IGNITE ACADEMY

Subject:
MANPOWER PLANNING

(Class Notes)

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 Manpower Planning
Syllabus
Manpower Planning:
 Human Resource Planning, elements of manpower Planning, Techniques in human planning, Vocational
Surveys and their objectives, Demand estimation of skilled manpower, Role of various Institutes in
development of manpower such as NCERT; NIEPA; PSSCIVE; TITI; AICTE; CSTARI; ATI; CIMI;
MHRD; DGE; and T; NCVT; RIE; UGC; IITS; open Universities, NERI; NITIE; SIVE etc.

Tata Motors to upskill 50 pc of employees with new-age auto tech in five years

Tata Motors on Thursday said it plans to equip over 50 per cent of its overall workforce with new-age auto
tech capabilities within five years as part of its strategy to develop skilled and future-ready staff focused on
electric vehicles and other emerging technologies in the auto industry. The company, which has over 57,000
employees across different functions, has collaborated with organisations such as ARAI, Bosch, Mathworks,
SAE, and Tata Technologies, among others to provide its employees with professional certification
programmes in connected, electric, shared and safe (CESS) through its upskilling programme.

WHAT IS HUMAN RESOURCE PLANNING?

1) Human Resource Planning (HRP) may be defined as strategy for acquisition, utilization,
improvement and preservation of the human resources of an enterprise.
2) The objective is to provide right personnel for the right work and optimum utilization of the existing
human resources.
3) It exists as a part of the planning process of business.

The major activities of HRP include:

1) forecasting (future requirements)
2) inventorying (present strength)
3) anticipating (comparison of present and future requirements)
4) planning (necessary programme to meet future requirements)

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 The objectives of HRP are mainly to:-

1) ensure optimum utilization of human resources currently employed

2) assess or forecast future requirements
3) cope up with the changing scenario
4) attaching with business plans of organization
5) anticipate redundancies
6) provide basis for human resource development (HRD)

LEVELS OF HRP

a) National Level:
1) The Central Government plans for human resources at the national level.
2) It forecasts the demand for and supply of human resources as a whole.
3) For example, the Government of India specifies the objectives of HRP in successive five-year plans.

b) Sectoral Levels:
Central and State Governments, formulate HRPs for different sectors. For example, industrial sector,
agricultural sector etc.

c) Industry Level:
HRP for specific industries are prepared by the particular industries.

d) Unit Level:
HRP for a particular department/sector of an industry is prepared at this level.

It again includes the following levels :-

i) Plant level ii) Department level and iii) Divisional level.

Determinants of HRP:-

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 PROCESS OF HUMAN RESOURCE PLANNING
• The major stages of HRP are as follows:

a) Analysing Operational Plans:-

i) Objectives and strategic plans of the company are analyzed.
ii) Plans concerning technological, finance, production are analyzed and HRP is prepared keeping these in mind.
iii) Future plans, goals, and objectives of the company are also taken into account.

b) Human Resource Demand Forecasting:

HR demand forecasting mainly involves three sub functions:

i) Demand Forecast: Process of estimating future quantity and quality of human resources required.
ii) Manpower Gaps: Depending upon the requirement existing surplus human resources having desired skills are
matched, if not found then shortage is shown.
iii) Supply Forecast: Basing on the existing HR inventory and the demand forecast, the supply forecast of human
resources is carried out in an organization.

Approaches to demand forecasting:-

There are two approaches to HR demand forecasting:
1) Quantitative
2) Qualitative.

1) Quantitative Approaches:
Quantitative approaches to forecasting involve the use of statistical or mathematical techniques.

Important techniques:
Trend Analysis:-
It forecasts employment requirements on the basis of some organizational index and is one of the most commonly
used approaches for forecasting HR demand.

Steps of trend analysis:

1) select an appropriate business factor. (This should be the best available predictor of human resources
needs. For example-Sales)
2) plot a historical trend of the business factor in relation to number of employees - The ratio of employees
to the business factor will provide a labor productivity ratio (for example, sales per employee)
3) compare the productivity ratio for at least the past five years.
4) calculate human resources demand by dividing the business factor by the productivity ratio.
5) project human resources demand out to the target year.

Modeling or Multiple Predictive Techniques:-

1) Several mathematical models, with the aid of computers are also used to forecast human resources needs,
e.g., optimization models.
2) Whereas trend analysis relies on a single factor (e.g., sales) to predict employment needs, the more
advanced methods combine several factors, such as interest rates, gross national product, disposable
income, and sales, to predict employment levels.

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 Qualitative Approaches:

1) In contrast to quantitative approaches, qualitative approaches to forecasting use

less statistical tools.
2) Expert forecasts and Delphi technique are the most commonly used qualitative techniques.

Expert Forecasts:
In this method, managers estimate future human resource requirements, their experiences and judgments to
good effect.

Delphi Technique:
1) It attempts to decrease the subjectivity of forecasts by involving a group of preselected individual and
soliciting and summarizing the judgments.
2) Vitis a forecasting process and structured communication framework based
3) on the results of multiple rounds of questionnaires sent to a panel of
4) experts
5) The Delphl method was originally conceived in the 1950s by Olaf Helmer and Norman Dalkey
6) The name refers to the Oracle of Delphi, a priestess at a temple of Apollo In ancient Greece known for her
prophecies

Some other techniques:

1) workforce analysis
2) work load analysis
3) job analysis.

Workforce analysis:
1) Purpose is to determine the rate of influx and outflow of employee.
2) It is through this analysis one can calculate the labor turnover rate, absenteeism rate, etc.
3) It involves collecting and analyzing data related to employees, such as
their skills, qualifications, experience, performance, and demographics.

Work load analysis:

1) It calculate the numbers of persons required for various jobs with reference to a planned output.
2) This takes into consideration factors such as absenteeism, and idle time, etc.

Job analysis:
Job analysis helps in finding out the abilities or skills required to do the jobs efficiently.

Job analysis includes two things: -

1) job description and 2) job specification.

