This document discusses increasing the employability of youth in India through skill development initiatives. It outlines the team coordinating the discussion and provides background on India's large youth population and current levels of employment and training. It then makes several suggestions for improving skills training programs, including leveraging existing educational institutions, establishing youth skill development institutes, incorporating practical and vocational skills into college curriculums, and fostering public-private partnerships. It also discusses components of effective skills training, ways to create youth awareness of skills programs, and how to measure the success of such initiatives over time.

1. MANTHAN TOPIC
THEME NUMBER 5
“INCREASING THE EMPLOYABILITY OF YOUTH”
CONNECTING THE TWO TERMINALS : SKILL SUPPLY AND SKILL DEMAND
TEAM DETAILS
PRIYA KEDIA (TEAM COORDINATOR)
bhawana56gupta@gmail.com
BHAWANA GUPTA (TEAM MEMBER)
bhawana56gupta@yahoo.in
SHALINI GUPTA (TEAM MEMBER)
guptashalini1994@gmail.com
SHASHI PRABHA (TEAM MEMBER)
fantastic.damzel@gmail.com
PRIYANKA PARASHAR (TEAM MEMBER)
priyankaparasharme@gmail.com

2. 0
5
10
15
20
25
1992-94 1999-2000 2004-05 2009-10
rural male
rural female
urban male
urban female
India has the largest
youth population in
the world with
around 66 per cent of
the total population
under the age of 35.
According to 2010
population figures,
one in five young
people in the world is
an Indian.
The incidence of
employment by level
of education in India
(by UPSS) indicates
that illiterates have
the lowest rate of
unemployment.
The labour market
participation rate of
working age disabled
persons is much
lower than non-
disabled persons –
38.8 per cent
compared with 64
per cent. Issues of
skill development in
unorganised sector
include inadequacy
of current training
programme to meet
the requirement of
large workforce in
the informal sector.
The proportion of
workers who
received vocational
training was the
highest in the
services sector (33
per cent), followed
by manufacturing (31
per cent), agriculture
(27 per cent), and
non-manufacturing
and allied activities
(9 per cent). But the
vast majority of
workers received
non-formal
vocational training.

4. “PROBLEM-ELIMINATING MANTRAS”
In India we pursue the policy of “first comes crumbled, last comes privileged“ ;this approach aims to reduce overall
poverty .
Diverse jobs : requiring:(1)varied levels of skills(2)varied age group(3)varied fields of interests(4)varied worksite
locations ; optimum use of available and willing youth;(retail trade can employ even less-skilled).
Optimum utilization of already established institutions(government or private)like schools,colleges,district offices
before and after their working hours for imparting skill training;saving funds invested in setting up additional
classrooms.Using this concept,skill development training can be initiated in a very less time.

5.  College-academics-curriculum to be
expanded to accommodate subjects
imbibing world-of-work topics.
1. Work skills to be disintegrated into
theory and practical subjects.
2. Special faculty to be recruited for
teaching those subjects.
 Upgradation of curriculum.
 Enhanced weightage given to practical lab
proceedings by both teachers and
learners.
 Training in industries in subject of
interest;encounter with field work or
occupational or professional aspect.
 Youth skill development institutes to be
opened universally.
 Review labour market information, population
figures,area poverty rates to determine the
locations(both rural and urban) of setting
institutions.
 Eligibility criteria for youth participating :
1. age-group(14-24);must experience at least
one barrier to employment, such as
deficiency in basic literacy skills.
2. Must not be associated to any other working
skill program.
3. Must be low-income individual;Funds can be
used to support up to 5 percent of youth
who do not meet the income criteria.
 Can be schooldropout,homeless,extremism-
affected or a person who requires additional
assistance to complete an educational program
or to obtain and maintain employment.
Public-private partnership in youth-skiill development institutes;Incentives for opening private
institutions(self-financed by participants);multiply successful institutions.
Partnership with service providers and industries to allow access of advanced machinery and equipments to
youth along with work environment access(working alongside regular employees).
SUGGESTIONS FOR
INCLUSIVE PROGRAMS
IN COLLEGES
YOUTH SKILL DEVELOPMENT
INSTITUTES

6. COMPONENTS OF SKILL DEVELOPMENT
INITIATIVES
Institution of skilling
must comprise best
national and
international
instructors and
administrators,
true-beneficiaries.
Offices to be spread
district-wise
providing
enrollment of
partipating youth
and volunteers for
different posts in
institution; online
and mobile
enrollment
Faculty(guest or
regular)
comprises:retired
executives,
professionals,
graduate students.
Training and
scrutinizing
trainers.((1)teaching
skills(2) knowledge in
subject(3)Proficiency
in
english,computer(we
b programming)
industrial
understanding,retail
trade.
Skill training initiatives should
include in their programs:
World-of-work awareness;Job search techniques
(resumes, interviews).
Survival skills;Positive work habits,
attitudes;social and environmental awareness.
research work;skills of subject of interest.
Training of skills in the courses like
engineering,medical,machinery,carpentry,fitting
etc.
Green jobs ;Training workers moving from
declining ‘high carbon’ jobs into growing green
sectors (energy-efficient ).
Sporting and varied interests of youth;special
infrastructure and trainers;informing youth
about occupational scope of their interests.
Formal training or education to be given to
enable students’ precise certification of skills
acquired.(certified through AICTC).

