Principles Of Adult Education Research Articles

The use of a multidisciplinary approach to deconstructing stereotypes as a component of training programs aimed at establishing cooperation between national police officers and Roma

The results of theoretical substantiation, practical development and testing of a multidisciplinary approach to deconstructing stereotypes in the development of training programs aimed at improving mutual understanding and trust between the National Police and Roma communities to establish cooperation in security and crimes prevention issues are presented. The multidisciplinary approach was developed and tested within two projects implemented by the International Charitable Organization “Roma women fund “Chiricli” in 2019 and the NGO "Roma Human Rights Center" in 2021, in partnership with the Human Rights Department of the National Police of Ukraine. The overall goal of the projects was to ensure security, justice and attention to the needs of the Roma, using practical measures that meet human rights standards; establishing dialogue and mutual trust between police officers and Roma. Implementation of a multidisciplinary approach was based on the principles of adult education, which involve students in interpersonal interaction, activation of their critical thinking by turning to their own professional and personal experience; providing the necessary information on the mechanisms of ethnic and professional stereotypes, given the achievements of social and criminal psychology, research in the field of "poverty culture", Roma mentality, ethnogenesis, cultural traditions and lifestyle as a way to preserve Roma identity as traditional culture. Participants were also provided with information on current human rights issues, European standards of policing in the fight against hate crimes, and historical reasons for international attention to the rights of this group as a population that has repeatedly suffered from discrimination and genocide. The developed approach proved its effectiveness during the practical testing. It was also demonstrated that police officers' lack of prejudice and stereotypical attitudes towards Roma, and their understanding of Roma traditions, cultural characteristics and worldviews are a prerequisite for successful cooperation within the existing legal framework on security and crime prevention

Ask them why: Older learners’ motivational reasons for learning at a university for the third age

Older adults continue learning for intrinsic and extrinsic reasons. Literature has often portrayed the reasons for learning in older age as either intentional or as predetermined by socialisation. This emphasis on either agency or social structures is found, not least, in the humanist and critical principles of older adult education. This article addresses the question ‘why do older adults learn?’ Using the concepts of ontological security (Giddens) and habitus (Bourdieu), it provides a sociological interpretation of the motivational reasons to learn in terms of their individual and social nature. A reflexive thematic analysis was conducted on 11 interview transcripts from current and previous older learners at a university for the third age (U3A) in Lebanon. I categorise the motivational reasons for learning as contextual, intrinsic, educational and conducive. I conclude that the reasons for joining the U3A are complex – both individual and social – as they include reflexive and socially determined elements. As a result, I recommend that a restatement of the principles of educational gerontology would further our understanding of how the reasons for learning in older age are shaped by both the agency of individuals as well as socialisation.

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

Concordance of the cardiovascular patient education with the principles of Andragogy model

BackgroundPatient education is a critical aspect of patient care and is considered a vital part of self-care (especially in patients with cardiovascular disease (CVD)) and health promotion. The literature supports incorporating the principles of the andragogy model (adult learning) into patient education. This study aimed to determine the concordance of the CVD patient education with the principles of the andragogy model.MethodsThis cross-sectional survey was conducted on 384 adult CVD patients from 2 selected hospitals of Tehran. The sampling method was convenient, and the data collection tool was a researcher-made questionnaire based on the principles of the andragogy model. Data were analyzed using SPSS16 statistical software.ResultsThe mean age of the patients was 55.69 ± 13.01 years old. Frequency of distribution of the patients who, in total, selected the items of 4 or 5 for respecting the principles of andragogy model was as follows: 68.16% for the motivation, 66.29% for the need, 66.03% for the orientation, 54.16% for the experiences, 51.55% for the self-concept, and 44.65% for the readiness principle.Also, three principles of motivation (77.37) need (74.97), and orientation (74.78) had the highest mean, respectively, in terms of adhering to this model. But the most common problems in patient education were related to the principles of readiness (64.35), self-concept (68.19), and experiences (77.71) with the lowest mean.ConclusionsThe findings of this study provided valuable information on the flaws in patient education, including ignoring and disrespecting the principles of adult education. Correcting these detected defects and providing feedback to health professionals can improve the quality of patient education programs and patient satisfaction. Also, it empowers healthcare providers, patients, and families through effective education strategies.

