case study on skill development make in india

A Conceptual Study of 'Skill India' Mission Bridge to 'Make in India' Program

Posted: 22 Jan 2018

Ashutosh Gaur

Mangalmay Institute of Management and Technology

Date Written: January 14, 2018

This paper examines Skill India mission and its relevance to Make in India programme. It explained disconnects of skill India program in terms of demand and supply of workforce and highlights the challenges in Make in India. The government of India has taken the various initiative to bridge the gap between employment linked skill development of labor for the domestic and international market. National policy for skill development and entrepreneurship was announced to skill, reskill and upskill the youth of the country under Skill India mission and Make in India Program was announced to make India a manufacturing hub. The main objective of both programs is the development of infrastructure, invite foreign direct investment, improvement in the standard of living of the people and to eradicate the unemployment by creating more jobs opportunities. This research paper has made a literature review analysis regarding its challenges, prospects of skill India and Make in India. Secondary data collected from various websites, journals, etc.

Keywords: Skill India, Make in India, Employment, Economic Growth, Entrepreneurship

Suggested Citation: Suggested Citation

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Skill Development Research in India: a Systematic Literature Review and Future Research Agenda

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P-ISSN 0974-6846 E-ISSN 0974-5645

Indian Journal of Science and Technology

Skill Development in India: Challenges and Opportunities

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DOI : 10.17485/ijst/2016/v9i48/107324

Year : 2016, Volume : 9, Issue : 48, Pages : 1-8

Original Article

Skill Development in India: Challenges and Opportunities

Lavina Sharma 1 * and Asha Nagendra 2

1 Symbiosis Institute of Business Management, Symbiosis International University, Bengaluru - 560 100, Karnataka, India; [email protected] 2 Symbiosis Institute of Management Studies, Symbiosis International University, Pune - 411 020, Maharashtra, India; [email protected]

Objectives: The Indian government’s ‘Make in India’ campaign and the accelerated growth in the economy has highlighted the demand for skilled manpower in the country. The objective of this article to understand the current state of vocational education and training and review the vocational training models of the emerging economies. Methods/Statistic Analysis: The Skill development model of India is studied in detailed with reference to the ‘Make In India’ campaign. The vocational training model of the China and Brazil is also reviewed for the study as they are a part of the BRICS countries and also the emerging economies of the world. Singapore’s vocational education model is also studied to gain additional insights on the skill development initiatives and policies. Findings: The “demographic dividend” explains for India being the youngest workforce country in the world. The country will have the lowest median age much below that of China and Organisation for Economic Co-operation and Development (OECD) Countries. It means that India can be the largest provider of workforce to the world. But still, India has difficulty to fill up jobs due to a shortage of applicants with the right skills and knowledge. It also brings out the difficulty the country faces with matching the jobs to the skills available. India is still behind countries like China and Singapore in imparting skills. The paper aids in analyzing the current skill gaps in the country and the areas where there is a huge scope of supply of skilled workforce. It aims to identify the challenges faced in development of skills in the country and highlighting the employment opportunities arising in the different sectors with emphasis on the Make in India campaign. Conclusion/Improvements: There is a huge scope of generating skilled workforce in the country and utilize the ‘demographic dividend’. The branding activities and active involvement of Public Private Partnership ensure a better supply of skilled workforce Keywords : Challenges, India, Skill development, Vocational and Technical Education

31 May 2020

case study on skill development make in india

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Corpus ID: 266049793

SKILL DEVELOPMENT IN INDIA: NEED, CHALLENGES AND WAYS FORWARD

Vandana Saini
Published 22 April 2015
Education, Economics
Abhinav-National Monthly Refereed Journal Of Research In Arts & Education

6 Citations

Perceptual differences across various stakeholder groups: a study of challenges for skill development in sikkim, india, skill development efforts in higher education to fulfil the objective of make in india: trends and issues, innovation driven ecosystem for quality skill development in india, has india achieved its potential in merchandise exports, teacher training education for vet teachers in india, need and challenges: skill development in india, one reference, india and the knowledge economy: leveraging strengths and opportunities, related papers.

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Benchmarking: An International Journal

ISSN : 1463-5771

Article publication date: 25 June 2019

Issue publication date: 13 September 2019

The purpose of this paper is to conduct an in-depth analysis of the literature and provide new insights on skill development research in India. Objectives in the study are twofold. First is to conduct descriptive analysis in terms of structural dimensions such as geographical context, focus on skill development, research methods, economic sector, type of training and origin of the study. The second objective is to conduct thematic analysis on importance of skill development, institutional and regulatory mechanisms, skill development as an antecedent for technology adoption, role of skill development in women empowerment, integrating skill development with secondary education and labour market reforms for skill development.

Design/methodology/approach

Systematic literature review method is employed to review 45 articles on skill development research in India conducted between 2004 and 2017.

The review discusses about the importance of skill development, the role of institutions such as NSDA and PMKVJ, skill development as a necessity in the advent of technological changes, an effective measure to empower women in the country and the need of integrating skill development with secondary education. Labour market reforms are required to overcome challenges such as mismatch between theory and practice, low quality of skills assimilated, the mismatch between demand and supply of skilled labour force, low level of in-house training, low cooperation from students and employees due to lack of incentives and lack of qualified teachers.

Originality/value

This study is the first to offer a systematic literature review on skill development. The study provides insights into the concept of skill development, specifically for academicians to carry out research in a niche area and for government authorities in policy formulation.

