Training, Employment & Skilling India

8/8/2019 Training, Employment & Skilling India

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Cont ntsAbstract ................................ ................................ ................................ ................................ 3

1 . Background: ................................ ................................ ................................ .................. 4

2. Present Education System: ............................ .... ......................... ....... ........................... .. 4

3. Core competence of the team ............................ .... .......................... ...... ....................... .. 5

4. Reach and Target Group ......................... ....... ........................... ..... ......................... ....... 5

5. Skill Requirement: The Employability Quotient ......................... ....... ........................... .. 5

5.1 . Life skills: ................................ ................................ ................................ .................. 7

5.2. English language skills ........................ ........ .......................... ...... ........................ ....... 7

6. Sector Vs Education ± For Trainings ......................... ....... ........................... ..... .............. 9

7. Process ................................ ................................ ................................ .......................... 9

8. Best Practices/Key factors in achieving quality and scale are: .......................... ...... ...... 1 0

8.1 . Public-private institutional structure: .......................... ...... ........................ ........ ........ 1 0

8.2. Managing the Demand Side Conditions of the Rural Labor Force................... .......... 1 0 8.3. Building Capacity of the Supply Side of the Market ................................ ................. 1 0

8.4. Setting up Innovative Market-linked Academies with interactive teaching learningmethodology: .......................... ...... ........................ ........ .......................... ...... ...................... 11

8.5. Involving other Training Partners: ......................... ....... ........................... ..... ............ 1 3

8.6. Placements: ................................ ................................ ................................ .............. 1 3

8.7. Rating the Employers .......................... ...... ........................ ........ .......................... ..... 1 4

8.8. Use of Information Technology to Monitor the program:............................. ... .......... 1 4

9. Other Important Best Practices:.......................... ...... ........................ ........ .................... 1 4

9.1 . Post-Placement: ................................ ................................ ................................ ........ 1 4 9.2. Providing Social Network and Support ....................... ......... ......................... ....... ..... 1 5

9.3. The Importance of Alumni Network .......................... ...... ......................... ....... ......... 1 5

1 0. Outcomes: ................................ ................................ ................................ ................ 1 5

1 0.1 . Economic Impact ....................... ......... .......................... ...... ....................... ......... .. 1 5

1 0.2. Return on Investments (ROI) ....................... ......... ......................... ....... ................ 1 6

1 0.3. Creating Intellectual Assets and an Inclusive Society ........................... ..... ............ 1 6

11 . Case Study ................................ ................................ ................................ ............... 1 7

10.1 Case study of Dhanamma a standing example of a women getting empowermentthrough employment. ......................... ....... ........................... ..... ......................... ....... .......... 1 7 1 0.2 The case study of J. Narendra Reddy .......................... ...... ........................ ........ ........ 1 8

1 0.3 Case study of an SEZ .......................... ...... ........................ ........ .......................... ..... 1 8

1 2. Win-win for all stake holders............ .................... ........................ ........ .................... 1 9

Bibliography ................................ ................................ ................................ ....................... 20



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Abstract Companies are f aced with a paradoxical situation: Non-availability of quality, trained manpo wer especially at entry levels, where attrition is high. On the other hand, statistics sho w there are 60million unemployed/underemployed youth, especially in the rural areas. The logical solution is to train these youth f or the estimated demand of 85-90 million people re quired f rom high gro wth industries like IT, outsourcing, retail, telecommunication and healthcare .

The present paper presents a model which has worked on scale. The Jobs mission trained 280 ,000rural and tribal youth and placed 70% in jobs. Pro-poor innovative models were developed like the country s f irst Rural Retail Academy and Grassroot English, work readiness and computer academies. Th ¡ ¢ od ¡ l is £ t ¡ ¢ pl £ t ¡ fo ¤ o ¤

¥

£ niz £ tions in th ¡ vo ¦ £ tion £ l t ¤ £ inin ¥ sp £ ¦ ¡ to h ¡ lp ¦ o ¢ p £ ni ¡ sb ¡ ¦ o ¢ ¡ § in ¦ lusiv ¡ ¨ by ¢ £ © in ¥

£ v £ il £ bl ¡ £ t ¤ £ in ¡ d l £ bo ¤ pool f ¤ o ¢ th ¡ vuln ¡ ¤ £ bl ¡ : d £ lits, ¥ i ¤ ls,dis £ bl ¡ d. The broad three components which are f oundation to the program are a)Institutional structure based on Public- Private- Partnerships which leverage the strengths of government and companies b) Strong monitoring and evaluation system based on an IT plat f orm which brings transparency and helps monitoring large scale operations c) A bottom-up approach involving the community.



