International Placement of Indian workforce

At present, developed countries don’t have the demographics to support their labor market and will need to depend on the rest of the world.  India has a working population of 400.7 million with a thriving education sector. India’s demographic dividend can be leveraged to meet the requirements of developed countries across diverse sectors. For the last 30 years or so, India’s youth have been part of the workforce across the Middle East, Canada, and the United Kingdom.  

Yet the proportion of formally skilled workers in India is extremely low, at 4.69% of the total workforce, compared to 24% in China, 52% in the US, 68% in the UK, 75% in Germany, 80% in Japan, and 96% in South Korea.  Hence, the skills ecosystem should not only cater to the existing Indian industry requirements but should have a definite room for the international placement of the Indian workforce. Changing the employment landscape post-COVID-19 has led to a rise in both onsite and remote work. 

The nearest European country is more than 4300 km away from India. This distance from Europe is one reason why a significant proportion of migration from India takes place to countries like the UAE, Malaysia, etc.

The Indian government has taken notable initiatives including MoUs with developed economies on labor mobility, e-Migrate, Indian Community Welfare Fund, Pravasi Bharatiya Sahayata Kendras, and Pre-Departure Orientation Programmes. The proposed Emigration Bill, 2021 will constitute the core of enabling framework for institutional support.  

Suggestions for International Placement

1. NSDC is making efforts to align and recognize the Indian Occupational Qualifications Training and Certification at the destination countries.  This is a long-term effort to match NSQF-level corresponding job roles in both countries.  A unified system for formalizing a variety of skills acquired through both formal and informal learning should also be mapped to the European Qualification Framework (EQF). 

2. The better approach will be creating assessment and certification centers in accordance with standards recognition of awarding bodies of destination countries. Presently, only Singapore has testing centers in India where candidates interested in migrating to the nation can get their applications processed and skills verified locally instead of flying to Singapore for the attestation and recognition of skills.

2. There must be the creation of the TVET (technical and vocational education and training) programs with an Indian partner for the implementation and a foreign entity as a knowledge partner.  This will ensure the quality of the curriculum with a lower cost of operations. The pricing pressure on such TVET programs will be huge as Indian universities are offering similar courses in vocational studies. TVET program must ensure good placement as the cost incurred by the candidates must be recoverable within 2-3 years post the course completion. 

3. Any TVET program offering global certification to the candidates must lead a clear path to global exposure. This can be done either through apprenticeship or an opportunity to study/upskill in the destination countries. 

4. Poor knowledge of the language of the destination countries creates a major gap between the aspiration of youth and the reality on the ground.  Skill development programs and language training programs must be linked to the formal education system through a unified skills and education qualification framework. This will change the negative public perception of TVET courses. 

5. JIM Japan India Institute for Manufacturing - Japanese companies in India are also supporting young Indian talent in acquiring the concepts and skills of Japanese manufacturing by using existing factories and facilities to develop future shop floor leaders. Such an arrangement can be extended with MNCs operating in diverse sectors.  

6.  Migration of students to study in destination countries can help build skills that may otherwise be difficult to acquire in India. The mobility of students should be promoted and pathways must be explored for their stay as a workforce in destination countries. 

Vocational Orientation and Counseling in Skill Development

This will be the second post on skill development sector continuation of Youth Mobilization Process in Skill Development. Vocational orientation and counselling is the logical step post identification of youths in the mobilization process. This is the process in which training center match the youths’ initial vocational ideas with their skill sets, capacities, and interests.

The counseling isn't a one-size fits all solution when it comes to skill development, livelihoods and career options. Understanding the the background of young job-seeker is of utmost importance to assist them in their search for meaningful careers. This is because for entry-level vocational courses, the candidates are a mixed group consisting of school dropouts, unemployed youth, and youth from socially and economically underprivileged background. The entry level job will be the first opportunity to test their caliber and earn decent livelihoods.

Counselling helps in creating realistic aspiration and reduce the attrition rates during training and employment by helping candidates make informed choices. The mismatch between interests, aptitude and aspirations of the candidates and nature of job causes a high attrition rate for employers as well as training centers. Hence, behavioral assessment tests and counselling to objectively assess the capabilities of the candidate is important to recommend appropriate career paths.

There is a context in which job search happens and the complex web of factors influences job search and aspiring candidate. The major factors are listed below:

1. Cultural factors: The youth seeking work is not the only one seeking work, i.e., family and friends are looking for a job alongside the youth.

2. Employment issues: Many youths begin their search with defeatist mindset due to the grim unemployment statistics and local scenario.

3. Personal issues: The counseling must help candidate with an honest assessment of competencies present and what the market demands in terms of worker skills.

Types of Counseling: There five major mode of counseling as per ILO -

1. Career information –provides information on occupations; employment opportunities; labor market trends and employment scenarios; educational programs, institutions, and opportunities; career services; and job opportunities, both local and global.

2. Career education – provides career planning and decision-making; labor market information and other information related to careers and work skills.

3. Career counseling – provides one-on-one or small group help on role clarifications, career decision- making, self-assessment and self-definition, aspirations and dreams.