Systematic literature review
Technology adoption
Skill development
Demographic dividend

Cabral, C. and Dhar, R.L. (2019), "Skill development research in India: a systematic literature review and future research agenda", Benchmarking: An International Journal , Vol. 26 No. 7, pp. 2242-2266. https://doi.org/10.1108/BIJ-07-2018-0211

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A conceptual study of " Skill India " Mission bridge to " Make in India " Program

This paper examines Skill India mission and its relevance to Make in India programme. It explained disconnects of skill India program in terms of demand and supply of work force and highlights the challenges in Make in India. The government of India has taken various initiative to bridge the gap between employment linked skill development of labour for the domestic and international market. National policy for skill development and entrepreneurship was announced to skill, reskill and upskill the youth of the country under Skill India mission and Make in India Program was announced to make India a manufacturing hub. The main objective of both program is development of infrastructure, invite foreign direct investment, improvement in standard of living of the people and to eradicate the unemployment by creating more jobs opportunities. This research paper has made a literature review analysis regarding its challenges, prospects of skill India and Make in India. Secondary data collected from various websites, journals, etc.

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Zenodo (CERN European Organization for Nuclear Research)

mukesh chandel

Publisher ijmra.us UGC Approved

Around five months back, Prime Minister NarendraModi launched " Make in India " project, with an aim to make manufacturing a key engine for India " s economic growth. But to make this project successful, it is important to focus on the development of the skills of Indian labours to enable them in getting and doing the right job. Planning Commission report suggests only10% of the Indian workforce get formal training and against the actual industrial training requirement of 22 million workers, only 4.3 million workers are getting trained! To overcome this, Government of India has launched various skill development initiatives, but faced various challenges while implementing the same. However, few other nations like, China, Germany, South Korea, United Kingdom and Singapore have successfully implemented their respective skill development programs. So, in order to make " Make in India " project successful, various corrective measures should be taken to bridge the gap between existing and required skills and also to improve the implementation of skill development initiatives.

Journal ijmr.net.in(UGC Approved)

The present central government led by Shri Narendra Modi has taken the initiative for improvement of skill among the educated youth of our country so that the employability will increase which will ultimately improve the national productivity. In this connection some new skill development program has been taken into consideration both in central and state level of our country. Demand for skilled work force is the need of the hour and keeping this in mind the government has targeted to improve the skill of 500 millions of youth of our country by 2020. This initiative not only provide employment opportunity in the country but also enable the youth force to compete with other developed nations. In order to meet the program the govt. has set up a fund monitoring committee at the central level so that the financial position of organizations associated with this program will improve. Different technical courses and vocational education course should change and prepared as per the requirement of the corporate at large. Fund allocation and fund utilization can be made properly in order to achieve the maximum benefit from all these program. The target group will be the traditional, non-traditional, technical and non-technical youth of our country.

TJPRC Publication

India has been witnessing a serious problem with employment generation. " Make in India " campaign aims at transforming India into a global manufacturing hub and generate enough employment. However, the current status of the manufacturing sector presents several impediments in making Make in India a success. Overtime, the absorptive capacity of the sector has tended to decline, which poses serious doubts about the achievability of the aims of the campaign. In such a case exclusive focus on the manufacturing sector looks like a faulty strategy. The paper argues that identifying appropriate manufacturing goods and services that can generate enough employment and usher in growth is a better strategy. Along with this identification Skilling and educating India has become imperative, to make the workforce ready for productive employment opportunities.

*M.K.Ganeshan, **Dr. C.Vethirajan

Universe International Journal of Interdisciplinary Research , M K Ganeshan

Skills and information are key drivers of macroeconomic growth and socioeconomic stability. Appropriate policies for skill development occupy a most important place in the development of the economy. According to the five-year plan, India has set violent goals for the faster and sustainable economic growth of the nation. With the demographic dividend, India needs to impart sufficient skills to its workforce. Skill development has emerged as a national right of way for which a number of measures have been taken and in process forthe future. In a progressively interdependent globe, all countries will vigorously pursue policies to optimize proportional factor endowments. The fast technological changes, while making transactions more seamless, will reinforce the process of global amalgamation. It has been understood that the battles of this century will be fought and won on the "power of ideas." Societies will increasingly become knowledgebased and promote knowledge-based industries.Skills are a vital factor of prosperity and well-being.India has a distinct comparative factor advantage as a vast reservoir of skilled manpower. The demographic differentials reveal that over the next 20-30 years, India has distinct advantages in a population profile concentrated in the younger age group, where many new opportunities can be fully optimized.What are the policies that would enable India to optimize these emerging opportunities and what should we as a nation do in concert so that we turn out to be winners and not losers?For India, growth is an imperative. To be counted as a major economic powerhouse by the end of this century's first quarter, India needs to accelerate its economicgrowth beyond the existing rates of 5-6% per annum. Then only can its citizens,more than a quarter of whom (~28%) live below the poverty line today, afford better lifestyles. In addition, at current growth rates India is projected to have a significant unemployed population estimates range between 19 and 37 million unemployed by 2012, the largest share of which will be educated youth. The unemployment and poverty resulting from inadequate growth will retard other efforts to place India amongst the top global economic powers. Therefore, the acceleration of economic growth and the employment of skilled youth in the next two decades are key concerns for India Inc.This challenge faced by some countries presents a great opportunity for some developing countries, such as India. India can target this shortage by providing remote services to these countries and also by importing customers and servicing their needs in India. The contribution of remote services alone, which is the main focus of this report, will be $133-315 billion of additional revenue flowing into the country and the addition of 10-24 million jobs (direct and indirect) by 2020.In this context, present paper studies and analyses the present status of skill development and the challenges India faces while implementation different initiatives.

