Technical Vocational Skill Developmet through Open and Distance Learning
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This document summarizes the state of technical vocational skill development through open and distance learning in India. It provides statistics on education levels in India and notes that while school enrollment is high, dropout rates remain an issue, particularly for disadvantaged groups. Vocational education enrollment is low relative to needs. The document discusses how open and distance learning can help expand access to vocational education in a flexible, cost-effective way. It also identifies challenges like inadequate infrastructure, outdated curricula, and a lack of industry collaboration. Recommendations include aligning courses with industry needs, developing new courses, improving resources and policies, and strengthening industry partnerships.
Technical Vocational Skill Developmet through Open and Distance Learning
- 1. Commonwealth Educational Media Centre for Asia Technical Vocational Skill Development through Open and Distance Learning in India Dr Ankuran Dutta Programme Officer CEMCA, New Delhi
- 2. Education in India 1.4 Million Schools 36.7 K Colleges 11.5 K Stand- alone Inst. 712 Universities 56% 28% 9% 7% School Education Primary Upper Primary Secondary Senior Secondary 31% 4% 23% 41% 1% Stand Alone Institutions Diploma Level Technical PGDM Diploma Level Nursing Diploma Level Teacher Training Institute under Ministries
- 3. Higher Education 6% 43% 18% 20% 0% 2% 10% 1% 0% Universities in India Central University State Public University Deemed University State Private University Central Open University State Open University Institution of National Importance Institutions under State Legislature Act Others
- 4. What GER says? Gross enrolment ratio (GER) is 90.8% for the school level, 49.1% in the senior or higher secondary level and 21.1% in the higher education level 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13(P) Secondary (IX-X) 14-15years 51.7 52.2 53.5 58.2 60.4 62.9 65.2 66.6 67.7 Senior Secondary (XI-XII) 16-17years 27.8 28.5 28.9 33.5 34.5 36.1 39.4 45.9 43.6 (IX-XII) 14-17 years 39.9 40.4 41.1 45.8 47.4 49.4 52.2 56.8 56.3 Higher Education 18-23 years 10.0 11.6 12.4 13.1 13.7 15.0 19.4 20.8 21.1 0 10 20 30 40 50 60 70 80 Gross Enrolment Ratio
- 5. Dropout- the threat in Indian Education • The drop-out rate in secondary level is 47.4%, which was 82.5% in 1980-81. • The rate is more for the backward classes. • Girls dropout rate is decreasing than boys- 70.9% (I-V) in 1960- 61is projected to came down to 18.3% in 2013-14 for girls, which is for boys – 61.7 to 21.2 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012- 13(P) 2013- 14(P) Classes (I-X) All 61.6 59.9 56.7 54.2 52.7 49.2 50.3 50.4 47.4 Classes (I-X) SC 70.6 69.0 68.4 59.8 59.0 56.1 55.3 52.5 50.1 Classes (I-X) ST 78.5 78.1 76.9 76.0 74.9 70.9 65.9 62.7 62.4 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 Drop out rates
- 6. Quality vs Quantity in Education • Are we producing unemployable youth? • A research shows that 67% of Indian employers reported that they struggle to find workers who meet their requirements. • “80% of the workforce in rural and urban areas does not possess any identifiable marketable skills.” • 75% of future job opportunities will be “skill- based.” http://monitor.icef.com/2013/02/to-upskill-workforce-india-goes-international/
- 7. Vocational Education in India • Labour Force as % of Population is 45 % • India has one of the lowest productivity index in the world. • Number of people undergoing TVSD courses in the ‘organized sector’ about 3.5 million {& 45 million in the ‘unorganized sector’ (estimated)} • Percentage of work force undergoing some sort of TVSD course 8% to10 % • Nearly 20 Ministries of the Government seem to be imparting TVSD courses. The largest are the Ministry of Labour and the Ministry of HRD. • Ministry of labour has more than 5000 ITI’s. Ministry of Education has about 700 Polytechnics and about 6000 Vocational schools. • The National Policy for Skill Development, adopted in 2009, aims to create a skilled workforce of 500 million people by 2022. • The NSDC alone is tasked with training 30% of the 500 million workers.
