Comments on CTS Poor Turnout

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Views for CTS Trades that are in low demand (Status as on 3/11/2015)

If you broadly classify the courses into domains of expertise (category) as in the attachment, you will find that allied trades can be merged together to make for viable class size and broader employment potential with options for project work in narrower disciplines.

From the MIS site, the entire list of 12314 ITIs have been culled into a single excel sheet for your reference.You will find that

  • 25% of the institutions have less than 50 students,
  • 33% have less than 75 students
  • 50% have less than 100 students!
  • 15% of the institutions have less than 25 students,
  • 9.5% have less than 10 students and
  • 8.5% have no students at all.
    • 17% are Govt Institutions.
    • 75% are Rural Institutions.
    • 34% of 2.46 lakh seats un-filled.

    • All 12314 ITIs are listed as Active.

Further analysis can be done for poor enrollment if the data is taken into a MySQL database and queried. This task may a time consuming process, moreover the data are incomplete (not updated), and from which we may not take any correct conclusion.

Data curled from MIS portal

ITI List as on 2015-11-03.xls

In consultation with an expert, the briefing is as below.


In general, the business outlook is poor in India. Only those with Political / Criminal nexus are able to run any successful business or if they have the support of some foreign entity (bank, company, govt, military, etc).

  • Most skilled persons go abroad to work since there is either no tax or very low tax (income, sales, etc) and a perceived equal opportunity system and better exchange rates.
  • All such monies including bribes and parallel economy finally makes it’s way into India and funds politics and crime. Most religious texts ask for a tithe (1/10th of ones income) including the Arya Samaj for public work.
  • Depreciating the Indian Rupee regularly to appease the exporters will make India work for the world instead of the other way around.
  • If Govt jobs are scarce, then share it to all Indians by drastically reducing the max number of years that one can work for the Govt.
  • In such a scenario, most jobs are awarded from cities even though the actual place of work is in rural areas. Jobs are predominantly given not primarily based on skills or proficiency but by will and recommendation/bribes.

Keeping in mind the above let us look at the possible reasons for lack of sufficient or any admission in select trades.'

  • Let institutions keep sufficient tools in their labs only to make up for those students who cannot afford their own.
  • Keep pre-qualifications flexible with the departmental head using discretion - such powers are to be granted to those with impeccable integrity and monitored closely and not carte-blanche based on hierarchy as it is prone to gross misuse.
  • Classes to fill in the gaps in knowledge can be undertaken by the candidate to enter a course for which the institutions can assist in terms of faculty consultations, allow participation in other classes for requisite topics.
  • Properly evaluated teachers alone should be allowed to teach and they should be monitored closely - if the teacher cannot perform a job that the candidate is being trained for how can they teach in the first place. Periodic review of constantly updated skillsets of the teachers should be undertaken. This is imperative and should be free from any influence whatsoever.
  • Location of apprenticeships in industry clusters will need to be taken into account and the students suitably informed (targeted advertising during pre-admission and counseling sessions) and information on what starting salaries they can hope to obtain on successful completion must form part of the sales pitch. If there is currently any class (gender, age, caste, community, language, religion, etc) based discrimination in obtaining such jobs, the students must be advised accordingly in so far as the institution recruiting them is not subject to such non-discrimination laws. This will help them find jobs where they are wanted instead of wasting their time and effort on bigoted establishments. One’s loss is another’s gain anyway.
  • NCVT and other Govt certificates including degrees and PhDs from reputed Universities like the Anna University are not recognised by key Industry players (other than Govts.) even though it would feel nice to be otherwise. Lack of strict evaluation and practically no feedback based training systems are the cause of this besides deterioration in the quality of the staff recruited on basis other than capability and willingness to teach.
  • Traditional training is still preferred but is restricted to family members or friends wards. Real skills are rarely parted with easily. This is a fact we must take into critical consideration when recruiting teachers - whilst capability can be taught, ethics and care for detail and a willingness to teach must be innate - no quantitative exam can assure this. Critical evaluation of the best students on finding out what they have not been taught and what was denied to them will expose such Machiavellian teachers.
  • If expert teachers are available and students are bright enough or already have some pre-knowledge, then even a 6 month course can be reduced to 2 weeks - bunching high caliber students with expert professional teachers (of which the Govt has very few left now) for high intensity short duration periods will be very effective in this regard. Having a mix of student caliber will need to rely on peer group learning, which is okay for schools, but sibling / peer rivalry and selfishness in later ages where the fittest survive will be too much to ask. The following dictum applies: Every employee wants to be irreplaceable and every employer wishes otherwise by not wanting to be held ransom. Every irreplaceable employee will/can hold the institution/employer to ransom and every replaceable employee will/can be exploited.
  • A mere glance on how various officers have climbed the proverbial career ladder even in our own dept will show that it is because of only mere seniority and who they know and kowtow to than what they know and what they can do.
  • Reventing teachers from getting into administration unless they have good admin skills will ensure their availability for teaching which is why they had been recruited in the first place. Paying admin staff like directors much less than teachers will provide a suitable gradient to achieve the said goals. If any admin person is unavailable another can easily substitute for them if systems are in place, but if good teachers are lost, it is very difficult to replace them if not impossible at least in the short run.
  • The dictum "The computer is just as good as the monkey in front of it" comes to mind and institutions like the ATI are primarily of the "monkey see, monkey do" type (The saying refers to the learning of a process without an understanding of why it works). Hence, practical capability of a very high order is essential for being accepted as a teacher in ATI and such skills must be continuously honed to perfection. Exams such as the UPSC will provide for good mark getters only!
  • Needless imposition of higher math and emphasis on written skills for jobs that are predominantly practical in nature must be avoided and must be kept in mind when framing the syllabus and textbooks.
  • Make sure you do not take decisions based on incomplete and/or missing/wrong data.
  • Current market crazes and trends should not affect long term decisions. At one time everyone was going after Computer Science and IT skills and now they may be going in for Mech and Automobile courses. Nations current and expected needs in various disciplines should be taken into account and students counselled accordingly with an opportunity to change to other courses at an early stage in the course. Tender and young students will need time to decide what they wish to specialise in.

Courses with similar names and skills should be bunched into a common course with specialisation during practical work. This will ensure a broader skill set to net a variety of jobs when one narrow specialisation goes out of demand.

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