Conference Report - The National Institute of Open Schooling

Report 

International Conference on 

Integration of Academic Courses 

with Vocational Education in 

Secondary Schools 

17 th -19 th February 2012 

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National Institute of Open Schooling 

(An autonomous organisation under MHRD, Govt. of India) 

A-24-25, Institutional Area, Sector-62, Noida-201309

© National Institute of Open Schooling 

July, 2012 (200 Copies) 

Published by the Secretary, National Institute of Open Schooling, A-24-25, Institutional Area, 

Sector-62, Noida-201309.

Foreword 

Technical education plays a vital 

role in the human resource 

development of any country by 

creating skilled manpower, 

enhancing industrial productivity 

and improving the quality of life. 

India’s transition to a knowledgebased 

economy requires a new 

generation of educated and 

skilled people. Its competitive edge will be determined 

by its people’s ability to create, share, and use the 

knowledge effectively. A knowledge economy requires 

India to develop workers - knowledge workers and 

knowledge-technologists: who are flexible and analytical 

and who can be the driving force for innovation and 

growth. 

Two important concerns of the employers today are 

finding good workers and training them. The difference 

between the skills needed on the job and those 

possessed by the applicants, sometimes called the 

skills-gap, is of real concern to the human resource 

managers and business owners looking to hire 

competent employees. While employers would prefer to 

hire people who are trained and ready to go to work, 

they are usually willing to provide the specialized, jobspecific 

training necessary for those lacking such skills. 

India has a large population base of 1.14 billion with 

demographic shift in favor of the working age group (15- 

59 years), where in the overall population is projected 

to grow at 1.6% over the next five years, the working 

age is expected to grow at 2.15%. 

For this majority group, access to Secondary education 

and VET is crucial and for most of them, Secondary 

education and VET will be the last stage of their formal 

schooling. An effective school to work transition for these 

young people which is made possible by higher quality 

secondary and tertiary education and VET, will improve 

their employment prospects and lifetime earnings. 

Integrating Vocational Education with Academic / 

General Education provides learners with the necessary 

transferable, employability skills that employers need. It 

also provides a mechanism for engaging those who have 

not been engaged by the academic learning and offers 

learners an early opportunity to sample whether the 

future career options are practical or will be of interest 

to them without preventing them from also pursuing the 

academic pathways. 

Open Schooling with its objective to reach the unreached 

through flexibility, distributed and multi-mode learning 

has its own distinct issues and challenges. In fulfilling 

its role of adding value and relevance to its learners 

through Integrating Vocational Education with the 

Academic /General education, we had organized this 

International Conference from 17 th to 19 th Feb 2012 at 

the Institute of Defence Studies and Analysis (IDSA), 

New Delhi in Collaboration with the UNESCO, India and 

Common Wealth of learning (COL), Canada. 

This collaborative venture provided opportunities to the 

delegates from the UNESCO, Commonwealth of 

Learning (COL) U.K., Germany, Australia, New Zealand, 

Bangladesh, Zambia, Botswana, Bangladesh, Tanzania, 

Namibia, Malawi, and India to deliberate upon the issues 

such as: 

❑ 

❑ 

❑ 

❑ 

❑ 

Vocational Skills and Training to empower 

citizens – Policy Perspective 

Designing the Curriculum and Quality 

Framework to strengthen the impact of Vocational 

Education at school level 

Use of Technology in providing education 

Developing framework for the Recognition of Prior 

Learning 

Development of the Assessment and Certification 

Framework. 

As a result of presentations, deliberations, etc., the 

conference brought out some significant 

recommendations and spelt out action points that are to 

be taken up at different levels for making Vocational 

Education more meaningful. 

I am thankful to Sir John Daniel, President and CEO, 

COL, Prof. Asha S. Kanwar, Vice President, COL and 

Ms. Frances Ferreira, Education Specialist, Open 

Schooling, COL; and Mr. Shigeru Aoyagi, Director

UNESCO and representative for Bhutan, India, 

Maldives and Sri Lanka and Dr. Huma Masood , 

Education Specialist UNESCO, India for providing the 

support and cooperation in organizing this International 

Conference. 

I am grateful to the Governments of Germany, Australia, 

New Zealand, Bangladesh, Zambia, Botswana, 

Bangladesh, Tanzania, Namibia, Malawi, and India for 

deputing delegates to attend the Conference. My sincere 

thanks to the Dr. (Smt.) D. Purandeswari Devi, Minister 

of State for Human Resource Development, Govt. of 

India, Smt. Anshu Vaish, Secretary, Department of 

School Education and Literacy(SE&L), MHRD, Shri 

Jagmohan Singh Raju, JS & DG, NLMA, MHRD, 

Govt. of India and Shri Apurva Chandra, Joint Secretary 

(SE&L), MHRD, Govt. of India and other officials from 

the MHRD for their active participation in the 

deliberations in the conference. I am indebted to the 

delegates and special invitees for their presentation and 

fruitful interventions. 

I would like to express my deep sense of appreciation 

for the NIOS officials who directly or indirectly 

contributed in making this event a success through their 

dedication and hard work. 

I hope that this report will be useful to the educational 

planners and administrators for making perspective 

plans for the Integration of Academic and Vocational 

Education and their implementation. 

NOIDA 

July, 2012 

(Dr. S.S. Jena) 

Chairman, NIOS

Content 

Sl. No Content Pages 

1. Background 1 

2. Objectives 2 

3. Subthemes 2 

4. Conference Methodology 3 

5. Expected Outcomes 3 

6. Conference Proceedings 4 

7. Epilogue, Suggestion and Recommendations 25 

8. Programme Schedule 29 

9. Conference Bulletin 32 

9. List of Participants 44 

10. List of papers presented in the conference 54

International Conference on 

Integration of Academic Courses with 

Vocational Education in Secondary Schools 

Background 

India has emerged as a global leader in socio- economic 

transformation by the turn of this century. Education has 

always been considered as the key to the task of nation 

building as well as providing requisite knowledge and skills 

required for sustainable growth of economy and overall 

development. The Secondary education is an important stage 

of the school education system, being a link between 

elementary education and higher education as well as a 

stepping stone for many, to the world of work. India is a 

nation of young population and it is predicted that India will 

see a sharp decline in the dependency ratio over the next 30 

years, which will constitute a major ‘demographic dividend’ 

for India. This young population would be valuable asset 

and, if equipped appropriately with knowledge and skills, 

can contribute effectively to the overall development of the 

nation. 

Skills and knowledge are the engines of economic growth 

and social development of any country. Countries with higher 

and better levels of knowledge and skills respond more 

effectively and promptly to challenges and opportunities of 

globalization. India is in transition to a knowledge based 

economy and its competitive edge will be determined by the 

abilities of its people to create, share and use knowledge 

more effectively. This transition requires India to develop 

workers into knowledge workers who need to be more 

flexible, analytical, adaptable to the societal demands and 

are multi-skilled. In the new knowledge economy the skill 

sets include professional, managerial, operational, behavioral, 

inter-personal and inter-functional skills. To achieve these 

goals, India needs a flexible education and training system 

that provide the foundation for learning and develop required 

competencies for lifelong learning. 

Government of India, through skill development mission has 

projected that upto 2022, employment in the country will be 

about 500 million. To sustain this growth rate it is essential 

that the workforce be exposed to same form of skilling. 

In the present scenario, an individual not only need skills to 

perform a particular type of work but also few generic skills. 

It is the level of confidence based on knowledge and skills 

acquired which makes an individual in his or her life. 

It has been often observed that Technical, Vocational 

Education and Training (TVET) is an area which needs 

constant attention for empowerment of population as it has 

direct linkages with livelihood. In India, a consensus is 

emerging for a national level coordinated approach to TVET 

planning, designing, implementation and its sustainability 

through a nationwide programme on skill development under 

the National Skill Development Mission (NSDM). With the 

acceptance of National Vocational Education Qualification 

Framework (NVEQF), being developed by the Ministry of 

Human Resource Development (MHRD), Government of 

India intends to create a wider opportunity for mobility of 

students, both vertical and horizontal, with scientific skill 

development process and employability. 

Vocational Education and Training (VET) is an important 

element of a nation’s education initiative. For Vocational 

Education to play its part effectively in the changing national 

context, there is an urgent need to redefine critical elements 

of imparting vocational education and training to make them 

flexible, relevant in the contemporary context, inclusive and 

sustainable. 

The Open and Distance Learning (ODL) is recognized and 

accepted as an important mode for achieving enhanced 

access, developing skills, capacity building, training, 

employability, life-long and continuing education. The 

National Institute of Open Schooling (NIOS) is an apex 

body in the area of ODL at school level. Recognizing the 

need for an intensive debate on this important topic, the 

NIOS organized a three days International Conference on 

“Integration of Academic courses with Vocational 

Education in Secondary Schools” at New Delhi, India to 

deliberate upon the impending challenges and issues and to 

suggest appropriate responses and develop a framework 

for the same. 

1 // Conference Report

Objectives 

The objectives of the Conference were to: 

1. Explore modalities for increasing access to sustainable 

and learner centric quality school education along with 

vocational skills; 

2. Developing a framework to establish linkages of skill 

training through vocational education at secondary 

school level with emphasis on knowledge base through 

academic subjects; 

3. Strategically plan to strengthen the environment and 

image of Vocational Education and Training by way of 

devising various strategies and mechanism for 

implementing them; 

4. Establish linkages on the quality assurance system for 

the VET to promote quality and equity among learners 

at all levels; and 

5. Develop a road map for governance of Vocational 

Education and Training at school level. 

Sub Thems 

1. Vocational Skills and Training to empower citizens 

– Policy Perspective: The theme covered the aspects 

related to: 

• Mindset and perception of public regarding vocational 

education 

• Social impact on skill training in education and its 

leverages for economy 

• Institutional/organizational role in integration of 

vocational education with school curriculum 

• Integration of national and state policies for skill training 

with education at school level 

2. Designing the Curriculum and Quality Framework 

to strengthen the impact of Vocational Education at 

school level. The sub-theme addressed the issues as: 

• Need analysis for vocational courses 

• Skill training in the localized context 

• Participation of employers in the course design process 

• Developing curriculum and implementation through 

ODL 

• Assessment of acquired skills and its relevance 

• Entrepreneurship opportunity for the learners 

• Partnership with national and state level bodies/skill 

providers 

3. Use of Technology in providing education. This subtheme 

covered the aspects related to: 

• Identifying appropriate technology for skill training and 

education 

• Developing platform for the use of relevant technology 

• Technological intervention for course implementation 

linking with the background characteristics of the target 

groups 

• Assessing efficacy of technology and its use for 

assessment of skills 

4. Developing framework for the Recognition of Prior 

Learning. This subtheme addressed issues such as: 

• Identification of informal knowledge and skills 

• Attaching importance to the informal skills with the 

economy 

• Assessment strategies for the acquired skills 

• Certification and linking with career progression 

• Further skill training and education through ODL mode 

5. Development of Assessment and Certification 

Framework. This section addressed issues like: 

• Assessment Framework in an integrated situation for 

both academic and vocational subjects 

• Credit transfer 

• Strategy for assessing skills by educational institution/ 

organization in partnership with industries 

• Certification of learning outcomes 

With the above listed objectives and themes in view three 

day international conference was held on 17 th – 19 th 

February, 2012. Delegates from UNESCO, Commonwealth 

of Learning U.K., Germany, Australia, New Zealand, 


Bangladesh, Zambia, Botswana, Bangaladesh, Tanzania, 

Namibia, Malawi, met at International level and NIOS, 

MHRD, Dr. (Smt.) Purndeshwari Devi, Secretary, 

Department of School Education and Literacy and 

representatives from MHRD and other participants of, State 

Government, State Open Schools, Universities, IGNOU, 

NCERT, NITTTER NIEUPA, JNU, NGOs, Ministry of 

Labour and Employment CBSE etc. conference and 

deliberated on different issues on integration of Academic 

course with vocational education. 

Conference Methodology 

The conference format was a mix of thematic plenary 

sessions, panel discussions, and paper presentations in 

parallel sessions. After the call for the papers, 90 abstracts 

were received for peer review, out of which 45 abstracts 

were shortlisted for the full paper submission and paper 

presentation during the conference. 

Everyday proceedings of the conference was taken out in 

the form of daily bulletin this contained the highlights of the 

thematic plenary sessions, and paper presentations in the 

parallel session. These are appended in the annexure. 

Expected Outcomes 

1. Better understanding of the global market structure in 

vocational education with special emphasis on policies. 

2. Resolving various concerns, issues, challenges under 

the umbrella of vocational education. 

3. Strategy for integrating academic subjects with 

vocational courses to arrive at equivalency. 

4. Pave the way for implementation of NVEQF. 

5. Devising a quality framework for assured intellectual 

returns. 

6. Gain stakeholder’s confidence in Vocational Education 

programmes and work out strategy plan for 

employment/ placement. 

7. Sharing of country specific knowledge and experiences 


1. Conference Proceedings 

Inaugural Session 

Rapporteurs: Dr. Sandhya Kumar & Mr. Parthish Paul 

The inaugural session started with the welcome of 

Chief Guest, Ms. Anshu Vaish, Secretary, Department 

of Secondary Education and Literacy (SE&L), MHRD and 

Mr. Shigeru Aoyagi, UNESCO representative for Bhutan, 

India, Maldives and Sri Lanka by presentation of flowers by 

Dr. S.S. Jena, Chairman, NIOS from the ceremonial Lamp 

was lit by the dignitaries. 

Lighting of the lamp by Smt. Anshu Vaish, Secretary (SE&L) MHRD, 

Govt. of India 

While giving inaugural address, Dr. S.S. Jena, Chairman 

NIOS, welcomed the delegates and emphasized that a large 

section of India’s population is the youth who is in need of 

proper skill training and education at all levels. He stated 

that we have a working model of Academic and Vocational 

education which needs to be rearranged so that education is 

linked with livelihood. NIOS with its limited infrastructure 

has limitations of man and machine, yet a collaborative effort 

has to be made to promote vocational education. He 

emphasized that we need to create a workable framework 

in conjunction with NVEQF being developed by MHRD. 

Mr. Shigeru Aoyagi, Director, UNESCO, commended 

Ministry of Human Resource Development, Govt. of India 

for its seamless efforts to educate all. He mentioned 

UNESCO’s strategy to support vocational education which 

focuses on three core areas - provision to upstream policy 

advice and related capacity development; conceptual 

clarification of skill development; and acting as a clearing 

house. Considering the size and diversity of the country, India 

needs flexible education interventions to enhance capabilities 

and core technical skills to sustain its inclusive, economic 

growth and development. The emphasis is on high quality 

employment. Human capital development can take place in 

schools but the need is to find which skills can be developed 

in schools and which out of schools. Multi-level work for 

better work force is the need of the hour. Interaction between 

various technical sectors is needed for all around 

development. 

He concluded by suggesting that all present would consider 

strengthening cooperation between various technical agencies, 

institutions and experts on the one hand and industry on the 

other. This would create a dialogue and exchange of 

information on technical and vocational education issues in 

secondary education allowing for brainstorming and adoption 

of an action plan for effective implementation of 

recommendations and strengthening of TVET education in 

India. 

Mrs. Anshu Vaish, the Chief Guest, stated the need for giving 

academic education along with vocational training to learners. 

She emphasized the need for provision of mobility to all 

learners - lateral as well as vertical. Young workers with 

strong basic academic skills in combination with vocational 

skills, are what employers look for. Lack of trained trainers 

is a major challenge in vocational training. She referred to 

the Skill Development Mission which is intended to: 

– Identify need based demand of skilled employment, 

and 

– Assess need requirement for various players. 

She reiterated the need of vocational education which was 

talked about since Independence and was emphasized by 

Kothari Commission, to direct 50% of secondary school 

population to vocational training so as to reduce the burden 

on Higher education or university system. She pointed out 

that general education has always been the first choice in 

India and vocational education is seen as the last resort - a 

situation that needs to be changed. And the solution to this 

may be providing opportunities for vertical and horizontal 

growth. With the implementation of NVEQF, seamless 

horizontal and vertical mobility may become a reality for 


school students. Recognition of prior learning is another area 

that needs to be addressed at the earliest. She wished all 

success to the Conference and hoped that the deliberations 

would prove to be fruitful. 

