EDUCATION AND RIGHT TO WORK
 

THE ARGUMENT

The NPERC states that it does not agree with the objectives of vocationalization as spelt out in the National Policy on Education- 1986. The Committee fools that the objective of vocationalization is not merely to impart specific saleable manual skills but to relate hand with head and heart so that productive labour and socially useful work become the medium for developing creative intelligence and knowledge base on which one could keep building throughout one's life. It further states that the role of education is to empower people for work and to inculcate attitude for appreciation of work for its own sake. The emphasis should be on Work as a medium of education and not on creation of managerial structures like JCVE, SCVE etc. The Committee also feels that dichotomy between academic and vocational streams is not desirable, nor fragmenting the secondary stage into lower and higher secondary for introduction of vocational courses. Work, Experience/SUPW should not be provided through structured programmes but should be endogenous to the whole process of education presenting a strong base for vocational education at higher levels.

The 10+2 pattern of education has been explicitly accepted by the NPE-86. Under this structural framework, necessary curricular changes have been brought about throughtout the country. The process has continued ever since, vocationalization being incorporated at +2 stage with increasing thrust in more and more States. Even the NPERC does,not specifically suggest any change in the 10+2 pattern. However the recommendation for curricular reforms (Recommendation Number; 188) has implied a continuous 4-year block which could be construed as a switchover to 8+4. This will have to be carefully considered to avoid total dislocation both in terms of concept as well as implementation on the ground. The NPE, 86 has recommended vocational courses after Class VIII within the framework of 10+2 pattern as a measured of flexibility. While the NPE' 86 speaks of a variety of vocational courses at different level as also non formal vocational courses for school dropouts etc., it was the considered opinion of planners at that time Central intervention may initially

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be confined to assisting the States and UTs for starting vocational courses at the +2 level till such time as a proper management structure gets established at all the levels to look after various components of policy, coordination, administration, technical support etc.The States have the freedom to start vocational courses at the lower secondary stage also and some initiatives may be seen in a few states such as Andhra Pradesh, kerala and Maharashtra.

It is also important to note that while the NPERC has disagreed with the objectives of vocationalization as stated in the NPE '86, it later on, in Recommendation No. 188, has suggested some combination of electives which are even more "specific Saleable manual skills" oriented that the vocational stream of the NPE '86. it can, therefore, be assumed that like the NPE, '86 the NPERC also favours 2 sets of objectives - one relating to Socially Useful Productive Work/work Experience and the other to manpower development through occupation- specific education and training.

Vocational Education is a complex programme requiring simultaneous action on various fronts as well as cooperation with a large number of agencies for curriculum development, training of teachers end practical training to the students, The needs of vocational education are generally more complex than general education and, therefore, the need for a suitable management structure can not be over emphasised as proposed in the Programme of Action. Such a set up would also be necessary to expand the various other aspects of vocational education given in the NPE, '86 and which have also been favoured by the NPERC. While decentralisation principle has its Own merit, the need for well integrated management system operating at different levels cannot be undermined. One would, however, readily agree with the NPERC that the constitution and functions of various units of management may be reviewed to achieve Optimum performance on the ground.

The significance attached to SUPW and Work Experience by the NPERC cannot be disputed and it has been equally strongly Highlighted in NPE, '86, several document on the subject before NPE,'86 and other guiding documents

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developed as a follow up of the NPE, '86, As things stand there exists a totally integrated curriculum of work (experience- for the primary stage of education. At middle and secondary stages also the integration of work with learning has been adequately highlighted. The guidelines have been made available to the States but there has been no planned intervention on the part of Central Government in this area so far. It is agreed that the implementation of Work Experience/SUPW leaves much scope for improvement throughout the country. However, it cannot also be denied that there are several islands of excellenco in the country as documented in many publications on the subject.

The idea of empowering people for work provides proper focus and a now slogan for taking fresh initiatives in this area.

Streaming into academic and vocational courses has been questioned by the NPERC. Higher secondary education has been under constant review right from the British period. The Hunter Commission (1882) reco- mmended that there should be two divisions at the upper classes of high schools : one leading to the entrance examination at the university and other of a more practical character. It suggested for an alternative course with as mcuh diversification as possible to make secondary education really terminal divert students into different walks of life. The Calcutta University Commission (1912) also recommended for intermediate colleges to fulfil the twin objectives of training for admission to higher education institutions and training for practical occupation.

