“Understanding and chalking out the Skills Requirements” including Best

practices (Case Studies) to meet Skills requirements

Meera Shenoy with Gopal Garg and Tapan Das

One Quality Job per poor rural family takes the whole family out of poverty in a
sustainable manner

Page 1 of 20
Contents
Abstract......................................................................................................................................3
1. Background:........................................................................................................................4
2. Present Education System:..................................................................................................4
3. Core competence of the team..............................................................................................5
4. Reach and Target Group.....................................................................................................5
5. Skill Requirement: The Employability Quotient................................................................5
5.1. Life skills:........................................................................................................................7
5.2. English language skills....................................................................................................7
6. Sector Vs Education – For Trainings..................................................................................9
7. Process................................................................................................................................9
8. Best Practices/Key factors in achieving quality and scale are:.........................................10
8.1. Public-private institutional structure:............................................................................10
8.2. Managing the Demand Side Conditions of the Rural Labor Force...............................10
8.3. Building Capacity of the Supply Side of the Market....................................................10
8.4. Setting up Innovative Market-linked Academies with interactive teaching learning
methodology:............................................................................................................................11
8.5. Involving other Training Partners:................................................................................13
8.6. Placements:...................................................................................................................13
8.7. Rating the Employers....................................................................................................14
8.8. Use of Information Technology to Monitor the program:............................................14
9. Other Important Best Practices:........................................................................................14
9.1. Post-Placement:.............................................................................................................14
9.2. Providing Social Network and Support.........................................................................15
9.3. The Importance of Alumni Network.............................................................................15
10. Outcomes:.....................................................................................................................15
10.1. Economic Impact.......................................................................................................15
10.2. Return on Investments (ROI)....................................................................................16
10.3. Creating Intellectual Assets and an Inclusive Society...............................................16
11. Case Study.....................................................................................................................17
10.1 Case study of Dhanamma a standing example of a women getting empowerment
through employment................................................................................................................17
10.2 The case study of J. Narendra Reddy............................................................................18
10.3 Case study of an SEZ....................................................................................................18
12. Win-win for all stake holders........................................................................................19
Bibliography.............................................................................................................................20

Page 2 of 20
Abstract
Companies are faced with a paradoxical situation: Non-availability of quality, trained manpower
especially at entry levels, where attrition is high. On the other hand, statistics show there are 60
million unemployed/underemployed youth, especially in the rural areas. The logical solution is to
train these youth for the estimated demand of 85-90 million people required from high growth
industries like IT, outsourcing, retail, telecommunication and healthcare.

The present paper presents a model which has worked on scale. The Jobs mission trained 280,000
rural and tribal youth and placed 70% in jobs. Pro-poor innovative models were developed like the
country’s first Rural Retail Academy and Grassroot English, work readiness and computer academies.
The model is a template for organizations in the vocational training space to help companies
become “inclusive” by making available a trained labor pool from the vulnerable: dalits, girls,
disabled. The broad three components which are foundation to the program are a)Institutional
structure based on Public-Private-Partnerships which leverage the strengths of government and
companies b) Strong monitoring and evaluation system based on an IT platform which brings
transparency and helps monitoring large scale operations c) A bottom-up approach involving the
community.

Page 3 of 20
1. Background:
India’s growth story has sometimes masked the challenge underneath — as many as 600 million
people continue to depend on agriculture as a source of livelihood, yet agriculture has been
growing at only 3% annually. At the same time, India’s workforce is growing. We currently have
around 500 million people in the workforce and this is expected to grow by about 20 million
each year for the next ten years. By 2020 India will account for a fourth of the world’s total
workforce. And it will be a young workforce. By then, the average working age is projected to be
60+ in both US and Europe, 45 in China, and merely 29 in India!

But this workforce has a serious problem: unemployability due to lack of the necessary skills and
competence that is essential for today’s environment. Multiple surveys by bodies such as CII and
Nasscom show a severe gap between employment and employability, which in turn severely
limits the possibility of true inclusive growth that ultimately depends on the productivity of the
overall workforce and talent resource levels.

Understanding Indian youth:

Census 2001 provides valuable information on age,
sex and education levels of population and some
insights on youth.
1. The total youth (13-34 years) population is 390
million (38% of total population) and is
expected to rise to 440 million by 2020.
2. 70% (271 million) youth reside in over 600,000
villages.
3. 72% (282 million) youth are literate.
4. 41% of literate youth are 13-19 years old, 23%
are 20-24 years old and 36% are in the 25-34
years old. There is no significant difference
among males and females.
5. 59% of literate youth are male. Little over 7%
(21 million) of literate youth are graduates and
above, 53% have passed higher secondary (12th
class). 62% of graduate youth are male.

