Training of Trainers through Distance Learning Technology

Directorate General of Employment & TrainingMinistry of Labour & Employment

2

Background

Low productivity in Manufacturing sector due to lack of skill training

Only 2.5% of total workforce has any formal technical education

Shortage of trainers and capacity to train trainers

Training required for ~1,00,000 trainers across 12,000 ITIs and other training institutes

Trainers have to travel long distances to get trained (even for short term theoretical subjects)

Updated “Content” and innovative “Mode” required to provide industry relevant training to more number of people in cost effective way

3

Revamping Syllabus and Training of Trainers

Mentor Councils constituted to recommend changes in curriculum, pedagogy and assessment Has representatives from industry, entrepreneurs, academic/professional institutions

11 priority sectors identified and curriculum is revised

Distance Learning technology is proposed to train the trainers with additional courses in revised curriculum

Trained Trainers

Content ModeMentor Councils constituted to revamp syllabus

Increasing training capacity using distance learning technology

Skilled Students

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Objective

Accelerate the manpower development by training the trainers with latest changes in curriculum through technology.

Have a cost effective program to train large number of trainers and students without compromising on quality.

Satisfy the educational needs of trainers and students in scattered communities covering large geographical areas of the country.

Motivate trainers and students by increasing their interaction with industry personnel and teachers from premier institutes.

The primary objective of Distance Learning Programs is to increase training capacity with the help of technology.

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Implementation

Com

pute

r Ser

ver

AVIEW Software

AVIEW Software

Teacher

HUB

SPOKE 1

SPOKE 2

SPOKE 3

Real time 2-way audio/video/ data communication over internet using AVIEW software

Hub and spoke model followed Hub: Teacher end containing studio Spoke: A classroom where students

gather to take the training

Nationwide network of Hubs (10) and Spokes (200) established.

Participants nominated by State and Speakers by DGET mentors

Entire execution by 10 central field institutions

Pilot program hired hubs and spokes from NITTTR

A gradual shift from (hired hub, hired spoke) to (hired hub, own spoke) and finally to (own hub, own spoke)

6

Challenges

Issue Steps Taken

1More than 100 trades have to be covered

Only delta changes in curriculum will be trained through distance learning

2Preference for training in local language

Spokes are mapped to the hubs so that in most cases training is in local language

Translator/Interpreter at each spoke

3

Customization of existing distance learning methodology to cater to vocational training

Only theoretical part trained Blended mode of training planned in

future

4Convincing the trainers to adapt to the new mode of training delivery

Holistic overview of the technology given Regular feedback and acting on the

feedback

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Key Strategy

Required Steps Taken

Technology

1. Real time and reliable 2-way audio/video/data communication

2. Latest technology3. Easily scalable

1. AVIEW software chosen as it does not need special equipment, easy to use and is scalable

People

1. New skill set in existing employees of DGET and States (Spokes ITIs)

1. Nomination of nodal officer (hub, spoke) and coordinators (hub, spoke, State)

2. Holistic overview of the program given3. Training to the technical coordinators

Process

1. Consensus between DGET and State with respect to using distance learning technology for training

1. Consensus through regular meetings of DGET and State2. Spokes location determined by consulting States3. Advisory Committee having members from State and

DGET created for regular discussions and feedback

1. Coordination between all stakeholders viz. DGET, Hubs, Spokes, States, Trade Testing Cell, Mentors and NIMI

1. Coordinators nominated at hubs, spokes, states2. Roles and Responsibilities clearly identified and

communicated to all stakeholders

1. Continuous Improvement 1. Regular feedback and addressing the issues raised2. KPIs identified which are regularly monitored

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Impact - Achievements

10, 000+ Trainers Trained

Speakers from Industry, Academia and DGET

14 13 12 17 19 12

75

52 563,061

4,5985,363

7,8969,038

10,402

0

20

40

60

80

100

120

140

160

180

200

0

2,000

4,000

6,000

8,000

10,000

12,000

Jun-14 Jul-14 Sep-14 Nov-14 Dec-14 Jan-15

Hired Spokes Own Spokes

Cumulative Trainers Trained

Number of States Number of Spokes Cumulative Trainers Trained

Six popular sectors covered

Positive Feedback

33%

29%

2%

14%

10%

5%7%

Sectorwise Training DaysAutomobile

Production & ManufacturingConstruction

IT & ITES

Employability Skills

Beauty & Wellness

Textile & Apparel

“We now learn without expense and develop our technical competencies”

“The distance learning program is very useful to us. We will impart the training received today to our students so that they learn the latest technology”

“e-learning can also be called excellent-learning. It is the best way to learn.”

“Very useful program for ITI teachers. We learn without travelling far from home. Saves time and money”

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Impact - Benefits

Cost effective increase in training capacity

Greater number of trainers trained in shorter time period without compromising quality

Increase the number of trainers trained periodically for new curricula and new skills

Delivery of training to remote locations in the country

Complement existing instructor training schemes

Reduced commute for trainers

Opportunity to connect trainers with the best people in industry and academia

New mode of training is encouraging higher participation

Uniformity in the instruction material and content delivery

Increase in self worth of ITI trainers

10

Sustainability

The utilization of the infrastructure is based on Willingness of States to depute and ITI instructors to attend the programs Quality of speakers and infrastructure Action on the feedback given

Blended mode (A mix of “face to face” and “distance learning”) of training with the help of subject coordinators will be required for better learning and encouraging participation

The infrastructure (once established) can be utilized for various other purposes based on needs. Training for ITI students Training for career counselors

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Lessons Learned

The ITI trainers are highly motivated and willing to adapt to newer modes of training

Proper allocation of roles and responsibilities helped in coordination and accountability

Standardized format for speakers required to have uniform quality of training

Documentation of all action items (even minor ones) is needed to streamline the processes

Equipment was procured by the field institutes. Centralized procurement would have led to greater uniformity

Spokes were chosen by DGET and decided by State. A better way is the opposite – spokes chosen by State and decided by DGET.