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The Role Open and Distance Learning in Vocational Education and Training in
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Conference Paper · July 2008
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The Role Open and Distance Learning in Vocational Education and
Training in India
Authors:
Bharat Inder Fozdar
School of Sciences, Indira Gandhi National Open University,
Maidan Garhi, New Delhi 110068 (India)
P. S. Kumar
School of Engineering and Technology, Indira Gandhi National Open
University, Maidan Garhi 110068 (India)
Abstract
In this paper we have reviewed the present status of vocational education and training
programmes in India. We have examined the role of open and distance learning
(ODL) system in providing effective and dynamic vocational education and training
in the country. We also included IGNOU’s experience in launching and effectively
delivering of a vocational training programme developed for the work force working
for footwear sector to improve their skills. Such ODL based model of vocational
education and training programme has great importance and relevance in countries
like India where there is an urgent need of providing training to a large number of
untrained work force at different levels for improve overall their skills and enable
them to be part of the productive force in fast growing Indian economy.
Introduction
Over the past decades, there has been a noticeable growth in distance education around the world. This is
very much evident from the increasing enrolment in Open Distance Learning (ODL) institutions
(Cavanaugh, 2005 and Fozdar & Kumar, 2006). ODL institutions are not only imparting education as
an alternative to the formal system i.e. education in conventional courses/programmes, but also in areas
such as vocational and technical, and continuing education, teacher education and even in high
technology based education(UNESCO, 2002 and Bourne et al, 2005). Open distance learning has also
made some contributions in vocational and technical education (Mehrotra & Sacheti, 2005 and). The
vocational and technical education is one of the important issues of Human Rights. This is the area where
distance education can be used extensively to provide education that can prepare skilled workforce for the
world to do productive work. The distance education also has potential to reach to un-reached and even
marginalised and excluded groups. It can provide vocational and technical education and engage them in
income-generating livelihood. In this globalize world, it well known fact that skill training enhance
productivity sustains competitiveness in the global economy (Mishra, 1994 and World Bank, 2008).
Keeping this in mind Indira Gandhi National Open University (IGNOU) is offering many progranmmes
which are in the category of vocational and technical education and continuing education for the
improving skills capacity building of adult learners. One such programme is for the preparing work force
for the footwear sector. This programme provides effective and efficient services in the footwear sector.
This is highly skill oriented programme and involves intensive practical work. This programme would
have a bearing on national development via employment generation and by production of word class
products. Beside IGNOU Institute like Footwear Design and Development Institute (FDDI), Indian
Institute of Leather Products (IILP), Central Footwear Training Institute (CFTI) and many other
governments run institutes and some private institutes supporting this programme.
In this paper we have reviewed the present status of vocational education and training programmes in
India. We have also examined the role of open and distance learning (ODL) system in providing effective
and dynamic vocational education and training. Paper is ended with the IGNOU’s experience in
launching and delivery of a vocational training programme developed for the work force working for
footwear sector to improve their skills.
Status of Vocational Education in India
There are two commonly used terms in India for the vocational education system one is vocational
education and other vocational training. Vocational education is referred specifically to vocational
courses offered in school at the level of class 11 and 12 under a centrally sponsored scheme termed
‘Vocationalization of Secondary Education’. Vocational training on the other hand broadly refers to
certificate level craft training and is open to students who leave school after completing anywhere from
class 8-12. Programmes offered under the Craftsmen Training Scheme (CTS) and operated by Industrial
Training Institute (ITIs), Polytechnics and Industrial Training Centres (ITCs). This scheme falls within
the purview of the Director General of Employment and Training (DGET), under the Ministry of Labour
and Employment (MOLE)
The Vocational Education Program (VEP) was started in 1976-77 under the programme of
Vocationalisation of Higher Secondary Education in general education institutions. The National Working
Group on Vocationalisation of Education (Kulandaiswamy Committee, 1985) reviewed the Vocational
Education Programme in the country and developed guidelines for the expansion of the programme. Its
