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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025
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Socio-Economic Aspects and Effectiveness of Skill Development
Training Programmes in India: A Case Study of Bihar
Deepak Kumar Behera1, Randhir Pratap Singh2, Ajeet Kumar3
1
Associate Professor, Dept. Of HSS, NIT Patna , Bihar, India
2,3
Field Investigator, Dept. of HSS, NIT Patna, Bihar, India
DOI: https://doi.org/10.51244/IJRSI.2025.120800274
Received: 23 Sep 2025; Accepted: 29 Sep 2025; Published: 04 October 2025
ABSTRACT
India, with its demographic advantage of a youthful population, stands at a crucial point in its developmental
journey, yet faces a persistent challenge of low formal skill training among its workforce. Despite government
efforts through flagship initiatives such as Skill India Mission, PMKVY, and Digital India, only about 2.5–3%
of the workforce has received formal vocational or technical training, far behind international counterparts
like South Korea (96%) and Germany (75%). This skills deficit has constrained employability, with labour
market studies consistently highlighting a mismatch between industry demands and available skill sets.
Consequently, sectors including engineering, healthcare, IT, and manufacturing face shortages of job-ready
candidates despite high vacancies. The issue is particularly acute in Bihar, one of India’s fastest-growing yet
economically lagging states, where agricultural employment is declining but non-farm job creation remains
limited. To address this, the present study investigates the effectiveness of skill development programmes
under the Aspirational District Programme in Muzaffarpur and Aurangabad. A total of 600 trainees across
training institutes such as Kushal Yuva Programme and Kaushal Vikas Centres were surveyed. The
respondents largely belong to rural, socially disadvantaged, and low-income groups, yet possess sufficient
educational backgrounds to benefit from structured training. Findings reveal the need for stronger industry
alignment, updated curricula, digital literacy integration, and enhanced job placement mechanisms. The study
recommends targeted outreach in rural areas, improved monitoring frameworks, employer partnerships,
gender-inclusive policies, and localized training models. Additionally, strengthening ICT skills and
Recognition of Prior Learning (RPL) can significantly boost employability. By bridging the demand–supply
skill gap and tailoring programmes to regional labour market needs, Bihar has the potential to transform its
youth into a competitive workforce. Ultimately, sustained investment in vocational education and
entrepreneurship-oriented training can help reduce unemployment, enhance productivity, and contribute to
inclusive economic growth.
Keywords: Skill Development, Vocational Training, Employability, Bihar
INTRODUCTION
India stands at a critical juncture in its journey toward becoming a global economic powerhouse, but one of its
most pressing challenges is the low level of formal skill training among its workforce. Despite having one of
the youngest populations in the world, the percentage of skilled workers in India remains alarmingly low. As
of the latest data available through 2024, only around 2.5% to 3% of the Indian workforce has received formal
vocational or technical training, a figure that lags far behind international benchmarks. In contrast, countries
like the United Kingdom (68%), Germany (75%), Japan (80%), South Korea (96%), and the United States
(52%) have much higher proportions of skilled workers. This discrepancy has serious implications for India's
economic competitiveness, particularly as the global demand for skilled labour continues to rise. With
millions entering the workforce each year, India faces the dual challenge of providing not just employment
but also ensuring that workers possess the right set of skills required by modern industries. According to the
Twelfth Five-Year Plan of the erstwhile Planning Commission, a majority of India's labour force remains
educationally underprepared. Nearly 85% of the workforce has completed education only up to the secondary
level, while over 55% have education only up to the primary level. Furthermore, only about 2% have
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025
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undergone any form of formal vocational training, and a similarly small percentage have access to skill
certification mechanisms.
This skill deficit directly impacts employability. The India Skills Report (2015 and later editions) highlights
that only about one-third of job seekers possess the necessary skills required by employers. Despite a large
pool of human resources, many of India’s youth lack the practical knowledge, communication skills, technical
expertise, and problem-solving abilities that modern employers demand. As a result, sectors like core
engineering, banking and finance, retail, hospitality, e-commerce, and healthcare are witnessing a shortage of
job-ready candidates, even though vacancies exist. The government has launched several flagship initiatives,
including: Skill India Mission, Pradhan Mantri Kaushal Vikas Yojana (PMKVY), National Apprenticeship
Promotion Scheme (NAPS), Start-Up India, Digital India, Make in India.
