Technical Assistance for India-EU Skills Development Project

Training Needs Analysis REPORT

ANALYSIS OF THE EXISTING TRAINING SYSTEM AND ASSESSMENT OF THE NEEDS FOR TRAINING OF TRAINERS AT 7 TECHNICAL TRAINING INSTITUTES IN DELHI, BANGALORE, PUNE, BHOPAL, AHMEDABAD AND MUMBAI

India EU Skills Development Project Component 1 – Enhanced capacity of beneficiary institutions Project Activity 1.2.1: Analyse training needs of trainers, master trainers and assessors in concerned state vis-à-vis the curricula developed under sub-activity 2.3.2

Training Needs Analysis of Trainers and Master Trainers in Capital Goods Sector

July 2015

Report title:

Training Needs Analysis of Trainers and Master Trainers in Capital Goods Sector

Report compiled by:

Alexander Siboni, Senior Short Term Expert in Training of Trainers Satabdi Sengupta, Associate Short Term Expert in Training of Trainers Michael Wolf, Senior Short Term Expert in Skills Development for Capital Goods Sector

Design of the methodology, the instruments, their implementation and analyses

dto.

Data collection:

dto.

With valuable inputs from:

Faculties and principals as well as heads of departments at 

Don Bosco Technical Institute (DBTI) Delhi,



Nettur Technical Training Foundation (NTTF) Bangalore,



Center for Research and Industrial Staff Performance (CRISP) Bhopal,



Advanced Training Institute (ATI) Mumbai,



Industrial Training Institute (ITI) Khed Rajgurunagar & Kalyani Skills Pune,



Aspire Knowledge & Skills Ahmedabad,



Industrial Training Institute (ITI) Arab Ki Sarai Delhi.

Isabel Sutcliffe, Senior Short-Term Consultant in Learning Assessment and Certification Project Reference:

Analysis of the existing training system and assessment of the needs for training of trainers at 7 Technical Training Institutes in Delhi, Bangalore, Pune, Bhopal, Ahmedabad and Mumbai

Project Component:

Component 1 – Enhanced capacity of beneficiary institutions

Project Activity:

Activity 1.2.1: Analyse training needs of trainers, master trainers and assessors in concerned state vis-à-vis the curricula developed under sub-activity 2.3.2

Main Project Partner for this TNA:

Capital Goods Skill Council

Project Director:

Richard Lister

Team Leader:

Vaclav Klenha

Project office:

National Skills Development Agency B2, 1st floor Kaushal Bhawan Pusa Road, New Delhi 110005, India. Tel : +91 (0) 88 8207 8645, +91 11 2582 1063 Email : [email protected]

List of Contents Acronyms and Abbreviations ............................................................................................................................ 1 Executive Summary ........................................................................................................................................... 3 1.

Background and Training Needs Analysis Concept ................................................................................. 4

1.1.

Background.............................................................................................................................................. 4

1.2.

Objectives ................................................................................................................................................ 4

1.3.

Training Needs Analysis Concept ............................................................................................................ 5

2.

Methodology and Proceedings ............................................................................................................... 5

2.1.

Step 1 – Identify Problems and Needs .................................................................................................... 5

2.2.

Step 2 – Determine Design of Training Needs Analysis .......................................................................... 6

2.3.

Step 3 – Collect data................................................................................................................................ 9

2.4.

Step 4 – Analyse Data ............................................................................................................................ 10

2.4.1. Qualitative Data .................................................................................................................................... 10 2.4.2. Quantitative Data .................................................................................................................................. 10 2.5.

Step 5 – Training Needs Analysis Report............................................................................................... 11

3.

Assessment of Training Institutes Visited ............................................................................................. 12

3.1.

Nettur Technical Training Foundation (NTTF) Bangalore...................................................................... 12

3.1.1. General Information about NTTF .......................................................................................................... 12 3.1.2. NTTF Training Services ........................................................................................................................... 13 3.1.3. NTTF Cooperation with the Industry ..................................................................................................... 14 3.1.4. Curriculum Development and Adjustments .......................................................................................... 15 3.1.5. E-learning at NTTF ................................................................................................................................. 16 3.1.6. Key Findings ........................................................................................................................................... 16 3.1.7. Conclusions ............................................................................................................................................ 18 3.1.8. NTTF Pictures ......................................................................................................................................... 19 4.1. Centre for Research and Industrial Staff Performance (CRISP) Bhopal .................................................... 20 4.1.1. General Information about CRISP ......................................................................................................... 20 4.1.2. CRISP Training Services .......................................................................................................................... 21 4.1.3. CRISP Cooperation with the Industry and Public Sector ....................................................................... 22 4.1.4. Curriculum Development and Adjustment ........................................................................................... 25 4.1.5. E-learning at CRISP ................................................................................................................................ 25 4.1.6. Key Findings ........................................................................................................................................... 25 4.1.7. CRISP Pictures ........................................................................................................................................ 28 5.1. Advanced Training Institute (ATI) Mumbai .............................................................................................. 30 5.1.1. General Information about ATI Mumbai ............................................................................................... 30 5.1.2. ATI Mumbai Training Services ............................................................................................................... 30

5.1.3. ATI Mumbai Cooperation with the Industry.......................................................................................... 31 5.1.4. Curriculum Development and Adjustments .......................................................................................... 31 5.1.5. E-learning at ATI Mumbai ...................................................................................................................... 31 5.1.6. Key Findings ........................................................................................................................................... 31 5.1.7. ATI Mumbai Pictures ............................................................................................................................. 34 6.1. Kalyani Skills at Industrial Training Institute (ITI) Khed-Pune ................................................................... 37 6.1.1. General Information about Kalyani Skills and ITI Khed ......................................................................... 37 6.1.2. ITI Khed and Kalyani Skills Training Services ......................................................................................... 38 6.1.3. ITI Khed Cooperation with the Industry ................................................................................................ 39 6.1.4. Curriculum Development and Adjustments .......................................................................................... 39 6.1.5. E-learning at ITI Khed/Kalyani Skills....................................................................................................... 40 6.1.6. Key Findings ........................................................................................................................................... 40 6.1.7. ITI Khed/Kalyani Skills Pictures .............................................................................................................. 42 7.1. Aspire Knowledge & Skills (Aspire) Ahmedabad ...................................................................................... 45 7.1.1. General Information about Aspire Ahmedabad .................................................................................... 45 7.1.2. Aspire Training Services ......................................................................................................................... 45 7.1.3. Aspire Cooperation with the Industry ................................................................................................... 45 7.1.4. Curriculum Development and Adjustments .......................................................................................... 46 7.1.5. E-learning at Aspire ............................................................................................................................... 46 7.1.6. Key Findings ........................................................................................................................................... 46 7.1.7. Aspire Pictures ....................................................................................................................................... 49 8.1. Industrial Training Institute (ITI) Arab Ki Sarai.......................................................................................... 52 8.1.1. General Information about ITI Arab Ki Sarai ......................................................................................... 52 8.1.2. ITI Arab Ki Sarai Training Services .......................................................................................................... 52 8.1.3. ITI Arab Ki Sarai Cooperation with the Industry .................................................................................... 54 8.1.4. Curriculum Development and Adjustments .......................................................................................... 54 8.1.5. E-learning at ITI Arab Ki Sarai ................................................................................................................ 55 8.1.6. Key Findings ........................................................................................................................................... 55 8.1.7. ITI Arab Ki Sarai Pictures ........................................................................................................................ 57 9.1. Don Bosco Technical Institute (DBTI) Delhi .............................................................................................. 58 9.1.1. General Information about DBTI ........................................................................................................... 58 9.1.2. DBTI Training Services ........................................................................................................................... 59 9.1.3. DBTI Cooperation with the Industry and Public Sector ......................................................................... 63 9.1.4. Curriculum Development and Adjustment ........................................................................................... 64 9.1.5. E-learning at DBTI .................................................................................................................................. 65 9.1.6. Key Findings ........................................................................................................................................... 65

9.1.7. DBTI Pictures.......................................................................................................................................... 67 10. Data Analysis and Conclusions .................................................................................................................. 68 10.1. Qualitative Analysis from Field Survey ................................................................................................... 68 10.2. Quantitative combined Qualitative Analysis based on ‘Survey Monkey’ results ................................... 68 11. Recommendations..................................................................................................................................... 82 Annexes ........................................................................................................................................................... 84

Acronyms and Abbreviations AICTE

All India Council for Technical Education

ATI

Advanced Training Institute

AVTS

Advanced Vocational Training Scheme

BBBT

Broad Based Basic Training Modules

CAD

Computer Aided Design

CAM

Computer Aided Manufacturing

CBT

Competency Based Training

CBET

Competency Based Education & Training

CGSC

Capital Goods Skill Council

CIMI

Central Institutional Media Institute

CITS

Craftsmen Instructor Training Scheme

CNC

Computer Numerically Controlled

COE

Centre of Excellence

CPD

Continuing Professional Development

CSR

Corporate Social Responsibility

CRISP CSTARI

Centre for Research and Industrial Staff Performance Central Staff Training & Research Institute

CTS

Craftsmen Training Scheme

DBTI

Don Bosco Technical Institute

DGET

Directorate General for Employment and Training

EU

European Union

GTZ

German Technical Cooperation Agency

ILO

International Labour Organization

IMC

Institute Management Committee

ITI

Industrial Training Institute

MIS

Management Information System

MES

Modular Employable Scheme

MoMSME

Ministry of Micro, Small and Medium Enterprises

NEEM

National Employability Enhancement Mission

NCVT

National Council on Vocational Training

NIMI

National Instructional Media Institute

NOS

National Occupational Standard

NQF

National Qualification Framework

NSDA

National Skill Development Agency

NSDC

National Skill Development Corporation

NSQF

National Skills Qualification Framework

NTTF

Nettur Technical Training Foundation

POTS

Production Oriented Training Scheme

PPP

Public Private Partnership Page | 1

QP

Qualification Pack

SCVT

State Council for Vocational Training

SEZ

Special Economic Zone

SSC

Sector Skills Council

SSTE

Senior Short Term Expert

TNA

Training Needs Analysis

ToT

Training of Trainers

TPM

Total Productive Management

TQM

Total Quality Management

TVET

Technical and Vocational Education and Training

VCS

Virtual Classroom System

VMC

Vertical Machining Centre

VTC

Vocational Training Centre

VWGSIL

Volkswagen Group Sales India Private Limited

Page | 2

Executive Summary This training needs analysis (TNA) presents an investigation into the training needs for master trainers and trainers at seven private and public Industrial Training Institutes across India. From April until July 2015 a TNA team of the India-EU Skills Development Project in coordination with the Capital Goods Skill Council conducted a field survey to assess the training needs of teaching personnel at 7 training institutes in Delhi, Bangalore, Bhopal, Mumbai, Pune and Ahmedabad. The TNA analyses the current situation with regard to effectiveness of training services and defines training needs in terms of necessary knowledge, skills, behaviour and capacity to provide professional industryoriented training services at Industrial Training Institutes in India. In addition to the field survey a ‘Survey Monkey’ online questionnaire was designed to explore trainers’ perceived training needs and preferences for future training. In total 181 questionnaires were completed for this study. Apart from assessing the general training needs of trainers a particular focus was put on the planned implementation of 2 new curricula for the job roles ‘Fitter-Fabrication’ and ‘CNC Setter cum Operator Vertical Machining Center’. The combined qualitative and quantitative data analysis of field survey and online questionnaires identifies the following needs for the planned Training of Trainers (ToT) workshops which will be organised by IndiaEU Skills Development Project and Capital Goods Skill Council (start in October 2015):               

Learning process Learning styles Qualification Packs and National Occupational Standards for TVET trainers Continuing Professional Development Professional networks Trainer-trainee feedback procedures Observation and supervision Learning environment How to work with QPs and NOS Training session planning Presentation techniques Student centred learning Group work, case work, role plays, project work Repetition and other learning activities Competency based assessment

The enhancement of teacher training in the field of TVET is a strategic priority not only for India’s but for a global social and economic development. Different strategic documents emphasise the need for continuous improvement of the competences of teaching staff (see also ILO, World Bank). There is a need for an objective review of the teacher training system in India, and the development of a new strategy, new plans and programs through which all TVET teachers may gain the skills and knowledge they need. The EU funded India-EU Skills Development Project is supporting these efforts.

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1. Background and Training Needs Analysis Concept 1.1. Background The India-EU Skills Development Project will contribute to the implementation of the Skill Development Policy of the Government of India in order to increase the quality and relevance of provision and the number of certified skilled labour in various sectors of employment. An important part of every attempt to increase quality of Technical and Vocational Education and Training (TVET) is to improve the quality of the delivered training. Trainers at training institutes are planning and delivering this training. So in order to improve the training outcomes the TVET trainers’ capacities to plan and deliver competence based training must be developed. One of the three components of the India-EU Skill Development Project deals with capacity building. Within this component the project will prepare and deliver Training of Trainers (ToT). This training is done in close cooperation with the Capital Goods Skill Council (CGSC). The CGSC is in the process of further expanding its partnerships with industrial training providers. Among the existing training providers CGSC has initially identified 5 institutions as affiliated training partners for piloting the ToT activities and to implement the 2 newly developed competency based curricula for the job roles ‘CNC Setter cum Operator Vertical Machining Centre’ and ‘Fitter-Fabrication’. An additional 2 public training institutions under the jurisdiction of the Directorate General for Employment and Training (DGET) were added by the international expert team of India-EU Skills Development Project upon approval of CGSC. In order to implement an efficient ToT system a Training Needs Analysis (TNA) is needed. The training needs of a person and/or an organisation equals “the desired capability – current capabilities of participant.” Hence TNA identifies gaps and clarifies if a training need exists and if so, what kind of training is required. On December 5, 2014 the methodology and proceedings for carrying out TNA were presented as a part of the project’s ‘NQF module program’ and this TNA will follow the presented methodology. The methodology applied in this TNA is intended to serve as a ‘best practice approach’ for future TNA activities organised and implemented by CGSC.

1.2. Objectives The main objective of the TNA is to gather information about the current background and practice of trainers involved in TVET. The outcome of the TNA is to get input for the planning of content for future ToT activities as well as input for the newly developed competency based curricula. In close cooperation with CGSC a proposal for the ToT was developed as follows: 

Trainer orientation: Basics of Competency Based Training (CBT) and Qualification Packs (QP) in the Indian TVET Sector



Module 1-The Learner: National Occupational Standard (NOS)26→Support and coach learners



Module 2-The Trainer: NOS 3 →Maintain and Enhance Professional Practice and Technical Competency



Module 3-CBET: NOS 6→Deliver Competence Based Training



Module 4-TVET in India: NOS 1→ Indian TVET Sector

Each module in the proposal is further detailed together with CGSC. Hence the objective of the TNA is to ensure that the delivered training is in accordance with the trainers’ professional backgrounds and daily Page | 4

work. The suggested modules outline the possible content of the ToT activities and the TNA will clarify importance and relevance of the different parts. On the basis of these findings a training program can be developed and suggestions for further Continuous Professional Development (CPD) can be outlined. The TNA serves two objectives: 1. Deliver input for the Training of Trainers activities offered by the project and 2. Deliver input for the development of further CPD that can be facilitated by Industrial Training Institutes (ITI) and/or Sector Skill Councils (SSC).

1.3. Training Needs Analysis Concept As mentioned earlier a methodology for TNA was presented by the project. This methodology sets out 5 steps as follows: 

Step 1: Identify problems and needs



Step 2: Determine design of needs analysis



Step 3: Collect data



Step 4: Analyse data



Step 5: TNA report

Before taking on the TNA a concept paper was developed to ensure that the TNA activities for the project’s 2 selected ToT sectors Capital Goods and Logistics were following the same methodology. The Senior Short Term Expert (SSTE) in Learning Certification and Assessment will apply the same methodology for her upcoming TNAs. The following chapter 2 on methodology and proceedings will outline the content of each step for the TNA of trainers in the Capital Goods Sector.

2. Methodology and Proceedings 2.1. Step 1 – Identify Problems and Needs Qualification Packs (QP) and National Occupational Standards (NOS) for TVET Trainers and TVET Lead Trainers were developed by NSDC. The QP “TVET Trainer” comprises the following four NOS: 

NOS 01: Work effectively within Indian TVET sector



NOS 03: Maintain and enhance professional practice and technical competency



NOS 06: Deliver competency based training



NOS 26: Support and coach learners

For each NOS scope, performance criteria, skills and knowledge are outlined. Hence these NOS describe the ‘desired capability’ of a TVET trainer. As such the QPs are very ambitious and set out the standards that a TVET trainer should reach ‘at some point in time’. TVET trainers train trainees to become employees in an ever-changing work environment where technological developments are ongoing. So the TVET trainer’s work life is also constantly changing. Page | 5

Therefore the TNA clarifies ‘where the TVET trainer is right now compared to the standard set by the NOS and QP’. Furthermore the TNA supports the design of concepts and suggestions about what kind of training is needed in order to bring the TVET trainer closer to the standards. The QPs ‘TVET Trainer’ and ‘TVET Lead Trainer’ apply across all industrial and service sectors. As a part of component 1 of the India EU Skills Development Project, 2 new curricula will be developed in each of the sectors of Capital Goods and Logistics. The domain knowledge part of the TNA will therefore focus on how the ToT can further develop the required competences.

2.2. Step 2 – Determine Design of Training Needs Analysis In order to conduct a thorough TNA, validity and reliability have to be considered. 

Validity of the TNA – does the TNA measure what it is supposed to measure?



Reliability of the TNA – does the TNA give consistent results?

Therefore different information gathering methods should be used. The stakeholders for the TNA are illustrated in the figure below:

Companies employing graduates

Alumni and current trainees

Trainers

TNA Training partner management

ATIs, ITIs

Fig. 1: TNA stakeholders Companies employing graduates Companies employing graduates represent the demand side of the labour market. Hence all TVET training activities should be aligned with their needs. Each company has different needs and the impression is that many companies are looking for very tailored and company specific training. To get useful input for the TNA many companies should be contacted. Within the scope of a Labour Market Analysis (project activity 3.2.3) an employer skills need survey with focus on the employers’ ratings of the Indian TVET sector and the 2 new job roles ‘Fitter-Fabrication’ and ‘CNC Setter cum Operator Vertical Machining Center’ was included. The survey commenced in May 2015 in the state of Maharashtra. Altogether about 100 companies participated in this survey. After analysis of the data is completed the final results will be available in September 2015. Therefore it was decided not to include another company survey into this TNA. Page | 6

Alumni and current trainees Alumni are a valuable source providing feedback about actual skills needs demanded by the industry. All of the training institutes visited confirmed that they are in contact with alumni via alumni organizations, contact lists etc. Due to the given time constraints it was not possible for the TNA team to organise interviews with alumni. With regard to trainees it has to be emphasized that coming as external consultants it is always sensible to conduct interviews or surveys among current trainees. Therefore TNA activities for this stakeholder were limited to observation during visits to training institutes and short conversations with trainees. Advanced Training Institutes (ATI) The main purpose of the ATIs is to train TVET trainers in domain and pedagogical knowledge and skills. The 1-year Crafts Instructor Training Scheme (CITS) is the training that many of the TVET trainers have been following. Hence it was decided to include 1 ATI, located in Mumbai, into this TNA. Industrial Training Institutes (ITI) TNA was conducted in the following training institutes: 

Nettur Technical Training Foundation (NTTF), Bangalore



Don Bosco Technical Institute (DBTI), Delhi



Centre for Research and Industrial Staff Performance (CRISP), Bhopal



Kalyani Skills at Industrial Training Institute (ITI) Khed, Pune



Aspire Knowledge and Skills, Ahmedabad



Advanced Training Institute (ATI) Mumbai



Industrial Training Institute (ITI) Arab Ki Sarai, Delhi

Except for ITI Arab Ki Sarai and ATI Mumbai all other mentioned training institutes are private and/or are subject to Public Private Partnerships (PPP) with funding provided from private companies. ITI Arab Ki Sarai and ATI Mumbai were included into this TNA to ensure greater dissemination of the ToT program to be conducted by the project. Management Upon arrival to each of the institutes the management was interviewed. The purpose of the interview was to get an overview of trainers’ professional backgrounds and preparedness for being a trainer, current Continuous Professional Development (CPD) and perceived training needs. Trainers After meeting and discussion with the management a tour was conducted around the institute. During the visits to classes and workshops questions were asked to trainers and trainees. Following the tour a focus group interview was held with different numbers of trainers. A semi-structured interview guide was used to guide the discussion/conversation. The guide was structured in a way that it covers the QPs for TVET trainers and the sector specific issues. In 2 of the institutes a lesson was observed by ‘sitting in’ during the lessons. During the observation notes were taken using an observation sheet covering activities, discipline, body language, communication, use of audio-visual equipment, etc. Page | 7

In order to validate the qualitative findings an electronic survey with the help of the online survey tool ‘Survey Monkey’ was conducted among the trainers at each institute visited. Survey methods The table below 1 outlines the concept of different survey methods. METHOD

CONCEPT  Quantitative research method commonly employed in survey research to ensure

Structured Interview

that each interviewee is presented with the same questions in the same order and that answers can be reliably aggregated and that comparisons can be made with confidence between sub-groups or between different survey periods.  Interviewers read the questions exactly as they appear on the survey questionnaire. The choice of answers to the questions is often fixed (close-ended) in advance, though open-ended questions can also be included within a structured interview.  Unlike the structured interview, more general questions or topics. Relevant topics

Semi-Structured Interview

Observation Questionnaire Survey

are initially identified and the possible relationship between these topics and the issues become the basis for more specific questions which do not need to be prepared in advance allowing both the interviewer and the person being interviewed the flexibility to probe for details or discuss issues.  New questions can be brought up during the interview as a result of what the interviewee says, so the interview flows more like a conversation.  Observation of working environment and performance of officials (office

materials, communication tool, IT system, means of circulating the information)  A questionnaire is a survey instrument consisting of a series of questions and

other prompts for the purpose of gathering information from respondents. They are often designed for statistical analysis of the responses.  Qualitative research method whose purpose is to obtain in-­­depth information on

Focus Group Discussion

ideas and perceptions of a group and also to be more than a question-­­answer interaction.  A relatively small meeting (generally six to twelve participants) convened for a specific purpose under the direction of a facilitator, during which group members talk freely and spontaneously about a certain topic.  An educational seminar or series of meetings emphasizing interaction and

Workshop

exchange of information among a usually small number of participants developing skill or common understanding through some types of application  Discussion on verification of identified staff training needs in the returned TNA questionnaires and interview results

Table 1: Survey methods

The following survey methods were used in this TNA: 

A semi-structured interview guide was developed for the interview of the management. The guide was used to direct the conversation and to ensure that all relevant information was gathered (see annex 1).



