The Indian Journal of Vocational Education (IJVE) is being published by the Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), a constituent unit of the National Council of Educational Research and Training (NCERT), under Ministry of Education, Government of India. The inclusion of NCERT’s logo signifies the journal’s credibility, as NCERT is a highly regarded educational institution in India. IJVE is an academic journal that addresses key issues in vocational education and training (VET).
Motivating LIS Professionals for Developing Skill in Digital Environment
Motivation is the art of influencing people, a kind of encourage incentives whenever encourage a person to do work which is for the betterment of the society. As a storehouse of knowledge library and its professional always have to provide up-to-date and ICT based service towards its user. A skilled LIS professional always be needed to fulfill user query. So, it is very important to motivate them for develop their skill towards their job. In this research article factors which motivate the LIS professionals and promote their skills are discussed.
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Skill Development and Employment Opportunities in Food Processing Industry : A Futuristic Perspective
With an annual growth rate of 7.2%, India has become one of the world's fastest expanding economies. India is one of the world's top producers of rice, wheat, milk, lentils, and a range of fruits and vegetables, and the food processing sector of the country has greatly contributed to the Indian GDP growth. The food processing sector now facing tremendous industrial changes and embracing automation, mechanisation, and technology to maximise the productivity. The evolution of the industry necessitates the acquisition of a variety of technical and specialised abilities. The food processing industry is expected to add 44.34 lakh new jobs by 2022, primarily in entry-level and managerial positions. However, as a result of the industrial revolution, the food processing business will face significant challenges. Approximately 44% of the workforce is employed in the agri-foods processing sector, with the majority of workers lacking any formal or informal skill training causing underutilization of the human resources. There lies the real challenge as well as the opportunity in the food processing industry to skill newcomers and upskill or reskill the existing workforces. NSDC reports a huge skill gap in various sectors of Indian food processing industry. The skill gaps must be addressed to meet the industry skills needs and to harness the maximum potential of the food processing sector. In response to the need for skilled labour and realizing the importance of the food processing industry in the country's development, The Government of India (GOI) is taking major initiatives such as Aatmanirbhar Bharat, Skill India Mission, National Education Policy 2020. The present review paper attempts to discuss skill development and employment opportunities in food processing industry in India.
The Role of Vocational Education in Prison for Inmate Corrections
The Prison Vocational Education Training program has no set curriculum. The program was introduced to rehabilitate the prisoners in prison. The philosophy of correctional and reformation of the prisoner is addressed with this program. But only IGNOU is the agency addressing prison education in India. This research paper attempted to generate the need for aprison vocational education plan for prison in India. It has pulled the focus of respective stakeholders to generate a plan of vocational education program for prisoners in prison under the New Education Policy, 2020. This research study has incorporated the recommendations and suggestions regarding prison vocational education programs for prisoners in India.
Strengthening Access and Equity of TVET through Mahatma Gandhi's Nai Talim: with Special Reference to the Buniyadi Vidyalayas in Bihar
The objective of this paper is to throw light upon Mahatma Gandhi's Nai Talim or Basic Education or Buniyadi Siksha and the emergence of Buniyadi Vidyalayas. Gandhi's principle of Nai Talim advocated handicraft centered education system and experiential learning that can make learners efficient in theoretical knowledge as well as practical skills leading to their holistic development. The paper critically reflects upon the National Education Policy (NEP) 2020 through the lenses of Gandhi's Nai Talim and tries to underline the vision with which the Bunivadi vidyalayas were started versus its present struggle for survival. As the NEP 2020 and Sustainable Development Goal (SDG) 4 targets prioritize the re-imagination of Technical and Vocational Education and Training (TVET) along with increasing its access, the paper identifies the dire need of TVET in Bihar and the revamping of the Buniyadi Vidyalayas required for strengthening the access and equity of TVET in the state. The paper concludes that the re-imagination of TVET on the basis of Gandhi's Nai Talim through Buniyadi vidyalayas will surely help the nation achieve its targets of vocational education as mentioned in NEP 2020. The purpose of the paper is to draw immediate attention towards the pitiable condition of the Buniyadi Vidyalayas of Bihar and its intention will be truly served if it can influence and enhance the policies and programmes for the revival of these schools in achieving TVET targets in Bihar.
