In a short
span of 12 years, the Institute has made significant contributions by organising
diversified activities and programmes in the area of development, training, dissemination
of information, co-ordination, extension, research and evaluation. The Institute has
brought out several publications, which include
104
competency based curricula, 100
text-books and practical manuals for vocational courses, 26 pre-vocational module, 12
guidelines document and 32 video films. It has conducted 37 Teacher Training Programmes and about 70 Orientation Programmes for Key functionaries and Teachers
concerned with vocational education. The Institute has also conducted several National
Seminars and Conferences on issues related to implementation of VEP and to develop future
perspectives in Vocational Education. It is popularising the VEP by publishing a quarterly
bulletin on vocational education which is being distributed ex gratis to around 4,000
higher secondary schools of the country. The Institute is also publishing a bi-annual
journal known as Indian Journal of Vocational Education. PSSCIVE has instituted 06 awards
for promotion of VEP. All the awardees are given memento and certificate and the cash
prize is given to students and teachers.
Assessment of manpower requirement
through vocational surveys
The concept of district vocational survey was introduced in the States on
the recommendation of the NCERT. The main objective of conducting such surveys was to
reduce the mismatch between the demand and supply of skilled manpower by introducing need
based vocational courses. The guideline on survey workers has been utilised for conducting
more than 200 District Vocational Surveys. The Institute has organised programmes for
orienting survey workers and has also worked on the assessment of skilled manpower for the
unorganised sector, especially in agriculture.
Introduction of Competency based Vocational Courses
The concept of
competency based vocational curricula was given for the first time by the PSSCIVE, NCERT
to the country. Most of the States have adopted/adapted the curricula. The
instructional-cum-practical manuals for students and teachers of popular vocational
courses have been developed. These manuals have been used by the States for adoption or
translation in regional languages. The activity based pre-vocational modules are not being
used only by the States for pre-vocational education programmes but are also utilized by
NGOs as training manuals.
Change in Perception of People regarding Vocational Education
The
popularisation and collaborative programmes of PSSCIVE have resulted in increased social
awareness about the needs, objectives and usefulness of the VE amongst the students,
parents, teachers, employers and the society at large. As an outcome of the awareness, the
social acceptability and demand of the VEP has increased to a certain extent. About 4 lakh
students are enrolled in about 150 vocational courses running in 5600 higher secondary
schools.
The PSSCIVE has organised a number of orientation programmes for key
functionaries and teachers to sensitize them with the need and different aspects of VEP.
Continuous dialogue with the stakeholders in States has resulted in improvement and
expansion of the programme.
Introduction of Innovative Concepts
The PSSCIVE has introduced several innovative concepts for effective
transaction of the vocational curricula. Some of these are : the concept of collaborating
institutions, on-the-job training (OJT), school-industry linkage, production-cum-training
centre (PTC) and generic vocational course (GVC). For successful dissemination and
implementation of these concepts, the Institute has provided support material in the form
of guideline documents. These guidelines have been made available to all the states.
At Higher Education Level
Vocationalisation
of education at school level has resulted in Vocationalisation of education at tertiary
level. Realising the importance and demand of vocational courses, the UGC has introduced
several vocational courses at degree level. The NCERT has made very significant
contribution in formulating programmes for the UGC.
At International Level
The Indian
perspective and view points regarding technical and vocational education programme has
always been accorded highest priority and acceptance at the International level,
especially in the South East Asia and Pacific Region. Its role as a UNEVOC Centre
(UNESCO's International Project on Technical and Vocational Education) has been
appreciated at various academic fora.
