American International Journal of Research in Humanities, Arts and Social Sciences Available online at http://www.iasir.net ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 AIJRHASS is a refereed, indexed, peer-reviewed, multidisciplinary and open access journal published by International Association of Scientific Innovation and Research (IASIR), USA (An Association Unifying the Sciences, Engineering, and Applied Research) Study on IECD s Vocational Skill Programmes among School Students through SUITS 1 Dr.K.Parthasarathy, (Chair - School of Skill and Entrepreneurship), Professor and Director, Institute for Entrepreneurship and Career, Bharathidasan University, Khajamalai Campus, Tiruchirappalli-620023, Tamil Nadu, INDIA. 2 Ms.P.M. Shanmuga Priya Assistant Professor, Department of Civil Engineering, B.S. Abdur Rahman Cresent University (Deemed), Vandalur, Chennai 600048, Tamil Nadu, INDIA. 3 Mr.K.Vivekanandan, Research Scholar, Department of Lifelong Learning, Bharathidasan University, Khajamalai Campus, Tiruchirappalli-620023, Tamil Nadu, INDIA Abstract: Globalization, has made a need for highly skilled labor force where there are more competitive in getting a good job with a well-paid salary. In India, vocational skill development for the students is critical socio-economic background of the family and also the demographic point of view. Therefore, the researchers in this paper attempted to study the impact of IECD s vocational skill development programme among school students through SUITS in TamilNadu, India. The vocational skill development in computer science at primary, middle level and high school level students are taken into account. The study found that the IECD has undertaken various measures and initiatives for the effective implementation of the vocational skill development system in the study area Keywords: IECD, SUITS, Vocational Skills I. Introduction Information Technology is the process of acquiring the basic computer knowledge, ideas, skills, and other competencies so as to understand the basic technology. School-University-Industry-Tie-up-scheme (SUITS) is a computer science/ information technology programme which creates a new path in school education for skill based learning in computer science. During 2007-2008, the principal author conceived the following special computer science programmes to school students in consultation with subject expects for the purpose of experimentation. Junior certificate in computer basics for the students of 5 th standard. Junior certificate in elementary computer operations for the students of 6 th and 7 th standard and junior diploma in computer application for the students of 8 th and 9 th standard. The entire experimentation was considered as pilot project on computer science programme to school students. The pilot programme were conducted for the benefit of 54 select students from a local school on all weekends (Saturdays and Sundays) at Institute for Entrepreneurship and Career (IECD) by utilizing the experts from computer science, during the academic year 2008-2009. During and end of the programmes, a team of expect headed by the principal author closely monitored and evaluated the performance and learning difficulties of the students periodically. It has been found that the pilot project was a tremendous success. Based on the one year experience with 54 school students, the principal author conceived and converted as 5 computer science programmes namely, Computer Basics, Office Automation. Programming Techniques, C Programming and C++ Programming to the students of 5-9 th std., respectively. The programmes are in operation through the SUITS from 2009-2010. The SUITS was launched during the academic year 2009-2010 in selected schools in TamilNadu. During 2012-2013 onwards 3 more new programmes namely Graphic Design, Web Design, 2D Animation were added into the existing 5 programmes. These eight vocational skill development programmes under the banner of SUITS are being implemented by IECD continuously without any break upto 2016-2017. During the past eight years (2009-2017) 2.90 lakhs students have been provided vocational skill development training through SUITS at 300 schools in TamilNadu and Pondicherry. This paper is attempted to study on the impact of IECD s vocational skill development programme among school students through SUITS. II. Review of Literature Parthasarathy et.al., (2017), examined about 293 teachers of selected TamilNadu and Puducherry schools enrolled under skill development programme. The personal profile of the students doesn t shows any relations with the assessment variables of skill development, because, maximum respondents are young female teachers AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 90
