CONCEPT NOTE ON NEED FOR VOCATIONALISATION OF EDUCATION IN INDIA FROM SYMBIOSIS

Introduction Vocational Education and Training (VET) is an important element of the nations education initiative. In order for Vocational Education to play its part effectively in the changing national context and for India to enjoy the fruits of the demographic dividend, there is an urgent need to redefine the critical elements of imparting vocational education and training to ma e them flexi!le, contemporary, relevant, inclusive and creative. The "overnment is #ell a#are of the important role of Vocational education and has already ta en a num!er of important initiatives in this area. The $!jective of this note is to assess and descri!e the need for introducing Vocational education at higher and tertiary levels and for esta!lishing a Vocational %niversity. The note also summari&es the present Indian and International Vocational Education scenario and its pro!lems. The note also puts up recommendation for policies #ith the need for implementation at 'tate and (ational )evel and suggests possi!le models to introduce Vocational Education at the higher * tertiary levels. Current Scenario of Vocational Education and Trainin in India The structure of current education system can !e descri!ed as !elo#+,

In India, s ill ac-uisition ta es place through t#o !asic structural streams . a small formal one and a large informal one. /etails of major formal sources are listed in ta!le !elo#,+
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Statu! of Vocational Trainin recei"ed + The 4orld 5an report of 1226, sho#s that among persons of age 37,18 only a!out 1 per cent reported to have received formal vocational training and another 9 per cent reported to have received non formal vocational training. The proportion of persons (37,18 years) #ho received formal vocational training #as the highest among the unemployed. The proportion #as around : per cent for the employed, 33 percent for the unemployed and 1 per cent for persons not in the la!our force. The activity of persons receiving vocational education is as sho#n !elo#,+

Co#$ari!on %it& ot&er Countrie!' There is little capacity in vocational education in India and even that is under,utili&ed. 4orld 5an ;eport suggests that the enrolment figure is less than three per cent of the students attending "rades 33,31. This implies that !et#een :72,222 to <22,222 students are
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enrolled in vocational education, #hich #or s out to less than three per cent of the 3< million students or more in "rades 33 and 31, implying that less than one per cent of students #ho had entered "rade 3 over the last decade or so #ould have eventually participated in vocational education. In comparison the status in various other countries is as sho#n !elo#,+

Pro(le# Area! in $re!ent Vocational Education and Trainin S)!te# Through, the study of the prevalent Vocational Education 'ystem in India the follo#ing pro!lem areas have !een identified ,+ 3. There is a high drop out rate at 'econdary level. There are 112 million children #ho go to school in India. $f these only around 31= students reach university. > large part of the 39,1< years age group in India has never !een a!le to reach college. ?omparing India to countries #ith similar income levels . India does not under perform in primary education !ut has a comparative deficit in secondary education. > comparison #ith other countries is indicated !elo#,+

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1. Vocational Education is presently offered at "rade 33, 31th . ho#ever students reaching this "rade aspire for higher education. 'ince the present system does not allo# vertical mo!ility, s ills o!tained are lost. Enrollment in 33th @ 31th "rade of vocational education is only := of students at upper secondary level. >!out 6922 schools enroll <22,222 students in vocational education schemes utili&ing only <2= of the availa!le student capacity in these schools. :. International experience suggests that #hat employers mostly #ant are young #or ers #ith strong !asic academic s ills and not just vocational s ills. The present system does not emphasi&e general academic s ills. The relative #ages of #or ers #ith secondary education are increasing. <. Arivate @ Industry Aarticipation is lac ing. There are no incentives for private players to enter the field of vocational education. 7. Aresent regulations are very rigid. In,'ervice Training is re-uired !ut not prevalent today. There is no opportunity for continuous s ill up, gradation. 6. There is a lac of experienced and -ualified teachers to train students on vocational s ills. In foreign countries 5achelors of Vocational Education (5VE) is often a mandatory -ualification for teachers. Bo#ever, in India no specific -ualifications are !eing imparted for Vocational Education teachers. C. Vocationali&ation at all levels has not !een successful. Aoor -uality of training is not in line #ith industry needs.

