ANALYSES THE VOCATIONAL SCENARIO IN OTHER COUNTRIES

ANALYSES THE VOCATIONAL SCENARIO IN JAPAN AND UK

The assignment submit on brief outline description of Vocational and Training scenario in
Japan and UK two countries and Comparison with Indian Vocation Education and Training
System.

1. Vocational Education and Training (VET) System in Japan

Background:-
In Japan, parents and students traditionally place higher value on academic education
compared to vocational education. Hence, vocational education is often considered a second
option after university for students with lower grades and/or students from lower socio-
economic backgrounds. Since the 1980s, the number of universities in Japan has grown
dramatically, to almost 800. Enrolments have grown over that period, but many universities
(particularly private institutions and those in regional areas) now face serious financial and
demographic pressures. More recently, due to changes in industry and in the skills required
for work, vocational education and training institutions, especially the specialized courses at
professional training colleges (“senmongakko”) have been gaining in popularity.
Enrolments in these courses are now growing after a period of continuous decline.
Vocational schools are attracting not only senior secondary school graduates but also
university graduates who were not successful in securing employment upon graduation. At
the same time, Japanese companies are making significant changes to their operations. In
2014-15 for the first time, Japanese listed companies made more of their profits offshore
than domestically. Companies have also reduced funding for in-house training programs and
are looking to do more externally. Japanese vocational schools are now also attracting more
international students. In 2014, about 16% of the total number of students studying at
vocational schools were from overseas, mainly from the Asian region. The number of VET
students from Japan studying in Australia is now also increasing again after a period of
decline – this mirrors the broader trend in the number of Japanese students heading
overseas. As the VET system, especially professional training colleges (which are not
“ichijo-ko”1), does not currently have an established quality assurance framework, these
schools often do not receive appropriate valuation from society. In addition, pathways from
vocational schools to universities are still not well developed. Only 2% of Japanese
university entrants are aged over 25 (compared to the OECD average of 18%). The barriers

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 1

to mature-aged entry reduce mobility and opportunity for re-skilling and life-long learning.
Currently, about 20% of students in the senior secondary education are studying at
vocational schools. However, only 20% of these students go to universities. Hence, offering
wider opportunities for further education is one of the challenges the Japanese government
is facing.

 Responsibility for Japan’s VET Sector :-

Responsibility for the provision and supervision of Japan’s VET sector mostly rests
with two ministries – the Ministry of Education, Sports, Culture, Science and Technology
(MEXT) and the Ministry of Health, Labor and Welfare (WHLW). MEXT has responsibility for
general comprehensive school education, which includes some vocational schools such as
colleges of technology, and specialized upper secondary schools. MHLW is principally
responsible for public vocational training and the administration of trade skill and
qualification tests. In addition, the Ministry of Economy, Trade and Industry (METI) offers
career education in the school and higher education sectors to improve students’ job
readiness.

 New policy initiatives in Japan:-

vocational education and university and also to improve quality of vocational

education and training as part of the broader education system, MEXT is implementing new
policies and programs and is discussing the establishment of a new type of tertiary education
institution in the vocational education sector.
These initiatives include: -
1. “Professional Universities” As close to 20% of university graduates are not able to find
stable jobs, the government is actively considering the establishment of a new type of higher
education institution to develop job-ready graduates. Currently, the Central Council for
Education is discussing a report developed by MEXT’s Council of Advisers and plans to submit
a proposal to the Diet sometime in 2016. The issues under discussion include quality
assurance, positioning of the institutions, and pathways from vocational schools. The
government also wants to provide opportunities to working people to go back to study for
improving their skills. It has been suggested that these new institutions should require
industry work placements for all students as well as encouraging study abroad. The private
professional training colleges have a strong voice in the Japanese system and have been
arguing for increased funding and prestige, as well as access to government programs (for
example to support internationalization) that have to date only been available for

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 2

 universities. It is expected that some professional training colleges and some private
universities would seek to transition to this new model once a new system in place. Debate is
also underway about whether a new quality assurance agency will be needed to undertake
evaluation of new institutions and the VET sector more broadly.

2. Vocational and practical professional courses certified by MEXT As a trial to set up a new
framework for vocational education, the MEXT Minister now certifies new vocational
courses which are practical and are offered in cooperation with industry. In August 2014,
470 schools and 1365 courses were registered under the new rules.

3. Super Professional High (SPH) Schools MEXT already provides funding for Super Science
High Schools (to focus on STEM education) and Super Global High Schools (to focus on
internationalization and study abroad). The SPH school project was launched in 2015, and
the government is providing special funding for 3-5 years to 16 specialized upper secondary
schools offering advanced courses in agriculture, technology, commerce, fisheries, domestic
science, nursing and welfare. In 2016, 24 schools will be nominated as Super Professional
High Schools. SPH schools work closely with universities, colleges of technology, research
institutes and industry to “deliver practical vocational education in order to develop job-
ready professionals for further industry development” for Japan.

2. Technical and Vocational Education and Training (TVET) Systems in UK

Background:-
Improving economic and individual prosperity, equality of opportunity and building
communities are key ambitions for the UK. TVET has assumed increased importance as a
catalyst to meet these agendas, and has been at the forefront of policy making in the nations
and regions. TVET in the UK forges the knowledge, skills and behaviors that enable
employment and social mobility. TVET is also vital in supporting businesses to innovate and
grow and plays an integral role in sustainable economic development. This happens at
national, regional and local level and is hardwired into many other ambitions such as Global
Britain and the Industrial Strategy. UK TVET is also a central part of Building Back Better from
Covid-19, responding to industrial and social change and tackling climate change. It is a
priority in every corner of all four UK nations. A summary of key objectives for the sector
include:
 Promoting higher level technical qualifications and training.
 Supporting lifelong training and retraining opportunities to meet the needs of
employees and employers for years to come.
 High quality training that meets current and emerging industry skills needs.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 3

  Designing new and better ways for employers and educators to collaborate.
 Ensuring flexible routes into training and employment so that all groups of learners,
including those otherwise marginalized, can access training that enhances their
prospects.
 Investing in professional development initiatives and recruitment campaigns to build
the sector’s training capacity.

