Literaturnachweis - Detailanzeige
| Autor/in | Anikin, Vasiliy A. |
|---|---|
| Titel | Training Poverty in India: Reassessing the Effect of Social Ascription |
| Quelle | In: International Journal of Training and Development, 25 (2021) 3, S.277-300 (24 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Anikin, Vasiliy A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3736 |
| DOI | 10.1111/ijtd.12231 |
| Schlagwörter | Foreign Countries; Economic Factors; Social Influences; Vocational Education; Education Work Relationship; Employment Potential; Urban Areas; Skilled Occupations; Skilled Workers; Social Class; Disadvantaged; Gender Differences; Rural Urban Differences; India |
| Abstract | This paper set out to reassess the effects of economic and social determinants of the probability of formal vocational training in India. Applying the four-level cross-classified logistic model to the 2011-2012 National Sample Survey data, the paper identified the association between formal training and 'good jobs' in large urban electrified firms that offer permanent employment and regular monthly salary to their skilled occupation workers. Nevertheless, India remains a country of severe training poverty. This study confirms that the traditional mindset of the society does contribute to the training poverty; however, this impact is much limited to the household level and religious groups, such as Christians, which are systematically excluded from formal training as compared to Hindus, Sikhs and Buddhists. In contrast, the lower castes and deprived social backgrounds do not affect, as predicted by previous studies. Moreover, it is shown that unskilled males from the rural area of India were less likely to receive formal training as compared to educated single women. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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