Impact of Skill Development Training among School Teachers

Impact of Skill Development Training among School Teachers

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  International Journal ofBusiness and Management Invention ISSN (Online): 2319 – 8028, ISSN (Print): 2319 – 801X www.ijbmi.org || Volume 5 Issue 12 || December. 2016 || PP—65-74 www.ijbmi.org 65 | Page Impact of Skill Development Training among School Teachers Parthasarathy, K1 , Ms. Shanmuga Priya, P.M2 , Mr. Sasiraja, S3 . and Jayadurga. R4 1 (Chair - School of Skill Development and Entrepreneurship), Professor and Director, Institute for Entrepreneurship and Career Development, Bharathidasan University, Khajamalai Campus, Tiruchirappalli- 620023 2 Assistant Professor, Department of Civil Engineering, B.S.Abdur, Rahman University (Deemed), Vandalur, Chennai- 600048, 3 Senior Programme Co-ordinator, IECD, Bharathidasan University, Khajamalai, Campus, Tiruchirappalli- 620023 4 Research Scholar, Department of Lifelong Learning, Bharathidasan, University, Khajamalai Campus, Tiruchirappalli-620023 ABSTRACT: Skill development training provided for the educated youths will maximize the merits of education system in India with productivity and employability skills expected by organizations and institutions in a developing country like India. The present study is used to analyze about the impact of skill development training provided to 63 school teachers from secondary and primary schools of Tirunelveli, Tamilnadu. A structured questionnaire was used in this study to explore the results with the help of statistical package for social science (SPSS). From the study it is revealed that the skill development is essential for younger generation to improvise their opportunities in the field of computer science in their career and for their future. Keywords: Skill Development, Impact of Training programme I. BACKGROUND OF THE STUDY India is one of the developing nations having more number of youth populations than other countries. Existing employee are also provided with skill development training through state and central government schemes. There is a great demand in skill development for economical and technological changes globally. Skill development includes a wide variety of activities through many institutions which are having a positive influence in earning and updating present employment status of the employees. For this purpose, skill development should be provided with the current education system through vocational and technical education. Most of the organizations provide on-job training and short term courses to develop the employee‟s skill development along with the non-government and government organizations. Skill development will overcome the social disadvantages like skill gap and skill-illiteracy. Organization for Economic Co-operation and Development (OECD), 2013, in their report that skill development training programmes generates high skilled employees, development in skill level, enhancing their level of performance in knowledge-intensive service field like schools and colleges, potential growth in specific field. It develops a common platform for services like technical education, designing, architecture and so on. According to Ministry of Human Resource Development, (2015), in their „National Policy for Skill Development and Entrepreneurship‟ prefaced the 68th Independence Day speech of Honorable Prime Minister of India, Shri. Narendra Modi, that, 54% of Indian Population who are employing comes under the age group of 25 years and 62 % of people who are employing ranges from the age group between 15 to 59. It is estimated that the average age of youth population in India are increased by 32% in future years, it will create huge demand and challenge in employment opportunity. India at present faces many challenges in skilled workforce and unemployment of educated-low skilled youths. Hence India should meet the desire of the Indian youths in skills, so that India can easily moves towards the global-knowledge-economy. II. LITERATURE REVIEW Richard Garrett and et. al, (2010), reported that there is a positive association between the skilled employees and their workplace performance. Appropriate and sufficient skills supplied to the employees results in reaching the organizational goal and individual skill development. It results in pre-requisite success in the field of productivity, finance and good quality outcome. Green Anne E., and Martinez-Solano Laura E., (2011), in their research reported that management and other institutions raises the demand for skills in their global environment gradually, to improve their productivity and economy. Investing the skills in employees can be personalized and specialized skills in management to diversify and expand their organizations. Young employees should acquire necessary skills for their self-development in their career. Organizations and institutions may update the skill requirements with their organizational objectives to achieve the skill requirements.
