Intro

Problem statement
*Current scenario (pre, during, post)
*Solution
*Supporting details
conclusion

Intro
Uttar Pradesh Skill Development Mission  is implementing an Integrated Skill Development
Training Program for youth between 14 to 35 years of age
It has been established in 2013 with a view to meeting the skill training requirements of the
youth in industry oriented trades in under a holistic framework following integrated approach.
Unemployment rate is defined as the percentage of persons unemployed among the
persons in the labour force.

Problem Statement
 A large number of immigrants
 Providing skillset
 Generating employement opportunities
 Providing right employement
 Find suitable partners (online/offline) to provide help.
 Recommend strategies for absorption of excess labour (existing economic infrastructure
as well as further entrepreneurial avenues)
 Sector wise analysis of skilling requirements

Current Scenario
Pre pandemic: https://www.financialexpress.com/economy/job-scenario-improved-in-2019-20-before-pandemic-played-spoilsport/2296741/
According to the third annual report on periodic labour force survey (PLFS), conducted by the
NSO between July 2019-June 2020, the unemployment rate fell to 4.8% in 2019-20.

According to CMIE, the unemployment rate in

 January 2020 was at 6.52%,

 6.89% in February,
 6.5% in March,
 7.97% in April,
  11.9% in May and
 9.17% in June 2021.

Impact of Covid-19 on Employment in India https://timesofindia.indiatimes.com/readersblog/small-

thoughts/impact-of-covid-19-on-employment-in-india-33336/

During pandemic:
 Jan-Mar 2021 – 9.3% unemplyement
 All-time high of 20.8% in the first quarter of 2020-21

After pandemic:
 Jan 2022 - 38%

Solution:
https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf

Robust training policies and systems are grounded in the characteristics and institutions of
each country. Nevertheless, a number of common building blocks can be identified. A good
skills development system will be able to: anticipate skill needs; engage employers and workers
in decisions about training provision, including in specific sectors; maintain the quality and
relevance of training; make training accessible to all sectors of society; ensure viable and
equitable financing mechanisms; and continuously evaluate the economic and social outcomes
of training.
Sharing knowledge and experience
There is plenty of scope for continuing and deepening exchanges of knowledge and experience
among countries on training and skills development policies and systems. It is particularly
valuable for countries to share their experiences in dealing with the more difficult challenges of
maintaining the relevance of education and training to the world of work, and in moving from
policy principles to application.

 Good-quality basic education for all is an agreed goal and an essential prerequisite for
further skills development.
 Establishing solid bridges between vocational education, training and skills
development, and the world of work makes it more likely that workers will learn the
“right” skills, namely those required by the evolving demands of labour markets,
enterprises and workplaces in different economic sectors and industries.
  Effective partnerships between governments, employers’ and workers’ organizations,
and training institutions and providers are critical to anchor the world of learning in the
world of work.


Supporting details:
https://www.ilo.org/wcmsp5/groups/public/---ed_emp/d

ocuments/publication/
wcms_413826.pdf
Conclusion:
The Global Jobs Pact encouraged countries to invest in training in order to:

(1) prepare displaced workers for different kinds of jobs expected in the post-crisis recovery;

(2) use the downtime to invest in upgrading skills of employees, and thus improve both their
employability and employers’ productivity; and

(3) target training to avoid skill constraints in implementing stimulus programmes.