Presentation by Prof. Mohan B Menon, Wawasan Open University, Malaysia

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Workshop onWorkshop on
“Developing Implementation Strategy for“Developing Implementation Strategy for
NVEQF in Open Schooling in India”NVEQF in Open Schooling in India”
A Discussion PaperA Discussion Paper
Professor Mohan MenonProfessor Mohan Menon
Assistant Vice Chancellor (Academic Support)Assistant Vice Chancellor (Academic Support)
Wawasan Open University, PenangWawasan Open University, Penang
e-mail:e-mail: mohanbmenon@gmail.commohanbmenon@gmail.com
20-21 June 201220-21 June 2012
Cherai Beach ResortCherai Beach Resort
Vypin Island, Cherai P.O.Vypin Island, Cherai P.O.
Kochi, Kerala-683514Kochi, Kerala-683514
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IntroductionIntroduction
 During the last couple of decades India showed a major
transition to a knowledge-based economy requiring a
new generation of knowledge workers and knowledge
technologists who are flexible and analytical to be the
driving force in the knowledge based economy.
 India does not have the sheer number of skilled
personnel required in many vocational and technical
areas in spite of high growth in its secondary and post-
secondary education.
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3. IntroductionIntroduction
 Nearly three quarters of India’s working-age population
work in the informal economy and most of them do not
possess any formal education or training in the area of
work.
 There is a need to increase production of skilled persons
in large numbers in several production sectors.
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4. National Vocational EducationNational Vocational Education
Qualification FrameworkQualification Framework
(NVEQF)(NVEQF)
 Policy reforms and innovations attempted during
the last over sixty years have been extensive but
not integrated.
 (TVET) system in India is fragmented and lacks
coordination between various stakeholders and
there is lack of articulation arrangements for
progression of students from School to
Polytechnics and University
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5. NVEQF is a descriptive
framework
 Organizes qualifications according to a series of levels of
knowledge and skills defined in terms of learning
outcomes.
 These learning outcomes are a set of competencies
learners must possess regardless of whether they were
acquired through formal, non-formal or informal
education and training.
 Qualifications are made up of a number of occupational
standards.
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6. NVEQF is a descriptive
framework
 Occupational standards provide the basis for judgments
and assessments that are made for specific areas of
learning (similar to modules, but more focused).
 This allows learners, education and training providers
and employers to gain information about the broad
equivalence of qualifications.
 A nationally integrated education and training that will
link one level of learning to another and enable learners
to progress to higher levels from any starting point in the
education and training system.
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7. The key elements of the
NVEQF
Provides for:
•multiple entry and exit to TVET,
•including all modes of education/training
•recognition/accreditation of prior learning
•transfer and progression within and across modes and
between TVET and general academic education and
•partnership with industry/employers.
NVEQF for the first time has considered all levels, aspects
and modes of technical and vocational education and
training in the country.
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Comprehensive PerspectiveComprehensive Perspective
on VET in NVEQFon VET in NVEQF
 Formal education system including
education (and training) ‘provided in the system
of schools, colleges, universities and other
formal educational institutions that normally
constitutes a continuous ladder of full-time
education for children and young people,
generally beginning at age 5, 6 or 7 and
continuing up to 20 or 25 years of age’
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Comprehensive PerspectiveComprehensive Perspective
on VET in NVEQFon VET in NVEQF
 Non-formal education refers to any organized and
sustained educational activities which may take place,
both within and outside educational institutions, and may
cater to persons of all ages. It may cover educational
programmes to impart adult literacy, basic education for
out-of-school children, life skills, work skills, etc.
 Although not specified by the Framework open schooling
mode comes within Non-formal education.
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10. ComprehensiveComprehensive
Perspective on VET inPerspective on VET in
NVEQFNVEQF
 Informal Education: NVEQF also brings within its purview
all types of learning that takes place through life and
work experience, which may also be referred to as
experiential learning. Often this learning is unintentional
and the learner may not recognize at the time of the
experience that it contributed to his or her knowledge,
skills and competence.
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VET through Open Distance LearningVET through Open Distance Learning
 The framework defines flexible delivery to include
distance education, mixed mode delivery, on-line
education, self-paced learning, self-directed learning
 The Framework considers ODL as one of the forms of
non-formal education that can used to develop technical
and vocational skills.
 Many expectations rest on the mode’s potential
advantages including the ability to access individuals and
communities on the margins; its low cost and its ability to
deliver a quality product of standard to larger number of
learners
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12. VET through OpenVET through Open
Distance LearningDistance Learning
 Over the past over forty years, trainers all over the world
have come to appreciate the immense value of using
ODL methods to provide continuous, "just-in-time"
training for workers in a range of fields — from farming to
electronics, health to engineering, animal husbandry to
automobile engineering, teachers to social workers.
