Dr Reddys Foundation Social Accounts - The Social Audit Network

Draft Social Accounts 2005-06SOCIAL ACCOUNTS –REPORT FOR THE YEAR 2005-06PREPARED BYMonitoring and Evaluation GroupDR REDDYS FOUNDATION1

Draft Social Accounts 2005-06CONTENTS:Acknowledgement1. Introduction and Context of Dr Reddy’s Foundation 5 -92. Scope and Methodology of Social Accounts 10-113. Action taken on Previous Year Social Audit Recommendation 12-134. Mission , Values and Objectives of DRF 145. QUEST : Introduction and Mission , Values , Objectives 15 Report on performance 16-26 Feedback Commentary 276. SCOPE : Introduction and Mission , Values , Objectives 28 Report on performance 29-63 Feedback Commentary 647. LABS : Introduction and Mission , Values , Objectives 65 Report on performance ( Section wise detailed report ) 66-182 Framework Coded for LABS 183-187 Feedback Commentary 188-1898. Aarogya : Introduction and Mission , Values , Objectives 190-191 Report on performance 192-214 Feedback Commentary 2159. Economic Impact and a report on a variant of LM3 for DRF 216-23310. Main Issues & Achievements , Conclusion and Recommendations 23411. Financials of DRF 235-23712. Strengths and Weaknesses of the Social Accounting Process & Plans 238-23913. Annexure 240-2482

Draft Social Accounts 2005-06AcknowledgementThe second Social Accounts were initiated keeping in mind the need to expand its scopeand include programs other than LABS as well. This was possible due to the collectiveefforts undertaken by many people who contributed directly and indirectly to the entireprocess.Firstly we appreciate the efforts of the Senior Management team here in DRF and theBoard of Trustees who constantly supported in this endeavour.We would like to acknowledge the Head office and the LABS field staffs who have beenpatient in accommodating our scheduled field visits across 8 states. A special mentionabout the support extended in Karimnagar and Raipur. The Administration and theFinance teams have been equally cooperative in fulfilling our myriad requestsWe are also grateful to all the partners who contributed in this year’s accounts by sharingvaluable thoughts and also those who have been continuously supporting us in ouractivities.This year’s Social Accounts attempted to include education and we are thankful for theircontinuous support and understanding as it was our first foray into this areaThe team of Poverty Learning Foundation who helped us in achieving the targets we hadset and contributed in the preparation of the preliminary report on LABS. We alsoacknowledge the effort put by Mr Amit Upadhyay who supported us in the collation of allthe programs in the accounts.We extend our sincerest appreciation to all the Social Audit Panel members for giving ustime and effort and providing an opportunity to experience an enriching and insightfuldiscussion. Their ideas and insights have been instrumental in enhancing our perspectiveas 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 theemployers who shared their views with us.Mrinalini Shastry Namrata KaurIn case there is any feedback or comment, please let us know.Dr.Reddy’sFoundation6-3-655/12,Somajiguda,Hyderabad-500082.Ph:+91-40-23301868/4199Fax:+91-40-23301085URL: www.drreddysfoundation.org3

Draft Social Accounts 2005-06List of Abbreviations used in this Report:LABS : Livelihood Advancement Business SchoolITES : Information Technology Enabled ServicesBSPA : Bed Side Patient AssistanceDRF : Dr Reddy’s FoundationCRS : Customer Relation ServicesWGS : White Goods servicesILO : International Labour OrganisationSSC : Secondary School CertificateAP : Andhra PradeshJ & K : Jammu and KashmirWRM : Work Readiness ModulesCBO : Community Based OrganisationNGO : Non Government OrganisationEGMM : Employment Generation Marketing MissionSDC : School Development CommitteeMRP : Mandal Resource PersonSPD : State Project DirectorMEO : Mandal Education OfficerMFV : Mobile food vendorABC : Adolescent Bridge Course4

Draft Social Accounts 2005-06IntroductionWhat happens when India’s premier pharmaceutical company decides to make acontribution to the social sector, bringing its experience of diversification andexpansion to its social-work endeavours? The goal of expanding responsible socialentrepreneurship among corporate houses is in line with the mission-trajectory of Dr.Reddy’s Laboratories, of which Dr. Reddy’s Foundation (DRF) is an ameliorativearm. The foundation has increased the scope of its activities since the last financialyear, apart from adding on new programs to the existing stable. Central to theseinnovations has been the design of the 3-to-35 continuum, understanding whichallows 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 SocialAudit, an annual Social Audit Report of these new developments within the past yearis in order. Taking the lead from last year’s Social Audit Report, the reasons forundertaking 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 theorganization.* To demonstrate to our partners what the organization has achieved and what it iscapable 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 ouroperations5

Draft Social Accounts 2005-06Context of Dr Reddy’s Foundation (DRF):Dr. Reddy’s Laboratories is a market leader in pharmaceuticals, and the work of theFoundation has internalised the goals of the umbrella organisation. Believing in thetriple bottom line approach, Dr. Reddy’s evaluates is work on the economic,environmental and social dimensions of performance. DRF, the Corporate SocialResponsibility Partner of Dr. Reddy’s, helps it to reach out to underrepresented andunderprivileged communities in a focused manner.DRF is a social change catalyst that fosters, develops and promotes initiatives atindividual / 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 andtries out novel concepts that are continuously refined and scaled up to cover largergroups of deprived populations.Following from this belief, the Foundation is currently engaged in two broad areas ofoperation- Education and Livelihoods. Education focuses on providing opportunityfor learning to those that have dropped out as well as improving the quality ofeducation in schools ‘Livelihoods’ addresses issues of income increase,employability and vocational empowerment through a multitude of programs . Thetarget groups that DRF addresses range across the continuum of age 3 to 35,catering to their specific needs as depicted in the diagramDRF OPPORTUNITY CONTINUUM3 Years 13 Years 18 Years35 YearsSCOPETribal SchoolsNeighborhood SchoolsABCKARV VocationalCollegeLABSMicro EntrepreneurshipLivelihoods Hub6

Draft Social Accounts 2005-06The programs highlighted in yellow form a part of this year’s reporting. QUEST, aprogram we have reported on, is the translation of traditional SCOPE as well asLABS curricula in a digital medium, and therefore is not covered separately in thediagram. Aarogya, another program we have reported on, is a Microentrepreneurshipprogram, and therefore is not separately mentioned.Map showing the Operational areas of DRFEducation:School Community Partnership in Education (SCOPE) (January 2003 1 ):SCOPE works with over 70 schools in the Balanagar area of Hyderabad 2 . This is acomprehensive program working on increasing enrolment, retention and successfulassessment rates in Government Schools. This is achieved through a variety ofinterventions such as residential/non residential bridge schools, pedagogical supportto teachers, active community involvement in the schools etc. These interventionsare also being applied in the tribal context in Khammam district, with over 25schools.1 Start Dates of Each Project are mentioned in the brackets2 Balanagar constitutes a ‘mandal’ which is an administrative unit of the Government. SCOPEinterventions are spread across all schools in this one unit.7

Draft Social Accounts 2005-06Adolescent Bridge Course Centre (ABC) (July 2005): For those that opted todrop out of mainstream education due to pressures of income, family, etc., the ABCcentre provides a fresh opportunity. It helps drop outs prepare and appear for theage appropriate board examinations- Class VII and Class X. Intensive academicsupport is accompanied by career exploration so that children in the age group of13-18 are aware of the value of education, and the opportunities available to them.KARV Vocational Junior College (June 2003): This two year certified vocationaltraining particularly aims at adolescents between the ages 15 to 21 years who lookout for a practical course so that they can start earning while they continue/or haveto 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 tothe number of years required by students to complete their course of study. It is insuch a context that the Vocational Junior College provides a firm grounding invocational courses and soft skills that enable a higher likelihood for placement.Livelihoods:Livelihoods Advancement Business Schools (LABS) (July 1999): LABS is theflagship program of the Foundation, and caters to school/college dropouts in the agegroup of 18-35. LABS in a very simple and systematic manner attempts to match thedemands of the industry with the potential of LABS aspirants. It offers path-breakingjob oriented training courses to youth who have barely reached high school levels offormal education and prepares them for entry- level jobs in various industrial sectors.The only prerequisite considered in the selection process is that the student shouldbelong to the last 15% income strata and have a demonstrated aptitude for thechosen 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 thecountry with its agro based livelihoods initiatives.Micro Entrepreneurship Programs (July 2006): ME programs endeavour toencourage and nurture youth for entrepreneurship, support their quest for new anduntried skills development, business plan development, market linkages, etc. Twosuccessful pilots- one with mobile eateries (Aarogya, covered later in the report),8

Draft Social Accounts 2005-06and one with sweet corn vending, have been run in this area, and the Foundationintends to scale this initiative up further.Livelihoods Hub (May 2006): The livelihood hub is a step for linking theunderprivileged and the economic force, an agency for the youths. It is envisaged asa localized entity that will continuously scan its environs and will present all availableopportunities to various target groups, with the commonality of economicbackwardness. It would be the local agency for all those that are presentingopportunities, as well as those that are seeking it. Thus, it is to be positioned as arepository of opportunities- through Government Schemes, Private SectorEmployment, Skills Development, Entrepreneurship Development Support as well asBank Linkages. The ‘customers’ of this service could range from school drop outs tograduates, from individuals to self help groups. A pilot initiative has beenimplemented, and will be reported upon next year.One of the striking things about DRF since the last year’s accounts is theexpansion- geographically and programmatically. The following comparison betweenkey indicators of 2004-05 and 2005-06 are captured below.Number of LivelihoodsCreatedFrom the Start ofthe Program to 31March 2005From April 2005-March200636000 20083Number of LABS40 122Centers Across theCountryPlacement % 80 76Gender Ratio(M/F) 50/50 48/52Geographical Spread 5 States of India, 9 States of India,Vietnam Sri lanka, IndonesiaStaff Count 196 6079

Draft Social Accounts 2005-06Scope and Methodology of Social Accounts:Last year’s Social Accounts grappled with the ambit and scale of operations thatought to be covered, and looked at the various modules under LABS. Social AuditReport 2004-05 (SAR0405) limited itself to enunciating the components within theLivelihood Advancement Business Schools (LABS). This year’s Social Accountsaims to achieve a broader representation of not only the scope of the variousprograms that function under the auspices of the foundation, but also their impact Itseeks to explain the motivations behind choosing the expansion-oriented path DRFhas 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 asSCOPE 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 theprograms.The methodology used for collecting data required for evaluating programs underDRF was similar to last year’s data collection. After the initial self-awarenessexercises on social reporting within the organization, we analysed the mission ofAAROGYA, QUEST and SCOPE, and broke it down into broad objectives that weseek to accomplish through the program. These objectives were further brokendown into activities and each activity was mapped to a social book keepingindicator- qualitative or quantitative. Then we had to identify where we would findanswers to our questions on these indicators. Some were available throughsecondary data such as Minutes of meetings, Valedictory Reports, Inception reports,Progress and Completion reports, Information with Human resource managementand Finance etc. Each social bookkeeping indicator was then mapped tostakeholders, and appropriate questionnaires were framed. These are available forready reference upon request for an appropriate purpose.The challenge for the SCOPE evaluation was in drawing a representative samplefrom the various stakeholders within this program. These included school childrenfrom various schools, parents, community, School Development Committee and the10

Draft Social Accounts 2005-06Basti School Committee. LABS evaluation for the purposes of the social accountsfollowed a template similar to last year to maintain comparability with last year.Quest was analyzed from the secondary data almost entirely as the project hasbeen wound up.The most significant difference as per last year’s Social Audit recommendation wasthe involvement of an External Agency –Poverty Learning Foundation for Datacollection LABS has a larger share of the sample within the entire evaluation as it isthe largest program running under the auspices of DRF, and hence increasedsample weighting was duly assigned to maintain analytical balance between thevarious programs. While LABS information was collected through a questionnaire,interviews (lasting about 20 minutes each) were conducted with 2 members of theBoard of Trustees to elicit their views on DRF as an organization.Aarogya’s evaluation used a multi-pronged approach in gathering its data. Acombination of questionnaires, interviews, case studies and feedback fromstakeholders provided the information in evaluating this program.11

Draft Social Accounts 2005-06Action taken on previous years’ Social Audit RecommendationsThe list of issues highlighted for improvement in the Social Audit Report 2004-05can largely be grouped into the following four areas. The following areas are themain 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 ISSUESDOCUMENTATION AND REPORTINGRELATED ISSUESCURRICULUM RELATED ISSUESALUMNI RELATED ISSUESQuality related issues: These are the issues related to the functioning of theprogram in terms of its delivery. Appraisals and Induction trainings took place and 2cycles of the appraisal was completed. In order to assure quality in the LABSprocess, Quality Assurance and Enhancement (QAE) was planned which looks intothe quality of livelihoods across the centres and suggest steps for enhancement offunctional activity in the programAs far as the economic criteria is concerned , it is difficult to set a fixed criteria dueto the variations in the rural and urban set up and hence there are exceptions to thecriteria laid down by LABS . This problem is being sought to be addressed throughthe QAE group that ensures that the LABS process is not diluted in the face of ascale up.Documentation and Reporting Issues: The area of reporting and documentinghas evolved with standardized formats being streamlined and timelines beingconsidered although there exists scope for further improvement in this area..Secondary data collection was done through Post placement surveys and Casestudies for this year’s audit report .The Post placement surveys provide us withinformation about the aspirants in areas of professional development, sustainability12

Draft Social Accounts 2005-06and also Higher education .Over 350 Case studies were collected in the Audit periodshowcasing the transformation in the lives of the aspirantsCurriculum related issues:Effort was put in the areas related to curriculum revision and its development afterthe feedback from the last year’s Audit report.Involvement of the employers in the development of curriculum has immense valueas it suggests changes/ improvements in the existing curriculum in respect ofvarious trades reflecting the actual job requirements in the real situation. This hasbeen achieved to some extent by the introduction of Domain Conferences .Domainconferences were introduced with the purpose of involving the Employer’s feedbackon the curriculum that would bring a sense of ownership from their end. Also anupdate in the industry is incorporated in the curriculum making it easier to meet thedemands of the employers. This however needs to be strengthened as there is aneed 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 theexisting plan and the purpose being to understand the impact of the program andthe graduates’ progress at the workplace. We are yet to evolve this system throughwhich various hard spots in the training program are identified. Although feedback iscollected informally through various channels, we need to initiate these meetings asa part of the LABS system.13

Draft Social Accounts 2005-06Dr Reddy’s FoundationDr Reddy’s Foundation ‘s Mission (Adopted in November 2006)Dr. Reddy’s Foundation strives to create quality opportunities in education andlivelihoods for all. The focus is on the people who are deprived. We believe equity ineducation and livelihoods helps in building an inclusive society. We buildpartnerships with all concerned in this endeavourValueso Need to give back to societyo Catalysing innovative and sustainable changeo Mentoring private and public enterprise and facilitating transfer of successfulbusiness practices, skills and resources to benefit non-profit initiatives.Each project under the umbrella of DRF has is individual objectives andstakeholders. These are presented later in the report.14

Draft Social Accounts 2005-06QUESTINTRODUCTION: QUEST – Quality Education and Skills Training Alliance is apartnership of public , private and Non-Governmental Organizations to work togetherto create , pilot and institutionalize technological tools for improving the quality ofeducation and workforce development training for disadvantaged youthQUEST MISSIONCreate basic models of interactive distance learning facilitation for youth inCommunity learning centresQUEST VALUES• Need to give back to society• Catalysing innovative and sustainable change• Mentoring private and public enterprise and facilitating transfer of successfulbusiness practices, skills and resources to benefit non-profit initiativesQUEST OBJECTIVESTo connect the 6 Learning Institutes (3 in Maharashtra & 3 in Andhra Pradesh) withlearning studios in Mumbai and Hyderabad through the use of satellite technologyand software designed for interactive distance learning facilitation for youth inCommunity Learning Centres.STAKEHOLDERS: QUESTSince secondary data formed the foundation of this study, no stakeholders weredirectly involved in the process. However informal interactions took place with theconcerned staff.Key StakeholdersLABS Aspirants ( Aspirants )Facilitators ( LABS )StaffStudents- Adolescent Bridge Course centres( ABC )Facilitators ( ABC )Partner NGO – PrathamUSAID15

Draft Social Accounts 2005-06The Report on Performance for QUEST:Introduction:QUEST was a consortium formed by USAID in association with DRF, Azim PremjiFoundation (APF), and Pratham Educational Initiatives & WIPRO Foundation. Theother partners include Microsoft, International Youth Foundation (IYF) and ICICICommunity Initiatives. IYF through their network has brought Lucent Technologies,Nokia Enterprises and GE Foundation to the QUEST Alliance. DRF and Prathamcombined resources and expertise to create a basic model for interactive Distancelearning for the disadvantaged youth.The QUEST Alliance goal is to work towards effective use of education technologyfor the underprivileged across the nation. As a pilot, a grant was given to DRF forimplementing distance education through one-way video and two ways audio usingVSAT 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 whowere benefited under this program. The project was extended till October 2006although the time span was till March 2006.16

Draft Social Accounts 2005-06NETWORK DIAGRAM (QUEST)Methodology for Evaluating QUESTEvaluating QUEST involved looking at the feedback from those exposed to specialpurpose content, from those who dropped out from the program along with thereasons for dropping out, feedback on the level of interaction between participantsand the distance-trainers. Feedback looking at evaluation about the performance oftrainers and teachers, as well as feedback on the online MIS reports has beenassembled for analysis. Feedback from visits by Pratham, the partner organisationas well as those made by USAID are available as mails. Minutes of quarterlymeetings conducted with all partner organisations have been included in theanalysis. Secondary data has been the backbone of the QUEST analysis as anextensive Primary study had been conducted as a part of the program itself.17

Draft Social Accounts 2005-06StakeholdersMode of DataCollection.LABS AspirantsFeedback fromFacilitatorsProgress ReportABC StudentsFeedback fromAcademic Facilitators Progress ReportPartner NGO – Pratham Minutes ofQuarterlyMeetings.USAID Minutes ofQuarterlyMeetings.AdditionalSources.FeedbackFromVisits.FeedbackFromVisits.OBJECTIVE:To connect the 6 Learning Institutes (three each in Maharashtra & Andhra Pradesh)with learning studios in Mumbai and Hyderabad through the use of satellitetechnology and software designed for interactive distance learning facilitation foryouth in Community Learning CentreActivity ISet up 2 studiosto transmitdistance learningcontentSocial Book Keeping IndicatorsQuantitativeQualitative# of Transmitting Quality ofStudios set up equipmentsmaintained in thestudiosExistence of relevantequipments present inthe studiosThe 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 completedin the first month of the project as per the timeline in the project proposal. The18

Draft Social Accounts 2005-06‘Centralized Training Studio’ is the place where the on – line facilitation, curriculumdevelopment and training take place.These studios were equipped with relevant equipments - video camera, soundproof infrastructure, AC, high band-width connection, hardware servers, and thenecessary furniture to seat the trainer and the relevant staff. Quality of equipmentswas already of a higher standard and hence it was maintained in the studios.Activity 2Set up Receivingcentres in the 6Learning InstitutesSocial Book Keeping IndicatorsQuantitativeQualitativeQuality ofequipmentsmaintained in the# of Receiving Centres studiosset up# of relevantLocation ofequipments present inreceiving centrethe studiosThe setting up of six receiving centres connected to the central studio was plannedas per the project proposal. However there was considerable delay in the setting upof all the receiving centres, setting up of studio, establishing of connectivity andband-width sharing. Seven more receiving centres were set up in the course of timeas there were savings earned in the satellite technology being used for this project.Thus the additional centres were set up to accommodate more students. Thereceiving centres were located in the learning institutes- 10 in Andhra Pradesh and 3in Maharashtra. The receiving centres were located in a place which isgeographically distant from the city of Hyderabad, and they are as follows:Livelihood Advancement Business School Centres• Chandanagar• Rajahmundry• Nalgonda• Karimnagar• Kadapa• Warangal• Eluru19

Draft Social Accounts 2005-06• GunturAdolescent Bridge Course Centres• Moosapet• BorabandaQuality of Equipment:Number of relevant equipments present in the studios included a receiving satellite,bank of computers, scanner, Web camera, printer, uninterrupted power supply, andfurniture.Activity 3Creation of Content(Curriculum)Social Book Keeping IndicatorsQuantitativeQualitative#of academic facilitatorswho will deliver thecontentRange of Coursecontent# of courses withdigitized content# of digitized contentdeliveredRange of specialpurpose contentFeedback fromthose exposed tospecial purposecontent20 facilitators (16 for LABS & four for ABC) were trained to deliver the content of theprogram. This Academic Facilitators (ABC) were responsible for delivering thelearning program that would enable the students to appear and clear the 7 th , 8 th , 9 thand 10 th grade.14 E-Learning Modules:Fourteen e-learning modules were developed for seven subjects. It was initiallydecided that there would be two modules for each subject but later this was revisedas 14 modules for 14 subjects. The curriculum content for ABC was also translated20

Draft Social Accounts 2005-06into Telugu for the convenience of the local students. The following modules havebeen 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 followingS. Subject Modules- Title Duration (Innomin.)1 Automobile Basics of Two / 32Four Wheelers2 AIDS Awareness Leading A 25Positive Life3 Micro Irrigation Micro Irrigation 254 Mobile Eateries Health & Hygiene 255 CRS Basics of Sales 256 Spoken English Day-to-day42English7 Life Skill Life Skill 738 R & A/c Basic Lessons onRefrigeration&AirConditioning299 Hospitality Food & BeverageServiceHousekeeping1521

Draft Social Accounts 2005-0610 Network andinternet concepts3011 DesktopPublishingCorel DRAW-Creating aLOGOPhotoshop- PhotoMakeover1512 Work ReadinessModuleWork ReadinessModuleSelf paced13 TeachingLearningMethodologyFacilitatorsTraining Module14 Bed Side PatientAsst.Source – Secondary Data -Annual Report 2005-06Self paced10Number / Percentage of Courses with Digitized Content:It was found after a ‘Hard Spots’ identification survey, topics which were difficult toexplain in the class were digitized and delivered to the students (LABS). Around fivepercent of the course content was digitized not only through animation but also withaudio & video. Digitization through animation proved to be very time consuming andexpensive and hence as per the timeline 5% was covered. Moreover this wouldserve as an aid in learning and not as a substitute.As the content for LABS courses was developed, most of the time went in updatingthe content to current market needs and data collection related to facilitators. Beforebeginning the process of content development a survey was conducted withfacilitators at various LABS centres with a questionnaire. Format for data collectionattached in Annexure 222

