VOCATIONAL EDUCATION
 

Vocational education and training is presently being offered in the country primarily through the following categories of institutions:-

i) Polytechnics;

ii) Industrial Training Institutes (ITIs);

iii) Specialised institutions/schools like Technical/ Industrial/Arts and Craft schools. agriculture schools, forestry schools, nursing and ANM schools, commercial training schools etc.;

iv) Vocational education at the +2 level within the school system.

2. Polytechnics and ITIs have, for long, been recognised as the main institutions conducting vocational training programmes outside the school system. The Craftsman Training Scheme was introduced way back in 1950 for imparting skill training in various vocational trades to meet the skilled manpower requirement of the industry on the one hand and to reduce unemployment among educated youth by equipping them with employable skills on the other. Currently there are 2721 Government and private ITIs having a seating capacity of 4.07 lakh students, imparting training in 42 engineering and 22 non-engineering designated trades. The period of training various normally from I year to 3 years while entry qualification vary from 8th standard to 12th standard or equivalent depending upon the trades. The National Trade Certificates awarded to the successful candidates is a recognised qualification for recruitment to relevant subordinate posts and services in Central/State Government establishments,

3. The Polytechnics are also offering diploma level courses in a number of trades which are well received in the job market. There are at present IO 1 1 polytechnics with an intake of 1.64 lakh.

4. The total intake capacity of Polytechnics and ITIs is thus 5.7 lakhs. There would also be a small percentage of specialised institutions/schools offering specific vocational courses.

5. However, the total population in school going age group in 1993- 94 has been estimated at 16.24 crores. Although it can be presumed that about 80% would have joined school

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at some stage, almost 35% of children who enter class I drop out before reaching class V and 60% drop out before reaching class VIII. It is, therefore, open for discussion whether the Vocational Education Programme in the country has to cater to the needs of not only of school children but also drop outs at various levels. Those who reach Class X and XII form another important category for whom opportunities for diversion are to be provided if the aimless rush to university is to be avoided. Seen against this background, the capacity of polytechnics, ITIs, etc. is quite limited. Is a Vocational Education Programme on a much wider scale required to meet the needs of various target groups?

6. Considering the secondary and higher secondary education are important terminal stages in the system of general education system, various Commissions/Committees examining the question of educational reforms like the Radhakrishnan Commission (1948). Mudaliar Commission (1952), the Education Commission (1961-66) etc. underlined the need for vocationalisation of secondary education. The erstwhile National Policy on Education, 1968 also emphasised the importance of vocational education. A Centrally Sponsored Scheme of Vocational Education was thus launched by the Government of India in 1977 in 11 States and 4 UTs with the target of covering 2.5% of students at the higher secondary level. The scheme was, however, discontinued in April 1979 pursuant to the decision of the National Development Council and outlays earmarked were merged with the State plans.

7. The National Policy on Education, 1986 accords high priority to vocationalisation at secondary stage and set up a target of diverting 10% students at +2 level to the vocational stream by 1995 and 25% by 2000 A.D. In pursuance of the above a Centrally Sponsored Scheme of Vocationalisation of Secondary Education was launched in February 1988 with the following objectives.

* enhancing individual employability;

* reducing mis-match between demand and supply of skilled manpower;

* providing an alternative to those pursuing higher education without any aim or purpose.

8. For proper implementation, the scheme envisages setting up of separate management structure at various levels in each State i.e. Directorate, SCERT, Districts and schools. Substantial financial assistance is provided by the Central Government to

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States/UTs including 100% assistance for construction of worksheds, procurement of equipment, district vocational surveys, workshops for development of curriculum/instructional material/text books and 50% for raw-material, field visits of students, stipend for Apprenticeship training and towards salary to the staff at all levels (75% in case of teaching posts). Already the Central Government has released an amount of Rs.488.82 crores under the Scheme. For the 8th Plan period, an amount of Rs.410.00 crores has been earmarked and an average 70-80 crores of rupees are being spent on the scheme per annum.

9. The programme has been started by all States/UTs (except Lakshadweep) and 18055 vocational sections have been sanctioned in 6280 schools all over the country, creating a capacity for vocational education for 9.02 lakh students at the +2 level. 151 courses are presently being offered under the scheme. The courses are to be selected on the basis of assessment of local demand through district vocational surveys to ensure training as per the needs of the job market.

10. Considering that about 80% of the student population does not go beyond class X forming a large pool of unskilled labour force, a Centrally Sponsored Scheme of Pre-Vocational Education at Lower Secondary stage was launched in 1993-94 with the following objectives:

* to impart training in simple marketable skills to students in Class IX & X;

* to develop vocational interests and aptitudes and to allow for self-exploration of vocational preferences;

* to prepare students for participation in work as a desired dimension of academic education; and

* to facilitate the students in making choice of vocational courses at higher secondary level.

11. A large infrastructure has thus been created for vocationalisation of education. A Central Institute of Vocational Education has also been set up at Bhopal as a constituent unit of NCERT, in July 1993 to provide technical and academic support to the Programme. However, although a lot has been achieved in physical terms, a number of problems have been witnessed at the field level resulting in under utilisation of capacity Created. The management structure in many States has been weak/nonexistent depriving the Programme of micro level attention, linkages with industry have

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also been weak, district vocational surveys, teachers training has not been conducted, etc. All this has resulted in:

* Irrelevance of courses leading to a mis-match between labour market needs and the training skills

* Lack of focus on emerging areas of industrial development

* Inadequate syllabi being followed in schools and use of obsolete equipment

* Inadequate practical training skills acquired by the students with no real life shop level experience

* Lack of social acceptability

* Lack of employment opportunities

* Overall poor enrolment in vocational stream in such schools.

There have also been inadequate facilities for upgradation of skills acquired by the vocational graduates for improving their status in the professional market.

12. Initiative is, however, being taken to strengthen the programme to utilise effectively the vast infrastructure created under the Scheme. The focus in the recent years has been on consolidation and qualitative improvement of the Programme. Management structure in States is being strengthened, linkages with industry are being sought, apprenticeship training programme is being revamped and the gap in the area of curriculum/text books is being gradually filled up by the CIVE. A Synergy Group is also proposed to be set up involving representatives from Government institutions/industry/ experts, This would focus on all aspect of implementation of the current Vocational Education Programme including ways and means of involving the industry in a more meaningful manner.

ISSUE FOR DISCUSSION:

Keeping in view the above background, the following issues are for discussion:-

* Whether the school based system of vocational education being followed in the country is suitable to meet the current requirements.

* Whether separate vocational institutions should be set up at each block level. These could offer regular two year courses equivalent to +2 level, as well as courses of flexible duration for school drop outs at various levels.

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* Whether the institutions like polytechnics and ITIs should be preferred to the school based vocational education programme being run currently.

* Whether the presently existing vocational institutes including polytechnics/ ITIs should be 'adopted' by industry

* Whether the 'academic stature' of vocational courses should be raised to degree level instead of diplomas being awarded now.

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