This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.

2.  INTRODUCTION
 WHAT IS VOCATIONAL EDUCATION MEANING
 NEED FOR VOATIONALISATION OF
EDUCATION IN INDIA
 VOCATIONAL SUBJECTS IN SECONDARY EDU
 AVAILABLE VOCATIONAL SCHOOLS
 AGENCIES INVOLVED IN TECHNICAL AND
VOCATIONAL EDU
 VOCATIONAL EDU IN INDIA
 ADVANTAGES,DISADVANTAGES AND
PROBLEM AREAS
 CONCLUSION

3.  The term “vocation” means an individual's
development of talents and abilities in the
choice and enjoyment of a career.

4. Vocational education is
education within vocational
schools that prepares people for
a specific trade. It directly
develops expertise in techniques
related
to technology, skill and sci
entific technique to span all
aspects of the trade.

5. NEED FOR VOCATIONALISATION
OF EDUCATION IN INDIA
 Reduction in unemployment
 Creation of SME’s
 World Class productivity & quality
 Exports & Tourism surge
 GDP increase, per capita advantage

6. Commerce based:
 Office Secretaryship
 Stenography and Computer
Applications
 Accountancy and Auditing
 Marketing and Salesmanship
 Banking
 Retail
 Financial Market
Management
 Business Administration
Engineering based:
 Electrical Technology
 Automobile Technology
 Civil Engineering
 Air Conditioning and
Refrigeration Technology
 Electronics Technology
 Geo Spatial Technology
 Foundry
 IT Application

8. Heath and Para Medical
based:
 Ophthalmic Techniques
 Medical Laboratory
Techniques
 Auxiliary Nursing & Midwifery
 X-Ray Technician
 Healthcare Sciences
 Health and Beauty Studies
 Medical Diagnostics
Home Science based:
 Fashion Design & Clothing
Construction
 Textile Design
 Design Fundamental
 Music Technical Production
 Beauty Services

10. Others:
 Transportation System &
Logistic Management
 Life Insurance
 Library and Information
Sciences
Agriculture based:
 Poultry Farming
 Horticulture
 Dairying Science and
Technology
Hospitality and Tourism
based:
 Food Production
 Food and Beverage Services
 Mass Media Studies and
Media Production
 Bakery and Confectionery
 Front office
 Travel and Tourism

12.  Many high schools offer basic vocational education, such as home
economics, woodshop and auto repair.
 Vocational educational institutions vary by state, but most
postsecondary vocational instruction is offered by private career
schools.
 Other institutions offering vocational courses include 2-year
community colleges
 state-owned institutes of technology and Government-operated
adult education centers.

13. Central Government
 National Skills Development Council
 Ministry of Human Resource Development
 Department of School Education and Literacy (for TVET programmes in
 senior secondary schools)
 Department of Higher Education (for Technical Education)
 Ministry of Labour and Employment,Directorate General of Employment and
 Training (for Vocational Training)
 There are some other 20 Central Ministries and Departments which have
 running some small TVET programmes
State Government
 Directorate of Technical Education
 Private Sector
 NGOs

14. NATIONAL POLICY FOR
EDUCATION(1986)
•High importance to vocation
education and training
•Recognises that vocational
education increases
employability
•Policy envisages efforts to
provide higher secondary school
students with vocational courses
NATIONAL SKILL DEVELOPMENT
POLICY(2009)
Proposed following features
Cometency based qualification,
certification for learning achievement,
national qualifications, avoidance of
overlapping of qualifications, Modular
character , quality assurance regime,
lifelong learning , open and flexible
system

15.  Vocational Education at the +2 stage helps develop
competencies required by a specific or for self -
employment.
 The scheme provides for financial assistance to the
states/UTs to set up administrative structure, area
vocational surveys, preparation of curriculum, text
books teacher training programme etc.
 The vocational education programmes are being
restructured with demand driven curriculum and a
structured workplace hands on training/exposure
 The 11th and 12th grade students have access to
around 160 vocational courses offered in about 6,000
schools of the 32 States/Union territories of the country.

16.  Shorter duration
 Lesser cost
 Hands on experience
 Labour- market outcome
 Career minded education

17.  Limited flexibility
 Add – on costs
 Wrong attitude
 Dearth of institutions
 Narrow curriculum
 Unsuitable medium of instruction
 Lack of continuous education

18.  High drop out rate of secondary education
 Enrollment in 11th and 12th grade of vocational
education
 Employers want employees with good
academic skills not just vocational skills
 Private and industry participation lacking
 Present regulations are very rigid
 Lack of experienced and trained teachers
 Vocationalisation at all levels is not possible
 No clear policy of vocatonal education