Rabindra Bharati University Journal of Economics

ISSN : 0975-802X
BOLSTERING TECHNICAL AND VOCATIONAL EDUCATION AMONG YOUTH IN
JAMMU CITY

Vibhuti Sharma, Research scholar of University of Jammu at Department of Economics,

Jammu(J&K) : vibhutisharma457@gmail.com
Prof. Falendra Kumar Sudan, of University of Jammu at Department of Economics, Jammu

Abstract
The paper is titled 'Bolstering Technical and Vocational Education among youth in Jammu city'.
Technical and Vocational Education is important for the employability of youth and can be achieved
by promoting technical & vocational education so that youth can attain skills and easily absorb into
the labour market. The study uses qualitative and quantitative methods in the form of relevant
literature, reports, journals, conference, seminar papers, and internet materials and uses primary data
to examine the current education, unemployment & employment situation of youth in Jammu city.
The paper’s main findings are inadequate government initiations for the promotion of technical&
vocational education in Jammu city, insufficient qualified staff and instructors, inadequate
infrastructure & funding, unsuitable learning environment & lack of awareness of the importance of
technical and vocational education to youth. As such, they have to transit outside for technical &
vocational education and employment. Skill development should be boosted to reduce the emigration
problem among youth. This paper suggests the provision of political incentives for the Introduction
of technical and vocational education among youth in Jammu city. There should be planning in all
activities for the promotion of technical and vocational education, suitable funding, inclusiveness,
employing well-qualified personnel, continuous research, publicity, and enlightenment, promoting
investor’s participation as well as moral development in strengthening technical and vocational
education to stimulate employability in the city.

Keywords: Technical & Vocational, Education, Technical change, Employment, skill, Mobility
JEL Code: I29, I21, O33 E24,J24, J62

Introduction
Technical and vocational education are crucial for enhancing skill and economic competitiveness,
generating employment, and reducing poverty & enhancing economic development. It is also helpful
for labour market trends and trains youth with basic skills for economic development (UIS 2006). It
is a dynamic educational aspect in all countries and contributes to social, cultural, and economic
development. It is also helpful in developing the potential of youth for active participation in the
labour market and implementing future goals. (Bartlett, 2009).
Skills development is a gradually important factor and can be possible with technical & vocational
education. This can enhance innovation, and productivity, and stimulate economic competitiveness.
Despite significant progress, developing countries still lack technical, vocational education and
training (VET) strategies and have to struggle with costly and outdated training systems and no
knowledge-based policy-making and administration ( Pilz, 2016). In Jammu city, technical &
vocational education is associated with a series of problems that include inadequate infrastructure,
political will, lack of trained instructors, infrastructure, funding and an unsuitable learning
environment. The main objective is to examine technical and vocational education in Jammu city and
strengthen it for employment generation opportunities. This can be achieved by: explaining the
concept of technical & vocational education, the current situation of technical and vocational
education in Jammu city, the problem faced by youth & what measures government and
policymakers should take for bolstering technical and vocational education to generate employment
opportunities in Jammu city. Concept of technical and vocational education
The term technical and vocational education is used for learning new technologies and acquiring
practical skills, attitudes, understanding and knowledge in various sectors of the economic and social
aspects of the occupation. In other words, it is a kind of learning that leads to acquiring basic

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ISSN : 0975-802X
scientific,

