THE VISHWAKARMAAPPRENTICESHIP

EDUCATION PROJECT

KNOWLEDGE TRANSFER

FROM SWITZERLAND

TO INDIA

THE RAJENDRA & URSULA JOSHI CHARITABLE FOUNDATION

THE VISHWAKARMAAPPRENTICESHIP

EDUCATION PROJECT

KNOWLEDGE TRANSFER

FROM SWITZERLAND

TO INDIA

PUBLISHED BY

RAJENDRA & URSULA JOSHI CHARITABLE FOUNDATION

1ST EDITION

COPYRIGHT © 2008

JCF RAJENDRA & URSULA JOSHI CHARITABLE FOUNDATIONALBISRIEDERSTRASSE 315, 8047 ZURICH, SWITZERLANDWWW.JOSHI-FOUNDATION.CH

ISBN 978-3-033-02396-3 (PDF)

ISBN 978-3-033-02369-7 (Printed Brochure)

REPRINTED 2010

TABLE OF CONTENTS

Introduction 05

Knowledge transfer from Switzerland to India 06

The Vishwakarma Apprenticeship Education Project in a nutshell 07

The initiators of the Vishwakarma Apprenticeship Education Project 09

Dual education – a brief explanation of the concept 10

The dual system in Switzerland 11

Swiss trades: a series of portraits 19

The current situation in India 29

An assessment of the present situation with a view to the future 30

The dual system: the key to equal opportunity for young Indians 35

Adapting the Swiss dual system to Indian conditions 39

Benefits of the dual system in India 45

Statements by the social partners 47

Implementation of the dual system in India 50

Contact addresses 52

INTRODUCTION

05

KNOWLEDGE TRANSFER

FROM SWITZERLAND

TO INDIA

06

THE VISHWAKARMA APPRENTICESHIP

EDUCATION PROJECT IN A NUTSHELL

We are introducing a new system ofapprenticeship education andtraining in India, what in Swit-

zerland is known as the ‘dual system’, or acombination of on-the-job training and voca-tional school.

Economists, entrepreneurs and politicians allagree: Switzerland’s economic success maybe principally ascribed to this combination oftheory and practice, as borne out by the ca-reers of many leaders in the Swiss industrialand service sectors.

The main benefit of the dual system is socio-economic: since it offers solid training virtu-ally without imposing a financial burden onapprentices or their families, it is open to alllevels of society. Educational opportunity isthus not a function of purchasing power, butexclusively of a thirst for knowledge and a ta-lent for work. The dual system thus providesSwitzerland’s industry and trades with amplenumbers of skilled personnel every year, andin the process furnishes practical proof of itseconomic and social efficacy. Furthermore,the training model is also responsible for aremarkable increase in productivity, and hasa positive effect on youth unemployment aswell.

A project initiated by the Rajendra & UrsulaJoshi Charitable Foundation (JCF) in Rajas-than has convinced us that the Swiss dual sy-stem meets with significant approval in India.Economists, education specialists and pro-gressive businesspeople are lending their expertise to our adaptation of the Swiss ap-prenticeship education project to India’s eco-

nomic and demographic realities, as well asto its thoughtful implementation in India. TheJCF also receives support from Switzerland’sbusiness world, public sector, corporatemembers of industry associations and voca-tional schools.

The aim of this presentation is threefold.We want first of all to convince you of themerits of the pragmatic training system onthe Swiss model. At the same time, we in-tend to show you the potential practical be-nefits of the dual system for your ownorganisation. And finally, we would alsolike to explain how you can play a role inthis key reform process.

Thank you for taking the time to hear us out.

Sincerely yours,

JCFRajendra & Ursula Joshi Charitable Foundation

Dr. Rajendra K. Joshi Ursula JoshiPresident Vice-President

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08

Vishwakarma – the champion of all craftspeopleand architects – is the patron deity of our project.

THE INITIATORS OF THE VISHWAKARMA

APPRENTICESHIP EDUCATION PROJECT

THE RAJENDRA & URSULAJOSHI CHARITABLEFOUNDATION (JCF)

The Rajendra & Ursula Joshi Charita-ble Foundation was founded in Zurich,Switzerland by Dr. Rajendra Kumar

Joshi and his wife Ursula Joshi. The mainaim of the foundation is to extend the indu-strial training currently on offer from Indianinstitutions with an apprenticeship educationsystem similar to that in use in Switzerland,Germany and Austria.

Dr. Rajendra Kumar Joshi’s initiative is basedon experiences that began in the 1960s. Backthen, he analysed the success factors that hadled to the economic boom in the markets ofGerman-speaking countries. He formed theview that the high standard of professiona-lism in Switzerland, combined with a strongwork ethic, was partly due to the solid trai-ning provided by the dual system.

Both Dr. Joshi and his wife were actively in-volved in the professional training of youngpeople in Switzerland. The question thereforearose as to whether, and how, the dual systemmodel could be adapted to Indian conditions.Detailed enquiries involving experts in both countries strengthened Dr. Joshi’s vision of institutionalising efficient knowledgetransfer from Switzerland to India. The esta-blishment of a foundation, followed by agree-ments with decision-makers in the twocountries, rapidly emerged as a promisingand pragmatic solution.

On 2 November 2006, Dr. Rajendra KumarJoshi and his wife Ursula Joshi set up the Ra-jendra & Ursula Joshi Charitable Foundation.As a Swiss foundation with internationalaims, it comes under the supervision of theSwiss Federal Department of Home Affairs.The Foundation pursues no commercial inte-rests. It has proven to be the best form of or-ganisation to promote the exchange ofexperiences and know-how transfer betweenSwitzerland and India. Already, less than twoyears after its creation, it has created a firmbasis for the Vishwakarma ApprenticeshipEducation Project. That is the subject of thispresentation.

09

Dr. Rajendra Kumar Joshi andMrs. Ursula Joshi

DUAL EDUCATION – A BRIEF EXPLANATION OF THE CONCEPT

The basis of the dual system is a contract signed by the apprentice andthe business concerned in confor-

mance with the law. Under the terms of sucha contract, the apprentice undertakes to learnthe theory necessary for his or her chosentrade by means of regular attendance of a vocational school, while acquiring practicalexperience on the job.

The dual system of vocational education and training enjoys a venerable tradition inSwitzerland, Germany and Austria, where itmakes an important contribution to nationaleconomic success.

