Upskilling and Reskilling of Waste Workers in India’s Circular Economy

Upskilling and Reskilling of Waste Workers in India’s Circular Economy | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Upskilling and Reskilling of Waste Workers in India’s Circular Economy Jawhar Cholakkathodi, Bikku . This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8602865/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 16 You are reading this latest preprint version Abstract In this ‘age of Plastic’, our everyday life is largely shaped by synthetic materials. The new plastic and human entanglement created various environmental and health risks. International organizations, national governments, non-governmental organizations, local self-governments, etc., are taking different initiatives to address this paradigmatic problem of our time. In this context, we have witnessed the development of several plastic waste management units/startups in the country, which play a crucial role in the sustainability transition. This has led to a significant increase in sustainability efforts on a large scale in India and, more broadly, in the Global South. The present paper focuses on the Green Worms (GWs), a leading organization in Kerala, India, working on the management of plastic waste and creating a circular economy. It emphasizes the role of waste management infrastructure in upskilling and reskilling the green workforce. It also critically examines how these upskilling approaches are socially and culturally embedded in conditions of the waste workforces and professionals. Lastly, this paper focuses on the social, economic, and environmental impacts of upskilling and reskilling, and how these contributions align with the Sustainable Development Goals (SDGs). The study is the outcome of a mixed-method approach that includes participant observation, in-depth interviews, and case studies. The study reveals that upskilling and reskilling initiatives benefited the workers in two significant ways. First, the waste management sector and associated jobs are stigmatized in different ways and means. The skill development helped them overcome these traditional stigmas associated with the field. Most of the staff identified themself as dignified workers and the fields as a dignified sector. Second, women workers are marginalized and exploited in different ways. So the upskilling and reskilling create employment opportunities for women from marginalized communities and provide livelihoods to live a dignified life in society. Up-skilling and Reskilling Solid Waste Management Green Worms Green Skills Informal Workforce Circular Economy Sustainable Development Goals Figures Figure 1 1. INTRODUCTION This paper presents an in-depth analysis of upskilling and reskilling strategies for waste workers and professionals in Kerala's waste management infrastructure, within the context of the southern Indian state. Traditionally, waste workers are considered unskilled and informal labour in India [1]. But this profession demands a skilled workforce for the sustainable and scientific management of waste. Now, addressing the skill gap and skill shortage is one of the most important priorities of this sector. In the last few years, international organizations, national governments, local self-government institutions, industries and businesses, civil society organizations, and co-operatives have been focusing on investing in skill development activities. In India, waste is a significant environmental crisis, yet it also presents as an opportunity to create a circular economy. Since the waste management is done mostly in the informal sector, it's important to upskill informal waste workers and prepare them to utilize the possibilities of a circular economy and sustainable development. The unskilled workforces in the waste management sector exacerbate the country's waste management crisis. For example, without a proper understanding of the intensity of the waste crisis, the sanitation workers cannot act properly in the field. Likewise, without a proper understanding of the nature of the waste, its characteristics, its recycling value, its categorisation, etc., waste management would not be effective. Since this job and field are stigmatized in our socio-cultural context, knowledge and understanding of the importance of this job are essential and important in the context of India. In the second half of the 21st century, plastic became an iconic product in our day-to-day lives. The nature and application of the material make it an essential component in various products and processes. Plastic waste has become a significant contributor to the problem of climate change and the greenhouse gas effect. At the same time, the waste management sector has provided livelihood opportunities for numerous families in India. So, a critical study of the working culture of waste management industries and nano entrepreneurs in the country helps us to understand the importance of skill development and creating employment opportunities for women from marginalized communities and groups. Especially for the women workforce, who are one of the most underutilized and untapped resources in developing economies like India. In the Indian context, due to various reasons, women face a disparity in workforce participation. Along with different socio-political and economic reasons, the skill gap plays an important role in the marginalization of women from the workforce. Over the last couple of years, we have witnessed a surge in entrepreneurial interest in plastic waste management in India, specifically, and globally, the South in general. These start-ups played a crucial role in upskilling and reskilling the workforce in the waste management sector. For example, the GWs, a leading organization in Kerala, India, focuses on the management of plastic waste and creating a circular economy. Since 2014, this climate startup has realized the importance of the circular economy transition and offers solutions to LSGs and brands. Now they are active in Kerala, Lakshadweep Island, andAndaman Island. It has a dual focus: one to tackle the waste crisis in the country and the second to improve the poor working conditions of waste workers (interview with a management team member). In this context, this paper contributes to two domains of literature. First, it will look at the upskilling and reskilling in the green economy, and second, it focuses on the decentralized waste management infrastructure in a circular economy. These reskilling and upskilling efforts for waste workers, facilitated through informal means and methods, are connected through public-private partnerships. 2. REVIEW OF LITERATURE Here, we will integrate two fields together, waste management and skill development. Current literature on skill development focuses on two dimensions. First, it emphasizes on formal education and vocational training. Second, it focuses on the ‘skill gap’[2] and ‘demographic dividend’[4,5,6], as well as productivity and employability [7,8]. And simultaneously ignores various efforts in the informal sector to upskill and reskill their workers. The waste management literature focuses on various issues related to waste mismanagement and the circular economy model, which is developed in and around waste management infrastructure. In the context of India, studies on waste work focused on castes, communities and gender dynamics of people involved in the waste work [9,10,11,12,13,14,15], the toxic or hazardous nature and disparities in wages in this work [16,17,18], technological interventions and their impact on the waste work and workers [17,18,19, 20, 21, 22]. At the same time, the waste management literature is silent about the skills and skill gaps in the waste management infrastructure [1]. In this context, the following section will discuss different discourses on skilling and upskilling in India and the development of green skills and green jobs in the post-liberalization context. 2.1 Skilling – reskilling – upskilling in India Over the last two and a half decades, the concept of skilling, reskilling, and upskilling has gained momentum for several reasons. International organizations and state institutions took an interest in skill development and training and included it in their policy agendas. The industries and civil society organizations also took the initiative to address skill development as their top priority. The Indian government focused on developing the skill development ecosystem across the country. In 2009, the Government of India established the National Skill Development Policy (NSDP), the National Skill Development Fund (NSDF), and the National Skill Development Corporation (NSDC) under the Ministry of Finance. In 2014, the Ministry of Skill Development and Entrepreneurship (MSDE), NSDC and Directorate General of Training (DGT) were established under the Ministry of Labour and Employment (MoLE). In the subsequent year, a new National Skill Development and Entrepreneurship Policy (NSDEP) were launched to support and coordinate the National Skill Development Mission, aiming to develop a ‘Skilled India’[23]. For these efforts, the MSDE established an arsenal of institutions and infrastructure, such as the Directorate General of Training (DGT), the National Council for Vocational Education and Training (NCVET), the NSDC, the National Skill Development Fund (NSDF) and 37 Sector Skill Councils (SSCs), as well as 33 National Skill Training Institutes (NSTIs/NSTI (w), about 15000 Industrial Training Institutes (ITIs) under DGT and 187 training partners registered with NSDC. During this period in academic and policy literature, upskilling, reskilling, and skill development have become buzzwords. It holds a central position in the Sustainable Development Goals (SDG 4 -Quality Education) as well. And international organizations, such as the UN, World Bank, OECD, International Labour Organisation (ILO), etc., realized the importance of skills development and vocational training for economic growth and sustainable development [24,25,3,26]. UNESCO Institute for Education (UIE) also identified that basic education, continuing education, and training are important for empowering people working in the informal sector and for reducing poverty among marginalized communities and groups [27]. In response to these developments, the Government of India has taken various initiatives to develop skills among its vast workforce across different sectors, aiming to promote economic development, increase the employment rate, enhance labour productivity, and reduce social inequality and exclusion [4,5,28,29,30]. In the last few decades, we have also witnessed critical studies on the downside of this boom in skill development. These studies argue that skills development and reskilling cannot be considered as a technical fix to address various structural issues, such as social and economic marginalisation, labour market exclusion, unemployment, and the failures of neoliberal development [31, 32]. Sometimes, it reproduces different negative effects on skilled workers by producing inequalities, exclusions, and underemployment [33, 34, 35]. Another set of works in this field focuses on the social processes and political economy of skill development initiatives [36, 37, 38, 39, 40]. These sets of works focused on four key themes in skill development and training. Such as ‘the social and political construction of certain forms of work as ‘skilled’ or ‘unskilled’, the social processes of skilling in formal, informal and non-formal settings, the political economy of skills and skill development, including their imbrication in forms of exploitation and intersecting inequalities and the role of skills in the expression of aspirations, identity and agency’ [36]. Another set of literature on skill development focuses on different types of skills. Some scholars focus on hard skills and soft skills [41, 42, 43], technical skills, generic skills and green skills [44,45,46,47], formal, non-formal and informal skills [40]. These skills have different meanings and are acquired through various institutional and non-institutional settings. Formal learning and skills are acquired through formal educational systems, including qualifications, degrees, and certifications. On the other hand, non-formal skills are acquired through semi-structured institutional setups, such as NGOs, without formal qualifications or certifications. However, informal skills refer to practical competence and expertise acquired in the workplace and through practices, which are more socially embedded, often without formal certification or a degree. Most of the literature on skilling, reskilling, and upskilling focuses on formal and semi-formal settings to understand the different dynamics of skill development processes. They employed a top-down approach to understand the skill development ecosystem across various sectors. And focuses on the academic, technical and vocational skill development ecosystem to understand dynamics. But a huge population of the workforce in India are employed in the informal sector, and they are unorganized, unskilled or semi-skilled. In the informal sector, skills, training, and knowledge are acquired by observing skilled workers and working under their supervision, or through self-directed learning [48]. They lack systematic and sustainable skill development practice. It has become a hurdle in the personal and professional lives of workers. In this context, the organized efforts are essential to surpass these skill gaps and the low awareness of green strategies. In this paper, we examine this aspect in detail within the context of the green workforce of the waste management ecosystem and infrastructure. These workforces are marginalized in different ways in our society and economy. 2.2. Green Skilling and Upskilling in the Waste Sector Green skills are emerging skills that help us mitigate climate change, adapt to environmental changes, restore ecosystems, and manage ecosystems effectively. These skills encompass technical, vocational, social, managerial, financial, and policy skills that will enable the operation of various green enterprises, technologies, and services. Green skills are important aspects of sustainability, and these skills are related to the technical skills, knowledge, values, and attitudes needed in the workforce to develop and support sustainable social, economic, and environmental outcomes in business, industry, and the community [45, 44]. Based on the existing literature, Lai Chee Sern et al. (2018) identified ten key green skills in demand in the green industries and green economies. These green skills encompass design, leadership, management, energy, city planning, landscaping, communication, waste management, procurement, and financial skills [44]. According to Lai Chee Sern et al (2018), green skills are generally composed of three dimensions, namely, knowledge (cognitive dimension), skills/abilities (psychomotor dimension), and attitudes/values (affective dimension) needed by workers to promote sustainable development in the social, economic, and environmental [44]. Among these ten green skills, most are relevant to the waste management sector, and they will help to develop the green economy in and around waste management. Meanwhile, the notion about skill or unskill in the waste management sector has changed in the last two decades. The Skill Council for Green Jobs, an industry-led, not-for-profit organisation established by the Government of India, listed solid waste management skills as one of the 38 sector skills councils [49]. And different skill development programs and training sessions were introduced to upskill or reskill informal waste pickers and safai karamcharis (cleanliness workers) [50]. In Kerala, as part of the Haritha Karma Sena (HKS) initiative, the government introduced various training programs for waste workers. Kerala Solid Waste Management Project (KSWMP), in collaboration with the Kerala Institute of Local Administration (KILA), introduced a state-wide training programme on solid waste management for the HKS members of rural and urban local bodies. The training programme will cover various topics related to sustainable and scientific waste management, including collection, separation, transportation, and job generation through the recycling and valorisation of waste materials [51]. The Clean Kerala Company (CKC) organized recycling training for the HKS members to make the non-organic waste management more efficient. During the fieldwork, HKS members shared their experiences from the training program and how it helped them improve their work. Green skills in the waste management sector encompass knowledge of recycling, reuse, repair, and upcycling, as well as the development and design of technologies, communication, public outreach, policy analysis and implementation, data collection and analysis, among others. At the cognitive level, knowledge and awareness about the problem of waste, its mismanagement, and the negative impact on nature, the environment, and society at large, as well as the importance of environmental protection, can be considered green skills. From a psychomotor perspective, green skills in the management sector encompass the physical and behavioural skills required for processing and disposing of various types of waste. These skills range from basic labour for collecting, transporting, and unloading waste materials from door-to-door and to recycling sites, to more complex tasks such as operating new technologies used for collection, segregation, processing, storage, and recycling, including dumpsters, compactors, conveyors, shredders, and baling machines. Affective skills in the waste management sector include emotional, attitudinal, and empathetic understanding of concerns related to problems, actions, and stakeholders. Since waste management is intrinsically linked with social norms and self-perception [52, 53, 54, 55], all these skills are essential for effective waste management practices. So, the upskilling and reskilling in the waste management sector focus on different aspects. Starting from waste avoidance and waste minimization, according to the needs and necessities, the stakeholders can choose their products and services. By upskilling the public and professionals in the waste management infrastructure, we can help reduce the country's waste crisis. At the second level, the waste collection and segregation demand required skilled labour. Without proper knowledge of the products, their environmental and ecological effects, different types of waste, and methods of segregation, waste management will be difficult. This will lead to mismanagement of waste and a disastrous effect on the environment and ecology. At the next level, the reuse and recycling of waste materials also require different skill levels. Knowledge about the recycling values of different products, upcycling possibilities, and methods for waste products, as well as supply chain management of waste products, helps develop a circular economy and enhance waste management infrastructure. Finally, the disposal of waste also requires a skilled workforce and adequate infrastructure. From scientific and sustainable landfills to the use of waste products for energy production. Therefore, upskilling and reskilling the workforce in the green economy of waste management is crucial and a pressing need of the hour. However, studies in the waste management sector highlight a green skills gap in India. In this context, this study has three objectives. They are, To understand the importance of upskilling and reskilling of the green workforce in the waste management infrastructure. To understand how these upskilling and reskills are socially and culturally embedded in the conditions of the waste workforces and professionals. To understand the social, economic and environmental impacts of these upskilling and reskilling and how they contribute to the Sustainable Development Goals. 