Vocationalisation of secondary education and career development

1. Vocationalisation of
Secondary Education
Presented by
Uttam Kumar

2. Meaning of VE
According to Encyclopedia of
Britannica:
 Instruction intended to equip persons
for industrial or commercial
occupations. It may be obtained either
formally in trade schools, technical
secondary schools, or in on the job
training programmes or, more
informally, by picking up the necessary
skills on the job without actual

3. Philosophy of VE
 Gandhiji strongly supported the
Vocationalisation of education and
published his thought in “Harijan”.
“Every handicraft has to be
taught not merely mechanically as is
done to day, but scientifically. This is to
say, the child should learn the why and
wherefore of every process.”

4. Kothari Commission (1964-
66)
“we visualize the future trend of
school education to be towards a fruitful
mingling of general and vocational
education containing some elements of
prevocational, technical education and
vocational education, in its turn, having
all elements 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

5. Need for VE
 It prepares an individual for life, for
better economic and civic amenities.
 It makes education practical and
useful. It can fulfill the need of life in a
better way.
 It enhances the competency or
efficiency of an individual in a
particular vocation.
 It opens more avenues or channels for
self employment.

6. Why V.E at Secondary
Stage?
 The national policy planners have
considered secondary and higher
secondary stage of school education
as crucial since it is at this stage that
necessary skills and competencies are
acquired which enable the students to
enter the world of work or to go for
higher education.

7. Vocationalisation of Secondary
Education
 The scheme of Vocationalisation of
Secondary Education was launched in
1988.
 Under the scheme since its inception,
10,000 schools were covered with an
intake capacity of about 10 lakh
students.

8.  At the middle school stage SUPW/WE
programmes aim at developing
confidence and sufficient psychomotor
skills to students to enter the world of
work directly or through certain
occupational training courses.
 The SUPW/WE programmes for the
secondary stage are viewed as a
linear extension of that for the middle
stage.

9.  These activities at secondary stage
are also expected to enable students
to opt for vocational programmes at
the +2 level with better appreciation
and undertaking.
 Hence the programmes of SUPW/WE
are expected to ensure to 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.

10. Nature of the Scheme
 The Scheme will be a Centrally
Sponsored Scheme (CSS), under the
umbrella of Rashtriya Madhyamik
Shiksha Abhiyan.
 Under the Scheme financial assistance
will be given to the State
Governments/UT Administrations and
incentives to Government aided and
recognized unaided private schools for
the remaining period of XIIth Plan for
implementation of vocational education.

11. General Education Vocational Education
Research Titles
Post Education
First degree
Intermediate
Secondary
Post Graduation &
Research
B.Ed., M.B.A, M.C.A,
M.Tech, M.S, M.D, B.L,
M.V.Sc, Ag.M.Sc
M.B.B.S, B.D.S, B.Tech,
B.B.M, B.C.A, B.V.Sc,
Ag.B.Sc
Polytechnic

12. Rationale behind incorporating
VE in Secondary Stage
 Piagetian perspective says that a child
learns through the physical interaction
with the world.
 As per Vygotskian perspective it is
through work centric approach
students can enhance ability of peer
interaction in Zone of Proximal
Development
 From Bandura's social learning theory
the child learns through imitating the
specialists in action.

13. Failure of VE in India
 lack or absence of regular teachers
and their training/retraining,
 insufficient financial allocation,
 high financial implication on the part
of States, non-flexible duration and
delivery of courses which at times
were not need based,
 no change in recruitment rules,

14.  poor linkage with industry,
 poor vertical mobility,
 absence of separate management
structures,
 absence of long-term commitment
from the Central Government and
 inadequate monitoring.