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1. Vocationalization of Education at secondary level – Introduction of SSC/10th
Grade (Vocational) -Vocational stream can be introduced at 8th grade in schools.
Such schools may be termed as ‘bivalent’ schools which offer both regular as
well as vocational stream from 8th grade. SSC/10th Grade (Vocational) students
should also get entry into regular conventional academic programs in 11th grade,
in polytechnic diploma programs as well as in vocational colleges/institution
providing vocational education and training.
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HSC /12th Grade (Vocational) students may be granted admission in 3rd year of
polytechnic diploma or other conventional / program. Similarly all students from
vocational stream may be allowed lateral entry in other conventional / academic
program by undergoing ‘bridge’ courses.
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2. The World Bank Report 2006 (Skill Development in India -The Vocational
Education and Training System) indicates that employers prefer students with
general education skills in addition to vocational skills. Thus, to make
students more market worthy, curriculum in schools or institutions providing
vocational education and training must emphasize on equipping students with
general academic skills which may include problem solving skills, analyzing
skills, business development skills, marketing skills etc.
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3. The Vocational University can be established in various regions/states.
Vocational University will provide higher / tertiary education in vocational
stream. The University can provide Bachelors, Masters and Doctoral programs in
various vocational streams. The Vocational University will emphasize on a
different teaching – learning pedagogy with special emphasis on skill based,
hands-on learning and training. The existing vocational education providers such
as polytechnics, community colleges, JSS, Community polytechnics etc. can become
affiliated to the vocational university.
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4. Industry participation is critical for success of Vocational education and
even for a Vocational University. We propose that Industry participation be
sought in governance, curriculum design, setting up of Production oriented
Research and Innovation Labs in order to promote regional economic growth and to
create students who are ‘market- ready’. The University can also set up in -
service training facilities for offering training to employees from industry.
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5. It is recommended that Vocational University must setup a separate department
for Teachers Training and Development in order to build teaching resources and
research component. A separate degree called Bachelors in Vocational Education
or B.Ed with specialization in Vocational Education may be proposed to be
introduced. This could be a mandatory requirement for hiring teachers in
vocational education and training institutes. Data suggests that teachers in
vocational institutes do not have proficiency in training students on skills
hence such specialized qualifications could be emphasized while hiring teachers.
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6. Separate Bachelors and Master degrees will have to be created through UGC for
vocational stream e.g: Bachelors in Vocation Studies having several
specializations. This will enable students to pursue vocational education at the
Vocational University or at tertiary level of education. Specialized vocational
degrees will also enable students to retain skills obtained by them at higher
secondary or secondary levels of vocational education.
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7. A National and State level vocational policy and qualifications framework
needs to be created. These frameworks should outline equivalency, mobility and
also accreditation. Existing private and other vocational education and training
providers may be assessed and accredited by this central board. The GOI is
apparently working on creation of such a National Policy Framework in respect to
vocation education and training.
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In India, at present there are no Vocational Universities. However, in countries
like the Sri Lanka, Germany, France, Australia etc the concept of a vocational
university is well established. The Vocational Universities are a bee-hive for
new and innovative product development and have contributed to increase in
growth of the vocational sector. With a well defined pathway of vocational
education and ‘ladderization’, that is, the ability to move from one level to
another the vocational stream has become an extremely popular choice for
students in these countries.
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The thoughts expressed in this note and recommendations made are solely personal
opinions of the author. The data for preparing these articles and inferences
drawn are based upon information gathered from various sources including the
internet. The author acknowledges all these sources and their valuable
contributions.
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Readers may wish to go through the attached
Comprehensive Concept Note on Vocational Education and
Vocational University.
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I hope this concept note will enable readers to appreciate the importance of
strengthening Vocational Education in our country as well as the need for
establishing a Vocational University.
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Most of our data for preparing this concept note has been gathered from the
internet, The World Bank Report 2006, (Skill Development in India – The
Vocational Education and Training System) and various other sources. We
acknowledge all these sources and their valuable contributions to this note. |
Readers may send their comments to:
Ms. Swati Mujumdar
Director, Symbiosis Centre for Distance Learning
Email : director@scdl.net
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