3. THEORETICAL BACKGROUND Across the globe, the demand for skill development has demographic, economic[4, 5, 8], social [28], and geopolitical [4] rationales. Most of the time, these rationals ignore the complex socio-political and structural issues related to economic development, employment and skill development [56]. In this context, it's essential to examine the ‘social process and political economy’ of the skill development process [38]. This understanding will enable us to explore various aspects of skill acquisition, including inequalities and exclusion based on factors such as gender, caste, age, profession, and others. As we discussed, in policy documents and academic literature, the waste work and the skills associated with it are considered ‘unskilled’. These socially and politically constructed notions of work and skill have a far-reaching effect on the waste workers, and they are socially stigmatized and marginalized in society. As Rajendra, A. (2022) noted, the ‘bureaucratic and social categorisations of work as ‘skilled’ are often subjective, historically contingent, and enmeshed in hierarchies of ethnicity and gender’ [50]. Rajendra (2024) identified various social, political, and institutional reasons for perceiving waste work as an ‘unskilled’ job in India. Social categories of the workers, the unorganized nature of the work and workers and informal nature also contributed to this categorization [1]. In the Indian context, waste-related works are allocated to the people from marginalized communities and groups, such as dalits, adivasis, muslims and migrants [57,58, 9,10,11,12,13]. And among these communities, women are overrepresented in the low-paying, informal and ‘unskilled’ labour. Therefore, the skills associated with and mediated through these professions are socially constructed and culturally reinforced. Carswell and De Neve’s (2018) ‘The Social Life of Skills’, will help us to understand the process of up-skilling and reskilling in the waste management sector. The social life of skills, as Carswell and De Neve define, focuses on ‘the social processes, relationships, and ideologies that enable (or constrain) people’s access to skills, and subsequently to employment, wages, satisfaction, and dignity’[26]. Therefore, the skills related to waste work are socially, politically, and institutionally shaped and reshaped. In the waste industry, the social stigma associated with it plays a significant role in deterring different people from pursuing the job. The upskilling process must emphasise on the importance of this work and waste workers should recognise its socio-environmental significance. The knowledge about the intensity of the waste crisis, its environmental and health impacts, the problem of mismanaged waste, and the need for scientific and sustainable management, among other factors, helps waste workers feel proud of their work and the dignity of this profession. Along with having a dignified job with fair wages and safe working conditions for the women from marginalized communities. During fieldwork in Calicut and other parts of Kerala, HKS members emphasised the importance of self-awareness in their work and life. Another dimension is related to the materiality of the waste work; the toxicity and handling of unhygienic materials demand specific skills. The knowledge and skill to handle these materials are social and scientific. At the social level, materials are collected through door-to-door collection and segregated on-site. Therefore, waste workers should be capable of communicating the specific properties of different waste materials and their corresponding recycling values. They should also be familiar with the material, social, and economic aspects to ensure the proper and scientific management of waste materials. Therefore, workers should receive proper training and information about various aspects of materials and their related meanings. Another dimension is the gendered nature of the work; in the waste work, women are overrepresented, so it demands gender focused skills and knowledge. From personal hygiene to social and sexual differences and hierarchies. For example, the menstrual cycle and the working hours of women waste collectors are closely interconnected. They have to work around 10 hours, from 8:00 a.m. to 6:00 p.m., on a normal door-to-door collection day. From the field, we observed that most women are in the 38- to 48-year-old age group and rely on traditional menstrual hygiene techniques, such as using reusable materials like cotton cloth pads. Additionally, they lack proper facilities to update it on a regular basis. All these exacerbated the conditions of menstruating women waste workers (Interview with the GWs project coordinator). Training or creating awareness among women workers about new menstrual hygiene practices helps them navigate related difficulties and health problems. Another issue is related to unhealthy peeing habits among the women waste workers, like they are forced to frequently avoid, delay urination, or hold it for too long. Due to various reasons, including limited restroom facilities during working hours, inadequate toilet infrastructure, and busy work schedules, this problem arose. In this context, knowledge about health-related concerns is crucial for waste workers (Interview with the GWs project coordinator). All these examples demonstrate that the demand for skill acquisition or the supply of skills is not emerging from a socio-cultural vacuum. Historical context, social values, cultural situations, gender identities, and geopolitical relations have significantly influenced the design and implementation of upskilling and reskilling programs. The sociocultural locations of the waste workers, the nature of their job and the political situation in the state influence the behaviour of the workers. Therefore, the GWs must act according to the situation and introduce various programs. As mentioned by one of the members of the organization, “This initiative (six months of training the Haritha Karma Sena in Wayanad and Malappuram) goes beyond training; it embodies our commitment to sustainable development, community empowerment, and environmental stewardship” [59]. 4. DATA AND METHODS The paper is an outcome of fieldwork conducted in various Green Worm facilities across different parts of Kerala. During the Fieldwork, we interacted with different types of waste workers, including HKS members, door-to-door household waste collectors, segregation workers, managerial staff, and human resource department staff. The organization has a very high percentage of women workers. The fieldwork started with a pilot visit to the GWs facility in Thamarasheri in mid-December 2024. Between December 2024 and September 2025, we met with respondents, including officials, supervisors, and workers from various GWs facilities. We utilised both primary and secondary data to gain an understanding of the upskilling and reskilling of waste workers. To understand the green upskilling and reskilling of waste professionals and workers in the waste management sector, this study employed a mixed-methods approach. The primary data was collected from waste collectors and Green Worm employees in Kozhikode using qualitative methods, including observation, semi-structured interviews, and case studies. The semi-structured interviews were conducted both offline and online with the managerial staff and coordinators of various programs. During the interview, the leaders and managerial staff discussed the overall philosophy behind this social business and entrepreneurial initiative. They also discussed the various types of upskilling programs they plan to offer to waste workers associated with GWs. The HKS members and facility workers discussed different upskilling and reskilling initiatives organized by the GWs and their experience being part of these programs. They also provided insights into the operational dimension of these training programs and their impact on their work, individual lives, and financial advantages. The case study technique was employed to understand the GWs' initiatives of different skill development programs in the waste management sector. They have created more than 650 workers who are directly part of the initiative, as well as 2,800 Waste-preneurs (HKS members and others) from various Panchayaths and other municipal institutions. All these workers are predominantly women, and they are from marginalized communities and from rural backgrounds. The secondary data have been collected from various secondary sources, including journal articles, reports, social media, and visual media. As a follow-up, we surveyed and closely analyzed different digital sources, such as websites, social media handles, and the YouTube channel of GWs. GWs have a very active presence in the digital public sphere, and they update each and every detail of the organization and activities inside and outside through these mediums. The ‘Sheroes ’ and ‘Insider ’ series helped us get a glimpse of the inside stories of upskilling and reskilling in the organization. The GWs waste management ecosystem employs different types of workers at various stages, including management, collection, transportation, storage, segregation, recycling, and disposal of waste. These workers include social work professionals, supervisors, engineers, administrative staff, technical staff, logistic experts, waste collectors, sanitation workers, segregation workers, and recycling experts. The table below presents different categories of workers, their tasks in waste management facilities, the skills required to perform these tasks, and upskilling and reskilling strategies. Table 1 Categories of workers, Skills and Upskilling and Reskilling. Category Description of work Skill needed Upskilling and reskilling Managerial staffs Social work professionals, supervisors, and administrative staff Oversee paperwork, organize records, and handle general administrative responsibilities. Give training to use a digital waste tracking system, updating collection logs, assisting in compliance report preparation and administrative duties. Technical staffs Technicians and engineers Design and implementation of waste management infrastructure and processes. Technical skills to operate machines of waste collection, disposal, and recycling Segregation workers Women from SHG Knowledge about different recycling processes, material types, and experience in sorting and disposing of recyclable materials. Knowledge about the materiality of waste, the recycling value, scientific nature of waste. Logistic experts Drivers and supporting staff Operating the vehicles used for waste collection and transportation. Knowledge of safe and efficient methods for transporting waste to designated facilities and understanding disposal options. Source: Field data. 5. RESULTS WASTEPRENEURSHIP AND UPSKILLING THE WORKFORCE 5.1 Green Worm s and New Entrepreneurial Development In this session, we will explore a new trend in plastic waste management (PWM) infrastructure in India, particularly in Kerala, which operates at the local self-government level. The sanitation sections of these government bodies used to collect waste and dispose of it in an unscientific manner. Sometimes it ends up in landfills, dumping yards or public places. The mismanagement of plastic waste has added a new dimension to India's current waste crisis. The current demand for the proper management of plastic, particularly in the context of climate change mitigation efforts and India’s Solid Waste Management Rules (SWMR) 2016, has heightened the importance of establishing PWM infrastructure. Some people realized the financial potential of this sector and its future prospects, especially in the towns and urban centres. As a waste management company, GWs works diligently to manage waste and create value from it through recycling. It provides waste-related solutions to LSGIs and brands. And as a social initiative, it provides dignified jobs to women from marginalized communities and groups through waste valorization. From 2014, as a start-up, GWs began promoting and hosting green events, including weddings, conferences, exhibitions, concerts, and festivals, across the state of Kerala. Through these efforts, they strive to make events socially responsible and environmentally friendly, in line with the goal of achieving zero waste management in the state. By creating awareness and partnering with governments, non-governmental and private parties, GW works to create sustainable and responsible management of waste produced by such events. They work with local partners to segregate waste, process it, and prevent it from ending up in landfills. They segregate food waste from other non-compostable waste and turn it into compost, which will enrich the soil and environment. In the next level, GW’s efforts to streamline the disorganized and elicit the supply chain of plastic waste management got national and international recognition. This industrial venture took the initiative to collect plastics and other dry waste from its source and integrate it into a formal supply chain, providing dignified employment opportunities to informal waste collectors. Over the last decade, GWs has successfully maintained long-term partnerships with local self-governments (Panchayats, Municipalities, and Corporations) and waste collectors (HKS) at the local level. The meaningful collaboration with HKS (Self-Help Group) made this effort more engaging at the grassroots level. GWs' approach focused on engaging local communities and other collaborators to initiate collective action, bringing systemic change to the waste management system and providing dignified and safe working conditions for waste workers. “Green Worms’ approach is to bring forth a systemic change in waste management, which converts waste into raw materials. We promote the use of recycled materials over virgin materials, thereby keeping these materials in the economy as finished goods and helping to keep our environment and oceans plastic-free. Our process creates traceability, transparency, and, most importantly, safe and dignified jobs for women from socio-economically disadvantaged backgrounds” (Interview with one of the managing team members). The chart below (Figure-1) will explain the Triple Bottom Line approach of GWs in waste management, which not only focuses on economic and political aspects of sustainability but also the environmental aspects as well. On the one hand, they create dignified livelihoods and empower communities through inclusive waste management. On the other hand, it reduces environmental impact through circular solutions that protect natural resources. Ultimately, they strive to develop economically viable solutions that generate shared value for all stakeholders. So, as a recognition of its commitment towards tackling the plastic waste crisis and empowering women, UNESCO’s Green Citizens initiative recognized GWs in 2024. In 2025, the government of Kerala selected GW as the number one entrepreneurial initiative in waste management. This Best Organization Award from the Local Self Government Department highlighted the importance of GW in the context of Kerala’s journey towards a sustainable and waste-free future. They are one of the nine certified collectors of ocean-bound plastics in the country. Kerala’s leverage in implementing the 75th constitutional amendment and operating a grass roots governance model through a three-tier system of administration became an advantage to the Green Worm to coordinate, organize and implement its work at the local level. They provided scientific and systematic advice to local self-governments, encouraging them to take full advantage of the situation and collect waste from the source, thereby segregating it at the source itself. The assessing the availability of plastic, its environmental impact, and recycling values is conducted scientifically, in line with the principles of the circular economy. At another level, they engage in organizing camping in educational institutions, local clubs, and community gatherings. They train members of local self-governments, sanitation workers, and community members in the collection, segregation, and recycling of solid waste. This collaboration between the GWs and local/ global enterprises creates an atmosphere for the development of new systems and architecture of waste management that create and sustain dignified jobs for women waste workers. “More than 70% of the Green Worms’ jobholders report increased income, and two-thirds report earning more than their previous jobs. Over 80% of jobholders report that the way the community views their jobs has changed since working at GWs. Almost 90% reported increased confidence and having the right level of autonomy at work” [60]. 5.2 Upskilling and Reskilling in the Waste Workforce In the waste management sector, three key skills are essential: first, technical skills, which enable the management of technical aspects of the job, such as designing, programming, and operating machinery. Second is social skills, which help waste workers communicate effectively with stakeholders and the public. And engage with people in a professional manner, building problem-solving capacity. Third is related to the regulatory skills, which will help the waste workforce work with regional, national, and international regulatory mechanisms and comply with these rules and regulations. Along with technical, scientific, regulatory and social skills, GWs took an interest in developing green skills among its employees and the waste workers associated with them. The idea behind this initiative was to promote sustainable development goals across social, economic, and environmental sectors. As part of its upskilling and reskilling efforts, GWs took the initiative to map the competencies of its workers, including managerial staff and waste workers, and identified the skill gaps. To achieve this, they utilised internal and external resources, including 60_decibels (a social impact measurement company) and Serve Rural (the non-profit wing of GWs Waste Management Pvt Ltd), which undertook a detailed survey among the workers to identify various aspects of skill deficits and staff reflections. According to the findings and current needs, the GWs team designs training programmes and skill development activities. The upskilling of waste workers begins with instilling environmental values and attitudes that enable them to engage in climate-resilient activities with passion and enthusiasm. The next level focused on providing training to utilize new equipment and state-of-the-art techniques at various stages of waste management, including collection, segregation, and recycling. Waste workers collaborate with various stakeholders in the waste management sector, making it a group effort. Therefore, the staff and collection workers must communicate effectively with the public and clients to ensure the success of the projects. This will include communicating and creating awareness about various methods for reducing waste and the scientific and sustainable recycling of different types of waste. As part of providing dignified jobs, they focused on skills recognition and staff training in the green job sector. As part of that, they acknowledged the skills of individuals that contributed to the development of the sector. In the following section, we will examine various skill development initiatives implemented by the GWs. 5.2.1 Training for Segregation In waste management, scientific and sustainable segregation plays a crucial role in preventing open dumping and burning. It also helps in valorisation of waste in the circular economy. In Kerala, there are more than 22 active civil society movements in different locations, such as Vilappilsala (Thiruvananthapuram), Brahmapuram (Kochi), Njeliyanparambu (Calicut), etc., against different dumping sites and centralized waste management infrastructure [61,62]. In this context, proper segregation and sorting of waste reduces dumping and open burning and also enhances the value of the waste management infrastructure. At the source, the segregation is mainly based on the following categories, such as wet, glass, plastic, sanitary, medical, domestic, hazardous and inorganic The GWs recognised the skill gap in the segregation section and introduced a campaign called Smart Sort . This campaign focused on providing training to HKS members to scientifically and systematically segregate different plastics, including LD, super LD, HM, PP, PET bottles, Rafiah, Milk LD, Oil LD, BB, and BSK, and recycle them in a proper manner. During the training sessions, the trainees received practical, hands-on training and mock segregation exercises. It helps enhance recycling efficiency and facilitates the movement of materials from the collection centre to the segregation table. It helped increase the value of the waste and also increased the income of HKS members. In the Palakkad district of Kerala, GWs conducted 31 sessions over 2 seasons. It benefited around 800 HKS members in 28 LSGs. The following table (Table: 2) shows the impact of this skill development. In every panchayat, the recycling value has increased significantly. On the one hand, it has to be recyclable, which reduces waste that ends up in landfills. On the other hand, it increased the income of HKS members and subsequently helped in the circular economy. Table 2 Shows Plastic Waste collected by HKS Members before and after the Smart Sort . LSGs Before Smart Sort (Kg) After Smart Sort (Kg) Alanallur 1927.44 3898.5 Srikrishnapuram 677.7 3640 Desamangalam 0 5430 Paruthur 0 12110 Kulukkallur 5820 8929 Lakkadi 0 885 Edappal 1887 18111 Pannjal 0 12389 Source: IEC Impact Report of GWs The testimonial below from another panchayat illustrates the impact of this training on sorting, segregation, and recycling. It not only improved their technical skill but also enhanced their financial literacy and discipline. “It has been four years since we started the Haritha Karma Sena in the Chungathara Grama Panchayath. Initially, another company collected our waste. Later, we became associated with Green Worms Waste Management. Since then, we have had excellent cooperation with GWs. Initially, our income was only ₹300. Today, it has increased to ₹400, ₹500, and sometimes even ₹800. This progress has been made possible with invaluable support from GWs. We also receive great support from Panchayath, the administrative committee, staff, and members, who work together to assist us in every way. Whenever we inform GWs that the recyclable materials are ready, their vehicle promptly arrives to collect them. Payments for the first load are made by the 15th of the month, while payments for subsequent loads are credited before the 5th. This timely payment system ensures that we receive our salaries on the 10th of every month. Initially, when we separated waste into three categories, it was easier to manage, but our income was relatively low. Now, after transitioning to segregating inorganic waste into five categories, our income has increased” (According to Haritha Karma Sena members). 5.2.2 Upskilling HKS members GWs took the initiative to train HKS members in various parts of Kerala, particularly in the Malappuram, Palakkad, and Wayanad districts. At the Local Institutional level, HKS members face various challenges, ranging from door-to-door collection to segregation and recycling. To address these challenges, it's essential to empower HKS members by creating local waste entrepreneurs, upskilling them to manage waste in a scientific and sustainable manner, and engaging with communities in a professional manner. As part of this training initiative, GWs trained 3119 HKS members across 118 Grama Panchayats and in 225 days and 75 batches in two districts of Kerala [63]. The training program focused on aspects such as waste segregation, recycling practices, and community engagement. The participation and collaboration of HKS members, the State and District Kudumbasree Missions of Malappuram & Wayanad, GW trainers, local self-governments, and community leaders made this initiative more participatory. The testimonials from the impact report below demonstrate that the training helped HKS members contribute to sustainable and scientific waste management. "The capacity-building training was unlike anything we've ever experienced; the games we played helped us understand the importance of teamwork. Visiting the GWs plant gave us valuable insights into the fate of the waste we collect. We hope to participate in many more such trainings to shape us into the best."- (Haritha Karma Sena Member, Pothukallu) “This training was truly amazing. The classes, activities, and overall experience were excellent. It helped us identify areas where we lack and how to improve them. With the knowledge and skills, we've gained, we're committed to making a positive change in our work”. (According to one of the HKS Members, Poothad) “I have been working in waste management for 5 years, and this training, a joint effort by Kudumbashree and GWs, has truly brought about change. It opened new avenues for us to earn better and made me aware of the potential and impact of the waste we collect. This training has shed light on these possibilities, helping us improve our work”. (According to HKS Consortium Secretary, Muttil) At another level, GWs function as a Haritha Sahaya Sthapanam (HSS), providing essential technical and managerial support to Local Self-Government Institutions, such as Grama Panchayats, Municipalities, and Corporations. HSS works for implementing scientific, sustainable, and decentralized waste management systems in LSGIs. As part of its responsibilities, GWs focuses on training and upskilling the HKS members and offering comprehensive programs that equip workers with the necessary knowledge and skills for efficient waste management and handling. Through effective coordination, GWs oversee the daily operations of the HKS to ensure timely and systematic waste collection across designated areas. 5.2.3 Health and Well-being The health of the frontline workers of the waste management system is the most neglected area. Different studies have shown that they face various occupational and chemical hazards, as well as physical, biological, and mental health issues, as part of their daily interactions with waste. Most of them are from marginalized groups and communities, so they are not aware of the health issues, and they also face problems in accessing healthcare facilities. Also, a significant number suffer from multiple morbidities and chronic illnesses [64]. Since they are involved in door-to-door waste collection and segregation, they often encounter various hazards and health issues. In this context, GWs took the initiative to arrange a comprehensive health checkup for more than 166 members of its waste recovery team. They considered health to be a basic human right and non-negotiable for women working in environmental sustainability. The GWs took it upon themselves to provide their employees with proper health-related awareness and training. Green jobs must go beyond buzzwords. They must offer dignity, safety, and care. Empowerment starts when we invest in the people who make sustainability possible. This is how green jobs become truly dignified jobs” (GW on this initiative). For the members of the waste recovery team, this was their first-ever medical check-up in their entire lives. This helped them to feel positive about their health and well-being. 5.2.4 Menstrual Hygiene and skilling the women workers. As part of this health initiative, on the Menstrual Hygiene Day (28 May 2025), GWs took the initiative to train its workers to bring menstrual dignity, health and sustainability at the center of their menstrual practices and to their daily life. The program Swasthi , a menstrual hygiene initiative for women waste collectors, focuses on the menstrual hygiene of the women workers. As part of the Swasthi (healthy) initiative, GWs conducted a survey among the HKS members. HKS is one of the main waste collection partners of GWs. The study revealed a very striking reality related to their menstrual hygiene and health. Among them, 56 per cent of the women struggle to change the pads during work, and 57 per cent burn used pads and become a source for harmful emissions. Altogether, 56 per cent of women face recurring health issues due to poor menstrual hygiene. The data show a heavy reliance on traditional methods, such as cloth (38.2%) and disposable pads (32.4%) [65]. In this context, the menstrual care initiative reached out to 1,283 HKS members in 42 villages and 500 users of menstrual cups. This Swasthi initiative focuses on conducting awareness classes on menstrual hygiene, and it also opens an avenue for open dialogue to break taboos on menstrual practices among women and society in general. They introduced menstrual cups as an alternative to menstrual pads and raised awareness about the environmental benefits of switching to these new options. They distributed around 500 menstrual cups to members of HKS free of charge (According to one of the coordinators of GWs). 5.2.5. Self-Defence Training Green Worms’ Gymkhaana , a women's self-defence training program, focuses on the importance of developing confidence among its workers. In collaboration with the Kerala Police’s Social Police Division, GWs provided training to empower women to address various issues in their daily lives. Along with lectures and class, the trainers focused on hand-to-hand training and physical exercises to defend themselves in difficult situations. Self-defence is a very important skill in a society like Kerala, especially for women. In their daily encounter, they are facing different kinds of physical, verbal, and mental torture in society. As the crime report bureau suggests, these kinds of attacks are frequent in our society. Self-defence training will help women gain confidence and courage to address difficult situations. An establishment or a nation can ensure gender equality (SDG 5) by developing confidence and self-defence training that equips women and girls to face external threats to their freedom of movement. It protects them from violence and exploitation. This self-defence training ensures the full participation of women in the workforce, because in societies like Kerala, women often do not feel safe in public at night or in dark areas. When they feel safe and self-reliant, they can go out at any time and carry out their work. So, it's a critical step in achieving gender equality and empowering all women. 5.2.6. First Aid training HKS Members, Students, Asha Workers, the Be First program was a week-long collaborative health and safety initiative conducted by GWs Waste Management Pvt. Ltd., in association with Aster Medcity, Kochi. The campaign took place from June 9 to June 13, 2025, across 10 Grama (Village) Panchayats in Palakkad District. The program aims to equip frontline workers and local community members with essential first aid awareness, CPR skills (both theory and practical), and emergency response techniques. This initiative was specifically designed for members of the HKS, who are often the first to respond in public spaces. By promoting personal safety and self-reliance, self-defence training can indirectly contribute to a more peaceful and just society (SDG 16). It can help individuals feel safer and more secure in their communities, which can reduce feelings of fear and vulnerability. Additionally, self-defence training can enhance awareness of potential dangers, which can help individuals avoid risky situations and make informed decisions to protect themselves and others. Self-defence training can promote physical and mental well-being (SDG 3) by increasing physical fitness, improving self-esteem, and reducing anxiety. Self-defence training can be integrated into educational programs (SDG 4) to promote life skills and enhance overall well-being. In essence, self-defence training is not just about learning physical techniques but also about developing a proactive mindset, enhancing self-confidence, and fostering a sense of security, all of which are essential for achieving sustainable development and building a more just and equitable world. 5.2.7. Sexual Harassment in the Workplace Awareness The women are the predominant group in the waste management sector. Sexual harassment and exploitations are one if the important challenges in the informal sector. In this context, GWs took initiative to provide POSH (Prevention of Sexual Harassment) Training for its team members. Legal experts from the Women & Child Development Department led the training sessions, communicating various aspects of women's workplace safety. Workplace ethics and safety are two important preconditions for preventing sexual harassment and exploitation. The HKS members have to travel across the rural and urban centres and they face different kinds of harassment during door-to-door collections. This training will help them to respond to any kind of sexual harassment and empower them. It also helps them to build a safe and inclusive workplace. 6. DISCUSSION 6.1 Skill Development, SDG and Women Workforce Upskilling and reskilling are crucial components for achieving success in relation to the Sustainable Development Goals (SDGs). SDG 4 and SDG 8 emphasizes the importance of skill development in different ways. In developing countries like India, the human resource has become the most important asset (the working-age population) to be tapped. The country's human capital development ecosystem requires various scaling-up programs from national, state, and non-state actors across different sectors. In this section, we will focus on upskilling and reskilling in the waste management sector and its relationship with the SDGs. It's one of the most important sectors in which a large number of people from underprivileged communities are working. GWs works to formalize the informal waste management sector in the context of Kerala. The workers are enrolled in payroll, receive minimum wages, and have ESI and BFL benefits. Focusing on providing dignified jobs by providing training, skill development, ensuring social benefits, and ensuring health and safety standards (Interview with a co-ordinator of GWs). They recognize the value output of different people, their roles in the company, and the contributions they provide. For example, the managerial staff, administrative staff, collection workers, and segregation workers are performing different kinds of jobs. The skills required for these jobs are different. Through the Swasthi initiative , GWs play a crucial role in achieving the UN's Sustainable Development Goals within the local context. Menstrual hygiene and health are cross-cutting issues that have a significant impact on various Sustainable Development Goals. Through addressing these issues, GW focused on accelerating progress towards the localization of SDGs and accomplishing an equitable, healthy, and sustainable future for the members of HKS. This initiative is directly connected with three SDGs, namely SDG 3 (Good Health and Well-being), SDG 5 (Gender Equality) and SDG 13 (Climate Action). Firstly, for good health and well-being (SDG 3), this initiative, in which the trainers of GWs communicated the importance of menstrual hygiene and the various ways to reduce infections resulting from poor menstrual period management. They also emphasized the importance of creating awareness about safe and stigma-free menstrual care among the members of HKS. As a part of climate action (SDG 13), the initiative propagates the use of menstrual cups instead of pads. They are sustainable, cost-effective, long-lasting, healthy and hygienic. It is a perfect solution for multiple problems faced by women waste collectors during their menstrual cycle. It’s a smart choice for waste workers who care about the environment, their neighbourhood, and the planet at large. According to the GWs, the training sessions focused on the safe and smart use of menstrual cups, providing hands-on training to use them comfortably. It also focused on the safe use of sanitary napkins and the management of sanitary waste in society and the environment. They also raised awareness about the adverse effects of burning used pads and the emissions they produce in the environment (Interview with the Coordinator of Swasthi ). Gender equality and production (SDG 5) is not only about menstrual hygiene and health, but it is also about giving them the confidence to work safely, participate in income-generating activities, and engage with the public in a dignified manner. By breaking taboos related to menstrual practices, the GWs equipped its members to fight against gender inequalities and discrimination. It emphasized the importance of equal access to hygiene and equal respect in the workplace. In the sessions, they spoke about the period without shame, and more than awareness, it focuses on action for women who work in vulnerable conditions (HKS member). In addition to these three, SDG 6 (Clean Water and Sanitation) emphasises the importance of sanitation facilities for menstrual hygiene. The safe and sustainable disposal of menstrual products, along with the use of ecologically sustainable alternatives, will also help ensure sanitation and cleanliness in society. SDG 10 (Reduced Inequalities) focuses on the disparities and inequalities directly related to access to menstrual hygiene products and awareness. Through this initiative, GWs tried to address these disparities in access to new technologies, such as menstrual cups and provided education and training to people from marginalized groups and communities. It helps and ensures dignified management of menstrual hygiene for all women workers of HKS regardless of their socio-economic background. SDG 12 (Responsible Consumption and Production) emphasises the promotion of sustainable products. In the case of menstrual practices, GW provided awareness and distributed sustainable menstrual products, including reusable menstrual cups, which are environmentally friendly. It can reduce environmental impact and help reduce the use of sanitary pads. CONCLUSION Among the many challenges the waste management sector faces, addressing the skill gap and upskilling waste workers is an overarching priority of our time. To address these challenges, waste management companies and local self-government institutions should collaborate. This will help ensure the participation of key stakeholders, the green workforce, in engaging with the waste management infrastructure based on skill demand and supply. The GWs example shows a way forward in this context; they took different initiatives to upskill the workforce according to the socio-cultural and economic demand and supply. The employers have to work hand in hand with the government and LSGIs to train the green workforce to ensure dignified jobs and sustainable waste management. Through the outreach programs in schools and colleges, GWs managed to inculcate waste management skills/awareness in the formal educational system. Understanding and engaging with local realities and needs in skill development, in compliance with local, regional, and national legal frameworks, is crucial. GWs realized this and acted upon it. It is crucial to address waste management challenges at the grassroots level. When they introduced semi-automated technology for waste segregation, it was mandated that workers receive training to operate this new, up-to-date, and state-of-the-art technology in waste management. Plastic waste management differs from other waste management, as it requires specialised knowledge and skills. First of all, its longevity demands proper recycling and reuse. Otherwise, it will end up in a landfill or a dumb yard, which creates serious environmental and health issues. To address this, proper training should be provided to waste collectors to segregate waste at the source itself. Upskilling of the informal waste pickers will reduce the risk of mismanagement at the source level. According to the Solid Waste Management Rules, 2016, waste pickers are an integral part of the municipal waste management infrastructure. It mandates that the local bodies must incorporate waste pickers into the formal structure through registration and clear mandates. This integration requires training and upskilling the workforce according to current needs. The waste pickers are mostly from the underprivileged and undereducated sections of society, and they are the backbone of segregating different types of waste according to their recycling values. In the case of plastic segregation, they are unaware of the value of different types of plastic. They would not pick up wrappers and multilayered plastics, so they end up in the water bodies and landfills. Collection and segregation at the source is the most effective way to manage the waste crisis. Training to differentiate between dry and wet waste is important at the source of segregation. If they are not given proper training, segregated waste at the source ends up as mixed waste in the landfill. Reducing the consumption of single-use plastics (SUPs) and so, creating awareness among the general public plays an important role. These grassroots workers can play a significant role in this regard. Creating a responsible public will reduce the burden of waste management. Therefore, waste collectors must be trained to educate residents about the segregation process at the source level. Creating behavioural changes is very important for the long-term success of this waste management programme and the sustainable management of the system. The study reveals that upskilling and reskilling initiatives benefited the workers in two significant ways. First, the waste management sector and associated jobs are stigmatized in different ways and means. The skill development helped them overcome these traditional stigmas associated with the field. Most of the staff identified themself as dignified workers and the fields as a dignified sector. Second, women workers are marginalized and exploited in different ways. Now they are confident enough to join the field and build their careers in green jobs, contributing to the green economy. So the upskilling and reskilling create employment opportunities for women from marginalized communities and provide livelihoods to live a dignified life in society. For them, these skill training are important for their personal development, community empowerment and social upliftment. They are aligned with the existing green job patterns and demand in the waste management sector. Skilling and upskilling helped to improve their social and environmental awareness, and they contributed to the ‘sustainability intelligence’ of the workers. This socially responsible and embedded approach to skill development focuses on the needs of the workforce and the demand of the profession and caters to the needs of women from marginalized communities and groups. Declarations Author Contributions: Conceptualization, J.C. and B.B.; methodology, J.C. and B.B.; software, J.C. and B.B.; validation, J.C. and B.B.; formal analysis, J.C. and B.B.; investigation, J.C. and B.B.; resources, J.C. and B.B.; data curation, J.C. and B.B.; writing—original draft preparation, J.C. and B.B.; writing—review and editing, J.C. and B.B.; visualization, J.C. and B.B.; supervision, J.C. and B.B.; project administration, J.C. and B.B. All authors have read and agreed to the published version of the manuscript. Ethical approval and accordance: The study received ethical approval from the SRM University-Andhra Pradesh Institutional Ethics Committee (Approval Number: SRMAP/IEC/2025-23). All research procedures were performed in accordance with the ethical guidelines and regulations of SRM University - Andhra Pradesh, and the principles outlined in the Declaration of Helsinki. Field permission: Informed oral consent was obtained from all individual participants included in the study, including local authorities. Each participant was fully informed about the purpose, procedures, and potential impacts of the research, and their participation was voluntary. Consent to participate: Informed oral consent was obtained from all individual participants included in the study. Each participant was fully informed about the purpose, procedures, and potential impacts of the research, and their participation was voluntary. Consent to publish: Informed consent to publish was obtained from all participants. No personally identifiable information was included in the manuscript . Data Availability Statement: Data is contained within this article, and further inquiries can be directed to the corresponding author. Funding Declaration: No Funding. Clinical trial number: Not applicable. Conflicts of Interest: The authors declare no conflicts of interest. Acknowledgements: We would like to thank the management team, coordinators and members of Green Worms for their support in conducting fieldwork. References Rajendra A. Skills in ‘unskilled’ work: a case of waste work in Central India. Third World Q. 2024;45(4):658–676. doi:10.1080/01436597.2022.2086115. McGrath S. The role of education in development: An educationalist’s response to some recent work in development economics. Comp Educ. 2010;46(2):237–253. doi:10.1080/03050061003775553. Mori J, Stroud D. Skills policy for growth and development: The merits of local approaches in Vietnam. Int J Educ Dev. 2021;83:102386. doi:10.1016/j.ijedudev.2021.102386. Mehrotra S. From 5 million to 20 million a year: The challenge of scale, quality and relevance in India’s TVET. Prospects. 