Skip to main content

Trainers: The Corner Stone of Skilling Ecosystem

 The ‘Kaushalacharya Samadar 2020’ was organised  on the 10th September to celebrate & honour 91 trainers & gurus across 5 categories & 21 subcategories who have made an incredible difference in the entire skill ecosystem. A great way to honour the trainers of the skill ecosystem based on their hard work and dedication. Such events do raise the respect and self esteem of the trainers. 

However, the point to ponder is whether the impact of such one off events is lasting? Or is there something else that needs to be done simultaneously for a  continuous and longer impact? A detailed analysis is required to find a meaningful solution. 

There is no one solution that will motivate the trainers and at the same time make the profession more respectable and desirable.

Training of trainers is beyond doubt most critical. There are several examples to prove that largely the trainers are technically no better than the trainees themselves. The MSDE, NSDC and SSCs are already working on this by trying out various models and methods including imbibing best international practices, engaging corporates like IBM and others and leveraging platforms like LinkedIn. At the end of it, there is hope for a better trainer. 

Other aspects that need attention are:

a) Enabling support structure within the parent institute to enhance training delivery.

b) Enabling support from the larger administrative body overseeing the institute.

It may not be incorrect to believe that the adminstrative functions as part of the trainers responsibility take priority over his key responsibilities of delivery training. This must be rationalised in favour of the training function. 

Trainers must at all costs be released from the institutes for timely upskilling / reskilling and industry attachments. 

The administrative setup ie the Training Supervisors upward, must participate in training delivery by taking a mandatory number of classes per batch. This in a more organised setup like the ITI system would translate into the Training Supervisors, Principals, Joint Directors and Directors taking the ownership. As regards the private institutions the same should be a mandatory practice for all institutions delivering any Govt funded Training program. 

After all, "Training" is the prime function of all institutes functioning under the MSDE / DGT / State Skill Missions and the NSDC system of private institutions supporting the Government's Flagship schemes like PMKVY. 

The support from the entire system will go a long way in making the Skilling Ecosystem "Atmanirbhar" where the Trainer will be the cornerstone.




 


Labels:
Location: India

Comments

Post a Comment

Popular posts from this blog

My Experiences in Afghanistan -Part 3

I am writing this in continuation to my previous articles, viz; Skill Development:  Lessons from Afghanistan (1) and Skill Development:  Lessons from Afghanistan (2) in case you missed them earlier: Read on further…. Another learning from the past. The India Skills centre was approved to be setup on 28 Aug 2005 through a joint statement of the two heads of the States. The entire team was overjoyed imagining what it would be like. The team made several visits to Kabul in quick succession, essentially to establish liaison with the concerned people in the Afghanistan Government, visit the training centres set up by other countries like South Korea, Japan and Iraq, visit several construction sites to understand the live issues and skill needs. These visits gave us good perspective of what must be done and what should be avoided and why. The final go ahead from the Government was received after a detailed process of budgeting and re-budgeting and responding to queries of...
20 comments
Read more

National Education Policy (NEP) 2020: Teachers hold the key

The National Education Policy (NEP) 2020 proposes the revision and revamping of all aspects of the education structure to create a new system that is aligned with the aspirational goals of the 21st century. The policy mentions that it is critical that children not only learn, but more importantly learn how to learn, thus moving towards less content and more towards critical thinking, problem solving, creativity, how to innovate, adapt and absorb new material. Pedagogy, thus must evolve to become more experiential, holistic, integrated, discovery oriented etc making learning enjoyable. The teacher must be at the centre of the fundamental reforms in the education system.  The implementation of the NEP 2020 it appears will hinge on the most important link in the value chain ie the "Teacher".  The 4 important aspects impacting the teachers directly are shortage  of teachers; their t raining and capacity building; r e-establishing the respect of the teachers as essential membe...
2 comments
Read more

Passion, Compassion and Empathy

I t was 2 am in the dead of night when my phone startled me awake. I saw it was a call from the hospital where my mother, aged 91, was undergoing treatment in the ICU. My heart raced as multiple thoughts flooded my mind. The hospital staff urgently asked me to come to the radiology department for an immediate MRI of my mother's brain. Earlier that afternoon, she had a pulmonary procedure under general anaesthesia and hadn't fully recovered yet. On reaching the MRI lab, curious about the emergency, I inquired further. The MRI technician explained that his machine was fully booked, so they created emergencies based on available slots rather than the patient's medical condition. Needless to say, his explanation and attitude rubbed me the wrong way. But knowing my mother's history with a brain stroke eight years ago, I decided to proceed with the MRI despite my reservations. Inside the closed doors of the MRI lab, I could hear the technician raising his voice while my mothe...
3 comments
Read more