Issues and Concerns

Nalini Srivastava

Introduction
In Unit 1 of this block you have already studied the context and coverage of vocational
education which aims at fulfilling the national goal of manpower human resources requirement
for sustainable development. The central and state governments have made concerted efforts
to fulfill this national goal. T h e Education Commission (1964-66) recommended
vocationalisation of school education as a first step in the direction and the NPE-1986 made
specific recommendation via its subsequent Programme of Action (1992) in regard to launching
of need-based, skill-based specific vocational programmes aiming at developing generic skills
and competencies, and to make the passouts of vocational stream employable.
However, despite such efforts, the results of the programme of vocationalization of education
as a part of school programme as well as special institutes are not very encouraging. Most
parents and students consider vocational education as inferior, and not at par with the general
education or professional education. In fact, the subject of vocationalization of education or
vocational education is infested with many problems, issues and concerns which require
serious considerations. There are certain inherent bottlenecks in the different aspects of
vocational education. The present unit aims at looking into the etiology of such prolems and
issues and suggest remedial measures to overcome the same so that it gains the some popularity
as other academic or professional courses.

9 Learning outcomes
This unit in a way is a continuation of what we discussed in Unit 1 (about principles and features
of vocationalisation), with focus on major issues and concerns faced by vocational education in
the country. After going through this unit, you should be able to:

explain the need for vertical and horizontal mobility for students of vocational streams;

analyse the areas that require flexibility in implementation;

identify the role of teachers in vocational education;

examine the issues involved in maintaining quality, equity and relevance; and

frame a comprehensive and sustainable structure for vocational education.

Implementation mode of vocational educa~ronprogrammes

in different states
The overall implementation of the vocational programme rests with the state governments,
which, in most cases, work through the state departments of education. In some states such as
Karnataka and Orissa separate Directorates of Vocational Education have been created. In
 he National Scenario
the states of Maharashtra and Haryana, the implementation of the programme is through the
Directorate of Industrial Training. The academic support for the implementation of the
programme is provided by PSSCIVE, NCERT through its various activities such as
development of curriculum, instructional materials, guidelines for implementations, research
and evaluation programmes and training programmes for various functionaries, concerned
with the implementation of the programme. Most of the vocational courses are covered under
Apprenticeship Training for a duration of one year during which a stipend of Rs. 1,090 is
paid to the students, which is shared equally by the Central Government and the collaborating
institutions. There are about 4.5 lakh students studying more than 160 different vocational
courses of two years duration, in six major vocational areas. Formal vocational programme,
by and large, is a state delivered programme as the students pay only a fraction of the cost as
tuition fee. The country has adopted a collaborative model under which skills development is
done by vocational institutions with the active cooperation and collaboration of the industry.
The vocational courses are mostly being offered,in general schools. However, in some states
(viz. Andhra Pradesh, Karnataka, Maharashtra) these are being offered in junior colleges
while in Haryana separate vocational institutions have been created for launching vocational
education programme.

Some positive aspects and problems of vocational education

~osiiiveaspects
The vocational education programmes are so prepared that while they help students develop
specific work oriented skills to enable them seek employment or help them in self employment,
they do not at the same time hinder their academic career for higher studies. The following
are some positive aspects of these programmes

i) The presence of two languages and three elective subjects in vocational courses enables
students to opt for higher studies at degree level, if scope for higher education is extended
to them.

ii) More weightage given to vocational areas alongwith entrepreneurship skills enables the
students to apply their knowledge direct in self-employment areas in their own disciplines.
iii) In the existing socio-economic structure, the choice of vocational areas will have immense
social impact because o f the close proximity of the subject and the society, if the
curriculum is updated at a regular interval of time.

iv) vocational education has comparatively better scope for self-employment and for
employment in un-organised sector.

Some problems and bottlenecks

In North-eastern states however for implementing the vocational programme, there are some .
bottlenecks and problems faced. For example, there is lack of competent faculty teaching,
inputs, inadequate funds, unavailability of infrastructure facilities in terms of laboratory,
library, classrooms and equipments, poor faculty management and non-flexibility in
bureaucratic decisions affecting academics and administrations, course duration, lateral entry
and vertical mobility. In some of states like Gujarat and Maharashtra, there are full time
permanent teachers; hence vocational education ~ r o ~ r a m m eins these states are running
successfully. But in states like U.P., Bihar and others, implementation of vocational education

18
 Issues and Concerns

programme is facing difficulties and problems because of these states, in most eases, have
not appointed full time permanent teachers.

