Wp15 life & livelihood skills final 030606

Enterprising Ladakh

Prosperity, Youth Enterprise and Cultural Values in Peripheral Regions

Working Paper 15

Life & Livelihood Skills

June 2006

Ladakh Autonomous Hill Development Council, Leh Druk Pema Karpo Educational Society

Drukpa Trust

in association with SECMOL

A project funded by the European Commission

Preface During 2004-5, the Ladakh Autonomous Hill Development, Leh (the ‘Hill Council’) formulated a Vision Document entitled ‘Ladakh 2025’, aimed at transforming the Ladakh region to an economic powerhouse, without adversely affecting its unique culture and ecology. In order to help take the Vision forward, this ‘Enterprising Ladakh’ project investigated opportunities in eleven economic sectors, and set out the findings in a Discussion Paper entitled ‘Market Opportunities’. The findings were discussed at a Workshop in Leh in July 2005. (www.enterprisingladakh.org) Discussion Paper No. 2 entitled ‘Developing Livelihood Skills and Self Reliance,’ addressed the enabling environment for ‘enterprise’ and ‘entrepreneurship’. This Paper considered their nature, summarised experience with initiatives in the European Union and India, reviewed the current status in Ladakh, identified obstacles and outlined an enabling policy for the future. The findings were discussed at a Workshop in Leh in March 2006. This Working Paper No 15: ‘Life & Livelihood Skills’ was prepared by Annie Smith with inputs from E.K. Nareshwar, Aparna Sethi and Mohammad Hasnain. ‘Enterprising Ladakh’ is a project being conducted by the Ladakh Autonomous Hill Development Council, Leh, Druk Pema Karpo Educational Society and Drukpa Trust, in association with SECMOL. The project is co-funded by the EU-India Small Projects Facility Programme in Economic Co-operation (SPF), which is an initiative of the European Commission (EC) to support the on-going transformation and modernisation of Indian economy and systems of governance. The programme supports small and innovative projects that aim at facilitating enhanced interaction of European and Indian civil society, the networking of its policy makers and opinion formers as well as the linkage of Indian and EU operators in business and the media. You are kindly invited to communicate your views on this Discussion Paper to the project team:

Project Coordinator 'Enterprising Ladakh'

Hemis Complex, Zangsti Leh, Ladakh -194 101

Phone: +91 94191 77536; 252 133 [email protected]

This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of Ladakh Autonomous Hill Development Council Leh, Druk Pema Karpo Educational Society and Drukpa Trust, and can under no circumstances be regarded as reflecting the position of the European Union.

Version 1: 3rd June 2006 2

Executive Summary

‘Enterprising Ladakh’ aims at establishing an enabling environment for developing skills of ‘Livelihood & Self Reliance’ and thus encouraging a spirit of ‘enterprise and entrepreneurship’ among young Ladakhis. Through educational research completed in Delhi, Jammu and Ladakh, this Working Paper develops the concept of ‘Life & Livelihood Skills’, to be embedded in different ways over a period of time into the school curriculum. The introduction of Life Skills into the curriculum is a recent development, not only in India where it is a subject of discourse, but in many countries world-wide where empowering young people and equipping them for life is considered a valuable and meaningful outcome of education. Originating from the World Health Organisation and aimed at preventing AIDS and HIV in school children, Life Skills are adaptable to many situations.

CONFIDENCE & COMPETENCE ⇒ CHOICE ‘Life Skills’ (skills of confidence) have been defined as: ‘the abilities of adaptive and positive behavior that enable young people to deal effectively with the demands and challenges of everyday’ (Regional Institute of Education, Mysore). Whether they are used at home, in the workplace or society in general, these skills can provide an enabling foundation for many aspects of adult life. They are the foundation to living a prosperous and happy life. ‘Life Skills’ coupled with ‘Livelihood’ education can encourage the confidence and competence required to adapt to a changing and developing work place. After some discussion among the Enterprising Ladakh team and other educationalists, it was decided to focus on five core Life Skills and five core Livelihood Skills. However, it should be noted that these 10 core skills are subject to discussion and may be changed and/or refined in their meaning. Suggested Core Life Skills

Communication/interpersonal skills • the ability to listen, talk, respect, tolerate, reflect, use appropriate body

language and understand others and self. Creativity & creative thinking

• the skills of learning by doing, encouraging individuality, thinking ‘out of the box’ - originality of ideas.

