INTEGRATED LIVELIHOOD SUPPORT PROGRAM BY IFAD … Training Rural Feb 2014_final.pdf · INTEGRATED LIVELIHOOD SUPPORT PROGRAM BY IFAD AND GOVERNMENT OF UTTARAKHAND ... PIM does not

Harish Chotani, Resource Person 2/1/2014

INTEGRATED LIVELIHOOD SUPPORT PROGRAM

BY IFAD AND GOVERNMENT OF UTTARAKHAND

Vocational Training FOR SUPPORTING RURAL LIVELIHOODS

Prelude The need for skill enhancement is becoming evident as the recognition for quality social capital in the inclusive growth is considered must to reach out in the dynamic local and global markets with active producers, buyers and sellers especially from rural sector. ILSP has taken upon an initiative to engage rural youth especially women in multiple sectors/sub sectors and also work with a range of stakeholders to equip these youth with quality skills and link it with economic opportunities be it in the form of skills matching job placements and or self-employment. This document is a thoughtful effort to chart out the demand at the rural door steps and engage the existing and potential vocational training service providers including the corporate sectors who hold the opportunities to stimulate rural livelihoods possible within the rural areas, state of Uttarakhand; and boundaries beyond. Focus also is given to include households affected by the June 2013 disaster.

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TABLE OF CONTENT 1. Background 2. Way Forward in Skills development and Emerging Issues for ILSP

2.1 LISP Vocational Training Project Targets

3. Scope and Methodology of Study 3.1 Scope of study 3.2 Methodology

4. Skills & Technology Transfer Scope 4.1 Demand and Supply for Skills Improvement and Stakeholders

4.2 District wise most appropriate trade/ sectors / industries for training

4.3 Key skills and competencies that should be covered under the training

4.4 Mode of Skills Transfer

4.5 Challenges in skills transfer

5. Proposed Strategy to address Vocational Training Demand & Supply

5.1 ILSP Training Strategies

6. Potential Stakeholders

7. The Funding Model for Mutual Ownership & Sustainability

8. Recommendations

Appendix 1: Vocational training institutions & Subject; Stakeholders to Work with ILSP

Appendix 2: Training Courses by MSME, Nainital

Appendix 3: MoU Template for ILSP & Training Institutions

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Vocational Training FOR SUPPORTING RURAL LIVELIHOODS ILSP UTTARAKHAND

1. Background The demand for skilled human resources especially the young resources are in demand both in the formal and informal sector across the three sectors for agriculture, manufacturing, and service sector. Further segmentations in each sector determines the degree of knowledge and skills based on the deliverables / outputs that the enterprise/company has promised to its buyers. With the globalisation emanating from the specifications and standards negotiated by countries on the global trades, and with increasing exposure and movements of buyers to products utilities, both the producers of goods and services and its users are at the same spectrum.

As per World Bank study on skills development 2006, “the Indian economy created 23.2 million jobs between 1993-94 and 1999-00, the growth being spilt between services (58%), and secondary sectors (42%). Three broad sectors--Trade, Hotels and Restaurants; Construction; and Manufacturing--accounted for the bulk (81%) of them. Retail trade alone generated 7.5 million new jobs, mostly in urban areas and much of it in the unorganized sector”. The period from 2000 to 2013, there has been economic boom up to 2009/10 during with all the three broad sectors had experienced tremendous growth both in the in country and export markets which directly impacted the demand on skilled human resources especially from the rural sector. The World Bank study reports that 90% of employment in India is “in the ‘informal’ sector, with employees working in relatively low productivity job. This is further elaborated in the NSSO’s latest statistics of 2009/10, “84% of the total workforce was in the unorganised sector and 93 per cent in informal employment The sector is heterogeneous which cut across all economic activities in rural and urban areas. It contributes about 60 per cent of the GDP. The unorganised sector is dominated by workers in micro enterprises, unpaid family members, casual labourers, home based workers, migrant labourers, out of school youth and in need of skills, farmers and artisans in rural areas. These groups form a bottom of skill pyramid who have low skills, poor productivity and low income”. Table-1 Formal & Informal Employment in Organized & Unorganised Sector India (millions)

1999–2000 Informal Formal Total

Unorganised 341.3 1.4 342.6

Organised 20.5 33.7 54.1

Total 361.7 35.0 396.8 Source: For 2009–10, computed from NSS 66th round, for other years taken from NCEUS, 2007.

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Table-2 Number of Workers by Size of Enterprise in Industry and Services

2009/10 India

No. of workers in Enterprise

Workers in Millions % Share

Less than 6 148.7 65.6

6 to < 10 23.8 10.5

10 to <20 15.4 6.8

20 & above 38.8 17.1

Total 100 Source: Compiled from NSS, 2009–10 (66th Round) and NSS, 2004–05 (61st Round

A study by Earnst & Young commissioned by 2012 NSDC on Uttarakhand (2012/13) reveals that there are 7.06 laksh skilled, 4.32 lakhs semi- skilled, and 9.22 lakhs minimally skilled human resource in the state. It further points out an estimated supply of human resource to grow 2012/22 @ of 25 lakhs per annum of which the share of skilled would be 18% (0.48 million), semi-skilled 12% (0.31 million), and minimally skilled 68% (1.75). The table below shows the projected imbalance in demand, supply and the gap by categories for a period 2012/17: Table-3 Incremental Demand & Supply 2012 to 17 Uttarakhand

Skill Category

Minimally skilled

Semi-skilled Skilled

Incremental Demand

3,81,444 1,63,540 2,90,304

Incremental Supply

7,68,535 1,34,756 2,06,236

Skill Gap (D & S)

