Developing strategy plan for implementation of NVEQF in Open Schooling-Kochi,June 20-21,2013

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Presentation by Prof. Mohan B Menon, Wawasan Open University, Malaysia

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Developing strategy plan for implementation of NVEQF in Open Schooling-Kochi,June 20-21,2013

  1. 1. 07/12/1307/12/13 11 Workshop onWorkshop on “Developing Implementation Strategy for“Developing Implementation Strategy for NVEQF in Open Schooling in India”NVEQF in Open Schooling in India” A Discussion PaperA Discussion Paper Professor Mohan MenonProfessor Mohan Menon Assistant Vice Chancellor (Academic Support)Assistant Vice Chancellor (Academic Support) Wawasan Open University, PenangWawasan Open University, Penang e-mail:e-mail: mohanbmenon@gmail.commohanbmenon@gmail.com 20-21 June 201220-21 June 2012 Cherai Beach ResortCherai Beach Resort Vypin Island, Cherai P.O.Vypin Island, Cherai P.O. Kochi, Kerala-683514Kochi, Kerala-683514 mohan menon, WOU, Penangmohan menon, WOU, Penang
  2. 2. 07/12/1307/12/13 22 IntroductionIntroduction  During the last couple of decades India showed a major transition to a knowledge-based economy requiring a new generation of knowledge workers and knowledge technologists who are flexible and analytical to be the driving force in the knowledge based economy.  India does not have the sheer number of skilled personnel required in many vocational and technical areas in spite of high growth in its secondary and post- secondary education. mohan menon, WOU, Penangmohan menon, WOU, Penang
  3. 3. IntroductionIntroduction  Nearly three quarters of India’s working-age population work in the informal economy and most of them do not possess any formal education or training in the area of work.  There is a need to increase production of skilled persons in large numbers in several production sectors. 07/12/1307/12/13 33mohan menon, WOU, Penangmohan menon, WOU, Penang
  4. 4. National Vocational EducationNational Vocational Education Qualification FrameworkQualification Framework (NVEQF)(NVEQF)  Policy reforms and innovations attempted during the last over sixty years have been extensive but not integrated.  (TVET) system in India is fragmented and lacks coordination between various stakeholders and there is lack of articulation arrangements for progression of students from School to Polytechnics and University 07/12/1307/12/13 44mohan menon, WOU, Penangmohan menon, WOU, Penang
  5. 5. NVEQF is a descriptive framework  Organizes qualifications according to a series of levels of knowledge and skills defined in terms of learning outcomes.  These learning outcomes are a set of competencies learners must possess regardless of whether they were acquired through formal, non-formal or informal education and training.  Qualifications are made up of a number of occupational standards. 07/12/1307/12/13 55mohan menon, WOU, Penangmohan menon, WOU, Penang
  6. 6. NVEQF is a descriptive framework  Occupational standards provide the basis for judgments and assessments that are made for specific areas of learning (similar to modules, but more focused).  This allows learners, education and training providers and employers to gain information about the broad equivalence of qualifications.  A nationally integrated education and training that will link one level of learning to another and enable learners to progress to higher levels from any starting point in the education and training system. 07/12/1307/12/13 66mohan menon, WOU, Penangmohan menon, WOU, Penang
  7. 7. The key elements of the NVEQF Provides for: •multiple entry and exit to TVET, •including all modes of education/training •recognition/accreditation of prior learning •transfer and progression within and across modes and between TVET and general academic education and •partnership with industry/employers. NVEQF for the first time has considered all levels, aspects and modes of technical and vocational education and training in the country. 07/12/1307/12/13 77mohan menon, WOU, Penangmohan menon, WOU, Penang
  8. 8. 07/12/1307/12/13 88 Comprehensive PerspectiveComprehensive Perspective on VET in NVEQFon VET in NVEQF  Formal education system including education (and training) ‘provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ladder of full-time education for children and young people, generally beginning at age 5, 6 or 7 and continuing up to 20 or 25 years of age’ mohan menon, WOU, Penangmohan menon, WOU, Penang
