Academic journal article IUP Journal of Management Research

Enhanced Industrial Employability through New Vocational Training Framework with Attitude-Skill-Knowledge (ASK) Model

Academic journal article IUP Journal of Management Research

Enhanced Industrial Employability through New Vocational Training Framework with Attitude-Skill-Knowledge (ASK) Model

Article excerpt

Positive Vocational Education andTraining (VET) experience can generate benefits to individuals beyond those of income and employment; the learning content can foster confidence and self-esteem in learners and offer topics relevant to the individual's engagement with their family and society. VET provision should not be geared solely towards giving people the 'know-how' or 'the skills to do their job' but should improve individuals' competencies, including the ability to meet complex demands and the habits of self-direction. Individuals in a VET setting also have the opportunity to learn from other learners, make new social groups and possibly modify the previous ones. These interactions are extremely important for kno wledge transmission and impro vement in essential employability skills which could lead to wider benefits or outcomes for learners. This paper attempts to discuss a new framework called Attitude-Skill-Knowledge (ASK) model and its implementation results in a leading automobile organization.

Enhanced Industrial Employability Through New Vocational Training Framework with Attitude-Skill-Knowledge (ASK) Model


It is an established fact that the skill level and educational attainment of the workforce determine the productivity as well as the ability to adapt to the changing industrial environment. The Indian workforce does not possess these marketable skills which is an impediment to securing decent employment for a better economic condition. While India has a large young population, even after six decades, only 10% of the Indian labor force-8% informally and 2% formally have acquired vocational skills, whereas the percentage in industrialized countries varies between 60% and 96%. About 63% of the school students drop out at different stages before reaching Class X. Only about 3.1 million vocational training seats are available in the country, whereas about 12.8 million enter the labor market every year. Further, the largest share of new jobs in India is likely to come from the unorganized sector that employs up to 94% of the national workforce, but most of the training programs cater to the needs of the organized sector (Planning Commission of India, 2006 and 2008; and DGE&T, 2010).

Problems arise due to a mismatch between demand and supply; 90% of employment opportunities require vocational skills, but 90% of our college/ school output has only bookish knowledge.

Apprenticeship training is a well-tested approach that has been tried for a very long time in Europe and USA. In the present generation, Germany is usually cited as the showcase for creating and deploying a nationwide program of apprenticeship. The fundamental reason for the success of an apprenticeship program is that it is based on a combination of formal education (in a classroom and online) and a program to gain field experience with workplace practice. During the formal educational phase, the candidate is provided training that is targeted at being effective at the workplace, and during workplace phase of the program, the candidate is actually put to work and required to be productive on the job. The skills developed in such an apprenticeship program are therefore exactly what the industry (and the employer) need. Further, the candidate leaves the apprenticeship program ready to take on the responsibilities of the job from day one. Such a program provides the necessary overlap between employability and employment, wherein, for job-ready employees.

In India, as per the Apprenticeship Act, trade apprentices, who are doing Apprenticeship Training Scheme (ATS), have to be given certain level of basic training by the employer. But employers prefer to hire and train people for own requirements, which is completely in dissonance to the apprentice program, which, from a cost perspective, appears to be a corporate social responsibility kind of program, whereas the Act with all the provisions makes it mandatory on the employer to hire and train apprentices. …

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