SYLLABI OF PROPOSED VOCATIONAL SUBJECTS
37. The detailed syllabi worked out for each subject (and within each subject for each paper) by expert groups, commented upon by employers' representatives and whetted by the Core Committee are given in Three Volumes-I, II and III (Volume- I Arts, Humanities, Social Sciences, Commerce & Management, Volume II: Sciences, Volume III: Engineering & Technology) attached to this Report. In Annexure-II a set of statements which indicate the papers to be taught, has been included for various subjects, in each of the six semesters, the distribution of periods between theory and practice for each paper and the total number of teaching periods (including practical works) devoted to each of the subjects in the six semesters.
38. The vocational subjects proposed for introduction at the first degree level under each of the four discipline areas are indicated below:
Discipline Area Subjects
i) Arts, Humanities 1. Functional Hindi
and Social 2. Functional Sanskrit
Sciences 3. Communicative English
4. Archaeology & Museology
ii) Commerce, 5. Principles & Practices of Insurance
Economics 6. Actuarial Science
and Management 7. Office Management & Secretarial
Practice
8. Tax Procedures & Practices
9. Foeign Trade Practicesand Procedures
10. Tourism and Travel Management
11. Advertising, Sales Promotion &
Sales Management
12. Computer Applications.
iii) Sciences 1. Industrial Chemistry (Seven streams)
2. Food Science & Quality Control
3. Clinical Nutrition Dietelics
4. Industrial Microbiology
5. Bio-technology
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6. Biological Technique & Specimen
Prepration
7. Seed Technology
8. Sericulture
9. Industrial Fish & Fishery
10. Instrumentation
11. Optical Instrumentation
12. Geoexploration & Drilling Technology
13. Mass Communication Video Production
14. Still photography Audio Products
iv) Engineering and 1. Electronic Equipment Maintenance
Technology 2. Computer Maintenance
3. Electrical Equipment Maintenance
4. Environment & Water Management
5. Rural Technology
6. Automobiles Maintenance
7. Refrigeration & Air Conditioning
Maintenance
8. Construction Tech.Management
9. Manufacturing Process
39. A few general aspects of various subjects are highlighted below:
i) It is visualized that each semester will be of 15 weeks. Thus for the three years of the first degree, 90 weeks of teaching and practical work will be devoted to each subject.
ii) It is visualized that an institution will work for a minimum of 180 days and in each day for a minimum of 5 hours of teaching.
iii) Each paper proposed for vocational subject will be taught for a minimum of six periods of 45 minutes each.
iv) For a vocational subject, it is visualized that at least a month will be devoted by students for on-the- job training after second and fourth semesters. Thus in the three year period, two months of on-the-job training will be undertaken by each student in actual work situation. A student will be required to undertake a project as part of his/her on-the-job training. A report, which will be assessed, will be prepared by the students.
40. The Committee decided to undertake a detailed formulation of syllabi for different vocational subjects with the expectation that universities and colleges which are selected for the purpose will not have to spend much time on this exercise. The syllabi have already been worked out, along with 'scheme of teaching and evaluation, format of practical work in institution and on-the-job training in a productive establishment etc.; it should, therefore, be possible for institutions to process the introduction of vocational subjects right away. The Committee had hoped that the proposed vocational subjects will be processed for introduction from the 1993 academic session. However, detailed formulation of syllabi by expert groups took more time than was visualized and planned for. With the report now available it should be possible to
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introduce vocational subjects from 1994 academic session, the intervening period being utilized for processing the proposals, materials production, teacher preparation etc.
41. The Committee appreciates the possible need for modification of proposed course content to suit more adequately local conditions. This would be particularly so in the case of practical work - institution based or carried out in actual work situations - where skill formation must take place in response to specific job requirements. Given the wide variety of educational and socioeconomic situations, the autonomy enjoyed by universities etc. some modification of the -proposed content would have to be undertaken by universities and colleges. The Committee is, however, of the firm view that any changes, required in the context of local conditions should lead to enrichment of the syllabi proposed by the Committee and not to ally dilution of the content or format.
