PART C: PROJECT PROPOSAL FORM

Please complete each section of this form and adhere to the word limits mentioned. Please use
Arial 11pt font only to complete this form.

1. What is the rationale for the project?(in maximum 250 words)

[Kindly establish the need for the project, your rationale for selecting the project location etc. Please
mention valid source for any information or statistics used]

In the current global and Indian context, skills have been very crucial for growth of the
individual and the Nation. Skills for life has been most critical and useful tool for a
successfully employed people and the absence of which is a big setback for the
unemployed. Hence it is critical that the target community specially the disadvantaged are
equipped with the right marketable skills that are locally in demand and that have decent
remunerations for a sustainable livelihood.

2. What is the project aim and objectives?(in maximum 300 words)

[What is the purpose of the project? What are the key objectives? Please make sure the objectives are
Specific, Measurable, Realistic and Time bound]

Project Aims

To strengthen the accessibility, quality, relevance and equity of Vocational Training

Services providers for the disadvantaged young people in weaker SKIP member
institutions and support young people to enhance skills training into more meaningful,
well-paid employment or self-employment

Skill Development: Key Deliverables

1. Upgrade instructional methodology of 20 member Institutions by ToT for 20 Trainers

who in turn train 200 of their colleagues in their respective institutions.
2. Industry curriculum enhancement in 20 member institutions based on inputs from
market scan, instructional methodology and placements.
3. 600 youth, with a strong focus on women, to undergo competency based trade skill
training.
4. Among 600 trainees who have undergone skills training, 100 youth will avail EDP
inputs to assist setting up own businesses, aiming for a success rate between 20-
30% of such businesses promoted.
5. All the trainees trained under this program will be assured employment or self
employment ensuring very minimal trainee dropout during the training period.
6. MoUs entered with at least 40 local employment providers/industries/businesses for
job and placements bookings.

PUBLIC
 Monitoring, Evaluation & Documentation: Key Deliverables

1. One baseline-repeat baseline comparative study

2. One end of project, external led process evaluation study
3. 10 case studies each of trainees looking for job opportunities and those setting up
own businesses
4. Pre-training & Post training Comparative (ToT) Assessment Study Report
5. Pre-training & Post training Comparative Assessment Study Report
6. Consolidated Analysis of Market Scan Report
7. Consolidated Report on Adequacy of Infrastructure

3. Who are your target beneficiaries? (in maximum 300 words)

[Give demographic details about your target beneficiaries. It is important to establish why they need to
be skilled as part of this project. What are you strategies for mobilization to reach out to your target
beneficiaries? Also include a brief section on the selection process/ criteria.]

TARGET BENEFICIARIES

The beneficiaries of this project will be school dropout young girls, boys and the
unemployed young women from the rural and semi urban areas from the backward states
of India who are from the underprivileged, neglected and deprived.

Details from Dropout Study of 21 states by Sarva Shiksha Abhyan-2013 and the MoLE
Survey Report on Employment & Unemployment of 2011-12 :

States Dropouts Unemployment

Andhra Pradesh 2.4% 30%

Telengana
Orissa 5% 30%
Bihar 1.2% 83%
Jharkhand 2.8% 48%
Chhattisgarh 3.4% 12%
Madhya Pradesh 2.2% 30%
North East States 3.3% 63%

WHY THEY NEED TO BE SKILLED

In the interest of our Nation building, we all have a role and responsibility to address some
of the poverty issues. Hence skills training and education can act as supplement to the
livelihood promotions and that eventually can scale up as it progresses. Also with the right
skills acquired one is in dignified position to earn better income or decent wages, regular
cash flow for sustenance that eventually lead to better quality of life, dignity and social
respect.

STRATEGIES FOR MOBILISATION

Youth in targeted rural areas have limited information regarding vocational training
opportunities and enrolment procedures and to build demand for the programme there is

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 a need to have an awareness campaign undertaken by respective institutions. Such
campaigns back up to also engage communities in discussing the barriers to training and
employment faced by the youth and young women who often face social stigma for
pursuing vocational training and encouraging them to break free from these barriers.
Some of SKIP member Institutions are existence in their respective locality for more 25 –
30 years and are well connected to the community around them. Institutions generally
organize campaigns, enrollment drives through banners, advertisements, sourcing
trainees through current and past trainees, network with local level NGOs and referrals,
etc.
4. How do you plan to implement the project?(in maximum 400 words)
[Explain in detail how you intend to achieve the objectives of the project. What are the key activities?
Please do share your operational plan including the roles of all stakeholders]

SKIP Central Office:

As the project holder will overall coordinate the project, interface with all other
stakeholders including HSBC-SWADES, take on the primary role of consolidating
documentation, monitoring, evaluation, administration of grants, accounts & audit.