TVET culture in Australia: The Bigger Picture
The purpose of this paper is to investigate the TVET culture, Qualification Framework, TVET institutes, formal-informal structures, SDG successes, policies/programs, and future initiatives in the Australian Context. The article then delves into the financing, difficulties, reforms, and best practices that have an impact on the development and the future of TVET. The information was gathered from secondary sources such as UNESCO and other publications, books, journals, newspapers, existing literature, and data from numerous platforms. The research is primarily qualitative. It is an attempt to assess the current state of VETS in the country.
Professional Skills in Mechanical Technology Education for VTE Students' Private Enterprise Development After School
There are non-utilized silent professional skills encapsulated in Mechanical Technology Education (MTE). These skills when harnessed and develop, have the capacity of launching Vocational and Technical Education (VTE) students into private enterprise ventures upon graduation. Hence, the purpose of this study was professional skills in Mechanical Technology for VTE students' private enterprise development after school. To achieve the objective of the study, a descriptive survey design was adopted. A total population of 45 respondents (20-MTE lecturers and 25-Mechanical Engineering Industry Practitioners (MEIP)) was used for the study. There was no sampling. Four specific purposes and Research Questions (RQs) guided the study. The only data collection instrument for the study was the: “Professional Skills in Mechanical Technology Education Questionnaire™ (PSMTEQ). The PSMTEQ was face validated by three experts. Cronbach Alpha Coefficient method was used to establish the reliability coefficient index for the MTE professional skills as follows: Engineering Drawing (0.89), Refrigeration and Air-Conditioning (0.87), Machine Tools Processing (0.81), Motor Vehicle Repair (0.90); and the entire instrument (0.87). The four stated RQs were analyzed using Mean, and Standard Deviation. The study found sixty-eight professional skills in Mechanical Technology for VTE students in private enterprise development after school. Therefore, the study recommended among others, that to maximize the full benefits of this study, the identified skills should be developed into practical entrepreneurship development programs to be followed in higher VTE institutions to teach students skills for self-reliance in private enterprising ventures. With this, graduates of MTE will be aware of the several skill options available in their chosen careers.
Collaborative Mentoring for Developing Core Competence of the Institute
The authors introduced the concept of collaborative mentoring which is whole institute mentoring for implementing the innovations, reforms, and changes at the institute level to achieve the vision of the institute. The concept of core competence is the collective core abilities of the institute in the form of capacity, capability, and willingness to perform and achieve the vision of the institute. The schemes of statutory bodies for the institute, faculty members, and students are stated in the literature review. The system model of core competence is described. Approaches, roles of the mentors and benefits of collaborative mentoring are stated in the context of NEP 2020. Towards the end of the paper, suggestions are noted for institutions to implement collaborative mentoring.
Effective Assessment of Teaching in Interdisciplinary Engineering Postgraduate Programs
Interdisciplinary postgraduate programs have to be very effective in the engineering profession due to the explosion of knowledge in various branches. These enable engineers to effectively solve many professional problems in analyses, design, prototype development, testing, improving, mass production, marketing, and maintenance. The whole curriculum development will be based on current projects. The development of curriculum has to be from the inputs from alumni, different partner companies which are actively involved in product development, the inputs from the experts from research and development departments of the engineering universities, national research and development labs. The curricula have to be evaluated using the formative evaluation process. Then the instructional resources have to be developed based on the approved curricula and the faculty members have to be exposed to the advances in the industry, use of digital technologies, quality assurance, value engineering, manufacturing, testing, marketing, and maintenance. Then they have to prepare course plans, assignments, internships, and industry-specific dissertations. After completion of the program, the academic audit has to be undertaken for verifying the effectiveness of teaching. If there are many deficiencies, the curriculum and the instructional method have to be improved before implementation for the next batch to ensure significant benefits to the graduates. The whole process assures the development of competent graduates with adequate skills and abilities.
