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A study on VHSE

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default A study on VHSE

Post by Malamaram chakkappan on Mon Oct 01, 2012 8:12 pm

A study on VHSE


Vocational Higher Secondary Education is implemented in 375 schools with 1100 sections and 42 subjects. The major problems as found in the study and as indicated by students, passed out students, teachers and principals are briefly summarised and presented in this study. Moreover the observations made during discussions at different levels by the study team are incorporated.

An attempt has been made to cover the issues under:
-Course content and Training
-Examination pattern

Course Content and Training.

- Most of the courses do not lead to jobs.
- Out of the 541 passed out students who responded in the survey, 376 could not secure any job because VHS Courses failed to equip students to take up self employment as conceptually envisaged in the scheme.
- Syllabus drafted in early 1980’s has become outdated.

- The scheme envisaged revision of curriculum, syllabus etc. at least once in
five years. After 20 years of introduction of the scheme, the department has
constituted a Curriculum Committee with Minister for Education as Chairman.
- Courses are offered in places without consideration of the local needs and suitability. (eg. Maintenance & Operation of Marine Engines)
- Some of the courses (eg. Domestic Nursing, Fish processing Technology) are very weak in content and do not lead to a two year programme
- The content of some of the courses (eg. Maintenance & Operation of Biomedical Equipment) are much beyond the scope of the higher secondary student. This was reflected in the reaction of students that they are over loaded with subjects as they have to study the vocational subjects under higher secondary education syllabus.
- There is lack of industrial linkage, institutional adoption and limited scope for apprenticeship training.
- The courses introduced have not been recognised for employment. This is a serious problem. Out of 42 subjects introduced only 12 courses have been recognised by Kerala Public Service Commission.(recently some more)
- Though practical training to be offered to a vocational subject student is 420 hours during a year, in effect this has not been implemented.

Infrastructure .

Lack of adequate infrastructure has been one of the constraints in effective implementation of Vocational Higher Secondary Education in Kerala.

a) Work sheds

The department has assisted construction of 560 work sheds. Till 2000, Rs.1 lakh was paid which was increased to Rs.2 lakhs in 2002. The work is implemented through PWD. Proposals have been sent to Government of India to increase the workshed assistance to Rs.4 lakhs. The principals and teachers have pointed out the poor condition of worksheds

b) Laboratory/Workshop

There are 323 schools with laboratory and workshop facilities. Till 2000 Rs.1 lakh was given towards setting up of laboratory/workshops which has been enhanced to Rs.2lakhs now. This assistance is irrespective of government schools/private aided schools.This includes an assistance of Rs.5000 for library improvement facilities.The major problems associated with this are:-
- The laboratories/workshops set up in the late 1980’s and 1990’s with the investment of Rs. 1 lakh have remained as such till 2000.
- During the visit to schools and discussions with the principals and teachers, equipment was found idle/unserviceable.
- Modernisation of lab/workshop facilities have been given low priority.
- The equipment provided are often inadequate and inferior in quality.
- Many teachers were not trained and capable of handling the equipment.
- The concept of in plant training in work places did not materialise.


- While the syllabi were framed on the assumption that persons with post graduate qualification in the relevant subjects would constitute the faculty, in practice they were not available.
- Another assumption was that the part-time teachers would be drawn from work places and government departments. This also proved to be a failure.
- In government schools teachers are appointed on provisional basis (deputations and guest lecturers). The teachers, principals and students have pointed out the need to end the casual and temporary nature of teaching as per which 2 to 3 teachers handle a subject in a year.
- Another serious set back in the Vocational education stream is that teachers due to built in constraints like temporary nature of employment could not be trained in modern method of teaching and practicals. The question of updating syllabus, curriculum etc. could not be implemented effectively towards improving the teaching and learning process.

Examination Pattern

- Pattern of question papers is age-old and does not assess the student’s learning adequately.
- Practical examinations differ from school to school, yet students are given almost the same marks irrespective of the amount and nature of training they get in the school.

General Problems and Issues

- In Kerala’s social/economic situation, the demand for vocational education is at a low profile as has been experienced. The attitudes of the parents particularly those with high educational attainments is not for sending their children to vocational stream.
- In the Kerala’s employment culture, children at 17-18 years of age are not equipped and empowered to take up self-employment.
- With low industrialization and lack of development of ancillary industries etc, the employment/multiplier effect has not been felt in the state economy.
- The supply driven courses cannot have sustainability as they are not related to

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default Re: A study on VHSE

Post by safeerm on Thu Oct 04, 2012 6:19 am

Authorities never took vocational education with enough seriousness





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