Observation was used during the tour around the institutes and during classroom sessions. During these sessions an ‘observation sheet’ was used in order to record the findings (see annex 2)

1

From ”Manual on Training Needs Assessment” published by ”Project on Improvement of Local Administration in Cambodia (PILAC)”, Ministry of Interior and Japan International Cooperation Agency

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

An electronic questionnaire was developed using www.surveymonkey.com. The questionnaire comprises three parts: The first part is for all trainers covering general questions about the trainer’s professional background and questions regarding current practice and ideas for improvement. The second part is for CNC trainers and covers importance of subjects and degree to which the trainer wants further training. The third part follows the same structure but for trainers in Fitter-Fabrication (see annex 3).



Focus group discussion was organised with a group of trainers in each of the training institutes visited. The discussions were guided by a semi-structured interview guide with questions derived from the QP for TVET Trainers (see annex 4).

The purpose of the TNA is not to get statistically significant proof for certain behaviours or wishes but to get input for prioritizing the intended ToT training. Therefore trainers were given different possibilities for expressing their points of view. For example, trainers would most likely hold back information if the management is present so they were given the opportunity to express themselves anonymously via an online questionnaire. Thus the online survey will improve both validity and reliability of the TNA.

2.3. Step 3 – Collect data Collection of data was done in April and June/July 2015 as shown in the table below. During the interview with the management at each training institute the ‘Survey Monkey’ online questionnaire was introduced and the management was asked to send the URL-link to all trainers. The survey starts up automatically via any web browser by just clicking on the URL-link. It was decided to use English language for this online survey as the majority of the trainers are able to speak, write and understand English very well. Even if some trainers do not have fluent English communication skills they are still able to understand written questions and can answer them. Interview with management

Visiting classrooms and workshops

Observation of lessons

Focus group interview

NTTF Bangalore

21-Apr-15

21-Apr-15

CNC, practical lesson

8 trainers

DBTI Delhi

18-Jun-15

18-Jun-15

08-Jul-15

08-Jul-15

CRISP Bhopal

22-Jun-15

22-Jun-15

CNC, practical lesson

4 trainers

ATI Mumbai

23 June

22 June

NA

10 trainers

24 June

24 June

25 June

25 June

1 July

1 July

Kalyani Skills Pune Aspire Ahmedabad ITI Arab Ki Sarai Delhi

CNC, classroom lesson CNC, classroom lesson Mechanical workshop

7 trainers 8 trainers 5 trainers

SurveyMonkey questionnaire 15-Jun-15 onwards 18-Jun-15 onwards 22-Jun-15 onwards 23-Jun-15 onwards 24-Jun-15 onwards 25-Jun-15 onwards 01-Jul-15 onwards

Table 2: Data collection activities

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2.4. Step 4 – Analyse Data The TNA team decided to apply an integrated approach during which different kinds of data were analyzed: qualitative and quantitative data. Numerical data are quantitative, all other data are qualitative. Quantitative data include e.g. age groups, years of professional experience, numbers of training attended, etc. Qualitative data include words, graphics, and photographs. Quantitative data can be gathered, scored, and analyzed more easily and quickly than qualitative data. Qualitative data are more difficult and timeconsuming to collect and analyze, but they provide rich and detailed information. 2.4.1. Qualitative Data In contrast to quantitative data, qualitative data do not simply count things, but describe people's attitudes, feelings, experiences, wishes, behaviours, etc. Sources of qualitative data analysis Qualitative data can be gathered in a variety of ways, for example: 

Questionnaires/Surveys: a series of questions and other prompts for the purpose of gathering information from respondents.



Interviews: a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.



Focus Groups: a group of people are asked about their attitude towards a product, service, concept, advertisement, idea, or packaging.



Observation: a group or single participants are manipulated by the researcher, for example, asked to perform a specific task or action. Observations are then made of their user behaviour, user processes, workflows etc., either in a controlled situation (e.g. lab based) or in a real-world situation (e.g. the workplace).



Discourse Analysis: a general term for a number of approaches to analyzing written, spoken or signed language use.

Qualitative data analysis is applied because it…      

…looks further than precise numerical evidence. …looks for categories such as events, descriptions, comments, behaviour. …is an inductive process - developing theories from the data you have gathered. …is a tool for coding of categories and sub-categories identified. …compares codes, looking for consistencies, differences, patterns etc. …it looks for new and emerging categories.

2.4.2. Quantitative Data By definition the gathering of quantitative data is a systematic approach to surveys during which numerical data are collected and/or the researcher transforms what is collected or observed into numerical data. It often describes a situation or event; answering the 'what' and 'how many' questions one may have about something. This is research which involves measuring or counting attributes (i.e. quantities). Quantitative data can be gathered in a variety of ways and from a number of different sources. Many of these are similar to sources of qualitative data, for example: 

Questionnaires - a series of questions and other prompts for the purpose of gathering information from respondents. Page | 10



Interviews - a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee - a more structured approach would be used to gather quantitative data.



Observation - a group or single participants are manipulated by the researcher, for example, asked to perform a specific task or action. Observations are then made of their user behaviour, user processes, workflows etc., either in a controlled situation (e.g. lab based) or in a real-world situation (e.g. the workplace).



Transaction logs - recordings or logs of system or website activity.



Documentary research - analysis of documents belonging to an organisation.

The data gathered in this TNA are composed of: 

Secondary data (internet research, analysis of documents and materials provided by training institutes).



Interviews with the management of the 7 training institutes (principals, directors, heads of departments, etc.).



Observations (training facilities, classroom and practical sessions, conversations with trainees)



Focus group discussions with trainers.



Online survey questionnaire (‘Survey Monkey’).

The following figure illustrates the process from TNA to data analysis to the planning of ToT:

Interview with management; focus group discussions; observations

‘Survey Monkey’ online questionnaire

Qualitative analysis

Combined analysis of qualitative and quantitative data leads to

Qualitative & quantitative analysis

Planning of ToT

identification of training needs

Fig. 2: From TNA to data analysis to planning of ToT

2.5. Step 5 – Training Needs Analysis Report The 5th and final step is to provide feedback to all project stakeholders and partners. The TNA team will be very grateful for any feedback with regard to: 

Findings, conclusions and recommendations.



Further recommendations for the ToT activities (e.g. participants, schedule, content, etc.).



TNA methodology and proceedings (ideas for changes, improvement).

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3. Assessment of Training Institutes Visited 3.1. Nettur Technical Training Foundation (NTTF) Bangalore Places/Facilities visited: •

•

NETTUR TECHNICAL TRAINING FOUNDATION (NTTF), 40/40A, Electronics City, Hosur Road, Bangalore 560110; www.nttftrg.com - Phone: +91-(0) 80-28520010, 28520171, 42623506; Fax: +91-(0) 80-28520562, 28521470; Email: [email protected], [email protected] NETTUR TECHNICAL TRAINING FOUNDATION (NTTF), 23/24, 2nd Phase, Peenya Industrial Area, Bangalore 560058; Phone: +91-(0) 80-28397218; Fax: +91-(0) 80-28371539 Email: [email protected], [email protected]

Date and Duration of Visit: •

21st April 2015; 8.30 hrs – 17.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: • • • • • • • •

NTTF Prospectus, Skilling India 2015-16 NTTF Booklet, Corporate Training NTTF Handout for Trainers, NTTF-TOT (Training of Trainers) NTTF Templates, Efficiency Rating Form NTTF Guide Book, Mechanical Graduate Engineer Training Programme Issue No. 1 (2009) NTTF Guide Book, Mechanical Graduate Engineer Training Programme Issue No. 2 (2014) NTTF Syllabus, Diploma in Tool and Die Making (3 years/6 semesters training) Power Point Presentation NTTF

Key Persons contacted/interviewed: Name Mr. N. Reguraj Mr. N. Arulselvan Mr. K. Venugopalan Mr. Prabal C. Sen Mr. Gibson M. Mr. P. Pari Mr. N. Suresh Mrs. G. S. Kalpana Mr. Jayarai B. Mr. K. R. Rajasekar Dr. N. Ramani

Position/Function Managing Director COO & Director (Electronic City Campus) COO & Director of NTTF EDUTECH (Peenya Campus) Project Head NTTF-NSDC General Manager-Training and Certification General Manager-Technology Principal (Electronic City Campus) Principal (Peenya Campus) Head of Technology Centre (Electronic City Campus) Associate Director - Head of Corporate Training (Peenya Campus) Principal - School of Postgraduate Studies (Peenya Campus)

3.1.1. General Information about NTTF NTTF - an educational foundation established in the year 1963 - is the living symbol of Indo-Swiss cooperation; aimed at promoting purposeful Technical Education for the youth of India. The seed was put in place at Thalassery (Kerala), in the year 1959. In its mission, the Foundation was actively supported with generous assistance from the Government of Switzerland, HEKS (a Swiss NGO), and Swiss Development Cooperation (a development agency in Switzerland). The Government of India and the State Governments also extended their support.

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NTTF overview  In 1958, on behalf of the Swiss Church Aid, Mr Alfred Frischknecht moved to the state of Kerala as project director to set up a training workshop for tool & die maker trainees in Nettur. 

In 1963 the Nettur Technical Training Foundation was established with the support of the Swiss government, Swiss Church Aid and the Swiss Development Cooperation Agency.

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Nowadays NTTF maintains more than 30 training centres (core centres, corporate training centres, learn & earn centres, vocational training centres, owned by NTTF and at associate locations in companies) in various states in India (Karnataka, Kerala, Tamil Nadu, Telangana, Jharkhand, Odisha, Maharashtra, Haryana, Gujarat, Uttarakhand, Andhra Pradesh, Himachal Pradesh).

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Every day more than 10,000 trainees participate in NTTF training activities. The faculty comprises more than 800 teachers and trainers. The placement rate is 98%. Graduates are not only employed by local companies but also migrate to other countries (e.g. Australia, Canada, Malaysia, Singapore, Thailand, Switzerland, Taiwan, UAE, USA, Germany, etc.).

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NTTF is training partner institute of the National Skills Development Corporation (NSDC).

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NTTF is National Employability Enhancement Mission (NEEM) agent for the All India Council for Technical Education (AICTE).

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Registered with many Sector Skill Councils (including the Capital Goods Sector Skill Council) and the Directorate General of Employment & Training (DGET).

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Partner of Ajeevika Skills (skill and placement initiative of the Ministry of Rural Development).

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NTTF is a Siemens authorized training partner for the Siemens Mechatronics Systems Certification Program (Siemens Certified Mechatronics Systems Assistant).

3.1.2. NTTF Training Services  Domains NTTF offers training in the following domains:  Mechanical (Tool & Die, Precision Machining, Tool Engineering, Manufacturing Technology, Tool Design, Quality Engineering & Management, Production Design, Plant Engineering).  Electrical and Electronics (Electronics, Power Electronics, Embedded Systems, Industrial Automation, Electrical Engineering).  Mechatronics  Information Technology (IT, Hardware and Networking, Computer Applications).  Computer Engineering  Plant Engineering  Training Programs In order to meet the requirements and needs of companies and trainees NTTF organises its training programs in various ways regarding content and duration. Not all of the following training programs are offered in all of the NTTF training institutes but only in assigned campuses. Hence only some examples are listed:  Certificate Programs e.g. Certificate in Precision Machining; offered in Dharwad and Tellicherry. Duration: 2 years (1 year institutional training, 1 year industrial training).  Diploma Programs e.g. Diploma in Tool and Die Making; offered in Bangalore, Hyderabad, Dharwad, Tellicherry and various other locations. Duration: 4 years (3 years institutional and 1 year industrial training).

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 Post Diploma Programs e.g. Post Diploma in Industrial Automation; offered in Bangalore. Duration: 1 year.  Post Graduate Diploma Programs e.g. Post Graduate Diploma in Tool Design; offered in Bangalore. Duration: 1 year.  Post Graduate Degree Programs e.g. Post Graduate Degree in Tool Engineering; offered in Bangalore. Duration: 2 years.  Post Graduate Certificate Program e.g. Post Graduate Certificate in Injection Mould Design; offered in Bangalore. Duration: 50 Saturdays (1 year).  Employability Bridge Program This program addresses unemployed engineering graduates and diploma holders. In collaboration with Tooling University/USA NTTF offers 2 certificate programs in Bangalore (Manufacturing Technology and Mechatronics). Duration: 6 months.  Distance Education The objective of this program is to provide an opportunity to Certificate holders in Tool & Die Making and Mechatronics of NTTF/affiliated institutes to acquire a Diploma through a distance education program.  Short Term Courses  CNC Programming & CNC Machining; offered in Dharwad. Duration: 100 hours (evening course).  CNC Machining; offered in Bangalore. Duration: 64 hours (8 days).  Vocational Certificate Program e.g.:  Vocational Certificate in CNC Technology; offered in Bangalore and Tellicherry. Duration: 1 year  Vocational Certificate in Precision Machinist; offered in Baddi, Dharwad and Tellicherry. Duration: 2 years (1 year institutional, 1 year industrial training).  Vocational Certificate in Welding Skills; offered in Dharwad, Tellicherry, Gannavaram, Gopalpur, Vellore, Bangalore. Duration: short term (3 to 6 months).

3.1.3. NTTF Cooperation with the Industry NTTF maintains a close network with over 500 industrial companies. These companies award internships and projects to NTTF trainees. They also recruit many of the trainees after completion of their training at NTTF. On the other hand NTTF develops and implements customised training modules for companies in order to meet the companies’ specific needs. These customised training modules are implemented through a wide range of different training measures like short term or long term training courses, multi-skill training programs, earn & learn programs and full-scale vocational training programs.  Learn & Earn Training Model Features:  2 years- (certificate level) and 4 years- (diploma level) training programs in Manufacturing Technology designed for under-privileged youth in the age group of 18-21 years with rural background and from industrially underdeveloped regions.  Modeled on the German Dual Vocational Training System.  Students receive a reasonable monthly training allowance.  Entire training costs are met by the companies. Page | 14

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Weekly schedule comprises 5 days practical work and training in the company and 1 day theory classes at NTTF campus.  Upon successful course completion NTTF will issue certificates to trainees.  Industry-customized and regularly updated curricula.  The program is part of the NEEM scheme (National Employability Enhancement Mission) of All India Council for Technical Education (AICTE).  Some participating companies are: Ashok Leyland, Saint Gobain, Real Talent Engineering, Taegutec, Komet, Guhring, Ace Designers, Kar Mobiles, Varroc Group, Tube Products of India, Wipro Infrastructure, Fouress Engineering, Rossell Techsys (supplier to Boeing) and others. Corporate Training  NTTF offers tailor-made corporate training programs for government and private institutions as well as industrial companies.  The trainings are either organized onsite (client facility) or offsite (NTTF facility).  The target groups are blue-collar technicians, supervisors and engineers.  Corporate training services comprise a wide range, such as: selection of manpower, leadership training, multi-skill training of trainers, etc.  Training courses in 3 domains: - Soft skills (e.g. communication, teamwork, teaching skills, presentation techniques, etc.) - Functional skills (e.g. English language, hygiene and health, TQM, TPM, etc.) - Technical skills (e.g. mechanical, electrical, electronics, IT, pneumatics, hydraulics, etc.)  Corporate Training partners are companies like: Ashok Leyland, Bajaj, Bosch, Honeywell, India Cements, Maruti Suzuki, Nokia, General Motors, Tata, Pepsi, Siemens, Mercedes Benz, Toyota and many more.

3.1.4. Curriculum Development and Adjustments The institute develops its own curricula that focus more on practical knowledge and relevance to the industry. Relevance of the course material is ensured through feedback from alumni network. The course content is designed in such a way that trainees spend 5 days on the shop floor and 1 day in the classroom for theory. Mr Arulselvan stressed that all course and program curricula are designed to meet the requirements of the industry. To ensure that the curricula are always up-to-date NTTF uses 3 methods for input:  Academic Council The Academic Council comprises 2 streams: mechanical stream and electronics/IT stream. The members of the council are representatives from leading industrial companies and NTTF faculty and management.  Alumni Association A very strong resource for inputs to curriculum development and adjustments is the NTTF Alumni Association. The objective of the NTTF Alumni Association is to maintain chapters at all the training/production centers wherever alumni reside. Amongst others some of the main activities of the Alumni Association are: - Organising meetings and get-togethers of Alumni at all training centers of NTTF; a primary objective being the sharing of experiences and achievements. - Acting as the nodal point for receiving recommendations, suggestions and proposals from Alumni for improving the infrastructure, content/style of various courses conducted by NTTF etc. - Introduce companies to suitable NTTF graduates.

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 Company Network As already mentioned above, NTTF maintains a close network with more than 500 companies. Through corporate training activities and company visits NTTF gets a valuable input from companies to curriculum adjustment/development. With regard to competency-based training it emerged that the existing syllabi/curricula at NTTF are still designed the traditional way (course-based). Competency-based programs constitute a different approach to vocational training as opposed to traditional course-based programs. Contrasts are apparent with regard to national standards, assessment, credit transfer, accreditation and recognition of competences and prior learning. One very important aspect of competency-based programs is that the teachers/instructors have to focus on learning outcomes. The main feature of competency-based curricula is that performance criteria are formulated. These performance criteria lead to elements of competences and in a next step to units of competences. NTTF provided the expert team with 1 syllabus for the Diploma program in Tool & Die Making. In this syllabus there are only so-called ‘General Objectives’ but no specific performance criteria formulated. Assessment procedures and criteria are missing completely. 3.1.5. E-learning at NTTF  Virtual Classroom System (VCS) Mr Pari introduced the Virtual Classroom System (VCS) at NTTF. The virtual classroom is an online learning environment. Just like in a real-world classroom, the students in a virtual classroom participate in synchronous instruction, which means that the teacher and students are logged into the virtual learning environment at the same time. NTTF has implemented the VCS to provide multi-classroom sessions (e.g. 1 lecturer gives theory lessons to up to several hundred trainees at different locations at the same time), distance education, and organize video conferencing as well as faculty and management meetings across all states in India.  e-Books Library NTTF operates an eBooks Library which provides free access to technical literature, videos, power point presentations and recorded VSC-lessons for the trainees. All trainees are equipped with PC tablets. The teachers and trainers use this library to distribute learning material to their students. 3.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  Both campuses in Electronic City and in Peenya are well-equipped with CNC machine tools for turning and milling (CNC systems used are FANUC and SIEMENS) and with machine tools for conventional machining as well as workbenches and hand tools for basic training. There are no specific training facilities for the training of Fitter-Fabrication.  There are 2 computer labs at the Peenya campus which are used for CAD/CAM and CNC training activities (60 PCs). As software training packages Mastercam (CAD/CAM) and MTS (for CNC, based on G-code programming) are used. There is no CNC-manufacturer specific training software available.  Except for 5 machines (2 EDM, 1 spark erosion and 2 machining centers) the other 6 CNC machines are installed in the basic training and conventional machining workshop. Hence the CNC teachers find it difficult to observe and guide all trainees during practical training sessions.  Trainees  The maximum age of trainees for admission which is accepted by NTTF is: o 23 years of age for certificate programs o 21 years of age for diploma programs o 30 years of age for post-diploma programs Page | 16

No age limit for post-graduate diploma programs, post-graduate certificate and degree programs, distance education, vocational programs and short-term courses.  Only trainees with a minimum educational background of 10th standard or graduates of a vocational training course are eligible for attending the certificate and diploma programs. For vocational programs trainees with a background of 8th pass are accepted.  NTTF applies a strict gender equality policy.  Each trainee starts his training at NTTF with a 15 days orientation program.  The trainees in each course are divided into four sections. Each section has 50 students and 2 trainers.  Trainees attend practical classes for 5 days/week and theory for 1 day/week.  The first three months of a course focus on English, Math and General Science. The idea is to positively impact the readiness of the trainees towards a skill based curriculum. This basic knowledge in English, Math and Science also develops employability skills since many of the students are from rural areas and may have only completed 8th or 10th standard. Trainers  All trainers have industry experience. Master trainers have 15 or more years of experience.  Academically the trainers are either graduate engineers or diploma engineers.  Mr Venugopalan explained that NTTF also offers a Training of Trainers (ToT) course which every NTTF teacher/instructor must successfully complete prior to his/her assignment. The duration of this training is 1 year and covers the following topics: change management, adaptability, interpersonal relationship, trainer as motivator, training need identification, training design, assertiveness, self confidence, communication skills, creativity & innovation, presentation skills, pedagogy & didactics, observation skills, body language, training evaluation, language-voice & accent, mentoring & coaching. The training is supervised and conducted by 3 master trainers which have in average more than 15 years professional experience in vocational training and industry.  At the end of the NTTF TOT course the new trainers are assessed and decision is taken on whether further training is required. The assessment is done through written test and presentation.  The starting designation of a trainer is that of an Assistant Training Officer.  For practical classes there is a set syllabus along with supporting instruction manuals. For theory classes trainers make their session plans and mostly use PowerPoint as an aid.  Few trainers also act as mentors to the trainees and the topic of discussion usually centers on class performance, absenteeism and disciplinary measures. Apart from that there are also external counselors.  The trainers also engage in knowledge sharing activities amongst themselves. Since NTTF has over 30 locations, VCS is used to for internal communication and knowledge sharing activities. Apart from that there is also an e-learning portal for the same purpose however participation is low.  Some trainers and members of the management team emphasized that the practical skills of the instructors should be improved.  The trainers further spoke about the challenges they face in handling students such as: o Sensitizing the trainees to the concept of quality and the importance of adhering to quality standards o Sensitizing them to a classroom environment and getting them to a place of readiness  The trainers also mentioned their own learning needs namely: o Learning how to make classroom sessions interesting through the use of varied training aids o Learning how to effectively link theory with practice o Refresher sessions for trainers to upgrade their skill and knowledge base o

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Learning and Teaching Materials  Learning materials/handouts for trainees could be of better quality (in particular technical drawings which sometimes do not meet ISO standards).  Trainers use a set of teaching materials which they developed themselves over the years or which are available from publishing houses like NIMI. Training Process  The trainers usually use lecture and demonstration as teaching methodology followed by practical exercises where trainees are actively involved.  Whenever possible practical projects, workshop and laboratory instruction, case studies and project work ensure to fit the needs of the workplace. Assessment  The trainees maintain a daily log book to evaluate their learning, strengths as well as strengths and weaknesses and opportunity areas. This daily log book is also subject of formative assessment.  Over the entire training duration the trainees are assessed by their teachers regarding quality of work, speed and method, sense of responsibility and cleanliness. Each trainee has his/her own efficiency rating form which is filled in by the teachers on a monthly basis.  Project work is a common training method and is used as summative assessment in practical training. Each academic year in the tool & die making diploma course ends with a project work. The trainees manufacture fully functional tools & dies like die casting tools, punch tools, etc.