Draft Social Accounts 2005-06Reading Clubs: These clubs were opened so that reading as a habit could beinculcated in the students as well as have a place in the community where thecommunity members could also access newspapers. These clubs contain books,comics and story books that are easy for students to access. The average number ofbooks available at each reading club was 170. The total number of libraries openedwas 78, while the total number of children benefiting from the libraries was 604. Asthe content for LABS courses was developed, most of the time went in updating thecontent to the current market needs and data collection related to facilitators.Range Of Special Purpose Content: There was a ‘Hard Spots’ identificationsurvey done to finalize the modules to be digitized. Hard Spots are topics which aredifficult to explain in class. There is no specific data which maybe reviewed for thefeedback of the students with respect to the Hard Spots identification survey.Activity 3Develop systems andprocesses to utilizehuman resources andinfrastructure formonitoring , statusreporting , testing andother communicationactivitiesSocial Book Keeping IndicatorsQuantitativeQualitative# of enrolledparticipantsSocio- Economicprofile% of participants whocontinue attending thecourseViews/Feedbackfrom drop outswith respect toreason fordropping outNo of participants who Feedback on theare evaluated level of interactionperiodicallybetween theparticipants andthe distancetrainersQUEST Aspirantperformance inevaluations23

Draft Social Accounts 2005-06Non QUEST Aspirantperformance onevaluationsNo and frequency oftrainingsFindingsevaluationprocessestrainersteachersofonandThe total number of students who have passed out from these skills trainingprograms was 1573 (673 Men and 864 Women).The Socio Economic Profile of the enrolled participants is in line with the LABS andBC 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• HardwareDuration 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; insteada Module effectiveness survey (LABS) took place. A total of 288 students and 14facilitators were surveyed from receiving centres Chandanagar, Rajahmundry andNalgonda. Feedback on the level of interaction between the participants and thedistance trainers revealed that there was an energetic level of interaction as thestudents were motivated and eager to learn. Therefore the level of interaction washigh.24

Draft Social Accounts 2005-06The Evaluation of the Effects of the Module:Students: Able to concentrate better Interactive and energetic while responding Able to identify the amount of work as well as skillsinvolved 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 impactFacilitators: Teaching made easy Able to concentrate on every student Able to cover more information in a given time Motivating to conduct classes due to activeparticipation of the students Comfortable with teaching Educating by virtual experienceProject Impact: Even a below average student can cope with thelearningFindings of evaluation also revealed the following• After post-module test was conducted, it is observed that there is considerableimprovement 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 2005-06Non QUEST Aspirant performance on evaluations and Views/Feedback fromdrop outs with respect to reason for dropping out is not available and hence cannotbe covered in this study25

Draft Social Accounts 2005-06Activity 3Develop systemsand processes toutilize humanresources andinfrastructure formonitoring , statusreporting , testingand othercommunicationactivitiesSocial Book Keeping IndicatorsQuantitativeQualitative# of monthly review Feedback frommeetingsthe participants inthe meetingsQuality of IssuesQuarterly meetings discussed in theconducted with all partners meetings# of On line monthly MIS Feedback on thereports sentOn line MonthlyreportsFeedback on theother reports# of State Level Facilitator Feedback fromReview meetings held the participants inthe meetings# of Exchange visits held Feedback fromwith Pratham – Partner the visitsOrganization# of Visits made by USAID Feedback fromthe visitsThree Quarterly meetings were conducted with all the partners and the issuesdiscussed were mainly on the sharing of the program, the challenges being facedand the probable solutions. Long term vision of QUEST was also discussed in thesemeetings (Source – Secondary Data Minutes 2005-06. On line monthly MIS reportswere sent updating on the progress of the project.Two Exchange visits were made to the Partner organization in the course of theprogram while five visits were made by USAID. These visits were mainly to monitorthe progress of the project and suggestions were also provided to enhance theeffectiveness of the program. (Source: Interview with staff)26

Draft Social Accounts 2005-06FEEDBACK COMMENTARY: QUEST• Distance education helps facilitator perform better and support in reaching out to alarger number of youths• % of digitization of the course content is small• There was no evaluation study conducted for the ABC students27

Draft Social Accounts 2005-06SCOPEINTRODUCTION :The mission of SCOPE is improving the competencies of the school and communitytowards access to quality education for all children and utilizing the school as acommunity learning resource centre by bringing in the community context intolearning, helping students learn and grow while at the same time providing forschool supporting and strengthening the collective learning of their families andcommunities as well.SCOPE MISSIONTo improve quality of school education by mainstreaming DRF innovations,implemented with the focus on underprivileged groups.SCOPE VALUESo Need to give back to societyo Catalysing innovative and sustainable changeo Mentoring private and public enterprise and facilitating transfer of successfulbusiness practices, skills and resources to benefit non-profit initiativesSCOPE OBJECTIVES• To refine, apply and scale-up innovative strategies for improving the quality ofGovernment school education.• To document and disseminate strategies for school improvement.• To facilitate and promote overall institutional capacities.STAKEHOLDERS FOR SCOPE :28

Draft Social Accounts 2005-06Key Stakeholders(Consulted)StudentsTeachersStaffCommunity VolunteersGovernmentParentsAga Khan Foundation (Partner )CommunityOther Stakeholders(Not Consulted)Other NGO’s working onIssues related toEducationCommunityOrganizationsSCOPE: REPORT ON PERFORMANCEThe Genesis of SCOPE:SCOPE (School Community Partnership in Education) project is supported by anEC-Aga Khan Foundation (AKF) as part of PESLE (Program for Enrichment ofSchool 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 onunderprivileged groups. This is accomplished by building basic skills througheducational interventions among children as well as by enhancing the vocationalrelevance of the curriculum for older children with the support of the localcommunity. SCOPE envisages strategies for school effectiveness to beimplemented in government schools. The ABC component within SCOPE plays avital 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 DevelopmentLastly, sections on other focuses of the Education wing are indicated to explicatethe entire range of activities undertaken by the Scope interventions.29

Draft Social Accounts 2005-06S. Programme No of LocationNumberNoSchools/CentresofChildren1 Interventions in 57Balanagar mandal, 32,792Government Schools Rangareddy dtSchools15Hyderabad &Schools Secunderabad2 Intervention in 32V.R.Puram3,633Tribal Schools schools mandal, Khammam3 Kallam Anji 1 School Madinaguda,1,400ReddyVidyalayaHyderabad4 VocationalCollege1 School Madinaguda,Hyderabad5 Adolescent 7 Centres Hyderabad 851Bridge Course6 Short term 1 Centre Kawadiguda,350VocationalCourseHyderabad7 Residential 2 Centres Sevalalnagar75Bridge CourseCentreTanda, Moosapet,Balanagar mandal8 Early19Balanagar mandal, 1463ChildhoodCentres Rangareddy DtCentresAndhra PradeshTable: Range of Courses and Centres Functioning under DRF’s Education Wing.30

Draft Social Accounts 2005-06Methodology:STAKEHOLDERS INVOLVED FOR SCOPE 2005-06STAKEHOLDERSStudents ( Government schoolsBalanagar ) 5000 238Students - Tribal 3000 82Students - ABC 1000 40Others -RBC Students 100 10NRBC 700 30SVC 100 30TOTAL STUDENTSCOVERED 9900 430TOTALNUMBER SAMPLE CRITERIA FOR SELECTION METHODOLOGYApproximately 5% of the samplewas selected , the sample wasthen stratified across 8 clustersand 30 students each .Approximately 3% of the samplewas selected, students across 13schools were covered4% of the sample was selected asper Mandal10% of the sample was selectedas per convenienceApproximately 5% of the samplewas selected as per convenience.30% of the sample was selectedas per MandalQuestionnaireQuestionnaireQuestionnaireQuestionnaireQuestionnaireQuestionnaireTeachers 130 11Teachers - Tribal 130 9TOTAL TEACHERS 260 20Approximately 8% of the samplewas selected as per convenience.Approximately 7% of the samplewas selected as per convenience.Approximately 8% of the samplewas selected as per convenienceQuestionnaireQuestionnaireTRIBAL SCHOOLS IN KHAMMAMCommunity Volunteers 10 66% of the sample was selected asper convenienceQuestionnaireBSC 1 Homogenous groups FGDCommunity 1 Homogenous groups FGDSDC 2 Homogenous groups FGDVidya Volunteers 120 3BALANAGAR MANDALApproximately 3% of the samplewas selected as per convenienceQuestionnaireCommunity Volunteers 110 5Approximately 5% of the samplewas selected as per convenience QuestionnaireParents 1 Parents of ABC children FGDBSC 70 1 Homogenous groups FGDSDC 1 Homogenous groups FGDSTAFFFIELD STAFFTribal Staff 7 7 All were covered QuestionnaireApproximately 8% of the sampleABC Staff 52 4 was selected as per convenience QuestionnaireSVC Staff 5 4Approximately 80% of the samplewas selected as per convenienceQuestionnaire31

Draft Social Accounts 2005-06Other Field staff 29 17HEAD OFFICE STAFFApproximately 58% of the samplewas selected as per convenienceQuestionnaireHead Office staff 8 8Approximately 56% of the samplewas selected as per convenience QuestionnaireTOTAL STAFF 101 33GOVERNMENTSPD 1 1 Only 1 for Andhra Pradesh InterviewMEO 2 2 As per Mandal InterviewMRP 3 3 As per Mandal InterviewAKF 1 1PARTNERThe programme Officer wascontactedInterviewObjective-Wise Analysis of SCOPE.Objective 1: To develop strategies for school effectiveness to be implementedin government schools.Activity I. aIdentification of andsensitising the out ofschool children in theage group of 5-14yearsSocial Book Keeping IndicatorsQuantitativeQualitativeNumber of BastiscoveredCreatingNumber of out of awareness in theschool and never been community onto school children importance ofidentifiedchild educationNumber of childrenwho participated inchild labour melasNumber of child labourmelas conducted in thecommunity32

Draft Social Accounts 2005-06Number of communitylevel meetingsNumber of childrenwho participated theChild Education ralliesStudents profile(Cultural workshop)Description ofgroups attendingcommunitymeetingsIssues discussedat the communitymeetingsFollow up ofactivities relatedto culturalworkshopNumber of childrenwho attend the CulturalworkshopNumberofperformances in theworkshop by thechildrenDoor to door surveys were conducted in 170 communities/bastis (As per the surveyconducted by the SCOPE team in Balanagar Mandal.) and nearly 4000 out of schooland never been to school children were identified during May 2006 (SecondaryData, Head Office). In the VR Puram of Khammam district a village household studywas conducted covering 8 villages by the students of Social Work, Secunderabad,as a part of their field placement and reported to DRF. Community level meetingswith leaders, youth, mahila mandal members and parents are organized in everyslum to discuss ways to include out of school children identified in the survey toschools and strategies to be adopted to bring working children to schools. Thiscreates awareness in the community about the importance of child education (HalfyearlyReport for AKF, January-June 2006).Creating Awareness In The Community On Importance Of Child Education33

Draft Social Accounts 2005-06Creating awareness in theCommunity - Sample coveredLocalCommunity32%CVs53%SVC Staff15%Sources: Primary Data, Stakeholders- SVC Children.Creating awareness in the community about the importance of child education iscrucial especially in the context of children who tend to drop out of school or who’venever 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 projectawareness33%qualityeducation28%materialdevelopment11%communitysupport28%Sources: Primary Data, Stakeholders- StaffThe staff felt that the purpose of the project was spread evenly between providingquality education and community support, while 33% of those sampled felt thatawareness was the purpose of the project.34

Draft Social Accounts 2005-06Creating Awareness in theCommunitystakeholderengagement37%awareness5%communitymeetings58%Sources: Primary Data, Stakeholders- Staff58% of the staff felt that in order to create more awareness in the community,community meetings were crucial, whereas 37% felt that stakeholder engagementwould help create more awareness in the community. This would imply more activecommunity engagement.Creating Awareness in theCommunityprovidetraining &livelyhoods70%communitymeetings30%Sources: Primary Data, Stakeholders- SVC StaffIn order to create more awareness about the importance of child education in thecommunity, 70% of the SVC staff felt that providing training and livelihoods wasessential while the rest thought community meetings would be sufficient for thispurpose.35

Draft Social Accounts 2005-06Ways through which awarenessmaybe created in the communitymeetingsSustainability of efforts6%Awarenessdrives/rallies29%Stakeholderengagement29%communitymeetings36%Sources: Primary Data, Stakeholders- Tribal StaffAccording to the Tribal staff, community meetings are vital in order to createawareness in the community about education followed by stakeholder engagementand awareness drives/rallies.Two hundred children attended the Child Labour Mela (Community OrganizerReports). This mela was conducted at cluster level by bringing all out of schoolchildren identified in the survey to a common place. Cluster level meets wereorganized in 5 clusters with drop out, never enrolled, 5+ age group who need to beadmitted in schools, NRBC & Alternate school children nearly 200 children werebrought for one day and engaged in cultural activities and drawing (Half-yearlyReport 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 Rallieswere conducted in all the bastis of Balanagar mandal, with 200 children inattendance, (Head Office Data). Through these rallies communities came forwardand supported the activity by identifying and enrolling non school going children intothe schools. Community Level Meetings were held on a need-based basis. Parents,project participants and facilitators were the groups present in the meetings (HalfyearlyReport for Aga Khan Foundation, January-June 2006).36

Draft Social Accounts 2005-06Issues Discussed At The Community MeetingsIssues discussed in the communitymeetings: Staffcommunityinvolvement50%Attendanceof children45%infrastructure5%Sources: Primary Data, Stakeholders- StaffIssues discussed in the Community meetings: StaffThe staff discussed community involvement the most followed by attendance ofchildren. Infrastructure was not discussed in great detail by this group.Issues discussed in the communitymeetings: SVC StaffCommunityinvolvement13%Education &livelyhoodprogram13%Criteria ofage frops24%Aboutemployment25%druartion ofcourses25%Sources: Primary Data, Stakeholders-SVC StaffIssues discussed by SVC staff revolved equally around Duration of courses, aboutemployment and criteria of age groups. To a lesser extent, they discussed educationand livelihood program’s and community involvement.37

Draft Social Accounts 2005-06Issues Discussed By Volunteers Within The Community.Issues discussed in the communitymeetings: VolunteersHealthissues19%Absenteeism18%Discipline19%ImportanceofEducation,18%Funds flow13%PeerPresure13%Sources: Primary Data, Stakeholders- VolunteersTo an equal extent, volunteers discussed health issues, discipline, importance ofeducation and absenteeism. To a lesser extent, they discussed peer pressure forstudents and funds flow. This indicates that volunteers tend to have a holisticapproach in their endeavours and concerns.Issues discussed in the communitymeetings: Tribal StaffEnrolment31%Attendence31%Dropout15%Retention23%Sources: Primary Data, Stakeholders- Tribal StaffTribal staff discussed enrolment and attendance to an equal extent. To a lesserextent 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.38

Draft Social Accounts 2005-06Almost all community volunteers discussed the attendance regularity at school forchildren.Students profile (Cultural workshop)Cultural workshop was conducted at Kukkatpally and Hasmathpet clusters ofBalanagar mandal covering all the 170 slums. The main objective of the culturalworkshop was to teach children to play musical instrument like drums and singsongs 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 (HeadOffice Data).Student's Participation in CulturalWorkshopNo39%Yes61%Sources: Primary Data, Stakeholders-Students in Government schoolsStudent’s Participation in Cultural WorkshopStudents tended to participate in games and competitions followed by nonparticipation(20%) and cultural performances.Follow Up Of Activities Related To Cultural WorkshopThere was training (sing, dance play instruments) after cultural workshop; around96% of the sample attended the training39

Draft Social Accounts 2005-06Activity I. bSocial Book Keeping IndicatorsQuantitativeQualitativeComposition of the% of community Basti Schoolvolunteers trainedCommitteeNumber of Basti SchoolcommitteesIssuesdiscussedin the committeeCommunity mobilizationfor strengthening thegovernment schools.Number of youth groupsformedNo of Summer schoolsrun in the GovernmentschoolsNo of Non- school goingchildren who attendsummer schoolsNo and periodicity ofparent meetingsFeedback ofparents in themeetingsThe percentage of community volunteers trained was hundred indicating goodcoverage, and there were 102 basti school committees in operation. The BastiSchooling Committee is a forum for active members of the community who haveinterest in education of children, and meets once a month. It takes responsibility forschooling for all children in the slum, as well as acting as a pressure group towithdraw children from work. It strengthens relations between community andschool, and this committee works as a task force for eliminating child labour. Bybeginning of the year 110 Community volunteers were place, trained and covering170 communities.All the community volunteers were given training in community mobilization, startingof reading clubs, enrollment of children into schools, regular follow up of longabsentees. These volunteers formed 70 Basti Schooling Committees by 30 th March.This number of BSC was reduced to 70 from 102 as based on the functioning of the40

Draft Social Accounts 2005-06BSC’s in the area. Community awareness programme was taken up in majority ofthe bastis on child labour issues, reading habits of children and support mechanismsin communities for the education of the children. Two day training for basti schoolingcommittee members through Central Board for Workers Education on March 16 th .No information on the number of youth groups functioning was found.52 Summer Schools were run in Government Schools under the auspices ofSCOPE (Half-yearly Report for AKF, January-June 2006). The number of nonschoolgoing children who attend the Summer School was 1500 and the list of thesechildren is available in the office.Number and Periodicity Of Parent MeetingsParent meetings in government schools take place on a monthly basis, and 12 suchmeetings have taken place (Primary Data). Tribal Volunteers mention that parentmeetings take place monthly. Parents have a marginal role in the BSC, and it wasfelt in feedback that their role could be improved.Activity 1 cRetention.Social Book Keeping IndicatorsQuantitativeQualitative% of children attending Follow upschools regularlyactivities throughAttendancehouse visitsstabilization% of children whoappear for theassessment% of children who Gradesclearedthe Achieved.assessment in theschools41

Draft Social Accounts 2005-06Percentage of children attending schools regularly could not be made available inthe 3 social accounts the as a part of the secondary data collection at Head office aswas details about attendance stabilisation. DRF Staff regularly visit parents at homein order to follow-up on drives to retain students. Of the 8, 877 students whoappeared at the primary level assessment, 7, 891 students were promoted whichindicates a pass-percentage of 89%. Girls and Boys had approximately equal passpercentageswith 88% and 90% respectively (CMIS Report No. 3. 8. 2 a).Activity 1 d Quantitative QualitativeProvision of class No ofroom learning Primers Feedback on primers frommaterial fordevelopedby DRFstakeholders as well as externalresource personsi ) Primary SchoolchildrenNo of booksdistributedin theschoolsLibrarybooksNo ofteacherswhoparticipatedin theworkshopsto help inthe materialdevelopmentii) for High SchoolchildrenNo ofPrimersdevelopedby DRF42

Draft Social Accounts 2005-06iii) Developmentof primers andsupplementaryreading materialfor tribal schoolsNo of booksdistributedin theschoolsLibrarybooksNo ofPrimersdevelopedby DRF inKoya andKondascript# ofworkshopsheld for thedevelopment of primers# ofSupplementary booksdeveloped# ofReadingbooksdistributedin theschoolsNo ofPrimersdevelopedby DRFFeedback on primers fromstakeholders as well as externalresource personsFeedback on primers fromstakeholders as well as externalresource persons?To help primary school children achieve basic competencies for their respectiveclasses, primers were developed under the auspices of SCOPE. These are asfollows:43

Draft Social Accounts 2005-061. 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 canprovide valuable insight about the direction taken by developing these primers. Theendeavour in the following section will be to look at some of the reactions to theseprimers.Rating of primersAverage11%Good89%Sources: Primary Data, Stakeholders- StaffAround 90% of the project staff felt that primers were good, and three-fourth’s ofgovernment teachers felt that the primers were good, although the sample size wasrelatively small .250 books were distributed in school libraries. Around 90% of theteachers participated in material development.DRF provides school books such as guides and model papers to high schoolchildren. They do not have primers for children studying in High School.44

Draft Social Accounts 2005-06An interview with Mr Vijay Prakash (MEO Balanagar Mandal)The achievement of DRF against themission has been successful. Hisfeedback on the primers was satisfactoryand he also mentioned that migration wasanother challenge faced among thechildren who belonged to districts andtend to drop out easily.Interview with MEO (Balanagar Mandal)Tribal Educational InitiativesSCOPE has developed two primers and seven supplementary books for tribalstudents in the Koya and the Kondareddy dialect. This enables students to identifythe course-work in their native language enabling better grasp of the study-material.They include:Primers1 Koya Vachakam2 Kondareddy VachakamSupplementary Books1 Medicose- Koya book of poems2 Vippana Katha- Riddles for Koya’s3 Vesody- Koya stories4 Owjans- Kondareddy poems5 Doki- Flashbooks for Koya’s6 Gurugulu- Flashbooks forKondareddy’s Children in Tribal school (Khammam )7 Zitellu- Riddles for Kondareddy.45

Draft Social Accounts 2005-06Feedback on primers (Tribal) from stakeholders as well as external resourcepersonsSuggestion for furtherimprovement in primersDemonstrativeillustrations20%Good forweakStudents30%MorePictures20%NewBooks &Material30%Sources: Primary Data, Stakeholders- Tribal TeachersTribal teachers suggested new books and materials and that the existing materialwas good only for weak students to an equal extent (30%).Rating of primersSupplementarymaterial isbetter14%Good86%Sources: Primary Data, Stakeholders- Tribal StaffTribal staff largely felt that the primers were good, and a small minority felt that thesupplementary material was better.46

