S

the second is Habit – experience of

Skill-Building Process and
how to do?
Strategies for Development
A skill personally improves the
efficiency or productivity of a person.
Anumala Kalyani
It’s no surprise that income
Siva Sivani Institute of Management,
differences between skilled and
Secunderabad, India
unskilled workers are huge in any
economy around the world.
Skill Department of Children, Youth &
Synonyms
Building Their Families defines skill building
as: “The specific opportunities for
Competence; Expertise; Intelligence
young people to develop and master
new concepts and skills that will help
them be successful in school, in their
Definition
personal lives, and in future careers.”
According to IGI-Global, skill-
Skill An ability to do an activity or job well,
building is an advanced formation or
especially because you have practiced
reformation of professional and
it (Cambridge Dictionary).
personal qualities, the mastery of new
Competent excellence in
ways of solving professional
performance, expertness (Thesaurus.
problems and new methods of
com)
professional thinking, overcoming
A British definition is “the ability
negative attitudes and the inhibitory
to communicate effectively with
influence of past experience,
people in a friendly way, especially in
changing the motivational and
business.” The term people skill is
operational sphere of professional
used to include both psychological
activity, the emergence of the person
skills and social skills but is less
himself as a subject of further training.
inclusive than life skills (https://en.
wikipedia.org/wiki/Skill).
Introduction
A skill is an ability of a person to
do a thing or work with expertise.
One third of the working age population in low-
Skill includes two components – first
and middle-income countries lack the basic skills
one is Knowledge – what to do? And
© Springer Nature Switzerland AG 2019
W. Leal Filho et al. (eds.), Quality Education, Encyclopedia of the UN Sustainable Development Goals,
https://doi.org/10.1007/978-3-319-69902-8_70-1
2 Skill-Building Process and Strategies for Development
required to get quality jobs, leaving them unable
to achieve their full productive potential and lim-
iting economic investment and growth. Founda-
tional skills, such as literacy, provide critical
scaffolding for young people and are a prerequi-
site for numeracy, problem-solving, and socio-
emotional skills. Helping young people develop
these skills makes economic sense. Unskilled
workers are forced into unemployment or are
stuck in unstable low-wage jobs that offer little
career mobility or growth. As they age, they
become increasingly vulnerable to job losses and
labor market shocks.
Key Issues
Access: Government policies must promote
equity in access to education and learning. Across
the world, investments in education – from pre-
school through higher education – have high
returns. The wage penalty for low literacy is 9 per-
centage points in Colombia, Georgia, and Ukraine
and 19 percentage points in Ghana. And the oppo-
site is also true: In Brazil, graduates of vocational
programs earn wages about 10% higher than those
with a general secondary school education.
Quality: Many young people attend schools
without acquiring basic literacy skills, leaving
them unable to compete in the job market. More
than 80% of the entire working age population in
Ghana and more than 60% in Kenya cannot infer
simple information from relatively easy texts.
Early dropout: For every 100 students enter-
ing primary education, just 35 complete upper
secondary school. Catching up later without foun-
dational skills becomes nearly impossible.
Indeed, evidence shows that second-chance adult
education programs have limited success and on-
the-job training usually favors workers with more
education and skills. Second-chance programs
provide an important opportunity to get low-
skilled youth back on track.
Cost: Whether a young adult has resources to
continue training is a strong predictor of how
much education he or she will pursue. In Brazil
and the United Sates, the cost of post-secondary
education is cited as a top reason for failing to
continue in education and training. In many coun-
tries, social norms limiting women, minorities,
and disenfranchised youth also contribute to the
skills challenges.
Relevance: Technical and vocational educa-
tion and training – which can last anywhere from
6 months to 3 years – can give young people,
especially women, the skills to compete for better
paying jobs. Nevertheless, a wide range of train-
ing programs exist, from teaching specific skills to
sparking entrepreneurship and more needs to be
done to ensure a relevant curriculum. Less than a
third of training programs have positive results for
earnings and employment and even those that are
successful are costly, with returns that rarely jus-
tify the investment. Private sector partnerships
and workplace training have been important in
helping create programs that match the needs of
the labor market and teach critical skills.
Global Perspective
According to Jennifer D., there is an increasingly
diverse, passionate network of educators around
the world who are using the Sustainable Develop-
ment Goals (SDGs) as a foundational framework
for global education in their classrooms. The fol-