2. Present Education System:

About 220 million Indian children go to school and about 5 million teachers are engaged in
educating them. The government, private and social sector initiatives has come a long way in
establishing institutions and brining the children to get educated. But just attending schools will
not make the children educated its about quality of education what institute provides which is
very important. It’s alarming to note that the outcomes or impact of the efforts put in by the
schools are very minimal. The quality of education was not given the required attention and
priority and it has deteriorated which has serious impact on the future of the youth. It will lead
to unemployability and finally unemployment.

It is also evident that although the expenditure towards education is growing but the quality still
remains poor. The below exhibit shows the expenditure patterns in education with the poor ROI
(Return on Investment).

Page 4 of 20
3. Core

competence of the team

The team comprises of passionate individuals with a dream to see the underprivileged and
vulnerable out of poverty, self reliant through skill development and employment. The team is
headed by a private sector leader with vast experience in working with corporate, Government
and civil society organization. The team created from scratch a Jobs mission which has emerged
as the largest Jobs mission for the underprivileged, linking rural and tribal youth to entry level
jobs. In the last five years, it has trained 2,80,000 youth and linked 70% to jobs. Companies
which link up range from McDonalds to HDFC rural BPO, Hindustan Unilever to Hotel Leela and
Vodafone.

Presently the team is dedicated to helping companies become inclusive. The main focus is on
providing quality jobs to PwD (persons with disabilities), girls and rural youth from POP (poorest
of poor) families.

4. Reach and Target Group

4.1. Unemployed or underemployed PWD Youth from POP families.

4.2. Unemployed PwD youth
4.3. Special focus on underprivileged girls

The team has a core competence to work on the entire spectrum of vulnerability important for
India to bridge the rural-urban divide and digital divide.

5. Skill Requirement: The Employability Quotient

Employability skills are the generic skills, attitudes, behaviours and work related competencies
that employers look for in new recruits.

The employability skills can be classified in the following way:

1. Knowledge – which can be gained
2. Skills - which can be acquired
3. Personal characteristics
4. Attitudes

Page 5 of 20
 Further to this the skills can be further divided in terms of the degree:
 Amateur
 Progressive
 Proficient/Expert

Major companies expect the job aspirant to demonstrate the desirable set of employability skills
to join. Few companies have also come forward recently to also employ people with trainability
aspect in the individual so that they can invest in them and develop their employability skills
through in-house training programs which will help both in long term. In the workplace the skills
are integrated and used in varying combinations, depending on the nature of the particular job
activities.

The below table outlines foundation skills for employability and for individuals preparing for
work or employability, employers need a person who can demonstrate these skills:

Academic Skills Personal Management Teamwork Skills Sustainability

Those skills which provide
the basic foundation to get,
keep and progress on a job
and to achieve the best
results
Skills
The combination of skills,
attitudes and behaviours
required to get, keep
and progress on a job
and to achieve
the best results
skills
Those skills needed Those skills which
to work with others helps a person to
on a job and to grow in career
achieve the best
results

Communicate Positive Attitudes and Work with Others Skills required to

• Understand and speak Behaviours • Understand and cope with
the languages in which • Self-esteem and contribute to the • Culture shock
business is conducted confidence organization’s • Adjust in to new
• Listen to understand and • Honesty, integrity and goals place especially
learn personal ethics • Understand and in a urban place
• Read, comprehend and • A positive attitude work within the for a person
use written materials, toward learning, growth culture of the group from rural
including graphs, charts and • Plan and make background
and displays personal health decisions with
• Write effectively in the • Initiative, energy and others and support Career
languages in which persistence to get the the Management
business job done outcomes Skills
is conducted • Respect the • Higher
Responsibility thoughts and education
Think • The ability to set goals opinions of others in • Skill
• Think critically and act and priorities in work the upgradation
logically to evaluate and group
situations, solve problems personal life • Exercise “give and
and make decisions • The ability to plan and take” to achieve
• Understand and solve manage time, money group results
problems involving and other • Seek a team
mathematics and use the resources to achieve approach as
results goals appropriate