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 66 | Page Muriel Dunbar, (2011), explained in his review that, skill development not only improves an individual but also improvising their family status, they can easily arrive with the updated technology in their workplace. Developing countries can invest in skill development training programmes in organizations to fill the skill-gap and shortage in skills, may result in changing the nature of workplace with valuable skills. Noble Social and Educational Society, (2013), explained that the skill development training not only includes training materials, handouts and practical, it also includes financial management, project management, capacity building, record maintenance of the respondents, monitoring and evaluation by the training provider institutions. Hence the training objectives should be clearly defined for the respondents and it should be fulfilled by the institutions and the resource person of the skill development training Parthasarathy. K, et.al., (2016), described in their research paper that there is an inter-relationships between the socio-demographic profile and the respondent‟s feedback on skill development training programme. There were maximum numbers of female teachers than male have participated in the training programme provided by the Institute for Entrepreneurship and Career Development, Bharathidasan University, Tiruchirappalli. The school teachers had gained rich experience in their early stage in the field of computer science, both theory and practice in the specialized area of Programming Techniques, Office Automation, C Programme, C++ Programme, Graphic Design, Web Design and 2D Animation. III. STATEMENT OF PROBLEM In our country 90% of the employment requires skill development in different fields, due to lack of skill development, only 20% of the graduates get employment, rest of the people are unable to get the employment suitable for them. Every employee should develop his or her interpersonal skills, communication skills, lifelong learning, innovation, commercial awareness and technical & IT (Information Technology) skills. Some of the educational institutions may fail to provide appropriate skill development training to their teachers, this may result in negative impact on the student‟s development. To overcome these problems, Bharathidasan University provides a valuable pre and post service training on computer science to the school teachers under the scheme called SUITS (School-University-Industry-Tie up-Scheme) through IECD. The importance of the scheme is students can get a university standard education in the field of computer science through this scheme. Teachers from private schools are getting skill development training through IECD to educate the computer programmes to the students. The teachers are also analyzed with a structured feedback by the experts of IECD. IV. OBJECTIVES OF THE STUDY  To find out the personal profile of the respondents in the study area.  To find out the influence of respondents‟ personal profile and post impact of skill development training provided to the school teachers in the study area. V. ABOUT THE STUDY AREA There were 63 school teachers from private schools of in and around Tirunelveli, Tamilnadu, who were the participants and also the respondents of the training programme conducted by the IECD, Bharathidasan University. There were 49 female and 14 male teachers among them. The training programme conducted especially for the school teachers who are the in-charge for SUITS programme conducted by IECD, Bharathidasan University, Tiruchirappalli. VI. RESEARCH METHODOLOGY The research method adopted for the study was Census Method and the IECD expert committee were organized a structured questionnaire for the census of the respondents based on five point Likert scale. SPSS is used to analyze the data and the tabulations are described in the succeeding pages. Based on the objectives, ANOVA (Analysis of Variance) was used to find out the variance among the dependent and independent variables. VII. RESEARCH FINDINGS Table-1. Frequency of the Respondents showing the General Findings of the Respondnets Personal Profile Category Frequency Percentage Gender Male 14 22.2 Female 49 77.8 Total 63 100.0 Marital Status Single 27 42.9 Married 35 55.6 Widow 1 1.6 Total 63 100.0 Age 20 to 25 Years 29 46.0 26 - 30 Years 15 23.8
