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The agricultural sector in India has come to prominence as a source of employment and livelihood. It is one of the most significant informal sectors in the country, and one in which informal learning plays a major role. This article analyses the informal learning of farmers in Coimbatore, Tamil Nadu, India. In the course of this research, qualitative interviews with 34 farmers in Coimbatore were conducted and analysed with regard to informal learning. The findings show that informal learning is lifelong and chiefly takes place at home in a family and peer group context. Informal learning is facilitated by training courses specifically adapted to farmers’ needs, which can help them improve their situation on their respective farms. However, not every farmer attends these courses, indicating a need to strengthen the programmes, conduct information campaigns to raise awareness, and improve accessibility, especially for farmers and agricultural labourers. [ABSTRACT FROM AUTHOR]

Although India is one of the world's fastest-growing economies, a large proportion of its people live in rural regions and is employed in the informal economy. Constituting a prominent role in the informal economy, the textile industry is one of the oldest and most labour-intensive in India, which is globally ranked fourth in leading garment sourcing destinations around the world. However, the Indian garment industry has a shortage of skilled labour. Vocational skills training is one of the best tools to help individuals participate in the labour market and boost productivity and working conditions, especially for disadvantaged people. However, recent economic trends and traditional curriculum methods tend to ignore the needs of these marginalised groups, and this impedes the growth and productivity of the informal sector. This article explores the extent to which a competency-based curriculum development approach can respond to the skills training needs of people (seeking to be) employed in the informal sector. The authors discuss the theoretical framework of competency-based curricula. Next, they describe the process of developing a curriculum for sewing skills training based on learners' demands. This process was part of a study they carried out in rural South India, and the resulting curriculum was subsequently piloted in four villages in South India as an intervention strategy. The authors complement the analysis and discussion of their findings from the piloted curriculum with insights from expert interviews they conducted to explore curriculum framing and teaching–learning arrangements from a pedagogical perspective. They conclude that a competency-based curriculum approach works best in the informal sector if the targeted learners are directly involved in its planning and development. [ABSTRACT FROM AUTHOR]

Custom tailors working in the informal sector in Nairobi, Kenya, mainly acquire technical skills through undertaking traditional apprenticeships (TAs). However, most of these tailors are semi-skilled, produce low-quality products and are often poorer than their formally trained counterparts. This qualitative case study explores the aspects of technical skills and knowledge which tailoring apprentices develop, and the factors which influence these outcomes. The findings show that apprentices do acquire basic technical skills for immediate application to ongoing tailoring activities (such as how to take body measurements, draft patterns, and cut, sew and finish constructed garments). However, apprentices do not acquire the technical knowledge that underpins the trade. Most master tailors who have completed TAs lack technical knowledge and have no access to technical skills upgrading. This perpetuates the cycle of basic and limited technical skills transfer to apprentices, poor performance and poverty among tailors. Both apprentices and master tailors expressed concern over knowledge limitations in TAs and a need to access further training to improve skills and acquire knowledge of the trade. The authors of this article argue that, technically and pedagogically, skilled master tailors are critical to improving training quality. Complementary training in theoretical knowledge is also important in improving apprentices' technical skills and understanding of the trade. Inclusion of TAs in government policy may help ensure sustainable improvement of skills. [ABSTRACT FROM AUTHOR]

The informal sector dominates India's economic life, so issues of skills development are particularly important. On the basis of a survey of 49 street food vendors in the Indian cities of New Delhi and Coimbatore, the authors of this article demonstrate that informal learning is a particularly significant form of vocational education and training. Vendors do not acquire skills in formal vocational education and training (VET) settings; for them, opportunities for learning on the job in family businesses or in informal employment are especially important. Unlike other studies, the authors' findings show that street food vendors have a wide range of specialist knowledge, skills and expertise required to conduct their business which they deploy profitably. These skills are not confined to preparing and selling food but also extend to areas such as price setting and marketing. All the street food vendors interviewed identified strongly with their occupation and expressed pride in it. Around half voiced a wish for further training. In this context, the authors suggest promoting non-formal learning settings geared explicitly to street food vendors' difficult working conditions. In line with a few other international innovative schemes, they term this a 'non-formal apprenticeship' approach. [ABSTRACT FROM AUTHOR]