A Study on Acquisition of Green Skills among School Students of Vocational Courses under National Skill Qualifications Framework
Environmental degradation and climate change are having a severe impact on the long-term economic activities around the world. Many countries have recently placed a greater emphasis on green growth to achieve a resilient, low-carbon, and resource-efficient economy that leads to improved quality of life. This gradual shifting towards greener economy model will result in the creation of green jobs and the greening of existing jobs for which workers with green skills will be needed. As a result, it is essential to develop green skills in TVET institutions. In India, green skills have been incorporated into school vocational curricula by Pandit Sunderlal Sharma Central institute of Vocational Education, Bhopal. This study examined the acquisition of green skills by students in senior secondary government schools in Bhopal, Madhya Pradesh where vocational programmes under the National Skills Qualifications Framework were introduced. Data was obtained from a sample of 80 students in class XII who had chosen vocational courses at the secondary level from four selected senior secondary government schools using a self-developed questionnaire. The results revealed that the students were well aware of the green skills, which they had been learning from class IX. However, there were varied responses with low mean and high standard deviation from students about their involvement in practising green skills, despite the fact that the majority of students followed green practises. It is proposed that the existing employability skills syllabus in vocational courses be updated to cover the most recent developments in green technology and green jobs.
Future of Technical Vocational Education and Training (TVET) &TVET in Future: (A reference to Post Covid-19)
TVET-The Technical Vocational Education and Training is getting aligned to meet the changing technologies and the working profiles &workforce skills for disrupting jobs. The requirements of TVET gained importance as a part of Sustainable Development Goals (SDG) 2030 of United Nations (UN) with specific reference to SDG-4 (Quality Education), SDG- 8 (Decent Work and Economic Growth), while keeping in view the importance of SDG5(Gender Equality). In Post Covid-19, SDG-13 (Climate Action) got priority again; also, the industry job profiles changing to less human intervention moving towards automation. SDGs, CoP 21 Paris Climate Conference, and the Sendai Framework for Disaster Risk Reduction2015 were all set to make the world a better living place and align workplace practices to meet the above three crucial global agreements' requirements. The United Nation developed the Medium-Term Strategy (MTS) to examine the strategic direction and road map to identify priorities. The Medium-Term Strategy 11l of UNESCOUNEVOC set for 2021-2023, setting out TVET institutions' requirements to meet quality skill training for a sustainable future of work. Technology has sustained humanity throughout the Covid pandemic. Technology continues to redefine how the workforce works and how we live, interact and do all activities in this Covid unsafe world. TVET skills help our future work and shape TVET programs to fulfil the education SDG 2030 framework action keeping in mind the key technological trends, ensuring its progressive reach and adaption to its desired impacts. Technology is changing the future of work through automation, artificial intelligence, and robotics needed in different occupations and various skills; therefore Government's focus required as policymakers. The budget of Gol sets new directions for growth setting Rs. 50,000 Crs. (USD 7000 Mn.) incentivising Research and Skill Development, leading India to be self-sustainable and align with the UN's goals. The TVET development path has to adapt these, leading to a new world of work in India. There won't be a better time for Reskilling in TVET than the present and make the workforce digitally ready. TVET is imbibing ICT and making processes climate-friendly through green offshoots emerging on the economic front as the critical artefacts of Vocational Education in Future. Indian TVET programs have to benchmark the advanced economies' TVET skill requirements from where India generates foreign remittances because of its demographic strength. The future of TVET has grown brighter, and TVET in the future has to be much different, aligning the technology requirements of the further years.
Engineering Faculty Leadership Development: A Case Study
The performance of engineering institutes is predominantly controlled by the leaders (chair persons of the governing councils, directors, principals, deans, etc.) whatever may be the grants-in-aid, resources, quality of the faculty and students, and the technology. Many institutes have grown to a very large extent due to the effective leaders even though there is a severe shortage of resources. The outstanding performance of the students and faculty members is due to excellent leaders at various levels of administrative cadres. In this competitive world and globalized economy, the leaders have to encourage their faculty and students, have to develop engineering programs, get assistance from the government, industries, international development agencies, and alumni. The outcome of the engineering programs reflects on leadership. The following four faculty leaderships models have been introduced: Self-Managing Leadership, Encouraging Leadership, Innovative Leadership, and Super Leadership. In planning various institutional development programs, substantial management courses are planned on the leadership development, interpersonal relationships, capacity development, quality improvement, introducing project-based learning, dual programs, research and consultancy works, research publications, offering diverse faculty development programs, etc. This research work is based on the series of faculty development programs conducted since 1984 for various faculty members and educational leaders under the quality improvement programs. Leadership by encouragement, self-leadership, behavioral strategies that encourage the faculty members, and super-leadership have been rated as the best for engineering education. In the presence of such a development process, many institutes have become rich performers. Further research is recommended to develop suitable models in educational leadership.