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 67 | Page 31-40 Years 15 23.8 41 Years and above 4 6.3 Total 63 100.0 Educational Qualification Under Graduate 24 38.1 Post Graduate 34 54.0 Above Post Graduate 5 7.9 Total 63 100.0 Religion Hindu 44 69.8 Christian 16 25.4 Muslim 3 4.8 Total 63 100.0 Monthly Income Below Rs.5000/- 20 31.7 Rs. 5001 to Rs.7500/- 16 25.4 Rs. 7501 –Rs. 10000 18 28.6 Rs. 10001 and Above 9 14.3 Total 63 100.0 Type of Family Nuclear 39 61.9 Joint 24 38.1 Total 63 100.0 Years of Teaching Experience No Experience 19 30.2 1-4 Years 27 42.9 5 Years and Above 17 27.0 Total 63 100.0 Table-1 shows that 77.8% of the respondents are female and 22.2% are male. 46% of respondents belong to the age group 20 to 25 years, 23.8% belongs to 26 to 30 years, 23.8% belongs to 31 to 40 Years and only 6.3% are above the age of 41 years.55.6% of respondents are married and 42.9% are unmarried. 54% of employees are post graduates and 38% are under graduates. 69.8% of the respondents belongs to Hindu religion, 25.4% are Christians and 4.8% are Muslims. 31.7% of the respondents are getting their monthly income upto Rs. 5000/-, 25.4% respondents getting their income ranges from Rs. 5001 to 7500/-, 28.6% of the respondents are getting the income ranges from Rs. 7501 to 10,000/- and only 14.3% of the respondents getting their income above Rs. 10001/- . 61.9% of the respondents of the respondents belongs to nuclear family and 38.1% of the respondents belong to joint family. 42.9% of the respondents are having working experience upto 4 years, 27% of the respondents having the experience above 5 years and 30.2% of the respondents having no experience. VIII. HYPOTHESES OF THE STUDY The study consists of null-hypotheses to find the variance among dependent and independent variables. After the analysis the researchers accepted or rejected the hypotheses based on their corresponding significant values. The below tables shows the hypotheses and its results. Hypothesis-1 There is no significant variance among the age and the impact of skill development training programme of the respondents. Table-2 ANOVA showing the Variance among the Age and the Impact of Training Programme of the Respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .939 3 .313 1.327 0.274 Within Groups 13.918 59 .236 Total 14.857 62 Encouraged Participation and Interaction Between Groups .435 3 .145 .459 0.712 Within Groups 18.644 59 .316 Total 19.079 62 Topics covered to present day context Between Groups .821 3 .274 .772 0.514 Within Groups 20.925 59 .355 Total 21.746 62 Easy to follow and organized contents Between Groups 1.203 3 .401 1.154 0.335 Within Groups 20.511 59 .348 Total 21.714 62 Utilization of distributed materials Between Groups .386 3 .129 .636 0.595 Within Groups 11.932 59 .202 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .035 3 .012 .060 Within Groups 11.394 59 .193
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 68 | Page Total 11.429 62 0.980 Familiar Training topics assigned to the Trainees Between Groups 1.435 3 .478 1.582 0.203 Within Groups 17.835 59 .302 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .254 3 .085 .236 0.871 Within Groups 21.175 59 .359 Total 21.429 62 Satisfied Training Objectives Between Groups .075 3 .025 .084 0.969 Within Groups 17.639 59 .299 Total 17.714 62 Sufficient allotment of training time Between Groups .141 3 .047 .081 0.970 Within Groups 34.271 59 .581 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .567 3 .189 .684 0.565 Within Groups 16.290 59 .276 Total 16.857 62 Table-2 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-1 is accepted and concluded that, there is no significant variance among the age and the impact of skill development training programme of the respondents”. Hypothesis-2 There is no significant variance among the experience and the impact of skill development training programme of the respondents. Table -3 ANOVA showing the variance among Experience and the Impact of Training Programme of the respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .389 2 .194 .806 0.452 Within Groups 14.469 60 .241 Total 14.857 62 Encouraged Participation and Interaction Between Groups .109 2 .055 .173 0.842 Within Groups 18.970 60 .316 Total 19.079 62 Topics covered to present day context Between Groups 1.183 2 .592 1.727 0.187 Within Groups 20.563 60 .343 Total 21.746 62 Easy to follow and organized contents Between Groups 2.025 2 1.012 3.085 0.053 Within Groups 19.689 60 .328 Total 21.714 62 Utilization of distributed materials Between Groups .428 2 .214 1.079 0.346 Within Groups 11.890 60 .198 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .350 2 .175 .948 0.393 Within Groups 11.079 60 .185 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .095 2 .047 .149 