Slide 1 : COMPARATIVE PERFORMANCE OF MANPOWER DEVELOPMENT TRAINING PROGRAMME CONDUCTED UNDER SCHEME OF COMMUNITY POLYTECHNICS AND TRYSEM IN VIDARBHA REGION OF MAHARASTRA.
NAME OF RESEARCHER: MR. T.K.RANGARI
Slide 2 : INTRODUCTION:
The villagers are a hidden resource which need to be mobilized. Rural areas need the nurturing of the technical skills of the people.
Manpower Development Training is being given through CP ( Community Polytechnics) and TRYSEM (Training of Rural Youth for Self Employment) under IRDP (Integrated Rural Development Programme).
The dissertation is about study of performance of CP ( Community Polytechnics) and TRYSEM to take a closer look at the operation of training schemes of rural development.
It would provide feedback to the policy makers, planners and implementers implementing CP and TRYSEM in taking decision for future strategies.
Slide 3 : The topic is being covered under the following heads:
1.Introduction
1.1 Research Problem
1.2 Need & Importance of the Study
1.3 Objectives of the Study
2.Research Methodology
2.1 Approach of the study, Research Design
2.2 Sample
2.3 Data Collection Formats, tools, Instruments use in the study
2.4 Statistical Techniques used
2.5 Major Findings of the study
3. Suggestions
3.1 Suggestions given by the Researcher
3.2 Implementation Agencies for given suggestions
3.3 Suggestions for further research
Slide 4 : 1.Introduction
1.1 Research Problem:
Comparative Performance of the Manpower Development Training conducted under the scheme of Community Polytechnics and TRYSEM in Vidarbha Region of Maharashtra State.
Slide 5 : 1.2 Need & Importance of the Study
1. There is need of training for development of human resource.
2. It is necessary that the training is need based and provides employable skills.
3. All trainings need to be competency based and well designed keeping in view market requirements of various trades.
4. It is necessary to get opinions of actual implementors in the scheme.
It is also necessary to get opinions of participants and beneficiaries regarding achievements under both the schemes.
Importance:
Hence, it is necessary to study training conducted under CP and TRYSEM.
The study will serve as an information document for policy makers, practitioners, academicians, students of Rural Development, Technical Education
Slide 6 : 1.3 Objectives of the Study
General Objectives
To compare the performance of the man-power development training conducted under the CP and TRYSEM
Specific Objectives
1. To compare the implementation strategy of manpower training programmes conducted by both the schemes.
2.To compare the costs of training in both the schemes.
3. To study the status of beneficiaries of both the schemes.
Slide 7 : 2.Research Methodology
2.1 Approach of the study,
1. Study of Implementation strategy for training programme for CP and TRYSEM Schemes the following aspects:
various manpower development training programmes
commitment of employees
motivation to employees
satisfaction of trainers and trainees
relationship with the villagers
2. Comparison of cost of training programme
3. Status of beneficiaries
Slide 8 : A complete investigation was undertaken to ascertain the effectiveness of manpower development training programmes through this study. The Approach to study was done under the following steps:
1. selection of Community polytechnics and Developmental Blocks (Panchayat Samitis)
2. Survey Type Research is planned
3.Sources of Data: Principal, Project Officers / Asst. Project Officers, BDO, EO, Trainers, Past and Present Trainees
4.Research Instruments used: Interview Schedule, Questionnaire, Opinionnaire
5. Selection of Samples:Principal, Project Officers / Asst. Project Officers, BDO, EO, Trainers, Past and Present Trainees
6.Collection of data: Visits and Office Records
7.Analysis of Data and Interpretation: Data was tabulated/ bar charts, pie diagrams were prepared. The analysis was done considering following aspects (i. Implementation strategy ii)Cost of training Programmes iii) Status of beneficiaries.