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and practical knowledge and prepares students for industry, agriculture, and commerce (Ewere,
2011). Vocational education prepares youth to work as a technician or in skilled jobs. The purpose is
to enhance employability, reduce the mismatch between the demand and supply of skilled jobs and
provide an alternative to higher education. The National Working Group on vocationalisation of
Education (MHRD, 1985) reviewed the programme for the development of the Centrally Sponsored
Scheme (CSS) on vocationalisation of Secondary Education (VSE), which was implemented in 1988.
It is “an integral part of general education and prepares youth for employment, participation in the
world of work and lifelong learning &makes them responsible citizens (NEP,2020). It is a planned
programme of courses and learning experiences that begins with an exploration of career
opportunities that supports basic academic and practical skills. For Business purposes, basic skills
like accounting, computer, agricultural and distributive/marketing are required and industrial and
technology needs electrical, mechanical, civil woodwork and metalwork education". Technical and
vocational education plays an important role in nation-building & prepares youth for a specific job &
promoting self- employment. It also enhances productivity, growth and job satisfaction and reduces
the skill gap, stimulating economic competitiveness & innovation (Haladu, & Mohammed,2021).
Technological advancement requires skilled manpower for the socio-economic, technical, and
industrial sectors. It encourages entrepreneurship and reduces unemployment and migration to urban
centres.
National Policy of Education 2020, suggest the introduction of vocational education from sixth grade
onwards and create a National Committee for the Integration of vocational education (NCIVE) for
the reformation of the Indian educational & labour market. The policy will play a vital role in
developing new technologies and vocational skills among youth. It also emphasises employability
and acknowledges youth in technical & vocational education along with suitable skills. It will help in
increasing vocational opportunities and providing youth with several career opportunities
Skill gaps which exist Labour market affect the employability scenario in almost every sector of the
Indian labour market. As per the International Labour Organization, there will be a skill deficit of 29
million by 2030, which will significantly affect the country's GDP. It causes problems in businesses
to find and recruit suitable skill that matches their expectations due to the lack of futuristic skills. The
major reason for this is the lack of our education system & companies not arranging on-job training.
However, the National Education Policy 2020 will help to bridge this gap by providing students with
job-relevant skills to make them future-ready professionals.
Review of literature
Various papers are to be studied for conceptual and theoretical frameworks used to understand
technical & vocational education.
After India’s independence in 1947, it became national importance to produce efficient human
resources that fulfil the future needs of the country with education. Kothari Commission was set up
in 1966 to link education with productivity and promote scientific education, work experience, and
vocational education, which is an integral part of school education. (Natarajan, 2009). For the
structure of technical and vocational education in India, various recommendations of the Kothari
Commission were adopted in 1968. Schooling spans 12 years, 10 years of primary and secondary
schooling and 2 years of senior/higher secondary (referred to as junior college, intermediate, or +2).
College graduation is normally after 3 years of study. This is popularly denoted as the 10+2+3
pattern. (Chunawala,2009) Technical education needs to involve multidisciplinary perspectives and
multiple skills. It has a wider scope than vocational education or work experience, as it surpasses its
other disciplines. (Agrawal, 2013). It makes links between craft, indigenous knowledge, the natural
sciences, and the social sciences. Its main source is technological activity, sciences, and the
humanities. The core of technology education at the school level in the Indian context will be
designed and technological activities that use a variety of skills and key concepts taught within other
disciplines at a higher level (Ojimba, 2012). Vocational education and training (VET) focus on
specific trades and the practical skills that allow youth to engage in a specific occupation. It is not
only important in providing employment opportunities to youth but also helps in enhancing
productivity. Over the period, various terms have been used for vocational education (Dike, 2013).

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Rabindra Bharati University Journal of Economics
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These include apprenticeship training, vocational education, industrial arts, technical education,
Technical/Vocational Education (TVE), Occupational

