astm oraueoeorenr | SKI India ENTREPRENEURSHIP, Bera aea-werer Ra (GOVERNMENT OF INDIA = 4 ae ey NE Skills Acquisition and Knowledge Awareness for Livelihood PromotionTable Of Contents CHAPTER 1 2 INTRODUCTION 2 Background: Project SANKALP 2 CHAPTER 2 4 STATE INCENTIVE GRANT (SIG) 4 Vision and Objectives 4 Eligibility and Funding 4 SIG Matrix 4 Activities and Timelines 14 CHAPTER 3 15, FUNDS MANAGEMENT is Funding Mechanism 15 Funds Flow Process 16 CHAPTER 4 7 BEST-PRACTICES PORTAL 7 Introduction 7 Process for uploading content 7 ‘ANNEXURES 18 Annexure 1: SIG Matrix 18 Annexure 2: Model SSDM organisation structure 21 Annexure 3: SSDP and DSDP templates 27 Annexure 4: Data requirements and reporting format 31 Annexure 5: M&E reporting format 32 Annexure 6: Baseline data requirements 33 ABBREVIATIONS 36ri Chapter 1 Introduction Background: Project SANKALP India is one of the youngest nations in the world, with more than 62 percent of its population in the working age (15-59 years) and about 54 percent below 25 years of age, and approximately 12 million youth will enter the labour force every year for the next 20 years. However, as per the National Sample Survey data, only about 2-3 percent of working age people in India have undergone formal vocational education and training, compared to 60-90 percentin industrialized countries. To bridge the skills gap, the Ministry of Skill Development and Entrepreneurship (MSDE) in 2014 developed a comprehensive strategy outlined in the National Policy for Skill Development and Entrepreneurship (2015). This strategy identifies Skill Development (SD) as one of India's key development priorities, envisages major investments, and outlines a series of reforms to implement it, MSDE launched the National Skill Development Mission (NSDM) to create an end-to-end implementation framework that provides opportunities for quality short and long-term SD, leading to productive employment and career progression that meets the aspirations of trainees. SD is viewed bythe Government as a way to facilitate shifts from low-skilled toward higher-skilled occupations and shifts from agriculture to other economic sectors, thus providing a way to create better labour outcomes. Since then MSDE has trained approximately 32L people through its flagship programme — Pradhan Mantri Kaushal VikasYojna (PMKVY) and approximately 18L people have been trained through other programmes such as Ministry of Rural Development's DDU-GKY, programmes run by the Ministry of Small and Medium Enterprises (MSME), and others. However, considering the scale of the target, i.e., training 400M people by 2022, calls for deployment of targeted interventions in Mission Mode. MSDEs project SANKALP (Skill Acquisition and Knowledge Awareness for Livelihood Promotion) in collaboration with the World Bank aims to build on past learnings and provide a Model Code for State SD Missions to enable accomplishment of the National SD Mission. SANKALP, through focused interventions aims to remove barriers that are creating a wedge between the demand and supply of skilled labour. It would thus provide opportunities for the ‘stock’ of adult workers (ages 15 to 59 and underemployed or unemployed) who are either illiterate (about 197 million) or who have completed primary education or less (68 million) as well as the ‘flow’ of young people completing primary, junior, and senior secondary education and moving into the labour force every year (12 million). This ‘flow’ of workers includes young people entering the labour market with various levels of educational qualifications. It is estimated that by the end of the project, at least 8.87 million youth will have received market-relevant training, improving their employment opportunities and raising their earnings prospects. The project will also benefit approximately 15,000 trainers and 3,000assessors. This raises the question - what is the new paradigm that SANKALP offers to meet the above objectives? At a conceptual level SANKALP recognises that the modern market, driven by creativity and technology is a constantly evolving space. Skill training therefore needs to equip people such that itexpands their agency to adapt, negotiate and suitably position their skill offerings. ‘eth Navonal Sample Survey (NSS 2008-2030} and 68th rounds (2011-2012) hors fae Ss 4This would enable them to productively participate in the labour market thus enhancing employability, productivity and economic growth. At the same time, it builds life skills for all, especially those who are left behind, so that they can fulfil their aspirations for a good life. This is also in line with Gandhi's vision of 'skills-for-all in village India’, which is not merely a crucial element of Indian self-reliance, butalso as an essential part of being human It also aligns with the UN Sustainable Development Goals 2015 (SDGs) that aim to actualize social, economic and environmental sustainability of our increasingly interdependent and interconnected global community. Developing people's skills, both life skills and skills for work has the power to catalyse achievement of SDGs that call for promoting decent work and economic growth, reducing inequalities, promoting health and well-being, amongst others. In order to operationalise this notion and address the complexity and scale of the SD mandate, SANKALP aims to promote a decentralised, bottom-up SD strategy that is driven by the States. Building on the success of States in driving successful programmes, notably the Sarva Shiksha Abhiyan, SANKALP aims to provide States with the requisite tools and incentives to create model SD offerings that in addition to meeting the objectives of the National SD Mission, are also held as examples of success for other developing nations to emulate. To start with, SANKALP recognises that at present there are significant challenges- challenges of institutional capacities; market relevance of training programmes; and access to training, that need to be addressed. At an institutional level, local governance of SD programmes aggregated from the district level and converged at the State has been identified as a key driver of success. For this, the institutional capacity at the district and State levels needs to be strengthened, starting with creating robust demand signalling mechanisms and linkages with employers. It is equally necessary to augment the quality and market relevance of SD programmes by improving the quality and numbers of trainers as well as assessors so that expected learning experiences and employability outcomes are created. Finally it has been noted that there is unequal access to SD programmes across population groups with regard to socioeconomic background, gender, and location (rural versus urban). For development to be sustainable and inclusive, it is necessary to promote participation of women, especially in non-traditional sectors; and of SC/ST. The State Incentive Grant (SIG) Matrix has been designed as a means to provide the tools to States that enables them to identify and address these challenges. For this purpose, of the total project outlay of. $675 Million, $ 