Draft Social Accounts 2005-06Tribal Students like to use thePrimersDon’t Knowaboutprimers7%No2%Yes91%Sources: Primary Data, Stakeholders- Tribal StudentsTribal students liked the primers used, and few people mentioned not knowing theprimers or not liking it.Tribal students like best about theprimersAavujam2%Pictures &Stories14%Koya ReddyVachakam43%Vesodi20%Medicos21%Sources: Primary Data, Stakeholders- Tribal StudentsAlmost half of the tribal students liked the Koya Reddy Vachakam, followed byVesodi and Aavujam (approximately 20%) and lastly pictures and stories (14%). Asfar as suggestions for changes is concerned, tribal students asked for more stories(46%) and new books (43%) and 11% asked for more pictures.47

Draft Social Accounts 2005-06School vision: Old BowenpallySchool ProfilesSchool Profiles were printed and distributed in the project schools for communitydissemination. The school profiles include the history of the school andachievements during the program period in terms of learning improvement, Visionrealization, local resource mobilization etc.Feedback on School Profiles:Feedback on School ProfileAwareness43%Information aboutschool57%Sources: Primary Data, Stakeholders- Head TeachersHead Teachers felt that school profiles concerned information about school (57%)and about awareness (43%).50

Draft Social Accounts 2005-06Activity 1 fDissemination ofproject learning’sthrough news letter.Social Book Keeping IndicatorsQuantitativeQualitativeFeedback fromthe stakeholdersNumber of newsletters on the projectpublishedlearningNo of articlescontributed by the Quality of thechildren and teachers articlesRange/# of differentstakeholders coveredby the distribution listNewsletters were meant to be published monthly, but there have been 5 publishedin 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 inthis year’s social accounts mainly due to the lack of awareness regarding thenewsletters among the sample covered.The range of stakeholders covered isavailable in the distribution list .There is again no information pertaining to thenumber of articles covered by teachers and children.Feedback from Stakeholders on Project LearningIssues from government programs included adolescent education, low competencylevel of government school children, enrolling all the out of school children. Alsoimportant in this segment is the need to improve learning abilities in children,academic issues vis-à-vis Sarva Shiksha Abhiyan( SSA) , need to improve childlanguage 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 schoolsystem, saving child rights and improvement. Infrastructure, physical-humanresources, need for community involvement in schools, basic competencies ofchildren in schools and attendance.51

Draft Social Accounts 2005-06Inputs from DRF Trainings.Documentation working, Roles and responsibilities of school, helping to work as amember of team, understand the strategy of the program, preparation of material,SCOPE,PESLE,SIP,LIP,QUEST, involve community in our programme. Informationabout 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)Activity 2 aSocial Book keeping IndicatorsMobilizing Childrenfor ABC centresAcademic SupportQuantitative# of childrenmobilized in the ABCcentresSEP profile of thechildren in the ABCcentresGender ratioRatioofsupplementarystudents attendingABC : first timersattending ABCRatio of workingchildren : nonworking childrenNo of materialsdeveloped for theABC centresQualitativeMaterials adoptedby the teachersAssessment %of children whopass Class VII and X52

Draft Social Accounts 2005-06Follow-up# of childrenappearing for ClassVII and Class XexaminationNo of childrentracked who fail toqualify theassessmentNo of children whoattend the camps tocope up with theBacklogs in subjects1038 children were mobilised in the Adolescent Bridge Course centres.SEP profile of the children in the Adolescent Bridge Course centresABC Center : Gender-wise break upGender Total %Girls 687 66.76Boys 342 33.24Total 1029 100.00The gender break-up in the ABC Schools revealed that the population totals wereweighted in favour of girls (two-thirds), revealing a commendable emphasis oneducation 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 agecategories15-16 years and 17 and above (28%) out of a total of 1029 students.Data about the ratio of supplementary students attending ABC with first timersattending ABC was collected by centre records, as was the ratio of working childrenwith non working children. All in one guides were developed for the ABC centres.Materials Adopted by Teachers:53

Draft Social Accounts 2005-06All ABC teachers interviewed mentioned that they had incorporated the material andmethodology into their everyday practise of teaching. They felt that evolving storiesfrom katha kaalam as well as environmental sciences were especially useful in theirpedagogy.Assessment and Follow up of ChildrenThe 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 366and 446. The number of children tracked who fail to qualify the assessment are 83 inClass VII and 290 in Class X. The number of children who attend camps to copewith backlogs in subject-portions are 239.Activity 2 bSocial Book keeping IndicatorsProvidingopportunities to theyouth for bettercareer through SVCsQuantitativeNumber of personsattending the RoadshowsSocio-economicprofile of youthNumber of youthswho participate in theinterest inventory testNumber of youthswho participate in thetrainingNo of materialsdeveloped% of youth/aspirantsplaced in the industry( B2Y networking)No of Alumni meetsQualitativeNew coursesidentifiedConfidence of theyouths after they areplaced54

Draft Social Accounts 2005-06No of workshopswith externalresource persons /industryParticipation in Road shows 775Participation in Interest Inventory 442TestNumber of youths participating in 357trainingsNumber of youths placed in the 304IndustrySource: Secondary data: SVCAccording to the centre reports, 775 persons attended the road shows and theywere from lower income groups .442 youths participated in the interest inventorytest, 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 theycould develop their careers. 304 youths/aspirants were placed in industry as part ofthe Business-2-Youth (B2Y) networking program. Two alumni meets were held forthe benefit of the aspirants where they could interact with individuals who passedout of the programs and 28 workshops were held with external resourcepersons/industry as a part of the B2Y networkObjective 3. Capacity building of Government agencies enhanced to enableSchool to adopt and promote School Effectiveness Strategies and ImpartQuality Education:Activity 3 aSocial Book keeping Indicators55

Draft Social Accounts 2005-06Development ofcapacities of VidyavolunteersQuantitativeNo/% of VidyaVolunteers whoparticipate in thetraining programmesNo of trainingsprogrammes heldTypes of trainingprogrammesAttendance break upof the volunteers (duration & day )QualitativeFeedback of thetraining programmesInfluence onpedagogicalmethodologies usedby teachersVidya Volunteers provide informal facilitation to the students in the governmentschoolsThe 3 Vidya Volunteers mentioned that they had undergone training programs(100%), although the data regarding the number of training programmes held wasnot available. Most volunteers sampled thought that the training could be gradedbetween ‘good’ and ‘excellent’, although the sample size for this data is minute Thetraining concerned ‘Teaching Methodology on Primers’. Regarding the influence onpedagogical methodologies used by teachers, all the Vidya Volunteers sampledreported that the methodologies learnt was later used in teaching. The dataregarding the attendance break-up for the volunteers was submitted to the accountsdepartment and not available for reporting.Activity 3 bSocial Book keeping IndicatorsCapacity building ofteachersQuantitativeNo of Teacher meetsorganized at clusterlevelTypes of trainingsprogrammesQualitativeInfluence onpedagogicalmethodologies usedby teachers56

Draft Social Accounts 2005-06Number of needbased TeachersMeetsNo of Teacher meetsorganized at mandallevel% of teachersparticipating inteacher meetsFeedback from theteachersTeacher meets at the cluster level were organised once a month. Training programsfor teachers sought to provide academic support in relation to material development.There is a monthly need-based teacher’s meet in which DRF participates. Monthlyteacher’s meets are also organised at the mandal level. There is a teacherrepresenting each school in the teachers meets. The government teachers reportedhaving used the methodologies learnt during the intervention as revealed in theprimary data collection. Feedback from the teachers indicated that the teachersmeet was useful, and it included elements such as sharing of experiences, sharingof academic problems, discussion about school improvement and how to reducedropouts.( Source: Primary data – Government Teachers)Interaction with Government Teachers and Vidya Volunteer. : Shamshiguda57

Draft Social Accounts 2005-06Activity 3 cSocial Book keeping IndicatorsCapacity building ofteachers in ABCcentresQuantitativeNo/% of teacherswho participate in thetrainingsprogrammesNo of trainingprogrammes heldTypes of trainingprogrammesQualitativeInfluence onpedagogicalmethodologies usedby teachersFeedback from thetraining programmes95% of teachers in ABC centres participate in the training programs. All teacherswere influenced by the pedagogical methodologies used by teachers. One trainingprogram was held for teachers in the ABC centres. All teachers rated the trainingprograms in a positive light. The training programs focussed on communityparticipation, activity based teaching in classroom, retention of children in centres,and an exposure visit for the teachers to interact with children. A child dropping-outis a challenge for teachers in ABC centres, and hence these activities becomecontextually important.Objective 4: .Policy-makers and other decision makers are informed andthrough Advocacy, influenced to change attitudes, values and concerns foradoption of School based education Reform Strategies.Activity 4Social Book keeping IndicatorsStakeholderengagement throughinteractive forumsand activities.Quantitative# of networkingexercises( incexchange programs,MTR , interactivesessions etc ) heldQualitativeMinutes / findings ofthe AnnualConference onWhole schooldevelopment network# of monthlynewsletter distributedQuality of thecontent of the58

Draft Social Accounts 2005-06to the stakeholdersNo of meetings heldwith the GovernmentofficialsNo of workshopsheld on projectrelated activitiesParticipation in otherGovt relatedprogramsnewsletterA number of networking exercises such as Mid Term Review (MTR), exchangeprograms, interactive sessions also take place in order to engage with stakeholders.One MTR has taken place in this calendar year. The annual conference on WholeSchool Development Network is akin to an annual reflection exercise with a fete-likeatmosphere and 1300 children in attendance. Newsletters are distributed tostakeholders quarterly. The quality of the content of the newsletter was not asked asthe newsletter was not sent. Three meetings were held with government officials inorder to avoid duplication and overlap with government programs. The number ofproject related workshops is the same as the number of academic and communityrelated workshops for the staff and the teachers .For the latter, the focus is onacademic support / methodology while community mobilization being the focus inthe workshops conducted for staff and Community Volunteers.Participation in other Govt related programsFifteen out of eighteen teachers had attended government programmes connectedwith adolescent education, low competency levels of government school children,enrolling all the out of school children, academic issues vis-à-vis the SSA, toimprove the three R's among children and motivating girls to study.59

Draft Social Accounts 2005-06Objective 5: Technical and Institutional Capacity built in partner NGOs tocontinue replication of successful school effectiveness strategies andpromote school based education reformActivity 5Social Book keeping IndicatorsProfessionaldevelopment of staffthrough trainings andexposure visitsQuantitativeNo of Staff ReviewsPeriodicity of reviewsOrientation byExternal ResourcePersonsNo of trainingsprogrammes heldTypes of trainingprogrammesAttendance break upof the staffno of exposure visitsNo of workshopsheld.QualitativeFeedback from thereviewChangesincorporated from thePlanning workshopsReportsFeedback from thereviewAccording to HR data, there have been 12 staff reviews with one taking place everymonth.Feedback from the review60

Draft Social Accounts 2005-06Are staff reviews beneficial: Staff?No6%Yes94%Sources: Primary Data, Stakeholders- StaffAlthough the sample size is small, 94% of those interviewed felt that staff reviewswere beneficial. The staff review focussed on issues such as the project, sharing ofexperiences and feedback. External Resource Persons (ERP) held three programson mobilization, documentation and professional development of staff. The teammembers have regular meetings with ERPs from MV Foundation to developstrategies which are effective at the field level. The team members were given twodays orientation on development of worksheets for the LG I. The team has nowdeveloped more than 120 worksheets which include activities pertaining to thelesson plans. On day one, the staff at Chandanagar campus was taught games andactivities which would be useful for field level functionaries to use in schools and thecommunity.Two member teams attended one-day workshops on Action Research conducted byAKES-I, Hyderabad and the emerging difficulties in classrooms. There were numberof training programs held was not available for the Accounts. The types of trainingprogram included material development with reference to classroom curriculum andrefresher-retraining for teachers. The attendance break-up of the staff was submittedto the accounts section and unavailable for inclusion in the social audit. Thefeedback from the review was with reference to sharing of experiences, feedbackand about the project, as depicted below:61

Draft Social Accounts 2005-06Issues of the staff reviewFeedback30%Sharing ofExperiences30%About Project40%Sources: Primary Data, Stakeholders- StaffThe staff reported that the review concerned the project (40%), while others felt thatthe review was about sharing experiences (30%) and a feedback mechanism (30%).Activity 6Social Book keeping IndicatorsInternal and externalmonitoring andreviewQuantitativeNo of monitoringvisits made by AKFNo of reportssubmitted to AKFNo of exchangevisits to PartnerNGOsTypes and periodicityof reports# and frequency ofreview meetingsQualitativeViews of the visitorsregarding the existingprogrammeFeedback in thevisitsAga Khan Foundation has made 12 monitoring visits, and the Program Officer atAKF Mr. Sanjay Tiwari has expressed satisfaction with the progress of the project,however the pedagogy needed improvement. He also stated that the quality ofreporting had not been adequate as compared to the earlier ones and hence wouldlike DRF to provide a more comprehensive picture about the project. According to62

Draft Social Accounts 2005-06him, the primers used were good. He also mentioned that SDC’s are a unique forumfor actual participation and the class committees have also been an innovative forumfor children participation. He also expressed that the main aim of this project is tomake “a Government School the preferred school for a child in thecommunity”. Lastly he articulated that there is still a scope to do better and thatcommunity involvement needs to be enhanced by DRF. However in terms ofachieving the mission, performance of DRF has been successful.Four reports have been submitted to AKF, and there have been five visits to partnerNGO’s. With reference to number and periodicity of reports, a quarterly progressreport and annual MIS reports have been submitted. There is a monthly reviewmeeting with reference to frequency of review meetings. Internally, three workshopshave been held for teachers, Vidya Volunteers and Community Volunteers with theaim of providing academic support. 80 government teachers were involved withcurriculum development in this workshop. Mobililisation was the main theme of theworkshop for community volunteers. There was a workshop for professionaldevelopment for SCOPE staff63

Draft Social Accounts 2005-06FEEDBACK COMMENTARY: SCOPECOMMUNITY INVOLVEMENT:There is a large role played by SCOPE in the area of community participation whichis also reflected in the Social Accounts. There is active involvement of the SchoolDevelopment Committee and Basti Schooling Committee in the functioning of theschool as facilitated by SCOPE. The SCOPE Staff is also proactive in maintaininggood relationship with its stakeholders especially in the Grass root level. A specialmention should be also made about the community support staffs that have beeninstrumental in building a good rapport with the community.ACTIVITY – RESULTS GAPIt maybe mentioned that although there are a large number of activities aligned withthe project, the results or the outcomes are not as lucid as the process itself. Ifdissemination of the results or project outcomes take place in a more structuredway, this will enhance the overall functioning of the project as well as contribute inthe achievements of the goal.64

Draft Social Accounts 2005-06LIVELIHOODS ADVANCEMENT SCHOOL (LABS)INTRODUCTION:LABS in a very simple and systematic manner attempts to match the demands ofthe industry with the potential of LABS aspirants. It offers path-breaking job orientedtraining courses to youth who have barely reached high school levels of formaleducation and prepares them for entry- level jobs in various industrial sectorsLABS MISSION:“LABS aim to provide young adults from economically weak backgrounds anopportunity to assimilate into the competitive job market. LABS will help themacquire the required livelihood and a social skill in an environment of learning andmentoring that is responsive to the individual’s emotional and developmental needs”LABS OBJECTIVESThe LABS aim is sustainable livelihoods creation. To achieve this, these are ourbasic criteria or objectives.o To Provide market based opportunity/access to opportunityo To cater to youth from economically and educationally weak backgroundso To be responsive to the youth’s emotional and development needso To improve the quality of life of such youth and their familieso To foster an environment of learning and mentoringLABS VALUESo Need to give back to societyo Catalysing innovative and sustainable changeo Mentoring private and public enterprise and facilitating transfer of successfulbusiness practices, skills and resources to benefit non-profit initiatives..LABS STAKEHOLDERS:65

Draft Social Accounts 2005-06Key StakeholdersOther Stakeholders(Consulted)(Not Consulted)Aspirants Other NGO’s working onLivelihoodsAspirants’ FamiliesCommunity OrganizationsIndustry/EmployersDr Reddy’s StaffLocal Neighbourhood *VolunteersPartners*Government*TrusteesStaff/ Employees*Government is defined as the relevant departments/programs in the Government that workon employment generation, poverty alleviation etc.*Partners are defined as funding partners who have supported LABS projects during theyear.*Community Organizations are those that help us with mobilization on the field acrosslocations. *Local Neighbourhood respondents are the immediate neighboursThe LABS data collection and report compilation was done by Poverty LearningFoundation, an external agency.The Report on Performance is not in the format of the Social Audit framework. It isin the report format as used by Poverty Learning Foundation keeping intact the flowin the writing All the information, however has been presented in a logical and alucid mannerTowards the end of the report, the framework has been summarized along with thecoding for performance.66

Draft Social Accounts 2005-06Section 1 - Introduction1.1 LABS are a new-economy livelihood promotion-training programme. It targets theschool dropouts/ unemployed with secondary school qualification/ street youth/retrenched workers/ migrant youth/ resettlement community members from the poorest 15per cent of the Indian population. The new emerging economy requires trained skilledworkforce at lower attrition rate who can rapidly acclimatize themselves with the workenvironment. 41.2 DRF has started social audit in 2005 to reflect on the performance and impact ofLABS on the stakeholders directly or indirectly involved in it. (Findings of Previous year’sSocial Audit in Annexure 3) In this process DRF has sought the services of PovertyLearning Foundation in carrying out the data collection for the Social Accounts. PovertyLearning Foundation established in 2004 as a Trust, aims to guide development policiesand practices in a way that meets the changing aspirations of the poor people. Theobjectives 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 livelihoodsamong 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 AdvancementBusiness School (LABS) programme on youth. The report based on the data collected forsocial accounts examines the influence of LABS on the lives of young women and mensurviving 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, studyteam members were oriented and involved in Social accounts study.4 For more information on LABS and its process, refer to the Previous Social Accounts67

Draft Social Accounts 2005-06Section 2 – Methodology2.1 States covered: This section provides details about the methodology adopted inconducting 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 year2005-06, the number of districts to be covered was decided. For actual selection ofdistricts, a stratified sampling procedure was followed where the stratifying criteria includethe level of development of the district and also the partners/projects who/which areconcerned with the implementation of LABS courses, the number covered is given in thefollowing table:Table 2.1 Coverage of districts and centres across the states by LABS .Sl .No. StateTotal No. of TotalNo. of centresnumber of districts number ofcovereddistricts covered centres1AndhraPradesh22 10 81 222 Chattisgarh 7 3 14 33 Gujarat 4 3 4 34Jammu andKashmir5 2 5 25 Karnataka 1 1 1 16 Rajasthan 2 2 2 27 Tamil Nadu 7 3 7 38UttarPradesh5 3 7 3Total 53 27 121 3968

Draft Social Accounts 2005-062.3: Selection of centres: From each selected district, number of centresranging from 1-3 was selected depending up on the number of centres that wereoperating during the reference year 2005-06. While selecting centres due weight age wasgiven to the project/partner and also the level of development of the area where thecentre is located.2.4: Selection of aspirants: Out of 20,000 aspirants (approximately) coveredunder LABS courses in all the states during 2005-06, about 10 per cent of the aspirantswere covered for the study. The actual state-wise coverage of the aspirants is given intable 2.2.Table 2.2: Coverage of various categories of respondents –state-wiseTotal no. Number covered for the study(1)S.No. StateofEmployeraspirants aspirants 360 degrees (Additionally DRF staffin 2005-06covered)1 A.P 13945 1118 120 107 502. Chattisgarh 2316 228 28 7 113. Gujarat 853 146 10 9 94. J & K 1236 87 9 - 65 Karnataka 90 31 3 - 36 Rajasthan 561 64 7 8 47. Tamil Nadu 1055 127 3 - 98. U.P 678 118 10 2 6Total 20734 1919* 190** 133 98***1: As per the coverage envisaged, 10 per cent of total aspirants are to be covered. Ofthe aspirants so covered, 10 per cent each of the families and neighbours, 25 per centemployers and 5 per cent staff are to be covered.* It may be noted that besides 1919 aspirants who were administered the aspirantschedule, another 190 aspirants forming part of 360 degrees data were also covered.Thus, in all, 2109 aspirants ( as against the envisaged sample coverage of 2000aspirants) were covered for the study. All the aspirants were drawn randomly from thesampling 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 the69

Draft Social Accounts 2005-06household were available formed part of 360 degrees sample and they are 190 innumber across all states.*** In addition, another 13 members of the senior team at the head office are alsocovered2.5: Data collection instruments: Keeping in view the objectives set for the study, fivekinds of schedules were developed for administering in the field viz.,• aspirant schedule• household schedule• neighbour schedule• employer schedule and• DRF staff scheduleThe need for administering the first four schedules arose from the fact that besidescovering aspirants exclusively, perceptions on the entire gamut of activities from father orany 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 inshaping up the courses offered under LABS. This approach referred to as multistakeholderapproach, is expected to throw some light on the LABS objectives, itsimplementation 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 acrossin the five instruments. For example, in the case of aspirants, the major thrust was on theactivities in which they got engaged during the post-course phase, and salary drawnbesides perceptions on various components of LABS courses. In the case of otherstakeholders including DRF staff, mainly perceptions on the implementation of LABSprogramme were sought besides their suggestions for effective implementation of it.Draft schedules were pre-tested and finalized in consultation with the DRF teams beforethey were finally administered in the field. The pre-testing of the schedules helpedsharpen the questions in terms of their scope and concept. To the extent possible, manyclosed ended questions were incorporated in the schedules to facilitate accurateresponsesMock interviews were conducted among the PLF field supervisors after providingthorough orientation on LABS courses, concepts and aims in general and the schedulesto be administered in the field in particular. This was done keeping in view the need for70

