dr reddys foundation social accounts - 2006

Draft Social Accounts 2005-06

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SOCIAL ACCOUNTS –

REPORT FOR THE YEAR 2005-06

PREPARED BY

Monitoring and Evaluation Group

DR REDDYS FOUNDATION


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CONTENTS:

Acknowledgement

1. Introduction and Context of Dr Reddy’s Foundation 5 -9

2. Scope and Methodology of Social Accounts 10-11

3. Action taken on Previous Year Social Audit Recommendation 12-13

4. Mission , Values and Objectives of DRF 14

5. QUEST :

� Introduction and Mission , Values , Objectives 15

� Report on performance 16-26

� Feedback Commentary 27

6. SCOPE :




7. LABS :


� Report on performance ( Section wise detailed report ) 66-182

� Framework Coded for LABS 183-187

� Feedback Commentary 188-189

8. Aarogya :

� Introduction and Mission , Values , Objectives 190-191



9. Economic Impact and a report on a variant of LM3 for DRF 216-233

10. Main Issues & Achievements , Conclusion and Recommendations 234

11. Financials of DRF 235-237

12. Strengths and Weaknesses of the Social Accounting Process & Plans 238-239

13. Annexure 240-248


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Acknowledgement

The second Social Accounts were initiated keeping in mind the need to expand its scope

and include programs other than LABS as well. This was possible due to the collective

efforts undertaken by many people who contributed directly and indirectly to the entire

process.

Firstly we appreciate the efforts of the Senior Management team here in DRF and the

Board of Trustees who constantly supported in this endeavour.

We would like to acknowledge the Head office and the LABS field staffs who have been

patient in accommodating our scheduled field visits across 8 states. A special mention

about the support extended in Karimnagar and Raipur. The Administration and the

Finance teams have been equally cooperative in fulfilling our myriad requests

We are also grateful to all the partners who contributed in this year’s accounts by sharing

valuable thoughts and also those who have been continuously supporting us in our

activities.

This year’s Social Accounts attempted to include education and we are thankful for their

continuous support and understanding as it was our first foray into this area

The team of Poverty Learning Foundation who helped us in achieving the targets we had

set and contributed in the preparation of the preliminary report on LABS. We also

acknowledge the effort put by Mr Amit Upadhyay who supported us in the collation of all

the programs in the accounts.

We extend our sincerest appreciation to all the Social Audit Panel members for giving us

time and effort and providing an opportunity to experience an enriching and insightful

discussion. Their ideas and insights have been instrumental in enhancing our perspective

as well as serve as a guiding light for the future accounts.

Lastly we would like to thank all the aspirants, their families and neighbours along with the

employers who shared their views with us.

Mrinalini Shastry Namrata Kaur

In case there is any feedback or comment, please let us know.

Dr.Reddy’sFoundation

6-3-655/12,Somajiguda,

Hyderabad-500082.

Ph:+91-40-23301868/4199

Fax:+91-40-23301085

URL: www.drreddysfoundation.org


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List of Abbreviations used in this Report:

LABS : Livelihood Advancement Business School

ITES : Information Technology Enabled Services

BSPA : Bed Side Patient Assistance

DRF : Dr Reddy’s Foundation

CRS : Customer Relation Services

WGS : White Goods services

ILO : International Labour Organisation

SSC : Secondary School Certificate

AP : Andhra Pradesh

J & K : Jammu and Kashmir

WRM : Work Readiness Modules

CBO : Community Based Organisation

NGO : Non Government Organisation

EGMM : Employment Generation Marketing Mission

SDC : School Development Committee

MRP : Mandal Resource Person

SPD : State Project Director

MEO : Mandal Education Officer

MFV : Mobile food vendor

ABC : Adolescent Bridge Course


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Introduction

What happens when India’s premier pharmaceutical company decides to make a

contribution to the social sector, bringing its experience of diversification and

expansion to its social-work endeavours? The goal of expanding responsible social

entrepreneurship among corporate houses is in line with the mission-trajectory of Dr.

Reddy’s Laboratories, of which Dr. Reddy’s Foundation (DRF) is an ameliorative

arm. The foundation has increased the scope of its activities since the last financial

year, apart from adding on new programs to the existing stable. Central to these

innovations has been the design of the 3-to-35 continuum, understanding which

allows for an understanding of the basic tenets of the DRF philosophy.

DRF has completed its tenth year of operations, and as determined in the last Social

Audit, an annual Social Audit Report of these new developments within the past year

is in order. Taking the lead from last year’s Social Audit Report, the reasons for

undertaking stated therein still hold true here and now, and they are stated below:

* To report accurately and honestly on all the achievements of the programs

* To allow our stakeholders to affect the behaviour and influence the policy of the

organization.

* To demonstrate to our partners what the organization has achieved and what it is

capable of achieving

* To acquire a sharper understanding of DRF’s core values and objectives

* To stimulate a more open and honest internal and external appraisal.

* To prepare for the large scale up of activities that is already showing in our

operations


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Context of Dr Reddy’s Foundation (DRF):

Dr. Reddy’s Laboratories is a market leader in pharmaceuticals, and the work of the

Foundation has internalised the goals of the umbrella organisation. Believing in the

triple bottom line approach, Dr. Reddy’s evaluates is work on the economic,

environmental and social dimensions of performance. DRF, the Corporate Social

Responsibility Partner of Dr. Reddy’s, helps it to reach out to underrepresented and

underprivileged communities in a focused manner.

DRF is a social change catalyst that fosters, develops and promotes initiatives at

individual / group / organization levels to promote sustainable social development.

Believing in the inherent motivation and capacity of the human being for progress –

given the appropriate and adequate environment, the Foundation innovates and

tries out novel concepts that are continuously refined and scaled up to cover larger

groups of deprived populations.

Following from this belief, the Foundation is currently engaged in two broad areas of

operation- Education and Livelihoods. Education focuses on providing opportunity

for learning to those that have dropped out as well as improving the quality of

education in schools ‘Livelihoods’ addresses issues of income increase,

employability and vocational empowerment through a multitude of programs . The

target groups that DRF addresses range across the continuum of age 3 to 35,

catering to their specific needs as depicted in the diagram

SCOPE Tribal Schools

Neighborhood Schools

3 Years 35 Years 13 Years 18 Years

LABS Micro Entrepreneurship

ABC KARV Vocational

College

DRF OPPORTUNITY CONTINUUM

SCOPE Tribal Schools

Neighborhood Schools



ABC SCOPE

Tribal Schools Neighborhood Schools



Livelihoods Hub

ABC

DRF OPPORTUNITY CONTINUUM


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The programs highlighted in yellow form a part of this year’s reporting. QUEST, a

program we have reported on, is the translation of traditional SCOPE as well as

LABS curricula in a digital medium, and therefore is not covered separately in the

diagram. Aarogya, another program we have reported on, is a Micro-

entrepreneurship program, and therefore is not separately mentioned.

Map showing the Operational areas of DRF

Education:

School Community Partnership in Education (SCOPE) (January 20031):

SCOPE works with over 70 schools in the Balanagar area of Hyderabad2. This is a

comprehensive program working on increasing enrolment, retention and successful

assessment rates in Government Schools. This is achieved through a variety of

interventions such as residential/non residential bridge schools, pedagogical support

to teachers, active community involvement in the schools etc. These interventions

are also being applied in the tribal context in Khammam district, with over 25

schools.

1 Start Dates of Each Project are mentioned in the brackets

2 Balanagar constitutes a ‘mandal’ which is an administrative unit of the Government. SCOPE

interventions are spread across all schools in this one unit.


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Adolescent Bridge Course Centre (ABC) (July 2005): For those that opted to

drop out of mainstream education due to pressures of income, family, etc., the ABC

centre provides a fresh opportunity. It helps drop outs prepare and appear for the

age appropriate board examinations- Class VII and Class X. Intensive academic

support is accompanied by career exploration so that children in the age group of

13-18 are aware of the value of education, and the opportunities available to them.

KARV Vocational Junior College (June 2003): This two year certified vocational

training particularly aims at adolescents between the ages 15 to 21 years who look

out for a practical course so that they can start earning while they continue/or have

to discontinue their college education, because of their family's financial conditions.

After passing out of high school, students are unclear about their future vocation.

Sometimes the aspirations harboured by students may be unrealistic in relation to

the number of years required by students to complete their course of study. It is in

such a context that the Vocational Junior College provides a firm grounding in

vocational courses and soft skills that enable a higher likelihood for placement.

Livelihoods:

Livelihoods Advancement Business Schools (LABS) (July 1999): LABS is the

flagship program of the Foundation, and caters to school/college dropouts in the age

group of 18-35. LABS in a very simple and systematic manner attempts to match the

demands of the industry with the potential of LABS aspirants. It offers path-breaking

job oriented training courses to youth who have barely reached high school levels of

formal education and prepares them for entry- level jobs in various industrial sectors.

The only prerequisite considered in the selection process is that the student should

belong to the last 15% income strata and have a demonstrated aptitude for the

chosen training course. Having proven itself in the new economy, urban context,

LABS is well on it way to developing skills of the youth in the deep rural areas of the

country with its agro based livelihoods initiatives.

Micro Entrepreneurship Programs (July 2006): ME programs endeavour to

encourage and nurture youth for entrepreneurship, support their quest for new and

untried skills development, business plan development, market linkages, etc. Two

successful pilots- one with mobile eateries (Aarogya, covered later in the report),


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and one with sweet corn vending, have been run in this area, and the Foundation

intends to scale this initiative up further.

Livelihoods Hub (May 2006): The livelihood hub is a step for linking the

underprivileged and the economic force, an agency for the youths. It is envisaged as

a localized entity that will continuously scan its environs and will present all available

opportunities to various target groups, with the commonality of economic

backwardness. It would be the local agency for all those that are presenting

opportunities, as well as those that are seeking it. Thus, it is to be positioned as a

repository of opportunities- through Government Schemes, Private Sector

Employment, Skills Development, Entrepreneurship Development Support as well as

Bank Linkages. The ‘customers’ of this service could range from school drop outs to

graduates, from individuals to self help groups. A pilot initiative has been

implemented, and will be reported upon next year.

One of the striking things about DRF since the last year’s accounts is the

expansion- geographically and programmatically. The following comparison between

key indicators of 2004-05 and 2005-06 are captured below.

From the Start of the Program to 31

March 2005

From April 2005-March 2006

Number of Livelihoods Created

36000 20083

Number of LABS Centers Across the Country

40 122

Placement % 80 76

Gender Ratio(M/F) 50/50 48/52

Geographical Spread 5 States of India, Vietnam

9 States of India, Sri lanka, Indonesia

Staff Count 196 607


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Scope and Methodology of Social Accounts:

Last year’s Social Accounts grappled with the ambit and scale of operations that

ought to be covered, and looked at the various modules under LABS. Social Audit

Report 2004-05 (SAR0405) limited itself to enunciating the components within the

Livelihood Advancement Business Schools (LABS). This year’s Social Accounts

aims to achieve a broader representation of not only the scope of the various

programs that function under the auspices of the foundation, but also their impact It

seeks to explain the motivations behind choosing the expansion-oriented path DRF

has chosen, within its flagship project LABS and its off-shoots such as AAROGYA,

Agro-based Livelihood Initiatives, Micro-entrepreneurship development cell,

Livelihood hub as well as in DRF’s programs in the Education sector such as

SCOPE and QUEST.

The methodology of the Social accounts for the specific programs under ‘Education’

and ’Livelihood’ are stated along with the section on the performance of the

programs.

The methodology used for collecting data required for evaluating programs under

DRF was similar to last year’s data collection. After the initial self-awareness

exercises on social reporting within the organization, we analysed the mission of

AAROGYA, QUEST and SCOPE, and broke it down into broad objectives that we

seek to accomplish through the program. These objectives were further broken

down into activities and each activity was mapped to a social book keeping

indicator- qualitative or quantitative. Then we had to identify where we would find

answers to our questions on these indicators. Some were available through

secondary data such as Minutes of meetings, Valedictory Reports, Inception reports,

Progress and Completion reports, Information with Human resource management

and Finance etc. Each social bookkeeping indicator was then mapped to

stakeholders, and appropriate questionnaires were framed. These are available for

ready reference upon request for an appropriate purpose.

The challenge for the SCOPE evaluation was in drawing a representative sample

from the various stakeholders within this program. These included school children

from various schools, parents, community, School Development Committee and the


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Basti School Committee. LABS evaluation for the purposes of the social accounts

followed a template similar to last year to maintain comparability with last year.

Quest was analyzed from the secondary data almost entirely as the project has

been wound up.

The most significant difference as per last year’s Social Audit recommendation was

the involvement of an External Agency –Poverty Learning Foundation for Data

collection LABS has a larger share of the sample within the entire evaluation as it is

the largest program running under the auspices of DRF, and hence increased

sample weighting was duly assigned to maintain analytical balance between the

various programs. While LABS information was collected through a questionnaire,

interviews (lasting about 20 minutes each) were conducted with 2 members of the

Board of Trustees to elicit their views on DRF as an organization.

Aarogya’s evaluation used a multi-pronged approach in gathering its data. A

combination of questionnaires, interviews, case studies and feedback from

stakeholders provided the information in evaluating this program.


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Action taken on previous years’ Social Audit Recommendations

The list of issues highlighted for improvement in the Social Audit Report 2004-05

can largely be grouped into the following four areas. The following areas are the

main themes as drawn from all the issues discussed in the Audit report 2004-05.

The list of issues (Social Audit Report 2004-05) is attached as Annexure 1.

Quality related issues: These are the issues related to the functioning of the

program in terms of its delivery. Appraisals and Induction trainings took place and 2

cycles of the appraisal was completed. In order to assure quality in the LABS

process, Quality Assurance and Enhancement (QAE) was planned which looks into

the quality of livelihoods across the centres and suggest steps for enhancement of

functional activity in the program

As far as the economic criteria is concerned , it is difficult to set a fixed criteria due

to the variations in the rural and urban set up and hence there are exceptions to the

criteria laid down by LABS . This problem is being sought to be addressed through

the QAE group that ensures that the LABS process is not diluted in the face of a

scale up.

Documentation and Reporting Issues: The area of reporting and documenting

has evolved with standardized formats being streamlined and timelines being

considered although there exists scope for further improvement in this area..

Secondary data collection was done through Post placement surveys and Case

studies for this year’s audit report .The Post placement surveys provide us with

information about the aspirants in areas of professional development, sustainability

QUALITY RELATED ISSUES

DOCUMENTATION AND REPORTING

RELATED ISSUES

CURRICULUM RELATED ISSUES

ALUMNI RELATED ISSUES


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and also Higher education .Over 350 Case studies were collected in the Audit period

showcasing the transformation in the lives of the aspirants

Curriculum related issues:

Effort was put in the areas related to curriculum revision and its development after

the feedback from the last year’s Audit report.

Involvement of the employers in the development of curriculum has immense value

as it suggests changes/ improvements in the existing curriculum in respect of

various trades reflecting the actual job requirements in the real situation. This has

been achieved to some extent by the introduction of Domain Conferences .Domain

conferences were introduced with the purpose of involving the Employer’s feedback

on the curriculum that would bring a sense of ownership from their end. Also an

update in the industry is incorporated in the curriculum making it easier to meet the

demands of the employers. This however needs to be strengthened as there is a

need to involve the Employers as evident in this Year’s Accounts.

Alumni related issues:

Alumni meetings and active alumni committees are yet to be streamlined with the

existing plan and the purpose being to understand the impact of the program and

the graduates’ progress at the workplace. We are yet to evolve this system through

which various hard spots in the training program are identified. Although feedback is

collected informally through various channels, we need to initiate these meetings as

a part of the LABS system.


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Dr Reddy’s Foundation

Dr Reddy’s Foundation ‘s Mission (Adopted in November 2006)

Dr. Reddy’s Foundation strives to create quality opportunities in education and

livelihoods for all. The focus is on the people who are deprived. We believe equity in

education and livelihoods helps in building an inclusive society. We build

partnerships with all concerned in this endeavour

Values

o Need to give back to society

o Catalysing innovative and sustainable change

o Mentoring private and public enterprise and facilitating transfer of successful

business practices, skills and resources to benefit non-profit initiatives.

Each project under the umbrella of DRF has is individual objectives and

stakeholders. These are presented later in the report.


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QUEST

INTRODUCTION: QUEST – Quality Education and Skills Training Alliance is a

partnership of public , private and Non-Governmental Organizations to work together

to create , pilot and institutionalize technological tools for improving the quality of

education and workforce development training for disadvantaged youth

QUEST MISSION

Create basic models of interactive distance learning facilitation for youth in

Community learning centres

QUEST VALUES

• Need to give back to society

• Catalysing innovative and sustainable change

• Mentoring private and public enterprise and facilitating transfer of successful

business practices, skills and resources to benefit non-profit initiatives

QUEST OBJECTIVES

To connect the 6 Learning Institutes (3 in Maharashtra & 3 in Andhra Pradesh) with

learning studios in Mumbai and Hyderabad through the use of satellite technology

and software designed for interactive distance learning facilitation for youth in

Community Learning Centres.

STAKEHOLDERS: QUEST

Since secondary data formed the foundation of this study, no stakeholders were

directly involved in the process. However informal interactions took place with the

concerned staff.

Key Stakeholders

LABS Aspirants ( Aspirants )

Facilitators ( LABS )

Staff

Students- Adolescent Bridge Course centres( ABC )

Facilitators ( ABC )

Partner NGO – Pratham

USAID


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The Report on Performance for QUEST:

Introduction:

QUEST was a consortium formed by USAID in association with DRF, Azim Premji

Foundation (APF), and Pratham Educational Initiatives & WIPRO Foundation. The

other partners include Microsoft, International Youth Foundation (IYF) and ICICI

Community Initiatives. IYF through their network has brought Lucent Technologies,

Nokia Enterprises and GE Foundation to the QUEST Alliance. DRF and Pratham

combined resources and expertise to create a basic model for interactive Distance

learning for the disadvantaged youth.

The QUEST Alliance goal is to work towards effective use of education technology

for the underprivileged across the nation. As a pilot, a grant was given to DRF for

implementing distance education through one-way video and two ways audio using

VSAT Technology to reach the educationally disadvantaged youth in the community.

Through the digitized modules and live telecasting which took place under QUEST,

the effectiveness of the modules was reflected in the large number of students who

were benefited under this program. The project was extended till October 2006

although the time span was till March 2006.


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NETWORK DIAGRAM (QUEST)

Methodology for Evaluating QUEST

Evaluating QUEST involved looking at the feedback from those exposed to special

purpose content, from those who dropped out from the program along with the

reasons for dropping out, feedback on the level of interaction between participants

and the distance-trainers. Feedback looking at evaluation about the performance of

trainers and teachers, as well as feedback on the online MIS reports has been

assembled for analysis. Feedback from visits by Pratham, the partner organisation

as well as those made by USAID are available as mails. Minutes of quarterly

meetings conducted with all partner organisations have been included in the

analysis. Secondary data has been the backbone of the QUEST analysis as an

extensive Primary study had been conducted as a part of the program itself.


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Stakeholders Mode of Data

Collection.

Additional

Sources.

LABS Aspirants

Facilitators

Feedback from

Progress Report

ABC Students

Academic Facilitators

Feedback from

Progress Report

Partner NGO – Pratham Minutes of

Quarterly

Meetings.

Feedback

From

Visits.

USAID Minutes of

Quarterly

Meetings.

Feedback

From

Visits.

OBJECTIVE:

To connect the 6 Learning Institutes (three each in Maharashtra & Andhra Pradesh)

with learning studios in Mumbai and Hyderabad through the use of satellite

technology and software designed for interactive distance learning facilitation for

youth in Community Learning Centre

Social Book Keeping Indicators Activity I

Quantitative Qualitative

# of Transmitting

Studios set up

Quality of

equipments

maintained in the

studios

Set up 2 studios

to transmit

distance learning

content Existence of relevant

equipments present in

the studios

The setting up of two transmitting studios took place at the beginning of the project –

one in Mumbai and one in Hyderabad. The setting up of the studios was completed

in the first month of the project as per the timeline in the project proposal. The


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‘Centralized Training Studio’ is the place where the on – line facilitation, curriculum

development and training take place.

These studios were equipped with relevant equipments - video camera, sound

proof infrastructure, AC, high band-width connection, hardware servers, and the

necessary furniture to seat the trainer and the relevant staff. Quality of equipments

was already of a higher standard and hence it was maintained in the studios.

Social Book Keeping Indicators Activity 2


# of Receiving Centres

set up

Quality of

equipments

maintained in the

studios

Set up Receiving

centres in the 6

Learning Institutes # of relevant

equipments present in

the studios

Location of

receiving centre

The setting up of six receiving centres connected to the central studio was planned

as per the project proposal. However there was considerable delay in the setting up

of all the receiving centres, setting up of studio, establishing of connectivity and

band-width sharing. Seven more receiving centres were set up in the course of time

as there were savings earned in the satellite technology being used for this project.

Thus the additional centres were set up to accommodate more students. The

receiving centres were located in the learning institutes- 10 in Andhra Pradesh and 3

in Maharashtra. The receiving centres were located in a place which is

geographically distant from the city of Hyderabad, and they are as follows:

Livelihood Advancement Business School Centres

• Chandanagar

• Rajahmundry

• Nalgonda

• Karimnagar

• Kadapa

• Warangal

• Eluru


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• Guntur

Adolescent Bridge Course Centres

• Moosapet

• Borabanda

Quality of Equipment:

Number of relevant equipments present in the studios included a receiving satellite,

bank of computers, scanner, Web camera, printer, uninterrupted power supply, and

furniture.



#of academic facilitators

who will deliver the

content

Range of Course

content

# of courses with

digitized content

# of digitized content

delivered

Creation of Content

(Curriculum)

Range of special

purpose content

Feedback from

those exposed to

special purpose

content

20 facilitators (16 for LABS & four for ABC) were trained to deliver the content of the

program. This Academic Facilitators (ABC) were responsible for delivering the

learning program that would enable the students to appear and clear the 7th, 8th, 9th

and 10th grade.

14 E-Learning Modules:

Fourteen e-learning modules were developed for seven subjects. It was initially

decided that there would be two modules for each subject but later this was revised

as 14 modules for 14 subjects. The curriculum content for ABC was also translated


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into Telugu for the convenience of the local students. The following modules have

been digitized in Telugu for ABC:

• Energy

• Basics of Mathematics

• Light

• Sound

(Source – Secondary Data -Annual Report 2005-06)

The content developed for the LABS program was as following

S.

no

Subject Modules- Title Duration (In

min.)

1 Automobile Basics of Two /

Four Wheelers

32

2 AIDS Awareness Leading A

Positive Life

25

3 Micro Irrigation

Micro Irrigation 25

4 Mobile Eateries Health & Hygiene

25

5 CRS

Basics of Sales 25

6 Spoken English Day-to-day

English

42

7 Life Skill Life Skill

73

8 R & A/c

Basic Lessons on

Refrigeration

& Air

Conditioning

29

9 Hospitality

Food & Beverage

Service

Housekeeping

15


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10 Network and

internet concepts

30

11 Desktop

Publishing

Corel DRAW

-Creating a

LOGO

Photoshop

- Photo

Makeover

15

12 Work Readiness

Module

Work Readiness

Module

Self paced

13 Teaching

Learning

Methodology

Facilitators

Training Module

Self paced

14 Bed Side Patient

Asst.

10

Source – Secondary Data -Annual Report 2005-06

Number / Percentage of Courses with Digitized Content:

It was found after a ‘Hard Spots’ identification survey, topics which were difficult to

explain in the class were digitized and delivered to the students (LABS). Around five

percent of the course content was digitized not only through animation but also with

audio & video. Digitization through animation proved to be very time consuming and

expensive and hence as per the timeline 5% was covered. Moreover this would

serve as an aid in learning and not as a substitute.

As the content for LABS courses was developed, most of the time went in updating

the content to current market needs and data collection related to facilitators. Before

beginning the process of content development a survey was conducted with

facilitators at various LABS centres with a questionnaire. Format for data collection

attached in Annexure 2


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Reading Clubs: These clubs were opened so that reading as a habit could be

inculcated in the students as well as have a place in the community where the

community members could also access newspapers. These clubs contain books,

comics and story books that are easy for students to access. The average number of

books available at each reading club was 170. The total number of libraries opened

was 78, while the total number of children benefiting from the libraries was 604. As

the content for LABS courses was developed, most of the time went in updating the

content to the current market needs and data collection related to facilitators.

Range Of Special Purpose Content: There was a ‘Hard Spots’ identification

survey done to finalize the modules to be digitized. Hard Spots are topics which are

difficult to explain in class. There is no specific data which maybe reviewed for the

feedback of the students with respect to the Hard Spots identification survey.

Social Book Keeping Indicators


# of enrolled

participants

Socio- Economic

profile

% of participants who

continue attending the

course

Views/Feedback

from drop outs

with respect to

reason for

dropping out

No of participants who

are evaluated

periodically

Feedback on the

level of interaction

between the

participants and

the distance

trainers

Activity 3

Develop systems and

processes to utilize

human resources and

infrastructure for

monitoring , status

reporting , testing and

other communication

activities

QUEST Aspirant

performance in

evaluations


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Non QUEST Aspirant

performance on

evaluations

Findings of

evaluation

processes on

trainers and

teachers

No and frequency of

trainings

The total number of students who have passed out from these skills training

programs was 1573 (673 Men and 864 Women).

The Socio Economic Profile of the enrolled participants is in line with the LABS and

BC entry criteria catering to the socially and economically disadvantaged group.

The areas in which the LABS students were trained are:

• IT Enabled Services

• Customer Relations and Sales

• Hospitality

• Automobile Mechanic

• Bed Side Patient Assistant

• Micro-Irrigation Technician

• Multi-Skilled Worker

• Hardware

Duration of training was as follows:

The LABS program is designed for 90 days (eight hours a day)

The ABC program runs for a year (Starts around July and ends by May)

Assessment of student learning outcomes did not take place under QUEST; instead

a Module effectiveness survey (LABS) took place. A total of 288 students and 14

facilitators were surveyed from receiving centres Chandanagar, Rajahmundry and

Nalgonda. Feedback on the level of interaction between the participants and the

distance trainers revealed that there was an energetic level of interaction as the

students were motivated and eager to learn. Therefore the level of interaction was

high.


