(M) Powering South Africa & India through Collaborative Skill Track

1,

YP Chawla 2, Dr. RSP Singh

1, Advisor Joint Electricity Regulatory Commission & National Joint Secretary Indian
Institute of Plant Engineers
2, Associate Professor, School of Vocational Education & Training IGNOU
Abstract: South African & Indian generations have suffered during colonial rule that has
changed the basic fabric of life across respective countries which includes the Education
and Skilling. Basic education system got changed; setting English Speaking Schools coexisting with local language schools - an after effect of the Colonial rule. The development
and the students quality as well as infrastructure quality in the schools vary in the
characteristics thus the output of Students from these Schools.
This paper examines the post school development of youth and contribution of the Skills in
building the economy of the respective nations. What are the lessons that each country can
draw from others approach to skilling the nation and get benefit in furtherance of the
development of the country? The youth are guided by Colonial brothers impact on their
countries and leave for those green pastures for Education, Skills and jobs thus ultimately
help those countries, whereas our countries keep on investing in their education and skill
development. However, their expatriate status elsewhere will help them earn bread
respectfully and bring in Skill Currency (Foreign Remittances).
Starting from development during Schooling and whatever score the two nations have been
achieving in Program for International Student Assessment (PISA), Progress in
International Reading Literacy Study (PIRLS), Trends in International Mathematics and
Science Study (TIMSS) etc. all being cross-national assessment of the mathematics and
science knowledge of various grades of learners at School, how do we proceed during post
school, further in Skilling our youth to make contribution to our respective GDPs in this
environment of changing Skill requirements and Life Long Learning and high value
assigned to Skilled asset that our countries are capable of creating National Currency
(Foreign Remittances), is examined in this paper.
The importance of Skill as spelt out in the New Mantra for Indian Growth announced out by
our Honble Prime Minister Shri Narendra Modi is Skills, Scale and Speed as announced
by him on 7th June 2014 during a book launch Getting India Back on Track, edited by
economist Bibek Debroy and Indian-American foreign policy analyst Ashley Tellis at his
office 7 RCR.
1

Key Words: Skilling, Post School Skills, TVET, E-learning, M- learning, Distance Learning,
High Technology High Capital Intensive Industry, Life Long learning,
I. Introduction Only two of the Indian States (Himachal
Pradesh & Tamil Nadu) of the 74 regions participating
in PISA 2009 or 009+ beat out only Kyrgyzstan in
reading; in mathematics, these two Indian states
finished, second and third to last, out of 74
participated, again beating only Kyrgyzstan. While
in science, the results were even worse. Himachal
Pradesh came in dead last, behind Kyrgyzstan, while
Tamil Nadu inched ahead to finish 72nd of 74 and yet
the Skilled Indian Workforce has its worldwide
recognition Fig 2.
Top down approach, we have to start anchoring the
leadership transformation for a talent-readiness grid,
making every talent count in our respective countries
and also make it worth for International Mobility to
aging countries
to increase our
foreign
remittances
and reduce our
external
dependency
(Fig 1) through
Talent
Currency

on

Skill
development.
Figure 1: Countries External Dependency
Figure 2 PISA Score

Pisa Score1 : Educational achievement Researches comparison between various countries

is growing2. Parents pore over these reports. Teachers protest about the reports if the
country ranking is lower, Politicians preen on positive results or blame their predecessors if
results are not good. Central role in debates about education policy use these International
league tables. Similarly status has been acquired by the Skill Standards in various
occupations. The results of PISA, PIRLS or TIMMS like Skill Standard results give snap
shots show the direction.
Politicians, reformers and the campaigners of Skilling or education feel pleasure in using
international data in support of the
arguments for specific reforms the
Policy makers, reformers or the
campaigners intend to carry on. A
relentless push for high literacy
rates (education for all

campaign in India) has left pupils

Figure 3 South Africa's Potential for Talent Currency

uninterested in learning and reading and has shown deterioration in quality.

