ResearchPDF Available

"Status of Vocational Education in Bihar"

October 2024

DOI:10.13140/RG.2.2.21080.30723

Authors:

Nirbhay Kumar

Central University of Karnataka

Sumalini Talla

University of Hyderabad

The development of human civilization has been based on the knowledge and skills passed down from generation to generation, which have allowed people to traverse, adapt to, and manage their social and natural circumstances. As the cornerstone for wealth, well-being, and democratic participation, education plays a pivotal role in economic growth, societal change, and national advancement. Notably, vocational education has a critical role in national progress by integrating economic, social, and demographic development and strengthening institutional and individual capability. The Twelve Five Year Plan (2012-2017) places a strong emphasis on the idea that education is essential for the development of human resources, especially in developing countries. Nelson Mandela emphasized that education is crucial for nation-building and healing, and its impact goes beyond skill development. Furthermore, as Twining (1987) claims, the content of vocational education serves as the foundation for many aspects of everyday life, illustrating the ubiquitous significance that education plays in both individual lives and society systems.

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“Status of Vocational Education in Bihar”

Nirbhay Kumar¹ (M.Ed. Scholar 2022-24),

Dr. Talla Sumalini² (Assistant Professor),

Department of Education and Education Technology,

University of Hyderabad, Hyderabad, Telangana, 500046, India.

Abstract

The development of human civilization has been based on the knowledge and skills passed down from

generation to generation, which have allowed people to traverse, adapt to, and manage their social and natural

circumstances. As the cornerstone for wealth, well-being, and democratic participation, education plays a

pivotal role in economic growth, societal change, and national advancement. Notably, vocational education

has a critical role in national progress by integrating economic, social, and demographic development and

strengthening institutional and individual capability. The Twelve Five Year Plan (2012-2017) places a strong

emphasis on the idea that education is essential for the development of human resources, especially in

developing countries. Nelson Mandela emphasized that education is crucial for nation-building and healing,

and its impact goes beyond skill development. Furthermore, as Twining (1987) claims, the content of

vocational education serves as the foundation for many aspects of everyday life, illustrating the ubiquitous

significance that education plays in both individual lives and society systems.

Keywords – Vocational Education, Skills Development, Economic Growth, Social Change, Bihar.

CHAPTER-1

INTRODUCTION

1.1 Introduction

Human civilization has developed over the long run because of the transmission of information and abilities

from one age to another. The human species has learned to confront and control natural forces, as well as to

live and survive in its environment, through its cumulative experiences.

Education is hailed as a catalyst for fundamental societal reform and major national progress, promoting rapid

technological advancements and economic growth. It serves as the foundation for economic prosperity,

societal well-being, and political stability, influencing an individual's ability to lead a fulfilling life. Aside

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from improving efficiency, education is an effective tool for increasing democratic involvement and

improving overall individual and communal quality of life.

The meaning of schooling is featured in public advancement objectives, strikingly in the accentuation on

training's development, quality improvement, and openness to all fragments of society. Instruction works on

individual and institutional abilities by connecting monetary, social, social, and segment improvements that

are basic for public development.

The direction of a nation's advancement is unequivocally subject to the development and improvement of

training. Subsequently, non-industrial nations should recognize schooling as the underpinning of their

improvement endeavors, with the essential objective of developing HR. Instruction, as Nelson Mandela so

wonderfully noticed, affects country building and compromise.

Twelve Five Year Plan (2012-2017) focuses on the importance of education in national development by

improving the quality of education and ensuring the equal opportunities for all segments of the society.

Broadly, education increases the skills of individuals and organizations and provides a mechanism for the

tightly interconnected economic, social, cultural, and demographic changes that become described as national

development (Adams, 2002).

So, education is the heart of the development process and development of human resources is the main

purpose of education. It has been rightly quoted, by Nelson Mandela that “The power of education extends

beyond the development of skills we need for economic success. It can contribute to nation building and

reconciliation.”

As described by Twining (1987), "the content of vocational education is the hidden hand behind most aspects

of everyday life".

1.2 History of Vocational Education in India

Vocational Education in India has ancient origins dating back to the epic and Vedic periods, evident in the

inclusion of vocational skills like carpentry, smithy, foundry work, and weaving in education. While explicit

details were scarce during medieval India, archaeological findings highlighted the advanced nature of

vocational skills during that era. However, the formalization of technical education in India commenced with

the establishment of the "Survey School" in Madras (now Chennai) by English traders in 1794. This

institution not only aided British surveyors but also trained Indian individuals in modern land survey

techniques. Subsequently, technical education expanded across the nation and was passed down through

generations, marking the inception of modern technical education in India. Hence, many significant

recommendations were made during pre- and post-independence period, study of which gives a clear

perspective for vocational education.

1.2.1 Vocational Education in Pre- Independence Period

The verifiable direction of professional education in India aligns with Europe's beginnings, but development

was limited until the country gained independence. The English spread out the Review School in Madras in

1794 to get ready personnel for land auditing, basically for traveler purposes. The prerequisite for specific

staff for various establishment projects like roads, rail lines, and military stuff upkeep nudged the groundwork

of particular schools and planning colleges across India during the common rule.

Throughout the nineteenth century, committees and commissions highlighted the value of technical education

to economic progress. However, the emphasis was mostly on generating qualified professionals to operate the

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colonial government, rather than promoting industrial progress in India. The early twentieth century saw a

surge in demand for technical education, which led to its incorporation into high school curricula and the

development of engineering institutions.

The period between 1944 and 1947 marked a significant shift. Reports like the Abbot-Wood Report, the

Technical Education Committee, and the Sarkar Committee recommended comprehensive reforms, leading

to the establishment of All India Council for Technical Education (AICTE) in 1945. This era signified a

transition from stagnation to dynamism, with a policy shift aimed at predicting future manpower requirements

and fostering organized efforts in technical education.

Overall, the evolution of Vocational Education in India underwent significant transformations during British

rule, culminating in a policy shift towards dynamism and foresight in the years preceding independence.

1.2.2. Vocational Education in Post- Independence Period

Since India's independence in 1947, the landscape of Vocational Education has seen a remarkable

transformation from a limited number of institutions to a widespread network facilitating substantial growth.

Initially, in 1947, there were only a few dozen institutions offering engineering and technician-level education,

with admissions that didn't align with the country's growing need for skilled manpower.

Efforts to reform and expand technical education gained momentum with commissions like the Radhakrishnan

Commission (1948) emphasizing the necessity for new engineering colleges and universities. Subsequent

initiatives included the Working Group on Technical Education and Vocational Training (1959) and the

introduction of the Apprentices Act (1961) to provide practical training to engineers and diploma holders.

The Kothari Commission (1964-66) aimed to vocationalize and specialize technical education, proposing the

establishment of polytechnic institutes. The National Policy on Education (1968) reiterated the need for

technical education reforms and led to the formation of the Damodaran Committee in 1970. This committee

highlighted the importance of polytechnic education and influenced policies for several years.

