S

the second is Habit – experience of

Skill-Building Process and
how to do?
Strategies for Development
A skill personally improves the
efficiency or productivity of a person.
Anumala Kalyani
It’s no surprise that income
Siva Sivani Institute of Management,
differences between skilled and
Secunderabad, India
unskilled workers are huge in any
economy around the world.
Skill Department of Children, Youth &
Synonyms
Building Their Families defines skill building
as: “The specific opportunities for
Competence; Expertise; Intelligence
young people to develop and master
new concepts and skills that will help
them be successful in school, in their
Definition
personal lives, and in future careers.”
According to IGI-Global, skill-
Skill An ability to do an activity or job well,
building is an advanced formation or
especially because you have practiced
reformation of professional and
it (Cambridge Dictionary).
personal qualities, the mastery of new
Competent excellence in
ways of solving professional
performance, expertness (Thesaurus.
problems and new methods of
com)
professional thinking, overcoming
A British definition is “the ability
negative attitudes and the inhibitory
to communicate effectively with
influence of past experience,
people in a friendly way, especially in
changing the motivational and
business.” The term people skill is
operational sphere of professional
used to include both psychological
activity, the emergence of the person
skills and social skills but is less
himself as a subject of further training.
inclusive than life skills (https://en.
wikipedia.org/wiki/Skill).
Introduction
A skill is an ability of a person to
do a thing or work with expertise.
One third of the working age population in low-
Skill includes two components – first
and middle-income countries lack the basic skills
one is Knowledge – what to do? And
© Springer Nature Switzerland AG 2019
W. Leal Filho et al. (eds.), Quality Education, Encyclopedia of the UN Sustainable Development Goals,
https://doi.org/10.1007/978-3-319-69902-8_70-1
2 Skill-Building Process and Strategies for Development

required to get quality jobs, leaving them unable and disenfranchised youth also contribute to the
to achieve their full productive potential and lim- skills challenges.
iting economic investment and growth. Founda- Relevance: Technical and vocational educa-
tional skills, such as literacy, provide critical tion and training – which can last anywhere from
scaffolding for young people and are a prerequi- 6 months to 3 years – can give young people,
site for numeracy, problem-solving, and socio- especially women, the skills to compete for better
emotional skills. Helping young people develop paying jobs. Nevertheless, a wide range of train-
these skills makes economic sense. Unskilled ing programs exist, from teaching specific skills to
workers are forced into unemployment or are sparking entrepreneurship and more needs to be
stuck in unstable low-wage jobs that offer little done to ensure a relevant curriculum. Less than a
career mobility or growth. As they age, they third of training programs have positive results for
become increasingly vulnerable to job losses and earnings and employment and even those that are
labor market shocks. successful are costly, with returns that rarely jus-
tify the investment. Private sector partnerships
Key Issues and workplace training have been important in
Access: Government policies must promote helping create programs that match the needs of
equity in access to education and learning. Across the labor market and teach critical skills.
the world, investments in education – from pre-
school through higher education – have high
returns. The wage penalty for low literacy is 9 per- Global Perspective
centage points in Colombia, Georgia, and Ukraine
and 19 percentage points in Ghana. And the oppo- According to Jennifer D., there is an increasingly
site is also true: In Brazil, graduates of vocational diverse, passionate network of educators around
programs earn wages about 10% higher than those the world who are using the Sustainable Develop-
with a general secondary school education. ment Goals (SDGs) as a foundational framework
Quality: Many young people attend schools for global education in their classrooms. The fol-
without acquiring basic literacy skills, leaving lowing are the six strategies for engaging the
them unable to compete in the job market. More sustainable development in the classroom.
than 80% of the entire working age population in Explore the intersections between the sub-
Ghana and more than 60% in Kenya cannot infer jects you teach and the Sustainable Develop-
simple information from relatively easy texts. ment Goals. It’s surprisingly easy to find
Early dropout: For every 100 students enter- connections between the SDGs and every content
ing primary education, just 35 complete upper area we teach in schools, regardless of where
secondary school. Catching up later without foun- students live; in fact, solving global challenges
dational skills becomes nearly impossible. like No Poverty (#1), Quality Education (#4),
Indeed, evidence shows that second-chance adult and the three goals connected to environmental
education programs have limited success and on- protection and sustainability (#11, #12 and #13)
the-job training usually favors workers with more require all of our disciplines in concert.
education and skills. Second-chance programs Build deep insights into the Sustainable
provide an important opportunity to get low- Development Goals through global and local
skilled youth back on track. partnerships that connect students to people
Cost: Whether a young adult has resources to experiencing and working on the topics they’re
continue training is a strong predictor of how learning about. It can be life-changing for stu-
much education he or she will pursue. In Brazil dents to meet and ask questions of individuals
and the United Sates, the cost of post-secondary experiencing the complexities behind the global
education is cited as a top reason for failing to goals, such as people without access to clean
continue in education and training. In many coun- water, girls who are unable to complete their edu-
tries, social norms limiting women, minorities, cation, communities experiencing armed conflict,
Skill-Building Process and Strategies for Development 3

