Dr. Sowjanya Shetty

Skilled human resource is vital for inclusive growth. Skill development is not an isolated phenomenon. Skill development has to be an integral part of education. Lack of education and lack of skills is a pandemic that we need to overcome in the current scenario. According to UNESCO, women empowerment implies developing self-ingenuity among women for change and ability to learn skills the ability to make decisions of their own. It is not just saying yes or no but having a range of opinions and ability to change others perceptions. It is also having access to resources and involving in the growth process. Education opens the door to lead a life of liberty, but skill development enables liberty meaningful by allowing one to accomplish prosperity. Mainstreaming skills in education both in schools and colleges is the need of the hour. Educational attainment and economic involvement are the key elements in ensuring the empowerment of women. Economic empowerment develops women's capability to impact, transform or form a better nation. Even after seventy years of Independence, India's development is slow due to the lack of women's participation. Women are often invisible in the development scenario. Development process without the participation of women, who form a significant chunk of the society, will be lopsided. Education reduces inequalities, gender biases and encourages women to make a good society and to become the most active part of the economy. Education empowers women to equip with the ability to enable them to explore the world and partake fully in the development process. This paper attempts to study specifically the role of education in skill development and women empowerment in India.

In India financial inclusion has been given top priority in recent years in the philosophies and plans of both financial development and economic growth. Financial Inclusion is the delivery of banking services at an affordable cost to the vast section of the disadvantaged and low-income group. Financial inclusion intends to provide finance to the weaker sections of the society enabling better social development which in turn facilitates investment and economic growth in the country. Inclusive growth is meaningless without including the marginalised sections of society. Excluding women, who represent half the population, makes development process and outcomes unjust and unacceptable, leave alone unfinished. Studies show that over 70 per cent of beneficiaries of the financial inclusion agenda are women. SHGs are one of the essential means to include women in the process of financial inclusion, and they are the prime driver for the financial movement in India. Our study found many shared efforts and experiences to prove motivated and mobilised women's capability and confidence turning to capital resulting in a brighter future for the women themselves and their communities as a whole. India's newfound philosophy of ‘inclusive growth' includes a route for enabling women in the growth process – of the self and the society. The objectives of this paper are: to examine the role and reach of SHGs towards empowerment; to discuss the issues and initiatives in establishing linkages between the socio-economic dynamics and women's empowerment; and to explore specific strategies and practices that may supplant or supplement the SHG initiatives and remove the imbalances that remain in accomplishing total empowerment of women.