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1. B ackground:India s growth story has sometimes masked the challenge underneath as many as 600 million people continue to depend on agriculture as a source of livelihood, yet agriculture has been growing at only 3% annually. At the same time, India s work f orce is growing. We currently have around 500 million people in the work f orce and this is expected to gro w by about 20 million each year f or the next ten years. By 2020 I ndia will account f or a f ourth of the world s total

work f orce. And it will be a young work f orce. By then, the average working age is pro jected to be 60+ in both US and Europe, 45 in China, and merely 29 in India!

But this work f orce has a serious problem: unemployability due to lack of the necessary skills and competence that is essential f or today s environment. Multiple surveys by bodies such as CII and Nasscom sho w a severe gap bet ween employment and employability, which in turn severely limits the possibility of true inclusive growth that ultimately depends on the productivity of the overall work f orce and talent resource levels.

Und st ndin Indi n youth:

Census 2001 provides valuable inf ormation on age, sex and education levels of population and some

insights on youth. 1. The total youth (13-34 years) population is 390million (38% of total population) and is expected to rise to 440 million by 2020 .

2. 70% (271 million) youth reside in over 600 ,000villages.

3. 72% (282 million) youth are literate. 4. 41% of literate youth are 13-19 years old, 23%

are 20-24 years old and 36% are in the 25-34years old. There is no signi f icant diff erence among males and f emales.

5. 59% of literate youth are male. Little over 7%

(21 million) of literate youth are graduates and above, 53% have passed higher secondary (12th class). 62% of graduate youth are male.

2 . P resent Education System:About 220 million Indian children go to school and about 5 million teachers are engaged in educating them. The government, private and social sector initiatives has come a long way in establishing institutions and brining the children to get educated. But just attending schools will not make the children educated its about quality of education what institute provides which is very important. It s alarming to note that the outcomes or impact of the eff orts put in by the schools are very minimal. The quality of education was not given the re quired attention and priority and it has deteriorated which has serious impact on the f uture of the youth. It will lead

to unemployability and f inally unemployment.

It is also evident that although the expenditure to wards education is growing but the quality still remains poor. The belo w exhibit sho ws the expenditure patterns in education with the poor ROI(Return on Investment).



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3 . C ore competence of the teamThe team comprises of passionate individuals with a dream to see the underprivileged and vulnerable out of poverty, sel f reliant through skill development and employment. The team is headed by a private sector leader with vast experience in working with corporate, Government and civil society organization. The team created f rom scratch a Jobs mission which has emerged as the largest Jobs mission f or the underprivileged, linking rural and tribal youth to entry level jobs. In the last f ive years, it has trained 2,80,000 youth and linked 70% to jobs. Companies which link up range f rom McDonalds to HDFC rural BPO, Hindustan Unilever to Hotel Leela and Voda f one.

Presently the team is dedicated to helping companies become inclusive. The main f ocus is on providing quality jobs to PwD (persons with disabilities), girls and rural youth f rom POP (poorest of poor) f amilies.

4 . R each and Target Group

4.1. Unemployed or underemployed PWDYouth f rom POP f amilies. 4.2. Unemployed PwD youth 4.3. Special f ocus on underprivileged girls

Th t h s a c o co p t nce to wo on th e e nti e sp ec t u of vuln era bility i po rtant fo rIndi a to brid e th e r ura l-urban divid e a nd di it al divid e.

5 . Skill R equirement: The Employability Quotient

Employability skills are the generic skills, attitudes, behaviours and work related competencies that employers look f or in ne w recruits.

The employability skills can be classi f ied in the f ollowing way: 1. Knowledge which can be gained 2. Skills - which can be acquired 3. Personal characteristics 4. Attitudes



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Further to this the skills can be f urther divided in terms of the degree: Amateur Progressive Pro f icient/ Expert

Ma jor companies expect the job aspirant to demonstrate the desirable set of employability skills

to join. Few companies have also come f orward recently to also employ people with trainability aspect in the individual so that they can invest in them and develop their employability skills through in-house training programs which will help both in long term. In the workplace the skills are integrated and used in varying combinations, depending on the nature of the particular job activities.

