brm report new

8/18/2019 BRM Report NEW

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“THE EMPHASIS ON VOCATION TRAINING IN THE CURRENT EDUCATION

SYSTEM ”

SUBMITTED BY

Mr. SHAIKH IBRAHIM MOHD ANJUM

UNDER THE GUIDANCE OF

PROF. J.DARASHA

IN PARTIAL FULFILMENT TO

MASTERS IN MARKETING MANAGEMENT

SUBMITTED TO

UNIVERSITY OF PUNE

THROUGH

NEVILLE WADIA INSTITUTE OF

MANAGEMENT STUDIES AND RESEARCH, PUNE-1

!"1#-!"1$%


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2

CERTIFICATE

Master In Marketing Management

Year 2014-2015

This is to certify that Shaikh Ibrahim Mohd Anjum have satisfactorily

completed the research on

“THE EMPHASIS ON VOCATIONAL TRAINING IN THE

CURRENT EDUCATION SYSTEM”

as prescribed by the Institute, in partial fulfillment of the course

curriculum.

Internal Guide Director Pr&'. J.DARASH Dr. ANAND DADAS


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DECLARATION

I hereby declare that the project report entitled “TO STUDY THEEMPHASIS OF VOCATIONAL TRAINING IN THE CURRENT

EDUCATION SYSTEM” has been prepared during year of 2014-15 under

Pr&'(J.DARASHA of Neville Wadia Institute of Manageent is an study

carried out by e during the I seester for !"esearch study#$

I also declare that the study is y original %or& and has not been subitted to

any Institute' (rgani)ation or any *niversity earlier$

SHAIKH IBRAHIM MOHD ANJUM


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"

TABLE OF CONTENT

SR.

NO

TOPIC PAGE NO.

1 Introduction

2 .iterature revie% /

(bjectives

4 ignificance 3

5 "esearch Methodology 10

uestionnaire 11-12

/ orulation of data in the for of an

e+cel sheet

1-1

,ata Interpretation 13-25

3 indings 2/

10 uggestions 2

11 6onclusion 0

12 "eferences 1


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#

INTROD!TION

Althou$h the field of education has made pro$ress in the past ten years, this less

re$ulated area of the education sector % vocational trainin$& seems to have lost its

importance. This has led to the 'idenin$ $ap bet'een the supply and demand for

skilled manpo'er across various industries. This shorta$e of skills has translated

directly into unemployment amon$ an increasin$ number of $raduates and post

$raduates 'ith less on the job trainin$ 'ho pass out every year and are forced to be

re%trained in order to become marketable.

(ocational education )education based on occupation or employment*, also kno'n

as career and technical education )+T* or technical and vocational education and

trainin$ )T(T* is education that prepares people for specific trades, crafts

and careers at various levels from a trade, a craft, technician, or a hi$h professional

practitioner.

in en$ineerin$, accountancy, nursin$, medicine, architecture,pharmacy, la' etc.

+raft vocations are usually based on manual or practical activities, traditionally non%

academic, related to a specific trade, occupation, vocation. It is sometimes referredto as technical education as the trainee directly develops e-pertise in a particular

$roup of techniues. (ocational education spans craft, further and hi$her education

(ocational education may be classified as teachin$ procedural kno'led$e. This can

be contrasted 'ith declarative kno'led$e, as used in education in a usually

broader scientific field, 'hich mi$ht concentrate on theory and

abstract conceptual kno'led$e, characteristic of tertiary education. (ocational

education can be at the secondary, post%secondary level, further education,and hi$her education level and can interact 'ith the apprenticeship system.

