151

Chapter 8
A Study of the Problems Faced
by Industrial Training Institutes
(ITI) in India as Perceived
by Different Stakeholders
Usha Ajithkumar
University of Mumbai, India

ABSTRACT
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.

INTRODUCTION

India is at the cusp of a great new opportunity: the demographic dividend. The proportion of the depen-
dent population is decreasing, and the share of the working age population has been increasing, and will
continue to increase over the next two decades. If they are not productively employed, this dividend might
become a demographic nightmare. On the other hand, if they are better educated and more skilled, they
will be able to not only contribute to India’s growth, but also enhance their own incomes. India’s 459
million large workforces has started with a severe disadvantage in that barely a tenth of the workforce
has received any kind of training, formal or informal. If it is to participate in the growth process, and

DOI: 10.4018/978-1-5225-1811-2.ch008

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A Study of the Problems Faced by Industrial Training Institutes (ITI) in India

if the growth is to be inclusive, skill development has to take a quantum leap. This chapter presented a
study of problems faced by Industrial Training Institutes in India as perceived by different Stakehold-
ers. It also discussed vocational education programmes in India as well as challenges militating against
successful delivery of the programme in India.
India has the lowest proportion of trained youth in the world. The quantitative dimension of India’s
skill development challenge is that 80 per cent of new entrants to the workforce have no opportunity
for skill training. Against 12.8 million per annum new entrants to the workforce, the existing training
capacity is only 3.1 million per annum. The Prime Minister’s National Council on Skill Development
has endorsed a Vision to create 500 million skilled people by 2022, whereas, at present only about 2
percent of the workforce has formal training (plus another 8 percent with informal training) as against
96 percent in Korea, 75 percent in Germany, 80 per cent in Japan and 68 percent in the United Kingdom.
This clearly highlights the gaps in the skill development system and the need for adequate resources and
resource funds to fill these gaps.
Moreover, India’s transition to a knowledge-based economy requires a new generation of educated
and skilled people. Its competitive edge will be determined by its people’s ability to create, share, and
use knowledge effectively. A knowledge economy requires India to develop workers –knowledge work-
ers and knowledge technologists - who are flexible and analytical and who can be the driving force
for innovation and growth. To achieve this India needs a flexible education system: basic education to
provide the foundation for learning; secondary and tertiary education to develop core capabilities and
core technical skills; and further means of achieving lifelong learning. The education system must be
attuned to the new global environment by promoting creativity and improving the quality of education
and training at all levels. Countries that have had the most rapid increases in educational attainment, as
well as sustained economic growth, have upgraded education sequentially. In a globalized economy, a
large pool of skilled workers is indispensable for attracting foreign direct investment. Developing skilled
workers enhances the efficiency and flexibility of the labor market; skills bottlenecks are reduced, skilled
workers are more easily absorbed into the economy, and their job mobility is improved. It is crucial
to invest in quality secondary and tertiary education and in vocational education and training (VET) if
India’s economy is to develop and remain competitive in world markets.
In the recent past, India has achieved the gross domestic product (GDP) growth of more than 6.5
per cent with just one per cent growth in employment. Most of the large industries have been shedding
labour and the labour absorption capacity of the agriculture is low. The unorganized sector is growing at
much higher rate than any other sector. However, the workers in unorganized sector seem to be the least
educated and trained. The contribution of technically trained manpower to the economic growth and
development is a well-accepted factor. The shortage of personnel with an education in industrial training
will have an adverse impact on the state’s economy, especially in the industrial sector. A vast body of
literature exists to evince that technological change and dynamism in industry is positively related with
the nature and extent of technically trained workforce engaged in a country’s industrial sector. In order
to attain industrial and technological self-reliance, the Indian planners envisaged the development and
building up of indigenous expertise and stock of technically trained manpower as an inalienable part of the
state’s development strategy. As a sequel to this policy, a tremendous effort was made by the Government
to create a massive infrastructure to train and built up locally groomed expertise and skilled manpower.
The skills development is important for economic growth, poverty alleviation, youth and women’s
empowerment and social inclusion. Nevertheless, the role of ITI is absent to a large extent in most policy
documents. But, the present Indian government has been dedicated to reform the education system and to

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place India into a world class education hub. A knowledgeable and skilled workforce is seen as the most
important human capital required for the development of India. The Industrial Training Institutes (ITIs)
are one of the major institutions that provide technically trained manpower in India. Labour market of
ITIs has become a topic of vital interest in our society today as a result of burning issue of unemployment
among the technically trained manpower. In view of rapidly changing social, economical, political and
technological climates, the technically trained manpower requirements also change which demands for
constant monitoring of manpower requirements.
In 1956, the Craftsman Training Scheme (CTS) was introduced in India. Under the scheme, training is
being imparted through ITIs for meeting the requirements of skilled labour for the industrial/engineering
sector. It also provides opportunities for large-scale self-employment of the youth.

In the last century we were very proud of IITs (Indian Institutes of Technology). It is a very good thing
no doubt but in this century we need to think about ITIs (Industrial Training Institutes) and give it the
same importance, said Shri Narendar Modi, current Prime Minister of India at the National Conference
on Skill Development on the morning of Wednesday 25thSeptember 2013.