These initiatives aim to boost vocational training, promote entrepreneurship, and strengthen industry-
academia partnerships. Yet, the implementation challenges remain significant. Many vocational training
centres face issues such as outdated curricula, lack of qualified trainers, inadequate infrastructure, and limited
alignment with market needs.
As of 2025, the skills gap continues to be a major concern, particularly with the increasing adoption of
automation, AI, and emerging technologies in industries. According to projections by the National Skill
Development Corporation (NSDC) and other labour market studies, there is likely to be a substantial skills
shortfall in key sectors, including: Infrastructure and construction, Automotive and auto components, IT and
digital services, Healthcare and allied services, Green energy and sustainability etc.
For instance, the Make in India campaign, which aims to transform India into a global manufacturing hub,
demands a highly skilled and adaptable workforce. However, without widespread skilling and upskilling, the
campaign risks falling short of its potential.
In response to these challenges, several state governments have also stepped up their efforts by launching
regional skill development missions, setting up Skill Universities, and offering digital learning platforms to
make training more accessible. Moreover, the government has started emphasizing Recognition of Prior
Learning (RPL), which allows informal workers to have their existing skills assessed and certified. In recent
years, the focus has also shifted toward future-proofing the workforce by integrating 21st century skills such as
digital literacy, communication, problem-solving, and adaptability into vocational training programs.
Initiatives like Skill India Digital, launched in 2023, aim to bring online learning modules, interactive
simulations, and industry-certified assessments to rural and urban learners alike. It is expected that skill
development will play a major role in tackling the problem of unemployment and poverty in rural areas by
inculcating the desirable skills and develops entrepreneurial ability through various skill trainings.
There are many studies which give important to skill development as one of the essential factors for the
economic development. Pandey’s (2013) study found that youths have to develop life skills of how to cope up
with the loss and stress and at the same time should develop their critical thinking to sustain with their
employability. Khulji, Kakar & Subhan (2012) study asserted that vocation training improves the productivity
and enhances the efficiency of the labour for better participation in economic development. In their study they
tried to determine the impact of vocational training on economic growth of Pakistan between 1980 and 2010.
Diaz & Rosas (2016) study on Peru economy found that skill development has a high long-term positive
impact on formal employment. An evaluation of the skill training and employment placement services of
projects under Employment Fund (EF) in Nepal by Chakravarty, Lundberg, Nikolov & Zenker (2016) was
done by comparing outcomes of participants to a control group of individuals who had applied but were not
selected for a course. The findings showed significant positive effect on employment rates, earnings, and
finding employment related to skill learnt. Xia L., Ali A., Wang H., Wu X. and Qian D. (2022) suggests that
economic prosperity can be achieved by encouraging higher vocational education and the equal development
of high-tech industries in all regions along the modern industrial innovation and upgrading through higher
vocational education, improve productivity, and promote the country’s intensive development. Bakule & et al
(2016) describe the importance of skills anticipation. They argue that skills contribute to the growth of
economy either by increase in productivity or by development in the capacity of workers and firms to adopt
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changes in technologies, way of workings and innovations in business world. With this view, skills
anticipation is important because it gives warnings about evolving skill mismatches well in advance which
provides sufficient time to design and implement planning to overcome the issue of skill mismatches.
According to Mitra and Verick (2013), the mismatch between skill demand and supply is what causes India's
extremely high unemployment rates. People who enter the workforce early typically have low skill as they
usually drop out of school and don't have access to vocational training. Thus, it becomes challenging for
individuals to secure desired work, particularly in the beginning of their careers when they also lack the
necessary expertise. On the other hand, Mehrotra (2014) believed that India has an opportunity of
demographic dividend as well as the challenge of skill demand supply gap. Vocational education and training
have therefore been recommended by him as one of the primary routes to overcome the persistent skill gap
and pursue inclusive growth in India in order to gain the benefit and address the issue. Satya, Y (2015)
evaluated the changes in employment avenues observed in the predominantly rural North-Eastern hill-state of
Meghalaya and found that considerable skill gaps exist when the local youth adopted a new skill in pursuit of
alternative sources of livelihood. The main reason for unemployment is not because of the lack of jobs but
because of the lack of employability skills possessed by the job seekers (Rahmat et.al, 2018). The
Government of India is hugely investing in the skill development programs, it should ensure that there exists a
proper alignment between the Government efforts and industry needs, to pave a way for the successful
implementation of the skilled manpower for the nation (Anbuthambi and Chandrasekaran, 2017)
However, there is lack of studies that look at the employment status of trained skilled labour in India with
vocational training, especially in Bihar. As Bihar one of the fastest growing States of India in recent times
remained stuck in the grim of backwardness. Its agricultural workforce has significantly decreased but the
non-farm sector employment has increased only to a limited extent. To reduce the burden of unemployment
and under employment, there is a need in Bihar to prepare the labour supply as per the demand for labour in
the market. Hence, inculcating the desirable skills and develops entrepreneurial ability through various skill
trainings is need for the state. More specifically, the assessment report on aspirational district programme
reported that skill development requires a greater attention in the aspirational districts (Michel et al., 2020).
