01 general approach for vhse curriculum
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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.
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- 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