CHAPTER IV

HISTORY OF VOCATIONAL EDUCATION IN INDIA

IV.A INTRODUCAITON

IYB COMMITTEES AND COMMISSIONS ON VOCATIONAL

EDUCATION (BEFORE 1947)

IV.B.1 WOOD’S DESPATCH (1854)

IVB.2 INDIAN EDUCATION COMMISSION (1882)

IV.B.3 RISE OF NATIONAL EDUCATION MOVEMENT (1905-1921)

IYB.4 THE HARTOG COMMITTEE (1929)

IV.B.5 THE SAPRU COMMITTEE (1934)

IV.B.6 BASIC SYSTEM OF EDUCATION-ZAKIR HUSSAIN

COMMITTEE (1937)

IV.B.7 ABBOT-WOOD REPORT ON VOCATIONAL EDUCATION

IN INDIA (1937)

IV.B.8 SARGENT REPORT OR REPORT FOR THE POST-WAR

EDUCATION DEVELOPMENT IN INDIA (1944)

IV.B.9 AN OVERVIEW OF VOCATIONAL EDUCATION (1937-1947)

IVC COMMITTEES AND COMMISSIONS ON VOCATIONAL

EDUCATION SINCE INDEPENDANCE
IV.C.1 UNIVERSITY EDUCATION COMMISSION (1948-1949)

IV.C2 SECONDARY EDUCATION COMMISSION (1952-1953) AND

VOCATIONALIZATION OF SECONDARY EDUCATION

IV.C3 SCIENCE POLICY RESOLUTION (4TH MARCH, 1958)

IV.C4 NATIONAL COMMITTEE ON WOMENS’ EDUCATION

(1959) AND VOCATIONAL EDUCATION

IV.C.5 EDUCATION COMMISSION (1964-1966) ON

VOCATIONALIZAnON OF EDUCATION

IV.C.6 CENTRAL ADVISORY BOARD OF EDUCATION

(33RD MEETING, 1967)

IV.e.7 NATIONAL POLICY ON EDUCATION (1968) ON

VOCATIONALIZATION OF EDUCATION

IV.C8 THE REPORT OF THE COMMITTEE ON 10+2+3

EDUCATIONAL STRUCTURE (1973)

IV.C.9 HIGHER SECONDARY EDUCATION AND ITS

VOCAHONALIZATION - REPORT OF CURRICULUMN
COMMITTEE (1976)

IV.C.10 REPORT OF THE WORKING GROUP ON

VOCAHONALIZATION (SUBANAYAGAM REPORT) (1978)

IV.C.11 VOCATIONAUZAHON OF HIGHER SECONDARY

EDUCATION AND THE PLUS 2 COMMITTEE
(ADISESHIAH REPORT -1978)

IV.C.12 NATIONAL CURRICULUM PRIMARY AND SECONDARY

EDUCATION-A FRAME WORK (DEC. 1985)
IV.C.13 WORKING GROUP ON VOCATIONALIZATION OF
EDUCATION (KULANDISWAMY GROUP -1985)

IV.C.14 NATIONAL POLICY ON EDUCATION AND THE

PROGRAMME OF ACTION ON VOCATIONAL
EDUCATION (1986)

IV.C.15 REPORT OF THE NATIONAL POLICY ON EDUCATION

REVIEW COMMITTEE (1992)

IVJD CONCLUDING REMARKS

 Ill

CHAPTER IV

HISTORY OF VOCATIONAL EDUCATION IN INDIA

IV.A INTRODUCTION

The purpose of this chapter is to focus the history of vocational eduation in

India at Secondary and Higher Secondary level. This is to help to present and past
situation ofvocational education in India and to point out future improvement.

The history ofvocational education under each head ofvocation such as Law,
Medicine, Engineering, Technical, Fine Arts, Agriculture etc. can be studied as done
by educationalist like late Sayed Nurullah, J.P. Naik 1 and S.N. Mukheqee. 2
However, it is proposed to follow a different plan here, for the following two main
reasons.

1. First of all the study of origin and growth (qualitative as well as

quantitative) ofprofessions like Law, Medicine, Engineering, Fine Arts, etc. comes
at the University level and the main interest of this research work is to find
measures taken for vocationalization ofsecondary education and higher secondary
education.

2. Different education commissions recommended diversification of

curricula ofvocational education at secondary and higher secondary education. This
is to give proper justice to the efforts made towards the vocational education at
secondary and higher secondary education. This necessarily requires continunity
of time.

The history of vocational education can be studied under the following two
main period.

1. Committees and commissions on vocational education (before 1947).

2. Committees and commissions on vocational education (Since

Independence).

IV. B COMMITTEES AND COMMISSIONS ON VOCATIONAL

EDUCATION (BEFORE 19471

During the British period, education including vocational education was

neglected purposefully and the system ofeducation was geared to two objectives,
First providing competent and loyal clerks for running the administration and
 112

producing the individuals who were Indians in blood and colour but British in tastes
and manners.

A large amount was needed for the development of systematic vocational

education which the British did not want to spend.

Indians themselves were also partly responsible for the neglect ofvocational
education. The educated Indians had developed dislike fin; the manual work which
they considered of lower type.

The following documents and movements deserve special mention:

1. Wood’s Despatch (1854)

2. Indian Eduction Commission (1882)
3. Rise ofNational Education Movement (1905-1921)
4. The Hartog Committee (1929)
5. The Sapru Committee (1934)
6. Basic System of Education - Zakir Husain Committee (1937)
7. Abbot - Wood Report (1937)
8. Sargent Report (1944)

IV.B.1 WOOD’S DESPATCH (18541

The following paragraphs ofthe Report is of great significance.

“.............This knowledge will teach the natives oflndia the marvellous results
of the employment of labour and capital, rouse them to emulate us in the
development ofthe vast resources oftheir country, guide them in their efforts, and
gradually, but certainly confer upon them all the advantages which accompany the
healthy increase ofwealth and commerce, and at the same time, secure to us a large
and more certain supply ofmany articles necessary for our population, as well as an
almost inexhaustable demand for the produce for the British Labour.”3

The Wood’s Despatch considered India to be the supplier ofraw materials for
British industries and as the consumers ofthe finished products ofEngland.

The Despatch indirectly referred to the introduction of some form of

vocational education when it stated that the institution in secondary schools should
 113

be ‘practically useful to the people of India in their different spheres of life.”4

The despatch further desired that the new schools should “Provide more
opportunities than now exist for the acquisition of such an improved education as
will make those who possess it more useful members of society in every
condition of life.”5

IV.B.2 INDIAN EDUCATION COMMISSION (18821

The Indian Education Commission (1882) observed that it was only in the
province of Bombay that some provision was made for vocational education for
children of agriculturists. The Commission gave considerable attention to the
provision of vocational education and stated, “We, therefore, recommend that in
the upper classes ofhigh-schools there be two divisions, on leading to the Entrance
examination of the Universities, the other of a more practical character, intended
to fit youths for commercial or nonliteraiy pursuits.”6

The recommendation was accepted and alternative examinations came to be

organised in every province. But the experience was not encouraging. Taking India
as awhole out of23,000 candidates appearing for the matriculation in 1901-1902,
only about2000 appeared for all alternative examinations, Bombay having the highest
number of1200 candidates.

IV.B.3 RISE OF NATIONAL EDUCATION MOVEMENT (1905-19211

One of the most important developments of the period during 1905-1921

was the birth of the concept of national education. The national thinkers agreed
upon certain fundamental principles ofnational educatin such as:

i) Indian Control.

ii) Teaching the love ofthe Motherland.

iii) No ‘Servile’ imitation ofEngland which would create Indians in blood

and colour but English in everything.

iv) Domination ofEnglish to cease.

v) Vocational education to be emphasized.

The rise of National Education movement led to the establishment of

National Universities like the lamia Millia Islamia, the Vishwa Bharati etc.
 114

The Jamia Millia attempted to give a vocational bias to education and conducted
among others, the following institutions :

1. A residential high school with opportunities for developing skill in arts

and crafts.

2. A residential primary school, conducted mostly on the project method.

3. The Jamia chemical Industries, attached to the Jamia sciences Laboratory,

for manufacturing various chemical articles of daily use.

The VIshwa Bharati was founded by Gurudev Rabindranath Tagore in 1922. It

contained departments like Vidya Bhawan, Shiksha Bhawan, Kala Bhawan, Sangit
Bhawan etc. Sriniketan was an institute ofrural reconstruction and Silpa Bhawan, an
institution Committed to the encouragement and promotion of cottage industries.

IV.B.4 THE HARTOG COMMITTEE ON VOCATIONAL EDUCATION

(19291

The Committe observed, “The whole system of secondary eduction is still

dominated by the ideal that every boy who enters a secondary school should
prepare himself for the university examination. This indicates a great waste of
effort. Such attempts as have been made to provide vocational and industrial
training have little contact with the educational system and are, therefore, largely
infructuous.”27 * * * *

The Committee, therefore, recommended:

1. The retention in the middle vernacular schools of more of the boys in

tended for rural pursuits, accompanied by the intruducation of a more
diversified curricula in those schools.

2. The diversion of more boys to industries and commercial careers at the

end ofthe middle stages, for which provision should be made by alterna­
tive courses in that stage, preparatory to special instruction in technical
and industrial schools.

IV. BJ THE SAPRU COMMITTEE (19341

The main objective ofthe Sapra Committee was to find out ways and means
of solving unemployment problem. The Committee recommended 11 years of
school education (5 years for primary, 3 yearn for higher secondary) with
vocational studies commencing after 11 yearn of education.
 115

IV.B.6 BASIC SYSTEM OF EDUCATION ZAKIR HUSSAIN

COMMITTEE (19371

Basic System ofEducation as propounded by Gandhiji and elucidated by the

Dr.Zakir Hussain Committee was envisaged as a revolutionary idea in the field of
education.

In October 1937, in the Conference ofNational workers at Wardha under the

chairmanship of Gandhiji, his ideas of education were considered and the
following resolutions were passed which became the fundamental features ofthe
scheme:

a) The opinion ofthe Conference is free and compulsory education be

provided for seven years on a nationwide scale.

b) The medium of instruction be the mother -tongue.

c) That the process of education throughout this period should centre round
some form ofmanual productive work and that all the other abilities to be
developed or training to be given should, as far as possible, be integrally
related to the central handicraft chosen with due regard to the environment
of child.

d) The Conference expects that this system ofeducation will gradually be

able to cover the remuneration ofthe teachers.

A Committee was appointed under the chairmanship ofDr. Zakir Hussain to

prepare a detailed syllabus on the lines ofthe above resolutions.

The fundamental features of the scheme, having undergone a lot of change,

were as follows:

a) A school of say 51/2 hours could roughly be divided on the following basis:

Physical activities 20 minutes

Mother-tongue 40 minutes
Social studies and General Science: 60 minutes
Art 40 minutes
Arithmetic 20 minutes
Craft work including study of correlated subjects.......... 2m hours
 116

b) Free and compulsory education to be given in 8 years (from 6 to 14 years)

in two stages, instead of 7 to 14. Hie junior stage would cover 5 years and
the senior 3 years.

c) The medium of instruction was to be the mother-tongue.

d) Education was to centre round some form ofproductive work. The social
and physical environment should be used for correlation in addition to
craft.

e) The self-supporting aspect was not to be over-emphasised. The sale-

proceeds of the finished goods should be able to help, the school to cover
some part of its expenditure.

f) External examinations were to be abolished. The day-to-day work ofthe

students was to be the determining factor.

g) Text-books to be avoided as far as possible.

h) Cleanliness and health, citizenship, play and recreation were to the given
sufficient importance.

It may not be out ofplace to mention here that the Zakir Hussain Committee
which was appointed for giving shape to the educational ideas ofMahatma Gandhi
extended the centres df education to the natural and physical environment of the
child. Commenting upon the place of craft work in schools, the Report submitted
by the above mentioned Committee says, “Modem educational thought is
practically unanimous in commenting the idea of educating children through some
suitable form of productive work. This method is considered to be the most
effective approach to the problem ofproviding an integral all-sided education.

