By Matthias Pilz
This publication explores how the Indian schooling and coaching method prepares teenagers for the area of labor and for the necessities of the employment industry – simply because India is a number one industrialised kingdom with a truly younger inhabitants and a excessive call for for a talented staff. Indian specialists write from a course-specific standpoint, supplying a accomplished photograph of academic coverage, curriculum layout and cultural features. The digital absence of a formalised method of vocational education in India underlines the significance of this research.
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Extra info for India: Preparation for the World of Work: Education System and School to Work Transition
The unorganised sector that constitutes about 93% of the workforce is not supported by any structural system of acquiring or upgrading skills (Planning Commission 2008). By and large, skill formation takes place through informal channels like family occupations, on the job training under master craftsmen with no linkages to the formal education training and certification. Training needs in this sector are highly diverse and multi skill-oriented. Many efforts for imparting training through Swarnjayanti Gram Swarojgar Yojana (SGSY) – (Self-Employment Program), Prime Minister Rozgar Yojna (PMRY) – (Prime Minister Employment Scheme), Khadi and Village Industries Commission (KVIC), Krishi Vigyan Kendra (KVK) – (Agriculture Research Stations) and JSS – (People’s Education) are also in place (Planning Commission 2008) (see chapter 12).
2013): Learning to Be - The World of Education Today and Tomorrow. UNESCO. pdf. Gandhi, M K (1937): Harijan. Government of India (GoI) (2015): Make in India. in. Krishna Kanta Handiqui State Open University (KKHSOU) (2011): Introduction to Wardha Scheme of Basic Education 1937. html. Kumar, K. (1993): Mohandas Karamchand Gandhi (1869-1948). Oficina Internacional de Educación. UNESCO París: Vol. XXIII, pp. 3-4. Mehta, A. C. (2011): Elementary Education in India: Progress towards UEE, Analytical Report, National University of Educational Planning and Administration & Department of Elementary Education and Literacy, MHRD, New Delhi.
The ‘situation principle’ did not play a particular role in both curricula. In individual subject areas in the ICSE curriculum the focus is on practical skills and giving students initial work experience in various aspects of employment. This applies particularly to ‘SUPW’, ‘economics’ and ‘commercial studies’, where the emphasis is also on ‘stamina and tolerance of frustration’ and ‘sense of responsibility’ as well as on the ‘ability to operate strictly according to the procedures’ and ‘accomplishing the task on time’.
India: Preparation for the World of Work: Education System and School to Work Transition by Matthias Pilz