IIP Final Report

IIP Project Group 6 AISECT: Interim Report
INDUSTRY INTERFACE
REPORT ON
“Demand Analysis & Competitive
Landscape for High-end
Technology & Digital Courses in
Indore Market”
UNDER THE GUIDANCE OF

INDUSTRY MENTOR:
SRASHTI SINGHAL
ACADEMIC MENTOR :
PROF. SUBIN SUDHIR
GROUP 6
Company Name : AISECT
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Table of Contents
Acknowledgement ......................................................................... 3
Objective of the Project .................................................................. 5
About AISECT ................................................................................. 6
What does AISECT do?.................................................................... 6
Current Highlights of AISECT ........................................................... 8
Research Methods …... ................................................................. 9
Questionnaire Formation ……………………………………………………………….10
Findings Drawn from Secondary Research .................................... 16
Research Methodology Used ........................................................ 23
Focus Group Discussions ............................................................... 24
Interviews ........................................................................ 26
Types of Skill Development Courses Available in Indian Market……...28
Types of Vocational Courses Available in Indian Market ............... 29
Data Analysis & Descriptive Analysis………………………………………………. 30
Survey 1(Students)…………………………………………………………….30
Survey 2(Working Professionals) ………………………………………..39
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Sector Wise Analysis ......................................................................... 65

(A flow diagram for sector wise analysis)
Recommendation & Findings .................................................... 66
Limitations .......................................................................... 68
Conclusions ............................................................................. 69
Appendix .................................................................................. 70
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ACKNOWLEDGEMENT
We owe our deep gratitude to our faculty mentor, Prof. Subin Sudhir
and our industry mentor Srashti Singhal, who took a keen interest in
our Industry Project work and guided us all along. This project would
not have been completed without your efforts.
IIP Group 6 Members:

Shreya 2018PGP355
Samiksha 2018PGP324
Prabhjot Singh 2018PGP263
Gagandeep Singh 2018PGP130
Gaurav Pai 2015IPM046
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INTRODUCTION :
Introduction in Today’s world, technological change is the only constant. For staying
on top, the technological developments of the organization are essential. Hence,
Information technology professionals must regularly update their skills and knowledge
base, not just by reading industry periodicals and joining professional organizations, but
also by taking technology courses throughout their career. These courses are also essential
for the youths who are starting their career to have a bright future.
Hence, the development of such courses and pedagogy is important for organizations
like AISECT. Technology courses can give the competitive edge to the students or
professionals. Keeping up with recent developments in software, operating systems,
networking, and hardware can be simple when the right education is provided. There are
various kinds of Technological courses which can be as shorts as couple of days to as long
as few months depending upon the nature of course and the requirement of the industries.
These courses can be made available online as well as in the classroom. Hence, the
requirement of this project is to identify the list of high-end technology courses, their
demand amongst the students and industries. Also, conduct a competitive analysis to
assess the best practices followed by the competitors of AISECT.
“Education is the passport to future for tomorrow belongs to those

who prepare for it today”
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Objectives of the Project :

1. Using various techniques of research methodology, identify the need for high-
end technological courses amongst various stakeholders like industries,
corporates, professionals, students, institutes /colleges etc.
2. Identify technological courses which are in maximum demand both by industry
and by students using the demographic profile. Also, provide suggestion on the
course curricula such as delivery methods of course (Online/ Offline), duration of
courses, OJT etc. based on the researches
3. Identify major competitors of AISECT in the field of skill development with the
focus on technological courses and documenting their best practices
Forecasted Expected Outcomes:

The project shall help us guide us to:
1. List of high end technological courses in maximum demand by various
stakeholders
2. Best practices followed by competitors for attracting large students pool
3. Suggestion to increase the student footfall for the identified courses
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ABOUT AISECT
It stands as India’s largest education, skill training, e - governance programme. AISECT
stands for All India Society for Electronics & Computer Technology. It is India's leading
IT Training and Educational Services Network. It is primarily engaged in the 5 areas of
skill development and training, development of models and teaching methodologies to
strength the non-formal education sector, services dissemination across semi urban &
rural India. They have a pan India presence of 12000 rural entrepreneurs. It caters to
train the youths of largely skill deficit India. In the current age India having the highest
demographic dividend skill this young youth force remains untrained and unskilled.
AISECT had joined hands with various government bodies to help train and skill up the
Indian youth. AISECT is a diverse body indulging in multifarious roles. Through the
Financial Inclusion Services, AISECT has set up over 1,400 banking kiosks across rural
and semi-urban India and has become the business correspondent for 26 nationalized
banks including the State Bank of India, initiated mobile ATM services in Punjab and
started offering renewal premium collection services for reputed insurance companies.
What does AISECT do ?