The Rajendra & Ursula Joshi CharitableFoundation (JCF) aims to transfer know-howgarnered in the dual system from Switzerlandto India, and thus use the experience of onefederal state to make a significant contribu-tion to the apprenticeship education of theother. To this end it supports both the privatesector and public corporations in their effortsto adapt the Swiss model to Indian society, a knowledge transfer which also enjoys thesupport of the authorities, institutions andprofessional associations representing corpo-rate members of industry that are responsiblefor Swiss vocational training.

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Vocational School

Trade-related education and general knowledge

Training Industry

Practical skills on-the-job training

THE DUAL SYSTEM

IN SWITZERLAND

MAJOR FEATURES OFTHE SWISS DUAL SYSTEM

Apprentices receive carefully structuredpractical training in their chosen tradein industry, and acquire theoreticalknowledge in vocational school (hence‘dual’ system).

The apprenticeship-education pro-gramme lasts between two and fouryears, depending on the trade in question.

As a rule, apprentices spend four days a week working at industry in their chosen trade and one day a week study-ing at vocational school.

Apprentices are paid a small salary in recognition of the productive workdone in industry while acquiring practi-cal training in their chosen trade.

Swiss vocational schools are run by the individual provincial governments,while the entire system of apprentice-ship education is subject to the rules and regulations of both the provincialand federal governments.

Apprentices sit a final exam, success inwhich earns them a federal certificate.

TRAINING APPRENTICES MEANSMONEY WELL INVESTED

There are some 850 certified academic andnon-academic occupations in Switzerland.School leavers who have completed theircompulsory education have their pick ofmore than 200 possible trades for an appren-ticeship.

More than 200 vocations are currently covered by the dual system, and they aregrouped together in 22 vocational fields. Thisclassification system primarily serves thepurposes of careers advice and career selec-tion. It enables young people to better iden-tify where their interests and preferences lie,and focus on the vocational areas best suitedto them when deciding what course of studyto pursue.

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12

In Switzerland, apprenticesare valued as fully-fledgedmembers of the work force:their contractual relationshipwith their employer entailsmutual obligations.

13

SIMPLIFIED DIAGRAM OF THE SWISS

VOCATIONAL AND PROFESSIONAL

EDUCATION SYSTEM

no ofyears

5

4

3

2

1

Federal Vocational Baccalaureate

1Vocational

Baccalaureate Studies

4

3

2

1

9

8

7

6

5

4

3

2

1

Compulsory School Education

Prim

ary

and

Low

er S

econ

dary

Lev

elU

pper

Sec

onda

ry L

evel

Federal VET Diploma & Federal Vocational

BaccalaureateFederal VET Diploma

Federal VET Certificate

Vocational Education and Training, incl. Vocational

Baccalaureate Studies

Vocational Education and Training (VET) of 3 or 4 years

Vocational Education and Training (VET)

of 2 years

Master Bachelor Diploma

Terti

ary

Leve

l

Federal PET Diploma

Study at Universities of Applied Sciences Professional Education and Training (PET)

Vishwakarma Apprenticeship

Education Project

14

The completion of basic schooling (lower secondary level) is the prerequisite for pro-fessional training (upper secondary level).The Swiss dual system of vocational educa-tion and training (VET) comprises a practi-cal, on-the-job component, with three to fourdays a week spent at a company, and a theo-retical component, with one or two days aweek spent studying at vocational school. Ap-prenticeships last a total of two to four years.

Swiss vocational schools are distinguished by the fact that their curriculum includes, inaddition to subjects specific to a given trade,politics and general topics, in an effort tomake responsible citizens of apprentices. In this sense, Swiss vocational school is acontinuation of the public school system.

SWITZERLAND: EDUCATIONAL ATTAINMENT AT AGE 20,

DISTRIBUTION IN %

Type of upper secondary Total Men Womeneducation completed 1996/97 2006/07 1996/97 2006/07 1996/97 2006/07

Vocational education1 65 69 74 77 57 60Classic school-leaving certificate 18 20 17 16 19 23Teacher training2 2 0 1 0 19 0Education not completed3 15 11 8 7 20 17

Total 100 100 100 100 100 100

1 Dual system. Vocational education of two or more years’ duration only. Estimate: The ratio of persons who have completed upper secondary vocational education equals the sum of the ratios of students in the second year of vocational education to the total population for each year of 16 to 21-year-olds.

2 Pre-primary, primary, arts and crafts, and home-economics teachers3 Completion of one-year vocational education possible

Source: Swiss Federal Statistical Office (FSO)

More than twothirds of all youngpeople in Switzer-

land between theages of 16 and 21are trained in the

dual system.

Swiss apprentices have a rangeof further vocational and pro-fessional education and trainingoptions once they have completed their apprenticeship.

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Apprentices are paid for their work from thevery outset of their training, which concludesthe federal VET diploma with a practical andtheoretical examination. VET diploma hol-ders can then either go directly into their cho-sen trade, or opt for advanced studies with abroad selection of continuing educational of-ferings.

One specifically Swiss feature of apprentice-ships – though one that is not relevant to India– is the opportunity to move almost seamlesslyinto a course of academic study after comple-ting an apprenticeship, thereby enabling stu-dents to manage their careers in a highlyprofessional way. In other words: apprenticescan earn a federal vocational baccalaureate ata vocational school while they are pursuingtheir apprenticeship, and thus enter a univer-sity of applied sciences without sitting exami-nations. Alternatively, they may also choose toearn this federal vocational baccalaureate fol-lowing completion of their apprenticeship inthe course of a one-year programme.

Swiss apprentices are offered a broad rangeof continuing educational and training op-tions when they complete their apprentice-ships with the federal VET diploma. Theseoptions include:

Professional education and training(trade supervisor diploma), or

Further vocational education and trai-ning (with federal vocational baccalau-reate), or

Further extra-occupational education(with federal vocational baccalaureate),or

Studies at a university of applied sciences (with master/bachelor degree),or

Studies at an academic section of university (with PhD)

Although Switzerland’s first law onvocational education was passed asearly as 1884, it was not until the

late 1940s that Swiss vocational training trulybegan to blossom. Further revisions to thestatutes in 1965 and 1980 made apprentice-ships more attractive, and the latest versionof the law, an open set of legal guidelines fa-cilitating flexible, life-long learning, has beenin force since 2004.

