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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]

Skill development and recognition should become a policy priority for India. A growing young population, soaring unemployment rates, higher informality in labour markets, and lukewarm sentiments for growth ahead - India has more reasons to invest in human capital development, also amidst the COVID-19outbreak, which has magnified workforce challenges. This paper aims to place the concept of Recognition of Prior Learning (RPL), a tool for skills validation, at the centre stage and highlight how this tool can contribute to reduce the skills mismatch in Indian labour markets. While discussing the challenges involved in awarding RPL certification, the paper concludes by providing recommendations for improving outreach and penetration of RPL in India. [ABSTRACT FROM AUTHOR]

The informal economy in India provides more than 90 per cent of the labour force. This leads to the largest number of people in informal settings being trained informally and their skills are considered to be low. Previous research findings, however, have not supported this general assumption about low skill levels. The current study is concerned with the sub-sector of urban tailoring that has not yet been the focus of much research. The main questions of interest are: What kinds of skills do Indian tailors have and where and in what ways are these skills acquired? Twelve interviews with tailors were conducted in Delhi and ten in or near Vellore, Tamil Nadu. The results show clearly that tailors in the informal sector in India not only have a wide range of skills in tailoring, but also in organizing and running their business in economic terms. [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]