2014;44(2):267–277. doi:10.1007/s11125-014-9305-2. Nambiar D. Creating enterprising subjects through skill development: The network state, network enterprises, and youth aspirations in India. In: Gooptu N, editor. Enterprise Culture in Neoliberal India: Studies in Youth, Class, Work and Media. London: Routledge; 2013. p.57–72. Pai. 2050: India to have the largest working age population. The Economic Times. 2011. https://economictimes.indiatimes.com/special-feature/2050-india-to-have-the-largest-working-age-population/articleshow/7388225.cms (Accessed on 23.08.2025) Anderson D. Productivism and ecologism: Changing dis/courses in TVET. In: Fien J, MacLean R, Park MG, editors. Work, Learning and Sustainable Development: Opportunities and Challenges. Dordrecht: Springer; 2009. P.35–57. Saraf R. Skill training or nipping potential in the bud? Econ Polit Wkly. 2016;51(18):16–19. Agarwal A. Waste beyond management: Understanding the waste crisis at the intersection of the human and non-human worlds. Environ Hist Now. 2022 Feb 18. Accessed 2022 May 16. Harriss-White B. Waste, social order, and physical disorder in small-town India. J Dev Stud. 2020;56(2):239–258. doi:10.1080/00220388.2019.1577386. Harriss-White B, Rodrigo G. Discrimination in the waste economy: Narratives from the waste workers of a small town. J Soc Incl Stud. 2016;2(2):3–27. Ingole A. Scavenging for the state. Econ Polit Wkly. 2016;51(23). Mirza S. Becoming waste: Three moments in the life of landfills in Mumbai City. Econ Polit Wkly. 2019;54(47):36–41. Available from: Luthra A. Housewives and maids: The labor of household recycling in urban India. Environ Plan E Nat Space. 2021;4(2):475–498. doi:10.1177/2514848620914219. Kumar K. Smaller Citizens: Writings on the Making of Indian Citizens. Hyderabad: Orient Blackswan; 2021. Gidwani V, Chaturvedi B. Poverty as geography: Motility, stoppage and circuits of waste in Delhi. In: Anjaria JS, McFarlane C, editors. Urban Navigations: Politics, Space and the City in South Asia. New Delhi: Routledge India; 2011. p.50–78. Bozkurt Ö, Stowell A. Skills in the Green Economy: Recycling promises in the UK e-waste management sector. New Technol Work Employ. 2016;31(2):146–160. doi:10.1111/ntwe.12066. Gregson N, Crang M, Botticello J, Calestani M, Krzywoszynska A. Doing the ‘dirty work’ of the green economy: Resource recovery and migrant labour in the EU. Eur Urban Reg Stud. 2016;23(4):541–555. doi:10.1177/0969776414554489. Paliath S. Without mechanisation & modern sewage systems, Swachh Bharat an illusion. IndiaSpend. 2019 Oct 13. Accessed 2022 May 16. Zaqout M, Cawood S, Evans BE, Barrington DJ. Sustainable sanitation jobs: Prospects for enhancing the livelihoods of pit-emptiers in Bangladesh. Third World Q. 2021;42(2):329–347. de Bercegol R, Gowda S. A new waste and energy nexus? Rethinking the modernisation of waste services in Delhi. Urban Stud. 2019;56(11):2297–2314. Luthra A. Waste-to-energy and recycling. Econ Polit Wkly. 2017;52(13):51–58. Chenoy D, Ghosh SM, Shukla SK. Skill development for accelerating the manufacturing sector: The role of ‘new-age’ skills for ‘Make in India’. Int J Train Res. 2019;17(sup1):112–130. McGrath S, Powell L. Skills for sustainable development: Transforming vocational education and training beyond 2015. Int J Educ Dev. 2016;50:12–19. Valiente O. The OECD skills strategy and the education agenda for development. Int J Educ Dev. 2014;39:40–48. International Labour Organization (ILO). Skills Development in the Time of COVID-19. Geneva: ILO; 2021. Singh M, editor. Meeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship. Dordrecht: Springer; 2005 Jun 20. Zancajo A, Valiente O. TVET policy reforms in Chile 2006–2018: Between human capital and the right to education. J Vocat Educ Train. 2019;71(4):579–599. Ashton D, Green F, James D, Sung J. Education and Training for Development in East Asia: The Political Economy of Skill Formation in Newly Industrialised Economies. London: Routledge; 2005. Mitra A. Training and skills development for decent work in the informal sector: Case studies from South India. In: Singh M, editor. Meeting Basic Learning Needs in the Informal Sector. Dordrecht: Springer; 2005. (Technical and Vocational Education and Training: Issues, Concerns and Prospects; vol. 2). Adely FIJ, Mitra A, Mohamed M, Shaham A. Poor education, unemployment and the promise of skills: The hegemony of the “skills mismatch” discourse. Int J Educ Dev. 2021;82:102381. Osterman P, Lowe N, Anderson B, Trotter JW, Iskander N, Agarwala R. A forum on the politics of skills. ILR Rev. 2022;75(5):1348–1368. Wheelahan L, Moodie G, Doughney J. Challenging the skills fetish. Br J Sociol Educ. 2022;43(3):475–494. Upadhya C, Roy Chowdhury S. Crafting new service workers: Skill training, migration and employment in Bengaluru, India. Third World Q. 2024;45(4):753–770. Brown T. Skill India’s unmet promises: Raising expectations for financial assistance in training for informal sector livelihoods. J Vocat Educ Train. 2023;1–21. Carswell G, De Neve G. Training for employment or skilling up from employment? Jobs and skills acquisition in the Tiruppur textile region, India. Third World Q. 2024;45(4):715–733. Brown T, De Neve G. Skills, training and development: An introduction to the social life of skills in the global South. Third World Q. 2023;45(4):607–623. Gowlland G. Skilling indigenous futures: Crafts and resilience among the Paiwan people of Taiwan. Third World Q. 2024;45(4):624–639. Gil L. Becoming a repair entrepreneur: An ethnography of skills training in Brazil. Third World Q. 2024;45(4):640–657. Iyer S, Rao N. Skills to stay: Social processes in agricultural skill acquisition in rural Karnataka. Third World Q. 2024;45(4):677–697. Laker DR, Powell JL. The differences between hard and soft skills and their relative impact on training transfer. Hum Resour Dev Q. 2011;22(1):111–122. Zhang A. Peer assessment of soft skills and hard skills. J Educ Technol Educ. 2012;11:155–168. Schulz B. The importance of soft skills: Education beyond academic knowledge. J Lang Commun. 2008;2(1):146–154. Lai Chee Sern et al. Green Skills for Green Industry: A Review of Literature. J Phys Conf Ser. 2018;1019:012030. McDonald G, Condon L, Riordan M. The Australian Green Skills Agreement: Policy and industry context, institutional response and green skills delivery. NSW: TAFE; 2012. CEDEFOP. Green Skills and Environmental Awareness in Vocational Education and Training: Synthesis Report. Luxembourg: Publications Office of the European Union; 2012. Olga S, Christine H, Mercedes DH, Shinyoung J. Skills for Green Jobs: A Global View. Geneva: International Labour Office; 2011. Tamrakar RL, Pandey M, Mukti SK. The skill development ecosystem: A brief study on policies and projects in the context of India. In: Maurya A, Srivastava AK, Jha PK, Pandey SM, editors. Recent Trends in Mechanical Engineering. Singapore: Springer; 2023. (Lecture Notes in Mechanical Engineering). Ministry of Skill Development and Entrepreneurship (MoSDE). Sector Skill Councils (SSC). New Delhi: Government of India; 2015. Rajendra A. Skills in ‘unskilled’ work: a case of waste work in Central India. Third World Quarterly. 2022;45(4):658–676. https://doi.org/10.1080/01436597.2022.208611 The Hindu. Training for Haritha Karma Sena members begins across Kerala. The Hindu. 2024. https://www.thehindu.com/news/national/kerala/training-for-haritha-karma-sena-members-begins-across-kerala/article67801508.ece (Accessed on 06.09.2025). Hasan SE. Public awareness is key to successful waste management. J Environ Sci Health A Tox Hazard Subst Environ Eng. 2004;39:483–492. doi:10.1081/ESE-120027539. Lepistö E, Pyyhtinen O. Affective encounters with waste: The role of affects in trash activism. Ethnography. 2025;0(0). doi:10.1177/14661381251316133. Stöckert A, Bogner FX. Cognitive learning about waste management: How relevance and interest influence long-term knowledge. Educ Sci. 2020;10(4):102. doi:10.3390/educsci10040102. Schultz PW, Bator RJ, Large LB, Bruni CM, Tabanico JJ. Littering in context: Personal and environmental predictors of littering behavior. Environ Behav. 2013. doi:10.1177/0013916511412179. Allais S. Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa. Int J Educ Dev. 2012;32(5):632–642. doi:10.1016/j.ijedudev.2012.01.001. Mahalingam R, Jagannathan S, Selvaraj P. Decasticization, dignity, and ‘dirty work’ at the intersections of caste, memory, and disaster. Bus Ethics Q. 2019;29(2):213–239. doi:10.1017/beq.2018.34. Rodrigues V. Untouchability, filth, and the public domain. In: Guru G, editor. Humiliation: Claims and Context. New Delhi: Oxford University Press; 2009. p.108–123. Green Worms. Let’s Unwaste (Brochure). Kozhikode: Green Worms; 2024. Acumen. Green Worms brings the circular economy to rural India. Acumen Blog. 2024. https://acumen.org/blog/green-worms-brings-the-circular-economy-to-rural-india/ (Accessed on 25.08.2025). Choudhary K. Raising a stink: How people power forced a waste management revolution in Kerala. Caravan J Polit Cult. 2017. Payyappilly A, Babu P, Nair MR. Distance and direction matters: Risk perception among residents around a dump yard in Kerala, India. Risk Manag Healthc Policy. 2025;18:65–76. doi:10.2147/RMHP.S491900. Green Worms. Let’s Unwaste: Impact Report – Haritha Karma Sena Capacity Building Programme. Kozhikode: Green Worms; 2014. Mishra H, et al. Health problems of solid waste collectors in India: A systematic review. J Ind Pollut Control. 2023;39:001. Rubeena. Empowering women's health: Menstrual hygiene initiative – Project proposal: Implementation of menstrual cup hygiene program for Haritha Karma Sena in Malappuram District. 2025. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 24 Mar, 2026 Reviews received at journal 19 Mar, 2026 Reviews received at journal 16 Mar, 2026 Reviews received at journal 11 Mar, 2026 Reviewers agreed at journal 06 Mar, 2026 Reviewers agreed at journal 06 Mar, 2026 Reviewers agreed at journal 06 Mar, 2026 Reviews received at journal 02 Mar, 2026 Reviews received at journal 20 Feb, 2026 Reviewers agreed at journal 20 Feb, 2026 Reviewers agreed at journal 17 Feb, 2026 Reviewers invited by journal 17 Feb, 2026 Editor invited by journal 16 Feb, 2026 Editor assigned by journal 02 Feb, 2026 Submission checks completed at journal 30 Jan, 2026 First submitted to journal 30 Jan, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8602865","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":594075555,"identity":"3a44e74d-8594-4090-ab80-fd295a0bdc15","order_by":0,"name":"Jawhar Cholakkathodi","email":"","orcid":"","institution":"SRM University-AP","correspondingAuthor":false,"prefix":"","firstName":"Jawhar","middleName":"","lastName":"Cholakkathodi","suffix":""},{"id":594075556,"identity":"1da1de90-af58-41ac-b89b-e55b16882e63","order_by":1,"name":"Bikku .","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA1ElEQVRIiWNgGAWjYBACA2Y2ZhAtBxNgbAAhYrQYk6CFAaIlEaaMgHogMGdnSzbmYbiXPn/26cTPBQw2shsOMLc9wKfFspntcDIPQ3HuhnO5m6VnMKQZbzjA2G6A12GH2ZsP8zAk5G7g4d0gzcNwOBGopU2CGC3p8j28m3/zMPwnRgvYYQkJDGd4twFtOUBYC9AvyYZzDBIMNwC1WM8wSDaeeZiAFnP+Y8YSbyoS5EEOu11QYSfbd7z9GV4tUOdBKGYwg5mwegQgSfEoGAWjYBSMHAAANbBBsps8ITUAAAAASUVORK5CYII=","orcid":"","institution":"SRM University-AP","correspondingAuthor":true,"prefix":"","firstName":"Bikku","middleName":"","lastName":".","suffix":""}],"badges":[],"createdAt":"2026-01-14 14:38:25","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8602865/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8602865/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103176328,"identity":"a77abe0e-1555-41f8-b885-09a4ff90d7c0","added_by":"auto","created_at":"2026-02-22 16:35:25","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":456018,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eTriple Bottom Line approach of GWs\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSource: Green Worm Website (https://www.greenworms.org/ )\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8602865/v1/eec5b9f81fa9c083c3463c4e.png"},{"id":103504903,"identity":"8f3e8e22-5811-4c91-8f29-9cfbbf739cd8","added_by":"auto","created_at":"2026-02-26 13:22:01","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1211946,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8602865/v1/2bb30e85-f0e2-4d92-84fb-a041c6d6922b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Upskilling and Reskilling of Waste Workers in India’s Circular Economy","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003eThis paper presents an in-depth analysis of upskilling and reskilling strategies for waste workers and professionals in Kerala's waste management infrastructure, within the context of the southern Indian state. Traditionally, waste workers are considered unskilled and informal labour in India [1]. But this profession demands a skilled workforce for the sustainable and scientific management of waste. Now, addressing the skill gap and skill shortage is one of the most important priorities of this sector. In the last few years, international organizations, national governments, local self-government institutions, industries and businesses, civil society organizations, and co-operatives have been focusing on investing in skill development activities.\u003c/p\u003e \u003cp\u003eIn India, waste is a significant environmental crisis, yet it also presents as an opportunity to create a circular economy. Since the waste management is done mostly in the informal sector, it's important to upskill informal waste workers and prepare them to utilize the possibilities of a circular economy and sustainable development. The unskilled workforces in the waste management sector exacerbate the country's waste management crisis. For example, without a proper understanding of the intensity of the waste crisis, the sanitation workers cannot act properly in the field. Likewise, without a proper understanding of the nature of the waste, its characteristics, its recycling value, its categorisation, etc., waste management would not be effective. Since this job and field are stigmatized in our socio-cultural context, knowledge and understanding of the importance of this job are essential and important in the context of India.\u003c/p\u003e \u003cp\u003eIn the second half of the 21st century, plastic became an iconic product in our day-to-day lives. The nature and application of the material make it an essential component in various products and processes. Plastic waste has become a significant contributor to the problem of climate change and the greenhouse gas effect. At the same time, the waste management sector has provided livelihood opportunities for numerous families in India. So, a critical study of the working culture of waste management industries and nano entrepreneurs in the country helps us to understand the importance of skill development and creating employment opportunities for women from marginalized communities and groups. Especially for the women workforce, who are one of the most underutilized and untapped resources in developing economies like India. In the Indian context, due to various reasons, women face a disparity in workforce participation. Along with different socio-political and economic reasons, the skill gap plays an important role in the marginalization of women from the workforce.\u003c/p\u003e \u003cp\u003eOver the last couple of years, we have witnessed a surge in entrepreneurial interest in plastic waste management in India, specifically, and globally, the South in general. These start-ups played a crucial role in upskilling and reskilling the workforce in the waste management sector. For example, the GWs, a leading organization in Kerala, India, focuses on the management of plastic waste and creating a circular economy. Since 2014, this climate startup has realized the importance of the circular economy transition and offers solutions to LSGs and brands. Now they are active in Kerala, Lakshadweep Island, andAndaman Island. It has a dual focus: one to tackle the waste crisis in the country and the second to improve the poor working conditions of waste workers (interview with a management team member). In this context, this paper contributes to two domains of literature. First, it will look at the upskilling and reskilling in the green economy, and second, it focuses on the decentralized waste management infrastructure in a circular economy. These reskilling and upskilling efforts for waste workers, facilitated through informal means and methods, are connected through public-private partnerships.\u003c/p\u003e"},{"header":"2. REVIEW OF LITERATURE","content":"\u003cp\u003eHere, we will integrate two fields together, waste management and skill development. Current literature on skill development focuses on two dimensions. First, it emphasizes on formal education and vocational training. Second, it focuses on the \u0026lsquo;skill gap\u0026rsquo;[2] and \u0026lsquo;demographic dividend\u0026rsquo;[4,5,6], as well as productivity and employability [7,8]. And simultaneously ignores various efforts in the informal sector to upskill and reskill their workers. The waste management literature focuses on various issues related to waste mismanagement and the circular economy model, which is developed in and around waste management infrastructure. In the context of India, studies on waste work focused on castes, communities and gender dynamics of people involved in the waste work [9,10,11,12,13,14,15], the toxic or hazardous nature and disparities in wages in this work [16,17,18], technological interventions and their impact on the waste work and workers [17,18,19, 20, 21, 22]. At the same time, the waste management literature is silent about the skills and skill gaps in the waste management infrastructure [1]. In this context, the following section will discuss different discourses on skilling and upskilling in India and the development of green skills and green jobs in the post-liberalization context.