3,87,091 - 28,784 - 84,068

Source NSDC study by EY 2012/13

The projections in the table show that the supply deficit of 28,784 in semi-skilled and 84,068 in skilled amounts to 112,852. To fill this projected deficit, full or a part of the supply of work force could be drawn full or a part from the minimally skilled surplus work force depending on multiple factors such as capacity of people minimally skilled people, specific skills demand in sectors/ sub sectors for semi-skilled and skilled, demographic issues etc. However, assuming that if the projections come true and the demand from semi-skilled and skilled are met from the minimally skilled over supply of work force, there is greater probability of surplus work force in the minimally skilled category of which significant section would belong to BPL households. On the other hand, the sector specific projections given in a number of sectors in the state are not very growth oriented to balance the incremental demand and supply of work force (see table below). Table 4 Incremental Demand by Sector- 2012-22 Uttarakhand

Sector Incremental Demand

2012-17 (%)

Incremental Demand

2012-22 (%)

Manufacturing 18.8 19.8

Tourism, Hospitality & Trade

17.9 18.9

Agriculture & Allied 16.8 15.5

Education 12.4 12.8

Construction 7.5 6.9 Source NSDC study by EY 2012/13

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In view of the above facts, the proposed consultancy by Integrated Livelihood Support Project (ILSP) funded jointly by International Fund for Agriculture Development (IFAD) and the Government of Uttarakhand, will be reviewing various opportunities which are either existing or can be developed through mobilising resources and stakeholders, to achieve quality skills and gainful livelihoods among the youth and their households in the state of Uttarkahand.

2. Way Forward in Skills development and Emerging Issues for ILSP The National Skill Policy aims at promoting institution-based skill development using established institutions such as it ITIs, polytechnics, vocational and technical and various other educational institutions promoted by national and state governments and private agencies. National Skill Development Corporation (NSDC), a section 25 company founded on PPP mode has already moved forward with scores of training institutions having National Council for Vocational Training (NCVT) certification to reach out to rural and urban youth in multi-disciplinary modular training. The Office of DC- Micro Small Medium Enterprise (MSME) conducts a large number of vocational & entrepreneurship development course in a variety of disciplines with focus on enhancing employment opportunities and skilled youth to start their own ventures. The need for vocation training especially in the rural areas is immense primarily in the agriculture and allied sector, and to some degree in the non-farm sector especially linked to pilgrimage tourism. This need has been further fuelled by the disaster of June 2013 that has affected the livelihoods of households and displacement leading to migration either within the state and outward. The disaster blocks are in Rudrayaprayag, Uttarkashi, Tehri and Pithoragargh districts. 2.1 ILSP Vocational Training Project Targets In the vocational training component, the project has a target of skilling 10000 youth from rural areas of Uttarakhand hills with 60% females (A stiff target in view of rural culture and practices) and additional 5000 including disaster zone. The other target in imparting the training is to achieve > 80% job placement sustained at least for a one year in the post training period in order to consider it a successful completion of the training. PIM does not insist on one year sustenance at job. The overall goal of ILSP is to reduce poverty in hill districts of Uttarakhand through enabling rural households to acquire skills and access to technology enabling viable engagement in sustainable livelihood and mainstream with the wider economy. In Uttarakhand, the need for focused skills development has been hinged on a number of critical factors identified for a value added skill development and this consulting has kept the following points into perspective :-

i. The need to develop a skilled workforce for the new industries that have been attracted to Uttarakhand by the recent Government tax incentives, particularly in the automotive and pharmaceutical sectors.

ii. The need to ensure that the benefits of economic development reach the more rural hill regions of the state as well as the more urbanised plain districts

iii. The need to address high youth unemployment levels in Uttarakhand

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iv. The need to foster new avenues for education and training by encouraging more private sector involvement in the sector, and by supporting poor households who cannot afford to pay for training.

v. The need to ensure training offers are taken up by genuinely motivated individuals who will go on to pursue work and careers in their chosen training areas.

vi. The need to ensure quality of training linked to job placement matching with skills acquired

3. Skills & Technology Transfer Scope This classification has been

Table-5

OPPORTUNITIES FAVOURABLE LEVELS

Training Institutions Medium

Technical Agriculture Universities Medium

Technical Institutions for resourcing Medium

Field based skills & technology transfer especially farm based

High

Outsourcing Technology & machinery Low

Field of innovation and replication especially on mountain natural resources

High

Manufacturing Corporates Very Low

Convergences with Government Programs

Low to Medium *

Industries Participation in Demand & Supply

Low

* Stringent procedures and slow decision making

3.1 Demand and Supply for Skills Improvement and Stakeholders

a) The demand for skill in the district can be viewed on urban and peri-urban

centres and the rural villages and the later varies by the proximity from the

main/secondary roads and the villages located in the upper hill strata

considered to be remote. The demand for skill improvement and supply of

institutions engaging in the skills transfers are visible in the urban and peri-

urban centres;

b) The skills transfer institutions in the urban centres are either linked to NSDC,