Slide 9 : 2.2Research Design (Survey Type Research)
2.3 Sample,Data Collection Formats, tools, Instruments use in the study
The investigator selected the following institutes under development block Nagpur and Amravati in Maharastra:
Govt. polytecnic , Nagpur
Govt. Polytecnic Amravati
Women's Technical Education and Research Institute, Nagpur
Dr Panjabrao Deshmukh Polytechnic Amravati
---
The categories of samples and instruments administered( Total 206 respondents) were as follows:
1. Principal / BDO - Interview
2. Project Officer and Asst. Project Officer – Questionnaire
3. Trainers – Questionnaire
4. Past Trainees – Questionnaire
5. Present Trainees – Questionnaire
-----
2.5 Statistical Techniques used
2.6 Major Findings of the study
Slide 10 : Number of beneficiaries trained and employed during 1995-96 to 1997-98 under CP
Govt. Polytechnic Nagpur
Number of beneficiaries: 376
No of them employed:183
% Employment: 49 %
Govt Polytechnic , Amravati
Number of beneficiaries:127
No of them employed:63
% Employment: 50 %
Women's Tech. Education & research Institute, Nagpur
Number of beneficiaries:1394
No of them employed:590
% Employment: 42 %
Dr. Panjabroa Deshmukh Polytechnic, Amravati
Number of beneficiaries:1311
No of them employed:538
% Employment: 41 %
Slide 11 : Number of beneficiaries under TRYSEM for period 1995-96 to 1997-98
Development Block, Nagpur
Number of beneficiaries:71
No of them employed:18
% Employment: 25 %
Development Block, Amravati
Number of beneficiaries:97
No of them employed:30
% Employment: 31 %
Slide 12 : FINDINGS on Implementation strategy for training programme for CP and TRYSEM Schemes:
1. Programmes offered under CP during 1995-96 and 97-98 were 23 different trades ( 14 Engineer / 9 non engineering trades)and total beneficiaries were 3208
Programmes offered under TRYSEM during 1995-96 and 97-98 were 15 ( 12 Engineering and 3 non engineering) and beneficiaries were 168
2. Average % employed under CP and TRYSEM were 45.5 % and 28 % respectively.
3.95% under CP and 73% under TRYSEM expressed that Principal/ BDO / PO/ APO/ EO visited teh training sites regularly.
4.100 % trainers in CP and 82 % trainers under TRYSEM expressed that the resources required were always available on time.
5. 100% Principals and BDO's expressed that the funds provided by the Government were insufficient.
6. 50% principals and 100 % BDO's were uncertain about the commitment of their staff towards rural development.
7. 75% PO's and 50% EO's expressed that "The opportunity to serve rural people " was the major motivation
8. Financial gain is one of the motivations under CP and under TRYSEM there is no financial gain.
9. 100% trainers under CP and 73%trainers under TRYSEM expressed their satisfaction for their involvement in manpower development training programme.
10 89% present trainees under CP and 71 % trainees under TRYSEM expressed that the facilities provided during training were good.
11. 100% past trainees under CP and 60 % under TRYSEM expressed that the training did provide the match with the area of their interest.
12. 100% PO's and 50% EO's expressed that their relationship with the villagers had improved substantially.`
Slide 13 : FINDINGS on COST OF TRAINING IN CP AND TRYSEM SCHEMES:
The average recurring cost of training in case of CP is Rs 1256 per trainee per 6-9 months of training
The average recurring cost of training in case of TRYSEM is Rs 3750 per trainee per 6-9 months of training
Slide 14 : FINDINGS on STUDY OF STATUS OF BENEFICIARIES IN CP AND TRYSEM SCHEMES:
1. 91% past trainees under CP and 100% trainees under TRYSEM expressed that their earnings were NIL before joining the training.
2. 36% past trainees under CP are earning upto Rs 1000pm and 64% trainees earning more than Rs 2000 pm after training
3. 40% past trainees under CP are earning upto Rs 1000pm and 40% trainees earning more than Rs 2000 pm after training
Slide 15 : CONCLUSION
1.UNDER CP THERE IS TRAINING IN 23 TRADES, UNDER TRYSEM TRADES OFFERED IS 15
2. EMPLOYABILITY IS 45.5% UNDER CP AND 28% UNDER TRYSEM.
3.THE FUNDS SUPPLIED BY GOVERNMENT ARE NOT SUFFICIENT.