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Skilling \u0026ndash; reskilling \u0026ndash; upskilling in India\u003c/h2\u003e \u003cp\u003eOver the last two and a half decades, the concept of skilling, reskilling, and upskilling has gained momentum for several reasons. International organizations and state institutions took an interest in skill development and training and included it in their policy agendas. The industries and civil society organizations also took the initiative to address skill development as their top priority. The Indian government focused on developing the skill development ecosystem across the country. In 2009, the Government of India established the National Skill Development Policy (NSDP), the National Skill Development Fund (NSDF), and the National Skill Development Corporation (NSDC) under the Ministry of Finance.\u003c/p\u003e \u003cp\u003eIn 2014, the Ministry of Skill Development and Entrepreneurship (MSDE), NSDC and Directorate General of Training (DGT) were established under the Ministry of Labour and Employment (MoLE). In the subsequent year, a new National Skill Development and Entrepreneurship Policy (NSDEP) were launched to support and coordinate the National Skill Development Mission, aiming to develop a \u0026lsquo;Skilled India\u0026rsquo;[23]. For these efforts, the MSDE established an arsenal of institutions and infrastructure, such as the Directorate General of Training (DGT), the National Council for Vocational Education and Training (NCVET), the NSDC, the National Skill Development Fund (NSDF) and 37 Sector Skill Councils (SSCs), as well as 33 National Skill Training Institutes (NSTIs/NSTI (w), about 15000 Industrial Training Institutes (ITIs) under DGT and 187 training partners registered with NSDC.\u003c/p\u003e \u003cp\u003eDuring this period in academic and policy literature, upskilling, reskilling, and skill development have become buzzwords. It holds a central position in the Sustainable Development Goals (SDG 4 -Quality Education) as well. And international organizations, such as the UN, World Bank, OECD, International Labour Organisation (ILO), etc., realized the importance of skills development and vocational training for economic growth and sustainable development [24,25,3,26]. UNESCO Institute for Education (UIE) also identified that basic education, continuing education, and training are important for empowering people working in the informal sector and for reducing poverty among marginalized communities and groups [27]. In response to these developments, the Government of India has taken various initiatives to develop skills among its vast workforce across different sectors, aiming to promote economic development, increase the employment rate, enhance labour productivity, and reduce social inequality and exclusion [4,5,28,29,30].\u003c/p\u003e \u003cp\u003eIn the last few decades, we have also witnessed critical studies on the downside of this boom in skill development. These studies argue that skills development and reskilling cannot be considered as a technical fix to address various structural issues, such as social and economic marginalisation, labour market exclusion, unemployment, and the failures of neoliberal development [31, 32]. Sometimes, it reproduces different negative effects on skilled workers by producing inequalities, exclusions, and underemployment [33, 34, 35]. Another set of works in this field focuses on the social processes and political economy of skill development initiatives [36, 37, 38, 39, 40]. These sets of works focused on four key themes in skill development and training. Such as \u0026lsquo;the social and political construction of certain forms of work as \u0026lsquo;skilled\u0026rsquo; or \u0026lsquo;unskilled\u0026rsquo;, the social processes of skilling in formal, informal and non-formal settings, the political economy of skills and skill development, including their imbrication in forms of exploitation and intersecting inequalities and the role of skills in the expression of aspirations, identity and agency\u0026rsquo; [36].\u003c/p\u003e \u003cp\u003eAnother set of literature on skill development focuses on different types of skills. Some scholars focus on hard skills and soft skills [41, 42, 43], technical skills, generic skills and green skills [44,45,46,47], formal, non-formal and informal skills [40]. These skills have different meanings and are acquired through various institutional and non-institutional settings. Formal learning and skills are acquired through formal educational systems, including qualifications, degrees, and certifications. On the other hand, non-formal skills are acquired through semi-structured institutional setups, such as NGOs, without formal qualifications or certifications. However, informal skills refer to practical competence and expertise acquired in the workplace and through practices, which are more socially embedded, often without formal certification or a degree.\u003c/p\u003e \u003cp\u003eMost of the literature on skilling, reskilling, and upskilling focuses on formal and semi-formal settings to understand the different dynamics of skill development processes. They employed a top-down approach to understand the skill development ecosystem across various sectors. And focuses on the academic, technical and vocational skill development ecosystem to understand dynamics. But a huge population of the workforce in India are employed in the informal sector, and they are unorganized, unskilled or semi-skilled. In the informal sector, skills, training, and knowledge are acquired by observing skilled workers and working under their supervision, or through self-directed learning [48]. They lack systematic and sustainable skill development practice. It has become a hurdle in the personal and professional lives of workers. In this context, the organized efforts are essential to surpass these skill gaps and the low awareness of green strategies. In this paper, we examine this aspect in detail within the context of the green workforce of the waste management ecosystem and infrastructure. These workforces are marginalized in different ways in our society and economy.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Green Skilling and Upskilling in the Waste Sector\u003c/h2\u003e \u003cp\u003eGreen skills are emerging skills that help us mitigate climate change, adapt to environmental changes, restore ecosystems, and manage ecosystems effectively. These skills encompass technical, vocational, social, managerial, financial, and policy skills that will enable the operation of various green enterprises, technologies, and services. Green skills are important aspects of sustainability, and these skills are related to the technical skills, knowledge, values, and attitudes needed in the workforce to develop and support sustainable social, economic, and environmental outcomes in business, industry, and the community [45, 44].\u003c/p\u003e \u003cp\u003eBased on the existing literature, Lai Chee Sern et al. (2018) identified ten key green skills in demand in the green industries and green economies. These green skills encompass design, leadership, management, energy, city planning, landscaping, communication, waste management, procurement, and financial skills [44]. According to Lai Chee Sern et al (2018), green skills are generally composed of three dimensions, namely, knowledge (cognitive dimension), skills/abilities (psychomotor dimension), and attitudes/values (affective dimension) needed by workers to promote sustainable development in the social, economic, and environmental [44]. Among these ten green skills, most are relevant to the waste management sector, and they will help to develop the green economy in and around waste management.\u003c/p\u003e \u003cp\u003eMeanwhile, the notion about skill or unskill in the waste management sector has changed in the last two decades. The Skill Council for Green Jobs, an industry-led, not-for-profit organisation established by the Government of India, listed solid waste management skills as one of the 38 sector skills councils [49]. And different skill development programs and training sessions were introduced to upskill or reskill informal waste pickers and \u003cem\u003esafai karamcharis\u003c/em\u003e (cleanliness workers) [50]. In Kerala, as part of the \u003cem\u003eHaritha Karma Sena\u003c/em\u003e (HKS) initiative, the government introduced various training programs for waste workers. Kerala Solid Waste Management Project (KSWMP), in collaboration with the Kerala Institute of Local Administration (KILA), introduced a state-wide training programme on solid waste management for the HKS members of rural and urban local bodies. The training programme will cover various topics related to sustainable and scientific waste management, including collection, separation, transportation, and job generation through the recycling and valorisation of waste materials [51]. The Clean Kerala Company (CKC) organized recycling training for the HKS members to make the non-organic waste management more efficient. During the fieldwork, HKS members shared their experiences from the training program and how it helped them improve their work.\u003c/p\u003e \u003cp\u003eGreen skills in the waste management sector encompass knowledge of recycling, reuse, repair, and upcycling, as well as the development and design of technologies, communication, public outreach, policy analysis and implementation, data collection and analysis, among others. At the cognitive level, knowledge and awareness about the problem of waste, its mismanagement, and the negative impact on nature, the environment, and society at large, as well as the importance of environmental protection, can be considered green skills. From a psychomotor perspective, green skills in the management sector encompass the physical and behavioural skills required for processing and disposing of various types of waste. These skills range from basic labour for collecting, transporting, and unloading waste materials from door-to-door and to recycling sites, to more complex tasks such as operating new technologies used for collection, segregation, processing, storage, and recycling, including dumpsters, compactors, conveyors, shredders, and baling machines. Affective skills in the waste management sector include emotional, attitudinal, and empathetic understanding of concerns related to problems, actions, and stakeholders. Since waste management is intrinsically linked with social norms and self-perception [52, 53, 54, 55], all these skills are essential for effective waste management practices.\u003c/p\u003e \u003cp\u003eSo, the upskilling and reskilling in the waste management sector focus on different aspects. Starting from waste avoidance and waste minimization, according to the needs and necessities, the stakeholders can choose their products and services. By upskilling the public and professionals in the waste management infrastructure, we can help reduce the country's waste crisis. At the second level, the waste collection and segregation demand required skilled labour. Without proper knowledge of the products, their environmental and ecological effects, different types of waste, and methods of segregation, waste management will be difficult. This will lead to mismanagement of waste and a disastrous effect on the environment and ecology. At the next level, the reuse and recycling of waste materials also require different skill levels. Knowledge about the recycling values of different products, upcycling possibilities, and methods for waste products, as well as supply chain management of waste products, helps develop a circular economy and enhance waste management infrastructure. Finally, the disposal of waste also requires a skilled workforce and adequate infrastructure. From scientific and sustainable landfills to the use of waste products for energy production. Therefore, upskilling and reskilling the workforce in the green economy of waste management is crucial and a pressing need of the hour. However, studies in the waste management sector highlight a green skills gap in India. In this context, this study has three objectives. They are,\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo understand the importance of upskilling and reskilling of the green workforce in the waste management infrastructure.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo understand how these upskilling and reskills are socially and culturally embedded in the conditions of the waste workforces and professionals.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo understand the social, economic and environmental impacts of these upskilling and reskilling and how they contribute to the Sustainable Development Goals.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"3. THEORETICAL BACKGROUND","content":"\u003cp\u003eAcross the globe, the demand for skill development has demographic, economic[4, 5, 8], social [28], and geopolitical [4] rationales. Most of the time, these rationals ignore the complex socio-political and structural issues related to economic development, employment and skill development [56]. In this context, it's essential to examine the \u0026lsquo;social process and political economy\u0026rsquo; of the skill development process [38]. This understanding will enable us to explore various aspects of skill acquisition, including inequalities and exclusion based on factors such as gender, caste, age, profession, and others.\u003c/p\u003e \u003cp\u003eAs we discussed, in policy documents and academic literature, the waste work and the skills associated with it are considered \u0026lsquo;unskilled\u0026rsquo;. These socially and politically constructed notions of work and skill have a far-reaching effect on the waste workers, and they are socially stigmatized and marginalized in society. As Rajendra, A. (2022) noted, the \u0026lsquo;bureaucratic and social categorisations of work as \u0026lsquo;skilled\u0026rsquo; are often subjective, historically contingent, and enmeshed in hierarchies of ethnicity and gender\u0026rsquo; [50]. Rajendra (2024) identified various social, political, and institutional reasons for perceiving waste work as an \u0026lsquo;unskilled\u0026rsquo; job in India. Social categories of the workers, the unorganized nature of the work and workers and informal nature also contributed to this categorization [1]. In the Indian context, waste-related works are allocated to the people from marginalized communities and groups, such as dalits, adivasis, muslims and migrants [57,58, 9,10,11,12,13]. And among these communities, women are overrepresented in the low-paying, informal and \u0026lsquo;unskilled\u0026rsquo; labour. Therefore, the skills associated with and mediated through these professions are socially constructed and culturally reinforced. Carswell and De Neve\u0026rsquo;s (2018) \u0026lsquo;The Social Life of Skills\u0026rsquo;, will help us to understand the process of up-skilling and reskilling in the waste management sector. The social life of skills, as Carswell and De Neve define, focuses on \u0026lsquo;the social processes, relationships, and ideologies that enable (or constrain) people\u0026rsquo;s access to skills, and subsequently to employment, wages, satisfaction, and dignity\u0026rsquo;[26].\u003c/p\u003e \u003cp\u003eTherefore, the skills related to waste work are socially, politically, and institutionally shaped and reshaped. In the waste industry, the social stigma associated with it plays a significant role in deterring different people from pursuing the job. The upskilling process must emphasise on the importance of this work and waste workers should recognise its socio-environmental significance. The knowledge about the intensity of the waste crisis, its environmental and health impacts, the problem of mismanaged waste, and the need for scientific and sustainable management, among other factors, helps waste workers feel proud of their work and the dignity of this profession. Along with having a dignified job with fair wages and safe working conditions for the women from marginalized communities. During fieldwork in Calicut and other parts of Kerala, HKS members emphasised the importance of self-awareness in their work and life.\u003c/p\u003e \u003cp\u003eAnother dimension is related to the materiality of the waste work; the toxicity and handling of unhygienic materials demand specific skills. The knowledge and skill to handle these materials are social and scientific. At the social level, materials are collected through door-to-door collection and segregated on-site. Therefore, waste workers should be capable of communicating the specific properties of different waste materials and their corresponding recycling values. They should also be familiar with the material, social, and economic aspects to ensure the proper and scientific management of waste materials. Therefore, workers should receive proper training and information about various aspects of materials and their related meanings.\u003c/p\u003e \u003cp\u003eAnother dimension is the gendered nature of the work; in the waste work, women are overrepresented, so it demands gender focused skills and knowledge. From personal hygiene to social and sexual differences and hierarchies. For example, the menstrual cycle and the working hours of women waste collectors are closely interconnected. They have to work around 10 hours, from 8:00 a.m. to 6:00 p.m., on a normal door-to-door collection day. From the field, we observed that most women are in the 38- to 48-year-old age group and rely on traditional menstrual hygiene techniques, such as using reusable materials like cotton cloth pads. Additionally, they lack proper facilities to update it on a regular basis. All these exacerbated the conditions of menstruating women waste workers (Interview with the GWs project coordinator). Training or creating awareness among women workers about new menstrual hygiene practices helps them navigate related difficulties and health problems. Another issue is related to unhealthy peeing habits among the women waste workers, like they are forced to frequently avoid, delay urination, or hold it for too long. Due to various reasons, including limited restroom facilities during working hours, inadequate toilet infrastructure, and busy work schedules, this problem arose. In this context, knowledge about health-related concerns is crucial for waste workers (Interview with the GWs project coordinator).\u003c/p\u003e \u003cp\u003eAll these examples demonstrate that the demand for skill acquisition or the supply of skills is not emerging from a socio-cultural vacuum. Historical context, social values, cultural situations, gender identities, and geopolitical relations have significantly influenced the design and implementation of upskilling and reskilling programs. The sociocultural locations of the waste workers, the nature of their job and the political situation in the state influence the behaviour of the workers. Therefore, the GWs must act according to the situation and introduce various programs. As mentioned by one of the members of the organization,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;This initiative (six months of training the Haritha Karma Sena in Wayanad and Malappuram) goes beyond training; it embodies our commitment to sustainable development, community empowerment, and environmental stewardship\u0026rdquo; [59].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"4. DATA AND METHODS","content":"\u003cp\u003eThe paper is an outcome of fieldwork conducted in various Green Worm facilities across different parts of Kerala. During the Fieldwork, we interacted with different types of waste workers, including HKS members, door-to-door household waste collectors, segregation workers, managerial staff, and human resource department staff. The organization has a very high percentage of women workers. The fieldwork started with a pilot visit to the GWs facility in Thamarasheri in mid-December 2024. Between December 2024 and September 2025, we met with respondents, including officials, supervisors, and workers from various GWs facilities.\u003c/p\u003e \u003cp\u003eWe utilised both primary and secondary data to gain an understanding of the upskilling and reskilling of waste workers. To understand the green upskilling and reskilling of waste professionals and workers in the waste management sector, this study employed a mixed-methods approach. The primary data was collected from waste collectors and Green Worm employees in Kozhikode using qualitative methods, including observation, semi-structured interviews, and case studies.