Skill Development: A Perception Study of Top Level Functionaries on SUITS

Dr. K. Parthasarathy¹, Monika. M², Aswini. P.M³

¹Professor and Director, Institute of Entrepreneurship and Career Development, Bharathidasan University, Khajamalai Campus, Tiruchirappalli - 620023.

²Research Scholar, Department of Management Studies, Urumu Dhanalakshmi College, Kattur, Tiruchirappalli, 620019

³Research Scholar, Department of Management Studies, Anna University, CEG Campus, Chennai - 600025.

*Corresponding Author E-mail: drkpsbard@gmail.com, monikasagayam27@gmail.com, aswini0910@gmail.com

ABSTRACT:

Skill Development is developing self and skill sets to add value for the organization and for own career development. School-University-Industry-Tie-up-Scheme (SUITS) is an IT programme evolved by the principal author during 2008-2009 and being executed at Bharathidasan University for the past eight years, which creates a new path in school education for skill based learning in IT. SUITS offer IT programmes which sow the seeds of information technology in the young minds enabling them to emerge out as the future scientists, IT applicants and technologists. It empowers and imparts confidence in the minds of the school students by providing university certification, after due completion of required credits. It promotes the schools as flexible skill-based training centres for empowering the students with employable skills. This programme exclusively caters to the needs of middle, high school and secondary school students and it offers a pedagogical curriculum and adds more value to their career in the state of Tamil Nadu and Pondicherry. The study has been carried out among the top level functionaries of the SUITS implementing schools in Tamil Nadu and Pondicherry, pertaining to the perception of the SUITS.

KEY WORDS: Skill Development, SUITS, Principal Perceptions, Computer Programme.

INTRODUCTION:

Education, vocational training programme and learning are central pillars of employability, employment of employees and sustainable enterprise development within the decent work agenda, and thus contribute to achieve the millennium development goals (MDGs) to reduce poverty.

Skill development is key in stimulating a sustainable development process and can make a contribution in facilitating the transition from the informal to the formal economy. Skill development programme is also essential to address the opportunities and challenges to meet new demands of changing economy and new technology in the context of globalization. The principles and values of well-mannered work provide guidance for the design and delivery of skill development and are an effective way of efficiently managing socially just transitions. The poverty reduction paradigm behind the MDGs has been moving closer to a labour-market-centered approach. Computers are everywhere today, so it's normal for children to develop computer skills quickly and early on. Far from replacing other traditional areas of the curriculum -- such as maths, reading or art proper integration of computer education can actually serve to make these areas easier for students to grasp, complementing the traditional curriculum with interactive computer-based activities, games and testing methods. Education contributes in building societies through reducing poverty and inequalities. No country has ever climbed the human development ladder without steady investment in education. Education is a great driver for the realization of all the MDGs and for sustainable development more broadly. The advancement of science in today’s children is to upgrade their skill towards technical education especially computer skills along with formal education.

Brief Notes on Study Area:

“School - University - Industry - Tie-up - Scheme (SUITS) is a Computer Science programme which creates a new path in school education for skill based learning in Computer Science” The University, named after the revolutionary Tamil Poet Bharathidasan, was established in 1982. The University got recognized by the UGC under 2f and 12B on 26.11.1984. This vibrant university continues to make rapid strides in the fields of higher education, research and extension activities. It is re-accredited with 'A' grade by NAAC. The University established the Institute for Entrepreneurship and Career Development (IECD) during 2004-2005. To get rid of unemployment problem prevailing in our country, this Bharathidasan University's IECD is offering its hand in reducing such a problem by way of giving entrepreneurship training to the Youth. IECD is acting as entrepreneurial training, skill development training and consultancy institute. IECD designs and offers various skill based programmes to different target groups under various schemes. The School – University – Industry – Tie-up – Scheme (SUITS) was conceived, experimented and developed as an innovative scheme for the school students, by the principal author, during 2008-2009. For operating the SUITS, IECD identified few Institutions / Industries for mobilization of schools in implementing the programme at intested schools in TamilNadu and Pondicherry. The SUITS was formally launched during the academic year 2009-2010 in selected schools and it has been continuing to 2016-2017. Thus, the SUITS programmes namely Computer Basics, Office Automation, Programming Techniques, C Programming and C++ Programming to the students of 5 - 9th Std., respectively. The programmes are being in operation through the University and Industries Tie-Ups. From 2012-2013 onwards 3 more new programmes namely Graphic Design, Web Design, 2D Animation were added into the existing 5 programmes. Through this eight skill development programmes in IT sector, 2.10 lakhs students were acquired computer skills between 2009 – 2016 and the above students were certified by the IECD, Bharathidasan University, Tiruchirappalli. Present study pertaining to the perception of the top level functionaries of the SUITS at schools on the operations of the SUITS at their respective schools in TamilNadu and Pondicherry.