“International Journal of Current Advanced Research”, ISSN: O: 2319-6475, ISSN: P: 2319-6505,

Krishna Prasad Rao

The ‘Make in India’ campaign has its origin in the Prime Minister’s Independence Day speech in which he gave a clarion call for “Make in India” and “Zero Defect; Zero Effect” policies. The campaign aims to facilitate investment, foster innovation, enrich skill development, shield intellectual property, and build best-in-class producing infrastructure in India. The initiative seeks to woo domestic and foreign investors by promising a business atmosphere contributory to them. The present study is descriptive in nature, primarily based on secondary sources of data. This paper studies the concept of Make in India, present status, challenges, hurdles, differences between Made in India and Make in India, and finally gives suggestions for the smooth functioning of this flagship program of NDA government. In a nutshell, the Centre's ambitious 'Make in India' initiative cannot succeed if 'Skill India' does not succeed. 'Skill India' can, in turn, triumph only when many alternative parameters, as well as those associated with education and research, were developed on par with international standards.

International Journal of Training Research

Dilip Chenoy

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Objectives: The Indian government " s " Make in India " campaign and the accelerated growth in the economy has highlighted the demand for skilled manpower in the country. The objective of this article to understand the current state of vocational education and training and review the vocational training models of the emerging economies. Methods/Statistic Analysis: The Skill development model of India is studied in detailed with reference to the " Make In India " campaign. The vocational training model of the China and Brazil is also reviewed for the study as they are a part of the BRICS countries and also the emerging economies of the world. Singapore " s vocational education model is also studied to gain additional insights on the skill development initiatives and policies. Findings: The " demographic dividend " explains for India being the youngest workforce country in the world. The country will have the lowest median age much below that of China and Organisation forEconomic Cooperation and Development (OECD) Countries. It means that India can be the largest provider of workforce to the world. But still, India has difficulty to fill up jobs due to a shortage of applicants with the right skills and knowledge. It also brings out the difficulty the country faces with matching the jobs to the skills available. India is still behind countries like China and Singapore in imparting skills. The paper aids in analyzing the current skill gaps in the country and the areas where there is a huge scope of supply of skilled workforce. It aims to identify the challenges faced in development of skills in the country and highlighting the employment opportunities arising in the different sectors with emphasis on the Make in India campaign. Conclusion/Improvements: There is a huge scope of generating skilled workforce in the country and utilize the " demographic dividend ". The branding activities and active involvement of Public Private Partnership ensure a better supply of skilled workforce.

goutam goutam

Manufacturing sector is the backbone of any economy. It fuels growth, productivity, employment, and strengthens the agricultural sector and the service sector. With, the gradual slowdown of the world economy and slowing down of consumption demand, it is pertinent to strengthen the country's manufacturing export growth by overcoming the bottlenecks of high cost of capital, lack of economies of scale, inflexible labour laws, inadequate infrastructure, lack of branding, trade barriers etc. Through this paper, I attempt to identify the problems faced by the manufacturing sector in the first part of the paper. In the second part of the paper I critically examine the newly launched Make in India initiative and analyse its strength, weakness, opportunity and threat. And try to find out whether the efforts of the government to make manufacturing a key engine for India's economic growth are giving fruitful results.

Shanlax International Journal of Economics

Dr. R. Senthamizh Veena

'Make in India’ is a recent major initiative by the Government of India to transform India into a global manufacturing powerhouse and thereby create millions of job opportunities and cater to the country’s economic and also social needs. ‘Make in India’ initiative which aims to facilitate investment, foster innovation and enhance skill development is important to place India on the world map as a manufacturing hub and give global recognition to the Indian economy. Therefore it is imperative to study the various aspects of ‘Make in India’ for Manufacturing Sector in India. Accordingly, this study aims to analyse the prospective benefits and challenges of ‘Make in India’ for ‘Manufacturing Sector in India’. Further this study also analyses the nexus between ‘Make in India’ and ‘Skill India’ campaign. On that account, the researchers argue that the ‘Skill India’ campaign should be accorded high priority along with ‘Make in India’ in order to realize the goals of ‘Make in India’. The researchers also claim that in the process of inviting the big investors to ‘Make in India’ and raise the global competitiveness of Indian manufacturing, the Government should make sure that the welfare and interests of local people and indigenous enterprises are not affected.

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Empowering Communities through Skill Development: CSR Initiatives and NGO wins in India

Introduction.

Corporate Social Responsibility (CSR) has evolved into a dynamic force driving positive change and sustainable development in India. The nation's journey towards economic prosperity has been accompanied by the recognition that inclusive growth is paramount. In this landscape, CSR initiatives have emerged as a catalyst for societal transformation, with an increasing focus on skill development. This blog explores the multifaceted significance of skill development in the Indian context and sheds light on CSR initiatives that are actively contributing to this transformative journey.

The Need For Skill Development in India

India, despite its economic prowess, grapples with a significant challenge – a burgeoning population that often lacks the necessary skills to thrive in an increasingly competitive job market. Skill development serves as a potent remedy, bridging the gap between aspirations and opportunities. Equipping individuals with relevant skills, not only empowers communities to break free from the shackles of unemployment, but it also positions them as contributors to the nation's socio-economic fabric. Skill development, therefore, emerges as a pivotal force in India's pursuit of holistic development.