9. There is no definite path for vocational students to move from one level * sector to another level * sector. Do!ility is not defined and hence students do not have a clear path in vocational education. 8. (o clear policy or system of vocational education leading to certification * degrees presently availa!le for the unorgani&ed * informal sector. (o ?redit 'ystem has !een formulated for the same. $ver 82= of employment in India is in the Informal sector. E'' offers 177 types of vocational courses to 3.7 million people, ?ommunity Aolytechnics train a!out <72,222 people #ithin communities annually and (I$' offers 97 courses through C22 providers. (one of these programs have !een rigorously evaluated, till date. consideration for

32. Expansion of vocational sector is happening #ithout present pro!lems. Trend! related to La(our Mar*et

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>n analysis of the la!our mar et has !rought the follo#ing issues to the fore,+ 3. )a!our mar et re-uirement for s illed #or ers #ithout general education s ills is declining. The industrial concern on vocationally -ualified #or force is as illustrated,+

1. Bigh gro#th sector related vocational courses are not !eing #idely offered. There has !een a decline in minimal s illed jo!s #hich re-uire lo#er educational -ualifications. For example+ there are <.2 million trained and s illed persons re-uired in high gro#th sector in Daharashtra alone !y 1231, out of #hich minimally s illed re-uired are only 3.3 million. ?omposition of employment in industrial sector is indicated !elo#,+

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>s indicated a!ove, the high gro#th sectors are transport, communication, finance, insurance, real estate and !usiness services. :. )a!our force participation is declining #hile student participation is increasing. Thus more students are joining higher secondary education and loo ing for vertical mo!ility. +o"ern#ent Initiati"e! National Vocational ,ualification Fra#e%or*' To stimulate and support reforms in s ills development and to facilitate nationally standardi&ed and accepta!le, international compara!ility of -ualifications, a G(ational Vocational Hualifications Frame#or I is !eing esta!lished !y the ?entral "overnment. ?entral >dvisory 5oard of Education (?>5E) has resolved to set up an inter, ministerial group #hich #ould also include representatives of 'tate "overnments to develop guidelines for such a (ational Frame#or . The unified system of national -ualification #ill cover schools, vocational education and training institutions and higher education sector. (VHF #ill !e !ased on nationally recogni&ed occupational standards #hich details listing of all major activities that a #or er must perform in the occupation or competency standards . a detailed listing of the no#ledge, s ills and attitude that a #or er should possess to perform a tas #ritten !y the particular employment,led sector s ills council. The (ational ' ill /evelopment Aolicy 1228 has proposed the follo#ing features for the frame#or +, a) ?ompetency !ased -ualifications and certification on the !asis of nationally agreed standards and criteriaJ !) ?ertification for learning achievement and -ualificationJ c) > range of national -ualification levels . !ased on criteria #ith respect to responsi!ility, complexity of activities, and transfera!ility of competenciesJ
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d) The avoidance of duplication and overlapping of -ualifications #hile assuring the inclusion of all training needsJ e) Dodular character #here achievement can !e made in small steps and accumulated for gaining recogni&a!le -ualificationJ f) Huality >ssurance regime that #ould promote the porta!ility of s ills and la!our mar et mo!ilityJ g) )ifelong learning through an improved s ill recognition systemJ recognition of prior learning #hether in formal, non,formal or informal arrangementsJ h) $pen and flexi!le system #hich #ill permit competent individuals to accumulate their no#ledge and s ill through testing @ certification into higher diploma and degreeJ i) /ifferent learning path#ays . academic and vocational . that integrate formal and non,formal learning, nota!ly learning in the #or place, and that offer vertical mo!ility from vocational to academic learningJ j) "uidance for individuals in their choice of training and career planningJ ) ?ompara!ility of general educational and vocational -ualifications at appropriate levelsJ l) (ationally agreed frame#or of affiliation and accreditation of institutionsJ m) Dultiple certification agencies*institutions #ill !e encouraged #ithin (VHF. Anal)!i! of National Vocational Education Fra#e%or* in Ot&er Countrie! Au!tralia >ustralia, a country that has had an (HF for many years, has re,introduced vocational courses into schools (entitled KVET in 'chools) !ut the courses have !een developed as Kfoundation vocational s ills already defined and standardi&ed !y the >ustralian (ational Training >uthority, the single tripartite !ody responsi!le for training standards. )evel,I ?ertificates from the VET system are regarded as educationally e-uivalent to 'enior ?ertificates from secondary schools, and /iplomas and >dvanced /iplomas may !e issued !y the VET system or !y higher education institutes. /epending on the courses of study, credits may !e allo#ed to !e accumulated as participants choose to move !et#een the three sectors. 'ome VET certificates may no# !e issued #ith little or no formal training, for example, to enterprise #or ers #ho have o!tained their s ills over a num!er of years on the jo!.

