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Unit I - Genesis of Youth Policy in India

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 PGDYD-OO1

Foundotions of
Youth Development

b?

ABc

ffi #
iffi*
)=l-
re
II
Rajiv Gandhi National lnstitute of
Youth Development
 Rajiv Gandhi National lnstitute of PGDYD OO1
Youth Development FOUNDATIONS OF
YOI.]'[H DEVELOPMENT

Block

I VALUES FOR YOUTH DEVELOPMENT

LINIT I : Defining Youth: Social Construction of Youth
UNIT II : Value Base for Youth Development
Block

2 VARIOUS NEEDS OF YOUTH

UNIT I : Political, Economic and Social Needs, Concerns and Issues
and Problems of Youth
UNIT II : Psychological Needs, Concerns and Issues and Problems
of Youth
UNIT III : Educational, Culfural and Technological Needs, Concerns
and Issues and Problems of Youth
Block

3 OPPORTUI\ITIES AND CHALLENGES oF Y'UTH

UNIT I Education and Skill Development: Opportunities and
Challenges of Youth
UNIT II Employability and Employment: Opportunities and
Challenges of Youth
UNIT III Health- Physical, Mental, Emotional and Social
Wellbeing: Opportunities and Challenges of Youth
UNIT IV Citizenship and Civic Engagement: Opportunities and
Challenges of Youth
Block

4 VARIOUS POLICIES FOR YOUTH DEVELOPMENT

UNIT I : Genesis of Youth Policy in India
UNIT II : National Policies
UNIT III : National Policy and Skill Development
Block

f,- ' vARrous pRocRAM FoR yourH DEyELopMENT

UNIT I Sarva Shiksha Abhiyan (SSA), Rashhiya Madhyamik
Shiksha Abhiyan (RMSA), Rashtriya Uchchatar Shiksha
Abhiyan (RUSA), Saakshar Bharat
UNIT II Natioanl Rural Health Mission and Swach Bharath
Abhiyan
UNIT III Rural Development Programmes
UNIT IV Skill Development Programmes
 FOUNDATIONS OF
YOUTH DEYELOPMENT

Director, Bosco Institutg Jorhat, Assarn

[Link] ROZARIO
Associate Professor & Head
P.G. Dept. of Social Work
Sacred Heart College
Tiruppatur_635601

_Course Written by
Writer
Introduction
,rOa^r,nOt ra"
DT. DEVENDIRAN
Associate Professor UNIT-I. Defining youth: Social C;;;;tr_,
Dept. of Social Work Youth "f
Central Universitv
Mizoram
MARY LIYA K. A.
Research Scholar, School of Counsellins UNIT-II. Value Base for youth D"r"l,rp*."t
Human Services and Social Work
University of Auckland
NewZealand.

BLOCK 2: VARIOUS NEEDS OF YOUTH

Dr.K. AROCKIA RAJ
Associate Professor UNIT-I. political, Econ_omic una So"iJ N*E
P.G. Dept. of Social Work Concerns and Issues and probierns
of
Sacred Heart College Youth

Ms. SANGEETHA
'Student Counsellor UNIT-II. PsychologicalNeeds,ConcernsuoAf
*------
St. Joseph's Mar. Hr. Sec. School and problems of youth
Chennai
Dr. ALBIN -
Asst. Professor UNIT-III. Educational, Crlturul *JE"hrfl,ofrJ-
Dept. of Social Work Needs, Concerns and Issues anJ proUtems
Assam University of Youth
Silchar
- 78801 l, Assam
BLOCK3:OppORTUNITTEffi
OF YOUTH
DR. L. KATHIRESAN
Asst. Professor UNIT-I. Education and Skill O.*too_*r--
Dept. of Social Work Opportunities and Challen!". oi Voutt
Assam Universitv
Silchar -
78801I, Assam
DR. ROBERT CLIVE
Associate Professor UNIT-II. Employability *a g-otorrn*f--_
Dept. of Social Sciences Opportunities and Chilteng", of youth
Crossland Collese
Brahmavar- 57 6il
3, Karnataka
DR. JONAS RICHARD
Asst. Prof & Head UNIT-III. Health- physical, .rrtut,
Dept. of Social Work "-otiorutlrrJ
Social weltiein!: opp"ri""iii",
*o
Kritu Jeyanthi Collese Challenges of youth
Bangalore
DR. AMALA JEYA RAYAN
Principal UNIT-IV Citizenship and Civic U"gug".*t -
Don Bosco Arts& Science College Opportunities and Chalelgls oi
%rtr,
Keel Eral, Tuticorin Dt
)F BLOCK 4: VARIOUS POLICIES FOR YOUTH
{T DEYELOPMENT
/DR. CASIMIR RAJ UNIT-I. Genesis of Youth Policy in India
/ Lecturer, Paster Lenssen,
Polytechnic College, Kuthenkuly,
Tirunelveli Dt.