Models of vocational education and training, and associated

Different models of vocational education and training such as school based model, industry
based model, collaborative model, and multi-channel model have been adopted for effective
implementation of vocational education programme in different states. The modus operandi
of these models is briefly explained as under.

School-based model - Theoretical and practical instructions are imparted using fully equipped
laboratories, workshops and production-cum-service centre in the school. In India, the Union
Territory of Chandigarh and Haryana state have adopted. this model.
Industry based model - Theoretical and practical instructions are imparted in the actual
workshop or industry and training may be imparted through apprenticeship programme. This
model has been adopted for medical courses in Chandigarh.
Multi-channel model -This model is based on the delivery of theoretical instructions through
open and distance learning using self-learning materials multimedia, teleconferencing and
interactive T.V.
Collaborative model -Most of the states / UTs adopted the collaborative model for vocational
education at +2 level. Theoretical knowledge and basic skills of the trade are imparted in the
school using its laboratory and workshop facilities. Additional skills are imparted through
on-the-job training at the work place, industry.
Important features of collaborative models are as follows:

In degree of cokiaboration, there may be variation from course to course between

educational institutions and industries, mainly depending on the skills development and
' the extent of cooperation extended by the industry.

There may be variation in duration of specialized training in industry.

On-the-job training at work place in an industry, brings students close to real work situation.

The students acquire knowledge and skills in laboratory and apply the same in industrial
situations.
There is a problem in implementing collaborative model. The on-the-job training in many
cases is not effective. As such students lack in this area and do not fulfill the requirement of
the industry. In this context the following points are worthy of consideration.

Vocational courses have been introduced in the schools without assessing the needs of
the community and demands of industries.

Appointment of untrained and inexperienked teachers on the part-time basis.

Lack of separate and decentralized management system.

The National Scenario

Absence of vocational guidance and counselling facilities in schools.

Inadequate skills training.

Non-availability of placements in industries.

What is required therefore is that a combination of different models as per the needs of the
course/skills in the vocational education programme should be tried. For example, Chandigarh
has adopted variety of models of vocational education and training for vocational courses at
+2 level. Selection of any delivery model should be based on the availability of resources.
Freedom should be given to the institutions of vocational courses to understand and develop
vocational education programme according to the needs of the society, with a combination of
different models of vocational education.

Other major constraints in implementation of the vocational

programme
In the recent years PSS Central Institute of Vocational Education (NCERT) has conducted
studies for evaluating the effectiveness of the implementation of Vocational Education
programme in the state of Haryana, Tamil Nadu, Punjab, Assam and Maharashtra. Earlier
also such studies were conducted for the states of Goa, Karnataka, M.P., Maharashtra, and
Delhi. The strengths and weaknesses in each of these states have been evaluated. Some of the
common problems based in the implementation of the vocational programmes have been
given as under:
Lack of systematic school-industry linkage for effective implementation of the programme.
The Central as well as State Governments are not modifying recruitment rules.
Non-availability of adequate instructional materials, especially developed for the needs
of the vocational courses.
Inadequate facilities for practicals in the laboratories.
Inflexibility in the contents, duration and delivery of the programme.
Lack of opportunities for vertical mobility in the same or related trades.

In view of the objectives of vocational education and the problems faced in the implementation
of such programmes, some of the issues and concerns currently affecting the programme of
vocationalization of education are as follows:

Vertical mobility
Any programme has a vertical mobility if there is a mechanism to allow students to enter into
higher level of educationltraining.
Regarding vertical mobility of vocational courses the NPE 86/92 recommends "Graduates of
vocational courses will be given opportunities under predetermined conditions, for professional
growth, career improvement and lateral entry into courses of general, technical and
professional education through appropriate bridge courses." But the fact remains that in
vocational education programmes (+2 level) the students do not have vertical mobility. The
r i s h in academic programmes continues as they allow them to pursue higher education.
Although it is agreed that majority of the students enrolled in vocational courses should join
the world of work after completion of the course, opportunities to pursue higher education
20
 Issues and Concerns

should also be provided to those who wish to upgrade their learning as and when desired. The
issues, therefore, are i) non-recognition of vocational courses at higher education institutions,
ii) absence of a mechanism of recognising prior learning, iii) non-availability of vocational
courses at the degree level, and iv) resistance to change in delivery patterns by the higher
education institutions and universities.

The following suggestions are worthy of consideration for providing vertical mobility to
vocational students.

The scope for vertical mobility at tertiary level should preferably be created in the
vocational stream itself. For this purpose systematic formal linkages should be established
with universities under UGC, ICAR etc. and with other technical institutions, viz.
polytechnics, engineering colleges etc. Wherever there is an entrance test for admission,
it should be modified to include vocational knowledge. The vocational students should
be eligible to compete in the relevant areas for admission to higher technical programmes.

