Employability Skill Factors in Retail Vocational Education: An Empirical Analysis

Skills and knowledge are the driving force for economic growth and social development of any country. The economy becomes productive, innovative and competitive through the existence of a skilled human potential. The biggest challenge Indian education currently faces, is that of a skill gap in the context of academic, technical, and employability skills of the students. Employability skills consist of non-technical skills that can be transferred into different fields of work which are required for entering the working world or to remain in the job, as well as developing a career in the workplace, or for career development at a new place of work. This research is aimed to validate the student perspective for employability skills in vocational education in the retail sector through confirmatory factor analysis (CFA) technique. The retail vocational education students were surveyed to validate the CFA model through a structured questionnaire. The CFA model enables us to identify the various factors responsible for enhancing employability skills of the retail vocational education students. The final model identified three major factors, Interpersonal skills (IPS), Integrating Theory & Practice (ITP) and Learning Skills (LS) that affect employability.

Keywords

Employability Retail Sector Interpersonal skills Learning skills Integrating Theory & Practice

References

i. UNESCO (1991). World Education Report. United Nations Educational, Scientific and Cultural Organization.
ii. National Sample Survey Office (2012). Status of Education and Vocational Training in India – NSS 68th Round. Ministry of Statistics and Programme Implementation, Government of India.
iii. Government of India (2012). Eleventh Five Year Plan.
iv. International Labour Organization (2013). Global Employment Trends.
v. Ministry of Youth Affairs and Sports (2014). National Youth Policy.
vi. Ministry of Skill Development and Entrepreneurship (2015). National Policy for Skill Development and Entrepreneurship.
vii. Government of India (2017). Annual Report of Ministry of Skill Development and Entrepreneurship 2016–2017.
viii. Planning Commission (2012–2017). XII Plan Document Volume III.
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xii. Biswas, I. (2008). Vocational Education in India. S&T Human Resources, India: Science and Technology.
xiii. Child, D. (1990). The Essentials of Factor Analysis (2nd ed.). London: Cassel Educational Limited.
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xv. Goel, V. P. (n.d.). Technical and VET system in India for sustainable development.
xvi. Grubb, W. (2006). Vocational education and training: issues for a thematic review. OECD.
xvii. Grubb, N., & Ryan, P. (1999). Role of evaluation for vocational education and training. Geneva: International Labor Office.
xviii. Hartl, M. (2009). Technical and vocational education and training (TVET) and skills development for poverty reduction.
xix. Harvey, L., Moon, S., Gill, V., & Bower, R. (1997). Graduates' Work: Organizational Change and Students' Attributes.
xx. Hogstedt, C., Wegman, D. H., & Kjellstrom, T. (2007). Consequences of economic globalization on working conditions. In Globalisation and Health. Oxford University Press.
xxi. Idris, A., & Rajuddin, M. (2012). Assessment of employability skills among TVE students in Nigeria. Archives Des Sciences, 65(7), 392–400.
xxii. Jackson, D. (2010). Industry-relevant competencies and skill gaps in modern graduates. International Journal of Management Education, 8(3), 29–58.
xxiii. Kotsikis, V. (2007). Educational Administration and Policy. Athens: Ellin.
xxiv. Lorraine, D. P., & Sewell, P. (2007). Key to employability: developing a practical model. 49(4), 277–289.
xxv. Maclean, R., & Lai (2011). Future of technical and vocational education and training. International Journal of Training Research, 9(1–2), 2–15.
xxvi. McLeish, A. (2002). Employability skills for Australian SMEs. Commonwealth Department of Education, Science and Training.
xxvii. Monnier, M. (2015). Difficulties in defining social-emotional intelligence and skills. International Journal of Research in Vocational Education and Training, 59–84.
xxviii. Moon, J. (2004). Reflection and Employability. York: Higher Education Academy.
xxix. Pool, L. D., & Sewell, P. (2007). Key to employability model. Education + Training, 49(4), 277–289.
xxx. Robinson (2000). What are employability skills. Alabama Cooperative Extension System.
xxxi. Ruhizan, M., & Yasin, Y. F. (2013). Current trends in TVE research. Asian Social Science, 3(13), 243–251.
xxxii. Smith, C., Ferns, S., & Russell, L. (2014). Conceptualizing and measuring employability. Work Integrated Learning.
xxxiii. Wye, C., & Lim, Y. (2009). Perception differential between employers and undergraduates. International Education Studies, 2(1), 95–105.
xxxiv. Bloomberg (2017). India’s youth are the world’s future.