Increasin$ly, vocational education can be reco$nised in terms of reco$nition of prior

learnin$ and partial academic credit to'ards tertiary education )e.$., at a university* .

http://en.wikipedia.org/wiki/Careerhttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Technicianhttp://en.wikipedia.org/wiki/Engineeringhttp://en.wikipedia.org/wiki/Accountancyhttp://en.wikipedia.org/wiki/Nursinghttp://en.wikipedia.org/wiki/Medicinehttp://en.wikipedia.org/wiki/Architecturehttp://en.wikipedia.org/wiki/Pharmacyhttp://en.wikipedia.org/wiki/Lawhttp://en.wikipedia.org/wiki/Academicshttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Vocationhttp://en.wikipedia.org/wiki/Vocationhttp://en.wikipedia.org/wiki/Procedural_knowledgehttp://en.wikipedia.org/wiki/Declarative_knowledgehttp://en.wikipedia.org/wiki/Sciencehttp://en.wikipedia.org/wiki/Concepthttp://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Secondary_educationhttp://en.wikipedia.org/wiki/Post-secondary_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Apprenticeshiphttp://en.wikipedia.org/wiki/Recognition_of_prior_learninghttp://en.wikipedia.org/wiki/Recognition_of_prior_learninghttp://en.wikipedia.org/wiki/Credit_(education)http://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Universityhttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Technicianhttp://en.wikipedia.org/wiki/Engineeringhttp://en.wikipedia.org/wiki/Accountancyhttp://en.wikipedia.org/wiki/Nursinghttp://en.wikipedia.org/wiki/Medicinehttp://en.wikipedia.org/wiki/Architecturehttp://en.wikipedia.org/wiki/Pharmacyhttp://en.wikipedia.org/wiki/Lawhttp://en.wikipedia.org/wiki/Academicshttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Vocationhttp://en.wikipedia.org/wiki/Procedural_knowledgehttp://en.wikipedia.org/wiki/Declarative_knowledgehttp://en.wikipedia.org/wiki/Sciencehttp://en.wikipedia.org/wiki/Concepthttp://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Secondary_educationhttp://en.wikipedia.org/wiki/Post-secondary_educationhttp://en.wikipedia.org/wiki/Further_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Apprenticeshiphttp://en.wikipedia.org/wiki/Recognition_of_prior_learninghttp://en.wikipedia.org/wiki/Recognition_of_prior_learninghttp://en.wikipedia.org/wiki/Credit_(education)http://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Universityhttp://en.wikipedia.org/wiki/Career


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/

"IT#R$TR# R#%I#&'-

This research makes an attempt to provide a revie' on the outcomes and present situation

in vocational education and trainin$ )(T* pro$rams in education system. (arious country%specific studies indicate that the (T system has not responded very 'ell in india. The (T

stream is uite small. 0espite there bein$ a $ro'in$ demand for a skilled labour force, the

labour market outcomes of those 'ho have follo'ed the vocational path are not $ood in

india as the ri$ht steps have not be taken. o'ever, the $overnments are $ivin$ full attention

to makin$ the (T system robust in India . (arious ne' policy initiatives have been

undertaken by the $overnments in recent years.

(ocational education and trainin$ )(T* focuses on specific trades and imparts the practical

skills 'hich allo' individuals to en$a$e in a specific occupational activity. (T is not onlyimportant in providin$ employment opportunities to individuals but also helps in enhancin$

the productivity of firms 3(ocational education and trainin$ are indispensable instruments for

improvin$ labour mobility, adaptability and productivity, thus contributin$ to enhancin$ firms4

competitiveness and redressin$ labour market imbalances5. (T comprises all skill

transfers, formal and informal, 'hich are reuired in the improvement of productive activities

of a society.

6vertime, various terms have been used to describe elements of the field of (T. These

include apprenticeship trainin$, vocational education, industrial arts ,technical education,Technical7(ocational ducation )T(*, 6ccupational ducation )6*, Technical and

(ocational ducation and Trainin$ )T(T*, and +areer and Technical ducation )+T*.