The dual system owes its success to its mar-riage of theoretical knowledge with practical,on-the-job training, with apprentices takingon productive work for the company at whichthey are being trained, if possible, from thevery outset of their education. The apprenti-ce’s so-called master, or trade supervisor, is askilled professional who guides the trainingthroughout the entire programme and is char-ged with overseeing its objectives and itsbreakdown into temporal units.

INTER INDUSTRY COURSES

The demand for basic, practical, professionaltraining rose steadily in Switzerland begin-ning in the 1980s, and businesses offering ap-

prenticeship programmes were accordinglyon the lookout for new educational modelswhich would allow them to concentrate ontheir core competence once again while pro-viding them with innovative pedagogical me-thods. At the same time, such methods had tobe cost-effective, tailored to actual require-ments, and high-quality.

The ideal solution turned out to be separateinstitutions for those courses which were ofgeneral interest to apprentices. Such coursesare now offered in cooperation with the morethan 400 professional associations withcorporate members of industry as well as bytraining centres. At these centres, apprenticesacquire basic practical skills and expand theirexpertise in sector-specific courses.

Their practical vocational education comesmainly during the first two years of their ap-prenticeship and concludes with an interimexamination. In their third and fourth years,apprentices make a productive contributionin their chosen field at the business at whichthey are being trained, and are able to de-monstrate their professional qualifications bymeans of individual project work.

The success of Switzerland’s dual system, anchored as it is in the nation’s institutions ofvocational education, is the result of an optimal collaboration among businesses offeringapprenticeship programmes, vocational schools, and the authorities. As costs and timepressures mount, businesses offering apprenticeship programmes are increasingly orga-nising common educational components to training centres, which is in turn inspiringever more companies to share the education of their apprentices with other enterprises.These training centres enable Swiss industry to react quickly and flexibly to new voca-tional challenges in the various sectors of the economy, closing any gaps that open up.Thanks to good coordination among the companies concerned, these training centresadhere to learning goals that are standardised and recognised throughout Switzerland.

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SWISS VOCATIONAL CENTRES

ARE SUPPORTED BY INDUSTRY

17

The Swiss apprenticeship model depends upon the principle of partnership, with all relevant bodies included in its

organisational structure.

PARTNERSHIP BETWEEN INDUSTRY, FEDERAL GOVERNMENT AND

PROVINCIAL GOVERNMENT

ConfederationStrategic management

and development

Professional associations

(Corporate members of industry)

Curricula and apprenticeships

CantonsImplementation and supervision

18

Throughout their entire programme, apprenticesenjoy the support and guidance of a ‘master’, a trade supervisor and mentor in one.

SWISS TRADES: A SERIES

OF PORTRAITS

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Apprentices learn at an earlystage to take responsibilityfor certain tasks.

EXAMPLE: PARAMEDICAL PROFESSIONS

The dual system in the field of health-care must be seen within the contextof Switzerland’s humanitarian tradi-

tion. The first nursing schools were foundedsome 100 years ago, and nursing as a profes-sion was standardised by the Swiss RedCross at the behest of the Swiss Conferenceof Cantonal Healthcare Directors.

The Swiss Red Cross developed a sophisti-cated training and continuing education sy-stem, initially guided in large part byadvances in the medical profession, later byresearch done in the field of nursing itself.The federal government was given authorityover the healthcare professions. A new deve-lopment in Switzerland involves offeringcourses at vocational schools, as well as atuniversities of applied sciences.

THE DUAL SYSTEM GUARANTEESA HIGH LEVEL OF SKILL IN THE

FIELD OF HEALTHCARE

The range of professional degrees availablein Swiss paramedical professions affords excellent career opportunities. Holders ofcertificates emphasise direct care, such asconsulting in pain relief for cancer sufferersand their families. Candidates also acquirebasic skills in systematic diagnostics. Conti-nuing education programmes leading to aMaster of Advanced Studies enable studentsto specialise in such areas as geriatric care.

The field of healthcare in Switzerland offersa range of attractive means to qualifying forjobs with key social importance. What ismore, healthcare offerings at specialised uni-versities allow students to pursue a degreewhile working in their profession.

Descriptions of the various professions in thefield of paramedicine which can be learnedin an apprenticeship are available on request.Examples include optometrist/optician, den-tal technician, healthcare technician, ortho-paedist and podologist.

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The field of nursing and health-care in Switzerlandoffers a range of attractive means toqualifying for jobswith key social importance.

EXAMPLE: ELECTRICIAN

In Switzerland, the common designation‘electrician’ basically covers four diffe-rent trades. In keeping with increasing

technical sophistication, a distinction is cur-rently made among electrical designers,power distribution electricians, electricians,and electrical installation technicians. Theselast are charged with commercial electricalequipment as well as with the installation, as-sembly, operation and maintenance of simpledomestic electrical facilities, while powerdistribution electricians are responsible forthe transport of electrical energy, and makecertain that electrical power is conductedfrom the generator to the consumer.

ELECTRICAL DESIGNERS PLANHIGH AND LOW-TENSION

INSTALLATIONS

Electrical designers plan, calculate and drafthigh and low-tension installations for resi-dential, commercial and industrial use as wellas for the public power supply. They workmainly in a design office, and their most important tool is a computer equipped with a CAD (computer-aided design) program.

Depending on the type of project they are engaged in, they may also be found on con-struction sites, where their investigative andsurveying work is crucial for planning.

As a rule they are employed in the design de-partment of electrical installation companies,electrical engineering offices and electricityworks. Depending on their place of employ-

ment, their work may either focus on energysupply or building technology.

Among other things, electrical designers areconcerned with heating and power plants,control systems, telecommunications facili-ties, power grids for entire subdivisions, andpublic lighting facilities.

Electrical designers can plan simple facilitieson their own, while for more complicated sy-stems they collaborate closely with engi-neers. They begin by calculating the powerrequired by the facility in question, as well asthe cables and safety features needed, whichinformation serves the installation companyin its cost assessments.

ELECTRICAL INSTALLATIONTECHNICIANS CONNECT

HOUSEHOLD SOCKETS TOTHE POWER GRID

Together with electricians, electrical installa-tion technicians are responsible for domestic,agricultural and commercial electrical facili-ties and connections. They are involved in thedesign, installation and maintenance of elec-trical systems and equipment in industrial,commercial and domestic locations. They workusing blueprint plans and electrical diagrams.

Electricians install the entire wiring system,which they then connect to electrical sockets,plugs and switches; they also connect allkinds of appliances to the electrical circuitand test their function.