AISECT is a leading social enterprise of the country today working in areas which are
socially relevant today than ever, viz. skill development, education, financial inclusion,
e-governance, online services and schools. The biggest achievement of AISECT has been
the successful and sustainable expansion of the AISECT Multipurpose Center in Rural
Areas to over 20,000 centers. These centers basically equip an entrepreneur with an
array of offerings and services including skill development and vocational training,
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which in turn help the entrepreneur sustain himself over the years. From teaching
computers, AISECT's offerings were expanded to teaching through computers and
through vernacular languages, especially Hindi. We kept adding various skills-based
courses to our portfolio based on the needs of the local community and also a lot of
modules on vocational training and skill development developed in Hindi and other
regional languages.
Over the years, the organization has intervened with strategic innovations to reach out
to its target audience which comprises primarily of semi-urban and rural masses.
AISECT has pioneered the 'Multipurpose Centre' Model which utilizes the existing
infrastructure of an Education & Training Centre to offer numerous services including
skill development, capacity building, information window, maintenance and repair,
sale of allied products and services, e-Governance through Common Service Centers
(CSC), banking and insurance services, etc.
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The Current highlights of AISECT are as follows:

 20,000 centers across 27 states and 3 Union Territories.
 Prominent presence in 388 districts, 1070 blocks and 6000 panchayats.
 16 lakh students trained; over 15,000 rural entrepreneurs generated and more
than 50,000 people employed within the network.
 3000 Banking Kiosks with 30 lakh accounts opened so far.
 Recognitions from World Bank, IIMA, World Economic Forum, NASSCOM and a
host of other national and international bodies These highlights are testament to
the enormous body of work and impact that AISECT has garnered since its
inception in 1985.
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Research Methodologies Used :

 Primary Research:
Market research can be either primary or secondary. Primary research is new research,
carried out to answer specific issues or questions. It can involve questionnaires, surveys
or interviews with individuals or small groups.
 Advantages of Primary Research:

One of the most important advantages is, data collected is first hand and is accurate.
In other words, there is no dilution of data. Also, this research method can be
customized to suit personal requirements and needs of organizations or businesses.
Primary research focuses mainly on problem in hand, which means entire attention is
directed to find probable solution to a pinpointed subject matter. Primary research
allows researchers to go in depth of a matter and study all foreseeable options.
 Disadvantages of Primary Research:

One of the major disadvantages of primary research is, it can be quite expensive to
conduct. One may be required to spend a huge sum of money depending on the setup
or primary research method used. Not all businesses or organizations may be able to
spend a considerable amount of money.
This type of research can be time-consuming. Conducting interviews, sending and
receiving online surveys can be quite an exhaustive process and need investing time
and patience for the process to work. Moreover, evaluating results and applying the
findings to improve product or service will need additional time.
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Secondary Research:
Secondary research or desk research is a research method that involves using already
existing data. Existing data is summarized and collated to increase the overall
effectiveness of research.
Secondary research includes research material published in research reports and
similar documents. These documents can be made available by public libraries,
websites, data obtained from already filled in surveys etc. Some government and non-
government agencies also store data, that can be used for research purposes and can
be retrieved from them.
Secondary research is much more cost-effective than primary research, as it makes use
of already existing data, unlike primary research where data is collected first hand by
organizations or businesses or they can employ a third party to collect data on their
behalf.
How did we conduct a Secondary Research?

 Identify the topic of research: Before beginning secondary research, identify
the topic that needs research. Once that’s done, list down the research attributes
and its purpose.
 Identify research sources: Next, narrow down on the information sources that
will provide most relevant data and information applicable to your research.
 Collect existing data: Once the data collection sources are narrowed down,
check for any previous data that is available which is closely related to the topic.
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Data related to research can be obtained from various sources like newspapers,
public libraries, government and non-government agencies etc.
 Combine and compare: Once data is collected, combine and compare the data
for any duplication and assemble data into a usable format. Make sure to collect
data from authentic sources. Incorrect data can hamper research severely.
 Analyze data: Analyze data that is collected and identify if all questions are
answered. If not, repeat the process if there is a need to dwell further into
actionable insights.
Advantages of Secondary Research:

 Most information is secondary research is readily available. There are many
sources from which relevant data can be collected and used, unlike primary
research, where data needs to collect from scratch.
 This is a less expensive and less time-consuming process as data required is easily
available and doesn’t cost much if extracted from authentic sources. A minimum
expenditure is associated to obtain data.
 The data that is collected through secondary research, gives organizations or
businesses an idea about the effectiveness of primary research. Hence,
organizations or businesses can form a hypothesis and evaluate cost of
conducting primary research.
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Disadvantages of Secondary Research:

 Although data is readily available, credibility evaluation must be performed to
understand the authenticity of the information available.
 Not all secondary data resources offer the latest reports and statistics. Even when
the data is accurate, it may not be updated enough to accommodate recent
timelines.
 Secondary research derives its conclusion from collective primary research data.
The success of your research will depend, to a greater extent, on the quality of
research already conducted by primary research.
Questionnaire Formation:
 Structured questions:
The reason to ask structured questions is to improve the consistency of the
wording used in doing the study at different places, by different people. This
increases the reliability of the study, by ensuring that every respondent is
asked the same question. For example the question “Do you live in Delhi?’ may
be constructed differently from the question “Are you a resident of Delhi?” by
some respondents, even though it appears that both questions are asking the
same information. A person who is normally not resident in Delhi but is living
there at present on a short visit may say “yes” to the first question and no to
the second one “No”.
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 Unstructured Answers :
Structuring or standardizing answers which a respondent can choose from
in a questionnaire also achieves consistency of form. Additionally, it makes
the interpretation of answers, that is, analysis and tabulation, easier than in
the case of unstructured answers. Unstructured answers suffer from many
problems in a large scale marketing research study. They become difficult
to categorize after the study, and different analysts may interpret them
differently. So they may lend themselves to subjective interpretations.
Subjectivity isn’t bad at all but in the long run it becomes difficult to defend
if the sponsors of the study are quantitatively oriented.
 Open-ended & Closed-ended Questions:

Questions which permit any answer from the respondent in his own words
are called open ended questions. Questions which structure the possible
answers beforehand are known as closed ended questions.
 Disguised Versus Undisguised Questions:

The pros and cons in asking the questions directly versus asking them in an
indirect form or in a disguised way. The example would be whether a person
is a good parent or not. This is a direct question. Or, we may ask for the
respondent’s opinion on the deficiencies they have observed in how others
bring up the children. This is an indirect question and a qualified analyst can
interpret the answers to gauge how good a parent the respondent might
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be, from the responses given. There are multiple reasons why disguised
questions are sometimes needed. It is often found that respondents are
biased when they know who is the sponsor of the study. Completely
disguised or indirect questions probing into the psyche of a person are
usually used for qualitative research, as a part of depth interviews or
projective techniques, and so forth.
 Evaluation using normal scale and Likert Scale:

 Normal Scale:
 Likert Scale:
A Likert scale is a widely-used rating system for survey research, consisting of
a symmetrical scale of positive and negative responses. For example:
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
FGDs (Focus Group Discussions) (One of the primary research

methodologies):
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This popular research technique is used to collect data from a small group of people,
usually restricted to 6-10. Focus group brings together people who are experts in
subject matter, for which research is being conducted.
Focus group has a moderator who stimulates discussions among the members to get
greater insights. Organizations and businesses can make use of this method specially
to identify niche market to learn about a specific group of consumers.
Interviews) (One of the primary research methodologies):
Conducting interviews is a qualitative research method to collect data and has been a
popular method for ages. These interviews can be conducted in person (face-to-face)
or over the telephone. Interviews are open-ended method which involves dialogues or
interaction between interviewer (researcher) and interviewee (respondent).
Conducting face-to-face interview is said to generate a better response from
respondents as it is a more personal approach. However, the success of face-to-face
interview depends heavily on researcher’s ability to ask questions and his/her
experience related to conducting such interviews in the past. The types
of questions that are used in this type of research are mostly open ended questions.
These questions help to gain in-depth insights into opinions and perceptions of
respondents.
Observation) (One of the primary research methodologies):

In this primary research method, there is no direct interaction between researcher and
person/consumer being observed. Researcher observes the reactions of a subject and
makes notes.
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Trained observers or cameras are used to record reactions. Observations are noted in
a predetermined situation. For example, a bakery brand wants to know how people
react its new biscuits, observer notes the first reaction of consumers and evaluates
collective data to draw inferencee.
Findings Drawn Secondary Research
A.Challenges in Skill Development Programme in India:

India enjoys a demographic dividend where more than 60 percent of its population is
in the working age group. The youth bulge presents an opportunity for India to enhance
its growth and also supply skilled manpower to the rest of the world. According to the
World Bank Report, this is because India’s working age population will be more than
the dependent population for at least three decades till 2040. The National Higher
Education Commission, in its report estimated that the average age of population in
India by 2020 would be 29 years as against 40 years in USA, 46 years in Europe and 47
years in Japan. It is also estimated that during the next 20 years, the labour force in the
industrial world is expected to decline by 4%, while in India it will increase by 32%.
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However, the country is facing a paradoxical situation where on the one hand young
men and women entering the labour market are looking for jobs; on the other hand
industries are complaining of unavailability of appropriately skilled manpower. This
paradox reflects the criticality of skill development to enhance the employability of the
growing young population and also to gear-up the economy to realise the target of
faster and inclusive growth. However, keeping in view the heterogeneity of the labour
market and also preponderance of the unorganised sector; designing a model which
benefits the key players of the ecosystem: employer, training providers, trainee and
the government is a challenging task.
It is known that 93% of the total labour force is in the unorganised sector. Thus, the
major challenge of skill development initiatives is also to address the needs of a vast
population by providing them skills which would make them employable and enable
them to secure decent work leading to improvement in the quality of their life.
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The National Policy for Skill Development and Entrepreneurship 2015 supersedes the
policy of 2009. This primarily aims at meeting the challenge of skilling at scale with
speed, standards (quality) and sustainability. According to India Labour Report 2012, it
is estimated that 12.8 million new persons join the labour market annually vis-à-vis the
current capacity of the skill development which is 3.1 million in our country.
There are several challenges which have been identified in skill development of the
Indian Youth. For instance, increasing the capacity of the existing system to ensure
equitable access for all and at the same time maintaining their quality and relevance is
a big challenge. This involves strong and effective linkages between the industry and
the trainer institute with adequate provisions for constant knowledge upgrading of the
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trainers. Creating effective convergence between school education and the