lowing are the six strategies for engaging the
sustainable development in the classroom.
Explore the intersections between the sub-
jects you teach and the Sustainable Develop-
ment Goals. It’s surprisingly easy to find
connections between the SDGs and every content
area we teach in schools, regardless of where
students live; in fact, solving global challenges
like No Poverty (#1), Quality Education (#4),
and the three goals connected to environmental
protection and sustainability (#11, #12 and #13)
require all of our disciplines in concert.
Build deep insights into the Sustainable
Development Goals through global and local
partnerships that connect students to people
experiencing and working on the topics they’re
learning about. It can be life-changing for stu-
dents to meet and ask questions of individuals
experiencing the complexities behind the global
goals, such as people without access to clean
water, girls who are unable to complete their edu-
cation, communities experiencing armed conflict,
Skill-Building Process and Strategies for Development
or refugees in our local communities. People who
live and work from a deep sense of passion and
purpose are often willing to Skype into class-
rooms because they want the next generation to
become passionate about the very same topics. In
fact, SDG #17 focuses on building the partner-
ships needed to accomplish the other 16 goals. If
teachers engage SDG #17 by building partner-
ships for the classroom, the concept of multilateral
solution building will be the natural response of a
new generation who have seen that considering
multiple perspectives leads to better solutions.
Use the Sustainable Development Goals for
the development of global competencies and
asset-based global citizenship. Working to
understand and help solve any one of the SDGs
can help develop global competencies in your
students, particularly if students partner with
other young people in the world. If we want the
development of solutions to start from the best
ideas of the people experiencing the problems, it
is important we do not solve problems we don’t
understand for communities we don’t live
in. Instead, students should learn from the world
they don’t know and solve the one they do. These
kinds of global experiences develop the kind of
asset-based thinking about global engagement
and citizenship that helps build a world of equity,
reciprocity, and collaborative development.
Connect the Sustainable Development
Goals to local issues and challenges as much
as global ones, so that they are real and rele-
vant for students. Particularly for younger
learners, “global” alignment makes the SDGs
less abstract, allowing students to understand
how our biggest challenges exist across borders
and contexts. Poverty, for example, is an abstract
concept, humanized significantly when students
meet people facing economic challenges in their
own backyards. Doing “glocal” investigation also
keeps students from abstracting such issues as
someone else’s problem and helps eat away at
the “us vs. them” mentality that sees poverty, for
example, as an African or Asian challenge. Most
of the SDGs are borderless challenges that face all
nations across the planet, if in different ways.
A project grounded in locally present SDGs also
allows for a powerful alignment between global
3
understanding and local action and service, which
helps students feel less paralyzed and become true
protagonists for change in their own communities.
Use the Sustainable Development Goals as a
framework for student choice and affinity
grouping. In classrooms using project-based
learning, student choice is an essential feature,
and many non-PBL teachers understand the
power choice has to increase engagement and
achievement. The SDGs provide a meaningful
framework for such choice, as students can
choose their focus from all or a limited number
of content-relevant SDGs – and then teach each
other about what they’re learning.
Skill Building Strategies
Student Services Success Initiatives (SSSI) recog-
nizes the importance of building skills essential to
student success inside the classroom, the work-
place, and the community. To this end, skill build-
ing is woven into the fabric of SSSI programming.
Students who participate in the program will
increase their understanding and application of
skills in the following areas:
Analytical/critical thinking: Students explore
multiple ways to solve any given problem
and make decisions. They learn how to
develop strategies and plans to achieve a
desired goal. They are required to support
their decisions through logic and must assess
how their decisions are affecting the team as
well as others.
Leadership: Students learn how to motivate
others and inspire vision. They are challenged
to assign tasks based on strengths and weak-
nesses of their team, influence ideas, adapt to
unexpected changes, solve problems quickly
and accurately, and be creative in solving com-
plex issues.
Time management: Students learn how to man-
age their time wisely in order to fulfil academic
obligations and goals, ultimately resulting in
timely graduation. They also learn how to use
time management tools to plan their time based
on task priority.
4 Skill-Building Process and Strategies for Development