Looking at the priority areas as suggested by Planning 

Commission, NIOS developed two new vocational courses 

which were released on this occasion: 

1. Diploma course on Hospitality in collaboration with 

ITDC 

2. Certificate course in Construction Supervision (Civil) 

Sh. C. Dharuman, Secretary, NIOS proposed a vote of 

thanks to the chair and to all the delegates present at the 

International Conference. 

characteristics of the target groups and assessing the efficacy 

of technology and its use while assessment of skills. 

Dr. Mitra spoke on the topic “Use of ICT for Skill Training: 

Implications for Open Schooling”. 

Dr. Mitra started his presentation with the origin of schools 

which began in the military system producing soldiers where 

a school was defined as disciplined execution of curriculum 

and resultantly identical outcome of schooling. 

The second point was about remoteness and the quality of 

education. In his experiment with remoteness, he observed 

that when we go further away in geographically remote areas, 

the performance of students was found to be declining, 

indicating that good results are restricted to the urban areas. 

The reason he realized was that the teachers were not 

interested to move to remote interior areas. This was however 

more of a social problem than an educational problem. He 

found that this problem exists not only in the developing 

countries but also in the not-so-developed countries. When 

the same experiment was repeated in UK in the context of 

GCSE results it was found that this problem surfaced more 

where council houses were more. He prefunded that the 

remoteness is not only geographic but is also linked to 

economic or ethnic remoteness. 

Release of books by Secretary (SE&L) MHRD, Govt. of India 

Plenary Session 1: Theme: Use of Technology 

in Providing Education 

Rapporteurs: Mr. S.K. Prasad, Mr. V. Sathish 

The session was chaired by Sh. Apurva Chandra, 

Joint Secretary (SE&L), MHRD, Govt. of India. In this 

session, the speaker was Dr. Sugata Mitra, Professor, MIT 

Media Lab, USA, and Professor ECLS, Newcastle 

University, UK. Dr. Mitra is well known for his unique and 

successful experiment - ‘Hole in the Wall’ promoting the use 

of computers by slum children on their own, unsupervised 

by any teacher. 

The discussion on this theme covered the aspects related to 

identifying appropriate technology for skill training and 

education, developing platform for the use of relevant 

technology and technological intervention for course 

implementation along with linking the background 

Sh. Apurva Chandra,IAS, Joint Secretary (SE&L) MHRD, 

Govt. of India chairing the session 

Dr. Mitra talked in detail about his experiment ‘Hole in the 

Wall’ indicating that children would make themselves literate 

in computer without any assistance. The experiment was 

conducted at Shivpuri, MP, India where one computer with 

Internet connection was placed in a wall with a hole in such 

a way that children could access the computer from outside. 

Interestingly, it was found that in a day, 100 children could 

learn the computer. 


Dr. Mitra observed that there is a uniform learning curve 

shown by these learners learning without any assistance from 

teachers but learning in groups. He also talked about his 

work in a primary school in Kalikuppam in Pudduchery 

which was destroyed and dislocated during Tsunami where 

he installed two computers and loaded some materials on 

Bio-technology in English. He asked the children to learn 

about that. The children showed disinterest in the beginning 

but later started talking about and asking more questions on 

the topic. 

Dr. Mitra emphasized the need for unstructured self learning 

in organized environment where children or learners with 

ICT can learn by themselves. Having components as Children, 

Groups, the Internet, the Granny, Cloud and BIG questions. 

He put forth that “The crowd and the cloud means “Group 

of children can learn anything by themselves and even can 

self correct themselves”. He talked about a new Primary 

Curriculum with the following components without numeracy 

skills as those may happen by itself: 

1. Reading Comprehension 

2. Information Search and analysis 

3. A rational system of belief 

In the above curriculum, numeracy skills were missing and 

he was of the opinion that Numeracy can happen by itself. 

Dr. Mitra did an experiment by drawing one horizontal axis 

with interesting to uninteresting and one vertical axis from 

Relevant to irrelevant as illustrated below. 

He stated, on the basis of an experiment that from the 

learner’s point of view, curriculum and school fall under 

irrelevant and uninteresting quadrant where as Games and 

Entertainment fall under interesting and irrelevant quadrant 

whereas Gadgets and cool stuff like facebook, twitter were 

rated as relevant and interesting. He emphasized the need 

for using new instructional design which could make 

curriculum and school interesting. 

Prof. Sugata Mitra, MIT Media Lab, USA speaking on 

'Use of Technology in Providing Education'. 

He raised the question if we needed education and whether 

education was at all relevant. Further he talked about the 

obsolete vocational skills like, Carpentry, Sewing, Repairing 

and then listed a few relevant vocational skills in today’s 

world as Web page making, designing things, electronic 

measurement, 3D-printing, digital photography, video editing, 

troubleshooting. He emphasized that with ICT, we are 

heading towards Self Organized Learning 

Environments and that “there will be no one to 

teach these skills...except the learners learning 

by themselves.” 

Parallel session IB: Use of technology 

in providing Education 

Rapporteurs: Dr. T.N. Giri, Dr. B.K. Rai 

In this parallel session nine presentations were 

made on the Use of Technology in Providing 

Education. The Chairperson of the session was 

Dr. Wilberfoce Meena of Institute of Adult 

Education, Tanzania. 

The presenters were Dr. Sushmita Mitra from 

U.K. who presented the paper on using Skill 


Standards for Developing Integrated Curriculum, Prof (Ms) 

P.K. Tulsi from NITTTR Chandigarh, who presented the 

paper on the ‘Role of Technology in Skill Developments’ 

Dr. J.N. Baliya from University of Jammu, whose paper 

was on ‘Meaningful Intervention of Computer-Supported 

Collaborative Learning (CSCL) in Vocational Education in 

an Open Learning Set-up’, Ms Jyotsna Ayyagari from 

Pravinya, a NGO from Hyderabad, presented the paper on 

‘Technology for Dissemination of Vocational Education – 

Use of Hybrid Learning Management System’, Mr K. 

Venkatensan from Jawaharlal Nehru Rajkeeya 

Mahavidhvalya, Andaman & Nicobar presented his paper 

on Vocational Education Through Pura E-Connectivity. Mr 

Vidya Viridhi Upadhyaya from IGNOU, Delhi presented 

the paper on ‘Use of Information Technology in Providing 

Skill Training and Vocational Education for Secondary 

Schools in India’. Ms. Jagriti Singh from Indian Knowledge 

Corporation, Delhi presented a paper on ‘Use of Technology 

in Academic Courses and Vocational Education in Secondary 

Schools’. 

The discussion mainly revolved around the use of skill 

standards for developing integrated curriculum. Skill 

standards specifies what one needs to be able to do and 

how well one needs to do it. The main issues which need to 

be considered while planning for the curriculum were :-21 st 

century: changing demands of life and work,21 st century skills, 

Realization, Action taken by govt. of India, Transition from a 

supply-driven to a demand-driven model, Types of skill 

standards and the Skill Standard Continuum etc. 

The present scenario of the education system as a whole 

and vocational education in particular was also highlighted. 

The skill gaps that need to be addressed through information 

and issues like technologies for mobile learning, cloud 

computing, one to one computing, ubiquitous learning, 

personalized learning, redefining learning space, teacher 

generated open content, smart portfolio assessment, teacher/ 

manager mentor were highlighted. Emphasis was also placed 

on Integration of ICT in Education and its shortcomings. 

The points which also came up during the presentations were 

the Impact of ICT in Vocational Education, an effective use 

of Information and Communication Technology (ICT) in 

schools which can have an immediate positive impact on 

schools’ learning environments, which forms of ICT to be 

used, Intervention of computer supported collaborated 

learning (CSCL) in Vocational Education in an Open- 

Learning Set-up, and role of Instructor/Facilitator for 

organizing CSCL, and the concept of CSCL and setting up 

libraries in the form of multimedia centres. 

The Use of ‘Hybrid Learning Management System’ also came 

up for discussion during the presentations. The new web 

based system and its challenges due to lack of content 

standardization, compartmentalized approach, variety and 

range of skill gaps, rural population, demand for low end 

skills etc. were also highlighted. The salient features of LMS, 

hybrid model of Learning Management Systems (LMS), 

hybrid teaching/learning methodology - using existing teachers 

and local skilled resources, methods of using hybrid LMS 

by teachers, advantages of using a LMS in integrated 

vocational education were also discussed. The use of ICT 

and the Quality and Learning Governance, Total Quality 

Management (TQM) framework integrated with ICT, 

Learning Governance with Total Quality Management (TQM) 

and ICT were other points for consideration. 

Shortage of trainers and their unwillingness to relocate to 

rural areas raises a challenge in sustaining vocational training 

facilities. Creation of separate training facilities in far flung 

areas may not be a cost effective solution. Dilution of family 

based vocation has further added to this gap. Vocational 

Training in rural areas is very important to bridge the wide 

gap in skill sets. Conventional training delivery methods may 

not be sufficient to meet this requirement. It is also important 

to integrate vocational training with mainstream education. 

Increasing availability of computers even in rural government 

schools provides an opportunity to deliver vocational training 

using computer based LMS. A hybrid model involving existing 

teacher network, computer based content delivery and local 

vocational practitioners may be a practical solution. 

The research work based on some schools of Andaman & 

Nicobar in which PURA E-Connectivity was introduced. 

The types of connectivity are physical connectivity, electronic 

connectivity, knowledge connectivity and economic 

connectivity. Integrated approach for Home Science students 

through PURA and Vocational Education Through Rural 

Knowledge Centre in Andaman and Nicobar Islands were 

the focus points. 

Recommendations of the theme 

• Identification of vocational training needs 

• Establishment of structured sector specific Labour 

Market Information System ( LMIS) 


• Industry Participation in curriculum design 

• ICT to be used effectively for quality vocational 

education 

• New technologies and computers to be made accessible 

to both teachers and students 

• Digital literacy may be developed 

• A wide range curriculum (with activities integrated in it) 

be provided for a heterogeneous group 

• New and hybrid LMS may be used for the vocational 

education. 

Plenary Session 2: Vocational Skills and 

Training for Empowerment - The Policy 

Prospective 

Rapporteurs: Mr. Aditi Ranjan Rout, Ms. Shivali Chawla 

Plenary session 2 was chaired by Prof M. Aslam, 

Vice Chancellor, IGNOU, New Delhi. In his welcome 

note he highlighted the importance of vocational education 

in bringing back the school dropouts to schools and learning 

centres and also for the sustainable development of our 

society. He said, the time has come to move forward from 

traditional schooling system to an integrated vocational and 

academic system. 

demographic scenario of India and global manpower shortage 

by the year 2020. While the world would face a shortage of 

56.5 millions, India would have a surplus of 47 million by 

2020, he informed. 

He highlighted the major schemes being run by DGET as 

follows: 

1. Craftsmen Training Scheme (CTS) 

2. Apprenticeship Training Scheme (ATS) 

3. Modular Employable Scheme (MES) 

The key challenges in skill development which he mentioned 

are: 

1. Quantitative dimension: shortage of training, trainers, 

training institutions specially in rural, hilly and difficult 

areas. 

2. Qualitative dimension: demand supply mismatch. 

3. Relevance of skills: due to low industry interface and 

radical technical transformation. 

4. Systematic gaps: Absence of credible real time labour 

market information system, credible assessment system, 

credible certification system, creation of sector skill 

councils, requirement of NVQF, re-engineering of 

NCVT as National vocational qualification and 

accreditation authority. 

The Policy and Programme responses were detailed out and 

further steps were suggested which are: 

1. Formulation of National Skill Development Policy with 

a target to train 500 million persons by 2022. It 

addresses issues of expansion of outreach, equity and 

access, quality and relevance, creation of Sector Skill 

Councils(SSC), development of Labour Market 

Information System, and NVQF. 

Prof. M. Aslam, Vice Chancellor, IGNOU chairing the session, 

Shri Sharda Prasad, JS & DG (DGET) Govt. of India to his right and Shri 

G. Vaz, (Consultant TVET), Mumbai to his left 

The first speaker for the session was Mr. Sharda Prasad, 

IAS, JS and DG (DGET), Ministry of Labour, Govt. of India. 

His presentation was on “Skill Development in India: 

Challenges and Responses”. He focused on the present 

2. National Skill Development Mission set up with three 

tier governance structure 

i. Prime Minister’s National Council on Skill 

Development 

ii. 

National Skill Deployment Coordination Board 

iii. National Skill Development Corporation 


3. Quantitative Dimension: 

i. to set up 1500 more ITIs and 50,000 Skill 

Development Centers in PPP model 

ii. to set up 15 advance Training Institutes and 12 

Regional Vocational Training Institutes in PPP model 

iii. to run all ITIs and ITCs in 2-3 shifts to 

accommodate large number of trainees 

iv. to use ICT to reach out to remote areas 

4. Qualitative Dimension: 

i. Modernization of institutions 

ii. 

Modernization of tools, equipment and machinery 

iii. Training of trainers 

iv. ISO 29990 certification of ITIs and ITCs 

5. Improve relevance: 

i. Training-cum-placement cells in all ITIs/ITCs 

ii. 

Introduction of soft skill in all courses offered by 

ITIs 

6. Systematic reforms: 

i. Modernization of employment exchange 

ii. 

Setting up Sector Skill Councils (SSCs) 

iii. Web portal to be set up to provide virtual job market 

by linking prospective employers with the job 

seeking skilled candidates so as to match demand 

and supply 

iv. Development of a sound National Vocational 

Qualification Framework. 

The second presentation of this session was made by 

Mr. Guilherme Vaz, International Development Consultant. 

The topic of his presentation was: “From Prejudice to Pride 

– Policy Perspectives for Vocational Skills and Training 

to Empower Citizens”. 

He discussed the importance of knowledge, skills and 

innovation which are essential for a country to succeed. 

According to him, most of the developed nations are faced 

with skill shortages. At the moment this may be overcome 

with migration of labour but a national policy on vocational 

education and skill training synchronized with national policy 

and harmonized with international protocol for immigration 

governance needs to be put in place. 

Mr. Vaz addressing the house 

To get continued employment, the focus of our education 

should be on lifelong learning, to enable people to participate 

fully as an empowered citizen. While favoring 

Vocationalization of secondary school curriculum, he 

emphasized on the integration of academic and vocational 

education must be dealt with as a long-term education reform 

supported by business community, policy makers and 

planners. 

In the present day society, vocational skill and training can 

make a real difference to our lives by enhancing our abilities 

developing confidence in our capabilities. He cited the case 

study of Africa where Technical and Vocational Education 

and Training (TVET) received a fresh impetus from policy 

makers who recognized TVET as an effective means of 

empowering young people to engage in productive and 

sustainable livelihoods. 

While highlighting various challenges that are being faced by 

India today, he stressed upon integration of competencies 

and skills in school curriculum, programmes and courses. 

He focused on the importance of PPP strategy in the 

education sector with reasonable control in the hands of 

government. There must be a reasonable regulatory and 

participatory framework including transparent accreditation 

guidelines to avoid uncontrolled mushrooming of educational 

institutions. Adequate attention must be paid to assessment, 

evaluation and certification of vocational courses. Recognition 

of prior learning and competency based assessment must 

receive due attention. 


He focused on the importance of informal economy which 

forms the largest pool of employment and significant 

catchment for potential training. The people working in micro 

enterprises, domestic help, casual workers, home-based 

workers, migratory workers, out of school youth and adults, 

farmers and artisans need to be addressed for skill 

development in adequate numbers and in an accelerated 

mode. 

He highlighted the need of quality assurance to improve all 

systems and processes and said that it must be adequately 

addressed in all policy documents. 

In his concluding remarks, he said that policy alone cannot 

make things happen. It requires a change in mindset and 

management of change. The process of managing change 

must address the challenges and opportunities of integration 

of vocational education and skill training with general 

education with special attention on access and equity, quality 

and excellence, efficiency and effectiveness. 

The session ended with the participants’ queries which were 

addressed by the respective speakers. Prof. M. Aslam, VC, 

IGNOU summarized the main points of the two speakers 

and finally concluded the session by emphasizing that the 

country should realize the importance of vocational education 

and its integration with Academic courses in secondary 

schools. He urged all concerned to join hands to achieve 

this. 

Parallel Session IA: Vocational Skills and 

Training for Empowerment - The Policy 

Prospective 

Rapporteurs: Dr. Manju Gupta, Dr. Rachna Bhatia 

In this parallel session, papers were presented on the 

theme ‘Vocational Skills and Training for Empowerment— 

The Policy Perspective’. The session was chaired by Mr. 