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The Evaluation of the Effects of the Module:

Project Impact:

Findings of evaluation also revealed the following

• After post-module test was conducted, it is observed that there is considerable

improvement in mode of teaching and understanding levels of the aspirants.

• The mode of answering and responding was positively influenced by the modules.

• Students were excited to answer the questions.

Source – Secondary Data- Annual Report as sent to USAID 2005-06

Non QUEST Aspirant performance on evaluations and Views/Feedback from

drop outs with respect to reason for dropping out is not available and hence cannot

be covered in this study

Students:

� Able to concentrate better

� Interactive and energetic while responding

� Able to identify the amount of work as well as skills

involved in the job of their respective field

� Excited to know about the subject

� Learning made easy and interesting

� Effective learning due to the audio-visual impact

Facilitators:

� Teaching made easy

� Able to concentrate on every student

� Able to cover more information in a given time

� Motivating to conduct classes due to active

participation of the students

� Comfortable with teaching

� Educating by virtual experience

� Even a below average student can cope with the

learning


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# of monthly review

meetings

Feedback from

the participants in

the meetings

Quarterly meetings

conducted with all partners

Quality of Issues

discussed in the

meetings

# of On line monthly MIS

reports sent

Feedback on the

On line Monthly

reports

Feedback on the

other reports

# of State Level Facilitator

Review meetings held

Feedback from

the participants in

the meetings

# of Exchange visits held

with Pratham – Partner

Organization

Feedback from

the visits

Develop systems

and processes to

utilize human

resources and

infrastructure for

monitoring , status

reporting , testing

and other

communication

activities

# of Visits made by USAID Feedback from

the visits

Three Quarterly meetings were conducted with all the partners and the issues

discussed were mainly on the sharing of the program, the challenges being faced

and the probable solutions. Long term vision of QUEST was also discussed in these

meetings (Source – Secondary Data Minutes 2005-06. On line monthly MIS reports

were sent updating on the progress of the project.

Two Exchange visits were made to the Partner organization in the course of the

program while five visits were made by USAID. These visits were mainly to monitor

the progress of the project and suggestions were also provided to enhance the

effectiveness of the program. (Source: Interview with staff)


27

FEEDBACK COMMENTARY: QUEST

• Distance education helps facilitator perform better and support in reaching out to a

larger number of youths

• % of digitization of the course content is small

• There was no evaluation study conducted for the ABC students


28

SCOPE

INTRODUCTION :

The mission of SCOPE is improving the competencies of the school and community

towards access to quality education for all children and utilizing the school as a

community learning resource centre by bringing in the community context into

learning, helping students learn and grow while at the same time providing for

school supporting and strengthening the collective learning of their families and

communities as well.

SCOPE MISSION

To improve quality of school education by mainstreaming DRF innovations,

implemented with the focus on underprivileged groups.

SCOPE VALUES




business practices, skills and resources to benefit non-profit initiatives

SCOPE OBJECTIVES

• To refine, apply and scale-up innovative strategies for improving the quality of

Government school education.

• To document and disseminate strategies for school improvement.

• To facilitate and promote overall institutional capacities.

STAKEHOLDERS FOR SCOPE :


29

Key Stakeholders Other Stakeholders

(Consulted) (Not Consulted)

Students Other NGO’s working on Issues related to Education

Teachers Community Organizations

Staff

Community Volunteers

Government

Parents

Aga Khan Foundation ( Partner )

Community

SCOPE: REPORT ON PERFORMANCE

The Genesis of SCOPE:

SCOPE (School Community Partnership in Education) project is supported by an

EC-Aga Khan Foundation (AKF) as part of PESLE (Program for Enrichment of

School Level Education).

The 'Learning' arm of DRF's interventions, primarily through the SCOPE Projects,

aims at mainstreaming DRF innovations within Government schools with a focus on

underprivileged groups. This is accomplished by building basic skills through

educational interventions among children as well as by enhancing the vocational

relevance of the curriculum for older children with the support of the local

community. SCOPE envisages strategies for school effectiveness to be

implemented in government schools. The ABC component within SCOPE plays a

vital link-role in establishing a connection between ‘Learning’ and ‘Livelihood’

sectors of DRF’s work. SCOPE involves three fundamental focus areas, namely

• Access,

• Developing Community Support Systems for Schooling.

• Whole School Competency Development

Lastly, sections on other focuses of the Education wing are indicated to explicate

the entire range of activities undertaken by the Scope interventions.


30

S.

No

Programme No of

Schools/

Centres

Location Number

of

Childre

n

1 Interventions in

Government

Schools

57

Schools

15

Schools

Balanagar mandal,

Rangareddy dt

Hyderabad &

Secunderabad

32,792

2 Intervention in

Tribal Schools

32

schools

V.R.Puram

mandal, Khammam

3,633

3 Kallam Anji

Reddy

Vidyalaya

1 School Madinaguda,

Hyderabad

1,400

4 Vocational

College

1 School Madinaguda,

Hyderabad

5 Adolescent

Bridge Course

7 Centres Hyderabad 851

6 Short term

Vocational

Course

1 Centre Kawadiguda,

Hyderabad

350

7 Residential

Bridge Course

Centre

2 Centres Sevalalnagar

Tanda, Moosapet,

Balanagar mandal

75

8 Early

Childhood

Centres

19

Centres

Balanagar mandal,

Rangareddy Dt

Andhra Pradesh

1463

Table: Range of Courses and Centres Functioning under DRF’s Education Wing.


31

Methodology:

STAKEHOLDERS INVOLVED FOR SCOPE 2005-06

STAKEHOLDERS TOTAL NUMBER SAMPLE CRITERIA FOR SELECTION METHODOLOGY

Students ( Government schools Balanagar ) 5000 238

Approximately 5% of the sample was selected , the sample was then stratified across 8 clusters and 30 students each . Questionnaire

Students - Tribal 3000 82

Approximately 3% of the sample was selected, students across 13 schools were covered Questionnaire

Students - ABC 1000 40 4% of the sample was selected as per Mandal Questionnaire

Others -RBC Students 100 10 10% of the sample was selected as per convenience Questionnaire

NRBC 700 30 Approximately 5% of the sample was selected as per convenience. Questionnaire

SVC 100 30 30% of the sample was selected as per Mandal Questionnaire

TOTAL STUDENTS COVERED 9900 430

Teachers 130 11 Approximately 8% of the sample was selected as per convenience. Questionnaire

Teachers - Tribal 130 9 Approximately 7% of the sample was selected as per convenience. Questionnaire

TOTAL TEACHERS 260 20 Approximately 8% of the sample was selected as per convenience

TRIBAL SCHOOLS IN KHAMMAM

Community Volunteers 10 6 6% of the sample was selected as per convenience Questionnaire

BSC 1 Homogenous groups FGD

Community 1 Homogenous groups FGD

SDC 2 Homogenous groups FGD

BALANAGAR MANDAL

Vidya Volunteers 120 3 Approximately 3% of the sample was selected as per convenience Questionnaire

Community Volunteers 110 5 Approximately 5% of the sample was selected as per convenience Questionnaire

Parents 1 Parents of ABC children FGD

BSC 70 1 Homogenous groups FGD

SDC 1 Homogenous groups FGD

STAFF

FIELD STAFF

Tribal Staff 7 7 All were covered Questionnaire

ABC Staff 52 4 Approximately 8% of the sample was selected as per convenience Questionnaire

SVC Staff 5 4 Approximately 80% of the sample was selected as per convenience Questionnaire


32

Other Field staff 29 17 Approximately 58% of the sample was selected as per convenience Questionnaire

HEAD OFFICE STAFF

Head Office staff 8 8 Approximately 56% of the sample was selected as per convenience Questionnaire

TOTAL STAFF 101 33

GOVERNMENT

SPD 1 1 Only 1 for Andhra Pradesh Interview

MEO 2 2 As per Mandal Interview

MRP 3 3 As per Mandal Interview

PARTNER

AKF 1 1 The programme Officer was contacted Interview

Objective-Wise Analysis of SCOPE.

Objective 1: To develop strategies for school effectiveness to be implemented

in government schools.

Social Book Keeping Indicators Activity I. a


Number of Bastis

covered

Number of out of

school and never been

to school children

identified

Creating

awareness in the

community on

importance of

child education

Number of children

who participated in

child labour melas

Identification of and

sensitising the out of

school children in the

age group of 5-14

years

Number of child labour

melas conducted in the

community


33

Number of community

level meetings

Description of

groups attending

community

meetings

Number of children

who participated the

Child Education rallies

Issues discussed

at the community

meetings

Students profile

(Cultural workshop)

Follow up of

activities related

to cultural

workshop

Number of children

who attend the Cultural

workshop

Number of

performances in the

workshop by the

children

Door to door surveys were conducted in 170 communities/bastis (As per the survey

conducted by the SCOPE team in Balanagar Mandal.) and nearly 4000 out of school

and never been to school children were identified during May 2006 (Secondary

Data, Head Office). In the VR Puram of Khammam district a village household study

was conducted covering 8 villages by the students of Social Work, Secunderabad,

as a part of their field placement and reported to DRF. Community level meetings

with leaders, youth, mahila mandal members and parents are organized in every

slum to discuss ways to include out of school children identified in the survey to

schools and strategies to be adopted to bring working children to schools. This

creates awareness in the community about the importance of child education (Half-

yearly Report for AKF, January-June 2006).

Creating Awareness In The Community On Importance Of Child Education


34

Creating awareness in the

Community - Sample covered

CVs

53%

Local

Community

32%

SVC Staff

15%

Sources: Primary Data, Stakeholders- SVC Children

.

Creating awareness in the community about the importance of child education is

crucial especially in the context of children who tend to drop out of school or who’ve

never been to school in a community. For Short Term Vocational Course children,

the main source of knowledge for this course is from Community Volunteers (53%),

followed by the local community (32%).

Purpose of the project

quality

education

28%

community

support

28%

awareness

33%

material

developme

nt

11%

Sources: Primary Data, Stakeholders- Staff

The staff felt that the purpose of the project was spread evenly between providing

quality education and community support, while 33% of those sampled felt that

awareness was the purpose of the project.


35

Creating Awareness in the

Community

stakeholder

engagemen

t

37%community

meetings

58%

awareness

5%


58% of the staff felt that in order to create more awareness in the community,

community meetings were crucial, whereas 37% felt that stakeholder engagement

would help create more awareness in the community. This would imply more active

community engagement.

Creating Awareness in the

Community

provide

training &

livelyhoods

70%

community

meetings

30%

Sources: Primary Data, Stakeholders- SVC Staff

In order to create more awareness about the importance of child education in the

community, 70% of the SVC staff felt that providing training and livelihoods was

essential while the rest thought community meetings would be sufficient for this

purpose.


36

Ways through which awareness

maybe created in the community

meetings

Awareness

drives/rallie

s

29%

Sustainabilit

y of efforts

6%

community

meetings

36%

Stake

holder

engagement

29%

Sources: Primary Data, Stakeholders- Tribal Staff

According to the Tribal staff, community meetings are vital in order to create

awareness in the community about education followed by stakeholder engagement

and awareness drives/rallies.

Two hundred children attended the Child Labour Mela (Community Organizer

Reports). This mela was conducted at cluster level by bringing all out of school

children identified in the survey to a common place. Cluster level meets were

organized in 5 clusters with drop out, never enrolled, 5+ age group who need to be

admitted in schools, NRBC & Alternate school children nearly 200 children were

brought for one day and engaged in cultural activities and drawing (Half-yearly

Report for AKF, January-June 2006). MEO, govt. teachers and local leaders,

attended these melas as it coincided with the Badi Bata Programme of SSA.

To bring in awareness in the community on importance of Child Education Rallies

were conducted in all the bastis of Balanagar mandal, with 200 children in

attendance, (Head Office Data). Through these rallies communities came forward

and supported the activity by identifying and enrolling non school going children into

the schools. Community Level Meetings were held on a need-based basis. Parents,

project participants and facilitators were the groups present in the meetings (Half-

yearly Report for Aga Khan Foundation, January-June 2006).


37

Issues Discussed At The Community Meetings

Issues discussed in the community

meetings: Staff

Attendance

of children

45%

community

involvemen

t

50%

infrastructu

re

5%


Issues discussed in the Community meetings: Staff

The staff discussed community involvement the most followed by attendance of

children. Infrastructure was not discussed in great detail by this group.

Sources: Primary Data, Stakeholders-SVC Staff

Issues discussed by SVC staff revolved equally around Duration of courses, about

employment and criteria of age groups. To a lesser extent, they discussed education

and livelihood program’s and community involvement.


meetings: SVC Staff

druartion of

courses

25%

Community

involvemen

t

13%

Criteria of

age frops

24%Education &

livelyhood

program

13%

About

employmen

t

25%


38

Issues Discussed By Volunteers Within The Community.


meetings: Volunteers

Absenteeis

m

18%

Importance

of

Education,

18%

Funds flow

13%

Peer

Presure

13%

Health

issues

19%

Discipline

19%

Sources: Primary Data, Stakeholders- Volunteers

To an equal extent, volunteers discussed health issues, discipline, importance of

education and absenteeism. To a lesser extent, they discussed peer pressure for

students and funds flow. This indicates that volunteers tend to have a holistic

approach in their endeavours and concerns.


Tribal staff discussed enrolment and attendance to an equal extent. To a lesser

extent they discussed issues pertaining to student retention and drop-out rates,

thereby indicating that issues connected with retention were pivotal for tribal staff.

Issues Discussed In the Community by Community Volunteers.


meetings: Tribal Staff

Attendence

31%

Enrolment

31%

Dropout

15%Retention

23%


39

Almost all community volunteers discussed the attendance regularity at school for

children.

Students profile (Cultural workshop)

Cultural workshop was conducted at Kukkatpally and Hasmathpet clusters of

Balanagar mandal covering all the 170 slums. The main objective of the cultural

workshop was to teach children to play musical instrument like drums and sing

songs who further would involve in child to child mobilization of children to schools.

The students were between III and V standard and were nine to 13 years old (Head

Office Data).

Student's Participation in Cultural

Workshop

Yes

61%

No

39%

Sources: Primary Data, Stakeholders-Students in Government schools

Student’s Participation in Cultural Workshop

Students tended to participate in games and competitions followed by non-

participation (20%) and cultural performances.

Follow Up Of Activities Related To Cultural Workshop

There was training (sing, dance play instruments) after cultural workshop; around

96% of the sample attended the training


40

Social Book Keeping Indicators Activity I. b


% of community

volunteers trained

Composition of the

Basti School

Committee

Number of Basti School

committees

Issues discussed

in the committee

Number of youth groups

formed

No of Summer schools

run in the Government

schools

No of Non- school going

children who attend

summer schools

Community mobilization

for strengthening the

government schools.

No and periodicity of

parent meetings

Feedback of

parents in the

meetings

The percentage of community volunteers trained was hundred indicating good

coverage, and there were 102 basti school committees in operation. The Basti

Schooling Committee is a forum for active members of the community who have

interest in education of children, and meets once a month. It takes responsibility for

schooling for all children in the slum, as well as acting as a pressure group to

withdraw children from work. It strengthens relations between community and

school, and this committee works as a task force for eliminating child labour. By

beginning of the year 110 Community volunteers were place, trained and covering

170 communities.

All the community volunteers were given training in community mobilization, starting

of reading clubs, enrollment of children into schools, regular follow up of long

absentees. These volunteers formed 70 Basti Schooling Committees by 30th March.

This number of BSC was reduced to 70 from 102 as based on the functioning of the


41

BSC’s in the area. Community awareness programme was taken up in majority of

the bastis on child labour issues, reading habits of children and support mechanisms

in communities for the education of the children. Two day training for basti schooling

committee members through Central Board for Workers Education on March 16th.

No information on the number of youth groups functioning was found.

52 Summer Schools were run in Government Schools under the auspices of

SCOPE (Half-yearly Report for AKF, January-June 2006). The number of non-

school going children who attend the Summer School was 1500 and the list of these

children is available in the office.

Number and Periodicity Of Parent Meetings

Parent meetings in government schools take place on a monthly basis, and 12 such

meetings have taken place (Primary Data). Tribal Volunteers mention that parent

meetings take place monthly. Parents have a marginal role in the BSC, and it was

felt in feedback that their role could be improved.

Social Book Keeping Indicators Activity 1 c


% of children attending

schools regularly

Attendance

stabilization

Follow up

activities through

house visits

% of children who

appear for the

assessment

Retention.

% of children who

cleared the

assessment in the

schools

Grades

Achieved.


42

Percentage of children attending schools regularly could not be made available in

the 3social accounts the as a part of the secondary data collection at Head office as

was details about attendance stabilisation. DRF Staff regularly visit parents at home

in order to follow-up on drives to retain students. Of the 8, 877 students who

appeared at the primary level assessment, 7, 891 students were promoted which

indicates a pass-percentage of 89%. Girls and Boys had approximately equal pass-

percentages with 88% and 90% respectively (CMIS Report No. 3. 8. 2 a).

Activity 1 d Quantitative Qualitative

No of

Primers

developed

by DRF

Feedback on primers from

stakeholders as well as external

resource persons

No of books

distributed

in the

schools

Library

books

Provision of class

room learning

material for

i ) Primary School

children

No of

teachers

who

participated

in the

workshops

to help in

the material

developmen

t

ii) for High School

children

No of

Primers

developed

by DRF


43

No of books

distributed

in the

schools

Library

books

No of

Primers

developed

by DRF in

Koya and

Konda

script



resource persons

# of

workshops

held for the

developmen

t of primers

# of

Supplement

ary books

developed

# of

Reading

books

distributed

in the

schools

iii) Development

of primers and

supplementary

reading material

for tribal schools

No of

Primers

developed

by DRF



resource persons?

To help primary school children achieve basic competencies for their respective

classes, primers were developed under the auspices of SCOPE. These are as

follows:


44

1. Katha Kalamu.

2. Padapandari.

3. Geethalatho Gammattu for class 1 and 2.

4. Andamayna Aksharamu.

5. Flashcards.

6. Exit Level Question Papers.

7. Workbook for EVS for 1 and 2 (Chuttoo Chooddaam).

8. Easy English.

9. Krityamaalika for class 1 and 5.

10. Kathakaalamu-teachers resource book.

11. Library Material.

Feedback on primers is important, and stakeholders and users of the primers can

provide valuable insight about the direction taken by developing these primers. The

endeavour in the following section will be to look at some of the reactions to these

primers.

Rating of primers

Good

89%

Average

11%


Around 90% of the project staff felt that primers were good, and three-fourth’s of

government teachers felt that the primers were good, although the sample size was

relatively small .250 books were distributed in school libraries. Around 90% of the

teachers participated in material development.

DRF provides school books such as guides and model papers to high school

children. They do not have primers for children studying in High School.


45

An interview with Mr Vijay Prakash (MEO Balanagar Mandal)

The achievement of DRF against the

mission has been successful. His

feedback on the primers was satisfactory

and he also mentioned that migration was

another challenge faced among the

children who belonged to districts and

tend to drop out easily.

Interview with MEO (Balanagar Mandal)

Tribal Educational Initiatives

SCOPE has developed two primers and seven supplementary books for tribal

students in the Koya and the Kondareddy dialect. This enables students to identify

the course-work in their native language enabling better grasp of the study-material.

They include:

Primers

1 Koya Vachakam

2 Kondareddy Vachakam

Supplementary Books

1 Medicose- Koya book of poems

2 Vippana Katha- Riddles for Koya’s

3 Vesody- Koya stories

4 Owjans- Kondareddy poems

5 Doki- Flashbooks for Koya’s

6 Gurugulu- Flashbooks for

Kondareddy’s Children in Tribal school (Khammam )

7 Zitellu- Riddles for Kondareddy.


46

Feedback on primers (Tribal) from stakeholders as well as external resource

persons

Suggestion for further

improvement in primers

More

Pictures

20%

Demonstr

ative

illustration

s

20%

Good for

weak

Students

30%

New

Books &

Material

30%

Sources: Primary Data, Stakeholders- Tribal Teachers

Tribal teachers suggested new books and materials and that the existing material

was good only for weak students to an equal extent (30%).

Rating of primers

Good

86%

Supplemen

tary

material is

better

14%


Tribal staff largely felt that the primers were good, and a small minority felt that the

supplementary material was better.


47

Tribal Students like to use the

Primers

Yes

91%

Don’t Know

about

primers

7%No

2%

Sources: Primary Data, Stakeholders- Tribal Students

Tribal students liked the primers used, and few people mentioned not knowing the

primers or not liking it.

Tribal students like best about the

primers

Medicos

21%

Vesodi

20%

Aavujam

2%

Pictures &

Stories

14%Koya Reddy

Vachakam

43%


Almost half of the tribal students liked the Koya Reddy Vachakam, followed by

Vesodi and Aavujam (approximately 20%) and lastly pictures and stories (14%). As

far as suggestions for changes is concerned, tribal students asked for more stories

(46%) and new books (43%) and 11% asked for more pictures.


48

Any Suggestion for changes

New books

43%

Stories

46%

More

pictures

11%


Social Book Keeping Indicators Activity 1 e


No. and periodicity of

meetings held with

SDC

Issues discussed

in the meetings

Range of activities

covered by SDC

Follow-up on the

review plans

Vision realization

process in government

schools.

School profiles

developed by schools

Feedback on the

School profiles

Range of Activities Covered by SDC

School Development Committee meetings are held at least twice a year and more if

needed (Secondary Data). The major activities undertaken by the SDC is to

approach donors in order to pay salaries for qualified additional teaching staff in the

School. Their main task is mobilizing resources and hence the major need is to


49

concentrate on school-infrastructure such as toilets and seating arrangements for

students. School quality is discussed in their meetings, as is the issue of education

for girls and child labour.

Activities of School Development

committee:Teachers

Resource

Mobilization

73%

Cultural

Activities

9%Infrastructu

re

18%

Sources: Primary Data, Stakeholders-Government Teachers

According to Teachers (sample size = 11), resource mobilisation is the main activity

carried out by the SDC. Infrastructure was mentioned by two teachers and one

teacher mentioned cultural activities.

Criteria For Evaluating School Development Committee

1. Frequency of Meetings

2. Participation of SDC members in parents meetings

3. Number of members attending meetings regularly.

4. Number of members participating in vision realization/If the school does

not have vision

5. Other achievements made by the SDC.

School Profile Developed By Schools Constitutes:

• School information

• SDC information

• School events

• Schools Achievements

• Genesis of the school

• School vision

• BSC


50

School vision: Old Bowenpally

School Profiles

School Profiles were printed and distributed in the project schools for community

dissemination. The school profiles include the history of the school and

achievements during the program period in terms of learning improvement, Vision

realization, local resource mobilization etc.

Feedback on School Profiles:

Feedback on School Profile

Informatio

n about

school

57%

Awareness

43%

Sources: Primary Data, Stakeholders- Head Teachers

Head Teachers felt that school profiles concerned information about school (57%)

and about awareness (43%).


51

Social Book Keeping Indicators Activity 1 f


Number of newsletters

published

Feedback from

the stakeholders

on the project

learning

No of articles

contributed by the

children and teachers

Quality of the

articles

Dissemination of

project learning’s

through news letter.

Range/# of different

stakeholders covered

by the distribution list

Newsletters were meant to be published monthly, but there have been 5 published

in Telugu – 2 for teachers and 3 for children in the last year.

As far as the quality of the newsletter is concerned, it has not been reported for in

this year’s social accounts mainly due to the lack of awareness regarding the

newsletters among the sample covered.The range of stakeholders covered is

available in the distribution list .There is again no information pertaining to the

number of articles covered by teachers and children.

Feedback from Stakeholders on Project Learning

Issues from government programs included adolescent education, low competency

level of government school children, enrolling all the out of school children. Also

important in this segment is the need to improve learning abilities in children,

academic issues vis-à-vis Sarva Shiksha Abhiyan( SSA) , need to improve child

language and arithmetic abilities primary level, girl child motivation.

Meeting discussions focussed on child education, withdrawing children from work,

attendance of children, resource support for schools, community mobilisation,

mainstreaming, library establishment, regarding parent’s involvement in the school

system, saving child rights and improvement. Infrastructure, physical-human

resources, need for community involvement in schools, basic competencies of

children in schools and attendance.


52

Inputs from DRF Trainings.

Documentation working, Roles and responsibilities of school, helping to work as a

member of team, understand the strategy of the program, preparation of material,

SCOPE,PESLE,SIP,LIP,QUEST, involve community in our programme. Information

about the number of articles contributed by teachers and students is not available.

Objective 2: To create better opportunity for future among Young adults (12-

18 yrs)

Social Book keeping Indicators Activity 2 a


# of children

mobilized in the ABC

centres

SEP profile of the

children in the ABC

centres

Gender ratio

Ratio of

supplementary

students attending

ABC : first timers

attending ABC

Mobilizing Children

for ABC centres

Ratio of working

children : non

working children

No of materials

developed for the

ABC centres

Materials adopted

by the teachers

Academic Support

Assessment %of children who

pass Class VII and X


53

# of children

appearing for Class

VII and Class X

examination

No of children

tracked who fail to

qualify the

assessment

Follow-up

No of children who

attend the camps to

cope up with the

Backlogs in subjects

1038 children were mobilised in the Adolescent Bridge Course centres.

SEP profile of the children in the Adolescent Bridge Course centres

ABC Center : Gender-wise break up

Gender Total %

Girls 687 66.76

Boys 342 33.24

Total 1029 100.00

The gender break-up in the ABC Schools revealed that the population totals were

weighted in favour of girls (two-thirds), revealing a commendable emphasis on

education for women. A majority of these incumbents were between the ages of 12-

14 years (sample size = 441, 42.86%), followed by equal numbers for age-

categories 15-16 years and 17 and above (28%) out of a total of 1029 students.

Data about the ratio of supplementary students attending ABC with first timers

attending ABC was collected by centre records, as was the ratio of working children

with non working children. All in one guides were developed for the ABC centres.

