Executive Summary

The National Vocational Education Qualifications Framework (NVEQF) is a descriptive framework that provides a common reference for linking various qualifications. t organi!es qualifications according to a series of levels of knowledge and skills and set common principles and guidelines for a nationall" recogni!ed qualification s"stem covering #chools$ Vocational Education and Training nstitutions$ Technical Education nstitutions$ and %niversities&'olleges.

Progress in the Development of NVEQF

n ())*$ the +,-. proposed the need to develop a NVEQF for esta/lishing a s"stem of clear educational pathwa"s from school to higher education through its document on -evamped 'entrall" #ponsored #cheme of Vocationalisation of #econdar" Education. The document also suggested pathwa"s for the various qualifications. n ())0$ the +o12E /rought out the National 3olic" on #kill .evelopment ())0 (N3#.) of 4overnment of ndia$ which identifies National Vocational Qualification Framework (NVQF) as the main instrument for linking various education and training pathwa"s. The N3#. inter alia states 5National Vocational Qualification Framework will /e created with an open fle6i/le s"stem$ which will permit individuals to accumulate their knowledge and skills and convert them through testing and certification into higher diplomas and degrees. NVQF will provide qualit"7assured learning pathwa"s having standards$ compara/le with an" international qualification framework. NVQF will support lifelong learning$ continuous upgradation of skills and knowledge8. -ecogni!ing the high demand for skills in the countr"$ the 'entral 9dvisor" :oard of Education ('9:E) 'ommittee in its ;* th +eeting held on <0th =une$ ()<) in New .elhi highlighted the need for a NVEQF to provide a common reference framework for linking various vocational qualifications and setting common principles and guidelines for a nationall" recogni!ed qualification s"stem and standards. The +,-. organi!ed two meetings of the #tate Education +inisters on <>.<(.()<) and ().<.()<< to deli/erate upon the various issues related to the implementation of the NVEQF. 9ll the #tate Education +inisters unanimousl" supported the initiative of the +,-. in developing and implementing the NVEQF. t was resolved to set up an 5 nter7+inisterial 4roup8 which would also include representatives of #tate 4overnments to develop guidelines for such a National Framework. 9 4roup of #tate Education +inisters was constituted to develop a road map for the implementation of NVEQF. 9 'oordination 'ommittee comprising officers of +,-.$ 9+-$ and N#.' was set up for su/mitting a 5working document8 on NVEQF to the 4roup of #tate Education +inisters.

National Vocational Education Qualifications Framework-Executive Summary

9 ?working document@ has /een prepared /" the 'oordination 'ommittee$ which outlines the areas where maAor initiatives have to /e taken for esta/lishment of NVEQF. t contains some proposed actions that the 4overnment will have to take to reali!e the goals and o/Aectives of the NVEQF. 9 multi7stage ?9ction 3lan@ has also /een laid out at the end of the document. t will need to /e followed /" a detailed and e6tensive discussion with various stakeholders to take decisions on various aspects of the NVEQF.

Why the term NVEQF?

n the ndian conte6t$ the emplo"ment scenario demands a different approach towards NVEQF. #ince the maAorit" of the workforce (a/out 0)B) is in the unorgani!ed sector$ which possess lower levels of literac" and numerac" skills and there is no mechanism availa/le for them to enter into the formal education s"stem$ it would /e desira/le to emphasi!e on developing the ?educational component@ for /uilding a sound /ase of TVET and providing clear educational pathwa"s for progression. n addition$ there is a need to /uild the general education element into the vocational training programmes and vice versa for a holistic approach to human resource development. The +inistr" of ,uman -esource .evelopment (+,-.)$ 4overnment of ndia has$ therefore$ adopted the term National Vocational Education Qualifications Framework (NVEQF).