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United -in do# The (ational Hualifications Frame#or ((HF) in %L is a credit transfer system developed for -ualifications in England, 4ales, (ami!ia and (orthern Ireland. The Frame#or has nine levels covering all levels of learning in secondary education, further education, vocational, and higher education. /ifferent -ualifications are divided into different levels, according to three important frame#or s namely, the (ational Hualification Frame#or ((HF), the Hualification and ?redit Frame#or (H?F) and last, !ut not least, the Frame#or for Bigher Education -ualifications. The structure of (ational Vocational Hualification Frame#or follo#s,+
N,F le"el Le"el criteria )evel 9 -ualifications recognise leading experts or practitioners in a particular field. )earning at this level involves the development of ne# and creative approaches that extend or redefine existing no#ledge or professional practice. E.a#$le /ualification! )evel 9 >dvanced Arofessional /iploma )evel 9 >dvanced Arofessional ?ertificate

in %L is as

E/ui"alent F0E, /ualification!

Le"el 1

Doctorate!

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)evel 9 >dvanced Arofessional >#ard )evel C >dvanced Arofessional /iploma )evel C >dvanced Arofessional ?ertificate )evel C >dvanced Arofessional >#ard ?ity @ "uilds Dem!ership )evel 6 Arofessional /iploma )evel 6 Arofessional ?ertificate )evel 6 Arofessional >#ard ?ity @ "uilds "raduateship (a#arded at the (HF 6 level) ?ity @ "uilds "raduateship(pr e,122< a#arded at the (VH 7 level,Daster /octorate) ?ity @ "uilds A!!ociate !&i$

Le"el 2

)evel C -ualifications recognise highly developed and complex levels of no#ledge #hich ena!le the development of in,depth and original responses to complicated and unpredicta!le pro!lems and situations. )evel C -ualifications are at a level e-uivalent to Ma!ter3! de ree!, postgraduate certificates and postgraduate diplomas.

Ma!ter3! de ree A"/ip A"?ert Aostgraduate ?ertificate in Education

Le"el 4

)evel 6 -ualifications recognise a specialist high level no#ledge of an area of #or or study to ena!le the use of an individuals o#n ideas and research in response to complex pro!lems and situations )evel 6 -ualifications are at a level e-uivalent to Bac&elor3! de ree! %it& &onour!, graduate certificates and graduate diplomas.

Bac&elor3! de ree "raduate ?ertificate "raduate /iploma Arofessional ?ertificate in Education

Le"el 5

)evel 7 -ualifications are at a level e-uivalent to inter#ediate 0i &er Education -ualifications such as /iplomas of Bigher Education, Foundation and other degrees that do not typically provide access to postgraduate programmes.

)evel 7 Arofessional /iploma )evel 7 Arofessional ?ertificate

Foundation de ree

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 )evel < -ualifications recognise specialist learning. )earning at this level is appropriate for people #or ing in technical and professional jo!s, and*or managing and developing others. )evel < -ualifications are at a level e-uivalent to Certificate! of 0i &er Education. )evel : -ualifications recognise the a!ility to gain, and #here relevant apply a range of no#ledge, s ills and understanding. It is appropriate for people #ishing to go to university, people #or ing independently, or in some areas supervising and training others in their field of #or .