shows positive responses to all the provided evaluation variables. They can easily gain technical expertise in earlier stage of career development. The conclusion shows that the skill development programme helps school student s to develop their computer skills through current updated syllabus and their text books are proficiently designed by IECD. Jayalakshmi et.al., (2017), found that the skill development training to improve HOT values (High Order Thinking) among the school children s through training for school teachers. To motivate the teachers to set induction to their students about computer science programme before starting the particular subject of the computer science. The pre phase, post phase and ongoing training will be helpful for the teachers to clarify their doubts immediately and also updated their students accordingly. The training programme is always for the teachers to increase their abilities and enhance their knowledge in a better level. Through this training the students also getting trained very well with computation skills in the early stage. Parthasarathy et.al., (2016), revealed that a significant relationship between the personal details and the feedback given by the trainees. Moreover, this showed no relationship between their gender and feedback. In a majority of private schools in a TamilNadu, female teachers outnumber the males. Similarly there are more women teachers in the SUITS Scheme of IECD. There is no gender influence in this study for the above said reasons. At the same time their age, qualification, monthly income shows an influence in the feedback. Teachers are low paid in the early stage of the employment and also with low qualification. By advancing age they gain experience and so they get good pay. For these reasons, the study concludes that age, qualification, monthly income gain important in the feedback. This study also reviews that the above factors influence the training sessions and training logistics. III. Objectives of the Study 1. To find out the respondent s perception on vocational skill development programme through SUITS in the study area. 2. To find out the association between various vocational skill development programmes of SUITS and career development of the respondents. 3. To find out the association between various vocational skill development programmes of SUITS and materials distribution among the respondents. 4. To find out the association between various vocational skill development programmes of SUITS and teaching & learning aspects among the respondents. IV. Hypotheses of the Study 1. There is no significant association between the various vocational skill development programmes of SUITS and opinion level on career development of the respondents of the study. 2. There is no significant association between the vocational skill development programmes of SUITS and opinion level on materials distribution among the respondents of the study area. 3. There is no significant association between the vocational skill development programme of SUITS and opinion level on teaching & learning aspects among the respondents of the study area. V. Methodology This research is focused on the school students in the state of TamilNadu, South India. The sample of 1209 students (298 schools), were randomly selected by the researchers at the schools implementing the SUITS. A questionnaire was developed and field tested for this study. The questionnaire was evaluated on its three sub-scales, i.e. career development, materials distribution and teaching & learning aspects of research index. The primary data was collected from 1,209 respondents in the study area. Table 1: Sampling Model S.No Vocational Skill Programme of SUITS Population Sample Size Percentage 1 Computer Basics 16,592 244 20.2 2 Office Automation 18,850 257 21.3 3 Programming Techniques 15,824 196 16.2 4 C Programming 12,806 200 16.5 5 C++ Programming 11,101 159 13.2 6 Graphic Design 3,408 56 4.6 7 Web Design 3,691 60 5.0 8 2D Animation 2,554 37 3.1 84,826 1,209 100.0 The collected data was compiled, processed and analyzed. For the purposes of this research, the questionnaire was used to gather the required information. In an attempt to make it helpful for both the researchers and the study area, and so as not to disrupt operations at the schools, the researchers visited the schools frequently and collected the data from the students by giving the questionnaire. The questionnaire was given to the respondents chosen to individual question on the questionnaire on a 5 point scales. AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 91
