Journal of Scientific Research and Reports

Vocational skill development programmes focusing on enterprise creation are widely recognised as effective instruments for fostering economic self-reliance among tribal and indigenous populations in geographically isolated regions. However, systematic evaluation of participant-perceived challenges in such programmes remains limited, particularly in high-altitude contexts. This study addresses this gap by examining the operational and contextual challenges faced by trainees of a solar lantern and LED bulb fabrication programme conducted in Ladakh, India, under the Ministry of Electronics and Information Technology (MeitY). The study adopted a descriptive research design, employing a census approach that included the entire cohort of 320 trainees who completed the programme across Leh and Kargil districts. Primary data were collected using a pre-tested structured questionnaire administered through Google Forms, chosen for its accessibility across the geographically dispersed study area. The questionnaire was developed based on existing literature, expert consultations and programmatic documentation and was validated through content validity assessment and pilot testing. The Garrett ranking technique was employed to mathematically prioritise the perceived constraints, converting ordinal rankings into weighted scores for hierarchical analysis. Findings reveal that the perceived need for more advanced and interactive teaching methods emerged as the foremost concern (mean Garrett score: 61.21; consensus: 29.7%), followed by lack of financial support after training (58.63) and poor lighting and power supply (54.92). In contrast, language barriers (40.53) and transportation problems (38.98) ranked lowest, indicating effective communication strategies and logistical arrangements by programme authorities. The study concludes that the programme was effectively delivered and the identified challenges primarily reflect participant expectations for enhanced experiential learning, post-training financial linkages and external infrastructural limitations rather than fundamental programme deficiencies. Policy recommendations include integrating experiential pedagogical approaches, establishing micro-credit linkages for post-training enterprise formation, and deploying backup power infrastructure at training centres.