Acceptability in vocational education and training policy transfer: A case study of quality development in Indian industrial training institutes

Abstract

This study examines acceptability in vocational education and training (VET) policy learning, with a focus on quality development in Indian industrial training institutes (ITIs). The study investigates the attitudes of teachers toward a self-directed quality improvement approach developed within a German-Indian cooperation project. Drawing from implementation research, the study applies a multidimensional acceptability framework to assess the feasibility, perceived relevance, and contextual fit of the approach. Findings indicate that factors such as perceived benefit for students, context-fit and possibilities for individual policy adjustment, next to coherence with governmental policies, language familiarity and previous knowledge influence acceptability. The results offer insights for VET policy adaptation and vocational education and training staff engagement strategies.