- 8. What ODL contributes? • Out of 21.1% GER in higher education, 3.5 million students enrolled in the open and distance institutions that comprises of 12% of the total enrolment of 29.6 million in higher education in the year 2012- 13. • About 44% enrollments in distance education are female students and 80% students are enrolled in the undergraduate level programmes. • Through- 14 Open Universities + more than 150 dual mode universities. • In schooling level except state open schools, cumulative enrolment at NIOS is 2.71 Million (Secondary - 46%, Senior Secondary - 49% & Vocational - 5%). NIOS is the largest Open Schooling System in the world.
- 9. Why ODL for Vocational Education? • ODL can play a major role in skilling a large number • It can provide the support in skilling and re-skilling • It has the flexibility and learner friendly approach • ODL play a significant role to those who could not get access to the formal education system • It is cost effective and can take place while continuing full-time employment • ODL can provide skill training to the learners of remote areas • It can be aligned with changing skills demands due to competition and rapid market changes, especially in Small and Medium Enterprises • More suitable for TVET for the girls and women
- 10. Why to develop courses considering gender? 0 5000 10000 15000 20000 25000 30000 Vocational Admission 2001-7* No of Students Male Female 0 5000 10000 15000 20000 25000 30000 35000 2009-10 2010-11 2011-12 2012-13 Vocational Admission 2009-13* Boys Girls Total Linear (Boys) Linear (Girls) Linear (Total) * Statistics of National Institute of Open Schooling.
- 11. Medium of Instruction should be a major concern 11559 15832 19511 20722 7514 6947 6843 7312 0 5000 10000 15000 20000 25000 2009-10 2010-11 2011-12 2012-13 Medium Wise Vocational Admission at NIOS HINDI ENGLISH Linear (HINDI) Linear (ENGLISH)
- 12. ODL should focus on all age groups for skill development -2000 0 2000 4000 6000 8000 10000 12000 14000 16000 2009-10 2010-11 2011-12 2012-13 14 - 20 21 - 25 26 - 30 31 - 35 36 - 40 41 - 45 46 - 50 Above 50 Linear (Above 50) 0 2000 4000 6000 8000 10000 12000 14000 16000 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 14 - 20 21 - 25 26 - 30 31 - 35 36 - 40 41 - 45 46 - 50 Above 50
- 13. What gets priority in vocational certification? 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Appeared 8808 11456 13735 17759 21352 22496 21584 21001 23141 22616 23622 23833 13226 Certified 5796 6677 9466 11787 12474 13682 12420 12622 13784 13438 14210 12154 8595 0 5000 10000 15000 20000 25000 30000 cationalCertificationatNIOS 0 5000 10000 15000 20000 25000 30000 2009 2010 2011 Vocational Examination Result Appeared Certified Linear (Appeared) Linear (Certified)
- 14. ANDHRA PRADESH ASSAM BIHAR GUJARAT HARYANA HIMACHAL PRADESH JAMMU &KASHMIR KARNATAKA KERALA MADHYA PRADESH MAHARASHTRA ORISSA PUNJAB RAJASTHANTAMILNADU TRIPURA UTTAR PRADESH WEST BENGAL CHANDIGARH JHARKHAND GOA CHHATTISGARH PONDICHERY UTTARAKHAND DELHI Vocational admission in States at NIOS in 2011-12 No admission in the states like Nagaland, Meghalaya, Manipur, Arunachal Pradesh. Admission in Assam and Tripura is bellow 1% of the total enrolment. Special focus needs for under developed regions.
