Ignite Academy: Subject: (Class Notes)

IGNITE ACADEMY
Subject:
Education System in India
(Class Notes)
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Syllabus
Education System in India:
 Education System in India, National Policies on Education in India and various Committees recommendations,
Historical Background of Vocational Education in India.
 Need for Vocational Education in India. Various Systems of Vocational Education and Training in India,
Policies for Technical and Vocational Education, Objective and scope of Vocational Education at + 2 stage,
Concept and meaning of work experience and socially useful productive work, Objective and scope of Pre-
Vocational Education.
British Period
 Warren Hastings was the first Governor General of lndia, who recognized the duty of the government
to provide education to its subjects. He founded the Calcutta Madrasa (1781) (the earliest educational
institution to be set up by the British rulers).
 Soon after a Sanskrit College (1791) was established in Benaras by Jonathan Duncan.
 Raja Ram Mohan Roy: Along with David Hare and Sir Edward Hyde East, he opened the Hindu College
at Calcutta in 1817 to impart modern education.
 Macaulay's minutes of 1835: laid the foundation of the modern education system along the patterns of the
British model; blamed for vouching for English and disregarding Indian science, literature etc.
Macaulay’s minutes
 Government should spend resources for teaching western sciences and literature in English alone.
 English should be made the medium of education in schools and colleges.
 Mass education was neglected
 Downward filtration theory: The British decided to educate a small section of upper and middle-class Indians
who would be the bridge between the masses and the government.
Wood's dispatch of 1854:

 It is also known as the ‘Magna Carta of English education in India’
 It considered it as a sacred duty of the government to provide education to the Indians.
 It was felt the masses could be taught in their mother tongue but nevertheless the knowledge of English
was required.
 It also recommended a grants-in-aid system for educational institutions.
 Following Wood's dispatch, the first universities of modern India were opened in present day Kolkata,
Chennai and Mumbai.
Features of Wood’s Dispatch:

 Vernacular languages should be used in primary schools in villages
 Anglo-vernacular high schools
 Affiliated college at the district level
 Universities in presidency towns
 Gave impetus to female education and vocational training.
 Laid down that there should be secular education in government schools.

Lord Mayo:
 Establishment of Rajkot college in Kathiawar in 1868 and Mayo college of Ajmer in 1875 for the political
training of the Indian princes and elites.
Hunter's Commission:
 It presented its report in 1882.
 It had recommended the careful withdrawal of the government from the field of higher education, and
its being taken over by private enterprise while the state paid more attention to primary education.
 It also emphasized the moral side of education with strict discipline being maintained in educational
institutions.
Recommendations:
 It recommended more government efforts for the improvement of mass education through vernacular languages.
 Transfer of control of primary education to the new district and municipal boards.
 Encourage female education outside presidency towns also.
 Secondary education should be divided into 2 categories-
 Literary ( leads to university through entrance exam)
 Vocational (for commercial jobs)
 In 1910 Gopal Krishna Gokhale mooted the idea of free and compulsory primary education for children all
over the country.
 The plan was shelved at that point of time but its popularity and utility remain till today.
 One of the recommendations made by the Sadler Commission in 1917 stressed the need for substantial
increase in the output of trained teachers.
 In 1920 the Central advisory Board of Education (CABE) was set up to advise the government on issues
related to education.
 During 1937-39 the CABE committee stressed the need for adult education to be taken up on a wider
scale and also suggested that voluntary organisations may also be involved in this cause.
1902: Raleigh commission

 Viceroy Curzon believed that universities were the factories producing students with revolutionary ideologies.
 Hence he constituted the commission to review the entire university education system in India.
 Through recommendations of this commission, the universities act of 1904 was introduced.
1904: Indian Universities Act

Features:
 More attention to study and research in universities rather than revolutionary activities
 The number of fellows were reduced and were to be nominated by the government
 The government acquired veto power against university senate decisions.
 Stricter affiliation rules for colleges.
1917-19: Saddler University commission

 Initial purpose: To study and report the causes behind the poor performance of Calcutta University
 However it ended up reviewing all the universities in the country.
Recommendations:
 It said that the improvement of secondary education is necessary for the improvement of university education.
 School should be completed in 12 years
 Students to enter university after intermediate stage (not matric) for a 3-year university degree

 Separate board for secondary and intermediate education.
 1916-21: 7 new universities came up at Mysore, Patna, Benares, Aligarh, Dacca, Lucknow, and Osmania.
1929: Hartog Committee

Recommendations:
 Providing primary education but no need of compulsory education system
 Only deserving students should be allowed to study in high schools and intermediate stage whereas average
students should be diverted to vocational courses.
 Restricted admissions in university to improve standards.
1937: Wardha Scheme of Basic Education

 By The Indian National Congress (INC)
 Congress organized a national conference on education in Wardha and formulated a committee under Zakir
Hussain for basic education.
 The scheme focused on “learning through activity” which was based on Gandhiji’s ideas published in
Harijan (weekly magazine; started in 1933).
 In Wardha Education Conference held on October 22 and 23, 1937, the following three basic
resolutions were passed:
 Nationwide Free and Compulsory Education for 8 years
 Mother Tongue will be the Medium of Instruction
 Education will be centered around manual or productive work, not just for Degree and examination.
Main Features of the Wardha Scheme:

 Free and Compulsory Education will be provided to everybody for 8 years within the age bracket of 6 to 14
years.
 (The First 5 years were for Junior Stage and the next 3 years for the Senior Stage)
 It was irrespective of Gender, Culture, or religion. However, if parents desired their girls to leave at the age of
12 years, it was allowed.
 They made the Mother Tongue the main medium of instruction for imparting education in all regions.
 Sufficient flexibility of the curriculum and a free environment for the child to perform was one of the salient
features.
 The education was to be given along with regional craftwork or productive work. (Work-centric education)
 The idea behind encouraging craftwork skills was to inculcate collective activity, build self-supportive
individuals, the dignity of labor, and emotional development.
 The SERGEANT PLAN OF EDUCATION (1944) spelt out that the responsibility for providing adult
education should be shouldered by the state.
 It was created by CABE
Features:
 Free primary education for 3-6 years age group.
 Compulsory education for 6-11 years age group
 High school to selected students of 11-17 years age group.
 Focus on teachers’ training, physical education, and education of mentally and physically handicapped.
National Policies on Education in India

 On the recommendations of the education commission (Kothari Commission) (1964-66),in 1968 first
education policy in India was rolled out.