recommendations led to the development of the Centrally Sponsored Scheme (CSS) on Vocationalisation
of Secondary Education, which started being implemented from 1988. Its purpose is to “enhance
individual employability, reduce the mismatch between demand and supply of skilled manpower and
provide an alternative for those pursuing higher education without particular interest or purpose
(Mehrotra and Sacheti, 2005)”. Vocational education falls under the purview of the Ministry of Human
Resources Development (MHRD). The All-India Council for Vocational Education (AICVE), under
MHRD, is responsible for planning, guiding and coordinating the program at the national level. State
Councils for Vocational Education (SCVE) perform similar functions at the state level. Through this
scheme many courses were offered in six major disciplines:
• Agriculture (for example: veterinary pharmacist/technician; watershed management)
• Business and commerce (for example: taxation practices; stenography)
• Humanities (for example: classical dance; entrepreneurship)
• Engineering and technology (for example: lineman; cost effective building technology)
• Home science (for example: textile design; gerentology)
• Health and para-medical skills (for example: x-ray technician; health/sanitary inspector)
National Policy on Education 1986 (NEP, 1986) and its Programme of Action (1992) aimed at diverting
10 per cent of the students at higher secondary level to the vocational stream by 1995 and 25 per cent by
the year 2000. But at present 5 per cent of student choose this option. This figure far below when it is
compared with other countries (Table 1). This is because mainly of the conceptual problems, managerial
problems and resource constraints for more than 25 years. As per the report of the Working Group for the
Revision of the Centrally Sponsored Scheme of Vocationalisation of Secondary Education, NCERT,
1998, vocational education also viewed as an inferior option, it suffers from poor infrastructure, obsolete
equipments, untrained or under-qualified teachers (often on part-time basis), outdated and inflexible
courses, lack of vertical or lateral mobility, absence of linkage with the ‘word of work’, lack of a credible
evaluation, accreditation and apprenticeship system, and finally employability. For building an effective
and dynamic programme of vocational education, National Curriculum Framework 2005 (NCERT, 2005)
has suggested that vocational education programme should be implemented in mission mode, involving
establishment of separate Vocational Education Institutions and Centres from the level of villafe cluster
and blocks to sub-divisional/districts, towns and metropolitan area. This also talked about providing
better infrastructure at VEP centres, there should be the provision of training of teachers and VEP
curriculum should be reviewed and updated from time to time to meet the challenges of a globalised
economy.
Table 1: International Comparisons on the Size of Vocational Secondary
Education
Country Secondary Number of students Vocational
enrollment (thousands) Education
ratio share
Russia 88 6,277 60
China 52 15,300 55
Indonesia 43 4,109 33
Malaysia 59 533 11
Korea 93 2,060 31
Chile 70 652 40
Mexico 58 - 12
South Africa 77 - 1
Source: Various Sources
The Prime Minister of India in his Independence Day address on 2006 indicated of setting up Vocational
Education Mission and a Task Force to improve vocational education system in India so that high
economic growth through increased productivity can be maintained. For implementing this special
provision has been made in both present 10th plan and coming 11th plan of the country.
Unlike vocational education, vocational training programs in India fall outside the formal schooling cycle.
As discussed earlier vocational training is imparted through ITIs and polytechnics. Vocational training
courses are generally institution-based with varying entry requirements as well as course durations (based
on the course). The proportion of practical to theoretical instruction in vocational training programs is
also higher than in vocational education. Under the Constitution of India, the Central Government and the
state governments share responsibility for vocational training. At the national level vocational training is
managed by the National Council for Vocational Training advises the central government on vocational
training. Two tripartite bodies, the Central Apprenticeship Council, a statutory body and the National
Council of Vocational Training, a non-statutory body, operate as advisory tripartite institutions. The
NCVT is chaired by the Minister of Labor & Employment (MoLE). Members represent central and state
government departments, employers’ and workers’ organizations, professional bodies, the All India
Council for Technical Education, representatives from scheduled castes and scheduled tribes, the All
India Women’s Organization, etc. Its functions include:
• establishing and awarding National Trade Certificates;
• prescribing training standards;
• arranging trade tests and developing standards for National Trade Certificates; and
• recognizing training institutions for the purpose of issuing National Trade Certificates and laying down
conditions for such recognition.