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Theoretical knowledge of electricity is im-portant when it comes to repair work or main-taining goods.

The apprenticeship of electricians lasts fouryears. At the vocational school they receivetheoretical training in the following discipli-nes: working technology, basic knowledge oftechnology, technical specifications, electricalsystem techniques and communication tech-niques.

POWER DISTRIBUTIONELECTRICIANS ARE RESPONSIBLE

FOR TRANSPORTINGELECTRICITY

Power distribution electricians are specialistsworking in the field of electrical engineering.They build, operate and maintain plants anddevices for the transport of electricity, and ensure that electrical current is reliably deli-vered from generator to consumer. Power dis-tribution electricians usually work in teams,for the most part outdoors and in all weath-ers. They are always aware of the dangers in-volved in working with electrical current,protect themselves accordingly, and must beable to rely completely on their team-mateswhen performing dangerous work.

The profession is subdivided into four fields:cable-laying, overhead power-line installa-tion, sub-station construction, and publiclighting.

When laying cables, power distribution elec-tricians install the underground infrastructurerequired for the transportation of low andhigh-voltage current. They prepare the endsof cables to be joined and link these cables tosub-stations. Specialists in overhead power-line installation, for their part, erect the mastsneeded for overhead power-lines. Once these

masts, made of wood, steel or concrete, havebeen mounted with the aid of a crane, spe-cialists in overhead power-line installationuse hydraulic ramps to install the cables. Sub-station construction involves the assemblyand maintenance of electricity sub-stations inwhich high and medium voltage are conver-ted to the low-voltage current required. Thesespecialists lay and link cables within and lea-ding to sub-stations as well as to the grid.They install and renew junction boxes, re-place damaged parts, and clean sub-stations.Specialists in public lighting, finally, lay andconnect cables for street lights on publicroads, paths and squares. They are responsiblefor the maintenance and repair of public-lighting facilities.

The corresponding apprenticeship lasts threeyears. Practical training in a power stationtakes place four days a week, while one daya week is spent at a vocational school study-ing mathematics and IT, technical drawing,physics and chemistry, material science, andelectrical engineering techniques, as well asspecific trade-related subjects (state laws onelectricity, work processes).

The practical training of powerdistribution electricians includes challenging

tasks undertaken in the open air.

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The complementary inter industry courses offer the opportunity to learn new ways of working on same level and together with otherapprentices.

EXAMPLE: PLUMBER

An apprenticeship in plumbing, whichbelongs to the vocational field ofbuilding-utilities service, lasts three

years.

Plumbers furnish buildings with metal com-ponents such as roofs, gutters, façades andornamental elements. They manufacture theparts themselves in their workshop before assembling them on a building. Templates forthe production of single parts are provided by architectural plans and drawings as wellas construction sketches.

Depending on the particular project, plum-bers visit the construction site to survey andsketch the site of their intervention. In theirworkshop they make use of both manual

tools and up-to-date machinery. The manu-facture of technical components for industryand trade is among their competences. They work outdoors and in all weathers. Theyare frequently called upon to work at greatheights, on scaffoldings or rooftops. Theywork alone or in teams and co-ordinate theirinterventions with building-site managementand architects.

Practical training in an industrial plumber’sworkshop takes place four days a week, whileone day a week is spent in a vocational schoolstudying basic physics and chemistry, thermodynamics, material science, safety on the job, construction science, metal roofs andfaçades, technical mathematics and technicaldrawing.

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Plumbers workalone or in teamsand co-ordinatetheir interventionswith building-sitemanagement andarchitects.

EXAMPLE: BRICKLAYER

Bricklayers work in the vocationalfield of building and create struc-tures using brick, natural stone and

concrete. They also install scaffoldings, layon rough casts, and lay drain pipes.

They may specialise in either construction orcivil engineering. While the former field focuses on building such things as houses,shopping centres, school complexes and in-dustrial complexes, civil engineering in-volves the construction of tunnels, bridges, drainsystems and public infrastructure, which lastin turn comprises facilities such as sewageplants, roads and railway networks. Whilethey are skilled in the traditional crafts (suchas building dry stone walls), bricklayers alsouse up-to-date machinery and building me-thods (including the creation of concretewalls, ceilings and floors). Bricklayers alsolay on rough casts and cement coats, installpre-fabricated parts like stairways and balcony balustrades, mount scaffoldings, laydrain pipes of all sizes, and perform earth-work such as channel-digging and building-pit excavation.

On the site of a new building, bricklayerswork in the open, often at great heights, andalso perform interior alterations and renova-tions. They usually work in a team. While it requires considerable physical strength,building work also calls for such mental ac-tivities as reading and interpreting blueprints,preparing a job, and procuring materials.

The apprenticeship lasts three years. Practicaltraining takes place four days a week at abuilding firm, while one day a week is spent at a vocational school studying buil-ding-material science, building construction(masonry, concrete and reinforced concreteconstruction, civil engineering and earth-work), technical mathematics and technicaldrawing.

26

While they are skilled in the

traditional crafts,bricklayers also

use up-to-date machinery and

building methods.

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Swiss vocational schools offer both trade-related and general education, with an eyeto improving apprentices’ socialskills, among other things.

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In future, parallel to their on-the-job-training, power distribution electricians attending a vocational school in India will also study subjects like state laws on electricity and work processes.

THE CURRENT

SITUATION

IN INDIA

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AN ASSESSMENT OF THE PRESENT SITUATION

WITH A VIEW TO THE FUTURE

Afinal draft of the 2008 National Policy on Skills Development wasissued by India’s Ministry of La-

bour and Employment in conjunction withthe ILO Subregional Office for South Asia(SRO-New Delhi) on 4 May 2008.

Although the Indian economy has posted re-markable growth in recent years, as domesticindustry expands and becomes ever morecompetitive on the international level it is increasingly constrained by the limited avai-lability of the requisite skilled labour in thenecessary quality. This is a major challenge,since, as has been noted at the highest levels,sustaining a high level of economic growthdepends essentially upon a skilled, properlytrained workforce.

Skills and knowledge are the driving forcesof economic growth and social developmentin any country, and countries with higher andbetter levels of skill adjust more effectivelyto the challenges and opportunities of globa-lisation. Shortages have already emerged ina number of sectors. Large-scale skills deve-lopment is thus imperative for India, and thecreation of a National Skills DevelopmentMission has accordingly been announced.

