1 / 15

Skills Development for Informal Economy: Issue and emerging approach

Skills Development for Informal Economy: Issue and emerging approach. Akiko Sakamoto Skills Development Specialist ILO. Why skills in I/E?. Over 90% of employment in unorganized sector Contributes to 60% of GDP Large number of low-skilled people Large number of survivalist MSEs

kory
Download Presentation

Skills Development for Informal Economy: Issue and emerging approach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Skills Development for Informal Economy:Issue and emerging approach Akiko Sakamoto Skills Development Specialist ILO

  2. Why skills in I/E? • Over 90% of employment in unorganized sector • Contributes to 60% of GDP • Large number of low-skilled people • Large number of survivalist MSEs • Skills -a step towards improving working and living conditions • Preservation of traditional artisan skills

  3. Farmers, rural livelihood Own-account workers, home workers Casual labour Child labour SHGs Survivalist enterprises (1-3 workers) Profitable micro enterprises (0-10) Vocational training Business training Technology Marketing Life/soft skills Literacy, communication Labour rights, OSH Self-esteem Motivation/awareness RPL Placement support Diversified profile and needs Self-employment Wage- employment

  4. Over 10 million p.a. entering I/E Nearly 50% of workforce has below primary schooling Demand-driven skills Short-term modular skills training Life/soft skills Post training support Formal training available for 2.6 million p.a. ITI entry criteria class X, or VIII 12-15,000 NGOs but no data Largely based on ‘perception’ Public TIs –curriculum preset SDI/MES scheme (GOI) Largely provided by PPP, NGOs Demand & Supply

  5. Skill formation process • Learning from family, community • Own practice and experimentation • Traditional apprenticeship • Unstructured, often incidental, and potentially a long process • Out of reach of the formal training system • Some learning through sub-contracting with formal sector companies

  6. Emerging Features of Skills Dev. for I/E • Pre-training • Training • Post-training • Systemic issues

  7. 1. Pre-training • Knowing demands of skills • national or state profiles may be too broad, perhaps need local-area based, or sector-based info. • Who should collect the info and fund? • VD councils/panchayat/District office? • Industry associations/DIC/Sector Councils? • Training institutions? • community assessment in rural areas • Knowing demand is not straight forward --skills not high priority for MSEs • Future demand is difficult to assess

  8. 1. Pre-training Raising demands for skills • For enterprises • Drivers can be: • Technology upgrading • New market/diversification of products • Sector/cluster/village development plan • Stipulation in public contract (Singapore) • Training voucher (Kenya) • For trainees • Motivation is an issue • Need to raise self-awareness

  9. 2. Training • Short, modular, practical skills training • Not only vocational skills, but also business, soft/life skills • Flexible hours, locations • PPP (training-cum-production, curriculum collaboration, internship, employment link) • Recognition of prior learning

  10. 3. Post-training • Post-training support i.e. How to integrate skills training with other support services • Access to credit, marketing and other available support schemes • Business training • Hand holding • Placement (for wage employment)

  11. 4. Systemic issues • Unclear skills profiling and progression for vocations • Required for: • Helps to develop training programme • Trainees to decide career path • Counseling of trainees • Incentive to encourage training and upgrading • Shows to employers the skills levels, improve wage setting • Incentive for trainees to engage in training or pursue higher level qualifications

  12. 4. Systemic issues • Recruitment/upgrading of trainers • Registration, and quality assurance of training providers • Identification and up-scaling of successful models • Many efforts and experiments • Unassessed, some antidotal evidence • Need rigorous assessment • of impact, of coverage • what works, what doesn’t • No common criteria to assess ‘success’

  13. How do we reach out the Sector? • Approaches can include: • Area-based approach • Local govt (DM, Panchayat, VDC etc.) takes a lead in guiding the dev. of the area/community, including provision of LM info./training opportunities • Skill training facility at community levels • Sector/cluster-based approach • Link between organized/unorganized sector through subcontracting • Unorganized sector upgraded as part of the overall effort in developing the sector/cluster • Sector skill councils/ industry training centre

  14. urban rural Unorganized Sector How do we reach out the Sector? Expansion of Public TIs/PPP Formal sector Local govt. -rural livelihood subcontracting Area-based approach (DM, panchayat, VDC) Sector-based Approach (Sector-councils) NGOs PPP

  15. Thank you

More Related