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Rabindra Bharati University Journal of Economics
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Education (OE), Technical and Vocational Education and Training (TVET), and Career and
Technical Education (CTE) (Maclean & Lai, 2011). Many of these terms are commonly used in
specific geographical areas. For example, in Europe, the term VET is common, while in the United
States, the current term is CTE. The most common view relates to the rise in vocational education
with the technological changes produced by the industrial revolution. Jobs became complex and
more specialized, which resulted in a demand for highly skilled youth (Ekpo, 2012). Thus, there is an
urgent need for promoting the growth of technical & vocational education that could provide skills &
training to youth. With technological advancement, traditional training modes became inefficient and
skilled efficient youth is in demand (Onweh, 2012). The main aims of the expansion of technical &
vocational education during this century were to meet the demands for a technically proficient labour
force, reducing poverty & unemployment. After the mid-twentieth century, there is an expansion of
post- primary education and many vocational training programs were introduced at the secondary
level (Benavot, 1983). During the post-World War II period, many international agencies, such as the
International Labour Organization (ILO) and UNESCO, played major roles in the development of
technical & vocational education. After the Second Industrial Revolution, three ‘ideal models’ of the
vocational system emerged. One is a market-led system in which a labour market provides vocational
training. Another vocational education & Training takes place in schools and the third is an
apprenticeship system (Nilsson, 2010). In recent years, the creation of a skilled labour force& there
growing demand for a skilled labour force has been a challenge in many countries. To meet the
requirement, vocational education & Training of the skilled labour force have to increase. (Tandi,
2021).
Vocational & technical programs in India have gained much attention in the past few years. It aimed
at creating employment opportunities and imparting suitable skills for self-employment. (Lewis,
1997). There are 17 ministries/departments for VET programs; the Ministry of Human Resource
Development and the Ministry of Labour and Employment are the major ones. These programs are
offered at secondary and higher secondary levels. Vocational education is offered at the higher
secondary level. (Gandhi, 2014). Vocational training includes institution-based training programs that
are mainly provided through public Industrial Training Institutes (ITIs), private Industrial Training
Centres (ITCs) and polytechnics (both public and private). The Directorate General of Employment
and Training initiated the Craftsmen Training Scheme (CTS) in 1950 for providing skills in various
vocational trades to meet the requirement for skilled manpower. (Munishi, 2016) .
Theoretical framework
Education and training are essential to ensure inclusive and equitable quality education and promote
lifelong learning opportunities through technical & vocational skills. It envisages the acquisition of
technical and vocational skills and generates employment opportunities. But still, many youths are
facing a major issue with employment. Vocational education and training prepare youth with
efficient skills including skills for self-employment, improve responsiveness to changing skill
demands, increase productivity, increase wage levels and offer skill development opportunities for
low-skilled youth. Vocational & technical education is an important instrument in transiting
employed youth. A supply of educated and skilled labour does not automatically create demand.
Education and vocational skills training transits educated urban youth to employment. Therefore,
technical & vocational education and training programmes should be guided by the needs and
demands of public and private sectors including the services sector, industrial units, enterprises, and
the labour market. Economic growth and labour market-stimulating economic policies provide a
better environment for relevant and effective technical and vocational education and training
programmes. However, in Jammu and Kashmir, educational and vocational education and training
programmes are still often determined by supply considerations, which seem irrelevant and
ineffective.
The Youth unemployment rate has been rising with an economic slowdown. There is an increasing
incidence of the ‘youth unemployment’ phenomenon due to increasing participation in higher
education and inadequacy of quality training and curricula to labour market requirements. Bolstering
technical & vocational education helps in reducing youth unemployment with positive but modest

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ISSN : 0975-802X
outcomes. Therefore, better information systems on available employment opportunities and the
creation of new jobs absorb the growing number of unemployed youths.
The transition of young educated men and women with technical and vocational skills seems to be
high as compared to unskilled and other workers. The potential for the further transition of youth
with vocational training and skills will be high if there is improvement in large infrastructural
investment in private entrepreneurship and big corporations by the government. Therefore, this paper
will be a vital attempt to understand technical and vocational educational attainment by youth and
their job transitions in Jammu City, focusing on technical and vocational education opportunities.
Objectives and Methodology
Keeping the above background and review of literature in view, the paper attempts to analyse the
following objectives: explaining the concept of technical & vocational education, the current
situation of technical & vocational education in Jammu city, the challenges faced by youth & what
measures government & policymakers should take for bolstering technical and vocational education
& to generate employment opportunities in Jammu city.
From J&K UT, Jammu province has been selected randomly. Out of 20 districts of J&K, Jammu
district is the most populous and is selected randomly. From four tehsils/ CD blocks of Jammu
district, Jammu city is selected purposively for the proposed study, as the city has a large
concentration of technical and vocational pass-out as compared to the other urban areas of the
Jammu region of J&K UT. Out of 75 wards in Jammu city, the 5 wards, namely Panjthirthi (01),
Pacca Danga (10), Shastri Nagar (22), Rehari colony (24) and Talab Tillo (30) have been selected
due to the high concentration of technical and vocational pass outs. The data is collected using a
well-structured questionnaire through the personal interview method and after that, it is tabulated and
suitable statistical techniques including descriptive statistics are used to analyse the data and
information scientifically and to draw meaningful inferences and research outcomes and policy
implications.
Discussion and results
There is a need to analyse the current scenario of technical & vocational education attainment in
Jammu city.
Table1: Technical & vocational education attainment (No.%)
War ITI Poly- B. tech BCA BBA MTech MCA MBA Medical Law Other Total
ds Techni Training
c courses
M F M F M F M F M F M F M F M F M F M F M F M F
Panjt 2 1 - - 8 1 - - 1 - - 1 1 1 4 3 2 3 - 1 1 - 19 11
hirth (10 (9. (42 (9. (5. (9. (5. (9. (21 (27 (10 (27 (9. (5. (1 (1
i .52 09 .10 09) 27 09) 27) 09) .05 .28 .52 .27 09) 27) 00 00
) ) ) ) ) ) ) ) ) )