 Qualification Framework:-

 The Credit and Qualifications Framework for Wales (CQFW) is used for all
qualifications in Wales. Qualifications Wales was established in 2015 as an
independent agency tasked with the effective management of the CQFW.
 The Regulated Qualifications Framework (RQF) is used in England and Northern
Ireland. The RQF is regulated by of equal in England and the Council for the
Curriculum, Examinations and Assessment (CCEA) in Northern Ireland.
 The Scottish Credit and Qualifications Framework (SCQF) has a credit and unit-based
structure.

 Inspection and Regulatory Bodies:-

Scotland, Wales and Northern Ireland, England also have different inspection and
regulatory bodies for the regulation of qualifications and provision in their TVET sectors.

 Independent Training Providers (ITPs):-

Can be both for profit or not for profit, including working in the voluntary sector.
 Deliver government funded training especially to provide ‘off-the-job’ training;
including for apprentices.
 Also deliver non-government funded training, including non-accredited bespoke
training.
 Tend to be smaller than FE colleges so may deliver more niche or technically specialist
provision. FE colleges will often sub-contract ITP’s and work in partnership with them.
 Larger ITPs will provide training opportunities across the country in a range of
vocational training areas.
 Partner with employers who want to access external expertise to help them manage
their training. This includes organizing ‘on the job’ training provided by the employer
in the workplace.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 4

 Schools deliver some vocational courses, particularly for learners aged 14 to 18.
Universities Offer programmes at higher level technical skills; this includes through the
delivery of Degree apprenticeships (also delivered through FE Colleges)

 Degree Apprenticeships:-

Degree Apprenticeships are developed in partnership by employers, universities,

colleges and professional bodies. They combine working with studying part-time at a
university. Apprentices are employed throughout the programme, and spend part of their time
at university or college and the rest with their employer. Degree apprenticeship programmes
can take between three to six years to complete, depending on the course level. Currently, the
scheme is only available in England and Wales, although applications may be made from all
parts of the UK. Scotland has its own scheme known as Graduate Apprenticeships

 Institutes of technology (IoTs) are collaborations between further education colleges,

universities and employers.
 They specialize in delivering higher technical education (EQF L5) with a focus
on STEM subjects in sectors such as: – engineering – digital – construction.
 Focus on technical skills and seek to provide their learners with clear progression
routes to employment.

National Colleges Between 2016 – 18 the UK Government opened employer-led

‘National Colleges’ in selected growth sectors; Creative and Cultural, Digital Skills, Nuclear and
High-Speed Rail, with an objective to provide higher level skills in key growth sectors and by
doing so, support the delivery of critical infrastructure projects.

 Apprenticeship:-

An apprenticeship is a job with training in which apprentices learn, gain experience

and are paid. Apprentices are employees with an employment contract. An apprenticeship
involves working whilst receiving a formal programme of training. Apprenticeships can take
two to four years to complete and provide an opportunity for apprentices to learn new skills
whilst earning money and gaining hands-on experience. Apprentices ‘off-the-job’ training is
usually provided by an external training organization (college, ITP), although some employers
deliver their own training. Depending on the apprenticeship, off-the-job training could be
delivered via a weekly study day (day release) or through training blocks. Training is delivered
in workshops, classrooms, online or a via a combination of mediums. Training providers work
closely with employers to develop a detailed and targeted training plan. Apprentices work
towards a range of vocational qualifications such as awards, certificates, diplomas or NVQs.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 5

 Capacity building the delivery of skills through competitions:-

WorldSkills UK is a UK charity that works to raise standards in technical and vocational

education. Utilising their experience of national and international competitions and as the
UK’s representative in the global WorldSkills International movement of over 80 member
countries they work with governments, employers and education institutions to identify and
embed international best practice in skills development. Over the last year WorldSkills UK has
established a Centre of Excellence in partnership with NCFE through which a team of
WorldSkills UK’s Skills Coaches are leading a skills and knowledge development programme
for FE teachers drawing on world-leading excellence in industry and technical education. This
includes peer-to-peer information exchange, technical masterclasses and supporting resources
for training teachers to improve their professional practice and enable thousands of young
people across the country to better fulfil their potential. WorldSkills has also created an
Innovation Network of colleges who benefit from WorldSkills UK’s performance data to
benchmark their performance across a wide range of skills areas and a Skills Development Hub
giving educators and learners access to a wide range of online material, informed by world-
class standards to support their teaching and learning. WorldSkills UK’s Skills Coaches also use
their international knowledge and expertise to help inform standard setting and assessment in
UK TVET systems. Through all these mechanisms WorldSkills UK aims to improve the standard
and prestige of technical education and apprenticeships in the UK.
 Qualifications are available at all levels from basic (EQF1) to higher degree level (EQF 8).
 TVET qualifications certify a learner’s knowledge, skills and behaviors.
 Universities award foundation degrees, bachelor’s and postgraduate degrees and degree
apprenticeships.
 Further Education Colleges mainly focus on vocational qualifications below degree level
(EQF 6), but also deliver some higher education courses, including degrees, usually in
partnership with universities.
 Qualifications are regulated to ensure that they are not overly specific to one industry or
company and to ensure that learners have the skills needed for life as well as work

 Awarding bodies:-

To address an emerging industry skills gap AIM Qualifications in partnership with

NextGen Skills Academy developed a new Tech level qualification in Games, Animation and
VFX Skills. NextGen’s employer steering group consists of Sony Interactive Entertainment,
Ubisoft Reflections, DNEG, Framestore, Blue Zoo, Creative Assembly, Sumo Digital, Mediatonic,
Playground Games and Centroid, who offer their ongoing support ensuring these qualifications
reflect the nature and pace of industry growth. The qualifications were developed in response