3.1.7. Conclusions  In comparison with public Industrial Training Institutes (ITI) the NTTF Bangalore is a training institute with a very high financial and operational autonomy. This enables NTTF to operate flexibly and efficiently with regard to industry oriented training programs.  All the teachers/instructors as well as the management of NTTF show a lot of commitment and professionalism. They are interested in participating in the projected ToT training activities of India-EU Skills Development Project.  The management team however is of the opinion that the newly developed curricula should be flexible in terms of input and time. The thoroughness should be built into the assessment of the output.  Both the expert team and NTTF representatives benefited from this visit. It gave the expert team a better understanding about one aspect of the VET landscape in India and aroused the interest of NTTF in the upcoming project activities, in particular ToT and implementation of newly developed curricula.  There is limited knowledge about competency-based education and training (CBET) and the development and implementation of competency-based curricula at NTTF.  The implementation of the new curriculum ‘CNC Setter cum Operator Vertical Machining Center’ can be realized under the given conditions at NTTF.  To implement the curriculum for ‘Fitter-Fabrication’ further technical equipment (welding, power tools, hand tools, etc.) has to be purchased and the training workshops have to be prepared accordingly.

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3.1.8. NTTF Pictures

Pic. 1: Conventional machining workshop

Pic. 3: Tool and die making practical exercises

Pic. 5: A group of trainees proudly present their project

Pic. 2: CNC Lathe

Pic. 4: Computer lab

Pic. 6: Training with CNC Vertical Machining Center

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4.1. Centre for Research and Industrial Staff Performance (CRISP) Bhopal Places/Facilities visited: •

CENTRE FOR RESEARCH AND INDUSTRIAL STAFF PERFORMANCE (CRISP)BHOPAL, Opposite Manas Bhawan, Near Polytechnic Choauraha, Shamla Hills, Bhopal, Madhya Pradesh 462002; www.crispindia.com - Phone: +91 755 266 1401; Email: [email protected]

Date and Duration of Visit: •

22nd June 2015; 8.30 hrs – 16.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: • • •

CRISP Prospectus, CNC Milling CRISP Handout, Learning Material CNC Milling CRISP Handout, Learning Material Machine Operator (in Hindi language)

Key Persons contacted/interviewed: Name Dr. Ranjan Kumar Mr. Rajesh Maheshwari Ms. Utpala Richharia Mr. Rajesh Pachgade Mr. Sudheer K. Jain Mrs. Asha A. Nair Mr. Sandeep Sarse Mr. Avanindra Bartaria Mr. Mukesh Waikar

Position/Function Assistant General Manager Assistant General Manager - Marketing Assistant General Manager - Knowledge Management Assistant General Manager - Computer and IT Senior Manager Automation and Training (Electrical, Electronics, Instrumentation) Senior Manager Training (Electrical, Electronics, Instrumentation) Senior Manager Training CNC-CAD/CAM Training Manager CNC Senior Manager Tool Room Services

4.1.1. General Information about CRISP CRISP Bhopal has been established in the year 1997 as a Society under the Indo –German Technical Cooperation agreement. Ministry of MSME, Government of India was the line ministry for this project whereas the Department of Technical Education & Skill Development, Government of Madhya Pradesh and German Technical Cooperation Agency (GTZ) were the implementation partners. It is headquartered in Bhopal with national & international operations dedicated to human resource development & organizational development. These activities are targeted at Government, industries, academic institutions, developmental organizations as well as the civil society. In the area of Vocational Education and Training CRISP does design and development of curricula and study materials, train the trainers, instructor’s training, trade identification survey, impact study etc.  CRISP overview  Established in 1997  Around 30 Labs equipped with latest machines and facilities.  About 250 employees.  About 500 clients.  Target Groups: Government, Industries, Corporates, Academic Institutions, Multilateral Agencies, Development Organisations and the Civil Society.  Areas of Operation & milestones : o Industrial Automation, Manufacturing Technology & Information Technology. o Behavioral skills & Entrepreneurship development. o Vocational areas. Page | 20

Software Application development & e-Governance to more than 50 clients from governments and private sector. o Technical Consultancy: - Engineering applications. - Established 30 skill development centres. o Training cum Production Centre (‘Tool room’) - serving around 100 industries. 12 National awards received for quality in delivery, leadership and perfection. Outreach : o National: Headquarter in Bhopal; Academies in Bhopal, Indore, Vidisha, Jabalpur; Skill Development Centres in 21 Districts of Madhya Pradesh. o International: Training Centre in Addis Ababa/Ethiopia. o

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4.1.2. CRISP Training Services  Training model and target groups The CRISP training model follows 2 main principles:  

Enhancing the technical competencies of the intended target groups, e.g. polytechnic students and industrial staff, job seeking diploma holders and other technical personnel. Providing consultancy and information resources to promote and encourage performance of technical personnel.

In accordance with these principles CRISP provides training for the following target groups:  Students of Production Engineering Diploma Programme of S.V. Polytechnic College, Bhopal in Training-cum-Production Centre.  Women for their skill development to improve their employability.  Unemployed and underemployed diploma holders in the disciplines of Mechanical/Production Engineering and Electronics by providing training to update technical skills in new emerging areas.  Teachers and trainers in polytechnics and training departments in the industry by providing training facilities/materials in new areas of technology to teachers/trainers.  Industrial staff to enhance productivity as well as to enable their career advancement.  Participants interested in entrepreneurship development through training and try-out using the Training-cum-Production Centre facility.  Training Programs CRISP offers 3 different kinds of professional training programs: Technical programs, Skill Development Vocational Programs and Management Development Programs. The duration of the training courses extend from several days up to several weeks. Most training courses last up to 1 month. Some courses are also offered as part-time or evening courses with an overall duration of up to 6 months.  Technical Programs  Electrical/Electronics/Instrumentation (Embedded System Design, Electrical Control & Relay Logic Application, Electronics Maintenance, Energy Conservation, Field Instrumentation & Control, Industrial Automation, RS View32 SCADA, WinCC SCADA, Mechatronics, PLC Programming & Application, PLC Networking, Power Electronics and Industrial Drives, Sinamics S 120, Simotion System & Programming, Transformer & Switchgear Maintenance, VLSI Design, MATLAB) o

Computer & IT (.NET Technology, Oracle Database, CCNA-CISCO, CCNA Security-CISCO, Computer Networking, CISCO IT Essentials-PC Repair & Networking, Library Automation, Microsoft Office, MS Project, Open Source Library Software, Programming Concepts-C and C++, Tally, Cloud Computing Page | 21

Associate, CCNP Router, CCNP Switch, CCNP T Shoot, Java, Java Advance, Oracle Programming & Administration, PHP Programming, Oracle Database, Cloud Computing, Cloud with Big Data & Hadoop, Android Application, E-Taxation) o

Multimedia (Graphics Designing in Adobe Photoshop, Digital Sound Recording & Editing, Digital Still Photography, Digital Cinematography, Film Editing – Adobe Premier, Film Editing – Avid Media Composer, Short Film Project, Special Effects SFX – Adobe After Effects, 2D Animation – Adobe Flash, 3D Animation Basics – Autodesk Maya, 3D Animation Specialization & Project Show-Reel Development, Internship in Media Industry, Web Design, Non-Linear Video Editing, Professional Certification in Film Production, Animation VFX)

o

Mechanical (AutoCAD, AutoCAD – Mechanical, AutoCAD- Electrical, CAD/CAM Pro-E, CAD/CAM UG, Car Mechatronics Basic Module, Car Mechatronics Advanced Module, CNC Turning, CNC Milling, CNC Programming & Operation Turning and Milling, Industrial Hydraulics, Industrial Pneumatics, Proportional Hydraulics, Mechanical Maintenance, Welding Technology, Refrigeration & Air Conditioning, Machinist Conventional, Fitter, Diploma in Design, Manufacturing & Maintenance)

 Skill Development Vocational Programs  Fashion/Interior/Graphics (Fashion Design with CAD, Garment Making, Advance Pattern Making & Garment Construction; Interior Design with CAD, Furniture design with CAD, Home Décor, Civil Draughtsman with CAD; Graphic Design for Print Media, 3 D s max, Revit Architecture) 

Other trades (e.g. Readymade Garment Making, Sales and Marketing, Security Guard, P.C. Hardware Repair & Maintenance, Basic Electrician, Data Entry Operator, Machine Operator, Motor Winding, Fitter, Plumbing, Carpentry)

 Management Development Programs  Achieving Excellence, Communication and Presentation Skills, Enhancing Positive Attitude, Leadership Development, Managerial Effectiveness, Managing Emotional Intelligence, Managing Self & Motivation, Motivation Towards Excellence, Team Building, Excellence through Multiple Intelligence, Stress and Conflict Management 4.1.3. CRISP Cooperation with the Industry and Public Sector CRISP operates in the following areas focusing on industrial companies und public institutions:  Software solutions (MIS, web portals, eGovernance, eCommerce)  Application Software Development o MIS (Management Information System) o Value -added Integrated Services o Customer Application Software Development o ERP implementation & support, IVR solutions o Information Kiosk, Hand held terminals, mobile computing, wireless networks.  Web Solutions o Website conceptualizing, designing, hosting and listing o Internet/Intranet application development, implementation, systems integration services  E-Commerce & E-business solutions o Student Service Management System (an e-Governance Solution for Universities / Institutes/Schools which includes integrated modules) o Dynamic Website of University/Institute/School- Presence in the web portal  System Enhancements Services Page | 22

 Technical Industrial consultancy (Industrial Troubleshooting)  Engineering Applications o Trouble shooting, Preventive & Mechanical Maintenance in : 1. Industrial Automation 2. Vibration Analysis 3. Program Generation in PLC and Drives 4. CNC maintenance 5. Repairing of Analog PCB of Drives and other Instruments. o Product Design in CAD / CAM and Design of Electric Control Panels o Process Improvement o Calibration of Instruments  Preparing Detailed Technical Project Reports o Preparing Detailed Technical Project Reports (DPRs) for setting-up Mini Tool Rooms and Multi–Skill Development & Training Centres.  Infrastructure development o Indo-German Institute of Advanced Technology (IGIAT), Vishakapatnam o Industrial Automation Training Centre (IATC), Panchkula.  Setting up training and skill up-gradation Centres o ITIs and Vocational Training Centres (VTCs) for the Government of M.P. o Livelihood and Skill development Centres for the Dept. of Rural Development, GoMP  Tool Room & Production Job Work A modern Training Cum Production Centre, set-up with the support from the Ministry of SME, Govt. of India, caters to the needs of industries, providing assistance to them through consultancy services and production of precision job services. The centre also offers training courses to prepare skilled workers and machine operators for the industries through on-the-job-training specifically in production areas, as CNC operation & programming. The Centre offers Production & Tooling job works for precision machining works as prototype development, Product Design & Analysis. The following equipment (machine tools and software) is available: Machine

Make/Model

CNC Vertical Machining Centre with adapter to fourth axes CNC Vertical Machining Centre (Four axes) CNC Horizontal Machining Centre (Four Axes) CNC Wire Cut EDM 5axis CNC Coordinate Measuring Machine (CMM)

BFW BMV 50 TC20 BFW BMV 50 TC20 HMT HMC 400 Fanuc Japan

CNC Turning Centre CNC Milling Machine CNC Turning Centre Universal Milling Machine

Specification Working range 1020x510 x600mm 20 tool ATC Working range 1020x510x600 mm 20 tool ATC Spindle speed : 10000 rpm Working range 600X500X500mm With pallet changer and 40 tool ATC 520x370x310 mm

G90 8.7.6 LK, UK

800x700x600 mm Accuracy 1.5, Scanning Capability

HMT, ECO NH 26

Centre Height : 275 mm ABC: 1500 mm , 8 Station Tool Turret

EMCO Austria PC Mill100 EMCO Austria PC Turn 120

Working range 200x100 x 250 mm 10 tool ATC Centre Height : 80 mm ABC: 200mm, 8 Station Tool Turret

HMT, FN3U

Working range 1020x510 mm

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Machine

Make/Model

Specification

Universal Milling Machine

BFW, UF3.5

Working range 1020x510 mm

Vertical Milling Machine

HMT, FN1V

Working range 560x 200 mm

Centre lathe (2) Centre lathe Radial arm drilling machine

PSG, A141 E

Centre Height : 200 mm ABC: 1000 mm

Pinacho SP 250 Spain

Centre Height : 250 mm ABC: 1150 mm

HMT RM62

Drilling Cap. In STEEL: 50 mm Radial movement: Max. 1200 mm Drilling Cap. In STEEL : 25 mm Radial movement: Max. 760 mm, Min. 300 mm

Radial arm drilling machine

EIFCO, RDH 325

Pillar Drilling Machine

New Bharat EVS – 40 P

Drilling Cap. In STEEL : 40 mm

Drilling cum Tapping Machine

BTDM-G20

Drilling Cap. In STEEL : 20 mm

Cylindrical Grinding Machine

Parishudh GCU-200

Surface Grinding Machine

HMT SFW 2

Tool & Cutter Grinder

HMT GTC-28T

Vertical Band Saw

IT-100V3

SURFACE Roughness Tester Profile projector

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Max. Grinding Dia. 200 mm Grinding length : 450 mm Working range: 1500x250 mm Wheel Dia. 200 mm , Max. Swing over table : 280 mm Centre Distance : 760 mm Throat 300 mm

MITOTOYO SP-350

Magnification 10x

CAD/CAM-CAE software: UNI – Graphics / CATIA / Ideas / Pro-e / NASTRAN / PATRAN. Measuring instruments and tools: Mitotoyo, CMM-LK (UK), etc. Cutting tools: Sandvik, Taegutec, Ceratizit, etc.

 Vocational Projects : Government & Industries  Supporting Government’s Mandate of Skill Development  VoTEG (Vocational Technical Employment Generation) –a UNDP multi-skilling training program  INDUS project –Vocational Employment Generation Program for children working in hazardous areas.  Special job oriented schemes of the Ministry of Rural Development and the State Government.  Barefoot Engineers –Scheme of the MP State Govt., for creating “Grameen (Rural) Engineers”  Other developmental schemes of the Governments for SC, ST, OBC, Gas tragedy victims rehabilitation  Supporting CSR Mandate of Corporates Employment oriented skill development programs in line with the Corporate Social Responsibility (CSR) initiatives mandatory under the recent directives of the Government of India in cooperation with:    

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Engineers India Limited Power Finance Corporation Rural Electrification Corporation Tata Steel

Providing consultancy in developing Training Systems  Conducting training need assessment (TNA) of industries  Designing and developing competence based curriculum & learning modules Page | 24

CRISP and Volkswagen Group Sales India Private Limited (VWGSIL) have recently entered into an association as partners in technology and training, wherein VWGSIL would design the training programs, and offer them as add-on courses for interested participants in India and CRISP would be the training partner which will provide necessary resources and offer the programs at their premises. Under this agreement, VWGSIPL (Volkswagen Group Sales India Private Limited) and CRISP will conduct following 2 months programs for students: 

‘Volkswagen Group Technik Aubildungs Program (VG-TAP)’

Through this course, the Volkswagen Group shall endeavor to bridge gap between current technology and academics, in connection with modern automobile technologies. The arrangement of the association is that the students enrolled in a regular training course at the CRISP, will gain exposure to the latest technology used in Volkswagen cars. 

‘Volkswagen Sales Consultant Training Program (VG-SCTP )’

The program will enable the participants to learn the basics of vehicle selling technique, technical details of VW cars, soft skill techniques and task based programs on dealership with Volkswagen cars. Another CRISP training partner is the CISCO Networking Academy. 4.1.4. Curriculum Development and Adjustment The teachers explained that they develop their own curricula and learning materials that focus on practical knowledge and with relevance to skills needed in the industry. Curricula and course materials are validated by professional experts from industrial companies. Asked if they can present some sample curricula they presented some learning materials for trainees. 4.1.5. E-learning at CRISP E-learning is not applied. 4.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  CRISP is well-equipped with CNC machine tools for turning and milling (see also 4.1.3.). CNC systems used on the machines are FANUC and SIEMENS. Machine tools for conventional machining as well as workbenches and hand tools for basic training are available. There are no specific training facilities for the training of Fitter-Fabrication.  There is 1 computer lab which is used for CAD/CAM and CNC training activities (30 PCs). As software training packages Mastercam (CAD/CAM) and EMCO (for CNC, based on G-code programming) are used. The EMCO software can also be used for CNC manufacturer specific training.  All CNC machines are installed in the Tool Room cum Production Center workshop. Experienced machine operators act as ‘demonstrators’ during practical training. 

 All other departments are also very well-equipped with modern facilities. Trainees  The institute offers training to 3 types of trainees: o Industry personnel o Job seekers o Aspiring TVET teachers  Industry personnel are employed skilled or semi-skilled workers. They are sent by their employers for skill upgradation to CRISP.  The institute conducts ToT and instructor training courses for aspiring TVET trainers. Page | 25

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The majority of trainees are current or prospective job seekers: o College and university students who are enrolled in both degree and diploma engineering programs. They attend summer training courses (‘summer camp’) to get some exposure to the practical aspects of trades. Ideally these courses have a duration from 4 to 6 weeks o Unemployed attending skill development training in order to gain employment. They are usually 8th or 10th standard pass and are a mix of rural and urban population. These courses are also of 4 to 6 weeks duration.  For students who are enrolled in engineering colleges the key challenge for them seems to be managing time to attend both their institute and CRISP. Therefore there is some degree of absenteeism amongst that group. The trainers also feel that at times genuine interest in attending classes or participating in the learning process is negatively impacted since the students feel compelled to attend CRISP as it is a part of their degree or diploma course.  For trainees who attend training courses in order to gain employment the key challenge is to be able to come to a level of readiness where they are able to grasp the concepts being taught in class.  The trainees however seem to enjoy the practical classes since they are able to see in action what they are learning. Trainers  CRISP trainers are either degree/diploma holders or are ITI graduates in their respective domain.  The majority of the trainers have industry experience.  There is no concept of master trainers. Senior trainers are known as main faculty and junior trainers are known as support faculty.  The senior trainers have in average 10 years of teaching experience. The support faculty may or may not have teaching experience but industry experience.  Support faculty without prior teaching experience assist the senior faculty for a maximum period of two years before they start taking classes independently.  For experienced support faculty the period of time to be promoted to main faculty is around 6 months maximum. The process of progressing from support faculty to taking independent sessions involves assisting the main faculty, observation and co-facilitation.  Although there is only a very limited in-house trainer orientation program (2 days about didactics) there are mandatory faculty development programs for all trainers at least once a year. These programs aim to update the trainers’ domain knowledge.  Although the senior faculty seemed to be aware about the QPs for job roles of certain trades, none of them ever heard about the QPs or NOSs for TVET trainers. They were also not well informed about NSQF.  The trainers feel that rather than knowledge in training methodology or pedagogical techniques, knowledge about latest technology in their domains would be more relevant. There is a general apathy and lack of disregard towards the importance of student centred learning methodologies, participatory learning process and adapting to different learning needs to ensure training effectiveness.  However the trainers did express interest in learning about: o how to deal with different target groups o how to adapt teaching styles as per learning capabilities of students o how to generate motivation and ensure participation of all in the class  In terms of knowledge sharing the trainers are multi-skilled and therefore they often support each other.  Although the institute claims to have good industry linkage, the trainers do not seem to benefit from that as they believe that they need more exposure to industry. Page | 26

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The trainers are not members of formal or informal professional networks. However they expressed their desire to participate in such networks in the future as they see a huge benefit by sharing knowledge and experience with colleagues from other training institutes on a national and international level.  CRISP does not offer a formalized Continuous Professional Development (CPD) program for the faculty. Professional development depends mainly on individual initiative of the trainers. Learning and Teaching Materials  The training materials used are mostly PPTs, text books and to some extent computer simulation wherever applicable.  The development of course materials is done internally. A committee comprising of faculty members and industrial personnel is constituted to identify the learning objectives for specific training courses and decide on the course contents accordingly. The contents are then validated both by the industry and the students. Training Process  The trainers usually use lecture and demonstration as teaching methodology followed by practical exercises where trainees are actively involved.  The training process also includes audio-visuals and group project work from time to time.  The lesson plans are designed as per topics to be taught which are generally standardized as per the course. This means that the trainers do not create their own lesson plans for their classes and are not detailed enough to include teaching methods, duration and learning materials, etc. required for each lesson.  Once validated the then standard training courses are applied for all target groups in the same manner. Assessment  Formative and summative assessments are organised internally. In terms of formative there is weekly assessment that usually comprises question-answer sessions, completion of weekly assignment and practical exercises in the workshop.  In a final, summative assessment students must pass a theoretical (written) exam and a practical test.  In general there is no third party involved in the summative assessment. The only exception is when it is requested by a company. The assessment is then usually done by a training institute which is doing training on a similar topic.

