Gender Budgeting and Skill Development
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This document discusses gender budgeting and skill development in India. It provides an overview of national skill development policies and programs, highlighting efforts to promote skill development and workforce participation among women, such as establishing mobile training units, flexible timings, and apprenticeship opportunities in non-traditional fields. It also presents data on the number of women enrolled in and completing various skill training programs. Key sectors are identified where women participation is high or increasing, and challenges are noted around placing and retaining all trained women candidates. The creation of career pathways integrating education and skills is outlined, with a focus on making qualifications aligned between academic levels and national standards.
Gender Budgeting and Skill Development
- 1. Gender Budgeting and Skill Development Dr. Paramita Majumdar Monday, 13th February 2017 For Officers of Ministry of Skill Development & Entrepreneurship For Officers of Ministry of Skill Development & Entrepreneurship
- 2. Gender Budgeting – 10 Years From Welfare to Empowerment May 11, 2017 2 2005-06 2006-07 2007-08 2009-10 2011-12 2013-14 2015-16 GB Statement Charter for GBC GB Scheme for Cap.Bldg. Revised Guidelines for Outcome Budget issued Guidelines issued to states Gender Audit - WG EFC Nodal Centres GA pilot as part of Internal Audit 2004 - Expert Group constituted 14th FC Devolution – flexibility & autonomy to the states
- 3. Processes of GB Conceiving Planning Approvin g Executing Monitoring Analysing & Auditing How do you decide for a new scheme? Is the Planning participatory? Are Plan Documents Gender Sensitive Who plans? Capacity to plan? Who approves? Whether they are Gender sensitive? What is approved? Whether Adequate Staff (M/F) available? Availability and Adequacy of Resources Executed as per Guidelines/Flexible? What to observe and check? How often? What to do with the Monitoring report? Checking against what is planned What is audited? Why? Who does the audit? What happens to the audit report? Does it impact the planning process of your Dept.?
- 4. What are measurements of change? Measuring change means tracking the degree to which, and in what way, changes take place over time. From a gender perspective, it might address changes in the Relations between men and women, changes in the outcomes of a particular policy, programme or activity for women and men, or changes in the status or situation of men and women with regards to a particular issue such as levels of poverty or political participation.
- 5. National Skill Development To rapidly scale up skill development efforts in India, by creating an end-to-end, outcome-focused implementation framework, which aligns demands of the employers for a well-trained skilled workforce with aspirations of Indian citizens for sustainable livelihoods. Mission Statement
- 6. NSDP – 20152015 Gender Mainstreaming AgendaGender Mainstreaming Agenda Primary Objective: Meet the challenge of skilling at scale with speed, standard (quality) and sustainability. 12th Objective – Promote increased participation of women in the workforce through appropriate skilling and gender mainstreaming of training and promote entrepreneurship amongst women (p.13)
- 7. Key Features : NSDP - 20152015 Promotion of Skilling amongst women Trade/Skills/ Non Traditional Skills Total Women No. of mobile training units Batch Timing No. Apprenticeship seats 4.11.2……Special mechanisms in the delivery of training such as mobile training units, flexible afternoon batches, training based on local needs………promote setting up of more training and apprenticeship seats for women….. (p.33) 4.11.3. Training in non-traditional fields for women will be promoted…… focus on life skills training and literacy training……..increase the pool of women trainers and providing them certification by earmarking a certain percentage of intake in training of trainers institutes. New institutes exclusively for training of women as trainees and trainers…………….. (p.33)
- 8. Key Features - NSDP – 20152015 …… Skilling amongst women 4.11.4 Women related issues will be incorporated in the guidelines for skill training procedures. These could include issues of (i) safe and gender sensitive training environment, (ii) employment of women trainers (iii) equity in remuneration and (iv) complaint redressal mechanism 4.11.5 An internet or mobile based platform for women employment, by connecting skilled women and employers will be promoted. This platform could focus on women willing to re- enter the workforce after a break and those affected by migration.
- 9. Implementing the Policy : Progress So far 1. PMKVY Scheme: Short Term Training at PMKVY Training Centres for school/college dropouts or unemployed. Training provided in National Skills Qualification Framework (NSQF), Soft Skills, Entrepreneurship, Financial and Digital Literacy Duration of the training varies per job role, ranging between 150 and 300 hours. Upon successful completion of their assessment, candidates shall be provided placement assistance by Training Partners (TPs). Under PMKVY, the entire training and assessment fees are paid by the Government. 2. Udaan is a Special Industry Initiative for Jammu & Kashmir in the nature of partnership between the corporates of India and Ministry of Home Affairs and implemented by National Skill Development Corporation.