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 6

to employer identified problems with available qualifications and a recognition that graduates
entering industry were not occupationally ready. Industry concluded that in order to secure
graduates with the right skills and knowledge, they must be adequately prepared with skills
and knowledge specific for the job role, supported by a sound understanding of all aspects of
the production pipeline. Rather than a bank of optional units, it was imperative that essential
units for demonstrating competence should be mandatory with synoptic assessment. Named
as Qualification of the Year at the 2016 Federation of Awarding Bodies (FAB) Awards, these
Games, Animation and VFX qualifications are recognised for their innovation in meeting the
STEAM Agenda (science, technology, engineering, art and maths). The flexibility in the
qualification design has allowed centres to respond to the challenge of COVID-19 by delivering
online.
 Government funding is chiefly aimed at supporting the full or part time learning of
young people under 25 years old and some targeted adult learners.
 Training providers generate extra income through commercial activities, such as tailor-
made training for employers and consultancy.
 Funding mechanisms vary in each UK nation.
 Funding ‘follows the learner’ and reflects enrolment, retention, achievement and
progression. If learners are not successful on their course then funding will be withheld
or may have to be repaid.
 Funding is used as a policy lever in the delivery of educational strategy, for example,
through offering financial incentives to employers to hire apprentices with additional
needs or by making funding conditional on meeting certain objectives such as meeting
minimum attainment standards in core subjects like English and Maths. There is
considerable pressure to get value for money from government funding. Training
providers are increasingly expected to look for innovative and enterprising ways of
generating income and reducing costs, while maintaining quality Apprenticeship Levy
The UK Government has prioritised the number and quality of apprenticeships.
Funding for this expansion is being supported through an apprenticeship levy which is
paid as a direct tax by employers. This ensures that businesses pay a fair share of
training costs and promotes a ‘demand led’ approach to TVET. In 2017, The UK
Government introduced an apprenticeship levy of 0.5% of wages, that applies to all
large UK companies with a pay bill over £3M. Currently, only 2% of employers pay the
apprenticeship levy. Levy paying businesses can access their funds through an online
apprenticeship service (account) which can be spent on apprenticeship training in
England. The UK Government estimates and shares the annual levy pot to support
training in the devolved administrations. The levy includes funding of apprenticeship
training for all employers. Smaller employers, with a total annual pay bill of less than

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 7

 £3million, pay 5% of the cost of their apprenticeship training and the Government
pays the rest. Smaller companies contract directly with colleges and training
providers, which allows employers a greater choice and voice in TVET. Levy paying
employers can also transfer up to 25% of their levy funds to other employers. This
aims to make sure the system is flexible, meets the needs of employers and will also
help smaller businesses to invest in more training opportunities. Levy paying
employers have up to 24 months to spend their levy funds. Any unspent levy funds
within each financial year are redistributed to support existing apprentices, pay for
apprenticeship training for smaller employers and additional payments required to
support apprentices. How is TVET funded? 6 12364579 10How is TVET funded? 8 ‘’
AIM Qualifications and Assessment Group were selected by the NextGen employer
steering group as the awarding organization to work with industry and develop the
new extended diploma. AIM’s reputation for producing exceptional qualifications and
their understanding of the creative industry, meant that they totally understood what
was needed. The result was, an Ofqual approved vocational qualification designed to
give students two years of study in a combination of art, maths, coding and vocational
skills (crucially with mentorship, teaching and support from industry) that they
previously weren’t able to access in any existing qualification.

Comparison with Indian Vocation Education and Training

Our Training Pattern, Methods, Qualities are far better to other countries. This is
the special reasons that our Indians are working foreign to their Vocational Skills.

Overview of vocational scenario in India:-

1. Introduction
The term “vocational” means providing skill and education that prepare for a job, or
training of skilled craftsman. The skilled craftsman has been defined by the planning
commission thus, a worker who belongs to an occupation generally accepted as skilled and
found in several industries.
The government of India started the war technicians training scheme in the year 1940 at Koni
Bilaspur now it is in Chattisgarh state long before the new factory system of manufacturing
took root on Indian.
The war technician scheme was followed by the technical training scheme in 1946. All these
schemes were modified and merges into a comprehensive scheme known as vocational
training scheme, designed for training demobilized service personnel, but was wound up in
July 1950.
After the completion of ex-servicemen’s training schemes. The training of civilians was started
on a national basis by establishing Industrial Training Institutes (ITIs) by the Government of
India in 1950. Under the head of Directorate General of Employment and Training (DGET) in
the ministry of labour and welfare.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 8

Now its named as Directorate General of Training (DGT) under the ministry of Skill
Development and Entrepreneurship

2. Directorate General of Training (DGT)

Directorate general of training (DGT) in ministry of skill development &
entrepreneurship is an apex organization for development and coordination of the vocational
training including women’s vocational training of the employable youth in the country and to
provide skilled manpower to the economy. Two Directorate General of Employment &
Training (DGE&T) working under deputy director general (Training) & Deputy Director
General (apprenticeship training) along with their support systems were transferred to
ministry of skill development & entrepreneurship.
Major roles of DGT include
• Policy formulation on vocational training
• Laying down standards
• Revise course curricula
• Granting affiliation
• Trade testing
• Certification
Functions
DGT affiliated institutions offers a wide range of training courses catering to the needs
of different segments in the labour market. Courses are available for school leaver, ITI pass
outs, ITI instructors, industrial workers, technicians, junior and middle level
executives, supervisors/foremen, women, physically disabled persons
and SC/STs. It also conducts training oriented research and develops instructional media
packages for the use of trainees and instructors etc. DGT acts a secretariat and implementing
arm of national council for vocational training.

3. National council for Vocational Training (NCVT)

National Council for Vocational Training (NCVT) a tripartite body was set up through a
resolution by ministry of labour in 1956, to advice on issues relating to “Vocational
training” including craftsman training scheme such as designing of curricula, maintaining
quality standards, deciding norms for affiliation, granting affiliation to institutes, trade testing
and certification.
After being transferred to MSDE, NCVT has been partially modified and re-constituted under
the chairmanship of Hon’ble minister of state (IC). Skill development and entrepreneurship,
w.e.f. 13/05/2015. The council consists of representatives of central ministries, state
governments, employers organisations, employees organisations, secretarial support to NCVT
is provided by DGT.
The major functions of the NCVT are:
• Establish and award national trade certificates in engineering trades.
• Prescribe standards in respect of syllabi, equipment, and scale of space, duration of courses
and methods of training:
• Arrange trade tests in various trade courses and lay down standards of proficiency required
for a pass in the trade test.
• Arrange for ad-hoc or periodical inspections of training institutions in the country.
• Lay down condicions & to recogonize training institutions run by government or by private
agencies for purposes of the grant of national trade certificates.
• Prescribe qualification for the technical staff of training institutions;
• Prescribe the standards and conditions of eligibility for the award of national trade
certificates.
• Recommend the provision of additional training facilites wherever necessary and render
such
assistance in the setting up of additional training instituitons or in the organisation of
additional training programmes as may be possible.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 9

