Demand-Driven Approaches in Vocational Education and by Muthuveeran Ramasamy

By Muthuveeran Ramasamy

Muthuveeran Ramasamy indicates that the formal means of vocational schooling and coaching (VET) in rural components frequently ignores the illiterate, the fewer proficient, and the bad. the writer demonstrates that VET courses have to be demand-driven and think about the socio-economic features of specific areas. for this reason, the importance of the examine at grassroots point is helping customise VET courses to reply to the call for of the contributors’ vocational education wishes of rural humans by means of maintaining their endogenous wishes on the centre of vocational ability improvement approaches. The findings and classes learnt from motion learn also are intensively mentioned as guiding ideas of demand-driven ways from the learners’/societal perspectives. 

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Extra info for Demand-Driven Approaches in Vocational Education and Training: A Case Study of Rural Population in South India

Example text

The focus needs to be assess outcome of such human capital investment is lies on how the curriculum is designed, implemented and evaluated for an effective demand-driven vocational training progammes. As has been mentioned in chapter 3, the rapid changes in economic, occupation structure and shift from agriculture and industries to service sector requires skilled labour of varies types. On the other hand, the differences in learning depend on not only their capacities to learn, but other societal conditions and structural elements as well (Muller and Jacob 2008).

It is considered to improve the chance of achieving growth among informal sector such as unskilled to skilled worker, by increasing the chances for earning more. Further, economic status of an individual plays an essential role in vocational decision making (Anderson 2003). A vast majority of the workforce in India acquired training through it was often family or hereditary informal apprenticeship and learning on-the-job (Mitra 2005). It resulted that the learning process is confined only to the produce of specific type of outputs.

Bradshaw (1972) developed the taxonomy of needs such as (i) Normative needs (ii) Felt needs (iii) Expressed needs and (iv) Comparative needs. He describes “Normative needs” which are generally determined by experts of profession, bureaucrats and it represents minimum level of adequacy. Therefore, it has been considered it as “expert approach” or “topdown approach” (cf. 299). The “felt-needs” are assumed as “wants” which is based on self-perception and endogenous. It states that these wants are perceived wants of those for whom services are offered and what people really want.

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