CSR and Skill Development

CSR initiatives have evolved from being a mere regulatory obligation to a strategic imperative for companies. Skill development has become a key focus area within CSR strategies as businesses recognize the profound impact of investing in human capital. These initiatives are not just philanthropic endeavors but a testament to a company's commitment to societal welfare. Through skill development, CSR initiatives aim not only to uplift individuals but also to contribute to the nation's progress by creating a skilled and employable workforce.

Key Components of CSR-Driven Skill Development

Identifying Skill Gaps: In the initial phase, companies conduct comprehensive assessments to identify the specific skill gaps prevalent in the communities they aim to support. This involves engaging with local stakeholders, understanding the industry landscape, and conducting surveys to pinpoint the areas that need targeted intervention.
Tailored Training Programs: CSR initiatives collaborate with educational institutions, vocational training centers, and industry experts to design customized training programs. These programs are tailored to the unique needs of the target audience and cover a spectrum of skills – from technical expertise to soft skills, ensuring a well-rounded development approach.
Focus on Marginalized Communities: Many CSR-driven skill development initiatives consciously target marginalized communities. This includes women, tribal populations, and differently-abled individuals who often face additional barriers. By addressing the specific challenges these groups encounter, skill development programs contribute significantly to fostering a more inclusive and diverse workforce.
Employability Enhancement: Beyond imparting technical skills, CSR initiatives place a strong emphasis on employability enhancement. Modules covering resume building, interview skills, and entrepreneurship are integrated into the training programs, providing participants with a comprehensive toolkit for success in the competitive job market.

Case Studies of Successful CSR-Driven Skill Development Initiatives

Tata Consultancy Services (TCS): TCS, through its CSR arm, has spearheaded numerous skill development initiatives across India. The "TCS iON" platform, for instance, offers a plethora of online courses, making education and skill enhancement accessible to a wide audience, especially in remote areas where traditional educational infrastructure may be lacking.
Reliance Foundation: The Reliance Foundation has been instrumental in rural development through its various initiatives, including skill development programs. By establishing vocational training centers, they empower rural youth with skills in agriculture, healthcare, and retail, aligning with the unique needs of local economies and fostering sustainable development.
Tech Mahindra Foundation: Tech Mahindra Foundation's SMART (Skills-for-Market Training) program stands as a testament to their commitment to skill development for employability. With a focus on sectors like IT/ITeS, retail, and hospitality, the program caters to the diverse needs of different regions, addressing specific skill gaps prevalent in each sector.

NGOs Pioneering Change in Skill Development

Beyond corporate initiatives, several Non-Governmental Organizations (NGOs) have been at the forefront of driving impactful skill development programs across India. These organizations play a crucial role in complementing governmental and corporate efforts, ensuring a comprehensive and sustainable approach to skill enhancement.

Pratham Education Foundation: Pratham , a prominent NGO in the education sector, has been instrumental in introducing innovative skill development programs. Their "Pratham Institute" focuses on vocational training for youth, covering a wide array of skills such as plumbing, electric work, and basic healthcare. By partnering with local businesses, Pratham ensures that the training aligns with market demands, enhancing the employability of participants.
CRY (Child Rights and You): CRY , known for its commitment to child rights, has expanded its focus to skill development for youth. Recognizing that a skilled youth population is vital for breaking the cycle of poverty, CRY collaborates with grassroots organizations to implement skill training programs. By addressing the needs of underprivileged communities, CRY contributes significantly to creating avenues for sustainable livelihoods.
NSDC (National Skill Development Corporation): While not an NGO in the traditional sense, NSDC is a public-private partnership that plays a pivotal role in skill development. It collaborates with various NGOs, industry players, and training providers to implement skill development initiatives at a large scale. Through their Skill India campaign, NSDC aims to skill millions of Indians across diverse sectors, fostering economic growth and inclusivity.
Pradhan Mantri Kaushal Vikas Yojana (PMKVY): Launched by the Government of India, PMKVY is a flagship skill development scheme that involves collaboration with NGOs and private training providers. The scheme aims to enable a large number of Indian youth to take up industry-relevant skill training to help them secure a better livelihood. NGOs partnering with PMKVY contribute significantly to reaching remote and marginalized communities.

Success Stories from the Grassroots

Barefoot College: Operating at the grassroots level, Barefoot College focuses on skill development in rural areas. The organization empowers women by providing training in solar electrification, water management, and handicrafts. By imparting these skills, Barefoot College not only enhances employability but also promotes sustainability and self-reliance within communities.
Udyogini: Udyogini , a women-centric NGO, has been a catalyst for economic empowerment through skill development. Their programs focus on traditional crafts, entrepreneurship, and agricultural skills, enabling women in rural areas to become financially independent. Udyogini's holistic approach addresses not only skill gaps but also social and economic barriers faced by women.
Sambhav Foundation: Sambhav Foundation works towards skill development and employability for the differently-abled. By offering training in areas like IT, communication skills, and vocational trades, the organization ensures that individuals with disabilities have equal opportunities in the job market. Sambhav Foundation's initiatives exemplify the transformative impact of inclusive skill development.

Challenges and the Way Forward

While CSR-driven skill development initiatives have achieved considerable success, challenges remain. Scalability, ensuring the sustainability of programs, and maintaining quality standards are ongoing concerns. To address these challenges effectively, collaborative efforts between the government, private sector, and non-profit organizations are essential.

