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OVERVIEW

Competencies & skills have been the most essential factor to be considered in one`s lifetime
in Terms of his/her employability, kind of behavior & attributes possessed nature of work in
strategic & structured formats on the job, off the job & in one`s daily proceedings. These set
the requirement of further being furnished & built in today`s era where in need for job-
applicants (especially at early career stages) having a formalized white-collar job, would need
to go along various standards that have been.

Set in terms of knowledge (gained in education since childhood), skills possessed (technical,
job-related Skills, etc.) Understanding the candidate with in their core performance built thus
to understand their fit not only for the particular job but also serving as a tool in determining
the actual fit (provided if other vacancies are open) in the organizations structure. With a
country, where more than 65% of the Population falls under the age of 35 years, knowing the
skills of students against the jobs available in the market & understanding how ready they are
in the market offers a new perspective to the employers, government & the economy as a
whole.
INTRODUCTION

“Skill” could be referred to as the inner-quality of work possessed by a person, either in-order
to complete a task effectively and efficiently or also the very aspect that sets one different
from others. For with outputs in having better quality of work & achieving quantitative
results. Development could be said as the increase in level in the quality & output of ones
performance with increased & better skills / competencies, possessed. It also could be
referred as setting a benchmark of working in a better way as compared to the previous
performance.

Skills and knowledge are the engines of economic growth and social development of any
country. Countries with higher and better levels of knowledge and skills respond more
effectively and promptly to challenges and opportunities of globalization. The skill
development has been assessed in the form of general education and vocational training level
of the Indian workforce in the age group of above 14 to 59 year and which was found to
extremely low i.e. around 38% of the workforce are not even literate, 24% are having below
primary or up-to primary level of education and remaining 38% has an education level of
middle and higher level whereas only 10% of the workforce is vocationally trained with 2%
formal and 8% informal training. The study also found that both the Government and its

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partner agencies have undertaken various measures and initiatives for the effective
implementation of the skill development system in the economy, but still faces a number of
unresolved issues and challenges that need immediate attention of the policy makers.

RESEARCH PROBLEM

We need skill India, as we have maximum young population without jobs. If, their
potential is not harnessed they will fall prey to drug addiction and other anti-social
activities, which we as a nation cannot afford.
The skilled workforce is crucial for the success of recently launched missions -
Make in India, Digital India, and Smart Cities.
With China gradually vacating its factories, with rising Chinese wages and an appreciating
Yuan, and also with internal demographic challenge, India has an opportunity to become
a factory of the world.
To convert this vision into reality, India needs to create a skilled and productive
workforce matching international standards of quality and productivity through
integration of skills and training along with education
Skills are needed to those currently in colleges for them to be better employed
With most of the major economies of world having sizeable ageing population, India
has huge opportunity of serving the booming market.

LITERATURE REVIEW
Skills Development for Youth in India: Challenges and Opportunities by Aya Okada
(2012) This paper reviews the current state of education, skills development, and
employment for Indian youth, and considers the challenges facing India’s skills
development system. Drawing from the experience of Karnataka, one of India’s most
industrially developed states, the paper discusses recent initiatives to facilitate young
people’s transition to the world of work. In India, young people who will soon be entering
the labor market, constitute the largest segment of the demographic structure. The majority
of young people have limited access to education and training, and most find work in the
informal sector. In recent years India has rapidly expanded the capacity of educational
institutions and enrollments, but dropout rates remain high, and educational attainment
remains low. While India has a well-institutionalized system of vocational training, it has
not sufficiently prepared its youth with the skills that today’s industries require Thus, to

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speed its economic growth and take advantage of its “demographic dividend,” the country
has recently embarked on drastic policy reforms to accelerate skills development. These
reforms have led to important changes, both in the national institutional framework and at
the institutional level
Singh & Kaur (2018), conducted a study entitled “A Study on Skill Development of
Paint and Coating Industry”. This study aims to identify the reasons for shortage of skills
in paint industry and to determine how to deal with skill gap among painters. Primary data
sources were used for the study. A self –administered questionnaire was used to collect data
from 130 painters working in Kurukshetra district. The findings of the study indicated
that lack of formal training and inadequate provisions for the training of painters are
the main reasons behind the shortage of skills in paint industry. The results of the present
study indicate that there is shortage of skilled workforce in paint industry. Skills are
always shown in the quality of work. Poor quality of works could be the results of the lack
of skilled painters. Unskilled painters produce poor quality of works. Training has a
positive and significant effect on performance of workforce. The result shows that painters
lack formal training. They do not have formal certificate or diploma through formal
training. Even the youth entering this occupation do not acquire formal training for
their work. Painters lack sufficient knowledge and skills. They used to get informal training
from their family and friends. Due to these reasons their performance are not satisfactory.
Furthermore, the present level of knowledge and skills are inadequate to use the new
equipments and techniques in painting work. There is a skill gap in paint industry. There are
various problems faced by the painters. Painters face difficulty in getting work. They do not
get timely payment for their work. The painters work on heights and there is no provision
for their safety against risk. To reduce the risk there should be the insurance of painters.
Ansari and Khan (2018), conducted a study on “Role of Education and Skill
Development to Promote Employment in India”. The objectives of the study were to
analyze and highlight the status of contemporary education with respect to skill
development and to provide some suggestions based on the observations and analysis of the
study. The study is based on secondary data collected from published reports, surveys,
books, prominent sites, media reports etc. Looking into requirements of the objectives of
the study the research design employed for the study is of descriptive type. It is concluded
that to sum up skill development for India is critical from both the socio-economic and
demographic points of view. It is an important tool for reducing poverty, enhancing

