Читать книгу The Swiss Vocational Education and Trainig Initiative India - Ursula Renold - Страница 25

We will not provide an overview of the Indian vocational and professional education and training system in this section, as this will be dealt with in the following article. Further, we will not make any elaborate suggestions for the Indian system, since detailed knowledge of the system is lacking. Instead, we will be focussing our attention on four aspects that, in our opinion, work well in the Swiss VPET system but are not yet sufficiently developed in India.

Let us begin with the assertion that VPET in India is only partly integrated into the education system and rather weakly linked to the general education paths. Nevertheless, there are a few transition paths from general education to VPET available in India but hardly any transition routes from VPET to general education. This low permeability between the two paths makes the VPET programmes a one-way street and does not increase their attractiveness. Even within the VPET routes, permeability appears to be low. To make each education programme an attractive option, transitions should be created to other programmes, and, if necessary, conditions for change should be laid down. With a VPET system that is better connected to the education system, the social status of VPET would improve, as would its attractiveness to average and good students.

The next point that we consider is the large amount of informal training available in India. In order to establish a uniform VPET system, the informal type of training should somehow be integrated into the system. By recognising parts of informal training, students could be brought back into the formal education system and obtain a formal qualification. The advantage for students in acquiring a formal qualification is that they would have – based on the underlying curriculum – comparable knowledge and skills at the end of their education on which employers could rely.

We have also noticed that the number of ministries, departments and institutions which are responsible for the Indian VPET system is surprisingly high. Since all ministries need to work together to create a unified VPET system, coordination may prove difficult. Long decision times can also be expected when implementing new ideas. The division into school-oriented (by the MHRD) and practically-oriented education programmes (by the MoSDE) should also be questioned.

A fourth point concerns the commitment of companies involved in training. The more technological change in India progresses, the more important it is for companies to get involved in VPET. India has an Apprentice Act (1961) through which it also regulates apprenticeship contracts. But in-company training in India is in no way comparable to that in Switzerland. Similarly, the school curricula are very seldom coordinated in line with the competency requirements of the apprenticeships in the companies due to the highly fragmented manner VPET is governed. India faces enormous challenges with regard to its number of students. Without companies being substantially involved in in-house training, it will be difficult to achieve any of the ambitious goals. As will be shown in this book, companies as places of learning have several comparative advantages over schools.

In our view, there is still a lot of work to be done in the Indian VPET system. However, change cannot happen overnight, as adjustments need time and must be supported by all stakeholders. In the next chapters, approaches will be described which could provide impetus to the VPET system in India.

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Further literature

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