4. Employment counseling – provides help with setting career goals, writing resumes, interviewing skills and the like, all such activities designed to help the person define the characteristics of the career or job he/she is looking for, assess suitability for it, and identify skills gaps that can be addressed by personal development efforts;

5. Job placement – provides actual job search services intended to connect job seekers and job providers.

In more Indian context, counseling is required to navigate constraints such as family hesitation, transport, inability to pay, accommodation etc. The experiences of past trainees and their feedback shared with the larger community.The scope of counseling is quite vast as candidates require holding hand support on communication skills, presentation skills, and financial literacy. Online portal have opened a new channel for youths even in remote areas access to the information. But there is always need of last mile reach to ensure that the right people, in terms of ability, interests and expectations, participate in skill development program.

Youth Mobilization Process in Skill Development

Skill Development program for youth involves a large set of processes among which prominent are: Mobilization of Youths, Counseling and Identification of Youths, Identification of Training Institutes, Management of ongoing training institute, Monitoring and Management of training, Liaisoning with potential employers, Post Placement follow up etc. providing skill training to youth living in rural areas

Mobilization of Youths: Mobilization phase generally focuses on getting people to enroll. The target groups for skilling are candidates in the age group 18 – 35 years from rural poor households. For Training Institutes (PIAs), an inability to mobilize properly results in a failure to meet targets.

Process of Mobilization:

1. Identification of Potential area, Target Audience, Nature of job affinity of the youth and willingness for migration by candidates

2. Identification of Pro Active people ( Sarpanch/ primary school headmaster/ SHG members/ PRI members/ GPLF & CRP associated with NRLM/ Religious opinion leaders of the area)

3. Awareness Campaigns – Road-shows, Banners, Fliers, Video van campaigns, Panchayat meets, Rozgar Mela, Nukkad Nataks

4. Direct Campaigns – Holding regular informal discussions through local team, peers, Rozgar Mitra

Challenges in Mobilization

1. The biggest challenge is low willingness to migrate and low salaries at entry level.The employer does not distinguish whether an employee has picked up skills on the job or he has acquired them through formal training.

2. Youths and their parents are dealing directly with an unknown entity (Training Institutes), without any assurance of good job. As a result, there is a possibility that they don’t completely trust the program.

3. Training Institutes face problem as local staff didn't have strong relations with higher administrative bodies, and local leaders. This can also be attributed to not getting proper response from government side. Credibility of the Training Institutes and personal reaching out to potential trainees is a big factor.

4. The attrition rate in skill development programs happens due to poor quality of counseling that can be attributed to low budget operations of Training Institutes.

5. The Skill gap assessment at district/block level is mostly done on either secondary data backing 7+ years or a quick 'back of the envelope' counting on experience. There is an urgent need of systematic skill gap study with stratified sampling to understand the aspirations of the candidates.

6. Especially in DDU-GKY, there is mandatory coverage of socially disadvantaged groups (SC/ST 50%, Minority 15%, Women 33%) and 3% for Persons with Different Abilities (PwDs). District wise targets should be based on data captured by the Socio Economic Caste Census
(SECC).

Best Proven Examples [Source: Samhita Report]:

1. Tata Strive's unique approach to aspiration-mapping is composed of three steps: interest inventory, career discovery and self discovery.At the first step, a picture-based assessment of student interests is done by showing them 60-65 pictures and gauging their reaction to doing the jobs shown. At the second step, the trainees are shown audio-visual material that helps them better understand the jobs to which they showed an inclination to. Parents are also invited to be a part of this process. At the last stage, trainees are required to introspect on their lives and aspirations. Throughout the day, they also attend sessions on beliefs, emotions, self-confidence, and mindfulness, among others. Thus, at the end of the process,trainees and the trainer are well-placed to begin a fruitful training program

2. Ambuja Cement Foundation: Training courses require participants to relocate for jobs, which is often a barrier at every stage of the program. Against such a background, ACF realized that the role of a parent is extremely important, especially when the participants are girls. ACF conducts counselling for parents at three junctures—at the beginning and end of the training, and before placement. Through these sessions, parents are counselled to shed their inhibitions on sending their children to work outside and are reassured on the safety of their children as ACF sends its trainees in groups to any workplace. This group placement proved effective in improving retention not only with girls but with boys as well. Additionally, the foundation also arranges a visit by parents to the workplace where the trainees would be placed. These practices help improve a trainee’s performance during the program and to retain the trainee in the job placed.

3. UNDP Diksha: A Skill Sakhi, as the name suggests, becomes a friend and a mentor to many of these girls, creating a career road map for them, offering information on various skills, connecting them to relevant courses and also negotiating family dynamics in some cases. Hailing from the same community and having mostly experienced similar circumstances as many of the potential trainees, a Sakhi is able to communicate with the girls in their language with empathy.

4. DB Tech uses a village saturation model. Operating in some of the most under-developed and conflict-prone regions of India, DB Tech essentially focuses all its mobilization efforts in one village, creating acceptance and enrolling all eligible youth in the community, before moving to a different location. The advantage of “saturating” a village through mobilization is that a large section of the village community—parents, spouses, friends of all the trainees— automatically become invested in the program; thereby ensuring trainees regularly attend classes, complete the course and value the employment opportunities they obtain. Mobilizing a large group helps remove inhibitions that parents may have about sending their children to different locations for training or work. Even when placed, most of the trainees are together, helping to reduce the woes of migration.

5. Castrol initially found it difficult to reach out to an adequate number of trainees for “Eklavya” program. It thus reached out to local trade unions and mechanics’ associations to create an element of trust and credibility within the youths.

Thanks to Dhirendra Singh Bagri and Dr Gagan Roy for their inputs.