Significant strides continued through the 1980s and 1990s, with recommendations from the AICTE

restructuring polytechnic education and the implementation of the National Policy on Education in 1986,

which set guidelines for qualitative and quantitative development in technical and management education

sectors.

The subsequent five-year plans witnessed substantial growth in technical institutions, especially through

private initiatives, and the launch of programs like the Technical Education Quality Improvement Programme

(TEQIP) and Technician Education III, supported by the World Bank.

The Eleventh and Twelfth five-year plans focused on expansion, upgradation, and the continual improvement

of technical education. Efforts were directed at enhancing intake capacity, improving quality, and aligning

technical education with the evolving needs of the economy. The plans emphasized synergy with technology

and other initiatives to elevate the overall quality of education in various sectors, including architecture, town

planning, management, pharmacy, and hotel management.

Despite shortcomings in the pre-independence era, India has experienced substantial progress and expansion

in Vocational Education post-independence, continually evolving and adapting to meet the demands of a

growing economy and technological advancements.

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1.3. Vocational Education

Vocational Education has become increasingly crucial in the contemporary age of science and technology,

serving as a key component in human resource development. Recognizing its pivotal role, successive five-

year plans in India have prioritized its growth and advancement. Dr. B.R. Ambedkar's insight highlights the

indispensable nature of Vocational Education in a world where scientific training is imperative for a nation's

survival and the well-being of its populace.

Currently, technical education refers to post-secondary courses and practical training aimed at preparing

technicians for supervisory roles. On the other hand, vocational training focuses on lower-level education for

skilled or semi-skilled workers, usually offered at secondary or senior secondary levels. In India, vocational

education typically occurs at these levels, while technical education spans various degrees (Diploma,

Undergraduate, Postgraduate, and Research) in specialized fields such as engineering, accountancy,

management, nursing, medicine, and more, facilitating technological development and economic progress.

This distinction between Vocational Education lies in their focus: technical education centers on occupations

reliant on technical knowledge and scientific principles, while vocational education prepares individuals for

direct employment in trades, industries, or commerce. The latter emphasizes the development of psychomotor,

cognitive, and effective skills necessary for efficient operation within a chosen trade.

Various commissions and reports have highlighted the diversification and establishment of institutions

catering to vocational pursuits, offering specialized courses matching the aptitudes and interests of students.

These institutions fall into three main categories: those providing degree, post-degree, and research courses;

institutions offering diploma courses (polytechnics); and those providing vocational and industrial training.

These institutions cover a wide array of subjects ranging from engineering, technology, and architecture to

arts, handicrafts, and skill-specific training aimed at producing partially skilled or semi-skilled workers.

Overall, the spectrum of Vocational Education in India encompasses institutions offering comprehensive

courses, from degree-level training to skill-focused vocational programs, all contributing significantly to

human resource development and the country's overall progress.

1.4. Objectives of Vocational Education

1. Addressing Labor Market Needs.

2. Skill Development.

3. Social Inclusion.

4. Employability.

5. Economic Growth.

6. Career Advancements.

7. Entrepreneurship Development.

8. Technology and Innovation.

9. Lifelong Learning.

10. National Development.

1.5. Importance of Vocational Education

1. Addressing Inequality.

2. Personal Development.

3. Employability.

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4. Diverse Career Paths.

5. Meeting Industry Standards.

6. Economic Development.

7. Global Competitiveness.

8. Meeting Skill Demands.

The Secondary Education Commission of 1952-53 stressed the importance of enhancing vocational

efficiency in secondary education. The objectives outlined included:

1. Attitude Shift: Encouraging a new perspective that appreciates the dignity of all forms of work,

fostering a sense of respect for various occupations, and instilling the belief that national prosperity

and personal fulfillment stem from active participation in work.

2. Work Ethics: Cultivating a mindset among students that emphasizes completing tasks efficiently and

artistically, akin to the dedication of their teachers, thereby ensuring this attitude permeates every

aspect of school life.

3. Technical Skill Development: Promoting the acquisition of technical skills and efficiency at all

educational levels to equip individuals with the competence needed to contribute to industrial and

technological progress, producing a workforce capable of driving advancement in these sectors.

Furthermore, the National Policy on Education (NPE) of 1986, modified in 1992, emphasized the

introduction of structured and meticulously executed vocational education programs. These programs

aimed to:

1. Enhance Employability: The primary goal was to improve the employability of individuals by

offering vocational courses that aligned with industry needs. This was intended to bridge the gap

between the demand and supply of skilled manpower.

2. Diversified Education: The policy advocated for generic vocational courses at the higher secondary

level, transcending specific occupational fields. These courses were designed to provide alternatives

for individuals considering higher education but lacking specific interest or direction.

In essence, both the Secondary Education Commission and the National Policy on Education underscored

the importance of instilling a respect for work, fostering a strong work ethic, and providing structured

vocational education programs aimed at enhancing employability and offering diverse educational

pathways.

1.6. Role of Vocational Education

Education, particularly Vocational Education, bears immense importance beyond economic development;

it's a catalyst for social, political, and individual progress. Originating from the British rule in India,

technical training emerged from the need to train personnel for various infrastructure and military projects.

Since then, while India has seen significant progress in technical education after independence, it still

needs substantial improvement and expansion to meet the population's needs.

Technical and Management education play pivotal roles in propelling diverse sectors like industrial and

infrastructure development. They contribute to understanding existing knowledge, fostering new

knowledge, and applying these to enhance living standards, particularly for those in poverty.

Eighth Five-Year Plan (1992-1997) rightly emphasized that technical education, inclusive of

management education, is a potent means of creating skilled manpower necessary for various

developmental tasks. Despite the high costs involved, seen as investments, these contribute directly to

socio-economic development.

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Education, as argued by Hallak (1990), impacts more than economic growth; it's interconnected with

individual and societal development. It fosters creativity, enhances social cohesion, improves health,

fosters economic and technological advancements, encourages socio-cultural changes, and supports

democracy, equality, and ecological development.

Akpomie (2009) asserts the crucial role of Vocational and Technical education in a nation's technological,

industrial, and economic progress. These forms of education:

• Act as hubs for transforming dreams into practical ventures.

• Develop technical and conceptual skills for the modern workforce.

• Propel technological advancements.

• Combat poverty and idleness.

• Lead towards self-reliant and sustainable livelihoods.

Overall, the effective implementation of Vocational Education holds the potential to combat poverty and

its associated challenges, contributing significantly to a nation's advancement and prosperity.

1.7. Profile of Bihar

Bihar is one of the Eastern states of India. The enchanting beauty with diverse cultures of its society is eye-

caching. It is surrounded by West Bengal from East, Uttar Pradesh from West, Nepal from North and

Jharkhand from South. So, on that basis, the rich flora and fauna is seen here. The land is gifted with many

resources like- minerals, rivers, fertile soil, forest, balanced climate and dust free environment, which are

utilized for economic development of the state by its people.