Professional: Students learn etiquette, appropri- Types of Skill

ate dress, professional language, and business
ethics. In addition, students learn the impor-
tance of punctuality, working efficiently and
effectively, and operating with a standard of
excellence.
Communication: Students learn how to effec-
tively listen and appropriately express ideas
verbally and in writing.
Organizational: They learn to prioritize tasks and
are challenged to practically apply organiza-
tional skills through utilizing lists, calendars,
and other tools.
Technology: Students are expected to utilize cur-
rent technology (Microsoft Word, Excel,
PowerPoint, basic Internet skills) in preparing
academic and organizational projects.
Interpersonal: Through a series of tasks, students
engage with their peers and program coordina-
tors. They learn how to effectively give and
receive constructive criticism while consider-
ing the feelings of others, but not compromis-
ing the goal.
Skill can be classified in to three types. They are:
• Transferable/functional skills
• Personal traits/attitude
• Knowledge-based skills
Transferable skills – According to Cheary M,
transferable skills are a core set of skills and
abilities, which can be applied to a wide range of
different jobs and industries. Transferable skills
usually picked up over time and can be gained
from previous positions, charity or voluntary
work, or our hobbies or even just at home.
Personal traits/attitude – According to Tom
Denham (2010), personality traits are
distinguishing qualities or characteristics that are
the embodiment of an individual. They are our
habitual patterns of behavior, temperament, and
emotion.
Knowledge-based skills – According to skill
and career.com (2016), these skills are knowledge
we have of specific subjects, procedures, and
information necessary to perform particular tasks
or group of tasks. These are usually hard skills.

• Actions taken to perform a task, transferable to different

work functions and industries
Trasferable / • Based on ability and aptitude
Functional
• Expressed in verbs
• Examples: Organize, promote, analyze, write

• Traits or personality characteristics that contribute to

Personal Traits / performing work
Attitudes • Developed in childhood and through life experience
• Expressed in adjectives
• Examples: Patient, diplomatic, result-oriented, independent

• Knowledge of specific subjects, procedures, and information

necessary to perform particular tasks
• Acquired through education, training, and on-the-job
Knowledge based experience
• Expressed in nouns
• Examples: Personal Administration, contract management,
Accounting

Skill-Building Process and Strategies for Development, Fig. 1 Source: SkillScan (2012)
Skill-Building Process and Strategies for Development
Such skills are acquired through education, train-
ing, and on-the-job experience.
Why Skill Development?
In today’s world of globalization, skill training is
an integral component of increasing efficiency
and productivity for sound economic develop-
ment of any economy. In India, skill development
is still at a nascent stage; however the demand for
skilled manpower is huge and to cover this gap,
and it is very pertinent to reengineer the skill
ecosystem (Sinha 2017).
Availability of high-level skills in the country
is critical to drive economic growth and develop-
ment. Availability of skills in turn is largely
dependent on significant improvements in the
quality of schooling outcome and a more equita-
ble distribution in learning opportunities.
According to Jayashree Patnaik (2015), in
today’s age of globalization and technological
volatility, skill building is an important instrument
to increase the efficacy and quality of labor for
improved productivity and economic growth.
Skill building is a powerful tool to empower indi-
viduals and improve their acceptance.
One third of the working age population in
low-and middle-income countries lack the basic
skills required to get quality jobs, leaving them
unable to achieve their full productive potential
and limiting economic investment and growth.
According to A. Mahendran (2015), education
alone is not needed. For proper execution, skill
is necessary. Considering the above it is important
to go for skill development.
Why Skill Development in India?
India – which aspires to be a global power house
of economy and trade – should look into what
holds it back from becoming one instead of hav-
ing a huge workforce and around 60% population
in the age group of 15–60 years.
Around 250 million young people be joining
workforce in India by next decade. The level of
competition in the future will be so high that
people will have to skill multiple times to survive
in their field.
5
Indian economy is being diversified from
being agrobased to manufacturing and service-
based economy. This has increased the demand
for skilled labor.
Much of India’s workforce is already ham-
pered with outdated and irrelevant skills. As tech-
nology continues to surge, both blue- and white-
collar jobs will become increasingly sparse.
Skill building must be complemented by eco-
nomic growth and employment opportunities to
meet the rising aspirations of youth. The challenge
lies not only in a huge quantitative expansion of
facilities for skill training but also in raising their
quality. India can then become the global sourcing
hub for skilled employees.
In order to successfully compete in today’s
economy, Murnane and Levy emphasize that the
following are necessary:
• Young people must be able to identify the
problem at hand.
• Young people must have the incentives and
opportunities to solve the problem at hand.
• Young people must have the skills and training
necessary to pursue the solutions effectively.
• Young people must know how to learn from
and use mistakes as a learning tool.
Role of Skill Building
Skill building increases the productivity which in
turn increases the wages or payment of the
employee, which ultimately leads to the economic
growth of the country or nation. Skill-building
activities help an individual learn decision-
making, interpersonal, community integration,
and functional skills. Building such skills and
supports helps individual achieve social integra-
tion, optimal health, and role productivity (Lyman
et al. 2014).
Twenty-First Century Skills
A list of skills necessary for young people to
develop in order to achieve a positive transition
to young adulthood are listed by the Partnership
for twenty-first century Learning. They are:
6 Skill-Building Process and Strategies for Development

• Creativity and Innovation

Learning and Innovation
• Critical Thinking and Problem Solving
Skills
• Communication and Collaboration

• Information Literacy
Information, Media and • Media Literacy
Technology Skills • ICT (Information, Communication and
Technology) Literacy

• Flexibility and Adaptability

• Initiative and self-Direction
Life and Career Skills • Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

Skill-Building Process and Strategies for Development, Fig. 2 Twenty-first Century Skills. Source: p21.org
(2015), Compiled by author

Learning and Innovation Skills • Implement innovations

– Act on creative ideas to make a tangible and
Creativity and Innovation useful contribution to the field in which the
Creativity and innovation includes the following: innovation will occur.

• Think creatively Critical Thinking and Problem-Solving

– Use a wide range of idea creation tech-
niques (such as brainstorming).
– Create new and worthwhile ideas (both
incremental and radical concepts).
– Elaborate, refine, analyze, and evaluate
their own ideas in order to improve and
maximize creative efforts.
• Work creatively with others
– Develop, implement, and communicate
new ideas to others effectively.
– Be open and responsive to new and diverse
perspectives; incorporate group input and
feedback into the work.
– Demonstrate originality and inventiveness
in work, and understand the real-world
limits to adopting new ideas.
– View failure as an opportunity to learn;
understand that creativity and innovation is
a long-term, cyclical process of small suc-
cess and frequent mistakes.
Critical thinking and problem-solving includes
the following:
• Reason effectively
– Use various types of reasoning (inductive,
deductive, etc.) as appropriate to the
situation.
• Use systems thinking
– Analyze how parts of a whole interact with
each other to produce over all outcomes in
complex systems.
• Make judgments and decisions
– Effectively analyze and evaluate evidence,
arguments, claims, and beliefs.
– Analyze and evaluate major alternative
points of view.
– Synthesize and make connections between
information and arguments.
– Interpret information and draw conclusions
based on the best analysis.
– Reflect critically on learning experiences
and processes.
Skill-Building Process and Strategies for Development
• Solve problems
– Solve different kinds of non-familiar prob-
lems in both conventional and
innovative ways.
– Identify and ask significant questions that
clarify various points of view and lead to
better solutions.
Communication and Collaboration
Communication and Collaboration Includes the
Following:
• Communicate clearly
– Articulate thoughts and ideas effectively
using oral, written and nonverbal commu-
nication skills in a variety of forms and
contexts.
– Listen effectively to decipher meaning,
including knowledge, values, attitudes,
and intentions.
– Use communication for a range of purposes
(e.g., to inform, instruct, motivate, and
persuade).
– Utilize multiple media and technologies,
and know how to judge their effectiveness
a priori as well as assess their impact.
– Communicate effectively in diverse envi-
ronments (including multilingual).
• Collaborate with others
– Demonstrate ability to work effectively and
respectfully with diverse teams.
– Exercise flexibility and willingness to be
helpful in making necessary compromises
to accomplish a common goal.
– Assume shared responsibility for collabora-
tive work, and value the individual contri-
butions made by each team member.
Information, Media, and Technology Skills
People in the twenty-first century live in a tech-
nology and media-stuffed environment. To be
effective in the twenty-first century, citizens and
workers must be able to exhibit a range of func-
tional and critical thinking skills related to infor-
mation, media, and technology.
7
Information Literacy
• Access and evaluate information
– Access information efficiently (time) and
effectively (sources).
– Evaluate information critically and
competently.
• Use and manage information
– Use information accurately and creatively
for the issue or problem at hand.
– Manage the flow of information from a
wide variety of sources.
– Apply a fundamental understanding of the
ethical/legal issues surrounding the access
and use of information.
Media Literacy
• Analyze media
– Understand both how and why media mes-
sages are constructed and for what
purposes.
– Examine how individuals interpret mes-
sages differently, how values and points of
view are included or excluded, and how
media can influence beliefs and behaviors.
– Apply a fundamental understanding of the
ethical/legal issues surrounding the access
and use of media.
• Create media products
– Understand and utilize the most appropriate
media creation tools, characteristics, and
conventions.
– Understand and effectively utilize the most
appropriate expressions and interpretations
in diverse, multicultural environments.
ICT (Information, Communication, and
Technology) Literacy
• Apply technology effectively
– Use technology as a tool to research, orga-
nize, evaluate, and communicate
information.
– Use digital technologies (computers, PDAs,
media players, GPS, etc.), communication/
networking tools, and social networks
appropriately to access, manage, integrate,
evaluate, and create information to success-
fully function in a knowledge economy.
8 Skill-Building Process and Strategies for Development
– Apply a fundamental understanding of the
ethical/legal issues surrounding the access
and use of information technologies.
• Collaborate with others
– Demonstrate ability to work effectively and
respectfully with diverse teams.
– Exercise flexibility and willingness to be
helpful in making necessary compromises
to accomplish a common goal.
– Assume shared responsibility for collabora-
tive work, and value the individual contri-
butions made by each team member.
Life and Career Skills
Today’s life and work environment require far
more than thinking skills and content knowledge.
Life and career skills include the following:
Flexibility and Adaptability
• Adapt to change
– Adapt to varied roles, job responsibilities,
schedules, and context.
– Work effectively in a climate of ambiguity
and changing priorities.
• Be flexible
– Incorporate feedback effectively.
– Deal positively with praise, setbacks, and
criticism.
– Understand, negotiate, and balance diverse
views and beliefs to reach workable solutions,
particularly in multicultural environments.
Initiative and Self-Direction
• Manage goals and time
– Set goals with tangible and intangible suc-
cess criteria.
– Balance tactical (short-term) and strategic
(long-term) goals.
– Utilize time and manage workload