Albert Joseph, Executive Director (FVTRS), Bangalore. 

There were six presentations in this session, Dr. Khalid 

Masroor from Jammu ,Board of Secondary Education, J 

& K presented a paper on “Integration of Academic and 

Vocational Courses”. Mr. V. Levakumar from Kerala State 

Institute of Medical Education & Technology, ,Trivandrum, 

presented his paper on “Integration of Vocational Courses 

Education in Secondary Schools”, Dr. Rajesh Kumar, Joint 

Director (Acad.), NIOS who presented a paper on 

experience of NIOS on Integration of Vocational Courses 

with Academic Programmes., Dr. Manoj Kulshrestha, 

Project Coordinator, School of Engineering and Technology, 

IGNOU, Delhi presented a paper on Vocational training 

initiative through ODL for motorcycle technicians: a case 

study of IGNOU-Hero Moto Corp Project. Md. Anwarul 

Islam from Bangaladesh Open University, Bangladesh 

presented a paper on “Prospects of Technical and Vocational 

Education through Open and Distance Learning System in 

Bangladesh”. A paper on “Integration of Academic Courses 

with Vocational Education in Open Schooling : Policy Issues, 

Challenges and Prospects in Botswana” was presented by 

Dr Godson Gatsha, of BOCODOL, Botswana. 

The discussions mainly focused on the idea that there is a 

need to look at manpower in a country as an asset and 

reorient our traditional educational system. Certain strategies 

were suggested about for expansion of intake capacity, 

covering informal sector and dropouts. Restoration of extinct 

trades and social recognition were also discussed. It was 

also suggested that the rural areas should be given more 

focus and be provided with accredited/study centres so that 

rural population is covered effectively. 

The issue of formulation of Vocational courses with the help 

of industrial involvement was discussed and building of 

industrial linkages to implement skill based competency and 

the need to sign MOUs between Govt. and Industry 

Institutions were also emphasized. 

It was agreed that in an ODL system, integration of academic 

and vocational knowledge and skill would improve course 

alignment and interdisciplinary content. The use of ICT in 

imparting academic as well as vocational education was also 

advocated and with the role of National Mission on Education 

through Information Communication and Technology 

(NMEICT), one of the most prestigious projects by MHRD 

in collaboration with IITs and BSNL was highlighted. 

The experience of NIOS on Integration of Vocational 

Courses with Academic Programmes was also presented. 

The Presentation was based on the path breaking scheme of 

NIOS which explores the trends among learners for offering 

combination of vocational and academic subjects and its utility 

in their education and career. 

The case study of IGNOU along with Hero Moto Corp 

Project on Vocational training initiative through ODL for 

motorcycle technicians was presented. The presentation 

discussed the certificate programme in motor cycle service 

and repair (CMSR) in terms of its salient features, process 

flow (both educational and administrative), programme 

delivery and evaluation mechanism. 


The presenter defined competency based qualification and 

certification of such automobile areas, like, basic competency, 

performance standards, performance criteria, supplementary 

knowledge evidences and prior achievement evidences. 

Md. Anwarul Islam of Bangladesh presented a paper on 

“Prospects of Technical and Vocational Education through 

Open and Distance Learning System in Bangladesh” and 

focused on designing and developing of curriculum for 

vocational courses and skill training in the localized contexts 

through open and distance learning mode from the 

Bangladesh Open University (BOU). The programs offered 

by BOU are partially implemented in the Government 

Vocational and Technical education agencies. Some of these 

courses are: Junior School Certificate, Diploma in Youth in 

Development Work, Certificate in Pisci Culture and Fish 

Processing, Certificate in Livestock and Poultry, Bachelor 

of Agricultural Education, Diploma in Computer Science and 

Application, Bachelor of Science in Nursing. 

Open School of BOU has done a tremendous service in 

offering SSC and HSC program for general education 

through open and distance mode. It should now integrate 

general education with vocational education for the huge 

number of job seekers and those who want to improve their 

skill in the job market. Open School of BOU might contribute 

a lot to produce skilled manpower as individual, for family, 

for society and for country’s development. 

The paper on “Integration of Academic Courses with 

Vocational Education in Open Schooling : Policy Issues, 

Challenges and Prospects in Botswana” was presented by 

Dr Godson Gatsha, Botswana. 

He started his presentation with the rationale of investing in 

ODL because: 

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➦ 

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ODL is an accepted and indispensable part of education 

systems in Botswana 

There is a country-wide need for continuous skills 

upgrading and re-training 

For Government, ODL provides a means of increasing 

access to learning and training opportunity. For learners, 

it gives them more freedom of access. For employers, 

it offers the possibility of organising learning and 

professional development at the workplace 

Emerging trends in Botswana are more interest commitment 

and effort from government and institutions to diversify ODL 

offerings to meet the ever increasing and diverse learning 

needs of children, youth and adults as a means of contributing 

to the achievement of the Millennium Development Goals 

(MDG), popularity of radio and television broadcasting 

services. He emphasized the need for capacity building, 

research skills, quality assurance, monitoring and evaluation, 

strategic planning and management and related gender issued 

for secondary education through ODL. 

Recommendations 

• Vocational courses with the help of industrial 

involvement should be identified and included in the 

school curriculum. 

• The need for capacity building, Research Skills, Quality 

Assurance, Monitoring and Evaluation, Strategic 

planning and management for Secondary Education 

through ODL. 

• Policy alone cannot make things happen, it requires a 

change in mindset and management of change. 

• The importance of PPP strategy in the education sector 

having reasonable control in the hands of government 

may be explored. 

• Integration of academic and vocational education must 

be dealt with as a long term education reference 

supported by business community, policy makers and 

planners 

• There must be a reasonable regulatory as participatory 

framework including transparent accreditation 

guidelines to avoid un controlled mushrooming of 

education institution. 

• Recognition of Prior Learning and competency based 

assessment must receive due attention. 


Plenary Session 3: Designing the Curriculum 

and Quality Framework to Strengthen the 

Impact of Vocational Education at School 

Level 

Rapporteurs : Dr. Rajesh Kumar, Dr. Praveen Chauhan 

The first session on day two was on the theme 

“Designing the curriculum and Quality Framework to 

strengthen the impact of Vocational Education at School 

Level” 

The session was chaired by Mr. Jagadanand, Information 

Commissioner, Orissa. The two speakers for the session 

were Mr. Dilip Chenoy, MD and CEO (NSDC), Delhi and 

Ms. Belinda Smith, Consultant, TVET, Australia . 

Ms. Frances Ferreira, Educational Specialist, COL, who 

could not attend the conference shared her views through a 

video message. She shared her experiences and said that 

we should work and think about 71.6 million children who 

do not have access to quality education. She said that there 

is an urgent need to revise course curricula. She also said 

that secondary education is becoming more and more 

important and the educational policy on vocational education 

should be such that it can be achieved. She also emphasized 

that relevant knowledge and skills which are imparted should 

be market/job oriented. Mentioning about the trades academy 

of New Zealand, she said, that we should provide our children 

with more options and opportunities. 

After the video massage, the Chairperson, for the session, 

Mr. Jagadananda, welcomed all and remarked that, he 

wanted the speakers to deliberate upon “How to make 

Vocational Education multi-spectral”. 

Shri Jagadananda, Information Commissioner, 

Orissa chairing the session 

Mr. Dilip Chenoy, MD and CEO (NSDC), said that there 

should be mobility between education and training, there is a 

need for equivalence and, we have to face challenges of 

quantity, cost and quality. He said that there is no point in 

certifying people whom we can’t employ. 

Mr. Basab Banerjee, Head Quality & Accreditation from 

the NSDC spoke on “Designing the Curriculum and Quality 

Framework to Strengthen the Impact of VE at School Level”. 

Some of the highlight of his presentation areas follows: 

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Over 13 million people are required incrementally every 

year in over 90 categories of skills 

A new approach is required to addressing the gap 

Linking Education to Employability 

There can be no one solution, every Region demands 

an innovative approach. 

Fundamental reforms are required across education 

system to improve overall quality/outcomes, increase 

retention and ensure seamless integration with vocational 

training, more Industry participation is required in skill 

development. 

The curriculum should be outcome driven. 

He mentioned that the Quality Framework involves 

Validation of Qualifications which reflect market needs 

and workplace requirements expressed as 

competencies with clear assessment criteria; 

Validation of Training Process; Proper tools, techniques, 

methodologies and material requirement 

Quality Assured Assessment of Learners; Assessment 

based on national standards (competencies), Uses valid 

and reliable assessment methods; 

Accreditation of Training Providers and Training 

Institutions; Training is delivered by competent and 

qualified trainers well-resourced and managed 

institution. 

Research and Information; Well-researched Labour 

Market Information (LMI). Organised and unorganised 

sectors of the economy. 

He emphasized that the present day need is to Link 

education to employability or in other works 

Knowledge based education to competency based 

education. 


Ms. Belinda Smith, Consultant, TVET from Australia spoke 

upon “Integrating Work experience in TVET in 

Schools”. She said TVET is a valuable and viable option 

and it’s not for dropouts. Children have different ways of 

learning and some may respond better to TVET stream. 

Sharing her experience about TVET in schools, she 

emphasized that: 

➦ 

➦ 

➦ 

technical content should be incorporated into curriculum 

partnerships with other organizations may have 

significant benefits 

a shift to TVET in school can have major resource 

implication. 

About various partnership models she named: employers 

prefer good general education combined with TVET, school 

and college/polytechnic arrangements, industry body 

coordination, teacher training, local employers – work 

experience. 

She said that students should be prepared in schools for 

knowledge of what work is like, knowledge of what the job 

consists of, knowledge of ‘what they are in for’, what will 

be required from the employer, working in groups and teams, 

independence and responsibility; and confidence in doing 

things well. Work experience offers learning in the workplace 

and is recognised as enabling students to practice the 

achievement of competency standards, develop suitable 

attitudes towards work, learn work behaviours appropriate 

to the industry, practise skills developed in the classroom or 

workshop, and acquire additional skills and knowledge, 

including important civic or soft skills 

Ms Smith also mentioned that from a learning perspective 

Work experience must have a clearly articulated and 

documented purpose. The structure of the work-based 

learning experience needs to be developmental and properly 

planned. The scheduling of work experience should reflect 

student readiness and should complement off-the-job learning 

programs.Work experience should be relevant to the TVET 

courses being undertaken. Work experience can provide 

opportunities for work-based assessment. 

A formal approach to work experience should be developed 

in close consultation with industry. Schools should be 

encouraged to identify individuals to manage the formal 

workplace experience and training in the skills required for 

liaising with companies. Industry should be asked to Identify 

courses which are their priorities for the work experience 

program. Training of workplace supervisors in basic 

workplace training offered to the participating businesses 

should be done in short stages. Industry and TVET 

representatives should oversee the development and progress 

of the program. 

Parallel Session II A : Designing of Curriculum 

and Quality Framework to Strengthen the 

Impact of Vocational Education at School 

Level 

Rapporteurs: Ms. Shivali Chawla, Dr. P.K. Chauhan 

The session was chaired by Professor D. 

Harichandan, Director, Institute of Distance and Open 

Learning, Mumbai. In this session, six papers were presented. 

Ms. Jayalakshmi S. from Kerala, Dr. Anil Kumar Guglani 

from Chandigarh, presented the paper on Designing the 

Curriculum and Quality Framework . Dr. Akhila Nand 

Sharma, University of the South Pacific, Fiji Islands, 

presented a paper on “Reconceptualising Education: Pull 

Down the Curtain Between Tech-Voc and Formal 

Education”. Dr. Vivek Nagpal, from CBSE, New Delhi, 

presented the paper on “Refashioning Secondary Education 

through Vocationalization, Dr. Tarun Rashtriya, from 

Rohelkhand University, Bareilly, presented a paper on 

“Industry participation in VET: Why, What and How”. Col. 

N.B. Saxena, from L&T, Delhi, presented a paper on “A 

study on competence mapping for Trends in Construction 

Industries” 

The major issues pointed out were, the curriculum should be 

designed as per need of the learners and the scope should 

be kept in the mind, there is a lack of vertical and lateral 

mobility which strongly needs to be introduced, there is need 


to inculcate “Work is worship” motto among people, 

emphasis should be on “ASK” model which refers to attitude, 

skills, and knowledge to be inbuilt in vocational curriculum. 

Three stages which need to be taken care of while developing 

curriculum are :- 

i. Factors to be considered for vertical mobility, TVET, 

Transactional method 

ii. 

iii. 

Development of curriculum: relevance, trade specific, 

ICT enabled. 

Modalities to be ensured: statistic and generic element 

of each area 

There is utmost need of close linkage between industries in 

providing VET because the requisite training should be as 

per requirement of industries, otherwise Industry people have 

to train their staff according to their needs. The artificial gap 

between curricula designed in Vocational Education Training 

(VET) and actual requirement of learners must be removed 

for providing effective Vocational Education skills. The view 

that learning of vocational skill from one generation to next 

generation has positive impact. 


• TVET should be seen as a valuable and viable option 

for all and not just for dropouts 

• Employers prefer good general education combined 

with TVET 

• Technical content should be incorporated into 

curriculum 

• Development of curriculum must be is relevant, trade 

specific, and ICT enabled 

• Utmost need of close linkage between industries and 

providing VET because the requisite training should be 

as per requirement of industries. 

• The curriculum should be designed as per the need of 

the learners as the scope should be kept in mind. 

Plenary Session 4 : Developing Framework 

for the Recognition of Prior Learning (RPL) 

Rapporteurs: Dr. Sandhya Kumar, Parthish Kumar Paul 

The two main speakers on the theme in this session 

were Ms. Liz Bowen – Clewley from Competency 

International Limited, New Zealand and Ms. Madhu Singh, 

Senior Programme Specialist, (UIL) Hamburg, Germany. 

The chairperson of the session was Shri Jagmohan Singh 

Raju, J S (AE)and DG NLMA, MHRD, Govt. of India. 

Shri Jagmohan Singh Raju, JS (AE) & DG - NLMA, Govt. of India 

chairing the session 

Sh. Jagmohan Singh Raju initiated the discussion by asking 

the house to consider a scenario where employment was 

given on the basis of competence, not qualification. In that 

case the competencies for each skill would be clearly defined 

and listed. 

The first speaker of the session, Ms. Liz Bowen – Clewley 

tarted her presentation by asking the gathering to reason out 

why they would select a person who was experienced/ 

qualified/had resources/wanted additional work etc. to work 

for them and took the house to the consensus that 

competence and not necessarily qualification formed a sound 

basis for employability. There is a need to credential, informal 

or work place learning to up-scale national workforces; redesign 

socially constructed views on the value and power of 

education and qualification and to redress social inequities. 

This is in recognition of the fact that qualification does not 

necessarily equate with competence, but also that lack of 

formal qualification does not mean, someone is not 

competent. She cautioned that care needs to be taken to 

ensure the rigor and relevance of such assessment and 

qualifications but in doing so, it should not be more arduous 

and costly than traditional assessment. 

The critical concepts in assessment are purpose, meaning 

and context. Elaborating on the rationale for Recognition of 

Prior Learning (RPL) and its professional practice, Ms. 

Bowen said that post secondary level learning occurs outside 

academic institutions through work, informal learning and 

other life experiences; that it is possible to assess prior learning 


without jeopardizing student success, credential integrity or 

institutional credibility. She emphasized that learning should 

be assessed and recognized by both secondary and post 

secondary institutions. 

Referring to the benefits of recognition of prior learning, Ms. 

Bowen said that it provides an opportunity for employers 

and individual to: 

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capitalize on what has been learned already – saves 

time and resources 

gives formal assessment of previously unrecognized 

skills and knowledge 

build confidence and motivation and, thus, encourage 

ongoing learning and development 

develop workforce capability through up-skilling or 

updated qualifications for improved employment 

opportunities/industry outcomes 

address problem of skill shortages 

RPL also poses challenges such as: 

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Shifting paradigms to recognize the validity of the 

processes 

Overcoming literacy issues 

Developing user-friendly, supportive processes 

Empowering and assisting applicants to collect evidence 

Training assessors often those who are not educators 

to use the processes 

Recognizing that not all workplace/informal learning is 

automatically of high or even sufficient standard 

Talking of the road ahead, Ms. Bowen said that we need to 

challenge our own assumptions about the relationship 

between credentials and performances; use different measure 

and assessment methodologies when assessing current 

competencies; and ensure that the “credentialing industry” 

does not stifle creativity and innovation in assessment or use 

practices that devalue credentials. 