Mahatma Gandhi said, “human beings themselves are the real wealth of the nation, not gold and silver”. Human beings are both ends and means of economic activities, hence are considered as a great asset of any nation. As compared to western Countries where there is a burden of ageing population, India has unique window of opportunity called ‘demographic dividend’ because India has a higher proportion of working age population of 20 -25 years. India’s abundance of human capital is attracting the global economy towards it and is one of the reasons for the growth of FDI. With a strong human resource any other challenge to economic growth can be faced. Rightly, therefore, our government has a commendable aim of making more in India which means improving the efficiency of Indian products irrespective of agriculture and allied products, mining, manufacturing or services. ‘Make in India’ campaign launched on September 25, 2014 got boosted with later announcements like, ‘Skill India’ mission, and ‘Digital India’ programme. After a major change from agrarian economy to tertiary economy it is expected that now India is in the way to becoming a major manufacturing hub. In this design for makeover the key elements are decrease in labour cost, Increase in competitiveness over China, increase in in domestic and export demand, creation of national investment and manufacturing zone, ease in tax regime etc. Notwithstanding some advantages, the manufacturing base of Indian economy is very low as its contribution in GDP is 15.1 per cent. There will be need for a workforce of 3.3 billion by 2020, increasingly in the services and capital intensive-manufacturing sectors. The phenomena is also expected to play out in India – by 2020, 90 per cent of India’s GDP and 75 per cent of employment is expected to be contributed by the services and manufacturing sectors plans to create more than 100 million skilled jobs in manufacturing and also increase the share of GDP to 25 per cent by 2022. But to achieve this people need better knowledge, appropriate skills and best practices which are valued in labour markets. Higher level of educational attainment leads to skilled, productive and efficient work force which ensures standard quality of goods and services. Education is essential to increase the productivity of human capital. Education is regarded as the basis for the foundation for employability. Education implies not only gaining knowledge but also transforming that knowledge into application through vocational training and skill development. Education enhances people’s capacity to work and their opportunities to work, promoting innovation ensures work satisfaction and also increases productivity. All these will lower unemployment, underemployment, reduce social inequality and also encourages the flow of domestic and foreign investment. In India some of the dynamic sectors like manufacturing are labour/ skill-intensive sectors but India does not have comparative advantage in it. In India about twelve million people join the work force each year comprising highly skilled, skilled, semi- skilled and unskilled work force the last category constitutes the majority. Efforts to improve unskilled labour intensive manufacturing sectors should be done and it is impossible without enhancing education. There is necessity to improve the productivity of human capital. For some, ‘Make in India’ is a new chapter in education. ‘Make in India’ has in a sense articulated India’s aspirations to be a global leader in the near future. They believe that this dream can be achieved only if there is an alignment of vision for skill development, higher education and research. India is still short of the desired level of vibrant research, innovation and entrepreneurship ecosystem. Value-based and value-oriented education help realise the goals of entrepreneurship and empowerment, without sacrificing ethical standards. In our society we also need to ponder over issues of quality and investment in education at various levels. Many reforms in the education sector are on the anvil. The main purpose of this paper is to study the importance of the educational content and strategies required for ‘Make in India’, the challenges before it and also various measures to achieve success. We are of the opinion that “Make in India” should not become an export-oriented strategy rather we need to create an environment that makes our firms able to compete with the rest of the world and also encourage the foreign producers to utilise of our human capital and there by create employment opportunities. It also involves establishment of a stronger sustainable unified domestic market as when the external demand is affected or reduced, we have to produce for internal market. Further, the call should energise all people to become educated entrepreneurs – smart, skilled and synergetic. Our educational institutions must become socially more responsible balancing career-focus and…

Women are now more and more into dual or non-domestic work system. From just being confined to carrying loads they now carry heavy responsibilities and make decisions and strategies in the enterprises they work. From low-paid menial jobs to self-employment and small-scale industries, to unconventional fields and now own enterprises, the home-maker has had a breakthrough. Breaking centuries of tradition, the Indian woman today has not only embraced the complex life in the corporate world but has also begun to make her moves beyond a corporate career into "entrepreneurship" and "leadership". Now with more liberal attitudes and policies for women's education and work, more voice and choice, and more access to new avenues of livelihood and empowerment they have to behave as owners of their resources and work with confidence and perseverance rather than subservience. However, even now in India, about 98 per cent of women-owned enterprises are micro-enterprises. In India'stech capital, Bengaluru, only about 66 per cent start-ups are women-owned. Therefore, we need to study the natural, cultural and other barriers to women entrepreneurship in this time of demographic change, digital growth and rapid networking. In this paper, we try to examine the impact of change from ‘women in development ’to ‘women-led development ’on their socio-economic status, as well as the challenges they face. It also discusses alternative strategies for women in the wake of the National Skill Development Policy and National Skill Development Mission.

Family is central to the founding of society and society completes nation. Family enterprise is an influential element in commencing and nourishing socio-economic development. Family enterprise has been active around the world for centuries and also accounts for a large share of economic activity in the contemporary period. No nation, society and family can bourgeon and be prosperous if women, who represent half of the human force, are not treated equally. In many parts of India, the participation of women in decision making is inexcusably low, and they are marginalized and play a secondary role. Gender equality and women empowerment are essential for the development and wellbeing of family, society and to a nation. Gender inequality in India is because of the existence of the patriarchal structure of the family system. Empowerment of women must be accomplished at all levels to enable them to make decisions about themselves and also family matters. Education is believed to be one of the most fundamental components of Empowerment. Education enables women to have an analytical and scientific approach and recognize the realities around them. This paper is an attempt to discuss the role of family business in the empowerment of women, identifying the role of education as a reliable energy booster for the development and empowerment of women in a developing country like India

