UNIT: IV

Human Resource Development in Rural Sector: Need for Human Resource Development,
Elements of Human Resource Development in Rural Sector Dimensions of HRD for rural
development-Health, Education, Energy, Skill Development, Training, Nutritional Status
access to basic amenities - Population composition.

Human Resources Development in Rural Sector:

Need For Human Resource Development in Rural sector:
INTRODUCTION:

The overriding objective of a country’s policy and planning is to raise the standard of living and
enhance the productive capabilities of its people. With over a billion people, this challenge is
particularly daunting for a developing country like India. Because, a nations development is depends
on its Human Resources. If a country’s population is healthy in all aspects definitely that country
would become a developed country that is why all the countries giving prime importance for their
human resources development. In the world arena, India is the second biggest country in population
size and at the same time it has more young population than the other countries. It means that
availability of younger workforce is more than (52 percent) than the other countries. It is being as a
positive signal to the nation’s development. India is also facing the problems of poverty, illiteracy,
sanitation, unemployment and the like. Hence, the development of human resource is prime duty of
any country. For the development of Human Resource Government of India has been implemented
many rural development programmes accompanied with Ministry of Rural Development. Such
programmes are Mahatma Gandhi National Rural Employment Guaranteed Programme, Indira Awas
Yozana, Swarna Jaynthi Swarozhar Yozana, Rural Education, Sanitation and the like. After the
implementation of these programmes there are positive outcomes in the nation’s human resource as
well as economic development.

IMPORTANCE OF HUMAN RESOURCE DEVELOPMENT:

Human Resource is the most important and vital factor for the Economic Development or it can be
said that humans are the agents of development. The following are the some of the importance of
Human Resource or Human Capital.

1. Country develops if the Human Resource is developed:

To enhance economic development, the state constructs roads, buildings bridges, dams, power houses,
hospitals, etc. and to run these units doctors, engineers, scientist, teachers, are required. So if the state
invests in a human resource it pays dividend in response

2. Increase in Productivity:

The better education, improved skills, and provision of healthy atmosphere will result in proper and
most efficient use of resources (non-natural & natural) which will result in increase in economic
production.
3. Eradication of Social and Economic Backwardness:

Human Resource development has an ample effect on the backwardness of the economy and society.
The provision of education will increase literacy which will produce skilled Human Resource.
Similarly provision of health facilities will result in healthy Human Resource which will contribute to
the national economic development.

4. Entrepreneurship Increase:

Education, clean environment, good health, investment on the human resource, will all have its
positive effects. Job opportunities would be created in the country. And even business environment
will flourish in the state which creates many job opportunities.

5. Social Revolution:

Because of Human Resource development, the socio economic life of the people, their thinking
phenomena and progressive thoughts are endorsed into the minds of the people. Due to the
development of population there are positive outcomes in a country, there are problems in the
developing countries. The Problems like unemployment, Illiteracy, poverty disturbs the growth of the
country. Wherein the case of India to avoid such kind of problems, Indian government has been
implementing various schemes accompanied with ministry of rural development. Among which there
are schemes contribute more to the human capital empowerment Because of Human Resource
development, the socio economic life of the people, their thinking phenomena and progressive
thoughts are endorsed into the minds of the people. Due to the development of population there are
positive outcomes in a country, there are problems in the developing countries. The Problems like
unemployment, Illiteracy, poverty disturbs the growth of the country. Wherein the case of India to
avoid such kind of problems, Indian government has been implementing various schemes
accompanied with ministry of rural development. Among which there are schemes contribute more to
the human capital empowerment.

CONTRIBUTION OF SCHEMES TOWARDS HUMAN RESOURCES DEVELOPMENT:

1. Employment Opportunities:

The MNREGA has provided employment opportunities to the rural mass in a considerable manner. It
leads to the promotion of standard of living, increase the purchasing power, generating productive
assets and skills thereby boosting the rural economy, protecting the environment, empowering rural
women, reducing rural urban migration and fostering social equity, among others.

2. Self –Employment:

The SGSY Scheme covers all aspect of self- employment like capacity building, subsidy, and
infrastructure facility, and credit, skill up gradation, insurance and marketing. It also leads to the
emerging entrepreneurial activities by way of doing small businesses in accordance with the
availability local resources. Such self employment programmes leads to the eradication of poverty and
enrichment of the economic status of the public.