Ms. Madhu Singh started by defining the role of learning in a 

learning society as: 

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Raising awareness of the value of learning 

Recognition of competencies 

Validation of competencies 

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Development of competencies, and 

Embedding lifelong learning in all domains. 

Talking further on the rationale for RPL, she said that it creates 

new routes to qualifications for adults, taps unrecognized 

talent, motivates for resuming formal studies and critical 

assessment which is a good start before re-skilling. RPL 

needs social recognition – whether the learning outcomes 

have value and are used in society; recognition needs a 

continuum of outcomes from self-assessment to full 

certification; and that there has to be a partnership between 

the learner, the working context and the learning system. 

Outlining some of the critical issues in the development of 

RPL systems, she said it was essential to facilitate 

communication and collaboration among stakeholders at 

national or regional level; to raise awareness to highlight 

benefits of opportunities to learners, employees and 

employers; link RPL to national curricula and qualifications 

as the currency of learning; speed up the process of RPL for 

underprivileged people who lack educational opportunities. 

Ms. Singh concluded by posing some pertinent questions to 

the house: 

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Are learning-outcomes and competence-based 

approaches having an impact on the interest of 

individuals, voluntary organizations in the use of 

recognition and validation procedures? 

Are diverse assessment methods being used? 

How are NQFs impacting on RPL? 

How can credit arrangement help the process of RPL? 

To what extent, there is trust in qualifications obtained 

through RPL? 

Concluding the discussion, Sh. Raju emphasized three things 

in the context of RPL –the need to reduce the gap between 

formal and non-formal education; the need to define 

equivalence of courses/competencies and need to intelligently 

adapt rather than adopt the RPL model from developed 

nations. 

Parallel Session IIB: Developing Framework 

for the Recognition of Prior Learning and 

Assessment and Certification Framework 

Rapporteurs: Dr. T. N. Giri and Dr. B.K. Rai 

The theme of the session was – Developing 

Framework for the Recognition of Prior Learning & 


Assessment and Certification Framework. This session was 

chaired by Prof. N.K. Ambasht, Pro-VC, IASE and former 

Chairman of NIOS. Six participants presented their papers 

on different topics related to the theme. The presenters were 

Dr. Vinay Swarup Mehrotra from PSSCIVE, Bhopal whose 

presentation was on ‘Integrating Academic and Vocational 

Education: Making the Link through National Vocational 

Education Qualifications Framework’. Prof. R.G. Chouksey 

from NITTTR, Bhopal presented a paper on ‘Developing 

Framework for the Recognition of Prior Learning. Prof. Nishit 

Dubey, from NITTR, Bhopal gave a presentation on 

‘Recoginition of Prior Learning Framework for India: Need 

of the Hour.’ Dr. Bhamini, from 5 Kerala presented her paper 

on ‘Recognition of Prior Learning in Open and Distance 

Learning’. Mr. Madan Kumar Karanan from Hyderabad 

presented a paper on ‘Secondary and Vocational Education: 

Development of Integrated Assessment and Certification 

Framework’, Mr. Deepak Shudhalwar, Bhopal presented a 

paper on ‘Online Vocational Competency Testing System 

to Improve Teaching – Learning and Evaluation’. 

The general discussion was around the topic about the need 

for Integration of Academic with Vocational Education. It 

was pointed out that Integration Models of academic and 

vocational education includes three approaches namely – 

additive approach, menu approach and integrative approach. 

Among other issues which were discussed were features of 

National Vocational Education Qualification Framework 

(NVEQF) the need for joint certification by Govt. bodies 

and Industries, the challenges such as rigid courses, 

inadequate Infrastructure which vocational education is facing 

and need for Competency based curriculum design for 

Vocational Trades. 

Recognition of Prior Learning (RPL) is an assessment process 

of learners who learn skills informally and recognition of prior 

learning e.g. access pathway into formal learning, 

advancement of employment opportunity etc., and the 7 Tier 

model for promotion of RPL through: 

1. RPL Promotional Agencies 

2. RPL Assessment Centres 

3. Certified Assessors 

4. Certified Assessment Facilitation Centres 

5. Central Database Service 

6. RPL Advisory and Framework Council and 

7. Arbitration Cell were discussed in detail 

The significance of quality in curriculum, assessment and in 

certification were also deliberated upon. 

Chairperson, Prof. N.K. Ambasht, raised the issues of 

importance of Traditional knowledge (use of previous 

knowledge), recognition of courses and the importance of 

Intellectual property rights. 


• Integrate lifelong learning framework. 

• Developing competencies through integrated approach. 

• Academic courses should be made vocationally 

relevant. 

• Capacity building for teachers and trainers. 

• Competency based modular course development 

• Development of framework of RPL 

Panel Discussion: Vocational Education in 

Secondary Schools and its implications for 

NVEQF 

Rapporteur: Mr Chandresekhar, Mr. Piyush Prasad 

The panel discussion was on the topic Vocational 

Education in Secondary Schools and its implications 

for NVEQF. The Panelists were Dr. Swati Mujumder, 

Director SOES, Pune; Sh. Inder Gahalaut, President 

Saksham Bharat, Delhi; Dr. Alka Bhargava, Director (VE) 

– MHRD, Govt. of India; Ms. Darshika Sanghani, 

Consultant, Wadhwani Foundation – Bangalore. The 

Moderator was Dr. Kuldeep Agarwal, Director, Academic, 

NIOS, India. 

Dr. Alka Bhargava, Director, (VE) MHRD, Govt. of India in the centre 

during panel discussion to her right Dr. Kuldeep Agarwal, Director, 

(Academics), NIOS 


After initial introduction , Dr. Kuldeep Agarwal welcomed 

all the panelists, stressed upon the need for academic and 

vocational education to come together. He suggested the 

steps to integrate both academic and vocational education. 

He also stressed that the mindset of the people need to be 

changed. 

Dr. Alka Bhargawa initiated the deliberations. She gave the 

background of NVEQF by showing various levels, and 

informed the august gathering that vocational education will 

be implemented from class IX onwards. She suggested that 

the education department should not work in isolation and 

suggested the following: 

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Vocational Education should start from level 1 to 7 as 

per NVEQF. 

to have uniform set of principles, and to have vertical 

progression 

to concentrate more on rural India 

need based curriculum is to be prepared with 

involvement of Industries and appropriate linkages 

credit transfers to be considered 

sector-wise introduction of Vocational courses to be 

started 

dual track model with guaranteed employment is to be 

considered. 

She concluded by suggesting that the theory part can be 

covered in schools and practical hands on experience can 

be arranged in polytechnics and or Industries. 

Sh. Inder Gahlaut, President Saksham Bharat, India, 

continued the deliberations. He stressed upon the following 

points for better implementation of NVEQF. He remarked 

that there is the need to look out for the problems of 

Vocational Education and suggested that; 

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resources of the centres are to be integrated 

access, quality and cost are to be considered 

A good selection of Trainers and teachers are imperative 

Proper assessment has to be done 

Dr. Swati Majumdar started her talk with the possible reasons 

of failure in implementing Vocational Education in the country 

till date. As of today, there is no clear cut vertical mobility in 

vocational education. Social acceptability is not these. She 

suggested that China’s model might be relevant to this country. 

She was of the opinion that teacher training is a big challenge. 

She also explained the role of NSDC and its contribution 

for the successful implementation of policies of Govt. of India. 

She also spoke about the National Occupation Standards 

(NOS), and said that the Industries should come forward 

and join hands with the Govt. She concluded by quoting the 

example of NVEQF that Sri Lanka follows. 

Ms. Darshika Sanghani started with the quote from John 

Adam and them spoke about curriculum development and 

capacity building. She highlighted the challenges faced by us 

like - 

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Acceptance by the Industries 

Proper implementation of teacher-training 

Competition based approach 

Outcome of the basic formal system of education 

Finally, she also spoke about assessment, and reminded other 

that life skills not to be ignored. 

After, the discussion, there were questions/suggestion from 

the audience, some of which were: 

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➦ 

Vocational Education in India is not given due 

importance. 

Huge marketing exercises is to be done regarding the 

vocational education (i.e. gap, and mind set, 

involvement of teacher, parent and youth etc.) 

➦ Vocational education needs to be connected to 

employment 

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There is huge demand of skilled man-power in India 

Regional /local language can be given preferences 

Transfer of Credit needs to be taken up on priority 

Life Skills to be embedded in the curricula 

How is the Govt. select Industries /Partners? 

To whom does the certifying power given? 

In the absence of good academic background is how 

vertical mobilization possible? 

For the above queries, Dr. Swati Majundar and Dr. Alka 

Bhargava, Director (VE), MHRD, Govt. of India informed 

and gave clarifications to the audience and participants. Dr. 

S.S. Jena, Chairman, NIOS, expressed the view that there 

should be “Assurance” from the Industries, only then more 

and more persons would join the Vocational Education 

Courses. 


Plenary session V : Assessment and 

Certification Framework 

Rapporteurs: Ms. Shivali Chawla, Mr. Aditi Ranjan Rout 

The session was chaired by Prof. Md. Miyan, Vice 

Chancellor, Maulana Azad National Urdu University, 

Hyderabad. The first speaker of the session was Ms. Maria 

Peters, Director and CEO, Chisholm Institute of TAFE, 

Victoria, Australia. The second speaker for the session was 

Mr. Shailendra Sigdel, Statistical Advisor South Asia (UIS), 

Canada. 

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➦ 

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Develop skills that will equip them for the workforce 

Have a guaranteed study pathway 

Gain skills for part time work 

Various program options available under VCE VET are: 

agriculture, applied fashion design and technology, automotive 

business and construction, community service, conservation 

and land management, dance, music, sports and recreation, 

DTP, electro technology, financial services, horticulture, IT, 

interactive digital media, laboratory skills, etc. 

Another alternative to VCE has been suggested as Victorian 

Certificate of Applied Learning (VCAL) which is seemingly 

a practical option for years 11 and 12 students. Students 

have to choose accredited units for each of the following 

strands: 

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➦ 

➦ 

➦ 

Literacy ( Communication ) and Numeracy Skills 

Industry specific skills, including a vocational certificate 

Work related skills, including practical structured 

work placement and assessment 

Personal development skills, individual and team 

work 

Ms. Peters gave a presentation on the topic “Working in 

Partnership to Innovate and Engage Young People”. She 

gave an overview of Australian education context and the 

policy framework. She informed that the main reasons for 

students undertaking VET in Australia are: 

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Prof. Md. Miyan, Vice Chancellor, Maulana Azad National 

Urdu University, Hyderabad chairing the session 

Opportunity to combine general and vocational studies 

and thus have greater choice 

Explore career options and pathways 

Undertake learning at the workplace 

Undertake applied learning in an adult learning 

environment 

Gain a nationally recognised qualification or credit 

towards a qualification that contributes to satisfactory 

completion of the VCE (Victorian Certificate of 

Education) or VCAL (Victorian Certificate of Applied 

Learning) 

Improve engagement and retention at years 10, 11 and 

12 (of school) 

There is no requirement to focus on or complete any single 

VET certificate. Students may choose to undertake various 

units from a range of VET certificate courses to meet VCAL 

requirements and gain experience in a range of vocational 

areas or undertake one full VET qualification. 

For quality assurance, to a Australian Quality Training 

Framework (AQTF) has three standards to ensure teaching 

and learning excellence. It focus on learning and assessment, 

teaching delivery, validation of the assessment, staff 

qualification and student outcomes in terms of pass rates, 

employment and further education. 

Some of the partnership models to Innovate and engage 

young people- are: 

1. DREAM – Dandenong Regional Educational 

Alliance Model (Trade Training Centre): 

DREAM project is a collaborative arrangement 

between Chisholm Institute and 5 Secondary colleges 

in the Dandenong region. 

2. START – School TAFE Alliance Regional (Trade 

Training Centre): 


START project is a collaborative arrangement between 

Chisholm and 13 Secondary colleges in the Frankston region. 

It is the largest TTC and collaboration in Australia. 

The TTC partnership focuses on: 

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Developing a youth friendly and flexible learning 

environment and innovation in educational delivery, 

Innovative ways of operating for both partners and 

sharing expertise, 

Ensuring that learning is integrated and structured across 

industry areas within a simulated workplace 

Ensuring that learning is strengthened through its real 

connections with the local community and industry. 

Her presentation was followed by discussion and queries 

from participants wherein she shared her country specific 

experiences and indicated that 84% of the certified students 

in Australia get placed within three months. 

The second speaker for the session, Mr. Shailendra Sigdel, 

deliberated on Technical and Vocational Education and 

Training (TVET) and its assessment strategies such as 

Literacy Assessment, Product of TVET etc. 

This presentation centered upon the following points: 

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➦ 

➦ 

➦ 

➦ 

Definition of TVET 

Coverage 

Assessment at different phases 

Purpose of the assessments 

Types of assessments 

Mr. Sigdel presented various definitions of TVET and 

presented a well formulated conceptual framework. He 

stressed upon some of the key good practices regarding 

assessments which were: 

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Clear purpose; 

Properly defined target population; 

Well-developed, pre-tested instruments; 

Verified test translations/adaptations; 

Reliable field operation; 

Well-handled data: item scoring, data entry, sample 

weighting; 

Appropriate, sound, clear data analysis; 

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Policy-relevant reporting; 

Change of practice based on results. 

The main Purpose of Assessments are to: 

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Improve instructions; 

Certify students; 

Appraise student performance; 

Document student achievements; 

Provide evidence for policy reform; 

Guide change into practice. 

Mr. Sigdel stated that there are three dimensions of TVET 

skills, namely: Academic, Occupational (includes vocational 

and generic workplace skills) and broad technical skills. He 

emphasized that there should be Criterion-referenced testing 

rather than norm-referenced testing. Finally, he focused on 

the various vocational courses developed by PSSCIVE in 

India. 

The session ended with participant’s queries and concluding 

remarks of Prof. Md. Miyan. Prof. Miyan stated that 

structure of assessment or the methodology of assessment 

should be drawn clearly. The curriculum assessment should 

not be restricted to assessment of students. Assessment 

should be used for evaluation of curriculum also. He 

emphasized on the role of industries and academic institutions 

in imparting vocational education in India. 

Parallel Session III A : Assessment and 

Certification Framework 

Rapporteurs: Dr. Manju Gupta, Dr. P.K. Chauhan 

The session was chaired by Dr. Godson Gatsha, 

Consultant ODL Technical Advisor, Malawi. In this 

session seven papers were presented on the theme: 

Assessment and Certification Framework. 

Mr. Karnail Singh, Deptt. Of School Education (J&K) 

presented a paper on Evolving Strategies for Appropriate 

Vocational Choices among Secondary School Students in 

the context of Recent Global Trends and challenges. Dr. 

Ashish Agarwal, School of Engineering and Technology, 

IGNOU, New Delhi, presented a paper on “Issues related 

to outsourcing in Open and Distance Learning Institutes. Dr. 

Jetendra Tiwari, Director, JSS, Uttarakhand presented a 

paper on “Vocational skills and Training to Empower Citizen”. 

Dr. Vetukuri P.S. Raju, Asstt. Professor, Delhi presented the 


paper on “Vocational skills and Training in Secondary 

Schools. An International perspective.” Mr. H. Asgar, 

Regional Training. Manager, Larsen and Turbro Ltd. Delhi, 

presented the paper on “Skills Assessment Methodology 

for the Workers Already Working in Construction Industry 

Having Experience”. Mr. Umakant, Director Jan Sikshan 

Sansthan (JSS), Mysore presented the paper on “Challenges 

of Integrating Academic Courses with Vocational Education 

in Secondary School”. Ms. Smruti Sharma: Chhattisgarh 

State open School (CGSOS), Raipur presented the paper 

on Integrating Academic lessons with Vocational Courses”. 

The discussion revolved around on evolving strategies for 

appropriate vocational choices among Secondary School 

Students in the context of recent global trends and challenges. 