In conclusion, empowering communities through skill development represents a paradigm shift in CSR initiatives within the Indian context. By investing in the human capital of the nation, corporations fulfill not only their social responsibilities but also contribute to building a skilled and capable workforce that can drive India's growth in the years to come. As CSR continues to evolve, the sustained focus on skill development underscores its commitment to creating a positive and lasting impact on the communities it serves.

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How the Private Sector Develops Skills: Lessons from India

October 3, 2017.

More young people live in India than in any other country and their numbers are projected to increase for decades to come. More than 12 million enter the workforce each year yet few have the skills required for employment. The Government of India has set a target to skill 400 million people by 2022 and established the National Skill Development Corporation (NSDC) as part of this mission. Through NSDC, government is engaged with private sector partners to advance strategic approaches in skills development by creating public-private partnerships with companies involved in skill training. This is at the centre of a skills business “ecosystem” in India through which all players interact to produce a positive, productive system to skill millions.

Momentum for the skills development movement comes not only from the urgent need to provide livelihoods for youth but also from the need to act before a window of opportunity closes. The “youth bulge” in India’s population is poised to deliver a demographic dividend, a transformational boost in economic productivity associated with growing numbers in the workforce relative to dependents. Only through investing in up-to-date education, health and decent work for youth can India harness this dividend. India requires skills to sustain its rapid economic growth, to integrate its large working-age population into the economy in an inclusive and sustainable manner and, ultimately, India needs skills in order to become a global supplier of human resources.

This study focuses on 12 skills delivery initiatives led by the private sector and carried out to support the national skills mission of the Government of India. The objective of this study is to generate lessons from India’s experience in skilling, namely to identify and analyse impactful business models and their practices and innovations, to highlight challenges, and to provide insights on how the private sector could contribute even more to skills acquisition and employability.

Case Study 01 - National Skill Development Corporation - Creating Vocational Skills through Public-Private Partnership

Author: Prof. Suku Bhaskaran

The National Skill Development Corporation (NSDC) is a joint venture between the Government of India and the private sector to facilitate quality skills provision, provide financial resources and special funding schemes to build viable business in skill development and introduce the necessary support systems. The NSDC has shown its capabilities by providing training to nearly 6 million individuals across 33 industrial sectors.

Case Study 02 - Centum WorkSkills India - Large-scale Vocational Training for Youth

Author: Prof. Sanjai Bhatt and Dr. Sima Singh

Centum WorkSkills India limited (CWSI) is one of the NSDC’s largest training partners. CWSI offers an integrated set of services in the skill development sphere, which ranges from community mobilization, assessment, certification and assistance for placement. CWSI provides special focus on vocational training to youth on a large scale. CWSI uses communities, self-help group, social specialists to reach its target beneficiaries. Currently, CWSI operates a network of 974 centres across 15 states in India. CWSI also have a staggering record, where more than 70 percent of its trainee have received waged employment after completed CWSI certified training programmes.

Case Study 03 - IL&FS - Skills Training for Jobs through Innovation and Technology

Author: Gökhan Dikmener and Yılmaz Ergun Dinç

IL&FS is one of the leading private skilling company in India. It provides placement driven skill training to diverse range of groups from school dropouts to high school, higher secondary school and ITI graduates. IL&FS training ranges from manufacturing, service, construction, hospitality and textile and apparel industries. IL&FS puts a special emphasis on technological solutions via interactive platforms to overcome barriers such as physical distance and time. IL&FS have already provided training to more than 1.4 million youth, where over 500,000 trainees were linked to a placement.

Case Study 04 - IndiaCan - Educating Empowering and Employing Youth

Author: Assoc. Professor Deepti Wadera and Asst. Prof. Anuradha R. Tiwary

IndiaCan Education Private Limited is a private company, who is targeting challenges like unemployed youth, welfare disadvantage people, lack of employment opportunities by providing technical skills to fulfill industry’s need for qualified technical staff. IndiaCan has provided training to more than 75,000 students, which resulted in a 75 percent after training placement.

Case Study 05 - NIIT Yuva Jyoti - Source-Train-Place Model for Skilling Disadvantaged Youth

Author: Dr. B. Chandrashekar

NIIT Yuva Jyoti is a skill development venture, which actively focuses on disadvantaged youth and school dropouts from cities in India with population under 1 million. It uses the Source-Train-Place model, where it works to provide local job opportunities for local youth especially in information technology sector. It has created 350 centres across India, reaching more than 128,000 students as of March 2015.

Case Study 06 - AISECT - Training Rural Youth to Bridge the ICT Gap

Author: Assoc. Professor Supreet Singh and Sulagna Choudhuri

The All India Society for Electronic and Computer Technology (AISECT) was created to bridge the information and communications technology gap between urban and rural areas of India. AISECT empowers youth with skill training and it also use the franchise model to build entrepreneurial network. Currently, it has an operational capacity of 12,000 centres across India, which have already trained more than 1.7 million students. AISECT has been recognized by World Bank and several international organization for its contribution to skill development and sustainable business.

Case Study 07 - B-ABLE - Locally-relevant Skills Delivery with DomesteQ and Eye Mitra

Author: Prof. Abha Singh and Prateek Jain

B-ABLE is a skill development arm of BASIX Social Enterprise Group. It has been engaged in providing training to Indian youth since 2009, where it provided industry specific and hands-on skills to disadvantaged sections of the society. Its main objective is to create an environment for lifelong learning, economic empowerment and inclusive development through skills. It has partnered with NSDC in providing skill development such as through its DomesteQ initiative it provided skills to women in the informal sector. As of November 2015, B-ABLE has provided training to more than 63,806 youth.

