Vocational Education for educational purposes

Vocational Education
National Curriculum Framework
NCF-2023
Chapter - 9

 Vocational Education prepares students for
different kinds of ‘work’. It enables the learning
of specific knowledge, capacities, and values,
such that the students upon finishing school, are
ready to work in a vocation of their choice, and to
deal with the day-to-day practicalities of life.
School education must provide both possibilities
to all students – to join the workforce or to pursue
higher education.

 NCF Ch 9 Point 9.1.1
 Objectives of Approach to Vocational Education :
The approach to Vocational Education in this NCF
aims to achieve the following objectives:
a. Vocational capacities, knowledge, and relevant
values will be developed for all students, and
this will create the possibility of their joining the
workforce after school if they choose to.

 NCF Ch Point 9.1.1.2 :
 Dignity of Work and Wide-Ranging Exposure :
While in the Secondary Stage students must learn specific vocations
to get employed if they so choose, the earlier Stages must build the
foundation for a range of vocations. This will be enabled by ensuring
that all students are exposed to the entire range of vocations from the
primary sector including agriculture to machines and manufacturing,
to various services including community health. Such wide exposure
not only creates the base for the choice of vocations subsequently
but also establishes the dignity of all types of work.

 NCF Ch 9 Point 9.3.2.1
These forms of work will ensure that all students experience
work in varied contexts. For example, students in rural areas
are exposed to the vocation of agricultural practices much
more than students in urban areas, while those in rural areas
may not be adequately exposed to the services sector.
Providing opportunities for all students to learn across all
categories of forms of work will enable equality of status and
opportunity for all forms of work . Specific vocations within
these forms of work will be as contextualized as possible .
This study within this categorization would be
aligned with the NSQF.

 NCF Ch 9 Point 9.8.1.4
 Inclusion :
 One of the fundamental principles mentioned in
NEP 2020 is equity and inclusion to ensure that
all students can thrive in the education system. In
Vocational Education, all students should be
given equal access in terms of working with tools
and resources.

National Education Policy 3.1 :
A concerted national effort will be made to
ensure universal access and afford opportunity
to all children of the country to obtain quality
holistic education–including vocational
education - from pre-school to Grade 12.

 National education Policy 4.26
 Every student will take a fun course during Grades 6-8, that gives a survey
and hands-on experience of a sampling of important vocational crafts, such as
carpentry, electric work, metal work, gardening, pottery making, etc., as
decided by States and local communities and as mapped by local skilling
needs.
 A practice-based curriculum for Grades 6-8 will be appropriately designed by
NCERT while framing the NCFSE 2020-21. All students will participate in a
10-day bagless period sometime during Grades 6-8 where they intern with
local vocational experts such as carpenters, gardeners, potters, artists, etc.
 Similar internship opportunities to learn vocational subjects may be made
available to students throughout Grades 6-12, including holiday periods.

 NEP 2020 Point 16
 The 12th
Five-Year Plan (2012–2017) estimated
that only a very small percentage of the Indian
workforce in the age group of 19–24 (less than 5%)
received formal vocational education Whereas in
countries such as the USA the number is 52%, in
Germany 75%, and South Korea it is as high as
96%. These numbers only underline the urgency of
the need to hasten the spread of vocational
education in India.

◦ 16.4 : This policy aims to overcome the social status
hierarchy associated with vocational education and
requires integration of vocational education programs into
mainstream education in all education institutions in a
phased manner.
◦ Beginning with vocational exposure at early ages in
middle and secondary school, quality vocational
education will be integrated smoothly into higher
education.
◦ It will ensure that every child learns at least one vocation
and is exposed to several more. This would lead to
emphasizing the dignity of labour and importance of
various vocations involving Indian arts and artisanship.

 16.5 : By 2025, at least 50% of learners through the
school and higher education system shall have exposure
to vocational education, for which a clear action plan
with targets and timelines will be developed.
 The development of vocational capacities will go hand-
in-hand with the development of ‘academic’ or other
capacities. Vocational education will be integrated in
the educational offerings of all secondary schools in a
phased manner over the next decade.

Draft NEP-2019
A fresh approach to vocational education :
 The most basic and important step is that the
implementation of vocational education must be improved.
 This must be on all dimensions – teacher
development and recruitment, curriculum, and
infrastructure.
Alongside this basic steps , India needs to transform the
imagination of vocational education and restore it to its
rightful status in all stages of education.

 Vocational education must not be developed
separately from ‘mainstream’ education.
 It must be fully integrated within mainstream
education so that all students are exposed to
vocational education and have the choice to
pursue specific streams of vocational education.

 There must also be easy mobility across vocational
and general academic streams, through clear
equivalence of qualifications/certifications and
credit structures.
 This will help in expanding vocational education,
will increase its social acceptance and will give all
students the opportunity to pursue vocational
education alone or a mix of vocational education
with professional streams and academic disciplines.