1) Job description, thus, is a factual statement of the duties and responsibilities of a specific job. It gives an
indication of what is to be done, how it is to be done and why it is to be done.
2) Job specification provides information on the human attributes in terms of education, skills, aptitudes
and experience necessary to perform a job effectively.

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 Forecasting Personnel Needs: predicting future demand for labor :-

1) Assessment of Current Workforce: in terms of skills, competencies, experience, and performance

2) Skills Inventory: Creating an inventory of the skills and qualifications present within the organization

3) Job Analysis: Analyzing the duties, responsibilities, skills, and qualifications required for each position
within the organization

4) Recruitment and Selection: Developing strategies and processes for attracting, selecting, and hiring
new employees

5) Training and Development: Implementing training programs to enhance the skills and knowledge of
existing employees

6) Succession Planning: Identifying and developing high-potential employees to fill key positions in the
organization

7) Performance Management: Establishing performance appraisal systems to evaluate employee

performance, provide feedback, and identify areas for improvement or advancement.

8) Retention Strategies: Implementing initiatives to retain top talent,

9) Monitoring and Evaluation: Continuously monitoring and evaluating the

effectiveness of manpower planning strategies and initiatives.

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 Vocational Surveys and their objectives :-

Vocational Surveys and their objectives

What is vocational survey?
1) A vocational survey is a tool used in career counselling and vocational guidance to help individuals
explore and assess their interests, skills, values, and preferences in relation to potential career paths.
2) It typically consists of a series of questions or assessments designed to gather information about a
person's strengths, weaknesses, likes, dislikes, and career goals.
3) The results of a vocational survey can provide insights into suitable career options and help
individuals make informed decisions about their educational and professional pursuits.

The survey should include information about following:-

1) Employment opportunities in existing as well as emerging occupations and the types and levels of
skills needed in them.
2) Manpower requirements for various occupations
3) Turnout of candidates at matriculation stage
4) Infrastructure f acilities available in existing institutions, for introducing vocational courses
5) Identification of coordinating institutions

Objectives of vocational surveys:-

1) Career Exploration: Helping individuals explore a wide range of career options based on their interests,
skills, and values.

2) Self-Assessment: Assisting individuals in identifying their strengths, weaknesses, preferences, and

personal characteristics relevant to career decision-making.

3) Goal Setting: Facilitating the process of setting realistic and achievable career goals based on self-
assessment results and exploration of career options.

4) Decision Making: Providing individuals with information and insights to make informed decisions about
their educational and career paths.
Helping individuals match their skills, interests, and values with potential career paths or vocational training
programs.

5) Resource Identification: Directing individuals to relevant resources

Supporting individuals in developing long-term career plans that align with their interests, abilities, and
aspirations.

6) Personal Development: Promoting self-awareness, confidence, and empowerment by encouraging

individuals to reflect on their abilities and potential career paths.

Important types of vocational surveys:

1) Interest Inventories
2) Personality Inventories
3) Career Aptitude Tests
4) Occupational Interest Inventories

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 What is interest inventory?

1) It is a testing instrument designed for the purpose of measuring and evaluating the level of an
individual's interest in, or preference for, a variety of activities.
2) Testing methods include direct observation of behaviour, ability tests, and self-reporting inventories
of interest in educational, social, recreational, and vocational activities.
3) Since these tests measure only interest and not ability, their value as predictors of occupational
success, while significant, is limited.
4) They are especially useful in helping high school and college students become familiar with career
options and aware of their vocational interests.

Personality Inventories:-

1) A personality inventory is a self-report inventory which is a type of psychological test in which a

person fills out a survey or questionnaire with or without the help of an investigator.
2) Personality inventories include questions dealing with situations, symptoms, and feelings.
3) It is important to diagnose the individual's personality pattern to see whether he posses the traits
which are likely to contribute significantly to his adjustment to the course or career he is choosing
4) It helps the individual in resolving emotional conflicts.

There are two types of personality tests:

1) self-report inventories
2) projective tests

1) Self-report inventories:
It involve having test-takers read questions and then rate how well the question or statement applies to them.

2) Projective tests:
It involve presenting the test-taker with a vague scene, object, or scenario and then asking them to give their
interpretation of the test item.

Career Aptitude Tests:

1) It is an assessment tool designed to evaluate an individual's natural abilities, skills, personality traits, and
interests to determine their suitability for specific career paths or job roles.
2) These tests employ a combination of scientifically validated questions, tasks, and exercises to measure
various aspects of an individual's aptitude, providing valuable insights into their potential performance and
compatibility with different occupations.
3) Career Aptitude Tests are typically standardized and objective, allowing HR professionals to make data-
driven decisions in the hiring process.

4) By analyzing the results of Career Aptitude Tests, HR professionals can identify the most suitable
candidates, ensuring a better match between the individual and the job requirements.

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 Why are Career Aptitude Tests Important in Human Resources?

1) Career Aptitude Tests offer an additional layer of evaluation (compared to traditional methods like resume and
interview) providing objective insights into a candidate's suitability for a specific role.
2) Career Aptitude Tests introduce objectivity into the hiring process by focusing on measurable attributes and
eliminating biases.
3) Career Aptitude Tests enable HR professionals to assess a candidate's compatibility with the job requirements,
leading to improved job-role alignment
4) It is enabling HR professionals to identify the most suitable candidates early in the selection process, saving
both time and resources

Types of Career Aptitude Tests

Personality-Based Tests
1) It focus on assessing an individual's personality traits, behaviors, and preferences.
2) They are valuable for understanding how a candidate's personality aligns with the job and work environment.

For example:
Big Five Personality Traits:
 Evaluates five dimensions: Openness, Conscientiousness, Extraversion, Agreeableness, and
Neuroticism.

Big Five Personality Traits theory

 It is a theory developed in 1949 by D. W. Fiske (1949) and later expanded upon by other researchers
including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa (1987).

Five personality traits

1) Openness: how open-minded, imaginative, creative and insightful a person is or can be.
2) Conscientiousness : the quality of wishing to do one's work or duty well and thoroughly.
3) Extraversion: a measure of how energetic, sociable and friendly a person is.
4) Agreeableness: a personality trait that can be described as cooperative, polite, kind, and friendly.
5) Neuroticism; a trait that reflects a person's level of emotional stability.

