• Government Policies


NETHAJI COMMUNITY VOCATIONAL TRAINING COUNCIL Is Committed To Impart Job Oriented &Self-Employment Teachers Training, Computer, Vocational, Hardware & Networking, Agricultures, Fashion Design &Textile, Yoga & Naturopathy, Paramedical, Biomedical, Management And Mass-Communication & Journalism In Conformity To The Requirement Vis-À-Vis Sanctity And Dignity Of Education To Ensure Maintenance Of Desired Standards.

We Strive For Excellence By Adopting Latest Technology For Constant Improvement In The Products And Services.

National Education Policy, 1986 in the implementation of Vocational Education [NEP 1986]

  1. The introduction of systematic, well planned and rigorously implemented programmes of vocational education is crucial in the proposed educational reorganisation. These elements are meant to develop a healthy attitude amongst students towards work and life, to enhance individual employability, to reduce the mismatch between the demand and supply of skilled manpower, and to provide an alternative for those intending to pursue higher education without particular interest or purpose. Efforts will be made to provide children at the higher secondary level with generic vocational courses which cut across several occupational fields and which are not occupation specific.
  2. Vocational Education will also be a distinct stream, intended to prepare students for identified occupations spanning several areas of activity. These courses will ordinarily be provided after the secondary stage, but keeping the scheme flexible, they may also be made available after class VIII.
  3. Health planning and health service management should optimally interlock with the education and training of appropriate categories of health manpower through health-related vocational courses. Health education at the primary and middle levels will ensure the commitment of the individual to family and community health, and lead to health-related vocational courses at the +2 stage of higher secondary education. Efforts will be made to devise similar vocational courses based on Agriculture, Marketing, Social Services, etc. An emphasis in Vocational education will also be on development of attitudes, knowledge, and skills for entrepreneurship and self-employment.
  4. The establishment of vocational courses or institutions will be the responsibility of the Government as well as employers in the public and private sectors; the Government will, however, take special steps to cater to the needs of women, rural and tribal students and the deprived sections of society. Appropriate programmes will also be started for the handicapped.
  5. Graduates of vocational courses will be given opportunities, under predetermined conditions, for professional growth, career improvement and lateral entry into courses of general, technical and professional education through appropriate bridge courses.
  6. Non-formal, flexible and need-based vocational programmes will also be made available to neo literates, youth who have completed primary education, school drop-outs, persons engaged in work and unemployed or partially employed persons. Special attention in this regard will be given to women.
  7. Tertiary level courses will be organised for the young who graduate from the higher secondary courses of the academic stream and may also require vocational courses.

National Education Policy 2020
                       
Reimagining Vocational Education the National Education Policy (NEP) 2020 aims to overcome the social status hierarchy associated with vocational education and suggests the integration of vocational education into mainstream education in all educational institutions in a phased manner over the next decade.

The National Curriculum Framework (NCF) 2005 also highlighted that there is a need to ‘re-consider the epistemology’ of vocational education afresh by bridging the gap between academic and vocational streams and the curriculum should provide space for learning beyond subject boundaries so that children and young people can make connections between different areas of learning.

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.

Universal access to all children of the country to quality holistic education - including vocational education - from preschool to Grade XII will be ensured, while allowing for flexibility and choice of subjects. School students will have 10 bag less 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.

A National Higher Education Qualifications Framework (NHEQF) will be formulated by the General Education Council (GEC) and it shall be in sync with the NSQF.

A National Committee for Integration of Vocational Education (NCIVE) consisting of experts in vocational education and representatives from across Ministries, in collaboration with industry will oversee the efforts of the implementation of VET.

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.

Specific mention of inclusion in the context of children with disabilities is made, with the emphasis on the use of assistive devices and appropriate technology-based tools, as well as adequate and language-appropriate teaching-learning material, considering the safety aspects.

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 (LokVidya).