0.862 Within Groups 19.175 60 .320 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .422 2 .211 .602 0.551 Within Groups 21.007 60 .350 Total 21.429 62 Satisfied Training Objectives Between Groups .341 2 .171 .589 0.558 Within Groups 17.373 60 .290 Total 17.714 62 Sufficient allotment of training time Between Groups .297 2 .149 .261 0.771 Within Groups 34.116 60 .569 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .952 2 .476 1.796 0.175 Within Groups 15.905 60 .265 Total 16.857 62 Table-3 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-2 is accepted and it is concluded that, “there is no significant variance among the experience and the impact of the skill development training programme of the respondents”. Hypothesis- 3
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 69 | Page There is no significant variance among the gender and the impact of skill development training programme of the respondents Table-4 ANOVA showing the variance among Gender and the Impact of Training Programme of the respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .041 1 .041 .168 0.683 Within Groups 14.816 61 .243 Total 14.857 62 Encouraged Participation and Interaction Between Groups .018 1 .018 .058 0.810 Within Groups 19.061 61 .312 Total 19.079 62 Topics covered to present day context Between Groups .409 1 .409 1.170 0.284 Within Groups 21.337 61 .350 Total 21.746 62 Easy to follow and organized contents Between Groups 1.020 1 1.020 3.008 0.088 Within Groups 20.694 61 .339 Total 21.714 62 Utilization of distributed materials Between Groups .409 1 .409 2.097 0.153 Within Groups 11.908 61 .195 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .041 1 .041 .219 0.642 Within Groups 11.388 61 .187 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .454 1 .454 1.470 0.230 Within Groups 18.816 61 .308 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .367 1 .367 1.064 0.306 Within Groups 21.061 61 .345 Total 21.429 62 Satisfied Training Objectives Between Groups .010 1 .010 .035 0.852 Within Groups 17.704 61 .290 Total 17.714 62 Sufficient allotment of training time Between Groups 1.637 1 1.637 3.047 0.086 Within Groups 32.776 61 .537 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .653 1 .653 2.458 0.122 Within Groups 16.204 61 .266 Total 16.857 62 Table-4 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-3 is accepted and it is concluded that, “there is no significant variance among the gender and the impact of skill development training programme of the respondents” Hypothesis- 4 There is no significant variance among the educational qualification and the impact of skill development training programme of the respondents Table 5 ANOVA Showing the Variance among the Educational Qualification and the Impact of Training Programme of the Respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups 1.040 2 .520 2.258 0.113 Within Groups 13.817 60 .230 Total 14.857 62 Encouraged Participation and Interaction Between Groups .292 2 .146 .466 0.630 Within Groups 18.788 60 .313 Total 19.079 62 Topics covered to present day context Between Groups 1.083 2 .542 1.573 0.216 Within Groups 20.663 60 .344 Total 21.746 62 Easy to follow and organized contents Between Groups .085 2 .043 .118 0.889 Within Groups 21.629 60 .360 Total 21.714 62 Utilization of distributed materials Between Groups .225 2 .113 .559
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 70 | Page Within Groups 12.092 60 .202 0.575Total 12.317 62 Effective Training experience in the field of computer science Between Groups .278 2 .139 .747 0.478 Within Groups 11.151 60 .186 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .815 2 .408 1.326 0.273 Within Groups 18.454 60 .308 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .160 2 .080 .226 0.799 Within Groups 21.269 60 .354 Total 21.429 62 Satisfied Training Objectives Between Groups .699 2 .349 1.232 0.299 Within Groups 17.016 60 .284 Total 17.714 62 Sufficient allotment of training time Between Groups 2.815 2 1.407 2.672 0.077 Within Groups 31.598 60 .527 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .194 2 .097 .350 0.706 Within Groups 16.663 60 .278 Total 16.857 62 Clearly Defined Objectives Between Groups .081 2 .041 .191 0.827 Within Groups 12.776 60 .213 Total 12.857 62 Table-5 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-4 is accepted and it is concluded that, “there is no significant variance among the educational qualification and the impact of skill development training programme of the respondents”. Hypothesis-5 There is no significant variance among the religion and