Role of Leaders in Bringing Creativity in Engineering Institutions
Study of Perception of Vocational Teachers on the Use and Effectiveness of Teaching Methods in Agriculture Vocational Subject at Higher Secondary Schools of Haryana & Himachal Pradesh
The purpose of this study was to understand the perception of vocational teachers in schools of Haryana and Himachal Pradesh regarding the use and effectiveness of teaching methods in agriculture. The sample of the study consisted of a total of 100 vocational teachers of agriculture and students from government schools of Haryana and Himachal Pradesh. A descriptive survey design was adopted for this study. The survey instruments ‘were questionnaires, which were administered to students and vocational teachers. The questionnaire for students had questions on their preferences for teaching methods on selected topics and the questionnaire for vocational teachers had questions on the extent of use and effectiveness of teaching methods in agriculture for the chosen topics. Findings showed that students of vocational subjects in agriculture in Haryana preferred practical training, field visits, presentation, and lecture method for learning the selected topics in agriculture. In Himachal Pradesh, vocational students mostly preferred field visits, practical training, demonstration, and lecture method in agriculture. Further, in Haryana, although the vocational teachers perceived practical training as more effective than other teaching methods, in practice however, most of them used the lecture method for teaching a majority of the topics in agriculture. In Himachal Pradesh, practical training, lecture method, field visit, and demonstration were considered the most effective for teaching agriculture. However, while teaching the selected topics most of the vocational teachers used the lecture method. With regard to the application of teaching methods, vocational teachers of Haryana and Himachal Pradesh need to endorse the use of practical training methods, like field visits and demonstration methods, over lecture and discussion methods so as to promote experiential learning for imparting knowledge and skills to students in agriculture.
Assessing the Status of Vocational Education under Samagra Shiksha: A Critical Analysis of Online Regional Consultative Meeting Outcomes
Vocational education is an important aspect of the overall education system in India and has been given renewed emphasis through the Samagra Shiksha initiative. This article critically analyses the implementation of vocational education under the Samagra Shiksha program with a focus on its impact on students, schools, and the economy. The study finds that while the initiative has led to an increase in the number of vocational courses offered in schools, there are still major gaps in the quality of education and lack of support for students in finding employment after graduation. Additionally, the article highlights the need for more effective measures to improve the delivery and outcomes of vocational education in the country. Overall, the article provides valuable insights for policy-makers, educators, and stakeholders in the field of vocational education.
A Study of Implementation of Rubric Based Assessment of Automobile Technology Vocational Subjects under NSQF in the Selected School of Haryana and Himachal Pradesh
Assessment at regular intervals in Make in India Initiatives is to create trained manpower in School/ Training center and to prepare student for world of work, school/ center is a very important aspect. Various commissions and committees have expressed their concern about the traditional approach of evaluation system. There is urgent need to resolve questions as what evaluation strategy should be adopted for vocational courses to keep such thing in mind present study have been taken. In this study rubrics were developed for class 9" students of Automobile Technology, NSQF level 1 (L1). Four schools were identified for pilot tryout in Himachal Pradesh and Haryana. An attempt was made to evaluate the student's performance by using developed Rubrics (Criteria Based Assessment). Guidelines were also made for better implementation of the project. In pilot tryout, it was observed that rubric based assessment helped student to improve their learning, It is strongly recommended to introduce rubrics-based Assessment in Academic. Vocational courses should be assessed by this relatively new concept, Rubric Based Assessment.
A Study of Attitude of Secondary School Students and Teachers Towards Vocational Education
Vocational education prepares the students for world of work and life. The present study aims to understand the attitudes of secondary school students and teachers towards vocational education. A sample of 120 students and 60 teachers was selected from schools in Bhopal city. The students and teachers attitudes towards vocational education were measured using a five point Likert-type scale. The researcher developed the tool to measure the attitude of students and towards vocational education. From the results it was evident that the students and teachers had favourable attitude towards vocational education. There exists no significant difference between attitude of male and female students towards vocational education. There exists no significant difference between attitude of government and private school students towards vocational education. There exists a strong positive correlation between attitude of teachers and students towards vocational education. Therefore, it is suggested that the teachers should provide appropriate orientation to the students for vocational education.
