Vocationalisation of secondary education and career development

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  1. Vocationalisation of Secondary Education Presented by Uttam Kumar 2. Meaning of VE According to Encyclopedia of Britannica:  Instruction intended to equip persons…
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  • 1. Vocationalisation of Secondary Education Presented by Uttam Kumar
  • 2. Meaning of VE According to Encyclopedia of Britannica:  Instruction intended to equip persons for industrial or commercial occupations. It may be obtained either formally in trade schools, technical secondary schools, or in on the job training programmes or, more informally, by picking up the necessary skills on the job without actual
  • 3. Philosophy of VE  Gandhiji strongly supported the Vocationalisation of education and published his thought in “Harijan”. “Every handicraft has to be taught not merely mechanically as is done to day, but scientifically. This is to say, the child should learn the why and wherefore of every process.”
  • 4. Kothari Commission (1964- 66) “we visualize the future trend of school education to be towards a fruitful mingling of general and vocational education containing some elements of prevocational, technical education and vocational education, in its turn, having all elements of general education. In the kind of society in which we will be living increasingly in the coming years a complete separation between the two will
  • 5. Need for VE  It prepares an individual for life, for better economic and civic amenities.  It makes education practical and useful. It can fulfill the need of life in a better way.  It enhances the competency or efficiency of an individual in a particular vocation.  It opens more avenues or channels for self employment.
  • 6. Why V.E at Secondary Stage?  The national policy planners have considered secondary and higher secondary stage of school education as crucial since it is at this stage that necessary skills and competencies are acquired which enable the students to enter the world of work or to go for higher education.
  • 7. Vocationalisation of Secondary Education  The scheme of Vocationalisation of Secondary Education was launched in 1988.  Under the scheme since its inception, 10,000 schools were covered with an intake capacity of about 10 lakh students.
  • 8.  At the middle school stage SUPW/WE programmes aim at developing confidence and sufficient psychomotor skills to students to enter the world of work directly or through certain occupational training courses.  The SUPW/WE programmes for the secondary stage are viewed as a linear extension of that for the middle stage.
  • 9.  These activities at secondary stage are also expected to enable students to opt for vocational programmes at the +2 level with better appreciation and undertaking.  Hence the programmes of SUPW/WE are expected to ensure to modest preparation for students before they leave the school, to enable them to choose an occupation. Such pre- vocational courses are to be handled by teachers.
  • 10. Nature of the Scheme  The Scheme will be a Centrally Sponsored Scheme (CSS), under the umbrella of Rashtriya Madhyamik Shiksha Abhiyan.  Under the Scheme financial assistance will be given to the State Governments/UT Administrations and incentives to Government aided and recognized unaided private schools for the remaining period of XIIth Plan for implementation of vocational education.
  • 11. General Education Vocational Education Research Titles Post Education First degree Intermediate Secondary Post Graduation & Research B.Ed., M.B.A, M.C.A, M.Tech, M.S, M.D, B.L, M.V.Sc, Ag.M.Sc M.B.B.S, B.D.S, B.Tech, B.B.M, B.C.A, B.V.Sc, Ag.B.Sc Polytechnic
  • 12. Rationale behind incorporating VE in Secondary Stage  Piagetian perspective says that a child learns through the physical interaction with the world.  As per Vygotskian perspective it is through work centric approach students can enhance ability of peer interaction in Zone of Proximal Development  From Bandura's social learning theory the child learns through imitating the specialists in action.
  • 13. Failure of VE in India  lack or absence of regular teachers and their training/retraining,  insufficient financial allocation,  high financial implication on the part of States, non-flexible duration and delivery of courses which at times were not need based,  no change in recruitment rules,
  • 14.  poor linkage with industry,  poor vertical mobility,  absence of separate management structures,  absence of long-term commitment from the Central Government and  inadequate monitoring.
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