the impact of skill development training programme of the respondents. Table-6 ANOVA showing variance among Religion and the Impact of the Training Programme of the Respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .321 2 .161 .663 0.519 Within Groups 14.536 60 .242 Total 14.857 62 Encouraged Participation and Interaction Between Groups .504 2 .252 .813 0.448 Within Groups 18.576 60 .310 Total 19.079 62 Topics covered to present day context Between Groups .165 2 .082 .229 0.796 Within Groups 21.581 60 .360 Total 21.746 62 Easy to follow and organized contents Between Groups .315 2 .157 .441 0.645 Within Groups 21.400 60 .357 Total 21.714 62 Utilization of distributed materials Between Groups .054 2 .027 .133 0.876 Within Groups 12.263 60 .204 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .035 2 .017 .091 0.913 Within Groups 11.394 60 .190 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .171 2 .086 .269 0.765 Within Groups 19.098 60 .318 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .582 2 .291 .838 0.438 Within Groups 20.847 60 .347 Total 21.429 62 Satisfied Training Objectives Between Groups .714 2 .357 1.261 0.291 Within Groups 17.000 60 .283 Total 17.714 62 Sufficient allotment of training time Between Groups 2.269 2 1.134 2.117 0.129 Within Groups 32.144 60 .536 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .304 2 .152 .551 0.579 Within Groups 16.553 60 .276 Total 16.857 62
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 71 | Page Table-6 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-5 is accepted and it is concluded that, “there is no significant variance among the religion and the impact of skill development training programme of the respondents”. Hypothesis-6 There is no significant variance among the marital status and the impact of skill development training programme of the respondents. Table- 7 ANOVA showing the variance among Marital Status and the Impact of the Training Programme of the Respondents Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .457 2 .229 .952 .392Within Groups 14.400 60 .240 Total 14.857 62 Encouraged Participation and Interaction Between Groups .527 2 .263 .852 .432 Within Groups 18.552 60 .309 Total 19.079 62 Topics covered to present day context Between Groups 1.278 2 .639 1.874 .162 Within Groups 20.468 60 .341 Total 21.746 62 Easy to follow and organized contents Between Groups .288 2 .144 .403 .670 Within Groups 21.426 60 .357 Total 21.714 62 Utilization of distributed materials Between Groups .679 2 .340 1.751 .182 Within Groups 11.638 60 .194 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .199 2 .099 .531 .590 Within Groups 11.230 60 .187 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .986 2 .493 1.618 .207 Within Groups 18.284 60 .305 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups .447 2 .223 .638 .532 Within Groups 20.982 60 .350 Total 21.429 62 Satisfied Training Objectives Between Groups .510 2 .255 .889 .416 Within Groups 17.204 60 .287 Total 17.714 62 Sufficient allotment of training time Between Groups .053 2 .026 .046 .955 Within Groups 34.360 60 .573 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .389 2 .195 .709 .496 Within Groups 16.468 60 .274 Total 16.857 62 Table-7 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-6 is accepted and it is concluded that, “there is no significant variance among the marital status and the impact of skill development training programme of the respondents”. Hypothesis-7 There is no significant variance among the type of family and the impact of skill development training programme of the respondents. Table-8 ANOVA Showing the variance among type of Family and the Impact of the Training Programme Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups 1.780 1 1.780 8.304 .005 Within Groups 13.077 61 .214 Total 14.857 62 Encouraged Participation and Interaction Between Groups .836 1 .836 2.795 .100 Within Groups 18.244 61 .299 Total 19.079 62 Topics covered to present day context Between Groups .044 1 .044 .124