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4.1.7. CRISP Pictures

Pic. 1: CNC Vertical Machining Center BFW BMV 50

Pic. 2: CAD/CAM-CNC Programming Lab

Pic. 3: Garment and Fashion Design Class

Pic. 4: CNC Workshop – SSTE with 2 of the CNC trainers

Pic. 5: Discussing practical training with CRISP teacher

Pic. 6: University students visiting the CRISP Production Center

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Pic. 7: Library

Pic. 8: Teaching aids – Automotive Workshop

Pic 9: Car as teaching kit – sponsored by VW India

Pic. 10: Designing a helicopter with CAD

Pic. 11: EMCO CNC Mill 120

Pic. 12: The VW Communication Model

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5.1. Advanced Training Institute (ATI) Mumbai Places/Facilities visited: •

ADVANCED TRAINING INSTITUTE (ATI) MUMBAI, V.N. Purav Marg, Sion-Chunabhatti, Mumbai, Maharashtra 400022; ; www.atimumbai.gov.in - Phone: + 91-22-24053560; Email: [email protected]

Date and Duration of Visit: •

23rd June 2015; 8.30 hrs – 16.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: None Key Persons contacted/interviewed: Name Mr. R. K. Pathak Mr. Ujjwal Biswas

Position/Function Director Deputy Director

and 10 trainers of different departments for focus group discussion

5.1.1. General Information about ATI Mumbai The ATI Mumbai was established in 1963. It is one of the leading national institutes of the Government of India, Directorate General of Employment & Training (DGET) engaged in developing skilled manpower for the industry, instructional staff for Industrial Training Institutes and upgrading skills of in-service manpower from the industry. 5.1.2. ATI Mumbai Training Services ATI Mumbai provides 2 schemes of training: The Advanced Vocational Training Scheme (AVTS) and the Crafts Instructor Training Scheme (CITS).  Advanced Vocational Instructor Scheme (AVTS) Short term courses with a duration of 1 to 4 weeks. These courses are designed for the training of industrial staff. The training is job oriented with emphasis on skill building. On successful participation trainees are awarded the AVTS-certificate by DGET, Ministry of Skill Development & Entrepreneurship. Every year about 3500 industrial workers participate in AVTS-courses. The following AVTS-courses are offered:  Advanced Electronics  Advanced Welding  Electrical Maintenance  Heat Engine (Automobile)  Industrial Chemistry  Metrology and Engineering Inspection  Machine Tool Maintenance  Advanced Tool and Die Making  Hydraulics and Pneumatics  CNC & CAD/CAM  Process Control and Instrumentation  Unit Operation Lab (Chemical Engineering)

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 Crafts Instructor Training Scheme (CITS) The main objective of ATI Mumbai is to train craft instructors/trainers required Industrial Training Institutes (ITI) located across India. ATI Mumbai trains about 450 new craft instructors every year. Duration: 1 year Contents: Upgrading of trade skills, modern teaching methodologies Craft instructors for the following trades are trained within this scheme:  Fitter  Turner  Machinist  Welder  Electrician  Electro-Mechanic Technician  Computer Operator and Programming Assistant (COPA)  Draughtsman (Mechanical)  Instrument Mechanic  Motor Vehicle Mechanic  Radio and TV Mechanic  Tool and Die Maker 5.1.3. ATI Mumbai Cooperation with the Industry ATI Mumbai organises training for industrial staff and therefore maintains a close network with local industrial companies which send their workers for further training under the AVTS-scheme to the institute. 5.1.4. Curriculum Development and Adjustments For the AVTS-courses the trainers do not develop their own curricula but use curricula/syllabi provided by DGET. However they are free to make adjustments whenever required by companies. Curricula and course materials are validated by professional experts from industrial companies. Within the CITS-scheme the trainers use curricula designed and provided by the Central Staff Training & Research Institute (CSTARI). The trainers at ATI Mumbai are not happy with the curricula they have to work with because they regard them as outdated and not industry-relevant. There is no curriculum for CNC training available. The CNC teachers just follow the contents of text books and manuals. 5.1.5. E-learning at ATI Mumbai E-learning is not applied. 5.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  The institute is equipped with 4 CNC machine tools for turning and milling. CNC systems used on the machines are FANUC and SIEMENS. Machine tools for conventional machining as well as workbenches and hand tools for basic training are available. Training facilities for the training of Fitter-Fabrication and CNC are available.  There is 1 computer lab which is used for CAD/CAM training activities (12 PCs). As software training packages Mastercam (CAD/CAM) is used. There is no software for CNC raining available.  All other workshops are also very well equipped with a variety of equipment, machines and teaching kits. Page | 31

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The workshop buildings need to be repaired urgently. Roofs are leaking and ceilings, floors and windows are in poor conditions.  Safety standards are not followed by trainers and trainees! Trainees  The trainees within the CITS-scheme are all ITI graduates in their respective trades. Most of them do not have any industry experience and are mostly 8th to 10th standard pass.  Since they are all ITI graduates their domain knowledge is quite strong. However, since they may not have industry experience, their knowledge about practical application at work, problem solving and general workplace practices is low.  Many of the trainees go on to join the industry after the completion of the CITS course instead of becoming trainers.  Industry personnel also attend short-time courses. They are employed skilled or semi-skilled workers. They are sent by their employers for skill upgradation within the AVTS-scheme. Trainers  Most of the trainers in ATIs are degree or diploma holders.  The main criterion for trainers at ATI Mumbai in terms of experience is ‘some work experience’ which may not necessarily be related to training or their domain related. Therefore their preparedness to become trainers is not high.  They gained their teaching experience in the ATI itself. Many of them have been teaching in the ATI for the past 20 to 30 years.  As a result they are a storehouse of knowledge in terms of how teaching happens and the learning process within the Indian TVET system.  The trainers also undergo refresher/upgradation trainings on new policies, regulations or content through distance learning programs conducted through live video sessions. There is no use of elearning technologies.  However since they neither have industry exposure nor refresher sessions on newer technologies their knowledge may not be up to date. This also impacts the quality and method of teaching.  The trainers do not seem to be aware of the QPs for TVET trainers although a few of them may be aware of the QPs for certain job roles relevant to their domains.  Their knowledge on NSQF and NOSs is also very limited.  In terms of learning needs, the trainers pointed out that since there is greater focus on skill development and entrepreneurship with the introduction of the new ministry, they feel the need to understand the concept of entrepreneurship in greater depth.  They also want to learn how to teach entrepreneurial skills and support students who want to become entrepreneurs.  Additionally they also want to equip themselves with global standards and practices in teaching and learning methodology.  The trainers feel that they are left behind with regard to the ever ongoing technological developments made in their domains. The see the reason for this to a lack of industry exposure. Therefore they suggest organising further training for them on latest technologies as applied in the industry. Company visits at least once in every six months would be an asset.  The trainers also suggest a closer cooperation with the industry. To further strengthen the ties between institute and companies training courses should also be organised in-house in the industry. This would provide the necessary industry exposure to both the trainees and the faculty.  The trainers were also keen to learn how to handle a large classroom effectively without compromising on teaching and learning quality. Page | 32

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The trainers also feel that being part of a professional network will help them share and gain relevant knowledge and information to improve the quality of their teaching. Learning and Teaching Materials  For theory classes the training materials used are mostly PPTs and text books.  As mentioned earlier the curriculum for the Craft Instructor Training is designed by CSTARI and the text books used are purchased from NIMI.  For localising content a trade committee comprising of SMEs and industry experts make suggestions for changes.  For practical training all sections uses teaching kits to a large extent. Training Process  The trainers usually use lecture, discussion and demonstration as teaching methodology followed by practical exercises where trainees are actively involved.  Practical exercises include the use of machine tools, hand tools, measuring tools and other equipment.  The training process also includes audio-visuals and group project work from time to time.  The lesson plans are designed as per topics to be taught which are generally standardized as per the course. This means that the trainers do not create their own lesson plans for their classes and are not detailed enough to include teaching methods, duration and learning materials, etc. required for each lesson.  Once validated the then standard training courses are applied for all target groups in the same manner.  Although lesson plans are chalked out by the trainers themselves there are not adjusted to the needs of the different target groups with regard to learning styles. In fact the lesson plans once chalked out remain unchanged if there is not alteration in the content. Assessment  Formative and summative assessments are organised internally. No third party is involved.  CITS-trainees have to pass a written exam and a practical test after completion of each semester.  AVTS-trainees have to pass a written and practical exam after completion of the course.  The certificate awarding body is NCVT.

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5.1.7. ATI Mumbai Pictures

Pic. 1: More than 50 years experience in teacher training

Pic. 2: Practical exercises

Pic. 3: Conventional machining workshop

Pic. 4: Chemical plant simulator

Pic. 5: Flow control trainer

Pic. 6: Basic training section – Metal cutting

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Pic. 7: Flow and level controller trainer

Pic. 8: 3-D measuring device

Pic. 9: CNC trainers with CNC Horizontal Machining Center

Pic. 10: Computer Aided Design class

Pic. 11: CNC Vertical Machining Center DYNAMYTE

Pic. 12: CNC Vertical Machining Centre HMT-VMC 500

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Pic. 13: Automotive workshop – practical training on a real car

Pic. 14: Automotive workshop – Tuk Tuks as training kits

Pic. 15: Automotive workshop lab with a variety of training kits

Pic. 16: Electrical maintenance class

Pic. 17: Welding workshop

Pic. 18: During focus group discussion

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6.1. Kalyani Skills at Industrial Training Institute (ITI) Khed-Pune Places/Facilities visited: •

INDUSTRIAL TRAINING INSTITUTE KALYANI SKILLS AT INDUSTRIAL TRAINING INSTITUE KHED, Near Rurla Hospital, Chandoli, Tal Khed (Rajgurunagar), Pune District, Maharashtra; ITI Khed: www.dvet.gov.in/Download/PPP/COE/15KHED%20RAJGURUNAGAR.html Phone: +91 2135 223404; Email: [email protected] Kalyani Skills: www.kalyaniskills.edu.in (Kalyani Skills) Phone: +91 2066 87 1316; Email: sreejith.kvkalyaniskills.edu.in

Date and Duration of Visit: •

24th June 2015; 8.30 hrs – 16.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: • •

Demonstration Plan Template Lesson Plan Template

Key Persons contacted/interviewed: Name Mr. C.L.Wankhede Mr. K.V. Sreejith

Position/Function Principal, ITI Khed Centre Head, Kalyani Skills

and 8 trainers from different departments for focus group discussion

6.1.1. General Information about Kalyani Skills and ITI Khed  Kalyani Skills The Kalyani Group (KG) with its flagship company Bharat Forge is a well-known engineering conglomerate. Leveraging on this knowledge and expertise, KG has established Kalyani Skills as a new self-sustaining Technical and Vocational Education & Training (TVET) initiative. It was set up with the objective of skilling the youth of India and making them productive. The Kalyani Skills team uses its knowledge and experience in vocational training programs which cover advance skilling like CNC, Robotics, Mechatronics, etc. over and above basic skilling like turner, machinist, machinist grinder, fitter, welder, electrician etc. Kalyani Skills is a National Skill Development Corporation (NSDC) skilling initiative agency partner institute and its various international partners enable delivery of quality and modern education to prepare an industry ready workforce. Kalyani Skills involves all stakeholders to take the industry-academia relationship to a new level with the industry contributing to course contents, curricula, internships, on the job training, equipment, etc. Kalyani Skills is an industry integrated vocational training institute encompassing basic skilling, re-skilling and advanced skilling. It aims to enhance industrial productivity by providing innovative skilling programs to the entry level technicians as well as existing workforce. It provides technical skilling assistance to Manufacturing, Engineering, Auto & Auto components, Building & Construction, Textile & Garments, Oil & Gas and others. In association with NSDC, Kalyani Skills establishes training centers across India. Kalyani Skills operates through the hub & spoke model. The institutes offer modular vocational programs with a duration ranging from 1 week to 24 months.

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The Kalyani Group’s activity in setting up industrial training institutes complies with the relatively new Corporate Social Responsibility (CSR) law which was adopted in 2014 by the Government of India. This CSR law requires companies to set up a CSR board committee, allocate 2% of net profits in the last three years to CSR, and be reviewed at the end of each financial year by the board’s director to ensure compliance.  Kalyani Skills Industrial Training Institute at Industrial Training Institute Khed To impart technical training to the rural youth and generate employment the Kalyani Skills Industrial Training Institute was set up at the ITI Khed compound in 2007. This institute targets people who have completed education till the 10th grade.  Industrial Training Institute Khed The Government of Maharashtra established the ITI Khed for providing the opportunity of employment and self employment for young people from a rural background. The institute was established in the year 1996. The Institute is located in a very nice landscape with plenty of trees and many gardens within the compound providing a healthy and pleasant atmosphere for an industrial training Institute. As per agreement between Bharat Forge/Kalyani Skills and the Government of Maharashtra, ITI Khed is engaged in imparting skills training under the Craftsman Trade Scheme to project affected people under Special Economic Zone (SEZ) activities in 15 villages of Khed province. 6.1.2. ITI Khed and Kalyani Skills Training Services  Craftsmen Trade Scheme (CTS) The Directorate General of Employment & Training (DGET) initiated the Craftsmen Training Scheme (CTS) in 1950 by establishing about 50 Industrial Training Institutes (ITIs) for imparting skills in various vocational trades to meet the skilled manpower requirements for technologic and industrial growth of the country. Under the constitution of India, vocational training is the concurrent subject of both Central and State Governments. The development of training schemes at national level, evolution of policy, laying of training standards, norms, conducting of examinations, certification, etc. are the responsibilities of the Central Government, whereas the implementation of the training schemes largely rests with the State Governments. The Central Government is advised by the National Council of Vocational Training (NCVT), a tripartite body having representatives from employers, workers and Central/State Governments. Similar Councils termed as State Councils for Vocational Training are constituted for the same purpose by the respective State Governments at state levels. ITI Khed and Kalyani Skills provide the following CTS courses with a training period of 2 years:          

Fitter Electronic Mechanic Mechanic Refrigeration & AC Welder Dress Maker Electrician (sponsored by Kalyani Skills) Machinist (sponsored by Kalyani Skills) Machinist Grinder (sponsored by Kalyani Skills) Tool & Die Maker (sponsored by Kalyani Skills) Turner (sponsored by Kalyani Skills)

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 Modular Employable Scheme (MES) The Modular Employable Scheme (MES) provides vocational training to school leavers, existing workers, ITI graduates, etc. to improve their employability by optimally utilizing the infrastructure available in public and private industrial training institutions and the industry. Existing skills of participants can also be tested and certified under this scheme. MES courses are short-term training courses decided in consultation with industry. Duration varies from 90 hours up to 270 hours. The Central Government facilitates and promotes training while industry, private sector and State Government organise the training process. ITI Khed and Kalyani Skills provide the following MES courses:                

Basic Welding (Gas) Basic Welding (Arc) Gas Cutting Basic Fitting Work Basic Electrical Training Basic Electronics Repair & Maintenance of TV Receiver Repair & Maintenance of Electronic Test Equipment Repair & Maintenance of Fax Machine Repair & Maintenance of Cellular Phone Basic Refrigeration & Air Conditioning Repair & Maintenance of Air Conditioning Computer Fundamentals M. S. Office & Internet Turning Hand Embroidery Tailor (Basic Sewing Operator)

Furthermore ITI Khed organises some other training schemes target illiterates from scheduled casts and scheduled tribes and artisans from the unorganized and informal sectors. 

Centre of Excellence Training Scheme  Broad Based Basic Training Modules (BBBT) For trainees with 10th pass under 10+2 system with Science as one of the subject. Admission is on merit basis.  Advanced and Specialised Training Modules For trainees who completed BBBT in Industrial Automation sector or in any other relevant trade.

6.1.3. ITI Khed Cooperation with the Industry Apart from the cooperation with Kalyani Skills the ITI Khed also runs a so-called Production Oriented Training Scheme (POTS). Within this training scheme ITI Khed functions as a contractor for smaller job orders from local companies. These job orders include dressmaking, servicing and repair work of electronic and air conditioning equipment, metal work and also on-site short-term training. Another important partner is VW India. VW offers qualified ITI Khed graduates to join a 3.5 years apprenticeship training program in the field of Mechatronics. 6.1.4. Curriculum Development and Adjustments The trainers do not develop their own curricula but use curricula/syllabi provided by DGET. However they are free to make adjustments whenever required by companies. Page | 39

The adjustment of curricula is done by the Institute Management Committee (IMC). The IMC constitutes of members from industry, government officials and students as follows:     

Industry partners - Chairman of IMC. Principal of the ITI Khed - Secretary of IMC. Four members of nominated industry. Four government officials. One students’ representative.

There is no curriculum for CNC training available. The CNC teachers just follow the contents of text books and manuals. 6.1.5. E-learning at ITI Khed/Kalyani Skills E-learning is not applied. 6.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  The Kalyani Skills training workshop building and equipment are in a very good condition. The institute is equipped with 2 CNC machine tools for turning and milling. CNC systems used on the machines are FANUC. Machine tools for conventional machining as well as workbenches and hand tools for basic training are available. Training facilities for the training of Fitter-Fabrication and CNC are available.  All sections inside the workshop building are very well equipped with a variety of equipment, machine tools and teaching kits.  Trainees  Trainees are around 17 to 18 years of age. They participate in 1-year, 2-year or 3-year training programs. Their educational background is 8th to 10th pass.  For short term programs trainees can be a more mixed group.  Trainers noted that there is a difference in learning capacity and study skills between the urban and non-urban trainees.  As for weaknesses teachers noted English language. Trainees have to be trained in local language despite a lot of the professional literature and technical learning materials are in English.  Another weakness is the lack of self confidence among many trainees.  As for the strengths teachers noted that trainees are very strong on practical training and generally hard working.  Many of the students come from very poor families; this is the main reason that many of them have problems with financing transport to and from the training institute. Hence the main drop out reason is lack of funds to show up at the training institute.  Trainers  The institute currently employs 35 trainers divided into instructors and group instructors. Their background is typically a diploma and 2 to 3 years of work experience in the industry.  Around 30% of the instructors are graduates of the 1 year Craft Instructor Training Scheme (CITS). The rest of the instructors are being given internal pedagogical training step by step.  A new instructor will also first observe a group instructor and the group instructor guides and helps the new trainer.  Instructors are of different age groups with a lot of young instructors around.  In the focus group interview some trainers felt very well prepared for being instructor while others had felt more unprepared. Page | 40

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Instructors as well as management expressed wish for more domain knowledge update and more exposure to industry. Currently instructors have a one-year plan for CPD where they can express wishes for further updates.  All trainers expressed their interest to participate in a professional network.  They also expressed a need for digital storage of domain specific knowledge so that all faculties can have access to the materials. They do share materials among themselves and it is the impression that among the focus group participants collaboration works well.  Trainers are not aware of the QPs for TVET trainers although a few of them may be aware of the QPs for certain job roles relevant to their domains. Their knowledge on NSQF and NOSs is also very limited. Learning and Teaching Materials  For theory classes the training materials used are mostly text books (e.g. NIMI, CIMI).  Apart from NIMI and CIMI training materials during practical training machine tools, hand tools, measuring tools, text books, technical documentation, drawings, charts and teaching kits are used. Training Process  The trainers usually use lecture, discussion and demonstration as teaching methodology followed by practical exercises where trainees are actively involved.  Planning of the training is done at the Directorate of Vocational Training and Education in Pune. The planning documents outline what subjects should be covered in each period and in each lesson broken down to lessons of 30 minutes.  Whenever necessary lesson plans are amended by the trainers.  Several theoretical classes were briefly visited and one CNC class was visited for almost a full session. The used teaching methods were teacher centred with the instructor talking and explaining from the blackboard and trainees taking notes. When asked about learning styles none of the trainers seem to have heard about these concepts.  The training process also includes group project work. Assessment  Instructors assess trainees regularly during the lectures.  Every month and every quarter there is assessment of theoretical knowledge.  For the final summative assessment DGET sends out questions from the National All India Trade Test (AITT) and assessment is conducted internally.  For the practical assessment an external panel with industry members conducts assessment.  The certificate awarding body is NCVT.