While TIMSS, has given us an insight into how South Africa is performing internationally,
its equally insightful into South Africas unique situation on the National level. Scores
reflect the dual nature of South African society learners from well-resourced, more
affluent schools produce better results
than learners from under-resourced, less
affluent schools, which identical matches
with the Schooling in India, the Public
Schools

(Private

showing

better

Government
Figure 4: Remittances - Talent Currency

taxpayers

Schooling
results

Schools

money

System),

as

against

funded
barring

with
a

few

exceptions). With best performing learners from both the countries remain competitive with
top performing countries, those at the lower end of the spectrum fall short in performance.

1
2

http://isteve.blogspot.in/2013/12/graph-of-2012-pisa-scores-for-65_4
Gillain Blease Testing education, Pisa envy

With this background of Schooling education as an input for further Skilling, this paper
brings out that India has adopted. The Skilling in India also includes School drop outs.
The Skilled youth can help countrys Foreign Remittances (Fig. 3&4) pipe line to run full.

To meet the challenge of

Hard to find Employees
skills, (Fig. 5), India has
embraced National Skills
Qualifications Framework
(NSQF)

for

the

skills

sector, proposed by the

Ministry

of

Human

Resources Development
(MHRD) and the other is
the

Vocational

Education Qualifications
Framework (NVEQF) for
Figure 5: Hard to find Jobs Global Scenario

TVET

and

higher

education sector, proposed by the Ministry of Labour and Employment. The intention is to
integrate the NVEQF into the NSQF that is currently under development within the India-EU
Skills Development Project to make ready a surplus work force of 56 Mn. to meet the
shortage of 47 Mn. work force in aging Europe. Indian skills are thus required to meet EU
standards. A range of qualifications that are currently being provided through TVET
programmes run by more than 17 Ministries in India will enhance flexibility in the provision
of vocational courses and development of a modular competency-based curriculum in
collaboration with industry and is now being Coordinated by the National Skill Development
Authority ( NSDA).
II. Distance Mode Education IGNOUs endeavor: Continuing Post School Education in a
distance mode or by adding modules of Skills or education is available through the
umbrella of Indira Gandhi National Open University (IGNOU) where Africa is a good
partner with IGNOU. IGNOU has established a Satellite network system and has been
4

communicating with 182 learning centres in India and has undertaken Programmes are
transmitted to Africa by optic-fibre, webcast from a server and also accessed through a
digital repository and Questions asked and answered in real time. Camroon students on
tourism management have been trained from a studio in IGNOU's Electronic Media
Production Centre (EMPC). EMPC houses one of the teaching hubs of Tele Education
Programme of Pan African E-Network through which interactive telecasting is being
provided to students across African countries. It is understood that the largest number of
foreign students among various Indian universities, are with IGNOU which has
collaborations with various universities in Africa, America, Australia Asia and Europe
quotes IGNOU web site. Over 40,000 Students have enrolled from around 70 Countries
with IGNOU.

IGNOU has presence in United Arab Emirates (UAE), Sultanate of Oman, Bahrain, Doha,
Sri Lanka, Mauritius, Maldives Nepal, Kenya, Fiji, Caribbean Islands, Samoa, Malaysia,
Krgystan, Singapore and Ghana, among others. The University also offers its Distance
Education Programmes in collaboration with UNESCO and International Institute for
Capacity Building in Africa, in Ethopia, Liberia, Madagascar, Ghana, whereas, education
programme in Lesotho, Swaziland, Namibia, Seychelles, Jamaica, Malawi and Belize are
being offered through an agreement with Commonwealth of Learning (COL) and South
African Development Community) IGNOU for some of the programs, which have been
developed between the partners with a common goal of delivering a high quality open and
distance learning (ODL), meeting the highest standards of executive education in the
Commonwealth which is modular & flexible. The COL is also building capacity in online
materials development among educators in small states of the Commonwealth by hosting
intensive training workshops or "boot camps". Educators from small states learn computer
literacy skills and how to collaboratively develop learning materials. Upon return to their
home countries, workshop participants continue to collaborate on course materials and
share their skills with colleagues.
Referring Fig 6, Indias primary education system is under challenge with more than 130
Mn. children studying in primary school, which means nearly all of Indias children between
6 to 11 years, are now in school. While the Class 6 to 8, only about 55 Mn. are on rolls and
further Standard 9-10, the number gets halved to 28 Mn. At Standard 11-12 class level ,
student strength is down to 16 Mn. and then at the top of the at universities and colleges
5

level, enrolment is down to just about 11% of primary school level, working out just a 10%
of kindergarten makes it to college. South Africa seems to be reeling under the similar
environment.