Skills-Based Tests:

 Skills-Based Tests measure a candidate's proficiency in specific skills required for a job.

 These tests focus on assessing practical abilities rather than personality traits.
For example: Microsoft Office Skills Assessment, Coding Skills Assessment:

Interest-Based Tests
Interest-Based Tests gauge a candidate's preferences and motivations, providing insights into their career
aspirations and areas of genuine interest.

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 Example: Holland Codes
Holland Codes:
a. It is one of the most widely used frameworks for career assessment in the world.
b. The system was developed in 1970s by Dr John L. Holland, an academic psychologist.
c. It is proposed that there are six broad areas into which all careers can be classified. These same six
areas can be used to describe people, their personalities and interests.

John Holland's six personality types:

Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E) and Conventional (C).
[RIASEC]

1. Realistic (R) :-

 These are people who like well-ordered activities, or enjoy working with objects, tools, and machines.
 These people see themselves as mechanically or athletically talented, but may not be good with
people.
 Common traits: Hard-headed, inflexible, persistent, materialistic, practical, and genuine.

2. Investigative (I) :-

 Investigative people like activities that involve creative investigation of the world or nature.
 They see themselves as highly intelligent, but often lack leadership skills.
 Common traits: Analytical, curious, pessimistic, intellectual, precise, and reserved.

3. Artistic (A):-

 Artistic people like unstructured activities, and enjoy using materials to create art.
 They see themselves as talented artists and avoid "conventional" occupations, or situations.
 Common traits: Idealistic, complicated , introspective, sensitive

4. Social (S) :-

 Social people enjoy informing, training, developing, curing and enlightening others.
 These people perceive themselves as helpful, understanding and able to teach others. They value
social activities.
 Common traits: Generous, patient, empathic, persuasive, and cooperative.

5. Enterprising (E) :-

 These people enjoy reaching organizational goals or achieving economic gain.

 They see themselves as aggressive, popular, great leaders and speakers, but may lack scientific ability.
 Common traits: Extroverted, adventurous, optimistic, ambitious, sociable

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 6. Conventional (C)
 Conventional people enjoy manipulating data, record keeping, filing, reproducing materials, and
organizing written or numerical data.
 They see themselves as having a clerical and numerical ability. They avoid unstructured or "artistic"
activities.
 Common traits: Efficient, practical, conscientious, inflexible, defensive, and methodical.

Holland's Theory of Vocational Choice :-

1) Based on the premise that personality factors underlie career choices, this theory
2) postulates that people project self-and world-of-work views onto occupational titles and make career
decisions that satisfy their preferred personal orientations.
3) Most people possess one of six modal personality types: Realistic (R), Investigative (I), Artistic (A),
Social (S), Enterprising (E), or Conventional (C).
4) Six modal occupational environments correspond to the six modal personality types: Realistic (R),
Investigative (1), Artistic (A), Social (S), Enterprising (E), and Conventional (C).
5) People search for environments that allow them to exercise their skills and abilities, express their
attitudes and values, and assume agreeable circumstances and roles.
6) A person's behavior is determined by an interaction between his or her personality and the
characteristics of the environment.
7) The degree of congruence (or agreement) between a person and an occupation (environment) can be
estimated by a hexagonal model.
8) The shorter the distance between the personality type and the occupational type, the closer the
relationship.
9) Adjacent types on the hexagon are most consistent, or have compatible interests, personal
dispositions, or job duties.
10) Opposite types on the hexagon are most inconsistent, or combine personal characteristics or job
functions that are usually unrelated.

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 Occupational Interest Inventories (Oll - Pro)
 It is a career guidance tool measuring 12 dimensions of occupational interest.
 It is based on John Holland's theory of vocational choices and provides an assessment on RIASEC
model.

12 dimensions :-

Delphi Technique:
1) It attempts to decrease the subjectivity of forecasts by involving a group of preselected individual and
soliciting and summarizing the judgments.
2) It is a forecasting process and structured communication framework based on the results of multiple
rounds of questionnaires sent to a panel of experts.
3) The Delphi method was originally conceived in the 1950s by Olaf Helmer and Norman Dalkey.
4) The name refers to the Oracle of Delphi, a priestess at a temple of Apollo in ancient Greece known
for her prophecies.
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 Practice Question :-

1) Process of studying and collecting information about a job is known as ________.

a. Human Resource Plan

b. Job design
c. Job analysis
d. Job evaluation

Ans. C

2) Jobs analysis results in

a. Job description
b. Job specification
c. Job evaluation
d. All of (a), (b) and (c)

Ans. D

3) Job description is a statement containing items like

a. Job title, location and duties

b. Machines, tools and equipment
c. Materials, working conditions and hazards
d. All of these.

Ans. D

4) is a factual statement of tasks & duties involved in a job.

a. Job description
b. Job specification
c. Job Analysis
d. Job evaluation

Ans. A

5) Job Specification is a statement of

a. Min qualification required for job

b. Technical job requirement
c. Machines to be used
d. None of these

Ans. A

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 6) Which method is commonly used for forecasting future manpower requirements?

A) Delphi technique
B) Employee satisfaction surveys
C) Random selection
D) Performance appraisals

Ans. A

7) What does "succession planning" refer to in manpower planning?

A) Planning for employee promotions

B) Identifying and developing future leaders within the organization
C) Outsourcing certain job functions
D) Implementing flexible work arrangements

Ans. B

8. What is the purpose of workforce analysis in manpower planning?

A) Assessing employee performance

B) Evaluating employee benefits
C) Identifying strengths and weaknesses in the current workforce
D) Conducting job interviews

Ans. C

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 MANPOWER PLANNING

In the context of manpower forecasting, there is a need to make a distinction

between 'projections', 'estimates' and 'forecasts'.

1) Projections: It predict the outcome of spontaneous forces, i.e., the outcome which is expected in the
normal course of events and in the absence of external stimulus.

2) Estimates: These are educated guesses based on experience.

