GSS Session V Dr. Ashok Kumar Gaba

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  • 1.
    • ASHOK K GABA, Ph.D
    • Associate Professor
    • School of Vocational Education and Training
    • INDIRA GANDHI NATIONAL OPEN UNIVESITY
    • Maidan Garhi, New Delhi, India
    • Email: [email_address]
    • 4 th Global Skills Summit 2011
    • Special Focus: Ideas for the 12 th Five Year Plan
    • September 15-16, 2011, Federation House, New Delhi
    ROLE OF DISTANCE LEARNING INSTITUTIONS IN NVQF
  • 2. Eklavya 1 st Generation © Gaba/IGNOU
  • 3.
      • Out-of–school youth
      • Girls and destitute women
      • Economically deprived sections of the society
      • Unemployed young population, majority of them do not have any kind of skill
      • Physically Challenged
      • Multi-culture/language people
    Who will be trained? © Gaba/IGNOU
  • 4.
      • Every year 5.5 million students pass out of class X of which 3.3 million go to Class X1, leaving 2.2 million out of the educational system.
      • By 2020, about 220 million students will pass out from school, out of which, about 150 million will not enroll for college education.
      • ( http://pib.nic.in/newsite/erelease.aspx?relid=68291 )
      • Of the total employment in the country (459.1 m) out of which 56.8 percent of workforce belonged to self employment, 28.9 percent to casual labor, and 14.3 percent to regular wages.
    Who will be trained? © Gaba/IGNOU
  • 5. TARGET GROUPS FOR THE 12 PLAN © Gaba/IGNOU
  • 6.
    • Present Scenario
      • 17 Ministries
      • Many NGO’s also provide training to prepare manpower for non-formal sector.
      • PPP Model
      • Traditional Indian way of training Farmers, Craftsmen, Masons, Weavers, Carpenters, Goldsmiths, Carpet makers etc.
      • ODL institutions-IGNOU/NIOS/CCIs/DDE
    VOCATIONAL TRAINING PROVIDER © Gaba/IGNOU
  • 7.
    • Some sort of dichotomy seems to exist in the country
    • Need to bring homogeneity and rationality in the VET programmes offered by different training providers.
    • The framework should guarantee that all workers at all levels of an occupation are trained, assessed and certified based on standards set for NVQ.
    NEED FOR NVQF
  • 8.
      • Revision/addition of course curricula
      • Lack of modern tool/technology/machinery related to the revised course curricula
      • Non-availability of qualified instructor/teacher/faculty
      • Training to Trainer
      • Society Acceptability
      • Prior learning
      • Socio-economic/cultural
      • Multiple languages
      • Public Perceptions
      • people are not interested in getting any kind of certification because they feel they will not be benefited by it.
    ISSUES © Gaba/IGNOU
  • 9. Sequencing of Objectives Basic Principle: Simple to Complex Sequencing in Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge COGNITIVE PEADGOGY FOR VOCATIONAL EDUCATION © Gaba/IGNOU
  • 10. PERSPECTIVE NVQF MODEL Industry NVQ Authority © Gaba/IGNOU
  • 11.
    • Different pathway other than formal VET system through which NVQF to be operated:
      • Work-based VET (Informal training)
      • Open & Distance/Blended Learning based VET
    ALTERNATIVE STRATEGY © Gaba/IGNOU
  • 12. DISTANCE TEACHING INSTITUTIONS IN INDIA AS ON TODAY © Gaba/IGNOU
  • 13. Advantage of ODL
    • Cost effective
    • Flexible Learning Approach
        • entry qualification
        • place, pace and duration of study to students
    • Credit System
      • based on time factor
      • 1 credit=30 hours:inclusive of all learning activities
    © Gaba/IGNOU
  • 14.
    • Networking
      • Regional Centres- 67
      • Learner Support Centres-3252
      • Study Material
      • Muliti-media
      • Quality Content
      • Registration
      • Student Registration- About 3 Million
    IGNOU’S STRENGTH © Gaba/IGNOU
  • 15. Multimedia approach to instruction http://www.ignou.ac.in
      • Self instructional materials (printed material)
        • counselling sessions (F2F and Teleconferencing)
        • multi-channel learning:
          • regular two-way audio and one-way video teleconferencing (750 interactive nodes)
          • two-way video and two way audio (Satellite Interactive Terminals)
          • interactive radio counselling
          • Gyan Darshan/Gyan Vani
          • internet-based learning
          • face to face counselling
  • 16.
    • Certificate, Diploma, Degree (Doctorate)
      • - Soft Skills
      • - BPO
      • - Vocational Teacher Education
      • - Tourism
      • - Engineering and Technology
      • - Paramedical Sciences
      • - Information Technology
      • - Security Management and Fire Safety
      • - Others
      • www.ignou.ac.in
    Vocational Programmes Offered by IGNOU © Gaba/IGNOU
  • 17.
    • Networking
      • Regional Centres- 16
      • Learner Support Centres-3910 (1167 vocational)
      • Study Material
      • Multi-media
      • Quality Content
      • Student Registration
      • About 2 Million (9% vocational)
      • Source: www.nios.ac.in
    NIOS STRENGTH
  • 18.
      • Target Group:
        • Have skill but no formal qualification
        • Have formal Qualification but no Skill
        • On the job training
        • Blended Learning Approach:
        • - Content to be developed -IGNOU/NIOS/Industry/MoL
        • - Mobile Training Centre- DTIs/Industry
        • - Accreditation/Certification- IGNOU/NIOS
        • - Research and Training-IGNOU
    PERSECTPIVE MODEL FOR ODL INSTITUTIONS © Gaba/IGNOU
  • 19. DTIs Learner Support Learner at his/her working place VEIs Industries/enterprises PERSPECTIVE DISTANCE VOCATIONAL TEACHING MODEL © Gaba/IGNOU
  • 20. 3 C‘s: 1 C- Capability 2 C- Concern 3 C-Commitment Ready to work in Team Source: KRS (2008), IGNOU
  • 21. T OGETHER E VERYONE A CHIEVES M ORE ROLE OF DISTANCE LEARNING INSTITUTIONS IN NVQF Source: KRS (2008), IGNOU
  • 22. Thanks for the Patience Your Comments and Questions?? [email_address] © Gaba/IGNOU