Accordin$ to the employment and unemployment survey of 288!%8" conducted by the9ational Sample Survey 6r$ani:ation );overnment of India*, in the a$e $roup a$e 1"%2<years, about 2 per cent of the population are reported to have received formal vocationaltrainin$ and another = per cent are reported to have received non%formal vocational trainin$);overnment of India, 288#*. At present, the capacity in the (T pro$rams is .1 millionstudents per year. The $overnment has set a tar$et of up%skillin$ "88 million people by 2822.o'ever, the (T pro$rams have also not been very successful in India. An I>6efficiency7impact evaluation study of the ITIs and IT+s, in three states of the country

)Andhra ?radesh, Maharashtra and 6rissa* sho's that the labor market outcomes of thetrained candidates are not $ood. The study finds that in the states of Andhra ?radesh,Maharashtra and 6rissa, !1, " and 1#.2 per cent of $raduates, respectively, from ITIs 'ereable to $et 'a$e employment7self%employment7joined family business. The correspondin$percenta$es for those $raduatin$ from IT+s 'ere 22.=, ".# and 21. per cent, respectively)International >abor 6r$ani:ation I>6,*


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=

O()#!TI%#*

The objective behind doin$ the research project on vocational trainin$ and its

implication and importance in our education structure is to brin$ out the real benefits

involved 'ith vocational trainin$ as it can assist, the students for their career

advancement.

The objectives of vocational trainin$ are as follo's %

• Meet education demands of the population, support professional, career

development and social protection of individuals.

• @eed economy 'ith ualified staff competitive both on local and international

labour market, ensure a match bet'een the fast chan$in$ labour market and(T system.

• Maintain competitiveness of employed be re%trainin$ and professional

development.

• @oster appropriation of the peoples educational capacities 'ith the ne'

social%economic conditions to support self%employment and entrepreneurship

• Support student mobility

• nsure professional development of minority $roups and create employment

opportunities for them

• 0evelop >ifelon$ >earnin$

• 0evelop School%Business ?artnership in (T.

*IGNI+I!$N!#


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<

The speed of a nationCs development is directly related to the uantity and uality ofvocational skills possessed by its 'ork force .The 'ider the ran$e and hi$her theuality of vocational skills, the faster the $ro'th and more prosperous the society.The availability of employable skills is one of the major determinants of ho' readilyne' job seekers find employment. The very lo' level of employable skills makes the

search for 'ork much more difficult. It reduces the market value of the job seekerand adds to the costs of employers that must train ne' recruits from scratch.

The si$nificance of doin$ this research is that it 'ill help us to reali:e ho' muchimportant

De further discuss the importance and si$nificance of vocational trainin$ in

our education curriculum%

• ands%on 'ork activities allo' direct application of acuired kno'led$e

(ocational ducation helps people in better performance of their jobs as theyacuire a $reat learnin$ e-perience. Dorkin$ professionals $et a chance to

enhance their skills 'hile makin$ money.

(ocational education and trainin$ is a sort of introduction as it $ets employees

ready for the 'orkplace 'hich comes handy 'hile performin$ various tasks.

• 0ue to the nature of the skills it imparts, a student doesnCt consider its utility

as compared to academic education. (ocational education as the term itself

denotes the students are specialised and therefore they have more chances

of employment as compared to others.

• Many students 'ho are in a dilemma 'hether they should attend colle$e or

not, vocational education really opens ne' door.

• +areer of oneCs o'n choice is one of the major benefits of this education. A

vast majority of people are cau$ht in the 'ron$ jobs because they 'ere in it

for the sake of job, money, lack of alternative and professional compromise

'here as an individual pursuin$ (ocational ducation is pursuin$ his dream .

• Technical pro$rams develop the economy by brid$in$ the demand and supply

$ap 'ith hi$hly skilled 'orkers. It also $ives students the opportunity to take

marketable skills from the classroom directly into the 'orkin$ 'orld.

School drop%outs and adults can also receive this type of education as it

provides opportunity to learn a skill or trade. There are many 'ell paid career

fields in 'hich a colle$e de$ree is not reuired.

R#*#$R!, M#T,ODO"OGY


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18

The aim of this study is to create a'areness about the importance and implication of

vocational trainin$ in our educational curriculum and therefore the research desi$n

that 'e have used is the 0escriptive Eesearch desi$n.

0ATA +6>>+TI69

0ata collection in research is a detailed process in 'hich a planned search for all

relevant data is made by our research team. The data that 'e have collected for our

research is primary data.

?EIMAEF 0ATA

De have collected the data by the 'ay of uestionnaire and the survey has been

conducted in the STS +AM?GS .