India’s education system has always put emphasis on the formal academic education which has been
the main setback for TVET sector. Education system in India comprises of primary, middle/elementary,
secondary, higher secondary and higher education. Primary education is of five years of school class 1 to
5 with entry age of five years. Middle level is from 6th to 8th class. Secondary level is of class 9th to 10th
and higher secondary is of 11thand 12th class. After higher secondary, higher education at bachelor and
master level starts. For the development of skilled workforce, another stream is TVE, which is comprised
of three years of education after matriculation / 10th class and vocational training certificate courses of
six months, 12 months and 18 months duration after 8th class or 10th class. These diploma and certificates
are offered in almost all technologies for both girls and boys throughout the country.
Figure 1 depicts the structure and organization of education and training along with teacher quali-
fication in India
ITIs were first started in 1969 with the aim of promoting industrialization in India. The largest share
of jobs in India is from unorganized sectors. As small enterprises have been the forerunner in generat-
ing employment, it was decided to develop the skills for these sectors. In the beginning there were only
some traditional industrial trades like fitter, machinist, welder etc. in which training was provided. But
with the rise of service sector, trades like hospital management, retail management etc. were added later
for training. The vocational training system of India offers training through ITIs (government institutes)
and ITCs (private institutes).There are about 12000 such institutes in the country.
The Vocational Training in India is imparted by mainly two types of bodies:

• Public Industrial Training Institutes (ITIs)

• Private owned Industrial Training Centres (ITCs)

The Indian Government has invested a lot for the development of skills through ITIs. The DGE&T
generally regulates these ITIs and ITCs at national level and implements policies for vocational training.

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Figure 1. Source Skill development in India: The vocational education and training system report no.-
22 World Bank
TQ(Teacher Qualification, NET (National Eligibility Test), SET (State Eligibility Test), ME (Master of Engineering), NCVT(National
Council for Vocational Training), CITS (Craft Instructor Training Scheme.
(adapted by Ajithkumar U).

Training Statistics of ITI/ITCs: Main Formal

Vocational Training Institutes in India

Some of the principal training schemes are:

• The Craftsmen Training Scheme (CTS)

• Apprenticeship Training Scheme (ATS).

According to the Planning commission report for the 11th Five year plan there are about 5,114 Indus-
trial Training Institutes (ITIs) imparting training in 57 engineering and 50 non-engineering trades. Of
these, 1,896 are State Government-run ITIs while 3,218 are private. The total seating capacity in these
ITIs is 7.42 lakh (4 lakh seats in government ITIs and the remaining 3.42 lakh in private ITCs). Figures
below this text represent detailed information on the number and capacity of ITIs/ITCs in different
states/UTs. A number of vocational training institutes are being run by private training providers. The
formal training system of India starts at Grade 8 and above. According to a report of ILO, the quality

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A Study of the Problems Faced by Industrial Training Institutes (ITI) in India

of DGE&T’s skills development programmes compete with other programmes, such as high vocational
schools (10 plus 2 stream), colleges, polytechnics, etc. The share of ITI-based training seems to capture
around 10-12 per cent of the total number of school pass outs at Grade10 level.
Some training schemes provide by DGE&T other than Craftsmen Training Scheme and Apprentice-
ship Training Scheme are:

• Craft Instructors’ Training Scheme(CITS),Advanced Vocational Training Scheme(AVTS)

• Supervisory/Foremen Training Scheme, Staff Training and Research Program
• Instructional Media Development Program
• Women’s Training Scheme
• Hi-Tech Training Scheme.

Vocational Training in India

As in many developed countries, vocational training in India is offered outside the formal schooling
structure and caters to people with minimum secondary school education. India’s VET system for skill
building is complex with responsibilities distributed across multiple ministries and various levels of
government. To limit the scope of this paper, the focus is only on the vocational training initiatives pro-
vided by the Indian Ministry of Labour and Employment, which has a mandate to train over 100 million
people of the government’s target to skill 500 million people by 2022 (Government of India 2011b). The
Ministry of Labour and Employment provides vocational training through over 8,000 government-aided
Industrial Training Institutes (ITIs, government run) and Industrial Training Centres (ITCs, self-financed).
Being on the concurrent list of the Indian Constitution, both central and state governments share legisla-
tive powers and responsibilities over vocational training. The Directorate General of Employment and
Training (DGE&T) under the Ministry of Labour and Employment is the main organisation that forms
vocational training policies and certification norms at the national level, while the state governments
are responsible for the programmes and their implementation. The industry or the private sector plays
only an advisory role in the existing training system. Training programmes on 128 trades are mainly
offered under the Craftsmen Training and Apprenticeship Training schemes. Table 1 highlights the
complex division of responsibilities between the central and state governments; and the peripheral role
of the private sector. Put together, all ITIs across India have the capacity to train only a million people
annually, whereas close to 13 million people are being added to the workforce each year. Moreover,
placement outcomes post-training from these institutes have also remained poor over the years. The
Planning Commission of India has attributed this to a mismatch between training delivered and required,
a quantitative shortage of capacity, lack of private sector participation and outdated syllabi. Subsequent
reforms by the central government have aimed to address these quantitative and qualitative challenges
and therefore have been directed towards upgrading capacity and aligning the curriculum and training
provided to meet market needs. Dependence on private participation for such reforms has increased in
recent years. In his budget speech for the year 2004-2005, the then Finance Minister, P. Chidambram,
announced a scheme to upgrade 500 ITIs into specialised centres of excellence with World Bank fund-
ing. Further, in 2007, the Ministry of Labour and Employment announced a scheme to upgrade another
1,396 ITIs by engaging private partners under the Eleventh Five Year Plan by 2012. However, lack of
coordination arising from the complex distribution of powers between government levels has restrained
implementation of these schemes.

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Table 1. Division of responsibilities in the vocational training structure

Training Scheme Central Government State Government Industry

Craftsmen Training Policy, procedures, standards,
duration in consultation with the
NCVT
Conduct final trade tests on
behalf of NCVT
Apprenticeship Policy, procedure, notification
Training of industries, designation of
trades, syllabi, standards etc. in
consultation with the Central
Apprenticeship Council.
-------------------------Assist,
co-ordinate and regulate
programmes in central public
sector industries.
------------------------- Concurrent
jurisdiction with the states to
assist, co-ordinate and regulate
programmes in private sector
industries
Conduct final trade tests on
behalf of NCVT
Source: Directorate General of Employment and Training, Ministry of Labour and Employment, Government of India.
Day to day administration of the
institute
Assist, co-ordinate and regulate
programmes in state, public and
private sector industries.
Impart related instructions
-----------------------------
Impart basic training in the case
of those industries in the private
sector which employ less than
500 workers
------------------------------
Advise central and state governments at
national, state and institutional levels
Assist in the final trade tests
Implementation of the practical training
programme in accordance with the
Apprentices Act.
----------------------------------
Arrange for basic training (by
employers, employing more than 500
workers).
-----------------------------------
Advise the central and the state
governments at the national and state
levels
---------------------------------------

