Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective

2021 ◽  
Vol 15 (1) ◽  
pp. 101-121
Author(s):  
Matthias Pilz ◽  
Julia Regel
Keyword(s):  
Vocational Education ◽  
Skill Development ◽  
Education And Training ◽  
State Policies ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Indian Government ◽  
Jel Codes ◽  
Further Development ◽  
And Training

With high economic growing rates and an evident shortage of skilled workers, the modernisation of formal vocational education and training (VET) in India increasingly came into focus. Skill development has been on top of the agenda of the Indian government for more than a decade, resulting in state policies and related schemes to upgrade and develop a system struggling with quantitative and qualitative issues. This article gives an overview of the main pillars of the Indian VET system and addresses policies and initiatives to restructure and upgrade formal VET in India. Finally, the main challenges as well as potential for a further development of the sector are highlighted from different systemic perspectives. JEL Codes: I 210, I 280

scholarly journals Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

2021 ◽  
Vol 8 (4) ◽  
pp. 67-89
Author(s):  
Beke Vogelsang ◽  
Natascha Röhrer ◽  
Martina Fuchs ◽  
Matthias Pilz
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Dominant Role ◽  
Hotel Industry ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Cooperation Partners ◽  
And Training

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

scholarly journals Reforming Technical and Vocational Education and Training (TVET) on Workplace Learning and Skills Development

2020 ◽  
Vol 8 (5) ◽  
pp. 2964-2967
Keyword(s):  
Vocational Education ◽  
Workplace Learning ◽  
New Economy ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Skilled Workers ◽  
Private And Public ◽  
Technical And Vocational Education ◽  
And Training

Technical and Vocational Education and Training (TVET) plays a crucial role in promoting high-skilled workers in Malaysia. In order to establish and manage TVET, it is significant to revisit in the existing TVET system to make a greater impact to improve TVET ecosystem including governance and management, teacher training, curriculum and pedagogical, social partners, and innovation in TVET provision in the context of private and public engagement. This paper applied systematic review as a methodology. The results, show that TVET ecosystem and interventions need to be implemented in line with the need of 21st century ‘new economy’ skills and challenges will always appear in hindering the success of preparing future skills demand. Hence, this paper further discusses the issues and challenges faced by Malaysia in reforming TVET for the world of work. Additionally, this paper covers strategic planning and recommendations on TVET development that could be beneficial to Malaysia.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

Vocational Education and Training for Women

2019 ◽  
pp. 138-157
Author(s):  
Shikha Jyoti Deka
Keyword(s):  
Vocational Education ◽  
Training Program ◽  
Rural Women ◽  
Prime Minister ◽  
Skill Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Current Context ◽  
And Training

Emphasizing on the need for greater skill development efforts in the country, Prime Minister Narendra Modi launched his campaign “Skill India” in July 2015. The recommenced and vigorous focus on skill development, which is noticeable in various government and non-government initiatives, underlines the evolving importance of skill development. This chapter tries to address the demand and implementation of skill development and training program for a highly disposed yet enormously untended segment of the society (i.e., rural women). By taking the example of two states, namely, Assam and Maharashtra, the chapter discusses on the current context, aptness, and predilection of the rural female folk; the perception; and recommends attainable solutions. Additionally, it highlights the evolving customized region-specific solutions that take into account various traditional, social, cultural, and demographic aspects.

scholarly journals SUSTAINABILITY FOR MALAYSIAN TVET

2018 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Khairul Azhar Jamaludin ◽  
Norlidah Alias ◽  
Dorothy DeWitt
Keyword(s):  
Human Capital ◽  
Vocational Education ◽  
Education And Training ◽  
Employability Skills ◽  
Vocational Education And Training ◽  
Technical Knowledge ◽  
Skilled Workers ◽  
Education Platform ◽  
Near Future ◽  
And Training

Developing human capital through education is very important for Malaysia. Technical and Vocational Education and Training (TVET) is one of education lines that is aimed to produce skilled workers for our country. This education platform is hoped not only to develop students’ academic and technical knowledge, but also to help students acquire high employability skills. Thus, the purpose of this article is to discuss the sustainability for Malaysian TVET as one of its aspirations is to produce more skilled workers for our country, in near future.