 Subsequently the National Policy on Education 1986 was declared.
MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

In which year, the first National policy on Education was promulgated by Govt. of India?
(1) 1986 (2) 1965 (3) 1968 (4) 1970
Ans. 3
National Policy on Education (1968)

 The Education Commission (1964-66), popularly known as Kothari Commission, was the first
comprehensive commission on education which covered all the levels of education from primary to higher
education.
 In order to actualize recommendations of Kothari commission, the first National Policy on Education was rolled
out in 1968.

Which of the following was the last education commission which looked into the education system of the
country as a whole?
(1) Radhakrishnan Commission (2) Mudaliar Commission
(3) Damodaran Commission (4) D.S. Kothari Commission
Mudaliar Commission (1952-53)/ Secondary Education Commission
 Under chairmanship of Dr. Lakshamanswami Mudaliar, the then Vice Chancellor of Madras University
 Commission adopted 2 methods to study existing secondary education in every province of India.
 Questionnaire Method
 Interview Method

Suggestions regarding organization of secondary education:
 It should be for children in the age group 11-17 years
 It should be divided in 2 parts : Junior secondary stage(3 years) & Higher secondary stage (4 years).
Radhakrishanan commission (1948 - 49)

 Also known as UNIVERSITY EDUCATION COMMISSION
 FEATURES OF UNIVERSITY EDUCATION COMMISSION:
 First Education Commission of independent India
 Quality of university education depends on quality of teachers, attempts should be made to improve their
quality and qualification.
 The pay scale and service condition should be improved.
 Teachers should be given leaves for higher studies.
 Admission to universities should be after intermediate examination after 11 years of school course.
 Essay type questions should be supplemented by objective type of questions in examinations
 oral examinations should be used
 All students should receive N.C.C. training
 The Commission also pointed out the need for establishing colleges for women with adequate facilities and
conducive atmosphere.
The major recommendations of the policy are as follows:

 Free and Compulsory Education - For all children upto the age of 14 years
 Status, Emoluments and Education of Teachers:
 The policy recognized the significant role of teachers in quality improvement of education and national
development.
 It stressed on improvement in the status and service conditions of teachers, and recommended academic
freedom of teachers to pursue and publish independent researches and to express their views about
significant national and international issues.
Development of languages:
 The policy recommended that use of regional language should be encouraged for educational and cultural
development while outlining three language formula.
 This formula includes the study of a modern Indian language, preferably one of the southern languages, apart
from Hindi and English in the Hindi-speaking States, and of Hindi along with the regional language and English
in the Non-Hindi-speaking States.
 Promotion of Hindi as link language, facilities for teaching of Sanskrit language and emphasis on study of
English and other international languages are some of the important recommendations of the policy.

Equalization of Educational Opportunity: It recommended admission of students on the basis of merit in all
schools like public schools, and protecting the interests of socially deprived sections.
Identification of Talent
 Science Education and Research should be given a high priority as it accelerates national economic growth.
 It emphasized special efforts for the development of education for agriculture and industry by establishing
at least one agricultural university in each State, and by assisting other universities to develop departments for
the study of one or more aspects of agriculture.
 The policy critised frequent changes in books and high price of books. It recommended special attention
regarding books in regional languages for students of all levels including university levels.
 Emphasized on continuing and improving the reliability and validity of examinations.
 It recommended establishement of new universities only after adequate funding provisions; attention to post
graduate courses,and improvement in training and research facilities, etc.
The Educational Structure:

 Suggested uniform educational structure in all parts of the country by adopting the 10+2+3 pattern.
 Setting goals to gradual increase in investment in education by increasing expenditure of 6 percent of the
national income.
NATIONAL POLICY ON EDUCATION (1986)

Major recommendations:
 NPE 1986 suggested a National System of Education. The National System envisaged a common
educational structure i.e. 10+2+3 as suggested by NPE 1968.
Early Childhood Care and Education
 Realising the insufficient facilities in schools, the Scheme of Operation Blackboard was suggested to
provide essential facilities in primary schools. This scheme envisaged on providing three reasonably large
rooms that can be used in all weather, and blackboards, maps, charts, toys, other necessary learning aids
and school library along with at least three teachers (50% women).
 It recommended to open primary schools in tribal areas, scheduled caste areas and backward areas on
a priority basis.
 Measures should be taken for establishing Special schools with hostel facilities at district headquarters for
the severely handicapped children.
 Regarding Secondary education the Policy recommended provision of establishing school system in the
unserved areas and providing special facilities for the children with talents and high achievers.
 Policy recognized the need and importance of promoting vocational education and recommended various
vocational courses at the +2 stage of secondary education.
 The Policy assigned responsibility to Indira Gandhi National Open University to coordinate the distance
learning system in the country.

 NPE laid stress on delinking degrees from jobs in selected areas. The National Evaluation Organization
was proposed to be established to conduct tests on a voluntary basis to determine the suitability of candidates
for specific jobs.
 The policy recommended establishing of rural universities and institutions based on Gandhian basic
Education.

The national Policy on Education (NPE-1986) recommends Generic vocational courses. Generic courses
will be
(1) Occupation specific for school drop outs
(2) Not occupation specific for higher secondary levels
(3) Occupation specific depending on family back ground
(4) For Arts and science graduates only
 In 1989, the government formed a committee under the chairmanship of Acharya Ramamurthy to review the
effectiveness of National Policy on Education 1986.
 “Towards an Enlightened and Humane Society” - Title of report
 The committee was appointed on May 7, 1990 and the report was tabled in the Parliament on January 9, 1991.
Major recommendations of Ramamurthi Committee:

 Development of a common school system: the existing Government schools and schools aided by local bodies
have to be transformed through quality improvement, into genuine neighborhood schools.
 Removing disparities in education (for rural areas in general and the tribal areas in particular)
 Promotion of women education
 Value education is to be conceived as a continuous process.
 Work Experience/Socially Useful Productive Work should be integrally linked with various subjects both at
the level of content and pedagogy.
 In order that the process of vocational education is enriched by a meaningful combination of teaching of
theory and practice, work benches and practical schools are recommended.
Early childhood care and education (ECCE)
 Right to Education should be examined for inclusion among the fundamental rights.
 The state governments should develop all decision making power concerning operation black board for
planning and implementing the scheme.
 Navodaya Vidyalayas - three possible alternatives:
1) No further Navodaya Vidyalaya need be opened.
2) All the existing 261 Navodaya Vidyalayas may be transferred to the state sector for the states to run them
as residential centres.

