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ASHOK K GABA, Ph.DAssociate ProfessorSchool of Vocational Education and Training INDIRA GANDHI NATIONAL OPEN UNIVESITYMaidan Garhi, New Delhi, India Email: [email protected]
4th Global Skills Summit 2011 Special Focus: Ideas for the 12th Five Year Plan September 15-16, 2011, Federation House, New Delhi
ROLE OF DISTANCE LEARNING INSTITUTIONS IN NVQF
Eklavya
1st Generation
© Gaba/IGNOU
Out-of–school youth Girls and destitute women Economically deprived sections of the society Unemployed young population, majority of them
do not have any kind of skill Physically Challenged Multi-culture/language people
Who will be trained?
© Gaba/IGNOU
Every year 5.5 million students pass out of class X of which 3.3
million go to Class X1, leaving 2.2 million out of the educational
system. By 2020, about 220 million students will pass out from school,
out of which, about 150 million will not enroll for college
education. (http://pib.nic.in/newsite/erelease.aspx?relid=68291)
Of the total employment in the country (459.1 m) out of which 56.8 percent of workforce belonged to self employment, 28.9 percent to casual labor, and 14.3 percent to regular wages.
Who will be trained?
© Gaba/IGNOU
TARGET GROUPS FOR THE 12 PLAN
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Present Scenario 17 Ministries Many NGO’s also provide training to prepare
manpower for non-formal sector. PPP Model Traditional Indian way of training Farmers,
Craftsmen, Masons, Weavers, Carpenters, Goldsmiths, Carpet makers etc.
ODL institutions-IGNOU/NIOS/CCIs/DDE
VOCATIONAL TRAINING PROVIDER
© Gaba/IGNOU
Some sort of dichotomy seems to exist in the country
Need to bring homogeneity and rationality in the VET programmes offered by different training providers.
The framework should guarantee that all workers at all levels of an occupation are trained, assessed and certified based on standards set for NVQ.
NEED FOR NVQF
Revision/addition of course curricula Lack of modern tool/technology/machinery related to the
revised course curricula Non-availability of qualified instructor/teacher/faculty Training to Trainer Society Acceptability Prior learning Socio-economic/cultural Multiple languagesPublic Perceptions
people are not interested in getting any kind of certification because they feel they will not be benefited by it.
ISSUES
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Sequencing of Objectives
Basic Principle: Simple to Complex
Sequencing in Cognitive Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
COGNITIVE
PEADGOGY FOR VOCATIONAL EDUCATION
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PERSPECTIVE NVQF MODEL
Industry
NVQ Authority
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Different pathway other than formal VET system through which NVQF to be operated:
Work-based VET (Informal training) Open & Distance/Blended Learning based VET
ALTERNATIVE STRATEGY
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DISTANCE TEACHING INSTITUTIONS IN INDIA AS ON TODAY
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Advantage of ODL
Cost effective Flexible Learning Approach
entry qualification place, pace and duration of study to students
Credit System based on time factor 1 credit=30 hours:inclusive of all learning activities
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Networking Regional Centres- 67 Learner Support Centres-3252
Study Material Muliti-media Quality Content
Registration Student Registration- About 3 Million
IGNOU’S STRENGTH
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http://www.ignou.ac.in
Self instructional materials (printed material) counselling sessions (F2F and Teleconferencing) multi-channel learning:
regular two-way audio and one-way video teleconferencing (750 interactive nodes)
two-way video and two way audio (Satellite Interactive Terminals)
interactive radio counselling Gyan Darshan/Gyan Vani internet-based learning face to face counselling
Multimedia approach to instruction
Certificate, Diploma, Degree (Doctorate) - Soft Skills- BPO- Vocational Teacher Education - Tourism - Engineering and Technology - Paramedical Sciences - Information Technology- Security Management and Fire Safety- Others www.ignou.ac.in
Vocational Programmes Offered by IGNOU
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Networking Regional Centres- 16 Learner Support Centres-3910 (1167 vocational)
Study Material Multi-media Quality Content
Student Registration About 2 Million (9% vocational)
Source: www.nios.ac.in
NIOS STRENGTH
Target Group: - Have skill but no formal qualification- Have formal Qualification but no Skill- On the job training
Blended Learning Approach:- Content to be developed -IGNOU/NIOS/Industry/MoL - Mobile Training Centre- DTIs/Industry - Accreditation/Certification- IGNOU/NIOS- Research and Training-IGNOU
PERSECTPIVE MODEL FOR ODL INSTITUTIONS
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DTIs
Learner Support
Learner at his/her working place
VEIs
Industries/enterprises
PERSPECTIVE DISTANCE VOCATIONAL TEACHING MODEL
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3 C‘s:
1 C- Capability
2 C- Concern
3 C-Commitment
Ready to work in Team
Source: KRS (2008), IGNOU
TT OGETHEROGETHER
EE VERYONEVERYONE
AA CHIEVES CHIEVES
MM OREORE
ROLE OF DISTANCE LEARNING INSTITUTIONS IN NVQF
Source: KRS (2008), IGNOU
Thanks for the Patience
Your Comments and Questions??Your Comments and Questions??
© Gaba/IGNOU