Amid slow reform of the ITI model of vocational training and an increasing urgency to skill its citi-
zens, the central government has announced more initiatives. The Ministry of Labour and Employment
recently created a National Policy on Skill Development (not a law) to synergise efforts of various central
government initiatives towards achieving the ambitious target of 500 million skilled workers by 2022.
States have been identified as key actors under this policy. The cabinet has approved a ‘Coordinated
Action Plan for Skill Development,’ with a three tier institutional structure consisting of (i) the Prime
Minister’s National Council on Skill Development, (ii) National Skill Development Coordination Board
and (iii) National Skill Development Corporation (NSDC). The Prime Minister’s National Council on
Skill Development plays a policy-making role at the national level. The National Skill Development
Board coordinates the execution of policies framed by the Prime Minister’s Council, assessing skill gaps
at the regional and national levels, and monitoring ongoing schemes. Finally, the NSDC has been set
up as a public-private venture to engage the corporate sector in vocational training with the objective
to skill 150 million people by 2022. The NSDC has so far established two partnerships with training
organisations and non-governmental organisations. However, the organisation was set up very recently
and hence its performance cannot yet be fully analysed.

Benefits of Pursuing Industrial Training Institute Programs

1. The curriculum is designed at national level in consultation with industry and is uniform across all
ITIs.
2. ITI pass outs obtain National level trade certificate of NCVT.
3. Training is practical oriented and skill based which is more suitable for technical trades required in
the industries. This improves the employability of the students in the organized industrial sector.

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4. CTS scheme is supported by well structured apprentice training scheme which gives facility to all
ITI pass out students to get industrial exposure with on-job training on stipend basis which makes
them industry-ready and fully skilled.
5. A nominal fee is charged in Govt. ITIs.
6. As the scheme has been in place since 1950, it has more industrial acceptance.
7. 2% seats are reserved for ITI students in respective branches of Polytechnic Colleges.
8. The ITI pass out students can enroll into vocational diploma programs under artisan to technocrat
scheme
9. ITI tries to address the missing link such as lack of skilled manpower for industry specific need
and retraining of recruited skilled manpower. It is boon to students wishing to pursue technical
courses free from the ambit of degrees and diplomas.ITI makes the students in employable state.

Definition of Key Term

UNESCO (2000) defined VTE as the aspects of educational process involving, in addition to general
education, the study of technologies and related sciences and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupation in various sectors of economic and social life.
FGN (2004) conceptualized VTE as education given in institution as providing both scientific knowl-
edge and practical skills required for a specific trade, employment or profession as craftsman, technicians/
technologists and scientist of similar levels in business field of engineering and applied science. It refers
to the aspect of education, which leads to the acquisition of practical and applied skills are well as basic
scientific knowledge. Denga (1983) in Ameh (2002) defined Vocational and Technical Education as
“any form of education which sufficiently prepares an individual to perform in his chosen occupation.
He further expatiated by saying it teaches skill, develops attitudes and competencies that are requisite
to perform his occupation.
Industrial Training Institutes {ITI} are training institute which provide training in technical field
and constituted under Directorate General of Employment & Training (DGET), Ministry of Labour &
Employment, Union Government of India

OBJECTIVES OF THE STUDY

1. To find awareness of students from formal education about ITI

2. To find the perception of ITI students about the ITI programme
3. To find the challenges faced by the principals of ITI institutions
4. The study reviewed the theoretical basis of the Technical and Vocational Education and Training
(TVET) systems,

THE SURVEY STUDY

The study entailed collecting qualitative and quantitative data. The qualitative data was collected through
field visits and in-depth interviews. However, the quantitative data was collected through structured
questionnaires.

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In-depth interview was conducted with the principals of four ITIs.

A questionnaire was constructed to collect data from ITI students and the second one for formal
education students targeting the ninth grades (potential ITI students).
The quantitative data were collected from 60 ITI students, and 60 students from formal education
ninth grade boys.

ITI Student’s Questionnaire

The ITI student questionnaire covers different areas including:

• 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.

Formal Education Student’s Questionnaire

• The formal education student questionnaire covers different areas

• Availability of ITI centers/schools,
• Students’ attitude toward enrollment in the ITI centers,
• Main barriers that hinder the enrollment in the ITI centers,
• Motivations that encourage enrollment in the ITI centers

ANALYSIS OF DATA OF ITI STUDENTS

Data was collected from 60 ITI students from four institutes. Two were government institutes and two
private institutes.
An analysis of the profile of the students reveal that majority of the students come from low socio-
economic status where the family income is between Rs. 5000-10000/- pm and their parents are either
primary or secondary school educated. All of them wanted to join the labor market and start their own
set-up.
The students enrolled in Government ITI availed free training and the students enrolled in private
institutions have to pay a fee. Majority of the students come from poor economic family background and
had finished the school education with low marks. The students perceive their specialization as associ-
ated with Indian labor market and an opportunity for employment after course completion
On the perception of possibilities and equipments there was around 50% agreement about the ad-
equacy of technical workshop, equipments, updated equipments as per the requirement of curriculum
and market and availability of occupational safety in the institution

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Table 2. Depicting the ITI students’ opinion about the administration and organization of ITI

Strongly Strongly
Items Agree Uncertain Disagree
Agree Disagree
1. There are available incentive plans for students in ITI such as
62% 24% 12% 0% 3%
scholarships and training.
2. Institution provides you with the opportunity to field training in
40% 28% 6% 2% 2%
labor market institutions.
3. Your residence is located close to the Institution 18% 30% 8% 12% 8%
4. Study costs are somewhat high. 20% 30% 6% 14% 6%
5. Your specialty is associated to the need of the Indian labor market. 62% 12% 2% 0% 0%
6. ITI system gives you an opportunity for employment after course
58% 14% 6% 0% 0%
completion
7. I finished in school education at a low marks 12% 50% 10% 4% 2%
8. I stay close to this Institution 18% 16% 14% 18% 12%
9. I enrolled in ITI due to the economic situation of the family 22% 12% 16% 18% 10%

