Conference Report - The National Institute of Open Schooling
Conference Report - The National Institute of Open Schooling
Conference Report - The National Institute of Open Schooling
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<strong>Report</strong><br />
International <strong>Conference</strong> on<br />
Integration <strong>of</strong> Academic Courses<br />
with Vocational Education in<br />
Secondary Schools<br />
17 th -19 th February 2012<br />
fo|k/kue~ loZ/kua iz/kkue~<br />
<strong>National</strong> <strong>Institute</strong> <strong>of</strong> <strong>Open</strong> <strong>Schooling</strong><br />
(An autonomous organisation under MHRD, Govt. <strong>of</strong> India)<br />
A-24-25, Institutional Area, Sector-62, Noida-201309
© <strong>National</strong> <strong>Institute</strong> <strong>of</strong> <strong>Open</strong> <strong>Schooling</strong><br />
July, 2012 (200 Copies)<br />
Published by the Secretary, <strong>National</strong> <strong>Institute</strong> <strong>of</strong> <strong>Open</strong> <strong>Schooling</strong>, A-24-25, Institutional Area,<br />
Sector-62, Noida-201309.
Foreword<br />
Technical education plays a vital<br />
role in the human resource<br />
development <strong>of</strong> any country by<br />
creating skilled manpower,<br />
enhancing industrial productivity<br />
and improving the quality <strong>of</strong> life.<br />
India’s transition to a knowledgebased<br />
economy requires a new<br />
generation <strong>of</strong> educated and<br />
skilled people. Its competitive edge will be determined<br />
by its people’s ability to create, share, and use the<br />
knowledge effectively. A knowledge economy requires<br />
India to develop workers - knowledge workers and<br />
knowledge-technologists: who are flexible and analytical<br />
and who can be the driving force for innovation and<br />
growth.<br />
Two important concerns <strong>of</strong> the employers today are<br />
finding good workers and training them. <strong>The</strong> difference<br />
between the skills needed on the job and those<br />
possessed by the applicants, sometimes called the<br />
skills-gap, is <strong>of</strong> real concern to the human resource<br />
managers and business owners looking to hire<br />
competent employees. While employers would prefer to<br />
hire people who are trained and ready to go to work,<br />
they are usually willing to provide the specialized, jobspecific<br />
training necessary for those lacking such skills.<br />
India has a large population base <strong>of</strong> 1.14 billion with<br />
demographic shift in favor <strong>of</strong> the working age group (15-<br />
59 years), where in the overall population is projected<br />
to grow at 1.6% over the next five years, the working<br />
age is expected to grow at 2.15%.<br />
For this majority group, access to Secondary education<br />
and VET is crucial and for most <strong>of</strong> them, Secondary<br />
education and VET will be the last stage <strong>of</strong> their formal<br />
schooling. An effective school to work transition for these<br />
young people which is made possible by higher quality<br />
secondary and tertiary education and VET, will improve<br />
their employment prospects and lifetime earnings.<br />
Integrating Vocational Education with Academic /<br />
General Education provides learners with the necessary<br />
transferable, employability skills that employers need. It<br />
also provides a mechanism for engaging those who have<br />
not been engaged by the academic learning and <strong>of</strong>fers<br />
learners an early opportunity to sample whether the<br />
future career options are practical or will be <strong>of</strong> interest<br />
to them without preventing them from also pursuing the<br />
academic pathways.<br />
<strong>Open</strong> <strong>Schooling</strong> with its objective to reach the unreached<br />
through flexibility, distributed and multi-mode learning<br />
has its own distinct issues and challenges. In fulfilling<br />
its role <strong>of</strong> adding value and relevance to its learners<br />
through Integrating Vocational Education with the<br />
Academic /General education, we had organized this<br />
International <strong>Conference</strong> from 17 th to 19 th Feb 2012 at<br />
the <strong>Institute</strong> <strong>of</strong> Defence Studies and Analysis (IDSA),<br />
New Delhi in Collaboration with the UNESCO, India and<br />
Common Wealth <strong>of</strong> learning (COL), Canada.<br />
This collaborative venture provided opportunities to the<br />
delegates from the UNESCO, Commonwealth <strong>of</strong><br />
Learning (COL) U.K., Germany, Australia, New Zealand,<br />
Bangladesh, Zambia, Botswana, Bangladesh, Tanzania,<br />
Namibia, Malawi, and India to deliberate upon the issues<br />
such as:<br />
❑<br />
❑<br />
❑<br />
❑<br />
❑<br />
Vocational Skills and Training to empower<br />
citizens – Policy Perspective<br />
Designing the Curriculum and Quality<br />
Framework to strengthen the impact <strong>of</strong> Vocational<br />
Education at school level<br />
Use <strong>of</strong> Technology in providing education<br />
Developing framework for the Recognition <strong>of</strong> Prior<br />
Learning<br />
Development <strong>of</strong> the Assessment and Certification<br />
Framework.<br />
As a result <strong>of</strong> presentations, deliberations, etc., the<br />
conference brought out some significant<br />
recommendations and spelt out action points that are to<br />
be taken up at different levels for making Vocational<br />
Education more meaningful.<br />
I am thankful to Sir John Daniel, President and CEO,<br />
COL, Pr<strong>of</strong>. Asha S. Kanwar, Vice President, COL and<br />
Ms. Frances Ferreira, Education Specialist, <strong>Open</strong><br />
<strong>Schooling</strong>, COL; and Mr. Shigeru Aoyagi, Director
UNESCO and representative for Bhutan, India,<br />
Maldives and Sri Lanka and Dr. Huma Masood ,<br />
Education Specialist UNESCO, India for providing the<br />
support and cooperation in organizing this International<br />
<strong>Conference</strong>.<br />
I am grateful to the Governments <strong>of</strong> Germany, Australia,<br />
New Zealand, Bangladesh, Zambia, Botswana,<br />
Bangladesh, Tanzania, Namibia, Malawi, and India for<br />
deputing delegates to attend the <strong>Conference</strong>. My sincere<br />
thanks to the Dr. (Smt.) D. Purandeswari Devi, Minister<br />
<strong>of</strong> State for Human Resource Development, Govt. <strong>of</strong><br />
India, Smt. Anshu Vaish, Secretary, Department <strong>of</strong><br />
School Education and Literacy(SE&L), MHRD, Shri<br />
Jagmohan Singh Raju, JS & DG, NLMA, MHRD,<br />
Govt. <strong>of</strong> India and Shri Apurva Chandra, Joint Secretary<br />
(SE&L), MHRD, Govt. <strong>of</strong> India and other <strong>of</strong>ficials from<br />
the MHRD for their active participation in the<br />
deliberations in the conference. I am indebted to the<br />
delegates and special invitees for their presentation and<br />
fruitful interventions.<br />
I would like to express my deep sense <strong>of</strong> appreciation<br />
for the NIOS <strong>of</strong>ficials who directly or indirectly<br />
contributed in making this event a success through their<br />
dedication and hard work.<br />
I hope that this report will be useful to the educational<br />
planners and administrators for making perspective<br />
plans for the Integration <strong>of</strong> Academic and Vocational<br />
Education and their implementation.<br />
NOIDA<br />
July, 2012<br />
(Dr. S.S. Jena)<br />
Chairman, NIOS
Content<br />
Sl. No Content Pages<br />
1. Background 1<br />
2. Objectives 2<br />
3. Subthemes 2<br />
4. <strong>Conference</strong> Methodology 3<br />
5. Expected Outcomes 3<br />
6. <strong>Conference</strong> Proceedings 4<br />
7. Epilogue, Suggestion and Recommendations 25<br />
8. Programme Schedule 29<br />
9. <strong>Conference</strong> Bulletin 32<br />
9. List <strong>of</strong> Participants 44<br />
10. List <strong>of</strong> papers presented in the conference 54
International <strong>Conference</strong> on<br />
Integration <strong>of</strong> Academic Courses with<br />
Vocational Education in Secondary Schools<br />
Background<br />
India has emerged as a global leader in socio- economic<br />
transformation by the turn <strong>of</strong> this century. Education has<br />
always been considered as the key to the task <strong>of</strong> nation<br />
building as well as providing requisite knowledge and skills<br />
required for sustainable growth <strong>of</strong> economy and overall<br />
development. <strong>The</strong> Secondary education is an important stage<br />
<strong>of</strong> the school education system, being a link between<br />
elementary education and higher education as well as a<br />
stepping stone for many, to the world <strong>of</strong> work. India is a<br />
nation <strong>of</strong> young population and it is predicted that India will<br />
see a sharp decline in the dependency ratio over the next 30<br />
years, which will constitute a major ‘demographic dividend’<br />
for India. This young population would be valuable asset<br />
and, if equipped appropriately with knowledge and skills,<br />
can contribute effectively to the overall development <strong>of</strong> the<br />
nation.<br />
Skills and knowledge are the engines <strong>of</strong> economic growth<br />
and social development <strong>of</strong> any country. Countries with higher<br />
and better levels <strong>of</strong> knowledge and skills respond more<br />
effectively and promptly to challenges and opportunities <strong>of</strong><br />
globalization. India is in transition to a knowledge based<br />
economy and its competitive edge will be determined by the<br />
abilities <strong>of</strong> its people to create, share and use knowledge<br />
more effectively. This transition requires India to develop<br />
workers into knowledge workers who need to be more<br />
flexible, analytical, adaptable to the societal demands and<br />
are multi-skilled. In the new knowledge economy the skill<br />
sets include pr<strong>of</strong>essional, managerial, operational, behavioral,<br />
inter-personal and inter-functional skills. To achieve these<br />
goals, India needs a flexible education and training system<br />
that provide the foundation for learning and develop required<br />
competencies for lifelong learning.<br />
Government <strong>of</strong> India, through skill development mission has<br />
projected that upto 2022, employment in the country will be<br />
about 500 million. To sustain this growth rate it is essential<br />
that the workforce be exposed to same form <strong>of</strong> skilling.<br />
In the present scenario, an individual not only need skills to<br />
perform a particular type <strong>of</strong> work but also few generic skills.<br />
It is the level <strong>of</strong> confidence based on knowledge and skills<br />
acquired which makes an individual in his or her life.<br />
It has been <strong>of</strong>ten observed that Technical, Vocational<br />
Education and Training (TVET) is an area which needs<br />
constant attention for empowerment <strong>of</strong> population as it has<br />
direct linkages with livelihood. In India, a consensus is<br />
emerging for a national level coordinated approach to TVET<br />
planning, designing, implementation and its sustainability<br />
through a nationwide programme on skill development under<br />
the <strong>National</strong> Skill Development Mission (NSDM). With the<br />
acceptance <strong>of</strong> <strong>National</strong> Vocational Education Qualification<br />
Framework (NVEQF), being developed by the Ministry <strong>of</strong><br />
Human Resource Development (MHRD), Government <strong>of</strong><br />
India intends to create a wider opportunity for mobility <strong>of</strong><br />
students, both vertical and horizontal, with scientific skill<br />
development process and employability.<br />
Vocational Education and Training (VET) is an important<br />
element <strong>of</strong> a nation’s education initiative. For Vocational<br />
Education to play its part effectively in the changing national<br />
context, there is an urgent need to redefine critical elements<br />
<strong>of</strong> imparting vocational education and training to make them<br />
flexible, relevant in the contemporary context, inclusive and<br />
sustainable.<br />
<strong>The</strong> <strong>Open</strong> and Distance Learning (ODL) is recognized and<br />
accepted as an important mode for achieving enhanced<br />
access, developing skills, capacity building, training,<br />
employability, life-long and continuing education. <strong>The</strong><br />
<strong>National</strong> <strong>Institute</strong> <strong>of</strong> <strong>Open</strong> <strong>Schooling</strong> (NIOS) is an apex<br />
body in the area <strong>of</strong> ODL at school level. Recognizing the<br />
need for an intensive debate on this important topic, the<br />
NIOS organized a three days International <strong>Conference</strong> on<br />
“Integration <strong>of</strong> Academic courses with Vocational<br />
Education in Secondary Schools” at New Delhi, India to<br />
deliberate upon the impending challenges and issues and to<br />
suggest appropriate responses and develop a framework<br />
for the same.<br />
1 // <strong>Conference</strong> <strong>Report</strong>
Objectives<br />
<strong>The</strong> objectives <strong>of</strong> the <strong>Conference</strong> were to:<br />
1. Explore modalities for increasing access to sustainable<br />
and learner centric quality school education along with<br />
vocational skills;<br />
2. Developing a framework to establish linkages <strong>of</strong> skill<br />
training through vocational education at secondary<br />
school level with emphasis on knowledge base through<br />
academic subjects;<br />
3. Strategically plan to strengthen the environment and<br />
image <strong>of</strong> Vocational Education and Training by way <strong>of</strong><br />
devising various strategies and mechanism for<br />
implementing them;<br />
4. Establish linkages on the quality assurance system for<br />
the VET to promote quality and equity among learners<br />
at all levels; and<br />
5. Develop a road map for governance <strong>of</strong> Vocational<br />
Education and Training at school level.<br />
Sub <strong>The</strong>ms<br />
1. Vocational Skills and Training to empower citizens<br />
– Policy Perspective: <strong>The</strong> theme covered the aspects<br />
related to:<br />
• Mindset and perception <strong>of</strong> public regarding vocational<br />
education<br />
• Social impact on skill training in education and its<br />
leverages for economy<br />
• Institutional/organizational role in integration <strong>of</strong><br />
vocational education with school curriculum<br />
• Integration <strong>of</strong> national and state policies for skill training<br />
with education at school level<br />
2. Designing the Curriculum and Quality Framework<br />
to strengthen the impact <strong>of</strong> Vocational Education at<br />
school level. <strong>The</strong> sub-theme addressed the issues as:<br />
• Need analysis for vocational courses<br />
• Skill training in the localized context<br />
• Participation <strong>of</strong> employers in the course design process<br />
• Developing curriculum and implementation through<br />
ODL<br />
• Assessment <strong>of</strong> acquired skills and its relevance<br />
• Entrepreneurship opportunity for the learners<br />
• Partnership with national and state level bodies/skill<br />
providers<br />
3. Use <strong>of</strong> Technology in providing education. This subtheme<br />
covered the aspects related to:<br />
• Identifying appropriate technology for skill training and<br />
education<br />
• Developing platform for the use <strong>of</strong> relevant technology<br />
• Technological intervention for course implementation<br />
linking with the background characteristics <strong>of</strong> the target<br />
groups<br />
• Assessing efficacy <strong>of</strong> technology and its use for<br />
assessment <strong>of</strong> skills<br />
4. Developing framework for the Recognition <strong>of</strong> Prior<br />
Learning. This subtheme addressed issues such as:<br />
• Identification <strong>of</strong> informal knowledge and skills<br />
• Attaching importance to the informal skills with the<br />
economy<br />
• Assessment strategies for the acquired skills<br />
• Certification and linking with career progression<br />
• Further skill training and education through ODL mode<br />
5. Development <strong>of</strong> Assessment and Certification<br />
Framework. This section addressed issues like:<br />
• Assessment Framework in an integrated situation for<br />
both academic and vocational subjects<br />
• Credit transfer<br />
• Strategy for assessing skills by educational institution/<br />
organization in partnership with industries<br />
• Certification <strong>of</strong> learning outcomes<br />
With the above listed objectives and themes in view three<br />
day international conference was held on 17 th – 19 th<br />
February, 2012. Delegates from UNESCO, Commonwealth<br />
<strong>of</strong> Learning U.K., Germany, Australia, New Zealand,<br />
2 // <strong>Conference</strong> <strong>Report</strong>
Bangladesh, Zambia, Botswana, Bangaladesh, Tanzania,<br />
Namibia, Malawi, met at International level and NIOS,<br />
MHRD, Dr. (Smt.) Purndeshwari Devi, Secretary,<br />
Department <strong>of</strong> School Education and Literacy and<br />
representatives from MHRD and other participants <strong>of</strong>, State<br />
Government, State <strong>Open</strong> Schools, Universities, IGNOU,<br />
NCERT, NITTTER NIEUPA, JNU, NGOs, Ministry <strong>of</strong><br />
Labour and Employment CBSE etc. conference and<br />
deliberated on different issues on integration <strong>of</strong> Academic<br />
course with vocational education.<br />
<strong>Conference</strong> Methodology<br />
<strong>The</strong> conference format was a mix <strong>of</strong> thematic plenary<br />
sessions, panel discussions, and paper presentations in<br />
parallel sessions. After the call for the papers, 90 abstracts<br />
were received for peer review, out <strong>of</strong> which 45 abstracts<br />
were shortlisted for the full paper submission and paper<br />
presentation during the conference.<br />
Everyday proceedings <strong>of</strong> the conference was taken out in<br />
the form <strong>of</strong> daily bulletin this contained the highlights <strong>of</strong> the<br />
thematic plenary sessions, and paper presentations in the<br />
parallel session. <strong>The</strong>se are appended in the annexure.<br />
Expected Outcomes<br />
1. Better understanding <strong>of</strong> the global market structure in<br />
vocational education with special emphasis on policies.<br />
2. Resolving various concerns, issues, challenges under<br />
the umbrella <strong>of</strong> vocational education.<br />
3. Strategy for integrating academic subjects with<br />
vocational courses to arrive at equivalency.<br />
4. Pave the way for implementation <strong>of</strong> NVEQF.<br />
5. Devising a quality framework for assured intellectual<br />
returns.<br />
6. Gain stakeholder’s confidence in Vocational Education<br />
programmes and work out strategy plan for<br />
employment/ placement.<br />
7. Sharing <strong>of</strong> country specific knowledge and experiences<br />
3 // <strong>Conference</strong> <strong>Report</strong>
1. <strong>Conference</strong> Proceedings<br />
Inaugural Session<br />
Rapporteurs: Dr. Sandhya Kumar & Mr. Parthish Paul<br />
<strong>The</strong> inaugural session started with the welcome <strong>of</strong><br />
Chief Guest, Ms. Anshu Vaish, Secretary, Department<br />
<strong>of</strong> Secondary Education and Literacy (SE&L), MHRD and<br />
Mr. Shigeru Aoyagi, UNESCO representative for Bhutan,<br />
India, Maldives and Sri Lanka by presentation <strong>of</strong> flowers by<br />
Dr. S.S. Jena, Chairman, NIOS from the ceremonial Lamp<br />
was lit by the dignitaries.<br />
Lighting <strong>of</strong> the lamp by Smt. Anshu Vaish, Secretary (SE&L) MHRD,<br />
Govt. <strong>of</strong> India<br />
While giving inaugural address, Dr. S.S. Jena, Chairman<br />
NIOS, welcomed the delegates and emphasized that a large<br />
section <strong>of</strong> India’s population is the youth who is in need <strong>of</strong><br />
proper skill training and education at all levels. He stated<br />
that we have a working model <strong>of</strong> Academic and Vocational<br />
education which needs to be rearranged so that education is<br />
linked with livelihood. NIOS with its limited infrastructure<br />
has limitations <strong>of</strong> man and machine, yet a collaborative effort<br />
has to be made to promote vocational education. He<br />
emphasized that we need to create a workable framework<br />
in conjunction with NVEQF being developed by MHRD.<br />
Mr. Shigeru Aoyagi, Director, UNESCO, commended<br />
Ministry <strong>of</strong> Human Resource Development, Govt. <strong>of</strong> India<br />
for its seamless efforts to educate all. He mentioned<br />
UNESCO’s strategy to support vocational education which<br />
focuses on three core areas - provision to upstream policy<br />
advice and related capacity development; conceptual<br />
clarification <strong>of</strong> skill development; and acting as a clearing<br />
house. Considering the size and diversity <strong>of</strong> the country, India<br />