3. Housing Facilities to the Rural Mass:

Indira Awaas Yojana is primarily to help construction of dwelling units by members of Scheduled
Castes/ Schedule Tribes, freed bonded labours. Through which the people can have healthy residential
environment and thereby gain social status.

4. Sanitation Facilities:

Sanitation is an important one for the human development and this is also a necessary one for the
healthy environment. When the environment is clean the people who are all living there will be health
and safety. If the people are healthy they will contribute more to their surroundings by their efforts.

ELEMENT OF HUMAN RESOURCES DEVELPOMENT IN RURAL SECTOR:

• Education

• Health

• Women and Child development

• Rural Electrification

• Rural Industries

• Infrastructure Development

• Rural Financial institutes

• Rural marketing

• Co-operative societies

• Land Based Programs

• Agriculture Animal Husbandry Horticulture Social Forestry Soil and Water Management

HRD rural development in Health Sector:

Requirement:

The nation would require about 77 to 80 health workers per 10,000 populations. Of this 45 would be
core healthcare professionals- doctors and nurses and the rest would be associate healthcare
professionals and support workers in equal measure. This is based on the norm that 44.5 per 10,000
doctors, nurses and midwives are required to achieve 80% coverage of the population for an essential
basket of healthcare services. This is a WHO has recommendation made in 2016 and it replaces the
earlier estimate of 22.5 per 10,000 which addressed only the needs of reproductive and child
healthcare. 80% coverage of the population for an essential basket of healthcare services. This is a
WHO has recommendation made in 2016 and it replaces the earlier estimate of 22.5 per 10,000 which
addressed only the needs of reproductive and child healthcare.

Current Availability, Gaps and Additional Seats Required:

1. The numbers of health workers who are currently available and functional are difficult to assess
because both approaches to measuring this have serious defects. The registerbased approach over-
estimates the numbers since there is no provision for deleting those who are not in practice. Census
and survey based do not differentiate between qualified and not qualified, as these are self-reported,
thus, are misleading and should not be used. However, when disaggregated for qualified providers
based on education, these surveys are very useful.

2. There are currently an estimated 7.8 lakh doctors (6 per 10,000) by the register based approach and
4.29 lakh doctors (3.3 per 10,000) by the survey based approach. The total requirement of doctors is
estimated to be around 14 lakh doctors (1.1 per 10,000 population). Though this gap seems enormous,
the rate of current production (the number of seats in medical colleges) is close to 5% of the total
requirement (65,000 doctors per year) - which is the optimal number needed to replenish the attrition
per year in the work-force and even provide for some expansion. The situation is similar for the
nursing cadre and for associate health professionals also.

3. Even among states that have created the required number of medical seats to meet the replacement
level there would be a large backlog of HR deficits that they would have to overcome. These
immediate gaps would be even more in states where deficits are high and additional medical seats are
needed. An interim option for these states is to train and deploy Mid-Level Healthcare Providers. This
emerging category is defined a) by having clinical skills above that of the multipurpose worker and
the nurse but less than that of the doctor and b) by having a strong public health orientation and c)
being deployed entirely in primary healthcare. The approach recommended is to take select cadre of
associate health professionals and nurses (GNM and B. Sc nurses and in some states even ANMs) and
through a bridge course of 6 months (in some categories one year) equip them to served as MLHPs.
Currently the government has made a commitment to create over 1,00,000 MLHPs- mainly by
training Ayurveda practitioners or nurses with a six months bridge course in community health to
serve in health and wellness centres. MLHPs would remain relevant for population based primary
health care delivery even after the doctor deficit has been closed. In states with large deficits they
could be required even at the primary health centre and CHC level.

4. This report notes the very high degrees of unqualified nurses who are at work, largely in the private
sector. Clearly the labour market is making up the gap using unqualified nurses. Meanwhile, central
government policy heads in the other direction and (perhaps responding to reports of surplus nurses in
the leading states) has mandated the conversion of all GNM courses into [Link] nursing courses. This
would be a major set-back for nurse deficit states. Government policy needs to factor in measures to
address not only the better distribution of nurses, but measures required to restrict the use of
unqualified nurses, even where qualified nurses are available, and measures to ensure that women in
each under-serviced cluster of districts/ region are able to secure entrance to nursing education and
secure regular employment within these same region/district.

