Spotlight Trap

In the bustling tech hub of Bengaluru, three colleagues—Vinay, Meena, and Karthik—worked at a mid-sized startup called InnoSpark. The company was known for its innovation in AI-driven education platforms, and the trio were part of the product development team.

Vinay was charming and articulate, often the face of presentations. Meena was meticulous, a quiet powerhouse of ideas and execution. Karthik, the coder, was the backbone—his algorithms made the platform truly intelligent.

But there was a problem. Vinay had a habit. Whenever a project succeeded, he would subtly position himself as the key contributor. In meetings, he’d say things like, “I suggested that feature tweak,” or “I guided the team through that sprint,” even if the idea came from Meena or the code from Karthik. His charisma made it easy for others to believe him.

At first, Meena and Karthik let it slide. They thought, It’s just office politics. Let the work speak for itself. But over time, Vinay’s name started appearing alone in internal newsletters, client presentations, and even in the CEO’s praise.

Then came the big opportunity: a government-backed SkillTech initiative was scouting for partners. InnoSpark was shortlisted, and Vinay was chosen to lead the pitch.

But this time, Meena and Karthik decided to act.

They compiled a detailed report of their contributions, backed by version histories, emails, and design documents. Quietly, they shared it with the CEO, not to sabotage Vinay, but to ensure transparency.

The day of the pitch arrived. Vinay, confident as ever, began his presentation. But midway, a panelist asked a technical question—one that only Karthik could answer. Vinay fumbled. Another asked about user experience design—Meena’s domain. Again, Vinay stumbled.

The CEO, watching silently, stepped in. “Let’s bring in the team behind this,” he said. Meena and Karthik joined the stage, and the tone of the meeting shifted. The panel was impressed—not just by the product, but by the real minds behind it.

Vinay was later reassigned to a client-facing role. Meena became the new product lead, and Karthik was promoted to head of engineering.

Months later, InnoSpark was acquired by a global edtech giant. The new leadership reviewed past projects and team dynamics. Surprisingly, Vinay was offered a senior leadership role in the parent company—not for his technical skills, but for his ability to sell ideas and build relationships.

Meanwhile, Meena and Karthik, though brilliant, struggled to navigate the new corporate culture. Their work was solid, but they lacked Vinay’s flair for visibility and influence.

One evening, Meena received a message from Vinay:

“You were right to call me out. I deserved it. But remember—visibility matters as much as ability. Let’s not repeat each other’s mistakes.”

Meena stared at the screen, thoughtful. Maybe the real danger wasn’t just stealing credit—but failing to claim it when it was truly yours.

Final Moral:
Stealing credit is unethical and unsustainable and may bring short-term glory but erodes trust and exposes incompetence when challenge arise. On the other hand, staying invisible despite doing great work can be equally dangerous. Integrity must be paired with strategic visibility.

Skill Development – The Bharateeya Way

Sanatana Dharma, often referred to as the eternal way or eternal order, indeed stands out for its non-prescriptive and inclusive nature. Unlike many organized religions that have rigid doctrines or mandatory practices, Sanatana Dharma emphasizes:

  • Personal spiritual exploration rather than compulsory rituals or dogmas
  • Diversity of paths—Bhakti (devotion), Jnana (knowledge), Karma (action), and Raja (meditation)—all considered valid.
  • No central authority or single scripture, allowing for a wide range and freedom of interpretations and practices.
  • Cultural Pluralism & Respect for individual choice, making it adaptable across cultures and eras.

This flexibility is what has allowed it to evolve organically over millennia while remaining deeply rooted in timeless principles like Dharma (righteous living), Satya (truth), and Ahimsa (non-violence).

Sanatana Way and Skill Development

Pic Courtesy: Google Gemini AI

Integrating Sanatana Dharma’s cultural ethos into skill development can offer a deeply enriching and values-based approach to learning. Its non-mandatory, inclusive, and philosophical nature can be woven into modern skill-building programs:

