Professional Documents
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Training, Employment & Skilling India
Training, Employment & Skilling India
One Quality Job per poor rural family takes the whole family out of poverty in a
sustainable manner
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Contents
Abstract......................................................................................................................................3
1. Background:........................................................................................................................4
2. Present Education System:..................................................................................................4
3. Core competence of the team..............................................................................................5
4. Reach and Target Group.....................................................................................................5
5. Skill Requirement: The Employability Quotient................................................................5
5.1. Life skills:........................................................................................................................7
5.2. English language skills....................................................................................................7
6. Sector Vs Education – For Trainings..................................................................................9
7. Process................................................................................................................................9
8. Best Practices/Key factors in achieving quality and scale are:.........................................10
8.1. Public-private institutional structure:............................................................................10
8.2. Managing the Demand Side Conditions of the Rural Labor Force...............................10
8.3. Building Capacity of the Supply Side of the Market....................................................10
8.4. Setting up Innovative Market-linked Academies with interactive teaching learning
methodology:............................................................................................................................11
8.5. Involving other Training Partners:................................................................................13
8.6. Placements:...................................................................................................................13
8.7. Rating the Employers....................................................................................................14
8.8. Use of Information Technology to Monitor the program:............................................14
9. Other Important Best Practices:........................................................................................14
9.1. Post-Placement:.............................................................................................................14
9.2. Providing Social Network and Support.........................................................................15
9.3. The Importance of Alumni Network.............................................................................15
10. Outcomes:.....................................................................................................................15
10.1. Economic Impact.......................................................................................................15
10.2. Return on Investments (ROI)....................................................................................16
10.3. Creating Intellectual Assets and an Inclusive Society...............................................16
11. Case Study.....................................................................................................................17
10.1 Case study of Dhanamma a standing example of a women getting empowerment
through employment................................................................................................................17
10.2 The case study of J. Narendra Reddy............................................................................18
10.3 Case study of an SEZ....................................................................................................18
12. Win-win for all stake holders........................................................................................19
Bibliography.............................................................................................................................20
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Abstract
Companies are faced with a paradoxical situation: Non-availability of quality, trained manpower
especially at entry levels, where attrition is high. On the other hand, statistics show there are 60
million unemployed/underemployed youth, especially in the rural areas. The logical solution is to
train these youth for the estimated demand of 85-90 million people required from high growth
industries like IT, outsourcing, retail, telecommunication and healthcare.
The present paper presents a model which has worked on scale. The Jobs mission trained 280,000
rural and tribal youth and placed 70% in jobs. Pro-poor innovative models were developed like the
country’s first Rural Retail Academy and Grassroot English, work readiness and computer academies.
The model is a template for organizations in the vocational training space to help companies
become “inclusive” by making available a trained labor pool from the vulnerable: dalits, girls,
disabled. The broad three components which are foundation to the program are a)Institutional
structure based on Public-Private-Partnerships which leverage the strengths of government and
companies b) Strong monitoring and evaluation system based on an IT platform which brings
transparency and helps monitoring large scale operations c) A bottom-up approach involving the
community.
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1. Background:
India’s growth story has sometimes masked the challenge underneath — as many as 600 million
people continue to depend on agriculture as a source of livelihood, yet agriculture has been
growing at only 3% annually. At the same time, India’s workforce is growing. We currently have
around 500 million people in the workforce and this is expected to grow by about 20 million
each year for the next ten years. By 2020 India will account for a fourth of the world’s total
workforce. And it will be a young workforce. By then, the average working age is projected to be
60+ in both US and Europe, 45 in China, and merely 29 in India!
But this workforce has a serious problem: unemployability due to lack of the necessary skills and
competence that is essential for today’s environment. Multiple surveys by bodies such as CII and
Nasscom show a severe gap between employment and employability, which in turn severely
limits the possibility of true inclusive growth that ultimately depends on the productivity of the
overall workforce and talent resource levels.
It is also evident that although the expenditure towards education is growing but the quality still
remains poor. The below exhibit shows the expenditure patterns in education with the poor ROI
(Return on Investment).
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3. Core
Presently the team is dedicated to helping companies become inclusive. The main focus is on
providing quality jobs to PwD (persons with disabilities), girls and rural youth from POP (poorest
of poor) families.
The team has a core competence to work on the entire spectrum of vulnerability important for
India to bridge the rural-urban divide and digital divide.
Employability skills are the generic skills, attitudes, behaviours and work related competencies
that employers look for in new recruits.