5. Another important measure to close the gap of 23.85 lakh nurses (which is the estimated current
deficit against requirements) is to add in the cadre of 10 lakh, or even 15 lakh ASHAs- as a Para nurse
that would help us close the gap. A process of formal certification of ASHAs is well under-way and if
this can be scaled up, this may be the only way available to close this huge gap. Eventually the ASHA
would become a cadre of community health nurses- by upgrading those who are willing and able to
qualify and by replacing those leaving the ASHA workforce by community health nurses. The logic
of recruiting and training a woman resident in that village /habitation for becoming ASHA must
however be retained even when we have shifted to only certify community health workers/nurses as
ASHAs.

Education in Rural Sector by HRD:

Education is a dynamic process that starts from birth. A child is surrounded by parents and other
siblings and experiences his surroundings and responds. The surrounding environment, the physical
and social environment imparts information and the child tries to learn from that information and
responds. From those responses we assess whether his/her development is normal, abnormal or
extraordinary. Different children at the same biological age respond differently to the same
environment. Rural development generally refers to the process of improving the quality of life and
economic well-being of people living in relatively isolated and sparsely populated areas. However,
changes in global production networks and increased urbanization have changed the character of rural
areas.

Need of Education for Rural Development:

Education, economic development, physical and social infrastructure play an important role in rural
development. Rural development is also characterized by its emphasis on locally produced economic
development strategies. In contrast to urban regions, which have many similarities, rural areas are
highly distinctive from one another. For this reason there are a large variety of rural development
approaches used globally. Rural development actions mostly aim for the social and economic
development of the rural areas. The term is not limited to the issues for developing countries. In fact
many of the developed countries have very active rural development programs. The main aim of the
rural government policy is to develop the undeveloped villages. Education contributing to rural
development must be locally controlled, practical, applied, problem- posing, and focused on
functional specialization. It diagnoses their needs, assert their rights, and take greater control of
decisions affecting their lives, providing trained manpower in rural areas, linking rural and urban
sectors, providing employment and income opportunities, increasing labor force productivity, and
developing leadership. Rural development aims at finding the ways to improve the rural lives with
participation of the rural people themselves so as to meet the required need of the rural area. The
outsider may not understand the setting, culture, language and other things prevalent in the local area.
As such, general people themselves have to participate in their sustainable rural development.
Relevant, locally-controlled educational programs play key roles in rural development in developing
nations. Education has a desirable controlling influence over development of the rural individual,
family, community, and society, leading to reduced poverty, income equity, and controlled
unemployment. Education has a key role in rural systems of supply, production, marketing, personnel
maintenance, education, health care, and governance. Functions of education include imparting social
change, improving individual social position and standard of living, activating participation in rural
and cultural development, increasing critical abilities of rural people to diagnose their needs, assert
their rights, and take greater control of decisions affecting their lives, providing trained manpower in
rural areas, linking rural and urban sectors, providing employment and income opportunities,
increasing labour force productivity, and developing leadership. Education oriented to urban rather
than rural needs may do more harm than good by accelerating rural to urban migration, generating
youth unemployment, and leaving students ill-equipped to succeed in a rural environment.

The Right to Education (RTE)

India has the largest education system in the world after China. However, issues of quality education
and access remain a challenge in some parts of the country. The Right to Education (RTE) is now a
Fundamental right for all children in the age group of 6 to 14 years. In simple words, it means that the
Government will be responsible for providing education to every child up to the eighth standard, free
of cost, irrespective of class and gender. However, it will take at least five more years before the
target is reached. This is because the infrastructure has to be built, and lakhs of teachers recruited. The
RTE is the first legislation in the world that puts the responsibility of enrolment, attendance and
completion of education on the government. Though the National Education Policy of 1968 talked of
a free and compulsory education, the Right to Education came into effect only in April [Link] fulfill
the promise the imparting education as a right, the government has enhanced funds to the education
sector. India’s effective literacy rate has recorded a 9.2 per cent rise to reach 74.04 per cent, according
to provisional data of the 2011 census. Effective literacy rate in the 2001 census was 64.83, which has
improved to 74.04. Despite the constraints, more and more children are getting enrolled in schools.

Sarva Shiksha Abhiyan:

Role of education in facilitating social and economic progress is well accepted. Access

to education is critical to access emerging opportunities that accompany economic growth.