Bridge courses may be designed and provided by vocational open school system. These
institutions offer flexible modular vocational courses. The Programme of Action (POA)
1992 drawn up by Ministry of Human Resource Development in relation to the National
Policy on Education (NPE) 1986 has emphasized the need to expose the first degree level
students to the world of work by including application oriented courses in the curriculum.

Vocational stream should be treated at par with arts, science and commerce stream; and
vocational stream students after +2 stage should have direct access to tertiary stage of
general education in related discipline. Channels for continuing education should remain
open or should be created for vocational students.

In order to increase the acceptability of the vocational courses, it is important that

opportunities of vertical mobility in the same or related professions are made available to
the students. It is, therefore, suggested that vocational students are given some preference
in admission to related courses in polytechnics and other professional institutions such as
agriculture colleges, home science colleges, hotel management institutions, etc. where
higher level vocational courses are available in these areas. In addition, number of courses,
at the under graduation or diploma level be started in the universities and other professional.
institutions so that the students do not find the vocational courses as dead ends and gel:
opportunities of growth and development in their vocation or profession.
[Note: All India Board of Vocational Education (AIBVE) has approved that + 2 vocational students be given i ~ i
2nd year of diploma courses in polytechnics. Some states have implemented these recommendations.]

Presently the vocational education courses are of two years and are rigid in structure. Revisio~i
of courses to meet the market demand on a regular basis, normally does not take place in
states. In order to meet the requirements of vocational education and training of different
categories of target groups, it is important to design vocational courses of different duration
and allow flexibility in terms of multiple entry and multiple exist so that people join these
courses at their own convenience, take whatever module they like to and complete the course
at their own pace. This will also satisfy the requirements of people for acquiring multipll:
skills, so that they can add on to their competence and also refresh their knowledge and

21
The National Scenario

The vocational education programme therefore needs greater flexibility which calls for
modularization of courses and setting up of semester system.
The National Policy of Education (1986) stated that the vocational courses should be provided
in general education institutions after the secondary stage with flexible duration ranging
from 1 to 3 years. Further, that these courses will ordinifily be provided after the secondary
stage, but keeping the scheme flexible, they may also be made available after class VIII. .
The document entitled 'Higher Secondary Education and its Vocationalization' developed by
the NCERT in 1976 indicated that 'an essential feature of the design of the higher secondary
system is its flexibility which would allow the. desired diversification of vocational and
academic courses to be effected.' It also noted that flexibility can be ensured by adopting the
semester and credit system of courses. 'If the lack of familiarity with semester system is used
as an argument for introducing this essential change later on, then the danger is that the
change will not take place and vocational programme may start failing from the very reason
of being inflexible'. The present formal system of vocational education in India suffers from
lack of flexibility in offering of courses, conducting examinations etc.
Introducing flexibility in the system has the policy support as mentioned. Following actions
in this respect need to be taken:

Introduction of a large number of short duration courses in different vocational areas.

Preparation for multiple certification so that different courses such as 'certificate course',
'advanced certificate course', 'diploma' or 'advanced diploma' may be offered by the
Boards, instead of offering a single, two years course at +2 level, as is being done presently.
Introduction of modular and credit based system, to allow multi-entry and multi-exit to
the students.

Strategies for the introduction of semesterisation system, as advocated by the National

Policy on Education 1986 and re-emphasized by the NCERT's document National
Curriculum Framework for School Education, 2000.

Teacher related factors and quality concerns and issues

Since vocational courses are unconventional in nature and are of diverse type, they require
skilled personnel corresponding to various vocations. For the maintenance of quality and
standards, instruction in vocational courses necessitates availability of teachers with proper
expertise both in theory and practice. Teachers occupy the pivotal position in the system of
vocational education and their shortage and any lack of competence pose serious problems to
the initiation and expansion of the programme of vocational education. Presently, pre-service
training for vocational teachers is practically non-existent; in-service training is not adequate
and competent vocational teachers are often not available in desired numbers. Teacher training
in the field vocational education, therefore, requires attention on priority basis.
The Centrally Sponsored Scheme provided for two types of teachers: full-time and part-time.
The part-time according to this scheme norms should be professionals working already in
specialized fields and their services are utilized on the part-time basis for skill trainfng.
However, this has not been implemented properly by many states. Generally, they appoint
freshers without any professional experience. The full-time teachers by and large lack any

