INTRODUCTION:

The role of education in facilitating social and economic progress has long been recognized. Education improves functional and analytical ability and thereby opens up opportunities for individuals and also groups to achieve greater access to labor markets and livelihoods.

A better educated labor force is essential if we are to meet the labor supply requirements of faster growth. Education is not only an instrument of enhancing efficiency but is also an effective tool of widening and augmenting democratic participation and upgrading the overall quality of individual and societal life. India has one of the largest technical manpower in the world. In India, the emphasis has been on general education, with vocational education at the receiving end. This has resulted in large number of educated people remaining unemployed. This phenomenon has now been recognized by the planners and hence there is a greater thrust on vocationalization of education. Under XI Plan, vocationalization of education has received has received a boost with more funds being allocated for the purposes. Besides, it is also being ensured that the marginalized sections of the society, including women, get adequate representations in these courses.

The Concept of Rural Education:

The concept crucially intends in educating rural youths in developing their skills and knowledge which in turn results in creating new economic and employment opportunities for the poor, the underemployed, the unemployed and the otherwise disadvantaged.

The moment we think of education, firstly comes to our mind is the formal elementary, primary and higher education. No doubt these are the universally accepted facts which are immensely used by all the societies of the world. These types of education generally entail a longer gestation period for achievement. However when we try to go deep in understanding the concept of education, as propounded by great thinkers it specifically means:

1. "By education, I mean an all-round drawing out of the best in the Child and man body, mind and spirit." Mohan Das Karam Chand Gandhi.[1]

The very concept of ‘all round drawing’ indicates the availability of various avenues in gaining knowledge (Education) but very few avenues are tapped. There lies a strong potential for optimal utilization of various avenues in gaining education for overall growth and development in a shorter gestations.

A close look at the Indian Rural Education System, over the decades sincere attempts are mainly aimed towards imparting formal education. A dismal picture appears in the rural education side, where the backwardness still lingers strong relatively to that of the urban set up.

Time and tide wait for none. The doors of the economy are wide open for globalization, where its benefits had already started sprinkling with the flow bias towards urban areas but a simple trickles are towards rural areas. This makes us to believe that theses realizations are mainly due to the significant levels of formal education existing in the urban set ups.

No doubt, the proposition is true but not complete. Coming to our rural education system which is backsliding in terms of formal education, no doubt cannot be an active participant and a recipient of the of the benefits of globalization but if geared up, surely it can also succeed in this venture since their potential to learning is strong.

Skill Development and Rural Education:

Skill development as an important pillar for growth is often ignored and put in the backburner and perennially looked upon as a non-scalable model due to the high capital required and the low ROI. It is a huge challenge not only for the government, but also for the private sector and educational institutions to rise up and specialize in making youth employable and ensuring no mismatch between demand and supply. They must also focus on an increased usage of modern technology in the workplace/assembly line. Also there is a mismatch between the aspiration of youngsters and the jobs available. For e.g. the construction sector usually has migrant workers from other states who are employed.

Rural areas contribute significantly to the overall growth and economic development of a country. A statistics states that of the roughly 5.98 billion people who live in the world, close to 3.4 billion people live in villages/rural areas. However, many issues still plague the villages of India such as poverty, water scarcity, malnourishment, lack of basic facilities, illiteracy, unemployment, anti-social elements etc. While many of these exist from time immemorial, unemployment seems to be the major threat in today’s scenario with the ever growing population, and India is expected to outgrow China as the world’s largest populated country. India sits on a goldmine of raw talent waiting to be nurtured, developed and added to the HR pool. Effective utilization of resources and availability of skilled individuals help in ensuring that developmental activities do not get compromised. This is where skill development plays a major role. The Skill is required, to improve employability, reduce poverty, Provide livelihood opportunities and enhance productivity of Youths in rural sector.

Rural Education:

Current development policies refer to academic education across the country without taking into consideration that it might not be the best way to help rural youth improve their situation. The ability to read and write is, of course, a very important skill, but the findings from this study indicate that there is need to focus educational policy on developing all forms of education. This includes strengthening vocational education options.