The needs, choices and challenges of vocational education 

and training in global scenario and factors affecting the 

selection of VET programmes under the meaningful strategy 

for sustainable learning of VET and employment as per need 

of the country. To achieve this, ICT tools and mechanism 

may be used. The possible benefits of outsourcing and 

collaboration among educational institutes/universities and 

other stake holders without disturbing the core competencies 

of the institutions were also deliberated on. The discussion 

also pointed out the existing methodology presently used in 

the field to evaluate the competencies of the workers in 

unorganized sector of country, which would help in bridging 

the gap in skill level between national and international level. 

Parallel Session III B : Assessment and 

Certification Framework (19.2.2012) 

Repporteurs: Dr. T.N. Giri, Dr. B.K. Rai 

This session was chaired by Ms. Weddinah Nyangu, 

Principal Education Officer, Ministry of Education, 

Science and Vocational Training, Zambia. The first paper of 

this session was presented by Mr. J. Inbaraj from Chennai 

on “Integrating Vocational Education with Secondary 

Education”. Dr. G. Ananda from Hyderabad spoke on Quality 

and Development of Self Learning Material for Integration 

of Academic Courses with Vocational Life Skill Education 

in Secondary schools. Dr. Sanjay B. Zope from Maharashtra 

presented a paper on “Bridging the Employability Gap-Skill 

Training and Education through ODL by Mentor and 

Program – A case study”. Dr. T. Somanath from Bangalore 

presented a paper on “What is Industry Relevant curriculum 

– A case study of Toyota in India to Build World Class 

Technicians”. A paper on “Scope of Open and Distance 

Learning (ODL)Sysem for Recognition of Prior Learning 

(RPL) of Vocational skills was presented by Dr. Asfa M. 

Yasin from Bhopal. Sh. Ramakrishna Rao’s paper was on 

“A Study on the Attitude of secondary school students 

towards Vocational Education” and Ms. Rajni Bala from 

APJ college, Punjab presented a paper on “Role of Web 

Application Tools in Education” 

It was pointed out that in India, Vocational Education is 

recognized only after secondary level. And it was further 

emphasized that there is mismatch between demand and 

supply. It was also mentioned that Vocational Technical 

Education has a great impact on the economy of the country. 

There is a lack of research in Vocational Education e.g., 

what is the need at local level. There is no one to one 

relationship between industries and schools. Cross country 

survey is essential before developing a curriculum or course 

in vocational education. There is a need to know the kind of 

skills and competencies required. There is no vertical mobility 

in vocational education. It was mentioned that a carpenter 

can go for higher education in China but not in India. The 

discussion also came about community colleges which are 

an alternative system of education that aims to empower 

individuals by appropriate skill development. Employable 

skill includes head, heart and hands according to him. Attitude 

cannot be taught, it can only be practiced. The case of Toyota 

Technical Training Institute was highlighted, which provides 

technical education to the learners with greater employment 

opportunity. There is a need to evaluate skills and assess the 

attitudes. The institute has developed some of the techniques 

for assessment of attitudes. 

During question answer session many questions were raised 

by the audience. One of the participants asked a question 

about the private funding of the course. The presenter clarified 


that there are private partners such as “Kirloskar” that 

provides the fund. 

The session was over with the concluding remarks of the 

chairperson. 


• There is a need to develop Criterion-referenced testing 

rather than norm-referenced testing. 

• That structure of assessment or the methodology of 

assessment should be drawn clearly. 

• Cross country survey is essential before developing a 

curriculum or course in vocational education 

• One to one relationship between industries and schools 

needs to be established. 

Plenary session VI : Pedagogy for Skill 

Training in Secondary Schools 

Rapporteurs: Mr. S.K. Prasad, Mr. V. Sathish 

The panelist for this Panel Discussion were Dr. Nalin 

Jena, Senior Education Specialist, World Bank, India; 

Ms. Terry Neal, Manager Flexible Learning OPNZ, New 

Zealand; and Dr. G.C. Naidu, Director, Vocational Education, 

IGNOU, New Delhi. The session was moderated by Dr. K. 

P. Wasnik, Director, Vocational Education, NIOS. 

In his initial remarks Dr. Wasnik mentioned that academic 

courses focus mostly on increasing knowledge but vocational 

courses mostly focus on demonstration of skills. He also 

said that the quality of the vocational education depended 

on developing skills in individual focusing on increasing their 

livelihood. He also raised the following issues for discussion 

by the panelists; 

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How can pedagogy link academic and vocational 

education? 

Can ICT play a pivotal role in imparting skills, especially 

the technical skill? 

What strategies do we need to adopt to bring necessary 

changes in traditional pedagogic approaches? 

How can we integrate pedagogy at schools with that 

present at the workplace? 

How open and Distance learning system can contribute 

in bringing about pedagogical changes? 

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➦ 

Do we need to adopt blended learning approaches as 

one-stop solution? 

What steps do we need to make pedagogy 

contemporary to the needs of the learner? 

Dr. Nalin Jena quoted a research study carried among Indian 

engineers which showed that nearly 65% of their employers 

are not happy as they do not have critical thinking ability, 

and problem solving skills. He also said that only 30-35% of 

students passing out from ITIs get jobs and that the outcome 

of the vocational education in the labour market is still not 

known. He shared his experience from Bangladesh that the 

labor market outcome for secondary school leaving students 

of vocational education is almost nil. The possible reasons 

for this could be poor quality of vocational education, wider 

gap between vocational education and labor market 

requirements, students not able to cope with changed area 

of industry and labor market form the training that they 

receive. 

Dr. Jena further said only less than 8% of candidates in the 

labor market has adequate skills and even with them, quality 

is very poor. He stated that during economic downfall, when 

people lost their jobs they could not do anything. He said 

that in higher secondary schools provisions should be there 

to connect the school to work, by providing smooth and 

easy training. He emphasized that in order to achieve this, 

the system should change and have connection with labor 

market. He also recommended that the present curriculum 

of vocational education should be revised. He also said that 

quality of teacher and trainers should be taken care of. He 

also suggested that the school can be linked with work centre. 

He also emphasized that there should be shift form 

instructional base to work centered and student centered 

education, focusing on changing personal attributes, attitudes, 

soft skills. 

Ms. Terry Neal made a presentation on the topic, Asdistance-as-possible 

vocational Education, New Zealand. 

She shared her experience of the existing Open Polytechnic 

in New Zealand. And the various programmes of vocational 

education training delivered by distance method based on 

the theories of learning namely Behaviourism /cognitivism, 

Constructivism and Connectivism. 

Dr. Naidu shared his views by emphasizing on the input, 

process and outcome. He said, input should be good to get 

high outcome. He also said that in distance learning high 


process standard is maintained but the difficulty is with the 

low quality of input as the target group is heterogeneous. He 

was of the opinion that blended way of learning should be 

considered and it is the responsibility of the experts to decide 

on what percentage of blending is required. He expressed 

that in vocational education cultural, societal and migration 

aspects should be considered. He was of the opinion that a 

teachers’ role is to orient students to the process of vocational 

education and a teacher should have a passion for teaching 

and learning. 

He emphasized that the employer should be included in the 

development of curriculum in order to meet the industry 

requirements. He was convinced that simulation should be 

one of the important methods in imparting the required skills 

and competencies and ICT should play a vital role. 

3. Inclusion of Recognition for Prior Learning. 

4. Assessment and Certification in the context of vocations 

in the entire world. 

He briefly summarized the three days deliberations and said, 

“In this International Conference, two panel discussions were 

held. Around forty-five papers were presented in three parallel 

sessions with and objective to find out how to bring the 

framework of Vocational Education along with Academic 

Education. We have not been able to address the integration 

aspect so far. There is a need to make Vocational Education 

relevant with livelihood and blending with academic 

programmes.” 


• Present curriculum of the vocational education needs 

to be revised 

• Quality of teacher and trainers should be taken care of 

• School can be linked with work centre 

• Employer should be included in the development of 

curriculum in order to meet industry requirements 

• ICT should be used in vocational education and should 

play a vital role. 

Valedictory Session 

Rapporteur: Dr. Rachna Bhatia, Mr. Parthish Kumar Paul 

The valedictory session of the conference was 

marked with the presence of important dignitaries. The 

Chief Guest was Dr. (Smt.) D. Purandeswari Devi, Minister 

of State for Human Resource Development, Govt. of India, 

and the Guest of Honor was Sh. Jagmohan Singh Raju, JS 

(AE) and DG – NLMA, Govt. of India, New Delhi. 

Welcoming the guests, Dr. S. S. Jena, Chairman, NIOS 

mentioned that for last three days there had been extensive 

deliberations on the topic of integration of Academics with 

Vocational Education. He emphasized that perhaps for the 

first time, vocational education has been looked into more 

comprehensive way. He highlighted following points of the 

deliberations of the last three days. 

1. Educate every one up to secondary level. 

2. Inclusion of the vocational curriculum framework at 

school level. 

Chief Guest Dr. (Smt.) D. Purandeswari, MOS for HRD, Govt. of India in 

valedictory session to her right is JS (AE) & DG - NLMA and 

to her left are Dr. Sitansu S. Jena, CM, NIOS and 

Dr. K.P. Wasnik, Director, (VOC), NIOS 

Dr. Jena thanked UNESCO and Common Wealth of 

Learning (COL) for their support in the conference, and also 

thanked delegates who travelled across the world to 

contribute to the success of the conference. He mentioned, 

the diversified groups is were present in the conference 

starting from academicians from state Govt., Central Govt., 

and NGOs. The conceptualization will go a long way not 

only in the context of Vocational Education, but Academics 

too. He was of the view that the conference has given enough 

insight to make vocational education more relevant. 

The comprehensive report of International Conference was 

presented by the Conference Secretary, Dr. Mamta 

Srivastava. She mentioned that the main objectives of the 

conference were to explore the modalities for increasing the 

access to sustainable and learner centric quality school 


education equipped with vocational skills; develop strategic 

plan to strengthen the environment and image of VET and 

establish linkages on the quality assurance system for the 

VET to promote quality and equity among learners at all 

levels. 

She acknowledged the representation and contribution by 

forty five research papers of different countries, like Australia, 

Germany, New Zealand, Bangladesh, Fiji, Tanzania, Namibia, 

Zambia, Malawi, and India. 

The five thematic sessions were summarized and presented 

the major recommendations of the conference, which were 

as follows: 

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Competency standards need to be developed for lower, 

intermediate and higher levels of skill, keeping in view 

the occupational structure and classification. 

Academic courses should be made more vocationally 

relevant, focusing on the workplace skills. 

Revision of all curricula and instructional materials for 

integration of academic and vocational competencies 

needs to be done. 

New vocational courses should be introduced to meet 

the new skill demands. 

Obsolete vocational courses should be phased out of 

the education system. 

Capacity building of teachers and trainers in best 

vocational pedagogical practices. 

Promote ICT as a tool for integration of academic and 

vocational learning. 

Develop the framework for RPL and institutionalize it 

especially for the non-formal learning. 

The Guest of Honour, Sh. Jagmohan Singh Raju, Joint 

Secretary, Adult Education and DG, NLMA, congratulated 

the NIOS for organizing such a thematic and in-time 

conference on vocational education and academic blending 

and said, “NIOS has a tremendous role to play. Government 

is very keen to integrate vocational education with general 

education. He submitted that, this conference will help a lot 

to decide upon this issue.” He desired that the outcome of 

this conference must be shared with other national Boards- 

CBSE, ICSCE and State Boards as the experience and 

learning of this conference will be immensely useful to all of 

those. Representatives of state boards and CBSE have to 

actively us participate in Vocational Education. Already, 

Vocational Education is in place. There are IITs and other 

engineering colleges. We have to bring that tier down to the 

10 th and 12 th level. Total number of students that pass 

between 8 th and 10 th is not very high. This large segment has 

to be treated very well. Providing general education and 

vocational education right at the beginning of schooling is 

internationally accepted phenomena. 

The Chief Guest, Dr. (Smt.) D. Purandeswari Devi, Ministry 

of State, MHRD congratulated NIOS for conducting the 

conference on the issue of integrating academic with 

vocational. She also expressed that the conference would 

have deliberated on the impending issues and challenges and 

suggested appropriate inputs and response in this regard.She 

pointed out that having a good number of delegates 

participating in this conference, itself indicates the importance 

of this conference theme. Secondary education plays very 

important role between basic elementary education and higher 

education. India cannot afford a large number of students 

drifting into higher education. When there are less 

opportunities, vocational education can facilitate the country’s 

overall development and growth. She reminded that one 

should not forget the stigma attached to vocational education 

and was of the view that with the fast disappearing 

geographical boundaries, experience of other countries be 

used in building the knowledge society. Transition requires 

knowledge and power. ODL will provide life-long learning. 

With the implementation of NVEQF, Govt. of India is creating 

opportunity for employment by introducing vertical and 

horizontal mobility. 

Dr. Purandeswari Devei further added that despite massive 

expansion of secondary education, a large number of 

adolescents and youth cannot acquire school education, 

particularly from lower and middle class families, and for 

them Open Schooling System could be an alternative. She 

mentioned the initiatives suggested by Dr. Sarvapalli Radha 

Krishnan and the Kothari Commission, (1965) in the area 

of Vocationalisation of education. She further highlighted that 

demand is much more than the supply in the unorganized 

sector. She added that education is simply not the absorption 

of knowledge. It is knowledge and skill together. She 

emphasized the following points: 

1. There should be quality education in both distance and 

formal mode. 

2. Boundaries between open and formal learning has 

started obliterating 


3. NKC has emphasized the need to supplement delivery 

mode in PPP. 

Dr. K P Wasnik, Director, Vocational Educational 

Department, NIOS proposed the vote of thanks. He 

acknowledged the efforts of all those involved in successful 

organization of the conference. He thanked Dr. Purandeswari 

Devi, MHRD, NIOS for accepting the invitation to be the 

Chief Guest of the Validicory Session. He thanked Smt. Anshu 

Vaish, Secretary, MHRD for inaugurating the conference. 

He expressed special thanks to Shri Jagmohan Singh Raju, 

Joint Secretary, Adult Education and DG, NLMA for giving 

leadership and guidance to initiate the process of integration 

of academic and vocational education. He acknowledged 

the contribution of Dr. S. S. Jena, Chairman, NIOS for giving 

leadership to make this conference a success. He conveyed 

his sincere thanks to UNESCO and COL as co-sponsors. 

He also expressed special thanks to Conference Secretary, 

Dr. Mamta Srivastava who worked hard for this conference. 


EPILOGUE 

In the globalized and knowledge based economy, both 

general academic education and vocational education and 

training in India are being criticized for not serving the purpose 

of providing necessary competencies to the people. On the 

one hand, purely academic education is criticised for providing 

curriculum that lacks participatory forms of learning and 

opportunities for students to connect learning to “real world” 

events, but on the other hand vocational education and training 

is criticised for preparing workers who lack problem-solving 

abilities, higher-order thinking skills, and employability skills. 

Demographic Dividend 

As mentioned in many forums that India can reap 

the demographic dividend of a young population, 

provided the young citizens of the country are educated and 

possess the skills required by the industry and for earning a 

decent livelihood and reaching higher levels of achievement 

in their personal and professional lives. There is a serious 

challenge of providing quality education and skills to about 

85 per cent of the people aged between 15 and 59 years, 

who acquire less than 12 years of education. 

Skill Requirement 

Skill requirement studies (Revised) estimate that India 

will require around 26 crores skilled people by 2018 

and around 34 crores by 2022. These studies also indicate 

that we need to provide quality training to around 8 crores 

people in the next five years. There is a significant gap between 

the requirement and the supply which unless checked will 

constrain our economic growth. 

Challenges facing the education system 

The challenge today is to make both academic 

education and vocational education and training relevant 

and flexible to meet the needs of the learner and employer 

so that relevant competencies could be acquired by the 

students at every stage of learning. There is a need to make 

academic education more ‘relevant’ to the ‘world of work’, 

which includes economic, social, political and educational 

spheres and vocational education to be a blend of how & 

why. 

Linking of Academic and Vocational courses : A new 

vocationalism. 