22
 Issues and Concerns

industrial experience and are hardly aware of the changing work place requirements at present.
much less so for the future.
Majority of the state governments have shown reluctance towards appointment of full-time
staff because of the unwillingness to take on a long term committed liability in case of closure
of the scheme. Large scale transfer or deputation of teachers has been made from the general
stream to vocational stream without adequate consideration given to technical merit. Part-
time teachers of vocational stream were found not only less qualified but also lacked experience
in actual job situation.
The Programme of Action 1992 visualized a phased and well-structured programme of pre-
service teacher training to be drawn and implemented. However, at present only in-servicls
short term teacher training of one month duration is conducted by PSSCIVE and some states
for full-time teachers. Except one university in U.P. there is no other institutions conducting
pre-service vocational teachers training programme. The programme of this university is i n
the form of one year B.Ed. for graduate teachers in the areas of Commerce, Home Science
and Science and Technology. PASSCIVE has prepared curriculum for B.Voc.Ed in Agriculturt:,
Engineering and Business & Commerce. The curriculum alongwith a scheme to provide grant
to running B.Voc.Ed to Regional Institute of Education was submitted to NCERTIMHRI).
The scheme could not be implemented.

What is vertical mobility? How can such mobility be ensured for the vocational stream
students? Write your answer in about 150 words.
The National Scenario

Suggestions
The following suggestions are made to improve the state of vocational education in the country:

Pre-service training for vocational teachers should be provided in institutions such as

agricultural and technical universities and institutions. RIEs were established for preparing
specialized teachers for multipurpose schools in the area of agriculture, commerce,
technology, home science and fine arts. They have the necessary infrastructure base which
could be updated with additional inputs and become model institutions for pre-service as
well as in-service training of vocational teachers in the country. Cost-wise also this will
be more economical than any other model.

The four National Institute of Technical Teachers Training & Research (NITTTRs), have
been training polytechnic teachers for many years. They have the infrastructure and
expertise in training of technical teachers. These institutions should also provide training
to vocational teachers. This was already recommended in POA (1992).

In-service courses may be organized by the states in selected professional institutions on

the basis of guidelines provided by the PSSCIVE in terms of duration, content and
methodology. The PSSCIVE should continue to conduct in-service training programmes
on national or regional level in collaboration with other institutions.

The state department concerned with vocational education may also evolve schemes to
utilize -resources in institutions such as those under Khadi and Village Industries
Commission, Krishi Vigyan Kendra, arms, Hospitals, Business houses, etc for training
vocational teachers on part-time as well as on full-time basis.

Distance learning can be resorted to on a large scale so that teachers are not displaced in
time and space from their institution. Periodic refresher courses may be provided through
open distance learning systems.

Teacher preparation would have to function in close cooperation with industrylemployment

sector in order to ensure relevance at all time and, therefore, representative from such
organizations should be involved in formulations of teacher preparation programmes.

Modularized teacher preparation courses with add on character in a flexible delivery

mode may be more suitable for training vocational teachers. An extra advantage of this
would be that the same modules may be used for pre-service as well as inservice training
programmes.

The full-time teachers must be appointed on a regular and permanent basis as is the case
for academic stream so that uncertainty about their continuity is removed. It is only in
this situation that we can expect full commitment of the teacher in implementing the
programme.

A vocational teacher today is not merely one who teaches in classroom. HeIShe occupies
a pivotal position in the entire process of implementation: right from conducting the
survey to identifying appropriate courses, to placement of students and their follow up.
Helshe is called upon to play varied roles in the whole implementation scheme of
vocationalization.
 Issues and Concerns

In keeping with all that has been discussed above on the issues and concerns currently affecting
the vocationalization of education, collate your views on how can vocational education be
geared to deal with the problems of vocationalization of education in India. Answer in about
150 words.

Quality
Quality refers to the characteristics of excellence. In order to improve the quality of vocational
education programmes, suitable interventions have to be made to control the various factors
that adversely affect the quality of teaching and learning. While a few institutions have
organised effective training invocational education in a number of states, the quality of
practical training requires much to be done. Issues like provisions of entrepreneurship and
self-employment support, availability of suitable instructional material and teacher training,
employer's assessment of quality of training, performance of vocational and technical products,
on-the job training and apprebticeship etc require much attention and considerations. Over
the years the programme has been evaluated by many agencies. The recommendations based
on the evalaution done, need to be looked into and implemented. Some of the steps (Mehrotra,
2005) need to be followed:

Learner-centred curriculum transaction

Learning in vocational courses should be leaner-centred instead of teacher centred. In normall
classrooms instruction is characterized by conventional teaching and leaning methods ancl
is content or lecture-oriented, with major emphasis on the use of blackboard writing ancl
notes taking. As a result 'active participation' of leaners in the learning process is lacking.
The National Scenario

Resource-based learning, wherever existing, is mainly confined to the use of text-books,

practical manuals and other printed materials. Very few schools in India havetthe facility of
modern educational technology such as overhead projectors, slide projectors, television,
personal computers with user-friendly softwares, etc., to facilitate learning in vocational
courses.