3) Forecasts: These are predictions of the outcome when normal course of events are influenced and
altered by external forces

General outline of the process:-

1. Analyze trends in the industry or sector where skilled manpower is required. (Ex.
Technological advancements, Government policies etc.)
2. Collect data on current employment levels, job openings, turnover rates, retirements, and
other relevant factors.
3. Clearly define the skills and qualifications needed for different roles within the industry.
4. Consider factors such as labor force participation rates, educational attainment levels,
immigration patterns, and training programs. Evaluate how these factors may influence the
supply of skilled manpower.
5. Use statistical models and forecasting techniques to project future demand for skilled
manpower based on factors such as industry growth rates, technological changes, and shifts
in consumer demand.
6. Scenario Analysis: Consider different scenarios, such as optimistic, pessimistic, and moderate,
to account for future uncertainties.
7. Engage with stakeholders including employers, labor unions, government agencies, and
educational institutions to validate assumptions and gather additional insights.
8. Regularly monitor the labor market dynamics and update demand estimates as new data
becomes available. Adjust policies and strategies accordingly to ensure alignment with
changing conditions.

TYPES OF MANPOWER FORECASTS

1) Short-Term Forecasts:

1) Short-term forecasts are usually made for a period not exceeding two years.
2) These are made, primarily, to facilitate estimation of financial provision for wages/salaries in
the programmes/projects initiated or likely to be initiated in the immediate future.
3) Short-term forecasts are very useful at the micro-level. For ex. Tourism - viewing of solar
eclipse or a religious event would attract tourists to a particular destination, whose life as a
destination may end after the event is over.

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 2) Medium-Term Forecasts:

1) For most countries medium term is about two to five years.

2) Medium term forecasts are useful in those offices which are concerned with advising
ministers or preparing contingency plans to meet the 'twists and turns of economic
circumstances or international events'.

3) Long-Term Forecasts:-

1) Forecasts for a period more than five years are considered as long-term forecasts
2) Long-term manpower forecasts are useful in educational planning, particularly relating to the
highly skilled professional categories of manpower.
3) They are also useful in the preparation of corporate plans incorporating productivity changes,
technological changes and major organisational developments.
4) It involves macro-level planning.

4) Policy Conditional Forecasts:

1) Policy conditional manpower forecasts are those which are determined by the
2) policy towards the factors which influence the demand for manpower.
3) Such manpower forecasts may be based on a rule of thumb, or on professional judgement, or on an
explicitly specified model or any combination of the three.

5) Onlookers Forecasts:-

1) An onlookers' manpower forecasts are those which are derived by assuming that the factors
influencing manpower demand behave in the future as they did in the past.
2) Like in the case of policy conditional forecasts, onlooker's forecasts are also obtained with the help of
a rule of thumb, or professional judgement, or an explicitly specified model, or any combination of
the three.

Time Series Analysis :-

1) Time series forecasting is the process of analyzing time series data using statistics and modeling to
make predictions and inform strategic decision- making.
2) The more comprehensive the data we have, the more accurate the forecasts can be.
3) It can provide the "why" behind the outcomes you are seeing.

Ratio analysis:-

1) This is the quickest HR forecasting technique.

2) The technique involves studying past ratios, say, between the number of
3) workers and sales in an organization and forecasting future ratios, making
4) some allowance or changes in the organization or its methods.

Example of trend analysis -

 Production of Units: 5,000
 No. of Workers : 100
 Ratio: 100:5000 = 0.02
 Estimated Production : 8,000
 No. of Workers required: 8000 × 0.02 = 160

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 ROLE OF VARIOUS INSTITUTES IN DEVELOPMENT OF MANPOWER :-

National Council of Educational Research and Training (NCERT):-

1) It is an autonomous organisation set up in 1961 by the Government of India to assist and advise the
Central and State Governments on policies and programmes for qualitative improvement in school
education.
2) It was established with the agenda to design and support a common system of education which is
national in character and also enables and encourages the diverse culture across the country.
3) The design of the NCERT logo is taken from an Ashokan period relic of the 3rd century BCE which
was found in excavations near Maski in Raichur district, Karnataka.
4) The motto has been taken from the Isha Upanishad and means 'life eternal through learning'.

Major objectives of NCERT:-

1) undertake, promote and coordinate research in areas related to school education

2) prepare and publish model textbooks, supplementary material,
3) newsletters, journals and develops educational kits, multimedia digital
4) materials, etc. organise pre-service and in-service training of teachers
5) develop and disseminate innovative educational techniques and practices
6) collaborate and network with state educational departments, universities, NGOs and other educational
institutions.
7) act as a clearing house for ideas and information in matters related to school education
8) act as a nodal agency for achieving the goals of Universalisation of Elementary Education
9) It is an implementation agency for bilateral cultural exchange programmes with other countries in the
field of school education.

Major constituent units of NCERT:-

1) Central Institute of Educational Technology (CIET)

2) Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE)
3) Regional Institutes of Education (RIE)
4) North East Regional Institute of Education (NERIE).

Central Institute of Educational Technology (CIET):-

1) It is a constituent unit of the National Council of Educational Research and Training (NCERT), an
autonomous organization under the Ministry of Education (MOE), Government of India.
2) Established in 1984 with the merger of the Center of Educational Technology (1973) and Department
of Teaching Aids (1959)
3) Aim: to promote Educational Technology especially mass media singly or in combinations
(multimedia packages) to extend educational opportunities and improve quality of educational
processes at the school level.

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 Major functions of the CIET-NCERT:-

1) Design, develop and disseminate alternative learning systems

2) Promote Educational Technology
3) Train Personnel in Educational Technology
4) Advise & Co-ordinate activities of SIETS
5) Provide Consultancy and media support to other constituents of NCERT

PANDIT SUNDERLAL SHARMA CENTRAL INSTITUTE OF VOCATIONAL

EDUCATION (PSSCIVE):

1) It is an apex research and development organization in the field of vocational education.

2) It is a constituent unit of National Council of Educational Research and Training (NCERT).
3) Established in 1993 by the Ministry of Education (MOE), Government of India.
4) Location: Shyamala Hills, Bhopal
5) It is a UNEVOC (International Project on Technical and Vocational Education) Network Centre in
India, which coordinates all the activities, including communication with UNESCO-UNEVOC
International Centre, Bonn, Germany.