Compartmentalization of education has alienated the teachers 

and students from thinking beyond the boundaries of 

disciplines or subjects. In the age of globalization and 

consumerism, disciplines like history, humanities, 

anthropology, political science, philosophy, etc. needed for 

personal and social development are seen to have fairly limited 

scope in terms of career and employment opportunities. The 

need today is to introduce a ‘new vocationalism’ which 

links academic and vocational courses in such a way that the 

relevant generic and employability skills could be acquired 

by all students for a smooth ‘transition from school to 

work’. Vocationalism is defined as the practice of organizing 

curriculum in such a way as to provide students with the 

opportunity to develop skills, both vocational and academic, 

that will give them the strategic labour market advantages 

needed to compete for good jobs. 

In an Open and Distance Learning System, integration of 

academic and vocational knowledge and skill would improve 

course alignment and interdisciplinary content ODL provides 

a means of increasing access to learning and training 

opportunities. For learners it gives them more freedom of 

access. For employers it offers the possibility of organising 

learning and professional development at the workplace. The 

ODL is an accepted and indispensable part of education 

system. 

A systematic approach to integration of academic and 

vocational education can hence reduce duplication of 

educational effort and establish commonalities among 

academic disciplines and workforce requirements. 

Challenge of meeting today’s objectives the curriculum may 

focus on these four pillars viz. Relevance, Quality, Excellence 

and Equity. 

There is, therefore a need for using new instructional design 

which could make curriculum and school interesting. Absolute 

vocational skills like carpentry, sewing repairing etc may be 

upgraded to the today’s needs and new skills like webpage 

design, electronic management, 3D printing, digital 

photograph, video activity etc. may be introduced. 


Suggestions and Recommendation of the 

conference 

Based on the presentations and discussions in the 

plenary as well as in the parallel sessions, the following 

emerge as main recommendations/suggestions for future 

action specially for NIOS which is the main agency for 

implementing vocational as well as general education 

programmes at the school level in distance learning mode: 

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In order to provide relevant vocational education and 

training programmes, there is an urgent need to study 

the market demands and make VE courses demand 

driven. 

Need assessment survey is essential at block, district, 

state and Regional level National before developing a 

curriculum or course in vocational education 

New vocational courses should be introduced to meet 

new skill demands 

Obsolete courses should be phased out of the education 

system; 

VET programmes need to be developed and 

implemented with the help of the concerned and relevant 

stake holders particularly practical training to the 

learners. This is most significant from the quality 

assurance aspect. Industry participation in the 

development of curriculum training and its transaction 

is essential. 

Revision of all curricula and instructional materials for 

integration of academic and vocational competencies 

needs to be done; to focus on needs of rural India as 

well. 

There is a need to revise and recast the curriculum in 

modular form and to develop the credit system to enable 

the learner to get credits for accumulation as well as 

transfer when going from vocational programme to 

academic and vice versa. This will provide greater 

flexibility to the learner and a system for availing 

certificate, diploma or advance Diploma needs to be 

put in place depending upon the credits earned by 

learner. 

NIOS may develop programmes in academic and 

vocational areas so as to promote life long learning. 

The focus of vocational education should be on lifelong 

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learning to enable people to participate fully as an 

empowered citizen. 

The courses developed by NIOS may generally follow 

the models/ pathways suggested and outlined in 

NVEQF. Integration of academic and vocational 

education needs to be done at school level through 

modalities suggested in NVEQF. 

Provide the learner with mobility – vertical as well as 

horizontal; mobility between education and training; 

equivalence of courses/modules need to be considered; 

ensure seamless integration between education and 

vocational education. 

An effective use of ICT in interactive mode may be 

more effective and helpful to the learner. Video 

conferencing may also be used efficiently. Promote ICT 

as a tool for integration of academic and vocational 

learning 

A comprehensive, continuous competency based 

assessment may be highly desirable. This would add to 

the credibility of learners in the world of work as well 

as lend quality and credibility to the programme. 

There are three dimensions of TVET skills, namely, 

academic, occupational and trade technical skills. Thus 

for occupational/skill training there should be criterion 

referenced testing and not norm referenced testing. 

Learning materials may be developed for all courses in 

self instructional mode and provided on line. CDs may 

be made for practical activities and provided to the 

AI’s/AVIs to be used by the learners. 

Master trainers/master craftsmen/trainers are needed 

for the AVIs. Suitable training programmes may be 

developed for the development of this category of 

trainers. Capacity building of teachers and trainers in 

best vocational pedagogical practices; 

Shortage of trainers and their unwillingness to relocate 

to rural areas raises a challenge in sustaining vocational 

training facilities. A hybrid model involving existing 

teacher network, computer based content delivery and 

local vocational practitioners may be practical solution. 

Standardized list of competencies, to be developed by 

the learner after completing a module, needs to be 

developed and put in place as this would also provide 

a reference for assessment. Competency standards 


➦ 

➦ 

➦ 

➦ 

➦ 

need to be developed for lower, intermediate and higher 

levels of courses e.g. certificate, diploma and advanced 

diploma. 

A Management Information System(MIS) may be setup 

to enable the administration to know about the impact 

of each course and conduct tracer studies to know 

and assess each programme and progress of passouts. 

Regular monitoring and feedback is a must for 

qualitative growth. A well developed monitoring and 

feedback system will go a long way in ensuring quality 

in the academic and vocational programmes. 

In order to meet the increased demand for trained 

manpower and to utilize the trainers in the industry as 

well as their infrastructure, Public Private 

Partnership(PPP) model may be explored and 

promoted. 

Fundamental reforms are required a-cross education 

system to improve overall quality/outcomes, increase 

retention and ensure seamless integration with vocational 

training. 

To avoid the pitfall of uncontrolled mushrooming of 

educational institutions there is a need to introduce 

rigorous and transparent accreditation guidelines. 

➦ 

➦ 

➦ 

➦ 

➦ 

Recognition of Prior Learning (RPL) creates new routes 

to qualifications for adults, taps unrecognized talent, 

motivates for resuming formal studies and critical 

assessment which is a good start before re skilling – 

link RPL to national curriculum and qualification as the 

currency of learning, speed up the process of RPL for 

under privileged people who lack educational 

opportunities and for those acquiring skills in informal 

situations. 

Three pronged approach for the content of RPL, i)The 

need to reduce the gap between formal and non formal 

education ii) define equivalence of courses 

competencies and iii) need to intelligently adapt rather 

than adopt RPL model from developed nations. 

Recognition of Prior Learning (RPL) is an assessment 

process of learners who learn skills informally. 

Develop the framework for RPL and institutionalize it 

especially for the non-formal learning; and 

Need to make vocational education relevant with job 

requirement in industry/livelihood and better quality of 

life and blending with academic programme. 


Conference in the Eyes of 

the Participants 

At the close of the conference an attempt was made 

to study the perceptions of the participants and seek 

their suggestions for further improvements of such kind of 

programmes. In this connection a questionnaire cum rating 

scale performa was developed and administered to all the 

participants during the last session of the third day. The 

performa was to gather the perceptions on the expected 

outcomes of the conference in terms of new knowledge gain 

,to develop the strategies regarding the integration of the 

marginalized groups through the open schooling, and also to 

provide the opportunities for the networking and sharing of 

experiences. The questionnaire is appended at the annexure. 

Major findings with respect to the feedback questionnaire 

are as follows. 

➦ 

➦ 

➦ 

➦ 

➦ 

➦ 

More discussions are required for the delivery made 

of vocational education through ODL. 

Let the Ministries other than MHRD may continue with 

their vocational education programme, as such since, 

those programmes are almost non-formal in nature as 

well as need based. However the issue of integration 

may be taken up by MHRD for those courses in formal 

system of education. 

Follow up with the participants for their involvement in 

various activities leading to improvement in quality of 

education & training should be done. 

Follow up conference was also desired by same. 

All the participants welcome this initiative of NIOS and 

rated high on the scale regarding the level of knowledge 

acquisition and motivation regarding the integration of 

academic & vocational education, after this conference. 

The drawback which was pointed out by few was that 

strategy was not developed for the integration. 

➦ 

➦ 

➦ 

Over all the focus was more an integration of vocational 

education into main stream whether it is formal or 

through ODL, which is a very positive approach. 

The follow up of the conference desired by many. 

There was general appreciation about the organisation 

of the conference, programme planning, support material 

etc. 


29 // Conference Report 

Programme Schedule















List of Participants for the International 

Conference on Integration of Academic Courses 

with Vocational Education in Secondary Schools 

1. Dr. Agarwal Ashish 

Associate Professor 

SOE &T, IGNOU 

ashisha@ignou.ac.in 

2. Dr. Agrawal Amit 

Lecturer (Commerce) 

Govt. Inter College, Champawat – 262523 

Uttarakhand 

agrawalamitdr@gmail.com 

3. Sh.Ajit Kumar. 

Assistant Profesoor 

Assistant Professor, School of Education, 

IGNOU, Maidan Garhi 

New Delhi 

ajithchalil@gmail.com 

4. Prof. Akhtar Najma 

Professor & Head 

(Dept. of Education Administration) 

National University of Education Planning 

& Administration 

17B, Sri Aurobindo Marg 

New Delhi-110 016. 

najmabkhtar@gmail.com 

5. Prof Ambasth N.K 

Former Chairman NIOS & Pro-Vice Chancellor, 

IASE, (Deemed Univ.) 

New Delhi 

6. Dr. Ananda G. 

Social Development and M.E. Expert 

Feedback Infrastructure PLC 

302, Manbhum Venky’s Apartment, 

Rajbhavan Road, Smoajiguda, 

Hyderabad – 500082 

anandhvd@hotmail.com 

7. Sh. Aoyagi Shigeru 

Director & UNESCO Representative for India, 

Bhutan, Sri Lanka and Maldives 

New Delhi 

8. Sh. Asgar H. 

Director 

R-148 Sir Syed Road, Joga Bai Ext., 

Jamia Nagar, Okhla, New Delhi 

slarprojetsservices@gmail.com 

asgar_1969@rediffmail.com 

9. Prof. Aslam M. 

Vice Chancellor 

IGNOU, Delhi 

10. Ms. Ayyagari Jyotsna 

Director Pravinya 

201 A, 4th Cross, Trimoorthy Colony, 

Mahendra Hills, Maredpally, Hyderabad 

jyotsna@pravinya.net 

11. Ms. Bala Rajni 

Assistant Prof. 

Apeejay College of Fine Arts 

Jalandhar, Punjab – 144001 

richa_mittal1@yahoo.com 

12. Dr. Baliya J.N 

Asstt Professor 

Department of Educational 

University of Jammu, J&K 

jnbaliya2000@yahoo.co.in 

13. Sh. Banerjee Basab 

Head Standards & QA 

NSDC, D-4, 

Clarion Collection (Qutab Hotel) 

Shaheed Jeet Singh Marg, New Delhi-16 

basab.banerjee@nsdcindia.org 

14. Ms. Bansal Shikha 

Manager 

IL&FS Education & Technology Services Ltd. 

2nd & 3rd Floor, NTBCL Building, 

Toll Plaza DND Flyway 

NOIDA- 201301, U.P. 


15. Dr. Bhamini C. 

Research Officer 

Research Officer SCERT Kerala 

Thiruvananathpuram 

drcbhamini@gmail.com 

16. Dr. Bhargava Alka 

Director (VE) – MHRD, Govt. of India 

17. Sh. Bhaskar Mahajan Vijay 

Desk Officer, Assistant Apprentice Adviser 

Directorate of Vocational Education Training, 

Dhobi Talao, Opp. Metro Cinema, 

3, Mahapalika Marg, Mumbai-400001 

vijaybmahajan5@gmail.com 

18. Mr. Bhatia Navin 

Chairman of Managing Director 

135, Somdutt Chamber 

I, Bhikaji Cama Place, New Delhi-110 066 

navin@navkarskills.com 

19. Ms. Borah Jyoti Smita Das 

Project Associate 

Assam Higher Secondary Education Council, 

Assam-781021 

jyotismitadasborah@yahoo.com 

20. Ms. Bowen-Clewley Liz 

Director, Competency International Ltd. 

New Zealand 

21. Sh. Burman K.J.R. 

Secretary Education 

U.T. Secretariat, Daman & Diu Moti, Daman 

kjrb@rediffmail.com 

22. Dr. Chahal Dinesh 

Asstt. Professor 

C.R. College of Education 

Hisar, Haryana -125001 

dinesh78chahal@gmail.com 

23. Sh. Chand Puran 

Former Joint Director, NCERT 

Advisor, IASE (D) University 

Sector-10, Dwarka, New Delhi 

puran_chandz@yahoo.com 

24. Sh. Chandra Apurva 

JS (SEL), MHRD, Govt. of India 

25. Dr. Chauhan Girija Nand 

OSD (Schools) cum Incharge Vocational Education 

Directorate of Hr. Edu. H.P Shimla 

girijanand@rediffmail.com 

26. Sh. Chenoy Dilip 

MD & CEO 

NSDC, D-4, Clarion Collection (Qutab Hotel) 

Shaheed Jeet Singh Marg, New Delhi-16 

dilip.chenoy@nsdcindia.org 

27. Sh. Choudhary Manmohan 

Dy. Secretary 

Bihar School Examination Board (SS) 

Budh Marg, Patna 

0612-2227588 

28. Prof. Chouksey R.G. 

Head Deptt. of vocational Education and 

Entrepreneurship Development (NITTTR), 

Shamla Hills, Bhopal-2, Pin-462002 

rgchouksey@yahoo.co.in 

29. Dr. Dey Niradhar 

Lecturer in Education 

School of Education 

IGNOU, Maida Garhi 

New Delhi-110 068 

niradhar@ignou.ac.in 

30. Ms. Desai Nikita 

Research Executive 

C/130, Solaris 1, Opp L&T Gate NV-6, 

Saki Vihar Road, Powai, Mumbai – 400072 

nikita_d_desai@gmail.com 

31. Sh. Devarjan K. 

Director 

SCERT, Chennai 

32. Dr. (Smt) Devi Purandeswari D. 

MOS, MHRD, Govt. of India 

33. Ms. Dinpu Jassi 

Behavioral Trainer & Consultant 

PROGILENCE Cap-Dev. Pvt. Ltd FF13 

Spanish Court, Palam Vihar 

Gurgaon-122017 

jassi.dmipu@progilence.com 


34. Dr. Dubey Nishit 

Professor 

NITTTR Bhopal, Shamla Hills, Bhopal, 

M.P. 462002 

ndubey@nitttrbpl.ac.in 

35. Sh. Dutta Narendra Nath 

Joint Secretary 

School Education Dept., 

Bikash Bhawan, Salt Lake, 

Kolkata, West Bengal – 700091 

36. Dr. Gaba A.K. 

Reader 

New Academic Complex, SOVET, 

IGNOU, Maidan Garh, New Delhi. 

akgaba@ignou.ac.in 

37. Dr. Gaffar Sabistan 

Chairperson, 

Committee on Girls Education NCMEI 

National Commission for Minority Educational 

Institutions, 

Gate No.4, 1st Floor, Jeevan Tara Building 

5, Sansad Marg, Patel Chowk, 

New Delhi–110 001 

shabistangaffar@rediffmail.com 

38. Sh. Gahlaut I.S. 

President, Saksham Bhat 

Okhla, New Delhi 

39. Dr. Gatsha Godson 

Dr. Godson Gatsha (PhD) 

Consultant & ODL Technical Advisor 

SADC ODL Centre of Specialisation in Secondary 

Education 

Malawi College of Distance Education 

A Department of Ministry of Education, 

Science & Technology 

P. Bag 302 

Chichiri, Blantyre 3 

MALAWI 

40. Sh. Gaur B.L. 

Director, RGIPS 

Gaur Biz Park, Plot No. 1, 

Abhaykhand, 2 Indirapuram, Ghaziabad - UP 

blgaur36@gmail.com 

41. Sh. Gautama Chitrasen 

Research Scholar 

Room No. 6, ICT, Tapti Hostel, 

Jawaharlal Nehru University, New Delhi 

chitrasen.gautam@gmail.com 

42. Sh. Ghosh Samar Chandra 

Dy. Secretary 

School Education Dept., 

Bikash Bhawan, 6th Floor, Salt Lake, Kolkata, 

West Bengal – 700091 

43. Dr. Hamza M.B. 

Joint State Co-ordiantor, KSOS, 

SCERT, Trivandrum - 680512 

44. Dr. Harichandan D. 

Director 

Institute of Distance and Open Learning, Mumabi 

45. Sh. Hess Cornelius 

Programme Manager 

P/BAG 111508 NAMCOCL, Namibia 

hess@mamcol.com.ma 

46. Sh.Inbaraj J. 

Reader 

Directorate of Teacher Education, Research and 

Training, DPI Campus, College Road, Chennai-6 

inbarajdtert@gmail.com 

47. Ms. Isaac Aaditi 

Correspondent cum copy editor 

(Education Times, TOI 

R/o 40-C Surya Apts, Sec. 13, 

Rohini, New Delhi-85 

aaditi.isaac@timesgroup.com 

48. Sh. Jagadananda 

Information Commissioner 

Orissa State Information Commission, 

Toshali Plaza, Satya Nagar, 

Bhubneswer (Orissa) 