QUEST Alliance:
Is a program of the International Youth Foundation (IYF), USA and is a not- for-profit trust
that focuses on research-led innovation and advocacy in the field of teaching and
learning. They will not only design and conduct the ToT workshops but will be part of the
team that comprise the end of project evaluation study

Development Consultancy Group (DCG):

Established by an ex SKIP senior manager is a specialist research and project
management & evaluation (PM&E) consulting services to the NGO sector, local,
international as well as bi-lateral & multi-lateral agencies, with thematic specialization in
Sustainable Livelihood. DCG together SKIP will be responsible for items mentioned under
Part C: Project Aims Monitoring, Evaluation & Documentation: Key Deliverables

SKIP Regional Offices:

SKIP Regional Secretaries together with a few regional members to conduct one or two
monitoring visits. Such a team can constitute one of two members from well established
institutions who are doing remarkably well in sourcing employment/self employment for
the trainees and can give on the spot institutional counseling and advice to weaker
institutions who are part of this project.

Vocational Training Providers under the Project:

They are the lynchpins of strategy implementation without whose contribution, the project
cannot succeed. They are the centre that connects all elements of the project through
continual evaluation, the coordination of intentions, conceptual choices and elaboration, in
addition to procedural choices whether this pertains to key activities like selection &
motivation of master trainers to attend ToT; undertaking market scans, signing MoUs with
industries for apprenticeships and jobs, curriculum revision, linkages with other
stakeholders like banks, micro finance companies, businesses and industries. They need
to use collaboration as the core to create efficiencies and deliver better end results
because of accountability and the collective intelligence of the group.

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 5. . Please give brief information on the skills sector and the training courses that
form part of your project.(in maximum 300 words)
[The skills sector that you intend to cover and why? Also give brief details of the courses that are part of
this project with information such as curriculum, duration etc. Please do mention of any accreditation that
you may have of your curriculum. What is your certification process for the trainees?]

Skills Sectors and Courses:

1. Retail – Sales and marketing, Sales associate, Stores Operations Asst

2. Hospitality and Tourism - House Keeping, House Keeping Assistant, front Office Mgt.

3. IT-ES – Data entry operators, Tally, Office applications

4. Healthcare – Home Health Aide, Geriatric care, Bedside Nursing Assistant

5. Beauty & Wellness – Beauticians, Pedicurist and Manicurist

6. Textiles & Garments - Tailoring, kitting, embroidery,

7. Security – Security Guards (Male and Female Trainees).

8. Telcom – Mobile repair, Customer Care Executive, Handset Repair Engineer, Tower
Technician

9. Plumbing - Plumber service and operation, Plumber General Helper, Plumber Pipeline

10. Constructions – Masonary, Bar Bender, shuttering & scaffolding

11. Automotive – Two wheeler Mechanics, Automobile Air-conditioners, commercial

vehicle driving,

CURRICULUM
After trades have been identified on the basis of market scans, Institute will develop the
curriculum. Their institutional capacity to undertake curriculum development or revisions
is targeted to be enhanced through ToT. As these courses are designed basically to
youth who are either school dropouts or otherwise not eligible to apply to formal courses,
they will be non-formal in terms of training type which could completed within four-month
duration.

Depending on the trainee’s education background and their capabilities, NSDC sector
skills council curriculum will be encouraged to those eligible so that trainees get industry
certification that comply with National Open Standard (NOS) and qualification packs.

CERTIFICATION
SKIP as all India apex body of private non-profit technical and vocational institutions, will
certify these courses in collaborations with HSBC & SWADES which will be a joint
certification. Where ever possible some of courses will be accredited to NSDC Sector
Skills Council and aligned to their syllabus.

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 6. What is the expected outcome of the project?(in maximum 300 words)
[Please mention the expected quantitative and qualitative outcome of the project. Also briefly explain the
impact that the project will have on the socio-economic conditions of the youth who participate in the
project. What is the attrition rate during the course and post placement?]

OUTCOMES
Qualitative
1. To increase relevance of
Vocational Training Institutions
by imparting individuals with
skills and knowledge necessary
for making the individual a
productive member of the
society.
2. To reduce unemployment as
a result of provision of
employable skills especially to
the youth and those who cannot
succeed academically.
3. To increase economic
development due to the fact
that it improves the quality and
skill level of the working
population.
4. To reduce poverty by giving
the individuals and their families
who participate access to
higher income occupations.
5. To transform the attitude of
people to favour occupations
where there are occupational
prospects for future.
OUTCOME
Quantitative
- 20 Institutions redesign curriculum for demand driven
trades
- 600 trainees offered skills training
- 400 trainees avail job placements
- 100 trainees find jobs on their own efforts
- 50 own enterprises promoted by the project , about
20-25% success rate
- 50 Trainees take up further training with the support
of the Institution
- 20% increase in monthly household income among
at least 350 families benefitting indirectly around
2,000 people
- 2,000 people (trainees & immediate families) made
aware of vocational training as viable occupational
option

ATTRITION RATE

1. Course:

There are many unique challenges in extension of the Institutions in the most economic
backward districts among the most backward communities in the country attempted
through some of the weakest Institutions within the SKIP membership as the project
aims to do in this proposal. We are not very clear what the attrition rates could be but as
we are adopting an action-research methodology this is a subject we like to get a handle
on through experience in implementing this project. On the face of it, the course being
offered free [with an exception of some nominal contribution by those who are in a
position to afford to towards a revolving fund] should be a check against attrition. Ideally,
trainees stipends could be a full proof tool that checks attrition and should this proposal
be accepted by HSBC-SWADES we will explore the possibility of some donor funding
that could be tapped.

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 2. Post-Placement:

In a one year project cycle where trainees are placed near end of the cycle, attrition may
not be too relevant. But most SKIP institutions track trainee progress years after they
leave their institutions and this practice will apply also to this proposed project.
Institution will also provide maximum awareness in reducing the attrition post placement
by providing the trainees with career path and its growth.

7. What is the cost per beneficiary for the project? How do you justify the efficiency
of the cost? (in maximum 100 words)

Cost Per Direct Beneficiary: INR 7350/- for skill training for employment
Additional: INR 10000/- for enterprise setup

Justification:

1. We treat Institutions more as an investment rather than a cost, with sustainable

returns including the well being of workers, enhanced productivity, international
competitiveness and economic growth in the long run.

2. The project rather than deliver a specific trade course embeds an objective much
wider – it aims to revitalize Institutions as competitive institutions in the market place
through transferring institutional skill sets geared for developing and delivering
competency-based training curricula with higher employment potential and
appropriateness for youth with low literacy levels involving upgradation of instructor
skills, market studies, linkages with business and industries, job placements and
EDP inputs.

3. The project is part of the efforts of SKIP to develop a model for reaching backward
States and adopts action-research methodologies that add to cost per beneficiary, if
at all direct beneficiary is taken as a standard unit of efficiency.

8. Does your project have any innovation? (in maximum 50 words)

[Mention any use of technology (during training) or innovation in pedagogy, identification of beneficiaries
etc]

For any Institution system to be able to play its role effectively, it is important to ensure
that there should exist an enabling and Institute friendly environment. Backward States
and target audience of the project proposed, in contrast, offer some of the most
challenging constraints in delivery of Institute within the country which often prompts
institutions to shy away operating in this terrain.

SKIP has 47 years of accumulative Institute experience with a membership of 220

institutions distributed across length and breadth of the country who are relatively
advantageously positioned to make an attempt in developing a viable, scalable &
replicable model for these districts and target population.

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 9. Do you have any industry affiliation or corporate connect to enable placement of
your trainees?(in maximum 300 words)
[Please mention how you would assist the trained youth to find employment/ be an entrepreneur. A brief
overview of your past record on placement will be an added value. Linkages with industry for exposure
visit, OJT’s (on job trainings), inputs into curriculum. Also mention any linkages with sector skill councils.
]

SKIP members have tie-ups with Tech-Mahindra, Yamaha for training on two wheeler
technology, About 5 of SKIP members are nurtured by M/s. Toyota. A few are regularly
sending their trainees for practical training to nearby service and repair centres, like Mahindra
& Mahindra, Maruti and Hyundai.

During the year 2013, SKIP has started its own CNC/PLC training Centre in partnership with
Seimens.

SKIP has signed the MoU with M/s. TATA Motors Ltd. for Automobile trainees, Godrej &
Buoyance Ltd. at various industries like Retail, Beauty Salon, Godrej Sales Outlets etc. SKIP
together with AFPRO have connected members with Voltas project.

