Volunteer statistics (ILO)*
Source: ILOSTATS. The data is collected by ILO from national statistical offices. As national statistics on volunteer work are produced using a variety of approaches and tools, direct and cross-country comparisons are not recommended. For more information, visit https://ilostat.ilo.org/topics/volunteer-work/
No data
Measurement work
Data source
- 2007
- 2008
- 2009
- 2010
- 2011
- 2012
- 2013
- 2014
- 2015
- 2016
- 2017
- 2018
-
2019
- Time Use Survey
- 2020
- 2021
- 2022
- 2023
Laws, Policies, Schemes on Volunteering
Does the country have a piece of legislation on volunteering?
No data
Does the country have a national policy, scheme, plan or strategy specific to volunteering?
Yes
| Name of specific policy, strategy or plan on volunteering at the national level. | Year created | Source link | What are the relevant SDG areas/crosscutting themes of the policy, plan scheme or strategy? |
|---|---|---|---|
National Policy on the Voluntary Sector |
2007 | View source |
|
Does the country have a sectoral and cross-sectoral policy, scheme, plan or strategy that mentions volunteering?
Yes
| Name of specific policy, strategy or plan on volunteering at the national level. | Year created | Source link | What are the relevant SDG areas/crosscutting themes of the policy, plan scheme or strategy? |
|---|---|---|---|
| National Youth Policy 2014 | 2014 | View source |
|
| National Youth Corps (amalgamation of National Service Volunteer Scheme (NSVS 1977-78) and the Rashtriya Sadbhawana Yojana (RSY 2005) | 2010 | View source |
|
VNR Reporting
Voluntary National Review Report on Implementation of Sustainable Development Goals
View sourceVoluntary National Review - India
View source
Reporting positive contribution of volunteering to the SDGs
Paragraph 1, page 56
TEACH GAJAPATI. The initiative implemented in Gajapati district of Odisha, which is one of the Aspirational Districts, enables willing government officers and other educated volunteers to enrol as teachers and take 15 sessions per subject followed by tests, culminating in substantial improvements in learning outcomes in these schools.
Paragraph 2, page 96
SWEEKRUTI SCHEME: The scheme was formulated by the Government of Odisha to provide equal opportunities and protect the rights of the transgender community. The key strategies of the scheme include surveying and identifying all transgender persons in the State, assisting the parents of transgender children and providing pre- and post-matric scholarships, skill upgradation and entrepreneurship development training by strengthening selfhelp groups, providing support for critical health care and group insurance support for transgender persons, providing legal aid, counselling and guidance services for transgender persons, organising awareness and sensitisation campaigns on rights of transgender persons, and providing training to staff and volunteers.
Paragraph 3, page 132
The children are identified through the Police Department’s Janta Durbars (Public Meetings) organised in vulnerable areas. Teachers of government schools, elders, social workers and volunteers have been roped in as resource persons for teaching the students. There are over 120 such dedicated teachers, who render their services to help the students matriculate. Each centre has a coordinator who prepares the routine and assigns classes to the teachers. The programme has seen active participation from a large section of community members.
Paragraph 4, page 142
As illustrated above, the approaches and interventions to ‘leave no one behind’ are crucial to India’s implementation of SDGs. Recognising this, the country has consciously adopted a paradigm shift from a ‘whole of government’ to ‘a whole of society’ approach by engaging all key stakeholders: subnational and local Governments, CSOs, volunteers, communities at the grassroots and the private sector in a collaborative process of adoption, implementation and evaluation of the SDG agenda, thereby making it a genuinely inclusive process.
No mention