More Workers, Fewer Jobs in World's Fastest Growing Economy

September 2, 2016

Sep 2: It's been two years since India emerged as the world's fastest-growing major economy, but the rapid expansion has done little to improve the lot of Ashok Kumar.

jobs

Parked up and sitting on the kerb, the 25-year-old truck driver is going nowhere fast. He is the sole breadwinner for the 13 people in his extended family and his monthly salary is stuck at $150 (Rs 10,000).

With new, better-paid jobs hard to come by, Kumar lacks options. He fears becoming unemployed like his elder brother, who recently returned to their village in in Uttar Pradesh after months of searching in vain for work.

Data out on Wednesday showed India's economic growth slowed to 7.1 per cent in the quarter to June, a 15-month low. That is faster than other major economies, but not fast enough to create enough new jobs to absorb all the one million people who join the workforce every month.

A government survey found that job creation fell by more than two-thirds in 2015. Analysts at HDFC Bank estimate that for every percentage point the economy grows, employment now adds just 0.15 of a percentage point - down from 0.39 in 2000.

It's a major challenge for Prime Minister Narendra Modi, who has promised to create 25 crore jobs over the next decade.

"For one job, there are at least 20 candidates," said Kumar. "If you want the job, you can't afford to bargain."

Nearly two-thirds of India's 1.3 billion people are under 35 years old. This rising demographic "bulge" will create the largest working-age population in the world. At the same time China, which has long curbed family size, will age as a society.

Whether this so-called demographic dividend will translate into the kind of economic gains seen in Japan and Korea, or lead to upheavals, depends on India's ability to generate jobs.

Yet, despite average annual growth of 6.5 per cent between 1991 and 2013, India added less than half the jobs needed to absorb new job seekers.

MORE WORKERS, FEWER JOBS

Under PM Modi, India has opened up further to foreign investment, hoping to generate more manufacturing jobs. A loan scheme for small businesses has been set up and there are plans for a $1.5 billion (Rs 10,000 crore) fund for startups.

PM Modi has also launched a programme to train over 40 lakh people in different skills in six years.

Pronab Sen, country director for the International Growth Centre, a British-backed think tank, said such measures were "laudable", but they aimed at boosting supply when more demand was needed.

"India has become a demand-starved economy," Sen said. "If there is no demand, there will be no incentive to produce more which, in turn, will mean no new jobs."

The level of desperation for work is staggering. In August, nearly half a million people, including post-graduates, applied for 1,778 jobs as sweepers in the city of Kanpur.

This was not a one-off. Last year, in Uttar Pradesh, 2.3 million people sought 368 low-level government jobs that required a primary education and ability to ride a bicycle.

Competition for such jobs has become fiercer as the public sector's share in formal employment is declining.

Two years of drought has caused distress in farming, while the construction business has suffered a prolonged downturn - making work scarcer in the two sectors that employ the bulk of India's unskilled workforce.

Satellite cities around Delhi, like Greater Noida were, until recently, bustling with construction activity.

Now, Greater Noida's skyline is dotted with half-built, abandoned, high-rises. Cranes and diggers stand idle.

In Delhi and the surrounding National Capital Region, housing starts fell 41 per cent year-on-year in the first half of the year, according to consultancy Knight Frank. Across India, starts were down 9 per cent from a year earlier.

Bhuwan Mahato, a contractor who supplies workers to construction projects around Noida, says demand for labour is down by at least 25 per cent.

"I wish I hadn't joined this business," said Mahato, a 30-year-old migrant from the state of Bihar. "But, truthfully, there are no other opportunities, either." ($1 = 67 rupees)

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Media Release
March 3,2020

Mumbai, March 3: Mumbai-based Ed tech startup Caymus Tech Ventures has announced inclusion of courses and programs from Harvard Business School, Chicago Booth, Harvard Kennedy School, Harappa Education, The Wharton School, and Stanford Online.

Lore.online users can now discover, compare, and enroll in both online and offline courses and programs including the following:

●  HBS online programs such as Business Analytics, Management Essentials, and Disruptive Strategy.

●  Select courses from the Harappa Habits framework such as Writing Proficiently, Managing Teamwork, and Negotiating Wisely.

●  The Wharton School and Chicago Booth offline executive education offerings, delivered in an face-to-face format, and that touch on topics such as Global Strategic Leadership, Private Equity and Digital Marketing for Executives.

Emerging leaders can tap these offerings to build skills to complement their formal education and experienced professionals can leverage them to hone new age skills required to manage a younger, more globally aware workforce.

Kavita Mehta, Founder CEO, Caymus Tech, says, “Giving our learners the best-fit options has always been our driving factor, which is why we are excited to announce that learners can now access Harvard Business School's highly coveted online programs on Lore and avail quality learning options from anywhere in the world.”

“We are continuously adding quality course providers like INSEAD and Stanford, whose select courses are also live on the platform”, she adds.

Lore.online has also integrated an assessment system in their Learning Pathways, where after undertaking each course, a report is generated which outlines learners technical and non-technical strengths and weaknesses. The platform now also shows open jobs for which a learner can also apply.

Caymus’ enterprise platform LoreForTeams, which was rolled out in Nov 2019, has been updated with additional features.