Keeping in view of this accepted fact there has been a major thrust on education. since
independence; but as far as ensuring quality education in rural India is concerned it has
always been one of the biggest challenges for the government. India viewed education as the
best way of bringing social change. Soon after gaining independence in 1947, making
education available to all had become a priority for the government. Last year, the education
sector got a hike of about 18 per cent in its budgetary allocation over the previous year, with
a plan outlay of Rs 61, 427 crore of which Rs 15, 458 crore was earmarked for higher
education sector. Fifty years ago Dr. Radhakrishnan commission had recommended for six
per cent of the GDP should be spent on education and still we have not even crossed four per
cent.” The existing operational norms of the Sarva Shiksha Abhiyan have also been revised to
implement the right of children to free and compulsory education, which has come into effect
from 1 April 2010. Allocations to achieve the objectives of the Right to Education (RTE),
which has been aligned with the SarvaShikshaAbhiyan, were hiked The education sector
today received a 17 per cent jump with an allocation Rs. 65,867 crore for 2013-14 The Sarva
Siksha Abhiyan (SSA) and the RTE were provided Rs. 27,258 crore for SSA. The plan
expenditure for Department of School Education was kept at Rs. 49,659 crore while the plan
expenditure for Department of Higher Education was put at Rs. 16,198 crore. The Rashtriya
Madhyamik Siksha Abhiyan programme, which aims at universalisation of secondary
education, got Rs. 3983 crore for 2013-14, an increase of Rs. 25.6 per cent over the revised
[Link] this is targeted at strengthening elementary education, the Centre is now
focusing on “vocationalisation” of secondary education, which will enable students to pursue
job-oriented courses at the plus two-level. Initiatives have also been taken to increase
retention of Scheduled Caste and Scheduled Tribe students in Class IX and X by introducing
a pre-matriculation scholarship. The human resource development (HRD) ministry’s
allocations have gone up Rashtriya Uchchatar Shiksha Abhiyan (RUSA) will increase the
Gross Enrolment Ratio (GER) from 18 per cent to 30 per cent by 2020. The scheme (RUSA)
is estimated to cost INR 99,000 Crore and will include other existing schemes in the sector.
Though the recent budget seems to be providing a major impetus towards the country’s
overall educational growth but due to various socio-economic factors, India’s education
program hasn’t received the desired results. Of the biggest victims of the educational system
are those living in rural areas. Still issues of quality and access remain areas of concern
particularly in the sphere of rural education in India. Children in rural areas continue to be
deprived of quality education owing to factors like lack of competent and committed
teachers, lack of textbooks or teaching-learning materials, and so on. A large number of
teachers refuse to teach in rural areas and those that do, are usually under-qualified. The
much publicized mid day meal scheme meant to reduce drop-out rates in schools, seems to be
not yielding the desired results. The mid-day meal programme has been allotted Rs. 13,215
crore.

Energy in Rural Sector by HRD:

Energy is a critical input for economic growth and sustaining development processes. Over
one-third of the world's population, largely consisting of the poor in rural areas of developing
countries does not have access to electricity. It is estimated that a new power plant would
need to be added every two days to meet the increasing global energy demand. This,
however, is clearly an unsustainable proposition, and only emphasizes the urgent necessity
for developing energy technologies that are environmentally sound, socially acceptable, and
economically viable. Lack of access to affordable energy is an important factor contributing
to the relatively poor quality of life in rural areas of developing countries. The potential
markets of the rural poor are characterized by a high demand for energy for purposes such as
lighting, cooking, space heating in the domestic sector; water lifting and transportation in
agriculture; and small and medium enterprises.

EVOLUTION OF RURAL ENERGY INDIA:

Biomass energy is the local energy available for meeting the minimum rural needs of cooking.
Though the contribution of biomass sources in the overall energy scenario is gradually decreasing, it
still contributes over 40% of the energy supply in the country. Sixty-five per cent of the biomass
energy in the rural areas is apportioned to fuel wood, 20% to agricultural waste and 15% to cow dung.
With the increasing use of commercial sources of energy there has recently been a substantial shift
towards commercial sources. As such, the future projections for energy in India do not show a
proportionate increase in the fuel wood consumption with the rising population. It is difficult at this
stage to predict the shift in the fuel-mix but it is clear that shift is taking place. Also, in view of global
energy policy considerations, the final form of energy is more important than the primary form.
Therefore, there has been a major thrust on how fuel wood and other sources of energy can be
converted into desirable form, thereby making the primary sources of energy of secondary
importance. This change is gradual but quite perceptible.