Materials Adopted by Teachers:


54

All ABC teachers interviewed mentioned that they had incorporated the material and

methodology into their everyday practise of teaching. They felt that evolving stories

from katha kaalam as well as environmental sciences were especially useful in their

pedagogy.

Assessment and Follow up of Children

The percentage of children who pass Class VII and X is 75%and 35% respectively.

The number of children appearing for Class VII and Class X examination are 366

and 446. The number of children tracked who fail to qualify the assessment are 83 in

Class VII and 290 in Class X. The number of children who attend camps to cope

with backlogs in subject-portions are 239.

Social Book keeping Indicators Activity 2 b


Number of persons

attending the Road

shows

Socio-economic

profile of youth

Number of youths

who participate in the

interest inventory test

New courses

identified

Number of youths


training

Confidence of the

youths after they are

placed

No of materials

developed

% of youth/aspirants

placed in the industry

( B2Y networking)

Providing

opportunities to the

youth for better

career through SVCs

No of Alumni meets


55

No of workshops

with external

resource persons /

industry

Participation in Road shows 775

Participation in Interest Inventory

Test

442

Number of youths participating in

trainings

357

Number of youths placed in the

Industry

304

Source: Secondary data: SVC

According to the centre reports, 775 persons attended the road shows and they

were from lower income groups .442 youths participated in the interest inventory

test, while 357 persons participated in the training. No new courses were identified.

Most of them reported that they anticipated a bright future ahead of them where they

could develop their careers. 304 youths/aspirants were placed in industry as part of

the Business-2-Youth (B2Y) networking program. Two alumni meets were held for

the benefit of the aspirants where they could interact with individuals who passed

out of the programs and 28 workshops were held with external resource

persons/industry as a part of the B2Y network

Objective 3. Capacity building of Government agencies enhanced to enable

School to adopt and promote School Effectiveness Strategies and Impart

Quality Education:

Activity 3 a Social Book keeping Indicators


56


No/% of Vidya

Volunteers who

participate in the

training programmes

No of trainings

programmes held

Feedback of the

training programmes

Types of training

programmes

Development of

capacities of Vidya

volunteers

Attendance break up

of the volunteers (

duration & day )

Influence on

pedagogical

methodologies used

by teachers

Vidya Volunteers provide informal facilitation to the students in the government

schools

The 3 Vidya Volunteers mentioned that they had undergone training programs

(100%), although the data regarding the number of training programmes held was

not available. Most volunteers sampled thought that the training could be graded

between ‘good’ and ‘excellent’, although the sample size for this data is minute The

training concerned ‘Teaching Methodology on Primers’. Regarding the influence on

pedagogical methodologies used by teachers, all the Vidya Volunteers sampled

reported that the methodologies learnt was later used in teaching. The data

regarding the attendance break-up for the volunteers was submitted to the accounts

department and not available for reporting.

Social Book keeping Indicators Activity 3 b


No of Teacher meets

organized at cluster

level

Influence on

pedagogical

methodologies used

by teachers

Capacity building of

teachers

Types of trainings

programmes


57

Number of need

based Teachers

Meets

No of Teacher meets

organized at mandal

level

Feedback from the

teachers

% of teachers

participating in

teacher meets

Teacher meets at the cluster level were organised once a month. Training programs

for teachers sought to provide academic support in relation to material development.

There is a monthly need-based teacher’s meet in which DRF participates. Monthly

teacher’s meets are also organised at the mandal level. There is a teacher

representing each school in the teachers meets. The government teachers reported

having used the methodologies learnt during the intervention as revealed in the

primary data collection. Feedback from the teachers indicated that the teachers

meet was useful, and it included elements such as sharing of experiences, sharing

of academic problems, discussion about school improvement and how to reduce

dropouts.( Source: Primary data – Government Teachers)

Interaction with Government Teachers and Vidya Volunteer. : Shamshiguda


58

Social Book keeping Indicators Activity 3 c


No/% of teachers


trainings

programmes

Influence on

pedagogical

methodologies used

by teachers

No of training

programmes held

Feedback from the

training programmes

Capacity building of

teachers in ABC

centres

Types of training

programmes

95% of teachers in ABC centres participate in the training programs. All teachers

were influenced by the pedagogical methodologies used by teachers. One training

program was held for teachers in the ABC centres. All teachers rated the training

programs in a positive light. The training programs focussed on community

participation, activity based teaching in classroom, retention of children in centres,

and an exposure visit for the teachers to interact with children. A child dropping-out

is a challenge for teachers in ABC centres, and hence these activities become

contextually important.

Objective 4: .Policy-makers and other decision makers are informed and

through Advocacy, influenced to change attitudes, values and concerns for

adoption of School based education Reform Strategies.

Social Book keeping Indicators Activity 4


# of networking

exercises( inc

exchange programs

,MTR , interactive

sessions etc ) held

Minutes / findings of

the Annual

Conference on

Whole school

development network

Stakeholder

engagement through

interactive forums

and activities.

# of monthly

newsletter distributed

Quality of the

content of the


59

to the stakeholders newsletter

No of meetings held

with the Government

officials

No of workshops

held on project

related activities

Participation in other

Govt related

programs

A number of networking exercises such as Mid Term Review (MTR), exchange

programs, interactive sessions also take place in order to engage with stakeholders.

One MTR has taken place in this calendar year. The annual conference on Whole

School Development Network is akin to an annual reflection exercise with a fete-like

atmosphere and 1300 children in attendance. Newsletters are distributed to

stakeholders quarterly. The quality of the content of the newsletter was not asked as

the newsletter was not sent. Three meetings were held with government officials in

order to avoid duplication and overlap with government programs. The number of

project related workshops is the same as the number of academic and community

related workshops for the staff and the teachers .For the latter, the focus is on

academic support / methodology while community mobilization being the focus in

the workshops conducted for staff and Community Volunteers.

Participation in other Govt related programs

Fifteen out of eighteen teachers had attended government programmes connected

with adolescent education, low competency levels of government school children,

enrolling all the out of school children, academic issues vis-à-vis the SSA, to

improve the three R's among children and motivating girls to study.


60

Objective 5: Technical and Institutional Capacity built in partner NGOs to

continue replication of successful school effectiveness strategies and

promote school based education reform



No of Staff Reviews

Periodicity of reviews

Feedback from the

review

Orientation by

External Resource

Persons

No of trainings

programmes held

Types of training

programmes

Changes

incorporated from the

Planning workshops

Attendance break up

of the staff Reports

no of exposure visits

Feedback from the

review

Professional

development of staff

through trainings and

exposure visits

No of workshops

held.

According to HR data, there have been 12 staff reviews with one taking place every

month.

Feedback from the review


61


Although the sample size is small, 94% of those interviewed felt that staff reviews

were beneficial. The staff review focussed on issues such as the project, sharing of

experiences and feedback. External Resource Persons (ERP) held three programs

on mobilization, documentation and professional development of staff. The team

members have regular meetings with ERPs from MV Foundation to develop

strategies which are effective at the field level. The team members were given two

days orientation on development of worksheets for the LG I. The team has now

developed more than 120 worksheets which include activities pertaining to the

lesson plans. On day one, the staff at Chandanagar campus was taught games and

activities which would be useful for field level functionaries to use in schools and the

community.

Two member teams attended one-day workshops on Action Research conducted by

AKES-I, Hyderabad and the emerging difficulties in classrooms. There were number

of training programs held was not available for the Accounts. The types of training

program included material development with reference to classroom curriculum and

refresher-retraining for teachers. The attendance break-up of the staff was submitted

to the accounts section and unavailable for inclusion in the social audit. The

feedback from the review was with reference to sharing of experiences, feedback

and about the project, as depicted below:

Are staff reviews beneficial: Staff?

Yes

94%

No 6%


62


The staff reported that the review concerned the project (40%), while others felt that

the review was about sharing experiences (30%) and a feedback mechanism (30%).



No of monitoring

visits made by AKF

Views of the visitors

regarding the existing

programme

No of reports

submitted to AKF

No of exchange

visits to Partner

NGOs

Feedback in the

visits

Types and periodicity

of reports

Internal and external

monitoring and

review

# and frequency of

review meetings

Aga Khan Foundation has made 12 monitoring visits, and the Program Officer at

AKF Mr. Sanjay Tiwari has expressed satisfaction with the progress of the project,

however the pedagogy needed improvement. He also stated that the quality of

reporting had not been adequate as compared to the earlier ones and hence would

like DRF to provide a more comprehensive picture about the project. According to

Issues of the staff review

Sharing of

Experiences

30%

About Project 40%

Feedback

30%


63

him, the primers used were good. He also mentioned that SDC’s are a unique forum

for actual participation and the class committees have also been an innovative forum

for children participation. He also expressed that the main aim of this project is to

make “a Government School the preferred school for a child in the

community”. Lastly he articulated that there is still a scope to do better and that

community involvement needs to be enhanced by DRF. However in terms of

achieving the mission, performance of DRF has been successful.

Four reports have been submitted to AKF, and there have been five visits to partner

NGO’s. With reference to number and periodicity of reports, a quarterly progress

report and annual MIS reports have been submitted. There is a monthly review

meeting with reference to frequency of review meetings. Internally, three workshops

have been held for teachers, Vidya Volunteers and Community Volunteers with the

aim of providing academic support. 80 government teachers were involved with

curriculum development in this workshop. Mobililisation was the main theme of the

workshop for community volunteers. There was a workshop for professional

development for SCOPE staff


64

FEEDBACK COMMENTARY: SCOPE

COMMUNITY INVOLVEMENT:

There is a large role played by SCOPE in the area of community participation which

is also reflected in the Social Accounts. There is active involvement of the School

Development Committee and Basti Schooling Committee in the functioning of the

school as facilitated by SCOPE. The SCOPE Staff is also proactive in maintaining

good relationship with its stakeholders especially in the Grass root level. A special

mention should be also made about the community support staffs that have been

instrumental in building a good rapport with the community.

ACTIVITY – RESULTS GAP

It maybe mentioned that although there are a large number of activities aligned with

the project, the results or the outcomes are not as lucid as the process itself. If

dissemination of the results or project outcomes take place in a more structured

way, this will enhance the overall functioning of the project as well as contribute in

the achievements of the goal.


65

LIVELIHOODS ADVANCEMENT SCHOOL (LABS)

INTRODUCTION:

LABS in a very simple and systematic manner attempts to match the demands of

the industry with the potential of LABS aspirants. It offers path-breaking job oriented

training courses to youth who have barely reached high school levels of formal

education and prepares them for entry- level jobs in various industrial sectors

LABS MISSION:

“LABS aim to provide young adults from economically weak backgrounds an

opportunity to assimilate into the competitive job market. LABS will help them

acquire the required livelihood and a social skill in an environment of learning and

mentoring that is responsive to the individual’s emotional and developmental needs”

LABS OBJECTIVES

The LABS aim is sustainable livelihoods creation. To achieve this, these are our

basic criteria or objectives.

o To Provide market based opportunity/access to opportunity

o To cater to youth from economically and educationally weak backgrounds

o To be responsive to the youth’s emotional and development needs

o To improve the quality of life of such youth and their families

o To foster an environment of learning and mentoring

LABS VALUES




business practices, skills and resources to benefit non-profit initiatives.

.

LABS STAKEHOLDERS:


66

Key Stakeholders Other Stakeholders

(Consulted) (Not Consulted)

Aspirants Other NGO’s working on

Livelihoods

Aspirants’ Families Community Organizations

Industry/Employers Dr Reddy’s Staff

Local Neighbourhood * Volunteers

Partners* Government*

Trustees

Staff/ Employees

*Government is defined as the relevant departments/programs in the Government that work

on employment generation, poverty alleviation etc.

*Partners are defined as funding partners who have supported LABS projects during the

year.

*Community Organizations are those that help us with mobilization on the field across

locations. *Local Neighbourhood respondents are the immediate neighbours

The LABS data collection and report compilation was done by Poverty Learning

Foundation, an external agency.

The Report on Performance is not in the format of the Social Audit framework. It is

in the report format as used by Poverty Learning Foundation keeping intact the flow

in the writing All the information, however has been presented in a logical and a

lucid manner

Towards the end of the report, the framework has been summarized along with the

coding for performance.


67

Section 1 - Introduction

1.1 LABS are a new-economy livelihood promotion-training programme. It targets the

school dropouts/ unemployed with secondary school qualification/ street youth/

retrenched workers/ migrant youth/ resettlement community members from the poorest 15

per cent of the Indian population. The new emerging economy requires trained skilled

workforce at lower attrition rate who can rapidly acclimatize themselves with the work

environment. 4

1.2 DRF has started social audit in 2005 to reflect on the performance and impact of

LABS on the stakeholders directly or indirectly involved in it. (Findings of Previous year’s

Social Audit in Annexure 3) In this process DRF has sought the services of Poverty

Learning Foundation in carrying out the data collection for the Social Accounts. Poverty

Learning Foundation established in 2004 as a Trust, aims to guide development policies

and practices in a way that meets the changing aspirations of the poor people. The

objectives of this exercise were:

• To identify the impact created by LABS across the states.

• To report the achievements of the program.

• To understand change in attitude, confidence level and enhancement of livelihoods

among various stakeholders and

• To provide a direction and influence the policy at higher level to take decisions.

1.3 This report analyzes the processes, outcomes and impact of Livelihood Advancement

Business School (LABS) programme on youth. The report based on the data collected for

social accounts examines the influence of LABS on the lives of young women and men

surviving in difficult economic and social circumstances.

The study began after conducting a workshop with the senior members of the staff of DRF

.This was followed by finalization and field testing of checklists of different stakeholders.

Based on the field testing the checklists were revisited and refined. Simultaneously, study

team members were oriented and involved in Social accounts study.

4 For more information on LABS and its process, refer to the Previous Social Accounts


68

Section 2 – Methodology

2.1 States covered: This section provides details about the methodology adopted in

conducting the study. The study covered eight states viz., Andhra Pradesh, Chattisgarh,

Gujarat, J & K, Karnataka, Rajasthan, Tamil Nadu and Uttar Pradesh.

2.2: Districts covered: Keeping in view the number of aspirants covered for the year

2005-06, the number of districts to be covered was decided. For actual selection of

districts, a stratified sampling procedure was followed where the stratifying criteria include

the level of development of the district and also the partners/projects who/which are

concerned with the implementation of LABS courses, the number covered is given in the

following table:

Table 2.1 Coverage of districts and centres across the states by LABS .

Sl .No. State

Total

number of

districts

No. of

districts

covered

Total

number of

centres

No. of centres

covered

1 Andhra

Pradesh 22 10 81 22

2 Chattisgarh 7 3 14 3

3 Gujarat 4 3 4 3

4 Jammu and

Kashmir 5 2 5 2

5 Karnataka 1 1 1 1

6 Rajasthan 2 2 2 2

7 Tamil Nadu 7 3 7 3

8 Uttar

Pradesh 5 3 7 3

Total 53 27 121 39


69

2.3: Selection of centres: From each selected district, number of centres

ranging from 1-3 was selected depending up on the number of centres that were

operating during the reference year 2005-06. While selecting centres due weight age was

given to the project/partner and also the level of development of the area where the

centre is located.

2.4: Selection of aspirants: Out of 20,000 aspirants (approximately) covered

under LABS courses in all the states during 2005-06, about 10 per cent of the aspirants

were covered for the study. The actual state-wise coverage of the aspirants is given in

table 2.2.

Table 2.2: Coverage of various categories of respondents –state-wise

Number covered for the study(1)

S.No. State

Total no.

of

aspirants

in 2005-06

aspirants 360 degrees

Employer

(Additionally

covered)

DRF staff

1 A.P 13945 1118 120 107 50

2. Chattisgarh 2316 228 28 7 11

3. Gujarat 853 146 10 9 9

4. J & K 1236 87 9 - 6

5 Karnataka 90 31 3 - 3

6 Rajasthan 561 64 7 8 4

7. Tamil Nadu 1055 127 3 - 9

8. U.P 678 118 10 2 6

Total 20734 1919* 190** 133 98***

1: As per the coverage envisaged, 10 per cent of total aspirants are to be covered. Of

the aspirants so covered, 10 per cent each of the families and neighbours, 25 per cent

employers and 5 per cent staff are to be covered.

* It may be noted that besides 1919 aspirants who were administered the aspirant

schedule, another 190 aspirants forming part of 360 degrees data were also covered.

Thus, in all, 2109 aspirants ( as against the envisaged sample coverage of 2000

aspirants) were covered for the study. All the aspirants were drawn randomly from the

sampling frame prepared in respect of each centre.

** However, from among 2109 aspirants, only those aspirants for whom the employer,

neighbour, and also the head of the household (father)/ any other elderly member of the


70

household were available formed part of 360 degrees sample and they are 190 in

number across all states.

*** In addition, another 13 members of the senior team at the head office are also

covered

2.5: Data collection instruments: Keeping in view the objectives set for the study, five

kinds of schedules were developed for administering in the field viz.,

• aspirant schedule

• household schedule

• neighbour schedule

• employer schedule and

• DRF staff schedule

The need for administering the first four schedules arose from the fact that besides

covering aspirants exclusively, perceptions on the entire gamut of activities from father or

any elderly person available in the household, neighbour and employer (of the aspirants)

were also planned to be captured as these members’ opinions would be useful in

shaping up the courses offered under LABS. This approach referred to as multi-

stakeholder approach, is expected to throw some light on the LABS objectives, its

implementation of the courses and also its impact on the livelihoods of the aspirants.

However, depending up on the context the actual contents of the schedules vary across

in the five instruments. For example, in the case of aspirants, the major thrust was on the

activities in which they got engaged during the post-course phase, and salary drawn

besides perceptions on various components of LABS courses. In the case of other

stakeholders including DRF staff, mainly perceptions on the implementation of LABS

programme were sought besides their suggestions for effective implementation of it.

Draft schedules were pre-tested and finalized in consultation with the DRF teams before

they were finally administered in the field. The pre-testing of the schedules helped

sharpen the questions in terms of their scope and concept. To the extent possible, many

closed ended questions were incorporated in the schedules to facilitate accurate

responses

Mock interviews were conducted among the PLF field supervisors after providing

thorough orientation on LABS courses, concepts and aims in general and the schedules

to be administered in the field in particular. This was done keeping in view the need for


71

reducing non-sampling errors which would other wise play havoc in large surveys of this

kind.

2.6: Data collection teams: In all, eight field teams were constituted, each team lead by

a senior Researcher from PLF side. The team leader in turn recruited field staff having

Post Graduate qualification in social sciences, mostly in consultation with the centre

facilitator/co-coordinator and they were provided with orientation on the concept of LABS.

The actual data collection was done in the field during November 13 to December 13,

2006.

2.7: Treatment of the data: Using SPSS package the data were analysed taking state

as the unit of classification. Percentages are computed to highlight the trends that

occurred in the data. Besides, a lot of cross-tabulations were generated to answer

specific questions and to study specific hypotheses. This procedure helped gain better

insights in the implementation aspects of LABS courses.

2.8: Graphical representation: To facilitate faster grasping of the trends emerging from

the data analysis, data have also been graphically represented in some cases.

2.9: Presentation of tables: It may be noted that in view of their complexity, many

tables have been included in the annexure. However, the description of trends based on

these tables is provided in the text itself. In addition, graphs are also given in the text to

facilitate faster grasping of the results.

2.10: Chapterization Plan: The Report on Performance (LABS) is organized as

follows: The entire write-up is divided in to the following sections.

Section 1: Introduction

Section 2: Methodology

Section 3: Profiles of the aspirants

Section 4: Procedures, Processes and Perceptions

Section 5: Economic and Social Impact

Section 6: Multi-Stakeholders Analysis

Section 7: Employers

Section 8: DRF LABS staff’s perceptions

Section 9: Other Views of stakeholders: Partners


72

Section 10: Other Views of stakeholders: Trustees

Section 11: Framework coded

Section 12: Feedback Commentary

Section-3 - Profile of the Aspirants

This section provides a brief socio-economic profile of the aspirants.

3.1 Gender composition of the Sample Aspirants: Table 3.1 shows

distribution of the sample aspirants (aspirants) across the states. Males and females are

equally distributed in the sample showing that equal preference was given in selecting the

candidates for training. However, this trend is not uniformly reflected across the states-

male aspirants outnumber the female counterparts in Rajasthan and Uttar Pradesh (91

and 79 per cent respectively). This trend thus reflecting the male dominant society

prevalent in the mentioned states.

Graph 3.1: Percentage of aspirants-state-wise and gender-wise

4541

5862

39

91

50

79

5055

59

4238

62

9

50

21

50

0

10

20

30

40

50

60

70

80

90

100

AP

CG

Gu

jrat

J&

K

Karn

ata

ka

Raja

sth

an

TN

UP

To

tal

Perc

en

tag

e o

f T

rain

ees

Male Female

Introduction of BSPA has direct influence on the proportion of females covered in each

state (table 3.2). Therefore, states with BSPA, ITES and CRS courses have more

chances of covering females.


73

Women oriented courses.

Sunitha kumari is from Ferozabad city famous for its glass making industry. Her father owns small vegetable shop. She

completed her higher secondary level and joined B.A first year in the the hope of getting a suitable job. In this process through

Labour community office she came to know about the LABS programme.

She joined the programme and took hospitality course at her own interest with the aim to improve communication skills and so

on. After completion she joined as Sales girl and started earning Rs 3000. As the days went on, she faced a lot of

unnecessary pressure from work place in regard to long hours of working, target completion, no appreciation and so on and at

home she was scolded for coming late as it is unacceptable in the community. She quit the job and at present she is working

as glass making worker (at home) earning Rs 1000 per month.

Desire to Excel

Sravani as a captain of under-nineteen hockey team had always dreamt to lead the Indian team in international level. Under

her captaincy, the team participated in National Hockey Tournament and secured 3rd place. She accepted the failure as a

challenge and decided to concentrate on hockey to build a career in her chosen game. Belonging to a small family, family

support always acts as a potential power for her. She stopped her study after completion of intermediate for practicing and

concentrating only on hockey. After one and half year of rigorous practice, she was not able to find her place in national hockey

team. Then she opted for the second option to study further and tried for a good job. But due to lack of communication skill, she

could not interact with the people around her. Secondly she had not studied in any specialized course to start a career in that

particular field. Poor self-confidence and low communication skills never allowed her to come out from the four walls to think

big. Confused about her career, she came to know about LABS, but she didn’t take it seriously. First fifteen days activities in

LABS shared by her friends compelled her to join the CRS course in UPADHI-LABS, Alwal centre. After joining in LABS, she

learned about customer relations, marketing techniques, which are literally different from regular studies. Every day had a

special package with special learning tips. She came out from LABS with self-confidence and good communication skill. She

says, “Students, who are coming to LABS, should understand that it is not just the place where we get placements. Instead

think that, it is a place, where a student is moulded in the way that, he/she could be capable of. It could lead to job and hence

build career there after.” After completion of three months course, she started her career as Marketing Research Executive in

ICICI bank. With her ability and sincerity, she was promoted to Financial Consultant-Investment and Insurance in ICICI Bank.

Now she is earning Rs 6000/-1 plus incentives. According to her reporting authority Mr. Jagdish, Sale Manager, ICICI Bank,

“She is a nice and hard working girl. She possesses good leadership skills and more flexible towards the assigned

responsibilities. Her main intention is, to learn more things wherever she could.”


74

The proportion of women in ITES is negligible in Rajasthan, UP and Gujarat. These

points to the need for playing a greater role through suitable mobilization by these states

in ensuring equal representation of either gender in the courses offered. If the females

prefer particular courses, such courses need to be also offered so that at the aggregate

level equal representation of both females and males can be attained. The following box

illustrates the context.

Graph 3.2: Course by Gender coverage

0

20

40

60

80

100

120

IT

ES

WG

S

BS

PA

Au

tom

obile

s

CR

S

MI

Hos

pita

lity

MS

W

R&

AC

Tota

l

Perc

neta

ge o

f T

ain

ees

Male Female

3.2 Caste-wise distribution of aspirants: This is an important dimension in

the context of selecting candidates for the courses under LABS. As per the guidelines,

preference shall be given to those belonging to vulnerable groups in the society. The

trends emerging from the data analysis support this requirement. Nearly, three-fourths of

the sample studied belongs to Scheduled Caste (SC), Scheduled Tribes (ST) and also to

Backward Caste (BC) households while the rest represents other castes. It can be further

mentioned that DRF has been instrumental in reaching out to the backward castes

although there was no strategic plan to cover them exclusively. However, they have been

covered and that too more than 40% of the cases which again shows the social

commitment of LABS.

As can be seen from the following graph, Other Castes account for a larger magnitude

in J & K and Karnataka, the reasons being the aspirants covered in J & K are Muslims


75

by their religion who are categorized as Other Castes and in the case of Karnataka, the

selected Other Castes represent lower economic stratum of the society.

Graph 3.3: Percentage of aspirants-state-wise and caste group-wise

0

10

20

30

40

50

60

70

80

90

100

AP

Chh

attis

garh

Gujar

atJ&

K

Karna

taka

Raj

asth

an T.N U.P

Total

Perc

en

tage o

f T

rain

ees

SC BC ST OC

3.3 Age group of the aspirants: Persons belonging to the age-group of 18-35 years

constitute the target group under the LABS. The data show that excepting for 32

aspirants, accounting for 1.7 per cent who are around 16 years, the aspirants belong to

the target group. Field interactions with aspirants in a few states (e.g., UP) suggest that

a few school going children were taken into LABS. ILO project which ran in UP catered to

the age group of 16 and above as Child labour being the major area of work; the LABS

age group was modified in this state.


