 Hello, I welcome you all once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls degree college, University of Allahabad and this time I am going to discuss on the topic of NEP 2020 on Vocational Education. We have already discussed NEP 2020 on various issues like on inclusive education, on teacher education, on technical education, on higher education and we have covered NEP 2020 at a glance too, but this time my emphasis is on vocational education, okay? So let's start vocational education. Look, the entire document of NEP 2020 is of a 6.6 page, but it took 14 years and we have not been able to implement NEP 2020 yet and there are still conferences, seminars, books, edited books are coming out. What is that 6.6 page? We are not able to implement it, so you can say that it is about radical changes, it is about changing the whole system and our system is so big, people are involved in so many problems, that it is difficult to change the whole system. Still, we know, we should know how to implement NEP 2020. Look, the background of this will be that vocational education is very bad in our country. First of all, the second thing is that vocational education is considered less than the standard education of normal education, general education. It is considered that the IQ level is not so good, it is a little less, you are skilled in labour, you start doing this kind of work. So this myth is also to be destroyed. And it has to be increased further because skills and knowledge are two things that knowledge in the economy, knowledge in the society can give us work, it can take us ahead. So Rastra Shriksha Neeti said on vocational education that first thing is that vocational education should be able to reach the top, at least the ones who want to get it. It should be equity, which should be able to give the education as needed. Adaptivity and flexibility should be there, that means that vocational education should have the ability to be so rigid, not flexible. Community and industry should be the most important partnerships. You are going to produce skilled labour and if you want to make the community and industry such a labour, then you will have to partnership with them so that the product that you produce, that means your institution can get a job from higher education, vocational education. Then what is the way of assessment and evaluation, what is the pattern of your place, is it not possible that you take a traditional or theoretical examination? Then professional development of vocational teachers, those teachers who are in vocational education, who are studying, their professional development of vocational education is very important. Why did they study at this time, what are they studying? Is it irrelevant now or not? Are they developing professionally from time to time? It is very important to talk about higher vocational education because directly you go to the workplace in the workforce, open vocational education. When everything is getting digital, it is about NIS, National Institute of Open Schooling. When you can give schooling in open mode, then vocational education can also be given in open mode. And strengthening of PSSCIVE. PSSCIVE is an institution, which is Pandit Sundar Lal Sharma, Central Institute of Vocational Education. This is a very big institute. So it is said that you should also strengthen it, improve it so that you can give better vocational education in the country. These are its points, big ones. Then what else did you teach at the National Institute of New Vocational Education? It is said that you are a local student. If you know a little about the field of education, then you will know that there is a lot of talk about the Indian Knowledge System. IKS is a thrust area of NEP 2020. That is, Indian Knowledge System is our Indian knowledge. Indian knowledge, which was so vast, so vast, so rich, which has become vast, which has not been talked about, which has been hidden deliberately and non-deliberately. We have to bring it out, we have to bring it to everyone, so that we can get what we have lost, so that we can get such a vision of it. Knowledge of India, Lok Vidya means knowledge of India, will include knowledge from ancient India and its contributions to modern India and its successes and challenges and a clear sense of India's future aspirations about education, health, environment, etc. They are saying that the knowledge of ancient India has to be brought out, it has to accept its contribution, it has to awaken it, it has to reach everyone. Lok Vidya will be an important vocational knowledge developed in India which will be made accessible to students through, sorry, through integration into vocational education courses. They are saying that Lok Vidya, which is one of our very old, very important, very important education that was developed in India, is accessible to students, it has to reach students. And existing e-learning platforms like your e-learning platforms like Deeksha, Swayam, Swayamprabha will also be leveraged for creating virtual labs so that all students have access to quality, practical and hands-on experiment-based learning experiences. What is Deeksha's full form? Digital infrastructure for knowledge sharing. Swayam has been told many times that Swayamprabha, you should know all these full forms, all these e-learning platforms are available in India and in the country right now. They also have to be leveraged, they have to be improved, they have to be improved so that we can create a virtual lab. Virtual lab means that the lab is actually free, you can sit at home, have a hands-on experience, you can have a practical experience so that all students have access to quality, practical and hands-on experiment-based learning experiences. The remote area where there are students, they can learn in virtual labs. This is how it is discussed. Then what did Rajshri Shikshaniti say? How will we improve Swayam Sai Chitra? How will we mainstream it? How will we include it? No hard separations between arts and sciences, between curricular and extracurricular activities, between vocational and academic streams, etc. In order to eliminate harmful hierarchies among encelots between extracurricular and extracurricular activities, they say that this is going on in the country. What is going on? These are the children of art streams, these are the students of science. And a hierarchy, not just these are the students of art, the students of science, they consider themselves to be better than the students of art. This is their way of teaching. Then in curricular and extracurricular activities, both of