governmental efforts in the area of skill development also need to be reworked. All this
has to be in consonance with Labor Market Information System. Other challenges
include creation of institutional mechanism for research development, quality
assurance, examination, certification, affiliation and accreditation. Needless to say that
efforts should be on to make the skill development attractive and productive to
motivate the youth to aspire for it.
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B. Challenges in Vocational Courses in India:

Vocational education plays a vital role in human resource development of the country
by creating skilled manpower, enhancing industrial productivity and improving the
quality of life. Vocational education is based on occupation and employment and it is
the need of the hour for every country to have strong vocational education system. It
helps students to be skilled and in turn, offers better employment opportunities.
Vocational or skill based education is becoming more and more important today
because many employers expecting new employees to have all the practical skills. It
can strengthen any country’s employment and same way its economy. India being a
developing country has come a long way to enhance and implement vocational
education. The Government is well aware of the important role of vocational education
and has already taken a number of important initiatives in this area. In order for
vocational education to play its role effectively in the changing national context and for
India to enjoy the fruits of the technical fields, there is an urgent need to redefine the
critical elements of imparting vocational education and training to make them flexible,
contemporary, relevant, inclusive and creative.
Issues and Challenges:

However, although a lot has been achieved in physical terms, a number of
problems have been witnessed at the field level. Through, the study of the
prevalent vocational education system in India the following problem areas have
been identified:
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 Irrelevance of courses leading to a mismatch between the labor market

needs and the training skills.
 Lack of focus on emerging areas of industrial development.
 Inadequate syllabi being followed in schools and use of obsolete
equipment.
 Inadequate practical training skills acquired by the students which are not
useful in practical life.
 Lack of social acceptability,
 Lack of employment opportunities, and overall poor enrolment in
vocational stream in such schools.
 Lack of industrial Participation.
 Outdated training modules and inadequate courses.
 Unsuitable medium of instruction.
 Lack of Practical knowledge.
Apart from that there is a lot of variation among the various programs in terms
of duration, target group, entry qualifications, testing and certification,
curriculum, etc. which has resulted in problems related to recognition of
qualifications, equivalence and vertical mobility.
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RESEARCH METHODOLOGY USED:

DATA COLLECTION:
The Primary method of data collection involved seeking inputs using a structured
questionnaire. The secondary source of data involved using sources such as the
internet, online reports, and websites of leading companies. The procedure
employed for the same involved a designing two surveys one for working
professional and another for students.
To carry out the data collection, we received 102 responses from the student’s
survey and 53 responses from the working professionals survey. The responses
were collected using both online and offline methods. Online collection involved
using Google Forms creation and using another survey development platform
called Qualtrics to gather responses, and offline modes involved reaching out to
people in the city to collect their responses through in-depth personal interviews.
And in-campus Focus Group discussions.
RESEARCH INSTRUMENT: Structured Questionnaire

SAMPLING PLAN
Sample Design: Convenience sampling.
Sample size: 102 for Students 53 for Working professionals.
Sample Area: Study was conducted online from across India, offline at C21 Mall,
Indore.
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Sample unit: Data was gathered from students, working-class citizens, and
housewives.
FGDs (Focus Group Discussions):