There is a growing sense that past strategiesof skills development are inadequate to thehurdles faced by today’s economy; the TaskForce consequently calls for a paradigm shiftin the national policy on skills development.

The challenge is not merely to produce theadditional skilled labour required by the eco-

nomy, but also to ensure that skills-develop-ment initiatives address the needs of India’senormous population as well, by makingthem employable and helping them to secure‘decent work’. Translating the benefits of ahigh rate of economic growth into a fasterpace of poverty reduction by generating pro-ductive employment, in other words, remainsa formidable task, in which the developmentof skilled personnel in the informal sector isa key strategic step.

Planned development of skills must be un-derpinned by a policy which is both compre-hensive and national. Piecemeal policies, aswell as those which do not accommodate orreconcile the perceptions of various stake-holders across the country, cannot effectivelyserve the goals of national development. A national policy is needed to guide the for-mulation of skills-development strategies andthe planning of coordinated action by all part-ners concerned. Furthermore, in view of theinterconnections among employment, econo-mic growth and skills, it is important that policies in the area of skills development belinked to policies in the economic, employ-ment and social-development spheres.

India is poised to create a much brighter future for all of its people, and skills deve-lopment will help achieve this goal. The development and articulation of a nationalpolicy on skills development is thus a matterof prime importance.

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building a system with sufficient capacity;

ensuring equitable access to all, in particular women, the young, disadvantaged communities, minorities,the poor, the disabled, dropouts, andthose working in the informal sector;

reducing the mismatch between supplyand demand on the skills market;

diversifying skills-development programmes to meet changing requirements, particularly as posed bythe emerging knowledge economy;

ensuring the quality and relevance of training;

creating true market competence ratherthan mere qualifications;

providing opportunities for life-longskills development;

promoting greater, more active involve-ment on the part of the social partnersand forging a strong and symbiotic public-private partnership for skills development;

establishing institutional arrangementsfor planning, quality assurance, and the involvement of stakeholders, as well as for the coordination of skills development across the country;

fashioning governance for the skills-development system which promotesinitiative, excellence, innovation, auto-nomy and participation while ensuringthat the legitimate interests of all bene-ficiaries are respected;

strengthening the physical and intellectual resources available to theskills-development system; and

mobilising adequate investments for thesustainable financing of skills develop-ment.

The challenges in skills development are many. They include:

VISION OF THE NATIONALSKILLS DEVELOPMENT SYSTEM

IN INDIA

The vision shared by India’s Ministryof Labour and Employment and theILO Subregional Office for South

Asia (SRO-New Delhi) makes significantsocial demands in addition to clearly expres-sing a sense of mission:

“National Skills Development System is aimed at empowering all individualsthrough improved skills, knowledge andinternationally recognised qualifications toenable access to decent employment andpromote inclusive growth and ensure India’s competitiveness in the global market.”

The project for a Swiss-style dual system ofvocational apprenticeship education and trai-ning in India, as promoted by the JCF, in ad-dition to largely meeting the demands of thismission, also joins the National Policy ofSkills Development 2008 in calling for askills-development system which

... supports employment generation, economic growth and social developmentprocesses;

… champions diversity while maintaining a nationally coherent skills-development system based on strong public-private partnerships;

… responds to technological change, em-ployment requirements, and improvementsin the productivity and competitiveness ofindustry;

… aims to achieve inclusive growth by providing equal access to training for all,and responds to the needs of the informalsector;

… grants qualifications and certificateswhich are quality-assured and recognised,nationally, by a range of organisations, as well as internationally;

… promotes lifelong learning and the conti-nuous upgrading of skills and knowledge;

… is supported by sustainable funding; and

… promotes excellence and meets thechanging needs of a knowledge economy.

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2 The complete wording of the NATIONAL POLICY ON SKILLS DEVELOPMENT 2008(Draft for Consideration), prepared by India’s Ministry of Labour and Employment and the ILO Subregional Office forSouthern Asia (SRO-New Delhi) can be found at http://dget.nic.in/publications/NATIONAL_Skills_POLICY_FINAL.pdf

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THE FUNDAMENTS FOR THEESTABLISHMENT OF A DUAL

SYSTEM ARE AVAILABLE

The project conforms to the Indian Ministry of Labour and Employ-ment’s Trade Apprenticeship Trai-

ning in India (as on 31.3.2004). TheApprenticeship Training Scheme of March2007 notes that the Indian educational systemalready comprises a form of apprenticeship.It also points out that, despite intake capacityof 246,137 in 32,413 establishments, a total of only 168,821 apprentices were on the rollsof 20,900 establishments in the year under re-view. In the state/private sector, meanwhile,there was an 11 percent rise over 2006 in thenumber of establishments with training faci-lities. The most popular trades amongst ap-prentices were fitter, with 34,046 apprentices,electrician, with 22,047, and motor-vehiclemechanic, with 12,508.

The Apprentices Act of 1961 was enactedwith the following objectives:

To regulate apprentice-training program-mes in industry so as to conform to pres-cribed syllabi, period of training etc., aslaid down by the Central ApprenticeshipCouncil; and

To utilise fully the facilities available inindustry for imparting practical trainingwith a view to meeting the requirementsof skilled labour for industry.

All India Trade Tests (AITTs) for trade apprentices are conducted twice a year by theNational Council of Vocational Training(NCVT), which also awards National Ap-prenticeship Certificates (NACs) to success-ful candidates. NACs are recognised foremployment in all establishments, underta-kings, and autonomous organisations under

the central and state governments, as well asby establishments in the private sector.

The current monthly stipend during appren-ticeship training varies between 80 rupees inthe first year of training and 1,230 rupees inthe fourth year.

The apprenticeship system currently in placeunder India’s Apprentices Act provides agood basis for the introduction of a Swiss-style dual system, to which it offers not theslightest competition.

The big difference between the kind of ap-prenticeship usually provided in India and thetraining principle established in Switzerlandlies in the dual system, which supplies ap-prentices with theoretical knowledge to com-plement their practical work.

On the contrary, India’s solid tradition willserve to efficiently leverage Swiss know-howwith an eye to successfully optimising the Indian apprenticeship system for the future.As a result, Indian industry will have a readysupply of well trained new staff for the future,while the dual system will open up a range ofcompletely new prospects for talented youngpeople from financially weak sectors of thepopulation.