4.THE OPPORTUNITY TO SERVE RURAL PEOPLE IS THE MAJOR MOTIVATION AMONG THE STAFF OF COMMUNITY POLYTECHNICS AND TRYSEM.
5.TRAINERS UNDER CP ARE MORE SATISFIED THAN TRAINERS UNDER TRYSEM AS THERE IS FINANCIAL MOTIVATION.
6.100% PAST TRAINEES UNDER CP AND 60% UNDER TRYSEM EXPRESSED THAT THE TRAINING PROVIDED THE MATCH WITH THEIR AREA OF INTEREST
7.THE STAFF OF CP IS ESTABLISHING GOOD RELATIONSHIP WITH VILLAGERS IN COMPARISON WITH STAFF OF TRYSEM.
8.THE COST OF TRAINING PROVIDED UNDER CP IS RS.1256/-PER TRAINEE AND COST UNDER TRYSEM IS RS. 3750 PER TRAINEE.
9.THE TRAINEES TRAINED UNDER CP ARE EARNING MORE THAN THOSE UNDER TRYSEM
Slide 16 : RECOMMENDATIONS
1. COMPETENT AUTHORITIES OF DRDA AND DEVELOPMENT BLOCKS SHOULD APPOINT STAFF CONSIDERING THEIR COMMITMENT TOWARDS RURAL DEVELOPMENT FOR TRYSEM.
2. DEVELOPMENT BLOCKS SHOULD STRENGTHEN THE MONITORING AND BACKUP SUPPORT TO PAST TRAINEES SO THAT MORE AND MORE PEOPLE CAN GET SELF/WAGE EMPLOYMENT. SOME OF THEM MAY START THEIR OWN ESTABLISHMENTS.
3.FUNDS RECEIVED BY CP'S AND TRYSEM ARE NOT SUFFICIENT, THEY SHOULD BE ENHANCED AND MADE TIMELY
4.BDO'S , STAFF OF DRDA SHOULD VISIT TRAINING SITES MORE FREQUENTLY, TO IMPROVE EFFECTIVENESS AND EFFECIENCY OF TRAINING PROGRAMMES
5. ALL POLYTECHNICS AND DEVELOPMENT BLOCKS SHOULD START SERVICE CENTERS FOR HELPING THE PAST TRAINEES
6. THERE IS NEED FOR FULL TIME CORE TEAM TO MONITOR THE WORKING OF CP. SIMILAR TEAM MAY BE MADE BY DRDA
Slide 17 : SUGGESTIONS FOR FURTHER STUDY
1. STUDY OF ATTITUDE OF STAFF WORKING UNDER CP SCHEME TOWARDS THE COMMUNITY.
2.COMPARATIVE STUDY OF MANPOWER DEVELOPMENT TRAINING PROGRAMMES CONDUCTED BY VARIOUS CP'S
3. DETAILED STUDY FOR ANALYSIS OF CURRICULUM OF VARIOUS TRAINING COURSES FOR VARIOUS TRADES
4.TO IDENTIFY SUCCESS FACTORS FOR RURAL DEVELOPMENT BY CP'S
Slide 18 : Thank You
Slide 19 : Listed below is the whole range of research designs that you could use for your dissertation.
Historical Research Design - The purpose is to collect, verify, synthesize evidence to establish facts that defend or refute your hypothesis. It uses primary sources, secondary sources, and lots of qualitative data sources such as logs, diaries, official records, reports, etc. The limitation is that the sources must be both authentic and valid.
Case and Field Research Design - Also called ethnographic research, it uses direct observation to give a complete snapshot of a case that is being studied. It is useful when not much is known about a phenomenon. Uses few subjects.
Descriptive or Survey Research Design - It attempts to describe and explain conditions of the present by using many subjects and questionnaires to fully describe a phenomenon. Survey research design /survey methodology is one of the most popular for dissertation research. There are many advantages.
Correlational or Prospective Research Design - It attempts to explore relationships to make predictions. It uses one set of subjects with two or more variables for each.
Causal Comparative or Ex Post Facto Research Design - This research design attempts to explore cause and affect relationships where causes already exist and cannot be manipulated. It uses what already exists and looks backward to explain why.