76

Graph 3.4: Age group of the aspirants-state-wise

0

10

20

30

40

50

60

70

80

90

100

AP

Chhatt

isgarh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

T.N

U.P

Tota

l

Perc

en

tag

e o

f T

rain

ees

Up to 16 years 17-20 yrs 21-25 yrs 26-30 yrs 31-35 yrs

3.4 Qualification of the aspirants: As regards qualification of the aspirants before joining

LABS, 4.8 per cent of aspirants studied up to 7-9th standard, 36.4 percent SSC, 41.7

intermediate, 15.8 per cent either pursuing or completed degree, and 1.3 polytechnic and

ITI. About 24 per cent of the aspirants have improved their academic qualification after

joining the LABS. The heterogeneity in the qualification aspect of the aspirants in a

course may create problems with regard to learning capability of the aspirant, particularly

with lower qualification. The aspirants in ITES and CRS are facing such problems.

Table 3.5: Qualification of the aspirants before and after the course


77

Qualification before LABS Total number Remaining same Improved Percentage

7-9th Standard 93 65 18 19

SSC 698 571 127 18

Intermediate 800 610 190 24

Degree 1st year 73 33 40 55

Degree 2nd year 46 18 28 61

Degree 3rd year 73 45 28 38

Degree completed 111 92 19 17

Others 25 22 3 12

Total 1919 1456 453 24


78

Section 4 - Procedures, processes and perceptions

4.1: Courses covered: Table 4.1 shows that nine different courses were covered under

LABS during 2005-06. Of the nine courses, ITES tops the list with 28 per cent aspirants

followed by CRS (23 per cent), BSPA (22 per cent), Hospitality (10 per cent), etc. All the

nine courses were evenly conducted in AP,( in terms of the number of candidates) while

other states had carried out courses selectively. It is further observed that UP

concentrated only on three courses namely ITES, CRS and Hospitality, whereas in other

states at least half-a dozen courses were offered. During field interactions, some

aspirants, especially of UP, felt that there is a mismatch between the courses offered and

local demand.

In Karnataka as many as 81 per cent of the sample underwent ITES course, in Gujarat

the majority (39 per cent) of the aspirants were exposed to CRS course. BSPA was the

most preferred course in Chattisgarh and J&K. ITES has a tie with hospitality course in

Rajasthan which reflects that the tourism and hospitality sectors are growing at a faster

pace. This shows a trend that mirrors the economic and market trends prevailing in the

local economy.

Graph 4.1: percentage of aspirants-course-wise and state-wise

0

20

40

60

80

100

AP

Ch

ha

ttis

ga

rh

Gu

jara

t

J&

K

Ka

rna

tak

a

Ra

jas

tha

n

T.N

U.P

To

tal

Pe

rce

nta

ge

of

Tra

ine

es

ITES WGS BSPA Automobiles CRS MIT Hospitality MSW R&AC

4.2 Perception on LABS: The sampled aspirants were asked to indicate their perception

on various components of LABS course. In respect of each component, the perception


79

Promotions

Mubassir Husain is from Moradabad. His father is a brass worker. He

completed his higher secondary school. Through his friends he came to

know about LABS programme. He joined with a motive to get job.

He took CRS as per his interest. He was satisfied with the course

training as he liked WRM module and other interactive modules which

gained him lot of confidence and awareness about the job requirements.

was sought on a four-point scale, the cues being 0, 1, 2 and 3 where ‘0’ and ‘3’represent

extreme levels on appropriateness/relevance continuum. The average score in respect of

each component is computed taking into account the score obtained by aspirant in the

range of 0-3.

Table 4.2 shows the scores

given by the aspirants on

different components. The

highest score of 2.42 was

obtained in respect of

employability implying that

LABS stands for employability.

The following box explains the

view on LABS in ameliorating

the status of the youth on

employability

Almost equal score was obtained in relation to personality development, economic

advancement and career advancement. The lowest score was obtained in the case of life-

style advancement.

Table 4.2: Scores on the aspirants’ perception on what does LABS stand for

Component Score Rank

Employability 2.42 1

Career advancement 1.74 4

Life-style advancement 1.47 5

Economic advancement 1.79 3

Personality development 1.84 2

Table 4.3 gives the scores obtained by aspirants in relation to the uniqueness of LABS. It

indicates that aspirants perceived LABS as unique in terms of youth friendly. The scores

also suggest that market friendly comes next in the rank. It may be interesting to note that

the aspirants scored low on cross-sector partnership and context-based courses.

Table 4.3: Perception scores on Uniqueness about LABS


80


Youth friendly 2.31 1

Market friendly 1.69 2

Cross-sector partnership 1.20 4

Context based/localized 1.27 3

Table 4.4 reflects perception of the aspirants on LABS with reference to its target group.

The aspirants rated highest the’school and college drop-outs’ followed by economically

needy. The groups in special circumstances and women got almost the same score,

while ‘differently abled’ got the lowest score.

Table 4.4: Perception scores on Target groups


Economically needy 2.55 2

Group in special circumstances 1.06 4

School/college dropouts 2.86 1

Women 1.49 3

Differently abled 0.68 5

4.3 Based on the above discussion, it can be concluded that the sample aspirants do not

seem to have comprehensive understanding on LABS course, its uniqueness and the

target groups. There is also a lack of clarity on the part of aspirants even in the case of

elements which obtained high scores. For instance, in spite of repeated clarification on

the concept of ‘employability’, a majority of the aspirants seem to have mistaken it for

‘employment’ and because of this misconception, many of the aspirants have high

expectations on LABS as means of getting assured employment. In view of this it is

necessary to evolve an appropriate strategy to effectively communicate to the aspirants

on various components of LABS.

4.4 Source for knowing about LABS programme: As there is a possibility that the

candidates can get the information about the LABS from more than one source, a multiple

response question was incorporated in the schedule and accordingly responses were

sought from the aspirants.


81

As will be seen from the table 5, out of the eight responses, a larger number of aspirants

mentioned that ‘friends’ as an important source for knowing about LABS (33 per cent)5.

The reason may be attributed to the duration of LABS in Andhra Pradesh as it contributes

to the networking among friends and spreading the information about LABS .Next comes

in the order of importance is the ‘road shows’ which accounts for 26 per cent. According

to 18 per cent of the aspirants, local community is also instrumental in creating awareness

about the programme. The other sources which were used by the aspirants (though they

yielded lesser response) include neighbours (12 per cent), Gram Panchayat members

and other political leaders (10 per cent), LABS employees themselves (7 per cent) and

media (6 per cent). Interestingly, 17 (or 1 per cent of the) aspirants also used internet for

obtaining the information about the course.

Graph 4.5: Percentage of aspirants according to source about the LABS courses-

state-wise

0

10

20

30

40

50

60

70

80

90

100

AP

Chattis

garh

Guja

rat

J&

K

Ka

rnata

ka

Raja

sth

an

T N UP

Tota

l

Pe

rce

nta

ge

of

Tra

ine

es

Local community GP and political leaders Neighbours FriendsMedia Internet Road Show s LABS employees

It can be seen further from the table that the state-wise trends are consistent with the

overall trend in respect of many states. For example in the case of AP, where nearly two-

thirds of the total sample is covered, ‘friends’ continues to emerge as the most important

source and this is followed by ‘road shows’ (24 per cent) and local community ( 23 per

5 It may be noted that in this table, the frequency and the corresponding percentage relating to the

‘mentioned’ category are only depicted.


82

cent). The other conspicuous deviation from the overall pattern is noticed in regard to

Gujarat where Gram Panchayat members and political leaders played an important role

in propagating about LABS course which were responsible for 60 per cent of the aspirants

joining the course (As it is a multiple response, this trend needs to be cautiously

interpreted).

In Karnataka, a slightly different picture emerges-besides ‘friends’, ‘neighbours’ served as

an important source for passing on the information. But in the case of Rajasthan, a three

source combination namely ‘road shows’ (39 per cent), ‘friends’ (33 per cent) and ‘GP and

political leaders’ (28 per cent) has contributed to spreading the message about LABS

course.

4. 5 Reasons for joining LABS: The course organized under LABS has multiple

objectives, the prime objective is to adequately equip the candidates with skills required to

gain employment. In this regard, the aspirants were asked to indicate the purpose of

joining the course6.

As per the analysis, the reason ‘to get a job’ yields 80 per cent response from the

aspirants distantly followed by the reason ‘to improve life skills’, accounting for 39 per

cent. About 30 per cent of the aspirants joined the course with a motive to improve

communication skills. Though a minority, 14 per cent joined the course for acquiring

additional qualification and the following box explains the case related to this.

6 This question also yielded multiple responses as in the case of earlier question and therefore, the

trends emerging from the data analysis need to be looked at from a different angle.

Eureka Forbes

Feroz Matlab is from Moradabad famous for its brass factories. His father works as technician in brass making. Feroz

completed his higher secondary school and was looking for job opportunities.

Meantime through his neighbours he came to know about LABS. He joined it with the motive to improve

communication skills. After passing the test conducted by LABS he took CRS (Customer relation service), in the

hope of getting suitable job. He underwent the training for three months and dutifully attended the interviews

arranged by LABS staff in collaboration with Eureka Forbes. He got selected and joined with the salary of Rs 2800.

He expressed gratitude for LABS efforts and suggested that if LABS can provide intensive course in communication

skills.


83

Graph 4.6: Percentage of aspirants according to reasons for joining the course

0102030405060708090

100

AP

Ch

attis

ga

rh

Gu

jara

t

J &

K

Ka

rna

taka

Ra

jasth

an

T N

UP

To

talP

erc

en

tag

e o

f T

rain

ee

s

To get a job To improve communication skills To improve skills For additional qualification

Consistent with the trends obtained from the overall sample, the states also present the

same scenario except in Karnataka where the second important reason for joining the

course is to improve the communication skill. Another striking feature noticed in

Rajasthan is that majority of the aspirants expressed that getting a job was upper most in

their mind while joining the course compared to other reasons.

4.6 Criteria for selection of the course: Interactions with the staff both at the head-

quarters and in the field suggested that DRF conducted centre-wise test for selection of

the candidates for various courses offered by them and the selection was primarily guided

by the aspirant’s performance in the test. However, the aspirants were asked to indicate

in their perception the possible criteria that have gone in to selection process (and

accordingly the question elicited multiple responses).


84

The deciding factor for selection was the test conducted by LABS. However variations

occur significantly at the state level perceptions. In AP 72 per cent viewed that the basic

qualification of the aspirant was considered, followed by the test method in the selection

process (51 per cent), and consideration of aspirants’ interest (39 per cent). However,

‘DRF test” emerges as the most perceived criterion in J & K and Tamil Nadu and

Rajasthan and UP aspirants (to some extent) expressed that their interest was taken in

to consideration for in the selection of the course.

4.7 Satisfaction with the course: When asked whether they are satisfied with the course

they have undergone only a microscopic minority (44 aspirants or 2.3 per cent) replied in

the negative and the major chunk of this group is from AP. While UP has three aspirants

belonging to this category, Chattisgarh and J & K has one aspirant each.


85

Graph 4.7: Courses vs. Satisfaction

9998 98

9697

91

98 98

94

98

86

88

90

92

94

96

98

100

ITE

S

WG

S

BS

PA

Auto

mobile

s

CR

S

MIT

Hospitalit

y

MS

W

R&

AC

Tota

l

Name of the cource

Pe

rce

nta

ge

of

Tra

ine

es

When asked the reasons for their dissatisfaction, 32 out of 44 aspirants expressed that

the course was not up to their liking while seven mentioned the selected courses do not

have potential for jobs. Five aspirants expressed that they had undergone the course

because there was no option left to them for selection. Across courses, though Micro-

Irrigation (MI) course registers the larger dissatisfaction (9 per cent or one out of 11

aspirants), in view of its slender base, this trend needs to be interpreted cautiously.

4.8 Usefulness of the WRM: One of the important approaches of LABS is to prepare the

aspirants on various aspects related to work readiness. In this regard the following were

given importance as part of WRM: exposure visits to industries, communication, technical

aspects, facing interviews, dress code and mannerism, etc. Notwithstanding the best of

the efforts put in by DRF staff to ensure good exposure to work for the aspirants, about 45

per cent of the aspirants did not perceive that WRM has adequately equipped them at the

overall level. To find out in which state this trend is more pronounced cross-tabulation is

carried out. As will be seen from the following table, out of eight courses, WRM was

perceived to be more useful in the case of MI followed by automobiles, R & AC etc.

However, WRM was found to be inadequate in equipping the aspirants in the case of

hospitality followed by CRS. This is primarily due to the competitive nature of the

industries.


86

Table 4.8: Usefulness of WRM –Course-wise

Usefulness Total

Course

Facing interviews

Practical experience

adjustment to working conditions

Better appreciation of work culture

Developed contacts with companies

Opportunities to undergo additional courses

Not yet Adequate

Cant say/No answer

ITES 8 238 13 5 1 1 241 26 533

1.50% 44.70% 2.40% 0.90% 0.20% 0.20% 45.20% 4.90% 100.00%

WGS 1 53 3 1 56 3 117

0.90% 45.30% 2.60% 0.90% 47.90% 2.60% 100.00%

BSPA 13 206 8 6 2 177 6 418

3.10% 49.30% 1.90% 1.40% 0.50% 42.30% 1.40% 100.00%

Automobiles 3 71 5 4 1 37 1 198

2.50% 58.20% 4.10% 3.30% 0.80% 30.30% 0.80% 100.00%

CRS 11 175 7 11 1 1 211 18 435

2.50% 40.20% 1.60% 2.50% 0.20% 0.20% 48.50% 4.10% 100.00%

MIT 7 1 3 11

63.60% 9.10% 27.30%

Hospitality 6 74 2 1 111 4

3.00% 37.40% 1.00% 0.50% 56.10% 2.00% 100.00%

MSW 4 21 2 1 24 1 53

7.50% 39.60% 3.80% 1.90% 45.30% 1.90% 100.00%

R&AC 21 1 10 32

65.60% 3.10% 31.30% 100.00%

Total 46 866 42 29 4 3 870 59 1919

2.40% 45.10% 2.20% 1.50% 0.20% 0.20% 45.30% 3.10% 100.00%


87

4.9 Who all visited the centre: In order to understand the extent of interaction of parents and

others with the LABS, information was sought from the aspirants on the visits made to the

centre by parents, friends of aspirants and others. The analysis of the data in this regard

shows that in the case of two-fifths of the aspirants, at the aggregate level, parents never

made any visit to the centre. But, a larger degree of variation was observed across the

states - 3 per cent in Tamil Nadu and 77 per cent in Rajasthan.

Further analysis of number of visits made by parents indicates, the visits ranged between 1

and 4 (i.e., 27 per cent made one visit, 20 per cent 2 visits, and so on). This trend is by and

large noticed across the other states too. The data on visits are condensed by computing

average number of visits which will facilitate comparison across states.

Table 4.9; Average number of visits by parents, friends and CBOs/NGOs

State Parents Friends CBOs/NGOs No. of aspirants

AP 0.84 0.62 0.47 1118

Chattisgarh 1.05 0.56 0.78 228

Gujarat 0.63 0.50 0.27 146

J & K 2.55 0.92 0.98 87

Karnataka 1.42 0.58 0.90 31

Rajasthan 0.42 0.75 0.81 64

Tamil Nadu 1.78 0.88 0.87 127

UP 1.58 0.68 0.58 118

Overall 1.03 0.64 0.57 1919

The number of aspirants in whose case their friends visited the centre ranged between 50

per cent in Gujarat and 88 per cent in TN, the overall percentage being 64 points. Similarly

in the case of the visits by CBOs/NGOs, Gujarat occupies the lowest position with only 27

per cent visiting and on the other extreme, J & K is seen with the corresponding figure of

98 per cent which is higher by about 40 percentage points than the overall percentage for

all the study states.

In so far as meeting the friends is concerned, nearly 90 per cent reported to have never met

while in the case of the rest of the aspirants, the frequency is weekly and fortnightly (five per

cent each.)


88

As is evident from the above table, the parents have relatively made larger number of visits

(1.03) followed by friends (0.64) and CBOs (0.57) at the aggregate level. But at the state

level J & K registers the largest number of parent visits 2.55, friends visit 0.92 and

CBOs/NGOs visit 0.98. Falling in the end of the spectrum are Rajasthan in respect of

parents (0.42 visited), Gujarat in respect of friends (0.50 visited) and AP in respect of CBOs.

In regard to the purpose of their visit, a large number of aspirants reported their visit was

mostly to attend meetings (CBOs), for a general enquiry (friends) and at the time of

admission (parents).

4.10 Employment Status of the Aspirants: A large majority (46 per cent) of the aspirants

have joined the job within a period of 3 months, while 17 per cent reported that they waited

for 4-6 months to get the job after completion of the course. A small proportion (3.3 per

cent) of the aspirants had to struggle for over a year to get the job. A few of the aspirants

were employed even before joining LABS, though in a small number in different sectors like

marketing, nursing, teaching, self employment and other services. About 85 per cent of the

aspirants have reported that they are satisfied with their earnings in the present job (more

details on this dimension are available in section 5.)

0

10

20

30

40

50

60

70

80

90

100

AP

Chh

attis

garh

Gujar

atJ&

K

Karna

taka

Raj

asth

an

Tamil Nad

u

Utta

r Pra

desh

Total

Perc

en

tag

e o

f T

rain

ees

1-3 months 4-6 months 7-9 months 10-12 months Above one year No Job

Graph 4.10: Employment Status of the Aspirants across states

Securing better employment and up-gradation of skills is the driving motivation of the pre-

LABS employed aspirants for joining LABS course. The reason specified for quitting earlier

job is poor working conditions and long distance.


89

It is also important to note that 28.5 per cent of the aspirants were jobless after undergoing a

course in LABS; and some of these aspirants are in pursuit of further education and

undergoing training.

The 548 unemployed aspirants indicated many reasons; the most important among them

are insufficient training in getting a job, domestic compulsions etc. In states including AP and

Chattisgarh, some of the aspirants are pursuing further studies instead of employment

Table 4.11: Reasons for not working by the aspirants across the states

State Total Reasons

AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil

Nadu

Uttar

Pradesh

No job

opportunities

57 4 3 2 1 1 12 80

5.1% 1.8% 2.1% 2.3% 1.6% .8% 10.2% 4.2%

Job shown at a

far off place

48 3 51

4.3% 2.5% 2.7%

Un-

remunerative

offers

19 2 1 22

1.7% .9% .8% 1.1%

Poor working

conditions

9 1 1 11

.8% .7% .8% .6%

Training did not

make me fully

equipped

22 2 1 25

A. Factors

within the

control of

LABS

2.0% .9% .8% 1.3%

Domestic

compulsions

84 5 4 93

7.5% 3.4% 3.4% 4.8%

Started self

employment

16 16

B. Factors

out side the

purview of

LABS

1.4% .8%


90

Searching for

job

54 1 55

4.8% .8% 2.9%

To pursue

studies

95 17 1 1 1 51 166

8.5% 7.5% .7% 1.1% 1.6% 43.2% 8.7%

714 203 136 84 31 62 126 44 1400 NA (As employed)

63.9% 89.0% 93.2% 96.6% 100.0% 96.9% 99.2% 37.3% 73.0%

1118 228 146 87 31 64 127 118 1919 Total

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Therefore we can summarize the findings from the above table as

• Of the total sample, 17 per cent are not employed due to factors outside the purview of

LABS.

• 10 per cent of the sample is not employed in spite of the role played by LABS.

• The rest are not available (73%) as they are employed.

4.11 Follow-up: The aspirants strongly expressed the need for getting enrolled as members

of alumni so as to get constant peer support and information about the career options (from

those who are trying for employment or already employed). In their view alumni meet can

help them to explore better opportunities both in terms of suitability of job and earnings. So

far there is no formal arrangement in this regard. This could be due to lack of initiative from

the members themselves in general and organization in particular. However, 29 per cent of

aspirants have indicated that they keep in touch through informal contacts with the staff and

their friends. Most important means in this regard is telephone (23 per cent) and internet (in

a few cases). A wide variation is noticed across the states- Tamil Nadu reporting 95 per

cent contacts and UP with less than one percent.

Table 4.12: Means of getting the information by Aspirants


91

0

20

40

60

80

100

AP

Chha

ttis

garh

Gu

jara

t

J&

K

Ka

rna

taka

Ra

jasth

an

TN

UP

Tota

l

Perc

enta

ge o

f T

rain

ees

Internet Post Phone Any other NA


92

Section 5 - Economic and social Impact

5.1 This section deals with the analysis of the data relating to activities of the aspirants for

both pre and post LABS periods vis-à-vis the earnings of the aspirants. Besides capturing

the transition of the aspirants on the income continuum, the actual impact in terms of

improvement in income is worked out. The contribution of the course on the social front

also forms part of the discussion.

5.2 Activity before joining LABS course: Nearly three-fifths of the aspirants

reported not to have any gainful activity (either remaining idle looking for employment or

engaged in studies) in the overall sample. Among others who reported to be employed,

‘services’ accounts for a larger proportion followed by wage employment and self

employment. A miniscule number of aspirants were also engaged in cultivation (farming)-the

occupation of the household.

As will be seen from the following graph, the percentage of employees who reported to be

employed before their exposure to LABS course varied considerably across states like 2 per

cent in J&K and 47 per cent in Gujarat, the overall value being 17.2.

Graph 5.1: Percentage of aspirants according to activity before joining LABS course

No

activity/idle,

47.6

Studies, 35.2

Self

employment,

4.6

Wage

employment,

5.2 Services, 6

Cultivation, 0.9

Others, 0.5

No activity/idle

Studies

Self employment

Wage employment

Services

Cultivation

Others


93

Average income per aspirant is computed in respect of each study state after excluding the

aspirants who did not have any earnings before the LABS course either because of no

activity/job or because of being engaged in studies. The average income moved in a wide

range of Rs.1163 per aspirant in Tamil Nadu and Rs. 2833 in Karnataka. When compared

to the overall average figure of Rs.1359, only three states namely Gujarat, J&K and

Karnataka fall above this figure while others register lower figures.

Graph 5.2: Percentage distribution of aspirants according to Income group - Pre

LABS period-state-wise

0

10

20

30

40

50

60

70

80

90

100

AP

Chhattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

Tam

il N

adu

Uttar

Pra

desh

Tota

l

States

Perc

en

tag

e o

f T

rain

ees

No income / no job Upto Rs.500 Rs.501 – 1000 Rs.1001 - 2000

Rs.2001 - 3000 Rs.3001 - 4000 Rs.4001 and +

5


94

Graph 5.3: Average income before joining LABS course

12681361

18201750

2833

1500

11631269

1359

17.8

7.9

46.7

2.3

29

10.9

18.1

32.2

17.2

0

1000

2000

3000

AP

Chattis

garh

Guja

rat

J &

K

Karn

ata

ka

Raja

sth

an

TN

UP

Tota

l

Incom

e p

er

month

0

10

20

30

40

50

%of T

rain

ees e

mplo

yed

Average income (in Rs.) Percentage employed

5.3 Activity after joining LABS: The candidates by virtue of being exposed to

LABS course could take up various economic activities including customer services (31 per

cent), bed-side nursing (14 per cent), etc.


95

Table 5.4: Activity after joining LABS-state-wise

State Total Activity after joining LABS

AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

No activity / looking for job 301 10 12 5 1 2 2 27 360

26.9% 4.4% 8.2% 5.7% 3.2% 3.1% 1.6% 22.9% 18.8%

Automobiles 41 7 2 2 1 9 14 76

3.7% 3.1% 1.4% 2.3% 3.2% 14.1% 11.0% 4.0%

Customer services 243 100 70 46 15 15 72 25 586

21.7% 43.9% 47.9% 52.9% 48.4% 23.4% 56.7% 21.2% 30.5%

Bed side patient assistant 151 49 40 15 8 6 269

13.5% 21.5% 27.4% 17.2% 12.5% 4.7% 14.0%

Business 26 26

2.3% 1.4%

MI 3 3

.3% .2%

TV repairs 11 3 1 15

1.0% 1.3% 1.6% .8%

R&AC mechanism 11 4 4 1 7 8 35

1.0% 1.8% 2.7% 1.1% 10.9% 6.3% 1.8%

Hospitality 24 5 14 14 8 5 70

2.1% 3.4% 16.1% 21.9% 6.3% 4.2% 3.6%


96

State Total Activity after joining LABS

AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

Teaching 50 13 1 1 2 67

4.5% 5.7% 1.6% .8% 1.7% 3.5%

Further studies 90 15 1 1 43 150

8.1% 6.6% 1.1% 3.2% 36.4% 7.8%

Further training 9 9

.8% .5%

Computer operator 82 26 5 3 13 7 15 3 154

7.3% 11.4% 3.4% 3.4% 41.9% 10.9% 11.8% 2.5% 8.0%

Self employment 64 1 8 1 5 79

5.7% .4% 5.5% .8% 4.2% 4.1%

Wage labour 12 8 20

1.1% 6.8% 1.0%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


97

From Darkness to Light: Journey of Ram Babu

Rambabu with serious deformities in his right leg as a result of his battle with polio belongs to poor family in Kaikuloori Mandal

near Kolleti Konda in Krishna District, Andhra Pradesh. Working as a daily labourer, his father was only able to manage two

meals a day. But the importance of education was always being felt by his illiterate mother, who encouraged Rambabu to

complete his graduation. To fulfil his further aspirations, he came to the capital city, Hyderabad for searching a decent job to

lead a peaceful life. Initially he tried for some jobs but didn’t fit into any because of lack of necessary skills. He always took a

back seat due to lack of knowledge in computers. One fine morning he saw the advertisement of L.B.Nagar Municipality about

UPADHI LABS and attended road show. He had selected for ITES course in L. B. Nagar. Those days LABS became a turning

point in his life. Rambabu says, “In LABS, I came to know about my strengths and weaknesses. LABS gave me the right

direction to plan for my future.” He started calculating his career graph with these additional skills from LABS. He got an

opportunity in AICB (All India Confederation of Blind) in March 2006. Now he is drawing a scale of Rs.60001 per month from

August of this year. Being differently abled , he is serving other disabled by telling and explaining about the schemes of the

government and helping them to come out from darkness.

Interestingly, customer services activity is the one which is pursued by a larger number in all

the study states, followed by bed-side patient assistant and computer training courses.