Even though they do not consider subsistence agricultural activities as employment, youth are interested in agriculture if earning cash income is possible. Agriculture should be a cornerstone of development activities targeting rural youth so that they can learn the potential in farming, particularly with modern and improved technologies and techniques relating to crop and livestock production, including agribusiness. Further, it is important that villagers have access to markets to sell their products and commodities or those buyers can get to them. Cash crop production and related crop processing are areas that would benefit both young men and women. [2]

Indicative Educating and Skilling Areas in Agriculture and Allied sectors

1. Agricultural apprenticeship training under mechanization and technology

2. Soil conservation, Soil testing, Organic farming, Seed production and Vermi-composting

3. Training on oilseed, maize and oil palm development

4. Repair and maintenance of tractors, farm equipments

5. Setting up of custom hiring agro service centres

6. Installation and maintenance of food processing machinery

7. Selection, operation and maintenance of plant protection machinery

8. Storage and maintenance of food grains and other agricultural produce

9. Grading of agricultural produce for marketing and storage

10. Integrated pest management in crops and Management of rural godowns

11. Rodent Pest Management in urban areas and Detection and identification of stored grains pests

12. Production of bio-control agents, bio-pesticides, bio-fertilizers

13. Mushroom production techniques

14. Bee-keeping Operation Modalities [3]

The new skill based curriculum for rural youths demands a new system of education which should be more of training rather than classroom orientation theories. This paper identifies different types of training methods that are generally adopted and practiced in our urban set up. Further, attempts have been made to match different types of training suitable for rural masses thereby bringing out the potentials available in rural areas. Adoption of these practices would certainly bring out high levels of social benefits to the rural masses and can be brought to the main streams of globalization to realize the benefits flowing from the globalized set up.

INITIATIVES OF GOVERNMENT OF INDIA:

The Government of India, on its part has initiated 2 programs, Skill India and Make in India to create a framework for skill development and entrepreneurship activities in the country. Skill India’s primary objective is to ensure a well-established infrastructure for skill development and focus on professional skills and employment oriented training in order to create skilled labour workforce

Young Indians must be prepared not just for domestic markets but also for the international labour markets which are in line with the PM’s vision of Make in India, the skill capital of the world. Make in India is another major initiative to encourage manufacturing activities in India, especially the rural areas which has a tremendous potential to be an intriguing feature in manufacturing export activities of the country (e.g. handicrafts, handlooms, textiles, herbal products etc.). The Government has relaxed the FDI norms to encourage domestic and foreign companies to manufacture in India and contribute to the rise in GDP.

As per the report by Ministry of Labour and Employment of India, unemployment among rural youth in India is highest today since 1993-94. About 5% of the rural youth between 15-29 years remain unemployed. This is an alarming situation if the most energetic and productive generation of our country is being wasted

The Central Government on its part is leaving no stone unturned. The annual budget of 2017-18 allocated for employment generation, skill and livelihood is pegged at an approximate value of Rs.17, 000 Cr [2] where the Ministry for Skill Development and Entrepreneurship is allocated Rs.3000 Cr. Some of the other salient features in the budget relating to skill development are as follows:

1. PMKK (Pradhan Mantri Kaushal Kendra) which is currently present in over 60 districts is planned to be opened in 600 more districts.

2. 100 India International Skill Centres which offer training services and foreign language coaching are expected to be established all over the country.

3. Launch of Skill Acquisition and Knowledge Awareness for Livelihood Promotion Program (SANKALP) at a cost of 4000 Cr to provide market relevant training to over 3.5 Cr youth.

4. The next phase of Skill Straightening for Industrial Value Enhancement (STRIVE to be launched) at a cost of Rs. 2200 Cr which focuses on improving quality and market relevance of vocational training provided in ITIs and strengthen the apprenticeship programs through industry cluster approach.

5. A special scheme for increasing employment in leather, footwear, textile sectors is launched. Textile is in fact the 2nd largest employer in the country after agriculture with a current workforce of 33-35 million which is expected to increase to over 60-62 million by 2022.

6. Allocation of Rs.4500cr for Deendayal Antyodaya Yojana for promotion of skill development in rural areas.

7. The budget allocation for PM’s employment generation program (PMEGP) has increased by 3 times.

8. For imparting new skills to the people in rural areas, mason training to be provided for over 5 lakh people by 2022 with an immediate target of 20000 by 2017-18.

9. In order to foster the emergence of technology which plays an important role in new age start-ups, high speed broadband is expected to be provided to over 1.5 lakh villages.

Apart from these, there is Aajeevika which is the skilling and placement initiative of the Ministry of Rural Development (MoRD) whose aim is to impart a specific set of knowledge and skills to rural youth without formal education and make them job ready.

