Vocational Education: Determinants of Skill and its Relationshipwith Employability
Main Article Content
Abstract
The focus on Vocational Education and Training (VET) for skill development has increased in the recent years. This paper investigates the constructs of skill development that affect employability skills of workforce after completing their VET Programme. It also examines the association of skill development and employability. The current study undertaken on the retail sector workers confirms the constructs of skill development - Integration Theory and Practice (ITS), Initiative and Enterprise Skills (IES), Workplace Skills (WS), Professional Practice and Standards (PPS) and Interpersonal Skills (IPS) earlier identified and confirmed for the student population. The paper identifies that employability skills of the workforce in the retail sector are enhanced by the skill development.
References
i. Skilling India’s Youth, shaping India’s Future, Annual Report 2019-2020,
National skill Development Corporation, Government of India.
ii. National Education Policy, Government of India, Ministry of Human Resource
Development. 2020 Retrieved from https://www.education.gov.in/
sites/upload_files/mhrd/files/ NEP_Final_English_0.pdf
iii. IBEF reportin Indian retail industry (April 2019), Retrieved from
https://www.ibef.org/download/retail-jan-2019.pdf
iv. MSDE Annual report 2019-20
(https://www.msde.gov.in/sites/default/files/2020-
12/Annual%20Report%202019-20%20English.pdf
v. (2010). Uk Commission for Employment and Skills annual report 2009 to 2010.
UK Commission for Employment and Skills.
vi. Vocational Education First, State of the Education Report of India 2020
Technical and Vovational Education and Training, UNESCO.
vii. Aggarwal, S. (2016). Central Pillar of Employability/: Skill Development.
Imperial Journal of Interdisciplinary Research, 2(3).
viii. Agrawal, T., & Agrawal, A. (2017). Vocational education and training in India: a
labour market perspective. Journal of Vocational Education and Training, 69(2).
https://doi.org/10.1080/13636820.2017.1303785
ix. Ahmed, T. (2016). Labour market outcome for formal vocational education and
training in India: Safety net and beyond. IIMB Management Review, 28(2), 98-
110. https://doi.org/10.1016/j.iimb.2016.05.002
x. Ali, E., Rus, R. C., Haron, M. A., & Hussain, M. A. M. (2018). Employability of
Technical and Vocational Education Graduates/: An Analysis. Sains Humanika,
10(3).
xi. Anderson, J. C., &Gerbing, D. W. (1988). Structural equation modeling in practice:
A review and recommended two-step approach. Psychological bulletin, 103(3),
411.
xii. Arriagada, A. M., Ziderman, A., & Mundial, B. (1992). Vocational secondary
schooling, occupational choice, and earnings in Brazil (Vol. 1037). Washington,
DC: Population and Human Resources Department, World Bank.
xiii. Arum, R., & Shavit, Y. (1995). Secondary vocational education and the transition
from school to work. Sociology of Education, 187-204.
xiv. Bagozzi, R. P, &Yi, (1988). On the evaluation of structural equation models.
Journal of the academy of marketing science, 16(1), 74-94.
xv. Banerjee, T. (2016). Impacts of vocational education and training on
employment and wages in Indian manufacturing industries: variation across
social groups—empirical evidences from the 68th round NSSO data. The Indian
Journal of Labour Economics, 59(4), 489-509.
xvi. Bennett, R. (2002). Employers’ demands for personal transferable skills in
graduates: A content analysis of 1000 job advertisements and an associated
empirical study. Journal of Vocational Education and Training, 54(4), 457-475.
xvii. Bentler, P M., &Bonett, D. G. (1980). Significance tests and goodness of fit in the
analysis of covariance structures. Psychological bulletin, 88(3), 588.
xviii. Blades, R., Fauth, B., & Gibb, J. (2012). Measuring employability skills. A rapid
review to inform development of tools for project evaluation. London National
Children’s Bureau, 1-39.
xix. Bollen, K. A. (1990). Overall fitin covariance structure models: Two types of
sample size effects. Psychological bulletin, 107(2), 256.
xx. Eichhorst, W., Rodriguez-Planas, N., Schmidl, R., & Zimmermann, K. FE (2015). A
road map to vocational education and training in industrialized countries. Ilr
Review, 68(2), 314-337.
xxi. El-Hamidi, E (2006). General or vocational schooling? Evidence on school choice,
returns, and’sheepskin effects from Egypt 1998. Journal of Economic Policy
Reform, 9(2), 157-176.
xxii. Fornell, C., &Larcker, D. E (1981). Structural equation models with unobservable
variables and measurement error: Algebra and statistics.
xxiii. Grubb, W. N., & Ryan, P. (1999). The roles of evaluation for vocational education
and training: Plain talk on the field of dreams. International Labour
Organization.