3) The Navodaya Vidyalaya scheme may be transformed into a Navodaya Vidyalaya programme of broad
based talent nurturing and pace setting

Ramamurthi Committee formed to review the National policy on Education (NPE-1986) recommends
that work experience/socially useful productive work should be
(1) Integrally linked with subjects in content and pedagogy
(2) Independent of subjects
(3) Dealing with extracurricular and social activities
(4) Developing personality and leadership qualities
Ans. 1

The objective of the use of work benches and practical schools according to Ramamurthi report is to
provide
(1) Vocational training at ITI Level
(2) Direct experience within production units development activates
(3) Skills and attitude development
(4) Opportunities for personal growth.
Ans.1
Janardhana Reddy Committee or CABE Committee (1992)

• The Central Advisory Board of Education (CABE) committee was appointed under the chairmanship of
Sri.Janardhana Reddy on 31st July, 1991 to review the implementation of the various parameters of NPE
taking into consideration the report of the Ramamurti Review Committee.
Recommendations:
 Effective measures need to be taken to implement the provision of NPE in regard to common school
system.
 The Navodaya Vidyalaya Scheme should continue and a Navodaya Vidyalaya should be set up in each
district as originally envisaged.
 Early childhood care and education (ECCE): the scope of Article 45 of the constitution need not be
enlarged. The Anganawadi workers should play an expanded role for a number of activities and support
services for women and children, such as child care, family welfare, nutrition and health.
 Operation Black board, being one of the priorities strategies for universalization of elementary education
(UEE) , should continue during the 7th five year plan, in an expanded and extended form.
 The ‘dual track approach’ of promoting simultaneously UEE and adult literacy should continue in
educational planning.

 The existing vocational stream at the +2 level may be suitably strengthened and, wherever possible, the
vocational courses may be started from class ix also.
 Management of Education: The District Board of Education should be set up and operationalised
expeditiously.
 Need based financing has to be provided for priority areas like UEE, Adult Literacy and vocationalisation.
National education policy, 2020

 In 2015 India adopted the global education development agenda reflected in the Goal 4 (SDG4) of the 2030
Agenda for Sustainable Development, which seeks to “ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all” by 2030.
 Keeping all such developments in mind, a committee was set up start discussion and prepare a draft report on
education policy under the chairman ship of Mr. T.S.R. Subramanian in 2015.
 When the draft was placed in public domain for discussion, a lot of issues have emerged. In order to look into
those, a new committee was set up under the chairmanship of Dr. K. Kasturirangan in June, 2017.
 Kasturirangan committee considered all the suggestions/objectionsraised by varioussections of society and

further prepared a draft policy, which was made public again on May 31, 2019 and further suggestions were
invited.
 After reviewing the suggestions, the committee finalized the policy and we got our new policy in the name of
National Education Policy, 2020
Major recommendations of the policy are as follows:
 Ensuring Universal Access at all levels of schooling from pre-primary school to Grade 12
 Ensuring quality early childhood care and education for all children between 3-6 years
 New Curricular and Pedagogical Structure (5+3+3+4)including foundational, preparatory, middle and
secondary;
 No hard separations between arts and sciences, between curricular and extra-curricular activities, between
vocational and academic streams
 Establishing National Mission on Foundational Literacy and Numeracy
 The medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home
language/mother tongue/local language/regional language.
 Assessment reforms - Board Exams on up to two occasions during any given school year, one main
examination and one for improvement, if desired.
 Setting up of a new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis
of Knowledge for Holistic Development)
 A separate Gender Inclusion fund and Special Education Zones for disadvantaged regions and groups
 Setting up of State School Standards Authority (SSSA)
 Increasing Gross Enrollment Ration (GER) in higher education to 50%
 Setting up of Multidisciplinary Education and Research Universities(MERUs)

 Setting up of National Research Foundation(NRF)
 Creation of an autonomous body, the National Educational Technology Forum (NETF) to provide a platform
for the free exchange of ideas on the use of technology to enhance learning, assessment, planning,
administration.
 The Centre and the States will work together to increase the public investment in Education sector to reach 6%
of GDP at the earliest.
 MHRD to Ministry of Education
 In India there existed a very strong Guru-shishya tradition of education and training.
 Millions of youth in India are still learning occupational skills through this process which enables them to
earn a living on the one hand and contribute to the growth and development of the country on the other.
Historical review:
 Wood's Despatch of 1854: for the first time, highlighted the need for introducing, vocational education at the
secondary school stage.
 The Indian Education Commission (1882) headed by Hunter, examined the problems of education as a
whole, especially of vocational and technical education
 The Hartog Review Committee (1929) and the Sapru Enquiry Committee (1934) emphasized the vital
role of vocational education in the country's economic development.
 The Wood-Abbot Advisory Committee (1936) report formed the basis for introducing diploma. level
technical education and establishment of polytechnics
 The Sargent Report (1944) emphasized the need to introduce two streams, academic and technical with
the objective to provide general education combined with some preparations for careers which students may
pursue on leaving, the schools.
 The Radhakrishnan Commission (1948) emphasized the need for vocational education 'to meet a variety of
needs of our young men and women giving a vocational bias to their courses by retaining at the same time
their value in assistance of general education as preparation for university courses’.
The Secondary Education Commission (Mudaliar Commission 1952-53):

 While putting forward the idea of multipurpose school recommended an 11 year pattern of school education.
 It recommended diversification after eight years of schooling by providing training in various
crafts/vocations.
Kothari Commission (1964-66):