needs flexible education interventions to enhance capabilities<br />
and core technical skills to sustain its inclusive, economic<br />
growth and development. <strong>The</strong> emphasis is on high quality<br />
employment. Human capital development can take place in<br />
schools but the need is to find which skills can be developed<br />
in schools and which out <strong>of</strong> schools. Multi-level work for<br />
better work force is the need <strong>of</strong> the hour. Interaction between<br />
various technical sectors is needed for all around<br />
development.<br />
He concluded by suggesting that all present would consider<br />
strengthening cooperation between various technical agencies,<br />
institutions and experts on the one hand and industry on the<br />
other. This would create a dialogue and exchange <strong>of</strong><br />
information on technical and vocational education issues in<br />
secondary education allowing for brainstorming and adoption<br />
<strong>of</strong> an action plan for effective implementation <strong>of</strong><br />
recommendations and strengthening <strong>of</strong> TVET education in<br />
India.<br />
Mrs. Anshu Vaish, the Chief Guest, stated the need for giving<br />
academic education along with vocational training to learners.<br />
She emphasized the need for provision <strong>of</strong> mobility to all<br />
learners - lateral as well as vertical. Young workers with<br />
strong basic academic skills in combination with vocational<br />
skills, are what employers look for. Lack <strong>of</strong> trained trainers<br />
is a major challenge in vocational training. She referred to<br />
the Skill Development Mission which is intended to:<br />
– Identify need based demand <strong>of</strong> skilled employment,<br />
and<br />
– Assess need requirement for various players.<br />
She reiterated the need <strong>of</strong> vocational education which was<br />
talked about since Independence and was emphasized by<br />
Kothari Commission, to direct 50% <strong>of</strong> secondary school<br />
population to vocational training so as to reduce the burden<br />
on Higher education or university system. She pointed out<br />
that general education has always been the first choice in<br />
India and vocational education is seen as the last resort - a<br />
situation that needs to be changed. And the solution to this<br />
may be providing opportunities for vertical and horizontal<br />
growth. With the implementation <strong>of</strong> NVEQF, seamless<br />
horizontal and vertical mobility may become a reality for<br />
4 // <strong>Conference</strong> <strong>Report</strong>
school students. Recognition <strong>of</strong> prior learning is another area<br />
that needs to be addressed at the earliest. She wished all<br />
success to the <strong>Conference</strong> and hoped that the deliberations<br />
would prove to be fruitful.<br />
Looking at the priority areas as suggested by Planning<br />
Commission, NIOS developed two new vocational courses<br />
which were released on this occasion:<br />
1. Diploma course on Hospitality in collaboration with<br />
ITDC<br />
2. Certificate course in Construction Supervision (Civil)<br />
Sh. C. Dharuman, Secretary, NIOS proposed a vote <strong>of</strong><br />
thanks to the chair and to all the delegates present at the<br />
International <strong>Conference</strong>.<br />
characteristics <strong>of</strong> the target groups and assessing the efficacy<br />
<strong>of</strong> technology and its use while assessment <strong>of</strong> skills.<br />
Dr. Mitra spoke on the topic “Use <strong>of</strong> ICT for Skill Training:<br />
Implications for <strong>Open</strong> <strong>Schooling</strong>”.<br />
Dr. Mitra started his presentation with the origin <strong>of</strong> schools<br />
which began in the military system producing soldiers where<br />
a school was defined as disciplined execution <strong>of</strong> curriculum<br />
and resultantly identical outcome <strong>of</strong> schooling.<br />
<strong>The</strong> second point was about remoteness and the quality <strong>of</strong><br />
education. In his experiment with remoteness, he observed<br />
that when we go further away in geographically remote areas,<br />
the performance <strong>of</strong> students was found to be declining,<br />
indicating that good results are restricted to the urban areas.<br />
<strong>The</strong> reason he realized was that the teachers were not<br />
interested to move to remote interior areas. This was however<br />
more <strong>of</strong> a social problem than an educational problem. He<br />
found that this problem exists not only in the developing<br />
countries but also in the not-so-developed countries. When<br />
the same experiment was repeated in UK in the context <strong>of</strong><br />
GCSE results it was found that this problem surfaced more<br />
where council houses were more. He prefunded that the<br />
remoteness is not only geographic but is also linked to<br />
economic or ethnic remoteness.<br />
Release <strong>of</strong> books by Secretary (SE&L) MHRD, Govt. <strong>of</strong> India<br />
Plenary Session 1: <strong>The</strong>me: Use <strong>of</strong> Technology<br />
in Providing Education<br />
Rapporteurs: Mr. S.K. Prasad, Mr. V. Sathish<br />
<strong>The</strong> session was chaired by Sh. Apurva Chandra,<br />
Joint Secretary (SE&L), MHRD, Govt. <strong>of</strong> India. In this<br />
session, the speaker was Dr. Sugata Mitra, Pr<strong>of</strong>essor, MIT<br />
Media Lab, USA, and Pr<strong>of</strong>essor ECLS, Newcastle<br />
University, UK. Dr. Mitra is well known for his unique and<br />
successful experiment - ‘Hole in the Wall’ promoting the use<br />
<strong>of</strong> computers by slum children on their own, unsupervised<br />
by any teacher.<br />
<strong>The</strong> discussion on this theme covered the aspects related to<br />
identifying appropriate technology for skill training and<br />
education, developing platform for the use <strong>of</strong> relevant<br />
technology and technological intervention for course<br />
implementation along with linking the background<br />
Sh. Apurva Chandra,IAS, Joint Secretary (SE&L) MHRD,<br />
Govt. <strong>of</strong> India chairing the session<br />
Dr. Mitra talked in detail about his experiment ‘Hole in the<br />
Wall’ indicating that children would make themselves literate<br />
in computer without any assistance. <strong>The</strong> experiment was<br />
conducted at Shivpuri, MP, India where one computer with<br />
Internet connection was placed in a wall with a hole in such<br />
a way that children could access the computer from outside.<br />
Interestingly, it was found that in a day, 100 children could<br />
learn the computer.<br />
5 // <strong>Conference</strong> <strong>Report</strong>
Dr. Mitra observed that there is a uniform learning curve<br />
shown by these learners learning without any assistance from<br />
teachers but learning in groups. He also talked about his<br />
work in a primary school in Kalikuppam in Pudduchery<br />
which was destroyed and dislocated during Tsunami where<br />
he installed two computers and loaded some materials on<br />
Bio-technology in English. He asked the children to learn<br />
about that. <strong>The</strong> children showed disinterest in the beginning<br />
but later started talking about and asking more questions on<br />
the topic.<br />
Dr. Mitra emphasized the need for unstructured self learning<br />
in organized environment where children or learners with<br />
ICT can learn by themselves. Having components as Children,<br />
Groups, the Internet, the Granny, Cloud and BIG questions.<br />
He put forth that “<strong>The</strong> crowd and the cloud means “Group<br />
<strong>of</strong> children can learn anything by themselves and even can<br />
self correct themselves”. He talked about a new Primary<br />
Curriculum with the following components without numeracy<br />
skills as those may happen by itself:<br />
1. Reading Comprehension<br />
2. Information Search and analysis<br />
3. A rational system <strong>of</strong> belief<br />
In the above curriculum, numeracy skills were missing and<br />
he was <strong>of</strong> the opinion that Numeracy can happen by itself.<br />
Dr. Mitra did an experiment by drawing one horizontal axis<br />
with interesting to uninteresting and one vertical axis from<br />
Relevant to irrelevant as illustrated below.<br />
He stated, on the basis <strong>of</strong> an experiment that from the<br />
learner’s point <strong>of</strong> view, curriculum and school fall under<br />
irrelevant and uninteresting quadrant where as Games and<br />
Entertainment fall under interesting and irrelevant quadrant<br />
whereas Gadgets and cool stuff like facebook, twitter were<br />
rated as relevant and interesting. He emphasized the need<br />
for using new instructional design which could make<br />
curriculum and school interesting.<br />
Pr<strong>of</strong>. Sugata Mitra, MIT Media Lab, USA speaking on<br />
'Use <strong>of</strong> Technology in Providing Education'.<br />
He raised the question if we needed education and whether<br />
education was at all relevant. Further he talked about the<br />
obsolete vocational skills like, Carpentry, Sewing, Repairing<br />
and then listed a few relevant vocational skills in today’s<br />
world as Web page making, designing things, electronic<br />
measurement, 3D-printing, digital photography, video editing,<br />
troubleshooting. He emphasized that with ICT, we are<br />
heading towards Self Organized Learning<br />
Environments and that “there will be no one to<br />
teach these skills...except the learners learning<br />
by themselves.”<br />
Parallel session IB: Use <strong>of</strong> technology<br />
in providing Education<br />
Rapporteurs: Dr. T.N. Giri, Dr. B.K. Rai<br />
In this parallel session nine presentations were<br />
made on the Use <strong>of</strong> Technology in Providing<br />
Education. <strong>The</strong> Chairperson <strong>of</strong> the session was<br />
Dr. Wilberfoce Meena <strong>of</strong> <strong>Institute</strong> <strong>of</strong> Adult<br />
Education, Tanzania.<br />
<strong>The</strong> presenters were Dr. Sushmita Mitra from<br />
U.K. who presented the paper on using Skill<br />
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Standards for Developing Integrated Curriculum, Pr<strong>of</strong> (Ms)<br />
P.K. Tulsi from NITTTR Chandigarh, who presented the<br />
paper on the ‘Role <strong>of</strong> Technology in Skill Developments’<br />
Dr. J.N. Baliya from University <strong>of</strong> Jammu, whose paper<br />
was on ‘Meaningful Intervention <strong>of</strong> Computer-Supported<br />
Collaborative Learning (CSCL) in Vocational Education in<br />
an <strong>Open</strong> Learning Set-up’, Ms Jyotsna Ayyagari from<br />
Pravinya, a NGO from Hyderabad, presented the paper on<br />
‘Technology for Dissemination <strong>of</strong> Vocational Education –<br />
Use <strong>of</strong> Hybrid Learning Management System’, Mr K.<br />
Venkatensan from Jawaharlal Nehru Rajkeeya<br />
Mahavidhvalya, Andaman & Nicobar presented his paper<br />
on Vocational Education Through Pura E-Connectivity. Mr<br />
Vidya Viridhi Upadhyaya from IGNOU, Delhi presented<br />
the paper on ‘Use <strong>of</strong> Information Technology in Providing<br />
Skill Training and Vocational Education for Secondary<br />
Schools in India’. Ms. Jagriti Singh from Indian Knowledge<br />
Corporation, Delhi presented a paper on ‘Use <strong>of</strong> Technology<br />
in Academic Courses and Vocational Education in Secondary<br />
Schools’.<br />
<strong>The</strong> discussion mainly revolved around the use <strong>of</strong> skill<br />
standards for developing integrated curriculum. Skill<br />
standards specifies what one needs to be able to do and<br />
how well one needs to do it. <strong>The</strong> main issues which need to<br />
be considered while planning for the curriculum were :-21 st<br />
century: changing demands <strong>of</strong> life and work,21 st century skills,<br />
Realization, Action taken by govt. <strong>of</strong> India, Transition from a<br />
supply-driven to a demand-driven model, Types <strong>of</strong> skill<br />
standards and the Skill Standard Continuum etc.<br />
<strong>The</strong> present scenario <strong>of</strong> the education system as a whole<br />
and vocational education in particular was also highlighted.<br />
<strong>The</strong> skill gaps that need to be addressed through information<br />
and issues like technologies for mobile learning, cloud<br />
computing, one to one computing, ubiquitous learning,<br />
personalized learning, redefining learning space, teacher<br />
generated open content, smart portfolio assessment, teacher/<br />
manager mentor were highlighted. Emphasis was also placed<br />
on Integration <strong>of</strong> ICT in Education and its shortcomings.<br />
<strong>The</strong> points which also came up during the presentations were<br />
the Impact <strong>of</strong> ICT in Vocational Education, an effective use<br />
<strong>of</strong> Information and Communication Technology (ICT) in<br />
schools which can have an immediate positive impact on<br />
schools’ learning environments, which forms <strong>of</strong> ICT to be<br />
used, Intervention <strong>of</strong> computer supported collaborated<br />
learning (CSCL) in Vocational Education in an <strong>Open</strong>-<br />
Learning Set-up, and role <strong>of</strong> Instructor/Facilitator for<br />
organizing CSCL, and the concept <strong>of</strong> CSCL and setting up<br />
libraries in the form <strong>of</strong> multimedia centres.<br />
<strong>The</strong> Use <strong>of</strong> ‘Hybrid Learning Management System’ also came<br />
up for discussion during the presentations. <strong>The</strong> new web<br />
based system and its challenges due to lack <strong>of</strong> content<br />
standardization, compartmentalized approach, variety and<br />
range <strong>of</strong> skill gaps, rural population, demand for low end<br />
skills etc. were also highlighted. <strong>The</strong> salient features <strong>of</strong> LMS,<br />
hybrid model <strong>of</strong> Learning Management Systems (LMS),<br />
hybrid teaching/learning methodology - using existing teachers<br />
and local skilled resources, methods <strong>of</strong> using hybrid LMS<br />
by teachers, advantages <strong>of</strong> using a LMS in integrated<br />
vocational education were also discussed. <strong>The</strong> use <strong>of</strong> ICT<br />
and the Quality and Learning Governance, Total Quality<br />
Management (TQM) framework integrated with ICT,<br />
Learning Governance with Total Quality Management (TQM)<br />
and ICT were other points for consideration.<br />
Shortage <strong>of</strong> trainers and their unwillingness to relocate to<br />
rural areas raises a challenge in sustaining vocational training<br />
facilities. Creation <strong>of</strong> separate training facilities in far flung<br />
areas may not be a cost effective solution. Dilution <strong>of</strong> family<br />
based vocation has further added to this gap. Vocational<br />
Training in rural areas is very important to bridge the wide<br />
gap in skill sets. Conventional training delivery methods may<br />
not be sufficient to meet this requirement. It is also important<br />
to integrate vocational training with mainstream education.<br />
Increasing availability <strong>of</strong> computers even in rural government<br />
schools provides an opportunity to deliver vocational training<br />
using computer based LMS. A hybrid model involving existing<br />
teacher network, computer based content delivery and local<br />
vocational practitioners may be a practical solution.<br />
<strong>The</strong> research work based on some schools <strong>of</strong> Andaman &<br />
Nicobar in which PURA E-Connectivity was introduced.<br />
<strong>The</strong> types <strong>of</strong> connectivity are physical connectivity, electronic<br />
connectivity, knowledge connectivity and economic<br />
connectivity. Integrated approach for Home Science students<br />
through PURA and Vocational Education Through Rural<br />
Knowledge Centre in Andaman and Nicobar Islands were<br />
the focus points.<br />
Recommendations <strong>of</strong> the theme<br />
• Identification <strong>of</strong> vocational training needs<br />
• Establishment <strong>of</strong> structured sector specific Labour<br />
Market Information System ( LMIS)<br />
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• Industry Participation in curriculum design<br />
• ICT to be used effectively for quality vocational<br />
education<br />
• New technologies and computers to be made accessible<br />
to both teachers and students<br />
• Digital literacy may be developed<br />
• A wide range curriculum (with activities integrated in it)<br />
be provided for a heterogeneous group<br />
• New and hybrid LMS may be used for the vocational<br />
education.<br />
Plenary Session 2: Vocational Skills and<br />
Training for Empowerment - <strong>The</strong> Policy<br />
Prospective<br />
Rapporteurs: Mr. Aditi Ranjan Rout, Ms. Shivali Chawla<br />
Plenary session 2 was chaired by Pr<strong>of</strong> M. Aslam,<br />
Vice Chancellor, IGNOU, New Delhi. In his welcome<br />
note he highlighted the importance <strong>of</strong> vocational education<br />
in bringing back the school dropouts to schools and learning<br />
centres and also for the sustainable development <strong>of</strong> our<br />
society. He said, the time has come to move forward from<br />
traditional schooling system to an integrated vocational and<br />
academic system.<br />
demographic scenario <strong>of</strong> India and global manpower shortage<br />
by the year 2020. While the world would face a shortage <strong>of</strong><br />
56.5 millions, India would have a surplus <strong>of</strong> 47 million by<br />
2020, he informed.<br />
He highlighted the major schemes being run by DGET as<br />
follows:<br />
1. Craftsmen Training Scheme (CTS)<br />
2. Apprenticeship Training Scheme (ATS)<br />
3. Modular Employable Scheme (MES)<br />
<strong>The</strong> key challenges in skill development which he mentioned<br />
are:<br />
1. Quantitative dimension: shortage <strong>of</strong> training, trainers,<br />
training institutions specially in rural, hilly and difficult<br />
areas.<br />
2. Qualitative dimension: demand supply mismatch.<br />
3. Relevance <strong>of</strong> skills: due to low industry interface and<br />
radical technical transformation.<br />
4. Systematic gaps: Absence <strong>of</strong> credible real time labour<br />
market information system, credible assessment system,<br />
credible certification system, creation <strong>of</strong> sector skill<br />
councils, requirement <strong>of</strong> NVQF, re-engineering <strong>of</strong><br />
NCVT as <strong>National</strong> vocational qualification and<br />
accreditation authority.<br />
<strong>The</strong> Policy and Programme responses were detailed out and<br />
further steps were suggested which are:<br />
1. Formulation <strong>of</strong> <strong>National</strong> Skill Development Policy with<br />
a target to train 500 million persons by 2022. It<br />
addresses issues <strong>of</strong> expansion <strong>of</strong> outreach, equity and<br />
access, quality and relevance, creation <strong>of</strong> Sector Skill<br />
Councils(SSC), development <strong>of</strong> Labour Market<br />
Information System, and NVQF.<br />
Pr<strong>of</strong>. M. Aslam, Vice Chancellor, IGNOU chairing the session,<br />
Shri Sharda Prasad, JS & DG (DGET) Govt. <strong>of</strong> India to his right and Shri<br />
G. Vaz, (Consultant TVET), Mumbai to his left<br />
<strong>The</strong> first speaker for the session was Mr. Sharda Prasad,<br />
IAS, JS and DG (DGET), Ministry <strong>of</strong> Labour, Govt. <strong>of</strong> India.<br />
His presentation was on “Skill Development in India:<br />
Challenges and Responses”. He focused on the present<br />
2. <strong>National</strong> Skill Development Mission set up with three<br />
tier governance structure<br />
i. Prime Minister’s <strong>National</strong> Council on Skill<br />
Development<br />
ii.<br />
<strong>National</strong> Skill Deployment Coordination Board<br />
iii. <strong>National</strong> Skill Development Corporation<br />
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3. Quantitative Dimension:<br />
i. to set up 1500 more ITIs and 50,000 Skill<br />
Development Centers in PPP model<br />
ii. to set up 15 advance Training <strong>Institute</strong>s and 12<br />
Regional Vocational Training <strong>Institute</strong>s in PPP model<br />
iii. to run all ITIs and ITCs in 2-3 shifts to<br />
accommodate large number <strong>of</strong> trainees<br />
iv. to use ICT to reach out to remote areas<br />
4. Qualitative Dimension:<br />
i. Modernization <strong>of</strong> institutions<br />
ii.<br />
Modernization <strong>of</strong> tools, equipment and machinery<br />
iii. Training <strong>of</strong> trainers<br />
iv. ISO 29990 certification <strong>of</strong> ITIs and ITCs<br />
5. Improve relevance:<br />
i. Training-cum-placement cells in all ITIs/ITCs<br />
ii.<br />
Introduction <strong>of</strong> s<strong>of</strong>t skill in all courses <strong>of</strong>fered by<br />
ITIs<br />
6. Systematic reforms:<br />
i. Modernization <strong>of</strong> employment exchange<br />
ii.<br />
Setting up Sector Skill Councils (SSCs)<br />
iii. Web portal to be set up to provide virtual job market<br />
by linking prospective employers with the job<br />