Vocational Career Guidance and Counselling in Schools
This article provides an overview of the importance of vocational career guidance and counselling in schools. It discusses the need for early career planning and exploration, as well as the role of school counsellors in helping students identify their strengths, interests, and career goals. The article highlights various vocational assessment tools and resources that can be used to support career exploration, and emphasizes the importance of providing students with exposure to different career options through job shadowing, internships, and other experiential learning opportunities. Additionally, the article emphasizes the importance of building partnerships between schools, employers, and other community stakeholders to ensure that students receive comprehensive vocational guidance and support. Overall, this article underscores the critical role that vocational career guidance and counselling play in helping students make informed decisions about their futures and achieve their career aspirations.
Empowering Vocational Education Teachers with Digital Competencies for 21" Century Learning
This article focuses on the empowerment of vocational education teachers with digital competencies for 21st century learning. In today's rapidly changing digital landscape, it is crucial that vocational education teachers possess the necessary skills to prepare students for the workforce. This article discusses the importance of digital competencies in vocational education and examines the current state of these competencies among teachers. Key digital competencies that vocational education teachers need to possess are identified, and strategies for empowering them with these competencies are presented. The article also highlights the challenges and barriers that may hinder the implementation of digital competencies in vocational education and provides case studies of successful implementation. Finally, the article concludes with future directions and recommendations for empowering vocational education teachers with digital competencies to prepare students for the 21" century workforce.
Impact of Employability Skills on Employment and Career Success
This research paper examines the impact of employability skills on employment and career success, with a specific focus on their relevance within industries. Employability skills, also known as soft skills or transferable skills, encompass a wide range of interpersonal communication, problem-solving, leadership, and teamwork abilities that enable individuals to thrive in the workplace and adapt to changing professional demands. The study employed a descriptive survey design to examine the influence of employability skills on employment and career success. A stratified random sampling technique was utilised to select a diverse sample of individuals from various industries. Data collection involved online surveys, and the questionnaire consisted of closed-ended and open-ended questions. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The methodology ensured the reliability and validity of the questionnaire through expert feedback and pilot testing. The study acknowledges limitations associated with self-report surveys but addressed them through rigorous sampling and analysis procedures. The results of this study reveal that communication skills, teamwork and collaboration, problem-solving and critical thinking, and time management are highly valued employability skills in the industry. Employers commonly use interviews, assessments, and reference checks to evaluate these skills during the hiring process. However, candidates entering the industry often lack proficiency in time management, digital literacy, and professionalism, indicating the need for skill development in these areas. These findings underscore the significance of continuous learning and adaptability for success in the industry. In conclusion, this research highlights the critical role of employability skills in employment and career success. It emphasises the need for individuals to develop and enhance skills such as communication, adaptability, teamwork, and continuous learning to meet the evolving demands of the industry.
Skill Development of Secondary Students for Application of Drones: Are We Ready
A drone refers to an unmanned aerial vehicle or a remotely piloted aircraft. Integrating drone technology into vocational education for school students can offer an exciting opportunity to them besides equipping them with valuable skills relevant to today’s rapidly evolving job market. Drones have numerous applications across various industries or sectors, making them an ideal subject for vocational education. This paper explores the various aspects of integrating drone technology in education and the challenges and concerns of teaching drones to secondary students, by seeking opinion of the variety of stakeholders. The study gathered responses through an online survey regarding familiarity of the stakeholders about drones, level of interest in learning about drones and their applications, preferred subject areas for integration, specific applications of drones, perceived benefits of skill development, opinion on teaching students about coding for drones, potential enhancement of learning experiences, anticipated concerns, and challenges, availability of teaching-learning materials, and interest in receiving skill training. The survey on the skill development of secondary students for the application of drones has provided valuable insights into the readiness and perspectives regarding the integration of drones into secondary education. The findings reveal that a majority of the respondents were aware about drones. The results contribute to the ongoing discourse on preparing students for the evolving technological landscape, inform future initiatives in drone education and prepare them for the future skills needed for industry 4.0. By analyzing the collected opinions, this paper provides a comprehensive understanding of the potential benefits of teaching drones, such as enhanced STEM learning, critical thinking, and problem-solving skills, as well as the challenges faced in terms of safety and privacy concerns and availability of teaching-learning materials. The paper also suggests the various aspects of drone technology, which can be integrated with subjects like Science, Maths, Social Science and Engineering or Technology.