“National Skills Development

System is aimed atempowering all

individuals throughimproved skills,

knowledge and inter-nationally recognised

qualifications ...”

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The increasing demand forquality on Indian constructionsites calls for beam-castingspecialists with a solid base in both theory and practice – a need met by the dual system.

THE DUAL SYSTEM: THE KEY TO EQUAL

OPPORTUNITY FOR YOUNG INDIANS

In a globalised world, the prosperity andeconomic competitiveness of our nation,the expansion of its systems of social se-

curity, and its very future depend increasinglyupon the educational level of its population.Globalisation and India’s accelerating demo-graphic evolution pose new challenges forour educators, for our school system, and for our entire society.

Education has become the most salient fac-tor in determining individual viability intoday’s knowledge culture. Qualified profes-sional training is guided by values tested inspecialised pedagogical laboratories in ac-cordance with scientific criteria in its pursuitof a high level of professionalism. Solid vo-cational education depends on a holistic me-thodology, one which takes the individual’sentire personality into account as it focuseson the apprentice, with all of his or herstrengths and weaknesses, and thus ensuresthat citizens enjoy equal opportunity in Indian society and a participating role in itsdemocratic political life.

AN OBLIGATION TO DEAL WITHTHE WEAKNESSES OF THE

INDIAN VOCATIONAL EDUCATIONSYSTEM AT THE UPPER

SECONDARY LEVEL

Every year, 5.5 million students finishclass X; of these, 3.3 million continuestudying, while 2.2 million drop out of the education system altogether.3

In addition, 19 million students dropout after class VIII every year, in search of vocational training and/orself-employment.4

India’s official training capacity for apprenti-ces, however, is merely 2.3 million, whichmeans that 18.9 million5 would-be studentscannot be accommodated each year. If the aimis to reach a target group of about 20 million, therefore, India’s system of industrial traininginstitutes (ITIs) must either be revamped, orreplaced with a new model.

3/4 Tenth Five Year Plan 2002–2007, Planning Commis-sion, Government of India, New Delhi, Vol. II (Chapter II: Human and Social Development)

5 2.2 + 19 – 2.3 = 18.9m

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The Indian education system takes it for granted that young people from certain socialclasses will go away empty-handed. The fact that social background plays a more decisive role than scholastic achievement in the careers of Indian youth is a matter forparticularly drastic concern.

An Indian’s career opportunities stand in direct proportion to his or her parents’ educational level and their social status. With its Apprenticeship Education Project, the JCFoffers knowledge transfer for an effective remedy to this economic and social dysfunction.

STRATEGIES FOR THEIMPROVEMENT OF INDIAN

EDUCATION

The Rajendra & Ursula Joshi CharitableFoundation (JCF) proposes the following so-lutions to the problem:

Introduce a Swiss-style dual system ofapprenticeship education, which wouldallow young people to get vocationaleducation and training with no finan-cial obligation on their parents’ part;

Allow students who have dropped outof the education system after class Xand later students who passed class VIII(2.2 million and 19 million, respectively)to enrol in an apprenticeship programme;

Reform existing vocational educationto combine practical, on-the-job trai-ning at a participating company withtheoretical education acquired at a vocational school, and thus stress thetraining of apprentices as the joint responsibility of trade associations, industries, and both state and centralgovernment;

Involve trade associations and industrymore closely in the apprenticeship system.

ALL YOUNG PEOPLE AREENTITLED TO VOCATIONALEDUCATION AND TRAINING

In a long-term view it is of paramount im-portance that both India’s private sector andits public sector meet their obligations to pro-vide ample training of sufficient quality andwithin reasonable distance from their placeof residence for all those who desire an education and are capable of embarking on aprofessional career, and thus build a viablefuture for India. An apprenticeship pro-gramme offering training in a range of tradesmust be established, in a further stage, andmade compulsory in standardised form in allof India’s federal states.

THE DUAL SYSTEM MUSTPLAY A CENTRAL ROLE ININDIA’S PROFESSIONAL

EDUCATION SYSTEM

From the inception of the project in the early20th century, the German-speaking worldtoday has developed a dual system of voca-tional education and training, based on soundpedagogical authority, scientific principle, ahigh degree of professionalism, and the con-ceptual combination of theory and practice.We want to transfer this model to India.

The dual system draws its strength from itsguarantee of high standards in professionaleducation based on a public-private partner-ship. By regulating the collaboration of com-panies with apprenticeship programmes andvocational schools, the system delivers theprofessionally qualified labour required bythe private sector as it tackles a range of newchallenges. Experience has shown that suchcollaboration leads to high-quality output.

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Vocational schools must be located and organised in such a way as to guarantee thatthe most comprehensive possible training isaccessible for all apprentices. Unlike Switzer-land, which is geographically compact andwhere distances between home, workplaceand vocational school are generally veryshort, in India large distances are involved –a problem which is to be solved by the provi-sion of hostel facilities in the vocationalschools. This is of particular significance toIndia’s rural population, for whom the go-vernment’s stance on professional trainingamounts to social policy.

A standardised basis for the attainment ofprofessional certification with nation-widevalidity is crucial to increased job-marketmobility. Qualifying final exams for entranceinto the professional world must be standar-dised and made compulsory in all Indianstates. We will call upon experts from Swissvocational schools to help with the successfulimplementation of this plan.

The professional fields which will serve asan organisational principle for the Indian dualsystem must be clearly defined at the outset,and the requisite educational content must inturn be definitively determined by the rele-vant professional committees and commis-sions. The JCF will lend its unequivocalsupport to this process, with an eye to ensu-ring inclusion of the Indian dimension in thevarious curricula.

Furthermore, the educational regulations andmaster plans of the individual vocational centres must also be standardised. Compa-nies with apprenticeship programmes and vocational schools must be given sufficienttime between the establishment of new edu-cational regulations and the inception of pro-fessional training to adapt their respectiveeducational arrangements to regional require- ments.

REMAKING PROFESSIONALTRAINING AND CONTINUING

EDUCATION

The growing demands on professionals makethe harmonisation of basic schooling andprofessional training and continuing educa-tion imperative. Over the long term, appren-ticeship programmes must be understood aspart of the process of continuing education.

Apprentices will need to acquire skills whichare not limited to specialist areas, but are ap-plicable to general work and corporate pro-cesses as well. The long-term institutiona-lisation of continuing education calls for thedevelopment of professional training andeducation into a modular system guided bothby professional principle and by the acade-mic demand for interdisciplinarity.