seeking skilled candidates so as to match demand<br />
and supply<br />
iv. Development <strong>of</strong> a sound <strong>National</strong> Vocational<br />
Qualification Framework.<br />
<strong>The</strong> second presentation <strong>of</strong> this session was made by<br />
Mr. Guilherme Vaz, International Development Consultant.<br />
<strong>The</strong> topic <strong>of</strong> his presentation was: “From Prejudice to Pride<br />
– Policy Perspectives for Vocational Skills and Training<br />
to Empower Citizens”.<br />
He discussed the importance <strong>of</strong> knowledge, skills and<br />
innovation which are essential for a country to succeed.<br />
According to him, most <strong>of</strong> the developed nations are faced<br />
with skill shortages. At the moment this may be overcome<br />
with migration <strong>of</strong> labour but a national policy on vocational<br />
education and skill training synchronized with national policy<br />
and harmonized with international protocol for immigration<br />
governance needs to be put in place.<br />
Mr. Vaz addressing the house<br />
To get continued employment, the focus <strong>of</strong> our education<br />
should be on lifelong learning, to enable people to participate<br />
fully as an empowered citizen. While favoring<br />
Vocationalization <strong>of</strong> secondary school curriculum, he<br />
emphasized on the integration <strong>of</strong> academic and vocational<br />
education must be dealt with as a long-term education reform<br />
supported by business community, policy makers and<br />
planners.<br />
In the present day society, vocational skill and training can<br />
make a real difference to our lives by enhancing our abilities<br />
developing confidence in our capabilities. He cited the case<br />
study <strong>of</strong> Africa where Technical and Vocational Education<br />
and Training (TVET) received a fresh impetus from policy<br />
makers who recognized TVET as an effective means <strong>of</strong><br />
empowering young people to engage in productive and<br />
sustainable livelihoods.<br />
While highlighting various challenges that are being faced by<br />
India today, he stressed upon integration <strong>of</strong> competencies<br />
and skills in school curriculum, programmes and courses.<br />
He focused on the importance <strong>of</strong> PPP strategy in the<br />
education sector with reasonable control in the hands <strong>of</strong><br />
government. <strong>The</strong>re must be a reasonable regulatory and<br />
participatory framework including transparent accreditation<br />
guidelines to avoid uncontrolled mushrooming <strong>of</strong> educational<br />
institutions. Adequate attention must be paid to assessment,<br />
evaluation and certification <strong>of</strong> vocational courses. Recognition<br />
<strong>of</strong> prior learning and competency based assessment must<br />
receive due attention.<br />
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He focused on the importance <strong>of</strong> informal economy which<br />
forms the largest pool <strong>of</strong> employment and significant<br />
catchment for potential training. <strong>The</strong> people working in micro<br />
enterprises, domestic help, casual workers, home-based<br />
workers, migratory workers, out <strong>of</strong> school youth and adults,<br />
farmers and artisans need to be addressed for skill<br />
development in adequate numbers and in an accelerated<br />
mode.<br />
He highlighted the need <strong>of</strong> quality assurance to improve all<br />
systems and processes and said that it must be adequately<br />
addressed in all policy documents.<br />
In his concluding remarks, he said that policy alone cannot<br />
make things happen. It requires a change in mindset and<br />
management <strong>of</strong> change. <strong>The</strong> process <strong>of</strong> managing change<br />
must address the challenges and opportunities <strong>of</strong> integration<br />
<strong>of</strong> vocational education and skill training with general<br />
education with special attention on access and equity, quality<br />
and excellence, efficiency and effectiveness.<br />
<strong>The</strong> session ended with the participants’ queries which were<br />
addressed by the respective speakers. Pr<strong>of</strong>. M. Aslam, VC,<br />
IGNOU summarized the main points <strong>of</strong> the two speakers<br />
and finally concluded the session by emphasizing that the<br />
country should realize the importance <strong>of</strong> vocational education<br />
and its integration with Academic courses in secondary<br />
schools. He urged all concerned to join hands to achieve<br />
this.<br />
Parallel Session IA: Vocational Skills and<br />
Training for Empowerment - <strong>The</strong> Policy<br />
Prospective<br />
Rapporteurs: Dr. Manju Gupta, Dr. Rachna Bhatia<br />
In this parallel session, papers were presented on the<br />
theme ‘Vocational Skills and Training for Empowerment—<br />
<strong>The</strong> Policy Perspective’. <strong>The</strong> session was chaired by Mr.<br />
Albert Joseph, Executive Director (FVTRS), Bangalore.<br />
<strong>The</strong>re were six presentations in this session, Dr. Khalid<br />
Masroor from Jammu ,Board <strong>of</strong> Secondary Education, J<br />
& K presented a paper on “Integration <strong>of</strong> Academic and<br />
Vocational Courses”. Mr. V. Levakumar from Kerala State<br />
<strong>Institute</strong> <strong>of</strong> Medical Education & Technology, ,Trivandrum,<br />
presented his paper on “Integration <strong>of</strong> Vocational Courses<br />
Education in Secondary Schools”, Dr. Rajesh Kumar, Joint<br />
Director (Acad.), NIOS who presented a paper on<br />
experience <strong>of</strong> NIOS on Integration <strong>of</strong> Vocational Courses<br />
with Academic Programmes., Dr. Manoj Kulshrestha,<br />
Project Coordinator, School <strong>of</strong> Engineering and Technology,<br />
IGNOU, Delhi presented a paper on Vocational training<br />
initiative through ODL for motorcycle technicians: a case<br />
study <strong>of</strong> IGNOU-Hero Moto Corp Project. Md. Anwarul<br />
Islam from Bangaladesh <strong>Open</strong> University, Bangladesh<br />
presented a paper on “Prospects <strong>of</strong> Technical and Vocational<br />
Education through <strong>Open</strong> and Distance Learning System in<br />
Bangladesh”. A paper on “Integration <strong>of</strong> Academic Courses<br />
with Vocational Education in <strong>Open</strong> <strong>Schooling</strong> : Policy Issues,<br />
Challenges and Prospects in Botswana” was presented by<br />
Dr Godson Gatsha, <strong>of</strong> BOCODOL, Botswana.<br />
<strong>The</strong> discussions mainly focused on the idea that there is a<br />
need to look at manpower in a country as an asset and<br />
reorient our traditional educational system. Certain strategies<br />
were suggested about for expansion <strong>of</strong> intake capacity,<br />
covering informal sector and dropouts. Restoration <strong>of</strong> extinct<br />
trades and social recognition were also discussed. It was<br />
also suggested that the rural areas should be given more<br />
focus and be provided with accredited/study centres so that<br />
rural population is covered effectively.<br />
<strong>The</strong> issue <strong>of</strong> formulation <strong>of</strong> Vocational courses with the help<br />
<strong>of</strong> industrial involvement was discussed and building <strong>of</strong><br />
industrial linkages to implement skill based competency and<br />
the need to sign MOUs between Govt. and Industry<br />
Institutions were also emphasized.<br />
It was agreed that in an ODL system, integration <strong>of</strong> academic<br />
and vocational knowledge and skill would improve course<br />
alignment and interdisciplinary content. <strong>The</strong> use <strong>of</strong> ICT in<br />
imparting academic as well as vocational education was also<br />
advocated and with the role <strong>of</strong> <strong>National</strong> Mission on Education<br />
through Information Communication and Technology<br />
(NMEICT), one <strong>of</strong> the most prestigious projects by MHRD<br />
in collaboration with IITs and BSNL was highlighted.<br />
<strong>The</strong> experience <strong>of</strong> NIOS on Integration <strong>of</strong> Vocational<br />
Courses with Academic Programmes was also presented.<br />
<strong>The</strong> Presentation was based on the path breaking scheme <strong>of</strong><br />
NIOS which explores the trends among learners for <strong>of</strong>fering<br />
combination <strong>of</strong> vocational and academic subjects and its utility<br />
in their education and career.<br />
<strong>The</strong> case study <strong>of</strong> IGNOU along with Hero Moto Corp<br />
Project on Vocational training initiative through ODL for<br />
motorcycle technicians was presented. <strong>The</strong> presentation<br />
discussed the certificate programme in motor cycle service<br />
and repair (CMSR) in terms <strong>of</strong> its salient features, process<br />
flow (both educational and administrative), programme<br />
delivery and evaluation mechanism.<br />
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<strong>The</strong> presenter defined competency based qualification and<br />
certification <strong>of</strong> such automobile areas, like, basic competency,<br />
performance standards, performance criteria, supplementary<br />
knowledge evidences and prior achievement evidences.<br />
Md. Anwarul Islam <strong>of</strong> Bangladesh presented a paper on<br />
“Prospects <strong>of</strong> Technical and Vocational Education through<br />
<strong>Open</strong> and Distance Learning System in Bangladesh” and<br />
focused on designing and developing <strong>of</strong> curriculum for<br />
vocational courses and skill training in the localized contexts<br />
through open and distance learning mode from the<br />
Bangladesh <strong>Open</strong> University (BOU). <strong>The</strong> programs <strong>of</strong>fered<br />
by BOU are partially implemented in the Government<br />
Vocational and Technical education agencies. Some <strong>of</strong> these<br />
courses are: Junior School Certificate, Diploma in Youth in<br />
Development Work, Certificate in Pisci Culture and Fish<br />
Processing, Certificate in Livestock and Poultry, Bachelor<br />
<strong>of</strong> Agricultural Education, Diploma in Computer Science and<br />
Application, Bachelor <strong>of</strong> Science in Nursing.<br />
<strong>Open</strong> School <strong>of</strong> BOU has done a tremendous service in<br />
<strong>of</strong>fering SSC and HSC program for general education<br />
through open and distance mode. It should now integrate<br />
general education with vocational education for the huge<br />
number <strong>of</strong> job seekers and those who want to improve their<br />
skill in the job market. <strong>Open</strong> School <strong>of</strong> BOU might contribute<br />
a lot to produce skilled manpower as individual, for family,<br />
for society and for country’s development.<br />
<strong>The</strong> paper on “Integration <strong>of</strong> Academic Courses with<br />
Vocational Education in <strong>Open</strong> <strong>Schooling</strong> : Policy Issues,<br />
Challenges and Prospects in Botswana” was presented by<br />
Dr Godson Gatsha, Botswana.<br />
He started his presentation with the rationale <strong>of</strong> investing in<br />
ODL because:<br />
➦<br />
➦<br />
➦<br />
ODL is an accepted and indispensable part <strong>of</strong> education<br />
systems in Botswana<br />
<strong>The</strong>re is a country-wide need for continuous skills<br />
upgrading and re-training<br />
For Government, ODL provides a means <strong>of</strong> increasing<br />
access to learning and training opportunity. For learners,<br />
it gives them more freedom <strong>of</strong> access. For employers,<br />
it <strong>of</strong>fers the possibility <strong>of</strong> organising learning and<br />
pr<strong>of</strong>essional development at the workplace<br />
Emerging trends in Botswana are more interest commitment<br />
and effort from government and institutions to diversify ODL<br />
<strong>of</strong>ferings to meet the ever increasing and diverse learning<br />
needs <strong>of</strong> children, youth and adults as a means <strong>of</strong> contributing<br />
to the achievement <strong>of</strong> the Millennium Development Goals<br />
(MDG), popularity <strong>of</strong> radio and television broadcasting<br />
services. He emphasized the need for capacity building,<br />
research skills, quality assurance, monitoring and evaluation,<br />
strategic planning and management and related gender issued<br />
for secondary education through ODL.<br />
Recommendations<br />
• Vocational courses with the help <strong>of</strong> industrial<br />
involvement should be identified and included in the<br />
school curriculum.<br />
• <strong>The</strong> need for capacity building, Research Skills, Quality<br />
Assurance, Monitoring and Evaluation, Strategic<br />
planning and management for Secondary Education<br />
through ODL.<br />
• Policy alone cannot make things happen, it requires a<br />
change in mindset and management <strong>of</strong> change.<br />
• <strong>The</strong> importance <strong>of</strong> PPP strategy in the education sector<br />
having reasonable control in the hands <strong>of</strong> government<br />
may be explored.<br />
• Integration <strong>of</strong> academic and vocational education must<br />
be dealt with as a long term education reference<br />
supported by business community, policy makers and<br />
planners<br />
• <strong>The</strong>re must be a reasonable regulatory as participatory<br />
framework including transparent accreditation<br />
guidelines to avoid un controlled mushrooming <strong>of</strong><br />
education institution.<br />
• Recognition <strong>of</strong> Prior Learning and competency based<br />
assessment must receive due attention.<br />
11 // <strong>Conference</strong> <strong>Report</strong>
Plenary Session 3: Designing the Curriculum<br />
and Quality Framework to Strengthen the<br />
Impact <strong>of</strong> Vocational Education at School<br />
Level<br />
Rapporteurs : Dr. Rajesh Kumar, Dr. Praveen Chauhan<br />
<strong>The</strong> first session on day two was on the theme<br />
“Designing the curriculum and Quality Framework to<br />
strengthen the impact <strong>of</strong> Vocational Education at School<br />
Level”<br />
<strong>The</strong> session was chaired by Mr. Jagadanand, Information<br />
Commissioner, Orissa. <strong>The</strong> two speakers for the session<br />
were Mr. Dilip Chenoy, MD and CEO (NSDC), Delhi and<br />
Ms. Belinda Smith, Consultant, TVET, Australia .<br />
Ms. Frances Ferreira, Educational Specialist, COL, who<br />
could not attend the conference shared her views through a<br />
video message. She shared her experiences and said that<br />
we should work and think about 71.6 million children who<br />
do not have access to quality education. She said that there<br />
is an urgent need to revise course curricula. She also said<br />
that secondary education is becoming more and more<br />
important and the educational policy on vocational education<br />
should be such that it can be achieved. She also emphasized<br />
that relevant knowledge and skills which are imparted should<br />
be market/job oriented. Mentioning about the trades academy<br />
<strong>of</strong> New Zealand, she said, that we should provide our children<br />
with more options and opportunities.<br />
After the video massage, the Chairperson, for the session,<br />
Mr. Jagadananda, welcomed all and remarked that, he<br />
wanted the speakers to deliberate upon “How to make<br />
Vocational Education multi-spectral”.<br />
Shri Jagadananda, Information Commissioner,<br />
Orissa chairing the session<br />
Mr. Dilip Chenoy, MD and CEO (NSDC), said that there<br />
should be mobility between education and training, there is a<br />
need for equivalence and, we have to face challenges <strong>of</strong><br />
quantity, cost and quality. He said that there is no point in<br />
certifying people whom we can’t employ.<br />
Mr. Basab Banerjee, Head Quality & Accreditation from<br />
the NSDC spoke on “Designing the Curriculum and Quality<br />
Framework to Strengthen the Impact <strong>of</strong> VE at School Level”.<br />
Some <strong>of</strong> the highlight <strong>of</strong> his presentation areas follows:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Over 13 million people are required incrementally every<br />
year in over 90 categories <strong>of</strong> skills<br />
A new approach is required to addressing the gap<br />
Linking Education to Employability<br />
<strong>The</strong>re can be no one solution, every Region demands<br />
an innovative approach.<br />
Fundamental reforms are required across education<br />
system to improve overall quality/outcomes, increase<br />
retention and ensure seamless integration with vocational<br />
training, more Industry participation is required in skill<br />
development.<br />
<strong>The</strong> curriculum should be outcome driven.<br />
He mentioned that the Quality Framework involves<br />
Validation <strong>of</strong> Qualifications which reflect market needs<br />
and workplace requirements expressed as<br />
competencies with clear assessment criteria;<br />
Validation <strong>of</strong> Training Process; Proper tools, techniques,<br />
methodologies and material requirement<br />
Quality Assured Assessment <strong>of</strong> Learners; Assessment<br />
based on national standards (competencies), Uses valid<br />
and reliable assessment methods;<br />
Accreditation <strong>of</strong> Training Providers and Training<br />
Institutions; Training is delivered by competent and<br />
qualified trainers well-resourced and managed<br />
institution.<br />
Research and Information; Well-researched Labour<br />
Market Information (LMI). Organised and unorganised<br />
sectors <strong>of</strong> the economy.<br />
He emphasized that the present day need is to Link<br />
education to employability or in other works<br />
Knowledge based education to competency based<br />
education.<br />
12 // <strong>Conference</strong> <strong>Report</strong>
Ms. Belinda Smith, Consultant, TVET from Australia spoke<br />
upon “Integrating Work experience in TVET in<br />
Schools”. She said TVET is a valuable and viable option<br />
and it’s not for dropouts. Children have different ways <strong>of</strong><br />
learning and some may respond better to TVET stream.<br />
Sharing her experience about TVET in schools, she<br />
emphasized that:<br />
➦<br />
➦<br />
➦<br />
technical content should be incorporated into curriculum<br />
partnerships with other organizations may have<br />
significant benefits<br />
a shift to TVET in school can have major resource<br />
implication.<br />
About various partnership models she named: employers<br />
prefer good general education combined with TVET, school<br />
and college/polytechnic arrangements, industry body<br />
coordination, teacher training, local employers – work<br />
experience.<br />
She said that students should be prepared in schools for<br />
knowledge <strong>of</strong> what work is like, knowledge <strong>of</strong> what the job<br />
consists <strong>of</strong>, knowledge <strong>of</strong> ‘what they are in for’, what will<br />
be required from the employer, working in groups and teams,<br />
independence and responsibility; and confidence in doing<br />
things well. Work experience <strong>of</strong>fers learning in the workplace<br />
and is recognised as enabling students to practice the<br />
achievement <strong>of</strong> competency standards, develop suitable<br />
attitudes towards work, learn work behaviours appropriate<br />
to the industry, practise skills developed in the classroom or<br />
workshop, and acquire additional skills and knowledge,<br />
including important civic or s<strong>of</strong>t skills<br />
Ms Smith also mentioned that from a learning perspective<br />
Work experience must have a clearly articulated and<br />
documented purpose. <strong>The</strong> structure <strong>of</strong> the work-based<br />
learning experience needs to be developmental and properly<br />
planned. <strong>The</strong> scheduling <strong>of</strong> work experience should reflect<br />
student readiness and should complement <strong>of</strong>f-the-job learning<br />
programs.Work experience should be relevant to the TVET<br />
courses being undertaken. Work experience can provide<br />
opportunities for work-based assessment.<br />
A formal approach to work experience should be developed<br />
in close consultation with industry. Schools should be<br />
encouraged to identify individuals to manage the formal<br />
workplace experience and training in the skills required for<br />
liaising with companies. Industry should be asked to Identify<br />
courses which are their priorities for the work experience<br />
program. Training <strong>of</strong> workplace supervisors in basic<br />
workplace training <strong>of</strong>fered to the participating businesses<br />
should be done in short stages. Industry and TVET<br />
representatives should oversee the development and progress<br />
<strong>of</strong> the program.<br />
Parallel Session II A : Designing <strong>of</strong> Curriculum<br />
and Quality Framework to Strengthen the<br />
Impact <strong>of</strong> Vocational Education at School<br />
Level<br />