Hence, in the present study is an attempt to assess the socio-economic of trainee and their effectiveness of
skill development training programmes through aspirational district programme in Bihar.
Data Sources and Methodology
The proposed study was conducted in Bihar. Two aspirational districts of Bihar namely Muzaffarpur and
Aurangabad have been selected purposively. 300 each attender in both the district’s training institute were
chosen.
In Aurangabad district, five blocks were selected and each block one training institute were identified for the
data collection. Five blocks are Barun, Rafiganj, Daudnagar, Goh and Aurangabad. Training institutions are
Kushal Yuva Programme (Barun), Kaushal Vikas Centre (Goh), Kushal Yuva Programme (Rafiganj), Kushal
Yuva Programme (Daudnagar), Kaushal Vikas Centre (Aurangabad). In Muzaffarpur, Minapur, Mushari,
Kudhani, Kanti blocks are chosen for the study. Skill Development Center, Khemaipatti (Minapur), Skill
Development Centre, Gannipur (Mushari), Learnet Institute of Skills, Madhopur Road (Kudhani), Skill
Development Centre, Bariya (Kanti) are considered for the data collection.
The research centers on the Aurangabad and Muzaffarpur districts, located in the heart of Bihar, India. These
areas have been chosen due to their diverse economic activities and varying levels of vocational training
infrastruce.
RESULT DISCUSSION
Socio-Economic Aspects of Trainees Involved in Skill Development Training programmes
Age Distribution
A striking majority, accounting for approximately 85% of the respondents, fall within the vibrant 16–25 year
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age bracket. Specifically, around 278 individuals are in the 16–18 years category, while an additional 188
participants are aged between 19 and 25 years. Conversely, the representation of other age groups is minimal,
with those aged below 16 and above 35 making up less than 5 % each. This demographic clearly indicates a
youth-centric cohort, presenting a prime opportunity for targeted employability training and skill development
programs. The predominance of respondents in this age group suggests they are either currently navigating
their academic journeys or have recently graduated from formal education, making them especially receptive
to initiatives aimed at enhancing their career readiness.
Gender Representation Analysis
The gender distribution within this sample demonstrates a fairly balanced representation, marked by a
substantial presence of females, accounting for approximately 44% of the total. This figure is particularly
noteworthy in rural or traditional environments where women often face barriers to accessing training
opportunities. The inclusion of a significant number of female participants is indicative of progress towards
gender equity and suggests potential for fostering positive developments within the context of skill
development and employability within the state.
Marital Status
The analysis indicates that a predominant majority of the group, accounting for 92%, is unmarried. This
demographic trend underscores the concept of youth dependency, suggesting that young individuals in this
cohort are likely influenced by familial guidance when making career decisions. The comparatively low
number of married participants, at only 39, along with a solitary individual categorized as "Others," further
highlights the youthful nature of this group and reinforces the potential role of family in shaping their
professional choices.
Relationship to Household Head
The study indicates a significant proportion of dependent family members, namely sons and daughters, within
the population. This implies that the decision to engage in a training program is frequently influenced or
facilitated by parents or guardians. Such a dynamic underscores the importance of familial support in
facilitating educational and professional development opportunities for younger individuals.