While the respondents answer the questionnaire, if they find any difficulty or uncertainty the researchers attended them to solve their problem and got the reliable data. Once the data were collected from the respondents, the researchers coded the data as given in the scoring keys along with the questionnaire. The scores are entered into Microsoft Excel spreadsheet and later on for analysis with the Statistical Package for the Social Sciences (SPSS). One-way ANOVA and T-test were done for analyzing the variance between dependent and independent variables of the study. VI. Analysis and Interpretations Table 2 Percentage analysis shows the distribution of respondent s perception on SUITS No. of S.No Statements Respondent s Percentage to Yes No Yes No S1 SUITS - Computer programme is a good foundation for future career 1206 3 99.8% 0.2% S2 SUITS book easy to read 1085 124 89.7% 10.3% S3 Like this computer programme 1201 8 99.3% 0.7% S4 Computer teacher allows to work in computer during computer periods 1139 70 94.2% 5.8% S5 Received the SUITS book on time 1155 54 99.5% 0.5% S6 Teacher have clearly taught the computer science subject 1199 10 99.2% 0.8% S7 Teachers were interested in personal academic development 1148 61 95% 5% S8 Resources for practical s and examinations are adequate 1110 99 91.8% 8.2% S9 SUITS programme are conducted by teachers regularly 1131 78 93.5% 6.5% S10 Teachers using SUITS book while handling classes 1173 36 97% 3% S11 Syllabus easy to understand 1047 162 86.6% 13.4% S12 Like the university computer examination through OMR sheet 1158 51 95.8% 4.2% S13 Syllabus is quite heavy 412 797 34.1% 65.9% S14 School is provided adequate time for practical aspects 1097 112 90.7% 9.3% S15 Computer programmes are for providing knowledge and skills for academic growth 1200 9 99.3% 0.7% Table 2 present fifteen statements concerning on assessing the vocational skill development among the respondents of the study. S-1: The Table 2 states that majority 99.8% of the respondents are saying YES and 0.2% of the respondents are saying NO with regarding to the perception on SUITS - Computer programme is a good foundation for future career. S -2: The Table 2 states that majority 89.7% of the respondents are saying YES and 10.3% of the respondents are saying NO with regarding to the perception on SUITS book easy to read. S -3: The Table 2 states that majority 99.3% of the respondents are saying YES and 0.7% of the respondents are saying NO with regarding to the perception on Like this computer programme. S -4: The Table 2 states that majority 94.2% of the respondents are saying YES and 5.8% of the respondents are saying NO with regarding to the perception on Computer teacher allows to work in computer during computer periods. S -5: The Table 2 states that majority 99.5% of the respondents are saying YES and 0.5% of the respondents are saying NO with regarding to the perception on Received the SUITS book on time. S -6: The Table 2 states that majority 99.2% of the respondents are saying YES 0.8% of the respondents are saying NO with regarding to the perception on Teacher have clearly taught the computer science subject. S-7: The Table 2 states that majority 95% of the respondents are saying YES and 5% of the respondents are saying NO with regarding to the perception on Teachers were interested in personal academic development. S -8: The Table 2 states that majority 91.8% of the respondents are saying YES and 8.2% of the respondents are saying NO with regarding to the perception on Resources for practical s and examinations are adequate. S -9: The Table 2 states that majority 93.5% of the respondents are saying YES and 6.5% of the respondents are saying NO with regarding to the perception on SUITS programme are conducted by teachers regularly. S -10: The Table 2 states that majority 97% of the respondents are saying YES and 3% of the respondents are saying No with regarding to the perception on Teachers using SUITS book while handling classes. S -11: The Table 2 states that majority 86.6% of the respondents are saying YES, 13.4% of the respondents are saying NO with regarding to the perception on Syllabus easy to understand. AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 92
S -12: The Table 2 states that majority 95.8% of the respondents are saying YES and 4.2% of the respondents are saying NO with regarding to the perception on Like the university computer examination through OMR sheet. S -13: The Table 2 states that majority 65.9% of the respondents are saying NO and 34.1% of the respondents are saying Yes with regarding to the perception on Syllabus is quite heavy. S -14: The Table 2 states that majority 90.7% of the respondents are saying YES and 9.3% of the respondents are saying NO with regarding to the perception on School is provided adequate time for practical aspects. S -15: The Table 2 states that majority (99.3%) of the respondents are saying YES and 0.7% of the respondents are saying NO with regarding to the perception on Computer programmes are for