Community College : Automobile

Recognizing the high demand for skill in the country, Central Advisory Board of Education (CABE) emphasized the need for a National Vocational Education Qualification Framework (NVEQF) to provide a common reference framework for linking various vocational qualification and setting common principle and guidelines for a nationally recognized qualification system and standards.
In pursuance of the decision of the cabinet committee on skill development in its meeting held on 19th December 2013, Ministry of Finance vide notification No. 8/6/2013- Invt. Dated 27th December 2013 notified the National Skill Qualification Framework (NSQF). As per the notification all other framework including NVEQF would cease to exist and will be superseded by NSQF
In view of the new notification by the ministry of finance, the council decided to run the existing programmes approved under NVEQF by AICTE after aligning them as per the provisions of NSQF
Advanced technical training centre has recognized automobile to be a sector with high “skilled manpower” demand. In order to meet up with industrial requirements of skilled manpower ATTC conducts highly optimized three year vocational diploma course in automobile (specialization- vehicle testing) (level 3 to level 5)with session starting from January.
The three year vocational diploma course consists of two components namely general education and vocational skill components. With general education component conducted and evaluated at ATTC and the skill component of the programme is conducted at SKP centres located at Gangtok namely Entel Motors pvt. Ltd (Maruti Suzuki), Sikkim motors (Mahindra & Mahindra) giving the trainees hands on experience on vehicle testing and maintenance. At the end of the each session at SKP centre the trainees are evaluated for the skills that they have acquired during the training period and credits awarded accordingly.
On successful completion of a level the candidate is awarded with level certification highlighting details about the credit earned for general as well as skill component.
•Bridge skill gap and provide trained manpower to various emerging service sectors in India.
•Strive towards development of skilled manpower for diversified sector through short term, structured job oriented courses.
•Prepare the youth for a vocation of their choice.
•Build a formidable workforce of international quality for demand not only in India but also in all other countries.
•Reduce unemployment by supplying world class skilled people.
•Reduce cost and improve productivity of services and manufacturing by providing skilled manpower to international standards.
Principles adopted:
•Localised approach.
•Maximum impact skills and sectors selected.
•Subsidized fee structure to provide accessibility.
•Centrally administered “train the trainers”.
•Placement assistance connecting candidates to jobs.
•Building pathway for international progression.
•Recognition of prior learning.

•Across sectors and across the country.
•Short duration, focused and modular programs.
•Practical hands on focus.
•Delivery in the local language.
•A network of centres.
•Full mobility between formal, vocational streams of education and the job market with multi point entry and exit.

Operational methodology:
•Skill knowledge providers/ trainers (SKP) to be registered by AICTE or other authorised bodies for imparting specific skills.
•A student registers with an AICTE approved Technical Institute for Vocational Diploma or registers with any other institute affiliated to any Technical Board or a University.
•The student completes the skill modules as required at various certification levels, one level at a time, acquires the necessary credits from the SKP and gives them onto the institute where he is registered for a diploma.
•These credits are transferred to the technical board or the university as the case may be, which compiles the vocational skill credits and the formal education credits and if all such credits are available as required by the certification level, then the Technical Board or the University shall award the certification at that level.
•Certification levels as required will entail the student for the award of a vocational diploma.
•The candidates may enter the job market after each certification level or may continue to acquire credits in full time mode in order to complete the requirements of vocational diploma.
•All seven certification levels of “knowledge and skill” have been identified. First two levels refer to standard IX and X at school level. These shall be with the CBSE schools or schools affiliated to state boards and equivalent other boards.
•Each level requires 1000 hours of education and training per annum. For vocational stream leading to a diploma these hours shall have both vocational and academic component. The vocational component will go on increasing as the level of certification increases. The vocational content at a certification level could be a single skill or a group of skills of the number of hours prescribed.
•A candidate shall have freedom to choose either a vocational stream or a conventional stream to reach graduation level. In addition a candidate shall have freedom to move from vocational stream to current formal higher education stream or vice versa at various stages. This multi-level entry and exit system shall allow the candidate to seek employment after any level and re-join the education as and when feasible to upgrade qualification/ skill competency.
•A student entering a vocational stream from general stream can enter at a certain level provided the skills required at that level are acquired from a registered SKP.
•A student who has acquired the skills through work experience, can also enter the vocational stream at an appropriate level provided he is assessed for the skills acquired from a registered SKP.

Duration and entry level qualification