scholarly journals A SCIENTIFIC PEDAGOGICAL ANALYSIS OF VOCATIONAL EDUCATION AND TRAINING REFORMS DURING THE EARLY YEARS OF UKRAINE’S INDEPENDENCE (1991-2000)

2019 ◽  
pp. 142-153
Author(s):  
Valentyna Radkevych
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Legal Regulation ◽  
Educational Process ◽  
Early Years ◽  
Vocational Education And Training ◽  
Vocational Schools ◽  
Skilled Workers ◽  
Education Today ◽  
And Training

Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process. The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality. Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ... Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.

scholarly journals SKILL DEVELOPMENT: VOCATIONAL EDUCATION INSTITUTIONS & INDUSTRY ENGAGEMENT IN THE GARMENT AND TEXTILE INDUSTRY

2020 ◽  
Vol 8 (4) ◽  
pp. 561-568
Author(s):  
Tri Tran Quang ◽  
Nattavud Pimpa ◽  
John Burgess
Keyword(s):  
Vocational Education ◽  
Textile Industry ◽  
Skill Development ◽  
Education And Training ◽  
Garment Industry ◽  
Vocational Education And Training ◽  
Teaching Staff ◽  
Industry Engagement ◽  
Garment And Textile ◽  
And Training

Purpose of the study: Due to changes in the occupational structure and the new regulations in all global industries, skill development is critical for stakeholders from the local governments and industry persons. This study explores how companies and technical vocational education and training (TVET) institutions in Vietnam can promote new ways of skill development for the future workforce in the garment and textile industry. It aims to address issues that impede collaboration among both parties to promote the development of key future skills in the garment industry. Methodology: Qualitative approach, using personal interview and secondary data, is adopted in this study. The research team conducted 54 semi-structured interviews with key informants in the garment industry and the vocational education and training sector. They include managers, teachers, and trainers, and students, the content analysis was performed in the data analysis process. Main Findings: This study shows some complacencies in strong supports among stakeholders in the garment industry. Training institutions need to be upgrading their teaching staff and their skills, the institution curriculum, and the relationship with industry. Developing a relevant curriculum that meets the required skills is a starting point for TVET institutions in Vietnam. To strengthen the collaboration between institutions and enterprises, the government needs policies that support formal training and ongoing training, allowing the skill development for new employees as well as upgrading the skills of existing employees. Applications of this study: The results of this study can be adopted by TVET institutions aiming at improving their industry engagement and skill-building for future graduates. Moreover, it can be used as a basis for policy development in skill development. Skill gaps are one of the key determinants of training investment made by firms and workers in the garment industry. Given the changing face of the labor market, both workers who are just entering the labor force and those that are already in the workforce have to be willing to learn new skills. Novelty/Originality of this study: The study is specific to the global garment and textile industry, which is important and somewhat underestimate. The findings from this study can also apply to garment and textile from most developing countries aiming at improving their industry-education engagement strategies, by some Governments and policymakers in TVET.

scholarly journals DEVELOPMENT SKILLS FOR GROWING THE SOCIETY’S ECONOMY THROUGH TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTERS

2018 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Ilham Akbar Darmawan ◽  
Giri Wiyono
Keyword(s):  
Vocational Education ◽  
Skill Development ◽  
Free Trade Area ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Trade Area ◽  
Asean Countries ◽  
And Training ◽  
Primary Medium

High competition in economic sector is a problem for all people witout competence. With authenticating the Asean Free Trade Area (AFTA), finding vocations is too competitive because all ASEAN countries community can compete in the entire of Indonesia. This study is case study about skill development for growing society in Technical an Vocational Education and Training (TVET) Center. Qualitative approach is applied in this study with the interview, observation and documentation study as a method of collecting data. The results show a TVET Center can give a real contribution for society who needs a place for skill development. On perspective of economic development, TVET Center can be a primary medium for developing the economy of society.

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