- 10. Implementing the Policy : Progress So far • 33 Pradhan Mantri Kaushal Kendras (PMKK) have been set-up across India. Target is to create 426 PMKK across 409 districts* (Are they gender friendly, refer para 4.11.4?) • Number of ITIs in the country has increased from 10,750 in May 2014 to over 13,105 in May * ( No. of Women enrolled in such ITIs?) • 5 new RVTIs for women established during FY 2015-16, 2 of which have been operational since August 2015, 3 are to be opened in FY 2016- 17 (Training based on local needs, batch timing etc.) • NSDC training partners have trained a total of 1,55,236 women candidates across India, of which 54,456 (35%) have been placed as on October 31, 2016. (what about 65% ?) • Details of Candidates in SSCs (2015-16) * - Enrolled - 1794316 ; Trained 1793390; Passed 1341374 ; Certified 1183255 (Why?) * Source: Skill Development Sector Achievements Report, December 2016
- 11. Vocationalisation of Secondary Education of Ministry of HRD State/Board Schools (In 2014-15) Sectors Expected Number 2014-15 Haryana 240 Auto, Healthcare, Retail, Security, IT-ITeS, Beauty and Wellness and Sports 23,000 Himachal Pradesh 200 Auto, Healthcare, Retail, Security, IT-ITeS, Agriculture 18,000 Uttarakhand 44 Auto, Healthcare, Retail, IT-ITeS 5,000 Madhya Pradesh 50 Auto, IT-ITeS 2,500 Punjab 100 Auto, Retail, IT/ITES, Security, B&W and Healthcare 5,000 Rajasthan 70 Automotive, Gems &Jewellery, Healthcare, Travel & Tourism and Beauty & Wellness 3,500 Maharashtra 350 Auto, Healthcare, IT-ITeS, Construction, Capital Goods 15,000 Nagaland 6 IT-ITeS 300 Karnataka 100 Auto, Healthcare, IT-ITeS, Retail 15,000 Chhattisgarh 30 Automotive, Retail and IT-ITES 2,000 Crucial role for NSDC and its Sector Skill Councils (SSCs) in implementation of NSQF. Gender Disagg. Data?? Gender Disagg. Data??
- 12. Vocationalisation of Higher Education NSDC model - to integrate skill based trainings into the academic cycle of the Universities, based on National Occupational Standards set by industry through Sector Skill Councils. Highlight of the model : Based on state skill gap report – identification of Sectors and job roles Development of implementation model and Integration into time table as per university norms Training of Trainers by Sector Skill Council (e.g. M/F??) Curriculum Alignment & Cap. Bldng workshops (Non-Traditional ??) Student orientation sessions to take an informed choice of sector/job role based on career aspiration Standardised Training Delivery by NSDC Training Partners Internships and On- the – job Training Assessment and certification by Sector Skill Council Last Mile Employability & Entrepreneurship Opportunities for the students Gender Disagg. Info?? Gender Disagg. Info??
- 13. Focus : 24 Key Sectors SECTORS SECTORS 1 Auto & Auto Components 13 Building, Construction & Real Estate 2 Beauty and Wellness (50% women) 14 IT & ITES (30-35% women) 3 Food Processing 15 Construction Material & Building Hardware 4 Retail 16 Textile & Clothing 5 Media & Entertainment 17 Healthcare 6 Handlooms & Handicrafts 18 Security 7 Leather and Leather Goods 19 Agriculture 8 Domestic Help (90% women) 20 Education/ skill development 9 Gems & Jewellery* 21 Transportation & Logistics 10 Telecommunication 22 Electronic & IT Hardware 11 Tourism, Hospitality & Travel (M:F is 20:80) 23 Chemical & Pharmaceuticals 12 Furniture & Furnishing 24 BFSI High number of women is a result of a working environment conducive to their professional growth and various women- focused initiatives — such as maternity leave, relaxation zones, medico/ psycho counseling sessions, robust grievance redressal mechanism, committees to handle cases of sexual harassment at work and effective security & transport mechanism Recently hiring of women is increasing in manufacturing units due to the rising prominence of wax work where speed and delicate handwork, characteristic of females, is key. Recently hiring of women is increasing in manufacturing units due to the rising prominence of wax work where speed and delicate handwork, characteristic of females, is key.
