Women’s labour force participation has never looked promising, but the decline in numbers in the last two decades have been alarming. One of the major reasons for this drop is the rise in the number of women in formal education, which in turn delays their entry into the job market.
But the real travesty is that the few who do enter the labour force are faced with gendered distribution of jobs, which is mostly concentrated in low productivity industries.
Women’s careers may be peaking in the world of Indian films, but the narrative in real life tells a different story. Only 27% are in the labour force – down from 35% in 2004. And this fall is even sharper when seen from the lens of women in the age group of 15-24 years. Almost half are not in education, employment or training, compared to just 8% of young men.
This is critical in the larger context of declining female labour force participation rates (FLPRs).
According to a report by the Centre for Monitoring Indian Economy (CMIE), while 2.4 million women fell off the employment map, jobs for men increased by 0.9 million in the same time period. This meant that while women were quitting jobs, more men were joining the workforce.
Why is this happening? Why are women withdrawing from the world of work?
Continue reading “What is keeping women from working in India?”
‘A future of skilling strategy should look beyond the technical skills required for specific job profiles, and instead, seek to cultivate a set of core skills that can help chart meaningful and sustainable careers.’
This – and more – was articulated and shared in an article originally published by FVTRS on their souvenir for National Skill Conference 2019.
we’ve seen at the workplace in the last decade is a confluence of technological
advancements — one that has negated some jobs, albeit creating new ones. This
accelerated pace of innovation has provoked some into thinking deeply about the
possibilities that lie ahead — an important development given that most jobs
of tomorrow will demand entirely new skill sets.
This begs the question: how can one
upskill oneself for an uncertain future?
Having established the fact that the future of work is largely ambiguous — compounded by an ever-changing technological landscape that will continue to redefine future opportunities — identifying skills that will help offset some of the challenges that such a transition brings with it will be a good place to start.
Continue reading “Preparing Today’s Youth for Tomorrow’s World of Work”
Through learning we re-create ourselves, thereby extending our capacity to create. This, then, is the basic meaning of a ‘learning organisation – a body that is continually expanding its ability to create its future.
While it may seem like stating the obvious, the concept of a ‘learning organization’ is not comprehended correctly by most establishments. Learning – in contemporary usage – has come to be synonymous with ‘taking in information’. Yet, that is only distantly related to real learning.
Organizations claim to care deeply about learning, but their
understanding is purely technical – be it scholarly learning or industrial
expertise. But learning is different from knowledge. It is deeply connected to
the vision one builds for oneself and before exploring the lesser-explored
aspects of it, it would be wise to understand what it broadly means in this
Continue reading “Three keys to building a learning organization”
“We need to ask ourselves – are we really putting our heads together as a community to work on a problem? Or are we doing it in our own spaces?”
As the city cools off amidst a string of showers, so does the fervour that characterised this year’s Quest2Learn Summit. Weeks of relentless work had culminated in a two-day conference, inadvertently setting the standard for discourse around the future of work and learning.
In a freewheeling chat at the Bangalore International Centre, Aakash Sethi – CEO of Quest Alliance – sinks into a chair, ready to organize his thoughts and reflect on the days that passed by and what it means for the ecosystem. Excerpts:
Continue reading “How Quest Alliance is playing the role of an ecosystem builder with Q2L”
While it may not be entirely inaccurate to say that cyberspace may be saturated with desperate accounts of IAS-aspirants hailing from smaller towns. But I’m willing to bet that 17-year-old Amisha is special. Here’s why!
“A little to the right…no, too much…slight left…slight right…perfect!”
The limits of my moderately-priced phone’s camera is tested as it tries to do justice to the innocence and charm radiating from its subject. When not smoothing out the crease on her kurta or adjusting her spectacles, this lanky 17-year-old beams into the lens, silently imploring me to release her from her misery.
<camera shutter sound effect>
Meet Amisha Choubey.
Continue reading “Not just another IAS aspirant”
Skills meant to cultivate collaboration and problem-solving will become essential for businesses across all sectors in the future. This necessitates the need for schools to make 21st century skills a core component of education.
Rajeev Ranjan may be on his way to becoming an able retail manager, but the Bihar native still fondly remembers his experience as the ‘Prime Minister’ of the student parliament – or Bal Sansad – in his school. Democratically elected, he identified problems in his school and undertook change-projects to resolve them with the help of the school administrators and community.
Thus, tasked with overseeing key functions and activities around the school, Ranjay unwittingly ended up grooming his bargaining and presentation skills – crucial in his current job, which regular classroom teaching would have left him lacking. As a Bal Sansad member, he in turn cultivated the skills of leadership, networking, self-expression and most importantly, problem-solving.
Continue reading “Bal Sansads: Rethinking education in a changing world”
“To facilitate effective learning spaces, educators must also think of themselves as method designers. You are in the role of a hacker or a ‘prototyper.’” David Jul, a learning designer from Kaospilot, outlines five questions that educators must ask themselves when they design learning experiences.
The educator plays one of the most important roles in determining how young people experience learning. We at Quest have worked with children from diverse age groups and backgrounds for over 12 years, and we have observed that the educator’s role is a constant and highly important factor in young peoples’ learning. How students experience their learning environment has a significant impact on their attitude toward learning as a whole. It is the educator who cultivates this environment and determines how young learners interact with various forms of knowledge and with each other.
At Quest 2 Learn 2018, we had the opportunity to interview David Jul, who is a learning designer at Kaospilot. We discussed how Kaospilot designs learning experiences for its students and how educators use a variety to tools and methodologies to design education environments. In the conversation, David outlined five questions that an educator must ask himself or herself when designing learning experiences.
Continue reading “The Educator: A Designer, Innovator, and Thinker”