National Skills Qualification Framework

National Skills Qualification Framework – Astm Pvt Ltd

National Skills Qualification Framework that aims at bridging the demand-supply gap for a skilled workforce in different industry sectors in India. It strives to assure various interoperable quality standards for progression and upward mobility through formal and informal training and education by mapping different levels of knowledge, skills, and aptitude with requirements to successfully perform on the job.

NSQF can remove the stigma attached to vocational training and education by promoting a culture of credit transfers and different modes of recognizing and rewards achievements in vocational streams.

NSQF organizes qualifications according to levels of knowledge skills and aptitude to facilitate interaction between general education, vocational training, and education that have before been operating as separate and independent verticals

 

  1. The levels are detailed descriptions of learning outcomes that the learner must possess and demonstrate irrespective of whether the learning takes place through the formal or non-formal education.
  2. As a competency framework, it integrates vocational education and training, general education, technical education through various ways that show the higher order and levels of learning.
  3. It aims at providing flexibility with multiple entries and exit levels
  4. One of the primary objectives of NSQF is to facilitate easy entry into the job market with desired skills and knowledge and continue learning and skill building for the further qualifications.
  5. NSQF is derived in partnership with the industry and prospective employers for validation of curriculum and upgrading with current knowledge and technologies.

 

National Skills Qualification Framework – Astm Pvt Ltd

Create the awareness among students and parents that engineering is not the only aspirational degree to fulfill career ambitions. They prepared to accept alternatives such as vocational streams of education and training. ITI s and polytechnics saw as least priority options with no higher education and future prospects. Schools and colleges open to flexible ways of certification and academic progression. Do we connect education with employability and show several paths to upward mobility through recognition of prior learning and formal certification.

Students need to know that the formal degree curricula are mostly designed to equip them with knowledge, and they have to explore different ways of practicing and using the knowledge. They need to appreciate the vocational aspects of learning alongside the school and college programs through real work exposure, working with tools, machines, and gadgets. Only then their higher education gets aligned with skills required at the first levels, and they are well prepared to understand the discipline and how it holistically connects with the industry. It is only by trying manual work that they develop respect for all trades and dignity of labor.

The journey from education to the job is marked with several milestones on the two big ends we have the students, graduates or job applicants and on the other end an industry, the corporates with a range of employment in private and public sector. The process should enable meeting the market demands for the skilled workforce through industry approved training curriculum and placement options. It needs to take into consideration the training of trainers.

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