Critical thinking

• the art of questioning, analysing, debating & reflecting. Problem solving/decision making


• identifying, analysing and understanding problems, looking at the pros and cons and making decisions on best course of action to take.

Leadership/ team-work • the ability to exercise interpersonal influence in a situation, directed through

the communication process towards the attainment of a specialist goal or goals or the ability to work alongside each other in a democratic manner, using communication skills to share ideas, discuss issues, delegate tasks, debate and agree outcomes.

Life Skills are about learning/acquiring confidence and self-awareness through communication, critical thinking, problem solving, decision-making, creativity, and working together in a social, cultural & environmental setting. Livelihood Skills (skills for competence) are practical skills, knowledge and understanding relating to the world of work. In today’s world, both a doctor and a farmer need to know: how to plan a business, how to communicate effectively with staff and clients, how to use the phone, the internet, how to keep records, how to acquire a bank loan, and how to be efficient in a fast changing environment. Suggested Core ‘Livelihood Skills’ Computer Skills (ICT)

• competence in keyboard skills, word processing, spreadsheet, email and internet access.

Planning & recording

• competence in analysing and responding to a situation, laying out what can be done in a time frame, identify achievable tasks and desired outcomes, identifying monitoring and evaluation requirements. Recording the process, both as a means of communicating it to others and to observe progress.

Management

• competence in how to act out or to implement a plan; time management of self and others.

Language

• written and spoken competence in English, Urdu/Hindi and a local language.

Numeracy • competence in practical mathematics – how to add, multiply, divide, calculate

percentages, fractions etc. both on paper and in your head.

A further aspect of livelihood education should be to make students and children more aware of the potential job market in Ladakh and to return respect to many of the traditional livelihoods. This can be done by focusing activity-based learning around these ‘livelihoods’ as a theme.


The Project Team recommends the following: • Short-term

Life & Livelihood ‘pilot’ for Classes VI – VIII: by the completion of this project, a DVD will be produced demonstrating how ‘Life & Livelihood Skills’ can be introduced into the classroom through activity-based learning, such as role-play, discussion, field trips etc. This DVD will be accompanied by an activities handbook, which together can be used as a teacher training aid.

• Short-medium term

Student Committee for School Development (SCSD): committees could be established in schools to give children the opportunity to identify, discuss and debate issues around their school and learning environment. Staff could help facilitate. There would be a forum in which student representatives can feed back ideas and views to the Head/Principal. The skills learnt here would be: teamwork, leadership, communication, problem solving, planning etc., which are key life skills relevant throughout life.

• Medium-term

Textbook supplements: supplements should be added to Class VI-VIII Social Studies textbooks. These supplements will explore, build and develop, Life & Livelihood Skills through activity-based learning such as role-play, discussion, games, projects and field trips.

SHORT-TERM MEDIUM-TERM LONG-TERM

Pilot

Textbook Supplements

Teaching materials & training

Upgraded Textbooks

Embedding 'enterprise' in the school curriculum

Student Committees for School Development


• Medium-long term Jammu & Kashmir Board Of School Education: foundation Life & Livelihood Skills should be absorbed into the Board’s textbooks across the curriculum.

Table of Contents Executive Summary

1. Introduction 8

2. Background 8

3. Life & Livelihood Skills in the Context of Ladakh 10

Life Skills – skills for confidence 10

Livelihood Skills – skills for competence 11

Rote-learning and textbook teaching 12

Activity-based learning 12 4. Recommendations 13 Bibliography 15 Annexes A: Descriptions of Life & Livelihood Skills 16 B: World Health Organisation Life Skills 22 C: Market Opportunities 23