SUDA , other formal institutions established through the government funding

in addition to infusion from their own resources. The training through fixed or

mobile centres across districts and blocks in the rural areas is at a nascent

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stage. Training linked to job placement is a recent service element and the

percentage is around 40-60% and the opportunities for placement within the

state are few (see Appendix 1 of training institutions)

c) Informal training organised and delivered to rural people is through the NGOs

in the subject area of agriculture and allied sector and a few of non- farm

sector. Such training is for a short period and delivered using local trainers

and NGOs budget allocations. Such type of initiatives is for a shorter period

and relevant to self- managed economic activity and not to seek job. The

method to implement is through the “Mentor Master” (MM) under whose

guidance the trainees will engage in more of practical work and specification

to do practical will be given as the trainees engage. Some of the type of

training in this mode are given in the table 9 below “Mentoring & Informal

Training” ;

d) At present, there is a selective demand for job placement from a few

companies such as hospitality, hospitals, and security companies. There is a

greater need to match the specific demand and supply to ensure training and

job placement;

e) In view of agriculture and allied self-entrepreneurial activity, the field

information reveals that households with livestock (small & large) would

require training in both to ensure better productivity and efficient

management. This can be addressed through (i) Soil to Market model (S2M)

detailed given in technical model document. In brief, technical agencies

contracted by ILSP would facilitate in application of a series of physical and

technological inputs in the pre and post- harvest including forward linkages

with the markets; and (ii) Vocational training education model to training youth

in Agriculture Extension (See curriculum model in Appendix 4)

f) Mapping of sectors/sub-sector given below showing by slot the training

demand by its degree of High, Emerging and Low for rural people. The fact is

that the sector mapped in the high and emerging has immense potential for

formal knowledge and skills transfer through programs such as Vocational

Education Training (VET), Vocational Training (VT), and Mentor/Apprentice

(MA). The penetration in VET and MA is significantly low especially on two

counts i.e. 1. The selection of already engaged in the sector/sub sector is low;

2. Those trained are not supported in organised manner e.g. providing access

to affordable capital, technology, and guidance at the onset to ensure connect

between the skills already transferred and the actual ground realities. This is

possible only through a well prepared “Business Counselling Resource”

(BCR)

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Table-6 Training Demand Matrix:

High

Agriculture, Horticulture, Organic produce Animal husbandry, Spices, Medicinal & Aromatic plants

Garments Transport Auto service Handicrafts Para Vet Multiplexes & Retail outlets

Dhaba / Restaurant, Hospitality, Mobile repairs, Petty trades/kiosks, Tourist guides, Tourism on pilgrimage rout, Eco- tourism (home stay & trekking)

Food Processing, Bakery and confectionary, Value added spices products

Security companies

Tertiary Education

Plumbing, electrical, Carpentry, Masan Insurance & Pension Rural Based BPOs Nursing/Para-Med Industry

Office jobs

Low High

4.2 District wise most appropriate trade/ sectors / industries for training

UGVS and UPASaC has already worked in the old blocks in these districts. The community structures in the form of SHGs and Federations are already active in most of the cases. The rapport with these household is good, but to work on the skills training, a fresh house to house data needs to be collected both for the old blocks and new blocks including disaster affected blocks. The structure of this data has already been made and given to the DMU for collection. This data specific for skills training has been structure in two key variables: Husband & Wife requiring training; and youth in the age bracket of 18 years upward. Table- 7: Mapping of Sectors/Sub-sectors by ILSP Geographical Mandate

DISTRICT

SECTOR/SUBSECTOR

Unique Subsectors Product

Specific

Almora

Agriculture, Horticulture, Animal husbandry, Non-farm

Tourism/Eco-tourism, Wool weaving, Medicinal & Aromatic Plants, spices (Chilly, turmeric & Coriander),

Tourism- Home stay, Apricot Oil

Bage Agriculture, Tourism/Eco-tourism, Touris

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shwar

Horticulture, Animal husbandry, Non-farm

Wool weaving, Medicinal & Aromatic Plants, Tejpata, Kuth, kutki, Ringal

m- Home stay, Trekking

Chamoli

Agriculture, Horticulture, Animal husbandry, Non-farm

Pilgrimage rout, Tourism/Eco-tourism, Wool weaving, Medicinal & Aromatic Plants, tea, high value crops-Kuth, kutki, Soyabean, Amaranths, Ringal,

Trekking Nettle processing & weaving

Tehri

*

Agriculture, Horticulture, Animal husbandry, Non-farm

Tourism/Eco-tourism, Wool weaving, Medicinal & Aromatic Plants, OSV

Uttarkash

*

Agriculture, Horticulture, Animal husbandry, Non-farm

Pilgrimage, Tourism/Eco-tourism (, Wool weaving, Medicinal & Aromatic Plants, green peas, potatoes, Tomatoes, Harshil Rajma, Soya bean, Amaranths, Ringal,

Trekking Nettle processing & weaving

Flash Floods Zones

Rudrapriyagh

Agriculture, Horticulture, Animal husbandry, Non-farm

Pilgrimage rout, Ringal

Pithoragarh / Munsiari

Agriculture, Horticulture, Animal husbandry, Non-farm

Wool carpets weaving, Medicinal plants, Trekking (Milam & Panchachuli Bases), Munsiari Rajma

Trekking, River rafting, skiing, paragliding

Dehradun (Kalsi & Chakrat blocks)

Agriculture, Horticulture, Animal husbandry, Non-farm

Tourism, OSV, spices (ginger), Chakrat Rajma

4.3 Key skills and competencies that should be covered under the training

The table on Mapping Sector/Subsector by geographical locations falling in the ILSP working mandate has captured details. To identify specific skills required to be developed can be classified by three broad sectors detailed in the table below. The following trades are considered attracting demand and supply at present, However, as the markets evolve the sector/sub-sector specific for rural will need to be

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assessed considering youth interests and other socio-economic aspects influencing the households.

