Ms. Swati Mujumdar Director, SCDL about Vocational Education in India

Vocational Education in India. Symbiosis realizes that there is an emerging need for expanding the Vocational Education sector in India. Symbiosis has thus, come out with a concept of a Vocational University for the first time in India. The Vocational University will offer opportunities of higher (tertiary) education to students in vocational stream and will also create a clear and well defined vertical mobility path for vocational students.  We, at Symbiosis have carried out an analysis of Vocational Education scenarios in both India and abroad. Our analysis shows that the trend in employment and labour market indicate a mismatch between the labour market needs and vocational skills acquired by students in India. Further, there is lack of higher education opportunities for students pursuing vocational education and training. Adding to these problems is the significant deficit in enrollment numbers at secondary level of education. Thus, students who are pursing polytechnic diploma or those who are pursing 11th and 12th std in vocational stream do not have many opportunities for higher / tertiary education in vocational stream. This results in loss of skills acquired by them. On the other hand, data shows that students in the higher secondary level of vocational stream (i.e. 11th & 12th vocational) aspire for further higher education rather than immediately entering the labour market. Vocational students also do not have an opportunity for lateral or vertical mobility into conventional/regular academic programs, in the present education structure. Further, equivalence for diplomas and certificates obtained in vocational stream is not clearly defined in respect to lateral and vertical mobility.  As such there is a huge gap in the vocational education system prevalent in India today. At the same time there is a growing demand in the market for skilled persons.

Based on our analysis we have proposed the following

1. Vocationalization of Education at secondary level – Introduction of SSC/10th Grade (Vocational) -Vocational stream can be introduced at 8th grade in schools. Such schools may be termed as ‘bivalent’ schools which offer both regular as well as vocational stream from 8th grade. SSC/10th Grade (Vocational) students should also get entry into regular conventional academic programs in 11th grade, in polytechnic diploma programs as well as in vocational colleges/institution providing vocational education and training. HSC /12th Grade (Vocational) students may be granted admission in 3rd year of polytechnic diploma or other conventional / program. Similarly all students from vocational stream may be allowed lateral entry in other conventional / academic program by undergoing ‘bridge’ courses. 2. The World Bank Report 2006 (Skill Development in India -The Vocational Education and Training System) indicates that employers prefer students with general education skills in addition to vocational skills. Thus, to make students more market worthy, curriculum in schools or institutions providing vocational education and training must emphasize on equipping students with general academic skills which may include problem solving skills, analyzing skills, business development skills, marketing skills etc. 3. The Vocational University can be established in various regions/states. Vocational University will provide higher / tertiary education in vocational stream. The University can provide Bachelors, Masters and Doctoral programs in various vocational streams. The Vocational University will emphasize on a different teaching – learning pedagogy with special emphasis on skill based, hands-on learning and training. The existing vocational education providers such as polytechnics, community colleges, JSS, Community polytechnics etc. can become affiliated to the vocational university. 4. Industry participation is critical for success of Vocational education and even for a Vocational University. We propose that Industry participation be sought in governance, curriculum design, setting up of Production oriented Research and Innovation Labs in order to promote regional economic growth and to create students who are ‘market- ready’. The University can also set up in - service training facilities for offering training to employees from industry. 5. It is recommended that Vocational University must setup a separate department for Teachers Training and Development in order to build teaching resources and research component. A separate degree called Bachelors in Vocational Education or B.Ed with specialization in Vocational Education may be proposed to be introduced. This could be a mandatory requirement for hiring teachers in vocational education and training institutes. Data suggests that teachers in vocational institutes do not have proficiency in training students on skills hence such specialized qualifications could be emphasized while hiring teachers. 6. Separate Bachelors and Master degrees will have to be created through UGC for vocational stream e.g: Bachelors in Vocation Studies having several specializations. This will enable students to pursue vocational education at the Vocational University or at tertiary level of education. Specialized vocational degrees will also enable students to retain skills obtained by them at higher secondary or secondary levels of vocational education. 7. A National and State level vocational policy and qualifications framework needs to be created. These frameworks should outline equivalency, mobility and also accreditation. Existing private and other vocational education and training providers may be assessed and accredited by this central board. The GOI is apparently working on creation of such a National Policy Framework in respect to vocation education and training. In India, at present there are no Vocational Universities. However, in countries like the Sri Lanka, Germany, France, Australia etc the concept of a vocational university is well established. The Vocational Universities are a bee-hive for new and innovative product development and have contributed to increase in growth of the vocational sector. With a well defined pathway of vocational education and ‘ladderization’, that is, the ability to move from one level to another the vocational stream has become an extremely popular choice for students in these countries. The thoughts expressed in this note and recommendations made are solely personal opinions of the author. The data for preparing these articles and inferences drawn are based upon information gathered from various sources including the internet. The author acknowledges all these sources and their valuable contributions. Readers may wish to go through  Comprehensive Concept Note on Vocational Education and Vocational University.  http://www.scdl.net/scdl/Downloads/DirectorForum/VocationalUniversityConceptNote.pdf .I hope this concept note will enable readers to appreciate the importance of strengthening Vocational Education in our country as well as the need for establishing a Vocational University. Most of our data for preparing this concept note has been gathered from the internet, The World Bank Report 2006, (Skill Development in India – The Vocational Education and Training System) and various other sources. We acknowledge all these sources and their valuable contributions to this note. Readers may send their comments to: Ms. Swati Mujumdar Director, Symbiosis Centre for Distance LearningEmail : director@scdl.net