 The Commission suggested restructuring of education into a uniform pattern of education called 10+2+3
pattern all over the country implying 10 years of general undifferentiated education for all, with diversification
into academic and vocational streams at the +2 level.
 The Commission, on the basis of the findings that only 50 per cent of the +2 level pass students only go for
higher education and the rest go out of the education system without any productive skills, recommended that
at the +2 level, 50 per cent of the students should be diverted to vocational education within a period of 20
years.
 The Central Advisory Board of Education (CABE) at its meeting endorsed the policy resolution and resolved
to adopt 10+2+3 pattern of education and reiterated that the +2 stage of education should be regarded not merely

as a college preparatory, but a period for preparing an increasingly large number of school leavers for different
vocations in life.
The Working Group on Vocationalization of Education (1977):

 Headed by P. Sabanayagam
 Constituted by the Ministry of Education
 The Group recommended setting up of a National Council of Vocational Education and Training with
corresponding State Councils.
 The National Working Group on Vocationalization of Education, Ministry of Education, led by
Kulandaiswamy (1985) undertook extensive review of vocational education in the country.
 It formulated the concept of vocationalization at different levels and recommended the linkages required among
different agencies running vocational programmes, setting up of a well knit management system, an action plan
for promotion of vocationalization in the country and liberal financial assistance for achievement of targets
fixed.
 The National Policy on Education (NPE 1986) accorded a very high priority to the programme of
vocationalization of education.
 Under NPE, 1986, the target of the VE programme was set to cover 10 per cent of higher secondary students
by 1990 and 25 per cent by 1995.
 The Programme of Action (1992) prepared by the Ministry of Education for implementation of National Policy
of education 1986, in the field of vocationalization accepted the model suggested by the Kulandaiswamy
Working Group.
 The state representatives were of the view that liberal financial assistance was necessary for implementation of
the programme.
 Consequently, the centrally sponsored scheme (CSS) was launched by the Ministry of Human Resource
Development under which assistance was to be provided to the state governments/UTs administration and non-
government organizations under approved heads and sharing pattern between the Centre and the States.
 Hundred per cent grant was to be provided by the Centre for apprenticeship, evaluation and monitoring,
district vocational surveys, curriculum development, instructional material development, textbook
development, teacher training, resource person training, equipment to schools and construction of
workshop/laboratory buildings.
 Apart from this 50 per cent grant was made available from the Centre for establishing management structure
and 75 per cent of the expenditure incurred on schools staff to be met out of the Central resources.
 The Synergy Group on Vocational Education was constituted by the Ministry of Human Resource
Development (MHRD), Government of India in 1995 under the chairmanship of Dr. Sam Pitroda to
recommend a Plan of Action for better operationalization of vocational education programme.
National Curriculum Framework for School Education (2000):

 It stated that vocational courses in the formal school system would help in enhancing the employability of the
students.
 It stated that vocational education stream will also have to find its due place in alternative schooling,
especially in thle open learning system.
 It also stated that the highly competitive world would demand a continuous upgradation of knowledge and
skills leading to the idea of Life Long Learning.
 It envisages a vocational education programme which is flexible, modular, credit based, having multi
entrytexit points and provides an opportunity to a large number of students who leave school at different
stages.
 It recognized development of linkages between schools and 'industry/ enterprise' as an important feature of
the programme.

 According to the NEP 2020, by 2025, at least 50% of learners through the school and higher education system
shall have exposure to vocational education, for which a clear action plan with targets and timelines are to be
developed.
 The policy aims to overcome the social status hierarchy associated with vocational education and integration
of vocational education into mainstream education in all educational institutions in a phased manner.
 As per NEP 2020, ‘LokVidya’, i.e., important vocational knowledge developed in India, will be made
accessible to students through integration into vocational education courses.
Vocational Coueses
After 10th:
 Typewriting Hindi/English
 Word Processing (MS Word)
 House Keeping
 Catering Management
 Food Processing
 Soil and Fertilizer Management
After 12th:
Bachelor of Vocation (B.Voc)
 A 3-year undergraduate course for students seeking to gain skill-based education in a specific field.
 Covers a wide range of disciplines such as healthcare, technology, management, automobiles, journalism and
communication, software development etc.
MCVC:
Minimum Competency Vocational Courses
 A job-oriented course for students after class 10.
 The duration of the course is 2 years .
 There are 5 courses under the MCVC program; Commerce Technology, Engineering Technology, Agriculture
Technology, Health and Paramedical Technology, and Home Science Technology.
Indira Gandhi National Open University

 A public research university located at New Delhi
 Established in 1985
 Created under Indira Gandhi National Open University Act, 1985
 Motto: The People’s University.
Provisions related to education in Constitution of India

 Article 45 of the Directive Principles of State Policy
 Provision for free and compulsory education for children till the age of 6 years.
 Article 21 A: Right to Education as fundamental right [added through 86th Constitutional Amendment Act,
2002]

 Article 29: "Any section of the citizen residing in the territory of India or any part thereof having a distinct
language, script or culture of its own shall have the right to conserve the same.
 Article 30: Right of minorities to establish and administer educational institutions
 Article 350 -A: It relates to facilities for instruction in mother-tongue at the primary stage of education.
 Education is mentioned in Concurrent list in 7th schedule of Constitution of India.

What is Vocational Education?
• Vocational Education can be defined as the education that is based on occupation and employment.
• Vocational Education is also known as career and technical education (CTE) or technical and vocational
education and training (TVET).
• It prepares people for specific trades, crafts and careers at various levels in all spheres of life.
• It is sometimes referred as technical education because the trainee directly develops expertise in a particular
group of techniques.
Need of Vocational Education

• India has a vast workforce, but there's often a gap between the skills demanded by the industry and the skills
possessed by the workforce. Vocational education focuses on imparting practical skills that are directly
applicable in various industries, thus bridging this gap.
• It enhances the chances of finding gainful employment or becoming self-employed.
• It is in alignment with the needs of industry, thus it further helps in increasing the productivity of industry.
• Vocational education offers an alternative route for those who may excel in hands-on, practical learning
environments, catering to a broader spectrum of learners and talents.
• By providing practical skills and enhancing employability, vocational education can help alleviate poverty by
empowering individuals to secure better-paying jobs or start successful businesses, thereby improving their
standard of living.
Practice Question
Why is vocational education considered important in India?
A) To solely focus on theoretical knowledge
B) To bridge the gap between industry demands and workforce skills
C) To discourage practical skills development
D) To limit employment opportunities
Ans. B
What does vocational education offer besides employment skills?