To get more knowledge and information we conducted 3 FGDs. One
comprised solely of students one was solely of working professionals and
the last one had mix of the both. Underneath are the various findings that
we got from those discussions.
This FGD was conducted amongst a group of students. Most of them has very less
knowledge about the current ongoing course to enhance skills in professional sphere.
But some did have knowledge about it.
The school students mostly talked about getting trained in small game designing
courses, excel. Power point, JAVA, Python, Adobe Photoshop. They wanted to
enhance their skills during their summer vacations and use them in their academic
work.
They wanted a course that could be modified according to their own learning pace
and ease.
So that they can learn comfortably and wanted to get creative projects in the end
where they could showcase their skills and add it in their portfolio as a proof.
Some students expressed interest in launching and designing their own game and
wanted to make business out of it. This can in-still an entrepreneurial mind-set in the
young students can in turn they can in turn
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Interviews:
We conducted 2 interview to further get in depth results to our analysis. One was
done with a Student and another was done with a Working Profession. This was done
to glean what people want from a skill based course and a vocational based course as
well. Are they satisfied with their previous skill training programme. What additional
development will they want to see and expect from an ideal skill training programme.
Most of the interviewees skill coaches to create a passionate environment while
training their trainers. The trainers need to be incentivized to deliver in an enthusiastic
manner. Some interviewees said that the trainers need to cut down on excessive
information over load and should tone down their pace according to the participant’s
capacity. Because everyone has a different grasping power. They should rather focus
on giving precise, latest and to the point information its participants.
Other participant suggested that skill training course should also be taken to the
virtual platform. Since in the current age of millennials most want to work in their own
zone of comfort at their own ease. Most asked for a web based online course such as
a MOOCs. Where real time live guidance can be provided.
Other participants stated that after the training programme gets over the organization
should try doing post training reinforcement. This helps them retain what they learnt
in the training and help improve the organization with the newly acquired knowledge.
This shall help knowledge percolate down and spread to other members. Another
view that we got after the personal interviews was that most working professionals
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take their training programmes as a medium to reach another rung in the organization
or as an obligation. Whenever a person is sent for training they take it with a
lackadaisical attitude and don’t pay serious attention. This in the end doesn’t deliver
what actually the training intended to deliver.
In-Depth Interview Findings:

Majority of the participants that we interviewed weren’t aware about AISECT. But
what we found out that they were highly willing to learn more about the organisation
and its offerings.
They also wanted to know more about the current skill development courses that are
selling like hot cakes in
What is a Skill Development Course?

Skill Development Course is a training programme to build skill sets that help in
enhancing the employability of the course taker by improving his/her efficiency
caliber & expertise building in problem solving. These courses are short term and have
flexible timings. Skill training offers newer avenues of employment and livelihood as
well it improves your professional capabilities in the corporate sphere and creates
better prospects for career growth.
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What is a Vocational Course?
A Vocational Course is a education that prepares people to work as a technician or

in a job such as a trade or a craft. Craft vocations are usually based on manual or
practical activities under traditionally nonacademic but related to a specific trade or
occupation. They are organized educational programme offering sequence of
courses that are aimed at preparing individuals for paid or unpaid employment.
 Vocational courses give dual advantage of traditional knowledge as well as

vocational skills.
 Their focus is on specialized as opposed to a generalized understanding of
different disciplines.
 They offer a realistic insight into the requirements of particular types of jobs.
 The ongoing trends in the global job market favors Specialized Learners in every
field and at all levels while others are unable to adjust to the dynamic of
competitiveness. It is in this regard that a vocational course comes to the
rescue of those who had specialized learning.
 They develop skilled manpower through diversified courses to meet the
requirements of mainly the unorganized sector.
 Development of self-employment skills in people in people as a large number of
courses are Self Employment Oriented.
 They scale the bridge between the skilled manpower required and skilled
manpower available.
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Types of Skill Development Courses Available currently

in the Indian market:
Automotive Services, Parts and Design

Virtualization
Software QA and User Testing
Economics
How to Build a Startup
Foreign Language Courses
Planning Techniques
PLN 4700 Project Management
Fintech Courses
Machine Learning
Data Visualization
Data Engineering
Network & Information Security (Cybersecurity)
Block chain
IoT
Data Science & Analytics
Artificial Intelligence
Extended Reality (VR & AR)
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Types of Vocational Courses Available currently in the

