New in Education



GIAN launched to enable foreign faculty to teach specific courses in Higher Educational Institutions 


The recruitment of faculty is a continuous process and the vacancies keep arising due to retirement, resignation and additional requirements on account of enhanced students’ strength. The institutions publish a year round rolling advertisement to attract faculties. Some of the steps taken to fill up the vacancies are invitation to alumni, scientists/ experts and faculty from India and abroad, advertisements in international journals etc. In addition, institutes are engaging contract, adjunct and visiting faculty.


The Government has also launched the Global Initiative for Academic Networks (GIAN) to help foreign faculty to teach some courses in the higher educational institutions. The Government has decided to allow faculty working under the Central Government or Central Autonomous Bodies, to join the newly set up Central Educational Institutions on long-term deputation, for a period of 10 years.

The age of superannuation for teachers in Central Educational Institutions has already been enhanced to 65 years w.e.f 23.03.2007. 5 Visitor’s nominees have been provided to all Central Universities (CUs) for Selection Committees of teachers in order to expedite the recruitment process.

 Further, steps such as outstanding young faculty awards, appointment of Non-Resident Indians (NRIs) and Persons of Indian Origin (PIOs) to permanent faculty positions have been taken.

The details of vacancies, positions and jobs filled during last five years and current year in IITs, NITs and CUs is being collected.

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Pedagogical training of the faculty of the engineering colleges taken up by IITs to improve quality of technical education 


Under the Technical Education Quality Improvement Programme phase –II (TEQIP-II), IITs have taken up pedagogical training of the faculty of the engineering colleges.

The details of the workshops and teachers from engineering colleges from states who participated in the training Programmes may be seen at http://mhrd.gov.in/sites/upload_files/mhrd/files/Annexure%20to%203748.pdf 

Some of the benefits accrued by the training programmes at IITs as given in feedback form of the participants are as below:

• Overall improvements in Teaching and Learning methodologies

• Enhancement of competencies in their own domains R&D and Innovation

• Development of Curriculum that suits the industry needs and specifically the Choice Based Credit System (CBCS)
• Increase in Industrial Consultancy/Research Projects

• Increase in the Publications in Refereed Journals, Patents etc.

• Course contents of IITs training were at par with World Class Technology

• Encouraged personality development of the participants

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Special focus districts with high concentration of population of SCs, STs and Muslims identified under SSA 


Bridging gender and social category gaps in elementary education is one of the major goals of Sarva Shiksha Abhiyan (SSA). Consequently, SSA attempts to reach out to girls and children belonging to Scheduled Caste (SC), Scheduled Tribes (ST), Muslims and other marginalised communities. SSA has also given attention to urban deprived children, children affected by periodic migration, and children living in remote and scattered habitations.

Under the SSA, the districts with high concentration of population of SCs, STs and Muslims have been identified as Special Focus Districts (SFDs). The criteria for identifying the SFDs in case of SCs and STs is a population of 25% and above, while for Muslims, it is 20% and above population. SFDs also include 121 districts identified by Ministry of Minority Affairs to monitor implementation of SSA as part of Prime Minister’s 15 Point Programme and 88 districts identified by Ministry of Home Affairs as districts affected with Left Wing Extremism (LWE).

Through the interventions made under SSA in SFDs, at the national level the enrolment share of SC children as per Unified District Information System for Education (UDISE), 2015-16, at primary and upper primary level is 19.94% and 19.49% respectively, whereas their share in population is 16.6% (as per Census 2011). Similarly, the enrolment share of ST children at primary and upper primary level as per UDISE 2015-16, is 10.64% and 9.81% respectively, whereas their share in population is 8.6% (as per Census 2011). The enrolment of girls also shows considerable improvement over the years and it increased to 48.21% in 2015-16 from 47.79% in 2005-06 at primary level and at upper primary level it increased to 48.63% in 2015-16 from 48.20% in 2005-06. As per the findings of National Achievement Surveys conducted by the National Council of Educational Research & Training, the SC/ST children have performed better than the national average in Language, Maths, Science and Social Science, in many of the States.

