Informal training for skilled workers: Issues arising from a qualitative study in four sites in Rajasthan and Madhya Pradesh

Noronha, Claire; Endow, Tanuka

doi:10.5172/ijtr.9.1-2.110

Cited by 13 publications

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“…One further influence is of significance here. Noronha and Endow (2011) show that informal learning within a family context may have the advantage of protecting ''hidden knowledge'' from potential competitors, maintaining competitive advantage. Respondents in our study also frequently alluded to this aspect: special recipes and preparation methods were withheld from people outside the family circle to protect the specificity and uniqueness of a family's products.…”

Section: Resultsmentioning

confidence: 98%

Skills development in the informal sector in India: The case of street food vendors

2015

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The informal sector dominates India's economic life, so issues of skills development are particularly important. On the basis of a survey of 49 street food vendors in the Indian cities of New Delhi and Coimbatore, the authors of this article demonstrate that informal learning is a particularly significant form of vocational education and training. Vendors do not acquire skills in formal vocational education and training (VET) settings; for them, opportunities for learning on the job in family businesses or in informal employment are especially important. Unlike other studies, the authors' findings show that street food vendors have a wide range of specialist knowledge, skills and expertise required to conduct their business which they deploy profitably. These skills are not confined to preparing and selling food but also extend to areas such as price setting and marketing. All the street food vendors interviewed identified strongly with their occupation and expressed pride in it. Around half voiced a wish for further training. In this context, the authors suggest promoting non-formal learning settings geared explicitly to street food vendors' difficult working conditions. In line with a few other international innovative schemes, they term this a ''non-formal apprenticeship'' approach.Keywords India Á Street food vendors Á Informal sector Á Informal learning Á Skills development Résumé Développement des compétences dans le secteur informel de l'Inde : le cas des vendeurs ambulants -Le secteur informel domine la vie économique indienne, le développement des compétences y est donc particulièrement important. À partir d'une enquête menée auprès de 49 vendeurs ambulants de produits alimentaires dans les villes de New Delhi et Coimbatore, les auteurs de cet article démontrent que l'apprentissage informel est une forme particulièrement efficace d'enseignement et de formation professionnels. Ces travailleurs ne sont pas formés dans les structures formelles de l'enseignement et de la formation professionnels (EFP), les opportunités d'apprendre sur le tas dans le commerce familial ou dans l'emploi informel sont donc pour eux décisifs. Contrairement à d'autres études, les auteurs constatent que les vendeurs ambulants en alimentation possèdent un large éventail de connaissances, compétences et savoirs spécialisés, nécessaires pour mener leur activité qu'ils exercent avec profit. Ces compétences ne se limitent pas à préparer et à vendre des produits alimentaires, mais touchent aussi des domaines tels que la fixation des prix et le marketing. Tous les vendeurs interrogés déclarent s'identifier fortement à leur travail et en être fiers. Environ la moitié ont exprimé le souhait d'une formation complémentaire. À ce sujet, les auteurs proposent de promouvoir des structures non formelles d'apprentissage adaptées explicitement aux conditions de travail difficiles des vendeurs ambulants. S'alignant sur quelques autres projets internationaux innovants, ils appellent cette approche « apprentissage professionnel non formel ».

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Section: Resultsmentioning

confidence: 98%

Skills development in the informal sector in India: The case of street food vendors

2015

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“…However, only minimal attention has been paid to the demand side from the individuals' and/or target groups' point of view (Bennell, 1999;International Labour Organization [ILO], 2011Mitra, 2002;Wallenborn, 2014). This includes lack of awareness of the vocational career aspirations of individuals, meeting learner or target group preferences, and considering their capabilities from a pedagogical perspective at the micro level (Maitra & Mani, 2014;Noronha & Endow, 2011).…”

Section: Definitions Of the Demand-driven Approach In The Research LImentioning

confidence: 99%

“…The main reason is that traditionally women in rural areas are responsible for domestic work and receive very little support and motivation from their families, which impedes their participation and employment opportunities (Sandhaas, 2005). It is important, therefore, that training providers consider social dynamics, history and traditional norms of the people they target for their courses (Noronha & Endow, 2011).…”

Section: Findings Of the Needs Assessment Surveymentioning

confidence: 99%

“…They were also able to manage their family needs and fulfil social obligations. Noronha and Endow (2011) argue that reducing barriers such as access to training, cost, education level and flexibility in the training time and location could increase the participation level in VT. Similarly, training which is organised in the trainees' village or in an accessible venue had significant impact on their participation, motivation and maintained their interest throughout the course.…”

Section: Findings Of the Pilot Studymentioning

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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“…In India, where on-the-job training in family businesses or informal employment is particularly important in economic areas such as street food vending, the need for recognized and certified skills may be less urgent. This is due to the high employment levels for those with informally acquired skills, the high cost associated with formal training and the prominent role of families in transferring knowledge and skills in traditional sectors (Noronha & Endow, 2011;Pilz, Uma, & Venkatram, 2015). As a result, the disincentives for apprenticeships in India are reflected by this rather blunt assessment: 'Young people do not tend to see apprenticeship as a valued career path, and employers have been reluctant to employ apprentices' (OECD & ILO, 2017).…”

Section: Incentives For Employers To Engage With Apprenticeshipmentioning

confidence: 99%

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

Chankseliani

Anuar

2019

IJRVET

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Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This study offers a broad conceptual interrogation of this inherent assumption underpinning the apprenticeship model. Approach:This study combines analysis of literature and available data and draws upon apprenticeship systems and practices in ten nations: Australia, Results: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company's staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, firms that are making decisions as part of an umbrella associations are more likely to coordinate their skills investment strategies around collectively beneficial outcomes.Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms 262 Cross-country comparison of engagement in apprenticeshipConclusions: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) consideration of apprenticeship should take account of the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and implement incentives effectively cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits for all parties engaged in apprenticeships.

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Informal training for skilled workers: Issues arising from a qualitative study in four sites in Rajasthan and Madhya Pradesh

Cited by 13 publications

References 1 publication

Skills development in the informal sector in India: The case of street food vendors

Skills development in the informal sector in India: The case of street food vendors

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

Cross-country comparison of engagement in apprenticeships: A conceptual analysis of incentives for individuals and firms

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