49. Ms. Jayalekshmi.S 

Research Officer 

State Council of Educational Research and Training, 

Vidhya Bhavan, Poojapura, 

Thiruvanathpuram 695012, Kerala 

kathumalu@gmail.com 


50. Dr. Jena Nalin 

Senior Education Specialist, 

World Bank, India 

51. Ms. Joseph Sheena 

Research Analyst 

Digital Learning , Sector 39, NOIDA 

sheena@digitabllearning.in 

52. Mr. Junais 

Coordinator 

National Commission for Minority Educational 

Institutions, Gate No.4, 1st Floor 

Jeevan Tara Building, 5, Sansad Marg, 

Patel Chowk, New Delhi – 110 001 

junaismkd1@gmailc.om 

53. Sh. Kamesh T.N.S. 

Section Office 

MHRD, Dept. of School Education Literacy, 

2nd Floor, Room No. 517-B 

Wing Shastri Bhawan, New Delhi 

sch3edu@gmail.com 

54. Sh. Karanam Madan Kumar 

Asstt. Manager and Centre Head 

Natco Trust, NETCO HOUSE 

Road No.2, Banjara Hills, 

Hyderabad, Andhra Pradesh, 

Pin-500033 

madankumar@natcopharma.co.in 

55. Dr. Kaur Parmjit Tulsi 

Professor 

National Institute of Technical Teachers’ 

Training and Research 

Sector -26, Chandigarh, 

Pin-160019 

Pk_tulsi@yahoo.com 

56. Sh. Khan Aminul Islam 

Programme Manager 

Commonwealth Youth Programme Asia Centre 

Sector-12, Chandigarh, India 

amin@cypasia.net 

57. Sh. Khanna Krishan 

Chairman, i-Watch 

211, Opympus, Altamount Road, 

Mumbai – 400026 

krishan@vsnl.com 

58. Mr. Khanna Sherry 

Sr. Mgr. Training & Development 

Progilence Capability Development 

FF-13, Spanish Court, Palam Vihar, Gurgaon 

sherry.khanna@progilence.com 

59. Sh. Kumar Pawan 

Lab. Technician 

AVI- 990051 

IPH&H, RZ-A-44, 

Mahipalpur New Delhi-37 

60. Dr. Kulshrestha Manoj 


School of Engineering &Technology 

IGNOU, Maida Garhi 


kulshreshthe_m@ignou.ac.in 

61. Dr. Kumar Rajesh 

Regional Director 

Regional Centre Chandigarh 

rdchandigarh@nios.ac.in 

62. Sh. Lal Hussan, IAS 

Secretary 

School Education Punjab 

61/6, Punjab Civil Sectt.-2 

Sector – 9, Chandigarh-160017 

hussanlal@gmail.com 

63. Sh. Levakumar V. 

Dy. Director 

T.C. 10/719, EBN-11 

Mannammoola, Perurkada P.O. 

Trivandrum – 695005 

vlevakumar@gamil.com 

64. Ms. Louey Christine 

Director 

International Division 

121 Stud Road Dandenong VIC 3175 

PO Box – 684, Dandenong 

chris.louey@chisholm.edu.au 

65. Sh. Mahajan Suksham Lata 

Desk Officer, Assistant Apprentice Adviser 

Directorate of vocational Education Training, 

Dhobi Talao, Opp. Metro Cinema, 

3, Mahapalika Marg, Mumbai-400001 

vijaybmahajan5@gmail.com 


66. Sh. Manaktola Kamal 

Reg. Director 

B-3/184, Paschim Vihar, New Delhi 

kmanaktola@ahta.com 

67. Ms. Masood Huma 

Education specialist 

UNESCO, India 

68. Sh. Masroor Mir Kahlid 

Lecturer 

Govt. Hr. Sec. School, Hazratbal, 

Srinagar-190018 

khalidmasroor@rediffmail.com 

69. Md. Anwarul Islam 

Assistant Professor 

Open School, Bangladesh Open University, 

Boakd Bazar, Gazipur, Bangladesh 

eslamanwarzooo@yahoo.com 

70. Prof. Md. Miyan 

Vice Chancellor, 

Maulana Azad National Urdu University, 

Hyderabad, India 

71. Md. Nazir Ahmad Wani 

Liaison Officer 

J&K State Board of School Education Jammu 

nazir.wani@gmai.com 

72. Sh. Meena P.R. 

Director (Education) 

460, Planning Commission, 

Sansad Marg, New Delhi 

meena.pr@nic.in 

73. Dr. Meena Emmanuel Wilbforce 

Institute of Adult Education, 

PO Box-20679 

Dar es Salaam 

Tanzania 

74. Dr. Mehrotra Vinay Swarup 


PSS Central Institute of Vocational Education, 

NCERT, 131 Zone II, 

M. P. Nagar, 

Bhopal-462 011, M.P. 

drvs.mehrotra@gmail.com 

75. Sh. Mishra Biswajh 

Director 

Jan Shikshan Sansthan, Bidas Nagar, 

Turang, Angul, Odisha 

msra.biswajit@gmail.com 

jssangl@gmail.com 

76. Ms. Mishra Sapna 

Project Coordinator 

75-76. Amrit Nagar South Extension Part-I 

New Delhi 

sudir.jain@iacm-india.com 

77. Sh. Misra D.P. 

Principal Systems Analyst 

NK, CGO Complex, 

Lodhi Road, New Delhi-110 003 

dsmisra@nic.in 

78. Prof. Mitra Sugata 

Professor, University of New Castle UK 

& Visiting Prof Massachusetts Institute of 

Technology, USA 

79. Dr. Mitra Sushmita 

Ex- Director (SSS), NIOS 

Open Schooling & DE 

sushmitam@hotmail.com 

80. Ms. Mohanty Amiya 

Director 

Jan Shikshan Sanshan 

F-23, BJB Nagar, Bhubaneswar – 751014 

jss_bbs7@yahoo.co.in 

amiyamohanty_18@yahoo.com 

81. Dr. Mujumder Swati 

SOES, Pune 

82. Dr. Nagpal Vivek 

Consultant (Vocational) 

Central Board of Secondary Education (CBSE) 

2, Community Centre Preet Vihar, 

Delhi-110 092 

bmn3012@yahoo.com 

83. Ms. Neal Terry 

Manager Flexible Learning 

OPNZ, New Zealand 


84. Sh. Nicholas C.P. 

Project Monitoring Officer 

FVTRS No. 19, 3rd Cross, Hutchins Road, 

St. Thomas torox post, Bangulore 

Pin-560084 

chiramelnicholas1@rediffmail.com 

85. Ms. Nyangu Weddinah 

Principal Education Officer 

Ministry of Education, Science and Vocational 

Training, Zambia 

86. Sh. Parmar Prakash 

Consultant 

Ministry of Rural Development, 

Krishi Bhawan, New Delhi-110 001. 

prakashparmar@gmail.com 

87. Ms. Peters Maria 

Director & Chief Executive Office 

121 Stud Road Dandenong VIC 3175 

PO Box – 684, Dandenong 

m.peters@chisholm.edu.au 

88. Sh. Prasad K.A.N. 

ADG, National Academy Construction, 

Hyderabad 

89. Sh. Prasad Sharda 

JS & DG (DGET), 

Ministry of Labor, Govt. of India 

90. Sh. Purushotham C.V. 

Special Officer NVEQF 

NVEQF State Committee, 

3rd Floor, PUE Bhavan 18th cross, 

Malleshwaram, Bangalcote, Karnataka 

Pin-560012 

purusheu@gmail.com 

voekar@gmail.com 

91. Ms. Raja Janaki D. 

Correspondent 

19, Old Railway Station Road, Erope 

djanakiraja@gmail.com 

92. Sh. Raju Jagmohan Singh 

Joint Secretary 

NLMA, Govt. of India, New Delhi 

93. Dr. Raju Vetukuri R.S. 


NUEPA 

17B, Sri Aurobindo Marg 


rajuvetukuri@rediff.com 

94. Sh. Rao Ramakrishna K. 

Lecturer 

Govt. D.I.E.T, Bheemunipatnam 

– 531163; Visakhapatnam 

(Dist); Andhrapradesh 

krkrao365@rediffmail.com 

95. Sh. Rao Venkateswara R. 

State Coordinator 

Andhra pradesh State Open School 

Basheerbagh, Hyderabad - A.P 

rvra01365@yahoo.com 

96. Dr. Rashtriya Tarun 

Sr. Lecturer 

Faculty of Education & Aillied Sciences, 

M.J.P. Rohilkhand University, 

Bareilly (UP) India 

idianteacher@sify.com 

97. Sh. Roy Sanjeev 

Consultant 

NLMA, MHRD, Govt of India 

98. Sh. Salwan N.K. 

Director 

Haryana Open School 

Board of School Education Haryana, 

Bhiwani, Haryana 

usafwan55@gmail.com 

99. Dr. Sanghani Darshika 

Consultant, 

Wadhwani Foundation – Bangalore 

100. Sh. Saraswat OP 

DEO cum Senior Editor, 

Shivira Patrika 

Office of the Commissioner, 

Secondary Education, 

Rajasthan, BIKANER – 334001 

opsaraswat58@gmail.com 


101. Sh. Satyanarayana K.V.V 

Consultant, Vocational Education, 

AP Open School Society, 

Bashearhash, Hyderabad 

kvvedn@gmail.com 

102. Col. Saxena N.B 

Regional Training Head 

L&T Construction 211, Okhala Industrial Estate 

Phase-III, New Delhi-110020 

saxenanb@lntecc.com 

saxenanb@yahoo.com 

103. Sh. Sekha S.B. 

Joint Director 

Higher Education 

SML, Himachal Prasad 

104. Sh. Sekhri Shashi Bushan 

Joint Director (Hr. Edu) 

Directorate of Hr. Edu., H.P Shimla 

105. Sh. Sharma Akhila Nand 

Associate Professor in Education 

TVET, University of the South 

Pacific, Private Mail Bag 

Suva, FIJI 

Sharma_a@usp.ac.fj 

106. Sh. Sharma Balram 

Chairman 

H.P. School Board of Education, 

Gyanlok Complex, Dharamshala Distt. 

Kngra - H.P. - 176213 

balam.sharma@nic.in 

107. Sh. Sharma Shiv Kumar 

Assist. Director 

DPI(S), Chandigarh Administration 

160019 

gmss23_ch@nic.in 

108. Ms. Sharma Smriti 

Sr. Lecturer 

C.G.S.O.S. Raipur 

Chhattisgarh -492001 

109. Sh. Shudhalwar Deepak 


PSSCIVE, NCERT 

Shyamla Hills, Bhopal 

110. Mr. Sigdel Shailendra 

Statistical Advisor South Asia (UIS), 

Canada 

111. Ms. Singh Madhu 

Senior Programme Specialist 

UNESCO, Institute for Education 

Feldbrunnenstasse-58, 20158 Hamburg, 

Germany 

m.singh@unesco.org 

112. Sh. Singh Ashok Kumar, IAS 

Director General of Schools (SPD), 

Punjab, SCO No. 104-106 Sector-34 

Chandigarh 

113. Sh. Singh Gyanendra 

Chief Reporter 

1206, Navrang House , Bara Khamba Road, 

New Delhi – I 

gsinghdelhi@gmail.com 

114. Sh. Singh Jagriti 

Jt. Associate Director 

Indian Knowledge Corporation 

28, School Lane, Near Hotel Lalit, 

Bara Khamba Road, Delhi-110 001 

jagritisingh16@gmail.com 

115. Sh. Singh Karnail 

Teacher 

GHSS, Rajgarh Tech. & Distt. Ramban 

(J&K)-182143 

singhkarnail79@yahoo.in 

116. Dr. (Mrs.) Sirohi Vineeta 


NUEPA, 16-B, Sri 

Aurobindo Marg, New Delhi 

vineetasirohi@nuepa.org 

117. Ms. Smith Belinda 

(Consultant), TVET, Australia 

118. Sh. Somanath T. 

Principal 

Toyota Technical Training Institute (TTTI) 

No 1 Bidadi Industrial Area 

Bangalore - 562 109 

tsomanath@gmail.com 


119. Sh. Trivedi G.K. 

Faculty 

Shalimar Garden Extn. 

Zakir Hussian Marg, Shahibad Ghaziabad, UP 

gktrivedi4@gmail.com 

120. Sh. Umakant B.R. 

Chief Executive (Projects) 

Office of Director (Technical) 

JSS Technical Director, 

JSS Technical Institution Campus, 

Mysore-570006 

brumakant@yahoo.comin 

121. Smt. Vaish Anshu 

Secretary (SE&L), MHRD, Govt. of India 

122. Sh. Vats B.R 

Joint Director 

Secondary Education, Haryana Shiksha Sadan, 

Sector-5, Panshkula 

edusecondaryhry@gmail.com 

123. Sh. Vaz G. 

(International Consultant), Mumbai 

124. Sh. Velmurugan K.S. 

Ex. Young Professonal 

Zone-5A, Cone-C, 2nd Floor India 

Habitat Centre, Lodhi Colony, 


velmsw@gmail.com 

125. Sh. Venkatesan K. 

Assistant Professor & Head 

Dept. of Home science 

Jawaharlal Nehru Rajkeeya Mahavidyalaya 

(JNKM) Port Blair 

Andaman & Nicobar Islands – 744104 

kvenkatesa@gmail.com 

126. Dr. Verma A.P. 

Consultant 

B-2/13, Vasant Vihar, Ground Floor Front 


ap_verma@yahoo.com 

127. Dr. Zope Sanjay B. 

Principal, DMCES 

IGNOU Community College, Pune-411004 

s.b.zope@gmail.com 

128. Dr. S.S. Jena 

Chairman 

129. Dr. Kuldeep Agarwal 

Director (Academic) 

130. Sh. C. Dharuman 

Secretary 

NIOS FACULTY 

131. Dr. K.P. Wasnik 

Director (Vocational Education ) 

132. Dr. S. Bharadwaj 

Director ( SSS) 

133. Mrs. Gopa Biswas 

Joint Director (Academics) 

134. Dr. R.K. Arya 

Joint Director (Media) 

135. Mr. Sunil Kaura 

Joint Director (Admn.) 

136. Mr. S.K. Prasad 

Systems Analyst & Programmer 

137. Mr. B. L. Batla 

Dy. Director (Admn.) 

138. Mr. S.K. Anand 

DD ( SSS) 

139. Ms. Neelam Gautam 

Dy. Director (Accounts) 

140. Mr . D.N Uperati 

P.O. 

141. Ms. Manju Gupta 

Dy. Director (Vocational) 

142. Dr. Mamta Srivastava 

Dy. Director (Vocational) 

143. Ms. Kaushalya Barik 

Asst. Director (Vocational) 

144. Dr. Sonia Behl 

Assistant Director 


145. Ms Anitha Nair 

Assistant Director ( SSS) 

146. Dr Rachna Bhatia 

Assistant Director ( SSS) 

147. Ms. Gauri Diwakar 

PRO 

148. Mr Anil Kumar 

Accounts officer 

149. Mr. Naipal Singh 

Librarian 

150. Dr. B.K. Rai 

Academic Officer(Hindi) 

151. Dr. Shoaib Raza Khan 

Academic Officer (Urdu) 

152. Ms. Tarun Punia 

Academic Officer (Geography) 

153. Dr. Manish Chugh 

Academic Officer (Economics) 

154. Dr. Alok Kumar Gupta 

Academic Officer (Physics) 

155. Sh. Chunnu Prasad 

Academic Officer(Political Science) 

156. Sh. Rajeev Prasad 

Academic Officer (Chemistry) 

157. Sh. Ramnarayan Meena 

Academic Officer (Sanskrit) 

158. Dr. Piyush Prasad 

Academic Officer (Accountancy) 

159. Sh. Parthish Kumar Paul 

Academic Officer (Technology) 

160. Ms. Shivali Chawla 

Academic Officer (Secretarial Practice) 

161. Sh. V. Shatish 

Academic Officer (Paramedical) 

162. Dr. Praveen Chauhan 

Academic Officer (Home Science) 

163. Sh. Sukanta Kumar Mahapatra 

Academic Officer (Sociology) 

164. Ms. Madhu Mehta 

Section Officer 

165. Prof. Subhash Chand Panda 

Senior Consultant(TT) 

166. Ms. Asheema Singh 

P.C. (AEP) 

167. Ms. Sanchita Bhattacharya 

SEO (PAE) 

168. Mr. Vivek Singh 

SEO(Geography) 

169. Mr. Neeraj Pratap Singh 

SEO (Maths) 

170. Ms. Neelam Gupta 

SEO (Science and RLP) 

171. Ms. Shweta Verma 

SEO (Research) 

172. Ms. Anu Shree 

SEO (AEP) 

173. Ms. Trapti Rai 

SEO (AEP) 

174. Ms. Neha Sharma 

SEO (AEP) 

175. Mr. Pramood Tripathi 

SEO (Comp. Unit.) 