providing knowledge and skills for academic growth. Table 3: Descriptive statistics showing the highest mean score among the respondent s perception of vocational skill development programmes through SUITS S.No Statements N Mean Rank Std. Deviation Career 1 SUITS - Computer programme is a good foundation for future career 1209 2.00 1.050 2 SUITS book easy to read 1209 1.90 5.304 3 Like this computer programme 1209 1.99 2.081 4 Computer teacher allows to work in computer during computer periods 1209 1.94 4.234 5 Received the SUITS book on time 1209 1.96 3.207 Material 6 Teacher have clearly taught the computer science subject 1209 1.99 1.091 7 Teachers were interested in personal academic development 1209 1.95 3.219 8 Resources for practical s and examinations are adequate 1209 1.92 5.274 9 SUITS programme are conducted by teachers regularly 1209 1.94 4.246 10 Teachers using SUITS book while handling classes 1209 1.97 2.170 Teaching / Learning Aspects 11 Syllabus easy to understand 1209 1.87 4.341 12 Like the university computer examination through OMR sheet 1209 1.96 2.201 13 Syllabus is quite heavy 1209 1.34 5.474 14 School is provided adequate time for practical aspects 1209 1.91 3.290 15 Computer programmes are for providing knowledge and skills for academic growth 1209 1.99 1.086 The table 3 shows the perception of the respondent s on vocational skill development programmes in the field of computer science. Based on the individual statements mean value, the 15 statements were ranked. The rank 1 takes the highest mean value and rank 5 takes the lowest mean value in each dimension such as career development, material distribution and teaching/learning aspects. Career : The first rank is taken by the individual statement with mean value (2.00); the statement SUITS - Computer programme is a good foundation for future career. Like this computer programme ranked second with mean value (1.99). The third rank is taken by receiving the SUITS book on time with mean value (1.96). Computer teachers allow working in computer during computer periods the forth rank with mean value (1.94). The 5 th rank is taken by the statement with mean value (1.90) - SUITS book easy to read. Materials : The first rank is taken by teachers have clearly taught the computer science subjects with mean value (1.99). Teachers using SUITS book while handling classes takes the 2 nd rank with mean value (1.97). Teachers were interested in personal academic development mean value (1.95) taken third rank respectively. SUITS programme are conducted by teachers regularly take the 4 th rank with mean value (1.94). The 5 th rank is taken by resources for practicals and examinations are adequate with mean value (1.92). Teaching & Learning Aspects: The first rank is taken by the statement that the Computer programmes are for providing knowledge and skills for academic growth with mean value (1.99). Like, the university computer examination through OMR sheet has taken the 2 nd rank with mean value (1.96), followed by school has provided adequate time for practical aspects mean value is (41.91). Syllabus easy to understand takes the 4 th rank with mean value (1.87). Finally, the statement - Syllabus is quite heavy taken the 5 th rank with mean value (1.34). Hypothesis 1: There is no significant association between the various vocational skill development programmes of SUITS and opinion level on career development of the respondents of the study. Table 4: Association between vocational skill development programmes and opinion level on career development among the respondents Opinion Level on Career Low Moderate High o p m e l e n Computer Basics Count 0 9 235 244 AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 93
Office Automation Programming Techniques C Programming C++ Programming Graphic Design Web Design 2D Animation % within Course 0.0% 3.7% 96.3% 100.0% 0.0% 12.2% 20.8% 20.2% Count 0 16 241 257 % within Course 0.0% 6.2% 93.8% 100.0% 0.0% 21.6% 21.3% 21.3% Count 2 11 183 196 % within Course 1.0% 5.6% 93.4% 100.0% 100.0% 14.9% 16.2% 16.2% Count 0 10 190 200 % within Course 0.0% 5.0% 95.0% 100.0% 0.0% 13.5% 16.8% 16.5% Count 1 16 142 159 % within Course 0.6% 10.1% 89.3% 100.0% 50.0% 21.6% 12.5% 13.2% Count 0 5 51 56 % within Course 0.0% 8.9% 91.1% 100.0% 0.0% 6.8% 4.5% 4.6% Count 0 5 55 60 % within Course 0.0% 8.3% 91.7% 100.0% 0.0% 6.8% 4.9% 5.0% Count 0 2 35 37 % within Course 0.0% 5.4% 94.6% 100.0% 0.0% 2.7% 3.1% 3.1% Count 3 74 1132 1209 % within Course 0.3% 6.1% 93.6% 100.0% 100.0% 100.0% 100.0% 100.0% Table 4 shows that, the majority (93.6%) of the respondent s from the eight categories of computer programmes namely, computer basics, office automation, programming techniques, C programming, C++ programming, Graphic Design, web design and 2D animation under SUITS have