5.4 Role of educational background in the post LABS activity and

salary drawn: The activities in which the aspirants are expected to be employed are

those in which they received training under LABS. Further, the educational background is

also a factor to some extent to determine which educational background has lead to which

activity. Towards this end, a hypothesis is postulated that educational background is a

deciding factor in the activity of the aspirant and accordingly a cross-table is generated

between these two variables and the resultant table is presented below:

A close look at this table shows that aspirants with relatively higher educational level got

placements in customer services sector whereas those with lower educational background

got engaged in activities like BSPA and other services (independent of the gender of the

aspirant). The following table depicts the status of those with lower educational background


98

Table 5.5: Activity after joining LABS * Qualification after joining LABS

Qualification after joining LABs Total Activity after

LABS 7-9th Standard SSC Intermediate Degree 1st

year

Degree

2nd year

Degree 3rd

year

Degree

completed

Others

No activity / looking

for job

13 124 136 35 5 12 18 17 360

19.7% 20.9% 19.7% 17.2% 7.1% 13.8% 14.2% 20.5% 18.8%

Automobiles 1 26 29 7 4 2 5 2 76

1.5% 4.4% 4.2% 3.4% 5.7% 2.3% 3.9% 2.4% 4.0%

Customer services 19 186 228 48 19 22 46 18 586

28.8% 31.4% 33.0% 23.6% 27.1% 25.3% 36.2% 21.7% 30.5%

Bed side nursing

assistance

15 123 83 12 10 8 9 9 269

22.7% 20.7% 12.0% 5.9% 14.3% 9.2% 7.1% 10.8% 14.0%

Business 7 11 3 2 2 1 26

1.2% 1.6% 1.5% 2.9% 1.6% 1.2% 1.4%

MI 2 1 3

.3% 1.2% .2%

TV repairs 3 4 5 1 2 15

4.5% .7% .7% 1.4% 2.4% .8%

R&AC mechanism 3 16 10 2 4 35

4.5% 2.7% 1.4% 1.0% 4.8% 1.8%


99

Qualification after joining LABs Total Activity after

LABS 7-9th Standard SSC Intermediate Degree 1st

year

Degree

2nd year

Degree 3rd

year

Degree

completed

Others

Hospitality 1 23 27 7 2 6 4 70

1.5% 3.9% 3.9% 3.4% 2.9% 6.9% 3.1% 3.6%

Teaching 1 12 20 9 2 6 9 8 67

1.5% 2.0% 2.9% 4.4% 2.9% 6.9% 7.1% 9.6% 3.5%

Further studies 2 18 53 45 10 7 8 7 150

3.0% 3.0% 7.7% 22.2% 14.3% 8.0% 6.3% 8.4% 7.8%

Further training 2 3 2 2 9

.3% .4% 1.0% 2.4% .5%

Computer operator 24 54 23 10 19 16 8 154

4.0% 7.8% 11.3% 14.3% 21.8% 12.6% 9.6% 8.0%

Self employment 4 22 25 7 4 4 9 4 79

6.1% 3.7% 3.6% 3.4% 5.7% 4.6% 7.1% 4.8% 4.1%

Wage labour 4 6 4 3 1 1 1 20

6.1% 1.0% .6% 1.5% 1.4% 1.1% .8% 1.0%

Total 66 593 690 203 70 87 127 83 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


100

It is expected that the salary offered to the employee is generally based on the nature of job

and educational background. Against this backdrop, cross-table 5.6 is generated through

which it is evident that there are a lot of cases in salary groups ranging from Rs.501 -3000

who are continuing with jobs and a negligible proportion falls beyond this range which is

uniformly seen across all educational categories.

Graph 5.6: Income according to qualification ( after joining LABS )

0

10

20

30

40

50

60

70

80

90

No income

/ no job

Upto

Rs.500

Rs.501 -

1000

Rs.1001 -

2000

Rs.2001 -

3000

Rs.3001 -

4000

Rs.4001

and +

Working

w ithout

earnings

Income groups

Perc

en

tag

e o

f T

rain

ee

s

upto SSC Inter Degree pursuing Degree complete Others

The discussion would boil down to the following: Aspirants with slightly higher educational

qualification are preferred for courses like ITES which may demand higher order

skills.(Strictly speaking for taking a candidate for a particular activity the pre-requisite is the

training in that activity. But it is seen that there is a mismatch of a greater degree between

the course offered and the activity in which the aspirant got employment) -No correlation

exists between the educational qualification and the corresponding salary.

While the first finding is on the expected lines, the second one may have adverse

implications in the long run. Though the nature of training is same, while determining the

salary, aspirants’ higher educational qualification must be given due weight age.


101

However, it may be noted that under LABS only a skill based training is given to the drop-

outs who have not been able to pursue their studies further and as such their educational

background need not necessarily be an essential factor at the time of selection. Therefore

the conclusions drawn in this section relating to the role of education at the time of

selection, getting a job later and also the earnings need to be interpreted keeping this

aspect in mind.

0

10

20

30

40

50

60

70

80

90

100

AP

Ch

attis

ga

rh

Gu

jara

t

J&

K

Ka

rna

taka

Ra

jasth

an

Ta

mil N

ad

u

Utta

r

Pra

de

sh

To

tal

Pe

rce

nta

ge

of

Tra

ine

es

No income / no job Upto Rs.500 Rs.501 – 1000 Rs.1001 - 2000

Rs.2001 - 3000 Rs.3001 - 4000 Rs.4001 and + Working w ithout earnings

Graph 5.7: Income after joining LABS-state-wise

It must be noted that state wise comparison might be misleading as there are other factors like

contextual issues and circumstances which also influences the performance.

5.6 Income after LABS course: It is evident from the following table that at the

aggregate level, 72 per cent of the aspirants reported to have been engaged in gainful

activity (this number excludes unemployed and also those who are pursuing their studies or

undergoing further training).

In providing employment the LABS training appears to be coming in handy more -- in Tamil

Nadu 98 per cent of the aspirants got employment, Rajasthan 95 per cent whereas J&K

registered larger post training employment incidence. As compared to the above states, UP

registers only 40 per cent success.


102

Table 5.8: Number of aspirants according to Income (per month) before and after LABS course

Income after LABS Total Income

Before LABS No income /

no job

Upto Rs.500 Rs.501 –

1000

Rs.1001 -

2000

Rs.2001 –

3000

Rs.3001 -

4000

Rs.4001 and

+

Working

without

earnings

No income / no job 480 69 275 429 197 81 39 19 1589

30.2% 4.3% 17.3% 27.0% 12.4% 5.1% 2.5% 1.2% 100.0%

Upto Rs.500 10 16 17 11 5 1 2 62

16.1% 25.8% 27.4% 17.7% 8.1% 1.6% 3.2% 100.0%

Rs.501 - 1000 4 3 32 35 12 3 1 90

4.4% 3.3% 35.6% 38.9% 13.3% 3.3% 1.1% 100.0%

Rs.1001 - 2000 17 38 33 11 11 110

15.5% 34.5% 30.0% 10.0% 10.0% 100.0%

Rs.2001 - 3000 3 1 6 18 10 7 1 46

6.5% 2.2% 13.0% 39.1% 21.7% 15.2% 2.2% 100.0%

Rs.3001 - 4000 3 1 1 4 5 14

21.4% 7.1% 7.1% 28.6% 35.7% 100.0%

Rs.4001 and + 1 2 5 8

12.5% 25.0% 62.5% 100.0%

Total 517 88 325 521 268 110 69 21 1919

26.9% 4.6% 16.9% 27.1% 14.0% 5.7% 3.6% 1.1% 100.0%


103

In addition to post course employment incidence, salary offered to the aspirant is equally

important. As seen in the following table, the amount of salary offered is not uniform across

states. As per the analysis, the aspirants in Karnataka get Rs. 3723 on an average while on

the other extreme Tamil Nadu falls (it may be recalled that this state registered largest

employment incidence). However, AP, Chattisgarh and J&K retained the same ranks 7.5

and 3 respectively.

In order to obtain a full picture based on both employment incidence and the corresponding

average salary drawn (considering only employed), the individual ranks on these two

parameters are aggregated and re-ranked again. Interestingly, when the performance was

measured on both the parameters, Rajasthan emerges as the most successful state

followed by Karnataka, J&K, Tamil Nadu etc. The last rank is shared by AP and UP.

Graph 5.9: Position of states on two performance indicators (post course period)

7.5

5.5 5.5

3

2

1

4

7.5

0

1

2

3

4

5

6

7

8

AP

Cha

ttisg

arh

Guj

arat

J&K

Kar

nataka

Rajas

than

Tamil Nad

uUP

States

Overa

ll R

ank

Note: The above graph is drawn for the ranks only and therefore Rajasthan which is ranking

first has got the shortest bar.

5.7 In the following analysis, the actual quantum of jump in the earnings aspect of the

state-wise employed group in two time points is computed (It may be noted that the group


104

employed in the pre-LABS period need not necessarily be the same group in the post

LABS period).

Even in this case, Rajasthan is in the lead with an increase of Rs.1532 on an average and

this is very distantly followed by Karnataka with a corresponding figure of Rs 890. The high

incremental income in respect of Rajasthan is attributable to the fact that the aspirants in

this state are working in various establishments in the sub-urbs of Delhi where wage rates

are high. It is also clear from the table that Chattisgarh, Gujarat, AP and Tamil Nadu

registered incremental incomes below the overall (study states) average.

Graph 5.10: Pre and post LABS average salary per month-state-wise

0

500

1000

1500

2000

2500

3000

3500

4000

AP

Chattisgarh

Guja

rat

J &

K

Karn

ata

ka

Raja

sth

an

Tam

il N

adu

UP

Overa

ll

Avera

ge s

ala

ry

Pre-LABS average salary(Rs.) Post LABS average salary(Rs.)

5.8 Name of the course vs. activity being pursued after course: With

a view to understanding the extent of the trained candidates getting employment in general

and also in the trade in which they received training in particular, a cross table has been

prepared between the course attended by the aspirant and the activity in which he/she is

presently engaged. As can be seen from the table, the incidence of unemployment/not

looking for job is the highest among Micro-Irrigation candidates (27 per cent) ( this trend

needs to be interpreted carefully because of slender base) followed by ITES ( 22 per cent)

and automobiles ( 21 per cent) etc. Even in the case of CRS and WGS, nearly one –fifth of

the trained reported to be unemployed.


105

Secondly, it is also examined whether a candidate who received training in a particular

activity is pursuing his/her interest in the same activity or not. For example, in the case of

BSPA, 54 per cent of the aspirants were able to get employment in the respective activity

while others are pursuing other activities. Similarly, only 29 per cent of automobiles

aspirants continue their interest in the same service while others switched over to customer

related services etc. There is also a cusp between individual and role. Employers could be

having CRS roles in the automobile sector too.

This phenomenon could be due to a variety of reasons viz., lack of adequate employment

potential in the sector in which the training is received, poor working conditions in the work

place, relatively low remuneration, candidates’ preference of employment at shorter

distances etc.


106

Table 5.11: Course vs. activity of the aspirants during post LABS course

Course Name No

activity

/

looking

for job

Auto

mobiles

Customer

services

Bed side

nursing

assistance

Business MIT TV

repairs

R&AC

mecha

nism

Hospi

tality

Teach

ing

Further

studies

Further

training

Computer

operator

Self

employ

yment

Wage

labour

Total

ITES 117 15 147 9 7 2 1 5 29 55 2 127 15 2 533

22.0% 2.8% 27.6% 1.7% 1.3% .4% .2% .9% 5.4% 10.3% .4% 23.8% 2.8% .4% 100.0%

WGS 21 11 42 1 11 12 4 4 1 9 1 117

17.9% 9.4% 35.9% .9% 9.4% 10.3% 3.4% 3.4% .9% 7.7% .9% 100.0%

BSPA 70 4 47 227 1 7 12 34 3 3 10 418

16.7% 1.0% 11.2% 54.3% .2% 1.7% 2.9% 8.1% .7% .7% 2.4% 100.0%

Auto

mobiles

26 35 29 2 1 5 3 4 2 3 9 3 122

21.3% 28.7% 23.8% 1.6% .8% 4.1% 2.5% 3.3% 1.6% 2.5% 7.4% 2.5% 100.0%

CRS 82 3 229 27 9 1 2 15 31 1 12 19 4 435

18.9% .7% 52.6% 6.2% 2.1% .2% .5% 3.4% 7.1% .2% 2.8% 4.4% .9% 100.0%

MIT 3 3 3 1 1 11

27.3% 27.3% 27.3% 9.1% 9.1% 100.0%

Hospi

Tality

29 1 69 3 3 1 49 1 20 1 3 10 8 198

14.6% .5% 34.8% 1.5% 1.5% .5% 24.7% .5% 10.1% .5% 1.5% 5.1% 4.0% 100.0%


107

MSW 7 4 14 1 1 1 4 6 3 1 5 4 2 53

13.2% 7.5% 26.4% 1.9% 1.9% 1.9% 7.5% 11.3% 5.7% 1.9% 9.4% 7.5% 3.8% 100.0%

R&AC 5 9 1 13 1 3 32

15.6% 28.1% 3.1% 40.6% 3.1% 9.4% 100.0%

Total 360 76 586 269 26 3 15 35 70 67 150 9 154 79 20 1919

18.8% 4.0% 30.5% 14.0% 1.4% .2% .8% 1.8% 3.6% 3.5% 7.8% .5% 8.0% 4.1% 1.0% 100.0%


108

5.9 Transition matrix of the aspirants: In order to capture the transition of the

aspirants from one salary group to another due to exposure of LABS programme and later

getting a job also (wherever applicable), a matrix, ( annexure ) , is constructed.

Table 5.12: Transition matrix of the aspirants

After the LABS training Before the

training No income/no

job

Up to

Rs.500

Rs.501-

1000

Rs.1001-

2000

Rs.2001-

3000

Rs.3001-

4000

Rs.4001

and +

Total

No income/no

job

327

(0)

69

(1)

275

(2)

429

(3)

197

(4)

81

(5)

39

(6)

1417

Up to Rs.500 10

(-1)

16

(0)

17

(1)

11

(2)

5

(3)

1

(4)

2

(5)

62

Rs.501-1000 4

(-2)

3

(-1)

32

(0)

35

(1)

12

(2)

3

(3)

- 89

Rs.1001-2000 17

(-3)

- - 38

(0)

33

(1)

11

(2)

11

(3)

110

Rs.2001-3000 3

(-4)

- 1

(-2)

6

(-1)

18

(0)

10

(1)

7

(2)

45

Rs.3001-4000 3

(-5)

- - 1

(-2)

1

(-1)

4

(0)

5

(1)

14

Rs.4001 and + - - - 1

(-3)

2

(-2)

- 5

(0)

8

Total 364 88 325 521 268 110 69 1745

Note (i) This table excludes aspirants who were pursuing their studies further, undergoing

some other training programme and also those who were working with out earnings in the

post LABS training period. Figures in parentheses represent movements (transition) of the

aspirants on the income continuum.

For each group of aspirants in the matrix, a weight has been assigned depending up on the

extent to which the aspirant has traversed on the income continuum. For example, out of

1417 aspirants who did not join any activity prior to LABS course, 327 (or 23 per cent)

aspirants stayed-put (not having any income in the post LABS period also, because no

activity is taken up). While 69 per cent could move up to Rs.500 bracket, 275 up to Rs. 501-

1000 bracket and so on and these movements are assigned weights 0,1,2,3 etc.

It is obvious from the matrix that the aspirants on the diagonal did not show any

improvement in the income and those below the diagonal, in fact, have slid back on the

income continuum. Similarly, aspirants above the diagonal are those who could improve the

income attributable to the LABS intervention. To quantify the extent of transition, a simple


109

transition index is worked out taking in to account sliding back, staying put and improving

cases, in respect of each group which is to be interpreted in relative terms only.

It is interesting to note from the table that the aspirants numbering 1417 who had no job / no

income before exposure could secure the highest value as compared to others. And, this

group is followed by the group with base income of Rs up to 500 and so on. For the group

as a whole, the transition index is 2.00 points.

Table 5.13: Statement showing the index of progress on the income continuum- pre

LABS income group-wise

Pre LABS income

group

Total no. of

movements

No. of aspirants Index( No. of

movements per

aspirant

No income/no job 3333 1417 2.35

Up to Rs.500 58 62 0.94

Rs.501-1000 57 89 0.64

Rs.1001-2000 37 110 0.34

Rs.2001-3000 4 45 0.09

Rs.3001-4000 13 14 0.93

Rs.4001 and + -7 8 -0.88

Total 3495 1745 2.00

5.10: Crucial indicators of course performance: Some crucial indicators

relating to the transition of the aspirants are also constructed based on the above matrix

(table 5.13). The interpretation of the indicators is

• Nearly one –fifth of the aspirants continue to be with out any income /job

• 113 aspirants did have some income earlier but there is no sign of any

improvement in its magnitude

• In the case of 52 aspirants, sliding back is reported and

• Nearly 72 per cent of the cases showing real improvement ( independent of the

magnitude)


110

Table 5.14: Some crucial indicators reflecting course performance

Aspirant’s category Number Percentage

No income before and after LABS course 327 18.7

Staying put( remaining in the same income bracket) 113 6.5

Worsening cases( incomes lost) 52 3.0

Having incremental incomes 1253 71.8

Total 1745 100.0

5.11 Monthly savings before LABS course: The analysis in regard to this

dimension shows that 87 per cent of the aspirants did not report to be having any savings

prior to LABS course. Among others, the savings ranged between up to Rs. 500 (5 per cent)

to Rs.1501 (3 per cent). States too exhibit more or less similar pattern.


111

Table 5.15: Monthly savings before LABS

State Total Mon

thly savings before LABS AP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

No Savings 982 225 76 75 24 61 114 117 1674

87.8% 98.7% 52.1% 86.2% 77.4% 95.3% 89.8% 99.2% 87.2%

Upto Rs.500 65 3 13 4 5 1 5 96

5.8% 1.3% 8.9% 4.6% 16.1% 1.6% 3.9% 5.0%

Rs.501 – 1000 32 18 2 2 1 1 56

2.9% 12.3% 2.3% 6.5% .8% .8% 2.9%

Rs.1001 to 1500 11 20 4 2 7 44

1.0% 13.7% 4.6% 3.1% 5.5% 2.3%

Rs.1501 and + 28 19 2 49

2.5% 13.0% 2.3% 2.6%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


112

5.12: Monthly savings after LABS course: 519 out of 1919 aspirants

reported to be not engaged in any economic activity and in 41 per cent of the cases, though

the aspirants are employed and earning some money, could not save any amount. Among

others, monthly saving was mostly up to Rs. 500 only (17 per cent). On the other hand,

about 6 per cent could save between Rs.1501 and +. Relatively across the states, Gujarat,

J&K, and Karnataka stand apart in larger savings..


113

Table 5.16: Monthly savings after joining LABS

State Total

Monthly savings after LABS AP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

0 433 129 49 27 16 18 10 105 787

38.7% 56.6% 33.6% 31.0% 51.6% 28.1% 7.9% 89.0% 41.0%

Upto Rs.500 183 31 11 8 4 29 77 1 344

16.4% 13.6% 7.5% 9.2% 12.9% 45.3% 60.6% .8% 17.9%

Rs.501 – 1000 56 3 17 10 3 5 4 5 103

5.0% 1.3% 11.6% 11.5% 9.7% 7.8% 3.1% 4.2% 5.4%

Rs.1001 to 1500 20 1 15 4 2 2 2 46

1.8% .4% 10.3% 4.6% 6.5% 3.1% 1.6% 2.4%

Rs.1501 and + 37 43 21 6 2 7 4 120

3.3% 29.5% 24.1% 19.4% 3.1% 5.5% 3.4% 6.3%

NA 389 64 11 17 8 27 3 519

34.8% 28.1% 7.5% 19.5% 12.5% 21.3% 2.5% 27.0%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


114

5.13: Savings transition matrix: While constructing this matrix, cases reporting

no income / no job during the post LABS training are excluded. As can be seen from this

matrix, 1173 cases forming 84 per cent in the sample of 1400 did not have any savings prior

to the course and 66 per cent do not have any savings during the post training period.

Among others, 25 per cent could save up to Rs.500 per month. It can be further noticed

from this matrix, that in a few cases the savings have shrunk during the post training period

as compared to the earlier period.. It may be further added that there has not been a

significant change in the savings pre and post LABS. However around 16% of the aspirants

had savings Pre LABS while 44% of them saved Post LABS. It is to be noted that the

savings reported relate only to a period of six months on an average after completion of

the training programme.

Table 5.17: Monthly savings before LABS

Monthly savings (in Rs) %of aspirants- Before

LABS

%of aspirants- After LABS

No Savings 83.8 56.2

Upto Rs.500 6.3 24.6

Rs.501 - 1000 3.3 7.4

Rs.1001 to 1500 3.1 3.3

Rs.1501 and + 3.5 8.6

Total 100 100

Graph 5.18: Percentage of aspirants according to monthly savings before and after

LABS course

83.8

6.33.3 3.1 3.5

56.2

24.6

7.43.3

8.6

0

10

20

30

40

50

60

70

80

90

No Savings Upto Rs.500 Rs.501 - 1000 Rs.1001 to 1500 Rs.1501 and +

Monthly savings

Perc

enta

ge o

f T

rain

ees

%of trainees- Before LABS %of trainees- After LABS


115

5.14: Whether the first job? Out of the total 1919 aspirants, 1192 aspirants i.e.,

62 per cent of the aspirants claim that the current job is their first job, while 208 aspirants i.e,

10.8 per cent were engaged in some economic activity earlier. (This question is not

applicable to 519 who come under’ unemployed aspirants’ category.)

Except in the case of Karnataka where one-third was employed earlier, nearly 10 per cent

across the states did have some economic or other kind of exposure before. The jobs in

which they were engaged include marketing sector, nursing, teaching, self employment and

services, though a microscopic minority, 13 aspirants (0.7 per cent) were working as

labourers.

Graph 5.19: Percentage of aspirants according to whether it is first job

0

10

20

30

40

50

60

70

80

90

100

AP

Ch

ha

ttis

ga

rh

Gu

jara

t

J&

K

Ka

rna

tak

a

Ra

jas

tha

n

Ta

mil

Na

du

Utt

ar

Pra

de

sh

To

tal

Pe

rce

nta

ge

of

Tra

ine

es

No Yes NA

5.15: Satisfaction with the current salary: Among those employed, excepting

for 13 per cent aspirants, others are satisfied with the salary they are offered. Further,


116

while other states more or less follow the overall pattern, J&K and UP fall apart with 30 per

cent and 26 per cent expressing satisfaction with the salary. This again is due to the age

group adapted for the program especially in Uttar Pradesh. Pursuing studies and domestic

compulsions are the dominant reasons for not being employed.

When asked whether they are comfortable with the work, 7 per cent replied in the negative

and stated the following reasons that - they were demanded to do long hours of job (5 per

cent) while others (2 per cent) were dissatisfied with the salary

5.16: Switching over to a new job: Independent of their satisfaction with the

work and the salary offered, 40 per cent of the aspirants who got employment prefer/plan to

switch over to a new job. This tendency is seen in a larger measure in Gujarat, Karnataka,

Tamil Nadu and UP and two dominant reasons for this are expecting a jump in the salary (17

per cent) and expecting prospective careers (22 per cent).

Graph 5.20: Percentage of aspirants according to whether they switch over to a new

job

0

10

20

30

40

50

60

70

80

90

100

AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar

Pradesh

Total

Pe

rce

nta

e o

f T

rain

ee

s

No Yes NA (Not employed earlier)

5.17: Confidence of getting another job: Of 1400 employed aspirants (during

the post LABS training phase), 1237 aspirants (88 per cent) expressed confidence of getting

another job. This reflects to some extent on the benefits of the training and the way the


117

candidates were trained during the course. It expresses that the aspirants have their

perception of being employable as closely linked with the level of confidence they

exude. Chattisgarh, Gujarat, J&K, Karnataka, Rajasthan and Tamil Nadu register larger

percentages in this regard when compared to the overall figure.

5.18: Parents’ occupation: The aspirants primarily come from the households

belonging to (31 per cent) labour section both in agricultural and non-agricultural labour,

cultivators 26 per cent and private job holders 17 per cent. About 8 per cent of the

households were also engaged in business and self-employment. Rural artisans’

households are represented to the extent of one per cent in the sample.

However across states, Gujarat and Rajasthan households depended on cultivation as

occupation which is in majority and in UP the sample covered a larger number of aspirants

representing labour households. This can be further corroborated by the nature of the

projects and also the local economy, whereas UP falls under ILO project , both Rajasthan

and Gujarat are Rural projects


118

Table 5.21: Parent's occupation * State Cross tabulation

State Total Parent's occupation

AP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

Cultivation 279 19 83 35 1 37 46 4 504

25.0% 8.3% 56.8% 40.2% 3.2% 57.8% 36.2% 3.4% 26.3%

Labour (ag/non-ag) 344 39 46 27 5 19 47 62 589

30.8% 17.1% 31.5% 31.0% 16.1% 29.7% 37.0% 52.5% 30.7%

Govt. service 105 39 4 6 3 2 4 163

9.4% 17.1% 2.7% 6.9% 9.7% 1.6% 3.4% 8.5%

Private service 177 86 8 1 9 5 14 24 324

15.8% 37.7% 5.5% 1.1% 29.0% 7.8% 11.0% 20.3% 16.9%

Rural artisan 15 1 1 1 1 1 20

1.3% .4% 1.1% 3.2% 1.6% .8% 1.0%

Business 110 23 3 6 6 1 4 11 164

9.8% 10.1% 2.1% 6.9% 19.4% 1.6% 3.1% 9.3% 8.5%

Self employment 88 21 2 11 6 1 13 13 155

7.9% 9.2% 1.4% 12.6% 19.4% 1.6% 10.2% 11.0% 8.1%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


119

5.19: Pre-LABS principal earner: In more than four-fifths of the cases, the

principal earner in the household was father. The aspirant account for 3 per cent only. But

in Rajasthan, 9 per cent of the aspirants were themselves the principal earner.