Caste and Social Category
The demographic analysis indicates that a substantial proportion of the population, exceeding 70%, comprises
individuals from socially disadvantaged groups, specifically OBC, SC, ST, and EBC categories. This
demographic insight underscores the necessity for focused and inclusive skill development initiatives in India,
such as the Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY) and the Pradhan Mantri
Kaushal Vikas Yojana (PMKVY). These programs aim to enhance the skill sets of these marginalized
communities, thereby facilitating improved economic opportunities and fostering social mobility.
Religion
The respondent pool comprises 527 individuals identifying as Hindu, accounting for 93.5% of the total
participants. In contrast, 39 individuals, or 6.9%, identify as Muslim, while 2 respondents identify with other
religious affiliations. This distribution indicates a significant predominance of Hinduism among the
respondents, which is consistent with the demographic trends observed in the rural areas of Bihar. Such a
concentration reflects the entrenched cultural and religious landscape of the region, highlighting the lack of
religious diversity in this population sample.
Card Ownership (Identity/Benefit Access)
In this study, we found that a significant portion of respondents, accounting for 52.5%, reported having no
official identification cards at all, represented by card number 307. Meanwhile, responses regarding
ownership of essential documents such as Aadhar, Ration cards, PAN, and KYP were varied, though
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generally minimal, indicating a lack of consistency in availability or accessibility. Additionally, we identified
a troubling data quality issue, with over 250 entries left blank or recorded inconsistently. The implications of
these findings are noteworthy. The low levels of ownership of official identification cards point to a broader
issue of limited access to formal identity verification, essential benefits, and digital services. This situation
appears to be particularly acute among females and individuals from economically disadvantaged
backgrounds, highlighting a pressing need for targeted interventions to improve access and inclusion in these
vital areas.
Geographical Spread
Aurangabad account 55% of respondents and Muzaffarpur account 45% of respondents Both are
predominantly rural and semi-urban districts located in Bihar, characterised by a substantial youth population.
However, these regions experience considerable deficiencies in job opportunities, which significantly impede
the employment prospects for their young residents. This context elucidates the pronounced interest in
employability training initiatives, as young individuals endeavour to augment their skills and enhance their
competitive advantage in the labour market. Such training programs are essential for fostering economic
development and addressing the urgent need for skilled labour in these areas.
Income Levels
The majority of respondents come from low-income households, with monthly earnings generally falling
below ₹5,000. This financial constraint significantly impacts their lives, as employment opportunities among
those surveyed are minimal, with only a small fraction serving as household heads. This situation highlights a
profound economic dependency within families, where limited income forces the youth to pursue vocational
skills and job readiness programs. Such initiatives become crucial pathways for enhancing their prospects and
breaking the cycle of poverty.
Employment Status
The majority of the individuals in this cohort are either unemployed or currently engaged in academic
pursuits. A limited number are actively employed or earning an income. This indicates that the training
intervention is aimed at addressing the needs of NEET (Not in Education, Employment, or Training) youth, as
well as those who are underemployed, thereby equipping them with essential skills and opportunities for
career advancement.
Educational Attainment
The majority of individuals have attained completion of secondary education or, in certain instances, higher
secondary education, while a minority may have prematurely exited the educational system prior to reaching
these levels of achievement. The educational qualifications possessed by these individuals are typically
adequate for vocational training or entry-level employment opportunities. However, it is critical to underscore
that continuous upskilling is essential for individuals to enhance their career prospects and maintain a
competitive edge in the evolving job market.
Access to Government Schemes
The remarkably low levels of access to critical identity documents such as Aadhar, KYP, and Ration cards
reveal a troubling disparity in social inclusion, particularly for individuals who, despite being eligible, remain
unconnected to these essential services. This gap not only hinders their ability to seek employment and access
basic necessities but also reflects broader systemic issues of awareness and accessibility. Therefore, it is
crucial to develop comprehensive programs that integrate targeted employability training with robust
initiatives aimed at raising awareness about these welfare entitlements. By doing so, we can ensure that all
eligible individuals are empowered to navigate and utilize the social support systems designed to assist them,
thereby fostering greater social equity and inclusion.