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Further to this the skills can be further divided in terms of the degree:
Amateur
Progressive
Proficient/Expert
Major companies expect the job aspirant to demonstrate the desirable set of employability skills
to join. Few companies have also come forward recently to also employ people with trainability
aspect in the individual so that they can invest in them and develop their employability skills
through in-house training programs which will help both in long term. In the workplace the skills
are integrated and used in varying combinations, depending on the nature of the particular job
activities.
The below table outlines foundation skills for employability and for individuals preparing for
work or employability, employers need a person who can demonstrate these skills:
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• Use technology, • Accountability for • Lead when
instruments, tools and actions taken appropriate,
information mobilizing the group
systems effectively Adaptability for
• Access and apply • A positive attitude high performance
specialized knowledge from toward change
various fields (e.g., skilled • Recognition of and
trades, technology, respect for people’s
physical sciences, arts and diversity and
social sciences) individual differences
• The ability to identify
Learn and suggest new ideas to
• Continue to learn for life get the
job done—creativity
Among all the skills the concentrates are on two major skills which comprise 80% of training:
They often include some combination of general life competencies, service learning, and
effective work habits.
1. Personal competencies (e.g. managing emotions, cooperation, personal responsibility,
developing confidence, and respect for self and others)
2. Problem solving (e.g. managing conflicts and reducing bullying)
3. Effective work habits (e.g. teamwork, interviewing, workplace protocol, time management,
and workers’ responsibilities and rights)
4. Healthy lifestyle (e.g. substance abuse prevention, nutrition, STD/HIV/AIDS prevention,
healthy relationships, and decision making)
5. Community and environmental awareness (e.g. environmental and community living spaces
preservation)
6. Diversity (e.g. respect for differences, tolerance, values)
7. Service learning: (e.g. civic responsibility, community service, volunteering)
1. Communicative Skills:
3. Exchange basic personal information and descriptions of everyday life and activities;
4. Link groups of works in a very simple way (using and, and then).
2. Functions:
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2. Telling the time and giving dates
3. Grammar:
4. Lexis:
1. Jobs
3. Place of study
4. Home Life
5. Weather
6. Free time
5. Comfort Level:
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3. Entertain oneself with English songs, movies, etc.
2. Age
3. Gender
4. Interest
5. Aptitude
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6. Location of the village from where the candidate hails &
7. For disabled – Disabled specific, degree of disability, etc are taken into account
7. Process
The program identifies unemployed youngsters in rural areas. Their families, largely farmers, are
at the bottom of the pyramid, earning less than US$2 a day. Some of the youth have been part of
the assorted Indian technical institutes (ITIs), the state-run vocational training entities that are
often criticized for being out of sync with industry needs.
Mobilization Screening Training academies
(Feeds into registered youth (Helps in identifying ( Set up our own academies
Database) Individual capabilities/interests) in high growth sectors like RRA)
Sequencing of different components of the program is one of the most important ingredients for
making this program work. While mobilization and screening of youth is executed at the
grassroots level, the core team simultaneously performs market scan and networking with the
companies in growth sectors to assess employment needs. This gives a good idea about the
labor demand in the market and the capabilities and interests of the youth recruited in the
program. The next step is to assess if it can offers the relevant courses to this group of new
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recruits with the intentions of matching the supply and demand of the market, or if they should
do so in partnership. Once assessment is complete, courses are offered accordingly.
The project has an Executive Committee with senior government officers and an Executive
Director with experience from the private sector. On the field, government officers such as
District Collectors, Project Directors of District Rural Development Agency (DRDA) and
Project Officers of Integrated Tribal Development Agency (ITDA) support the program. Lastly
a core private sector team at the state level builds links with the private sector and
incorporates their feedback into the program. This unique institutional structure that
incorporates governance mechanisms and knowledge from both private and public sectors
is critical for a market-led program.
8.2. Managing the Demand Side Conditions of the Rural Labor Force
In Andhra Pradesh, the government facilitates creating and nurturing of rural women
federations (self help groups) through the World Bank funded Indira Kranthi Patham
program, implemented by Society for Elimination of Rural Poverty (SERP). The Jobs program
for youth was created for the children of the SHGs as there are many young people in rural
areas who have limited resources and information to pursue formal sector jobs.
