Green skills at Industrial Training Institutes in India: An exploratory study of VET teachers’ subjective theories

PurposeThe purpose of this paper is to conduct the study in two states of India to covers the perception of students and their parents about the attractiveness of Industrial Training Institutes (ITI) in India.Design/methodology/approachThree ITIs were selected each from the states Maharashtra and Haryana for data collection. Students pursuing trade fitter, electrical and beauty courses and their parents were selected. The instrument used to collect the data from students and parents was interviews with students and families.FindingsThe results show that the attractiveness of ITIs has shifted over time. The low status associated with these institutions is slowly fading away. The skills acquired at an ITI can provide the basis of successful careers. Once considered a last resort, today it is being considered as a possible career option. However, ITIs have yet to develop a better image and higher attractiveness within society for it to become an interesting option for young people and their parents when choosing educational pathways.Originality/valueSome implications of this study are presented as suggestions in formulating policies to improve the image of technical education and vocational training.

The study focused on the problems faced by students pursuing ITI and the views of school students about ITI. Data was collected by the researcher through questionnaire distributed to students and in-depth interview with the principals of ITI. The themes that emerged from the data were General information about the student, Information about his family, Information about ITI education, Administration and organization, Possibilities and equipments, Teacher's capacity, Curriculum, and Community's perception. The findings highlight lack of infrastructure, inadequate teacher capacity, lack of updated curriculum, lack of awareness about ITI among students from formal schooling. On the basis of the findings the study recommended that the Government needed – Curriculum Enhancement Policies, Increasing Training Capacity, Program Evaluation, and Apprentice Programs; Infrastructure Improvement, Personnel, and Personal and Professional Development.

This paper explores the historical and ideological contestations over the meaning, nature and scope of industrial skill training in state-sponsored Industrial Training Institutes (ITIs) in their attempts to create a disciplined and committed labour force in India. Through a combination of conceptual insights drawn from Indian labour historiography and ethnographic participant research, the paper addresses the challenges faced by ITIs in maintaining a unified, centralized vision for industrial skill-training of workers under conditions of vastly uneven geographical development of the industrial sector and progressively intense interregional capital mobility in contemporary India.

The growth of Industrial Training Institutes (ITIs) in India has been a significant factor in addressing the country’s skill gap, boosting industrial productivity, and contributing to overall economic growth. With over 15,024 ITIs by 2023, these institutions have played a crucial role in equipping the workforce with the technical skills required in various sectors, such as manufacturing, construction, and services. This paper explores the evolution of ITIs, highlighting their contribution to enhancing industrial efficiency, supporting key industries, reducing unemployment, and promoting entrepreneurship. The study examines enrolment trends, the impact of ITIs on GDP growth, and the importance of vocational training in fostering inclusive and sustainable economic development. It concludes that ITIs are a vital component in India’s strategy for economic growth and skill development, providing a foundation for a competitive and skilled workforce. KEYWORDS: Skill Development, Economic Growth, ITIs, Vocational Training, Employment, Industrial Productivity, Entrepreneurship.

ABSTRACTThe aim of this paper is to ascertain the factors by which Industrial Training Institutes (ITIs) affect the employability of graduates in Mumbai, India. The ITIs are major providers of VET in India. Presently, India is part of a skilling revolution with the goal of providing superior quality formal skill training to 400 million people by the year 2022. Consequently, the ITIs are receiving a great deal of attention at the national level. Applying a qualitative approach, data were collected from 15 students, 21 staff members (teaching and non-teaching) and 13 employers associated with the ITIs in the city and suburban area of Mumbai. The findings show a distinct set of six factors by which ITIs affect the employability of graduates—by imparting knowledge and skill, affecting students’ attitude and expectations, providing apprenticeship, signalling favourable characteristics, acting as an intermediary between the industry and the graduates and helping build social networks. The conclusion is that ITIs can incorporate strategies to actively enhance the employability of graduates by leveraging these factors.

How do students of post-secondary vocational education make career choices, and how/how much do the institutional systems of VE/VT support them? This chapter traces the expectations, choices, and alternatives encountered by the students enrolled at vocational institutions in India. Referred to as industrial training institutes (ITIs), these institutions bridge the transition from school to employment. The research uses the “safety net” theory of vocational education to assess student choices and preferences to analyze the reasons why students pursue a course at the ITI. The study includes a survey of 212 students in two-year programs. In-depth interviews were conducted with teachers in the same institutes where the survey was administered to the students. In the process, the role of such vocational institutions is assessed with respect to the correspondences with the larger VE/VT system in the country, thereby offering relevant insights into changes that are underway from recent policy measures.

How do students of post-secondary vocational education make career choices, and how/how much do the institutional systems of VE/VT support them? This chapter traces the expectations, choices, and alternatives encountered by the students enrolled at vocational institutions in India. Referred to as industrial training institutes (ITIs), these institutions bridge the transition from school to employment. The research uses the “safety net” theory of vocational education to assess student choices and preferences to analyze the reasons why students pursue a course at the ITI. The study includes a survey of 212 students in two-year programs. In-depth interviews were conducted with teachers in the same institutes where the survey was administered to the students. In the process, the role of such vocational institutions is assessed with respect to the correspondences with the larger VE/VT system in the country, thereby offering relevant insights into changes that are underway from recent policy measures.