Similar councils known as State Council for Vocational training (SCVT) are constituted to
advice respective state government on issues relating to skill development. These SCVTs have
been advised by NCVT to be registered as societies under society registration ACT 1861.
NCVT MIS portal: Directorate general of training has launched the NCVT MIS portal to access
online information related ITIs including:
• Information of all affiliated government & private industrial training institutes (ITIs).
• Candidates seeking skilling training/apprenticeship training
• Employers seeking skilled workers
• Citizen information & feed back
• ITI & approved courses
• Enrolment transparency
• Training/acadamic schedule
• Visibility on self -profile and training progress
• On-line access to e-mark sheet & e-certificates
• E-mail & SMS alerts
• Placement facilitation
• STAR grading of it is

4. Regional Directorate of Apprenticeship training (RDATs)

RDATs are responsible for monitoring the implementation of the apprenticeship act for
trade apprentices in central government undertaking/departments. At present, there are 6
RDATs which are located at Chennai (Tamilnadu) Faridabad (Haryana), Hyderabad (Andhra
pradesh), Kanpur (uttar pradesh), Kolkata (West Bengal), and Mumbai (Maharashtra).

5. National Skill Development Agency (NSDA)

The National Skill Development Agency (NSDA) is a quality assurance and policy
research body of Ministry of Skill Development and Entrepreneurship in the skilling
ecosystem. The National Skill Development Agency was notified in june 2013 by subsuming
the prime minister’s National Council on Skill Development, the National Skill Development
Coordination Board and the office of the adviser to PM on skill development. NSDA is an
autonomous body registered as a society under the society’s registration act 1860. Ministry of
Skill Development and Entrepreneurship is the nodal
ministry for the NSDA.

As per the gazette notification dated 6th June, 2013 the functions assigned to the NSDA
include:

 Take all possible steps to meet skilling targets as envisaged in the 12th five year plan
and beyond
 Ensure that the skilling needs of the disadvantage and the marginalized groups like
SCs, STs, OBCs, minorities, women and differently able person are taken care of.
 Nodal agency for state development missions
 Coordinate and harmonize the approach to skill development among various central
ministries and departments, state governments. NSDC and private players.
 Anchor and operationalize the NSQF.
 Raise extra-budgetary resources for skill development
 Evaluate existing skill development schemes to assess their efficacy, and to suggest
corrective action.
 Create and maintain a national data base related to skill developement including
development of a dynamic Labour Market Information System (LMIS).
 Affirmative action for advocacy.
 Discharge any other function entrusted by the government.
6. National Skills Qualifications Framework (NSQF)
The National Skills Qualifications Framework (NSQF) is a competency - based
framework that organizes all qualifications according to a series of levels of knowledge, skills

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 10

and aptitude. These levels, graded from one to ten, are defined in terms of learning outcomes
which the learner must possess regardless of whether they are obtained through formal, non-
formal or informal learning.
NSQF in India was notified on 27th December 2013. All other frameworks, including
the NVEQF (National Vocational Educational Qualification Framework) released by the
ministry of HRD, have been superseded by the NSQF. Government funding is also expected to
be on preferential basis for NSQF compliant training/ educational programmes/courses.
The NSQF would facilitate a paradigm shift from education focused on inputs to an
outcomes/competency based education - which would help in the recognition of prior
learning, and simultaneously enable the alignment of the Indian qualifications with
international ones.
It is a competency based framework that organizes qualifications into ten levels, with the entry
level being 1, and the highest level being 10.Each of these levels is characterised by the
following categories of competencies.
 Professional knowledge - what the person must know at that level.
 Professional skills - what the person should be able to do at that level.
 Core skills - which include soft and interpersonal skills.
 Responsibility - the degree of supervision that needs to be exercised over the person
while doing the job, or the degree of supervision that person is capable of exercising
over others.

7. National Skills Qualifications Framework (NSQF)

Process of NSQF alignment
Awarding bodies submit their qualifications/courses to NSDA in order to seek approval
from NSQC for NSQF alignment. The awarding bodies submit their information in a template
called qualification file. The qualification file is the means by which awarding bodies present
evidence to the National Skills Qualification Committee that their qualifications are NSQF
compliant.

A qualification file captures all necessary information to establish NSQF compliance for a
qualification. The qualification file is a folder which contains.
 A summary sheet in which information about the qualification must be entered.
 A structured document in which information showing that the qualification meets the
NSQF requirements must be entered.
 Supporting evidence attached to the qualification file - i.e. already - existing documents
which are included to back up the information in the completed file.

Qualification file template

Qualification Title
 Enter the full title of the qualification as it will appear on certificates. Title should be as
clear and informative as possible.
 Any identification number which has been formally allocated to the qualification by the
certificating body should be included here.
Nature and purpose of the qualification
 Indicate the nature of the qualification. For example, a qualification pack (QP) a trade
certificates aligned to QP, a diploma which incorporates National Occupational
Standers (NOS), or a Qualification which is not directly linked to any QP or NOS.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 11

  Indicate the main purpose of the qualification and the target learners - e.g designed to
get people in to work, a qualification intended for people already in work,
a qualification to allow people to add new skills based on technological change.
8. Craftsmen Training Scheme (CTS)
The Directorate General of Training (DGT) (erstwhile DGE &T, Ministry of Labour and
Employment) in the Ministry of Skill Development and Entrepreneurship, Government of India
initiated Craftsmen Training Scheme (CTS) in 1950 by establishing about 50 Industrial
Training Institutes (ITIs) for imparting skills in various vocational trades to meet the skilled
manpower requirements for technology and industrial growth of the country. The second
major phase of increase in ITIs came with the oil-boom in West-Asia and export of skilled
manpower to that region from India. Several new private ITIs were established in 1980’s in
southern states mostly in Kerala, Karnataka and Andhra Pradesh, etc. from where trained
craftsmen found placement mainly in Gulf countries. In 1980, there were 830 ITIs and the
number rose to 1900
ITIs in 1987. During 1990’s, the growth of ITIs had been steep and presently there are over
10,750 ITIs (2275 in Govt. & 8475 in Private Sector) having a total seating capacity of 15.22
lakhs.
Under the constitution of India, Vocational training is the concurrent subject of both Central
and State Governments. The development of training schemes at National level, evolution of
policy, laying of training standards, norms, conducting of examinations, certification, etc. are
the responsibilities of the Central Government, whereas the implementation of the training
schemes largely rests with the State Govts. /UT Administrators. The Central Govt. is advised by
the National Council of Vocational Training (NCVT), a tripartite body having representatives
from employers, workers and Central/State Governments. Similar Councils termed as State
Councils for Vocational Training are constituted for the same purpose by the respective State
Governments at state levels.