Bihar, the fourth state of India came into existance on 1950. The State has a total area of 94,163

Sq. km, which is about 2.86% of total land surface of India. The Bihar plain is split by the river Ganges,

which flows from west to east. The other rivers are the Sone, Punpun, Falgu, Karmanasa, Durgawati, Kosi,

Gandak, Ghaghara, etc. Three main cultural regions converge in the state: Magadha, Mithila, and Bhojpuri.

Bihar is also the world’s third-most populous sub national entity.

Figure - 1

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1.7.1. History

The derivation of the name Bihar from the Sanskrit vihara (Buddhist monastery) reflects the prominence of

such communities in the region in ancient times. In ancient and classical India, the area that is now Bihar was

considered a center of power, learning, and culture. From Magadha arose India’s first empire, the Maurya

Empire, as well as one of the world’s most widely adhered-to religions: Buddhism. Magadha empires, notably

under the Maurya and Gupta dynasties, unified large parts of South Asia under a central rule. Another region

of Bihar is Mithila which was an early center of learning and the center of the Videha kingdom.

The area which is now known as Bihar did not

bear that name till the 12th century. The term Bihar, identical with the modern town of Bihar Sharif, is

mentioned first in the Muslim account of 13th century, which refers to the destruction of its fort by the Turkish

invader Bakhtiyar Khilji. Later the province came to be known as Bihar after the town. In 1912, the

foundation took place by naming as Bihar – Orissa Province and in 1936, Orissa separated from Bihar (First

Division of Bihar). Whereas in 15 November 2000, the Second Division of Bihar took place and by this way

the Jharkhand separated from the Bihar.

1.7.2. Physical Features and Climate

Bihar lies in the eastern part of India. It is broadly quadrilateral in shape. This is a land locked state, although

it is connected to the sea by Haldia port. It has some of the most fertile lands in India.

Bihar lies between 24•20’10” N and 27•31’15” N latitudes and 83•19’50” E and 88•17’40” E

longitudes in the Lower and Middle Gangetic region. It extends 345 km from north to south and 483 km from

east to west. The river Ganga flows from west to east by dividing into two unequal parts.

The geographical area of Bihar having 12th rank all over India

in area wise. As per the Census 2011, the total population of Bihar is 104,099,452 which is 8.6% of the

country`s total population. The geology of Bihar is quite balanced as it consists both younger and older

formations of rock. The plain was formed by filling up of a vast trough by the detritus carried by rivers down

the southern slopes of newly uplifted Himalayas. Here, The following types of rack are found- Dharwar

Rocks, Vindhyan Rocks, Tertiary Rocks, Quaternary Rocks. On the basis of physical and structural conditions,

Bihar can be divided into three physiographic units, which are as

• Shivalik Range (North-Western part of West Champaran, 32 km long and 6 to 8 km wide.)

• The Bihar Plain (Formed by river Ganga.)

• The Southern Plateau Region (Made up of hard rocks consisting of gneiss, schist and granite.)

The climate of Bihar is in according to other parts of the country. It enjoys extreme cold in

winter or during rainy season and intense summer season as well. This makes Bihar rich in terms of climate.

Several factors (like- Distance from sea, Movement of Air from Bay of Bengal and Arabian sea, etc) affects

the Bihar climate. Because, it completely lies in the sub-tropical region of temperate zone and its climatic

type is Humid Subtropical. So, we can say that Bihar has a continental monsoon type of climate.

1.7.3. Administrative Division

Due to the population and the geographical area, The Bihar has been divided into 9 divisions and 38 districts

for meaningful management. These 9 divisions hold the responsibility of all 38 districts and it has its own

headquarters, which are as following -

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S.N.

Divisions

Headquarters

District

Patna

Patna, Nalanda, Buxar, Kaimur,

Rohtas, Bhojpur.

Magadha

Gaya

Aurangabad, Gaya, Jahanabad,

Arwal, Nawada.

Saran

Chhapra

Gopalganj, Siwan, Saran.

Tirhut

Muzaffarpur

Muzaffarpur, Sitamarhi, Seohar,

Viashal, West Champaran, East

Champaran.

Darbhanga

Samastipur, Madhubani, Darbhanga.

Koshi

Saharsha

Saharsha, Supaul, Madhepura.

Purnia

Purnia, Arariya, Kishanganj, Katihar.

Bhagalpur

Bhagalpur, Banka.

Munger

Begusarai, Jamui, Khagaria,

Lakhisarai, Munger, Shekhpura.

• The administration of Bihar is divided into -

a) Division.

b) District.

c) Sub – Division.

d) Block.

e) Gram Panchayat.

1.7.4. People

As per the Census 2011, the total population of Bihar is 104,099,452 which is 8.6% of the country`s total

population. But in 1961, the total population of Bihar was 46,455,610 and it was considered as the 8th in rank

in terms of population.

1.7.5. Literacy Rate

Literacy is a bridge for socio – economic progress of the society. According to the Census of India 2011, the

literacy rate of Bihar was 61.8% in total.

Literacy rate in Bihar and India 2011 (Rural + Urban)

Bihar

India

Male

71.2 %

80.9%

Female

51.5%

64.6%

Total

61.35%

72.75%

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Growth rate of literacy rate of Bihar (1951 – 2011)

1.8 Education in Bihar

The history of history of education in Bihar is very old. Because Bihar has been a major center of learning

since ancient times, which is based on the fact that the earliest universities such as Nalanda and Vikramshila

existed here. The Nalanda University was famous for providing education in Political Science and Economics,

while Vikramshila was known for education in Tantra. Unfortunately, in medieval period, this system of

education was destroyed by the invading armies. Later, when the British ruled the country, education still

remained neglected.

Bihar saw a revival in education development during the later part of British rule when

they established a University at Patna besides other centers of higher learning such as – Science College,

Patna, Prince of Wales Medical College (now Patna Medical College and Hospital), and Bihar Engineering

College (now N.I.T, Patna).

During the 1960s, the education minister Satyendra Narain Sinha initiated

educational reforms in Bihar. But due to lack of effective implementation, major/needed changes could be

initiated.

In Bihar, here is a huge gap between demand and supply due to inadequate educational infrastructure.

Now, the gap is much more due to increment in population. As a result, the students of this state migrate to

other states to achieve higher education. However, in spite of such shortcomings in the state, the students of

Bihar have good representation at IITs, IIMs, NITs, and AIIMS, etc. The structure of education in Bihar

follows the common educational pattern of 10+2+3 system as laid down by the National Policy on Education

(NPE) 1986 and soon, it will be going to replace by 5+3+3+4 pattern of NEP 2020. In 2008, Bihar became

the first state by framing its own curriculum, which is known as the Bihar Curriculum Framework 2008 and

it was framed on the basis of N.C.F.2005.