Recovery Education for Adults Transitioning From Homelessness: A Longitudinal Outcome Evaluation.

Objective: Grounded in principles of adult education, Recovery Education Centres (RECs) hold promise in promoting recovery for adults with mental health challenges, but research on recovery outcomes for hard-to-reach populations participating in RECs is scant. This quasi-experimental study compares 12-month recovery outcomes of adults with histories of homelessness and mental health challenges enrolled in a REC, to those of participants of other community services for this population.Methods: This pre-post quasi-experimental study compared participants enrolled in a REC for people with histories of homelessness and mental health challenges (n = 92) to an age-and-gender frequency matched control group participating in usual services (n = 92) for this population in Toronto, Ontario. Changes from program enrollment to 12 months in personal empowerment (primary outcome), disease specific quality of life, recovery, health status, health related quality of life, and mastery were assessed. Post-hoc analyses compared subgroups with 1–13 h (n = 37) and 14+ h (n = 37) of REC participation during the study period to the control group. Linear mixed models estimated mean changes and differences in mean changes and 95% confidence intervals.Results: Mean change in perceived empowerment from program enrollment to 12 months in the intervention group [0.10 (95% CI: 0.04, 0.15)] was not significantly different from the control group [0.05 (−0.01, 0.11)], mean difference, 0.05 [(−0.03, 0.13), P = 0.25]. In the post-hoc analysis, the mean change in perceived empowerment for the intervention subgroup with 14+ h of REC participation [0.18 (0.10, 0.26)] was significantly different than in the control group [0.05 (−0.01, 0.11)] mean difference, 0.13 [(0.03, 0.23), P < 0.01]. Mean change in mastery was also significantly different for the intervention subgroup with 14+ h of REC participation [2.03 (1.04, 3.02)] vs. controls [0.60 (−0.15, 1.35)], mean difference, 1.43 [(0.19, 2.66), P = 0.02]. There were no significant differences in other outcomes.Conclusion: With sufficient hours of participation, recovery education may be a helpful adjunct to health and social services for adults with mental health challenges transitioning from homelessness.

The Development of a Novel, Standards-Based Core Curriculum for Community Facing, Clinic-Based Community Health Workers.

Introduction: Historically, CHW trainings have been developed to support community-based CHWs. When CHWs have been trained to engage with patients, typically such trainings have been for short term grant funded projects, focusing on a specific health intervention and not for long term, ongoing engagement of CHWs employed in clinical settings. To the best of our knowledge, this is the first such effort to describe the development of a standards-based training curriculum for clinic-based CHWs using a novel conceptual framework.Methods: Our conceptual approach for curricular development has several innovative features including: (1) a foundational consultation process with CHW national experts to inform curricular development approach, process and content; (2) utilization of the CHW Consensus Project (C3 Project) to provide curricular standards and guide learning objectives; (3) integration of three key stakeholder group perspectives (patients, healthcare teams, and healthcare systems); (4) use of popular education principles, aiming to foster a collaborative learning process; (5) integration of adult learning principles which build on learners' experiences, culminating in a modified apprenticeship model and (6) collaboration with clinical partners throughout planning and development of the curriculum.Results: The resulting standards-based curriculum is comprised of 10 modules, which span three areas of focus: (1) Establishing a professional CHW identity and competencies; (2) Outlining the context, processes and key actors in health care settings with whom CHWs will engage; and (3) Identifying the main forces that shape health and health care outcomes of patients/families and communities.Discussion: We highlight four lessons from our curriculum development process that may help other such efforts. First, curricular development should utilize CHW standards, existing training materials, and community-focused principles to inform curricular content and learning outcomes. Second, curricula should support training delivery using experience-based, participatory approaches, consistent with adult education and popular education principles. Third, training development for clinical settings should also draw from clinical CHW experiences and input. Fourth, curricula should support training for key stakeholders and champions in clinical organizations to improve organizational readiness for integrating CHWs into healthcare teams and health systems. Our results contribute to growing research on effective CHW training methods for clinical settings.