The belo w table outlines f oundation skills f or employability and f or individuals preparing f or work or employability, employers need a person who can demonstrate these skills:

A cadem ic Skills Per son al Ma nageme nt Skills

Teamw ork Sk ills Sust ainability skills

Those skills which provide the basic f oundation to get, keep and progress on a job and to achieve the best results

The combination of skills, attitudes and behaviours re quired to get, keep and progress on a job and to achieve the best results

Those skills needed to work with others on a job and to achieve the best results

Those skills which helps a person to gro w in career

Comm uni ca te Understand and speak the

languages in which business is conducted

Listen to understand and learn

Read, comprehend and use written materials, including graphs, charts and displays

Write eff ectively in the languages in which business is conducted

Thin k Think critically and act

logically to evaluate situations, solve problems and make decisions

Understand and solve problems involving mathematics and use the results

Use technology, instruments, tools and inf ormation

Positiv e A ttitud es and Behaviou rs

Self -esteem and con f idence

Honesty, integrity and personal ethics

Apositive attitude to ward learning, gro wth and personal health

Initiative, energy and persistence to get the job done

Responsibility The ability to set goals

and priorities in work and personal lif e

The ability to plan and manage time, money and other resources to achieve goals

Accountability f or actions taken

A dapt ability

Work w ith Oth er s Understand and

contribute to the organization s goals

Understand and work within the culture of the group

Plan and make decisions with others and support the outcomes

Respect the thoughts and opinions of others in the group

Exercise give and take to achieve group results

Seek a team approach as appropriate

Lead when appropriate, mobilizing the group f or

Skills re qui re d to cop e w ith Culture shock Ad just in to ne wplace especially in a urban place f or a person f rom rural background

CareerMa nageme nt Skills Higher

education Skill

upgradation



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systems eff ectively Access and apply specialized

kno wledge f rom various f ields (e.g., skilled trades, technology, physical sciences, arts and

social sciences)

Lear n Continue to learn f or lif e

Apositive attitude to ward change

Recognition of and respect f or people s diversity and individual diff erences

The ability to identi f y and suggest ne w ideas to get the

job done creativity

high per f ormance

Among all the skills the concentrates are on two ma jor skills which comprise 80% of training:

5.1. Lif e skills:

They of ten include some combination of general lif e competencies, service learning, and eff ective work habits.

1. Per son al compe te ncie s (e.g. managing emotions, cooperation, personal responsibility, developing con f idence, and respect f or sel f and others) 2. Probl em solvin g (e.g. managing con f licts and reducing bullying) 3. Eff ec tive w ork habits (e.g. team work, intervie wing, workplace protocol, time management,

and workers responsibilities and rights) 4. H ea lthy lif e styl e (e.g. substance abuse prevention, nutrition, STD/HIV/ AIDS prevention,

healthy relationships, and decision making) 5. Comm unity and envi ron me nt al aware ness (e.g. environmental and community living spaces

preservation) 6. D iver sity (e.g. respect f or diff erences, tolerance, values) 7. Ser vice lear nin g: (e.g. civic responsibility, community service, volunteering)

5.2. E

nglish language skills

1. Communicative Skills: 1. Sho w understanding by responding appropriately to simple question and re quests;2. Use basic sentences patterns with regular phases to communicate limited

inf ormation related to simple everyday situations; 3. Exchange basic personal inf ormation and descriptions of everyday lif e and activities; 4. Link groups of works in a very simple way (using and, and then).

2. Functions: 1. Describing daily routines, events and weather 2. Telling the time and giving dates 3. Expressing ability and inability

4. Giving very simple directions and locations 5. Describing current activities of real people or those in pictures 6. Describing state in the past

3. Grammar: 1. Present continuous tense 2. Can and Can t 3. Prepositins of movement f rom, to, up, do wn, along, across 4. Prepositions of time onm inm at 5. Prepositions of place nearm in f ront of , behind, opposite



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6. Pa s

e ! se " f ve # $

" $ e7. % rdin al numb ers up

" 31s&

(f " r dat es ' 8. ( ink w " rds and, and th en

4. ( e ) is 0 1.

1

ob s2. Pla ces in th e local a rea

3. Pla ce of stud y4. 2 om e Life5.

3

eath er 6. Free time7.

