Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596346
Title: Skill upgrading within informal training : lessons from the Indian auto mechanic
Author: Barber, J.
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2004
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Abstract:
This is a qualitative study located in Ethnomethodology, utilizing grounded theory and participation observation. The single case study, where the researcher worked as a mechanic was located in the northern Indian town of Darjeeling. The emphasis of the project was to determine criteria that may be useful for developing skill-upgrading programs for informally trained auto mechanics in India. Informal training, (not associated with any formal, school-based training or any form of official accrediation), is the most common form of skill training practiced in India. It is estimated that over 90% of all auto mechanics in India are trained in this manner and a fairly pressing need exists for upgrading programs that allows them to adapt to the fast-changing technical systems of automobiles currently being introduced in India. The thesis traces the need for increased emphasis on vocational education by outlining the major economic changes that have recently altered the employment picture in India. It distinguishes between the formal and informal economic sectors and points out that over 90% of all Indians are employed in the informal sector, so this becomes the sector where skill upgrading will have the greatest impact. It is outlined that formal vocational training, (in Vocational Colleges, Polytechnics and the like), has been set up with formal sector employment in mind and as a result is a poor venue for developing skills for the informal sector. The data derived from the study primarily deals with criteria that must be privileged when developing skill-upgrading programs for informally trained auto mechanics. Issues such as paternalism in the workplace, caste, class, corruption and formal education attainment are investigated. The study focuses on informal learning in the workplace itself to understand how these mechanics actually learn new skills, but supporting issues such as workplace safety, difficulties in adapting to new technologies and tools and the problems of non-accreditation, are also investigated. Various recommendations for setting up skill-upgrading courses for informally trained mechanics are given. The idea of developing trade associations, mobile training courses in conjunction with the formal vocational training sector and the development of self-learning resource material in vernacular language are introduced as possible ideas for the advancement of these courses, but it is stressed that skill-upgrading programs must be developed with the participants themselves making the important decisions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.596346  DOI: Not available
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