120

Table 5.22: Pre-LABS Principal earner * State Cross tabulation

State Total Pre-LABS

Principal earner AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh

Husband 95 3 2 1 3 104

8.5% 1.3% 1.4% 3.2% 2.4% 5.4%

Self 38 4 2 2 1 6 53

3.4% 1.8% 1.4% 2.3% 3.2% 9.4% 2.8%

Father 856 200 134 74 26 52 107 106 1555

76.6% 87.7% 91.8% 85.1% 83.9% 81.3% 84.3% 89.8% 81.0%

Mother 66 12 5 4 1 1 7 5 101

5.9% 5.3% 3.4% 4.6% 3.2% 1.6% 5.5% 4.2% 5.3%

Brother 61 9 3 5 2 5 10 7 102

5.5% 3.9% 2.1% 5.7% 6.5% 7.8% 7.9% 5.9% 5.3%

Sister 2 2 4

.2% 2.3% .2%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%


121

5.20: Post LABS principal earner: During the post LABS course phase, the

father’s role was taken over by the son (the aspirant) and the incidence of father being the

principal earner in pre-LABS period has shrunken from 81 per cent to 76 per cent.

Across states, a striking feature is noticed in the case of Rajasthan where 56 per cent of the

aspirants are the major bread winners in the Household and this is attributable to the impact

of the LABS course.

Table 5.23: Post LABS principal earner * State Cross tabulation

State Total Post

LABS

principal

earner

AP Chattisgarh Gujarat J&K Karnataka RajasthanTamil

Nadu

Uttar

Pradesh

Husband 106 4 4 1 3 118

9.5% 1.8% 2.7% 3.2% 2.4% 6.1%

Self 70 16 9 7 4 36 13 155

6.3% 7.0% 6.2% 8.0% 12.9% 56.3% 10.2% 8.1%

Father 818 190 125 70 24 27 98 106 1458

73.2% 83.3% 85.6% 80.5% 77.4% 42.2% 77.2% 89.8% 76.0%

Mother 55 9 5 3 1 4 5 82

4.9% 3.9% 3.4% 3.4% 3.2% 3.1% 4.2% 4.3%

Brother 65 9 3 5 1 1 9 7 100

5.8% 3.9% 2.1% 5.7% 3.2% 1.6% 7.1% 5.9% 5.2%

Sister 3 2 5

.3% 2.3% .3%

Others 1 1

.1% .1%

Total 1118 228 146 87 31 64 127 118 1919

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

5.21: Benefits from the course: The basic objective of the course offered under

LABS was not only to encourage the aspirants in earning their livelihoods which will have

some bearing on the general economic status of the household, but also to give inputs


122

related to social aspects and developing the personality of the aspirant and this is basically

in terms of bringing about positive changes in the mind-set, mannerism, approach to work

etc. Responses were sought from the aspirants on each component of all the dimensions in

order to assess the impact of the course in its entirety. (It may be added that the economic

analysis is confined to only those aspirants who are employed and earning)

5.22: Improvements in consumption patterns and household

material possession: At the aggregate level, food consumption is reported to have

improved in nearly half the cases and 25 per cent reported improvement in general

livelihoods in terms of investing more on the enterprises/petty business etc. in which the

household is engaged with the savings of the aspirant from his/her (new) employment. As

the incomes derived by these aspirants through employment is not appreciable in many

cases, preference was given to food consumption and as a result investments on

bike/TV/fridge etc. are not considerable (in terms of the number of aspirants who invested)

In relative terms, Chattisgarh and Rajasthan emerge as the states with lower number of

aspirants reporting improvement in food consumption and in the case of livelihoods

improvement, both Rajasthan and Karnataka occupy the first two positions.

Graph 5.24: percentage of aspirants according to economic benefits( multiple

response)state-wise

0

10

20

30

40

50

60

70

80

90

100

AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP Total

states

Pe

rce

nta

ge

of

Tra

ine

es

Food consumption Livelihoods Bike/tv/f ridge Ornaments/clothes Mobile phone House related activities Medical insurance


123

Further, 60 per cent of the aspirants expressed that they are involved in household decision

making process while 56 per cent of the aspirants were able to command respect from the

elders and slightly over one –third perceived that they are looked up on as role models. In

one-third of the cases, the aspirants were approached for advice for further guidance.

Considerable variation is noticed across states. While Chattisgarh, J&K and Rajasthan are

in forefront in regard to decision making, Rajasthan and J&K are found apart as far as

perception of the aspirants being looked up on as role models is concerned. Even in regard

to ‘advice’, Rajasthan and Karnataka stand apart.

A large number of aspirants ranging from 89 in Rajasthan to 42 per cent in UP reported to

be contributing to household income when the focus was turned to pure economic

implications of the course. In regard to ‘debt repayment’ and ‘savings’, again Rajasthan

occupies the first position with 83 and 67 per cent respectively.

Graph 5.25 (A): Fulfilling family members’ aspirations (multiple responses)

0

10

20

30

40

50

60

70

80

90

100

AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP Total

Fulf illing Family members' Aspirations

Perc

enta

ge o

f T

rain

ees

Supporting/ motivating younger siblings Contributing to hh income Better opportunities Debt repayment Started saving


124

Graph 5.25 (B): Others Perception (Post training)

0

20

40

60

80

100

120

AP

Chattis

garh

Gu

jara

t

J &

K

Karn

ata

ka

Raja

sth

an

TN

UP

Tota

l

States

Perc

en

tag

e o

f T

rain

ees

Decision making Respect from elders Role model For advice

5.23: Besides improvement in various facets of economic development, the course

appears to have made a significant dent on the personality development of the aspirants.

Across 9 components considered under this dimension, the training has impacted relatively

on a larger number of aspirants (1306 or 68 per cent) in making them more ‘confident’.

In the case of 1220 or 64 per cent, there is a positive change in the ‘way of thinking’. The

other developments noticed are in respect of ‘motivation’ and ‘mannerism’ (45 per cent each)

positive change in the ‘mind-set’ (48 per cent) etc (In respect of each component the concept

was explained to the aspirant and based on the response obtained, status on the component

is decided. The list of parameters considered is given in the following table) .


125

Table 5.26: Personality development

Nature of benefit AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP Total

More responsive 535(48) 161(71) 61(42) 83(95) 27(87) 63(98) 109(86) 32(27) 1071(56)

Better motivated 391(35) 160(70) 55(38) 82(94) 19(61) 63(98) 83(65) 15(13) 868(45)

More awareness 230(21) 63(28) 34(24) 64(74) 8(26) 53(83) 38(30) 12(10) 502(26)

Approach to elders 405(36) 129(57) 42(29) 66(76) 17(55) 61(95) 74(58) 30(25) 824(43)

More ambitious 295(26) 102(45) 35(24) 80(92) 13(42) 57(89) 100(79) 17(14) 699(36)

More confidence 657(59) 180(79) 117(80) 81(93) 26(84) 62(97) 105(83) 78(66) 1306(68)

Mannerism 467(42) 88(39) 50(34) 39(45) 21(68) 61(95) 65(51) 67(57) 858(45)

Mind-set 468(42) 125(55) 81(56) 52(60) 17(55) 59(92) 93(73) 23(20) 918(48)

Thinking 704(63) 176(77) 73(50) 56(64) 23(74) 60(94) 68(54) 59(50) 1220(64)


126

It is evident from the above that LABS course helped the aspirants not only on the economic

and social fronts but also on developing their personality further. More specifically, the

significant improvements are discernible in respect of the following:

• Food consumption

• Decision making at the household level

• Contributing to household income

• Developing more confidence

• Becoming more responsible ( in the household context)

5.24: Need to associate with LABS: When asked whether they would be

associated with LABS in future as many as 1834 or 96 per cent of the aspirants replied in the

affirmative. Similar trend is noticed across all states. And in fact, cent per cent of the

aspirants in the case of Karnataka and Rajasthan are favourably disposed to this idea.

In the perception of the aspirants, there are three different proposals – obtaining prospective

information ( 49 per cent), better placement opportunities ( slightly over one –third ) and

interestingly, one-fifth of the aspirants in the total group expressed that they would like to

continue their association with LABS for further training. The states present almost a

consistent trend in respect of the purposes. The aspirants of Rajasthan mostly look for

prospective information (92 per cent), to develop the career (94 per cent) and 91 per cent for

better placement opportunities.

Graph 5.27: Purpose of association with LABS

0

10

20

30

40

50

60

70

80

90

100

AP

Chhattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

Tam

il N

adu

Uttar

Pra

de

sh

Tota

l

Pe

rce

nta

ge

of

Tra

ine

es

To develop the career Professional support To undergo further training

For prospective information Better placements opportunity


127

It can be further seen from this table that UP is consistent with its low rate of response, not

more than 25 per cent (to develop the career) across the four specified purposes. This is

mainly because UP lags behind many other states on many social and economic

indicators.


128

Section 6 - Multi- Stakeholders Analysis

6.1 360 degrees concept: As part of social audit, 360 degrees concept based data

were collected from 190 aspirants. The sample in this regard involves collection of opinions,

perceptions from the aspirants, their household members, neighbours and the employers.

The notion behind such an approach was to capture the reactions in regard to not only

organising the course but also in further stages of employment generation. Analysis of the

data on their views will help gain appropriate insights which will be useful in restructuring the

programme.

Multi stakeholder approach is used in this study. It’s an approach where diverse

stakeholders are able to share experiences, learn together and contribute to decisions

leading to effective planning for sustainable development.

While the aspirants, their household members and employers were linked to the project in

some way or other, the aspirant’s neighbours were distantly related. However, it was felt

important to collect views of neighbours to assess how far the project message is reaching

out to others in the society.

6.2 Stakeholders views on LABS: Table 6.1 gives perception of different

stakeholders on LABS. The majority of members across the stakeholders have regarded

that LABS primarily stands for employability and economic advancement of the aspirants.

There is however some variation in thinking among stakeholders in regard to LABS role.

Major part of the aspirants concluded that LABS is for employability, and personality

development in contrast to this only a small proportion of employers seemed to have been

convinced that LABS has some thing to do with advancing career, life-style and personality

development. This reflects that employers are unaware of LABS objectives as enhancing

livelihood opportunities for the youth in difficult economic circumstances.


129

Graph 6.1: Stakeholders’ perceptions on what LABS stands for( multiple responses)

0

10

20

30

40

50

60

70

80

90

100

Trainee Household Neighbour Employer

Pe

rce

nta

g o

f s

tak

eh

old

ers

Employability Career Advancement Life-style advancement

Economic advancement Personality development

In response to uniqueness of LABS, the dominant view that emerged across the

stakeholders was that it is a youth friendly programme. Many household members had

expressed positive views on teaching methods and its pedagogic style. Aspirants and

household members felt that games and communication tools were useful in overall

development of a aspirant.

LABS was considered as a market friendly activity by 62 per cent of aspirants, 54 per cent of

household members and 47 per cent of neighbours. On the contrary, only 26 per cent of

employers have regarded it market friendly. This suggests that LABS must emphasise on

the inclusion of local market requirement in selection of courses.

About 40 per cent of aspirants considered that LABS had promoted cross sector partnership

and context based curricula. While 23 per cent of employers viewed that LABS had


130

promoted context based curricula, only 14 per cent of them said it is contributing to cross

sector partnership. The above trends perhaps indicate the need for strengthening links

between LABS and employers.

Graph 6.2: Percentage of stakeholders according to the nature of uniqueness

0

10

20

30

40

50

60

70

80

90

100


Perc

en

tag

e o

f sta

keh

old

er

Youth friendly Market friendly Cross-sector partnership Context based/localized

Table 6.3 reflects the predominant perception of different stakeholders about the target

group of LABS.

Graph 6.3: Percentage of stakeholders according to target groups perception

0

10

20

30

40

50

60

70

80

90

100

Econom

ically

needy

Specia

l

circum

sta

nces

Sch

ool/c

olle

ge

dro

pouts

Wom

en

Diff

ere

ntly

able

d

Pe

rce

nta

ge

of

Sta

ke

ho

lde

rs



131

It has emerged from the stakeholders’ perspective that two important categories of people

targeted by LABS are economically needy and school drop outs. Women seem to be one-

third in the choice of the category. It appears from the responses that a few members

across stakeholders have considered that LABS works with youth in difficult circumstances

and for differently-abled.

6.3 Social Impact of LABS: About 79 per cent of LABS aspirants started

contributing to household income after joining LABS (Table 6.4). And also, 53 per cent

seem to have taken responsibility in supporting younger siblings; and in case of UP only 20

per cent of the aspirants have stated to support their younger siblings.

Some of the aspirants also started playing role in supporting family needs and clearing

debts. For instance, some aspirants justified that they come from poorer section; and their

families are mostly daily wage earners therefore, their income is spent to meet family

consumption needs rather than spending on others areas.

Graph 6.4: Percentage of households according to their perception on changes in

roles and responsibilities of aspirants towards family ( multiple responses)

0

20

40

60

80

100

120

AP

Chattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

Ta

mil

Nadu

U.P

Tota

l

Perc

en

tag

e o

f H

ou

se

ho

lds

Supporting younger siblings Household income

Exploring better opportunities In clearing old debts

Started saving


132

Graph 6.5: Percentage of households according to their preference in sending

children to school or work place

0

10

20

30

40

50

60

70

80

90

100A

P

Chattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

Tam

il N

adu

Uttar

Pra

desh

Pe

rce

nta

ge

of

Ho

us

eh

old

s

Work Place School

Table 6.6 shows that 66 per cent of neighbours responded that there is significant change in

the aspirant in terms of becoming more independent. Some of the neighbours also felt (52%)

that there is not much change in the income of the aspirants and 50 per cent of the

neighbours have stated that there is change in quality of life.

Table 6.6: Neighbours’ views on aspirants (%)

Increase in quality

of life

Increase in average

income

Youth becoming

independent

Less change 33 29 22

Significant

change

50 52 66

No change 17 19 12

In table 6.7, 57 and 62 per cent of employers suggested that aspirants are more committed

and more motivated respectively. If we blend neighbours and employers’ views (table 6.6 &

6.7) it can be summed up that youth are more committed and dedicated towards work which


133

reflects that after the training, youth are feeling economically and socially independent to

take their own decisions. This also indicates the improvement in the Aspirants.

Table 6.7: Employers’ views on aspirants’ performance at work place (%)

Trait Percentage

More committed 57

More motivated 62

Table 6.8 suggests that 58 per cent of neighbours are willing to propagate on the usefulness

of LABS to youth. In fact 20 per cent of the neighbours have already enrolled their children in

LABS; of these 13 per cent expressed that LABS is imparting good learning skills to youth.

Table 6.8: Propagation of LABS (%)

If yes, explain experience Propagation

LABS

Children sent

to LABS Training is useful for

seeking livelihood

Good skills are

imparted

Personality

developed

58 20 6 13 1

6.4 Economic impact of LABS: Table 6.9 indicates that 74 per cent of the

aspirants’ households are convinced that there is improvement in terms of livelihood

opportunities (This implies that in relative terms the employability status of the youth

(aspirants) has improved by virtue of being exposed to LABS intervention). Similarly 62 per

cent of households viewed that there is also improved access to quality food. There was

also affirmative response from 47 per cent of households in terms of improvement in health

status and 56 percent on the improvement in education. What is more interesting is that in

the case of 31 per cent of households indebtedness has also reduced.

Table 6.9: Household impact (%)

Response Indebtedness Access

opportunities

Health

status

Food

security

Education

Increased 31 74 47 62 56

Remained as it

is

53 24 51 36 41

Decreased 17 2 2 2 3

Table 6.10 shows that 69 per cent of the aspirants are supporting their households in

meeting consumption needs. 34 per cent of the aspirants’ indicated that they are extending


134

support in improving family livelihoods. Interestingly, 12 per cent of the aspirants were able

to spend their income in buying bike & T.V and 6 per cent in clothes. This indicates that

aspirants are able to contribute to family improvement and personal needs.

Table 6.10: Benefits of income (%)

Food

consumption

Enhancement

of livelihoods

Bike/TV/Fridge Clothes /

ornaments

Mobile House

related

activity

Medical

policy

M

69 34 12 6 1 3 3

M: Mentioned in categories

Table 6.11 expresses that 90 per cent of the employers are satisfied with the overall job

performance of the aspirants who are continuing work for longer period whereas only 9 per

cent opined that aspirants are not continuing with their job. This coincides with table 6.7,

where 57 per cent of the employers suggested that aspirants are more committed at his/her

work place.

Table 6.11: Employers’ views on Aspirants discontinuing work (%)

No 90

Yes 9

As shown in table 6.12, 54 per cent of the neighbours view that after undergoing the training,

aspirant has acquired adequate skills in fetching suitable jobs. In the sequence,25 per cent

of neighbours address that available jobs are at far off places due to which aspirants are not

able to continue with their jobs for longer period. This situation is prevailing more in larger

number of girls as most of their work places are at distantly located.

To reduce this inconvenience, a few girls suggested that if recruitment can be facilitated at

one place with some group of girls of the same village, then it will be possible for them to

stay at a single job place or travel for long distance jobs together.

Table 6.12: LABS as employability source (%)

Chances are

bright

Job market

is tight

Inadequate training for

finding a suitable job

Getting jobs at

far places

Not getting better

placements

54 5 6 25 1


135

6.5 Personality development: This section focuses on the personality

development aspects of the aspirants who attended the LABS programme. As will be seen

from table 6.13, aspirants (61 per cent) mentioned that they have become more responsible

in relation to economic activities in particular and other activities in general and 72 per cent

reiterated that they have gained confidence after coming into contact with LABS.

Table 6.13: Personality change in Aspirants (%)

More responsive More motivation More confidence More ambitious More awareness

61 48 72 41 22

This correlates with the table 6.14, where aspirants (67 per cent) admitted that their way of

thinking in general has changed a lot; and 56 per cent of them admitted that there is also

change in attitude towards life. Also 52 per cent of the aspirants have perceived change in

their mannerism (behaviour to elders etc.)

Table 6.14: Behavioural change (%)

Approach to elders Mannerism Attitude Way of thinking

43 52 56 67

6.5.1 The table 6.15 shows that 56 per cent of employers are of the view that aspirants need

more exercise on technical aspect; and 45 per cent of them suggest that communication part

must be developed in aspirants. Especially in CRS and Hospitality sector courses, aspirants

must be given additional training keeping in view their grasping levels and job requirements.

36 per cent suggested that aspirants were not able to adjust in the work conditions and 27

per cent expressed dissatisfaction on time management inability by the aspirant.

Table 6.15: Employers View on Aspirants Development (in %)

Skill Percentage

Technical 56

Communication 45

Time management 27

Adapt to work conditions 36

Table 6.16 suggests that 45 per cent of the aspirants, 35 per cent of households and 27 per

cent employers are appreciating the teaching methods and approaches (e.g., WRM) of


136

LABS. The employers in particular liked WRM module. About 14 per cent of the aspirants

liked the friendly approach of the LABS’ staff. In fact, some aspirants even felt that this was

a positive feature of LABS when compared to their school days.

“The overall experience working with Dr Reddy’s has been good .We mostly have

them joining us as crew aspirants and have success stories of Labs students who

have moved up the ladder to become managers at McDonalds.

I would like to thank LABS for all the support that they have extended to McDonalds.”

Junaid Kader –Operations Consultant Mac Donald’s

Graph 6.16: Percentage of stakeholders according to aspects liked about LABS

0

5

10

15

20

25

30

35

40

45

Fri

en

dlin

ess o

f

tea

ch

ers

Incu

lca

tin

g

go

od

dis

cip

lin

e

Co

nce

pt o

f

he

lpin

g p

oo

r

Co

mm

un

ica

tio

n

skills

Pe

rso

na

lity

de

ve

lop

me

nt

Pro

vis

ion

fo

r

pla

ce

me

nt

No

ge

nd

er

bia

s

Ca

n’t s

ay

Pe

rce

nta

ge

of

Sta

ke

ho

lde

rs

Trainee 45.3 Household 34.7 Employer 27. 1

6.5.2.: It is interesting to note that many of the stakeholders liked the LABS for its gender

sensitive approach. LABS approach has enabled a positive atmosphere for participation of

females in so far as acquiring entry level skills are concerned. In this regard, even parents

were appreciative of LABS. It was felt across the states that LABS in a way helped females

to come out of stereotype in opting professions. But at the same time, courses must be

customised and prioritized keeping in view females’ choices.


137

To some extent stakeholders have also liked LABS contribution in instilling discipline among

aspirants. There is variation in responses related to placement, personality development and

communication skills across stakeholders. It must be noted that they may have to give some

thinking on this in order to meet expectations of the employers.

6.6: Views on changes required on LABS: Table 6.17 gives stakeholders’

views with regard to changes required in LABS. The most important aspect that emerged

from social accounts data collection is to improvement in the management of practical

sessions in LABS. For instance, all the following responses are related to course

management – ‘computer skills to be made integral part of all the courses, emphasis on

practical classes and allocation of time for the same, and timely provision of equipment’. In

addition, some aspirants are looking for induction of advanced courses in computers and

others. For example, a person working in glass making work would like to have suitable

module to equip him/her in computer designing. Such kind of needs in different sectors must

be identified and acted upon to create suitable employment avenues according to the

aspirants’ requirements.

Graph 6.17: Percentage of stakeholders according to changes required in LABS

0

5

10

15

Em

phas

is o

n p

rac

tica

l

Min

imum

com

pute

r skills

in a

ll

cours

es

Tim

e p

lannin

g a

nd a

llocatio

n o

f

time f

or

pra

ctic

al

Tim

ely

pro

vis

ion o

f eq

uip

ments

Sessio

ns o

n a

dvan

ced c

om

pute

r

skills

Fa

cilita

tors

must

gen

era

te

inte

rest

Appro

priate

loc

atio

n o

f th

e c

entr

e

Basic

facili

ties in

ce

ntr

e

Ta

rgetin

g th

e p

oor

pe

ople

Exte

nd c

ours

e d

ura

tion

Pos

t tr

ain

ing f

ollo

w-u

p

Perc

en

tag

e o

f s

take

ho

lders

Trainee Households Employers


138

Lack of basic facilities has also emerged as an important concern among 10 per cent of the

aspirants and employers. Women aspirants in particular are facing problems due to lack of

toilets, water and infrastructure. In addition, the aspirants seem to have inconvenience in

relation to location of the centre. For instance, in AP and UP, aspirants had to travel long

distances and invest in travel expenses, which is not affordable. In view of this, aspirants felt

that provision of bus pass is necessary.

It was also felt that the course duration must be justified in equipping the required entry level

skills of the aspirants; and regular follow-up during post course period.

About 38 per cent of aspirants, 30 per cent of households and employers have expressed

the need for including courses that have demand in the local industries and establishments.

In their opinion sectoral growth is not only taking place in new economy, but also in

traditional activities (Box 1). For instance, aspirants in UP felt that there is immense scope

for glass making and brass industries. Similarly, potential for food processing and

handicrafts was felt in J&K. From the above it is evident that there is a strong urge among

aspirants to get trained in traditional activities also.

At least 10 per cent of the aspirants and households, and 5.8 per cent of employers

indicated that duration of the course must be increased. In this regard, two different view

points have emerged from the field. First, aspirants didn’t get sufficient exposure to practical

inputs due to delay in provision of equipments (e.g., computers), facilitators, etc. They were

of the view that three-month duration is enough if the above constraints are addressed. And

the second, there is variation in age and grasping levels of aspirants, which is coming in the

way of learning. So, special attention must be given to the slow-learner aspirants who are

not able to cope up with the regular course schedule in addition to induction classes.


139

In Kakinada, at a colony it was observed that in total 10 girls who had undergone training in BSPA

course only two are working and the rest are idle due to lack of job opportunities, low salary, long

working hours and long distance from respective places.

Out of them, six aspirants further expressed that initially they worked for months together without

payment which was the main cause for discontinuing the job.

Table 6.18: Emerging priorities of LABS by Stakeholders

Future priorities Aspirant Household Employer

Additional courses 39.5 31 32

Duration needs to be increased 10.0 10.5 5.8

Established centre with efficient faculty 7.4 1.1 5.8

Expansion of geographical coverage 4.7 0.5 6.3

Financial assistance 1.1 0.5 0.5

More publicity about LABS 1.6 0.5 2.1

Certification of course by the Government 0.5 0 1.1

Need to cover more poor people 5.8 7.9 4.2

Physically handicapped should be paid more attention 0.5 0 0.5

Provide bus passes or locate centres at a nearby place 0.5 0.5 1.1

Provide suitable job 7.4 18.9 3.7

Providing platform for interaction / guidance 4.7 0.5 1.6

No answer 16.3 27.9 35.3

Though a few aspirants have felt the need of certification of courses by the Government,

aspirants in the case of Bed-side Patience Assistance (BSPA) course, seem to be paid low

wages and given secondary priority in the work place. As a result, BSPA aspirants in AP are

facing tough time to continue with the work. In some cases there are aspirants who are

even working without payment of wages.

Some of the stakeholders have expressed the need for provision of suitable job, efficient

faculty, targeting youth from the poorer sections and guidance after the course period.

Across the states, aspirants felt a need for a platform, where they can share and resolve

their


140

problems during the post course period. The following expressions from the field reiterate

such a need.

• Several aspirants have left the entry level job, as there was mismatch between

course attended and employers need.

• Some aspirants have got only part time jobs and after some time they became

jobless. They faced problem to get another job in the absence of information and

wherewithal.

• Problems were faced by the aspirants as some employers put them to long hours of

work with out proper remuneration and food.

• Some aspirants felt that they were not properly equipped and their entry level job

was also not providing any opportunities to develop further in the career.

6.7 Important Reflections from 360 degrees: After analysis of the 360

degree aspects, the following predominant dimensions are emerging.

Graph 6.19: Connecting Stakeholders’ views

0

10

20

30

40

50

60

70

80

90

100

LABS p

erc

eption

(em

plo

yability)

LABS

uniq

ueness(y

outh

frie

ndly

)

Targ

et

gro

up(e

conom

ically

needy)

Teachin

g m

eth

ods

and a

ppro

aches

Basic

facilitie

s in

centre

Additio

nal cours

es

Perc

enta

ge o

f Sta

kehold

ers



141

Supporting siblings

LABS programme have encouraged the youth to not only develop in career but also to help their families

and own siblings in pursuing higher studies and so.