A total of 323 districts under one or more of the above categories have been identified as SFDs under SSA.

Universal enrolment at elementary level is the primary goal of SSA. It has provided 2.04 lakh primary and 1.59 lakh upper primary schools for ensuring universal provisioning of schooling facilities. Preference for opening of school is given to tribal areas, and areas with high concentration of SC, ST and minority population.

Besides, Kasturba Gandhi Balika Vidyalayas (KGBVs), which are upper primary residential schools for girls belonging predominantly to the SC, ST, Other Backward Caste and minorities, have played an important role in furthering the goal of girls’ education in educationally backward blocks of the country. Under the SSA, provisions have also been made for residential schools/hostels for children living in sparsely populated areas, children living in areas where schools cannot be opened due to unavailability of land and children in need of care and protection.

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88,994 schools including 43 Smart Schools have been approved under the ICT component of RMSA 


The “Information and Communication Technology in School” (ICT) component of centrally sponsored scheme of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) provides for opportunities to secondary stage students to build their capacity in ICT skills and make them learn through computer aided learning process. The Scheme covers Government and Government aided secondary and higher secondary schools. The ICT component of RMSA also has a provision for setting up of Smart schools to act as “Technology Demonstrators” and to propagate ICT skills among students of neighborhood schools. So far 88,994 schools including 43 Smart Schools have been approved under the ICT component of RMSA. Both the components of the Scheme provide for financial assistance for setting up of ICT labs by provisioning for capital expenditure as well as recurring costs, including software such as learning management systems & curriculum based courseware.

Every year, the States/ UTs prepare their Annual Work Plan & Budget proposal for approval under the scheme. The viable proposals under the “ICT in Schools” component including of Smart Schools are considered and approved in consultation with State/ UT concerned.

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Allocation of Funds under Sarva Shiksha Abhiyan 


The annual plans under the Centrally Sponsored Scheme of Sarva Shiksha Abhiyan (SSA) are prepared by the States and UTs based on their requirements and priority. These plans are then appraised and approved/estimated in consultation with the States and UTs as per the programmatic and financial norms of the scheme and availability of budgetary resources. As per the SSA framework of implementation, the States/UTs are not entitled for financial support for activities that have already been implemented by them.

Funds under the SSA programme are provided by the Central Government to States/UTs based on the approved norms and guidelines of the Scheme. The investment and interventions undertaken by the State Government prior to SSA are not covered under SSA.

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18 IIITs already functional across the country on a Not-for-Profit PPP basis

With a view to addressing the challenges faced by Indian IT industry and growth of domestic IT market, the Ministry of Human Resource Development has approved 20 Indian Institutes of Information Technology (IIITs) on a Not-for-Profit Public Private Partnership (N-PPP) basis across the country. 18 such IIITs are already functioning.

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ASHA Certification Programme, examination Under National Institute of Open Schooling (NIOS) 


National Institute of Open Schooling(NIOS) has informed that in ASHA Certification Programme, examination is conducted at different stages for the beneficiaries, i.e., State Trainers, District Trainers, and then ASHAs.  Till now, a total of 158 State ASHA Trainers across 17 States, and 308 District ASHA Trainers from 106 Districts of 12 States were certified from NIOS. After completion of all the systems and processes such as certification of State and District Trainers and Accreditation of training agencies at State and District level, the first examination for 2256 ASHA workers was conducted on 31st January 2018.The State/UT-wise detailsof ASHAs appeared in various States tabulated below:

State No. of ASHAs
Arunachal Pradesh 22
Assam 471
Delhi 175
Jharkhand 558
Karnataka 302
Madhya Pradesh 120
Maharashtra 279
Sikkim 25
Tripura 304
Total 2256

