India: Preparation for the World of Work

Pilz, Matthias

doi:10.1007/978-3-658-08502-5

Cited by 12 publications

(2 citation statements)

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“…Whilst details of the formal Indian vocational education and training system can be found elsewhere (e.g. Wessels & Pilz, 2018;Pilz, 2016;Schneider & Pilz, 2019;Anderson & Lightfoot, 2019), it is important to note here that in many parts of rural India there is no formal vocational education and training system (Sodhi & Wessels, 2016). Rather, informally organised training structures dominate (Sodhi, 2014;Pilz & Wilmshöfer, 2015).…”

Section: Pilot Intervention In the Indian Contextmentioning

confidence: 98%

“…In order to achieve such development and to meet the needs of labour markets locally and globally, the country would require an adequate number of skilled and semi-skilled people to provide quality goods and services (Chenoy, 2013). Therefore, VT is considered as one of the significant means to accelerate the supply of a quality workforce, enhance productivity, and help individuals to attain gainful employability and improve their earnings (Agrawal & Agrawal, 2017;Pilz, 2016). As mentioned in the introduction, the demand for skills in the Indian labour market in various emerging sectors and in manpower planning has been studied by many scholars and organisations (Agrawal & Indrakumar, 2014 .…”

Section: Pilot Intervention In the Indian Contextmentioning

confidence: 99%

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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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