 EDUCATION AND RIGHT TO WORK

Scheme of Vocationalisation of Education

186. As of now, the State Governments do not furnish, at the time of presentation of proposals for Central assistance, specific deadlines within which they will undertake the various activities for implementing the vocational education scheme-activities such as production of teaching/learning materials, formulation/modification of curriculum/syllabus, completion of civil construction, procurement of equipment, positioning of manpower including teachers etc.

So long as the scheme in the present form is implemented, Government may insist that the State Governments should furnish deadlines for each of the above mentioned activities to be undertaken before funds are sanctioned. Reportedly, in Karnataka State, before seeking Central assistance, the State Department of Education gets all the necessary clearances internally within their Government. This practice may be commended to the other States. (8.4.8)

Work Experience/Socially Useful Productive Work

187. Work Experience/Socially Useful Productive Work should be integrally linked with various subjects both at the level of content and pedagogy. (8.6.0)

integrated Design of Vocational Education

188. An integrated design of vocational education to be operated for classes IX to XII may be established as presented in the following model-with a general core and vocational core and flexible mixes of academic and vocational subjects:

                                  Classes IX to XII
             Compulsory                        Core General
                                           Core Vocational
                                          
             Optional  Academic    Vocational        Academic   Academic
             Groupings Academic   Vocational         Academic   Vocational
                       Academic   Vocational         Vocational Vocational

Flexibility should be provided for children to opt for different mixes of academic and vocational subjects as per be pattern exhibited above. (8.7.0)

Structural Changes in Secondary Education

189. In order to make vocationalisation a success, substantial structural changes may be introduced in secondary education along the principles of modular courses and credit accumulation, at the same time providing flexibility for multiple exit and entry points for the students. In other words, students opting for any particular vocational course should have the facility of acquiring credits for specific modules of courses, go out into the world of work and come back later at their convenience for earning further credits by pursuing further modules. This would make it possible for the schools to offer vocational courses in varying combinations with subjects such as Languages, Mathematics, Sciences and Social Studies. No doubt, vocational and non-vocational subjects should be inter-woven both at the level of content and pedagogy. For those students taking up vocational courses at the secondary stage leading to direct job placements, provision should also be made for further education in those vocations or other fields and, if necessary, bridge courses may be provided. These arrangements are necessary in the expanding world of knowledge and technology, which requires continuing and updating of education for all. What is required for long term viability of vocationalised education is to make provision not merely for specific skill training but also for necessary theoretical background to enhance transferability of well planned and logically designed open learning and distance learning programmes at the school and university levels should be established as the same would be a good support system for vocationalisation of education. (8.7.0)

Vocational Programmes in NFE

190. For those who do not go in for formal secondary education in the school system, vocational programmes should be organised in non- formal stream like through TRYSEM and community polytechnics and in the formal stream through the ITIs, Rural Institutions etc. (8.7.0)

Removal of Anomalies in Vocational Courses

191. Several vocational courses get sex stereotyped. That is, they are considered predominantly relevant in the domain

of women. This stereotyping should be carefully availed; and girls given access to increasingly diversified courses not discreminated in terms of relevance to men or women. (This subject has been referred to in the Section concerning Education and Women's Equility.) Access for Scheduled Castes and Scheduled Tribes to vocational courses should be enhanced too. (This has also been referred in the relevant section of the Chapter on `Equity, Social Justice and Education'.) (8.7.0)

Work Benches and Practice Schools

192. In order that the process of vocational education is enriched by a meaningful combination of teaching of theory and practice and effective linkages are established with the `world of work', `work benches' and `practice schools' may be identified, accredited and involved as described below :

- `work benches' and `Practice schools' are work situations selected for the purpose of giving vocational training and direct experience to students within production units or developmental activities of the official agencies. This arrangement offers a more effective educational strategy for providing vocational experience to students than what can be arranged within the four walls of the `classroom'. Here the training would revolve around real problem-solving and on-the-job development of skills. Whereas `practice school' is a more institutionalised arrangement with larger units in the organised sector, `work benches' can be carved out of smaller units from the unorganised sector as well within the neighbourhood of the school. In both cases, the school would not be required to make any substantial investment on skilled personnel or equipment, the same being contributed by the `world of work', with or without a mutually worked out fee.

- Education at these work places would be through student involvement in work activities which would be clearly identified against different areas and levels of work. Further, information would be available to the students in regard to bow, under a given work area, one could

move from one level to another (vertical mobility), and skills could be transferred from one work area to another (horizontal mobility). A tested evaluation system would be identified to assess students attainment in the work activity and its inter-relationship with nature and society. Based on this assessment, certificates would be awarded by the accredited `work benches', whether in private or public sector, government or voluntary organisations, and these should be acceptable for employment in any part of the country. Of course, this would call for devising of proper accreditation guidelines and procedures, as well as periodic review by authorised bodies, and this task will have to be done carefully, so as to ensure that this educational innovation does not degenerate into unhealthy social and educational practices. Further, special attention should be given to identify and accredit `work benches' in the rural sector, especially from economies built around activities such as farming, forestry, animal husbandry, dairying, fisheries, watershed management, and ecological conservation.

-Personnel in the `work benches' and `practice schools' are not merely to engage themselves in teaching process but are also to be involved in the planning and designing vocational courses, preparation of text materials and evaluation-in a sence in the entire process of education. (8.8.4)

Redesigning Teacher Education Courses

193. Teacher education courses for vocational education at both the secondary level and post-secondary level should be redesigned in order to prepare teachers who would be equipped, besides general theoretical background and skills, with the necessary interest and attitude for preparing students to meet the requirements of a developing society. Technologists, foremen, skilled craftsmen and other trained personnel from the `world of work', when recruited as teachers for vocational courses, should be given specially designed bridge courses in areas such as Psychology, Pedagogy, Evaluation, Content Planning etc. (8.9.0)

Decentralisation of Planning and Management

194. The management, planning and implementation should be decentralised to the level of individual high schools or school complexes, as well as colleges/universities, thereby involving actively, the Heads of institutions in decision-making, alongwith representatives of local enterprises from both the industry and agriculture as well as those of official development agencies and voluntary organisations. This would necessitate shift from the present practice of designing vocational courses under centralised initiatives at the national level. Courses have to be designed at the institution levels (schools/colleges) to the extent possible, drawing upon the resources of DIETs. This would also call for greater autonomy at the institutional level in order to fully exploit local and/or regional industrial, agricultural, commercial and development potential in framing courses and curriculum. This will further facilitate matching of manpower needs at different stages of development planning. The criticality of institutional autonomy for ensuring success of vocationalisation calls for redefining of roles of various central or state-level agencies under the Department of Education (NCERT, SIE, SCVE etc.), so that these agencies would play only catalytic and resource-sharing roles, rather than directing, determining and detailing all processes. (8.9.0)

195. The existence, at present of multiple and parallel authorities implementing and supervising vocational education, no doubt, is to be seen as a major contributor to ineffective implementation of vocationalisation. This has been brought out by the POA also. Hence, vocational education should be the responsibility of the Department of Education, though other Departments/agencies must collaborate and be even involved in the planning of vocationalisation. (8.9.0)

196. The concept of National and State Councils of Vocational Education should be re-formulated in the framework of decentralised planning, management, evaluation and accredition in order to involve the `world of work', private or public, in expanding the reach of vocationalisation of education to the masses. (8.9.0)

197. Above all else, the Department of Education should coordinate with the concerned agencies under the Central and State Governments for the establishment of appropriate wages and income and employment policies without linkages to which vocationalisation of education, however carefully designed, will not be a success. (8.9.0)