Approaching equity - Indiagovernance.gov.in

27. Work with grassroots organizations to identifyout-of-school youth, map their aspirations andthe existing skill levels of young people in theircommunity, design and run relevant skill training andfind appropriate and fair employment opportunities.28. Train youth facilitators to co-create a safe, youthfriendlyspaces that are conducive to experimentalreflection and learning. These spaces could be runby young people and be used for connecting withpeers and mentors for learning new skills, discussingcontemporary social issues and also for planning andinitiating their own action projects or enterprises.29. Create a regulatory and financial environment thatwill enable young people to start their own enterprises.30. Reduce entry barriers for youth to start their ownenterprises. This would involve removing therequirement of bank account and address for startingan enterprise, simplification of rules, disseminationinformation on government schemes for the informalsector and provision of seed funding.31. Open cells at the workplace to organize informalworkers so that they can get their grievances redressed.Improve safety at workplaces, especially in the informalsector.iii. Dalits32. Technical skill upgradation and enhancement shouldbe according to the current market needs.33. However, skill development should not lead to thelarger admission of SCs into Industrial TrainingInstitutes (ITI) and Polytechnics at the cost of theiradmission to higher education. The ratio of SCs in therelevant age group in higher education should be atpar with the general ratio.34. Dalit girls should be given priority for absorption intoregular employment.35. Special skill training programmes have to be conductedcatering to the needs of different categories like nonliterate(bonded labour, landless workers, constructionworkers, domestic workers, daily wage workers etc),literate, educated and higher educated.36. Minimum wage payment, dignified workingconditions and social security coverage must beensured.37. The labour standards conforming to fundamentalprinciples and gender rights should be prescribed inthe labour policy for the protection of Dalit womenin the workforce,38. Schemes such as MGNREGS, SGSY, SJSRY shouldbe better designed and linked to the skills, capital,information and technologies required for therequirements for inclusive growth.39. Concessions to the private sector should be linked withmeasures for promoting employment of marginalizedsections in their enterprises through affirmative actionand a policy of reservations.40. The Ministry of MSME should allocate funds toSCP and special protection measures and marketsupport should be given to SCs initiating enterprises.The participation of SC/ST communities in themain sectors driving the growth of the economylike information technology, services, transport,communication and finance needs to be enhancedand procedures simplified.41. The distribution of land as a productive asset to poorDalit households needs to be implemented moreaggressively. Land should be allocated on a long leasebasis to SCs along Golden Quadrilateral highways andother national and state highways. Allotment of sideplotsto SCs for entrepreneurial ventures like motels,petrol pumps, service stations, truck terminals, etc.should be implemented and closely monitored withadequate redressal systems in place.42. Reservation quotas for SCs in PSUs should be filled bySC youth and appropriate training should be given toSC youth to remove their skill gap so that these vacantquotas in PSUs and other government institutions arefilled.43. Quality training and education should be given toDalits by government in all occupations. The place orsource of earning (e.g. ponds, yards, industrial shedsetc.) should be either in government possession orshould be leased to Dalit groups.iv. Children44. Revise curricula of schools to include vocational skillsprogrammes for adolescents to be able to engagein sustainable livelihoods based on demands of themarket.45. Upgrade vocational training programmes andintroduce new skills education in schools using theexperience from existing programmes and institutions.27