DT. SATHEESH UNIT-II. National Policies

Asst. Professor
& Research Dept. of Social Work
P.G.
Pondicherry Central University
Puducherry.
DT. MARIA CHARLES UNIT-III. National Policy and Skill Development
Regional Coordinator
South East Asia
New Delhi
BLOCK 5: VARIOUS PROGRAM FOR YOUTH
DEVELOPMENT
Ms. LATHA MUNUSAMY UNIT-L Sarva Shiksha Abhiyan (SSA), Rashtriya
Asst. Professor Madhyamik Shiksha Abhiyan (RMSA),
Dept. of Counselling Psychology Rashtriya Uchchatar Shiksha Abhiyan
Sacred Heart College (RUSA), Saakshar Bharat
Tirupattur
Ms. AKSHATHA UNIT-II. Natioanl Rural Health Mission and Swach
Asst. Professor Bharath Abhiyan
Dr. Ambedkar Institute of Management Studies
Bangalore.
MT. BENJAMINFRANIKLIN UNIT-III. Rural Development Programmes
Asst. Professor
P.G. Dept. of Social Work
St. Xavier's
Palayamkottai
Dr. JESUIN UNIT-I. SkillDevelopmentProgrammes
Asst. Professor
Madras School of Social Work
Chennai

Coordinators
[Link] Mahadevan [Link] Botcha
Adjunct Professor Assistant Professor
Head, Department of Social Work Department of Social Work
RGNIYD, Tamil Nadu-602 105 RGNIYD, Tamil Nadu-602 105

June,2016

@ Rajiv Gandhi National Institute of Youth Development (RGNIYD),2016.

All rights reserved. No part of this work maybe reproduced in any form, by mimeography or any other
means, without permission in writing from the Rajiv Gandhi National Institute of Youth Development.

Further information on the Rajiv Gandhi National Institute of Youth Development courses may be
obtained from the Institute Office at Sriperumbudur, Tamil Nadu - 602 105.

Designed and Printed by CHENNAI MICRO PRINT (P) LID.

16ll, Gajapathy Garden, Puliyambedu Village Road,
Thiruverkadu, Chennai - 600 [Link].
 Genesis of Youth Policy in Indla
ues in
Lshan,

ation,

olitict UNIT I GENESIS OF YOUTH POLICY IN INDIA

11 (2)
1.0 Aims & Objectives

r Asia l.l Introduction

t.2 The Purpose and Benefits of Youth Policy

Genesis of Youth Policy in India

cienct National Youth Policy: 1988,2003 &2014

Essential features of youth policy

Important national policies and programmes related to youth development

1.6 Let us sum up

1.8 Further Reading

I.O AIMS AND OBJECTIVES

'fhis unit aims to enable you to acquire the knowledge and understanding
lbout Indian youth policy which will form the foundation of your professional
development as a youth worker. A national youth policy is an important investment
lbr the future of the nation. As a professional youth worker you will make a
difference in the society with the knowledge and understanding of the youth policy.
'this unit is intended to give you a comprehensive overview on the development of
the Indian youth policy, essential features and important national policies related
to youth development.
Having completed this unit you should have a knowledge and understanding of
. the Purpose and Benefits of Youth Policy

' the genesis of Youth Policy in India

. the National Youth Policy: 1988, 2003 &2014
. the essential features of youth policy
. the important national policies related to youth development

