Team : TatVa

Members

Ashna Aggarwal Maanya Gupta

Devisha Tayal Isha Gupta

Disha Sharat

ROAD TO ENHANCE EMPLOYABILITY OF YOUTH

Manthan Topic: Boosting Skillsets

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IMPEDIMENTS TO ENHANCING EMPLOYABILITY

SKILLS AMONG YOUTH

0

10

20

30

40

50

2006 2007 2008 2009 2010 2011 2012

Global: Percentage having Difficulty filling

Jobs

Global: Percenatge

having Difficulty

filling Jobs

Shortage of Employability Skills among

Youth

Urban Youth

Rural Youth

• Curriculum followed in most

institutions is outdated; does not

evolve with the changing needs of

Industry

• No official measure of employability.

Students have no reliable way to

showcase extra skills acquired

• Vocational courses not popular with

the Urban Youth; only 5% undergo

vocational training

• High drop-out rates: 34.5%

for grade I-V, 57.78 for grade

I-VIII, 75.21 for grade I-X

• No official recognition of

skills acquired through

Informal Apprenticeships

• Vocational Training capacity

of the country is only 2.3

million students; leaving a

gap of 18.7 million students

0

20

40

60

Per

cen

tag

e

Percentage of Employers unable to fill entry level positions

2

Establish Measure of Employability

Provide Appropriate Vocational

Training

Adapt Curriculum

Solutions for Urban Youth

• The proposed organization is

required to perform three major

functions:

• Adapt curriculum to industry

needs to produce more

employable graduates who know

the market requirement

• Set up and implement reliable

indicators to measure

employability and recognize

essential skills for employment

• Impart/arrange appropriate

technical/vocational training to

boost employability

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ADAPT CURRICULUM TO INDUSTRY NEEDS

Propose

and

Debate

• Proposal of the change required with appropriate reasons; impact analysis through debate and discussion to include: impact on key stakeholders, benefits of incorporating the changes suggested

Survey

and

Analyze

• Analysis of possible alternatives including their pros and cons

• Survey conducted using a sample population of the key stakeholders: Measure to include the voices of those immediately affected

Implement and

Review

• Discussion based on the result of the survey to decide future course of action, Implementation details decided, responsibilities delegated

• Review of the effect to take corresponding corrective steps

Stakeholders: Students, Educationists, Industry

Current scenario: The curriculum does not evolve with the changing requirements of the industry. The

course content is decided by teachers and educationists only without any inputs from the industry.

Solution: A panel which consists of educationists working in synchronization with industry experts to adapt

the curriculum to industry needs. The following chart presents the working of the panel:

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MEASURE OF EMPLOYABILITY

Customized assessment to spell out strengths and weaknesses of students;

methods to improve employability; suggest appropriate industries to work with

Test to be provided at low/no cost to the student. This is done to overcome the

prohibitive financial barrier most students face

Reliable Results provided by ensuring mass participation. Media campaigns required to

showcase the benefits of certifying employability

Industries to prefer candidates with certified employability skills over those who have not taken the test; score valid up to three years;

test can be taken multiple times

Job Employability Test

Stakeholders: Student, Industry

Current Scenario: No official system to measure employability

Solution: Introduction of a Job employability assessment test. The assessment to evaluate problem solving

skills, communication skills, decision making abilities, domain knowledge.

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• Stakeholders: Students, Industry

• Current scenario: Vocational courses not a rage

with prospective job seekers

• Our solution:

• Diversify the vocational courses to include

more relevant skills; courses to cater to

different sections of society

• Increase the value addition provided by

these courses; industries to give

weightage to certification; improvement in

methodologies required

• Better quality of teachers; hands- on

experience.

