Abstract
Youth unemployment remains a critical policy challenge in developing countries, particularly in India, where young workers (ages 20–24) face significantly higher unemployment rates than older workers (ages 40–44). To address this, the Indian government has established Industrial Training Institutes (ITIs) nationwide, offering post-secondary training in over 150 trades.
Despite these efforts, ITIs face persistent challenges, including low enrollment and a disconnect between the skills taught and those demanded by employers. Employers frequently report that graduates lack core employability skills, such as communication, problem-solving, and adaptability (Kumar et al., 2019; Agrawal & Agrawal, 2017). The National Skill Development Corporation’s 2022 Skill Gap Report highlights deficiencies in multi-skilling, behavioral competencies, and career awareness as major concerns.
In response, the Government of Uttarakhand has rolled out a new Employability Skills Curriculum (ESC) across all ITIs in the state. Employability Skills Instructors (ESI) are ITI staff members responsible for delivering this curriculum to students. To strengthen their capacity, the government launched an ESI training program in June 2023, aimed at improving teaching practices and incorporating experiential learning techniques that emphasize real-world application and problem-solving. This study evaluates the impact of the ESI training program through a randomized controlled trial across 60 ITIs. In treatment ITIs, instructors receive the specialized training, while in control ITIs, instructors continue to deliver the ESC without this additional support.
We will collect data from approximately 2,000 students enrolled in 2024 and their instructors through surveys at baseline (prior to training), midline (during training), and endline (3 and 12 months post-training). Key outcomes include students’ employability attributes, employment outcomes (placement rate, earnings, and alignment of jobs with training), and instructors’ pedagogical knowledge and practices.
The study will generate rigorous evidence on how strengthening instructor capacity can improve vocational education outcomes. Its findings will inform policies to enhance the ITI system and guide strategies for scaling effective approaches to vocational training and youth employment in India.