or refugees in our local communities. People who understanding and local action and service, which
live and work from a deep sense of passion and helps students feel less paralyzed and become true
purpose are often willing to Skype into class- protagonists for change in their own communities.
rooms because they want the next generation to Use the Sustainable Development Goals as a
become passionate about the very same topics. In framework for student choice and affinity
fact, SDG #17 focuses on building the partner- grouping. In classrooms using project-based
ships needed to accomplish the other 16 goals. If learning, student choice is an essential feature,
teachers engage SDG #17 by building partner- and many non-PBL teachers understand the
ships for the classroom, the concept of multilateral power choice has to increase engagement and
solution building will be the natural response of a achievement. The SDGs provide a meaningful
new generation who have seen that considering framework for such choice, as students can
multiple perspectives leads to better solutions. choose their focus from all or a limited number
Use the Sustainable Development Goals for of content-relevant SDGs – and then teach each
the development of global competencies and other about what they’re learning.
asset-based global citizenship. Working to
understand and help solve any one of the SDGs
can help develop global competencies in your Skill Building Strategies
students, particularly if students partner with
other young people in the world. If we want the Student Services Success Initiatives (SSSI) recog-
development of solutions to start from the best nizes the importance of building skills essential to
ideas of the people experiencing the problems, it student success inside the classroom, the work-
is important we do not solve problems we don’t place, and the community. To this end, skill build-
understand for communities we don’t live ing is woven into the fabric of SSSI programming.
in. Instead, students should learn from the world Students who participate in the program will
they don’t know and solve the one they do. These increase their understanding and application of
kinds of global experiences develop the kind of skills in the following areas:
asset-based thinking about global engagement
and citizenship that helps build a world of equity, Analytical/critical thinking: Students explore
reciprocity, and collaborative development. multiple ways to solve any given problem
Connect the Sustainable Development and make decisions. They learn how to
Goals to local issues and challenges as much develop strategies and plans to achieve a
as global ones, so that they are real and rele- desired goal. They are required to support
vant for students. Particularly for younger their decisions through logic and must assess
learners, “global” alignment makes the SDGs how their decisions are affecting the team as
less abstract, allowing students to understand well as others.
how our biggest challenges exist across borders Leadership: Students learn how to motivate
and contexts. Poverty, for example, is an abstract others and inspire vision. They are challenged
concept, humanized significantly when students to assign tasks based on strengths and weak-
meet people facing economic challenges in their nesses of their team, influence ideas, adapt to
own backyards. Doing “glocal” investigation also unexpected changes, solve problems quickly
keeps students from abstracting such issues as and accurately, and be creative in solving com-
someone else’s problem and helps eat away at plex issues.
the “us vs. them” mentality that sees poverty, for Time management: Students learn how to man-
example, as an African or Asian challenge. Most age their time wisely in order to fulfil academic
of the SDGs are borderless challenges that face all obligations and goals, ultimately resulting in
nations across the planet, if in different ways. timely graduation. They also learn how to use
A project grounded in locally present SDGs also time management tools to plan their time based
allows for a powerful alignment between global on task priority.
4 Skill-Building Process and Strategies for Development

Professional: Students learn etiquette, appropri- Types of Skill

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

• Actions taken to perform a task, transferable to different

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

• Traits or personality characteristics that contribute to

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

• Knowledge of specific subjects, procedures, and information

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

Skill-Building Process and Strategies for Development, Fig. 1 Source: SkillScan (2012)
Skill-Building Process and Strategies for Development 5

