Entrepreneurship

& Career
Opportunities for
10th & 12th
dropouts

Project Conceptualisation: Kailas Narawade

Report Prepared By: Shubhashree Sahoo

Contents
1. Executive Summary:………………………………………………………………………3

2. Existing Scenario in the Country:…………………………………………………………4

3. Trends in rural and urban India:…………………………………………………………..5

4. Govt. initiatives for the youth under NaMo Sarkar:………………………………………6

4.1. Schemes for Skill Development:……………………………………………………..7
4.2. Employment schemes by the Govt.:.………………………………………………..12

5. Factors associated with dropout rates:…………………………………………………...16

6. Entrepreneurship & Career opportunities for 10th/12th dropouts:………………………19

7. Vocational training options:……………………………………………………………...21

8. Findings from survey:……………………………………………………………………25

9. Conclusion:………………………………………………………………………………27

10. References:……………………………………………………………………………..28

11. Annexure:………………………………………………………………………………29
Executive Summary
India is a large country with a substantial population. She faces an unprecedented situation of
widespread unemployment. In both the urban and rural areas a large number of people are
unemployed.

Unemployment is a condition of involuntary or forced idleness, hampering effective demand

for agricultural and industrial products on the one hand, and paving the way for anti-social
activities on the other. It indicates a situation in which no use is made of all human resources
that should have been geared towards maximizing natural production. A circumstance like that
results in far-reaching consequences. This renders production-increasing steps and labour-
rights vulnerable. It is a criminal waste of generating power. To the degree that unemployment
among educated middle-class youth is concerned, although there has been a substantial
increase in their job opportunities, it has failed to keep up with the rapid increase in their
numbers as a result of population and educational facilities increasing. Without arranging for
their employability, schools and universities have produced a larger number of graduates.

Recently, due to the saturation level already reached in the village economy, there has been a
significant migration from villages to towns and cities: the urban unemployed sector has
suffered further as a result of steep price rises. Workers who are dependent on small businesses
are expected to suffer severely either from the industry's lack of raw material or from high
production costs. The rate of population growth is another cause of increasing unemployment;
during the decade 1961-71, the population showed an increase of 24'8 per cent. Currently the
population is estimated at around 60 crores while it was around 55 crores in 1971. Those falling
within the 15-49 age group are about 47 per cent, which constitutes the country's capable
population.

The UN's Global Multidimensional Poverty Index-2018 reported that, in India, between
2005/06 and 2015/16, 271 million people moved out of poverty. The country's poverty rate has
almost halved, falling over the ten-year period from 55 per cent to 28 per cent.

A large part of the Indian population still remains Below the Poverty Line. According to the
Tendulkar Committee this number is roughly 21.9 per cent of the country's total population.

pg. 3
Existing Scenario in the Country
One of the biggest mysteries of Modi's five years has remained the generation of jobs, which
has led to more questions than answers. The battle over work records has led to a bitter political
slugfest in a tense election season, with the opposition tossing all manner of accusations at the
government, and the government going out to protect its job record.

Providing public jobs is a working government's responsibility; but current numbers indicate a
downturn across all facets, raising doubts about policy. Whilst the neoliberal emphasis was on
"shrink the state" because of corruption and inefficiency, people of sensitivity have long
recognized the fact that high rates of government employment are related to improved quality
of life for people in society. After all, important public services must primarily be provided by
govt., from infrastructure to facilities, protection and social services. This is because private
markets either do not or do not provide these services and because, based on competitiveness,
private provision provides far more income inequality. And it obviously takes hiring people to
achieve all of this. Public jobs in India are just one tenth of that in Norway, 15% in Brazil and
much less than one-third in China, as regards the population.

PwC’s analysis of key sectors like education, medical services, agriculture, financial services,
electricity, production, retail, urban development, digital and physical connectivity suggests
that new solutions are needed in each sector.

India stands on the cusp of major change in its seventh decade of independence: a transition
that could lead to unprecedented economic growth coupled with dramatic changes in the
country's Human Development Index (HDI). The GDP of India has grown by over US$ 1tr in
the past two decades, bringing millions of citizens into a new cohort called the emerging middle
class.

With the current state of the inflation increasing and the economy still in dip, people in the
rural areas are finding it difficult to continue education after high school or senior secondary
school. Most of them don’t see the light of college. Many children opt-out of the school/college
to support their financially.

So to support this section of the society government is focusing on skill development for these
children so that they can receive formal training which will enable them to work without a
degree. It is also encouraging a lot of entrepreneurial culture among these youth so they can
carve out their own path.

The country faces a two-pronged challenge: the shortage of highly trained and professional
jobs, and the absence of a large number of educated workers who have little or no employment
skills. The efforts from the government needs to become more stern to achieve a better
tomorrow for these children because there is still a considerate gap between what the
government is thinking it is taking initiative and the reality that exists.

pg. 4
Trends in rural and urban India
The villages do not support large markets. But the trend is shifting. Many IT companies are
planning on penetrating the tier-II & III cities of India. This way they will get cheap labour and
the can counter the attrition rate as well, for sometime though not for long.