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6.1.7. ITI Khed/Kalyani Skills Pictures

Pic. 1: Kalyani Skills at ITI Khed

Pic. 2: Overview charts

Pic. 3: Discussion with ITI and Kalyani Skills management

Pic. 4: Training workshop – Turner section

Pic. 5: Machinist grinder section

Pic. 6: Practical exercise completed by trainees

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Pic. 7: Project work done by trainees

Pic. 8: Practical exercises – milling, turning, grinding

Pic. 9: Another set of practical exercises

Pic. 10: Teaching and learning materials for practical training

Pic. 11: Lesson plan

Pic. 12: Training materials

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Pic. 13: Compression press for testing moulds made by trainees

Pic. 14: CNC Vertical Machining Centre with FANUC control

Pic. 15: CNC Lathe with FANUC control

Pic. 16: CNC teaching material

Pic. 17: Focus group discussion

Pic. 18: Class session

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7.1. Aspire Knowledge & Skills (Aspire) Ahmedabad Places/Facilities visited: •

ASPIRE-JCARC CENTRE FOR ENGINEERING SKILL DEVELOPMENT, Sri Jagannath Temple Campus, Near Trimandir and Sanidev Temple, Adalaj, Off SG Highway; www.aspireks.com - Phone: + 91 2025 530291; Email: [email protected]

Date and Duration of Visit: •

25th June 2015; 8.30 hrs – 16.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: None Key Persons contacted/interviewed: Name Mr. Satayanarayana Moharana

Position/Function Director

and 10 trainers of different departments for focus group discussion

7.1.1. General Information about Aspire Ahmedabad Aspire Knowledge and Skills is a fast growing Global Education & Training Solution Provider, focusing on holistic knowledge and skills interventions that impact livelihoods. Over the last 18 years the education group stands as one of the leading and proven education and employability enhancement organization with over 25000 alumni members globally. ASPIRE is engaged with Indian Government under the NSDC (National Skill Development Corporation) STAR Scheme Program to help young and unemployed youth across urban and rural India and build future workforce by providing necessary skill sets to people, important to their field of work. The training center in Ahmedabad was set up in 2014 on the grounds of a Hindu temple. The Aspire business model is that of a Corporate Social Responsibility (CSR) implementer. Hence the participants do not have to pay any training or accommodation fees. 7.1.2. Aspire Training Services Aspire focuses on short-term training with a duration of 40 days for 4 occupational fields:  CNC (turning and milling; programming, setting and operation CNC machine tools)  Welding (gas, MIG/MAG)  Solar Technology  Electronics (maintenance and repair of radio, TV and telecom equipment) 7.1.3. Aspire Cooperation with the Industry Aspire Knowledge and Skills group has forged partnerships with leading national and international organizations and universities for offering training solutions to trainees, delivery partners and corporate clients. By strategically partnering with the best known organizations, Aspire creates innovative education and learning solutions. Important strategic partners for Aspire Ahmedabad are:  

Careerversity; an education institution providing application-oriented programs across diverse career sectors; www.careerversity.in Empowered Skills; Empowered Skills envisages providing programs and services for training in professional, industrial, vocational and language skills; www.empoweredskills.com Page | 45

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Gujarat Industrial Development Cooperation (GIDC); main role of the GIDC is to identify locations suitable for industrial development and create industrial estates with infrastructure such as roads, drainage, electricity, water supply, street lights, and ready-to-occupy factory sheds; www.gidc.gov.in Jagannath Cultural Academy and Research centre (JCARC); the vision of JCARC is to evolve as a holistic centre that can channelize knowledge and spirituality to benefit society. It envisages introducing both dynamism and acceptance into the culture so that it can be a favorite place for generations to come; www.jcarc.in The Centre for Entrepreneurship Development (CED); a Government of Gujarat organisation engaged in promoting skill and entrepreneurship across the state of Gujarat; www.ced.gujarat.gov.in and various skill councils (e.g. Retailer’s Skill Council, Telecom Sector Skill Council)

7.1.4. Curriculum Development and Adjustments The trainers do not develop their own curricula but use sequences from professional literature and textbooks (e.g. NIMI, CIMI, LMS Institute of Advanced Engineering Studies). For CNC training the trainers follow the CADEM teaching and learning materials (CNC programming guides for turning and milling; Teacher’s Handbook and Student’s Handbook). 7.1.5. E-learning at Aspire E-learning, except in CNC training, is not applied. 7.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  The training workshop building and equipment are in a very good condition.  The institute is equipped with 2 CNC machine tools for turning and milling. CNC systems used on the machines are FANUC.  In addition to that there is a CNC lab, equipped with 11 PCs and the CNC training software CADEM available.  Workbenches and hand tools for basic training are available. Training facilities for the training of Fitter-Fabrication and CNC are available.  All other training sections (welding, solar technology) are also very well equipped with a variety of equipment, machines and teaching kits.  Safety standards are poorly followed by trainers and trainees!  Trainees  Aspire trains different target groups. The focus of this TNA was on trainees in CNC and welding.  Apart from these trainees Aspire also organises training for trainees from ITIs who have no or only limited access to practical training equipment.  Aspire gets trainees from technical colleges for practical training. For example Aspire was receiving 450 students from colleges the day after the TNA visit.  The trainees following the 40 days CNC and welding training courses are mostly young students aged 16-18 years. But also older trainees can join the course, so mixed groups are quite common.  Aspire has a MoU with a NGO that has access to 130.000 poor rural families. Through this network the trainees are recruited. The recruitment process begins with a 1 day counseling session where each trainee is counseled on own opportunities and talents.  Many of the trainees in this group are tribal students coming from very poor families. These trainees often lack ‘school experience’ as well as English skills. Therefore they receive an additional 10 days training in English language.  The management and the trainers expressed that the main difficulties and weaknesses of the trainees is a low level of English capabilities. Page | 46

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It was emphasized that trainees are usually good in practical work but not very strong in the more theoretical subjects.  In terms of dropout the director notes “10% always drop out”.  In terms of placement 100% of students get industrial placements after the 40 days training.  In terms of recruitment the institute has no problems – in fact 67 trainees are on waiting list for the time being. Trainers  The institute employs 11 trainers for the time being.  They are of different age groups with approximately 50% of them being younger than 30.  The director explained that trainers either have 5 years of industry experience or more than 15 years of teaching experience.  They are offered an initial 5-days workshop when they begin as trainers and on-going meetings among teachers on pedagogical matters are held. For example the director explained that a 2-3 days workshop for all trainers in the group will be held soon. The purpose of the workshop is to gather ideas and good practice from different institutions in the group.  The director himself has 12 years of experience as a trainer and expressed “Being a trainer is not a job – it is a passion and it is almost like parenting”.  1 teacher is attached to one batch of trainees and follows the batch from first meeting until industry placement is organised. A batch is up to maximum 30 trainees.  As for professional development the young teachers seemed to have quite updated industrial knowledge and links due to their rather recent work experience. For the older trainers this does not seem to be the case.  There seems to be a good working atmosphere and teachers expressed that they share materials and visit each other’s classes.  They also expressed interest in joining a professional network.  There is no knowledge about QPs and NOS. Learning and Teaching Materials  For theory classes the training materials used are mostly PPTs and text books.  The institution uses the CADEM e-learning software for CNC training. According to the director the software can “do the first 40 hours of CNC training”.  The workshops are also equipped with technical charts.  For welding courses a state-of-the-art welding simulator is available. Training Process  The trainers usually use lecture, discussion and demonstration as teaching methodology followed by practical exercises where trainees are actively involved.  Practical exercises include the use of machine tools, hand tools, measuring tools and other equipment.  Some trainers outlined that they sometimes let the students explain.  Some had also tried a method where they as trainers teach something that is wrong and then the students should find out what is wrong.  Apart from these teaching methods trainers expressed that they only use lectures and demonstration as the main methods. This also became evident when a theoretical lesson was observed. Here the trainer was giving a lesson on CNC. A sketch was drawn onto the blackboard and its features were explained. Students were taking some notes but apart from that they were just listening. A few questions were given to the trainees and after 20 minutes of talking the trainer changed a few numbers in the sketch and trainees began to work on assignments. So there was very limited interaction between teacher and trainees and almost no trainee activity. Page | 47

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As for the planning of the training a 40 day standard program is implemented and it was the impression that no lesson planning was done by trainers.  Trainers are involved in both theoretical lessons and practical training. During the tour around the institution and in the focus group interview with all teachers there seemed to be no mentioning of knowledge about learning processes or leaning environment. During the tour it became very clear that classrooms and training workshops are very hot, humid and noisy.  During the focus group interview the trainers expressed interest in learning more about o Time management o How to engage trainees o How to work with different groups of trainees Assessment  Formative and summative assessment are organised on a regular basis.  Each day the trainers ask their respective group of trainees 10 questions.  Every week external assessors from industry come and ask questions and assess the practical work of trainees.

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7.1.7. Aspire Pictures

Pic. 1: Main entrance with temple

Pic. 2: Solar technology training workshop

Pic. 3: Welding exercise

Pic. 4: Cutting, measuring and hand tools for CNC training

Pic. 5: CNC Vertical Machining Centre

Pic. 6: CNC class – rather crowded

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Pic. 7: Charts in the CNC section

Pic. 8: Teaching and training materials

Pic. 9: Electronics workshop

Pic. 10: Welding simulator monitor

Pic. 11: Welding simulator

Pic. 12: Practical training with welding simulator

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Pic. 13: Practical welding exercises

Pic. 14: Teacher’s handbook for CNC training

Pic. 15: CNC lab with CADEM training software Pic. 16: CNC class

Pic. 17: Focus group discussion

Pic. 18: Thanks for the cooperation

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8.1. Industrial Training Institute (ITI) Arab Ki Sarai Places/Facilities visited: •

INDUSTRIAL TRAINING INSTITUTE ARAB KI SARAI, Nizamuddin, New Delhi 110033; www.delhi.gov.in/wps/wcm/connect/doit_aks_iti/ITI_AKS_Nizamuddin/Home - Phone: + 91 1124 3516 67; Email: [email protected]

Date and Duration of Visit: •

1st July 2015; 10.00 hrs – 15.00 hrs

Documentation, Info Sheets, Reports, etc. gathered: None Key Persons contacted/interviewed: Name Mr. Ajay Vashisht

Position/Function Principal

and 5 trainers of different departments for focus group discussion

8.1.1. General Information about ITI Arab Ki Sarai ITI Arab Ki Sarai is one of the biggest and oldest technical institutes in Delhi established at Arab Ki Sarai, Nizamuddin in 1958. Currently the institute has 1060 regular trainees and 92 technical teaching faculties. The institute is imparting training in 29 different trades of one year, two years and three years on full time basis, and running part time courses for industrial workers in 5 trades of two years duration and short terms courses of two to three months duration in four trades 8.1.2. ITI Arab Ki Sarai Training Services The institute provides 3 different schemes of training: Craftsmen Training Scheme (CTS), the Centre of Excellence (COE) Scheme and Specialized Training Programs for Beldars with the SDMC (SOUTH DELHI MUNICIPAL CORPORATION).  Craftsmen Training Scheme (CTS) The Directorate General of Employment & Training (DGET) initiated the Craftsmen Training Scheme (CTS) in 1950 by establishing about 50 Industrial Training Institutes (ITIs) for imparting skills in various vocational trades to meet the skilled manpower requirements for technologic and industrial growth of the country. Under the constitution of India, vocational training is the concurrent subject of both Central and State Governments. The development of training schemes at national level, evolution of policy, laying of training standards, norms, conducting of examinations, certification, etc. are the responsibilities of the Central Government, whereas the implementation of the training schemes largely rests with the State Governments. The Central Government is advised by the National Council of Vocational Training (NCVT), a tripartite body having representatives from employers, workers and Central/State Governments. Similar Councils termed as State Councils for Vocational Training are constituted for the same purpose by the respective State Governments at state levels. ITI Arab Ki Sarai offers the following NCVT and SCVT CTS courses with a training period from 6 months to 2 years: 

NCVT trades: Electrician, Fitter, Machinist, Turner, Draughtsman Civil, Draughtsman Mechanical, Electronic Mechanic, Refrigeration & AC, Welder, Motor Mechanic, Radio & TV Maintenance, Page | 52

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Wireman, Installation Mechanic, Painter, Sheet Metal, Plumber, Machinist Grinder, Tool & Die Maker, Computer Operator and Programming Assistant (COPA). SCVT trades: Draughtsman Civil, IT, Computer Hardware & Network, Scooter Mechanic, Health & Sanitary Inspector, Interior Decorator & Design, Secretarial Practice, Data Entry Operator, Machinist, Turner, Steel Fabricator, Computer Operator and Programming Assistant (COPA), Fashion Technology, Electronics, Auto Electrician.

Graduates are awarded a NCVT or SCVT-certificate.  Center of Excellence Scheme A Centre of Excellence (COE) is a special Vocational Training Institute characterized by close links between ITIs, other training providers, companies and communities. The COE scheme aims to produce appropriately qualified skilled workers with excellent employment and career opportunities which meet the needs of the economy. The modernization and upgradation of ITIs into Centres of Excellence was financially supported for some years by the World Bank. This scheme has been launched to bridge the gap of skill requirement of industry and service sectors. The objectives of this scheme are:  Producing multi-skilled workforce of world standard by introducing new multi-skill modular courses as per needs of industry.  Improving physical infrastructure facilities like buildings, equipment, etc.  Adopting new training technology with close involvement of industry.  Empowering these centres by providing sufficient autonomy.  Building up partnership with nearby industry by setting up Institute Management Committees (IMC). The Institute Management Committees (IMC) actively participate in every stage of designing and implementing the COE scheme. The IMC comprises members from State Governments, industry, etc. Representatives from industry act as chairmen. The IMCs are responsible for the generation of revenue through various means, such as projects from industry and to use these funds as decided by them. Other responsibilities are: forecasting new emerging training areas, developing curricula, selecting trainees, training of trainers, appointing contract and guest faculty, on the job training, testing and certification, placement of trainees passing out from the COEs. Main Features of the COE Scheme  Multi-Entry and Multi-Exist Provisions  Trainees can opt to enter the labour market after completing Broad Based Basic Training (BBBT) of one year duration as well as after completing 1½ year of training.  Trainees can return after some time to seek admission for advanced/specialized training in another module.  ITI pass out trainees of the particular trade(s) from the conventional system can seek admission for advanced/specialized training.  Structure of COE courses  Broad based basic training (BBBT) in a number of skill areas related to the sector during first year.  Short term modular courses (Advanced Courses) would be offered after the broad based training for the next 6 months.  The trade testing for the first year broad based basic training as well as advanced modular courses for the first 6 months during second year is done at national level under the aegis of National Council for Vocational Training (NCVT). Page | 53

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Specialized modular courses as per need of the local industry are organized for the last phase of training for which the testing and certification will be done jointly by the State Governments and industry. These certificates are recognized by NCVT. Training on the factory shop floor constitutes at least 25-40% of the curriculum. Modalities for this purpose are worked out in consultations with the industry associations.

Training Duration  First Year There are six modules in the first year Broad Based Basic Training. For each module the training duration is 8 weeks. Practical training is 28 hours /week and trade theory is 4 hours /week. Apart from above following generic modules are taught throughout the year. - Workshop Calculation & Science: 2 hrs/week for 48 weeks. - Engineering Drawing: 2 hrs/ week for 48 weeks. - Entrepreneurship and Communication skills- 2 hrs/week for 48 weeks. - In addition, 4 hours/week for 48 weeks have been kept for Library studies & Physical Training. Graduates will be awarded a NCVT-certificate. 

Second Year (first six months) In the second year, training in one of six advance modules of six months duration is offered.

Graduates will be awarded NCVT-certificate. 

Second Year (second six months) In the second year, training in one of six specialized modules of six months duration is offered in collaboration with industry.

After completion of training, a Joint Certificate will be awarded by industry, state and counter signed by NCVT. Within the COE scheme ITI Arab Ki Sarai offers the following training courses:  PBMT 1-6  Advanced Welding  Advanced CNC  Advanced CAD/CAM 8.1.3. ITI Arab Ki Sarai Cooperation with the Industry 5 industry representatives from different domains are involved in the Institute Management Committee (IMC; see also 8.1.2.). Furthermore the institute operates a so-called Training Counseling and Placement Cell which cooperates closely with industrial companies. As well the institute has several MoU for cooperation with several organisations and companies. The management wants to further improve the relationship with local industries also with regard to CPD activities for trainers. 8.1.4. Curriculum Development and Adjustments There are no curricula for CNC training and Fitter-Fabrication available. The teachers just follow the contents of text books and manuals. The trainers do not develop their own curricula but use curricula/syllabi provided by DGET. However they are free to make adjustments whenever required by companies. The adjustment of curricula is done by the Institute Management Committee (IMC). The IMC constitutes of members from industry, government officials and trainees. Page | 54

8.1.5. E-learning at ITI Arab Ki Sarai E-learning is not applied. 8.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  The 3 training workshop buildings and most of the equipment are in an acceptable condition. However there is also a large number of broken machine tools which cannot be repaired due to lack of budget.  The institute is equipped with 2 CNC machine tools for turning and milling. CNC systems used on the machines are FANUC and SIEMENS.  A computer lab for CAD/CAM training is available but no CNC training software.  Workbenches and hand tools for basic training are available. Training facilities for the training of Fitter-Fabrication and CNC are available.  All other training sections are also very well equipped with a variety of equipment, machines and teaching kits.  Safety standards are poorly followed by trainers and trainees!  Trainees  Trainees are young people aged around 16 to 17 years. Most of them are school leavers with 8 th to 10th standard educational background.  According to the 5 trainers interviewed in the focus group interview trainees do get some counseling but around 90% of the trainees are unaware about their own future. This of course influences their interest and engagement.  As one trainer explained: “The trainees are like a white sheet of paper”. Many of the trainees have a very low ability to learn and many of them have a language problem. The teaching language is Hindi whereas technical terms are mostly English. So those with limited English capabilities are facing problems in following the lessons.  Trainers  Trainers (including the management) do not have any knowledge about QPs and NOS.  The trainer/trainee ratio is 1/20.  Currently around 90 teachers are employed at the ITI.  To become a trainer the minimum qualification is a passed ITI training. Around 50% of the trainers have a diploma.  Some of the trainers have passed the one-year ATI course for instructors (Craftsmen Instructor Training Scheme CITS).  According to the management the trainers’ motivation changes drastically after the one-year CITS training. They gain broader experience and become much more stable and professional as a trainer.  The ATI course is not mandatory for trainers so the incentives for trainers to take the training are limited.  ATIs are spread all over the country in far distance from Delhi. Trainers who want to attend a CITS course would have to leave their families and homes for one year which is for most of them very difficult. Hence the management advocates shorter courses at local level.  Suggestions for their own Continuing Professional Development (CPD) have to be submitted by the trainers themselves. Due to lack of budget the management can “offer a chat and a cup of tea “but they cannot offer any incentives.  Trainers expressed their needs for getting updated on the latest technologies. They also expressed that there is a gap between the companies and the institute in terms of end product: The industry

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expect that trainees can start working on day 1 but in fact graduates need more apprenticeship before they can actually start working. Learning and Teaching Materials  The training follows the DGET curricula/syllabi with the associated planning tools and books.  There are no sufficient teaching materials for CNC training.  The teaching and training materials in the other sections used are very old. Training Process  According to the management most teachers use “chalk and board” and some use PPT.  The trainers noted that they use lectures and demonstration as the main teaching methods.  Practical exercises include the use of machine tools, hand tools, measuring tools and other equipment.  As for the planning of the training the DGET standard programs are implemented and it was the impression that no detailed lesson planning is done by trainers.  During the tour around the institution and in the focus group interview with all teachers there seemed to be no mentioning of knowledge about learning processes or learning environment.  During the focus group interview the trainers expressed interest in learning more about (apart from complaining about the poor working conditions): o Lesson planning o QPs and NOS o How to engage trainees Assessment  Formative assessment is organised internally on a regular basis.  Assessment is done weekly and monthly by asking questions formulated by the trainers as well as giving practical assignments to the trainees.  Each semester trainees have to pass a summative assessment. The team for the summative assessment comprises of experts and industry professionals appointed by the IMC.