Strengthening Democracy Through Participation and Critical Adult Education

Reducing education to pure technique is to anesthetize curiosity (Freire, 1997). Neoliberal policies privilege private interests and promote a model of education based on competition and consumerism (Harvey, 2005). This model of education perpetuates and increases inequalities. It also affects education whose priority is not to deliver learners with an immediate financial return. I claim that critical citizenship education and adult education principles have the potential to oppose the neoliberal forces in education. Additionally, promoting a “thick” vision of democracy (Carr, 2008) underpinned in citizens’ participation is a strong tool to counter neoliberal policies. In this study, I will look into the Brazilian participatory budget initiative as a tool to promote democracy and citizenship. Finally, I will propose a theoretical framework that incorporates strong adult education principles to strengthen democracy in times of neoliberalism.

The effect of online academic coaches on supporting graduate students’ performance in intensive online learning environments: a three-course comparison

PurposeThe purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.Design/methodology/approachThe participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.FindingsThe findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.Originality/valueThis preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

ELECTIVITY AS A GUIDING PRINCIPLE OF ADULT EDUCATION

The purpose of the article is to analyse the content, features and identify the ways of effective implementation of the principle of electiveness into practice of adult education. The author analyses the main areas of implementation of such a choice by an adult: goals, content, forms and methods, information sources, resources, place, terms of study, etc. The paper examines one of the most important principles of modern adult education — electivity. As a rule, adults have educational experience, as well as working one. Their requests are more specific and pragmatic, hence, the implementation of the electivity principle in the organisation of adult education can ensure its success. The paper attempts to interpret it scientifically as an individual information request of a person, its choice of various possibilities for this principle implementation in the conditions of lifelong learning. The features of such a choice, the motives that underlie it, are characterised. It is concluded that the success of a person’s implementation of the electivity principle in learning depends, first of all, on the choice freedom of various components of the educational process. It concerns objectives, content, forms and methods, information sources and resources, place of studying, terms of studying, tools for assessing educational outcomes. The author concludes that electiveness as a guiding principle of modern education should find its understanding and study by scientists, identify ways of practical implementation, due to the need for rapid adaptation of citizens to the constant changes in society and economy. Thus, the expansion of human learning opportunities is a positive aspect not only of lifelong learning, but also of socio-economic development of society. These opportunities for human implementation of the principle of electiveness in education relate to the goals, content, forms and methods, information sources and resources, place of study, timing of educational activities, tools for evaluating results. The introduction of the principle of electiveness in adult education corresponds to modern educational trends: individualization, freedom of choice, variability, constant self-improvement of the individual.

The Role of Evaluative Thinking in the Teaching of Evaluation

Abstract: In this practice note, I share some reflections on the role of evaluative thinking in the teaching of evaluation. I teach an introductory graduate-level evaluation course to Master’s and doctoral students, and I provide Evaluation Capacity Building (ECB) workshops to various community-based education organizations, non-governmental organizations, non-profits, foundations, and groups of emerging evaluators. In this practice note I use a reflective case study augmented with analysis against salient theoretical frameworks to reflect on evaluative thinking as a way to balance teaching theory and practice; infuse adult education principles and practices, which can also help learners hone in on the potential for evaluation for social justice; and equip students for continuing professional development—helping them become lifelong learners in evaluation.

Bootstrapping implementation research training: A successful approach for academic health centers.

Demand for building competencies in implementation research (IR) outstrips supply of training programs, calling for a paradigm shift. We used a bootstrap approach to leverage external resources and create IR capacity through a novel 2-day training for faculty scientists across the four Texas Clinical & Translational Science Awards (CTSAs). The Workshop combined internal and external expertise, targeted nationally established IR competencies, incorporated new National Institutes of Health/National Cancer Institute OpenAccess online resources, employed well-known adult education principles, and measured impact. CTSA leader buy-in was reflected in financial support. Evaluation showed increased self-reported IR competency; statewide initiatives expanded. The project demonstrated that, even with limited onsite expertise, it was possible to bootstrap resources and build IR capacity de novo in the CTSA community.