Major functions of PSSCIVE:

1) Promote vocational education and training, to enhance the socio-economic development of the
country.
2) Enhance the quality of vocational education and training system through systemic policy
interventions.
3) Foster lifelong learning through delivery of employability and 21st Century skills.
4) Design and offer programmes for professional development of Vocational Teachers to enhance the
quality of vocational education and training in school.
5) Enhance synergic partnership and networking with organisations, institutions and agencies for
delivery of VET products and services.

UNESCO-UNEVOC :-

1) International Centre for Technical and Vocational Education and Training

2) It is the International Centre for connecting UNESCO Member States worldwide
3) to develop and strengthen technical and vocational education and training.
4) It is located at the United Nations Campus in Bonn, Germany and is financed by both UNESCO and
the German government.
5) Established in 2002.
6) There are also Regional Institutes of Education (RIE) as a constitutent units of NCERT.
7) These are located in Ajmer, Bhopal, Bhubaneshwar and Mysore.

North East Regional Institute of Education (NERIE):

1) Located in Shillong, Meghalaya

2) It caters to the educational needs of the eight states of the North East- Assam, Arunachal Pradesh,
Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura.
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 3) Established in 1992

State Council of Educational Research and Training (SCERT) :-

It came into existence on 5th January 1979 as a result of transformation and upgradation of the former
State Institute of Education (SIE).

Functions of SCERT:-

1) To organize and implement the special educational projects sponsored by UNICEF, NCERT and other
agencies for qualitative improvement of school education and teacher educators.
2) To prescribed curriculum and textbooks for the school and teacher training institutions.
3) To produce instructional materials for the use of teacher- educators
4) To arrange in-service training for different categories of teachers, inspecting officers and teacher-
educators and coordinate the work of other agencies operating at the state level.
5) To organize programmes including Correspondence-cum- Contact Courses for professional
development of teachers, teacher-educators and inspecting officers.
6) To supervise the working of the Teacher-Training Colleges, Secondary Training Schools and
Elementary Training Schools.
7) To evaluate the adult and non-formal education programmes entrusted by the Government.

Note:
Who are teacher educators?

1) Teacher educators are those "who teach or coach (student) teachers with the aim of supporting their
professional development"
2) Teacher educators support the professional development of prospective and practising teachers.

National Institute of Educational Planning and Administration

1) It is a research focused university located in New Delhi, India.

2) Established by MHRD in 1962.

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 1) It was established in the year 1962 as UNESCO Asian Centre for Educational Planners,
Administrators and Supervisors
2) It later became the Asian Institute of Educational Planning and Administration in 1965
3) It was later converted into the National Staff College for Educational Planners and Administrators in
1973
4) It was again rechristened as National Institute of Educational Planning and Administration (NIEPA)
in the year 1979.
5) In 2006, NIEPA was given the status of a Deemed to be University

Functions of NIEPA:-

1) To organize training programmes for educational functionaries for developing capacities of

educational planning and administration.
2) To strengthen capacities for training and research in the field of educational planning and
administration.
3) To provide consultancy services in the sphere of educational planning and administration to Central as
well as State Governments, Universities, Board and other similar organisations in India and
International organisations in abroad.
4) To disseminate information in relation to innovative experiences and new advancements in the area of
educational planning and administration.
5) To establish contacts and advance academic collaboration with sister-institutions in India and abroad.

Practice questions :-

1) ____________ forecasts are those which are derived by assuming that the factors influencing
manpower demand behave in the future as they did in the past.

A) Policy Conditional Forecasts

B) Time Series Analysis
C) Onlookers Forecast
D) None of the above

Ans. C

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 2) Central Institute of Educational Technology (CIET) was formally established in which year?

A) 1979
B) 1981
C) 1984
D) 1987

Ans. C

ROLE OF VARIOUS INSTITUTES IN DEVELOPMENT OF MANPOWER :-

1) All India Council for Technical Education (AICTE)

2) It is a statutory body, and a national-level council for technical education, under the Department of
Higher Education, Ministry of Education
3) Established in November 1945 as an advisory body
4) Received statutory status by an Act of Parliament in 1987
5) It is responsible for proper planning and coordinated development of the technical education and
management education system in India
6) Headquarter: New Delhi.
7) It was set up in November 1945 as a national-level apex advisory body to conduct a survey on the
facilities available for technical education and to promote development in the country in a coordinated
and integrated manner.

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 Objectives Of All India Council For Technical Education (AICTE) :-

1) To create, implement and maintain the norms and standards by acting as a statutory authority.
2) To offer quality assurance through accreditation in institutes.
3) To understand the need, and provide funding for the priority areas.
4) To maintain parity of certification & awards in institutes
5) To implement and develop the technical education system of India.

AICTE consists of 10 Board of Studies:-

1. Technician
2. Management
3. applied arts and crafts
4. hotel management and catering technology education
5. undergraduate engineering
6. vocational
7. postgraduate engineering and research
8. town and country planning
9. Architecture
10. Pharmacy

Functions of AICTE:-

1) undertake survey in the various fields of technical education, collect data on all related matters
2) coordinate the development of technical education in the country at all levels
3) allocate and disburse out of the Fund of the Council such grants on such terms and conditions as it
may think fit to technical institutions, and Universities imparting technical education
4) formulate schemes for promoting technical education for women, handicapped and weaker sections of
the society.
5) evolve suitable performance appraisal systems for technical institutions and Universities imparting
technical education, incorporating norms and mechanisms for enforcing accountability
6) lay down norms and standards for courses, curricula, physical and instructional facilities, staff pattern,
staff qualifications, quality instructions, assessment and examinations
7) fix norms and guidelines for charging tuition and other fees
8) grant approval for starting new technical institutions and for introduction of new courses or
programmes in consultation with the agencies concerned.
9) lay down norms for granting autonomy to technical institutions
10) take all necessary steps to prevent commercialisation of technical education
11) set up a National Board of Accreditation to periodically conduct evaluation of technical institutions
or programmes on the basis of guidelines, norms and standards specified by it.