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 72 | Page Within Groups 21.702 61 .356 .726Total 21.746 62 Easy to follow and organized contents Between Groups 2.782 1 2.782 8.962 .004 Within Groups 18.933 61 .310 Total 21.714 62 Utilization of distributed materials Between Groups .061 1 .061 .304 .583 Within Groups 12.256 61 .201 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .929 1 .929 5.395 .024 Within Groups 10.500 61 .172 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups .244 1 .244 .783 .380 Within Groups 19.026 61 .312 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups 2.659 1 2.659 8.643 .005 Within Groups 18.769 61 .308 Total 21.429 62 Satisfied Training Objectives Between Groups .445 1 .445 1.572 .215 Within Groups 17.269 61 .283 Total 17.714 62 Sufficient allotment of training time Between Groups 2.579 1 2.579 4.943 .030 Within Groups 31.833 61 .522 Total 34.413 62 Comfortable and adequate facilities provided Between Groups .665 1 .665 2.505 .119 Within Groups 16.192 61 .265 Total 16.857 62 Table-8 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-7 is accepted and it is concluded that, “there is no significant variance among the type of family and the impact of skill development training programme of the respondents”. Hypothesis-8 There is no significant variance among the monthly income and the impact of skill development training programme of the respondents. Table-9 ANOVA showing the Variance among the monthly income and the Impact of the Training Programme Impact of Skill Development Training Programme Sum of Squares df Mean Square F Sig. Clearly Defined Objectives Between Groups .870 3 .290 1.223 .309Within Groups 13.988 59 .237 Total 14.857 62 Encouraged Participation and Interaction Between Groups .092 3 .031 .095 .962Within Groups 18.988 59 .322 Total 19.079 62 Topics covered to present day context Between Groups 1.529 3 .510 1.488 .227Within Groups 20.217 59 .343 Total 21.746 62 Easy to follow and organized contents Between Groups 1.393 3 .464 1.349 .267Within Groups 20.321 59 .344 Total 21.714 62 Utilization of distributed materials Between Groups 2.302 3 .767 4.521 .006Within Groups 10.015 59 .170 Total 12.317 62 Effective Training experience in the field of computer science Between Groups .012 3 .004 .021 .996Within Groups 11.417 59 .194 Total 11.429 62 Familiar Training topics assigned to the Trainees Between Groups 1.138 3 .379 1.234 .305Within Groups 18.132 59 .307 Total 19.270 62 Well Prepared Trainees Teach Practical & Theory Between Groups 1.367 3 .456 1.341 .270Within Groups 20.061 59 .340 Total 21.429 62 Satisfied Training Objectives Between Groups 1.264 3 .421 1.512 .221Within Groups 16.450 59 .279 Total 17.714 62 Sufficient allotment of training time Between Groups .609 3 .203 .354 .786Within Groups 33.804 59 .573
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 73 | Page Total 34.413 62 Comfortable and Adequate Facilities provided Between Groups .885 3 .295 1.090 .361Within Groups 15.972 59 .271 Total 16.857 62 Table-9 shows that the significant values of the impact of the training programme‟s variables are greater than the significant level, hence hypothesis-8 is accepted and it is concluded that, “there is no significant variance among the monthly income and the impact of skill development training programme of the respondents”. Table-10 Distributions of the Respondents according to their Impact of the Skill Development Training Programme Statements on Impact of Skill Development Training Programme Strongly Agree Agree Neutral Disagree Strongly disagree Clearly Defined Objectives 39 (61.9) 24 (38.1) - - - Encouraged Participation and Interaction 40 (63.5) 21 (33.3) 2 (3.2) - - Topics covered to present day context 35 (55.6) 25 (39.7) 3 (4.8) - - Easy to follow and organized contents 36 (57.1) 24 (38.1) 3 (4.8) - - Utilization of distributed materials 21 (81) 11 (17.5) 1 (1.6) - - Effective Training experience in the field of computer science 48 (76.2) 15 (23.8) - - - Familiar Training topics assigned to the Trainees 39 (61.9) 22 (34.9) 2 (3.2) - - Well Prepared Trainees Teach Practical & Theory 39 (61.9) 21 (33.3) 3 (4.8) - - Satisfied Training Objectives 31 (49.2) 31 (49.2) 1 (1.6) - - Sufficient allotment of training time 23 (36.5) 27 (42.9) 13 (20.6) - - Comfortable and Adequate Facilities provided 45 (71.4) 18 (28.6) - - - Consolidated Average of the Impact of Training Programme (100%) 61.5% 34.5% 4% - - *Percentage is given inside the parenthesis. Frequency is given outside the parenthesis. N=63 By analyzing the dependent variables on impact of the training programme, table-10 shows the eleven statements based on the impact of the skill development training programme of the respondents in the study area. It seems that 61.9% of the respondents are strongly agreeing the variable, „clearly defined objectives‟ and 38.1% of them are agreed the same. 63.5% of the respondents are strongly agree the variable, „encouraged participation and interaction‟, 33.3% of them are agreed and 3.2% responding neutral to the variable. 