Draft Social Accounts 2005-06reducing non-sampling errors which would other wise play havoc in large surveys of thiskind.2.6: Data collection teams: In all, eight field teams were constituted, each team lead bya senior Researcher from PLF side. The team leader in turn recruited field staff havingPost Graduate qualification in social sciences, mostly in consultation with the centrefacilitator/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 stateas the unit of classification. Percentages are computed to highlight the trends thatoccurred in the data. Besides, a lot of cross-tabulations were generated to answerspecific questions and to study specific hypotheses. This procedure helped gain betterinsights in the implementation aspects of LABS courses.2.8: Graphical representation: To facilitate faster grasping of the trends emerging fromthe 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, manytables have been included in the annexure. However, the description of trends based onthese tables is provided in the text itself. In addition, graphs are also given in the text tofacilitate faster grasping of the results.2.10: Chapterization Plan: The Report on Performance (LABS) is organized asfollows: The entire write-up is divided in to the following sections.Section 1: IntroductionSection 2: MethodologySection 3: Profiles of the aspirantsSection 4: Procedures, Processes and PerceptionsSection 5: Economic and Social ImpactSection 6: Multi-Stakeholders AnalysisSection 7: EmployersSection 8: DRF LABS staff’s perceptionsSection 9: Other Views of stakeholders: Partners71

Draft Social Accounts 2005-06Section 10: Other Views of stakeholders: TrusteesSection 11: Framework codedSection 12: Feedback CommentarySection-3 - Profile of the AspirantsThis section provides a brief socio-economic profile of the aspirants.3.1 Gender composition of the Sample Aspirants: Table 3.1 showsdistribution of the sample aspirants (aspirants) across the states. Males and females areequally distributed in the sample showing that equal preference was given in selecting thecandidates for training. However, this trend is not uniformly reflected across the statesmaleaspirants outnumber the female counterparts in Rajasthan and Uttar Pradesh (91and 79 per cent respectively). This trend thus reflecting the male dominant societyprevalent in the mentioned states.Graph 3.1: Percentage of aspirants-state-wise and gender-wisePercentage of Trainees10090807060504030201005545594158426238396291950 50792150 50APCGMaleGujratFemaleJ&KKarnatakaRajasthanTNUPTotalIntroduction of BSPA has direct influence on the proportion of females covered in eachstate (table 3.2). Therefore, states with BSPA, ITES and CRS courses have morechances of covering females.72

Draft Social Accounts 2005-06Women oriented courses.Sunitha kumari is from Ferozabad city famous for its glass making industry. Her father owns small vegetable shop. Shecompleted her higher secondary level and joined B.A first year in the the hope of getting a suitable job. In this process throughLabour 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 soon. After completion she joined as Sales girl and started earning Rs 3000. As the days went on, she faced a lot ofunnecessary pressure from work place in regard to long hours of working, target completion, no appreciation and so on and athome she was scolded for coming late as it is unacceptable in the community. She quit the job and at present she is workingas glass making worker (at home) earning Rs 1000 per month.Desire to ExcelSravani as a captain of under-nineteen hockey team had always dreamt to lead the Indian team in international level. Underher captaincy, the team participated in National Hockey Tournament and secured 3 rd place. She accepted the failure as achallenge and decided to concentrate on hockey to build a career in her chosen game. Belonging to a small family, familysupport always acts as a potential power for her. She stopped her study after completion of intermediate for practicing andconcentrating only on hockey. After one and half year of rigorous practice, she was not able to find her place in national hockeyteam. Then she opted for the second option to study further and tried for a good job. But due to lack of communication skill, shecould not interact with the people around her. Secondly she had not studied in any specialized course to start a career in thatparticular field. Poor self-confidence and low communication skills never allowed her to come out from the four walls to thinkbig. Confused about her career, she came to know about LABS, but she didn’t take it seriously. First fifteen days activities inLABS shared by her friends compelled her to join the CRS course in UPADHI-LABS, Alwal centre. After joining in LABS, shelearned about customer relations, marketing techniques, which are literally different from regular studies. Every day had aspecial package with special learning tips. She came out from LABS with self-confidence and good communication skill. Shesays, “Students, who are coming to LABS, should understand that it is not just the place where we get placements. Insteadthink 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 hencebuild career there after.” After completion of three months course, she started her career as Marketing Research Executive inICICI 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 assignedresponsibilities. Her main intention is, to learn more things wherever she could.”73

Draft Social Accounts 2005-06The proportion of women in ITES is negligible in Rajasthan, UP and Gujarat. Thesepoints to the need for playing a greater role through suitable mobilization by these statesin ensuring equal representation of either gender in the courses offered. If the femalesprefer particular courses, such courses need to be also offered so that at the aggregatelevel equal representation of both females and males can be attained. The following boxillustrates the context.Graph 3.2: Course by Gender coverage120Percnetage of Tainees100806040200ITESWGSBSPAAutomobilesCRSMIHospitalityMSWR&ACTotalMaleFemale3.2 Caste-wise distribution of aspirants: This is an important dimension inthe 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. Thetrends emerging from the data analysis support this requirement. Nearly, three-fourths ofthe sample studied belongs to Scheduled Caste (SC), Scheduled Tribes (ST) and also toBackward Caste (BC) households while the rest represents other castes. It can be furthermentioned that DRF has been instrumental in reaching out to the backward castesalthough there was no strategic plan to cover them exclusively. However, they have beencovered and that too more than 40% of the cases which again shows the socialcommitment of LABS.As can be seen from the following graph, Other Castes account for a larger magnitudein J & K and Karnataka, the reasons being the aspirants covered in J & K are Muslims74

Draft Social Accounts 2005-06by their religion who are categorized as Other Castes and in the case of Karnataka, theselected Other Castes represent lower economic stratum of the society.Graph 3.3: Percentage of aspirants-state-wise and caste group-wise10090Percentage of Trainees80706050403020100APChhattisgarhGujaratJ&KKarnatakaRajasthanT.NU.PTotalSC BC ST OC3.3 Age group of the aspirants: Persons belonging to the age-group of 18-35 yearsconstitute the target group under the LABS. The data show that excepting for 32aspirants, accounting for 1.7 per cent who are around 16 years, the aspirants belong tothe target group. Field interactions with aspirants in a few states (e.g., UP) suggest thata few school going children were taken into LABS. ILO project which ran in UP catered tothe age group of 16 and above as Child labour being the major area of work; the LABSage group was modified in this state.75

Draft Social Accounts 2005-06Graph 3.4: Age group of the aspirants-state-wisePercentage of Trainees1009080706050403020100APChhattisgarhGujaratJ&KKarnatakaRajasthanT.NU.PUp to 16 years 17-20 yrs 21-25 yrs 26-30 yrs 31-35 yrsTotal3.4 Qualification of the aspirants: As regards qualification of the aspirants before joiningLABS, 4.8 per cent of aspirants studied up to 7-9 th standard, 36.4 percent SSC, 41.7intermediate, 15.8 per cent either pursuing or completed degree, and 1.3 polytechnic andITI. About 24 per cent of the aspirants have improved their academic qualification afterjoining the LABS. The heterogeneity in the qualification aspect of the aspirants in acourse may create problems with regard to learning capability of the aspirant, particularlywith lower qualification. The aspirants in ITES and CRS are facing such problems.Table 3.5: Qualification of the aspirants before and after the course76

Draft Social Accounts 2005-06Qualification before LABS Total number Remaining same Improved Percentage7-9 th Standard 93 65 18 19SSC 698 571 127 18Intermediate 800 610 190 24Degree 1st year 73 33 40 55Degree 2 nd year 46 18 28 61Degree 3 rd year 73 45 28 38Degree completed 111 92 19 17Others 25 22 3 12Total 1919 1456 453 2477

Draft Social Accounts 2005-06Section 4 - Procedures, processes and perceptions4.1: Courses covered: Table 4.1 shows that nine different courses were covered underLABS during 2005-06. Of the nine courses, ITES tops the list with 28 per cent aspirantsfollowed by CRS (23 per cent), BSPA (22 per cent), Hospitality (10 per cent), etc. All thenine courses were evenly conducted in AP,( in terms of the number of candidates) whileother states had carried out courses selectively. It is further observed that UPconcentrated only on three courses namely ITES, CRS and Hospitality, whereas in otherstates at least half-a dozen courses were offered. During field interactions, someaspirants, especially of UP, felt that there is a mismatch between the courses offered andlocal demand.In Karnataka as many as 81 per cent of the sample underwent ITES course, in Gujaratthe majority (39 per cent) of the aspirants were exposed to CRS course. BSPA was themost preferred course in Chattisgarh and J&K. ITES has a tie with hospitality course inRajasthan which reflects that the tourism and hospitality sectors are growing at a fasterpace. This shows a trend that mirrors the economic and market trends prevailing in thelocal economy.Graph 4.1: percentage of aspirants-course-wise and state-wiseP ercentage of Trainees100806040200APChhattisgarhG ujaratJ&KKarnatakaRajasthanITES WGS BSPA Automobiles CRS MIT Hospitality MSW R&ACT .NU.PT otal4.2 Perception on LABS: The sampled aspirants were asked to indicate their perceptionon various components of LABS course. In respect of each component, the perception78

Draft Social Accounts 2005-06was sought on a four-point scale, the cues being 0, 1, 2 and 3 where ‘0’ and ‘3’representextreme levels on appropriateness/relevance continuum. The average score in respect ofeach component is computed taking into account the score obtained by aspirant in therange of 0-3.PromotionsMubassir Husain is from Moradabad. His father is a brass worker. Hecompleted his higher secondary school. Through his friends he came toknow about LABS programme. He joined with a motive to get job.He took CRS as per his interest. He was satisfied with the coursetraining as he liked WRM module and other interactive modules whichgained him lot of confidence and awareness about the job requirements.employabilityTable 4.2 shows the scoresgiven by the aspirants ondifferent components. Thehighest score of 2.42 wasobtained in respect ofemployability implying thatLABS stands for employability.The following box explains theview on LABS in amelioratingthe status of the youth onAlmost equal score was obtained in relation to personality development, economicadvancement and career advancement. The lowest score was obtained in the case of lifestyleadvancement.Table 4.2: Scores on the aspirants’ perception on what does LABS stand forComponentScore RankEmployability 2.42 1Career advancement 1.74 4Life-style advancement 1.47 5Economic advancement 1.79 3Personality development 1.84 2Table 4.3 gives the scores obtained by aspirants in relation to the uniqueness of LABS. Itindicates that aspirants perceived LABS as unique in terms of youth friendly. The scoresalso suggest that market friendly comes next in the rank. It may be interesting to note thatthe aspirants scored low on cross-sector partnership and context-based courses.Table 4.3: Perception scores on Uniqueness about LABS79

Draft Social Accounts 2005-06ComponentScore RankYouth friendly 2.31 1Market friendly 1.69 2Cross-sector partnership 1.20 4Context based/localized 1.27 3Table 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 economicallyneedy. 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 groupsComponentScore RankEconomically needy 2.55 2Group in special circumstances 1.06 4School/college dropouts 2.86 1Women 1.49 3Differently abled 0.68 54.3 Based on the above discussion, it can be concluded that the sample aspirants do notseem to have comprehensive understanding on LABS course, its uniqueness and thetarget groups. There is also a lack of clarity on the part of aspirants even in the case ofelements which obtained high scores. For instance, in spite of repeated clarification onthe 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 highexpectations on LABS as means of getting assured employment. In view of this it isnecessary to evolve an appropriate strategy to effectively communicate to the aspirantson various components of LABS.4.4 Source for knowing about LABS programme: As there is a possibility that thecandidates can get the information about the LABS from more than one source, a multipleresponse question was incorporated in the schedule and accordingly responses weresought from the aspirants.80

Draft Social Accounts 2005-06As will be seen from the table 5, out of the eight responses, a larger number of aspirantsmentioned 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 contributesto the networking among friends and spreading the information about LABS .Next comesin the order of importance is the ‘road shows’ which accounts for 26 per cent. Accordingto 18 per cent of the aspirants, local community is also instrumental in creating awarenessabout the programme. The other sources which were used by the aspirants (though theyyielded lesser response) include neighbours (12 per cent), Gram Panchayat membersand other political leaders (10 per cent), LABS employees themselves (7 per cent) andmedia (6 per cent). Interestingly, 17 (or 1 per cent of the) aspirants also used internet forobtaining the information about the course.Graph 4.5: Percentage of aspirants according to source about the LABS coursesstate-wise1009080Percentage of Trainees706050403020100APChattisgarhGujaratJ&KLocal community GP and political leaders Neighbours FriendsMedia Internet Road Show s LABS employeesKarnatakaRajasthanT NUPTotalIt can be seen further from the table that the state-wise trends are consistent with theoverall trend in respect of many states. For example in the case of AP, where nearly twothirdsof the total sample is covered, ‘friends’ continues to emerge as the most importantsource and this is followed by ‘road shows’ (24 per cent) and local community ( 23 per5 It may be noted that in this table, the frequency and the corresponding percentage relating to the‘mentioned’ category are only depicted.81

Draft Social Accounts 2005-06cent). The other conspicuous deviation from the overall pattern is noticed in regard toGujarat where Gram Panchayat members and political leaders played an important rolein propagating about LABS course which were responsible for 60 per cent of the aspirantsjoining the course (As it is a multiple response, this trend needs to be cautiouslyinterpreted).In Karnataka, a slightly different picture emerges-besides ‘friends’, ‘neighbours’ served asan important source for passing on the information. But in the case of Rajasthan, a threesource combination namely ‘road shows’ (39 per cent), ‘friends’ (33 per cent) and ‘GP andpolitical leaders’ (28 per cent) has contributed to spreading the message about LABScourse.4. 5 Reasons for joining LABS: The course organized under LABS has multipleobjectives, the prime objective is to adequately equip the candidates with skills required togain employment. In this regard, the aspirants were asked to indicate the purpose ofjoining the course 6 .As per the analysis, the reason ‘to get a job’ yields 80 per cent response from theaspirants distantly followed by the reason ‘to improve life skills’, accounting for 39 percent. About 30 per cent of the aspirants joined the course with a motive to improvecommunication skills. Though a minority, 14 per cent joined the course for acquiringadditional qualification and the following box explains the case related to this.Eureka ForbesFeroz Matlab is from Moradabad famous for its brass factories. His father works as technician in brass making. Ferozcompleted his higher secondary school and was looking for job opportunities.6 This question also yielded multiple responses as in the case of earlier question and therefore, theMeantime through his neighbours he came to know about LABS. He joined it with the motive to improvetrends emerging from the data analysis need to be looked at from a different angle.communication skills. After passing the test conducted by LABS he took CRS (Customer relation service), in thehope of getting suitable job. He underwent the training for three months and dutifully attended the interviewsarranged by LABS staff in collaboration with Eureka Forbes. He got selected and joined with the salary of Rs 2800.82He expressed gratitude for LABS efforts and suggested that if LABS can provide intensive course in communicationskills.

Draft Social Accounts 2005-06Graph 4.6: Percentage of aspirants according to reasons for joining the coursePercentage of Trainees1009080706050403020100APChattisgarhGujaratJ & KTo get a job To improve communication skills To improve skills For additional qualificationKarnatakaRajasthanT NUPTotalConsistent with the trends obtained from the overall sample, the states also present thesame scenario except in Karnataka where the second important reason for joining thecourse is to improve the communication skill. Another striking feature noticed inRajasthan is that majority of the aspirants expressed that getting a job was upper most intheir mind while joining the course compared to other reasons.4.6 Criteria for selection of the course: Interactions with the staff both at the headquartersand in the field suggested that DRF conducted centre-wise test for selection ofthe candidates for various courses offered by them and the selection was primarily guidedby the aspirant’s performance in the test. However, the aspirants were asked to indicatein their perception the possible criteria that have gone in to selection process (andaccordingly the question elicited multiple responses).83

Draft Social Accounts 2005-06The deciding factor for selection was the test conducted by LABS. However variationsoccur significantly at the state level perceptions. In AP 72 per cent viewed that the basicqualification of the aspirant was considered, followed by the test method in the selectionprocess (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 andRajasthan and UP aspirants (to some extent) expressed that their interest was taken into consideration for in the selection of the course.4.7 Satisfaction with the course: When asked whether they are satisfied with the coursethey have undergone only a microscopic minority (44 aspirants or 2.3 per cent) replied inthe negative and the major chunk of this group is from AP. While UP has three aspirantsbelonging to this category, Chattisgarh and J & K has one aspirant each.84

Draft Social Accounts 2005-06Graph 4.7: Courses vs. Satisfaction1009896949290889998 9896979198 98949886ITESWGSBSPAAutomobilesCRSMITHospitalityMSWR&ACTotalPercentage of TraineesName of the courceWhen asked the reasons for their dissatisfaction, 32 out of 44 aspirants expressed thatthe course was not up to their liking while seven mentioned the selected courses do nothave potential for jobs. Five aspirants expressed that they had undergone the coursebecause 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 11aspirants), 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 theaspirants on various aspects related to work readiness. In this regard the following weregiven importance as part of WRM: exposure visits to industries, communication, technicalaspects, facing interviews, dress code and mannerism, etc. Notwithstanding the best ofthe efforts put in by DRF staff to ensure good exposure to work for the aspirants, about 45per cent of the aspirants did not perceive that WRM has adequately equipped them at theoverall level. To find out in which state this trend is more pronounced cross-tabulation iscarried out. As will be seen from the following table, out of eight courses, WRM wasperceived 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 ofhospitality followed by CRS. This is primarily due to the competitive nature of theindustries.85

Draft Social Accounts 2005-06Table 4.8: Usefulness of WRM –Course-wiseCourseFacinginterviewsPracticalexperienceadjustmentto workingconditionsBetterappreciationof workcultureUsefulnessDevelopedcontacts withcompaniesOpportunitiesto undergoadditionalcoursesNot yetAdequateCantsay/NoanswerITES 8 238 13 5 1 1 241 26 5331.50% 44.70% 2.40% 0.90% 0.20% 0.20% 45.20% 4.90% 100.00%WGS 1 53 3 1 56 3 1170.90% 45.30% 2.60% 0.90% 47.90% 2.60% 100.00%BSPA 13 206 8 6 2 177 6 4183.10% 49.30% 1.90% 1.40% 0.50% 42.30% 1.40% 100.00%Automobiles 3 71 5 4 1 37 1 1982.50% 58.20% 4.10% 3.30% 0.80% 30.30% 0.80% 100.00%CRS 11 175 7 11 1 1 211 18 4352.50% 40.20% 1.60% 2.50% 0.20% 0.20% 48.50% 4.10% 100.00%MIT 7 1 3 1163.60% 9.10% 27.30%Hospitality 6 74 2 1 111 43.00% 37.40% 1.00% 0.50% 56.10% 2.00% 100.00%MSW 4 21 2 1 24 1 537.50% 39.60% 3.80% 1.90% 45.30% 1.90% 100.00%R&AC 21 1 10 3265.60% 3.10% 31.30% 100.00%Total 46 866 42 29 4 3 870 59 19192.40% 45.10% 2.20% 1.50% 0.20% 0.20% 45.30% 3.10% 100.00%Total86

Draft Social Accounts 2005-064.9 Who all visited the centre: In order to understand the extent of interaction of parents andothers with the LABS, information was sought from the aspirants on the visits made to thecentre by parents, friends of aspirants and others. The analysis of the data in this regardshows that in the case of two-fifths of the aspirants, at the aggregate level, parents nevermade any visit to the centre. But, a larger degree of variation was observed across thestates - 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 1and 4 (i.e., 27 per cent made one visit, 20 per cent 2 visits, and so on). This trend is by andlarge noticed across the other states too. The data on visits are condensed by computingaverage number of visits which will facilitate comparison across states.Table 4.9; Average number of visits by parents, friends and CBOs/NGOsState Parents Friends CBOs/NGOs No. of aspirantsAP 0.84 0.62 0.47 1118Chattisgarh 1.05 0.56 0.78 228Gujarat 0.63 0.50 0.27 146J & K 2.55 0.92 0.98 87Karnataka 1.42 0.58 0.90 31Rajasthan 0.42 0.75 0.81 64Tamil Nadu 1.78 0.88 0.87 127UP 1.58 0.68 0.58 118Overall 1.03 0.64 0.57 1919The number of aspirants in whose case their friends visited the centre ranged between 50per cent in Gujarat and 88 per cent in TN, the overall percentage being 64 points. Similarlyin the case of the visits by CBOs/NGOs, Gujarat occupies the lowest position with only 27per cent visiting and on the other extreme, J & K is seen with the corresponding figure of98 per cent which is higher by about 40 percentage points than the overall percentage forall the study states.In so far as meeting the friends is concerned, nearly 90 per cent reported to have never metwhile in the case of the rest of the aspirants, the frequency is weekly and fortnightly (five percent each.)87

Draft Social Accounts 2005-06As 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 statelevel J & K registers the largest number of parent visits 2.55, friends visit 0.92 andCBOs/NGOs visit 0.98. Falling in the end of the spectrum are Rajasthan in respect ofparents (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 wasmostly to attend meetings (CBOs), for a general enquiry (friends) and at the time ofadmission (parents).4.10 Employment Status of the Aspirants: A large majority (46 per cent) of the aspirantshave joined the job within a period of 3 months, while 17 per cent reported that they waitedfor 4-6 months to get the job after completion of the course. A small proportion (3.3 percent) of the aspirants had to struggle for over a year to get the job. A few of the aspirantswere employed even before joining LABS, though in a small number in different sectors likemarketing, nursing, teaching, self employment and other services. About 85 per cent of theaspirants have reported that they are satisfied with their earnings in the present job (moredetails on this dimension are available in section 5.)10090Percentage of Trainees80706050403020100APChhattisgarhGujaratJ&KKarnatakaRajasthanTamil NaduUttar PradeshTotal1-3 months 4-6 months 7-9 months 10-12 months Above one year No JobGraph 4.10: Employment Status of the Aspirants across statesSecuring 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 earlierjob is poor working conditions and long distance.88

Draft Social Accounts 2005-06It is also important to note that 28.5 per cent of the aspirants were jobless after undergoing acourse in LABS; and some of these aspirants are in pursuit of further education andundergoing training.The 548 unemployed aspirants indicated many reasons; the most important among themare insufficient training in getting a job, domestic compulsions etc. In states including AP andChattisgarh, some of the aspirants are pursuing further studies instead of employmentTable 4.11: Reasons for not working by the aspirants across the statesReasonsStateTotalAP Chattisgarh Gujarat J&K Karnataka Rajasthan TamilNaduUttarPradeshA. Factors No job 57 4 3 2 1 1 12 80within the opportunitiescontrol of5.1% 1.8% 2.1% 2.3% 1.6% .8% 10.2% 4.2%LABS Job shown at a 48 3 51far off place4.3% 2.5% 2.7%Unremunerative19 2 1 22offers1.7% .9% .8% 1.1%Poor working 9 1 1 11conditions.8% .7% .8% .6%Training did not 22 2 1 25make me fullyequipped2.0% .9% .8% 1.3%B. Factors Domestic 84 5 4 93out side the compulsionspurview of7.5% 3.4% 3.4% 4.8%LABS Started self 16 16employment1.4% .8%89