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Several initiatives like IMPRINT, GIAN, HEFA, NAD etc. taken to promote Quality Education 


The Government is committed to improve the quality of education and it is a continuous ongoing process. The vision of the Ministry is to realize India’s human resource potential to its fullest in the education sector with equity and inclusion. The Government is committed to provide equitable access to quality education to all sections of the society. Ministry of Human Resource Development took a leap forward in transforming education sector with the motto of “Sabko Shiksha, Achchi Shiksha” (Quality education to all). 'Education For All & Quality Education' guided policy actions and decisions enabling transformation have emphasized upon making education Available, Accessible, Affordable and Accountable.

'Education for All' has driven the expansion in education with new institutes of School (KVS, NVS), initiatives such as Right of Children to Free and Compulsory Education (RTE) Act, 2009, Sarva Shiksha Abhiyan (SSA) programme which aim for improvement in school infrastructure and in teaching and learning, Swachh Vidyalaya and e-governance initiatives like ShaGun Portal, e-Pathshala, Shaala Siddhi, Rashtriya Madhyamik Shiksha Abhiyan (RMSA), ICT in Schools, Centrally Sponsored Scheme on Teacher Education (CSSTE), Rashtriya Avishkar Abhiyan in secondary education and in Higher Education, new institutions like IITs, IIMs, IIITs, IISER etc. have been set up and Institutional capacity building initiatives like, SWAYAM PRABHA - DTH channels on 24X7 basis for educational programmes, restructuring of IIT fees to make more inclusive, Amendments in UGC Act to make more gender sensitive, SWAYAM – MOOCs etc. have been undertaken. On the other hand 'Quality Education' has been emphasized with the thrust on promoting research & innovation, and initiatives like Impacting Research Innovation and Technology (IMPRINT), Global Initiative of Academic Network (GIAN), National Digital Library, National Institutional Ranking Framework (NIRF), Higher Educational Financing Agency (HEFA), Digital ISBN, National Academic Depository (NAD), Seema Darshan, Kala Utsav, Prashikshak Portal etc.

Further, the Government is in the process of formulating a New Education Policy for which wide ranging consultations were undertaken at multiple levels of online, expert/thematic and grassroots from village to State, Zonal levels as well as at the National level. Initially, a Committee for Evolution of the New Education Policy was constituted which submitted its report in May, 2016 and thereafter, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016’. Both these documents are treated as inputs for policy formulation. Suggestions and inputs have been received from various stakeholders such as, individuals, organisations, autonomous bodies, Hon’ble MPs, GoI Ministries and State Governments on various aspects of education. The exercise of preparing a New Education Policy is still ongoing as a Committee for Draft National Education Policy under the Chairmanship of Dr. K. Kasturirangan has been constituted which will consider and examine all inputs and suggestions and is expected to submit its report by 31.03.2018.

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SwachhVidyalaya Initiative to Ensure Toilets in All GovernmentSchools 


The Ministry of Human Resource Development had taken SwachhVidyalaya initiative to provide separate toilets for girls and boys in all Government schools within one year upto 15th August, 2015 under the Swachh Bharat Abhiyan. The target fixed under the initiative was achieved with construction/re-construction of 4,17,796 toilets in 2,61,400 Government elementary and secondary schools.

64 Public Sector Undertakings (PSUs) participated in construction of school toilets under the SwachhVidyalaya initiative.

Ministry of Human Resource Development released a handbook and pamphlet on Swachh Bharat: SwachhVidyalaya indicating normative details for construction of toilet blocks under the SwachhVidyalaya initiative. The primary responsibility of building of toilets in school and monitoring its construction process lies with the respective State. More than 300 central observers visited the districts across the country to monitor the construction of toilet under the initiative. Further, the Ministry has advised all State Governments and UT Administrations to ensure proper maintenance of school toilets constructed under the SwachhVidyalaya initiative to keep them functional and also to take steps to bring about behavioural changes among students and teachers through an intensive awareness campaign so that the schools toilets are properly used, and kept neat and clean.