\u003c/p\u003e \u003cp\u003eThe semi-structured interviews were conducted both offline and online with the managerial staff and coordinators of various programs. During the interview, the leaders and managerial staff discussed the overall philosophy behind this social business and entrepreneurial initiative. They also discussed the various types of upskilling programs they plan to offer to waste workers associated with GWs. The HKS members and facility workers discussed different upskilling and reskilling initiatives organized by the GWs and their experience being part of these programs. They also provided insights into the operational dimension of these training programs and their impact on their work, individual lives, and financial advantages.\u003c/p\u003e \u003cp\u003eThe case study technique was employed to understand the GWs' initiatives of different skill development programs in the waste management sector. They have created more than 650 workers who are directly part of the initiative, as well as 2,800 Waste-preneurs (HKS members and others) from various Panchayaths and other municipal institutions. All these workers are predominantly women, and they are from marginalized communities and from rural backgrounds.\u003c/p\u003e \u003cp\u003eThe secondary data have been collected from various secondary sources, including journal articles, reports, social media, and visual media. As a follow-up, we surveyed and closely analyzed different digital sources, such as websites, social media handles, and the YouTube channel of GWs. GWs have a very active presence in the digital public sphere, and they update each and every detail of the organization and activities inside and outside through these mediums. The \u003cem\u003e\u0026lsquo;Sheroes\u003c/em\u003e\u0026rsquo; and \u003cem\u003e\u0026lsquo;Insider\u003c/em\u003e\u0026rsquo; series helped us get a glimpse of the inside stories of upskilling and reskilling in the organization.\u003c/p\u003e \u003cp\u003eThe GWs waste management ecosystem employs different types of workers at various stages, including management, collection, transportation, storage, segregation, recycling, and disposal of waste. These workers include social work professionals, supervisors, engineers, administrative staff, technical staff, logistic experts, waste collectors, sanitation workers, segregation workers, and recycling experts. The table below presents different categories of workers, their tasks in waste management facilities, the skills required to perform these tasks, and upskilling and reskilling strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCategories of workers, Skills and Upskilling and Reskilling.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription of work\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSkill needed\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eUpskilling and reskilling\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eManagerial staffs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial work professionals, supervisors, and administrative staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOversee paperwork, organize records, and handle general administrative responsibilities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGive training to use a digital waste tracking system, updating collection logs, assisting in compliance report preparation and administrative duties.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTechnical staffs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTechnicians and engineers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDesign and implementation of waste management infrastructure and processes.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTechnical skills to operate machines of\u003c/p\u003e \u003cp\u003ewaste collection, disposal, and recycling\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSegregation workers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWomen from SHG\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eKnowledge about different recycling processes, material types, and experience in sorting and disposing of recyclable materials.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKnowledge about the materiality of waste, the recycling value, scientific nature of waste.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLogistic experts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDrivers and supporting staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOperating the vehicles used for waste collection and transportation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKnowledge of safe and efficient methods for transporting waste to designated facilities and understanding disposal options.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Field data.\u003c/p\u003e"},{"header":"5. RESULTS","content":"\u003cp\u003e\u003cstrong\u003eWASTEPRENEURSHIP AND UPSKILLING THE WORKFORCE\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e5.1 Green Worm\u003cem\u003es\u003c/em\u003e and New Entrepreneurial Development\u003c/h2\u003e\n \u003cp\u003eIn this session, we will explore a new trend in plastic waste management (PWM) infrastructure in India, particularly in Kerala, which operates at the local self-government level. The sanitation sections of these government bodies used to collect waste and dispose of it in an unscientific manner. Sometimes it ends up in landfills, dumping yards or public places. The mismanagement of plastic waste has added a new dimension to India\u0026apos;s current waste crisis. The current demand for the proper management of plastic, particularly in the context of climate change mitigation efforts and India\u0026rsquo;s Solid Waste Management Rules (SWMR) 2016, has heightened the importance of establishing PWM infrastructure. Some people realized the financial potential of this sector and its future prospects, especially in the towns and urban centres.\u003c/p\u003e\n \u003cp\u003eAs a waste management company, GWs works diligently to manage waste and create value from it through recycling. It provides waste-related solutions to LSGIs and brands. And as a social initiative, it provides dignified jobs to women from marginalized communities and groups through waste valorization. From 2014, as a start-up, GWs began promoting and hosting green events, including weddings, conferences, exhibitions, concerts, and festivals, across the state of Kerala. Through these efforts, they strive to make events socially responsible and environmentally friendly, in line with the goal of achieving zero waste management in the state. By creating awareness and partnering with governments, non-governmental and private parties, GW works to create sustainable and responsible management of waste produced by such events. They work with local partners to segregate waste, process it, and prevent it from ending up in landfills. They segregate food waste from other non-compostable waste and turn it into compost, which will enrich the soil and environment.\u003c/p\u003e\n \u003cp\u003eIn the next level, GW\u0026rsquo;s efforts to streamline the disorganized and elicit the supply chain of plastic waste management got national and international recognition. This industrial venture took the initiative to collect plastics and other dry waste from its source and integrate it into a formal supply chain, providing dignified employment opportunities to informal waste collectors. Over the last decade, GWs has successfully maintained long-term partnerships with local self-governments (Panchayats, Municipalities, and Corporations) and waste collectors (HKS) at the local level. The meaningful collaboration with HKS (Self-Help Group) made this effort more engaging at the grassroots level. GWs\u0026apos; approach focused on engaging local communities and other collaborators to initiate collective action, bringing systemic change to the waste management system and providing dignified and safe working conditions for waste workers.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u0026ldquo;Green Worms\u0026rsquo; approach is to bring forth a systemic change in waste management, which converts waste into raw materials. We promote the use of recycled materials over virgin materials, thereby keeping these materials in the economy as finished goods and helping to keep our environment and oceans plastic-free. Our process creates traceability, transparency, and, most importantly, safe and dignified jobs for women from socio-economically disadvantaged backgrounds\u0026rdquo; (Interview with one of the managing team members).\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eThe chart below (Figure-1) will explain the Triple Bottom Line approach of GWs in waste management, which not only focuses on economic and political aspects of sustainability but also the environmental aspects as well. On the one hand, they create dignified livelihoods and empower communities through inclusive waste management. On the other hand, it reduces environmental impact through circular solutions that protect natural resources. Ultimately, they strive to develop economically viable solutions that generate shared value for all stakeholders. So, as a recognition of its commitment towards tackling the plastic waste crisis and empowering women, UNESCO\u0026rsquo;s Green Citizens initiative recognized GWs in 2024. In 2025, the government of Kerala selected GW as the number one entrepreneurial initiative in waste management. This Best Organization Award from the Local Self Government Department highlighted the importance of GW in the context of Kerala\u0026rsquo;s journey towards a sustainable and waste-free future. They are one of the nine certified collectors of ocean-bound plastics in the country.\u003c/p\u003e\n \u003cp\u003eKerala\u0026rsquo;s leverage in implementing the 75th constitutional amendment and operating a grass roots governance model through a three-tier system of administration became an advantage to the Green Worm to coordinate, organize and implement its work at the local level. They provided scientific and systematic advice to local self-governments, encouraging them to take full advantage of the situation and collect waste from the source, thereby segregating it at the source itself. The assessing the availability of plastic, its environmental impact, and recycling values is conducted scientifically, in line with the principles of the circular economy. At another level, they engage in organizing camping in educational institutions, local clubs, and community gatherings. They train members of local self-governments, sanitation workers, and community members in the collection, segregation, and recycling of solid waste. This collaboration between the GWs and local/ global enterprises creates an atmosphere for the development of new systems and architecture of waste management that create and sustain dignified jobs for women waste workers.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u0026ldquo;More than 70% of the Green Worms\u0026rsquo; jobholders report increased income, and two-thirds report earning more than their previous jobs. Over 80% of jobholders report that the way the community views their jobs has changed since working at GWs. Almost 90% reported increased confidence and having the right level of autonomy at work\u0026rdquo; [60].\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003e5.2 Upskilling and Reskilling in the Waste Workforce\u003c/h2\u003e\n \u003cp\u003eIn the waste management sector, three key skills are essential: first, technical skills, which enable the management of technical aspects of the job, such as designing, programming, and operating machinery. Second is social skills, which help waste workers communicate effectively with stakeholders and the public. And engage with people in a professional manner, building problem-solving capacity. Third is related to the regulatory skills, which will help the waste workforce work with regional, national, and international regulatory mechanisms and comply with these rules and regulations.\u003c/p\u003e\n \u003cp\u003eAlong with technical, scientific, regulatory and social skills, GWs took an interest in developing green skills among its employees and the waste workers associated with them. The idea behind this initiative was to promote sustainable development goals across social, economic, and environmental sectors. As part of its upskilling and reskilling efforts, GWs took the initiative to map the competencies of its workers, including managerial staff and waste workers, and identified the skill gaps. To achieve this, they utilised internal and external resources, including \u003cem\u003e60_decibels\u003c/em\u003e (a social impact measurement company) and \u003cem\u003eServe Rural\u003c/em\u003e (the non-profit wing of GWs Waste Management Pvt Ltd), which undertook a detailed survey among the workers to identify various aspects of skill deficits and staff reflections. According to the findings and current needs, the GWs team designs training programmes and skill development activities. The upskilling of waste workers begins with instilling environmental values and attitudes that enable them to engage in climate-resilient activities with passion and enthusiasm. The next level focused on providing training to utilize new equipment and state-of-the-art techniques at various stages of waste management, including collection, segregation, and recycling. Waste workers collaborate with various stakeholders in the waste management sector, making it a group effort. Therefore, the staff and collection workers must communicate effectively with the public and clients to ensure the success of the projects. This will include communicating and creating awareness about various methods for reducing waste and the scientific and sustainable recycling of different types of waste. As part of providing dignified jobs, they focused on skills recognition and staff training in the green job sector. As part of that, they acknowledged the skills of individuals that contributed to the development of the sector. In the following section, we will examine various skill development initiatives implemented by the GWs.\u003c/p\u003e\n \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.1 Training for Segregation\u003c/h2\u003e\n \u003cp\u003eIn waste management, scientific and sustainable segregation plays a crucial role in preventing open dumping and burning. It also helps in valorisation of waste in the circular economy. In Kerala, there are more than 22 active civil society movements in different locations, such as Vilappilsala (Thiruvananthapuram), Brahmapuram (Kochi), Njeliyanparambu (Calicut), etc., against different dumping sites and centralized waste management infrastructure [61,62]. In this context, proper segregation and sorting of waste reduces dumping and open burning and also enhances the value of the waste management infrastructure. At the source, the segregation is mainly based on the following categories, such as wet, glass, plastic, sanitary, medical, domestic, hazardous and inorganic\u003c/p\u003e\n \u003cp\u003eThe GWs recognised the skill gap in the segregation section and introduced a campaign called \u003cem\u003eSmart Sort\u003c/em\u003e. This campaign focused on providing training to HKS members to scientifically and systematically segregate different plastics, including LD, super LD, HM, PP, PET bottles, Rafiah, Milk LD, Oil LD, BB, and BSK, and recycle them in a proper manner. During the training sessions, the trainees received practical, hands-on training and mock segregation exercises. It helps enhance recycling efficiency and facilitates the movement of materials from the collection centre to the segregation table. It helped increase the value of the waste and also increased the income of HKS members.\u003c/p\u003e\n \u003cp\u003eIn the Palakkad district of Kerala, GWs conducted 31 sessions over 2 seasons. It benefited around 800 HKS members in 28 LSGs. The following table (Table: 2) shows the impact of this skill development. In every panchayat, the recycling value has increased significantly. On the one hand, it has to be recyclable, which reduces waste that ends up in landfills. On the other hand, it increased the income of HKS members and subsequently helped in the circular economy.\u003c/p\u003e\n \u003cp\u003e\u003c/p\u003e\u0026nbsp;\u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eShows Plastic Waste collected by HKS Members before and after the \u003cem\u003eSmart Sort\u003c/em\u003e.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eLSGs\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBefore Smart Sort (Kg)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eAfter Smart Sort (Kg)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAlanallur\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1927.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3898.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSrikrishnapuram\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e677.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3640\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDesamangalam\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5430\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eParuthur\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12110\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKulukkallur\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5820\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8929\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLakkadi\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e885\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEdappal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1887\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18111\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePannjal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12389\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003eSource: IEC Impact Report of GWs\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003cp\u003eThe testimonial below from another panchayat illustrates the impact of this training on sorting, segregation, and recycling. It not only improved their technical skill but also enhanced their financial literacy and discipline.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u0026ldquo;It has been four years since we started the Haritha Karma Sena in the Chungathara Grama Panchayath. Initially, another company collected our waste. Later, we became associated with Green Worms Waste Management. Since then, we have had excellent cooperation with GWs. Initially, our income was only ₹300. Today, it has increased to ₹400, ₹500, and sometimes even ₹800. This progress has been made possible with invaluable support from GWs. We also receive great support from Panchayath, the administrative committee, staff, and members, who work together to assist us in every way. Whenever we inform GWs that the recyclable materials are ready, their vehicle promptly arrives to collect them. Payments for the first load are made by the 15th of the month, while payments for subsequent loads are credited before the 5th. This timely payment system ensures that we receive our salaries on the 10th of every month. Initially, when we separated waste into three categories, it was easier to manage, but our income was relatively low. Now, after transitioning to segregating inorganic waste into five categories, our income has increased\u0026rdquo; (According to Haritha Karma Sena members).\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.2 Upskilling HKS members\u003c/h2\u003e\n \u003cp\u003eGWs took the initiative to train HKS members in various parts of Kerala, particularly in the Malappuram, Palakkad, and Wayanad districts. At the Local Institutional level, HKS members face various challenges, ranging from door-to-door collection to segregation and recycling. To address these challenges, it\u0026apos;s essential to empower HKS members by creating local waste entrepreneurs, upskilling them to manage waste in a scientific and sustainable manner, and engaging with communities in a professional manner. As part of this training initiative, GWs trained 3119 HKS members across 118 Grama Panchayats and in 225 days and 75 batches in two districts of Kerala [63]. The training program focused on aspects such as waste segregation, recycling practices, and community engagement. The participation and collaboration of HKS members, the State and District Kudumbasree Missions of Malappuram \u0026amp; Wayanad, GW trainers, local self-governments, and community leaders made this initiative more participatory. The testimonials from the impact report below demonstrate that the training helped HKS members contribute to sustainable and scientific waste management.\u003c/p\u003e\n \u003cp\u003e\u0026quot;The capacity-building training was unlike anything we\u0026apos;ve ever experienced; the games we played helped us understand the importance of teamwork. Visiting the GWs plant gave us valuable insights into the fate of the waste we collect. We hope to participate in many more such trainings to shape us into the best.