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 NATIONAL BOARD OF ACCREDITION (NBA) :-

1) It is one of the two major bodies responsible for accreditation of higher education institutions in India,
along with the National Assessment and Accreditation Council (NAAC)
2) NBA accredits technical programmes, such engineering and management programmes, while NAAC
accredits general colleges and universities.
3) It is established by AICTE in 1994
4) Headquarters: New Delhi.
5) The NBA accredits programmes and not institutes.
6) These include diplomas, undergraduate and postgraduate programs.
7) Accredited fields include engineering & technology, management, pharmacy, architecture, applied
arts and crafts, computer applications and hospitality and tourism management

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) :-

1) It is a government organization in India that assesses and accredits Higher Education Institutions
(HEIs).
2) It is an autonomous body funded by the University Grants Commission.
3) Established in 1994
4) Headquarters: Bangalore.

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 University Grants Commission :-

1) It is a statutory body under Department of Higher Education, Ministry of Education.

2) It was set up in accordance to the UGC Act 1956 in 1956.
3) It is charged with coordination, determination and maintenance of standards of higher education in
India.
4) It provides recognition to universities in India, and disbursements of funds to such recognized
universities and colleges
5) Headquarters: New Delhi.

Functions of UGC: :-

1) Promoting and coordinating university education

2) Determining and maintaining standards of teaching, examination and research in universities.
3) Framing regulations on minimum standards of education
4) Monitoring developments in the field of collegiate and university education; disbursing grants to the
universities and colleges.
5) Serving as a vital link between the Union and state governments and institutions of higher learning.

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 6) Advising the Central and State governments on the measures necessary for improvement of university
education.

ADVANCED TRAINING INSTITUTE (ATI) :-

1) It is a technical institute under the Directorate General of Training, Ministry of Skill Development and
Entrepreneurship
2) It aims to develop skilled manpower for industry, instructional staff for the Industrial Training
Institutes, and to upgrade the skill of in-service persons from industry
3) It is funded by the Government of India
4) Established in 1981.

National Instructional Media Institute (NIMI) :-

1) Nimi formerly known as Central Instructional Media Institute (CIMI)

2) established in December 1986 (Autonomous status in 1999)
3) Established as a Subordinate Office under Directorate General of Employment and Training
(DGE&T), Ministry of Labour & Employment with the assistance of Federal Republic of Germany.
4) Presently, NIMI is functioning as an autonomous institute under Directorate General of Training
(DGT), Ministry of Skill Development & Entrepreneurship (MSDE)
5) Located in New Delhi

6) It is one of the premier institutes for providing content/instructional material for vocational ecosystem
to a wide range of institute especially ITI's.
7) It is the nodal organization for development of Instructional Media Packages (IMP), including digital
content, Question Banks for assessment, for different Vocational courses.
8) It develops its content for vocational qualifications based on the curriculum provided by DGT.
9) It provides services related to facilities, infrastructures, and competencies to design, develop,
produce, and disseminate Instructional Media for long and short-term courses.
10) In addition to the development of Instructional Media Packages (IMPs), NIMI is also mandated to
develop Question Bank (QB), translation of content/QB in Hindi and other Regional languages and
also developing e-Content to facilitate new age learners and enhance its reach to masses in pace with
the fast growing technology.

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 NATIONAL INSTITUTE OF OPEN SCHOOLING (NIOS) :-

1) Formerly known as National Open School (NOS)

2) Established by Ministry of Education in 1999
3) Headquarters: Noida, Uttar Pradesh
4) NIOS is providing a number of Vocational, Life Enrichment and community oriented courses besides
General and Academic Courses at Secondary and Senior Secondary level.
5) It also offers Elementary level Courses through its Open Basic Education Programmes (OBE).

The main objectives of NIOS are:-

1) To provide professional advice to the Government of India, and to the States, regarding proper
development of Open and Distance Learning System at school level in response to requests from the
concerned Government or suo moto
2) To develop need based Academic and Vocational Education Programmes for livelihood and lifelong
learning up to pre-degree level
3) To attain excellence in developing quality Open and Distance Curricula and courseware for learners
4) To strengthen the Open and Distance Learning System through research and development activities
5) To promote open schooling at national and global level by networking, capacity building, sharing of
resources and quality assurance

 SWAYAM :-

FREE ONLINE EDUCATION :-

1) Study Webs of Active-Learning for Young Aspiring Minds

2) It was launched by the then Ministry of Human Resource Development (M.H.R.D.) (now Ministry of
Education), Government of India under Digital India in 2017.
3) Its purpose is to give a coordinated stage and free entry to web courses, covering all advanced
education, High School, and skill sector courses.
4) SWAYAM has been developed jointly by MHRD (Ministry of Human Resource Development), and
AICTE (All India Council for Technical Education) with the help of Microsoft.
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 5) It operates Massive Open Online Courses (MOOCs).
6) MOOC: It is an online course aimed at unlimited participation and open access via the Web.

NATIONAL PROGRAMME ON TECHNOLOGY ENHANCED LEARNING

(NPTEL):-

1) It is an Indian e-learning platform for university-level science, technology, engineering, and

mathematics (STEM) subjects.
2) It is jointly developed by Indian Institutes of Technology (IITs) and Indian Institute of Science.
3) The project's central idea is to put recorded lectures taught by its member institutes online for open
access.
4) The headquarters of NPTEL is located inside IIT Madras.
5) Launched in 2003

Indian Institute of Technology (IIT):-

1) These are a network of engineering and technology institutions in India.

2) Established in 1950
3) They are under the ownership of the Ministry of Education of the Government of India and are
governed by the Institutes of Technology Act, 1961
4) The Act declares them as Institutes of National Importance
5) Each IIT has autonomy and is linked to others through a common council called the IIT Council,
which oversees their administration.
6) The Minister of Education of India is the ex officio chairperson of the IIT Council.
7) The first Indian Institute of Technology was founded in May 1950 at Kharagpur, West Bengal.
8) The name "Indian Institute of Technology" was adopted before the formal inauguration of the institute
on 18 August 1951 by Maulana Abul Kalam Azad.
9) On the recommendations of the Sarkar Committee, four campuses were established at Bombay
(1958), Madras (1959), Kanpur (1959), and Delhi (1961). The Indian Institutes of Technology Act
was amended to reflect the addition of new IITs.