Case Study 08 - Dr. Reddy's Foundation - Livelihood Advancement Business Schools (LABS)

Author: Dr. Atul Pratap Singh and Sulagna Choudhuri

Dr. Reddy’s Foundation (DRF) is a non-profit partner of Dr. Reddy’s Laboratories. DRF acts as a catalyst of change that fosters, develops and promotes initiative at individual, group and organizational levels to achieve sustainable development. It provides short term skill training to youth aged 18-30 years to provide immediate access to market relevant skills and jobs. DRF has improved livelihoods of 340,131 youth through training, including 7,884 disabled youth.

Case Study 09 - Empower Pragati - Transformational Training and Women’s Empowerment

Author: Prof. Neera Agnimitra and Ms. Vidya M. Iyer

Empower Pragati is a private venture in the skilling industry in India with a focus on home management for women in the informal sector. It began as an enterprise with a mission of women empowerment by transforming domestic workers into home managers. It has already provided training to 75,359 candidates in as many as 14 ranges of sectors. This company has evolved as a profitable and sustainable venture as well as a successful enterprise.

Case Study 10 - GMR Varalakshmi Foundation - Livelihood Initiatives through Corporate Social Responsibility

Author: Dr. J. Mary John and Dr. Shipra Singh

The GMR Varalakshmi Foundation (GMRVF) is the corporate social responsibility initiative set up in 2003 by GMR Group, an infrastructure company. This foundation originated to assist company’s operations including land acquisition and other activities, which affects communities around it. GMRVF’s vocational training programme is tied to relevant industries in the provision of sector specific skill development. Since its inception in 2003, GMRVF has trained over 30,000 candidates.

Case Study 11 - LabourNet - Organizing the Unorganized in a Public-Private Partnership for Skilling

Author: Dr. Bindu P. Verghese

LabourNet works with unskilled and semi-skilled unorganized workers by providing skilling and capacity building services, recognition of prior learning, employment linkages, as well as financial inclusion, social protection and welfare services. With remarkable achievements in the capability expansion of informal worker, LabourNet tells a success story of poverty alleviation through public private partnership in skill upgradation of rural India. It has created 18 centres across India, reaching more than 104,892 candidates.

Case Study 12 - Youth4Jobs - Skilling the Differently-abled to Improve Lives and Meet Workforce Demand

Author: Partha Saha and Maheswar Satpathy

Youth4Jobs provides skill development to differently-abled youth from rural areas. This organization has developed unique training and outreach modules that are changing perceptions about disabled youth and their capabilities to work among employers, parents and youth themselves. Youth4Jobs has devised an integrated course to improve soft skills, English language efficiency and sector specific competencies. Since its inception, Youth4jobs has trained over 7,000 differently abled youth candidates from rural areas.

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Make Your Note

Skill Development in India

30 Sep 2022
11 min read
GS Paper - 2
Human Resource
Government Policies & Interventions
GS Paper - 3
Skill Development
Growth & Development

For Prelims: 13 th FICCI Global Skills Summit 2022, New Education Policy (NEP), UN Sustainable Development Goal 4, National Skill Development Corporation (NSDC), Pradhan Mantri Kaushal Vikas Yojana, SANKALP programme, STRIVE project.

For Mains: Impacts of Skill Development in India.

Why in News?

Recently, the Union Skill Development and Entrepreneurship Minister inaugurated the 13 th Federation of Indian Chambers of Commerce & Industry (FICCI) Global Skills Summit 2022.

Theme: Education to Employability - Making It Happen.

What is FICCI?

It's a non-government, not-for-profit organisation,
Established in 1927, it is the largest and oldest apex business organisation in India.
It provides a platform for networking and consensus building within and across sectors and is the first port of call for Indian industry, policymakers and the international business community.

What is the Status of Skill Development in India?

The 2015 Report on National Policy on Skill Development and Entrepreneurship estimated that only 4.7% of the total workforce in India had undergone formal skill training compared with 52% in the US, 80% in Japan, and 96% in South Korea.
In addition, the 29.82 crore farm and nonfarm sector workforce needed to be skilled, reskilled, and upskilled.
However, it suffers from excessive reliance on the District Skills Development Committees, chaired by District Collectors, who would not be able to prioritise this role, given their other assignments.
However, it has been now subsumed as part of the National Council for Vocational Training (NCVT).
This reflects not only a discontinuity in the policy process, but also some obfuscation among policymakers.
Given the sheer magnitude of youth to be skilled, it is paramount that the policy efforts are adequate in all respects.
Due to limited access to credit because of Banks’ NPAs, the investment rate has declined and thus has a negative impact on job creation.

Why is there a Need for Skill Development of Workforce?

Supply and Demand Issues: On the supply side, India is failing to create enough job opportunities; and on the demand side, professionals entering the job market are lacking in skill sets. This is resulting in a scenario of rising unemployment rates along with low employability.
Further, the workforce shrank as millions of people dejected over weak job prospects pulled out, a situation that was exacerbated by Covid-19 lockdowns.
The labor force participation rate, meaning people who are working or looking for work, has dropped to just 40% of the 900 million Indians of legal age, from 46% six years ago.
As per the India Skills report 2015, only 37.22% of surveyed people were found employable - 34.26% among males and 37.88% among females.
According to Periodic Labour Force Survey (PLFS) data 2019-20 , 86.1% of those between 15 and 59 years had not received any vocational training. The remaining 13.9% had received training through diverse formal and informal channels.
A major share of these jobs was to be added in the manufacturing sector, with the National Manufacturing Policy (2011) targeting 100 million new jobs in manufacturing by 2022.