efficiently.
• Work independently
– Monitor, define, prioritize, and complete
tasks without direct oversight.
• Be self-directed learners
– Go beyond the basic mastery of skills
and/or curriculum to explore and expand
one’s own learning and opportunities to
gain expertise.
– Demonstrate initiative to advance skill
levels toward a professional level.
– Demonstrate commitment to learning as a
lifelong process.
– Reflect critically on past experience in order
to inform future progress.
Social and Cross-Cultural Skills
• Interact effectively with others
– Know when it is appropriate to listen and
when to speak.
– Conduct themselves in a respectable, pro-
fessional manner.
• Work effectively in diverse teams
– Respect cultural difference and work effec-
tively with people from a range of social
and cultural backgrounds.
– Respond open-mindedly to different ideas
and values.
– Leverage social and cultural differences to
create new ideas and increase both innova-
tion and quality of work.
Productivity and Accountability
• Manage projects
– Set and meet goals, even in the face of
obstacles and competing pressure.
– Prioritize, plan, and manage work to
achieve the intended result.
• Produce results
– Demonstrate additional attributes associ-
ated with producing high-quality products.
Leadership and Responsibility
• Guide and lead others
– Use interpersonal and problem-solving
skills to influence and guide others toward
a goal.
– Leverage strengths of others to accomplish
a common goal.
– Inspire others to reach their very best via
example and selflessness.
– Demonstrate integrity and ethical behavior
in using influence and power.
• Be responsible to others
– Act responsibly with the interests of the
larger community in mind.
Skill-Building Process and Strategies for Development
Soft skills such as interpersonal communication,
business ethics, effective presentations, e-mail eti-
quette, self-awareness, persistence, confidence,
self-motivation, trustworthiness, adaptability,
and a talent for collaboration now weigh higher
importance and can no longer be ignored.
The need for the SDGs is challenges born
largely out of our collective history of racism,
colonization, and inequitable thinking. They
supersede borders and nations, though some
nations are certainly more at fault for creating
these problems to begin with. Borderless prob-
lems require borderless solutions and intercultural
collaboration on deep levels. To turn inquiry into
action, schools must find ways to connect their
students to the world, to create spaces for collab-
orative solution building and real participation
that start from an asset lens about what all voices
bring to the table. From the youngest student to
the most experienced teacher, from the most mar-
ginalized to the most empowered, we all have an
opportunity to become protagonists in reshaping
and rebuilding our communities and our collec-
tive planet. The question is no longer if you want
your classroom to connect to the world; the ques-
tion now is simply when.
India is a skilled country with various innova-
tions reaching out in every field. But going by the
present scenario, technology is given more impor-
tance than skills (Bose 2017). Increasing the
access to education is important; the actual goal
of providing schooling is to teach skills and trans-
fer knowledge to students in the classroom.
According to EFA Global Monitoring Report
(2005), a more educated society may translate
into higher rates of innovation, higher overall
productivity, and faster introduction of new
technology.
“Education is one of the basic needs for human
development and to escape from poverty”
(Sivakumar and Sarvalingam 2010); it is necessary
for national development and a prosperous society.
Education provides a pool of general cognitive and
occupational expertise, and in some cases, specific
vocational skills, from which firms can draw the
workers they need (Hulten 2018).
9
Recent studies identified the dimensions of
quality higher education as quality of students,
faculty credentials, academic features, and admin-
istrative supports (Akareem and Hossain 2012;
Ashraf et al. 2009). The study of Akareem and
Hossain (2012) identified that students’ character-
istics, such as current status and socioeconomic
background, influence perception of higher edu-
cation quality. Environmental factors such as
social, economic, and cultural influences can
also play vital roles (Akareem and Hossain 2012).
According to Rahman and Uddin (2009), par-
ents’ education, their income, attitude, and present
examination system affect the education of
children.
Participatory methods allow all participants
(including the facilitator) equal opportunities to
listen to, learn from, each other and can appeal to
different learning styles. They include self-guided
and experiential learning (learning by doing) and
are based on the natural processes by which chil-
dren acquire knowledge, attitudes, skills, and ulti-
mately behavior.
Life skills-based education enhances the qual-
ity of content by addressing issues relevant to the
lives of learners, both boys and girls.
Improving quality education and access to
job training that equips workers with a diverse
skill set would increase the employment opportu-
nities across all education levels and promote
economic growth.
Objectives
• To improve the quality of basic education par-
ticularly underperforming schools and schools
in rural areas
• To develop appropriate labor market skill sets
• To increase the access to job training programs
which will expedite a reduction in the skill gap
in Botswana to diversify its economy, facilitate
a stronger, more sustainable economic and
employment growth, and equip its workforce
with a variety of skill sets that meet employer
needs insisting on participatory and gender –
sensitive teaching and learning methods
10 Skill-Building Process and Strategies for Development

