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The National Programme on Technology Enhanced Learning (NPTEL) is an Indian e-learning platform for university-level science, technology, engineering, and mathematics (STEM) subjects. NPTEL is the largest e-repository in the world of courses in engineering, basic sciences and selected humanities and management subjects. [1]
The Government of India through Ministry of Skill Development & Entrepreneurship (MSDE) holds 49% of the share capital of NSDC, while the private sector has the balance 51% of the share capital. NSDC aims to promote skill development by catalyzing creation of large, quality and for-profit vocational institutions.
Its Wikieducator's Learning4Content project builds skills in the use of MediaWiki and related free software technologies for mass collaboration in the authoring of free content and claims to be the world's largest wiki training project for education. By 30 June 2009 the project facilitated 86 workshops training 3,001 educators from 113 countries.
The National Skill Development Agency (NSDA) attempts to increase Employability of Youth in India. It is a fully autonomous body, constituted with the approval of Union Cabinet of India . [ 1 ] On May 9, 2013, [ 2 ] the Union Cabinet gave its nod to form NSDA.
The Indian Skill Development Services or 'ISDS' is one of the gazetted Central Civil Services (technical) under Group 'A' of the executive branch of the Government of India. It's is newest Central service. This service is created for training directorate of Ministry of Skill Development and Entrepreneurship. [1] [2]
A skill is the learned or innate [1] ability to act with determined results with good execution often within a given amount of time, energy, or both. [2] Skills can often [quantify] be divided into domain-general and domain-specific skills. Some examples of general skills include time management, teamwork [3] and leadership, [4] and self ...
The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.
Another limitation in the development phase is the conceptualization and the development of software within both budget and time constraints. There are also factors that limit the incorporation of intelligent tutors into the real world, including the long timeframe required for development and the high cost of the creation of the system components.