 SUMMARY OF RECOMMENDATIONS

6.01 To identify the vocations having good employment potential, to locate good schools where the new vocational courses can be introduced and to assess the local assistance for on-the-job training, vocational surveys should be conducted, in a phased manner before introducing Vocational Courses and only those courses which have good employment potential should be started. [4.04 to 4.08]

6.02 Such vocational surveys should be conducted at regular intervals to evaluate the on-going vocational programmes, to suggest modifications or improvement of curricula and recommend new vocations for which courses have to be designed. [4.09]

6.03 During the next 5 years, vocational facilities should be provided in a minimum of 2000 schools/colleges in a phased manner of which 500 should be new ones. [4.15]

6.04 Since almost all the Vocational/Technical institutions arc located in the urban or semiurban centres, the new schools for vocational studies should be constructed in the rural areas and they should be well-equipped. [4.13]

6.05 All the existing Technical and Vocational schools at the secondary stage should be revitalized by providing appropriate inputs and new courses should be added to ensure optimum use of the existing facilities. [4.12, 4.16, 4.17 & 4.19]

6.06 Adequate incentives in the form of scholarships should be offered to the students of vocational streams at the secondary stage. [4.19]

6.07 Adequate number of vocational teachers should be appointed and trained both on regular and part-time basis on suitable remunerations. Periodical in-service training should also be arranged for the regular staff for updating their knowledge and skills. [4.20, 4.21 & 4.22]

6.08 In all vocational schools/colleges where vocational studies are offered, either the Head of the School/College or the Deputy Head should possess vocational qualifications in at least one major vocation, to look after the proper implementation. [4.23]

6.09 Preparation of curricula centrally should be done away with. Curriculum Committees consisting of professional experts, future employers and academics should be set up for each region and should be entrusted with the task of preparing curricula relevant to the region or the district. The accent should be more on preparing students for self-employment than wage employment. [4.25]

6.10 All vocational courses should be offered in terms of well connected, self-contained units or modules and the students' achievement should be evaluated at the completion of each module. A Certificate of completion of the module satisfactorily should be issued to the student. [4.26]

6.11 Good textbooks,, teaching aids and teacher guides have to be ready before the vocational courses are launched. At the initial stages, foreign publications should be procured and made available. Local authors and publishers should be encouraged to produce suitable books in simple language and with adequate practical details. [4.28, 4.29 & 4.30]

6.12 The programme of vocationalisation in rural areas should be linked with various programmes of rural development. [4.03, 4.31 to 4.37 & 4.43]

6.13 In the urban sector, more stress should be laid on the courses in the areas of commerce and trade, textiles, paramedical, electrical and other technical subjects. [4.03, 4.38 to 4.43]

6.14 Vocational courses should be designed to inculcate the capacity to combine intellectual knowledge with skill training in the selected vocations. [4.43]

6.15 Opportunities for vertical and horizontal mobility for vocationally qualified students should be provided in ample measure to encourage a sizeable section of students to pursue vocational studies. Specialised courses in the lines of occupations should be offered in professional institutions to help students claim superior positions of employment. [4.45 & 4.46]

6.16 There should be flexibility in the duration of vocational courses according to the needs of students, the required levels of competency and proficiency. Rigidity of duration of courses is hardly conducive to the vocational courses and may tend to become disincentive to the aspiring students. [4.47]

6.17 For up-dating and improving skills and knowledge, advanced specialised courses of varying durations should be planned through part-time, correspondence, sandwich and short time intensive courses. [4.48 & 4.49]

6.18 Socially Useful Productive Work should be integrated with general education in the academic stream to equip all the students with certain elementary skills. [4.50]

6.19 Creative Work Centres/Hobby Centres should be established in the centrally located situations to encourage creative faculties of the youngsters and to promote productive impulses. [4.51]

6.20 Apprenticeship facilities should be extended to all the students who complete vocational courses so that good on-the-job training is available for further improvement of competencies. [4.52]

6.21 Steps should be taken to provide guidance and counselling facilities for careers and courses to all the students. [4.53]

6.22 The recruitment policy of the Governments and public sector undertakings should be revised and job requirements should replace the academic qualifications as essential qualifications for selection. Where graduates and vocationally qualified persons appear for tests/interviews, other things being equal or nearly equal, preference should be given to vocationally qualified persons. [4.54]

6.23 The National Council of Vocational Education and State Councils of Vocational Education should be set up without delay and their spheres of action, composition and functions to be performed should be defined. These Councils should ensure, quality and standard of vocational education, co-ordination and cooperation among all agencies which are at present offering vocational education and those connected with employment. [4.55]

6.24 Since Vocationalisation of Education falls into the purview of 12 year school education, it is necessary that it remains under the administrative control of a Senior Officer, at least of the rank of a Bureau Head, whose staff should be adequately strengthened to enable the Bureau Head to discharge his responsibilities effectively and expeditiously. He shall be responsible for implementing all the decisions of the N.C.V.E. [4.56]

6.25 The private organisations and individuals should be encouraged to participate in the programme by providing incentives to start new schools and ensure autonomy to run them. Incentives may also be provided by allowing certain tax exemptions in lieu of training facilities provided to the students of vocational streams. [4.57]