Draft Social Accounts 2005-06Searching for 54 1 55job4.8% .8% 2.9%To pursue 95 17 1 1 1 51 166studies8.5% 7.5% .7% 1.1% 1.6% 43.2% 8.7%NA (As employed) 714 203 136 84 31 62 126 44 140063.9% 89.0% 93.2% 96.6% 100.0% 96.9% 99.2% 37.3% 73.0%Total1118 228 146 87 31 64 127 118 1919100.0% 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 ofLABS.• 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 membersof alumni so as to get constant peer support and information about the career options (fromthose who are trying for employment or already employed). In their view alumni meet canhelp them to explore better opportunities both in terms of suitability of job and earnings. Sofar there is no formal arrangement in this regard. This could be due to lack of initiative fromthe members themselves in general and organization in particular. However, 29 per cent ofaspirants have indicated that they keep in touch through informal contacts with the staff andtheir friends. Most important means in this regard is telephone (23 per cent) and internet (ina few cases). A wide variation is noticed across the states- Tamil Nadu reporting 95 percent contacts and UP with less than one percent.Table 4.12: Means of getting the information by Aspirants90

Draft Social Accounts 2005-06100Percentage of Trainees806040200APChhattisgarhGujaratJ&KKarnatakaRajasthanInternet Post Phone Any other NATNUPTotal91

Draft Social Accounts 2005-06Section 5 - Economic and social Impact5.1 This section deals with the analysis of the data relating to activities of the aspirants forboth pre and post LABS periods vis-à-vis the earnings of the aspirants. Besides capturingthe transition of the aspirants on the income continuum, the actual impact in terms ofimprovement in income is worked out.also forms part of the discussion.The contribution of the course on the social front5.2 Activity before joining LABS course: Nearly three-fifths of the aspirantsreported not to have any gainful activity (either remaining idle looking for employment orengaged in studies) in the overall sample. Among others who reported to be employed,‘services’ accounts for a larger proportion followed by wage employment and selfemployment. A miniscule number of aspirants were also engaged in cultivation (farming)-theoccupation of the household.As will be seen from the following graph, the percentage of employees who reported to beemployed before their exposure to LABS course varied considerably across states like 2 percent 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 courseSelfemployment,4.6Wageemployment,5.2 Services, 6Cultivation, 0.9Others, 0.5Studies, 35.2No activity/idleStudiesSelf employmentWage employmentServicesCultivationOthersNoactivity/idle,47.692

Draft Social Accounts 2005-06Average income per aspirant is computed in respect of each study state after excluding theaspirants who did not have any earnings before the LABS course either because of noactivity/job or because of being engaged in studies. The average income moved in a widerange of Rs.1163 per aspirant in Tamil Nadu and Rs. 2833 in Karnataka. When comparedto the overall average figure of Rs.1359, only three states namely Gujarat, J&K andKarnataka fall above this figure while others register lower figures.Graph 5.2: Percentage distribution of aspirants according to Income group - PreLABS period-state-wise10090Percentage of Trainees807060504030201050APChhattisgarhGujaratJ&KKarnatakaRajasthanTamil NaduNo income / no job Upto Rs.500 Rs.501 – 1000 Rs.1001 - 2000Rs.2001 - 3000 Rs.3001 - 4000 States Rs.4001 and +Uttar PradeshTotal93

Draft Social Accounts 2005-06Graph 5.3:Average income before joining LABS course300046.728335040Income per month20001000126817.813611820175029150032.2301359126911632018.117.2%of Trainees employed7.910.91002.30APChattisgarhGujaratJ & KKarnatakaRajasthanTNUPTotalAverage income (in Rs.)Percentage employed5.3 Activity after joining LABS: The candidates by virtue of being exposed toLABS course could take up various economic activities including customer services (31 percent), bed-side nursing (14 per cent), etc.94

Draft Social Accounts 2005-06Table 5.4: Activity after joining LABS-state-wiseActivity after joining LABS State TotalAP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar PradeshNo activity / looking for job 301 10 12 5 1 2 2 27 36026.9% 4.4% 8.2% 5.7% 3.2% 3.1% 1.6% 22.9% 18.8%Automobiles 41 7 2 2 1 9 14 763.7% 3.1% 1.4% 2.3% 3.2% 14.1% 11.0% 4.0%Customer services 243 100 70 46 15 15 72 25 58621.7% 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 26913.5% 21.5% 27.4% 17.2% 12.5% 4.7% 14.0%Business 26 262.3% 1.4%MI 3 3.3% .2%TV repairs 11 3 1 151.0% 1.3% 1.6% .8%R&AC mechanism 11 4 4 1 7 8 351.0% 1.8% 2.7% 1.1% 10.9% 6.3% 1.8%Hospitality 24 5 14 14 8 5 702.1% 3.4% 16.1% 21.9% 6.3% 4.2% 3.6%95

Draft Social Accounts 2005-06Activity after joining LABS State TotalAP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar PradeshTeaching 50 13 1 1 2 674.5% 5.7% 1.6% .8% 1.7% 3.5%Further studies 90 15 1 1 43 1508.1% 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 1547.3% 11.4% 3.4% 3.4% 41.9% 10.9% 11.8% 2.5% 8.0%Self employment 64 1 8 1 5 795.7% .4% 5.5% .8% 4.2% 4.1%Wage labour 12 8 201.1% 6.8% 1.0%Total 1118 228 146 87 31 64 127 118 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%96

Draft Social Accounts 2005-06Interestingly, customer services activity is the one which is pursued by a larger number in allthe study states, followed by bed-side patient assistant and computer training courses.5.4 Role of educational background in the post LABS activity andsalary drawn: The activities in which the aspirants are expected to be employed arethose in which they received training under LABS. Further, the educational background isalso a factor to some extent to determine which educational background has lead to whichactivity. Towards this end, a hypothesis is postulated that educational background is adeciding factor in the activity of the aspirant and accordingly a cross-table is generatedbetween these two variables and the resultant table is presented below:A close look at this table shows that aspirants with relatively higher educational level gotplacements in customer services sector whereas those with lower educational backgroundgot engaged in activities like BSPA and other services (independent of the gender of theaspirant). The following table depicts the status of those with lower educational backgroundFrom Darkness to Light: Journey of Ram BabuRambabu with serious deformities in his right leg as a result of his battle with polio belongs to poor family in Kaikuloori Mandalnear Kolleti Konda in Krishna District, Andhra Pradesh. Working as a daily labourer, his father was only able to manage twomeals a day. But the importance of education was always being felt by his illiterate mother, who encouraged Rambabu tocomplete his graduation. To fulfil his further aspirations, he came to the capital city, Hyderabad for searching a decent job tolead a peaceful life. Initially he tried for some jobs but didn’t fit into any because of lack of necessary skills. He always took aback seat due to lack of knowledge in computers. One fine morning he saw the advertisement of L.B.Nagar Municipality aboutUPADHI LABS and attended road show. He had selected for ITES course in L. B. Nagar. Those days LABS became a turningpoint in his life. Rambabu says, “In LABS, I came to know about my strengths and weaknesses. LABS gave me the rightdirection to plan for my future.” He started calculating his career graph with these additional skills from LABS. He got anopportunity in AICB (All India Confederation of Blind) in March 2006. Now he is drawing a scale of Rs.6000 1 per month fromAugust of this year. Being differently abled , he is serving other disabled by telling and explaining about the schemes of thegovernment and helping them to come out from darkness.97

Draft Social Accounts 2005-06Table 5.5: Activity after joining LABS * Qualification after joining LABSActivity after Qualification after joining LABsTotalLABS 7-9th Standard SSC Intermediate Degree 1st Degree Degree 3rd Degree Othersyear 2nd year year completedNo activity / looking 13 124 136 35 5 12 18 17 360for job19.7% 20.9% 19.7% 17.2% 7.1% 13.8% 14.2% 20.5% 18.8%Automobiles 1 26 29 7 4 2 5 2 761.5% 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 58628.8% 31.4% 33.0% 23.6% 27.1% 25.3% 36.2% 21.7% 30.5%Bed side nursing 15 123 83 12 10 8 9 9 269assistance22.7% 20.7% 12.0% 5.9% 14.3% 9.2% 7.1% 10.8% 14.0%Business 7 11 3 2 2 1 261.2% 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 2 154.5% .7% .7% 1.4% 2.4% .8%R&AC mechanism 3 16 10 2 4 354.5% 2.7% 1.4% 1.0% 4.8% 1.8%98

Draft Social Accounts 2005-06Activity after Qualification after joining LABsTotalLABS 7-9th Standard SSC Intermediate Degree 1st Degree Degree 3rd Degree Othersyear 2nd year year completedHospitality 1 23 27 7 2 6 4 701.5% 3.9% 3.9% 3.4% 2.9% 6.9% 3.1% 3.6%Teaching 1 12 20 9 2 6 9 8 671.5% 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 1503.0% 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 1544.0% 7.8% 11.3% 14.3% 21.8% 12.6% 9.6% 8.0%Self employment 4 22 25 7 4 4 9 4 796.1% 3.7% 3.6% 3.4% 5.7% 4.6% 7.1% 4.8% 4.1%Wage labour 4 6 4 3 1 1 1 206.1% 1.0% .6% 1.5% 1.4% 1.1% .8% 1.0%Total 66 593 690 203 70 87 127 83 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%99

Draft Social Accounts 2005-06It is expected that the salary offered to the employee is generally based on the nature of joband educational background. Against this backdrop, cross-table 5.6 is generated throughwhich it is evident that there are a lot of cases in salary groups ranging from Rs.501 -3000who are continuing with jobs and a negligible proportion falls beyond this range which isuniformly seen across all educational categories.Graph 5.6: Income according to qualification ( after joining LABS )9080Percentage of Trainees706050403020100No income/ no jobUptoRs.500Rs.501 -1000Rs.1001 -2000Rs.2001 -3000Rs.3001 -4000Rs.4001and +Workingw ithoutearningsIncome groupsupto SSC Inter Degree pursuing Degree complete OthersThe discussion would boil down to the following: Aspirants with slightly higher educationalqualification are preferred for courses like ITES which may demand higher orderskills.(Strictly speaking for taking a candidate for a particular activity the pre-requisite is thetraining in that activity. But it is seen that there is a mismatch of a greater degree betweenthe course offered and the activity in which the aspirant got employment) -No correlationexists between the educational qualification and the corresponding salary.While the first finding is on the expected lines, the second one may have adverseimplications in the long run. Though the nature of training is same, while determining thesalary, aspirants’ higher educational qualification must be given due weight age.100

Draft Social Accounts 2005-06However, it may be noted that under LABS only a skill based training is given to the dropoutswho have not been able to pursue their studies further and as such their educationalbackground need not necessarily be an essential factor at the time of selection. Thereforethe conclusions drawn in this section relating to the role of education at the time ofselection, getting a job later and also the earnings need to be interpreted keeping thisaspect in mind.1009080706050403020100APChattisgarhGujaratJ&KKarnatakaRajasthanTamil NaduUttarPradeshPercentage of TraineesTotalNo income / no job Upto Rs.500 Rs.501 – 1000 Rs.1001 - 2000Rs.2001 - 3000 Rs.3001 - 4000 Rs.4001 and + Working w ithout earningsGraph 5.7: Income after joining LABS-state-wiseIt must be noted that state wise comparison might be misleading as there are other factors likecontextual issues and circumstances which also influences the performance.5.6 Income after LABS course: It is evident from the following table that at theaggregate level, 72 per cent of the aspirants reported to have been engaged in gainfulactivity (this number excludes unemployed and also those who are pursuing their studies orundergoing further training).In providing employment the LABS training appears to be coming in handy more -- in TamilNadu 98 per cent of the aspirants got employment, Rajasthan 95 per cent whereas J&Kregistered larger post training employment incidence. As compared to the above states, UPregisters only 40 per cent success.101

Draft Social Accounts 2005-06Table 5.8: Number of aspirants according to Income (per month) before and after LABS courseIncome Income after LABSTotalBefore LABS No income / Upto Rs.500 Rs.501 – Rs.1001 - Rs.2001 – Rs.3001 - Rs.4001 and Workingno job1000 2000 3000 4000 +withoutearningsNo income / no job 480 69 275 429 197 81 39 19 158930.2% 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 6216.1% 25.8% 27.4% 17.7% 8.1% 1.6% 3.2% 100.0%Rs.501 - 1000 4 3 32 35 12 3 1 904.4% 3.3% 35.6% 38.9% 13.3% 3.3% 1.1% 100.0%Rs.1001 - 2000 17 38 33 11 11 11015.5% 34.5% 30.0% 10.0% 10.0% 100.0%Rs.2001 - 3000 3 1 6 18 10 7 1 466.5% 2.2% 13.0% 39.1% 21.7% 15.2% 2.2% 100.0%Rs.3001 - 4000 3 1 1 4 5 1421.4% 7.1% 7.1% 28.6% 35.7% 100.0%Rs.4001 and + 1 2 5 812.5% 25.0% 62.5% 100.0%Total 517 88 325 521 268 110 69 21 191926.9% 4.6% 16.9% 27.1% 14.0% 5.7% 3.6% 1.1% 100.0%102

Draft Social Accounts 2005-06In addition to post course employment incidence, salary offered to the aspirant is equallyimportant. As seen in the following table, the amount of salary offered is not uniform acrossstates. As per the analysis, the aspirants in Karnataka get Rs. 3723 on an average while onthe other extreme Tamil Nadu falls (it may be recalled that this state registered largestemployment incidence). However, AP, Chattisgarh and J&K retained the same ranks 7.5and 3 respectively.In order to obtain a full picture based on both employment incidence and the correspondingaverage salary drawn (considering only employed), the individual ranks on these twoparameters are aggregated and re-ranked again. Interestingly, when the performance wasmeasured on both the parameters, Rajasthan emerges as the most successful statefollowed 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)877.57.565.5 5.5Overall Rank5432132140APChattisgarhGujaratJ&KKarnatakaRajasthanTamil NaduUPStatesNote: The above graph is drawn for the ranks only and therefore Rajasthan which is rankingfirst has got the shortest bar.5.7 In the following analysis, the actual quantum of jump in the earnings aspect of thestate-wise employed group in two time points is computed (It may be noted that the group103

Draft Social Accounts 2005-06employed in the pre-LABS period need not necessarily be the same group in the postLABS period).Even in this case, Rajasthan is in the lead with an increase of Rs.1532 on an average andthis is very distantly followed by Karnataka with a corresponding figure of Rs 890. The highincremental income in respect of Rajasthan is attributable to the fact that the aspirants inthis state are working in various establishments in the sub-urbs of Delhi where wage ratesare high. It is also clear from the table that Chattisgarh, Gujarat, AP and Tamil Naduregistered incremental incomes below the overall (study states) average.Graph 5.10: Pre and post LABS average salary per month-state-wise40003500300025002000150010005000APChattisgarhGujaratJ & KKarnatakaRajasthanTamil NaduUPOverallAverage salaryPre-LABS average salary(Rs.)Post LABS average salary(Rs.)5.8 Name of the course vs. activity being pursued after course: Witha view to understanding the extent of the trained candidates getting employment in generaland also in the trade in which they received training in particular, a cross table has beenprepared between the course attended by the aspirant and the activity in which he/she ispresently engaged. As can be seen from the table, the incidence of unemployment/notlooking for job is the highest among Micro-Irrigation candidates (27 per cent) ( this trendneeds 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 ofthe trained reported to be unemployed.104

Draft Social Accounts 2005-06Secondly, it is also examined whether a candidate who received training in a particularactivity is pursuing his/her interest in the same activity or not. For example, in the case ofBSPA, 54 per cent of the aspirants were able to get employment in the respective activitywhile others are pursuing other activities. Similarly, only 29 per cent of automobilesaspirants continue their interest in the same service while others switched over to customerrelated services etc. There is also a cusp between individual and role. Employers could behaving CRS roles in the automobile sector too.This phenomenon could be due to a variety of reasons viz., lack of adequate employmentpotential in the sector in which the training is received, poor working conditions in the workplace, relatively low remuneration, candidates’ preference of employment at shorterdistances etc.105

Draft Social Accounts 2005-06Table 5.11: Course vs. activity of the aspirants during post LABS courseCourse Name No Auto Customer Bed side Business MIT TV R&AC Hospi Teach Further Further Computer Self Wage Totalactivity mobiles services/lookingfor jobnursingassistancerepairs mecha talitynisming studies training operator employ labourymentITES 117 15 147 9 7 2 1 5 29 55 2 127 15 2 53322.0% 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 11717.9% 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 41816.7% 1.0% 11.2% 54.3% .2% 1.7% 2.9% 8.1% .7% .7% 2.4% 100.0%Auto26 35 29 2 1 5 3 4 2 3 9 3 122mobiles21.3% 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 43518.9% .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 1127.3% 27.3% 27.3% 9.1% 9.1% 100.0%Hospi 29 1 69 3 3 1 49 1 20 1 3 10 8 198Tality14.6% .5% 34.8% 1.5% 1.5% .5% 24.7% .5% 10.1% .5% 1.5% 5.1% 4.0% 100.0%106

Draft Social Accounts 2005-06MSW 7 4 14 1 1 1 4 6 3 1 5 4 2 5313.2% 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 3215.6% 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 191918.8% 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%107

Draft Social Accounts 2005-065.9 Transition matrix of the aspirants: In order to capture the transition of theaspirants from one salary group to another due to exposure of LABS programme and latergetting a job also (wherever applicable), a matrix, ( annexure ) , is constructed.Table 5.12: Transition matrix of the aspirantsBefore theAfter the LABS trainingtraining No income/no Up to Rs.501- Rs.1001- Rs.2001- Rs.3001- Rs.4001 Totaljob Rs.500 1000 2000 3000 4000 and +No income/no327 69 275 429 1978139 1417job(0) (1) (2)(3)(4)(5)(6)Up to Rs.500 10 16 1711512 62(-1) (0) (1)(2)(3)(4)(5)Rs.501-1000 43 3235123- 89(-2) (-1) (0)(1)(2)(3)Rs.1001-2000 17- - 38331111 110(-3)(0)(1)(2)(3)Rs.2001-3000 3- 1618107 45(-4)(-2) (-1)(0)(1)(2)Rs.3001-4000 3- - 1145 14(-5)(-2) (-1)(0)(1)Rs.4001 and + - - - 12- 5 8(-3) (-2)(0)Total 364 88 325 521 268 110 69 1745Note (i) This table excludes aspirants who were pursuing their studies further, undergoingsome other training programme and also those who were working with out earnings in thepost LABS training period. Figures in parentheses represent movements (transition) of theaspirants on the income continuum.For each group of aspirants in the matrix, a weight has been assigned depending up on theextent to which the aspirant has traversed on the income continuum. For example, out of1417 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 noactivity 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 anyimprovement in the income and those below the diagonal, in fact, have slid back on theincome continuum. Similarly, aspirants above the diagonal are those who could improve theincome attributable to the LABS intervention. To quantify the extent of transition, a simple108

Draft Social Accounts 2005-06transition index is worked out taking in to account sliding back, staying put and improvingcases, 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 / noincome before exposure could secure the highest value as compared to others. And, thisgroup is followed by the group with base income of Rs up to 500 and so on. For the groupas a whole, the transition index is 2.00 points.Table 5.13: Statement showing the index of progress on the income continuum- preLABS income group-wisePre LABS income Total no. of No. of aspirants Index( No. ofgroupmovementsmovements peraspirantNo income/no job 3333 1417 2.35Up to Rs.500 58 62 0.94Rs.501-1000 57 89 0.64Rs.1001-2000 37 110 0.34Rs.2001-3000 4 45 0.09Rs.3001-4000 13 14 0.93Rs.4001 and + -7 8 -0.88Total 3495 1745 2.005.10: Crucial indicators of course performance: Some crucial indicatorsrelating 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 anyimprovement 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 themagnitude)109

Draft Social Accounts 2005-06Table 5.14: Some crucial indicators reflecting course performanceAspirant’s categoryNumber PercentageNo income before and after LABS course 327 18.7Staying put( remaining in the same income bracket) 113 6.5Worsening cases( incomes lost) 52 3.0Having incremental incomes 1253 71.8Total 1745 100.05.11 Monthly savings before LABS course: The analysis in regard to thisdimension shows that 87 per cent of the aspirants did not report to be having any savingsprior 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.110

Draft Social Accounts 2005-06Table 5.15: Monthly savings before LABSMonStateTotalthly savings before LABS AP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar PradeshNo Savings 982 225 76 75 24 61 114 117 167487.8% 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 5 965.8% 1.3% 8.9% 4.6% 16.1% 1.6% 3.9% 5.0%Rs.501 – 1000 32 18 2 2 1 1 562.9% 12.3% 2.3% 6.5% .8% .8% 2.9%Rs.1001 to 1500 11 20 4 2 7 441.0% 13.7% 4.6% 3.1% 5.5% 2.3%Rs.1501 and + 28 19 2 492.5% 13.0% 2.3% 2.6%Total 1118 228 146 87 31 64 127 118 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%111

Draft Social Accounts 2005-065.12: Monthly savings after LABS course: 519 out of 1919 aspirantsreported to be not engaged in any economic activity and in 41 per cent of the cases, thoughthe aspirants are employed and earning some money, could not save any amount. Amongothers, 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..112

