PROJECT PROFILE

ON
VOCATIONAL EDUCATION CENTRE
2012
PROPOSAL FOR A VOCATIONAL EDUCATION CENTRE
Executive Summary
The competent and skilled technical manpower have to be developed with strong
ethical and moral values and commitment to excellence. The All India Council for
Technical Education (AICTE) has formulated a scheme to conduct vocational education
programmes. Engineering colleges, Polytechnics and colleges approved by UGC are the
institutions which can be entrusted with the responsibility of providing competency
based skills. AICTE has released the National Vocational Education Framework. The
State Government also has introduced a scheme called Additional Skill Acquisition
Programme (ASAP) which is inline withthe National Vocational Education Framework.
Hence the scheme can be implemented successfully only by establishing Vocational
Education Centres in the State. Polytechnic Colleges are meant to provide skills after
class X and the duration of diploma programmes is 3 years. In the national level
Polytechnics are also offering Post diploma, Advanced diploma programmes of 1-2
years duration in different specializations. Taking these aspects into consideration,
polytechnics can be identified as Skill Knowledge Providers (SKPs)
The possibility of entrusting CDC as Vocational Education Centre is analysed. The
functions of Vocational Education Centre are defined in line with the National
Vocational Education Framework released by AICTE and in line with the new scheme
namely Additional Skill Acquisition Programme (ASAP) introduced in the State Plan.
The need for strengthening the CDC is brought out in this context. The proposal is put
forth in this regard which involves a new organizational set up, which in turn demands
creation of additional posts.
Polytechnic education in the State constitutes an important segment of Technical
Education and contributes significantly to the economic development. Aimed at creating
a vast amount of technical manpower, the polytechnics have played a pivotal role in
providing skilled manpower at various levels for organized, unorganized and Service
Sectors. Traditionally, the polytechnics in the State have been offering three year
diploma courses in conventional disciplines such as Civil, Mechanical and Electrical
Engineering. However, during the last two decades many polytechnics have started
offering courses in emerging disciplines such as Electronics, Computer Engineering, Bio
Medical Engineering, Architecture etc. In addition, some institutions are also offering
specialized diploma programmes in areas such as Textile Technology, Printing
Technology, Tool & Die Engineering etc. In the national level many diploma
programmes are also being offered suited to women such as in Garment Technology,
Beauty Culture, Fashion Technology etc. Polytechnic Colleges are meant to provide skills
after class X and the duration of diploma programmes is 3 years. In the national level
Polytechnics are also offering Post diploma, Advanced diploma programmes of 1-2
years duration in different specializations. Taking these aspects into consideration,
polytechnics can be identified as Skill Knowledge Providers(SKPs)
The Proposal
For successful implementation of the Additional Skill Acquisition Programme (ASAP),
the planning should start with a proper understanding of the proposed scheme. The
first step is identification of SKPs. The SKPs are to be entrusted with certain tasks. Here
the proposal is to identify certain polytechnics as SKPs. The identification of SKPs , the
design of curriculum for the different levels of Certification of the Course, Equipping the
Polytechnics to impart the Vocational Education, Strengthening of Industry Institute
Interaction to assist the Vocational education etc. will be entrusted with a Vocational
Education Centre. The Centre will act as intermediate platform between
University/ Technical Education Board and SKPs . It is suggested that the Curriculum
Development Centre may be developed as aVocational Education Centre for ASAP.
The centre can function as the nodal institution for the effective implementation of
Additional Skill Acquisition Programme in the State, liasoning with the SKPs (identified
Poly Technics and Industries), and Technical Board/ University in addition to its core
functioning as a Centre of Curriculum Research, Development and Training.