The main targets of this program are rural youth from poor families who are between 18 and
28 years of age. Their education levels vary – from being illiterate to having graduate
degrees. At the ground level it is the JRPs (Job resource persons), also members of SHGs,
who raise awareness about the job program, facilitate the process of identifying the poorest
youth, counsel them and recruit them in the jobs program. Trained by the project, these
JRPs visit every household in the villages and compile a database of unemployed and
vulnerable youth for monitoring and targeting purposes. Based on their qualifications and
job demand in the market, registered youth are screened and enrolled in training centers in
their local areas.
Based on secondary research and data from the market scan reports, identifies the growth
sectors. Industries which are experiencing relatively higher growth for next three years are
targeted for employment opportunities. The core team visit potential companies with a view
to understand their entry level employment needs and their specifications of trained
manpower. Students are matched to the trainings according to their education level and
interests. Those who are not literate are trained in construction and textiles. Meanwhile
those with eighth grade to graduate level literacy are linked to new economy sectors such as
sales, retail, tourism, hotel industry, business process outsourcing (BPO) and other skilled
sectors.
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The various market linked academies set-up were Rural Retail Academy, Rural Security
Academy, Grassroot English, Work Readiness and Computer Academies, in partnership with
industry. The training course duration ranges from 15 days to three months.
The modules were specially developed keeping market demand in mind. The learners were
looked as a potential active learners rather than a passive listener; trainers as a change
agent rather than a lesson delivery machine and most importantly using technology
(audio-visual aids, etc) which makes it more effective. The program involved curriculum
development, train the trainer program (both inbound and outbound), certification, etc.
Most of the training centers run residential trainings. This plays an important role because in
short duration the candidates are totally transformed as it gives scope to extend classes with
more extra-curricular activities.
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14 – 15 Leisure Skills
14 – 15 Attitude, Assertiveness and Inhibitions
11 Values & Ethics
12 – 13 Etiquettes
14 – 15 Body Language
16 Emotional Intelligence
17 – 18 Decision Making and Problem Solving Skills
19 Time Management
20, 21, 22 Work Place Etiquettes
23 – 24 Career Management
25 – 26 Culture
27 Spiritual Quotient
28 Stress Management
29 Family and Relationship Management
30 Telephone Skills
31 Health
32 Money Management
33 Thinking
34 Basic Survival Skills
35 Recovery and Crisis Management
36 Negotiation Skills
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8.5. Involving other Training Partners:
To broaden the range of training offered, utilize the best resources available and make
strategic placements through well-established networks, trainings are offered in
partnership with other organization such as Tally and National Academy of Construction for
construction, among many others. The project works continuously with the partners to
improve program quality and the curriculum. For example, all the trainers of various
partners in all 22 districts where trained in “counselling.”
8.6. Placements:
The core team continuously networks with reputed private companies that need entry level
manpower. Recruitment is done at the campus locations only. The purpose behind this
practice is to sensitize the companies by sharing its vision and mission, and inspire them to
be mentors of the program
Periodically companies where rates according to the salary offered; benefits extended such
as boarding and lodging, insurance, etc.; and the sensitivity of the supervisors towards its
employees. It does not place youth in polluting work environment such as scraping of jeans
in textile factories or in companies where salaries are below the minimum wages prescribed
by the state.
Monitoring scale is a challenge. To overcome this transaction based software was developed
which gets training, placement and post placement data from each training centre. This
software allows to monitor and analyze its performance even at the village level. Placement
and dropouts analysis is done seamlessly using this software. This IT backbone has helped
bring quality and transparency into the program.
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9.1. Post-Placement:
Once the trainees are offered jobs at respective companies, the project offers them
orientation to their new workplace as a part of the trainings. The module includes money
management, coping with city life and other counselling services. Research shows that just
placing the trained youth with companies is not enough. Their transitions from rural
surroundings to the urban cities need to be carefully managed. Many youth quit their job
within early days of placement, due to the high expense of city living in the first month of
employment when they did not yet receive their salaries. To prevent youths from quitting
their jobs in the early period of their placement, the project also provides services to make
transition to the city life. It offers these newly employed youth a loan for the first month to
cover the expense of living. The interest on the loan is decided by the federations and
payments are in soft instalments. While the trainings are for free, the post placement loans
are paid back.
Companies recruit both for the quality of trainees and support offered to the youth post-
placement. This reduces attrition which is a high cost to companies. In retail companies,
hiring trained candidates has reduced the attrition rate from 55 percent to just 5-10
percent.
