प्रधानमंत्री कौशल विकास योजना का प्रभाव आकलन

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The study was sponsored with financial support of
NITI Aayog, Government of India and conducted
by Centre for Economic Policy Research, Amritsar. DISCLAIMER
Centre for Economic Policy Research, has received the grant under the Research
Scheme of NITI Aayog, 2015 to produce the document. However, NITI Aayog shall
not be responsible for findings or opinions expressed in the document prepared.
This responsibility rests with Centre for Economic Policy Research, Amritsar. The ever increasing population in the country cannot be ignored as an area of concern for a long
period of time. A large population poses a challenge of actively engaging young people in
opportunities of employment and value creation. Especially, in an economy like India where the
population embodies a variety of characteristics, the imperative role of education as well as
vocational education cannot be turned down. Infact, vocational education and attempts at skill
building of youth become most important aspects to gainfully engage the vast young population. To
consecrate the role of vocational education and training in India, several initiatives have been taken
up by the Government in recent years. This was done to motivate students to acquire skills in a wide
variety of job roles which could render them employment ready in consonance with the future
requirements of the industry.
This report is an initiative to assess the impact of the Pradhan Mantri Kaushal Vikas Yojana
(PMKVY) which is a flagship programme of the Govt. of India for promoting skill development in
the country. Since its inception from 2016, the PMKVY programme has done victoriously well in
achieving its set targets. Various other initiatives have been taken up by the Government under the
PMKVY programme as a part of the main agenda to achieve the objectives.
The report talks about the present scenario of skill development in the country. It provides an insight
about the challenges and problems being faced by the institutions as well as the students involved in
the skill development programme. The report provides an account of the state-wise analysis of
students belonging to the selected five states in the country, the demographic requirements of these
states and possible changes in policies that may help in achieving the targets effectively.
The challenges and problems being faced by the skill development programmes in India are
discussed in detail. The suggestions and way forward at the last chapter conclude the report.
Preface Acknowledgement
This report is a novel effort of the Centre for Economic Policy Research (CEPR) for studying the impact
of Pradhan Mantri Kaushal Vikas Yojana (PMKVY).
Dr. Subhash Sharma, the Director of CEPR provided his timeless support for the project. He bestowed us
with his wisdom and insight and helped us triumph over the stumbling blocks which we encountered
during the study.
Sh. Manish Kumar, the CEO of NSDC was instrumental in devising a framework for the project's
development in throughout all the stages of this project. His contribution in this regard is invaluable for
both guiding the work and keeping it focused. The team from NSDC responded to authors' requests for
additional information with astonishing promptness and thoroughness.
We appreciate the fine work and unwavering support of the NITI Aayog team as well. We are grateful for
their assistance and timely appraisals that helped us in understanding the absolute visual of this project.
The Sector Skills Council (SSCs) worked fervidly in providing required information throughout the
project.
The administrative staff of CEPR lent their unterminable support throughout the project. With the
inception of this project, the CEPR team has worked round the clock for collection of data and filling all
the information so received. They provided valuable feedbacks throughout the writing of the report.
They gave freely of their time to help the authors understand the factors that have influenced filings
during the project.
The CEPR project team would like to thank the field investigators who helped us in conducting the
Phase-I study. The data collected in this project is an indispensable result of their efforts. Summary of Tables &
Figures S. No.Figure No. NamePage No.
1 Figure 1.1 Overall process of PMKVY Scheme12
2 Figure 2.1 Sector-wise employment trend16
3 Figure 2.2 Skill Targets and Achievements Across Ministries17
4 Figure 2.3 Organizational structure of MSDE 20
5 Figure 3.1 Sampling Technique 27
6 Figure 3.2 The Study Area 28
7 Figure 4.1A Graphical representation of profile of Centre-Heads 43
8 Figure 4.2AGraphical representation of type of training 44
9 Figure 4.3A Graphical representation of frequencies for role of Centre-Heads 44
10 Figure 4.4A Graphical representation of Expected Salary 45
11 Figure 4.5A Graphical representation of frequencies of popular trainings 45
12 Figure 4.6A Graphical representation of frequencies of suggestions from Centre-Heads46
13 Figure 4.7A Graphical representation of age-profile of Trainers 46
14 Figure 4.8AGraphical representation of gender of Trainers 47
15 Figure 4.9A Graphical representation of educational profile of Trainers 47
16 Figure 4.10A Graphical representation of Job Sector of Trainers48
17 Figure 4.11A Graphical representation of Type of Training 48
18 Figure 4.12A Graphical representation of Role played as Trainer 49
19 Figure 4.13A Graphical representation of Expected Salary 49
20 Figure 4.14A Graphical representation of suggestions from trainers 50
21 Figure 4.15A Graphical representation of age group 50
22 Figure 4.16A Graphical representation of Gender 51
23 Figure 4.17A Graphical representation of Educational Qualification 51
24 Figure 4.18A Graphical representation of type of training sessions 51
25 Figure 4.19A Graphical representation of type of training sessions 52
26 Figure 4.20A Graphical representation of training recommendation 52
27 Figure 4.21A Graphical representation of ratings 53
28 Figure 4.22A Graphical representation of benefits from training 53
29 Figure 4.6BCase Comparison of Assam &Uttar Pradesh 59
30 Figure 4.7BCase Comparison of Madhya Pradesh & Uttar Pradesh60
31 Figure 4.8BCase Comparison of Assam &Bihar 60
32 Figure 4.9BCase Comparison of Punjab & Bihar 62
33 Figure 4.10BCase Comparison of Assam & Bihar 63
34 Figure 4.11BCase Comparison of Uttar Pradesh & Madhya Pradesh 63
35 Figure 5.1 Educational Qualification of Centre Heads 64
36 Figure 5.2 Educational Qualification of Trainers 65
37 Figure 5.3 Training Recommendation 66
38 Figure 5.4 Educational Qualification of Centre Heads 67
39 Figure 5.5 Educational Qualification of Trainers 68
40 Figure 5.6 Training Recommendation 69
41 Figure 5.7 Education background of Centre Heads 70
42 Figure 5.8 Education background of Trainers 71
43 Figure 5.9 Training Recommendation 72
44 Figure 5.10 Educational background of Centre Heads 73
45 Figure 5.11 Educational background of Trainers 74
List of Figures 46 Figure 5.12 Training recommendation 75
47 Figure 5.13 Educational background of Centre Heads76
48 Figure 5.14 Educational background of Trainers 77
49 Figure 5.15 Training recommendation 78
50 Figure 6.1 Skill Demand- Supply Matching Framework 81
51 Figure 6.2 Role of Private Sector in Skill Development Ecosystem 82
52 Figure 6.3 China's Vocational Training Holdings Model 86
53 Figure 6.4 The Tripartite Model for Skill Development 87 1 Table 3.1 Centres from Punjab29
2 Table 3.2 Centres from UP30
3 Table 3.3 -Centres from Assam31
4 Table 3.4 Centres from Bihar31
5 Table 3.5 Centres from MP32
6 Table 3.6 Job Roles in Punjab33
7 Table 3.7 Job Roles in Uttar Pradesh34-35
8 Table 3.8 Job Roles in Bihar36
9 Table 3.9 Job Roles in Madhya Pradesh37
10 Table 3.10 Job Roles in Assam38
11 Table 3.11 Summary Statistics of Data Collection40
12 Table 3.12 Different Variables used in analysis42
13 Table 4.1 Different Variables used in analysis54
14 Table 4.2 Comparison of Phase-1 and Phase-255
15 Table 4.3 Change in Income & Economic Condition in Phase-1 and Phase-2 55
16 Table 4.4 Phase-1 v/s Phase-2 Recommendation of Training56
17 Table 4.5 Significance level of change in Recommendation of Training 56
18 Table 5.1 Madhya Pradesh at a glance64
19 Table 5.2 Salary expected by the trainees65
20 Table 5.3 Profile of trainees66
21 Table 5.4 Punjab at a glance67
22 Table 5.5 Salary expected by trainees67
23 Table 5.6 Profile of trainees69
24 Table 5.7 Uttar Pradesh at a glance70
25 Table 5.8 Salary expected by trainees70
26 Table 5.9 Profile of trainees72
27 Table 5.10 Assam at a glance73
28 Table 5.11 Salary expected by trainees73
29 Table 5.12 Profile of trainees75
30 Table 5.13 Bihar at a glance76
31 Table 5.14 Salary expected by trainees76
32 Table 5.15 Profile of trainees78
33 Table 6.1 Private Sector Initiatives85
34 Table 6.2 Few Global Stakeholder Partnerships88-89
List of Tables
S. No.Figure No. NamePage No. S. No.Figure No. Name
1 Annexure 3.1Technique of Sample Selection Before Change of Methodology
2 Annexure 3.2List of Samples in Five States
List of Centres Operating Across Country
List of Samples in Punjab
List of Samples in Madhya Pradesh
List of Samples in Uttar Pradesh
List of Samples in Bihar
List of Samples in Assam
3 Annexure 3.3AQuestionnaire for Phase I Analysis
4 Annexure 3.3BQuestionnaire for Phase II Analysis
5 Annexure 3.4Sample Selection for Pilot Survey
List of Annexure Criteria/ State
Number of Beneficiaries
Surveyed
Below Higher Secondary
Higher Secondary
Senior Secondary
Graduate
Post Graduate
Male
Female
Below 18 years
18-25 years
25-35 years
35-45 years
Above 45 years
Percentage of trainees
recommending training to others
Madhya
Pradesh
100
3%
10%
45%
36%
6%
71
29
6.1%
81.8%
12.1%
0%
0%
98%
Assam
153
4.6%
32.7%
39.2%
22.2%
1.3%
39.2
60.8
1.3%
67.3%
27.5%
3.3%
0.7%
93.5%
Bihar
82
1.2%
29.3%
39%
29.3%
1.2%
58.5
41.5
15.9%
74.4%
9.8%
0%
0%
96.3%
Uttar
Pradesh
318
0%
28%
45.6%
22.3%
4.1%
64.8
35.2
20.1%
64.5%
13.5%
1.9%
0%
97.2%
Punjab
64

0%
39.1%
42.2%
17.2%
1.6%
75
25
9.4%
71.9%
15.6%
3.1%
0%
100%
Consolidated
(All States)
717
1.5%
27.6%
43.10%
24.5%
3.2%
60.4
39.6
12.7%
69.3%
16.10%
1.8%
0.10%
96.7%
Summary Tables
Table-1 Snapshot of Profile of Candidates
Qualification
Gender (percentage)
Age Group
Sr. no./ State
1st Preference
2nd Preference
3rd Preference
4th Preference
5th Preference
6th Preference
7th Preference
Madhya Pradesh
Data Entry
Operator(75%)
Self Employed
Tailor (50%)
Plumber
General (12.5%)
Assistant
Electrician (12.5%)
Retail Sales
Associate (12.5%)
Field Tech.-Comp.
Peripherals (12.5%)
Fitter &
Fabrication (12.5%)
Assam
Self Employed
Tailor (75%)
Hair Stylist
(50%)
Assistant
Elect. (33.3%)
-
-
-
-
Bihar
Assistant
Elect. (37.5%)
Inline/Store
Promoter (25%)
Customer Care
Executive (25%)
Self Employed
Tailor (12.5%)
Data Entry
Operator (12.5%)
Retail Sales
Associate (12.5%)
Fitter &
Fab. (12.5%)
Uttar Pradesh
Assistant
Elect. (43.8%)
Sewing Machine
Operator (31.3%)
Retail Sales
Ass. (18.8%)
Data Entry
Operator (18.8%)
Customer Care
Exe. (18.8%)
Self Employed
Tailor (6.25%)
-
Punjab
Self Emp.
Tailor (25%)
Plumber
General (25%)
Retail Sales
Ass. (25%)
Assistant
Elect. (25%)
Micro-Irri.
(25%)
-
-
Consolidated
(All States)
Data Entry
Operator(33.3%)
Sewing Machine
Operator(23.2%)
Assistant
Elect. (21.4%)
-
-
-
-
Table-2 Snapshot of Popular Job Roles
Source: Compiled by Authors
Source: Compiled by Authors Summary Tables
Table-3 Status of Employment of Trainees
Criteria/ State
Placed in Service after Training
Self Employed
Not Placed
Employed before Training
Self Employed
Placed
Unemployed
Madhya Pradesh
12 (12%)
02 (2%)
86 (86%)
06 (6%)
2 (2%)
12 (12%)
86 (86%)
Assam
21 (13.7%)
01 (0.65%)
131 (85.6%)
07 (4.57%)
01 (0.65%)
21 (13.7%)
131 (85.6%)
Bihar
17 (20.7%)
02 (2.4%)
63 (76.8%)
07 (8.54%)
02 (2.4%)
17 (20.7%)
63 (76.8%)
Uttar Pradesh
49 (15.4%)
20 (6.29%)
249 (78.3%)
22 (6.92%)
20 (6.29%)
49 (15.4%)
249 (78.3%)
Punjab
06 (9.37%)
04 (6.25%)
54 (84.37%)
08 (12.5%)
04 (6.25%)
06 (9.37%)
54 (84.37%)
Status after Training as on the Date of Survey
Status before Training
Source: Compiled by Authors
Table-4 Profile of Centre Heads and Trainers
Source: Compiled by Authors
Criterion
Number of Centres surveyed
Number of Centre Heads surveyed
Graduation
Post-Graduation
Number of Trainers surveyed
Higher Secondary
Senior Secondary
Graduation
Post-Graduation
Mean Min/Max Salary
Expected by Trainees(per month)
Madhya Pradesh
08
08
12.5%
87.5%
16
0%
12.5%
43.8%
43.8%
Rs. 6,188-
12,625
Assam
06
06
50%
50%
12
8.3%
16.7%
66.7%
8.3%
Rs. 8,083-
13,500
Bihar
08
08
37.5%
62.5%
16
0%
0%
81.3%
18.8%
Rs. 7,375-
15,000
Uttar Pradesh
16
16
31.3%
68.8%
32
0%
6.3%
53.1%
40.6%
Rs. 7,179-
16,929
Qualification of Trainers
Punjab
04
04
100%
0%
08
0%
0%
75%
25%
Rs. 7,125-
10,625
Qualification of Centre Heads Consequential to the process of economic development, the economic reforms in the country led India to
becoming one of the fastest growing economies in the world. The economic reforms which started from
1980s transformed the overall structure of the economy and shifted the focus of economy to the services
sector. With an aim to increase the role of manufacturing sector in the economy, a need to boost the skills
of the workforce was felt. This led to the recognition of vocational training as the required driving force
in the country.
With India possessing the largest demographic dividend which would be at its peak in 2020 and is
expected to last till 2040, it becomes imperative for the policy makers to design policies that would help in
effectively utilising this potential of the youth. The policies designed earlier including the Five Year
Plans did not contribute much to the much needed paradigm shift in the skilling ecosystem in the country.
In order to bring about the much needed structural shift in the skilling ecosystem of the country, the
scheme of Skill India Mission was launched in 2015 which encompassed the major skilling schemes
functioning in the country.
The study was taken up with an objective of making an Impact Assessment of the flagship program of Skill
India Mission viz., the Pradhan Mantri Kaushal Vikas Yojana. The objective included analysing any
increase in employability and income of the students enrolled in the skilling programmes under the
scheme. The study analysed the primary data collected from selected five states from the beneficiaries
involved in different job roles. The study also includes a feedback about the scheme from trainers and
executors at various Training Centres. The primary data was collected from respondents through a
structured questionnaire in two phases, Phase-I and Phase-II. The study also made use of secondary
data sources for the purpose of literature review. In order to check the change in employability, the study
asked the respondents to self-analyse any changes in employability since conducting a test to check
changes in competencies that would result in an increase in employability was out of scope of this study.
The self-check or analysis was done by respondents through the ratings they gave to the training and the
question that was posed to them as to whether they would or not recommend this training to other people.
The data was collected on several indicators which recorded the beneficiaries' demographic profile
along with information on their employability, level, income and socio-economic status. The study
mainly analyses the status of beneficiaries' pre and post the training. Hence, in the study the same
respondents have been surveyed over a gap of few months during which they undertook the trainings. The
study includes Quantitative as well as the Qualitative analysis.
The results of the study show that there has been a significant increase in employability of the students
after undertaking the training. The findings of the study laid down differences patterns in the different
states in terms of profile of trainers, trainees and the centre-heads. It was found that the trainings offered
in various states. This is obviously due to the difference in skill sets of youth, and demand for training
courses catering to various skill sets.
The popular job roles being taken up by youth was observed to be different in different states. However,
was noticed some common job roles which were popular among the trainees across the states. These
included Assistant Electrician, Self Employed Tailor, Data Entry Operator, Retail Sales Associate,
Sewing Machine Operator, Customer Care Executive, etc.
The assessment of skill training provided under the PMKVY Scheme suggested an increase in the
knowledge of beneficiaries. After completion of trainings, most of the beneficiaries have opted for self-
employment due to reasons like unwillingness to migrate from home town to far off locations,
unwillingness to take up job offers immediately etc. It was also observed that majority of the trainees
joined the skill training courses for an enhancement of their skills and personal growth. They were not
keen to change their jobs or go in for employment rather preferred self-employment. A whopping
majority of people who took to PMKVY trainings were found to be satisfied as - On an average, the
trainings were rated 4.5 on a scale of 5 and majority of trainees (97%) seemed to recommend the
training to others as well.
Executive Summary Analysis of the qualitative data collected from different respondents was also done. The qualitative data
comprised of the in-depth one to one personal interviews conducted by field investigators with a sample
of trainers and Center Heads. The qualitative data included transcripts of suggestions from Centre-
heads and the trainers. For the purpose of analysis, we used the Nvivo software. Based on the
suggestions of these two groups and telephonic feedbacks from the trainees, the Report provides
suggestions for the policy makers to modify the skilling policies so that the challenge of skilling Indian
youth and make them future ready can be achieved. The major suggestions and policy recommendations
are that - there must be a parity between skill requirements and skill infrastructure in the country, new
infrastructure for skill training to be created which would include training through MOOCs, virtual
training, etc., expansion of the role of private sector in skill development, increasing accessibility of
training programmes across the country, compliance of course curriculum to international standards
for quality training, etc. For better absorption of trained people, greater industry linkages have also
been recommended in the report along with the introduction of flexible modes of study, scholarships or
financial rewards for top performing student and, state specific job roles.
The report also discusses the imperative role of private sector in skill development structure. Various
initiatives have already been taken by the private sector to invest in skill development ecosystem of India
so that a much needed boost to the manufacturing sector can be given. . Thus, PPP (Public-Private
Partnership) Model can still be relied upon to improve the skill development scenario existing in the
country along with tri-partite arrangements between academia, private sector (industry) and the
government. Chapter I
Introduction Introduction
The process of economic reforms started in the decade of 1980s and post 1991- India became a
liberalized and open economy. After 1991, the Indian economy witnessed high, transformational and
consistent growth that ultimately led to India becoming one of the fastest growing economies in the
world. The process of economic reforms encouraged a process of structural shift in the economy,
which enabled the private sector to assume a bigger and important role in the economy.
The Gross Domestic Product (GDP) of the Indian economy increased consistently through the years.
However, the relative contribution of the services sector to GDP increased faster as compared to
contribution of other sectors, and it remains the main driver of the economy's growth.
The successive governments' have made attempts to increase the contribution of the manufacturing
sector in the economy in order to exploit its potential to create jobs.
The fast pace of economic growth post liberalization has necessitated skilled workforce that could
effectively participate as well as lead the country's growth story. In the context of traditional policy
framework, skill development has not been at the desired rate.
With the view to fully exploit the growth potential of various sectors, there is a need to develop a
skilled workforce that possesses the required competence and skills to be able to take up jobs
generated in various sectors and thereby complement as well as take part in India's growth story.
Skilling the workforce will enable youth to be prepared for the jobs that will be generated in the
economy due to the high economic growth and will also act as an enabler of that growth.
Skilling India's youth is the need of the hour. It is the only way by which we can utilize the tremendous
power of human resources available to us in the form of young population.
'Skilling' basically means training-practical, theoretical and soft skills as per the current industry
requirements. This involves grooming the individual in such a way that they are equipped with all the
current knowledge required to start working in the organization. This means training the youth in a
way that they become 'employable'.
Many reports and statistics point towards an existing 'Skill -Gap' in the Indian economy.
India would require around 700 million skilled people by 2022 to meet the demands of a growing
population. However, the present state of preparedness of Indian youth, to be the skilled workforce is
rather weak. First, the supply of skilled workforce in India is very low as compared to other countries
of the world. In India less than 4% of the workforce is skilled as compared to 47% in China, 74 % in
Germany and 96% in Korea. Second, the level of skill and training or the 'employability' of the youth
that actually undergoes technical training/higher education is not as per the industry requirements. For
example, according to the India Skills Report 2019, the employability of technical graduates stood at
63.11 %, and for MBA and polytechnic graduates, stood at 47.18 % and 45.90 % respectively. (India
Skills Report, 2019, n.d.)
Though successive governments had been making efforts to build an ecosystem for vocational and
technical training so that a steady supply of trained and employable youth can be created; there existed
a demand-supply gap. This gap was further widening due to demand for workforce trained in new
technologies and new sectors where employment opportunities were being created. Also, given the
pace of rapid technological transformations that are taking place in today's world, the skills sets are
becoming redundant quickly. Hence, there is also a challenge, of regular up-skilling of trained
personnel.
Understanding the need for bringing about a paradigm shift in the way, the skill training was being
carried out through a network of technical and vocational training institutions; on July 15, 2015 - the
World Youth Skills Day, the Prime Minister launched the prestigious Skill India Mission in
association with the Ministry of Skill Development and Entrepreneurship (MSDE). Under this
Mission, several other developmental schemes were also launched - including the 'Pradhan Mantri
Kaushal Vikas Yojana' (PMKVY).
1 The initiation of this program/mission was the recognition of the fact that 'skilling' is the key enabler
through which the youth can fulfill their aspirations. The vision of these programs states the need for a
comprehensive ecosystem to impart quality skills to citizens, leading to sustainable livelihoods, with
an emphasis on innovation and fostering entrepreneurship. The 'Skill India Mission' was not started as
just any other scheme but it was meant to be a widespread movement across the nation that embodied
the spirit of 'New India'.
One of the distinguishing features of the Skill India Mission was that it did not focus on training for
'traditional jobs' - instead all kinds of jobs whether in, formal or informal sector were given equal
emphasis. Another aspect was, an equal amount of emphasis was given to the aspirations of the rural
youth. It was recognized that the needs, requirements and aspirations of the rural youth differ from
that of urban youth and therefore specific programs were designed to focus on skill development of
rural youth.
'Soft Skills training' is being given due emphasis under the Skill India Mission which is another
forward looking step. Skills do not only mean technical and vocational but 'soft skills' form an integral
part of any training for employment. It helps the youth in building confidence and thereby enhancing
employability of the trainee.
2 Survey of Literature
The research team explored already conducted studies in the area of skill development and identified
the research lacunas in the area. It was observed that primary data based studies regarding impact of
PMKVY were almost lacking and the present study is an attempt to fill that gap. The following studies
were reviewed:
Study- 1: Skill Mismatches in Indian Labour Market: Policy Priorities and Challenges Ahead
The study conducted by Chowdhury, Sahana Roy (2014) observed that there exist skill mismatches in
Indian labour market. It pointed towards a deviation in typical labour intensive sectors and an absence
of skilled manpower in those areas. This dearth of skilled manpower may be linked to lack of
incentivization in job market and dissent of education system with the job market requirements. The
study concludes on measures to correct skill gaps which are, identification of skill gaps, designing
skill initiatives in high potential sectors, development of skill infrastructure.
Study-2 Labor Mismatch and Skill Premia
Khalifa, Sherif (2014) studied the effect of trade liberalization on skill premiumon thebasis of
predictions of 2x2x2Heckscher Ohlin Model. The study found that contrary to the predictions of the
given model, skill premium increases in some developing countries and decreases in others as a result
of trade liberalization. Also, skill abundance in a developing country is directly proportional to
productivity among skilled workers as compared to unskilled ones. The study through empirical
estimation on 50 developing and developed countries concluded that there exists a statistically
significant skill abundance threshold which determines the relationship between openness and wage
inequality.
Study-3 The Impact of technology on Skill Development
Paul, Santanu (2014) studied the domino effect of technology in education and training sector. The
study emphasized upon the unification of new technology with existing infrastructure in order to
create click-and-mortar platforms to infuse current generation, employment-ready skills. The study
concluded that social innovations and adoption of 'Learning by Doing' mantra for vocational
education can prove to be rewarding.
Study-4 Skill, Education and Employment: A Dissenting Essay
Singh, C.S.K (2003) observed that deficiencies in labour market like shortage of skilled and educated
2 labour force contribute more to the unemployment trend in the economy than the deficiencies in
aggregate demand. The study highlighted that micro level interventions in order to correct the macro-
policy distortions tend to have negative consequences like overcrowding and create an even larger
pool of skilled and unskilled workers. The study concluded that better policy planning is required for
manpower planning.
Study-5 Education and Skill development in India
Sharma, Pushpak (2015) in his study hepointed towards the need to fosterskilled labor in the country.
The study pointed towards the huge shortage of skilled labour in the country in the years to come ifwe
continued moving at the same growth rate in terms of skilled labour. Lack of awareness among
students, lack of efforts by educational authorities to inculcate practical training among the students
are the main reasons for skill shortage, as concluded by the study.
Study-6 Skill Development in India: Need, Challenges and Way Forward
Saini, Vandana (2015) in this study assessed the skill capacity in terms of general education and
vocational training level of Indian workforce which was reported to be extremely low. The study also
assessed various initiatives taken by the Government and its partner agencies and discovered various
obstacles which were faced by the skill ecosystem of the economy. To counter such bottlenecks,
holistic solutions are imperative, as suggested by the study
Study-7 Role of Vocational Education in Shaping Socio-Economic Landscape in India
Agarwal, Rashmi & Indrakumar (2014) in this study pointed that courses offered under vocational
training in India are not demand driven and lack forward-linkages. The country suffers from a lack of
infrastructure which is required for vocational education. Students perceive vocational education
insignificant relative to general education. The study highlighted the need to change the attitude and
mindset of students towards vocational training and revamping it at school level.
Study-8 Skills Development in the Informal Sector in India: The Case of Street Food Vendors
Pilz, Matthiaz, Uma, Gengaiah & Venkatraman, Rengan (2015) examined the issues of skill
development in informal sector. Since, India holds a great proportion of population in the informal
sector, it is customary for them to acquire vocational education and training through, on the job
learning. The study found that the street food vendors possessed wide range of specialist skills. Half of
them expressed their desire for further training, which could be done through a non-formal
apprenticeship approach, as suggested by the study.
Study-9 Innovation Driven Ecosystem for Quality Skill Development in India
Shrotriya, Shishir, Dhir, Sanjay & Sushil (2018) analyzed the prevalent challenges of quality skill
development in large economies and highlighted the importance of innovative processes to boost
employability. The study utilized TRIZ (Theory of Inventive Problem Solving) for finding innovative
solutions to the challenge of employability and suggested the development of Innovation driven
ecosystem for quality skill development.
Study-10 JSAD Special Issue on Skill Development in India
Gooptu, Nandini (2019) highlighted the key issues of intended beneficiaries. Based on the
preferences of beneficiaries, the study emphasized upon the role of human-centric theories of skill
development. In this study,attention is drawn to the fact that skill training involves not only the
development of technical competencies but is also a process of change of attitude, disposition and
identity of a new generation of workers, with wide-ranging cultural, social and political implications
that merit closer analytical attention.
3 2.1 Policy Background
2.1.1 Role of Industrial Sector -
The focus of Indian government towards the manufacturing or industrial sector started since
independence as the planners were of the opinion that independent India should work towards a policy
of 'Import Substitution' - meaning that large scale industrialization of the economy was needed
through import of technology, know-how and machines.
The Industrial Policies focused on encouraging rapid industrialization that created a large demand for
managerial and technical personnel, which in turn lead to setting up of such institutions meant for the
training and recruitment of personnel. Thus, proper technical and managerial cadres in public services
were established. Since, personnel were considered as the key pin under the industries Act, various
incentives were provided to the workers for the improvement in their working and service conditions.
Also, the workers were involved effectively in the functioning of industrial units in order to increase
their sense of belongingness.
Another initiative to promote industrial sector by making available trained manpower for
employment in the industrial sector-was the introduction of Apprenticeship Act, 1961. The main
objective of this programme was providing training to apprentices in the industry by utilizing the
available resources for imparting on the job training. The increasing needs of proficient craftsmen
were focused upon by giving them experimental training in their specialized crafts. The Act made it
obligatory for employers in specified industries to engage apprentices in various trades for the
purpose of imparting on the job apprenticeship training in industry, to youth.
2.1.2 Indian Education System -Role in Education & Training of Workforce
In India, the efforts made by Indian Governments, -in the previous periods, have always focused on
the development of the education system as suggested by the multitudinous Committees and
Commissions setup for the purpose. The education system in 1964 was identical to the British
Education System which prevailed in the pre-independence period. The review Committees setup in
the post-independence period examined only certain specific aspects of the system and failed to
provide an integrated solution to the fallacies in the existing system. Therefore, a need for the
establishment of a panel was felt which would solely focus on providing suggestions for the
improvement of the education system. Therefore, the Indian Education Commission also known as
"Kothari Commission" was setup by the Government of India on 14 July, 1964 under the
chairmanship of Professor Daulat Singh Kothari, the then chairman of the University Grants
Commission.
The commission aimed at evolving an education system serving the following objectives:
1.Increase in productivity
2.Promoting social and national integration
3.Education and modernization
4.Social, moral and spiritual values
5.Consolidation of democracy through education
The commission submitted its report in June 1966 and made separate recommendations in the area of
primary, secondary, higher secondary education.Along with these came other recommendations in
the area of technical and scientific education. These were:
1.Early identification of talent and efforts be made for its full development.
2.The school and community be brought closer through suitable programs of
Community Service
4 3.Scientific education and Research should receive high priority.
4.Education of agriculture and industries
These recommendations to meet the above mentioned objectives were accommodated to introduce
India's first National Policy on Education (NPE) in 1968. Its primary focus was to promote education
amongst India's people and covered both basiceducation and college education, in rural and urban
areas. At this stage, measures to increase the facilities for technical and vocational education were also
taken up. This was done to increase the employment opportunities in the country along with economic
development.
After the adoption of the NPE in 1968, there came a breakthrough in the expansion of education
system in India. More than 90% of the rural areas in India had access to schooling facilities within a
radius of one kilometer. There were substantial developments at all stages in the education system.
The most notable development in this regard was the adoption of 10+2+3 system of education.
Restructuring of courses at the undergraduate level was made, along with the establishment of
institutes for post-graduation and research. However, despite of these achievements, the NPE 1968
lacked detailing in terms of implementation and planning. The significance of rural youth, problem of
increasing population which demanded tailor-made solutions, upcoming challenges etc. were not
given due attention under this policy which called for the introduction of a revised policy.
Later on, in May 1986 the National Policy on Education (NPE) was introduced by Prime Minister
Rajiv Gandhi. Its aim was "Special emphasis on the removal of disparities and to equalize education
opportunity. The NPE 1986 was modified in 1992 by the P.V. Narasimha Rao Government and Prime
Minister Manmohan Singh adopted it in 2005 which came to be known as "Common Minimum
Programme".
2.1.3 Technical and Vocational Education Ecosystem
During the phase of budding industries, another important step towards the development of industrial
sector was the establishment of Industrial Training Institutes (ITIs) in 1969. It was not the first time
that the concept of ITIs was introduced in the Indian scenario of development. The Craftsmen
Training Scheme which was started in 1950 by the Directorate General of Employment & Training
(DGE&T) had also called for the establishment of 50 ITIs for imparting skills in various vocational
trades to meet the demands for skilled manpower in industrial sector.
The second phase of the development of ITIs came with a boom in West-Asia when labour from
Indian market was exported to those regions. Also, trained craftsmen started moving from India to
gulf countries to capture employment in those countries. Thus, to cater to the market needs (domestic
and international) the network of ITIs was expanded considerably. In 1980, 830 ITIs were running in
India, which increased to 1900 in 1987 and 10,750 ITIs were recorded in 2017, of which 2275 belong
to the Govt. sector and 8475 to Private sector. Together they have generated a total training capacity of
15.22 lakh. As on January 1, 2007, 1896 Govt. ITIs were functioning in the country, of which 500 ITIs
are being upgraded into Centers of Excellence under a scheme in 2005-06. 'Center of Excellence'
accounts for a training institute which imparts training in various trades with any one specific trade
being treated as the USP of that center. This was done to develop specialized institutes which would
enhance public confidence and enrolment of students. The remaining 1396 ITIs were updated through
the scheme of Public Private Partnership (PPP) which started in 2007-08. (dget, GOI)
For the successful implementation of the concept of ITIs, an Industry Partner was associated with the
ITIs to lead the process of up gradation.
The main purpose of this innovative scheme was to focus on the enhancement in the quality of
vocational training in the country and development of tailor-made trainings in order to meet the
market demands to increase the employability of youth. This was done to develop skills among
students with little or no inclination towards higher education or more inclination towards technical
5 education. With the minimum educational requirement for enrolment in it is, matriculation, high
school or intermediate, the ITIs were able to provide vocational training to students in approximately
300 trades in technical and non-technical trades, and are now increasing. Also, the medium of
teaching in ITI was not restricted to only English and takes Hindi into consideration as well. This
would help the students to turn employment ready for specific industries with little cost of training.
Another added advantage of the ITIs is that the National Council of Vocational Training (NCVT)
certificate issued by the ITIs is certified by International Labour Organization (ILO) and is recognized
throughout the world. Various measures like the introduction of PPP (Public Private Partnership)
model World Bank and Domestic Funding were adopted and directed towards the improvement in the
working of such institutes and increasing the productivity of these centers.
World Bank Funded Initiatives-
The National Project Implementation Unit (NPIU) is the World Bank Assisted Project under which
the Directorate General of Training (DGT) in Ministry of Skill Development and Entrepreneurship,
Ministry of Labour and Employment (MoLE), under which the Government of India has opted to
upgrade the 500 Existing ITIs (100 ITIs through domestic funding and remaining 400 through World
Bank Funding). The World Bank Funding is done under the project entitled "Externally Aided
Project for Reforms and Improvement under Vocational Training Service". The objective of this
scheme is to meet up the world standards by producing multi-skilled workforce. Also, development of
infrastructure, equipments, introduction of new syllabi and new courses was focused upon under this
scheme. Another World Bank funded project STRIVE (Skill Strengthening for Industrial Value
Enhancement) worth Rs.2200 Cr (Rs. 1100 Cr. As loan from World Bank) was approved by CCEA as
a central sector scheme in October 2017 whose duration ranged for 5 years (2017-2022). The contract
was signed between the GOI and World Bank on 19th December, 2017. The scheme emphasized on
the improvement of efficiency of skills development provided through the channel of ITIs and
apprenticeship. The capacities of State government were targeted to be increased with the
improvement in learning and teaching and Broadened Apprenticeship Training. Incentives were
provided to the State Government for making policy and regulatory reforms to improve the
operational environment for ITIs and apprenticeship. (dget, GOI).The Scheme also plans to
strengthen the central institutes as multi-purpose resource centers and spread awareness among the
industrial units to engage Small and Medium Enterprises (SMEs) in the process of skilling. The World
Bank regards 'STRIVE' as the Programme for Results (P4R) scheme which is based on outcome based
funding.
The Scheme for Vocational Training of Women was also formed with the aim to take care of women
skilling programmes and stimulating job opportunities and economic empowerments of women in the
country. To serve this purpose, (National Skills Training Institute) NSTIs were launched in 2018.
NSTIs were setup exclusively for women to produce women instructors which would provide training
to students enrolled in ITIs. The scheme focused upon the women belonging to the weaker sections of
society.Various facilities like merit-cum-means stipend, scholarships, hostel facilities, etc were
provided to them in order to increase their involvement.
Other initiatives-
Several other schemes like the 'Craftsmen Training Scheme' (CTS) and Craft Instructors' Training
Scheme (CITS) in trades, The NSTIs for women also organize NCVT approved skill training
programmes in various trades like Cosmetology, Interior Decoration & Designing, computer
operator, etc.
In 2017-18, 4664 seats have been sanctioned in NSTIs for women in various training courses in CTS
and CITS. Since its inception, the institutes have successfully trained 1,45,000 women.
6 Also, with an aim to enhance the existing infrastructure of skill development in North Eastern States
and utilize the untapped potential in those states, a scheme for the Establishment of ITIs in North
Eastern states and Sikkim was formulated in 2011with a budget of Rs.57.39 Cr. The scheme laid thrust
upon the up gradation of 20 ITIs by the introduction of three new trades for each ITI and construction
of new hostels, replacing old tools for new implements, to supplement the infrastructure deficiencies
in 28 ITIs.
The cost for the scheme was revised to Rs. 149.80 Cr with a new component of establishment of 14
new ITIs in 7 North-Eastern States.
Another scheme was formulated in 2011 to motivate the development of skilling infrastructure in 34
districts closer to the people of left extremism affected areas. The objective of this scheme was to meet
the increasing demands of skilled manpower of various sectors in the economy. This was done
through the establishment of ITIs and Skill Development Centers in each of the 34 districts in the ratio
of 1:2. Various vocational courses were run under this scheme (long term and short term) to cater to
the needs of the economy. The scheme was sanctioned with Rs. 241.65 Cr.
The government initiatives mentioned above were successful to some extent; however the objective
of skill development cannot be termed as the 'best-selling' proposition of these schemes as it was
clouded beneath the other objectives of the schemes.
The challenges existing in the country still needed to be catered to.
Some of the major challenges which were faced by the economy in terms of skill development were:
a)Mindset of people considering skill as the last option for the ones who fail to get
through the formal academic system
b)The skill development programmes lacked co-ordination and monitoring
c)No common standards to assess the performance of the students and common course
curricula which cultivated confusion among the employers as well
d)Dearth of efficient trainers
e)Limited mobility in respect to skill, higher education programs and vocational
education
f)Limited access of the programmes and deficient industry linkages
g)Huge imbalance between demand and supply factors
h)Low participation rate among women
i)More inclination of people towards the non-farm, unorganized sectors
j)Omission of various areas from the course curricula like entrepreneurship
k) Startups lacked push in terms of financial assistance, innovation, mentorship etc
The 'National Policy on Skill Development' was formulated by the Ministry of Labour and
Employment and approved by the Cabinet in 2009 to remove the major challenges which are faced by
the skill development scenario in India. The objective of the policy was to create a skilled workforce
with better knowledge and qualification to ensure a decent paid job to youth and enhance India's
global competitiveness. It focused on increasing the productive capacity of workforce both ,in the
organized and unorganized sectors, increasing the role of women, youth, differently abled and
minority classes in the process of skill development.
The National Policy on Skill Development had the objective of working on a 'demand driven system'
which is guided by labour market signals and minimized skills mismatch. Some innovative
approaches to expand the outreach of the policy were adopted. New and emerging occupations were
given due consideration and existing ones were polished by providing pre-employment training and
lifelong learning.
7 The National Policy on Skill Development through its objectives attempted to remove the major
challenges which are faced by the skill development scenario in India. The policy was developed
keeping in mind the requirements and structure of the Indian economy that would yield the best output
by the implementation of such initiatives. It focused on the major thrust areas and various ingenious
designs to cater to the exigencies of the market.
The major challenges which the Policy hoped to tackle were:
a)Equitable access to all to the existing system by expansion of its capacity.
b)Promotion of lifelong learning and maintenance of quality and relevance with regard
to the changing conditions of the knowledge economy
c)Creation of effective convergence between school education, various government
skills development efforts and private-sector initiatives in this area
d)Building an institutional capacity for planning, quality assurance and involvement of
stakeholders
e)Creation of structural mechanisms for research development, quality assurance,
examinations and certification, and affiliations and accreditation
f)Increase in the stakeholder participation, mobilization of adequate investment in skills
development, attainment of sustainability by strengthening physical and intellectual
resources.
2.2 Skill Development Ecosystem in India in recent past
With the view to realize the potential of India's demographic dividend,The National Policy for Skill
Development & Entrepreneurship was formulated by the NDA Government in 2015.
The vision of the policy as stated by the GOI was described as "To create an ecosystem of
empowerment by skilling on a large scale at speed with high standards and to promote a culture of
innovation based entrepreneurship which can generate wealth and employment so as to ensure
Sustainable Livelihoods for all citizens in the Country."
The National Skill Development Mission was also launched on July 15th, 2015 with an aim to create a
convergent and high powered decision making framework.National Skill Development Agency
(NSDA), National Skill Development Corporation (NSDC), Sector Skills Council (SSC) were
brought under the umbrella of a central governing body as Ministry of Skill Development and
Entrepreneurship (MSDE). The scheme was launched on the occasion of World Youth Skills Day and
aimed at shifting the approach from a process based to competency based education system.
A three-tier institutional structure was setup under this scheme to accomplish the set objectives. The
key Institutional Mechanisms consisted of a Governing Council (Chaired by the Prime Minister), A
Steering Committee and The Mission Directorate.
The Mission Directorate held under its purview, the National Skills Development Agency (NSDA)
which was established in 2013. Primitively, various skill development initiatives were undertaken
separately by different ministries such as Ministry of Rural Development, Tourism, Shipping and
Electronics & Information Technology. But due to non-existence of a common standard among these
ministries and the Centre-State activities, these scattered resources were clubbed together to form
NSDA which takes into consideration the National Skills Qualification Framework (NSQF) which
operates nationally to integrate education and competency to enable people to acquire skills in various
areas and increase their access to the market
NSDA which was setup as an autonomous body, (registered as a Society under the Society's
Registration Act 1860) was established with an aim to co-ordinate and harmonize the activities of skill
development in the country. Often referred to as 'a quality assurance and policy research body of the
MSDE', the NSDA is one of the functioning arms of the Ministry of Skill Development and
8 Entrepreneurship (MSDE).
Following functions performed by NSDA:
a)Anchor and operationalize the NSQF.
b)Coordinate and harmonize the approach to skill development among the concerned
institutions.
c)Act as nodal agency for State Skill Development Mission
d)Create and maintain a national data base related to skill development
e)Raise extra budgetary resources for skill development.
f)Take affirmative action for advocacy
g)Evaluation and Rationalization of the Skill Development Schemes of Government of
India
h)Creation of Integrated Labour Market Information System
i)Engagement with States
j)Skill Innovation Initiative
NSDA aims to train 400 million people by 2022 in various trades, thus increasing the employability in
the country by enhancement of vocational skills of people.
NSDA on international front has also attempted to enhance the skilling ecosystem in India. For this,
various international engagements have been signed by the NSDA which include
India-EU Skills Development Project
Collaboration with CNCP (Commission Nationale de la Certification Professionelle),
France
Collaboration with ADB (Asian Development Bank)
National Labour Market Information System (N-LMIS) was also developed as a single window
platform to estimate the demand and supply trends in the vocational education system and work out
the training needs. The portal was launched on 15th July 2016 by the Prime Minister and is now
known as 'Skill Exchange Labour Market Information System'.
The formation of National Skill Development Corporation (NSDC) was announced by the then Union
Finance Minister Shri P. Chidambaram in his 2008-09 budget speech. It was setup as a part of National
Skill Development Mission to meet the growing needs for skilled manpower of various industries and
bridge the gap between demand and supply of skills. They conducted extensive studies across
industries, trainers, trainees, sector skills councils and Government stakeholders in order to form a
detailed overview regarding job roles, demand and supply of skills, infrastructure availability and
suggest measures thereon.
The pitfalls of the initial schemes were taken into account to develop a unique and more convergent
model that would cater to the needs of specific industries. It's not that vocational training was non-
existent prior to the establishment of NSDC but it was imparted a new dimension with NSDC. The
notion of vocational training was formalized with the inception of NSDC, as it focused specifically on
the development of skills and attracted private institutions to participate in the process.
To cater to growing skill gap, the estimated training needs were worked out for different sectors. A
total requirement of 1268.72 lakh was estimated of which 80% of training requirements belonged to
Top 10 sectors. These were Construction (320 lakh), Retail (107 lakh), Beauty and Wellness (82
lakh), Electronics and IT (69 lakh), Road Transport and Highways (62.2 lakh), Textile handloom and
handicraft (60 lakh), Furniture and fittings (52.6 lakh), Tourism and Hospitality (49 lakh), Logistics
(42.9 lakh) and Automotives and Capital Goods (41 lakh). (dget, GOI)
The institutions thus established were of good quality, large and for-profit vocational training
9 institutions. A very nominal fee was charged from the students to increase its affordability. Currently,
21 sectors fall under the purview of NSDC. It also provides concessions (soft loans) to its Training
Partners (TPs) which account for approximately 85% of the total project investment to cover up the
expenditures to be incurred in training. The remaining portion of the expenditures is invested in the
form of equity being infused by the TPs. At present 449 TPs are working in collaboration with NSDC
in 602 districts and have successfully trained around 128.66 lakh people in various trades.There has
been a placement record of 49%. The count of active courses as on 8th Dec'16 was 2,263. Also, the
CSR engagements of NSDC are 18 in number and include major giants like NTPC I, NTPC II,
Hindustan Copper Limited (HCL), Power Grid Corporation of India, etc. As on 06.01.2017, NSDC
has successfully trained91.91lakh persons across India with 290 Training Partners and 4526 Training
Centers.
To meet the objectives of NSDC a unique concept of Sector Skills Councils (SSC) was introduced
under NSDC. The SSCs were granted the powers to identify the skill development needs, preparing a
catalogue for the same and developing sector skill development plan along with the maintenance of
skill inventory.
Following the order, a separate system to ensure the delivery of competencies, both nationally and
internationally was setup. A National Vocational Qualifications Framework (NVQF) was formulated
to include the opportunities for horizontal and vertical mobility between general and technical
education, including certification and recognition of competencies. More stress was laid on research,
monitoring and planning to promote excellence, and to achieve these objectives modern technologies
for training like distance learning, e-learning, web based learning, etc were brought into practice.
The Directorate General of Training was constituted as one of the functional arms of NSDC and the
three institutions namely National Skill Development Agency (NSDA), National Skill Development
Corporation (NSDC) and Directorate General of Training (DGT) were linked horizontally with the
Mission Directorate to support the functioning of the scheme and achieve set objectives. Apart from
this, Centre encourages every state to operate its own 'State Skill Development Mission'
independently.
Another step towards the improvement of the skill development model was the amendment of The
Apprentice Act which was first introduced in 1961. The Act was proposed on 7th August, 2014 and
passed by the Lok Sabha on 14thAugust and by Rajya Sabha on 26th November, 2014 with a clear
majority. The amendment bill 2014 catered to all the untouched areas which were initially not
provided for, in Apprenticeship Act 1961. The act provided for the establishment of Central
Apprenticeship Council (CAC) to determine the ratio of trade apprentices to workers (except
unskilled workers) for each designated trade under Section 8 of the act.
To meet the funding requirements of MSDE, the National Skill Development Fund (NSDF) has been
set up by Government of India to encourage skill development in the country. A public Trust is set up
by Government of India is the custodian of the Fund.
Various organizations which desire to participate in the mission of Skill India are provided with an
opportunity to channelize their earnings, and function as a strategic vehicle to create a multiplier effect
on skilling. A 'Resource Optimization for Skilling at Scale Platform' has been proposed by the
Government to cater to the changing demand patterns and acts as a flexible vehicle to tackle the issues
of skill shortages through skill development, job creation and placement at scale
The companies are directed and encouraged to spend at least 25% of their Corporate Social
Responsibility (CSR) funds for skill development initiatives. Also, the industries in different sectors
are bound to designate 2% of its payroll bill for skill development initiatives.
The training fee for such skilling programs has been kept very nominal so that no willing individual is
devoid of any certified skill training. In order to make up for the training costs, the GOI has been
providing scholarships, rewards, skill vouchers (SV) for funding of the training costs. Also, the
principle of Direct Benefit Transfer (DBT) is used as the mechanism for payment disbursement, for all
10 other government schemes.
A Credit Guarantee Fund for skill development and a 'National Credit Guarantee Trustee Company'
(NCGTC) has been set up to provide loans for the purpose of skilling and to ease the provisions of
credit financing in the skill landscape. Till January, 2017 NSDF was reported to have released over
Rs.3800 Cr. to NSDC towards skill development programmes including skilling, STAR, PMKVY
and UDAAN. The Training and Apprenticeship Division was moved from the Ministry of Labour and
Employment (MoLE) to the Ministry of Skill Development and entrepreneurship (MSDE).
MSDE also introduced a flagship programme namely Pradhan Mantri Kaushal Vikas Yojana
(PMKVY) which targets skill certification of Indian youth. It is basically concerned with the
channelization of untapped potential of youth which would take them from level 0 of no basic skills to
a level which makes them employment ready. Being the biggest training and certification programme
as of now, the scheme is supported by Mudra loans and other finance provisions and aims to skill 1
Crore youth by 2020.
The scheme (PMKVY) is discussed later in the following section.
3. PMKVY -The Scheme
The PMKVY Scheme was formulated by the Ministry of Skill Development and Entrepreneurship.
The implementation of this ambitious scheme was entrusted to the National Skills Development
Corporation (NSDC) and given an initial target of imparting industry relevant training to over 24 lakh
youth in the country with an aim to empower them to join the workforce with the requisite skills,
thereby improving their socio-economic status by earning their livelihoods.
The scheme has several unique features with an innovative implementation methodology. With the
second phase of PMKVY, it becomes essential to critically review the mechanism adopted by this
scheme to provide industry relevant training to youth. The scheme functions through 6 basic elements.
The first element of Recognition of prior learning is a unique one in terms of training ecosystem. It
recognizes the skill and trainings already been attained by the students before joining the training
centre. Which means the student with RPL training is not treated as tender footed, rather he is given a
status of already learned student who is acquainted with the skills beforehand. As on May 13, 2019 a
total of 20,13,029 candidates were enrolled in the RPL programme under PMKVY and 1405592
candidates have already passed the training for RPL.
The second element of Short term training (STT) aims at imparting training to the candidates which
varies in duration from 6-8 weeks. The curriculum of these trainings has been designed in such a way
so as to accustom the students with activities under the training job roles, impart them with necessary
skill set which would help them in becoming employment ready. The training designs is suitable for
quite a few students as they are not willing to spend much of their time acquiring training due to their
personal or financial constraints. A number of 29,93,209 students have been enrolled in the STT
programme, 26,08,889 candidates have already been trained, 21,28,764 candidates have passed the
training of which 53.88% candidates have been successfully placed by May 13, 2019.
The third element of Special projects aims at imparting training to the vulnerable and marginalized
groups of society in terms of types, locations, formats, institutional changes, etc which may deviate
from the STT component of PMKVY. The special projects help in creating innovative, critical,
creative and practical projects which hold a potential to impact the target groups of the project. Under
this, 1,00,525 candidates have been enrolled, 78,547 candidates have been successfully trained and
the placement percentage for the same turns out to be 43.43% as on May 13, 2019.(MSDE, GOI)
Another leading-edge benchmark was created with the introduction of Kaushal and RozgarMela to
ensure active participation of the communities. This would enable transparency and accountability on
their part and mobilization of their artistry. The TPs are required to conduct these Melas every six
months with media coverage and participate in National Career Service Melas and on-ground
11 activities. The placement guidelines and support are being provided to the candidates through TCs in
collaboration with the TPs. Also, to ensure that the quality standards are being met, the TCs, NSDC
and empanelled Inspection Agencies use various methodologies like self audit reporting, surprise
visits etc. coupled with latest technologies.
Another initiative taken up by the GOI was the introduction of Pradhan Mantri Kaushal Kendra
(PMKK) Scheme for setting up of model skill centre in every district of the country. The salient
features of PMKK included the following:
a)State of the art infrastructure
b)PMKK specific External and Internal Branding
c)Smart Classroom- Every PMKK is required to have at least one classroom equipped
with audio-visual facilities to conduct virtual trainings, interactive sessions and
industry seminars / webinars.
d)Mandatory training in the manufacturing trades
e)Model course curriculum and trainers as per SSC specifications
As per the 2017 report, 36 Training Providers (TPs) were shortlisted for setting up of PMKK in 443
districts and a target of 1,72,360 has been allocated under PMKVY II to 59 PMKKs.
PMKKs are directed towards becoming the hub for delivery of skill development training with its
networks operating across all Indian districts. It would be responsible for quality control, training of
trainers, training content, internal assessments, placement linkages etc.
The implementation process overview of PMKVY is represented below.
Figure 1.1: Overall Process of PMKVY Scheme
Source: PMKVY Official Website
3.1
Onboarding
Sector Skill
Council
3.2 Training
Provider/
Assessment
Agency
Affiliation
3.3 Job Role
Identification
3.4 Target
Allocation
to SSCs
3.7
Assessment
3.5
Mobilization
of candidates
Skill Mela
3.6
Enrolment
of Trainees
by Training
Partner
3.7.1
Submit
Assessment
Fees to SSC
3.6.2
Conduct
Training
3.7.2
Facilitate
Assessment
Process
3.7.3
Conduct
Assessment
3.11.2
Placement
&
Mentoring
of
Candidates
3.8.2
Facilitate
Aadhaar
Enrolment
for
Candidates
3.8.1
Aadhaar
of the
Candidates
3.8
Validation
of
Candidate’s
Identity
3.9
Certification
of
Candidates
3.10
Disbursal
of
Monetary
Reward to
Candidates
PMKVY Operationalization
12 It is well known that most government schemes are well planned and thought of. However the success
or failure of the scheme depends on whether or not it is implemented in letter and spirit. Hence, it is
required that independent agencies carry out in depth analysis of the scheme- keeping in mind the
various aspects, especially the economic aspect. The government schemes spend public money which
should be efficiently used to achieve the objectives. The core objective of the study is to evaluate the
various aspects of PMKVY and determine its effectiveness in achieving the said objectives.
4 Objectives of the Study
The study is a primary study being done to undertake an impact analysis of the prestigious Pradhan
Mantri Kaushal Vikas Yojana.
a)To conduct an Impact assessment of Pradhan Mantri Kaushal Vikas Yojana
(PMKVY) by ascertaining various quantitative as well as qualitative aspects of the
beneficiaries' (in different segments) pre and post training.
b)To assess the value -addition to beneficiaries (in different segments) in terms of
change in employability, career progression and change in income/wages through
PMKVY
c)To study the outreach strategies and mentorship processes/procedures being
undertaken by the Centres for mobilization of candidates and guiding them to take up
suitable courses in the Training Centres
d)To study the critical enablers that can promote increased 'Private sector' participation
in the scheme.
e)To suggest measures to increase the success rate of this prestigious scheme.
5 Need and Relevance of Study
a)Demographic Dividend in India would peak in 2020 with the average Indian's age of
29 years which means India will experience an age advantage for at least three
decades, through 2040.
b)For utilising the opportunities India needs to increase the productivity of its labour
force and solve the crisis of employability.
c)In wake of Industrial Revolution 4.0, the wave of automation, Machine Learning,
Robotics and Artificial Intelligence would affect all sectors of the economy and
drastically change the nature of work. Hence, skilling of the new-entrants in the job
market and retraining the old ones cannot be ignored.
d)PMKVY has brought about a paradigm shift in India's Technical and Vocational
Education and Training with an objective of making India, the skill- capital of the
world.
e)The low placement percentage (12.4 %) as pointed out by the Report of the Committee
for Rationalization & Optimization of the functioning of the Sector Skill Council, Dec
2016 is indicative of the scope of improvement in the design & implementation
process of the scheme.
f)The scheme has now been approved for four more years (2016-2020) for the benefit of
1 Cr people with a budget of 12,000 cr.
g)Hence, there is an urgent need for an impact assessment of the scheme.
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
1
The terms beneficiaries/ students/ trainees/ respondents have been used synonymously
13 The present study has collected datafrom five states (Assam, Bihar, Madhya Pradesh, Punjab and
Uttar Pradesh) on the implementation of this scheme, thus, aiming to present a realistic picture of the
implementation as well as the impact of this scheme on the lives of beneficiaries and other selected
aspects.
The following chapters provide a detailed review of the study.
/////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
References
[1]dget, GOI. (n.d.). Annual Report 2016-17. Retrieved from
http://dget.nic.in/upload/uploadfiles/files/Annual%20Report%202016-2017.pdf
[2]dget, GOI. (n.d.). Model ITIs. Retrieved from https://dgt.gov.in/Upgradation_ITIs
[3]dget, GOI. (n.d.). Schemes for improvement of training infrastructure. Retrieved from
https://dgt.gov.in/Strive
14 Chapter II
Skill Development in
India- Major Issues Skill Development in India - Major Issues
2.1 Introduction
This chapter deals with the present scenario of skill development in India. Certain aspects on this issue
have already been discussed in the introductory chapter.
India has an immense potential to move towards innovation, new horizons of entrepreneurship, jobs
and so on given its demography. It is only through skill development that the potential of human
resources can be realized.
2.2 India Demographics, Industrial Structure and Labour Markets
2.2.1 Demographic Dividend
Indian demographics have captivated the interest of the researchers due to certain characteristics. The
United Nations released the 2017- revision to its World Population Prospects which said that Indian
population seems to be still growing while growing older. The population of India is believed to
overtake China's in the next seven years to reach 1678.7 million and become the world's most
populous country while China's population is believed to decline after hitting a number of 1441.5
million. Secondly, India is a younger country when compared to China and has a low dependency
ratio, which we can term as a 'demographic dividend' enjoyed by India. This demographic dividend
would conclusively be over by 2040. Thirdly, Indian economy has developed considerably
characterized by a rapid growth in the service sector accompanied by 'jobless growth'. This has further
led to more employment in the informal sector forcing the working age population to work at low
wages. The rural youth is surviving with the dearth of adequate education and training opportunities.
This called for the introduction of more drastic changes in policy and institutional setups and thus
Skill India Mission was launched by the Government of India.
2.2.2 Labour and market segmentation
The Indian labour market is highly segmented with several different bases of segmentation. For
example, gender, caste, geographical barriers, economic space like rural/ urban area, sectoral barriers,
education/skill, institutional barriers, work arrangements, etc. all serve as effective bases for
bifurcation of labour workforce in the market. Labour market serves as a medium of interaction
between the employer and workers and operates on the principles of demand and supply of labour.
Indian economy is the fastest growing economies of the world and this upsurge in its demographic
dividend is expected to increase the proportion of working age population (15-59 years) by more than
83 percent. This demographic dividend, if channelized properly would make India as the largest
contributor by holding with it approximately 25 percent of the world's total workforce.
In India, labour market is basically divided into the agriculture sector and urban formal (organized)
and informal (unorganized) sector. As per the survey carried out by National Sample Survey
Organization (NSSO) in 2011-12, the total employment in the country accounted for 47 crores, of
which around 8 Crores were in the organized sector and rest 39 Crores in the unorganized sector. The
unorganized sector is considered as unfavorable due to various reasons like seasonality of
employment, lack of formal relationship between employer and employee, lack of social security
protection norms, yet it constitutes more than 90 percent of the total employed labour in the country.
(Ministry of Labour & Employment, GOI)
Ironically, unorganized sector is one of the biggest sectors of the Indian economy and supports half of
the working population in rural and urban areas.
Despite the economic reforms introduced by the Indian Government from mid 1980s to 1990s, the
growth in employment was accompanied with stagnation in growth, thus resulting in a period of
'jobless growth'. This is the reason why growing Indian economy failed to accommodate its new labor
15 force into newly generated jobs.
The growth of Indian economy has been called as 'service-led growth'. With the falling share of
agriculture in the national income and increasing share of industrial sector and majorly of the service
sector, the employment trends have experienced a transitioning phase. The Gross Value Added
(GVA) of the services sector is estimated at 92.26 lakh Crore in 2018-19. The sector accounts for 54.4
percent of its total share in GVA as against 15.87 percent by the agriculture sector.
Figure 2.1 Sector-Wise Employment Trend