Figure 2. Graphic representation of TVET students’ view on administration and organization

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A Study of the Problems Faced by Industrial Training Institutes (ITI) in India

Table 3. Depicting the ITI students’ opinion about equipments in the institution possibilities and
equipment

Items Strongly Agree Uncertain Disagree Strongly

Agree Disagree
1. Technical workshops are sufficient in your Institution 38% 26% 14% 0% 0%
2. Equipment are adequate for the number of students in the 28% 34% 8% 6% 2%
workshop
3. Equipment is updated in your workshop to fit in with the rapid 30% 18% 24% 4% 2%
developments.
4. Equipment in your Institution is compatible with those available 24% 48% 2% 2% 2%
in the labor market
5. Means of occupational safety are available in your Institution 40% 28% 6% 2% 2%
6. Equipment in your workshop is compatible with applicable 32% 30% 10% 4% 2%
curriculum

Figure 3. Graphic representation of TVET students’ views on possibilities and equipment

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Table 4. Depicting the ITI students’ opinion about Teachers’ capacity Teachers’ Capacity

Strongly Strongly
Items Agree Uncertain Disagree
Agree Disagree
1. Your teachers use modern teaching aids 44% 32% 2% 0% 0%
2. I practice and training activities effectively under the guidance
36% 36% 6% 0% 0%
of the teacher
3. Teacher uses traditional teaching methods far from modernity to
12% 34% 20% 12% 0%
teach courses
4. Your instructor guides you to work in a team 54% 22% 0% 2% 0%
5. Teacher helps in linking what you have learned in theory and
58% 20% 0% 0% 0%
practice
6. Your teacher is familiar with the scientific and practical
50% 28% 0% 0% 0%
knowledge in the field of specialty

There is 50-60%agreement on use of modern teaching aids by teacher, linking of theory and practice
by the teacher, effective guidance provided by teacher and teachers familiarity with the scientific and
practical knowledge in the field of specialty.
60% felt the course is dominated by theory only 8% strongly agreed that the number of classes allotted
for practical training is sufficient and 18% strongly agreed that the ITI curricula meet with the needs of
the market. Only 40% felt that the curricula currently in place will entitle them to gain a future career.
Only 8% received support from their school teacher for enrollment in ITI. Only 16% was aware of
the importance of ITI before enrolling in it. Around 30% was encouraged by family and neighbors and
friends. 44% feel proud to belong to ITI and 52% strongly agreed that they chose the institution and
specialty as per their choice

Formal Education Student’s Attitudes

A sample of 60 formal education students from grade 9th participated in the survey.
A questionnaire was distributed to the students after explaining the purpose of the survey.
Analysis of the responses reveals insightful facts. When students were asked about their future edu-
cational choices, it was found that 92% desire to pursue their academic education. These choices show
negative attitude among formal education students towards ITI.
For students who are willing to join ITI, the reasons behind their choices are listed below:

• Getting employment opportunities,

• Help their family get an additional income,

Students’ demand for academic education is higher, for those whose fathers having higher educa-
tional graduate, and the demand for joining ITI is higher for the category in which their fathers are of
basic secondary education or less. Thus, one can conclude that there is an inverse correlation between
household income and desire to join a ITI school/center.
The results also explored to some extent that the interests of students are affected by students’ relatives
who have already joined ITI. It was found that those students who have relatives in ITI are more likely

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Figure 4. Graphic representation of TVET students’ views on teachers’ capacity

Table 5. Depicting the ITI students’ opinion about the study curriculum Study Curriculum

Strongly Strongly
Items Agree Uncertain Disagree
Agree Disagree
1. The basic theory curriculum burden your study 50% 8% 16% 4% 0%
2. Your courses are dominated with theory. 44% 14% 2% 18% 0%
3. ITI curricula meet with the needs of the market 18% 38% 20% 0% 0%
4. The number of classes allocated for practical training is
4% 36% 2% 8% 28%
sufficient
5. The courses you study serves in applying what you’ve learned in
26% 36% 16% 0% 0%
your everyday life situations
6. Curricula currently in place will entitle you to gain a future
40% 26% 12% 0% 0%
career

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Figure 5. Graphic representation of TVET students’ views on study curriculum

Table 6. Depicting the ITI students’ opinion about the Community Vision to ITI Community Vision to ITI

Strongly Strongly
Items Agree Uncertain Disagree
Agree Disagree
1. Your receive support from your school teachers for enrollment
8% 20% 4% 12% 34%
in ITI
2. Your colleagues and your neighbors encouraged you when you
24% 40% 2% 0% 12%
enrolled in ITI school
3. Your family encouraged you to attend ITI school 30% 20% 16% 2% 10%
4. I was familiar with the importance of ITI and with its fields
16% 22% 24% 14% 2%
before enrollment in ITI school
5. I feel proud of belonging to ITI school 44% 20% 12% 2% 0%
6. Your choice of ITI may cause for you social problems 2% 20% 6% 24% 26%
7. You choose this institution as per your wish 52% 20% 2% 2% 2%
8. You chose your specialty as per your wish 52% 22% 4% 0% 0%

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Figure 6. Graphic representation of TVET students’ views on community vision to TVET

to enroll in ITI than those students who do not have any of their relatives in ITI training. That is due
to relatives and generations passing their experiences and professions to the youngsters in their family.
Educational choices Academic secondary school, % ITI % ITI center, %
Moreover, findings from the quantitative and qualitative data showed that perceptions and attitudes
towards ITI enrollment were not favorable. The vast majority of students were interested in complet-
ing their academic education rather than joining ITI. The results showed that the reasons behind their
unwillingness to join ITI are: negative community stigma, low quality of ITI institutions, lack of op-
portunities to find jobs after graduation from ITI, lack of interest to join ITI and preference of joining
academic education.