• For technical training, tie-ups with

industry leaders, easy internship

opportunities

• Defined system to evaluate the knowledge

gained during the internship. Focus on

learning things by experiencing

Diversify courses offered

Value-addition

Hands-on Experience

Tie-ups with Industry

Evaluation of Training Quality

IMPART APPROPRIATE VOCATIONAL/TECHNICAL

TRAINING

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Second Chance at Basic

Education

Provide Appropriate Vocational

Training

Structured Informal

Internship

Solutions for Rural Youth

• The proposed organization to provide:

• Second chance at basic education for those individuals who could not attend/dropped out of school early

• Structured informal apprenticeship to certify the skills acquired during the process; also check the exploitation of the apprentice

• Vocational training to provide training in relevant fields and provide incentives to undergo specialized courses

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Involve villagers to ensure the successful

implementation of schemes like the

mid-day meal

Harness technology to

improve quality of teaching; arrange for computerized

learning

Schools to be located near the villages; provide

incentive of employment

within the school for promising

students

Added benefits for each female student . The

government may step in to aid them

financially

Extend the right to education to

encompass basic education for all

age groups

Flexible class schedules to

increase attendance at

school

Financial/ emotional

assistance to students on the

verge of dropping out

Focus on literacy and basic numeracy

SECOND CHANCE AT BASIC EDUCATION

Stakeholders: Youth, Education sector, Industry

Current scenario: The Constitution of India guarantees basic education. However, owing to numerous factors a

relatively small percentage of population benefits

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STRUCTURED INFORMAL APPRENTICESHIP

Structured Informal Apprenticeship

Linkage to

Formal Sector

Structured Framework

Finance

Stakeholders: Apprentice/youth, Master craftsman/Trainer, Government of India

Informal apprenticeship refers to the system by which a young apprentice acquires the skills for a trade or craft in a micro or

small enterprise learning and working side by side with an experienced practitioner. Apprentice and master craftsperson

conclude a training agreement that is embedded in local norms and traditions of a society. Apprentices learn technical skills

and are inducted into a business culture and network which makes it easier for them to find jobs or start businesses when

finishing their apprenticeship.

Current scenario: As such there is no structure in the informal apprenticeships. The skills developed are not certified by a

competent authority.

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STRUCTURED INFORMAL APPRENTICESHIP

Structured Framework

• Share knowledge through business associations: Establish rotation systems for apprentices by using existing business relations

• Enhance access to new skills: Provide training to the master craftsperson; exposure to large enterprises

• Monitor quality of training: recognize businesses as training providers; they control and inspect the quality of training provided by the master craftsperson

Finance

• Establish additional secure sources of funding:

• Public- private partnership

• Establish training fund; contribution from the enterprises (Company Bill which specifies 3% of profit of enterprises to go for social welfare)

• Also, government to allocate budget for this fund

Linkage to Formal Sector

• Possible linkages:

• Recognition of skills: apprentices participate in assessments of skills they’ e ac ui ed ove the duration of their apprenticeship

• Use of modern technology through cooperation between the informal and the formal sector

• Financial support provided to the craftsperson

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• Stakeholder: Disadvantaged Youth, SMEs

• Current scenario: Appropriate vocational training is not available; no recognition

• Solution:

• Provide training in fields based on the aptitude of the individual involved

• Focus on developing regional crafts, knowledge of good agricultural practices; train youth to become a part of the supply chain for local/ regional businesses

• Establish a system of recognition/certification of skills acquired through vocational training

• Provide incentives to youth to take up training: assure jobs, monetary benefits

• Training to include grooming for self- employment/setting up small enterprises. Interactions with industry experts prove beneficial

Training

Focus Areas

Certification Incentives

Opportunities

PROVISION OF VOCATIONAL TRAINING

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REFERENCES

• Increasing the Employability of Disadvantaged Youth: Responding to the Impact

of the Financial and Economic Crisis, Report by ILO

• Enhancing the employability of disadvantaged youth: What? Why? and How?

Guide to core work skills, Report by ILO

• Increasing the Employability of Disadvantaged Youth, Report by ILO

• Statistics for School Education

• Status of Education and Vocational Education of India, Report by ASERF

• Statistics as available on Central Statistical Organization

• Report by Ministry of Statistics & Program Implementation

• National Employment Study by Aspiring Minds

• Education to Employment, Report by Mckinsey

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