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.
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.