250 Million is earmarked for States. This manual provides guidance on how to operationalise SANKALP in States and harness the full potential of the SIG, including availing technical assistance and sharing of best practices. Considering that such requirements will evolve as the project matures, this manual is will also be continuously updated to include those changes. The updated sections will be shared with the States electronically on the date of releaseChapter 2 State Incentive Grant (SIG) Vision and Objectives The vision of SIG is to motivate States to create a decentralized bottom-up SD ecosystem by building capabilities of institutions at State and district levels to enhance employability of youth and the marginalized. In recognition of the SD initiatives that States are undertaking, SANKALP aims to incentivize them to co-createinnovative local best-practices that build bottom-up solutions for continuous and sustainable skills development States will thus be encouraged to set up functioning SSDMs and design demand-driven SD action plans in consultation with all stakeholders. The planning will be decentralised at the lowest levels of administration and aggregated at the State level, thereby enabling them to deliver on the National SD mandate. Eligibility and Funding States are eligible to receive $250 Million as SIG, provided they fulfil the following conditions: 1. Submit consent to participate in SANKALP to MSDE 2. Provide an agreement to commit 40% of State share (10% in the case of NE States and other special category states: Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Tripura, Sikkim, Jammu & Kashmir, Himachal Pradesh and Uttarakhand) against 60% allocation from the Central Government; Eligible states will receive approximately $SOMillion in the first year of the programme (2018-19) through a weighted State-wise allocation based on population and the Composite Development Index ranking. To avail the grants, States need to submit detailed activity-wise proposal (along with budget) to MSDE listing the activities they will undertake in the defined template. In addition, they need to contribute their share as per the agreed ratio to the SANKALP State fund. ‘The grants would be released by MSDE to States subject to necessary approvals. The remaining SIG of $200 Million will be performance based and calculated according to the SIG Matrix core. In order to qualify for the performance grant, States need to improve their SIG scores by 15% of the performance gap, i.e., 100 minus SIG score of the previous year. SIG Matri The SIG matrix (refer Annexure 1) isa list of indicators designed to measure the performance of States on the components of — institutional strengthening; market relevance of SD programmes; and access toand completion of training by marginalized populations. The scoring is done ona scale of 100 where component 1 and 2 havea maximum score of 35 each, and component 3 is allocated a maximum score of 30. Each component consists of a specific number of indicators against which sub-scores are allocated. It is critical for States to understand the requirements that they need to fulfill in order to achieve a good score. The following section describes each indicator and the activities that States need to undertake to meet the scoring requirements. hors fae Ss 4Componenti (C1) Institutional Strengthening at the National and State Levels for Planning, CEied fur Meni eos aaa ace To deliver the mandate of NSDM it is imperative to strengthen institutional capacity and build implementation mechanisms at the State level. The first step towards this is to constitute a State Skill Development Mission (SSDM) that coordinates all skll-related activities of different departments at the State level. At present, the SSDMs are highly variable across States with regard to their structures and capacities, furthermore, district-level implementing agencies are not involved in planning and implementation of SD programmes. In addition, there is the issue of lack of robust signalling mechanisms for industry demand to the suppliers of training. Sources of relevant, frequently updated, and appropriately disaggregated data are limited. Therefore, there is need for a more decentralized demand-driven approach to skills gap analysis so that decentralized and stakeholder-led planning of SD programmes in consultation with employers can be initiated. Such linkages would enable the provision of sector-specific employer-led training and facilitate the placement of certified trainees, especially the vulnerable and under served populations. To capture accurate demand and supply-side data and convert that into action plans, needs the support of robust Management Information Systems (MIS). These systems need to facilitate effective monitoring and strategic decision making at the State level, and centrally. In the absence of a structured, integrated MIS, standalone MISs have evolved in various states, ranging from manual to automated systems that are inadequate. Equally significant and inadequate at present are monitoring arrangements to capture ‘learning experiences’ of and ‘outcomes' for the beneficiaries from the above training interventions. It is therefore necessary to institutionalise periodic Monitoring and Evaluation (M&E) mechanisms that provide a means to ascertain the effectiveness of SD programmes andin parallel an opportunity for continuous improvement. The following four indicators list the activities that States need to undertake in order to achieve the: above objective. C1, Indicator 1: State government has established an institutional framework (SSDM) for implementation and monitoring in districts Key concepts and requirements + An institutional framework for SD programmes should consist of an umbrella body at the State level- the SSDM (State Skill Development Mission). The legal status of the SSDM could take the form of a society under the Societies Registration Act, 1860, or a Company- section 25 Company or Public Company under the Indian Companies Act, 1956. * The SSDM should ensure that there is convergence of all short-term SD programmes across line departments and ministries of the State and those funded by the Golunder the mission. This will also include ensuring M8€ of all programme outcomes. Budgets and funds flow for all such programmes could also be consolidated at the mission. + The SSDM, in addition to discharging functional and administrative roles, should have the capability to undertake research studies such as skills gap analysis, labour market trends and tracer studies. The SSDM should also have the technical expertise to implement an electronic MIS. To promote bottom-up planning, the organisation structure of the SSDM should include Block, District and State level functionaries. upmost soanmne/agrandenlusion/inpsehseonenia ues ng-evinde inThe primary responsibility of the SSDMis to create an annual SSOP (State Skill Development Plan). The SSDP should be a reflection of aggregated DSDPs in addition to including any other State-level agendas. The objective of the SSOP and DSOP is to create an annual plan of action for