Open
Forum
New Delhi, 9 December 2020
Tough Job Market
RIGHT SKILLS CRITICAL
By Moin Qazi
In an age of skyrocketing unemployment, made
worse by the pandemic, it is integral to incorporate marketable and real-world
skills within the education system. A system that integrates skills and
education can go a long way in ensuring that the youth are better equipped to
handle a challenging employment market.
Employers need to interact with education
providers. Both can benefit from strong reciprocal relations, with employers
advising educators what skills they need (and even assisting in designing curricula
and extending faculty support) and educators providing students with practical
training and hands-on learning. There are compelling economic benefits in
rebalancing the labour market; conversely, the human costs of failing to do
will be enormous.
By deploying its corporate and social
responsibility (CSR) capital on skill development projects, the private sector
stands to benefit enormously from the availability of a large skilled and
disciplined workforce. This can parlay into better levels of customer service,
increased productivity and efficiency, reduced absenteeism and employee
turnover, along with lower wages and recruitment costs.
The results of several such programmes have,
however, been mixed. Programmes have reported high dropout rates, low
employment percentages and continued attrition post-placement, leading to
dissatisfied employers as well as frustrated youth. Providing ‘skill-training
and certification’ alone cannot be a solution to the problem. There is clearly
a case for going back to the drawing board.
The new emphasis on skill training should
focus on a lifecycle approach. This approach looks at all aspects of skilling,
from the aspirations of people before training to counselling and following up
with beneficiaries during their employment. Adopting a lifecycle approach to
skilling will make sure the kind of skills imparted to trainees are marketable
and linked to the available jobs.
It is also important to ensure that specific
skills are not scaled across multiple areas in the same region as it saturates
the market with limited opportunities for those who are trained. If everyone is
trained in becoming a blacksmith, there will be too many blacksmiths and not
enough jobs. Imparting locally relevant skill sets like repairing bicycles or
motorised two-wheelers, solar lamps, mobiles and running a poultry unit or
small animal husbandry and the like makes families self-sustaining.
There are hundreds of organisations and
agencies engaged in honing vocational skills and promoting entrepreneurship.
While these successful efforts demonstrate the critical roles that employers
and social sector actors play in the development of a healthy workforce, they
are not able to achieve system-wide change. Businesses, educators, governments
and young people need to adopt a collective approach and synergise their latent
strengths. Closing the skills gap requires that educators and employers work
together more closely.
The missing link that underlies the growing
unemployment is ‘skill development’, which is the key ingredient to robust
economic growth. With the dilutions of the old ‘iron bowl’ of employment
protection, the idea of lifelong secure employment has now been shattered.
Technology is advancing faster than we can
adapt, upending the job market and delivering unimaginable shocks to both our
values and or patterns of thinking Repetition-based jobs are stagnating the
world over and will soon disappear. Most children entering school today will do
jobs that don’t exist yet.
Many of the children now being educated in
the old system will find the norms, institutions and patterns of working and
civic life they were trained for scrambled, when they enter the adult world.
Tools of the job are in a state of extreme flux. Spreadsheets, PowerPoint
presentations and other boardroom documents have all been changed by the cloud
— sharing and group editing are the new norm.
Capacities for specialised problem solving
and mass communication, until recently controlled by a few elites, are now
accessible to anyone with a smartphone. Yet our education system and other
institutions remain geared towards the old, siloed, hierarchised, repetitive
system leaving young people ill prepared for the cascading changes coming.
Young people need to look outward, get out of their zip codes, and experience
situations different from the ones they are conditioned to expect. Their
success will depend much on how well they can navigate a world of diverse
cultures and beliefs.
Skills development holds the
key to India’s ability to activate the vast potential of its youth population
for inclusive growth and to evolve as the hub of the global economy. It is perhaps most
crucial to long-term alleviation of poverty. However, much thought needs to be
devoted to evolving the right training method. It should focus on learning by
doing rather than in the classroom. A range of entrepreneurs in the fields of construction,
textiles, leather, gems and jewellery, and so on will have to be brought in,
and candidates will need to work as apprentices.
Several challenges remain
for skill development in India. The huge proportion of informally trained
workers who form a part of the informal sector have still no formal training
avenues, skill training is generally carried out through individual learning,
observation, or a transfer of skills from a master craftsperson to an
apprentice. These craftsmen can set up small cottage units but cannot be
absorbed in factories where basic technical skills are essential. With the
influx of cheap machine made products, handicrafts are being driven out by the
competition even though they are aesthetically superior. traditional craftsmanship
is losing value and the market offers poor compensation to the artisans for
their skills and artistry.
The mismatch between
academic training skill, and employment has widened, leading to a situation
where, on one hand, the youth are unable to find employment that are aspiring
for and on the other, employers are unable to find people appropriately trained
for jobs they have on offer.
We require a more coordinated and collective
impact approach from the various stakeholders if we want to enlarge the network
of training programmes and ensure that training is closely aligned with
specific demands of the industry. It would require developing a clear common
agenda around the entire ecosystem of workforce training.
One of the most demanding needs will be
digital fluency. It is a much wider concept than the metaphoric digital
literacy. It refers to the ability to leverage the myriad digital tools and
resources at our disposal to complete a specific job. Assimilation in digital
culture would require learning the nuts and bolts of technology.
All these disruptions will eventually have to
be addressed through a change making strategy. As US former Education Secretary
Arne Duncan had said, “A key factor of success for any society going forward is
what percentage of its people are changemakers. It’s the new literacy.”---INFA
(Copyright, India
News & Feature Alliance)
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