Abbreviations CBSE Central Board of Secondary Education

CCVD Childrens’ Committees for Village Development

CEO Chief Education Officer

DIET District Institute for Education and Training

ICT Information Communication Technology

LAHDC Ladakh Autonomous Hill Development Council

NGO Non-governmental Organisation

RIE Regional Institute of Education

SCF Save the Children Fund

SCSD Student Committees for School Development

SCERT State Council for Education Research & Training

SECMOL Students Educational & Cultural Movement of Ladakh

WHO World Health Organisation


1. Introduction ‘Enterprising Ladakh’ aims at establishing an enabling environment for developing skills of ‘Livelihood & Self Reliance’ and thus encouraging a spirit of ‘enterprise and entrepreneurship’ among young Ladakhis. Activity 3 focuses on what is required to introduce appropriate skills of ‘Livelihood & Self Reliance’ into the existing Ladakhi school system. Through educational research completed in Delhi, Jammu and Ladakh, this Working Paper develops the concept of skills of ‘Livelihood & Self Reliance, as identified in Activity 2. The outcome has been the identification of a number of skills, now termed ‘Life & Livelihood Skills’ (Annex A), to be embedded in different ways over a period of time into the school curriculum. In order to deliver recommendations for meaningful change within the time frame of this project, it has been necessary to concentrate on core skills that can be easily measured and delivered. However, it is intended to maintain dialogue with a committee established by Ladakh’s Chief Executive Councillor and the Deputy Commissioner to work out a strategy to develop skills among students and train teachers. It should therefore be noted that the contents of this paper will be reviewed and updated in light of developments arising from those discussions. The introduction of Life Skills into the curriculum is a recent development, not only in India where it is a subject of discourse, but in many countries world-wide where empowering young people and equipping them for life is considered a valuable and meaningful outcome of education. Originating from the World Health Organisation (WHO) and aimed at preventing AIDS and HIV in school children, Life Skills are adaptable to many situations. This Working Paper explains Life Skills in the context of Ladakh and enterprise education, and gives the rationale behind the recommendation for their introduction into the Social Studies curriculum for Classes VI – VIII. 2. Background ‘Life Skills’ is a subject currently under discussion in various State Councils for Education Research & Training (SCERT’s) across India and is gradually being introduced into mainstream education by some states, such as the Regional Institute of Education, Mysore, which has developed a comprehensive teachers’ package for the introduction of Life Skills into the curriculum. The Central Board of Secondary Education (CBSE) has also produced ‘Life Skills’ textbooks for Classes VI to VIII, and recently an international workshop was held on ‘Life Skills Education for Youth Development’ at the University of Madras, Chennai (February 2006).


‘Life Skills’ is still a comparatively new concept in India. There are close parallels between the ‘individual attributes and skills’ identified in Activity 2 and ‘life skills’ as defined by the World Health Organisation (Annex B). Though their origins are different, both aim to equip and empower young people with the skills they need to cope in a modern society.

Save the Children Fund (UK), Leh, has used Life Skills as a means of empowering children in the ‘Childrens’ Committees for Village Development’ (CCVDs). They identified ‘Seven Life Skills’ which included: analysis, planning, management, communication, leadership, teamwork and documentation (Fewkes & Bhat). The Seven Life Skills were introduced at a non-formal education level through a combination of discussion and role-play ‘to empower children to be active participants in bringing about change’. According to SCF, children are not encouraged to take control of their surroundings or practice skills such as informed decision-making that they will need later in life. In the past, NGOs have sometimes compounded the problem by implementing programmes that stylize children as passive masses, without voice, view, individuality or a right to pursue their own interests. Research undertaken during this project has confirmed that the formal education system in Ladakh also treats children as passive recipients with no personal knowledge or individuality to bring to the learning experience. It is little wonder, therefore, that when faced with the harsh reality of failing at matriculation or not being able to secure one of the few government jobs, young Ladakhis are ill-equipped to show initiative and enterprise in creating or seeking employment for themselves. Their whole upbringing, both in the community and at school, has taught them to be inert, passive-receivers of their fate. Their only hope is to be successful at exams which, for a small minority, eventually rewards them with a certificate that confirms they are worthy to seek a job, but does not in anyway equip them to do a job or empower them as individuals in society This trend will continue unless young people are taught, not only in their community but through their schools, to become critical thinkers, planners, decision makers, leaders and team-workers with the imagination and confidence to believe they can make a difference both for themselves and for others. This Working Paper suggests that Student Committees for School Development (SCSD) be set up in all government schools to give children the opportunity to identify, discuss and debate issues around their school and learning environment. Staff will need to be trained in how to facilitate such discussion groups. There should be a forum in which student representatives can feed back ideas and views to the Head/Principal and teaching staff. The skills learnt here: teamwork, leadership, communication, problem solving, planning etc. are key life skills and relevant for later life. Choice is a much-valued human right, and a mark of economic and social development. For Ladakhi youth to have choice, their education needs to equip them with skills for confidence and competence in a modern world.