As for the potential trades that are attracting and or will attract the job placement, the market now is more towards the following trades after discussions with the training institutions: 1. Hospitality (mostly out of state and still very fluid due to hard work for many of the jobs and payment not too attractive) 2. Hospital & nursing services (again hard job, attrition rate high and payment an issue) 3. Mobile repairs (incremental increase in demand in rural & urban) 4. Computer - Hardware & software) 5. Service sector - restaurant, quick food deliveries, road side Dhabas, etc., 6. BPOs (mostly urban based) 7. Army, police, security services 8. Retail shops/multiplexes 9. Manufacturing/textile industry in the plain area like Haridwar etc. (job needs are not many but do exist) 10. Automobile service and maintenance especially of motorbikes and scooters (self- owned road side, small workshops, and show room workshops). 11. Refrigeration and air conditioning (spread of refrigerators and air conditioners) market is on increasing trends even in the rural sector Following works have been completed by the ILSP

Table - 8: Sector specific Skills Transfer

SECTOR TECHNICAL SKILLS

(Theory & Practical)

SUPPORT SKILLS

Agriculture & Allied:

- S2M (Soil to Market)

- Animal Management

- Food Processing

- Extractions & distillations

- Others products

Skills level is based on number or hours allocated for a course – Basic / Medium / Intense

As detailed in the modules and certification by NCVT or other authorized agency /University / other

Communication skills

Personality development

Gender sensitivity

Quality controls & standards

Market knowledge on types of job

If Self- enterprise, market knowledge on clients, packaging, pricing, contract dealings, basic financial terms & statement structure

Manufacturing:

- Garments & uniforms

- Handicraft /weaving

- Other products

Skills level is based on number or hours allocated for a course – Basic / Medium / Intense

As detailed in the modules and certification by NCVT or other authorized agency /University / other

Communication skills

Personality development

Gender sensitivity

Basic quality control / IBS*

Market knowledge on types of job

If Self- enterprise, market knowledge on clients, packaging, pricing, contract dealings, basic financial terms & statement structure

Service:

- Restaurant/Food joints

- Tourism

- Rural BPOs

Communication skills

Personality development

Gender sensitivity

Basic quality / IBS* standards

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- Auto Servicing &

Repairs

- Trekking

- Insurance & Pension

- Others

Market knowledge on types of job

If Self- enterprise, market knowledge on clients, packaging, pricing, contract dealings, basic financial terms & statement structure

* Indian Bureau of Standards (IBS)

4.4 Mode of Skills Transfer

The table below should be viewed in relation to table 8 above and Appendix-2

Table - 9

Mode Type of Courses

Type of Institutions

Length of

Training

Vocational Training

Hospitality, Computer hard & software, Nursing, Mobile repairs, Food processing, home utility services, construction, Rural BPO, Sewing, Other courses, Grain & Food grading

Empaneled Pvt. Institutions, MSME, Specialised colleges

45 days to 180 days

Vocational Education Training

Insurance & Pension,

Agriculture extension,

Para Vet extension

Agriculture University,

it is, Polytechnics, UOU

1 years+

Out-Reach Programs

Rural based & Remotes sites

See Appendix 2

S2M model (detailed in Technical support Report)

MSME, Technical Agencies – HARC, TechnoServe, etc

Mentoring & Informal Training

Auto mechanics, Painting, Sculpturing, Folk dance, masonry

Placement with Entrepreneurs/ Art Masters

3+ months

Apprenticeship

Railway Engineering

Auto servicing

Manufacturing Industry

3-6 months

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Need to explore

Business Studies

- Business Counseling Resource

- Master Trainers in Animal Management, Food Processing, Grain & Food Grading & Standards

Need to explore

Distance learning programs like Uttarakhand Open University (UOU) and others through study centers may be included. These would be required as a part of EOI and RFP proposed to be floated shortly.

4.5 Challenges in Skills Transfer

Whilst the demand and supply of training is emerging as both the center and state governments have set tall targets to achieve by 2022. However, there are a number of challenges that this project and various stakeholders will have to address along the way especially for the youth in the rural areas; a few of these challenges have been captured that can be attributed to demand and supply in the vocational training linked to livelihood opportunities:

Need either enhance the intake capacity of the existing vocational training institutions and also set up a score of many more to meet big targets including 16,000 that this project has to achieve and the demand from disaster affected blocks is emerging for want of jobs as the livelihood of large number of youth dependent various types of tourist has been severely affected and viable alternatives are in demand;

The pressure on rural agriculture to generate adequate food security is immense due to many reasons – small land size, irrigation water, low land productivity, need for quality inputs for soil including seeds, market access. The youth are keen to find non-farm jobs but the infrastructure and incentive for industries is not viable to generate jobs except that certain trades are suitable in the service sector, unique agriculture products including medicinal & aromatic plants etc. Out of state migration would always pose huge challenge to seek alternatives within the state;

A target for 60% female vocational training is tall due to traditional cultural values restricting mobility and other reason. Gap between the male and female literacy is 18% (Dr..Ravi Chopra;

Majority of the training institutions are having the training facilities in urban sector. Mobilisation of you in the hill terrain is time taking and costly besides facilities in the rural blocks for setting up the training center is also a daunting task for want of land or building structures. Not many institutions are keen to conduct training in the rural sites;

Educational loans are not easily available to pay for studies and the disposable income in the low income households is not available to invest in studies/vocational training.