I.1 INTRODUCTION
Young people today live in a globalised society characterised by a wide array of
prospects and problems, innovations and challenges, promise and despair. They
are confronted with unprecedented progt'ess in connectivity and communication
brought about by the Internet revolution, globalisation, new ideologies, multi-
cultural and multi-ethnic exchanges between countries and within public and
private sector institutions. Young people are a vulnerable global majority that
are influenced by these rapid developments. Their life situations and lifestyles are
deeply affected by the various demographic, economic and social changes in the
dominant society (Motcham, 2014).
The present demographic, political, ideological, economic and social changes
around the globe affect the life situation, wellbeing and lifestyles of young people
in every country. They live in a prolonged and complex period of transition
79
 slittemt
Young people need to cope wth
from childhood to youth and to adulthood' status,
urd ,rrr".rtuiity ouit the suitability of
Foundations of Youth tht
DeveloPment longer period or Rnanciat dependency not only with I|SCA
choice;;^;il;" to wLether it will provide th-em
r

occupational throe ir
incomebutalsoruusociatrecognitionasanadultmemberofsociety(Biggartal young peopl While
[Link]"v ir u tool [Link]
walther, 2006,p.41). eb;;nv,"Vo"tt
is assured by different welfare stat
.i, *"[Link]"organisationi' lirhric,
issues and needs It is often stated tl
"r"';;;;Jit
international, independent and voluntary
Sccon,
in ttre lublicpolicy sphere. often,
becat is a ri,
young people,s [Link]. * overtooked the top youth
or opinions ofyouth never reach
their voices are not heard the concerns t() cns
it e-pofltical agenda (United Nations' 2004)' rtcl ior
of present-day youth and youth poli
A greater knowledge and understanding practitioners Acctlt
researchers' policy makers'
are of paramount tmfo'tu'"" for clllp()
;;..t who work for and with young people' ('tlstll'
tlclivt
Check Your Progress - I:
[Link]? :

Irt it t

ir llil
y()ul
F YOUTH POLI clcn'
I.2 THE PUR
[Link],[Link]
iffi"g iil *t9:i:1::T,Y::':l:1;f,*:1
of todav,
a

[Link]":1"ffi;"1;il ""ffi; t,;;;;tin

challenges youth is scattered and dispe
i;;;
a
fY{119.,^?l1i::*}:i:3;ti
sometimes it is hari ry.a'-tu T adults while interventions mav
and
::ff:'ffi:i:i: ffi;*,egories of children
contrnurry' ,,owtivsr'
[Link]*"u.r,";;;k;it'"1i""ii111'^T,'::i:::"i::ifl:n"*lXl
of co
stocial-and cultural health
to their wellbeing but to the economrc'
everywhere
roday's global youth populatio.n, t"is]19, :1 :i1::t ffi:i
"'
:,:?r1iJ;[:
;ifi :n,?:'"';'Jr"rffi.""":ff;;.;;"d.inha6itingtheearth,andthemajoritv
Yor
intr
[Link]'o"*;'t""[*;"d;'t':::ff wh
;tfffitrrliliffi ;;r..r ,r,u, US$1 a auv, r:o *il::3::Xfl::L::t#:."1;
million are illiterate' more t the
10 million live with niV ,"a
95 million are unemploved' How:::I*X,:I
";"Jffi :; "#;,^i*,, .."oe"i,. importance of investing
the
l?#ll"ft :"
youth (UNHCHR)'
Thus every Nation formulates. its vouth- ::1it:,?^:::"-"t"1 i:il,f:$,#ll"i
policv' It
r,"".rru.v oir,r..,rion of public
a

l:H^tffi:ril"or*;rr-u"".pt.a u. r
increasingly r""og,'i'Ji *'
t'v t*to: Tq i1-foi:;::ll tlT:?1;:,|,oJ"'"TX:?
e*rri, io05: 5) A nationar vouth poli
a

rfffi'Hi:;ffi:xTifrilfi?J' ;&u;;" a

is an importart i,"tImt'i .tlt .futura *.*"" ;:.ffillT:13

::':::"-1,* for the vouns
good livin-g conditions and opportunities a
llr11,',::',H;l'iJ';"r'"*g p' lii'
e^ compiehensive vouth
policy is
population or u .o"ii'v?itt'*ua' z-ooq' general C
aimed at young p."pi'l" i"""r
as well
":?j4'^"-l:::t",?'l,l'**l;;"tl'
and ethnic
I'Si,1##H:,ffiffi;;;; v"""e "n"d..' 11"",t,".:: D^^:G^
l.
TheUnitedNationsEconomicdndSocialCommissionforAsiaandthePacific general
(ESCAP, lggg,p.r, *t";;[Link]
policfao-"[Link] as guidelines, gives a
definition of what ""ii3"'iv""ttt'pori'"v
tr'o"r1T:,^1*"-1t"::i1:l::tXit1
" io, voo,t deveropment; a gender-incrusive
ffl;;.;:i#,Jl1,Lli#L#;;;
80
 of the Genesls of Y,uth ltirlh'y hr lnrtlr
statement; a vision statemenu a framework for political action; a blueprint
status, rights, responsibilities and roles of youth''
ESCAP (lggg,p. 7-8) illustrate the rationale for a national youth policy through
three importanielements. First, the youth constitute a unique group within
society'
While they are often considered one of the most vulnerable groups within
the social
labric, they are also regarded as the greatest source of hope for a nation's future'
Second, they represent-a significant portion of the world's population.
Third, there
is a rich ,.giorrut and inteinational history of recognising the importance
of the
youth polic! formulation processes. This mandates nations to take immediate steps