CONFIDENCE & COMPETENCE ⇒ CHOICE


3. Life & Livelihood Skills in the Context of Ladakh There is no one point during a child’s development and education that is best suited to the introduction of Life & Livelihood Skills. Life Skills can be introduced at a very early age and develop with the child as s/he progresses up the school and embarks on more complex activities. Likewise, simple practical livelihood skills and livelihood awareness can also be introduced at an early age. However, the introduction of such skills across the full breadth of the curriculum and age range is a considerable task that requires more time than this project has available to implement effectively. After discussion with educational experts it was decided that Enterprising Ladakh should focus on Social Studies (Geography, History & Civics) as, out of the available subjects within the curriculum (see Working Paper 13), these were best suited to activity-based learning. It was also decided that Classes VI –VIII are the most suitable age group for a pilot as:

• the children are old enough to start thinking about their future; • teachers are not yet tied into the Class IX & X examination curriculum, so

there is some flexibility of what can be taught; • it would build on work done on Environmental Studies textbooks by

SECMOL for Classes III, IV & V (see Working Paper 14); and • Middle School education has relatively better-qualified teachers and more

resources. Life Skills - skills for confidence ‘Life Skills’ have been defined as: ‘the abilities of adaptive and positive behavior that enable young people to deal effectively with the demands and challenges of everyday’ (RIE, Mysore). Whether they are used at home, in the workplace or society in general, these skills can provide an enabling foundation for many aspects of adult life. They are the foundation to living a prosperous and happy life. ‘Life Skills’ coupled with ‘Livelihood’ education can encourage the confidence and competence required to adapt to a changing and developing work place. After some discussion among the Enterprising Ladakh team and other educationalists, it was decided to focus on five core Life Skills and five core Livelihood Skills. However, it should be noted that these 10 core skills are subject to discussion and may be changed and/or refined in their meaning. Suggested Core Life-Skills:

Communication/interpersonal skills • the ability to listen, talk, respect, tolerate, reflect, use appropriate body

language and understand others and self. Creativity & creative thinking


• the skills of learning by doing, encouraging individuality, thinking ‘out the box’ - originality of ideas.

Critical thinking

• the art of questioning, analysing, debating & reflecting. Problem solving/decision making

• identifying, analysing and understanding problems, looking at the pros and cons and making decisions on best course of action to take.

Leadership/ team-work

• the ability to exercise interpersonal influence in a situation, directed through the communication process towards the attainment of a specialist goal or goals or the ability to work alongside each other in a democratic manner, using communication skills to share ideas, discuss issues, delegate tasks, debate and agree outcomes.

Life Skills are about learning/acquiring confidence and self awareness through communication, critical thinking, problem solving, decision making, creativity, and working together in a social, cultural & environmental setting. Livelihood Skills - skills for competence Livelihood Skills are practical skills, knowledge and understanding relating to the world of work. In today’s world, both a doctor and a farmer need to know: how to plan a business, how to communicate effectively with staff and clients, how to use the phone, the internet, how to keep records, how to acquire a bank loan, and how to be efficient in a fast changing environment. Suggested Core ‘Livelihood skills’ Computer Skills (ICT)

• competence in keyboard skills, word processing, spreadsheet, email and internet access.

Planning & recording

• competence in analysing and responding to a situation, laying out what can be done in a time frame, identify achievable tasks and desired outcomes, identifying monitoring and evaluation requirements. Recording the process, both as a means of communicating it to others and to observe progress.