them are making your personality by combining vocational and academic streams. Both of them feel your caution, your patience, your effort, your wisdom. It is not like no one has an IQ level at all, they are very low on their IQ, so they can do vocational very well. They also need it. So these harmful hierarchies are not just hierarchies, you have not only made them useful, but it is a loss. So they say that you should be a part of the arts stream, science stream, curricular or extracurricular or vocational or academic, they are all equal. They are the source of knowledge, knowledge can be obtained from them. Okay, then they say a concerted national effort will be made to ensure universal access and afford opportunity to all children of the country to obtain quality holistic education including vocational education from preschool to grade 12. You have improved vocational education from grade 12 to grade 12. You have run a national effort from grade 1 to grade 2 so that all children will reach quality holistic education. They say that the secondary stage will comprise of four years of multidisciplinary study building on the subject-oriented, pedagogical and curricular style of the middle stage, but with greater depth, attention to light aspirations, flexibility in student choice of subjects. But how many things are said in this? The first thing is that the secondary stage was made up of four years. The secondary stage was not four years old in our country. We followed 10 plus 2 plus 3, that is, 10 plus 2. The secondary stage was the plus 2 stage. Now what they have done is that the part of the 10 plus 2 was divided into 5 plus 3 plus 3 plus 4. That is, the last one, 9th, 10th, 11th, 12th were divided into four times, together. So the first thing is that those items are very important. The second thing is that multidisciplinary is skill 2, which is ultimately how to do multidisciplinary. Do a lot of ways on this shift. Every topic can go with specific and bailed information. We have put water-tight compartments between these two. No such thing is related to India or other languages. No such topic got taken. How did that work? but it is not like that. What do you say? Philosophies are not the mother of all sciences. All the scientific knowledge is the mother of the vision, the mother of the birth vision. So, we get something from each other, and we have separated it completely. So, multidisciplinary means that you can combine any topic with any topic. You can tell the history of the same topic, you can tell the science, you can tell the question of the subject, you can tell the culture, literature, you can tell everything. There is no topic like that which is not a very high-tech topic. It is talking about secondary stage topics. So, we are saying that subject-oriented, pedagogical and curricular style we have to study with greater depth, attention to life, aspirations, we have to learn from their life, we have to be flexible, and we have to pay attention to students' choice of subjects. We have to go to the student-centered and study what the students want to study. What is the philosophy behind this? In particular, students would continue to have the option of exiting after grade 10 and re-entering in the next phase to pursue vocational or any other courses available in grades 11 to 12, including at a more specialized school if so desired. They are saying that if the student wants to study, then he can go out after grade 10 for a practical or vocational course and re-entering to grade 11 to 12. Because the concept of multiple entry and multiple exit is providing to us in the year 2020. We have already talked about multiple entry and multiple exit. Then they are saying that students will be given increased flexibility and choice of subjects to study. We have to be more flexible to the students and the students. We have to give them more choices so that they can choose the best suitable option for themselves. Including subjects in physical education, the arts and crafts and vocational skills so that they can design their own parts of study and life plans so that they can choose their unique path of their education. Then what should we do? Integration of vocational education programs into mainstream education in a phased manner. That is, we should make it a phased manner. That means that in the next two years we will be able to join vocational education in the next 5 years or in the next 10 years. That is why we will be able to achieve this type of policy in the next 10 years or in the next 20 years because there cannot be anything overnight. So they are saying that you should join vocational education in a phased manner. Including beginning with vocational exposure at early ages in middle and secondary school. That is, from middle and secondary school you should start giving the exposure of vocational education. Then what should we do? This is done in the phased manner over the next decade. We will join in the next 10 years and focus areas for vocational education will be chosen based on skills, gap analysis and mapping of local opportunities. And accordingly you will give vocational education to skills gap analysis. The gap in skills that we need in our graduates and the skills that they do not have and the gaps between them and the local opportunities where there is a student and the local needs and the local trade you should map that opportunity and then you should provide vocational education. And what they are saying is that Ministry of Human Resource Development was renamed as Ministry of Education. It was named as MHRD and it was named as Ministry of Education and then someone named it as MHRD. So this is the name of the game and will constitute a national committee for the integration of vocational education. They said that the Ministry of Education which has been named should be formed as a National Committee for the integration of vocational education. That is, we should be formed as a National Committee for the same reason of education. Consisting of experts of vocational education and representatives from across ministries in collaboration with the industry to oversee these efforts. Who will be there? You should be the experts of vocational education. You should be the representatives of ministries and also collaborate with the industry. What is going on? Is the book good or not? Individual institutions that are early adopters must innovate to find models that are set up by NCIVE so as to help extend the reach of vocational education. They are saying that the early adopters who have already accepted and chosen some innovative ways of