Opportunities for Improving Adult Education in the Republic of Srpska

Continuing education of adults is becoming a condition for the survival and development of modern states. With development of science and technology, formal education, regardless of the level of the development achieved, becomes insufficient to follow modern social and technological trend. In this context, there is a need to acquire new knowledge that woud involve all participators in civil life on the path to successful accomplishment of their life missions. Acquiring and use of knowledge in adulthood improves human relations, raises economic growth, encourages employment, raises the quality of the environment, protects and promotes health, raises personal self-confidence, etc. These are the basic reason why modern democratic societies have agreed on the key goals and principles of adult education, as well as the role of education in individual and social development. Lifelong learning must be the guiding principle of education, as well as the foundation for the development of the individuals, social connections and employment. Adult education includes retraing, additional training, vocational training and other activities related to lifelong learning. Access to this education is not limited regardless of age. The realization of successful education requires the participation and responsibility of all partners: adults involved in education, parents, teachers, employers, unions, public institutions, charities and others. This work explores the goals and principles of the development of adult education, and the possibilities of its improvement in the Republic of Srpska as well as the limitations in the realization of the set educational goals. The work aims to point out the gap between offer and needs in labor market, on which future capacities in adult educatain should be based.

Evaluating a work/study programme for Nurses and Midwives at Aga Khan University, Uganda

The work/study programme for nurses and midwives at Aga Khan University School of Nursing and Midwifery (AKU-SONAM) is a unique concept in East Africa. This study explored whether nursing and midwifery students undergoing a work-study programme at AKU-SONAM felt their education was underpinned by an adult education philosophy. A semi-structured questionnaire designed specifically for this study based on the Knowles’ (1980) ‘Principles of Adult Education’ was administered to 96 students who completed their programmes in 2017 and 2018 respectively. Our paper reports on both the positive aspects of students’ experiences in this work-study programme, including the improvement of critical thinking skills and the direct transfer of classroom learning to clinical practice, along with negative impacts related to a poor work/life balance. Despite challenges related to quality and delivery highlighted in studies involving nursing and midwifery education in Africa, the findings of our study seem to show a positive experience in addressing the needs of the majority of the participants, as well as in meeting the objectives of the programme. We conclude that understanding the benefits and challenges faced by students will help to ensure the appropriate teaching and learning approaches. Keywords: Work/study programme, Uganda, Nurses and midwives evaluation, Upskilling, Nursing and midwifery educationThis work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso.

Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso.

Engaging Adults Experiencing Homelessness in Recovery Education: A Qualitative Analysis of Individual and Program Level Enabling Factors.

PurposeRecovery Education Centres (REC) in mental health offer a new model of providing recovery supports through emancipatory adult education and recovery-oriented service principles. Despite the widespread adoption of RECs, there is limited evidence regarding factors enabling engagement and participation, particularly for unique subpopulations or service delivery contexts. The Supporting Transitions and Recovery Learning Centre (STAR) in Toronto, Ontario is the first REC in Canada and one of few worldwide supporting adults transitioning out of homelessness. This research aimed to investigate individual and program level enablers of engagement and participation in a REC for this population.MethodsQualitative methods were used to explore the experiences of 20 service user participants through semi-structured interviews exploring their experiences of REC participation and perceived key program features. Interviews were conducted between July 2017 and June 2018, six to 14 months following REC enrollment, and analyzed using inductive thematic analysis.ResultsIn contrast to past experiences with health and social services, participants described a welcoming and respectful physical and interpersonal environment with low-barrier seamless access facilitating their engagement and participation. Although the realities of homelessness presented barriers for some, participants described that the involvement of peers, as role models, and the self-directed, strengths, and skills-based curriculum, co-produced and co-delivered by peers and professionals, were instrumental in activating the process of recovery through education.Conclusions/ImplicationsFindings are consistent with the growing evidence base of the defining features of RECs and suggest this model can be successfully extended to support recovery among adults transitioning out of homelessness. This unique examination of Canada’s first REC for adults exiting homelessness can help guide program and policy development to better support this disadvantaged population.

Addressing financial strain through a peer-to-peer intervention in primary care.

Financial strain is a key social determinant of health. As primary care organizations begin to explore ways to address social determinants, peer-to-peer interventions hold promise. Our objective was to evaluate a peer-to-peer intervention focussed on financial empowerment delivered in primary care, in partnership with a social enterprise. This intervention was hosted by a large primary care organization in Toronto, Canada. Participants were recruited within the organization and from local services. We organized three separate groups who met over 10 weekly in-person, facilitated sessions: millennials (age 19-29) no longer in school, precariously employed adults (age 30-55) and older adults near retirement (age 55-64). We applied principles of adult education and peer-to-peer learning. We administered surveys at intake, at exit and at 3 months after the intervention, and conducted three focus groups. Fifty-nine people took part. At 3 months, participants had sustained higher rates of optimism about their financial situation (54% improved from baseline), their degree of control (55% improved) and stress around finances (50% improved). In focus groups, participants reported greater understanding of their finances, that they were not alone in struggling with finances, and that it was useful to meet with others. One group continued to meet for several months after the intervention. In this study, a peer-to-peer intervention helped address a key social determinant of health, likely through reducing stigma, providing group support and creating a space to discuss solutions. Primary care can host these interventions and help engage potential participants.

