E-ISSN:2693-1478

Research Article

Training and Development

International Journal of Economics Business and Human Behaviour

2021 Volume 2 Number 1 Jan-March
Publisherwww.openvectors.com

Role of PMKVY in Promoting Employability Skills and Placement in Haryana State

R.1*, Rani K.2
DOI: 10.5281/zenodo.4646437

1* Rinku , Research Scholar, Department of Commerce, Chaudhary Devi Lal University , Sirsa, Haryana, India.

2 Kamlesh Rani, Assistant Professor, Assistant Professor, Department of Commerce, Chaudhary Devi Lal University, Sirsa, Haryana, India.

The purpose of this study is to define the role of PMKVY in promoting employability skills and placement in Haryana state. The study is based on secondary sources of data. Data are collected about the 10 training partners having 68 training centers. Through this study highlighted the training centers are qualifying for performance-based target reallocation or not. The India skills report 2019 states that around 70% of the youth are facing problems due to a lack of professional guidance in finding desirable jobs that worth their skills.  PMKVY was launched on July 16, 2015, for the individuals who are unemployed, school dropouts and want to train under a particular sector. The main focus is to be given on the structure of training centers in Haryana and their placement performance.

Keywords: Training Partner, Placement Performance, Training Centers

Corresponding Author How to Cite this Article To Browse
Rinku , Research Scholar, Department of Commerce, Chaudhary Devi Lal University , Sirsa, Haryana, India.
Email: 		Rinku , Kamlesh Rani, Role of PMKVY in Promoting Employability Skills and Placement in Haryana State. IJEBHB. 2021;2(1):-.
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© 2021by Rinku , Kamlesh Raniand Published by Open Vectors. This is an Open Access article licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/ unported [CC BY 4.0].

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Introduction

Employability skills are defined as the skill earned by the employee to be winning attention upon the workforce with whom the set organizational goals are realized. At the present time, most of the persons face the problems of unemployment and their skills not fitted as per the requirements of the organizations.  Due to the lack of formal vocational education for a huge sector of this population leads to poor effectiveness, output, and low-income levels. 

PMKVY (Pradhan Mantri Kaushal Vikas Yojana) is a scheme was launched on July 16, 2015, to give a new direction of Indian youth who are facing the problems of unemployment. The objective PMKVY to provide short term training programme and enhance the standards of living of Indian youth and secured a better livelihood. "Skilled is building a better India. If we have to move India towards development, then skill development should be our mission." Shri Narendra Modi (Prime Minister of India) Red Fort, Delhi August 2014. As of 15th January 2017, 1100, training centers have been on boarded under PMKVY. "We are a young nation. Our youth is our strength. The world and India need a skilled workforce." Shri Rajiv Pratap Rudy, Minister of State (Independent charge) for skill development and entrepreneurship. Skill development must have linkages with social and economic development goals and programs were like "Make in India," "Digital India," "Swachh Bharat," and Smart Cities." As per the report of the sub-group of Chief Minister on Skill Development (September 2015) NSDC (National Skill Development Council) provides concessional loans (soft loans) to training partners covering up to 85% of the total project investment to cover the expenditure related to a training program.

The benefits of PMKVY highlighted that is fostered for inclusive growth and works in union with various other Government projects and scheme and treated schemes like Make in India, Digital India, Pradhan Mantri Mudra loans and Pradhan Mantri Bima Yojana. A total of 54% has been placed under PMKVY in India comparatively 52% female, 48% male and 0.001% transgender. Overall the participation of female candidates is higher than male candidates. If we are going back and looking at the history then find

out that the participation of the training partners, training job roles, training centers, and total certified trainees who have completed the training under PMKVY increase continuous and the ratio of total placed candidates decrease.

Palit (2009) found that higher education capacities in India are irregularly spread across the country. India's formal technical training infrastructure was much more controlled than the necessities. Particular technical training was offered for different disciplines within the broader ambits of agriculture, engineering, and technology, 90% of the diploma programmes and 80% of the certificate training programmes are in engineering subjects. The researchers used factors, such as the share of different disciplines in India's higher education institutions. Khan, Khan, and Khan (2011) focused upon training and development, on the job training, training design and delivery style on organizational performance. Highlighted that best skills may be arises through training and their smooth development. The main objective of the study was to identify how training increases employee performance. The data were collected from 100 respondents. The analysis was made with the help of descriptive statistics and the Z-test. Data was based on primary as well as secondary sources. The study found that on the job training is very effective and also saves time and cost.