Psychologically, Basic education is desirable, because it relieves the child

from the tyranny ofa purely academic and theoretical instruction against which its
active nature is always making a healthy protest. It balances the intellectual and
practical elements of experience and may be made an instrument of educating the
body and the mind in co-ordination. The child acquires not the superficial literacy
which implies, often without warrant, a capacity to read the printed page, but the far
more important capacity of using hand and inteligence for some constructive
purpose. This, ifwe may be permitted to use the expression; it is the literacy ofthe
whole personality.
 CHAPTER IV

HISTORY OF VOCATIONAL
EDUCATION IN INDIA
 117

Socially considered, the introducation of such practical productive work in

education, to be participated in by all the children ofthe nation, will tend to break
down the existing barriers ofprejudice between manual and intellectual workers,
harmful alike for both. It will also cultivate in the only possible way a true sense of
the dignity of labour and of human solidarity an ethical and moral gain of
incalculable significance.

Economically considered, carried out intelligently and efficiently, the scheme

will increase the productive capacity of our workers and will also enable the to
utilize their leisure advantageously.

From strictly the educational point of view, greater concreteness and reality
can be given to the knowledge acquired by children by making some significant
craft the basis of education. Knowledge will thus become related to life, and its
various aspects will be correlated with one another.8

In order to realize the full value of crafts, it was further added that, “the craft
or productive work chosen should be rich in educative possibilities. It should find
natural points ofcorrelation with important human activities and interest, and should
extend into the whole of content ofthe school curriculum. The object of this new
educational scheme is not primarily the production of craftsman, able to practice
some craft mechanically, but rather the exploitation of educative purposes of the
resources implicit in craft work.” 9

IV.B.7 ABBOT-WOOD REPORTS ON VOCATIONAL EDUCATION IN

INDIA (19371

Abbot and S.H. Wood were the two experts who came to India from England
on the request ofthe Government ofIndia and after a detailed enquiry submitted a
report on the organisation ofvocational education in India.

Some of Ihe terms of reference were as follows:

“To advise

1) Whether any vocational or practical training should be imparted in primary,

secondary and higher secondary schools and if so, what should be its
nature and extent?

2) In the light ofthe answer to (1), to advise whether the technical or voca­
tional institutions already in existance can be improved and, ifso, in what
manner and, ifnew institutions for vocational or technical training be
 118

required, to suggest:
i) The type of institution or institutions required for the purpose,

ii) The stage at which diversion ofthe students from the ordinary
secondary schools (lower or higher) to such institutions should be
effected, and

iii) The means to be adopted for effecting such diversion, i.e. vocational
guidance.”10

On account of lack of time and with a view to having an intensive study of a

limited area, the two experts visited only three provinces, viz, Delhi, Punjab and the
United Provinces. They submitted their Report on the 10th June, 1937. Summaries
and recommendations are recorded in chapter XIV entitled “Summary and
Recommendations.”

1) Every province should make a survey ofthe educational needs of its

industries and commerce and thus determine the types ofvocational
education to be provided, the stage to which each type should be carried,
and especially the number ofrecruits that can be absorbed annually. Until
such a survey has been made, it is impossible to do more than prepare an
educational framework into which vocational schools and courses of
instruction can be fitted, (section 5)

2) General and Vocational education are not essentially different branches.

But the earlier and later phases of a continuous process. Each subject in
the vocational school has its origin in the non-vocatlonal school.
(section 8-9)

3) Vocational education is not a matter for the school alone, since it is a

specific, and not a general, preparation for employment. Industry and
commerce must co-operate with educational organization ifthe vocational
education provided is to be appropriate and adequate. Organised
co-operation of this kind does not yet exist in India, (sections 11-23)

4) The workers in commerce can be divided into (a) merchants and industri
alist carrying on transactions on their own account, (b) Professional men
engaged in the practice ofbanking, law, insuarance, etc. (c) Clerical work­
ers engaged, in recording the transactions of others, (section 31)

5) Effective machinery should be established for securing close and regular

co-operation between industry and commerce, on the one hand, and
 119

education, on the other. This can be secured by the establishment in each

Province ofa Government Advisory Council for Vocational Education, which
would include the Director ofpublic Instruction, the Director of Industries,
and two or three principles of important vocational schools; on the side of
business, it would include four or five businessmen selected by the
Government on account oftheir knowledge and experience ofparticular
branches ofbusiness, and not because they represented special interests.

6) Vocational education must be based on an adequated general education.

The enterance standard should not, as a rule, be below that reached at the
end ofthe Middle School (Class VIII) pupils, who have reached this, can
be admitted to “Junior Vocational Schools.” Pupils, who have successfully
completed the higher secondary school course, can be a admitted to
“Senior Vocational Schools.” (Section 50,51,52).

7) Full time vocational schools fall into three types.

a) Those which impart a vocational bias to their curricula during the

last year or two of school life.

b) Those which prepare their pupils for work in and occupation to be

selected at the end of the course from a range of related occupa
tions, These are “pre-apprenticeship,” Schools.

c) Schools which prepare their pupils for a specified occupation. These

are “Apperentieeship” schools, and are some times known as “Trade
Schools” (Section 55)

8) Schools which impart a bias to their curriculum are usually preparing their
pupils for commerce. It is suggested that their general establishment in
India should be postponed until the educational reconstruction now pro­
posed is approaching completion; but this suggestion does not apply to
schools with a bias towards agriculture. (Section 56,57)

9) The Junior Vocational School, receiving its pupils at the end of class VUI
and providing a three years course, would be parallel to the Higher Sec­
ondary School, and should be held in the same repute.

The Senior Vocational Schools, receiving its pupils at the end of class XI and
providing a two year course, would be parallel to the existing ‘Intermediate
Colleges.” (Section 58,59,60,61)
 120

10) Part-time schools should be provided for the further education ofyoung
men already in employment and, ifpossible, the classes should be held in
the day time, the students being released by their employers for two half
days a week in order that they might attend. (Section 65)

The Report of Messrs. Abbot and Wood suggested a complete hierarchy of

vocational institutions parallel with the hierarchy of institutions imparting general
education. One important result of their recommendations was that a new type of
technical institution called the ‘polytechnic’ came into existence. Technical,
commercial or agricultural high schools also started conducting non-literaiy courses.

IVJB.8 SARGENT REPORT OR REPORT FOR THE POST-WAR

EDUCATION DEVELOPMENT IN INDIA (19441

The Central Advisory Board of Eduction prepared a plan of educational

development in India and submitted it to the Executive Concil ofGovemor-Genaral
for consideration. This was the first attempt to plan a national system of education
for India. The object of the plan was “to create, in a period of not less than forty
years, the same standard ofeducational attainments as had already been admitted in
England”
© ,T

The Report began in these words, “Upon the education ofthe people ofthis
country the fete ofthis country depends.”

Amoungest other things it provided for:

i) Universal, compulsory and free primary or Basic education for all chil­
dren between the ages of 6 and 14; divided into the Junior Basic (6-10)
and Senior Basic (11-14).

11) High School education for six years for selected children between the
ages of 11 and 17.

iii) Technical, commercial, and art education for full-time and part-time
students on an adequate scale.

About Basic Education the Report Says:

“Basic (primary and Middle) education, as envisaged by the Central Advisory

Board, embodies many of the educational ideas contained in the original Wardha
Scheme, though it differs from it in certain important particulars. The main
principle of “Learning through activity” has been endorsed by educationlists all
 121

over the world. At the lower stages the activity will take many forms leading
gradually upto a basis craft or crafts suited to local conditions. So far as possible
tiie whole ofthe curriculum will be harmonized with this general conception. The
three R’s themselves can no longer be regarded as an adequate equipment for
efficient citizenship. The Board, however, is unable to endorse the view that
education at any stage and particularly in the lowest stages can or should be
expected to pay for itself through the sale of articles produced by the pupils. The
most which can be expected in this respect is that sales should cover the cost ofthe
additional materials and equipment required for practical work..... On leaving (the
school), the pupil should be prepared to take his place in the community as worker
and as a future citizen.”11

The aim of High School education has been defined in the Report as, “High
School education should not be considered simply as a preliminary to University
education but as a stage complete in itself.......... the large majority ofHigh School
learners should receive an education that will fit them for direct entry into
occupations or professions.”

The Report recommended the organisation oftwo main types of schools- the
Academic and the Technical. It says, “The Academic High school will impart
instruction in the arts and pure sciences, while the Technical High School will
provide training in the applied sciences, and industrial and commercial subjects. In
both types the course in the Junior departments covering the present Middle stage
will be very much the same and there will be a common core of the ‘humanities’
throughout. Art and Music should form an integral part of the curriculum in the
both and all girls should take a course in domestic science........In smaller centres
which can only be served economically by single High School, the individual schools
should be required to offer as wide a choice of course as possible. In rural
areas............an agricultural bias should be given to the curriculum.12

The list of subjects to be taught in both the types of High School was also
given by the Report of 1944. The list is suggestive and it is not intended that every
pupil should be taught all the subjects. The subjects common to both the types are:

1) the Mother - tongue, 2) English, 3), Modem languages, 4) History (Indian

and world, 5) Geography (Indian and world), 6) Mathematics, 7) Science,
8) Economics, 9) Agriculture, 10) Art, 11) Music, and 12) Physical Training.

In the Academic Highschool, Classical languages and Civics are added to the
common list. In the Technical Hish Schools the science subjects are to be studied
more intensively. Technological subjects such as wood and metal work, elementary
 122

engineering, measured drawing, etc., and commercial subjects, like book-keeping,

shorthand, typewriting, accoutaney, commercial practice, etc. are also to be added
to the common list In the case of girls, among other subjects, domestic science
was one ofthe options.

In respect ofTechnical and Vocational Education, Report divides the workers

needed by Indian Arts and Industries into four categories:

a) ChiefExecutive and Research workers ofthe Future.

b) Minor Executive, Foremen, Charge-hands etc.

c) Skilled craftsman.

d) Semi-skilled and unskilled labour.

The Report recommended for making adequate provision for the efficient
training of all these types ofworkers. Over and above this, the Report pointed out
that there was an urgent need in India of what is called the part-time system.
Part-time day classes (or the sandwich system) constitute a factor of great
importance in any modem scheme for technical education. The students of these
classes will be working in factories and other industrial or commercial concerns as
paid workers and they will be given due facilities for improving the knowledge and
skill required for their daily work.

IV.B.9 AN OVER VIEW OF VOCATIONAL EDUCATION (1937-19471

The Provisional Governments started technical or agricultural high schools

and also began to give larger grants to private schools providing non-literary courses.
The second world war strengthened this trend considerably. It required a large number
of technilally trained recruits which created an increased demand for technical
education. The development of industries in India that took place during the war,
also helped the process.

After discussing about the provision of Vocational or Alternative courses

during this period, Syed Nurullah and J.P. Naik remarked, “On the whole it may be
said that some effective measures to provide alternative Vocational or pre-voca-
tional courses at the secondary stage were taken, for the first time, in the decade
between 1937 and 1947. The progress however, was slow, partly due to lack of
funds and partly due to lack of trained teachers, and even in 1946-47, the type of
High-school which prepared the students for the Arts and Science Courses of the
University still dominated the scene.”13
 123

IV.C COMMITTEES AND COMMISSIONS ON VOCATIONAL

EDUCATION SINCE INDEPENDENCE

Vocational education has been one of the major objectives of educational

reforms in India. It is, therefore, natural that its importance should be emphasised
by all the Committees and Commissions. Mention may be made of the major
recommendations of the following Committees and Commissions regarding
vocational education:

1) University Education Commission, 1948-49.

2) Secondary Education Commission, 1952-53.

3) Science policy Resolution, 1958.

4) National Committee on Women Education, 1959.

5) Kothari Commission, 1964-66.

6) Central Advisory Board ofEducation, 1967.

7) National policy on Education, 1968.

8) Report of the Committe on 10+2+3 Educational Structure, 1973.

9) Higher Secondary Education and its Voeationalization Report of

curriculum Committee, 1976.

10) Report ofthe working group on vocationalisation (Subanayagam Report),

1978.

11) Voeationalization ofHigher Secondary Education and plus 2 Committe

(Adiseshiah Report), 1978.