Study of Awareness and Interest of Students towards Vocational Education at School Level in Scheduled Tribe Populated Districts of Madhya Pradesh
Vocational education and training (VET) is considered a master key towards socio- economic development. The main purpose of vocational education is to enhance the importance of education and develop the skill of students to make them more employable. The present research study is based on the awareness and interest of students in vocational education. The sample of the study is students from tribal populated districts of Madhya Pradesh. The methods which are applied in this study are random sampling methods by which data are collected through a structured questionnaire. Quantitative data are analyzed by using a statistical tool and some of the data are analyzed qualitatively according to the need of the objectives. The study revealed students are less aware of the term vocational education but they are interested to opt for some vocations to develop their skills and for their future livelihood.
Modern Age Learning: Understanding the Modifications of Teaching and Learning Styles
Education can be defined as the acquisition of knowledge, skills, values, morals, beliefs, habits, and personal development. It can be further considered as an experience that has a formative effect on the way one thinks, feels, or acts. There has been much interest and modification in learning modalities and styles over the last two decades. Few of the facile method floated up, such as the autodidacticism; evidence-based learning, blended learning, self-assessment, which are coined by many pedagogical researchers to be adopted in present learning environment. The field of Online and Open Education is considered for this research, which identifies the works of curriculum development including the methods of teaching and students' engagement as a process of establishing the understanding of certain educational norms catering to larger values and economic support. This aims to upgrade the current methods of study for students and professionals enrolled in the academic and industrial structures and wish to upgrade their learnings with time. Hence, the researcher examined the curricular developments in the recent decades to search out the theoretical and pedagogical bases of blended and distance education systems. The analysis of the new trends and concepts that have evolved, formed a basis of consideration to curate content and delivery method. Further, the new possible methods such as the use of computer software, videos, animations, and interactive sessions were encouraged into the learning processes, by the respondents of a survey under this research. The study consolidates with development of interactive content as a mode of delivering education and instruction on an individual basis to learners who are not physically present in a traditional setting such as a classroom. Modernization has brought up a remodelled idea of education with the with the more specific purpose of developing independent thinking in the learner. The research implies to the social purpose and personal development that had long been the two principal aims of educational systems. These changes attempted to meet the needs of a free society, of a society becoming culturally aware of itself and of the specific manpower requirements of a modern society, further assisting the identification of modified pedagogical methods that may be adopted by academicians.
Future of Work: Mentoring, Tinkering and Skilling
Potential alterations and systematic changes are the need of the hour in this ever changing G20 world. This explains the universal concept that change is the unchangeable law of nature. Human society, its eco-system as well as patterns and practices change with the march of time. Technological advancement and scientific progress have resulted in a significant paradigm shift in the world of work. This shows the changing trends of future of work that have paved the way for human resource building through use of science, technology, innovative pedagogy and their integration through mentoring, tinkering skilling and upskilling. In other words, development of human potential by applying innovation, creativity, experiments, critical thinking, problem-solving and technological interventions like robotics, drone technology, artificial intelligence, virtual reality, augmented reality and the like. A rising trend in the world of work is vocational education and vocationalization of education. Accordingly, changes are required in curriculum, pedagogy, textbooks, teacher training, resource support and even bringing digital resources and innovative teaching-learning materials. This paper is a collection of and reflection upon different perspectives of future of work and skill development through particularly by mentoring, tinkering, skilling and upskilling. As such it reflects upon the rising trends of the world of work with new opportunities, new technologies, new market-places, productive jobs and even techno-savvy human resources. Rapid advancement in coding, automation, digital technology and use of robotics together with innovative and integrated pedagogical practices are the future trends of work and occupation which constitute the core concern of this paper. What is certain is that future is uncertain. Therefore, efforts are to be made for mentoring, tinkering and skilling the work force by using technological interventions.
Learning in Practice: An Ethnographic Exploration of the Meaning of Learning at a Maritime Training Institute
This study aims to understand the classroom pedagogy followed in an elite, reputed maritime academy in India and the lives of cadets undergoing training there. Data is drawn from an ethnographic engagement of the researchers (authors) with the cadets in their life-world inside the academy which facilitated a firsthand exploration of the cadet life, generating valuable insights about their daily routine, social interaction and academic life. Employing focus-group discussions, classroom observation and pre-test and post-test methodologies, the study revealed the demanding nature of cadet-life emergent from rigorous training practices, strict discipline and exposure to challenging tasks which come from diverse instructional methods which instructors adopt. The study indicates that the pedagogic instructions emphasise on building essential maritime skills and knowledge through practical demonstrations and simulations exercises following the situatedness of cognition around the tasks. The study further unpacks a deeper understanding of the challenges of practice and meaning making processes within a practice as faced by cadets which enable development of support systems and interventions to enhance their well-being and success during maritime training.