The new look now comes with a dashboard, new UI for Lore-curated learning lists, discussion features and a personalised learning feed. LoreForTeams, a learning experience platform (LXP), is aimed at working professionals in mid size companies. By adding the LoreForTeams functionality layer, Caymus aims to offer a revolutionary platform for skilling. This segment is seeing tremendous growth as more working professionals look for learning options to upskill themselves and stay relevant in shifting employment and business environments. The global demand for such platforms is north of $200 billion and in India, demand is nascent yet growing and expected to reach $10 billion by 2025.

Kavita Mehta, Founder CEO, Caymus Tech, says, “We heard what our customers and users were telling us. They want a real time view of what their teams are learning, a two way feedback system, and a more focused curation of learning options. Thus, we decided to add these features in LoreForTeams platform so that learning never stops and working professionals continuously find relevant courses to upskill themselves. Our vision is to democratize learning so that everyone has equal access to the best options out there.”

About Caymus Tech Ventures

Caymus Technology Ventures (Caymus) is a Mumbai-based ed-tech start-up focused on bridging the massive skill gap in the global workforce. The Company was founded in 2018 by Kavita Mehta, who earlier led Asia’s leading education consultancy. Caymus, with its expansive, integrated, and holistic perspective, believes in driving empowerment on the bedrock of education, skills, and technology. The Company‘s robust machine learning (ML) and artificial intelligence (AI) powered platforms help recent graduates and experienced individuals identify targeted opportunities for personal and professional development.

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News Network
August 9,2020

The core objective of the new National Education Policy (NEP), which has given freedom for amalgamation of different concepts, will be translated into action through the National Curriculum Framework, CBSE director said on Friday.

CBSE Director Biswajit Saha made the comments during an e-conclave on the new NEP organised by the PHD Chamber of Commerce and Industry.

“The core objective of the policy will be translated into action through the National Curriculum Framework (NCF), which needs more participatory approach. The policy has given freedom for amalgamation of different concepts and multidisciplinary approach. The NCF will give a roadmap for implementation of reforms laid down in the policy,” he said.

Saha said the training required for competency-based education and learning outcomes can be achieved with progressive participation of stakeholders.

“There could be a debate about the training required for competency-based education and learning outcomes but once we have decided we want to do it, it can be achieved with progressive participation of stakeholders. It is a forward-looking policy,” the Central Board of Secondary Education (CBSE) director said.

The NEP approved by the Union Cabinet replaces the 34-year-old National Policy on Education framed in 1986 and is aimed at paving the way for transformational reforms in school and higher education systems to make India a global knowledge superpower.

Choice between 3 or 4 year undergraduate courses, multiple entry and exit options in degree courses, adding 3.5 crore seats in higher education institutions, which will now have a single regulator, discontinuation of M.Phil programmes and fixation of fees are among the higher education reforms outlined in the new NEP.

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Media Release
June 12,2020

Mangaluru: Agnes Towards Community (ATC) is a five-year old project of social responsibility undertaken by St Agnes College (Autonomous), Mangaluru to give their students a taste for community service before they leave the portals of the College.  For this purpose the College has adopted five villages in the vicinity of Mangaluru, namely Harekala, Amblamogaru, Munnuru, Kotekar and Hosabettu.  The ATC programmes are undertaken on saturdays wherein all the final year students as guided by their staff members are given hands on experience of community interaction and service.  The four saturdays in a month are divided to plan, prepare, execute and evaluate the whole service exercise.

The year 2019-20 saw a major change in the format of the project. The Science and Arts faculty came together with projects based on the syllabus of study and apply it for their service learning activity.  This was done with the dual purpose of helping students to learn the topic practically in a real social set up and to identify and render useful scientific based practical solutions to the problems faced by the villagers.  

One such problem is water purity. Since water plays an important role in maintaining the human health and welfare, water quality testing is important because it identifies contaminants and prevents water borne diseases. In this regard, Departments of Chemistry and Microbiology took up a project on water analysis.   The major objectives of the project were: 1. To provide hands on experience on water analysis, a topic learnt by the students in their course of study.  2. To test the potability of water sources of the villages, so that the scientific and practical solutions can be provided, wherever needed.  

The first village chosen for the study was Amblamogaru.  The two batches of students (20 students in each batch) were led by Mrs.Prajwal Rao, Assistant Professor, Department of Microbiology and Ms.Smitha, Assistant Professor, Department of Chemistry. They were assisted by Ms.Hezil Saldanha, Assistant Professor, Department of Chemistry in carrying out the project. 

The water samples from different sources were collected in sterilised glass bottles. The students were enthusiastic in collecting water samples and also interacted with the village folk regarding the availability of drinking water supplies. The students under the guidance of faculty carried out the experiments in water analysis in Chemistry and Microbiology Laboratories at St Agnes College. This included testing for parameters such as pH, conductivity, total hardness and turbidity, presumptive, confirmed and completed Coliform test. From chemical analysis, it is found that all parameters satisfy the standards of potable water. Microbiological analysis showed that the water samples were potable for human consumption (No faecal contamination observed). 

The project has been envisaged to help the villagers to have recourse to the information on the results of the tests conducted. The water samples collected for the analysis were found to be potable for human consumption. If the water samples not been found to be potable, the departments had strategized to guide the villagers on useful scientific and practical solutions wherever needed.

This project of Agnes Towards Community (ATC) helped students to go beyond classroom learning, develop practical skills, disseminate knowledge and render service to the community. This activity also provided direct and relevant experiences to the students that deepened and enriched their learning abilities.

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