Page 6 of 20
 • Use technology,
instruments, tools and
information
systems effectively
• Access and apply
specialized knowledge from
various fields (e.g., skilled
trades, technology,
physical sciences, arts and
social sciences)
Learn
• Continue to learn for life
• Accountability for • Lead when
actions taken appropriate,
mobilizing the group
Adaptability for
• A positive attitude high performance
toward change
• Recognition of and
respect for people’s
diversity and
individual differences
• The ability to identify
and suggest new ideas to
get the
job done—creativity

Among all the skills the concentrates are on two major skills which comprise 80% of training:

5.1. Life skills:

They often include some combination of general life competencies, service learning, and
effective work habits.
1. Personal competencies (e.g. managing emotions, cooperation, personal responsibility,
developing confidence, and respect for self and others)
2. Problem solving (e.g. managing conflicts and reducing bullying)
3. Effective work habits (e.g. teamwork, interviewing, workplace protocol, time management,
and workers’ responsibilities and rights)
4. Healthy lifestyle (e.g. substance abuse prevention, nutrition, STD/HIV/AIDS prevention,
healthy relationships, and decision making)
5. Community and environmental awareness (e.g. environmental and community living spaces
preservation)
6. Diversity (e.g. respect for differences, tolerance, values)
7. Service learning: (e.g. civic responsibility, community service, volunteering)

5.2. English language skills

1. Communicative Skills:

1. Show understanding by responding appropriately to simple question and requests;

2. Use basic sentences patterns with regular phases to communicate limited

information related to simple everyday situations;

3. Exchange basic personal information and descriptions of everyday life and activities;

4. Link groups of works in a very simple way (using and, and then).

2. Functions:

1. Describing daily routines, events and weather

Page 7 of 20
 2. Telling the time and giving dates

3. Expressing ability and inability

4. Giving very simple directions and locations

5. Describing current activities of real people or those in pictures

6. Describing state in the past

3. Grammar:

1. Present continuous tense

2. Can and Can’t

3. Prepositins of movement from, to, up, down, along, across

4. Prepositions of time onm inm at

5. Prepositions of place nearm in front of, behind, opposite

6. Past tense of verb to be

7. Ordinal numbers up to 31st (for dates)

8. Link words and, and then

4. Lexis:

1. Jobs

2. Places in the local area

3. Place of study

4. Home Life

5. Weather

6. Free time

7. Times and Dates

5. Comfort Level:

1. Should be at ease in talking to others in English

2. Likeness towards learning the language

Page 8 of 20
 3. Entertain oneself with English songs, movies, etc.

6. Sector Vs Education – For Trainings

It’s important to plan different trainings for youth from different education background. As part
of the best practice each youth’s application is screened thoroughly before deciding the
trade/sector for trainings. The following things are looked into before issuing a call letter for a
particular training:

1. Education qualification – Basic and Technical (if any)

2. Age

3. Gender

4. Interest

5. Aptitude

Page 9 of 20
 6. Location of the village from where the candidate hails &

7. For disabled – Disabled specific, degree of disability, etc are taken into account

The below table will explain in detail:

Sector Qualification Gender Interest Age
BPO Min 12th Pass Any Yes 18-25
Hospitality Min 10th pass Any Yes 18-25
Textiles Min Reading & Female Yes 18-30
Writing/5th Pass
Any other Min Reading & Industry Yes 18.30
Manufacturi Writing specific
ng
Security Min 10th Pass/Fail Male Yes 18-27
Guard
Construction Nil Male - Yes 18-35
Preferably

7. Process
The program identifies unemployed youngsters in rural areas. Their families, largely farmers, are
at the bottom of the pyramid, earning less than US$2 a day. Some of the youth have been part of
the assorted Indian technical institutes (ITIs), the state-run vocational training entities that are
often criticized for being out of sync with industry needs.
Mobilization Screening Training academies
(Feeds into registered youth (Helps in identifying ( Set up our own academies
Database) Individual capabilities/interests) in high growth sectors like RRA)

Companies Identifying partners

Market scan (get input into the new (Training Partners are identified
(To choose sectors Academies & understand entry based on their competencies
with Demand-Supply gap) Level manpower needs) and the industry requirements.)