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competitiveness and employability and to promote the self-entrepreneurship among youths.
With this new approach, our economy can surely achieve its targeted results. In India,
around 12 million youth enter the workforce every year, with poor education and negligible
work skills, if they are unemployed due to lack of skills, massive social unrest could arise.
Now it is time to stop spending on that imperfect approach and comprehensively
embrace the globally-proven training based model. In particular, to move further into a
knowledge-based economy, to promote industrial development and to achieve high
economic

OBJECTIVES

1. To highlight the importance of skills for the development of country.

2. To focus on gender inequalities in possessing skills in Mumbai among women.

3. To study about the programmes providing skill Training for both women and men.

4. To study the importance of soft & hard skills training among the college youth.
RESEARCH METHODOLOGY

This Study intends to find out the impact of skill development training among the college
youth of Mumbai & the effects of it on various aspects of their lives especially professional
lives.

This Descriptive Research will be basically is based on SECONDARY DATA, supported


with PRIMARY DATA related to the view points and the facts.

The Research Methodology deployed in this research work would be primarily Survey
method – including Interview, Questionnaire

Analysis will be done of the collected data for which a survey will be undertaken (structured
interviews in person, phone as well as online in a form of a questionnaire) with at least 500
stakeholders for the studies, so that a logical conclusion could be derived at. All the results
and relevant outcome will finally be synthesized and published, and a feedback will be given
to all participants.

SAMPLING

Probability based sampling techniques like Random Stratified Sampling would be conducted
of the principals, teachers, students & parents across MUMBAI.

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MODE OF DATA COLLECTION AND CROSS VALIDATION
PROCEDURE

The data collection methods deployed in this research work would be primarily Survey
method – including Interview, Questionnaire. Observation Method would also be employed
whenever deemed necessary.

Structured Questionnaires will be designed to collect the required information from the
principals, teachers, students & parents across MUMBAI.

To support this information, practical visits and formal and informal interviews shall be
conducted.

Separate Questionnaires shall be prepared to collect the Primary as well as Secondary data
from school authorities, counsellors, psychologists & curriculum designing team.

METHODS FOR DATA ANALYSIS

The data collected will be presented by using hypothesis testing techniques and different
Statistical Tools such as T-Test and Chi-Square Test will be used, for analysis of the
collected data.

HYPOTHESIS

Hypothesis is defined as a supposition or proposed explanation made based on limited


evidence as a starting point for further investigation. For a hypothesis to be a scientific
hypothesis, the scientific method requires that one can test it.

1. To highlight the importance of skills for the development of country.

2. To focus on gender inequalities in possessing skills in Mumbai among women.

3. To study about the programmes providing skill Training for both women and men.

4. To study the importance of soft & hard skills training among the college youth.

Hypothesis H01 – Skill development is not importance for the progress of the country.

Alternative Hypothesis H11 - Skill development is important for the progress of the country.

Hypothesis H02 – There is gender inequality in possessing skills in Mumbai

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Alternative Hypothesis H12 – There is no gender inequality in possessing skills in Mumbai.

Hypothesis H03 – There is no importance to soft skills in youth for their professional progress.

Alternative Hypothesis H13 – There is importance to soft skills in youth for their professional
progress.

Hypothesis H04 – There is no importance to hard skills in youth for their professional
progress.

Alternative Hypothesis H14 – There is importance to hard skills in youth for their professional
progress.

TENTATIVE WORK PLAN

Duration – Time frame Proposed Work Schedule


1-6 months Literature Review – Secondary Data
6-12 months Data collection – Survey
12-18 months Data interpretation
18-24 months Data analysis using statistical tools
24-30 months Evaluation and Hypothesis testing
30-36 months Thesis Documentation

REFERENCES

1. Ansari, T. H. and Khan, M. A,(2018), Available online at:


https://www.researchgate.net/publication/329782820
2. Bhiwa, G. S. (2014), SKILL DEVELOPMENT – An Engine of Economic Growth.
Tactful Management Research Journal, ISSN: 2319-7943, Impact Factor :
2.1632(UIF).
3. Brown, B, L (2001). Does Training Generally Work? The Returns to In-
Company Training.” Industrial and Labour Relations Review 54, no. 3 (April) 647-
662.
4. Abhishek,V and Aditya, S (2015) “Skill Development Programmes: A Project
Management Perspective” , International Journal of Humanities and Management
Sciences (IJHMS) Volume 3, Issue 5, ISSN 2320–4044 (Online).

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5. Amandeep., &. Brar, K. K (november 2015). Skill Development in Higher
Education: Trends and Issue .International Journal of Emerging Research in
Management &Technology, 4(II), 126-130

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