On-the-job training ( 0JT)

Linkage between schools and industries catering to the areas relevant to vocational courses
is an important feature of vocational education programme. On-the-job training provided in
vocational courses at the higher secondary stage is delivered in an informal and unstructured
way. The training is mainly confined to schools. Systematically implemented programmes of
on-the-job training and project work in a real work situation, under the guidance and
supervision of expert practitioners are needed to augment the basic skills acquired in schools.
The centrally sponsored scheme (CSS) document has emphasized that on-the-job training is
an integral component of vocational courses to make them more meaningful and purposeful.
OJT refers to that component of vocational curriculum which needs to be transacted in real
situations under the guidance and supervision of a professional or technician aiming at the
development of proficiency in skills and self-confidence. Since, the OJT is being provided in
industry in real situation, the scheme of studies of vocational curriculum has a provision of
four to twelve weeks for OJT during two years of vocational education.
On-the-job training should be made compulsory for all VET programmes. The duration of
the training should be at least 4 months in a year and even the holidays can be utilized.
Assessment of OJT should be made on the basis of the performance of student's participation
in the activity, skills acquired, products produced.

Apprenticeship training to all

The National Scheme of Apprenticeship Training covers 10+2 vocational gradqates in
I
providing opportunities for practical training in industries and commercial organizations, as
per the Apprenticeship Act (1961). The vocational graduates can obtain practical raining
under the Apprentices Act for a period of one year and also get a monthly stipend. The pass-
out students of vocational courses have been covered under the Apprentices Act (1961) under
a separate category called Technicians (Vocational) Apprentices. At present, less than 10%
of the vocational pass outs are being placed as apprentices, mainly due to lack of identification
of training sites in and around the schools especially in unorganized economic activities.
Research studies directed to identify the reasons for law placements of vocational pass-outs
in industries as apprentices will be useful in making necessary amendments in the Apprentices
Act and procedure of placement of students.

Continuous and comprehensive evaluation of competencies

Assessment in vocational courses has to be performance-oriented. The performance of a student
in scholastic and non-scholastic areas should be assessed through formative and summative
evaluation. The formative evaluation of vocational students would provide them a continuous
feedback regarding their strengths and weaknesses, so as to enable them to cultivate regular
learning habits and also to modify their learning styles and approaches. The teacher should
maintain a complete and comprehensive record of the assessment of the student's performance
including evidences reflecting personality traits. Continuous and comprehensive evaluation,

26
 Issues and Concerns

with a built-in-procedure for remedial measures, will ensure effective achievement of the
requisite competencies.

+I
Networking and monitoring of vocational education programmes
A separate management structure, with trained full-time staff is inevitably needed in States1
UTs to effectively monitor and implement VEP. Separate bodies for the management,
supervision, control and monitoring of education at district level and taluka level should be
established. At the village level, Panchayats, Village Education Committees, Parent-Teacher
Associations, Gram Sabhas and School Betterment Committees can be involved as an advisorq
body in the management of VE institutions.
Stable availability of funds for development and maintenance of infrastructure is important
for bringing about qualitative improvement in VE programmes.

Equity and relevance

Vocational education and training should be accessible to all, without any discrimination. To
enhance the access to vocational education and training, priority should be given to unreached
groups of all age groups and at all levels. The Government should support and build capacily
of those who are already working in vocational education by upgrading their infrastructure.
Majority of the +2 inst~tutionsoffering vocational courses are located in urban and semi-
urban areas and many of these institutions do not have boarding facilities. Such a situation
prevents quite a good number of students living in rural areas and willing to offer vocational
courses. Besides, in large number of states, there are separate boys and girls school whish
limit the offering of vocational courses. In such a situation, both the sexes are put to
disadvantages. For example, Home Science courses cannot be offered to the boys as they are
generally offered by girls school.
The important requirement is to provide vocational education programme at cluster of village
level, block level, in rural as well as urban settings. A massive programme is needed.
Efforts should be made to ensure unbiased flow of knowledge and skills to the following,:

Girlslwomen
Education and economic empowerment are the key contributors to improve the status of
women in the society. The NPE (1986) rightly enumerates "Education will be used as an
agent of basic change in the status of women. In order to neutralize the accumulated distort~ons
of the past, there will be a well-conceived edge in favour of women. The National Education
System will play a positive, interventionist role in the empowerment of women". Further,
"Major emphasis will be laid on women's participation in vocational, technical and
professional education at different levels."
Institutions offering vocational courses are not offered within the reach of the girl child and
therefore there is need to open VE schools in the neighbourhood to increase girls participation.
Boarding facilities are also needed in the institutions.