io .rrrrr" tirat they have a national youth policy and an accompanying plan of
action.
According to ESCAP (l9gg, p. 5), a successful national youth policy should
.*po*"r,-"nable and youth, maximise their participation in society-and
".r"orrrug. concerned with its
ensure stronger coordination between the various organisations
delivery. rne BsceP (1999, p. 10) outlines the beneflts of a national youth policy:
. It fosters a stronger spirit of cooperation between young and old;
. It creates common goals for youth, the government, NGOs and the private
sector;
' It provides a way to plan for the future of youth;
. It raises the profile of youth as an important group within society;
In a similar vein, UNESCO (2005, p. 5) states that when there is an effort
to formulate
to its
a national youth policy, it serves as a symbol of that society's commitment
young citizens. A successful policy-formulation process comprises the following
elements:
. The allocation of adequate resources (time, human resources and budget);
o d strong partnership between key stakeholders;
. The active participation of young people at all stages of the formulation pro-
cess;
. The coupling of national youth policies with action plans;
. The mainstreaming of youth policies in the policy environment
(UNESCO,
2005, p. 5).
Youth policies are more likely to be successful if youth issues are well integrated
p' 35)'
into niional planning and implementation mechanisms. Williamson(2002,
who has ptayid a ceritral role in the international youth policy review
process of
the Council of Europe, has argued that there are five component features
to youth
o'the
policy, which can be labelled [Link] C's":

. Coverage (geographical area and social groups that are covered, plus policy
doinains);
. capacity (the role and relationship of government and youth NGOs);
. competence (the question of training and Qualifications);
. Co-operation, co-ordination and coherence (hierarchically and horizontally);
. Cost (the financial and human resources required)'

Check Your Progress - II:

1- What are the purpose and benefits of youth policy?

8l
 Foundations of Youth
Development

1.3 GENESIS OF YOUTH POLICY IN INDIA

During pre-independence period there was lack of attention for youth services
compared to child welfare services in India. During British rule in India, yo
services started with the introduction of Bharat Scouts and Guides'movement
Anglo-Indians boys in 1909, the Guides for Anglo-Indian girls in 1911 and
Indian boys in l9l4 and Indian girls in 1916. The organisations aimed 'to prov
opportunities for developing those qualities of character which make the yo
self-disciplined, self-reliant, willing and able to serve the community' (Mad
2007). and the same was latter funded by the Ministry of Youth Affairs and Spo
(YAS) from 1980s (Ministry of YAS, 2012, p. 37\.
In 1948, theNational Cadet Corps Act was passed and the corps was
in schools, colleges and universities all over the country. The aims of the Nat
Cadet Corps (NCC) are three:
First to develop character, comradeship, the ideal of service and capacity
leadership in young men and women; secondly, to provide service training
young men and women so as to stimulate interest in the defence of the count
and thirdly, to build up a reserve of potential officers to enable the armed forces
expand rapidly in a national emergency (Madan, 2007, p. 136)
Amidst growing incidence of student unrest in the country in the late 1960s,
in many other parts of the world, the Government of India began to think
formulating an integrated youth service programme. In 1968, The Planni
Commission appointed the Working Group on Programme and Policies for t
Welfare of Non-Student Youth (Madan, 2007, p. l3l). The recommendations
the above working group resulted in the Ministry of Education which was regis
as the Ministry of Education and Youth Services (ibrfi.