  9. 9. 07/12/1307/12/13 99 Comprehensive PerspectiveComprehensive Perspective on VET in NVEQFon VET in NVEQF  Non-formal education refers to any organized and sustained educational activities which may take place, both within and outside educational institutions, and may cater to persons of all ages. It may cover educational programmes to impart adult literacy, basic education for out-of-school children, life skills, work skills, etc.  Although not specified by the Framework open schooling mode comes within Non-formal education. mohan menon, WOU, Penangmohan menon, WOU, Penang
  10. 10. ComprehensiveComprehensive Perspective on VET inPerspective on VET in NVEQFNVEQF  Informal Education: NVEQF also brings within its purview all types of learning that takes place through life and work experience, which may also be referred to as experiential learning.  Often this learning is unintentional and the learner may not recognize at the time of the experience that it contributed to his or her knowledge, skills and competence. 07/12/1307/12/13 1010mohan menon, WOU, Penangmohan menon, WOU, Penang
  11. 11. 07/12/1307/12/13 1111 VET through Open Distance LearningVET through Open Distance Learning  The framework defines flexible delivery to include distance education, mixed mode delivery, on-line education, self-paced learning, self-directed learning  The Framework considers ODL as one of the forms of non-formal education that can used to develop technical and vocational skills.  Many expectations rest on the mode’s potential advantages including the ability to access individuals and communities on the margins; its low cost and its ability to deliver a quality product of standard to larger number of learners mohan menon, WOU, Penangmohan menon, WOU, Penang
  12. 12. VET through OpenVET through Open Distance LearningDistance Learning  Over the past over forty years, trainers all over the world have come to appreciate the immense value of using ODL methods to provide continuous, "just-in-time" training for workers in a range of fields — from farming to electronics, health to engineering, animal husbandry to automobile engineering, teachers to social workers. 07/12/1307/12/13 1212mohan menon, WOU, Penangmohan menon, WOU, Penang
  13. 13. 07/12/1307/12/13 1313 Action Points in NVEQF forAction Points in NVEQF for VET Curriculum andVET Curriculum and TransactionTransaction  NVQEF has brought out broad comprehensive directions related to various aspects of curriculum development and transaction including assessment in Vocational Education and Training. mohan menon, WOU, Penangmohan menon, WOU, Penang
  14. 14. 07/12/1307/12/13 1414 Open Schooling Strategy for NVEQFOpen Schooling Strategy for NVEQF Implementation- ChallengesImplementation- Challenges Need for Modular Credit-based System Recognition of prior learning Promotion of vocational pedagogy and blended learning Imparting practical experiences through ODL Competency based assessment systems mohan menon, WOU, Penangmohan menon, WOU, Penang
  15. 15. Open Schooling Strategy forOpen Schooling Strategy for NVEQF Implementation-NVEQF Implementation- ChallengesChallenges  Developing academia-industry alignmentDeveloping academia-industry alignment  Modifications in teaching-learning approaches  Need for flexibilities and innovations  Development of an effective quality assurance system 07/12/1307/12/13 1515mohan menon, WOU, Penangmohan menon, WOU, Penang
  16. 16. 07/12/1307/12/13 1616 Technical and VocationalTechnical and Vocational Education and Training by ODL:Education and Training by ODL: PotentialPotential  ODL mode in vocational and technical education has a lot to offer the new world of work because it is responsive, flexible, fosters independent learning, can be set up in a way that fosters teamwork and allows the immediate transfer of skills with workplace based learning.  That level of quality can only be met if the objectives are very clear, and both process of learning and the system requirements for supporting that process are well understood and suitably mobilized. mohan menon, WOU, Penangmohan menon, WOU, Penang