Perhaps more important for us

to

be

an

emerging

superpower is the status of

Figure 6: Labour Force and Education Ladder in India

technical education, the Skilled

workforce needed to man the
shop floor. Just 2 Mn. students
go to polytechnics and ITIs
(Industrial Training Institutes)
after finishing school at Class
10 or12 In other words; roughly
80 to 90% of the countrys
young are getting left behind in
our education system, their
dreams deferred to some distant and unclear future. Barely 5.5 Mn. of these still pursue
their dream by enrolling in the distance education system, which at least offers the
satisfaction of a degree or diploma & chasing a path in the available career scape. These
enrolment trends reflect the Quality of Education and training in India and also reflect the
conflicting developments of Skilling in India in various Institutes/ geographical locations.
III. Seamless Collaboration-India Africa:

Students from Kenya, South Africa, Liberia,

Mozambique, Angola, Botswana, Guinea and Zambia are studying in one of the
universities in India which has announced 50 scholarships for Africans to study at its
campus from August 2014. "The scholarships range from 50-100 per cent tuition waiver,
based on merit," a university statement said. It aims to build capacities of young Africans
by bringing them to the campus in India and training them in key issue areas relevant to
the national priorities of their respective countries. The ultimate goal of this programme is
to strengthen people-to-people linkages between India and Africa. This programme is not
based on Open Schooling and is beyond the TVET but spells the collaborative mood
between the two countries.

IV. VET & TVET: This paper addresses the Skill Gaps of Educated youth entering the
Corporate World or the Industry and also those underprivileged who are still not part of the
inclusive stream of South Africa & India. The Vocational Education & Training (VET)
Programs in general and Technical Vocational Education & Training (TVET) Program in
specific have been addressed here. Through a research study , this paper illustrates

The Struggle India is facing for Talent Shortages is much bigger than South Africa has to
face, and has accordingly taken up steps to correct the situation, which can be extended to
South Africa.
Development of wider skills, skills within the technical vocational domain have to be
competences in a wide range of areas, including multiskilling. The subject trade itself,
business administration, entrepreneurship and continuous professional development
competences which are embedded into the technical vocational practice known as double
professionalism. Resourcefulness as enterprises require that TVET Trained should have indepth competences, confidence and competences with entrepreneurial and professional
skills
V. Inclusiveness and Sustainability: Restructuring of MDGs post 2015- UNs High Level
Panel of 27 Members is interacting with India as to what it would look like by 2030. With
World Population > 30% and earning < USD 1.25 / day is in India & same amount by
about 25% for South Africans. It is a big challenge for India & South Africa; that is why UN
is concerned and, is focusing on VET/ TVET. Both the countries are , Tackling Social
Exclusion, Combating Inequality- Rich Vs Poor, Gender inequality, Combating
Inclusiveness and Sustainability - Monitoring and accountability.
Growth junkies tend to bet on so-called demographic dividend, whereas, Growth is defined
to take care of: Triple bottom line ("TBL" or "3BL"), - "People, Planet, and Profit to
measure Economic, Ecological, Social, Per Capita Income and has to Skill its people to
achieve the same. While the TVET / VET trained earn their bread for themselves
respectfully and contribute to the Nations Foreign Remittances.
Having achieved partial targets (quantity at the cost of quality of schooling education) of
2015 Millennium Development Goals (MDGs) requiring various goals of Education for All
Sarv Siksha Abhiyan in India (EFA), the global debates have now initiated for a post7

