NN40, May 2008
Education for Sustainable Development? Or The Sustainability of Education Investment? A Special Issue
Breaking the Cycle of Intergenerational Illiteracy and Poverty: the Role of Education and Skill Initiatives in the Unorganized Sector in India.
By Madhu Singh, UNESCO Institute for Lifelong Learning, Hamburg
Email: m.singh@unesco.orgKeywords
Education and Skill Initiatives, Unorganized Sector, India.
Summary
This article addresses the issue of India becoming increasingly concerned about its ability to become competitive in a globalised economy, but also goes on to question whether India can face the new technological challenges and promote the knowledge society and economy without tackling issues of equity and access in relation to skills development, basic education and literacy of its huge unorganized sector
The 1987 Report Our Common Future brought the terms ?sustainable development? and ?sustainability? into widespread use (WCED 1987). However, it was only at the United Nations World Summit on Sustainable Development in Johannesburg (2002) that the prominent role of education and training was highlighted. It was also at this Johannesburg meeting that an agreement was reached to find a balance between economic growth, social equity and environmental protection. A resolution was adopted on the United Nations Decade of Education for Sustainable Development (UNDESD) in 2002 and UNESCO was designated as the lead agency for the promotion of the Decade. It is also important to note that the vision regarding sustainable development broadened to encompass social justice and the fight against poverty (UNESCO 2003).
It is in the context of this broadened notion of sustainable development that this article will position the discussion of the role of education and skills initiatives in India?s unorganized sector. The paper addresses the issue of India becoming increasingly concerned about its ability to become competitive in a globalised economy, but also goes on to question whether India can face the new technological challenges and promote the knowledge society and economy without tackling issues of equity and access in relation to skills development, basic education and literacy of its huge unorganized sector (94 per cent of its workforce).
The abundant supply of cheap labour, which was once considered a major comparative advantage for developing countries (Wood 1995) is coming to be questioned as a short-term solution, not only from the point of view of it being an unsustainable basis for competitiveness or for promoting knowledge economies and societies, but also from the point of view of social justice, equity and poverty reduction. To enhance productivity and thus economic growth, but also to reduce the negative social impacts of cheap labour production, Lall (1999) argues that the respective countries should embark on a strategy of skills development, which enhances both their general vocational and technical skills, but also their more work-place related skills. Similarly, Krishna (2005) and Mitra (2005) point out that the extent of new technologies, relevant to workers and units in the unorganised sector will depend on the value addition through continuing or lifelong education and training. Training and education for the informal sector can no longer apply local standards, but must meet world. standards.
Not only globalisation and technological development, but also the reality of poverty demand that new skills and technological literacy be facilitated with a view to promoting employability in the low-income sector (Krishna 2005). There is growing realisation that India needs to recognize, value and capitalize on individuals? and communities? existing potentialities in the informal economy in order to identify forms of knowledge and skills that will work for the poor and promote equality and employability. Such recognition of skills and competencies, regardless of where they have been learned (formally, informally, at work, at home or in the community) is likely to improve lifelong learning for sustainable development (See Jakarta Meeting, Concept paper 2008)
The Development of India?s New Training Policy strives to support skills development of the informal sector by making training durable and of high quality. It supports institutional partnerships between the training system and societal agencies such as private sector, business, science and technology, workplace, NGOs local communities and the voluntary sector. The 1st National Consultation, jointly organized by the Ministry of Labour and Employment, Government of India and the International Labour Organisation, on 20-21 February 2008, has produced a road map of actions for the development of a the National Training Policy for India. The Prime Minister, Mr. Manmohan Singh and others have underlined the key principles of sustainable development by highlighting the importance of training and skills development for maintaining high economic growth and reducing inequality and poverty in India. The 11th Five-Year Plan has a strong emphasis on skills development. The roadmap for actions proposed the setting up of four Review Committees to undertake analysis and make policy recommendations. One of the committees is on ?Skills training for the unorganized sector?. Both equity and access as well as lifelong learning and skills training for the knowledge economy have taken prominence in the title given to this review committee. As a member of this Committee, the author will try to dwell upon some of the recommendations of this committee, even though they are still in the process being finalized.
Skills training for the unorganised sector: equity and access
Central to the notion of education for sustainable development is the view that a transition to a socially, economically and ecologically sustainable economy is possible only by promoting lifelong learning and by engaging all spaces of learning- formal, non-formal and informal, from early childhood to adult life ? and in which everyone is a stakeholder, be it the government, civil society, the private sector or the media. Such learning partnerships constituted an important element of the Review Committee?s recommendations on education and training for the informal sector.
Combating low literacy and basic education in the workplace in trade and industry
A literate labour force is crucial to a properly functioning society and economy, capable of competing and anticipating future trends. Considering this, the review committee adopted a long-term approach to skills development for the unorganized sector by recommending a close cooperation between government, employers, and employees. Employers and employees are advised to tackle low literacy and basic education of low qualified workers, in service, trade and industry sectors. All labour must have at least an entry-level qualification in order to participate in the employment process on a long-term basis.
All agencies of society, media, culture, community-based organizations, education institutions, social movements, trade unions, employers associations, NGOs, private sector, and government should spread awareness of better quality of life (literacy related to health, new technologies, nutrition, legal matters, as well as communication skills, English language skills, and work-place related skills) in the workplace for workers with limited literacy and basic education.