Okada (2012) identified that India is in front of very complicated and wonderful challenges in bringing up the skills among youths, for various reasons. The researchers identify challenges facing skills development efforts, large youth population, estimated population of India by age group, the structure of labor market in India, distribution of rural and urban workers in India, value-added as a percentage of GDP, distribution of formal and informal manufacturing firms in India, trends in the educational composition of the Indian workforce by gender and by location, income and types of occupation of employed males and females aged 15 to 59, by the level of education, education and training opportunities for Indian youth, skills development opportunities outside the formal education system, trends in an apprenticeship in India, enterprise-based training, recent development in skills development


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for the youth.  Bhiwa (2012) defines the current circumstances of the education system in India and highlighted the role of skill development in trade and industry growth. The study establishes various factors such as the UN human development index of G 20 countries, part of skill development for economic growth, government initiative for skill development, national skill Development Corporation, national knowledge commission and security exchange board of India.

Punjani (2014) highlighted that the economy could be converted into more dynamic innovative and competitive through the subsistence of more skilled human potential. The objective of the study was to analyze the requirement and p level of skill development in India. The data were collected from secondary sources and used a descriptive research design. The study found that the existing skill development policy in India requires vital treatment. The main findings of the study reveal that only 10% of the Indian workforce has formal training. Yadav (2014) defined that the various issues like unintentional rural-urban journey population growth, high school dropout rates. The researchers studied the factors seating capacity, vocational education, management & governance, faculty development, and industry participation. The study found that introducing personal management of institutions in dynamic manner levels to enhance employability skills.

Saini (2015) traced out that both the Government and its partner agencies have undertaken various procedures for the effective execution of the skill development system in the economy, but still are facing several uncertain issues/challenges that need an immediate concentration of the policymakers. The study found that as more as India moves towards the knowledge economy; it becomes progressively more essential for it to focus on the innovation of the skills. Misra (2015) examined to generate a skilled labor force through the successful use of a scheme of Government of India to instruct 500 million people by 2022. The main objectives of the study were to recognize the present skill development policy initiatives in India and find out the behavior and earnings to produce world-class skilled manpower domestically through effective use of skill development schemes

of the Government of India. The researchers used various factors such as pathways to address the problem, policy alternative to status point of view, national skill Development Corporation, and existing skill delivery framework of India, restructuring of skill development mission and proposed structure of skill development mission. Found that there are lots of challenges in the way of achieving targets such as quality of training, standardization of curriculum, recognition of course globally, etc.

Kalita and Sharma (2016) stated the level of skill education in the brass metal industry of Assam and how it contributes towards the reinforcement of the in poor health industries in this sector examined the world market has distorted quickly for the skilled and unskilled workforce, and there is increasing necessitate for workers with specific skills. The researchers analyze the problems faced by the artisans and Government initiatives taken in the field of skill development in the brass metal industry. The study found out no Government initiative has been taken up to analyze training in this ground in recent years. Aggarwal (2016) defined the present skill capacity and the challenges faced by the skill development system in India along with their solutions. The researcher used various factors such as demand & supply mismatch, geographical problem, low educational attainment, vocational training, and skill development for women. The study found that both the government and its partner agencies have launched various measures for the effective performance of the skill development system in the economy. Kumar (2017) examined the current state of education and skill development system. The researcher stated that Bihar is one of the best-growing economies (approx 10.6 %) during the last decade showing a remarkable phenomenon. Skills development tries to improve access to skills development at IT's for women, disadvantaged groups (SC, ST, and OBCs), minorities, disabled and economically challenged people. The study found that the Bihar moves towards the understanding economy; it becomes progressively more essential for it to focus on the expansion of the skills which are relevant to the rising economic environment.

Devi (2017) examined the concept of skill development in India, the programs and policies


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that have been initiated for skill development. The main objective of the study was to recommend a structural and sensible solution to address the lack of significant skills amongst the current and prospective workforce of India and to recognize the challenges in skill development. The researcher studied the various factors i.e., national skill development and entrepreneurship policy the national skill development mission, skill India campaign, the study stated the concept of skill development has been largely recognized and many programs and policies are being formulated to initiate skill development concept not only in urban areas but in rural areas also. Pandey and Nema (2017) explored the hurdles faced by the youth to realize the skill India development programme on all fronts. The purposive sampling technique was used to select the sample for the study. The sample size was 60 respondents. The study found that 56% of the respondents were opposite the problems of unemployment. The majority of selected respondents were educated up to secondary level.

