Modeling the Role of Skill Development to Control Unemployment

2017 ◽  
Author(s):  
A. K. Misra ◽  
Arvind K. Singh ◽  
Pushkar Kumar Singh
Keyword(s):  
Skill Development

SUSTAINABLE LIVELIHOOD THROUGH SKILL DEVELOPMENT AMONG RURAL YOUTH: ROLE OF MICRO-FINANCE IN THE DEVELOPMENTAL PARADIGM

2017 ◽  
Vol 14 (1) ◽  
pp. 156-173
Author(s):  
Vikram Singh
Keyword(s):  
Social Interactions ◽  
Skill Development ◽  
Well Being ◽  
Rural Youth ◽  
Inclusive Development ◽  
Sustainable Livelihood ◽  
Theoretical Understanding ◽  
Societal Structure ◽  
Policy Shifts

This  article  attempts to  analyse  the  process  of  sustainable  livelihood  through skill development and its conceptual and theoretical understanding in India with reference to rural youth. In India skill development is demanded for economic growth and inclusive development; hence the rural population cannot be overlooked. Employable skills alone have not been able to generate sufficient employment among rural youth or address/promote well-being and sustainable livelihood. Various frameworks associated with skill development leave scope for reforms to strengthen the implementation of various policy shifts in respect of rural development and government/non-government organisations. The process of skill development for rural youth through the establishment of institutions, launch of policy/programmes and their linkages with micro-finance are considered, as the distinctive nature and features of micro-finance in relation to the forces of societal structure, social relationships, and social interactions leading towards collective interests and norms that shape the lives of rural youth. Lastly, analysis is done and conclusions drawn on the basis of discussion.

Promotion of Sustainable Livelihood through Skill Development Among Rural Youth - Role of Micro-Finance in Developmental Paradigm

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Vikram Singh
Keyword(s):  
Skill Development ◽  
Well Being ◽  
Rural Youth ◽  
Inclusive Development ◽  
Sustainable Livelihood ◽  
Theoretical Understanding ◽  
Government Organizations ◽  
Policy Shift ◽  
Development Paradigm

The present paper attempts to analyze the process of sustainable livelihood through skill development and its conceptual and theoretical understanding in India with reference to rural youth. In India skill development is demanded for economic growth and inclusive development, hence rural population cannot be overlooked. It also tries to highlight that employable skills alone have not been able to sufficiently generate employment among rural youth despite it wont address/promote the well-being process and sustainable livelihood. It is also based on the assumption that various frameworks associated with skill development leave scope for reforms as the gaps prevails that weaken implementation addressed by various policy shift in rural development paradigm and government/non-government organizations. The paper also aspires to look into the process of skill development towards rural youth through establishments of institutions, launch of policy/programmes and their linkages with micro-finance. It also look into the distinctive nature/features of micro-finance against the dominant forces of societal structure, social relationships, social interactions leading towards collective interests and norms that shape the quality and quantity of lives of individuals. Lastly analysis and conclusion have been made on the basis of discussion.

The role of authentic assessment to preserve academic integrity and promote skill development and employability

2019 ◽  
Vol 45 (11) ◽  
pp. 2132-2148 ◽  
Author(s):  
Popi Sotiriadou ◽  
Danielle Logan ◽  
Amanda Daly ◽  
Ross Guest
Keyword(s):  
Academic Integrity ◽  
Skill Development ◽  
Authentic Assessment

Role of Government and Academia in the Promotion of Open Online Course for Skill Development for Rural Youth of India

2017 ◽  
Vol 6 (1) ◽  
pp. 20-23
Author(s):  
S Matheswaran ◽  
◽  
S.Arul angappan ◽  
A. Karthik ◽  
◽  
...  
Keyword(s):  
Skill Development ◽  
Rural Youth ◽  
Online Course ◽  
Role Of Government

Give the Bench the Boot! Using Manning Theory to Design Youth-Sport Programs

2008 ◽  
Vol 22 (2) ◽  
pp. 184-204 ◽  
Author(s):  
Brad Hill ◽  
B. Christine Green
Keyword(s):  
Skill Acquisition ◽  
Participant Observation ◽  
Skill Development ◽  
Youth Sport ◽  
Social Climate ◽  
Sport Organizations ◽  
Potential Risks ◽  
Sport Programs

Modified children’s sport programs are intended to increase opportunities for participation, skill acquisition, satisfaction, and enjoyment. Unfortunately, teams in modified programs sometimes consist of more players than can participate at any one time. Barker and Gump’s (1964) manning theory is used to analyze the effects of a modified children’s soccer program that excludes children from game participation by relegating them to the role of substitutes. Participant observation and interviews with coaches, parents, and players were conducted over 2 seasons. Findings are consistent with propositions from manning theory. Children’s teams provide a better social climate, more skill development, and greater enjoyment and satisfaction when teams are not allocated substitutes. These advantages are not reduced, and are sometimes elevated, when teams must sometimes play short handed. Administrative concerns about the potential risks of fielding teams without substitutes are found to be unwarranted, and the presence of substitutes restricts opportunities for youth-sport organizations to attract and retain members. These findings suggest a framework for the design and maintenance of modified children’s sport.

scholarly journals Frameworks and freedoms: Supervising research learning and the undergraduate dissertation

2018 ◽  
Vol 15 (4) ◽  
pp. 17-31
Author(s):  
Gina Wisker ◽  
Keyword(s):  
Undergraduate Student ◽  
Undergraduate Research ◽  
Skill Development ◽  
Current Debate ◽  
Research Skill ◽  
Student Research ◽  
Construction Of Knowledge ◽  
Student Researchers

Much current debate about undergraduate student research involves a focus on ‘students as partners’ and co-constructors of knowledge (Healey, Flint & Harrington 2014, 2016). This debate reveals interesting tensions between student freedom and the role of structuring frameworks. Undergraduate lecturers and research supervisors might feel we are in a quandary concerning how far we can help manage a balance between supportive frameworks and the independence that student researchers need to develop. Will the use of the Research Skill Development (Willison & O’Regan, 2006/2018) framework and other frameworks at every step of the undergraduate research journey form a constraint, or an essential scaffold? This paper considers frameworks, scaffolds and the need for freedom and creative co-construction of knowledge to enable successful undergraduate research within the context of final year research and writing at undergraduate third year (UK), honours (Australia) or senior/fourth year (US and Canada).

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