Rapporteurs: Ms. Shivali Chawla, Dr. P.K. Chauhan<br />
<strong>The</strong> session was chaired by Pr<strong>of</strong>essor D.<br />
Harichandan, Director, <strong>Institute</strong> <strong>of</strong> Distance and <strong>Open</strong><br />
Learning, Mumbai. In this session, six papers were presented.<br />
Ms. Jayalakshmi S. from Kerala, Dr. Anil Kumar Guglani<br />
from Chandigarh, presented the paper on Designing the<br />
Curriculum and Quality Framework . Dr. Akhila Nand<br />
Sharma, University <strong>of</strong> the South Pacific, Fiji Islands,<br />
presented a paper on “Reconceptualising Education: Pull<br />
Down the Curtain Between Tech-Voc and Formal<br />
Education”. Dr. Vivek Nagpal, from CBSE, New Delhi,<br />
presented the paper on “Refashioning Secondary Education<br />
through Vocationalization, Dr. Tarun Rashtriya, from<br />
Rohelkhand University, Bareilly, presented a paper on<br />
“Industry participation in VET: Why, What and How”. Col.<br />
N.B. Saxena, from L&T, Delhi, presented a paper on “A<br />
study on competence mapping for Trends in Construction<br />
Industries”<br />
<strong>The</strong> major issues pointed out were, the curriculum should be<br />
designed as per need <strong>of</strong> the learners and the scope should<br />
be kept in the mind, there is a lack <strong>of</strong> vertical and lateral<br />
mobility which strongly needs to be introduced, there is need<br />
13 // <strong>Conference</strong> <strong>Report</strong>
to inculcate “Work is worship” motto among people,<br />
emphasis should be on “ASK” model which refers to attitude,<br />
skills, and knowledge to be inbuilt in vocational curriculum.<br />
Three stages which need to be taken care <strong>of</strong> while developing<br />
curriculum are :-<br />
i. Factors to be considered for vertical mobility, TVET,<br />
Transactional method<br />
ii.<br />
iii.<br />
Development <strong>of</strong> curriculum: relevance, trade specific,<br />
ICT enabled.<br />
Modalities to be ensured: statistic and generic element<br />
<strong>of</strong> each area<br />
<strong>The</strong>re is utmost need <strong>of</strong> close linkage between industries in<br />
providing VET because the requisite training should be as<br />
per requirement <strong>of</strong> industries, otherwise Industry people have<br />
to train their staff according to their needs. <strong>The</strong> artificial gap<br />
between curricula designed in Vocational Education Training<br />
(VET) and actual requirement <strong>of</strong> learners must be removed<br />
for providing effective Vocational Education skills. <strong>The</strong> view<br />
that learning <strong>of</strong> vocational skill from one generation to next<br />
generation has positive impact.<br />
Recommendations<br />
• TVET should be seen as a valuable and viable option<br />
for all and not just for dropouts<br />
• Employers prefer good general education combined<br />
with TVET<br />
• Technical content should be incorporated into<br />
curriculum<br />
• Development <strong>of</strong> curriculum must be is relevant, trade<br />
specific, and ICT enabled<br />
• Utmost need <strong>of</strong> close linkage between industries and<br />
providing VET because the requisite training should be<br />
as per requirement <strong>of</strong> industries.<br />
• <strong>The</strong> curriculum should be designed as per the need <strong>of</strong><br />
the learners as the scope should be kept in mind.<br />
Plenary Session 4 : Developing Framework<br />
for the Recognition <strong>of</strong> Prior Learning (RPL)<br />
Rapporteurs: Dr. Sandhya Kumar, Parthish Kumar Paul<br />
<strong>The</strong> two main speakers on the theme in this session<br />
were Ms. Liz Bowen – Clewley from Competency<br />
International Limited, New Zealand and Ms. Madhu Singh,<br />
Senior Programme Specialist, (UIL) Hamburg, Germany.<br />
<strong>The</strong> chairperson <strong>of</strong> the session was Shri Jagmohan Singh<br />
Raju, J S (AE)and DG NLMA, MHRD, Govt. <strong>of</strong> India.<br />
Shri Jagmohan Singh Raju, JS (AE) & DG - NLMA, Govt. <strong>of</strong> India<br />
chairing the session<br />
Sh. Jagmohan Singh Raju initiated the discussion by asking<br />
the house to consider a scenario where employment was<br />
given on the basis <strong>of</strong> competence, not qualification. In that<br />
case the competencies for each skill would be clearly defined<br />
and listed.<br />
<strong>The</strong> first speaker <strong>of</strong> the session, Ms. Liz Bowen – Clewley<br />
tarted her presentation by asking the gathering to reason out<br />
why they would select a person who was experienced/<br />
qualified/had resources/wanted additional work etc. to work<br />
for them and took the house to the consensus that<br />
competence and not necessarily qualification formed a sound<br />
basis for employability. <strong>The</strong>re is a need to credential, informal<br />
or work place learning to up-scale national workforces; redesign<br />
socially constructed views on the value and power <strong>of</strong><br />
education and qualification and to redress social inequities.<br />
This is in recognition <strong>of</strong> the fact that qualification does not<br />
necessarily equate with competence, but also that lack <strong>of</strong><br />
formal qualification does not mean, someone is not<br />
competent. She cautioned that care needs to be taken to<br />
ensure the rigor and relevance <strong>of</strong> such assessment and<br />
qualifications but in doing so, it should not be more arduous<br />
and costly than traditional assessment.<br />
<strong>The</strong> critical concepts in assessment are purpose, meaning<br />
and context. Elaborating on the rationale for Recognition <strong>of</strong><br />
Prior Learning (RPL) and its pr<strong>of</strong>essional practice, Ms.<br />
Bowen said that post secondary level learning occurs outside<br />
academic institutions through work, informal learning and<br />
other life experiences; that it is possible to assess prior learning<br />
14 // <strong>Conference</strong> <strong>Report</strong>
without jeopardizing student success, credential integrity or<br />
institutional credibility. She emphasized that learning should<br />
be assessed and recognized by both secondary and post<br />
secondary institutions.<br />
Referring to the benefits <strong>of</strong> recognition <strong>of</strong> prior learning, Ms.<br />
Bowen said that it provides an opportunity for employers<br />
and individual to:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
capitalize on what has been learned already – saves<br />
time and resources<br />
gives formal assessment <strong>of</strong> previously unrecognized<br />
skills and knowledge<br />
build confidence and motivation and, thus, encourage<br />
ongoing learning and development<br />
develop workforce capability through up-skilling or<br />
updated qualifications for improved employment<br />
opportunities/industry outcomes<br />
address problem <strong>of</strong> skill shortages<br />
RPL also poses challenges such as:<br />
➦<br />
➦<br />
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Shifting paradigms to recognize the validity <strong>of</strong> the<br />
processes<br />
Overcoming literacy issues<br />
Developing user-friendly, supportive processes<br />
Empowering and assisting applicants to collect evidence<br />
Training assessors <strong>of</strong>ten those who are not educators<br />
to use the processes<br />
Recognizing that not all workplace/informal learning is<br />
automatically <strong>of</strong> high or even sufficient standard<br />
Talking <strong>of</strong> the road ahead, Ms. Bowen said that we need to<br />
challenge our own assumptions about the relationship<br />
between credentials and performances; use different measure<br />
and assessment methodologies when assessing current<br />
competencies; and ensure that the “credentialing industry”<br />
does not stifle creativity and innovation in assessment or use<br />
practices that devalue credentials.<br />
Ms. Madhu Singh started by defining the role <strong>of</strong> learning in a<br />
learning society as:<br />
➦<br />
➦<br />
➦<br />
Raising awareness <strong>of</strong> the value <strong>of</strong> learning<br />
Recognition <strong>of</strong> competencies<br />
Validation <strong>of</strong> competencies<br />
➦<br />
➦<br />
Development <strong>of</strong> competencies, and<br />
Embedding lifelong learning in all domains.<br />
Talking further on the rationale for RPL, she said that it creates<br />
new routes to qualifications for adults, taps unrecognized<br />
talent, motivates for resuming formal studies and critical<br />
assessment which is a good start before re-skilling. RPL<br />
needs social recognition – whether the learning outcomes<br />
have value and are used in society; recognition needs a<br />
continuum <strong>of</strong> outcomes from self-assessment to full<br />
certification; and that there has to be a partnership between<br />
the learner, the working context and the learning system.<br />
Outlining some <strong>of</strong> the critical issues in the development <strong>of</strong><br />
RPL systems, she said it was essential to facilitate<br />
communication and collaboration among stakeholders at<br />
national or regional level; to raise awareness to highlight<br />
benefits <strong>of</strong> opportunities to learners, employees and<br />
employers; link RPL to national curricula and qualifications<br />
as the currency <strong>of</strong> learning; speed up the process <strong>of</strong> RPL for<br />
underprivileged people who lack educational opportunities.<br />
Ms. Singh concluded by posing some pertinent questions to<br />
the house:<br />
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➦<br />
Are learning-outcomes and competence-based<br />
approaches having an impact on the interest <strong>of</strong><br />
individuals, voluntary organizations in the use <strong>of</strong><br />
recognition and validation procedures?<br />
Are diverse assessment methods being used?<br />
How are NQFs impacting on RPL?<br />
How can credit arrangement help the process <strong>of</strong> RPL?<br />
To what extent, there is trust in qualifications obtained<br />
through RPL?<br />
Concluding the discussion, Sh. Raju emphasized three things<br />
in the context <strong>of</strong> RPL –the need to reduce the gap between<br />
formal and non-formal education; the need to define<br />
equivalence <strong>of</strong> courses/competencies and need to intelligently<br />
adapt rather than adopt the RPL model from developed<br />
nations.<br />
Parallel Session IIB: Developing Framework<br />
for the Recognition <strong>of</strong> Prior Learning and<br />
Assessment and Certification Framework<br />
Rapporteurs: Dr. T. N. Giri and Dr. B.K. Rai<br />
<strong>The</strong> theme <strong>of</strong> the session was – Developing<br />
Framework for the Recognition <strong>of</strong> Prior Learning &<br />
15 // <strong>Conference</strong> <strong>Report</strong>
Assessment and Certification Framework. This session was<br />
chaired by Pr<strong>of</strong>. N.K. Ambasht, Pro-VC, IASE and former<br />
Chairman <strong>of</strong> NIOS. Six participants presented their papers<br />
on different topics related to the theme. <strong>The</strong> presenters were<br />
Dr. Vinay Swarup Mehrotra from PSSCIVE, Bhopal whose<br />
presentation was on ‘Integrating Academic and Vocational<br />
Education: Making the Link through <strong>National</strong> Vocational<br />
Education Qualifications Framework’. Pr<strong>of</strong>. R.G. Chouksey<br />
from NITTTR, Bhopal presented a paper on ‘Developing<br />
Framework for the Recognition <strong>of</strong> Prior Learning. Pr<strong>of</strong>. Nishit<br />
Dubey, from NITTR, Bhopal gave a presentation on<br />
‘Recoginition <strong>of</strong> Prior Learning Framework for India: Need<br />
<strong>of</strong> the Hour.’ Dr. Bhamini, from 5 Kerala presented her paper<br />
on ‘Recognition <strong>of</strong> Prior Learning in <strong>Open</strong> and Distance<br />
Learning’. Mr. Madan Kumar Karanan from Hyderabad<br />
presented a paper on ‘Secondary and Vocational Education:<br />
Development <strong>of</strong> Integrated Assessment and Certification<br />
Framework’, Mr. Deepak Shudhalwar, Bhopal presented a<br />
paper on ‘Online Vocational Competency Testing System<br />
to Improve Teaching – Learning and Evaluation’.<br />
<strong>The</strong> general discussion was around the topic about the need<br />
for Integration <strong>of</strong> Academic with Vocational Education. It<br />
was pointed out that Integration Models <strong>of</strong> academic and<br />
vocational education includes three approaches namely –<br />
additive approach, menu approach and integrative approach.<br />
Among other issues which were discussed were features <strong>of</strong><br />
<strong>National</strong> Vocational Education Qualification Framework<br />
(NVEQF) the need for joint certification by Govt. bodies<br />
and Industries, the challenges such as rigid courses,<br />
inadequate Infrastructure which vocational education is facing<br />
and need for Competency based curriculum design for<br />
Vocational Trades.<br />
Recognition <strong>of</strong> Prior Learning (RPL) is an assessment process<br />
<strong>of</strong> learners who learn skills informally and recognition <strong>of</strong> prior<br />
learning e.g. access pathway into formal learning,<br />
advancement <strong>of</strong> employment opportunity etc., and the 7 Tier<br />
model for promotion <strong>of</strong> RPL through:<br />
1. RPL Promotional Agencies<br />
2. RPL Assessment Centres<br />
3. Certified Assessors<br />
4. Certified Assessment Facilitation Centres<br />
5. Central Database Service<br />
6. RPL Advisory and Framework Council and<br />
7. Arbitration Cell were discussed in detail<br />
<strong>The</strong> significance <strong>of</strong> quality in curriculum, assessment and in<br />
certification were also deliberated upon.<br />
Chairperson, Pr<strong>of</strong>. N.K. Ambasht, raised the issues <strong>of</strong><br />
importance <strong>of</strong> Traditional knowledge (use <strong>of</strong> previous<br />
knowledge), recognition <strong>of</strong> courses and the importance <strong>of</strong><br />
Intellectual property rights.<br />
Recommendations<br />
• Integrate lifelong learning framework.<br />
• Developing competencies through integrated approach.<br />
• Academic courses should be made vocationally<br />
relevant.<br />
• Capacity building for teachers and trainers.<br />
• Competency based modular course development<br />
• Development <strong>of</strong> framework <strong>of</strong> RPL<br />
Panel Discussion: Vocational Education in<br />
Secondary Schools and its implications for<br />
NVEQF<br />
Rapporteur: Mr Chandresekhar, Mr. Piyush Prasad<br />
<strong>The</strong> panel discussion was on the topic Vocational<br />
Education in Secondary Schools and its implications<br />
for NVEQF. <strong>The</strong> Panelists were Dr. Swati Mujumder,<br />
Director SOES, Pune; Sh. Inder Gahalaut, President<br />
Saksham Bharat, Delhi; Dr. Alka Bhargava, Director (VE)<br />
– MHRD, Govt. <strong>of</strong> India; Ms. Darshika Sanghani,<br />
Consultant, Wadhwani Foundation – Bangalore. <strong>The</strong><br />
Moderator was Dr. Kuldeep Agarwal, Director, Academic,<br />
NIOS, India.<br />
Dr. Alka Bhargava, Director, (VE) MHRD, Govt. <strong>of</strong> India in the centre<br />
during panel discussion to her right Dr. Kuldeep Agarwal, Director,<br />
(Academics), NIOS<br />
16 // <strong>Conference</strong> <strong>Report</strong>
After initial introduction , Dr. Kuldeep Agarwal welcomed<br />
all the panelists, stressed upon the need for academic and<br />
vocational education to come together. He suggested the<br />
steps to integrate both academic and vocational education.<br />
He also stressed that the mindset <strong>of</strong> the people need to be<br />
changed.<br />
Dr. Alka Bhargawa initiated the deliberations. She gave the<br />
background <strong>of</strong> NVEQF by showing various levels, and<br />
informed the august gathering that vocational education will<br />
be implemented from class IX onwards. She suggested that<br />
the education department should not work in isolation and<br />
suggested the following:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Vocational Education should start from level 1 to 7 as<br />
per NVEQF.<br />
to have uniform set <strong>of</strong> principles, and to have vertical<br />
progression<br />
to concentrate more on rural India<br />
need based curriculum is to be prepared with<br />
involvement <strong>of</strong> Industries and appropriate linkages<br />
credit transfers to be considered<br />
sector-wise introduction <strong>of</strong> Vocational courses to be<br />
started<br />
dual track model with guaranteed employment is to be<br />
considered.<br />
She concluded by suggesting that the theory part can be<br />
covered in schools and practical hands on experience can<br />
be arranged in polytechnics and or Industries.<br />
Sh. Inder Gahlaut, President Saksham Bharat, India,<br />
continued the deliberations. He stressed upon the following<br />
points for better implementation <strong>of</strong> NVEQF. He remarked<br />
that there is the need to look out for the problems <strong>of</strong><br />
Vocational Education and suggested that;<br />
➦<br />
➦<br />
➦<br />
➦<br />
resources <strong>of</strong> the centres are to be integrated<br />
access, quality and cost are to be considered<br />
A good selection <strong>of</strong> Trainers and teachers are imperative<br />
Proper assessment has to be done<br />
Dr. Swati Majumdar started her talk with the possible reasons<br />
<strong>of</strong> failure in implementing Vocational Education in the country<br />
till date. As <strong>of</strong> today, there is no clear cut vertical mobility in<br />
vocational education. Social acceptability is not these. She<br />
suggested that China’s model might be relevant to this country.<br />
She was <strong>of</strong> the opinion that teacher training is a big challenge.<br />
She also explained the role <strong>of</strong> NSDC and its contribution<br />
for the successful implementation <strong>of</strong> policies <strong>of</strong> Govt. <strong>of</strong> India.<br />
She also spoke about the <strong>National</strong> Occupation Standards<br />
(NOS), and said that the Industries should come forward<br />
and join hands with the Govt. She concluded by quoting the<br />
example <strong>of</strong> NVEQF that Sri Lanka follows.<br />
Ms. Darshika Sanghani started with the quote from John<br />
Adam and them spoke about curriculum development and<br />
capacity building. She highlighted the challenges faced by us<br />
like -<br />
➦<br />
➦<br />
➦<br />
➦<br />
Acceptance by the Industries<br />
Proper implementation <strong>of</strong> teacher-training<br />
Competition based approach<br />
Outcome <strong>of</strong> the basic formal system <strong>of</strong> education<br />
Finally, she also spoke about assessment, and reminded other<br />
that life skills not to be ignored.<br />
After, the discussion, there were questions/suggestion from<br />
the audience, some <strong>of</strong> which were:<br />
➦<br />
➦<br />
Vocational Education in India is not given due<br />
importance.<br />
Huge marketing exercises is to be done regarding the<br />
vocational education (i.e. gap, and mind set,<br />
involvement <strong>of</strong> teacher, parent and youth etc.)<br />
➦ Vocational education needs to be connected to<br />
employment<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
<strong>The</strong>re is huge demand <strong>of</strong> skilled man-power in India<br />
Regional /local language can be given preferences<br />
Transfer <strong>of</strong> Credit needs to be taken up on priority<br />
Life Skills to be embedded in the curricula<br />
How is the Govt. select Industries /Partners?<br />
To whom does the certifying power given?<br />
In the absence <strong>of</strong> good academic background is how<br />
vertical mobilization possible?<br />
For the above queries, Dr. Swati Majundar and Dr. Alka<br />
Bhargava, Director (VE), MHRD, Govt. <strong>of</strong> India informed<br />
and gave clarifications to the audience and participants. Dr.<br />
S.S. Jena, Chairman, NIOS, expressed the view that there<br />
should be “Assurance” from the Industries, only then more<br />
and more persons would join the Vocational Education<br />
Courses.<br />
17 // <strong>Conference</strong> <strong>Report</strong>
Plenary session V : Assessment and<br />
Certification Framework<br />
Rapporteurs: Ms. Shivali Chawla, Mr. Aditi Ranjan Rout<br />
<strong>The</strong> session was chaired by Pr<strong>of</strong>. Md. Miyan, Vice<br />
Chancellor, Maulana Azad <strong>National</strong> Urdu University,<br />
Hyderabad. <strong>The</strong> first speaker <strong>of</strong> the session was Ms. Maria<br />
Peters, Director and CEO, Chisholm <strong>Institute</strong> <strong>of</strong> TAFE,<br />
Victoria, Australia. <strong>The</strong> second speaker for the session was<br />
Mr. Shailendra Sigdel, Statistical Advisor South Asia (UIS),<br />
Canada.<br />
➦<br />
➦<br />
➦<br />
Develop skills that will equip them for the workforce<br />
Have a guaranteed study pathway<br />
Gain skills for part time work<br />
Various program options available under VCE VET are:<br />
agriculture, applied fashion design and technology, automotive<br />
business and construction, community service, conservation<br />