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Household Asset Ownership
Mobile phones have become nearly ubiquitous in contemporary society, with an impressive 538 families
owning two or more devices, underscoring their essential role in facilitating communication, social
interaction, and access to information. The prevalence of televisions, computers, and two-wheelers reflects a
widespread integration of digital technology and mobility within households, enabling families to stay
informed and connected while also providing essential transportation options for daily activities. Internet
access is notably high, with 543 families enjoying the benefits of at least one connection, allowing them to tap
into a wealth of online resources for education, entertainment, and socialization, thereby enriching their
overall quality of life. The ownership of washing machines and refrigerators is moderate, signifying a growing
yet still evolving access to fundamental domestic amenities that contribute to convenience and improved
living standards in everyday household management. In contrast, the ownership of four-wheelers and multiple
computers remains relatively scarce, indicating that a significant portion of households operates within a
lower to mid-income spectrum, which influences their ability to invest in more advanced technologies and
larger vehicles.
The majority of individuals fall within the 16–25 age range, representing a youthful demographic eager for
opportunities. This group is ideally positioned for entry-level training and job placements, emphasising the
need to tailor programs that cater specifically to their skill development and career initiation. Approximately
44% of the population is women, indicating a significant female presence. There is a compelling opportunity
to design and implement women-centric initiatives that empower and support female participants in the
workforce.
Table.1. Combined Insights And Implications
Indicator Key Observation Implication for Programs
Age Mostly 16–25 years Best suited for entry-level training/jobs
Gender 44% female Opportunity for women-centric interventions
Caste/Religion Mostly OBC/SC; Hindu majority Needs inclusive approach and social
sensitization
Marital Status 90% unmarried More flexibility in migration/job choices
Household Role Dependents Family involvement in career decisions
Income &
Employment
Very low income, high
unemployment
Strong need for placement-linked training
Education Secondary and above Capable of vocational skill adoption
Card Ownership Inconsistent, Urgent need to link with digital identity
Source: Authors Calculation
The demographic is predominantly composed of OBC (Other Backward Classes) and SC (Scheduled Castes)
individuals, with a Hindu majority. Programs must adopt an inclusive approach that fosters awareness and
sensitivity towards the diverse backgrounds of participants to ensure equitable access and representation. A
staggering 90% of this group is unmarried, highlighting a particular stage in life. This unmarried status
provides an advantageous flexibility in their migration and job choices, allowing programs to encourage
exploration of diverse career paths. Most individuals play a dependent role within their households. Career
decisions are often influenced by family input, suggesting that programs should consider family involvement
and support in career guidance initiatives. The community experiences exceedingly low income levels and
high rates of unemployment. There exists a critical need for training programs linked to employment
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opportunities, focusing on enhancing skills that directly contribute to job placements. Many participants have
completed secondary education or higher, indicating a level of academic competence. This educational
background suggests that they are well-equipped to adopt vocational skills, and programs should build on
their existing knowledge to facilitate skill development. Ownership of important identification cards is
inconsistent, often lacking altogether. This situation signals an urgent necessity for initiatives aimed at
ensuring that participants have access to essential identification, as it plays a crucial role in accessing various
employment opportunities and services.
Training Course Analysis
The primary source of information regarding the course is overwhelmingly derived from personal referrals
from friends and family, which constitute a significant majority at 61.8%. This underscores the importance of
personal relationships in the decision-making process. In comparison, online sources and advice from teachers
have a moderate impact, yet they do not match the persuasive power of recommendations from close
acquaintances. Traditional media outlets, such as newspapers and pamphlets, play a minimal role in
disseminating information about the course, indicating a shift towards more personal and direct forms of
communication in today’s information landscape.
The survey results reveal that a substantial majority of the respondents, specifically 53.8%, are primarily
driven by a personal interest in the field they are pursuing. This finding highlights a strong intrinsic
motivation among the participants, suggesting that their passion for the subject matter significantly influences
their educational choices. Furthermore, peer influence plays a notable role in their decision-making process;
approximately 29% of respondents indicated that they chose this course of study because a friend is currently
enrolled in the same program.