Le"el 6

)evel < Arofessional /iploma )evel < Arofessional ?ertificate )evel < Arofessional >#ard International /iploma in ?omputer 'tudies (I/?') (?? Education %L. ?ity @ "uilds )icentiateship

Certificate of 0i &er Education

Le"el 7

> )evel >' )evel >dvanced /iploma (ational /iploma (ational ?ertificate (ational >#ard )evel : /iploma )evel : Acce!! to 0i &er ?ertificate Education Di$lo#a )evel : >#ard )evel : International ?ertificate in ?omputer 'tudies(I??') (?? Education %L. )evel : (VH

Le"el 8

)evel 1 -ualifications recognise the a!ility to gain a good no#ledge and understanding of a su!ject )earning at this level involves !uilding no#ledge and*or s ills in relation to an area of #or or a su!ject area and is appropriate for many jo! roles. )evel 3 -ualifications

"?'E at grades >M.? Bigher /iploma First /iploma First ?ertificate )evel 1 /iploma )evel 1 ?ertificate )evel 1 >#ard

Le"el 9

"?'E at grades

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 recognise !asic no#ledge and s ills and the a!ility to apply learning #ith guidance or supervision. )earning at this level is a!out activities #hich mostly relate to everyday situations and may !e lin ed to jo! competence. Entry level -ualifications )earning at this level involves !uilding !asic no#ledge and s ills and is not geared to#ards specific occupations.

/." Foundation /iploma Introductory /iploma Introductory ?ertificate )evel 1 /iploma )evel 1 ?ertificate )evel 1 >#ard )evel 3 (VH ?ity @ "uilds, )evel 3. Entr) Le"el Certificate Foundation /iploma 5TE? )evel 3 ?ertificate

Entr) Le"el

C&ina In recent decades, ?hinaKs vocational and technical education has produced a large -uantity of lo#,level technical #or ers, lo#,level managerial professionals, and s illed #or ers. Vocational education in ?hina is primarily associated #ith t#o or three,year institutions, and speciali&ed training institutions closely lin ed to local industry and !usiness needs. Aostsecondary education in ?hina is divided into four categories+ formal four,year higher education institutions (5en e in ?hinese), three,year or t#o,year vocational education institutions*%niversities (Nhuan e), private institutions (Din!an), and adult universities (Oeyu).

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The frame#or of education system in ?hina is as follo#s,+

The Vocational Hualification Frame#or in ?hina has divided into 7 levels (unli e the 5ritish system of 8 levels). 'chematic presentation of (VHF is as sho#n,+

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-orean Vocational Education S)!te# The Lorean vocational education system has evolved considera!ly since it #as set up in the early 3862s. 4hile initially the emphasis #as on churning out semi,s illed #or ers for the industry, the current focus is on e-uipping students #ith !asic no#ledge and s ills and providing them #ith a foundation #hich #ill ena!le them to learn further. 'ome ey features of the system include+ a) /elaying streaming into vocational education till high school (for three years after grade 33). >ll students underta e a common national curriculum in the first year of high school, follo#ing #hich they choose to enter the general or vocational stream for the remaining t#o years . ho#ever the vocational stream includes extensive elements of general educationJ !) Ensuring the vocational stream is not dead,end . !y allo#ing vocational students to proceed to higher educationJ c) Financing vocational education through government and private resources . a!out <2 percent of financing for vocational education comes through entrance and tuition feesJ d) )in ing up vocational schools #ith specific industries to ensure that curriculum and outputs match industry needs. Co#$ari!on of Variou! Education Model! The various models of education and training are illustrated !elo#,+

Pro$o!ed Education Model for India

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5ased on the comparison of various education models across the #orld, the follo#ing education model is recommended for us,+

Reco##endation! re ardin Vocational Education

National Board for Vocational Education 3. > national level 5oard for vocational education should !e esta!lished, called as (ational 5oard for Vocational Education. For Example, In Australia, there is a similar authority established by the state and federal government called Australian National Training Authority (structure may vary) which plays a major role in : a) developing a national T!"T system and national strategies with respect to vocational education b) ensuring close interaction between industries and T!"T providers c) developing effective training mar#et for public and private needs d) enhancing efficiency and productivity of T!"T providers