and land management, dance, music, sports and recreation,<br />
DTP, electro technology, financial services, horticulture, IT,<br />
interactive digital media, laboratory skills, etc.<br />
Another alternative to VCE has been suggested as Victorian<br />
Certificate <strong>of</strong> Applied Learning (VCAL) which is seemingly<br />
a practical option for years 11 and 12 students. Students<br />
have to choose accredited units for each <strong>of</strong> the following<br />
strands:<br />
➦<br />
➦<br />
➦<br />
➦<br />
Literacy ( Communication ) and Numeracy Skills<br />
Industry specific skills, including a vocational certificate<br />
Work related skills, including practical structured<br />
work placement and assessment<br />
Personal development skills, individual and team<br />
work<br />
Ms. Peters gave a presentation on the topic “Working in<br />
Partnership to Innovate and Engage Young People”. She<br />
gave an overview <strong>of</strong> Australian education context and the<br />
policy framework. She informed that the main reasons for<br />
students undertaking VET in Australia are:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Pr<strong>of</strong>. Md. Miyan, Vice Chancellor, Maulana Azad <strong>National</strong><br />
Urdu University, Hyderabad chairing the session<br />
Opportunity to combine general and vocational studies<br />
and thus have greater choice<br />
Explore career options and pathways<br />
Undertake learning at the workplace<br />
Undertake applied learning in an adult learning<br />
environment<br />
Gain a nationally recognised qualification or credit<br />
towards a qualification that contributes to satisfactory<br />
completion <strong>of</strong> the VCE (Victorian Certificate <strong>of</strong><br />
Education) or VCAL (Victorian Certificate <strong>of</strong> Applied<br />
Learning)<br />
Improve engagement and retention at years 10, 11 and<br />
12 (<strong>of</strong> school)<br />
<strong>The</strong>re is no requirement to focus on or complete any single<br />
VET certificate. Students may choose to undertake various<br />
units from a range <strong>of</strong> VET certificate courses to meet VCAL<br />
requirements and gain experience in a range <strong>of</strong> vocational<br />
areas or undertake one full VET qualification.<br />
For quality assurance, to a Australian Quality Training<br />
Framework (AQTF) has three standards to ensure teaching<br />
and learning excellence. It focus on learning and assessment,<br />
teaching delivery, validation <strong>of</strong> the assessment, staff<br />
qualification and student outcomes in terms <strong>of</strong> pass rates,<br />
employment and further education.<br />
Some <strong>of</strong> the partnership models to Innovate and engage<br />
young people- are:<br />
1. DREAM – Dandenong Regional Educational<br />
Alliance Model (Trade Training Centre):<br />
DREAM project is a collaborative arrangement<br />
between Chisholm <strong>Institute</strong> and 5 Secondary colleges<br />
in the Dandenong region.<br />
2. START – School TAFE Alliance Regional (Trade<br />
Training Centre):<br />
18 // <strong>Conference</strong> <strong>Report</strong>
START project is a collaborative arrangement between<br />
Chisholm and 13 Secondary colleges in the Frankston region.<br />
It is the largest TTC and collaboration in Australia.<br />
<strong>The</strong> TTC partnership focuses on:<br />
➦<br />
➦<br />
➦<br />
➦<br />
Developing a youth friendly and flexible learning<br />
environment and innovation in educational delivery,<br />
Innovative ways <strong>of</strong> operating for both partners and<br />
sharing expertise,<br />
Ensuring that learning is integrated and structured across<br />
industry areas within a simulated workplace<br />
Ensuring that learning is strengthened through its real<br />
connections with the local community and industry.<br />
Her presentation was followed by discussion and queries<br />
from participants wherein she shared her country specific<br />
experiences and indicated that 84% <strong>of</strong> the certified students<br />
in Australia get placed within three months.<br />
<strong>The</strong> second speaker for the session, Mr. Shailendra Sigdel,<br />
deliberated on Technical and Vocational Education and<br />
Training (TVET) and its assessment strategies such as<br />
Literacy Assessment, Product <strong>of</strong> TVET etc.<br />
This presentation centered upon the following points:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Definition <strong>of</strong> TVET<br />
Coverage<br />
Assessment at different phases<br />
Purpose <strong>of</strong> the assessments<br />
Types <strong>of</strong> assessments<br />
Mr. Sigdel presented various definitions <strong>of</strong> TVET and<br />
presented a well formulated conceptual framework. He<br />
stressed upon some <strong>of</strong> the key good practices regarding<br />
assessments which were:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Clear purpose;<br />
Properly defined target population;<br />
Well-developed, pre-tested instruments;<br />
Verified test translations/adaptations;<br />
Reliable field operation;<br />
Well-handled data: item scoring, data entry, sample<br />
weighting;<br />
Appropriate, sound, clear data analysis;<br />
➦<br />
➦<br />
Policy-relevant reporting;<br />
Change <strong>of</strong> practice based on results.<br />
<strong>The</strong> main Purpose <strong>of</strong> Assessments are to:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Improve instructions;<br />
Certify students;<br />
Appraise student performance;<br />
Document student achievements;<br />
Provide evidence for policy reform;<br />
Guide change into practice.<br />
Mr. Sigdel stated that there are three dimensions <strong>of</strong> TVET<br />
skills, namely: Academic, Occupational (includes vocational<br />
and generic workplace skills) and broad technical skills. He<br />
emphasized that there should be Criterion-referenced testing<br />
rather than norm-referenced testing. Finally, he focused on<br />
the various vocational courses developed by PSSCIVE in<br />
India.<br />
<strong>The</strong> session ended with participant’s queries and concluding<br />
remarks <strong>of</strong> Pr<strong>of</strong>. Md. Miyan. Pr<strong>of</strong>. Miyan stated that<br />
structure <strong>of</strong> assessment or the methodology <strong>of</strong> assessment<br />
should be drawn clearly. <strong>The</strong> curriculum assessment should<br />
not be restricted to assessment <strong>of</strong> students. Assessment<br />
should be used for evaluation <strong>of</strong> curriculum also. He<br />
emphasized on the role <strong>of</strong> industries and academic institutions<br />
in imparting vocational education in India.<br />
Parallel Session III A : Assessment and<br />
Certification Framework<br />
Rapporteurs: Dr. Manju Gupta, Dr. P.K. Chauhan<br />
<strong>The</strong> session was chaired by Dr. Godson Gatsha,<br />
Consultant ODL Technical Advisor, Malawi. In this<br />
session seven papers were presented on the theme:<br />
Assessment and Certification Framework.<br />
Mr. Karnail Singh, Deptt. Of School Education (J&K)<br />
presented a paper on Evolving Strategies for Appropriate<br />
Vocational Choices among Secondary School Students in<br />
the context <strong>of</strong> Recent Global Trends and challenges. Dr.<br />
Ashish Agarwal, School <strong>of</strong> Engineering and Technology,<br />
IGNOU, New Delhi, presented a paper on “Issues related<br />
to outsourcing in <strong>Open</strong> and Distance Learning <strong>Institute</strong>s. Dr.<br />
Jetendra Tiwari, Director, JSS, Uttarakhand presented a<br />
paper on “Vocational skills and Training to Empower Citizen”.<br />
Dr. Vetukuri P.S. Raju, Asstt. Pr<strong>of</strong>essor, Delhi presented the<br />
19 // <strong>Conference</strong> <strong>Report</strong>
paper on “Vocational skills and Training in Secondary<br />
Schools. An International perspective.” Mr. H. Asgar,<br />
Regional Training. Manager, Larsen and Turbro Ltd. Delhi,<br />
presented the paper on “Skills Assessment Methodology<br />
for the Workers Already Working in Construction Industry<br />
Having Experience”. Mr. Umakant, Director Jan Sikshan<br />
Sansthan (JSS), Mysore presented the paper on “Challenges<br />
<strong>of</strong> Integrating Academic Courses with Vocational Education<br />
in Secondary School”. Ms. Smruti Sharma: Chhattisgarh<br />
State open School (CGSOS), Raipur presented the paper<br />
on Integrating Academic lessons with Vocational Courses”.<br />
<strong>The</strong> discussion revolved around on evolving strategies for<br />
appropriate vocational choices among Secondary School<br />
Students in the context <strong>of</strong> recent global trends and challenges.<br />
<strong>The</strong> needs, choices and challenges <strong>of</strong> vocational education<br />
and training in global scenario and factors affecting the<br />
selection <strong>of</strong> VET programmes under the meaningful strategy<br />
for sustainable learning <strong>of</strong> VET and employment as per need<br />
<strong>of</strong> the country. To achieve this, ICT tools and mechanism<br />
may be used. <strong>The</strong> possible benefits <strong>of</strong> outsourcing and<br />
collaboration among educational institutes/universities and<br />
other stake holders without disturbing the core competencies<br />
<strong>of</strong> the institutions were also deliberated on. <strong>The</strong> discussion<br />
also pointed out the existing methodology presently used in<br />
the field to evaluate the competencies <strong>of</strong> the workers in<br />
unorganized sector <strong>of</strong> country, which would help in bridging<br />
the gap in skill level between national and international level.<br />
Parallel Session III B : Assessment and<br />
Certification Framework (19.2.2012)<br />
Repporteurs: Dr. T.N. Giri, Dr. B.K. Rai<br />
This session was chaired by Ms. Weddinah Nyangu,<br />
Principal Education Officer, Ministry <strong>of</strong> Education,<br />
Science and Vocational Training, Zambia. <strong>The</strong> first paper <strong>of</strong><br />
this session was presented by Mr. J. Inbaraj from Chennai<br />
on “Integrating Vocational Education with Secondary<br />
Education”. Dr. G. Ananda from Hyderabad spoke on Quality<br />
and Development <strong>of</strong> Self Learning Material for Integration<br />
<strong>of</strong> Academic Courses with Vocational Life Skill Education<br />
in Secondary schools. Dr. Sanjay B. Zope from Maharashtra<br />
presented a paper on “Bridging the Employability Gap-Skill<br />
Training and Education through ODL by Mentor and<br />
Program – A case study”. Dr. T. Somanath from Bangalore<br />
presented a paper on “What is Industry Relevant curriculum<br />
– A case study <strong>of</strong> Toyota in India to Build World Class<br />
Technicians”. A paper on “Scope <strong>of</strong> <strong>Open</strong> and Distance<br />
Learning (ODL)Sysem for Recognition <strong>of</strong> Prior Learning<br />
(RPL) <strong>of</strong> Vocational skills was presented by Dr. Asfa M.<br />
Yasin from Bhopal. Sh. Ramakrishna Rao’s paper was on<br />
“A Study on the Attitude <strong>of</strong> secondary school students<br />
towards Vocational Education” and Ms. Rajni Bala from<br />
APJ college, Punjab presented a paper on “Role <strong>of</strong> Web<br />
Application Tools in Education”<br />
It was pointed out that in India, Vocational Education is<br />
recognized only after secondary level. And it was further<br />
emphasized that there is mismatch between demand and<br />
supply. It was also mentioned that Vocational Technical<br />
Education has a great impact on the economy <strong>of</strong> the country.<br />
<strong>The</strong>re is a lack <strong>of</strong> research in Vocational Education e.g.,<br />
what is the need at local level. <strong>The</strong>re is no one to one<br />
relationship between industries and schools. Cross country<br />
survey is essential before developing a curriculum or course<br />
in vocational education. <strong>The</strong>re is a need to know the kind <strong>of</strong><br />
skills and competencies required. <strong>The</strong>re is no vertical mobility<br />
in vocational education. It was mentioned that a carpenter<br />
can go for higher education in China but not in India. <strong>The</strong><br />
discussion also came about community colleges which are<br />
an alternative system <strong>of</strong> education that aims to empower<br />
individuals by appropriate skill development. Employable<br />
skill includes head, heart and hands according to him. Attitude<br />
cannot be taught, it can only be practiced. <strong>The</strong> case <strong>of</strong> Toyota<br />
Technical Training <strong>Institute</strong> was highlighted, which provides<br />
technical education to the learners with greater employment<br />
opportunity. <strong>The</strong>re is a need to evaluate skills and assess the<br />
attitudes. <strong>The</strong> institute has developed some <strong>of</strong> the techniques<br />
for assessment <strong>of</strong> attitudes.<br />
During question answer session many questions were raised<br />
by the audience. One <strong>of</strong> the participants asked a question<br />
about the private funding <strong>of</strong> the course. <strong>The</strong> presenter clarified<br />
20 // <strong>Conference</strong> <strong>Report</strong>
that there are private partners such as “Kirloskar” that<br />
provides the fund.<br />
<strong>The</strong> session was over with the concluding remarks <strong>of</strong> the<br />
chairperson.<br />
Recommendations<br />
• <strong>The</strong>re is a need to develop Criterion-referenced testing<br />
rather than norm-referenced testing.<br />
• That structure <strong>of</strong> assessment or the methodology <strong>of</strong><br />
assessment should be drawn clearly.<br />
• Cross country survey is essential before developing a<br />
curriculum or course in vocational education<br />
• One to one relationship between industries and schools<br />
needs to be established.<br />
Plenary session VI : Pedagogy for Skill<br />
Training in Secondary Schools<br />
Rapporteurs: Mr. S.K. Prasad, Mr. V. Sathish<br />
<strong>The</strong> panelist for this Panel Discussion were Dr. Nalin<br />
Jena, Senior Education Specialist, World Bank, India;<br />
Ms. Terry Neal, Manager Flexible Learning OPNZ, New<br />
Zealand; and Dr. G.C. Naidu, Director, Vocational Education,<br />
IGNOU, New Delhi. <strong>The</strong> session was moderated by Dr. K.<br />
P. Wasnik, Director, Vocational Education, NIOS.<br />
In his initial remarks Dr. Wasnik mentioned that academic<br />
courses focus mostly on increasing knowledge but vocational<br />
courses mostly focus on demonstration <strong>of</strong> skills. He also<br />
said that the quality <strong>of</strong> the vocational education depended<br />
on developing skills in individual focusing on increasing their<br />
livelihood. He also raised the following issues for discussion<br />
by the panelists;<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
How can pedagogy link academic and vocational<br />
education?<br />
Can ICT play a pivotal role in imparting skills, especially<br />
the technical skill?<br />
What strategies do we need to adopt to bring necessary<br />
changes in traditional pedagogic approaches?<br />
How can we integrate pedagogy at schools with that<br />
present at the workplace?<br />
How open and Distance learning system can contribute<br />
in bringing about pedagogical changes?<br />
➦<br />
➦<br />
Do we need to adopt blended learning approaches as<br />
one-stop solution?<br />
What steps do we need to make pedagogy<br />
contemporary to the needs <strong>of</strong> the learner?<br />
Dr. Nalin Jena quoted a research study carried among Indian<br />
engineers which showed that nearly 65% <strong>of</strong> their employers<br />
are not happy as they do not have critical thinking ability,<br />
and problem solving skills. He also said that only 30-35% <strong>of</strong><br />
students passing out from ITIs get jobs and that the outcome<br />
<strong>of</strong> the vocational education in the labour market is still not<br />
known. He shared his experience from Bangladesh that the<br />
labor market outcome for secondary school leaving students<br />
<strong>of</strong> vocational education is almost nil. <strong>The</strong> possible reasons<br />
for this could be poor quality <strong>of</strong> vocational education, wider<br />
gap between vocational education and labor market<br />
requirements, students not able to cope with changed area<br />
<strong>of</strong> industry and labor market form the training that they<br />
receive.<br />
Dr. Jena further said only less than 8% <strong>of</strong> candidates in the<br />
labor market has adequate skills and even with them, quality<br />
is very poor. He stated that during economic downfall, when<br />
people lost their jobs they could not do anything. He said<br />
that in higher secondary schools provisions should be there<br />
to connect the school to work, by providing smooth and<br />
easy training. He emphasized that in order to achieve this,<br />
the system should change and have connection with labor<br />
market. He also recommended that the present curriculum<br />
<strong>of</strong> vocational education should be revised. He also said that<br />
quality <strong>of</strong> teacher and trainers should be taken care <strong>of</strong>. He<br />
also suggested that the school can be linked with work centre.<br />
He also emphasized that there should be shift form<br />
instructional base to work centered and student centered<br />
education, focusing on changing personal attributes, attitudes,<br />
s<strong>of</strong>t skills.<br />
Ms. Terry Neal made a presentation on the topic, Asdistance-as-possible<br />
vocational Education, New Zealand.<br />
She shared her experience <strong>of</strong> the existing <strong>Open</strong> Polytechnic<br />
in New Zealand. And the various programmes <strong>of</strong> vocational<br />
education training delivered by distance method based on<br />
the theories <strong>of</strong> learning namely Behaviourism /cognitivism,<br />
Constructivism and Connectivism.<br />
Dr. Naidu shared his views by emphasizing on the input,<br />
process and outcome. He said, input should be good to get<br />
high outcome. He also said that in distance learning high<br />
21 // <strong>Conference</strong> <strong>Report</strong>
process standard is maintained but the difficulty is with the<br />
low quality <strong>of</strong> input as the target group is heterogeneous. He<br />
was <strong>of</strong> the opinion that blended way <strong>of</strong> learning should be<br />
considered and it is the responsibility <strong>of</strong> the experts to decide<br />
on what percentage <strong>of</strong> blending is required. He expressed<br />
that in vocational education cultural, societal and migration<br />
aspects should be considered. He was <strong>of</strong> the opinion that a<br />
teachers’ role is to orient students to the process <strong>of</strong> vocational<br />
education and a teacher should have a passion for teaching<br />
and learning.<br />
He emphasized that the employer should be included in the<br />
development <strong>of</strong> curriculum in order to meet the industry<br />
requirements. He was convinced that simulation should be<br />
one <strong>of</strong> the important methods in imparting the required skills<br />
and competencies and ICT should play a vital role.<br />
3. Inclusion <strong>of</strong> Recognition for Prior Learning.<br />
4. Assessment and Certification in the context <strong>of</strong> vocations<br />
in the entire world.<br />
He briefly summarized the three days deliberations and said,<br />
“In this International <strong>Conference</strong>, two panel discussions were<br />
held. Around forty-five papers were presented in three parallel<br />
sessions with and objective to find out how to bring the<br />
framework <strong>of</strong> Vocational Education along with Academic<br />
Education. We have not been able to address the integration<br />
aspect so far. <strong>The</strong>re is a need to make Vocational Education<br />
relevant with livelihood and blending with academic<br />
programmes.”<br />
Recommendations<br />
• Present curriculum <strong>of</strong> the vocational education needs<br />
to be revised<br />
• Quality <strong>of</strong> teacher and trainers should be taken care <strong>of</strong><br />
• School can be linked with work centre<br />
• Employer should be included in the development <strong>of</strong><br />
curriculum in order to meet industry requirements<br />
• ICT should be used in vocational education and should<br />
play a vital role.<br />
Valedictory Session<br />
Rapporteur: Dr. Rachna Bhatia, Mr. Parthish Kumar Paul<br />
<strong>The</strong> valedictory session <strong>of</strong> the conference was<br />
marked with the presence <strong>of</strong> important dignitaries. <strong>The</strong><br />
Chief Guest was Dr. (Smt.) D. Purandeswari Devi, Minister<br />
<strong>of</strong> State for Human Resource Development, Govt. <strong>of</strong> India,<br />
and the Guest <strong>of</strong> Honor was Sh. Jagmohan Singh Raju, JS<br />
(AE) and DG – NLMA, Govt. <strong>of</strong> India, New Delhi.<br />
Welcoming the guests, Dr. S. S. Jena, Chairman, NIOS<br />
mentioned that for last three days there had been extensive<br />
deliberations on the topic <strong>of</strong> integration <strong>of</strong> Academics with<br />