Purpose and Scope

9t present a maAorit" of TVET programmes$ including those offered at #chool$ ndustrial Training nstitutes$ 3ol"technics$ and 3rivate Training nstitutes are terminal in nature$ as the" have /een designed without an" clear cut entr" requirements and progression routes for vertical mo/ilit" and therefore$ act as dead ends. n the a/sence of a National level approach to TVET planning$ implementation and monitoring$ the courses and programmes lack uniformit" in terms of duration$ entr" requirements for the course&programme and nomenclature of qualification across institutions. 3rovision of clear progression pathwa"s for the hori!ontal (across the courses) and vertical mo/ilit" (/etween lower and higher level courses) through clearl" defined ?NVEQ levels@ under the NVEQF will open the possi/ilit" for the students to pursue higher education in the same or related vocation. #uch provision will create the possi/ilit" of addressing long neglected issues of inequit" and disparities /etween the vocational and general education courses. n addition the /arriers to entr" into universities for students going through TVET will to reduced and greater career options would /e availa/le to the students. There is no mechanism for certification (recognition) of informal learning$ which disadvantages the worker in the la/our market$ and constrains la/our mo/ilit" and national and international level. ndian education s"stem so far has /een planned and organi!ed primaril" to cater to the needs of the organi!ed sector$ which emplo"s less than <)B of the workforce. %norgani!ed sector$ which primaril" deals with serving the communit" to provide repair and maintenance and other services as per felt needs emplo" 0)B of the workforce. Cith the demand for high qualit" services$ ndia will need highl" skilled workforce as well as technician engineers$ who have diagnostic capa/ilities and
2

National Vocational Education Qualifications Framework-Executive Summary

are a/le to provide repair and maintenance services. 9 maAorit" of workers in the unorgani!ed sector are with lower levels of literac"$ as the" have left the school at various stages of education. The" face difficult" in returning to schools or training institutions to improve their skills$ as the education or TVET s"stem does not allow them to do so. The NVEQF will facilitate the recognition of informal learning$ e.g.$ skills acquired at the workplace could /e formall" certified through an awarding /od". t will provide opportunities to the people working in the unorgani!ed sector to gain recognition of their competencies for National and nternational mo/ilit" or Aoin the formal education and training s"stem. t is critical that there is a direct link /etween the educational inputs and the occupational emplo"ment outputs. Vocational courses should /e demand and need7/ased$ keeping in mind the constantl" changing requirements of technologies&industries&emplo"ers. The s"lla/i of vocational courses should /e updated on a regular /asis to keep pace with changes in technolog". +odularisation of courses will reduce the drop7out rate in the school s"stem as the modules are of short duration and as modularisation makes credit transfer possi/le D so even if a learner drops out of a modularised training programme he&she ma" still accumulate credit and renter the learning pathwa". n addition$ modularisation increases the responsiveness of curriculum to technological changes and skill demands of the industr"$ as it is possi/le to change and update specific modules instead of changing the whole programme. The modulari!ation of courses&programmes under the NVEQF will create the possi/ilit" for changing onl" ?specific units@ of the s"lla/us for c"clic updation of the courses in (7E "ears.

Design of NVEQF
9 /road framework has /een developed to integrate general education and technical vocational education and training qualifications at various levels ( Fig !). The proposed NVEQF will /e organi!ed as a series of levels of learning achievements$ arranged in ascending order from < to <) levels "Fig !#. NVEQF levels will /e defined in terms of learning outcomes i.e.$ the competencies which the learners must possess regardless of whether the" were acquired through formal$ non7 formal or informal education and training. NVEQ levels depend on the comple6it" of learningF < is the least comple6 and <) the most comple6. 1evels <7> are of appro6imatel" the same standard as secondar" education and /asic vocational trades training. 1evels ;7G appro6imate to advanced trade certificate$ diploma$ and advanced diploma qualifications. 1evels *7<) appro6imate to advanced qualifications of graduate and postgraduate standard. NVEQ levels will /e /ased on the level descriptors. Each level on the NVEQF is descri/ed /" a statement of learning known as a level descriptor. The NVEQ level descriptor provides a /road indication of ?learning outcomes@ specified in the National Hccupation #tandards (NH#) that are appropriate to a qualification at that NVEQ level. Hnce the requisite /odies are set up and the guidelines are made availa/le to the Education and Training 3roviders (ET3s) and the pu/lic$ it will /e possi/le to compare levels of qualifications in different #tates&%Ts against the NVEQ levels.

National Vocational Education Qualifications Framework-Executive Summary

Fig !$ Qualifications %y levels across the NVEQF

&evel 'eneral Education Qualifications (egistered National )echnical Vocational Education and )raining Qualifications National 'ompetence 'ertificate I (N'' I) National 'ompetence 'ertificate * (N'' *) National 'ompetence 'ertificate G (N'' G) National 'ompetence 'ertificate ; (N'' ;) National 'ompetence 'ertificate > (N'' >) National 'ompetence 'ertificate E (N'' E) National 'ompetence 'ertificate ( (N'' () Proposed *ertificate +,arding -odies

!.

.octorates

%niversities

+asters

=ointl" /" 'olleges %niversities and N#.'