Pacc 5 - 1 - 16 3 1 - 1 - - 2 2 2 2 2 3 6 - 2 4 1 35 18
a (14 (2. (45 (16 (2. (2. (11 (5. (11 (5. (11 (8. (33 (11 (11 (5. (1 (1
Dang .29 86) .73 .67 86 86 .11 71) .11 71) .11 57) .33 .11 .43 56 00 00
a ) ) ) ) ) ) ) ) ) ) ) ) ) ) )
Reha 1 - 1 - 2 1 - - - - - - 1 - - - - 2 - - - - 5 3
ri (20 (20 (40 (33 (20 (66 (1 (1
) ) .34 ) .66 00 00
) ) ) )
Shast - - 1 - 5 4 - - - - - - 2 - 1 2 1 1 - - 3 - 13 7
ri (7. (38 (57 (15 (7. (28 (7. (14 (23 (1 (1
Naga 69) .47 .15 .38 69) .57 69) .28 .08 00 00
r ) ) ) ) ) ) )
Tala 2 - 4 - 6 - - - - - 2 - - - 1 - 1 1 - - - 1 16 2
b (12 (25 (37 (1 (6. (6. (50 (5 (1 (1
Tillo .5) ) .5 2. 25) 25 ) 0) 00 00
5)

Total 10 1 7 - 37 9 1 - 2 - 2 3 6 3 8 7 7 13 - 3 8 2 88 41
(11 (2. (7. (42 (21 (1. (2. (2. (7. (6. (7. (9. (17 (7. (31 (7. (9. (4. (1 (1
.36 43 95) .04 .95 14 28 28 32) 82) 32) 09) .08 95) .70 32) 09) 88 00 00
) ) ) ) ) ) ) ) ) ) ) )

Source: Author’s creation (Field survey, 2022)

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Rabindra Bharati University Journal of Economics
ISSN : 0975-802X
It has been found that in five wards, namely Panjthirthi, Pacca Danga, Rehari, Shastri Nagar, and
Talab, a total of 88 males and 41 females are in technical & vocational education in different
streams. In the Panjthirthi ward out of 19 males, 2(10.53%) are in ITI, none in Polytechnic,
8(42.10%) in B. tech, none in BCA, 1(5.26%) in BBA, none in M.tech , 1(5.26%) in MCA,
4(21.05%) in MBA, 2(10.52%) in medical , none in law & 1(5.26%) in other training courses. Out of
11 females ,1(9.09%) in ITI, none in Polytechnic, 1(9.09%) in B. tech, , none in BCA &
BBA ,1(9.09%) in M. Tech, 1(9.09%) in MCA, 3(27.27%) MBA, 3(27.27%) in medical, 1(9.09%) in
Law & none in other training courses.

In the Pacca Danga ward, out of 35 males, 5(14.29%) are in ITI, 1 (2.86%) in Polytechnic,
16(45.73%) in B. Tech, 1(2.86%) in BCA, 1(2.86 %) in BBA, none in M.tech, 2(5.71%) in MCA,
2(5.71%) in MBA, 3(8.57%) in medical, none in law & 4(11.43%) in other training courses. Out of
18 females, none in ITI, none in Polytechnic, 3(16.67%) in B. tech, none in BCA & BBA, 2(11.11%)
in M. Tech, 2(11.11%) in MCA, 2(11.11%) MBA, 6(33.33%) in medical, 2(11.11%) in Law &
1(5.56%) in other
training courses.

In the Rehari ward, out of males, 1(20%) are in ITI, 1 (20%) in Polytechnic, 2(40%) in B. Tech, none
in BCA, BBA & M. teTech1(20%) in MCA, none in MBA, medical, law & other training courses.
Out of 3 females, none in ITI, in Polytechnic, 1(33.34%) in B. tech, none in BCA & BBA, M. Tech,
MCA &MBA, 2(66.66%) in medical, none in Law & other training courses.
In the Shastri Nagar ward, out of 13 males, none are in ITI, 1 (7.69%) in Polytechnic, 5(38.47%) in
B. Tech, none in BCA, BBA & M. Tech, 2(15.38%) in MCA, 1(7.69%) in MBA, 1(7.69%) in
medical, none in law & 3(23.08%) in other training courses. Out of 7 females, none in ITI &
Polytechnic, 4(57.15%) in B. tech, none in BCA & BBA, M. Tech &MCA, 2(28.57%) MBA,
1(14.28%) in medical, none in Law & other training courses.