Administrative responsibility is held by the Directorate General of Employment and Training (DGET),
located within the MoLE. ITIs and ITCs operate under the guidance of DGET, which formulates policies
and lays down standards and technical requirements such developing curricula, instructor training, and
skills testing. It governs a number of specialized training-related institutions. At the state level vocational
training is managed by State Councils for Vocational Training (SCVTs), as well as Trade Committees,
have been established to assist the NCVT. They advise state governments on training policy and co-
ordinate vocational training in each state. State government departments deliver vocational training
through: (a) the ITIs that operationally report to and are funded by them, and (b) the ITCs that are
privately funded and managed (some of these get financial support from the state governments).
Although vocational training students may do relatively better in the labor market than their counter part
vocational education students, but their labor market outcomes are still poor (World Bank, 2002). But still
there is a miss match between required training and acquired training students are getting from ITIs and
Polytechnic. A Karnataka study found that employers were dissatisfied with graduates from ITIs.
Employers felt that ITIs produce graduates who are not needed by industry and who lack basic
scientific/technical understanding of their trades (World Bank, 2002). Major findings of the study are:
• Rapid developments in technology have made many occupations and trades - such as turners, machinists
and grinders, and draftsmen - obsolete, while others need to be modified.
• Many trades have lost their relevance in the face of automation. Engineering trades (fitting, electronics,
electrical and mechanical, welding, tool and die-making, and turning) are in high demand from students
but syllabi are out-dated and trainers are out of touch with
changes in technology and work organization.
• Courses should not be based on narrow specializations. Technicians need to be trained
through integrated courses dealing with two or more skills and be capable of managing
three or four operations at a time.
In brief those institutions which are providing vocational trainings are not yet geared up to meet the
challenges of the fast growing global economy and they are also not aligned to the needs of industry. The
poor outcomes arise owing to this vocational training system facing many constraints. These include a
lack of accountability and responsiveness to the needs of the labor market, limited involvement of the
private sector in managing training, poor coordination among those managing the sector, and limited
flexibility for institutions. Many of these problems have been outlined in the Government’s own
assessment of the system.
To improve vocational training programme there is an immediate need of reforms. Working Group on
Secondary and Vocational Education for 11th plan has suggested some plans along with higher budget
allocations like competency based curricua should be reviewed and updated as per the present need of the
industry, professional training of all teachers and trainers, a labour market information system should be
established to collect necessary information on the skill requirements and skilled manpower needs for
different sector of economy.
Role of Open and Distance Learning in Vocational Education
Open and Distance Learning (ODL) is increasingly becoming popular because of its flexibility and
learner friendly approach, particularly to those who could not get access to the formal education system.
Distance education is more costs effective and can take place while continuing full-time employment (
Moran and Rumble, 2004). People who live in remote areas find that ODL permits them to enroll in
programmes, which otherwise would not be available to them. At present beside Indira Gandhi National
Open University (IGNOU) there are 13 Open Universities, 150 Distance Mode Institutes under
conventional system. Only IGNOU is imparting higher education to 15 per cent of total population who is
joining higher education in the country (Profile, 2008). Workplace learning is also expanding rapidly in
organizations, boosted by online learning opportunities. Web-based training or E-training, an innovative
approach to distance learning, can be effectively utilized for delivering knowledge to individuals any
where in the country. If the developing countries want to enhance their international competitiveness for
the well being of their people, they must address the concerns for vocational education and training. The
path for economic development and prosperity through the skills training and ODL as the modality for
vocational education and training allows vast number of people, hitherto unreached to take advantage of
education and training opportunities (Mishra, 2002). The changing skills demands due to competition and
rapid market changes, especially in Small and Medium Enterprises (SMEs), calls for provision of
continuous learning and training opportunities through Government, Non-government and Private
Institutions. There is a need for a paradigm shift in the training approaches in the formal and informal
sector for developing skills attuned to the needs of the society. All this can be not achieved by formal
system.
Over 90 percent of employment in India is in the ‘informal’ sector, with employees working in relatively
low productivity jobs. Provision of appropriate skills may thus be an important intervention to increasing
the productivity of this workforce. This sector can not approach the formal system. Here open and
distance learning mode institution can play important role by providing flexible and cost effective
vocational education. For example, the National Institute of Open Schooling (NIOS) (offering 85 courses
through over 700 providers recognised by the NIOS). Similarly IGNOU along with some other Open
Universities also offering successfully many programmes of vocational in nature. Presently IGNOU lays
much emphasis on skill, capacity building, training, employability, life-long education and continuing
education. Open and Distance Learning (ODL) system now is recognised and accepted as an important
mode for achieving many of these targets. In addition to contributing to social and economic
development, ODL plays a decisive role in the creation of a knowledge-based society.
