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

Abstract

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.

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

“…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).…”

Ownership in international vocational education and training transfer: The example of quality development in India

“…A vocational education system centrally controlled by the national government with a one‐sided focus on input control has proven rather ineffective in this regard in the long term (Mehrotra, 2014; Pilz & Regel, 2021). Mechanisms for bottom‐up regulation can facilitate the necessary local fit of reforms and their efficient implementation (UNESCO, 2020) and real functioning school development processes adapted to institutional needs and conditions (Ramasamy & Pilz, 2020).…”

Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

“…In terms of education ideals, we do not bolster the market-driven approach, in our view, the state should ensure the provision of initial training as a meritorious, public good. In liberal VET markets, providers could adopt more dynamic, innovative approaches and integrate the expressed needs of individuals and organisations with the local socio-economic development agenda (Ramasamy and Pilz 2020 ).…”