4

imes and 5 at es5. Comf or t Level:

1. Shou ld be at ease in tal king to oth ers in English 2. Likeness towa rds lea rning th e langu age3. Enterta in on ese lf with Eng lish song s, mo vies , e tc.



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6 . Sector Vs Education For TrainingsIt s important to plan diff erent trainings f or youth f rom diff erent education background. As part of the best practice each youth s application is screened thoroughly be f ore deciding the trade/sector f or trainings. The f ollowing things are looked into be f ore issuing a call letter f or a particular training:

1. Education quali f ication Basic and Technical (if any) 2. Age 3. Gender 4. Interest 5. Aptitude 6. Location of the village f rom where the candidate hails &7. For disabled Disabled speci f ic, degree of disability, etc are taken into account

The belo w table will explain in detail: Secto r Q ualifica tion Gend er Int ere st A ge

BPO Min 12 th Pass Any Yes 18-25Hospitality Min 10 th pass Any Yes 18-25

Textiles Min Reading &Writing/ 5th Pass

Female Yes 18-30

Any other Manu f acturing

Min Reading &Writing

Industry speci f ic

Yes 18 .30

Security Guard Min 10 th Pass/Fail Male Yes 18-27Construction Nil Male -

Pre f erably Yes 18-35

7 . P rocessThe program identi f ies unemployed youngsters in rural areas. Their f amilies, largely f armers, are at the bottom of the pyramid, earning less than US$2 a day. Some of the youth have been part

Mobilization(Feeds into registered youth

Database)

Screening(Helps in identifying

Individual capabilities/interests)

Market scan(To choose sectors

with Demand-Supply gap)

Training(Training centers provide the skill

that gives youth acompetitive advantage in

the markets)

Post placement support(If the youth migrates to city for job

For the first month after one gets pla ced,food and accommodation is provided.)

Placement(Companies recruit from rural campuses

& a placement report is generated)

Companies(get input into the new

Academies & understand entryLevel manpower needs)

Training academies( Set up our own academies

in high growth sectors like RRA)

Inception report(Generated on the 10 th day from

the date of commencement of

Identifying partners(Training Partners are identified

based on their competenciesand the industry requirements.)

Alumni Association(Network of the youth,

for the youth and will be run by the youththemselves to share for lifelong learning)



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of the assorted Indian technical institutes (ITIs), the state-run vocational training entities that are of ten criticized f or being out of sync with industry needs.

Sequencing of diff erent components of the program is one of the most important ingredients f or making this program work. While mobilization and screening of youth is executed at the grassroots level, the core team simultaneously per f orms market scan and net working with the

companies in gro wth sectors to assess employment needs. This gives a good idea about the labor demand in the market and the capabilities and interests of the youth recruited in the program. The next step is to assess if it can off ers the relevant courses to this group of ne wrecruits with the intentions of matching the supply and demand of the market, or if they should do so in partnership. Once assessment is complete, courses are off ered accordingly.

8 . B est P ractices/Key factors in achieving quality and scale are:

8 .1. Publi c-private institution al st ructu re :

The pro ject has an Executive Committee with senior government off icers and an Executive Director with experience f rom the private sector. On the f ield, government off icers such as

District Collectors, Pro ject Directors of District Rural Development Agency (DRDA) and Pro ject Off icers of Integrated Tribal Development Agency (ITDA) support the program. Lastly a core private sector team at the state level builds links with the private sector and incorporates their f eedback into the program. This uniqu e institution al st ructu re th at incorpo ra te s gover nance mec hanis ms and kno wledge f rom both private a nd publi c sec to rs is critica l fo r a marke t-led program.

8 .2. Ma nag ing th e D ema nd Side Conditions of th e Rura l Labo r Force

In Andhra Pradesh, the government f acilitates creating and nurturing of rural women f ederations (sel f help groups) through the World Bank f unded Indira Kranthi Patham program, implemented by Society f or Elimination of Rural Poverty (SERP). The Jobs program

f or youth was created f or the children of the SHGs as there are many young people in rural areas who have limited resources and inf ormation to pursue f ormal sector jobs.