xxiv. Hair, J. E, Black, W. C., Babin, B.J.,& Anderson, R. E. “Multivariate Data Analysis: A
Global Perspectives.” Upper Saddle River, NJ: Prentice Hall.(2015)
xxv. Hartl, M. (2009). Technical and vocational education and training (TVET) and
skills development for poverty reduction—do rural women benefit. Retrieved
October, 4, 2011.
xxvi. Harvey, L. (2001). Defining and measuring employability. Quality in higher
education, 7(2), 97-109.
xxvii. Harvey, L., Moon, S., Geall, V., & Bower, R. (1997). Graduates’ work:
organisational change and students’ attributes. Birmingham: Centre for
Research into Quality, University of Central England.
xxviii. Idris, A., &Rajuddin, M. R. (2012). The influence of teaching approaches among
technical and vocational education teachers towards acquisition of technical
skills in Kano State- Nigeria. Journal of education and practice, 3(16), 160-165.
xxix. Jackson, D. (2010). An international profile of industry-relevant competencies
and skill gaps in modern graduates. International Journal of Management
Education, 8(3), 29-58.
xxx. Kahyarara, G., & Teal, E (2008). The returns to vocational training and academic
education: Evidence from Tanzania. World Development, 36(11), 2223- 2242.
xxxi. ‘Karmel, T., & Fieger, P. (2012). The value of completing aVET qualification.
xxxii. King, K. (2012). The geopolitics and meanings of India’s massive skills
development ambitions. International Journal of Educational Development,
32(5), 665-673.
xxxiii. 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(1). https://doi.org/10.1186/s40461-
019-0078-y
xxxiv. Law, W., &Watts, A. (1977). Schools, Careers and Community. London: Church
Information Ofce.
xxxv. McLeish, A. (2002). Employability skills for Australian small and medium sized
enterprises: report of the interviews and focus groups with small and medium
enterprises. Canberra, Australian Capital Territory: Department of Education,
Science and Training.
xxxvi. Melo, Y., & Das, A. K. (2020). The Extent of Participation in Skill Development
Trainings and Its Impact on Employment:
Https://Doi.Org/10.1177/0973703020945262, 14(2), 290-303.
https://doi.org/10.1177/0973703020945262
xxxvii. Moenjak, T., &Worswick, C. (2003). Vocational education in Thailand: a study of
choice and returns. Economics of Education Review, 22(1), 99-107.
xxxviii. Moon, J. (2004). Reection and Employability. York: The higher Education
Academy.
xxxix. Olayinka, O., &Oyenuga, A. (2010). Integration of Automobile Technological
Developments Into Nigeria Technical College Motor Vehicle MechanicsWork
Curriculum. Academic Leadership: The Online Journal, 8(2), 26.
xl. Ornellas, A., Falkner, K., & Edman Stalbrandt, E. (2019). Enhancing graduates’
employability skills through authentic learning approaches. Higher Education,
Skills and Work-Based Learning, 9(1), 107-120. https://doi.org/10.1108/
HESWBL-04-2018-0049
xli. Pool, L. D., & Sewell, P. (2007). The Key to Employability: Developing a Practical
Model of Graduate Employability. Education + Training, 49(4), 277-289.
xlii. Raimi, L., & Akhuemonkhan, I. A. (2014). Has Technical Vocational Education
and Training (TVET) impacted on Employability and National Development?
The Macrotheme Review, 3(2).
xliii. Scharnhorst, U., & Kammermann, M. (2020). Who is included in VET, who not?
Education and Training, 62(6), 645-658. https://doi.org/10.1108/ET-11-2019-
0248
xliv. Scholten, M., & Tieben, N. (2017). Vocational qualification as safety-net?
Education-to-work transitions of higher education dropouts in Germany.
Empirical Research in Vocational Education and Training, 9(1), 7.
https://doi.org/10.1186/s40461-017-0050-7
xlv. Smith, C., Ferns, S., & Russell, L. (2014). Conceptualising and Measuring
‘Employability’- Lessons from a National OLT Project. Work Integrated Learning:
Building Capacity. Springvale South VIC Australia: Australian Collaborative
Education Network (ACEN) Limited
xlvi. Tiwari, P, & Malati, N. (2020). Employability skill evaluation among vocational
education students in india. Journal of Technical Education and Training, 12(1
Special Issue), 218-228. https://doi.org/10.30880/jtet.2020.12.01.023
xlvii. Wye, C. K., & Lim, Y. M. (2009). Perception Differential between Employers and
Undergraduates on the Importance of Employability Skills. International
education studies, 2(1), 95-105.
xlviii. Yasin, R. M., Nur, Y. E A., Ridzwan, C. R., Ashikin, H. T., &Bekri, R. M. (2013).
Current trends in technical and vocational education research: A meta- analysis.
Asian Social Science, 9(13), 243.
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.