The Central Advisory Board of Education in India, commonly Known as Sargent Report, visualised high schools of two main types - the academic and the technical.

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In independent India,the Secondary Education Commission , also known as Mudaliar Commission in 1952 emphasised the terminal nature of the secondary stage and recommended diversification.

Recommending complete transformation of the education system , the Education Commission (1964-66) laid the strongest ever foundation for vocational education. The Commission suggested that at the higher secondary stage there need be two distinctive streams: one preapring students for advanced education in the universities and the professional colleges and the other preparing for a varioty of occupations immediately after completion of vocational studies. in keeping with this recommendation the Commission suggested that for college preparatory courses the duration may be two years. The duration of studies and training for the vocational stream may however range from one to three years or more.

The National Policy of Education Resolution (1968) particularly suggested the vocational courses to be 'effectively terminal'-and sufficiently diversified to cover a large number of vocations.

The NCERT prepared a guiding document under the title "Higher Secondary Education and its Vocationalization- 1976".

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In this while admission and streaming, the document suggests admission of a candidate either to the academic stream or the vocational stream.

The Report of the working Group on Vocationalization (1973) also accepted the streaming into academic and vocational.In order to economise on investment it suggested that "even if any school has a capacity to run both the streams it is essential that the school has a separate wing or set up to conduct the vocational courses".

Learning to Earn, the Report of the National Seminar on Vocationalization of Education, NCERT (1981) recommended that each vocational courses should be designed in an integrated form comprising the vocational skills, theory related subjects and the elements of general foundation course which will be vocation Specific. Thus vocational courses have been seen by it as distinct courses framed on the basis of job requirements and job analysis.

"Vocationalization of Education profile and Directions, Report of the National seminar on vocationalization of Education NCERT (1984) " stressed that the success of the vocational programme should be measured by the degree of employability of its products which in turn depends to great extent on the quality and intensive nature of 'vocational education imparted in the schools. This obviously is possible only when specifically tailored curricula are provided to students to develop skill proficiency for jobs.

The Report of the National working Group constituted by the,AICTE,, Ministry of Education, Government of India (1985) has described vocationalization of education as "a distinct process of diversification of the higher secondary education into academic and vocational streams". It further states that the students of vocational streams, will seriously prepare themselves to enter the world of work in vocations of their choice.

The National Policy on Education (1986) has Categorically stated that "vocational education will be a distinct stream, intended to prepare students for identified occupations spanning several areas of activity".

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A study of 'post-Secondary pursuit of the students of Vocational Specturum of Studies' (1979-82), NCERT (1984) clearly brings out the strength of having distinct vocational strewn with major emphasis on skill development.

In Maharashtra where the courses were generally college prepartory (being bi-focal), a vast majority from the vocational stream entered higher education, on the contrary a large percentage of students in Karnataka obtained gainful employment after the +2 stage where vocational education was a distinct stream.

"The integration of general and Technical and Vocational Education", UNESCO(1986) finds the reform of upper-secondary education, involving the age group 16 to 19 years as more complicated and more frequently discussed. The book clearly states that a number of countries prefer a diversified system. Academic education has continued its role of preparing an elite while vocational training prepares those who do not find a place in the academic system. Upper secondary education has been considered a period in which the learner has made a decision or should make a decision on his future role in society, employment and active life. In other countries, specialised vocational schools have their proper place and are fully equal to their counterparts in general education.Keeping in view the experience of various developing countries in organising vocational and technical training programme, it is scan that countries which are making rapid progress in education and development,e.g. South Korea, Phillipines, China, are-streaming persons to prepare them for specific jobs in India also successive five year plans have given high priority to manpower development.Working groups constituted from time to time have accepted the idea of linking secondarY education to developing crucial middle level manpower for the economy and national development.

It may, therefore, be concluded from the above that while vocationalization of secondary education is crucial for educational reorganization and national development, its implementation requires undivided attention of the implementing authorities such that sufficient knowledge and skills competence is developed in the Vocational graduates. This is-possible only when specifically

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tailored Vocational,currirriculum is provided to students opting for distinct,vocational stream. This is specially so because gainful placement of students in their respective vocational area is the real acid test determining success or otherwise of any vocational programme.