This Department has allocated specific funds under SarvaShikshaAbhiyan (SSA) and RashtriyaMadhyamikShikshaAbhiyan (RMSA) schemes to support States and UTs for maintenance of Government elementary schools including toilets and for construction of toilets in secondary schools respectively, for implementing Swachhata Action Plan (SAP) during 2017-18.

The Ministry of Panchayati Raj has also advised the Panchayati Raj Departments of all States to include the provision for construction of toilets, filling up of gaps in provision of toilets, rehabilitation of existing toilets and drinking water system in schools and regular repair of toilets and drinking water systems in schools, in the Gram Panchayat Development Plans.

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Various schemes of the government address issue of female literacy including SC/ST women 


As per Census 2011, literacy rates among Scheduled Castes (SCs) and Scheduled Tribes (STs) female, in the age group of 7 and above, are 56.46 per cent and 49.35 per cent respectively.

In order to improve literacy rate, Saakshar Bharat, a Centrally Sponsored Scheme for Adult Education and Skill Development is being implemented in rural areas of 410 districts in 26 States and one UT that had adult female literacy rate of 50 per cent and below as per Census 2001, and including left wing extremism affected districts, irrespective of their literacy rates, with special focus on women and other disadvantaged groups.

In addition, Sarva Shiksha Abhiyan (SSA), a Centrally Sponsored Scheme is also being implemented in conjunction with the Right of Children to Free and Compulsory Education Act, 2009 for universalisation of elementary education for all children in the 6-14 age group.

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Elaborate monitoring mechanism at various levels to ensure quality food in Mid-Day Meal Scheme 


One of the objectives of the Mid-Day Meal Scheme (MDMS) is to improve the nutritional status of children studying in elementary classes in schools covered under the Scheme, by providing hot cooked meal. The Government of India has issued guidelines on quality, safety and hygiene on school level kitchens to all the States and UTs. These guidelines inter-alia provide for instruction to schools to procure Agmark quality and branded items for preparation of mid day meals, tasting of meals by 2-3 adult members including at least one teacher before serving to children and to put in place a system of testing of food samples by accredited laboratories. Further, the MDM Rules, 2015 provide for mandatory testing of food samples by Government recognized laboratories to ensure that the meals meet nutritional standards and quality.

The Government has also adopted an elaborate monitoring mechanism at Central, State and District levels to ensure quality food is served to children under the Scheme. At national level, an Empowered Committee, headed by Minister of Human Resource Development and also a National level Steering-cum-Monitoring Committee (NSMC) as well as Programme Approval Board (PAB) monitor the scheme and suggest measures for its smooth and effective implementation. At the

State level, a State Level Steering–cum-Monitoring Committee headed by the State Chief Secretary and, at the District Level, a District Level Committee under the Chairpersonship of the senior-most Member of Parliament of Lok Sabha of the district monitors the implementation of the scheme in the concerned District. At local level Gram Panchayats/Gram Sabhas, members of Village Education Committees (VECs), Parent-Teacher Associations (PTAs) and the School Management Committees (SMCs) monitor the regularity and wholesomeness of the mid-day meal served to children, cleanliness in cooking and serving of the meal, timeliness in procurement of good quality ingredients, fuel, etc., implementation of variety in menu so as to make it attractive to children and ensuring social and gender equity on daily basis.  In addition, the Centre constitutes Joint Review Missions (JRMs) consisting of educational and nutritional experts, which review the scheme through field visits from time to time.  The reports of JRMs are shared with concerned States and UTs for taking suitable action on the findings.

