SELECTIONS OF INSTITUTIONS FOR VOCATIONAL SUBJECTS
64. In the initial stage, the introduction of vocational subjects, as proposed by the Committee, must be regarded as a pilot programme the experience of which will be analysed and, on that basis, an extended programme introduced to cover more institutions and students. The initial success of the programme must be, to the extent possible, ensured. It would be primarily because of the success that is achieved that more institutions will be enthused to introduce vocational subjects and more students motivated to opt for them.
65. The success of the programme will depend substantially on:
- the quality of the programme
- a careful selection of institutions for introduction of vocational subjects
- the efficiency and effectiveness with which the programme is executed.
As regards the quality of the programme, the Committee has taken steps to design courses in such a way as to ensure the quality of content, including practical training and effective modes of delivery, for instance, semester pattern involvement of employers, use of summer vacations for on- the-job training etc.
66. Considering the cost involved and the desirability of ensuring effective implementation, the Committee recommends a careful selection of institutions on the basis of well defined criteria. These could include the following:
i) Only those institutions should be picked up which show a commitment to the programme. This commitment would include concrete steps for speedy action to introduce courses, willingnessto provide some resources for the programme from their own resources and willingness of the faculty to work extra time. Additional resources would include:provision of space for teaching of courses, laboratory space for practical work, additional faculty time without commensurate remuneration etc.
ii) The institutions should have the authority to introduce vocational subjects without necessarily having to depend upon an external authority to approve and sanction such introduction. Thus, universities which have first degree courses and autonomous colleges might be selected for the purpose in the first instance.
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iii) The institution should be in reasonably close proximily to an employing establishment where its students will have to undertake a substantial part of practical and on-the-job training.
iv) The institution should be in a position to ensure collaboration and cooperation of the employing establishment. This collaboration could take many forms:support for infrastructural development (such as donating surplus/discarded equipment for institution's workshops); time for supervised on-the-job training, guestlecturers: support for the establishment of ancillaries; advice on market needs, raw materials and credit procurement; placement in jobs of students after they have completed their education, etc. It would be desirable for an institution to enter into a memorandum of understanding with the employing establishment detailing out areas of mutual collaboration.
67. Given these criteria the Committee suggests that in the first phase 90-100 institutions be selected for introduction of vocational courses. The distribution Would be as under:
Category Number to be selected
i) Universities with first degree courses 30
ii) Autonomous Colleges 35
iii) Other Colleges/Universities 35
68. The last category will consist largely of affiliated and constituent colleges. These institutions have to depend upon the approval of the affiliating university for the introduction of vocational subjects. Although such an approval might take time, the, Committee has suggested their inclusion on the premise that any pilot programme, which has possibilities for further expansion, must be carried out in a variety of situations. The experience of implementing a programme of this nature in different types of institutions will be useful in suggesting the most effective content of the programme and the strategy for implementation.
69. Given the above criteria, it is recommended that each institution selected for introduction of vocational subjects should, in the first phase be allowed to deal with a manageable number of subjects. The Committee feels that each department of a university offering first degree courses be allowed to and assisted for the introduction of vocational Subjects. Similarly a department in a college should be allowed to introduce vocational subjects, depending on how effectively they can organize teaching of such subjects, particularly on-the-job training of students. Each vocational subject will admit, on an average, 30 students. Thus, each university will have in the first phase an intake of 300 students in vocational subjects while the intake in a college will vary between 120 to 150 students.
Evaluation of Performance 70. The selected university/college will adopt for vocational subjects the same modality of evaluation for content and institution- based practical work, as will be available for other subjects. This would consist of semester wise evaluation, evaluation of assignments, annual examination etc. It is In respect of on-the-job training in employing establishment that a
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different mode, might have to be adopted. The memorandum of understanding, referred to earlier, should specify this mode. The Committee Is of the view that:
i) since practical and on-the-job training has to be carried out in an employing establishment the supervisory personnel of such an establishment should be associated with evaluation of a student's performance;
ii) for on-the-job training lasting a month or more, a student should work on a project assigned by the institution and employing establishment and prepare a project report on the work done;
iii) the level of skill competency reached by a student should be evaluated by the institution by a test carried out at the end of two semesters.
71, During its discussion, the Committee was asked to consider the possibility of assigning credits to skills learnt by a student on his own - for instance, in a large employing establishment, In household enterprise, in a small scale private establishment and so on. It was indicated that if skills learnt independently of the educational institution are recognised and given credit for, the burden of the institution could be reduced and the cost of providing training partly shifted to a student and his/her family. For instance, a student working in an automobile repair garage in his spare time would need to take only theory courses in the institution.
72. The major problems that need consideration in regard to this suggestion would be to determine the capability of the production/service establishment to provide training of a requisite standard and designating the authority which will certify that a student has attained the prescribed level of competence.
73. It would be necessary to categorize employing institutions on the basis of their resources and expertise to provide worthwhile training. Only those establishments which have the capability and possess the requisite competence could be allowed to provide on the job training to students and to certify whether the level of a student's competenence in a skill or skills is adequate. The institution introducing vocational courses will have to prepare, in collaboration with employing establishments, a list of establishments whose certificates regarding the competence of a student can be accepted. In this category will, for instance fall secretarial training provided by YMCA/YWCA, training provide by banks and insurance companies and so on.
74. This, however, leaves out the skills learnt through other means - household industry and/or in an establishment not very well known. Even in respect of well-endowed establishments it would have to be ensured that the certificate of competency issued is based on actual testing of skills that a students has attained. It is not unoften that such certificates are issued without determining adequately and meticulously what a student has actually learnt. Without the cooperation of the employing establishments, it would be difficult to guarantee that the quality of training given Is satisfactory.
75. Since it would be difficult to accept on its face value a certificate of competency of a student, the Committee is of the view that Institutions must establish arrangements for verifying the claims made by him/her about his/her having already attained the requisite standard of vocational skills. All students must be administered a test to determine the level of efficiency attained.