In the Talab to ward, out of 16 males, 2(12.5%) are in ITI, 4 (25%) in Polytechnic, 6(37.5%) in B.
Tech, none in BCA & BBA & 2(12.5%) in M. Tech, none in MCA, 1(6.25%) in MBA, 1(6.25%) in
medical, none in law & training courses. Out of 2 females, none in ITI, Polytechnic, B. Tech BCA,
BBA, M. Tech, MCA, & MBA, 1(50%) in medical, none in Law & 1(50%) in other training courses.
As per the total number of youths in different streams in the 5 wards concerned, 10 (11.36%) are in
ITI. 7 (7.95%) in Polytechnic, 37 (42.04%) in B.tech, 1 (1.14%) in BCA, 2 (2.28%)in BBA, 2
(2.28%)
in M.tech, 6 (6.82%) in MCA, 8 (9.09%) in MBA, 7 (7.95%)in medical and 8 (9.09%) in other
training courses out of 88 males and out of 41 females, 1(2.43%) in ITI, none in Polytechnic, 9
(21.95%) in B.tech, none in both BCA &BBA, 3 (7.32%) in M.tech, 3 (7.32%) in MCA,7
(17.08%)in MBA,13( 31.70%) in medical, 3 (7.32%) in law and 2 (4.88%) in other training courses.
From the above, we see those males 39, are preferred engineering as compared to 12 females.

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Table2: Technical & Vocational Job transition (N0, %)
ITI Polytechnic B. tech
Govt. Pvt S. E U. E Govt Pvt S.E UE Govt Pvt S. E UE
Wards M F M F M F M F M F M F M F M F M F M F M F M F
Panjth - - 1 1 1 - - - - - - - - - - - - - 6 1 - - 2 -
irthi (10 (10 (1 (16. (11. (5.4
) 0) 0) 22) 11 1)

Pacca 1 - 2 - 1 - 1 - - - - - - - 1 - 4 - 8 2 2 - 2 1
Danga (1 (20 (1 (1 (14. (10. (21. (22. (5. (5.4 (11.
0) ) 0) 0) 28 82) 62) 22 40) 1) 12

Rehari - - - - 1 - - - - - 1 - - - - - 2 - - 1 - - - -
(1 (14.2 (5.4 (11.
0) 8) 0) 11
Shastri - - - - - - - - - - 1(14. - - - - - - 3 4 1 - - 1 -
Nagar 28) (33. (10. (11. (2.7
33) 82) 11) 0)
Tallab - - 2 - - - - - - - 4 - - - - - 2 - 2 - 1 - 1 -
tillo (20 (57.1 (5.4 (5.4 (2. (2.7
) 6) 0) 0) 70) 0)
Total 1 - 5 1 3 - 1 - - - 6 - - - 1 - 8 3 20 5 3 - 6 1
(1 (50 (10 (3 (1 (85.7 (14. (21. (33. (54. (55. (8. (16. (11.
0) ) 0) 0) 0) 2) 28 62) 33) 06) 55) 10) 22) 12

BCA BBA M.tech

Wards Govt. Pvt S. E U.E Govt Pvt S.E UE Govt Pvt S.E FE
M F M F M F M F M F M F M F M F M F M F M F M F
Panjth - - - - - - - - - - - - - - - - - - 1 - - - -
irthi (33.
33)
Pacca - - 1 - - - - - - - - - 1 - 1 - - - - 2 - - - -
Danga (10 (5 (50 (66.
0) 0 ) 67)

Rehari - - - - - - - - - - - - - - - - - - - - - - - -

Shastri - - - - - - - - - - - - - - - - - - - - - - - -
Nagar
Tallab - - - - - - - - - - - - - - - - 1 - - - - - 1 -
tillo (50) (50)
Total - - 1 - - - - - - - - - 1 - 1 - 1 - - 3 - - 1 -
(10 (5 (50 (50) (100 (50)
0) 0) ) ) )