MDMS is a Centrally Sponsored Scheme implemented in partnership with all States and UTs. The overall responsibility for providing a cooked and nutritious mid-day meal to eligible children lies with the State Governments and Union Territory Administrations who shall fix the menu as per their local needs. Though milk is not one of the food articles prescribed under the MDMS, States and UTs may add milk or milk based recipe viz. kheer, dalia etc. in the mid- day meal under the scheme as per the interest of children. Some States and UTs e.g. Gujarat, Karnataka, Kerala, Puducherry, Madhya Pradesh and Uttar Pradesh provide milk, fruits etc as additional item from their own resources.

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Deemed to be University shall not engage in commercialization of education 


The University Grants Commission (UGC) has informed that it has notified UGC (Institutions Deemed to be Universities) Regulations, 2016. TheseRegulations are available at http://www.egazette.nic.in/WriteReadData/2016/170661.pdf. As per these Regulations no institution Deemed to be University shall charge any fee for an admission test other than an amount representing the reasonable cost incurred by it in conducting such test. Further, as per the Regulations, an institution Deemed to be University shall not engage in commercialization of education in any manner whatsoever, and shall provide for equity and access to all deserving students.

Private Universities are regulated by UGC (Establishment and Maintenance of Standards in Private Universities) Regulations, 2003. Fees for admission test and tuition and other fees are decided either by the Private Universities themselves or by the State Government concerned.

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Rs. 231 Crore spent by KVS over last 3 years for computerisation and computer aided learning in schools 


745 e-classrooms have been set up in Kendriya Vidyalayas (KVs) of Delhi Region. Kendriya Vidyalaya Sangathan (KVS) has informed that lack of e-classroom facility has not been faced by the students as e-classroom facility is available to the students from class III to XII on rotation basis. The teachers are properly trained and e-classroom facilities are being used by them regularly in classroom teaching – learning process. With a view to increasing computer literacy among school teachers and administrators, KVS is organizing need based training regularly.

During last three years i.e. 2015-16, 2016-17& 2017-18, KVS has spent Rs. 231.34/- for computerisation and computer aided learning. Equipments related to computer aided learning are procured by KVS in a centralised manner and delivered to all locations across the country. Computer Aided Learning helps students in publishing, sharing and searching for information, widening the scope of learning and preparing them for future IT skills.

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Saksham Scholarship Scheme for economically weaker differently abled students to pursue technical education 


Saksham Scholarship Scheme was launched in 2014-15, with the objective of encouraging economically weaker differently abled students to pursue technical education at Diploma and Degree levels.  Scholarship amount of Rs. 30,000 is provided towards tuition fee reimbursement and Rs. 20000 as contingency allowance. Under the scheme, 1000 scholarships per annum are available. Number of application received from eligible candidates under the scheme every year, remained low despite wide publicity. Year-wise details of applications received are given in the table below:

Year Number of applications received under the scheme

2014-15 179

2015-16 169

2016-17 362

A committee of experts was set up, to suggest measures for improving the performance of the scheme.  The committee recommended that a provision be made under the scheme to support differently abled student for purchase of Aids and Assistive Devices, in cases where  tuition fee was either exempted or  less than Rs.30,000/-

As the number of application received during 2016-17 still remained low, the scheme was again amended in 2017, to remove the restriction of Centralized Counselling as a criterion for selection, making differently abled students, who were directly admitted to All India Council for Technical Education approved institutions, also eligible to apply for the scholarship.

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Central RTE Rules amended to include reference on learning outcomes 


The Centrally Sponsored Scheme of Sarva Shiksha Abhiyan (SSA) has an inbuilt concurrent evaluation and monitoring system. The Ministry of Human Resource Development convenes periodic meetings with State Education Ministers and Secretaries to review the programme. SSA is also reviewed every year by a Joint Review Mission comprising of independent experts. Educational data is collected through a Unified District Information System for Education (UDISE) every year to assess the progress. A National Achievement Survey (NAS) across all States and UTs was conducted on 13.11.2017 to assess the learning achievement of students of classes 3, 5 and 8. The status of these evaluations and monitoring is placed in the public domain on the Ministry’s website.