Based on the discussion on the quality of the vocational education programmes presznted
above, outline briefly the various steps needed to ensure quality in vocational educatio~zin a
4
country like India. Write in about 150 words.

27
The National Scenario

Scheduled castes/scheduled tribes, religious and ethnic minorities

These groups belong to the socio-economically deprived section of the society. Our country
must work on the philosophy of knowledge based social order and should provide equal
access to vocational education and training.

Neoliterates
The large number of neo-literates, through total literacy campaigns, who, could be children
or adults, need post-literacy skill building programmes to make them employable.

Child labour
Vocational Education, again has to be expanded not only in terms of accessibility but type of
programmes that it offers to cover this group. A multi-pronged strategy has to be adopted
which should include welfare, awareness, motivation, training and schemes for financing.
People with disabilities
Habitation of children with different abilities would require suitable modifications in
vocational programmes and changes in instructional strategies to suit their needs. This will
help them to integrate with the main stream VET programmes. The training institutions should
initiate programmes suited to the needs of persons with different disabilities.
Advancement of rural livelihood
India has an agrarian economy and a large population is rural based.
 Issues and Concerns

Vocational Education Training (VET) can play a significant role in developing skilled work
force, in order to face the challenges of modernization and globalization. So far, the formal
programme of VET has an industrial and urban bias. There is no systematic formal delivery
of VET for development of skilled manpower for agriculture and rural based activities.
Continuing education or life-long education, provided through the open learning system can
play an important role in providing opportunities to people for developing and upgrading
their knowledge and skills. It is all the more important for those who have been unable to
complete their education and training for some reason. The mechanism of providing formal
and non-formal VET programmes throughout life is needed.
There has been a great concern expressed over the relevance of vocational courses being
taught in vocational schools which tend to be biased towards traditional skills and crafts on a
very broad base. In future, demands of knowledge and skills relevant to the industry needs
will increase. Therefore, need based courses should be designed and offered through a flexible
delivery system. The curriculum of the vocational education need to be reviewed with the
possibility of providing specialization according to the local/regional country needs. This
has to be done to cater to the manpower requirement of industries in accordance with their
growth. The success of VET programmes would largely depend on the relevance and
excellence.
The rigidity of the curriculum in terms of fixed entry qualifications, course duration, content,
place of learning, delivery modes and teacher-centerd learning has adversely affected the
VET. Participants of training differ in interest, speed of learning and learning style. Offering
VET programmes, which lack relevance 10 the needs of the learner and market economy,
only leads to wastage and frustration. Individuals who are already competent in some areas
can be assessed before the training starts, and then training can be tailored to meet their,
precise needs. Training that is need-based, focused and goal-oriented serve the purpose 01'
the learner and the employers.
In addition, the courses should match with the aspirations, attitudes, interests and convenience:
of the students. Apart from that, these should be designed as per the economic opportunities;
available in an area and be integrated with the development plan of the block or the district.
What is needed is modular courses of different duration, covering a variety of competencies;
and skills with a provision of multi-entry multi-exit. There is a need for constant revision of
the vocational courses and development of new ones.

Curriculum and instructional material

The MHRD has prescribed a curriculum design for vocational courses in higher secondaqr
education. All the states have followed the design except a few. Vocational courses were introducecl
without any preparation in respect to instructional materials. The MHRD through its scheme:
made provision for staff to be appointed in the existing SCERT's and also for holding workshops;
to develop instructional materials. Anumber of research studies can be carried out on the modalities
of development and content of instructional material development, need for a national or state:
specific instructional material and language of instructional material. The studies are also required
to assess the type and format of the materials. Some studies may also deal with content coverage
standard and quality of instructional material. Looking into the economic background of the students
joining vocational courses, it may be worthwhile to study the need of free and subsidised distributior~
of books.
The National Scenario

School industry linkage

The distinction between education and training is slowly disappearing as the education system
increasingly integrates basic training and even occupation or industrial training within its fold.
Vocational education was launched with the same philosophy as it was offered in collaboration
with relevant institutions or industry willing to participate in instruction. The infrastructure provided
under the scheme presumes that the institutes shall have collaboration for effective and meaningful
cumculum transaction. However, the situation at the ground level is not very encouraging. The
reason may be non-availability of organisations in the vicinity, absence of interest in collaboration
by such institutes. The issues relevant to this aspect are:
..
i) Extent and nature of collaboration
ii) Modalities of collaboration
iii) Legislation for school-industry linkage
iv) Commuting problems
v) Supervision of collaboration and

vi) Providing adequate infrastructure in the absence of collaboration.