SKIP has signed the MoU with Habitat for India with their Construction, Water and Sanitation
projects and M/s. QUEST Alliance supporting training on Work Skills and Life Skills and
Employability Skills.

SKIP enhances the effectiveness of these vocational training institutions by encouraging

members to conduct quality training programs for good employment opportunities. For this,
SKIP conducts regular seminars and workshop for the management, instructors and the stake
holders. The programs have been on topics such as, Management Development, Training of
Trainers, Curriculum Development, Industry Institute Linkage, Enterprise Development,
Employability Skills, Life Coping Skills or Soft Skills with value based learning.

 SKIP Provide information on current business opportunities to the institutes in their

Region.
 SKIP Interact with the regional DGET offices (Central Government), Government
Employment Offices, placement agencies etc.
 SKIP Collaborate with the State Chamber of Commerce, regional offices of the CII,
FICCI, ASSOCHAM, etc.
 SKIP is already engaged in a pilot project on NGO-Business Engagement, taken up by
one of its member institutions in collaboration with a well-known garment manufacturing
group of companies.

10. Do you perceive any challenges in implementing this project? (in maximum 250
words)
[Please mention any challenges that you foresee and how you intend to mitigate/ manage it.]

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SKIP does not perceive any challenges as the member Institutes have been into Vocational
Training for over 4 decades. Member Institutions have the expertise of mobilizing, training and
placement.

The only challenge expected is migration, which is inevitable. During the training period
trainees are given orientations on the various social issues so that one is aware and be
prudent.

Safety of girls and young women that will be a challenge due to migration for employment.
With sufficient awareness on living conditions, working women’s hostels, good employers,
good working hours, remunerations etc will be some of the parameters one will be guided.

11. How do you intend to leverage other resources to ensure the grant received from
the HSBC Skills for Life programme has a multiplier effect? (in maximum 100
words)
[Please mention how besides the grant, other resources will be pooled in to make a larger impact. What
are the fees being charged from the participants for the courses? Mention any grant commitment for the
project from NSDC, Govt. scheme linkages etc.]

QUEST ALLIANCE: This institution would be primarily involved with the role of upgrading
the instructional skill sets of Trainers and transferring methodology for curriculum changes.
They will also be part of an external led end-of -project process evaluation study. These
services are conferred free to SKIP but for the purpose of this proposal, monetized.

Development Consultancy Group (DCG): Will offer Project Monitoring & Evaluation
(PM&E) and research consultancy assistance all through the project cycle,

Member Institution: The Institute that participate in the project entail many expenses like
monitoring, accounting, campaigns, retooling etc. Though some budgetary provisions are
made in this proposal, they are expected to find their own financial resources to bridge this
gap, an estimate of this monetized for proposal budgetary purposes.

Trainees: Complete expenditure including course fees for trainees is extended free though
a nominal amount of Rs 500 is collected as admission fees. This is collected from only
those who can afford.

SKIP Scholarships: SKIP administers a scholarship program and since this is being
distributed across its memberships, many of the Institutions who proposed participation in
this project also avail some of its benefits. It is possible 1-2 scholarships per institute to be
extended to the project which is again monetized for budgetary purpose of this proposal,
These could be extended as stipends to those most deserving to prevent attrition.

CORPORATES: SKIP has networked with Corporates like TATA Motors, Goderej,
SIEMENS, etc. The Institute will find synergy along with the Corporates to leverage support
in adding more value to the training and make it feasible to all. It will also explore the
possibilities of other Corporates pooling in their CSR funds to support the trainings and for
the sustainability of this project.

OTHER AGENCIES - SKIP will link the Institute to NSDC Sector Skills Council, Business

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Federations such as CII, FICCI, ASSOCHAM, Government of India schemes under various
Ministries allocated for the respective sector and leverage support from them as well.

12. What are your plans for sustainability of the project?(in maximum 250 words)
[We would like to hear about the efforts that you intend to take to ensure that the project continue
beyond the implementation of the grant received as part of HSBC Skills for Life]

Though the HSBC-SAWADES assistance applied for is complete grant, the project
proposes that each participating institution establish a revolving fund. Each trainee
contributes a nominal sum of Rs 500 for availing the training with the exception of those
who those who are completely unable to afford even this nominal fees.

CSR - Under the new Indian companies act section 135, Corporates have to comply with
2% of its net profit to be spent for any welfare activities of the society. Institutions will be
linked to such Corporates and encouraged to capitalize on this new CSR provision and
opportunity by proving with feasible development models of good quality of social welfare
programs that will make the target communities quality of life better and better.