Draft –NEP 2019
(KRCR-2019)
Chapter- 20

Objective :
 Integrate vocational education into all
educational institutions - schools, colleges and
universities.
 Provide access to vocational education to at
least 50% of all learners by 2025.

 Higher education must play a key role in
preparing individuals for the world of work.
Undoubtedly, all higher education must lead
people to meaningful work roles.
However, certain kinds of educational programes
are designed for preparing people for specific
occupations. This is referred to as vocational
education.

 The 12th Five-Year Plan (2012-2017)
estimated that less than 5 % of the Indian
workforce in the age group of 19-24 received
formal vocational education, in comparison, the
USA has 52%, Germany has 75%, and South
Korea has 96%.
These numbers underline the need to hasten the
spread of vocational education in India.

 Inadequate organizational structure for the provision
of vocational education is also a serious concern,
since the infrastructure setup during the
implementation of the National Policy on Education
1986 has either petered out or remained largely
stagnant.

 Vocational education distinguishes itself from
academic education.
 It aims for students to acquire a defined
set of practical competences in specific areas of
work in the economy that requires knowledge,
skills and attitudes relating to that field of work.

 Vocational education must be also distinguished
from skills and skilling.
Vocational education integrates a complex of
knowledge, attitudes and skills for particular
occupations.

 Skills are a part of vocational education.
 There are certain occupations that may not
require the fullness of vocational
education but may just require training in certain
skills.

 Occupations that require skilling and occupations
that require vocational education are in a
continuum, and individuals can progress from
one to the other with requisite development.
 It is important to make the distinction between
skilling and vocational education for the effective
and efficient progress of individuals and the
system.

 This is especially relevant today, since skilling
and vocational education have been used
somewhat loosely and interchangeably.
 Vocational education integrates not just the hands-
on skilling component but also the theoretical
knowledge, attitudes, mindsets and soft skills that
are required for particular occupations.

Social status hierarchy and vocational education :
 The matter of social status hierarchy of occupations
has vexed higher education in multiple ways.
 It has significantly influenced the public perception
of vocational education and thus the choices that
students make in higher education. There is no
gainsaying the fact that vocational education has
been less desirable to students making these
choices.

 Other factors have also influenced this perception
of vocational education.
 The ‘hard’ separation of vocational education
from academic and professional education is on
of the main factors.
 This situation is in urgent need of change.
 Vocational education must become an attractive
option for students to choose from.

 This is crucial for the well-being of the millions
of people joining and already in the workforce.
 It is equally important for the national economy.
 This Policy takes decisive actions - both in the
immediate and long term - to address this matter.

A fresh approach to vocational education :
 The most basic and important step is that the
implementation of vocational education must be
improved.
 This must be on all dimensions – teacher
development and recruitment, curriculum, and
infrastructure. Alongside this basic steps,
India needs to transform the imagination of
vocational education and restore it to its rightful
status in all stages of education.

 There must also be easy mobility across vocational
and general academic streams, through clear
equivalence of qualifications/certifications and
credit structures.
 This will help in expanding vocational education,
will increase its social acceptance and will give all
students the opportunity to pursue vocational
education alone or a mix of vocational education
with professional streams, and academic disciplines.

 This reimagination is offering to all students the
flexibility of making a vocational choice at a stage
in their academic career, spending the relevant time
period pursuing this choice, while benefitting from
access to courses that are broader based.
 This would mean having the choice later to further
pursue a higher vocational degree or to pursue a
programme in another stream.
 This flexibility will keep multiple possibilities open
for each student.

 This new imagination of education will contribute to
the economic goals of individuals and the nation in
multiple ways, developing the capacities and
dispositions of individuals for economic
independence, including employment and
entrepreneurship.
 It will also contribute to social equalization of
different professions and vocations, by breaking
down current rigid hierarchies.

 This is the imagination of liberal education in this
Policy - deeply and seamlessly integrating
‘academic,’ ‘professional’ and ‘vocational’
education - all being within the ‘mainstream.’

 The National Policy on Skills Development and
Entrepreneurship (NPSDE) announced in 2015
specified that 25% of educational institutions
would target offering vocational education.
 We make a major departure from this policy to
specify that not just 25%, but all educational
institutions - schools, colleges and universities -
must integrate vocational education programmes
in a phased manner.

 All school students must receive vocational
education in at least one vocation during Grades 9-
12.
 Students will choose from among a selection of
courses that their schools will offer, on the basis of
the availability of hands-on training facilities and
job opportunities in the region.
 They will specialise to varying degrees in their
chosen vocations, through the four years of
secondary school, depending on their levels of
interest.

 Higher Education Institutes will also offer
vocational courses that are integrated into the
undergraduate education programmes, with
course content that combines adequate hands-on
experience with the requisite theoretical
background, delivered within a general education
setting.

Vocational Education for educational purposes

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