Source: Author’s creation (Field survey, 2022)

It has been found in the above table that in the ITI stream in the five wards, there are 10 males and 1
female. In ward Panjthirthi, out of 2 males .1(10%) is in a Private job & 1(10%) is Self-employed. In
ward Pacca Danga, out of 5males, 1(10%) is in Government sector, 2(20%) are in Private job,
1(10%) is self-employed and 1(10%) is unemployed. In ward Reharl, 1(10%) is self-employed. In
ward Shastri Nagar, none is in the ITI stream and ward Tallab tillo,2(20%) are in Private jobs
whereas 1 (100%) female from ward Panjthirthi is in Private jobs. Therefore, in total 1(10%) is in
Government job, 5(50%) are in Private job, 3(30%) are self-employed and 1(10%) is unemployed.
In the Polytechnic stream in all five wards, there are 7 males & none is female. In ward Panjthirthi,
none males are in the Polytechnic stream, in ward Pacca Danga,1(14.28%) is unemployed, in ward
Rehari 1(14.28%) is in a Private job, in ward Shastri Nagar,1(14.28%) is in Private job and in ward
Tallab tillo all the 4(57.16%) males are in Private job. Therefore, in total 6(85.72%) are in Private
job& 1(14.28%0 is unemployed.
In the B. tech stream, collectively there are 37 males and 9 females. In ward Panjthirthi ward, out of
8, 6(16.22%) are in Private jobs only and 2(5.41%) are unemployed. In ward Pacca 2(5.40%) are
self- employed and 2(5.41%) are unemployed. In ward Rehari, 2(5.40%) are in the Government
sector only. In Shastri Nagar, out of 5 , 4(10.82%) are in Private sector, and 1(2.70%) are
unemployed.. In Tallab tillo, out of 6 , 2(5.40%) are in Government job, 2(5.40%) are in Private
sector, 1(2.70%0 is self- employed and 1(2.70%) is unemployed. In total 8(21.62%) are in
Government job, 20(54.08%) are in
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Rabindra Bharati University Journal of Economics
ISSN : 0975-802X
Private job,3(8.10%) is self-employed and 6(16.22%). are unemployed. As far as females are
concerned, in ward Panjthirthi only1(11.11%) are in Private job, in ward Pacca Danga, out of 3
females,2(22.22%) is in Private job and 1 (11.11%) is unemployed and none is in Government job
&self-employed. In ward Rehari, only 1(11.11%) is in a Private job and none are in a government
job, self-employed & unemployed. In Shastri Nagar, out of 4 females, 3(33.33%) are in a
government job and 1(11.11%) is in a Private job only and none is self-employed & unemployed. In
Talab tillo. None is in the B. tech stream. In total, out of 9 females, 3(33.33%) are in Government
job, 5(55.55%) are in Private job and 1(11.11%) is unemployed.
In the BCA stream, in the Pacca Danga ward, only 1 (100%) of males are in a private job. In the
BBA stream, there are only 2 males. In ward Pacca Danga ward, out of 2 males, 1(50%) is self-
employed & 1(50%) is unemployed.
In the MTech stream, there are 1 male and 4 females. In ward Tallab tillo, only 1(50%) male is in
Govt sector & 1 (50%) is in further education. In total 2(100%), 1(50%) are in a government job, &
1(50%) in further education. whereas as far as female is concerned there are only 3 females. In ward
Panjthirthi, out of 3 females, 1 (33.33%) is in a private job & in ward Pacca Danga, 2(66.67%) are in
a Private job. In total3(100%), 1(33.33%) & 2(66.67%) both are in Private jobs.
Table3: Technical & Vocational Job transition (No, %)
MCA MBA Medical
War Govt Pvt. Contract U. E Govt Pvt. S.E UE Govt Pvt S.E UE
ds . ual
M F M F M F M F M F M F M F M F M F M F M F M F
Panj - - - 1 1 - - - - - 4 3 - - - - - 2 2 1 - - - -
thirt (33 (16.6 (5 (42 (15.3 (28.5 (7.
hi .33 6) 0) .86 8) 8) 69)
) )

