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Logic Model Framework for Employability and Skills Development in Vulnerable Youth: evidence from pilot intervention and quasi-experimental research

Gupta, Pallavi and Datta, Ambarish and Kothe, Satyanarayan (2021): Logic Model Framework for Employability and Skills Development in Vulnerable Youth: evidence from pilot intervention and quasi-experimental research.

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Abstract

Objective and Purpose: The main objective of this paper is to introduce a simple logic model framework for providing role-based vocational training and sustainable placement of vulnerable and disadvantaged students. The purpose is to ascertain that sustainable skills development in vulnerable youth requires a demand driven framework that is tailored to their needs.

Methodology: Framework is outlined as a ‘logic model’ illustrating relationships between activities and outcomes with emphasis on outcome evaluation. Data is collected in three phases using qualitative and quantitative methods. Quasi-experimental research is designed to assess the differences in outcomes for experiment and comparison groups and establish effectiveness of the intervention. t-tests are performed to evaluate statistical differences between groups. Skewness-Kurtosis test for Normality is conducted to strengthen the validity of the t-test showing non-significant results of p > 0.05 for all samples.

Results: Significant difference was found between experiment group before intervention and after intervention. Wilcoxon Signed-rank Test showed significant difference in pre- and post-intervention for the experiment group, z (65) = -7.026, p < 0.05; this finding is consistent with t-test results. Behavioural changes such as motivation and self-efficacy showed the highest increase (63.45%), followed by increase in work-based skills (62.92%) and interpersonal skills (43.08%). Sustainable placements of 61 students were achieved after completion of the training. Skewness-Kurtosis test for Normality is conducted to strengthen the validity of the t-test showing non-significant results for all samples.

Relevance and Originality: The framework is built on practical experience of authors that initiated a pilot based on theoretical models of skills development. Logic model framework described here can be a useful tool to design and evaluate ‘demand-driven’ skills development programs specially for the vulnerable students from low-income groups.

Practical Implications: Aligned with SDG Target 4, this logic model framework is flexible, simple to understand and can serve as a blueprint for ‘demand-driven’ skills development interventions across sectors.

Research Limitation: The results of this study are not representative of sections of vulnerable youth that are at risk of dropping out, therefore further research is needed at the larger scale. Some inconsistencies were noted that are due to fast changing situations during COVID-19 with respect to administration of the training program.

Social Implications: Since this framework ensured quality training and sustainable placements to vulnerable youth, it can help organisations and institutes address challenges in delivery of TVET in post-crisis period. It is providing not only technical training but also resilience in the form of future identity and motivation to such students.

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