matching the supply of human resources, with particular emphasis on inclusion of women and other marginalized groups, with the market's demand for human resources through targeted training interventions. The plan needs to accordingly allocate targets and budgets across training programmes. In doing so, quality standards such as alignment of SD programmes with NSF normsneedto be ensured. Understanding labour market trends is key to designing effective SD interventions to match market supply and demand. An analysis of Labour market trends deals with demand side questions such as- where are jobs being created? what sectors are experiencing skill deficit? What jobs are being created in the informal / formal sector / informal jobs in the formal sector? What are the upcoming / new age skill requirements? Where are the economic hotspots? Which sectors are experiencing high consumer spending? On the supply side what is the employable population? What is the rate of unemployment? Which demography (age, gender, SC/ST) of people are worse-off in terms of employment outcomes? What is the urban/rural and regional distribution of labour force? What are the education / skill qualifications of the labour force? For this purpose, administrative data available in the District Office can be used to populate the required information. In addition, data from other research organisations such as-studies on economic hotspots; NSSO's (National Sample Survey Office); Annual Survey of Industries (ASI); NSSO's National Survey of Household Income and Expenditure (NSHIE)/Market Information Survey of Households (MISH); amongst others can be solicited to further corroborate and produce demand-side analysis of required skills. Likewise, for supply-side analysis, the available administrative population data can be supplemented with other data sources such as ~ NCAER's (National Council of Applied Economic Research) IHDS (India Human Development Survey); NSSO's sample household surveys on various socio-economic subjects; SECC-2011 (Socio- Economicand Caste Census) and others. Additional guidance on how to conduct such studies and analyses will be shared subsequently by MSDE. In addition, to measure the effectiveness of all above activities, a robust Monitoring and Evaluation (M&E) system needs to be established at the District level. All district M&E reports then need to be consolidated at the SSDM and analysis reported in the SSDP. Scoring criteria (Total Score range 0 to 10) The performance of States will be measured as per following criteri 1 Percent share of Districts where District Skill Development Offices (DSDOs) have been established. For model SSDM organisation structure including role and responsibilities, refer Annexure 2. Between Land 50% 2 Between 50 and 80% More than 80% 42. Percent share of Districts where separate DSDP has been created and submitted to SSDM. For respective SSDP and DSDP templates specifying data points to be captured, refer Annexure 3. Between 1 and 50% 2 Between 50 and 80% 4 More than 80% é C1, Indicator 2: SSDM has a functional MIS for data collection, reporting and analysis of all GOI and ‘major State Funded Skill Development programs: Key concepts and requirements + Afunctional MIS should enable the SSDM to aggregate data for all programmes using a common data standard that allows standardized reporting on the key metrics of performance in SD. The MIS should aim to provide data analytics and business intelligence to support strategic decision making at variouslevels. * The MIS canbe developed locally or on the Skill India Portal Scoring criteria (Binary score 0/10): The performance of States will be measured on providing evidence of above MIS Non-compliant 0 C1, Indicator 3: Required data on all short term GOI and major State Funded Skill Development programs submitted electronically to the Skill India portal or as per standards notified by MSDE: Key concepts and requirements + State-level MIS should have the capability to aggregate data on all short term GO! and major State Funded Skill Development programs programmes as per defined data standard / structure and synchronize the same automatically as per defined frequency. * Any change in data standards and communication protocols will be notified by MSDE. Scoring criteria (Total binary score 0 / 10): The performance of States will be measured on the extent towhich the following criteria have been fulfilled: 1. Required data (Annexure 4) on all short term GOI funded Skill Development programs submitted as per defined frequency to the Skill ndia portal or as per standards notified by MSDE’ ea Non-compliant 02. Required data on short-term major State Funded SD Programs submitted as per defined frequency tothe Skill India Portal or as per standards notified by MSDE. Coes Non-compliant 0 C1, Indicator 4: Annual performance report produced providing evidence of achievement of skilling targets and placement record and analysis of key challenges experienced in implementation. Key concepts and requirements + The State needs to develop and implement monitoring and assessment tools to ensure that the SD programmes are a well-targeted and are producing desired outcomes. Iti therefore critical to establish an M&€E system that monitors progress, tracks outcomes and modifies program design andimplementation when needed. + Therefore, an annual M&E report that provides evidence of achievement of skilling targets, placement record and analysis of key challenges experienced in implementation is necessary to inform strategic decision making at the level of the State as also inform policy makers on what needs to changed and what is working well Scoring criteria (Binary score: 0/5): The performance of States will be measured on the submission of report according to specified format (refer Annexure 5 for format) fens Non-compliant 0 Component 2 (C2): Improved Quality and Market Relevance of Skill Development Programmes ‘The quality and relevance of SD programmes has been a challenge with a modest placement rate of 27 percent with substantial state-wide variations. Moreover, significant labour market churning one or two years after training suggests inadequate job matching and low sustainability of employment. One of the main concerns is that recruitment of TPs does not take their qualifications into account or assesses curriculum and content quality. In addition, capacity building of trainers and assessors is weak, standards and quality assurance need strengthening, technology platforms need to be upgraded, and student placement mechanisms established. Further, there isno standard prescription across TPs about the ‘domain qualification’ requirements of trainers. This undermines the prescribed quality in delivery of training services. TPs tend to focus on numbers trained rather than on quality, and trainees often attach little value to free training making it challenging to find the right balance and link support to employability. This ultimately leads to poor learning outcomes for students. The following six indicators list the activities that States need to undertake to overcome current challenges and achieve