Developing strategy plan for implementation of NVEQF in Open Schooling-Kochi,June 20-21,2013

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Workshop onWorkshop on“Developing Implementation Strategy “Developing Implementation Strategy

for NVEQF in Open Schooling in for NVEQF in Open Schooling in India”India”

A Discussion PaperA Discussion Paper

Professor Mohan MenonProfessor Mohan Menon

Assistant Vice Chancellor (Academic Support)Assistant Vice Chancellor (Academic Support)

Wawasan Open University, PenangWawasan Open University, Penang

e-mail: e-mail: [email protected]

20-21 June 201220-21 June 2012Cherai Beach ResortCherai Beach Resort

Vypin Island, Cherai P.O.Vypin Island, Cherai P.O.Kochi, Kerala-683514Kochi, Kerala-683514

mohan menon, WOU, Penangmohan menon, WOU, Penang

mailto:[email protected]

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IntroductionIntroduction

During the last couple of decades India showed a major transition to a knowledge-based economy requiring a new generation of knowledge workers and knowledge technologists who are flexible and analytical to be the driving force in the knowledge based economy.

India does not have the sheer number of skilled personnel required in many vocational and technical areas in spite of high growth in its secondary and post-secondary education.


IntroductionIntroduction

Nearly three quarters of India’s working-age population work in the informal economy and most of them do not possess any formal education or training in the area of work.

There is a need to increase production of skilled persons in large numbers in several production sectors.

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National Vocational Education National Vocational Education Qualification Framework Qualification Framework

(NVEQF)(NVEQF) Policy reforms and innovations attempted during the last over sixty years have been extensive but not integrated.

(TVET) system in India is fragmented and lacks coordination between various stakeholders and there is lack of articulation arrangements for progression of students from School to Polytechnics and University


NVEQF is a descriptive framework

Organizes qualifications according to a series of levels of knowledge and skills defined in terms of learning outcomes.

These learning outcomes are a set of competencies learners must possess regardless of whether they were acquired through formal, non-formal or informal education and training.

Qualifications are made up of a number of occupational standards.


NVEQF is a descriptive framework

Occupational standards provide the basis for judgments and assessments that are made for specific areas of learning (similar to modules, but more focused).

This allows learners, education and training providers and employers to gain information about the broad equivalence of qualifications.

A nationally integrated education and training that will link one level of learning to another and enable learners to progress to higher levels from any starting point in the education and training system.


The key elements of the NVEQF

Provides for: •multiple entry and exit to TVET,•including all modes of education/training•recognition/accreditation of prior learning•transfer and progression within and across modes and between TVET and general academic education and •partnership with industry/employers. NVEQF for the first time has considered all levels, aspects and modes of technical and vocational education and training in the country.


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Comprehensive Perspective Comprehensive Perspective on VET in NVEQFon VET in NVEQF

Formal education system including education (and training) ‘provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ladder of full-time education for children and young people, generally beginning at age 5, 6 or 7 and continuing up to 20 or 25 years of age’


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Comprehensive Perspective Comprehensive Perspective on VET in NVEQFon VET in NVEQF

Non-formal education refers to any organized and sustained educational activities which may take place, both within and outside educational institutions, and may cater to persons of all ages. It may cover educational programmes to impart adult literacy, basic education for out-of-school children, life skills, work skills, etc.

Although not specified by the Framework open schooling mode comes within Non-formal education.


Comprehensive Comprehensive Perspective on VET in Perspective on VET in

NVEQFNVEQF Informal Education: NVEQF also brings within its purview all types of learning that takes place through life and work experience, which may also be referred to as experiential learning. Often this learning is unintentional and the learner may not recognize at the time of the experience that it contributed to his or her knowledge, skills and competence.


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VET through Open Distance VET through Open Distance LearningLearning

The framework defines flexible delivery to include distance education, mixed mode delivery, on-line education, self-paced learning, self-directed learning

The Framework considers ODL as one of the forms of non-formal education that can used to develop technical and vocational skills.

Many expectations rest on the mode’s potential advantages including the ability to access individuals and communities on the margins; its low cost and its ability to deliver a quality product of standard to larger number of learners


VET through Open VET through Open Distance LearningDistance Learning

Over the past over forty years, trainers all over the world have come to appreciate the immense value of using ODL methods to provide continuous, "just-in-time" training for workers in a range of fields — from farming to electronics, health to engineering, animal husbandry to automobile engineering, teachers to social workers.


