Skill ecosystems in the global South: Informality, inequality, and community setting.

• Skill development and utilization require support of skill ecosystems. • Sources of financial assistance are crucial in informal sector skill ecosystems. • Market conditions shape outcomes of informal sector skill development projects. • Informal sector skill ecosystems are marked by inequalities and power imbalances. • Research in geographies of skills requires greater attention to inequalities. The concept of 'skill ecosystems' considers how contextual and institutional factors shape the acquisition and utilisation of skills. Although initially developed in the global North, there is value in applying this concept in the global South, where large-scale skill development and vocational education reforms are underway, many of which struggle with post-training skill underutilisation. The concept requires modification, however, if it is to be meaningfully applied in the global South. To date, skill ecosystem research has focused on skill utilisation in contexts of formal employment and the institutional actors who support it. In the global South, where most people are employed in the informal sector, a different approach is required, more sensitive to regional power structures and social inequalities. Geographical research on skills can help develop a more dynamic, relational, and power-inflected version of the skill ecosystem concept. Drawing on a short-term longitudinal study of agricultural skills trainings in India, this paper argues a geographically sensitive skill ecosystems perspective helps identify how context shapes the outcomes of skill development programs. To be meaningfully deployed in relation to informal sector work in the global South, however, it must be extended in at least three ways: (1) a different set of institutions and actors must be recognized as comprising the 'ecosystem,' particularly those supporting entrepreneurship; (2) the community and family settings in which informal sector work takes place must be recognized; and (3) social inequalities must be considered to promote greater skill utilisation and more equitable outcomes. [ABSTRACT FROM AUTHOR]