Years

Male

Female

Total

1951

22.68

4.22

13.45

1961

35.85

8.11

21.98

1971

35.86

9.86

22.86

1981

47.11

16.61

31.86

1991

51.37

21.99

36.68

2001

60.32

33.57

46.94

2011

71.20

51.50

61.35

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1.9 Need and Justification of the Stduy

Vocational Education is concerned with energize the individual by enhancing their skills by which they can

explore a quality of life within the society. After India’s independence various Commissions and Committees

give emphasis to Vocational Education. Commissions like Radhakrishan (1948), Mudaliar (1952), Kothari

(1964-66), National Policy of Education (1986), National Knowledge commission (2005) and Committees

like, Thacker Committee (1959), Rama Rao Committee (1995) and others recommended it as a basic

requirement for the elevation of the society. The Eleventh Plan emphasizes education as a central tool for

achieving rapid and inclusive growth. It outlines a comprehensive strategy to strengthen the education system

in all levels. Accordingly, the plan focused to foster overall development for national growth.

In today`s

technological era, there is a crucial need for the expansion of Vocational Education (TVE) systems. TVE plays

a crucial role in contributing to the economic growth of developing nations by providing skilled manpower

aligned with industry and global demands. Despite rapid progress in TVE in post-independence India, the

current scenario reveals inefficiency and a considerable scope for improvement, considering the population

size. The Eleventh Five-Year Plan (2007-12) aimed to achieve a 15% annual growth in the intake of Technical

Education institutions to meet the demands of the growing economy. It also envisioned establishing new

institutions focusing on Management, Technology, Industrial Research, Training, Planning, and Architecture.

However, the present status of Technical Education is not satisfactory, as the emphasis has predominantly

been on general education, leaving TVE in a less favorable position. Efforts are required to bridge this gap

and enhance the efficiency and significance of Vocational Education in India.

Despite the establishment of

prestigious technical institutions like IITs in India, the benefits of technical education have predominantly

been confined to developed regions, excluding the underdeveloped North Eastern states. The North Eastern

region faces challenges such as limited institutions for Vocational Education, inadequate infrastructure, and

minimal facilities. This neglect has led to a proliferation of issues within the region's technical education

system. Therefore, there is a pressing need to reevaluate and address the state of Vocational Education in the

North Eastern region, ensuring inclusivity and development.

The present study is designed as to study the

Status of Vocational Education in Bihar. Vocational Education in the state started in the year 1924 with the

establishment of first technical institution as Bihar Engineering College at Patna, which is now known as

National Institute of Technology, Patna. Although, the Patna University came into existence in 1917 and it

was the 7th oldest university of the Indian subcontinent. Later many departments and universities came into

existence. TVE in Bihar is at an early stage with limited infrastructure and facilities. The state heavily relies

on Central Government allocations for sending students, particularly in Engineering, Computer, and IT

studies, leading to additional education costs and a high rate of unemployment among educated individuals.

The current state of Vocational Education in Bihar is characterized by a lack of academic progression and

limited opportunities for those, who are unable to pursue higher education.

Recognizing the critical need for

improvement in Vocational Education in Bihar, the investigator proposes a thorough and systematic study to

assess its current status. The study aims to fill a gap in existing research, as literature review indicates a lack

of comprehensive studies on Vocational Education in Bihar. Anticipated outcomes include positive impacts,

increased relevance, and the identification of remedial measures for enhancing the quality of Vocational

Education in the state.

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1.10 Statement of the Problem

The current state of Vocational Education in Bihar is subpar, necessitating significant improvement. The study

focuses on the origin and development of such education in Bihar, examining aspects like physical

infrastructure, academic facilities, curriculum, teachers' profiles, and administrative issues. It also addresses

challenges faced by students and teachers in Technical and Vocational institutions. The study aiming to

provide recommendations for the enhancement of Vocational Education in the state.

“Status of Vocational Education in Bihar”

1.11 Operational Definitions of the Terms used

1. Status – It represents the Present position of any system or any level.

2. Vocational Education – Vocational Education focuses more hands-on and skill-oriented,

concentrating on specific occupations or trades, making individuals job-ready in a shorter period. For

example - Carpentry, Coding, Graphic Design, Animation, Automotive repair Cooking, etc.

1.12 Research Questions

1) What is the origin and development of Vocational Education in Bihar?

2) What is the present status of Vocational Education in Bihar?

3) What are the problems of Students and Teachers in the institutions of Vocational Education in Bihar?

4) What are the steps to be taken for the improvement of Vocational Education in Bihar?

1.13 Objectives of the Study

*On the basis of above questions, the following objectives are formulated by the Investigator:

1) To find out the Origin and Development of Vocational Education in Bihar.

2) To find out the present status of Vocational Education in Bihar.

3) To find out the problems of Students and Teachers in the institutions of Vocational Education in Bihar.

4) To make recommendations for the improvement of Vocational Education in Bihar.

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CHAPTER-2

REVIEW OF RELATED LITERATURE

2.1 Introduction

The review of related literature is an executive part of any research. It is an important aspect of the study by

which one can able to determine the issues or problems within the context. According to Efron & Raved

(2019) ‘A literature review is a systematic examination of the recorded literature about one’s related topic. It

critically analyses, evaluates and synthesizes research findings, theories and practices produced by the

scholars and researchers that are related to an area of focus.’ It is a comprehensive study related topic from

books, theses, Journals, articles, magazines and newspapers, and encyclopedias. Nowadays, the source can be

anything because of digitalization.

This chapter includes all the related literature review that is relevant to

Vocational Education. In order to make the study systematic and effective, a thematic and chronological

approach was adopted for presentation of the available literature related to study. The study consisted of

studies conducted in aboard and India which are as following –

2.2 Studies conducted in Abroad

2.2.1 Studies related to Development of Vocational Education

King (1993) states that Vocational Education and Training (TVET) is concerned with four main issues; the

diversity of locations in which TVET is delivered, the nature of different client groups, curriculum, control

and the role of the state.

Maebuta (2011) through a study on ‘Vocational Education and Training in Peace Education’ highlights the

policy and practice mechanisms that contribute to advancing Vocational Education and Training as a peace

education initiative.

Amedu (2013)’s study on ‘Vocational and Technical Education: A tool for sustainable development in

Nigeria’ which focused on the importance of Vocational and Technical Education towards enhancing

sustainable development in Nigeria. He also marked that the challenges arise from lack of TVE teachers, lack

of basic facilities to lack of awareness of the programme. TVET is a tool for development of both individuals

and nation.

Kadir, Nirwansyah and Bachrul (2016) conducted a case study entitled ‘Vocational Education and training

in Indonesia: Challenges and opportunities for the future’. The study discussed about the development and

the future for Vocational education in Indonesia, Indonesian qualifications framework and its implications

and the policy challenges and opportunities for Vocational education in Indonesia.

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2.2.2 Studies related to Status of Vocational Education

Turner (1993) in the article entitled ‘Planning Vocational Education and Training: the case of Namibia’

focused on Vocational Education access to higher education and inter- relationship between the various levels

of educational system.