the above objective.2, Indicator 1: Percentage of courses of all State SD programmes that are aligned to NSQF (or equivalent notified by MSDE). Key concepts and requirements + The National Skills Qualifications Framework (NSQF) is @ quality assurance framework that organizes qualifications according to a series of levels of knowledge, skills and aptitude. These levels are defined in terms of learning outcomes which the learner must possess regardless of whether they were acquired through formal, non-formal or informal learning. iti, therefore, a nationally integrated education and competency based skill framework that will provide for multiple pathways, horizontal as well as vertical, both within vocational education and vocational training and among vocational education, vocational training, general education and technical education, thus linking one level of learning to another higher level. This will enable a person to acquire desired competency levels, transit to the job market and, at an opportune time, return for acquiring additional skills to further upgrade their competencies. Scoring criteria (Score range: 0 to 10): The performance of States will be measured on the extent to which the Percentage of courses of all State SD programmes that are aligned to NSQF. Coed Ea 3 10-30% 30-60% 6 ‘Above 60% 10 2, Indicator 2: Percentage of trainees placed (wage-employed/self-employed) wit completing all GO! and major State Funded Skill Development programs Key concepts and requirements + Itis important to target the youth considering that approximately 12 million youth will enter the labour force every year for the next 20 years. Only about 2 - 3 percent of them have undergone formal vocational education and training. Therefore, such skilling interventions have the potential to offer opportunities for better employment and earnings outcomes in terms of sustained employability, increased work tenures productivity + Atthe same time the training that is provided to them has to be aligned with market demand in order to ensure increase in placement rates. For this, itis necessary to proactive engage industry as anactive stakeholder. Such demand lead training also has the potential to increase productivity of theindustry. “tour Market noi and letens of SleScoring criteria (Score range: 0 to 25): The performance of States will be measured on the extent to which employment results are achieved. foes fa Less than 20% 0 20-35% 5 35-50% 10 50 - 60% 5 60% and above 25 ‘Component 3 (C3): Improved Access and Complet iain ochre RO eee Rs Considering the country's diversity in economic endowments and social status, several dimensions of. exclusion such as ~spatial; economic; social; gender; cultural; ethnicity; physical disability; and religious practices, need to be addressed. Furthermore, the intersectionality among these dimensions, such as, a woman belonging to a low caste, or a tribal man with physical disability, that adds to the complexity also needs to be factored. On the gender dimension, India has amongst the lowest women's labour force participation rates (LFPR) in the world. Not only women's participation rates are low, but there has been a declining trend since 2004-05. Women's LFPR dropped from 42.7 per cent in 2004-05 to 31.2 in 2011-12 and 27.4 per cent in 2015-16. Furthermore, participation rates are lower in urban areas and among educated women, and when women work they tend to end up in marginal jobs, often in home-based work (as contributing family worker/unpaid worker) and the domestic work sector. Thus, the case for undertaking targeted activities to promote the inclusion of women trainees. Likewise, States need to provision for affirmative targeting to encourage participation of other disadvantaged groups, i.e. persons from demographic groups who face the risk of social exclusion from accessing high- quality SD programmes such as~SCs and STs. Therefore, there is a case for States to undertake innovative approaches to improve inclusion of socially excluded groups. As part of awareness building, a precise strategy needs to be prepared and effected for sensitizing TPs in respect of ‘inclusion’, The following four indicators list the activities that States need to undertake in order to achieve the above objective, C3, Indicator 1: Completed and submitted Pilot/Project Evaluation Report to MSDE which reports placement and coverage outcomes targeting women as a result of innovations to improve skills ing program access/completion. Key concepts and requirements + States are required to undertake innovative projects to increase participation of women and socially excluded groups. Under the State component, $25M is earmarked for such special inclusion pilots. * Thepilots could focus on: + Skills training for promotion of livelihood opportunities for women.* Developing modules for delivering counselling support and socio emotional/life skills training as complements (centres, peer groups, web-based platforms) to job-specifictraining content. * Designing and evaluating the impact and effectiveness of financial incentives to bolster participation and placement outcomes among women, tribal communities, and/or SC youth at the State level. * To support SSDMs to design and implement such pilot projects, MSDE will subsequently release ‘model pilot programmes that can be customised and adopted by the States. Scoring criteria (Binary score: 0/10): The performance of States will be measured on the submission of report ene Non-compliant 0 3, Indicator: : Ratio between SC youth (16-35) share in trainees and SC youth share in population. Key concepts and requirements + Targeted interventions to make training programmes sensitive to the constraints faced by socially excluded groups such as SCs need to be undertaken, According to the 2011 Census, SC constitute 16.2 percent of India's population. These populations have been historically disadvantaged and existing legislation and policies stipulate equitable access and social inclusion * Activities that increase enrolment and sustainable employment of SC youth, such as increasing inaccessibility of training centres, conducting effective mobilization, adequate monitoring, among others need to be undertaken. * To support States to meet above objectives, MSDE will subsequently release model pilots and implementation strategies that can be customised and applied. Scoring criteria (Score range: 0 to 5): The performance of States will be measured on the extent to which SC youth have been enrolled. foes Ed Between 0.7 and 0.8 Between 0.6.0.7 Between 0.5-0.6 Between 04 and 05 Less than 0.4 ofefyfule3, Indicator 3: Ratio between ST youth (16-35) share in trainees and ST youth share in population. Key conceptsand requirements + Targeted interventions to make training programmes sensitive to the constraints faced by socially excluded groups such as STs need to be undertaken. According to the 2011 Census, ST constitute 8.2 percent of India’s population. These populations have been historically disadvantaged and existing legislation and policies stipulate equitable access and social inclusion. * Activities that increase