Combination of Subjects 42. The pre-requisites for taking up vocational courses and possible combination have been suggested for each subject. As indicated earlier the Committee has suggested that the other two/three subjects that a student selects at the first degree level will be from the conventional subjects. Vocational subjects will be terminal in nature, emphasizing transmission of knowledge and skills required for specific jobs. In the prevailing circumstances a Student will have the option of undertaking post-graduate education in one of the non- vocational subjects, depending upon the conditions prescribed by a university. At the same time, some of the courses suggested by experts will have avenues for further education, since they are already being taught at the post- graduate level. Courses in computers, home science, biotechnology, fisheries etc. are illustrative.
43. It would be desirable to provide flexibility in choice of the combination of subjects, without in any case limiting the students choices to a limited number of subjects as is the practice today. However, with a view to providing reinforcementto the teaching of a vocational subject, it would be desirable to restrict the choice of students in respect of other subjects. The choices could be worked out by an institution on the basis of local situation, interest of students/parents. available resources with the institution etc.
44. Given the above considerations, the expert groups have recommended the most Suitable combination for each of the vocational subjects proposed for introduction at the first degree stage. They are indicated in the Annexure-III
Practical Training 45. The distinction between vocational electives and other academic electives would be most pronounced in terms of practical training, its quality, quantum and modalities of organization, The content, i.e., the nature of practical work must be vocationally oriented. This would imply that practical work will not be merely supportive of theoretical instruction in the sense of assisting, as the case usually is, in understanding of principles or concepts. Instead, it should aim at the development of marketable skills, those which focus more on the application in an actual job situation of the theory learnt in the classroom. The proposed format of practical
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training would lead to a set of manual and mental skills promoting vocational competencies aiming at income generation. While some practicals may relate to basics of the discipline, others should lead to greater employability (self/wage) of the graduates.
46. In terms of quantum, the design of each vocational subject accommodates practical exercises to the extent of 50% of the total curricular matter. This should reflect in the examination scheme which should provide, in general, about 50% of the total marks to practical work and on the job learning.
47. Besides the content and quantum, the most important aspect of practical work is the modality and approach of organizing it. Industrial collaboration and linkage with the actual world of work and employment need to be strongly emphasized. For the success of vocational courses it has to be accepted as a matter of principle that a college or any institution working in isolation will not be able to do justice to teaching or learning them. In pursuance of this principle, it would be necessary that while an academic institution organises theoretical instruction and provides for some practical work carried out in the institution, another institution concerned with the world of work and employment in that area must be identified to support practical training activities and on the job training. 'The identified institution should also be able to provide "instructors" for lectures and/or training of students. Such an organic linkage between the college and the world of work alone can produce truly competent graduates who would be ready for the job market in chosen vocations.
48. In some situations, linkage with a local industry might be difficult, particularly in small towns, rural and remote areas. A different approach to practical training will have to be adopted in such cases. The two possibilities would be:
(a) the establishment of a training - cum - production centre within the institution itself run on commercial lines to meet the needs of the community in respect of certain goods and services for which beneficiaries would have to pay.
(b) long duration secondment of students to employing establishments for on-the-job training with subsidy provided by the college or industry for travel, residence etc.
College/Institution based Instruction 49. While a collaborative model has been recommended the Organisation of entire instruction would be coordinated by the college/university department where vocational subjects are introduced. The institution based component would include lectures delivered by its regular faculty and the part time faculty obtained from either the collaborating industry or other sources (such as knowledgeable persons from the community, retired academics and those employed elsewhere). Similarly, a number of practicals would be conducted in the college/university department itself. Sometimes, these may require the participation of regular faculty members from other departments than those where a vocational subject is being taught. Most of the vocational subjects proposed by the Committee, are multidisciplinary in nature and their Success will depend upon the participation of faculty from many related areas. This may require workload adjustments and payment of extra remuneration as and when necessary.
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Workplace Based Training 50. Without actualparticipation in work in a workplace, vocational instruction cannot be assumed to be complete. The collaborating industry/work place would have to provide its infrastructure and facilities, including its personnel, for practical instruction and on- the- job training. While the listed practicals of a vocational subject may require them to be conducted at the work site, the actual contribution from the industry/workplace would have to be more committed when it comes to on-the-job training during vacations for which credits will be awarded after proper evaluation. The collaborating institutions would accept students and allow them to participate in their production/service activities. There is likely to be some hesitation in such an arrangement from the industry/employment sector since it might mean an extra- burden on supervisory staff or a little loss of production time. Industry/employment sector has, however, to appreciate the long-term benefits that will accrue from these subjects. It should develop a proper work schedule for deployment of trainees who would be available to them in varying numbers and who would be mature, educated and partially skilled. It is also expected that those who opt for a vocational elective would have much greater motivation to learn by actual participation in the world of work. The Committee's interaction with representatives of employers leads it to believe that there is considerable interest in the proposed subjects and also willingness to support their teaching effectively.