National Vocational Education Polic)

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1. > (ational Vocational Aolicy should !e formulated. The policy should esta!lish e-uivalence for degrees, diplomas and certifications in the vocational education sector for lateral and vertical mo!ility across various learning sectors that is, secondary, vocational and higher education. For example, In $ri %an#a, there is a national policy framewor# on higher education and vocational and technical education& The national vocational 'ualification framewor# in $ri %an#a is illustrated below :

National Vocational Education A!!e!!#ent and Accreditation Council :. (ational Vocational >ssessment @ >ccreditation ?ouncil should !e esta!lished to formulate a regulatory and -uality*standards frame#or . For example, The National (ouncil for !ocational )ualifications established assessment procedures for 'ualifications in "ngland, *ales and Northern Ireland& $cottish )ualifications Authority in $cotland is a leading international provider of 'ualifications and assessment, accreditation and certification& There is similar (ouncil in +ong ,ong named +ong ,ong (ouncil for Accreditation of Academic and !ocational )ualifications (+,(AA!))& $ri %an#an-s national policy framewor# on higher education and vocational and technical education also provides for such a council& In .ermany, an accreditation council (Aner#ennungsbeirat) has also been established to advise the national accreditation body and to draft recommendations for accreditation and certification procedures& The framewor# for accreditation in .ermany is as given below :
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Introduction of SSC :Vocational; <. ''? (vocational) or its e-uivalent 32th grade certification in vocational stream should !e created on similar lines as B'? (Vocational) at !oth national and state level. Vocational 'tream should !e introduced at 9th "rade through 5ivalent 'chools #hich may provide !oth conventional and vocational stream of education at secondary level. Aresently, in India only sporadic courses as electives are !eing offered to students under !ifocal scheme. Bo#ever, a separate vocational stream offered !y means of !ivalent schools does not exist. 'tatistics reveal that employers prefer students #ith some general education s ills in addition to vocational s ills. Thus, in all schemes related to ''? (Vocational) general education courses should !e emphasi&ed. Eg. Aro!lem 'olving, English, 'oft ' ills, 5usiness Danagement etc For Eg, In (hina, there are three levels of vocational education: junior secondary, senior secondary and tertiary& /unior vocational education refers to the vocational and technical education after primary school education and is a part of the 0 year compulsory education i&e from age group of 12 13 years& Credit Ban*in and Accu#ulation In ITIs and IT?s or other vocational education providers, a credit !an ing system can !e esta!lished to accumulate re-uired credits in order to grant ''? certificate. This #ill !e especially useful for non,formal and unorgani&ed sectors #ho do not have any prior formal education. These students in non formal sector may !e allo#ed to ta e courses #orth re-uisite credit points to o!tain ''? Vocational. In 4hilippines, the Non 5ormal "ducation Accreditation (N5" A6") $ystem enables 5ilipinos who are unable to through the formal school system or who have dropped out obtain elementary and secondary education& N5" A6" test
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paper and pencil based test featuring multiple choice 'uestions based on the e8pected learning outcomes articulated in the five learning strands of the N5" A6" (urriculum framewor# which enables students to obtain secondary level certification& Lateral<Vertical Mo(ilit) 7. To ensure vertical mo!ility, ITIs, D'5Vs, ?ommunity ?olleges and other 'tate Vocational Education Institutions may !e granted recognition and accreditation from the respective 'tate 5oard for Vocational Education to a#ard ''? (Vocational) certification. Vocational Education Aroviders, ?ommunity ?olleges, E'', ?As, Vocational Eunior ?olleges may also !e allo#ed to a#ard /iplomas and >ssociate /egrees in addition to B'? (Vocational) certification. 'tudents from Vocational Institutions can !e given opportunity for lateral mo!ility into conventional stream !y providing !ridge (preparatory) courses. The proposed mo!ility structure is as indicated !elo#,+