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Action Points in NVEQF forAction Points in NVEQF for
VET Curriculum andVET Curriculum and
TransactionTransaction
 NVQEF has brought out broad
comprehensive directions related to
various aspects of curriculum
development and transaction including
assessment in Vocational Education and
Training.
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Open Schooling Strategy for NVEQFOpen Schooling Strategy for NVEQF
Implementation- ChallengesImplementation- Challenges
Need for Modular Credit-based System
Recognition of prior learning
Promotion of vocational pedagogy and blended
learning
Imparting practical experiences through ODL
Competency based assessment systems
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15. Open Schooling Strategy forOpen Schooling Strategy for
NVEQF Implementation-NVEQF Implementation-
ChallengesChallenges
 Developing academia-industry alignmentDeveloping academia-industry alignment
 Modifications in teaching-learning approaches
 Need for flexibilities and innovations
 Development of an effective quality assurance
system
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Technical and VocationalTechnical and Vocational
Education and Training by ODL:Education and Training by ODL:
PotentialPotential
 ODL mode in vocational and technical education has a
lot to offer the new world of work because it is
responsive, flexible, fosters independent learning, can be
set up in a way that fosters teamwork and allows the
immediate transfer of skills with workplace based
learning.
 That level of quality can only be met if the objectives are
very clear, and both process of learning and the system
requirements for supporting that process are well
understood and suitably mobilized.
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17. Technical and VocationalTechnical and Vocational
Education and Training by ODL:Education and Training by ODL:
PotentialPotential
 The potential and possibilities in the open distance
learning mode has undergone remarkable changes that
today ODL systems with use of variety of technologies
and learner support modalities can go well beyond
teaching theoretical subjects.
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18. Technical and Vocational Education andTechnical and Vocational Education and
Training by ODL: Some ExperiencesTraining by ODL: Some Experiences
 There is enough experience around the world to show
that appropriately organised distance learning
experiences supported by both F2F and virtual
interactions and hands on skill development sessions
can be an effective mode to develop technical and
vocational competencies.
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19. Technical and Vocational Education andTechnical and Vocational Education and
Training by ODL: Some ExperiencesTraining by ODL: Some Experiences
 We could look at some of the technical and vocational
education programmes offered through open distance
learning and understand what makes these systems
work.
 The Open Polytechnic of New Zealand (TOPNZ)
 The Open University, UK
 NIOS
 Open University of Sri Lanka (OUSL)
 IGNOU’s Vocational courses
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What makes the SystemsWhat makes the Systems
work in the Caseswork in the Cases
 Strong focus on designing and delivering skills and
competency-based learning solutions within blended and
networked learning environments.
 Close partnership with industry to deliver vocational
training to accredited national standards and
qualifications.
 Approach in which the institution has disaggregated the
elements of its ODL system (e.g. curricula, courseware,
examinations, student support) so that each can be
made available to partners separately
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21. What makes the SystemsWhat makes the Systems
work in the Caseswork in the Cases
 Use of appropriate, available and accessible
technology to provide individualized support
 Optimum use of all available infrastructure and
resources in the community at all levels for
course development, course distribution and
providing varied kinds of learner support
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22. What makes the SystemsWhat makes the Systems
work in the Caseswork in the Cases
 Flexible, distance-learning, modular
approach
 Counsellor/assessor working with the
learner providing support and guidance as
they progress through the qualification
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VET through Open SchoolingVET through Open Schooling
in India- SWOT analysesin India- SWOT analyses
POSITIVE NEGATIVE
INTERNALEXTERNAL
STRENGTH
•Evidence world-wide
•Learning/Training while at
work
•Well designed and structured
•Cost-effective
•Reaching large numbers at a
distance
•ICT enhanced systems
WEAKNESS
•Relatively less F2F contact
•Not adequate by distance inputs
alone
•Sufficient models in India not
available
•Relatively less used for
technical and vocational
education/training
THREAT
•Difficulty of managing large
networks
•Apprehensions about organizing
practice
OPPORTUNITY
•Strong ODL base
•Available infrastructure at
field level
•Available trained human
resources
•Improved ICT network
•Enhanced access
•Policy support for ODL
•Formal system not sufficient
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Issues/Questions for GroupIssues/Questions for Group
DiscussionDiscussion
 Learning Materials and Resource Support forLearning Materials and Resource Support for
curriculum transaction (Group-A)curriculum transaction (Group-A)
 Learner support of theory and practiceLearner support of theory and practice
(Group-B)(Group-B)
 Learner assessment-theory and practiceLearner assessment-theory and practice
(Group-C)(Group-C)
 Monitoring and Management of VET throughMonitoring and Management of VET through
OS (Group-D)OS (Group-D)
ICT Infrastructure and Network (Cross-ICT Infrastructure and Network (Cross-
cutting area)cutting area)
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25. THANKSTHANKS
 Mohan MenonMohan Menon
 Wawasan Open University, PenangWawasan Open University, Penang
 mohanbmenon@gmail.commohanbmenon@gmail.com
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