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.
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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
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