5or "8ample, In 9$A students of community college get entry into conventional colleges and other vocational colleges for :achelors 4rograms& 6. (e# degrees of 5achelors, Dasters and /octoral Arograms in Vocational 'tudies should !e created !y %"? as per the provisions of 'ec 11 (:) of %"? >ct, 3876 for students pursuing vocational higher education in Vocational %niversities. Ex+ 5achelor in Vocational 'tudies, 5V' For Example, In $ri %an#a the 9nivoTec is a 9niversity offering :achelors degrees in !ocation stream& (%evel N!) ;)
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In .ermany, vocational university in the federal states of :aden *<rttemberg, $a8ony, Thuringia and :erlin grant degrees in vocational streams& A course of study at a vocational university consists of si8 semesters on the =two trac# plan&> i&e university level coursewor# combined with on the job training in industries& $tudents can receive their first official job 'ualification after two years of study& After three years, students can apply for a degree& The education system in .ermany is illustrated below :

Indu!trial Partici$ation C. Arivate Aarticipation from Industry and other players must !e encouraged and is critical for the success of the vocational education gro#th in India. Industry participation must !e at all levels especially in "overnance, ?urriculum /esign, Alacements and Funding, Donitoring $utcome. Industry participation is also re-uired for creating production oriented ;esearch and Innovation )a!s. > AAA Dodel can !e also created #here "$I and Industry can come together to invest in infrastructure and train students in latest s ills For Example, 4enang $#ills ?evelopment (enter is a joint company training center& The .overnment invests in the center and uses it to carry out public training programs& The $tate provided the infrastructure and the industry partners donate e'uipment, labs, training modules and trainers& Industry thus has access to shared training facilities for in service employees training& The .overnment uses the center as a training institute& In India, National $#ill ?evelopment (orporation India (N$?() is a one of its #ind, 4ublic 4rivate 4artnership in India& It aims to promote s#ill development by cataly7ing creation of large, 'uality, for profit vocational institutions& Three business models established till date are as under :

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: Able Tie ups with corporate li#e %6T and Tata dealers have been established& $i8 centres providing classroom training and guaranteed @ wee# apprenticeship with a prospective employers have been established& .ram Tarang Targeting tribalAna8al affected areas& @ training centres created to train people in Auto (A?, advanced welding on advance machinery funded by N$?(& 9. Teachers training is an important aspect for ensuring -uality education in vocational stream. Vocational Educational Hualifications should !e insisted (eg. 5VE). Bigher salaries must !e offered to attract s illed teachers. >dditional income incentive can also !e given through in,service training programs #hich can !e conducted !y teachers for industry employees. ?ontinuous s ill development and up,gradation of teachers can !e done through Teachers Training Arograms conducted !y Teacher Training ?enters Salient Feature! of a Vocational Uni"er!it) 3. > 'ociety registered under the 'ocieties ;egistration >ct, 3962 (?entral >ct (o. 13 of 3962)J or >ny Au!lic Trust registered under the 'tate Au!lic Trusts >ct, or the Indian Trusts >ct, 3991 (?entral >ct (o. 1 of 3991) or under the relevant la#s in any other 'tate or %nion Territory or a ?ompany registered under 'ec 17 ?ompanies >ct 3876. The %niversity may !e esta!lished !y 'tate "overnment or !y Arivate players (self,financed) 1. )and, construction and infrastructure re-uirement may focus on the need for creation of production oriented la!s, training centers, innovation*testing la!s, latest industry specific e-uipment etc. :. >uthorities of the %niversity shall have active Industry participation. The administers of the %niversity must have industrial experience. <. Vocational %niversity #ill offer all inds of degree and diploma programs in vocational higher education sector (5achelor, Dasters, /octoral) . (e# /egrees should !e created eg. 5achelors in Vocational 'tudies For example, In .ermany, some of the e8amples of vocational degrees offered by !ocational 9niversities are as under : (a) :achelor in Automotive engineering, (lothing design by :erlin $chool of Applied $ciences (+T*), (b) :achelor of /ewellery and Bbjects of ?aily %ife by 4for7heim 9niversity of Applied $ciences& (c) :achelor of Cotor !ehicle Industry, :achelor of 4rinting and Cedia by Cunich 9niversity of Applied $ciences (d) :achelor of Arts in 5acilities Air (onditioning by :iberach 9niversity of Applied $ciences&
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7. Vocational %niversity #ill emphasi&e on a different teaching . learning pedagogy #ith a special focus on s ill !ased and hands,on learning and training. Vocational %niversity may offer vocational programs through online, distance and life,long learning mode. 6. Vocational %niversity ?urriculum #ill emphasi&e life coping s ills and general educational s ills such as )i!eral arts su!jects, English competency, entrepreneur s ills, pro!lem solving, team #or , leadership, management courses etc. C. Vocational Education Eunior ?olleges offering B'? (Vocational), >gencies * ?ommunity ?olleges offering >ssociate /egrees or /iplomas may !e given affiliation to the Vocational %niversity to provide entry into the 5achelors Arograms. 5or "8ample, in (hina "ducational groups are affiliated to the 9niversity and they offer associate degree programs& $tructure of a typical "ducation .roup is illustrated below :