Indian market:
Advertising Sales Promotion & Sales management
Catering Management
Beauty & Wellness
Food Processing
Hospitality & Tourism
Organic Agriculture
Retail Management
Software Development
Tea Husbandry & Technology
Tourism
Advanced Diploma in English Communication & Presentation Skills
Diploma Course in Communication Skills in English
Diploma in Advanced Painting
Diploma in Beauty Care
Diploma in Beauty Culture
Diploma In Beauty Culture & Hair Dressing
Diploma in Catering Assistant
Diploma in Cosmetology
Diploma in Cutting & Tailoring
Diploma in Administration
Diploma in Food Preservation
Diploma in Garment Making
Diploma in Television & Video Production
Diploma in Videography
Diploma in Audio Video Editing
Diploma in Cookery & Catering
Diploma in Professional Cookery
Diploma in Future Studies Exploration towards a New Creation
Diploma in Food & Beverage Service
Diploma in Bakery & Confectionery
Diploma in Visual Merchandising
Diploma in diesel Mechanics
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DATA ANALYSIS & DESCRIPTIVE ANALYSIS:
Survey 1 :
The Survey was designed to cater those who were students and not school students or
college one but anyone who was studying some discipline.
Our survey was conducted in two parts one was for the students and another was for
the working professionals.
Below are the survey results in charts along with that we shall show some tabulated
inferences drawn the mean median mode and standard deviations.
Currently our number of respondents are 102. We can clearly see the regionIn red has
the highest percentage which is 57.8% is of the age group 21-25 years and in the second
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comes the 27.8% boundary. This suggests that mostly the college going and those who
just joined their jobs are in majority.
Observation & Inference: Most of the respondents were from 21 to 30 age group
Looking at this pie chart we can clearly determine that majority of the survey
respondents favored Banking sector. Followed by increasing likeness towards
Administrative jobs and ranking third is IT/Consulting which is already a big hit in the
service industry. But it still looks like IT provides the maximum jobs and is in boom. But
the manufacturing sector isn’t completely neglected it is also on the verge of gaining
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importance. importance.
After listing down 23 fields the survey respondents rated Chartered Accountancy and
Mechanics as one of their top most preferences. Therefore, more skill courses inkling
towards finance commerce and manufacturing oriented ones be brought out. This has
been closely followed by Management, Marketing.
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Observation & Inference: Almost 50 percent of students are looking for jobs
in banking or administrative jobs, apart from a significant number in manufacturing
and IT/consulting. The demand for other kinds of jobs was very less among the
respondents.
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Observation: Majority of students are interested in doing job after studies, rather
than going for higher studies.
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Observation: A whopping 41 percent respondents had never even heard of AISECT,

and another 29 percent had just heard the name. The shows that the penetration levels
of AISECT are very poor, and marketing efforts need to be revamped.
Observations: It is clear from the chart that a good number of people (38%) may
actually consider pursuing vocational courses from AISECT on being specifically asked
about it, while another 37 percent were still unsure, probably because of lack of
popularity of AISECT.
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Observations: More than 85 percent people have never done a course from AISECT
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Observations: A vast majority of people want to do skill enhancing courses, which will
help them to find their dream jobs.
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Observations: There is a huge demand for basic courses like excel or power
point, which shows that AISECT should concentrate on going back to the
basics rather than concentrating on only high end courses. SAS and web
programming are also in good demand.
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Survey 2:
Our Survey 2 was completely focused towards working professionals. What
are their expectations towards a skill development program. Were they
satisfied with their previous experience. What kind of skills would the like or
prefer and what is their knowledge about AISECT.
Survey Statistics show that maximum respondents had approx. 12 to 24

months of work experience. Which was followed by 0-12 months. The least
was for those above 36 months.
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The same as above has been shown through the doughnut chart.
41 | P a g e
Observations: Majority of employees (64%) are satisfied with their on job

training, showing that they cannot be the target segment of AISECT. AISECT
can target the rest 36% of people which may consist of a much focused group.
The distribution of courses for AISECT may primarily focus on unemployed
students and some niche courses can be launched for working professionals.
42 | P a g e
Survey statistics giving the mean Std. Deviation Variance and Frequency
Count. As per the survey. As we can see through the statistics the mean is 2.70
for the satisfaction level of the initial training received
43 | P a g e
Tabular and Frequency wise representation of the respondents over their

training satisfaction. Those in the extremely satisfied section were very less.
The maximum chunk has gone to moderately satisfied individuals. This means
the right set of skills
44 | P a g e
Observations: Most of the working professionals are satisfied with the kind
of training that they are receiving from their current employer. However, a
fair no. of professionals claimed that they are likely to pursue a skill
development or vocational course if they are intending to switch their jobs.
45 | P a g e
46 | P a g e
47 | P a g e
48 | P a g e
49 | P a g e
On the basis of suggestions and the frequency of occurrences of particular

course names, the results are tabulated as below:
Profession Suggested Course
Banking Credit Analysis, Basic Finance, Derivatives,
Portfolio Management, Stock Trading
Manufacturing CATIA, MATLAB, Six Sigma
IT/Consulting Android App Development, Artificial

Intelligence, Big Data Analytics, Internet of
Things, Block chain, cloud computing,
network securities
Hotel management Communication Skills, Negotiation skills
Project management SCRUM, AGILE, Scheduling, project

management
Administrative Jobs Communication, MS Office, Modern
Economics, Personality training, Change
Management, Personal Financial
Management, E- governance
Social Sector/NGOs Digital Marketing, Campaigning,

