Sectoral Workshops - Employment & Skilling | Nava Karnataka 2025
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Sectoral Workshops - Employment & Skilling


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PROCEEDINGS

Objective of the Workshop

    The objective of the Sectoral Workshop was to bring together the various representatives of the industry and have them deliberate on the key sectoral challenges, the possible solutions and what could be the key sectoral Vision for 2025.  
Time & Date:     10:30 – 16:35 Hours, 26th September, 2017
Venue:        JW Marriot, Bangalore
Mode of Meeting:      Focused
Anchored By:             Grassroots Research and Advocacy Movement (GRAAM)

Notes of the Meeting:

     Ms. Renuka Chidambaram, IAS, Principal Secretary & CEO, Vision 2025 Project Office briefed the participants on background of Vision 2025 document. She explained the approach for the visioning exercise, its objective and how this Vision Document will capture the needs and aspirations of different stakeholders including Citizens (Women, Youth, Senior Citizens, Vulnerable population etc.), Academia, Companies, Civil Societies, Government Departments and others.It was followed by the presentation from GRAAM on the overview of Skill development and skilling sector. Later, the participants were divided into groups based on themes.

KEY HIGHLIGHTS

Four groups were formed based on their theme-specific expertise, and based on the leading questions shared, the respective groups were asked to deliberate on the Challenges, Suggestions/ Opportunities as well as the Vision for each theme. After intense discussions with a lot of exchanges among all participants, the individual groups made presentations of their respective theme-specific observations.

1.    Skill Development and Governance: By 2025, the State envisions:

  • ICT based institutional mechanism – a seamless Labour Market Information System which matches human resource availability to demand
  • Community-based physical infrastructure to be provided
  • Cluster level skill development should happen at the block level
  • The state should take up data mapping across all sectors and regions of the State
  • Subsidies and incentives should be directly related to fulfilment of skill development commitments of companies/ investors
  • Front load demand by mapping specific job forecasts based on employer requirements before training providers start training candidates

2.    Education and skill development:  By 2025, Skill development should:

  • Provide one an opportunity to:
    • Lead a dignified life?
    • Live respectably with family?
  • Address ones passion and proficiency?

 

Challenges Opportunities
Address the deeper malaise of status-quo approach
  • Three-pronged strategy:
  • Entry-level: Identify passion and proficiency (catch them  young – 5+)
  • Mid-level: Remedial/ transitional intervention at secondary school level
  • Higher level:
  • Orient them towards contextual opportunities available to enhance their in-built passion / abilities in order to be more productive citizens / human beings
  • Passion-based streams
  • Cultivating Farm-preneurs
Availability of required manpower to address the above-mentioned opportunities
  • Re-skilling / re-orientation of teachers / parents as well as local opinion makers
  • Re-orient the teacher training institutions on the curriculum
  • Include Passion Pathfinders in the schools: (people who are equipped to identify the individuals’ passion/interests)
Absence of a “facilitating” Learning Environment
  • Equip teachers with gamification tools and facilitation skills
  • Create fun environment for learning
  • Role model system to kindle aspirations

Marks leading to degrees / qualifications (leading to destructive competitions)   

  • Holistic learning based on proficiency and application
  • Encourage societal inclusion than individuality
  • Build Co-optition than (instead of) completion
Inadequate leveraging of technology
  • Leverage digital facilitation / big data analysis and the outcomes should be converted into learning applications
  • Leverage “Hole in the wall” / “School in the cloud” concept
  • Aadhar as a development tool beyond benefit administration
Lack of industry – academia interface
  • Enhance the interface at school level itself (in terms of curriculum, faculty exchange and industry visits) { Empowerment cell concept}
  • District-wise teachers/industry/SME meet

 