The setting up of farm relief and farm management services are encouraging many rural youths
to enter into farming sector as they now see it as a profitable perennial sector. With the help of
a global economy the marketing for agricultural products has also bettered over the decades.

The renovation and development of villages and the protection and conservation of rural
heritage is also generating many employment opportunities for dropouts.

Agriculture is now no longer the conventional farming. The methods have been advanced and
diversified. This has generated alternate sources of income.

Rural tourism is another sector which is being looked upon now in the past few years. Tourists
wanting to discover the local culture are drawn to rural areas where they see authenticity and
spread the word. The also are stunned by the crafts and handlooms that rural India has to offer.

Another notable trend is the rise of women entrepreneurs. From a time when women were
mostly confined to the household (read, homemakers) to being ' adapted ' to softer professions,
such as HR and teaching, women people are watching serious business projects, and often
alone. Together with the legends of Kiran Mazumdar-Shaw and Shahnaz Husain, women like
Aditi Gupta of Menstrupedia, Richa Kar of Zivame, Ashwini Asokan of Mad Street Dan, Nidhi
and Reshmi of Silver Talkies, and Gurleen Kaur of Hari Patti, among others, are becoming role
models for breaking myth1.

Recently, the NSRCEL at IIM Bangalore joined Goldman Sachs2 in the training and support
of women entrepreneurs, recognizing the need for capacity creation and celebration. Note that
in proverbially 'masculinized' or marginalized fields all these women are excellent.

1
https://yourstory.com/2017/01/entrepreneurial-trends-india-2016
2
https://tech.economictimes.indiatimes.com/news/startups/iimb-goldman-join-hands-to-
boost-women-entrepreneurship/55427281
pg. 5
Government Initiatives for the youth under NaMo Sarkar
Government is helping the youth in various ways to find employment opportunities. From Skill
India Mission to Fit India Movement, PM Narendra Modi government. has launched various
schemes to promote and help the youth of India3.

Skill India mission

The mission was designed to establish integration in terms of skill training programs across
sectors and States. In addition, the National Skill Development Mission would not only
organize and align skills efforts to achieve the' Skilled India ' dream, but also speed up decision-
making across sectors to achieve pace and standards-based skills at scale.

Make in India

The 'Make in India' initiative was initiated by PM Narendra Modi to encourage investment,
foster innovation, enhance skill development, protect intellectual property and build the best
infrastructure in class manufacturing.

Make in India has established 25 manufacturing, infrastructure and service sectors and
knowledge is exchanged through interactive web portals and professional brochures. In
Defense Manufacturing, Engineering, and Railway Infrastructure, FDI has been increasingly
opened up.

Beti Bachao Beti Padhao

The goal of this scheme is to make girls with education socially and financially self-reliant.
“Beti Bachao, Beti Padhao” is an Indian government initiative aimed at raising awareness and
increasing the effectiveness of welfare services aimed at girls in India. The scheme was
launched with an initial 100 Crore funding.

Digital India Mission

The Digital India initiative is a Government of India flagship program with a goal of
transforming India into a digitally empowered society and knowledge economy.

Start-up India

Startup India is a Government of India flagship initiative aimed at catalyzing the startup culture
and building a strong and inclusive ecosystem for innovation and entrepreneurship in India.

3
https://www.indiatoday.in/education-today/news/story/narendra-modi-6-important-youth-
schemes-launched-by-the-bjp-government-1599910-2019-09-17
pg. 6
Stand Up India
Stand-up India Scheme Facilitates bank loans for at least one Scheduled Caste (SC) or
Scheduled Tribe (ST) borrower between 10 lakh and 1 Crore, and at least one woman borrower
per bank branch to set up a greenfield business. This will help a lot of youth to start their own
entrepreneurial journey from an young age.

4.1. Schemes for Skill Development

1. Ministry of Micro, Small and medium Enterprises

Under this there are four programs that help in the entrepreneurial sector.
 Entrepreneurship Skill Development Programmes (ESDPs)
Comprehensive training programs are organized to upgrade skills of prospective
entrepreneurs, current workforce and to develop skills of new MSEs employees and
technicians by organizing various entrepreneurship-cum-skill development training
programs for the creation of new livelihood enterprises and the development of rural
enterprises.

 Management Development Programmes (MDPs)

The goal of teaching management practice system training is to improve the decision-
making capacity of current & potential entrepreneurs resulting in higher productivity and
profitability. In short-term training programs provide participants with feedback on a
variety of topics related to organizational functions. Such programs are of short duration
and the curriculum is planned based on the needs of the company and will be tailored if the
customers so require.

 Assistance to Training Institutions Scheme (ATI Scheme)

Assistance is provided to national-level training institutions working under the MSME
Ministry, including NIMSME, KVIC, Coir Board, Tool Rooms, NSIC & MGIRI in the form of
capital grants for the purpose of creating and improving infrastructure and supporting
programs for the growth of entrepreneurship and skills development. Assistance for the
development or strengthening / expansion of their training infrastructure is also offered
to existing state-level EDIs.

