Attitude of higher secondary school students towards ASAP(Additional Skill Acquisition Programme) in Kerala State, India
DOI:
https://doi.org/10.54878/v69d3g39Keywords:
Vocational Education, Additional Skill Acquisition Programme (ASAP), Skill Development, Student Attitude, KeralaAbstract
India faces a significant challenge with a large educated but unemployed population, partly due to the historical emphasis on general education over vocational training. This has created a workforce imbalance, with a shortage of skilled labor at lower levels. In response, the government has intensified efforts to vocationalize education through various schemes, including the Additional Skill Acquisition Programme (ASAP) in Kerala. This program aims to equip students with market-relevant skills, addressing the demand for a more technically proficient workforce. This study investigates the attitudes of higher secondary school students in Kerala towards the ASAP initiative. A sample of 450 students from different districts was surveyed using a structured questionnaire to assess their perspectives on the program's effectiveness, benefits, and overall appeal. The findings indicate that students' attitudes towards ASAP vary significantly based on demographic factors such as gender, location, and academic stream. The study concludes that non-science students and those from rural areas demonstrate a more positive attitude towards the program, highlighting the need for targeted promotional strategies to broaden its appeal across diverse student groups.
References
Adu, E., Omodan, B., Tsotetsi, T., & Damoah, B. (2024). Pedagogical strategies for 21st-century classrooms. Open Books and Proceedings, 1–156. https://doi.org/10.38140/obp1-2024-00
ASAP Kerala. (2025). About us – Additional Skill Acquisition Programme Kerala. https://asapkerala.gov.in/about-us/
Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, Article 100312. https://doi.org/10.1016/j.edurev.2020.100312
Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260
Deng, Q., Zheng, B., & Chen, J. (2020). The relationship between personality traits, resilience, school support, and creative teaching in higher school physical education teachers. Frontiers in Psychology, 11, Article 568906. https://doi.org/10.3389/fpsyg.2020.568906
Díez-Palomar, J., García-Carrión, R., Hargreaves, L., & Vieites, M. (2020). Transforming students’ attitudes towards learning through the use of successful educational actions. PLOS ONE, 15(10), Article e0240292. https://doi.org/10.1371/journal.pone.0240292
Hall, T., & Smith, M. (2006). Teacher planning, instruction and reflection: What we know about teacher cognitive processes. Quest, 58. https://doi.org/10.1080/00336297.2006.10491892
Emirati Journal of Education and Literatures. (n.d.). ISSN 3080-1567, p. 71. https://doi.org/10.54878/v69d3g39
Kukreti, B. R., & Bhatt, T. (2023). Co-relational study of teaching efficiency and intelligence: In relation to type of organisation and teaching experience. Materials Today: Proceedings, 80, 2777–2780. https://doi.org/10.1016/j.matpr.2021.07.037
Mieg, H. (2019). Inquiry-based learning – Undergraduate research: The German multidisciplinary experience. https://doi.org/10.1007/978-3-030-14223-0
Opoku, O. G., Adamu, A., & Daniel, O. (2023a). Relation between students’ personality traits and their preferred teaching methods: Students at the University of Ghana and the Huzhou Normal University. Heliyon, 9(1), Article e13011. https://doi.org/10.1016/j.heliyon.2023.e13011
Opoku, O. G., Adamu, A., & Daniel, O. (2023b). Relation between students’ personality traits and their preferred teaching methods: Students at the University of Ghana and the Huzhou Normal University. Heliyon, 9(1), Article e13011. https://doi.org/10.1016/j.heliyon.2023.e13011
Planning Commission. (2008). Eleventh five year plan, 2007–2012. Oxford University Press.
Rao, M. V. (2025). Unemployment among educated youth in India: Causes and economic consequences. ResearchGate. https://www.researchgate.net/publication/391033270_Unemployment_among_educated_youth_in_India_Causes_and_economic_consequences
Sheppard, A., & Broughton, M. C. (2020). Promoting wellbeing and health through active participation in music and dance: A systematic review. International Journal of Qualitative Studies on Health and Well-Being, 15(1), Article 1732526. https://doi.org/10.1080/17482631.2020.1732526
Shirani Bidabadi, N., Nasr Isfahani, A., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: Requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170–178.
Winder, C., & Corter, C. (2016). The influence of prior experiences on early childhood education students’ anticipated work with families. Teaching and Teacher Education, 55, 133–142. https://doi.org/10.1016/j.tate.2016.01.005
Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), Article 14. https://doi.org/10.1186/s41239-021-00252-3