Women constitute half of the global population and are critical to the economic aspirations of a nation. Development to be complete should involve all sections of the society without any discrimination. Development of a nation without the participation of women, who form a significant mass of the society, will be incomplete. Educational attainment and economic involvement are the key elements in ensuring the empowerment of women. Economic empowerment develops their capability to impact, transform or form a better nation. Corporate Social Responsibility (CSR) refers to the obligation of an organisation to operate in a socially responsible manner to ensure a deep-seated change in the marginalised section of the society. In modern days, the corporate sector plays a vital role in initiating developmental programmes for the community. CSR deals with corporate responsibility towards society. It has increased the scope for meaningful intrusion by corporate India towards combating many issu...

Real India lies in rural India. Women constitute almost half of the country's population, but they have been assimilated to secondary status in social life, economic activities and decision making among their families. However, women have not been given any choice or freedom of their own over the years, and they were compelled to depend on male though they contributed equally to the society and economy. Women's role in food production and provision cannot be unheeded as they produce more than half of the world's total food production and she is the backbone of the agricultural workforce in the Indian economy. They are the producers of food, managers of natural resources, income earners, and caretakers of household and an important member of the family proficient in multitasking. Despite their contribution, women are not treated equally in rural areas. Literacy is an essential human right, which is a tool of personal empowerment and a means for social and human developmen...

Mahatma Gandhi said, “human beings themselves are the real wealth of the nation, not gold and silver”. Human beings are both ends and means of economic activities, hence are considered as a great asset of any nation. As compared to western Countries where there is a burden of ageing population, India has unique window of opportunity called ‘demographic dividend’ because India has a higher proportion of working age population of 20 -25 years. India’s abundance of human capital is attracting the global economy towards it and is one of the reasons for the growth of FDI. With a strong human resource any other challenge to economic growth can be faced. Rightly, therefore, our government has a commendable aim of making more in India which means improving the efficiency of Indian products irrespective of agriculture and allied products, mining, manufacturing or services. ‘Make in India’ campaign launched on September 25, 2014 got boosted with later announcements like, ‘Skill India’ mission, and ‘Digital India’ programme. After a major change from agrarian economy to tertiary economy it is expected that now India is in the way to becoming a major manufacturing hub. In this design for makeover the key elements are decrease in labour cost, Increase in competitiveness over China, increase in in domestic and export demand, creation of national investment and manufacturing zone, ease in tax regime etc. Notwithstanding some advantages, the manufacturing base of Indian economy is very low as its contribution in GDP is 15.1 per cent. There will be need for a workforce of 3.3 billion by 2020, increasingly in the services and capital intensive-manufacturing sectors. The phenomena is also expected to play out in India – by 2020, 90 per cent of India’s GDP and 75 per cent of employment is expected to be contributed by the services and manufacturing sectors plans to create more than 100 million skilled jobs in manufacturing and also increase the share of GDP to 25 per cent by 2022. But to achieve this people need better knowledge, appropriate skills and best practices which are valued in labour markets. Higher level of educational attainment leads to skilled, productive and efficient work force which ensures standard quality of goods and services. Education is essential to increase the productivity of human capital. Education is regarded as the basis for the foundation for employability. Education implies not only gaining knowledge but also transforming that knowledge into application through vocational training and skill development. Education enhances people’s capacity to work and their opportunities to work, promoting innovation ensures work satisfaction and also increases productivity. All these will lower unemployment, underemployment, reduce social inequality and also encourages the flow of domestic and foreign investment. In India some of the dynamic sectors like manufacturing are labour/ skill-intensive sectors but India does not have comparative advantage in it. In India about twelve million people join the work force each year comprising highly skilled, skilled, semi- skilled and unskilled work force the last category constitutes the majority. Efforts to improve unskilled labour intensive manufacturing sectors should be done and it is impossible without enhancing education. There is necessity to improve the productivity of human capital. For some, ‘Make in India’ is a new chapter in education. ‘Make in India’ has in a sense articulated India’s aspirations to be a global leader in the near future. They believe that this dream can be achieved only if there is an alignment of vision for skill development, higher education and research. India is still short of the desired level of vibrant research, innovation and entrepreneurship ecosystem. Value-based and value-oriented education help realise the goals of entrepreneurship and empowerment, without sacrificing ethical standards. In our society we also need to ponder over issues of quality and investment in education at various levels. Many reforms in the education sector are on the anvil. The main purpose of this paper is to study the importance of the educational content and strategies required for ‘Make in India’, the challenges before it and also various measures to achieve success. We are of the opinion that “Make in India” should not become an export-oriented strategy rather we need to create an environment that makes our firms able to compete with the rest of the world and also encourage the foreign producers to utilise of our human capital and there by create employment opportunities. It also involves establishment of a stronger sustainable unified domestic market as when the external demand is affected or reduced, we have to produce for internal market. Further, the call should energise all people to become educated entrepreneurs – smart, skilled and synergetic. Our educational institutions must become socially more responsible balancing career-focus and…