Draft Social Accounts 2005-06Table 5.16: Monthly savings after joining LABSStateTotalMonthly savings after LABS AP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar Pradesh0 433 129 49 27 16 18 10 105 78738.7% 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 34416.4% 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 1035.0% 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 2 461.8% .4% 10.3% 4.6% 6.5% 3.1% 1.6% 2.4%Rs.1501 and + 37 43 21 6 2 7 4 1203.3% 29.5% 24.1% 19.4% 3.1% 5.5% 3.4% 6.3%NA 389 64 11 17 8 27 3 51934.8% 28.1% 7.5% 19.5% 12.5% 21.3% 2.5% 27.0%Total 1118 228 146 87 31 64 127 118 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%113

Draft Social Accounts 2005-065.13: Savings transition matrix: While constructing this matrix, cases reportingno income / no job during the post LABS training are excluded. As can be seen from thismatrix, 1173 cases forming 84 per cent in the sample of 1400 did not have any savings priorto 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 noticedfrom this matrix, that in a few cases the savings have shrunk during the post training periodas compared to the earlier period.. It may be further added that there has not been asignificant change in the savings pre and post LABS. However around 16% of the aspirantshad savings Pre LABS while 44% of them saved Post LABS. It is to be noted that thesavings reported relate only to a period of six months on an average after completion ofthe training programme.Table 5.17: Monthly savings before LABSMonthly savings (in Rs) %of aspirants- Before %of aspirants- After LABSLABSNo Savings 83.8 56.2Upto Rs.500 6.3 24.6Rs.501 - 1000 3.3 7.4Rs.1001 to 1500 3.1 3.3Rs.1501 and + 3.5 8.6Total 100 100Graph 5.18: Percentage of aspirants according to monthly savings before and afterLABS coursePercentage of Trainees908070605040302010083.856.224.66.37.48.63.3 3.1 3.33.5No Savings Upto Rs.500 Rs.501 - 1000 Rs.1001 to 1500 Rs.1501 and +Monthly savings%of trainees- Before LABS%of trainees- After LABS114

Draft Social Accounts 2005-065.14: 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 notapplicable to 519 who come under’ unemployed aspirants’ category.)Except in the case of Karnataka where one-third was employed earlier, nearly 10 per centacross the states did have some economic or other kind of exposure before. The jobs inwhich they were engaged include marketing sector, nursing, teaching, self employment andservices, though a microscopic minority, 13 aspirants (0.7 per cent) were working aslabourers.Graph 5.19: Percentage of aspirants according to whether it is first jobP e r c e n ta g e o f T r a in e e s1009080706050403020100A PC h h a ttis g a r hG u ja r a tJ & KK a r n a ta k aR a ja s th a nT a m il N a d uU tta rP r a d e s hT o ta lNo Yes NA5.15: Satisfaction with the current salary: Among those employed, exceptingfor13 per cent aspirants, others are satisfied with the salary they are offered. Further,115

Draft Social Accounts 2005-06while other states more or less follow the overall pattern, J&K and UP fall apart with 30 percent and 26 per cent expressing satisfaction with the salary. This again is due to the agegroup adapted for the program especially in Uttar Pradesh. Pursuing studies and domesticcompulsions are the dominant reasons for not being employed.When asked whether they are comfortable with the work, 7 per cent replied in the negativeand stated the following reasons that - they were demanded to do long hours of job (5 percent) while others (2 per cent) were dissatisfied with the salary5.16: Switching over to a new job: Independent of their satisfaction with thework and the salary offered, 40 per cent of the aspirants who got employment prefer/plan toswitch 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 (17per cent) and expecting prospective careers (22 per cent).Graph 5.20: Percentage of aspirants according to whether they switch over to a newjobPerc entae of Trainees1009080706050403020100AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu UttarPradeshTotalNo Yes NA (Not employed earlier)5.17: Confidence of getting another job: Of 1400 employed aspirants (duringthe post LABS training phase), 1237 aspirants (88 per cent) expressed confidence of gettinganother job. This reflects to some extent on the benefits of the training and the way the116

Draft Social Accounts 2005-06candidates were trained during the course. It expresses that the aspirants have theirperception of being employable as closely linked with the level of confidence theyexude. Chattisgarh, Gujarat, J&K, Karnataka, Rajasthan and Tamil Nadu register largerpercentages in this regard when compared to the overall figure.5.18: Parents’ occupation: The aspirants primarily come from the householdsbelonging 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 thehouseholds 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 asoccupation which is in majority and in UP the sample covered a larger number of aspirantsrepresenting labour households. This can be further corroborated by the nature of theprojects and also the local economy, whereas UP falls under ILO project , both Rajasthanand Gujarat are Rural projects117

Draft Social Accounts 2005-06Table 5.21: Parent's occupation * State Cross tabulationParent's occupation State TotalAP Chhattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar PradeshCultivation 279 19 83 35 1 37 46 4 50425.0% 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 58930.8% 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 1639.4% 17.1% 2.7% 6.9% 9.7% 1.6% 3.4% 8.5%Private service 177 86 8 1 9 5 14 24 32415.8% 37.7% 5.5% 1.1% 29.0% 7.8% 11.0% 20.3% 16.9%Rural artisan 15 1 1 1 1 1 201.3% .4% 1.1% 3.2% 1.6% .8% 1.0%Business 110 23 3 6 6 1 4 11 1649.8% 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 1557.9% 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 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%118

Draft Social Accounts 2005-065.19: Pre-LABS principal earner: In more than four-fifths of the cases, theprincipal earner in the household was father. The aspirant account for 3 per cent only. Butin Rajasthan, 9 per cent of the aspirants were themselves the principal earner.119

Draft Social Accounts 2005-06Table 5.22: Pre-LABS Principal earner * State Cross tabulationPre-LABS StateTotalPrincipal earner AP Chattisgarh Gujarat J&K Karnataka Rajasthan Tamil Nadu Uttar PradeshHusband 95 3 2 1 3 1048.5% 1.3% 1.4% 3.2% 2.4% 5.4%Self 38 4 2 2 1 6 533.4% 1.8% 1.4% 2.3% 3.2% 9.4% 2.8%Father 856 200 134 74 26 52 107 106 155576.6% 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 1015.9% 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 1025.5% 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 1919100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%120

Draft Social Accounts 2005-065.20: Post LABS principal earner: During the post LABS course phase, thefather’s role was taken over by the son (the aspirant) and the incidence of father being theprincipal 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 theaspirants are the major bread winners in the Household and this is attributable to the impactof the LABS course.Table 5.23: Post LABS principal earner * State Cross tabulationPost StateTotalLABS AP Chattisgarh Gujarat J&K Karnataka RajasthanTamil UttarprincipalNadu PradeshearnerHusband 106 4 4 1 3 1189.5% 1.8% 2.7% 3.2% 2.4% 6.1%Self 70 16 9 7 4 36 13 1556.3% 7.0% 6.2% 8.0% 12.9% 56.3% 10.2% 8.1%Father 818 190 125 70 24 27 98 106 145873.2% 83.3% 85.6% 80.5% 77.4% 42.2% 77.2% 89.8% 76.0%Mother 55 9 5 3 1 4 5 824.9% 3.9% 3.4% 3.4% 3.2% 3.1% 4.2% 4.3%Brother 65 9 3 5 1 1 9 7 1005.8% 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 1919100.0% 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 underLABS was not only to encourage the aspirants in earning their livelihoods which will havesome bearing on the general economic status of the household, but also to give inputs121

Draft Social Accounts 2005-06related to social aspects and developing the personality of the aspirant and this is basicallyin terms of bringing about positive changes in the mind-set, mannerism, approach to worketc. Responses were sought from the aspirants on each component of all the dimensions inorder to assess the impact of the course in its entirety. (It may be added that the economicanalysis is confined to only those aspirants who are employed and earning)5.22: Improvements in consumption patterns and householdmaterial possession: At the aggregate level, food consumption is reported to haveimproved in nearly half the cases and 25 per cent reported improvement in generallivelihoods in terms of investing more on the enterprises/petty business etc. in which thehousehold is engaged with the savings of the aspirant from his/her (new) employment. Asthe incomes derived by these aspirants through employment is not appreciable in manycases, preference was given to food consumption and as a result investments onbike/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 ofaspirants reporting improvement in food consumption and in the case of livelihoodsimprovement, both Rajasthan and Karnataka occupy the first two positions.Graph 5.24: percentage ofresponse)state-wiseaspirants according to economic benefits( multiple1009080Percentage of Trainees706050403020100AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP TotalstatesFood consumption Livelihoods Bike/tv/fridge Ornaments/clothes Mobile phone House related activities Medical insurance122

Draft Social Accounts 2005-06Further, 60 per cent of the aspirants expressed that they are involved in household decisionmaking process while 56 per cent of the aspirants were able to command respect from theelders and slightly over one –third perceived that they are looked up on as role models. Inone-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 arein forefront in regard to decision making, Rajasthan and J&K are found apart as far asperception of the aspirants being looked up on as role models is concerned. Even in regardto ‘advice’, Rajasthan and Karnataka stand apart.A large number of aspirants ranging from 89 in Rajasthan to 42 per cent in UP reported tobe contributing to household income when the focus was turned to pure economicimplications of the course. In regard to ‘debt repayment’ and ‘savings’, again Rajasthanoccupies the first position with 83 and 67 per cent respectively.Graph 5.25 (A): Fulfilling family members’ aspirations (multiple responses)Percentage of Trainees1009080706050403020100AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP TotalFulfilling Family members' AspirationsSupporting/ motivating younger siblings Contributing to hh income Better opportunities Debt repayment Started saving123

Draft Social Accounts 2005-06Graph 5.25 (B): Others Perception (Post training)120Percentage of Trainees100806040200APChattisgarhGujaratJ &KKarnatakaRajasthanTNUPTotalStatesDecision making Respect from elders Role model For advice5.23: Besides improvement in various facets of economic development, the courseappears to have made a significant dent on the personality development of the aspirants.Across 9 components considered under this dimension, the training has impacted relativelyon 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’. Theother 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 conceptwas explained to the aspirant and based on the response obtained, status on the componentis decided. The list of parameters considered is given in the following table) .124

Draft Social Accounts 2005-06Table 5.26: Personality developmentNature of benefit AP Chattisgarh Gujarat J &K Karnataka Rajasthan TN UP TotalMore 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)125

Draft Social Accounts 2005-06It is evident from the above that LABS course helped the aspirants not only on the economicand social fronts but also on developing their personality further. More specifically, thesignificant 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 beassociated with LABS in future as many as 1834 or 96 per cent of the aspirants replied in theaffirmative. Similar trend is noticed across all states. And in fact, cent per cent of theaspirants 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 prospectiveinformation ( 49 per cent), better placement opportunities ( slightly over one –third ) andinterestingly, one-fifth of the aspirants in the total group expressed that they would like tocontinue their association with LABS for further training. The states present almost aconsistent trend in respect of the purposes. The aspirants of Rajasthan mostly look forprospective information (92 per cent), to develop the career (94 per cent) and 91 per cent forbetter placement opportunities.Graph 5.27: Purpose of association with LABS100Percentage of Trainees9080706050403020100APChhattisgarhGujaratJ&KKarnatakaRajasthanTamil NaduUttarPradeshTotalTo develop the career Professional support To undergo further trainingFor prospective informationBetter placements opportunity126

Draft Social Accounts 2005-06It can be further seen from this table that UP is consistent with its low rate of response, notmore than 25 per cent (to develop the career) across the four specified purposes. This ismainly because UP lags behind many other states on many social and economicindicators.127

Draft Social Accounts 2005-06Section 6 - Multi- Stakeholders Analysis6.1 360 degrees concept: As part of social audit, 360 degrees concept based datawere 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 onlyorganising the course but also in further stages of employment generation. Analysis of thedata on their views will help gain appropriate insights which will be useful in restructuring theprogramme.Multi stakeholder approach is used in this study. It’s an approach where diversestakeholders are able to share experiences, learn together and contribute to decisionsleading to effective planning for sustainable development.While the aspirants, their household members and employers were linked to the project insome way or other, the aspirant’s neighbours were distantly related. However, it was feltimportant to collect views of neighbours to assess how far the project message is reachingout to others in the society.6.2 Stakeholders views on LABS: Table 6.1 gives perception of differentstakeholders on LABS. The majority of members across the stakeholders have regardedthat 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 personalitydevelopment in contrast to this only a small proportion of employers seemed to have beenconvinced that LABS has some thing to do with advancing career, life-style and personalitydevelopment. This reflects that employers are unaware of LABS objectives as enhancinglivelihood opportunities for the youth in difficult economic circumstances.128

Draft Social Accounts 2005-06Graph 6.1: Stakeholders’ perceptions on what LABS stands for( multiple responses)Percen tag o f stakeh o ld ers1009080706050403020100Trainee Household Neighbour EmployerEmployability Career Advancement Life-style advancementEconomic advancementPersonality developmentIn response to uniqueness of LABS, the dominant view that emerged across thestakeholders was that it is a youth friendly programme. Many household members hadexpressed positive views on teaching methods and its pedagogic style. Aspirants andhousehold members felt that games and communication tools were useful in overalldevelopment of a aspirant.LABS was considered as a market friendly activity by 62 per cent of aspirants, 54 per cent ofhousehold members and 47 per cent of neighbours. On the contrary, only 26 per cent ofemployers have regarded it market friendly. This suggests that LABS must emphasise onthe inclusion of local market requirement in selection of courses.About 40 per cent of aspirants considered that LABS had promoted cross sector partnershipand context based curricula.While 23 per cent of employers viewed that LABS had129

Draft Social Accounts 2005-06promoted context based curricula, only 14 per cent of them said it is contributing to crosssector partnership. The above trends perhaps indicate the need for strengthening linksbetween LABS and employers.Graph 6.2: Percentage of stakeholders according to the nature of uniquenessPercentage of stakeholder1009080706050403020100Trainee Household Neighbour EmployerYouth friendly Market friendly Cross-sector partnership Context based/localizedTable 6.3 reflects the predominant perception of different stakeholders about the targetgroup of LABS.Graph 6.3: Percentage of stakeholders according to target groups perceptionPercentage of Stakeholders1009080706050403020100EconomicallyneedySpecialcircumstancesSchool/collegedropoutsWomenDifferentlyabledTrainee Household Neighbour Employer130

Draft Social Accounts 2005-06It has emerged from the stakeholders’ perspective that two important categories of peopletargeted by LABS are economically needy and school drop outs. Women seem to be onethirdin the choice of the category. It appears from the responses that a few membersacross stakeholders have considered that LABS works with youth in difficult circumstancesand for differently-abled.6.3 Social Impact of LABS: About 79 per cent of LABS aspirants startedcontributing to household income after joining LABS (Table 6.4). And also, 53 per centseem to have taken responsibility in supporting younger siblings; and in case of UP only 20per cent of the aspirants have stated to support their younger siblings.Some of the aspirants also started playing role in supporting family needs and clearingdebts. For instance, some aspirants justified that they come from poorer section; and theirfamilies are mostly daily wage earners therefore, their income is spent to meet familyconsumption needs rather than spending on others areas.Graph 6.4: Percentage of households according to their perception on changes inroles and responsibilities of aspirants towards family ( multiple responses)120100Percentage of Households806040200APChattisgarhGujaratSupporting younger siblingsJ&KKarnatakaRajasthanHousehold incomeTamil NaduU.PTotalExploring better opportunitiesIn clearing old debtsStarted saving131

Draft Social Accounts 2005-06Graph 6.5: Percentage of households according to their preference in sendingchildren to school or work place10090Percentage of Households80706050403020100APChattisgarhGujaratJ&KWork PlaceKarnatakaSchoolRajasthanTamil NaduUttar PradeshTable 6.6 shows that 66 per cent of neighbours responded that there is significant change inthe 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 theneighbours have stated that there is change in quality of life.Table 6.6: Neighbours’ views on aspirants (%)Increase in quality Increase in average Youthof lifeincomeindependentLess change 33 29 22Significant 50 52 66changeNo change 17 19 12becomingIn table 6.7, 57 and 62 per cent of employers suggested that aspirants are more committedand 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 which132

Draft Social Accounts 2005-06reflects that after the training, youth are feeling economically and socially independent totake their own decisions. This also indicates the improvement in the Aspirants.Table 6.7: Employers’ views on aspirants’ performance at work place (%)TraitPercentageMore committed 57More motivated 62Table 6.8 suggests that 58 per cent of neighbours are willing to propagate on the usefulnessof LABS to youth. In fact 20 per cent of the neighbours have already enrolled their children inLABS; of these 13 per cent expressed that LABS is imparting good learning skills to youth.Table 6.8: Propagation of LABS (%)Propagation Children sent If yes, explain experienceLABS to LABS Training is useful for Good skills are Personalityseeking livelihood imparted developed58 20 6 13 16.4 Economic impact of LABS: Table 6.9 indicates that 74 per cent of theaspirants’ households are convinced that there is improvement in terms of livelihoodopportunities (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 percent of households viewed that there is also improved access to quality food. There wasalso affirmative response from 47 per cent of households in terms of improvement in healthstatus and 56 percent on the improvement in education. What is more interesting is that inthe case of 31 per cent of households indebtedness has also reduced.Table 6.9: Household impact (%)Response Indebtedness AccessHealth Food Educationopportunities status securityIncreased 31 74 47 62 56Remained as it 53 24 51 36 41isDecreased 17 2 2 2 3Table 6.10 shows that 69 per cent of the aspirants are supporting their households inmeeting consumption needs. 34 per cent of the aspirants’ indicated that they are extending133

Draft Social Accounts 2005-06support in improving family livelihoods. Interestingly, 12 per cent of the aspirants were ableto spend their income in buying bike & T.V and 6 per cent in clothes. This indicates thataspirants are able to contribute to family improvement and personal needs.Table 6.10: Benefits of income (%)FoodconsumptionEnhancementof livelihoodsBike/TV/Fridge Clothes / Mobile House Medicalornaments related policyactivity69 34 12 6 1 3 3MM: Mentioned in categoriesTable 6.11 expresses that 90 per cent of the employers are satisfied with the overall jobperformance of the aspirants who are continuing work for longer period whereas only 9 percent 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/herwork place.Table 6.11: Employers’ views on Aspirants discontinuing work (%)No 90Yes 9As 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 centof neighbours address that available jobs are at far off places due to which aspirants are notable to continue with their jobs for longer period. This situation is prevailing more in largernumber 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 atone place with some group of girls of the same village, then it will be possible for them tostay at a single job place or travel for long distance jobs together.Table 6.12: LABS as employability source (%)Chances are Job market Inadequate training for Getting jobs at Not getting betterbright is tight finding a suitable job far places placements54 5 6 25 1134

Draft Social Accounts 2005-066.5 Personality development: This section focuses on the personalitydevelopment aspects of the aspirants who attended the LABS programme. As will be seenfrom table 6.13, aspirants (61 per cent) mentioned that they have become more responsiblein relation to economic activities in particular and other activities in general and 72 per centreiterated 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 awareness61 48 72 41 22This correlates with the table 6.14, where aspirants (67 per cent) admitted that their way ofthinking in general has changed a lot; and 56 per cent of them admitted that there is alsochange in attitude towards life. Also 52 per cent of the aspirants have perceived change intheir mannerism (behaviour to elders etc.)Table 6.14: Behavioural change (%)Approach to elders Mannerism Attitude Way of thinking43 52 56 676.5.1 The table 6.15 shows that 56 per cent of employers are of the view that aspirants needmore exercise on technical aspect; and 45 per cent of them suggest that communication partmust be developed in aspirants. Especially in CRS and Hospitality sector courses, aspirantsmust 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 27per cent expressed dissatisfaction on time management inability by the aspirant.Table 6.15: Employers View on Aspirants Development (in %)SkillPercentageTechnical 56Communication 45Time management 27Adapt to work conditions 36Table 6.16 suggests that 45 per cent of the aspirants, 35 per cent of households and 27 percent employers are appreciating the teaching methods and approaches (e.g., WRM) of135

Draft Social Accounts 2005-06LABS. The employers in particular liked WRM module. About 14 per cent of the aspirantsliked the friendly approach of the LABS’ staff. In fact, some aspirants even felt that this wasa positive feature of LABS when compared to their school days.“The overall experience working with Dr Reddy’s has been good .We mostly havethem joining us as crew aspirants and have success stories of Labs students whohave 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’sGraph 6.16: Percentage of stakeholders according to aspects liked about LABS45Percentage of Stakeholders4035302520151050Friendliness ofteachersInculcatinggood disciplineConcept ofhelping poorCommunicationskillsPersonalitydevelopmentProvision forplacementNo gender biasCan’t sayTrainee 45.3 Household 34.7 Employer 27. 16.5.2.: It is interesting to note that many of the stakeholders liked the LABS for its gendersensitive approach. LABS approach has enabled a positive atmosphere for participation offemales in so far as acquiring entry level skills are concerned. In this regard, even parentswere appreciative of LABS. It was felt across the states that LABS in a way helped femalesto come out of stereotype in opting professions. But at the same time, courses must becustomised and prioritized keeping in view females’ choices.136

Draft Social Accounts 2005-06To some extent stakeholders have also liked LABS contribution in instilling discipline amongaspirants. There is variation in responses related to placement, personality development andcommunication skills across stakeholders. It must be noted that they may have to give somethinking 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 emergedfrom social accounts data collection is to improvement in the management of practicalsessions in LABS. For instance, all the following responses are related to coursemanagement – ‘computer skills to be made integral part of all the courses, emphasis onpractical classes and allocation of time for the same, and timely provision of equipment’. Inaddition, some aspirants are looking for induction of advanced courses in computers andothers. For example, a person working in glass making work would like to have suitablemodule to equip him/her in computer designing. Such kind of needs in different sectors mustbe identified and acted upon to create suitable employment avenues according to theaspirants’ requirements.Graph 6.17: Percentage of stakeholders according to changes required in LABS15Percentage of stakeholders1050Emphasis on practicalMinimum computer skills in allcoursesTime planning and allocation oftime for practicalTimely provision of equipmentsSessions on advanced computerskillsFacilitators must generateinterestAppropriate location of the centreBasic facilities in centreTargeting the poor peopleExtend course durationPost training follow-upTrainee Households Employers137