Source: www.statista.com
Looking at the employment generated by each sector, agriculture employs the maximum number of
people in the country. It contributes 43.86 percent to the total employment generated in the economy.
On the other hand, services sector which is called as the backbone of our economy and is the largest
growing sector contributes only 31.45 percent to the total employment generated in the country. The
industries or the manufacturing sector stands at contributing 24.69 percent to the total employment in
the country. The manufacturing sector constitutes mainly the informal small sized rural firms with
formal sector accounting for only 0.7 percent of the total firms. This is indicative of low productivity,
poorly paid jobs prevailing in the manufacturing sector.
Apart from the manufacturing sector, service sub-sectors like retail and wholesale have also shown
great improvements in the past few years. Conclusively, the service sector by boosting the growth of
software and pharmaceuticals has offered a highly urbanized lifestyle to the educated population by
offering to them hefty pay packages and training opportunities; however the fraction of such people is
meager. Thus, we may call this development as 'skewed' with majority of working population lying at
the extremes.
Thus, this plight has made it necessary for the policy makers of the country to impart sufficient
education and training support to the people in Indian workforce. A well planned skilling module is
the need of the hour to enable young people to enter the formal and organized sector.
2.3 Skill development Scenario in India
There has been a considerable skill gap between the demands of the industries and the skills that are
acquired by people through education and training. This demand-supply gap not only affects the
economic development of the country but acts as a stumbling block to the inclusive growth of the
16 economy as a whole. There exists a paradoxical situation in the country, where job seeking young men
and women complain of the absence of appropriate jobs while on the other hand the industries or
employers are facing a situation where they do not get the aptly skilled people for their units.
Presently, around 903 universities, 39,050 allied colleges, 3,239 polytechnics and 14,312 ITIs are
functioning in India, providing education and training to more than 20 million students per year. Thus,
India has huge educational infrastructure to provide higher education and training to youth. The
Government has laid the foundation of 141 universities and 7 IITs in the past four years. (MHRD,
DHE, GOI, 2017-18)
However, despite of this educational infrastructure, NSDC has projected an additional requirement of
109 million skilled personnel by 2022 in 24 key sectors of the economy. Apart from this, more than 12
million youth between 15-29 years of age are expected to join the workforce in the upcoming two
decades. The country has a total training capacity of approximately 103.4 million people as against the
126.4 million people looking forward to join the workforce by 2022. (UNDP)
Thus, one of the major challenges of skill development initiatives is also to address the needs of this
vast population by equipping them with relevant skills and bridge this gap between the demand and
supply of skills which would make them employable and help them secure decent jobs.
The target set by the GOI of skilling 400 million people by 2022 under the National Skills
Development Programme 2015 is way too large, and seems unrealistic and unattainable, as
highlighted by Sharada Prasad Committee..In 2009 a goal of skilling 500 million people was set under
the National Policy on Skill Development, which also seemed baseless and illogical, as per the report
of Committee for Rationalization and Optimization of the Functioning of the Sector Skill Councils.
The GOI has missed each one of its skilling targets except for the one in the year 2013-2014.
Figure 2.2 Skill Targets and Achievements Across Ministries

Source: National Skill Development Agency; Annual Report 2016-17 (Figures up to December 2016)
The Report published Sharda Prasad Committee also highlighted solecism in the implementation of
working of Recognition of Prior Learning (RPL) programme. It was noted that the actual number of
people trained and the ones who were certified differed to some extent. The students were trained only
for 2-3 hours and certified to have completed the whole training programme. This was done in order to
window-dress the performance of the scheme. The numbers were inflated to portray the desired count
as against the actual count of trained and certified candidates. (MSDE)
17 Another major challenge which was encountered by the assessing bodies was the unavailability of
adequate infrastructure required for the Skill India Mission. The requirement of 347 million skilled
people was estimated by NSDC to be achieved by 2022. However, the country has been facing a
dearth of skilled youth from almost a decade. On an average, 12 million people are expected to join the
workforce every year vis-à-vis the existing training capacity of the country to be around 4.3 million.
This led to a shortfall of training facilities and hence employment opportunities in the country. This
acts as a stumbling block in the way of training requirements of youth in the country. Approximately,
64 percent of the new entrants to the industry are deprived of training facilities every year.
Along with the training infrastructural needs, a responsibility also comes up in the form of ensuring
the quality of training being imparted to the people in the country.
Undoubtedly, the policy initiatives taken up by the GOI for skill development reformed and
restructured the education system by infusing necessary changes in the system at regular intervals in
the form of Apprenticeship Act of 1961, launch of the Industrial Training Institutes in 1969,
formulation of Kothari Commission in 1964 and many more, but it still failed to transform the
economy into a skill economy. The acumen portrayed by the Government proved successful to some
extent, however it lacked on certain key components as well.
The education system in our country is still functioning on the traditional concepts and fails to meet
the training required for industrial employment. The curriculum of the education provided to the
students at school and college levels, significantly lacks practical insight and exposure through
internships, workshops etc. However, only a few institutions in India offer experiential learning
courses There is a need that the Government enhances such learning techniques to develop the
practical exposure of the students. The training institutions are required to develop linkages with the
industry to estimate their demands for skilled manpower.
The training programmes offered by various ministries lack heavily on quality and essential
infrastructure. The division of courses into short term trainings and long term trainings to enable the
students to choose a well suited program for themselves, enabled the ministries dealing in short term
training programs to organize trainings for a duration as short as eight hours. This would neither meet
the needs of the industry nor of the students. Hence, leaving them on the verge of unemployment once
again.
A heavy dearth of skilled trainers was also highlighted by Sharda Prakash Committee
The training provided to the students was sub-standard and did not provide them with decent job
opportunities. Actually, the trainees were trained only on paper and not in reality. To achieve a
reasonable target of skill development, there is a need for India to train 20,000 skill trainers annually.
The training of trainers has to be given core importance as an unskilled trainer would never be able to
produce a skilled professional. Currently, India has a capacity to train 8268 trainers. It is also required
for the GOI to establish certain norms for the appointment of trainers in the centers such as prescribing
of basic entry qualification, pedagogy skills and a minimum work experience of 6 months in the
industry.
The problem encountered in the skill development framework is low industry interface of the training
institutes. This has further aggravated the problem of unemployment in the country. The training is
characterized by poor placement records and low salaries being offered to the students enrolled in
training courses. This discourages people to get them enrolled in the training programmes offered
under the scheme and entails to low confidence in the programme structure. A strong industry
interface also helps in establishing an image & build confidence in the minds of the students regarding
the goodness of courses pursued by them. It is essential to make regular assessments of the course-
curriculum to ensure that it stands in conformity with the practical industry requirements..
This has further led to low student mobilization in the training institutes like ITIs, polytechnics in
comparison to the actual capacity of these institutes. This problem of low mobilization rate can also be
attributed to mobility constraints being laid upon the students due to certain psychological factors,
18 geographical factors, etc, an orthodox mindset in regard to the vocational training curriculum and low
salaries at entry level.
The idea of vocational training remains dubious in India as it has failed to attract the trust of the
students in terms of its sustainability in the future. Students prefer to get awarded with a regular degree
as it seems more favourable to them in contrast to a vocational training certificate.
Another reason for the vocational training courses to lack reliability is the absence of uniformity in the
course curriculum. A uniform course structure enables easy comparison of courses among different
training institutes by the students and helps in developing a standardized approach for measuring and
evaluating the course outcomes. This helps in removing ambiguity among the students concerning the
esteem of their study courses. Thus, it is imperative to form a nation-wide Vocational Education and
Training benchmark to ensure better productivity of the students. This can be developed by creating
availability of integrated on-site apprenticeship training, a strong industry interface and sufficient
financing of the Vocational Education and Training system. A regular revision of the course
curriculum and up gradation of the training infrastructure is required to at par with the industry
requirements.. But, the other side of the story ,projects these changes to be undertaken as expensive
and complex.
Also, there was a lack of adequate frequency of pre-assessment tests or entrance tests before admitting
the students to training courses. The students simply followed the crowd and enrolled themselves in
random courses without even assessing their areas of interest and abilities for training. There turned
out to be a great mismatch between the course requirements and aptitude of the students leading to a
high dropout ratio. This pitfall can also be attributed to lack of career guidance available to the
students. The institutes lack proper career guidance cells which is a result of inadequate placement
statistics and weak industry linkages of these training institutes. This led the students to make
uninformed decisions with respect to their career choices.
One of the major challenges encountered in the path of skill development is the creation of research
development mechanism for effective skill creation. There is a lack of sufficient framework for
managing and controlling of new researches in the area of skilling. Therefore, We need to create an
institutional mechanism, which can do research in new skills required, in collaboration with leading
technology innovators ,so that we can visualize and prepare people with those skills to keep up with
the dynamic requirements of the economy.
2.4 Skill Development Opportunities for Indian Youth- A New Skill Ecosystem
In the last 5 years, the Indian economy has undergone drastic changes in all aspects especially in terms
of the training infrastructure. These years have proved to be elucidating the true nature and future
needs of the training in the country. The job market landscape has been altered considerably with the
Government practicing its avant-garde policies in front seat. An increased investment in
infrastructure like highways, urban transport, renewable energy, shipping, housing facilities, smart
city programmes, rural roads, airports and industrial corridors, etc. has raised the manpower
requirements in the country. Also, the skilling demands have been altered noticeably. The Talent
Market in India has transformed with people being encouraged to work on newer technologies,
incorporating the impact of digitization in automotive and retail sectors and adopting to the new trends
in newly evolved areas of work.
The overall composition of Indian workforce has changed during the past few years and is expected to
transform significantly in the years to come as well. As per the India skills report 2019 the Indian
workforce as a result of globalization, expansion of Indian market, etc is expected to reach a total of
600 million by 2022 and the resultant change in the composition of organized and unorganized sectors
is expected to occur and reach at 10 percent and 90 percent respectively. A structural shift is bound to
happen from agriculture to non-farm activities like construction, transport etc. Also, with the advent
of advancing technologies, the business process outsourcing sector and Information technology
19 sector is likely to be affected and may contribute in hiring up to 2.5 to 3 million more workers who are
equipped with adequate skills. As evidence, a gainful employment for 20 to 26 million people has
been created between 2014 and 2017 as a result of independent work, Government spending, IT hiring
and entrepreneurship. (Confederation of Indian Industry, 2019)
The Indian economy has witnessed a change in employability volume to a great extent. The total
employability increased from 33.95 percent in 2014 to 47.38 percent in 2019 with an increase in the
employable talent for polytechnics from 11.53 percent in 2014 to 18.05 percent in 2019 and those of
B.Tech/ B.E from 51.74 percent to 57.09 percent. The most desirable sectors for generating
employment were noticed to be BFSI, Software/Hardware and Manufacturing sectors. Talking about
the domains delivering maximum candidates, polytechnics seemed to perform phenomenally well as
compared to their performance in the previous years. The men v/s women employability seems to
have gained momentum with men's employability being recorded at 30.30 percent in 2014 and 47.39
percent in 2019 while that of women was recorded at 42.10 percent in 2014 and 45.6 percent in 2019.
All these changes can be attributed to the new skill ecosystem that has been adopted by the GOI in
conformation to the need of changing demography of the Indian population.
The newly adopted framework of skill development has under its governance various institutional
bodies which are shown in the chart below and have been discussed in detail in Chapter-1.
Figure 2.3 Organizational Structure of MSDE