Pacc - - 1 2 1 - - - - - 2 2 - - - - - 1 3 5 - - - -
a (16.6 (66 (16.6 (2 (28 (7.69 (42.8 (38
Dang 6 .67 6) 5) .57 ) 6) .48
a ) ) )
Reha - - - - - - - - - - - - - - - - - - - 2 - - - -
ri (15
.38
)
Shas - - 1 - 1 - 1 - - - 1 2 - - - - - - 1 1 - - - -
tri (16.6 (16.6 (16 (1 (28 (14.2 (7.
naga 7 7) .68 2. .57 8) 69)
r ) 5) )
Talla - - - - - - - - - - - - - - 1 - - - 1 1 - - - -
b (1 (14.2 (7.
tillo 2. 8) 69
5)
Total - - 2 3 3 - 1 - - - 7 7 - - 1 - - 3 7 10 - - - -
(33.3 (10 (49.9 (16 (8 (10 (1 (23.0 (100) (76
3) 0) 9) .68 7. 0) 2. 7) .93
) 5) 5) )

Law Other training Courses

War Govt. Govt Pvt S.E Part-time

ds Part-time S.E F.E

M F M F M F M F M F M F M F M F
Panj - - - - - - - 1 - - 1 - - - - -
thirt (33.33) (12.5
hi )
Pacc - - - 1 - - - 1 - - - - 3 1 1 -
a (33 (33.33) (37.5) (50) (12.5)
Dang .34
a )
Reha - - - - - - - - - - - - - - - -
ri
Shas - - - - - - - - - - 3 - - - - -
tri (37.5
naga )
r
Talla - - - - - - - - - - - - - 1 - -
b till (50)
Total - - - 1 - - - 2 - - 4 - 3 2 1 -
(33 (66.66) (50) (37.5) (100) (12.5)
.34
)

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Rabindra Bharati University Journal of Economics
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Source: Author’s creation (Field survey, 2022)
In the MCA stream, there are 6 males and 3 females. In the Panjthirthi ward, only 1(16.66%) is in
Contractual jobs. In ward Pacca, out of 2, 1(16.66%)is in Private job and 1(16.66%) are in the
contractual job. In ward Rehari & Tallab tillo, none are in this stream. In Shastri Nagar, out of 3,
1(16.67%) are in Private sector, and 1(16.67%) are contractual & 1(16.68%) are unemployed. In total
6 , 2(33.33%) are in Private job,3(49.99) are contractual and 1(16.68%). are unemployed. As far as
females are concerned, in ward Panjthirthi only1(33.33%) are in Private job and in ward Pacca
Danga
,2(66.67%) are in Private job In total , 3(100%) are in Private job.
In the MBA stream, there are 7 males and 7 females. In Panjthirthi ward, only 4(50%) are in Private
jobs. In ward Pacca Danga, out of 2, (25%) are in Private job. In ward Rehari, none are in this
stream. In Shastri Nagar, 1(12.5%) are in Private sector and in ward Tallab tillo, 1(12.5%) are
unemployed. In total 7(87.5%) are in Private sector. As far as females are concerned, in ward
Panjthirthi only1(42.86%) are in Private job, in ward Pacca Danga ,2(28.577%) is in Private job, in
ward Rehari & Tallab tillo, none are in this stream. In ward Shastri Nagar, 2(28.57%) are in Private
job. In total, 7(100%) are in Private job.
In the Medical stream, there are 7 males and 13 females. In Panjthirthi ward, 2(28.58%) are in
Private jobs. In ward Pacca Danga, 3 (42.86%) are in Private job. In ward Rehari, none are in this
stream. In Shastri Nagar, 1(14.28%) are in Private sector and in ward Tallab tillo, 1(14.28%) are in
Private job. In total 7(100%) are in Private sector. As far as females are concerned, in ward
Panjthirthi, out of 3 , 2(15.38%) are in Government & 1(7.69%) are in Private job, in ward Pacca
Danga , out of 6
,1(7.69%) are in Government job & 5 (38.48%) are in Private job.in ward Rehari, 2(15.38%) are in
Private job. In ward Shastri Nagar, 1(7.69%) are in Private job and in ward Tallab tillo, 1(7.69%) are
in Private job. In total, out of 13, 10 (76.93%) are in Private job and 3(23.07%) are in Government
job. In the Law stream, there are none males and only 3 females. In Panjthirthi ward, 1(33.33%) are
in Further education. In ward Pacca Danga, 1 (33.34%) are in Part-time and 1( 33.33%) are in further
education. In ward Rehari, Shastri Nagar & Tallab tillo none are in this stream. In total 2(66.66%)
are in Further education & 1(33.34%) are in Part-time job.
In the Other training courses, there are 8 males and only 2 females. In Panjthirthi ward, 1(12.5%) are
in Private job. In ward Pacca Danga, out of 3, 3 (37.5%) are in self-employed and 1(12.5%) are in
Part-time job .In ward Rehari & Tallab tillo none are in this stream. In ward Shastri Nagar, 3(37.5%)
are in Private job In total 8, 4(50%) are in Private job , 3(37.5%) are in self-employed and 1( 12.5%)
are in Part-time job. As far as females are concerned, in ward Panjthirthi, none are in this stream. in
ward Pacca Danga, 1(50%) are self-employed.in ward Rehari & Shastri Nagar, none are in this
stream and in ward Tallab tillo, 1(50%) are in Self-employed. In total 2, 1 (50%) and 1(50%) both
are self- employed.
Challenges & Policy implication
The youth of Jammu city is facing a lot of challenges in respect of the attainment of Technical &
vocational education and their transition in Labour market participation some of them are discussed
below.
 Lack of Public & private Participation in respect of the lack of technical & vocational
institutes in this area.
 Most of the Vocational Education Training Institutes are based on rigid and outdated syllabi
that do not match the prevailing labour market condition.
 There is an acute shortage of skilled instructors and staff which causes poor performance &
placements of the youth.
 There is a high gap in skills in these areas in respect of demand & supply causing huge
mobility of youth to other areas creating the problem of emigration. The current education
system is non-responsive to the skill demands of the existing and future industries.
 Strong mismatch between demand and supply side factors, and between labour market needs
and vocational courses as such high unemployment rate.