The Government of India has focused attention on governance at the rural level through Panchayats,
the body of elected members of the public. The Panchayats have also been assigned certain
development tasks as laid down in the Eleventh Schedule of the Constitution of India. Social forestry
and farm forestry, along with land improvement, implementation of land reforms, land consolidation
and soil conservation, fuel and fodder, and non-conventional energy sources are the responsibility of
the Panchayats. It is necessary to have a look at the energy policy and rural energy planning efforts
made in India, as well as the ongoing programmes, to consider how the biomass production can be
better managed and regularised through local governance systems.

Pradhan Mantri Ujjwala Yojana (PMUY):

In order to provide clean cooking fuel to every poor households especially in rural areas, the
Government had launched “Pradhan Mantri Ujjwala Yojana” on 01.05.2016 to provide deposit-free
LPG connections to 5 crore women belonging to the Below Poverty Line (BPL) which has now been
enhanced to 8 crore. Identification of prospective beneficiaries under PMUY has been expanded by
including other categories in addition to SECC list. To achieve the enhanced target, the scheme will
now also cover all SC/STs households beneficiaries of Pradhan Mantri Awas Yojana (PMAY)
(Gramin), Antyoday Anna Yojana(AAY), Forest dwellers, Most Backward Classes (MBC), Tea &
Ex-Tea Garden Tribes, people residing in Islands/ river islands having no LPG connection. The
salient features of the PMUY Scheme are as under:-

LPG Connection is released in the name of adult woman of the BPL Family, subject to the• condition
that no LPG connection exists in the name of any family member of the household. The Scheme
covers the cash assistance upto Rs. 1600/- for providing new LPG connection• and this cash
assistance is provided by the Central Government. The customer bears the cost of Hot plate and
purchase of first refill. The customers have• option to take Hot plate on purchase of first refill or both
on loan basis from zero interest rate and the same is recovered through subsidy received by the
beneficiary. No recovery of loan is effecting for initial 6 refills.

Skill Development in Rural Area:

The development of skills among rural individuals is regarded as an important stimulus to