Source: Compiled by Authors
However, there are certain web interventions of the GOI to back up the skilling ecosystem of the
country. With an aim to skill 400 million by 2022, certain innovative schemes and policies were
launched by the GOI which constitute a major base for training programmes as a part of skill
development design. These are discussed below: (Ministry of Skill Development and
Entrepreneurship, GOI)
1.Pradhan Mantri Kaushal Vikas Yojana (PMKVY)
This is the flagship scheme of MSDE. The basic objective of the scheme is to bestow Indian youth
with industry relevant skills and render them employment ready. This is done by imparting short term
trainings to the students, recognition of their prior learning, running special projects, social and
community mobilization, placement and monitoring. The NSDC is the main implementing body of
the scheme. The training is provided to the students free of charge and is centred on the ones who are
dropouts or unemployed.
The duration of the training usually ranges from 2-6 months for over 221 job roles and covers a wide
range of aspects like technical training, financial awareness, and personality development and
20
MSDE
Central Institutes
(Eg. ATI,
CSTARI)
National Skil
Development
Corporation
(NSDC)
National Skil
Development
Agency(NSDA)
Directorate
General of
Training (DGT)
Directorate of
Employment &
Training (DGE)
National Council
for Vocational
Training (NCVT)
State Council
for Vocational
Training (SCVT)
Industrial training
Institutes (ITIs)
NSDC training
partners
Assessing bodies Sector Skills
Councils
State skills
Development
Mission (SSDMs) encourages entrepreneurial ideas as well. The trainees at the end of their training are provided
placements by the appointed training partners. The trainings programme is functional in
approximately 2500 centres in more than 490 districts all over the country. The programme aims to
benefit 100 million youth by 2020.
2.Pradhan Mantri Kaushal Kendra (PMKK)
These are the model training centres run by the NSDC. These are governed by the MSDE and operate
in every district of the country. They hold required infrastructure and equipments to provide training
to the students. These institutes act as a benchmark to demonstrate competency based skill training.
These are expected to focus upon the quality of training, sustainability and connection with the
stakeholders in the process of skill development.
3.India International Skill Centers
India International Skill Centers (IISCs) are an important and innovative move towards the objective
of mass skill development. The IISCs focus on providing training to the Indian youth in compliance to
the international standards. Certification is provided for the same. IISCs stand on the same platform as
PMKK in terms of latest technologies and infrastructure required for the training, the difference lies in
the mobility being imparted to the students after the training. IISCs aim at training the Indian youth to
enable them to travel worldwide for employment. The international benchmarks are paid special
attention in the training programs.
The migrants are also provided with a pre-departure orientation, digital awareness and overseas
placement affiliation to ensure their smooth migration to a new culture and society. At present, 13
IISCs are operating across the country, skilling around 400 individuals in 9 job roles.
4.Memorandum of Understanding between MSDE and NIOS
A MoU has been signed by the Ministry of Skill Development & Entrepreneurship and National
Institute of Open Schooling (NIOS) which offers an opportunity to school dropouts to acquire a
certification through it is which is academically equivalent to class X and XII. This is done to abolish
any differences existing between the formal education and vocational education. This would increase
the mobility of Indian workforce on account of employment and higher education.
5.SANKALP
SANKALP stands for Skill Acquisition and Knowledge Awareness for Livelihood Promotion and
aims to implement the National Skill Development Mission (NSDM). The mission is carried on with
the support of World Bank. The main focus of the mission is to strengthen the institutional
mechanisms while working with quality trainers and assessors, create a common union of the training
activities taking place at the centre and state levels. The mission also aims on developing evaluation
and monitoring mechanism and targeting the underprivileged to gain access to the training
opportunities.
The scheme also holds in its basket a DLI (Disbursement Linked Indicators) verification tool to
measure DLIs on a regular basis. Also, PPP (Public Private Partnership) is a special feature of the
scheme. The scheme also focuses on the development of a Labour Market Information System
(LMIS) which provides data about the 20+ central ministries along with a variety of services catering
to the needs of job seekers, employers, policy makers and researchers.
Another component known as Kaushal Mart is being developed as a Skilling Resource Marketplace
for the exchange of skilling resources like handbooks, guides, presentations, videos, etc which are
pre-approved by the content providers. Likewise, Takshila: National portal for trainers is being
developed to provide information about the trainers and assessors in the country and varied
information about the training programs planned for them.
6.UDAAN
This scheme is designed to focus upon the unemployed youth in the state of Jammu and Kashmir. The
21 scheme works on providing skill training to the youth in J&K. The scheme targets to skill 40000 youth
in J&K over the period of 5 years for which Rs 750 Crore has been provided for the implementation.
Till 10th July 2015 around 10,555 people had joined the scheme.
7.STAR
STAR stands for Standard Training Assessment and Reward scheme. As on 03 July, 2015 around
1,400,848 people were enrolled in the STAR scheme and 1,400,844 have successfully completed
their training.
8.Indian Institute of Skills
The first Indian Institute of Skills was setup in Kanpur, Uttar Pradesh on 19th December, 2016. The
model of these institutes is based on the Institute of Technical Education based in Singapore. These
centres are being setup in 5 regions in the country and are designed to act as centres of excellence in
training by adopting best practices undertaken by other countries.
9.National Apprentices (Amendment) Act 2014 and National Apprentices
Promotion Scheme
The Apprentices Act of 1961 was designed to regulate apprentices across the country in regard to on-
the-job training. The Act was amended from time to time in order to accommodate the changing
requirements of the industry.
Another initiative is the National Apprentices Promotion Scheme which enables the payment of
stipend of 25 percent to the apprentices to be made by the Governmentt The scheme also incentivizes
the employers by covering 50 percent of their training costs. The scheme aims to train 5 million
apprentices by 2019-20 and has successfully absorbed 194,000 apprentices and 23,231
establishments within 7 months of its inception.
10.MOOCs
The GOI has on its priority list the development of a world class entrepreneurship curriculum. This
can be done by developing Massively Open Online Courses (MOOCs) and delivering the online
learning courses to aspiring entrepreneurs, free of cost. Also, the Government has created 50 E-hubs
or Entrepreneurship-hubs operating in almost all states to provide existing and potential entrepreneurs
with the learning courseware. The entrepreneurship education has also been targeted to be included in
around 3000 colleges across the country.
11.Connect entrepreneurs to peers, mentors, incubators
In order to increase the accessibility of potential entrepreneurs to the available content and support
them, the GOI has launched mobile and web based platforms. This has been done to increase the
connectivity of new incubators and accelerators. Also, the schemes like Atal Innovation Mission
(AIM) and Self Employment Talent Utilisation (SETU) were launched to promote entrepreneurship.
12.Encourage entrepreneurship among underrepresented groups and women
Special attention is given to the underrepresented groups like scheduled caste and scheduled tribes,
minorities, differently abled and women. Appropriate incentives are planned to be taken on increasing
the inclusion of these target groups into the entrepreneurial ecosystem. (MSDE, GOI)
In July 2016, a sequel of the PMKVY scheme was launched by the GOI which came to be known as
"PMKVY 2.0". It aimed to overcome all the drawbacks of the PMKVY scheme of 2015. The aim of
the scheme was to provide skill training to 10 million youth during 2016-2020. For the achievement of
this skilling target, a budget of Rs 12,000 Cr. was allocated to the scheme.
Therefore, for PMKVY 2.0 to be "transparent, effective and beneficiary- oriented we need to conduct
a regular assessment and post mortem of its existing challenges to make the second phase of this
flagship scheme successful.
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https://www.msde.gov.in/skilldevelopment.html
[24]MSDE. (n.d.). SSC Vol I. Retrieved from www.msde.gov.in:
https://www.msde.gov.in/assets/images/ssc-reports/SSC%20Vol%20I.pdf
[25]MSDE, GOI. Annual Report 2016-17.
[26]MSDE, GOI. (n.d.). Entrepreneurship Proposed Schemes. Retrieved from MSDE:
https://www.msde.gov.in/proposed-scheme.html
[27]NSDC, GOI. (2013, January). District wise skill gap study for the state of Madhya
Pradesh. Retrieved from www.nsdcindia.org:
https://nsdcindia.org/sites/default/files/files/madhya-pradesh-sg.pdf
[28]NSDC, GOI. (2013). district wise skill gap study for the state of Uttar Pradesh-
Executive Summary.
[29]Punjab Bureau of Investment Promotion. (n.d.). City Profiles. Retrieved from
investpunjab.gov.in: investpunjab.gov.in/Static/CityProfiles
[30]Sharma, E., & Sethi, S. (n.d.). Skill Development: Opportunities & Challenges in
India. Gian Jyoti E-Journal .
[31]UNDP. (n.d.). Indian skills Report 2018. Retrieved from www.undp.org:
https://www.undp.org/content/dam/india/docs/poverty/india-skills-report-
2018_undp.pdf
24 Chapter III
Research Methodology Research Methodology
In this chapter, the study discussed in detail the research methodology that addresses the research
question i.e. how effective is the scheme Pradhan Mantri Kaushal Vikas Yojana in bringing about a
substantial change in the socio-economic condition of the beneficiaries 'pre and post training? In the
previous chapters, we have shown that skill development and training has been an integral part of policy
making in India. In this chapter, the research methodology used for sample design, sample size, data
collection process and techniques used for qualitative and quantitative analysis of the country wide
skilling scheme - the flagship scheme of the country's 'Skill India' initiative has been provided.
The research methodologies and protocols used for this study are primarily based on the qualitative
research principles that have been developed through virtual collaboration with skill providers and the
quantitative estimation on effectiveness of PMKVY in Indian states. A recently updated review of
literature and empirical evidences were used to inform the study design. Moreover, the literature has also
been used to contextualize the findings based on the data collected during the study.
3.1 Data Collection
Both Primary and Secondary data were collected during the study. The Primary data is of both
quantitative and qualitative in nature. The Primary quantitative data has been collected from three
categories of respondents, namely - (a) For the beneficiaries (b) For the trainers and (c) For the executors
or the Center Heads.
(a)Beneficiaries - These are the students who have enrolled with the training centers of
PMKVY scheme. We use the words trainees/respondents/beneficiaries interchangeably
throughout the report. The beneficiaries are those that have enrolled in different job roles
in various centers offering trainings on various job roles.
(b)Trainers - The trainers are the people who have been recruited to train the beneficiaries
on various job roles. Just as any trainer or teacher, these are the people who are at the helm
of affairs. This is so because any kind of training or skill development does not depend on
the infrastructure created for the purpose or the intent of the government. The
responsibility of delivering good quality training is mainly of the trainer. The trainer
should not only understand and be able to quantify the type of skill expected to be attained
by the trainee at the end of training but also he/she must be equipped with methods to be
able to test the attainment of those skill sets at the end of the training program. Hence, it
seemed of utmost importance to collect rich qualitative data from the trainers to assess
their preparedness for undertaking training, assess the students and prepare them for the
job market.
(c)Executors or the Center Heads - They are the people who are in charge of operation of
the centers. Be it a PMKK center or otherwise, the center heads role is crucial as a planner.
The Center Head is expected to be a visionary and passionate about skill development of
students. Since, the mentoring and outreach activities undertaken by the center directly
impacts the quality of training, mobilization of beneficiaries and enrolment of
beneficiaries for job roles suited best for them etc. directly depends on the type of
planning and execution done by them - therefore, it was considered important to include
them in the data collection process.
The data collection from all the three stakeholders of the scheme mentioned above has been done with the
help of a structured schedule designed to collect maximum possible information on various aspects of the
scheme. The different variables selected for the scheme are discussed below. The schedule has three
different segments - one for the beneficiaries, second for the trainers and third for the planners or
executors of the scheme. The preparation of questionnaire for the three categories of respondents has
been discussed below in section
The primary qualitative data is the data collected from the above mentioned three stakeholders- the
25 beneficiaries, trainers and center heads. This data is basically the notes taken by the field investigators
during the discussions with the stakeholders during the field survey i.e. the survey of the training centers.
Telephonic follow-ups were done for all beneficiaries to make sure that the information provided by
them was unbiased and without any persuation from the TCs.
The secondary data is collected basically for the literature review which is from authentic sources
including various government websites, reports on skill development scenario of the country released by
independent agencies like Federation of Indian Chambers of Commerce and Industry (FICCI),
Confederation of Indian Industries (CII), Associated Chambers of commerce and Industry in India
(ASSOCHAM) and reports on studies undertaken from time to time by consultancy companies like
McKinsey, Deloitte, EY besides others.
Other aspects of data collection - The Pradhan Mantri Kaushal Vikas Yojana (PMKVY) - the flagship
scheme of the Ministry of Skill Development & Entrepreneurship (MSDE). The objective of this Skill
Certification Scheme is to enable a large number of Indian youth to take up industry-relevant skill
training that will help them in securing a better livelihood. Individuals with prior learning experience or
skills are also supposed to be assessed under this scheme and certified under Recognition of Prior
Learning (RPL). In the study conducted to undertake the impact assessment, the beneficiaries
undertaking both new training courses and beneficiaries enrolled under the RPL are covered. The
challenges in securing better job opportunities for both categories of beneficiaries are different. The
beneficiaries enrolled under RPL enrol themselves with these training programs after sacrificing
whatever income they may have or they may be earning before or on time of enrolment in the training
programs. Thus, their 'opportunity cost' is higher than that of the other category of trainees who do not
have any previous skill training.
Therefore, the expectations from the skill training programs being undertaken by centers are different for
both categories of beneficiaries - those who enroll for skill development training first time and for those
undertaking RPL. This fact was underlined by project investigators and the field investigators carefully
interviewed both categories of learners. In order to investigate the change in economic condition of the
beneficiaries, the concept of 'opportunity cost' was kept in mind and it was understood that there would be
an obvious difference in the expectations of both the categories of beneficiaries.
3.1.1 Primary Data Collection: Universe and Sampling of Data
The scheme PMKVY was initially started with an objective of helping youth secure better livelihood
opportunities by empowering them with training of industry relevant and sector specific skills. The
second phase of the scheme, which is currently underway is PMKVY 2.0 (2016 -2020). Under the
scheme any college or school drop-out or any unemployed youth can enroll to undertake the training.
Besides, RPL certification is awarded to people who have some kind of prior skill training or experience.
The National Skill Development Corporation (NSDC) is the implementing agency for PMKVY 2.0.
Besides, NSDC the institutional arrangements for the scheme comprise of Sector Skill Councils (SSC),
assessing agencies and training partners. NSDC has a pivotal role to play in the implementation and
monitoring of the scheme, therefore, NSDC website along with the official website of PMKVY is the
main source of information on details of centers, the targets allotted to centers, the number of placements
made by the centers, the job roles being offered and mentoring and outreach activities undertaken by the
centers.
The sample dataset for the purpose of our investigation was to be selected from the five identified states
of India. Thereafter, from the five selected states, the centers were identified. Finally, through random
sampling method using random function in Excel, the centers to be surveyed were identified from each
category. The basic process of sample selection can be presented as under -
26 Figure 3.1: Sampling Technique
Source: Compiled by Authors
3.1.2States -
For the purpose of the present study, we identified the five states namely Punjab, Uttar Pradesh, Bihar,
Assam and Madhya Pradesh as our study area. These states were identified for some specific reasons,
discussed below.
(a)Punjab - The state is primarily an agricultural state, has high per-capita income and needs
to be studied to find out the need vs. availability of the training courses that would provide
the youth of Punjab an opportunity to increase the productivity of the agricultural sector.
Also, it is important to give the youth of Punjab alternative employment opportunities
besides agriculture.
(b)Bihar - With an annual growth rate of 2.5% in its population, Bihar is the third largest
state of India after Uttar Pradesh (1st) and Maharashtra (2nd). Home to a large proportion
(58%) of young (below the age of 25) population, the state is ranked at the top in highest
proportion of young people in India compared with all other states. 85% of the total
population in the state lives in villages. Overall Population growth in Bihar is very high
(2.5% yearly) as compared with other states in India.
(c)Uttar Pradesh - This Hindi heartland state of India is again home to large young
population and is representative of the north region of our country. Rrealizing the
potential and need of the hour, UP was the first state in India to come up with a skill
development policy and U.P. Skill Development Mission was established in the year
2013 to actualize the objectives of the above policy. Hence, it becomes imperative to
study the state in detail to identify best practices in skill development as well as to gauge
the impact made in this state under PMKVY.
(d)Assam - This state becomes important to study as it would bring about hheterogeneity in
the sample of beneficiaries. The skill development needs and aims of this state are
different from the rest of India. Also, it is representative of the North-Eastern region of the
country
( e)Madhya Pradesh- The largest state of India is representative of central India and has
been chosen for its focus on skill development initiatives.
Step1
Identification
of Study Area
(5 states)
Step2
Selection of
districts by
random
sampling
Step 3
Categorisation
of Centers
Taking
20 percent
or actual from
each category
of centers
Final Sample
27 Figure 3.2 - The Study Area

Source: Compiled by Authors.
3.1.3Categorization of Centers -
The methodology of the classification of centers was initially based on the location of centers in districts
that were classified as Rural or Urban districts on the basis of population of particular districts. This was
to be done keeping up with the methodology that was aimed to be used - Stratified random sampling.
However, due to various issues like - non availability of accurate and up-to date population data, most of
the PMKVY centres being located in urban areas since it is basically a Centrally Sponsored Centrally
Managed Scheme (CSCM) with Centre Sponsored State Managed (CSCM) component, thus, in order to
keep the methodology of classification of centres similar to that of NSDC, the methodology of
classification of centres was revised. (Details of previous methodology are attached as Annexure 3.1)
The final categorization has been made as per the location of the center. We have categorized the centers
into A, B, C and Not a PMKK (Pradhan Mantri Kaushal Kendra) category. The basis for this
categorization is the methodology that is being followed by the National Skill Development Corporation
(NSDC).
(a) Category of Center A- If it lies in a district with population of age group 15-59 years
being above 4 lakh
(b) Category of Center B - If it lies in a district with population of age group 15-59 years
being in the range of 1-4 lakh
(c) Category of Center C - If it lies in the district with population of 15-59 age groups, below
1 lakh.
(d) Not a Prime Minister Kaushal Kendra (PMKK) - In order to have a representative
sample, we include the Centers that are not the registered PMKK. Hence, it is kept as a
fourth category and is included in our sample.
3.1.4Sample Size and Sampling Methodology -
Initially, the sample size for the project was supposed to be 200 centers in five selected states. The
comprehensive list of centers was to be obtained from NSDC website.
However, before the start of the project, it was found that many centers throughout India are not
operational and have been closed down due to various reasons identified by NSDC.
During the meeting with NSDC officials, the researchers gathered information on the number of centers
Madhya
Pradesh
Punjab
Uttar
Pradesh
Assam
Bihar
28 operational in India, the number and type of job roles going on in the centers and the number of
students/ beneficiaries enrolled for the training of those job roles.
According to the information collected from the NSDC sources, the sampling technique and size was
determined as follows -
The latest data received from NSDC shows a total of 535 centers in India and 199 centers in the five
states selected for the survey. Since, the research methodology of the project essentially contains
obtaining a 'sample' from the universe or population - therefore, we cannot include the total universe
population of 199 centers in the five selected states.
In the next step, we take 20 percent of centers of each category and do random sampling for each
category of centers in each state. In order to keep the sample free from any biases that could creep in,
we use the 'Random' function in Excel. This methodology gave us a sample of 41 centers from the 5
states. The sheets containing details on sample selection and final sampling have been attached as
Annexure 3.2.
This sample size is a fair representation of the total centers up and running in the five states.
It is pertinent to note here that one of the limitations of the study has been the challenge faced by the
Project team in being able to collect data from the centers that were identified by the random sampling
technique. Some centres had to be changed from the results derived through random sampling. The
reasons for the same were- (i) Centres were non-operational (ii) there was no batch of students at the
time of survey, (iii) Non-cooperation from the centre owners.
Hence, out of the total universe of 199 centres in the study area of the five states, finally 42 centres
were selected by judgemental sampling. In the next sections, we present the detailed sampling of each
state.
3.1.5State Wise Sample Selection -
Each of the five selected states has varied demographics, size of population and skill ecosystem.
States like Uttar Pradesh and Madhya Pradesh are very big in terms of population while the state of
Bihar has maximum young population and high density. Assam has certain characteristics like fast
growth rates of the state and considerable education rates amongst the females. The sample of the
identified centres, selected from each state has been presented below. The details of the sample
selection are presented in Annexure 3.2.
(a)Punjab
Table 3.1 -Centres from Punjab
Centre Name in
each district
PMKK Patiala
PMKK Barnala
PMKK Bathinda
PMKK Ludhiana
Categorisation -A,B, C
or 'Not a PMKK'
A
B
A
A
Centre
Code
13965
13474
12756
14708
Centre Address
Kandhari Complex, Stadium
Road, Opposite YPS School
Gate No.4, Patiala
Midway Delight, Nahiwala
Road, Near Rakesh Rice
Mill, Barnala, 148101
Ground Floor, St.Kabir
Convent Sec School
BathindaBarnalRoad,Bhucho
Khurd, Bathinda, 151001
B-30, 604, Kailash Nagar,
Near Mohan Das Cancer
Hospital, Ludhiana
No. of Forms or Beneficiaries
interviewed as per Centre
28
45
59
75
S.
No.
1
2
3
4
Distric
Patiala
Barnala
Bathinda
Ludhiana
29 (b)Uttar Pradesh(UP)
Table 3.2 - Centres from UP
District
PILIBHIT
Bulandshahr
Rae Bareli
Lucknow
Gorakhpur
Etawah
Kanpur
Ambedkar
Nagar
Shrawasti
Deoria
Basti
Auraiya
Lakhimpur
Kheri
Bareilly
Unnao
Sultanpur
Centres name in
each district
MSTDPL PILIBHIT
- PMKK SPOKE
LALAURIKHERA
PMKK Bulandshahr
PMKK Rae Bareli
PMKK Lucknow
PMKK Gorakhpur
PMKK Etawah
PMKK Kanpur
Social Action for
Welfare and Cultural
Advancement
PMKK-Shrawasti
PMKK-Deoria
PMKK-Basti
Sots Skill dev. centre
Auriya
PMKK Lakhimpur
Mahendra Skills -
Bareilly
Care Educational &
Welfare Society
PMKK Sultanpur
Categorisation -
A,B, C or 'Not a
PMKK'
A
A
A
A
A
A
A
B
A
A
NOT a PMKK
A
A
A
A
A
Centre
Code
14532
2608
3665
1649
8818
13314
8770
14660
4125
8712
14026
16008
2577
57
415
2390
Centre Address
Ground & First floor, Opprosite
Naveen MandiSamiti, Vasundhara
Colony Gate, Tanakpur Road,
Pilibhit, Uttar Pradesh
Pradhan MantriKaushal Kendra -
Bulandshahr, Next to Blue Lotus
Academy, G-Block,
Yamunapuram,
House no. 1407, Nr. Bargad
Chauraha, Allahabad Highway,
Rae Bareli, Uttar Pradesh - 229001
B-62/63 sector H, AliganjPurania,
Lucknow, Uttar Pradesh - 226024
Khasra No 238, Jungle Sikri Near
SusheelaDharam Kata,Deoria Road
GurukulShikhshaSadan Inter
College, Bharatana Tehsil, Etawah
3A/153, Azad Nagar, Near Zoo,
Kanpur, Uttar Pradesh - 208002
DulariMahilaMahavidyalay,Dukari
Nagar, Village Pilai, Ambedkar
Nagar
Katra Bypass, Opposite Lord
Budhha school, Shrawasti- 271805
Plot 85/2, SonughatChauraha Near
Hanuman MandirDeoria
Plot no.4 village Sansarpur NH 28
Uttar Pradesh-272302
Dibiyapur road narayanpurAuriya
Gata No. 799,MohallaHathipur,
MelaMaidan Road, Lakhimpur
Kheri, Uttar Pradesh- 262701
Business residency, 51 collage
road Bareilly UP 243001
NH 25, Lucknow-Kanpur
Expressway, Near Chamroli,
Rajkiya, inter college, Unnao, UP
PanditMurlidhar ITI, Payagipur,
Sultanpur, Uttar Pradesh - 228001
No. of Forms or
Beneficiaries interviewed
as per Centre
262
77
90
132
30
107
44
63
93
43
40
34
137
151
140
62
S.
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
30 (c)Assam
Table 3.3 - Centres from Assam
(d)Bihar
Table 3.4 - Centres from Bihar
S.
No.
1
2
3
4
5
6
7
8
District
Begusarai
Bhojpur
Lakhisarai
Hajipur
Rohtas
Siwan
Saran
Patna
Centres name in each
district
PMKK Begusarai
Orion Edutech- Bhojpur
(Arrah)
PMKK Lakhisarai
PMKK Hajipur
Orion Edutech-Rohtas
PMKK
PMKK - Siwan
IL&FS Skills School @
Maker- SARAN
Intelligence Manpower
Services Pvt. Ltd.- Patna
Categorisation -
A,B, C or 'Not a
PMKK'
A
A
B
A
A
A
Spoke
Not A Pmkk
Centre
Code
8842
617
13813
13073
2583
428
4109
13721
Centre Address
Vasundhara Warehouse, NH-
31, Opposite Jaymangla
Petrol Pump,
Tilak Nagar, Katira, Ara,
Bhojpur, Bhojpur, Bihar
Opp. Income Tax office, near
Sadar Hospital, Jamui road
Anwarpur, Hajipur, Dist.
Vaishali
Gaurakshani, Ara Road, Near
RajendraVidyalaya, Rohtas,
Bihar - 821115
Khatima Complex, Haradia
More, Chhapra Road, Siwan,
Bihar - 841226
Khasra No. 158 Nageshwar
Baitha, Bhorik, Pir Maker,
saran
A Block, Majestic Janki City,
East Gola Road, Patna, Bihar
No. of Forms or
Beneficiaries interviewed
as per Centre
21
16
13
13
11
27
10
6
S.
No.
1
2
3
4
5
6
District
Golaghat
Charaideo
Sibsagar
Panjabari
Udalguri
Sonitpur
Centres name in
each district
PMKK Golaghat
PMKK Charaideo
Surya Skills - PMKK
Sibsagar
Orion Panjabari
PMKK Udalguri
Care Skill Centre -
Sonitpur
Categorisation -
A,B, C or 'Not a
PMKK'
A
B
A
A
B
A
Centre
Code
8756
9239
13581
86
8812
1880
Centre Address
Ward No. 4, City - Dergaon, Golaghat,
Assam
Ward no 4, Sonari, Near Harisabha
Mandir.
B.G. Road ,Sibsagar ONGC Tiniali.
BipananKhetraPanjabariJuripar Road
OppJuripara Bus Stop Kamrup Assam
Mazbat ITI Campus , P.O. Mazbat,
Near Mazbat P S, Udalguri, Assam
Chandmari, Railgate, Tejpur, Opp.
Bihu Field, Sonitpur, Assam - 784001
No. of Forms or
Beneficiaries interviewed
as per Centre
74
28
65
72
79
16
31 (e)Madhya Pradesh(MP)
Table 3.5 - Centres from MP
3.1.6Job Roles -
The 'Job roles' are basically the domain of the areas in which skill training is being imparted to the
beneficiaries or trainees. In the scheme, the various job roles that are being run by centres have been
identified from various industry verticals or sector skill councils. There are around 221 job roles
included in the Centrally Sponsored Centrally Managed (CSCM) component of PMKVY 2.0. In the
second component which is Centrally Sponsored State Managed (CSSM), the trainings to be
undertaken have been split into 4 categories and the states have the flexibility to develop PMKVY 2.0
plan as per their needs and requirements. The categories are -
a)Category 1: Non CSCM Sector Skill Councils (SSC) listed job roles.
b)Category 2: State specific non SSC listed job roles (National Skills Qualification
Framework aligned and SSC listed job roles amended from time to time)
c)Category 3: Job roles related to traditional arts and crafts with non-classroom mode of
trainings to be conducted.
d)Category 4: CSCM job roles with significant demand in the state. Significant demand
here refers to the specific industry clusters in the state/ UTs having acute shortage of
skilled workforce.
For the purpose of this project, we have made an attempt to cover respondent's /beneficiaries from
each job role being offered at different centres. However, in some centres, some job roles remained
District
Sehore
Shajapur
Hoshangabad
Dindori
Satna
Mandla
Balaghat
Ashok Nagar
S.
No.
1
2
3
4
5
6
7
8
Centres name in
each district
AISECT PMKK
Sehore
AISECT PMKK
Shajapur
Hoshangabad
PMKK Center
PMKK Dindori
Pradhan
MantriKaushal
Kendra-satna
PMKK CARD
Mandla
PMKK Balaghat
AISECT PMKK
Ashok Nagar
Categorisation -
A,B, C or 'Not
a PMKK'
A
A
A
B
A
B
A
B
Centre
Code
3824
11908
8847
3558
3660
8538
3638
3025
Centre Address
Indore Bhopal Bypass Road,
CresentChouraha ,Ichhawar
road, Madhya Pradesh
Ward No 27 Shri Ram Nagar
Lalghati,shajapur, MP
Plot No-118/2, Groun Floor,
Beside HP Petrol Pump, Near
Govt ITI, Itrasi Road,
Hoshangabad, MP
Saket Nagar, DindoriMansuri
marriage hall, Narmada river
2nd And 3 rd Floor Shree K K
Tawor, Opposite SBI Main
Branch Semriya Chowk Rewa
Road Satna,
Card Khasra No. 53/1, 54/1
Village Gwara, Panchayat
Manga, Post Ghughri,
Opposite Forest rest house
Mandla, Madhay Pradesh
Bhatera Road, Near Maharshi
Vidyamandir
Opp Abhay Sales Petrol
Pump,guna Bypaas
Tiraha,near Ahinsa Palace
Hotel, Ashok Nagar, MP
No. of Forms or
Beneficiaries interviewed as
per Centre
18
40
6
7
9
9
12
15
32 uncovered. This is again due to reasons beyond control like non availability of trainees in particular
job roles during the time of the survey etc. A detail of the various job roles being offered in various
centres in the states identified as our study area has been presented in tables below:
Table 3.6 -Job Roles in Punjab
S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
1 PMKK A 5 Manual Metal Arc Welding/ Shielded
PatialaMetal Arc Welding Welder - Level - 3
Mobile Phone Hardware Repair
Technician - Level - 4
Plumber General
FTOHA
Senior hair stylist Level-4
2 PMKK B 4 Field Technician - Other Home
BarnalaAppliances - Level - 3
Plumber General - Level - 3
Baking Technician
Room Attendant - Level - 4
3 PMKK A 4 Baking Technician/Operative - Level - 4
BathindaField Technician - Other Home
Appliances - Level - 4
Hair Stylist - Level - 4
Micro Irrigation Technician - Level - 4
4 PMKK A 4 Automotive Service Technician
Ludhiana(Two and Three Wheelers) - Level - 4
Distributor Salesman - Level - 4
Plumber General
Sewing Machine Operator - knits - Level - 4
33 S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
1 MSTDPL 0 7 Self employed tailor
Pilibhit - Plumber General
PMKK Unarmed security guard Level-4
Spoke Retail Sales Associate - Level - 4
LalaurikheraAssistant Hair Stylist - Level - 3
Bamboo Mat weaver Level-3
Field Technician - Other Home
Appliances - Level - 4
2 PMKK A 5 Handset repair engineer Level-4
BulandshahrRetail Sales Associate Level-4
Warehouse packer Level-3
Courier Delivery
Executive - Level - 3
Trainee Associate - Level - 3
3 PMKK A 5 Warehouse packer Level-3
Rae BareillyAssistant Electrician Level-3
FTCP
Retail Sales Associate
Solar Panel Installation
Technician - Level - 4
4 PMKK A 10 Assistant Electrician - Level - 3
LucknowCCTV installation technician Level-4
Customer Care executive
Domestic Data entry Operator - Level - 4
F & B Service: Steward - Level - 4
Front Office Associate Level-4
Handset Repair Engineer - Level - 4
Retail Sales Associate
Self employed tailor
Solar PV installer (Suryamitra) Level-4
5 PMKK A 3 Customer care executive
GorakhpurFTOHA
Mobile Phone Hardware Repair
Technician - Level - 4
6 PMKK A 4 Courier Delivery Executive - Level - 3
EtawahInline checker Level-3
Mobile Phone Hardware Repair
Technician - Level - 4
Power
7 PMKK A 4 Mobile Phone Hardware Repair
KanpurTechnician - Level - 4
Assistant Beauty Therapist - Level - 3
Consignment Tracking
Executive - Level - 3
Self employed tailor
Table 3.7-Job Roles in Uttar Pradesh
34 S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
8 Social Action A 4 Assistant Hair Stylist - Level - 3
for Welfare & Hand Embroiderer - Level - 4
Cultural Manual Metal Arc Welding/ Shielded
AdvancementMetal Arc Welding Welder - Level - 3
Solar Panel Installation
Technician - Level - 4
9 PMKK B 4 CCTV Installation Technician - Level - 4
-ShrawastiHandset Repair Engineer - Level - 4
Retail Sales Associate
Sewing Machine Operator - Level - 4
10 PMKK A 4 Sewing Machine Operator - Level - 4
-Deoria(GDA) Medical Sales Representative - Level - 4
FTOHA
Plumber General
11 PMKK-Basti A 3 Sewing Machine Operator - Level - 4
Customer Care Executive
Fitter - Fabrication - Level - 3
12 Sots Skill NOT a 2 Self employed tailor
development PMKKMedical Sales
centre AuriyaRepresentative - Level - 4
13 PMKK A 6 Customer Care Executive -
Lakhimpur(Telecom Call Centre) - Level - 4
Handset Repair Engineer Level - 4
LED Light Repair Technician Level - 4
Retail Sales Associate - Level - 4
Self Employed Tailor - Level - 4
Solar PV Installer (Suryamitra) - Level - 4
14 Mahendra A 7 Customer Care Executive -
Skills-Bareilly(Telecom Call Centre) - Level - 4
Front Office Associate - Level - 4
Retail Sales Associate - Level - 4
Self Employed Tailor - Level - 4
Sewing Machine Operator - Level - 4
Solar PV Installer (Suryamitra) - Level - 4
Telecom -In-store promoter - Level - 4
15 Care Edu, A 4 Sewing Machine Operator - Level - 4
& WelfareAssistant Electrician - Level - 3
SocietyConsignment Tracking Executive - Level - 3
Retail Sales Associate - Level - 4
16 PMKK A 6 Assistant Electrician - Level - 3
SultanpurCustomer Care Executive -
(Telecom Call Centre) - Level - 4
Goods & Services Tax (GST)
Accounts Assistant - Level - 4
Manual Metal Arc Welding/ Shielded
Metal Arc Welding Welder - Level - 3
Mobile Phone Hardware Repair Technician
Retail Sales Associate
35 S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
1 PMKK A 4 Customer Care Executive
BegusaraiDomestic Data entry Operator - Level - 4
Field Technician - Other Home
Appliances - Level - 4
Telecom -In-store promoter
2 Orion EdutechA 3 Assistant Beauty Therapist - Level - 3
Bhojpur(Arrah)Customer Care Executive
Sewing Machine Operator - Level - 4
3 PMKK B 3 Domestic Biometric Data
Lakhisarai Operator - Level - 4
Sewing Machine Operator knits Level-4
Telecom -In-store promoter - Level - 4
4 PMKK A 2 Domestic Data entry Operator - Level - 4
HajipurHousekeeping Attendant
(Manual Cleaning) - Level - 3
5 Orion EdutechA 2 Customer Care Executive -
-Rohtas PMKK(Telecom Call Centre) - Level - 4
Retail Sales Associate - Level - 4
6 PMKK - A 5 Assistant Electrician - Level - 3
SiwanAutomotive Service Technician
(Two and Three Wheelers) - Level - 4
Customer Care Executive
(Relationship Centre) - Level - 4
Fitter - Fabrication - Level - 3
Retail Sales Associate
7 IL&FS SkillsSpoke 2 Assistant Electrician Level-3
School@ Customer Care Executive Level-4
Maker-SARAN
8 Intelligence Not A PMKK 1 Retail Sales Associate- Level 4
Manpower
Services Pvt.
Ltd.- Patna
Table 3.8 -Job Roles in Bihar
36 S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
1 Sehore A 3 Domestic Data entry Operator - Level - 4
Field Technician - Computing and
Peripherals - Level - 4
Retail Sales Associate - Level - 4
2 Shajapur A 4 Assistant Electrician - Level - 3
Courier Delivery Executive - Level - 3
Domestic Data entry Operator - Level - 4
Solar PV Installer (Suryamitra) - Level - 4
3 HoshangabadA 2 CRM Domestic Voice - Level - 4
Mobile Phone Hardware Repair
Technician - Level - 4
4 Dindori B 1 Domestic Data entry Operator - Level - 4
5 Satna A 2 LED Light Repair Technician - Level - 4
CCTV Installation Technician - Level - 4
6 Mandla B 2 Self Employed Tailor - Level - 4
Unarmed Security Guard
7 Balaghat A 4 Self Employed Tailor - Level - 4
Unarmed Security Guard
Junior Software Developer
Assistant Electrician
8 Ashok Nagar B 3 Self Employed Tailor - Level - 4
Domestic Data entry Operator - Level - 4
Field Technician - Computing and
Peripherals - Level - 4
Table 3.9 -Job Roles in Madhya Pradesh
37 S.No.Centre Centre Total No. Name / Data collected on Job Roles
Name Category of Job Role
1 PMKK A 5 Hand Embroiderer - Level - 4
GolaghatAssistant Electrician - Level - 3
Hair Stylist - Level - 4
Retail distributor salesman
Consignment Tracking Executive
2 PMKK B 4 Sewing Machine Operator
CharaideoAssistant Electrician - Level - 3
Housekeeping attendent
CRM Domestic Voice - Level - 4
3 Surya Skills A 5 Sewing machine operator
PMKK Assistant Electrician - Level - 3
SibsagarHousekeeping attendent
Hair Stylist - Level - 4
Lab Technician
4 Orion A 5 Customer Care Executive -
Panjabari(Telecom Call Centre) - Level - 18
Assistant Beauty Therapist - Level - 3
Sewing Machine Operator - knits - Level - 4
Field Technician - Computing and
Peripherals - Level - 4
5 PMKK B 3 Hair Stylist - Level - 4
UdalguriAssistant Electrician - Level - 3
Hand Embroiderer - Level - 4
6 Care Skill A 3 Field Technician - Other Home
Centre-Appliances - Level - 4
SonitpurAssistant Electrician - Level - 3
Field Technician - Networking and Storage - Level - 4
Table 3.10 -Job Roles in Assam
3.1.6Questionnaire and Interview Method -
The basic research question of the project is - How effective is the PMKVY scheme in bringing about
a substantial increase in the economic condition of the beneficiaries? In order to answer this question,
we framed the hypothesis and identified variables. This was to achieve the objectives of the project
that have been discussed in detail in the Chapter 1. The structured questionnaire for the collection of
primary data (quantitative as well as qualitative) were designed for three categories of respondents -
(a)Beneficiaries/Trainees enrolled in the Short Term Training (STT) - This category
of respondents consisted of students who did not hold any prior work experience and
enrolled themselves for short term training courses in different job roles.
(b)Beneficiaries/Trainees enrolled in the Recognition of Prior Learning (RPL) - For
the ones who have worked before and are now taking the training in the center.
(c)Trainers - They are important stake holders in the training process and have been
appointed by Centers to conduct training sessions for the beneficiaries.
(d)Center Heads/Planners - They are source of important information for the quality of
trainings being conducted and other mentoring as well as out-reach activities
including marketing activities being undertaken at various centers by the Center
Heads.
38 The primary data as discussed in the above section was basically collected through an 'Interview
Method'. The interviews were undertaken from the three categories of respondents with help of a
structured questionnaire (Annexure 3.3A and 3.3B) that was prepared by the project investigators and
duly approved by the sanctioning authorities before the start of the project. The questionnaire for the
first phase of data collection was structured with an objective to collect information on socio-
economic conditions of the beneficiaries, their aspirations and expectations from the training they
were undergoing, the various strategies being used by centers to garner placement opportunities for
the beneficiaries of these schemes. This is necessary because the impact assessment of the scheme is
based on the Pre and Post Training socio-economic as well as employability status of the
beneficiaries.
3.2Primary Data Collection - Two Phases
The first phase of data collection was undertaken in the study area of 5 states more or less
simultaneously. However, before proceeding with the pilot survey and process of data collection of
the first phase, the project team conducted a training session for all the field investigators. Also all the
field investigators were in regular touch with the Project Director and Co-Project Director. Any
queries or concerns faced by field investigators were addressed immediately so as to reduce any
delays in the data collection process. In the training session conducted for the field investigators, the
following guidelines were framed for them -
a)Record observations.
b)Try to read body language of the interviewee.
c)Look at the existing infrastructure of the centers carefully.
d)Take as many pictures as possible.
e)Do not assume anything. .
f)Do not form pre-judgments.
g)Do ask questions which start with who, what, where, when, why, and how, wherever
possible.
h)Do ask both open and closed questions.
i)Do verify understanding through probing and confirming questions.
j)Do avoid confrontation.
k)Do act in a friendly but professional manner.
l)Do not interrupt.
m)Do listen actively.
n)Do take notes, but do not be obtrusive about it.
o)Do let the interviewee do most of the talking
p)Do establish rapport early and maintain it.
q)Do maintain control over the subject matter.
r)Do not go off on tangents.
s)Do establish a time frame for the interview and stick to it.
t)Do conclude positively.
u)Do allow for follow-up or clarification interviews later on.
v)Be polite and courteous.
39 3.2.1 Pilot Survey -
The purpose of conducting a pilot survey before the start of the data collection process at the various
states was to get an opportunity to test the tool of analysis - Questionnaire. The pilot survey served as a
strategy to test the questionnaire using a smaller sample compared to the planned size. In this survey, a
convenience sample in Gurugram district was selected. (Annexure 3.4)
Out of the randomly selected centers, we surveyed a total of 03 centers, namely -
a)Navjyoti, Gurugram (Haryana)
b)PMKK Center, Gurugram (Haryana)
c)PMKK Center, Rewari (Haryana)
An analysis of the pilot survey was done on the basis of observations and data collected through the
schedule. Some of the observations/concerns faced during the pilot survey are summarized as under -
a)The Navjyoti Center, Gurugram and others had good infrastructure facilities and
training sessions were undergoing during the time of visit.
b)Trainers seemed enthusiastic and well trained.
c)The students were aware of the curriculum and details of the job roles.
d)The Navjyoti Center was for people with special abilities.
e)The Center Head, trainers and beneficiaries participated in data collection process.
f)The aspirations of the beneficiaries after completion of training were recorded.
g)The beneficiaries were asked about the mentoring and outreach activities being
undertaken by Center Heads.
h)Complete information about socio-economic condition of the beneficiaries prior to
enrollment in the training programs was collected.
3.2.2Quantitative Analysis
The sample dataset for quantitative analysis of the study consists of 42 centers selected from 199
centers existing in our study area of 5 states. The 42 centers have given us a total dataset of 717
beneficiaries/trainees, 84 trainers and 42 Center Heads.
A compiled list representing the number of beneficiaries (trainees) from each state is given below.
Table 3.11 Summary Statistics of Data Collection
Source: Compiled by Authors
The structured questionnaire that has been used to collect data was designed to give us important
information on demographics, socio-economic conditions, both before and after the training. The
important variables on which data has been obtained include:
a)Family Income
S.No.State Number of Centres in SampleNumber of Beneficiary ( Trainees) in Sample
1 Punjab0464
2 Uttar Pradesh 16318
3 Bihar0882
4 Madhya Pradesh 08100
5 Assam06153
Total42717
40 b)Personal Income
c)Prior skills/training
d)Educational qualifications
e)Career Aspirations (Job Vs Business)
f)Quality of training
g)Quality of Infrastructure
h)Placement sought/received
Based on the research question, that has been discussed earlier, two important hypothesis were
framed, that have been discussed below.
3.2.3 Qualitative Data -
For the purpose of deriving recommendations and suggestions to increase the effectiveness of
PMKVY 2.0 and other skill development initiatives taken by the Centre as well as State governments,
we considered it apt to undertake a 'Content Analysis' of the rich qualitative data collected during the
first and second phase of data collection. The qualitative data basically entails the transcripts that have
been prepared from the in-depth interviews undertaken with the two important stakeholders of the
scheme and entire skill development process, namely - Trainers and the Center Heads. During the in-
depth interviews conducted with them, open ended questions pertaining to various aspects of the skill
development ecosystem and the challenges faced by them for effective implementation of the scheme
were asked and responses recorded. The various aspects covered in the in-depth personal interviews
included things like infrastructure bottlenecks, problems and challenges faced in marketing of the
center and courses run by them, the quality and impact of trainings, need for training the trainers,
availability of trained personnel locally, monitoring of activities of the centers by NSDC, cooperation
or absence of it from NSDC officials, aspirations of the beneficiaries, problems in securing right
placement opportunities for trained students, effectiveness of the assessments of the beneficiaries,
involvement of other stakeholders like parents/guardians of the beneficiaries and industry partners,
effectiveness of various placement and outreach activities like 'Rozgar Melas' and 'Skill
Competitions' etc.
An analysis of the qualitative data and the suggestions/recommendations based on it are presented in
the next chapters. We use the method of Content Analysis with help of NVivo software for the purpose
of qualitative data analysis.
3.3Hypothesis and Variable Description
To study the impact of PMKVY on the students undertaking the training, we surveyed 717
respondents from 5 different states namely- Punjab, Bihar, Madhya Pradesh, Uttar Pradesh and
Assam (Study Area). The respondents were interviewed using a structured questionnaire which used a
formative scale (on the assumption that the respondents are responsible individuals who would give
correct response, therefore, it is not necessary to check the reliability). The main objective of the study
is to assess if there is any employability increase and significant change in income/wages of the
respondents/beneficiaries pre and post undertaking the training. For checking the employability
increase, we relied on the self-assessment of the candidates. For this, we surveyed the candidates
during their training for Phase-1 and surveyed the same set of candidates again after their training was
over for Phase-2 analysis. Since there was no control group, this before-after comparison allowed us
to gauge the effectiveness of the training and assess how the training programme has been successful
in imparting the intended knowledge and to what degree additional support may be needed.
The study proceeds on two important hypothesis, namely -
41 Ho: There is a significant increase in the employability of students enrolled in different
TCs
H1: There is not a significant increase in the employability of students enrolled in different
TCs
Ho: There is a significant increase in the wages of beneficiaries in different TCs
H1: There is not a significant increase in the wages of beneficiaries in different TCs
To test the hypothesis stated above, we selected certain dependent and independent variables for the
study.
In order to assess the changes in employability of the beneficiaries, conducting an independent
proficiency test was out of scope of this study. Hence, we relied upon the self assessment of the
students by taking the 'Quality of Training' rating as a proxy for self-assessment of employability.
The variables selected are as follows:
Table 3.12 Different Variables used in Analysis
VARIABLE NAME VARIABLE DESCRIPTION
Quality_training These are the ratings provided by the trainees for the quality of
training
Efficiency_trainer These are the ratings provided by the trainees for the efficiency
of trainer
Infrastructure These are the ratings provided by the trainees for the
infrastructure of the training institute
Training recommend This is the recommendation provided by the trainees to others
after the completion of their own training
BenefitsThese are the various types of benefits/advantages enjoyed by
the trainees from the training
Income before This is indicative of any income earned by the trainee before
undertaking the trainingundertaking the training
Earning Self employed This is indicative of the income earned by the trainee presently,
that is after the completion of his training.
Source: Authors
Since, the study is based on before and after analysis, the researchers used certain tests that suited the
requirements of our study. Paired samples T-test was conducted to measure the responses of the
candidates using the SPSS software version 23. This test is conducted when the same set of
respondents are measured twice, to record if there are any changes in their response to the same set of
questions , that is when variables are continuous and dependent.
The researchers also conducted the McNemar test, since this test is suitable for paired nominal data
(categorical data). This test is conducted on 2x2 contingency tables to figure out if there are any
significant differences between dichotomous dependent variables between two related groups.
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
42
1
An opportunity cost is defined as the value of a forgone activity or alternative when another item or
activity is chosen. Opportunity cost comes into play in any decision that involves a trade-off between
two or more options. Chapter IV
Impact Assessment of
PMKVY- Data analysis
& interpretation Chapter IV A
Quantitative analysis PART A
4A. Impact Assessment of PMKVY- Quantitative analysis
In order to assess the impact of the prestigious PMKVY scheme, the research team conducted a survey
using a structured questionnaire. The details of the methodology adopted for selecting the sample in our
study area has been described in detail in previous chapters. A sample of the questionnaire is also
attached in Annexure 3.3A and 3.3B.
The respondents basically belonged to the three groups which are the main stakeholders of this scheme.
The three groups or types of respondents are - Centre Heads, Trainers and Trainees. The survey was
carried out in two phases. This was necessary since the objective of the study was to do an impact
assessment to verify the effectiveness of the PMKVY scheme. This has been done by conducting a
'Before and After' assessment of the trainees. First, the respondents were surveyed for Phase-1, their
responses were recorded in an excel sheet and then again same respondents were surveyed for Phase-2
analysis. During the two phases of the study, the research team made every effort to track the progress of
the students during the training period. This aim was achieved through telephonic follow-ups. The
researches reached out to the trainees and recorded their feedback and comments while the trainees were
undergoing the training. These telephonic interviews and conversations also gave an opportunity to
obtain any information that could not be obtained or remained incomplete in the Questionnaire, during
the Phase 1 of the study.
Statistical tools and processes were then used to test the hypothesis and interpret the results in order to
achieve the objectives. The other details of the process have been discussed in Chapter -3.
The data analysis revealed certain trends that have been enclosed in the report in thisChapter and the next
Chapter-5. The overall data analysis represents data for all the five states collectively. This was done to
derive a correct and true picture of the impact of training on the students. Some of the questions asked
were open ended to enable us gathering an unbiased opinion about the scheme. These responses were
used to conduct the qualitative analysis - the results of which are discussed in Part B of the chapter.
4.1A Results of Overall Analysis
As first step, the data collected through structured questionnaire was compiled. A comparative analysis
was made between the data collected from Centre Heads in Phase-1 and Phase-2. The data collected was
compiled in the form of excel files which were used as inputs for the software used for analysis, that is
SPSS version 23. A total of 42 Centre Heads, 84 trainers and 717 trainees were surveyed, through which
we noticed the following trends for all the states compiled together.
4.1.1A Profile of the Centre Heads
Figure 4.1A Graphical Representation of Profile of Centre-Heads
Source: Compiled from SPSS results
43 The majority of Centre heads were males (90.5%) as compared to the females which were recorded at
only 9.5% of the total centre heads.
Of the total centre heads, 38.1% hold an educational qualification as 'Graduates' and the remaining 61.9%
were the holders of a 'Post graduate' degree. This means that majority of the Centre-Heads were well
educated.
It was also noted that before starting as trainers of PMKVY - the majority of the Centre-Heads were
employed in tertiary sector.
4.1.2A Type of Training
Figure 4.2A Graphical Representation of Type of Training
Source: Compiled from SPSS results
The above table (4.2A) shows the type of trainings that were provided in the centres by the Centre Heads
themselves. The findings show that at the time of the survey -a majority of the Centre Heads (90.5%)
were not engaged in imparting trainings but solely functioned as Heads of the Institutions thereby
engaging in planning and management of the Centres.
4.1.3A Role played as an Executor
Figure 4.3A Graphical Representation of Frequencies for Role of Centre-Heads

