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Unit 7: Programme of Action, (1992)

7.3.7 Vocationalisation of Education Present Position Notes
In 1976, the National Council of Educational Research and Training (NCERT) document "Higher
Secondary Education and its Vocationalisation" was presented to the country setting out a
model conceptual framework for implementation. The programme for vocationalisation of
higher secondary education was initiated in 1976. Since then it has been implemented in 10
States and 5 Union Territories. A number of other States are likely to introduce vocationalisation
in the academic year 1986-87. The current intake in the vocational stream is of the order of
72,000. Only about 2.5% of students population entering higher secondary stage is covered by
vocationalisation so far.
Being aware of the importance and need for diversification of secondary education - its
vocationalisation, the Ministry of Human Resource Development, Govt. of India and NCERT
have initiated many actions and made many proposals. Evaluation studies of vocational
programmes in most of the states were conducted to provide the findings to the states for
improving implementation.
Inspite of all these efforts, the scheme of vocationalisation of education has not yet picked up.
There have been many factors responsible for the slow progress, such as, absence of a well
coordinated management system, unemployability of vocational pass outs, mismatch between
demand and supply, reluctance in accepting the concept by the society, absence of proper
provisions for professional growth and career advancement for the vocational pass outs etc.
Renewed efforts are being made in many states to accelerate progress. Urgent steps to strengthen
the vocational education system are therefore imperative.
7.3.8 Higher Education
The Present Situation : We have a large system of higher education. But the developments in
this field have been extremely uneven. The facilities provided in Universities and Colleges
vary widely. Research in the Universities is cost effective, but large inputs have gone' to
laboratories outside the Universities. The courses offered by the universities have not been
reorganised to meet the demands of the times. Their relevance and utility are constantly
questioned. The credibility of the evaluation system is being eroded.
The University system should be enabled to move centre-stage. It should have the freedom and
responsiblity to innovate in teaching and research. The emphasis on autonomy of colleges and
departments, provision of means to interact across boundaries of institutions and funding
agencies, better infrastructure, more rationalised funding for research, integration of teaching,
search and evaluation, all these reflect this major concern.
The Policy, Programmes and Strategies for Implementation
The National Policy on Education visualises that higher education should become dynamic as
never before. The main features of the programmes and strategies to impart the necessary
dynamism to the higher education system will consist of the following:
(i) Consolidation and Expansion of Institutions
(ii) Development of Autonomous Colleges and Departments.
(iii) Redesigning Courses
(iv) Training of Teachers
(v) Strengthening Research
The Indira Gandhi National Open University will run special programmes to promote self-
learning among teachers. The recommendations of the Committee on revision of pay scales of
teachers in universities and colleges will be examined for implementation. Teachers will be
recruited on the basis of a common qualifying test the details of which will be formulated by
the UGC. Methodologies will be developed for evaluation of teacher performance through self-
appraisal, through peer groups, and also by students. Career advancement of teachers will be
linked with professional development and performance appraisal.

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