Effect of Nutrition Education Regarding Food Safety and Hygiene on Knowledge, Attitude and Practice (KAP) of Street Beverage Vendors of South Delhi
This study analyses the Knowledge, Attitude, Practice (KAP) and Observation regarding hygiene, safety and handling of food and to assess the effect of nutrition education (with developed aids) on street beverage vendors (SBV, n =100). It was a randomized control trial in which street beverage vendors of Delhi, India was included. The SBV were divided into a control group (CG), n=50 (did not receive any nutrition education) and experimental group (EG), n=50. Nutrition education was given with the developed aids to the EG only. After one- month of intervention KAP was assessed again for both the groups. Results revealed Knowledge score was 10.90±3.85 (poor), Attitude score was - 6.44±5.65 (poor) Practice score was 8.47± 2.58 (poor) and observation score was 16.46± 4.74 (poor) of all SBV. At baseline both the groups (CG and EG) were comparable. Post nutrition education results showed an increase in the Knowledge of the EG (11.96 vs. 17.80, p=<0.01), the Attitude (-6.60 vs. 28.1±0.93, p=<0.01), Practice (9.22 vs. 18.62, p=<0.01) and observation (14.88 vs. 28.28, p=<0.01). The study concludes that KAPand Observation assessment scores were unsatisfactory, most of the vendors fell under the category of fair to poor scores. After the nutrition education program, the experimental group scored as compared to the control group.
Vocationalisation of Healthcare Education: Driver of Growth
Healthcare industry has become one of the prime sectors of the Indian economy, in generating revenue and employment. Health care education comprises of allied health staff such as radio technician, laboratory technicians, pharmacists, physiotherapist, home caregivers for the elderly and many others. Many of these sectors are prime players to India's wellbeing and overall development, hence, healthcare vocational education must be taken in multiple ways. Vocational education is the need of the hour and especially needed in skill-oriented industry such as Healthcare. We are required to raise the industry standards by having well-trained workforce in the field of healthcare. The demand and supply gap needs to be bridged and it can be achieved by having quality vocational courses. The Government is fully acquainted of the crucial role of vocational education and has already transformed in this area. This paper focuses on the significance of vocational education to meet the demands of the skilled workforce required by industry and how emerging healthcare industry has encouraged health professionals to join labour markets and ensure additional training and skill building. Increased availability and accessibility of healthcare services by population in general, enhanced investment in healthcare care sector that will strengthen health system for dealing with pandemic situations like COVID-19 and any other epidemic/s. Also, skilled healthcare workers contribute to economic growth and overall economic well-being
Aspirations of Undergraduate Students of Vocational Education Programmes: An Exploratory Study at AUD
The flurry of initiatives pertaining to vocational education and skill development by the Government of India offers an interesting insight into the age-old debate around the aims of Higher Education. The two sides of the debate revolve around the questions of whether the aims of Higher Education is to provide a Liberal education or to provide productive skills training; whether the agenda is to develop human consciousness or, to generate human capital. The National Skill Development Agency aims to meet the skilling targets envisioned in the 12th Five Year Plan in order to realize India's Demographic dividend. One of the primary channels through which the key decision-makers hope to meet this is by hastening the spread of Vocational Education in India. Supporting this thrust are structures and provisions such as the National Skill Development Coordination Board, National Skill Development Corporation and the National Skills Qualification Framework, among many others. Given the rigour and importance attached to Vocational Education and skill-based education in present-day India, it makes sense to find out how students enrolled in Higher Education perceive the idea of a vocational and skill-based education today. Using semi-structured interviews with Undergraduate Students and Faculty from SVS, AUD, the paper attempts to gain a better understanding of how the students enrolled in the B.Voc. Programmes at AUD perceive their Programme(s) and what they aspire from it. It explores the question of matches and gaps between the aspirations of students and the provisions of Higher Education. The findings will have implications for pedagogy, aiming to improve awareness, opportunities and participation in vocational and skill- based education.