7. “Reasonable accommodations” for
disabled workers at training lectures as
well as at work-sites.
Flexible hours;
accessibility of the workplace;
“teleworking” opportunities.
POLICY UNIVERSALITY “INCLUSIVE TRAINING“
SUGGESTIONS FOR LESSONS ON SELF-EMPLOYMENT FOR YOUTH

8. Depending upon the requirement of particular skills for participants and also for
industries,the setup should incorporate the training of those skills.
Number of workshops and their capacity for a particular area to be determined
in proportion to the local area population which is unskilled.Survey should be
conducted to know the field of interest of the local youth and accordingly the
courses should be implemented.
Number of trainers in particular vocational training course should be
appointed according to probable youth participation rate of that local area.
The recruitment of trainers should be on the bases of experience
gained(preferring those working in industries of that area so that the same
could be taught to youth).
Theoretical teaching should be recorded and uploaded online web so that
youth having access to internet may visit it when required ; expanding the
number of beneficiaries.
Laboratories and trainers should be available to the youth apart from their
regular training ; they can be charged nominally for other use.
This will add to the revenue of the institute and decrease the number of
unskilled youth.

9. Sporting infrastucture(swimming pools,gymnasium) can be open for public use after working hours.
National and International level competitions can be held there(generating revenue).
Youth skill development institutes to be opened at individual village and city level.The cost of such small-
level institutes will cost minimally.Such institutes could also be utilized by other block-level youth.
Establishment cost(land & construction) in different villages and towns may vary.
In villages,we can use existing schools,colleges after working hours for
1. Theoretical lessons of all courses.
2. Practical training for courses which require movable and compact equipments.
We would need funds for equipments and transportation.In addition to this,we would require workshops to
be setup at places available nearby schools for courses like blacksmithy, carpentry, machinery,electronics
etc.

10. OBSTACLES WHILE DEVELOPING SKILLS
WAYS TO CREATE AWARENESS AMONG THE YOUTH FOR SKILL DEVELOPMENT
Tight controls on firing;risk of making bad personnel decisions becomes more weighty.
upgradation of curriculum puts extra pains on teachers accustomed to old syllabus.
employers prefer to recruit matured and experienced youth(younger youth remain
unemployed).
Any misinteraction among youth of diverse age group(in summer employment youth
program).
Investment at large scale;public-private-partnerrship ;slow velocity of money and other
transactions .Time-taking construction.
Low rate of adaption of sporting or other fields like music etc(lack of career opportunities).

11. PROGRESSMETER
services,program activities.;
recruitment, involvement, and experiences of the employers providing work-site.
post-training quality and quantity of jobs
.
Test of skills gained;their usefulness in employment;precise certification.
year-wise survey of improvements in employment for individual age-groups.
Survey of additionally required skills;skills proved non-useful;skills developed inadequately.
Revision of skill development initiatives in accordance to the survey.
suggestions and reviews of people involved(elemental units).
‘active participation’;adapting at program-setup.
Participants’ committee ;self-monitors of programs.
Funding based on measured performance.
2010-2011 2011-2012 2012-2013 2013-2014
ENROLLMENT
COMPLETION
WORK-READINESS
“SAMPLE FORMAT
FOR YEAR WISE
SURVEY TO BE
TAKEN”

12. References
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• Wilfred Malenbaum, Urban Unemployment in India Published by: Pacific Affairs, University of British Columbia
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• Skill Development in India, Vocational Education and Training System , Human Development Unit, World Bank 2006
• Unsettled Settlers: Migrant Workers and Industrial Capitalism in Calcutta
• Entrepreneurship in India, National Knowledge Commission 2008
• ICRA Management Consulting Services Limited (IMaCS)
• Agarwal, P. 2006.“Higher Education in India: The Need for a Change.”Working Paper No. 179,
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• Countries.” In Proceedings of the World Bank Annual Conference on Development Economics
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• Dar, A. 2006. “Skill Development in India: The Vocational Education and Training System.”
• World Bank,Washington, DC.
• Economist. 2006. “Few Hands Make Light Work.” June 3.
• Farrell, Diana, Noshir Kaka, and Sascha Sturze. 2005. “Ensuring India’s Offshoring Future.”
• McKinsey Quarterly 2005: Fulfilling India’s Promise, online publication.