A Study on Issues Relating to Training of Construction Workers in India

Authors

  • P. Purushothaman Additional Director, CUII, Periyar Maniammai University, Thanjavur, Tamil Nadu, India
  • E. S. M. Suresh Associate Professor, Education Technology, NITTTR, Chennai, Tamil Nadu, India

DOI:

https://doi.org/10.51983/tarce-2013.2.1.2196

Keywords:

Skill Development, Construction Workers, Female coolie, Likert Scale

Abstract

We trained twelve rural female coolie workers as assistant masons through S-React model training program. We want to find out the effectiveness of such programs whether it would be useful to other construction workers, particularly women coolie workers. With these objectives, we prepared and administered a questionnaire to construction workers, supervisors and others. The questionnaire use items with five point Likert scale, covering barriers of skill development of general and construction workers, training environment of female construction workers, cost of training and training methodology adopted in the model training program. Consolidation and comparison of feedback based on gender show that perceptions of female and male are very similar in many cases. There are few items where the differences in their perceptions are significant. The findings are that female construction workers can be given proper motivation, improve their literacy and numeracy, train them in trades of their liking, and provide practical training near or at their work places with the help of supervisors and engineers. Cost of training and sharing of the cost are important issues. We recommend 15- days compulsory training every year to every female worker of construction industry. The S-REACT training program is a baby step solution addressing some of the concerns of skill development of female workers and coolie workers.

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Published

05-05-2013

How to Cite

Purushothaman, P., & Suresh, E. S. M. (2013). A Study on Issues Relating to Training of Construction Workers in India. The Asian Review of Civil Engineering, 2(1), 25–38. https://doi.org/10.51983/tarce-2013.2.1.2196