Ziderman (1997)’s study on ‘National Programmes in Vocational Education: Economic and Education

relationship’. In this study, it states about the relative importance of secondary Vocational Education in

national education and training programmes, with emphasis on developing countries. The study concludes

with a discussion of measures to improve the link between Vocational education systems and labour market

needs and employment opportunities.

Tanvi, Murtaza and Sadia (2013) in the article entitled ‘Vocational Education and Training in Bangladesh;

why it is not working?’ represent the current scenario of VET programs in Bangladesh, where the people with

Vocational and Technical skills are in short supply and also a mismatch in jobs and skills. It also identifies the

problems with the current VET programs such as i) Curriculum of VET has not been updated for long time;

ii) Lack of awareness about VET which are alarming barrier for developing this sector; iii) Job market, people

think that choosing VET will narrow down the job opportunities; iv) Social acceptance, only ‘weak student’

can go for Vocational education. It is the mind-set of the people that VET students are not intelligent enough

to continue general education; v) Cost of VET, people believe that cost of attending Vocational education is

higher than general education; vi) Shortage of skilled instructors; vii) Policy, efficient and well educated are

not interest in the job of VET instructors, less salary and other benefits which were one of the problems. It

concluded by giving specific recommendations on three perspectives: Curriculum, Students and Teacher.

Bhurtel (2015) conducted a study on ‘Vocational Education and Training in workforce Development’

discussed about TVET is an important strategy for solving problems of unemployment and unskilled

workforce.

2.2.3 Studies related to Problems and Facilities of Vocational Education

Al- Ali (1993) conducted a study on ‘Vocational Education in Kuwait’. The study revealed that despite having

vast economic resources, Kuwait has been suffering from an obvious lack of skilled and semi- skilled

manpower in almost all the sectors of the economy. Further it also pointed out that despite the realization of

the need for Technical and Vocational institutions their role has not lived up to their full potential.

Kennedy (2011) examined the problems and funding of Vocational and Technical Education and the efforts

that were made towards providing sufficient equipment for effective teaching in Vocational and Technical

Education. Further, the study concluded that government should provide necessary facilities in tertiary

institution for effective teaching and learning in Nigeria.

Usman, Celement and Raihan (2013) conducted a study on ‘Problems of Development of Vocational

Education in Katsina state, Nigeria’. It was found that there was i) Inadequate finance to buy modern

equipment and materials for practical works; ii) Inadequately equipped laboratory and workshop; iii) Shortage

of library and research facilities in the schools for the teachers and students; iv) Inadequate number of teachers

and less number of competent technical teachers/ instructors in the institution; v) Lack of in-service

programmes for Technical teachers to upgrade their skill deteriorate problem; vi) Poor salaries and incentives

for the teachers in Technical and Vocational institutions. The study also revealed that majority of the students

was not motivated to go for technical education. There was production of incompetent graduates from

Technical and Vocational institutions in which the graduated students could not compete with the challenges

in work places.

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2.2.4 Studies related to Management and Administration of Vocational Education

Haung and Lee (2012) in their study Strategic management for competitive advantage: a case study of higher

Vocational Education in Taiwan, revealed that higher Vocational Education institutions in Taiwan face the

pressure of an oversupply of student places and fierce competition from domestic and international

institutions. Furthermore, the study showed that institutional performance depends on the match between the

State of the environment surrounding the institutions and their use of resources.

Kari (2015) discusses Germany's Vocational Education and Training (VET), focusing on two models: dual-

track VET with apprenticeships and classroom teaching concurrently, and school-based VET with full-time

classroom study. The dual-track system faces challenges, including difficulty in finding capable apprentices,

some youths struggling to secure apprenticeships, and concerns about responding to rapidly changing market

demands. There's also a potential issue of skills acquired becoming outdated in a knowledge-based economy,

leading to unemployment pressure on older individuals.

Joseph and Godstime (2016) investigated effective teaching and learning strategies for practical skills in

Nigeria's Technical and Vocational training programs. The study revealed that many existing teaching

strategies were outdated, and the most effective methods included the use of demonstration, inquiry, project,

and assignment methods in these institutions. This emphasizes the importance of employing contemporary

and impactful teaching approaches in Vocational Education in Nigeria.

Geleto (2017) investigated Technical Vocational Education Training (TVET) curriculum development in

Ethiopia, finding similarities with competency-based processes in Australia and the Philippines. The study

highlighted challenges, such as a lack of local expertise and frequent changes in occupational standards,

hindering effective implementation of the reformed TVET approach. Additionally, the Ministry of Education's

practice of updating or replacing standards led to resource wastage and discontent among institutions,

management, instructors, and students.

2.3 Studies conducted in India

Keeping in mind that the education system should cater to the needs of the manpower requirement for the

economic development of the country. Government of India has accorded high importance to vocational

education and training. While elaborating on the essence and role of Education, the National Policy on

Education (NPE), 1986 (as modified in 1992) has recognized that Education develops manpower for different

levels of the economy. The NPE also envisages the introduction of systematic, well-planned and rigorously

implemented programmes of vocational education, which can be rigorously implemented to enhance

employability, reduce the mis-match between demand and supply of skilled manpower and to provide an

alternative to those pursuing tertiary education, without particular interest or purpose. The policy envisages

that efforts will be made to provide children at the higher secondary level with generic vocational courses

which cut across several occupational fields and which are not occupation specific.

2.3.1 Studies related to Development of Vocational Education

Sen (1989) undertook a study on Development of Technical education in India and State policy- A historical

perspective which traced the different strategies that follow in the past in developing Technical education in

India. The study reported the technical education and training in Pre- independence period, the foundation of

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Technical education laid in India and a period of transition from 1944-47. The study further showed the

technical education and training after independence from 1947 and after, the number of reforms were

introduced to satisfy the growing needs and demand.

Karkare, Rawat, and Mali (2013) compared the development of technical education in India by examining

institutions like IIT, NIT, and private engineering colleges against international benchmarks. The study found

that many Indian institutions have yet to effectively transition from undergraduate teaching to research-

focused entities. It highlighted recent adaptations in industry-linked engineering education and stressed the

importance of collaborative strategies between industry, government, and academia to address future

technological challenges in India.

In their 2014 study on Engineering and Technical Education in India, Kavin, Anbumani, Ramesh Kumar,

and Syed Zabiyullah identified challenges such as profit-driven and expensive engineering institutes, a

shortage of qualified IT faculty, and a reluctance among engineering graduates to pursue teaching careers.

Despite a high number of technical graduates, job opportunities remained limited in mediocre industries. The

study emphasized the need for reforms, highlighted opportunities and threats in technical education, and

concluded that effective government policies are crucial for industrialization, job creation, and poverty

eradication.

Gupta (2016) traced the historical development of Science and Technical education in India. The study

examines the emergence of Scientific and Technical education in India and the early developments of

Technical education during the British rule, the post war transition and the rapid development of science and

technical education in Independent India, which gradually introduces various strategies and expanded in multi

fold after the independence and which were still progressing.