Skilled human resource is vital for inclusive growth. Skill development is not an isolated phenomenon. Skill development has to be an integral part of education. Lack of education and lack of skills is a pandemic that we need to overcome in the current scenario. According to UNESCO, women empowerment implies developing self-ingenuity among women for change and ability to learn skills the ability to make decisions of their own. It is not just saying yes or no but having a range of opinions and ability to change others perceptions. It is also having access to resources and involving in the growth process. Education opens the door to lead a life of liberty, but skill development enables liberty meaningful by allowing one to accomplish prosperity. Mainstreaming skills in education both in schools and colleges is the need of the hour. Educational attainment and economic involvement are the key elements in ensuring the empowerment of women. Economic empowerment develops women's capabi...

In India financial inclusion has been given top priority in recent years in the philosophies and plans of both financial development and economic growth. Financial Inclusion is the delivery of banking services at an affordable cost to the vast section of the disadvantaged and low-income group. Financial inclusion intends to provide finance to the weaker sections of the society enabling better social development which in turn facilitates investment and economic growth in the country. Inclusive growth is meaningless without including the marginalised sections of society. Excluding women, who represent half the population, makes development process and outcomes unjust and unacceptable, leave alone unfinished. Studies show that over 70 per cent of beneficiaries of the financial inclusion agenda are women. SHGs are one of the essential means to include women in the process of financial inclusion, and they are the prime driver for the financial movement in India. Our study found many shar...

Women are now more and more into dual or non-domestic work system. From just being confined to carrying loads they now carry heavy responsibilities and make decisions and strategies in the enterprises they work. From low-paid menial jobs to self-employment and small-scale industries, to unconventional fields and now own enterprises, the home-maker has had a breakthrough. Breaking centuries of tradition, the Indian woman today has not only embraced the complex life in the corporate world but has also begun to make her moves beyond a corporate career into "entrepreneurship" and "leadership". Now with more liberal attitudes and policies for women's education and work, more voice and choice, and more access to new avenues of livelihood and empowerment they have to behave as owners of their resources and work with confidence and perseverance rather than subservience. However, even now in India, about 98 per cent of women-owned enterprises are micro-enterprises. In India'stech capital, Bengaluru, only about 66 per cent start-ups are women-owned. Therefore, we need to study the natural, cultural and other barriers to women entrepreneurship in this time of demographic change, digital growth and rapid networking. In this paper, we try to examine the impact of change from ‘women in development ’to ‘women-led development ’on their socio-economic status, as well as the challenges they face. It also discusses alternative strategies for women in the wake of the National Skill Development Policy and National Skill Development Mission.