9. Apprenticeship training scheme

Development of human resource is crucial for the industrial development of any
nation. Up-gradation of skills is an important component of Human Resource Development.
Training imparted in institutions alone is not sufficient for acquisition of skills and needs to be
supplemented by training at the workplace. The Apprentices. Act, 1961 was enacted with the
prime objective to utilize fully the facilities available in industry for imparting practical
training with a view to meeting the requirements of skilled manpower for industry. Initially,
the Act covered the apprenticeship training for the trade Apprentices and subsequently
amended in 1973, 1986 and 2014 to bring the Graduates, Technician, Technician (Vocational)
and Optional Trade Apprentices respectively under its purview.
Objectives
Apprentices Act, 1961 was enacted with the following objectives:-
 To regulate the programme of training of apprentices in the industry so as to conform
to the syllabi, period of training etc. as laid down by the Central Apprenticeship
Council;
 To utilise fully the facilities available in industry for imparting practical training with a
view to meeting the requirements of skilled manpower for industry.
Monitoring of the implementation of the act
 Directorate General of Training under Ministry of skill Development and
Entrepreneurship monitors the implementation of the Apprentices Act in respect of
Trade Apprentices in the Central Government Undertakings & Departments and
establishments operating business 4 or more states through six Regional Directorates
of Apprenticeship Training (RDAT) located at Chennai, Faridabad, Hyderabad, Kanpur,
Kolkata, & Mumbai.
 State Apprenticeship Advisers are responsible for implementation of the Act in respect
of Trade Apprentices in State Government undertakings/ departments and private
establishments.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 12

  Department of Education in the Ministry of Human Resource Development is
responsible for monitoring the implementation of the act in respect of Graduate,
Technician & Technician (vocational) Apprentices. This monitoring is done through
four Boards of Apprenticeship Training (BOAT) located at Chennai, Kanpur, Kolkata
and Mumbai.
10. Central Apprenticeship Council
 It is an apex statutory body. It is tripartite by constitution with members from
Government both Central and States/UTs, Employers etc.
 It advises the Government on laying down of policies and prescribing norms &
standards in respect of apprenticeship training.
Fields of apprenticeship training
Apprenticeship training can be provided to apprentices both in designated and optional
trades.
 Designated trade: Designated trade means any trade or occupation as notified by the
Government.
 Optional trade: Optional trade means any trade or occupation decided by an
employer.
Categories of apprentices
There are five categories of apprentices:
 Trade apprentices
 Graduate apprentices
 Technician apprentices
 Technician (Vocational) apprentices
 Optional trade apprentices
Coverage
 It is obligatory on the part of employers having manpower strength 40 or more and
having requisite training infrastructure as laid down in the Act, to engage apprentices.
 Employer shall engage of apprentices in a band of
 2.5% to 10% of total manpower strength of the establishments including contractual
staff.
 The total engagements of apprentices in the band with of 2.5 % to 10% include all
categories of apprentices engaged by establishment.
 The establishments/Employers can decide the categories of apprentices and trade (s)
in which the apprentices to be engaged depending upon the facility available with them
for imparting on-the-job training/ practical training at his workplace.
11. Central Apprenticeship Council
Stipend
The minimum rate of stipend per month payable to trade apprentices is as follows: Stipend Year
wise
Year Minimum Rate of stipend
70% of minimum wage of semi- skilled workers notified by the respective State or
First
Union territory
80% of minimum wage of semi- skilled workers notified by the respective State or
Second
Union territory.
Third & 90% of minimum wage of semi- skilled workers notified by the respective State or
Fourth Union territory.

 The expenditure on stipend for trade apprentices is borne by the employers.

 The rates of stipend for Graduate, Technician & (Vocational) apprentices are Rs. 4984
p.m., Rs. 3542 p.m., and Rs. 2758 p.m. respectively. (with effect from 19th December -
2014)
 Expenditure on Stipend for the categories of Graduate, Technician & Technician
(Vocational) apprentices is shared equally between the employer and the Central
Government.
Training of Trade Apprentices