2.3.2 Studies related to Status of Vocational Education

Venkatram's (2010) study on Vocational Education and Training (VET) in India found slow progress in

establishing vocational schools and enrollments. The sluggish growth was attributed to negative attitudes

towards manual work and the perception that vocational education is only for the economically disadvantaged

or educationally backward individuals. Despite major interventions to strengthen institutions, particularly

public-funded ones, the measures were deemed inadequate in achieving the broader goal of creating a

substantial skilled workforce in the country.

Joshi's 2013 study on Vocationalisation of Education in India highlighted challenges in providing skill-based

education due to a demand-supply mismatch for skilled workers. The decline in the labor market for those

without higher degrees, high dropout rates at the secondary level, and a lack of emphasis on academic skills

in vocational systems were identified. Other challenges included insufficient private sector participation,

failure to meet industry needs, limited opportunities for skill upgrading, lack of clear certifications for the

informal sector, and issues faced by training institutions. The study emphasized the importance of

understanding trainee apprehensions and challenges in Vocational Education and Training (VET).

In Kotamraju's 2014 article on the Indian Vocational Education and Training (VET) system, the author

outlines the current status and challenges. The key points include the need for a common curriculum for

unskilled workers, a more flexible VET system for semi-skilled individuals, and the elevation of skilled

workers' competencies to international standards through public or private partnerships. Kotamraju

recommends adopting a comprehensive organizational strategy to address the diverse missions within the

Indian workforce education system.

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In Verma's 2017 study on Vocational Education in India, the author highlighted successful government

policies and initiatives but identified key challenges in the implementation of Vocational Education. Problem

areas included a mismatch between labor market needs and training skills, insufficient focus on emerging

areas, outdated syllabi and equipment, inadequate practical training for real-world applications, low social

acceptability, limited employment opportunities, poor overall enrollment, inadequate industrial participation,

outdated training modules and courses, inappropriate mediums of instruction, and a lack of practical

knowledge.

2.3.3 Studies related to Problems and Facilities of Vocational Education

Bhargava's 1991 study on students in the Vocational Education stream found that the majority perceived

vocational education as purposeful, interesting, and crucial for employability and national development.

However, the study identified shortcomings, including only 35% of schools having trained staff, a lack of

proper guidance, and inadequate physical facilities for vocational education.

Goel's 2011 study on Vocational Education and Training (TVET) in India for sustainable development

identified key problems contributing to low performance, including the non-availability of courses in

emerging areas, inadequate infrastructure, challenges in attracting quality teachers, financial constraints, lack

of institutional flexibility, limited industry participation, and outdated curricula. The study recommended

adopting strategies like expanding and upgrading VET and higher technical education, promoting research in

educational institutions, and redesigning the school-level educational pattern to facilitate skill development.

In Pant's 2011 study on Technical education in North Eastern India, challenges were identified: outdated

syllabi, minimal course additions, lacking Institute-Industry Interaction, faculty flight, insufficient quantity

and quality of qualified faculty, a shortage of Ph.D. holders, limited efforts in quality assurance through

agencies like NAAC and NBA, compromises in faculty selections, inadequate infrastructure, and weak

student placement links. The study recommended remedies to address these issues and enhance the role of

technical institutions in shaping India's position in the evolving global economic order.

In their 2017 examination of Indian Higher Technical Education, Waghmare, Datar, and Hire highlighted

the quantitative growth in engineering education, yet expressed concern about declining quality due to

inadequate standards and monitoring by regulatory bodies. Factors affecting quality included insufficient

physical infrastructure, political interference leading to poor governance, lack of autonomy, ineffective

industry linkage, and a shortage of self-motivated faculty. The study proposed achievable suggestions for

improvement, such as Industry-Institute Interaction, innovative practices, learning societies, incentives for

teachers and researchers, resource mobilization, student-centered education, job-oriented courses,

international collaboration, examination reforms, and the establishment of Internal Quality Assurance Cells

(IQAC) and libraries.

2.3.4 Studies related to Management and Administration of Vocational Education

Bhattacharya's 1992 investigation on the Design and Development of an Interactive Teaching-Learning

System for Technical Education showed a notable improvement in students' performance scores in the State

Board of Technical Education (SBTE) examination. However, the study found a poor correlation between

scores in the SBTE examination and students' problem-solving abilities.

Singh, Malhotra, and Rasewatt's 2015 study on the qualitative assessment for the improvement of Technical

Education using Total Quality Management (TQM) analyzed the current state of technical education in India.

The study identified factors contributing to the degradation of technical education at both lower and higher

levels and emphasized the importance of TQM, incorporating design inbuilt quality and manufactured quality,

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as a remedy for declining standards. It highlighted four major areas for problem resolution: Input, Curriculum,

Resources, and Research.

2.4 Summary of Literature Review

The literature review for this study on Vocational Education extensively drew from diverse sources, including

books, journals, research papers, doctoral theses, websites, and various publications, encompassing national

and international perspectives. The focus encompassed the development, challenges, facilities, status, and

management of Vocational Education, both in India and globally. The existing literature highlighted common

issues such as infrastructure, curriculum, faculty, and facilities. Despite varied studies conducted in different

regions, there is a noticeable gap in significant research, particularly in Bihar, indicating a pressing need for

the present study. The diverse aspects covered in the literature analysis contribute to understanding the crisis

and potential solutions in Vocational Education. The investigator acknowledges the limited available material

but emphasizes its relevance for determining the current status of Vocational Education in Bihar.

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CHAPTER-3

RESEARCH METHODOLOGY

3.1 Introduction

Kothari (2004), ‘Research methodology is a systematic study towards problem solving in scientific way’.

So, it can be understood as the techniques by which we can identify, select, interpret and analyze the

information related to our topic.

A methodology offers the understanding of best

practice at a specific place. The term “Research method” simply refers to the methods/techniques to conduct

the research. So, the operations are based upon this.

This chapter deals with the concerning procedure for the study. The main aim of this study is to know

the Status of Technical and Vocational institutions in Bihar taking into consideration the different aspects

such as Origin and Development, Present Status, Quality of Vocational Education and the Problems of

students and teachers. Hence, every care has been taken to achieve the stated objective.

3.2 Method and Procedure

In the present study, the investigator adopted the Descriptive Survey Method, in which the emphasis is

given to the information provided by the participants (Such as - Heads of the institutions/ Principals, Teachers

and Students). The purpose of this study is to know the present status in terms of Administration, Curriculum,

Physical Infrastructure, Academic Facilities, Teacher`s Profile, Governance, Leadership and Management,

Curricular aspects, Infrastructure and Learning Resources, Student Support and Progression, etc.

3.3 Population

A population refers to the group of individuals, who have common characteristics.

The population of the

study comprised of all the Principals, Teachers and Students in Government Technical and Vocational

institutions in Bihar. The following table shows the population of the study –

Type of Institution

No. of Institution

No. of the Head of

Institution

Vocational Institutions

(Government Industrial Training Institute)

149

Total

149

Source: Directorate of Employment Training, Government of Bihar.