Youth are usually placed in groups in private companies. Having people with similar
background and similar objectives prevent sense of isolation that youth might feel
otherwise in a new environment. Additionally, a help line with counsellors is established to
provide support and guidance. The counsellors also facilitate discussions at the company
level if the youth has concerns. This mechanism helps in supporting the new employees and
boosting their confidence in the city.
A month after placement, arrangements are made for the mothers of the rural youth to
their children in their workplace in the cities. The sense of pride they feel is unmatched.
This also raises awareness of the program, promotes it and helps in the scaling up process.
Additionally, government officials are taken on exposure visits to understand the changing
needs and expectations of companies so that they can provide support accordingly.
Experience has shown that when these newly employed youths return home, they become
powerful agents of recruitment themselves. They in turn counsel and motivate their friends
and families to enroll in trainings. Each returning employed youth, bring back at least ten
new trainees.
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9.3. The Importance of Alumni Network
Most of the youth are first generation white collared workers whose parents are
agricultural or other wage laborers. Talking to youth reveals that they have high aspirations
but little time to plan their career or goals for higher education. The Alumni network
created helps them set goals in life and work towards it. Senior alumni also share their
experience in the training classes as guest lectures and build confidence of the trainees
before their interviews. Alumni also provide tips on how to deal with customers and cope
with city life.
10.Outcomes:
Income: On average trained youth earn an income of about or above Rs.42000 per
annum in urban areas and about Rs.30000 per annum in local areas. This amount is
three to four times higher than the average income earned by a rural family in
agriculture which is about Rs 10,000 a year. 51 percent of trainees got increment in
their pay within six months
of employment. The average Financial impact of the program on the
increment of the trainees family
was about Rs 550 per month.
8
Almost all of the working
12
youth send 20 percent of
38
their earning back home.
The project typically invests Rs. 8,992.63 per trainee on average for the job training
program. Trainee after placement earns Rs.3487.35 per month on average. Therefore, ROI
is 365.36 percent1.
Table 1: Training cost per person and ROI (unit: Rs)
Training Program Training Monthly Starting Annual Salary ROI (%)
cost Salary
Average 8,992.63 3,487.35 41,848.20 365.36
Construction 6,178.33 3,564.78 42,777.36 592.38
EWRC 9,525.00 3,677.71 44,132.52 363.33
Security 4,390.00 3,730.47 44,765.64 919.72
1
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Textile 5,416.67 2,934.00 35,208.00 549.99
Other Services 10,236.11 3,750.67 45,008.04 339.70
Note: EWRC: English Work Readiness & Computer Academy
The intellectual asset generated adds additional benefits to the society. The skills and the
knowledge generated from the training is a permanent asset, components of which are
transferable across jobs. The impact on girls is marked with child marriages getting reduced in
rural and tribal areas, as girls opt for a career in hitherto male dominated sectors like sales
Meanwhile, the rural-urban divide and the unorganized-organized labor divide get reduced as
rural youth get trained to work white collar jobs.
11.Case Study
10.1 Case study of Dhanamma a standing example of a women getting empowerment through
employment.
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with language skills, computer literate and groomed up for a job with all the required skills
and attitude.
The next step for her to become self dependent was to join a job. She works hard and
clears all the rounds of recruitment and now with pride dawns the ID card of ADFC.
Inspiration to others:
After such change in her life she opines that every girl should first aim towards completing
her education and look for opportunities beyond her boundaries without getting bogged
down by resistance and pitfalls.
Her success story has gone to nearby villages from where 2 girls who are graduates have
joined trainings and aspiring to join sustainable jobs.
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After successful completion of training he has gone through many companies written tests
and interviews, although companies found him suitable skill wise but they rejected him
because of his disability. Then also the trainers keep on encouraging him and finally shown
placement in Strategic Outsourcing Services, Bangalore as a process executive and is
presently working at a gross salary of Rs.10130/- p.m.
The Government:
Employment creation for rural youth
Poverty alleviation
Prevention of social unrest from high underemployment in rural areas
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Meera Shenoy with Gopal Garg and Tapan Das
Bibliography
1. South Asia rural livelihoods learning note, World Bank - Parmesh Shah, Meera Shenoy, Smrithi
lakhey
2. Study by Mariko Katsura, Goldman School of Public Policy, University of Berkeley
3. Study on the impact of job on a family by Intellicap
4. David Graddol, English Next, India, British Council, Distribution of the world’s five-nine year old
children.
5. Expenditure on Education, Consumption expenditure data from 50 th and 61st rounds of NSS
6. 2009 –BCG Report on Growth sectors in India
7. Census 2001
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