Table.2. Social Aspects of Sample Districts
Components Number Components Number
Age Do you have any Card
16–18 278 No 307
19–25 188 Aadhar 26
26–34 95 Ration Card 22
Relation to Household Head Pan Card 4
Daughter 195 KYP 3
Son 273 Learner Facilitator ID 1
Wife 8 KYP Card 1
Brother 5 1, 2, 0 (coded) 12
Father 27 No Response 251
Mother 3 District
Servant 0 Aurangabad 313
Other 4 Muzaffarpur 251
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Not Respond 59 Education Level
Marital Status Uneducated 3
Unmarried 513 Primary 13
Married 39 Secondary 273
Others 1 Intermediate 110
No Response 21 Graduation 136
Gender Post-Graduation 35
Male 322
Female 248 Religion
Other 1 Hindu 527
Category Muslim 39
OBC 279 Christian 1
SC 118 Others 1
General 95
ST 35
Extremely BC 29
Not reported 2
Source: Authors calculation
Table.3. Household Asset Ownership Summary
Item Not Owned Owned Owned Multiple
TV 1 55 514
Refrigerator 1 274 295
Washing Machine 1 406 163
Two-wheeler 1 358 211
Four-wheeler 1 173 396
Mobile Phone 1 31 538
Computer 1 130 439
Internet 1 543 26
Source: Authors calculation
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This underscores the importance of social connections in shaping academic pathways. In contrast, factors such
as the availability of seats in the program and external pressures—whether from counseling services or family
expectations—appear to have a considerably lesser impact on the students' decisions regarding their
education. The opportunity to enroll in a tuition-free course appeals to 12.8% of respondents, indicating that
financial considerations play a significant role in their decision-making process. This suggests that the
elimination of costs can be a compelling motivator for individuals seeking educational opportunities. In
contrast, only a small fraction of respondents, at 2.5%, report that family pressure influenced their choice to
enroll. This low percentage implies that the majority of enrollment decisions are more self-directed and
personal, rather than being shaped by external familial expectations. The analysis reveals that personal
relationships significantly influence course selection, serving as a key factor both in the discovery of various
courses and in the decision-making process to enroll. These interpersonal connections—whether from friends,
family, or mentors—can provide recommendations, encouragement, and firsthand insights that greatly impact
students' choices. In addition to relational influences, intrinsic motivation stemming from a genuine interest in
the subject matter emerges as a crucial determinant in course selection. Students who are passionate about a
topic are more likely to pursue related courses, driven by their desire to deepen their understanding and
engage with the material.
Conversely, external factors such as cost and familial expectations appear to play a lesser role in shaping
course decisions. While these considerations can certainly affect choices to some extent, they are
overshadowed by personal interests and relationships.
This nuanced understanding of the factors at play can prove invaluable for course marketers and educators,
allowing them to tailor their outreach strategies more effectively. By prioritizing relationship-building and
highlighting the intrinsic value of courses, they can better connect with potential students and meet their
educational needs.
Table. 4. Information about the Skill Development Course
Number Source
10 pamphlet
31 If any other
66 From the internet
19 newspaper
371 Friend/Family
69 Teacher
3 Self
Reason for Opted the Course
172 My Friend joined this course
18 Centre employee force
34 Through Counselling
22 Seats were available
323 Interested in this field
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Reason for Course Enrolment
77 Because it is charge-free
15 Due to family pressure
164 Peer influence
310 To get an employment opportunity
Source: Authors calculation
Assess the Effectiveness of Skill Development Training Programmes
A substantial majority of respondents, totaling 562, confirmed their participation in certification courses,
indicating a strong presence of formal recognition within the training landscape. This reflects a favorable
environment for professional validation and skill accreditation. Encouragingly, 441 respondents reported that
the training courses they attended were offered free of charge. This statistic underscores a commitment to
inclusivity and accessibility, ensuring that individuals from diverse backgrounds can engage without financial
barriers. The duration of most courses was primarily three months, with 371 respondents identifying this as
the typical length. However, notable discrepancies were observed regarding duration entries, with some
indicating lengths such as "2 Months" and "1.5 Months." These irregularities highlight a concerning lack of
standardization in training program structures, which could lead to confusion and inconsistent learning
experiences. A striking 493 respondents noted that they did not receive any financial benefits from the courses
they completed. This suggests a deficiency in tangible incentives or ongoing support mechanisms that could
enhance the appeal and perceived value of these training opportunities for participants. Additionally, 437
respondents indicated that they did not possess full residential status during their training, revealing potential
challenges faced by learners who reside at a distance. This limitation raises significant questions regarding
accessibility and the ability of remote participants to fully engage in the educational experience.
