Who is the HRD Minister of India
The Indian education system is organized on a decentralized basis and is the joint responsibility of the central and state governments. The education system is therefore characterized by large regional differences, both in terms of school types and in terms of quality and range. The coexistence of several school types is characteristic of the Indian education system - state, semi-state and private institutions on the one hand and formal and non-formal institutions on the other. Responsibilities for vocational training are incumbent on the state level with the Ministry for Human Resource Development (MHRD) and the Ministry of Skill Development and Entrepreneurship (MSDE) which is affiliated with the (Directorate of General Training) (DGT)) All recognized vocational institutions are advised and represented by the national education council for vocational education (All India Council for Technical Education (AICTE)). The AICTE is also responsible for the formulation and enforcement of standards in vocational training.
Since 1986 there has been a nationwide binding basic structure of school education, the so-called ten-plus-two structure - ten years of schooling up to secondary level and two years of upper level.
Programs with vocational elements are offered in grades 9 and 10 of lower secondary level and usually last 1 year. The place of training are secondary schools (secondary and senior secondary schools).
Graduates of the 10th grade of general school education or of the vocational programs of the lower secondary level can then go through various vocational training programs of the upper secondary level. The duration varies between 6 months and 2 years depending on the training program, subject area and basic qualification. In addition to a large number of smaller training programs under the responsibility of various bodies and institutions, these are Apprenticeship Training Scheme and the Craftsman Training Scheme the most widely used training programs in India. Training programs according to the Apprenticeship Training Scheme mainly take place practically in the company and lead to an apprenticeship certificate after 1-2 years of training (National Apprenticeship Certificate). Vocational training programs according to the Craftsman Training Scheme are provided by public and private industrial training institutions (Industrial Training Institutes - ITIs) and have a practical share of up to 70%. The duration of the training varies depending on the subject area and basic qualification between 6 months and 2 years and, after successful training, leads to a certificate in the craft (National Trade Certificate). Graduates from upper secondary level vocational training programs have the option of further training courses at the post-secondary, non-tertiary level or the Bachelor of Vocational Education to enroll.
The three-year basic vocational diploma (Basic Diploma) is also at the upper secondary level at technical colleges and universities of applied sciences (Polytechnics) offered. Graduates of Basic diplomas can apply for higher diploma courses or for a Bachelor of Vocational Education enroll.
Higher vocational diploma courses (Advanced Diploma) are carried out at the post-secondary non-tertiary level. They have a duration of 2-3 years and will also take part Polytechnics offered.
The Bachelor of Vocational Education has been offered in the tertiary sector at universities since 2014 and usually lasts 3 years. Admission requirement is a successful completion of the 12th grade of general education or the Advanced Diploma at the post-secondary non-tertiary level of education.
Technical higher education (Technical Education) and is located at Polytechnics and specialized institutions. The duration of the training varies.
The one valid since December 2013National Skills Qualifications Framework (NSQR) is a competency-based framework that organizes all qualifications according to a series of knowledge, qualification and aptitude levels. These levels, graded from one to ten, are defined as the learning outcomes that the learner must possess, regardless of whether they have been achieved through formal, non-formal or informal learning. All curricula updated since 2013 are classified in the qualification levels of the NSQR.
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