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Volume-6, Issue-6, November-December 2016
International Journal of Engineering and Management Research
Page Number: 273-278
Skill Development: Influence of Demographic Characteristics of School
Teachers in TamilNadu
Aswini.P.M1, Parthasarathy.K2, Jayadurga.R3
1Research Scholar, Department of Management Studies, CEG Campus, Anna University, Chennai, INDIA 2
Chair - School of Skill Development and Entrepreneurship, Professor and Director, Institute for Entrepreneurship and Career Development, Bharathidasan University, Khajamalai Campus, Tiruchirappalli, INDIA
3Research Scholar, Department of Lifelong Learning, Bharathidasan University, Khajamalai Campus, Tiruchirappalli, INDIA
ABSTRACT
Every individual who are working in organizations and institutions, need skill development in their respective fields. The present study deals with skill development training provided by IECD, Bharathidasan University, Tiruchirappalli, TamilNadu, India. The training was given especially for the incharge staffs of SUITS (School- University- Industry- Tie up Scheme) Programme conducted by IECD with both theoretical and practical context in the field of computer science. The research samples of the present study are 63 respondents, who are all the incharge staffs of SUITS from primary and secondary schools in and around Tirunelveli, TamilNadu, India. Census Method was adopted for the present study and 5 point Likert scale is used to rate the questionnaire organized by the IECD’s expert team. Percentage analysis and Pearson’s chi-square analysis is used to find the frequency distribution of data and to find the association among the independent and dependent variables of the present study.
Keywords-- Skill Development, Influence of Skill
Development Training
I.
INTRODUCTION
Skilling and educating the young people can add more value to country’s future and determines the development of the country. Skilling the people is not only educating them with the context of learning but also made them improve the values, knowledge and the tendency to make their own economy with their own will. In ancient times in India, education is given in the form of Gurukulas, which is known as study centers of ancient India. At that time the Gurus (teachers) in those study centres tutoring their shishyas (student) with traditional values through holy books of the country, games, entrepreneurship skills, leadership skills, moral values, sports and other skill
development activities in a simple form. Now we are practicing the same in our institutions by eliminating the skill gaps through proper measurements in current educational system with the help of universities, schools, colleges and academic training centres. Our Indian educational system helps number of young candidates to get their degree and other certificate. Apart from this, the University Grants commission (UGC) has also solving the problem of unemployment through offering many skill development training programmes and vocational training to both the graduates who are seeking for the employment and also for the existing Indian employees for updating in their present employment
Gawad Santosh Bhiwa, (2015), described in his article that our Indian economy is an economy of trillion dollars. There were many skill development programmes introduced for the welfare of job-seekers and existing employees in educational institution. In the next 20 years India will double the present economic level through present skill development and vocational training programmes. Skill development is the backbone of our country, we have to recognize and update the present technology, specific knowledge and skills which will foster our country’s economy and implement those skills all over the parts of our country with the help of improved and updated policies and skill development awareness campaign in schools, universities, colleges and other training centres.
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institutions and training centres provide part-time, full-time and short-full-time training programmes. It will strengthen the institutions training support and qualitative support to the trainees, results in their excellence and innovation in workplace.
Bharathidasan University has introduced many skill development programmes and vocational training to school children, house wives, senior citizens and graduates, through the Institute for Entrepreneurship and Career Development (IECD). The SUITS (School- University- Industry- Tie up Scheme) was launched by IECD to develop the technical skills of primary and secondary school going children in and around Tamil Nadu. The present study deals with the skill development training programme for the 63 staff in-charges of SUITS in and around Tirunelveli schools located in Tamil Nadu, India.
II.
LITERATURE REVIEW
Parthasarathy K, et.al, (2016)., in their research described that, it is very important to provide skill development training to the existing employees in the field of Information Technology leads to updating the present and new technology in their respective fields. Employees should be trained in their early ages to boost their motivation and innovation in the field of computer science. They will encourage their trainees to become more committed in the information technology and guides them in a perfect path to achieve their goals.
According to Vaibhav Krishnakumar, (2015),
the skill development is essential for every employee who are working in Education, Technology, Agriculture, Government and Private Sectors, Construction, Transportation, Trade, Hospitals, Real Estate and other services. Inconsistency and mismatch of a skill gap leads to lacking in skills in their workplaces. Training programmes like ALMP (Active Labour Market Programme) and TVET (Technical Vocational Training and Education) are very helpful to the employees to fill the skill gaps in employment and entrepreneurship in India. These training programmes builds a bridge between the employees and the labour markets, hence their self-development will be boosted and encourages the Learning by working approach
Sunita Sanghi and Srija A, (2015), in their research described that the National Development Strategy on skill development policies including Trade, Investment, Macro Economy and Labor Market are used to develops one’s individual and social competencies, improve disseminate skill development in employment, to update current technology and workplace diversification and to attain the opportunities and challenges
Enabling the skill development during the employment enhances the productivity of their respective institutions. Our Indian Government has launched many
skill development and vocational training to secondary and higher secondary school students. In future years there is a huge demand for the skilled employees in public and private sectors. India is a very good example of apprenticeship programmes and our Government has launched ‘Apprentice Protsahan Yojana Scheme’. These schemes will helps in expanding the skilled employment in India, Nikhil Pant and Mayuri Misra, (2015).
