Page 209 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Unit 22: Vocationalisation of Secondary Education

devised so that the officials of the Finance department appreciate the urgency and significance Notes
of educational reforms in their real perspective and shed their traditional attitude of putting
unnecessary obstacles in clearing schemes of educational reforms.
To the above may be added the following recommendations made by the Ramamurti
Committee (1990).
28. Work benches and practice schools : In order that the process of vocational education is
enriched by a meaningful combination of teaching of theory and practice and effective linkages
are established with the ‘world of work’, ‘work benches’ and ‘practice schools’ should be
identified, accredited and involved ‘work benches’ and ‘practice schools’ are work situations
selected for the purpose of giving vocational training and direct experience to students within
production units or developmental activities of the official agencies. This arrangement offers
a more effective educational strategy for providing vocational experience to students than
what can be arranged within the four walls of the ‘classroom’.

Name 5 committees established for vocationalisation of education.

Self Assessment
2. State whether the following statements are True or False:
(i) In 1986, NPE proposed that vocational courses cover 10 percent of higher secondary students
by 1990 and 25 percent by 1995.
(ii) There is no lack of trained vocational teachers and equipment.
(iii) At present only 20 percent of the students are opting out for thevocational courses against
a target of 25 percent at 2005.
(iv) The teachers training colleges and departments are requiredto recast their curriculum so
that it is in accordance with thenever requirements.
(v) A separate department should be established at thestate level for the administration and
supervision of vocational education.

22.6 Summary

• The country’s education system is to be re-organised in terms of job-orientation, work
experience and development of skills and attitudes that will make for self-employment rather
than search for the job.
• The report of Abbot Wood in 1937 advocated for a planned and systematic vocational
education in this country. The system of basic education as propounded by Mahatma Gandhi
in 1937 made education Craft-centred.
• The rate of unemployment has continued to increase with the rapid expansion of educational
facilities. The maladjustment between the supply and demand of educated persons is likely
to assume unmanageable proportions unless effective steps are from now onwards.
• In a country where industrial and agricultural production is growing, where the application
of science and technology opens up diverse fields of activity, where commerce and trade and
a large variety of public services are expanding rapidly, there must be an adequate supply of
personnel for the higher administrative and professional levels, but there is a crucial middle
level of manpower trained in certain specific competencies.
• The National Policy on Education, 1986 as modified in 1992 has pointed out the importance
and philosophy of vocationalisation in these words, “The introduction of systematic, well
planned and rigorously implemented programmes of vocational education is crucial in the
proposed educational reorganisation.

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