&

1 2

3ost 4raduate 'ertificates$ 3ost 4raduate .iplomas and :achelor .egrees (,onours) :achelor .egrees and 4raduate .iplomas 4raduate 'ertificates&9dvanced .iplomas .iplomas

=ointl" /" 'olleges& %niversities and N#.'

=ointl" /" 'olleges& %niversities and N#.' =ointl" /" 'olleges& %niversities and N#.' =ointl" 3ol"technics&'olleges& %niversities and N#.' /"

'lass J (4eneral 9cademic&Vocational 'ertificate) 'lass J (Vocational) 'lass J (3re7vocational)

=ointl" /" ':#E&' #'E&#tate :oards and N#.' =ointl" /" ':#E&' #'E&#tate :oards and N#.' =ointl" /" #chool& T &VT3s and N#.'

National 'ompetence 'ertificate < (N'' <) National 'ertificate for Cork 3reparation ( (N'C37() National 'ertificate for Cork 3reparation < (N'C37 <)

'lass J (3re7vocational)

=ointl" /" #chool& T &VT3s and N#.'

National Vocational Education Qualifications Framework-Executive Summary

Qualifications will /e classified and registered$ according to a set of nationall" agreed standards&criteria for different levels of learning. 9 qualification can$ however$ /e customi!ed to meet the specific needs of clients /" adding$ su/stituting or modif"ing units of competenc". Each qualification will /e registered /" the identified /od" (e.g. qualifications related to automo/ile will /e registered /" 9utomo/ile #kill .evelopment 'ouncil) for the sector. The comprehensive listing of all qualifications will /e represented on the 5-egister8 in terms of title$ levels$ credits$ outcome statements and su/Aect classification.

9 ?credit framework@ will /e developed to facilitate the measurement and comparison of learning outcomes achieved in the conte6t of different qualifications$ programmes of stud" and learning environment on the /asis of student workload measured in time. 9ppropriate credit recognition$ accumulation and transfer are critical to support learners along the learning pathwa" and consequentl" will /e the core element of the NVEQF .

Those learners who wish to enter directl" into a level will have to complete the pre7requisite level or pass through the s"stem of 9ccreditation of 3rior 1earning& -ecognition of 3rior 1earning (-31). 'andidates possessing unrelated NVEQ level competencies will have to undertake required units through a /ridge course for /ecoming eligi/le for the programme. :ridge or foundation courses will have to /e offered to students to ena/le them to esta/lish their competenc" levels in the e"es of those who offer testing and certification. #uch courses will have to /e offered /" the 5-egistered Education and Training 3roviders8 (-ET3s).

NVEQ &evels !74

Qualifications at NVEQ levels <7> will allow a learner to acquire entr" level competencies (/asic competencies) needed for 5work preparation8 (NVEQ levels <7() or 5transition from an unskilled to a skilled person8 (NVEQ levels E7>).

NVEQ levels <7( will prepare students for the work environment$ generic competencies$ understanding career options and pathwa"s and develop positive attitude towards life$ work and further education. National 'ertificate for Cork 3reparation < (N'C3 <) will /e issued to those who have cleared NVEQ level <$ which would /e equivalent to 0 th #td$ opting for vocational course units along with general su/Aects. The National 'ertificate for Cork 3reparation ( (N'C3 () will /e issued to those who have cleared NVEQ level ($ which will /e equivalent to <) th #td.$ again with a com/ination of general su/Aects and vocational course units.

1earners will /e a/le to acquire vocational qualifications in a particular occupation from level E onwards$ i.e.$ <<th #td$ and su/sequentl" upgrade their qualifications through gradual acquisition of competencies.
5

National Vocational Education Qualifications Framework-Executive Summary

9 5#election Test8 will /e carried out /" the accredited assessor for testing minimum levels of competencies prescri/ed for that NVEQ level. f there are 5competencies gaps8 identified in a candidate$ then the candidate will have to undertake the required units through a 5/ridge course8 to acquire those competencies.

4uidance and counselling session will /e an integral part of the admission procedure.

NVEQ &evels 372

9t NVEQ level ;7G$ learners will acquire 5technician8 or 5supervisor" level competencies8. The" would /e required to complete NVEQ level E or >$ as the case ma" /e for entr" into NVEQ level ;. The /ridge courses will /e offered /" the same ET3 which is offering other units of competencies. Hpen and .istance 1earning nstitutions such as N H# and 4NH% will pla" a vital role.