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Dr. Pratiksha Tiwari, Dr. N. Malati . (2019). Employability Skill Factors in Retail Vocational Education: An Empirical Analysis. DIAS Technology Review, 15(2), 08-18.

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[1] i. UNESCO (1991). World Education Report. United Nations Educational, Scientific and Cultural Organization.

[2] ii. National Sample Survey Office (2012). Status of Education and Vocational Training in India – NSS 68th Round. Ministry of Statistics and Programme Implementation, Government of India.

[3] iii. Government of India (2012). Eleventh Five Year Plan.

[4] iv. International Labour Organization (2013). Global Employment Trends.

[5] v. Ministry of Youth Affairs and Sports (2014). National Youth Policy.

[6] vi. Ministry of Skill Development and Entrepreneurship (2015). National Policy for Skill Development and Entrepreneurship.

[7] vii. Government of India (2017). Annual Report of Ministry of Skill Development and Entrepreneurship 2016–2017.

[8] viii. Planning Commission (2012–2017). XII Plan Document Volume III.

[9] ix. Barnett, R. (2006). Graduate attributes in an age of uncertainty. In Hager & Holland (Eds.), Graduate Attributes, Learning and Employability (pp. 49–65). Springer Netherlands.

[10] x. Banerjee, T. (2016). Impacts of vocational education and training on employment and wages in Indian manufacturing industries. SARNET Working Paper No. 7.

[11] xi. Bennett, R. (2002). Employers’ demands for personal transferable skills in graduates. Journal of Vocational Education and Training, 54(4), 457–475.

[12] xii. Biswas, I. (2008). Vocational Education in India. S&T Human Resources, India: Science and Technology.

[13] xiii. Child, D. (1990). The Essentials of Factor Analysis (2nd ed.). London: Cassel Educational Limited.

[14] xiv. Efstratoglou, A., & Nikolopoulou, B. (2011). Vocational training as educational policy and policy for employment and labor market.

[15] xv. Goel, V. P. (n.d.). Technical and VET system in India for sustainable development.

[16] xvi. Grubb, W. (2006). Vocational education and training: issues for a thematic review. OECD.

[17] xvii. Grubb, N., & Ryan, P. (1999). Role of evaluation for vocational education and training. Geneva: International Labor Office.

[18] xviii. Hartl, M. (2009). Technical and vocational education and training (TVET) and skills development for poverty reduction.

[19] xix. Harvey, L., Moon, S., Gill, V., & Bower, R. (1997). Graduates' Work: Organizational Change and Students' Attributes.

[20] xx. Hogstedt, C., Wegman, D. H., & Kjellstrom, T. (2007). Consequences of economic globalization on working conditions. In Globalisation and Health. Oxford University Press.

[21] xxi. Idris, A., & Rajuddin, M. (2012). Assessment of employability skills among TVE students in Nigeria. Archives Des Sciences, 65(7), 392–400.

[22] xxii. Jackson, D. (2010). Industry-relevant competencies and skill gaps in modern graduates. International Journal of Management Education, 8(3), 29–58.

[23] xxiii. Kotsikis, V. (2007). Educational Administration and Policy. Athens: Ellin.

[24] xxiv. Lorraine, D. P., & Sewell, P. (2007). Key to employability: developing a practical model. 49(4), 277–289.

[25] xxv. Maclean, R., & Lai (2011). Future of technical and vocational education and training. International Journal of Training Research, 9(1–2), 2–15.

[26] xxvi. McLeish, A. (2002). Employability skills for Australian SMEs. Commonwealth Department of Education, Science and Training.

[27] xxvii. Monnier, M. (2015). Difficulties in defining social-emotional intelligence and skills. International Journal of Research in Vocational Education and Training, 59–84.

[28] xxviii. Moon, J. (2004). Reflection and Employability. York: Higher Education Academy.

[29] xxix. Pool, L. D., & Sewell, P. (2007). Key to employability model. Education + Training, 49(4), 277–289.

[30] xxx. Robinson (2000). What are employability skills. Alabama Cooperative Extension System.

[31] xxxi. Ruhizan, M., & Yasin, Y. F. (2013). Current trends in TVE research. Asian Social Science, 3(13), 243–251.

[32] xxxii. Smith, C., Ferns, S., & Russell, L. (2014). Conceptualizing and measuring employability. Work Integrated Learning.

[33] xxxiii. Wye, C., & Lim, Y. (2009). Perception differential between employers and undergraduates. International Education Studies, 2(1), 95–105.

[34] xxxiv. Bloomberg (2017). India’s youth are the world’s future.