\u0026quot;- (Haritha Karma Sena Member, Pothukallu)\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;This training was truly amazing. The classes, activities, and overall experience were excellent. It helped us identify areas where we lack and how to improve them. With the knowledge and skills, we\u0026apos;ve gained, we\u0026apos;re committed to making a positive change in our work\u0026rdquo;. (According to one of the HKS Members, Poothad)\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;I have been working in waste management for 5 years, and this training, a joint effort by Kudumbashree and GWs, has truly brought about change. It opened new avenues for us to earn better and made me aware of the potential and impact of the waste we collect. This training has shed light on these possibilities, helping us improve our work\u0026rdquo;. (According to HKS Consortium Secretary, Muttil)\u003c/p\u003e\n \u003cp\u003eAt another level, GWs function as a Haritha Sahaya Sthapanam (HSS), providing essential technical and managerial support to Local Self-Government Institutions, such as Grama Panchayats, Municipalities, and Corporations. HSS works for implementing scientific, sustainable, and decentralized waste management systems in LSGIs. As part of its responsibilities, GWs focuses on training and upskilling the HKS members and offering comprehensive programs that equip workers with the necessary knowledge and skills for efficient waste management and handling. Through effective coordination, GWs oversee the daily operations of the HKS to ensure timely and systematic waste collection across designated areas.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.3 Health and Well-being\u003c/h2\u003e\n \u003cp\u003eThe health of the frontline workers of the waste management system is the most neglected area. Different studies have shown that they face various occupational and chemical hazards, as well as physical, biological, and mental health issues, as part of their daily interactions with waste. Most of them are from marginalized groups and communities, so they are not aware of the health issues, and they also face problems in accessing healthcare facilities. Also, a significant number suffer from multiple morbidities and chronic illnesses [64]. Since they are involved in door-to-door waste collection and segregation, they often encounter various hazards and health issues. In this context, GWs took the initiative to arrange a comprehensive health checkup for more than 166 members of its waste recovery team. They considered health to be a basic human right and non-negotiable for women working in environmental sustainability. The GWs took it upon themselves to provide their employees with proper health-related awareness and training.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003eGreen jobs must go beyond buzzwords. They must offer dignity, safety, and care. Empowerment starts when we invest in the people who make sustainability possible. This is how green jobs become truly dignified jobs\u0026rdquo; (GW on this initiative).\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eFor the members of the waste recovery team, this was their first-ever medical check-up in their entire lives. This helped them to feel positive about their health and well-being.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.4 Menstrual Hygiene and skilling the women workers.\u003c/h2\u003e\n \u003cp\u003eAs part of this health initiative, on the Menstrual Hygiene Day (28 May 2025), GWs took the initiative to train its workers to bring menstrual dignity, health and sustainability at the center of their menstrual practices and to their daily life. The program \u003cem\u003eSwasthi\u003c/em\u003e, a menstrual hygiene initiative for women waste collectors, focuses on the menstrual hygiene of the women workers. As part of the \u003cem\u003eSwasthi\u003c/em\u003e (healthy) initiative, GWs conducted a survey among the HKS members. HKS is one of the main waste collection partners of GWs. The study revealed a very striking reality related to their menstrual hygiene and health. Among them, 56 per cent of the women struggle to change the pads during work, and 57 per cent burn used pads and become a source for harmful emissions. Altogether, 56 per cent of women face recurring health issues due to poor menstrual hygiene. The data show a heavy reliance on traditional methods, such as cloth (38.2%) and disposable pads (32.4%) [65].\u003c/p\u003e\n \u003cp\u003eIn this context, the menstrual care initiative reached out to 1,283 HKS members in 42 villages and 500 users of menstrual cups. This \u003cem\u003eSwasthi\u003c/em\u003e initiative focuses on conducting awareness classes on menstrual hygiene, and it also opens an avenue for open dialogue to break taboos on menstrual practices among women and society in general. They introduced menstrual cups as an alternative to menstrual pads and raised awareness about the environmental benefits of switching to these new options. They distributed around 500 menstrual cups to members of HKS free of charge (According to one of the coordinators of GWs).\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.5. Self-Defence Training\u003c/h2\u003e\n \u003cp\u003eGreen Worms\u0026rsquo; \u003cem\u003eGymkhaana\u003c/em\u003e, a women\u0026apos;s self-defence training program, focuses on the importance of developing confidence among its workers. In collaboration with the Kerala Police\u0026rsquo;s Social Police Division, GWs provided training to empower women to address various issues in their daily lives. Along with lectures and class, the trainers focused on hand-to-hand training and physical exercises to defend themselves in difficult situations. Self-defence is a very important skill in a society like Kerala, especially for women. In their daily encounter, they are facing different kinds of physical, verbal, and mental torture in society. As the crime report bureau suggests, these kinds of attacks are frequent in our society. Self-defence training will help women gain confidence and courage to address difficult situations.\u003c/p\u003e\n \u003cp\u003eAn establishment or a nation can ensure gender equality (SDG 5) by developing confidence and self-defence training that equips women and girls to face external threats to their freedom of movement. It protects them from violence and exploitation. This self-defence training ensures the full participation of women in the workforce, because in societies like Kerala, women often do not feel safe in public at night or in dark areas. When they feel safe and self-reliant, they can go out at any time and carry out their work. So, it\u0026apos;s a critical step in achieving gender equality and empowering all women.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.6. First Aid training\u003c/h2\u003e\n \u003cp\u003eHKS Members, Students, Asha Workers, the \u003cem\u003eBe First\u003c/em\u003e program was a week-long collaborative health and safety initiative conducted by GWs Waste Management Pvt. Ltd., in association with Aster Medcity, Kochi. The campaign took place from June 9 to June 13, 2025, across 10 Grama (Village) Panchayats in Palakkad District. The program aims to equip frontline workers and local community members with essential first aid awareness, CPR skills (both theory and practical), and emergency response techniques. This initiative was specifically designed for members of the HKS, who are often the first to respond in public spaces.\u003c/p\u003e\n \u003cp\u003eBy promoting personal safety and self-reliance, self-defence training can indirectly contribute to a more peaceful and just society (SDG 16). It can help individuals feel safer and more secure in their communities, which can reduce feelings of fear and vulnerability. Additionally, self-defence training can enhance awareness of potential dangers, which can help individuals avoid risky situations and make informed decisions to protect themselves and others. Self-defence training can promote physical and mental well-being (SDG 3) by increasing physical fitness, improving self-esteem, and reducing anxiety. Self-defence training can be integrated into educational programs (SDG 4) to promote life skills and enhance overall well-being. In essence, self-defence training is not just about learning physical techniques but also about developing a proactive mindset, enhancing self-confidence, and fostering a sense of security, all of which are essential for achieving sustainable development and building a more just and equitable world.\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\n \u003ch2\u003e5.2.7. Sexual Harassment in the Workplace Awareness\u003c/h2\u003e\n \u003cp\u003eThe women are the predominant group in the waste management sector. Sexual harassment and exploitations are one if the important challenges in the informal sector. In this context, GWs took initiative to provide POSH (Prevention of Sexual Harassment) Training for its team members. Legal experts from the Women \u0026amp; Child Development Department led the training sessions, communicating various aspects of women\u0026apos;s workplace safety. Workplace ethics and safety are two important preconditions for preventing sexual harassment and exploitation.\u003c/p\u003e\n \u003cp\u003eThe HKS members have to travel across the rural and urban centres and they face different kinds of harassment during door-to-door collections. This training will help them to respond to any kind of sexual harassment and empower them. It also helps them to build a safe and inclusive workplace.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"6. DISCUSSION","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Skill Development, SDG and Women Workforce\u003c/h2\u003e \u003cp\u003eUpskilling and reskilling are crucial components for achieving success in relation to the Sustainable Development Goals (SDGs). SDG 4 and SDG 8 emphasizes the importance of skill development in different ways. In developing countries like India, the human resource has become the most important asset (the working-age population) to be tapped. The country's human capital development ecosystem requires various scaling-up programs from national, state, and non-state actors across different sectors. In this section, we will focus on upskilling and reskilling in the waste management sector and its relationship with the SDGs. It's one of the most important sectors in which a large number of people from underprivileged communities are working.\u003c/p\u003e \u003cp\u003eGWs works to formalize the informal waste management sector in the context of Kerala. The workers are enrolled in payroll, receive minimum wages, and have ESI and BFL benefits. Focusing on providing dignified jobs by providing training, skill development, ensuring social benefits, and ensuring health and safety standards (Interview with a co-ordinator of GWs). They recognize the value output of different people, their roles in the company, and the contributions they provide. For example, the managerial staff, administrative staff, collection workers, and segregation workers are performing different kinds of jobs. The skills required for these jobs are different.\u003c/p\u003e \u003cp\u003eThrough the \u003cem\u003eSwasthi initiative\u003c/em\u003e, GWs play a crucial role in achieving the UN's Sustainable Development Goals within the local context. Menstrual hygiene and health are cross-cutting issues that have a significant impact on various Sustainable Development Goals. Through addressing these issues, GW focused on accelerating progress towards the localization of SDGs and accomplishing an equitable, healthy, and sustainable future for the members of HKS. This initiative is directly connected with three SDGs, namely SDG 3 (Good Health and Well-being), SDG 5 (Gender Equality) and SDG 13 (Climate Action). Firstly, for good health and well-being (SDG 3), this initiative, in which the trainers of GWs communicated the importance of menstrual hygiene and the various ways to reduce infections resulting from poor menstrual period management. They also emphasized the importance of creating awareness about safe and stigma-free menstrual care among the members of HKS.\u003c/p\u003e \u003cp\u003eAs a part of climate action (SDG 13), the initiative propagates the use of menstrual cups instead of pads. They are sustainable, cost-effective, long-lasting, healthy and hygienic. It is a perfect solution for multiple problems faced by women waste collectors during their menstrual cycle. It\u0026rsquo;s a smart choice for waste workers who care about the environment, their neighbourhood, and the planet at large. According to the GWs, the training sessions focused on the safe and smart use of menstrual cups, providing hands-on training to use them comfortably. It also focused on the safe use of sanitary napkins and the management of sanitary waste in society and the environment. They also raised awareness about the adverse effects of burning used pads and the emissions they produce in the environment (Interview with the Coordinator of \u003cem\u003eSwasthi\u003c/em\u003e).\u003c/p\u003e \u003cp\u003eGender equality and production (SDG 5) is not only about menstrual hygiene and health, but it is also about giving them the confidence to work safely, participate in income-generating activities, and engage with the public in a dignified manner. By breaking taboos related to menstrual practices, the GWs equipped its members to fight against gender inequalities and discrimination. It emphasized the importance of equal access to hygiene and equal respect in the workplace. In the sessions, they spoke about the period without shame, and more than awareness, it focuses on action for women who work in vulnerable conditions (HKS member).\u003c/p\u003e \u003cp\u003eIn addition to these three, SDG 6 (Clean Water and Sanitation) emphasises the importance of sanitation facilities for menstrual hygiene. The safe and sustainable disposal of menstrual products, along with the use of ecologically sustainable alternatives, will also help ensure sanitation and cleanliness in society. SDG 10 (Reduced Inequalities) focuses on the disparities and inequalities directly related to access to menstrual hygiene products and awareness. Through this initiative, GWs tried to address these disparities in access to new technologies, such as menstrual cups and provided education and training to people from marginalized groups and communities. It helps and ensures dignified management of menstrual hygiene for all women workers of HKS regardless of their socio-economic background.\u003c/p\u003e \u003cp\u003eSDG 12 (Responsible Consumption and Production) emphasises the promotion of sustainable products. In the case of menstrual practices, GW provided awareness and distributed sustainable menstrual products, including reusable menstrual cups, which are environmentally friendly. It can reduce environmental impact and help reduce the use of sanitary pads.\u003c/p\u003e \u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eAmong the many challenges the waste management sector faces, addressing the skill gap and upskilling waste workers is an overarching priority of our time. To address these challenges, waste management companies and local self-government institutions should collaborate. This will help ensure the participation of key stakeholders, the green workforce, in engaging with the waste management infrastructure based on skill demand and supply. The GWs example shows a way forward in this context; they took different initiatives to upskill the workforce according to the socio-cultural and economic demand and supply. The employers have to work hand in hand with the government and LSGIs to train the green workforce to ensure dignified jobs and sustainable waste management. Through the outreach programs in schools and colleges, GWs managed to inculcate waste management skills/awareness in the formal educational system.\u003c/p\u003e \u003cp\u003eUnderstanding and engaging with local realities and needs in skill development, in compliance with local, regional, and national legal frameworks, is crucial. GWs realized this and acted upon it. It is crucial to address waste management challenges at the grassroots level. When they introduced semi-automated technology for waste segregation, it was mandated that workers receive training to operate this new, up-to-date, and state-of-the-art technology in waste management. Plastic waste management differs from other waste management, as it requires specialised knowledge and skills. First of all, its longevity demands proper recycling and reuse. Otherwise, it will end up in a landfill or a dumb yard, which creates serious environmental and health issues. To address this, proper training should be provided to waste collectors to segregate waste at the source itself. Upskilling of the informal waste pickers will reduce the risk of mismanagement at the source level. According to the Solid Waste Management Rules, 2016, waste pickers are an integral part of the municipal waste management infrastructure. It mandates that the local bodies must incorporate waste pickers into the formal structure through registration and clear mandates. This integration requires training and upskilling the workforce according to current needs. The waste pickers are mostly from the underprivileged and undereducated sections of society, and they are the backbone of segregating different types of waste according to their recycling values. In the case of plastic segregation, they are unaware of the value of different types of plastic. They would not pick up wrappers and multilayered plastics, so they end up in the water bodies and landfills.\u003c/p\u003e \u003cp\u003eCollection and segregation at the source is the most effective way to manage the waste crisis. Training to differentiate between dry and wet waste is important at the source of segregation. If they are not given proper training, segregated waste at the source ends up as mixed waste in the landfill. Reducing the consumption of single-use plastics (SUPs) and so, creating awareness among the general public plays an important role. These grassroots workers can play a significant role in this regard. Creating a responsible public will reduce the burden of waste management. Therefore, waste collectors must be trained to educate residents about the segregation process at the source level. Creating behavioural changes is very important for the long-term success of this waste management programme and the sustainable management of the system.\u003c/p\u003e \u003cp\u003eThe study reveals that upskilling and reskilling initiatives benefited the workers in two significant ways. First, the waste management sector and associated jobs are stigmatized in different ways and means. The skill development helped them overcome these traditional stigmas associated with the field. Most of the staff identified themself as dignified workers and the fields as a dignified sector. Second, women workers are marginalized and exploited in different ways. Now they are confident enough to join the field and build their careers in green jobs, contributing to the green economy. So the upskilling and reskilling create employment opportunities for women from marginalized communities and provide livelihoods to live a dignified life in society. For them, these skill training are important for their personal development, community empowerment and social upliftment. They are aligned with the existing green job patterns and demand in the waste management sector. Skilling and upskilling helped to improve their social and environmental awareness, and they contributed to the \u0026lsquo;sustainability intelligence\u0026rsquo; of the workers. This socially responsible and embedded approach to skill development focuses on the needs of the workforce and the demand of the profession and caters to the needs of women from marginalized communities and groups.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, J.C. and B.B.; methodology, J.C. and B.B.; software, J.C. and B.B.; validation, J.C. and B.B.; formal analysis, J.C. and B.B.; investigation, J.C. and B.B.; resources, J.C. and B.B.; data curation, J.C. and B.B.; writing\u0026mdash;original draft preparation, J.C. and B.B.; writing\u0026mdash;review and editing, J.C. and B.B.; visualization, J.C. and B.B.; \u0026nbsp;supervision, J.C. and B.B.; project administration, J.C. and B.B. All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval and accordance:\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe study received ethical approval from the SRM University-Andhra Pradesh Institutional Ethics Committee (Approval Number: SRMAP/IEC/2025-23). All research procedures were performed in accordance with the ethical guidelines and regulations of SRM University - Andhra Pradesh, and the principles outlined in the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eField permission:\u003c/strong\u003e Informed oral consent was obtained from all individual participants included in the study, including local authorities. Each participant was fully informed about the purpose, procedures, and potential impacts of the research, and their participation was voluntary.