India is a country with a growing population and significant economic expansion. Therefore, skilling young people so they can contribute to this economic expansion is now a crucial goal for educational policy levels and the actions of educational institutions. Yet, apart from general statements concerning the ‘lack of attractiveness of vocational education’, little research-informed policies and practices exist about this important topic in India. In addressing this gap, this chapter draws upon studies undertaken so far on the issue of the attractiveness of VET in India. Its analysis focused mainly on the perspective of employers, but also on those of students and their parents and vocational teachers. The focus is on the Industrial Training Institutes (ITIs), which are important vocational education institutions in India. These institutes account for the largest share of formal VET provisions in India and are administered by either the state or private sector. Interviews in South India with employers of ITI graduates are described and discussed. The comparison with findings focused on the other stakeholders indicates that even when the motives are different; the attractiveness of VET in India is very low. The study explores three major influencing factors: The quality of VET programs including employability, payment and productivity and career perspectives in combination with further training. Then some means are advanced by which it might be possible to elevate the standing of vocational education through changes to the current situation on the policy level and the individual ITI and employer.KeywordsVocational education and trainingAttractivenessIndiaIndustrial Training InstitutesEmployersLabour marketEmployabilityQuality of trainingStandingProductivityInvestment in training

This study examines acceptability in vocational education and training (VET) policy learning, with a focus on quality development in Indian industrial training institutes (ITIs). The study investigates the attitudes of teachers toward a self-directed quality improvement approach developed within a German-Indian cooperation project. Drawing from implementation research, the study applies a multidimensional acceptability framework to assess the feasibility, perceived relevance, and contextual fit of the approach. Findings indicate that factors such as perceived benefit for students, context-fit and possibilities for individual policy adjustment, next to coherence with governmental policies, language familiarity and previous knowledge influence acceptability. The results offer insights for VET policy adaptation and vocational education and training staff engagement strategies.

Abstract— This paper examines the implementation of Enterprise Resource Planning (ERP) systems in Industrial Training Institutes (ITIs) to enhance their administrative and operational efficiency. By integrating modern technologies such as cloud computing, IoT, and artificial intelligence, ERP systems streamline key functions like student data management, inventory control, and financial oversight. The study highlights the advantages of ERP adoption in ITIs, the challenges faced during implementation, and the future trends shaping ERP solutions. This research aims to provide insights into how ITIs can modernize their management processes and improve decision-making using technology-driven ERP systems. Keywords— ERP Systems, ITI, Cloud Computing, IoT, AI, Inventory Management, Educational Technology, Automation

The research paper focused to conceptualize and empirically test the conceptual model of student satisfaction proposed for Indian vocational education and training (VET), precisely industrial training institutes (ITIs). Even though the upgradation of ITIs through public - private partnership (PPP) is emphasized from the previous decade, little empirical evidence exists about the quality of the institutes. Improved quality in ITIs helps in increased employability of the students and would help in meeting India’s projected skill demand of 191 million youths by 2022. Empirical data were collected from upgraded ITIs of Andhra Pradesh and Telangana states to assess student satisfaction. Student satisfaction gives the measure of student feedback on the quality of the courses. PLS - SEM was applied to develop measurement and structural models. Subsequently, statistical values were used to estimate the validity and reliability of the models. Besides, the predictive accuracy of the model was also tested. The data analysis assisted to ascertain whether to accept or reject the hypothesized relations proposed based on the conceptual model. The results proved that institute quality factors were positively correlated with student satisfaction. Eventually, it was observed that industry exposure was a significant determinant of student satisfaction followed by training facilities & equipment, trainer credibility, learning environment, and placement and counseling services. Above all being said, it can be posited that focusing on the above all quality factors would help in enhancing the quality of ITIs

This study was performed to identify the employability skills of technical students from the Industrial Training Institutes (ITI) and Indigenous People’s Trust Council (MARA) Skills Training Institutes (IKM) in Malaysia. The study sample consisted of 850 final year trainees of IKM and ITI. The sample was chosen by a random sampling procedure from a population of 2520 students from both institutions. Trainees’ employability skills were measured using a 40 item questionnaire adapted from the Secretary’s Commission on Achieving Necessary Skills (SCANS) report. In general, the majority of the trainees possessed a moderate level of employability skills (Mean= 3.88, S.D= .49). Their basic skills were at the moderate level (Mean= 3.83, S.D= .9); thinking skills (Mean= 3.73, S.D= .56); source skills (Mean= 3.83, S.D= .57); informational (Mean= 3.61, S.D= .76); interpersonal (Mean= 3.92, S.D= .57); technical and system skills (Mean= 3.81, S.D= .67); and self-qualities (Mean= 4.14, S.D= .55). There were no significant differences of employability skills between trainees from IKM and ITI in term of gender, work experience, and between courses.

The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.

The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.

In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher´s beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching.