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COMMUNITY COLLEGES: A VIABLE SOLUTION FOR

SKILLING THE INFORMAL SECTOR

Understanding the Informal Sector

The Economic Survey of 2007-8 states that 93% of labour in India is self-employed or employed in the

unorganized sector. The National Commission for Enterprises in the unorganized sector (NCEUS), 2006,

highlights the large size but poor condition of the unorganized sector. 370 million work in the unorganized

sector of which 120 million are women. The term “unorganized or informal” refers to men and women

engaged in different forms of employment. It

ranges from home based (rolling bidis) to self-

employment (vegetable vending), employment in

home enterprises, small units, agriculture,

construction, domestic workers and other casual

employment. Recent trends show an increase in

casual workers with “informalisation” of formal

labour. Some examples are contract work in

housekeeping; outsourcing work to C grade BPOs.

Several studies have highlighted the poor

conditions of these workers despite their

invaluable contribution of 60% to the national

economy. Issues include low wages, seasonal

employment, no social benefits, longer work

hours, and no state regulation. For women,

additionally, it means discrimination at work place

with lower wages and low grade jobs; no access to

facilities; sexual harassment; occupational and

health hazards and no bargaining power.

Women entrepreneurs in the medium and small enterprises (MSME) face complex challenges due to

limited educational and skills. These range from lack of knowledge of markets & competition, management

skills, technology, and access to finance. According to a report in the Economist, this lack of knowledge and

continuing treatment of women as second class citizens keeps women in the pervasive cycle of poverty.

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Access to education and vocational skills is an important ingredient of the multi-dimensional approach

required to tackle these complex challenges to improve the status of women in the unorganized sector.

India has put in place a large skilling program of training 500 million youth with a clear institutional

structure and budget to reap its demographic dividend.

Planning Commission document of 2012 emphasizes the

importance of focusing on women, disabled and other

vulnerable categories. There is a sense of urgency as the MDG

goals cannot be met if women social and economic

empowerment lags behind. It makes emminent sense,

therefore, to conceive a educational-cum-vocational model

for women in the unorganized sector now.

An action research project for evolving a concept of a

community college for women in the Informal sector is

proposed. As a beginning, it will be piloted with SEWA.

II. Why Community Colleges?

The Community Colleges model addresses the concerns stated

above, as it offers low cost and high quality education and skill development at the doorsteps of the

learners with opportunity for horizontal and vertical mobility and community based lifelong learning. The

model is flexible and aligned to local community needs. The HRD department of Government of India has

formulated a Community College-like scheme, based on the proven US community college model. Since

creating infrastructure takes time, the Ministry is presently piloting the concept in 100 existing

colleges/Universities. Key objectives of the community college are the following, keeping in mind the

mission of equipping the currently under-equipped knowledge workers by overcoming barriers of

affordability, accessibility and employability:

To provide career oriented skills education to students currently pursuing higher education but actually interested in entering the workforce at the earliest opportunity;

To provide opportunities for employable and certifiable skills with necessary general education to high school pass-outs not ready to enroll in traditional colleges and also providing them a path to transfer in future to higher education including technical education programmes;

To provide opportunities for up-gradation and certification of traditional / acquired skills of the learners irrespective of her / his qualification or age; and

To provide opportunities for community–based life-long learning by offering courses of general interest to the community for personal development and interest

III. Why SEWA? SEWA, registered as a trade union, has a membership of over 1.7 million women. Their main occupations are vegetable vending, construction, waste management, making kites, agarbattis, and bidi rolling, all of which fall under the “unorganized “sector. Women are organized in cooperatives to give these invisible women a voice and bargaining power. SEWA Bank gives easy access to finance for its members.

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Piloting the concept with SEWA helps leverage the following:

A strong value system with a belief in Gandhian priniciples and the latent potential of the poor

Large networks of women and their children

A cadre of grass root leaders & managers

Proven pioneering models run “by the women, for the women” like SEWA Bank, Video SEWA.

Shared belief in creating viable, sustainable institutions; members are willing to pay for services

A felt need of the SEWA community, especially younger members, for a flexible education-cum-market linked vocational model with certification

National and global footprint

III. What kind of Community College?

Currently, there are three models or frameworks based on which community colleges are being developed

around the country, and are available for adoption:

1. UGC-Accredited Community Colleges 1

The idea of establishing Pilot Community Colleges (PCC) in the country was unanimously endorsed in the

Conference of State Education Ministers held on 22nd February, 2012. The Ministry of Human Resource

Development (MHRD) decided to start 200 community colleges in 2013 from existing Colleges /

Polytechnics to be selected by the

State Governments.

