Skill development research in India: a systematic literature review and future research agenda

Abstract

Purpose The purpose of this paper is to conduct an in-depth analysis of the literature and provide new insights on skill development research in India. Objectives in the study are twofold. First is to conduct descriptive analysis in terms of structural dimensions such as geographical context, focus on skill development, research methods, economic sector, type of training and origin of the study. The second objective is to conduct thematic analysis on importance of skill development, institutional and regulatory mechanisms, skill development as an antecedent for technology adoption, role of skill development in women empowerment, integrating skill development with secondary education and labour market reforms for skill development. Design/methodology/approach Systematic literature review method is employed to review 45 articles on skill development research in India conducted between 2004 and 2017. Findings The review discusses about the importance of skill development, the role of institutions such as NSDA and PMKVJ, skill development as a necessity in the advent of technological changes, an effective measure to empower women in the country and the need of integrating skill development with secondary education. Labour market reforms are required to overcome challenges such as mismatch between theory and practice, low quality of skills assimilated, the mismatch between demand and supply of skilled labour force, low level of in-house training, low cooperation from students and employees due to lack of incentives and lack of qualified teachers. Originality/value This study is the first to offer a systematic literature review on skill development. The study provides insights into the concept of skill development, specifically for academicians to carry out research in a niche area and for government authorities in policy formulation.

Training poverty in India: Reassessing the effect of social ascription

“…For instance, about 62 per cent of British workers receive training on an annual basis (ISSP Research Group, 2017). In India, the proportion of the population receiving any forms of skills training is considerably smaller, which was repeatedly confirmed by previous studies (Agrawal & Agrawal, 2017, Banerjee, 2016; Cabral & Dhar, 2019; Kumar et al, 2019). According to the recent microdata collected by the National Sample Survey Office, only 5 per cent of the adult population (of age 15 to 59 years) was receiving or received skills training in 2017–2018, while only 1.9 per cent of the population was receiving formal training (NSSO, 2020).…”

“…The true extent of technology adoption in India is thus very debatable (Sevinc, 2019). The abovementioned broad governmental initiatives targeted promoting skills development and learning; however, it is difficult to identify their results (Cabral & Dhar, 2019; Jamal & Mandal, 2013). Because of the top‐down approach, the ecosystem of skill training remained unable to cope with changing demands from the markets (Pilz & Regel, 2021), so that tertiary sector still faces a shortage of trained professionals, many of which are ‘not at par with the new technologies and needs of the modern industry’ (Kumar et al, 2019, p. 6).…”

“…The vast literature on training normally includes consideration of demography, with particular focus on the effects of gender and age on the likelihood of training in the United States (Acemoglu & Pischke, 1999), Australia (Tharenou, 1997), and European countries (Arulampalam et al, 2004; Booth & Bryan, 2005; Green & Zanchi, 1997). Although this consideration is rarely conceptualised in terms of ascriptive process (but, interpreted as a market failure), the past literature on training in India (Agrawal & Agrawal, 2016, Banerjee, 2016; Cabral & Dhar, 2019; Kumar et al, 2019) tends to support the ascription‐specific explanation of training poverty.…”

“…In this paper, we argue that the contradictory nature of skills development in India is a result of its controversial leapfrogged modernisation (Cabral & Dhar, 2019). India has become a country where high‐qualified jobs in skills‐intensive enterprises coexist with a vast army of low‐paid, unskilled workers in agriculture and construction (Agrawal, 2012).…”

Prevention through design: conceptual models for the assessment of a principal designer’s skills, knowledge and experience

“…approach, unlike the positivist/technicist, which views skills from working with things and information, considers skills from working with people(Shanmugham and Kishore 2012, Cabral andDhar 2019). Typical examples being communication and inter-personal skills.From the conceptual view of the skill construct as well as sociologists' view(Smith and Teicher 2017) of how skill is measured, the specific domains considered for the measurement of skills are: technical/training, autonomy, attitude and interpersonal.…”