Inception report Training

Placement
(Companies recruit from rural campuses
& a placement report is generated)
(Training centers provide the skill
(Generated on the 10th day
that gives youth a
from
competitive advantage in
the date of commencement of
the markets)
training)

Post placement support Alumni Association

(If the youth migrates to city for job (Network of the youth,
For the first month after one gets placed, for the youth and will be run by the youth
food and accommodation is provided.) themselves to share for lifelong learning)

Sequencing of different components of the program is one of the most important ingredients for
making this program work. While mobilization and screening of youth is executed at the
grassroots level, the core team simultaneously performs market scan and networking with the
companies in growth sectors to assess employment needs. This gives a good idea about the
labor demand in the market and the capabilities and interests of the youth recruited in the
program. The next step is to assess if it can offers the relevant courses to this group of new

Page 10 of 20
 recruits with the intentions of matching the supply and demand of the market, or if they should
do so in partnership. Once assessment is complete, courses are offered accordingly.

8. Best Practices/Key factors in achieving quality and scale are:

8.1. Public-private institutional structure:

The project has an Executive Committee with senior government officers and an Executive
Director with experience from the private sector. On the field, government officers such as
District Collectors, Project Directors of District Rural Development Agency (DRDA) and
Project Officers of Integrated Tribal Development Agency (ITDA) support the program. Lastly
a core private sector team at the state level builds links with the private sector and
incorporates their feedback into the program. This unique institutional structure that
incorporates governance mechanisms and knowledge from both private and public sectors
is critical for a market-led program.

8.2. Managing the Demand Side Conditions of the Rural Labor Force

In Andhra Pradesh, the government facilitates creating and nurturing of rural women
federations (self help groups) through the World Bank funded Indira Kranthi Patham
program, implemented by Society for Elimination of Rural Poverty (SERP). The Jobs program
for youth was created for the children of the SHGs as there are many young people in rural
areas who have limited resources and information to pursue formal sector jobs.

The main targets of this program are rural youth from poor families who are between 18 and
28 years of age. Their education levels vary – from being illiterate to having graduate
degrees. At the ground level it is the JRPs (Job resource persons), also members of SHGs,
who raise awareness about the job program, facilitate the process of identifying the poorest
youth, counsel them and recruit them in the jobs program. Trained by the project, these
JRPs visit every household in the villages and compile a database of unemployed and
vulnerable youth for monitoring and targeting purposes. Based on their qualifications and
job demand in the market, registered youth are screened and enrolled in training centers in
their local areas.

8.3. Building Capacity of the Supply Side of the Market

Based on secondary research and data from the market scan reports, identifies the growth
sectors. Industries which are experiencing relatively higher growth for next three years are
targeted for employment opportunities. The core team visit potential companies with a view
to understand their entry level employment needs and their specifications of trained
manpower. Students are matched to the trainings according to their education level and
interests. Those who are not literate are trained in construction and textiles. Meanwhile
those with eighth grade to graduate level literacy are linked to new economy sectors such as
sales, retail, tourism, hotel industry, business process outsourcing (BPO) and other skilled
sectors.

8.4. Setting up Innovative Market-linked Academies with interactive teaching learning

methodology:

Page 11 of 20
 The various market linked academies set-up were Rural Retail Academy, Rural Security
Academy, Grassroot English, Work Readiness and Computer Academies, in partnership with
industry. The training course duration ranges from 15 days to three months.

The modules were specially developed keeping market demand in mind. The learners were
looked as a potential active learners rather than a passive listener; trainers as a change
agent rather than a lesson delivery machine and most importantly using technology
(audio-visual aids, etc) which makes it more effective. The program involved curriculum
development, train the trainer program (both inbound and outbound), certification, etc.

The program employs an eclectic

methodology with a tendency toward
techniques and strategies that
encourage natural oral
communication and experiential
learning. The face-to-face classes will
include the use of authentic
materials and activities related to
different competencies. Students’
engagement with these meaningful
activities fosters language
acquisition, building employability
skills and keep the learning fun and
without stress.

Most of the training centers run residential trainings. This plays an important role because in
short duration the candidates are totally transformed as it gives scope to extend classes with
more extra-curricular activities.

