MODALITY OF COURSE PREPARATION
 

29. The Committee feels that in the prevailing circumstances the introduction of one vocational subject would be more feasible as it would be easier to get it accepted by university authorities since in its basic structure the first degree programme will remain basically unchanged.

30. Considering that the exercise to develop Course content and structure required wider participation of academics concerned with university education - it was decided that the mode of course preparation would be decentralized. The Committee identified four discipline areas for undertaking course development:

- Arts, Humanities and Social Sciences

- Commerce, Economics and Management

- Physical, Chemical and Bio-Sciences

- Engineering and Technology

It was decided that for each discipline area, a member of the Core Committee will function as the coordinator. He will have the authority and responsibility for constituting groups of 6-12 experts for various subjects, drawn from colleges, universities and other institutions of higher learning, and whenever feasible, representatives of employers will be associated with the group.

31. The members of the Core Committee associated with each of the above group are indicated below:

- Arts, Humanities and Social Sciences

Prof. S. Ramegowda (Coordinator) Dr.T.N. Dhar Dr. (MS) D.M. de Rebello

- Commerce, Economics and Management

Prof. T.N. Kapoor (Coordinator) Dr. T.N. Dhar

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- Physical, Chemical and Bio-Sciences

Prof. B.P. Singh (Coordinator) Prof. A.K. Mishra Dr. M.D. Tiwari

- Engineering & Technology

Prof. S.K. Srivastava (Coordinator) Dr. M.D. Tiwari

32. The first phase of these exercises was concerned with the identification of vocational subjects in each of the four groups. This exercise was undertaken by expert groups. In order to assist the Core Committee to decide which of the vocational subjects could be considered for introduction in the three year degree course, the expert groups developed broad outlines of the syllabus for each subject. This exercise resulted in the identification of vocational subjects by expert groups. These were in addition to the subjects which are already applied in nature such as applied statistics, applied psychology, social work, education (B.S.U.), performing arts (dance, drama, music), fine and visual arts, home science, applied geology, electronics, computer application etc,

33. The subjects and their content outlines were considered by the Core Committee in a series of meetings. It came to the conclusion that some of the identified subjects either duplicated the courses already available in other institutions or did not have sufficient skill component as to be meaningful from the point of view of fulfilling the objective of vocationalization of first degree level education. The number of subjects approved by the Committee for detailed development of syllabi are indicated below:

         
                GROUPS                          SUBJECTS FINALLY IDENTIFIED
        
             i)   Arts, Humanities and                       13
                  Social Sciences
        
             ii)  Commerce, Economics and                    10
                  Management
        
             iii) Sciences                                   25
        
              iv) Engineering and                            10
                  Technology
        
                                          

The coordinators were requested to constitute expert groups for each of the subject approved by the Core Committee for detailed work. The subject groups so constituted had to work out the details of the syllabi to be taught, including the nature and format of practical and on-the-job training. The name of experts associated with the first and second level exercises are indicated in Annexure V.

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Guidelines for content detailing

34. For facilitating the work of expert groups and ensuring uniformity in approach to the development of syllabi, the Core Committee approved the following guidelines for the expert groups:

- As in the case of other two/three courses which a student will choose in the first degree programme, the content for a vocational course would be spread over six semesters, two in each of the three years of the first degree. While the content would be indicated semester- wise, it should be possible to combine the two semesters' content into one academic year's programme in universities where the semester system has yet not been adopted.

- In each semester two papers will be taught. Thus, the total number of papers to be taught in three years in a vocational subject will be 12, as is the case with other subjects.

- Each paper will indicate lecture schedules, content, practicals, format for on-the-job training, reading/ reference materials, scheme of examination/ evaluation.

- For each subject, the expert group will indicate the most useful combination of the other two/three subjects that a students will need to choose in accordance with university requirements. While students will be allowed freedom of choice in selecting subjects, it would be desirable for the experts to indicate the subjects the content of which students would find helpful for and reinforcing the vocational subjects.