&evel 17!.
3rogrammes under NVEQ levels *7<) are to /e offered /" 'olleges$ and %niversities offering 4eneral Education and TVET courses.

-enefits The present Technical and Vocational Education and Training (TVET) s"stem in ndia is fragmented and lacks coordination /etween various stakeholders$ as there are more than <* ministries offering skill development programmes through their speciali!ed institutions. There is lack of articulation arrangements for progression of students from #chool to 3ol"technics and %niversit". The NVEQF will act as a translation device to make qualifications more understanda/le to emplo"ers$ students and institutions. t will provide clear cut qualifications pathwa"s$ to facilitate workers and learnersK mo/ilit"$ /oth hori!ontall" and verticall" /etween different qualifications$ thus encouraging lifelong learning. Fig 6 depicts how the credit framework for various level of NVEQ in plum/ing sector would serve as a reference point for articulation arrangements /etween the various qualifications.

What is to %e done?
n order to implement the various elements of NVEQF$ the structures and capacit" in the present education and training s"stem will have to /e modified and e6panded for /ringing a/out necessar" changes in funding arrangements$ governance$ /uildings$ classrooms$ tools and equipment$ facult"$ teaching7learning approaches and assessment and certification s"stem. The education and training administrative set up will have to /e reorgani!ed and made responsi/le for polic"$ norms and standards$ planning$ provision of /udgetar" resources and the management for implementing the guidelines within the NVEQF.
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National Vocational Education Qualifications Framework-Executive Summary

n addition$ statutor" /odies and structures of institutional governance /ased on appropriate democratic representation of stakeholders will have to /e esta/lished to advise on polic" issues and assist in implementation of elements of NVEQF. The reconstruction of the curriculum for schooling and higher education will /e essential in order to provide necessar" fle6i/ilit" and to get rid of the outmoded teaching7learning practices prevalent in our education s"stem. 3articipation of the ndustr" and emplo"ers will /e a critical prerequisite for the success of NVEQF. TVET courses have to /e design and developed in consultation with the ndustr" and emplo"ers. The learning outcome will /e linked to emplo"ment outcomes defined in National Hccupation #tandards (NH#). NH# specif" the standard of performance an individual must achieve when carr"ing out a function in the workplace$ together with the knowledge and understanding the" need to meet that standard consistentl". 'urrentl"$ National Hccupation #tandards do not e6ist and therefore$ the" will have to /e created. NH# for each ndustr" #ector would /e laid down /" the respective ##'.

National Vocational Education Qualifications Framework-Executive Summary

9 ?sectoral framework@ or if required su/7sectoral frameworks will have to /e developed to map out all e6isting qualifications$ skills and qualifications held /" the current workforce$ anal"sis of the future skill requirements$ training requirements$ national occupational standards relevant for the sector and design for clear cut progression pathwa"s and provisions for seamless vertical mo/ilit" of a student. 9 sector could /e an industr" sector (e.g.$ organi!ed retail$ plum/ing$ etc.) or an education sector (e.g. teacher preparation$ special education$ etc.). This would require initial agreements /" the various stakeholders on levels$ description of each level$ requisites for mo/ilit" /etween different levels$ etc.
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National Vocational Education Qualifications Framework-Executive Summary

The curricula changes that would /e required at various NVEQ levels will have to /e e6plicitl" worked out with the concerned +inistries&.epartments and nstitutions. The reconstruction of the curriculum for schooling and higher education will /e essential in order to provide necessar" fle6i/ilit" and to get rid of the redundant teaching7learning practices prevalent in our education s"stem presentl". 'ompetenc" standards for training of teachers and trainers for /ringing a/out radical changes in teacher training and retooling programmes to suit the needs of the NVEQF will have to /e developed. #trategic steps will /e taken for promotion of vocational pedagog" and /lended learning. 9 qualit" assurance s"stem for competenc" /ased education and training and assessment will have to /e developed under a Qualit" 9ssurance Framework (Q9F) for providing nationall" consistent high qualit" education and training. The qualit" assurance s"stem will have three pronged strateg"L (i) national standards are registered$ (ii) national standards are used /" the accredited organi!ations$ and (iii) a moderation s"stem that ensures national consistenc". There will /e an additional e6penditure on setting up new institutional structures and mechanisms over the ne6t few "ears and therefore$ the partnership /etween the 'entral 4overnment$ #tate 4overnments$ ndustr"$ Emplo"ers$ and 'ommunities should /ecome the new foundation of the financing s"stem.