expressed, a high level of opinion on career development. Within this overall opinion, 21.3% of the respondent s with office automation programme of SUITS had a high level of perceptions of career development, when compared to other programmes. Chi-Square Tests Pearson Chi-Square Value df Asymp. Sig. (2-sided) 18.794 a 21.598 The p-value is greater than 0.05. Hence, the framed null hypothesis is accepted. The result of Chi- Square test proved that there is no significant association between the vocational skill development programmes of SUITS and opinion level on career development of the respondents in the study. Hypothesis 2: There is no significant association between the vocational skill development programmes of SUITS and opinion level on materials distribution among the respondents in the study area. Table 5: Association between vocational skill development programmes and opinion level on materials distribution among the respondents Opinion Level on Vocational Skill Programmes of SUITS Computer Basics Office Automation Programming Techniques C Programming Materials Low Moderate High Count 10 31 203 244 % within Course 4.1% 12.7% 83.2% 100.0% 40.7% 15.6% 21.34% 20.2% Count 9 35 213 257 % within Course 3.5% 13.6% 82.9% 100.0% 17.6% 17.6% 22.39% 21.3% Count 12 30 154 196 % within Course 6.1% 15.3% 78.5% 100.0% 55.1% 15.1% 16.2% 16.2% Count 14 29 157 200 % within Course 7.0% 14.5% 78.5% 100.0% AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 94
C++ Programming Graphic Design Web Design 2D Animation 38.0% 14.6% 16.5% 16.5% Count 4 41 114 159 % within Course 2.5% 25.8% 71.7% 100.0% 7.8% 20.6% 12.0% 13.2% Count 2 15 39 56 % within Course 3.6% 26.8% 69.6% 100.0% 3.9% 7.5% 4.1% 4.6% Count 6 9 45 60 % within Course 10.0% 15.0% 75.0% 100.0% 32.8% 4.5% 4.7% 5.0% Count 2 9 26 37 % within Course 5.4% 24.3% 70.2% 100.0% 3.9% 4.5% 2.7 % 3.1% Count 59 199 951 1209 % within Course 4.9% 16.5% 78.6% 100.0% 100.0% 100.0% 100.0% 100.0% Table 5 shows that, the majority (78.6%) of the respondent s from the eight categories of computer programme namely, computer basics, office automation, programming techniques, C programming, C++ programming, Graphic Design, web design and 2D animation under SUITS, have expressed a high level of opinion on materials distribution. Within this overall opinion, 21.3% of the respondents with office automation programme of SUITS had a high level of perceptions of material distributions, when compared to other programmes. Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 44.522 a 28.025 The p-value is less than 0.05. Hence, the framed null hypothesis is rejected. The result of Chi-Square test proved that there is a significant association between the vocational skill development programmes of SUITS and opinion level on materials distributions among the respondents in the study. Hypothesis 3: There is no significant association between the vocational skill development programme of SUITS and opinion level on teaching & learning aspects among the respondents in the study. Table 6: Association between vocational skill development programmes and opinion level on teaching & learning aspects among the students Opinion Level on Vocational Skill Programmes of SUITS Computer Basics Office Automation Programming Techniques C Programming C++ Programming Graphic Design Web Design 2D Animation Teaching & Learning Aspects Low Moderate High Count 3 9 232 244 % within Course 1.2% 3.7% 95.1% 100.0% % within Perception of Teaching 30.0% 21.4% 20.0% 20.2% Count 2 5 250 257 % within Course 0.8% 1.9% 97.2% 100.0% % within Perception of Teaching 20.0% 11.9% 21.6% 21.3% Count 0 11 185 196 % within Course 0.0% 5.6% 94.4% 100.0% % within Perception of Teaching 0.0% 26.2% 16.0% 16.2% Count 2 4 194 200 % within Course 1.0% 2.0% 97.0% 100.0% % within Perception of Teaching 20.0% 9.5% 16.78% 16.5% Count 1 3 155 159 % within Course 0.6% 1.9% 97.4% 100.0% % within Perception of Teaching 10.0% 7.1% 13.4% 13.2% Count 1 3 52 56 % within Course 1.8% 5.4% 92.8% 100.0% % within Perception of Teaching 10.0% 7.1% 4.4% 4.6% Count 2 5 53 60 % within Course 3.4% 8.3% 88.4% 100.0% % within Perception of Teaching 10.0% 11.9% 4.5% 5.0% Count 0 2 35 37 % within Course 0.0% 5.4% 94.6% 100.0% % within Perception of Teaching 0.0% 4.8% 3.0% 3.1% Count 11 42 1156 1209 % within Course 0.9% 3.5% 95.7% 100.0% % within Perception of Teaching 100.0% 100.0% 100.0% 100.0% AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 95
