ASSIGNMENT 1: SUMMARIZE AND CRITIC ARTICLE
PROBLEMS AND PROSPECTS OF INDIAN VOCATIONAL TRAINING &
EDUCATION
Prepared By : Noraisyah Bt Mat Nor
(MP111084)
Lecturer : Dr. Amirmudin Bin Udin
Source: Technology Enhanced Education (ICTEE), 2012 IEEE
International Conference
1.0
Introduction
This paper discussed about the various issues relating to Vocational
Training in Indian context. We know that literacy and general education as a
base of the knowledge pyramid essential for a economy growth of a country. Skills
will increase the ability to innovate and adopt new technologies making the
difference between inclusive growth and growth that leaves large segments of
society behind. In low countries, scarcity of workers with relevant education
and demostrated skills constrains growth of the productive formal economy.
There will be a shortage of global skilled manpower by 56.5 million by 2020 out
of which India will be in a position to supply 47 million skilled
manpower.Government of India is having an ambition to train 500 million
persons by the year 2022 by involving all stakeholders.
2.0
Vocational Training in India
The goal of vocational educational in India is to prepare skilled manpower
through diversified courses to meet the requirements of labour market of
various sectors as well as to establish self-employment skills in people
through a large number of self-employment oriented courses. Vocational training
and education is the concurrent subject of both Central and State Goverment.
The development of training schemes at National level, evolution of policy,
laying of training standards, norms, conducting of examinations, etc. under the
Central Goverment, while the implementation of the training schemes mainly
rests with the State Government. Government of India is advised by the National
Council of Vocational Training (NCVT). The essence of the scheme is the
certification of competency from the NCVT that is nationally and
internationally recognized in the world of work, automatically will producing
multi skilled workforce of world standard.
3.0
TVET Issue in Indian Context
In India, there is a mismatch between the skilled manpower required and
skilled manpower available as majority of the youth passing out from universities,
colleges and also educational institutions do not have the specific skill sets
required by various sectors in the labour market. This issue also faced by
Malaysia vocational education, there are many reports of a demand-supply
mismatch, which in part contribute to unfilled employment vacancies in the
industry as reported (Star Education, 2008).
Another issue is based on the statistic was conducted by Quality Council of
India (QCI), 46.6% of workforce in service & IT sector and 41.75%
workforce in industries are not vocationally trained. Besides that, in India
around 93% of the workforce is in unorganized sector. Unorganized sector is
characterised by lack of social sector benefits. Despite its low productivity,
it contributes 60% of the country’s GDP. Skill development for the unorganized
sector has the potential to give considerable support to economic growth. So,
vocational education enable to help India in unorganized sector. In Malaysia,
there are numerous TVET providers and the Government is the main provider,
having several ministries and agencies involved. These are provider includes
MOE, MOHE, State Government, Private Provider and so on.
Generally, in India everyone prefer to go for higher education whereas in
Germany, Central European and Asian Tiger countries, most of the children
entering the age of 14 and beyond go for vocational education & training,
and the rest go ahead for higher studies. It diferent with vocational education
in Malaysia because vocational education is only for those who do not do
well in ‘academically’ (Mustapha,2003). This view persists at the time of
writing (2008), so much so that UNEVOC-UNESCO contemplates on changing the name
TVET to something nearer to ‘‘Skill & Knowledge Development for
Employability”.
4.0
Strategy to Overcome TVET Issue
To overcome the mismatch problem among manpower, National Skill
Development Corporation India (NSDC) was set up as part of national skill
development mission to fulfil the growing need in India for skilled manpower
across sector and narrow the existing gap between the demand and supply of
skills. In Malaysia, the mismatch issue obviously a need to improve links
between schools and the industry so as to minimize this mismatch (EPU, 2008).
Through work-based learning approach, vocational & training program will
related with industries in order to ensure improved education and training that
meet the needs of the industries and it will prevent the mismatch problem.
Besides, vocational education also start with new programmes to help in
preparing an individual for job placements in the market. The unorganized
sector is not only confined to agriculture or rural areas, but it also cuts
across all economic sectors and includes urban areas. Because of that,
organized sector plays a vital role in Indian economy.Skill development for
unorganized sector has the potential to give support to economy growth as well
as improve the income and also human development. For Malaysia country, in
1993, the government introduces the Human Resource Development Fund (HRDF),
which is a training levy-reimbursement scheme (Hong Tan, 2001) that aims to
provide accelerated industrial training and offer enormous opportunities and
avenues for companies, industry associations and public or private
industrial training institutions to contribute to more responsive
and relevant skill development.
5.0
Conclusion
Education and skills will increase the ability to innovate and adopt new
technologies in economy growth of industry. This is because, in the human
capital framework, knowledge and skills are specific forms of human capital.
While general education is knowledge intensive, vocational education and
technical education are skills intensive (Becker, 1964). To improve the
productivity of industry, trade and services as well as to make India more
competititve, this matter of vocational training would have to be taken up with
all the India associations. Participation of local bodies and other societies
can greatly contribute in the skill development specifically for unorganized sector.
Besides that, one of the suggestions for the successful implementation of the
vocational education is financial assistance to the institutions offering
vocational courses should also be increased in order to build up
infrastructure facilities. This is because funding and infrastructure are
positively related because insufficient funding will be barrier for vocational
education to develop knowledge and skills, and also preparing them to enter the
workforce with a set os specific, technical skills.
6.0
References
Becker G.S. (1964). Human Capital, New York, National Bureau of Economic
Research.
EPU, 2008. http://www.epu.jpm.my/. Accessed 10 Sept 08.
Hong Tan, 2001. ‘Malaysia’s HRDF: An Evaluation of Its Effects on Training
and Productivity’. (http://info.worldbank.org/etools/docs/library/86486/ses3.1_malaysiahrdf.pdf).
Mustapha, K. et al, 2003. ‘Integrasi Akademik dan Vokasional: Rasional dan
Cabaran’. Jurnal Pendidikan 28 (2003) 77-90.
PREPARED
BY:
NORAISYAH
BT MAT NOR
MP111084
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