India needs a realistic model of education to increase employment

In the coming years, it is likely that we will see an even greater number of young people graduating with high school certificates and degrees. These youths are more likely to aspire to jobs in the government or private sector, with hardly anyone interested in agricultural or labor-based work. Yet, if we look at the employment trends in India, more than 80% of all workers are hired by the informal economy. Put two and two together, and it becomes painfully clear that most young people are unable to fulfill the aspirations they had outlined for themselves.

Take for example the youth trained by the skill centers of Pratham Education Foundation. In 2015, more than 85% of enrolled youth dropped out of the school system before 12th grade. However, in 2021, less than 35% of the enrolled trainees were drop-outs, while the rest had completed Class 12 education. The eligibility criteria, content, syllabus and areas have essentially remained the same in the last six years. Yet we can see that more ‘deserving’ youth are choosing to follow a path designed for ‘drop-outs’. These youths, who usually come from low-income families, do not have the luxury of investing in higher education and advanced education considering the opportunity cost. So, the idea that you can get a training center from your village and then join the workforce in less than 6 months is a more desirable option. There is a back-story that needs to be uncovered here.

Despite high graduation rates from schools, most youth do not have the skills expected by potential employers. Much of this can be attributed to the emphasis on exams and lack of focus on learning outcomes (bit.ly/3yVHK0M). Trainees joining Pratham centers have failed 3-7 years looking for jobs after graduation (their average age of enrollment is 24-25) with limited guidance and awareness of opportunities. Over the years, these youths were forced to believe that working as electricians or housekeeping attendants was not admirable and they turned to business centers only as a last resort. The unfortunate reality is that there are millions of people in India who prefer to remain unemployed rather than take up a business-based job. We need to move from a ‘one-size-fits-all’ approach designed to match local realities.

Today’s jobs are not what they were two decades ago. Most professional degrees are designed to provide employment to a minority within urban locations and require significant investment in academic education. Those who do not pass the filter must settle for jobs they believe are ‘below’ their qualification level, resulting in a vicious cycle of dissatisfied employment. For more proof of this, turn to the booming gig worker economy, where we see young people with college degrees signing up to work as delivery partners, cab drivers and doorstep service providers.

We are typecasting without taking into account the availability and accessibility of different types of jobs. Instead of creating a false narrative, we need to recognize the real jobs that the country has to offer. From policy to practice, the next advocacy mission should be for the dignity of labour.

The National Education Policy’s call for the introduction of vocational training in the education system provides an opportunity to address an information asymmetry that is painfully visible across communities. If you go to a rural high school, you’ll find students who say they want to be doctors. But most of these students struggle with academics and are unlikely to clear the required exams. However, he is not aware that his journey in the medical field does not end there. By spending 2-3 months in a vocational training centre, they will be able to work as a general duty assistant or home nurse in this field with limited financial investment. We need a system that enables teachers to mentor students on the value of various professions without diluting them in favor of ‘advanced’ higher education.

Vocational training was originally designed to help those who were left behind in the race for education. But it is difficult to build a future thinking that you are where you are because you are behind. The system is forcing youngsters to get caught up in a game they are going to lose anyway because the big battle they face is the dichotomy between meeting their short-term income needs and keeping their long-term aspirations alive. Is.

The goal should be a level playing field that allows a matching of aspirations and abilities without discrimination of learners based on income level, marginalization or socioeconomic boundaries. If we are to assure the youth of the dignity of labour, then as we enter this next phase of post-pandemic education, we need a model that directly works without undermining the value of any form of work. Serve the workforce.

Annette Francis is the Director of Skilling, Entrepreneurship and Livelihoods at Pratham Education Foundation