Management

• competence in how to act out or to implement a plan; time management of self and others.

Language

• written and spoken competence in English, Urdu/Hindi and a local language.

Numeracy • competence in practical mathematics – how to add, multiply, divide, calculate

percentages, fractions etc. both on paper and in your head.


A further aspect of livelihood education should be to make students and children more aware of the potential job market in Ladakh (see Annex C) and to return respect to many of the traditional livelihoods. This can be done by focusing activity-based learning (as above) around these ‘livelihoods’ as a theme. Rote-learning and textbook teaching Current practice in schools imparts factual knowledge from the textbook to the student via the teacher. The student listens attentively but is passive in the act of receiving the knowledge i.e. s/he brings nothing to the learning experience, simply absorbs the given knowledge. This approach can only develop skills of listening, remembering and regurgitating and does not develop the whole child. Teachers also depend heavily on the textbook for direction and correctness of information - the system discourages them from taking initiative, showing imagination or bringing experiential learning into the classroom experience. Poor facilities add further constraints on creativity (see Working Paper 16). Activity-based learning Through interaction with: the teacher, knowledge, other members of the class and the environment, a student can not only learn knowledge, but can learn about themselves, others, the world about them and acquire key skills of confidence and competence. Methods of activity based/ interactive learning:

• group or teamwork; • role-play; • discussion; • games; • field trips; • learning by doing – ‘practicals’.

By introducing activity-based learning into schools, Life & Livelihood Skills can be embedded across the curriculum. However, key to the success of such a programme is also to embed these skills within the teacher-training curriculum. During observations of the training programme at the District Institute For Education and Training (DIET) it was noted that although the trainee teachers learnt about alternative pedagogy - they do not ever teach the teachers by using these alternative methodologies, so their knowledge was never grounded in experience and there was no opportunity for them to gain confidence in the use of new methodologies. Knowledge, understanding and practical application of activity-based learning needs to be imparted to the teacher during training with in-service support provided in schools, if the implementation of this teaching methodology is to be successful.


4. Recommendations Following the Enterprising Ladakh workshop of 20th March 2006 – Developing Life Skills & Self Reliance, the Chief Executive Councillor and the Deputy Commissioner/Chief Executive Officer for Ladakh formed a committee to work out a strategy for developing skills among students and training teachers. It is hoped that this committee will continue with the implementation of recommendations discussed and agreed over the coming months. The Project Team recommends the following:

• Short-term

Life & Livelihood ‘pilot’ for Classes VI – VIII: by the completion of this project, a DVD will be produced demonstrating how ‘Life & Livelihood Skills’ can be introduced into the classroom through activity-based learning, such as role-play, discussion, field trips etc. This DVD will be accompanied by an activities handbook, which together can be used as a teacher training aid.

• Short-medium term

Student Committee for School Development (SCSD): committees could be established in schools that give children the opportunity to identify, discuss and debate issues around their school and learning environment. Staff could help facilitate. There would be a forum in which student representatives can feed back ideas and views to the Head/Principal. The skills learnt here would be: teamwork, leadership, communication, problem solving, planning etc., which are key life skills relevant throughout life.

• Medium-term

Textbook supplements: supplements should be added to Class VI-VIII Social Studies textbooks. These supplements will explore, build and develop, Life & Livelihood Skills through activity-based learning such as role-play, discussion, games, projects and field trips.


• Medium-long term Jammu & Kashmir Board Of School Education: foundation Life & Livelihood Skills should be absorbed into the Board’s textbooks across the curriculum.

SHORT-TERM MEDIUM-TERM LONG-TERM


Pilot

Textbook Supplements

Teaching materials & training

Upgraded Textbooks

Embedding 'enterprise' in the school curriculum

Student Committees for School Development

Bibliography

• J.H.M Fewkes & M.S Bhat, Our Voices … Are You Listening; Children’s Committee for Village Development, Save the Children Fund (UK)

• Life Skills Education Training Package – Part-C, A Trainers Manual, Edited by Dr. C.G. Murthy & Prof A.V. Govinda Rao, Regional Institute of Education, Mysore (2005).