- 14. Creating Career Pathways Academia/Industry integration through NSQF Education Academic Level Class 9 1 Class 10 2 Class 11 3 Class 12 4 1st Year of Graduation 5 2nd Year of Graduation 6 3rd Year of Graduation 7 1st Year of PG 8 2nd Year of PG 9 PhD 10 Skill NSQF Level Interpretation No Skill – Educated/ Uneducated 1 Skill with some experience 2 Semi Skilled 3 Skilled 4 Supervisor of Skilled Worker 5 Supervisor’s Supervisor 6 Manager of Supervisor 7 Junior Management 8 Middle Level Management 9 Senior Level Management 10 EducatedbutnotSkilled Educated and Skilled Educated and Skilled QP/NOS created by SSCs are NSQF compliant and ready for adoption by Central Ministries, State Governments, Regulatory Institutions, Training Providers organizations etc
- 15. Number of Women in Industry Source: India Skills Report 2016 & 2017 E-Commerce
- 16. Domain-wise hiring trend (%) ITI ITI
- 17. Skills required by Employers 2016 2017 Source: India Skills Report 2016 & 2017
- 18. Rural Female Work Force Participation
- 19. Union Budget 2017 for Skill Development • Total Budget - Rs. 3016.14 (Demand No 88) • Pradhan Mantri Kaushal Kendras(PMKK) in every district • New scheme Sankalp (Skill Acquisition and Knowledge Awareness for Livelihood Promotion Programme) with Rs 4,000 crore • 100 India International Skills Centres (IISC) to offer advanced training and courses in foreign languages. • For imparting new skills to the people in the rural areas, mason training will be provided to 5 lakh persons by 2022, with an immediate target of training at least 20,000 persons by 2017-18. (not beneficial for women as women are not interested in masonry and there is absence of a viable market currently) Development of Skills 1590 crore Model ITIs/Multi Skill Training Institutes 1151.40 crore Apprenticeship & Training 2924.26 crore
- 20. Union Budget 2017 for Skill Development • Setting up of Mahila Shakti Kendras linked with 14 lakh Anganwadi centres to provide one-stop support system for empowering rural women with opportunities for employment, skill development, digital literacy, health and nutrition. Budgetary allocation is 500 crores. • Concerns are – (i) How exactly is one anganwadi supposed to provide all of these services to local women while also continuing to look after the health and nutrition of rural children? (ii) Does this corpus include provisions for hiring of more Anganwadi staff? (iii)What about the facilities that will be necessary to provide any kind of skill training? (iv)Also, with 500 crores for 14 lakh anganwadi means Rs. 3571 for each centre. How will this figure be sufficient for training a group of women? What kind of training?
- 21. Other Concerns • BE bypasses the fact that women need holistic skill building programmes, including social dimensions of empowerment as well as life skills for engaging in sustainable livelihood, especially non-traditional livelihoods. • Its not clear through BE as to how horizontal segregation of labour markets, i.e., the chasm between what is understood as men’s work and women’s work in the paid economy will be addressed.
- 22. Challenges • 30% seat reservation - How successful have 30% quotas (seats) for women has been? What results have they yielded? How can these be improved? • Problem in Mobilization of women student /women dropout & others to get trained is a major concern due to traditional mindset, low willingness to migrate, low salaries at entry level. Steps taken in this regard? • Lack of female trainers across sectors is a blockage in encouraging more women and girls to participate, and in encouraging male heads of the family and community to allow participation • Monitoring vocational education for ensuring Quality - Education being a state subject, the student fees in ITI’s/polytechnics go to the State treasuries. What changes have been made/ ensured to cater to the market requirements.
- 23. Challenges • What kind of discrimination do women trainees face? Problem in Perceptions towards female learners by various stakeholders – how to address? Steps taken to address? • Lack of sufficient resources to ensure costs associated with training and facilitate women’s access to hands-on and practical training opportunities • Design of training materials to accommodate those with lower levels of basic education • Issues in Employers’ Buy-In - Attitude of the Employer as the employer does not distinguish whether an employee has picked up skills on the job or acquired them through formal training • Pro-active Involvement of Industry and employers in the skill training structures – What is the level of engagement?
- 24. Challenges • Ensuring Minimum Wages - how to ensure it as per the National Skill Qualification Framework (NSQF) and recognition of higher level of skills? What kind of changes made in the guidelines? • Problems in scalability – How to scale up aspirations to current jobs as well as get the right kind of training partners? • Mismatch between youth aspirations and jobs - Finding students to fill the classrooms and getting people to accept new kind of jobs are difficult
- 25. What can be done? • Create pull factors to attract women to get vocational training across sectors, particularly non-traditional sectors – steps taken by the government so far, future plans to strengthen it. • Include a minimum percentage of certified women skilled work forces in the tendering process of every human resource intensive project and increase the minimum percentage every year. • Minimum wages need to be re-looked and aligned to the levels defined in the National Skills Qualification Framework.
- 26. Can we try to answer … • How skill development initiatives can / are facilitate /facilitating the acquisition of better work ? • How these initiatives can be made more accessible to women? • Training Curriculum beyond domain expertise - What factors shape women’s abilities to turn training into work ? • What factors affect women using their training once they are at work • What factors enable them to really benefit from the gains of better employment?
- 27. What can the GBC do? • Gender appraisal of each sector • Build expertise to undertake gender analysis of relevant policies/schemes/ programmes • Bridge data gaps in gender disaggregated data particularly in the gender neutral sectors • Reporting Outcomes • Utilising the performance information of each sector vis-a –vis market in shaping the Budget decisions - both in programme formulation and resource allocation
- 28. Thank YouThank You Email: drpmj2017@gmail.com
Editor's Notes
- #15: The NSQF is a framework that provides for first equivalence across the education and skill sector. Second defines pathways to progress from one vertical to another as well as within or across verticals. How we define persons in terms of education and skill in the future would be based on these parameters.