enrolment and sustainable employment of ST youth, such as increasing inaccessibility of training centres, conducting effective mobilization, adequate monitoring, among, others need tobe undertaken, * To support States to meet above objectives, MSDE will subsequently release model pilots and implementation strategies that can be customised and applied, Scoring criteria (Score range: 0 to 5): The performance of States will be measured on the extent to which ST youth have been enrolled. Between 0.7 and 08 Between 0.6:0.7 Between 0.5.0.6 Between 04 and 05 Less than 0.4 ofe|y tule Scoring criteria (Score range: 0 to 5): The performance of States will be measured on the extent to which ST youth have been enrolled. Achievement I Score Between 0.7 and 0.8 4 Between 0.607 3 Between 0.506 2 Between 04 andoS 7 Tess than 4 0 Component3, Indicator 4: Women trainees as.a percentage of total trainees trained and cert Key conceptsand requirements * Targeted interventions to bolster female participation and avoid gender stereotyping need to be undertaken. Research indicates that supply and demand-side constraints, including discrimination and gender bias, prevent women from accessing training Women, especially the poorest, also often face constraints related to time availability and mobility.* Based on a review of literature itis suggested that interventions to strengthen women's training outcomes should including elements that address socio-emotional/life skills within training interventions. Likewise, international experience suggests that multi-component programmes—which combine training with a set of complementary services (information, counselling, and capital)—often have larger impacts on women’s employment and earning outcomes, * To support States to meet above objectives, MSDE will subsequently release model pilots and implementation strategies that can be customised and applied, Scoring criteria (Score range: 0 to 5): The performance of States will be measured on the extent to which women trainees have been trained and certified Achievement I score 10-20% 20-30% 30-40% 40-50% ‘Above 50% Component 3, Indicator 5: Proportion of ce ied women trainees placedin wage-employment Key conceptsand requirements * In continuation of above, it is necessary to support wage-employment of women in non- stereotypical sectors / job-roles. Typically, women are socially conditioned to undertake self= employment pursuing sewing, beautician, and such activities. Therefore, women need to be encourage to pursue paid employment outside the home. + To support States to meet above objectives, MSDE will subsequently release model pilots and implementation strategies that can be customised and applied. Scoring criteria (Score range: 0 to 5): The performance of States will be measured on the extent to which women trainees have been placed in wage-employment ET I score 10-20% 20-30% 30-40% 40-50% ‘Above 50%Pe of erty Porc ret Seried onwards ‘fet avenue 6 or 5 ase regener Activities and Timelines Da ae SC Teen etre Ree Seed Coge et crna SIG score and Beta Seiad Cerne) Beret ee) Bec ecnst cs ee ay Garments Pee mur ere ag Boon erence eligibility of the Sau Pea ad Cee uc Dc oaG teres) Buc) PAB for necessary eee een Rea Peace CUCU OCA Pc Er emUry rea Sees eee aie ea ey) World Bank/ IVA Noon) Renee Pry Ces and submits its LogChapter 3 Funds Management Funding Mechanism States are eligible to receive a total of $250 Million as the State Incentive Grant. In year one, approximately $50Miillion will be disbursed to participating States on submission of a proposal listing activities that will be undertaken with the request for funds In the second year onwards, the incentive grants received by the State will depend on their SIG score. Grants ill be released in 3 phases: + Pre-condition: in order to be eligible for SIG, States need to fulfil the following conditions: 11, Submit consent to participate in SANKALP to MSDE. 2. Provide an agreement to commit 40% of State share (10% in the case of NE States and other special category states: Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Tripura, Sikkim, Jammu & Kashmir, Himachal Pradesh and Uttarakhand) against 60% allocation from the Central Government; * Year1 disbursement: * States need to meet the following conditions: Incorporation of State Skill Development Mission (SSDM) specifying registration details ‘Abudget line included for SANKALP under State Budget Detail of dedicated account which will receive funds under SANKALP. Evidence that 60% of the positions are filled, specifically roles related to planning, Monitoring & Evaluation and MIS are occupied. 5. All short term skill development programmes (Centrally sponsored and State sponsored) have been consolidated under SSDM. * Eligible states will receive approximately $50 Million in the first year of the programme (2018-19) through a weighted State-wise allocation based on population and the Composite Development Index ranking. To avail the grants, States need to submit detailed activity-wise proposal (along with budget) to MSDE listing the activities they will undertake in the defined template. In addition, they need to contribute their share as per the agreed ratio to the SANKALP State fund. The grants would be released by MSDE to States subject to necessary approvals. Simultaneously, baseline scores will also be calculated. ‘© Year 2 onwards disbursement: The remaining SIG of $ 200Miillion will be performance based and calculated according to the SIG Matrix score. In order to qualify for the performance grant, States need to improve their SIG scores by 15% of the performance gap, |.e., 100 minus SIG score of the previous year. The evidence submitted will be verified by an IVA and submitted to MSDE. The SIG score along with the IVA report will be submitted to the Bank. The Bank will authorize disbursement based on the IVA report. A detailed financial management manual is being prepared to guide the States on compliance requirements, procurement, ete.Funds Flow Process During Year ‘ear 2 Onwards Pre Condon Ham 2. ‘ioe in gen pga ‘Stepan a cna ‘To iene ag wit een ep ‘nb: burnt and management of 60h SatesChapter 4 Best-Practices Portal Introduction ‘The purpose of the Best-Practices Portal is to showcase innovative projects undertaken by States and. provide a knowledge-sharing avenue. The portal will focus on four main types of content to showcase successes and best practices: Videos, Photographs, Testimonials and Case Studies. Testimonials include stories and quotes from candidates, graduates, assessors, lecturers, and others who have been positively impacted. Likewise, videos and photographs can be uploaded. The portal would thus provide a repository of information on emerging best practices and innovations in skill development that can be shared with, and potentially taken up by other States. Itis also a means to celebrate and share the positive impact of various such initiatives. In order to make the portal successful, people initiating and coordinating activities need to be diligent about documenting them in enough detail so that they will be useful to others who may want