• Life Skills and Education Class VI -VIII, Central Board of Secondary Education, Delhi

• National Curriculum Framework 2005, National Council for Education Research & Training

• National Focus Groups - Position Papers 2005 , National Council of Education Research and Training, Delhi

Interviews and Information Sources

• Dr. Krishna Kumar - Director, National Council for Education Research and Training, Delhi *

• Professor Kander - Head of Curriculum Division, National Council for Education Research and Training, Delhi

• Dr. R Govinda - National Institute for Education Planning and Administration, Delhi*

• P. Mani - Senior Programme Officer, Central Board of Secondary Education, Delhi*

• Dr Samyal, State Institute of Education, Jammu • Professor Ghanai – Chairman, & Bashir Ahmed - Director of Academics, J&K

Board of School Education, Jammu* • Mr. T.K. Bhat - Chief Education Officer & Mr. Tsewang Dorjey - Deputy Chief

Education Officer, Department of Education, Leh, Ladakh • Tsewang Rigzin (Executive Councillor for Education, Ladakh Autonomous Hill

Development Council, Leh* • M. Sharif Bhatt and M. Iqbal Bijal - Save the Children Fund, Leh, Ladakh


• Sonam Wangchuk - Director, Students Educational and Cultural Movement of Ladakh

Annex A

Life & Livelihood Skills A) Life skills The life skills identified below are defined as abilities of adaptive and positive behaviour that can enable us to deal effectively with the demands and challenges of everyday in order to lead happy and productive lives at home, work and in society. LIFE SKILLS Individual attributes Creativity Initiative confidence Determination Enthusiasm persistence Integrity Originality individuality or

independence Adaptability Abstract skills Problem-solving decision-making risk-taking Thinking skills Self awareness: reflecting / questioning

self-assessment

People skills Leadership team–working communication Definition of Life Skills Individual attributes: Creativity

• the ability to show originality of thought and to approach a task or problem with an open mind, imagination and personal resources to find more than one solution to that task or problem.

Initiative

• the ability to act without needing encouragement or awaiting the orders or approval of somebody else.

Confidence

• the ability to believe in yourself, trust your judgment and have courage in the application of your thoughts and actions.

Originality


• the ability to think in new ways, different from the norm, which can translate into new ways of doing things.

Innovativeness

• the ability to think creatively or ‘out of the box, to find new solutions to problems or ways of doing things that are different from the norm, and worthy of emulation.

Determination

• the ability to stay positive in mind in order see a task or activity through without being put off by problems or obstacles encountered on the way.

Perseverance or persistence

• the ability to work at a task, activity or problem for whatever time is required until that task, activity or problem is accomplished or overcome.

Enthusiasm

• the ability to be a positive and energetic and to find enjoyment and pleasure in any task or activity, and to encourage others in the same.

Adaptability

• the ability to be flexible and cope with change, allowing or finding new ways to deal with the circumstances around you.

Integrity

• the ability to be honest and fair, whilst holding true to your own beliefs. Abstract Skills: Problem-solving

• the ability to a) break down and understand various aspects/components of the problem, b) foresee the after-effects of the problem and /or the possibilities of the success/failure of the strategies used in the management of the problem, c) solve the problems based on reason and logic rather than using crude methods of trial and error.

Decision-making

• the ability to look objectively at a situation and to weigh up the pros and cons in order to make a judgment / rational assessment of that situation and choose a course of action.

Risk-taking


• the ability to consider an initiative or particular situation and anticipate or calculate the consequences and possibility of failure, and to proceed in taking a positive course of action to implement that initiative or change that particular situation.

Thinking Skills: Self-awareness

• the ability to identify one’s own strengths and weaknesses in terms of personality, aptitudes and capabilities without any personal bias or prejudice.

Reflection/Questioning

• the ability to pause and consider or question one’s own behaviour and reactions for their appropriateness /adequacy/or inadequacy shown in different life situations or against a set of criteria.

Self-assessment

• the ability to use processes of seeing, understanding, and evaluating one’s own self in relation to strengths, weaknesses, emotions and feelings in order to improve oneself.

People Skills: Leadership

• the ability to exercise interpersonal influence in a situation, directed through the communication process towards the attainment of a goal or goals.