Source: Compiled from SPSS results
The Centre heads/ Executors were expected to provide additional help to the students for their
44 placements. The results of our analysis pointed out that the executors played a pivotal role in motivating
the students for placements. They also agreed on providing guidance and career counselling to the
students for their better understanding of the future prospects. Followed by their participation in skill
development of the students and organization of the job fairs.
4.1.4A Salary Expectations of the Trainees (As per Centre-Heads' Opinion)
Figure 4.4A Graphical Representation of Expected Salary

Source: Compiled from SPSS results
According to Centre Heads, the expected salary of trainees after the completion of training ranged from
Rs 7,000 to Rs 14,500 per month (approximately).
The Centre-Heads were asked "What is the minimum and maximum salary per month/year received by
the trainees after completing this training?"
Their responses to the above question are presented in Figure 4.1.4A
4.1.5A Popularity of Job roles
Figure 4.5A Graphical Representation of Frequencies of Popular Trainings

Source: Compiled from SPSS results
When asked about the popularity of different job roles in the institute, the most popular training course
amongst the students was found to be for 'Assistant Electrician', followed by the training of Self-
employed tailor, Data entry operator (DEO), Retail Sales Executive and etc.
4.1.6 A Placements
The Centre-Heads were also questioned on the top placement companies in order to get an insight into the
45 kind of placement help being provided to the students.
The responses showed that companies like Aegis, Lava Mobile, Maruti, Vardhman, Future Group,
Legfew Resorts, Reliance Trends, HDFC Bank, etc. were the major placement providers for the students.
4.1.7A Suggestions from Centre-Heads
Figure 4.6A Graphical Representation of Frequencies of Suggestions from Centre-Heads
Source: Compiled from SPSS results
The field investigators also asked the Centre-Heads certain open ended questions regarding the
suggestions they would like to offer for the skill development structure. Majority of them agreed upon
'Other' suggestions -that included comments on increasing the number of training centres so that more
training centres are available to students nearer to their residences, lack of transportation facilities being
offered by the training centres, absence of the method of bio-metric attendance, etc.
Suggestions included the aspect of marketing of the scheme as some of the interviewees felt that more
efforts should be made to spread awareness about the scheme. Most of the trainees seemed to be satisfied
with the quality and other parameters of the training as they opined that the on-going trainings were in
accordance to the needs of the students in terms of study material, internships, placements, etc.
4.1.8A Profile of the Trainers
Figure 4.7A Graphical Representation of Age-Profile of Trainers

Source: Compiled from SPSS results
18 to 25 years
25 to 35 years
35 to 45 years
Age Group
6
7.14%
19
22.62%
59
70.24%
46 The trainers belonged to three age groups collectively. Majority of them belonged to the age group of 25-
35 years, followed by 18-25 years and 35-45 years.
Figure 4.8A Graphical Representation of Gender of Trainers

Source: Compiled from SPSS results
Of the total 84 trainers, 57 (67.86%) trainers were recorded to be male while their female counterparts
were 27 (32.14%).
Figure 4.9A Graphical Representation of Educational Profile of Trainers

Source: Compiled from SPSS results
To get an insight about the academic knowledge and fitness of the trainers, they were asked about their
educational qualifications. The results provided that 60.71% of the trainers were graduates, 30.95% were
post-graduates and the remaining 8.33% were merely Senior Secondary or Higher Secondary graduates
combined together.
57
68.86%
27
32.14%
Male
Female
Gender
Education
51
60.71%
26
30.95%
6
7.14%
Higher Secondry
Senior Secendory
Graduate
Post Graduate
1 (1.19%)
47 Figure 4.10A Graphical Representation of Job Sector of Trainers

Source: Compiled from SPSS results
On the question on the previous employment trend of the trainers, the majority of the trainers came from
Tertiary Sector and none were previously employed in the Quaternary Sector.
4.1.9A Type of Training
Figure 4.11A Graphical Representation of Type of Training

Source: Compiled from SPSS results
In response to the question posed about the trainings that the trainers were imparting presently and during
the past - it was noted that out of the total number of trainers, the ones involved in technical and non
technical training earlier came out to be 28 and 50 trainers respectively, while only 5 said that they were
freshers and did not conduct any trainings in the past.
The analysis of type of trainings imparted by the trainers presently, around 60% - 51 trainers reported to
be engaged in non- technical training while 30 reported to be involved in imparting technical training. Of
total 84 trainers surveyed, 1 of them was fresher and did not conduct any training in the past, while 2
trainers were not involved in any of these trainings.
48 4.1.10A Role played as a Trainer
Figure 4.12A Graphical Representation of Role Played as Trainer

Source: Compiled from SPSS results
The trainers were expected to provide additional help to the students for their placements. The results of
our analysis pointed out that the trainers played a pivotal role in motivating the students for placements.
They also agreed on providing guidance and career counselling to the students for their better
understanding of the future prospects. Followed by their participation in skill development of the
students and organization of the job fairs.
4.1.11A Popularity of Job roles
Figure 4.13A Graphical Representation of Expected Salary
Source: Compiled from SPSS results
On the question about the popularity of different job roles in the various institutes, the most popular
training among the students was noted to be that of 'Data Entry Operator', followed by those of Sewing
Machine Operator, Assistant Electrician, Self Employed Tailor and so on.
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
/
1
The total of trainers surveyed were 84.
5+28+50+1=84 (pre training)
1+30+51+2=84 (post-training)
49 4.1.12 A Placements
The research team also interviewed the trainers regarding top placement companies providing jobs to the
students. The results pointed out towards Companies like Minda, Aegis, Motherson, Vardhman, Cogent,
Aegis Global, Flipkart, Growthfast, Pizza Hut, Samsung, Burger King and many more.
4.1.13 A Suggestions from Trainers
Figure 4.14A Graphical Representation of Suggestions from Trainers

Source: Compiled from SPSS results
The suggestions from trainers for increasing the effectiveness of the scheme were also obtained. Few of
the important suggestions included issues like - the need for organisation of more events like the job fairs,
the training centres would do better if certain transportation facilities are provided to the trainees,
methods may be implemented for regularisation of attendance for trainees like implementation of the
rule for bio-metric attendance etc.
This analysis through feedbacks from the Centre-Heads and Trainers gave us an impression that the
vocational training programmes designed by the NSDC have proved to be quite helpful for the students in
increasing their employability and future prospects.
4.1.14 A Profile of Trainees
Figure 4.15 A Graphical Representation of Age Group

Source: Compiled from SPSS results
50 Figure 4.16A Graphical representation of Gender
Source: Compiled from SPSS results
The data was also collected on the profile of trainees undertaking the training. The data compiled
revealed that majority of the trainees belonged to the age group of 18-25 years. Also, around 16% of the
total candidates surveyed belonged to the age group of 25-35 years and around 12% were from the age
bracket of less than 18 years.
The candidates were majorly males. There were almost 40% female students enrolled in the skill training
programmes as compared to 60% male students.
Figure 4.17A Graphical Representation of Educational Qualification
Source: Compiled from SPSS results
The candidates when asked about their educational background, revealed that majority of them were
Senior Secondary Graduates and had preferred undertaking the vocational training instead of getting
enrolled in a regular learning course. Of them, 24.5% candidates were Graduates and 27.6% candidates
were Higher Secondary Graduates.
4.1.15A Type of Training Sessions
Figure 4.18A Graphical Representation of Type of Training Sessions

Source: Compiled from SPSS results
51 The trainings were conducted using both, classroom and practical sessions of 4-8 hours. Majority of the
students were involved in 4 hour sessions according to their job role type.
4.1.16A Reasons for Undertaking the Training
Figure 4.19A Graphical Representation of Type of Training Sessions

Source: Compiled from SPSS results
We interviewed the trainees regarding their reasons/ objectives for undertaking the training. Majority of
them agreed upon training as a pre-requisite for employment opportunities. Some of them enrolled
themselves in the vocational training programme for their personal growth, improvement in skills and to
become entrepreneurs.
4.1.17A Recommendation of Training
Figure 4.20A Graphical Representation of Training Recommendation

Source: Compiled from SPSS results
The effectiveness of trainings imparted under PMKVY can be gauged by the fact that as a response to the
question on whether or not the trainees would recommend the training to other youngsters, the majority
responded in affirmative. The reasons cited in favour of the trainings were mainly - personal growth,
increasing employability, among other reasons.
52 4.1.18A Ratings by Trainees
Figure 4.21A Graphical Representation of Ratings

Source: Compiled from SPSS results
The trainees on an average allotted ratings of 4.61, 4.69 and 4.63 for the quality of training, efficiency of
the trainer and infrastructure facilities, respectively.
4.1.19A Benefits from Training
Figure 4.22A Graphical Representation of Benefits from Training

Source: Compiled from SPSS results
The students when asked about the benefits they derived from the skill trainings, majority of them said
that they experienced a substantial increase in their knowledge due to the training sessions. Also, many
students said that they have become more confident during the course of the training. Other benefits
included increase in the social status, improvement in economic status, feeling of empowerment, etc.
4.2A Hypothesis Testing
To study the impact of PMKVY on the students undertaking the training, we surveyed 717 respondents
from 5 different states namely- Punjab, Bihar, Madhya Pradesh, Uttar Pradesh and Assam (Study Area).
The respondents were interviewed using a structured questionnaire which used a formative scale (on the
53 assumption that the respondents are responsible individuals who would give correct response, therefore,
it is not necessary to check the reliability). The main objective of the study is to assess if there is any
employability increase and significant change in income/wages of the respondents/beneficiaries pre and
post undertaking the training. For checking the employability increase, we relied on the self-assessment
of the candidates. For this, we surveyed the candidates during their training for Phase-1 and surveyed the
same set of candidates again after their training was over for Phase-2 analysis. Since there was no control
group, this before-after comparison allowed us to gauge the effectiveness of the training and assess how
the training programme has been successful in imparting the intended knowledge and to what degree
additional support may be needed.
Two important hypothesis were framed for the study-
Ho: There is a significant increase in the employability of students enrolled in different TCs
H1: There is not a significant increase in the employability of students enrolled in different TCs
Ho: There is a significant increase in the wages of beneficiaries in different TCs
H1: There is not a significant increase in the wages of beneficiaries in different TCs
To test the hypothesis stated above, we selected certain dependent and independent variables for the
study.
In order to assess the changes in employability of the beneficiaries, conducting an independent
proficiency test was out of scope of this study.Hence, we relied upon the self assessment of the students
by taking the 'Quality of Training' rating as a proxy for self-assessment of employability.
The variables selected are as follows:
Table 4.1 Different Variables used in analysis
VARIABLE NAME VARIABLE DESCRIPTION
Quality_training This is the ratings provided by the trainees for the quality of
training
Efficiency_trainer This is the ratings provided by the trainees for the efficiency of
trainer
Infrastructure This is the ratings provided by the trainees for the infrastructure
of the training institute
Training recommend This is the recommendation provided by the trainees to others
after the completion of their own training
BenefitsThese are the various types of benefits/advantageous enjoyed by
the trainees from the training
Income before undertaking These is indicative of any income earned by the trainee before
the training undertaking the training
Earning Self employed This is indicative of the income earned by the trainee presently,
that is after the completion of his training.
Source: Authors
Since, the study is based on before and after analysis, the researchers used certain tests that suited the
requirements of our study. Paired samples T-test was conducted to measure the responses of the
candidates using the SPSS software version 23. This test is conducted when the same set of respondents
are measured twice, to record if there are any changes in their response to the same set of questions , that is
when variables are continuous and dependent.
The researchers also conducted the McNemar test, since this test is suitable for paired nominal data
(categorical data). This test is conducted on 2x2 contingency tables to figure out if there are any
significant differences between dichotomous dependent variables between two related groups.
54 4.3A Interpretation of Results
4.3.1A Paired Samples T-test (Phase-1 v/s Phase-2)
Ho: ì1=ì2
The following results were obtained from SPSS
Table 4.2 Comparison of Phase-1 and Phase-2

** Significant @.05 level
Source: Compiled from SPSS results
The research has conducted Phase-1 v/s Phase-2 analysis using SPSS version 23. The variables
evaluated were - the quality of training, efficiency of the trainers and infrastructure facilities. The table
(4.2) above shows the mean values of the variables to be more in Phase-2 than in Phase-1 analysis. The
value of p statistic measured is less than 1%, which means the values calculated are highly significant and
there is a substantial improvement in the ratings given by students in Phase-2 when compared with the
Phase-1 ratings.
Table 4.3 Change in Income or Economic Conditions in Phase-1 and Phase-2

** Significant @.05 level
Source: Compiled from SPSS results
The mean for 'Income earned before the Training' was calculated as Rs. 526 - this included all
respondents whether earning or not. The mean income for 'Earning' or self-employed (Phase 2) was
calculated as Rs.1487. This also included people who were not earning any income before.
For presenting a better picture, the team calculated the average income of beneficiaries excluding those
respondents who did not have any income at the start of the training. The mean income is then calculated
as Rs. 8,454.34,while the average or mean income of trainees who started earning post training through
jobs or self-employment was calculated as Rs.9,927.88.
This proves that there has been a significant change in the economic conditions of the candidates before
and after the training.
Thus, based on the above results null hypothesis accepted that there is significant improvement in
employability and income of the respondents enrolled in different TCs -who are the beneficiaries of
PMKVY.
4.3.2A Paired Samples Contingency Tables
During the study, an additional hypothesis was also taken as follows to check the significance of change
in recommendation of the training.
Income (Rs.)
Earning Self-employed
(Phase 2 -Post Training)
Income before undertaking
training (Phase 1 -Pre-training)
55 Ho.: No change in training recommendation before and after training
Table 4.4 Phase-1 v/s Phase-2 Recommendation of Training
Training_recommend (PhaseII)
Training_recommend (PhaseI) NoYesTotal
No 16824
Yes 101592693
Total 117600717
Source: Compiled from SPSS results
Table 4.5 Significance level of change in Recommendation of Training
McNemar Test
Value df p
x²79.3 1 <?.001
N 717
Source: Compiled from SPSS results
Table 4.4 records the responses of the candidates when asked if they would recommend the training to
other people. Out of 717 candidates, 592 candidates agreed to recommend the training in both Phase-1
and Phase-2 analysis.
The research team conducted the McNemar test (table 4.5) to assess the significance level of changes in
the recommendation for the training. The value of chi-square is 79.3 which are significant. This means
that there is a significant change in the recommendation of the training by the candidates before and after
the training.
Hence, the hypothesis that there is no change in training recommendation before and after the training is
rejected. While the alternate hypothesis, that there is a significant change in training recommendation
and in a positive direction is accepted. Thus, the students involved in the skill training programmes show
a high satisfaction level.
The major findings from the above analysis can be summed up as under:
a)The majority of trainees belonged to the age-group of 18-25 years and enrolled in these
trainings after senior secondary schooling.
b)The overarching objective of trainees enrolled in this program was the desire to learn new
skills which serve as a pre-requisite for their employment into various areas as well as
provide opportunities for self-employment. etc.
c)The students gave a rating of 4 + on a scale of 5 to the infrastructure, quality of the training
and efficiency of the trainer and majority of them recommended the training to others as
well.
d)The trainees' employability and level of income increased substantially after the training
as majority of them were not earning any income before undertaking the training and
were self employed after taking up the training. They also agreed that the training
provided a boost to their existing level of knowledge.
56 Chapter IV B
Qualitative analysis PART B
4B.Qualitative Analysis
In order to study the various problems, suggestions and concerns of the two important stakeholders of the
PMKVY scheme viz., the Trainers and the Center Heads, in-depth interviews were conducted with them
during Phase 1 and Phase 2 of the data collection; with the following objectives:
(a)To identify the problem/challenges in implementation of PMKVY scheme faced by the
stakeholders involved in implementation of the scheme on ground.
(b)To zero down on the possible recommendations for policy makers to make PMKVY
and/or other similar schemes (with focus on skill development of youth) more effective.
To achieve these objectives, interviews were conducted as part of the structured questionnaire that
included open-ended questions for Center Heads and Trainers to collect responses from them.
The field investigators were trained to conduct these interviews and ask leading questions as parts of the
main interview question. The field investigators were also instructed to record responses carefully so as
to avoid creeping in of any biases.
The Centre Heads are people who are responsible for - implementing the scheme through their Training
Centers in letter and spirit. They have the responsibility of ensuring the quality of the infrastructure,
training delivery, reading and study material as well as the examinations/tests conducted to check the
learning of trainees during the training program. They are also responsible for ensuring that the
information about the training centre, courses offered, the future career prospects of the courses etc.
reaches to all prospective trainees in the district where the centre is located. Counseling and mentoring
activities are essentially undertaken before the candidates are enrolled in various courses to ensure that
the candidate chooses a course which is befitting with his/her current skill sets trainees in order to get
maximum opportunities for securing the right placement.
Similarly, the trainers also play a pivotal role in skill development of trainees thus making the scheme
effective. The trainers are responsibility for the conduct of the training programs, and when the training
program are delivered effectively, can the skill development take place. Since the objective is to make
the students industry ready, right after the completion of the course- it becomes essential that training
focuses on both theoretical and practical aspects in equal measure. Only 'Hands-on' training could help in
ensuring that students are industry ready. Also, trainers have the responsibility of suitably grooming the
candidates that opt for 'RPL' program since they already possess some skill-set.
Therefore, both sets of people -center heads and trainers are important stakeholders who are aware of the
ground realities.
4.1BResults of Content Analysis
Firstly, transcripts of all the interviews were prepared. The structured questionnaire was prepared had
both open ended and closed ended questions, designed to collect quantitative as well as qualitative data.
Nvivo 12 Pro software was used for the purpose of content analysis of the transcripts.
Some of the centre heads and trainers were either hesitant to answer or did not have any observations to
share while some were vocal about their expectations of changes required in the system. Those who
chose to answer, suggested that there is a scope of improvement of the scheme and the government
should continue efforts to improve the skill development scenario in the country.
A total of 41 interview transcripts for trainers and 30 transcripts for center heads were used for the
purpose of analysis. These trainers and center heads gave suggestions/recommendations besides
highlighting their concerns regarding the implementation of PMKVY scheme.
57 Some of the recommendations to improve the effectiveness of the scheme as given by center heads and
trainers have been discussed at length in the Chapter 7.
In the sub-section below, a discussion of the result of the content analysis is presented.
4.1.1B Case and Node Development
All the interviews from the Centre Heads taken from different centers in each state were compiled into
one transcript because these were answers to the same interview question. Thus, each state was classified
as a separate case and location was given as the case attribute. The same process was repeated for the
interviews taken from the Trainers.
Nodes were developed during the Nvivo exercise to specific the outcomes of the whole process. The
nodes for the content analysis were developed on the basis of the themes emerging out of the
interviewee's responses. Then, the nodes were grouped on basis of similarity of themes. Finally, various
methods were used to do the analysis of the cases.
4.1.2BNvivo Results for Center Heads Responses
The analysis of interviews with the center heads across the states centered led us to the emergence of the
following themes to improve the effectiveness of PMKVY and reduce the dodges while implementation.
(a)Attendance Issue: Irregular attendance of trainees is a major issue. The centre heads feel
that many times the trainees do not take the courses seriously as the training courses are
free of charge for them.
(b)Availability of Transport: In many areas, commute to centers becomes a challenge for
trainees and trainers. Hence, some Center Heads recommended availability of transport
services at the centers for ensuring better attendance.
(c)Lack of Placement Opportunities: Many centre heads recognise that there are
comparatively less placement opportunities for trainees in comparison to what is required
for them. In order to overcome this hurdle, we have discussed possibilities of tie-ups with
industry partners from private sector in Chapter 6.
(d)Marketing of Scheme: Even though the state governments, central government, NSDC
and private training partners have made immense efforts to publicise the scheme amongst
stakeholders, the centre heads expressed their concerns about spreading awareness about
the skill development efforts being made by governments. Thus, there is a need to step up
the efforts in this direction.
(e)Motivating Trainees by Financial Rewards: The trainees can be motivated to attend
regularly and perform well by announcing some financial rewards for top performers.
(f)Need for Improved Learning Materials: There is a need to improve the quality of learning
materials and keep those up to date at par with the global standards.
(g)Need for Link-Ups with Industry: Many centre heads retort the need for more link ups
with industry to improve overall quality of training and placements.
(h)Need for Regular interaction with Parents of Trainees: According to some centre heads it
is important to interact with parents of the trainees because family is an important
stakeholder in the process of skill development. Some centres are making efforts in this
direction too.
(i)Need to organise Inter-State Skill Competitions: Centre Heads stress on the need to
organise more interstate skill competitions to make skill development process effective
as such events would serve to encourage the trainees as well as motivate the states to
perform better than others. Also such events give an opportunity to learn 'best practices'
from each other.
58 (j)Training Centres need Financial Help: Some Centre Heads stressed the need for
availability of financial help to bring about improvements in the infrastructure of centres.
(k)Training in Local languages and English: An important theme that emerged is that the
Centre Heads feel the need for availability of training materials in local languages too,
and feel that this step would lead to increased number of enrolments in centres.
In order to bring out an interstate comparison, the Case comparison has also been done. The Figures
4.6B-4.9B shows the case analysis done by Nvivo. Presented below is the comparison of sample states
(Case Comparison) depicts the common factors that have emerged from the transcripts of interviews of
Center Heads.
Figure 4.6B - Case Comparison of Assam & Uttar Pradesh- Centre Heads Responses
Source: Nvivo Results
59 Figure 4.7B-Case Comaprison of Madhya Pradesh &Uttar Pradesh-
Responses

Source: Nvivo Results
Figure 4.8B -Case Comparison of Assam &Bihar- Centre Heads Responses

Source:Nvivo Results
Centre Heads
60 4.1.3BNvivo Results for Trainers Responses
Similar to the methodology followed for analyzing the Centre Head's responses, for trainers too, we
group the responses of different trainers employed with various centers in the various districts state wise
as Cases. The process of coding, themes which emerge from the interview transcripts are grouped
together as Nodes are as follows:
(a)Career Stability & Salary for Trainers: The trainers expressed concerns about the career
stability and development opportunities for them. Most of them opined that if decent
salary and stability for trainers is assured, it would lead to more productivity of trainers.
- Untrained Trainers: A concern was expressed by some about non-availability of
trained people to take up the training jobs. Also, a scenario was pointed out by one trainer
that some trainers also pursue training courses as trainees. Hence, the juggle the work of
trainer as well as trainee, thus, underperforming as Trainers.
(b)Establishment of a Placement Unit: Many trainers felt the need for establishment of a
spate placement cell within the centres that would be responsible for liaison with other
stakeholder partners like industry and securing enough placement opportunities for the
trainees.
- Local Job Opportunities to be made available: This is an important aspect because
many times the young trainees are reluctant to take up jobs far off from their home town
and have to decline the job offers as they are not willing to migrate.
(c)Financial Help for Migrated Trainees required: Sometimes the trainers belonging to other
states who have come to work, enrol themselves in RPL programmes. However, unable to
pursue full time work with their trainings they find it difficult to sustain themselves
financially.
(d)Hands on experience training needed: Trainers have recommended more component of
practical and hands-on training in the syllabi.
(e)Hostel Facilities Required: Some trainers feel that provision of hostel facilities for
trainees and trainers would increase the number of enrolments and decrease the attrition
rates for trainees and trainers respectively.
(f)Improvement in Quality of Study Material and Local language Study Material required:
This concern was common between trainers and Centre Heads and both feel that if
training material is available in local languages, it would encourage more youth to take up
these courses.
(g)More awareness & marketing of PMKVY: This is again a common concern and trainers
express the need for more broad based out-reach activities.
(h)Regular Auditing of TC: Though, the PMKVY scheme envisages for regular monitoring
of training centres by NSDC, some trainers felt the need for the same to be a more intense
and frequent exercise.
(i)Stringent attendance requirements to be enforced: The trainers have expressed their
opinion about the need for strict attendance requirements as it becomes an issue
especially during festive seasons adversely impacting the overall quality of the training.
Most of them have also suggested the need for implementing Bio-metric attendance
system for trainees and trainers alike.
(j)Training Hours should be reduced: Few trainers opined that some courses demand lesser
number of training hours than actually demanded by the scheme (the opinion of trainers
differs according to job roles).
(k)Transport facilities required: This is a common concern and the stakeholders feel that if
suitable transport facilities are available at the centres, it would definitely encourage
61 enrolments and thereby increase the effectiveness of the scheme.
For more insights, a case wise comparison has also been done similar to shown above for Center Heads
comments. Each Case comparison depicts the similar and different themes in the responses made by
trainers of different states. There are a lot of differences in the demographics, training requirements,
availability of trainers and different training courses being offered at the Centers; hence difference in
responses received in different states. The Figures 4.9B to Figure 4.11B show different Case
comparisons done through Nvivo.
Figure 4.9B:Case Comparison of Punjab & Bihar-
Source:Nvivo Results
Figure 4.10B:Case Comparison of Assam& Bihar-Trainers Responses

Source:Nvivo Results
Trainers Responses
62 Figure 4.11B:Case Comparison of Uttar Pradesh & Madhya Pradesh-

Source:Nvivo Results
The qualitative data analysis helps us to understand the ground realities and the concerns faced by the
different stakeholders while implementing PMKVY. All the stake holders associated with the mission of
skill development are making efforts and contributions towards making the mission successful since it
would help youth be gainfully employed which would ultimately lead to Indian economy growing at a
faster rate. It's important for the policy makers to understand the concerns raised by stakeholders like
Centre Heads and Trainers and take suitable steps to remove the issues faced in order to make the
schemes like PMKVY effective.
In this chapter, through analysis of responses by center heads and trainers on specific questions; an
attempt has been made to present some of the major issues highlighted by these stakeholders.The
suggestions and recommendations are to make the scheme even more effective. Many suggestions like
provision of transport facilities, providing learning material in regional languages, emphasis on
marketing of the scheme, provision of hostel facilities etc. would help in increasing the efficacy of the
scheme.
Trainers Responses
Note: All figure titles will be above the figure and source below. The Source for all figures will be Nvivo
Results.
63 Chapter V
Skill development scenario-
State wise analysis Chapter 5
Skill Development Scenario-State Wise Analysis
For the present study, the survey was carried out in five different states namely Uttar Pradesh, Punjab,
Madhya Pradesh, Assam and Bihar. These states were selected on the basis of their strategic importance
in terms of their demography, the availability and requirement of skilling structure in the respective
states. Since these states have differences in respect of demography and industries present there, it was
considered appropriate to present our analysis in different states.
The trends revealed by state-wise analysis have been discussed below.
5.1 Madhya Pradesh
Table 5.1 Madhya Pradesh at a glance
Population 78.1 Million (in 2016)
Districts 52
Demographics 63% population belongs to the working age group of 15-59 years.
Leading IndustriesAgri-business and food processing, automobile and engineering,
defence, renewable power, IT/ITeS, Pharmaceuticals, Textiles
Sources of Skilled 2 Central Universities, 21 State Universities, 27 Private Universities,
Manpower 298 Engineering Colleges, 1155 ITIs, 69 Polytechnics,
13 Medical Colleges, 211 Management Institutes
Source: Economic Survey 2018-19; www.investindia.gov.in
5.1.1 Educational Background of Centre Heads
The information collected on Center Heads- the people who are responsible for implementing the
trainings as well as carrying out the mentoring and outreach activities of the centre. The analysis of the
data gathered on educational qualifications of center heads shows that a whopping percentage of the total
center heads -87.5% have Post Graduation degree. Also, these aspects differ across states which, is
revealed in subsequent sections of the chapter.
Figure 5.1 Educational Qualifications of Centre Heads

Source: Compiled from SPSS results
64 5.1.2 Expected Salary
Table 5.2 Salary expected by the Trainees
Expected Salary Mean2 MedianStandard DeviationMinimum Maximum
Minimum Salary Expected6188 5750 1308 5000 8000
Maximum Salary Expected12625 120002504 10000 17000
Source: Compiled from SPSS results
The salary expected by the trainees on an average ranges from approximately Rs 6,000 to Rs 12,500.
Many interviews revealed that the trainees express dissatisfaction with their present packages and were
hopeful of better remunerations in future.
5.1.3 Placements
Securing placement for each and every enrolled student should be and was a priority for the PMKVY and
PMKK training centers. The trainees mostly preferred job locations nearer to their homes. The Center
Heads and trainers have made persistent effort towards ensuring good placements for trainees.
The various companies that were reported to have offered placements in various centers of Madhya
Pradesh are BIS, Mother sons, Path motors, Surevin BPO Service Ltd., Vardhman, Welsons India,
Zomato, CIS, Eureka Forbes, India Bulls, Maruti, Misa Security, Sagar Manufacturing, Dewas, Disha
engineering, New Delhi Security Services, Shiv shakti, TVS, Aakash Industries, Asian Research,
Trident, Research Panel Indore, HDFC, Vertix, etc.
5.1.4 Popularity of Job Roles
While conducting the survey, the beneficiaries were also asked about the most sought after job roles.
Also, on the basis of the trends of enrolments in various job roles, number of inquiries received for the job
roles, it can be concluded that the favourite job roles of the trainees in Madhya Pradesh are:
a)Data Entry Operator,
b)Self Employed Tailor,
c)Plumber General,
d)Retail Sales Associate,
e)Fitter and Fabrication,
f)Assistant Electrician and
g)Field Technician-Computing Peripherals
5.1.5 Educational Background of Trainers
The trainers surveyed in Madhya Pradesh revealed that majority of them were Graduates and Post-
Graduates, while 12.5% of them were Senior Secondary qualified.
Figure 5.2 Educational Qualifications of Trainers

Source: Compiled from SPSS results
65 5.1.6 Profile of Trainees
Table 5.3 Profile of trainees
VariablesDescription Percent
Age GroupBelow 18 years 6.1%
18 to 25 years 81.8%
25 to 35 years 12.1%
35 to 45 years 0.0%
Above 45 years 0.0%
Gender Male71.0%
Female29.0%
QualificationBelow higher secondary 3.0%
Higher secondary 10.0%
Senior Secondary 45.0%
Graduate36.0%
Post-graduate 6.0%
Source: Compiled from SPSS results
The majority of trainees in Madhya Pradesh belonged to age-group 18-25 years, were male participants
and were mainly Senior Secondary qualified.
5.1.7 Training Recommended
Figure 5.3 Training Recommendation
Source: Compiled from SPSS results
It was heartening to note that the majority of the trainees surveyed in various states recommended the
training to others. This is definitely reflective of the fact that the trainees have been satisfied with the
quality of training imparted to them in PMKVY.
66 5.2 Punjab
Table 5.4 Punjab at a glance
Population 28.8 Million (in 2016)
Districts 22
Demographics 68% population belongs to the working age group of 15-59 years.
Leading IndustriesFood processing, light engineering goods, renewable power, tractors and
auto components, agro based parts, sports goods, metal and alloys,
chemical products and textiles
Sources of Skilled 1 Central University, 9 state Universities, 16 Private Universities, 238
Manpower Engineering Colleges, 378 ITIs, 181 Polytechnics
Source: Economic Survey 2018-19; www.investindia.gov.in
5.2.1 Educational Background of Centre Heads
The analysis of the data gathered on educational qualifications of Center Heads shows that a whopping
percentage of the total Center Heads -100% are holders of a Graduate degree.
Figure 5.4 Educational Qualifications of Centre Heads

Source: Compiled from SPSS results
5.2.2 Expected Salary
Table 5.5 Salary expected by trainees
Expected Salary Mean2 Median Standard Deviation Minimum Maximum
Minimum Salary Expected7125 7250 1031 6000 8000
Maximum Salary Expected10625 11000 1702 8500 12000
Source: Compiled from SPSS results
The salary expected by the trainees on an average ranges from approximately Rs 7,000 to Rs 10,500. The
trainees insisted on receiving better pay packages in the future.
5.2.3 Placements
Placement being one of the most important aspects after training, students in Punjab preferred
placements in their native place or cities nearer to their home towns. Most of them were quite satisfied by
67 the placement being offered to them as some of the plants/ firms were located in local areas.
In Punjab, top placement companies were recorded to be Ola, Oyo Hotels, Shoppers Stop, Connect
Broadband, Pizza Hut, Vardhman, Aqua RO, Narajai Herbals, Burger King, etc.
5.2.4 Popularity of Job Roles
In Punjab also, a trend for skewed enrolments in the following job roles was noted. The job roles were:
a)Self Employed Tailor,
b) Plumber General,
c) Retail Sales Associate,
d)Assistant Electrician and
e)Micro-irrigation.
The number of inquiries received for these job roles were maximum as compared to the other ones.
5.2.5 Educational Background of Trainers
The trainers surveyed in Punjab revealed that majority of them were Graduates and 25% of them were
Post-Graduates.
Figure 5.5 Educational Qualifications of Trainers

Source: Compiled from SPSS results
68 5.2.6 Profile of Trainees
Table 5.6 Profile of trainees
Variables DescriptionPercent
Age Group Below 18 years9.4%
18 to 25 years71.9%
25 to 35 years15.6%
35 to 45 years3.1%
Above 45 years0.0%
Gender Male75.0%
Female25.0%
Qualification Below higher secondary 0.0%
Higher secondary39.1%
Senior Secondary42.2%
Graduate17.2%
Post-graduate1.6%
Source: Compiled from SPSS results
The majority of trainees in Punjab belonged to age-group 18-25 years, were male participants and were
Senior Secondary qualified.
5.2.7 Training Recommended
Figure 5.6 Training Recommendation

Source: Compiled from SPSS results
All of the trainees seemed to be satisfied with the training. They opined that their purpose of training was
resolved and recommended the training to others as well.
69 5.3 Uttar Pradesh
Table 5.7 Uttar Pradesh at a glance
Population 216.2 Million (in 2016)
Districts 75
Demographics 63% population belongs to the working age group of 15-59 years.
Leading IndustriesLeather, horticulture, food processing, IT, auto components, textiles,
handicrafts, handloom, biotechnology, sports goods.
Sources of Skilled 5 Central Universities, 31 state Universities, 29 Private Universities, 645
Manpower Engineering Colleges, 311 ITIs, 155 Polytechnics, 21 Medical Institutes
Source: Economic Survey 2018-19; www.investindia.gov.in
5.3.1 Educational Background of Centre Heads
The survey of Centre Heads in Uttar Pradesh was conducted, which revealed that majority of them were
Post-Graduates. As indicated in the figure below, almost 69% of the executors were Post-Graduates.
Figure 5.7 Education backgrounds of Centre Heads