SKIP will help the Institutes to partner with National Skills Development Corporation
(NSDC) to leverage various schemes that at allocated for the sector.

Ministry of Skill Development and Entrepreneurship also has schemes for the
underprivileged for various skilling initiatives. SKIP will help the Institutes in leveraging and
connecting them with such schemes and programs.

13. What according to you is the scope of scaling up and replicability of your
proposed project?(in maximum 100 words)

The demand for skills will ever be on rise due to globalization and emerging opportunities in all
the sector. As technology advances, skilling and re-skilling will be a constant process to keep
the technology and the market serviced. Hence the scope for scaling up and replicability of
such training project will be fairly high for the next few decades.

SKIP has implemented this model successful in partnership with international agencies in the
past. Among SKIP member Institution such programs have been in big demand specially for
the dropouts and the underprivileged for those who are not able to meet the cost for higher
education and training.

14. What according to you should be the reasons for approving the grant for this
project? (in maximum 250 words)
[We would like to hear your argument on why your project must be preferred over other similar project.
What makes you project efficient and effective? ]

PROJECT MANAGEMENT PROFICIENCIES:

SKIP has been in existence for the last 47 year with over 220 member Institutes providing
skills training. Annually about 40,000 trainees pass out from its member Institutes
conducting formal and non formal training in engineering and non engineering trades.
The HSBC project that is being applied will exclusively serve the underprivileged who are

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 not able to enroll themselves in formal trades which require minimum set of qualification.
Hence this project is meant for the dropouts and the underprivileged who are eagerly
waiting for a second chance to be trained or retrained and be placed gainfully.

Most of the SKIP members Institutions are training the rural youth. Many of them are
excluded from development and the effects of such exclusion are staggering, deepening
inequality and economic backwardness which additionally in backward States and
districts are one of the prime causes for insurgence and other political instabilities.

One of the main ways of ensuring inclusive development is to create productive and
gainful employment wherein Institute plays a major role. To achieve a reduction in
poverty, more people need to have access to both formal and informal Institute training to
develop skills that will lead to employment. This includes underprivileged groups, which
are traditionally under-represented in skills training.

15. Do you have any other information that you would like to share?
[Please mention any relevant information that you were not able to include for limitation of the questions
asked in this form.]

SUMMARY PROFILE

SKILLS FOR PROGRESS (SKIP) is a national apex body for Non-Profit, Technical &
Vocational Training Institutions, otherwise also commonly known as Industrial Training
Centres (ITCs). Established in the year 1969, SKIP’s primary objectives focus on the
improving the quality of vocational and technical trainings in the country which are
designed to enable enhanced employment and self employment opportunities, particularly
among youths among the socio-economic and the marginalized communities.

TABLE 1
Distribution of Members
Membership (No)
REGION STATES
Full Associate Total
Rajasthan, Uttar Pradesh, Haryana,
North Punjab, Himachal Pradesh, Jammu 19 2 21
& Kashmir, Uttaranchal
Assam, Meghalaya, Manipur, Mizoram,
NorthEast 16 16
Nagaland, Arunachal Pradesh, Tripura
West Bengal, Sikkim, Andaman and
East 12 2 14
Nicobar Islands
West Maharashtra, Gujarat, Goa. 18 1 19
Madhya Pradesh, Bihar, Orissa,
Central 15 1 16
Jharkhand, Chhattisgarh
Karnataka, Telangana, Andhra
SouthCentral 30 7 37
Pradesh
SouthEast Tamilnadu, Pondicherry 57 8 65
SouthWest Kerala, Lakshadweep 34 2 36
Nepal Nepal 1
TOTAL 202 23 225

SKIP has currently an institutional membership base of 225, out of which, 40 are
exclusively for girls and headed by women with another 100 odd who are co-educational.
The geographical distribution pattern of our membership is as given in Table 1. More than

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 half SKIP’s membership is located in either rural or tribal areas with little access to any
welfare and facilities from the State. 29 are in areas as defined by the Backward Regions
Grant Fund (BGRF) listing by the Government of India.. Some are also located in urban
slums and outskirts where marginalized communities live. All these areas continue to be
marked by great disparities in income (poverty), caste and ethnic discrimination, der
inequality in access to education.

Membership pattern also varies from purely technical/vocational training institutions to

rehabilitation and training centers for the differently abled to solely training ventures of
large NGOs and combinations of these. Most of these institutions are well established,
some even embedded within the community for over 150 years or more. Most of the
members are also part of larger parent organizations, basically charitable in nature.