Negotiation, Presentation Basics
Logistics
Marketing Brand Management, Retail Marketing
Techniques, Digital marketing, SEO, SEM,
Inbound Marketing
Media Mass Communication
50 | P a g e
Observation: Most of the respondents claimed that they understand their

job and responsibilities quite well. So, respondents generally wouldn’t prefer
any extra training to perform in their current jobs. Hence, our target segment
can be people wanting to switch their jobs or unemployed people.
51 | P a g e
52 | P a g e
Observation: Nearly 47.72% people responded that their current job fits
very accurately with their major degree education. Still there is a large chunk
of respondents whom we can focus whose job doesn’t fit well with their major
degree education.
53 | P a g e
54 | P a g e
Observation: Majority of respondents claimed that their job is quite

challenging. This proves that we can leverage this opportunity to offer them
relevant courses.
55 | P a g e
56 | P a g e
57 | P a g e
58 | P a g e
Observations: Most of the working professionals are satisfied with the kind
of training that they are receiving from their current employer. However, a
59 | P a g e
fair no. of professionals claimed that they are likely to pursue a skill
development or vocational course if they are intending to switch their jobs.
Observations: Only 13 % working professionals responded that they are

very familiar with AISECT, thus stressing the need of revamping the marketing
efforts of AISECT and increasing visibility.
60 | P a g e
61 | P a g e
62 | P a g e
Observations: Nearly half of respondents said that they would consider

pursuing a vocational course at AISECT and nearly 40% said that people were
unsure. Hence, there is a potential market of working professionals which can
be exploited.
63 | P a g e
64 | P a g e
Observations: Almost none of the respondents have done any course at

AISECT.
65 | P a g e
SECTOR WISE ANALYSIS

Flow Diagram for Sector wise analysis :
Software / IT Banking & Financial

Services (Primary)
Industry Sector
BPO & Tele calling Hospitality Medical /Healthcare

Industry Industry Industry
Public Service / Development Education

Sector & Social Service Consulting
Industry
Chemical Ornament and

Sector Manufacturing
Industry/Petrochem raw diamond
Selection (Secondary)
industry cutting industry
Electronic Chip Iron & Steel Consumer goods and

manufacturing industry Industry Consumer durables
Shoes & Textile

Auto mobile & Ancillary
industry
industry
Agriculture &
Agriculture (Primary)
Farming Graduates
66 | P a g e
FINDINGS & RECOMEDATIONS:

 We found that most of the participants who just joined their jobs or
were continuing their jobs didn’t want to undergo a skilling program.
 But those who wanted to switch jobs they were most eager to go for
skill building program.
 School students had least knowledge about the various skill building
courses present in the market currently.
 Those who were into some degree courses or pursuing college were
most eager to know more about skill development programs and
vocational courses. The most cited reason being they wanted to show
themselves as most desirable candidate and get quicker and better
employment.
 Most students as well as working professionals wanted to get certified
by a skill development course through a visible famous brand.
 Our survey results showed that most of the survey respondents were
looking mostly at banking related jobs in the market. AISECT should
focus more on launching banking related courses such as Risk
Management, Mergers & Acquisitions, Portfolio Management,
Corporate Finance, Financial Ratio Analysis and Company Evaluation.
 Most of the survey respondents wanted a skill development program
which is not crunched with short deadlines. They wanted it to be
evenly spaced and per day they could give at maximum 3 to 4 hours.
67 | P a g e
 Most of them agreed for a skill training program on weekends but not
for long hours such as 10 to 12 but for a shorter duration. They were
willing to have such a skilling programme which for 6 months’ duration
but they need to spend per week only 6 hours.
 Most of the participants were very interested for a skill training
program that could be conducted online and the could attend the
session in the own comfort. Some of them suggested to add a real
time doubt clearing and mentoring session though online platform.
 Many participants suggested that whatever skill enhancement
program they do they wanted to implement their learnings so that
they could see the results themselves.
68 | P a g e
LIMITATIONS:
 Response rate was low because of possibility of occurrence of survey
fatigue among the respondents due to lack of incentives and motivation
for filling up the long survey.
 Data recorded from some respondents were not the accurate and
honest responses while collecting through the online medium as it was
difficult to reach out to distant respondents even though this mode was
a cost-effective one.
 Some respondents hesitated in filling the survey because they didn’t
want their data to be misused in any-way.
 There were many respondents and interviewees who felt that what skill
development courses they have attended previously most were done
casually and were rushed through the trainer in a jiff. In this way they
weren’t able to retain and apply the learnings and concepts they learnt.
 Most of the data being collected is that of students who fall in a
particular age group (21-35). This limits the randomness of the sample
to an extent. The data was collected by means of a questionnaire. The
questionnaire had used the technique to gauge attributes like
willingness and preference. Likert scale is typically for ordinal data but
was relaxed to interval data type for ease of analysis in SPSS software.
This does not entirely violate statistical validity principles. Many student
respondents initially didn’t know the difference between a Skill Training
and Vocational Training.
69 | P a g e
CONCLUSION:
 Most participants wanted to be certified for a particular skill by a