 Skill Upgradation & Quality Improvement and Mahila Coir Yojana (MCY)
Skill Upgradation & Mahila Coir Yojana (MCY) is one of the essential components of the
Coir Vikas Yojana Program. Coir Board offers coir processing training and value-added
training to potential workers, coir craftsmen / entrepreneurs through its training centres, i.e.
National Coir Training and Design Center (NCT&DC), Kalavoor, Alleppey and Research-
cum-Extension Centre, Thanjavur, and Regional Officers / Sub-Regional Board Field
Training Centers located in different parts of the country. The MCY aims to provide rural
women artisans with self-employment opportunities in regions that process coconut husk.

pg. 7
2. Financial Assistance for Skill Training of Persons with Disabilities

This scheme seeks to provide financial support for skills training for disabled persons. The
program would cover persons with disabilities (PwDs) with a disability of not less than 40%
and have a certificate of impairment provided by a competent medical authority to this effect.
30% quota for female candidates: 30% of the total intake of each training program shall be
allocated to female candidates in an effort to encourage female candidates. The scheme must
function in compliance with the eligibility requirements found in this scheme by training
institutions approved by this Department.

3. Skill development for minorities

The Ministry of Minority Affairs is introducing the following skill development programs for
young people who belong to minority communities.
 Seekho aur Kamao (Learn & Earn)
This is a placement-related skill development scheme introduced since 2013-14 for
minorities aimed at upgrading minority youth skills to specific modern / traditional skills
based on their credentials, addressing economic trends and market potential that can
either give them a suitable job or make them suitably qualified for self-employment.

 Upgrading the Skills and Training in Traditional Arts/ Crafts for Development (USTTAD)
On 14 May 2015, the scheme was initiated to conserve the rich heritage of traditional
minority arts / crafts. The scheme seeks to develop capacity and upgrade the traditional
skills of master craftsmen/craftsmen, documentation of traditional minority arts / crafts
identified; set traditional skills standards, minority youth training by master craftsmen in
various specified traditional arts / crafts; and develop the linkages between the national
and international markets.

 Nai Manzil
The scheme was introduced on 8 August 2015 with the goal of helping minority young
people who do not have a formal school leave certificate, that is, those in the category of
dropouts or educated in community educational institutions such as Madarsas, to provide
them with formal education and skills, and to enable them to seek better employment in
the organized sector and thus to equip them for a better life.

 Maulana Azad National Academy for Skills (MANAS)

The scheme founded on 11/11/2014, works towards meeting all skill upgrading/
development needs of the Minority Communities. MANAS offers an all-India training
platform focused on links with PPP-model local/national/international training
organizations to provide training for the minority population in skill sets that are in line
with emerging market demands. The training program seeks to provide viable and
sustainable livelihood choices for all its trainees with a primary focus on self-employment
in terms of self-employment / wage employment opportunities.

pg. 8
4. Deen Dayal Upadhyaya Grameen Kaushalya Yojana

DDU-GKY is uniquely focused on rural youth between the ages of 15 and 35 years from poor
families. As a part of the Skill India campaign, it plays an instrumental role in supporting the
social and economic programs of the government like the Make In India, Digital India, Smart
Cities and Start-Up India, Stand-Up India campaigns. Over 180 million or 69% of the country’s
youth population between the ages of 18 and 34 years, live in its rural areas. Of these, the
bottom of the pyramid youth from poor families with no or marginal employment number about
55 million.

5. Pradhan Mantri Kaushal Kendra

The model training centers contemplate: developing benchmark institutions that show
aspirational value for skill development training based on competency, focus on quality
aspects, sustainability and interaction in the skills delivery process with stakeholders &
transform a sustainable structural model from a Mandate-driven footloose model. Loan
assistance under the PMKK project shall only be sanctioned as per the process and applicable
laws and guidelines to any form of separate legal entity including but not limited to
Company/Society/Trust.

6. National Apprenticeship Promotion Scheme

This scheme will include all apprenticeship groups except Professional, Specialist, and
Technician (Vocational) apprentices who are covered by the scheme administered by the
Development Ministry of Human Resources. The main aim of the scheme is to encourage
apprenticeship training and to cumulatively increase apprenticeship participation from present
2.3 lakh to 50 lakh by 2020.

7. Craftsmen Training Scheme

The Craftsmen Training System (CTS) was introduced by the Indian Government in 1950 with
a view to ensuring a steadical flow of skills employed in various domestic industries, increasing
industrial production in quantitative and quality through systematic training, reducing youth
unemployment through employed skills, cultivating and fostering technical and social skills. It
is the scheme most relevant in the field of vocational training and, thanks to the wide network
of ITIs spread throughout the different countries / Union Territories in the world, has formed
artisans to meet the existing and future need for jobs. With effect from the year 1956, daily
administration of ITIs under the Craftsmen Training Scheme was transferred to the
administrations of the State Governments and the Union territories.

