GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India Perspective


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  • 2.7 million graduates from colleges every year
  • GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India Perspective

    1. 1. 1<br />Vocational Education in Schools<br />An Indian Perspective<br />Dr AlkaBhargava<br />Director<br />Ministry of Human Resource Development <br />
    2. 2. Population of over 1.2 billion and a workforce of 460 million<br />Unemployment by the current daily status measure is 6.2% of the labour force<br />Median age of India is 24 years<br />54% of India's rural workforce is self-employed <br />42.6% of population in urban areas is self-employed <br />Over 70% of the labour force in all sectors combined (organized and unorganized) is either illiterate or educated below the primary level<br />2<br />Demographics<br />
    3. 3. Demand Supply Mismatch<br />Age Group 15-29<br />only 2% have undergone formal vocational training<br />8% acquired skills at work place<br />93% of workforce in unorganized sectors<br />New entrants to the workforce every year: 12.8m<br />Existing skill development capacity: 3.1 million<br />3<br />
    4. 4. Need for Vocationalisation<br />No. in Higher Secondary <br />Schools<br />60,383 schools<br />Population <br />4.86 cr<br />No. in Secondary<br />Schools<br />1,23,265 schools<br />Population <br />4.84 cr<br />No. in Upper Primary<br />Schools<br />Population<br />7.27 cr<br />3,36,638 schools <br />
    5. 5. 5<br />% of Students in Vocational Education<br />
    6. 6. 6<br />Age of introducing VE<br />INTERNATIONAL SCENARIO<br />
    7. 7. Lack of uniformity in qualifications across Institutions <br />Lack of clear recognized pathways of learning<br />Lack of credibility among stakeholders<br />Lack of horizontal and vertical mobility<br />No formal recognition of informal (prior) learning<br />Input based traditional education system that promotes rote learning<br />7<br />Need for a National Vocational Education Qualifications Framework<br />
    8. 8. 8<br />Architecture of NVEQF<br />
    9. 9. 9<br />Industry – a Major Player in TVET reforms<br />Demand Driven - Involvement of Industry to identify skills required and gaps in demand and supply (LMIS based)<br />Competencies acquired to align with skill requirements of employers/labour market.<br />Industry’s involvement in delivery and joint certification<br />Industry financing of TVET<br />
    10. 10. 10<br />Sector Skill Councils<br />
    11. 11. 11<br />Recognition of Prior Learning<br />NVEQ levels<br />Bridge Course (if required) to fill competency gap – NIOS/ State Open Schools/IGNOU/ State Open Universities <br />Recognition of Prior <br />Learning – assessment <br />of Competencies (including <br />literacy & numeracy skills)<br />and certification <br />Labour Market<br />
    12. 12. 12<br />Management Mechanism<br />INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory)<br />(MHRD, NSDC and MoL&Eto coordinate implementation <br />of norms and standards of NVEQF)<br />NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES <br />(Develop Sector Occupation Map, National Occupation Standards (NOS), Competency Based Curriculum (CBC), Training Packages)<br />NATIONAL QUALIFICATIONS BODY<br />(Register and approve Qualifications, NOS, CBC and Training Packages) <br />
    13. 13. STATE LEVEL TVET BODY: DEPTS OF EDUCATION + INDUSTRY+ LABOUR +STATE SKILL COUNCILS (to be established)<br /> (Identify local opportunities and skill requirements and assist in establishment of linkages, training delivery, funding, monitoring, etc.) <br /> <br />REGISTERED EDUCATION AND TRAINING PROVIDERS (RETP)<br />(Deliver locally relevant courses within the nationally endorsed NVEQs) <br />CBSE (CBVE) / STATE BOARDS OF EDUCATION / POLYTECHNICS / UNIVERSITIES AND SECTOR SKILL COUNCILS<br />(conduct assessment for respective qualification levels)<br />13<br />Management Mechanism<br />
    14. 14. Goals and Objectives of VE in Schools<br />
    15. 15. Salient Features of Revised Scheme<br />Strengthening of existing vocational education schools<br />Establishment of new vocational education schools<br />Assistance to run private vocational education schools under PPP mode<br />Assistance to NGOs for innovative practices<br />In-service training for existing VE teachers and induction training for new VE teachers<br />Contd…<br />
    16. 16. Salient Features of Revised Scheme (contd.)<br />Development of competency based modules for each individual vocational course<br />It will be mandatory to revise the curriculum once in three years to ensure that it is guided by the needs of the industry<br />Setting of a Vocational Education Cell in CBSE<br />A strong partnership with the industry/employers in all activities right from selection of courses, curriculum development, teaching processes, resource persons, assessment and certification<br />
    17. 17. New Courses introduced by CBSE<br />Financial Market Management (joint certification with National Stock Exchange)<br />Healthcare Sciences<br />Mass Media studies and Media Production (Whistling Woods International, Mumbai)<br />Hospitality and Tourism (National Council of Hotel Management and Catering Technology, New Delhi) <br />Geospatial Technology (Rolta India Ltd, Mumbai)<br />Some courses have been revised and made more relevant in today’s context<br />Enrollment in VE is about 37,000 in over 850 CBSE affiliated schools <br />
    18. 18. National Institute of Open Schooling <br />Open Basic Education (OBE) Programme for children upto 14 years, adolescents and adults<br />Secondary Education Course <br />Senior Secondary Education Course <br />Vocational Education courses/Programmes (1313 Accredited Vocational Institutes offering about 80 vocational courses)<br />Life Enrichment Programmes<br />Open Schools in 15 States<br />2264 study centres, over 18.5 lakh students<br />
    19. 19. PSS Central Institute of Vocational Education (PSSCIVE)<br />Premier institute of NCERT for teacher training and curricular development<br />A UNEVOC Centre<br />Divisions<br /><ul><li>Agriculture
    20. 20. Business and Commerce
    21. 21. Engineering and Technology
    22. 22. Health and Education for the Disabled
    23. 23. Home Science
    24. 24. Humanities Science and Education </li></ul>19<br />
    25. 25. Challenges<br />Synergy / partnership with industry<br />Development of unorganised / non industrial sectors<br />Availability of qualified vocational teachers<br />Development of competency based modules<br />Credits data base<br />Establishment of equivalency between general and vocational courses<br />Seamless progression into higher education <br />Horizontal mobility, if and where desired<br />20<br />
    26. 26. 21<br />Thank you<br />