These institutions collectively impart skills in well over 60 different trades and each year
transfer skills to over 40,000 youth, out of which an estimated 40% are women. Close to
40% of the trainees are school dropouts from secondary education. A significant number
of students depend on scholarships because they are too poor to pay even modest fees.
A large number of the trainees have very little access to vocational training other than the
training provided by SKIP member institutions.

BRIEF HISTORY

The Government of India (GoI) brought in the Apprentices Act in 1961, and started
government run Industrial Training Institutions (ITIs) with a focus on formal technical
training to meet the needs of trained manpower of industries.

With industrialization in the country set in motion, the status of tertiary skill training grew at
a rapid pace even when formal training, to a very large extent, went out of the reach of the
youth of poorer and more vulnerable sections of society. Non-governmental ITCs that
were then either meeting or could potentially meet this gap was neglected by
governmental support. SKIP was accordingly conceived as an umbrella organization that
brought such institutions together.

Institutions that sought membership initially to SKIP during the 70s were however those
largely offering courses set to standards by the National Council for Vocational Training
(NCVT) under the Ministry of Labour which was designed with the major aim to speed-up
the process of industrialization in this country. This, however, determined the rather
limited range of national vocational qualifications, the majority of which are basic industrial
trades, while the non-engineering trades necessary for development of, for instance, the
services sector, continue to be under-represented. Besides, conferring urban centric
vocational skills to rural populations tend to entail encouraging rural-urban migration.

Moreover, formal training gave access only to the educated youth who reached Grade 8
and above. Given the rather low overall level of general education and high rates of
school drop-outs in the country, it is only a relatively small share of Indian youth who
could, access formal vocational training programmes. As such, the formal skills training
system, because of its educational entry requirements and long duration of courses, is
basically not designed to offer skills to the low-educated people who cannot afford such
training and particularly unsuitable for those who operate in the rural non-farm sector.

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 Formal training again was geared for employment and not designed for self employment.
Besides, the unorganized sector that employs up to 90 per cent of the national workforce
produces 60 per cent of GDP. This sector is estimated to possess seven times greater
labour intensity per unit as compared to the organized economy and is some five times
less capital intensive, while the role of the organized sector in job creation is expected to
be very modest. On one hand the absorptive capacity of the organized sector was
minimal and on the other hand while the capacity of agriculture to absorb labour also
remained minimal. A significant gap existed for providers of skills training that would be
able to serve the numerous enterprises of the unorganized economy, particularly of the
rural economy.

Some of these learning had then propelled SKIP during the mid 80s to catalyze strategic
changes within our membership towards adoption of more rural based skills, non-formal
and entrepreneurial training inputs along with their formal training programmes.

By the mid nineties, the economic liberalization ushered in within the country unleashed a
new set of dynamics in the labour market. The scope for employment now became
additionally constrained by the skill-gap, increasing competition and changing needs of
business and industry. There was growing demand for skilled workers in non-traditional
service sectors such as healthcare, business process outsourcing (BPOs), event
management, tourism, insurance, personal services and IT-related trades - particularly
women centric. But it was found many of these courses not being offered by many of
SKIP member ITCs. Their vocational training became out of date or gender-stereotyped,
and had not sufficiently focused on developing skills for the unorganized sector, which is
the major area of employment creation. It was found that there was also a mismatch in
the skill sets taught and the market demand. Some of the reasons are: long duration of
training, outdated curricula, operational inflexibility and lack of involvement of industry &
business.

Consequently, for the past decade or so, apart from imparting skills training in formal and
non-formal/functional mode, the SKIP member institutions has tried to aligned with some
of these changes by introducing new programmes to impart training in subsistence and
appropriate technology sectors. Among the groups targeted, semi-literate and illiterate
women from the villages and city’s disadvantaged neighborhoods including street children
have been at the centre of new interventions.

Non formal technical training in trades such as automobile repairs, steel fabrication,
carpentry, electrician, TV technician; diesel pump repair, sericulture etc are now provided
at various centers across the country for underprivileged youth and school drop-outs with
greater emphasis on entrepreneurship. In the subsistence sector, skills training being
imparted are now being more aligned to the production of goods and services to meet the
basic necessities of livelihood. Programmes now being conducted in skills are varied as
food processing, fish farming, vermicompost making, animal husbandry, herbal gardening
etc in addition to those trades under NCVET.

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