The document outlines the key differences between the existing vocational curriculum developed in the 1980s and the restructured vocational curriculum. The restructured curriculum is learner-centered, activity-based, outcome-focused, and integrates learning and assessment. It defines job roles, focuses on multiple skills development, work-based pedagogy, and entrepreneurship. Evaluation is continuous and comprehensive. The number of courses was reduced from 42 to 35 and the curriculum updated to focus on emerging 21st century skills.

1. • Based on the Philosophy of Constructivism
• Learner – centred, process – oriented
• Activity – based and value oriented
• Emphasis on learning outcomes
• Ensure continuous and comprehensive Evaluation
• Integrates learning and assessment
• Right based approach in Education
• Mentoring, ICT and Inclusion
General Approach for
VHSE Curriculum

2. • Focus on multiple skills
• Work based pedagogy
• Freedom to choose varied learning strategies
• Real learning environment
• Emphasis on Developing entrepreneur skills
• In tune with national pattern
General Approach for
VHSE Curriculum

3. Vocational Course Curriculum - Features
Elements Existing Restructured
Curriculum Developed in 1980’s Specific focus to emerging
skills of 21st century
Structure
Job Roles
2 Years together
Not defined
Modular Format
(4 Modules)
Job roles defined
Aim of the
course
Vocation Focused,
but not skill focused
Vocation focused / Focus
on Multiple skills
Number of
Courses
42 courses 35 courses
Employment Focused on Govt.
sector
Focused on govt. /
organized/unorganised
sector

4. Elements Existing Restructured
On the Job
Training
•Duration – 16 days
•No flexibility in
selecting centers
based on skills
•One month
•Flexibility in skills ,
OJT center
Production Cum
Training Centre
•Not compulsory
•Not having formal
system
•Involvement of PTA
in setting
• Mandatory
•Structured system
•Involvement of
PPP/LSG/ Student
Alumni
Strong community
linkage
Entrepreneursh
ip Development
Focused on theory
only
Importance given to
practical skills
Instruction
Materials
Insufficient for
teachers/ students
Hand book for students
Teacher source book
Practical manual , CCE
manual, ICT Materials

5. Assessment CCE
Practical Assessment
at the end of each year
of course
CCE
Practical Assessment at
the end of each module
Certification Single Academic
Subjects certificate
and Single trade
certificate
Single Academic
Subjects certificate ,
Single trade certificate
and four skill
certificates
Pedagogy and
Teacher
Development
Programs
Role of teacher- As
facilitator
Class room based
pedagogy
No industry linked
empowerment
Role of teacher- As
mentor
Work based pedagogy
Industry linked teacher
development programs

6. Other Features of Vocational Course Curriculum
Change in the syllabus 30% - 70%
Proportion of Theory &
Practical in the Syllabus
30% - Theory
70% - Practical
Concept of Finishing
School
Initiative for launching
finishing school for better
employability
Revision for two Non-
Vocational Subjects
1. Entrepreneurship
development (existing
GFC) – both name &
syllabus
2. Management – Only
syllabus