STRATEGY FOR IMPLEMENTATION
106. The success of the programme will depend largely upon the efficient and effective strategies that are employed for its implementation. Broadly speaking, these strategies could be discussed under two heads: macro-level and micro-level. While the former will deal with decisions regarding the approval of the scheme along with plan allocation for it, prescription of guidelines and norms, selection of institutions for support etc. the latter will be concerned with the institutional decisions regarding the subjects to be provided, the criteria for selection of students for various subjects and generally with the administrative arrangements that would be required. The nature of action to be taken under each of these categories is discussed briefly. The suggestions given are illustrative and do not exhaust all the possibilities of action that might be required to ensure smooth implementation of the programme.
Macro Level 107. The macro level action could usefully be discussed under five broad heads. These include:
- Creation of awareness and appreciation for the objectives, nature and utility of the programme in the context of general unemployability of the products of first degree courses
- Critical decisions about the implementation of the programme
- Preparatory steps
- Monitoring and evaluation of the programme
The nature of action to be taken under each category is discussed briefly.
Creation of Awareness and Appreciation 108. Considering that the proposal visualises a transformation of the first degree programmes there is need for informing people of its objectives at and what its utility would be particularly in the context of the growing unemployment among the educated. The target groups would include: the general public, parents and students who have to make educational choices, the employment sector on whose support the success of the programme will largely depend, universities and colleges which have to implement the programme. Conferences and
37
workshops will be the principal mode. It is suggested that they be organised in different regions, particularly in locations with large concentration of employing establishments and educational institutions offering first degree level education. The University Grants Commission and colleges/universities could bring out brochures explaining the objectives and the nature of the programme. The media centres supported by the UGC could be asked to prepare audio-visual materials for telecasting and broadcasting over national and regional networks. The UGC will have to initiate discussions with all-India fora of commerce and industry, (like FICCI, Chambers of Commerce, PHD) including those concerned with the promotion of small scale industries sector, explaining to them the kind of support that they will need to provide for the programme.
Critical Decisions 109. The University grants Commission will have to prepare a specific scheme for inclusion in its plan. In consultation with the Ministries of Human Resource Development and Finance and the Planning Commission It will have to determine the allocations for it along with the pattern of support that will be available to institutions. It would be necessary to hold discussions with the state governments to ensure that the commitments arising from the scheme are met once assistance to institutions from the UGC ceases.
110. The University Grants Commission will have to formulate criteria and conditions for the selection of institutions and the subjects that will be allotted to them in the first phase. The Committee has suggested in the report the criteria which the UGC could consider for adoption for selection of institutions and subjects.
111. The University Grants Commission might have to enter into a dialogue with the Ministry of Labour and Employment to explore the possibility of amending the Appreticeship Training Act with a view to ensuring that students of vocational subjects receive, on payment of suitable stipend on the job training in employing establishments.
Processing of Proposals 112. Given the guidelines and the norms prescribed by the University Grants Commission, institutions will have to prepare specific proposals for its consideration. It is suggested that for speedy approval of institutional proposals the UGC set up a special cell. The officers of this cell could visit institutions and provide on the spot guidance and. approval to proposals. The Committee has indicated a format which could be recommended to institutions for submitting their financial requirements needed for infrastructure development, procurement of equipment and materials, faculty development, remuneration to guest faculty etc.
Preparatory Steps 113. The two most important pre-requisites for the satisfactory implementation of the programme would be faculty training and preparation of teaching learning materials for use of students and teachers. The nature of tasks involved and the modalities that could be usefully adopted for these have been discussed elsewhere in this report.
38
114. Financial support will have to be provided to institutions for preparatory steps to be taken before the introduction of vocational subjects. As already indicated, the requirement will include infrastructural development wherever absolutely necessary procurement of materials and equipment, deputation of faculty for orientation and training etc. Institutions selected for the programme will have to undertake a quick assessment and inventorying of their existing resources and determine measures that will be needed to maximise their use and deployment.