Fig 6$ NVEQF to %e driven %y coordinated efforts of 'overnment and 8ndustry for development of competencies suited to the needs of individuals and the employers

NVEQF levels School Education

!74

The general academic education s"stem should /e modified to allow students more fle6i/ilit" in su/Aect options vi!.$ a mi6 of academics and vocational at 'lasses J 2 J and dedicated vocational speciali!ation at 'lasses J 2 J .
9

National Vocational Education Qualifications Framework-Executive Summary

The 'entrall" #ponsored #cheme ('##) of Vocationalisation of ,igher #econdar" Education$ which has /een recentl" revamped /" the +,-.$ will serve the purpose of NVEQ levels E 2 >. National 'ompetence 'ertificate < (N''<) will /e issued to those who have cleared NVEQ level E$ which would /e equivalent to <<th #td. The National 'ompetence 'ertificate ( (N'' () will /e issued to those who have cleared NVEQ level >$ which will /e equivalent to <( th #td.

*raftsmen )raining Scheme

'ourses offered under the 'raftsmen Training #cheme in T s will have to /e revamped to suit the needs of the NVEQ levels <7 >.

NVEQ &evels 372

9t NVEQ level ;7G$ learners will acquire 5technician8 or 5supervisor" level competencies8. The" would /e required to complete NVEQ level E or >$ as the case ma" /e for entr" into the level ;. 9rrangement for progression into the qualification offered /" 3ol"technics will have to /e made uniform and e6plicit to suit the needs of NVEQ levels ;7G.

NVEQ &evel 17!.

3rogrammes under NVEQ levels *7<) are to /e offered /" 'olleges and %niversities offering 4eneral Education and TVET courses. The academic s"stem should /e modified to allow students more fle6i/ilit" in su/Aect options vi!.$ a mi6 of academics and vocational or a dedicated vocational speciali!ation. %niversities have introduced the 'hoice :ased 'redit #"stem. 9rrangement for progression into the qualification offered /" %niversities will have to /e made uniform and e6plicit to suit the needs of NVEQ levels *7<). 9pen &earning 8nstitutions Hpen 1earning nstitutions like National nstitute of Hpen #chooling (N H#)$ #tate Hpen #chools (#H#)$ ndira 4andhi National Hpen %niversit" ( 4NH%)$ and #tate Hpen %niversities (#H%s) will not onl" have to align their courses to suit the requirements of NVEQ levels$ /ut will also pla" a maAor role in offering /ridge or foundation courses for seamless progression of students from one level to another.

:anagement :echanism
The +,-. and +o12E together will /e responsi/le for creating the NVEQF$ and implementation of norms and standards of NVEQF in school$ technical education institutions$ vocational education and training institutions and higher education institutions. The +,-. will
10

National Vocational Education Qualifications Framework-Executive Summary

work in close co7operation with +o 1 2 E$ other +inistries$ #tatutor" 'ouncils$ :oards$ and N#.' to formulate policies$ rules and guidelines in consultation with the representatives of various stakeholders for esta/lishment of NVEQF. 9 National #teering 'ommittee (N#') for development of NVEQF will /e set up Aointl" /" the +,-. and +o1E to develop and esta/lish NVEQF. nstitutions for management of implementation of integrated education and training s"stem will /e set up /" the 4overnment in colla/oration with other stakeholders.

The National #kill .evelopment 'orporation (N#.')$ through the #ector #kill 'ouncils (##'s) /eing set up for each economic sector$ would /e a maAor pla"er in /ringing a/out s"nerg" /etween the NVEQF and ndustr". SS*s in association ,ith institutions "e g schools; 8)8s; Polytechnics; <niversities# ,ill develop National 9ccupation Standards; *ompetency %ased *urriculums; )raining Pac=ages; +ssessment guidelines; etc and ,ould also impart training to trainers for %uilding their capacity ##' will provide certificates Aointl" with the 9warding /od" and the -egistered Education and Training 3rovider (-ET3s) to successful candidates and will ensure acceptance of the qualification /" the industr".

9 single statutor" /od" like 5 ndian Qualifications 9uthorit"8 for polic" level planning$ taking strategic decisions and to ensure qualit" of TVET under the NVEQF will /e needed. ,owever$ till such /od" is formed$ the responsi/ilit" can /e assigned to the National :oards of 9ccreditation under 9 'TE.