SGE(F I9STEGM9T

A non structured uestionnaire 'as used to collect the data, as there 'as no direct

or correct source of secondary data available for our research topic. Huestionnaire

'as useful to us in this re$ards, 'e had multiple choice uestions in the

uestionnaire.

SAM?>I9; 0SI;9

After decidin$ the approach to our research and instrument the samplin$ plan 'as

decided 'hich includes %

• ?opulation Students.

• Samplin$ element% STS Students

• The sample si:e that 'e have taken is 188.

SAM?>I9; MT60

The study has employed convenience samplin$ method for the collection of data.

STATISTI+A> T66>

-cel sheet is used for analy:in$ the data.

#*TIONN$IR#

A$e %


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11

;ender % M 7 @

+olle$e %

.1/ Dhat is your current courseJ

Mana$ement n$ineerin$ >a' 6thers

.2/ Is your current curriculum more of theory or practicalJ

Theory ?ractical

./ 0o you think (ocational >earnin$ should be applied to most of the courses J

Stron$ly A$ree A$ree 9eutral 0isa$ree

Stron$ly 0isa$ree

.4/ ave you $one throu$h any vocational trainin$ in past, if no do you re$ret it J

Fes 9o


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12

.5/ 0o you think people 'ho have access to vocational trainin$ durin$ their

course of studies are more successfulJ

Fes 9o Sometimes

./ Dould you be more interested in your current course if vocational trainin$ is

included in your curriculumJ

Fes 9o

./ Dould you prefer to devote more of your curriculum to'ards vocational

trainin$J

Fes 9o

.3/ Students 'ho already have vocational trainin$ , do you think the time frame

allotted is sufficient to $et a hand on industrial e-perienceJ

Fes 9o

D#!"$R$TION

De declare that the information you have provided 'ill be strictly used for our

Business Eesearch ?roject.

ANALYSIS AND INTERPRETATION OF DATA(


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1

17 8riary data is collected through 9uestionnaire providing the respondents %ith

ultiple choice 9uestions and close ended 9uestions$

27 :s data is collected %ith the use of close ended 9uestions and ultiple choice

9uestions; analysis and interpretations of data is necessary to conclude$

7


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1!

DETAILS RESPONSE OF THE STUDENTS

AgeGender College Q1. Q2. Q3. Q4. Q5. Q. Q!. Q".

1 22 M

SIOM 1 1 2 2 3 1 1 1

2 21 M

SIOM 1 1 2 2 2 1 1 2

3 23 M

SIOM 1 1 2 1 1 1 1 1

4 18 M

SKNCOE 2 1 3 1 3 1 1 2

5 23

M

SIOM 1 2 1 1 1 2 2 1

6 22 M

NBN 1 2 2 2 3 1 1 2

7 21 M

NBN 1 2 1 2 3 1 1 2

8 21 M

NBN 1 2 2 2 3 1 1 2

9 23 M

SKNCOE 1 1 1 2 1 1 1 1

10 24 M

NBN 1 1 3 2 3 1 1 1

11 21 M

NBN 1 2 2 2 1 2 2 1

12 21 M

SIOM 1 1 1 2 1 1 1 1

13 21 M

NBN 1 2 3 2 3 2 2 1

14 23 M

NBN 1 2 2 2 3 2 2 2

15 23 M

SKNCOE 2 1 2 1 1 2 2 2

16 23 M

SIOM 1 1 2 1 1 2 2 1

17 22 M

SKNCOE 1 1 1 1 3 1 1 1

18 19 M

SCOE 2 2 2 1 1 1 1 1

19 24 M

SIOM 1 2 1 1 1 1 1 1

20 22 M

SIOM 1 2 1 1 1 1 1 2

21 25 M

SKNSSBM 1 1 3 1 1 2 2 1

22 24 M

SIOM 1 2 5 1 3 2 2 2


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1"

