Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.

1. Dr.S.S.Jena
Chairman, NIOS
Consultative Workshop on Developing
Implementation Strategies for NVEQF in
Open Schooling in India
June 20-21, 2013
Cherai Beach Resort, Kochi
NIOS – CEMA Collaboration
ss.jena@nios.ac.in
July 18, 2013

2.  Age Group 15-29:
◦ only 2% have formal Vocational Training
◦ 8% have acquired Non-Formal Vocational
Training
 93% of workforce in unorganised sectors
 New entrants to the workforce every year
:12.8 Million
 Existing Skill Development capacity In
India: 3.1 Million
ss.jena@nios.ac.in July 18, 2013

3. Age Group Population
(million)
No. in school
(million)
Gross Enrolment
Ratio (GER)
14-15 40.84 20.89 59.82
16-17 40.86 10.66 34.25
18-24 100.54 10.70 13.58
Dropout rate (2010)
• Class 1-8 : 43%
• Class 1-10: 57%
ss.jena@nios.ac.in July 18, 2013

4. 4
Stated, inter-alia, that “The introduction of systematic,
well-planned and rigorously implemented programme of
vocational education is crucial in the proposed educational
re-organization… Vocational education will be a distinct
stream intended to prepare students for identified
vocations spanning several areas of activity.”
 Set the target to cover 10% higher secondary students
under vocational courses by 1990 and 25% by 1995
The Plan of Action, 1992, for implementation of NPE
1986, reset the targets of diversification of students to
vocational steams at +2 level to 10% by 1995 and 25% by
2000
ss.jena@nios.ac.in July 18, 2013

5. 5
ss.jena@nios.ac.in July 18, 2013

6. 6
Launching of new scheme on Vocational
Education
Vocational Education to be integral part of
the school education system
Introduction of Pre-vocational subjects at
class IX
Reorganization of Vocational Courses
Boosting of Vocational Education at Tertiary
Education Level
Introduction of National Vocational Education
Qualification Framework (NVEQF)
ss.jena@nios.ac.in July 18, 2013

7. 7
 General education: vertical progression
possible
 Technical Vocational Education and Training
(TVET): yet to have linkages
 ITI and VE in higher secondary schools : a dead-
end
 ITI to Polytechnics – pathway needed
 Polytechnic student has difficulty in entering
Engineering College – bridge course needed
 VE and General Education: horizontal mobility
difficult
ss.jena@nios.ac.in July 18, 2013

8. 8
 Providing uniformity in qualifications across
Institutions
 Provision for clear & recognized pathways of
learning
 Enhancing credibility amongst stakeholders
 Drawing pathways for horizontal and vertical
mobility
 Provision for formal recognition of informal
(prior) learning
ss.jena@nios.ac.in July 18, 2013

9. 9
Input Based Outcome Based
Primarily focuses on the resources
(syllabus, instructional materials,
etc.)that are available to the
student, which are called ‘Inputs’.
Primarily focuses on empirically
measuring student performance in
terms of competencies achieved
and refer to ‘outcomes’
Content and performance
expectations are based primarily
on what was “taught in the past to
students of a given age”
Content and performance
expectations are based primarily
on what students "know and are
able to do"
Teacher centred learning Student centred learning
Norm-referenced testing Criterion referenced testing
ss.jena@nios.ac.in July 18, 2013

10. 10
 Agriculture
 Home- Science and Hospitality Management
 Business and Commerce
 Computer Science and IT
 Engineering and Technology
 Health and Para-Medical
 Teacher Training
 Life Enrichment Courses
 Other Vocational Courses
 Special Projects (Hunar, CISCO, FVTRS,
ITDC, DOP)
ss.jena@nios.ac.in July 18, 2013

11. 11
Wide
Spectrum of
Vocational
Courses
Traditional Courses,
such as,
embroidery, Tie &
Dye and Batik
AreaSpecific
Courses, such as,
Jute Production
Technology
Rural need-based
courses, such as,
Soil & Fertilizer
Management
Urban need-based
courses, such as,
course in Air
Conditioning
Courses with Focus on
Women and Child, such
as, Certificate course in
Early Childhood Care and
Education, Paripurna
Mahilla (Empowered
Women )
Technology based
courses, such as,
Certificate Course in
Computer Applications
ss.jena@nios.ac.in July 18, 2013

12. 12
ss.jena@nios.ac.in July 18, 2013

13. Identification of
Skill Areas
Identification of
Skill Areas
Identification of
Competencies Pack
Identification of
Competencies Pack
Developing
Assessment
Methods for
acquired skills
Developing
Assessment
Methods for
acquired skills
Competency
based
Education &
Training
Competency
based
Education &
Training
Competency
Based
Assessment &
Certification
Competency
Based
Assessment &
Certification
Assessment Processes in Prior
Learning (RPL)
Assessment Processes in Prior
Learning (RPL) Qualification enhancement
through NIOS in collaboration
with Sector Skill Council
July 18, 2013ss.jena@nios.ac.in

14. 14
 Develop exemplary courseware,
both print & non-print forms, in
selected vocational subject areas
 Subject areas selected are
(i) Computer & IT, (ii) Tourism &
Hospitality Management &
(iii) Rural Technology
 Online collaborative platform is
created for development of
digital materials
 Approaches followed in development
of the resource materials are based on
(i) Role based education for Scenario
Based Learning &
(ii) Situated based Social Reconstruction & Transformation Process
ss.jena@nios.ac.in July 18, 2013

15.  Linkages between Open School and Industries
 Participation of Industries in Curriculum Design
 Using ICT for Skill Development
 Placement support system
 Teachers’ Capacity building
 Recognition of Prior Learning (RPL)
◦ Identification of skill areas for RPL
◦ Linking of competencies with skills
◦ Assessment procedure & Certification
◦ Continuing updation of skills
 Setting of Quality Standard
 Changing of Social Mindset
ss.jena@nios.ac.in July 18, 2013

16. ss.jena@nios.ac.in
July 18, 2013