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The majority of students (92%) prefer to continue their higher education after completing secondary
school. Among these students, 85% prefer to join university. These choices showed a positive attitude
towards joining a university degree in relative to other options.
Results explore that students’ decisions concerning their future professions and career pathways
are greatly influenced by their parents. 26.5% of students indicated that other people in their lives have
an impact on their decision. 92.5% of them indicated that their decision is influenced by their families
Results also reveal that the school’s influence on the student’s decision is very low.
When asking about the extent of knowledge in ITI, the results show that 90% of students have no
idea about ITI. It was additionally found that friends and relatives are ranked as the first, vocational
guidance campaigns were not even stated as the source of knowledge in ITI. When asked about the lack
in awareness about ITI, the results reveal that 100% of students believe that there is a lack in vocational
guidance towards ITI knowledge.
Finally, results indicated that prior knowledge has an impact on the vocational choices to some extent;
50% of the students who are willing to join ITI had a prior knowledge in ITI.
The sample students were asked about their preferred specialization in ITI as a career pathway. The
results revealed that Communication had the highest percentage of preference (24%), construction and
IT had a percentage of (21%), while agriculture, sewing and communication were the lowest.
Therefore, there is a positive attitude among formal education students who desire to join ITI towards
the specializations of beautification, construction and information technology.

Analysis of Principals’ Responses

Interview with four principals of ITI were conducted. The principals’ displayed a mood of disappointment
and pessimism. The pertinent issues raised by the principals are-

Examination Related Issues

The participants expressed apprehensions about the effectiveness of the Semester examinations for
evaluation.” How can the skills be divided into pieces and evaluated? Let there be annual evaluation,”
was the unanimous response. The respondents alluded to the frequently appearing faulty questions/out
of syllabus questions/ wrong options/ unreadable data and other errors in the exam papers.
“Though on paper the exam pattern is 70% practical and 30% theory, actually the institutions have
to concentrate on 80%theory and 20% practical to enable students pass the course,” was the perception
of the principals.
The new examination pattern adopted since January 2014 needs revamping. The participants shared
that the engeenirg drawing paper was conducted wihout pencil and rubber. They questioned the feasibil-
ity of assessing skill development with use of objective questions and Optical Magnetic Reader sheet.
The participants felt that the negative marking scheme adversely affects the students who are from
academically weak background consequently the failing percentage is also high.
Issues like delay in declaration of results which in turn affects the apprenticeship programme, the
reexamintion programme, low rate of employment opportunities for the students on completion of the
course are issues of concern to all the principals.

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Administration Issues

The participants agreed on the following matters-

1. The principals reiterated the view that ‘too many cooks spoil the broth,’- Too many agencies in-
volved in monitoring ITI, like
◦◦ National Council on Vocational Training
◦◦ Directorate General of Employment & Training (DGET).Govt.of India.
◦◦ Central Staff Training and Research Institute, Kolkatta
◦◦ National Instructional Media Institute Chennai.
◦◦ Indian Credit Ratings Agency
◦◦ Quality Council of India
◦◦ Directorate of Vocational Education & Training
◦◦ National Institute Of Electronics And Information etc.
2. The private ITIs have to purchase expensive equipments to be used just for a few days in the train-
ing programme and most of the time it remins idle.

Re-affiliation

1. There are more than ten thousand it is in India, prior to the re-affiliation each ITI has to go for
reaccreditation paying a fee of 75000/-. “Is it not money making rather than quality control”? was
the pertinent question asked by the participants.

All the principals agreed that there is greater need for private-public partnership.

EMERGING ISSUES

Some of the emerging issues that can be deduced from the study are:

1. The ITI in the country needs to keep pace with the dynamics in the market for it to remain relevant
and cost effective. This is one of the ways in which ITI outputs will be productive in the market.
This will call for a well coordinated industrial exposure programme for trainees in ITI.
2. The curriculum should go a step further and support entrepreneurship. Most outputs of ITI gradu-
ates of TVET do not have business skills and expect to be employed (formal or informal sectors)
despite the opportunity for self – employment.
3. Quality orientation and creativity in ITI, both at micro and macro levels is important if the sector
is to produce competent labour for both local and international market. There is need to invest in
technologies and exposures that will make these institutions meet international standards. Employers
are yet to appreciate the need for well trained Human resources.
4. Legislations that enhance partnerships between the private sector and the ITI programmes should be
formulated to enhance proper planning and implementation of training programmes in the country.
5. Greater need for partnerships with the private sector.

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6. Unemployment rate is high among the youth (in crisis). There needs to be a national skills inven-
tory - backed by an efficient lab

CHALLENGES

ITI have had impacts in our country but they are limited in scale due to challenges such as:

1. Lack of co-ordination of training leading to disproportionate duplication in the production of

skilled personnel across the entire sector. This results in mismanagement of scarce resources and
under-utilization of available training facilities.
2. There is need to train more staff and upgrade equipment and physical facilities to cope with the
dynamic technological development.
3. Weak/ absent Research and Documentation of ITI in India. The available data is either outdated or
inadequate and though there are on-going researches in different areas of the sector, more remains
to be done.
4. Antiquated curriculum. In addition, the ITI is facing challenges posed by an inflexible and outdated
curriculum, a mismatch between skills taught and those demanded by the industries, an inadequate
quality assurance mechanism, inadequate physical and learning resources and low participation of
the private sector, which is necessary to bridge the school- work gap.
5. Imbalance between rural and urban areas; few training institutions exist in rural areas as compared
to urban centers. This is because ITI heavily depend on infrastructures like electricity, water, good
transport and communication networks hence they are more concentrated in towns or near major
towns.
6. The education system’s philosophy has rendered the ITI less favorable. University (academic)
education is more valued in India than ITI irrespective of the quality of the output of the ITI.
7. Shrinking or stagnant wage employment opportunities especially in the industrial sector;
8. Geographical, gender and economic inequities;
9. Poor public perception;

SWOT of Key Actors of ITI

Tables 7 and 8 show a representation of SWOT and key actors of ITI.