What are the Various Initiatives taken for Skill Development?

Since 2015, the government has trained over 10 million youth under this scheme.
SANKALP and STRIVE: The SANKALP programme which focuses on the district-level skilling ecosystem and the STRIVE project which aims to improve the performance of ITIs are other significant skilling interventions.
Initiatives by all ministries have resulted in nearly four crore people being trained through various traditional skills programmes since 2015.
Of these, about ₹6,877 crores were spent on skilling and livelihood enhancement projects. Maharashtra, Tamil Nadu, Odisha, Karnataka, and Gujarat were the top five recipient States.
The project aims at skilling, certification and overseas employment of Indians and creating pathways to enable the Indian workforce to get equipped for skill and market requirements in the UAE.

Way Forward

Skill development is the most essential aspect of the development of our country. India has a huge ‘demographic dividend’ which means that it has a very high scope of providing skilled manpower to the labour market. This needs a coordinated effort from all stakeholders including Government agencies Industries, Educational and training institutes and Students, trainees and job seekers.

UPSC Civil Services Examination Previous Year Question (PYQ)

Q. With reference to Pradhan Mantri Kaushal Vikas Yojana, consider the following statements: (2018)

It is the flagship scheme of the Ministry of Labour and Employment.
It, among other things, will also impart training in soft skills, entrepreneurship, and financial and digital literacy.
It aims to align the competencies of the unregulated workforce of the country to the National Skill Qualification Framework.

Which of the statements given above is/are correct?

(a) 1 and 3 only (b) 2 only (c) 2 and 3 only (d) 1, 2 and 3

Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is a flagship scheme for skill training of youth implemented by the Ministry of Skill Development and Entrepreneurship through the National Skill Development Corporation (NSDC). Hence, statement 1 is not correct.
The individuals with prior learning experience or skills shall be assessed and certified under the Recognition of Prior Learning (RPL) component of the Scheme. RPL aims to align the competencies of the unregulated workforce of the country to the NSQF.
Skill training would be based on the National Skill Qualification Framework (NSQF) and industry-led standards. Hence, statement 3 is correct.
Apart from providing training according to the NSQF, training centres shall also impart training in soft skills, entrepreneurship, and financial and digital literacy. Hence, statement 2 is correct. Therefore, option (c) is the correct answer.

Q. “Demographic Dividend in India will remain only theoretical unless our manpower becomes more educated, aware, skilled and creative.” What measures have been taken by the government to enhance the capacity of our population to be more productive and employable? (2016)

Source: PIB

Essential livelihood recovery interventions (LRIs) for urban development-induced rural displacement and resettlement in India: a Delphi technique

Published: 06 September 2024

Cite this article

Ishkiran Singh ORCID: orcid.org/0000-0003-4584-3629 1 &
Soumi Muhuri 2

Livelihood recovery, a well-researched issue while a natural disaster, has often been overlooked in the case of other man-made disasters, such as displacement and resettlement caused by urban development projects. Although government institutions/organizations initiated various interventions to combat the externalities of such projects and make the affected people more resilient, a holistic approach is lacking. This study attempts to identify livelihood recovery interventions (LRIs) based on different mechanisms of livelihood resilience for the people affected by urban development projects. Following a literature review and field visit, an initial list of seventy-three LRIs under fifteen mechanisms was prepared. Then, a panel of experts from India was invited to participate in a Delphi technique to check the interventions’ applicability and determine additional context-specific interventions to attain livelihood resilience in the Indian context. The results show that maximum interventions related to (i) empowering the people in rural areas, especially for their active participation in the implementation of the development project; (ii) additional facilities to reduce outmigration; (iii) long-term strategies by the government to achieve sustainability are the most relevant, as gained the consensus with aggregate preference 90%, in three rounds of Delphi. These results highlight the directions for policy-makers and planners in designing and managing livelihood recovering activities to achieve livelihood resilience.

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Acknowledgements

We sincerely thank the National Institute of Technology (NIT), Rourkela, for providing the necessary facilities and the Ministry of Human Resource and Development (MHRD), India, for funding the research program at the Institute. We also want to acknowledge the following experts who participated in all three rounds of this Delphi study and provided their valuable opinions: Areef Akaram Akhtar, Ashish Roy, Bhaskar Gajendra, Cijo Joseph, Darbar Singh Dahire, Deepak Jayant, Ganesh Choudhury, Jublee Majumdar, Kamlesh Das, Manas Haldhar, Mohammed Shahil, Mukesh Kumar Shankhwar, Piyoosh Singh, Priya Choudhary, Rahul Sai, Rupendra Kavi, Sandeep Bangde, Sandhyatara Saha, Sanghamitra Basu, Sanjeev Kumar Mahato, Satyaki Sarkar, Seemita Mohanty, and Vineet Nair.

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Singh, I., Muhuri, S. Essential livelihood recovery interventions (LRIs) for urban development-induced rural displacement and resettlement in India: a Delphi technique. Environ Dev Sustain (2024). https://doi.org/10.1007/s10668-024-05371-1

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The development of statistical reasoning in primary school students

While formal statistical practices are not generally accessible to students in the primary years of schooling, the principles underpinning statistical thinking and reasoning—such as posing questions, collecting data, comparing groups, and representing and inferring from data—are relevant in primary mathematics (Watson et al., 2018). Recent Australian studies by English (2012, 2013, 2018), Fielding-Wells (2014, 2018 a,b), Kinnear (2013, 2018), Makar (2014, 2016, 2018), Mulligan (2015) and Watson (2018) have focused on primary school students’ capacities to engage in data modelling and on statistical reasoning more broadly. An early years’ approach to the teaching of statistics involves including students’ personal experiences, encourages self-collected data sets, and emphasises the reasoning process rather than outcomes or conclusions (Doerr, et al., 2017). How young students’ develop and apply the modelling and refinement process is not clearly understood however, especially when working with an abstract or complex data set. This thesis aimed to gain a more coherent understanding of the developmental aspects of Grade 1 through 4 students’ statistical reasoning and metarepresentational competence with explicit emphasis upon predictive reasoning.

Three interconnected design studies on model-based reasoning and predictive reasoning were conducted with 46 Australian students drawn from one cohort of a single, independent, metropolitan primary school. In the first design study, nine high-ability Grade 1 students created a word-based model for categorisation of self-portraits drawn by students in other grades, and assessed the model using three reasoning tasks. Of interest were the features of the modelling process observed in Grade 1 students, and how students’ used test data collected from the model to inform judgements regarding its efficacy and limitations. The second design study focused on predictive reasoning. How Grade 2 students used the variability of the temperature table to inform their predictions, how they justified predictions and their use of probabilistic language was the focus. Ten high-ability Grade 2 students, including seven students retained from the previous study, predicted maximum monthly temperatures from a temperature table then plotted their predictions against background temperature readings using TinkerPlots TM .

For both design studies, student predictions, representations and explanations were coded using three levels of statistical reasoning: idiosyncratic, transitional and quantitative (Leavy, 2008). Seven of the Grade 1 students were observed using data-based reasoning when justifying and revising their decisions. Six of the Grade 2 students made predictions similar to other monthly values in the data table, increasing to nine students after plotting the predictions with TinkerPlots TM . All ten students used probabilistic language when describing the data set, including terms such as outliers, clusters and range.

Following this pilot work, the main study employed 46 students from Grade 3, and 44 of the same students from Grade 4 in a longitudinal teaching experiment. Students predicted maximum monthly temperatures for the current year using a data table containing past maximum temperatures, represented the data table using informal freehand inscriptions or graphing and described their predictive strategies in verbal and written form. Data were collected at the beginning of Grade 3 and the beginning and end of Grade 4 using the same tasks. Data were coded using a data lenses framework (Konold et al., 2015) in Grade 3 and a framework for analysis of structural features (Awareness of Mathematical Pattern and Structure [AMPS]) (Mulligan & Mitchelmore, 2009) in Grades 3 and 4. Most Grade 4 students (87%) made predictions within the historical range, relative to half in Grade 3 (54%). Representations included co-ordinate graphing including column, line and dot plots and were more sophisticated in Grade 4, with 57% demonstrating data transnumeration, while in Grade 3 they were predominately idiosyncratic or copies of the data table. Grade 4 students were more likely (79%) than Grade 3 (51%) to use and describe predictions based on extraction, clustering, aggregation, noticing seasonal trends and range, identifying causal and random variation, and observing measures of central tendency. Large individual differences emerged: three developmental pathways are illustrated through case studies of high, average, and low ability students. This range suggests that pathways for predictive reasoning are somewhat flexible or idiosyncratic.

The design studies in this thesis demonstrated the advanced potential of some young students to reason statistically: Grade 1 students developed a viable word-based model using a complex data set, and Grade 2 students employed TinkerPlots TM to critique their data predictions. Levels of statistical reasoning in these students was higher than previously reported in studies of students in first and second grade such those by Makar (2016) and Lehrer and Schauble (2000b), as demonstrated through their use of data when justifying their reasoning.

The longitudinal study on student predictive reasoning and meta-representational competence contributes to a more in-depth or fine grained analysis of the possible developmental sequence of these capacities across Grades 3 and 4. Primary school students used contextual cues and data content when they make predictions, and appear to make realistic predictions from data tables prior to being able to describe viable prediction strategies, or to select data for representational purposes. However, other skills appear to develop unevenly— some students developing meta-representational competence and formal graphing prior to reasoning about their strategies, while other students developing reasoning strategies prior to meta-representational competence. Intermediate stages of transnumeration of data tables to formal graphs were described, providing a comprehensive longitudinal set of student representations from a single data set. The studies contribute to a growing body of research that investigates the predictive and data-modelling capacities of young students, and makes a distinct contribution by reporting on the use of TinkerPlots TM as a visualisation tool with second graders. The research supports the inclusion and extension of curriculum reform highlighting data-driven learning, and the development of statistical concepts that are integral to statistical literacy and mathematics learning. Research implications include arguments for more explicit outcomes in the Statistics and Probability strand of the mathematics curriculum on informal statistical inference and data exploration in the early years. This needs to be accompanied by newly developed professional development programs, resources and support for teachers’ acquisition of pedagogical content knowledge in statistical reasoning, and for primary school students to have extended opportunities for informal data representation prior to the introduction of formal graphing instruction.

Awarding institution, degree type, department, centre or school, year of award, principal supervisor, additional supervisor 1, usage metrics.

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