to build upon what has already been done. Finally, care should be taken to regularly post updated resources so that the information showcased on the portalis useful, relevant and up-to-date. Process for uploading content Below representation shows information flow: re yates Desc Rac) CT EUR ne oe Sankalp Re EU) Seca BN te ee Rete nce ated eee as I etd Cees ane cs ‘aie 2 Poco upload eartenton pataAnnexures Annexure 1: SIG Matrix State Incentive Grant - SIG Scoring Template: (Total Score ~ 100) Component 1: Institutional Strengthening at the National and State Levels for Planning, Delivering, and Monitoring of Skil Development Programmes (Total Score -35) ‘Slate government has established an institutional framework (SSDM) for implementation and monitoring in districts (Total Score 10) Percent share of Districts where DSDOs have been established (None: 0 ta__| i) Between 4 and 50%: 2 ma (i) Between 50 and 80%: 3 (iv) More than 80%: 4 Percent share of Districts where separate DSDP has been created and submitted to SSDM (i) None: 0 1b | (i) Between 1 and 50%: 2 os (i) Between 50 and 80%: 4 (iv) More than 80%: 6 SDM has a functional MIS for data collection, reporting and analysis of all GOl and major State Funded Skill Development programs Compliant: 10 Non-compliant: 0 10 Required data on all short term GOI and major State Funded Skill Development programs 3 submitted electronically tothe Skill India portal or as per standards notified by MSDE” (Total Score 10) Data on all short term GOI funded Skill Development programssubmitted as per defined frequency tothe Skill India portal or as per standards notified by MSDE". 3a Compliant: 7 7 Non:compliant: 0 Data on short-term major State Funded SO Programs submitted as per defined frequency to the Skil India Portal or as per standards notified by MSDE. 3b | compliant: 3 3 Non-compliant: 0 ‘Annual performance report produced providing evidence of achievement of skiing targets ‘and placement record and analysis of key challenges experienced in implementation 5 a Compliant: 5 a Non-compliant: 0 ef ol ard mar Stas unde Sil elma’ pore prograsp the Ste o hor A faeChic cL Lei ences) Percentage of trainees placed (wage-employed/sell-employed) within 6 months of ‘completing all GO! and major State Funded Skil Development Programs (i) Less than 20%: 0 (i 20-35%: 5 (iv) 5060x615 (v) 60% and above: 25 ‘Completed and submitted Pilot/Project Evaluation Report to MSDE which reports placement and coverage outcomes targeting women asa result of innovations to Improve skils training program access/completion. ‘Compliant: 10, Non-compli Ratio between SC youth (16-35) share in trainees and SC youth share In population Is (i) More than 0.8: 5 (i) Between 0.7 and 0.8: 4 2 (ii) Between 0.6.0.7: 3 os (iv) Between 0.5-0.6:2 (v) Between 0.4 and 0.5:1 (ui) Less than 0.4:0 Ratio between ST youth (16-35) share in trainees and ST youth share in population is: (i) More than 0.8: 5 a (i) Between 0.7 ando.8: 4 os (ili) Between 0.6-0.7: 3 (iv) Between 0.5-0.6: 2 (v) Between 0.4 and 0.5: 1 (ui) Less than 0.40 ‘Women trainees asa percentage of total trainees trained and certified: (i) Less than 10%: 0 (i) 10-20%: 2 a. | (ip20-30%:2 os (iv) 30-40%: 3. (y4050%: 4 (vi) Above 50%: Proportion of cerified women trainees paced in wage-employment: (i) Less than 10%: 0 10-20%:1 s. 20-30%: 2 os (iu) 30-40%: 3 (v) 40-50%: 4 (i) Above 50%: Note: "The scoring system willbe adjusted to reflect basellne igure for wales in Year 1All Government of India Short-Term SD Programs Implies The Largest Five GOI Supported Programs In The State by Budget Allocation 1 Pradhan Mantri Kaushal VikasYojana (PMKVY): MSDE DeenDayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY): Ministry of Rural Development Integrated Skill Development Scheme (ISDS): Ministry of Textiles Hunar se Rozgartak: Ministry of Tourism Deendayal Antyodaya Yojana-National Urban Livelihoods Mission (DAY-NULM): Ministry of Housing and Urban Affairs Major state SD programs implies two programs financed by the state government which receive the largest state budget allocation for SD. The list will be provided by the States.ri i Annexure 2: Model SSDM Organisation Structure State SD Mission Cee)District SD Office Beane) Block SD OfficeRoles and Responsibilities at State Skill Development Mission (SSDM) Policy & Planning + Development and implementation of strategy, policy, guidelines, rules and regulations for skill development mission in the State/ UT. Also, regular updation of these on periodic basis or as per requirement. * Preparation of annual State Skill Development Plans (SSDP) covering both long term and short term objectives/ skilling targets (with particular emphasis on inclusion of women and other marginalized groups) * Coordination with National level entities (MSDE, NSDA and NSDC) regarding state skill mission. * Co-ordination with different departments within the State/ UT to identify the demand and supply for manpower in the State/UT * Necessary reforms in existing educational system for seamless integration of vocational education into formal education system Training Provider/ PIA Management + Identification and database management of trainers, assessors and PIAS. + Mechanism for certification and accreditation of courses as well as training providers in compliance with National frameworks such as NSQF and NOAF. * Capability building of Trainers/ Assessors through exposure to new/ upcoming technology and equipments in the industry. Job Roles and Course/ Curriculum Management * Co-ordination with NSDA and Sector Skills Council (SSCs) for adoption of new job roles. * Development and finalization of courses, syllabus, fees and other arrangements for the training programmes. * Standardization of courses/ curriculum in line with quality parameters and market demand. * Integration of training programmes with NSQF, NQAF and common norms. + Promotion of vocational training to enable employability and/or growth opportunity through skills skilling/ re-skilling/ up-skilling. ization & Counselling + Engagement with PRs, ULBs, NGOs etc. to promote mobilization towards skilling. * Conducting counselling sessions/ camps to promote awareness Industry engagement & Entrepreneurship * Engagement with Public sector and Private sector entities that would include companies, PSUs, industries, educational institutes etc * Coordination with different departments, industries, public and private entitites for placement of skilled manpower * Organizing employment fairs.