A National youth Board was established in 1969 and the Board suggested the
setting up of a state advisory board on youth in each state and a district youth
board in each district. This was the beginning of an organisational set-up within
the union government to cater for the exclusive needs of the youth population and
to safeguard and promote youth interests in the national plans and programmes
(Saraswathi, 2008, p. 56-58).
There are several programmes funded by the Planning Commission, included in the
Five Year Plans for the welfare and development of youth in India. The First Five
Year Plan (1951-1956) aimed at co-ordinating all the existing youth services atthat
time such as the Scouts'and Guides'organisation, the NCC, the students'unions,
sports and athletic associations in or outside the colleges, dramatic clubs, and so
on (Madan , 2007 , p. 132). The perspective on youth and youth services underwent
changes in the successive plans of the 1970s and the 1980s. The Fifth Five Year
Plan (1975-79) stated the wealth of the community resources but included reference
to intellectual and cultural heritage and stressed that young people from all
backgrounds should get a proper share of this wealth (Planning Commission,1975;
Saraswathi, 2008, p. 60). The Sixth Five Year Plan (1980-85) described youth as a
'vast human resource which is characterised by idealism, zeal, active habits, positive
attitude towards service to others, an urge to be self-reliant and a willingness to
explore newer and non-conformist approaches to societal problems' (ibi[.

82
 'Ihe Sixth Plan (1980-85) recognised the need for a national youth policy Genesisof YouthPolicyinlndia
1fua1
would integrate the work of relevant departments for effective implementation of
programmes. The guiding principles adopted in this regard were:
l. To provide greater equality of opportunity to all among the youth;
2. To liberate their talent which is now lost to the society;
3. To ensure a higher average level of relevant basic skills and education through
; work and service;
rh
)r
4. To enable a smooth transition of the youth from childhood through adolescence
to adulthood, as well as from the school to the world of work and service;
f,r
1e 5. To channelize their energies, idealism and healthy aspirations towards
rh development task, projects and programmes (Saraswathi, 2008, p. 6l).
n, 'Ihe Seventh Five Year Plan (1985-90) envisaged
development of human resources
ts
in all development programmes and qualitative improvement of education, skill
formation, and health status (Planning commission, 1985; Saraswathi, 2008, p.
:d 62). As apart of the re-structuring programme on 20th August 1986, India's young
al Prime Minister Rajiv Gandhi announced 'twenty points on youth development
and participation'which were integrated in the Seventh Five Year Plan (Chowdhry,
1988, p. 156).
)r
:o The Ninth Five Year Plan (1997-2002) emphasised the importance of 'youth power'
v; (Yuva Shakti) and the need to promote this resource in nation-building (Planning
-o commission, 1997). The Tenth Five Year Plan (2002-2007) recognised the very
special needs of adolescents and the importance of providing them with the right
stimulus, role models and environment so that they could grow as assets to the
ts
nation. These developments are reflected in the National Youth Policy adopted in
rf
2003 (Planning Commission, 1997).
rg
IE
Check Your Progress - III:
rf
,d l. Describe in brief the development of youth policy?

h
n
d

re 1.4 INDIAN NATIONAL YOUTH POLICY: 1988, 2003 AND

,e

rt
2014
S, The bovernment of India, stating that it valued the importance and the
o resourcefulness of the youth population, formulated the National youth
rt Policy (NYP) in 1988. This initiative was also prompted by the United Nations
rr International Year of Youth in 1985. The central theme of the policy was the
ie promotion of 'personality and functional capability'of the youth.
ll
As the first policy, it addressed the youth population in general to equip them to
;.
meet their obligations adequately and to give them their due share in the country's
a
life and progress. The objectives then were to instil in the youth awareness and
e
respect for the principles and values enshrined in the Constitution and willingness to
o
further the rule of law, national integration, non-violence, secularism and socialism;
to promote awareness of the rich cultural heritage of the nation; to develop in the

83
]llundrllonr of Youth
l)evelopment
youth qualities like discipling self-reliance, justice and fair play; and
maximum access to education (Saraswathi, 200g, p.67).
to a5;
The NYP 1988 also aimed to implement programmes for the removal | *.n.,
unemployment, rural and urban, educated and non-educated. It also planned It'u,r.
a committee on National youth programmes (coNyp) .to bring together l.t. Ir
various representatives of concerned ministrieg departments and national 1,,,o.
5
organisations, to advise the Ministry of youth Affairs and sports in discha
its duties in the effective implementation of the National youth policy,. H
lnrita
it failed to execute its objectives, primarily because of the weak implemer leE
strategy (Sivakumar, 2012, p.38). lclvrc
In 1993, the Government of India established the Rajiv Gandhi National Ins I unu".
of Youth Development (RGNIyD) as an apex information and research c Is. su
on youth development issues. Though Nyp 2003 spelled out an impler [Link].
mechanism more clearly than the r988 policy, there were still problems
in 1,,,.
through on the actions (Sivakumar, 2012, p.3g). The rwp zooE focused on
needs of those aged 13-35, but recognised adolescents (aged 13-19)
group requiring a different approach from that of young adults (aged
as a sp€ L*,
'l'lrc
zvis). N
recognised, moreover, the need for a multi-dimensional and integrated
approacl with su
serving youth needs and contained wide-ranging objectives.
l ndex,

llrrgets
Strciall'
bclongi
tlrtlp-or
r I istrict
Check Your Progress - IV:
.lirrnmu
1. Write a short note on different youth policies in India? liom cl
li'om st
Iurzardr
includir
youth i;
correcti
Youth
kceping

l.5 ESSENTIAL FEATUR l)rograr

Youth I
POLICY 2OI4 l)evelol
Nationr
The government of India, following a review of the draft Nyp 2012, launched
llharat
the new National Youth policy 2014. This defines youth age-group as
15-29 years (lross ar
'with a view to have d more focused approach, as fai as varilus policy interveniioo,
are concerned' (Government of India (GoI),2014, p. 9). The Nypzot+ (2014, lrcllowi
p.
19) provides a [Link] for the youth of India which is:
'to yo,rif,
nodal n
of the country to achieve their full potential, and through them "-po*".
enable India to l. The
find its rightful place in the community of nations'. It alsi provides following autonor
five
objectives and eleven key priority areas as given in the table tebw (ibid, p.
23i: the Soc
Table 4.1: Objectives and Priority Areas of i\-yp20l4 RGNIY
research
Objectives Priority Areas national
1. Create a productive 1. Education 2. Nehrr
workforce that can make a 2. Employment and Skill aevetopme"t of Educ
student
sustainable contribution to 3. Entrepreneurship activitier
India's economic development its prese
 2. Develop a strongind f,Eiif,] 4. Health andGatth@ Genesis of Youth policy in India
generation equipped to take on

3. Instil social-ffi? 6. Promotio, oFioffi

promote community service to
7. Community engagement

4. Facilitate participation .ana 8. Participation in polffi?

civic engagement at levels of 9. Youth engaganent

5. Support youth E-Mild 10. Inclusion

create equitable opportunity
I l. Social justice
for all disadvantaged and

The NYP 2014 includes the introduction of youth

a Development Index (yDI)
youth Health_rnd.r, youth
I,l1_*1:11"^..".11s
lndex' Youth Amenities Index, and youth participation
Eil;;i;;
rndex, youth Work
targets the following groups:
i"o.*. The Nyp 2014
Socially and economically disadvantagedyouth,
including but not limited to youth
belonging to SC/ sT/ oB.c groups, m-igrant youth
and iomen; out-of_schoor or
drop-outs from the formal educational irainsirea-;
vo"trrliuing in conflict affected
districts,-especially those affected by Left wirg
Jammu & Kashmir and the Norttr East;- Youlh
nri."r-r- lrwB) and youth from
fiving *iir, airutility or suffering
from chronic diseases; Youth at risk, including
urt oit ri-ited to youth suffering
from substance abuse, youth at risk of humai
,[Link]"g youth working in
hazardous occupations, sex workers; Youth that
suffer froi "ndsocial or moral stigma
including but not limited to_Lesbian, Ga1 B]_sexyal
anJ [Link]"ro.r (LGBT) youth,
youth infected or affected by HIV/AIDS; youth
in institutionar care, orphanages,
correctionar homes and prisons (Government
of India ,20r4t, p. 66-67).
Youth programmes in India have been formulated
and are being implemented
keeping the aim and objectives of Nyp 2014
in view The youth services and
programmes are being pranned, implemented
and evaluated 6y the nainistry or
Youth Affairs and sports through tire Rajiv
cunJniN"[Link] Institute of youth
Development (RGNIyD), the Nehru yuvakandra
iargattran (NyKS), the
National Service Scheme (NSS) and other national youth
related schemes and also
Bharat scout & Guides, the National cadet
Cross and NGOs (Sarumathy and Kalesh
corps N"ar; -" National youth Red
,2007, p. Zii).-
Following initiatives and programmes are supported
by the Ministry of yAS as the
nodal ministry of youth d.r.'iop."nt i, traiu.
I' The Rajiv Gandhi National Institute of y-outh,Deveropment (RGMyD) is an
autonomous organization of the Ministry yAS, registered as a Societi
s9_c-fties Registration Act, 1860, fully 9f
,,,6.;
lh: funded'btih"-A"vernment of India.
RGNIYD functions as a resource centre that cooriinates
training, orientation,
research, extension and outreach initiatives
for state, governments and
national level youth organizations (Ministry of yAs, "Lrtrur
20r2a, p.20;2or2b, p. 2z).
2. Nehru Yuva Kendra scheme (NyK) was started
in 1972 by the then Ministry
of Education with the objective of providing ow"[Link]
student rural youth and enabling thim to become
for non_
involved io tt. nation-building-
activities' It has become one of tle [Link]
organizations in the world, having
its presence in 501 districts of India. It is extendfu
t,r;;ice to more than 4.2
85
 '
I'l
over 125,000 village based
Foundations of Youth million non-student rural youth enrolled through 2t
Development youth clubs (Mini.t.;;i YA S, 20 l2a, p' 3 ; 20 lib) cl
[Link](NSS)[Link] Iti
of youth fesources'io, social action. Its main objectives are' broa<
"[Link]
education and service (Ctrowdtrrv, 1988: 154).
The main aim of NSS is perso I
service or community servrce' t
development of young people through social 'l
schemenowhasgrownovertheyearsandtodaywehavemorethan3.2milli yr

student volunteers rp."uO o"t 298 Univ-ersities'

[Link]-s
?:l-y.f:):::,
Education all over the coun
()
Secondary councils una oir""torate of vocational ll
The Motto of NSS - 'Not Me But You' - is
intended to *ry:t,l::::1T3
service'(Ministry of Y
s
democratic living'and to uphold the need
for'selfless (l
2012a,p. 13). ir

il
Check Your Progress - V:
in brief the essential features of NYP 2014?
I

,]
1. Describe
t

ONAL POLICIES AND

PROGRAMMES RELATED TO YOUTH
DEVELOPMENT
shows the variety
A review of youth policies from the Asia-Paciflc region
[Link]
policies:
. issues relating to young
one national youth policy that looks at all significant
peoPle;
o I young people: health, education'
number of sector-specific policies to target
youth employment, oi alcohol and drug prevention;

. Youth issues mainstreamed through existing national policies such as national

those addressing gender
injury prevention or drug and alcohol policies, and
in strategy documents or leg-
and reproductive health poti"y practices situated
islation (ESCAP, 20lla, P' 9)'
goals without
youth policy is part of social policy of India and it cannot achieve its
andpolicies- In this section we
the support and coordination of oiher departments
of education' employment and
look at the following ir"p.*r"t policies itt tt e area
health that address tile basic and issues that affect young people'
"ttd'
Educational policies and Programmes:
Recognising that education is the best investment
in human resources for the
all_round a.u"top*.rri or an. population,
in the 1990s both central and state
to increase access to primary
governments initiateJvaried schemes and programmes
education (Ghosh, 2002, p.20). Provisio,
p"[Link] to-education in Article 45 of
the Indian constitution' formulated in
the Directive Principles or stut. Pglicy of
1g4g, states that
,the State shall to provide, within a period of ten years
"r&.urour
of tt i, constitutio", fol. free and compulsory educllto1t
from the
"o**"r".*"nt
for all children until the age of fourteen years'
(Ministry of Law and Justice ' 2007 '
p-23).
86
 The Indian government also introduced
[Link]^e and compulsory Education
2009 (GoI,2009). This intervention Act Genesisof yourhpoticyinlndia
-' '-'rururu'j
children-in the 6-14 vea19e
nroylde_s n.. uro schooring to
lracket. Iiy this India joined"oirprr.o.y
a list of 135 nations that
had made education a right (The Hindu
,2010).
Employment Policies and programmes:
The new economic policy (NEP) offered
a world of opportunities to Indian
youth through liberalisation, privatisation
and grouurirutiin reforms in the field
of self-employment, software and information tichnotogy,
as well as service and
management. Following the new economic
reforms in f qqi, ihe state as;";;j;;,
started shrinking but private enterprise became
the largest provider of employment
opportunities for (Tripathi, 2003, p.
introduced the need.y-outh
vt'uitination"l ;;;;;;;.
[Link] they brought in, both in manufacturing
^r:
for new skiils-oriented ..qrrir.-"rts to handle the state-of-the-
and in the services sectors.
This situation created a big demand for
trainea [Link] ano skilled executives.
This led to efforts on the-part of both government
and private institutions to equip
the youth with the new skills and trainln g
Qbid, p.22a).
In order to eradicate poverty and unemproyment in
rural areas, the government
introduced the Mahatma Gandhi Nationai
Rural il;i;y"r"nt Guarantee Act
(MGNREGA) on 7 September 2005 to provide
for an *t ur""a and more secure
livelihood among households in rurar areas
of the country by providing at least
one hundred days of guaranteed wage
employment in everyJ -'nnancial year to every
household (Ministry of Law and JuJice,
iOOS1.
Providing targeted skills. for employabili,l
population under the Prime Ministers'skil
r: different segments of the youth
oevelop*rnt iaission is one of the
guiding principles of the new policy (veliath,
zotz, p. sij. ihi, policy aims to have
achieved skill development by 2022-oi
500 million ioiividuuts with special attention
to youth, women, and school dropouts (Internationat
rnstitute for population
Sciences (IIPS), 2010, p. 7).