While the coverage of certification programs is robust, many training initiatives fall short by not offering post-
training incentives, which can significantly influence learner motivation and ultimately affect job placement
opportunities. Furthermore, there is an urgent need to standardize the duration of courses and thoroughly track
the tangible benefits experienced by participants after obtaining their certification. Additionally, the non-
residential nature of these programs may pose barriers to access for individuals living in remote villages,
thereby hindering equitable reach and support for all potential learners.
Impact of Training on the Workforce and Identify Challenges
A significant number of participants, totaling 308, have attended three or more training sessions. This trend
reflects a pattern of repeat participation, which may be attributed to dissatisfaction with post-training
outcomes or an ongoing difficulty in securing employment despite their efforts in training.
An evaluation of work experience reveals concerning insights, as 134 responses were left blank, indicating
either a lack of reporting or a possible reluctance to share this information. Remarkably, only one individual
rated their experience as "Excellent," and only a few provided specific employment durations. This suggests
that the training program is not effectively leading to meaningful job experience or professional growth for
participants.
The connection between training programs and real-world employment outcomes is notably weak, indicating
significant gaps in effective job placement opportunities. Moreover, the repetitive nature of training sessions,
which lacks a clear framework for skill advancement or pathways to employment, highlights fundamental
inefficiencies within the system. Additionally, the data collected is often fragmented and inconsistent,
complicating efforts to assess the true impact of these programs. This situation underscores the urgent need
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for enhanced tracking, follow-up, and reporting mechanisms to provide a clearer understanding of outcomes
and foster improvements in workforce development.
Understanding Impact on Demand Creation for Trained Workforce
There are notably limited references to financial advantages or connections with employers, suggesting a gap
in the perceived value of training programs. - The skill categories identified tend to be overly broad or
frequently reiterated, which constrains the ability to stand out in a competitive job market. - Many
respondents have engaged in training programs, yet the absence of data indicating employment outcomes after
training points to a troubling issue of inadequate demand for skilled labor.
Table.5. Name and Type of Centres in Sample Districts
Name of Centre Number
Navyug Kaushal Yuva Programe Rafiganj 103
BSDC Aurangabad Sadar 70
Skill Development Center 57
Skill Development Center, Baria, Muzaffarpur 56
Rajesh Kumar Sinha 50
VIT IT KYP Center 45
Vagisha Educational Trust 35
Rajnath Chauldhery ITI College 34
Skill Development Center, Khemaipatti, Minapur 22
SSRES, Muzaffarpur 17
Skill Development Center Khemaipatti Minapur 17
Orian Public School 11
Pradhan Mantri Kuahsal Kendra 9
Skill Development Center, Azad Colony, Muzaffarpur 9
LIS, Muzaffarpur 5
BSDC Barun 5
ARCC Rafiganj 5
Skill Development Center, New Police Line Chauk 5
No Response 4
Skill Development Center, Baliya, Muzaffarpur 3
Skill Development Center, Khanpatti, Minapur, Muzaffarpur 3
Lernant Muzaffarpur 2
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Skill Development Center Azad Colony Rd-4 1
Skill Development center 1
Maripur Tilak Nagar, Muzaffarpur 1
LIT Lernet Muzaffarpur 1
Solar PV Instoller 1
skill Development center Azad Colony Rd-4 1
Skil Development Center 1
Type of Center Number
PPP 348
Private 195
Government 24
No Response/NaN) 6
Source: Authors calculation
The demand for trained workers seems to be quite low for several reasons: - The skill offerings provided in
training programs are often repetitive and lack differentiation, making it challenging for potential employees
to stand out in a competitive job market. - There is a noticeable absence of direct engagement with employers
who could provide valuable insights and opportunities for trainees, limiting the effective alignment of skills
with industry needs. - Furthermore, the mechanisms for job placement following training are insufficient,
leaving graduates without the essential support they need to transition smoothly into the workforce.