2015 MGD agenda. The World has recognized the potential of technical and vocational
education and training (TVET) for achieving higher GDP by supporting rapid demographic
and technological changes; countries are prioritizing TVET and more broadly skills / multi
skill development as a key strategy to address youth unemployment and sustainable
development. Central to the skills development agenda beyond 2015, is to ensure that all
young people and adults have equitable access to learning opportunities and possess
skills, knowledge and competencies that are recognized and relevant for work and further
professional and personal development, thus seeking inclusive growth.
VI. Challenges: The next global skills challenge is about tackling the massive imbalances and
skills gaps that exist between developed and emerging economies, skills mismatch hold
back the productivity, competitiveness and development. Skills mismatches obstruct the
mobility essential to quality and productivity improvement in business and inward
investments. There are two sets of challenges to think before salivating over the prospect
of a double digit growth. These are:
1st Disjunction between growth and the quality of life (or development), is becoming
increasingly palpable not just for the poor but also for the urban affluent;
2nd High growth has potential to alleviate poverty and enhance development. The problem
lies in treating it as the holy grail of economic policy, sufficient (inclusive) by itself to
ensure a better quality of life for all.
Recent global unrest problems associated with the growth could actually start impinging
on growth over the medium term. We might just climb over the 10 per cent growth barrier
for a couple of years, this might not sustain for too long. For one, economists who look at
the growth experience of different economies claim that rising inequality can severely
damage growth. The skewed development is
one of the biggest risks that our economies
(South Africa & India) are running.
VII. Stakeholders for the TVET System ( fig. 7)
1. Working out the benefit-cost ratio (ratio of
benefits

relative

to

costs

expressed

in

monetary terms) of government investment in

8
Figure 7 Stake Holders in TVET

TVET and Human Resources Development HRD;

2. Recognizing the Prior Learning ( RPL);

3. Defining & Fixing Scales of Technical and Vocational Education and Training TVET
Standards for various competencies, levels / standards of competency rating criteria and
evidences supporting, the assessments, keeping in view the parallel development of
Competency Assurance Management Syste;.
4. Development of Training Providers (Training the trainers)3:
Keeping in view the respective importance of a trainers technical knowledge vs.
pedagogical skills, the Training Facilitators are to be those with:

i. a fire-in-the-belly having far-sightedness and can see what kind of skills will be required
in the profession at least a decade from now i.e. be ready for 2025 i.e. Automation
controls replacing the low skill jobs and the remote diagnostics of these controls,
Welding of dissimilar materials as required for Ultra Super Critical Power Plants ;
ii. an ability to explain / 'unpack' a skill / technique as they demonstrate it to their
students reflective practice;
iii. a passion and a facilitator as defined by the philosophy of the outcome-based
paradigm;
iv. empathic, fair, strict and coherent attitude;
v. knowledge of subject matter, pedagogical expert, demonstrating love and caring and
one who is willing to risk her own employment to politicize her students so that they
have - at a minimum - a possibility for a wellbalanced life.

5. Skill development at Community Colleges ;

Company in house and Inter-company (Public Private) , Business Chambers TVET Centers

Univoc-Unesco-e forum discussions during 16-26 May 2014 Bill Lucas,

Moutafa
Wahba, James
D. Roumeliotis
, Dr.
VS
Figure
8 : Training
Methodology,
Skilling
Interactions
Malhotra

depending on Investment needed for Specific Skills;

6. Developing the Training Methodology

(Ref. Fig 8): Extent of each depending on the

level of the Learner considering:

i. Interactive/practical training;
ii. Two way communication;
iii. Exercises / Assignments;
iv. Brain Storming;
v. Case Studies;
vi. Open Discussions.
The learner to be informed of the Personal Development Plan and individuals growth and
be guided by:
i. Routine expertise (being skilful);
ii. Resourcefulness (stopping to think to deal with the non-routine);
iii. Functional literacies (communication, and the functional skills of literacy, numeracy, and
ICT);
iv. Craftsmanship (vocational sensibility; aspiration to do a good job; pride in a job well
done);
v. Each work bench is a business center for value addition needs attitudes (commercial or
entrepreneurial financial or social sense;
VIII. Wider skills (for employability and lifelong learning E-Learning: The advancement of ICT
has led to faster learning at lower costs. Once the Skill Standards required by the Industry
for any job position are fixed, then we can work towards filling the Skill Gaps by :
Technology Intervention in Teaching & Skilling:
i.