Vocational Education. He emphasized that perhaps for the<br />
first time, vocational education has been looked into more<br />
comprehensive way. He highlighted following points <strong>of</strong> the<br />
deliberations <strong>of</strong> the last three days.<br />
1. Educate every one up to secondary level.<br />
2. Inclusion <strong>of</strong> the vocational curriculum framework at<br />
school level.<br />
Chief Guest Dr. (Smt.) D. Purandeswari, MOS for HRD, Govt. <strong>of</strong> India in<br />
valedictory session to her right is JS (AE) & DG - NLMA and<br />
to her left are Dr. Sitansu S. Jena, CM, NIOS and<br />
Dr. K.P. Wasnik, Director, (VOC), NIOS<br />
Dr. Jena thanked UNESCO and Common Wealth <strong>of</strong><br />
Learning (COL) for their support in the conference, and also<br />
thanked delegates who travelled across the world to<br />
contribute to the success <strong>of</strong> the conference. He mentioned,<br />
the diversified groups is were present in the conference<br />
starting from academicians from state Govt., Central Govt.,<br />
and NGOs. <strong>The</strong> conceptualization will go a long way not<br />
only in the context <strong>of</strong> Vocational Education, but Academics<br />
too. He was <strong>of</strong> the view that the conference has given enough<br />
insight to make vocational education more relevant.<br />
<strong>The</strong> comprehensive report <strong>of</strong> International <strong>Conference</strong> was<br />
presented by the <strong>Conference</strong> Secretary, Dr. Mamta<br />
Srivastava. She mentioned that the main objectives <strong>of</strong> the<br />
conference were to explore the modalities for increasing the<br />
access to sustainable and learner centric quality school<br />
22 // <strong>Conference</strong> <strong>Report</strong>
education equipped with vocational skills; develop strategic<br />
plan to strengthen the environment and image <strong>of</strong> VET and<br />
establish linkages on the quality assurance system for the<br />
VET to promote quality and equity among learners at all<br />
levels.<br />
She acknowledged the representation and contribution by<br />
forty five research papers <strong>of</strong> different countries, like Australia,<br />
Germany, New Zealand, Bangladesh, Fiji, Tanzania, Namibia,<br />
Zambia, Malawi, and India.<br />
<strong>The</strong> five thematic sessions were summarized and presented<br />
the major recommendations <strong>of</strong> the conference, which were<br />
as follows:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Competency standards need to be developed for lower,<br />
intermediate and higher levels <strong>of</strong> skill, keeping in view<br />
the occupational structure and classification.<br />
Academic courses should be made more vocationally<br />
relevant, focusing on the workplace skills.<br />
Revision <strong>of</strong> all curricula and instructional materials for<br />
integration <strong>of</strong> academic and vocational competencies<br />
needs to be done.<br />
New vocational courses should be introduced to meet<br />
the new skill demands.<br />
Obsolete vocational courses should be phased out <strong>of</strong><br />
the education system.<br />
Capacity building <strong>of</strong> teachers and trainers in best<br />
vocational pedagogical practices.<br />
Promote ICT as a tool for integration <strong>of</strong> academic and<br />
vocational learning.<br />
Develop the framework for RPL and institutionalize it<br />
especially for the non-formal learning.<br />
<strong>The</strong> Guest <strong>of</strong> Honour, Sh. Jagmohan Singh Raju, Joint<br />
Secretary, Adult Education and DG, NLMA, congratulated<br />
the NIOS for organizing such a thematic and in-time<br />
conference on vocational education and academic blending<br />
and said, “NIOS has a tremendous role to play. Government<br />
is very keen to integrate vocational education with general<br />
education. He submitted that, this conference will help a lot<br />
to decide upon this issue.” He desired that the outcome <strong>of</strong><br />
this conference must be shared with other national Boards-<br />
CBSE, ICSCE and State Boards as the experience and<br />
learning <strong>of</strong> this conference will be immensely useful to all <strong>of</strong><br />
those. Representatives <strong>of</strong> state boards and CBSE have to<br />
actively us participate in Vocational Education. Already,<br />
Vocational Education is in place. <strong>The</strong>re are IITs and other<br />
engineering colleges. We have to bring that tier down to the<br />
10 th and 12 th level. Total number <strong>of</strong> students that pass<br />
between 8 th and 10 th is not very high. This large segment has<br />
to be treated very well. Providing general education and<br />
vocational education right at the beginning <strong>of</strong> schooling is<br />
internationally accepted phenomena.<br />
<strong>The</strong> Chief Guest, Dr. (Smt.) D. Purandeswari Devi, Ministry<br />
<strong>of</strong> State, MHRD congratulated NIOS for conducting the<br />
conference on the issue <strong>of</strong> integrating academic with<br />
vocational. She also expressed that the conference would<br />
have deliberated on the impending issues and challenges and<br />
suggested appropriate inputs and response in this regard.She<br />
pointed out that having a good number <strong>of</strong> delegates<br />
participating in this conference, itself indicates the importance<br />
<strong>of</strong> this conference theme. Secondary education plays very<br />
important role between basic elementary education and higher<br />
education. India cannot afford a large number <strong>of</strong> students<br />
drifting into higher education. When there are less<br />
opportunities, vocational education can facilitate the country’s<br />
overall development and growth. She reminded that one<br />
should not forget the stigma attached to vocational education<br />
and was <strong>of</strong> the view that with the fast disappearing<br />
geographical boundaries, experience <strong>of</strong> other countries be<br />
used in building the knowledge society. Transition requires<br />
knowledge and power. ODL will provide life-long learning.<br />
With the implementation <strong>of</strong> NVEQF, Govt. <strong>of</strong> India is creating<br />
opportunity for employment by introducing vertical and<br />
horizontal mobility.<br />
Dr. Purandeswari Devei further added that despite massive<br />
expansion <strong>of</strong> secondary education, a large number <strong>of</strong><br />
adolescents and youth cannot acquire school education,<br />
particularly from lower and middle class families, and for<br />
them <strong>Open</strong> <strong>Schooling</strong> System could be an alternative. She<br />
mentioned the initiatives suggested by Dr. Sarvapalli Radha<br />
Krishnan and the Kothari Commission, (1965) in the area<br />
<strong>of</strong> Vocationalisation <strong>of</strong> education. She further highlighted that<br />
demand is much more than the supply in the unorganized<br />
sector. She added that education is simply not the absorption<br />
<strong>of</strong> knowledge. It is knowledge and skill together. She<br />
emphasized the following points:<br />
1. <strong>The</strong>re should be quality education in both distance and<br />
formal mode.<br />
2. Boundaries between open and formal learning has<br />
started obliterating<br />
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3. NKC has emphasized the need to supplement delivery<br />
mode in PPP.<br />
Dr. K P Wasnik, Director, Vocational Educational<br />
Department, NIOS proposed the vote <strong>of</strong> thanks. He<br />
acknowledged the efforts <strong>of</strong> all those involved in successful<br />
organization <strong>of</strong> the conference. He thanked Dr. Purandeswari<br />
Devi, MHRD, NIOS for accepting the invitation to be the<br />
Chief Guest <strong>of</strong> the Validicory Session. He thanked Smt. Anshu<br />
Vaish, Secretary, MHRD for inaugurating the conference.<br />
He expressed special thanks to Shri Jagmohan Singh Raju,<br />
Joint Secretary, Adult Education and DG, NLMA for giving<br />
leadership and guidance to initiate the process <strong>of</strong> integration<br />
<strong>of</strong> academic and vocational education. He acknowledged<br />
the contribution <strong>of</strong> Dr. S. S. Jena, Chairman, NIOS for giving<br />
leadership to make this conference a success. He conveyed<br />
his sincere thanks to UNESCO and COL as co-sponsors.<br />
He also expressed special thanks to <strong>Conference</strong> Secretary,<br />
Dr. Mamta Srivastava who worked hard for this conference.<br />
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EPILOGUE<br />
In the globalized and knowledge based economy, both<br />
general academic education and vocational education and<br />
training in India are being criticized for not serving the purpose<br />
<strong>of</strong> providing necessary competencies to the people. On the<br />
one hand, purely academic education is criticised for providing<br />
curriculum that lacks participatory forms <strong>of</strong> learning and<br />
opportunities for students to connect learning to “real world”<br />
events, but on the other hand vocational education and training<br />
is criticised for preparing workers who lack problem-solving<br />
abilities, higher-order thinking skills, and employability skills.<br />
Demographic Dividend<br />
As mentioned in many forums that India can reap<br />
the demographic dividend <strong>of</strong> a young population,<br />
provided the young citizens <strong>of</strong> the country are educated and<br />
possess the skills required by the industry and for earning a<br />
decent livelihood and reaching higher levels <strong>of</strong> achievement<br />
in their personal and pr<strong>of</strong>essional lives. <strong>The</strong>re is a serious<br />
challenge <strong>of</strong> providing quality education and skills to about<br />
85 per cent <strong>of</strong> the people aged between 15 and 59 years,<br />
who acquire less than 12 years <strong>of</strong> education.<br />
Skill Requirement<br />
Skill requirement studies (Revised) estimate that India<br />
will require around 26 crores skilled people by 2018<br />
and around 34 crores by 2022. <strong>The</strong>se studies also indicate<br />
that we need to provide quality training to around 8 crores<br />
people in the next five years. <strong>The</strong>re is a significant gap between<br />
the requirement and the supply which unless checked will<br />
constrain our economic growth.<br />
Challenges facing the education system<br />
<strong>The</strong> challenge today is to make both academic<br />
education and vocational education and training relevant<br />
and flexible to meet the needs <strong>of</strong> the learner and employer<br />
so that relevant competencies could be acquired by the<br />
students at every stage <strong>of</strong> learning. <strong>The</strong>re is a need to make<br />
academic education more ‘relevant’ to the ‘world <strong>of</strong> work’,<br />
which includes economic, social, political and educational<br />
spheres and vocational education to be a blend <strong>of</strong> how &<br />
why.<br />
Linking <strong>of</strong> Academic and Vocational courses : A new<br />
vocationalism.<br />
Compartmentalization <strong>of</strong> education has alienated the teachers<br />
and students from thinking beyond the boundaries <strong>of</strong><br />
disciplines or subjects. In the age <strong>of</strong> globalization and<br />
consumerism, disciplines like history, humanities,<br />
anthropology, political science, philosophy, etc. needed for<br />
personal and social development are seen to have fairly limited<br />
scope in terms <strong>of</strong> career and employment opportunities. <strong>The</strong><br />
need today is to introduce a ‘new vocationalism’ which<br />
links academic and vocational courses in such a way that the<br />
relevant generic and employability skills could be acquired<br />
by all students for a smooth ‘transition from school to<br />
work’. Vocationalism is defined as the practice <strong>of</strong> organizing<br />
curriculum in such a way as to provide students with the<br />
opportunity to develop skills, both vocational and academic,<br />
that will give them the strategic labour market advantages<br />
needed to compete for good jobs.<br />
In an <strong>Open</strong> and Distance Learning System, integration <strong>of</strong><br />
academic and vocational knowledge and skill would improve<br />
course alignment and interdisciplinary content ODL provides<br />
a means <strong>of</strong> increasing access to learning and training<br />
opportunities. For learners it gives them more freedom <strong>of</strong><br />
access. For employers it <strong>of</strong>fers the possibility <strong>of</strong> organising<br />
learning and pr<strong>of</strong>essional development at the workplace. <strong>The</strong><br />
ODL is an accepted and indispensable part <strong>of</strong> education<br />
system.<br />
A systematic approach to integration <strong>of</strong> academic and<br />
vocational education can hence reduce duplication <strong>of</strong><br />
educational effort and establish commonalities among<br />
academic disciplines and workforce requirements.<br />
Challenge <strong>of</strong> meeting today’s objectives the curriculum may<br />
focus on these four pillars viz. Relevance, Quality, Excellence<br />
and Equity.<br />
<strong>The</strong>re is, therefore a need for using new instructional design<br />
which could make curriculum and school interesting. Absolute<br />
vocational skills like carpentry, sewing repairing etc may be<br />
upgraded to the today’s needs and new skills like webpage<br />
design, electronic management, 3D printing, digital<br />
photograph, video activity etc. may be introduced.<br />
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Suggestions and Recommendation <strong>of</strong> the<br />
conference<br />
Based on the presentations and discussions in the<br />
plenary as well as in the parallel sessions, the following<br />
emerge as main recommendations/suggestions for future<br />
action specially for NIOS which is the main agency for<br />
implementing vocational as well as general education<br />
programmes at the school level in distance learning mode:<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
In order to provide relevant vocational education and<br />
training programmes, there is an urgent need to study<br />
the market demands and make VE courses demand<br />
driven.<br />
Need assessment survey is essential at block, district,<br />
state and Regional level <strong>National</strong> before developing a<br />
curriculum or course in vocational education<br />
New vocational courses should be introduced to meet<br />
new skill demands<br />
Obsolete courses should be phased out <strong>of</strong> the education<br />
system;<br />
VET programmes need to be developed and<br />
implemented with the help <strong>of</strong> the concerned and relevant<br />
stake holders particularly practical training to the<br />
learners. This is most significant from the quality<br />
assurance aspect. Industry participation in the<br />
development <strong>of</strong> curriculum training and its transaction<br />
is essential.<br />
Revision <strong>of</strong> all curricula and instructional materials for<br />
integration <strong>of</strong> academic and vocational competencies<br />
needs to be done; to focus on needs <strong>of</strong> rural India as<br />
well.<br />
<strong>The</strong>re is a need to revise and recast the curriculum in<br />
modular form and to develop the credit system to enable<br />
the learner to get credits for accumulation as well as<br />
transfer when going from vocational programme to<br />
academic and vice versa. This will provide greater<br />
flexibility to the learner and a system for availing<br />
certificate, diploma or advance Diploma needs to be<br />
put in place depending upon the credits earned by<br />
learner.<br />
NIOS may develop programmes in academic and<br />
vocational areas so as to promote life long learning.<br />
<strong>The</strong> focus <strong>of</strong> vocational education should be on lifelong<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
learning to enable people to participate fully as an<br />
empowered citizen.<br />
<strong>The</strong> courses developed by NIOS may generally follow<br />
the models/ pathways suggested and outlined in<br />
NVEQF. Integration <strong>of</strong> academic and vocational<br />
education needs to be done at school level through<br />
modalities suggested in NVEQF.<br />
Provide the learner with mobility – vertical as well as<br />
horizontal; mobility between education and training;<br />
equivalence <strong>of</strong> courses/modules need to be considered;<br />
ensure seamless integration between education and<br />
vocational education.<br />
An effective use <strong>of</strong> ICT in interactive mode may be<br />
more effective and helpful to the learner. Video<br />
conferencing may also be used efficiently. Promote ICT<br />
as a tool for integration <strong>of</strong> academic and vocational<br />
learning<br />
A comprehensive, continuous competency based<br />
assessment may be highly desirable. This would add to<br />
the credibility <strong>of</strong> learners in the world <strong>of</strong> work as well<br />
as lend quality and credibility to the programme.<br />
<strong>The</strong>re are three dimensions <strong>of</strong> TVET skills, namely,<br />
academic, occupational and trade technical skills. Thus<br />
for occupational/skill training there should be criterion<br />
referenced testing and not norm referenced testing.<br />
Learning materials may be developed for all courses in<br />
self instructional mode and provided on line. CDs may<br />
be made for practical activities and provided to the<br />
AI’s/AVIs to be used by the learners.<br />
Master trainers/master craftsmen/trainers are needed<br />
for the AVIs. Suitable training programmes may be<br />
developed for the development <strong>of</strong> this category <strong>of</strong><br />
trainers. Capacity building <strong>of</strong> teachers and trainers in<br />
best vocational pedagogical practices;<br />
Shortage <strong>of</strong> trainers and their unwillingness to relocate<br />
to rural areas raises a challenge in sustaining vocational<br />
training facilities. A hybrid model involving existing<br />
teacher network, computer based content delivery and<br />
local vocational practitioners may be practical solution.<br />
Standardized list <strong>of</strong> competencies, to be developed by<br />
the learner after completing a module, needs to be<br />
developed and put in place as this would also provide<br />
a reference for assessment. Competency standards<br />
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➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
need to be developed for lower, intermediate and higher<br />
levels <strong>of</strong> courses e.g. certificate, diploma and advanced<br />
diploma.<br />
A Management Information System(MIS) may be setup<br />
to enable the administration to know about the impact<br />
<strong>of</strong> each course and conduct tracer studies to know<br />
and assess each programme and progress <strong>of</strong> passouts.<br />
Regular monitoring and feedback is a must for<br />
qualitative growth. A well developed monitoring and<br />
feedback system will go a long way in ensuring quality<br />
in the academic and vocational programmes.<br />
In order to meet the increased demand for trained<br />
manpower and to utilize the trainers in the industry as<br />
well as their infrastructure, Public Private<br />
Partnership(PPP) model may be explored and<br />
promoted.<br />
Fundamental reforms are required a-cross education<br />
system to improve overall quality/outcomes, increase<br />
retention and ensure seamless integration with vocational<br />
training.<br />
To avoid the pitfall <strong>of</strong> uncontrolled mushrooming <strong>of</strong><br />
educational institutions there is a need to introduce<br />
rigorous and transparent accreditation guidelines.<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
Recognition <strong>of</strong> Prior Learning (RPL) creates new routes<br />
to qualifications for adults, taps unrecognized talent,<br />
motivates for resuming formal studies and critical<br />
assessment which is a good start before re skilling –<br />
link RPL to national curriculum and qualification as the<br />
currency <strong>of</strong> learning, speed up the process <strong>of</strong> RPL for<br />
under privileged people who lack educational<br />
opportunities and for those acquiring skills in informal<br />
situations.<br />
Three pronged approach for the content <strong>of</strong> RPL, i)<strong>The</strong><br />
need to reduce the gap between formal and non formal<br />
education ii) define equivalence <strong>of</strong> courses<br />
competencies and iii) need to intelligently adapt rather<br />
than adopt RPL model from developed nations.<br />
Recognition <strong>of</strong> Prior Learning (RPL) is an assessment<br />
process <strong>of</strong> learners who learn skills informally.<br />
Develop the framework for RPL and institutionalize it<br />
especially for the non-formal learning; and<br />
Need to make vocational education relevant with job<br />