23 22 M

SIOM 1 2 2 1 2 1 1 1

24 22 M

SIOE 1 2 2 1 1 2 1 1

25 22 M

SIOM 1 2 1 1 2 1 2 2

26 23 M

SIOM 1 1 2 1 1 1 1 1

27 22 M

SKN 1 2 2 1 1 2 2 1

28 22 M

SIOM 1 1 2 2 2 1 2 1

29 24 M

SKN 1 1 1 1 1 1 1 1

30 22 M

NBNSSOMS 1 1 1 1 1 2 1 1

31 20 M NBN

SSOMS 1 1 2 1 1 1 1 2

32 22 M

NBNSSOMS 1 1 1 1 1 1 1 1

33 20 M

NBNSSOMS 1 1 2 1 1 1 1 1

34 22 M

SKNSSBM 1 2 2 1 1 1 2 1

35 21 F

SCOE 4 1 1 1 1 1 1 1

36 23 F SIOM 1 2 1 1 1 1 1 1

37 22 F

2 2 3 1 3 2 1 2

38 19 M

SCOA 4 2 2 1 3 2 1 2

39 18 M

SCOA 4 2 2 1 3 2 1 1

40 21 M

SIOM 1 2 1 1 1 1 1 1

41 20 M

SIOM 1 1 3 1 3 1 1 2

42 24 M

SIOM 1 2 1 4 1 1 1 1

43 20 M

SIOM 1 1 1 1 2 1 1 1

44 22 M

SIOM 1 2 1 1 3 1 1 1

45 19 M

SIOM 3 2 2 1 1 1 2 1

46 18 M

SCOA 4 2 3 1 3 1 1 1

47 19 M SCOA 4 2 1 1 3 1 2 2


16/31

1#

48 19 M

SCOA 4 2 1 1 3 1 2 1

49 17 M

SIOM 4 2 2 1 1 1 1 1

50 20 M

SCOA 4 2 2 2 2 1 1 1

51 19 M

SCOA 4 2 1 1 3 1 2 2

52 18 M

SCOA 4 2 2 1 3 2 1 1

53 21 M

SIOM 1 1 2 2 3 1 1 2

54 23 M

SIOM 1 1 2 1 1 1 1 1

55 22 F

SCOA 1 2 1 1 1 1 1 2

56 21 F

SIOM 2 1 3 2 1 1 1 2

57 23 F

SIOM 1 2 2 2 1 1 1 2

58 24 F

SCOA 1 2 2 2 1 1 1 2

59 22 F

SCOA 1 1 1 2 1 1 1 1

60 25 F

SCOA 1 2 1 1 1 1 2 1

61 21 F SCOA 1 2 2 1 1 1 1 2

62 2 F

SCOA 1 2 2 2 1 1 1 2

63 22 F

NBN 1 2 2 1 2 1 2 1

64 21 F

NBN 1 1 1 1 1 1 1 2

65 21 F

NBN 3 2 2 1 1 1 1 2

66 21 F

NBN 1 1 3 1 1 2 1 2

67 21 F

NBN 4 2 2 2 1 1 1 1

68 22 M

NBN 1 2 2 2 3 1 2 1

69 22 M

NBN 1 2 2 1 3 1 2 1

70 23 M

NBN 3 2 1 1 1 1 1 2

71 23 M

SKN 2 2 1 1 1 1 1 2

72 24 M SKN 1 1 1 1 3 1 1 1


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1/

73 26 M

SKN 2 1 2 1 3 1 1 2

74 21 M

SKN 1 1 2 1 1 1 1 2

75 23 M

SKN 1 1 2 2 3 1 1 1

76 21 M

SKN 2 1 2 1 1 1 1 1

77 22 M

SKN 1 2 2 1 1 1 1 2

78 20 M

SKN 1 2 1 2 3 2 2 1

79 22 F

NBN 1 1 2 2 2 1 2 1

80 22 F

SIOM 1 1 2 2 1 1 1 2

81 25 F

SCOE 1 1 2 1 3 1 1 1

82 24 F

SIOM 1 2 1 1 1 1 2 1

83 23 M

NBN 1 1 2 2 3 1 1 2

84 22 F

NBN 1 1 1 1 1 1 1 1

85 20 M

NBN 1 2 2 2 1 1 2 2

86 20 M SIOM 1 1 2 2 3 2 1 2

87 21 M

SIOM 1 2 2 2 3 1 1 2

88 21 M

SCOE 1 1 1 1 1 1 1 1

89 21 M

SIOM 1 2 2 1 1 1 1 1

90 20 M

SKNCOE 2 2 3 2 3 1 1 1

91 21 M

SIOM 1 1 2 1 3 1 1 1

92 21 M

NBN 1 1 2 1 3 1 1 1

93 22 M

SCOE 1 1 3 2 3 1 1 1

94 22 F

SIOM 1 2 1 1 1 1 1 1

95 21 F

NBN 1 2 1 1 1 1 1 2