Simulator for Flying Training

ii.

Simulator for Power Plant Training

iii.

Simulator for Motor Driving

iv.

Now Simulator for Welding (Velu the Welder) - PC based learning game best
played using a Nintendo Wii Remote mimicking the actual welding gun.

The training methodology has to be an Innovative design and delivery models of

Education & Skilling being set up to respond to job-market realities. There is no time for
small Steps to be taken between Deliberations & Delivery of Competency Development to
be taken in Adult Steps & not the Child Steps
10

IX. Sharing India- Africa Experiences. The resources that IGNOU has developed and is
continued to develop which are shared with many countries as in para II above, are
extendable to any country seeking a helping hand. Electricity Distribution Reform,
Upgrades and Management (DRUM) Training was conducted through Distance mode in
Open School model during 2003-2008 country wide in India, successfully through IGNOU,
which covered:
1 Technical
i. Best Practices in Distribution Systems O&M;
ii. GIS-Supported Network Planning, Analysis and Asset Management;
iii. Distribution Loss Reduction ;
iv. Distribution Efficiency and Demand Side Management ;
v. Best Practices for Agricultural Pump-sets (Rural Demand Side Management) ;
vi. Electrical Safety Procedures, Accident Prevention and Disaster Management.
2

Managerial/Business
i. Performance Benchmarking, and Quality of Supply and Service ;
ii. Customer Satisfaction, Communications and Outreach ;
iii. Distribution Business Management and IT based solutions;
iv. Financial Management of Distribution Business;
v. Regulation of Distribution Business ;
vi. Rural Power Supply and Participatory Models;
vii. Change Management in Power Distribution.

Supportive functions
i. Project Development and DPR Development;
ii. Communications Skills, Employee Motivation, and Morale Development.

4 Policy makers and Regulators

i. Regulatory staff ;
ii. Senior Managers and Engineers ;
iii. Mid-career Managers and Engineers ;
iv. Entry level Managers and Engineers ;
v. Supervisory Engineers ( Diploma Holders):
vi. Distribution utility personnel including technicians;
vii. linesman, meter-readers, billing and collection staff ;
11

viii. Customer interface personnel etc.

Thus the Skill level of the same subject / trade was set differently in terms of Skill
Standards. This subject can be well collaborated and shared between two countries.

X. Requirements of Skill Standards :

1. Skill Standards on Core Competencies, Support Competencies or specific technical
competencies: Required to be acquired by a Particular discipline say Mechanical
Technician from other disciplines, such as Electrical, Control / Instrumentation, Civil
technicians, etc. and localize these in respective countries.

2. General Competencies or the general technical competencies: These are required to be

acquired by all disciplines during their training and development period such as Energy
Conservation planning, budgeting, Health, Safety and Environmental Protection, to be
able to act as a business entrepreneur on respective work bench etc.

3. Personal

Behavioral
Competencies:
These are the
non-technical

4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00

Survey Sample from India

Sample of Foreign
Trainees

competences
(Soft

Skills)

required to be
acquired by all
disciplines

Figure 9 :Soft Skills Comparison Indian Sample 44, Foreign Sample 10 who assessed the
Capability of their Industrial Electricians

during their work, training and development. Examples of these soft skills are Team
Work / Building, Communication, Leadership, Manage Self & Others, Change
Management, etc. These Soft Skills today have assumed importance as in Fig 9.
4. Improving Resource Productivity : These above competencies are required for improving
resource productivity in addition to :
i. Transferable skills;
ii. Relevant fieldwork;
iii. Career exploration;
12

iv. Focus on problem solving;

v. Creative and design think tank.
XI. Sharing Skill Gap assessment: Research based results (Research partially conducted
and is continuing on various aspects) are being shared here. A research study is being
done by the 1st named author under the able guidance of 2nd author on Skill Gaps in
Power Sector. The Power Sector is high Capital Intensive, high technology oriented, high
growth, high contributor to GDP and low man power per GDP added. The Skills required
are different at manufacturing the equipment, and different on site operation. During one
of the research survey, a group of middle level Engineers from various developing
countries were under training in India. A set of questions were asked in respect of
Industrial
Electricians
working

with

them and the

results worked
out as fig 10.
The Countries
represented in
the

Figure 10 : Technical Skills Comparison, Indian Sample 44, and Foreign Sample 10 who
assessed the Capability of their Industrial Electricians

