Competency-based curriculum development in the informal sector: The case of sewing skills training in rural South India

Ramasamy, Muthuveeran; Pilz, Matthias

doi:10.1007/s11159-019-09810-4

Cited by 8 publications

(13 citation statements)

References 24 publications

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“…One of the few exceptions is an empirical study on policy transfer from Germany to China by Li and Pilz (2019), which differed from both development cooperation and the commercial export of education, and focused instead on a transfer experiment developed singularly for academic purposes. Ramasamy and Pilz (2019) also conducted a purely research-led transfer experiment from the competence-based approach of the curriculum for informal sewing skills training. They concluded that a competence-based curriculum approach in the informal sector is most effective when the targeted learners are directly involved in its planning and development.…”

Section: Transfer In Comparative Vet Researchmentioning

confidence: 99%

“…In contrast, German VET research tends to focus on concrete empirical studies (e.g. Pilz and Wiemann 2020;Ramasamy and Pilz 2019;Posselt et al 2019). One reason for this difference may be that German-speaking countries have a history of transfer to other countries, which is encouraged by the German government, particularly in the context of dual training -which has led to many practical examples that need to be empirically evaluated (e.g.…”

Section: Reflections Of the Lines Of Discoursementioning

confidence: 99%

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International transfer of vocational education and training: a literature review

Pilz

2021

Journal of Vocational Education & Training

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The transferability of vocational education and training (VET) systems is a central issue within international comparative VET research. However, scholars working in related disciplines also focus on the international cooperation associated with VET. This literature review presents relevant findings from the field of VET research, but also from the fields of comparative political economy, comparative educational research, and international human resource management. It explores differences and parallels in research about policy transfer between these fields. For example, scholars working in the comparative political economy and educational sciences tend to focus on transfer activities at the systemic level, while those working in international human resource management tend to focus on regional management strategies, and scholars working in VET research focuses on successes and obstacles associated with cooperation. All of these features are interconnected, providing important insights into the transferability of VET systems. The following discussion begins by exploring the rationales underpinning different disciplinary perspectives on policy transfer in VET. Next, it reviews empirical research on the transfer of VET policies from different disciplinary perspectives. It concludes with a critical reflection on the transfer potential -and ho w scholars in all relevant disciplines stress the need for cultural sensitivity, adaption, and long-term planning when transferring policy from one country to another.

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Section: Transfer In Comparative Vet Researchmentioning

confidence: 99%

Section: Reflections Of the Lines Of Discoursementioning

confidence: 99%

International transfer of vocational education and training: a literature review

Pilz

2021

Journal of Vocational Education & Training

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“…While Indian economic growth has been consistently high during the last three decades, the country is currently in a position where both the employers requiring skilled workers on an intermediate level, and those seeking employment, are facing issues (Kumar et al, 2019;Ramasamy & Pilz, 2020). Because vocational education and training (VET) programmes have gained a place of national importance as a means for gaining employment (Kumar, 2016;Mehrotra et al, 2013;Pilz, 2016b), it becomes imperative for VET institutions to nurture trained and skilled manpower, to meet the demands of different sectors of the economy (Goel, 2011;Ramasamy & Pilz, 2019).…”

Section: Introductionmentioning

confidence: 99%

Measuring Quality in Indian VET Institutions: Development Steps Towards a Framework Adapted to the National Context

Ramasamy

Regel

Sharma

et al. 2021

IJRVET

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Purpose: Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.

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“…For example, entrepreneurial skills to run a small business were not discussed. To develop successful knowledge and competencies with a long-term impact, we also integrated basic knowledge of price and cost calculation, marketing and also customer interaction (personal skills) to support self-employment and entrepreneurial thinking (Ramasamy & Pilz, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the bottom-up approach focusing on only individuals' employment demand reflects employment opportunities in the local labour market. Therefore, we developed over a time period of 1.5 years a demand-driven sewing vocational course based on a competence-based curriculum and tailor-made teaching and learning materials as an intervention strategy (Ramasamy & Pilz, 2019). This was piloted in four villages.…”

Section: Study Design and Methodsmentioning

confidence: 99%

Vocational Training for Rural Populations: A Demand-Driven Approach and its Implications in India

Ramasamy

Pilz

2020

IJRVET

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Context: Vocational training is viewed as a significant tool that increases employment outcomes and provides potential career advancement opportunities for individuals. Many countries are witnessing a shift from supply-driven to demand-driven approaches. The demand-driven approach in vocational training is often explored at the macro level and is associated with the perspectives of employers and labour markets. In contrast, this article explores the demand-driven approach at the micro level by focusing on the perspectives of individual learners within the context of their localities in order to position them at the centre of the skill development process.Methods: This study used a qualitative exploratory research method and a mixture of focus group and face-to-face semi-structured interviews to obtain data to identify the practical problems that arise in real life contexts when attempts are made to prioritise vocational training demands in line with the needs of all the stakeholders. Based on the demand from the targeted learners, a competency-based vocational training course especially for women was designed, tested and evaluated in selected villages.Findings: The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process.Conclusion: The findings illustrate that demand-driven approach should be context specific, responsive to individuals’/learners’ demands, relevant and flexible.

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Competency-based curriculum development in the informal sector: The case of sewing skills training in rural South India

Cited by 8 publications

References 24 publications

International transfer of vocational education and training: a literature review

International transfer of vocational education and training: a literature review

Measuring Quality in Indian VET Institutions: Development Steps Towards a Framework Adapted to the National Context

Vocational Training for Rural Populations: A Demand-Driven Approach and its Implications in India

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