Source: Compiled from SPSS results
5.3.2 Expected Salary
Table 5.8 Salary expected by trainees
Expected Salary Mean2 MedianStandard DeviationMinimum Maximum
Minimum Salary Expected7179 7000 1613 5000 12000
Maximum Salary Expected16929 16500 6855 10000 35000
Source: Compiled from SPSS results
The salary expected by the trainees on an average ranges from approximately Rs 7,000 to Rs 16,900.
They seemed to be satisfied with the placements offered to them and did not offer any suggestion
regarding prospects for better placements.
5.3.3 Placements
In Uttar Pradesh, top placement companies were recorded to be Aegis, E.com, Growfast Organics, Hero,
70 LG Pvt Ltd, Minda, SAL Company, SIMPA, V-Mart, Vardhman Textiles, Birla Life Insurance, FIEM,
Flipkart, Havells, ISON BPO, Maruti, MBT Krishee Agriculture, Rave Mall, Samsung, SBI Credit,
Swiggy, etc.
5.3.4 Popularity of Job Roles
For some of the job roles like Self Employed Tailor, Assistant Electrician and Retail Sales Associate, the
trend for skewed enrolments was similar to the one in Madhya Pradesh and Punjab. Apart from these job
roles, maximum inquiries and enrolments were noted for the job roles like:
a)Sewing Machine Operator,
b)Data Entry Operator,
c)Assistant Electrician and
d)Customer Care Executive.
5.3.5 Educational Background of Trainers
The trainers surveyed in Uttar Pradesh revealed that majority of them were Graduates and 40.6% of them
were Post-Graduates.
Figure 5.8 Education backgrounds of Trainers

Source: Compiled from SPSS results
71 5.3.6 Profile of Trainees
Table 5.9 Profile of trainees
Variables Description Percent
Age Group Below 18 years 20.1%
18 to 25 years 64.5%
25 to 35 years 13.5%
35 to 45 years 1.9%
Above 45 years 0.0%
Gender Male64.8%
Female35.2%
Qualification Below higher secondary 0.0%
Higher secondary 28.0%
Senior Secondary 45.6%
Graduate22.3%
Post-graduate 4.1%
Source: Compiled from SPSS results
The majority of trainees in Uttar Pradesh belonged to age-group 18-25 years, were male participants and
held the educational qualification of Senior Secondary.
5.3.7 Training Recommended
Figure 5.9 Training Recommendation

Source: Compiled from SPSS results
Majority of the trainees seemed to recommend the training to others. Thus, the quality of training
imparted under the PMKVY scheme is quite evident from the ratings/ votes in favour received from
students.
72 5.4 Assam
Table 5.10 Assam at a glance
Population 32.2 Million (in 2016)
Districts 33
Demographics 65% population belongs to the working age group of 15-59 years.
Leading IndustriesPharmaceuticals and medical equipments, Plastics and petrochemicals,
Power, River transport and port township, IT, Textile, handloom and
handicrafts and Tourism, hospitality and wellness
Sources of Skilled 1 Central University, 12 State Universities, 5 Private Universities, 45
Manpower Engineering Colleges, 30 ITIs, 21 Polytechnics, 19 Medical Colleges, 14
Management Institutes
Source: Economic Survey 2018-19; www.investindia.gov.in
5.4.1 Educational Background of Centre Heads
A survey about the educational background of the Centre Heads was conducted to get an insight into their
level of knowledge. The analysis in Assam revealed that the proportion of people holding a Graduate and
a Post-Graduate degree were equal in number. This trend was quite different from the ones noted in states
discussed earlier.
Figure 5.10 Educational backgrounds of Centre Heads

Source: Compiled from SPSS results
5.4.2 Expected Salary
Table 5.11 Salary expected by trainees
Expected Salary Mean2 MedianStandard DeviationMinimum Maximum
Minimum Salary Expected8083 8000 1281 6500 10000
Maximum Salary Expected13500 15000 2811 8000 15000
Source: Compiled from SPSS results
The salary expected by the trainees on an average ranges from approximately Rs 8,000 to Rs 13,500. The
trainees in Assam found the placements offered by training centres to be decent enough for them to earn a
fair amount of money, however there is always a scope for earning an additional sum.
73 5.4.3 Placements
Persistent efforts were made by Centre-Heads and trainers to provide decent placements to the students,
which proved to be fruitful as students were placed considerably at reputed firms.
The top placement companies in Assam were recorded to be Bandhan Bank, Osis Welness, Quantum
Solution, Radisson Hotel, Kpr Ltd., Shahi Industries, VLCC, Legfew Resorts, SBI Insurance, NGU
Green, Canara Bank, etc.
5.4.4 Popularity of Job Roles
In the state of Assam, maximum inquiries and enrolments were received for the job roles like-
a) Self Employed Tailor,
b) Hair Stylist and
c) Assistant Electrician.
A consistent trend for demand of job roles like Self Employed Tailor and Assistant Electrician in all the
above states can be attributed to their evergreen demand at all areas. However, high enrolment trend for
the job role of Hair Stylist reveals a changing mindset of the students against the conventional job
profiles.
5.4.5 Educational Background of Trainers
The trainers surveyed in Assam revealed that majority of them were Graduates and 16.7% of them were
Senior Secondary qualified. A few of them were Higher Secondary qualified and Post-Graduates.
Figure 5.11 Educational backgrounds of Trainers

Source: Compiled from SPSS results
74 5.4.6 Profile of Trainees
Table 5.12 Profile of trainees
Variables Description Percent
Age Group Below 18 years 1.3%
18 to 25 years 67.3%
25 to 35 years 27.5%
35 to 45 years 3.3%
Above 45 years .7%
Gender Male39.2%
Female60.8%
Qualification Below higher secondary 4.6%
Higher secondary 32.7%
Senior Secondary 39.2%
Graduate22.2%
Post-graduate 1.3%
Source: Compiled from SPSS results
The majority of trainees in Assam belonged to age-group 18-25 years, were female participants and held
the educational qualification of Senior Secondary.
5.4.7 Training Recommended
Figure 5.12 Training recommendation

Source: Compiled from SPSS results
Majority of the trainees seemed to recommend the training to others. This whopping percentage of
students in favour of the training reveals that the students were satisfied with the quality of training.
75 5.5 Bihar
Table 5.13 Bihar at a glance
Population 113.8 Million (in 2016)
Districts38
Demographics Over 58% population belongs to the working age group of 15-59
years.
Leading Industries Food processing and dairy, textile and leather, renewable energy,
tourism
Sources of Skilled 3 Central Universities, 15 State Universities, 3 Private
ManpowerUniversities, 91 Engineering Colleges, 723 ITIs, 64 Polytechnics,
8 Medical Colleges, 4 Agricultural Colleges
Source: Economic Survey 2018-19; www.investindia.gov.in
5.5.1 Educational Background of Centre Heads
The survey on educational qualification of Centre Heads in Bihar revealed a mighty proportion of people
possessing a Post-Graduate degree.
Figure 5.13 Educational backgrounds of Centre Heads

Source: Compiled from SPSS results
5.5.2 Expected Salary
Table 5.14 Salary expected by trainees
Expected Salary Mean2 MedianStandard DeviationMinimum Maximum
Minimum Salary Expected7375 7500 1217 5500 9000
Maximum Salary Expected15000 12000 6414 10000 30000
Source: Compiled from SPSS results
The salary expected by the trainees on an average ranges from approximately Rs 7,000 to Rs 15,000.
However, the students seemed optimistic on receiving a better sum of money after the completion of
training.
76 5.5.3 Placements
The trainees in Bihar did not prefer migrating to different cities for jobs, rather they preferred placements
in their native cities. Efforts for the same were made by the executors and trainers working at the training
centres.
The top placement companies in Bihar were Aegis, Barbeque Nation, Big Bazaar, Cogent, Hitachi, Idea,
Bazaar India, Maruti, Minda, Telecom, UB Group, Future Group, Labour Net, Lava Mobile, Hyundai,
Mahindra, Reliance Trend, HDFC, UFI Fitter, etc
5.5.4 Popularity of Job Roles
In Bihar, the following job roles were noted to have received maximum enrolments and inquiries by the
students.
a)Self Employed Tailor,
b)Data Entry Operator,
c)Retail Sales Associate,
d)Fitter and Fabrication,
e)Inline promoter/Store promoter,
f)Room attendant,
g)Customer Care executive and
h)Assistant Electrician
In addition to the traditional job roles like Self Employed Tailor, Data Entry Operator, Retail Sales
Associate and Assistant Electrician; job roles like Inline Promoter/Store Promoter, Room Attendant and
Customer Care executive are a new addition to the list.
5.5.5 Educational Background of Trainers
The trainers surveyed in Bihar revealed that majority of them were Graduates (81.3%) and only 18.8% of
them were Post-Graduates.
Figure 5.14 Educational backgrounds of Trainers

Source: Compiled from SPSS results
77 5.5.6 Profile of Trainees
Table 5.15 Profile of trainees
Variables Description Percent
Age Group Below 18 years 15.9%
18 to 25 years 74.4%
25 to 35 years 9.8%
35 to 45 years 0.0%
Above 45 years 0.0%
Gender Male58.5%
Female41.5%
Qualification Below higher secondary 1.2%
Higher secondary 29.3%
Senior Secondary 39.0%
Graduate29.3%
Post-graduate 1.2%
Source: Compiled from SPSS results
The majority of trainees in Bihar belonged to age-group 18-25 years, were male participants and held the
educational qualification of Senior Secondary.
5.5.7 Training Recommended
Figure 5.15 Training recommendation
Source: Compiled from SPSS results
Majority of the trainees seemed to recommend the training to others. This humongous percentage in
favour of the skill training offered under PMKVY concedes to contentment on the part of trainees and a
deliberated effort by the Government of India.
In this chapter, we have attempted to compare the different states of our study on basis of the data
collected through our surveys. Since the states have some common and some differential features, the
purpose was to check the whether or not there are some differences with respect to things like
qualifications of trainers, popularity of different job roles amongst trainees, average salary expected by
trainers etc. We find that there are some differences amongst states on the above criterion and our
findings are summarised in the box below.
78 Criteria/ State
Number of Beneficiaries
Surveyed
Qualification
Below HigherSecondary
Higher Secondary
Senior Secondary
Graduate
Post Graduate
Gender (percentage)
Male
Female
Age Group
Below 18 years
18-25 years
25-35 years
35-45 years
Above 45 years
Percentage of trainees
recommending training
to others
Summary Tables
Table-1 Snapshot of Profile of Candidates
Consolidated
(All States)
717

1.5%
27.6%
43.10%
24.5%
3.2%
60.4
39.6
12.7%
69.3%
16.10%
1.8%
0.10%
96.7%
Punjab
64

0%
39.1%
42.2%
17.2%
1.6%
75
25
9.4%
71.9%
15.6%
3.1%
0%
100%
Uttar
Pradesh
318

0%
28%
45.6%
22.3%
4.1%
64.8
35.2
20.1%
64.5%
13.5%
1.9%
0%
97.2%
Bihar
82

1.2%
29.3%
39%
29.3%
1.2%
58.5
41.5
15.9%
74.4%
9.8%
0%
0%
96.3%
Assam
153

4.6%
32.7%
39.2%
22.2%
1.3%
39.2
60.8
1.3%
67.3%
27.5%
3.3%
0.7%
93.5%
Madhya
Pradesh
100
3%
10%
45%
36%
6%
71
29
6.1%
81.8%
12.1%
0%
0%
98%
Source: Compiled by Authors
Table-2 Snapshot of Popular Job Roles
Sr. no./
State
1st
Preference
2nd
Preference
3rd
Preference
4th
Preference
5th
Preference
6th
Preference
7th
Preference
Madhya
Pradesh
Data Entry
Operator(75%)
SelfEmployed
Tailor (50%)
Plumber
General
(12.5%)
Assistant
Electrician
(12.5%)
Retail Sales
Associate
(12.5%)
Field
Technician-
Computing
Peripherals
(12.5%)
Fitter &
Fabrication
(12.5%)
Assam
Self
Employed
Tailor(75%)
Hair Stylist
(50%)
Assistant
Electrician
(33.3%)
Bihar
Assistant
Electrician
(37.5%)
Inline/Store
Promoter (25%)
Customer Care
Executive
(25%)
Self Employed
Tailor (12.5%)
Data Entry
Operator
(12.5%)
Retail Sales
Associate
(12.5%)
Fitter
Fabrication
(12.5%)
Uttar
Pradesh
Assistant
Electrician
(43.8%)
Sewing Machine
Operator (31.3%)
Retail Sales
Associate
(18.8%)
Data Entry
Operator (18.8%)
Customer Care
Executive
(18.8%)
Self Employed
Tailor (6.25%)
Punjab
Self
Employed
Tailor (25%)
Plumber
General(25%)
Retail Sales
Associate
(25%)
Assistant
Electrician
(25%)
Micro-
Irrigation
(25%)
Consolidated
(All States)
Data Entry
Operator
(33.3%)
Sewing Machine
Operator 23.2%)
Assistant
Electrician
(21.4%)
Source: Compiled by Authors
79 Table-3 Status of Employment of Trainees
Criteria/ State
Placed in Service after
Training
Self Employed
Not Placed
Status before Training
Employed before
Training
Status after Training as
on the Date of Survey
Self Employed
Placed
Unemployed
Madhya
Pradesh
12 (12%)
02 (2%)
86 (86%)
06 (6%)
2 (2%)
12 (12%)
86 (86%)
Assam
21 (13.7%)
01 (0.65%)
131 (85.6%)
07 (4.57%)
01 (0.65%)
21 (13.7%)
131 (85.6%)
Bihar
17 (20.7%)
02 (2.4%)
63 (76.8%)
07 (8.54%)
02 (2.4%)
17 (20.7%)
63 (76.8%)
Uttar
Pradesh
49 (15.4%)
20 (6.29%)
249 (78.3%)
22 (6.92%)
20 (6.29%)
49 (15.4%)
249 (78.3%)
Punjab
06 (9.37%)
04 (6.25%)
54 (84.37%)
08 (12.5%)
04 (6.25%)
06 (9.37%)
54 (84.37%)
Source: Compiled by Authors
Table-4 Profile of Centre Heads and Trainers
Criterion
Number of Centres surveyed
Number of Centre Heads surveyed
Qualification of Centre Heads
Graduation
Post-Graduation
Number of Trainers surveyed
Qualification of Trainers
Higher Secondary
Senior Secondary
Graduation
Post-Graduation
Mean Min/Max Salary Expected by
Trainees (per month)Madhya
Pradesh
08
08

12.5%
87.5%
16
0%
12.5%
43.8%
43.8%
Rs. 6,188-
12,625
Assam
06
06
50%
50%
12

8.3%
16.7%
66.7%
8.3%
Rs. 8,083-
13,500
Bihar
08
08
37.5%
62.5%
16
0%
0%
81.3%
18.8%
Rs. 7,375-
15,000
Uttar
Pradesh
16
16
31.3%
68.8%
32
0%
6.3%
53.1%
40.6%
Rs. 7,179-
16,929
Punjab
04
04
100%
0%
08
0%
0%
75%
25%
Rs. 7,125-
10,625
Source: Compiled by Authors
80 Chapter VI
Role of the Private Sector Role of the Private Sector
In this chapter, we attempt to discuss the role of the Indian Corporate Sector (referred to as India Inc.) in
the skill development ecosystem of the country.
It is well known that emerging economies in Southeast Asia including India have gradually shifted from
agriculture to services sector. The service sector is now the major contributor to GDP and absorbs major
labour force of countries. In India, service sector now accounts for 55 percentof the total size of the
economy and Gross Value Added (GVA) growth. However, data on GVA growth, high frequency
indicators and sectoral trends suggest a moderation in services sector activity during 2019-20 but
notwithstanding the recent underperformance, the services sector continues to outperform agriculture
and industrial sector. (Economic survey 2019). Since this sector is reliant upon a supply of skilled
workforce, India cannot afford to neglect investing in 'skills for the future' to gain advantage of its
demographic dividend.
The technical, vocational and skill ecosystem of the country however, is full of challenges like low
enrolment rate, little responsiveness or flexibility to the demands of labour market, lack of supply of
trainers, low funding as compared to general higher education etc. All these factors have contributed to
low supply of high quality trained personnel and high supply of low quality trained personnel.
Figure 6.1: Skill Demand- Supply Mismatching
Source: Authors
The importance of private sector in India's skill ecosystem is essentially centred on the premise that
employment in the country is driven by private sector. Its role thus extends to training and building a
skilled workforce as well - to steer labour along the path of employability. Skilling and training however,
cannot be viewed in isolation from the education or academic institutions in the country. This is so
because career aspirations and interests often stem during the school years of a child. Hence, skilling and
training of youth can be accomplished through a partnership among the government, academia, and the
future employers - the private sector. Many countries are adopting innovative approaches to involve the
three stakeholders towards skilling the future workforce.
For instance, Thailand has developed a participatory teaching program focused on Work Integrated
Learning (WIL) in the form of 'School in Industry' (SiF) model. This model is helping the country
develop its human resources by utilising a trilateral network interaction model among universities,
businesses, and the government. Malaysia has developed a program to revitalise TVET teacher training
systems through a PPP model involving the private sector, public universities, and the government.
Alongside, it has designed a new integrated occupational-technical and academic curriculum, which
contains elements of coordinated classroom and workplace learning (8th Annual Expert meeting of the
ESSSA Initiative; 4th Regional Policy Dialogue on TVET -Bridging the Gap -Private Sector's Role in
Development and Employment, 2016).
6.1Key Elements of Role of Private Sector in Skill Development Ecosystem in the Country
India has the potential of becoming the 'Skill capital' of the world - given the huge advantage it has in
terms of the 'demographic dividend' through a large percentage of young people in the country. United
81 Nations Population Fund (UNPF) defines demographic dividend as the growth potential that results from
the shifts in a population's age structure. This transition happens because the Total Fertility Rate (TFR -
which the average number of births per woman of childbearing age) declines and the increase in life
expectancy gets stabilized.
Post year 2018, India's working age population (15 years-64 years) has grown larger than the dependent
population (below 14 years and above 65 years); this bulge in the working population is going to last until
2055, after which India's population will start aging (Thakur, 2019). In order to take full advantage of this
37 year period during which India would have the huge pool of young population, it is required that we
make our best efforts to skill the workforce and generate opportunities for productive work for them. In
the skilling efforts of the country, the private sector has to play a pivotal, two pronged role in the nation's
efforts to skill its
Figure 6.2: Role of Private Sector in Skill-Development