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

• Creativity and Innovation

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

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

• Flexibility and Adaptability

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

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

Learning and Innovation Skills • Implement innovations

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

• Think creatively Critical Thinking and Problem-Solving

– Use a wide range of idea creation tech- Critical thinking and problem-solving includes
niques (such as brainstorming). the following:
– Create new and worthwhile ideas (both
incremental and radical concepts). • Reason effectively
– Elaborate, refine, analyze, and evaluate – Use various types of reasoning (inductive,
their own ideas in order to improve and deductive, etc.) as appropriate to the
maximize creative efforts. situation.
• Work creatively with others • Use systems thinking
– Develop, implement, and communicate – Analyze how parts of a whole interact with
new ideas to others effectively. each other to produce over all outcomes in
– Be open and responsive to new and diverse complex systems.
perspectives; incorporate group input and • Make judgments and decisions
feedback into the work. – Effectively analyze and evaluate evidence,
– Demonstrate originality and inventiveness arguments, claims, and beliefs.
in work, and understand the real-world – Analyze and evaluate major alternative
limits to adopting new ideas. points of view.
– View failure as an opportunity to learn; – Synthesize and make connections between
understand that creativity and innovation is information and arguments.
a long-term, cyclical process of small suc- – Interpret information and draw conclusions
cess and frequent mistakes. based on the best analysis.
– Reflect critically on learning experiences
and processes.
Skill-Building Process and Strategies for Development 7

• Solve problems Information Literacy

– Solve different kinds of non-familiar prob- • Access and evaluate information
lems in both conventional and – Access information efficiently (time) and
innovative ways. effectively (sources).
– Identify and ask significant questions that – Evaluate information critically and
clarify various points of view and lead to competently.
better solutions. • Use and manage information
– Use information accurately and creatively
for the issue or problem at hand.
Communication and Collaboration
– Manage the flow of information from a
Communication and Collaboration Includes the
wide variety of sources.
Following:
– Apply a fundamental understanding of the
ethical/legal issues surrounding the access
• Communicate clearly
and use of information.
– Articulate thoughts and ideas effectively
using oral, written and nonverbal commu-
Media Literacy
nication skills in a variety of forms and
• Analyze media
contexts.
– Understand both how and why media mes-
– Listen effectively to decipher meaning,
sages are constructed and for what
including knowledge, values, attitudes,
purposes.
and intentions.
– Examine how individuals interpret mes-
– Use communication for a range of purposes
sages differently, how values and points of
(e.g., to inform, instruct, motivate, and
view are included or excluded, and how
persuade).
media can influence beliefs and behaviors.
– Utilize multiple media and technologies,
– Apply a fundamental understanding of the
and know how to judge their effectiveness
ethical/legal issues surrounding the access
a priori as well as assess their impact.
and use of media.
– Communicate effectively in diverse envi-
• Create media products
ronments (including multilingual).
– Understand and utilize the most appropriate
• Collaborate with others
media creation tools, characteristics, and
– Demonstrate ability to work effectively and
conventions.
respectfully with diverse teams.
– Understand and effectively utilize the most
– Exercise flexibility and willingness to be
appropriate expressions and interpretations
helpful in making necessary compromises
in diverse, multicultural environments.
to accomplish a common goal.
– Assume shared responsibility for collabora-
tive work, and value the individual contri- ICT (Information, Communication, and
butions made by each team member. Technology) Literacy
• Apply technology effectively
– Use technology as a tool to research, orga-
Information, Media, and Technology Skills nize, evaluate, and communicate
People in the twenty-first century live in a tech- information.
nology and media-stuffed environment. To be – Use digital technologies (computers, PDAs,
effective in the twenty-first century, citizens and media players, GPS, etc.), communication/
workers must be able to exhibit a range of func- networking tools, and social networks
tional and critical thinking skills related to infor- appropriately to access, manage, integrate,
mation, media, and technology. evaluate, and create information to success-
fully function in a knowledge economy.
8 Skill-Building Process and Strategies for Development

– Apply a fundamental understanding of the – Demonstrate initiative to advance skill

