Labour employment challenges
| Philosophy of Social Sciences |
While creating a resource page, please click here for a resource creation checklist.
Concept Map
Textbook
To add textbook links, please follow these instructions to: (Click to create the subpage)
Additional References
How the topic is discussed in NCERT Books
Useful websites
- http://www3.weforum.org/docs/WEF_GenderGap_Report_2011.pdf
- http://www.ilo.org/global/about-the-ilo/newsroom/comment-analysis/WCMS_204762/lang--en/index.htm
- http://www.catalyst.org/knowledge/women-labour-force-india
- http://mospi.nic.in/mospi_new/upload/JIS_2012/Gender_Bias_in_Indian_Industry-Bivas%20Chaudhuri_JISVol-2_Num-1_mar2013.pdf
Reference Books
Teaching Outlines
Please describe the key ideas to be conveyed in this section. Also broken down in details by each idea
Key Idea Gender and Labour in India
What are the key ideas to be covered
Learning objectives
To get a sense of the gender dimension and gender discrimination in labour in India
Notes for teachers
It is argued that women in South Asia are less likely than men to be employed or looking for employment. Recent trends in women's labour force participation rates in India also indicate this – it fell from 37% in 2004-05 to 29% in 2009-10. In a ranking of 131 countries for female labour force participation, India ranks 11th from the bottom. This trend can partly be explained by increasing numbers of women of working age enrolling in secondary schools and higher household incomes. Other reasons cited are a decline in employment opportunities for women and measurement issues which lead to underestimation of women's employment.
Some useful numbers:
In 2009-10, women constituted 37.8% of rural workers and 19.4% of all urban workers. Women earn 62% of men's salary for equal work Women are just 3% of legislative, management and senior official positions. In 2010, India was 106 out of 186 countries of women in Parliaments.
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Key Idea #
What are the key ideas to be covered
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Key Idea #
What are the key ideas to be covered
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Project Ideas
Community Based Project
In your own village / town, visit around 10-15 households and make a list of the adult members of the families. Make a table of the occupation of the adult members and analyse by the different categories of labour you have learnt earlier.
Have a discussion with the community members on the causes for the different ways in which people seek and get work and its implications
Usage
Create a new page and type {{subst:SS-Content}} to use this template