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Skill development is a continuous and dynamic process that empowers individuals to
stay relevant, competitive, and adept in their professional spheres. The rapid evolution
of industries demands a proactive approach to skill enhancement. Organizations or
nations that foster a culture of continuous learning and skill enhancement cultivate a
workforce that is innovative, agile, and future-ready. The young workforce in India is
the main source of the country’s potential economic superpower, but it will be difficult
to match the level of skill availability in the global labour market. It is a proven fact
that education in skills is more fulfilling. India’s demographic strength creates an
extensive need for a skilled Indian workforce that can contribute significantly to the
process of economic development. It serves as a self-contained narrative and should
refrain from including external references. In cases where references are essential, the
abstract may encapsulate the complete reference within its confines.
India’s institutional setup for skill development is multifaceted, encompassing
various organizations and bodies at the national, state, and local levels. At the national
level, the Ministry of Skill Development and Entrepreneurship (MSDE) plays a pivotal
role and National Skill Development Corporation (NSDC) is another key institution
operating under MSDE. Several sector-specific skill councils (SSC) operate under
NSDC. State Skill Development Missions (SSDMs) operate at the state level. The
National Council for Vocational Education and Training (NCVET) has also been
established to regulate and standardize the quality of vocational training across the
country boundaries.
The state of Haryana, which was once known only for agriculture is making a
distinct identity today by taking a new lead in skill education. Haryana has pioneered
the institutional setup and is in the lead at the national level. Besides establishing
HSDM, the Haryana government has also taken the revolutionary step with the
establishment of SVSU, a first-of-its-kind institution that is based on the unique
Industry Integrated Dual Education Model (IIDEM). The government is partnering
with industries to design curriculum frameworks, establish training centres, and create
apprenticeship opportunities. This collaborative approach helps align educational
programs with industry needs, ensuring that the workforce is equipped with the
specific skills demanded by employers. The skill ecosystem of Haryana has been
structured through a well-institutionalised system in which SVSU, HSDM), SDIT
Department are major players with significant contributions from various universities,
polytechnic, community colleges and Secondary Education Departments.
The present study examines the performance of Skill Development Programs
(SDP) based on the five selected SDPs in Haryana and focused on a defined set of skill
development programs implemented by the Haryana government and selected based
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on specific sectors, and target beneficiaries. The scope of this study is limited to the
five SDP namely PMKVY, DDU-GKY, SURYA, SAKSHAM and ATS.
This research leverages the PLS-SEM research technique and realizes the model
based on five selected SDPs. Given the nature of the research study, both exploratory
and descriptive research designs have been used with a deductive approach. Data has
been collected from various secondary sources including structured questionnaires and
interviews. Analysis of data has been done using descriptives, ANOVA and SEM
techniques. SPSS 16.0 package has been used to compute the frequencies, conduct
cross tabulations and F-ratios. PLS SEM has been used to fit a second order structural
model examining the impact of skill development programs on selected variables.
It has been propounded that various types of SDPs have been designed with
specific objectives that cater to the various segments of society. Most of the SDPs have
achieved or exceeded their enrolment targets. However, there is a gap between trained
candidates and certified candidates. The comparison of the performance of selected
SDPs suggests that success rates differ across programs. This may be due to the
differences in the program design, implementation strategies, and target demographics
that might influence the success rates. The analysis of the differences between the
perceived motives for undertaking SDPs shows that there are no significant
gender-wise differences in the motives for undertaking skill development programs.
The majority of respondents have indicated that there is a sense of Income Attainment
after undergoing SDP and agree that it positively influences the sense of Educational
Attainment. Perception of work performance across demographics indicates no
significant difference. The employability perception does not vary across demographic
groups. For most of the selected parameters, there is strong agreement among the
respondents that there is a positive influence of SDP on entrepreneurship. Educational
Attainment partially mediates the relationship between Skill Enhancement and
Entrepreneurial Development. |
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