Matilda Gosling and et.al., (2014), in their research of the skill development assessment in India, described that, skill development is essential for the employees to perform effectively in their organizations or institutions, to benchmark their organizational values and enables their self-learning in their respective jobs. The research work was conducted to the respondents in Odisha, Maharashtra and Haryana. It is concluded from their research that the future forecasting is impossible in assessing skill gaps, because it is only based on the particular sector and their skill requirements. The skill gap is only identified by the concurrent capacity of the learning organization and future need of the organization. By comparing the both, we can easily find the skill gap and eliminate them through remedies like organizing skill development training or launching skill developed schemes in the country
III.
PROBLEM AND OBJECTIVES
1. To find the demographic profile of the respondents in the study area.
2. To find out the influence of respondent’s demographic variable (gender, marital status, religion, educational qualification, monthly income and teaching experience) and their skill development programmes in the study area.
IV.
METHODOLOGY
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V.
HYPOTHESES
Hypothesis-1
There is no significant association between the gender of the respondents and their influence of skill development training programme of the study area.
Hypothesis-2
There is no significant association between the marital status of the respondents and their influence of skill development training programme of the study area.
Hypothesis-3
There is no significant association between the religion of the respondents and their influence of skill development training programme of the study area.
Hypothesis-4
There is no significant association between the educational qualification and the influence of skill development training programme of the study area.
Hypothesis-5
There is no significant association between the monthly income of the respondents and their influence of skill development training programme of the study area.
Hypothesis-6
There is no significant association between the teaching experience of the respondents and their influence of skill development training programme of the study area.
Hypothesis-7
There is no significant association between the family type of the respondents and their influence of skill development training programme of the study area.
VI.
RESEARCH FINDINGS
a. General Findings
Table1. Percentage Analysis Showing the Frequency and Distribution of the Demographic Variables of the
Respondents of the Study Area
It is found from the table-1, that nearly 46% of the respondents belongs to the age group 20 to 25 years, 23.8%, 23.8% and 6.3% respondents lies between the age groups of 26 to 30 years, 31 to 40 years and 41 years and above. It is observed that most of the employees, 77.8% are female and the remaining 22.2% are male. Nearly half of the respondents, 55.6% are married and remaining 42.9% are unmarried. 54% of the respondents are Post Graduates and 38% are undergraduates. 69.8 of the respondents are Hindus, 25.4 respondents are Christians and 4.8% of them are Muslims.
It is also observed that 31.7% of the respondents are getting the monthly income upto Rs. 5,000. 25.4%, 28.6% and 14.3% of the respondents comes under the range of monthly income from Rs. 5,000 to 7,500, Rs. 7,501 to 10,000 and above 10,000 respectively. 61.9% of the respondents belong to the nuclear family and the remaining 38.1% of them belong to joint family. 42.9% of the respondents of the study area are having 4 years of working experience, 27% of them are having experience more than 5 years and 30.2% of them are fresher to their respective jobs.
b. Hypotheses related Analysis and Findings
From the analysis shown in the table-2 (Annexure-I), the p-value of the respondents are greater than the significant level, so there is no significant association between the gender and their influence on skill development training. Hence the ‘hypothesis-1’ is accepted.
Table-3 (Annexure-I) shows that the p-value of the respondents are greater than the significant level, so there is no significant association between the educational qualification and the influence of skill development, hence the ‘hypothesis-2’ is accepted.
Based on the table-4 (Annexure-I), the p-value of the respondents are greater than the significant level, so there is no significant association between the religion and the influence of skill development. Hence ‘hypothesis-3’ is accepted.
It is noticed in the table-5 (Annexure-I) that, the p-value of the respondents are greater than the significant level, so there is no significant association between the marital status and the influence of skill development. Hence ‘hypothesis-4’ is accepted.
From the table-6 (Annexure-I) that, the p-value of the respondents are greater than the significant level, so there is no significant association between the type of family and the influence of skill development. Hence ‘hypothesis-5’ is accepted.
Based on the table-7 (Annexure-I), the p-value of the respondents are greater than the significant level, so there is no significant association between the monthly income and the influence of skill development. Hence ‘hypothesis-6’ is accepted.
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level, so there is no significant association between the experience and the influence of skill development. Hence ‘hypothesis-7’ is accepted.
From the table-9 it is concluded that most of the respondents, 61.5% of the study area, has strongly agreed the statements of the influence of the skill development
training programme and one third of the
respondents,34.5% has agreed and only 4% of them has responded neutral to the statements.