DEVELOPING VOCATIONALSCHOOLS INTO REGIONAL

COMPETENCE CENTRES

As autonomous pedagogical organisationswith the status of incorporated enterprises,the vocational schools must be developedinto regional competence centres for the various fields of basic professional training.They must be granted the requisite authorityand the infrastructure necessary to coordinateregional professional training and continuingeducation. The development of vocationalschools into competence centres must also besupported if possible by regional professio-nal networks.

ENHANCING THE AUTONOMYOF VOCATIONAL SCHOOLS

Under this system, autonomous schools meetobjectives determined in advance and inclu-ded in their own training programmes. Theyare granted the means necessary for this un-dertaking, and are thus flexible in the designof their educational programmes, the equip-ment of their facilities, and the creation oftheir own operational structures, as well asbeing responsible for the social consequen-ces of their performance. The aim of all ofthese measures is the provision of a soundeducation for the inhabitants of each region.

CONTINUOUS ADAPTATIONOF CURRICULA

India’s economic development, the rapidspread of information and telecommunica-tions technology, and decentralised organisa-tional structures and precepts, such ascustomer-friendliness and the implementa-tion of business processes, all call for the re-form of traditional Indian trades. Thesefactors exert an influence on the structure andcontent of the curricula to be offered at fu-ture vocational centres; at the same time,working conditions and routines at the com-panies offering apprenticeship programmesmust also be adapted to changing require-ments. Over the long term, meanwhile, newopportunities for the acquirement of supple-mentary qualifications following completionof an apprenticeship programme must also becreated, guided first and foremost by the needto make educational offerings accessible toall, as well as by the ability to adapt conti-nuing-education curricula quickly and with aminimum of red tape.

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The JCF will lendits unequivocalsupport to this process, with aneye to ensuring inclusion of the Indian dimensionin the various curricula.

ADAPTING THE

SWISS DUAL SYSTEM

TO INDIAN CONDITIONS

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Indian bricklayer’s apprentices will also study such topics as building-material science,technical mathematics, and technical drawing.

CURRENT RECOMMENDATIONS FOR

ADAPTING THE SWISS DUAL SYSTEM TO

INDIAN CONDITIONS

Adapting the Swiss dual system to the politi-cal, economic and social realities of Indiawill require considerable cultural compe-tence.

We suggest the following modified system:

Apprentices receive carefully structuredpractical training in their chosen tradewhile acquiring theoretical knowledgeat vocational school;

Eligibility for entrance should be successful completion of class X, andlater class VIII;

The programme’s duration must be reduced to two years instead of three orfour. Nevertheless the full educationalcontent will be maintained as is, so that the amendment to scheduling does notimpinge on the level of study;

The whole apprenticeship will be splitin around 20 cycles of four weeks withthree weeks spent in the industry (twoweeks’ productivity and one week fortraining) and one week at a vocationalschool. The advantages of cyclical ope-ration of the school programme are asfollows:• Optimal use of training capacity,

thereby reducing operating costs;• Resolution of logistical problems by

offering a good infrastructure with an in-house hostel for the apprenti-

ces. This will enable a large catch-ment area to be covered;

Swiss standard job descriptions are tobe amended to Indian requirements;

Language of study is to be Hindi, withall study material to be translated fromGerman;

Fees for vocational schools are to bejointly decided by the partners;

Apprentices’ salaries are to be decidedin public-private partnership;

After successfully passing the exams,apprentices are to be awarded a certifi-cate specifying their skills in their cho-sen trade by the state human-resourcesdepartment, and subsequently by thecentral human-resources department.

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RESPONSIBILITIESOF THE JCF

The allocation of rights and responsibilitiesbetween the JCF and the companies offeringapprenticeship schemes will be determinedduring friendly consultations. The contribu-tions offered by the JCF include, among oth-ers, the following services:

Coordination of project implementation

Provision of curriculum and trade syllabus

Listing of teaching material needed forvocational education

English adaptation followed by Hinditranslation of Swiss guidelines• Complete curriculum• Detailed syllabus• Teaching material• Regulations for examinations and

certification• Complete set of regulations

Definition of qualifications for vocatio-nal teachers of trade-related and generalknowledge, as well as for trade super-visors. The success of the Swiss dualsystem in India and the maximisationof its benefits to apprentices will depend upon proper coordination of thepractical and theoretical components of each programme.

‘Train-the-trainer’ programme of one to two months in Switzerland for theselected Indian vocational teachers designated for trade-related educationas well as for the trade supervisors.This training consists of:• Travel from and to India for eight

persons• Familiarisation with the Swiss dual

system of apprenticeship• Visits to vocational schools and/or

the industry involved• Coordination of practical and

theoretical components of the knowledge transfer

Supply of all the necessary informationand documentation to build up and/orimplement the Swiss dual system inIndia.

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Adapting the Swiss dual system

to the political, economic and social realities

of India will require considerablecultural competence.

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Like their colleagues abroad,electricians in India will be required to specialise in particular fields. Whether theyopt to become electrical desi-gners, electricians, power distri-bution electricians or electricalinstallation technicians, howe-ver, the dual system will offer apprentices the practical trai-ning demanded by the Indianenergy sector.

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India’s booming IT industry is increasingly in need of qualified specialists with practical skills, and the dualsystem will provide a range of apprenticeships to satisfythis demand.

BENEFITS OF THE DUAL SYSTEM

IN INDIA

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BENEFITS FOR INDUSTRY: QUALITY AND FLEXIBILITY

The dual system allows companies to offertheir apprentices more than just specialisedtechniques. To some extent, apprenticeshipsalso teach life skills, and enhance the socialcompetence of their participants. Apprenticesare taught from the outset how to accept re-sponsibility, as well as how to work in a team.They learn how to deal constructively withhuman problems on the job, among otherthings. And, by quickly identifying with theircompany, they also serve as its ambassadors.

By committing themselves to the training ofapprentices according to the dual-systemmodel, Indian companies make a signal con-tribution to the future of their sector. Today’sapprentices are tomorrow’s colleagues andsuccessors, their theoretical knowledge un-derpinned by solid practical experience intheir chosen trade. An apprenticeship pro-gramme thus serves as a bridge between theunskilled worker and the highly specialisedexpert.