8. Apprenticeship training

The Apprentices Act, 1961, was passed with the intention, by using the facilities available in
this law, to control the training program for apprentices of the industry. The Act requires
pg. 9
employers in specific industries to engage apprentices in designated trades in order to impart
apprenticeship training on the job in industry to youth and individuals with national trade
certificates issued by the National Council for Vocational Training (NCVT) in order to develop
skilled labor for the industry.

9. Scheme for Higher Education Youth in Apprenticeship and Skills

Scheme for Higher Education Youth in Apprenticeship and Skills (SHREYAS) is a central
government scheme to provide incentives for industry apprenticeship to the general students
who exit the National Apprenticeship Promotional Scheme (NAPS) in April 2019. The
initiative aims to improve the employability of Indian youth by providing opportunities to
work' on the job' and by receiving stipends. SHREYAS is a programme basket comprising the
initiatives of three Central Ministries, namely the Ministry of Human Resource Development,
Ministry of Skill Development & Entrepreneurship and the Ministry of Labour & Employment
viz the National Apprenticeship Promotion Scheme (NAPS), the National Career Service
(NCS) and introduction of BA/BSc/BCom (Professional) courses in the higher educational
institutions.

10. Green Skill Development Programme

The Ministry of Environment, Forestry and Climate Change's (MoEF&CC) Green Skill
Development Program (GSDP) is an initiative to develop skills in the environmental and
forestry sectors to allow young people in India to gain productive employment and/or self-
employment. The curriculum aims at developing green skilled workers with technical know-
how and dedication to sustainable development. It will assist in reaching Nationally
Determined Contributions (NDCs), Sustainable Development Goals (SDGs), National
Biodiversity Targets (NBTs), and Waste Management Regulations (2016).

11. Skill Development Training Institutes

The following are some of the training institutes.

 Food processing - NIFTEM And IICPT
Scheme is introduced through the National Institute of Entrepreneurship and Management
in Food Technology (NIFTEM) and the Indian Institute of Food Processing Technology
(IICPT). This institutes also carry out short-term training in food processing funded by
various organizations and fee-based from the trainees. Such institutions carry out short-
term training as well as 3 to 6 months on topics such as organic foods, value added, frozen
foods, snacks and masala mixes, extrusion technology, processing techniques, packaging
strategies and various personalized training according to customer requirements.

 Central Institute of Plastics Engineering and Technology (CIPET)

CIPET carries out various skill development training programs under the various Central
/State government departments/agencies schemes for the benefit of their target group. In

pg. 10
 addition, the training programs are being conducted under PSU's CSR initiatives for the
benefit of unemployed/unprivileged youth.

 Krishi Vigyan Kendras (KVKs)

Implemented under Research and Education at the Department of Agriculture. KVKs set
up primarily to provide the farmers with vocational training and extension staff at the field
level. KVK's primary goal is to provide all farmers, farm women and farm youth, including
school dropouts in the rural area, with training according to needs and requirements in
agriculture and allied enterprises.

 National Institute of Open Schooling - Distance Vocational Education Programmes

(NIOS)
NIOS offers educational opportunities to those people who want to learn and prepare for
a better tomorrow. NIOS ' goal is to provide education for all with a special focus on girls
and women, rural youth, working people, SC, ST, physically and mentally challenged to
create job opportunities by offering need-based Vocational Education and Training (VET)
services and responding to the increasing demand for skilled workforce, NIOS offers
various vocational training courses in new areas.

 Jan Shikshan Sansthan

Jan Shikshan Sansthan (formerly known as Shramik Vidyapeeth) provides non-literate,
neo-literate vocational skills as well as school drop-outs by identifying skills that have a
demand in their establishment area.

12. Ministry of Women and Child Development

The Ministry was formed with the primary intention to resolve inequalities in state action for
women and children and facilitate inter-ministerial and inter-sectoral cooperation in order to
create gender balanced legislation, policies and programs focused on children. Under this
ministry there is the following programme.
 Support to Training and Employment Programme for Women (STEP)
The goal of the STEP scheme is to provide skills that give women employability and to
provide skills and competencies that allow women to become self-employed /
entrepreneurs. Support is available in every sector to provide employability and
entrepreneurial know-how, including farming, vegetable gardening, food processing,
handlooms, tailoring, cutting, brodering, Zari etc., crafts, computers & IT helps you to
provide services and to help you to work, as well as soft qualifications and job skills such
as English speaking, gems & jewelry, tourism, entertainment. Project Duration: A given
project will be for a maximum duration of 18 months, with time set aside for review of
post-training activities. Education courses/ module must be shorter in exceptional cases and
usually have a durations of three months, with maximum six months for one course.

pg. 11
4.2. Employment Schemes by the Govt.4

1. Prime Minister’s Employment Generation Programme

The Prime Minister’s Employment Generation Programme (PMEGP) was created through the
merging of two schemes, the Rojgar Yojana (PMRY) of Prime Minister and the Rural
Employment Generation Program (REGP), which were in operation until 31.03.2008.

It is a credit-linked subsidy program being introduced by Ministry of Micro, Small and Medium
Enterprises. It aims to create opportunities for self-employment by creating micro-enterprises
by coordinating traditional artisans and unemployed youth.