Source: Authors
As can be seen in Figure 6.2, private sector can act as the training partner providing training as a
commercial activity; this is advantageous as the training curriculum can be designed per needs of future
jobs. This is a mutually beneficial arrangement, since the workforce is trained for future employability,
while the private sector gets a supply of trained employees. Secondly, in compliance of the Sub Section 1
of the Section 135 of the Companies Act, 2013, all the companies in India with net worth of INR 500 Cr +
or net profit of INR 5cr + or turnover of INR 1000 Cr or more are required to spend 2 percent of the net
profit for last three financial years in pursuance of the company's CSR policy. Thus, the private sector can
make valuable contribution to the skill development ecosystem by making it a part of its CSR spending.
This chapter reports on the scope of private sector in the skill development ecosystem with regards to
sustainability and the PPP model, and how these can be optimised to increase the supply of training
providers, and ameliorate the quality of training provided to international standards. We have also
provided recommendations to strengthen the role and involvement of private sector through PPP model
or otherwise in the skill development ecosystem of the country.
Dynamic skill development is significant in the current economic scenario not just because it will help
the country reap benefits of demographic dividend - but also because existing 'skill sets' become obsolete
in a short span of time. We thus need to build a workforce that is equipped with 'skills of the future' in
section 6.2.
Thus, some of the critical elements that have to be incorporated in all efforts towards skill development
include -
(a)Ensuring a strong foundation for skill development through quality oriented primary and
secondary education. This is necessary as it will make a strong foundation during school
and students would be ready to move towards vocational courses post-secondary
education.
82 (b)Accurately calculating the skill-mismatch ( to find out what kind of skills are required
in the immediate future, and what kind of trainings are being provided in present; are
we training youth as per the forecast of demand of workforce in various industries and
sector in the medium to long term?).
(c)Continuous re-skilling at workplaces, and mentoring people to become 'lifelong
learners'. This means that adequate training programs to be designed by companies so
that the workforce can regularly re-skill and update their skills.
(d)Training the trainers -In order to provide quality trainings, there would be a
requirement of competent trainers who have qualifications, possess a positive outlook,
and have a passion for training people in their own fields.
(e)There is a need to forecast the future skills and swiftly incorporate changes in
curriculum of trainings.
(f)There should be a due emphasis on imparting 'soft-skills'. These are as important as
other skills to increase employability.
(g)Localising trainings -The trainings should be planned in a manner so as to customise it
as per requirements of local and regional industries. A 'one size fits all' approach is
unlikely to be successful in this regard.
(h)Ensuring universal accessibility and awareness on the same.
6.2Skills of the Future
In this section, a brief has been presented to emphasise the point that with Industrial Revolution 4.0
taking the world economy by storm, a sea change has occurred in the way we earn, learn and work.
Disruptive technologies like artificial intelligence, robotics, 3-D printing, virtual reality, augmented
reality and machine learning already have, and will continue to affect our employability and
employment. It is important that the training centres stay updated on requirement in the coming future,
and upgrade their skill curriculum.
World Economic Forum's (WEF) study "Future of Jobs" predicts that 5 million jobs will be lost by 2020
as a result of the disruptive technologies dominating economic processes. It also asserts that 2.1 million
new jobs will be created in the domains of computing, mathematics, architecture, and engineering.
Clearly, India needs large proportions of its workforce to be prepared for these jobs of the future.
According to WEF research, the top ten skills that will be in demand in future are:
a)Complex-problem solving
b)Critical thinking
c)Creativity
d)People management
e)Coordination with others
f)Emotional intelligence
g)Judgment and decision-making
h)Service orientation
i)Negotiation
j)Cognitive flexibility
83 Evidently, the way we approach work will change. We should note that 'soft skills' remain highly
important. According to David Deming - Associate Professor of Education and Economics at Harvard
University - "soft skills like sharing and negotiating will be crucial" - in an economy where people would
move between different roles and projects, social skills like empathy and co-operation gain importance
(Simon Torkington, World Economic Forum, 2016).
Though it is certain that no country or economy could be immune to the changes brought about by
disruptive technologies, it is also true that the pace and type of changes would vary from country to
country and sector to sector. In India too, some sectors are likely to be impacted more than others
depending upon economic barriers to automation, education and skills of the workforce, nature of tasks,
and labour intensity. Industrial Revolution 4.0 all over the world will favour service based economies and
bring about new opportunities for economies like India, by further off-shoring manufacturing jobs from
Western economies. The economies that will have future work force ready will immensely benefit from
this structural shift (Cambridge Econometrics, 2018). Therefore, Indian policy makers, educationists,
academia, and industry should come together to train the future workforce in order to be able to ensure
'decent work' for the young population and take advantage of Industrial Revolution 4.0. Though
considerable efforts are being made by different stakeholders in this direction, it is also essential to
efficiently learn from past mistakes and move on the right path with foresight and planning.
6.3Public Private Partnership and other Models of Private Sector Engagement in Skill
Development
Public Private Partnership (PPP) model is one of the most common forms of engagement between
government and the private sector. PPP is defined as the contracts between a private enterprise and
government for providing a public asset or service, in which the private sector bears the risk and
management responsibility and remuneration linked to performance (Muwonge & Ebel, 2014). PPP
model has been widely used in India in different sectors like health, power, transport, infrastructure etc. It
has been particularly influential and effective in provision of infrastructure facilities. It is widely
recognised that government neither has the funds nor the expertise to be able to make huge investments in
projects of long gestation periods needed for creating public infrastructure and providing services. Thus,
majority national governments across the world are using PPP model as an effective mechanism of
partnering with the private sector for provision of public services.
As far as skill building efforts of the government are concerned, the Indian government has been
involving private sector in skill development through several ways and modes.
In India, the National Skills Development Corporation (NSDC) was established in PPP mode with the
objective of formulating strategies and implementing decisions of Prime Ministers Council on National
Skill Development, besides monitoring and evaluating outcomes of various strategies, schemes and
efforts of National Skill Councils in the skill development ecosystem of the country. The upgradation of
various ITIs in the country has also been done under PPP mode since 2007-08. Many large corporations
like Maruti Suzuki, Hero, Larsen & Toubro, Infrastructure Leasing & Finance Services Ltd., ITC, OP
Jindal group, Bharti-Walmart, Mahindra etc. have been forthcoming in either developing in-house
training centres on their own or in collaboration with government and international agencies. The
concept of 'Sector Skill Council' is also a National Partnership Organization model that allows for
cooperation and partnership among the three most important stakeholders - government, academia, and
industry. A snapshot of various private sector initiatives has been presented in Table 6.1 below.
84 Table 6.1 - Private Sector Initiatives
MANUFACTURING SECTOR
Source: FICCI & E&Y Knowledge Paper on 'Strategic and Implementation Framework for Skill
Development in India
Still, the engagement and efforts on the part of private sector have been insufficient and mostly
SECTOR COMPANY NAME TRAINING INITIATIVE
Construction Larsen &Toubro L&T has established Construction Skills Training
Institutes (CSTIs) in Chennai, Panvel, Ahmadabad,
Bengaluru, Hydrebad, Delhi and Kolkata to impart
construction vocational training.
Textile Vardhman Group The group has established the Vardhman Training and
Development Centre (VTDC) at Ludhiana to enhance
employee skills across all functions.
Electronic goods Godrej IndustriesGodrej has recently tied up with The George Telegraph
Training Institute (the pioneer in vocational training in
eastern India) to launch specialized courses in
refrigeration, air-conditioning and washing machine
technology. On completing the course, deserving students
will be offered employment with Godrej.
Automotive Maruti Suzuki India MSIL has tied up with 17 it is (in November 2010) and has
Ltd. (MSIL) placed nearly 400 students in its service network. It plans
to ramp up its network to 53 it is and absorb 500-600 more
ITI students in coming months.
The company has also tied up with other institutes such as
the BGS Institute of Science & Management and the ABT
Technical Institute to conduct Maruti-certified courses.
MSIL has also set up a Technical Training Centre (TTC) to
cater to the training needs of employees working in the
manufacturing domain and train them on the latest
technologies.
Services Sector
Retail ITCITC Wills Lifestyle has tied up with professional courses
provider NIS Sparta, which is a part of the Reliance ADA
Group, to provide training in retail management.
Hospitality Grand Hyatt Hyatt Hotels Corporation has its in-house training
initiative, School of Hospitality at Grand Hyatt Mumbai.
It also has three more schools of learning- the School of
Leadership, the School of Management Studies and the
School of General Studies.
Information Infosys Infosys' global training center in Mysore is one of the
Technologylargest corporate training establishments in the world and
can accommodate 15,000 people.
Financial ICICI Bank ICICI has established ICICI Manipal Academy (IMA), in
Servicesassociation with Manipal Education, to train newly
recruited junior managers of the bank in banking and
finance. The institute has an intake of 550-600 students
every three months.
Aviation Pawan Hans PHHL's training institute provides Aircraft Maintenance
Helicopters Ltd Engineering (AME) courses and imparts knowledge on
(PHHL) helicopters and their systems to students.
85 superficial in nature. The government's stakes and investments have mostly exceeded those of their
private counterparts.
6.3.1Private sector as Training Providers
It is widely recognised that government alone cannot cater to increasing demand for vocational skills
training by the huge young population in working age group. Hence, the governments in many countries
including India encourage private sector to partner or establish training centres standalone. There are
evidences in literature that inclusion of private sector providers has indeed had a positive impact on
labour skilling, but only when they have been deeply involved in institutional governance and have taken
initiative for change; this positive impact is not felt in cases where the private institutions are poorly
managed and not well regulated (Mehrotra, 2011). If the private players promise jobs to trainees and
strive to bridge the skill gap in trainings as per job requirements, it can be a positively effective model.
For example, China's 'China Vocational Training Holdings' - the largest training institute for China's
automotive industry - works in a manner through where it matches job placements and graduates to jobs
(Mourshed, Farrell, & Barton, 2012). Figure 6.3 provides an illustration. It is significant that institutions
that impart skills to the workforce over a long period of time cannot be excessively financially dependent
upon organisations such as the World Bank or the Asian Development Bank; quality training should
remain independent of donation availability.
Figure 6.3: China's Vocational Training Holdings Model
6.3.2Tripartite Model by engagement of Corporate, Academia and Government
There are evidences in the literature (McKinsey Centre for Government Report) that show that when the
private sector or corporates work closely with education institutions, they are successful in creating a
pool of resources to hire. They can use a variety of strategies to reach out to young people using new
media, working with youth organizations, and offering placements to trainees due to complete their
courses. The study noted that "the importance employers place on recruiting and hiring, as well as how
well they work with education providers, in large part determines their success with new hires". Also, the
study reported that the "on average, a third of educational providers are unable to estimate job-placement
rates; those who did, they estimated optimistically". This finding implies that education providers need to
be more in sync with the employers and employment scenario in order to be able to make significant
contributions to the skill development of young people.
86 The key points that can make the tripartite arrangements between corporate, academic and government
are as follows:
Figure 6.4:The Triparte Model for Skill Development
Source: Authors
First and foremost, the pedagogy through which trainings are delivered are highly significant. The best
curricula remain useless if learning does not happen in the classrooms. Therefore, the pedagogy should
be of utmost consideration. Trainers should use ICT tools and 'blended learning' mode of instruction to
enhance learning.
Research has proven that "hands on and practicum based" learning is effective. (Mourshed, Farrell, &
Barton, 2012). This will require capital investment for ensuring availability of ICT equipment and
training of trainers to involve different pedagogical tools for course delivery.
(a)On the job trainings are another important aspect for ensuring the quality of trainings
being imparted. The best trainings are 'on the job', where trainers get an opportunity to
experience the 'real' problems on shop-floors and get experience through 'learning by
doing'. It should be kept in mind that a considerable amount should be devoted by trainers
for 'on the job training' under an industry mentor. At least 50 percent of total training time
is recommended to be practical, which should be inbuilt in the curriculum. Hence,
ensuring that apprentice opportunities are given aplenty is one way of ensuring quality
trainings that ultimately get converted into placements.
(b)Since the availability of internship or apprenticeship opportunities for all trainers is
difficult, the use of technology should be incorporated and used to provide facilities like
virtual labs, physical simulations, computer/digital simulations etc. These basically
means creation of virtual world to enable students to learn the application of knowledge
and skills in the real world. There are many schools and private training institutions that
are implementing such techniques for better learning or 'experiential learning'.
(c)Securing job for each and every enrolled student is another challenge for any training
provider. In order to succeed in this endeavour - the training centres operating under this
model should partner with multiple corporates with an agreement from them to hire the
trained students. In India IL&FS Skills organization which is a for-profit initiative
supported by NSDC partners with more than 1000 partner companies to secure
placements.
(d)The role of government in the tripartite model is extremely important. The skill building
initiatives should reach to millions of youth in all parts of the country. Another aspect is
87 that the government needs to consolidate its efforts to ensure seamless cooperation
among the labour, education, and commerce ministries. The outreach and mentoring
activities are also important and the government should engage institutions like NGOs
and other social organizations that work for this purpose. Government also has the
responsibility of bringing all the stakeholders together and provides the requisite
infrastructure and capital.
(e)Academia - the network of education institutions have high stakes in skill building
initiatives because the degree or diploma courses offered by the educational institutions
(both government and private) can no longer be the proxy for skills required in various
jobs. If the students enrolled in various courses are unable to find right jobs, it erodes the
credibility of academia. Education institutions should now be more forthcoming in
instilling a change in the thinking of youth and make 'skills' aspirational, incorporate skill
training/vocational education in mainstream teaching and involve learners in skill
development at young age. Besides, it is important that education institutions should
ensure solid foundation of basic competencies like arithmetic, language and science in
schools so that the youngsters who proceed for skill development training after secondary
education can master associated skills easily, and also be prepared for a lifetime of un-
skilling and re-skilling.
6.3.3Global Stakeholder Partnerships
By global stakeholder partnerships, we mean collaborations amongst international corporations,
government, international institutions and social organisations. This is so because these corporations are
in a position to bring in their experience of international best practices through their sophisticated supply
chains and global presence. As for the role of other stakeholders - the government pitches in resources
and strategizes the vision and mission; the corporate has capital and its own interest as it is the future
employer of the trained personnel, academia has the supply of trainers and know-how required for
curriculum development and delivery, and lastly, the social organizations or civil society organizations
have the required outreach and connect with the society. We need to strategize and strengthen these types
of partnerships with focused goals of skilling youngsters in specific sectors. Also, PPP should be
promoted for use of ICT learning solutions to improve learning outcomes at primary and secondary
education level.
Brief description on a few examples of the kind of partnerships described above that have been successful
globally and also in India are provided in Table (6.2) below.
Table 6.2: Few Global Stakeholder Partnerships
S.No. Partner Agencies Target Country Modus Operandi
1 Lucent Technologies 16 countries in Asia, Africa, Provides support for education &
with International Latin America and EuropeLearning Programmed
Youth Foundation
(IYF)
2 Nike, GAP and South East Asian countriesTo improve life prospects and
World Bankworking conditions of factory
workers.
3 Microsoft South Africa, Russia, Bring IT into lives of people to
Poland and Philippinesimprove their future prospects.
88 6.3.4Government Owned, Private Managed Model
In this model, the employers that cannot participate and engage on national skills strategy for skills
development can engage in a variety of other ways towards creating value through:
(a)Help in governance of institutions;
(b)facilitate instructor training and up skilling;
(c)development of training programs and learning materials;
(d)providing access to infrastructure facilities of employers' campuses like specialized
equipment;
(e)providing opportunities for on the job training;
(f)vocational guidance;
(g)facilitating and ensuring the quality of teaching and assessment of learners in the training
institutes;
The types of engagements described above have proven beneficial in several ways - any model which has
S.No. Partner Agencies Target Country Modus Operandi
4 DFID (The UK Bangladesh Launched in 2009, this is an
Department for initiative to raise the English
International language skills of 25 million
Development), people by 2017.
BBC (British
Broadcasting
Corporation -
English in
Action (EiA)
5 IL&FS-Skills IndiaIt distributes videotaped skill based
(Infrastructure modules in rural areas. These
Leasing & modules come with a step by step
Financial Services)instruction on how to complete
tasks like install a CPU or learn a
particular stitch. Also, there is a
human trainer present in every
classroom to answer queries
6 Renault working MoroccoTrains all SME suppliers in various
with Ministry of skills.
Industries and
Institute for
Training
Automotive
Professionals
7 European MNC Sweden- Denmark Operates 'Work to Learn Project'
like IKEA (Ingvar for training of children.
Kampard Elmtaryd
Agunnaryd) with
'Save the Children
Fund’
89 deeper involvement of employers as providers of in-service training is bound to increase the relevance of
training systems apart from making these cost effective (Dunbar, 2013).
6.3.5Apprenticeship Training Partners
In most emerging countries, apprenticeship trainings are by far the most important forms of skill building
and development. The advantages of skilling through apprenticeship trainings by involving private
sector as training partners are many.
Trainings and skill building through involving students in apprenticeship trainings enable youngsters to
combine work and learning; youngsters can join as apprentices just after their education is over. This
mode is advantageous for companies and corporates too as they can enjoy services of apprenticeships
without large financial obligations being created. However, this mode of skilling often lacks quality and
recognition by employers. Also, the quality of informal apprenticeship does not always produce quality
of trainees that would be employed in formal sector. Hence, there is an urgent need to improve the quality
of traditional apprenticeships in selected trades by overcoming existing structural deficiencies.
Recognition of Prior Learning (RPL) has been introduced in many countries as a method to help workers
from the informal sector formalise their skills and training. However, implementing RPL effectively is
an arduous task and has not been done in the desired way. It requires strong supportive regulatory
environment, robust mechanisms to test skills, proper methods to ensure that skill certifications are
validated by industry, and giving financial support to learners so that they can pursue short term trainings
for RPL etc.
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References
[1]8th Annual Expert meeting of the ESSSA Initiative; 4th Regional Policy Dialogue on
TVET -Bridging the Gap -Private Sector's Role in Development and Employment.
(2016). CEBU City, Phillipines. Retrieved from http://www.oecd.org/employment/leed
/Summary-Report-2016-SouthEast-Asia-%20FINAL.pdf
[2]Cambridge Econometrics. (2018). Future Skills in India - Foundation Report.
Cambridge, UK.
[3]Dunbar, M. (2013). Engaging the Private Sector in Skills Development. Oxford: Oxford
Policy Management.
[4]Mehrotra, S. (2011). Skill Development Initiatives: Private -Public Partnership and
Private Initiatives in India. Retrieved from Norrag News Online
[5]Mourshed, M., Farrell, D., & Barton, D. (2012). Education to Employment: Designing a
System that Works.
[6]Simon Torkington, World Economic Forum. (2016, September 2). The Jobs of the Future
and two Skills You Need to Get Them.
[7]Thakur, A. (2019, July 22). India Enters 37 Year Period of Demographic Dividend. New
Delhi.
90 Chapter VII
Suggestions and Policy
Implications Suggestions and Policy Implications
The Indian economy is steadily expanding with the engrained benefits of demographic dividend. It is
estimated, these dividend will last till 2040. This dividend benefit the country, in terms of magnitude
and variation in available workforce, but also bring forth a serious challenge of skilling them. This
challenge requires, careful and thorough quantitative and qualitative assessment of the extant
workforce, this could lead to various alterations in the policies and legal frameworks. So that the
economy is able to absorb the potential of massive workforce supply.
How to improve the Skill Ecosystem in India?
Chapter IV reports, major findings of the qualitative data analysis .In the section below are presented
some suggestions and recommendations basis on the analysis by the Research team, which can help
improve the skill development ecosystem in India.
7.2 Suggestions and Recommendations
(a)Bridging the Skill Gap and the Skill Mismatch
In India, the skill lacunae in the vocational education system started appearing gradually as country's
growth rate started picking up from 3.5 percent per annum in 1950 to 5.4 percent in 1980.The eleventh
five-year-plan, talked about the skill shortage prevailing in the country as a result of rapid economic
growth on one hand and due to an increase in the working age population in the country on the other
hand.
In 2009, 431 million people came in the 15-59 years age bracket, and 29 percent of these were
illiterate. The level of primary education was extremely low at 24 percent. The percentage of people
with middle level of education and secondary level of education were only 17.6 percent and 12
percent, respectively. An additional 17 percent of the labour force had higher secondary and higher
level of education.(Mehrotra, Gandhi, & Sahoo, 2013)
These persistent low levels of education among the workforce are known to push the population
towards agriculture sector and constrain them to rural areas. This is due to the fact that lower levels of
education make it difficult for the people to migrate to other sectors for earning their livelihoods.Also,
imparting vocational education to youth that lacks basic elementary education becomes challenging.
For sustainable growth of the economy, it is imperative that the labour transitions from agriculture
based survival to sectors like manufacturing, non-manufacturing industries and services.
Despite repeated efforts of the government towards raising the level of basic education among the
youth, the challenge of skill development remains two-fold. Firstly, providing the workforce that is
not adequately educated with functional literacy numeracy. Additionally, there is need for a
mechanism to recognise the prior skills acquired by youth. This has been addressed by the National
Skill Qualification Framework (NSQF), which has laid down guidelines for provision of certification
to youth who possesses some kind of technical skill but no formal training certification for the same.
Secondly, the children between 6-14 years of age must be assured of completing elementary
education as stated under the Right to Education Act (2009) - to complete 8 years of education, which
would prepare themfor attaining vocational education in the years to come. This challenge also
pertains to the quality of imparted education - ensuring that learning outcomes of elementary and
secondary education are met.
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1
Analysis conducted through in-depth personal interviews with trainers and centre heads.
91 In India vocational skills in India such as carpentry, plumbing, electrician, tailoring, weaving etcetera
remain underpaid. The two major factors are responsible for this type of labour market distortion are:
1.Lack of incentivisation in job-markets to generate required human resources; and
2.Lack of synchronicity between the education system and job-market requirements.
Thus, unemployment coupled with skill shortage are the two factors responsible for skill
mismatches.(Chowdhury Roy, 2014)
(b)Building up of Infrastructure
According to the 66th round of National Sample SurveyOrganisation (NSS), the proportion of
unemployed people was highest at 12.4% who were vocationally trained. As per the findings of the
survey, only 28.6% of the respondents reported the training programme to be 'not helpful' in getting a
job. This can be conclusive of lack of quality in training structure relative to the job market demands. It
also points towards, the lack of uniformity of the course structures, lack of effective training capacity
and lack of a proper funding formula. Thus, there is a need for strengthening the course structures and
making provisions for adequate revisions in the same from time to time.
The training infrastructure needs to be created in areas close to sourcing cluster. This will help
recruiters to find trained people easily. In this regard, the new ITIs that are coming up based on the PPP
model are planned to be setup as Multi-Skilling Institutes (MSIs). Setting up of such institutes in
unserved blocks would improve the prospects of gainful employment of local youth by imparting
vocational training to them.
Adoption of technology in education and training is another way through which we can meet the
challenge of providing a practical experience, improving learning outcomes and training large
number of people. Massive Open Online Courses (MOOC) are gaining immense popularity towards
achieving these objectives, and should be utilised to develop an increasingly skilled labour force as
well.
The access of vocational training can also be increased by implementing the model of movable
training institutions. This will ensure that training infrastructure becomes available to the remotest
parts of the country and the youth in remote rural areas has equal opportunities for skill development.
This initiative has been taken up by The Rajasthan SLDC and can be applied in the entire country with
an aim to increase vocational training at the village level. For this, use of information technology
through e-education needs to be promoted.
Also, there is a need for making effort towards optimum utilisation of the existing infrastructure
capacity. The trainers must be hired based on their efficiency and qualifications. Special training
courses must be started in order to train the trainers to cater to specific needs of the students. The
trainers must be assessed suitably by taking tests, demos, etc. to ensure their efficiency in teaching.
The suggestions invited by various stakeholders - centre heads, trainers, trainees - were collected
during this study. Trainees and trainers in the study have reported large distances between the
PMKVY centres and their home towns as a major obstacle in participation. Thus, there exists a big
space for adopting technological innovations such as Virtual Reality, Augmented Reality, and
training through MOOC and mobile centres.
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2
Learning Outcomes are assessment standards indicating the expected levels of learning that children should
achieve for that class.(Ministry of Human Resources Development)
92 (c)Integration and Uniformity in VET
The vocational training system in India suffers from various limitations apart from skill mismatch and
infrastructure faults. There is no standardised system of vocational training in the country. The system
lacks professionalism and accountability on the part of officials executing the training programmes.
The various ministries and departments working on vocational training in the country at various levels
lack co-operation, which further leads tolow penetration of vocational education and training in the
country. There exists a large gap between the demand and supply of vocational training, which is
deteriorated by lack of credible labour market research and intelligence.
To address these issues, vocational education should be integrated with mainstream education, and
course curricula should be redesigned in order to introduce students to practice based learning. Pilot
projects in Haryana and Karnataka have been rolled out which consider skill courses as independent
subjects, and award qualifying marks for admission to higher levels. The 'skill university' model can
be extended to other states in the country to assess its external validity. The university aims to improve
the quality of skill education towards positively impacting students as well as national and
international industries, which need skilled labour. It provides programs at certificate, diploma, short-
term courses, Bachelor's, and Master's education levels to cater to students' skill requirements.
(d)Growing Role of Private Sector
An increasing role of private sector along with the public sector should be emphasised to ensure
successful execution of the training framework. For this, collaborations can be made with the
corporate houses and industries which would also help them in discharging their corporate social
responsibilities.
Vocational Training system must be designed in accordance to the legal and policy frameworks
catering to the social and economic demands of people in the country. A credible system for
acquisition of skills must be established with facilities of assessment, accreditation and certification at
all levels. The Vocational Training (VT) system in the country needs to be managed professionally
with specific expectations regarding performance and activities of training institutes and educators.
The 'Skill India' mission focuses on two major goals - to meet employers' need of skills, and to make
the workers employment ready and self-sufficient.The mission targets the entire population, not
merely those unable to gain formal education. New policies need to be framed for specific social
groups - women, drop-outs etcetera. These groups should be identified and trained in order to include
them effectively in the workforce. The skill development policies should be inclusive of not only the
new entrants to labour force, but also the vast majority of unskilled labour force available in the
country.
Some women-oriented programs should be introduced in the system to increase the participation of
females in the workforce. This is necessary to increase the participation of women in the workforce.
A report by India Brand Equity Foundation (IBEF) - 'Skilling the Workforce: Skill Development
Initiatives in India'- identifies 20 high growth sectors of industries and services that possess the ability
to provide employment opportunities. The most opportune sectors are manufacturing, textiles,
construction, automotive, healthcare, automobile & auto components, banking/ insurance & finance
services, building and construction industry, educational & skill development services, electronic
hardware, food processing, furniture & furnishings, etc. These sectors should be prioritized for
designing skilling strategies, as these can be introduced at the school level. This would inculcate
necessary skills among the students with an impression of relevance of vocational training in the
present scenario.
Private sector can play a critical role in designing skilling development programs. A detailed analysis
of the role of private sector has already been done in Chapter VI.Recognising socially cramped
groups, and directing the re-design of training courses through market leaders and private players can
93 prove to be of great assistance in improving skill development scenario prevailing in the
country.Private corporate houses should be involved to contribute towards improving infrastructure
resources in skill development - finances, professional trainers, soft skills trainers, apprenticeship
programs, etc.
(e )Increasing Accessibility of Vocational Education and Training
There is a dire need for the youth to realize the significance of vocational education in the current
economy. For this, an effective and efficient system of career counselling and vocational guidance
should be established to offer professional guidance to the students. Awareness campaigns can also be
organised in schools to re-shape the perception of students who would be a part of the workforce in
years to come. A separate stream for vocational education should be created at the senior secondary
level, and separate vocational schools, vocational colleges should be established along with forming a
central authority to award degrees and diplomas. Students as well as the parents need to realise the
importance of non-traditional educational platforms. In future, to succeed in a world which is being
disrupted with technology and development of new sophisticated technologies at a mind-boggling
pace, the skills of adaption, critical analysis, skill of learning new skills, working with machines etc.
are going to be critical and these skills cannot be acquired if learners limit themselves to traditional
education acquired through traditional means.
A Labour Market Information System (LMIS) can also serve as a unified portal in providing details
concerning future prospects in skilling under various job roles. LMIS has already been devised by the
NSDA which provides information regarding the enrolments details in various job roles as per
category, sector, and gender. Certain additions can be made in terms of future prospects in various
unconventional job roles to help educate students about the upcoming trends in employment. Special
schemes for skill development must be introduced which would enable candidates to work with State
and District administration to spread awareness.
Advertisement campaigns can be launched for the same under the logo of Skill Development
Programme. The use of technology and IT should be encouraged to meet the demand and supply gaps.
Students' requirements such as special afternoon batches, trainings for local area based needs should
be catered to.
(f )Compliance to International Standards
Policies must be designed to realise the potential of human resource. For this, the courses can be
synched with international requirements and laying the foundation of skill development in terms of
lifelong learning and the 3Rs- reading, writing and arithmetic. National standards need to be
improved considerably to ensure global mobility of labour force and their absorption into better jobs.
It should be based upon an effective and efficient LMIS which works continuously on providing
signals regarding changes in the market conditions.A recent report on private ITIs reported a
substantial increase in the number of private ITIs from 6,906 in 2009 to about 11000 in the next five
years' which accounts for an annual growth rate of 15 per cent and causing a humongous decay of rules
and regulations and lack of quality training at private ITI.
(g )Evaluation and Monitoring the Skill Set-Up
A continuous monitoring system can be setup at school level to monitor and evaluate the skill setup.
There is a need for a regular skill gap analysis that must be made in order to design skills as per the
local needs. Evaluations must be made on a regular basis to assess the performance of students as well
as of those imparting the training. A performance based ranking system can be established to rank the
training institutes and the trainers. Technology can help in these aspects. Any discrepancy traced
94 between the actual performance and set standards should be reported to regional assessors and actions
should be taken to mend the flaws.
The licenses assigned to the training centres must be renewed from time to time on the basis of
feedbacks acquired from students and those from the assessors. Central agencies should plan regular
appraisal visits to the training institutes, and conduct and report quality assessments. Industry leaders
should collaborate with government to meet the excess demand in skilled workforce.
(h )Regulating Skewed Enrolments
It was observed during the data collection process that some job roles were more popular among the
students relative to others; courses in the latter hardly met the minimum expected number of
enrolments. This trend of skewed enrolment trend in some training programs under PKMVY over
others is a serious concern, as it results in an excess supply of skilled personnel in the favoured fields
and a dearth in less popular ones. For this, awareness must be spread among the students regarding the
future job potential of the unconventional job roles through appropriate mentoring and outreach
activities by centres.
(I)Industry Linkage
The training curriculum should be designed keeping industry-specific requirements in mind. It must
be developed after consultation with the industry experts and academia. The training provider may
also tie up with the industries to get an insight into industry requirements, future opportunities and
placements. In this regard, Germany's dual model- which aims at integrating work-based and school-
based learning and imparting more practical skills - can be adapted within the Indian industrial
framework.
The apprenticeship trend needs to be encouraged by incentivizing the industry houses and MSMEs for
institutionalizing paid apprenticeship. Industry linkage serves an imperative role for the training
providers as well, as it acquaints them with the latest changes taking place in an industry.
This can be done by Indian subsidiaries of foreign companies adopting some ITI for upgrading their
skill sets. For example, Bosch India adopted 25 ITIs in Maharashtra.
(j)Financing Mechanism
There is an increased financial requirement to fund the skill development ecosystem. In the present
study, many centre heads have reported a need for additional fund requirements to be provide better
quality of training infrastructure, and pay better remuneration to professional trainers. A combination
of public and private funding is required to meet financial constraints in the skilling process. The
government should thus provide partial funding to the skill centres, and devise incentives to invite
