1. 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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2. 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institutions is outdated; does not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
Percentage
Percentage of Employers unable to
fill entry level positions
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3. 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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4. 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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5. 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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6. • 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
6

7. 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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8. 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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9. 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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10. 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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11. • 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
CertificationIncentives
Opportunities
PROVISION OF VOCATIONAL TRAINING
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12. 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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