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8.1.7. ITI Arab Ki Sarai Pictures

Pic. 1: Welcome to ITI Arab Ki Sarai

Pic. 2: Training workshop for turning, milling, grinding and machine tool maintenance

Pic. 3: CNC Vertical Machining Center

Pic. 4: Practical exercises turning and grinding

Pic. 5: Metal working basic training workshop

Pic. 6: During focus group discussion

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9.1. Don Bosco Technical Institute (DBTI) Delhi Places/Facilities visited: •

DON BOSCO TECHNICAL INSTITUTE (DBTI) DELHI, Okhla Road, Near Escort Hospital, Delhi 110025; www.dbti.in - Phone: +91 11 2683 8121; Email: [email protected]

Date and Duration of Visit: • •

18th June 2015; 10.00 hrs – 14.00 hrs (Meeting with management; visit tour workshops and facilities) 08th July 2015; 10.30 hrs – 15.00 hrs (Focus group discussion with trainers)

Documentation, Info Sheets, Reports, etc. gathered: • • •

Don Bosco Prospectus Lesson Plan Template Demonstration Plan Template

Key Persons contacted/interviewed: Name Position/Function Fr. Noble George Principal and 10 trainers from different departments for focus group discussion

9.1.1. General Information about DBTI Don Bosco Technical Institute is placement driven and skill training institute. It is the Christian minority’s institute established in 1971 and owned by Don Bosco Group. Don Bosco Group is spread across 132 countries having thousands of training institutes world-wide and over 125 locations in India catering to skilling and employability needs of the youth. With its motto 'learn a trade - earn a living', the institute intends to mainstream the youth into the formal organized job market through market driven skill development interventions. The course modules are designed carefully with industry inputs to keep in tune with changing demands of the market. Don Bosco Technical institute Delhi opens new horizons of opportunities for the young people of North India. Unique in its training programs, training methods and goals, the institute is strongly rooted in the philosophy of St. John Bosco ‘Passion for Youth!’ and is committed to accompany the young people in their journey to self-realization fulfillment. DBTI also shares their struggles and achievements by being with them at every step as mentors and guides to the less privileged youth. Saint John Bosco (16 August 1815 – 31 January 1888), known as Don Bosco, was an Italian Roman Catholic priest, educator and writer of the 19th century, who put into practice the convictions of his religion, dedicating his life to the betterment and education of disadvantaged youth. He believed education to be a “matter of the heart” based on reason, religion and loving kindness. His followers popularly known as Silesians continue his pedagogy of education throughout the world. 

DBTI overview  Established in 1971.  Focus on less privileged youth.  Multi-disciplinary, demand driven, trainee centred training.  Well-equipped training workshops and facilities.  Follow up and career management for DBTI graduates.  Strong linkage with the local industry.  Experienced faculty. Page | 58

9.1.2. DBTI Training Services  Training Programs DBTI operates on the principles of providing hands-on training, complete with updated technical skills as per market demands through soft skills, career guidance and placement assistance. Over the years the Institute has shaped its training to include a variety of courses in mechanical, computer and printing. DBTI strictly design its training programs in such fashion that the youth with an educational background of 8th pass and above will successfully pass the training at the institute. DBTI provides formal and non-formal training.

Fig. 3: The Don Bosco training cycle  National Council on Vocational Training (NCVT) courses  o

COMPUTER OPERATOR AND PROGRAMME ASSISTANT (COPA) Program Details Eligibility - Class 10 and above; Duration – One year full time; Medium of Instruction – English.

o

Course Content Theory and practice in: Computer Fundamentals, Operating Systems, Windows, Ms Office, HTML, Internet, E-Mail, JavaScript, VB .NET, Business Process and Office Automation, Basic Concepts of Networking, Typing, Tally , Accounting Software English for business communication.

 o

DRAUGHTSMAN MECHANICAL Program Details Eligibility – Class 10 or equivalent with Mathematics & Science with minimum of 45% in Mathematics for general students and 35% in Mathematics for Christian minority students. Trainees must have sufficient knowledge of English; Duration – Two years full time; Medium of Instruction – English.

o

Course Content Theoretical and practical sessions. The theory inputs consist of: workshop theory, workshop calculation and science, social science and communicative English. The candidates have access to Page | 59

the machine shop to learn and study operation on different machines and components. Practical training in turning, milling, shaping, drilling, slotting and grinding operations.  o

MACHINIST MECHANICAL Program Details Eligibility – Class 10 or equivalent with Mathematics & Science with minimum of 45% in Mathematics for general students and 35% in Mathematics for Christian minority students. Trainees must have sufficient knowledge of English; Duration – Two years full time; Medium of Instruction – English.

o

Course Content Theoretical and practical sessions. The theory inputs consist of: workshop theory, workshop calculation and science, social science and communicative English. The candidates have access to the machine shop to learn and study operation on different machines and components. Practical training in turning, milling, shaping, drilling, slotting and grinding operations.

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MACHINIST GRINDER Program Details Eligibility – Class 10 or equivalent with Mathematics & Science with minimum of 45% in Mathematics for general students and 35% in Mathematics for Christian minority students. Trainees must have sufficient knowledge of English; Duration – Two years full time; Medium of Instruction – English.

o

Course Content CTS course syllabus applied. 1st year: Safety, introduction, marking and marking tools, hand tools, measurement and measuring tools; grinding machines, grinding wheels and grinding processes. Limits and tolerances, heat treatment, holding tools. Basic formulas of math and science, metals and metal extraction. Fundamental knowledge of blueprint reading, symbols, geometrical symbols and tolerancing. Employability Skills: English literacy, IT literacy, communication skills, entrepreneurship skills, productivity occupational safety health and environment education, Labour welfare, legislation and quality tools. 2nd year: Cylindrical grinding machine, balancing, tuning and dressing of grinding wheel, vernier caliper, micrometer etc. Mounting of grinding wheel, coolant, limits and fits & tolerances, calculation of RPM, CNC, DTI, centreless grinding, lapping & honing, surface finish milling, cutter grinding.

 o

TURNER Program Details Eligibility – Class 10 or equivalent with Mathematics & Science with minimum of 45% in Mathematics for general students and 35% in Mathematics for Christian minority students. Trainees must have sufficient knowledge of English; Duration – Two years full time; Medium of Instruction – English.

o

Course Content 1st year: Safety precautions, marking and marking tools, hand tools, measurement and measuring tools, cutting operations and cutting tools, lubrication, lubricants and coolants, limits & fits and tolerance, taper and taper turning, gauges, screw threads, welding, soldering and brazing etc. 2nd year: Jigs and fixtures, slip gauges, sine bar, cutting speeds, feed and depth of cutting tool, micrometer, depth micrometer, inside micrometers etc. Thread indexing and calculation of change Page | 60

gears. Gear cutting, CNC machines, surface textures, surface symbols, geometrical tolerances, engineering drawing, knowledge of metals, metal extraction and heat treatment processes.  Don Bosco Certificate courses  o

OFFSET PRINTER Program Details Eligibility - Class 8 and above; Duration – One year full time; Medium of Instruction – English.

o

Course Content Theoretical and practical sessions in printing technology, mathematics and science and communicative English. The trainees have access to offset printing machine shop to learn how to operate different machines in pre-press and post-press operations and processes.

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GRAPHICS DESIGNER Program Details Eligibility - Class 8 and above with computer knowledge; Duration – One year full time; Medium of Instruction – English.

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HARDWARE AND NETWORKING Program Details Eligibility - Class 8 and above with English proficiency; Duration – One year full time; Medium of Instruction – English.

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INSPECTION AND QUALITY CONTROL (IQC) Program Details Eligibility - Class 8 and above with English proficiency; Duration – One year full time; Medium of Instruction – English.

o

Course Content Introduction: measurement , measuring standards, metric and yard standards, kinds of inspection, specification, need of inspection, measuring and types of measurement, measuring instruments. Linear measuring instruments: Vernier caliper, height gauge, depth gauge, micrometers, various kinds of micrometers, dial indicators, angle measuring instruments, angle and tapes measuring devices, limits & fits and tolerance , surface finish and surface symbols, geometrical tolerance, gauges, various kinds of gauges, slip gauges, special techniques of thread measuring and gear measuring. Various kinds of thread and gears and their uses, foundry inspection.

 Certificate of Vocational Education (CVE) courses  o

OFFSET DESIGN TECHNICIAN Program Details Eligibility - Class 10 and above with 40 % English marks; Duration – Two years full time; Medium of Instruction – English.

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GRAPHICS DESIGN TECHNICIAN Program Details Eligibility - Class 10 and above with 40 % English marks; Duration – Two years full time; Medium of Instruction – English.

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 Department of Electronics and Accreditation of Computer Courses (DOEACC) course  o

O’LEVEL Program Details Eligibility - Class 12 under 10+2 system with minimum of 50% aggregate and proficiency in English 10+2 or ITI Certificate (one year) after class 10 followed in each case by an accredited 'O' Level Course. Or successful completion of the second year of a Government recognized Polytechnic Engineering/ Diploma course after class 10; Duration – One year full time; Medium of Instruction – English.

o

Course Content Theory and practice in: IT Tools & Business Systems, Operating Systems, Windows, Ms Office, HTML, Internet, C, Multimedia, .Net Technology, Hardware & Networking, Typing, English for Business Communication.

 Don Bosco University course  BACHELOR OF COMPUTER APPLICATION (BCA) o Program Details Eligibility - Class 12 under 10+2 scheme with 50% marks proficiency in English; Duration – Three years full time; Medium of Instruction – English o Course Content 1st year: Computer Fundamentals & Windows Based Application, Communication Skills in English, Programming in C, Data Structures, Mathematics, Computer Organization & Architecture, DBMS, OOPS with C++. 2nd year: Data Communication, Operating Systems, Computer Graphics, Client Server Architecture, Constitution Of India & Ethics, Software Engineering, Java Programming, Relational Database Management System, Unix & Shell Programming, Environment Studies. 3rd year: Algorithm & Analysis, System Programming, Web Designing, MIS & Enterprise Resource Planning(ERP), Computer Network & Security, Project: System Side or Application Side.  MICROSOFT course  MICROSOFT CERTIFIED SOLUTIONS EXPERT (MCSE) o Program Details Eligibility - Class 12 under 10+2 with 50% marks proficiency in English, one year experience in designing, installing, configuring, and troubleshooting network systems and prior knowledge of computer hardware programming; Duration – One year full time; Medium of Instruction – English o Course Content Theory and practice in: Installing and configuring Windows Server 2012 , administering Windows Server 2012 411, configuring Advanced Windows Server 2012, Windows Server 2012 certification, implementing Desktop Application Environments ,implementing a Desktop Infrastructure Typing, English for Business Communication.

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9.1.3. DBTI Cooperation with the Industry and Public Sector  Affiliated to National Council of Vocational Training (NCVT) since 1981 The National Council for Vocational Training, an advisory body, was set up by the Government of India in 1956 (the then National Council of Training in Vocational Trades—NCTVT). The Council has been entrusted with the responsibilities of prescribing standards and curricula for craftsmen training, advising the Government of India on the overall policy and programs, conducting All India Trade Tests and awarding National Trade Certificates.  Affiliated to National Institute of Electronics and Information Technology (NIELIT) since 2004 National Institute of Electronics & Information Technology (NIELIT) is an autonomous scientific society under the administrative control of Department of Electronics & Information Technology (DEIT), Ministry of Communications and Information Technology. It was set up to carry out Human Resource Development and related activities in the area of Information, Electronics & Communications Technology (IECT). NIELIT is engaged both in formal & non-formal education in the area of IECT besides development of industry oriented quality education and training programs. It is also one of the National Examination Body, which accredits institutes/organizations for conducting courses in IT in the non-formal sector. 

Affiliated to Council for the Indian School Certificate Examinations (CISE) since 2009



Affiliated to Don Bosco University(DBU) since 2012

 Production Work DBTI acts as a sub-contractor for production work in the field of metalwork (production of gears, shafts, spindles, etc.) and in the field of offset printing. The offset printing workshop is utilized to its full capacity and is a good and reliable source of income.  Placement Program DBTI provides a platform where companies get a chance to interact with trainees. They are facilitated to have on-campus recruitment. DBTI seeks to provide the recruiters and the trainees the best opportunity for mutually beneficial selection. The placement process involves the following:  Request form the companies through on-line registration.  DBTI coordinator studies the location, the company and its environment, work culture, duration of work, shifts, salary package etc. If suitable company recruitment team is invited to visit DBTI.  The recruitment team visits the campus and interacts with the placement team and the candidates.  The placement team negotiates the salary for the candidates keeping in mind the travel, accommodation and other benefits.  The placement team facilitates aptitude test, interaction, interviews, gets feedback on the trainees’ performance, knowledge and skill. The team further discusses with the recruitment team matters concerning training: the syllabus and contents of the theoretical and practical lessons that could be incorporated into the existing system in order to make it relevant to the market demand.  The selected candidates visit the work site for a second interview/test or to see the location and gather more details of the company before she/he wishes to join the company. The parents are informed about the placement.  Trainees submit an acceptance letter.  The placement team contacts placed candidates regularly with HR of the company to have follow-up the candidates and their performance in the company. DBTI facilitates placements of trainees even before the completion of the training. Parents are informed about the placement opportunity to get their approval. Page | 63

 Public Private Partnerships  Cadem Technologies Pvt. Ltd. Cadem in Industry Cadem is India’s leading provider of productivity solutions for the manufacturing industry. Its range of industrial products for CAD/CAM and DNC are enabling shop floors to improve the productivity of their CNC machines. Many of India’s best known CNC shop floors use the products. Cadem’s products are used in 30 countries, in 4 languages. Premier CNC machine tool companies endorse and recommend Cadem’s software to their customers. Cadem in Education Cadem’s CNC educational products are the first-choice for engineering institutes in India. The products form the mainstay of CAD/CAM labs in most of India’s best known institutes, and in in-house tech centers and training centers of industries. Awards Cadem has won the coveted CMTI-PMT Trust award for Best Design Innovation Award 3 times and was named as one of the TOP 100 Innovators in 2007 by NASSCOM. DBTI and Cadem are currently designing an industry and outcome-based oriented training course for CNC milling and CNC turning. www.cadem.com 

Schneider Electric SE Schneider Electric SE is a European multinational corporation that specializes in electricity distribution, automation management and produces installation components for energy management. It is headquartered in Rueil-Malmaison, France and is also based at the World Trade Center of Grenoble. Schneider Electric is the global specialist in energy management and automation. Schneider Electric develops technologies and solutions to make energy safe, reliable, efficient, productive and green. The Group invests in R&D in order to sustain innovation and differentiation, with a strong commitment to sustainable development. A new training center on the DBTI premises is under construction. www.schneider-electric.com/site/home/index.cfm/in/



Grohe Grohe is the world’s leading provider of sanitary fittings under one brand. As a global brand for sanitary products and systems, Grohe relies on its brand values quality, technology, design and sustainability in order to be able to offer “Pure Freude an Wasser”. A new training center on the DBTI premises is under construction. www.grohe.com/in/

9.1.4. Curriculum Development and Adjustment The trainers do not develop their own curricula but use curricula/syllabi for NCVT courses provided by DGET. However they are free to make adjustments whenever required by companies. For CNC training the trainers follow the teaching and learning materials provided by Cadem (see also 9.1.3). The teachers just follow the contents of text books and manuals. DBTI trainers discuss matters concerning training contents with companies on a regular basis regarding the syllabi and contents of the theoretical and practical lessons that could be incorporated into the existing system in order to make it relevant to the market demand. Feedback is provided to the principal of DBTI and necessary amendments are incorporated into the existing DGET syllabi. Page | 64

9.1.5. E-learning at DBTI Apart from the use of Cadem training software for CNC and CAD/CAM training no other E-learning is applied. 9.1.6. Key Findings  Facilities – Workshops-Laboratories-Equipment-Other Physical Learning Environment  DBTI is equipped with 2 CNC machine tools for turning and milling. CNC systems used on the machines are FANUC. Machine tools for conventional machining as well as workbenches and hand tools for basic training are available. There are no specific training facilities for the training of Fitter-Fabrication.  2 computer labs are used for CAD/CAM and CNC training activities (22 PCs). As software training packages Mastercam (CAD/CAM) and Cadem (for CNC) are used.  The CNC machines are installed in the machining training workshop. Experienced machine operators support the CNC trainers and act as ‘demonstrators’ during practical training.  All other departments are also very well-equipped with modern facilities.  All workshops and labs are in a good condition.  Trainees  The vast majority of trainees are 16-18 years of age when they start learning at DBTI.  They are usually 8th or 10th standard pass and are a mix of rural and urban population with the majority of them coming from less privileged families.  8th standard pass trainees participate in non-formal training courses, 10th standard pass trainees in formal training.  Trainees come from all over India so language is often a problem since they speak a variety of different local languages. However the instruction language is English. To enable the trainees to follow the instructions and lessons, 1 to 2 hours of English language lessons are mandatory.  Due to their difficult and poor social background trainees who are enrolled by DBTI often do not have any idea about skill development and are very unsecure about their future. This diverse background also means that trainees come with different levels of motivation.  During the focus group interview trainers expressed that around 50% of trainees are not motivated at the start of the training. Those students who stay at the DBTI hostel usually become more socially skilled and motivated after some time.  As greatest weaknesses and challenges among the trainees the trainers identified language problems, lack of self-confidence and motivation. These problems are mainly based on the diverse social backgrounds. To train such diverse groups of trainees is in itself also a challenge.  Trainers  The 10 focus group participants represented technical and nontechnical as well as theoretical and practical training.  The majority of trainers are still very young.  Most of the trainers hold an engineering diploma. Some of them are DBTI graduates with NCVT certificate.  The majority worked some years in the industry before joining DBTI as trainers.  2 of the trainers hold a CITS certificate (Craftsmen Instructor Training Scheme).  In terms of professional development they participate in pedagogical training courses conducted by external trainers at least once a year.  None of the trainers participates in any kind of professional network. They expressed that the principal, Father Noble George, “is their main link to the industry”.

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







Although none of them is involved in any formal or informal professional network they all agreed that it could be of huge benefit for them.  They expressed that they maintain an internal network with sharing of material and visiting each other’s classes. It was the general impression that they are cooperating well together as a team.  Regarding the upcoming TOT workshops the focus group suggested the following topics: how to motivate trainees and upgrading of domain knowledge.  None of trainers have knowledge about the QPs or NOSs for TVET trainers (or other job roles). They were also not well informed about the NSQF. Learning and Teaching Materials  The trainers and trainees usually use books purchased from NIMI.  Other teaching and learning materials are charts, illustrations, engineering data reference materials, manuals, etc.  A well-equipped library with teaching and learning materials is available.  For CNC training the CADEM software is applied. The CNC trainers expressed that they are very happy with this software as it makes it much easier for them to organise the CNC training. Also the trainees like to work with this kind of training software as many video clips are included which show CNC machine tools in action. Most of the trainees have not seen any machinery before.  The development of additional course materials is done internally and shared among the trainers. Training Process  The trainers use lecturing, group discussion and demonstration as the main methods.  For audio/visual the blackboard is used and sometimes videos when available.  Also IT is used to the extent possible. But it was the impression that trainees do a lot of handwriting.  In terms of planning the training the syllabus sets out weekly topics. The trainers compile lesson plans and demonstration plans. These plans set out objectives and content of the training on a weekly basis but the different kinds of learning activities are not specified.  Training comprises 50% theory and 50% practical training with one hour of theory in each subject every day. Assessment  For assessment trainees are given marks everyday by using scorecards to keep them motivated.  Every month and every quarter there is an oral and written test prepared and assessed internally by the staff.  Every semester there is an externally assessed test. This is a new test with multiple-choice questions.  In a final, summative assessment students must pass a theoretical (written) exam and a practical test.

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9.1.7. DBTI Pictures

Pic. 1: Meeting with principal Father Noble George

Pic. 2: Training workshop for turning, milling, grinding

Pic. 3: CNC Vertical Machining Center

Pic. 4: Production

Pic. 5: During focus group discussion

Pic. 6: CNC lathe

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10. Data Analysis and Conclusions The findings below first deal with the analysis of qualitative data derived during the visits to the training institutes. After the qualitative findings the results of the ‘SurveyMonkey’ survey will be summarized. These results are mostly of quantitative nature but also include many qualitative statements. 10.1. Qualitative Analysis from Field Survey       



  

 

  

Trainees Most of the training institutes aim for diverse target groups for their trainings. All of the training institutes put a strong emphasis on 8th and 10th pass school leavers. Some of the institutes also offer trainings for very experienced industrial staff and/or adults wanting to change their career and/or update their domain knowledge and occupational skills. Many of the trainers expressed a need for “how to handle different groups of trainees”. Since the majority of the trainees are very young (8th or 10th standard pass) they do not have a clear picture of their interests and/or possible occupational career paths. Many trainers expressed that the trainees are often not interested in the training. If this point is coupled with the fact that the commonly used teaching method is lecturing it is not surprising that there is a need for teaching methods that can motivate and engage students. Trainees who pursue a career in TVET are in general practice-oriented people who want to DO things. Many trainers emphasized this by noting that most students have no problems with the practical training but have problems with the theoretical parts of the training. This indicates a training need for teaching methods that can activate trainees instead of trainees only sitting and listening to a trainer. Trainers Trainers come from different age groups. However many of them are very young. Some have gone through ATI training (CITS) and/or in-house training or training courses. But many of them never attended any formalized training. So they train young people in the same way as they have been trained and do not have any or only limited knowledge about the diversity of teaching methods, learning styles, etc. When asked about knowledge regarding learning theory and adult learning etc. almost nobody expressed that they know about this. The trainers’ links to the industry vary. Some have worked in the industry and some have informal links. But all expressed a need for domain knowledge update to keep track of technological developments in the industry. Training process The theoretical classroom based training is teacher-centred with very limited trainer-students interaction or self-directed and autonomous students’ activities. Lecturing is the most used teaching method followed by demonstration → the teacher talks and the trainees listen. This was observed by the TNA team during the tours around the training institutes, it is what trainers and managers expressed and it is what happened during the observed lessons.

10.2. Quantitative combined Qualitative Analysis based on ‘Survey Monkey’ results During the field survey the management of each institute visited was asked to forward a weblink to the questionnaire at www.surveymonkey.com. By 10 July 2015, 181 respondents have submitted the questionnaire to the TNA team with: 5 respondents from DBTI, 16 from CRISP, 157 from NTTF and 3 from others. During analyzing the data it has to be kept in mind that 85% of the respondents come from one institute (NTTF). Page | 68

      

Trainees The majority of trainees are 16 to18 years of age when they enter skills training. The respondents claim that 70% of their trainees have an educational background of 9th to 10th grade. In addition to that respondents claim that 80% of their trainees are 11th to 12th grade school leavers. Around 15% of the trainees are college or university graduates. Around 10% of trainees have attended other vocational training courses. For the trainees’ preparedness the table below shows respondents’ answers:

Table 1: Preparedness of trainees

→Around 40% of the trainees are technically well prepared and around 85% of trainees are perceived to be prepared or well prepared in terms of soft skills, personal development, study skills and communication. 