55.6% of the respondents are strongly agreeing the variable „topics covered to present day context‟, 39.7% of the respondents are agreed and only 4.8% of them responding neutral to the variable. 57.1% of the respondents are strongly agreeing the variable „easy to follow and organized contents‟, 38.1% of them are agreed and 4.8% of them responding neutral to the variable.81% of the respondents strongly agreeing the variable, „utilization of distributed materials‟, whereas, 17.5% of them agree and only 1.6% of them responding neutral to the variable. 76.2% of the respondents are strongly agreeing the variable „effective training experience in the field of computer science‟ and 23.8% of the respondents are agreed the variable. 61.9% of the respondents are strongly agreeing the variable, „familiar training topics assigned‟, 34.9% of them are agreed and only 3.2% of them responding neutral to the variable. 61.9% of the respondents are strongly agreeing the variable, „well prepared trainees teach practical & theory‟, 33.3% of them are agreed and only 4.8% of them responding neutral to the variable. 49.2% of the respondents are strongly agreeing the variable,‟ satisfied training objectives‟, similar percentage of them are agreed the same and only 1.6% of them responding neutral to the variable. 36.5% of the respondents area strongly agreeing the variable, „sufficient allotment of training time‟, 42.9% are agreed the variable and only 20.6% of them responding neutral to the same. 71.4% of the respondents are strongly agreeing the variable,‟ comfortable and adequate facilities provided‟ and 28.6% of them are agreed the variable. IX. FINDINGS AND CONCLUSION Based on the analysis it is concluded that there are no significant variance among the independent variable (age, experience, gender, educational qualification, religion, marital status, family type and monthly income) and the dependent variables of the respondents of the study area. The research shows that the respondents can easily follow the training given to them; it shows their involvement in learning the updated computer programmes. So that they can effectively teach the programmes to the students. There were maximum number of women school teachers, hence they can make the teaching methods convenient than male staffs and also help their colleagues in handling the computer programmes also. School teachers especially from primary schools were benefited from this scheme. They can utilize this scheme for their future development also. It is
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  Impact Of SkillDevelopment Training Among School Teachers www.ijbmi.org 74 | Page concluded that 61.5% of the school teachers in the study area strongly agreed to the impact of the skill development training programme and 34.5% of the school teachers are agreed to the impact of the skill development training programme, which implies about the involvement of the school teachers in involvement in the pre and post service training and also shows the effectiveness of the training programme conducted by IECD, Bharathidasan University, Tiruchirappalli. REFERENCES [1]. Green Anne E., and Martinez-Solano Laura E., (2011),“Leveraging Training: Skills Development In SMEs”, Local Economic and Employment Development (LEED), Working Paper Series, West Midlands, England, Pg. 21-28 [2]. Ministry of Human Resource Development, (2015), National policy for Skill Development and Entrepreneurship, New Delhi, Pg.1-3, URL: www.skilldevbelopment.com [3]. Muriel Dunbar, (2011), “Engaging the Private Sector in Skills Development”, Department for International Development, Human Development Resource Centre (HDRC), London, Pg. 4- 8 [4]. Noble Social and Educational Society, (2013), Impact Of Skill Development Programmes Of Jan Shikshan Sansthan‟s On The Neo-Literates In The States Of Andhra Pradesh, Tamil Nadu, Karnataka And Kerala, Research Study Report, Sponsored by Planning Commission of Government of India, New Delhi, Pg. 129-133 [5]. OECD (2013), “Skills Development and Training in SMEs”, Local Economic and Employment Development (LEED), OECD Publishing, Pg. 16- 21 [6]. Parthasarathy. K, Vivekanandan. K, Aswini. P.M, and Sasiraja S., (2016), “A Case Study Approach for Evaluation of Skill Development Training Workshops for School Teachers” , Journal of Advances in Management IT & Social Science, Vol. 6, Issue 9, September 2016, ISSN-2231 4571, Pg. 21-41 [7]. Richard Garrett, Mike Campbell and Geoff Mason, (2010), “The value of Skills- An Evidence Review”, UK Commission for Employment and Skills and the National Institute for Economic and Social Research, Report No.22, Pg.25- 38, URL : http://dera.ioe.ac.uk