The scheme will be introduced at national level by the Khadi and Village Industries
Commission (KVIC) and at state level by the directorates of KVIC, Khadi and Village
Industries Board and District Industry Centres.
Government subsidy under the scheme will be provided by KVIC via specified banks to the
beneficiaries / entrepreneurs.

Individuals over the age of 18, self-help groups, institutions registered under the Societies
Registration Act, 1860, Production Co-operative Societies and Charitable Trusts are liable for
subsidies to set up PMEGP projects.

2. Swarnjayanti Gram Swarojgaar Yojana (SGSY)

Launched on 01.04.1999, Swarnjayanti Gram Swarojgaar Yojana (SGSY) is a major program

for rural poor self-employment. The program was built after the review and redesign of the
former Integrated Rural Development Initiative (IRDP) and the associated programmes
namely:
 Training Rural Youth for Self Employment (TRYSEM)
 Development of Women and Children in Rural Areas (DWCRA)
 Supply of Toolkits in Rural Areas (SITRA)
 Ganga Kalyan Yojana (GKY)
 Millions Wells Scheme.

With the introduction of SGSY, the other programmes are no longer in service. The SGSY's
basic goal is to put the supported poor families above the poverty line by supplying them since
income-generating assets through a combination of bank loans and government subsidies. The
District Rural Development Agencies (DRDAs) are implementing the SGSY with the active
involvement of Panchayati Raj Institutions, Banks, Line Departments, and Non-Governmental
Organizations. The plan is funded on the basis of 75: 25 cost sharing between the Center and
the States. The SGSY aims to cover all aspects of rural employment, chiefly the following

4
http://www.leadthecompetition.in/GKT/empSchemes.html
pg. 12
  Social mobilisation i.e. organisation of the poor into Self Help Groups (SHGs)
 Activity Cluster, Planning and Selection i.e identifying and selecting a key activity in
terms of its economic viability in an area.
 Financial Assistance in the form of credit and subsidy in which credit is a major
component.
 Training of Swarozgaris through well-designed training courses.
 Infrastructure Development
 Marketing and Technology Support

3. Mahatma Gandhi National Rural Employment Guarantee Act

On 02 Oct 2009, the National Rural Employment Guarantee Act, notified in the first step in
200 districts on 2 Feb 2006, was renamed Mahatma Gandhi National Rural Employment
Guarantee Act (MGNREGA). In 2007, 130 districts were notified and the entire country was
covered by the notification of the remaining districts as at 1 April 2008.

District with a hundred per cent urban population is granted an exception. The Act aims to
improve protection of livelihood in rural areas by providing for at least 100 days of guaranteed
wage jobs in a financial year.

Salient features:
 Adult members of a rural household willing to perform unqualified manual labor are
eligible for jobs under the Act.
 Employment shall be granted within 15 days of application for jobs, otherwise the
respective State shall pay the daily unemployment benefit.
 Wages shall be paid for agricultural laborers in the State in compliance with the
Minimum Wages Act 1948, unless otherwise told by the Centre.
 Men and women are to be paid equal wages.
 Women are to be at least a third of the beneficiaries.
 Contractors and machinery are not permitted.

The MGNERGA is a paradigm shift from earlier wage jobs programmes, the important aspects
given below are:
 This offers statutory wage-employment guarantee.
 This offers a wage jobs system focused on the rights.
 The Act provides an incentive for the State Govt to provide employment as 90% of the
expense is borne by the Center and, at the same time, discentive in the form of an
unemployment benefit falls on the State Govt, which fails to provide employment
within the prescribed 15-day span of application for jobs.

Transparency safeguards are provided in the form of

pg. 13
  Job cards in workers' custody that control entitlements.
 Issue of dated receipts on application for work
 Citizen Information Boards at worksites.
 Vigilance Monitoring Committees.

4. Hunar Se Rozgaar Tak

Hunar Se Rozgaar Tak is an education scheme launched by the Ministry of Tourism, Govt. Of
India in 2009 for young people aged 18 to 25 years who are at least 8 years old. These are
training programs under the Ministry of Tourism's Capacity Building Scheme to create
employable skills in the hospitality sector.

The program was initially to be carried out by 25 Institutes of Hotel Management and Food
Design, funded by the Ministry of Tourism. Subsequently such starred hotels were allowed to
conduct the program.

The programs seek to deliver short but high-quality training courses covering I Food &
Beverage Service and ii) Food Manufacturing. The initiative would address the youth of poorer
sections of communities interested in entering the hospitality industry, and need to learn job-
friendly skills.

5. Swarna Jayanti Shahari Rojgaar Yojana

Initially launched in Dec 1997, the Swarna Jayanti Shahari Rojgaar Yojana (SJSRY) is a single
Centrally Sponsored Scheme launched a fresh one instead of the former Urban Poverty
Alleviation Programs viz., Nehru Rojgar Yojana (NRY), the Integrated Urban Poverty
Eradication Program (PMIUPEP) of the Prime Minister and the Urban Basic Services for the
Poor.