integrating vocational education and making it mainstream should share their practice with others so that other people can get help. Different models of vocational education and apprenticeships will also be experimented by higher education institutions. The requirements will be set up in higher education institutions and partnership with the industry. Many models of vocational education can be used. High education institutions can be experimented in higher education institutions and in industries so that innovation and vocational education can be done. What else? The National Skills Qualifications Framework for each discipline, vocation and proficiency is called NSQF. What is NSQF? The National Skills Qualifications Framework means that you should make a framework that is the specialty of the Kaushals from 1 to 10. You will know that level 1 is the learning outcome and level 2 is the simplest and level 10 is the most complex and you should make a framework for every skill. You should be able to understand the level of the student and read it according to that and get a certificate and then go to the next framework to get admission. The qualification framework is in-consonance and aligned with the international standard so that you can go to the vocational course and do not have to give to the international standard. It is said that further Indian standards will be aligned with the international standard classification of occupations maintained by the international labour organization i.e. ILO which is an international labour organization you should make your qualification framework based on the standard set by the international labour organization. This framework will provide the basis for recognition of prior learning. RPL recognition of prior learning in India means a lot of people do not know anything about it but they have not taken it from a formal institution so they do not have a degree or certificate to show that they have done this course. So the prior learning which they have learned in an informal way which they have learned on individual level which they have learned from their family and you should add it and certify it and enter it in the next or higher framework this is what it is saying. Through this, dropouts from the formal system will be reintegrated by aligning their practical experience with the relevant level of the framework. What will happen is that the formal system dropouts which they have left and have no certificate you can reintegrate them and align them and tell them which framework they belong to. This credit-based framework will also facilitate mobility across general and vocational education and if our framework is credit-based then we will be able to be students between vocational and general education i.e. we can go to the general and come to the vocational because we know we have done 8 credit courses so according to that we are aware that we have done 8 credit courses and you have done general vocational courses all of them have lost their boundaries and there is no separation so we can be mobile so it used to be how the vocational education will go and how the general vocational education will go but we have kept all the rules very strict then what is the present scenario i.e. what is the standard of integration of vocational education from class 9 onwards with limited vocational exposure i.e. from class 9 onwards i.e. from class 9 onwards and we give very little vocational exposure and we talk a little about career guidance and counseling there is a little linkage with the community and industry children also have a limited choice of subjects and we have not made any framework for outcome-based assessment or for outcome-based education i want to share it with you as soon as i get the time what is the outcome-based education it is a very old video i have updated it in a little more detail because it is coming everywhere learning outcome so this was not even before now what is the key changes required what are the changes required what should we do integration of vocational education from class 6 onwards now we will learn from class 6 for providing vocational exposure vocational education vocational education from class 6 for career education and community and work-based learning career education and community of work-based learning career guidance and counseling community and industry partnerships for vocational exposure informal internship program community and industry partnership internship program so that they can have better first-hand experience students will be given increased flexibility in choice of subjects including vocational subjects and students will be given more flexibility so that they can choose a subject along with vocational subjects and framework and guidelines for learning outcome-based assessment and evaluation i.e. learning outcome-based assessment and for evaluation you should make a guideline and framework okay so how to conclude this that national education policy policy 2020 has given due importance to vocational education it says develop the capacity of teachers develop their capability which can increase the employability skill and vocational skill of the learners at all levels i.e. in every way the students who are learning their professional skills can be improved quality of vocational education and training which is called VET identifying designing and development of vocational courses that meet the common norms and skill standards identified at the national level the skill standards set on the national level you can strengthen the VET according to which you can develop vocational courses choose them, identify them and design them best practices in vocational education and training with focus on specific criteria which can be replicated in different institutions in the relevant areas needs to be identified and shared at various levels to promote effectiveness in pedagogical and other aspects of implementation of VET i.e. vocational education and training concept pedagogical and other aspects you should improve promote on specific criteria best practices of vocational education and focus on them and meet them and strengthen them because without vocational education and training of vocational education development of India is not possible ok so this was Rastri Shiksha Neeti what was left on Rastri Shiksha Neeti what was left on Rastri Shiksha Neeti there are so many points that you can discuss now I have covered Rastri Shiksha Neeti I think it will be useful for you so thank you and don't forget to like and subscribe my channel Explore Education I have done from my side