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 13

  Minimum age is 14 years.
 Qualifications vary from Class VIII pass to XII class pass (10+2) system.
 Period of training varies from one year & two years.
 Training comprises Basic Training and practical Training followed by Related
Instructions as per prescribed syllabus for each trade.
 261 trades in 39 trade groups have been designated.
 Numbers of seats for apprentices are calculated in the band of 2.5% to 10% of the total
strength of the workers.
 Every apprentice and employer has to enter into a contract of apprenticeship training,
which is registered by the Apprenticeship Advisers.
 Employers and apprentices have to fulfill their obligations under the Act.
Testing and certification of Trade Apprentices
 All India trade tests (AITT) for trade apprentices are conducted by National Council of
Vocational Training (NCVT) twice a year (October/November and April/ May).
 National Apprenticeship Certificates (NAC) are awarded to those who pass the AITT.
 NAC is recognized for employment under Govt./ Semi- Government departments/
organizations.
Skill competition of Trade Apprentices
 With a view to fostering healthy competition among apprentices as well as
establishments, skill competition is organized at local, regional & All India levels.
 Skill competition is held for 15 trades namely; Fitter, Machinist, Turner, Welder (Gas &
Electric), Electrician, Mechanic (Motor Vehicle), Tool & Die Maker (Die & Moulds), Tool
and Die Maker (Press Tool, jigs & Fixture), Instrument Mechanic, Draughtsman
(Mechanical), Mechanic Machine Tool Maintenance, Wireman, Mechanic (Diesel),
Refrigeration & Air- Conditioning Mechanic and Electronics Mechanic.
Training of Graduate, Technician And Technician (Vocational Apprentices)
 163 subject fields have been designated for the category of Graduate & Technician
apprentices.
 137 Subject fields have been designated for the category of Technician (Vocational)
apprentices.
 Period of post qualification training for these categories is one year.
 Seats are located based on managerial/supervisory posts and training facilities.
 Training programme is prepared in joint consultation between Apprenticeship Adviser
Establishment concerned.
 Certificates are awarded on completion of training by the Dept. of Education, Ministry
of Human resource Development.
12. Craft Instructor Training Scheme (CITS)
Training of craft instructors is the responsibility of Directorate General of Training
(DGT), Ministry of skill Development and Entrepreneurship (Erstwhile Ministry of Labour &
Employment, Directorate General of Employment and Training (DGE &T). The craft
instructors’ Training Scheme is operational since inception of the Craftsmen Training Scheme.
The first craft instructors’ Training Institute was established in 1948. Subsequently, 13 more
institutes namely, Central Training Institute for Instructors (now called as National Skill
training Institute (NSTI) at Ludhiana, Kanpur, Howrah, Mumbai, Hyderabad, Bangalore,
Calicut, Bhubaneshwar, Jodhpur, Haldwani Dehradun and Jamshedpur were established by
DGT.
Objective of the Craft Instructor Training is to train Instructors in the techniques of
transferring hands - on skills, in order to train semi - skilled / skilled manpower for industry.
Structure of training programme is such that comprehensive training both in skill
development and training methodology is imparted to the trainees.
During year 2010 government also allowed setting up of the Instructor Training Institute by
State/UT Governments, companies like sole propriety, private/ public limited registered under
companies Act, societies and trusts registered as per Act, and promoters of SEZs. In order to
maintain quality and standards of Instructor Training, NCVT has approved separate standards
for infrastructure and course curriculum. The institutes meeting the standards would be

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 14

affiliated with NCVT. These institutes are named as Institute for Training of Trainers (ITOT).
On completion of the training trainees would be trade tested and awarded National Craft
Instructor Certificate. Guidelines for setting up of ITOTs were issued in jan 2012.
The NVTI at Noida and RVTI is at Mumbai, Bangalore, Trivandrum, Jaipur, Allahabad, Indore,
Vadodara, Panipat, Kolkata, Tura, Shimla, Rajpura, Trichy, Agartala and Patna are also
imparting Instructor Training Courses exclusively for women in various trades like Secretarial
Practice (English), Secretarial practice (Hindi), Electronic Mechanic, Dress Making, Computer
Aided Embroidery & Needle Work, Fashion Technology, Architectural Assistantship and
Beauty Culture & Hair Dressing.
To make instructor training more effective, semester pattern of Craft Instructor Training in
place of conventional one year training has been introduced in NSTls and ITOTs, since 2014
session.

Training Institutes under DGT in India

The Central Training Institute is merged with Advance training Institutes in june 2017.The
institutes under DGT with different names like ATI, FTI, ATI, EPI, AHI, NVTI and RVTI are
imparting training on skill based training but the skill ingredients are not reflected in the name
of institute. In order to avoid confusion uniformity and reflect the “Skill” in name of the
institute the Government Of India has changed the name as “National Skill Training Institute”
with effect from April 2018.
Centre merges skill training bodies, forms new council
The union Cabinet has approved the merger of the existing regulatory institutions in the skills
space- NCVT and NSDA into the National Council for Vocational Education and Training
(NCVET). With effect from (October 10,2018)
The primary functions of NCVET will include recognition and regulation of awarding bodies

Merging of skill training bodies

The union Cabinet has approved the merger of the existing regulatory institutions in
the skills space- National council for Vocational Training (NCVT) and the National Skill
Development Agency (NSDA) into the National Council for Vocational Education and Training
(NCVET). The new body will regulate the functioning of entities engaged in vocational
education and training, both long- term and short-term and establish minimum standards for
the functioning of such entities.
The primary functions of NCVET will include recognition and regulation of awarding bodies,
assessment bodies and skill related information providers; approval of qualifications
developed by awarding bodies and Sector Skill Councils (SSCs); indirect regulation of
vocational training institutes through awarding bodies and assessment agencies; research and
information dissemination and grievance redressal.
The Council would be headed by a chairperson and will have executive and non-executive
members.
The merger will lead to improvement in quality and market relevance of skill development
programs lending credibility to vocational education and training encouraging greater private
investment and employer participation in the skills space.
Schemes implemented by DGT
• Craftsmen Training Scheme (CTS)
• Apprenticeship Training Schemes (ATS)
• Women Occupational Training Scheme (WOT)
• Craft Instructor Training Scheme (CITS)
• Short term courses

13 Women training
Women’s Vocational Training Programme under Ministry of Skill Development &
Entrepreneurship takes care of providing skill training to women in the country and aims at
stimulating employment opportunities for social development, economic growth and
empowerment of women.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 15