Proposals were made to set up institutional mechanisms that will advise parties (employers and their associations, employees, government, businesses and institutions) on collective agreements to encourage low-literate employees to enrol in literacy programmes combined with retraining, and to support them by means of arrangements laid down in collective agreements and through the Skills Development Fund.
School-based vocational training
Schools should give options for vocational training to students after the fifth standard, so that they can get an entry-level qualification of both primary education as well as a vocational skills certificate. The same applies to those going up to the 10th standard. Appropriate grade/ level of skills acquisition should be certified by a joint body of Ministry of Labour and Employment (MOLE) and the Ministry of Human Resource Development (MHRD), so that they have the choice and opportunity of further general education, vocational training and entry to the labour market. New modules and certified courses for in-service teacher training and training of vocational instructors should ensure that teachers and vocational instructors should have a good level of competence in their vocational subject areas, in order to establish a foundation on which to build quality vocational training in schools.
Creating a training market for the private sector
It was suggested that government should facilitate the building up of a market for training for public and private sector providers to respond to the training requirements in the unorganised sector. Access to public funds by the private sector providers (including civil society groups) should be linked to quality outputs certified by accredited bodies as well as training outcomes. Generation of revenue/part recovery of cost by private sector providers should be one of the criteria for financing. This will ensure the financial sustainability of training provision and foster public-private partnerships.
Public authorities and social partners should focus on the possibility of introducing organised training schemes to cater to the needs of those working as apprentices in the unorganised sector. This training should complement on-the-job training with theoretical training.
Lifelong learning and skills training for the knowledge economy
Another important aspect of education?s contribution to sustainable development is the notion of recognizing prior learning experience. By making visible kinds of knowledge that are being kept outside the curriculum or standard development processes, recognition of prior learning creates, constructs and reconstructs knowledge that has meaning and relevance for our lives, our societies and our economies. Such a concept of education goes beyond educating as being supply-driven, in which individuals are seen as mere receivers of that education. Instead, recognizing prior learning experience is expected to generate a demand for learning by creating motivated individuals who have an interest in continuing to learn.
Recognition of prior skills
In this regard, it is commendable that the proposals made by the Review Committee related to creating avenues for knowledge development that target adults and the so-called ?cheap labour? in the unorganised sector by deepening their knowledge and skills needed to ensure cutting edge competence and renewal through national schemes of recognition of prior skills and assessment and certification of skills acquired informally or non-formally. .
Provision for promoting lateral and vertical mobility between education and training and different vocational areas
Suggestions were made to set up preparatory studies and access courses, part-time courses, evening courses and new courses, which match better the demands of students with varying backgrounds. These would strengthen a support system for non-traditional students entering into general education or vocational training. Bridge courses should be set up between non-formal skills training, upper secondary education, and vocational education. These institutional /structural dimensions are very important and are sometimes seen as complementary routes to the recognition of prior learning.
Conclusion
Education for sustainable development is about respect for difference and diversity. Education enables us to understand ourselves and others and our links with the wider national and social environment; this understanding serves as a durable basis for building respect. Respect and recognition are crucial and central if a fundamental reorientation in our thinking towards the unorganised sector is to take place. It is high time that India?s New Training Policy recognized that this very cheap labour, - workers who are perceived as being illiterate and incapable of fending for themselves - is in fact the backbone of the economy (responsible for 60 per cent GDP) and is feeding the expanding capitalist economy with their productive skills. Many adults with limited literacy and low levels of education are engaged in productive and community activities. Not only should the very notion of who are the so-called ?illiterate? and those who are ?literate? be reassessed, but also the experiential learning of adults should be recognized and serve as a support in programmes for upgrading basic skills and knowledge.
Bibliography
Krishna, V. V. (2005) Education, Training and Skills Formation for Decent Work in the Informal Sector: Case Studies from Northern India. In M. Singh (Ed) Meeting Basic Learning Needs in the informal Sector. Dordrecht, the Netherlands: Springer
Lall, S. (1999): Competing with Labour: Skills and Competitiveness in Developing Countries. Geneva: International Labour Organisation.
Ministry of Labour and Employment (MOLE) and the International Labour Organization (ILO), New Delhi (2008) Draft Proceedings of the National Consultation on Development of Training Policy in India. ILO/MOLE in collaboration with KUT, New Delhi, 20-21 February 2008
Mitra, A. (2005). Training and Skills Development for Decent World in the Informal Sector: Case Studies from South India. In M. Singh (Ed) Meeting Basic Learning Needs in the informal Sector. Dordrecht, the Netherlands: Springer
Singh, Madhu (2008) Recognition, Validation and Accreditation of non-formal and informal learning: Results of an international study. In: Section 15 Adult, Continuing and Lifelong Learning In: Maclean, Rupert, David Wilson and Christian Chinien eds.
UNESCO-UNEVOC International Handbook on Technical and Vocational Education and Training. Springer, Dordrecht
Singh, Madhu (2008) Concept paper: South-South Policy Forum on Lifelong Learning as the Key to Education for Sustainable Development, held in Jakarta 21-23 April 2008. Co-organised by UNESCO Institute for Lifelong Learning (UIL), Hamburg Germany and the
Indonesian Ministry of National Education (MOLE) and the UNESCO office, Jakarta. Unpublished Manuscript.
UNESCO (2003). United Nations Decade of Education for Sustainable Development (January 2005-December 2014). Framework for an International Implementation Scheme. UNESCO, Paris.
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Wood, A. (1995): North-South trade, employment and inequality: changing fortunes in a skill-driven world. Oxford: Clarendon Press.
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