本文以印度软件行业职业教育为研究对象，从宏观和微观层面，全面阐述了印度软件行业职业教育的发展现状和成功经验。在宏观层面，采用最新数据，对印度软件行业职业教育概况做一介绍；在微观层面，采用问卷调查法，对印度有代表性的职业培训机构——印度国家信息技术学院（NIIT）的课程作了深入分析。如此将定量分析与定性分析相结合，客观反映了印度市场化职业培训机构的优势所在。 其中在微观层面实例分析部分，本文重点对印度国家信息技术学院（NIIT）的GNIIT课程体系进行研究，分析GNIIT课程体系的设计理念和课程结构，以体现印度职业培训与软件行业的密切关系。具体方法为：通过问卷调查收集27位印度软件工程师在学习GNIIT课程后的成绩数据及对课程实用性的评价数据。基于问卷调查所获得的数据，使用多元回归分析方法，对GNIIT课程体系的实用性进行评价，并通过分析不同类型课程间的相关性，来检验课程设置的合理性。具体结论包括： （1）GNIIT课程体系中学习任务相互关联，各类技术均有涉及，以保证学员所掌握的知识体系能够胜任软件行业的各类工作。（2）GNIIT课程体系的课程结构较为合理，在课程实用性逐渐加强的过程中，保持了课程间的联系性，帮助学员在学习新课程时将已学习的知识融会贯通。（3）在GNIIT课程体系中，同一学习阶段的学习任务难度相同，不同学习阶段难度逐级增强，符合学员获取知识和提高能力的客观规律。 本文通过对印度软件行业职业教育的研究，丰富了我国关于印度职业教育的研究，拓宽了我国软件人才培养体制发展的思路，加深了对职业教育作用的理解。

This thesis is a research on India's vocational education and training (VET) for software industry. The research aims at a comprehensive exposition of the development and advantages of India's VET for software industry from both macro and micro levels. At the macro level, using the latest data, the research gives an overview on India's VET for software industry. At the micro level, questionnaire is employed for in-depth analysis on the courses of Indian National Institute of Technology (NIIT), which is the representative vocational training institution in India. Through the combination of quantitative and qualitative analysis, the research can be seen as an objective reflection on the advantages of the market-oriented vocational training institutions in India. The micro level part mainly focuses on the analysis on the GNIIT curriculum, especially its design philosophy and architecture, in order to explain the connection between vocational training and software industry in India. The research uses questionnaire to collect the performance data of 27 GNIIT students, who are currently working as software engineers, as well as their evaluation on the practicality of the courses. Based on the data of the survey, a multiple regression analysis is done on the practical evaluation and reasonableness of GNIIT curriculum. Specific conclusions include:(1) In GNIIT curriculum, the learning tasks are interrelated, and cover various types of technology, to ensure that the students are qualified for various types of work in software industry.(2) The architecture of GNIIT curriculum is quite reasonable. The contact between the courses is well maintained while the practicality of the courses is gradually strengthened.(3) The learning difficulty of GNIIT curriculum remains the same in one stage of the study process, and progressively enhances in different stages, which is in line with the objective laws of the acquiring of knowledge and the improving of skills. Through the research on India's VET for software industry, this thesis enriches our country's research on India's vocational education, broadens our thinking on the development of the training system of software professionals, and also deepens our understanding on the role of vocational education and training.