According to a study conducted by Harold 7. Class diary: Diary entries are made after each
C. Levine et al. (1980), the students are required class session and each field site visit. These are
to do seven out-of-class assignments. These are to help the students understand and assess their
briefly described below: roles as fieldworkers and document their emo-
tional involvement with and reactivity to their
1. “Sudden shock” exercise: During the first hour “subjects” and field setting. They also assist in
of class time at the second class meeting, stu- an end-of-quarter review of the course.
dents are sent out into the surrounding commu-
nity and told to take notes on what they see. It’s not enough to focus on average outcomes
This is meant to be confusing; but it is also to assess challenges in education quality (Max
intended to suddenly immerse students in a Roser et al.).
field situation, to acquaint them with some of
the problems integral to fieldwork, and to intro-
duce them to the need for making typical deci-
Conclusion
sions regarding their conduct in the field. The
exercise is discussed in the second half of the
1. Skilling and reskilling not only youth but also
class meeting. The notes taken during the exer-
older “educated” population is required.
cise are collected, but no formal written report
2. Solutions-based approach of trainers, where
is required as with subsequent exercises.
training is provided with proper case studies,
2. Narrative writing: Students select some aspect
is required.
of their subjects’ behavior and record it using
3. Skill training or vocational education should
two distinct styles holistic and “radical
be treated as complementary to mainstream
empiricist.”
education rather than separating it completely.
3. Role management: Students are required to
4. Ensure that electricians, plumbers, agri-
describe real and/or anticipated role manage-
machine operators, and other skilled workers
ment issues at their chosen field sites, such as
upgrade their skills from time to time.
level(s) of “participation” required or desired,
5. Educational institutes which push out gradu-
entry problems, and problems of rapport with
ates should provide education which is indus-
informants and/or gatekeepers.
try focused and not just theoretical approach.
4. Coding, classifying, and indexing: Field notes
6. Corporate social responsibility, which is to be
collected at the research site are formatted, and
followed by big companies, should focus on
a tentative data indexing system must be devel-
skill development, and such funds are to be
oped and applied.
properly utilized.
5. Interviewing: Students must use one of four
7. Women, marginalized sections, people from
possible interview styles with one or more
remote areas are to be trained and should not
informants at the field site.
be excluded from any developmental programs
6. Participant-observation research report: This is
in the country.
the final field project of the quarter and is
8. Skill programs are endpoint of employability,
designed to make use of the skills already learned
and education system is primary incubator
and data already collected. The student selects a
which is lacking in India.
particular topic or research hypothesis for more
9. Finally, skill development programs should be
focused observation, collects additional data as
avenues for increased (i) production,
needed using appropriate skills, and writes a
(ii) productivity, (iii) technology use,
report on this. While the other assignments are
(iv) employability (in organized sector), and
of relatively short duration (usually 7–10 days
(v) gross domestic product.
between start-up and completion), this report
takes approximately 3 weeks.
Skill-Building Process and Strategies for Development
Cross-References
▶ Access – Equal Access
▶ Cost – Affordability of Education, Secondary
Education
▶ Early Dropout – Student Engagement
▶ Quality – Quality Control in Education
▶ Relevance – Technical Education, Vocational
Training
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