private investment.
Innovative policies like government scholarships, rewards and skill vouchers to fund the training
costs of those unable to pay can be introduced. It was also proposed for the industry to earmark at least
2% of its payroll bill for skill development initiatives in their respective sector.
Students in India must be made aware of the advantages of vocational training. Financially weak
students should be assisted through government-initiated training funds, or easy loan facilities.
International players from technologically advanced countries should be invited to sponsor training
providers in India. For example, PARFI (Pan IIT Alumni Reach for India Foundation) is a social
enterprise that is working to mobilise and train under privileged students, school drop outs etc. using
National level curriculum with industry customization.
95 (h)Flexible Modes of Study
The cohorts that enter skill development programs are composed of various groups of students - those
who aim to deepen their professional skills, make an alternate career move, or get back to their
professional setup after a halt. These categories prefer part-time study over full-time programs.
To cater to these students' requirements, part time learning modules, distance learning programmes,
webinars, and competence based learning, etc must be designed to preclude any potential loss of their
professional aspirations. Let's say, a plumber who is already working for his livelihood desires to
enhance his skills by joining the skill training programme which holds a duration of 2-3 months on an
average. He would be reluctant to join the programme because joining the skill centre would render
him jobless during the training. He might be able to pay for his training fees at once, but a complete
joblessness would ground him and his family to suffer due to a considerable lack of money.
Thus, programmes need to be designed in such a way to impart flexibility to the ones desirable and
also acknowledge the prior learning of students.
Another important aspect is the availability of study material and imparting of training in local
languages to make it easier for them to learn and grasp the technicalities in training. It was noted
during the survey that a considerable proportion of beneficiaries felt the need for the availability of
study material in their local languages.
(i)State Specific Job Roles
As per our study, states differ in their demography, industry profiles and education structures. States
thus have different requirements and specialisations in terms of jobs; these requirements should be
met as per needs of an individual state, without using one formula as a panacea.At present, there is no
provision for specialized job roles for different states.
State demographics and requirements must be assessed and tailor-made job roles followed by creative
curriculashould be built for effective implementation of PMKVY. This will encourage more students
to undertake the training and gain employment in their native states, as migration was also noted to be
an area of concern for the students and served as a constraint for taking up placements offered to them
in other states.
Specifically, as the government will eventually come out with renewed and better version of the
scheme in near future, it is essential that going forward increased emphasis is laid on crafting training
courses and job roles in accordance with needs of the regional population.
Also, it would be necessary to be futuristic in approach and develop training programs in skills
that would be demanded in future. It would be necessary to pay attention to imparting of soft skills
as well in this regard.
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References
[1] Chowdhury Roy, S. (2014). Skill mismatches in Indian Labor Market: Policy
Priorities & Challenges Ahead. The Indian Journal of Industrial Relations .
[2] Mehrotra, S., Gandhi, A., & Sahoo, B. (2013). Estimating India's Skill Gap on a
Realistic Basis for 2022. Economic and Political Weekly .
96 Annexure 3.1
Technique of sample
selection before change
of methodology The following methodology has been followed to select the centres of Prime Minister Kaushal
Vikas Yojana in the State of Punjab.
Step 1- The consolidated list of all the states has been retrieved from the National Skill Development
corporation i.e. nsdcindia.org. The centres for the state of Punjab were identified from the
comprehensive list of all the states (List 1). According to the data available on
https://www.nsdcindia.org/, there are total 358 PMKVY and allied centres up and operational in 22
districts of Punjab.
Step-2- The centres in the list is further divided districts wise. As the methodology aimed to use is
stratified random sampling. The districts are divided into two strata, namely, Rural and Urban (List 2).
There are 6 urban and 16 rural centres. This is necessary to give a clear picture of the training programmes
beingconducted/offered in the rural as well as urban strata. As the requirements of both strata of
population differ, the objective will also be to evaluate whether the type of training programmes being
offered are in accordance with the requirements and aspirations of the youth. The attempt will be to take
centres with different job roles. We would aim to identify those centres which have maximum number of
beneficiaries. The targets allotted to each centre would be considered as proxy for the number of
beneficiaries.
In the state of Punjab, there are total 358 PMKVY centres offering 62 job roles in total.
The division of Rural and Urban centres has been made on the basis of rural/urban population in the
particular districts. The district which has more rural population as compared to urban population will be
considered as Rural and Urban will be the districts where the urban population is more than rural. The
data on rural and urban population will be obtained from the 2011 Census data available on government
website (http://punjab.gov.in/state-profile).
Step 3- In order to have a representative sample we selected 10% of the total centres (List 2) in each
district. This gave us a sample of 40 centres. To select the desired number of centres from each district the
centres with the highest number of total targets allotted have been chosen as this is considered as the
proxy for the total number of beneficiaries. From the centres with the same number of total targets
allotted in each district, the centre has been chosen using random sampling technique in excel.
Our aim is to select the first 20 centres from each of the rural and urban strata for a fair representation of
all the centres in the state. However as in the state of Punjab the total centres received after the random
sampling are not more than 40 that is why we will take all the centres (10% of each district) to be visited
by the researcher for the study. These 40 centres will cover 22 job roles out of 62 job roles in total in the
state of Punjab.
Step 4- The 40 centres selected on the basis of random sampling had a total of 14,040 beneficiaries for
two financial years (2016-17 & 2017-18). Since, it would not be feasible to survey all the beneficiaries
so; we would attempt to cover at least 10% of the total beneficiaries of each centre. Thus the selected 40
centres would in total give us a sample of 1,404 beneficiaries(List 3).
The sampling may change in the other states due to their individual demographic situations.
The following methodology has been followed to select the centres of Prime Minister
KaushalVikasYojana in the State of Uttar Pradesh.
Step 1- The consolidated list of all the states has been retrieved from the National Skill Development
corporation i.e. nsdcindia.org. The centres for the state of Punjab were identified from the
comprehensive list of all the states. According to the data available on https://www.nsdcindia.org/, there
are total 1302 PMKVY and allied centres up and operational in 71+3 districts of Uttar Pradesh
(Amethi,Shamli and Sambhal are not in the districts list of UP according to
https://www.census2011.co.in/census/state/districtlist/uttar+pradesh.html, however there are PMKVY
centres present and operational that is why these 3 centres have been taken as well).
Step-2- The centres in the list is further divided districts wise. As the methodology aimed to use is stratified random sampling. The districts are divided into two strata, namely, Rural and Urban (List 2).
There are 5 urban and 66+3 rural centres (data not available for 3 centres namelyAmethi,Shamli and
Sambhal- taken in rural).
Step-3 In order to have a representation of all the districts, 10% of the total centres in each district has
been taken. These centres are sorted according to the rural and urban districts. This gives us a total of 32
centres in urban strata and 113 centres in rural strata. Random sampling technique will be used to obtain
the sample centres from each of the districts.
Step-4 While applying the random sampling to obtain the sample centres from each district and
eventually the final sample, we would aim to identify those centres which have maximum number of
beneficiaries along with covering maximum job roles. The targets allotted to each centre would be
considered as proxy for the number of beneficiaries. For example if in any district there are two centres
with highest total target have the same job role being offered. We will choose the first one from them and
would choose the centre with next highest total target offering the different job role.
Step-5 To take the pre decided sample of 40 PMKVY centres from each state, random sampling
technique will be applied on the rural as well as urban centres. Our aim is to select the first 20 centres from
each of the rural and urban strata for a fair representation of all the centres in the state.
. Annexure 3.2
List of Samples in Five
States List of Centres Operating
Across Country State
Delhi
Bihar
Uttar Pradesh
Bihar
Uttar Pradesh
Uttar Pradesh
Rajasthan
Jammu and Kashmir
Rajasthan
Telangana
Assam
West Bengal
West Bengal
Nagaland
Rajasthan
Haryana
Uttar Pradesh
Uttar Pradesh
Rajasthan
Tamil Nadu
Uttar Pradesh
Uttar Pradesh
Uttar Pradesh
Uttar Pradesh
Haryana
Tamil Nadu
Tamil Nadu
Odisha
Bihar
Uttar Pradesh
Meghalaya
District
South Delhi
Saran
Varanasi
Muzaffarpur
Bareilly
Badaun
Jaipur
Jammu
Ajmer
Hyderabad
Kamrup
North 24 Parganas
Howrah
Dimapur
Udaipur
Bhiwani
Shahjahanpur
Pilibhit
Kota
Namakkal
Unnao
Saharanpur
Agra
Firozabad
Jhajjar
Viluppuram
Coimbatore
Cuttack
Siwan
Rampur
Ri Bhoi
SDMS
ID
7
20
27
28
57
58
62
63
72
76
86
109
116
123
139
157
189
260
261
414
415
416
419
420
421
423
425
426
428
430
454
Training Centre
IL&FS-Okhla
IL&FS INSTITUTE OF SKILLS , CHAPRA
ORION EDUTECH-VARANASI
IIS @ Kanti-Bihar
Mahendra Skills - Bareilly
Mahendra Skills - Badaun
IL&FS Institute of Skills @ Jaipur
PMKK-Jammu
PMKK, Ajmer Jaipur Highway, Ajmer
SynchroServe Skill Development Centre
Orion Panjabari
North 24 Parganas
Orion Edutech PMKK Howrah
Orion Edutech PMKK Dimapur
Vinayak Nagar -Udaipur
Orion Edutech Bhiwani
Mahendra Skills - SHAHJHANPUR
Mahendra Skills - PILIBHIT
NIFA PMKK KOTA
Aaruthal Foundation PMKK Model Centre
Care Educational & Welfare Society
Pradhan Mantri Kaushal Kendra
PMKK Agra
PMKK Firozabad
Orion PMKK
Surya Group of Institutions
Aaruthal Foundation PMKK Model Centre
Datapro PMKK Cuttack
PMKK - Siwan
Mahendra Skills-PMKK Rampur
Care Educational & Welfare Society
Ongoing
Training
127
150
150
141
120
60
136
90
90
194
120
300
240
150
175
60
130
90
216
120
170
180
60
170
150
60
171
175
120
30
220
District
Category
A
A
A
A
A
A
A
A
A
A
A
A
A
B
A
A
A
A
A
A
A
A
A
A
B
A
A
A
A
A
C
Data as on 11-12-2018 for PMKVY 2 STT, SDMS, Undergoing training depicted as operational centers Pan India, Total 535 centers A
A
SPOKE
A
A
A
A
B
A
A
B
B
B
B
A
A
B
A
A
A
A
A
A
A
A
A
A
B
A
B
A
A
A
Uttar Pradesh
Uttar Pradesh
Bihar
Telangana
Telangana
Bihar
Karnataka
Jammu and Kashmir
Karnataka
Chhattisgarh
Madhya Pradesh
Madhya Pradesh
Chhattisgarh
Jammu and Kashmir
Telangana
Haryana
Assam
Telangana
West Bengal
Uttar Pradesh
Uttar Pradesh
Rajasthan
Haryana
Assam
Uttar Pradesh
Rajasthan
Rajasthan
Assam
Uttar Pradesh
Assam
Haryana
Uttar Pradesh
Odisha
Meerut
Ghaziabad
Saran
Karimnagar
Adilabad
Bhojpur
Bengaluru Urban
Anantnag
Bengaluru Urban
Raipur
Anuppur
Shahdol
Bilaspur
Jammu
Warangal
Kaithal
Nalbari
Mahbubnagar
South 24 Parganas
Lucknow
Pratapgarh
Dausa
Rohtak
Sonitpur
Mathura
Bhilwara
Jhunjhunu
Morigaon
Sultanpur
Bishwanath
Hisar
Hardoi
Khordha
475
476
552
600
601
617
618
620
621
689
690
691
692
723
1441
1442
1514
1646
1647
1649
1877
1878
1879
1880
1892
1900
1901
1902
2390
2391
2511
2552
2568
Pradhan Mantri Kaushal Kendra
Pradhan Mantri Kaushal Kendra
IL&FS Institute of Skills @ Israuli
PMKK Karimnagar
PMKK Adilabad
Orion Edutech- Bhojpur (Arrah)
Bangalore Rural
PMKK Anantnag
Bangalore Urban
AISECT PMKK RAIPUR
AISECT ANUPPUR
AISECT PMKK CENTRE SHAHDOL
AISECT SKILL TRAINING AND PLACEMENT CENTRE
Orion Edutech - Samba
PMKK Warangal
CWSI_PMKK_KAITHAL
Orion Baksa
SynchroServe-TS-Mahabubnagar
Maheshtala PMKK
PMKK-Lucknow
PMKK Pratapgarh
PMKK Dausa
Rothak PMKK
CARE SKILL CENTRE - Sonitpur
Vision India Services Pvt Ltd - PMKK (Mathura)
PMKK Bhilwara
PMKK Jhunjhunu
Morigaon PMKK
PMKK Sultanpur
CARE SKILL CENTRE - BISWANATH CHARIALI
CWSI_PMKK_HISAR
PMKK-Hardoi
Datapro Bhubaneswar
100
260
50
86
120
240
250
60
250
201
260
358
119
118
30
160
90
143
230
140
81
79
200
110
90
30
115
60
120
60
150
60
330 C
A
A
A
B
A
A
A
A
A
A
A
A
A
A
B
A
A
A
A
A
A
B
A
A
B
B
Not a PMKK
A
A
A
B
A
Chhattisgarh
Haryana
West Bengal
Uttar Pradesh
Bihar
Karnataka
Haryana
Bihar
Bihar
Madhya Pradesh
West Bengal
Bihar
Bihar
Jharkhand
Bihar
Jammu and Kashmir
Telangana
Rajasthan
West Bengal
West Bengal
West Bengal
West Bengal
Assam
Uttar Pradesh
Uttar Pradesh
Chhattisgarh
Madhya Pradesh
Uttar Pradesh
Madhya Pradesh
Karnataka
Karnataka
Madhya Pradesh
Tamil Nadu
Narayanpur
Sonipat
Hooghly
Lakhimpur Kheri
Jehanabad
Hassan
Karnal
Kaimur
Rohtas
Raisen
North Dinajpur
Katihar
Kishanganj
Ranchi
East Champaran
Kupwara
Khammam
Tonk
Birbhum
Bardhaman
Nadia
Nadia
Bongaigaon
Baghpat
Bulandshahr
Bemetara
Ashoknagar
Rampur
Indore
Mandya
Dakshina Kannada
Dindori
Kanyakumari
2571
2575
2576
2577
2578
2579
2581
2582
2583
2584
2585
2586
2587
2588
2589
2590
2591
2600
2601
2603
2604
2605
2606
2607
2608
3022
3025
3177
3339
3542
3543
3558
3560
AISECT PMKK NARAYANPUR
Sonipat PMKK
Dankuni PMKK
PMKK-Lakhimpur
Orion Edutech-Jehanabad PMKK
PMKK
ICA PMKK KARNAL
Orion Edutech-Kaimur PMKK
Orion Edutech-Rohtas PMKK
AISECT PMKK RAISEN
Orion Edutech-Uttar Dinajpur
Ashpra Skills - Katihar
Ashpra Skills - Kishanganj
Don Bosco - Ranchi
IIS @ East Champaran
IIS @ Kupwara
IIS @ Khammam
IIS @ Tonk
Orion Edutech Birbhum
ICA - Asansol
ICA - Krishnanagar
Orion Edutech Nadia
Orion Edutech Chirang
PMKK - Baghpat
PMKK - Bulandshahr
AISECT PMKK BEMETARA
AISECT PMKK ASHOKNAGAR
Saraswati Institute Of Technology
PMKK_Indore
PMKK Mandya
PMKK Mangalore
PMKK Dindori
S T Hindu College
208
200
240
240
390
180
150
380
200
23
240
250
250
90
120
90
125
21
170
180
190
200
88
210
264
149
150
120
240
130
139
150
218 A
A
A
A
A
A
A
A
A
A
A
A
A
B
A
B
A
A
A
B
B
A
A
A
A
B
A
A
A
A
A
A
A
Madhya Pradesh
Rajasthan
Karnataka
Odisha
Odisha
Tamil Nadu
Tamil Nadu
Madhya Pradesh
Telangana
Haryana
Uttar Pradesh
Uttar Pradesh
Madhya Pradesh
Rajasthan
Madhya Pradesh
Madhya Pradesh
Kerala
Uttar Pradesh
Kerala
Uttar Pradesh
Assam
Rajasthan
Tamil Nadu
Chhattisgarh
Uttar Pradesh
Chhattisgarh
Odisha
Uttar Pradesh
Madhya Pradesh
Uttar Pradesh
Chhattisgarh
Bihar
Andhra Pradesh
Bhopal
Chittorgarh
Mysuru
Kendujhar
Sundargarh
Tirunelveli
Virudhunagar
Balaghat
RangaReddy
Panipat
Sitapur
Bahraich
Rewa
Pratapgarh
Satna
Sidhi
Kollam
Raebareli
Alappuzha
Mahoba
Karbi Anglong
Baran
Cuddalore
Durg
Banda
Gariaband
Balangir
Amethi
Sehore
Agra
Bilaspur
Gaya
Chittoor
3562
3563
3574
3579
3581
3586
3587
3638
3649
3653
3654
3655
3658
3659
3660
3661
3664
3665
3666
3695
3708
3710
3727
3755
3787
3792
3798
3810
3824
3835
3837
3847
3849
AISECT PMKK BHOPAL
PMKK Chittorgarh
PMKK MYSORE
PMKK Kendujhar
PMKK Rourkela
Sarah Tucker College
Virudhunagar Hindu Nadars' Senthikumara Nadar College
PMKK Balaghat
SynchroServe-PMKK-TS-Rangareddy-Alwal
Orion Edutech-Panipat PMKK
Pradhan Mantri Kaushal Kendra-Sitapur
Pradhan Mantri Kaushal Kendra-Bahraich
Pradhan Mantri Kausha Kendra-Rewa
PMKK Pratapgarh
Pradhan Mantri Kaushal Kendra-satna
Pradhan Mantri Kaushal Kendra-Sidhi
Edujobs - PMKK - Kollam
PMKK RAE BARELI
PMKK Alappuzha
PMKK Mahoba
CARE SKILL CENTER - Karbi Anglong
PMKK BARAN
CUDDALORE
AISECT PMKK DURG
PMKK Banda
CARE EDUCATIONAL AND WELFARE SOCIETY
Datapro Kantabanji
SWACA Amethi PMKK Training Center
AISECT PMKK SEHORE
PMKK Fathepur Sikri
AISECT PMKK BILASPUR
Rooman Gaya PMKK
Rooman Tirupati PMKK
60
220
145
84
54
340
270
270
25
120
30
150
150
150
60
60
30
30
120
60
98
140
120
180
170
120
410
310
150
170
240
240
50 A
A
C
A
A
A
A
A
B
B
B
B
A
B
B
B
A
B
A
B
A
C
C
A
A
A
A
A
B
A
B
B
A
Andhra Pradesh
Uttar Pradesh
Delhi
Bihar
Madhya Pradesh
Uttar Pradesh
Bihar
Madhya Pradesh
Himachal Pradesh
Himachal Pradesh
Odisha
Assam
Karnataka
Haryana
Haryana
Uttarakhand
Uttarakhand
Uttarakhand
West Bengal
Odisha
Telangana
Uttarakhand
Uttarakhand
Uttar Pradesh
Uttar Pradesh
Madhya Pradesh
Chhattisgarh
Bihar
Jharkhand
Andhra Pradesh
Jharkhand
Chhattisgarh
Haryana
Anantapur
Ghazipur
New Delhi
Patna
Jabalpur
Moradabad
Nalanda
Chhindwara
Solan
Bilaspur
Gajapati
Darrang
Kolar
Mahendragarh
Faridabad
Nainital
Udham Singh Nagar
Almora
Purulia
Jharsuguda
Nalgonda
Bageshwar
Champawat
Amroha
Sambhal
Seoni
Rajnandgaon
Buxar
Chatra
Guntur
Latehar
Kanker
Ambala
3850
3865
3866
3867
3869
3872
3887
3888
3889
3892
3898
3915
3918
3922
3923
3930
3931
3932
3933
3934
3938
3939
3940
3947
3948
3989
4085
4089
4090
4094
4098
4100
4106
Rooman Anantapur PMKK
Orion Edutech-Ghazipur PMKK
Orion Edutech-Mandir Marg PMKK
Orion Edutech-Patna PMKK
AISECT PMKK JABALPUR
Empower Pragati_Pradhan Mantri Kaushal Kendra_Moradabad
Rooman Nalanda PMKK
PMKK Chhindwara
Pradhan Mantri Kaushal Kendra-Solan
Pradhan Mantri Kaushal Kendra-Bilaspur
PMKK , Gramtarang, Gajapati
Orion Edutech-Darrang PMKK
Rooman Kolar PMKK
Mahendragarh PMKK
Palwal PMKK
PMKK HALDWANI
PMKK KASHIPUR
PMKK ALMORA
PMKK-Purulia
PMKK Jharsuguda
PMKK Nalgonda
PMKK BAGESHWAR
PMKK CHAMPAWAT
Empower Pragati_Pradhan Mantri Kaushal Kendra_Amroha
Empower Pragati_Pradhan Mantri Kaushal Kendra_Sambhal
PMKK-Seoni
AISECT PMKK
Orion Edutech-Buxar PMKK
Vikas Bharti Bishunpur-F-TEC PMKK Chatra
PMKK-Guntur
Vikas Bharti Bishunpur-F-TEC PMKK Latehar
AISECT PMKK
PMKK ICA Edu Skills PVT. LTD. Ambala
210
170
150
180
260
165
270
240
140
112
122
90
106
360
360
325
25
100
23
59
158
25
170
255
190
180
178
210
150
80
140
305
160 SPOKE
A
A
A
A
A
B
B
A
A
B
A
C
A
B
B
A
A
A
A
A
A
A
A
B
A
A
Not a PMKK
B
A
A
A
A
Bihar
Rajasthan
Karnataka
Rajasthan
Uttarakhand
Uttarakhand
Uttarakhand
Uttar Pradesh
Madhya Pradesh
Madhya Pradesh
Haryana
Rajasthan
Uttarakhand
West Bengal
Uttarakhand
Madhya Pradesh
Karnataka
Rajasthan
Karnataka
West Bengal
Chhattisgarh
Chhattisgarh
Madhya Pradesh
West Bengal
Haryana
Haryana
Andhra Pradesh
Uttar Pradesh
Odisha
Delhi
Madhya Pradesh
Uttar Pradesh
Uttar Pradesh
Saran
Hanumangarh
Gadag
Nagaur
Dehradun
Haridwar
Chamoli
Shravasti
Dhar
Khandwa
Kurukshetra
Sri Ganganagar
Rudraprayag
Hooghly
Uttarkashi
Panna
Chitradurga
Churu
Ramnagara
Malda
Bastar
Korba
Tikamgarh
Jalpaiguri
Mewat
Yamunanagar
Kurnool
Lucknow
Nayagarh
North West Delhi
Singrauli
Aligarh
Etah
4109
4110
4111
4112
4119
4120
4124
4125
4126
4127
4128
4129
4130
4132
4147
4150
4162
4163
4164
4166
4167
4796
5025
5277
5294
5418
5473
5575
5635
5893
5997
6008
6011
IL&FS Skills School @ Maker
PMKK-Hanumangarh
PMKK GADAG
PMKK ICA Edu Skills PVT. LTD. Nagaur
Sewa International-F-TEC PMKK Dehradun
Sewa International-F-TEC PMKK Haridwar
Sewa International-F-TEC PMKK Chamoli
PMKK-Shrawasti
PMKK Dhar
PMKK Khandwa
PMKK Kurukshetra
PMKK Shri Ganga Nagar
Sewa International-F-TEC PMKK Rudraprayag
ICA PMKK Shrirampur
Sewa International-F-TEC PMKK Uttarkashi
PMKK PANNA
PMKK CHITRADURGA
PMKK Churu
Rooman Ramanagara PMKK
Orion Edutech-Malda PMKK
Surya Skills - PMKK Bastar
AISECT PMKK KORBA
PMKK Tikamgarh
Orion Edutech-Jalpaiguri PMKK
PMKK Mewat
PMKK-Yamunanagar
PMKK Kurnool
Arunima Foundation
PMKK Datapro Nayagarh
Pradhan Mantri Kaushal Kendra North West Delhi
PMKK Singrauli
PMKK Aligarh
PMKK ETAH
48
180
79
200
270
120
115
90
90
90
73
210
165
170
200
180
135
180
40
210
173
380
270
80
360
60
90
118
194
60
140
96
176 A
A
A
A
A
Not a PMKK
A
B
A
B
B
A
A
A
A
A
A
Not a PMKK
A
A
B
A
A
Not a PMKK
A
A
A
A
B
A
B
A
A
Uttar Pradesh
Uttar Pradesh
Uttar Pradesh
Uttar Pradesh
Karnataka
Uttar Pradesh
Odisha
Karnataka
Karnataka
Madhya Pradesh
Kerala
Uttar Pradesh
Maharashtra
Gujarat
Maharashtra
Madhya Pradesh
Gujarat
Delhi
Rajasthan
Gujarat
Chhattisgarh
Bihar
Delhi
Delhi
Gujarat
Rajasthan
Gujarat
Gujarat
Jharkhand
Odisha
Chhattisgarh
Madhya Pradesh
Haryana
Allahabad
Fatehpur
Farrukhabad
Bijnor
Koppal
Maharajganj
Kendrapara
Chamarajanagar
Vijayapura
Umaria
Pathanamthitta
Muzaffarnagar
Bhandara
Kutch
Nagpur
Chhatarpur
Jamnagar
South Delhi
Banswara
Bharuch
Dantewada
Siwan
South West Delhi
North West Delhi
Dahod
Dungarpur
Morbi
Surendranagar
Seraikela Kharsawan
Puri
Jashpur
Narsinghpur
Jind
6028
6041
6071
6118
6246
6266
6324
6332
6343
6349
6350
6402
6474
6482
6484
6487
6492
6638
6754
6773
6798
6804
6824
7126
7791
7793
7799
7809
7811
7820
7828
7830
7832
PMKK Phulpur
PMKK Fatehpur
Vision India Services Pvt Ltd- PMKK (Farrukhabad)
PMKK-Bijnore
PMKK Koppal
jai aditya vtc
PMKK, Gramtarang,Kendrapada
PMKK Chamarajanagar
PMKK Bijapur
AISECT PMKK UMARIA
PMKK Pathanamthitta
Empower Pragati_Pradhan Mantri Kaushal Kendra_Muzaffarnagar
PMKK Bhandara
PMKK Kachchh
PMKK Nagpur
PMKK Chhatarpur
PMKK JAMNAGAR
SIPS EDUCATION CENTRE
PMKK BANSWARA
PMKK BHARUCH
Surya Skills - PMKK Dantewada
PMKK Maharajganj
Najafgarh, New Delhi
SWAMI NISKAM SEWA TRUST
PMKK Dahod
Pmkk Dungarpur
PMKK MORBI
PMKK SURENDRANAGAR
PMKK - Saraikela-Kharsawan(Adityapur)
PMKK, Gramtarang,Nimapada Puri
PMKK - Jashpur (Pathalgaon)
PMKK Narsinghpur
CWSI PMKK JIND
133
60
86
260
147
60
30
90
170
180
75
250
260
230
270
270
270
114
90
210
239
89
28
60
200
90
110
74
218
137
188
300
210 B
A
A
Not a PMKK
A
A
A
Not a PMKK
Not a PMKK
A
Not a PMKK
Not a PMKK
A
B
B
A
A
A
B
A
B
A
B
B
A
A
B
A
A
A
A
A
A
Madhya Pradesh
Madhya Pradesh
Karnataka
Uttar Pradesh
Maharashtra
Bihar
Bihar
Uttar Pradesh
Jammu and Kashmir
Chandigarh
Haryana
Jharkhand
Telangana
Madhya Pradesh
Himachal Pradesh
Madhya Pradesh
Madhya Pradesh
Maharashtra
Himachal Pradesh
Uttar Pradesh
Tamil Nadu
Uttar Pradesh
Gujarat
Assam
West Bengal
Madhya Pradesh
Rajasthan
Karnataka
West Bengal
West Bengal
Assam
West Bengal
Karnataka
Agar Malwa
Katni
Uttara Kannada
Etawah
Kolhapur
Aurangabad
Nawada
Firozabad
Anantnag
Chandigarh
Gurgaon
Giridih
RangaReddy
Mandla
Sirmaur
Ujjain
Guna
Pune
Shimla
Auraiya
Karur
Deoria
Narmada
West Karbi Anglong
North 24 Parganas
Rajgarh
Jaisalmer
Tumakuru
Alipurduar
Darjeeling
Golaghat
Hooghly
Dharwad
7877
7881
7897
7959
8001
8042
8044
8271
8410
8420
8438
8530
8532
8538
8540
8542
8561
8564
8581
8641
8657
8712
8723
8724
8725
8737
8744
8746
8748
8751
8756
8757
8758
AISECT PMKK AGARMALWA
AISECT PMKK KATNI
PMKK Uttara Kannada
Satya Guru Skill Development Center
Rooman Technologies, Kolhapur
PMKK Aurangabad
Rooman Nawada PMKK
EZEE TECH SKILL DEVELOPMENT CENTER
ISJK34 MASTER MIND INSTITUTE OF EDUCATION
PMKK, Chandigarh
Navjyoti - Gurugram
AEROSOFT HEALTHCARE PRIVATE LIMITED
SynchroServe-TS-PMKK Chevella-Lingampally
PMKK CARD Mandla
PMKK-Sirmaur
PMKK- Ujjain
PMKK-Guna
PMKK Shirur
PMKK Shimla
PMKK Auraiya
PMKK KARUR
PMKK Deoria
PMKK NARMADA
PMKK West Karbi Anglong
PMKK Barrackpore
PMKK RAJGARH
PMKK ICA Edu Skills PVT. LTD. Jaisalmer
PMKK TUMKUR
Orion Edutech-Alipurduar PMKK
Orion Edutech-Darjeeling PMKK
PMKK Golaghat
PMKK Arambagh
PMKK Dharwad
169
240
60
120
60
210
160
120
120
230
175
60
103
150
187
260
119
177
51
560
165
60
80
120
110
90
210
90
140
170
90
230
210 A
B
B
A
Not a PMKK
Not a PMKK
B
A
A
B
A
B
A
A
A
A
A
A
A
A
B
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
A
B
A
A
A
A
A
B
West Bengal
Haryana
Chhattisgarh
Uttar Pradesh
Haryana
Delhi
Assam
Odisha
Uttar Pradesh
Odisha
Jammu and Kashmir
Madhya Pradesh
Bihar
Madhya Pradesh
Bihar
West Bengal
Madhya Pradesh
Odisha
Maharashtra
Maharashtra
Madhya Pradesh
Haryana
Uttar Pradesh
Punjab
Punjab
Uttar Pradesh
Odisha
Madhya Pradesh
Andhra Pradesh
Telangana
Telangana
Jharkhand
Uttarakhand
South 24 Parganas
Rewari
Mahasamund
Kanpur Nagar
Ambala
South West Delhi
Udalguri
Ganjam
Gorakhpur
Boudh
Srinagar
Jhabua
Begusarai
Damoh
Darbhanga
Bardhaman
Hoshangabad
Koraput
Amravati
Wardha
Datia
Panchkula
Lakhimpur Kheri
Pathankot
Pathankot
Kaushambi
Malkangiri
Khargone
Nellore
Nizamabad
Hyderabad
Palamu
Tehri Garhwal
8759
8767
8769
8770
8794
8795
8812
8816
8818
8835
8836
8838
8842
8843
8845
8846
8847
8855
8861
8862
8869
8874
8875
8876
8877
8879
8905
8911
8921
9006
9007
9008
9018
PMKK Joynagar
PMKK Rewari
PMKK Mahasamund
PMKK- Kanpur Nagar
ASTC, Ambala Cantt
ASTC, Delhi Cantt
PMKK Udalguri
PMKK Ganjam
PMKK Gorakhpur
PMKK Boudh
PMKK Srinagar
PMKK Jhabua
PMKK Begusarai
PMKK Damoh
PMKK Darbhanga
PMKK Barddhaman Purba
Hoshangabad PMKK Center
PMKK Koraput
Orion Edutech-Amravati PMKK
PMKK Wardha
PMKK-Datia
ASTC, Chandimandir
ASTC, Lucknow
ASTC, Pathankot
ASTC, Mamun
PMKK Kaushambi
PMKK Malkangiri
ICA PMKK Khargone
Rooman PMKK Nellore
SynchroServe - TS - PMKK Nizamabad
SynchroServe - TS - PMKK Hyderabad - Nampally
Vikas Bharti Bishunpur-F-TEC PMKK Palamu
Sewa International-F-TEC PMKK Tehri Garhwal
100
330
150
70
90
165
300
220
114
87
60
165
122
240
178
225
145
90
150
150
55
90
90
60
25
90
210
80
30
131
186
265
236 A
Not a PMKK
B
A
B
A
A
A
A
A
Not a PMKK
A
A
A
Not a PMKK
A
B
A
A
Not a PMKK
A
Not a PMKK
B
A
A
A
A
A
A
A
B
A
A
Gujarat
West Bengal
Haryana
Karnataka
Jharkhand
Madhya Pradesh
Rajasthan
Andhra Pradesh
Rajasthan
Maharashtra
Madhya Pradesh
Jharkhand
Chhattisgarh
Karnataka
Rajasthan
West Bengal
Odisha
Tamil Nadu
Madhya Pradesh
Punjab
Chhattisgarh
Madhya Pradesh
Chhattisgarh
Bihar
Bihar
Bihar
Maharashtra
Karnataka
Karnataka
West Bengal
Assam
Assam
Maharashtra
Sabarkantha
Bardhaman
Fatehabad
Bengaluru Urban
Khunti
Sagar
Bikaner
Visakhapatnam
Sikar
Sangli
Sagar
East Singhbhum
Balrampur
Chikballapur
Jaipur
Nadia
Debagarh
Chennai
Betul
Jalandhar
Surguja
Jabalpur
Korea
Supaul
Madhubani
Purnia
Gadchiroli
Bidar
Yadgir
Howrah
Charaideo
Dibrugarh
Chandrapur
9043
9044
9046
9047
9062
9069
9073
9074
9082
9087
9094
9095
9097
9106
9108
9121
9129
9133
9178
9187
9209
9211
9212
9215
9216
9218
9221
9225
9227
9233
9239
9243
9254
Surya Skills - PMKK Sabarkantha
Assocom Skilling Centre, Asansol Railway
PMKK_FATEHABAD
Rooman PMKK Bangalore Central
PRADHAN MANTRI KAUSHAL KENDRA, KHUNTI
PMKK Sagar
PMKK ICA Edu Skills PVT. LTD. Bikaner
PMKK VISAKHAPATNAM
PMKK Sikar
Rooman Sangli PMKK
ASTC, Sagour
PMKK-Purbi singhbhum
PMKK-balrampur
Rooman PMKK Chikkaballapur
ASTC, Jaipur
Orion Edutech-Ranaghat PMKK
PMKK Debagarh
Rooman Chennai Central PMKK
Betul PMKK Centre
ASTC, Jalandhar
PMKK Surguja
ASTC, Jabalpur
PMKK KORIYA
Pradhan Mantri Kaushal Kendra- Supaul
Pradhan Mantri Kaushal Kendra, Madhubani
Pradhan Mantri Kaushal Kendra, Purnia
PMKK Gadchiroli
Excelus Learning Solutions -PMKK Bidar
Excelus Learning Solutions -PMKK Yadgir
IL&FS Institute of Skills @ Uluberia
PMKK Charaideo
PMKK Dibrugarh
PMKK Chandrapur
300
60
140
122
177
230
150
160
55
60
22
240
330
270
30
140
59
50
100
60
319
25
15
150
240
210
140
200
145
80
187
220
260 Not a PMKK
A
B
A
A
A
A
B
A
A
A
B
A
B
Not a PMKK
Not a PMKK
A
B
A
B
A
B
A
B
B
B
A
A
C
A
A
A
A
Uttar Pradesh
Maharashtra
Chhattisgarh
Uttar Pradesh
Andhra Pradesh
Andhra Pradesh
Andhra Pradesh
Chhattisgarh
Uttar Pradesh
Uttar Pradesh
Madhya Pradesh
Madhya Pradesh
Uttar Pradesh
Tamil Nadu
Delhi
Delhi
Madhya Pradesh
Haryana
Bihar
Jharkhand
Karnataka
Punjab
Bihar
Madhya Pradesh
Jharkhand
Jharkhand
Andhra Pradesh
Jharkhand
Jammu and Kashmir
Punjab
Gujarat
Chhattisgarh
Jharkhand
Etawah
Osmanabad
Surajpur
Hapur
West Godavari
Vizianagaram
Srikakulam
Sukma
Hapur
Sant Ravidas Nagar
Shajapur
Neemuch
Siddharthnagar
Nilgiris
North West Delhi
North West Delhi
Ratlam
Panchkula
Patna
Jamtara
Bellary
Moga
Saran
Burhanpur
Simdega
Sahibganj
Kadapa
Garhwa
Leh
Bathinda
Patan
Balod
Deoghar
9801
11826
11831
11844
11855
11857
11858
11871
11873
11877
11908
11975
12009
12032
12057
12058
12200
12203
12205
12217
12219
12220
12221
12222
12226
12747
12748
12749
12750
12756
12758
12759
12760
SOTS Skill Development Centre
PMKK Osmanabad
PMKK Surajpur
PMKK - Shamli
PMKK Eluru
PMKK VIZIANAGARAM
PMKK Srikakulam
PMKK Sukma
PMKK Hapur
PMKK Sant Ravidas Nagar
AISECT PMKK SHAJAPUR
PMKK Neemuch
PMKK Siddharthnagar
PMKK NILGIRIS
Skills Root Model Town Delhi
Skills Root Narela Delhi
PMKK-Ratlam
ICA PMKK Panchkula
ICA PMKK PATNA SAHEB
PMKK Jamtara
Excelus Learning Solutions -PMKK Bellary
PMKK MOGA
PMKK Maharajganj
Bhuranpur PMKK Center
PMKK Simdega
PMKK- Sahibganj
SynchroServe - AP - PMKK Kadapa
Vikas Bharti Bishunpur-F-TEC PMKK Garhwa
PMKK- LEH
PMKK Bhatinda
Surya Skills - PMKK Patan
Surya Skills - PMKK Balod
Surya Skills - PMKK Deogarh
240
90
150
120
160
220
160
205
150
110
350
90
138
120
60
60
345
143
160
85
60
54
59
80
158
180
120
240
79
120
210
300
220 A
A
A
A
A
B
A
C
B
A
A
A
A
A
A
A
B
B
A
A
B
A
A
A
A
A
A
B
A
B
A
A
A
Odisha
Rajasthan
Uttar Pradesh
Gujarat
Gujarat
Punjab
Chhattisgarh
Chhattisgarh
Uttarakhand
West Bengal
Telangana
Maharashtra
West Bengal
West Bengal
Bihar
Bihar
Gujarat
Chhattisgarh
Madhya Pradesh
Punjab
Gujarat
Karnataka
Rajasthan
Karnataka
Maharashtra
Karnataka
Maharashtra
Uttar Pradesh
Jharkhand
Kerala
Kerala
West Bengal
Gujarat
Balasore
Jhalawar
Hathras
Panchmahal
Vadodara
Shaheed Bhagat Singh Nagar
Raigarh
Bijapur
Pauri Garhwal
South 24 Parganas
Medak
Yavatmal
Hooghly
Cooch Behar
Samastipur
Vaishali
Botad
Janjgir-Champa
Mandsaur
Sangrur
Vadodara
Bengaluru Urban
Bundi
Davanagere
Pune
Raichur
Gondia
Hamirpur
Dumka
Idukki
Ernakulam
Kolkata
Banaskantha
12769
12771
12773
12774
12776
12779
12781
12783
12784
13046
13056
13063
13064
13065
13072
13073
13074
13102
13172
13178
13189
13202
13219
13220
13230
13232
13233
13234
13235
13236
13238
13241
13242
PMKK Balasore
Nifa lnfocomo services Pvt. Ltd. Jhalawar
Nifa Infocomo services Pvt. Ltd. Hathras
Pmkk Panchmahal
Nifa Infocomo services Pvt. Ltd. Vadodara
PMKK SBS Nagar
AISECT PMKK RAIGARH
AISECT PMKK BIJAPUR
Sewa International-F-TEC PMKK Pauri Garhwal
PMKK Jadavpur
SynchroServe - TS - PMKK Medak - Sangareddy
PMKK Yavatmal
PMKK Hooghly
PMKK Coochbehar
PMKK Samastipur
PMKK Hajipur
PMKK-Botad
PMKK- Jangjir Champa
PMKK Mandsaur
PMKK Sangrur
NIFA Infocomp Services Private Limited Chhota udepur
Ashalaya, Bangalore North
Pmkk bundi
Rooman PMKK Davangere
Rooman PMKK Pune
Excelus Learning Solutions Pvt Ltd-PMKK Raichur
Excelus Learning Solutions Pvt Ltd-PMKK Gondia
Excelus Learning Solutions Pvt Ltd-PMKK Hamirpur
PMKK- DUMKA
Excelus Learning Solutions Pvt Ltd-PMKK Idukki
Excelus Learning Solutions Pvt Ltd-PMKK ERNAKULAM
PMKK Kankurgachi
Surya Skills - PMKK Banaskantha
262
115
50
190
80
72
210
88
150
200
194
240
170
180
137
170
232
210
150
178
90
30
95
340
380
180
240
150
141
117
208
240
50 A
A
A
B
A
A
B
A
B
A
A
B
B
A
B
A
A
B
B
A
A
A
A
Not a PMKK
A
B
A
A
Not a PMKK
A
Not a PMKK
Not a PMKK
Not a PMKK
Gujarat
Gujarat
Maharashtra
Jharkhand
Haryana
Madhya Pradesh
Madhya Pradesh
Gujarat
Manipur
Assam
Andhra Pradesh
Punjab
Punjab
Andhra Pradesh
Chhattisgarh
Andhra Pradesh
Uttar Pradesh
Manipur
Karnataka
Kerala
Maharashtra
Karnataka
Jharkhand
Maharashtra
Tamil Nadu
Punjab
Maharashtra
West Bengal
Jammu and Kashmir
Haryana
Jharkhand
Jammu and Kashmir
Assam
Mehsana
Aravalli
Akola
Pakur
Gurgaon
Dewas
Harda
Ahmedabad
Imphal West
Tinsukia
East Godavari
Faridkot
Rupnagar
Anantapur
Baloda Bazar
Krishna
Etawah
Thoubal
Kodagu
Palakkad
Satara
Udupi
Dhanbad
Wardha
Vellore
Barnala
Nashik
South 24 Parganas
Kupwara
Sirsa
Hazaribagh
Udhampur
Sonitpur
13243
13244
13274
13275
13281
13289
13291
13293
13295
13296
13297
13299
13303
13307
13308
13310
13314
13322
13339
13347
13384
13391
13409
13416
13421
13474
13490
13515
13516
13531
13534
13575
13579
Surya Skills - PMKK Mehsana
Surya Skills - PMKK Aravalli
PMKK Akola
PMKK Pakur
PMKK - Gurugram Centre
ICA PMKK Dewas
ICA PMKK Harda
ICA PMKK Ahmedabad
Rooman PMKK Imphal
Surya Skills - PMKK Tinsukia
ICA PMKK Kakinada
ICA PMKK Faridkot
ICA PMKK Mohali
Excelus Learning Solutions Pvt Ltd-PMKK Anantapur
PMKK- Baloda Bazar
SynchroServe - AP - PMKK Krishna - Vijayawada
PMKK- Etawah
Rooman PMKK Thoubal
Excelus Learning Solutions Pvt Ltd-PMKK Kodagu
Excelus Learning Solutions Pvt Ltd-PMKK Palakkad
Rooman PMKK Satara
Rooman PMKK Udupi
PMKK-Dhanbad
Diamond Nursing
UTL Technologies Ltd - Vellore
PMKK - BARNALA
Excelus Learning Solutions Pvt Ltd-PMKK Nashik
PMKK Dakshin Kolkata
Orion Edutech-Drugmulla Army Centre
PMKK_Sirsa
SGRS Training Centre, Meru
ASTC, Udhampur
IL&FS Skill School @ AFWAA, Tezpur
26
154
150
170
420
150
150
180
150
428
199
150
25
210
210
90
150
357
150
175
107
169
240
30
30
150
270
90
30
240
60
60
59 A
A
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
B
Not a PMKK
Not a PMKK
A
A
Not a PMKK
Not a PMKK
A
Not a PMKK
A
Not a PMKK
Not a PMKK
B
A
Not a PMKK
Not a PMKK
A
A
A
A
B
A
Not a PMKK
Not a PMKK
Assam
West Bengal
Odisha
Madhya Pradesh
Madhya Pradesh
Himachal Pradesh
Uttar Pradesh
Bihar
Madhya Pradesh
Chhattisgarh
Delhi
Bihar
Tamil Nadu
Maharashtra
Jharkhand
Jharkhand
Tamil Nadu
Rajasthan
Maharashtra
Uttar Pradesh
Uttar Pradesh
Bihar
Karnataka
Chhattisgarh
Gujarat
Tamil Nadu
Maharashtra
West Bengal
West Bengal
Punjab
Punjab
Jammu and Kashmir
Haryana
Sivasagar
South Dinajpur
Khordha
Dewas
Bhopal
Kullu
Mainpuri
Buxar
Morena
Kabirdham
West Delhi
Patna
Madurai
Jalgaon
Lohardaga
Ranchi
Tiruppur
Jaipur
Buldhana
Bareilly
Meerut
Lakhisarai
Kalaburagi
Raipur
Ahmedabad
Dindigul
Nandurbar
Malda
Murshidabad
Mansa
Patiala
Shopian
Mahendragarh
13581
13590
13601
13603
13604
13611
13613
13617
13685
13713
13717
13721
13722
13732
13736
13738
13746
13753
13755
13764
13782
13813
13900
13904
13905
13939
13940
13961
13962
13964
13965
13971
13975
Surya Skills - PMKK Sibsagar
PMKK Dakshin Dinajpur
N. I. A. C. E. Foundation
RAVI SHIKSHAEVAM SAMAJ KALYAN SAMITI
ASTC Bairagarh, Bhopal
DEV AASTHA INSTITUTE OF EDUCATION
Samrat Prithaviraj Chauhan Mahavidhalaya
Navjyoti Global Solutions Pvt Ltd-Buxar/PWD
Voc Skills Morena
AISECT PMKK KABIRDHAM
Sai Swayam Society
Intelligence Manpower Services Pvt. Ltd.- Patna
Excelus Learning Solutions Pvt Ltd-PMKK Madurai
Excelus Learning Solutions Pvt Ltd-PMKK Jalgaon
AEROSOFT HEALTHCARE PRIVATE LIMITED
AEROSOFT HEALTHCARE PRIVATE LIMITED
Excelus Learning Solutions Pvt Ltd-PMKK Tiruppur
Indian Institute Of Gems And Jewellery Jaipur - Cisf, Hathi Gaon
PMKK Buldhana
RSTC, The JAT Regiment Centre, Bareilly
ASTC, Meerut
PMKK Lakhisarai
Excelus Learning Solutions Pvt Ltd-PMKK Gulbarga
ABVVVSS TRAINING CENTER
Merapath Skill Training Center - Ahmedabad
Excelus Learning Solutions Pvt Ltd-PMKK Dindigul
Excelus Learning Solutions Pvt Ltd-PMKK Nandurbar
IL&FS Institute of Skills @ PMKK Malda
PMKK Berhampur
PMKK - Mansa
PMKK Patiala
OXBRIDGE COMPUTER INSTITUTE PRIVATE LIMITED
VOC SKILLS NARNAUL
420
90
120
30
60
103
30
60
60
90
30
30
180
180
120
90
204
25
180
44
60
120
210
120
25
150
204
120
120
160
205
90
90 Not a PMKK
Not a PMKK
B
A
A
A
Not a PMKK
Not a PMKK
A
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
A
A
A
Not a PMKK
A
A
A
A
A
A
Not a PMKK
A
A
A
A
B
A
A
Uttar Pradesh
Uttar Pradesh
Punjab
Bihar
West Bengal
Uttar Pradesh
Jammu and Kashmir
Telangana
Jharkhand
Sikkim
Madhya Pradesh
Jharkhand
Punjab
Maharashtra
Punjab
Andhra Pradesh
Odisha
Uttar Pradesh
Rajasthan
Uttar Pradesh
Jharkhand
Tamil Nadu
Kerala
Bihar
Tamil Nadu
Uttar Pradesh
Maharashtra
Jharkhand
Jharkhand
Uttar Pradesh
Punjab
Gujarat
Uttar Pradesh
Azamgarh
Allahabad
Rupnagar
Araria
West Midnapore
Basti
Kupwara
Hyderabad
Giridih
East Sikkim
Gwalior
Ramgarh
Bathinda
Pune
Tarn Taran
Prakasam
Jajapur
Balrampur
Jodhpur
Gonda
West Singhbhum
Sivaganga
Thrissur
Rohtas
Ramanathapuram
Bareilly
Thane
Godda
Bokaro
Barabanki
Rupnagar
Surat
Faizabad
13976
13977
13978
14004
14018
14026
14153
14160
14161
14176
14180
14254
14267
14268
14277
14296
14309
14314
14315
14316
14320
14323
14339
14340
14341
14361
14373
14374
14377
14382
14397
14406
14412
MASCOT SKILL ACADEMY
MASCOT SKILL ACADEMY ALLAHABAD
Mentor Kaushal Kendra - Mohali
PMKK Araria
PMKK Medinipur
PMKK Basti
Orion Edutech-Tangdhar Army Centre
ASTC Hyderabad
Surya Skills - PMKK Giridih
ASTC GANGTOK
ASTC Gwalior
RSTC, The PUNJAB Regimental Centre
ASTC Bathinda
ASTC Kirkee
REGENT SOFTWARE-BR52PATTI
SynchroServe - AP - PMKK Bapatla - Chirala
SIKSHA TRUST - PMKK JAJPUR
Social Action for Welfare and Cultural Advancement
Army Skill Training Centre, Jodhpur
Social Action for Welfare and Cultural Advancement
PMKK Paschimi Singhbhum
Excelus Learning Solutions Pvt Ltd-PMKK Sivaganga
Excelus Learning Solutions Pvt Ltd-PMKK Thrissur
PMKK Rohtas
Excelus Learning Solutions Pvt Ltd-PMKK Ramanathpuram
ASTC Bareilly
Excelus Learning Solutions Private Limited- PMKK Palghar
Surya Skills - PMKK Godda
Surya Skills - PMKK Bokaro
Social Action for Welfare and Cultural Advancement
PMKK Ropar
PMKK-Surat
Social Action for Welfare and Cultural Advancement
120
120
150
210
90
90
60
60
171
60
60
20
60
60
178
170
465
270
119
355
330
175
180
270
150
51
180
265
240
270
115
407
390 Not a PMKK
SPOKE
A
A
A
A
A
A
A
A
B
A
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
A
Not a PMKK
Not a PMKK
Not a PMKK
A
A
Not a PMKK
A
A
A
Not a PMKK
A
Not a PMKK
Not a PMKK
Not a PMKK
A
Bihar
Uttar Pradesh
Uttar Pradesh
Odisha
Punjab
Maharashtra
Maharashtra
Maharashtra
Kerala
Maharashtra
Odisha
West Bengal
West Bengal
Assam
Jammu and Kashmir
Uttar Pradesh
Maharashtra
Maharashtra
Bihar
Uttar Pradesh
Uttar Pradesh
Maharashtra
Karnataka
Assam
Rajasthan
Rajasthan
Rajasthan
Sikkim
Karnataka
Delhi
Uttar Pradesh
Assam
Andhra Pradesh
Saran
Pilibhit
Ambedkar Nagar
Dhenkanal
Ludhiana
Washim
Latur
Nanded
Kottayam
Thane
Subarnapur
North 24 Parganas
Kolkata
Sonitpur
Jammu
Agra
Pune
Aurangabad
Kaimur
Chandauli
Varanasi
Jalna
Belgaum
Nalbari
Dholpur
Alwar
Bharatpur
West Sikkim
Chikkmagaluru
North West Delhi
Jhansi
Sonitpur
Guntur
14494
14532
14660
14704
14708
14712
14713
14714
14732
14733
14735
14776
14814
14828
14903
14914
14953
14954
14955
14967
14968
14970
14972
14974
14982
14983
14985
15484
15549
15550
15617
15622
15636
IL&FS Institute of Skills @ Amnour PMKK Chhapra spoke
MSTDPL PILIBHIT - PMKK SPOKE LALAURIKHERA
Social Action for Welfare and Cultural Advancement
DATAPRO DHENKANAL
PMKK Ludhiana
PMKK - Washim
PMKK - Latur
PMKK- Nanded
Excelus Learning Solutions Pvt Ltd-PMKK Kottayam
Excelus Learning Solutions Pvt Ltd-PMKK Thane
DATAPRO SUBARNAPUR
IL&FS Institute of Skills @ Dum Dum
ASTC Fort William
ASTC Missamari
ASTC SATWARI
SHTRUJEET ASTC AGRA
Protsahan ASTC Pune
PMKK – Aurangabad
MASCOT SKILL ACADEMY KAIMUR
BANARAS SKILL DEVELOPMENT CHANDAULI
BANARAS SKILL DEVELOPMENT-KASHI
PMKK – Jalna
PMKK – Chikkodi
SARVASIDDHANTA - NALBARI
PMKK - Dholpur
PMKK – Alwar
PMKK - Bharatpur
Era Computers Education
ICA PMKK Chikmagaluru
Sl Skill Solution Private Limited
ASTC, Jhansi
ASTC Solmara
SynchroServe - AP - PMKK Narasaraopet
30
150
231
480
100
293
240
300
205
210
410
30
44
75
60
90
60
300
90
120
90
328
270
30
60
96
120
30
60
60
30
51
110 A
Not a PMKK
B
A
B
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Maharashtra
Punjab
Tripura
Andhra Pradesh
Himachal Pradesh
Uttarakhand
Uttar Pradesh
Uttar Pradesh
Uttar Pradesh
Dhule
Sangrur
Gomati
Krishna
Una
Champawat
Bareilly
Etawah
Auraiya
Grand Total
15720
15728
15743
15753
15795
15800
15867
15871
16008
Excelus Learning Solutions Pvt Ltd-PMKK Dhule
BABA FARID INSTITUTE OF ADVANCE EDUCATION
PMKK Gomati
IL&FS Institute of Skills @ PMKK Machilipatnam
De Unique Educational Society
Uttarakhand Institute of Education & Technology
GARUD ARMY SKILL TRAINING CENTER
sots skill Development centre lakhna
sots skill development centre Auriya
236
30
180
60
120
30
60
240
120
82049 List of Samples in Punjab S.NoDistrict District SDMS ID Training Centre Ongoing
Training
1 Not a PMKK Pathankot 8876 ASTC, Pathankot 60
2 Not a PMKK Pathankot 8877 ASTC, Mamun 25
3 Not a PMKK Jalandhar 9187 ASTC, Jalandhar 60
4 B Moga 12220 PMKK MOGA 54
5 A Bathinda 12756 PMKK Bhatinda 120
6 B Shaheed Bhagat 12779 PMKK SBS Nagar 72
7 A Sangrur 13178 PMKK Sangrur 178
8 B Faridkot 13299 ICA PMKK Faridkot 150
9 B Rupnagar 13303 ICA PMKK Mohali 25
10 B Barnala 13474 PMKK - BARNALA 150
11 B Mansa 13964 PMKK - Mansa 160
12 A Patiala 13965 PMKK Patiala 205
13 B Rupnagar 13978 Mentor Kaushal 150
14 Not a PMKK Bathinda 14267 ASTC Bathinda 60
15 Not a PMKK Tarn Taran 14277 REGENT SOFTWARE- 178
16 B Rupnagar 14397 PMKK Ropar 115
17 A Ludhiana 14708 PMKK Ludhiana 100
18 Not a PMKK Sangrur 15728 Baba Farid Institute 30
Category
Singh Nagar
Kendra - Mohali
BR52PATTI
Of Advance Education
Punjab
District
Category
A
A
A
A
District
Bathinda
Sangrur
Patiala
Ludhiana
SDMS
ID
12756
13178
13965
14708
Training Centre
PMKK Bhatinda
PMKK Sangrur
PMKK Patiala
PMKK Ludhiana
Ongoing
Training
120
178
205
100
Random
0.763687249
0.082597425
0.843293491
0.108978635
Special
0.448827219
0.221753091
0.158596963
0.038775999
District
Category
B
B
B
B
B
B
B
B
District
Mansa
Barnala
Rupnagar
Faridkot
Rupnagar
Rupnagar
Moga
Shaheed Bhagat
Singh Nagar
SDMS
ID
3964
13474
13978
13299
13303
14397
12220
12779
Training Centre
PMKK - Mansa
PMKK - BARNALA
Mentor Kaushal Kendra - Mohali
ICA PMKK Faridkot
ICA PMKK Mohali
PMKK Ropar
PMKK MOGA
PMKK SBS Nagar
Ongoing
Training
160
150
150
150
25
115
54
72
Random
0.667082601
0.241973483
0.770248145
0.906867424
0.590989887
0.031669342
0.225175944
0.396604552
Special
0.614867604
0.450124154
0.254340594
0.244410669
0.09347339
0.025108671
0.017265789
0.000602048 District Category
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Pathankot
Pathankot
Jalandhar
Bathinda
Tarn Taran
Sangrur
SDMS
ID
8876
8877
9187
14267
14277
15728
Ongoing
Training
60
25
60
60
178
30
Random
0.814473748
0.927880935
0.520210068
0.366317828
0.360060975
0.466137782
Special
0.49090116
0.212742169
0.611433674
0.817770862
0.311701971
0.07991364
Training Centre
ASTC, Pathankot
ASTC, Mamun
ASTC, Jalandhar
ASTC Bathinda
Regent Software-br52 patti
Baba Farid Institute Of
Advance Education