Health Policies and programmes:

Youth can be a tim'e of energy, idealism
and enthusiasm but it is also associated
*ill-u variety of physical ani emotional challeng.r. e-orrg those who commit
suicide a considerable proportion are young
peopre. It is estimated that r.5 to 2
million young people commit suicide [Link]
in i"ai" ts"r., zorD).young people
are also victims of HIV/AIDS and other
sexually-transmitied diseases (Ministry
of YAS, 2012)' One of the prime concerns of the youth policy
work towards ensuring a-healthy atmosphere
of India 2012 is to
[Link]*ple,
the work place or in public praces (Ministry !lit.
be it in the home,
of yAs, 2012). In order to address the
problems related a a speciaiprograrnme, ,u-"ry, ,youth United
Victory against AID'S{o}1!_!.arth,
(YUVA),fras Uien Aeslsne{. Similarly- .Red
for
Ribbon Express,
- a train has been introduced in which youth volunteers trr*t uy train to remote
villages to spread awareness on issues ierated
to ens (Sarumathy and Kalesh,
2007,p. l8).

1.6 LET US SUM UP

e?:1illilH?;#ii'"**i:i;il*:,111#::fr
svstem i{9
based welfare errcfam i-+^ a^ ..^-^ r^,-
more dependent ?"'"?i#J::3;l#fl.".ffi
and individualisil;:};ffi}?;
ilt:
in India is part of social poricy wtrictr is dynamic ano ctranges according to the
socio-economic situation of the country.
After independencq the following organisations were
involved in various youth
welfare activities: the Scouts'und c.,Id.r'organisation,
the NCC, the students,
IJnions, sports and athretic associations,
dramatic clubs, etc. At present, the
87
 Foundations of Youth government implements the youth policy through RGNIYD, NYKS, NSSS and
Development NGOs. It is evident that industrialisation, interest groups, institutions, different I tf
ideologies and different international agencies have greatly influenced and shaped {N;r
Indian youth policy. Though the government takes an integrated approach to llr';t
address the needs of the young people, a lot more needs to be done. Illiteracy ,rtttl
among youth, unemployment, and health issues are yet to be addressed fully and
comprehensively. As it is evidenced with only 5 states and I union territory in the
country have an explicit youth policy in place (Motcham, 2011, p. 50).

I.7 FURTHER READING

1. chowdhry, P. D. (1988) Youth Participation and Development, Lucknow:
Atma Ram & Sons.
2. Ghosh, J. (2002)'Social policy in Indian development', Sociar policy, Geneva:
UNRISD, forthcoming [online], 1-25, available: doi: [accessed 10th March
,t. 5
20r31.
3. ESCAP (1999) 'Youth Policy Formulation Manual', ESCAP [online], .,.(r
available: doi: [accessed 6th November 20l}l.
.tl
4. Government of India (2014) National youth policy 2014, New
Government of India. .),ll

5. Ministry of Youth Affairs and sports (2003) National youth policy 2003, New .).()
Delhi:Government of India.
2.0
6. Planning commission - Five Year Plans of l, 5,6,7 and 9th Five year plans,
New Delhi, Government of India l ltr.:

lx)p
I lrc
ISSUr
[Link]. Ra! gotcham, Assistant Professor, Don Bosco College of Arts & r'vltl
Science, Department of Environmental Science & Value Based Education, Keela r lc:vt
Eral, Thoothukudi.

l'"

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88

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