Page 208 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes 18. District and state vocational committees : District and state vocational committees having
representatives of productive activities and services, trade and commerce, administration,
planning and educational institutions would be most useful not only in deciding upon the
vocations for which facilities should be provided from year to year, but also in deciding on
the content of the vocational courses and more than this, the manner of facilitating training
in these vocations by the cooperative participation of the above mentioned agencies.
19. School industry link : Through proper legislation, the government could consider involving
large public undertakings and workshops, such as those belonging to the railways to take
positive steps to adopt higher secondary schools for teaching and training in certain fields so
that the costs of vocationalization do not mount, at least in part, owning to the duplication of
facilities. The laboratories and workshops of these institutions should be made available
during the vacations and during holidays.
Needless to say that vocational programmes in most cases will have to be run by sharing the
facilities of professional institutions also, besides part-time staff. It is in sense a partnership
programme between education and other sectors of the economy and the services between
the school and the factory or the farm.
20. Need for systematic supervision and effective administration of vocational education
programmes : A separate department should be established at the State level for the
administration and supervision of vocational education.
21. Problems related to reorientation and training : The introduction of vocational courses has
created enormous problems of training of teachers. As a matter of fact only bonafide vocational
experts can impart vocational education effectively. Ways and means will have to be devised
so that such trained vocational experts come forward for working in educational institutions.
Proper qualifications will have to be prescribed for teachers teaching vocational subjects.
22. Problems related to evaluation : Suitable evaluation tools will have to be developed
immediately to assess the performance of the students in the vocational courses. Subjective
element will have to be reduced to the minimum.
23. Redesigning of Teacher Training Courses : The teachers training colleges and departments
are required to recast their curriculum so that it is in accordance with the new requirements.
24. Problems related to the determination of equivalence of diplomas/ certificates and degrees
: A student will not go in for a vocational course unless he is sure that a particular course will
lead him to a specific job. This points to the need of a more centralised system for identifying
the course which are acceptable to the organised sector and whose equivalence is already
determined.
Similarly, proper arrangements will have to be made for those students who wish to go in
for higher education after completing a two-year vocational course.
25. Problems related to research : So far we have been guided by the subjective opinion of a few
educational experts who dominate and whose opinions carry considerable weight. Our
educational programmes, by and large, have not been based on try-outs and surveys. It is
very much surprising that no authentic survey has been conducted to assess the reactions of
the students who are directly involved in the new scheme of secondary and higher secondary
education. It is very imperative that suitable techniques of educational research are evolved
and used to find out the reactions not only of the students who are studying under the new
pattern but also of their parents and teachers. This would provide pragmatic guidelines for
foimulating scheme of educational reforms.
26. Easy loans : Adequate provision will have to be made for a system of easy loans so that
vocationally trained students are motivated to set up their own business.
27. Co-ordination with the finance department : It has generally been observed that there is no
proper co-ordination between the educational administrators and the officials of the Finance
Department of the states with the result that there is an undue delay in getting financial
sanctions for the requisite staff, equipment, etc. Suitable ways and means will have to be

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