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1. Proposed Strategy to address Vocational Training Demand & Supply

The broader vision and evolving delivering mechanisms for addressing the demand and supply are reasonably evident through considerable resources being allocated and infused by number agencies in the government sector, PPP mode and also private sector. Planning Commission to in Chapter 12 has also detailed out the comparative scenario of the past and present trends. State specific trends on Uttarkhand state are also documented in a study commissioned by NSDC. The difference between the past vocational training (VT) and that of the present is that the VT now has been linked to job placements (NSDC >70%) which can only be achieved with perspective such as:

I. Training is given as per the emerging demand from government and private sector;

II. Standards and modules are pitched to match the demand from the sectors and supply linked;

III. Local geographical and cultural characteristics are appropriated to ensure acceptability and proactive acceptance;

IV. Training linked to backward and forward linkages to create not just job placements but also self-employments; and

V. Stimulating local based investments to promote jobs and self- employments for local area development and reduce migration that affects the social fabrics of society

In view of the above five realities, ILSP will pursue the vocational training through the following strategies and work with multi-stakeholders to including taking up a few innovative initiatives.

5.1 ILSP Training Strategies

Uttarakhand State

Priority to train and engage rural people especially women in suitable economic activities to promote self- enterprises and job placement ;

Work with a variety of stakeholders especially from corporate sector to address effectively the dynamic demand and supply;

Train number of youth would address

demand prevailing demand on accessing quality extension services in villages to sustain and enhance agriculture and allied sector productivity critical for household food security and market linkages with surplus produce ;

Training would be matched with the

prevailing and emerging technologies to be competitive and meet market demand;

Pan India

Increased opportunities for those youth seeking to adventure into external job and business opportunities;

Skilled HR to attract corporates to invest in the state including CSR

Find options with corporates to seek their action plan in opening job responsibilities as business entity and infuse funds for enhancing skills of rural youth as their social responsibility

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Must yield financial earning par with market rates and strengthen food security;

Continue to stimulate intrinsic demand &

supply beyond project life;

Promote absorption of local youth first and reduce dependence on out of state HR

6. Potential Stakeholders

Keeping in view the deliverables of training as per the ILSP specification, a series of discussions have been held with the following potential stakeholders (see Appendix 1) and some decisions have been taken and MoU signed/in process of being signed for 600 plus youth for piloting through 5 training institutions already cleared by the government for contracting for eight selected trades. In this regard, other works are in the process such as:

1. Empanelment process in progress for contracting agencies not on government panel for providing vocational training;

2. Discussions are in progress with TATA group, ILSP and other agencies working out rural based training and training facilities to address local demand in view of cultural practices and believes;

3. Discussions are also in progress with ILFS on rural based training in agriculture and allied sector (Soil2Market model), and other sub-sectors to enhance per unit productivity and connect it with viable markets for better returns on investments;

4. Discussions were held with CII and a program note has been prepared for engaging diversified corporates in a conclave platform to discuss and plan on the following: (i) companies participation in the skills development of youth including models such as formal training, apprenticeship, Master Trainers Training etc. ; (ii) backward and forward linkages for creating employment opportunities; and (iii) Gainful job placement in diversified industries after the skills transfers;

5. Bi-lateral discussions held with a number of unique vocational training providers such as B2R Technologies: sustainable Livelihood creation Rural BPO in Uttarakhand, Nehru Institute of Mountaineering (NIM) for youth training to seek employment in Army, Police, Champion Agro, for Soil to Market model (S2M) agriculture training, TechnoServe for youth Vocational Education Training in Agriculture Extension Service to create rural based extension services as Govt. Extension service is thinly spread for want of multiple reasons, Titan for Master Trainer and business linkages. A number of discussions sessions were also held with TATA Group office to explore efficient rural based training in the disaster zone. A number of bi-lateral meeting were held with Uttarakhand Society for Skills Development, ILFS, Grass Academy, and several other (See Appendix 2).

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6. Discussion was also held with the General Manager of GMVN to explore their role in the business linkages and training. The organization is willing to consider leasing out their property in Tilwara for setting up a training resource center;

7. The efforts are also being spared to identify more agencies to widen the scope of partnership for innovative products including Business Counseling Resource (BCR);

8. MoU has been prepared and finalized after extensive consultation with 6 training institutions. Besides usual terms and conditions, the MoU also contains a number of specifics (see appendix 5).

o Entry level aptitude test to match the training subject with the right candidate;

o Personality development include communication skills, relationship building, and other aspects essential in the successful job doing;

o Awareness of salient points of law on sexual harassment while at job and other situations including seeking protection;

o Exit interview to enable the trained persons see the change took place due to training. Change in terms of skills & knowledge, confidence, and other aspects relating to personality and ambitions;

o Training matching placement and replacement if the person seek to change the job during one year mandatory placement period;

o Monitoring of trainees for the one year period and input the information on the monitoring sheet of ILSP; and

o Terms and conditions for releasing the payment at different intervals which ensures commitment of the training institutions until the training the considered successfully completed

o Accidental Insurance for students during the training period

7. The Funding Model for Mutual Ownership & Sustainability

The primary subject of sustainability can be divided into a number of elements i.e.

(a) Funding structure during the life of the project to fulfill the target of 16,000 male & female; and

(b) Availability of funding beyond the life of the project

In the first case, the structure of funding demands 25% trainees’ contribution and remaining from the budget allocation in AWPB. In the current realities, the project has not been able to hire the staff due to very intensive and complex approval stages by various departments in the secretariat due to which many programs identified in Component 1 and Component 3 are severely delayed. In this regard, consultation on seeking trainees’ contribution is yet to begin. However, at this stage, a number of options are proposed and more can be formulated along the way.