Developmental or Time Series Research Design - Data are collected at certain points in time going forward. There is an emphasis on time patterns and longitudinal growth or change.
Experimental Research Design - This design is most appropriate in controlled settings such as laboratories. The design assumes random assignment of subjects and random assignment to groups (E and C). It attempts to explore cause and affect relationships where causes can be manipulated to produce different kinds of effects. Because of the requirement of random assignment, this design can be difficult to execute in the real world (non laboratory) setting.
Quasi Experimental Research Design - This research design approximates the experimental design but does not have a control group. There is more error possible in the results.
Slide 20 : Overview of Statistics
In applying statistics to a scientific, industrial, or societal problem, it is necessary to begin with a population or process to be studied. Populations can be diverse topics such as "all persons living in a country" or "every atom composing a crystal". A population can also be composed of observations of a process at various times, with the data from each observation serving as a different member of the overall group. Data collected about this kind of "population" constitutes what is called a time series.
For practical reasons, a chosen subset of the population called a sample is studied — as opposed to compiling data about the entire group (an operation called census). Once a sample that is representative of the population is determined, data is collected for the sample members in an observational or experimental setting. This data can then be subjected to statistical analysis, serving two related purposes: description and inference.
* Descriptive statistics summarize the population data by describing what was observed in the sample numerically or graphically. Numerical descriptors include mean and standard deviation for continuous data types (like heights or weights), while frequency and percentage are more useful in terms of describing categorical data (like race).
* Inferential statistics uses patterns in the sample data to draw inferences about the population represented, accounting for randomness. These inferences may take the form of: answering yes/no questions about the data (hypothesis testing), estimating numerical characteristics of the data (estimation), describing associations within the data (correlation), modeling relationships within the data (regression), extrapolation, interpolation, or other modeling techniques like ANOVA, time series, and data mining.
“... it is only the manipulation of uncertainty that interests us. We are not concerned with the matter that is uncertain. Thus we do not study the mechanism of rain; only whether it will rain.”
Dennis Lindley, "The Philosophy of Statistics", The Statistician (2000).
The concept of correlation is particularly noteworthy for the potential confusion it can cause. Statistical analysis of a data set often reveals that two variables (properties) of the population under consideration tend to vary together, as if they were connected. For example, a study of annual income that also looks at age of death might find that poor people tend to have shorter lives than affluent people. The two variables are said to be correlated; however, they may or may not be the cause of one another. The correlation phenomena could be caused by a third, previously unconsidered phenomenon, called a lurking variable or confounding variable. For this reason, there is no way to immediately infer the existence of a causal relationship between the two variables. (See Correlation does not imply causation.)
For a sample to be used as a guide to an entire population, it is important that it is truly a representative of that overall population. Representative sampling assures that the inferences and conclusions can be safely extended from the sample to the population as a whole. A major problem lies in determining the extent to which the sample chosen is actually representative. Statistics offers methods to estimate and correct for any random trending within the sample and data collection procedures. There are also methods for designing experiments that can lessen these issues at the outset of a study, strengthening its capability to discern truths about the population. Statisticians describe stronger methods as more "robust".(See experimental design.)
Randomness is studied using the mathematical discipline of probability theory. Probability is used in "Mathematical statistics" (alternatively, "statistical theory") to study the sampling distributions of sample statistics and, more generally, the properties of statistical procedures. The use of any statistical method is valid when the system or population under consideration satisfies the assumptions of the method.
Misuse of statistics can produce subtle, but serious errors in description and interpretation — subtle in the sense that even experienced professionals make such errors, and serious in the sense that they can lead to devastating decision errors. For instance, social policy, medical practice, and the reliability of structures like bridges all rely on the proper use of statistics. Even when statistics are correctly applied, the results can be difficult to interpret for those lacking expertise. The statistical significance of a trend in the data — which measures the extent to which a trend could be caused by random variation in the sample — may or may not agree with an intuitive sense of its significance. The set of basic statistical skills (and skepticism) that people need to deal with information in their everyday lives properly is referred to as statistical literacy.
Slide 21 :
Slide 22 :
Slide 23 :