Mr. Nagesh Kumar a school drop out is one such fine example. He undertook the course in CRS

(Customer relation service) as per his choice and completed gainfully within three month. At present he is

working in Hero Honda show room as sales boy earning around Rs. 1300.In spite of low salary he

encourages his brother for higher studies.

There is full agreement across the stakeholders with reference to their perception on “LABS

stands for employability”. But ironically this percentage does not translate aspirations of the

aspirants who want to improve more for which guidance is needed. But there seems to be a

moderate degree of agreement on “target group” and “uniqueness of LABS” among the

stakeholders.

The social impact in relation to the aspirants’ role and responsibilities towards families’

shows moderate degree of agreement as 79 per cent of the aspirants are claiming their

contribution of income of the household which coincides with the 74 per cent families’ views.

Likewise, 90 per cent of employers are satisfied on aspirants’ performance at work place

which seems to be moderate as 69 per cent of the aspirants’ income contributes towards

food consumption which reflects a positive note.

There is moderate degree of agreement among the stakeholders regarding teaching

methods and approaches of LABS but there seems to be demand for additional courses.

There is agreement in the perceptions among stakeholders regarding basic facilities in the

centre as most of them are lacking basic facilities like water, toilets and proper infrastructure

in their centre.


142

Section 7 - EMPLOYERS

7.1 Market Centric approach: LABS follows market centric approach in selecting

courses and contextualizing the curricula, etc. In fact as per the design, employers must be

involved at different stages of the programme. Towards this end, LABS used the following

process:

• Market scan

• Involvement of industries and business establishments in curricula development.

• Exposure visits by the aspirants to industries

• Inviting members from industries to deliver guest lectures

• B2Y network

• Placement for the aspirants

7.2 Distribution of employers: In this section, the outcomes from the above

processes are analyzed. The section also examines the performance of the aspirants at the

work place; and actual involvement of employers in the programme. As explained in the

methodology section, the data were collected from 336 companies. Table 7.1 shows the

nature and type of companies covered in the social accounts.

Almost half the employers covered in the social accounts belong to fields of marketing7 (23.8

per cent) and hospitals (23.2 per cent). In addition, the employers are from the industries

such as mechanical (8.3 per cent). Hotels (6.5 per cent), schools (6.3 per cent), computer

centres (3.3 per cent) and banks (2.4 per cent) were also covered. The employers covered

from small enterprises such as photo shops, newspaper, Xerox centres, printing press, etc.,

(25 per cent) were categorized as ‘others’. A small portion of government establishments

(1.2 per cent) were also covered. This is understandable, that the majority of the aspirants

were provided placements only in private organizations.

7 It refers to jobs pertaining to sales, reliance services, CRS, etc in various companies.


143

Table 7.1: Distribution of employers by nature of industries across the states

Primary business State

hospital Marketing Hotel Computer School Mechanical Bank Govt. Others

Andhra Pradesh 62

(26.1)

58

(24.4)

10

(4.2)

4

(1.7)

15

(6.3)

22

(9.2)

7

(2.9)

4

(1.7)

56

23.5

Chattisgarh 10

(28.6)

4

(11.4)

0

(0)

1

(2.9)

4

(11.4)

1

(2.9)

1

(2.9)

0

(0)

14

40.0

Gujarat 3

(15.8)

5

(26.3)

2

(10.5)

2

(10.5)

0

(0)

3

(15.8)

0

(0)

0

(0)

4

21.1

J&K 1

(11.1)

2

(22.2)

3

(33.3)

0

(0)

0

(0)

0

(0)

0

(0)

0

(0)

3

(33.3)

Karnataka 0 3

(100)

0

(0)

0

(0)

0

(0)

0

(0)

0

(0)

0

(0)

0

(0)

Rajasthan 2

(13.3)

2

(13.3)

6

(40.0)

0

(0)

0

(0)

2

(13.3)

0

(0)

0

(0)

3

(20.0)

Tamil Nadu 0

0

1

(25.0)

0

(0)

2

(50.0)

0

(0)

0

(0)

0

(0)

0

(0)

1

(25.0)

Uttar Pradesh 0

0

5

(38.5)

1

(7.7)

2

(15.4)

2

(15.4)

0

(0)

0

(0)

0

(0)

3

(23.1)

Total 78

(23.2)

80

(23.8)

22

(6.5)

11

(3.3)

21

(6.3)

28

(8.3)

8

(2.4)

4

(1.2)

84

(25.0)


144

Table 7.2 shows the designation of the respondents from the respective companies and

other establishments. About 44 per cent of the respondents were representing small

enterprises thus implying that a considerable number of the aspirants were absorbed in such

industries. The respondents in the case of other industries were managers (36 per cent) and

senior officials (20 per cent).This also reflects the local area economy development .

Table 7.2: Designation of the respondent by the states

State Total

Designation A.P Chhattisgarh Gujarat J.K Karnataka Rajasthan T.N U.P

Owner 109 23 8 1 6 147

(45.8%) (65.7%) (42.1%) (11.1%) (46.2%) (43.8%)

Manager 76 10 10 6 1 11 3 5 122

(39.1%) (28.6%) (52.6%) (56.7%) (33.3%) (73.3%) (75.0%) (38.5%) (36.3%)

Senior

official

52 2 1 2 2 4 1 2 67

(22.2%) (5.7%) (5.3%) (22.2%) (66.7%) (26.7%) (25.0%) (15.4%) (19.9%)

Total 238 35 19 9 3 15 4 13 336

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Table 7.3 provides the distribution of employers as per the establishment of the

industries/companies. It is understood that a majority (about 62 %) of the employers have

established their companies between the years of 2000 and 2006. 27 per cent of the

companies were established from 1990 and 1999 whereas 11 per cent of the companies

were started between 1961 and 1980. It may be inferred from the above that the LABS

aspirants are mostly absorbed by the recently started industries.

Table 7.3: Companies according to Year of establishment-state-wise

Year of

Establish

ment

A.P Chattis

garh

Gujarat Jammu

&

Kashmir

Karnataka Rajasthan Tamil

Nadu

U P Total

1961-1980 8 2 1 0 0 0 0 0 11

3.4 5.7 5.3 0.0 0.0 0.0 0.0 0.0 3.3

1981-1990 15 6 0 1 0 2 0 2 26

6.3 17.1 0.0 11.1 0.0 13.3 0.0 15.4 7.7

1990-1999 64 13 8 1 1 3 0 1 91

26.9 37.1 42.1 11.1 33.3 20.0 0.0 7.7 27.1


145

2000-2006 151 14 10 7 2 10 4 10 208

63.4 40.0 52.6 77.8 66.7 66.7 100.0 76.9 61.9

Total 238 35 19 9 3 15 4 13 336

100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Generally, the size of the company is defined on the basis of number of branches and total

number of staff employed. It is understood that a majority of the aspirants are absorbed by

the small companies and petty business establishments. It can be inferred that 81 per cent

of the employers have only one branch and about 7 per cent have two branches. The rest

(22 percent) of them have more than three branches. In other words the major chunk of

the aspirants is recruited only in small sector.

7.3 Perception on LABS: The sample employers were asked to indicate their

perception on various components of LABS courses. In respect of each of the components,

the perception was sought on a four – point scale, the cues being 0, 1,2and 3 where 0 and 3

represent extreme level on appropriateness /relevance continuum. The average score in

respect of each component is computed taking in to account the score obtained by employer

in the range of 0 -3

Table 7.4 clearly indicates that employers have scored highest for employability (2.52),

followed by economic advancement and personality development. This partly matches with

the perception of aspirants (discussed in section 4.2). The lowest score was obtained in the

case of life style advancement.

Table 7.4: Employers’ perception on what does LABS stand for


Employability 2.52 1

Career Advancement 1.29 4

Life-style advancement 1.17 5

Economic advancement 1.48 2

Personality development 1.38 3

Table 7.5 gives the scores obtained by employers in relation to the uniqueness of LABS. It

indicates that the employers perceived that LABS is unique in terms of youth friendly. The

scores also suggested that market friendly comes next in the rank. It may be interesting to


146

note that the employers scored low on cross-sector partnership and context based courses.

There is a total match between perception of aspirant and employers in this regard.

Table 7.5: Employers perception on uniqueness about LABS


Youth friendly 1.98 1

Market friendly 1.49 2

Cross-sector partnership 0.98 4

Context based/localized 1.09 3

Table 7.7 gives employers perception about LABS target group. The employers have scored

highest in respect to economically needy followed by school and college drop-outs. The

women were given third importance. The groups in special circumstance and differently-

abled got fourth and fifth place respectively.

Table 7.6: Employers perception about LABS target group


Economically needy 2.37 1

Group in special circumstances 0.84 4

School/college dropouts 1.93 2

Women 1.23 3

Differently abled 0.51 5

While the above indicates the spontaneous reflection of employers’ understanding on LABS,

the field interactions with the employers give a feeling that most of them do not have deeper

insights on LABS. They primarily view it as an employment generation institution to the

youth in general and school drop outs in particular. Some of the expressions from the

employers reveal that LABS engagement is nominal in promoting cross sector partnership.

Given the market centric approach of LABS, it may have to look at operational aspects of

B2Y etc.


147

7.5 Acquaintance of employers with the LABS: The table 7.8 shows that

43 per cent of the employers came to know about LABS through ‘LABS staff’, followed by

B2Y network (18 per cent) at aggregate level. LABS’ staffs seem to have played a lead role

in popularizing LABS to the employees, excepting in the case of Chattisgarh – where media

has played an important role. The role of B2Y is predominant in J&K (55.6%) followed by

Karnataka (33.3%), while it has no role in the case of Tamil Nadu – where in employers

came to know about LABS from colleagues and media.


148

Table 7.7: Employers’ acquaintance with LABS

Source of information

media B2Y internet colleagues LABS staff Others ( road shows, friends, etc) total

State

No. No. No. No. No. No. No.

Andhra Pradesh 21

(8.8)

38

(16.0)

(0.4) 28

(11.8)

96(40.9) 41(17.2) 238

(100)

Chattisgarh 10

(28.6)

9(25.7) 0(0) 4(11.4) 9(25.7) 4(11.4) 35

(100)

Gujarat (5.3) 5(26.3) 0(0) 1(5.3) 11(57.9) 5(26.3) 19

(100)

J&K 0(0) 5(55.6) 0(0) 0(0) 5(55.6) 3(33.3) 9

(100)

Karnataka 0 (0) 1(33.3) 0(0) 1(33.3) 1(33.3) 0(0) 3

(100)

Rajasthan 0 (0) 2(13.4) 0(0) 0(0) 13(86.7) 0(0) 15

(100)

Tamilnadu 1(25.0) 0(0) 0(0) 2(50.0) 1(25.0) 1(25.0) 4

(100)

Uttar Pradesh 0 (0) 2(15.4) 0(0) 0(0) 8(61.5) 2(15.4) 13

(100)

Total 33(9.8) 60(17.9) 1(0.3) 36(10.7) 144(42.9) 56(16.7) 336

(100)


149

7.6 Usefulness of LABS to the employers: Table 7.8 indicates that the

(53.0%) employers (at the aggregate level) are seeing LABS’ contribution in terms of

providing skilled force. It means that employers are seeing LABS as a provider of skilled

human resources. In this regard, J&K and Rajasthan have topped this list. About 30 per

cent of them acknowledged that LABS is also useful in reducing their recruitment costs.

Further more, 23 per cent of employers viewed that LABS is useful in terms of saving initial

training cost in recruitment process. A very few employers (5.7 per cent) considered that

LABS is a source for getting dedicated staff. This is a feedback that should be valuable in

revisiting the Work Readiness Module and also the life skills module.

Table 7.8: Usefulness of LABS to the employers

Benefits to the employer State

Recruitment

cost reduction

Availability of

skilled force

Saving in

initial

training cost

Getting more

dedicative

staff

Total

Andhra

Pradesh

66

(27.7)

131

(55.0)

37 (15.5) 14

(5.9)

238

(100)

Chastisgarh 17

(48.6)

17

(48.6)

15 (42.9) 1 (2.9) 35

(100)

Gujarat 5

(26.3)

6

(31.6)

10 (52.6) 2

(10.5)

19

(100)

J&K 3

(33.3)

7

(77.8)

2 (22.2) 0

(0)

9

(100)

Karnataka 2

(66.7)

2

(66.7)

3

(100)

0

(0)

3

(100)

Rajasthan 2

(13.3)

11

(73.3)

1

(6.7)

1

(6.7)

15

(100)

Tamil Nadu 2

(50.0)

1

(25.0)

2 (50.0) 0

(0)

4

(100)

Uttar

Pradesh

2

(15.4)

3

(23.1)

6 (46.2) 1

(7.7)

13

(100)

Total 99

(29.5)

178

(53.0)

76 (22.6) 19

(5.7)

336

(100)


150

7.7 Employers’ relationship with LABS: Only 22 per cent of the total

employers have expressed that they maintain formal or informal relationship with LABS in

connection with providing employment to aspirants and B2Y network (Table 7.19). The

employers in Chattisgarh and Tamil Nadu have stronger relationship with LABS with regard

to B2Y network and providing employment to the aspirants respectively. However in the

case of the rest, the relationship was only informal/limited in the sense that besides

arranging exposure visits and giving guest lectures in the courses, the employers also gave

guidance to the aspirants, when approached, in matters relating to career building.

Table 7.9: Employers’ relationship with LABS

Kind of relationship

Only informal/limited

relationship

Business Employment Total %

States

No. % No. % No. % No %

Andhra

Pradesh

183 76.9 18 7.6 37 15.5 238 100

Chattisgarh 24 68.6 8 22.9 3 8.6 35 100

Gujarat 12 63.2 3 15.8 4 21.1 19 100

J&K 9 100 0 0 0 0.0 9 100

Karnataka 3 100 0 0 0 0.0 3 100

Rajasthan 14 93.3 1 6.7 0 0.0 15 100

Tamil Nadu 3 75.0 0 0 1 25.0 4 100

Uttar Pradesh 11 84.6 0 0 2 15.4 13 100

Total 259 77.1 30 8.9 47 14.0 336 100

7.8 The interaction between the LABS aspirants and the business

community: LABS promotes interaction between the aspirants and the business

community primarily though B2Y network, recruitment, industrial visits, and guest lecture.

The aspirants belonging to the courses such as hospitality, BSPA, CRS, etc., have been

taken for an exposure to the company as part of the Work Readiness Module (WRM) in

acquainting the aspirants with the actual work environment.

Table 7.10 indicates that 39 percent of the employers have contacts with the aspirants

through recruitment. It is predominantly seen in the case of the states like Rajasthan, Tamil

Nadu, Chattisgarh and Uttar Pradesh. It is widely noticed that only 20 per cent of the

business community have the relationship with LABS aspirants by B2Y network and 21


151

percent of employers facilitated interaction with the aspirants through guest lectures. LABS

centres in Chattisgarh, Gujarat, Karnataka, Rajasthan and Tamil Nadu seem to have

conducted a few guest lectures. Similarly, Karnataka, Rajasthan and Tamil Nadu centres

have organized less industrial visits.

Graph 7.10: Percentage of employers according to their interaction with LABS

0

10

20

30

40

50

60

70

80

90

100

Andhra

Pra

desh

Chastisgarh

Guja

rath

J&

K

Karn

ata

ka

Raja

sth

an

Tam

ilnadu

Uttar

Pra

desh

Tota

l

Perc

en

tag

e o

f E

mp

loyers

B2Y network Recruitment

Guest lectures Trainees visit to industry

Others (friends& neighbours)

7.9: Pattern of clearing interviews by aspirants: Table 7.11 shows that

about 59 percent of the aspirants got through interview in the first instance itself. It may be

noted that 39 percent of the aspirants had to attend interview more than five times to get the

job. The aspirants who cleared interview in the first attempt are higher in UP, AP and

Chattisgarh. A majority of students had to attend interviews several times in order to get job

in the case of Tamil Nadu, Jammu & Kashmir and Karnataka (This needs to be interpreted

cautiously in view of the small size of the sample).


152

Graph 7.11: Percentage of employers according to the no. of aspirants clearing the

interview

0

10

20

30

40

50

60

70

80

90A P

Chattis

garh

Guja

rat

J &

K

Karn

ata

ka

Raja

sth

an

TN

UP

Tota

l

perc

enta

ge o

f Em

ply

ers

1 2 3 4 5 and above

7.10 Recruitment of aspirants to the industries by alumni: Table 7.12

presents the role of alumni in recruitment of the LABS’ aspirants into the company. It

indicates that in the case of 15 percent of employers the alumni has played a role in

recruitment of aspirants into companies. The alumni seem to have played a major role in

recruitments in the case of Tami Nadu followed by Jammu and Kashmir (75 and 44 per

cent respectively). This clearly suggests that there are limited contacts among the aspirants

after the completion of the course. It also appears that in the case of several companies the

need for recruiting additional staff may not have been there as these organizations are of

smaller size.


153

Graph 7.12: Percentage of employers according to LABS aspirants recruited through

LABS alumni

0

10

20

30

40

50

60

70

80

90

100

AP

Chattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

TN

UP

Tota

l

Perc

en

tag

e o

f E

mp

loyers

0 1 2

7.11 Employers’ satisfaction with the skill level and the quality of

the work: It is estimated that the satisfaction of the employers with the LABS’ aspirants’

performance is quite high. It is observed from the table 7.13 that almost 94 percent of the

employers are fully satisfied with the skill levels, and performance of the aspirants. It is

obvious that in case of the states like Chattisgarh, Karnataka, Gujarat and Rajasthan that all

the employers are satisfied with the aspirants’ performance. The dissatisfaction is noticed in

the limited number of employers. This scenario is widely found in Tamil Nadu. The reasons

cited by employers for their dissatisfaction were lack of sufficient technical skills,

communication skills and practical knowledge in the aspirant. This suggests that there is a

need to focus on providing additional skills in all aspects to the aspirants.


154

Graph 7.13 Percentage of employers according to their satisfaction with LABS

aspirants’ performance

0

10

20

30

40

50

60

70

80

90

100

A P

Ch

astisg

arh

Gu

jara

th

J&

K

Ka

rna

taka

Ra

jasth

an

TN

UP

To

tal

Pe

rce

nta

ge

of

Em

plo

ye

rs

Satisfied Not satisfied

7.12 Number of aspirants quit/dismissed from the job: Table 7.14

shows the rate of retention of the aspirants after the placements. It discloses the fact that

at the aggregate level the rate of retention in the jobs is considerably high (87 percent). In

employment aspect the states like Karnataka and Rajasthan do not have any drop out rates.

But in the case of Gujarat highest drop out rate (about 63 percent) was observed followed by

Tamil Nadu (25 percent). The reasons stated by the employers for aspirants leaving the job

were domestic problems or better job opportunities.


155

Graph 7.14 Percentage of employers as per retention rate

89 91

37

89

100 100

75

9287

0

10

20

30

40

50

60

70

80

90

100

AP

Chattisg

a rh

Gujara

tJ&K

Karnata

ka

Rajasth

an TN UP

Tota

l

Pe

rce

nta

ge

of

Em

plo

ye

rs

7.13 Association with LABS: There are different ways of the employers

associating themselves with LABS courses and this could primarily be in the form of

providing opportunities to the aspirants for exposure visits/apprenticeship and also helping

LABS in the development of curriculum. Association on these lines will be mutually

beneficial in the sense that the employers will have more choice in selecting right candidates

for their jobs and at the same time the aspirants will also stand benefited in view of the

additional opportunities made open to them for further enhancing their skill levels.


156

Table: 7.15 coming to know about exposure visits/job assignment

State Total

coming

to

know

about

LABS

Andhra

Pradesh

Chhattisgarh Gujarat Jammu

&

Kashmir

Karnataka RajasthanTamil

Nadu

Uttar

Pradesh

No 133 7 10 5 11 2 11 179

55.9% 20.0% 52.6% 55.6% 73.3% 50.0% 84.6% 53.3%

Yes 105 28 9 4 3 4 2 2 157

44.1% 80.0% 47.4% 44.4% 100.0% 26.7% 50.0% 15.4% 46.7%

Total 238 35 19 9 3 15 4 13 336

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

The analysis of the data on this aspect suggests that only in the case of 47 per cent of the

employers the exposure visit was organized (table-7.15). But at the state level, interestingly,

all the three employers in Karnataka and only 15 per cent of employers in the case of UP,

have reported such visits.. As the picture is not very encouraging in some states, some

intervention is necessary on the part of DRF (This conclusion is drawn on the assumption

that the study in its random sampling covered all the important employers who have enough

avenues to arrange for the exposure visits and also for apprenticeship.)

Employer Case Study: Jain Irrigation

One of the major Employers for LABS who have provided opportunities to around 80 LABS aspirants are Jain

Irrigation. The area is MI –Micro Irrigation and the placements take place in the various districts of Andhra

Pradesh. The person who interviewed was Mr G Surya Sinivas (Zonal Manager). It was revealed that Jain

Irrigation saves 30-40% of Recruitment costs while hiring a LABS aspirant. While the entire Training costs

which is approximately Rs 5000 is saved for the company while recruiting a LABS aspirant. This training is a 15

day program which takes place in Jalgaon.

Attrition rate of Jain irrigation is around 30% and around 60% of the LABS aspirants have been retained in the

job. However the rest have left due to the location of the job.


157

Table: 7.16 Usefulness of assignment of exposure visits and guest lectures:

State Total

The

assignment

is useful

Andhra

Pradesh Chhattisgarh Gujarat

Jammu &

Kashmir Karnataka Rajasthan Tamil Nadu

Uttar

Pradesh

No 127 5 9 5 1 10 1 8 166

53.4% 14.3% 47.4% 55.6% 33.3% 66.7% 25.0% 61.5% 49.4%

Yes 111 30 10 4 2 5 3 5 170

46.6% 85.7% 52.6% 44.4% 66.7% 33.3% 75.0% 38.5% 50.6%

Total 238 35 19 9 3 15 4 13 336

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

When asked whether the exposure visit is useful (in their perception) again only 51 per cent

of the aspirants replied in affirmative (table 7.16). While Chattisgarh is comfortable with

more than 86 per cent reporting that the visit was useful and it has prepared the aspirants in

taking up jobs, only one third in the case of Rajasthan replied on similar lines (It may be

noted that the employers who gave replies to this question need not necessarily be those

who arranged exposure visits)

7.14 Curriculum development: Involvement of the employers in the development

of curriculum has immense value as it suggests changes/ improvements in the existing

curriculum in respect of various trades reflecting the actual job requirements in the real

situation. But the position, as the analysis shows, leaves much to be desired. At the

aggregate level, about one- tenth only were taken into confidence for the task under

reference and across states Tamil Nadu registers the largest percentage of 75 points.

Interestingly, in the case of Karnataka which reports that all the employers were involved in

providing exposure visits not even a single employer was approached for the purpose.

(Again, this piece of information needs to be interpreted a little cautiously because of the

smaller base) (Table 7.17).


158

Graph: 7.17 : Percentage of employers according to their involvement in development

of curriculum

0

10

20

30

40

50

60

70

80

90

100

AP

Chhattis

garh

Guja

rat

J&

K

Karn

ata

ka

Raja

sth

an

T N UP

Tota

l

Perc

en

tag

e o

f E

mp

loyers

No

Yes

7.15 Improvements in the curriculum: Only about one-third at the aggregate

level felt that the existing curriculum needed improvements as per the Industrial norms and

across states, the need was felt more in the case of Chattisgarh (table 7.18).


159

Graph: 7.18: Percentage of employers according to the nature of improvements

needed:

0102030405060708090

100

Andhr

a Pra

desh

Cha

ttisg

arh

Gujar

at

Jam

mu

& K

ashm

ir

Karna

taka

Raj

asth

an

Tamil Nad

u

Utta

r Pra

desh

Total

Perc

en

tag

e o

f T

rain

ees

Communication skills Technical skills Time managementPractical knowledge No additions needed Cont say

Independent of the state, the employers suggested that the changes are very much

necessary in the curriculum so as to make the aspirants improve their technical knowledge

and communication skills. Some employers also felt that in the curriculum there must be an

adequate provision for imparting more practical knowledge.

7.16 Aspirants getting adjusted to the work environment: The course

offered by LABS is comprehensive in its scope. Besides explaining technical concepts,

Work Readiness Module (WRM) through which the aspirants are prepared to face the

interviews, getting adjusted to the new environment etc. is one of the prime components of

the course. Against this background, it is not surprising when about 83 per cent mentioned

that the LABS aspirants get adjusted more quickly than others. This trend is more

pronounced in J&K and Chattisgarh where cent per cent of the employers agreed with the

above proposition (table 7.19).


160

Table: 7.19 whether the LABS aspirants get adjusted to the work environment

State Total get

adjusted Andhra

Pradesh


&

Kashmir


Nadu

Uttar

Pradesh

Yes 194 35 14 9 2 13 2 11 280

81.5% 100.0% 73.7% 100.0% 66.7% 86.7% 50.0% 84.6% 83.3%

No 44 5 1 2 2 2 56

18.5% 26.3% 33.3% 13.3% 50.0% 15.4% 16.7%

Total 238 35 19 9 3 15 4 13 336

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

7.17 Special characteristics of LABS aspirants: The general endeavour of

LABS course is to make the aspirants acquire skills that are required to make them

employable. The curriculum covered in the course includes pure technical inputs and also

classes to improve the personality traits like commitment, motivation etc.