Different Viewpoint on Skill Development:

Parthasarathy et. al., (2017), conducted skill development programme on pre service training to school teachers on computer science. This programme enhances effectively and develops a systematic way of knowledge, learning skills and performance in teaching. Programme conducted in computer science such as, Computer Basics, MS Office Automation, Graphic Design, Programming Techniques, Web Design, C Programming, C++ Programming and 2D Animation. This programme is mainly for teaching skills; so emphasis is on skills i.e. speaking, listening, reading, and writing skills. Parthasarathy et. al., (2016), carried out the effectiveness of pre-service training programme from various perspectives. The evaluation of training programme aims at providing information and skills to the institution as to whether the training programme succeeded in delivering the goals and objectives in term of benefits achieved. It is concluded that 69.4% of the respondents felt that the pre-service training programmes on computer science are effective very useful and very useful for their academic teaching and problem aspects in computer science in school education systematically and logically. Parthasarathy et. al., (2016), reviewed the impact of training and development among teachers on computer application. It helps teachers in their planning, development, designing, teaching capacity and implementing computer application programmes. It evaluates the measurement of improvement in the teacher’s knowledge, skills and behavioral pattern. The researchers analyzed the inter-relationships between biological variables and impact of the training and development programmes. It is found that there are significant interrelationships, in terms of training objectives, participation and interaction, relevant topics are covered, presentation of the contents, materials distribution, training experience gained knowledge, capacity of the trainers, time management, training logistics and overall impact of training and development programmes, among the respondents in the study.

METHODOLOGY:

It focuses on methods used to collect and analyze data in this research. The survey was conducted among the top level functionaries (Principal and Correspondent) of the SUITS Programme in Tamil Nadu and Pondicherry in order to ascertain the perception of operational functions of the SUITS programme in the study area. Total 269 top level functionaries i.e. either the correspondents or principals of the schools were included in the study. This study uses a structured questionnaire. Primary data is collected from the respondents. Census method has been used in this survey. The respondents provided answers in the form of agreement or disagreement to express their attitude towards the SUITS Programme. The collected data has been analyzed.

In response to the statement “Correspondence between university and school is adequate for this scheme” provided in the questionnaire for collection of data the responses of respondents have been shown in the Table No.10 which have been given by (ticking) the option are as mentioned, 52.4% of respondents has ticked on the option Strongly Agree, 39.8% of respondents has ticked on the option Agree, 5.6% of respondents has ticked on the option Neutral, 1.5% of respondents has ticked on the option Disagree and 0.7% of respondents has ticked on the option Strongly Disagree

FINDING OF THE STUDY:

· Majority of the respondents (66.9%) are strongly agree the statement-1, “SUITS Programme is being implemented successfully”.

· Majority of the respondents (54.6%) are strongly agree the statement-2, “SUITS Programme has usually been operated systematically and logically”.

· Majority of the respondents (59.1%) are strongly agree the statement-3, “Enough and precise support is being given by university for running SUITS programme in the School”.

· Majority of the respondents (61%) are strongly agree the statement-4, “Teaching learning materials given to the school are adequate and useful”.

· Majority of the respondents (56.5%) are strongly agree the statement-5, “University implementing the SUITS programme effectively and precisely, as planned”.

· Majority of the respondents (63.2%) are strongly agree the statement-6, “Teaching / Learning materials are supplied to the school at right time”.

· Majority of the respondents (60.6%) are strongly agree the statement-7, “University is extending full support for conducting internal examinations”.

· Majority of the respondents (53.2%) are strongly agree the statement-8, “Teacher’s training programme organized by the university helps teacher(s) in all aspects”.

· Majority of the respondents (49.8%) are strongly agree the statement-9, “Resources support provided by the university for examinations are adequate”.

· Majority of the respondents (52.4%) are strongly agree the statement-10, “Correspondence between university and school is adequate for this scheme”.

DISCUSSION AND CONCLUSION:

SUITS play an important role to student development and educational needs. In this programme assesses student’s skill and provide an optimistic approach. To develop competitive personnel in a technologically advanced world, the SUITS (IECD Administrators) and School Administrators must provide opportunities to develop skills in the students. It is a challenge in the minds of the student. Teaching of pointers using SUITS have revolutionized the whole teaching and learning process among teachers and students. Frequent visits by the executive to ensure effective implementation of the SUITS programme. This programme makes learning in-depth knowledge of the students. The SUITS programme is going well and effectively. It is found that majority of the respondents 66.9% are strongly agreed and 30.5% are agreed the principal on successful implementation of the SUITS programme. 52.4% are strongly agreed and 39.8% are agreed on correspondence between university and school is adequate for this scheme.

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12. www.iecd.in

Received on 14.01.2017 Modified on 18.02.2017

Asian J. Management; 2017; 8(2):279-283.

DOI: 10.5958/2321-5763.2017.00043.9