alleviate the problems and challenges that they are experiencing. The major problems that are
experienced by rural individuals are poverty, illiteracy and unemployment. Therefore, the
development of skills and abilities will enable them to participate in various tasks and
activities, which would render a significant contribution in alleviating these problems and
leading to improvements within their overall quality of lives. Skills development facilitates
the cycle of high productivity, increase in the employment opportunities, income and
sustainable development (Sanghi, &Srija, 2015). The individuals, belonging to rural
communities focus upon skills development in accordance to their interests. For instance,
when individuals are interested in taking up craftsmanship as a profession, then they would
focus upon development of their skills in accordance to their job requirements. Whereas,
when individuals are interested in taking up a job as an electrician, then they would focus
upon development of their skills, based on job duties and so forth.
When the rural individuals are engaged in development of their skills, then their major focus
is to bring about improvements in productivity. The improved productivity can be in the form
of real gross domestic product, i.e. economy, increased profit is related to enterprises and
higher wages are related to the workforce. The increase in productivity can be attributed to
number of reasons, such as, new technology, new machines, tools, equipment, enhanced
management practices, investments made in equipment and technology, occupation safety,
improvements in the skill levels of workers, macro-economic policies, labour market
conditions, working environmental conditions and public investment in infrastructure and
education (Sanghi, &Srija, 2015). In order to bring about an increase in productivity, skills
development is regarded as one of the indispensable factors. This is apparent, when
individuals will be skilled and possess efficient knowledge, particularly in terms of
implementation of their job duties. This would be assisting in augmenting productivity and
profitability.
Skills Development for Promoting Entrepreneurship:
Skills development is regarded as an aspect that is given utmost significance by the
Government. For the formal sector, it is central, particularly in the generation of employment
opportunities. Whereas, for the informal sector, it renders a significant contribution in
causing reduction in poverty and unemployment. The National Policy on Skills Development
has the major objective to provide training to about 104.62 million individuals. By the year
2022, it has been estimated to provide training to about 460 million individuals. The
development of skills among rural individuals primarily takes into consideration the factor of
self-employment. The skills development strategy among rural individual focus upon self-
employed and casuallyemployed. In accordance to the National Policy on Skills Development
and Entrepreneurship, 2015, emphasis has been put upon the development of
entrepreneurship, as the pathway for generating more employment opportunities (Sanghi, &
Srija, 2015).
The policy has identified the major policy strategies for promoting entrepreneurship. These
are, educating and preparing individuals and novice entrepreneurs, throughout the country;
establishing connections between entrepreneurs and other individuals, including peers,
mentors and incubators; providing support to entrepreneurs through Entrepreneurship Hubs
(E-Hubs); catalyse the transformation in culture transformation to bring about changes in
entrepreneurship; the entrepreneurship should be encouraged among the deprived,
marginalized and economically weaker sections of the society; these individuals should be
empowered to generate appropriate livelihoods opportunities; women should be given major
focus, particularly when improvements need to be made in entrepreneurship; individuals need
to be aware of strategies and approaches that are essential for carrying out business activities
in an appropriate manner; bringing about improvements, particularly regarding the
accessibility of financial resources, as these are regarded to be of utmost significance in
implementing any task or activity and promoting social entrepreneurship and grassroots
innovations. The development of skills among self-employed individuals is regarded as
crucial to bring about transformations from workers to employers or entrepreneurs (Sanghi,
&Srija, 2015).
Strategies and Approaches for Skills Development
The strategies and approaches in terms of skills development are formulated with the primary
objectives of promoting income generation and local development, emphasising upon the role
of skills and knowledge for the creation of economic and employment opportunities, for the
poverty stricken, unemployed and underemployed individuals towards sustained economic
activities (Rural Skills Training, 2009). The strategies and approaches have been stated as
follows: (Skills for Rural Development, 2011).
Developing an Integrated Approach to Rural Skills Development:
The development of skills, particularly among rural individuals needs to get integrated into
the rural development policies and strategies. These include agricultural policies, private
sector development and entrepreneurship policies. In rural areas, the skills development
training centres should make use of effectual methods and approaches, which would enable
the individuals to develop their skills and abilities in a well-organized manner. Reinforcement
of co-ordination and collaboration with the private sector in skills development have the
major objectives of leading to an increase in the importance of training and improving and
facilitating its delivery. In the development of an integrated approach to rural skills
development, the other agencies that are involved are, non-government organizations,
community groups and other individual workers. They render a significant contribution in the
planning and implementation of programs.
The other areas that need to be taken into consideration are, assessment of the labour market
needs, and economic opportunities. In addition, forming a connection between training
programs and the skills requirements of the individuals is of major concern. When the
establishment of training centres takes place, it is essential to conduct an analysis in terms of
the areas, in which individuals are required to augment their skills. Development of
diversified skills development policies need to take into consideration, formal, non-formal,
and informal training. Whereas, it is important to acquire formal training that makes
provision of all the relevant information that are essential to rural individuals. In the national
training systems, it is vital to include, innovative, non-formal and informal skills training.

Expanding Access to Quality Education and Vocational Training:

In rural areas, there is a need to bring about improvements in quality education and
vocational training. In educational institutions and training centres, the environmental
conditions should be created in such a manner that individuals should take pleasure in getting
enrolled and acquiring education. The major aspects that need to be taken into account are,
improvements in infrastructure, providing heating and cooling equipment in accordance to
the weather conditions, proper furniture, civic amenities and other facilities. Furthermore, it is
vital to put into operation, the teaching-learning methods and instructional strategies in an
appropriate manner. Another most important aspect is, when recruitment of teachers and
instructors takes place, it needs to be ensured that they possess appropriate educational
qualifications and experience. With the possession of adequate educational qualifications and
experience, they would be able to achieve the desired objectives.
The technical and vocational training should be implemented, taking into consideration,
certain important areas. These are, development of basic literacy skills of reading, writing and
arithmetic, confidence building, health management and social awareness. When these
aspects are adequately focused upon, then the individuals are not only able to develop their
skills and abilities in terms of concepts, but also would be able to generate awareness in terms
of good health, well-being and preservation of the environment. Impartment of knowledge
and information in terms of career guidance and labour market information would enable the
rural individuals, particularly youth to make informed decisions in terms of education,
training and employment within the rural context.
Promoting Diversified Skills Development Systems:
The skills development in rural areas requires various types of skills provisions. These are
carried out through utilizing innovative methods of delivery and capitalizing on the existing
social institutions. The major aspects that are needed to be taken into consideration are,
establishing a connection between formal and non-formal training and combining institution-
based education with enterprise-based learning. In other words, when the individuals are
acquiring educational skills in educational institutions and training centres, they should be
able to make practical use of them. For instance, when the individuals acquire information in
terms of technical and entrepreneurial knowledge, they should be proficient enough to make
use of them in the implementation of tasks and activities. When individuals learn computer
skills, they make use of them to augment their career opportunities.
When training centres and educational institutions are established in rural communities, then
in some cases, they impart training primarily in terms of one particular area. For instance,
agriculture training institutions may make provision of knowledge and information to the
agricultural labourers, regarding the usage of modern and innovative methods and approaches
in the agriculture sector. When they are to generate awareness in terms of scientific methods
and technologies, they join these centres. On the other hand, there have been establishment of
training centres, which make provision of knowledge to the individuals in terms of various
areas. These include, child development, diet and nutrition, handicrafts and artworks, home
science, cooking, computer training, personality development, English language skills,
counselling and guidance and so forth. The individuals opt for these programs in accordance
to their interests.
Upgrading of Skills for Increased Agricultural Productivity:
The agriculture and farming practices are regarded as major occupations of the individuals in
rural areas. Majority of the individuals, both men and women are engaged in these
occupations. Therefore, upgrading of skills for increased agricultural productivity is regarded
to be of utmost significance. In rural areas, there have been establishment of training centres,
which are imparting knowledge and information to the individuals in terms of scientific
methods and technologies. The agricultural labourers and farmers are making use of modern
and scientific methods in augmenting agricultural productivity. Another major area is,
support is provided to small-scale producers in accessing markets, modern and innovative
technologies and value chains, which can help in enrichment of knowledge and information.
It is vital for these individuals to possess adequate knowledge in terms of marketing strategies
and methods to enhance productivity and profitability.
In the agriculture sector, it has been found that women are more as compared to men.
Therefore, it is vital to provide training to women as extension workers, to enable them to
benefit from the extension services in the gender-segregated societies. The expansion of the
reach of rural extension services, through the combination of formal and non-formal
approaches can render a significant contribution in improving technical knowledge and skills
of small-scale producers and facilitate environmentally sustainable agricultural practices.
Apart from these, it is necessary to possess information in terms of markets and institutions
providing inputs and competence. When women and men are able to acquire efficient
understanding in terms of these areas, they are able to bring about improvements in
agricultural productivity.

Nutritional Status In Rural Area on the Basis of population:

Indian peasantry, the largest body of surviving small farmers in the world, today faces a crisis of
extinction. Two thirds of India makes its living from the land. India is often thought of as a
development paradox with relatively high economic growth rates in the past few years, but with lower
progress in areas of life expectancy, education and standard of living. While serious inequalities in
growth, development and opportunity explain the illusion of the paradox at the country level, still, a
significant proportion of the world's poor live in India, as do a significant proportion of the world's
malnourished children. Poverty and under nutrition coexist, and poor dietary quality is associated with
poor childhood growth, as well as significant micronutrient deficiency. Indian women are
nutritionally the most vulnerable next to young children in India. Although women are food producers
at farm and household level and their own nutrition situation is not very encouraging all over the
developing countries including India. Malnutrition is still prevalent at significant levels especially in
rural areas and the most vulnerable are children, women and elderly especially of lower income
groups. According to the latest round of NFHS-3 (National Family Health Survey), 39 per cent of
rural women in the age group of 15 – 49 years suffer from chronic energy deficiency and 58 per cent
are anemic The relationship of women’s nutrition with birth outcomes and stunting rates of young
children is well established and it is imperative that measures for improving nutritional situation in the
country is accorded a high priority . In this empirical study an attempt is made to examine the relative
importance of some socio-economic and demographic variables that affect the nutrition of the farming
community. The major objectives of the study is i) to isolate and interpret the complete process of a
basket of multivariate analytical techniques with a focus on its socio-economical dynamics and
neopatterning subsequence; ii) to study nutrition in form of predicted character against a set of
predictors, socio-economic and ecological in nature; iii) to elucidate inter and intra level interaction
amongst and between predictors and predicted character and iv) to throw lights on creating a resilient
model for better socialization of technology by a new genre of extension research.