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Action Points in NVEQF for Action Points in NVEQF for VET Curriculum and VET Curriculum and

TransactionTransaction NVQEF has brought out broad comprehensive directions related to various aspects of curriculum development and transaction including assessment in Vocational Education and Training.


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Open Schooling Strategy for Open Schooling Strategy for NVEQF Implementation- ChallengesNVEQF Implementation- Challenges

Need for Modular Credit-based SystemRecognition of prior learningPromotion of vocational pedagogy and blended learning Imparting practical experiences through ODLCompetency based assessment systems


Open Schooling Strategy for Open Schooling Strategy for NVEQF Implementation- NVEQF Implementation-

ChallengesChallenges Developing academia-industry Developing academia-industry alignmentalignment

Modifications in teaching-learning approaches

Need for flexibilities and innovations

Development of an effective quality assurance system


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Technical and Vocational Technical and Vocational Education and Training by Education and Training by

ODL: PotentialODL: Potential ODL mode in vocational and technical education has a lot to offer the new world of work because it is responsive, flexible, fosters independent learning, can be set up in a way that fosters teamwork and allows the immediate transfer of skills with workplace based learning.

That level of quality can only be met if the objectives are very clear, and both process of learning and the system requirements for supporting that process are well understood and suitably mobilized.


Technical and Vocational Technical and Vocational Education and Training by Education and Training by

ODL: PotentialODL: Potential The potential and possibilities in the open distance learning mode has undergone remarkable changes that today ODL systems with use of variety of technologies and learner support modalities can go well beyond teaching theoretical subjects.

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Technical and Vocational Education Technical and Vocational Education and Training by ODL: Some Experiences and Training by ODL: Some Experiences

There is enough experience around the world to show that appropriately organised distance learning experiences supported by both F2F and virtual interactions and hands on skill development sessions can be an effective mode to develop technical and vocational competencies.


Technical and Vocational Education Technical and Vocational Education and Training by ODL: Some Experiences and Training by ODL: Some Experiences

We could look at some of the technical and vocational education programmes offered through open distance learning and understand what makes these systems work.

The Open Polytechnic of New Zealand (TOPNZ)

The Open University, UK NIOS Open University of Sri Lanka (OUSL) IGNOU’s Vocational courses


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What makes the Systems What makes the Systems work in the Caseswork in the Cases

Strong focus on designing and delivering skills and competency-based learning solutions within blended and networked learning environments.

Close partnership with industry to deliver vocational training to accredited national standards and qualifications.

Approach in which the institution has disaggregated the elements of its ODL system (e.g. curricula, courseware, examinations, student support) so that each can be made available to partners separately



Use of appropriate, available and accessible technology to provide individualized support

Optimum use of all available infrastructure and resources in the community at all levels for course development, course distribution and providing varied kinds of learner support



Flexible, distance-learning, modular approach

Counsellor/assessor working with the learner providing support and guidance as they progress through the qualification


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VET through Open Schooling VET through Open Schooling in India- SWOT analysesin India- SWOT analyses

POSITIVE NEGATIVE

INT

ER

NA

LE

XT

ER

NA

L

STRENGTHEvidence world-wideLearning/Training while at workWell designed and structuredCost-effectiveReaching large numbers at a distanceICT enhanced systems

WEAKNESSRelatively less F2F contactNot adequate by distance inputs aloneSufficient models in India not availableRelatively less used for technical and vocational education/training

THREATDifficulty of managing large networksApprehensions about organizing practice

OPPORTUNITYStrong ODL baseAvailable infrastructure at field levelAvailable trained human resources Improved ICT network Enhanced accessPolicy support for ODLFormal system not sufficient


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Issues/Questions for Group Issues/Questions for Group DiscussionDiscussion

Learning Materials and Resource Support Learning Materials and Resource Support for curriculum transaction (Group-A)for curriculum transaction (Group-A)

Learner support of theory and practice Learner support of theory and practice (Group-B)(Group-B)

Learner assessment-theory and practice Learner assessment-theory and practice (Group-C)(Group-C)

Monitoring and Management of VET through Monitoring and Management of VET through OS (Group-D)OS (Group-D)

ICT Infrastructure and Network ICT Infrastructure and Network (Cross-cutting area)(Cross-cutting area)


THANKSTHANKS

Mohan MenonMohan Menon Wawasan Open University, PenangWawasan Open University, Penang [email protected]


mailto:[email protected]

Developing strategy plan for implementation of NVEQF in Open Schooling-Kochi,June 20-21,2013

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