A report on Youth unemployability in India Youth unemployability appears to be a much bigger problem than unemployment itself. According to a pan-India labour report released by Teamlease, the largest staffing company, about 57% of India’s youth suffer from some degree of unemployability, while 53% of the employed youth lack specific skill sets and only 8% of youth are unemployed. “Most students fail to make a mark, they have a degree, but they are not employable. They lack technical and soft skills,” said Kiran Karnic, President NASSCOM. He also adds that the curriculum is outdated in most places and equipments used were obsolete.
Students have weak foundations because of which they are not picking up new skills. Picking up new skills can develop only when the people lose faith on conventional wisdom. This sentence may appear arbitrary in the beginning but there is a catch. The new skills can never be picked up unless we promise to unlearn old one. By unemployable, we refer to individuals who have to be trained by the industry in basic skills which they should have acquired through college and university education,” said by Manish Sabharwal, Chairman, TeamLease Services.
Our institutions are misaligned with demand. We need a modular framework of courses covering a mix of knowledge, skill and work-attitude modules that fit people to high volume vocations and incentivise ‘edupreneurs,’” avers Visty Banaji, Executive Director, Godrej Industries. While problems of unemployment are not new, the rise in number of people who are unable to meet the industry’s needs due to the failure of institutions to impart career-oriented knowledge and skills-set is a pressing problem, as it can hamper India’s double digit growth.
The skill deficit hurts more than the infrastructure deficit because it sabotages equality of opportunity and amplifies inequality while poor infrastructure maintains inequality (it hits rich and poor equally),” A recent survey throws light on the problem, problems with the educated youth. They are mainly lacking three types of skills. 1. Communication skill 2. Analytical skill and problem solving 3. Domain. While in interview approximately 60% candidates are screened due to lack of communication skills. Rest 25% is screened for analytical skills and 5% for their lack of knowledge in their respective domain.
Hence 90% of educated youth are lacking in one of these three main skills required for job and employment. Only 10% of educated force of India is employable. Several companies have introduced strategies entwined with the college syllabus to equip students with the latest demands of the industry and thereby customize education accordingly. Information Technology major Infosys has the campus Connect initiative with engineering institutions in Mysore, Bangalore, Pune and other cities, through which workshops and seminars are held for students to provide them with industry-specific exposure.
Likewise, ICICI Bank is working in upgrading curriculum in areas like wealth management and credit relationship sales with institutes like MDI, NMIMS and so on. As a natural growth pattern, this strong base then needs to be given adequate options towards vocational training. The critical pillar in the strategy to tackle the employability challenge is thus the school education system. The next is vocational training.
The image of the child in the early years learning framework and gender diversity
The image of the child in the early years learning framework and gender diversity.
the image of the child in the early years learning framework and gender diversity.
,so the question will be
How the image of the child is constructed in the early years learning framework? then zoom in to
how gender diversity is constructed.
You will need to analyse how the image of the child in terms of gender diversity is constructed in
these two documents on QUT readings:
• The Early years Learning framework
• Age appropriate pedagogies document
• AND one of those in the Saudia Arabia list below
Alameen, L., Male, T., & Palaiologou, I. (2015). Exploring pedagogical leadership in early years
education in Saudi Arabia. School Leadership & Management, 35(2), 121139.
Aljabreen, H. H., & Lash, M. (2016). Preschool Education in Saudi Arabia: Past, Present, and Future.
Childhood Education, 92(4), 311319.
Rabaah, A., Doaa, D., & Asma, A. (2016). Early Childhood Education in Saudi Arabia: Report.World
Journal of Education, 6(5), p1.
Al Shaer, A. I. (2008). Education for all programmes in the Kingdom of Saudi Arabia. Paper
commissioned for the EFA Global Monitoring Report 2008, Education for All by 2015: Will we make
You will also find the following readings helpful for your analysis. They are accessible via google
scholar and the library:
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Early childhood educational
exchange, 96, 5261.
Robertson, J. (2006). Reconsidering our images of children : what shapes our educational thinking?
In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: behind early childhood pedagogical
documentation (pp. 3755). Castle Hill, N.S.W :: Pademelon Press.
Rinaldi, C. (2013). Reimagining Childhood: The inspiration of Reggio Emilia education principles in
South Australia. Adelaide, SA: Government of South Australia. [Adelaide thinkers residence report for
SA government from Carla Rinaldi]
Cheeseman, S., Sumsion, J., & Press, F. (2014). Infants of the knowledge economy: the ambition of
the Australian Government’s Early Years Learning Framework. Pedagogy, Culture & Society(aheadofprint),
120. [See discourse of lifelong learning]
Cannella, G. S. (1997). Deconstructing early childhood education: social justice and revolution. New
York: Peter Lang.
Davies, B. (2014). Listening to children : Being and becoming. New York, NY: Routledge.
Heckman, J. (2004). Invest in the very young. Retrieved from https://www.childencyclopedia.com/pages/PDF/HeckmanANGxp.pdf
Heckman, J., & Masterov, D. V. (2007). The productivity argument for investing in young children.
Applied Economic Perspectives and Policy, 29(3), 446493.
James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Cambridge, UK: Polity Press in
association with Blackwell.
Lubeck, S. (1998). Is developmentally appropriate practice for everyone? Childhood Education,
Phillips, D. A., & Shonkoff, J. P. (2000). From Neurons to Neighborhoods:: The Science of Early
Childhood Development: National Academies Press.
Coopers, P. (2014). Putting a value on early childhood education and care in Australia. Retrieved
Council of Australian Governments [COAG]. (2008). A national quality framework for early childhood
education and care: a discussion paper. Canberra, ACT: Council of Australian Governments
Ministerial Council for Education Early Childhood Development and Youth Affairs [MCEETYA]. (2008).
Melbourne Declaration on Educational Goals for Young Australians. Carlton, Victoria: MCEETYA
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8. Washington, DC: National Association for the Education of
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally Appropriate Practice in Early Childhood
Programs (revised edition). Washington, DC: National Association for the Education of Young
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association
for the Education of Young Children.
You have to focus on analysing the literature, theory, and policy and curriculum documents in
relation to the question.
,so the structure is Refine your research question for assessment task 1 and begin to think about a
possible structure for organising your thoughts. Here is one possibility. In this example I have used
‘the image of the child’ as the research focus:
Outline your rationale for the focus you have chosen (e.g. image of the child) [250 words]
o Review of the literature:
e.g. Analyse the notion of ‘image of the child’ in the literature (I can point you in the right direction)
o Analysis of curriculum documents:
e.g. Analyse how the image of the child is constructed in the Early Years Learning Framework,
Kindergarten Learning Guideline, Age Appropriate Pedagogies, and P2 curriculum, assessment and
reporting advice documents (plus any others you feel relevant) [400 words]
o Discussion of findings:
How does what the literature says about the image of the child relate to your analysis of the
curriculum documents? Where are the connections, discords and tensions? What is silent or absent?
Discuss the implications of your analysis above for teachers, children, families and more specifically
your practice 
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