职业教育和培训系统(VET)在满足低收入家庭弱势青年的经济和社会需求方面的作用可能很大。它能够赋予经济权力,为他们提供可持续就业机会的途径;改善他们的整体福祉和个人认同感。本文提供了定性和定量数据,阐明了此类青年面临的就业能力问题的不同要素。它将弱势群体从更大的人口中区分和泄露出来,从而为确定和满足他们的需求提供了强有力的理由。因此,该方法不是“一刀切”的训练方法。来自孟买和新德里市区的学生从自助小组(SHGs)等多个渠道动员起来,国家开放学校研究所(NIOS),远程教育机构,地方政府学院,夜校和通过直接的社区外展。在仔细匹配人口和经济特征后,我们选取了一组387名年龄在18至24岁的学生进行了访谈.第一组数据是为一系列个人数据生成的,经济,和家庭特征。数据体现了结构性障碍,人力资本禀赋差和排斥。为了进一步了解特征,并为总人口中的130名学生设计有针对性的干预措施,通过问卷和访谈生成第二个数据集。其中,作为准研究的一部分,形成了两个相等的组-实验组和对照组。第三种类型的数据是使用5点Likert量表问卷和个人讨论生成的。来自实验(经过训练的和熟练的)和比较(未训练的)组的总共2600个响应为干预前和干预后两组之间的得分比较提供了基础。整个数据采集过程是实用的,直截了当,和简单。易于解释-可以利用数据集来生成基于证据的见解,以及关于资源分配的明智决定,减少风险因素的方案设计和策略。可以调整多方面的数据收集方法,以准确识别弱势青年,并为技能发展和重新技能创造一个新的框架。它可用于为参与VET的人员开发就业能力的衡量工具,并努力为高潜力但处境不利的青年创造可行的就业机会。
The role of vocational education and training system (VET) in addressing the economic and social needs of vulnerable youth from low-income households can be significant. It enables economic empowerment, providing them with a pathway to sustainable employment opportunities; improving their overall well-being and sense of personal identity. This article presents qualitative and quantitative data elucidating different elements of employability issues faced by such youth. It distinguishes and divulges a vulnerable group out of a larger population thereby making a strong case for identifying and addressing their needs. The approach is therefore not a \'one size fits all\' training method. Students from urban Mumbai and New Delhi were mobilized from multiple channels such as self-help groups (SHGs), the National Institute of Open School (NIOS), distance education institutes, local government colleges, night schools and through direct community outreach. After carefully matching for demographic and economic characteristics, a group of 387 students in the age bracket of 18 to 24 years were selected and interviewed. This first set of data was generated for a range of personal, economic, and household characteristics. Data manifests structural barriers, poor human capital endowments and exclusion. To gain further insight into characteristics and to design a targeted intervention for a sub-group of 130 students from the total population, a second dataset is generated through a questionnaire and interview. Of this, two equal groups - an experiment group and a comparison group are formed as part of quasi-research. The third type of data is generated using a 5-point Likert scale questionnaire and personal discussions. A total of 2600 responses from the experiment (trained and skilled) and comparison (not trained) groups provides a basis for comparison of scores between the two groups pre-and post-intervention. The entire data collection process is practical, straightforward, and simple. Easy to explain - the dataset can be leveraged to generate evidence-based insights, and informed decisions on resource allocation, program design and strategies to mitigate risk factors. The multifaceted approach of data collection can be adapted to accurately identify vulnerable youth and create a newer framework for skill development and re-skilling. It can be used to develop measurement tools for employability by those involved in VET and in their efforts to create viable employment opportunities for high-potential yet disadvantaged youth.