So, on that basis the target population is the Bihar, that have 9 divisions and 38 districts.

3.4 Sample

It seems impossible to test the entire population at a time. Sampling is an element of research because of its

significant impact on the quality of the findings/result. In other words, a sample refers to a smaller and

manageable portion of a larger group/population.

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Considering the population of the study, drawing

representative sample for the Heads of the institution was simple as each institution is headed by one person.

A representative sample was taken from 1 division (i.e.- Purnia) of the state, in which total of 2 government

colleges were identified for sample from the districts that comes under this division. Whereas, the total of 120

Students and 08 Teachers was drawn using Simple Random Sampling Technique. In the course of obtaining

data for the study, in some of the respondents did not respond the questionnaires and some questionnaires

were discarded and due to that, reduction happened in sample size. Further, the researcher interviewed the

officials of Directorate of Employment & Training Labour Resources Development Government of Bihar.

The following table shows the Sample of the study -

3.5 Research Tools

The research requires several data collection tools or techniques. The tools may differ from one to others as

per the nature of research.

3.5.1 Type of Tools used

For collecting the concerned information, there are the following tools constructed by the investigator-

1) Questionnaire for the Students.

2) Questionnaire for the Teachers.

3) Interview Schedule (Offline) for government officials.

3.5.2 Construction of the Tools

The major tool for collecting information for this study was the Questionnaire. The investigator prepared and

developed the three sets of questionnaires towards conducting the present study. The construction of the

questionnaires was time consuming and was little bit lengthy as it involves several steps. The investigator has

developed the items consisting of closed ended items in Yes/No form and also MCQ types. Open ended items

also be taken care to enable the respondents to express their views, opinions and provide suggestions wherever

necessary and some scale items. The items were constructed keeping in view the following:

a) The Research questions and Objectives of the study.

b) Online consultation and guidelines taken from the Head of the institution for the construction of good

questionnaire.

Type of Institution

No. of

Institution

Respondents

Students

Teachers

Vocational Institutions

(Government Industrial Training Institute)

120

Total

120

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3.5.3 Description of the Tools

After framing the Questions, the first draft was submitted to the supervisor for her critical review. Considering

her suggestions some items were modified. Since the questionnaires were not intended for scoring procedure,

so reliability and validity were not established. However, in order to establish content validity, the

questionnaires were subjected to expert’s supervision. The questionnaires were given to the supervisor of the

investigator and as per her suggestions and criticism, the questionnaire was improved by dropping few items.

The questionnaires comprised of sections and number of items as indicated below:

1. Questionnaires for Students

The questionnaires comprised of seven sections –

a) Physical infrastructure (2 items)

b) Academic facilities (2items)

c) Curriculum (3 items)

d) Administration (3 items)

Overall, it is comprised a total of 10 items and provisions were made for obtaining

problems and suggestions from the respondents after every section.

2. Questionnaires for Teachers

The questionnaire comprised of six sections –

a) Teachers’ profile (4 items)

b) Physical infrastructure (6 items)

c) Academic facilities (5 items)

d) Curriculum (4 items)

e) Administration (6 items)

This includes a total of 25 items and finally space was provided for obtaining

problems and suggestions of the respondents after every section.

3.5.4 Try-out

After preparation of the questionnaires, preliminary try-out of the questionnaires was conducted in two

institutions, to determine the suitability of the tool. After trying out, it was found that the percentage of the

un-responded items in the questionnaires was very less. However, in consultation with the Supervisor few

items were dropped and new items were added by reframing the original items. Therefore, all the necessary

corrections done for the data collection.

3.5.5 The Interview Schedule (Offline

An interview plays an important role in data collection through face to face or online communication between

investigator and participants. Mc Namara (1999), Interview is useful to follow-up with individual

respondents after questionnaires to further investigate their responses. In order to guide the investigator, the

interview schedule was prepared by which the investigator can gather the data from the officials of the State

Board of Technical Education, Bihar and the Directorate of Employment and Training, Labour Resources

Department Government of Bihar.

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1. Preparation and Execution of the interview:

Preparing and conducting an interview was not an easy task, however the number of steps taken into

consideration towards its smooth execution. The interview schedule was clear in terms of fulfillment of the

study need. Before formation of interview questions, the following decision was kept in mind –

a) What type of information should be taken?

b) Depth of topic for the information.

c) Method of framing the question.

d) Sequence of the questions.

By the above decision, the investigator have clarity towards the nature of

questions. The officials from whom the information is to be gathered was also prepared by appointments

through emails and setting a convenient online meeting for the interview.

Before starting the interview, it was

ensured that everyone both (interviewer and interviewee) were relaxed and comfortable towards the interview.

Firstly, the investigator gave his own introduction by mentioning the purpose of interview to the respondent.

The confidentiality of the information gathered from the respondent was maintained and it is used only for

the study. The interview however started by asking the series of open-ended question as prepared by the

investigator for obtaining the information. After collection of required information, the investigator thanked

the respondent for the cooperation and giving the valuable time.

3.6 Sources of Data

The data was collected by the investigator from the sample on the basis of the objectives of the study. Both

(Primary and Secondary) sources of data were used. Primary sources of data were from the Directorate of

Employment and Training, (Labor Resources Department) Government of Bihar through the interview and

its concerning colleges through the set of questionnaires. Whereas, the secondary sources of data include

reference books (Crown and Bihar Samsamyiki), various texts, journals, magazines, survey of research in

education and book reviews, etc.

3.7 Data Collection

After the tool finalization, the investigator personally visited the vocational institutions in two different

districts (Purnia, and Katihar) of Bihar for data collection and the questionnaire was distributed by the help

of the Government of Bihar through digital platform. This activities for data collection were indeed tiresome

and involved a lengthy process which took almost twenty-nine days starting from preliminary visit for

permission from the Head of the institutions to carry out the study and conducting interviews from the

officials. The investigator personally took permission from the officials for the study. Accordingly, the

investigator also got the permission to visit the library of the concerning institutes. Data collection through

questionnaire took more time as compared to the interview. In some case, the respondents did not respond the

questionnaire booklet.

3.8 Analysis of Data

To achieve the objectives of the study, the data was analyzed in which the Simple percentage was used for

analyzing the quantitative data and content analysis was used for qualitative data.

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3.9 Conclusion

The chapter includes a description of the research method and procedure that was adopted to collect,

summarize, present and analyze the data. Here, the emphasis was given to describe about how tools were

developed and used for the study of the population selected by the investigator.

CHAPTER-4

ANALYSIS AND INTERPRETATION OF DATA

4.1 Introduction

In any research, the data analysis plays an important role by establishing relations between information that

is taken in order to achieve the study result on the basis of research gap. The gathered data is huge and

complex. Therefore, the meaningful presentation of such data is made for the expected conclusions. Whereas,

the interpretation process is adopted by the researcher to analyze, to make valid explanations by the research

relations and to draw the conclusion. Thus, analysis and interpretation of data provides a way to answer the

concerning questions.