Researches on various aspects of school-industry linkages will help in developing a workable
model of enterprise education, suited to the local needs and requirements ofthe institutions offering
vocational education courses.

Students Evaluation
In the vocational education programme, the evaluation of students needs to be criterion
Referenced. The assessment based on relative performance, where performance of a student
is compared with the performance of others (Norm refereed) is not a suitable approach for
vocational education. Having completed the course, a student will take-up some job, the
expectations are that helshe has the skills to perform satisfactorily. As such the emphasis has
to be on competence assessment? Competence to perform a job includes, all the there domains
of learning cognitive, psychomotor and attitudinal. The cognitive and attitudinal component,
play an important part in the performance of student where helshe has to demonstrate the
skills of the trade. The evaluator should take the following parameters into considerations
while measuring the performance of a vocational student.
(a) Process Evaluation: - Economy of Time
- Economy in the use of
(raw materials)
- Effective & efficient use of hardware
(tools and machines)
- Economy of Effort.
(b) Product Evaluation: - Finish
- Quality
- Marketability
(cost-effectiveness).
 Issues and Concerns

Methods of evaluation
Oral and written tests are adopted in evaluating knowledge and understanding. For evaluating
skill components observation and performance tests are the only suitable methods. Personality
traits can be .evaluated through a continuous process of observation.
Tools for oral and written tests
Test items are the tools for oral and written tests. Test items should be objective based requiring
one word, one sentence, one paragraph, or rarely more than one paragraph answer. Test items
may be 'supply type' or "choice or selection type."
Test items/questionsfor written test:

Supply Type Selection Type

Terminological Type Multiple Choice Type
Completion Type Matching Type
Very Short Answer Type True-False
Short Answer Type
Essay Type

Tools for skill evaluation

Subjectivity in evaluation of observation, performance tests used for skill evaluation can be
avoided by the application of appropriate tools respectively.
Methods Tools
Observation Observation schedules
Performance Tests Checklists

Rating Scales
Tools for evaluation of personality traits

Evaluation of personality traits are not a one-time affair. It is a continuous process. Traits
manifest spontaneously which can be observed. Specific traits absent in students, but needed
for inculcation can become a habit after a long time with repeated exposure to the concerned
traits-involved activities. Evaluation tools most relevant for the purposes are observation
schedules and rating scales.
Practical record: An essential tool

Faithful day-to-day recording of practical activities by the student with attached response
sheets of checklist and rating scale-for self evaluation, teacher's evaluation and community's
evaluation serve as an essential tool for comprehensive evaluation of vocational competencies
attained by the students in all the three domains, cognitive, psychomotor and affective. It is
tool for both formative and summative evaluation.
Evaluation should be continuous and comprehensive comprising both internal and external
components.
School has to ensure the following:
Preparation of a 'year Planner with day-to-day programme schedule of curriculum
transaction;
The National Scenario

Preparation of evaluation tools for evaluation of knowledge, process skill, product skill
and personality traits for each and every practical activity carried out in and duplication
of adequate copies for self, teachers and community's evaluation.

Co-operation and participation of concerned experts of collaborative institutions and site

supervisor of OJT in the evaluation process of the students for the collaborative and OJT
phases of circular transaction respectively.

A meticulous and sincere evaluation of vocational competencies attained by the students

can ensure quality product. It is not the certificate of the Board but the Stamp of the
School that will command respect through the recognition and appreciation of the quality
of work of the vocational graduates in the society.
Vocational teachers should be trained to develop evaluation tools and item banks for evaluation
of vocational competencies. School Boards can arrange specific training-cum-workshop
programmes for each vocational course and develop evaluation tools and item banks, as well
as guidelines for evaluation of vocational competencies.
Evaluation in vocational education would need

To assess competencies which include all the three domains of development- cognitive,
affective and psychomotor.

To press into search 'observation' as the main technique of evaluation besides written,
oral and practical ones.

To extensively use checklist, inventories, observation schedules, rating scales in addition

to question papers as tools of evaluation.