The Impact of Vocational Education on Economic Growth and Development across the G20 Countries
This paper explores the impact of vocational education on economic growth and development. Vocational education refers to the education and training that prepares individuals for jobs that require specific skills or knowledge. The paper examines the economic benefits of vocational education, including job creation, increase in skilled labour, improved productivity, reduction of poverty, and contribution to GDP. The role of vocational education in technology advancement is also explored, as well as case studies of countries that have successfully implemented vocational education programs. Additionally, the paper discusses the challenges and opportunities for vocational education and provides recommendations for policymakers and stakeholders. The findings suggest that investing in vocational education can have significant positive effects on economic growth and development. Therefore, it is recommended that policymakers and stakeholders prioritize vocational education in their economic development plans and strategies. This paper explores the skills and innovation landscape in G20 countries. The aim is to understand the current state and trends in research and innovation within the G20 context. The paper concludes by providing policy implications for enhancing skills development and fostering innovation in these countries.
Inclusive Vocational Education: Key to Women Empowerment and Sustainable Livelihoods: A Case study of Home Based Zardozi Women Artisans of Bhop
This paper will focused on the role of Vocational Education in women empowerment and also making it more inclusive especially for home based women artisans. VET is critical for economic growth and social development. However for reaping its full benefits it needs to be more inclusive. Studies on Artisans in India range through a variety of perspectives and disciplines, such as Development-oriented studies, Surveys, Sociological studies, Anthropological and Ethnographic accounts. But there is a gap in studies on vocational education for inclusion of home based women artisans in the mainstream economy. Also whatever studies have been undertaken contemporary attempt to review the scholarly literature on the status and position of home based women artisans is deeply missing. Thus the present study was undertaken with a view of to find out the factors that would enhance the inclusion of women through vocational education specifically the home based women artisans. Review of literature, observation and case study methods with purposive sampling were used for data collection. The findings revealed that for vocational education to be more inclusive and beneficial it has to address the socio-cultural, economic and personal barriers which limit the extent to which women can reap its benefits.
Collaborating for Success: The Importance of International Cooperation in Vocational Education
This paper explores the importance of international cooperation in vocational education, highlighting the benefits, challenges, and best practices for collaboration. With globalization and the increasing need for a skilled workforce, it is critical to develop and implement effective international collaborations in vocational education. This paper presents examples of successful international collaborations and case studies that demonstrate the positive impact of these partnerships. It also examines the challenges associated with international collaboration and suggests strategies to overcome them. Through this analysis, this paper emphasizes the need for educators and policymakers to prioritize international cooperation in vocational education to enhance students' opportunities and prepare them for the global workforce.
Situating Vocational Education in Social Science University: A case-study of best practices in VET
Vocational education in India has gained prominence in India in last decade. Investment by International organisations like World Bank, OECD and Government initiatives on Skilling India has resulted in formalising and modernising Vocational Education and Training (VET) in India (Pilz. M. & Regel. J., 2021). In the National Education Policy (NEP) 2020, an emphasis is laid on re-imagining vocational education in India and makes it sought after domain with the larger formal education system. The NEP 2020 also emphasises the need to bring vocational education at par with other school subject by making it appealing and job-ready for students. In an attempt to mainstream vocational education in University space, AUD (a social science University) launched School of Vocational Studies (SVS) in 2017. SVS was set up to provide full-time or part-time tertiary education opportunities to high school graduates of Delhi and other neighbouring states. Three batches have graduated from SVS in three verticals- BVoc in Tourism and Hospitality, B Voc. in Retail Management and BVoc in Early Childhood Centre Management Entrepreneurship. SVS's location in a social science or liberal University space has provided it a unique character where the aim of Vocational Education and Training (as laid out by UGC and NEP2020) meets with AUD's vision of humanistic education. This article discusses the best practices of SVS and how is it becoming a sought after programme within Delhi Vocational Education and Training chapter. The empirical part of the article describes a comprehensive view of best practices as shared by graduated students (n=160) and teachers (n=30). The article elaborates on the best practices in five themes- uniqueness about the programme, curriculum design and process, pedagogical practices, assessment policy and University support to the student. The article concludes that students and teachers valued the pedagogy and the internship model followed at SVS the most, followed by soft skill training. The article can help Academicians and VET training institutes to re-imagine VET and make it more humane for aspiring students.