 NSTIs (erstwhile NVTI/RVTIs) for women are set up mainly to produce women instructors.
These trained instructors provide training to students through a network of Industrial
Training Institutes (ITIs) all over the country.
NSTIs for women have been set up keeping in mind the need of women belonging to lower
income strata group and weaker sections of the society. Many practices like raw material,
merit-cum-means stipend/scholarship, hostel facilities etc. have been adopted to attract these
girls and women for skill training with effect from October2018.
The NSTIs for women organize NCVT approved skill training programmes under Craftsmen
Training Scheme (CTS) and Craft Instructors’ Training Scheme (CITS) in trades such as
Electronics Mechanic, Architectural Draughtsmanship, Computer Operator and Programming
Assistant, Secretarial Practice, Cosmetology, Dress Making, Catering & Hospitality, Interior
Decoration & Designing etc.
Vocational Training exclusively to women were earlier provided through 11 National Skill
Training Institutes (NSTIs) for women, one each at Noida, Mumbai, Bengaluru,
Thiruvananthapuram, Panipat, Kolkata, Tura, Allahabad, Indore, Vadodara & Jaipur.
To enhance the skill training facilities for women in India, establishment of 8 New NSTIs
(erstwhile RVTIs) have been approved by Govt. of India in the states where there were no
existing NSTIs for women. Out of these 8 NSTIs (W), 07 NSTIs (W) have started functioning in
the states of Punjab, Himachal Pradesh, Bihar, Tripura, Tamil Nadu, Telangana and Goa.
A total of 4664 regular seats have been sanctioned in NSTIs for women in 2017-18 in various
training courses under CTS and CITS. Since inception 1,45,000 women trainees have been
trained in these institutes.
Short term courses
Short term courses are conducted in to impart training and updating the skills of
Engineers / Supervisors / Technicians / Executives of Industrial personnel & faculties of
educational institutions through courses of short duration conducted in modules and tailor
made courses as per the specific needs of their industries / Govt Estt. / PSUs / Technical
Institutions. The courses are conducted for higher skill upgradation through intensive skill
oriented training by using the latest version of equipment and machinery used in industry.

Reimagining Vocational Education and Skill-building in India

Background :-
The National Education Policy 2020 proposes the revision and revamping of all aspects of
education, including the educational structure, regulations and governance, to create a new system
which is aligned with the aspirational goals of 21st century students. According to the policy, by
2025, at least 50% of learners through the school and higher education system shall have exposure
to vocational education, for which a clear action plan with targets and timelines are to be
developed. The policy aims to overcome the social status hierarchy associated with vocational
education and integration of vocational education into mainstream education in all educational
institutions in a phased manner. Beginning with vocational exposure at early ages in middle and
secondary school, quality vocational education will be integrated smoothly into school and higher
education. Every child will learn at least one vocation and is exposed to several more. This would
lead to emphasizing the dignity of labour and importance of various vocations involving Indian arts
and artisanship. By 2025, at least 50% of learners through the school and higher education system
shall have exposure to vocational education, for which a clear action plan. Vocational education will
be integrated in the educational offerings of all secondary schools in a phased manner over the

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 16

next decade. The development of vocational capacities will go handin-hand with the development
of 'academic' or other capacities. To achieve this objective, secondary schools will have to
collaborate with Industrial Training Institutes (ITIs), Polytechnics, Local Industry, etc. Skill labs will
also be set up and created in the schools in a Hub and Spoke model, which will allow other schools
to use the facility. Higher education institutions will offer vocational education either on their own
or in partnership with industry and other institutions.
The Ministry of Education is organizing Shikshak Parva 2021-22 from 5thto 17 th
September, 2021 on the theme “Quality and Sustainable Schools-Learnings from Schools in India”.
During the Shiksha Parva, ten (10) webinars will be held on various sub- themes. One of the sub-
themes is “Re-imagining the Vocational Education and Skill Building". +
 Recommendations in National Education Policy 2020:-
1. No hard separations between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic streams, etc. in order to eliminate harmful
hierarchies among, and silos between different areas of learning.
2. A concerted national effort will be made to ensure universal access and afford opportunity to
all children of the country to obtain quality holistic education–including vocational education -
from pre-school to Grade 12.
3. The Secondary Stage will comprise of four years of multidisciplinary study, building on the
subject-oriented pedagogical and curricular style of the middle stage, but with greater depth,
attention to life aspirations, flexibility and student choice of subjects. In particular, students
would continue to have the option of exiting after Grade 10 and re-entering in the next phase
to pursue vocational or any other courses available in Grades 11- 12, including at a more
specialized school, if so desired.
4. Students will be given increased flexibility and choice of subjects to study, particularly in
secondary school - including subjects in physical education, the arts and crafts, and vocational
skills – so that they can design their own paths of study and life plans.
5. Integration of vocational education programmes into mainstream education in a phased
manner, including beginning with vocational exposure at early ages in middle and secondary
school.
6. ‘LokVidya’, i.e., important vocational knowledge developed in India, will be made accessible to
students through integration into vocational education courses.
7. Vocational education will be integrated into all school and higher education institutions in a
phased manner over the next decade. Focus areas for vocational education will be chosen
based on skills gap analysis and mapping of local opportunities. Ministry of Human Resource
Development (renamed as Ministry of Education) will constitute a National Committee for the

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 17

 Integration of Vocational Education (NCIVE), consisting of experts in vocational education and
representatives from across Ministries, in collaboration with industry, to oversee this effort.
8. Individual institutions that are early adopters must innovate to find models and practices that
work and then share these with other institutions through mechanisms set up by NCIVE, so as
to help extend the reach of vocational education. Different models of vocational education,
and apprenticeships, will also be experimented by higher education institutions. Incubation
centres will be set up in higher education institutions in partnership with industries.
9. The National Skills Qualifications Framework will be detailed further for each discipline
vocation and profession. Further, Indian standards will be aligned with the International
Standard Classification of Occupations maintained by the International Labour Organization.
This Framework will provide the basis for recognition of prior learning. Through this, dropouts
from the formal system will be reintegrated by aligning their practical experience with the
relevant level of the Framework. The credit-based Framework will also facilitate mobility
across ‘general’ and vocational education.
 WAY FORWARD :-
The National Education Policy (NEP) 2020 heralds the potentially explosive growth of
vocational education in the country since it requires all educational institutions to integrate
vocational education into their offerings. This will bring in a very large number of schools, colleges
and universities into the fold of potential Vocational Education and Training (VET) providers during
the coming decade and making VET available to millions of students.
The various challenges to VET and action to be taken to address the challenges include the
following:
Challenges Action
➢ Overcoming social status hierarchy ➢ Organization of awareness programmes to change
Associated with vocational education. the general perception and attitude towards
vocational education.
➢ Vocational exposure to children from GradeVI
onwards in all secondary and higher secondary
schools.
➢ Information, education and communication (IEC)
and media campaigns.
➢Preparation and distribution of
brochures/leaflets/pamphlets
and video shows on vocational education and
courses.