About the Programme
Leather, and Leather products as a sector has been given considerable alteration by the Government of
India at various levels due to the inherent strength and features which are popular to India is not merely
an industrial sector as compared to other industries but the implications of what happens in this industry
that have very far reaching social and economic ramifications in view of a significant section of deprived
segment of population working in the sector due to historical reasons.
There exists a large raw materials base. India ranks first among the major livestock holding countries in
the world. Leather industry is the fourth largest foreign exchange earner in the country. Apart from this,
leather industry has tremendous potential for employment generation. Its potential for employment
generation among weaker sections of the society and women is immense.
However, despite being a traditional industry in India and reasonably good performance on the export
front, the Indian leather industry accounts for very small global market, the need for a larger share of the
global market exists.
The Indian Leather Industry which for centuries has developed as traditional crafts is at present under the
process of transformation into a technology based vibrant export oriented industry. Besides its eminent
position in the country’s economy as a foreign exchange earner, the leather industries significant
contribution is a provider of employment to a larger No. of people, majority of who are from rural base
and weaker sections of the society.
• The Footwear Industry is a significant segment of the Leather Industry in India.
• India ranks second among the footwear producing countries next to China.
• The industry is labour intensive and is concentrated in the small and cottage industry sectors.
While leather shoes and uppers are concentrated in large-scale units, the sandals and chappals are
produced in the household and cottage sector.
• The major production centres India are Chennai, Ranipet, Ambur in Tamil Nadu, Mumbai in
Maharastra, Kanpur in UP., Jalandhar in Punjab, Agra and Delhi.
• India in itself has a huge domestic market, which is largely untapped.
• The Indian footwear industry is provided with institutional infrastructure support through premier
institutions like Central Leather Research Institute, Chennai, Footwear Design and Development
Institute, Noida, National Institute of Fashion Technology, New Delhi, etc. in the areas of
technological development, design and product development and human resource development.
• The availability of abundant raw material base, large domestic market and the opportunity to
cater to world markets makes India an attractive destination for technology and investments.
• Following leading institutes in India are engaged in imparting training to personnel in the
footwear manufacturing as per the requirement of the trade and industry.
These certificate programmes have been designed to provide the know-how and skills needed to work as a
worker/operator, supervisor and engineer in Footwear Industry. It will train you to provide effective and
efficient services in the footwear sectors. It is a highly skill oriented programme and involves intensive
practical work.
Programme Objectives
• Upgradation Educational Qualification of Learners.
• Opportunities for in-house training in industries for continuing education.
• Promoting the educational well-being of the community.
• Offering need based academic programmes.
• Employment related continuing education programmes arriving at increases sole potential and
economic advantages to the learners.
This programme can be taken by those who are already employed (directly or indirectly in the Footwear
Industry and State and Central Footwear Organisations) or intend to make a career in Footwear Industry.
Programme Dilivery
Like other programmes of IGNOU, the programme under investigation also follows a multimedia
approach in instruction. It comprises: self-learning material, supporting audio/video programmes,
teleconferencing, counselling sessions, seminar-based and workshop-based activities and added feature of
Personal Contact Programme (PCP) to meet specific learner needs. PCPs are conducted at five Training
Centres of partner Institutions and Programme Study Centres of IGNOU. Participation of learners in the
personal contact programme is compulsory. Teleconferencing is also used to provide greater clarity and
understanding to the learners.
Summarry
It is very clear that for the growing economy like India we need skilled and trained work force. Our
formal education system can not provide desired number of skilled workers. In such situation alternative
open and distance learning model has the tremendus scope to tackle such problems. ODL effctive
vocational education and training system can provide The quality learning outcomes at teaching
institution cannot be achieved system is now well recognised for effective teaching learning process.
Specialy in Developing countries where there is a need of providing training to large number of workers
and with limited recourses. In such situation similar ODL models could play important and viable role in
improving over all skills of workers.
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