After 01.04.2009 the SJSRY has been extensively upgraded with impact. The SJSRY has three
main goals namely:
1. Addressing urban poverty alleviation to the urban unemployed or underemployed
poor through earned employment.
2. Supporting skills development and training to enable urban poor people to have
access to job opportunities offered by the market or take on self-employment.
3. Enabling the group to tackle urban poverty problems by effective self-managed
community systems and capacity building programs.

It is suggested that the scheme be enforced across local Urban bodies and community
structures.

The revamped SJSRY has five major components, namely

1. Urban Self Employment Programme (USEP)

pg. 14
2. Urban Women Self-help Programme (UWSP)
3. Skill Training for Employment Promotion amongst Urban Poor (STEP-UP)
4. Urban Wage Employment Programme (UWEP)
5. Urban Community Development Network (UCDN)

pg. 15
Factors associated with dropout rates

School

School history

Difficulties to
Dropout remain at school Student

Need to work to
help the family

Family

pg. 16
 General difficulty
with subjects like
Maths, English etc. Desire for a
dynamic/innovative school

Perception of job
opportunities with
continuity of studies
Expectations

Intend to attend college

1-Student

Age

Socio-demographic
characteristics
Personal attributes

Gender

Socio-economic
Status

pg. 17
 Perceived school
quality

School was chosen due

2-School to its quality/affinity

Lack of quality
teaching

Parent’s Education

3-Family
Interest of the family in the child’s
studies and encouragement provided

Socio-economic Status

pg. 18
Entrepreneurship & Career opportunities for 10th/12th
dropouts
Where we may think that dropping out of school or discontinuing education after school might
disrupt the career and future ahead, that is not entirely true. There is no age to become an
entrepreneur. A big and viable business idea can strike at the age of 40 or can strike at the age
of 16 as well. Similarly finishing college, getting into an engineering college and then joining
an IT firm isn’t the only career path that is going to pay off. There are other career opportunities
that can are present which also pay at par for unfortunate kids who fail to complete their
education.

 Polytechnic courses to enhance skills like diploma in Engineering, Agriculture, Home

Science, Culinary Skills, Crafts etc.

 ITI (Industrial Training Institute) for jobs like plumber, fitter, electrician, mechanic etc.

 Vocational courses for becoming a tourist guide, hotels guide, music teacher/instructor,
dance teacher/instructor, fine arts teacher/instructor, pre school teacher.

 Few posts in Government sectors like railways are there for everyone where the school and
college dropouts can also apply.

 Joining existing family business is one of the options most people prefer.

 Starting own venture like ration shops, grocery shops, hardware shops etc. is one of the
trending opportunity in the rural and semi-urban areas.

 Opening small scale cafés or hotels or dhabas is good business idea.

 Joining taxi service companies as drivers earn a good amount of salary.

 Going into real estate business.

 Working for construction sites, departmental stores, malls, hotels & restaurants.

 Opening an automobile garage shop with the basic knowledge of automobiles and
machineries.

 Starting own textile & garment shop doesn’t require any degree and is a profitable business.

 Working in BPOs and call centers.

pg. 19
 Tailoring is a very prosperous and money earning profession, which can be started with or
without vocational training.

 Animation and graphic designing jobs need a vocational course and these kind of jobs
require creative people rather than degrees.

 Opening one’s fashion boutique wouldn’t require a formal degree. All it takes the knack
for it and creativity.

 Opening small businesses like cyber cafes, tea shops, laundry shops, dry cleaning shops
etc.

 Poultry farming is a profitable business.

 If dancing is one’s passion, then he can convert it into his profession by teaching other
people the skill. Opening a dance school is a good idea.

 Diary farming can be conducted as a local business, but it is a good start for people in the
rural and semi-urban areas.

 Animal culture like apiculture, fish culture etc. is an area where state govt. and central govt.
are providing active support as they want to encourage this field.

 Working as security guards can be a career option.

 Lot of find a part-time job in nearby beauty parlors and then when they learn the skills start
their own beauty parlor.

 Working as a nanny or baby sitter.

 Starting a franchise outlet.

 Start own travel company/agency.

 Acting and modelling is another profession which can be chosen by some.

 Air hostess/Steward is a profession which accepts people without any barrier, even
dropouts.

pg. 20
Vocational training options
Around 41 per cent of India's population is 18. It's obvious they will join the workforce and
become an important part of the economy. Future generation job creation is another obstacle
before government.

What is vocational education?

 Vocational education also known as vocational education or technical education
prepares people to work in different fields of commerce, design and technicians.
 A graduate, undergraduate or metric pass may pursue a vocational training course.
 This uses different forms of formal, non-formal, and informal learning. The social
equality, inclusion and sustainable development are also relevant.

Recently, India has shown tremendous progress in the education sector but vocational training
courses in many schools are still not regulated.

This has resulted in a significant difference between the region's supply and demand for skilled
labor.

The lack of skilled labor has led to an increase in the number of the country's unemployed. In
India, part-time and full-time vocational training is offered.