The e6isting education&training providers or new educational institutions providing formal education and training can get themselves registered as ET3s under NVEQF if the" want to conduct accredited TVET programmes against NH#. Formal approval and recognition of the ET3s will /e done /" a national registering /od" in accordance with the norms and standards for registration.

+anagement at the grassroots level will ena/le the framework to align to the local requirements. at .istrict level$ which will work in close coordination with each other. Hne is the office of the District Education 9fficer "DE9#; and other is S=ill Development *enter "SD*# to /e set up /" N#.' with support from +,-. and +o12E. 9ll education and training esta/lishments in the .istrict will /e gridded to .EH and #.'. The #.' will provide inputs on Ao/ opportunities$ certification$ on7the7Ao/ training$ industr" interface$ while the .EH@s office will provide curriculum$ training packages and aids$ teachers$ trainers$ tool rooms and materials for training. The #.'s will have /ackward linkages to N#.' and ##' for real time inputs$ and will /e connected to local industr" for coordinating internship$ on7the7Ao/ training and other activities.

Policy 8mplications and *hanges

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National Vocational Education Qualifications Framework-Executive Summary

Few polic" initiatives have /een taken at the National$ #tate and nstitutional levels to address the pro/lems of career progression /etween school vocational education and higher education. #ome e6amples of e6isting policies that can contri/ute to supporting progression into$ within$ and from TVET are as followsL Vocational passouts in engineering courses at <)M( level can get admission into the ( nd "ear of 3ol"technic (E "ear programme). T passed candidates pursuing studies in the various fields of engineering corresponding to their trades can get admission through the seats remaining vacant in the 3ol"technics in the #tate$ provided the trainees have passed ##' e6amination and secured G)B of marks in the final T e6amination. 3ol"technic passouts can get admission into the (nd "ear of :.Tech. (> "ear programmes). 3rovisions for admission of students of <) M ( vocational stream to :9&:.#c.&:.'om. (4eneral 9cademic) courses.

:ut these policies or modifications have not served the wider purpose of providing seamless pathwa"s for vertical mo/ilit" to a maAorit" of the students. The various complementar" policies that need to /e in place to support esta/lishment of NVEQF are as followsL 3olic" to ensure compliance with provisions for registration and accreditation$ 3olic" to enhance ?articulation arrangements@ /etween school& T s& 3ol"technics and ,igher Education nstitutions for providing vertical mo/ilit"$ 3olic" for recognition of prior learning$ 3olic" for qualit" assurance$ and 'reating institutions to fill the current gaps in teacher&instructor training. 3olic" of changes or modifications in recruitment rules and procedures. t would require changes in recruitment and emplo"ment policies for hiring ?competent@ rather than Aust ?qualified@ people for a Ao/. The financial institutions will also have to align their policies of funding to encourage people with ?skills@ rather than Aust ?qualifications@.

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National Vocational Education Qualifications Framework-Executive Summary

)ime Frame for 8mplementation

What is to %e done? 6.!! 6.!!7!6 Corking .ocument on NVEQF (i) #etting up of #ector #kill 'ouncils Who ,ill do? 'oordination 'ommittee on NVEQF National #kill .evelopment 'orporation (N#.') 9 'TE$ N'E-T$ 3##' VE$ N#.'

(ii)

.evelopment of NVEQF Hperational +anual and 4uidelines

(iii) .evelopment of NH#$ ':'$ and Training 3ackages for NVEQ levels <7 > (iv) #etting %p #kill .evelopment 'entres in #tates (iv) NVEQF promotion through awareness and training programmes 6.!67!5 (i) Hfficial launch of NVEQF as pilot in few states

N#.'$ N'E-T$ 3##' VE

#tate 4overnments and N#.'

#tate 4overnments$ N#.' and #kill .evelopment 'entres +inistr" of ,uman -esource .evelopment (+,-.) #tate 4overnments

(ii) 3u/lication of success stories and pu/licit". (iii) Development of N9S; *-*; )raining Pac=ages for NVEQ 371 6.!57!4 6.!47!3 (i) Esta/lishment of NVEQF /" other #tates (i) 9ccreditation of ET3# (ii) ncorporation of NVEQs in recruitment schemes. +apping of ndian NVEQs with NVQs of other countries for nternational recognition.

N#.'$ ##'s$ N'E-T$ 9 'TE N#.'$ ##'s$ 9 'TE$ %4' #tate 4overnments 9 'TE and N#.' 'entral and #tate 4overnments$ ndustries 4overnment of ndia and 4overnments of other countries.

6.!376.!2 (i)

13