Most recent IITs: - (all founded in 2016) :-

1) IIT Bhilai - Chattisgarh

2) IIT Dharwad - Karnataka
3) IIT Jammu - Jammu and Kashmir
4) IIT Goa - Goa

Note: There are total 23 IITs in India

ITI (Principal) 2014

1) Following is not true of IITS:-

(1) They mainly produce technicians

(2) They are Institutes of National Importance
(3) They produce B.Tech., M.Tech. and Doctorates
(4) They are engaged in research

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 Ans. 1

2) Following does not come under purview of AICTE :-

(1) Applied Arts and Crafts

(2) Hotel Management and Catering Technology
(3) Pharmacy
(4) Medical Education

Ans. 4

3) The online learning resource 'MOOC' stands for :-

(1) Massive Open Outstanding Course

(2) Massive Open Online Course ive Open Onli
(3) Mass ss Open Open Out Output Course
(4) Mass Outstanding Output-oriented Course

Ans. 2

NATIONAL INSTITUTE OF TECHNICAL TEACHERS' TRAINING AND

RESEARCH (NITTTR) :-

1) It is an autonomous educational institution under the Ministry of Education (or MoE), Government of
India
2) Motto: Providing Excellence in Technical Education
3) These were established in the Country as Technical Teachers' Training Institute (TTTI).
4) The first among four such institutes was established in Kolkata (1965), (other three being at
Chandigarh, Bhopal & Chennai), established by the Dept. of Education, MHRD, Govt. of India as
fully centrally funded autonomous institutions.
5) Its mandate is providing pre & in-service training to the teachers and staff of Degree and Diploma
level training institutions and also for conducting various activities related to quality improvement of
the technical education system of the country.
6) The Govt of India, in 2003, accorded national status to this institute, (along with the three sister
institutes) in recognition of the contribution of these institutes for the expert service rendered for
overall improvement of quality of Technical Education System.

 The focal activities of the institute are :-

1) Education & Short-term Training

2) Curriculum Development
3) Learning Resources Development
4) Research & Development
5) Extension Services & Consultancy.

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 Objectives:-

1) To provide professional education and training for teachers of engineering and

2) technology disciplines in technical institutions
3) To strive for continuous improvement in instruction and research in engineering and technology
disciplines and research in management of technical education
4) To actively support the growth and quality improvement of technical education in
5) the country through involvement in activities at national and state levels.
6) To act as a centre for offering quality training programs for teachers as per need of the system,
covering the entire gamut of technical education including polytechnics, engineering colleges,
vocational and management education at national level
7) To arrange for practical training of technical teachers in industries
8) To design new instructional system and strategies for production of online learning materials
9) To develop and disseminate learning resources like Text books, Laboratory Manuals, Video
Programs, Computer Assisted Instructional Multimedia Packages to technical and vocational
institutions and other organisations.
10) To undertake consultancy and extension work for industry, technical institutions/organizations
11) To provide support services to Government of India schemes related to technical and vocational
education system and as entrusted by MHRD, Government of India, from time to time

Ministry of Education:-

1) It is responsible for the implementation of the National Policy on Education

2) The ministry is further divided into two departments:
a) Department of School Education and Literacy - deals with primary, secondary and higher
secondary education, adult education and literacy,
b) Department of Higher Education - which deals with university level education, technical
education, scholarships, etc.
3) Formed on 15th August, 1947
4) Headquarter: Shastri Bhavan, New Delhi

Department of School Education and Literacy :-

1) Central Board of Secondary Education

2) Kendriya Vidyalay Sangathan
3) National Council for Teacher Education
4) Jawahar Navodaya Vidyalaya

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 CENTRAL BOARD OF SECONDARY EDUCATION:-

1) It is a national level board of education in India for public and private schools, controlled and
managed by the Government of India
2) Established in 1929 by a Government Resolution
3) Headquarter: New Delhi
4) CBSE affiliates all Kendriya Vidyalayas, all Jawahar Navodaya Vidyalayas, private schools, and
most of the schools approved by central government of India.

1) It is a system of central government schools in India that are instituted under the aegis of the
Ministry of Education.
2) Established in 1963
3) As of April 2023, it has a total of 1,253 schools in India, and three abroad in Kathmandu,
Moscow and Tehran.
4) It is a non-profit organisation.
5) Its schools are all affiliated to the Central Board of Secondary Education (CBSE).
6) Its objective is to educate children of the Indian Defence Services personnel who are often posted
to remote locations.
7) With the army starting its own Army Public Schools, the service was extended to all central
government employees.
8) Headquarter: New Delhi
9) The chairman of Kendriya Vidyalaya Sangathan is always the Minister in Charge of the Ministry
of Education of the Government of India
10) The deputy chairman is the Minister of State of the Ministry of Education.

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 Salient Features :-

1) Common text-books and bilingual medium of instruction for all Kendriya Vidyalayas.
2) All Kendriya Vidyalayas are affiliated to the Central Board of Secondary Education.
3) All Kendriya Vidyalayas are co-educational, composite schools
4) Sanskrit is taught in class VI-VIII
5) No tuition fee for boys up to class VIII, girls up to class XII and SC/ST students and children of KVS
employees.

1) National Education Policy 2020 promulgates that a teacher is at the centre of all fundamental reforms
in education.
2) To achieve the said objectives, NEP 2020 recommends 50 hours of Continuous Professional
Development (CPD) for teachers, Principals and teacher-educators.
3) It aims at making optimum use of the latest pedagogy and provides autonomy to choose offline or
online activities/trainings as per their needs.