- 15. D/ Lib & Info Science 27% PGD/ Computer Application 18% C/ Computer Hardware 15% C/ Tea Cultivation & Management 14% C/ Computer Networking 8% PHD/ HRM 6% C/ Computer Application 2% PGD/ Business Management 2% D/ Hotel Management 2% D/ Creative Writing in English 1% PGD/ B'cast Journalism 1% D/ Computer Hardware & Networking 1% D/ Tourism Management 1% C/ 2-3 Wheeler Repairing 1% PGD/ Tourism & Hospitality Management 1% C/ Mobilephone repairing 0% D/ Computer Application 0% KKHSOU Vocational Admission 2011-13 Missing link- Institution vs Industry
- 16. Identify the need based and innovative courses 0 500 1000 1500 2000 2500 3000 2010 2011 2012 2013 2014 IGNOU top enrolled vocational courses DECE DTS CTS DDT DWM CPF CHCWM COF Diploma in Early Childhood Care and Education (DECE), Diploma in Tourism Studies (DTS), Certificate in Tourism Studies (CTS), Diploma in Dairy Technology (DDT), Diploma in Watershed Management (DWM), Certificate in Poultry Farming (CPF), Certificate in Health Care Waste Management (CHCWM), Certificate in Organic Farming (COF)
- 17. Awareness, publicity, pre-admission counselling needed to make programmes successful 11 3 12 11 18 3 5 4 3 1 9 4 4 1 5 6 3 7 DMT DPVCPO DAQ DFPT IGNOU low enrolled vocational courses 2010 2011 2012 2013 2014 Diploma in Meat Technology (DMT), Diploma in Production of Value Added Products from Cereals, Pulses and Oilseeds (DPVCPO), Diploma in Aquaculture (DAQ), Diploma in Fish Products Technology (DFPT)
- 18. Major Challenges 1. Development of courses without market research 2. Non-availability of courses in new/emerging areas 3. Inadequate infrastructure & obsolete equipment 4. Insufficient financial resources 5. Social stigma 6. Non-availability of appropriate policies- institutional/ state 7. Lack of flexibility and autonomy to the institutions 8. Expensive print based SLMs 9. Lack of exposure on hands on activity 10.Lack of importance on blended approach 11.Inadequate industry linkage 12.Lack of Research and Development 13.Outdated curricula 14. Absence on policy for revision
- 19. Recommendations 1. Alignment of the courses with NSQF 2. Development of courses on local need 3. Innovative curricula based on need assessment, may consult the NSDC Skill gap report 4. Design curricula as per industry requirement 5. Development of infrastructure 6. Stop duplication, use/ adopt OERs 7. Adopt appropriate policies with autonomy to the institutions 8. Mandatory internship/ hands on activity/ workshop 9. Design SLMs with blended and user friendly approach; need more emphasis on ICT 10.Need attention for all category of people considering age, gender, ability, location 11.Instructional design for Persons with Disability 12.Assurance of maintaining quality in designing, implementing and delivery of vocational courses through ODL.
- 20. 4 key issues for vocational education through ODL - To be local - To engage the private sector - To be up to date - To be open to the world - Sir John Daniel
- 21. References • All India Survey on Higher Education 2011-12. (2014). New Delhi: Ministry of Human Resource Development, Govt. of India. • All India Survey on Higher Education 2012-13 (Provisional). (2014). New Delhi: Ministry of Human Resource Development, Govt. of India. • Higher Education in India: Vision 2030. (2013). Retrieved from FICCI website: http://www.teqipgoodgovernance.in/FICCI-E%20Y%20Report%20Final.pdf • India - Higher Education Sector Opportunities for Private Participation. (2012). Retrieved from https://www.pwc.in/en_IN/in/assets/pdfs/industries/education-services.pdf • MHRD. (2014). Indian Standard Classification of Education. Retrieved January 31, 2015, from aishe.nic.in/aishe/viewDocument.action?documentId=174 • Report of ‘The Committee to Advise on Renovation and Rejuvenation of Higher Education’. (2012). Retrieved from MHRD website: http://www.academics-india.com/yashpal-committee-report.pdf • Taking Stock A sector wide scan of Higher Education in India. (2012). Retrieved from Confederation of Indian Industry website: https://www.pwc.in/en_IN/in/assets/pdfs/industries/education/publication/higher-education-report- nov-2012.pdf • Understanding India: The future of higher education and opportunities for international cooperation. (2014). New Delhi: British Council India.
- 22. Thank You You may contact- adutta@col.org ankurandutta@gmail.com Blog: comcomm.blogspot.in Web: www.cemca.org.in