Vocationalization of Secondary Education: The Open Schooling Perspective

Dr.S.S.JenaChairman, NIOS

Consultative Workshop on Developing Implementation Strategies for NVEQF in

Open Schooling in India

June 20-21, 2013Cherai Beach Resort, KochiNIOS – CEMA Collaboration

[email protected]

April 11, 2023

Age Group 15-29: ◦only 2% have formal Vocational Training◦8% have acquired Non-Formal Vocational

Training 93% of workforce in unorganised sectors New entrants to the workforce every

year :12.8 Million Existing Skill Development capacity In

India: 3.1 Million

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Age Group Population

(million)

No. in school

(million)

Gross Enrolment Ratio (GER)

14-15 40.84 20.89 59.82

16-17 40.86 10.66 34.25

18-24 100.54 10.70 13.58

Dropout rate (2010)

• Class 1-8 : 43%

• Class 1-10: 57%


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Stated, inter-alia, that “The introduction of systematic, well-planned and rigorously implemented programme of vocational education is crucial in the proposed educational re-organization… Vocational education will be a distinct stream intended to prepare students for identified vocations spanning several areas of activity.” Set the target to cover 10% higher secondary students under vocational courses by 1990 and 25% by 1995 The Plan of Action, 1992, for implementation of NPE 1986, reset the targets of diversification of students to vocational steams at +2 level to 10% by 1995 and 25% by 2000


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Launching of new scheme on Vocational EducationVocational Education to be integral part of the school education systemIntroduction of Pre-vocational subjects at class IXReorganization of Vocational CoursesBoosting of Vocational Education at Tertiary Education LevelIntroduction of National Vocational Education Qualification Framework (NVEQF)


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General education: vertical progression possible

Technical Vocational Education and Training (TVET): yet to have linkages

ITI and VE in higher secondary schools : a dead-end

ITI to Polytechnics – pathway needed Polytechnic student has difficulty in entering

Engineering College – bridge course needed VE and General Education: horizontal mobility

difficult


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Providing uniformity in qualifications across Institutions

Provision for clear & recognized pathways of learning

Enhancing credibility amongst stakeholders Drawing pathways for horizontal and vertical

mobility Provision for formal recognition of informal

(prior) learning


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Input Based Outcome Based

Primarily focuses on the resources (syllabus, instructional materials, etc.)that are available to the student, which are called ‘Inputs’.

Primarily focuses on empirically measuring student performance in terms of competencies achieved and refer to ‘outcomes’

Content and performance expectations are based primarily on what was “taught in the past to students of a given age”

Content and performance expectations are based primarily on what students "know and are able to do"

Teacher centred learning Student centred learning

Norm-referenced testing Criterion referenced testing


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Agriculture Home- Science and Hospitality

Management Business and Commerce Computer Science and IT Engineering and Technology Health and Para-Medical Teacher Training Life Enrichment Courses Other Vocational Courses Special Projects (Hunar, CISCO, FVTRS,

ITDC, DOP)


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Wide Spectrum of Vocational Courses

Traditional Courses, such as, embroidery, Tie & Dye and Batik

AreaSpecific Courses, such as, Jute Production Technology

Rural need-based courses, such as, Soil & Fertilizer Management

Urban need-based courses, such as, course in Air Conditioning

Courses with Focus on Women and Child, such as, Certificate course in Early Childhood Care and Education, Paripurna Mahilla (Empowered Women )

Technology based courses, such as, Certificate Course in Computer Applications


Identification of Skill Areas

Identification of Skill Areas

Identification of Competencies PackIdentification of Competencies Pack

Developing Assessment Methods for

acquired skills

Developing Assessment Methods for

acquired skillsCompetency

based Education &

Training

Competency based

Education & Training

Competency Based

Assessment & Certification

Competency Based

Assessment & Certification

Assessment Processes in Prior Learning (RPL)

Assessment Processes in Prior Learning (RPL) Qualification enhancement

through NIOS in collaboration with Sector Skill Council

April 11, [email protected]

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Develop exemplary courseware,

both print & non-print forms, in

selected vocational subject areas Subject areas selected are

(i) Computer & IT, (ii) Tourism &

Hospitality Management &

(iii) Rural Technology Online collaborative platform is

created for development of

digital materials Approaches followed in development

of the resource materials are based on

(i) Role based education for Scenario

Based Learning &

(ii) Situated based Social Reconstruction & Transformation Process


Linkages between Open School and Industries Participation of Industries in Curriculum

Design Using ICT for Skill Development Placement support system Teachers’ Capacity building Recognition of Prior Learning (RPL)◦ Identification of skill areas for RPL◦ Linking of competencies with skills◦ Assessment procedure & Certification◦ Continuing updation of skills

Setting of Quality Standard Changing of Social Mindset


[email protected]

April 11, 2023

Vocationalization of Secondary Education: The Open Schooling Perspective

Education

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