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Rabindra Bharati University Journal of Economics
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 For Quality and financing of the system. There is no transparency which affects the
promotion of technical & vocational institutes.

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Rabindra Bharati University Journal of Economics
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 There is a high drop-out rate at the Secondary level that lacks implementation of technical &
vocational education.
Policy implications
The effectiveness of any program depends on the framing of the concrete policy and its sincere and
effective implication on the ground. So, it is the responsibility of the government & policymakers to
adopt such measures to bolster technical & vocational education in Jammu to meet the urgent need of
the area. Some measures on the part of the Government are given below.
For the promotion of technical & Vocational Education role of government is the government
is very important & effective. There is an urgent need taken for several important initiatives
in this area.
 Major reforms like the promotion of technical & vocational institutes should be taken in
different areas for the expansion of Vocational Education Training and making the system
more responsive to the labour market demands.
 Many initiatives such as encouraging public-private partnerships, and upgrading ITIs into
centres of excellence with the skill development initiative scheme should be adopted.
 To stimulate and support reforms in skills development and bolstering technical & vocational
education to facilitate youth with the “National Vocational Qualifications Framework”
 There is a need to acquire new skills & make self-reliant youth in the field of job &
occupational change due to changing new methods of production & demand in the labour
market.
 New curriculum along with practice-related courses, workshop practices, industrial training
work, small business management, and entrepreneurial training in technical & vocational
education should be enhanced for the skill upgrading of youth.
 The major thrust should be given by policymakers for Technical and Vocation Education in
Jammu city including on other issues. • Inadequate political will to support the programme. •
Inadequate qualified lecturers and instructors to provide the required skill training and
education • Inadequate infrastructure in the various institutions • Inadequate funding of the
activities of the programme. • Unsuitable learning environment. • Standardised libraries. •
Inadequate awareness of the importance of technical and vocational education in
socioeconomic development in the country. However, these issues have worsened the
capacity of technical and vocational education in the city.

Limitation & Future Research directions

The paper covers all the relevant issues & challenges for the youth. It also provides various policy
measures for the government & policymakers for future research direction, but there should be made
“National Vocational Qualifications Framework” for bolstering the technical & vocational education
in this city. Future research should light on this part for giving coverage to this framework so that
this policy can work realistically

Conclusion
Bolstering technical & vocational education has played a major role in their socioeconomic
development. Though governments & policymakers should pay much more attention to the problems
of youth. So that, unemployment, emigration & skill mismatch can be reduced. Youth is facing
several problems & challenges over time in this area. The implication of policies might change the
lives of future youth.

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