SUMMARY

- NPERC does not suggest change in 10+2 pattern however, an integrated design for vocational education has been suggested for classes IX to XII thereby implying switch over to 8+4 pattern.

- Frequent changes in pattern of education not desirable. NPE 86 recommends vocational courses after Class VIII within the of 10+2 pattern.

- States free -to start vocational courses at lower levels as per their need.

- Management structure at all levels essential for expending various aspects of vocational education.

- Work Experience/supW already essential components in all stages of education problem is in implementation.

- Streaming into academic and vocational courses recommended by various Commission/Committees on educational reform from the British period to the present.

- Empirical studies by NCERT also bring, out the advantages of separate vocational stream.

- International experience shows that countries making repid progress are streaming persons for preparing them for specific jobs.

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Recommendation No.186

It has been recommended that the State Govts. while seeking Central assistance should furnish deadlines for the various activities to be undertaken. Also, the State Education Departments' should get the necessary clearances internally within their Govt. before seeking Central assistance so as to reduce the time lag between sanction of funds by Central Govt. and their utilisation.

This recommendation relate's to implementation of the existing scheme and has no policy implications. The time-lag between sanction of the proposals and release of funds by the Central Govt. and subsequent sanction by the State Govt. to the implementing Department/ agency is at present tremendous. If the State Govts. get the clearance of their Planning and Finance Departments before sending the proposal to the Central Govt. for financial assistance, this time lag could be considerably reduced. It would then be possible for the State Govts. to take up implementation of the programme soon after it had been sanctioned thereby utilising the funds in the financial year in which they were sanctioned. This could be recommended to all States/UTs. If this was accepted, it would also be possible for them to lay down realistic deadlines for various activities under the programme. However, it may not always be possible for them to adhere to these deadlines because of various unforeseen difficulties and problems in implementation. If the Central Govt. was to approve extension of deadlines for various activities this would lead to further delays. As a via media, the indication of some time,frame for completion of various activities would help the State/Central Government to monitor the progress of implementation of the programme in-the State. Keeping this in view the State Governments could be asked to give a time,frame for each activity at the time of submission of proposals.

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Summary

- This recommendation does not directly pertain to policy formulation.

- It may be suggested to States/UTs to get internal clearances before sending proposals for Central assistance to ensure prompt utilisation of funds.

- Time frame for various activities may be indicated by States/UTs to facilitate monitoring of progress.

Recommendation No.187.

The Committee feels that though work Experience/ SUPW is an integral part of all stages of education it has degenerated into trivial activities, most often extra curricular, with the social dimension missing altogether. It has, therefore, recommended that Work Experience/SUPW -should be integrally linked with various subjects both at the level of content and pedagogy.

The formulation of NPE-86 was based on a similar analysis of the prevailing situation with regard to SUPW as recommended by the Ishwar Bhai Patel Committee Report. The national consensus was to retain the name, 'Work Experience' with the definition that it is "purposive and meaningful manual work organized as an integral part of learning process and resulting in either goods or services useful' to the community". The NPE'-86 states that it should be an essential component at all stages of education to be provided through well structured programmes. In view of this, there are no conceptual differences between

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the recommendations of the NPERC and NPE'86. The problem basically relates to its poor implementation. The National Curricular Framework of 1988 brought out by NCERT has suggested compulsory work experience at all stages of school education.

It is critical to have a minimum time allocation for this component of the school curriculum so that it is not excluded altogether during the process of curriculum prescription. One can approximately suggest 1/5th to 1/8th of the total curricular time for Work Experience/ SUPW depending on the stage of education. At present, the time allocation hardly exceeds 10 percent in many States. Steps would ,therefore need to be taken to see ,that the objectives envisaged in the policy are fulfilled through measures which remedy the flaws in implementation.

Summary

- No conceptual differences between the recommendations of NPERC and NPE'86. The problem is in implementation.

- Minimum time allocation critical for WE/SUPW component.

- Steps need to be taken to remedy flaws in implementation.

Recommendation Nos. 188 & 189

The Committee feels that the vocational stream has come to be looked upon as the poor man's stream. There is, therefore, need for development of a positive attitude towards work from Class I onwards. A core component of vocationalisation should be part of the curriculum for