An independent evaluation of the Scheme was conducted in 2017-18. It has pointed out that SSA has achieved considerable success in universalizing access and strengthening of infrastructure in schools. It has appreciated the enhanced focus of SSA on quality of education in recent years. It has suggested capacity building of district-level institutions engaged in planning and implementation of the Scheme.

The annual plans under SSA are prepared by the States and UTs based on their requirements and priority and this is reflected in their respective Annual Work Plan and Budget (AWP&B). These plans are then appraised and approved/estimated in consultation with the States and UTs as per the programmatic and financial norms of the scheme and availability of budgetary resources.

Since inception of SSA in 2000-01, opening of 3.64 lakh new elementary schools, construction of 3.12 lakh school buildings and 18.87 lakh additional classrooms, 2.42 lakh drinking water facilities, 3.94 lakh boys toilets, 5.17 lakh separate girls’ toilets, 1.40 lakh Children with Special Needs (CWSN) toilets and 19.33 lakh teacher posts have been sanctioned to States and UTs. Out of this, 3.59 lakh elementary schools have been opened, 2.94 lakh school buildings and 17.97 lakh additional classrooms, 2.35 lakh drinking water facilities and 9.95 lakh school toilets have been constructed and 15.16 lakh teachers have been recruited as on 31st December, 2017.

The Government of India has taken several intiatives to facilitate the implementation of the SSA to meet the objectives of the RTE Act and to ensure universalization of quality elementary education in the country. In order to focus on quality education, the Central RTE Rules have been amended on 20th February, 2017 to include reference on class-wise, subject-wise Learning Outcomes. The Learning Outcomes for each class in Languages (Hindi, English and Urdu), Mathematics, Environmental Studies, Science and Social Science up to the elementary stage have, accordingly, been finalized and shared with all States and UTs. These would serve as a guideline for States and UTs to ensure that all children acquire appropriate learning level.

A National Achievement Survey (NAS) was conducted on 13th November, 2017 through which the learning levels of around 22 lakh students of Classes III, V and VIII from 1.10 lakh schools across 700 districts in all 36 States and UTs were assessed. This competency based assessment was based on the Learning Outcomes developed by the NCERT. District report cards (provisional) for NAS 2017 have been released by this Department and are available on MHRD website. Through NAS it is for the first time that the teachers have a tool to understand what exactly the child should be learning in various classes, how to teach this through activities and how to measure and ensure that children have reached the required level.

The RTE Act, 2009 was amended in 2017 to ensure that all teachers acquire the minimum qualifications prescribed under the Act by 31st March 2019 to reinforce the Government's emphasis on improvement of quality of elementary education. The National Institute of Open schooling (NIOS) has been entrusted to conduct this training through Open Distance Learning (ODL) mode.

The Shagun portal has been launched to create a repository of best practices from the states and UTs and to enable online monitoring of implementation of the various interventions under the programme.

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Saksham Scholarship Scheme for economically weaker differently abled students to pursue technical education 


Saksham Scholarship Scheme was launched in 2014-15, with the objective of encouraging economically weaker differently abled students to pursue technical education at Diploma and Degree levels.  Scholarship amount of Rs. 30,000 is provided towards tuition fee reimbursement and Rs. 20000 as contingency allowance. Under the scheme, 1000 scholarships per annum are available. Number of application received from eligible candidates under the scheme every year, remained low despite wide publicity. Year-wise details of applications received are given in the table below:

Year Number of applications received under the scheme

2014-15 179

2015-16 169

2016-17 362

A committee of experts was set up, to suggest measures for improving the performance of the scheme.  The committee recommended that a provision be made under the scheme to support differently abled student for purchase of Aids and Assistive Devices, in cases where  tuition fee was either exempted or  less than Rs.30,000/-

As the number of application received during 2016-17 still remained low, the scheme was again amended in 2017, to remove the restriction of Centralized Counselling as a criterion for selection, making differently abled students, who were directly admitted to All India Council for Technical Education approved institutions, also eligible to apply for the scholarship.

