Background:
The government of Maharashtra, with financing from the World
Bank, is implementing Development of Applied Knowledge and Skills for Human
Development (DAKSH) in Maharashtra. The program development objective of DAKSH
is to improve skills and entrepreneurship training for enhanced
employability in Maharashtra. Result area 1 of the program focuses on institutional
strengthening for high-quality market relevant training with robust MIS.
Skill, Employment, Entrepreneurship, and Innovation
Department (SEEID), Government of Maharashtra acts as the nodal agency for
skill development initiatives in the state and is the implementing agency for
the DAKSH Maharashtra program. The department works towards its objectives
largely through three institutions:
1.
Directorate of Vocational Education &
Training (DVET) that directly manages the 400+ government ITIs and regulates
500+ private ITIs in the state.
2.
Maharashtra State Skill Development Society
(MSSDS) that manages central and state government programs in short-term
skilling with training partners.
3.
Maharashtra State Innovation Society (MSInS)
that promotes entrepreneurship and innovation in the state through various
programs including training.
The program boundary for DAKSH includes training at
Industrial Training Institutes (ITIs) as well as short-term training on NSQF
compliant programs through accredited training providers. There are several
interventions including on improving the infrastructure, training quality,
relevance, and job preparedness.
One of the key interventions under the project is to
transform the network of government ITIs in the state into 53
hub-spoke-ITIs-consortium (HSICs or Skill Hubs). The project will make
significant infrastructure investments in the hubs to improve the quality and
market-relevance of the programs. One of the pre-requisites for the
infrastructure investment is to have a strategic transformation plan for each
skill hub detailing the programs to be offered and corresponding resource
requirements.
To augment the institutional capacity of the department in
conjunction with DAKSH Maharashtra program, the International Bank for
Reconstruction & Development (IBRD) has received a grant from the Korea -
World Bank Group Partnership Facility (KWPF). IBRD plans to utilize a part of
this grant to develop the strategic transformation plans for the skill hubs.
Objectives of the
assignment:
The objective of this assignment is to (a) reimagine the
network of ITIs in the state by mapping the ITIs and industries at sub-district
level to understand the supply and demand of skills, (b) develop the strategic
transformation plan for next 4 years for 53 skill hubs based on current demand
as well as future projections, and (c) develop a Model ITI grading framework.
Scope of Work:
Maharashtra has 419 Government ITIs and 574 private ITIs
providing skill training programs in 83 trades – 18 1-year programs in
engineering, 37 2-year programs in engineering, and 28 1-year programs in
non-engineering trades. Total available seats are about 200,000 and admission
rate is about 60%. Out of this, about 120,000 enrolment capacity is in
government institutions and their admission rate is more than 70%. However, the
institutions have significant variance in both capacity as well as utilization.
To improve the quality and relevance of training at all the government ITIs,
while also improving the resource efficiency, the government plans to
reorganize the network of government ITIs into 53 Skill Hubs strategically
located and connected to all other government ITIs as spokes. Each of the 36
districts will have at least one strategically selected hub ITI. All the
remaining government ITIs in the state will be linked to one of these hub ITIs
as spoke ITIs. The government plans to invest significantly in upgrading the
infrastructure and the resources at the 53 hub ITIs to drive the sector
transformation in the state.
First deliverable of this assignment is to reimagine the
network of ITIs in the state by doing the following steps:
1.
Map all ITIs in the state at sub-district level
and super-impose on that a map of industries in the sub-district.
2.
Analyze at the granular level gaps between the
training demand from the industry and training capacity at the ITIs in each
sub-district.
3.
Develop a demand projection for 5 and 10 years
in the future.
4.
Aggregate the demand and the supply of the
skills at district level.
5.
Based on above, reimagine the ITIs in the state
as a network of interconnected ITIs with district as a unit. The key output of
this step would be to identify the hubs and map all other ITIs in the state to
one of these hubs.
Second deliverable of the assignment is to develop Strategic
Transformation Plans for each of the 53 skill hubs to guide the investments in
infrastructure and resources. The Strategic Transformation Plans would include
the following for each skill hub:
1.
As-Is Assessment: Assessment of programs
offered, enrolment capacity, admission rates, infrastructure, and resources
available in the hub and connected spoke ITIs.
2.
Demand Projection: Based on industry
landscape and skill-gap assessment, projecting the demand for the programs in
the catchment area of the skill hub.
3.
Finalizing programs to be offered: Based
on the demand projection, programs along-with capacity requirement for the hub
as well as spoke ITIs will be finalized.
4.
Infrastructure and resources gaps:
Following NCVT standards, infrastructure and resources required for the
programs to be offered will be estimated. Comparing that with the existing
infrastructure and resources, a gap analysis will be conducted for hub ITIs.
5.
Digital infrastructure: An estimate of
digital infrastructure requirement will be developed for hub and spoke ITIs to
connect them as well as to utilize digital and blended teaching practices.
6.
Additional infrastructure at hubs: The
hubs are also expected to play the role of lead institution with advanced
training facilities and resources accessible by all spoke institutions. The
infrastructure and resources required to play this role will be estimated and
included in the strategic transformation plan.
Third deliverable of the assignment is to develop a Model
ITI grading framework for concurrent monitoring and rating of the ITIs/skill
hubs towards meeting the desired objectives.
Approach:
The first deliverable (mapping the hubs and spokes) will be
based on extensive data analysis and stakeholder consultation with DVET, SEEID,
and industry representatives at state level workshops.
The second deliverable (Strategic Transformation Plan) will
follow a mixed approach. The framework of analysis and reports will be similar
across the state, based on consultation with DVET, SEEID, and industry
representatives at state level workshops. The state may also decide a ceiling
on financing available from the state based on overall budget for the program.
However, the individual plans for each hub will be developed with decentralized
approach working closely with the institute administrators and local industry
representatives.
For the third deliverable (Model ITI grading framework), the
agency will develop the framework in consultation with DVET, industry
representatives, and a select group of institute administrators.
Deliverables and
timelines:
S No
Deliverable
Timeline
1
Inception report including approach
and implementation plan
T + 2 weeks
2
Reimagined network of ITIs in
the state
T + 6 weeks
2
As-Is Assessment for 2 skill
hubs
T + 8 weeks
3
Gap Assessment for 2 skill hubs
T + 10 weeks
4
Strategic Transformation Plan
for 2 skill hubs
T + 14 weeks
5
As-Is Assessment for remaining
51 skill hubs
T + 18 weeks
6
Gap Assessment for remaining 51 skill
hubs
T + 22 weeks
7
Strategic Transformation Plan
for remaining 51 skill hubs
T + 26 weeks
8
Model ITI grading framework
T + 30 weeks