7.1 In reality if the cost of one training course is pitched at Rs.10,000 to Rs.15,000 inclusive of residential facility mandatory, then the contribution from the potential trainee will demand Rs.2500 to Rs.3700. In view of the stringent cash flows in the rural households especially among the low income, sparing so much at the onset is daunting task. This requirement is to be discussed with the local households intending to participate and appropriate decisions are to be documented for implementation. However, to make it practical, an equation can be considered on the following terms:

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i. Initial registration fee of Rs.500 to be taken by the contracted agency for the course;

ii. The balance of the total contribution from the trainee to be received in 3 monthly tranche from the income earning after the placement. The mechanism can be put in the application and trainees undertaking and revived at the time of job placement contract signing in which employee is aware of such undertaking and willing to deduct the monthly installment and credit to source mutually agreed upon with Trainee – Training Agency - Employee – ILSP. The challenge in this is to work out a reliable mechanism to park the money and use it.

Option 1- Training agency agrees to get paid a tranche of money after 3 months of job placement; if not acceptable

Option 2- UPASaC or UGVS opens a bank account under “VT Community Contribution” and the accumulated amount can be used for the next training course by releasing part payment from this source and balance from ILSP VT accounting line item. If adjustment of part payment from the VT Community Contribution account is not feasible, then release full payment from the allocated line item. Amount accumulated in the VT Community Contribution could serve a purpose of Scholarship to youth from the “Vulnerable Households” which means lateral level support from “Society to Society”.

Option 3- If average youth contribution amounts to Rs.3000 per youth, then 10,000 youth to be trained (assuming that 6000 youth from disaster zone will have no capacity to contribute), the total estimated contribution amount could be Rs. 3 Crore (Rs.30 million). This amount could provide scholarship to 200 youth @ Rs.15, 000/youth.

8. Costing Structure

Uttarakhand Skills Development Society1 (USDS), nodal agencies under which 89 Training Institutions have been or are in the process of being registered and this process will be finalized by mid-April 2014. In Uttarakhand and elsewhere in India, the costing structure for training is normally based on the fixation done by the Director General of Employment and Training (DGET) See Appendix 6. Following are the critical costs 2014/15:

1. Rs. 25 per hour of training + Rs. 2.50 factored for the year 2014/15 = Rs. 27.50/hr (Category A as per the DGET listing);

2. Rs.20 per hr. training +Rs.2.50 factored for the year 2014/15 (Category B as per DGET listing)

1 Uttarakhand skills Development Society has been constituted by the state to plan and

facilitate training in Uttarakhand state. Upon completion of empanelment procedures, the

society will call for on line applications to register. http://www.uksdm.org/ :

[email protected] Contact: Mr. Savez Baksh +91 7895623526.

16

3. 10% additional per hour (A & B category) is allowed for the courses run in Uttarakhand, HP, Andaman considered under special category; and North East, J & K, under left wing extremist districts.

4. The course that require residential accommodation, if the accommodation is not

available, the training institution will be providing Rs.2500 meant for meeting food and accommodation for course carrying 120 hours

9. Recommendations

8.1 The project budgets allocation for long term study courses (1+ year) in certain specific subjects such as Agriculture Extension; Para Vet, Para Medical sciences etc. need more funds to meet per unit cost of a course;

8.2 Project would need to engage in multi -prong approach to address the vocational training demand and supply i.e. work with variety of vocational training institutions, work with Technical institutions who are specialized in transferring knowledge and skills to enhance productivity and link to markets, training Business Counseling Resource, work with Master Mentors, and Vocational Education Studies

8. 3 GoUK to create provisions in the policy of procurement especially on school uniforms and other softer items say 5-10 % of the total and or amounting to certain limits where vocational training especially for women micro enterprises linked to federation memberships is given the preferential to supply the goods & services. Such life line in economic activities will ensure utilization of training imparted and vital step towards practical inclusion. Just as vocational training is now being linked to job placement similarly provisions are also necessary to create production/market linked self/group managed enterprises;

8.4 The training needs in the disaster zones are of three fold:

(i) Those who have lost livelihood due to natural disaster on the pilgrimage roots and or to other touristic zones, are now in need of alternative livelihoods which would require new skills;

(ii) The farm and animal husbandry household primarily women requires better skills in farming to improve productivity per unit of land, and breed improvement and better animal management techniques in the animal husbandry;

(iii) Non-farm activities for women and men to improve skills and product variety for better marketing; and

(iv)The quality of SHGs needs significant improvement and to form Federation and nurture them, there is need to train youth in computer software, accounting, management and marketing skills.

17

Appendix 1

Vocational Training Institutions & Subjects

SN

Agency Trades

1 Mass Infotech, Chandigarh Marketing/Sales

2 IL&FS, Dehradun Hospitality, Plumbing,

Electrician, Masonry, English

communication,

3 IACM, New Delhi Computer Based accounting &

ERP Solution, Data Entry

operator, Computer hardware

mechanic

4 VLCC, Gurgaon Beauty Health Management

5 G&G, Panchkula Hospital & nursing home

assistant

6 Centum Learning Ltd., New Delhi Mobile Repairing

7 Gras Education, New Delhi Mobile Repairing, Beauty Health

Management

8 CMC Data Entry operator

9 Divya Prem Sewa Mission, Haridwar

Retailing

10

CORE Education Hospitality

Adapted from SUDA classification

Potential Stakeholders to Work with ILSP

Stakeholder Purpose of Association

Contact

1 Training Institutions Dehradun

Access diversified skills transfer services

A Separate list Prepared

2 MSMETechnology Centre, Electronics Nainital

Various training as per Appendix 2

Shri S.V. Singh Principal Director, Nainital 05947-251294, 251530 ,255951 [email protected]