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Process of Developing Learning Outcome for classes IX to XII initiated by NCERT 


National Council of Educational Research and Training (NCERT) has initiated the process for development of Learning Outcomes for Classes IX to XII based on competencies and skills, that every child   is expected to achieve in all subject areas. 

The learning outcomes focus on the competencies free from particular content of various books used by central and state schools. Teachers will keep learning outcome at fore front and will use various teaching- learning resources. This will reduce dependence of teachers on the textbooks and will also change the mandate/responsibility of teacher from finishing up a book in a year to providing opportunities and facilities to learners in achieving competencies and skills as per learning outcomes.

Learning outcomes focus on the construction of knowledge through enriched experiences within and outside the class rooms obviating the need of students in memorizing many facts and figures as they will enjoy. Clearly defined learning outcomes also help parents and other stake holders in continuous assessment of the progress with which children are learning and may also help either individually or through school system in ensuring the achievement of learning outcomes. The children then enter the next class with minimal deficiency which too can be bridged by the teachers as various competencies and skills will be overlapping in various classes.

The development of learning outcomes will be a a partnership among NCERT, SCERTs, educational researchers, various other organisations working in the area of school education and educational administrators. As a usual practice the drafts of the documents will be shared with the public and state governments and will be finalised on the basis of comments/suggestions/feedback obtained.

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Increasing enrolment in Higher Education 


Total enrolment of Post Graduates, Total Population of eligible age group (18-23 years) and Percentage of Post Graduates to Total Population of eligible age group (18-23 years), as per All India Survey on Higher Education (AISHE), for last 3 years is given as under:

Year : 2014-15, 2015-16, 2016-17

Total Enrolment of Post Graduates : 3853438, 3917156, 4007570

Total Population (18-23 years) : 141045558, 141290793, 141537252


It is pertinent to note that population in age group (18-23 years) is considered as eligible population for the purpose of enrolment in Higher Education.

         The aim of Government is to achieve overall Gross Enrolment Ratio (GER) of 30% by 2020 in Higher Education as against GER of 25.2% in 2016-17 (as per AISHE, 2016-17).

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Government has taken several measures to increase employability among fresh graduates 


The employability of the fresh graduates has risen as a result of different measures taken by Government. As per the data maintained by All India Council for Technical Education (AICTE), the overall employability has increased from 34% to more than 45% in the last five years.

The AICTE participated in a joint initiative of CII, Peoples Strong, Wheebox, United Nations Development Programme (UNDP), AIE and Pearson in Publishing India Skill Report, 2018. The Skill Report is prepared on the basis of Wheebox Employability Skill Test (WEST) taken by 5,00,000 students and employment data from more than 130 corporates spread across 15 industries who participated in India Hiring Intent Survey. As per the survey, Engineering Graduates are most employable as compared to other domains with 52% of the Engineering Graduates having been found to be employable as per WEST.

In order to revamp the engineering curriculum and to impart the requisite skill set to the students to enhance the employability of engineering students, AICTE has approved an action plan with the following objectives:

       i) Induction Training.

       ii) Revision of Curriculum.

      iii) Mandatory Internships.

      iv) Industry Readiness.

      v) Mandatory Accreditation.

Further, AICTE is implementing schemes namely National Employment Enhancement Mission (NEEM) and Employability Enhancement Training Program (EETP) to enhance the employability of the students. In addition, AICTE has also partnered with Ministry of Micro, Small and Medium Enterprises (MSME), Govt of India, Internshala, NETiit and LinkedIn to provide internship opportunities and industry exposure to students for aligning their technical knowhow with industry requirements.

This information was given by the Minister of State (HRD), Dr. Satya Pal Singh today in a written reply to a Lok Sabha question.

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