PRESENT SCENARIO OF VOCATIONAL FACULTY

TRAINING AND DEVELOPMENT

At present, there is no specific Government rule related to vocational faculty qualifications. The World
Bank Report (2006) suggests that one of the major concerns of industry is poor quality of curriculum.
This aspect is closely linked to quality of teachers who teach in vocational colleges and ITI/ITCs. It
is seen that teachers are not equipped with knowledge of the vocational teaching learning pedagogy.
Many of them try to apply the conventional teaching pedagogy for teaching vocational or skill based
courses. Teachers also lack sufficient knowledge of ICT and are unable to deliver technology based

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Table 7. ITI

Strengths Weaknesses
• Popular among the students from low economic status • The tools/equipments that they use are obsolete, not maintained
• Offer various courses • Negative image towards ITI
• Have trained staff • Lack of investment in training and capacity building of staff
• Not labour market oriented (linkage between training institutions
and industry lacking)
Opportunities Threats
• The existence of large number of students from secondary • Introduction of flexible distance education/open education
schools provides sufficient number of students for ITI programmes programmes may make middl elevel courses lose popularity among
in the country students
• Reforms in the current government to support ITI present • Unavailability of funds
opportunities for the ITI • Education systems and philosophies that make ITI look like is for
academic failures hence low enrolment

Table 8. The government

Strengths
• Availability of feasible plans to steer the ITI in poverty reduction
and employment
• Can easily access funds for ITI development
• Is responsive to training needs of the youth
• Can control ITI functions through statutory bodies
Opportunities
• Willing development partners to support ITI in the country
Weaknesses
• The spread of ITI across too many ministries and agencies
• compromise quality and supervision of services
• Too much bureaucracy that slows down progress of programmes
• Key challenge in documentation and
dissemination of information
Threats
• Withdrawal of development partners’ support

learning. Soft skills are many times absent in vocational teachers especially those from semi-urban and
rural colleges. As a result the teaching is not effective. Furthermore, the assessments designed by the
present vocational teachers are also not designed to judge the skills obtained by students. The assess-
ments mostly emphasize testing of theoretical knowledge. As such inspite of undergoing a vocational
or technical course, it is observed that students do not possess the level of skill required and the desired
outcome is not achieved. Due to these reasons, industry has concerns about quality of vocational stu-
dents. Thus vocational students end up getting re-trained when they join the industry. The other major
concern related to vocational teachers is related to continuous teacher development through training.
Such continuous training is not mandatory at present for vocational teachers. Prior industry experience
is also not a mandatory requirement while hiring teachers in vocational institutions. As such, vocational
teachers themselves do not possess latest skills required to train students. Furthermore, strong industry
interface, collaboration, research and continuous training is lacking amongst vocational colleges and
ITI/ITCs. As a result, vocational teachers do not get exposure to latest machinery, equipment, skills and
pedagogy. Research as a component of academics, is also unseen in vocational colleges and ITI/ITCs.
Industry sponsored research projects are unheard of in most vocational institutions. All this affects 42
quality of teaching-learning, curricula and finally quality of students coming out of vocational colleges,
ITI/ITCs. The PSSCIVE (PSS Central Institute of Vocational Educational, Bhopal) is an arm of NCERT
and focuses on development of curricula and content for the vocational education sector. At the State
level (in Maharashtra) however, no such dedicated institute for vocational curricula & content develop-

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ment or vocational teacher training exists at present. (Source – Human Resource and Skill Requirements
in the Education & Skill Development Services sector (2022) – A Report, by NSDC) The demand for
Vocationally Skilled persons (in addition to ITI/ITC qualified persons) is expected to be anywhere be-
tween 25% and 85% of the workforce. Considering the need for skilled manpower is increasing rapidly,
it is imperative that the requirement of trained teachers will also increase. The NSDC estimates that
the requirement of vocationally trained teachers would be about 5.8 million annually between 2008
and 2022. The Skill Development Centers which are proposed to be established by NSDC numbering
about 5000 by 2013 will themselves require about 40,000 trained teachers. The need for assessors will
also increase proportionately. NSDC estimates that about 415,000 teachers will be required to undergo
training annually from the vocational education and training sector. Therefore, a need for establishing
several teacher training institutes across the country will emerge in the coming years. In fact, along
with good infrastructure and strong industry collaboration, a large pool of trained teachers will also be
a critical component of the vocational education and training system. However, it is not just important
to train large number of vocational teachers. It is equally important to focus on quality of teacher train-
ing, industry liasoning through collaborative projects for skill upgradation of teachers and continuous
development through life-long learning opportunities.

OPPORTUNITIES FOR THE FUTURE FOR IMPROVED

HARMONIZATION OF DIFFERENT ACTORS

The largest share of new jobs in India is supposed to come from the unorganized sector that employs up
to 92 per cent of the national workforce and produces 60 per cent of GDP. This sector has seven times
greater labour intensity per unit as compared to the organized economy and is some five times less capital
intensive, while the role of the organized sector in job creation is expected to be very modest. Since small
and microenterprises are supposed to play a central role in the national employment creation strategy,
they should be assisted in development of skills. The formal skills training system, because of its edu-
cational entry requirements and long duration of courses, is basically not designed to offer skills to the
less educated people who cannot afford such training. On the other hand, there are no other significant
providers of skills training that would be able to serve the numerous enterprises of unorganized economy.
Therefore, urgent need to create linkages between ITI institutions, labour market and donor organi-
zations.
Some of the linkages should be designed:

1. Between training institutions and the private sector to enhance transition from learning to work
through NGOs already supporting placement programmes
2. Created to develop training institutions in rural areas and the marginalized parts of the country
3. Enhance sector Research and documentation
4. Coordinate implementation of policy reforms and restructuring of the informal sector to make it
more aggressive in the realization of poverty reduction in the country.