1.1 While selecting the host

institution for the PCC, preference

was required to be given to its

proximity to the local industry

partners. Considering an

Autonomous College as host

institution of the PCC may have

added advantages for curriculum

design, assessment, etc. Similarly,

colleges which have been

successfully offering Career

Oriented Courses (COC) under the

UGC scheme may also be considered on account of their similar experience. As the PCC, conceptually,

means an institution offering skill-oriented higher education, it can also be hosted in a department of the

University. A University need not essentially have constituent or affiliated colleges for setting up a

1 Based on contributions by Mr. Ajay Goel, Wadhwani Foundation

SEWA workers at the Vanalakshmi Organic Farm, Ganeshpura

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Community College. The PCC can also be established in an Open University if it has a tie up with a

registered Skill Knowledge Provider or a College or a Polytechnic or an ITI for acquisition of prescribed skills

by the learners.

1.2 As the PCCs would be hosted in the existing Colleges / Polytechnics, the States/UTs shall have to decide

upon the governance structure of these PCCs. These PCCs may be continued to be governed either by the

same mechanism as that of the host

Colleges/ Polytechnics or by a separate

management altogether or by a

separate management under the

control of the management of the host

Colleges/ Polytechnics, depending upon

the local need and the guidelines of the

State/UT Governments in this regard.

But it must have representatives from

all stakeholders, particularly, the

industry, which includes manufacturing,

mining, services, agriculture and allied

sectors and the certification body.

1.3 In order to make education relevant

and to create ‘industry fit’ skilled

workforce, the PCCs will have to be in constant dialogue with the industry, so that they are always

updated on the requirements of the workforce of the local economy. These colleges should also preserve

and promote the cultural heritage of the locality, be it the art, craft, handicraft, music, architecture or any

such thing, through appropriately designed curriculum with proper assurance of employment including

self-employment and entrepreneurship development.

1.4 For the purpose of consultation with the industry at the national level, the National Skills Development

Corporation (NSDC) has been set up by the Ministry of Finance to facilitate the development and upgrading

of skills of the growing Indian workforce through skill training programs (http://nsdcindia.org). NSDC would

constitute what are known as Sector Skill Councils (SSCs) with representatives from the industry and

employers which would in turn lay down the National Occupation Standards (NOS) for each job role within

the identified skill sectors. SSCs would primarily be a testing and certification institution, ensuring

acceptance of the qualification by the industry. Assessment of training and providing credible certification

will allow employers to use it as a proxy to fast track job applications. However, till the time SSCs become

functional in all the identified sectors for nationally common NOS’, All India Council of Technical Education

(AICTE) and Central Board of Secondary Education (CBSE) / NIOS would develop them in consultation with

industry associations, while contextualized State specific requirements could be developed by School

Boards / State Technical Boards in consultation with those specific industry or trade associations. However,

to meet the local requirement of the economy, States/UTs would have to devise a mechanism to develop

the curricula to be transacted in these PCCs in consultation with the industry, as well as the active socio-

cultural organisations. This would call for representation of these organisations on academic and

administrative bodies of the Pilot Community Colleges.

1.5 With a view to make the skill acquired by the learners acceptable nationally, the curricula and

system of certification has to be done against a national standard. In order to facilitate offering of

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nationally standardized skill related programmes, the MHRD has already rolled out the National Skills

Qualifications Framework (NSQF) in 2013 (Previously National Vocational Education Qualifications

Framework). It is a nationally integrated education and competency-based skill framework that will provide

for multiple pathways both within vocational education and between general and vocational education to

link one level of learning to another higher level and enable learners to progress to higher levels from any

starting point in the education and /or skill system. It will permit individuals to accumulate their knowledge

and skills, and convert them through testing and certification into higher diplomas and degrees and will

support lifelong learning, continuous up-gradation of skills and knowledge.

1.6 The Community College Scheme will lead to an Advanced Diploma Level only. The PCC, shall work

towards aligning the curriculum with the National Occupational Standards being developed by the

respective Sector Skill Councils. This would promote national and global mobility of the learners, as well as

higher acceptability by the industry for employment purposes. PCCs will also work towards aligning the

course architecture and curriculum design with NSQF. They shall also offer opportunities for the

recognition of prior skill and learning, and bridging the gap in skill and learning outcomes to facilitate

certification in one of the levels of NSQF.

(i) Recognition of Prior Learning (RPL): Currently, India’s Vocational Education Training (VET) system

has almost no system where the prior learning of someone who may have worked in the

unorganized sector for decades is recognized and certified. This is specifically relevant to the

diverse traditional occupations of the people in various parts of the country. Institutions with

requisite experience will be authorized by the certifying body to conduct assessment for RPL.