- The content of a vocational subject will in no way be inferior to the content of the other two/three subjects that a student will choose. For reasons of time tabling of student's normal studies in other two/three subjects on-the-job training, might have to be undertaken during vacations. Thus a student will be expected to submit a project report on the basis of on the job training which will form a part of the project work for purposes of evaluation in the sixth semester.

- For each subject,the expert group will indicate employment potential. In view of the limited opportunities for employment in organised sector, the identification of employment opportunities would have to lay greater emphasis on the skill needs of the informal/unorganised (household, small scale) sector and the possibilities of students being able to be self employed.

- In the last two semesters, more weightage will be given to practical work in a work place. The work will be undertaken under careful supervision of a faculty member of the institution and supervisor designated by the employing establishment where practical training is undertaken.

- The nature and format of practical work (including on- the job training) would be indicated in detail. Practical work would be partly institution based and partly undertaken under careful supervision in an establishment concerned with production of goods and services.

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- Each subject group will specify the infrastructural needs to be provided for effective teaching of the subject. These will, among others, include: space, equipment, teachers/ trainers, teaching- learning materials, basic financial provisions etc. The groups would indicate the modalities for procuring these for the institutions selected in the first phase. For instance, in the case of teachers/trainers, one of the modalities suggested would be that of an institution entering into an agreement with the employing establishment for recruiting guest faculty for short assignments on payment of suitable honorarium.

- Each group will indicate the strategy that should be adopted to ensure that vocational .subjects are introduced as early as possible.

- The expert groups will indicate the nature of downward and upward linkages for each subject. For instance, it would be desirable to indicate the possibilities that exist for admitting to the first degree vocational subject the products of +2 stagevocational courses. Similarly, the possibilities for students continuing post-graduate education/training would have to be specified.

35. The subject groups were, in particular requested to consider the syllabi from the point of view of promoting self- employment capabilities among students. Among other things, this would require identification of content and practical activities which will assist in developing entrepreneurial competencies among students. These competencies would enable students, with support from concerned governmental and other agencies. set up their small ventures. The expert groups were also asked to specify the nature of support that students will require after completing their education to establish their small scale enterprises- These would, among others, include support for procurement of raw materials and finances, advice and help for marketing of products etc. An important element of the proposed entrepreneurial training would be the promotion of competence to obtain information about market needs for goods and services, plans of agencies which assist small scale entrepreneurs, the credit available from financial institutions etc.

Interaction with Employers

36. Employability of students opting for vocational subjects is the most significant objective. The expert groups were requested to consider the course content,including practical training, from the point of view of promoting among students skills useful for gainful employment as wage employees, self employed persons or as productive workers in their household occupations. While designing syllabi, expert groups were expected to associate with their exercises employers and/or those who were aware of skill requirements of the employment market. In many cases individual subject groups discussed the course material with employers to obtain their reactions to what had been proposed. The Core Committee also organised meetings between subject experts and representatives of industry for each of the four discipline areas. These meetings which resulted in some modifications of the proposed syllabi were held on the following subjects. The interaction will continue and suggestions obtained in due course of time will be communicated by the University Grants Commission:

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          Subject                      Dates                 Venues
        
        1.   Sericulture         Oct.22-23, 1993        Roorkee University
        
        2.   Engineering &        April 17-18, 93        I.I.Sc.,Bangalore 
             Technology           June 21-22, 93
        
        3.   Bio-Sciences         May 17-18, 93          Lucknow University
        
        4.   Geo-Sciences         June 8, 1993           Roorkee University
        
        5.   Humanities &         July 27, 1993          UGC, New Delhi
             Social Sciences      
        
        6.   Commerce             July 28, 1993          PHD Chamber
                                                         New Delhi
        
        7.   Optical              February 13, 1993      IIT, DElhi
             Instruments