12) National Curriculum in Primary and Secondary Education-A frame work,

Dec. 1978.

13) Working Group on Voeationalization ofEducation (Kulandiswamy group),

1985.

14) National policy onEducation and the Programme ofAction on Vocational

Education, 1986.

15) Report oftheCABE Committee on policy Jan. 1992.

 124

16) National policy onEducation, 1986, Revised policy Formulation,

May 1992.

IV.C.1 THE UNIVERSITY EDUCATION COMMISSION. (1948-19491

The Commission reccommended the opening of a large number of interme­

diate colleges at the end of class X. The aim of these colleges was “to meet the
variety of needs of our young men and women by giving vocational base to their
courses while retaining at the same time their value in a system of general
education as preparation for University courses.”

IV.C.2 SECONDARY EDUCATION COMMISSION. 1952-1953. AND

VOCATTONALIZATION OF SECONDARY EDUCATION

The report of the Secondary Education Commission is one of the most

important documents of the Post-independence period on the reorganisation of
secondary education. The commission dealt with the following points in the 4th
chapter of the report:

1. Technical and Vocational Education.

2. Need for Diversification of courses.

3. Multilateral or Multipurpose schools.

4. Agricultural Education in Secondary Schools.

The Secondary Education Commission stressed the need for vocational

education in these words;

“In the past, our education has been so academic and theoretical and so
divorced from practical work that the educated classes have, generally speaking,
failed to make enormous contribution to the development of the country’s natural
resources and to add to national wealth. This must now change and, with this object
in view, we have recommended that there should be much greater emphasis to
create the productive work in all schools, and in addition, diversification of courses
should be introduced at the secondary stage so that a large number of students may
take up Agricultural, Technical, Commercial or other practical courses which will
train their varied aptitudes and enable them either to take up vocational pursuits at
the end of the secondary course or the join technical institutions for further
training.”14
 125

The Secondary Education Commission further remarked, “While we

advocate the starting of a certain number of multipurpose schools, it is not our
intention to suggest that all schools should be ofthe same type. There will be room
for unilaterial schools also where intensive training will be provided in particular
types ofvocational courses according to the occupational courses according to the
occupational needs ofthe community and locality.”15

Here also the commission does recognise the importance of vocational

education.

a. Technical and Vocational Edneation :

The Secondary Education commission observed, “We accept that after the
succesful conclusion ofthe Secondary Course, a majority of students will take up
some suitable vocational prusuits and in due course achieve a reasonable degree of
competence in it either through practice and experience or through apprenticeship
training. But there would like, and would be in a position, to pursue higher studies.
For such students, polytechnics or Technological Institutions should be available
where technical courses covering two or more years would be provided. They should
be eligible to take the certificates or diplomas awarded by the state or by All India
Council for Technical Education. Those who take the higher secondary Certificate
with Vocational Subjects may be exempted from the first year ofthe course, while
those who obtain the High Schools Certificates should be required to put in the full
period oftraining. These courses of students, will have to be planned by the expert
Board of stuides set up by the states or by the All India Council for Technical
Education.”16

For Agricultural education, the Commission recommended that all States

should provided more opportunities for this education so that more students may
take to it and adopt it as a vocation. The Commission was not satisfied with the
existing facilities, It remarked, “At present there are not many schools which have
agriculture as a subject ofstudy, and even where it does exist, the instruction given
is so theoretical and divorced from practical application that it does not serve any
useful purpose.”17 The Commission also remarked that the training in agriculture,
has to be provided largely in the field. The student should have opportunities to
work under realistic conditions for a considerable part ofhis study so that he may
acquire the right approach to agriculture. The Commission also recommended that
along with agriculture, two other allied subjects should be closely integrated-
Horticulture and Animal Husbandry.
 126

b. Multipurpose Schools :

About the fate ofthe multipurpose schools, J.P. Naik, observed, “The Multi­
purpose Schools had two streams only - Humanities and sciences - which made
them little different from the traditional secondary schools. The realy vocational
subject-technical, commerce and agricultural streams were provided in very few
schools. Even where these were provided, the achievement ofthe students was at
such a level that they could not qualify semi-skilled or skilled workers or set up
any trade or business oftheir own. The vocational ‘bias’ which these courses gave,
became, therefore a costly provision without having the benefit of diverting
students from university entrance.”18

The large list ofsubjects included in the curriculm tended to remain on paper.
There was no follow-up after the students had left the school knowledge imparted
in a particular vocation was too meagre to enable on to secure employment. There
were very few opportunities to set up own trade due to financial conditions at home.
There was a great gap in what was learnt at school about a vocation and the actual
conditions outside the school. The pupils were not given proper vocational
guidance. They were forced to take up vocations in which they were not interested.
Vocational knowledge imposed in the schools was looked down upon in the
society. It was not possible to raise the teaching of a vocational subject to a level
where the students could become semi-skilled workers in any field.

Deversifiation did not at all serve the puipose ofmaking secondary education
terminal and preparing students for different walks of life.

The movement of multipurpose schools initiated on the recommendations

turned into a traditional stereotype. Vocational subjects were provided in a few
multipurpose schools and these subjects were at such a low level that they could
neither set-up their own trade nor business nor could get admission into the
institutions ofhigher education.

IV.C.3 SCIENCE POLICY RESOLUTION. 4TH MARCH 1958

The Government ofIndia in the Resolution stated, “The wealth and prosperity
of a nation depend on the effective utilisation of its human and material resources
through industrialisation. The use ofhuman material for industrilisation demands
its education in science and training in technical skills. Industry opens up
possibilities ofgreater fulfilment for the individual. India’s enormous resources of
manpower can only become an asset in the modem world, when trained and
educated.”19
 127

IV. C.4 NATIONAL COMMITTEE ON WOMEN’S EDUCATION 1959,

AND VOCATIONAL EDUCATION

One of the terms of the Committee was to examine the possibility and
methods of encouraging a larger number ofwomen to go into vocational trades by
providing suitable vocational training as a part of formal education or through
special courses designed for adult women.

The Committee made the following recommendations regarding

professional and vocational education :

1) The employment ofwomen on a part-time basis, whenever feasible,

should be accepted as a policy.

2) Girls should be encourged to take up courses in Commerce, Engineering,

Agriculture, Medicine etc., at the university stage by offering them schol­
arships and other concessions.

3) Provision should also be made of condensed courses, which train women

for suitable vocation after completion ofnecessary continuation education.

Voluntary Organisation - The services ofthe voluntary organisations should

be extensively used in the field of middle, secondary, higher, social and
vocational education ofwomen. The existing grant-in-aid codes ofthe state need a
through revision. There should be a substantial and significant difference in the
rates of grants-in-aid as between girl’s institutions and boy’s institutions at all
levels. The conditions of aid for girl’s institutions should be made easier.20

IV.C.5 EDUCATION COMMISSION (1964-19661 ON

VQCATTONALIZAnON OF EDUCATION

The commission put its observations regarding voeationalization at the

secondary and higher secondary stage in the following words

Voeationalization: Another programme which can bring education into closer

relationship with producativity is to give a strong vocational bias to secondary
education and to increase the emphasis on agricultural and technological education
at Ihe university stage. This is of special significance in the Indian situation where,
as we have pointed out, the educational system has been training young persons so
far mostly for government services and the so called white-collared professions.
The introduction of practical subjects in secondary schools so as to divert them
into different walks of life was first recommended as far back as in 1882, by the
Indian Education Commission. But tittle or no effective action was taken to
 128

implement the recommendations and even today, the enrolment in the vocational
courses at secondary stage is only 9 percent ofthe total enrolment, which is among
the lowest in the world. Even at the University stage, vocational education (other
than for law, medicine, or teaching) was mostly ignored throughout the last century.
Even as late as in 1917, the Calcutta University Commission pointed out that the
great majority of University students about 22,000 out of 26,000 pursue purely
literary courses which do not fit them for any but administrative clerical, teaching
and indirectly legal careers. About fifty years later, we find that the overall picture
has improved only slightly and the Proporation of students at the university stage
enrolled in all courses of professional education is only 23 percent of the total
enrolment. It may be briefly stated here that we visualize the future trend of school
education to be towards a fruitful mingling of general and vocational educatin -
general education containing some elements of pre-vocational and technical
education, and vocational education, in its turn having an element of general
education. In the kind of society in which we will be living increasingly in the
coming years, a complete separation between the two will be not only undesirable
but impossible. We also expect a considerable expansion of professional
education at the University stage, especially in agricultural and technological fields.

Vocationalization at the Higher Secondary stage

We must emphasize particularly the need to vocationalize higher secondary

education and to expand the vocational courses to cover about half of the total
enrolment at this stage. A large varity of terminal courses should be organised,
varying in duration from one to three years. They will include courses for the
training ofprimary and pre-primary teachers; courses conducted by the industrial
training institutions for a large number of trades for which the completion of
studies in class X is the minimum qualification, courses in agriculture and industry
which will train the middle level of personnel needed, courses for training
para-medical health personnel, courses for secretarial work; and, courses in home
science. It is such courses that will make secondary education mainly terminal.
(Chapter 2-28).21

Development of Vocational Education :

At the lower secondary level, leading to matriculution, we must realize that
the manpower data available gives little guidance on the extent ofvocationalization.
Manpower needs are expressed in terms of matriculates only or in schools for
technical or industrial education, arts and crafts training, or for music, dancing and
other fine arts are not represented in the manpower data. How far these courses
should expand and what new courses of a vocational or practical nature should be
started are questions which can be asnwered only after further study. (Chapter V).22

v.
 129

At the higher secondary level, leading to intermediate or its equivalent,

considerable guidance is given by the manpower forcasts. These suggest that by
1985-86 there should be 24,13,000 enrolments in vocational schools and perhaps
6,00,000 in vocational colleges out of total enrolments of 68,75,000. This is
equivalent to 43 percent ofthe total. We are ofthe view that vocational education at
this level has to be emphasized. We have, therefore, assumed that enrolments in
vocational courses at this level would be about 50 percent of the total.
(Chapter 5-34).23

Enrolment and Curriculum in Vocational Courses :

At the lower secondary stage, the enrolment in vocational education was about
3 percent in 1950-51. In 1965-66, it declined to 2.2 percent because ofa very rapid
increase in general education. It is assumed that a systematic attempt will be made
to introduce vocational courses at this stage, either part-time or full-time, and to
increase the enrolment in these courses, by 1986 to about 20 percent of the total
enrolment. This is the most challenging part ofthe work to be done at this stage.

At the higher secondary stage, the enrolment in vocational courses in now

about 40 percent of the total enrolment. Allowance has to be made here for the
craft that the general education courses is now only of one year’s duration. If it
were lengthened to two years, this proportion of enrolment in vocational courses
would fell to about 20 percent. One of the major reforms we envisage is to
vocational courses at this stage to 50 percent or total enrolment. (Chapter 7- 47).24

How can these objectives be realised and what are the types of vocational
education that can be provided at this stage ? The Commission makes the following
recommendations:

1) Lower Secondary Stage:

The following are the courses which can be organised for students who leave
school at the end of class VII or VIII.

a) In the industrial training institutes, there are courses which are open to
those who have completed the primary school. Ifthe age of admission to
these courses is reduced to 14 a large number of students who have
completed primary school will be able to enter these courses of industrial
trainig.

b) The terminal programmes provided in technical schools which will prepare

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students for jobs in industry from another category ofthe vocational

courses at this stage.
c) A large number ofthe students who drop out after class VII or class VIII
will enter employment in family business, some with the idea of setting up
their own small-scale industry or trade. A wide range of courses should be
available on a part-time basis for them to obtain qualification or to up grade
their skills. We recommend that a special section should be set up in the
Education Departments which will remain in touch with the young persons,
help them to obtain suitable opprotunities for training either on a full-time
or on part-time basis and also provide them, side by side, with some general
education.

d) A large proportion ofthe rural boys will join the family farm. They will
have to be provided with further education which will enable them to
improve professional efficiency and general education.

e) A large proporation of girls will leave school and get married either
immediately or a little later. They should be given further education in
some science combined with general education.