4
3.5
3
2.5
2
1.5
1
0.5
0

Sample from India

Sample from Foreign

4
3.5
3
2.5
2
1.5
1
0.5
0

above

research
study included
are:
Bangladesh,
Bermuda, Bhutan, Myanmar, Nigeria and Vietnam. 10 Participants who were attending a
training program at Central Training Institute Rural Electrification Corporation, when the
one of the author was delivering a talk to another audience group there and this
opportunity was utilized for getting the questionnaires filled in. The Questionnaire was
available with the undersigned. Results of Indian sample were already available as the
Skills were benchmarked earlier with respect to USA, who had already set the Skill
standards of the Electrician Category amongst a few others.
These types of results can be shared between India & South Africa over exchange of
Emails and results exchanged to set the respective benchmarks and fine tune the Skill
Gaps.
13

XII. Setting Skill Standards. Before Bench marking Skill Gaps on any Vocation / Trade

Figure 11 Skill Competencies required for various levels in Power Generation- A few Illustrative Skills

These Trade Skills as per Fig. 11 (partially shown) are for Power Generation Operations4
based on Gas Turbines, Support work functions such as local operation of non-critical plant
systems, lubrication of plant, undertake minor maintenance of both electrical and
mechanical equipment, plant cleaning, and the operation of mobile load shifting plant and
equipment, observation of safe working practices and environmental procedures and run
into many pages and are shown as a sample. A list of many such functions can be
deliberated after setting the credits of Prior learning and the position level expected from
the incumbent. Similar lists are available for Critical Plant System Skills also.
The Skill Standards are required to be set, so that they are able to get a horizontal mobility
in various sectors. A case of Capital Goods is as under:
Skill Sets for Machine Tools; Tools Dies & Press Tools; Manufacturing Machinery for
Plastic or Textile or Process Plant and the Electrical and Power Machinery for the team
taking care of the Operation & Maintenance during the Manufacturing of the type of Plants
listed herein. With the Skill Standards listed hereunder the trained personnel will have a
horizontal mobility amongst these capital goods sectors, expanding their base of
employment. The Job occupation described above covers:
Perform breakdown service for a range of mechanical equipment such as machine
tools, process control equipment, rotating mechanical equipment, conveyors,
4

Australian Standards on Gas Turbine

14

equipment for lifting and handling, process plant equipment, in accordance with
approved procedures.
The main assignment is to undertake the Breakdown service and actually to pre-empt
the breakdown, Operation & Maintenance at least cost, including the deploying Energy
saving practices.
In fact, the assignment of the O&M Team (Comprising Technicians, Supervisor (Diploma
Engineer), Graduate Engineer level goes beyond just upkeep of the Equipment.
Table 1 : Illustrative Skills with Skill Standards for a range of similar industry

Ensuring

basic

health and safety

practices

at

the

workplace and has

to

work

with

various disciplines
in

the

Industry,

right from writing

the

procurement

specification

to

ensure ease in maintenance, Inspection &

Skill Gaps in Power Sector

Students'- Competency
Matrix
3.0
2.8
1

2.9
2.5
2

Industry Requirement- Student

2.9
2.9
2.9
2.9 Perception
Student
own Level
2.8
2.3
2.3
2.1
3

Technical Competencies Students Vs. Industry

(Perception of Students)

2.8
2.2
7

2.6
2.3

Industry Requirement _ Student Perception

Student Perception Own Level

Figure 14: General Skill Gaps that Students need to fill in Power
Sector as per their own Perception
Figure
3.5 12 : Perception of Students and their Trainers on Skill GapsPost Diploma Students in Power Sector Program