ethical/legal issues surrounding the access levels toward a professional level.
and use of information technologies. – Demonstrate commitment to learning as a
• Collaborate with others lifelong process.
– Demonstrate ability to work effectively and – Reflect critically on past experience in order
respectfully with diverse teams. to inform future progress.
– Exercise flexibility and willingness to be
helpful in making necessary compromises Social and Cross-Cultural Skills
to accomplish a common goal. • Interact effectively with others
– Assume shared responsibility for collabora- – Know when it is appropriate to listen and
tive work, and value the individual contri- when to speak.
butions made by each team member. – Conduct themselves in a respectable, pro-
fessional manner.
Life and Career Skills • Work effectively in diverse teams
Today’s life and work environment require far – Respect cultural difference and work effec-
more than thinking skills and content knowledge. tively with people from a range of social
Life and career skills include the following: and cultural backgrounds.
– Respond open-mindedly to different ideas
Flexibility and Adaptability and values.
• Adapt to change – Leverage social and cultural differences to
– Adapt to varied roles, job responsibilities, create new ideas and increase both innova-
schedules, and context. tion and quality of work.
– Work effectively in a climate of ambiguity
and changing priorities.
• Be flexible Productivity and Accountability
– Incorporate feedback effectively. • Manage projects
– Deal positively with praise, setbacks, and – Set and meet goals, even in the face of
criticism. obstacles and competing pressure.
– Understand, negotiate, and balance diverse – Prioritize, plan, and manage work to
views and beliefs to reach workable solutions, achieve the intended result.
particularly in multicultural environments. • Produce results
– Demonstrate additional attributes associ-
Initiative and Self-Direction ated with producing high-quality products.
• Manage goals and time
– Set goals with tangible and intangible suc- Leadership and Responsibility
cess criteria. • Guide and lead others
– Balance tactical (short-term) and strategic – Use interpersonal and problem-solving
(long-term) goals. skills to influence and guide others toward
– Utilize time and manage workload a goal.
efficiently. – Leverage strengths of others to accomplish
• Work independently a common goal.
– Monitor, define, prioritize, and complete – Inspire others to reach their very best via
tasks without direct oversight. example and selflessness.
• Be self-directed learners – Demonstrate integrity and ethical behavior
– Go beyond the basic mastery of skills in using influence and power.
and/or curriculum to explore and expand • Be responsible to others
one’s own learning and opportunities to – Act responsibly with the interests of the
gain expertise. larger community in mind.
Skill-Building Process and Strategies for Development 9

Soft skills such as interpersonal communication, Recent studies identified the dimensions of
business ethics, effective presentations, e-mail eti- quality higher education as quality of students,
quette, self-awareness, persistence, confidence, faculty credentials, academic features, and admin-
self-motivation, trustworthiness, adaptability, istrative supports (Akareem and Hossain 2012;
and a talent for collaboration now weigh higher Ashraf et al. 2009). The study of Akareem and
importance and can no longer be ignored. Hossain (2012) identified that students’ character-
The need for the SDGs is challenges born istics, such as current status and socioeconomic
largely out of our collective history of racism, background, influence perception of higher edu-
colonization, and inequitable thinking. They cation quality. Environmental factors such as
supersede borders and nations, though some social, economic, and cultural influences can
nations are certainly more at fault for creating also play vital roles (Akareem and Hossain 2012).
these problems to begin with. Borderless prob- According to Rahman and Uddin (2009), par-
lems require borderless solutions and intercultural ents’ education, their income, attitude, and present
collaboration on deep levels. To turn inquiry into examination system affect the education of
action, schools must find ways to connect their children.
students to the world, to create spaces for collab- Participatory methods allow all participants
orative solution building and real participation (including the facilitator) equal opportunities to
that start from an asset lens about what all voices listen to, learn from, each other and can appeal to
bring to the table. From the youngest student to different learning styles. They include self-guided
the most experienced teacher, from the most mar- and experiential learning (learning by doing) and
ginalized to the most empowered, we all have an are based on the natural processes by which chil-
opportunity to become protagonists in reshaping dren acquire knowledge, attitudes, skills, and ulti-
and rebuilding our communities and our collec- mately behavior.
tive planet. The question is no longer if you want Life skills-based education enhances the qual-
your classroom to connect to the world; the ques- ity of content by addressing issues relevant to the
tion now is simply when. lives of learners, both boys and girls.
India is a skilled country with various innova- Improving quality education and access to
tions reaching out in every field. But going by the job training that equips workers with a diverse
present scenario, technology is given more impor- skill set would increase the employment opportu-
tance than skills (Bose 2017). Increasing the nities across all education levels and promote
access to education is important; the actual goal economic growth.
of providing schooling is to teach skills and trans-
fer knowledge to students in the classroom. Objectives
According to EFA Global Monitoring Report • To improve the quality of basic education par-
(2005), a more educated society may translate ticularly underperforming schools and schools
into higher rates of innovation, higher overall in rural areas
productivity, and faster introduction of new • To develop appropriate labor market skill sets
technology. • To increase the access to job training programs
“Education is one of the basic needs for human which will expedite a reduction in the skill gap
development and to escape from poverty” in Botswana to diversify its economy, facilitate
(Sivakumar and Sarvalingam 2010); it is necessary a stronger, more sustainable economic and
for national development and a prosperous society. employment growth, and equip its workforce
Education provides a pool of general cognitive and with a variety of skill sets that meet employer
occupational expertise, and in some cases, specific needs insisting on participatory and gender –
vocational skills, from which firms can draw the sensitive teaching and learning methods
workers they need (Hulten 2018).
10 Skill-Building Process and Strategies for Development