3.    Industry and skill development: By 2025, the State needs to
  • Fully exploit the gaps in the existing system in terms of generating awareness among the general public and the policy makers who are crucial for enabling the system to fill up the existing gaps
  • Make skill development more rewarding by strengthening the forward and backward linkages – be it in terms of economic returns, dignity of labor, and respect for the work that people take up out of passion (change in the mindset).
  • Build the aspirations of the people through institutionalized ecosystems by recognizing the diversity of aspirations among the youth through peer leaders as anchors. The aspiration builders, parents and the NGOs which anchor these organizations are crucial players in this process. This could be registered as a network/parent body which is recognized by the government and the network of the donors.
  • Have an ecosystem for the funders by forming Funders’ Special Interest Group.
  • Have ready availability of right skilled manpower for the demands of the regional economy – broadly this is the vision statement for this sector. There also should be a willingness to promote diversity if it contributes to productivity.
  • Multi layered training available within the organization, across organizations and within the ecosystem.
  • Identify new skills and explore the possibility of marketing these skills to the rural and urban youth.
Other key observations
  • It was also observed that skill building is input-based for which returns would be coming in only over a period of time. Though the rural youth are attracted to the skill development and training programs, they don’t have the support systems back home to take it up.
  • There are many instances where the experiences of working with the disabled have brought about enriching lessons for managing the able-bodied individuals as well.
  • Why not promote self-generating/self-sustainable which is useful in the long run incubation period? This is important considering the havoc created by the venture capitalists in the industrial sector
  • Training of apprentices should be looked as nation building
  • The National Apprenticeship program of the Go has not been taken up on a wider scale. The policy restrictions placed by the government creates hurdles which makes the uptake of the schemes difficult
  • Trainee should be able to get some benefit through skill building. It was mentioned that 2 % of the workforce at Enable India work much beyond their educational qualifications
  • There is a need to promote Consortium of Units and cluster-wise approach as an institutional framework and also the possibility of using Employability framework needs to be explored
  • The companies also can agree upon the skill based slabs
  • The possibility of Skill IIM and decentralized finishing schools engaged with diverse stakeholders can be explored further
  • Building the expectations by utilizing the existing capabilities and infrastructure at the district level.
  • Peer review/learning happens through informal skilling channels, which needs to be institutionalized to take it forward. There is a need to create conducive environment for the same.
  • There needs to be a focus on developing inclusive and adaptive leadership by adopting inclusive practices to make the system more adaptive
  • Focus should be on understanding the native intelligence, cultural context and aspirations of the individual/groups/communities.
  • When it comes to aspiration building, too much focus is on individual and no attention paid to the surrounding family and community members.
  • Explore the possibility of beyond campus model
  • Support systems should be available easily in terms of financial assistance
  • The resource material should be dynamic to cater to the changing nature of the market situation
  • Focus on deskilling and re-skilling according to the market needs

 

4.    Civil society role in community mobilization:  By 2025, establishment of Self-sustaining social enterprise at each Gram Panchayat level providing platform to bridge the gaps in livelihood, job through skill development.

  • The Social enterprise should include all the stake holders like elected representatives and local men and women beneficiaries of the said Social enterprise.
  • At the Hobli level having Farmers’ Produces Company like a corporate entity which deals with disintermediation and provides financial inclusion, thereby potentially creating 12% employment at the Hobli level.
  • Sector-wise need assessment of skill and jobs at Gram Panchayat level and Resource flow mapping.
  • Skill development should not constrain itself in job providing job. It should aim towards creating employment by creating more entrepreneurs through skill development.
  • Leveraging the Current eco-system in a big way to take jobs in urban to rural areas needs great efforts towards filing the gap in English language skills.
  • Creating a mechanism for continuous engagement with the community enabling rural livelihood through skill development.
  • Establish self-sustaining social enterprise which will act as platform to bridge the employment gaps
  • Civil society to facilitate demand forecast
  • It was mentioned that the initiative in creating jobs in the rural areas should start from the government itself
  • There is a need to create a conducive environment to encourage private organisation to create Rural BPOs
  • Some of the initiatives like garment making, food processing etc. which are labor intensive and also enable decentralization of logistics should be taken up in the rural areas
  • Models such as RSETI/RUDSETI should be taken up on a large scale across the state to build the capacities of the rural youth
  • The possibility of making agriculture more viable with a ‘Diploma in Agriculture’, which can be taken up by the community college to implement.
Other key observations
  • IGNOU already awards certificates to the already skilled employees in the informal sector
  • Can there be NREGA equivalent to provide employment opportunities in the rural areas to the people with disabilities?
  • The main focus of this topic is to prevent the migration from rural to urban areas
  • It was felt that the policy makers should visit the field to interact with the community before going into the policy preparation phase. This would give them a better understanding about the aspirations of the people and enable them to formulate people friendly policy documents.

 

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