96 22 F

NBN 1 2 1 2 1 2 2 1

97 21 F NBN 1 1 3 2 2 2 2 2


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1=

98 23 M

SKN 1 2 3 2 2 2 1 2

99 23 M

SIOM 1 2 2 2 1 1 2 1

100 23

M

SIOM 1 1 3 2 3 1 1 1

D$T$ $N$"Y*I*

1. DAT IS F6GE +GEE9T +6GESJ


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1<

• Mana$ement)1*

• n$ineerin$)2*

• >a')*

• 6thers)!*

=8K

!K

1K1"K

!RR#NT !OR*#

1 2 !

T$("# 1'-

INT#RR#T$TION'-

@rom the above table 1 ,306 respondents are mana$ement students 'hile 156

are other respondents, la' and en$ineerin$ are 16 and 46 respondent

respectively.

2. IS F6GE +GEE9T +GEEI+G>GM M6E 6@ T6EF 6E?EA+TI+A>J

COURSE NOS.

management 80

engineering 4

la 1

!t"er# 15

$!tal 100


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28

• Theory)1*

• ?ractical)2*

!1K

" >AE9I9; S6G>0 B A??>I0 T6 M6ST

6@ T +6GESS J

• Stron$ly A$ree)1*

• A$ree)2*

• 9eutral)*

• 0isa$ree)!*


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21

• Stron$ly disa$ree)"*

!K

"1K

1!K 1K

%O!$TION$" TR$INING8 I+ $"I#D

1 2 ! "

T$("# '-

INT#RR#T$TION'-

@rom the above table , 46respondent stron$ly a$ree and 516 respondent a$ree for vocational learnin$ to be applied in their curriculum

'hile 146 respondents $ive neutral responses and only 16 respondent

stron$ly disa$ree.

!. A( F6G ;69 TE6G; A9F (6+ATI69A> TEAI9I9; I9 ?AST , I@

96T 06 F6G E;ET ITJ

$OCATIONAL

LEARNING % IFAPPLIED

NO.

Str!ngl% agree 34

Agree 51

Ne(tral 14

)i#agree 0

Str!ngl% *i#agree 1

$!tal 100


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22

• Fes)1*

• 9o)2*

#!K

#K

%O!$TION$" TR$INING IN $*T8 R#GR#T

1 2

T$("# 4'-

$OCATIONAL

TRAINING IN PAST%

REGRET

NOS.

Fes #!

9o #

Total 188

INT#R#T$TION'-

@rom above table ! , 46 respondent re$ret not havin$ vocational trainin$ in

past 'hile 6 respondent don4t re$ret.

". 06 F6G TI9L ?6?> D6 A( A++SS T6 (6+ATI69A> TEAI9I9;

0GEI9; TIE +6GES 6@ STG0IS AE M6E SG++SS@G>>J


23/31

2

• Fes)1*

• 9o )2*

• Sometimes )*

"!K

18K

#K

%O!$TION$" TR$INING DRING *TDI#*8 *!!#**+"9

1 2

T$("# 5'-

INT#RR#T$TION'-

@rom the above table " , 546 respondents a$ree to, 'ho had access to vocational

trainin$ durin$ their course of studies are more successful, 'hile 106 don4t a$ree to

it and the rest 6 respondents say it happens sometimes.