Table.6. Duration, Type and Number of Training, Skill Category and Experience about the Course
Duration of Training Number Skill Category Name Number
3 Month 372 CIT, CLS, CSS 303
2 Month 150 Dresser (Medical) 54
No Response 19 BS,CIT 43
64 Days 9 Associate (Front Office) 38
4 Month 10 Housekeeping 30
1.5 Month 6 No Response 28
45 Days 3 Certificate in Lang (Eng) 24
65 Days 3 Certificate in Languare (Rng) 23
7 Days 1 Solar 17
8 Hours 1 KYP 5
Type of Skill Training BSDM 5
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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General 335 NO 1
Vocational 223 PMKK 1
Blank 10 Guest Service Associate 1
Technical 5 GSA 1
Vocational4 1 Work Experience
Training Program attended Good 369
3 308 No Response 134
No Response 116 Satisfaction 43
1 106 Very Good 12
2 39 Satisfied 8
Type of Skill Category Yes 2
Medium 508 7 Days 2
High Medium 31 0 1
No Response 18 Excellent 1
low 13 NO 1
High Skill 4 8 Days 1
Distance to Training Is Paid Course
2 KM 51 NO 441
5 KM 72 Yes 128
3 KM 69 No Response 5
10 KM 53 Is Certification Course
8 KM 27 Yes 562
6 KM 47 NO 7
1 KM 21 No Response 5
4 KM 48 Financial Benefit Response
No Response 20 NO 493
15 KM 17 Yes 76
12 KM 15 No Response 5
Is Fully Residential
NO 437
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Yes 131
No Response 6
Source: Authors calculation
CONCLUSION AND RECOMMENDATION
The respondent population comprises rural, low-income individuals, primarily comprised of socially
disadvantaged youth, many of whom are grappling with unemployment. Despite facing socio-economic
challenges, this group demonstrates a commendable level of education, which positions them advantageously
for various developmental programs. They are an exemplary target group for initiatives aimed at skill
development, where practical training and mentorship can pave the way for enhanced employability.
Additionally, programs focused on digital literacy can empower these young individuals with essential
technological skills, enabling them to navigate today's digital landscape confidently. Financial inclusion
efforts can provide them with crucial access to financial services, helping to foster economic independence.
Furthermore, job placement programs tailored to meet their specific needs can connect them with meaningful
employment opportunities. It is essential to emphasize gender equality within these initiatives, ensuring that
both young men and women receive equal support and opportunities, ultimately contributing to their social
upliftment and the creation of a more equitable community.
Based on this current study and analysis of primary and secondary data it is recommended various point on
skill development in Bihar:
1. Expand the range of skill offerings to encompass training that is specifically tailored to meet current
market demands and align with the needs of various sectors. This approach ensures that participants
gain relevant and applicable skills crucial for today’s workforce.
2. Elevate the quality of data collected during the registration process and subsequent feedback sessions.
By doing so, we can facilitate more accurate tracking and comprehensive evaluation of training
programs, ultimately leading to improved outcomes for participants.
3. Implement standardized monitoring frameworks that rigorously assess critical elements such as
training duration, financial benefits achieved, and overall employment outcomes. This structure will
provide valuable insights into the effectiveness and impact of the training initiatives.
4. Forge strong connections with employers and establish robust job placement support systems. This
strategy aims to significantly enhance the perceived value of training by ensuring that graduates have
direct pathways to employment opportunities.
5. Initiate targeted outreach programs in rural areas, utilizing innovative residential or mobile training
models. By bringing training directly to remote communities, we can increase accessibility and
support skill development where it is most needed.
6. Tailor academic curricula in collaboration with employers from aspiring districts to ensure that
educational programs are directly aligned with industry needs and emerging job markets.
7. Enhance job matching platforms and integrate comprehensive digital job search training, enabling
students to navigate the contemporary employment landscape effectively and secure suitable positions.
8. Address the critical issue of under-skilling by reinforcing foundational abilities and Information and
Communication Technology (ICT) skills, particularly for marginalized groups who often face barriers
to access and training.
9. Implement awareness campaigns and provide incentives designed to mitigate the apprehension many
individuals feel about relocating to outer regions. Highlight these areas as having promising job
opportunities, thereby widening the potential for career advancement.
10. Employ real-time, localized data to dynamically adjust training focus and course offerings, ensuring
that educational programs remain responsive to the evolving demands of the job market.
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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ACKNOWLEDGMENT
1. This article is part of ICSSR sponsored project. This is to acknowledge the Indian Council of Social
Science Research (ICSR), New Delhi for providing financial support to undertake the research.
2. An AI tool was employed to enhance grammatical correctness and the overall flow of language in the
work.