Blog | Vocational Education At Different Levels

Admission HelpLine +91 80995 52233

Enrolment Desk Steps

Hi! Guest

Author : EnrolmentDesk

India, June 2015. Vocational education is training with work, and understanding knowledge related to occupations. How do we know if the courses designed are creating students who are fit to enter industries?

While planning the vocational courses list for a region say a district or a state, educational boards prepare a plan based on a survey. This survey determines the sectors where there is chance for students to get gainfully employed. This survey determines the scope for employment along with all logistics required to provide education.

Obviously, this survey is not a one time activity and needs to be done periodically to reevaluate the changing dynamics of the industry and the commerce in the region.

These kinds of surveys are valid at all levels of vocational education. The primary, and the secondary.

The Primary stage

When vocational education is given in the school level, the concerns of the institution would be to provide basic educational skills, acquainting students to different types of work and their scope, and assisting students to learn higher skills. Most vocational training schools who though do this have budgetary constraints to provide new courses and the latest in the industry.

The Secondary stage

At this stage of vocational education, the training schools should evaluate the skills of the students and help them choose an appropriate career. For this, ideally, a vocational school has to identify the specific talent of students, hone them and initiate them to further education in this field.

Apprenticeship

After the student is ready, one has to be given intense training and work exposure. Though Government of India has laid out policies and acts to carry out the process of apprenticeship, lack of budget has made sponsorship tough. However, candidates who are selected for apprenticeship are paid stipend. Eligibility to get this apprenticeship is only for pass outs of the secondary vocational courses.

Despite a well laid out structure of vocational institutes, we see that there the list of vocational training courses are pursued by many students to no avail. The main reason for this is seen that there is improper need assessment when it comes to courses, lack of collaborative efforts with the industry, and lack of liaising agencies.

Improvements to this may not be just increasing the vocational courses list. There is work to be done at all levels and with all the related agencies rapidly to yield gainful employment to students.