Based on the responses, it shows that the respondents are benefited through the skill development training programme provided for both theory and practical in the field of computer science. Further it shows that the skill development training programme conducted by IECD yielded very usefulness to the respondents of the study area
VII.
CONCLUSION
It is concluded that there are no significant association between the demographic variables of the respondents and (gender, marital status, religion, educational qualification, monthly income, teaching experience and family type) and their independent variables (clear objectives, encouraged participation, relevance with present day context, well organized context, usefulness of material, usefulness of technical experience, knowledgeable trainers, delivered concept, met the objectives, sufficient schedule, convenient infrastructure and usefulness of training) of the study area. From the study it is observed that most of the staff incharges of the SUITS scheme of the study area have a strong positive opinion about the skill development training programme and some of the staff incharges have agreed all the statements that are influencing the skill development training programme provided by IECD, Bharathidasan University. Hence the overall statements shows that, there is a positive influence about the training provided by IECD and through the training programme they have gathered many sources of information relevant to computer science and its updation. The overall distribution of the feedback statements of the training programmes shows that the theoretical and practical training provided by IECD is very convenient and useful for the incharge staffs and the schedule for the training programme is also conveniently allocated to them to learn through the objectives of the training. If the responses vary in the feedback statement, it may influence or not influence the training programme, here 96% of the respondents have strongly agreed and agreed the feedback statements. Hence it indicates the involvement of the respondents and the effectiveness of the training programme provided by IECD, Bharathidasan University
REFERENCES
[1] Gawad Santosh Bhiwa, (2015), Skill Development -An Engine of Economic Growth, Tactful Management Research Journal, Vol. 3, No.3, pp.98-92
[2] Matilda Gosling, Sara Fakhro and Tara Kennedy, (2014), Skills Assessment in India, British Council and International Labor Organization, A Discussion paper on policy, practice and capacity, United States of America, pp. 13-28
[3] Nikhil Pant and Mayuri Misra, (2015), Bridging the Gap, Indian Institute of Corporate Affairs- IICA and
SATTVA, pp. 11-20, available from URL:
http://www.sattva.co.in/
[4] Parthasarathy K, Aswini P.M. and Jayadurga R, (2016), Exploring the Imperatives of Skill Development Training through School Teachers of Tirunelveli, Tamil Nadu, International Research Journal of Management Sciences & Technology, Vol.7, No.6, pp. 49-66
[5] Parthasarathy, K, Shanmuga Priya, P.M, Sasiraja, S and Jayadurga. R,(2016), Impact of Skill Development Training among School Teachers,International Journal of Business and Management Invention, Vol.5, No.1, pp.65-74
[6] Parthasarathy.K, Vivekanandan.K, Aswini.P.M, and Sasiraja.S, (2016), Effectiveness of the Skill Development Training to School Teachers in Information Technology, IPASJ International Journal of Information Technology (IIJM), ISSN: 2321-645X, Vol. 4, Issue 8, August 2016, pp 11-22.
[7] Parthasarathy.K, Vivekanandan.K, Shanmuga Priya.P.M, and Sasiraja.S, (2016), A Case Study Approch for Evaluation of Skill Development Training Workshops for School Teachers, ECONSPEAK: A Journal of Advances in Management IT& Social Sciences, Vol.6, Issue 9, September 2016, IF 4.282, ISSN: 2231-4571, pp21-42.
[8] Parthasarathy.K, Shanmuga Priya.P.M, Monika.M, (2016), Effectiveness of Pre- Service Training Programme to School Teachers on Computer Science, International Journal of Research in IT and Management (IJRIM), ISSN(o): 2231-4334 | ISSN(p): 2349-6517, Vol. 6, Issue 11, November -2016, pp. 120-131.
[9] Rajkumar Jaiswal, (2015), Vocational Education & Skill Development in India, Tactful Management Research Journal, Vol. 3, No.3, pp.8-12
[10] Sunita Sanghi and Srija A, (2015), Skill Development and Productivity of the Workforce, Confederation of Indian Industry, Focus of the Month-Economy Matters, December-2015, pp.36-46
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Annexure- I
Table-2 Chi-Square Test Showing the Association between the Gender and the Influence of
Skill Development Training
Table-3 Chi-Square Test Showing the Association between the Educational Qualification
and the Influence of Skill Development Training
Table-4 Chi-Square Test Showing the Association between the Religion and the Influence
of Skill Development Training
Table-5 Chi-Square Test Showing the Association between the Marital Status and the Influence of Skill
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Table-6 Chi-Square Test Showing the Association between the Type of Family and the Influence of Skill
Development Training
Table-7 Chi-Square Test Showing the Association between the Monthly Income and the Influence of Skill
Development Training
Table-8 Chi-Square Test Showing the Association between the Experience and the Influence of Skill
Development Training
Table-9 Distributions of the Respondents according to their Influence of Skill Development Training