  1. Value-Based Learning Framework
    Sanatana Dharma emphasizes Dharma (duty/ethics), which can be translated into:
    • Workplace ethics
    • Responsibility and integrity
    • Respect for diversity and collaboration
    This can be embedded into soft skills training, leadership development, and vocational education.
  1. Multiple Paths to growth and bliss
    Just as Sanatana Dharma offers many paths to spiritual growth (Bhakti, Jnana, Karma, Raja), skill development can:
    • Encourage customized learning paths (hands-on, theoretical, experiential)
    • Support self-paced and mentor-guided models
    • Recognize different intelligences and talents
  1. Inner Development as Core Competency
    Skills are not just external. Drawing from yogic and meditative traditions:
    • Include mindfulness, focus, and emotional regulation in training
    • Promote self-awareness and resilience
    • Use storytelling from epics to teach decision-making and leadership
  1. Cultural Literacy and Contextual Learning
    Sanatana Dharma is deeply rooted in local traditions and languages:
    • Use regional examples and metaphors in training
    • Encourage learning in mother tongue where possible
    • Celebrate local craftsmanship and traditional knowledge systems
  1. Non-Coercive, Lifelong Learning
    The tradition respects individual choice and lifelong inquiry:
    • Design non-mandatory, modular courses
    • Promote learning as a journey, not a race
    • Encourage reflection and dialogue over rote learning

It may also be the worth revisiting Gurukul System of Education in Modern times. There could be many flaws and fallacies but definitely a lot more of it is good especially, the aspect that emphasizes holistic development through close teacher-student relationships, experiential learning, and values-based education. Some key positive elements that will hold our modern Skill Development system in good stead

Pic Courtesy: Google Gemini AI
  1. Residential Learning:
    • Students (shishyas) lived with their teacher (guru) in the guru’s home or ashram.
    • This fostered a deep bond and allowed for continuous learning beyond formal lessons.
    • They not just learn lessons from their teachers, but imbibe their persona
  2. Holistic Curriculum:
    • Included subjects like Vedas, philosophy, mathematics, astronomy, warfare, music, and medicine.
    • Emphasized physical, mental, and spiritual development.
  3. Value-Based Education:
    • Focused on discipline, humility, respect, and self-reliance.
    • Students learned through observation, practice, and moral guidance.
  4. Personalized Instruction:
    • Education was tailored to the student’s aptitude and interests.
    • Gurus mentored students individually, ensuring deep understanding.
  5. Integration with Nature:
    • Learning often took place in natural surroundings, promoting environmental awareness and simplicity.

One of the organisations that has evolved but maintained a great degree of these methods and process is Nettur Technical Training Foundation (NTTF), a 66 year old Technical Skill Development Institution. Their philosophy (unstated but practiced by default) – Teach Trainees how to learn, not lessons by rote has made the Institution an unique one of its kind.

Cannot help but mention this – Much thanks to Late Dr Reguraj, who was an institution by himself and the one known popularly as the Guru of Skill Development in India who guided this organisation for 57 long years. Though starting as an employee in 1967 as Marketing Engineer for the Tools and Dies that was produced, he became synonymous with NTTF and his contribution in establishing a value based, hands-on training system transforming 16-18 year old youth into world beaters was immense and it is not just NTTF, but the entire nation that will remain indebted to.

Many other traversed this journey with him with matchable passion towards the Mission of Transforming Youth by Technical Skilling – to name some (with whom I had the fortune of being associated along with Dr Reguraj) Shri Rajagopalan, Shri Venugopal, Shri Arul Selvan, Shri Anil Kumar and many others – mainly the Trainers and other support staff who lived, breathed and worked with the missionary zeal

Bridging Skills for 2047: The PM-SETU

The Pradhan Mantri Skilling and Employability Transformation through Upgraded ITIs (PM-SETU) scheme represents a landmark initiative by the Ministry of Skill Development and Entrepreneurship (MSDE) to reimagine vocational education in India. Rooted in the vision of a “Viksit Bharat 2047”, the scheme seeks to modernize and elevate the Industrial Training Institutes (ITIs) and National Skill Training Institutes (NSTIs) into aspirational, industry-aligned institutions that produce highly employable youth.

Background: The 2008 Craftsmen Training Scheme and Its Limitations
The genesis of India’s formal vocational training ecosystem lies in the Craftsmen Training Scheme (CTS), operational since 2008 under the Directorate General of Training (DGT). While the CTS offered 169 trades aligned with the National Skills Qualification Framework (NSQF), it was largely government-managed, with limited industry participation. The infrastructure remained outdated, curricula were slow to adapt to evolving industry needs, and placement outcomes were inconsistent. Despite the presence of 33 NSTIs (including 19 for women), the system lacked the agility and responsiveness required to meet the demands of a rapidly transforming economy.