The main targets of this program are rural youth f rom poor f amilies who are bet ween 18 and 28 years of age. Their education levels vary f rom being illiterate to having graduate degrees. At the ground level it is the JRPs (Job resource persons), also members of SHGs, who raise awareness about the job program, f acilitate the process of identi f ying the poorest youth, counsel them and recruit them in the jobs program. Trained by the pro ject, these JRPs visit every household in the villages and compile a database of unemployed and vulnerable youth f or monitoring and targeting purposes. Based on their quali f ications and

job demand in the market, registered youth are screened and enrolled in training centers in their local areas.

8 .3. Buildin g Capac ity of th e Supply Side of th e Marke t

Based on secondary research and data f rom the market scan reports, identi f ies the gro wth sectors. Industries which are experiencing relatively higher growth f or next three years are targeted f or employment opportunities. The core team visit potential companies with a viewto understand their entry level employment needs and their speci f ications of trained manpo wer. Students are matched to the trainings according to their education level and interests. Those who are not literate are trained in construction and textiles. Mean while



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those with eighth grade to graduate level literacy are linked to ne w economy sectors such as sales, retail, tourism, hotel industry, business process outsourcing (BPO) and other skilled sectors.

8 .4. Settin g up Innov ativ e Marke t-lin ke d A ca dem ies with int erac tiv e teac hin g lear nin gme thodolo gy:

The various market linked academies set-up were Rural Retail Academy, Rural Security Academy, Grassroot English, Work Readiness and Computer Academies, in partnership with industry. The training course duration ranges f rom 15 days to three months .

The modules were specially developed keeping market demand in mind. The lear ner s wereloo ke d as a pot e nti al ac tive lear ner s ra th er th an a passiv e list ener; t ra iner s a s a c hangeage nt ra th er th an a le sson de liver y mac hin e a nd most impo rtantly usin g tec hnolo gy (audio-visu al aids, e tc) w hich make s it more e ff ec tive. The program involved curriculum development, train the trainer program (both inbound and outbound), certi f ication, etc. The program employs an eclectic

methodology with a tendency to ward techni ques and strategies that encourage natural oral communication and experiential learning. The f ace-to- f ace classes will include the use of authentic materials and activities related to diff erent competencies. Students engagement with these meaning f ul activities f osters language acquisition, building employability skills and keep the learning f un and

without stress.

Most of the training centers run residential trainings. This plays an important role because in short duration the candidates are totally trans f ormed as it gives scope to extend classes with more extra-curricular activities.

Every day time table includes the f ollowing: 1. Yoga 2. Group discussions 3. Movie watching in the evening mostly English and Inspirational 4. Songs class 5. Daily Diary to capture everyday learning s

The trainings also include sessions on: 1. Mock intervie ws 2. Resume writings 3. Test preparation, etc.,



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Example of a Lif e Skills module: Session No. Se ssion Title

1 2 Scope of the Lif e Skills Module

3 4 Law of Attraction: Positive Thinking

5, 6, 7 Habits

8 9 Dreams, Aspirations & Goal Setting

10 , 11 , 12 , 13 No Excuse Management

14 15 Leisure Skills

14 15 Attitude, Assertiveness and Inhibitions

11 Values & Ethics

12 13 Etiquettes

14 15 Body Language

16 Emotional Intelligence 17 18 Decision Making and Problem Solving Skills

19 Time Management

20 , 21 , 22 Work Place Etiquettes

23 24 Career Management

25 26 Culture

27 Spiritual Q uotient

28 Stress Management

29 Family and Relationship Management 30 Telephone Skills

31 Health

32 M oney Management

33 Thinking

34 Basic Survival Skills

35 Recovery and Crisis Management

36 Negotiation Skills

Most Important Outcomes of the trainings: 1. Emerge as sel f con f ident, ambitious youth 2. Personality trans f ormation since kno wledge of English language helps remove rural-urban

divide, rich-poor divide and caste barriers . 3. Learning is perceived f or the f irst time as f un 4. Trainer is perceived as f acilitator and sel f -learning and group learning is enhanced 5. Became tech-savvy because of the lap top and use of DVDs in classroom.



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Mentors/ Recruiters:Mentors/ Recruiters:

Recr uit me nt at th e HD FC Banks Rura l BPOHDFC Bank needed to quickly set up deliverables f or ne w customers f or services such as bank account opening, credit card, etc. The Bank set up back room operations in nine larger cities but f aced the twin

problems of attrition and high cost of inf rastructure. When the Bank decided to set up a rural BPO, it approached f or manpo wer. Says A. Gopinath, Vice President, South This is the best model the Bank has seen in 13years of its existence. Productivity is 200%higher than other BPOs- they f ill 400 f orms versus 75 in city. Absenteeism is minimal. Work ethics taught in the training program is amazing.

