 Hello, I welcome you all once again to my channel Explore Education, and I am Dr. Harsh Singh, Assistant Professor, Department of Education, S.S. Khanna, Girls to Be Called, University of Palahar. And today I am going to discuss a topic on history of vocationalization of education in India. And the lecture will be in bilingual mode and it must be useful for various teaching examinations, your competitive teaching examinations, and your regular and professional B.A.M.M. and B.A.M.M. courses. Okay. So, let's start. First of all, vocationalization of education. When we read levels of education, when we talk about private and secondary higher education, we read that there is a need for vocationalization in secondary education. Or in secondary education, it is said that vocationalization of education should be done. Why should vocationalization of education be done? It should be done because you would know that in India, there is a very high level of enrollment in higher education, which is G.T.R.H.E.R. because in normal cases, higher education is more than 25-27 percent. N.E.T. is not 20-20. It is thought that we should take it to the goal of 50 percent. But you also know that it will take time. That is the reality. Now, it must have increased a little. There will be more rooms. That is that almost one-fourth child, one-fourth student, which we read in higher education and three-fourth students break their education. When we know that we know that after secondary education, they will not pursue their studies, then secondary education should be like this. When they finish secondary education, they can become self-reliant. They can become a vocation, they can become a part of an occupation, they can become an entrepreneur, they can start a startup, they should reach such a high level of secondary education. Children should be given an option to become a student. After vocationalization, it is not going well from today. Then, before pre-independence period, the commissions and committees they also said that education should be done. See, I started with Woods Dispatch in 1864. It is more than 1500 years ago. It is more than 2000 years ago. It was around 175 years ago. You can make a mistake. 200 years ago, we were talking about how education should be done. Even today, we can't make education an education. This is a very unfortunate issue for education. So, let's start with Woods Dispatch. Woods Dispatch, which came in 1864 for the first time highlighted the need for a production of occupational education for a good number of students. So, Woods Dispatch highlighted the need for a good number of students to be able to do vocational education. We should introduce them. Sorry. Persistent efforts were made to influence the reform by introducing non-literary vocational education in the secondary stage. A lot of efforts were made to reform, to improve the lines, to move away from literary education to a non-literary vocational high secondary education level. It is quite obvious that the voices before 1882 remained unnoticed until the Hunter Commission was set up in 1882 to examine the problems of education in general and technical and vocational education in particular. I mean, this was said in 1864. But until 1882, until the Hunter Commission was set up, to know the problems of general education and technical and vocational education, it was unnoticed until 1882. There was no special work. Then, when the Hunter Commission was set up in 1882, the Hunter Commission recommended that at the high school stage, there ought to be the distinctive streams of education. Hunter Commission said that at the high school level, the education should definitely be distinct. Two distinct streams, that is, the two streams of education that are different from each other should be different. What should one do? One, for preparing the students for higher education. The one stream should prepare the students for higher education. That is, those who want to study higher education should go there. And the other, for practical occupation. Which means practical, some work should be done in the business, some work should be done in the business. Those who are not pursuing higher education, then the unemployment will be over. In other words, it emphasizes the bifurcation of courses of the upper classes of the high school. They say that in the upper classes of the high school, we should bifurcate the courses of the high school so that those who want to pursue higher education can take these courses, and the other practical application of course. One, leading to the entrance examination of the universities, that is, you will crack the university entrance examination in the other form of practical life, preparing youth for commercial and non-educational pursuits. And the second course, that can be used to live a life of birth, can be used for commercial purposes, can be used for non-educational pursuits. After this, in 1882, what happened then? Heart of committee. Heart of committee comes in 1929. What is it suggesting? It is also suggesting diversification of curricula and diversion of students into industrial and commercial carriers. They are saying that you diversify curricula. Diversify, diversify, diversify, diversify, diversify. What does it spread? How can students be able to change the industry of commercial carriers? The outcome of this recommendation was that provincial governments started technical, commercial and agricultural high schools and also began to give large grants to assist schools which provided for literary courses. This development helped in the introduction of some effective methods for providing alternative vocational or pre-vocational courses at this again. So, this development helped and it helped in the development of sub-vigha plan. We have also developed a new method to help students who are who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, who are not educated, academic high schools and technical high schools. So I said what would be academic high schools? You will see the