3 MSME Nanital

Vocational Training

Nainital Phone : 05946 - 221053 Tele / Fax : 05946 - 228353 Email : [email protected]

3 TATA Group Dehradun

Vocational training rural based model

Mr Saurav Rody Mr Anit +91 9639808554

4 B2R & Egram Rural BPO

5 NIM Training of

18

youth in army/police & security services

6 TechnoServe Mumbai

Agriculture Extension Service, Soil2Market model

7 Titan Bangalore Training of Master Trainers

Mr Sridhar +919243450116

8 CII Vibha Malhotra +91 9997030901

9 Livestock Development Board

Training Dr. Kamal Singh 0135 2532619, 9412075669

10 Sheep & Wool Development Board

Training Dr. Avinash Anand 0135 2761725, 9358102780

11 Champion Rural Development Foundation

Agriculture Training & CSR

Mr. Kuldeep Prasad Uniyal +91 7500586655

19

Appendix- 2

Training Courses By MSME: http://www.msmedihaldwani.gov.in/index.php?mod=content&page=129

1. AC, Refrigerator & Water Cooler Repair 2. Adobe 3. Advance JAVA

4. Bakery Products 5. Ceramic/Terracotta Decorative Items 6. Computer Accounting with Tally

7. Computer Hardware, Maintenance & Networking 8. Desktop Publishing & Screen Printing 9. Digital Photography & Videography

10. Electrical Gadgets Repair 11. Electronic Assembly 12. Electronic Gadgets/Appliances Repairing & Maintenance

13. Essential Oils & Perfumery Products 14. Fancy Cloth Bag Making

15. Food Processing 16. Footwear Designing 17. Fruit & Vegetables Preserved Items (Pickles, Jams & Jellies, etc.)

18. Garments Manufacturing 19. Glass Cutting & Polishing 20. Graphics Design

21. Herbal Products Making 22. Hosiery & Woolen Garments 23. Interior Designing

24. Leather Products 25. Mobile Phone Repairing 26. Motor & Transformer rewinding

27. Multimedia and Animation 28. Net Programming 29. Photography Studio (including Photoshop S/W)

30. Repair & Maintenance of PA and Audio 31. Repair & Maintenance of Power Supply, Inverter and UPS 32. Repair & Maintenance of Washing Machine & Microwave Oven

33. Repairing of Auto Air Conditioning 34. Rexene Bags and Fancy Items 35. Soap and Detergents and Household chemicals

36. Soft Toys Making 37. Sports Goods 38. Steel Fabrication

39. Value Added Coir Products 40. Value Added Jute Products 41. Webpage Designing & Website Maintenance

20

Appendix- 3

REFERENCES

S.NO.

SUBJECT

1 ILSP Project Implementation Manual (PIM)

IFAD & GoUK

2

3 Skills Development In India- A Transformation in The Making

By Dilip Chinoy

4 Skills Development In India - The Vocational Education & Training Systems

Human Development Unit South Asia, World Bank 2006

5 Rural BPO- Bridging the Urban Rural IT Divide

Krishna VR Muppavarapu

6 B2R Technologies: Sustainable Livelihood Creation Rural BPO in Uttarakhand

PPT on Rural BPO

7 MSME Development Commissioner

http://www.dcmsme.gov.in/Enterprise&skillDevelopment.htm

8 Vivekanand Parvartiya Krishi Anusandhan Sansthan Almora

Agriculture University

9 NSDC – A Study of Uttarakhand Economic profile, skills & Manpower

NSDC Study by Earnst & Young

10

Job Creation Through Building The Field of Impact Sourcing- Working Paper June 2011

By RockeFeller Foundation

11

Various Training Module Travel & Tourism, Hospital & Nursing Home Assistant, Retailing, Data Entry Operator, Mobile Repairs, Computer Based Accounting & ERP, Hospitality, Beauty Health Management

12

NSFI & FICCI Agriculture Sector Skills Council of India, Food Processing Sector,

13

Human Resource & Skills Requirement in the Unorganised Sector

A study on Mapping HR Skills Map in India till 2022

14

12th Five Year Plan by

Planning Commission –Chapter

Vocational Training/Vocational Education Training

15

NSS D ata statistics

16

Livelihood Assessment in Disaster Zone of Uttarkhand - Oxfam India

By Harish Chotani

1 Uttarakhand: Development By Dr. Ravi Chopra

21

7 & Ecological Sustainability-Oxfam India

www.oxfamindia.org

22

Appendix-4

VOCATIONAL EDUCATION TRAINING FOR SUPPORTING RURAL

LIVELIHOODS

1. Prelude: The size rural population engaged in agriculture in Uttarakhand is significant although the incremental demand 2012-17 in agriculture sector in the state is 16.8%. Whiles the youth especially the male are looking for alternative livelihood opportunities to agriculture, but the female population in the household spend significant number of hours in agriculture work and animal husbandry. The return on labour and capital from animal husbandry is low due to degenerated animal breed affecting low milk production and similarly the food production per unit of land is also low. To improve agriculture productivity and milk production the household require quality and timely agriculture and veterinary services. At present such services are either not available or are severely inadequate from the government extension service units for lack of staff. The households believe that if quality and timely extension services at affordable rate are available to the household, the benefits are expected to enhance the following:

Incremental increase in agriculture produce of various crops and horticulture; Incremental increase in food security of the households enhancing better

health and less expenditure on medical may add to disposable income; Incremental increase in 2-3 years would also lead to some marketable surplus

leading to enhanced economic activities; and Other social benefits to households

2. Who Qualify:

a) Male and female in the age group of 18 to 25 years from rural blocks; b) Minimum qualification 12th class pass with 2nd division; c) Interest in agriculture/horticulture; d) Favourable aptitude to set up self- managed agriculture extension services for

a fee to rural households

3. Agriculture Vocational Education Proposed Curriculum:

3.1 Foundation of Agriculture Science Module (8 weeks) a) Type of soils and its chemical composition b) Seasonal patterns and matching agriculture & horticulture patterns c) Mountain crops, fruits, vegetables and flower cultivation d) Land preparation e) Management of nursery plants f) Communication skills g) Basics of community mobilisation

(On Study practical and 2 weeks back to home with field assignment)

23

3.2 Agricultural Cultivation Module (12 weeks)

a) Principles and practices in plant science b) Principles and practices in crop cycle c) Principles and practices in plant protection d) Principles and practices in efficient harvest & storage

(On Study practical and 3 weeks back to home with field assignment)

3.3 Vegetable Production Module (8 Weeks)

a) Principles and practices of vegetable production b) Principles and practices in Off Season Vegetables (OSV) c) Principles and practices in plant protection

(On Study practical and 3 weeks back to home with field assignment)

3.4 Fruit Production Module (8 weeks) a) Principles and Practices of fruit production

b) Principles and practices in plant protection c) Principles and practice of quality management

(On Study practical and 2 weeks back to home with field assignment)

3.5 Basic Business Module (4 Weeks)

a) What is entrepreneurship?

b) What is demand and supply in market model? c) Basics of accounting (income, expenditure, profit & loss, statements) d) Potential funding sources and funding template

4. Mechanics of Implementing Agriculture Vocational Education

4.1 Potential Institutions to Explore for skills transfer Within Uttarkhand, discussions with the agriculture department and faculty board

would need to be pursued on the proposed curriculum, and if necessary,

adjustment can be made to suit the faculty requirements and demand for skills. The

institutions to pursue with in the state and beyond are:

Gobind Balbhab Pant University of Agriculture and Technology

VPKAS, Almora

Swami Keshwanand Rajasthan Agricultural University is an agricultural university located in Bikaner (TechnoServe facilitating a course but the terrain may not be appropriate for Uttarakhand students)

IGNOU as overall hub for open universities

24

4.2 Selection of Students and geo spread per trainee The selection of students is in two parts (i) basic qualification as detailed in point 2

above; and (ii) the mobilisation of student is to be done from and through the

federation members. By doing so, we seek some recognition of federation and their

members’ households as well as create a base for field level practices during the

studies time. Due to demanding mobility post studies, the gender balance may be

60% male and 40% female. To ensure adequate space to provide agriculture

extension services to farmers for an affordable price, the work area for each of the

trained person could be up to half a block, therefore selection of a trainee would

need to be done on this parameter. However, trained persons would have the

freedom to set their operation area as individual enterprise or group enterprise.

4.3 Option of Convergence for KVK/SAMETI for Internship and Job placement The model of KVK is very good, but on ground realities, the supply of extension

services to farmers is slow and inadequate for a number of reasons. At the national

level, National Institute of Agriculture Extension Management is an apex body. The

mandate of this body is to assist the state government and private institutions to

assist in agriculture extension services and systems. At the state level there is a

State Agriculture Management and Extension Training 2(SAMETI) The project

leaves an option open to link the internship work at the completion of each module.

It is expected that the technical staff would need to give practical review of the skill

critical aspects covered in the module so that theory and practical work would

cement the learning. Some of the trained persons can also find placement with the

agriculture extension department.

4.4 Fee structure during the training period Each candidate will pay Rs.500 as registration fee and Rs.1000 as course fee for all

the modules. During each of the internship period, each trainee will get a stipend @

Rs.100 per day worked (total number of weeks for the five modules are 10). The

release of this payment would be done in arrears after the faculty has approved the

practical work submitted in a report form. The stipend is an incentive and also

would help the trainee meeting the transport cost.

4.5 Role of ILSP Project

Focused discussion with various agriculture faculties

Discussion with KVK

Discussions with Federation for their role in selection and post studies as contractors for extension services for their member

2 Dr. Y.P.S. Dabas Director – SAMETI Directorate of Extn. Education G.B.Pant Univ.of Agri.&Tech.

Pantnagar – 263 145 Dist: US Nagar Uttarkhand 05944-233336, 234671 (O) / 9411159473 (M), Telefax:05944-234671,233473 Email: [email protected], [email protected], [email protected], [email protected]

25

Diagram: Mechanics of Implementing Agriculture Vocational Education

ILSP to link with a number of agriculture technical institutions in order to create a cadre of skilled extension resources who would work with various CBOs especially federations and kissan clubs to promote good practices in agriculture with an aim to improve the productivity leading to better food security and market surplus to generate cash. During the life of the project, if a cadre of 25-50 youth is trained in the agriculture and allied extension services, it would leave a sustainable resources responding to market demands through CBOs and farmers directly.

AGRICULTURE TECHNI

CAL INSTITUTION

AGRICULTURE

EXTENSION

SKILLED RESOU

RCE

CBOs FARME

RS

INTEGRATED LIVELIHOOD SUPPORT PROJECT

Universities

Technical

Agencies

KVK

Technical

Practioner-

HARC & Others

Trained Youth

SHGs

Federations

Kissan Clubs

Others

Crops Grower

s

Vegetable

Growers

Fruits Grower

s

SAMETI Ballabh

Pant Univ.

Meteorological Service

s

26

Appendix 5

MoU Template for Contracting Vocational Training Institution

5 Institutions have been contracted using the template

Appendix 6: Director General Employment & Training