Basic Education Skills

Prime Minister Shri Narendra Modi launched a Skill India Campaign on 15th July 2015. This campaign goal is to train over 40 crorecandidates in India in different skills and by 2022. Since over five years after the inception of the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) has passed and country has faced Pandemic in 2020. Now in 2021 it has become important to examine the effectiveness of the PMKVY and its impact on the youth who had undergone this training Post Pandemic and Pre Pandemic. The paper aims at studying the impact of Pandemic in skill India .The programs of skill India undertaken by government contribution it makes in giving momentum to the economy but in the last one year it suddenly dropped. This paper is based on conceptual study & secondary data sources of central India. The study interprets that the government has set a policy framework to develop the skills but they were not prepared for the pandemic situation. Now to the new normal it's needed to strengthen the current virtual skill educational mechanism which is focusing on academic skills, shifts & focuses on generating employable skill among the student. This paper analyzes the impact of Pandemic on the PMKVY in Chhattisgarh State, India.

Literacy and Transformation
This chapter draws on the findings of my recent ethnographic study which explored how sixteen learners have been shaped, their whole being influenced by and responding to, the public domain of schooling, college and work and the private domain of family, friends and home. The aim was to explore the learners’ perceptions of their reality in these domains whilst seeking to address in what ways their past, present and future have been influenced by class and gender and how this has impacted on their pathways and subsequent trajectories (Duckworth 2013). The learners were all enrolled on either a part-time or full-time Adult Basic Skills course at a Further Education College based in the North of England. I was their literacy teacher and the drive to partake in the study came from my experience of living and working with learners from disadvantaged backgrounds. I felt that the notion of neo-liberalism and its implication that an individual is free to determine their own pathway, is limited by the impact of structural and historical inequalities: gender, race and class and other markers of identity that shape the learners’ educational journeys (Leathwood 2006). One way in which this happens is that learners from disadvantaged backgrounds are not considered to have the right attributes to progress (Archer et al. 2003; Burke 2006; Duckworth and Cochrane 2012). As a critical educator/researcher, my aim was to challenge a hegemonic1 curriculum and instead open a meaningful ‘space’ to reflect a critical pedagogy, providing a curriculum which is culturally relevant, learner driven and socially empowering (Barton et al. 2007; Duckworth 2010, 2013; Duckworth and Taylor 2008; Duckworth and Tummons; Freire 1996; Hamilton 2012).