Objectives of RPL will be twofold: (i) recognition of prior learning or qualification acquired outside

the learning path, and (ii) recognition of credits obtained through formal learning. This would lead

to career progression and skill up-gradation of the learners as well as engagement of the

experienced practitioners as resource persons.

1.7 The CCs shall operate in the identified buildings and premises of existing colleges / universities. They

may use industry sites and those of the approved “Skill Knowledge Providers” (SKPs) wherever required for

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imparting necessary skills. Each CC needs to have adequate laboratory / workshop facilities for face-to-face

delivery of skills and hands-on practice either owned or arranged through tie up with the partner industry

or other institution recognized by the certification agency.

1.8 In the CCs, the faculty would typically consist of a permanent core, and a pool of guest / part-time

faculty taken from either the industry or open market for imparting skills.

2. Industry-based Community

Colleges2

Industry stalwarts such as the

Mahindra group, the Ambuja group

and the Jindal group are now looking

to train their workforce and create a

steady-stream of skilled workers for

their expanding businesses. These

industry-based models are somewhat

different from the model envisioned

by the UGC in that they only provide a

certification and no diplomas.

The O.P. Jindal Community College is

one such example which has been

established under the aegis of Om Prakash Gramin Jan Kalyan Sansthan with the sole motive to impart

quality training to the youth of Santhal Pargana region to meet out the requirement of skilled /semi-skilled

work force in the industries and to improve their employability.

Established in 2007, the Community College is a CSR initiative and admits all learners including school drop-

outs. It has 5 brick-n-mortar locations in 3 states (Chhattisgarh, Odisha, & Jharkhand) as well as 4 adopted

ITIs. Its students come from across 7 states. This institute is affiliated to National Council for Vocational

Training in six trades with an initial intake capacity of 221 students. O.P. Jindal Community College, Sikatia

Godda - an Industrial Training Institute - aims at producing a new breed of technicians with the competitive

edge to match both national and international standards. The college aims at educating the students to

become not only competent professionals but also excellent human beings, who would contribute towards

the welfare of the society and help in raising the quality of the life of its people.

The program also focuses on incubating small business and developing entrepreneurial skills through its

“Saksham” initiative. It’s “Aparajita” initiative provides on-the-job full-time training to women in the

construction sector in left-wing extremism affected areas, wherein women face several challenges to their

livelihood security.

The Jindal Community College sets itself apart from it is and Vocational Training Institutions in that it

provides Competency-based courses which are rrelevant to industry standards & community needs. It also

provides practical, hands-on training (70:30) and looks at the holistic development of an individual –

character, social, cognitive, physical, & technical domain. Their programs have multiple entry and exit

points including RPL, with those enrolled only getting completion certificates upon satisfactorily gaining

competent skills.

2 Based on contributions by Ms. Miriam Carter, O.P. Jindal Community College

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3. NGO/Society/Local Body-run Community Colleges 3

These were the first prototype of a Community College initiated in India. Under the aegis of the Chennai-

based Indian Centre for Research and Development of Community Education (ICRDCE), Father Xavier

Alphonse spearheaded the Community College Initiative in the country in 1995. It is an undertaking of the

Jesuits of Tamil Nadu Province to assist in the Community College Movement. It is a facilitating and

coordinating agency for Community Colleges in India. It has been involved in the preparation,

establishment, monitoring and evaluation of 232 Community Colleges in 18 States of India. It has also

trained 2,247 teachers. The Centre has conducted 140 Workshops & Consultations involving 2,406

Organisations, 6,123 participants and has also organised 11 important National

Consultations/Conferences with 1,415 participants. It has also prepared the basic curriculum material and

supplied to all these Community Colleges. It has published 43 books and 75 articles in the leading

educational journals of India and abroad on the concept and implementation of the system. The Tamil

Nadu Open University (TNOU) has recognized 118 Community Colleges as Vocational Programme Centres

all over the country. The Yashwantrao Chavan Maharashtra Open University (YCMOU), Nashik is going to

recognize the Community Colleges in the States of Maharashtra, Goa and Gujarat. The State Government

of Tamilnadu has issued a Government Order (GO) recognizing the system in May 2008. It has also

sanctioned Rs.10 million Indian Rupees by way of scholarship to 10,000 students of Community Colleges in

Tamilnadu for the current year.

IV. Difference between Community

College and Other Vocational Training

Institutions There are various formal systems of Vocational

Education in operation in India such as:

• Apprenticeship Training • Plus Two Vocational System in Schools • Industrial Technical Institutes (ITI) • Community Polytechnics • Vocationalisation of first -degree level education at the collegiate level.