176. Mr P.K. Chauhan 

EO (VE) 

177. Dr A.K Gupta 

SEO (Ag) 

NIOS Regional Directors 

178. Sh. S.K. Misra 

Regional Director, Delhi 

179. Sh Anil Kumar 

Regional Director, Hyderabad 


180. Sh. Badagala Vara Prasada Rao 

Regional Director, Sub-Regional Centre – 

Vishakhapatnam 

181. Sh. K.L Gupta 

Regional Director, Regional Centre – Guwahati 

182. Sh. Sanjay Sinha 

Regional Director, Regional Centre - Pune 

183. Dr. Rajesh Kumar 

Regional Director, Regional Centre –Chandigarh 

184. Mrs. Bhawana Dhyanai 

Regional Director, Jaipur 

185. Dr. Anil Kumar Singh 

Regional Director, Regional Centre – Allahabad 

186. Sh V.S. Raveendran 

Regional Director, Regional Centre – Kochi 

187. Sh. S. Chandra Sekhar 

Regional Director , Bangaluru 

188. Md Khan Chowk 

Sub-Regional Centre, Dharbhanga 

189. Dr Sandhya Kumar 

Regional Director, Dehradun 

190. Sh. Aditi Ranjan Rout 

Regional Director, Regional Centre – Kolkata 

191. Sh Pradeep Kumar 

Regional Director, Regional Centre, Gandhi Nagar 

192. Dr T. N Giri 

Regional Director, Regional Centre, Patna 

193. Mr. Rajesh Gautam 


194. Mr. Surender Rana 

Assistant 

195. Mr. Sachin Gaba 

Office Assistant 

196. Mr. Sandeep Kumar 


197. Ms. Moka Kadiyan 

Hindi Officer 

198. Mr. Subhash Sharma 

Assistant 

199. Ms. Renu Solanki 


200. Ms. Neha Batiya 


201. Ms. Santosh Sagar 

Office Assitant 

202. Mr. S. Mahendran 


203. Sh. Pradeep Kumar 


204. Mr. Ram Prasad 

Technical Assistant 

205. Ms. Sheeja Biju 

Technical Assistant 

206. Ms. Anita Arora 


207. Mr. Bhagwan Dutta 

Superintendent 


List of Papers Presented 

in the Conference 

S.No. 

Topics 

Theme – I: Vocational Skills and Training to Empowerment – Policy Perspective 

1. Optimizing the Impact of Vocational Training with Academic Studies for Tribal Girls 

– Mrs. Aparna Kadikar, Trustee of Kedi. Dy Chairman, Jan Shikshan Sansthan, Gujarat, 

Kedi Institute for tribal Girls and Kaivalya Bulgalow, Saibaba Temple Road, 

Tithal-396006, Dist.-Valsad. Gujarat 

2. Integration of Academic and Vocational Courses 

– Dr. Arif Jan, Mrs Roshan Ara, Academic Officer, 

Academic Division New Campus Bemina Srinagar 190010 

3. Skill Training in Secondary School Education for Economic Growth and Social Development 

– Prof. R. G. Chouksey, Prof. & Head, Dept. of VEED, NITTTR, Shamla Hills, 

Bhopal, rgchouksey@nitttrbpl.ac.in and 

Prof. Mrs. Chanchal Mehra, Associate Professor, cmehra@nitttrpl.ac.in 

4. Integration of Academic Course with Vocational Education in Secondary Schools 

– V. Levakumar, Sr. Ex., Kerala State Institute of Medical Education & Technology, Trivandrum, 

Lexmi Court, EBN-11, Mannammoola, Perurkada, P.O., Trivandrum-695005 

5. Integration of Vocational Courses with Academic Programmes: NIOS Experience 

– Dr. Rajesh Kumar, RD Chandigarh, National Institute of Open Schooling 

6. Emerging Vocations at Schools in India 

– Prof. Prakash Khanale, Associate Professor, DSM College, Parbhani MS India, 

Email:prakashkhanale@gmail.com 

7. Vocational Skills and Training to Empower Citizens 

– Dr. Jitendra Tiwari, Director, Jan Shikshan Sansthan, Pindari Glacier Road, Bageshwar (Uttarakhand), jssbageshwaruk@gmail.com, 

J.tiwari@ymail.com, 

8. Learning to do: An Authentic Learning Approach to Develop Employability Skills among Indian Secondary 

School Students 

– Dr. Anil Kumar K, Assist. Prof. in Teacher Education, Regional Institute of Education (NCERT), 

Manasagangotri, Mysore-570006 Karnataka, Email: dranilkumar67@gmail.com, 

9. Issues related to outsourcing in Open and Distance Learning Institutes 

– Ashish Agarwal , School of Engineering & Technology IGNOU, New Delhi. 

10. Vocational Training Initiative through ODL for Motorcycle Technicians : A Case Study of IGNOU- 

Hero MotoCorp Project 

– Dr. Manoj Kulshrestha, Project Coordinator (IH-MTCDP), School of Engineering and Technology, 

Indira Gandhi National Open University, Maidan Garhi, New Delhi – 110 068 

11. Vocational Skills and Training in Secondary Schools: An International Perspective 

– Dr. Vetukuri P. S. Raju, Assistant Professor, Department of Comparative Education and International 

Cooperation, National University of Educational Planning and Administration, 17-B, Sri Aurobinod Marg, 

New Delhi – 110016, rajuvetukuri@rediff.com, vpsraju@nuepa.org, 

12. A study on the attitude of secondary school students towards Vocational Education 

– Mr. K.Ramakrishna Rao, Lecturer; Govt.D.I.E.T, Bheemunipatnam – 531163; 

Visakhapatnam (Dist); Andhrapradesh, krkrao365@rediffmail.com 


13. Integrating Academic lessons with vocational courses 

– Smriti Sharma, C.G.S.O.S. Raipur Chhattisgarh (India) 

14. A Case for Public-Private Partnership in Open Schooling: NIOS Experience 

– Mr. Parthish Kumar Paul, Academic Officer and 

Ms. Koushalya Barik, Assistant Director, NIOS, NOIDA 

Theme – II : Designing the Curriculum and Quality Framework to Strengthen the 

Impact of Vocational Education at School Level 

15. Using Skill Standards for Developing Integrated Curriculum 

– Dr Sushmita Mitra, sushmitam@hotmail.com 


– Jayalekshmi. S, Research Officer (Commerce), (Vocational Education – in charge), 

State Council of Educational Research and Training, Kerala, E-mail: kathumalu@gmail.com 


– Dr. Anil Kumar Gugnani, HOD, Dept. of In-service Education and Training, State Institute of Education , Chandigarh 

(gugnani.dranilkumar@gmail.com) and Dr. Dinesh Chahal, Assistant Professor, C.R. College of Education, 

Hisar (Haryana) (dinesh78chahal@yahoo.co.in) 

18. Reconceptualising Education: Pull Down the Curtain Between Tech-Voc and Formal Education 

– Akhila Nand Sharma, Associate Professor, School of Education Faculty of Arts, Law and Education, USP 

19. Refashioning Secondary Education through Vocationalisation 

– Dr Vivek Nagpal, Consultant (Vocational Education) Central Board of Secondary Education (CBSE) 

Shiksha Sadan, 17 Rouse Avenue New Delhi 110002, Email: bmn3012@yahoo.com, 

20. Competency Based Curriculum Design for Vocational Trades/Courses-NITTTR, Bhopal Experience 

– Prof. R. G. Chouksey, Prof. & Head, Dept. of VEED, NITTTR, Shamla Hills, Bhopal, rgchouksey@nitttrbpl.ac.in 

21. A Study on Competency Mapping for Trades in Construction Industry 

– Col. Nishith Behari Saxena (Retd.), Regional Training Manager, 

Larsen & Toubro Ltd. saxenanb@lntecc.com; saxenanb@yahoo.co.uk, 

22. Industry Participation in VET: Why, What & How 

– Dr. Tarun Rashtriya, Sr. Lecturer (Vocational Education), Faculty of Education and Allied Sciences, 

M.J.P. Rohilkhand University, Bareilly, U.P., India – 243 006. indianteacher@sify.com 

23. Evolving Strategies for Appropriate Vocational Choices among Secondary School Students in the Context 

of Recent Global Trends and Challenges 

– Sh. Karnail Singh, Department of School Education (J&K Govt.), Singhkarnail79@yahoo.in 

24. Integrating Vocational Education with Secondary Education 

– J. Inbaraj, Reader, Directorate of Teacher Education, Research and Training, DPI Campus, College Road, Chennai-6 

25. Quality and Development of Self Learning Material for Integration of Academic Courses with Vocational 

Life Skills Education in Secondary Schools 

– Dr G. Ananda, Social Development and M.E. Expert—NCRMP- Project, Transportation Advisory & 

Engineering Division-(TAED), Feedback Infrastructure Services Private Limited, 302, 3 rd Floor, 

Manbhum Venky’s Complex, Rajbhavan Road, Somajiguda, Hyderabad – 500 082. 

26. Bridging the Employability Gap- Skill Training & Education through ODL by Mentor+ Program – A 

Case Study 

– Dr. Sanjay B. Zope – Principal, DMCFS – IGNOU Community College, Pune, Email : s.b.zope@gmail.com and 

Shri. Vijay B. Mahajan - Desk Officer, Director of Vocational Education & Training, Mumbai, Maharashtra 


27. Development and Implementation of Industry Relevant Curriculum:A case study of Toyota in India 

– T. Somanath, Principal, Toyota technical Training Institute(TTTI), 

Plot No. 1. Bidadi Industrial Area, Bangalore – 562109, India 

28. Need to start “Skills Training Hubs” under NIOS, to provide skills training for vocational students of 

ODL 

– Dr. Swasti Shubham, Dept. of Pathology, Ram Manohar Lohia Hospital, New Delhi, Email:swasti.shubham@gmail.com 

29. Prospects of Technical and Vocational Education through Open and Distance Learning System in 

Bangladesh 

– Md. Anwarul Islam, Assist. Prof., Open School Bangladesh Open University, E-mail: islamanwar2000@yahoo.com and 

Dr. Sharker Md. Numan, Associate Professor, School of Science and Technology, Bangladesh Open University, 

E-mail: sharkermd_numan@yahoo.com 

Theme – III : Use of Technology in Providing Education 

30. Use of Technology Providing Education 

– Dr. Amit Agrawal, Lecturer Commerce/Principal(In charge), G.I.C. and Study Center of NIOS, 

Champawat - 262523 (Uttarakand), Email:agrawalamitdr@gmail.com 

31. Role of Technology in Skill Development 

– Prof (Ms) PK Tulsi, Education & Educational Management department, National Institute of 

Technical Teachers’ Training and Research, Sector 26, Chandigarh. pk_tulsi@yahoo.com. 

32. Meaningful Intervention of Computer-Supported Collaborative Learning (CSCL) in Vocational Education 

in an Open Learning Set-up 

– J.N. Baliy, Asstt. Professor, Department of Education, University of Jammu, Jammu(J&K) 

Email : jnbaliya2000@yahoo.co.in 

33. Utilisation of Low Cost, Automated Learning Management System for Increasing Rural Outreach of 

Vocational Training 

– Jyotsna Ayyagari, Director Pravinya, 201 A, 4 TH Cross, Trimoorthy Colony, 

Mahendra Hills, Maredpally, Hyderabad, India, jyotsna@pravinya.net, 

34. Use of information technology in providing skill training and vocational education for secondary schools 

in India 

– Vidya Varidhi Upadhyay, Deputy Director, Block A , Mothers Teresa Bhavan, Computer Division in 

Indira Gandhi National Open University, New Delhi 1110068, vidyavaridhi@ignou.ac.in 

35. Use of Technology in Academic Courses and Vocational Education 

– Jagriti Singh, Joint Associate Director, Indian Knowledge Corporation, 28, School Lane, 

Barakhamba Road, New Delhi. (India), id:Jagriti.Singh@ikcindia.net 

36. Role of Web Application Tools in Education 

– Ms. Rajni Bala, Department of Computers, richa_mittal1@yahoo.com.and 

Mr. Birinder Singh, Department of Multimedia, Apeejay College of Fine Arts, Jalandhar, Punjab chopra.bs@gmail.com. 

37. Role of ICT (Information Communication Technology) in Quality Education 

– Chitrasen Gautama & Munmi Sen, Jawaharlal Nehru University, New Delhi 

38. Online Educational Technology for Vocational Education 

– V. Sathish, Academic Officer, NIOS 

39. Role of Multi-Technology in Open and Distance Learning System 

– Ms. Tarun Punia, A.O. (Geography), NIOS, aogeo@nios.ac.in, tarunminim@gmail.com 

40. Need of Technological Tools in Providing Vocational Education 

– Mr. Ram Narayan Meena, Academic Officer (Sanskrit), NIOS, NOIDA, meenajnu@gmail.com 


Theme – IV : Developing framework for the Recognition of Prior Learning 

41. Integrating Academic and Vocational Education: Making the Link through National Vocational Education 

Qualifications Framework 

– Sh Vinay Swarup Mehrotra, Associate Professor, PSSCIVE, NCERT, 131 Zone II, M. P. Nagar, 

Bhopal-462 011, M.P., India. Email: drvs.mehrotra@gmail.com 

42. Recognition of Prior Learning Framework in India: Need of the Hour 

– Prof. R G Chouksey, Professor and Head, Deptt. Of Vocational Education and Ent. Dev., NITTTR, BHOPAL, rgchouksey@nitttrbpl.ac.in and 

Prof. Nishith Dubey, Professor, Deptt. of Vocational Education and 

Ent. Dev., NITTTR, BHOPAL, ndubey@nitttrbpl.ac.in 

43. Development of a policy on recognition of prior learning in Open and Distance Learning 

– Dr. C. Bhamini, Research Officer, SCERT Kerala, Thiruvananthapuram. 695012, drcbhamini@gmail.com 

44. Scope of Open and Distance Learning (ODL) System for Recognition of Prior Learning (RPL) of 

Vocational Skills 

– Dr. Asfa M. Yasin, Head, Agriculture Division, PSS Central Institute of Vocational Education (NCERT), 

131, Zone-II, M.P. Nagar, Bhopal – 462 011, Madhya Pradesh. 

Theme – V : Assessment and Certification Framework 

45. On-line Vocational Competency Testing System to Improve Teaching-Learning and Evaluation 

– Deepak Shudhalwar, Asst. Professor (Computer Science/Engg.), Engineering and Technology Division, 

PSS Central Institute of Vocational Education, Bhopal a constituent unit of National Council of Educational 

Research and Training, NCERT, New Delhi Email: dipakds@yahoo.com, dds.ncert@nic.in 

46. Skills Assessment Methodology for the workers already working in Construction Industry having 

experience 

– H. Asgar & Col. N.B. Saxena (Retd.) Regional Training Manager Larsen & Toubro Ltd. 

saxenanb@lntecc.com; saxenanb@yahoo.co.uk, 

47. Secondary and Vocational Education: Development of Integrated Assessment & Certification 

Framework 

– Madan Kumar Karanam, Natco Pharma Limited Hyderabad, India

Conference Report - The National Institute of Open Schooling

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