Relevance: GS-2: Education, Human Resources

Key phrases: ASER 2021, informal economy, opportunity cost, disgruntled employment, learning outcomes, ‘one-size-fits-all’ approach, vocational training, dignity of labour, play catch-up game

Context:

• This editorial highlights the need for a realistic model of education to raise employment levels in the country. Moreover, dignity of labour needs recognition to help youth bridge gaps between aspirations and abilities

Editorial observations: A strong dichotomy between Aspirations vs Abilities

1. Over the years, in India, there has been an increase in the number of children enrolled in schools. But at the same time, learning levels remain poor.
2. ASER 2021 shows that a higher number of older children (ages 15-16) are in school now, with 67.4% students enrolled in government schools (compared to 57.4% in 2018).
3. In the coming years, there is likely an even larger number of youth graduating with high school certificates and degrees. These youth are more likely to aspire for jobs in government or the private sector, with hardly anyone interested in agriculture or labour-based work.
4. Yet, the employment trends are very different in India, over 80% of all workers are hired by the informal economy. This shows that most youth are unable to fulfil the aspirations they had outlined for themselves.
5. Youths who typically come from low-income families do not have the luxury of investing in higher education and advanced learning, given the opportunity cost.
6. In such a situation, the idea that you can be connected from your village to a training centre and then to the workforce in less than 6 months is a more desirable alternative.

The causes behind the dichotomy

1. Despite the higher rate of graduation from schools, most youth do not possess the skills expected of them by prospective employers. Much of this can be attributed to an emphasis on exams and the lack of focus on learning outcomes.
2. For years, these youth were conditioned to believe that working as an electrician or a housekeeping attendant is not admirable and they turned to vocational centres only as a last resort.
3. The unfortunate reality is that there are millions in India who choose to stay unemployed instead of pursuing a vocation-based job.
4. Those who don’t pass the filters must settle for jobs which they believe are ‘below’ their qualification level, resulting in a vicious cycle of disgruntled employment.
5. These evidences are seen in the rapidly growing gig worker economy, where see many young people with college degrees signing up to work as delivery partners, cab drivers and doorstep service providers

What is the way ahead?

• Firstly, we need to shift from a ‘one-size-fits-all’ approach to one that is tailored to match local realities.
• The National Education Policy’s call for introduction of vocational training into the education system offers the opportunity to address an information asymmetry which is painfully visible in communities.
• We need a system that enables teachers to counsel students on the value of various vocations without undermining these in favour of ‘advanced’ higher education.
• Vocational training was originally designed to help those who fell behind in the education race. But it’s difficult to build a future by thinking you’re where you are because you fell behind.
• The system is forcing youth to play catch-up in a game they’re going to lose anyway because the larger battle they confront is the dichotomy between meeting short-term income needs and keeping their long-term aspirations alive.
• The need to assure young people dignity of labour, we need a model that directly serves the workforce without undermining the value of any type of work.

Mains Question:

Q. How far do you agree that New Education Policy, 2020 as an instrument will help in fulfilling the need of expanding gig economy and reducing the current dichotomy of Aspirations vs Abilities among the Youths.(15 marks)

Source: The Hindu