According to a study conducted by Harold 7. Class diary: Diary entries are made after each
C. Levine et al. (1980), the students are required class session and each field site visit. These are
to do seven out-of-class assignments. These are to help the students understand and assess their
briefly described below: roles as fieldworkers and document their emo-
tional involvement with and reactivity to their
1. “Sudden shock” exercise: During the first hour “subjects” and field setting. They also assist in
of class time at the second class meeting, stu- an end-of-quarter review of the course.
dents are sent out into the surrounding commu-
nity and told to take notes on what they see. It’s not enough to focus on average outcomes
This is meant to be confusing; but it is also to assess challenges in education quality (Max
intended to suddenly immerse students in a Roser et al.).
field situation, to acquaint them with some of
the problems integral to fieldwork, and to intro-
duce them to the need for making typical deci-
Conclusion
sions regarding their conduct in the field. The
exercise is discussed in the second half of the
1. Skilling and reskilling not only youth but also
class meeting. The notes taken during the exer-
older “educated” population is required.
cise are collected, but no formal written report
2. Solutions-based approach of trainers, where
is required as with subsequent exercises.
training is provided with proper case studies,
2. Narrative writing: Students select some aspect
is required.
of their subjects’ behavior and record it using
3. Skill training or vocational education should
two distinct styles holistic and “radical
be treated as complementary to mainstream
empiricist.”
education rather than separating it completely.
3. Role management: Students are required to
4. Ensure that electricians, plumbers, agri-
describe real and/or anticipated role manage-
machine operators, and other skilled workers
ment issues at their chosen field sites, such as
upgrade their skills from time to time.
level(s) of “participation” required or desired,
5. Educational institutes which push out gradu-
entry problems, and problems of rapport with
ates should provide education which is indus-
informants and/or gatekeepers.
try focused and not just theoretical approach.
4. Coding, classifying, and indexing: Field notes
6. Corporate social responsibility, which is to be
collected at the research site are formatted, and
followed by big companies, should focus on
a tentative data indexing system must be devel-
skill development, and such funds are to be
oped and applied.
properly utilized.
5. Interviewing: Students must use one of four
7. Women, marginalized sections, people from
possible interview styles with one or more
remote areas are to be trained and should not
informants at the field site.
be excluded from any developmental programs
6. Participant-observation research report: This is
in the country.
the final field project of the quarter and is
8. Skill programs are endpoint of employability,
designed to make use of the skills already learned
and education system is primary incubator
and data already collected. The student selects a
which is lacking in India.
particular topic or research hypothesis for more
9. Finally, skill development programs should be
focused observation, collects additional data as
avenues for increased (i) production,
needed using appropriate skills, and writes a
(ii) productivity, (iii) technology use,
report on this. While the other assignments are
(iv) employability (in organized sector), and
of relatively short duration (usually 7–10 days
(v) gross domestic product.
between start-up and completion), this report
takes approximately 3 weeks.
Skill-Building Process and Strategies for Development 11

Cross-References https://www.igi-global.com/dictionary/invariable-structure-
of-research-competence-of-adult-learners-in-skill-build
ing-programs/62100
▶ Access – Equal Access Hulten C (2018) Importance of education and skill devel-
▶ Cost – Affordability of Education, Secondary opment for economic growth in the information era.
Education https://www.nber.org/chapters/c13937.pdf
▶ Early Dropout – Student Engagement Levine HC, Gallimore R, Weisner TS, Turner J (1980)
Teaching participant-observation research methods: a
▶ Quality – Quality Control in Education skills-building approach. https://www.jstor.org/stable/
▶ Relevance – Technical Education, Vocational 3216611
Training Lyman DR, Kurtz MM et al (2014) Skill building:
assessing the evidence. https://doi.org/10.1176/appi.
ps.201300251
Mahendran A (2015) Education, skill development impact
on economic growth in India. https://www.thehans
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