3.0

2.9
2.82.63.12.53.03.12.92.93.13.02.82.92.83.02.92.82.93.12.93.03.0 2.63.03.1
2.82.32.32.3
2.6
2.6
2.6
2.6
2.6
2.6
2.5
2.5
2.5
2.4
2.3
2.3
2.3
2.2
2.2
2.2
2.1
2.1
1.8
1.8
1.7
1

11 13 15 17 19 21 23 25

Figure 13 -Technical Skill Gaps Perception of Post

Diploma Students

2.5

overseeing the Installation if the Plant &

2.0

Student Perception Own Level

1.5

Industry Requirement _ Student

Perception
Student at Entry -Faculty Perception

1.0
0.5

Industry Requirement - Faculty

0.0
1

11 13 15 17 19 21 23 25

Equipment is being installed by the

Supplier of the equipment. Members of
15

the O&M team are de-facto the owners of the Plant and are supposed to know the health of
the Machine at all the time.

For example, a few of the attributes5 are listed along with some skill standards which have
to be discussed and fixed as standards as in Table 1.
XIII. Research on Bench-marking the Skills. Till the Skill Standards are fixed everyone will
go by own perception as is evident from the research carried out on Diploma Engineering
Students undertaking Post Diploma Program in Power Plant Engineering. Ref: Fig.12, 13
& 14.
XIV. Conclusions:
1. Collaborations

are

possible.

Each

Collaboration is required to follow protocol

norms, like collaboration on individual
level like the authors of this paper and
those interested in South Africa for similar
work; Institution to Institution, University
to University, Government to Government
( High Commission to High Commission)

Figure 15: BRICS on Growth Path

to meet the Growth path as per Fig.15.

2. Cooperating & Collaborating in Setting Skill Standards and avoiding reinventing the
wheel at each of the ends.
3. Improving Countrys Foreign Remittances Pipe line: Each of our countries are struggling
to revive the economy, taking care of unemployed youth and also attempting to increase
the contribution of foreign remittances through skilled work force.
XV. Recommendations:
1. The Skill development agencies in the respective countries need to collaborate and
exchange notes on learning by each other, making it suitable for individual countrys
needs.
2. High Commissions of the two countries may like to take proactive roles
XVI. Bibliography
[1] Australian Standards on Gas Turbines

Inputs on Occupational Standards set by Federation of Indian Chambers of Commerce & Industry (FICCI)

16

[2] Inputs on Occupational Standards set by Federation of Indian Chamber

Commerce & Industry (FICCI)
[3] http://isteve.blogspot.in/2013/12/graph-of-2012-pisa-scores-for-654
[4] Man Power Group annual report 2013 on Global job situation
[5] UNESCOs Millennium Development Goals
[6] Univoc-Unesco-e forum discussions during 16-26 May 2014 Mr.Bill Lucas,
Mr.Moutafa Wahba, Mr. James D. Roumeliotis , Dr. VS Malhotra
XVII. About The Authors: Y P Chawla; Advisor, - Joint Electricity Regulatory
Commission; National Joint Secretary IIPE,

ypchawla@gmail.com;

98107-08707
BE Tech. & MBA (Fin), PGDPM & PGDMM from Delhi University. Export
Mgmt. from Oxford. Pursuing PhD. in Skill Gaps in Power Sector, Over 4
decades of Experience in diversified sectors covering Energy including Solar & other
Renewable Energy, (Ex. BHEL), Water Sector, Tyre Manufacturing, setting up Skill
Center, Agriculture, and Infrastructure. Widely travelled in India & abroad including some
Foreign Postings. Because of these postings got opportunities to get a holistic approach
of Power Sector. Have written papers on wide range of subjects (many available on web)
Dr RSP Singh-an Associate Professor School of Vocation Studies & Training IGNOU.
Has authored various papers on Skills related subjects published in various peer
reviewed International journals. Guiding various research projects on Skilling.
Coordinating diversified Skilling and Educational Programmes on vocational
studies.
PG Certificate & Diploma in Security and Fire safety , Coordinating Pan
India Programme on National rural Livelihood mission, Ministry of Rural
Development, Govt. of India; B.Ed.VET (Bachelor of Education in
Vocational Education and Training)
(The views expressed here are personal and may not represent that of the organizations
the Authors represent)

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