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Placement of Trainees in Small and Micro Enterprises

The training institutions provide skills that improve productivity at work. It is important to remember
that training is not an instrument to create jobs or reduce unemployment. A supply of skilled labour
does not automatically create its own demand. Skills’ training is unlikely to lead to employment and
productivity growth if job opportunities are not expanding. When macroeconomic policies allow the
labour market to expand, then the returns on training will be high, whereas in the context of low demand
by industrial units and enterprises, training and active labour market policies will have little effect on
reducing unemployment. Training programmes should therefore be guided by the needs and demand of
industrial units and enterprises and the labour market. Macroeconomic policies that ensure economic
and job growth provide the best environment for relevant and effective training programmes.
Making industrial training a demand driven exercise is a challenging task, as it requires a fundamental
reorientation of training policies, i.e. changes in the objectives and governance structures of industrial
training, putting up mechanisms of identifying industrial training needs and priorities, and creating
a new ethos and introducing new management practices in individual industrial training institutions.
It will also call for a sharing of the costs of industrial training based on the principle that those who
benefit from industrial training should also contribute to covering its costs. The industrial and service
sectors of the economy and in particular activities in the urban and rural informal sectors are absorb-
ing more and more workers. The single most important challenge for the industrial training system and
institutions is therefore to equip students with the skills and motivation to engage in industrial work and
self-employment and viable informal types of economic activity.

THE WAY FORWARD

From the above study the following solutions are offered:

There is need for:

1. Strengthening the partnerships between the Government of India and the ITI and industries
2. as a matter of priority, for skilling the huge youth population of our country.
3. 2. Establishing model ITI in each province in the country (particularly in marginalized areas) so
that other institutions can mold after them.
4. Revise technical, industrial and vocational education and training so that it reflects the needs of
industry and the labor market.
5. Promote partnerships with the private sector and development partners.
6. Government should continually undertake research to deepen understanding of issues on
7. ITI and play role of regulator - rather than providing training itself.
8. Vocationalize general education to integrate students into the work force and expose them to a
range of skills and experiences
9. Establish more linkages between ITI and other sectors – address the culture and image
10. associated with ITI
11. Develop a strategy to enhance the role of the communities, non state actors and the private
12. sector to guarantee pro poor and life skills interventions in the ITI sector.

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13. Introduction of new subjects in ITI such as communication and acquisition of entrepreneurial,
creative and team work capabilities.
14. Promoting broad access to learning and training throughout life, and making ITI an instrument for
social inclusiveness and cohesion (Atchoarena & Delluc 2001).

SUGGESTIONS

Increasing the appeal of TVET has been noted as a significant policy challenge both nationally and glob-
ally. Internationally, there are policy documents that suggest that TVET continues to struggle for parity
of esteem with other forms of education (UNESCO, 2012). Nationally, enrolment trends suggest that
there is need to expand the role of ITI. This indicates the great urgency to increase access to education
for all. The significance of TVET institutions is further highlighted by the fact that higher education
institutions do not have the capacity to fully service the country’s education needs. This means that a
significant portion of the country’s skills development needs has to be taken on by TVET institutions
like ITI. This perhaps begins to capture the complexity of the challenge facing ITI institutions in India;
to open up access while maintaining quality provisioning. Moreover there is also a need to interrogate
the nature of the engagement between ITI institutions and the communities that surround them. The
question therefore is; in a country where the preference of students and parents is higher education, how
does ITI begin to attract greater numbers?
Based on the analysis of the responses of different stakeholders the following suggestions are made-

• In India, non-government provision of TVET is on the increase both in terms of number of in-
stitutions and student numbers. This trend is linked to the fact that private providers train for the
informal sector (which is an expanding job market all over India) while public institutions train
mostly for the more or less stagnant industrial sector. Private providers also target “soft” business
and service sector skills like secretarial practice, cookery, and dressmaking that do not require
huge capital outlays to deliver.
• International and India best practices and strategies –The current status of ITI in India is not
all about weaknesses. TVET systems in a growing number of countries are undergoing or have
undergone promising reforms that are designed to build on the inherent strengths of the system.
The major reforms concern the setting up of national training bodies, and the enactment of laws
to strengthen national vocational training programmes. The need to link training to employment
(either self or paid employment) is at the root of all the best practices and strategies observed
world. The agricultural sector receives the highest priority, followed by public health and water
resources, energy and environmental management, information and communication technolo-
gies, construction and maintenance, and good governance. The general recommendations from
the member states include the development of appropriate competency-based curriculum in these
areas and compulsory implementation of ITI programmes for students in strategic fields such as
entrepreneurship, computer literacy, agriculture, and building construction
• Strategic Policy Framework

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The key issues that the ITI strategy needs to address are the following:

• Poor Perception of ITI: The public and even parents consider the vocational education track as
fit for only the academically less endowed. In India, students entering the vocational education
stream find it difficult, if not impossible, to proceed to higher education. There is the need to make
TVET less dead-end.
• Gender Stereotyping: Some vocational training programmes like dressmaking, hairdressing, and
cookery are associated with girls - very often girls who are less gifted academically join ITI.
• Instructor Training: The delivery of quality ITI is dependent on the competence of the teacher;
competence measured in terms of theoretical knowledge, technical and pedagogical skills as well
as being abreast with new technologies in the workplace.
• Linkage between vocational and general education In general, vocational education and train-
ing forms a separate parallel system within the education system with its own institutions, pro-
grammes, and teachers. This situation tends to reinforce the perception of inferiority of the voca-
tional track. It is therefore important to create articulation pathways between vocational education
and general education.
• Linkage between formal and non-formal TVET It should be possible for students who drop out of
the school system to learn a trade to re-enter the formal vocational school system to upgrade their
skills, either on part-time or full-time basis. Similarly, regular vocational school students should
be able to acquire relevant practical skills in the non-formal sector.
• Linkage of TVET to the labour market- The ultimate aim of vocational training is employment.
TVET programmes therefore have to be linked to the job market. In this way, the socio-economic
relevance of TVET can be enhanced.
• Traditional skills, business management and entrepreneurial training TVET programmes in India
should help develop indigenous skills associated with the manufacture of traditional artefacts and
crafts. As employment opportunities in the formal sector shrink, the acquisition of business man-
agement and entrepreneurial skills for self-employment becomes a major imperative in the design
of vocational training programmes.
• Guiding Principles: The guiding principles that are considered the major drivers of ITI strategy
for India are: access and equity, quality, proficiency, and relevance. The others are employability,
entrepreneurship, efficiency, and sustainability. The strategy should also promote linkages and
partnerships, responsible citizenship,

