REVISITING EDUCATION AND SKILL DEVELOPMENT AMONG YOUTH IN INDIA IN THE CONTEXT OF MILLENNIUM DEVELOPMENT GOALS Rajendra P. Mamgain * The issue of youth, particularly in the context of their educational development, was also accorded priority in the UN initiated Millennium Development Goal (MDGs). Drawing lessons from the past progress made by countries, the issue of youth inds more prominent place in the post-2015 MDGs development paradigm, being termed as United Nations Sustainable Development Goals (SDGs) paradigm. India has made considerable progress towards meeting the MDGs target, particularly relating to universalisation of education and improvements in youth literacy. However, its track record in recuing poverty, hunger, malnutrition and creating decent employment has been less than satisfactory. Given this brief background, this paper examines the human capital base of the youth population, highlights the magnitude of caste, gender and regional disparities and shows how a large section of the youth is still characterised by low levels of educational attainment and skill training. It also briely examines the progress made so far in creating decent employment for youth. THE ISSUE Accounting for a population of over 333.4 million in 2011, the youth 1 represent 27.5 per cent of the Indian population (Population Census 2011). India is among the few countries having the advantage of being home to a relatively higher proportion of younger population. Across the world, every ifth youth is an Indian. This demographic dividend of a rising share of the working age population (15-59 years), which came into effect in the early 1980s is likely to remain till 2025 (ILO 2013; Aiyar and Mody 2011). Such a huge proportion of a relatively young population in India is expected to add to both its economic growth and the consequent demand for goods and services (Bloom and Canning 2004; Aiyar and Mody 2011). However, this ‘demographic dividend’ can turn into a ‘demographic nightmare’ if opportunities are not created for the all-round development of the youth, including quality education and decent employment (Chandrasekhar, et al. 2006). The information technology (IT) revolution and increasing use of social media has facilitated an unprecedented mobilisation of the youth to relect on issues of their concerns (World Bank 2013a). Uprising in the Middle East, called the ‘Arab Spring’, and the voices criticising corruption and demanding clean governance in India are examples of mobilisation of the youth to bring about a change in the existing systems. The major issues that confront the youth include the high incidence of unemployment as well as under-employment, limited opportunities for remunerative jobs, low levels of education and skills, and the quest for identity and dignity (ILO 2013; FES 2012; Mitra and Verick 2013). All this applies to India as well. The youth suffer disproportionately more than others from slow growth in employment opportunities and an economic slowdown (ILO 2013). Moreover, the growth process in India has also resulted in rising inequality in incomes and human capital formations, which, in turn, has caused signiicant disparities across various social groups and regions (Planning Commission 2013). The marginalised sections of the population, such as Scheduled Tribes (STs) and Scheduled Castes (SCs) still remain at the bottom of the social hierarchy in terms of various * Professor of Economics, Giri Institute of Development Studies, Lucknow, Email: mamgain.rp@gmail.com Journal of Economic & Social Development, Vol. - XII, No. 1, June 2016 ISSN 0973 - 886X