NATIONAL COUNCIL FOR TEACHER EDUCATION:-

NOTE
1) It is a statutory body of Indian government set-up under the National Council for Teacher Education
Act, 1993
2) Established in 1995
3) Headquarter: New Delhi
4) It is under Department of Higher Education, Ministry of Education
5) It is established with the mandate to achieve planned and coordinated development of teacher
education throughout the country and to govern the regulation and proper maintenance of norms and
standards for teacher education.

Functions of NCTE:-

1) undertake surveys and studies relating to various aspects of teacher education and publish the result
2) make recommendations to the Central and State Government, Universities, University Grants
Commission and recognized institutions in the matter of preparation of suitable plans and programmes
in the field of teacher education.
3) co-ordinate and monitor teacher education and its development in the country.
4) lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in
schools or in recognized institutions.

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 5) lay down norms for any specified category of courses or trainings in teacher education, including the
minimum eligibility criteria for admission and the method of selection of candidates, duration of the
course, course contents and mode of curriculum.
6) evolve suitable performance appraisal system, norms and mechanism for enforcing accountability on
recognized institutions.
7) take all necessary steps to prevent commercialization of teacher education

NATIONAL FOUNDATION FOR TEACHERS' WELFARE :-

1) a charitable foundation established by the Government of India

2) Established in 1962
3) The organisation is responsible for providing "relief to teachers and their dependants who may be in
indigent circumstances".
4) Headquarters: Hyderabad

JAWAHAR NAVODAYA VIDYALAYA:-

1) It is a system of central schools for talented students predominantly from rural areas in India
2) They are run by Navodaya Vidyalaya Samiti, an autonomous organization under the Department of
School Education and Literacy, Ministry of Education (MOE)
3) Established in 1986
4) JNVs are fully residential and co-educational schools affiliated to Central Board of Secondary
Education (CBSE), with classes from VI to XII standard
5) The Chairman of the Samiti is the Minister of Education.

DIRECTORATE OF JAN SHIKSHAN SANSTHAN (DJSS):-

1) The Directorate of Jan Shikshan Sansthan (DJSS), which is a sub-ordinate office of MSDE, is
assigned responsibility of monitoring and supervision of the Jan Shikshan Sansthan (JSS) Scheme.

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 About Jan Shikshan Sansthan scheme:-

1) formerly known as Shramik Vidyapeeth

2) Implemented since 1967
3) The scheme was renamed as Jan Shikshan Sansthan in 2000.
4) JSS scheme was transferred from Ministry of Education (erstwhile Ministry of Human Resource
Development) to Ministry of Skill Development & Entrepreneurship in July, 2018.
5) It is implemented through NGOs with 100% grants from the Government of India.
6) The mandate of the scheme is to provide vocational skills in non-formal mode to non-literate, neo-
literates, persons with rudimentary level of education upto 8th and school drop-outs upto 12th
standard in the age group of 15-45 years.
7) The priority groups are women, SC, ST, minorities and other backward sections of the society.
8) Jan Shikshan Sansthans are registered under the Societies Registration Act, 1860.
9) The affairs of Jan Shikshan Sansthan are managed by respective Board of Management approved by
the Government of India.

The roles and responsibilities of the DJSS:

1) Approval of Annual Action Plan of JSSs

2) Recommendation for Release of Grants to JSSs
3) Facilitating and coordinating technical support services
4) Supervision and Monitoring the performance of JSSs
5) Periodical visits
6) Providing guidance to the members of Board of Management/Executive Committee and
7) programme/administrative staff
8) Development of Curriculum

Distance Education Bureau (DEB):-

1) It is a bureau of the University Grants Commission (UGC) based in New Delhi.

2) It is in charge of regulating distance education in India.
3) Established in 2012
4) It replaced the Distance Education Council (DEC), an organisation that was responsible for open
learning and distance education since 1985. [created under IGNOU Act, 1985]

National Testing Agency (NTA):-

1) It is an autonomous and self-sustained testing organization to conduct entrance examinations for

admission/fellowship in higher educational institutions.
2) It was established as a Society registered under the Indian Societies Registration Act, 1860.
3) Established in 2017
4) Objective: To conduct efficient, transparent and international standards tests in order to assess the
competency of candidates for admission and recruitment purposes.

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 Functions of NTA:
1) To identify partner institutions with adequate infrastructure from the existing schools and higher
education institutions which would facilitate the conduct of online examinations without adversely
impacting their academic routine.
2) To create a question bank for all subjects using modern techniques.
3) To establish a strong R&D culture as well as a pool of experts in different aspects of testing.
4) To provide training and advisory services to the institutions in India.
5) collaborate with international organizations
6) To undertake any other examination that is entrusted to it by the Ministries/Departments of
Government of India/State Governments.
7) To undertake the reforms and training of school boards as well as other bodies where the testing
standards should be comparable with the entrance examinations.

Examinations conducted by NTA:

1) IIT JEE
2) National Eligibility cum Entrance Test (NEET)
3) Graduate Pharmacy Aptitude Test (GPAT)
4) CSIR NET examination
5) Jawaharlal Nehru University entrance examination
6) Delhi University entrance examination
7) IGNOU PHD entrance examination

Maharashtra State Board of Skill, Vocational Education and Training :-

1) Government of Maharashtra had established Maharashtra State Technical Education Examination

Board (MSBTEE) in 1956 under Directorate of Technical Education.
2) In due course of time due to exponential growth of technical and vocational education, Government of
Maharashtra bifurcated Directorate of Technical Education and established Directorate of Vocational
Education and Training in 1986.
3) Subsequently Maharashtra State Technical Education Examination Board (MSBTEE) was also
bifurcated and Maharashtra State Vocational Education Examination Board (MSBVEE) was
established in 1986.
4) Maharashtra State Vocational Education Examination Board (MSBVEE) is now renamed and
established as Maharashtra State Board of Skill, Vocational Education and Training to regulate
matters pertaining to Skill, Vocational Education and Training and Entrepreneurship Education as per
the National Skill Qualification Framework and other Skills Courses in the State of Maharashtra from
2022

The functions of Board:

1) Design and Approval of Course

2) Affiliation of Vocational Training Institutes
3) Assessment and Certification
4) Training Management, Research and Development

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