program.
Attendance for the program shall be made compulsory for the nominated faculty
members.
Faculty trained in year I shall undergo feedback and refresher in year II.
Standard third party assessments like NAC-Tech shall be conducted for students trained
in the process in order to check the efficacy of training.
The 3-year plan for the project is to touch 15,000 faculty, out of which 500 - 700 trainers
will be created as ‘Champions’ who will be catalysts for the program.
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Program Plan
Approach (Contd)
• To sustain interest levels, lead institutes will need to be built as Regional
Centers, that will have the ensure project implementation as per the
standards set forth.
• The program is aimed to impact pedagogy in the long term. Once this
improves, teaching will have a better impact on students and add-on
programs may not be required/ will be reduced to a large extent.
• The measure of success for the program will be if
– Student employability can be enhanced from the current level of 25%;
– Number of faculty with PhD degrees increases
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NAC, NAC-Tech
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NAC-Tech Assessment Model
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Building PhD Capacity
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Establishment of 20 IIITs
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Next Steps
Identification of Working Groups for
• National Curricula & Outcome Design
- Core modules identified – IT / ITeS
- Design curricula, courseware, pedagogy, assessment and evaluation
- Faculty
- Students
• National Faculty Development Program
- Approach to be adopted
- Implementation Plan
- Master Trainers
- Locations identified
- Stakeholders / Partners
- Timelines
• Career Manual
- IT Services
- Engineering Services
- BPO
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Thank You
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