To take cognizance of sessional work and the quality, quantity and speed of progress
made by an individual. This would be put on record through an additional certificate of
comprehensive and continuous evaluation issued by the school on a format prescribed by
the examining Board as a supplement to that of external examination.

To specially focus on on-the-spot evaluation of performance besides evaluation of academic

achievement.

To be participatory -jointly done by the teacher who teaches and a designated external
examiner.

AnnuaVsemester/modular approach
The National Policy on Education -1986 advocated the introduction of semester system in
secondary and higher secondary stages for providing greater flexibility and functionality in
the offering of courses. The report of the Conference of Chairman of Boards of School
Education on Semesterisation and Examination Reform (NCERT, 1992) deals elaborately
with the semesterisation of vocational education at the higher secondary stage. The
recommendations made in the National Curriculum Framework for School Education
(NCERT,2000) for bringing about necessary changes in the delivery of VET has undoubtedly
brought in a fresh outlook to the vocational education programme to meet the challenges of
the 21" century.
In spite of such an emphatic statement in the national policy document, semesterisation of

32
 Issues and Concerns

the Vocational Education Programme has not been done, even after 25 years of implementation
of VEP. The National Curriculum Framework for School Education brought out by the NCERT
(2005) has also emphasized flexible modular approach with provision for credits and credit
accumulation.
A cafeteria approach of offering vocational courses of varying durations should therefore
need to be adopted, based on the outcome of the occupational survey. It will enable students
to exercise their choice and take their own decision in opting for a programme. An assessment
of the interests and abilities of students should inevitably be done by a vocational counsellor.
Arranging such demand-driven vocational programmes should be the sole responsibility of
the ~nstitution.The institutions should learn to adjust to the demands of the students in offering
of vocational courses.
A VET pathway for each identified occupation, based on modular approach, offered at different
stages of education has to be developed for coherence and smooth progression of amindividual
in a profession of histher own choice.

Students should have the choice of determining the programmes by matching and mixing the
modules of their choice to their professional needs. Such a system exists in several countries
like New Zealand, United Kingdom, Philippines, South Korea, etc. It will provide multi-
entry and multi-exit options through a set of occupation based modular courses.

NOW since you have gone through the above issue, give your views o n how can vocational
education improve the livelihood of the people in a country like India. Write in about 100
words.

Summary
This unit has described the major issues and concerns faced by vocational education in the country
such as vertical and horizontal mobility of vocationalization, areas that require flexibility in
implementation, role of teacher and maintenance of quality, equity and relevance of the programme.
We discussed in this unit the need for vertical and horizontal mobility for students of
The National scenario

vocationalization in order to increase the acceptability of vocational courses. It is, therefore,

suggested that vocational students are given some preferences to related courses in polytechnic
and other professional institutions. We have also discussed that vocational education programmes
needs greater flexibility which calls for modularization of courses and setting up of semester
system. We have also highlighted the suggestions related to the teachers and steps required to
provide quality in vocational education. The issue of the relevance of the programme was also
being discussed. The relevance of the programme is concerned with the needs and interest of the
stakeholders, students, parents, employers and the society at large. There is need for constant
evaluation of the programme to serve the specific needs.

Agrawal, Poonam (1998). Issues for Discussion. In Vocational education programme: issues
and imperatives for future planning. New Delhi: NCERT, pp.74-78.
Haider S.Z. (2001). Issues in Vocationalization of school education, pp. 273-289, in
experiences in school education, NCERT, New Delhi.
NCERT (1998). Vocational education programme: Issues and imperatives for future planning.
New Delhi: NCERT.
NCERT (1976). Higher secondary education and its vocationalization. New Delhi: NCERT.
NCERT (2000). National curriculum framework for school education. New Delhi: NCERT.
PSSCIVE (1995). Orientation guide on vocational education programme. Bhopal: PSSCIVE
. (NCERT).

Sacheti, A. K., Verma, A. P. and Mehrotra, V. S. (2005). Vocational Education and training:
challenges and strategies. ~ h o p d PSSCIVE
: (NCERT).
Vaid, D. K. (2003). Report: National meeting on performance evaluation and competency
certification for vocational courses. Bhopal: PSSCIVE (NCERT).

\
-of
Lf
Questions for critical reflection
b'
1) Elucidate the concept of horizontal and vertical mobility of students in the context of
vocational education.
2) ~ x ~ l a i with
n , example, both criterion referenced and norm-referenced texts along with
when and , where each of these can be effectively used in performance testing.
3) What a\ie the major constraints in the implementation of vocational education programme?