2) Higher Secondary Stage:

A wide range ofvocational courses will be available at this stage.

a) Apart from the expansion of facilities for full-time studies in those poly­
technics we envisage the development ofthis stage ofpart-time vocational
courses in industry arranged on either a day release, sandwich or
correspondance course basis.

b) Agricultural and engineering polytechnics should organise short condensed

courses for the upgrading of skills ofthose who have entered into
employment or the retraining and re-education ofthose already qualified.

c) A large number of courses offered in industrial training institutions

required the completion of class X as a qualification for entry. We recom­
mended a rapid expansion ofthese facilities: ,

d) In addition to the courses so far described, a wide range of other courses

in health, commerce, administration small-scale industries and the services
should be developed ranging in duration from six months to three years for
a certificate or a diploma qualification. These can also be offered on a
part-time basis or through correspondence for those already in employment.
 131

In view of the importance of the programme and the large scale of the
operations to be undertaken, it is essential that special sections should be created
within the state Departments of Education and charged with the overall
organization of course of this nature, whether full-time or part-time. In
organizing such programmes the sections should bear in mind the manpower needs
and work in close collaboration with the machinery for vocational guidance and
with industry and employees generally (Chapter 7-48).25

The Commission recommends regarding grants in the following words.

Central Grants for Development of Vocational Education at the

School Stage.

We attach very great importance to the vocationalization of secondary

education. For this purpose, we recommend that the central Government should
provide special grants to state Government in the centrally sponsored sector. It was
the fedral grants for vocationalization in secondary education in the U.S.A. and this
experience has a valuable lesson for India. The following description of the
American experience will be of interest to those concerned with the problem.

Fedral grants for vocational education began with the Smith Hughes Act of
1917. The activity was directed at the development of what was regarded as a
neglected area ofeducation. That is, high school programmers were seen as strongly
oriented toward preparation for college, students whose plans did not include
college were offered little or no instruction in preparation for useful employment
..........Smith-Hughes provided continuing appropriations 13 support ofsalaries of
teachers of agriculture, home economics, trades and industry, and the distributive
occupations......Additional monies were appropriated for preparation ofvocational
teachers and for administration of the act by the U.S. office ofEducation.

The George - Barden Act of1946 authorize appropriations ofadditional sums

for training in the four main fields of vocational education listed above......The
requirments for participation by states in this Act are essentially the same as in the
Smith Hughes..........

Finally, under Title VUI of 1958 an additional 15 million is authorised,

specially to be used for area vocational schools in the training of highly skilled
technicians...........

Since the intent of the grant programmes has been to stimulate activity, it
must be stated that they have been successful. In 1917, something less that 3
 132

million was spent on vocational education by all levels of governments, and there
were less than 2,00,000 pupils enrolled. Forty years later, expenditure stood at
$ 176 million and enrolment had increased to 3.4 million pupils. It is hard to
believe that advance would have been so great in the absence of fedral leadership.
At present federal funds are overmatched by both state and local expenditure taken
separately. (Chapter 7- 49).26

The Commission makes the recommendations regarding other Vocational

Education in the following words :

“We have recommended a far greater diversification of courses at the higher

secondary (Classes XI and XII) level. It is at this level, alongside the polytechnics,
that the greatest effort can be made to vocationalize and specialize our educational
system. A great range of courses in commercial, scientific and industrial trades can
be offered. Technical courses leading to certificates and diplomas in these areas,
and in areas ofspecial interest to girls such as domestic science, nutrition, nursing,
social work etc. can be one, two, three or four years duration and be offered in
school or special institutes (e.g. for seaman, expansion workers, nurses, design,
etc.) provided proper standards of curriculum, teaching staff equipment, location
and certificate are maintained, the greatest latitude for local initiative and
experimentation can be encouraged. Arrangements with employees for sandwich
courses or for the part-time release of employees (say 2 or 3 days per week ) for
training purposes should be worked out and evening, correspondence and vocation
courses should be offered for those who enter employment after class VII or X.”
(Chapter 15-33).27

IV.C.6 CENTRAL ADVISORY BOARD OF EDUCATION

(33rd MEETING h 1967 :

The Central Advisory Board of Education in its 33rd meeting held in 1967
made the following recommendatins regarding vocational education for
agriculture and industry.

“Agriculture polytechnics providing different courses needed for agricultural

or agro-industrial development should be established. The curriculum in these
institutions should aim at building up a spirit ofself-reliance and self-employment
in the students. The present tendency to depend entirely on goveonmentjobs should
be discouraged. There is urgent need, in rural areas, for suitable centres or
institutions providing extension services to farmers and giving part-time intensive
courses to young persons who have left school and taken to agriculture.”28
 133

“While it is recognised that the gap between the enrolment ofboys and girls
is being bridged in the field ofgeneral education it is noticed that the gap is actually
widening in the field of vocational education for lack of adequate facilities of
vocational education for girls. It is urgently necessary to expand and improve the
programme ofvocational education for girls by organising I.T.I.S and polytechnics
for women, offering suitable courses leading to jobs or to self-employment.”29

IV.C.7 NATIONAL POLICY ON EDUCATION. 1968. ON

VOCATTONALIZAIION OF EDUCATION

Under the head ‘Secondary Education’ the policy states, “There is need to
increase facilities for technical and vocational education at this stage. Provision of
facilities for secondary and vocational education should conform broadly to
requirements ofthe developing economy and real employment opportunities. Such
linkage is necessary to make technical and vocational education at the secondary
stage effectively terminal. Facilities for technical and vocational education should
be suitable direversified to cover a large number of fields such as agricultire
industry trade and commerce, midicine and public health, home management, art
and crafts, secretarial training, etc.”30

IV.C.8 THE REPORT OF THE COMMITTEE. ON 10+2+3

EDUCATIONAL STRUCTURE. 1973

The Committee was appointed by the Ministry ofEducation, Government of

India in August, 1972 with Shri. P.D. Shukla, Chairman of the Central Board of
Secondary Education as its Chairman and SM. R.P. Singhal, Secretaiy ofthe Board
as its Member Secretary. The terms of reference were:

1. To suggest practical steps to be taken for implementation of the uniform

pattern of 10+2+3 for the school and college classes in all states and
Union Territories of the country.

2. To estimate the cost of implementing the programme.

Important recommendations of the committtee regarding vocationilazation

of education are given below:

“Higher Secondary Stage (Class XI and XU). The curriculum ofthe classes XI
and XII should be built on the latest curriculum for the new class IX and X and
 134

should provided for two streams i.e.:

i) Academic stream,
ii) Vocational Stream.

Vocational stream : The vocational stream at the higher secondary stage

should be taken to supplement the existing facilities for vocational education pro­
vided by the I.TXs, Polytechnics, and vocational schools.

The vocational streams should provided specific job-oriented courses in one

vocation carefully chosen out the area of work relating to agriculture, industry,
trade and commerce, public services, e.g. Secretarial, para-medical, insurance,
banking, marketing, education, etc.

The period of particular vocational course may vary from 1 to 3 years

depending upon the requirement ofthat course.

The course content:- Including the training and practical work should be
such as to equip the student well to get a job or to establish himself as a
self-employed person depending upon his choice and circumstances.

The particular vocational courses to be introduced in any institution ofhigher

secondary level should be locally oriented. As such, there cannot be common list
of courses for the whole country. It may even vary to some extent from region
within the same state.

Course Content of a Vocational Subject:

The course content of each vocational subject should include the relevant
theoretical knowledge ofthe allied branches on the academic side. While all such
knowledge is to be given, the subject should not be overloaded with the same, for
the emphasis here should be on job-preparedeness and not academic instruction.

Collaboration with Prospective Employers :

For the success of the vocational stream it is highly desirable for each
institution of to make a collaborative arrangement with the concerned
establishment (factory, concern office, hospital, bank, company, hotel, etc.) in the
region in terms of syllabus making, instructional work, practical training and
internship.
 135

Education as a Vocational Subject:

Education as a vocational course should be planned to be an alternative

channel to train primary school teachers. In addition to training in methodology
etc. each prospective teacher should be helped to improve his knowledge of the
subject which he has to teach in the primary schools.

Vocational Guidance:

For effective vocationalization of higher secondary education some

reorganization and strengthening of the existing educational and vocational
guidance service in educational institutions should be made.”31

IV.C.9 HIGHER SECONDARY EDUCATION AND ITS

VOCATTONAIJ7ATION - REPORT OF CURICULUM
COMMITTEE. 1976

The Curriculum Committee, initially set up by the Ministry ofEducation and

later enlarged and supported by the NCERT submitted its report in September, 1976
Prof. Rais Ahmed was the chairman of the Committeee which included 45
members representing Board of Secondary Education, Universities, Ministries of
Education, Health, Agriculture, Labour and Industries, etc. basides a number ofother
distinguished guests.

Observations and Recommendations ofthe Committee are given below:

“The characteristic feature ofthe last two yearn ofschooling (Called the higher
secondary) is ‘diversification5 the aim ofwhich is to avoid forcing students into the
academic channel alone and to offer them opportunities to choose subjects and
programmes of study in a much wider field of education in keeping with their
aptitudes, intersts and abilities, with a view to increasing their employability which
would, in turn, provide society with personnel having a wide spectrum of
knowledge and training for its own needs and upliftment It also aims at the reducation
and elimination offrustration among the youth resulting from non-producative and
aimless of education offered ofpresent.”

Particular Features of Vocational Education :

1) Vocational education is not mere Technician Training.

2) Vocational education prepares middle level manpower.

 136

3) Vocational education is especially for vocations based on dairy, fruit-

vegetable horticulture, medical plant, or those connected with rural health,
educational and cultural services.

4) Vocational education involves a good quality general education blended

with considerable specific training.

5) Practical work and training are very improtant components ofvocational

education.

Vocational surveys: Vocationalization of education requires district - wise

surveys of economic activities and potentialities and consequent opportunities of
work, or some kind or manplanning at the district level and assessment of
manpower needs.

Part-time Facilities for Vocational Education :

Adequate provision will have to be made for the students to further improve
their qualifications and competencies in suitable higher vocational institutions, and
of vertical mobility in general-neddless to say, the vocational programme in most
cases will have to be run by sharing the facilities of professional institutions,
besides part-time staff.

Evalution and Recognition of Courses:

The public examination system should be dispensed with and a system of

continuous evalution be adopted. Since training would have to be imparted in the
localities, on farms in hospitals, etc. reliance, will, of necessity have to be placed
on thejudgement and evaluation ofthe concerned staff.

The performance of students should be indicated by grades. The national

Council ofVocational Education should determine equivalance among vocational
diplomas and certificates issued by various agencies.
 137

Pattern of Courses for Academic and Vocational Streams

Following Pattern and division of time are suggested:

A. Language, General Studies 25% time for all

(Social, Economic, Scientific, streams.
etc).

B. Science, Social Science, 75% time for the academic

humanities, including literature. stream. Students may offer
courses from (C) also.

C. Science, Social Science and 25% time of the vocational

humanities courses designed to stream.
understand the basis and scope
ofvarious Vocations.

D. Vocational and practical work. 50% time of the Vocational

32
stream.

IV.C.10 REPORT OF THE WORKING GROUP ON

VOCATIONALIZATTON. fSUBANAYAGAM REPORT! 1978

A working Group on Vocationalization was appointed under the chairmanship

ofP. Subanayagam, by the Ministry ofEducation and Social Welfare. A summary of
recommendations ofthe group is given below:

1. Vocational Surveys. 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 maimer before introducing Vocational
Courses and only those courses which have good employment potential should be
started.

2. Targets of Vocational Facilities. During the next 5 years, vocational

facilities should be provided in a minimum of2000 schools/colleges in a phased
manner ofwhich 500 should be new ones.

3. New Vocational Schools in Rural Areas. Since almost all the

Vocational/Technical institutions are located in the urban or semi-urban centres,
the new schools for vocational studies should be constructed in the rural areas and
they should be well-equiped.
 138

4. Revitalising Existing Vocational Schools. All the existing Technical

and Voational schools at the secondaxy stage should be revitalized by providing
appropriate inputs and new courses should be added to ensure optimum use ofthe
existing facilities.

5. Provision of Incentives. Adequate incentives in the form of scholar­

ships should be offered to the students ofvocational stream at the secondary stage.