+ Tracking of trainees post placement * Document and verification of the placement data + Inclusion of on-job training/ apprenticeship in the training programmes + Facilitate overseas employment of skilled persons. * Prepare database of skilled persons who have been employed in other countries. * Entrepreneurship development including training, backward-forward linkages and mentoring, Monitoring and Evaluation (including MIS) + Institutionalising mechanism for capturing demand and supply side data + Review the progress/ achievement of the mission and sharing the same in the form of periodic reports. + Identify the labour market trends (covering both formal and informal sector) * Enumerate sector-wise annual employment generation capacity in MSME /SEZ /other industries both existing and upcoming, * Conducting research/ surveys (like skills gap analysis, labour market trends, tracer studies and MAE assessments) for the mission + Managing an IT enabled system (MIS) which would be able to collect, process and analyze data. * Use of data for forecasting the demand and supply gaps. * Designated monitoring teams for periodic inspection of the training centers. Financial Management * Development of financial guidelines for the mission. Further, budgeting and financial management of the mission as per these guidelines. + Allocation of targets and budgets across different training programmes + Maintenance of accounts (income and expenditure) in accordance with the financial guidelines. * Conducting audits of the financial accounts. Administration and staff management * Recruitment of staff/ consultant/ agency for implementation of the mission + General management/ administration of personnel in the mission. Also, allocation of work among personnel in the mission * Capacity building of mission teams (State/UT/District/Block/Village and others) by conducting/ organizing trainings and conference/ workshops. + Procurement of goods and services for the mission * Development of infrastructure for SSDMs + Infrastructure development and strengthening for training centers (both new and exi: centers) * Grievance redressal and management of legal mattersRoles and Responsibilities at District Skill Development Office (DSDO) Advocacy & awareness (IEC & BCC) * Connecting people with the mission through development of mass media and other material for skills, * Organizing campaigns for creating awareness regarding the skill mission Planning * Development of annual District skill development Plans (DSDP) covering both long term and short term objectives/ skilling targets (with particular emphasis on inclusion of women and other marginalized groups) + Implementation of policies, guidelines, rules and regulations for skill development mission in the district. * Coordination with different departments to identify the demand and supply for manpower in the State/UT Mobilization & Counselling * Engagement with PRs, ULBs, NGOs ete. to promote mobilization towards skilling. * Conducting counselling sessions/ camps to promote awareness Industry engagement & Entrepreneurship * Coordination with industry and organizing employment fairs/ camps. + Tracking of trainees post placement + Strengthening on-job training/ apprenticeship in the district. + Entrepreneurship development including training, backward-forward linkages and mentoring. Monitoring & Evaluation and MIS * Ensuring that the mechanism for capturing demand and supply side data is implemented as per State guidelines * Review the progress/ achievement of the mission and sharing the same in the form of periodic reports. * Identify the labour market trends (covering both formal and informal sector) + Ensuring implementation of MIS as per SSDM. * Use of data for forecasting the demand and supply gaps. + Provision of data for developing district plans * Periodic inspection of the training centers. Support Functions * Budgeting and financial management of the mission as per State financial guidelines. * Release of funds as per norms and requirementRoles and Responsibilities at Block Skill Development Office (BSDO) ‘+ Maintenance of accounts (income and expenditure) in accordance with the financial guidelines. * General management/ administration of personnel in the mission. + Capacity building of mission teams (District/Block/Village and others) by conducting/ organizing trainings and workshops. ‘+ Procurement of goods and services for the mission * Development of infrastructure for DSDMs * Grievance redressal and management of legal matters ‘+ Development of mass media and other material for mission ‘+ Organizing campaigns for creating awareness regarding the skill mission Planning & Coordination * Development of block plans for skill mission. '* Coordination with district teams, inter-departmental, sub-block entities and industry in line with the mission, Mobilization & Counselling * Engagement with local bodies like PRis, ULBs, NGOs etc for promoting skill mission '* Conducting counselling sessions to promote awareness Me including MIS + Provision of data as per designed MIS formats/ templates * Periodic inspection of the training centers. ‘+ Use of data for development of block plans. ‘Support Functions ‘+ Budgeting and financial management of the mission as per State financial guidelines. * Maintenance of accounts (income and expenditure) in accordance with the financial g! + General management/ administration of personnel in the mission, + Procurement of goods and services for the office + Grievance redressal.Annexure 3: SSDP and DSDP Template Supply Side Profile ead Male Demographic Profile of Working Age (15 To 58 Years) People Female Education Profile of People Enrolment in primary school Enrolment in secondary school Enrolment for higher education Employment Profile Working Age (15 to 59 years) ‘Number employed in formal sector (manufacturing and services) People Number employed in informal sector{manufacturing and services) Number employed in farm acthvities Unemployment Profile Total unemployed Educated unemployed ‘Skilled unemployedCee eee Formal Sector Demand (Existing and Predicted) Details of Large Scale Units (Manufacturing & Service) Number of Number of ‘otal manpower | manpower Gapin i becca units required employed manpower currently Details of Registered MSMES Number of sno. | Sector Number of Total manpower | manpower Gapin units required employed manpower currently Details of Upcoming Formal Sector Industry/ Sector Job Role Manpower Requirement Informal Sector Demand (Existing an 1 Predicted) Details of Existing Informal Sector S.No. Sector Number of units Total manpower required Number of manpower employed currently Details of Upcoming Informal Sector Industry/S Job Role Manpower Requirementft ‘Short Term Skill Development Programmes (Centre + State) Warber accredited serame | sector | ,umbetot | Number ot seam ar res Curriculum) Scheme A _| Sector Sector? Schemes | Sector Sector? Number Job | of | Total | actual | Total | Wage | sett Apprentices Role | Trsinng | capacity | Intake | certiied | employed | employed | “PPremceshes enters SNo.