8 .5. Involvin g oth er Tra inin g Par tn er s:

To broaden the range of training off ered, utilize the best resources available and make strategic placements through well-established net works, trainings are off ered in partnership with other organization such as Tally and National Academy of Construction f or construction, among many others. The pro ject works continuously with the partners to improve program quality and the curriculum. For example, all the trainers of various partners in all 22 districts where trained in counselling.

8 .6. Placeme nts: The core team continuously net works with reputed private companies that need entry level manpo wer. Recruitment is done at the campus locations only. The purpose behind this practice is to sensitize the companies by sharing its vision and mission, and inspire them to be mentors of the program

This model allo ws companies to f ulf il the government mandate of providing employment to lower caste people. Additionally the comparative advantage of well-trained and motivated work f orce make hiring graduates an attractive option f or the private companies. Today the pro ject supplies 80 percent of entry level manpo wer in Andhra Pradesh to large retail chains like Aditya Birlas More, f ast f ood chains

like McDonalds, Café Coff ee Day, and Pureit sales of Hindustan Unilever, amongst others. It is also the dedicated manpo wer supplier to the manu f acturing unit of Apache of the global giant Adidas shoes.



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8 .7. Ratin g th e Employ er s

Periodically companies where rates according to the salary off ered; bene f its extended such as boarding and lodging, insurance, etc.; and the sensitivity of the supervisors to wards its employees. It does not place youth in polluting work environment such as scraping of jeans in textile f actories or in companies where salaries are belo w the minimum wages prescribed

by the state.

8 .8 . Use of Info rma tion Tec hnolo gy to Monito r th e program :

Monitoring scale is a challenge. To overcome this transaction based so f tware was developed which gets training, placement and post placement data f rom each training centre. This so f tware allo ws to monitor and analyze its per f ormance even at the village level. Placement and dropouts analysis is done seamlessly using this so f tware. This IT backbone has helped bring quality and transparency into the program.

9 . O ther Important B est P ractices:

9 .1. Post- Placeme nt: Once the trainees are off ered jobs at respective companies, the pro ject off ers them orientation to their ne w workplace as a part of the trainings. The module includes money management, coping with city lif e and other counselling services. Research sho ws that just placing the trained youth with companies is not enough. Their transitions f rom rural surroundings to the urban cities need to be care f ully managed. Many youth quit their job within early days of placement, due to the high expense of city living in the f irst month of employment when they did not yet receive their salaries. To prevent youths f rom quitting their jobs in the early period of their placement, the pro ject also provides services to make transition to the city lif e. It off ers these ne wly employed youth a loan f or the f irst month to cover the expense of living. The interest on the loan is decided by the f ederations and

payments are in so f t instalments. While the trainings are f or f ree, the post placement loans are paid back.

Companies recruit both f or the quality of trainees and support off ered to the youth post-placement. This reduces attrition which is a high cost to companies. In retail companies, hiring trained candidates has reduced the attrition rate f rom 55 percent to just 5-10percent.

Example - HINDUSTAN UNILEVER'The partnership with Hindustan Unilever 's Pureit is a truly pioneering eff ort that seeks to bring together the capabilities of both the organizations to help secure the f uture of unemployed rural youth by providing them a sustainable and f ulf illing livelihood. The comprehensive training processes equip these youth with the key skills that are required to make them employable. The success of processes can be gauged f rom the f act that these candidates do as well as their other peers. Further, the f acilitative role played by the Jobs team in terms of accommodation and an initial period stipend have played an important role in helping to settle these individuals in their ne w roles. 'Yuri Jain, Director HUL



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Financial impact of the program on thefamily

38

23

19

12

8

Clearing Debts Savings Assets Education Others

9 .2. Providin g Social Ne twork a nd Suppo rt

Youth are usually placed in groups in private companies. Having people with similar background and similar ob jectives prevent sense of isolation that youth might f eel other wise in a ne w environment. Additionally, a help line with counsellors is established to provide support and guidance. The counsellors also f acilitate discussions at the company

level if the youth has concerns. This mechanism helps in supporting the ne w employees and boosting their con f idence in the city.

A month af ter placement, arrangements are made f or the mothers of the rural youth to their children in their workplace in the cities. The sense of pride they f eel is unmatched. This also raises awareness of the program, promotes it and helps in the scaling up process. Additionally, government off icials are taken on exposure visits to understand the changing needs and expectations of companies so that they can provide support accordingly.

Experience has sho wn that when these ne wly employed youths return home, they become po wer f ul agents of recruitment themselves. They in turn counsel and motivate their f riends and f amilies to enroll in trainings. Each returning employed youth, bring back at least ten

ne w trainees.

9 .3. The Im po rtance of A lumni Ne twork

Most of the youth are f irst generation white collared workers whose parents are agricultural or other wage laborers. Talking to youth reveals that they have high aspirations but little time to plan their career or goals f or higher education. The Alumni network created helps them set goals in lif e and work to wards it. Senior alumni also share their experience in the training classes as guest lectures and build con f idence of the trainees be f ore their intervie ws. Alumni also provide tips on ho w to deal with customers and cope with city lif e.

10. O

utcomes:10.1. Econo mic Impac t

Income: On average trained youth earn an income of about or above Rs.42000 per annum in urban areas and about Rs.30000 per annum in local areas. This amount is three to f our times higher than the average income earned by a rural f amily in agriculture which is about Rs 10 ,000 a year. 51 percent of trainees got increment in their pay within six months of employment. The average increment of the trainees was about Rs 550 per month. Almost all of the working youth send 20 percent of their earning back home.

Survey sho ws f amilies who receive remittances use 38percent of this additional to clear previous debts of high interest rates. Mean while 23



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percent is deposited as saving. Likewise 19 percent of the additional income is used to wards asset creation such as adding a room to the house, buying land, colored televisions; 12 percent is used f or education of younger siblings and 8 percent f or other purposes.

10.2. Retu rn on Invest me nts (ROI)

The pro ject typically invests Rs. 8,99 2.63 per trainee on average f or the job training program. Trainee af ter placement earns Rs.3487 .35 per month on average. There f ore, ROIis 365 .36 percent 1.

Table 1: Training cost per person and ROI (unit: Rs) Tra inin g Program Tra inin g

cost Monthly Star tin g

Salar y A nnu al Salar y ROI (%)

Average 8,99 2.63 3,487 .35 41 ,848 .20 365 .36 Construction 6,178 .33 3,564 .78 42 ,777 .36 592.38 EWRC 9,525 .00 3 ,677 .71 44 ,132 .52 363 .33Security 4,390.00 3 ,730 .47 44 ,765 .64 919.72Textile 5,416 .67 2 ,934 .00 35 ,208 .00 54 9.99

Other Services 10 ,236 .11 3 ,750 .67 45 ,008 .04 33 9.70Note: EWRC: English Work Readiness & Computer Academy

10.3. Crea tin g Int e llec tu al A sse ts and an Inclusiv e Socie ty

The intellectual asset generated adds additional bene f its to the society. The skills and the kno wledge generated f rom the training is a permanent asset, components of which are trans f erable across jobs. The impact on girls is marked with child marriages getting reduced in rural and tribal areas, as girls opt f or a career in hitherto male dominated sectors like sales Mean while, the rural-urban divide and the unorganized-organized labor divide get reduced as rural youth get trained to work white collar jobs.



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11 . 6

ase S7

ud 8 10.1 Case stud 9 of Dhanamma a standing example of a women getting empowerment through

emplo 9 ment.

Bef or e joining th e progr a m @ ha na mm a use to walk miles toge th er to graz e th egoat s h e lpless no t be ing able to go to college . Her mo th er th oug ht it waswor thl ess att ending college instead of he lping her with he r f ie ld work and hou se hold chor es . She att end ed collegeto on ly write he r e A ams.

The 45 days tra ining cha nged h er comp le te ly. It ha s made h er con f idencewith langu age s kills, compu ter literat e

and groom ed up f or a job with all th ereq uired skills and att itud e .

The ne A t st ep f or h er to becom e se lf depend ent was to join a job. She w orksha rd and clea rs all th e round s of rec rui t ment and no w w ith prid e dawnsth e I @ ca rd of A@ FC.

@ ha namm a sta ys in a host e l at Tirup at i as he r h om e is in Pata gun ta (Vedurukupp a m mand al) wh ich is 40 kms

away f rom Tirup at i a nd se nd s hom e2700 eve ry mon th . She c omp la ins that many peop le in h er village w a ste th e ir t ime doing no th ing produ ct ive and wast e th e ir f amily incom e in gamb ling.

Inspiration to others:Af te r such cha ng e in her life s he opin es that eve ry girl shou ld f irst a im towa rds comp le t ing he r edu cat ion a nd look f or oppor tuni t ies beyond h er bound a ries w ith ou t ge tt ing bogg ed do wn by res ista nce and pitf alls.

Her success s tory ha s gon e to nea rb y villages f rom where 2 girls who a re gra du at es ha ve joined tra inings a nd aspiring to join susta inable jobs.

Awakened Sleeping Villages:Thus th roug h th is inte rven t ion th e Job s Progr am ha s a wakened slee ping villages and ha vehe lped many girls like @ ha namm a ge t empo we red to becom e se lf depend ent . At th e s ametime @ ha namm a also fee ls ve ry tha nkf ul a nd ind ebted to th e w hole t ea m f or h e lping h e r real ise dreams com e tru e .



Page 1 8 of 20

10.2 The ca se study of J. Nare nd ra Re ddy

Narendra hails f rom Chinnavenkatampalli (V), Irala (M), Chittoor Dist. A.P., S/o. J. Lakshmana Reddy Education: - B.A. Technical Q uali f ication: - ITI (Diesel Mechanic)

His story is also of great courage and motivation. His f ather is an agriculture labour and mother is a home maker. He has only one sister younger to him. She did her MCA and presently in search of a job. Af ter graduation he applied to many company but could not get a job and then he started as an auto driver in his village. He met with a f ate f ul accident at a very prime stage of his lif e while he was working. His back bone was in jured and his right lower leg was paralyzed. Af ter 6 months of hospital stay he remained with the help of calipers.

Being studied at local place, in spite of being a graduate he was not very con f ident with his communication skills in English. His disability had been another reason f or not being able to get a do any work. During training he learned communicative English, basic computer skills, arithmetic, typing speed on key board and lif e skills.

Af ter success f ul completion of training he has gone through many companies written tests and intervie ws, although companies f ound him suitable skill wise but they re jected him because of his disability. Then also the trainers keep on encouraging him and f inally sho wn placement in Strategic Outsourcing Services, Bangalore as a process executive and is presently working at a gross salary of Rs.10130 /- p.m.

10.3 Case study of an SEZ

Large scale employment with Apache, Adidas Shoes Manu f acturer, Tada, Nellore, A.P. More than 5,500 of those are employed at Apache, the Taiwanese original equipment manu f acturer f or Adidas shoes, spra wled over 313 acres in Tada village. In the brick red and grey tiled f actory, 14 production lines churn out over 400 ,000 shoes a month, making it one of the largest f actories in India. Most of the people on the assembly line are semi-literate and are provided with basic training in lif e skills, communication and corporate culture f ollowed by on the job training. They work on stitching, shoe uppers, carve out rubber soles, quality check and f inally prepare shoes f or export.



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1 2 . W in-win for all stake holders

Meera Shenoy with Gopal Garg and Tapan Das

The Rural Community:y Fixed income, new skills, and self confidencey

Remittances for the rural familiesy Lowering of caste stigmay Eradication of poverty within a generation¶s time in a sustained manner

The Government:y Employment creation for rural youthy Poverty alleviationy Prevention of social unrest from high underemployment in rural areas

The Private Companies:y Trained labour pool from alternate sourcey Reduced attrition ratesy H igher productivityy Competent, loyal, cost-effective workforce with an opportunity to fulfil its social

responsibilities



Page 20 of 20

B ibliography

1. South Asia rural livelihoods learning note, World Bank - Parmesh Shah, Meera Shenoy, Smrithi lakhey

2. Study by Mariko Katsura, Goldman School of Public Policy, University of Berkeley 3. Study on the impact of job on a f amily by Intellicap

4. David Graddol, English Next, India, British Council, Distribution of the world s f ive-nine year old children.

5. Expenditure on Education, Consumption expenditure data f rom 50th and 61st rounds of NSS6. 2009 BCG Re po B

C

on Gr o D C h sect o rs i n Ind i a 7. Ce nsus 2001

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Training, Employment & Skilling India