The fundamental differences between each of

these, and Community Colleges are described

below:

(i) Aiming at the Employability of the individual

trained

Vocational Training Centres only offer to train an individual in a particular skill-set, Community Colleges look at

overall personal growth and marketable skills, thereby, increasing chances of employability.

(ii) A system to declare competency level and duly certify the same

Community Colleges provide certification for competency level based on the NSQF for specific job roles as developed

by Sector Skill Councils. This certification provides greater leverage both for horizontal as well as vertical mobility of

the individual.

3 Based on contributions by Father Xavier Alphonse, ICRDCE.

TOP: St. Xavier’s College, Mapusa, Goa

ABOVE: Devakottai Amala Annai Community College

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(iii) Promoting strong industrial linkage in terms of articulation of skills, requirements of the industries.

As Sector Skill Councils are formulated by Industry partners who, in turn, have defined the job roles, the individual

can get training based on the demands of the industry. Thus, linkages with different sectors are strong and

absorption into mainstream jobs is higher than in Vocational Training Institutions.

III. Key Ingredients of the Community College: Based on the above-mentioned description of the existing community college models, the following

synthesis with inputs from SEWA members indicates what needs to be incorporated into the design of a

community college which shall cater to those in the informal sector, particularly women:

Ability to integrate back into mainstream educational system as many daughters dropped out of school for social and other reasons. They realize the importance now of acquiring a basic degree For the youth, a link between education and new trends in traditional vocations as they find the school education is disconnected from their traditional occupations. For example, CAD designs in tailoring ; modern techniques of weaving; green construction techniques

English ,soft skills, life skills

Market aligned vocational courses with close industry linkages based on the local opportunities

Allow the youth to convert the skills learnt into self-employment or an enterprise, based on aspiration

Modules in enterprise development for members in a micro-enterprise

Align traditional skills and apriori knowledge of members to national/international mainstream levels with certification. This will help enterprise building by creating an incentive system for role progression retailers, water technicians etc.

Integrate SEWA Managers School and Leadership Academy as verticals within the community college

Internationally recognized certification

Flexibility in time

No age limit

IV. Target Students

The community college would serve:

Informal sector workers with prior knowledge of their primary vocation Informal sector workers with little or no skills Younger generations of informal sector

workers who are looking for viable alternatives to traditional forms of employment as well as vertical mobility Local community members as well as the

larger SEWA member-base National/international Women members who

want to learn and replicate the SEWA model

V. Opportunities and Way Forward

In consultation with the NSDC, a road-map was designed which outlines its present opportunities and

identifies next steps for the execution of the Pilot Community College.

SEWA workers during an ICT Training

SEWA’s workers during an ICT Training

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1. What are SEWA’s opportunities?

Retail the core principles while expanding the work to further the cause of urban poor, especially women.

Re-align existing body of work to align with larger policy changes and frameworks for vocational skills, particularly the National Skills Qualification Framework (NSQF).

Explore different models in the skills development space, including NIOS, Sector Skill Councils, University affiliation, etc. with the objective to formalize ALL skills and the jobs thereof.

Priority on entrepreneurship, with creation of more sustainable micro-enterprises through relevant financial and market linkages.

Meet the aspirations and demands from younger members of the community, for a flexible education-cum-market linked vocational model with certification and/or basic degree.

Explore techno-commercial partnerships that will bring in much needed systems, processes and more importantly, business models that will aid in this transition.

Be aware of opportunities as a vocational training partner (VTP) through Central- and State-Sponsored Schemes, CSR efforts, etc.

Explore and profile business models, best practices and technology interventions from existing skill development ecosystem such as NSDC’s Innovation website– www.innovation.nsdcindia.org Deploy the right business model (hub-and-spoke, fixed centers vs mobile centers, etc.) to ensure sustainable and scalable growth of SEWA’s skill development activities.

2. Way Forward

Skill Gap Assessment

• Identify skills available and gaps to be addressed across all target segments (youth, older women, disabled, etc.) comprising along the value chain in all SEWA activities.

Design and Develop Program

• Explore pathways for each target segment through affiliation that results in third-party assessment and certification with nation-wide recognition

• Evolve a package of practices for each skill program that includes enhancing capabilities ,core principles and values and spirit of the SEWA movement (rights, access, justice & security).

Explore Existing Resources

• Integrate existing body of work (SEWA bank, SEWA Manager ni School) into the larger program.

• Assemble a set of special programs (career counseling, master trainer, training of trainers, job portal, skill loans, etc.) to ensure superior and sustainable outcomes.

SEWA’s workers employed in different sectors and vocations