| scheme] sector seneme a) sector 1 sector 2 scheme sector a sector 2 Number of Number sceredited Number of Numbersar | with NAF norms scheme | Sector | Training panies mba MOAR ne one Curriculum) ‘Scheme A _| Sector Sector? Scheme ® Sector Sector Job [number | total | actuat | Total | Wage | se. roe [PEN capacy | intake | certies | employed | employes | MPPrEnsCeses No. | scheme] sector scheme a) sector a sector 2 scheme afsector 2 sector 2Oe dary Objectives, Activities Budget & requirement Monitoring & Evaluation (including research studies)Annexure 4: Data Requirements and Reporting Format a Data Element oe A__| Training Program Related 1 No, of total central and state level short Total, training scheme, TP term training programs * 2 Number of NSQF aligned short term SD programs Total, training scheme, TP 3 No, ofall central and state level short term training programs for which accreditation, assessment and certification has been conducted 4 No. of central schemes that have an MIS in place 5 No, of SDM in participating states that have submitted data 8 Quality Related 1 | Number of total NSQC approved QPS 2 | Number of state programmes NSOF aligned C __| Trainee Related Number of trainees who were registered/ Total, gender, socio- economic enrolled in short term SD programs status (SC/ST), training scheme, TP 2 | Number of trainees who completed short Total, gender, socio-economic term SD programs status (SC/ST), training scheme, TP 3 | Number of trainees who were certified Total, gender, socio-economic tupon completion of short term SD programs status (SC/ST), training scheme, TP 4 | Number of trainees who were registered/enrolled in| Total, gender, socio-economic INSQF aligned short term SD programs status (SC/ST, training scheme, TP 5 | Number of trainees who completed NSF Total, gender, socio-economic aligned short term SD programs status (SC/ST), training scheme, TP 6 | Number of trainees who were certified upon completion] Total, gender, socio -economic ‘of NSQF aligned short term SD programs status (SC/ST), training scheme, TP 7 | Number of trainees who are wage Total, gender, socio-economi ‘employed within six months of completion status (SC/ST), training scheme, TP of short-term SD programs 8 | Number of trainees who are self-employed within six | Total, gender, socio-economic months of completion of short-term SO programs status (SC/ST), training scheme, TP D | Sig Related 1 | Sub-component wise SIG matrix scores reported for each participating state 2 _ | Detailed data requirements as per SIG matrix to be capturedAnnexure 5: M&E Reporting Format Cad 11. Number of districts where District Skill Development Office has been insttutionalized (including M&E committee for SD programs) 2. Number of SD programs aggregated and monitored under SSDM: 2.3 Centrally Funded (Gol) 2.b State Funded 3, Total number of TPs registered in the State 4. Number of TPs accredited with NOAF norms 5, Total number of SD programs in the State 66. Number of SD programs that are NSQF aligned and follow model curriculum 7, Number of trainees trained in market relevant quality SD program Enrolled Completed training Placed Self employed Undergone apprenticeship 8. Analysis of key challenges experienced in implementation: 9. Evidence of industry outreach efforts and summary information from consultations:ft Annexure 6: Baseline Data Requirements Section I: Basic Information ri S.No. Particulars Data Options | Name of the Mission Director {Open Text} Phone: Fax | Contactinformation ofthe | ery, er Mission Director Mobite c | office Address {Open Text} Name: Designation: Respondent/Nodal (open Tet © | person's details: Email re Mobile:aap Particulars ‘Number of Districts where District ‘kills Development Offices (DSDOs) hhave been established foo {Numeric Value) Ade Number of Districts where separate District Skil Development Plan has been created and submitted to the State Skill Development Mission (ssom) {Numeric Value} 12 ‘Whether the SSDM has @ functional IMIS for data collection, reporting ‘and analysis ofall GO! and major State funded skill development programmes Whether data on short-term major State funded SD programmes submitted as per defined frequency ‘to the Skil Ingia Portal or as per standards notified by MSDE {Yes/No} 14 Performance report produced ‘annually: providing evidence of, achievement of skiling targets and placement record and analysis of key challenges experienced in Implementation. {Yes/No} 2aa ‘Total number of trainers imparting training across all major GO! and State funded Skils Development Programmes (Numeric Value) 2.2 ‘Number of State SD courses aligned to the NSQF or equivalent as notified by MSDE {Numeric Value} 226 Total number of State SD courses implemented by the State {Numeric Value)23e Particulars ‘Number of trainees who completed training in last year are wage/self-employed within the 6 ‘months of completing the training (training completed between 1st ‘Apr, 2017 to 30th Sept, 2017) Cmoo {Numeric Value} 3a Completed and submitted Pilot/Project Evaluation Report to [MSDE which reports placement and coverage outcomes as a result of Innovations to improve skills training programme access/completion {Yes/No} 323 33 Number of youth (age 16-35) completed training in previous financial year ‘Number of ST youth (age 16-35) completed training in previous financial year {Numeric Value} {Numeric Value} 34a Total persons trained and certified inthe last financial year {Numeric Value} a4b Number of women trained and certified in the last financial year {Numeric Value) 35 Number of women trainees certified and placed in wage- ‘employment {Numeric Value}ASI Bcc: BsDO: cMIE: ber: DDU-GKY: DL DsDo: spp. Gol HR: lec IDs: Iva: LePR: MBE: MIs: MISH: MSDE: MSME: NCAER: NE: Neo: NaF: NSDA: Nsbc: NSDM NSHIE: Abbreviations ‘Annual Survey of Industries Behaviour Change Communication Block Skill Development Office Centre for Monitoring Indian Economy Direct Benefit Transfer Deen Dayal Upadhyaya Grameen Kaushalya Yojana Disbursement Linked Indicator District Skill Development Office District Skill Development Plan Government of india Human Resource Information, Education and Communication India Human Development Survey Information Technology Independent Verification Agency Labour Force Participation Rate Monitoring & Evaluation Management Information System Market Information Survey of Households Ministry of Skill Development and Entrepreneurship Ministry of Micro, Small & Medium Enterprises National Council of Applied Economic Research North Eastern Non-Governmental Organization National Quality Assurance Framework National Skill Development Agency National Skill Development Corporation National Skill Development Mission National Survey of Household Income and Expenditure NSQF: Nss: NsSO: ont: PAB: PAD: PIA: PMKVWY: PRI Pst SANKALP: sD: SDG: SECC: sig: ssc: SSDM: ssp: st: TP: ULB: uN: ur: National Skill Qualification Framework National Sample Survey National Sample Survey Office On-the-Job Training Project Approval Board Project Appraisal Document Project Implementation Agency Pradhan Mantri Kaushal VikasYojna Panchayati Raj Institutions Project Screening Committee ‘Skills Acquisition and Knowledge Awareness for Livelihood Promotion Scheduled Caste Skill Development Sustainable Development Goals Socio-Economic and Caste Census Special Economic Zone State Incentive Grant Sector Skills Council State Skill Development Mission State Skill Development Plan Scheduled Tribe Training Provider Urban Local Body United Nations Union Territoryeas or MINISTRY OF SKILL DEVELOPMENT ‘A ENTREPRENEURSHIP [GOVERNMENT OF INDIA. For any queries regarding SANKALP, an email with your contact detalls may be sent at sankalp.msde@gmail.com detailing the query/ issue being faced If required, you can contact Director MSDE (i/e SANKALP) at 011-23465856.