9. The %niversity shall have a #ell defined ?redit 5an ing and Transfer 'ystem. The ?redit 'ystem #ill allo# multi,entry and multi,exit to students. The ?redit 'ystem #ill also ena!le students to pursue opportunity for life,long learning and s ill development. For example, in $cotland, the $cottish (redit and )ualification 5ramewor# ($()5) is a credit framewor# that promotes mobility and credit transfer within and between sectors of learning& $imilarly, in 9,, the National !ocational )ualification 5ramewor# simplifies credit transfer between different awarding bodies, especially for vocational -ualifications. 8. Industry participation shall !e sought on the 5oard of Danagement. Industry representatives #ill !e involved in governance and curriculum design.
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Aroduction oriented ;esearch and Innovation )a!s #ill !e setup in colla!oration #ith Industry to promote regional economic gro#th. Industry colla!oration shall !e sought for funding, placements and apprenticeship for students. /epartment of In,'ervice Training shall !e setup to encourage industry to send employees for regular s ill development and up,gradation (this #ill also gain additional income for teachers). 32. Teachers training #ill !e given special emphasis !y the %niversity. The Vocational %niversity #ill setup a separate department for Teachers Training and /evelopment in order to !uild teaching resources and research component. ?ontinuous teacher training programs shall !e emphasi&ed !y the %niversity Danagement. > separate degree called 5achelor in Vocational Education (5.V.Ed) or 5.Ed #ith speciali&ation in vocational education is proposed to !e introduced. This #ould !e a mandatory re-uirement for hiring teachers for vocational education and training. For Example, In 9nited $tates, :achelor of !ocational "ducation degrees are offered for teachers teaching vocational courses& In $ri %an#a, Desearch (ell of 9niversity of !ocational Technology has carried out research study on =(ontribution of Instructional Desource ?evelopment programs in improving Teaching 6 %earning environment of T!"T (enters> Conclu!ion The industrial and la!our mar et trends clearly indicate the necessity of strengthening of vocational education in India. The introduction of vocational education at secondary level through !ivalent schools and ''? (vocational) #ill ena!le us to !roaden the vocational education !ase at secondary level of education. > clear path#ay for vocational students to enter higher education streams is the #ay to move for#ard. Through this concept note #e have made an endeavour to provide some of the possi!le solutions to address these issues. Framing of vocational -ualification frame#or , introduction of vocational degrees and setting up of a Vocational %niversity #ith polytechnics, community colleges, ?As and other VEAs as affiliated colleges are some of the recommendations #hich re-uire further deli!eration at (ational and 'tate level. MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMM 4repared :y: $ymbiosis Bpen "ducation $ociety 1EF3 .o#hale (ross Doad, Codel (olony 4une @11E1F ?irector G $wati Cujumdar "mail G directorHscdl&net Tel: EIE FFI111JJ 5a8: EIE FFI111JI (ontributions from:
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Adv& Davi :hardwaj Cajor $onali ,adam Adv& 4raneet ,umar

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