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate:\u003c/strong\u003e Informed oral consent was obtained from all individual participants included in the study. Each participant was fully informed about the purpose, procedures, and potential impacts of the research, and their participation was voluntary.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish:\u0026nbsp;\u003c/strong\u003eInformed consent to publish was obtained from all participants.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eNo personally identifiable information was included in the manuscript\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement:\u0026nbsp;\u003c/strong\u003eData is contained within this article, and further inquiries can be directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration:\u003c/strong\u003e No Funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u003c/strong\u003e Not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest:\u0026nbsp;\u003c/strong\u003eThe authors declare no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u0026nbsp;\u003c/strong\u003eWe would like to thank the management team, coordinators and members of Green Worms for their support in conducting fieldwork.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eRajendra A. Skills in \u0026lsquo;unskilled\u0026rsquo; work: a case of waste work in Central India. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):658\u0026ndash;676. doi:10.1080/01436597.2022.2086115.\u003c/li\u003e\n\u003cli\u003eMcGrath S. The role of education in development: An educationalist\u0026rsquo;s response to some recent work in development economics. \u003cem\u003eComp Educ.\u003c/em\u003e 2010;46(2):237\u0026ndash;253. doi:10.1080/03050061003775553.\u003c/li\u003e\n\u003cli\u003eMori J, Stroud D. Skills policy for growth and development: The merits of local approaches in Vietnam. \u003cem\u003eInt J Educ Dev.\u003c/em\u003e 2021;83:102386. doi:10.1016/j.ijedudev.2021.102386.\u003c/li\u003e\n\u003cli\u003eMehrotra S. From 5 million to 20 million a year: The challenge of scale, quality and relevance in India\u0026rsquo;s TVET. \u003cem\u003eProspects.\u003c/em\u003e 2014;44(2):267\u0026ndash;277. doi:10.1007/s11125-014-9305-2.\u003c/li\u003e\n\u003cli\u003eNambiar D. Creating enterprising subjects through skill development: The network state, network enterprises, and youth aspirations in India. In: Gooptu N, editor. \u003cem\u003eEnterprise Culture in Neoliberal India: Studies in Youth, Class, Work and Media.\u003c/em\u003e London: Routledge; 2013. p.57\u0026ndash;72.\u003c/li\u003e\n\u003cli\u003ePai. 2050: India to have the largest working age population. \u003cem\u003eThe Economic Times.\u003c/em\u003e 2011. https://economictimes.indiatimes.com/special-feature/2050-india-to-have-the-largest-working-age-population/articleshow/7388225.cms\u003cu\u003e \u003c/u\u003e(Accessed on 23.08.2025)\u003c/li\u003e\n\u003cli\u003eAnderson D. Productivism and ecologism: Changing dis/courses in TVET. In: Fien J, MacLean R, Park MG, editors. \u003cem\u003eWork, Learning and Sustainable Development: Opportunities and Challenges.\u003c/em\u003e Dordrecht: Springer; 2009. P.35\u0026ndash;57. \u003c/li\u003e\n\u003cli\u003eSaraf R. Skill training or nipping potential in the bud? \u003cem\u003eEcon Polit Wkly.\u003c/em\u003e 2016;51(18):16\u0026ndash;19.\u003c/li\u003e\n\u003cli\u003eAgarwal A. Waste beyond management: Understanding the waste crisis at the intersection of the human and non-human worlds. \u003cem\u003eEnviron Hist Now.\u003c/em\u003e 2022 Feb 18. Accessed 2022 May 16.\u003c/li\u003e\n\u003cli\u003eHarriss-White B. Waste, social order, and physical disorder in small-town India. \u003cem\u003eJ Dev Stud.\u003c/em\u003e 2020;56(2):239\u0026ndash;258. doi:10.1080/00220388.2019.1577386.\u003c/li\u003e\n\u003cli\u003eHarriss-White B, Rodrigo G. Discrimination in the waste economy: Narratives from the waste workers of a small town. \u003cem\u003eJ Soc Incl Stud.\u003c/em\u003e 2016;2(2):3\u0026ndash;27.\u003c/li\u003e\n\u003cli\u003eIngole A. Scavenging for the state. \u003cem\u003eEcon Polit Wkly.\u003c/em\u003e 2016;51(23).\u003c/li\u003e\n\u003cli\u003eMirza S. Becoming waste: Three moments in the life of landfills in Mumbai City. \u003cem\u003eEcon Polit Wkly.\u003c/em\u003e 2019;54(47):36\u0026ndash;41. Available from:\u003c/li\u003e\n\u003cli\u003eLuthra A. Housewives and maids: The labor of household recycling in urban India. \u003cem\u003eEnviron Plan E Nat Space.\u003c/em\u003e 2021;4(2):475\u0026ndash;498. doi:10.1177/2514848620914219.\u003c/li\u003e\n\u003cli\u003eKumar K. \u003cem\u003eSmaller Citizens: Writings on the Making of Indian Citizens.\u003c/em\u003e Hyderabad: Orient Blackswan; 2021.\u003c/li\u003e\n\u003cli\u003eGidwani V, Chaturvedi B. Poverty as geography: Motility, stoppage and circuits of waste in Delhi. In: Anjaria JS, McFarlane C, editors. \u003cem\u003eUrban Navigations: Politics, Space and the City in South Asia.\u003c/em\u003e New Delhi: Routledge India; 2011. p.50\u0026ndash;78.\u003c/li\u003e\n\u003cli\u003eBozkurt \u0026Ouml;, Stowell A. Skills in the Green Economy: Recycling promises in the UK e-waste management sector. \u003cem\u003eNew Technol Work Employ.\u003c/em\u003e 2016;31(2):146\u0026ndash;160. doi:10.1111/ntwe.12066.\u003c/li\u003e\n\u003cli\u003eGregson N, Crang M, Botticello J, Calestani M, Krzywoszynska A. Doing the \u0026lsquo;dirty work\u0026rsquo; of the green economy: Resource recovery and migrant labour in the EU. \u003cem\u003eEur Urban Reg Stud.\u003c/em\u003e 2016;23(4):541\u0026ndash;555. doi:10.1177/0969776414554489.\u003c/li\u003e\n\u003cli\u003ePaliath S. Without mechanisation \u0026amp; modern sewage systems, Swachh Bharat an illusion. \u003cem\u003eIndiaSpend.\u003c/em\u003e 2019 Oct 13. Accessed 2022 May 16.\u003c/li\u003e\n\u003cli\u003eZaqout M, Cawood S, Evans BE, Barrington DJ. Sustainable sanitation jobs: Prospects for enhancing the livelihoods of pit-emptiers in Bangladesh. \u003cem\u003eThird World Q.\u003c/em\u003e 2021;42(2):329\u0026ndash;347.\u003c/li\u003e\n\u003cli\u003ede Bercegol R, Gowda S. A new waste and energy nexus? Rethinking the modernisation of waste services in Delhi. \u003cem\u003eUrban Stud.\u003c/em\u003e 2019;56(11):2297\u0026ndash;2314.\u003c/li\u003e\n\u003cli\u003eLuthra A. Waste-to-energy and recycling. \u003cem\u003eEcon Polit Wkly.\u003c/em\u003e 2017;52(13):51\u0026ndash;58.\u003c/li\u003e\n\u003cli\u003eChenoy D, Ghosh SM, Shukla SK. Skill development for accelerating the manufacturing sector: The role of \u0026lsquo;new-age\u0026rsquo; skills for \u0026lsquo;Make in India\u0026rsquo;. \u003cem\u003eInt J Train Res.\u003c/em\u003e 2019;17(sup1):112\u0026ndash;130.\u003c/li\u003e\n\u003cli\u003eMcGrath S, Powell L. Skills for sustainable development: Transforming vocational education and training beyond 2015. \u003cem\u003eInt J Educ Dev.\u003c/em\u003e 2016;50:12\u0026ndash;19.\u003c/li\u003e\n\u003cli\u003eValiente O. The OECD skills strategy and the education agenda for development. \u003cem\u003eInt J Educ Dev.\u003c/em\u003e 2014;39:40\u0026ndash;48.\u003c/li\u003e\n\u003cli\u003eInternational Labour Organization (ILO). \u003cem\u003eSkills Development in the Time of COVID-19.\u003c/em\u003e Geneva: ILO; 2021.\u003c/li\u003e\n\u003cli\u003eSingh M, editor. \u003cem\u003eMeeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship.\u003c/em\u003e Dordrecht: Springer; 2005 Jun 20.\u003c/li\u003e\n\u003cli\u003eZancajo A, Valiente O. TVET policy reforms in Chile 2006\u0026ndash;2018: Between human capital and the right to education. \u003cem\u003eJ Vocat Educ Train.\u003c/em\u003e 2019;71(4):579\u0026ndash;599.\u003c/li\u003e\n\u003cli\u003eAshton D, Green F, James D, Sung J. \u003cem\u003eEducation and Training for Development in East Asia: The Political Economy of Skill Formation in Newly Industrialised Economies.\u003c/em\u003e London: Routledge; 2005.\u003c/li\u003e\n\u003cli\u003eMitra A. Training and skills development for decent work in the informal sector: Case studies from South India. In: Singh M, editor. \u003cem\u003eMeeting Basic Learning Needs in the Informal Sector.\u003c/em\u003e Dordrecht: Springer; 2005. (Technical and Vocational Education and Training: Issues, Concerns and Prospects; vol. 2).\u003c/li\u003e\n\u003cli\u003eAdely FIJ, Mitra A, Mohamed M, Shaham A. Poor education, unemployment and the promise of skills: The hegemony of the \u0026ldquo;skills mismatch\u0026rdquo; discourse. \u003cem\u003eInt J Educ Dev.\u003c/em\u003e 2021;82:102381.\u003c/li\u003e\n\u003cli\u003eOsterman P, Lowe N, Anderson B, Trotter JW, Iskander N, Agarwala R. A forum on the politics of skills. \u003cem\u003eILR Rev.\u003c/em\u003e 2022;75(5):1348\u0026ndash;1368.\u003c/li\u003e\n\u003cli\u003eWheelahan L, Moodie G, Doughney J. Challenging the skills fetish. \u003cem\u003eBr J Sociol Educ.\u003c/em\u003e 2022;43(3):475\u0026ndash;494.\u003c/li\u003e\n\u003cli\u003eUpadhya C, Roy Chowdhury S. Crafting new service workers: Skill training, migration and employment in Bengaluru, India. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):753\u0026ndash;770.\u003c/li\u003e\n\u003cli\u003eBrown T. Skill India\u0026rsquo;s unmet promises: Raising expectations for financial assistance in training for informal sector livelihoods. \u003cem\u003eJ Vocat Educ Train.\u003c/em\u003e 2023;1\u0026ndash;21.\u003c/li\u003e\n\u003cli\u003eCarswell G, De Neve G. Training for employment or skilling up from employment? Jobs and skills acquisition in the Tiruppur textile region, India. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):715\u0026ndash;733.\u003c/li\u003e\n\u003cli\u003eBrown T, De Neve G. Skills, training and development: An introduction to the social life of skills in the global South. \u003cem\u003eThird World Q.\u003c/em\u003e 2023;45(4):607\u0026ndash;623.\u003c/li\u003e\n\u003cli\u003eGowlland G. Skilling indigenous futures: Crafts and resilience among the Paiwan people of Taiwan. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):624\u0026ndash;639.\u003c/li\u003e\n\u003cli\u003eGil L. Becoming a repair entrepreneur: An ethnography of skills training in Brazil. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):640\u0026ndash;657.\u003c/li\u003e\n\u003cli\u003eIyer S, Rao N. Skills to stay: Social processes in agricultural skill acquisition in rural Karnataka. \u003cem\u003eThird World Q.\u003c/em\u003e 2024;45(4):677\u0026ndash;697.\u003c/li\u003e\n\u003cli\u003eLaker DR, Powell JL. The differences between hard and soft skills and their relative impact on training transfer. \u003cem\u003eHum Resour Dev Q.\u003c/em\u003e 2011;22(1):111\u0026ndash;122.\u003c/li\u003e\n\u003cli\u003eZhang A. Peer assessment of soft skills and hard skills. \u003cem\u003eJ Educ Technol Educ.\u003c/em\u003e 2012;11:155\u0026ndash;168.\u003c/li\u003e\n\u003cli\u003eSchulz B. The importance of soft skills: Education beyond academic knowledge. \u003cem\u003eJ Lang Commun.\u003c/em\u003e 2008;2(1):146\u0026ndash;154.\u003c/li\u003e\n\u003cli\u003eLai Chee Sern et al. Green Skills for Green Industry: A Review of Literature. \u003cem\u003eJ Phys Conf Ser.\u003c/em\u003e 2018;1019:012030.\u003c/li\u003e\n\u003cli\u003eMcDonald G, Condon L, Riordan M. The Australian Green Skills Agreement: Policy and industry context, institutional response and green skills delivery. NSW: TAFE; 2012.\u003c/li\u003e\n\u003cli\u003eCEDEFOP. \u003cem\u003eGreen Skills and Environmental Awareness in Vocational Education and Training: Synthesis Report.\u003c/em\u003e Luxembourg: Publications Office of the European Union; 2012.\u003c/li\u003e\n\u003cli\u003eOlga S, Christine H, Mercedes DH, Shinyoung J. \u003cem\u003eSkills for Green Jobs: A Global View.\u003c/em\u003e Geneva: International Labour Office; 2011.\u003c/li\u003e\n\u003cli\u003eTamrakar RL, Pandey M, Mukti SK. The skill development ecosystem: A brief study on policies and projects in the context of India. In: Maurya A, Srivastava AK, Jha PK, Pandey SM, editors. \u003cem\u003eRecent Trends in Mechanical Engineering.\u003c/em\u003e Singapore: Springer; 2023. (Lecture Notes in Mechanical Engineering).\u003c/li\u003e\n\u003cli\u003eMinistry of Skill Development and Entrepreneurship (MoSDE). \u003cem\u003eSector Skill Councils (SSC).\u003c/em\u003e New Delhi: Government of India; 2015.\u003c/li\u003e\n\u003cli\u003eRajendra A. Skills in \u0026lsquo;unskilled\u0026rsquo; work: a case of waste work in Central India. \u003cem\u003eThird World Quarterly.\u003c/em\u003e 2022;45(4):658\u0026ndash;676. https://doi.org/10.1080/01436597.2022.208611\u003c/li\u003e\n\u003cli\u003eThe Hindu. Training for Haritha Karma Sena members begins across Kerala. \u003cem\u003eThe Hindu.\u003c/em\u003e 2024. https://www.thehindu.com/news/national/kerala/training-for-haritha-karma-sena-members-begins-across-kerala/article67801508.ece (Accessed on 06.09.2025).\u003c/li\u003e\n\u003cli\u003eHasan SE. Public awareness is key to successful waste management. \u003cem\u003eJ Environ Sci Health A Tox Hazard Subst Environ Eng.\u003c/em\u003e 2004;39:483\u0026ndash;492. doi:10.1081/ESE-120027539.\u003c/li\u003e\n\u003cli\u003eLepist\u0026ouml; E, Pyyhtinen O. Affective encounters with waste: The role of affects in trash activism. \u003cem\u003eEthnography.\u003c/em\u003e 2025;0(0). doi:10.1177/14661381251316133.\u003c/li\u003e\n\u003cli\u003eSt\u0026ouml;ckert A, Bogner FX. Cognitive learning about waste management: How relevance and interest influence long-term knowledge. \u003cem\u003eEduc Sci.\u003c/em\u003e 2020;10(4):102. doi:10.3390/educsci10040102.\u003c/li\u003e\n\u003cli\u003eSchultz PW, Bator RJ, Large LB, Bruni CM, Tabanico JJ. Littering in context: Personal and environmental predictors of littering behavior. \u003cem\u003eEnviron Behav.\u003c/em\u003e 2013. doi:10.1177/0013916511412179.\u003c/li\u003e\n\u003cli\u003eAllais S. Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa. \u003cem\u003eInt J Educ Dev.\u003c/em\u003e 2012;32(5):632\u0026ndash;642. doi:10.1016/j.ijedudev.2012.01.001.\u003c/li\u003e\n\u003cli\u003eMahalingam R, Jagannathan S, Selvaraj P. Decasticization, dignity, and \u0026lsquo;dirty work\u0026rsquo; at the intersections of caste, memory, and disaster. \u003cem\u003eBus Ethics Q.\u003c/em\u003e 2019;29(2):213\u0026ndash;239. doi:10.1017/beq.2018.34.\u003c/li\u003e\n\u003cli\u003eRodrigues V. Untouchability, filth, and the public domain. In: Guru G, editor. \u003cem\u003eHumiliation: Claims and Context.\u003c/em\u003e New Delhi: Oxford University Press; 2009. p.108\u0026ndash;123.\u003c/li\u003e\n\u003cli\u003eGreen Worms. \u003cem\u003eLet\u0026rsquo;s Unwaste (Brochure).\u003c/em\u003e Kozhikode: Green Worms; 2024.\u003c/li\u003e\n\u003cli\u003eAcumen. Green Worms brings the circular economy to rural India. \u003cem\u003eAcumen Blog.\u003c/em\u003e 2024. https://acumen.org/blog/green-worms-brings-the-circular-economy-to-rural-india/ (Accessed on 25.08.2025).\u003c/li\u003e\n\u003cli\u003eChoudhary K. Raising a stink: How people power forced a waste management revolution in Kerala. \u003cem\u003eCaravan J Polit Cult.\u003c/em\u003e 2017.\u003c/li\u003e\n\u003cli\u003ePayyappilly A, Babu P, Nair MR. Distance and direction matters: Risk perception among residents around a dump yard in Kerala, India. \u003cem\u003eRisk Manag Healthc Policy.\u003c/em\u003e 2025;18:65\u0026ndash;76. doi:10.2147/RMHP.S491900.\u003c/li\u003e\n\u003cli\u003eGreen Worms. \u003cem\u003eLet\u0026rsquo;s Unwaste: Impact Report \u0026ndash; Haritha Karma Sena Capacity Building Programme.\u003c/em\u003e Kozhikode: Green Worms; 2014.\u003c/li\u003e\n\u003cli\u003eMishra H, et al. Health problems of solid waste collectors in India: A systematic review. \u003cem\u003eJ Ind Pollut Control.\u003c/em\u003e 2023;39:001.\u003c/li\u003e\n\u003cli\u003eRubeena. Empowering women\u0026apos;s health: Menstrual hygiene initiative \u0026ndash; Project proposal: Implementation of menstrual cup hygiene program for Haritha Karma Sena in Malappuram District. 2025.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Up-skilling and Reskilling, Solid Waste Management, Green Worms, Green Skills, Informal Workforce, Circular Economy, Sustainable Development Goals","lastPublishedDoi":"10.21203/rs.3.rs-8602865/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8602865/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn this \u0026lsquo;age of Plastic\u0026rsquo;, our everyday life is largely shaped by synthetic materials. The new plastic and human entanglement created various environmental and health risks. International organizations, national governments, non-governmental organizations, local self-governments, etc., are taking different initiatives to address this paradigmatic problem of our time. In this context, we have witnessed the development of several plastic waste management units/startups in the country, which play a crucial role in the sustainability transition. This has led to a significant increase in sustainability efforts on a large scale in India and, more broadly, in the Global South.\u003c/p\u003e \u003cp\u003eThe present paper focuses on the Green Worms (GWs), a leading organization in Kerala, India, working on the management of plastic waste and creating a circular economy. It emphasizes the role of waste management infrastructure in upskilling and reskilling the green workforce. It also critically examines how these upskilling approaches are socially and culturally embedded in conditions of the waste workforces and professionals. Lastly, this paper focuses on the social, economic, and environmental impacts of upskilling and reskilling, and how these contributions align with the Sustainable Development Goals (SDGs). The study is the outcome of a mixed-method approach that includes participant observation, in-depth interviews, and case studies.\u003c/p\u003e \u003cp\u003eThe study reveals that upskilling and reskilling initiatives benefited the workers in two significant ways. First, the waste management sector and associated jobs are stigmatized in different ways and means. The skill development helped them overcome these traditional stigmas associated with the field. Most of the staff identified themself as dignified workers and the fields as a dignified sector. Second, women workers are marginalized and exploited in different ways. So the upskilling and reskilling create employment opportunities for women from marginalized communities and provide livelihoods to live a dignified life in society.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e","manuscriptTitle":"Upskilling and Reskilling of Waste Workers in India’s Circular Economy","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-22 16:35:20","doi":"10.21203/rs.3.rs-8602865/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-03-24T15:10:09+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-19T19:27:27+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-16T07:10:24+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-11T14:32:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"73549251959929998498883223536081330478","date":"2026-03-07T04:52:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"206798171846939017900241340042123877033","date":"2026-03-06T07:01:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"182683455742785838261719366007440378674","date":"2026-03-06T06:01:17+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-02T08:51:18+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-20T17:55:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"168733295899954789135063801626737636631","date":"2026-02-20T05:39:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"291342865516324674950553971302623940084","date":"2026-02-17T18:00:06+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-17T17:54:36+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-16T14:58:57+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-02T09:18:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-30T13:40:52+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2026-01-30T12:51:26+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9e4b18b8-6a06-4511-ae17-3399e388fb15","owner":[],"postedDate":"February 22nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-08T14:09:29+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-22 16:35:20","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8602865","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8602865","identity":"rs-8602865","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}