  17. 17. Technical and VocationalTechnical and Vocational Education and Training by ODL:Education and Training by ODL: PotentialPotential  The potential and possibilities in the open distance learning mode has undergone remarkable changes that today ODL systems with use of variety of technologies and learner support modalities can go well beyond teaching theoretical subjects. 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 1717
  18. 18. Technical and Vocational Education andTechnical and Vocational Education and Training by ODL: Some ExperiencesTraining by ODL: Some Experiences  There is enough experience around the world to show that appropriately organised distance learning experiences supported by both F2F and virtual interactions and hands on skill development sessions can be an effective mode to develop technical and vocational competencies. 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 1818
  19. 19. Technical and Vocational Education andTechnical and Vocational Education and Training by ODL: Some ExperiencesTraining by ODL: Some Experiences  We could look at some of the technical and vocational education programmes offered through open distance learning and understand what makes these systems work.  The Open Polytechnic of New Zealand (TOPNZ)  The Open University, UK  NIOS  Open University of Sri Lanka (OUSL)  IGNOU’s Vocational courses 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 1919
  20. 20. 07/12/1307/12/13 2020 What makes the SystemsWhat makes the Systems work in the Caseswork in the Cases  Strong focus on designing and delivering skills and competency-based learning solutions within blended and networked learning environments.  Close partnership with industry to deliver vocational training to accredited national standards and qualifications.  Approach in which the institution has disaggregated the elements of its ODL system (e.g. curricula, courseware, examinations, student support) so that each can be made available to partners separately mohan menon, WOU, Penangmohan menon, WOU, Penang
  21. 21. What makes the SystemsWhat makes the Systems work in the Caseswork in the Cases  Use of appropriate, available and accessible technology to provide individualized support  Optimum use of all available infrastructure and resources in the community at all levels for course development, course distribution and providing varied kinds of learner support 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 2121
  22. 22. What makes the SystemsWhat makes the Systems work in the Caseswork in the Cases  Flexible, distance-learning, modular approach  Counsellor/assessor working with the learner providing support and guidance as they progress through the qualification 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 2222
  23. 23. 07/12/1307/12/13 2323 VET through Open SchoolingVET through Open Schooling in India- SWOT analysesin India- SWOT analyses POSITIVE NEGATIVE INTERNALEXTERNAL STRENGTH •Evidence world-wide •Learning/Training while at work •Well designed and structured •Cost-effective •Reaching large numbers at a distance •ICT enhanced systems WEAKNESS •Relatively less F2F contact •Not adequate by distance inputs alone •Sufficient models in India not available •Relatively less used for technical and vocational education/training THREAT •Difficulty of managing large networks •Apprehensions about organizing practice OPPORTUNITY •Strong ODL base •Available infrastructure at field level •Available trained human resources •Improved ICT network •Enhanced access •Policy support for ODL •Formal system not sufficient mohan menon, WOU, Penangmohan menon, WOU, Penang
  24. 24. 07/12/1307/12/13 2424 Issues/Questions for GroupIssues/Questions for Group DiscussionDiscussion  Learning Materials and Resource Support forLearning Materials and Resource Support for curriculum transaction (Group-A)curriculum transaction (Group-A)  Learner support of theory and practiceLearner support of theory and practice (Group-B)(Group-B)  Learner assessment-theory and practiceLearner assessment-theory and practice (Group-C)(Group-C)  Monitoring and Management of VET throughMonitoring and Management of VET through OS (Group-D)OS (Group-D) ICT Infrastructure and Network (Cross-ICT Infrastructure and Network (Cross- cutting area)cutting area) mohan menon, WOU, Penangmohan menon, WOU, Penang
  25. 25. THANKSTHANKS  Mohan MenonMohan Menon  Wawasan Open University, PenangWawasan Open University, Penang  mohanbmenon@gmail.commohanbmenon@gmail.com 07/12/1307/12/13 mohan menon, WOU, Penangmohan menon, WOU, Penang 2525

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