Every day time table includes the following:

1. Yoga
2. Group discussions
3. Movie watching in the evening – mostly English and Inspirational
4. Songs class
5. Daily Diary to capture everyday learning’s

The trainings also include sessions on:

1. Mock interviews
2. Resume writings
3. Test preparation, etc.,

Example of a Life Skills module:

Session No. Session Title
1–2 Scope of the Life Skills Module
3–4 Law of Attraction: Positive Thinking
5, 6, 7 Habits
8–9 Dreams, Aspirations & Goal Setting
10, 11, 12, 13 No Excuse Management

Page 12 of 20
 14 – 15 Leisure Skills
14 – 15 Attitude, Assertiveness and Inhibitions
11 Values & Ethics
12 – 13 Etiquettes
14 – 15 Body Language
16 Emotional Intelligence
17 – 18 Decision Making and Problem Solving Skills
19 Time Management
20, 21, 22 Work Place Etiquettes
23 – 24 Career Management
25 – 26 Culture
27 Spiritual Quotient
28 Stress Management
29 Family and Relationship Management
30 Telephone Skills
31 Health
32 Money Management
33 Thinking
34 Basic Survival Skills
35 Recovery and Crisis Management
36 Negotiation Skills

Most Important Outcomes of the trainings:

1. Emerge as self confident, ambitious youth
2. Personality transformation since knowledge of English language helps remove rural-urban
divide, rich-poor divide and caste barriers .
3. Learning is perceived for the first time as fun
4. Trainer is perceived as facilitator and self-learning and group learning is enhanced
5. Became tech-savvy because of the lap top and use of DVDs in classroom.

Recruitment at the HDFC Banks’ Rural BPO

HDFC Bank needed to quickly set up
deliverables for new customers for services
such as bank account opening, credit card,
etc. The Bank set up back room operations in
nine larger cities but faced the twin problems
of attrition and high cost of infrastructure.
When the Bank decided to set up a rural
BPO, it approached for manpower. Says A.
Gopinath, Vice President, South “This is the
best model the Bank has seen in 13 years of
its existence. Productivity is 200% higher
than other BPOs- they fill 400 forms versus
75 in city. Absenteeism is minimal. Work
ethics taught in the training program is
amazing.”

Page 13 of 20
 8.5. Involving other Training Partners:
To broaden the range of training offered, utilize the best resources available and make
strategic placements through well-established networks, trainings are offered in
partnership with other organization such as Tally and National Academy of Construction for
construction, among many others. The project works continuously with the partners to
improve program quality and the curriculum. For example, all the trainers of various
partners in all 22 districts where trained in “counselling.”

8.6. Placements:
The core team continuously networks with reputed private companies that need entry level
manpower. Recruitment is done at the campus locations only. The purpose behind this
practice is to sensitize the companies by sharing its vision and mission, and inspire them to
be mentors of the program

This model allows companies to fulfil the government mandate of

Mentors/ Recruiters:
providing employment to lower caste
people. Additionally the comparative
advantage of well-trained and motivated
workforce make hiring graduates an
attractive option for the private companies.
Today the project supplies 80 percent of
entry level manpower in Andhra Pradesh
to large retail chains like Aditya Birlas
More, fast food chains like McDonalds, Café
Coffee Day, and Pureit sales of Hindustan
Unilever, amongst others. It is also the
dedicated manpower supplier to the manufacturing unit of Apache of the
global giant Adidas shoes.

8.7. Rating the Employers

Periodically companies where rates according to the salary offered; benefits extended such
as boarding and lodging, insurance, etc.; and the sensitivity of the supervisors towards its
employees. It does not place youth in polluting work environment such as scraping of jeans
in textile factories or in companies where salaries are below the minimum wages prescribed
by the state.

8.8. Use of Information Technology to Monitor the program:

Monitoring scale is a challenge. To overcome this transaction based software was developed
which gets training, placement and post placement data from each training centre. This
software allows to monitor and analyze its performance even at the village level. Placement
and dropouts analysis is done seamlessly using this software. This IT backbone has helped
bring quality and transparency into the program.

9. Other Important Best Practices:

Page 14 of 20
9.1. Post-Placement:
Once the trainees are offered jobs at respective companies, the project offers them
orientation to their new workplace as a part of the trainings. The module includes money
management, coping with city life and other counselling services. Research shows that just
placing the trained youth with companies is not enough. Their transitions from rural
surroundings to the urban cities need to be carefully managed. Many youth quit their job
within early days of placement, due to the high expense of city living in the first month of
employment when they did not yet receive their salaries. To prevent youths from quitting
their jobs in the early period of their placement, the project also provides services to make
transition to the city life. It offers these newly employed youth a loan for the first month to
cover the expense of living. The interest on the loan is decided by the federations and
payments are in soft instalments. While the trainings are for free, the post placement loans
are paid back.