Shrivastav and Jatav (2017) analyzed the Indian experience of skill development, and the challenges faced for skill development in provisions of financial resources examined that the difficulty to fill up the jobs is 48%, which is above the global standard of 34% in 2012. The researchers suggested that there should be an assured amount of remuneration to be paid for vocational students, which will give confidence to the students to choose for professional training. Kumar (2018) examined the skill India campaign along with make in India, Pradhan Mantri Kaushal Vikas Yojana, and Deen Dayal Upadhyaya Gramin Kaushal Yojana for the skill development of growing youth. The main objective of the study was to know the present scenario of skill in India. The study used various factors such as the need for skill development in India, present scenario of skill in India, recent scheme for skill development in India such as PMKVY, DDU-GKY (Deen Dayal Upadhyaya Gramin Kaushal Yojana), STEP (Support to Training and Employment Programme for Women), PMMY (Pradhan Mantri Mudra Yojana). Raj (2018) attempt has been made to recognize which kind of hurdles Indian workforce/students face to accomplish skill development at all fronts. The study observed various

factors such as the scope of vocational or technical education in India, challenges, government initiatives and use of technology in rural education of India. The study found that the PMKVY envisaged as a key measure to impart skill-based training to young men and women, making them talented in earning and sustaining the nation's anti-poverty activities.

Research Gap

On the basis of the review of literature, it has been observed that a few researchers have attempted to study skill development and employability skills. No, any study has been conducted to identify the role of training partners and their training centers in promoting employability skills and their placement performance. To bridge the gap, this study has been conducted to identify the combination of skill employability promoting by training partners and their training centers through the PMKVY scheme.

Research Methodology

The objective of the study

Sample size - 10 training partners and their 68 training centers

  1. To describe the structure of training partners under PMKVY
  2. To assess the performance of the placement of training partners under PMKVY
  3. To show the target reallocation status and category of training partners

Data Analysis and Interpretations

The table-1 is showing 32 sector skill councils and the no. of job roles offered by them. The table depicts that the handicraft and carpet sector skill council offering the highest job roles and stand the first place. Whereas lower job role available in the tourism and hospitality sector skill council, life sciences sector skill council, and Indian plumbing skill council.

Table-1 Sector Skill Councils and Job Roles (Annexure 1 )

Analysis of Figure-1 Sector Skill Council and Job Roles


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Fig 01

The table-2 is showing the district-wise training centers in Haryana after a complete analysis finds out that Hisar has a maximum training center is 26 in Haryana and Charkhi Dadri has the lowest training centers. Jhajjar, Kaithal, Kurukshetra, and Sonipat have an equal training center that is 10.

Table-2 District-Wise Training Centers in Haryana

District No. of Training Center District No. of Training Center District Training Center
Ambala 16 Kaithal 10 Rewari 07
Bhiwani 22 Karnal 13 Rohtak 09
Charkhi Dadri 06 Kurukshetra 10 Sirsa 24
Faridabad 23 Mahendragarh 17 Sonipat 10
Fatehabad 15 Mewat 16 Yamunanagar 13
Gurugram 21 Palwal 11 Jind 20
Hisar 26 Panchkula 16    
Jhajjar 10 Panipat 11    

Sources: -https://pmkvyofficial.org/find-a-training-centre.

 

Analysis of Figure-2 District-Wise Training Centers in Haryana

Fig 2

Find out that the majority of the training centers are highest in Hisar and Sirsa district i.e. is 26 and 24 then the next steps comes to the Faridabad district then comes to the Bhiwani, Gurugram and Ambala. Mewat has also highest training centers as compare to Charkhi Dadri and Rewari.

Table-3 Structure of Skill Development Training Centers in Haryana ( Annexure 2)

Role of Training Partner in Promoting Employability Skills in Haryana (2016-2018)

  1. Centum work skills India Limited- find out that the placement performance of CWSI PMKK, Hisar is highest but the 1st-month record closure for validation is not provided and the training centers qualifying for performance-based target reallocation. PMKK-Sirsa placement performance is denoted 0.0% but the training centers qualifying for performance-based target reallocation.

Figure-3 Placement Performance of Centum Work Skills India Ltd.

Fig 3

2. Aitmc ventures Private Limited- when the analysis is to be made then find out that the Aitmc ventures provide a wonder placement in all centers available in Haryana. It has 11 training centers in Haryana. All training centers provide more than 82.2% placements. It has the highest score in all Haryana. Training centers qualified for the target-based reallocation process and also submitted a 1st-month record for validation.


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Figure-4 Placement Performance of Aitmc Ventures Private Ltd.

Fig 4

3. Orion Edutech Private Limited- when the analysis is to be made that then finds out that Orion Edutech has five training centers in Haryana. The majority of the training centers to provide placement highest in PMKK-Rohtak is highest is 59.9% and the lowest placement is 32.7% the training centers available in Bhiwani. Training centers are not providing 1st-month record closure for validation and the training centers not qualified for performance-based target allocation.

