Centre for Skill Development
Description
Creating opportunities and conducive environment for skill development of youth across nation to make them globally employable<br />
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Enabling youth to explore Entrepreneurial opportunities and build enterprises<br />
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Be a choiced destination for imparting skills education, research and consulting assignments<br />
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Offering quantifiable, Sustainable, Scalable and Replicable employment and entrepreneurship opportunities while striving to create a sense of ultimate delight among all stakeholders.
Quest for Excellence in Skill Development<br />
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FOCUS<br />
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Curiosity for Learning : Hands on, experience based and practice oriented contemporary industry insights<br />
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Skill for Research : Make a difference through appropriate and relevant innovation and actionable research<br />
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Develop for Life : Shaping lives and empowering communities and creating nano – mini and micro enterprises
Centre for Skill Development (CSD) enriched with perspectives of skill experts and practitioners from corporations, skill development organisations, the National Skill Development Corporation (NSDC), and institutions that are enabling jobs for the youth.<br />
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The brief aim is to inform leaders looking to identify opportunities in skill development that can be addressed through CSR initiatives. It also highlights areas in skilling that can create sustained long-term impact for the CSR investment and recommends various courses of action that can help build the CSD portfolios of corporates. The CSD is aligned to the National Policy of Skill Development and Entrepreneurship and emphasises interventions that align with the thrust areas of the policy.<br />
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The Vision, Mission and Focus of the CSD are integrated in the academic programmes and associated activities. The Vision, Mission and Focus also impact the Facets of Students' Development, viz. Intellectual Development, Personal Development, Professional and Ethical Development Besides Social Development. These facets are further affected by the academic programmes and activities. Thus, the Vision, Mission, Core Values, Academic Programmes and Activities of the CSD collectively contribute towards fostering graduate attributes and the creation of well-Structured, knowledgeable, multi-skilled, employable and socially responsible global citizens.
Siddi Degree College
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Dr. Rudra S, Chairman