6. Vocational Teachers. Adequate number ofvocational teachers should

be appointed and trained both on regular and part-time basis on suitable remunera­
tions. Periodical in-service training should also be arranged for the regular staff
for updating their knowledge and skills.

7. Head of the School with Vocational qualification. In all vocational

schools/colleges, where vocational studies are offered, either the Head of the
School/Colleges or the Deputy Head should possess vocational qualifications in at
least one major vocation, to look after the proper implementation.

8. Curriculum Committee for Local Curriculum. Preparation of

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

9. Self-contained Vocational Units. 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 f completion of module satisfactorily should be issued to the student.

10. Availablity of Teaching-learning Material for Vocational Courses.

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.

11. Linking of Vocational Programmes. The programme of

vocationalisation in rural areas should be linked with various programmes ofrural
development.

In the urban sector, more stress be laid on the courses in the areas of
 139

commerce and trade, textiles, para-medical, electrical and other technical subjects.

12. Vocational Mobility. Opportunities for vertical and horizontal

mobility for vocationally qualified students should be provided in ample measure
to encourage a sizeable section to pursue vocational studies. Specialised courses
in the lines of occupation should be offered in professional institutions to help
students claim superior positions of employment

13. Flexibility in Courses. There should be flexibility in the duration of

voational courses according to the needs of students, the required levels of
competency and proficiency. Rigidity of duration of courses is hardly conductive
to the vocational courses and may tend to become disincentive to the aspiring
students.

14. Part-time Vocational Courses. For up-dating and improving skills and
knowledge, advanced specialised courses of varying durations should be planned
through part-time correspodence, sandwich and short time intensive courses.

15. SUPW. Socially Useful Productive Work should be integrated with

general education in the academic stream to equip all the students with certain
elementary skills.

16. Establishment of Creative work Centres. Creative Work Centres/

Hobby Centres should be established in the centrally located situations to encour­
age creative faculties ofthe youngsters and to promote productive impulses.

17. Extension of Appreticeship Facilities. Apprenticeship facilities should

be extended to all the studetns who complete vocational courses so that good
on-the-job training is available for further improvement of competencies.

18. Provision of Guidance. Steps should be taken to provide guidance and

counselling facilities for careers and courses to all the students.

19. Revision of Recruitment policies. The recruitment policy of the

Government 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 test/
interview, other things being equal or nearly equal, preferences should be given to
vocationally qualified persons.

20. Setting up N.C.V.E. The National Council ofVocational Education and

 140

State Councils of Vocational Education should be set up without delay and their
spheres of action, composition and funcutions to he 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.

21. Senior Officer for Vocational Education. Since Vocationalization of

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

22. Encouragment to Private Organisations. The private organisations

and individuals should be encouraged to praticipate 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 ofvocational streams.

1V.C11 VOCATIONAT JZAllON OF HIGHER SECONDARY

EDUCATION AND THE +2 COMMITTEE (ADISESHLAH
REPORT). 1978

In October 1977 the Union Minister of Education, Government of India

appointed a National Review Committee under the chairmanship of
Dr. Malcolm S. Adiseshiah, Vice-Chancellor of Univerisity of Madras to review
the curriculum of the +2 Stage of school education with special reference to
vocationalization of education.

The following were Terms of Reference:

i) To review the NCERT document “Higher Secondary Education and its

Vocationalization” and to suggest modifications therein, if any.

ii) To study the syllabi and courses ofthe central Board of secondary
Education and a few state Boards with special reference to selected
vocations and to recommend appropriate syllaby.

iii) To recommend a plan of action for introduction ofVocationalization

ofthe Higher Secondary Stage.
 141

The Committee submitted its report under the title “LEARNING TO DO

TOWARDS A LEARNING AND WORKING SOCIETY”

Three - fold Importance of higher secondary education.

The Adiseshiah Reviwe committee outlined in the following words:

1. The Terminal Stage:

This two-years education stage is important because for about half ofthose
entering it, it represents the terminal point of formal schooling, not the terminal
point of education because learning is a life long process, and the formal,
non-formal and informal learning system must be geared to facilitate that process.
For this substantial group, the learning experience at this stage of education
becomes important for their living and decisive for their living gainful lives.

2. The Bridge Stage:

A second facet for the importance ofthis stage it that it is the bridge between
the general formation ofthe mind and personality. Which school education is and
the higher learning specializations which the college and university represent. This
stage is both a judge ofthe school system and the forcaster ofthe learning futures
ofthe university.

3. The Transitional Stage:

Perphaps more than any other period in life, it is at thisperiod that character
begins to be formed, character as a multifaceted expression of the affective, the
slow learning ofthe vocational and the boundless visits opened up by the spiritual
an intellectual. It is these many facets of the human personality at its formative
stage that the higher secondary stage must subserve.

The National Review Committee has observed, “The Vocationalised spectrum

of the Higher Secondary Schools is learning of a skill or a range of skills through
study of technologies, related sciences, and hum or other practical work. This
vocationalised learning must be distinguished from technical/vocational education
imparted in the l.T.l.s, technical highschools, agricultural or industrial
polytechnics, where a certain level of skills as craftsman or technician or
extension agent is aimed at and attained.” 33

“This spectrum refers back to the terminal character offormal schooling that
it represents for over 50 percent of its entrants. The recommendation about the
 142

vocational spectrum ofthe plus 2 stage rests, on the truth that “While education can
not producejobs, vocationalised education makes it more likely for an individual
to get ajob or to be his own master by either starting a new productive activity or a
service which may satisfy a felt need of the community. By broadening the
educational horizons for the individual it enables him to reach higher level of
achievement through self-learning. Since the content and scope ofvocatianalization
must be in conformity with national goals and the specific needs of the local
community at every given point oftime, the vocatianalization ofhigher secondary
education recommended have aims for the next five years at increasing the
employment potential of the people through education for self-employment, with
emphasis on agricultural and related occupations, including tiny, small, cottage and
agro-industries and through preparation for specific competencies in different
Vocations.”34

The Review Committee has suggested two broad learning components ofthe
higher secondary stage. These have been termed as:

i) The General Education spectrum.

ii) The Vocationalised spectrum.

The General Education spectrum:

According to the Committee the General Education spectrum of the higher
secondary school is for the general formation ofthe person and personality through
learning centred around languages, socially useful productive work and a combina­
tion ofthe starting phases ofnatural, social or human science disciplines. Its aim is
essentially to prepare the students for university education in the arts or sciences
or for professional studies. This is the bridge feet ofthe + 2 stage. This is also the
phase ofthe educational system in which there is a built-in continuity with the past,
the main innovation being learning acquired from socially useful productive work.

The Committee has recommended the following course pattern of the

General Education spectrum.

Course Time Distribution

1. Language(s) 15%

2. Socially Useful productive work. 15%

3. Elective (Three) 70%

 143

It is recognised that this general scheme must be applied with a certain amount
of flexibility, allowing individual states and territories and even individual schools
to adapt the courses and the distribution oftime to local conditions and pedagogic
perceptions.

The Vocationalised spectrum :

The committee observes that the vocationalised spectrum of the higher

secondary schools is learning of a skill or a range of skills through study or
technologies, related sciences, and farm or other practical work. This vocationalised
training must be distinguished from technical/vocational education imparted in die
I.T.I.S, technical high-schools, agricultural or industrial polytechnics, whqre a
certain level of skill as craftsman or technician or extension agent is aimed at and
trained. The vocationalised spectrum that is refered to embraces in the UNESCO
language “these aspects ofthe educational process involving, in adition to general
education, the study of technologies and related sciences and the acquision of
practical skills, aptitudes, understanding and knowledge relating to occupations in
the various sectors of economics and social life. Such an education would be an
integral part of general education and a means of preparing for an occupational
field and an aspect of continuing education. This spectrum refers back to the
terminal character of formal schooling that it represents for over 50 percent of its
entrants.

Science the content and scope of vocationalization must be in conformity

with national goals and the specific needs of the local comminily at every given
point of time, The vocationalization of higher secondary education recommened
aims for the next five years at increasing the employment potential of the people
through education for self-employment, with emphasis on agricultural and related
occupations including tiny, small, cottage and agro-industries and through
preparation for specific competencies in different vocations.

The Vocationalised Course Pattern : The Cornniittee has recommended

that the pattern of the course and the allocation of time for the vocationalised
spectrum be:

Course Time allocation

1. Language(s) 15%

2. General Foundation Course 15%

3. Elective Subjects 70%

 144

General Foundation Course : The objectives of the course are to enable

the students to:

1. become aware ofthe need for rural development and self-employment,

2. understand the place of agriculture in the national economy,

3. develop skills and managerial abilities to run small scale and cottage
industries, and

4. gain insight into the problems ofunemployment and economics backward­

ness ofIndia.

Itoo parts of the General Foundation Course: Course is meant to be taught

for 2 yearn, 4 to 5 hours per week.

Part ‘A’ of the course is common to all vocations. From Part ‘B’ unit most
related to the particular vocation may be chosen.

Part A:- This includes five heads:

1. Gandhian Concept ofEducation.

2. Agriculture in the National Economy.

3. Rural Development.

4. Problems ofUrdu Slums.

5. Health, Hygiene and sanitation.

Part BAny one of the 9 sections to be chosen:

1. Small scale and cottage Industries.

2. Co-operation and credit facilities.

3. Entrepreneurship.

4. Marketing.

5. Sales promotion.
6. Unemployment, underemployment and Manpower Utilisation on India.
 145

7. Human Relations.

8. General Exposure to World Trends and Changes.

9. Environmental Protection and Development.

Guidelines for Providing Vocational Electives.

The National Review Committee suggested the following guidelines:

1. 70 percent of the weekly hours of instruction is allocated to the teaching

of vocational elective subjects- about 50 percent of these hours should be
spent on practical work, with a certain margin of flexibility varying from
vocation to vocation.

2. Special attention has to be given to self-employment factor.

3. Vocational education at this level, should as ter as posible, not duplicate

what the I.T.I.S, or Technical Higher Secondary Schools are at present
offering.

4. As the main thrust ofthe proposed vocationalization is on rural, agriculture

and related vocations, the question of spending a minimum of2,000 hours,
as is done in the case oftechnical vocations at present should not normally
arise. It should suffice if the desired competency can be acquired in the
given time in the particular vocation.

5. The course in vocational areas should be drawn up in such a way that it

employability ofthe students will be enhanced. The duration ofa vocational
course should normally be two years in so far as the instruction in the schools
in the formal system is concerned.

6. The courses requiring lesser duration than two years may be pursued
through non-formal systems such as part-time and evening, courses,
correspondence courses, etc. and the institutions should be free to offer
such courses through non-formal channel.

7. It is essential to provide a series of courses for the future farmers so that

they can select vocational subjects according to their own choice and need,
which will be useful to them in their practical life.

For making vocational agricultural and related courses more attractive, the
National Review Committee has made the Following recommendations:
 146

i) The product ofvocatinal agricultural should be given preference in

admission in Agriculture Colleges/Universities.

ii) The certificate awarded by the Board at the end of class XII should be
considered at par with the Agriculture Diploma for instance given by the
U.P. Government and other states.

iii) Only certificate holders of these schools should be given licence for
starting Agricultural services clinic of Farmist shop (similar to the
eligibility of diploma/degree holders ofpharmacy for the chemist shop).
In these clinics they can provide plant protection services, hire, parchase
and repairing services ofagricultural implements, consultancy, seeds and
fertilizers and manures etc.

iv) The product ofthese schools should be given preference in the allotment of
agencies ofthe National Seeds Coroporation and Fertilizers Coroporation
ofIndia and other bodies.

v) Banks and other financial agencies should grant loans to the products of
these schools for self-emplyment.

vi) They should be considered qualified for the post of field Assistant,
Laboratory Assistant and other equivalent posts.

vii) Vocational teachers ofAgriculture may be given some extra-remuneration

besides their salary, because they have to work before or after school hours
every day according to the needs ofthe farm.

viii) The state Department ofEducation may encourage setting up ofthe farm
boys and girls organisations, such as the “Future Farmers oflndia.” with the
help ofsuch organizations agricultural leadership may develop among the
students taking the vocational course in agriculture.

ix) A school having agricultural in IX and X classes may be given preference

for opening the Agriculture Vocational coureses at +2 level.

x) Necessary inputs in terms of funds and other facilities may be provided to

these schools by the State Government and the Union Government.

xi) Wide publicity may be given through newspapers, radio, T.V. and other mass
media regarding the scope and objective ofthis vocational course. All
parents, who wish to get their wards admitted, must be clear about the future
prospects of this course.
 147

IV.C.12 NATIONAL CURRICULUM IN PRIMARY AND SECONDARY

EDUCATION-A FRAMEWORK. DEC. 1985.