Figure-5 Placement Performance of Orion Edutech Private Ltd.

fig 5

4. R.M. Education and Welfare Society- when the analysis is to be made that then finds out that B.R.M. has 17 training centers in Haryana. The majority of the training centers to provide placement highest in new star skill development institute Faridabad is 91.5% and the lowest placement is 71.8 % the training centers available in Fatehabad. Out of 17, five training centers are not providing 1st-month record closure for validation and the training centers not qualified for performance-based target allocation.

Figure-6 Placement Performance of B.R.M. Education and Welfare Society

Fig 6

5. Advance Smart Skills Private Limited- when the analysis is to be made that then find out that advance smart skills private limited has four training centers in Haryana. The majority of the training centers to provide placement highest in BMD training center in Mahendragarh is 79.0% and the lowest placement is 75.6 % the training centers available in also Mahendragarh. All four training centers are not providing 1st-month record closure for validation and the training centers not qualified for performance-based target allocation.

Figure-7 Placement Performance of Advance Smart Skills Private Ltd. 

Fig 7

6. BDM Institute Skill Development- when the analysis is to be made that then finds out that BDM Institute skill development has six training centers in Haryana. The majority of the training centers to provide placement highest in four training centers is 100%. But three training centers are not providing 1st-month record closure for validation and all the six training centers not qualified for performance-based target reallocation.

Figure-8 Placement performance of BDM Institute Skill Development

Fig 8

7. Brilliant Education Society- brilliant education society has only one training center in Yamunanagar. It is providing 40.6%


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placement and the training centers are not providing 1st-month record closure for validation and not qualified for performance-based target reallocation.

Figure-9 Placement Performance of Brilliant Education Society

8. Brilliant Education Society- brilliant education society has only one training center in Yamunanagar. It is providing 40.6% placement and the training centers are not providing 1st-month record closure for validation and not qualified for performance-based target reallocation.

Figure-9 Placement Performance of Brilliant Education Society

Fig 9

9. R. Dadhich Memorial Society- C.R. Dadhich has 11 training centers in Haryana. Out of the 11 training centers, the highest placement providing by the oxford skill development institution is 97.6% and the lowest placement provided by the Panchal skill training center is 0.0%. Four training centers are not providing 1st-month record closure for validation and all 11 not qualified for performance-based target reallocation.

 Figure-10 Placement Performance of C.R. Dadhich Memorial Society

Fig 10

9. Directorate of Indian Army Veterans- directorate of Indian army veterans has two training centers in Haryana one is in Ambala Cantt and the second is Chandimandir. But the placement details of both centers are 0.0%. Training centers do not provide 1st-month record closure for validation and not qualified for performance-based target reallocation.

Figure-11 Placement performance of Directorate of Indian Army Veterans

Fig 11

10. DP Education Society- DP education society has 03 training centers in Haryana. All of the training centers provide the highest placement lies 71% to 86% but training centers are not provide 1st-month record closure for validation and not qualified for performance-based target reallocation.

Figure-12 Placement Performance of DP Education Society

Fig 12

 

Placement Performance of Training Partners- highlighted the name of the training partner, training centers, placement performance, and 1st-month record closure for validation, and training centers qualifying for performance-based target reallocation.

Table-4 Placement Performance of Training Partners ( Annexure 3)

Categories of Target Re-allocation- basically six types of categories provided by the NSDC (National Skill Development Council) give the target based on job roles. First categories A,  provided those training centers who provided more than 70% placement and also submitted employment record, categories B, provided more than 70% placement but not submitted employment record, categories C, old franchises training centers reported 70 % placement along with employment record, categories D, old franchises training centers reported 70% or more placement but not provided training centers level verification, Categories E, training centers do not qualify for target reallocation, and categories E provide PMKKs and Govt. MoU training centers. Table -5 define the different- different categories this can be explained as follow:-


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 Table-5 Categories of Target Re-allocation ( Annexure 4)

Finding and Conclusions

When we divided the training centers as per the categories of reallocation then found that out of 68 training centers only 17 training centers covered in the categories A, training centers which have reported more than 70% placement with 1st-month employment record/received and have completed training center level verification. 15 training centers covered in the categories B, training centers which have reported more than 70% placement with 1st-month employment record/ training center level verification is not received. No anyone training centers covered in the categories C, old franchises training centers which have reported more than 70% placement with 1st-month employment record received and have completed training center level verification. Only four training centers covered in the categories D, old franchises training centers which have reported more than 70% placement with 1st-month employment record/training center level verification is not received. 20 training centers covered in the categories E, training centers not qualifying for performance-based target reallocation and 12 training centers covered in the categories F, PMKKs and Government MOU training centers The majority of the training centers covered in the categories E, training centers not qualifying for performance-based target reallocation is highest.

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