4.1 Location
The centre can be located at the present campus of the Curriculum Development centre
at Kalamassery. The present centrehas the minimum requirements required, which can
be further strengthened on demand. The locational advantage of the campus beside
NH47, on the outskirts of Ernakulam, is easily accessible by all modes of transportation
makes its convenient for all stake holders. Kalamassery by itself has developed into the
Educational and Industrial hub of the state, with Institutions of national importance
like, Cochin University of Science and Technology (CUSAT), Naval Physical and
Oceanographic Laboratory (NPOL), Hindusthan Machine Tools Ltd (HMT), Fertilizers
and Chemicals Travancore (FACT), Info Park and the upcoming Smart City etc at its
close vicinity. Prestigious educational institutions like Rajagiri College of Social Sciences,
Model Engineering College, BharataMatha College, Medical College Kalamassery,
Amritha Institute of Medical Sciences are also located close to the campus. The large
number of Public and Private sector industries located in the traditional Aluva
Kalamassery belt also is beneficial to the centre. The vast potential of Academic and
Industrial expertise available in these institutions can be effectively tapped for the
newly proposed initiative of the centre .Presently 1 Acre of land in the Prime location in
Kalamassery is under the possession of the centre. Additional land if required can be
utilized from the Government Polytechnic College campus adjacent to the centre.
Focus Areas
The focus areas for the proposed Vocational Education centre shall be classified as,
a. Curriculum Framing & Implementation
i. Academic and Curriculum Research.
ii. Curriculum Development.
iii. Academic Monitoring & Credit Transferring Mechanisms.
b. Faculty Development.
i. Faculty Development.
ii. Academia Industry Interaction
c. Learning Support.
i. Learning Material Preparation (Print Media)
ii. Adoption of new Technologies in Teaching Learning.
iii. Media Centre (e Media).
iv.
4.3 Additional Activities to be entrusted with the Centre
It is suggested that theupgradation of CDC as the Nodal Centre for Vocational Education
in the State can be done, by strengthening centre as Vocational Education Centre for
Curriculum Research Development and Training. The additional activities the Centre
has to take up in this context are
a. Design of Curriculum for ASAP.
b. Identification of SKPs
c. Faculty Development of institutes identified as SKPs
d. Identifying Industries which can be SKPs
e. Ensuring Industry Interaction in the Scheme
f. Learning Material Preparation Print Media.
4.4 Organisational Structure Suggested
Joint Director
Deputy Director 1
Curriculum Research
Curriculum Development
Academic Monitoring
Deputy Director 2
Faculty Development
Learning Resources
Industry institute
Interaction
Accounts Officer
Senior Supt.
Assistant Director
(Academic)
Assistant Director
(Systems)
Technical Officer
(Academic)
Technical Officer
(Computer), 2 Nos
Research Assistants
(On Demand Contract)
Technical Officer
(General)
Confidential
Assistant.
LD / UD
Clerk (4 Nos)
Typist
Peon (2Nos)
Watchman
(2 Nos)
Technical Staff
Media Centre
(On Demand Contract)
CONCLUSION
The Additional Skill Acquisition Programme in line with National Vocational Education
Framework with its unique character, needs proper patronage and support. The stake
holders of the system are primarily from the marginalized sections of the society and
the academic betterment in Polytechnic Colleges are sure to bring about positive results
in the Social, Cultural and economic standards of these people. A dedicated mechanism
is required to ensure that the ASAP scheme proposed in 12
th
Plan in the State achieve
sucess.
The strengthening of the Curriculum Development Centre, Kalamassery as Vocational
Education Centre for Curriculum Research, Development and Training as presented,
will bring in positive results in various academic areas including,
a. Curriculum Framing and Implementation.
b. Faculty Development in SKPs
c. Industry Interaction.
d. Learning Material Preparation.
Theintervention of the centre in these areas are sure to bring out radical changes in the
Higher Education in the State and to set a model for the whole nation.
Disclaimer:
The findings contained in this Project Profile are based on the initial information
collated through primary and secondary research, which is only indicative and may
not reflect the realities of an actual project. Reference herein to any specific
commercial product, process, service by trade name, trademark, manufacturer, or
otherwise, does not constitute or imply its endorsement, recommendation, or favoring
by (name of department) or any entities thereof.