Introduction to PM-SETU: A Paradigm Shift
PM-SETU introduces a transformative model that is government-owned but industry-managed. With a total outlay of ₹60,000 crore over five years—shared among the Central Government (₹30,000 crore), State Governments (₹20,000 crore), and Industry (₹10,000 crore)—the scheme is structured into two components:

  • Component I focuses on upgrading 1,000 Government ITIs through a Hub-and-Spoke model, where 200 ITIs serve as hubs managing 800 spoke ITIs.
  • Component II aims to augment five NSTIs (Bhubaneswar, Chennai, Hyderabad, Kanpur, Ludhiana) into National Centres of Excellence (NCOEs), with global partnerships and advanced training capabilities.

The scheme is co-financed by the Asian Development Bank and the World Bank through result-based loans, ensuring accountability and performance-linked funding.

Operational and Governance Model
The scheme introduces Special Purpose Vehicles (SPVs) to manage clusters of ITIs. These SPVs can be industry-led or state-led, depending on the availability of credible Anchor Industry Partners (AIPs). Industry-led SPVs hold a 51% share, with the remaining 49% equally divided between the Centre and State. SPVs have full autonomy over curriculum design, trainer recruitment, financial operations, and infrastructure upgrades. Governance is ensured through a tripartite agreement comprising a Shareholders’ Agreement (SHA) and a License Agreement (LA).

At the national level, a Steering Committee chaired by the Secretary, MSDE, provides policy direction, while State Steering Committees oversee implementation, approve Strategic Investment Plans (SIPs), and monitor progress. Independent Monitoring Agencies (IMAs) verify milestones and ensure transparency.

Pitfalls Identified in the Scheme Design
Despite its robust framework, PM-SETU could have several potential pitfalls:

  • Complex Governance Structure: Multi-tiered committees and overlapping responsibilities may slow decision-making and create bureaucratic bottlenecks.
  • Dependence on Industry Participation: The success of clusters hinges on credible AIPs. Lack of interest or capacity could derail implementation.
  • HR Integration Challenges: Coexistence or deputation of government staff with SPV personnel may lead to role ambiguity and resistance to change.
  • Monitoring Burden: KPI-based fund release and performance tracking require sophisticated systems, which may strain under-resourced states.
  • Equity and Access Concerns: Risk of urban-centric clusters and exclusion of remote regions if not carefully planned.
  • Digital Divide: AR/VR tools and Learning Outcome Management Systems (LOMS) may not be accessible in low-connectivity areas.
  • Curriculum Fragmentation: Excessive customization by SPVs could lead to inconsistency in training quality and certification standards.
  • Sustainability Post-Scheme: Long-term viability depends on continued industry engagement and revenue generation.

Mitigation Strategies in the New Scheme
To address these challenges, PM-SETU incorporates a comprehensive mitigation plan:

  • Strengthening SPV Governance: Clear role definitions, onboarding programs for ITI staff, and change management training are mandated.
  • Ensuring Timely Fund Flow: Streamlined KPI tracking and technical assistance for SIP and AOP preparation are provided.
  • Standardizing Curriculum Framework: A core curriculum is mandated across ITIs, with flexibility in specific modules. All course approvals are routed through CSTARI and NCVET.
  • Planning for Sustainability: SPVs are encouraged to develop revenue-generating activities such as production centers, fee-based courses, and consultancy services.
  • Bridging the Digital Divide: Infrastructure grants and digital literacy programs are planned for ITIs in underserved regions.
  • Promoting Inclusive Cluster Selection: Clusters in NE, hilly, and tribal regions are prioritized, with relaxed hub-spoke definitions and gender/social equity targets.
  • Monitoring Industry Commitment: Performance-linked clauses in SPV agreements and multi-industry consortia are encouraged to ensure sustained engagement.

Conclusion
PM-SETU marks a bold and strategic shift in India’s skilling landscape. By integrating industry-led governance, modern infrastructure, flexible curricula, and robust monitoring mechanisms, it aims to create a future-ready workforce aligned with national development goals. While the scheme is ambitious and complex, its design reflects a deep understanding of past shortcomings and a commitment to inclusive, sustainable, and high-impact transformation.