Table 6 shows that, the majority (95.7%) of the respondents from the eight categories of computer programme namely, computer basics, office automation, programming techniques, C programming, C++ programming, Graphic Design, web design and 2D animation of SUITS, have expressed a high level of opinion on teaching and learning aspects. Within this overall opinion, 21.6% of the respondent s with computer programme of office automation had a high level of perceptions on teaching/learning aspects, when compared to other programmes. Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 40.222 a 28.063 The p-value is greater than 0.05. Hence, the framed null hypothesis is accepted. The result of Chi-Square test proved that there is no significant association between the vocational skill development programmes of SUITS and opinion level on teaching & learning aspects of the respondent s in the study area. VII. Findings of the Study There is no significant association between the vocational skill development programmes of SUITS and opinion level on career development of the respondents in the study area. There is a significant association between the vocational skill development programmes of SUITS and opinion level on materials distributions among the respondents in the study. There is no significant association between the vocational skill development programmes of SUITS and opinion level on teaching & learning aspects among the respondents in the study. VIII. Conclusion According to statistics from the International Labor Organization (ILO), 73.4 million youth were estimated to be made redundant in 2015 (13.1 per cent youth unemployment rate), and this was expected to increase in most regions in upcoming year. A major reason for redundant is the mismatch between skills which the students are having and the skills demanded by employment provider are different. The students should fit out with the right skills. IECD focuses on furnishing all the youth and students with the skills required where they can find fully clad work and develop commercial and advanced mind-sets as well as to becoming active residents in an impartial, all-encompassing and viable society. The future well-being of any country is depends upon educating a new generation of skilled. Skill development infrastructure available in TamilNadu is scarce in rural areas and thus the problems of developing the skill among them are most critical in rural areas. Through the IECD s skill development scheme-suits, more than the half of the respondents are benefit from the rural areas, so that it will create more employment for the students who are in the rural areas, which is also improve the capital of the students. IECD is promoting in all the regions urban, rural, and tribal so that the students from various background can be consume more knowledge and skills through SUITS. References Aswini P.M., Parthasarathy K. and Jayadurga R., (2016), Skill : Influence of Demographic Characteristics of School Teachers in Tamil Nadu, International Journal of Engineering and Management research, Vol.6 No.6, pp.273-278. Jayalakshmi S, Parthasarathy K, and Aswini P.M., (2017), Is the Teachers Training will improve the Skill among Students: Fact or Tact?, International Education & Research Journal, Vol.3, No.1, pp.65-68. Monika M, Aswini P.M. and Parthasarathy K., (2016), Effectiveness of in Service Training on ISO 18001 Certification among Industrial Employees, The International Journal Of Business & Management, Vol.4, No.2 Parthasarathy K, Vivekanandan K, Aswini P.M. and Sasiraja S, (2016), Effectiveness of the Skill Training to School Teachers in Information Technology, IPASJ International Journal of Information Technology, Vol. 4, No.8, pp.11-22. Parthasarathy K, Vivekanandan K, Shanmuga Priya P.M. and Sasiraja S, (2016), A Case Study Approach for Evaluation of Skill Training Workshops for School Teachers, ECONSPEAK: A Journal of Advances in Management IT& Social Sciences, Vol.6, No.9, pp.21-42. Parthasarathy K, Aswini P.M., Monika M and Sasiraja S, (2016), Impact of Training and among Teachers on Computer Applications, International Journal of Management and Social Science Research Review, Vol.1, No.29, pp.114-120. Parthasarathy K, Shanmuga Priya P.M. and Monika M, (2016), Effectiveness of Pre- Service Training Programme to School Teachers on Computer Science, International Journal of Research in IT and Management (IJRIM), Vol.6, No.11, pp.120-131. Shanmuga Priya P.M., Parthasarathy K and Vivekanandan K, (2016), Impact of Skill Training on Computer Education among School Teachers in TamilNadu, India, International Journal of Research in Commerce, IT, Engineering and Social Sciences (IJRCIESS), Vol.4, No.10, pp.68-80. Sunita Sanghi and Kuntal Sensarma, (2014), Skill challenges of informal sector in India, Focus of the Month- March 2014, Confederation of Indian Industry (CII),pp. 33-41. Vijay P. Goel, (2011), Technical and Vocational Education & Training System (TVET) in India for Sustainable development, Department of Higher Education, Ministry of Human Resource, Government of India. pp.1-14. AIJRHASS 17-228; 2017, AIJRHASS All Rights Reserved Page 96