branded organization they Microsoft does, like KPMG lean six sigma
certification. This gives others a benchmark to compare.
 Most participants wanted a skill development course which they could
do online like most of the MOOCs. But wanted a real time doubt
clearing and discussion session.
 All the participants wanted an evenly spaced program where they
aren’t bombarded with lots of information. They weren’t in the likes
for a crash course kind of a program where class duration ranges from
10 hours to 12 hours.
 Most of them wanted a skill course that was highly relevant for the
current industry demands. And other courses which are going to have
great industry demand in future so that they are constantly improving
themselves.
70 | P a g e
APPENDIX*:
Working Professional Survey
71 | P a g e
72 | P a g e
73 | P a g e
74 | P a g e
75 | P a g e
76 | P a g e
Student Survey
77 | P a g e
78 | P a g e
79 | P a g e
80 | P a g e
81 | P a g e
REFRENCES:
[1.] https://www.urbandictionary.com/define.php?term=snowballing
[2.]https://blog.socialcops.com/academy/resources/conduct-successful-focus-group-
discussion/
[3.] https://en.wikipedia.org/wiki/Questionnaire_construction
[4.] https://zapier.com/learn/forms-surveys/design-analyze-survey/
[5.]https://www.tutorialride.com/market-research/market-research-analyst-interview-
questions-and-answers.htm
[6.] https://www.cfrinc.net/cfrblog/market-research-questions-examples
[7.] https://www.investopedia.com/terms/r/regression.asp
[8.]
https://www.statsdirect.com/help/regression_and_correlation/regression_and_correl
ation.htm
[9.]https://learning.linkedin.com/blog/top-skills/the-skills-companies-need-most-in-
2018--and-the-courses-to-get-t
[10.]https://www.reviewadda.com/institute/article/53/top-vocational-courses-in-
india-youth-empowerment-with-desired-skills
[11.] Cited a research paper on Vocational education in India- Issues and challenges: A
rational analysis
82 | P a g e

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IIP Project Group 6 AISECT: Interim Report

UNDER THE GUIDANCE OF

Company Name : AISECT

Objective of the Project .................................................................. 5

About AISECT ................................................................................. 6

What does AISECT do?.................................................................... 6

Current Highlights of AISECT ........................................................... 8

Research Methods …... ................................................................. 9

Questionnaire Formation ……………………………………………………………….10

Findings Drawn from Secondary Research .................................... 16

Research Methodology Used ........................................................ 23

Focus Group Discussions ............................................................... 24

Types of Skill Development Courses Available in Indian Market……...28

Types of Vocational Courses Available in Indian Market ............... 29

Data Analysis & Descriptive Analysis………………………………………………. 30

Sector Wise Analysis ......................................................................... 65

IIP Group 6 Members:

“Education is the passport to future for tomorrow belongs to those

Objectives of the Project :

Forecasted Expected Outcomes:

What does AISECT do ?

The Current highlights of AISECT are as follows:

Research Methodologies Used :

 Advantages of Primary Research:

 Disadvantages of Primary Research:

How did we conduct a Secondary Research?

Advantages of Secondary Research:

Disadvantages of Secondary Research:

 Open-ended & Closed-ended Questions:

 Disguised Versus Undisguised Questions:

 Evaluation using normal scale and Likert Scale:

FGDs (Focus Group Discussions) (One of the primary research

Observation) (One of the primary research methodologies):

Findings Drawn Secondary Research

A.Challenges in Skill Development Programme in India:

trainers. Creating effective convergence between school education and the

B. Challenges in Vocational Courses in India:

Issues and Challenges:

 Irrelevance of courses leading to a mismatch between the labor market

RESEARCH METHODOLOGY USED:

RESEARCH INSTRUMENT: Structured Questionnaire

FGDs (Focus Group Discussions):

In-Depth Interview Findings:

What is a Skill Development Course?

What is a Vocational Course?

A Vocational Course is a education that prepares people to work as a technician or

 Vocational courses give dual advantage of traditional knowledge as well as

Types of Skill Development Courses Available currently

Automotive Services, Parts and Design

Types of Vocational Courses Available currently in the

DATA ANALYSIS & DESCRIPTIVE ANALYSIS:

Observation: A whopping 41 percent respondents had never even heard of AISECT,

Survey Statistics show that maximum respondents had approx. 12 to 24

Observations: Majority of employees (64%) are satisfied with their on job

Tabular and Frequency wise representation of the respondents over their

On the basis of suggestions and the frequency of occurrences of particular

Manufacturing CATIA, MATLAB, Six Sigma

IT/Consulting Android App Development, Artificial

Hotel management Communication Skills, Negotiation skills

Project management SCRUM, AGILE, Scheduling, project

Social Sector/NGOs Digital Marketing, Campaigning,

Media Mass Communication

Observation: Most of the respondents claimed that they understand their