The National Council of Educational Research and Training prepared this

document to act as guide to the existing institutional structure for the curriculum
research, development and dissemination. It explains the significance of Work
Experience, Socially Useful Productive Work and Vocational Education as under:

At present the management systems for various sectors of vocational

education and WE/SUPW function in isolation and with hardly any co-ordination
either at the national, regional or state level. This has been a major factor
contributing to indifferent and tardy implementation of these programmes. This
signifies the need for comprehensive set up for the management ofWE/SUPW and
Vocational Education Programmes within and outside Hie system of formal
education.

It has been proposed that in order to implement voeationalization effectively

and efficiently all programmes ofvocational education must be co-ordinated through
a single agency at the national level and managed through a unified system in terms
of administrative support, examination and accreditation. Similar structural
arrangements are also suggested at regional and state levels.

At the national level the National Council ofVocationai Education (NCVE) is

proposed to be set up which would bring all programmes ofvocational education
under one umbrella. The functions ofthe NCVE would include policy formulation,
co-ordination, standardisation, certification and guidance to state level agencies
for research and development and training functions. The Central Institute of
Vocational Eduction has been proposed within the overall unbrella ofNCERT. For
administrative functions, the Ministry ofHuman Resources Development should
have a Bureau ofVocationai Education on the pattern of the existing bureaus of
school education and technical education.

There are a number of agencies already working at the regional level in the
fields ofgeneral and technical education which may be profitably involved for the
promotion of voeationalization of education. The pre-service and in-service
training of vocational teachers can be organised by the Regional Colleges of
Education and Training Institutes under the Directorate General of Employment
and Training. Preparation of resource material may be entrusted to the Technical
Teacher’s Training Institutes located in the four regions. The Regional Boards of
Apprenticeship Training may take up responsibility ofApprenticeship Training of
 148

vocational students.

The management ofvocational education in states is inadequate and fragmented.

It is proposed that the state should have statutory State Councils of Vocational
Education (SCVE) with similar functions as visualised for the NCVE for the state.
A separate Directorate of Vocational Education is proposed for strengthening the
administrative function of the Department of School education with respect to
vocational education at all stages of education. These would work as secretariat for
the SCVEs. The Directorates should be staffed with officials representing various
vocational areas in sufficient numbers. For research and development work, either
existing SCERTs may be strengthened or a separate State Institute for Vocational
Education be created. The examination and certification is proposed to be
conducted by the State Boards of Higher Secondary Education be created. The
examination and certification is proposed to be conducted by the State Boards of
Higher Secondary Education or Council.

It is proposed that each district should have Direct Co-ordination Committee

to ensure proper co-ordination with other district level agencies and functionaries.
At the institutional level an advisory committee with a placement cell should be set
up to assist the head of the institution in regard to various matters relating to
vocational education. The committee would look after admission of students,
publicity and general awamess about vocational programmers and motivation for
self-employment.

While the above system has been visualised for comprehensive management
ofvocational education programmes in various sectors, it may be pointed out that
these effectively utilised in respect of WE/SUPW at all stages of school
education. The pre-vocational programmes in secondary schools may be so
introduced that the latter provides a cluster around higher secondary institutions
which offer vocational courses.

Introduction ofpre-vocational courses based onlocal trades and occupations

under WE/SUPW at the upper primary and secondary stages may prove to be a
source ofmotivation in the rural and tribal areas. Introducation ofthese courses in
schools may improve the theoretical and technical foundations ofthese productive
activities and services through the mobilisation of professional inputs in these
programmes.

One of the major weakness of the present WE/SUPW courses at the

secondary stage is lack ofworksite training as a component ofthese courses. While
there is a need to allocate minimum resources to the school for the introduction of
 149

board-based pre-vocational Courses at the secondary stage, as a strategy school

authorities may take advantage ofthe local business establishments, workshops and
service centres for the attachment of school students for worksite training. In the
recent years, the concept of utilising local productive and service activities as
‘practice school’ of students have proved to be viable.

IV.C.13 WORKING GROUP ON VOCATTONALIZATION OF

EDUCATION. (KULANDISWAMY GROUPS 1985

It was stipulated by the Education Commission, 1964-66 that over a period of

20 years, about 50 percent of the students in the +2 stage would be covered by
vocational education programmes. Attempts were made by 9 states and 4 Union
Territories in the last few years to implement the recommendation of the Kothari
Commission on vocationalization at 10 + with differing emphasis on vocational
content and with varying degrees of success. The coverage in the vocational stream
in +2, in 1983-84, accounted for only 2.7 percent of the total enrolment in +2. It
therefore becomes necessary to review the position, suggest methods and initiate
suitable measures to accelerate the pace of implementation of the vocational
education programme during the seventh plan period. In view of the explicit
objective of linking education with development, it was necessary to consider the
whole spectrum of education and its orientation to productive processes, rather
than concentrating on +2 level alone. With this end in view the Minister for
Education, Government ofIndia, in his capacity as the chairman All India Council
for Technical Education (AICTE) appointed in February 1985, the National work­
ing Group on Vocational Education. The group submitted its report in August 1985.

The following constituted the terms of reference for the Working Group:

i) To formulate the concept ofvocationalization at different levels at which

vocational education and training should be provided to meet the massive
challenge ofunemployment on the one hand and to reduce the overcrowding
in higher education on the other.

ii) To consider and recommend the nature of courses to be taken up in the

vocational system under different sectors such as agriculture, health,
pharmacy, technical education, commerce,-business and industry.
To consider and recommend the distribution oftime between vocational
training, vocational education and general education.

iii) To consider and recommend the linkages required among various agencies
running vocational programmes in order to give co-ordinated thrust to
 150

vocationalization and to ensure employment ofthose completing the same.

iv) To consider ways and means, including provision ofavenues for higher
education to the students ofvocational stream to make the vocational courses
more attractive.

v) To consider the need for covering vocational courses under Apprenticeship

Act and make necessary recommendations on the same.

vi) To prepare an action plan about the selection ofinstitutions, the selection of
various courses, organisation ofvarious courses, prescription ofnorms for
instructional facilities, training ofteachers, preparation for producing
necessary instructional material and other related aspects to make
necessary headway in promoting vocationalization in the country.

The working group consisted of 16 members with Dr.V.C. Kualndaiswamy,

Vice-chancellor, Annamalai University, Madras, as its Chairman. The Group had
three sittings the first on the 28th Februry and 1st March, 1985 at Delhi, the
Second on thel8th, 19th and 20th May, 1985 at Madras: and the last on the 14th
Augest, 1985 atNew Delhi, and finalised the reports. The Working Group discusssed
the various aspects of vocational education and made some valuable suggestions
for its successful implementation.

Meaning ofVocational Education.

Classification ofVocational Areas.

Dimension ofVocational Education.

Common structure for the country.

Work-experience/SUPW for school population from classes I-X.

Flexiable Programme of Vocationalisation Higher Secondary.

Curriculum for vocational education programme.

Targets.

Vocational surveys.

Special Areas ofvocational Education.

Optimum Use ofResourses.

 151

Involvement ofthe Community.

Formal and Non-formal Vocational Education Programmes.

Vocational Education and Opportunities for further Education.

New Diploma courses for the products ofHigher Secondary Vocational

Courses.

Vocational Electives at Degree level courses.

Non-formal further Education.

Reorganisation ofthe management system.

National/joint council ofVocational Education.

Activising All India Board ofVocational Education.

Setting up a Bureau ofVocational Education

State Council ofVocational Education.

Department ofVocational Education.

Five Levels ofHierachy.

Strengthening of organisations at various Levels.

District Level Committee.

Preparation ofText-books.

Teachers for Vocational courses.

Use of Comminuty Resourses.

Training ofteachers.

Apprenticeship Act.

The Role ofthe Government ofIndia.

Role of state Governments.

Changes in Recruitment Rules.

Provision of finance.
 152

IV.C.14 NATIONAL POLICY ON EDUCATION AND PROGRAMME

OF ACTION ON VOCATIONAL EDUCATION. 1986

The National policy of Education dealt with vocationl education in its fifth
chapter. It contains 8 paragraphs which are reproduced below:

The introduction of systematic, well-planned and rigorously implemented

programmes of vocational education is crucial in the proposed education
reorganisation. These elements are meant to enhance individual employability, to
reduce the mis-match between the demand and supply of skilled manpower, and to
provide an alternative for those pursuing higher education without particular inter­
est or purpose.

Vocational education will be a distinct stream, intended to prepare students

for indentified occupations spanning several areas of activity. These will ordinary
be provided after, the secondary stage, but keeping the scheme flexible, They may
also be made available after class Vm. In the interest of integrating vocational
education better with their facilities the Industrial Training will also conform to the
larger vocational pattern.

Health planning and health service management should optimally interlock

with the education and training ofappropriate categories ofhealth manpower through
health-related vocational courses. Health education at the primary and middle
levels will ensure the commitment of the individual vocational courses at the +2
stage of higher secondary education. Efforts will be made to devise similar
vocational courses based on Agriculture, Marketing, social services, etc. An
emphasis in vocational eduction will also be on j development of attitudes,
knowledge and skills for enterpreneurship and self-employment.

The establishment of vocational courses or institutions will be the responsi­

bility ofthe Government as well as employers in the public and private sectors, the
Government will, however, take special steps to cater to the needs ofwoment, rural
and tribal students and the deprived sections of society. Appropriate programmes
will also be started for the handicapped.

Graduates of vocational courses will be given opportunities under

predetermined conditions, for professional growth, career improvement and
lateral entry into courses ofgeneral, technical and professional education through
appropriate bridge courses.

Non-formal, flexible and need based vocational programmes will also be made
 153

available to neoliteretes, youth who have completed primary education, School

drop-outs, person engaged in work and unemployed or partially employed persons.
Special attention in this regard will be given to woman.

Tertiary level courses will be organised for the young who graduate from the
higher secondary courses of academic stream and may also require vocational
courses.

It is proposed that vocational courses over 10 percent of higher secondary

students by 1990 and 25 percent by 1995. Steps will be taken to see that a
substantial majority ofthe products ofvocational courses are employed or become
self-employed. Review of the courses offered would be regurlarly undertaken.
Government will also review its recruitment policy to encourage diversification at
the secondary level.

Programme of Action on Vocationalization of Education, (1986).

In the document entitled ‘Programme ofAction’, the following observations

regarding vocationalization ofeducation are made and the necessary programme of
action is suggested.

1. In 1976 the National Council of Education Research and Training

(NCERT) document, “Higher Secondary Education and its Vocationalization” was
presented to the country setting out a model conceptual framework for implemen­
tation. The programme for vocationalization of higher secondary education was
initiated in 1976. Since then it has been implemented in 10 states and 5 union
Territories. A number of other states are likely to introduce vocationalization in
the academic year 1986-87. The current intake in the Vocational stream is of the
order of 72,000. only about 2.5 percent of students population entering higher
secondary stage is covered by vocaionalization so far.

2. Being aware ofthe importance and need for diversification of secondary

education - its vocationalization, the Ministry of Human Resource Development,
Govt, ofIndia and NCERT have initiated many actions and made many proposals.
Evaluation studies ofvocational programmes in most ofthe States were conducted
to provide the findings to States for improving implementation.

3. In spite of all these efforts, the scheme of vocationalization of

education has not yet picked up. There have been many factors responsible for the
slow progress, such as, absence of well coordinated management system,
unemployability ofvocational pass outs, miss-match between demand and supply,
 154

reluctance in accepting the concept by the society, absence ofproper provision for
professional growth and career advancement for the vocational pass outs, etc.
Renewed efforts are being made in many States to accelerate progress. Urgent steps
to strengthen the vocational education system are therefore imperative.

