Need-gap in Yoga & Life-skill trainers in India – A Report

Interactions with several senior members of school management, principals, etc.,; and the discussions during sessions at CII national summit on education, strengthened the belief we had in Ankur that there is a huge need for life-skills educators in the country. However to confirm our belief further and understand the extant of the need we made an initial study. This initial study to estimate the need brought to light the huge gap which exists and extent of work to be done in this space to fill the gap. We also included Yoga in the study as this is also an emerging need in schools. We are sharing our first findings here for further research and study by those working in this space…

Education systems all over the world are re-organizing so that they inculcate skills such as creativity, communication, empathy, adaptability and social skills all of which are being increasingly emphasized by employers and others in the global society, apart from high standards of academic qualifications, including literacy and innumeracy.

Various studies in India alone have thrown light on the poor employability levels of Indian graduates and the lacuna is in their soft-skills. This being the case, global demographic trends point to the fact that, India shall emerge as the major provider of human capital to the global community in the next couple of decades. (more links on this burgeoning problem has been shared in Sep’13 edition of uvAcha)

Discussions with several experts in the training and development field brought out these facts:

– Sensing this need more and more soft-skills trainers in corporate and college space are taking steps to expand their scope to life-skills education and expand it to K-12 space.

– They are however facing several challenges in terms of curriculum and delivery method for children.

One good news is that the premier school education board in the country, CBSE has started releasing detailed life-skills manuals for high schools. They are working towards having such manuals for all classes in K-12 space. Lot of effort is also on to train the existing faculty to deliver life-skill programs. However the interactions during the CII summit made us realise that this is a specialised space and one need to have dedicated age-group specific life-skill trainers in schools and colleges.

This calls for a larger initiative to identify this as a specialised knowledge domain and work so. Skill-building for quality trainers with this understanding will go a long way in nurturing confident and responsible global citizens.

Now time to take a look at some of the statistics…

With the current and added enrollment projected in school and higher education, for an average teacher to student ratio of 1:35, for life-skills and yoga training

  • What is the requirement of incremental human resource for teachers and trainers?
  • Do we now have the required number of qualified Yoga and Life skill Trainers?

As per the statistics provided by NSDC –

  1. By 2022, it is expected that 95% of the population in the age group of 5-18 years, would be enrolled in schools.  The enrollment in school education would then increase from 243 million in 2008 to 298 million in 2022.
  2. The dropout rate (between class I to X) would continue to decline from the current level of 62% to under 45-50% by 2022.
  3. The demand for higher education is expected to increase at a CAGR of 11% to 12% till 2022.
  4. There are about 1.3 million schools in India with a total enrollment of over 227 million students from the primary to higher secondary schools.  Of this 227 million students enrolled across different levels of education, about 60% of the enrollment is in the level of primary education.

With a projected student teacher ratio of 1:35, the above report mentions there is an incremental need of 52,64,000 teachers in school and higher education space. With the availability of  71,09,000 teachers currently there is a need for 4,15,000 teachers to be trained annually.

This report however does not consider specific need for Yoga and Life-skills trainers in schools, which is an emerging trend. It is only in the past couple of years CBSE, ICSE and an increasing number of state and higher education boards are emphasizing on the need for yoga and life-skills education making it compulsory in schools and colleges.

Going by the above statistics, there is a need for 7,56,000 qualified yoga and life-skill trainers just in the K-12 space. The need in higher education is additional.

We may thus conclude that:

  • To meet the above gap there is an urgent need to educate aspiring youngsters, career counselors, higher education institutes, etc., about this gap.
  • Collective effort is the need of the hour to complete the below tasks:
    • Create a life-skills curriculum framework that is flexible to adapt to the needs of different cultural, economic, technological and social backgrounds
    • Recognise, Educate and promote this as a much-needed, evolving and promising career opportunity
    • Design train the trainer and master trainer programs to train the huge number of aspiring trainers in this space
    • Recognise and certify institutes that can train the trainers effectively
    • Create a forum which will
      • Provide opportunity to various individuals and organisations working in this space to exchange, discuss and evolve standardised assessment and evaluation methodologies taking into cognisance both qualitative and quantitative aspects
      • Provide opportunities who are working in this space to travel together to realise the overall goals of holistic education as envisaged in the National Curriculum Framework for Education

Some of the links of reports (online) for further study:

In North India itself there are 5442 CBSE schools that have acute demand of qualified Life Skills trainers to teach and evaluate under CBSE program of CCE (www.lifeskilleducation.in)

Indian schooling also has a dubious student-teacher ratio. There is a huge shortage of about 15 lakh teachers. Average student teacher ratio in India is 42:1, much higher than RTE stipulation. The phenomenon of ‘missing teachers’is alarming i.e. teachers who sign the school attendance and go elsewhere “on duty.” (Dr. N. Ramasubramanyan is the Founder Correspondent of Shri Natesan Vidyasala Matric Hr Sec School, Chennai in an article CCE:a critical analysis in The Hindu Sept.28, 2012)

Children have the right to have at least 1 qualified and trained teacher for every 30 pupils. Currently, the national average is about 1 teacher to every 34 students, but in states such as Jharkhand, Madhya Pradesh and West Bengal 1 teacher works with more than 60 students.  Approximately 1.2 million additional teachers need to be recruited to fill this gap. Currently, about 1 in 5 primary school teachers do not have the requisite minimum academic qualification to ensure children’s right to quality learning (www.unicef.org)

A lot of work is happening in this direction across the world. With a huge young population, India has a bigger responsibility to fulfill in this space.

 

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5 Comments

  1. Co-scholastic skills delivery in schools – trends and need in the domain | Ankur Learning Solutions
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  3. Ankur Children Yoga Festival 2013 – Zonal Event 1 – Messages | Ankur Learning Solutions
  4. The Paradox of Mars Mission and Unemployable graduates | Ankur Learning Solutions
  5. CCE implementation – Trends across boards | Ankur Learning Solutions

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