requirement in industry/livelihood and better quality <strong>of</strong><br />
life and blending with academic programme.<br />
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<strong>Conference</strong> in the Eyes <strong>of</strong><br />
the Participants<br />
At the close <strong>of</strong> the conference an attempt was made<br />
to study the perceptions <strong>of</strong> the participants and seek<br />
their suggestions for further improvements <strong>of</strong> such kind <strong>of</strong><br />
programmes. In this connection a questionnaire cum rating<br />
scale performa was developed and administered to all the<br />
participants during the last session <strong>of</strong> the third day. <strong>The</strong><br />
performa was to gather the perceptions on the expected<br />
outcomes <strong>of</strong> the conference in terms <strong>of</strong> new knowledge gain<br />
,to develop the strategies regarding the integration <strong>of</strong> the<br />
marginalized groups through the open schooling, and also to<br />
provide the opportunities for the networking and sharing <strong>of</strong><br />
experiences. <strong>The</strong> questionnaire is appended at the annexure.<br />
Major findings with respect to the feedback questionnaire<br />
are as follows.<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
➦<br />
More discussions are required for the delivery made<br />
<strong>of</strong> vocational education through ODL.<br />
Let the Ministries other than MHRD may continue with<br />
their vocational education programme, as such since,<br />
those programmes are almost non-formal in nature as<br />
well as need based. However the issue <strong>of</strong> integration<br />
may be taken up by MHRD for those courses in formal<br />
system <strong>of</strong> education.<br />
Follow up with the participants for their involvement in<br />
various activities leading to improvement in quality <strong>of</strong><br />
education & training should be done.<br />
Follow up conference was also desired by same.<br />
All the participants welcome this initiative <strong>of</strong> NIOS and<br />
rated high on the scale regarding the level <strong>of</strong> knowledge<br />
acquisition and motivation regarding the integration <strong>of</strong><br />
academic & vocational education, after this conference.<br />
<strong>The</strong> drawback which was pointed out by few was that<br />
strategy was not developed for the integration.<br />
➦<br />
➦<br />
➦<br />
Over all the focus was more an integration <strong>of</strong> vocational<br />
education into main stream whether it is formal or<br />
through ODL, which is a very positive approach.<br />
<strong>The</strong> follow up <strong>of</strong> the conference desired by many.<br />
<strong>The</strong>re was general appreciation about the organisation<br />
<strong>of</strong> the conference, programme planning, support material<br />
etc.<br />
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Programme Schedule
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List <strong>of</strong> Participants for the International<br />
<strong>Conference</strong> on Integration <strong>of</strong> Academic Courses<br />
with Vocational Education in Secondary Schools<br />
1. Dr. Agarwal Ashish<br />
Associate Pr<strong>of</strong>essor<br />
SOE &T, IGNOU<br />
ashisha@ignou.ac.in<br />
2. Dr. Agrawal Amit<br />
Lecturer (Commerce)<br />
Govt. Inter College, Champawat – 262523<br />
Uttarakhand<br />
agrawalamitdr@gmail.com<br />
3. Sh.Ajit Kumar.<br />
Assistant Pr<strong>of</strong>esoor<br />
Assistant Pr<strong>of</strong>essor, School <strong>of</strong> Education,<br />
IGNOU, Maidan Garhi<br />
New Delhi<br />
ajithchalil@gmail.com<br />
4. Pr<strong>of</strong>. Akhtar Najma<br />
Pr<strong>of</strong>essor & Head<br />
(Dept. <strong>of</strong> Education Administration)<br />
<strong>National</strong> University <strong>of</strong> Education Planning<br />
& Administration<br />
17B, Sri Aurobindo Marg<br />
New Delhi-110 016.<br />
najmabkhtar@gmail.com<br />
5. Pr<strong>of</strong> Ambasth N.K<br />
Former Chairman NIOS & Pro-Vice Chancellor,<br />
IASE, (Deemed Univ.)<br />
New Delhi<br />
6. Dr. Ananda G.<br />
Social Development and M.E. Expert<br />
Feedback Infrastructure PLC<br />
302, Manbhum Venky’s Apartment,<br />
Rajbhavan Road, Smoajiguda,<br />
Hyderabad – 500082<br />
anandhvd@hotmail.com<br />
7. Sh. Aoyagi Shigeru<br />
Director & UNESCO Representative for India,<br />
Bhutan, Sri Lanka and Maldives<br />
New Delhi<br />
8. Sh. Asgar H.<br />
Director<br />
R-148 Sir Syed Road, Joga Bai Ext.,<br />
Jamia Nagar, Okhla, New Delhi<br />
slarprojetsservices@gmail.com<br />
asgar_1969@rediffmail.com<br />
9. Pr<strong>of</strong>. Aslam M.<br />
Vice Chancellor<br />
IGNOU, Delhi<br />
10. Ms. Ayyagari Jyotsna<br />
Director Pravinya<br />
201 A, 4th Cross, Trimoorthy Colony,<br />
Mahendra Hills, Maredpally, Hyderabad<br />
jyotsna@pravinya.net<br />
11. Ms. Bala Rajni<br />
Assistant Pr<strong>of</strong>.<br />
Apeejay College <strong>of</strong> Fine Arts<br />
Jalandhar, Punjab – 144001<br />
richa_mittal1@yahoo.com<br />
12. Dr. Baliya J.N<br />
Asstt Pr<strong>of</strong>essor<br />
Department <strong>of</strong> Educational<br />
University <strong>of</strong> Jammu, J&K<br />
jnbaliya2000@yahoo.co.in<br />
13. Sh. Banerjee Basab<br />
Head Standards & QA<br />
NSDC, D-4,<br />
Clarion Collection (Qutab Hotel)<br />
Shaheed Jeet Singh Marg, New Delhi-16<br />
basab.banerjee@nsdcindia.org<br />
14. Ms. Bansal Shikha<br />
Manager<br />
IL&FS Education & Technology Services Ltd.<br />
2nd & 3rd Floor, NTBCL Building,<br />
Toll Plaza DND Flyway<br />
NOIDA- 201301, U.P.<br />
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15. Dr. Bhamini C.<br />
Research Officer<br />
Research Officer SCERT Kerala<br />
Thiruvananathpuram<br />
drcbhamini@gmail.com<br />
16. Dr. Bhargava Alka<br />
Director (VE) – MHRD, Govt. <strong>of</strong> India<br />
17. Sh. Bhaskar Mahajan Vijay<br />
Desk Officer, Assistant Apprentice Adviser<br />
Directorate <strong>of</strong> Vocational Education Training,<br />
Dhobi Talao, Opp. Metro Cinema,<br />
3, Mahapalika Marg, Mumbai-400001<br />
vijaybmahajan5@gmail.com<br />
18. Mr. Bhatia Navin<br />
Chairman <strong>of</strong> Managing Director<br />
135, Somdutt Chamber<br />
I, Bhikaji Cama Place, New Delhi-110 066<br />
navin@navkarskills.com<br />
19. Ms. Borah Jyoti Smita Das<br />
Project Associate<br />
Assam Higher Secondary Education Council,<br />
Assam-781021<br />
jyotismitadasborah@yahoo.com<br />
20. Ms. Bowen-Clewley Liz<br />
Director, Competency International Ltd.<br />
New Zealand<br />
21. Sh. Burman K.J.R.<br />
Secretary Education<br />
U.T. Secretariat, Daman & Diu Moti, Daman<br />
kjrb@rediffmail.com<br />
22. Dr. Chahal Dinesh<br />
Asstt. Pr<strong>of</strong>essor<br />
C.R. College <strong>of</strong> Education<br />
Hisar, Haryana -125001<br />
dinesh78chahal@gmail.com<br />
23. Sh. Chand Puran<br />
Former Joint Director, NCERT<br />
Advisor, IASE (D) University<br />
Sector-10, Dwarka, New Delhi<br />
puran_chandz@yahoo.com<br />
24. Sh. Chandra Apurva<br />
JS (SEL), MHRD, Govt. <strong>of</strong> India<br />
25. Dr. Chauhan Girija Nand<br />
OSD (Schools) cum Incharge Vocational Education<br />
Directorate <strong>of</strong> Hr. Edu. H.P Shimla<br />
girijanand@rediffmail.com<br />
26. Sh. Chenoy Dilip<br />
MD & CEO<br />
NSDC, D-4, Clarion Collection (Qutab Hotel)<br />
Shaheed Jeet Singh Marg, New Delhi-16<br />
dilip.chenoy@nsdcindia.org<br />
27. Sh. Choudhary Manmohan<br />
Dy. Secretary<br />
Bihar School Examination Board (SS)<br />
Budh Marg, Patna<br />
0612-2227588<br />
28. Pr<strong>of</strong>. Chouksey R.G.<br />
Head Deptt. <strong>of</strong> vocational Education and<br />
Entrepreneurship Development (NITTTR),<br />
Shamla Hills, Bhopal-2, Pin-462002<br />
rgchouksey@yahoo.co.in<br />
29. Dr. Dey Niradhar<br />
Lecturer in Education<br />
School <strong>of</strong> Education<br />
IGNOU, Maida Garhi<br />
New Delhi-110 068<br />
niradhar@ignou.ac.in<br />
30. Ms. Desai Nikita<br />
Research Executive<br />
C/130, Solaris 1, Opp L&T Gate NV-6,<br />
Saki Vihar Road, Powai, Mumbai – 400072<br />
nikita_d_desai@gmail.com<br />
31. Sh. Devarjan K.<br />
Director<br />
SCERT, Chennai<br />
32. Dr. (Smt) Devi Purandeswari D.<br />
MOS, MHRD, Govt. <strong>of</strong> India<br />
33. Ms. Dinpu Jassi<br />
Behavioral Trainer & Consultant<br />
PROGILENCE Cap-Dev. Pvt. Ltd FF13<br />
Spanish Court, Palam Vihar<br />
Gurgaon-122017<br />
jassi.dmipu@progilence.com<br />
45 // <strong>Conference</strong> <strong>Report</strong>
34. Dr. Dubey Nishit<br />
Pr<strong>of</strong>essor<br />
NITTTR Bhopal, Shamla Hills, Bhopal,<br />
M.P. 462002<br />
ndubey@nitttrbpl.ac.in<br />
35. Sh. Dutta Narendra Nath<br />
Joint Secretary<br />
School Education Dept.,<br />
Bikash Bhawan, Salt Lake,<br />
Kolkata, West Bengal – 700091<br />
36. Dr. Gaba A.K.<br />
Reader<br />
New Academic Complex, SOVET,<br />
IGNOU, Maidan Garh, New Delhi.<br />
akgaba@ignou.ac.in<br />
37. Dr. Gaffar Sabistan<br />
Chairperson,<br />
Committee on Girls Education NCMEI<br />
<strong>National</strong> Commission for Minority Educational<br />
Institutions,<br />
Gate No.4, 1st Floor, Jeevan Tara Building<br />
5, Sansad Marg, Patel Chowk,<br />
New Delhi–110 001<br />
shabistangaffar@rediffmail.com<br />
38. Sh. Gahlaut I.S.<br />
President, Saksham Bhat<br />
Okhla, New Delhi<br />
39. Dr. Gatsha Godson<br />
Dr. Godson Gatsha (PhD)<br />
Consultant & ODL Technical Advisor<br />
SADC ODL Centre <strong>of</strong> Specialisation in Secondary<br />
Education<br />
Malawi College <strong>of</strong> Distance Education<br />
A Department <strong>of</strong> Ministry <strong>of</strong> Education,<br />
Science & Technology<br />
P. Bag 302<br />
Chichiri, Blantyre 3<br />
MALAWI<br />
40. Sh. Gaur B.L.<br />
Director, RGIPS<br />
Gaur Biz Park, Plot No. 1,<br />
Abhaykhand, 2 Indirapuram, Ghaziabad - UP<br />
blgaur36@gmail.com<br />
41. Sh. Gautama Chitrasen<br />
Research Scholar<br />
Room No. 6, ICT, Tapti Hostel,<br />
Jawaharlal Nehru University, New Delhi<br />
chitrasen.gautam@gmail.com<br />
42. Sh. Ghosh Samar Chandra<br />
Dy. Secretary<br />
School Education Dept.,<br />
Bikash Bhawan, 6th Floor, Salt Lake, Kolkata,<br />
West Bengal – 700091<br />
43. Dr. Hamza M.B.<br />
Joint State Co-ordiantor, KSOS,<br />
SCERT, Trivandrum - 680512<br />
44. Dr. Harichandan D.<br />
Director<br />
<strong>Institute</strong> <strong>of</strong> Distance and <strong>Open</strong> Learning, Mumabi<br />
45. Sh. Hess Cornelius<br />
Programme Manager<br />
P/BAG 111508 NAMCOCL, Namibia<br />
hess@mamcol.com.ma<br />
46. Sh.Inbaraj J.<br />
Reader<br />
Directorate <strong>of</strong> Teacher Education, Research and<br />
Training, DPI Campus, College Road, Chennai-6<br />
inbarajdtert@gmail.com<br />
47. Ms. Isaac Aaditi<br />
Correspondent cum copy editor<br />
(Education Times, TOI<br />
R/o 40-C Surya Apts, Sec. 13,<br />
Rohini, New Delhi-85<br />
aaditi.isaac@timesgroup.com<br />
48. Sh. Jagadananda<br />
Information Commissioner<br />
Orissa State Information Commission,<br />
Toshali Plaza, Satya Nagar,<br />
Bhubneswer (Orissa)<br />
49. Ms. Jayalekshmi.S<br />
Research Officer<br />
State Council <strong>of</strong> Educational Research and Training,<br />
Vidhya Bhavan, Poojapura,<br />
Thiruvanathpuram 695012, Kerala<br />
kathumalu@gmail.com<br />
46 // <strong>Conference</strong> <strong>Report</strong>
50. Dr. Jena Nalin<br />
Senior Education Specialist,<br />
World Bank, India<br />
51. Ms. Joseph Sheena<br />
Research Analyst<br />
Digital Learning , Sector 39, NOIDA<br />
sheena@digitabllearning.in<br />
52. Mr. Junais<br />
Coordinator<br />
<strong>National</strong> Commission for Minority Educational<br />
Institutions, Gate No.4, 1st Floor<br />
Jeevan Tara Building, 5, Sansad Marg,<br />
Patel Chowk, New Delhi – 110 001<br />
junaismkd1@gmailc.om<br />
53. Sh. Kamesh T.N.S.<br />
Section Office<br />
MHRD, Dept. <strong>of</strong> School Education Literacy,<br />
2nd Floor, Room No. 517-B<br />
Wing Shastri Bhawan, New Delhi<br />
sch3edu@gmail.com<br />
54. Sh. Karanam Madan Kumar<br />
Asstt. Manager and Centre Head<br />
Natco Trust, NETCO HOUSE<br />
Road No.2, Banjara Hills,<br />
Hyderabad, Andhra Pradesh,<br />
Pin-500033<br />
madankumar@natcopharma.co.in<br />
55. Dr. Kaur Parmjit Tulsi<br />
Pr<strong>of</strong>essor<br />
<strong>National</strong> <strong>Institute</strong> <strong>of</strong> Technical Teachers’<br />
Training and Research<br />
Sector -26, Chandigarh,<br />
Pin-160019<br />
Pk_tulsi@yahoo.com<br />
56. Sh. Khan Aminul Islam<br />
Programme Manager<br />
Commonwealth Youth Programme Asia Centre<br />
Sector-12, Chandigarh, India<br />
amin@cypasia.net<br />
57. Sh. Khanna Krishan<br />
Chairman, i-Watch<br />
211, Opympus, Altamount Road,<br />
Mumbai – 400026<br />
krishan@vsnl.com<br />
58. Mr. Khanna Sherry<br />
Sr. Mgr. Training & Development<br />
Progilence Capability Development<br />
FF-13, Spanish Court, Palam Vihar, Gurgaon<br />
sherry.khanna@progilence.com<br />
59. Sh. Kumar Pawan<br />
Lab. Technician<br />
AVI- 990051<br />
IPH&H, RZ-A-44,<br />
Mahipalpur New Delhi-37<br />
60. Dr. Kulshrestha Manoj<br />
Associate Pr<strong>of</strong>essor<br />
School <strong>of</strong> Engineering &Technology<br />
IGNOU, Maida Garhi<br />
New Delhi-110 068<br />
kulshreshthe_m@ignou.ac.in<br />
61. Dr. Kumar Rajesh<br />
Regional Director<br />
Regional Centre Chandigarh<br />
rdchandigarh@nios.ac.in<br />
62. Sh. Lal Hussan, IAS<br />
Secretary<br />
School Education Punjab<br />
61/6, Punjab Civil Sectt.-2<br />
Sector – 9, Chandigarh-160017<br />
hussanlal@gmail.com<br />
63. Sh. Levakumar V.<br />
Dy. Director<br />
T.C. 10/719, EBN-11<br />
Mannammoola, Perurkada P.O.<br />
Trivandrum – 695005<br />
vlevakumar@gamil.com<br />
64. Ms. Louey Christine<br />
Director<br />
International Division<br />
121 Stud Road Dandenong VIC 3175<br />
PO Box – 684, Dandenong<br />
chris.louey@chisholm.edu.au<br />
65. Sh. Mahajan Suksham Lata<br />
Desk Officer, Assistant Apprentice Adviser<br />
Directorate <strong>of</strong> vocational Education Training,<br />
Dhobi Talao, Opp. Metro Cinema,<br />
3, Mahapalika Marg, Mumbai-400001<br />
vijaybmahajan5@gmail.com<br />
47 // <strong>Conference</strong> <strong>Report</strong>
66. Sh. Manaktola Kamal<br />
Reg. Director<br />
B-3/184, Paschim Vihar, New Delhi<br />
kmanaktola@ahta.com<br />
67. Ms. Masood Huma<br />
Education specialist<br />
UNESCO, India<br />
68. Sh. Masroor Mir Kahlid<br />
Lecturer<br />
Govt. Hr. Sec. School, Hazratbal,<br />
Srinagar-190018<br />
khalidmasroor@rediffmail.com<br />
69. Md. Anwarul Islam<br />
Assistant Pr<strong>of</strong>essor<br />
<strong>Open</strong> School, Bangladesh <strong>Open</strong> University,<br />
Boakd Bazar, Gazipur, Bangladesh<br />
eslamanwarzooo@yahoo.com<br />
70. Pr<strong>of</strong>. Md. Miyan<br />
Vice Chancellor,<br />
Maulana Azad <strong>National</strong> Urdu University,<br />
Hyderabad, India<br />
71. Md. Nazir Ahmad Wani<br />
Liaison Officer<br />
J&K State Board <strong>of</strong> School Education Jammu<br />
nazir.wani@gmai.com<br />
72. Sh. Meena P.R.<br />
Director (Education)<br />
460, Planning Commission,<br />
Sansad Marg, New Delhi<br />
meena.pr@nic.in<br />
73. Dr. Meena Emmanuel Wilbforce<br />
<strong>Institute</strong> <strong>of</strong> Adult Education,<br />
PO Box-20679<br />
Dar es Salaam<br />
Tanzania<br />
74. Dr. Mehrotra Vinay Swarup<br />
Associate Pr<strong>of</strong>essor<br />
PSS Central <strong>Institute</strong> <strong>of</strong> Vocational Education,<br />
NCERT, 131 Zone II,<br />
M. P. Nagar,<br />
Bhopal-462 011, M.P.<br />
drvs.mehrotra@gmail.com<br />
75. Sh. Mishra Biswajh<br />
Director<br />
Jan Shikshan Sansthan, Bidas Nagar,<br />
Turang, Angul, Odisha<br />
msra.biswajit@gmail.com<br />
jssangl@gmail.com<br />
76. Ms. Mishra Sapna<br />
Project Coordinator<br />
75-76. Amrit Nagar South Extension Part-I<br />
New Delhi<br />
sudir.jain@iacm-india.com<br />
77. Sh. Misra D.P.<br />
Principal Systems Analyst<br />
NK, CGO Complex,<br />
Lodhi Road, New Delhi-110 003<br />
dsmisra@nic.in<br />
78. Pr<strong>of</strong>. Mitra Sugata<br />
Pr<strong>of</strong>essor, University <strong>of</strong> New Castle UK<br />
& Visiting Pr<strong>of</strong> Massachusetts <strong>Institute</strong> <strong>of</strong><br />
Technology, USA<br />
79. Dr. Mitra Sushmita<br />
Ex- Director (SSS), NIOS<br />
<strong>Open</strong> <strong>Schooling</strong> & DE<br />
sushmitam@hotmail.com<br />
80. Ms. Mohanty Amiya<br />
Director<br />
Jan Shikshan Sanshan<br />
F-23, BJB Nagar, Bhubaneswar – 751014<br />
jss_bbs7@yahoo.co.in<br />
amiyamohanty_18@yahoo.com<br />
81. Dr. Mujumder Swati<br />
SOES, Pune<br />
82. Dr. Nagpal Vivek<br />
Consultant (Vocational)<br />
Central Board <strong>of</strong> Secondary Education (CBSE)<br />
2, Community Centre Preet Vihar,<br />
Delhi-110 092<br />
bmn3012@yahoo.com<br />
83. Ms. Neal Terry<br />
Manager Flexible Learning<br />
OPNZ, New Zealand<br />
48 // <strong>Conference</strong> <strong>Report</strong>
84. Sh. Nicholas C.P.<br />
Project Monitoring Officer<br />
FVTRS No. 19, 3rd Cross, Hutchins Road,<br />
St. Thomas torox post, Bangulore<br />
Pin-560084<br />
chiramelnicholas1@rediffmail.com<br />
85. Ms. Nyangu Weddinah<br />
Principal Education Officer<br />
Ministry <strong>of</strong> Education, Science and Vocational<br />
Training, Zambia<br />
86. Sh. Parmar Prakash<br />
Consultant<br />
Ministry <strong>of</strong> Rural Development,<br />
Krishi Bhawan, New Delhi-110 001.<br />
prakashparmar@gmail.com<br />
87. Ms. Peters Maria<br />
Director & Chief Executive Office<br />
121 Stud Road Dandenong VIC 3175<br />
PO Box – 684, Dandenong<br />
m.peters@chisholm.edu.au<br />
88. Sh. Prasad K.A.N.<br />
ADG, <strong>National</strong> Academy Construction,<br />
Hyderabad<br />
89. Sh. Prasad Sharda<br />
JS & DG (DGET),<br />
Ministry <strong>of</strong> Labor, Govt. <strong>of</strong> India<br />
90. Sh. Purushotham C.V.<br />
Special Officer NVEQF<br />
NVEQF State Committee,<br />
3rd Floor, PUE Bhavan 18th cross,<br />
Malleshwaram, Bangalcote, Karnataka<br />
Pin-560012<br />
purusheu@gmail.com<br />
voekar@gmail.com<br />
91. Ms. Raja Janaki D.<br />
Correspondent<br />
19, Old Railway Station Road, Erope<br />
djanakiraja@gmail.com<br />
92. Sh. Raju Jagmohan Singh<br />
Joint Secretary<br />
NLMA, Govt. <strong>of</strong> India, New Delhi<br />
93. Dr. Raju Vetukuri R.S.<br />
Asstt. Pr<strong>of</strong>essor<br />
NUEPA<br />
17B, Sri Aurobindo Marg<br />
New Delhi-110 016.<br />
rajuvetukuri@rediff.com<br />
94. Sh. Rao Ramakrishna K.<br />
Lecturer<br />
Govt. D.I.E.T, Bheemunipatnam<br />
– 531163; Visakhapatnam<br />
(Dist); Andhrapradesh<br />
krkrao365@rediffmail.com<br />
95. Sh. Rao Venkateswara R.<br />
State Coordinator<br />
Andhra pradesh State <strong>Open</strong> School<br />
Basheerbagh, Hyderabad - A.P<br />
rvra01365@yahoo.com<br />
96. Dr. Rashtriya Tarun<br />
Sr. Lecturer<br />
Faculty <strong>of</strong> Education & Aillied Sciences,<br />
M.J.P. Rohilkhand University,<br />
Bareilly (UP) India<br />
idianteacher@sify.com<br />
97. Sh. Roy Sanjeev<br />
Consultant<br />
NLMA, MHRD, Govt <strong>of</strong> India<br />
98. Sh. Salwan N.K.<br />
Director<br />
Haryana <strong>Open</strong> School<br />
Board <strong>of</strong> School Education Haryana,<br />
Bhiwani, Haryana<br />
usafwan55@gmail.com<br />
99. Dr. Sanghani Darshika<br />
Consultant,<br />
Wadhwani Foundation – Bangalore<br />
100. Sh. Saraswat OP<br />
DEO cum Senior Editor,<br />
Shivira Patrika<br />
Office <strong>of</strong> the Commissioner,<br />
Secondary Education,<br />
Rajasthan, BIKANER – 334001<br />
opsaraswat58@gmail.com<br />
49 // <strong>Conference</strong> <strong>Report</strong>
101. Sh. Satyanarayana K.V.V<br />
Consultant, Vocational Education,<br />
AP <strong>Open</strong> School Society,<br />
Bashearhash, Hyderabad<br />
kvvedn@gmail.com<br />
102. Col. Saxena N.B<br />
Regional Training Head<br />
L&T Construction 211, Okhala Industrial Estate<br />
Phase-III, New Delhi-110020<br />
saxenanb@lntecc.com<br />
saxenanb@yahoo.com<br />
103. Sh. Sekha S.B.<br />
Joint Director<br />
Higher Education<br />
SML, Himachal Prasad<br />
104. Sh. Sekhri Shashi Bushan<br />
Joint Director (Hr. Edu)<br />
Directorate <strong>of</strong> Hr. Edu., H.P Shimla<br />
105. Sh. Sharma Akhila Nand<br />
Associate Pr<strong>of</strong>essor in Education<br />
TVET, University <strong>of</strong> the South<br />
Pacific, Private Mail Bag<br />
Suva, FIJI<br />
Sharma_a@usp.ac.fj<br />
106. Sh. Sharma Balram<br />
Chairman<br />
H.P. School Board <strong>of</strong> Education,<br />
Gyanlok Complex, Dharamshala Distt.<br />
Kngra - H.P. - 176213<br />
balam.sharma@nic.in<br />
107. Sh. Sharma Shiv Kumar<br />
Assist. Director<br />
DPI(S), Chandigarh Administration<br />
160019<br />
gmss23_ch@nic.in<br />
108. Ms. Sharma Smriti<br />
Sr. Lecturer<br />
C.G.S.O.S. Raipur<br />
Chhattisgarh -492001<br />
109. Sh. Shudhalwar Deepak<br />
Asstt. Pr<strong>of</strong>essor<br />
PSSCIVE, NCERT<br />
Shyamla Hills, Bhopal<br />
110. Mr. Sigdel Shailendra<br />
Statistical Advisor South Asia (UIS),<br />
Canada<br />
111. Ms. Singh Madhu<br />
Senior Programme Specialist<br />
UNESCO, <strong>Institute</strong> for Education<br />
Feldbrunnenstasse-58, 20158 Hamburg,<br />
Germany<br />
m.singh@unesco.org<br />
112. Sh. Singh Ashok Kumar, IAS<br />
Director General <strong>of</strong> Schools (SPD),<br />
Punjab, SCO No. 104-106 Sector-34<br />
Chandigarh<br />