A) Narrowing the scope of education
B) Exclusively academic training
C) Entrepreneurial opportunities and skill diversification
D) No practical application in the job market
Ans. C
Various Systems of Vocational Education and Training in India

• Industrial Training Institutes (ITIs)
• Apprenticeship Training
• Polytechnic Institutes
• Skill Development Initiatives
• National Skills Qualification Framework (NSQF)
Industrial Training Institutes (ITIs)

INSTITUTIONS IN ITI ECOSYSTEM IN INDIA:
DIRECTORATE GENERAL OF TRAINING (DGT):
 The Directorate General of Training (DGT) is the national-level apex organization for the development &
coordination of vocational training activities in the country.
 It frames overall norms, policies, and standards for vocational training programmes and training of
instructors and operates the Apprenticeship Act, 1961.
 DGT was transferred in 2015 from the Ministry of Labour & Employment (MoLE) to MSDE.
NATIONAL SKILL TRAINING INSTITUTES (NSTIs):

 To strengthen the instructors’ quality, the Craft Instructors Training Scheme (CITS) was initiated.
 The first Craft Instructors’ Training Institute was established in 1948.
 The NSTIs were started by the Directorate General of Employment and Training (DGE&T), Ministry of
Employment and Labour in 1963.
 In 2010, the Government of India granted permission to States/UT governments & private industries to set up
instructor training institutes.
 These institutes are also called the Institute for Training of Trainers (ITOT).
 As per the DGT website, a total of 18 institutes exist, out of which 6 are government institutes and 12 are non-
government institutes.
Note:
 Crafts Instructors Training Scheme – started in 1948
 Craftsmen Training Scheme (CTS) – started in 1950
 The Craftsmen Training Scheme (CTS) primarily aims to provide vocational training to individuals to
develop skilled workers in various trades and disciplines.
 The Crafts Instructor Training Scheme (CITS) focuses on training individuals to become skilled
instructors, trainers, or faculty members who can effectively teach and impart technical knowledge and
practical skills to students enrolled in vocational training programs.
 The target audience for CTS includes individuals seeking vocational training to acquire specific trade skills.
 The target audience for CITS comprises individuals who have already completed their vocational training
and have acquired proficiency in a specific trade or discipline. These individuals undergo further training to
become instructors or trainers in vocational training institutions.
CENTRAL STAFF TRAINING & RESEARCH INSTITUTE (CSTARI):

 Covered earlier.
NATIONAL INSTRUCTIONAL MEDIA INSTITUTE (NIMI):

 located in Chennai
 set up in 1986 under DGE&T with the assistance of the German Agency for Technical Cooperation (GTZ)
 Objective: to develop instructional materials content of the syllabus finalized by CSTARI
 The books for all trades of ITI are printed by NIMI.
 These books are distributed among ITI trainees free of cost.
Lifecycle of training in ITI
National Trade Certificate is a recognized qualification for the purpose of recruitment to subordinate posts and
services under the Central and State Governments.
Campus Talk: Over 2.6 lakh applications for 1.5 lakh ITI seats in Maharashtra indicate high demand for skill-
based courses
As the application process began this time, the courses saw several high scorers, including those having scored
100 per cent in Class X, filling forms for admission to ITI.

Maharashtra launches 5 new ITIs to meet global requirement of skilled manpower
Apart from skill-based training, foreign languages will also be taught in these ITIs, especially to meet the
manpower requirement of non-English speaking countries in Europe and Asia.
One each in Mumbai, Sambhaji Nagar, Pune, Nagpur, and Nashik.
Grading of ITIs– done by DGT
Phase 2 grading (done in 2019)

What is Institute Management Committee?
• An Institute Management Committee (IMC) is constituted/ reconstituted for each selected ITI.
• The IMC is converted by the State Government into a Society under relevant Societies Registration Act.
• The IMC registered as a society is entrusted with the responsibility of managing the affairs of the ITI.
Memebrs of IMC:
 Industry Partner or its representative as Chairperson.

 Four members from local industry to be nominated by the Industry Partner
 Five members nominated by the State Govt.
 Principal of the ITI, as ex – officio member secretary of the IMC Society.
Salient Features
 An Industry Partner (IP) is associated with each ITI to lead the process of Upgradation.
 Institute Management Committee (IMC) is constituted with IP as Chairperson.
 In IMC four members are nominated by IP, Five by State Govt. & Principal of ITI to be Ex-Officio member
secretary.
 Memorandum of Agreement (MoA) is signed amongst the IP, State & Central Govt.
 Institute Development Plan (IDP) is prepared by IMC giving Key Performance Indicators(KPIs) & financial
requirements for next five years.
 IMC is registered as a society under Society Registration Act 1860.
 IMCs are given Financial & Academic Autonomy.
 IMC will be allowed to determine 20% of the admissions.
 After approval of IDPs by State Steering Committee (SSC), Central Govt. releases interest free loan of
Rs.2.5cr. directly to IMC and which will be repaid by IMC in 20 years (11th year to 30th year).
ITI Principal (2014)

Guiding Principle of Institute Management Committees is
(1) Turn ITI into profit making production centre (2) Decentralization and accountability of user
(3) Consultancy to ITI (4) The generation of revenues
Ans.2

The ITIs fall under
(1) Ministry of Rural Development
(2) Ministry of Human Resource Development
(3) Ministry of Labour and Employment
(4) Ministry of Finance
Ans. 3
The ITIs major aim is to
a. Impart skills in various vocational trades.
b. Award certificate level craft training.
c. Train school dropouts between VIII to XII.
d. Integrate them into mainstream of education.
(1) b, c and d
(3) a, b and d
(2) a, c and d
(4) a, b and c
Ans.4
Skill Development Initiative Scheme (SDIS)

• Also known as Modular Employable Skills (MES) scheme
• It is aimed at improving the employability of the Indian workforce by providing vocational training.
• It is a public-private partnership between the government and industry to promote skills development
programs for early school dropouts and existing workers, especially in the unorganized sector.
• The main goal is to provide employable skills and test and certify existing skills for school leavers, workers, ITI
graduates, etc.
What are Modular Employable Skills?