Draft Social Accounts 2005-06Lack of basic facilities has also emerged as an important concern among 10 per cent of theaspirants and employers. Women aspirants in particular are facing problems due to lack oftoilets, water and infrastructure. In addition, the aspirants seem to have inconvenience inrelation to location of the centre. For instance, in AP and UP, aspirants had to travel longdistances and invest in travel expenses, which is not affordable. In view of this, aspirants feltthat provision of bus pass is necessary.It was also felt that the course duration must be justified in equipping the required entry levelskills 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 expressedthe 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 intraditional activities (Box 1). For instance, aspirants in UP felt that there is immense scopefor glass making and brass industries. Similarly, potential for food processing andhandicrafts was felt in J&K. From the above it is evident that there is a strong urge amongaspirants to get trained in traditional activities also.At least 10 per cent of the aspirants and households, and 5.8 per cent of employersindicated that duration of the course must be increased. In this regard, two different viewpoints have emerged from the field. First, aspirants didn’t get sufficient exposure to practicalinputs due to delay in provision of equipments (e.g., computers), facilitators, etc. They wereof the view that three-month duration is enough if the above constraints are addressed. Andthe second, there is variation in age and grasping levels of aspirants, which is coming in theway of learning. So, special attention must be given to the slow-learner aspirants who arenot able to cope up with the regular course schedule in addition to induction classes.138

Draft Social Accounts 2005-06Table 6.18: Emerging priorities of LABS by StakeholdersFuture prioritiesAspirant Household EmployerAdditional courses 39.5 31 32Duration needs to be increased 10.0 10.5 5.8Established centre with efficient faculty 7.4 1.1 5.8Expansion of geographical coverage 4.7 0.5 6.3Financial assistance 1.1 0.5 0.5More publicity about LABS 1.6 0.5 2.1Certification of course by the Government 0.5 0 1.1Need to cover more poor people 5.8 7.9 4.2Physically handicapped should be paid more attention 0.5 0 0.5Provide bus passes or locate centres at a nearby place 0.5 0.5 1.1Provide suitable job 7.4 18.9 3.7Providing platform for interaction / guidance 4.7 0.5 1.6No answer 16.3 27.9 35.3Though 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 lowwages and given secondary priority in the work place. As a result, BSPA aspirants in AP arefacing tough time to continue with the work. In some cases there are aspirants who areeven working without payment of wages.In Kakinada, at a colony it was observed that in total 10 girls who had undergone training in BSPAcourse only two are working and the rest are idle due to lack of job opportunities, low salary, longworking hours and long distance from respective places.Out of them, six aspirants further expressed that initially they worked for months together withoutpayment which was the main cause for discontinuing the job.Some of the stakeholders have expressed the need for provision of suitable job, efficientfaculty, 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 resolvetheir139

Draft Social Accounts 2005-06problems during the post course period. The following expressions from the field reiteratesuch a need.• Several aspirants have left the entry level job, as there was mismatch betweencourse attended and employers need.• Some aspirants have got only part time jobs and after some time they becamejobless. They faced problem to get another job in the absence of information andwherewithal.• Problems were faced by the aspirants as some employers put them to long hours ofwork with out proper remuneration and food.• Some aspirants felt that they were not properly equipped and their entry level jobwas also not providing any opportunities to develop further in the career.6.7 Important Reflections from 360 degrees: After analysis of the 360degree aspects, the following predominant dimensions are emerging.Graph 6.19: Connecting Stakeholders’ views1009080Percentage of Stakeholders706050403020100LABS perception(employability)LABSuniqueness(youthfriendly )Targetgroup(economicallyneedy)Teaching methodsand approachesBasic facilities incentreTrainee Household Neighbour EmployerAdditional courses140

Draft Social Accounts 2005-06There is full agreement across the stakeholders with reference to their perception on “LABSstands for employability”. But ironically this percentage does not translate aspirations of theaspirants who want to improve more for which guidance is needed. But there seems to be amoderate degree of agreement on “target group” and “uniqueness of LABS” among thestakeholders.Supporting siblingsLABS programme have encouraged the youth to not only develop in career but also to help their familiesand 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 isworking in Hero Honda show room as sales boy earning around Rs. 1300.In spite of low salary heencourages his brother for higher studies.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 theircontribution 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 placewhich seems to be moderate as 69 per cent of the aspirants’ income contributes towardsfood consumption which reflects a positive note.There is moderate degree of agreement among the stakeholders regarding teachingmethods 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 thecentre as most of them are lacking basic facilities like water, toilets and proper infrastructurein their centre.141

Draft Social Accounts 2005-06Section 7 - EMPLOYERS7.1 Market Centric approach: LABS follows market centric approach in selectingcourses and contextualizing the curricula, etc. In fact as per the design, employers must beinvolved at different stages of the programme. Towards this end, LABS used the followingprocess:• 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 aspirants7.2 Distribution of employers: In this section, the outcomes from the aboveprocesses are analyzed. The section also examines the performance of the aspirants at thework place; and actual involvement of employers in the programme. As explained in themethodology section, the data were collected from 336 companies. Table 7.1 shows thenature and type of companies covered in the social accounts.Almost half the employers covered in the social accounts belong to fields of marketing 7 (23.8per cent) and hospitals (23.2 per cent). In addition, the employers are from the industriessuch as mechanical (8.3 per cent). Hotels (6.5 per cent), schools (6.3 per cent), computercentres (3.3 per cent) and banks (2.4 per cent) were also covered. The employers coveredfrom 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 aspirantswere provided placements only in private organizations.7 It refers to jobs pertaining to sales, reliance services, CRS, etc in various companies.142

Draft Social Accounts 2005-06Table 7.1: Distribution of employers by nature of industries across the statesStatePrimary businesshospital Marketing Hotel Computer School Mechanical Bank Govt. OthersAndhra 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)5623.5Chattisgarh 10(28.6)4(11.4)0(0)1(2.9)4(11.4)1(2.9)1(2.9)0(0)1440.0Gujarat 3(15.8)5(26.3)2(10.5)2(10.5)0(0)3(15.8)0(0)0(0)421.1J&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 001(25.0)0(0)2(50.0)0(0)0(0)0(0)0(0)1(25.0)Uttar Pradesh 005(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)143

Draft Social Accounts 2005-06Table 7.2 shows the designation of the respondents from the respective companies andother establishments. About 44 per cent of the respondents were representing smallenterprises thus implying that a considerable number of the aspirants were absorbed in suchindustries. The respondents in the case of other industries were managers (36 per cent) andsenior officials (20 per cent).This also reflects the local area economy development .Table 7.2: Designation of the respondent by the statesStateTotalDesignation A.P Chhattisgarh Gujarat J.K Karnataka Rajasthan T.N U.POwner 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 52 2 1 2 2 4 1 2 67official(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 336100.0% 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 theindustries/companies. It is understood that a majority (about 62 %) of the employers haveestablished their companies between the years of 2000 and 2006. 27 per cent of thecompanies were established from 1990 and 1999 whereas 11 per cent of the companieswere started between 1961 and 1980. It may be inferred from the above that the LABSaspirants are mostly absorbed by the recently started industries.Table 7.3: Companies according to Year of establishment-state-wiseYear of A.P Chattis Gujarat Jammu Karnataka Rajasthan Tamil U P TotalEstablishmentgarh&KashmirNadu1961-1980 8 2 1 0 0 0 0 0 113.4 5.7 5.3 0.0 0.0 0.0 0.0 0.0 3.31981-1990 15 6 0 1 0 2 0 2 266.3 17.1 0.0 11.1 0.0 13.3 0.0 15.4 7.71990-1999 64 13 8 1 1 3 0 1 9126.9 37.1 42.1 11.1 33.3 20.0 0.0 7.7 27.1144

Draft Social Accounts 2005-062000-2006 151 14 10 7 2 10 4 10 20863.4 40.0 52.6 77.8 66.7 66.7 100.0 76.9 61.9Total 238 35 19 9 3 15 4 13 336100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0Generally, the size of the company is defined on the basis of number of branches and totalnumber of staff employed. It is understood that a majority of the aspirants are absorbed bythe small companies and petty business establishments. It can be inferred that 81 per centof 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 ofthe aspirants is recruited only in small sector.7.3 Perception on LABS: The sample employers were asked to indicate theirperception 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 3represent extreme level on appropriateness /relevance continuum. The average score inrespect of each component is computed taking in to account the score obtained by employerin the range of 0 -3Table 7.4 clearly indicates that employers have scored highest for employability (2.52),followed by economic advancement and personality development. This partly matches withthe perception of aspirants (discussed in section 4.2). The lowest score was obtained in thecase of life style advancement.Table 7.4: Employers’ perception on what does LABS stand forComponentScore RankEmployability 2.52 1Career Advancement 1.29 4Life-style advancement 1.17 5Economic advancement 1.48 2Personality development 1.38 3Table 7.5 gives the scores obtained by employers in relation to the uniqueness of LABS. Itindicates that the employers perceived that LABS is unique in terms of youth friendly. Thescores also suggested that market friendly comes next in the rank. It may be interesting to145

Draft Social Accounts 2005-06note 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 LABSComponentScore RankYouth friendly 1.98 1Market friendly 1.49 2Cross-sector partnership 0.98 4Context based/localized 1.09 3Table 7.7 gives employers perception about LABS target group. The employers have scoredhighest in respect to economically needy followed by school and college drop-outs. Thewomen were given third importance. The groups in special circumstance and differentlyabledgot fourth and fifth place respectively.Table 7.6: Employers perception about LABS target groupComponentScore RankEconomically needy 2.37 1Group in special circumstances 0.84 4School/college dropouts 1.93 2Women 1.23 3Differently abled 0.51 5While 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 deeperinsights on LABS. They primarily view it as an employment generation institution to theyouth in general and school drop outs in particular. Some of the expressions from theemployers 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 ofB2Y etc.146

Draft Social Accounts 2005-067.5 Acquaintance of employers with the LABS: The table 7.8 shows that43 per cent of the employers came to know about LABS through ‘LABS staff’, followed byB2Y network (18 per cent) at aggregate level. LABS’ staffs seem to have played a lead rolein popularizing LABS to the employees, excepting in the case of Chattisgarh – where mediahas played an important role. The role of B2Y is predominant in J&K (55.6%) followed byKarnataka (33.3%), while it has no role in the case of Tamil Nadu – where in employerscame to know about LABS from colleagues and media.147

Draft Social Accounts 2005-06Table 7.7: Employers’ acquaintance with LABSStateSource of informationmedia B2Y internet colleagues LABS staff Others ( road shows, friends, etc) totalNo. 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)148

Draft Social Accounts 2005-067.6 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 ofproviding skilled force. It means that employers are seeing LABS as a provider of skilledhuman resources. In this regard, J&K and Rajasthan have topped this list. About 30 percent 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 initialtraining cost in recruitment process. A very few employers (5.7 per cent) considered thatLABS is a source for getting dedicated staff. This is a feedback that should be valuable inrevisiting the Work Readiness Module and also the life skills module.Table 7.8: Usefulness of LABS to the employersState Benefits to the employerRecruitmentcost reductionAvailability ofskilled forceAndhra 66131Pradesh (27.7)(55.0)Chastisgarh 17(48.6)17(48.6)Gujarat 56(26.3)(31.6)J&K 37(33.3)(77.8)Karnataka 22(66.7)(66.7)Rajasthan 211(13.3)(73.3)Tamil Nadu 21(50.0)(25.0)Uttar 23Pradesh (15.4)(23.1)Total 99178(29.5)(53.0)Saving in Getting more Totalinitial dedicativetraining cost staff37 (15.5) 14(5.9)238(100)15 (42.9) 1 (2.9) 35(100)10 (52.6) 219(10.5) (100)2 (22.2) 09(0)(100)3(100)0(0)3(100)1115(6.7) (6.7)(100)2 (50.0) 04(0)(100)6 (46.2) 113(7.7)(100)76 (22.6) 19336(5.7)(100)149

Draft Social Accounts 2005-067.7 Employers’ relationship with LABS: Only 22 per cent of the totalemployers have expressed that they maintain formal or informal relationship with LABS inconnection with providing employment to aspirants and B2Y network (Table 7.19). Theemployers in Chattisgarh and Tamil Nadu have stronger relationship with LABS with regardto B2Y network and providing employment to the aspirants respectively. However in thecase of the rest, the relationship was only informal/limited in the sense that besidesarranging exposure visits and giving guest lectures in the courses, the employers also gaveguidance to the aspirants, when approached, in matters relating to career building.Table 7.9: Employers’ relationship with LABSStates Kind of relationshipOnly informal/limited Business Employment Total %relationshipNo. % No. % No. % No %Andhra 183 76.9 18 7.6 37 15.5 238 100PradeshChattisgarh 24 68.6 8 22.9 3 8.6 35 100Gujarat 12 63.2 3 15.8 4 21.1 19 100J&K 9 100 0 0 0 0.0 9 100Karnataka 3 100 0 0 0 0.0 3 100Rajasthan 14 93.3 1 6.7 0 0.0 15 100Tamil Nadu 3 75.0 0 0 1 25.0 4 100Uttar Pradesh 11 84.6 0 0 2 15.4 13 100Total 259 77.1 30 8.9 47 14.0 336 1007.8 The interaction between the LABS aspirants and the businesscommunity:LABS promotes interaction between the aspirants and the businesscommunity primarily though B2Y network, recruitment, industrial visits, and guest lecture.The aspirants belonging to the courses such as hospitality, BSPA, CRS, etc., have beentaken for an exposure to the company as part of the Work Readiness Module (WRM) inacquainting the aspirants with the actual work environment.Table 7.10 indicates that 39 percent of the employers have contacts with the aspirantsthrough recruitment. It is predominantly seen in the case of the states like Rajasthan, TamilNadu, Chattisgarh and Uttar Pradesh. It is widely noticed that only 20 per cent of thebusiness community have the relationship with LABS aspirants by B2Y network and 21150

Draft Social Accounts 2005-06percent of employers facilitated interaction with the aspirants through guest lectures. LABScentres in Chattisgarh, Gujarat, Karnataka, Rajasthan and Tamil Nadu seem to haveconducted a few guest lectures. Similarly, Karnataka, Rajasthan and Tamil Nadu centreshave organized less industrial visits.Graph 7.10: Percentage of employers according to their interaction with LABS1009080706050403020100AndhraPradeshChastisgarhGujarathJ&KKarnatakaRajasthanTamilnaduUttarPradeshTotalPercentage of EmployersB2Y networkGuest lecturesOthers (friends& neighbours)RecruitmentTrainees visit to industry7.9: Pattern of clearing interviews by aspirants: Table 7.11 shows thatabout 59 percent of the aspirants got through interview in the first instance itself. It may benoted that 39 percent of the aspirants had to attend interview more than five times to get thejob. The aspirants who cleared interview in the first attempt are higher in UP, AP andChattisgarh. A majority of students had to attend interviews several times in order to get jobin the case of Tamil Nadu, Jammu & Kashmir and Karnataka (This needs to be interpretedcautiously in view of the small size of the sample).151

Draft Social Accounts 2005-06Graph 7.11: Percentage of employers according to the no. of aspirants clearing theinterview90percentage of Emplyers80706050403020100A PChattisgarhGujaratJ &KKarnatakaRajasthan1 2 3 4 5 and aboveTNUPTotal7.10 Recruitment of aspirants to the industries by alumni: Table 7.12presents the role of alumni in recruitment of the LABS’ aspirants into the company. Itindicates that in the case of 15 percent of employers the alumni has played a role inrecruitment of aspirants into companies. The alumni seem to have played a major role inrecruitments in the case of Tami Nadu followed by Jammu and Kashmir (75 and 44 percent respectively). This clearly suggests that there are limited contacts among the aspirantsafter the completion of the course. It also appears that in the case of several companies theneed for recruiting additional staff may not have been there as these organizations are ofsmaller size.152

Draft Social Accounts 2005-06Graph 7.12: Percentage of employers according to LABS aspirants recruited throughLABS alumni1009080706050403020100APChattisgarhGujaratJ&KKarnatakaRajasthanTNUPTotalPercentage of Employers0 1 27.11 Employers’ satisfaction with the skill level and the quality ofthe 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 theemployers are fully satisfied with the skill levels, and performance of the aspirants. It isobvious that in case of the states like Chattisgarh, Karnataka, Gujarat and Rajasthan that allthe employers are satisfied with the aspirants’ performance. The dissatisfaction is noticed inthe limited number of employers. This scenario is widely found in Tamil Nadu. The reasonscited by employers for their dissatisfaction were lack of sufficient technical skills,communication skills and practical knowledge in the aspirant. This suggests that there is aneed to focus on providing additional skills in all aspects to the aspirants.153

Draft Social Accounts 2005-06Graph 7.13 Percentage of employers according to their satisfaction with LABSaspirants’ performance1009080Percentage of Employers706050403020100A PChastisgarhGujarathJ&KKarnatakaRajasthanTNUPTotalSatisfied Not satisfied7.12 Number of aspirants quit/dismissed from the job: Table 7.14shows the rate of retention of the aspirants after the placements. It discloses the fact thatat the aggregate level the rate of retention in the jobs is considerably high (87 percent). Inemployment 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 byTamil Nadu (25 percent). The reasons stated by the employers for aspirants leaving the jobwere domestic problems or better job opportunities.154

Draft Social Accounts 2005-06Graph 7.14 Percentage of employers as per retention rate10090899189100 1009287P e rc e n t a g e o f E m p lo y e rs807060504030203775100APChattisga rhGujaratJ&KKarnata kaRajasthanTNUPTotal7.13 Association with LABS: There are different ways of the employersassociating themselves with LABS courses and this could primarily be in the form ofproviding opportunities to the aspirants for exposure visits/apprenticeship and also helpingLABS in the development of curriculum. Association on these lines will be mutuallybeneficial in the sense that the employers will have more choice in selecting right candidatesfor their jobs and at the same time the aspirants will also stand benefited in view of theadditional opportunities made open to them for further enhancing their skill levels.155

Draft Social Accounts 2005-06Table: 7.15 coming to know about exposure visits/job assignmentStateTotalcoming Andhra Chhattisgarh Gujarat Jammu Karnataka RajasthanTamil Uttarto Pradesh&Nadu PradeshknowaboutLABSKashmirNo 133 7 10 5 11 2 11 17955.9% 20.0% 52.6% 55.6% 73.3% 50.0% 84.6% 53.3%Yes 105 28 9 4 3 4 2 2 15744.1% 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 336100.0% 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 theemployers 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, someintervention is necessary on the part of DRF (This conclusion is drawn on the assumptionthat the study in its random sampling covered all the important employers who have enoughavenues to arrange for the exposure visits and also for apprenticeship.)Employer Case Study: Jain IrrigationOne of the major Employers for LABS who have provided opportunities to around 80 LABS aspirants are JainIrrigation. The area is MI –Micro Irrigation and the placements take place in the various districts of AndhraPradesh. The person who interviewed was Mr G Surya Sinivas (Zonal Manager). It was revealed that JainIrrigation saves 30-40% of Recruitment costs while hiring a LABS aspirant. While the entire Training costswhich is approximately Rs 5000 is saved for the company while recruiting a LABS aspirant. This training is a 15day 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 thejob. However the rest have left due to the location of the job.156

Draft Social Accounts 2005-06Table: 7.16 Usefulness of assignment of exposure visits and guest lectures:StateTheAndhraassignmentPradesh Chhattisgarhis usefulJammu &GujaratKashmirKarnataka Rajasthan Tamil NaduUttarPradeshNo 127 5 9 5 1 10 1 8 166Total53.4% 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 17046.6% 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 336100.0% 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 centof the aspirants replied in affirmative (table 7.16). While Chattisgarh is comfortable withmore than 86 per cent reporting that the visit was useful and it has prepared the aspirants intaking up jobs, only one third in the case of Rajasthan replied on similar lines (It may benoted that the employers who gave replies to this question need not necessarily be thosewho arranged exposure visits)7.14 Curriculum development: Involvement of the employers in the developmentof curriculum has immense value as it suggests changes/ improvements in the existingcurriculum in respect of various trades reflecting the actual job requirements in the realsituation. But the position, as the analysis shows, leaves much to be desired. At theaggregate level, about one- tenth only were taken into confidence for the task underreference 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 inproviding 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 thesmaller base) (Table 7.17).157

Draft Social Accounts 2005-06Graph: 7.17 : Percentage of employers according to their involvement in developmentof curriculum10090NoYes80Percentage of Employers706050403020100APChhattisgarhGujaratJ&KKarnatakaRajasthanT NUPTotal7.15 Improvements in the curriculum: Only about one-third at the aggregatelevel felt that the existing curriculum needed improvements as per the Industrial norms andacross states, the need was felt more in the case of Chattisgarh (table 7.18).158

Draft Social Accounts 2005-06Graph: 7.18: Percentage of employers according to the nature of improvementsneeded:Percentage of Trainees1009080706050403020100Andhra PradeshChattisgarhGujaratJammu & KashmirKarnatakaRajasthanTamil NaduUttar PradeshCommunication skills Technical skills Time managementPractical knowledge No additions needed Cont sayTotalIndependent of the state, the employers suggested that the changes are very muchnecessary in the curriculum so as to make the aspirants improve their technical knowledgeand communication skills. Some employers also felt that in the curriculum there must be anadequate provision for imparting more practical knowledge.7.16 Aspirants getting adjusted to the work environment: The courseoffered by LABS is comprehensive in its scope. Besides explaining technical concepts,Work Readiness Module (WRM) through which the aspirants are prepared to face theinterviews, getting adjusted to the new environment etc. is one of the prime components ofthe course. Against this background, it is not surprising when about 83 per cent mentionedthat the LABS aspirants get adjusted more quickly than others. This trend is morepronounced in J&K and Chattisgarh where cent per cent of the employers agreed with theabove proposition (table 7.19).159