BENEFITS FOR YOUNG PEOPLE:ACCESS FOR ALL SOCIAL

CLASSES

Young people derive both social and econo-mic benefits from the dual system, which of-fers vocational education and training totalented young people regardless of their so-cial class. The apprenticeship system turnsyoung people who are eager to learn into qua-lified professionals, and provides career op-portunities to anyone who has successfullycompleted an apprenticeship.

BENEFITS FOR SOCIETY: LESS YOUTH UNEMPLOYMENT

The introduction of the dual system is amongthe most effective ways to combat youth un-employment. In most cases, an apprentice’srelatively modest income is enough to liveon, which makes for an early acquaintancewith self-sufficiency. Finally, the additionallarge number of jobs created by the dual sy-stem will also help to stem the tide of juve-nile delinquency.

Experience in Switzerland has shown that the dual system is quantifiably beneficial at arange of levels. All of the social partners – apprentices, the private sector and the publicsector, and thus society as a whole – stand to benefit.

Apprentices in Switzerland, regardless of their particular trade, make modest contribu-tions to the productivity of their employer as early as in their third year of apprentice-ship. A Swiss carpenter’s apprentice, for example, produces the equivalent of 34,500Swiss francs a year, as compared with 16,000 Swiss francs in training costs.

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The paramedical sector in India also offers youngwomen a broad spectrum of apprenticeships in challenging trades.

STATEMENTS BY THE

SOCIAL PARTNERS

FROM INDIA’SPRIVATE SECTOR

“We appreciate the Joshi Charitable Founda-tion’s call for a Swiss dual system of appren-ticeship education in India. It has the consi-derable virtue of offering the next generationin our business real practical experience. Itmarries theory and practice as well as trai-ning professionals to deploy their skills stra-tegically for development of Rajasthan’sinfrastructure.”

Shreemat Pandey, Chairman & ManagingDirector of Rajasthan Rajya Vidyut PrsaranNigam Ltd., Jaipur

“At last: an initiative advocated by an institu-tion capable of ‘customising’ the high voca-tional standards of the industrialised west to India’s specific political, economic and social needs, with relevant skills and culturalsensitivity. We support the Rajendra & UrsulaJoshi Charitable Foundation in realisingtheir dream of dual system project.”

Dr. Raghupati Singhania, Vice Chairman &Managing Director of JK Tyre & IndustriesLtd., Bahadur Shah Zafar Marg, New Delhi

“We believe the Swiss dual system representsthe best way to modernise Indian vocationaleducation and training. It will help us suc-cessfully meet the economic and social de-

mands made on the private sector. We identify with the Joshi Charitable Foundation’s aimsand plan to offer the project our full sup-port.”

Sushil Kumar Thirani, Chairman of Kores(India) Ltd., Kores House, Worli, Mumbai

FROM INDIA’SYOUNG PEOPLE

“I was really taken with the dual system thatwas presented to us in school. The chance toattend a vocational school and earn somemoney at the same time – what more couldanyone ask for?”

Kavita Dautania, 16, Class X, Govt. Sec.School, Hassanpura, Jaipur

“I will soon complete class XII. Since I comefrom a financially week family, however, I thought I would never be able to acquireprofessional training. Now, thanks to the dualsystem, I have a completely new outlook. Withmy apprentice’s salary I will be able to feedmyself and pursue my studies, day in and dayout.”

Buddhi Prakash, 18, Class XII, Smt. KamlaDevi Govt. Hr. Sec. School, Heerapura, Jaipur

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The future looks bright for the training of specialists in India’s planning and construction sector, considering the range of apprenticeships available in the dual system.

“I think the dual system model for apprentice-ships that we heard about in school is fascinating. In my view. Combining theoryand practice is an excellent way to gain a better understanding of what we learned in the vocational school by putting it into practice at work.”

Vikas Pathan, 14, Class VIII, Govt. Sr. Sec.School, Mansarovar, Jaipur

FROM THE SWISS FEDERALOFFICE FOR PROFESSIONAL

EDUCATION AND TECHNOLOGY(OPET)

Some 150 Swiss businesses employ around41,000 people throughout India. For this rea-son, both states have an interest in the vigo-rous promotion of professional education. Aswe look to expand our friendly relationshipfurther in the years ahead, we at OPET andSwiss industry are naturally delighted to offerIndia the benefit of more than a century’spractical experience in designing apprentice-ships using the dual system.

Dr. Ursula Renold, Director, Federal Officefor Professional Education and Technology(OPET), Berne

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IMPLEMENTATION

OF THE DUAL SYSTEM IN INDIA

The JCF believes the way is clear for introducing a Swiss-style dual system by means of efficient knowledge transfer from Switzerland to India.

The timeframe set out below relates to the implementation of the dual system for a range ofvocational apprenticeships. In line with demand, individual apprenticeships will be estab-lished one after the other – prioritised by vocational field – and introduced simultaneously.

Short term1. Convince Indian industry of the present project2. Search for a partner and also discuss the trades to be targeted as well as the rights

and responsibilities to be laid down in a agreement3. Introduction of a schedule4. Assessment of four trade supervisors and four vocational teachers

Medium term5. Train-the-trainer programme for supervisors and vocational teachers in Switzerland.

Simultaneous set-up of apprenticeships in India6. The four selected trade supervisors and vocational teachers collect and evaluate

teaching materials suitable for India as well as selecting the resources required. Collecting of teaching equipment

7. Opening of the first vocational schools8. Start of the apprenticeship. The JCF simultaneously contacts the federal government

(Human Resources Department) to decide on the standard of certificates

Medium to long term9. Following a two-year implementation phase: full responsibility for the project is

handed over by the JCF to the Indian partner10. Performance assessment and corrections to the programme where necessary11. Expansion of the dual system to cover additional vocational areas

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India’s paramedical industryprovides ambitious youngpeople with on-the-job trainingin a variety of trades.

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CONTACT

ADDRESSES

In India

JESRajendra & Ursula Joshi Educational Society510, Anchor MallNear Ajmer PuliaAjmer RoadJaipur – 302006

phone & fax +91 141 401 2763E-mail email2jes@joshi-foundation.ch

In Switzerland

JCFRajendra & Ursula Joshi Charitable FoundationAlbisriederstrasse 3158047 Zurich

phone +41 43 311 15 30fax +41 43 311 15 31mail contact@joshi-foundation.ch

www.joshi-foundation.ch

THE RAJENDRA & URSULA JOSHI CHARITABLE FOUNDATION

WWW.JOSHI-FOUNDATION.CH