 These are the "minimum skill set" which is sufficient to get an employment in the world of work.
 Educational qualification varies from Class 5 pass to Class 12 pass depending upon the M.E.S. Courses.
 Certification is done jointly by the National Council for Vocational Training and Industry (Assessing Body).
 This scheme also allows multi-entry and multi-exist.
 Duration of Training varies from 50 hours to 600 hours. (Short duration courses).
Performance indicators for assessing efficiency of training programs under SDIS:

 Employment rate of the participants after completing the training
 Placement Records of trainees
 Feedback from employers and industry stakeholders who hire trained individuals
 Conducting skill assessment tests before and after the training program can measure the improvement in
participants' skills and competencies.
 Monitoring the retention of skills over time is important to evaluate the long-term impact of the training
program.
 Gathering feedback from trainees regarding their learning experience, the relevance of the curriculum, the
quality of trainers, and the overall effectiveness of the program provides valuable insights into its efficiency.
 Conducting surveys among trainees several months after completing the training program

 Evaluating the cost-effectiveness of the training program by comparing the investment made with the outcomes
achieved.

In Skill Development Initiative Scheme (SDIS), the efficiency of a training program is assessed by
a. Percentage of passout students.
b. Impact of Training on Employability.
C. Mid-term course corrections.
d. Tracer studies and survey of employers.
(1) a and b
(3) a, c and d
(2) a, b and d
(4) b, c and d
Ans. 2

The Skill Development Initiative (SDI) on Modular Employability Skills (MES) focuses on
a. Skill upgradation/formation.
b. Multi entry and exit.
C. Vertical and horizontal mobility.
d. Long duration courses.
e. Lifelong learning opportunities.
(1) a, b, c and e
(3) a, b, d and e
(2) a, b, c and d
(4) b, c, d and e
Ans. 1
APPRENTICESHIP TRAINING
• The Apprentices Act, 1961 was enacted with the prime objective to utilize fully the facilities available in
industry for imparting practical training with a view to meeting the requirements of skilled manpower for
industry.

Objective of The Apprentices Act, 1961 :
 To regulate the programme of training of apprentices in the industry so as to conform to the prescribed syllabi,
period of training etc.as laid down by the Central Apprenticeship Council
 To utilise the facilities available in industry for imparting practical training with a view to meeting the
requirements of skilled manpower for industry.

Skill Development Initiative Scheme (SDIS)
 Also known as Modular Employable Skills (MES) scheme
 It is aimed at improving the employability of the Indian workforce by providing vocational training.
 It is a public-private partnership between the government and industry to promote skills development
programs for early school dropouts and existing workers, especially in the unorganized sector.
 The main goal is to provide employable skills and test and certify existing skills for school leavers, workers, ITI
graduates, etc.
What are Modular Employable Skills?

 These are the "minimum skill set" which is sufficient to get an employment in the world of work.
 Educational qualification varies from Class 5 pass to Class 12 pass depending upon the M.E.S. Courses.
 Certification is done jointly by the National Council for Vocational Training and Industry (Assessing Body).
 This scheme also allows multi-entry and multi-exist.
 Duration of Training varies from 50 hours to 600 hours. (Short duration courses).
Performance indicators for assessing efficiency of training programs under SDIS:

 Employment rate of the participants after completing the training
 Placement Records of trainees
 Feedback from employers and industry stakeholders who hire trained individuals
 Conducting skill assessment tests before and after the training program can measure the improvement in
participants' skills and competencies.
 Monitoring the retention of skills over time is important to evaluate the long-term impact of the training
program.
 Gathering feedback from trainees regarding their learning experience, the relevance of the curriculum, the
quality of trainers, and the overall effectiveness of the program provides valuable insights into its efficiency.
 Conducting surveys among trainees several months after completing the training program
 Evaluating the cost-effectiveness of the training program by comparing the investment made with the outcomes
achieved.

In Skill Development Initiative Scheme (SDIS), the efficiency of a training program is assessed by
a. Percentage of passout students.
b. Impact of Training on Employability.
C. Mid-term course corrections.
d. Tracer studies and survey of employers.
(1) a and b
(3) a, c and d
(2) a, b and d
(4) b, c and d
Ans. 2

The Skill Development Initiative (SDI) on Modular Employability Skills (MES) focuses on
a. Skill upgradation/formation.
b. Multi entry and exit.
C. Vertical and horizontal mobility.
d. Long duration courses.
e. Lifelong learning opportunities.
(1) a, b, c and e
(3) a, b, d and e
(2) a, b, c and d
(4) b, c, d and e
Ans. 1
Maharashtra State Board of Technical Education

• It is an autonomous board of education in Maharashtra.
• It designs and implements diploma, post diploma and advanced diploma
programs to affiliated institutions.
• established in 1963, given an autonomous status in 1999
• Headquarters: Mumbai, Maharashtra
• All polytechnic institutes in the maharashtra are affiliated to MSBTE. (Both Government and private).

Socially Useful Productive Work (SUPW)
• Socially useful productive work is defined as purposive, meaningful, manual work resulting in goods or
services which is useful to the society.
• The Review committee also known as Ishwarbhai Patel committee was appointed in 1977 to examine ten year
school system , in which the committee recommended the term “ socially useful productive work” (SUPW).
• Earlier Kothari Commission Report of the Education Commission (1964–66) conceived work experience
programme as “participation in productive work in the school, in the home, in a workshop, on a farm, in a
factory or in any other productive situation”.
• It recommendedthat work experience,which includes purposive and meaningful manual work, should be an
essential component at all stages of education.
Characteristics of SUPW:
It is a purposive work:
If the learner understands “ Why” and “for what” of the process of work performed then he is able to perform
the work intelligently.
It is a meaningful work:
It is considered to be meaningful as it is related to the needs of the learner and to the community to which he
/she belongs.
Manual work as the essential component:
The main purpose of including manual work in SUPW is to instill the dignity of labour among students.
It results in either Goods or Services:
SUPW either result in some product which are material in nature or it involves students in some form of service
which may be remunerative or performed as social service.
• According to NCERT while selecting SUPW activities following criteria may be kept in view.
Activities should
 Help to develop total personality of children
 Involve problem solving skill and creative thinking
 Help in developing values
 Activities should result in products which are directly consumable by the students and the community ,
particularly school community.
 To be socially useful, the work should be relevant to meet the needs of the community and the individual child.
Examples of SUPW activities

At the lower primary Stage:
 Paper folding and paper crafts

 School and campus cleaning
 Visit to various service centers of community like bus stop, post office etc.
 Growing plants

At upper primary stages:
 Stitching and knitting work

 Beautification of school campus
 Making dolls
 Clay models
At secondary stages:
 Repair of domestic appliances

 Garment making
 Preparation of squash, Jam , pickles, candles etc.