structure in arts and sciences. But what would be technical high schools? They will train you in applied sciences as well as industrial and commercial subjects. I mean all of you are talking about the diversified courses. Teach the students of internationalization so that they can go to university education in a pure academic way. If you don't want to go, you can teach them some science. So when are you going to go to India? Then you will get the freedom. And after that you will get a mission which is made for secondary education. It is also said that it is recommended to diversify. It is also said that diversify and for that they have suggested multi-purpose schools. The concept of multi-purpose schools has come to Madagya commission. It is said that make a multi-purpose school which is meant to provide terminal courses in technology, commerce, agricultural, fine arts and home science. It is said that there are many ways to teach them. Children have different ways. Their interest is different. Their attitude is different. And you are teaching them the same way. If they don't want to go to higher education, then leave them in the middle. Make them incomplete. So make them complete. Make them feel that they are able to do something. And help to divert students through different forms of life and reduce the pressure of university threats. And university influence will also reduce the pressure. Because not everyone can go to university without university education. So you will reduce the pressure if you make multi-purpose schools. That is what Madagya commission has made. Then comes Kothari commission which came in 1964. And it is said that the most significant element of the Kothari commission report was its explicit observational education being the major and vital tool for development on the linking of education to productivity. The most significant of its contribution was its observation. That education should be connected with productivity. Education should be connected with self-confidence. That should not be unproductive, not only bookish, not only theoretical. The main recommendations of the commission are relevant to vocational education. If we look at vocational education or the basic education, what are the recommendations? N plus 2 plus 3 system of education came from Kothari commission because NEP 2020 has changed 5 plus 3 plus 2 plus 4 has changed. What is this? It has changed. I mean, it is not 10 plus 2 plus 3. I am confused. And work experience is in 10 years of general education. In general education, work experience is provided. There is no skill to work experience. The concept of work experience is in Kothari commission. And vocationalization and plus 2 stage give the possible coverage of 50% of the enrollment therein. They say that you should teach your child vocationalization and try to get 50% of the enrollment therein. That is, if there are 100 children, then at least 50 children need to learn vocationalization. So in the name of program of action, they have made a new timeframe. They say that you should give 10% to 25% to 10% of the enrollment therein. The committee of Ram Moti is saying that work should be the medium of education and it should be reflected through the content and process of education at all levels. The work experience is that you should teach your child vocationalization and what will happen to vocationalization? Vocationalization also provides students the feeling of dignity of labor. It will be important for the child. He will feel that it is not bad to do this. Vocationalization to all students will entrain social mobility. We study mobility through social mobility. If we do vocationalization and learn something good in social mobility, and last but not the least in our own very recent NEP 2020 vocationalization the NEP 2020 has also given special emphasis on vocational education through integration and mainstreaming of vocational education he is saying that vocational education should be associated with general education which will help students in acquiring various skills to meet the needs of industries and to improve the quality of education. The Department of School Education and Literacy will implement the scheme of vocationalization of school education. This will implement the vocationalization scheme under the centrally sponsored scheme Samagra Shiksha. The service that came out was done on the first night and then on the second day and then it was done on the higher stage. Samagra Shiksha has covered the department of school education and literacy which will implement vocationalization. The purpose of this is to connect vocational education and academic education to the secondary, senior, secondary skills so that the child's employability and entrepreneurial capabilities will increase. He will get exposure for the environment. He will be able to create awareness in the child. And under the scheme NSQF in the framework, compliant vocational courses are offered to these students from class 9 to 12 in schools covered under the scheme. So in this way, it is said that to revamp the scheme of Samagra Shiksha, connect it with NSQF, connect it with vocational and general education and with new interventions, you will get vocational education. Under the scheme, the employability model has been made a part of the vocational course. So you will get a skill that you can be employable and you can get employment. So this was the program, this was the history. From 1824 to 2020. It is a long time and you see that from 1824 the same thing is going on, the same thing is going on. You give vocational education. The need for secondary education means that you teach that child who is pursuing in higher education so that he can be employed in the field of vocational education so that he can be employed in the field of vocational education. So we will hope we can hope that we will get this very soon in the education system of the country, the education system of the community. So this was the history, vocationalization of education or the history of You