Draft Social Accounts 2005-06Table: 7.19 whether the LABS aspirants get adjusted to the work environmentget StateTotaladjusted Andhra Chhattisgarh Gujarat Jammu Karnataka Rajasthan Tamil UttarPradesh&Nadu PradeshKashmirYes 194 35 14 9 2 13 2 11 28081.5% 100.0% 73.7% 100.0% 66.7% 86.7% 50.0% 84.6% 83.3%No 44 5 1 2 2 2 5618.5% 26.3% 33.3% 13.3% 50.0% 15.4% 16.7%Total 238 35 19 9 3 15 4 13 336100.0% 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 ofLABS course is to make the aspirants acquire skills that are required to make thememployable. The curriculum covered in the course includes pure technical inputs and alsoclasses to improve the personality traits like commitment, motivation etc.Table: 7.20 Overall opinion about LABS aspirants * State Cross tabulationOpinionStateTotalAndhra Chhattisgarh Gujarat Jammu Karnataka Rajasthan Tamil UttarPradesh&Nadu PradeshKashmirMore 197 32 10 9 3 15 3 10 279committed82.8 91.4 52.6 100.0 100.0 100.0 75.0 76.9 83.0More 152 33 7 7 3 15 3 10 230motivated63.9 94.3 36.8 77.8 100.0 100.0 75.0 76.9 68.5Preparedness 144 26 5 8 3 13 3 9 212to work60.5 74.3 26.3 88.9 100.0 86.7 75.0 69.2 63.1Having more 127 29 7 3 3 8 3 10 190creative skills53.4 82.9 36.8 33.3 100.0 53.3 75.0 76.9 56.5More eager to 109 29 7 5 3 8 4 9 174160

Draft Social Accounts 2005-06move45.8 82.9 36.8 55.6 100.0 53.3 100.0 69.2 51.8Less likely to 70 25 4 5 3 7 1 9 126quit29.4 71.4 21.1 55.6 100.0 46.7 25.0 69.2 37.5Total 238 35 19 9 3 15 4 13 336100.0% 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 otherrecruits, the employers concluded that the LABS aspirants are more committed (83 percent), 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) andRajasthan and Tami Nadu to some extent exhibit similar pattern.7.18 Requirement of additional skills: Needless to say, LABS trains thecandidates according to the required skills set by the employer and the function of the jobactivities. Keeping in view this requirement, the employers were asked to suggest whatadditional skill sets are required so as to perform better in the context of the company.161

Draft Social Accounts 2005-06Graph: 7.21 : Percentage of employers according to additional skills required to theaspirants:1009080706050403020100AndhraPradeshChattisgarhGujaratJ & KKarnatakaRajasthanTamil NaduUttar PradeshTotalPercentage of EmployersTechnical 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 sharpenedfurther according to 50 per cent of the employers closely followed by those (13 per cent) whomentioned that communication skills need to be given due weight age. About one-third ofthe employers also felt that the aspirants need some basic inputs on how to adjustthemselves to the work-environment in the companies .7.19 What do the employers like about LABS: By virtue of having closerassociation/interaction with the LABS aspirants/courses (in the case of many employers), theemployers were asked to identify the aspects that stand apart.162

Draft Social Accounts 2005-06Graph: 7.22: Percentage of employers according to what they like about LABS5045Percentage of Employers4035302520151050No answerTeaching approach / methodsPersonality developmentCommunication skillsEverything is all rightInculcating good disciplineConcept of helping poorProvision for placementWRM conceptNo gender biasGamesFriendliness of teachersFree educationAndhra Pradesh Chattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu Uttar Pradesh TotalAs will be seen from above table, teaching approach/methods, concept of helping poor andfree education are the ones which the employers liked most( in terms of their number). Butin Rajasthan ‘ provision for placements” received larger endorsement while in Tamil Naduhalf the employers were all praise about the WRM concept.7.20 Aspects needing change: Whatever is the care taken at the time of planningand later organizing the course to ensure that the course is a success, there would alwaysbe 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 intheir perception. As can be gleaned from this table that nearly half the employers could notsay any thing, while duration of the course and more focus on practical need a second lookaccording to 10 per cent of the employers. Some employers, though a minority, madeobservations on present status of supply of equipment in the centre and the hygienicconditions prevailing in the surroundings of the centre (venue).163

Draft Social Accounts 2005-06Graph: 7.23: Percentage of employers according to changes required in LABSPercentage of Employers1009080706050403020100No answerExtension of durationFacilitators must generate interestMore emphasis on practicalsTimely provision of more equipmentTime planning and allocation of practicalstimeAndhra Pradesh Chhattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu Uttar Pradesh TotalIntroduce minimum computer skillssession in all coursesSessions on advanced computer skillsA separate cell for post training follow-upCoverage of poor peopleVenue must be hygienic with basic facilitiesNo change required7.21 What more can LABS do? Lastly, with the intention of bringing about thoseimprovements as necessary in the view of employers, they have been asked to makesuggestions.164

Draft Social Accounts 2005-06Graph: 7.24 Percentage of employers according to what more can LABS do?706050403020100Tailoringc ourseEstablishedc entre witheffic ientNeed tocover morepoor peopleMorepublicityabout LABSFas hiondes ign andembroideryHandic raftsAdditionalcours esFoodproc ess ingc ant say/NoanswerPercentage of Em ployersA P Chattisgarh Gujarat Jammu & Kashmir Karnataka Rajasthan Tamil Nadu U.P TotalHere also, the question did not elicit any response from as many as one-third in the samplecovered. The suggestions offered by ( other ) employers mostly in the form of postingefficient faculty/facilitators in the centres, need for expanding the geographical coverage ofthe LABS courses and more importantly introduction of additional courses suiting themarket requirement.165

Draft Social Accounts 2005-06Section 8 - DRF LABS Staff8.1 Coverage of the staff members: This section deals with LABS staff‘s viewson various aspects of the project such as human resource and project management. Duringthe 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 madeto gather information related to their prospects in LABS and performance of aspirants. Thetotal 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 alsocontacted for their views.Table 8.1: Distribution of staff members across statesStateNo. of staff covered Per centAP 50 51.0Chhattisgarh 11 11.2Gujarat 9 9.2J & K 6 6.1Karnataka 3 3.1Rajasthan 4 4.1Tamil Nadu 9 9.2Uttar Pradesh 6 6.1total 98 100.0HQ supportStaff (Hyderabad) 13Total 111The staff members covered as part of the social accounts included facilitators, centrecoordinators, cluster coordinators and district coordinators of LABS (table 8.2).Table 8.2: Designation of the LABS staff coveredDesignationNumber PercentageFacilitator 65 66.3Centre Coordinator 24 24.5166

Draft Social Accounts 2005-06Cluster Coordinator 4 4.1District Coordinator 4 4.1State Coordinator 1 1.0Total 98 100.08.2 Qualification and specialization of the staff: Table 8.3 shows thequalification of the staff members. The majority (36.6 per cent) of them are post graduatesfollowed by the graduates (30.6 per cent). Almost 26 percent the staff members are diplomaholders in engineering (17.3 percent) and pharmacy (8.2 percent). Further, a smallproportion 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 andqualification and experience of the facilitators. The aspects related to the quality of the LABSstaff members have emerged as an important concern in certain states.Table 8.3: Qualification of the Staff:QualificationNumber PercentageInter 6 6.1Diploma in Engineering 17 17.3Degree in Medicine/ Other 8 8.2BA/B.Sc./B.Com/PG Diploma 30 30.6Post Graduate 36 36.7ITI 1 1.0Total 98 100.08.3 The longest -serving staff members (4.1 per cent) have joined LABS in 2001. Morethan half the staff members (51 per cent) have joined the LABS in 2005, followed by 26.5 percent in 2006. In other words, almost 78 per cent of LABS staff members are with LABS forjust past 12 to 16 months. This is understandable as LABS is on the fast growth track; andLABS has started in many of these states only a few years back.167

Draft Social Accounts 2005-06Table 8.4: Year of joining in LABS:Year Number Percentage2001 4 4.12002 2 2.02003 5 5.12004 11 11.22005 50 51.02006 26 26.5Total 98 100.0Table 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. About15 per cent of them were drawn having experience in CRS and spoken English. Thebackground of the staff also shows that 11.2 per cent are from automobile field and an equalnumber 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 coveredby each course.Table 8.5: Course SpecializationSl.No. CoursePercentage1 ITES 23.52 CRS 14.33 Spoken/Communicative English 14.34 Automobiles 11.25 BSPA 10.26 WGS 10.27 MSW 6.18 Electrical 1.09 MI 1.0Total 100.0168

Draft Social Accounts 2005-068.4 Perception on LABS: As in the case of other respondents, the perceptionswere sought on a four point scale and average scores are computed in respect of eachcomponent.The field staff scored high for employability and personality development. It matches with theperception of senior team, though they scored little higher score for both the aspects. Whilethe field staff assigned lowest score for economic advancement, the senior team to careeradvancement. Employability emerged as a major trait across the stakeholders. At the sametime there is variation across the stakeholders’ understanding.Table 8.6: The staff perception on what does LABS stand forComponentField staff Head office staffScore 8 Rank Score RankEmployability 2.53 1 2.77 1Career Advancement 2.27 3 1.92 5Life-style advancement 2.23 4 2.23 4Economic advancement 2.11 5 2.31 3Personality development 2.51 2 2.69 28.5 Uniqueness about LABS: Table 8.7 shows the scores given by the staff onuniqueness about LABS. Interestingly, there is a match between the field staff and seniorteam in terms of priority. They gave high priority to youth friendly followed by marketfriendly, context based and cross-sector partnership. But in terms of score, there is avariation between them. This indicates gap in thinking in terms of translating idea intopractice. In fact, this is indicative even across different stakeholders. While this happens inlarge scale projects, the most positive feature is unanimity on thinking on a youth friendlyprogramme.Table 8.7: The staff perception on uniqueness about LABSComponentField staff Head office staffScore Rank Score RankYouth friendly 2.69 1 2.92 1Market friendly 2.33 2 2.69 28 The percentage refers to the score obtained by the group in a possible range of 0 -3169

Draft Social Accounts 2005-06Cross-sector partnership 1.87 4 2.54 4Context based/ localized 1.89 3 2.62 3Table 8.8 gives scores obtained by staff in relation to target group of LABS. It is interestingto note that field staff and Senior team differ in terms of ranking. While the field staff gavehigh priority to economically needy, Senior team to school drop outs. When compared toscores of the field staff, senior team scored more for women and differently abled. There isalso a variation in scoring related to group in special circumstances. The above discussion issuggestive of expectations of senior team with reference to these target groups. It is also anindicator for more formal / Informal interaction between these groups.Table 8.8: LABS Meant for whom/Target groupComponentField staff Head office staffScore Rank Score RankEconomically needy 2.79 1 2.77 2Group in special circumstances 1.28 4 1.85 5School/college dropouts 2.63 2 2.92 1Women 1.67 3 2.38 3Differently abled 1.17 5 2.23 48.6 Personal and professional growth: It is expected that involvement of DRFstaff in LABS courses is expected to result in not only their personal growth but also theprofessional growth of the staff. Keeping this in mind the staff’s reactions were sought onthese two dimensions separately in terms of ranking the possible areas that contribute togrowth: viz., job satisfaction, building personal network, knowledge enhancement andmeeting 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 growthPersonal growth Total Rank Professional growth Total Rankcomponents score*componentsscore*Job satisfaction 1.96 1 Growth opportunities 1.65 1Knowledge1.98 2 Secured job 2.40 2enhancementBuilding personal 2.49 3 Good salary increments 2.96 4170

Draft Social Accounts 2005-06networkMeet the family 3.57 4 Increased status in the 2.85 3demandsociety*It may be noted that this score is obtained on aggregating the ranks of each staff memberon 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 rankedfirst 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 familydemand’ occupies the last place. Going by the first two ranks, it can be concluded that thestaff have more job satisfaction through their involvement in LABS activities.Similarly on the professional growth side, the group was of the view that growthopportunities would improve further by virtue of their involvement in the activities. ‘Securingjob’ and ‘increased status in the society’ obtained third and fourth ranks implying that theyare relatively perceived to be less important.8.7 Attending the induction program: Nine out of every 10 staff members wereexposed to the induction programme. As regards appraisal, 34 per cent of the staffmembers reported that it has taken place in 2006 while for another 15 per cent it was donein 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 inLABS, nearly 85 per cent mentioned there is a bright future for them while about 10 percent were sceptical in this regard ( these members said no future/limited offers) and 5per cent chose to be non committal.171

Draft Social Accounts 2005-06Employee Case study: J SatishStrength 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 thecourse of time, became the regional coordinator, Telangana region, Andhra Pradesh. Satish also received an awardfor the best B2Y network in Sankalp2005. He was certified by C4C as a Certified Master Facilitator. Currently, Satishis deputed as a Livelihood Specialist to Andhra Pradesh Urban Services for the Poor (APUSP) thus entrusting with theresponsibility of monitoring Livelihood Promotion Associates (L P As) in their implementation of program for 42 classonetowns of Andhra Pradesh. Way to go! All this is possible because of Satish’s commitment to quality, teamworkand 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, listento my heart, and work hard accordingly”.8.9 Career Opportunities outside LABS: The reaction of a majority of the staffmembers (nearly 80 per cent) was that career opportunities are aplenty while othersperceived that avenues are quite limited. Whether or not enough opportunities are availableoutside, this indicates a favourable sign as it shows the degree of confidence they haveabout their career prospects in the sector in general.8.10 Elements of Work Readiness Module: In the perception of the staffdealing with LABS courses, the major elements of the module include enabling thecandidates 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 codeand mannerism’ (13 per cent). This shows that not only in the perception of the aspirants butalso of the staff that the course provides a good exposure to the candidates in facinginterviews.8.11 Primary benefits that accrued to the aspirants from WRM: In theperception of the staff members who are closely involved in the implementation of the LABScourse, the primary benefit that the aspirants derived is in terms of developing theaspirants 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 aspirantsbenefited in terms of improving the technical knowledge and in decision making.172

Draft Social Accounts 2005-068.12 Views on B2Y: According to the views expressed by the staff, the LABS conceptaims at improving the job culture/ working conditions (50 per cent), looking for rightplacements (39 per cent). About one-fourth of the staff views that B2Y also enables theaspirants to improve the training personnel network. The concept also helps the aspirants infinding opportunities by themselves, according to 32 per cent the aspirants while undergoingthe course get in touch with many companies.8.13 IYDP Assessments: Out of 98 staff members covered, about one-tenthreported that not even a single assessment was accomplished in this regard. For the groupas 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 tool8.14 Practical orientation: As part of this, the aspirants have to be taken on visits toindustries and companies. Some guest lectures have to be arranged from the seniormanagement of the companies. The analysis in this regard shows that in about one-fifth ofthe cases no visits to the industries were arranged and including the same category on anaverage about 5 visits were arranged. The position leaves much to be desired in regard tocross-sector visits where only 42 per cent of the cases claim that no such visits werearranged. Going by the information given by the staff dealing with the centres, guestlectures were not arranged in as many as 16 per cent of the cases. However, for the groupas 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 theaspirants (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 percent only.According to the staff, each aspirant got about 3 job offers on an average (this averagerefers to the number mentioned by the staff) and about 48 per cent could clear the interviewin the first attempt itself. As per their (staff members’) information, about 50 per cent of the173

Draft Social Accounts 2005-06aspirants of 2005-06 batches could secure jobs. In the overall assessment of 88 per cent ofthe staff members, they were satisfied with the performance of the aspirants:8.16 Curriculum improvement: Being involved in the LABS courseimplementation in different capacities, the views of the staff in regard to this aspect would bequite crucial. According to about one-third of the staff interviewed, the suggestions fromthem underscore the need for reflecting on the requirements of the employers in developingthe curriculum for which periodical interface with employer is required to brighten thechances of employability of the aspirants. More practical trainings and more emphasis oncommunication 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 teachingmethods (15 per cent) etc. While this is the perception of the field staff, the staff at theheadquarters mentioned that the most worthy aspect of LABS is its ability to unearth theinherent 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 arethoroughly prepared in facing the interviews.8.18 Changes required: The important item in terms of its being mentioned by alarger number (27 per cent) is the need to increase the duration of the course. Similarobservation is made by other stakeholders also including the aspirants and therefore DRFmust bestow its attention on this aspect. Gap is also seen in respect of practical sessionsaccording to about 23 per cent. Some staff members also referred to the transfer policy andthe 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 areasand tailor-made programmes need to be prepared keeping in view their background; abilitiesetc. While some officials mentioned that the venue should not be disturbed, capacitybuilding 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 thatcourses having local relevance only need to be organized and also the market scanundertaken 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 a174

Draft Social Accounts 2005-06realistic market scan would identify more courses).Other suggestions are in relation to theneed 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 bythe field staff. A specific mention was made by this group that differently able should alsobe brought in to sharper focus. As unemployment is prevalent even among those with highereducational qualification, suitable programmes aiming at personality development and lifeskills need to be thought of.From the above analysis it is clear that the staff visualized growth both on the personal andprofessional fronts. While in the case of the former, besides job satisfaction, they couldenhance their knowledge base in the sector they are working at present. As regards thelatter category, growth opportunities are aplenty in the sector besides job security. Godsalary 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 areavailable outside LABS also.175

Draft Social Accounts 2005-069. OTHER VIEWS OF STAKEHOLDERS: PARTNERSAs part of preparation of database for social accounts for the year 2005-06 of DRF, fivepartners, the details of which are provided in the following tables, were also contacted forcapturing their reactions on various activities pertaining to LABS courses. Analysis ofother replies is presented below:Profile of the partners First Source solutions Ltd is a BPO working for amelioration of the conditions of thepoor. It started collaboration with LABS on 5 th Aug, and sponsored 1400 candidatesand also is supporting one centre. Commissionerate & Directorate Municipal Administration (CDMA) and AndhraPradesh Urban Services for the Poor (APUSP) are Government Departments. Mineral foundation of Goa is an NGO engaged in social and environmentaldevelopment of mining areas in Goa. It came into collaboration with LABS on 5 thAug, and sponsored 240 aspirants and also is supporting two centres. Employment Generation Marketing Mission (EGMM) is situated in AndhraPradesh focusing up on identifying and training the underprivileged youth foremployment and employability.Reactions:All the five partners perceive that LABS stands for employability. However in the case ofother components there is no uniformity in their perception. Only three out of five partnersindicated that LABS works towards career and lifestyle advancement also. Further, inregard to economic advancement and personality development, there exists a larger degreeof (favourable) agreement among the partnersEven in regard to uniqueness of LABS programmes the perceptions of the partners more orless tally. While there is a positive perception on the component ‘market friendly’, on othercomponents there is slight variation. Further the LABS’ courses are perceived to be contextbased/ localized.Out of the five target groups under consideration, excepting for small variations, all the fivepartners indicated that the LABS courses basically aim at economically needy andschool/college drop-outs. The analysis further shows that excepting for EGMM, the other176

Draft Social Accounts 2005-06four partners perceive that groups in special circumstances and women also get prioritybut not as much as the two groups referred to above.As per the information provided, while two partners mentioned that market scan wasconducted for identification for potential activities, the other three partners are not verysure. While giving reasons for non-inclusion, one organization was of the view thatcourses are organized under LABS only in three or four trades, independent of the resultsof market scanThe role of the partners is primarily in terms of participating in various activities ranging frommarket scan to placements. Across the five NGOs, APUSP and EGMM stand apart in thatthey participated in all the activities enumerated in the checklist. Mineral Foundationoccupies 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 inall the activities, they did not miss the core activity which is showing placements for theaspirants.In so far as market scan is concerned, three partners of the view that the market scanconducted under LABS was comprehensive in terms of it adequately capturing the localemployment potential. However, in the case one partner, it could do up to 60-70 per centonly while one partner did not react to this questionNo partner is reported to have played any role in the selection of trainers. However, threepartners expressed satisfaction over the skill and proficiency levels of the trainers while onepartner was a little sceptical about it. One partner goes to the extent of saying that when theprogramme assumes larger dimensions there will be a dip in the quality while the othermentions that some centres are sans trainers. However, the partners give somesuggestions about the way to monitor the trainers’ performance and this is in terms oflooking at the quality of the pass-outsAs regards the views on aspirants, the partners, with an exception of one, mentioned thatthere is a perceptible change in the confidence level of the aspirants and also theirattitudinal levels and soft skills. The partners have also perceived that the courses thecandidates have undergone could sufficiently equip them on basic skills. However, nospecific suggestion came forth from the partners as regards monitoring the performance ofthe aspirants. It is to be noted that APSUP is through out non-committal on the questionon views177

Draft Social Accounts 2005-06The 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 thefollowing: i) enlarging the scope ii) up-gradation of skills iii) conducting the employabilitysurvey, iv) monitoring the wages and trying to increase remuneration v) establishingassociation of alumni and vi) pioneering new models and showing more leadership andcreativity178

Draft Social Accounts 2005-06Table 9.1: Did you involve yourself in the following activities? (Provision for multiplereasonsPartnersMarketAspirant’sRoadMonitoringB2YGuestIYDPWRM/PlacementsscanSelectionshowsLABSnetworklecturesassessmentvisit industriesFirst sourcesolutionsYesYesCDMAAPUSPYes Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes Yes YesMineralfoundationYes Yes Yes Yes Yes YesEGMMDistricts participate in all this. The state unit monitors/reviews quality/builds and develops the partnership. Some corporate linkageshave also been given to the batches.179

Draft Social Accounts 2005-06Table 9.2: Partners views on LABS, its prospects and development.PartnersWhat do you like aboutLABS?What is that you would like to change about LABS?I wish at the end of a 3 month training, they could: -make the pass outs "more" proficient in English -makeVery professional, the pass outs think big, and come out of the "oh! that isFirst source responsive and open to not meant for me attitude" -do moresolutions feedback & Course rigorous research on past pass outs to gauge” real"correction impact -collaborate "more” with small local players to share thelarge wealth of knowledge you haveMethodology(Sequence e cycle isCDMA taken care - finallyplacement)Market Scan beforeAPUSP importing trainingExpand the number of activitiesWell structured, conciseInfuse more technical courses related to other disciplinesMineral and to the pointand emerging areasfoundation syllabus, deliveryWhat more LABSshould do?Enlarge the Scope,upgradation of skills,may be employabilitywill market surveyneeds to be featured.Should monitor thewages and try tofacilitate to enhanceremunerationwherever the wagesEstablish AlumniAssociation for transstate networkingAny other item which is notcovered otherwise andwhich you want to mentionTo be involved at the time ofmarket scan and if possiblesome adaptation time to be180

Draft Social Accounts 2005-06method181

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