Companies recruit both for the quality of trainees and support offered to the youth post-
placement. This reduces attrition which is a high cost to companies. In retail companies,
hiring trained candidates has reduced the attrition rate from 55 percent to just 5-10
percent.

Example - HINDUSTAN UNILEVER

'The partnership with Hindustan Unilever's Pureit is a truly pioneering effort that seeks to
bring together the capabilities of both the organizations to help secure the future of
unemployed rural youth by providing them a sustainable and fulfilling livelihood. The
comprehensive training processes equip these youth with the key skills that are required to
make them employable. The success of processes can be gauged from the fact that these
candidates do as well as their other peers. Further, the facilitative role played by the Jobs
team in terms of accommodation and an initial period stipend have played an important role
in helping to settle these individuals in their new roles. 'Yuri Jain, Director HUL

9.2. Providing Social Network and Support

Youth are usually placed in groups in private companies. Having people with similar
background and similar objectives prevent sense of isolation that youth might feel
otherwise in a new environment. Additionally, a help line with counsellors is established to
provide support and guidance. The counsellors also facilitate discussions at the company
level if the youth has concerns. This mechanism helps in supporting the new employees and
boosting their confidence in the city.

A month after placement, arrangements are made for the mothers of the rural youth to
their children in their workplace in the cities. The sense of pride they feel is unmatched.
This also raises awareness of the program, promotes it and helps in the scaling up process.
Additionally, government officials are taken on exposure visits to understand the changing
needs and expectations of companies so that they can provide support accordingly.

Experience has shown that when these newly employed youths return home, they become
powerful agents of recruitment themselves. They in turn counsel and motivate their friends
and families to enroll in trainings. Each returning employed youth, bring back at least ten
new trainees.

Page 15 of 20
 9.3. The Importance of Alumni Network

Most of the youth are first generation white collared workers whose parents are
agricultural or other wage laborers. Talking to youth reveals that they have high aspirations
but little time to plan their career or goals for higher education. The Alumni network
created helps them set goals in life and work towards it. Senior alumni also share their
experience in the training classes as guest lectures and build confidence of the trainees
before their interviews. Alumni also provide tips on how to deal with customers and cope
with city life.

10.Outcomes:

10.1. Economic Impact

Income: On average trained youth earn an income of about or above Rs.42000 per
annum in urban areas and about Rs.30000 per annum in local areas. This amount is
three to four times higher than the average income earned by a rural family in
agriculture which is about Rs 10,000 a year. 51 percent of trainees got increment in
their pay within six months
of employment. The average Financial impact of the program on the
increment of the trainees family
was about Rs 550 per month.
8
Almost all of the working
12
youth send 20 percent of
38
their earning back home.

Survey shows families who

receive remittances use 38 19

percent of this additional to

clear previous debts of high
23
interest rates. Meanwhile 23
Clearing Debts Savings Assets Education Others
percent is deposited as
saving. Likewise 19 percent
of the additional income is used towards asset creation such as adding a room to the
house, buying land, colored televisions; 12 percent is used for education of younger
siblings and 8 percent for other purposes.

10.2. Return on Investments (ROI)

The project typically invests Rs. 8,992.63 per trainee on average for the job training
program. Trainee after placement earns Rs.3487.35 per month on average. Therefore, ROI
is 365.36 percent1.
Table 1: Training cost per person and ROI (unit: Rs)
Training Program Training Monthly Starting Annual Salary ROI (%)
cost Salary
Average 8,992.63 3,487.35 41,848.20 365.36
Construction 6,178.33 3,564.78 42,777.36 592.38
EWRC 9,525.00 3,677.71 44,132.52 363.33
Security 4,390.00 3,730.47 44,765.64 919.72
1

Page 16 of 20
 Textile 5,416.67 2,934.00 35,208.00 549.99
Other Services 10,236.11 3,750.67 45,008.04 339.70
Note: EWRC: English Work Readiness & Computer Academy

10.3. Creating Intellectual Assets and an Inclusive Society

The intellectual asset generated adds additional benefits to the society. The skills and the
knowledge generated from the training is a permanent asset, components of which are
transferable across jobs. The impact on girls is marked with child marriages getting reduced in
rural and tribal areas, as girls opt for a career in hitherto male dominated sectors like sales
Meanwhile, the rural-urban divide and the unorganized-organized labor divide get reduced as
rural youth get trained to work white collar jobs.

11.Case Study
10.1 Case study of Dhanamma a standing example of a women getting empowerment through
employment.