#. D6G>0 F6G B M6E I9TEST0 I9 F6GE +GEE9T +6GES , I@(6+ATI69A> TEAI9I9; IS I9+>G00 I9 F6GE +GEEI+G>GM J

• Fes )1*

• 9o )2*

$OCATIONAL TRAINING DURING

STUDIES% SUCCESSFUL NOS

%e# 54

n! 10

#!metime# 36

$!tal 100


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2!

/0 F6G ?E@E T6 0(6T M6E 6@ F6GE +GEEI+G>GMT6DAE0S (6+ATI69A> TEAI9I9; J

• Fes)1*

• 9o)2*

$OCATIONAL TRAINING SHOULD &E

INCLUDED IN 'OUR CURRICULU# NOS

%e# 79

n! 21

$!tal 100


25/31

2"

/K

2/K

D#%OT# !RRI!"M TO&$RD* %O!$TION$" TR$INING

1 2

T$("# '-

INTERPRETATION()

Fr!m t"e a+!,e ta+le 7- !3* re#.!n*ent# ant# t! *e,!te t"eir/(t(re '(rri'(l(m m!re t!ar*# ,!'ati!nal training "ile 2!*

re#.!n*ent *!nt ant ,!'ati!nal training in '(rri'(l(m

H.=* STG09TS D6 A>EA0F A( (6+ATI69A> TEAI9I9; , 06 F6GTI9L T TIM @EAM A>>6TT0 IS SG@@I+I9T T6 ;T A A90 69

I90GSTEIA> ?EI9+J

DE$OTE CURRICULU# TO+ARDS

$OCATIONAL TRAINING NOS

%e# 73

n! 27

$!tal 100


26/31

2#

• Fes )1*

• 9o )2*

#1K


27/31

2/

+INDING*'-

The project emphasis on introduction vocational trainin$ in

curriculum

@rom the survey 'e $et to kno' that most of the respondents

have practical based curriculum. ence the need for vocational

trainin$ has to be evolved . Eespondents have a re$ret nothavin$ vocational trainin$ in past and they also think that

people 'ho have past e-perience are more successful .Most of

the respondents a$ree to include vocational trainin$ in future

curriculum so that they can $et prior kno'led$e of industrial

'ork culture.

(ocational trainin$ 'ill $enerate more skilled and e-periencedindividual to industrial 'ork culture.


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2=

*GG#*TION*'-

• Majority of the respondents su$$ested that vocational trainin$

should be included in their curriculum and should be framed in

such a pattern that it 'ill $o hand in hand 'ith 'hat the course

emphasises on.

• Students also su$$ested that vocational trainin$ should be

inculcated 'ith internship and the field 'ork 'hat they $et no', so

that its understandin$ 'ith the real on the job structure 'ill

increase.

• It 'as also said that the education board should strictly see the

'orkin$ of vocational trainin$ carefully 'ith the help of 'hich

students can reap more benefits .

• Students also su$$ested that the placement and vocational

trainin$ should be 'ell connected 'ith each other administratively ,

so that the actual purpose of vocational trainin$ be reaped.


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2<

"IMIT$TION*'-

• >imited fle-ibility of 'ork since you enter for specific

trainin$ you cannot move on other options

• Time frame mana$ement for academic and vocational

trainin$ differ for different courses

• +ost added on these vocational trainin$ 'ith academic

curriculum should not burden students.

• A'areness of vocational trainin$ is some'here missin$ in

the students.

• 9o pro$ram and 'orkshop 'ere conducted in hi$h school

to brin$ vocational trainin$ in the concept of students.


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8

!ON!"*ION

@rom the study of research topic #M,$*I* ON

%O!$TION$" TR$INING IN !RR#NT *TDI#* 'e

concluded%

• (ocational trainin$ should be included in the current

curriculum to have prior kno'led$e of industrial 'ork

culture.

• Eespondents havin$ past vocational trainin$ are more

successful and thus 'ho don4t have it , re$rets.

• Most of the respondents are interested to have vocational

trainin$ in their future curriculum.


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1

R#+#R#N!#*'-

1.Dikipedia2.-plore.(ocational Trainin$ Market in India%

Slideshare.com!. Introduction to literature revie'%6+0

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