National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation
Bringing together contributions from authors involved in both the theory and practice of vocational skills training development, this volume analyses the challenges that are tied to the transfer of these two dominant models in the context of international cooperation, sheds light on how they are being implemented, and discusses alternatives to the standard approaches to policy transfer.
The Indian approach to skill certification: Rashmi Agrawal
The Indian approach to skill certification1
Imperatives of rapid economic growth at home and global demographic trends providing a labour force edge to India, with its as yet relatively young population, have given the skill development effort in the country renewed urgency and thrust during the last decade. The country’s GDP has been growing at an average annual rate of around 8 per cent during the last decade (2002–2012)2, and the Twelfth Five Year Plan (2012–17) targets a GDP growth of 9 per cent per year. Sustaining such high rates of growth, coupled with the fact that the country’s economy is transitioning rapidly into a services sector-dominated one in a global setting, calls for very high levels of productivity, possible only through a labour force endowed with superior skills. The second reason for the policy shift towards the promotion of rapid skill development derives from the variance in patterns of future labour force in this country vis-à-vis the developed countries, due to the differential rates of ageing. It is anticipated that due to these differential rates, the Indian labour force will continue to grow for quite a few years to come, while in the developed countries it will tend to shrink, leading to labour shortages that leave the former in an advantageous position for some years. It is estimated that by 2025, about a quarter of the world labour force will be Indian, ← 197 | 198 → if the...