Note:The centers selected above had to be eventually replaced by the following
centers due to the reasons like
1 Non co-operation from the Center heads
2 Centers non-operational on the ground
Initially selectedReplaced by
Center codeCenter name Center codeCenter name
8876 ASTC, Pathankot 13965 PMKK Patiala
13964 PMKK - Mansa 14708 PMKK Ludhiana List of Samples in
Madhya Pradesh S.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
District
Category
B
B
A
B
A
B
A
A
A
A
B
A
A
A
A
A
A
B
A
A
B
A
A
B
A
B
A
A
A
B
A
A
B
A
A
Not a PMKK
A
Not a PMKK
A
B
A
B
A
A
B
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Anuppur
Shahdol
Raisen
Ashoknagar
Indore
Dindori
Bhopal
Balaghat
Rewa
Satna
Sidhi
Sehore
Jabalpur
Chhindwara
Seoni
Dhar
Khandwa
Panna
Tikamgarh
Singrauli
Umaria
Chhatarpur
Narsinghpur
Agar Malwa
Katni
Mandla
Ujjain
Guna
Rajgarh
Jhabua
Damoh
Hoshangabad
Datia
Khargone
Sagar
Sagar
Betul
Jabalpur
Shajapur
Neemuch
Ratlam
Burhanpur
Mandsaur
Dewas
Harda
Dewas
Bhopal
Morena
Gwalior
SDMS
ID
690
691
2584
3025
3339
3558
3562
3638
3658
3660
3661
3824
3869
3888
3989
4126
4127
4150
5025
5997
6349
6487
7830
7877
7881
8538
8542
8561
8737
8838
8843
8847
8869
8911
9069
9094
9178
9211
11908
11975
12200
12222
13172
13289
13291
13603
13604
13685
14180
Training Centre
AISECT ANUPPUR
AISECT PMKK CENTRE SHAHDOL
AISECT PMKK RAISEN
AISECT PMKK ASHOKNAGAR
PMKK_Indore
PMKK Dindori
AISECT PMKK BHOPAL
PMKK Balaghat
Pradhan Mantri Kausha Kendra-Rewa
Pradhan Mantri Kaushal Kendra-satna
Pradhan Mantri Kaushal Kendra-Sidhi
AISECT PMKK SEHORE
AISECT PMKK JABALPUR
PMKK Chhindwara
PMKK-Seoni
PMKK Dhar
PMKK Khandwa
PMKK PANNA
PMKK Tikamgarh
PMKK Singrauli
AISECT PMKK UMARIA
PMKK Chhatarpur
PMKK Narsinghpur
AISECT PMKK AGARMALWA
AISECT PMKK KATNI
PMKK CARD Mandla
PMKK- Ujjain
PMKK-Guna
PMKK RAJGARH
PMKK Jhabua
PMKK Damoh
Hoshangabad PMKK Center
PMKK-Datia
ICA PMKK Khargone
PMKK Sagar
ASTC, Sagour
Betul PMKK Centre
ASTC, Jabalpur
AISECT PMKK SHAJAPUR
PMKK Neemuch
PMKK-Ratlam
Bhuranpur PMKK Center
PMKK Mandsaur
ICA PMKK Dewas
ICA PMKK Harda
Ravi Shikshaevam Samaj Kalyan Samiti
ASTC Bairagarh, Bhopal
Voc Skills Morena
ASTC Gwalior
Ongoing
Training
260
358
23
150
240
150
60
270
150
60
60
150
260
240
180
90
90
180
270
140
180
270
300
169
240
150
260
119
90
165
240
145
55
80
230
22
100
25
350
90
345
80
150
150
150
30
60
60
60
Madhya Pradesh District
Category
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
District
Guna
Shajapur
Balaghat
Satna
Hoshangabad
Rewa
Singrauli
Chhatarpur
Chhindwara
Tikamgarh
Ujjain
Betul
Katni
Mandsaur
Raisen
Dhar
Rajgarh
Indore
Bhopal
Sagar
Sehore
Jabalpur
Ratlam
Damoh
Narsinghpur
Seoni
Khargone
Khandwa
Dewas
SDMS
ID
8561
11908
3638
3660
8847
3658
5997
6487
3888
5025
8542
9178
7881
13172
2584
4126
8737
3339
3562
9069
3824
3869
12200
8843
7830
3989
8911
4127
13289
Training Centre
PMKK-Guna
AISECT PMKK SHAJAPUR
PMKK Balaghat
Pradhan Mantri Kaushal Kendra-satna
Hoshangabad PMKK Center
Pradhan Mantri Kausha Kendra-Rewa
PMKK Singrauli
PMKK Chhatarpur
PMKK Chhindwara
PMKK Tikamgarh
PMKK- Ujjain
Betul PMKK Centre
AISECT PMKK KATNI
PMKK Mandsaur
AISECT PMKK RAISEN
PMKK Dhar
PMKK RAJGARH
PMKK_Indore
AISECT PMKK BHOPAL
PMKK Sagar
AISECT PMKK SEHORE
AISECT PMKK JABALPUR
PMKK-Ratlam
PMKK Damoh
PMKK Narsinghpur
PMKK-Seoni
ICA PMKK Khargone
PMKK Khandwa
ICA PMKK Dewas
Ongoing
Training
119
350
270
60
145
150
140
270
240
270
260
100
240
150
23
90
90
240
60
230
150
260
345
240
300
180
80
90
150
Random
0.824243028
0.217678157
0.536615144
0.147723374
0.042375181
0.384157924
0.237298694
0.504872981
0.982829444
0.942307816
0.89528069
0.686901035
0.742986211
0.69323404
0.142016118
0.717774237
0.591993254
0.923874781
0.121049555
0.829101443
0.992272357
0.60576891
0.165130332
0.639688578
0.574928899
0.875474042
0.133798983
0.286725453
0.485796381
Special
0.972774307
0.948400736
0.929799303
0.826511631
0.8198263
0.763991313
0.725315729
0.612915711
0.591587413
0.5587151
0.524057945
0.460562889
0.40900292
0.381499879
0.375145257
0.36945593
0.36778565
0.323553399
0.299891346
0.270720769
0.245550696
0.227347122
0.16961545
0.131820459
0.127644249
0.126378666
0.121772315
0.093723322
0.035631476
District
Category
B
B
B
B
B
B
B
B
B
B
B
B
B
B
District
Mandla
Burhanpur
Dindori
Ashoknagar
Umaria
Datia
Agar Malwa
Jhabua
Anuppur
Sidhi
Harda
Neemuch
Panna
Shahdol
SDMS
ID
8538
12222
3558
3025
6349
8869
7877
8838
690
3661
13291
11975
4150
691
Training Centre
PMKK CARD Mandla
Bhuranpur PMKK Center
PMKK Dindori
AISECT PMKK ASHOKNAGAR
AISECT PMKK UMARIA
PMKK-Datia
AISECT PMKK AGARMALWA
PMKK Jhabua
AISECT ANUPPUR
Pradhan Mantri Kaushal Kendra-Sidhi
ICA PMKK Harda
PMKK Neemuch
PMKK PANNA
AISECT PMKK CENTRE SHAHDOL
Ongoing
Training
150
80
150
150
180
55
169
165
260
60
150
90
180
358
Random
0.804053763
0.599089301
0.651730542
0.149866555
0.823416888
0.050083604
0.21881604
0.084128425
0.446332058
0.878062544
0.519196982
0.975220265
0.116876251
0.826684015
Special
0.827243644
0.805929531
0.781494503
0.748192213
0.737548745
0.712726465
0.644215308
0.551868445
0.504520625
0.461096835
0.415809062
0.362843298
0.118282412
0.062971317 District Category
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Jabalpur
Gwalior
Morena
Bhopal
Sagar
Dewas
SDMS
ID
9211
14180
13685
13604
9094
13603
Training Centre
ASTC, Jabalpur
ASTC Gwalior
Voc Skills Morena
ASTC Bairagarh, Bhopal
ASTC, Sagour
Ravi Shikshaevam Samaj
Kalyan Samiti
Ongoing
Training
25
60
60
60
22
30
Random
0.240325829
0.486946983
0.167552764
0.169032433
0.659367812
0.686853816
Special
0.95634503
0.676933669
0.541424589
0.372106852
0.303338444
0.184469288
Note:The centers selected above had to be eventually replaced by the following
centers due to the reasons like
1 Non co-operation from the Center heads
2 Centers non-operational on the ground
Initially selectedReplaced by
Center codeCenter name Center codeCenter name
3658 PMKK-Rewa 3824 AISECT PMKK SEHORE
8561 PMKK-Guna
9211 ASTC, Jabalpur 3025 AISECT PMKK
12222 Bhuranpur PMKK ASHOKNAGAR
Center List of Samples in
Uttar Pradesh District
Category
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
District
Deoria
Basti
Bulandshahr
Gorakhpur
Etawah
Sultanpur
Lucknow
Ambedkar
Nagar
Bareilly
Kanpur Nagar
Lakhimpur Kheri
Raebareli
Allahabad
Farrukhabad
Banda
Hapur
Siddharthnagar
Muzaffarnagar
Ghazipur
Meerut
Firozabad
Pilibhit
Barabanki
Hathras
Varanasi
Kaushambi
Shahjahanpur
Etah
Agra
Bahraich
Mathura
Baghpat
Pratapgarh
Unnao
Badaun
Sitapur
Sant Ravidas
Nagar
Sambhal
Auraiya
Ghaziabad
Fatehpur
SDMS
ID
8712
14026
2608
8818
13314
2390
1649
14660
57
8770
2577
3665
6028
6071
3787
11844
12009
6402
3865
475
420
260
14382
12773
27
8879
189
6011
3835
3655
1892
2607
1877
415
58
3654
11877
3948
8641
476
6041
Training Centre
PMKK Deoria
PMKK Basti
PMKK - Bulandshahr
PMKK Gorakhpur
PMKK- Etawah
PMKK Sultanpur
PMKK-Lucknow
Social Action for Welfare and
Cultural Advancement
Mahendra Skills - Bareilly
PMKK- Kanpur Nagar
PMKK-Lakhimpur
PMKK RAE BARELI
PMKK Phulpur
Vision India Services Pvt Ltd
PMKK (Farrukhabad)
PMKK Banda
PMKK - Shamli
PMKK Siddharthnagar
Empower Pragati_PMKK_Muzaffarnagar
Orion Edutech-Ghazipur PMKK
Pradhan Mantri Kaushal Kendra
PMKK Firozabad
Mahendra Skills - PILIBHIT
Social Action for Welfare &
Cultural Advancement
Nifa Infocomo services Pvt. Ltd. Hathras
ORION EDUTECH-VARANASI
PMKK Kaushambi
Mahendra Skills - SHAHJHANPUR
PMKK ETAH
PMKK Fathepur Sikri
Pradhan Mantri Kaushal Kendra-Bahraich
Vision India Services Pvt Ltd
PMKK (Mathura)
PMKK - Baghpat
PMKK Pratapgarh
Care Educational & Welfare Society
Mahendra Skills - Badaun
Pradhan Mantri Kaushal Kendra-Sitapur
PMKK Sant Ravidas Nagar
Empower Pragati_PMKK_Sambhal
PMKK Auraiya
Pradhan Mantri Kaushal Kendra
PMKK Fatehpur
Ongoing
Training
60
90
264
114
150
120
140
231
120
70
240
30
133
86
170
120
138
250
170
100
170
90
270
50
150
90
130
176
170
150
90
210
81
170
60
30
110
190
560
260
60
Random
0.24650288
0.225202961
0.180681595
0.969836269
0.289884084
0.756042134
0.492193222
0.31865187
0.353954268
0.560132188
0.69793363
0.206367028
0.503905146
0.051871635
0.709226522
0.889781003
0.107352834
0.964966691
0.883191583
0.477404294
0.610301401
0.344612033
0.371190886
0.288846508
0.423262146
0.453051621
0.091894434
0.046553795
0.760883101
0.749822173
0.463853722
0.759677195
0.598021627
0.648509368
0.224768901
0.696807328
0.352410056
0.919046173
0.773980482
0.899530528
0.327756711
Special
0.995562316
0.98630646
0.973612004
0.971600197
0.958765923
0.950783086
0.938275202
0.912529866
0.910092549
0.900452871
0.894973404
0.872459611
0.86394852
0.820589383
0.786533741
0.785667063
0.733842607
0.687560308
0.67060268
0.657760745
0.647399412
0.60007084
0.572448685
0.547208956
0.542187556
0.511170633
0.504609477
0.484670103
0.480315938
0.444988026
0.43129664
0.424176075
0.4144437
0.399917134
0.396207946
0.389687303
0.379567197
0.332228932
0.292636939
0.28612436
0.260844787 SDMS
ID
4125
13234
3695
Training Centre
PMKK-Shrawasti
Excelus Learning Solutions Pvt Ltd-
PMKK Hamirpur
PMKK Mahoba
Ongoing
Training
90
150
60
Random
0.158068214
0.149118914
0.53068815
Special
0.226489187
0.104363567
0.061740538
District
Category
B
B
B
District
Shravasti
Hamirpur
Mahoba
District
Category
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Varanasi
Azamgarh
Auraiya
Bareilly
Lakhimpur Kheri
Bareilly
Firozabad
Chandauli
Jhansi
Etawah
Etawah
Meerut
Rampur
Bareilly
Lucknow
Agra
Mainpuri
Allahabad
Maharajganj
Etawah
SDMS
ID
14968
13976
16008
15867
8875
14361
8271
14967
15617
9801
7959
13782
3177
13764
5575
14914
13613
13977
6266
15871
Training Centre
Banaras Skill Development-kashi
Mascot Skill Academy
sots skill development centre Auriya
Garud Army Skill Training Center
ASTC, Lucknow
ASTC Bareilly
Ezee Tech Skill Development Center
Banaras Skill Development Chandauli
ASTC, Jhansi
SOTS Skill Development Centre
Satya Guru Skill Development Center
ASTC, Meerut
Saraswati Institute Of Technology
RSTC, The JAT Regiment Centre, Bareilly
Arunima Foundation
SHTRUJEET ASTC AGRA
Samrat Prithaviraj Chauhan Mahavidhalaya
Mascot Skill Academy Allahabad
jai aditya vtc
sots skill Development centre lakhna
Ongoing
Training
90
120
120
60
90
51
120
120
30
240
120
60
120
44
118
90
30
120
60
240
Random
0.43277801
0.49072912
0.292462349
0.990045415
0.572652504
0.504580493
0.438228489
0.294009924
0.546034578
0.676615264
0.0684143
0.605801206
0.754870641
0.426085163
0.370075581
0.142911474
0.973026755
0.085900323
0.087576131
0.284543417
Special
0.878077373
0.820129727
0.723732341
0.701031564
0.695381602
0.674530194
0.636538104
0.601682112
0.422836495
0.333906188
0.314757384
0.294375913
0.24044528
0.227553843
0.218360129
0.152349955
0.135493832
0.096940627
0.069450246
0.049333923 Note:The centers selected above had to be eventually replaced by the following centers due
to the reasons like
1 Non co-operation from the Center heads
2 Centers non-operational on the ground
Initially selectedReplaced by
Center codeCenter nameCenter codeCenter name
13976 Mascot Skill Academy- Azamgarh 3665 PMKK RAE BARELI
15867 Garud Army Skill Training Center-
Bareilly415 Care Educational & Welfare Society- Unnao
14968 Banaras Skill Development-kashi
(Varanasi) List of Samples in
Bihar S.No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
District
Category
A
A
A
SPOKE
A
B
A
A
A
A
A
A
A
A
A
SPOKE
A
A
A
A
A
A
A
A
A
A
A
A
Not a PMKK
Not a PMKK
B
A
A
Not a PMKK
Not a PMKK
District
Saran
Muzaffarpur
Siwan
Saran
Bhojpur
Jehanabad
Kaimur
Rohtas
Katihar
Kishanganj
East Champaran
Gaya
Patna
Nalanda
Buxar
Saran
Siwan
Aurangabad
Nawada
Begusarai
Darbhanga
Supaul
Madhubani
Purnia
Patna
Saran
Samastipur
Vaishali
Buxar
Patna
Lakhisarai
Araria
Rohtas
Saran
Kaimur
SDMS
ID
20
28
428
552
617
2578
2582
2583
2586
2587
2589
3847
3867
3887
4089
4109
6804
8042
8044
8842
8845
9215
9216
9218
12205
12221
13072
13073
13617
13721
13813
14004
14340
14494
14955
Training Centre
IL&FS INSTITUTE OF SKILLS , CHAPRA
IIS @ Kanti-Bihar
PMKK - Siwan
IL&FS Institute of Skills @ Israuli
Orion Edutech- Bhojpur (Arrah)
Orion Edutech-Jehanabad PMKK
Orion Edutech-Kaimur PMKK
Orion Edutech-Rohtas PMKK
Ashpra Skills - Katihar
Ashpra Skills - Kishanganj
IIS @ East Champaran
Rooman Gaya PMKK
Orion Edutech-Patna PMKK
Rooman Nalanda PMKK
Orion Edutech-Buxar PMKK
IL&FS Skills School @ Maker
PMKK Maharajganj
PMKK Aurangabad
Rooman Nawada PMKK
PMKK Begusarai
PMKK Darbhanga
Pradhan Mantri Kaushal Kendra- Supaul
Pradhan Mantri Kaushal Kendra, Madhubani
Pradhan Mantri Kaushal Kendra, Purnia
ICA PMKK PATNA SAHEB
PMKK Maharajganj
PMKK Samastipur
PMKK Hajipur
Navjyoti Global Solutions Pvt Ltd-Buxar/PWD
Intelligence Manpower Services Pvt. Ltd.- Patna
PMKK Lakhisarai
PMKK Araria
PMKK Rohtas
IL&FS Institute of Skills @ Amnour PMKK Chhapra spoke
MASCOT SKILL ACADEMY KAIMUR
Ongoing
Training
150
141
120
50
240
390
380
200
250
250
120
240
180
270
210
48
89
210
160
122
178
150
240
210
160
59
137
170
60
30
120
210
270
30
90 District
Category
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
District
Rohtas
Bhojpur
Vaishali
Begusarai
Siwan
Rohtas
Darbhanga
Nawada
Saran
Gaya
Aurangabad
Buxar
East Champaran
Madhubani
Patna
Saran
Nalanda
Katihar
Samastipur
Siwan
Muzaffarpur
Supaul
Kishanganj
Patna
Purnia
Kaimur
Araria
SDMS
ID
2583
617
13073
8842
428
14340
8845
8044
20
3847
8042
4089
2589
9216
12205
12221
3887
2586
13072
6804
28
9215
2587
3867
9218
2582
14004
Training Centre
Orion Edutech-Rohtas PMKK
Orion Edutech- Bhojpur (Arrah)
PMKK Hajipur
PMKK Begusarai
PMKK - Siwan
PMKK Rohtas
PMKK Darbhanga
Rooman Nawada PMKK
IL&FS Institute Of Skills , Chapra
Rooman Gaya PMKK
PMKK Aurangabad
Orion Edutech-Buxar PMKK
IIS @ East Champaran
PMKK, Madhubani
ICA PMKK PATNA SAHEB
PMKK Maharajganj
Rooman Nalanda PMKK
Ashpra Skills - Katihar
PMKK Samastipur
PMKK Maharajganj
IIS @ Kanti-Bihar
PMKK Supaul
Ashpra Skills - Kishanganj
Orion Edutech-Patna PMKK
Pradhan Mantri Kaushal Kendra, Purnia
Orion Edutech-Kaimur PMKK
PMKK Araria
Ongoing
Training
200
240
170
122
120
270
178
160
150
240
210
210
120
240
160
59
270
250
137
89
141
150
250
180
210
380
210
Random
0.374563438
0.30061137
0.080248024
0.675948733
0.428218472
0.419748114
0.222845583
0.144595359
0.247252196
0.471732699
0.49683015
0.034770541
0.246541027
0.915606762
0.199489335
0.214290286
0.167584947
0.595757381
0.030162873
0.654932856
0.492847004
0.922018716
0.172533809
0.29258993
0.385880387
0.34318474
0.593351814
Special
0.994519027
0.984787863
0.984602334
0.869206113
0.85809746
0.8283641
0.815285562
0.805894138
0.748134135
0.673793752
0.57935185
0.561219165
0.558945175
0.526033864
0.474416163
0.468502322
0.452275143
0.433238922
0.41386209
0.397267648
0.375441882
0.35548396
0.277089588
0.172424405
0.133743155
0.122597177
0.073840979
District
Category
B
B
District
Lakhisarai
Jehanabad
SDMS
ID
13813
2578
Training Centre
PMKK Lakhisarai
Orion Edutech-Jehanabad PMKK
Ongoing
Training
120
390
Special
0.491893681
0.395789277
Random
0.198334731
0.049553731
District
Category
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Patna
Buxar
Kaimur
Saran
SDMS
ID
13721
13617
14955
14494
Training Centre
Intelligence Manpower Services Pvt. Ltd.- Patna
Navjyoti Global Solutions Pvt Ltd-Buxar/PWD
MASCOT SKILL ACADEMY KAIMUR
IL&FS Institute of Skills @ Amnour PMKK
Chhapra spokeOngoing
Training
30
60
90
30
Random
0.266053137
0.516017935
0.010312874
0.380726158
Special
0.276061089
0.154951481
0.029883493
0.017199482
District
Category
SPOKE
SPOKE
District
Saran
Saran
SDMS
ID
4109
552
Training Centre
IL&FS Skills School @ Maker
IL&FS Institute of Skills @ Israuli
Ongoing
Training
48
50
Random
0.252471803
0.089519959
Special
0.597446629
0.491242872 List of Samples in
Assam S.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
District
Category
A
B
A
B
B
B
B
B
B
A
B
B
A
A
Not a PMKK
A
Not a PMKK
Not a PMKK
Not a PMKK
District
Kamrup
Nalbari
Sonitpur
Morigaon
Bishwanath
Bongaigaon
Karbi Anglong
Darrang
West Karbi Anglong
Golaghat
Udalguri
Charaideo
Dibrugarh
Tinsukia
Sonitpur
Sivasagar
Sonitpur
Nalbari
Sonitpur
SDMS
ID
86
1514
1880
1902
2391
2606
3708
3915
8724
8756
8812
9239
9243
13296
13579
13581
14828
14974
15622
Training Centre
Orion Panjabari
Orion Baksa
CARE SKILL CENTRE - Sonitpur
Morigaon PMKK
Care Skill Centre - Biswanath Chariali
Orion Edutech Chirang
CARE SKILL CENTER - Karbi Anglong
Orion Edutech-Darrang PMKK
PMKK West Karbi Anglong
PMKK Golaghat
PMKK Udalguri
PMKK Charaideo
PMKK Dibrugarh
Surya Skills - PMKK Tinsukia
IL&FS Skill School @ AFWAA, Tezpur
Surya Skills - PMKK Sibsagar
ASTC Missamari
SARVASIDDHANTA - NALBARI
ASTC Solmara
Ongoing
Training
120
90
110
60
60
88
98
90
120
90
300
187
220
428
59
420
75
30
51
District
Category
A
A
A
A
A
A
District
Sonitpur
Dibrugarh
Kamrup
Tinsukia
Golaghat
Sivasagar
SDMS
ID
1880
9243
86
13296
8756
13581
Training Centre
CARE SKILL CENTRE - Sonitpur
PMKK Dibrugarh
Orion Panjabari
Surya Skills - PMKK Tinsukia
PMKK Golaghat
Surya Skills - PMKK Sibsagar
Ongoing
Training
110
220
120
428
90
420
Random
0.844634782
0.382104966
0.320507731
0.15874673
0.404141281
0.12278363
Special
0.997054776
0.889440137
0.752551803
0.74063196
0.445028061
0.022968775
District
Category
B
B
B
B
B
B
B
B
B
District
Udalguri
Karbi Anglong
West Karbi Anglong
Bishwanath
Darrang
Bongaigaon
Nalbari
Morigaon
Charaideo
SDMS
ID
8812
3708
8724
2391
3915
2606
1514
1902
9239
Training Centre
PMKK Udalguri
Care Skill Center - Karbi Anglong
PMKK West Karbi Anglong
Care Skill Centre-Biswanath Chariali
Orion Edutech-Darrang PMKK
Orion Edutech Chirang
Orion Baksa
Morigaon PMKK
PMKK Charaideo
Ongoing
Training
300
98
120
60
90
88
90
60
187
Random
0.385963765
0.799336367
0.48776686
0.442461236
0.56065049
0.927211115
0.530239175
0.849713249
0.592418428
Special
0.818642997
0.684607615
0.668121598
0.634483006
0.240737273
0.207398988
0.206589844
0.181288662
0.179385784 District
Category
Not a PMKK
Not a PMKK
Not a PMKK
Not a PMKK
District
Sonitpur
Sonitpur
Nalbari
Sonitpur
SDMS
ID
15622
13579
14974
14828
Training Centre
ASTC Solmara
IL&FS Skill School @ AFWAA, Tezpur
SARVASIDDHANTA - NALBARI
ASTC Missamari
Ongoing
Training
51
59
30
75
Random
0.688616385
0.074434044
0.379574672
0.56237726
Special
0.864037972
0.28152415
0.205467299
0.1685519
Note:The centers selected above had to be eventually replaced by the following centers
due to the reasons like
1 Non co-operation from the Center heads
2 Centers non-operational on the ground
Initially selectedReplaced by
Center codeCenter name Center codeCenter name
3708 Care Skill Center - 8756 PMKK Golaghat
Karbi Anglong 9239 PMKK Charaideo
15622 ASTC Solmara 13581 Surya Skills - PMKK Sibsagar
86 Orion Panjabari Annexure 3.3A
Questionnaire for Phase I
Analysis Section A- Personal Details
A1:Name:___________________________________________________________________
A2:Gender:__________________________________________________________________
A3:Date of Birth:_____________________________________________________________
A4:Age:_____________________________________________________________________
A5:Marital Status: ____________________________________________________________
A6:Primary Language:__________________________________________________________
A7:Current Address:__________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
A8:Permanent Address: (tick here if same as current address):__________________________
A9:Average yearly household Income:____________________________________________
A10: Number of people in family:________________________________________________
A11:Number of earning people in the family in last one year:__________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of PassingPercentage/
UniversityGPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
Section C- Training Details
C1:Type of Training taken Right now:____________________________________________
C2:Duration of Training in weeks or months _______________________________________
Date of Joining:_________________________ Tentative Date of Completion:_____________
Batch Size:_____________________________ Duration of a session:___________________
C3:How is training session conducted: Classroom session Practical Training Both
Is any study material/ tool kit received for the practice: Yes No
Have u paid any fees for this training: Yes No
C4:Reason for undertaking the particular training:____________________________________
C5: Please rate the quality of the training on the scale of 1-5 (1 being the Poor, 5 is excellent):_
Suggestions to improve:_____________________________________________________
____________________________________________________________________________
C6: Please rate the efficiency of the trainer on the scale of 1-5 (1being the Poor, 5 is excellent).
Suggestions to improve:_____________________________________________________
____________________________________________________________________________
C7: Please rate the infrastructure/ facilities provided by the institute on the scale of 1-5 (1 being the
Poor, 5 is excellent):___________________________________________________
Questionnaire for Short Term Training Suggestions to improve:_______________________________________________________
____________________________________________________________________________
C8:Will you recommend this training to others as well: YesNo
If Yes why:_________________________________________________________________
If No why:__________________________________________________________________
Section D- Career Aspirations
D1:What do you want to do after the completion of the training: JobBusiness Other
D2:If Job: Which company/ Sector you want to work with:_____________________________
Expected initial Salary: _______________________________________________________
Expected Job Profile:__________________________________________________________
Desired Location:_____________________________________________________________
D3:If Business: Which business you want to start:__________________________________
Location:____________________________________________________________________
Reason:_____________________________________________________________________
Do you anticipate any constraint in starting your own business: Yes No
If Yes, Please specify the constraint briefly:_______________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D4: If Other: Please Specify:___________________________________________________
D5: Would you like to give any suggestion for the improvement of the particular training:____
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
Name and Signature of the respondent:
Place:
Date: Section A- Personal Details
A1:Name: __________________________________________________________________
A2:Gender: _________________________________________________________________
A3:Date of Birth: ___________________________________________________________
A4:Age:_____________________________________________________________________
A5:Marital Status: ____________________________________________________________
A6:Primary Language: ________________________________________________________
A7:Current Address: __________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
A8:Permanent Address: (tick here if same as current address):________________________
A9:Average yearly household Income:____________________________________________
A10: Number of people in family: ______________________________________________
A11:Number of earning people in the family in last one year:__________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of PassingPercentage/
UniversityGPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
B2: Currently working: Yes No
B3: If Yes:
Current Employer: __________________________Industry:___________________________
Designation:______________________________ Income:____________________________
Number of years in current organization: __________________________________________
B4: Previous employment record
Employer: ____________________________ Industry: _______________________________
Designation: ____________________________Income:____________________________
B5: Reason for leaving: _______________________________________________________
B6: Total number of work Experience: ____________________________________________
B7: Self Employed: Yes No
If Yes: Please specify:
Nature of Occupation: __________________________________________________________
Location:___________________________________________________________________
Average Monthly Income:_____________________________________________________
Questionnaire for Recognition of Prior Learning (RPL) Trainees Section C- Training Details
C1:Did you possess work skill prior: Yes No
If yes, please name the job role: ________________________________________________
C2: Have you undergone the process of Recognition of Prior Learning (RPL) under PMKVY
for the recognition of your prior possessed skill:Yes No
If yes, Name the job role:_____________________________________________________
If no, please state the reason:__________________________________________________
C3:Type of Training taken Right now:____________________________________________
C4:Duration of Training in weeks or months ________________________________________
Date of Joining: _____________________ Tentative Date of Completion:_______________
Batch Size:__________________________ Duration of a session:_____________________
C5:How is training session conducted: Classroom session Practical Training Both
Is any study material/ tool kit received for the practice: Yes No
Have u paid any fees for this training: Yes No
C6:Reason for undertaking the particular training:___________________________________
C7: Please rate the quality of the training on the scale of 1-5 (1 being the Poor, 5 is excellent):_
Suggestions to improve:_____________________________________________________
____________________________________________________________________________
C8: Please rate the efficiency of the trainer on the scale of 1-5 (1 being the Poor, 5 is excellent)
Suggestions to improve:___________________________________________________
___________________________________________________________________________
C9: Please rate the infrastructure/ facilities provided by the institute on the scale of 1-5 (1 being the
Poor, 5 is excellent):_______________________________________________
Suggestions to improve:_____________________________________________________
____________________________________________________________________________
C10:Will you recommend this training to others as well: Yes No
If Yes why:__________________________________________________________________
If No why:___________________________________________________________________
Section D- Career Aspirations
D1:What do you want to do after the completion of the training: JobBusiness Other
D2:If Job: Which company/ setor you want to work with:______________________________
Expected initial Salary: _______________________________________________________
Expected Job Profile:_________________________________________________________
Desired Location:______________________________________________________________
D3:If Business: Which business you want to start:___________________________________
Location:____________________________________________________________________
Reason:____________________________________________________________________
Do you anticipate any constraint in starting your own business: Yes No
If Yes, Please specify the constraint briefly:________________________________________
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________
D4: If Other: Please Specify:___________________________________________________
D5: Would you like to give any suggestion for the improvement of the particular training:____
____________________________________________________________________________
____________________________________________________________________________
Name and Signature of the respondent:
Place:
Date: Section A- Personal Details
A1: Name: ___________________________________________________________________
A2:Gender: _________________________________________________________________
A3:Date of Birth: ______________________________________________________________
A4: Age:_____________________________________________________________________
A5:Marital Status:_____________________________________________________________
A6:Nationality:_______________________________________________________________
A7:Primary Language:__________________________________________________________
A8:Current Address:___________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
A9:Permanent Address: (tick here if same as current address):_________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of Percentage/
UniversityPassing GPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
Doctorate
B2: Employment Details:
Employer Sector/ IndustryJob roleDuration Reason for
leaving
(Please start from the current employers to the previous one)
B3:Total number of work Experience:____________________________________________
Section C- Training Details
C1:Total number of experience as a trainer:_________________________________________
C2:Any other type of training given: Yes No
If yes, please specify:__________________________________________________________
C3:Type of training giving right now:______________________________________________
C4:How is training session conducted: Classroom session Practical Training Both
C5:Total Number of experience as a trainer of this training:___________________________
Questionnaire for Trainers/Planners/Executors C6:Number of batches taken so far:_______________________________________________
C7:Number of batches taken in a day:______________________________________________
C8: Batch Size:_______________________________________________________________
C9:Do u train in any institute as well currently: Yes No
If yes, please specify-
Name of the Institute:__________________________________________________________
Location:___________________________________________________________________
Type of Training:_____________________________________________________________
Batch Size:__________________________________________________________________
No of months/years:____________________________________________________________
Section D- Other Details
D1:Where is the syllabus/material for the training received from:_______________________
D2:Is the syllabus according to the industry requirements:____________________________
D3:Are any improvements in the syllabus required: Yes No
If yes, please specify:__________________________________________________________
____________________________________________________________________________
D4:As a trainer/executor/ planner have you recommended any suggestions before: Yes No
If yes, please specify:__________________________________________________________
____________________________________________________________________________
Suggestion Recommended to:____________________________________________________
Approved/Disapproved:_________________________________________________________
D5:What are the career prospects for the trainees after completing this training?
___________________________________________________________________________
___________________________________________________________________________
D6: What is the minimum and maximum salary per month/year received by the trainees after
completing this training?
Minimum Salary: ___________________________________________________________
Maximum Salary:____________________________________________________________
D7: Name of the top companies recruited the maximum trainees after completion of this
training from this institute with the number of students:
Company 1:_____________________________ No. of Recruitments:____________________
Company 2:_____________________________No. of Recruitments:___________________
Company 3:_____________________________No. of Recruitments___________________
Company 4:______________________________No. of Recruitments:____________________
Company 5:______________________________No. of Recruitments:___________________
D8:What role do you play as a trainer/executor/planner for the placement of the students on
completion of their training?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D9:How many students have got the employment/ started their own business after taking this training so far in this institute?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D10: Which training has been the most successful in this institute(in case more than one training is
offered)?
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Reason for the same:__________________________________________________________
____________________________________________________________________________
D11: As a trainer or executor, did u come across any issue on the attendance or participation of
the students in the training programme? If yes, Please specify:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D12:As a trainer/executor/planner would you like to give any suggestions for the improvement
of this scheme?
____________________________________________________________________________
____________________________________________________________________________
Name and Signature of the respondent:
Place:
Date: Annexure 3.3B
Questionnaire for Phase II
Analysis
Section A- Personal Details
A1:Name: ___________________________________________________________________
A2:Gender: __________________________________________________________________
A3:Date of Birth:______________________________________________________________
A4:Age:_____________________________________________________________________
A5:Marital Status: ____________________________________________________________
A6:Primary Language: ________________________________________________________
A7:Current Address: ________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
A8:Permanent Address: (tick here if same as current address):_________________________
A9:Average yearly household Income:____________________________________________
A10: Number of people in family: _______________________________________________
A11:Number of earning people in the family in last one year:___________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of PassingPercentage/
UniversityGPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
Section C- Training Details
C1:Type of Training taken Right now:_____________________________________________
Training Completed or Not?_______________
Reasons:_____________________________________________________________________
C2:Duration of Training in weeks or months_______________________________________
Date of Joining:____________________________ Date of Completion:__________________
Batch Size:____________________________ Duration of a session:_____________________
C3:How is training session conducted: Classroom session Practical Training Both
Is any study material/ tool kit received for the practice: Yes No
Have u paid any fees for this training: Yes No
C4:Have you fulfilled your purpose of enrolling in the training:_________________________
C5: Please rate the quality of the training on the scale of 1-5 (1 being the Poor, 5 is excellent):_
Suggestions to improve:____________________________________________________
___________________________________________________________________________
C6: Please rate the efficiency of the trainer on the scale of 1-5 (1 being the Poor, 5 is excellent)
Suggestions to improve:_____________________________________________________
Questionnaire for Short Term Training ____________________________________________________________________________
C7: Please rate the infrastructure/ facilities provided by the institute on the scale of 1-5 (1 being the
Poor, 5 is excellent):_______________________________________________
Suggestions to improve:______________________________________________________
____________________________________________________________________________
C8:Will you recommend this training to others as well: Yes No
If Yes why:_______________________________________________________________
If No why:____________________________________________________________________
Section D- Career Aspirations
D1:Are you placed yet?YesNo
D2:If Job:
Which company/ Sector you are working_________________________________________
Salary:______________________________________________________________________
Job Profile:__________________________________________________________________
Location:___________________________________________________________________
D3: Any salary/Income you were earning before this training:________________________
D4:If Business:
Which business you want to start:________________________________________________
Location:____________________________________________________________________
Reason:_____________________________________________________________________
Do you anticipate any constraint in starting your own business: Yes No
If Yes, Please specify the constraint briefly:_______________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
D5:Have you applied or received any financial grant/loan:
Please Specify:_______________________________________________________________
D6: Would you like to give any suggestion for the improvement of the particular training:____
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D7: Do you think the training has helped you? If yes, in what ways? Confidence/Social Status/Feel
Empowered/Improved economic status?
Name and Signature and Mobile Number of the respondent:
Place:
Date: Section A- Personal Details
A1:Name: ________________________________________________________________
A2:Gender: _______________________________________________________________
A3:Date of Birth: ___________________________________________________________
A4:Age:_____________________________________________________________________
A5:Marital Status: ____________________________________________________________
A6:Primary Language: _________________________________________________________
A7:Current Address: __________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
A8:Permanent Address: (tick here if same as current address):__________________________
A9:Average yearly household Income:____________________________________________
A10: Number of people in family: ______________________________________________
A11:Number of earning people in the family in last one year:_________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of PassingPercentage/
UniversityGPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
B2: Currently working: Yes No
B3: If Yes:
Current Employer: ________________________Industry:_____________________________
Designation:______________________________ Income:____________________________
Number of years in current organization: _________________________________________
B4: Previous employment record
Employer: _________________________________ Industry: __________________________
Designation: _______________________________Income:___________________________
B5: Reason for leaving:_______________________________________________________
____________________________________________________________________________
B6: Total number of work Experience:____________________________________________
B7: Self Employed: Yes No
If Yes: Please specify:
Nature of Occupation: _________________________________________________________
Location:____________________________________________________________________
Questionnaire for Recognition of Prior Learning (RPL) Trainees Average Monthly Income:______________________________________________________
Section C- Training Details
C1:Did you possess work skill prior: Yes No
If yes, please name the job role: _________________________________________________
C2: Have you undergone the process of Recognition of Prior Learning (RPL) under PMKVY for
the recognition of your prior possessed skill: Yes No
If yes, Name the job role:_______________________________________________________
If no, please state the reason:___________________________________________________
C3:Type of Training taken Right now:____________________________________________
C4:Duration of Training in weeks or months ______________________________________
Date of Joining: ________________________ Tentative Date of Completion:_____________
Batch Size:________________________ Duration of a session:________________________
C5:How is training session conducted: Classroom session Practical Training Both
Is any study material/ tool kit received for the practice: Yes No
Have u paid any fees for this training: Yes No
C6:Reason for undertakingthe particular training:___________________________________
C7:Have you fulfilled the purpose of this training/Is there an improvement in your skills?
Training:____________________________________________________________________
C8: Rate yourself (Give marks out of 10) before and after training as per skills/confidence/
personality improvement________________________________________________________
C9: Have you fulfilled the purpose of this training/Is there an improvement in your skills?
Yes No How?________________________________________________________
C10: Are you in a new job if employed previously? Or have you got any job right now?______
C11: Previous salary/income:____________________________________________________
Present salary/Income/Expected salary in new job or business:__________________________
C12: Please rate the quality of the training on the scale of 1-5 (1 being the Poor, 5 is excellent):
Suggestions to improve:___________________________________________________
____________________________________________________________________________
C13: Please rate the efficiency of the trainer on the scale of 1-5 (1 being the Poor, 5 is
excellent):_________________________
Suggestions to improve:___________________________________________________
____________________________________________________________________________
C14: Please rate the infrastructure/ facilities provided by the institute on the scale of 1-5 (1
being the Poor, 5 is excellent):________________________________________________
Suggestions to improve:_____________________________________________________
____________________________________________________________________________
C15:Will you recommend this training to others as well: Yes No
If Yes why:__________________________________________________________________
If No why:__________________________________________________________________
Section D- Career Aspirations
D1:If yet not employed in a job, do you want to start your own business or any other work/or
have already started? D2:If Yes:
Which sector/company/ you want to work or currently work__________________________
Expected initial Income: ________________________________________________________
Any loans? Please share details like how much/from where/rate of interest etc._____________
____________________________________________________________________________
Location of Business:__________________________________________________________
D3:Have you fulfilled your aspirations from this training:______________________________
Discuss:____________________________________________________________________
D4:Will you enroll yourself in any other skill up gradation program:_____________________
D5: Do you anticipate any constraint in your own business: Yes No
If Yes, Please specify the constraint briefly:________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D6: If Other:
Please Specify:________________________________________________________________
D7: Would you like to give any suggestion for the improvement of the particular training:____
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
Name and Signature and Mobile Number of the respondent:
Place:
Date: Section A- Personal Details
A1: Name: ___________________________________________________________________
A2:Gender: ________________________________________________________________
A3:Date of Birth: ___________________________________________________________
A4: Age:____________________________________________________________________
A5:Marital Status:_____________________________________________________________
A6:Nationality:_______________________________________________________________
A7:Primary Language:_________________________________________________________
A8:Current Address and Mobile Number__________________________________________
____________________________________________________________________________
____________________________________________________________________________
A9:Permanent Address: (tick here if same as current address):_________________________
Section B- Education and Employment Details
B1: Education Details:
Education School/Institute/SubjectsYear of PassingPercentage/
UniversityGPA attained
Higher Secondary
Senior Secondary
Graduation
Post Graduation
Doctorate
B2: Employment Details:
Employer Sector/ IndustryJob roleDuration Reason for
leaving
(Please start from the current employers to the previous one)
B3:Total number of work Experience:____________________________________________
Section C- Training Details
C1:Total number of experience as a trainer:_______________________________________
C2:Any other type of training given: Yes No
If yes, please specify:_________________________________________________________
C3:Type of training giving right now:_____________________________________________
C4:How is training session conducted: Classroom session Practical Training Both
C5:Total Number of experience as a trainer of this training:____________________________
Questionnaire for Trainers/Planners/Executors C6:Number of batches taken so far:_______________________________________________
C7:Number of batches taken in a day:______________________________________________
C8: Batch Size:______________________________________________________________
C9:Do u train in any institute as well currently: Yes No
If yes, please specify-
Name of the Institute:__________________________________________________________
Location:____________________________________________________________________
Type of Training:_____________________________________________________________
Batch Size:__________________________________________________________________
No of months/years:____________________________________________________________
Section D- Other Details
D1:Where is the syllabus/material for the training received from:_______________________
D2:Is the syllabus according to the industry requirements:_____________________________
D3:Are any improvements in the syllabus required: Yes No
If yes, please specify:___________________________________________________________
____________________________________________________________________________
D4:As a trainer/executor/ planner have you recommended any suggestions before: Yes No
If yes, please specify:_________________________________________________________
____________________________________________________________________________
Suggestion
Recommended to:____________________________________________________________
Approved/Disapproved:_________________________________________________________
D5:What are the career prospects for the trainees after completing this training?
____________________________________________________________________________
____________________________________________________________________________
D6: What is the minimum and maximum salary per month/year received by the trainees after
completing this training?
Minimum Salary: ___________________________________________________________
Maximum Salary:____________________________________________________________
D7: Name of the top companies recruited the maximum trainees after completion of this training
from this institute with the number of students:
Company 1:______________________________ No. of Recruitments:_________________
Company 2:_______________________________No. of Recruitments:_________________
Company 3:_______________________________No. of Recruitments:_________________
Company 4:______________________________No. of Recruitments:________________
Company 5:____________________________No. of Recruitments:______________
D8:What role do you play as a trainer/executor/planner for the placement of the students on
completion of their training?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ D9:How many students have got the employment/ started their own business after taking this
training so far in this institute?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D10: What is the number of placed students in different job roles offered in your institute in
this year ?
------------------------------------------------------------------------------------------------------------------
_D11: Which training has been the most successful in this institute(in case more than one
training is offered)?
__________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
Reason for the same:__________________________________________________________
____________________________________________________________________________
D12: What is the role played by trainers in preparing students for jobs in different job roles?
(a)Mock Interviews - YESNO
(b)Communication Skills Development Sessions -YESNO
© Any information about government schemes like MUDRA YOJANA given to the
students- YESNO
(d)How many interviews on an average a student faces for different job roles? Please
specify according to job roles?
(e)Any other help being offered to students from marginalized sections of the society?
Please share details
D13: As a trainer or executor, did u come across any issue on the attendance or participation of
the students in the training programme? If yes, Please specify:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D14:As a trainer/executor/planner would you like to give any suggestions for the improvement
of this scheme?
____________________________________________________________________________
____________________________________________________________________________
Name and Signature and Mobile Number of the respondent:
Place:
Date: Annexure 3.4
Sample Selection for
Pilot Survey Target Allocated
- FY 18 - 19
90
120
90
60
60
60
60
60
75
120
120
120
60
60
60
60
60
75
140
140
140
150
140
150
140
Enrolled
480
600
600
240
270
210
240
240
240
295
357
359
180
180
180
240
300
180
60
60
60
60
60
60
60
Ongoing
60
60
30
60
60
60
60
60
60
55
60
60
60
30
60
60
60
60
60
60
60
60
60
60
60
TC spoc name
Pankaj Saini
Pankaj Saini
Pankaj Saini
Shyamvir
Shyamvir
Shyamvir
Shyamvir
Shyamvir
Shyamvir
Gurusharan Khurana
Gurusharan Khurana
Gurusharan Khurana
Shiva Chauhan
Shiva Chauhan
Shiva Chauhan
Shiva Chauhan
Shiva Chauhan
Shiva Chauhan
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
TC spoc email
jhajjar.pmkk@orionedutech.com
jhajjar.pmkk@orionedutech.com
jhajjar.pmkk@orionedutech.com
pooniyashyamvir155@gmail.com
pooniyashyamvir155@gmail.com
pooniyashyamvir155@gmail.com
pooniyashyamvir155@gmail.com
pooniyashyamvir155@gmail.com
pooniyashyamvir155@gmail.com
navjyoti.global@gmail.com
navjyoti.global@gmail.com
navjyoti.global@gmail.com
shiva.innovisionrewari@gmail.com
shiva.innovisionrewari@gmail.com
shiva.innovisionrewari@gmail.com
shiva.innovisionrewari@gmail.com
shiva.innovisionrewari@gmail.com
shiva.innovisionrewari@gmail.com
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
District
Category
B
B
B
B
B
B
B
B
B
Not a PMKK
Not a PMKK
Not a PMKK
B
B
B
B
B
B
A
A
A
A
A
A
A
SDMS
ID
421
421
421
3923
3923
3923
3923
3923
3923
8438
8438
8438
8767
8767
8767
8767
8767
8767
13281
13281
13281
13281
13281
13281
13281
Training Centre
Orion PMKK
Orion PMKK
Orion PMKK
Palwal PMKK
Palwal PMKK
Palwal PMKK
Palwal PMKK
Palwal PMKK
Palwal PMKK
Navjyoti - Gurugram
Navjyoti - Gurugram
Navjyoti - Gurugram
PMKK Rewari
PMKK Rewari
PMKK Rewari
PMKK Rewari
PMKK Rewari
PMKK Rewari
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
Job Role
Field Technician - Computing and
Peripherals - Level - 4
Retail Sales Associate - Level - 4
Sewing Machine Operator - Level - 4
Consignment Tracking Executive - Level - 3
Customer Care Executive
(Relationship Centre) - Level - 4
Distributor Salesman - Level - 4
Export Assistant - Level - 4
Inventory Clerk - Level - 3
Retail Sales Associate - Level - 4
CRM Domestic Non-Voice - Level - 4
Domestic Data entry Operator - Level - 4
Retail Sales Associate - Level - 4
Consignment Tracking Executive - Level - 3
Customer Care Executive
(Relationship Centre) - Level - 4
Distributor Salesman - Level - 4
Export Assistant - Level - 4
Inventory Clerk - Level - 3
Retail Sales Associate - Level - 4
Consignment Tracking Executive - Level - 3
Customer Care Executive
(Relationship Centre) - Level - 4
Distributor Salesman - Level - 4
Export Assistant - Level - 4
Inventory Clerk - Level - 3
Junior Software Developer - Level - 4
Retail Sales Associate - Level - 4 SDMS
ID
13281
13281
13281
13281
13281
13281
13281
8438
8438
8438
Training Centre
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
PMKK - Gurugram
Navjyoti - Gurugram
Navjyoti - Gurugram
Navjyoti - Gurugram
Job Role
Consignment Tracking Executive Level3
Customer Care Executive
(Relationship Centre) - Level - 4
Distributor Salesman - Level - 4
Export Assistant - Level - 4
Inventory Clerk - Level - 3
Junior Software Developer Level 4
Retail Sales Associate - Level - 4
CRM Domestic Non-Voice Level 4
Domestic Data entry Operator Level 4
Retail Sales Associate - Level - 4
Target
Allocated
FY 18 - 19
140
140
140
150
140
150
140
120
120
120
Enrolled
60
60
60
60
60
60
60
295
357
359
Ongoing
60
60
60
60
60
60
60
55
60
60
TC spoc name
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Sushma Devi
Gurusharan Khurana
Gurusharan Khurana
Gurusharan Khurana
TC spoc email
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
mis@innovision.co.in
navjyoti.global@gmail.com
navjyoti.global@gmail.com
navjyoti.global@gmail.com
District
Category
A
A
A
A
A
A
A
Not a PMKK
Not a PMKK
Not a PMKK
10% of the
Ongoing
Training
6
6
6
6
6
6
6
Total - 42
6
6
6
Total 18