Vocational training in remote areas should therefore be delivered concurrently with the teaching of
basic skills such as:

• Functional literacy and numeracy;

• Human relations and inter-personal skills (interaction with others from different ethnic
backgrounds);
• Communication and language skills (learning of a second language in multi-lingual societies);
• Human rights and good governance practices;
• Politics, culture, and history;

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Emphasis should be on ITI programmes such as:

• Building and construction (including bricklaying and concreting);

• Carpentry and joinery;
• Welding and fabrication (including manufacturing of simple agricultural implements and tools);
• Agriculture (crop production and animal husbandry);
• Electrical installation and electronic equipment repair;
• Car repair and maintenance;
• Water supply and sanitation systems maintenance, including domestic plumbing works;
• Handicrafts and traditional skills;
• Basic ICT skills (word processing, data management, internet, etc.)
• Tourism-related skills (hotel management, tour guides, cooks, waiters);
• Business entrepreneurial skills and attitudes (including time management, marketing, basic ac-
counting, micro-business management; joint ventures);

Governments

• Give legislative backing to national TVET policies;

• Improve coherence of governance and management of ITI; Introduce policies and incentives that
will support increased private sector participation in TVET delivery;
• Partner informal TVET trainers to incorporate literacy and numeracy skills into their training
programmes;
• Invest in training materials and equipment; • Invest in ITI instructor training and enhance status
of instructors;
• Institute measures to reduce gender, economic, and geographical inequities in ITI provision;
• Introduce sustainable financing schemes for ITI, s Increase funding support to the sector;
• Set up venture capital to support ITI outputs; • Build leadership and management capacity to
drive TVET system;
• Mainstream vocational education into the general education system, so that the vocational track
is less dead-end;
• Introduce ICT into ITI
• Constantly monitor and periodically evaluate the performance of the system and apply corrective
measures accordingly.

Training providers should:

• Provide training within national policy framework;

• Develop business plans to support training activities;
• Establish strong linkages and collaboration with employers and industry;
• Mainstream gender into training activities and programmes;
• Strengthen guidance and counselling services to trainees;
• Network and bench-mark with other providers.

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Parents and Guardians

• Support children and wards to choose the vocational education stream;

• Reject perception that ITI is for the less academically endowed.
• Lobby politicians in favour of TVET
• Support activities of training providers.

Donors and Development Partners

• Support development of national ITI policies and strategies;

• Fund TVET research and advocacy;
• Support capacity building in TVET sector
• Help in identifying and disseminating best practices in TVET
• Support TVET advocacy initiatives.

Employers should:

• Deliver workplace training to employees

• Contribute financially to national training fund
• Provide opportunities for TVET teachers to regularly update their workplace experience;
• Provide opportunities for industrial attachment for trainees
• Contribute to the development of national skills standards 1

Educational Implications

The inferences of this study have their usability for

• Institution Administrator
• Technical Education Seeker
• The Government
• Schools/colleges
• Policy makers
• Industries

This study points out various policies and programmes which could be taken up by the administra-
tors to become an efficient administrator for the progressive work of the institution. Technical educa-
tion seekers and learners can use the findings of this study to choose the institution and courses which
they like. The Government both Central and State can refer the institution profile and take up necessary
steps for the development of technical education. The Schools/colleges can provide career guidance and
counseling to students and organise seminars/workshop to motivate students to take admission in ITI.

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RECOMMENDATIONS FOR FURTHER RESEARCHES

The above observation shows that qualitative research in technical education need to be under taken
on a much larger scale than what it is now. The study has opened up some new areas; it will help the
later researchers in this field, since technical education is one of the burning components of education
programme of technology. Research on the status of technical education is of great importance. The
following are some of the suggested problems based on the findings of this study which need more at-
tention and further investigation in the field:

1. The study may be under taken to the administrative and management problems of all ITI in India
2. The study may also be taken up on Professional efficiency of technical institutions teachers.
3. Development of Engineering Education in North East India.
4. Role of Government towards the development of Technical Education in North East India.
5. A comparative study of students’ Academic Performance between ITI and polytechnic education
in India.
6. Perception of different stake holders about the status of ITI in India.

CONCLUSION

The objective of this paper was to examine the Indian ITI system, to identify issues and challenges,
to show interdependences between the demand for ITI and the structure of the Indian economy. The
Indian ITI system has been found to be very small and subject to serious quality issues. By holistically
examining the education system it became apparent that deficits in elementary education put pressure
on the ITI system. Flaws of the ITI sector, in turn, increase the pressure on the higher education sector.
Therefore the ITI sector cannot be considered in isolation. Rather, efforts to promote India’s educational
performance need to be coordinated and complement each other. The findings on the interdependences
between demand for ITI and the structure of the economy suggest that ITI is currently mainly geared to
the needs of the organized sector. ITI policy does not take into account the characteristics and needs of
the informal sector, thereby effectively excluding major parts of the society. The low growth of manu-
facturing is one reason for the limited relevance of ITI in India, compared to other emerging countries,
which have experienced a more typical transformation pattern with a rise in manufacturing. The trans-
formation of the Indian economy, which is crucial for a broad improvement in welfare, can be facilitated
by the expansion of ITI. However, ITI reforms alone are not sufficient. Rather the rigid labour market
legislations that cover the organized sector need to be liberalized in order to raise the number of people
in formal employment. Thereby industry demand for formal ITI programmes would also rise..

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