TVET policies for ensuring effective skills development of marginalised youths in India
Who benefits from the research?
My project focussing on learning, skill and inequalities directly contributes to the core University beacon of Addressing Inequalities as well as links to the School of Education's objective of internationalisation, by encouraging a debate and development of knowledge around skill and learning. Given that poor education and skill are common across large sections of the urban poor in India, the focus on skill training is linked to two SDGs, 4 and 11 concerned with education/LLL and inclusive cities. Education is also core to all GCRF challenges and many other Official Development Assistance funds and initiatives.
The research project has over the years (2017-2020) established a sustainable network of national and international researchers and research users, with a shared interest in improving current provision of skill training to create better and more equitable social and economic outcomes for marginalised populations in India. The research findings are impacting on the thinking and practices of policy makers and practitioners as they seek to build new skill policies for addressing poverty and unemployment. This is evident in the collaborative relationship that we have developed with the stakeholders and policy makers in India. Such collaboration will facilitate long-term links in addressing issues of un/under employment, poverty and marginalisation in India.
In India, the activities are benefitting primarily vocational education institutions, private industry (employers of TVET students, Chamber), teacher/trainers, governments (local and national), students studying vocational education. More broadly, organisations involved in supporting and evaluating TVET in developing countries such as ILO or the World Bank, British Council, Skill Development Scotland are also benefitting. The project has provided a platform for knowledge exchange on how to foster well-being of marginalised groups through training and learning and contribute to 2030 education and sustainability targets.
The project is raising awareness among the vocational institutions and employers about systematically monitoring the impact of training on marginalised youth, especially in relation to socio-economic inequalities. It is generating significant learning for these institutions as well as students about issues like gender, class and caste and how to change perceptions and attitudes as well as mitigate the impact of these inequalities in terms of access to training, employment and sustainable livelihood.