➢ Integrating vocational education with ➢ Introduction of skill-based activities from pre-

general education, with focus on social school to Grade XII.
inclusion, gender equality and inclusive ➢ Reforming curricula through enhanced content of

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 18

 education vocational knowledge and skills, better course
alignment with skill standards and interdisciplinary
content connections.
➢ Developing workplace-related skills and attitudes
through internships and on-thejob training.
➢Introduction of Vocational Interest Inventory in
GradeVIII and Skill Based Aptitude Test (SBAT) in
Grade X for guidance to the students in making
informed career choice.
➢Ensuring that qualifications are relevant to
perceived social and economic needs.
➢National Occupation Standards (NOSs) to be
defined by agreed learning outcomes and applied
consistently across all institutions.

➢ Introducing LokVidya (indigenous ➢ Identifying local vocational crafts for organising

knowledge and skills) in schools internships for students on indigenous practices.
through vocational education. ➢ Identifying local experts and conducting internship
trainings for students.
➢Community and industry partnerships for
vocational exposure through informal internship
programme.

➢Facilitating horizontal mobility of ➢Collaborating with Industrial Training Institutes,

vocational students in schools. polytechnics, local businesses, industries, hospitals,
agriculture farms, local artisans and NGOs through
Hub and Spoke Model for imparting skills training.

➢ Integrating new age skills, 21st century ➢Integrating employability skills at all stages of
skills and entrepreneurship education school education.
in schools. ➢Integrating new technologies in VET for preparing
students for Industry 4.0.
➢Introducing vocational courses on new and
emerging skill demands of the industry, such as
Artificial Intelligence, Robotics, and Internet of
Things(IoT) will be introduced and enterprise
education will be promoted from Grade 6 onwards.
➢ Promoting online and open vocational ➢Introducing new learning methods and digital
education. tools, like Massive Open Online Courses (MOOC),
Flipped learning and Virtual learning methods will
be used for training teachers.

➢Developing and implementing a holistic ➢ Conduct interest assessment and aptitude test to
assessment and evaluation system. measure special abilities or readiness for learning
in various vocational areas.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 19

 ➢Measuring the achievement of learning outcomes
through various tools and methods, such as
checklist, group work, peer assessment,
worksheets, presentations, student portfolio, etc.,
for 360-degree assessment and evaluation of
students.

 Conclusion:-
The National Education Policy 2020 has given due importance to vocational education, and
capacity development of teachers to boost the employability skills and vocational skills of the
learners at all levels. Quality of VET is to be enhanced by identifying, designing and development
of vocational courses that meet the common norms and skills standards identified at the
national level. Accreditation of vocational courses and registration of providers would also
enhance the quality and sustainability of the VET programmes and it should include the process
of selection and recruitment of teachers, the selection of students, the course delivery,
assessment and awarding qualifications to students. The administration and management of the
VET system as a whole and provision of student support services would require a strong system
of capacity development of the stakeholders at all levels i.e. National, State, District and
Institutional levels. Best practices in vocational education and training with focus on specific
criteria which can be replicated in different institutions in the relevant areas need to be
identified and shared at various levels to promote effectiveness in pedagogical and other
aspects of implementation of VET.

Suggest changes that can be effected in our Vocational system.

 The use of learning outcomes in describing the content and profile of VET qualifications
opens up opportunities for applying methodologies for analysing and comparing
qualifications that contribute to improving the relevance of VET qualifications and
supporting transferability of VET qualifications. The study showed that VET
qualifications described in terms of learning outcomes can be analysed and compared
across profiles, sectors and countries, and that analyses and comparisons can even be
conducted on the intended and acquired learning outcomes. Learning outcomes are
central to this as they allow for a breakdown of qualifications that can be systematically
applied and analyzed in different (national VET) contexts; furthermore, learning
outcomes descriptions allow for the analysis and better understanding of the content of
qualifications, their orientations in relation to labour market access or further learning.
The comparative approaches that use learning outcomes as a basis allow to reflect on the
content and orientations of VET qualifications in different contexts and thereby offer

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 20

 insights that can be used to improve the relevance of VET qualifications. Furthermore,
learning-outcomes-based methodologies for analyzing and comparing VET qualifications
allow multiple stakeholders to increase their engagement in review and renewal
processes of VET qualifications, and allow for using the outcomes of this exercise in other
processes such as (career) guidance to VET students/ graduates, supporting
transnational mobility of qualifications and labour mobility.
A methodology for analysing and comparing qualifications based on learning outcomes
can be supported by the use of a reference point that includes a set of skills appropriate
for the respective purpose for the analysis and comparison of qualifications. As the
content of VET qualifications is constantly changing under the influence of labour
market, technological, pedagogical, societal and political developments, there is no fixed
point at which the content of VET qualifications can be compared to this yardstick.
However, methodologies for analysing and comparing the content of VET qualifications
benefit from an agreed reference point to allow for the mapping and comparison of
qualifications in different contexts. Such a reference point is only a ‘translation device’
and a methodological tool and should not be seen as anything more than that. The
purpose of applying these methodologies based on learning outcomes and the specific
use case determine the demands placed on the reference point. Each purpose of
analyzing and comparing qualifications, and each context in which this is done, places
different demands on the reference point. These requirements can relate to the
applicability of the reference point in different national contexts (for instance offering
different linguistic versions), but they can also relate to the structure and hierarchy
applied in the set of skills used in the reference point, level 11 of detail, types of skills
included (occupational or transversal ones),
The study identified seven potential use cases for methodologies for analyzing and
comparing the content of VET qualifications based on learning outcomes that, while not
immediately applicable, can orient future developments in using these methodologies for
improving the relevance of VET qualifications and supporting transferability of VET
qualifications and their learning outcomes. The research project identified a variety of
contexts in which comparative methodologies can be applied, contributing to
(a) Improvements of the quality and relevance of the content of VET qualifications; and
(b) Improvements in transferability of qualifications and learning outcomes across
borders and sectors; and finally,
(c) Developments towards Vocational Core Profiles. Within these broad purposes, seven
specific use cases were identified for potential applications of the methodologies explored in
the future. These potential use cases can be positioned in relation to the orientation towards
conceptualization or towards application and in relation to the three purposes for comparison.

Assignment by Mohan Lal Saini , Instructor, Govt. Women I T I Jaipur (Raj) 21