Teamwork

• the ability of a group of two or more people to work alongside each other using communication skills to share ideas, discuss issues, delegate tasks, debate and agree outcomes.

Communication

• the ability to present one’s thoughts, ideas, feelings or give information as effectively and coherently as possible through the use of the spoken and written language, and to foresee consequences of a communicative situation and to modulate the communication suitably. In certain circumstances successful communication also requires the skills of listening and sensitivity to the person one is communicating with.

B) Livelihood Skills


LIVELIHOOD SKILLS Defining objectives Planning Time management Flexibility

Task achievement

Communication skills Written Oral/ spoken Body language Audio-visual

Business skills Business planning Sales & Marketing Bookkeeping/accounts &

filing Troubleshooting Knowledge (basic foundation) skills Language (Ladakhi, English, Hindi, Urdu)

Numeracy

ICT basic and intermediate (keyboard, internet, WORD, email, EXCEL POWERPOINT website)

Product/service potential

Using basic Bank Services

Government/Administrative level support (basic laws/rules/regulations regarding work/enterprise in Ladakh)

Understanding The nature of the ‘market’

creation of wealth and the nature of ‘profit’

Cultural Sensitivity & local knowledge

Customer care Employee care Environmental awareness Definition of Livelihood Skills: Defining objectives

• clearly defining the aim of a certain endeavor which helps maintain focus throughout and is the starting point for any venture.

Planning

• the ability to plan each step involved in a project/venture in an objective manner, as well as to foresee any possible obstacles and be prepared to tackle them in advance or avoid them altogether.

Time management

• the ability to estimate how much time ought to be allotted to a certain activity, as well as understanding and respecting other people’s time constraints.

Flexibility

• the ability to be open to various viable options while planning and executing a set endeavor, and not being rigid in one’s thinking, while at the same time not losing focus of the primary objective.

Task achievement


• the ability to carry out the set objective through to its completion and achieve what one set out to do. Task achievement can be seen as the result of the successful practical application of the abovementioned skills.

Communication Skills: Written communication

• the ability to express ones self clearly in written words/language. Effective written communication can be applied towards letter writing, note taking, recording meeting minutes, preparing proposals, presentations or reports, journalistic and/or other creative writing ventures.

Oral/spoken communication

• the ability to express ones self clearly through the spoken word/language. Effective oral communication is essential in almost any line of work – indeed for life in general.

Body language

• the ability to augment communication through the use of appropriate gestures, facial expressions, etc.

Audio-visual communication

• the ability to express one’s point through the use of audio and/or visual mediums e.g. flip charts, mock radio programmes, PowerPoint presentations, documentary films, etc.

Business Skills: Business planning

• the ability to map the course one takes while planning for a business/entrepreneurial venture – organising the required financial and infrastructural support, optimum utilisation of available resources, desired outcomes, feasibility of the work, etc.

Sales & marketing

• the ability to identify the local market demand for the product/service one is providing and understand the importance of packaging and marketing in an effective and efficient manner. A good idea of effective vehicles of local advertising is advantageous.

Book-keeping and filing

• the ability to be organised and structured in any venture as well as maintaining up-to-date records of information, accounts, balance sheets etc.

Troubleshooting

• the ability to keep oneself informed of any changes in the broad field of work one is involved in, as well as local competition (if any); foreseeing any possible complications that might arise and being prepared for them in advance.

Knowledge (basic foundation) Skills: Language


• language skills are an essential prerequisite for communication at any level. A good working knowledge of Hindi, Ladakhi, English and Urdu would be ideal.

Basic numeracy

• knowledge of basic arithmetic, mathematics, statistics, etc. Product/service potential

• the ability to gauge the market potential of the products/services one is providing – both within Ladakh and if applicable, outside.

Basic ICT skills

• the ability to use a computer - familiarity with the keyboard and basic functions, MS Word, PowerPoint, Excel, surfing the Internet.

Banking

• the ability to use banking services effectively to one’s advantage – whether it is applying for a loan, depositing and withdrawing money, etc.

