An attempt has been made to cover the issues under:
-Course content and Training
Course Content and Training.
- Out of the 541 passed out students who responded in the survey, 376 could not secure any job because VHS Courses failed to equip students to take up self employment as conceptually envisaged in the scheme.
- Syllabus drafted in early 1980’s has become outdated.
- The scheme envisaged revision of curriculum, syllabus etc. at least once in
five years. After 20 years of introduction of the scheme, the department has
constituted a Curriculum Committee with Minister for Education as Chairman.
- Courses are offered in places without consideration of the local needs and suitability. (eg. Maintenance & Operation of Marine Engines)
- Some of the courses (eg. Domestic Nursing, Fish processing Technology) are very weak in content and do not lead to a two year programme
- The content of some of the courses (eg. Maintenance & Operation of Biomedical Equipment) are much beyond the scope of the higher secondary student. This was reflected in the reaction of students that they are over loaded with subjects as they have to study the vocational subjects under higher secondary education syllabus.
- There is lack of industrial linkage, institutional adoption and limited scope for apprenticeship training.
- The courses introduced have not been recognised for employment. This is a serious problem. Out of 42 subjects introduced only 12 courses have been recognised by Kerala Public Service Commission.(recently some more)
- Though practical training to be offered to a vocational subject student is 420 hours during a year, in effect this has not been implemented.
a) Work sheds
- The laboratories/workshops set up in the late 1980’s and 1990’s with the investment of Rs. 1 lakh have remained as such till 2000.
- During the visit to schools and discussions with the principals and teachers, equipment was found idle/unserviceable.
- Modernisation of lab/workshop facilities have been given low priority.
- The equipment provided are often inadequate and inferior in quality.
- Many teachers were not trained and capable of handling the equipment.
- The concept of in plant training in work places did not materialise.
- Another assumption was that the part-time teachers would be drawn from work places and government departments. This also proved to be a failure.
- In government schools teachers are appointed on provisional basis (deputations and guest lecturers). The teachers, principals and students have pointed out the need to end the casual and temporary nature of teaching as per which 2 to 3 teachers handle a subject in a year.
- Another serious set back in the Vocational education stream is that teachers due to built in constraints like temporary nature of employment could not be trained in modern method of teaching and practicals. The question of updating syllabus, curriculum etc. could not be implemented effectively towards improving the teaching and learning process.
- Practical examinations differ from school to school, yet students are given almost the same marks irrespective of the amount and nature of training they get in the school.
General Problems and Issues
- In the Kerala’s employment culture, children at 17-18 years of age are not equipped and empowered to take up self-employment.
- With low industrialization and lack of development of ancillary industries etc, the employment/multiplier effect has not been felt in the state economy.
- The supply driven courses cannot have sustainability as they are not related to