115. The Committee has proposed some norms of expenditure which the UGC can consider adopting for supporting institutions. It has been suggested in the report that each institution selected for the programme sign a memorandum of understanding with the nearby employing establishment and institution offering skill training and professional courses, detailing out the support that the latter can provide. This might include supervision on the job training of students, skill training of faculty, deputation of guest faculty for teaching/training, donation of equipment, support for the establishment of facilities for production of ancillaries etc. While the memorandum will be signed by an individual institution, its content depending upon local conditions and requirements, it would be useful that the UGC design a model memorandum for the guidance of institutions.
116. The UGC should organize workshops of identified institutions where the nature of the scheme and various implementational modalities are explained. These workshops could also be used to assist institutions in the development of worth while proposals for consideration of the UGC.
Monitoring and Evaluation 117. It would be necessary to establish at the UGC and the selected institutions suitable monitoring and evaluation mechanisms. While monitoring would include assessing the efficacy of day to day operations with a view to suggesting corrective measures for speedy and smooth implementation of various stages, the main concern of the latter would be to determine the impact of the programme and provide data on the experience. These will help in expansion of the programme in subsequent phases. The Committee feels the proposals made in the report should be regarded as the pilot phase which will need to be extended on the basis of the experience gained. It would also be necessary to collect base line and follow-up data through carefully conducted studies.
118. The UGC should discuss the possibilities of other Ministries and departments providing financial support for the programme. This support should be channelled through the UGC since it will have the responsibility for executing it.
Micro - Level 119. The action to be taken at this level will be the concern of institutions - universities and colleges - which are selected for the implementation of the programme. Universities will have to select vocational subjects that they will introduce in their first degree syllabi, The introduction of these subjects will have to be processed through, and approved by, university bodies such as boards of studies, syndicates etc. Colleges will have to select subjects that they will introduce in the context of local needs,available infrastructural resources,the possibilities of support that they
39
can get from employing establishments and training and professional education institutions etc.
120. An important decision to be taken at the institutional level would be the identification of the department where the responsibility for organising the teaching of the vocational subject will rest. It is suggested that this responsibility be entrusted to the department where large component of the subject is already being taught. Thus the responsibility for optical instrumentation will lie with the department of physics and for archaeology and museology with the department of history. Laboratory techniques and specimen preparation would be the responsibility of either the department of botany or zoology.
121. Since the proposed subjects will demand competencies on the part of the faculty which a department might not possess in the beginning, they will have to develop 'Collaborative mechanisms with other departments for secondment of faculty for teaching and training of students. Apart from the usual task of time tabling, arranging of facilities etc. the department will have to establishment liaison with employing establishments and other institutions, more or less on a permanent basis for practical and on the job training of its students. It is suggested that at the departmental level, a coordinating body be set up with representatives drawn from other departments of the institution, employing establishments and other institutions. This will ,be responsible for supervising and coordinating the implementation of the programme, particularly for arranging training of students in employing establishments during vacations. There will be need for coordinating the activities of various departments as well as for establishing liasion with the UGC. These should be the responsibility of the Vice-Chancellor or an officer designated by him as far as universities are concerned and of principals in colleges.
122. Institutions will have to sign memoranda of understanding with employing establishments and other institutions detailing out the nature of support that they can provide, using the model memorandum designed by the UGC.
123. The committee has suggested that, in the first phase, vocational subjects be introduced only in those institutions which have the necessary infrastructural resources of an order as not to require large scale investment of funds for developing them. These include faculty resources. However, where the work load permits, additional faculty positions be created in various departments to meet the needs of new subjects. Similarly some essential infrastructural development would have to be provided for with the support of the UGC.
124. It is suggested that in each institution a conselling and guidance cell be established to assist students to make right educational and vocational choices. The guidance counselling services have already been established in universities, The UGC should assist colleges selected for the programme in the establishment of counselling and guidance cells. Apart from assisting students these cells should remain in close contact with employing establishments for job placement of students. They should also undertake follow up studies of students completing new courses. Such studies will help in providing data that will facilitate modification of syllabi, modes and content of skill training etc, in the light of changing job requirements.