Government/administrative level support

• a basic understanding of the various government level laws etc. regarding enterprise in Ladakh, e.g. The procedures involved in registering a company, taxation, etc.

Understanding: The ‘market’

• the ability to objectively gauge the market one is operating within – demand, supply, variations (according to seasonality, etc.). This basic understanding facilitates the successful planning and execution of any endeavour in a context-specific manner.

Cultural Sensitivity & local knowledge

• the ability to understand that it is imperative to maintain a balance between conserving Ladakh’s unique natural, spiritual, built and living culture and heritage while accepting the fact that one must keep up with contemporary changes. This aids in making the most of the resources at one’s disposal while fostering responsibility towards one’s local context.

Customer care

• the ability to understand consumer behaviour and be sensitive to the customer.

Employee care

• the ability to understand that a dedicated and satisfied workforce is the backbone for any business/ work.

Environmental awareness


• developing an understanding of our co-dependant relationship with our environment leads to sensitivity towards preserving one’s local natural environment. This is essential especially in a sensitive mountain ecosystem such as Ladakh – includes knowledge of concepts such as reusing, recycling waste, etc.

Annex B

World Health Organisation Life Skills The World Health Organisation has advocated 10 life skills. They include:

1. Decision making 2. Problem solving 3. Creative thinking 4. Critical thinking 5. Effective communication 6. Interpersonal relationships 7. Self-awareness 8. Empathy 9. Coping with emotions 10. Coping with stress

These Life Skills are defined as the abilities of adaptive and positive behaviour that enable us to deal effectively with the demands and challenges of everyday. WHO has promoted life skills with the aim of directing and preventing HIV and AIDS in school children.


Annex C

Market Opportunities


Agribusiness: Fruit production, dehydration, packaging, especially apricots _ sea-buckthorn berry – cultivation, collection and processing (jams, juices etc) _ vegetable production and marketing, especially organic and off-season _ cultivation and marketing of medicinal plants _ seed production _ aromatic plants and oil extraction _ floriculture, especially gladioli _ health foods – roasted barley, barley/wheat flakes, muesli, tsampa, herbal tea etc. _ yak cheese production _ poultry _ dairy _ fish _ mushroom cultivation _ production of organic manure _ natural dyes _ apricot oil _ tomato puree and ketchup _ cosmetic products based on fruits etc. _ tetra packaging _ bottling and bottle recycling _ noodle making ☺ Information and Communication Technology: Business Process Outsourcing: back office, voice and email based support _ IT solutions _ low end – data entry, file conversion etc. _ high end – programming _ internet and STD/ISD centres _ computer institutions and tutoring _ hardware maintenance contracting _ DTP and graphic design _ website design and hosting ☺ Media and Communication: video movies – production, direction, scripting, camera, acting, editing singing, music, song composing etc. _ audio albums – singing, music, song composing, audio recording and editing, audio set-up etc. _ magazines, newspapers etc. _ printing press _ technicians, newsreaders, compeers etc. (radio and television programmes) _ film studio set-up ☺ Solid Waste Management: collection and recycling of waste, plastic, glass, metal etc. _ collecting household waste for making organic manure _ sale of boiled and filtered water _ paper recycling ◆ waste for producing energy/electricity ◆ steam/pressure washing and recycling of bottles ☺ Health and Biotechnology: cultivation/collection and marketing of medicinal plants ◆ health spas/hot spring bath places ◆ traditional massage ◆ Amchi medicine practice ☺ Handloom and Handicrafts: shawl making ◆ carpet making ◆ woollen garments – hand and machine knitting ◆ Ladakhi shoe making ◆ embroidery ◆ Thangka painting ◆ wood carving ◆ Ladakhi garment making ◆ metal and fabric-based souvenir making ☺ Tourism: hotels and guest houses ◆

restaurants, bakeries, small eateries ◆ trek and travel agencies ◆

trekking guides ◆ cultural guides ◆ mountaineering guides ◆ rafting guides ◆ interpreters ◆ cooks, helpers etc. ◆ mountaineering and camping equipment rent/supply ◆ village home-stays ◆ pony/horse supply ◆ taxi owner/driver ☺

Documents

Wp15 life & livelihood skills final 030606