Guys, does anyone know the answer?
get according to nep-2020, what percentage of learners shall have exposure to vocational education by 2025? from screen.
NEP 2020: VOCATIONAL EDUCATION
The United Nations Population Fund (UNFPA) has defined ‘demographic dividend’ as the growth potential that results from shifts in a population’s age
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India Corporate Law NEP 2020: VOCATIONAL EDUCATION – FUEL FOR THE INDIAN DEMOGRAPHIC DIVIDEND
By Devyani Singh & CAM Corporate Team on September 3, 2020
POSTED IN EDUCATION
The United Nations Population Fund (UNFPA) has defined ‘demographic dividend’ as the growth potential that results from shifts in a population’s age structure. A study conducted by the UNFPA noted that India has an important window of demographic dividend opportunity from about 2005-06 to 2055-56 with 62.5% of the population falling in the working age group of 15 and 59 years. It is expected that the slice of working age group will rise to 65% (approximately) by 2036. This study also recognised the importance of imparting vocational education (VE) to avail the benefits of the demographic dividend.
The National Education Policy, 2020 (Policy) recognises the seminal role of VE in building the Indian demographic dividend. The Policy observes that less than 5% of the Indian workforce within the age bracket of 19–24 years received formal VE when compared to countries such as the USA (52%), Germany (75%), and South Korea (96%). While identifying the need to hasten the development of vocational skills, the Policy highlights the importance of removing rigid distinctions between vocational and academic streams, and eliminating harmful hierarchies between different areas of learning.
Key Aspects of the Policy:
The Policy prescribes the need to facilitate universal access to quality holistic education to all children . Students will be given the opportunity to be flexible in their choice of subjects and there will be no firm division between ‘arts’, ‘academic’, ‘curricular’, ‘extra-curricular’ or ‘vocational’ streams as the objective is to ensure holistic development. The Policy also aims to incorporate the teaching of vocational skills within the school curriculum to augment innovation, adaptability, and productivity.
In a major move towards ensuring vocational exposure, students will have an opportunity to sample various vocational crafts (as may be determined by the states and local communities and mapped by local skilling needs). Students from grades 6 to 8 will also be encouraged to participate in a ‘10-day bagless period’, wherein they may intern with local vocational experts. Similar internship opportunities to learn vocational subjects will also be available to students throughout grades 6 to 12 (including during holiday periods). The Policy also seeks to promote the provision of online vocational courses.
Correspondingly, in Higher Educational Institutions (HEIs), it has been recognised that quality higher education with a focus on vocational subjects is necessary to build capable and competent individuals for the Twenty First century. The policy is focussed on increasing the gross enrolment ratio in higher education, including VE from 26.3% in 2018 to 50% by 2035.
The Policy also provides for the National Testing Agency to offer a high-quality common aptitude test, as well as specialised common subject exams in the sciences, humanities, languages, arts, and vocational subjects, at least twice every year.
States/union territories have been urged to adopt innovative mechanisms to ensure:
(a) access to adequate number of resources, counsellors/teachers teaching all subjects (including vocational subjects); and
(b) creation of a sense of community, co-operation and improved governance.
The Policy notes the necessity to recruit an adequate number of teachers across subjects and recommends the sharing of teachers across schools in accordance with the grouping of school norms adopted by the state/union territories. Schools/school complexes have also been encouraged to hire local eminent persons or experts as ‘master instructors’ in various subjects, such as in traditional local arts, vocational crafts or entrepreneurship to benefit students and help preserve and promote local knowledge and professions.
The Policy also envisions the establishment of the National Professional Standards for teachers by 2022 in consultation with various bodies/authorities, including expert bodies on VE. A new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) is also proposed to be established by 2021, which will take into account the requirements of teacher education curricula for VE. The NCFTE will be revised once every 5-10 years based on emerging needs in teacher education.
The National Council for Vocational Education and Training will function as a professional standard setting body for VE.
Deeper Impact of VE in the future:
The Policy aims to ensure that by 2025, at least 50% of the learners across schools and higher education systems have exposure to VE. In this regard, the Policy notes the need to effectively integrate VE into mainstream education across all educational institutions in a phased manner using various measures which include: facilitating collaboration with local industries, establishment of incubation centres or skill labs and the conduct of shorter term certificate courses.
NEP 2020: 50% Of All Students To Have Vocational Education
The NEP states that “at least 50% of learners” going through the school and higher education system “shall have exposure to vocational education”.
NEP 2020: 50% Of All Students To Have Vocational Education
NEP 2020: 50% Of All Students To Have Vocational Education The NEP states that “at least 50% of learners” going through the school and higher education system “shall have exposure to vocational education”.
Education | Written By Atul Krishna | Updated: Jul 30, 2020 3:48 pm IST | Source: Careers360
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NEP 2020: 50% Of All Students To Have Vocational Education
Image credit: ShutterstockNew Delhi:
In the National Education Policy (NEP) 2020, passed by the Union Cabinet on Wednesday, the Ministry of Human Resource Development (MHRD) placed greater importance on vocational education. The NEP states that “at least 50% of learners” going through the school and higher education system “shall have exposure to vocational education”.
