Abstract
In India, in general, there is a poor perception regarding vocational education and skill training (VET) and the youth prefer to attend general courses. In this paper the vocational education and vocational training scenario in India, its various components, the segments where uptake of VET is relatively more, types of training, etc. are examined. Vocational education imparted in schools is not preferred by students, and at present participation in vocational education remains very low. In the area of vocational training, the share of formally trained youth has remained low and has hardly increased between 2011–12 and 2021–22, while the informal training uptake has increased. However the formal vocational training access among the youth is concentrated in the higher expenditure quintile, and among those with higher education levels. The youth from under-privileged backgrounds seem unable to access formal vocational training. However a gender difference is observed in that males dominate informal training uptake, but women have a higher likelihood of accessing formal training. Therefore, as a policy instrument for skilling women and balancing their disadvantages in entering the labour market, their formal training access needs expansion. The paper also looks at informal vocational training, which remains the main mode of vocational training for youth in India, despite being associated often with low productivity and remuneration. Moreover, informal training uptake has been on the rise among the youth. Considering some in-depth studies on informal training, its advantages and disadvantages, a question is posed whether there should be a fresh look at this sector in India.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Mehrotra (2021) APU working paper.
- 2.
See section ‘Reimagining Vocational Education’, (GoI, (2020), Chap. 16, p. 43).
- 3.
See Endow and Mehta (2021).
- 4.
Ibid.
- 5.
- 6.
Ibid.
- 7.
- 8.
The sectors are: Aerospace and Aviation, Agriculture, Apparel Made ups and Home Furnishing, Automotive, Banking Finance and Insurance Services (BFSI), Beauty and Wellness, Construction, Electronics and Hardware, Handicrafts and Carpets, Healthcare, Information Technology/Information Technology Enabled Services (IT/ITeS), Management and Entrepreneurship, Media & Entertainment, Food Industry, Physical Education & Sports, Plumber, Power, Retail, Security, Telecom, Tourism and Hospitality, Transportation Logistics and Warehousing.
- 9.
Notification by Press Information Bureau, Government of India, dated 19th December 2022, accessed at https://www.pib.gov.in/PressReleseDetailm.aspx?PRID=1884941.
- 10.
Endow and Mehta 2021
- 11.
- 12.
Ibid.
- 13.
NSSO (2016). Informal sector and conditions of employment in India. New Delhi: Government of India. Retrieved from https://microdata.gov.in/nada43/index.php/catalog/124/download/1285.
- 14.
Retrieved from chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.mospi.gov.in/sites/default/files/publication_reports/AnnualReportPLFS2021-22F1.pdf
- 15.
Data not presented here.
- 16.
Data not presented here.
- 17.
Many of the respondents in the studies covered, however, fall in the 15–29 years age category.
- 18.
This study by Swami Vivekananda Youth Movement among 35 masons and tile-layers in Mysore and Bangalore found that informal learning in this sector was based on observation and imitation, instruction in working processes by experienced overseers, and simple trial and error.
- 19.
References
Ahmed, T. (2016). Socio-economic impact of VET: Are students interested in joining vocational education and training in India: In the context of skilling mission in India. In Pilz (Ed.).
Bahl, S., Bhatt, V., & Sharma, A. (2021). Returns to formal and informal vocational education and training in India. International Journal of Manpower, November 2021.
Barber, J. (2004). Skill upgrading within informal training: Lessons from the Indian auto mechanic. International Journal of Training and Development 8(2), 128–139. ISSN 1360-3736.
Basole, A. (2018). The skilled and the schooled: India’s struggles over what counts as knowledge. The Caravan.
Basole, A. (2014). The informal sector from a knowledge perspective. Yojana, 58, 8–13.
Basole, A. (2012). Knowledge, gender, and production relations in India’s informal economy. https://doi.org/10.7275/pzd2-e937
Bhandari, B. (2021). The 3–E challenge: Education, employability, and employment. NCAER Working Paper No. WP 122.
Doron, A. (2012). Consumption, technology and adaptation: Care and repair economies of mobile phones in North India. Pacific Affairs, 85(3), 563–585.
Duarisamy, P. (2000). Changes in returns to education in India, 1983–94: By gender, age-cohort and location. Discussion Papers. 823. https://elischolar.library.yale.edu/egcenter-discussion-paper-series/823
Endow, T., & Mehta, B. S. (2021). Rethinking Education and Livelihoods in India. Journal of Human Values, 28(1), 29–43
Government of India. (2020). National education policy 2020. Ministry of Human Resource Development, Government of India.
Ilaiah, K. (1990). Reservations: Experience as framework of debate. Economic and Political Weekly, 25, 2307–2310.
Kumar, R., Mandava, S., & Gopanapalli, V. S. (2019). Vocational training in India: Determinants of participation and effect on wages. Empirical Research in Vocational Education and Training, 11(3), 1–17.
Mehrotra, S. (2021). Technical & vocational education and training in India: Lacking vision, strategy and coherence. CSE Working Paper #37, Azim Premji University.
Mullan, J., & Rolleston, C. (2020). Barriers to skills development in India’s informal economy. Accessed at https://discovery.ucl.ac.uk/id/eprint/10122184/1/IJTR%20article%20-%20v3%20-%20September%202020.pdf
Noronha, C., & Endow, T. (2011). Informal training for skilled workers: Issues arising from a qualitative study in four sites in Rajasthan and Madhya Pradesh. International Journal of Training Research, 9(1–2), 110–122.
OECD. (2012). Skills development pathways in Asia. Accessed at http://www.oecd.org/cfe/leed/Skills%20Development%20Pathways%20in%20Asia_FINAL%20VERSION.pdf
Pilz, M. (Ed.). (2016). ‘India: preparation for the world of work: education system and school to work transition. Springer.
Pilz, M., Uma, G., & Venkatram, R. (2015). Skills development in the informal sector in India: The case of street food vendors. International Review of Education, Journal of Lifelong Learning, 61(2), 191–209.
Psacharopoulos, G., & Patrinos, H. A. (2004). Returns to investment education: A further update. Education Economics, 12(2), 111–134. (Taylor and Francis Ltd).
Sengupta, A., Srivastava, R. S., Kannan, K. P., Malhotra, V. K., Yugandhar, B. N., & Papola, T. S. (2009). Skill formation and employment assurance in the unorganised sector. National Commission for Enterprises in the Unorganized Sector, New Delhi.
World Bank. (2015). Labor market impacts and effectiveness of skills development programs in India. World Bank.
World Bank. (2011). More and better jobs in South Asia.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix
Appendix
See Table A.1.
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Endow, T., Dhote, S. (2024). Vocational Education and Training for Youth in India. In: Mitra, A. (eds) Youth in Indian Labour Market. India Studies in Business and Economics. Springer, Singapore. https://doi.org/10.1007/978-981-97-0379-1_14
Download citation
DOI: https://doi.org/10.1007/978-981-97-0379-1_14
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-97-0378-4
Online ISBN: 978-981-97-0379-1
eBook Packages: Economics and FinanceEconomics and Finance (R0)