Respondents were asked to assess the trainees’ 5 biggest strengths and weaknesses. The tables below comprise the 5 most mentioned strengths and weaknesses: Trainees’ 5 biggest strengths

(1 being the most important) 1

2

3

4

5

Self discipline

Positive attitude

Discipline

Communication

Discipline

Willingness to study

Eager to know new

Willingness to learn

Discipline

Practical Knowledge

Hard work

Hard working

Attitude

Attitude

Cooperativeness

Self confidence

Obedient

Hard working

Self-motivated

Positive thinking

Concentration

Discipline

Communication

Curious and creativity

Working hard

Table 2: Trainees’ strenghts

→Trainees are perceived as being well disciplined, hard working with a great willingness to learn. This was also the impression during the visits to the institutes. So there is a good foundation for a successful outcome of the training.

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Trainees’ biggest weaknesses (1 being the most important) 1

2

3

4

5

Communication

Lack of confidence/fear

Communication

Lack of confidence/fear

Lack of confidence/ nervous

Laziness

Communication

Stage fear

Communication

Lack of aim/interest

Lack of knowledge

Concentration

Lack of confidence/fear

Attitude/spirit

Time management/short tempered

Lazy

Lack of interest/concentration

Lack of basic knowledge

Misuse of technology/use of social networks

In serious

Playing with time/time management

Family members

Motivation/interest

Misbehaved

Attitude

Table 3: Trainees’ weaknesses

→Asked about the trainees’ weaknesses the trainers show a great mutual consent. Communication is perceived as being one of the biggest weaknesses. What is unclear is whether respondents also include English language into communication. ‘Lack of confidence/stage fear’ is ranking very high on all levels. This indicates that there is a need for using training methods that both increase the trainees’ confidence and communication skills.   



Trainers Almost half of the trainers are in their 20s, one third in their 30s, 15% in their 40s and only around 7% are older than 50 years. In terms of educational background 40% are university graduates, 22% post graduates and 38% mention other with almost all responding a ‘Diploma’ typical in mechanical engineering and a few mention that they are ITI graduates. 25% of respondents have not worked in the industry and the rest is divided as shown below:

Table 4: Teachers’ work experience in industry

 

20% of respondents have been teaching up to 1 year, 45% between 2 and 5 years, almost 25% between 6 and 10 years and about 15% more than 11 years. 65% less than 5 years. In terms of pre-service training only 2 respondents have completed the ATI training (CITS) but 16% attended other formal training, 58% in-house trainer orientation, 24% short-term training and 22% have not had any pre-service training.

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

In terms of in-service training the distribution is shown below:

Table 5: Teachers’ training background

→The vast majority gets in-house training at the institute with around half of respondents having annual training. 

Refresher training seems to be widespread with class room training at the institute as the most used method:

Table 6: Refresher training measures





When they started teaching 80% of respondents felt well prepared in terms of domain knowledge and 2/3 felt well prepared in terms of pedagogical knowledge and one 1/3 more or less prepared. Around 50 respondents commented on “if you did not feel well prepared when you began to work as a teacher, what were you missing?” with the vast majority mentioning “lack of confidence”. In terms of knowledge about CBT, NSQF, NOS and QPs the respondents answered as follows:

Table 7: Trainers’ knowledge about CBT, NSQF, NOS and QPs

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→More input is needed regarding the knowledge about and the use of NSQF, NOS and QPs. 

Feedback seems to be used very regularly including feedback from trainees, colleagues, the management and via self-study/self-assessment:

Table 8: Sources of feedback about trainers’ performances

→There is a need to include feedback in order to motivate trainers trying out new teaching methods. Further kinds of feedback mechanisms should be introduced. 

There seems to be a high degree of cooperation among trainers. This provides a solid foundation for asking for feedback from colleagues in training and trying out new teaching methods:

Table 9: Cooperation among trainers

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

Trainers’ links to the industry are mostly informal:

Table 10: Trainers’ links to industry

 

Only 10% are participating in any formal professional network of ITI trainers. Almost all participants can see benefit from participating in a professional network of ITI trainers when asked “If you are not participating in any formal network of ITI trainers, do you think you could benefit by being a member ”

Table 11: Expected benefits by becoming a member of professional networks

→Setting up a TVET network of trainers will bring value to the trainers.

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

With regard to Continuing Professional Development (CPD) the answers are diverse:

Table 12: Continuing Professional Development

→Training in how to develop and implement CPD is needed.  

Training process Trainers use a variety of teaching and learning materials:

Table 13: Teaching and training materials used

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 

Almost 100% of respondent express that their trainees get ample opportunities to practice their skills. In the case of trainees do not get sufficient opportunities to practice their skills it is due to:

Table 14: Obstacles in practical training



80% of the trainers responded that the teaching methods used on a daily basis are lecture, work instructions and demonstrations. Teaching methods with a high degree of trainee activity like group work, case studies, project work and role plays are used every day by 25-30% of trainers and around 50% use them once a week. Excursions, company visits etc. are not applied very often which is not surprising since the training courses usually are very short in time.

→Training in teaching methods with more trainee activity seems to be much needed. 

Formal assessment is a common assessment tool:

Table 15: Use of formal assessment

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

For formal assessment different methods are applied, with oral questioning being the most used:

Table 16: Assessment methods used



Almost all trainers participate in summative assessment and two thirds respond that external assessors are involved in the summative assessment.

 Trainers’ training needs with regard to ToT Trainers were asked to express their interest in learning about different topics. In general respondents were equally divided between “very interested” or “It could be nice to learn more about” for all topics mentioned:  Differences between young and adult  How to work with NSQF learners  How to work with QPs  Typical learners’ problems  How to work with NOS  How adapting to different learning styles  How to set up and participate in a trainer can improve learning network  How knowledge about the learning process  Hot to prepare and work with a plan for can improve learning CPD  How the learning environment affects  How to benefit from visiting colleagues learning classes  How to plan learning sessions  How to build a relationship to companies in  How to apply competency based the industry assessment

Table 17: Trainers’ training needs



         

In terms of learning more about different teaching methods there was not a huge difference. Generally between 50 and 60% of all respondents were “very interested” in learning more about the below listed teaching methods. A few respondents were not interested and the rest stated “It could be nice to learn more about”: Working instructions  Classroom based group work Demonstrations  Case studies Lectures  Project work Stories  Role plays Dialogue  Assignments Homework  Use of computers in training Coaching  Excursions with students Brainstorming  Company visits Managed discussion  Internships Panel discussion

Table 18: Teaching methods

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 

Trainers’ training needs with regard to CNC With regard to the newly developed outcome-based curriculum for ‘CNC Setter cum Operator CNC Vertical Machining Center’ the trainers were asked in a first step about the importance of teaching competences as follows: How important is each competence for you for teaching 0 – not important at all

1 – low importance

2– moderate importance

3 – high importance

Total

7.02% 4

3.51% 2

47.37% 27

42.11% 24

57

Characteristics of CNC machine tools (design, operation, economic efficiency)

1.85% 1

0.00% 0

25.93% 14

72.22% 39

54

Design of CNC machine tools (axes, measuring systems, tool etc.)change facilities,

0.00% 0

4.00% 2

24.00% 12

72.00% 36

50

Coordinate systems (Cartesian, polar, coordinate systems with reference machine or work piece) to

0.00% 0

0.00% 0

13.73% 7

86.27% 44

51

Feed and rotation axes

0.00% 0

4.00% 2

16.00% 8

80.00% 40

50

0.00% 0

4.00% 2

18.00% 9

78.00% 39

50

2.08% 1

10.42% 5

45.83% 22

41.67% 20

48

0.00% 0

2.08% 1

16.67% 8

81.25% 39

48

History and development of CNC technology

Coordinate points calculation

Values of a triangle

Zero and reference points (machine zero. work zero, reference point) point, tool reference Types and function of CNCs (data input, data processing, point control, line control, path controls)

0.00% 0

4.17% 2

22.92% 11

72.92% 35

48

DNC (direct numerical control)

0.00% 0

20.83% 10

35.42% 17

43.75% 21

48

Tool compensation values (tool length compensation for turning and milling, cutter radius (milling) and tool nose (turning) compensation)

0.00% 0

0.00% 0

16.67% 8

83.33% 40

48

Tool pre-setter

0.00% 0

6.25% 3

29.17% 14

64.58% 31

48

0.00% 0

8.51% 4

31.91% 15

59.57% 28

47

Perform routine preventive maintenance to ensure that machines continue to run smoothly

0.00% 0

8.70% 4

32.61% 15

58.70% 27

46

Diagnose machining problems and determine how to correct them

0.00% 0

4.26% 2

38.30% 18

57.45% 27

47

Troubleshoot CNC machine problems

4.26% 2

8.51% 4

29.79% 14

57.45% 27

47

4.26% 2

6.38% 3

38.30% 18

51.06% 24

47

0.00% 0

10.87% 5

43.48% 20

45.65% 21

46

Tool systems (tool carriers, tool holders, indexable inserts)

0.00% 0

6.38% 3

44.68% 21

48.94% 23

47

Design and application of cutting tools for turning/milling (ISO designation, cutting values, calculation of cutting parameters, cutting materials, etc.)

0.00% 0

2.13% 1

29.79% 14

68.09% 32

47

Operate equipment to verify operational efficiency

Tool measuring with CNC machine

Path measuring systems

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How important is each competence for you for teaching 0 – not important at all

1 – low importance

2– moderate importance

3 – high importance

Total

Calculation of technological parameters (spindle speed, cutting speed, feed, roughness, machining time, RPM, etc.)

0.00% 0

6.38% 3

21.28% 10

72.34% 34

47

Clamping systems (mechanical, magnetic, hydraulic, pneumatic)

0.00% 0

6.38% 3

27.66% 13

65.96% 31

47

Manual part programming (workshop oriented programming)

0.00% 0

2.13% 1

29.79% 14

68.09% 32

47

Computer aided part programming (CAD/CAM)

0.00% 0

4.26% 2

14.89% 7

80.85% 38

47

Table 19: Teachers’ ratings about needed competences in the field of CNC technology

→ to a great extent all above fields of competences were rated to have a moderate to high importance. 

In a second step the trainers were asked to rate their level of need to improve these competences as follows: The level of need for your own improvement 0 – no need at all

1 – low level of need

2 – moderate level of need

3 – high level of need

Total

9.80% 5

11.76% 6

37.25% 19

41.18% 21

51

Characteristics of CNC machine tools (design, operation, economic efficiency)

6.00% 3

6.00% 3

32.00% 16

56.00% 28

50

Design of CNC machine tools (axes, measuring systems, tool change facilities, etc.)

6.52% 3

13.04% 6

28.26% 13

52.17% 24

46

Coordinate systems (Cartesian, polar, coordinate systems with reference to machine or work piece)

8.51% 4

6.38% 3

27.66% 13

57.45% 27

47

Feed and rotation axes

8.51% 4

14.89% 7

27.66% 13

48.94% 23

47

15.22% 7

15.22% 7

26.09% 12

43.48% 20

46

11.63% 5

18.60% 8

37.21% 16

32.56% 14

43

Zero and reference points (machine zero. work zero, reference point, tool reference point)

9.30% 4

13.95% 6

18.60% 8

58.14% 25

43

Types and function of CNCs (data input, data processing, point control, line control, path controls)

6.82% 3

9.09% 4

36.36% 16

47.73% 21

44

History and development of CNC technology

Coordinate points calculation

Values of a triangle

DNC (direct numerical control)

4.55%

Tool compensation values (tool length compensation for turning and milling, cutter radius (milling) and tool nose (turning) compensation)

9.09%

Tool pre-setter

4.55%

Operate equipment to verify operational efficiency

Perform routine preventive maintenance to ensure that machines continue to run smoothly

2

25.00% 11

31.82% 14

38.64% 17

44

4

9.09% 4

29.55% 13

52.27% 23

44

2

18.18% 8

29.55% 13

47.73% 21

44

2

14.29% 6

38.10% 16

42.86% 18

42

1

18.60% 8

32.56% 14

46.51% 20

43

4.76%

2.33%

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The level of need for your own improvement 0 – no need at all

Diagnose machining problems and determine how to correct them

2.33%

Troubleshoot CNC machine problems

4.65%

Tool measuring with CNC machine

Path measuring systems

Tool systems (tool carriers, tool holders, indexable inserts)

9.30%

Clamping systems (mechanical, magnetic, hydraulic, pneumatic)

6.98%

Computer aided part programming (CAD/CAM)

Total

34.88% 15

46.51% 20

43

2

13.95% 6

27.91% 12

53.49% 23

43

5

16.28% 7

30.23% 13

41.86% 18

43

1

19.05% 8

40.48% 17

38.10% 16

42

2

13.95% 6

41.86% 18

39.53% 17

43

3

9.30% 4

30.23% 13

53.49% 23

43

4

6.98% 3

32.56% 14

51.16% 22

43

3

6.98% 3

27.91% 12

58.14% 25

43

6

6.98% 3

30.23% 13

48.84% 21

43

2

6.98% 3

23.26% 10

65.12% 28

43

4.65%

Calculation of technological parameters (spindle speed, cutting speed, feed,machining time, RPM, etc.) roughness,

3 – high level of need

16.28% 7

2.38%

6.98%

2 – moderate level of need

1

11.63%

Design and application of cutting tools for turning/milling (ISO designation, cuttingof cutting parameters, cutting materials, etc.) values, calculation

Manual part programming (workshop oriented programming)

1 – low level of need

13.95%

4.65%

Table 20: Teachers’ ratings about own improvement in the field of CNC technology

→ the majority of trainers have a moderate to high level of need for own improvement for the above listed topics.  

Trainers’ training needs with regard to Fitter-Fabrication With regard to the newly developed outcome-based curriculum for ‘Fitter-Fabrication’ the trainers were asked in a first step about the importance of teaching competences as follows: How important is each competence for you for teaching 0 – not important at all

1 – low importance

2– moderate importance

3 – high importance

Total

Know common shop and construction hazards in the field of welding and oxy-fuel cutting (e.g. electrical shock, fumes and gases, fire, radiation, noise, fall protection)

1.92% 1

11.54% 6

21.15% 11

65.38% 34

52

Know safe use and operation of equipment (e.g. storage and handling of gas cylinders, power tools, hand tools, measuring tools) compressed

0.00% 0

2.08% 1

18.75% 9

79.17% 38

48

Know application and use of small hand tools (e.g. chipping hammer, wire brush, side cutters, hammer, cold chisel, pliers, vise grips, hack saw) and power tools (e.g. pneumatic powered hand tools; wheel grinders, pedestal grinders, disc grinders, etc.)

0.00%

2.00%

26.00%

72.00%

Measuring tools (e.g. fillet gauges, contour gauges, throat gauges, measuring tape, ruler, vernier, micrometer, level, center head, combination square, protractor, bevel angle, etc.

0.00% 0

0.00% 0

16.33% 8

83.67% 41

Basic arithmetic, applied calculations, systems of measurements and basic geometry in accordance with the requirements for the welding and fabricating trades

0.00%

4.26%

31.91%

63.83%

50

49

47

Page | 79

How important is each competence for you for teaching 0 – not important at all

1 – low importance

2– moderate importance

3 – high importance

Total

Read and interpret blueprints, technical drawings, schematics, welding symbols, joint types and positions, surface symbols, technical reports

0.00% 0

2.08% 1

25.00% 12

72.92% 35

48

Shield Metal Arc Welding - Know equipment requirements for SMAW sources,(power transformers, rectifiers, inverters, generators, engine driven; power source controls, arc force, electrode holders, welding cables)

2.13% 1

10.64% 5

36.17% 17

51.06% 24

47

Shield Metal Arc Welding - Know use and classification of SMAW electrodes

0.00% 0

12.77% 6

34.04% 16

53.19% 25

47

Shield Metal Arc Welding - Know SMAW variables and their effect on quality and productivity (consumables, current type and polarity, amperage, pre-heat, electrode size, travel speed, arc length, work angle, electrode angle,

0.00% 0

19.15% 9

36.17% 17

44.68% 21

47

Shield Metal Arc Welding - Welding theory in SMAW

0.00% 0

21.28% 10

34.04% 16

44.68% 21

47

Shield Metal Arc Welding - Practical skills in SMAW (fillet welds, groove welds)

2.17% 1

13.04% 6

30.43% 14

54.35% 25

46

Gas Metal Arc Welding - Welding theory of GMAW

0.00% 0

19.15% 9

23.40% 11

57.45% 27

47

Gas Metal Arc Welding - Practical skills in GMAW (fillet welds, groove welds)

2.17% 1

17.39% 8

23.91% 11

56.52% 26

46

Material and Process Quality (Distortion, weld quality)

2.13% 1

12.77% 6

27.66% 13

57.45% 27

47

Oxy-Fuel Gas Cutting - Follow safety precautions used when performing oxy-fuel gas cutting (OFC)

8.51% 4

12.77% 6

23.40% 11

55.32% 26

47

Oxy-Fuel Gas Cutting - Identify parts and describe functions of parts of an oxy-fuel outfit

8.51% 4

14.89% 7

23.40% 11

53.19% 25

47

Oxy-Fuel Gas Cutting - Know steps required to assemble an oxy-fuel gas cutting and welding outfit

8.51% 4

10.64% 5

29.79% 14

51.06% 24

47

Oxy-Fuel Gas Cutting - Know steps required to turn on an oxyacetylene outfit

8.51% 4

8.51% 4

31.91% 15

51.06% 24

47

Oxy-Fuel Gas Cutting - Know procedures used to check for leaks in an oxy-fuel system

8.51% 4

10.64% 5

29.79% 14

51.06% 24

47

Oxy-Fuel Gas Cutting - Light and adjust the flame on an oxyacetylene torch

6.38% 3

10.64% 5

36.17% 17

46.81% 22

47

Oxy-Fuel Gas Cutting - Shut off an oxy-acetylene welding or cutting outfit

6.38% 3

17.02% 8

25.53% 12

51.06% 24

47

Table 21: Teachers’ ratings about needed competences in the field of Fitter-Fabrication

→ to a great extent all above fields of competences were rated to have a moderate to high importance.

Page | 80



In a second step the trainers were asked to rate their level of need to improve these competences as follows: The level of need for your own improvement 0– no need at all

1 – low level of need

2– moderate level of need

3– high level of need

Total

Know common shop and construction hazards in the field of welding and oxy-fuel cutting (e.g. electrical shock, fumes and gases, fire, radiation, noise, fall protection)

6.82% 3

20.45% 9

29.55% 13

43.18% 19

44

Know safe use and operation of equipment (e.g. storage and handling of compressed gas cylinders, power tools, hand tools, measuring tools)

6.98% 3

18.60% 8

23.26% 10

51.16% 22

43

Know application and use of small hand tools (e.g. chipping hammer, wire brush, side cutters, hammer, cold chisel, pliers, vise grips, hack saw) and power tools (e.g. pneumatic powered hand tools; wheel grinders, pedestal grinders, disc grinders, etc.)

20.00% 9

8.89% 4

24.44% 11

46.67% 21

45

Measuring tools (e.g. fillet gauges, contour gauges, throat gauges, measuring tape, ruler, vernier, micrometer, level, center head, combination square, protractor, bevel angle)

13.33% 6

13.33% 6

24.44% 11

48.89% 22

45

Basic arithmetic, applied calculations, systems of measurements and basic geometry in accordance with the requirements for the welding and fabricating trades

9.30% 4

11.63% 5

32.56% 14

46.51% 20

43

11.36% 5

18.18% 8

22.73% 10

47.73% 21

44

32.56% 14

39.53% 17

43

40.48% 17

38.10% 16

42

30.95% 13

40.48% 17

42

Read and interpret blueprints, technical drawings, schematics, welding symbols, joint types and positions, surface symbols, technical reports Shield Metal Arc Welding - Know equipment requirements for SMAW (power sources, transformers, rectifiers, inverters, generators, engine driven; power source controls, arc force, electrode holders, welding cables)

2.33% 1

Shield Metal Arc Welding - Know use and classification of SMAW electrodes

4.76% 2

Shield Metal Arc Welding - Know SMAW variables and their effect on quality and productivity (consumables, current type and polarity, amperage, pre-heat, electrode size, travel speed, arc length, work angle, electrode angle,

2.38% 1

25.58% 11 16.67% 7 26.19% 11

6.98% 3

25.58% 11

32.56% 14

34.88% 15

43

4.76% 2

23.81% 10

38.10% 16

33.33% 14

42

4.65% 2

23.26% 10

32.56% 14

39.53% 17

43

4.88% 2

21.95% 9

34.15% 14

39.02% 16

41

9.30% 4

20.93% 9

34.88% 15

34.88% 15

43

Oxy-Fuel Gas Cutting - Follow safety precautions used when performing oxy-fuel gas cutting (OFC)

9.30% 4

20.93% 9

34.88% 15

34.88% 15

43

Oxy-Fuel Gas Cutting - Identify parts and describe functions of parts of an oxy-fuel outfit

7.14% 3

26.19% 11

38.10% 16

28.57% 12

42

Oxy-Fuel Gas Cutting - Know steps required to assemble an oxy-fuel gas cutting and welding outfit

7.14% 3

16.67% 7

42.86% 18

33.33% 14

42

Oxy-Fuel Gas Cutting - Know steps required to turn on an oxy-acetylene outfit

6.98% 3

20.93% 9

41.86% 18

30.23% 13

43

Shield Metal Arc Welding - Welding theory in SMAW

Shield Metal Arc Welding - Practical skills in SMAW (fillet welds, groove welds)

Gas Metal Arc Welding - Welding theory of GMAW

Gas Metal Arc Welding - Practical skills in GMAW (fillet welds, groove welds)

Material and Process Quality (Distortion, weld quality)

Page | 81

The level of need for your own improvement 0– no need at all

1 – low level of need

2– moderate level of need

3– high level of need

Total

Oxy-Fuel Gas Cutting - Know procedures used to check for leaks in an oxy-fuel system

6.98% 3

20.93% 9

41.86% 18

30.23% 13

43

Oxy-Fuel Gas Cutting - Light and adjust the flame on an oxy-acetylene torch

9.30% 4

23.26% 10

39.53% 17

27.91% 12

43

6.98% 3

23.26% 10

32.56% 14

37.21% 16

43

Oxy-Fuel Gas Cutting - Shut off an oxy-acetylene welding or cutting outfit

Table 22: Teachers’ ratings about own improvement in the field of Fitter-Fabrication

→ to a great extent all above fields of competences were rated to have a moderate to high level of need for own improvement. Trainers at the ATI Mumbai expressed a strong interest in training in how to train entrepreneurship. It is suggested to develop material for this training and place it on the ‘Moodle’ platform but not to include entrepreneurship training in the 5 days training

11. Recommendations Based on the National Occupational Standards (NOS) and Qualification Packs (QP) for TVET Trainer and TVET Lead Trainer as well as the qualitative and quantitative data analysis of the field survey and the online questionnaire the following training contents for ToT is recommended. 