The Ministry of Rural Development has been allocated Rs.1500 Cr from the yearly budget for its flagship scheme NRLM (National Rural Livelihood Mission) which trains unemployed youth below poverty line on various skills. In all, 73 skill development schemes are implemented in 20 ministries. [3]

Focus of the Study:

While the Government of India is hugely investing in skill development initiatives for the future, there is widespread concern among the industry and academia that the efforts may not be sufficient to avoid a skill scarcity in the future. The opportunity for India largely lies with skilling the youth in the country. Hence there is a need to align the efforts of the Government with the Industry that will pave way to successful implementation of the programs, thereby enabling the skilled manpower for the nation by 2020.

The PM has approved the country’s first integrated national policy for skill development and entrepreneurship. In his own words, skill development in India should envision the “Creation of an ecosystem of empowerment by skilling on a large scale at speed with high standards and promote a culture of innovation based entrepreneurship generating wealth and employment and ensuring sustainable livelihoods for all.”

This conceptual paper tries to focus on bringing a metamorphic change in the rural education system by going for adaptations of other education systems apart from formal education which entails a longer gestation period for its fulfillment.

The focus mainly is making non-formal, informal and vocational education system which is viably adoptable to the rural education system. The depiction of the model shows the present scenario of the flow of globalization benefits highly biased towards the rural segment. Further, indications remain the potential for bringing change to effect the above mentioned educational systems to draw the rural masses towards the main streams of globalization.

Review of Meaning and concepts:

Meaning:

Education is the process of bringing desirable change into the behavior of human beings. It can also be defined as the “Process of imparting or acquiring knowledge or habits through instruction or study”. The behavioral changes must be directed towards a desirable end. They should be acceptable socially, culturally and comically and result in a change in knowledge, skill, attitude and understanding. [4]

Types of Education:

Formal Education:

It is a System of schooling involving institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. School systems are sometimes also based on religions, giving them different curricula. It is: An Institutional activity, Chronologically graded hierarchically structured, Uniform, Subject oriented, Full time, Leads to certificates, diplomas, degrees, etc

Non Formal Education:

Non formal education is sometimes called adult basic education, adult literacy education or school equivalency preparation. In non formal education an adult (or a youth who is not in school) can learn literacy, other basic skills or job skills. Non formal education can be in small classes or through self study. It is: Flexible, Life environment and learner oriented, Diversified in content and method, Non-authoritarian, Built on learner participation, It mobilizes local resources, It enriches human and environmental a potential, E.g. Agricultural Extension.

Informal Education is:

There is also informal education. For example, a parent teaches a child how to prepare a meal. Someone can also get an informal education by reading many books from a library. Informal education is when you are not studying in a school and do not use another particular learning method. It is: A Life long process, Individual learns from daily experiences, Individual learns from exposure to the environment at home, at work, at play etc. [5]

Vocational education (education based on occupation or employment), also known as career and technical education (CTE) or technical and vocational education and training (TVET)

The education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques.

Vocational education is related to the age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work.[6]

Rural Education:

It is the concept of developing Skills and knowledge in creating new economic and employment opportunities for the poor, the underemployed, the unemployed and the otherwise disadvantaged.

Skill:

A skill is type of work activity which requires special training and knowledge or Skill is the knowledge and ability that enables you to do something well.

Learning Skills:

The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating.

Critical Thinking:

Analyzing, Arguing, Classifying, Comparing and contrasting, Defining, Describing, Evaluating, Explaining, Problem solving, Tracking cause and effect.

Creative Thinking:

Brainstorming, Creating, Designing, Entertaining, Imagining, Improvising, Innovating, Overturning, Problem solving and Questioning.

Communicating:

Analyzing the situation, Choosing a medium, Evaluating messages, Following conventions, Listening actively, Reading, Speaking, Turn taking, Using technology and Writing.

Collaborating:

Allocating resources, Brainstorming, Decision-making, Delegating, Evaluating, Goal setting, Leading, Managing time, Resolving conflicts and Team building

Viability and Potential of Rural and Urban Segments in gaining access to benefits of globalization

Education is a strong instrument of bringing not only a change but also a key for gaining access to the benefits of globalization. Urban segments exhibit a strong position in the field of formal education and also relatively strong in terms of non formal, informal and vocational education systems. In case of rural set up the strength of formal education being very low and same pattern more or less is exhibited in cases of other educational systems also.