51. The modalities for institution/work place linkages will have to be worked out on the basis of mutual benefit and common cause viz. reduction of unemployment and enhancement of overall productivity. The stakes may not be so clearly visible to the employment sector initially. The education sector would have to approach the problem with great care. It would rest with the education sector to adequately motivate and persuade the employment sector to accept new responsibilities as a challenge for national prosperity and well being of the society. This would have to be attempted at two levels
(a) at the national level though organised fora of business and industry(FICCI,Federation of Indian Industries, KVIC, Ministries and other organizations);
(b) at the level of the college/university to rope in nearby industries and other units In the unorganized sector.
52. While macro level arrangements would facilitate the whole process, local level relationships may not be possible to develop on the strength of centralized instructions and directives. At the very outset, care has to be taken to start these subjects in such colleges and universities, where the possibility of collaboration exist to ensure quality training and subsequent absorption of trained students in gainful employment. The collaborative arrangement would have to be institutionalized through memoranda of understanding between institutions and employing establishments both at micro and macro levels as the case may be. The UGC, as the sponsor and supporter of this programme, should set up a suitable system/structure to ensure the working out of these modalities.
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Apprenticeship Training Act 53. The Committee feels the need for incentives for motivating students opting for vocational subjects, particularly for on the job training which for many might entail travelling to a location where an employing establishment exists and staying there for a month or more during vacations. It is suggested that the Ministry of Labour and Employment be requested to amend the Apprenticeship Training Act to provide for stipends to students of vocational subjects during their deployment for on-the-job training in an employing establishment. The stipend could be on the same rate as is available at present for students undergoing diploma level education/training.
Wage and Self Employment 54. The primary reason for insistence on practical training in collaboration with the employment sector is that of ensuring employability of graduates. It is generally held that present options at the first degree level in general colleges and universities offer little employability except for a very few as generalists and Specialists who are educated in a handful of quality institutions The large majority of graduates are those who appear to be unsuitable for present and future production processes of the Indian economy. There is numerical distortion in favour of those disciplines which hold very little promise from the point of view of productivity and employment - both self and wage. This calls for major corrective. The present scheme is a step in that direction.
55. The introduction of one vocational subject along with two/three academic subjects in the first degree curriculum would provide an option to a student to develop employable skills relevant to national economy and occupational life of the local community. He/she Would be, better prepared therefore, to find employment or to start his/her own enterprise and thereby make worthwhile contribution to the growth of national economy while improving his/her own lot and enhancing the quality of life of the community in which he/she lives. With the primary orientation of this scheme to self employment and entrepreneurship, each successful graduate will not only be employed himself/herself but might also be able to create employment for others. This is the basic nature of entrepreneurship where a person creates new jobs for others in contrast to wage employment where a person blocks employment prospect for another person for the rest of his/her active service.
56. It is more from the self employment and entrepreneurship development angle, that strong linkages with employment have been highlighted. While a graduate of 20-21 years of age may be quite mature as an individual, his/her participation in actual work situation and command over certain managerial and entrepreneurial skills alone would give him the desired level of confidence and certain critical competencies to establish his/her self employment venture.
Development of Enterpreneurial Competencies 57 The Committee has suggested a course aiming at promotion of entrepreneurial competencies (Annexure-IV). This will run through all vocational subjects proposed for introduction and will be compulsory for every student irrespective of the vocational subject that he/she offers. The
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Committee realizes that educational institutions as such are ill equipped to develop entrepreneurs who are generally willing to take risk incumbent on establishing a productive establishment. In fact, the charge often made is that educational institutions promote conformity. The experience of introducing such courses has always not been very definitive and resources have been utilized without commensurate benefits. The desirability of introducing a course in the context of the already available somewhat negative experience although scarce - needs justification.