Trainees:  Basic knowledge about the learning process and how this knowledge can be used in the training.  Knowledge about different learning styles and how to use this knowledge in daily training.  How to work with a diverse group of trainees.



Trainers:  QPs and NOS for TVET trainers.  How to develop and implement a personal plan for Continuing Professional Development (CPD).  How to participate in a community of practice/professional network including use of the suggested ‘Moodle’ platform.  How to get feedback from trainees.  How to learn from colleagues in a more structured way by using collegial observation and supervision.



Training process  How the physical and psychological learning environment affects the learning process.  How to work with QPs and NOS.  How to plan training sessions based on the curriculum.  How to improve presentation techniques and trainee interaction in questioning techniques.  How to implement training methods that engage students: o Group work rules and forms o Case work o Role plays o Project work o Different engaging methods of repetition and other learning activities  How to implement competency based assessment. Page | 82



Domain specific  Introduction to the QPs and NOS for ‘Fitter-Fabrication’ and ‘CNC Setter cum Operator Vertical Machining Center’  Basic knowledge about Competence Based Education and Training (CBET) with direct reference to the new outcome-based curricula ‘Fitter-Fabrication’ and ‘CNC Setter cum Operator Vertical Machining Center’: o The concept of CBET o Historical background of CBET o Definition of CBET o Structural features of CBET o Objectives of CBET  Realisation and implementation of new outcome-based curricula ‘Fitter-Fabrication’ and ‘CNC Setter cum Operator Vertical Machining Center’ o Requirements for the successful implementation o Planning and developing of competency based training o Curriculum development with regard to CBET o Competence standards o Assessment o Recognition and accreditation of prior learning (RPL/APL) o Key competences o Methodical aspects o Contrasts between traditional and CBET curricula  Presentation of the newly developed competency based curricula for ‘CNC Setter cum Operator Vertical Machining Center’  Sources for self-study and professional networks in occupational fields

Page | 83

Annexes    

Annex 1 – Interview guide management Annex 2 – Observation sheet Annex 3 – ‘Survey Monkey’ online questionnaire (simplified) Annex 4 – Interview guide focus group discussion

Page | 84



Annex 1 – Interview guide management

Intro: The project, ourselves – project brochure Purpose of the focus group and survey: Gather knowledge about trainers’ daily work, identify challenges and current use of teaching methods. Visit the institute to gain knowledge about the general learning environment. We have also planned a survey which we will discuss later. 1. Do you have trainers and master trainers? 2. Do you know about the QPs for TVET Trainer and TVET Lead Trainer and? 3. Do you know about the QPs and NOS for job roles? 4. What kind of pre-service teacher training does your faculty get now? 5. What kind of in-service or CPD training does your staff get now? 6. Does your faculty have a CPD or career plan? 7. How do you encourage CPD (information, payment, ease of leave)? 8. How much time do trainers have for CPD? 9. Do you have a budget for CPD? (if so, how do you divide it?) 10. The India-EU Skills Development Project in cooperation with CGSC is planning ToT workshops. What do you think about that? a. 3 days orientation b. 5 days joint session c. 2-3 days learning activities at own ITI d. 2-3 days sector expert 11. We have prepared a survey via ‘Survey Monkey’ – can you distribute this by email to all trainers?



Annex 2 – Observation sheet



Annex 3 – ‘Survey Monkey’ online questionnaire (simplified)

Training Needs Analysis Dear trainer! The EU-India Skills Development project aims to improve the quality and relevance of training providers and the number of certified skilled laborers in various sectors of employment. One of the components of the project deals with Training of Trainers. The project will develop a Training of Trainers program together with the Capital Goods Sector Skills Council. In order to ensure that the training is relevant we are doing a Training Needs Analysis (TNA). So we very much appreciate your help by filling in this questionnaire. It will take around 15 minutes to complete this questionnaire. All answers are anonymous and only the aggregated responses will be shared. We hope that the TNA can help us to make well targeted training that can also be a benefit for you. Thanking you in advance! Kind regards India EU Skills Development Project

A. For all trainers The first part of the questionnaire is for all trainers. In this part there will be questions about you as trainer, about your trainees, about learning materials, about education forms about quality and assessment and finally about suggestions for training of trainers workshop. 1. I am a trainer at o Don Bosco Technical Institute o Centre for Research and Industrial Staff Performance o Kalyani Skills o Aspire Knowledge and Skills o Nettur Technical Training Foundation o Other (please specify) 2. Are you a o Master Trainer o Trainer o Other (please specify) 3. What is your age? o 17 or younger o 18-20 o 21-29 o 30-39 o 40-49 o 50-59 o 60 or older 4. What is the highest level of education you have completed or the highest degree you have received? o 5th to 8th standard o 9th to 10th standard o 11th to 12th standard o Graduate o Post graduate o Other (please specify)

5. How many years of practical work experience in the industry do you have ? o Up to 1 year o Between 2 and 5 years o Between 6 and 10 years o 11 or more years o I have no work experience in the industry 6. How many years ago did you work full time in the industry? o Up to 1 year ago o Between 2 and 5 years ago o Between 6 and 10 years ago o 11 or more years ago o I have never worked full time in the industry 7. How many years have you been teaching? o Up to 1 year o Between 2 and 5 years o Between 6 and 10 years o More than 11 years 8. What kind of pre-service (before you began to work as a teacher) teacher training did you receive? o ATI o Other formal training o In-house trainer orientation at the institute o Short term training o I have never attended such training o Other (please specify) 9. What kind of in-service (after you began working as a trainer) teacher training have you received? Every quarter; Every half year; Every year; Every second year; I have never attended such training o ATI o Other longer formal training o In house training at the institute o Short term training o Other (please specify) 10. If there was any refresher training of your teacher training, how was it delivered? o I have not had any refresher training o Class room training at the institute o Class room training outside of the institute (typically a training company) o Web based training o On the job training o Off-line computer based training 11. After you began to work as a teacher, how well prepared did you feel in terms of your domain knowledge and skills and your pedagogical knowledge and skills? Very well prepared; More or less prepared; Not very prepared; Not ready at all o In terms of my domain knowledge and skills I felt… o In terms of my pedagogical knowledge and skills I felt… 12. If you did not feel well prepared when you began to work as a teacher, what were you missing?

13. How well can you explain content and use of I can explain very well; I can give an overview; I can explain a little bit; I cannot explain about it; I don't know what it is o Competency Based Training (CBT) o National Skills Qualification Framework (NSQF) o National Occupational Standards (NOS) o Qualification Packs (QPs)

Professional Development Professional Development is a part of all jobs - we all have to stay updated! In the next questions we try to find out what kind of professional development activities are going on and how you think you can benefit from professional development. 14. Feedback is an important part of professional development. How do you get feedback? Every day; Every week; Every month; Every half year; Every year; I never ask o I ask for feedback from my trainees o I ask for feedback from my colleagues o I ask for feedback from my manager o I ask myself via self-study of professional development o Other (please specify) 15. What kind of industry links do you have? o I have former colleagues working in the industry o I have friends working in the industry o I visit companies myself o I sometimes take on work in the industry o I develop assignments for trainees together with companies o I am a part of a network with industry representatives o Other (please specify) 16. How do you cooperate with your colleagues? Very often; Often; Sometimes; Not very often; Never o Visiting each other’s lessons o Sharing learning materials o Attending formalized meetings about trainees o Attending informal meetings about trainees o Attending meetings about pedagogical topics o Attending social meetings o Other (please specify) 17. Are you participating in any formal professional network of ITI trainers? o No o Yes o Please specify which professional network 18. If you are participating in a formal network how much do you benefit by Huge benefit; Some benefit; Small benefit; No benefit o Getting access to domain knowledge o Getting access to pedagogical knowledge o Sharing of good practice o Sharing of learning materials o Get personal contacts o Other (please specify)

19. If you are not participating in any formal network of ITI trainers, do you think you could benefit by being a member? o Could be of huge benefit; Could be of some benefit; Could be of small benefit; Could be of no benefit o Getting access to domain knowledge o Getting access to pedagogical knowledge o Sharing of good practice o Sharing of learning materials o Get personal contacts o Other (please specify) 20. Do you have a plan for your professional development? o I have a written agreement with my superior o I have my own plan in writing o I have my own plan in my head o I have an idea about it o I have no plan for it  Formal long term training  Short terms courses  Building network with companies  Participate in a professional network  Other (please specify)

The trainees The next questions are about your trainees. 21. How old are your trainees when they begin the programs? (write a number of years) 22. What is the typical educational background of your trainees? o 5th to 8th standard o 9th to 10th standard o 11th to 12th standard o Graduate o Post graduate o Other vocational training o Other (please specify) 23. How would you assess the trainees' preparedness when they begin in terms of… o Well prepared; Prepared; Not prepared o Technical knowledge and skills o Personal development o Study skills o Communication skills 24. What are the trainees' 5 biggest strengths? (most important first) o 1 o 2 o 3 o 4 o 5

25. What are the trainees' 5 biggest weaknesses? (most important first) o 1 o 2 o 3 o 4 o 5

Learning materials, facilities and teaching methods 26. How often do you use the following learning materials? Very often; Often; Not so often; I don't use them o I don't have access to them o Text books for trainers o Text books for trainees o Reference material o (technical manuals, technical drawings, charts, etc.) o Professional articles o Case studies o Computer based material o Videos o Other (please specify) 27. Do your trainees get ample opportunities to practice their skills? o Yes o No 28. If your students don't get enough opportunities to practice, it is because of Very often; Often; Not so often; It never happens o Lack of machines o Lack of materials o Lack of tools o Lack of workshop equipment o Too many students o Lack of space 29. How often do you use the teaching methods below? Every day; Once a week; Once a month; Once every 3 months; Less often; I have never used it; I don’t know about this teaching method o Working instructions o Demonstrations o Lectures o Stories o Dialogue o Homework o Coaching o Brainstorming o Managed discussion (the teacher manages the discussion) o Panel discussion (a panel of students discuss with a class/group) o Class room based group work o Case studies o Project work with different subjects involved

o o o o o o

Role plays Assignments Use of computers in training Excursions with students Company visits Internships

Quality and assessment 30. How well can you explain about your institution's quality policy and procedures? I can explain very well; I can give an overview; I can explain a little bit; I cannot explain it; I don't know what it is o My institution's quality policies o My institution's quality procedures o My institution's codes of conduct

Assessment Assessment can be divided into formative and summative assessment. Formative assessment is ongoing assessment of trainees' progress against the standards. Summative assessment takes place at the end of a period or end of a module or end of a program. 31. How often do you do formative assessment of your trainees? Every day; Every week; Every month; Never o Assessment and feedback to trainees on classroom training o Assessment and feedback to trainees on practical training o Assessment and feedback to trainees on homework o Assessment and feedback to trainees on professional skills o Other (please specify) 32. Which of the following assessment tools do you use for formative assessment? o Observation o Oral questioning o Written questions o Simulation o Assignments o Other (please specify) 33. How often do the people below participate in the final summative assessment? Participates; Does not participate o You as a trainer o Other staff from your institution o External assessor

Suggestions for Training of Trainers workshop We are now at the final part of the questionnaire about suggestions for Training of Trainers workshop. 34. How interested are you in learning more about the topics below? Not at all interested; Not really interested; It could be nice to learn more about; Very interested in learning about; I don't know what it is o How to work with National Qualifications Framework System

o How to work with Qualification Packs o How to work with National Occupational Standards o Differences between young and adult learners o Typical learner’s problems o How adapting to different learning styles can improve learning o How to set up and participate in a trainer network o How to prepare and work with a plan for Professional Development o How knowledge about the learning process can improve learning o How the learning environment affects learning o How to plan learning sessions o How to do competency based assessment o How to benefit from visiting colleagues classes o How to build up a relationship to companies in the industry o Anything else you want to learn about 35. As a trainer you use different teaching methods. How interested are you in learning more about the teaching methods listed below? Not at all interested; Not really interested; Could be nice to learn more about; Very interested in learning about it; I don’t know about the teaching method o Working instructions o Demonstrations o Lectures o Stories o Dialogue o Homework o Coaching o Brainstorming o Managed discussion (the teacher manages the discussion) o Panel discussion (a panel of students discuss with a class/group) o Classroom based group work o Case studies o Project work with different subjects involved o Role plays o Assignments o Use of computers in training o Excursions with students o Company visits o Internships o Any other teaching method you want to learn more about

B. For trainers in the field of CNC If you are a trainer in the field of CNC we kindly ask you to fill in this part of questionnaire. If not, please continue to part C. This part of the questionnaire refers to your competences as a trainer in the field of CNC Technology, in particular with regard to organizing and conducting training for the job role “CNC setter cum OperatorVertical Machining Center”. Competences are defined as a set of acquired knowledge and skills, with the appropriate level of independence and responsibility.

Please specify: How important is each competence for you for teaching: 0 – not important at all 1 – low importance 2 – moderate importance 3 – high importance The level of need for your own improvement: 0 – no need at all 1 – low level of need 2 – moderate level of need 3 – high level of need 36. How important is each competence for you for teaching and what is the level of need for your own improvement? How important is each competence for you for teaching; The level of need for your own improvement o History and development of CNC technology o Characteristics of CNC machine tools (design, operation, economic efficiency) o Design of CNC machine tools (axes, measuring systems, tool change facilities, etc.) o Coordinate systems (Cartesian, polar, coordinate systems with reference to machine or work piece) o Feed and rotation axes o Coordinate points calculation o Values of a triangle o Zero and reference points (machine zero. work zero, reference point, tool reference point) o Types and function of CNCs (data input, data processing, point control, line control, path controls) o DNC (direct numerical control) o Tool compensation values (tool length compensation for turning and milling, cutter radius (milling) and tool nose (turning) compensation) o Tool pre-setter o Operate equipment to verify operational efficiency o Perform routine preventive maintenance to ensure that machines continue to run smoothly o Diagnose machining problems and determine how to correct them o Troubleshoot CNC machine problems o Tool measuring with CNC machine o Path measuring systems o Tool systems (tool carriers, tool holders, indexable inserts) o Design and application of cutting tools for turning/milling (ISO designation, cutting values, calculation of cutting parameters, cutting materials, etc.) o Calculation of technological parameters (spindle speed, cutting speed, feed, roughness, machining time, RPM, etc.) o Clamping systems (mechanical, magnetic, hydraulic, pneumatic) o Manual part programming (workshop oriented programming) o Computer aided part programming (CAD/CAM) o Other (please specify)

C. For trainers in the field of Fitter-Fabrication If you are a trainer in the field of fitter fabrication we kindly ask you to fill in this part of questionnaire. If not, please skip this part and go to the next questions. This part of the questionnaire refers to your competences as a trainer in the field of metal working and welding, in particular with regard to organizing and conducting training for the job role “Fitter-Fabrication”. Competences are defined as a set of acquired knowledge and skills, with the appropriate level of independence and responsibility in their application. Please specify: How important is each competence for you for teaching: 0 – not important at all 1 – low importance 2 – moderate importance 3 – high importance The level of need for your own improvement: 0 – no need at all 1 – low level of need 2 – moderate level of need 3 – high level of need 37. How important is each competence for you for teaching and what is the level of need for your own improvement? o Know common shop and construction hazards in the field of welding and oxy-fuel cutting (e.g. electrical shock, fumes and gases, fire, radiation, noise, fall protection) o Know safe use and operation of equipment (e.g. storage and handling of compressed gas cylinders, power tools, hand tools, measuring tools) o Know application and use of small hand tools (e.g. chipping hammer, wire brush, side cutters, hammer, cold chisel, pliers, vise grips, hack saw) and power tools (e.g. pneumatic powered hand tools; wheel grinders, pedestal grinders, disc grinders, etc.) o Measuring tools (e.g. fillet gauges, contour gauges, throat gauges, measuring tape, ruler, vernier, micrometer, level, center head, combination square, protractor, and bevel angle) o Basic arithmetic, applied calculations, systems of measurements and basic geometry in accordance with the requirements for the welding and fabricating trades o Read and interpret blueprints, technical drawings, schematics, welding symbols, joint types and positions, surface symbols, technical reports o Shield Metal Arc Welding - Know equipment requirements for SMAW (power sources, transformers, rectifiers, inverters, generators, engine driven; power source controls, arc force, electrode holders, welding cables) o Shield Metal Arc Welding - Know use and classification of SMAW electrodes o Shield Metal Arc Welding - Know SMAW variables and their effect on quality and productivity (consumables, current type and polarity, amperage, pre-heat, electrode size, travel speed, arc length, work angle, electrode angle, etc.) o Shield Metal Arc Welding - Welding theory in SMAW o Shield Metal Arc Welding - Practical skills in SMAW (fillet welds, groove welds) o Gas Metal Arc Welding - Welding theory of GMAW o Gas Metal Arc Welding - Practical skills in GMAW (fillet welds, groove welds) o Material and Process Quality (Distortion, weld quality) o Oxy-Fuel Gas Cutting - Follow safety precautions used when performing oxy-fuel gas cutting (OFC)

o o o o o o o

Oxy-Fuel Gas Cutting - Identify parts and describe functions of parts of an oxy-fuel outfit Oxy-Fuel Gas Cutting - Know steps required to assemble an oxy-fuel gas cutting and welding outfit Oxy-Fuel Gas Cutting - Know steps required to turn on an oxy- acetylene outfit Oxy-Fuel Gas Cutting - Know procedures used to check for leaks in an oxy-fuel system Oxy-Fuel Gas Cutting - Light and adjust the flame on an oxy- acetylene torch Oxy-Fuel Gas Cutting - Shut off an oxy- acetylene welding or cutting outfit Other (please specify)

End of the questionnaire! You have now reached the end of the questionnaire! Thank you so much for your participation! We are working on setting up a network of trainers, so if you're interested in becoming a part of this network you can put in your email in the box below. If you want to know more about our project you are welcomed to visit our website www.india-euskills.com/ And don't forget to press the "Done" button at the end of the questionnaire when you finish - thank you! 38. Yes, I would like to participate in the network of trainers and I can be contacted at the email address Below 39. If you want to comment on the survey or the like please feel free - thank you!

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Annex 4 – Interview guide focus group discussion

Interview guide TNA of TVET teachers at ITI’s – focus group discussion Intro: The project, ourselves Purpose of focus group: Gather knowledge about TNA, understand your daily work 1. What is your job and what are your main duties? What programs do you train? Do you have a job description? 2. How does a normal workday look like for you? Work hours? Outside work hours? 3. What materials do you use in your daily work? a. QP’s, curricula b. Learning materials (textbooks, articles etc.) i. Who developed it? ii. Where do you search for material? iii. Do you share material with your colleagues? iv. Can you develop learning material? Computer literacy? 4. How do you do assessment? How often? Formative, summative. 5. What age group are your trainees? 6. How are the students mobilized? Career guidance? 7. Do you feel that the students are prepared when they start here? 8. What are the strengths and weaknesses of the students? a. Why? 9. How do you think your trainees learn best? 10. Do you do any RPL before trainees begin? 11. What are your main challenges in your daily work? 12. How does a typical training session look like? 13. How do you plan the training session? 14. Which of the 6 education forms do you use? 15. What is your background? (Practical/theoretical/pedagogical/IT/motivation)? 16. Do you feel that you are well prepared for being a TVET trainer? 17. What kind of professional development do you engage in? 18. Do you work together with colleagues in the daily activities? 19. Do you visit colleagues training? 20. How often do you have meetings with colleagues? What do you think you can learn (and give) from your colleagues? 21. Does your employer encourage you to do professional development? 22. How much time do you have for further training? 23. What would you like to learn more about to become an even better teacher? 24. What is a lead trainer and do you become one? 25. How is your salary calculated: per month, day or...? 26. Knowledge of QP’s and NOS?