 Cloth dyeing and printing
Importance of SUPW
 Prepares pupils to practice and perform manual work individually or in groups.
 Acquaints the children with work and services prevailing in the community.
 Develop sense of respect to manual workers.
 Develop a desire to work and contribute to the society.
 Inculcate positive attitudes of team work.
 Development of values like tolerance, cooperation and helpfulness.
 Belief in dignity of labour and self-reliance.
 Helps in understanding the principles involved in various forms of work.
 Motivates active participation of students in productive work in different stages of school education and enable
them to earn while they learn.
 Helpful in applying classroom learning and knowledge to solve day to day problems of the community.
 Participate in Nation building activities.
 Realization of goals of the state and national development.

Centrally Sponsored Scheme of Pre-vocational Education in Classes IX and X
• Introduced in 1993-94
• Launched by the Ministry of Human Resources Development
Features:
 Pre-Vocational Education may be offered in place of Work Experience

 Minimum six period per week will be allotted
 It will be introduced only in the schools where vocational courses at +2 stage are being offered and the regular
infrastructure facilities are available for the chosen pre-vocational course.
 After completion of pre-vocational at lower secondary stage, the pass outs should attain marketable skills in the
course concerned.
 The evaluation in classes IX and X is done by the schools and the grades awarded by the schools in Grade X
are reflected in the Board’s Certificates, with the title of the course.
Objective and scope of Pre-Vocational Education

What is Pre-vocational education?
Pre-vocational education
Education which is mainly designed to introduce participants to the world of work and to prepare them for entry
into vocational or technical education programmes. Successful completion of such programmes does not yet
lead to a labour-market relevant vocational or technical qualification. For a programme to be considered as pre-
vocational or pre-technical education, at least 25% of its content has to be vocational or technical.
Source:
UNESCO, International Standard Classification of Education (ISCED 1997), 1997.
• In pursuance of the provisions in the National Policy of Education 1986 and recommendations of various
committees, the Central Board of Secondary Education (CBSE) made provision of pre- vocational education
in its scheme of studies with effect from the academic session 1995-96.
Objectives of Pre-Vocational Education:

 To impart training in simple marketable skills to students in classes IX & X
 To develop vocational interests and aptitudes in enhancing productivity and to allow for self- exploration of
vocational preferences
 To facilitate the students in making choice of vocational courses at the higher secondary level
 To prepare students for participation in work-experience as a desired dimension of academic education
 To inculcate healthy values related to work culture.

Scope of Pre-vocational Education
• Pre-vocational education has been conceptualized in Samagra Shiksha as the integration of work based
activities with teaching-learning processes, rather than a separate add on to the existing scheme of studies of
education from Classes VI-VIII.
Pre-vocational education will help students to:

 Identify the productive activities, plan and organise productive work
 Identify the tools, equipment and material, used in the production of goods and services
 Develop basic skills to observe, manipulate and participate in work practice.
 Inculcate socially desirable values, such as cooperativeness, teamwork, perseverance, tolerance, etc. ; and
 Develop respect for manual work (dignity of labour) and regard for workers.
Who will teach pre-vocational education?

• General education teachers of languages, mathematics, science, social science, art, music, and work experience
would organize skill based activities related to the themes that they are teaching.
Pre-vocational Education – Steps
Pre-vocational Skills - Agriculture and Horticulture

• Soil testing using Soil Testing Kit
• Identification of common pests and plant diseases
• Raising of seedlings and plants in nurseries
• Mushroom cultivation
• Vermicompost Production
Samagra Shiksha
• The Union Budget, 2018-19, has proposed to treat school education holistically without segmentation from
pre-nursery to Class 12. [integrated scheme of school education]

• It is prepared with the broader goal of improving school effectiveness measured in terms of equal opportunities
for schooling and equitable learning outcomes.
• The scheme is launched by Ministry of HRD (now Ministry of Education) in 2018.
• It subsumes the three erstwhile Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and Teacher Education (TE).
• The scheme envisages the ‘school’ as a continuum (continuation) from pre-school, primary, upper primary,
secondary to Senior Secondary levels.
Major objectives of the Scheme:

 Provision of quality education and enhancing learning outcomes of students
 Bridging Social and Gender Gaps in School Education
 Ensuring equity and inclusion at all levels of school education
 Ensuring minimum standards in schooling provisions.
 Promoting Vocationalisation of education
 Support States in implementation of Right of Children to Free and Compulsory Education (RTE) Act, 2009
Fund sharing pattern:
 90:10 – for North-eastern and Hilly states
 60:40 – for other states
National Education Policy, 2020
Syllabus topic: Policies for Technical and Vocational Education.

• The 12th Five-Year Plan (2012–2017) estimated that only a very small percentage of the Indian workforce in
the age group of 19–24 (less than 5%) received formal vocational education, whereas in countries, such as the
United States of America, the number is 52%, in Germany 75%, and South Korea, it is as high as 96%.
• The policy recommends introduction of vocational education from Grade 6 onwards to provide access to all
students high quality vocational education, necessary to enable them to acquire necessary skills for further
education and training and a clear and recognized pathways to employment.
• The vocationalisation of education will be expanded in all the government and government aided schools
through Samagra Shiksha Abhiyan.
• All students will participate in a 10-day bagless period during Grades 6-8 where they intern with local
vocational experts, such as carpenters, gardeners, potters, artists, etc.
• Pre-vocational education will be introduced for all children from Grades VI to VIII. For this purpose, based
on NCERT framework, Ministry of Education will prepare detailed guidelines.
• Skill Based Aptitude Test (SBT) will be introduced to provide guidance to the students for career choice.
• Public Awareness to de-stigmatise Vocational Education will be done through social media.

