BACHELOR'S OF VOCATIONAL EDUCATION

The University Grants Commission (UGC) has launched a scheme on skills development based higher education as part of college/university education, leading to Bachelor of Vocation (B.Voc.) Degree with multiple exits such as Diploma/Advanced Diploma under the NSQF.
The B.Voc. programme is focused on universities and colleges providing undergraduate studies which would also incorporate specific job roles and their NOSs along with broad based general education.
This would enable the graduates completing B.Voc. to make a meaningful participation in accelerating India’s economy by gaining appropriate employment, becoming entrepreneurs and creating appropriate knowledge.

In December 2011, Tata Institute of Social Sciences set up the School of Vocational Education (SVE) to provide immediate and definite interventions to improve the lives of the disadvantaged and marginalized youth, especially who are excluded by the formal school education system, through appropriate vocational training programmes. It has been set up with a vision of creating an ecosystem that would bring back the dignity of labour for blue collar streams of work and create sustainable sources of income. This project has been initiated under the aegis of All India Council for Technical Education (AICTE) proposed by the Ministry of HRD, Government of India.

The approach adopted by TISS-SVE is called the Work Integrated Training programme (WITP). This Vocational Educational Programme is being implemented for the first time in India with a focus on job-specific skills rather than providing only a broad based education. The aim is to enable the students to learn the skill by engaging in on-the-job training at real shop floor of the industry/company along with classroom theoretical training. Through this “Earn while you Learn” approach model, the trainee may also earn a modest stipend during on-the-job duration of the course. Although, this is not mandatory for any institution, TISS-SVE strongly encourages the training partners to adopt this practice.

  • To provide judicious mix of skills relating to a profession and appropriate content of General Education.

  • To ensure that the students have adequate knowledge and skills, so that they are work ready at each exit point of the programme.

  • To provide flexibility to the students by means of pre-defined entry and multiple exit points.

  • To integrate NSQF within the undergraduate level of higher education in order to enhance employability of the graduates and meet industry requirements. Such graduates apart from meeting the needs of local and national industry are also expected to be equipped to become part of the global workforce.

  • To provide vertical mobility to students coming out of 10+2 with vocational subjects.

  • The certification levels will lead to Diploma/Advanced Diploma/B. Voc. Degree in one or more vocational areas and will be offered under the aegis of the University. This is out-lined in Table I.



Award Duration Corresponding NSQF level
Diploma 1 Year 5
Advanced Diploma 2 Years 6
B.Voc. Degree 3 Years 7

The eligibility condition for admission to B.Voc programme shall be 10+2 or equivalent, in any stream.

Considering the work integrated approach adopted by TISS-SVE, the industry will be open to employ the students attached with them for the purpose of training as full time employees.

Curriculum

The curriculum in each of the years of the programme would be a suitable mix of general education and skill development components. Curriculum details is worked before introduction of the courses.

  • The focus of skill development components shall be to equip students with appropriate knowledge, practice and attitude, so as to become work ready. The skill development components should be relevant to the industries as per their requirements.

  • The curriculum is necessarily embed within itself, National Occupational Standards (NOSs) of specific job roles within the industry sector(s). This would enable the students to meet the learning outcomes specified in the NOSs.

  • The overall design of the skill development component along with the job roles selected is such that it leads to a comprehensive specialization in one or two domains.

  • The curriculum is focused on work-readiness skills in each of the three years.

  • Adequate attention is given in curriculum design to practical work, on the job training, development of student portfolios and project work.

  • The general education component adheres to the normal university standards. It emphasises and offers courses which provide holistic development. However, it shall not exceed 40% of the total curriculum.

  • Adequate emphasis is given to the language & communication skills.

  • The overall design of the skill development component along with the job roles selected is such that it leads to a comprehensive specialization in one or two domains.

  • The curriculum is focused on work-readiness skills in each of the three years.

  • Adequate attention is given in curriculum design to practical work, on the job training, development of student portfolios and project work.