The Industrial Training Institute, which is also known as ITI, typically receives full-time
training while the part-time programs are offered to the students on the board of state technical
education.

The vocational training in India has been only successful at the industrial level, that too at the
engineering level. This is imparted by two main bodies: Private owned Industrial Training
Centre (polytechnics) & Public Industrial Training Institutes.

Each Program has different criteria for eligibility. The minimum qualification in pursuing
vocational training5 programs is students who have completed their 10th-grade education
through any Board or have an equivalent diploma from polytechnics.

There are diverse sectors in which one can obtain vocational training. Some of the the
vocational programs are:
 Lab Technician
 Agriculture
 Automobile
 Information Technology
 Air conditioning

5
https://www.vocationaltraininghq.com/vocational-training-programs-courses-list/

pg. 21
  Livestock management
 Agriculture
 Film & Television
 Commerce & Business
 Tourism

Challenges faced by Vocational Training in India:

Today VET has been recognized as an established prerequisite for their creation by any
country. It is of great importance in countries such as India where the proportion of youth in
the total population will increase and having this much skilled population will put India into
the list of highly skilled manpower countries, which is a required factor in the development of
the country.

The key cause of low employability among Indian youth is a mismatch between the youth skills
and the skills required by industry. More than 90 per cent of India's workforce is still in the
informal / unorganized sector, with low productivity rates due to inadequate skills, following
a significant shift to the service sector. It raises joblessness in manufacturing, where there is
opportunity for jobs. The poor quality of mainstream education, limited access and current
VET capability, lack of focus on skills needed for the current job market and weak enabling
climate are major sector challenges.

In addition to these, inadequate academia-industry linkage, lack of updated curriculum,

shortage of qualified teachers and lack of proper infrastructure are also some of the problems
of Vocational Education system in India.

Indian Government Initiatives:

To the degree that numerous problems are known, India's government has taken comparatively
less steps or measures toward improving the country's vocational training. This also includes-
vocational modeling, professional standards, industry creation of skills boards, and vocational
modeling. Recently, a new initiative has been put in place by India's government – 'National
Skill Development Agency' that aims to oversee and organize all workforce development
programs.

Sansad Adarsh Gram Yojana

Main purpose: It is a rural development programme broadly focusing upon the development in
the villages which includes social development, cultural development and spread motivation
among the people on social mobilization of the village community.

Pradhan Mantri Kaushal Vikas Yojana (PMKVY)

Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is the flagship scheme of the Ministry of
Skill Development & Entrepreneurship (MSDE). The objective of this Skill Certification

pg. 22
Scheme is to enable a large number of Indian youth to take up industry-relevant skill training
that will help them in securing a better livelihood. Individuals with prior learning experience
or skills will also be assessed and certified under Recognition of Prior Learning (RPL). Under
this Scheme, Training and Assessment fees are completely paid by the Government.

Key Components of the Scheme:

1. Short Term Training
2. Recognition of Prior Learning
3. Special Projects
4. Kaushal and Rozgar Mela
5. Placement Guidelines
6. Monitoring Guidelines

It is approved for another four years (2016-2020) to benefit 10 million youth.

Courses offered by Government of India:

1. UDAAN: The vocational training program is designed primarily for students studying in
Jammu and Kashmir, on the north side of India. The initiative has been in effect for 5 years
and in different sectors such as IT, BPO, and retail.

2. POLYTECHNIC: This offers three years of diploma course in common subjects like
engineering and computer science. Secondary standard is the minimum requirement to appear
for polytechnics courses.

3. PARVAAZ: The program’s secondary target consists of minority students, BPL, dropouts,
or left-outs.

4. NATIONAL URBAN LIVELIHOOD MISSION: The main goal of this initiative is to

provide vocational training for special individuals such as elderly, women below the poverty
line and disabled people.

5. TRAINING PROGRAMS BASED ON MODULAR EMPLOYABLE SKILL: The

program’s goal is to provide a collection of minimum skills that are just ideal for entry into the
job market.

6. AAJEEVIKA MISSION OF NATIONAL RURAL LIVELIHOOD: The project's aim is

to utilize rural poor people's abilities by providing them with additional information, resources,
skill sets, and funding to enhance their livelihood options.

7. PROGRAM OF SUPPORT TO EMPLOYMENT AND TRAINING: The purpose of

this program is to upgrade women's skills specifically by turning their assets into viable
employable talents. It also aims at giving women placements and access to credit facilities.

pg. 23
8. INSTITUTES OF SELF TRAINING AND EMPLOYMENT OF RURAL SECTOR:
The main objective is to provide rural youth with comprehensive, affordable, special, short-
term, and residential career self-training programs that include cost-free food and lodging
facilities to assist micro-enterprise entrepreneurship and wage-based jobs.

9. CRAFTSMEN TRAINING SCHEME: The goal of this scheme is to provide vocational

education and training for young people leaving the trained school.

pg. 24
 Findings from survey
I conducted a survey (questionnaire is attached in the annexure) where I tried to study the
minds of the children who are in the stage of their life who has to take a decision about their
future, that is, in 10th or 12th. I also included the group who are already dropouts so that I get
a combined response from both the sections.

The followings were my findings from the survey.

Better Job
Oppurtunities 25%
Post-Graduation
Interest 26%
22%
Parent's Decision
53%
Graduation 74%

Reason to choose the field of study Highest level of education hoping to attain

No 45% No 72%
Yes 55% Yes 28%

Willingness to start own firm Is higher education important for getting job

Not Good 16%

Education 31%

Good but needs

Good 21% Skill 69%
improvement
63%

Rate availability of employment opportunities More important- Education/Skill?

pg. 25
Top entrepreneurship opportunities after 10th/12th

Restaurant/Café
18%
Boutique 6%

Beauty
Salon/Parlor
7%

Franchise
outlet
15%
Others 41%

Travel agency
13%

Top career opportunities after 10th/12th

Tourism guide
7%

Others Agriculture
22% 16%

Makeup Artist
10%

Acting/Modelling
23% Dancer/Singer
22%

pg. 26
Conclusion
The employment opportunities
right now seem very dwindling
as the economy is not in a good
shape. The pressures from
families in rural areas are more
on earning money and not on
education.

In such situation students find it

difficult to continue studies if
they don’t find proper
motivation. Motivation is one
thing; financial support is
another thing. A lot of students
who wish to continue education
or wish to study do not have the
finances to afford it. The
condition of their families force
them into dropping out of
schools after 10th and 12th and
also from colleges.

While awareness is needed to be spread that education is necessary for a child’s development,
awareness about career opportunities and entrepreneurship opportunities is also essential
because event though a child leaves his education do not need to force himself into a mediocre
job.

Government has started a beautiful initiative called “Start Up India” where the adequate and
apt support will be given to the youth of India to start their own ventures and be independent.
This is a vision for a long term future where one can stat small but can grow to the helm in the
future.

How Being Volunteer can help in this endeavor?

Being Volunteer is an NGO which is associated with working for various causes. It can help
organize workshops to educate people about the policies & schemes of the Central govt. and
State govt. It can organize classes where volunteers can impart vocational training in spoken
English, computer education, general studies, preparation for exams etc. to the village students,
children in slum areas, underprivileged children in semi-urban areas. Being volunteer can
provide counselling assistance to students who dropout of school and college. It can organize
self-help groups (SHGs) to help the women folk. It can contribute in reviving the art & craft of
the rural women. It can provide women assistance who are willing to start their own venture
or want to start working again but lack a formal education or degree. It can organize personality
building and development workshops for the dropout youths. It can help them in career
guidance so that they are aware of which vocational and technical courses to enroll for aligning
to their interests so that they find a career even after leaving their education.

pg. 27
References

1. http://www.centumlearning.com/business-areas/vocational-education-and-training/
2. https://timesofindia.indiatimes.com/india/Only-2-of-Indias-youth-have-vocational-
training/articleshow/20020794.cms
3. http://mhrd.gov.in/vocational-education-overview
4. http://info.worldbank.org/etools/docs/library/235724/skills%20development%20in
%20india%20the%20vocational%20education%20and%20training%20system.pdf
5. https://www.dvet.gov.in/en/craftsman-training-scheme/
6. https://www.humanservices.gov.au/individuals/topics/program-support-disability-
support-pension/29776
7. https://aajeevika.gov.in/
8. http://udd.uk.gov.in/pages/display/120-national-urban-livelihoods-mission-(nulm)
9. https://www.orfonline.org/wp-content/uploads/2018/11/YA-Digital1.pdf
10. http://ddugky.gov.in/content/about-us-0
11. https://dgt.gov.in/CTS
12. https://jss.gov.in/
13. https://www.nios.ac.in/
14. https://www.cipet.gov.in/
15. http://www.niftem.ac.in/site/niftem_home.aspx
16. http://www.iifpt.edu.in/
17. https://www.indiatoday.in/education-today/news/story/narendra-modi-6-
important-youth-schemes-launched-by-the-bjp-government-1599910-2019-09-17
18. http://www.leadthecompetition.in/GKT/empSchemes.html
19. https://wcd.nic.in/
20. https://www.msde.gov.in
21. http://vikaspedia.in/social-welfare/skill-development/schemes-for-skill-
development
22. https://www.kas.de/c/document_library/get_file?uuid=74834418-2293-25d4-3d30-
eab638a48e0b&groupId=252038

pg. 28
Annexure

Questionnaire
Gender: M / F

1. What is the main reason for you to have chosen your field of study?
 Interest
 Parent’s decision
 Better job opportunities

2. What is the highest level of education you hope to attain?

 Graduation
 Post-Graduation

3. Are you willing to start your own firm?

Yes/No

4. Do you think higher education is important for being able to earn/getting a job?
Yes/No

5. How would you rate the availability of appropriate employment opportunities for
you?
 Not Good
 Good
 Good but needs improvement

6. Which is more important- Skill / Education?

7. What are the top two entrepreneurship opportunities according to you after
10th/12th?
_________________

8. What are the top two career opportunities according to you after 10 th/12th?
_________________

pg. 29