4. While the factors contributing to the rather unsatisfactory progress on

the vocationalization front may be many, the single most important aspect is the
inadequate organisational structure to the task and its consequent inability to
implement the accepted policies.

5. At present the management systems for various sectors of vocational

education work in isolation and with hardly any co-ordination either at national,
regional or state level.

6. At national level the Post - secondary vocational education

(Vocationalization) and vocational education for the out-of-school population are
being looked after by many organisations under different ministries (like Agricul­
ture, Health, Rural Development, etc.) without having proper coordination and
linkages. Vocational programmes cover a wide range of disciplines.

7. At state level the system is still fragmented and inadequate. A few states
have a full time Directorate, the others have a middle level official looking after
the vocationalization programme in addition to his other responsibilities. No
mechanism is available to co-ordinate the vocational programme at district levels
and to undertake activities like, district level need surveys for indentification of
manpower requirments, for developing need based vocational courses etc. In
addition, provision made for activities like curriculum design, resource material
preparation, training of vocational teachers, etc. are inadequate considering the
massive nature oftask.

8. Keeping in view the varity offunctions to be performed in planning and

implementing programmes of vocational education and the scale of operations
commensurate with the desired changes at post-primary, post-secondary and
post-higher secondary stages, it is necessary to organise an effective management
system.

9. At the primary stage of education from 1 to 5 Socially Usefull

Productive Work (SUPW) Work Experience (WE) forms an integral Part of the
curriculum in many states. In spite of its good intentions of developing proper
attitudes the actual implementation both in coverage and quality leaves much to be
desired.
 155

10. At the middle school stage SUPW/WE programmes aim at developing

confidence and sufficient Psychomotor skills in students to enter the world ofwork
directly or through certain occupational training courses.

11. The SUPW/WE programmes for the secondary stage are viewed as a
linear extension of the middle stage. These activities at secondary stage are also
expected to enable students to opt for vocational programmes at the +2 level with
better appreciation and understanding. It may also be mentioned that a significant
number of students drop out after this stage. Hence the programmes SUPW/WE
are expected to ensure a modest preparation for students before they leave the
school, to enable them to choose an occupation. Such pre-vocational courses are
to be handled by teachers with specific skills and competence. These programmes
also need proper resources within the school.

12. The vocational courses at higher secondary stage are to be regarded not
as a preparation for the college, but as a period for preparation increasingly large
number of school-leavers for different vocations in life. The need for
vocationalization of higher secondary education has been conceded by all but the
problems in its implementation may be appreaciated by the fact that only a small
percentage of student population has been covered by vocationalization in the past
nine years. (1976-85). The estimated number of students seeking admission to +2
in 1985 is of the order of 25 lacks. Even 10 percent of this population was to be
diverted for vocational courses, the number should have been over 2.5 lakhs, against
the present intake of0.72 lakhs. The problem can be further appreciated, ifthis data
is seen against the Kothari Commission’s recommendation, expecting a diversion
of 50 percent of 10 + students for vocational education.

13. The country has developed over the years, a network ofvocational schools,
vocational institutes and polytechnics. Nearly 2 percent to 3 percent ofthe school­
going children enter such institutes like Industrial Training Institutes (ITIs) Junior
Technical, School etc. These institutions handle essentially full-time students who
meet the need of organised sector. The annual intake is of the order of 5 lakhs.

14. Kothari Commision has visualised that at 8+ about 20 percent of the

students will step offthe general stream and enter school ofvocational education.
Similarly, a large percentage of 10+ students are to be diverted to such vocational
institutions. However, the present vocational institutions are not able to cater to
this large number ofstudents after 8+ and 10+ stage. There is, therefore, a need for
expansion of the regular vocational education programmes, in terms of opening
more institutions and introducation ofnew vocational areas.
 156

15. One ofthe factors responsible for the slow progress ofvocationalization
of Secondary Education is lack of opportunities for the vocational pass-outs for
their possessional growth and career advancement

16. The current prejudice against vocational education will not disappear
unless a reasonable chance ofworthwhile employment or an adventage in moving
upwards into a professional or general programme of education is provided to the
students of vocational courses at the secondary level.

17. Such programmes could include diploma, special degree courses,

general degree courses, professional degree courses. At present opportunites for
futher education for students, of vocational stream in +2 are almost non-existant.
Hence suitable strategies are to be evolved for providing opportunities for the
vocational products to enter appropriate ‘tertiary level’ programmes.

18. The products ofthe vocatinal stream at +2 level one quite distinct horn
those from the ITIs and polytechnics who have been covered under the Craftsmen
and Technician. Apprenticeship training schemes. It has been strongly recommended
by several committees connected with vocational education that vocational
students ofthe +2 stage should be brought under the umbrella ofapprentice scheme
as an important catalyst for the promotion ofvocational education. At present a few
ofthe 120 vocational courses offered at the +2 level in the country are selected for
the special vocationalised education training scheme launched by MHRD.
Appropriate actions are to be taken for introducing apprentice scheme to as many
vocational courses as required.

19. The vocational courses in higher secondary schools and Vocational and
Technical Training Schools/Institutes cater only to the requirements of organised
sector of the economy. However, it is the unorganised sector which absorbs the
bulk of workforce. Consequently one sees the phenomenon of mounting
unemployment among the educated at one end and shortage of plumbers, car
mechanics, electricians, carpanters and manpower in numerous other trades at the
other end.

20. It is estimated that about 80 percent ofthe student population do not go

beyond class 10. The drop outs upto and inclusive ofclass 8 are over 120 lakhs par
years. Roughly 20 lakhs ofboys and girls Cross Class 8 but do not go beyond class
10. All of them form a large pool of unskilled labour force. They need
opportunities for training in some skills either in their traditional occupations or in
new areas to enable them to take up skilled and gainful occupations.
 157

21. In addition, there is a backlog of school drop outs who have crossed the
school age and age working as semi-skilled and skilled workers. The total labour
force in the country in the age group of 15-59 consist of all these groups is of the
order of about 23.70 crores (March, 1980) of this only about 10 percent is in the
organised sector. The remaining are either employed without training, partialy
employed or unemployed.

22. There has not been planned educational programmes for this large
populations. Agencies like community polytechnics, TRYSEM, Rrishi Vigyan
Kendras, Nehru Yuvak Kendras, Social welfare centres, All India Handicraft Boards,
Council for Advancement of Rural Technology etc. are not contributing to many
non-formal programmes. To some extent concerted and well coordinated efforts
are required to meet the demands of this task.

23. The tribal and rural population do not have adequate acccess to school
education, vocational courses in schools or vocational/technical training schools/
instutions. There is also a paucity ofvocational courses institutions to cater to the
women population whose earning power could be considerably augmented through
vocational training. Handicapped and disabled persons form another significant
section of the society who have at present practically no avenues to acquire
suitable productive skills to make their living more meaningful and self-reliant.

24. The policy statement concerning the system for vocatioalization have
been clustered with reference to interrelated objectives, priorities and programmes
into four Key areas so as to ensure logical development ofprogrammes of action.
These areas include “development of the system”, “vocational education
programmes”, “programmes for special groups”, “out of school population” and
“target and preparation for development.”

25. It is important to view the programme ofvocationalization at the higher

secondary stage, as an important component ofthe overall school education both
as a self-contained stage as well as feeder to the general and professional education
at the training stage. The management system proposed in subsequent paragraphs
for the vocational effort, therefore, should be seen as supportive / complementary
to current system for the management of school education. In implementing the
plan ofAction for vocationalization the following guiding principles will apply:

i) The policy clearly stipulates that a minimum of 10 percent of students at

the +2 stage should be diverted to the vocational stream by the end ofthe 7th plan.

ii) A beginning, however, wouldhaveto be made during the 7th plan towards
 158

establishing the desired new structure because it will lake some time for the
structures to come into being and to develop professional competence and
expertise for the task ahead.

iii) While the target in relation to the +2 stage will be fulfilled and efforts
will be made to exceed the target, modest beginnig will be made during this plan in
the area ofnon-formal vocational education for drop outs and other target groups.

iv) In relation to the targets laid down in the policy for the 7th Plan it is
necessary to recognise that there is a minimum level of funding below which a
meaningful programme ofvocationalization cannot be implemented.

v) It is important to generate acceptability and respectibility for

vocationalization ofeducation. For this purpose

1. efforts will have to be made by employment sectors of the economy to

create a demand for vocationally trained manpower.

2. linkages through bridge courses, modification of existing educational

programmes, and other measure, should create a situation for greater
professional advancement ofthe vocational graduates.

vi) The roles of the +2 stage in schools vis-a-vis those ofthe polytechnics,
ITIs and other certificate level institutions in providing vocatinal opportutities have
to be outlined.

vii) On an average 10 additional schools will be taken up in each district by

the end of 7th plan for vocational effort at the +2 stage with a minimum intake of
40 students.

The plan of Action in regard to the four areas mentioned earilier is given
below.

a) Development of the system.

26. A Joint Council for Vocational Education (JCVE) will be set up by the
MHRD, to be the apex body for policy planning and coordination of vocational
education at national level.

27. A Central Institute of Vocational Education (CIVE) under the NCERT

will be set up to perform research and development monitoring and evaluation
functions.
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28. State Governments will set up appropriate bodies organisation like State
Councils ofVocational Education (SCVE) State Institute ofVocational Education
(SIVE), Departments of Vocational Education and district-level co-ordination
committies as per their needs and requirements.

29. Organisations like NCERT, CIVE, Regional Colleges of Education

(RCEs), SCERTs, SIVE, Technical Teacher’s Training Institutes (TTTIs) etc. will be
strengthend by providing additional infrastructure and faculty positions to perform
their functions effectively for the development ofvocationalization.

30. State Councils of Vocational Education will organise districtwise need

assessment ofvocational manpower, through area vocational surveys.

31. Curriculum Development cells/centres will be set up in SIVE/SCERTs

and other selected professional institutions in specialised fields to design
vocational programmes to meat identified needs and develop curricula. NCERT
will develop model curricula and guidelines.

32. Trainig of personnel for Instructional Resources Development will be

organised by NCERT, SCERTs, Tills, RCEs, CDCs, etc.

33. District Vocational Training centres will be set up by MHRD with

adequate facilities to impart skill training to vocational students in diverse
vocations.

34. NCERT/CIVE will prepare a guideline document, listing the various

organisations/agencies at National/Reginoal State/District levels and indicating
broadly the nature oftheir functions and responsibilities to develop the right kind
of linkage at state and at district levels.

35. NCERT/CIVE in collaboration with State Institutes of Vocational

Educational/State Council of Education Reserch and Training will evolve an
information system for vocational education to ensure constant communication
between the central and state governments, between the nodal agencies,
directorates, district level authorities and the institutions along with participating
employer organisations.

36. MHRD will take steps to prepare a guideline document indicating the
nature and functions oflinkage between policy making bodies including Joint Council
of Vocational Education, NCERT/CIVE, TTTIs, SCERTs/SIVE District
co-ordination Committees, Research and Development organisations in education
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and training, Destrict vocational training centres, etc. the ministry of Human
Resource Development, the Board of Apprenticeship training Examination and
certification bodies including Boards of examination.

37. State Departments of Vocational Educaion will give directives and

guidlines to vocational institutions to develop linkages between schools,
employers and voluntary organisations in the community, to facilitate succesful
implementation ofvocational programmes ensuring optimum resource utilisation
as well as effectiveness. State departments ofvocational education will prepare the
scheme for the same.

b) • Vocational Education - Programmes.

38. Vocatinal programmes for 8+ students will be introducd experimental

basis on a limited scale in different states by State Departments of Vocational
Education.

39. Programmeat 10+level will be formulated by SCERTs/SIVE in the light

ofguidelines laid down by NCERT. The SCVEs shall facilitate the introduction of
these programmes on the basis of result of area vocational surveys in selected
schools in a phased manner keeping in view the national targets.

40. To provide more opportunities to students for 10+ vocational courses in

engineering and technology, 100 more vocational institutions shall be established.