Table: 7.20 Overall opinion about LABS aspirants * State Cross tabulation

State Total Opinion

Andhra

Pradesh


&

Kashmir


Nadu

Uttar

Pradesh

More

committed

197 32 10 9 3 15 3 10 279

82.8 91.4 52.6 100.0 100.0 100.0 75.0 76.9 83.0

More

motivated

152 33 7 7 3 15 3 10 230

63.9 94.3 36.8 77.8 100.0 100.0 75.0 76.9 68.5

Preparedness

to work

144 26 5 8 3 13 3 9 212

60.5 74.3 26.3 88.9 100.0 86.7 75.0 69.2 63.1

Having more

creative skills

127 29 7 3 3 8 3 10 190

53.4 82.9 36.8 33.3 100.0 53.3 75.0 76.9 56.5

More eager to 109 29 7 5 3 8 4 9 174


161

move

45.8 82.9 36.8 55.6 100.0 53.3 100.0 69.2 51.8

Less likely to

quit

70 25 4 5 3 7 1 9 126

29.4 71.4 21.1 55.6 100.0 46.7 25.0 69.2 37.5

Total 238 35 19 9 3 15 4 13 336

100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

When asked what are the unique features of the aspirants of LABS vis-a vis other

recruits, the employers concluded that the LABS aspirants are more committed (83 per

cent), more motivated ( 69 per cent), prepared to work ( 63 per cent) more eager to move (

62 per cent ) and less likely to quit( 38 per cent).

While this is the scenario at the aggregate level, Karnataka (though only 3 employers) and

Rajasthan and Tami Nadu to some extent exhibit similar pattern.

7.18 Requirement of additional skills: Needless to say, LABS trains the

candidates according to the required skills set by the employer and the function of the job

activities. Keeping in view this requirement, the employers were asked to suggest what

additional skill sets are required so as to perform better in the context of the company.


162

Graph: 7.21 : Percentage of employers according to additional skills required to the

aspirants:

0

10

20

30

40

50

60

70

80

90

100

Andhra

Pra

desh

Chatt

isgarh

Guja

rat

J &

K

Karn

ata

ka

Raja

sth

an

Tam

il N

adu

Utt

ar

Pra

desh

Tota

l

Perc

en

tag

e o

f E

mp

loyers

Technical Communication Time management Adjustment to working conditions Any other (specify}

As will be seen from the above table, technical skills of the aspirants need to be sharpened

further according to 50 per cent of the employers closely followed by those (13 per cent) who

mentioned that communication skills need to be given due weight age. About one-third of

the employers also felt that the aspirants need some basic inputs on how to adjust

themselves to the work-environment in the companies .

7.19 What do the employers like about LABS: By virtue of having closer

association/interaction with the LABS aspirants/courses (in the case of many employers), the

employers were asked to identify the aspects that stand apart.


163

Graph: 7.22: Percentage of employers according to what they like about LABS

0

5

10

15

20

25

30

35

40

45

50

No

an

sw

er

Te

ach

ing

ap

pro

ach

/ m

eth

od

s

Pe

rso

na

lity

de

ve

lop

me

nt

Co

mm

un

ica

tio

n s

kills

Eve

ryth

ing

is a

ll r

igh

t

Incu

lca

tin

g g

oo

d d

iscip

lin

e

Co

nce

pt o

f h

elp

ing

po

or

Pro

vis

ion

fo

r p

lace

me

nt

WR

M c

on

ce

pt

No

ge

nd

er

bia

s

Ga

me

s

Fri

en

dlin

ess o

f te

ach

ers

Fre

e e

du

ca

tio

n

Pe

rce

nta

ge

of

Em

plo

ye

rs

Andhra Pradesh Chattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu Uttar Pradesh Total

As will be seen from above table, teaching approach/methods, concept of helping poor and

free education are the ones which the employers liked most( in terms of their number). But

in Rajasthan ‘ provision for placements” received larger endorsement while in Tamil Nadu

half the employers were all praise about the WRM concept.

7.20 Aspects needing change: Whatever is the care taken at the time of planning

and later organizing the course to ensure that the course is a success, there would always

be some scope left for improvement to make it more successful? Towards this end,

suggestions were sought from the employers in regard to the aspects which need change in

their perception. As can be gleaned from this table that nearly half the employers could not

say any thing, while duration of the course and more focus on practical need a second look

according to 10 per cent of the employers. Some employers, though a minority, made

observations on present status of supply of equipment in the centre and the hygienic

conditions prevailing in the surroundings of the centre (venue).


164

Graph: 7.23: Percentage of employers according to changes required in LABS

0

10

20

30

40

50

60

70

80

90

100

No

an

sw

er

Exte

nsio

n o

f d

ura

tio

n

Fa

cilita

tors

mu

st g

en

era

te in

tere

st

Mo

re e

mp

ha

sis

on

pra

ctica

ls

Tim

ely

pro

vis

ion

of m

ore

eq

uip

me

nt

Tim

e p

lan

nin

g a

nd

allo

ca

tio

n o

f p

ractica

ls

tim

e

Intr

od

uce

min

imu

m c

om

pu

ter

skills

se

ssio

n in

all c

ou

rse

s

Se

ssio

ns o

n a

dva

nce

d c

om

pu

ter

skills

A s

ep

ara

te c

ell fo

r p

ost tr

ain

ing

fo

llo

w-u

p

Co

ve

rag

e o

f p

oo

r p

eo

ple

Ve

nu

e m

ust b

e h

yg

ien

ic w

ith

ba

sic

fa

cilitie

s

No

ch

an

ge

re

qu

ire

d

Pe

rce

nta

ge

of

Em

plo

ye

rs

Andhra Pradesh Chhattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu Uttar Pradesh Total

7.21 What more can LABS do? Lastly, with the intention of bringing about those

improvements as necessary in the view of employers, they have been asked to make

suggestions.


165

Graph: 7.24 Percentage of employers according to what more can LABS do?

0

10

20

30

40

50

60

70

Ta

ilori

ng

co

urs

e

Es

tab

lish

ed

ce

ntr

e w

ithe

ffic

ien

t

Ne

ed

to

co

ve

r m

ore

po

or

pe

op

le

Mo

rep

ub

licity

ab

ou

t L

AB

S

Fa

sh

ion

de

sig

n a

nd

em

bro

ide

ry

Ha

nd

icra

fts

Ad

diti

on

al

co

urs

es

Fo

od

pro

ce

ss

ing

ca

nt

sa

y/N

oa

ns

we

r

Pe

rce

nta

ge

of

Em

plo

ye

rs

A P Chattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu U.P Total

Here also, the question did not elicit any response from as many as one-third in the sample

covered. The suggestions offered by ( other ) employers mostly in the form of posting

efficient faculty/facilitators in the centres, need for expanding the geographical coverage of

the LABS courses and more importantly introduction of additional courses suiting the

market requirement.


166

Section 8 - DRF LABS Staff

8.1 Coverage of the staff members: This section deals with LABS staff‘s views

on various aspects of the project such as human resource and project management. During

the social accounts, the staff members’ experiences were elicited in relation to processes,

project outcomes and impact. Since they are steering the project, an attempt also was made

to gather information related to their prospects in LABS and performance of aspirants. The

total number of staff members covered across states as part of the social accounts was 98

(Table 8.1). In addition, 13 senior staff members of DRF at the headquarters were also

contacted for their views.

Table 8.1: Distribution of staff members across states

State No. of staff covered Per cent

AP 50 51.0

Chhattisgarh 11 11.2

Gujarat 9 9.2

J & K 6 6.1

Karnataka 3 3.1

Rajasthan 4 4.1

Tamil Nadu 9 9.2

Uttar Pradesh 6 6.1

total 98 100.0

HQ support

Staff (Hyderabad) 13

Total 111

The staff members covered as part of the social accounts included facilitators, centre

coordinators, cluster coordinators and district coordinators of LABS (table 8.2).

Table 8.2: Designation of the LABS staff covered

Designation Number Percentage

Facilitator 65 66.3

Centre Coordinator 24 24.5


167

Cluster Coordinator 4 4.1

District Coordinator 4 4.1

State Coordinator 1 1.0

Total 98 100.0

8.2 Qualification and specialization of the staff: Table 8.3 shows the

qualification of the staff members. The majority (36.6 per cent) of them are post graduates

followed by the graduates (30.6 per cent). Almost 26 percent the staff members are diploma

holders in engineering (17.3 percent) and pharmacy (8.2 percent). Further, a small

proportion of staff members are with qualification of intermediate (6.1%) and ITI (1%).

There appears to be a significant relationship between the performance of the centre and

qualification and experience of the facilitators. The aspects related to the quality of the LABS

staff members have emerged as an important concern in certain states.

Table 8.3: Qualification of the Staff:

Qualification Number Percentage

Inter 6 6.1

Diploma in Engineering 17 17.3

Degree in Medicine/ Other 8 8.2

BA/B.Sc./B.Com/PG Diploma 30 30.6

Post Graduate 36 36.7

ITI 1 1.0

Total 98 100.0

8.3 The longest -serving staff members (4.1 per cent) have joined LABS in 2001. More

than half the staff members (51 per cent) have joined the LABS in 2005, followed by 26.5 per

cent in 2006. In other words, almost 78 per cent of LABS staff members are with LABS for

just past 12 to 16 months. This is understandable as LABS is on the fast growth track; and

LABS has started in many of these states only a few years back.


168

Table 8.4: Year of joining in LABS:

Year Number Percentage

2001 4 4.1

2002 2 2.0

2003 5 5.1

2004 11 11.2

2005 50 51.0

2006 26 26.5

Total 98 100.0

Table 8.5 shows that the staff members of LABS are drawn from different specializations

(courses). About 24 per cent of them are from information technology background. About

15 per cent of them were drawn having experience in CRS and spoken English. The

background of the staff also shows that 11.2 per cent are from automobile field and an equal

number from BSPA and WGS. Very few people are drawn from electrical and MI

.background. This seems to be matching with nature and quantum of the aspirants covered

by each course.

Table 8.5: Course Specialization

Sl.No. Course Percentage

1 ITES 23.5

2 CRS 14.3

3 Spoken/Communicative English 14.3

4 Automobiles 11.2

5 BSPA 10.2

6 WGS 10.2

7 MSW 6.1

8 Electrical 1.0

9 MI 1.0

Total 100.0


169

8.4 Perception on LABS: As in the case of other respondents, the perceptions

were sought on a four point scale and average scores are computed in respect of each

component.

The field staff scored high for employability and personality development. It matches with the

perception of senior team, though they scored little higher score for both the aspects. While

the field staff assigned lowest score for economic advancement, the senior team to career

advancement. Employability emerged as a major trait across the stakeholders. At the same

time there is variation across the stakeholders’ understanding.

Table 8.6: The staff perception on what does LABS stand for

Field staff Head office staff Component

Score8 Rank Score Rank

Employability 2.53 1 2.77 1

Career Advancement 2.27 3 1.92 5

Life-style advancement 2.23 4 2.23 4

Economic advancement 2.11 5 2.31 3

Personality development 2.51 2 2.69 2

8.5 Uniqueness about LABS: Table 8.7 shows the scores given by the staff on

uniqueness about LABS. Interestingly, there is a match between the field staff and senior

team in terms of priority. They gave high priority to youth friendly followed by market

friendly, context based and cross-sector partnership. But in terms of score, there is a

variation between them. This indicates gap in thinking in terms of translating idea into

practice. In fact, this is indicative even across different stakeholders. While this happens in

large scale projects, the most positive feature is unanimity on thinking on a youth friendly

programme.

Table 8.7: The staff perception on uniqueness about LABS


Score Rank Score Rank

Youth friendly 2.69 1 2.92 1

Market friendly 2.33 2 2.69 2

8 The percentage refers to the score obtained by the group in a possible range of 0 -3


170

Cross-sector partnership 1.87 4 2.54 4

Context based/ localized 1.89 3 2.62 3

Table 8.8 gives scores obtained by staff in relation to target group of LABS. It is interesting

to note that field staff and Senior team differ in terms of ranking. While the field staff gave

high priority to economically needy, Senior team to school drop outs. When compared to

scores of the field staff, senior team scored more for women and differently abled. There is

also a variation in scoring related to group in special circumstances. The above discussion is

suggestive of expectations of senior team with reference to these target groups. It is also an

indicator for more formal / Informal interaction between these groups.

Table 8.8: LABS Meant for whom/Target group


Score Rank Score Rank

Economically needy 2.79 1 2.77 2

Group in special circumstances 1.28 4 1.85 5

School/college dropouts 2.63 2 2.92 1

Women 1.67 3 2.38 3

Differently abled 1.17 5 2.23 4

8.6 Personal and professional growth: It is expected that involvement of DRF

staff in LABS courses is expected to result in not only their personal growth but also the

professional growth of the staff. Keeping this in mind the staff’s reactions were sought on

these two dimensions separately in terms of ranking the possible areas that contribute to

growth: viz., job satisfaction, building personal network, knowledge enhancement and

meeting the family demand. The following is the analysis of the ranks assigned by the staff.

On aggregation of the replies across the staff, the following picture emerges:

Table 8.9: Scores on various components of personal and professional growth

Personal growth

components

Total

score*

Rank Professional growth

components

Total

score*

Rank

Job satisfaction 1.96 1 Growth opportunities 1.65 1

Knowledge

enhancement

1.98 2 Secured job 2.40 2

Building personal 2.49 3 Good salary increments 2.96 4


171

network

Meet the family

demand

3.57 4 Increased status in the

society

2.85 3

*It may be noted that this score is obtained on aggregating the ranks of each staff member

on the four components and therefore the lowest value is given rank 1.

On personal growth side, as can be seen from the above table that job satisfaction ranked

first followed by knowledge enhancement. (In fact there is a tie between these two).

Building personal network is perceived to be third in importance and ‘meet the family

demand’ occupies the last place. Going by the first two ranks, it can be concluded that the

staff have more job satisfaction through their involvement in LABS activities.

Similarly on the professional growth side, the group was of the view that growth

opportunities would improve further by virtue of their involvement in the activities. ‘Securing

job’ and ‘increased status in the society’ obtained third and fourth ranks implying that they

are relatively perceived to be less important.

8.7 Attending the induction program: Nine out of every 10 staff members were

exposed to the induction programme. As regards appraisal, 34 per cent of the staff

members reported that it has taken place in 2006 while for another 15 per cent it was done

in 2005. About half the staff members reported that it was due.

8.8 Visualizing future in LABS: When asked what kind of future they visualise in

LABS, nearly 85 per cent mentioned there is a bright future for them while about 10 per

cent were sceptical in this regard ( these members said no future/limited offers) and 5

per cent chose to be non committal.


172

8.9 Career Opportunities outside LABS: The reaction of a majority of the staff

members (nearly 80 per cent) was that career opportunities are aplenty while others

perceived that avenues are quite limited. Whether or not enough opportunities are available

outside, this indicates a favourable sign as it shows the degree of confidence they have

about their career prospects in the sector in general.

8.10 Elements of Work Readiness Module: In the perception of the staff

dealing with LABS courses, the major elements of the module include enabling the

candidates in facing the interviews (70 per cent) and improving their communication skills

(according to 31 per cent). Next comes in order is the component relating to ‘dress code

and mannerism’ (13 per cent). This shows that not only in the perception of the aspirants but

also of the staff that the course provides a good exposure to the candidates in facing

interviews.

8.11 Primary benefits that accrued to the aspirants from WRM: In the

perception of the staff members who are closely involved in the implementation of the LABS

course, the primary benefit that the aspirants derived is in terms of developing the

aspirants personality (54 per cent), increase in the confidence levels( 44 per cent),

developing work culture (41 per cent) etc. A few staff members mentioned that the aspirants

benefited in terms of improving the technical knowledge and in decision making.

Employee Case study: J Satish

Strength of mind and willingness to face challenges are the key aspects for success,

however, daunting a task it may be. This is case with J. Satish who joined us as a CRS facilitator in 2004, and with the

course of time, became the regional coordinator, Telangana region, Andhra Pradesh. Satish also received an award

for the best B2Y network in Sankalp2005. He was certified by C4C as a Certified Master Facilitator. Currently, Satish

is deputed as a Livelihood Specialist to Andhra Pradesh Urban Services for the Poor (APUSP) thus entrusting with the

responsibility of monitoring Livelihood Promotion Associates (L P As) in their implementation of program for 42 class-

one towns of Andhra Pradesh. Way to go! All this is possible because of Satish’s commitment to quality, teamwork

and eye of details. This also shows that hard work, dedication and drive for perfection will never go unnoticed.

In the words of Satish, “I always believe that system is more important than individual. I think, plan, listen

to my heart, and work hard accordingly”.


173

8.12 Views on B2Y: According to the views expressed by the staff, the LABS concept

aims at improving the job culture/ working conditions (50 per cent), looking for right

placements (39 per cent). About one-fourth of the staff views that B2Y also enables the

aspirants to improve the training personnel network. The concept also helps the aspirants in

finding opportunities by themselves, according to 32 per cent the aspirants while undergoing

the course get in touch with many companies.

8.13 IYDP Assessments: Out of 98 staff members covered, about one-tenth

reported that not even a single assessment was accomplished in this regard. For the group

as a whole the average figure works out to 3.08 assessments in a span of 3 months period.

This is in line with the intended monthly frequency of the tool

8.14 Practical orientation: As part of this, the aspirants have to be taken on visits to

industries and companies. Some guest lectures have to be arranged from the senior

management of the companies. The analysis in this regard shows that in about one-fifth of

the cases no visits to the industries were arranged and including the same category on an

average about 5 visits were arranged. The position leaves much to be desired in regard to

cross-sector visits where only 42 per cent of the cases claim that no such visits were

arranged. Going by the information given by the staff dealing with the centres, guest

lectures were not arranged in as many as 16 per cent of the cases. However, for the group

as a whole, the average comes to 5 visits in a period of 3 months.

8.15 Opinion on involvement and overall achievement of aspirants:

Having been associated with the course and also closely watching the performance of the

aspirants (in most of the cases), the staff members were asked to mention their experiences.

In response to this, the trait ‘eager to learn’ has received the highest response (76 per cent),

followed by ‘co-operative’ (about 70 per cent). The item ‘inquisitive’ was endorsed by 21 per

cent only.

According to the staff, each aspirant got about 3 job offers on an average (this average

refers to the number mentioned by the staff) and about 48 per cent could clear the interview

in the first attempt itself. As per their (staff members’) information, about 50 per cent of the


174

aspirants of 2005-06 batches could secure jobs. In the overall assessment of 88 per cent of

the staff members, they were satisfied with the performance of the aspirants:

8.16 Curriculum improvement: Being involved in the LABS course

implementation in different capacities, the views of the staff in regard to this aspect would be

quite crucial. According to about one-third of the staff interviewed, the suggestions from

them underscore the need for reflecting on the requirements of the employers in developing

the curriculum for which periodical interface with employer is required to brighten the

chances of employability of the aspirants. More practical trainings and more emphasis on

communication skills are among the other suggestions given by a few staff members.

8.17 What you like about LABS: Among many responses on this aspect,

‘employability’ emerges with the highest percentage (53 per cent), followed by teaching

methods (15 per cent) etc. While this is the perception of the field staff, the staff at the

headquarters mentioned that the most worthy aspect of LABS is its ability to unearth the

inherent and hidden talents of the candidates and give them skills to get the ‘entry level ‘

employment. According to some, through the introduction of WRM, the candidates are

thoroughly prepared in facing the interviews.

8.18 Changes required: The important item in terms of its being mentioned by a

larger number (27 per cent) is the need to increase the duration of the course. Similar

observation is made by other stakeholders also including the aspirants and therefore DRF

must bestow its attention on this aspect. Gap is also seen in respect of practical sessions

according to about 23 per cent. Some staff members also referred to the transfer policy and

the pay structure being adopted by LABS. In their view, these two aspects need a review.

In the view of the staff at the Headquarters, the courses must also target the rural areas

and tailor-made programmes need to be prepared keeping in view their background; abilities

etc. While some officials mentioned that the venue should not be disturbed, capacity

building programmes for the facilitators and others in the hierarchy need to be planned.

8.19 What more can LABS do? Interestingly, 25 per cent are of the view that

courses having local relevance only need to be organized and also the market scan

undertaken must appropriately reflect this. As of now, according to these staff members,

not much choice is available in selecting the courses to the candidates (assuming that a


175

realistic market scan would identify more courses).Other suggestions are in relation to the

need for bringing more poor under the ambit of the courses and revision of the curriculum.

The suggestions made by the staff at the headquarters also reinforce those mentioned by

the field staff. A specific mention was made by this group that differently able should also

be brought in to sharper focus. As unemployment is prevalent even among those with higher

educational qualification, suitable programmes aiming at personality development and life

skills need to be thought of.

From the above analysis it is clear that the staff visualized growth both on the personal and

professional fronts. While in the case of the former, besides job satisfaction, they could

enhance their knowledge base in the sector they are working at present. As regards the

latter category, growth opportunities are aplenty in the sector besides job security. God

salary and increments are the added advantages as perceived by the staff in general.

Further, a majority of the staff are confident that the career opportunities in this sector are

available outside LABS also.


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9. OTHER VIEWS OF STAKEHOLDERS: PARTNERS

As part of preparation of database for social accounts for the year 2005-06 of DRF, five

partners, the details of which are provided in the following tables, were also contacted for

capturing their reactions on various activities pertaining to LABS courses. Analysis of

other replies is presented below:

Profile of the partners

� First Source solutions Ltd is a BPO working for amelioration of the conditions of the

poor. It started collaboration with LABS on 5th Aug, and sponsored 1400 candidates

and also is supporting one centre.

� Commissionerate & Directorate Municipal Administration (CDMA) and Andhra

Pradesh Urban Services for the Poor (APUSP) are Government Departments.

� Mineral foundation of Goa is an NGO engaged in social and environmental

development of mining areas in Goa. It came into collaboration with LABS on 5th

Aug, and sponsored 240 aspirants and also is supporting two centres.

� Employment Generation Marketing Mission (EGMM) is situated in Andhra

Pradesh focusing up on identifying and training the underprivileged youth for

employment and employability.

Reactions:

All the five partners perceive that LABS stands for employability. However in the case of

other components there is no uniformity in their perception. Only three out of five partners

indicated that LABS works towards career and lifestyle advancement also. Further, in

regard to economic advancement and personality development, there exists a larger degree

of (favourable) agreement among the partners

Even in regard to uniqueness of LABS programmes the perceptions of the partners more or

less tally. While there is a positive perception on the component ‘market friendly’, on other

components there is slight variation. Further the LABS’ courses are perceived to be context

based/ localized.

Out of the five target groups under consideration, excepting for small variations, all the five

partners indicated that the LABS courses basically aim at economically needy and

school/college drop-outs. The analysis further shows that excepting for EGMM, the other


177

four partners perceive that groups in special circumstances and women also get priority

but not as much as the two groups referred to above.

As per the information provided, while two partners mentioned that market scan was

conducted for identification for potential activities, the other three partners are not very

sure. While giving reasons for non-inclusion, one organization was of the view that

courses are organized under LABS only in three or four trades, independent of the results

of market scan

The role of the partners is primarily in terms of participating in various activities ranging from

market scan to placements. Across the five NGOs, APUSP and EGMM stand apart in that

they participated in all the activities enumerated in the checklist. Mineral Foundation

occupies the second position in terms of the number of activities in which it participated.

Interestingly, though CDMA and First source Solutions did not report to have participated in

all the activities, they did not miss the core activity which is showing placements for the

aspirants.

In so far as market scan is concerned, three partners of the view that the market scan

conducted under LABS was comprehensive in terms of it adequately capturing the local

employment potential. However, in the case one partner, it could do up to 60-70 per cent

only while one partner did not react to this question

No partner is reported to have played any role in the selection of trainers. However, three

partners expressed satisfaction over the skill and proficiency levels of the trainers while one

partner was a little sceptical about it. One partner goes to the extent of saying that when the

programme assumes larger dimensions there will be a dip in the quality while the other

mentions that some centres are sans trainers. However, the partners give some

suggestions about the way to monitor the trainers’ performance and this is in terms of

looking at the quality of the pass-outs

As regards the views on aspirants, the partners, with an exception of one, mentioned that

there is a perceptible change in the confidence level of the aspirants and also their

attitudinal levels and soft skills. The partners have also perceived that the courses the

candidates have undergone could sufficiently equip them on basic skills. However, no

specific suggestion came forth from the partners as regards monitoring the performance of

the aspirants. It is to be noted that APSUP is through out non-committal on the question

on views


178

The responses to the question ‘what you like about LABS ‘vary across the partners. and for

‘what needs to be changed’ are covered in the given table ( Table 9.2 )

The partners also gave various suggestions for effective functioning which include the

following: i) enlarging the scope ii) up-gradation of skills iii) conducting the employability

survey, iv) monitoring the wages and trying to increase remuneration v) establishing

association of alumni and vi) pioneering new models and showing more leadership and

creativity


179

Table 9.1: Did you involve yourself in the following activities? (Provision for multiple

reasons

Partners

Market

scan

Aspirant’s

Selection

Road

shows

Monitoring

LABS

B2Y

network

Guest

lectures

IYDP

assessment

WRM/

visit industries

Placements

First source

solutions

Yes Yes

CDMA Yes Yes Yes Yes Yes

APUSP Yes Yes Yes Yes Yes Yes Yes Yes Yes

Mineral

foundation

Yes Yes Yes Yes Yes

Yes

EGMM

Districts participate in all this. The state unit monitors/reviews quality/builds and develops the partnership. Some corporate linkages

have also been given to the batches.


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Table 9.2: Partners views on LABS, its prospects and development.

Partners What do you like about

LABS? What is that you would like to change about LABS?

What more LABS

should do?

Any other item which is not

covered otherwise and

which you want to mention

First source

solutions

Very professional,

responsive and open to

feedback & Course

correction

I wish at the end of a 3 month training, they could: -

make the pass outs "more" proficient in English -make

the pass outs think big, and come out of the "oh! that is

not meant for me attitude" -do more

rigorous research on past pass outs to gauge” real"

impact -

collaborate "more” with small local players to share the

large wealth of knowledge you have

CDMA

Methodology

(Sequence e cycle is

taken care - finally

placement)

Enlarge the Scope,

upgradation of skills,

may be employability

will market survey

needs to be featured.

APUSP

Market Scan before

importing training Expand the number of activities

Should monitor the

wages and try to

facilitate to enhance

remuneration

wherever the wages

Mineral

foundation

Well structured, concise

and to the point

syllabus, delivery

Infuse more technical courses related to other disciplines

and emerging areas

Establish Alumni

Association for trans

state networking

To be involved at the time of

market scan and if possible

some adaptation time to be


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