LO85: Unhelmeted injured cyclists in the emergency department: demographics, cycling behaviour, and attitudes towards helmet use

Introduction: We seek to characterize unhelmeted injured cyclists presenting to the emergency department (ED): demographics, cycling behaviour, and attitudes towards helmet use. Methods: This was a prospective cohort study in a downtown teaching hospital, from May 2016 - Sept 2019. Injured cyclists presenting to the ED were recruited if they were not wearing a helmet at time of injury and over age 18. Exclusion criteria included intoxication, inability to consent, or admission to hospital. A standardized survey was administered by a research coordinator. Descriptive statistics were used to summarize the data, and survey responses reported as percentages. Results: We surveyed a convenience sample of 68 unhelmeted injured cyclists (UICs) with mean age of 33.6 years (range 18 to 68, median 29.5 years). Ratio of males to females was 1:1. The majority of UICs cycled most days per week or every day in non-winter months (89.6 %, n = 60). Cycling in Toronto was perceived as somewhat dangerous (45.6%, n = 31) or very dangerous (5.9%, n = 4) by most, and very safe (2.94 %, n = 2) or somewhat safe (19.12%, n = 13) by few. Almost a third (29.4 %, n = 20) had been in a cycling accident in the prior year, some of these (15.0%, n = 3) prompting an ED visit. All cyclists were riding their personal bike (100 %, n = 68) at time of injury, and most (98.5%, n = 67) had planned to cycle when they departed home that day. Purpose of trip was primarily for commuting to work (50%, n = 34), social activities (19.1%, n = 13), school (7.4%, n = 5), and recreation (7.4%, n = 5). Bicycle helmet ownership was low (41.2 %, n = 28). UICs reported rarely (10.3%, n = 7) or never (64.7%, n = 44) wearing a helmet when cycling. Reported factors discouraging helmet use included inconvenience (33.8%, n = 23), lack of ownership (32.4%, n = 22), discomfort (29.4%, n = 20), and ‘messed hair’ (14.7%, n = 10). Few characterized helmets as unnecessary (10.3%, n = 7) or ineffective (1.5%, n = 1). The majority had a college diploma or more advanced education (77.9%, n = 53), and spoke English at home (85.3%, n = 58). Conclusion: Unhelmeted injured cyclists surveyed were frequent commuter cyclists who do not regard cycling as safe, yet choose not to wear helmets for reasons largely related to convenience rather than perceptions regarding safety or necessity. Initiatives to increase helmet use in this subgroup should address the reasons given for not wearing a helmet, potentially using principles of adult education and behavioral economics.

Применение культурно-исторической теории деятельности для выстраивания программы повышения квалификации для греческих учителей «Основы научного познания» как цикла экспансивного обучения

A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.

Erudite pedagogic praxis of extension paradigm for technological skills transfer of the emerging farmers

ABSTRACT Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

Common Perspectives of Integrated Skills Outreach Programme That Can Benefit both the Individuals and Communities

The important field of TVET is an essential element in reducing rural poverty but has been put aside for many years by policy makers, donors and the private sector. On one side, this resulted in a general neglect which is evident in the lack of technical expertise and crafts people at all levels. On the other side, There is a multitude of training and capacity building initiatives that provide only short term solutions and cannot circumvent the larger problem of low levels of education and persistent illiteracy. Many of these initiatives might be well-intended, but often do not produce the results desired. There is a non-respect of basic principles of adult education and a lack of coordination between private and public providers. Too often training does not address the needs of target groups nor anticipate how the training skills will be set to use. The lack of attention to employability leads to a situation where a lot of resources are being wasted. The Integrated Skills Outreach Program is one such example of a TVET programme to the unskilled people.