“Access to” and “Relevance of” Vocational Training

1. “Access to” and “Relevance of” Vocational Training VT - in whose perspective? For a commercial establishment – profit For the government – competency - employment creation From the Development perspective - Sustainable livelihood for the poor - Poverty alleviation ..

2. Vocational Training: Training leading to sustainable livelihood - Substantial income on a sustainable basis Influencing factors: Entry qualifications – Equity Cost of training – who pays? Duration of training Gender Available livelihood options – who benefits? ..

3. Livelihood Wage employmentSelf employment Engineering Non-engineering / Goods Services Trading skills Agricultural skills

4. Training mode Institution Apprenticeship Community based based Formal Non-formal

5. Wage employment opportunities: New investments are hi-tech, few employment opportunities Existing large Industries shift towards Automation & High technology Small, low production units not viable, even close down Fewer wage employment opportunities for skilled workers No easy employment alternatives Strong focus on material gains than human values Traditional community bonds breaking - people becoming vulnerable Polarization widening in society between the rich and poor ..

6. Wage employment:Self employment: In present situation, limited Plenty of opportunities opportunities Generally impacts the rich Could directly impact poor Often leads to exploitation Could save the poor from exploiters Encourages migration and Well distributed economic concentrated urbanization development Competes for limited Creates new opportunities opportunities

7. Wage employment:Self employment: Pre-employment training In-service training School or centre-based Workplace based Training - Once and for all Life-long learning Being exclusive Access for all Occupational Problem – based Only technical skills Comprehensive skills Trainer driven Learner driven Long duration Short duration Book – based learning Hands – on learning Centralized Community based Stand alone Part of a package ..

8. IMPACT 70% of Community POOR 30% Better offs

9. Training with focus on Self-employment Selection of skills Market orientation vital Ability to access market opportunities Entrepreneurship along with skill training Training related to market opportunities Skills dictated by the market Community support necessary ..

10. Different VT models • Job-oriented, Competency-based model • Community-based training • Mobile training • Apprenticeships • Linkage with employment sectors ..

11. 1. Concept of Job-oriented Competency-based training Trainees are involved in accessing the local market for jobs along with trainers No jobs, no training Skills are learnt producing actual jobs Training includes all aspects of business Trainee shares the profit – a motivation Training is competency based On completion of training, trainee has acquired specific skills in demand Learning is an ongoing process ..

12. 2. Community-based training • VT centre links with CBO or other homogenous groups • Skill needs identified by the community, based on needs • Propagation of Appropriate Technology • Trainees identified and supplied by the community • Graduates supported by the community • Training could be centre based or community based ..

13. 3. Mobile training • Groups of trainees gather at various community locations and the trainer goes around • Training is based on local market needs • Sessions of inputs by trainer and implementation by trainees are sequenced • Large number of trainees are covered at reasonable cost ..

14. 4. Apprenticeships • Trainees are selected & attached to small workshops with a clear MoU • Theoretical and inputs in life skills are provided on a weekly basis • The training is monitored by the training provider • Trainee acquires all-round training ..

15. 5. Linkage with employment sectors • Sectors were job creation is on the rise are identified • Training providers link with industries / business to identify specific skill needs • Pre-training is provided by training providers followed by on-the-job training • Graduates could be wage employed or self-employed ..

16. Common features of all models • Skills imparted are directly related to market needs • Entrepreneurial development is part of training (not taught but caught) • Trainee, develops skill to assess market opportunities • Life skills is part of training • Trainee starts earning while training • Follow-up and Support mechanism for graduates ..

17. Duration and Cost of training Training is generally short Training is flexible Concept of continuous learning is inculcated Cost of training is low Training need not be centre-based Trainers need not be full-time employees Training is need based and will stop once need is met ..

18. Equity at intake Academic qualifications not an important intake criteria Age not restricted to a narrow range Possibilities of good gender balance More trainees can access training at reasonable cost Skill needs of poorer sections of society met ..

19. Indicators of good programmes • Trainee employed with substantial income • Impact on Community – technological - economic • Cost effective – many benefit • Equity – accessible & not highly selective • Ex-trainees establish linkages with other stakeholders ..