• The National Council of Educational Research and Training (NCERT) will develop the National
Curriculum Framework (NCF). One of the working papers to be developed will be on “Pre-vocational
Education and Vocational Education”.
• The NCERT will also prepare guidelines, textbooks and teacher handbooks for vocational subjects.
• Vocational education will be integrated in the educational offerings of all secondary schools in a phased
manner over the next decade. Towards this, secondary schools will also collaborate with Industrial Training
Institute (ITIs), polytechnics etc.
• Skill labs will also be set up and created in the schools in a hub and spoke model, which will allow other
schools to use the facility.
• The NCERT in collaboration with concerned experts from different institutions will develop a Position
Paper on Assessment and Examination Reform, which will include guidelines on assessment reform, also
focusing on redesigning of report cards. The focus will be on competency based assessment and evaluation.
• The School Education Boards will be strengthened to carry out the assessment of vocational courses, in
collaboration with the industry.
• Vocational Teachers/Trainers will be given continuous opportunities for self improvement and to learn the
latest innovations and advances in their professions.
• A common National Professional Standards for Teachers (NPST) will be developed by 2022 for the
country.
• The Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE) must be assisted in
developing teacher training modules and teacher handbooks by the Departments of Education within
universities that are engaged in teacher preparation, and by the State governments through SCERTs, District
Institute of Education & Training (DIETs), Sate Institutes of Vocational Education (SIVEs) and the schools
themselves, in order to train the requisite numbers of teachers.
• Vocational Teachers Training programmes for promoting new learning methods will be organized by
NCERT, National Institute of Open Schooling (NIOS), Central Board of Secondary Education (CBSE), State
Boards and State Education Departments.
Higher Vocational Education:

 Vocational education will be integrated into all school and higher education institutions in a phased manner
over the next decade.
 By 2025, at least 50% of learners through the school and higher education system shall have exposure to
vocational education, for which a clear action plan with targets and timelines will be developed.
 The number of students in vocational education will be considered while arriving at the Gross Enrollment
Ratio (GER) targets.
 Incubation centres for vocational education will be set up in higher education institutions in partnership with
industries.
 Higher Education Institutions will be allowed to conduct short-term certificate courses in various skills
including soft skills.
 The Bachelor of Vocation (B.Voc.) degrees introduced in 2013 will continue to exist, but vocational courses
will also be available to students enrolled in all other Bachelor’s degree programmes, including the 4-year
multidisciplinary Bachelor’s programmes.

 Ministry of Education will constitute a National Committee for the Integration of Vocational Education
(NCIVE), consisting of experts in vocational education and representatives from across Ministries, in
collaboration with industry, to oversee this effort.
 A General Education Council (GEC) will be formed, which will frame expected learning outcomes for
higher education programmes, also referred to as ‘graduate attributes’.
 A National Higher Education Qualification Framework (NHEQF) will be formulated by the GEC and it
shall be in sync with the National Skill Qualification Framework (NSQF) to ease the integration of
vocational education into higher education.
 The professional councils, such as the Indian Council for Agricultural Research (ICAR), Veterinary Council
of India (VCI), National Council for Teacher Education (NCTE), Council of Architecture(CoA),National
Council for Vocational Education and Training(NCVET) etc.,will act as “Professional Standard Setting
Bodies” (PSSBs).
 They will play a key role in the higher education system and will be invited to be members of the GEC.
Open Vocational Education:

 National Institute of Open Schooling(NIOS) will cater to the requirements of open vocational courses,
especially for the dropouts from the formal system through the Open and Distance Learning (ODL) system.
 The curriculum for the National Institute of Open Schooling (NIOS) must be largely aligned with that of
NCERT.
National Professional Standards for Teachers (NPST)

• It is a public statement that defines what constitutes teacher quality and makes explicit the elements of high-
quality, effective teaching in 21st-century schools.
• The Professional Standard Setting Body (PSSB), under the General Education Council (GEC), is
responsible for preparing the draft of the NPST.
• The goal of NPST is to prepare, develop and grow teachers through various stages of their careers.
• The NPST provides a clear understanding of the role of teachers in the education system and sets the
expectations for their professional development.
• It also provides a clear understanding of the attributes, knowledge, skills, and ethics that all teachers should
follow.

NSQF Levels

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IGNITE ACADEMY

Contact No: 8888256117/8888996116

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Wood's dispatch of 1854:

Features of Wood’s Dispatch:

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1902: Raleigh commission

1904: Indian Universities Act

1917-19: Saddler University commission

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1929: Hartog Committee

1937: Wardha Scheme of Basic Education

Main Features of the Wardha Scheme:

National Policies on Education in India

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MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

National Policy on Education (1968)

MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

Mudaliar Commission (1952-53)/ Secondary Education Commission

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Radhakrishanan commission (1948 - 49)

 FEATURES OF UNIVERSITY EDUCATION COMMISSION:

 First Education Commission of independent India

 The pay scale and service condition should be improved.

 Teachers should be given leaves for higher studies.

 Essay type questions should be supplemented by objective type of questions in examinations

 oral examinations should be used

 All students should receive N.C.C. training

The major recommendations of the policy are as follows:

 Status, Emoluments and Education of Teachers:

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 Emphasized on continuing and improving the reliability and validity of examinations.

The Educational Structure:

NATIONAL POLICY ON EDUCATION (1986)

Early Childhood Care and Education

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MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

(1) Occupation specific for school drop outs

(2) Not occupation specific for higher secondary levels

(3) Occupation specific depending on family back ground

(4) For Arts and science graduates only

Major recommendations of Ramamurthi Committee:

Early childhood care and education (ECCE)

 Navodaya Vidyalayas - three possible alternatives:

1) No further Navodaya Vidyalaya need be opened.

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MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

(1) Integrally linked with subjects in content and pedagogy

(2) Independent of subjects

(3) Dealing with extracurricular and social activities

(4) Developing personality and leadership qualities

MPSC Principal & Other Posts, Gr-A & B (Technical) 2014

(1) Vocational training at ITI Level

(2) Direct experience within production units development activates

(3) Skills and attitude development

(4) Opportunities for personal growth.

Janardhana Reddy Committee or CABE Committee (1992)

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