Fighting the Unemployment Virus
Pulling the Strings of Vocational Education India is one of the youngest nations in the world, with about 54 % (more than 500 million people) of the population below the age of 25. Nearly 44 % of India’s labour force is illiterate, only 17 % of it has secondary schooling, and the enrolment in higher education is just 11 % (World Bank, 2009). Ten million youths are expected to enter the workforce every year for whom provision for education and training have to be made to fulfill their aspirations and improve the quality of lives through decent work and livelihood opportunities. 89% of the workforce is employed in the unorganised/informal sector and just 11% of it is in the organised/formal sector.
ocationalisation of Education implies an organised way of development of task-related skills at various stages of education for laying a strong foundation of competencies (knowledge, skills, attitude, and values) among youth, so that they are prepared for the ‘world of work’. It is being promoted in schools through (i) Life-oriented education in Classes I to VIII, (ii) Pre-vocational education in Classes IX and X, and (iii) Vocational Education in Classes XI and XII. Adding academic component to vocational training or vice versa has been the foundation of the Vocational Education and Training (VET) in most of the countries. For example, in France, the vocational content is added to the secondary education, whereas in Germany the ‘Dual System’ of VET is based on alternating between work and school. Of course, there are many other intermediate or mixed VET systems in other countries, with increasing or decreasing propensity towards academic education.
Dr. Vinay Swarup Mehrotra (firstname.lastname@example.org), Reader, PSS Central Institute of Vocational Education, Ahmedabad
Vocational Education and Training in India caters to the requirements of a wide variety of target groups, which include school students, youth, artisans, craftsmen, adults, neo-literates, unskilled and semi-skilled workers, socially disadvantaged groups-women, differently-abled persons, ex-servicemen, etc. VET pathways for these target groups are available through the informal, nonformal and formal education system. Programmes imparting VET to nearly 3.1 million persons every year are funded by more than 17 Ministries, including the Human Resource Development, Labour and Employment, Agriculture, Small Scale, Non-conventional Energy Sources, Rural Development, Health, Information and Broadcasting and Women and Child Development, Social Justice and Empowerment, etc. The status of major Institutions offering formal VET programmes is given in table. In today’s economic structure, the workers are required to exercise critical thinking and imagination so as to bring about innovativeness and creativity in products and March 2009 | www.digitalLearning.in
Published on Mar 9, 2010
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