41. JCVE will provide in a phased manner 70 percent of the higher

secondary vocational stream graduates stipend to undergo paid apprenticeship in
appropriate industries.

42. Tertiary level programmes like diploma in vocational subjects Advanced

Diploma programmes will be introduced in selected polytechnic, affiliated
colleges and universities, as well as in special Institutes set up for this purpose.

43. Entrepreneurial/Self-employment skills will be developed in vocational

stream students, through curriculum, special training programmes as well as paid
apprenticeship facilities.

44. State Departments ofVocational Education and SCVES will formulate

necassary schemes for the purpose.

45. State Directorates of Vocational Education will set up career guidance

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cells at district level. NCERT/CIVE Shall formulate suitable norms for the
purpose.

46. NCERT/CIVE, SCERTs/SIVEs, RCEs, CDCs, TTTIs, and other institutes

will develop bridge/transfer courses in accordance with the guidelines laid down by
SCVEs.

c) Programmes for Special Groups and Out ofSchool Population.

47. JCVE will evolve schemes to involve the public/private sector industry
in vocational education through appropriate incentives/rewards.

48. JCVE/SCVEs State Departments of Vocationa Education will identify

and support voluntary organisations engaged in the vocational education of special
groups like women, tribals, hadicapped and disabled etc.

49. All polytechnics institutions, Ills, other vocational and technical

training institutions selected higher secondary schools, colleges and special
institutions will engage themselves in imparting vocational education through non-
formal programmes, to the rural unorganised sector in a phased manner.

50. Selected engineering colleges, polytechnics, Industrial Training

Institutes will engage themselves in conducting part-time vocational courses for
the benefit of special groups and those already employed.

51. Special vocational training institutes for women, tribals and other weaker
sections of the society to meet identified needs will be established by the state
departments ofvocational education.

52. Centres for vocational training of file handicapped will be set up in

institutions like special institutes ofrelevant/useful technology, District vocational
training centres, ITIs and polytechnics to equip this section of the society with
appropriate employable skills. State Department of Vocational Education will
formulate necessary schemes for the purpose and promote their implementation
through them and/or other concerned departments. JCVE will formulate a central
scheme for establishing such units

d) Targets and Preparations for Development.

53. For 10 percent diversion by 1990, provision will have to be made for 2.5
lakhs. In view of the action already taken, additional requirements for 2.5 lakh
 162

students can be met by marginal expansion ofthe infrastructure and resources but
for 25 percent diversion by 1995 advance action will have to be taken by the States
and Central Government in terms ofbuilding as requisite level of infrastructure and
facilities.

54. A phased and coordinated programme for the training of teachers,

principals and key officials in the vocational education system using the available
infrastructures in organisations like NCERT, RCE, SIVEs, TTIIs, CDCs, State
Institutes ofEducation, will be undertaken. Schemes will be drawn up by concerned
institutions in accordance with guidance given by JCVE, Crash programmes will
also be organised by concerned institutions to meet the immediate requirements
for which a scheme shall be formulated by JCVE.

55. NCERT/CIVE and SCERT/SIVEs will evolve and implement phased

programme for the development oftext-books and other instructional materials on
a large scale to meet the diverse needs ofa variety ofvocational programmes and to
avoid duplication of efforts to the extent possible.

56. State Department ofVocational Education will evolve schemes to utilise

community resources, both in terms ofpart-time teachers and by way of training
facilities in industries, farms etc. to enhance the quality of institution.

57. Steps will be taken to change recruitment rules for selection to

Government departments at Central and State levels and public sector in order to
due weightage to vocational stream graduates in posts appropriate to their
vocations.

58. Amonitoring andEvaluation Cell in the Bureau ofVocational Education

will be setup with appropriate linkages to CIVE/NCERT, SIVE/SCERT and other
agencies involved to facilitate implementation.

59. NCERT/CIVE and SCERT/SIVE will formulate schemes for periodic

review ofvocational programme in accordance with the general guideline laid down
by JCVE.

IV.CJL5 REPORT OF THE NATIONAL POLICY ON EDUCATION

REVIEW COMMITTEE. 1992

Vocationalization is one of the areas to which the NPERC attached great

importance and paid a great deal of attention. While sharing some perceptions with
 163

NPE, the NPERC had major differences with NPE. Following are the common
perceptions:

i) Vocationalization of secondary education is crucial for educational

reorganisation and national development

ii) The importance ofthe relationship between education and work which
implies empowering people for work.

iii) The significance ofwork experience.

iv) The need for non-formal vocational courses for neo-literates. School
drop-outs working persons and unemployed or partially employed
persons with special attention to women.

Following are the major differences:

i) NPE envisaged vocational education to be a district stream, intended to

prepare students for identified occupations. The NPERC, on the other hand, felt
that the dichotomy between academic and vocational stream was not desirable and
the a core component ofvocationalization should be part ofthe curriculum for all
students at the secondary stage.

ii) According to NPE, vocational courses would be ordinarily provided at

the +2 stage, however pre-vocational courses may be made available after class
VIII to keep the scheme flexiable However, the NPERC was against fragmenting
the secondary stage into lower secondary and higher secondary for introduction of
vocational courses. The NPERC view would imply switching over to 8+4 pattern
of education instead of the present 10+2 pattern.

The Committee while concluding the 12th chapter of its Report entitled
‘Vocationlization ofEducation’ gave the following recommendations in a summary
fashion:

‘To summarise, we recommend the following:

i) The existing vocational stream at the +2 level may be suitably strengthened

and, wherever possible, the vocational courses may be started from class IX
also.

ii) Generic vocational courses may be introduced on a selective basis, to begin

with generic vocational courses may be tried out in about ten percent ofthe
schools.
 164

iii) The work Experience programme may be systematically implemented by

allocating 12.5 percent to 20 percent ofthe school time for these activities.

iv) The other recommendations relating to implementation may be taken note

ofwhile revising POA.

v) Greater rigour should be brought to bear on the planning and implementa­

tion of the scheme.”35

IV. D CONCLUDING REMARKS

Before 1900 there were no technical institutions in our country. Indians did
not go abroad in large numbers for technical studies. But since 1902, Indian
students began to undergo technical and vocational training in foreign countries
like England, Germany, Japan and America. For die development of Indian
industries Lord Curzon had instituted a large number of scholarships for sending
Indian student for technical studies abroad.

Attempts were also made to develop institutions for imparting the highest
scientific and vocational education in our country. Hie institutions were -

1. The Victoria Jubliee Technical Institute, Bombay.

2. R.C. Technical Institute, Ahmedabad.

3. Jamshedpur Technical Institute, Tatanagar.

4. The Government School ofTechnolgy, Madras.

5. Government Textile Institute, Madras.

6. The Calcutta Technical School, Calcutta.

7. Technical Schools at Kanchanpura, Kharagpur, and

8. Technical Institute at Ranchi.

The Rajasthan Board Journal ofEducation remarks “The only progress in the
field of vocationalization, by the end of 1947, was simply an inclusion of a large
number of subjects which were of practical utility and character. But this
diversification also largely remained a paper reform.”36

In our country vocational education was not properly organised. Most of

vocational education was organised fiom the view point of needs of public
 165

administration. The private efforts played a small part in this regards.

The experiment of vocational education does not divert the pupils’, minds
from the university academic courses. This is seen increasing number of
universities in the state and long queues for admission in colleges after S.S.L.C.
Examination results. It is observed that vocational education is the last alternative.
Pupils have a great attraction for white collared jobs.

In the new pattern 10+2+3 Science, Maths, Work Experience and vocational
courses are highlighted. But it proved Mure because we have not provided the
necessary facilities for the successful implementation for the vocational
education.

The emphasis is laid on tire linking the education planning with the manpower
planning inN.EE.

We are still far behind regarding this though various commissions,

committees and panels were appointed by the Central or State governments from
time to time.

Vocational education in India is crucial step towards making education

meaningful, fruitful and pruposive. If the Education Ministry and Vocational
Ministry shared responsibility of vocational education, it can succeed. It is
necessary to provide academic and practical input in actual production situation.
The products of academic and vocational stream should go hand in hand. There
should be high degree of cross migration and cross fertilization between the two.

The need of linking the education planning and the manpower planning has
been given vital importance in N.P.E 1986. Due care will have to be taken that
supply and demand do not get too far out ofstep with each other. It is hoped that the
implementation ofN.P.E. 1986 (Revised 1992) makes the vocational education at
secondary and higher secondary level successful.

With this historical background ofvocational education, we shall now turn to

the next Chapter-V viz. ‘ Social and Economic Background ofKolhapur District.’
 166

KEFERANCE

1. Nurullah, Syed and J.P. Naik, “History ofEducation in India during the
British period” (Bombay: MacMillan & Co., Ltd., 1943) P. 555-615.

2. Mukherjee, S.N. ‘History ofEducation in India - Modem period”.

(Baroda: Acharya Book Depot, 1966) P. 263-294.

3. Wood’s Despatch. 1854 Paragraph 4. P.2.

4. Wood’s Despatch. 1854 Paragraph 10. P. 4.

5. Wood’s Despatch. 1854 Paragraph 42. P. 15.

6. Government ofIndia. “Report ofthe Indian Education Commission”

(Calcutta: Thei Superintendent of Government Printing, 1883). P. 221.

7. Hartoe Committee. 1929.

8. Gandhi, Mahatma : Educational Reconstruction. fWardha: Hindustani

Talim Sangh, 1939). P. 108.

9. Mahatma Gandhi Ibid. P. 10-11.

10. Abbot, A and S.H. Wood, “Report ofVocational Education in India”.

(Delhi: The Mananger ofthe Publication, 1937). P.2.

11. Central Advisarv Board ofEducation. ‘Tost War Educational Develop­

ment in India.” P. 7.

12. Central Advisaiy Board ofEducation, “Post War Educational Develop­

ment in India,” Ibid. P. 20-21.

13. Nurullah, Syed and JJP. Naik, “A Students’ History ofEducation in India
(1800-1965)” (Bombay: MacMillan & Co.Ltd., 1969). P. 330.

14. Secondary Education Report, 1952-1953.

15. Secondary Education Report, 1952-1953. Ibid.

16. Secondary Education Report, 1952-1953. Ibid.

 167

17. Secondary Education Report, 1952-1953. Ibid.

18. Nurullah, Syed andJ.P. Naik, “A Students’ History ofEducation in India

(1800-1965V’ (Bombay: MacMillan & Co.Ltd., 1969), Ibid. R 330.

19. Government ofIndia, Science Policy Resolution, 4th March, 1958.

20. National Committee on Womens’ Education, 1959.

21. Kothari Commission 1964-66.

22. Kothari Commission 1964-66. Ibid.

23. Kothari Commission 1964-66. Ibid.

24. Kothari Commission 1964-66. Ibid.

25. Kothari Commission 1964-66. Ibid.

26. Kothari Commission 1964-66. Ibid.

27. Kothari Commission 1964-66. Ibid.

28. Central Advisary Board ofEducation, 1967.

29. Central Advisary Board ofEducation, Ibid.

30. National Policy on Education, 1968.

31. Shukla, PJD. & R.P. Singhal, “The Report ofthe Committee on 10+2+3
Educational Structure”, Ministry ofEducation, Government ofIndia
1972.

32. Prof. Rais, Ahmed, “Higher Secondary Education and its

Vocationalization, Report of Curriculum Committee”, Ministry of
Education, Government ofIndia, 1976.

33. Dr. Adiseshiah, Malcolm S. ‘Wocationalization ofHigher Secondary

Education and the+2 Committee, 1978.” National Review Committee,
Union Ministry ofEducation, Government ofIndia, 1977.
 168

34. Dr. Adiseshiah, Malcolm S. “Vocationalization ofHigher Secondary

Education and the+2 Committee, 1978.” National Review Committee,
Union Ministry ofEducation, Government ofIndia, 1977. Ibid.

3 5. Report ofthe CABE Committee on Policy, Department ofEducation

Ministry ofHuman Resource Development, Government ofIndia,
January 1992.

36. Editorial Notes, “Retrospect and Prospects ofVocationalization of

Education in India”, The Rajastan Board Journal ofEducation, 1972.