113. Sh. Singh Gyanendra<br />
Chief <strong>Report</strong>er<br />
1206, Navrang House , Bara Khamba Road,<br />
New Delhi – I<br />
gsinghdelhi@gmail.com<br />
114. Sh. Singh Jagriti<br />
Jt. Associate Director<br />
Indian Knowledge Corporation<br />
28, School Lane, Near Hotel Lalit,<br />
Bara Khamba Road, Delhi-110 001<br />
jagritisingh16@gmail.com<br />
115. Sh. Singh Karnail<br />
Teacher<br />
GHSS, Rajgarh Tech. & Distt. Ramban<br />
(J&K)-182143<br />
singhkarnail79@yahoo.in<br />
116. Dr. (Mrs.) Sirohi Vineeta<br />
Associate Pr<strong>of</strong>essor<br />
NUEPA, 16-B, Sri<br />
Aurobindo Marg, New Delhi<br />
vineetasirohi@nuepa.org<br />
117. Ms. Smith Belinda<br />
(Consultant), TVET, Australia<br />
118. Sh. Somanath T.<br />
Principal<br />
Toyota Technical Training <strong>Institute</strong> (TTTI)<br />
No 1 Bidadi Industrial Area<br />
Bangalore - 562 109<br />
tsomanath@gmail.com<br />
50 // <strong>Conference</strong> <strong>Report</strong>
119. Sh. Trivedi G.K.<br />
Faculty<br />
Shalimar Garden Extn.<br />
Zakir Hussian Marg, Shahibad Ghaziabad, UP<br />
gktrivedi4@gmail.com<br />
120. Sh. Umakant B.R.<br />
Chief Executive (Projects)<br />
Office <strong>of</strong> Director (Technical)<br />
JSS Technical Director,<br />
JSS Technical Institution Campus,<br />
Mysore-570006<br />
brumakant@yahoo.comin<br />
121. Smt. Vaish Anshu<br />
Secretary (SE&L), MHRD, Govt. <strong>of</strong> India<br />
122. Sh. Vats B.R<br />
Joint Director<br />
Secondary Education, Haryana Shiksha Sadan,<br />
Sector-5, Panshkula<br />
edusecondaryhry@gmail.com<br />
123. Sh. Vaz G.<br />
(International Consultant), Mumbai<br />
124. Sh. Velmurugan K.S.<br />
Ex. Young Pr<strong>of</strong>essonal<br />
Zone-5A, Cone-C, 2nd Floor India<br />
Habitat Centre, Lodhi Colony,<br />
New Delhi-110 003<br />
velmsw@gmail.com<br />
125. Sh. Venkatesan K.<br />
Assistant Pr<strong>of</strong>essor & Head<br />
Dept. <strong>of</strong> Home science<br />
Jawaharlal Nehru Rajkeeya Mahavidyalaya<br />
(JNKM) Port Blair<br />
Andaman & Nicobar Islands – 744104<br />
kvenkatesa@gmail.com<br />
126. Dr. Verma A.P.<br />
Consultant<br />
B-2/13, Vasant Vihar, Ground Floor Front<br />
New Delhi-110 057.<br />
ap_verma@yahoo.com<br />
127. Dr. Zope Sanjay B.<br />
Principal, DMCES<br />
IGNOU Community College, Pune-411004<br />
s.b.zope@gmail.com<br />
128. Dr. S.S. Jena<br />
Chairman<br />
129. Dr. Kuldeep Agarwal<br />
Director (Academic)<br />
130. Sh. C. Dharuman<br />
Secretary<br />
NIOS FACULTY<br />
131. Dr. K.P. Wasnik<br />
Director (Vocational Education )<br />
132. Dr. S. Bharadwaj<br />
Director ( SSS)<br />
133. Mrs. Gopa Biswas<br />
Joint Director (Academics)<br />
134. Dr. R.K. Arya<br />
Joint Director (Media)<br />
135. Mr. Sunil Kaura<br />
Joint Director (Admn.)<br />
136. Mr. S.K. Prasad<br />
Systems Analyst & Programmer<br />
137. Mr. B. L. Batla<br />
Dy. Director (Admn.)<br />
138. Mr. S.K. Anand<br />
DD ( SSS)<br />
139. Ms. Neelam Gautam<br />
Dy. Director (Accounts)<br />
140. Mr . D.N Uperati<br />
P.O.<br />
141. Ms. Manju Gupta<br />
Dy. Director (Vocational)<br />
142. Dr. Mamta Srivastava<br />
Dy. Director (Vocational)<br />
143. Ms. Kaushalya Barik<br />
Asst. Director (Vocational)<br />
144. Dr. Sonia Behl<br />
Assistant Director<br />
51 // <strong>Conference</strong> <strong>Report</strong>
145. Ms Anitha Nair<br />
Assistant Director ( SSS)<br />
146. Dr Rachna Bhatia<br />
Assistant Director ( SSS)<br />
147. Ms. Gauri Diwakar<br />
PRO<br />
148. Mr Anil Kumar<br />
Accounts <strong>of</strong>ficer<br />
149. Mr. Naipal Singh<br />
Librarian<br />
150. Dr. B.K. Rai<br />
Academic Officer(Hindi)<br />
151. Dr. Shoaib Raza Khan<br />
Academic Officer (Urdu)<br />
152. Ms. Tarun Punia<br />
Academic Officer (Geography)<br />
153. Dr. Manish Chugh<br />
Academic Officer (Economics)<br />
154. Dr. Alok Kumar Gupta<br />
Academic Officer (Physics)<br />
155. Sh. Chunnu Prasad<br />
Academic Officer(Political Science)<br />
156. Sh. Rajeev Prasad<br />
Academic Officer (Chemistry)<br />
157. Sh. Ramnarayan Meena<br />
Academic Officer (Sanskrit)<br />
158. Dr. Piyush Prasad<br />
Academic Officer (Accountancy)<br />
159. Sh. Parthish Kumar Paul<br />
Academic Officer (Technology)<br />
160. Ms. Shivali Chawla<br />
Academic Officer (Secretarial Practice)<br />
161. Sh. V. Shatish<br />
Academic Officer (Paramedical)<br />
162. Dr. Praveen Chauhan<br />
Academic Officer (Home Science)<br />
163. Sh. Sukanta Kumar Mahapatra<br />
Academic Officer (Sociology)<br />
164. Ms. Madhu Mehta<br />
Section Officer<br />
165. Pr<strong>of</strong>. Subhash Chand Panda<br />
Senior Consultant(TT)<br />
166. Ms. Asheema Singh<br />
P.C. (AEP)<br />
167. Ms. Sanchita Bhattacharya<br />
SEO (PAE)<br />
168. Mr. Vivek Singh<br />
SEO(Geography)<br />
169. Mr. Neeraj Pratap Singh<br />
SEO (Maths)<br />
170. Ms. Neelam Gupta<br />
SEO (Science and RLP)<br />
171. Ms. Shweta Verma<br />
SEO (Research)<br />
172. Ms. Anu Shree<br />
SEO (AEP)<br />
173. Ms. Trapti Rai<br />
SEO (AEP)<br />
174. Ms. Neha Sharma<br />
SEO (AEP)<br />
175. Mr. Pramood Tripathi<br />
SEO (Comp. Unit.)<br />
176. Mr P.K. Chauhan<br />
EO (VE)<br />
177. Dr A.K Gupta<br />
SEO (Ag)<br />
NIOS Regional Directors<br />
178. Sh. S.K. Misra<br />
Regional Director, Delhi<br />
179. Sh Anil Kumar<br />
Regional Director, Hyderabad<br />
52 // <strong>Conference</strong> <strong>Report</strong>
180. Sh. Badagala Vara Prasada Rao<br />
Regional Director, Sub-Regional Centre –<br />
Vishakhapatnam<br />
181. Sh. K.L Gupta<br />
Regional Director, Regional Centre – Guwahati<br />
182. Sh. Sanjay Sinha<br />
Regional Director, Regional Centre - Pune<br />
183. Dr. Rajesh Kumar<br />
Regional Director, Regional Centre –Chandigarh<br />
184. Mrs. Bhawana Dhyanai<br />
Regional Director, Jaipur<br />
185. Dr. Anil Kumar Singh<br />
Regional Director, Regional Centre – Allahabad<br />
186. Sh V.S. Raveendran<br />
Regional Director, Regional Centre – Kochi<br />
187. Sh. S. Chandra Sekhar<br />
Regional Director , Bangaluru<br />
188. Md Khan Chowk<br />
Sub-Regional Centre, Dharbhanga<br />
189. Dr Sandhya Kumar<br />
Regional Director, Dehradun<br />
190. Sh. Aditi Ranjan Rout<br />
Regional Director, Regional Centre – Kolkata<br />
191. Sh Pradeep Kumar<br />
Regional Director, Regional Centre, Gandhi Nagar<br />
192. Dr T. N Giri<br />
Regional Director, Regional Centre, Patna<br />
193. Mr. Rajesh Gautam<br />
Section Officer<br />
194. Mr. Surender Rana<br />
Assistant<br />
195. Mr. Sachin Gaba<br />
Office Assistant<br />
196. Mr. Sandeep Kumar<br />
Office Assistant<br />
197. Ms. Moka Kadiyan<br />
Hindi Officer<br />
198. Mr. Subhash Sharma<br />
Assistant<br />
199. Ms. Renu Solanki<br />
Office Assistant<br />
200. Ms. Neha Batiya<br />
Office Assistant<br />
201. Ms. Santosh Sagar<br />
Office Assitant<br />
202. Mr. S. Mahendran<br />
Section Officer<br />
203. Sh. Pradeep Kumar<br />
Office Assistant<br />
204. Mr. Ram Prasad<br />
Technical Assistant<br />
205. Ms. Sheeja Biju<br />
Technical Assistant<br />
206. Ms. Anita Arora<br />
Office Assistant<br />
207. Mr. Bhagwan Dutta<br />
Superintendent<br />
53 // <strong>Conference</strong> <strong>Report</strong>
List <strong>of</strong> Papers Presented<br />
in the <strong>Conference</strong><br />
S.No.<br />
Topics<br />
<strong>The</strong>me – I: Vocational Skills and Training to Empowerment – Policy Perspective<br />
1. Optimizing the Impact <strong>of</strong> Vocational Training with Academic Studies for Tribal Girls<br />
– Mrs. Aparna Kadikar, Trustee <strong>of</strong> Kedi. Dy Chairman, Jan Shikshan Sansthan, Gujarat,<br />
Kedi <strong>Institute</strong> for tribal Girls and Kaivalya Bulgalow, Saibaba Temple Road,<br />
Tithal-396006, Dist.-Valsad. Gujarat<br />
2. Integration <strong>of</strong> Academic and Vocational Courses<br />
– Dr. Arif Jan, Mrs Roshan Ara, Academic Officer,<br />
Academic Division New Campus Bemina Srinagar 190010<br />
3. Skill Training in Secondary School Education for Economic Growth and Social Development<br />
– Pr<strong>of</strong>. R. G. Chouksey, Pr<strong>of</strong>. & Head, Dept. <strong>of</strong> VEED, NITTTR, Shamla Hills,<br />
Bhopal, rgchouksey@nitttrbpl.ac.in and<br />
Pr<strong>of</strong>. Mrs. Chanchal Mehra, Associate Pr<strong>of</strong>essor, cmehra@nitttrpl.ac.in<br />
4. Integration <strong>of</strong> Academic Course with Vocational Education in Secondary Schools<br />
– V. Levakumar, Sr. Ex., Kerala State <strong>Institute</strong> <strong>of</strong> Medical Education & Technology, Trivandrum,<br />
Lexmi Court, EBN-11, Mannammoola, Perurkada, P.O., Trivandrum-695005<br />
5. Integration <strong>of</strong> Vocational Courses with Academic Programmes: NIOS Experience<br />
– Dr. Rajesh Kumar, RD Chandigarh, <strong>National</strong> <strong>Institute</strong> <strong>of</strong> <strong>Open</strong> <strong>Schooling</strong><br />
6. Emerging Vocations at Schools in India<br />
– Pr<strong>of</strong>. Prakash Khanale, Associate Pr<strong>of</strong>essor, DSM College, Parbhani MS India,<br />
Email:prakashkhanale@gmail.com<br />
7. Vocational Skills and Training to Empower Citizens<br />
– Dr. Jitendra Tiwari, Director, Jan Shikshan Sansthan, Pindari Glacier Road, Bageshwar (Uttarakhand), jssbageshwaruk@gmail.com,<br />
J.tiwari@ymail.com,<br />
8. Learning to do: An Authentic Learning Approach to Develop Employability Skills among Indian Secondary<br />
School Students<br />
– Dr. Anil Kumar K, Assist. Pr<strong>of</strong>. in Teacher Education, Regional <strong>Institute</strong> <strong>of</strong> Education (NCERT),<br />
Manasagangotri, Mysore-570006 Karnataka, Email: dranilkumar67@gmail.com,<br />
9. Issues related to outsourcing in <strong>Open</strong> and Distance Learning <strong>Institute</strong>s<br />
– Ashish Agarwal , School <strong>of</strong> Engineering & Technology IGNOU, New Delhi.<br />
10. Vocational Training Initiative through ODL for Motorcycle Technicians : A Case Study <strong>of</strong> IGNOU-<br />
Hero MotoCorp Project<br />
– Dr. Manoj Kulshrestha, Project Coordinator (IH-MTCDP), School <strong>of</strong> Engineering and Technology,<br />
Indira Gandhi <strong>National</strong> <strong>Open</strong> University, Maidan Garhi, New Delhi – 110 068<br />
11. Vocational Skills and Training in Secondary Schools: An International Perspective<br />
– Dr. Vetukuri P. S. Raju, Assistant Pr<strong>of</strong>essor, Department <strong>of</strong> Comparative Education and International<br />
Cooperation, <strong>National</strong> University <strong>of</strong> Educational Planning and Administration, 17-B, Sri Aurobinod Marg,<br />
New Delhi – 110016, rajuvetukuri@rediff.com, vpsraju@nuepa.org,<br />
12. A study on the attitude <strong>of</strong> secondary school students towards Vocational Education<br />
– Mr. K.Ramakrishna Rao, Lecturer; Govt.D.I.E.T, Bheemunipatnam – 531163;<br />
Visakhapatnam (Dist); Andhrapradesh, krkrao365@rediffmail.com<br />
54 // <strong>Conference</strong> <strong>Report</strong>
13. Integrating Academic lessons with vocational courses<br />
– Smriti Sharma, C.G.S.O.S. Raipur Chhattisgarh (India)<br />
14. A Case for Public-Private Partnership in <strong>Open</strong> <strong>Schooling</strong>: NIOS Experience<br />
– Mr. Parthish Kumar Paul, Academic Officer and<br />
Ms. Koushalya Barik, Assistant Director, NIOS, NOIDA<br />
<strong>The</strong>me – II : Designing the Curriculum and Quality Framework to Strengthen the<br />
Impact <strong>of</strong> Vocational Education at School Level<br />
15. Using Skill Standards for Developing Integrated Curriculum<br />
– Dr Sushmita Mitra, sushmitam@hotmail.com<br />
16. Designing the Curriculum and Quality Framework<br />
– Jayalekshmi. S, Research Officer (Commerce), (Vocational Education – in charge),<br />
State Council <strong>of</strong> Educational Research and Training, Kerala, E-mail: kathumalu@gmail.com<br />
17. Designing the Curriculum and Quality Framework<br />
– Dr. Anil Kumar Gugnani, HOD, Dept. <strong>of</strong> In-service Education and Training, State <strong>Institute</strong> <strong>of</strong> Education , Chandigarh<br />
(gugnani.dranilkumar@gmail.com) and Dr. Dinesh Chahal, Assistant Pr<strong>of</strong>essor, C.R. College <strong>of</strong> Education,<br />
Hisar (Haryana) (dinesh78chahal@yahoo.co.in)<br />
18. Reconceptualising Education: Pull Down the Curtain Between Tech-Voc and Formal Education<br />
– Akhila Nand Sharma, Associate Pr<strong>of</strong>essor, School <strong>of</strong> Education Faculty <strong>of</strong> Arts, Law and Education, USP<br />
19. Refashioning Secondary Education through Vocationalisation<br />
– Dr Vivek Nagpal, Consultant (Vocational Education) Central Board <strong>of</strong> Secondary Education (CBSE)<br />
Shiksha Sadan, 17 Rouse Avenue New Delhi 110002, Email: bmn3012@yahoo.com,<br />
20. Competency Based Curriculum Design for Vocational Trades/Courses-NITTTR, Bhopal Experience<br />
– Pr<strong>of</strong>. R. G. Chouksey, Pr<strong>of</strong>. & Head, Dept. <strong>of</strong> VEED, NITTTR, Shamla Hills, Bhopal, rgchouksey@nitttrbpl.ac.in<br />
21. A Study on Competency Mapping for Trades in Construction Industry<br />
– Col. Nishith Behari Saxena (Retd.), Regional Training Manager,<br />
Larsen & Toubro Ltd. saxenanb@lntecc.com; saxenanb@yahoo.co.uk,<br />
22. Industry Participation in VET: Why, What & How<br />
– Dr. Tarun Rashtriya, Sr. Lecturer (Vocational Education), Faculty <strong>of</strong> Education and Allied Sciences,<br />
M.J.P. Rohilkhand University, Bareilly, U.P., India – 243 006. indianteacher@sify.com<br />
23. Evolving Strategies for Appropriate Vocational Choices among Secondary School Students in the Context<br />
<strong>of</strong> Recent Global Trends and Challenges<br />
– Sh. Karnail Singh, Department <strong>of</strong> School Education (J&K Govt.), Singhkarnail79@yahoo.in<br />
24. Integrating Vocational Education with Secondary Education<br />
– J. Inbaraj, Reader, Directorate <strong>of</strong> Teacher Education, Research and Training, DPI Campus, College Road, Chennai-6<br />
25. Quality and Development <strong>of</strong> Self Learning Material for Integration <strong>of</strong> Academic Courses with Vocational<br />
Life Skills Education in Secondary Schools<br />
– Dr G. Ananda, Social Development and M.E. Expert—NCRMP- Project, Transportation Advisory &<br />
Engineering Division-(TAED), Feedback Infrastructure Services Private Limited, 302, 3 rd Floor,<br />
Manbhum Venky’s Complex, Rajbhavan Road, Somajiguda, Hyderabad – 500 082.<br />
26. Bridging the Employability Gap- Skill Training & Education through ODL by Mentor+ Program – A<br />
Case Study<br />
– Dr. Sanjay B. Zope – Principal, DMCFS – IGNOU Community College, Pune, Email : s.b.zope@gmail.com and<br />
Shri. Vijay B. Mahajan - Desk Officer, Director <strong>of</strong> Vocational Education & Training, Mumbai, Maharashtra<br />
55 // <strong>Conference</strong> <strong>Report</strong>
27. Development and Implementation <strong>of</strong> Industry Relevant Curriculum:A case study <strong>of</strong> Toyota in India<br />
– T. Somanath, Principal, Toyota technical Training <strong>Institute</strong>(TTTI),<br />
Plot No. 1. Bidadi Industrial Area, Bangalore – 562109, India<br />
28. Need to start “Skills Training Hubs” under NIOS, to provide skills training for vocational students <strong>of</strong><br />
ODL<br />
– Dr. Swasti Shubham, Dept. <strong>of</strong> Pathology, Ram Manohar Lohia Hospital, New Delhi, Email:swasti.shubham@gmail.com<br />
29. Prospects <strong>of</strong> Technical and Vocational Education through <strong>Open</strong> and Distance Learning System in<br />
Bangladesh<br />
– Md. Anwarul Islam, Assist. Pr<strong>of</strong>., <strong>Open</strong> School Bangladesh <strong>Open</strong> University, E-mail: islamanwar2000@yahoo.com and<br />
Dr. Sharker Md. Numan, Associate Pr<strong>of</strong>essor, School <strong>of</strong> Science and Technology, Bangladesh <strong>Open</strong> University,<br />
E-mail: sharkermd_numan@yahoo.com<br />
<strong>The</strong>me – III : Use <strong>of</strong> Technology in Providing Education<br />
30. Use <strong>of</strong> Technology Providing Education<br />
– Dr. Amit Agrawal, Lecturer Commerce/Principal(In charge), G.I.C. and Study Center <strong>of</strong> NIOS,<br />
Champawat - 262523 (Uttarakand), Email:agrawalamitdr@gmail.com<br />
31. Role <strong>of</strong> Technology in Skill Development<br />
– Pr<strong>of</strong> (Ms) PK Tulsi, Education & Educational Management department, <strong>National</strong> <strong>Institute</strong> <strong>of</strong><br />
Technical Teachers’ Training and Research, Sector 26, Chandigarh. pk_tulsi@yahoo.com.<br />
32. Meaningful Intervention <strong>of</strong> Computer-Supported Collaborative Learning (CSCL) in Vocational Education<br />
in an <strong>Open</strong> Learning Set-up<br />
– J.N. Baliy, Asstt. Pr<strong>of</strong>essor, Department <strong>of</strong> Education, University <strong>of</strong> Jammu, Jammu(J&K)<br />
Email : jnbaliya2000@yahoo.co.in<br />
33. Utilisation <strong>of</strong> Low Cost, Automated Learning Management System for Increasing Rural Outreach <strong>of</strong><br />
Vocational Training<br />
– Jyotsna Ayyagari, Director Pravinya, 201 A, 4 TH Cross, Trimoorthy Colony,<br />
Mahendra Hills, Maredpally, Hyderabad, India, jyotsna@pravinya.net,<br />
34. Use <strong>of</strong> information technology in providing skill training and vocational education for secondary schools<br />
in India<br />
– Vidya Varidhi Upadhyay, Deputy Director, Block A , Mothers Teresa Bhavan, Computer Division in<br />
Indira Gandhi <strong>National</strong> <strong>Open</strong> University, New Delhi 1110068, vidyavaridhi@ignou.ac.in<br />
35. Use <strong>of</strong> Technology in Academic Courses and Vocational Education<br />
– Jagriti Singh, Joint Associate Director, Indian Knowledge Corporation, 28, School Lane,<br />
Barakhamba Road, New Delhi. (India), id:Jagriti.Singh@ikcindia.net<br />
36. Role <strong>of</strong> Web Application Tools in Education<br />
– Ms. Rajni Bala, Department <strong>of</strong> Computers, richa_mittal1@yahoo.com.and<br />
Mr. Birinder Singh, Department <strong>of</strong> Multimedia, Apeejay College <strong>of</strong> Fine Arts, Jalandhar, Punjab chopra.bs@gmail.com.<br />
37. Role <strong>of</strong> ICT (Information Communication Technology) in Quality Education<br />
– Chitrasen Gautama & Munmi Sen, Jawaharlal Nehru University, New Delhi<br />
38. Online Educational Technology for Vocational Education<br />
– V. Sathish, Academic Officer, NIOS<br />
39. Role <strong>of</strong> Multi-Technology in <strong>Open</strong> and Distance Learning System<br />
– Ms. Tarun Punia, A.O. (Geography), NIOS, aogeo@nios.ac.in, tarunminim@gmail.com<br />
40. Need <strong>of</strong> Technological Tools in Providing Vocational Education<br />
– Mr. Ram Narayan Meena, Academic Officer (Sanskrit), NIOS, NOIDA, meenajnu@gmail.com<br />
56 // <strong>Conference</strong> <strong>Report</strong>
<strong>The</strong>me – IV : Developing framework for the Recognition <strong>of</strong> Prior Learning<br />
41. Integrating Academic and Vocational Education: Making the Link through <strong>National</strong> Vocational Education<br />
Qualifications Framework<br />
– Sh Vinay Swarup Mehrotra, Associate Pr<strong>of</strong>essor, PSSCIVE, NCERT, 131 Zone II, M. P. Nagar,<br />
Bhopal-462 011, M.P., India. Email: drvs.mehrotra@gmail.com<br />
42. Recognition <strong>of</strong> Prior Learning Framework in India: Need <strong>of</strong> the Hour<br />
– Pr<strong>of</strong>. R G Chouksey, Pr<strong>of</strong>essor and Head, Deptt. Of Vocational Education and Ent. Dev., NITTTR, BHOPAL, rgchouksey@nitttrbpl.ac.in and<br />
Pr<strong>of</strong>. Nishith Dubey, Pr<strong>of</strong>essor, Deptt. <strong>of</strong> Vocational Education and<br />
Ent. Dev., NITTTR, BHOPAL, ndubey@nitttrbpl.ac.in<br />
43. Development <strong>of</strong> a policy on recognition <strong>of</strong> prior learning in <strong>Open</strong> and Distance Learning<br />
– Dr. C. Bhamini, Research Officer, SCERT Kerala, Thiruvananthapuram. 695012, drcbhamini@gmail.com<br />
44. Scope <strong>of</strong> <strong>Open</strong> and Distance Learning (ODL) System for Recognition <strong>of</strong> Prior Learning (RPL) <strong>of</strong><br />
Vocational Skills<br />
– Dr. Asfa M. Yasin, Head, Agriculture Division, PSS Central <strong>Institute</strong> <strong>of</strong> Vocational Education (NCERT),<br />
131, Zone-II, M.P. Nagar, Bhopal – 462 011, Madhya Pradesh.<br />
<strong>The</strong>me – V : Assessment and Certification Framework<br />
45. On-line Vocational Competency Testing System to Improve Teaching-Learning and Evaluation<br />
– Deepak Shudhalwar, Asst. Pr<strong>of</strong>essor (Computer Science/Engg.), Engineering and Technology Division,<br />
PSS Central <strong>Institute</strong> <strong>of</strong> Vocational Education, Bhopal a constituent unit <strong>of</strong> <strong>National</strong> Council <strong>of</strong> Educational<br />
Research and Training, NCERT, New Delhi Email: dipakds@yahoo.com, dds.ncert@nic.in<br />
46. Skills Assessment Methodology for the workers already working in Construction Industry having<br />
experience<br />
– H. Asgar & Col. N.B. Saxena (Retd.) Regional Training Manager Larsen & Toubro Ltd.<br />
saxenanb@lntecc.com; saxenanb@yahoo.co.uk,<br />
47. Secondary and Vocational Education: Development <strong>of</strong> Integrated Assessment & Certification<br />
Framework<br />
– Madan Kumar Karanam, Natco Pharma Limited Hyderabad, India<br />
57 // <strong>Conference</strong> <strong>Report</strong>