A revolutionary change of enhancing formal educational system in rural set up appears to be a task impossible, even if possible it is a long run approach which will not yield short term benefits. However, the adaptation of other educational methods apart from formal education can be a prescriptive solution for earning short term gains of globalization.

The rural masses no doubt are illiterates, but singularly are not uneducated. Their levels of comprehension, conceptualization is very strong in case of rural exposures compared to that of urban environment. This strong inherit attribute exhibits a high levels of potential for undergoing the modified learning processes in a non formal, informal and vocational ways.

Further, the viability of bringing adaptations of these educational systems matching with the rural environment and understanding is very high. Modification, simplification and user friendly techniques need to be developed in imparting the same to the rural masses.

Adaptation:

1. Non formal education:

The very characteristic of non formal education being highly flexible need to be made more simple in understanding the trade, skills, production, etc concepts in educating the rural masses.

The flora and funa of the rural area being well digested by the rural masses hardly find difficulty in gaining understanding about the modified matching of new concepts to the rural atmosphere.

Just as an urbanite even ruralite is filled with lot of aspirations in individual and community development and growth. The vision of the ruralites appears for them to be bleak, hence hardly any attempts are made sincerely by them, instead they depend on governmental and non-governmental for their development and growth. Each rural individual do have a high learning potential of new and modified concepts.

Rural area which is having a high potential for mobilizing local resources and also diversified in its activities exhibits the high levels potential in gaining education through extension programmes.

2. Informal education:

The rural masses are highly educated in terms of their rural activities and atmosphere. Their life long process of learning in these activities strengthens them to gain education about the new and modified concepts in a informal way rather than in a formal way. Hence, attempts need to be made in simplifying the education systems to make it more informal way of learning and help the rural masses to gain accessibility to the changed education system.

3. Vocational education:

The major feature of vocational education being career oriented and technical in nature can be easily imparted to the rural youths who are already involved in rural activities. Transformation changes economically and socially becomes highly possible by imparting training and practice of different types of commercial and non-commercial activities which can bring positive changes in the rural sector.

CONCLUSION:

Formal education system no doubt, is a cherished distant dream which takes a longer period to yield its fruits in rural sector. Sustaining and strengthening formal education, a more immediate need is to bring a evolutionary change which will be relatively rapid by adaptation of non formal, informal and vocational systems of education in rural areas. The major aims of these education systems should be to educate the rural masses about the ways of gaining access to the economic and social benefits of globalization which can bring in a social and economical metamorphic transformation in the rural society.

Introduction of new urban systems and concepts of commercialization to rural areas expose the rural community to the atmosphere of globalised society. That trickle down benefits needs to be converted into sprinkle effects thereby roping them towards the main streams of globalised set up.

REFERENCES:

1. www.dise.in/Downloads/.../Michael%20ward.pdf‎

2. www.fao.org/docrep/009/ag106e/AG106E09.htm

3. www.manage.gov.in/stryandfcac/guidelines-stry.pdf

4. ictactjournals.in/paper/IJMS_Vol_3_Iss_1_Paper_7_457_460.pdf

5. www.preservearticles.com/.../meaning-and-definition-and-concept-of-ed...‎

6. en.wikipedia.org/wiki/Education‎

7. www.preservearticles.com/.../meaning-and-definition-and-concept-of-ed..

8. http://agriinfo.in/?page=topic&superid=7&topicid=524

9. en.wikipedia.org/wiki/Vocational_education

10. https://k12.thoughtfullearning.com/FAQ/what-are-learning-skills

Additional Thinking:

1. Chavan, M. (2006). ‘On a New Slate: Quality education, not just Education for all, is what is required in India.’ India Today, 21August, pp. 76–80

2. Clarke, P. and J. Jha (2006). ‘Rajasthan’s Experience in Improving Service Delivery in Education,’ in Chand, V.K. (ed.) Reinventing Public Service Delivery in India. Sage, New Delhi.

3. Ward, M., A. Penny and T. Read (2006). Education Reform In Uganda 1997 To 2004: Reflections on Policy, Partnership, Strategy and Implementation, DFID Education Research Paper Number 60, DFID Publications, London

4. MHRD (2003a). Education for All National Plan of Action, Ministry of Human Resources Development, Government of India, New Delhi.

Received on 20.09.2018 Modified on 04.10.2018

Asian Journal of Management. 2019; 10(1): 19-24.

DOI: 10.5958/2321-5763.2019.00004.0