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2) Skill India needs a sharp realignment if it is to meaningfully transform people’s life chances. Discuss. (250 words)

TopicIssues relating to development and management of Social Sector/Services relating to Human Resources

2) Skill India needs a sharp realignment if it is to meaningfully transform people’s life chances. Discuss. (250 words)

The hindu


Why this question

It has been 4 years since skill India mission has been launched and the problem that it tried to resolve with respect to employment remains. There is a need to assess the provisions of the skill India mission and discuss the way forward.

Key demand of the question

The question expects us to analyze the scope, objective and provisions of the skill India mission, assess its achievement so far and examine whether the mission requires a course correction better achieve its aims. Finally, we need to provide a fair and balanced conclusion and discuss the way forward.

Directive word

Discuss – This is an all-encompassing directive – you have to debate on paper by going through the details of the issues concerned by examining each one of them. You have to give reasons for both for and against arguments.

Structure of the answer

Introduction – Highlight that it has been 4 years since the mission was introduced and discuss its objectives.


  • Explain the measures taken so far under skill India mission
    • introduced the National Skills Qualification Framework (NSQF). This organises all qualifications according to a series of levels of knowledge, skills and aptitude, just like classes in general academic education.
    • Establishes Sector Skill Councils (SSCs) anchoring skill courses
  • Discuss the result of these measures and the reforms required
    • need for more holistic training and the need to re-examine the narrow, short-term NSQF-based NSDC courses to include skills in broader occupation groups, so that trainees are skilled enough to compete at the international level
    • unlike for general academic education, which requires the completion of certain levels of certification before further progression is permitted, there is no clear definition of the course curriculum within the NSQF that enables upward mobility.
    • There is no connection of the tertiary level vocational courses to prior real knowledge of theory or practical experience in a vocational field, making alignment with the NSQF meaningless.
    • Efforts to introduce new Bachelor of Vocation and Bachelor of Skills courses were made, but the alignment of these UGC-approved Bachelor of Vocation courses was half-hearted.
    • There is no real alignment between the Human Resource Development Ministry (responsible for the school level and Bachelor of Vocation courses) and the Ministry of Skill Development (responsible for non-school/non-university-related vocational courses)
  • Discuss the course correction required by bringing out the recommendations of Sharda Prasad committee

Conclusion – Give your view and discuss the way forward.