Before joining the program Dhanamma

use to walk miles together to graze the
goats helpless not being able to go to
college. Her mother thought it was
worthless attending college instead of
helping her with her field work and
household chores. She attended college
to only write her exams.

The 45 days training changed her

completely. It has made her confidence

Page 17 of 20
 with language skills, computer literate and groomed up for a job with all the required skills
and attitude.

The next step for her to become self dependent was to join a job. She works hard and
clears all the rounds of recruitment and now with pride dawns the ID card of ADFC.

Dhanamma stays in a hostel at Tirupati as her home is in Patagunta (Vedurukuppam

mandal) which is 40 kms away from Tirupati and sends home 2700 every month. She
complains that many people in her village waste their time doing nothing productive and
waste their family income in gambling.

Inspiration to others:
After such change in her life she opines that every girl should first aim towards completing
her education and look for opportunities beyond her boundaries without getting bogged
down by resistance and pitfalls.

Her success story has gone to nearby villages from where 2 girls who are graduates have
joined trainings and aspiring to join sustainable jobs.

Awakened Sleeping Villages:

Thus through this intervention the Jobs Program has awakened sleeping villages and have
helped many girls like Dhanamma get empowered to become self dependent. At the same
time Dhanamma also feels very thankful and indebted to the whole team for helping her
realise dreams come true.

10.2 The case study of J. Narendra Reddy

Narendra hails from Chinnavenkatampalli (V), Irala (M),

Chittoor Dist. A.P., S/o. J. Lakshmana Reddy Education: -
B.A. Technical Qualification: - ITI (Diesel Mechanic)

His story is also of great courage and motivation. His father

is an agriculture labour and mother is a home maker. He
has only one sister younger to him. She did her MCA and
presently in search of a job. After graduation he applied to
many company but could not get a job and then he started
as an auto driver in his village. He met with a fateful
accident at a very prime stage of his life while he was
working. His back bone was injured and his right lower leg
was paralyzed. After 6 months of hospital stay he
remained with the help of calipers.

Being studied at local place, in spite of being a graduate he

was not very confident with his communication skills in
English. His disability had been another reason for not
being able to get a do any work. During training he learned communicative English, basic
computer skills, arithmetic, typing speed on key board and life skills.

Page 18 of 20
 After successful completion of training he has gone through many companies written tests
and interviews, although companies found him suitable skill wise but they rejected him
because of his disability. Then also the trainers keep on encouraging him and finally shown
placement in Strategic Outsourcing Services, Bangalore as a process executive and is
presently working at a gross salary of Rs.10130/- p.m.

10.3 Case study of an SEZ

Large scale employment with Apache, Adidas Shoes Manufacturer, Tada, Nellore, A.P.
More than 5,500 of those are employed at Apache, the Taiwanese original equipment
manufacturer for Adidas shoes, sprawled over
313 acres in Tada village. In the brick red and grey
tiled factory, 14 production lines churn out over
400,000 shoes a month, making it one of the
largest factories in India. Most of the people on
the assembly line are semi-literate and are
provided with basic training in life skills,
communication and corporate culture followed by
on the job training. They work on stitching, shoe
uppers, carve out rubber soles, quality check and finally prepare shoes for export.

12.Win-win for all stake holders

The Rural Community:

 Fixed income, new skills, and self confidence
 Remittances for the rural families
 Lowering of caste stigma
 Eradication of poverty within a generation’s time in a sustained manner

The Government:
 Employment creation for rural youth
 Poverty alleviation
 Prevention of social unrest from high underemployment in rural areas

The Private Companies:

 Trained labour pool from alternate source
 Reduced attrition rates
 Higher productivity
 Competent, loyal, cost-effective workforce with an opportunity to fulfil its social
responsibilities

Page 19 of 20
Meera Shenoy with Gopal Garg and Tapan Das

Bibliography

1. South Asia rural livelihoods learning note, World Bank - Parmesh Shah, Meera Shenoy, Smrithi
lakhey
2. Study by Mariko Katsura, Goldman School of Public Policy, University of Berkeley
3. Study on the impact of job on a family by Intellicap
4. David Graddol, English Next, India, British Council, Distribution of the world’s five-nine year old
children.
5. Expenditure on Education, Consumption expenditure data from 50 th and 61st rounds of NSS
6. 2009 –BCG Report on Growth sectors in India
7. Census 2001

Page 20 of 20