The NEP highlights state that: “Beginning with vocational exposure at early ages in middle and secondary school, quality vocational education will be integrated smoothly into higher education.” NEP states that important vocational crafts, such as carpentry, electric work, metal work, gardening, pottery making, etc., will be “sampled” as decided by States and local communities during Classes 6 to 8.
The policy proposes that every child should learn “at least one vocation” and be “ exposed to several more”.The Policy also encourages a 10-day bagless with “local vocational experts” to help the students gain a better understanding of the vocation. NEP also proposes similar internship opportunities to students between Classes 6 to 12.
The policy also talks about introducing vocational courses in secondary schools “in a phased manner over the next decade”. NEP also talks about setting up “skill labs” in collaboration with polytechnics and local industries. There is also a proposal to set up vocational courses through online mode.
NEP states: “A concerted national effort will be made to ensure universal access and affordable opportunity to all children of the country to obtain quality holistic education–including vocational education - from preschool to Class 12.”
The policy also proposes ‘local teacher education programmes’ in which local resource persons can be hired by schools for shorter courses on vocational crafts.
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Vocational Education in the light of NEP 2020 – Kashmir Reader
Education is the key to achieving full human potential. Access to quality education is the solution for continued growth in economy, social justice and equality, scientific advancement, national integration, and cultural preservation. At the same time, the need for a skilled workforce is in greater demand. Vocational training is the instructional programme that prepares one for an occupation that requires
Vocational Education in the light of NEP 2020
By M Ahmad on 12:22 am July 30, 2022No Comment
Education is the key to achieving full human potential. Access to quality education is the solution for continued growth in economy, social justice and equality, scientific advancement, national integration, and cultural preservation. At the same time, the need for a skilled workforce is in greater demand. Vocational training is the instructional programme that prepares one for an occupation that requires a specialised skill, such as a technician, artisan or tradesperson. It may involve imparting classroom instructions, hands-on training or a combination of both. Secondary and higher secondary education in India usually includes one or two vocational subjects. Still, real vocational training is imparted outside the formal education system and it often leads to a certification or a diploma. One may also undergo vocational training directly as an apprentice or a trainee with or without any formal qualification. Initial Vocational Education and Training prepares young men and women with the relevant knowledge, skills and attitudes to successfully enter the world of work or to continue higher education. It is education that prepares people to work as a technician or to take up employment in a skilled craft or trade as a tradesperson or artisan. It is sometimes referred to as career and technical education.
With the roll-out of the National Education Policy (NEP) 2020, vocational education has garnered the required spotlight. The NEP 2020 is a comprehensive policy document that extensively discusses the revamping of vocational education. The policy focuses on bringing vocational education into mainstream education, as recommended by successive commissions on education over the years. The NEP 2020 suggests the integration of vocational education into mainstream education in all educational institutions in a phased manner over the next decade. It proposes the revision and revamping of all aspects of education, including the educational structure, regulations and governance, to create a new system which is aligned with the aspirational goals of 21st century students.
According to NEP 2020, by 2025, at least 50% of learners shall have vocational exposure through school and higher education. Every child is supposed to learn at least one vocation and be exposed to several more. The NEP 2020 stated that there will be ‘no hard separation’ between the vocational and academic streams. School students will have 10 bagless days in a year, during which they are to be exposed to a vocation of choice. This will be supplemented by experiential vocational learning from Grades 6 to 8. Every student will take a fun course during Grades 6 to 8 that gives a survey and hands on experience of vocational crafts. 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 vocational education system in schools will be reintegrated under National Skills Qualifications Framework for providing training to the dropouts. Bachelor in Vocation (B.Voc.) programme offered by higher education institutions is to be expanded and a credit-based framework will facilitate mobility across general and vocational education. At the Secondary stage i.e., for students of ages 15 to 18 years or Grades IX to XII, every student will receive training in at least one vocation, and more if they are interested. The entire four-year period in secondary school, Grades IX to XII, can be used not just to expose a student to different vocations but to help him/her to progressively build a considerable degree of expertise (number of courses) that a particular student takes should be left entirely to them. Regarding the appointment of teachers, the NEP 2020 has laid emphasis on recruiting adequate teachers of vocational subjects to schools and school complexes as well as hiring a local eminent person or expert as a master instructor in various subjects, such as traditional local arts, vocational crafts, entrepreneurship, agriculture, or any other subject where local expertise exists to benefit students and help preserve and promote local knowledge.
• No hard separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc.
• The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and the students shall have the option of exiting after Grade 10 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11- 12th.
• Students will be given increased flexibility and choice of subjects to study, particularly in secondary school – including subjects in physical education, the arts and crafts, and vocational skills – so that they can design their own paths of study and life plans.
• Integration of vocational education programmes into mainstream education in a phased manner, including beginning with vocational exposure at early ages in middle and secondary school.
• Important vocational knowledge will be made accessible to students through integration into vocational education courses.
• Vocational education will be integrated into all school and higher education institutions in a phased manner over the next decade.
• Individual institutions that are early adopters must innovate to find models and practices that work and then share these with other institutions through mechanisms set up by NCIVE, so as to help extend the reach of vocational education.