In this chapter, the data collected from the population is presented, analyzed and

interpreted on the basis of research objectives in systematic manner.

4.2 Objective (1) To find out the Origin and Development of Vocational Education in Bihar –

The year 1924 marked as the beginning of the establishment of first technical institution as Bihar Engineering

College at Patna (now N.I.T Patna). This was the 6th engineering college in India. The State Board of Technical

Education (SBTE) Patna is responsible for evaluation and certification of six semester diploma courses of all

the Polytechnic Institution affiliated by the SBTE Bihar. Initially, this department was under control

Department of Industry. In 1978, it was separated and established as an independent department as Department

of Science and Technology. After independence, industrial revolution took place and to fulfill the needs of the

nation for technological manpower, Bihar Institute of Technology, Sindri was started as College of Mechanical

and Electrical Engineering at Patna in the year of 1949. It was later shifted to Sindri on 17th November 1950.

After that, the Muzaffarpur Institute of Technology was established in the year 1954. The SBTE formally

took place on dated 31st May 1955 under the Science, Technology and Technical Education Department,

Government of Bihar. Since its formation the board is giving efforts for curricular standard of Polytechnic

Institutions of this state. In 2007, the Department of Information Technology came as an independent

Department from the Department of Science and Technology. At present, 38 engineering colleges and 46

Polytechnic institutions are functioning in Bihar. Out of 46 polytechnic institutions, there are 2 Government

Women’s Polytechnic Institute, which are at Muzaffarpur and Patna. In June 2023, the department has been

renamed as Department of Science, Technology & Technical Education to reflect the actual nature of the work

being functioned by the department.

The Directorate of Employment & Training (DET) is working under the

Department of Labour Resources, Government of Bihar. In the beginning, the Industrial Training Institutes

were functioning under the direct supervision of the Director General of Employment & Training (DGE&T),

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New Delhi, Ministry of Labour, Government of India. Since 1956 the administration of Industrial Training

Institutes (ITI) under the Craftsmen Training Schemes has been transferred to the State government. DET

functions with the major objectives of providing Vocational Training to the youths in Bihar. To achieve these

objectives the DET runs a variety of long-term and short-term training programmes in Industrial Training

Institutes in the State. The Directorate of employment and training is the apex organization for development

and coordination at state levels for the programmes relating to vocational trades to meet the skilled manpower

requirements for technology and industrial growth in the country. To ensure a steady flow of skilled worker

in different trades for industry, as well as raise the quality & quantity of industrial production by scientific

training. Industrial Training Institutes are under the administrative and financial control of this Directorate.

4.3 Objective (2) To find out the present status of Vocational Education in Bihar –

4.3.1 Present Status of Vocational Institution

Responses from the students

A.) Physical Infrastructure

Table – 4.1

Infrastructural facilities provided in Vocational Institutions

Vocational

Institutions

(N=120)

(N%)

Facilities

Yes

Proper

Classrooms

113 (94.2%)

7 (5.8%)

Library

79 (65.8%)

41(34.2%)

Laboratory

98 (81.7%)

22(18.3%)

Tutorial room

26 (21.7%)

94(78.3%)

Auditorium

35 (29.2%)

85(70.8%)

Students’

Common

room

53 (44.2%)

67(55.8%)

Visitor’s

Room

24 (20%)

96(80%)

Sport

Complex

78 (65%)

42(35%)

Playground

107 (89.2%)

13(10.8%)

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It was observed from the table 4.1, that proper classrooms, library, laboratory, sports complex and playground

in majority of the vocational institutions were provided as affirmed by 94.2%, 65.8%, 81.7%, 65%, and 89.2%

respectively. However, other infrastructure facilities such as Tutorial room, Auditorium, Students’ Common

room, Students’ Common room and Visitor’s Room were found lacking in both Vocational institutions.

Table – 4.2

Facilities provided in the Campus

A close observation of table 4.2 reveals that majority 92%, 65%, 100%, and 75% students of vocational

institutions respectively stated provision of hostel, workshop, drinking water, separate and clean washroom

facility. Whereas, lack of different facilities such as transportation, canteen, health center, guidance and

counselling and internet facilities were found in the institutions.

Vocational

Institutions

(N=120)

(N%)

Facilities

Yes

Hostel

111(92.5%)

9(7.5%)

Workshop

78(65%)

42(35%)

Transportation

34(28.3%)

86(71.7%)

Drinking

water

120(100%)

Canteen

120(100%)

Separate &

Clean

Washroom

90(75%)

30(25%)

Health center

15(12.5%)

105(87.5)

Guidance &

Counselling

40(33.3%)

80(66.7%)

Internet

68(56.7%)

52(43.3%)

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B.) Academic Facilities

Table – 4.3

Types of audio-visual aids provided in the classroom (T.L.M)

It may be observed from the table 4.3, that in almost both Vocational institutions have E-book, Maintained

Black/White Board, Computer and Projector are provided in the classroom as indicated by 63.6%, 89.2%,

78.3% and 65% respectively. However, the VR equipments were not installed properly in the classroom.

Table – 4.4

Types of extra - curricular programmes organized in the institution

(Teaching-Learning Process)

Table 4.4 shows the responses related to non-academic programmes organized in Vocational institutions.

Firstly, it is seen from the table that 78%, 68.3%, and 79.1% students of vocational institution stated seminar,

educational tour and industrial visit respectively were organized in the institutions. However, only a small

percentage 43.3% responded in field trips.

Vocational

Institutions

(N=120)

(N%)

Type of Aids

Yes

E-Books

76(63.3%)

44(36.7%)

Maintained

Black/White

Board

107(89.2%)

13(10.8%)

Computer

94(78.3%)

26(21.7%)

Projector

78(65%)

42(35%)

equipment

6(5%)

114(95%)

Vocational

Institutions

(N=120)

(N%)

Extra-

curricular

Yes

Seminar

94(78.3%)

26(21.7%)

Educational

tour

82(68.3%)

38(31.7%)

Industrial

visit

95(79.1%)

25(20.8%)

Field trips

52(43.3%)

68(56.7%)

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C.) Curriculum

Table – 4.5

Existing Curriculum

From table 4.5, it is seen that 100% students of vocational institutions were positively stated that the course

content taught to them were useful for their future occupation and also it is evident from the above table that

the no any students were facing the problem with regard to availability of related textbook as affirmed by

100% students.

Table – 4.6

Examination System

Vocational

Institutions

(N=120)

Items

(N%)

Course

Content

Useful

120(100%)

Not Useful

Availability

of Textbooks

Yes

120(100%)

Vocational

Institutions

(N=120)

System

(N%)

Present

Satisfied

120(100%)

examination

system

Not

Satisfied

Type of

Semester

35(29.2%)

examination

Annual

85(70.8%)

Timely result

Yes

118(98.3%)

declaration

2(1.7%)

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With regard to examination system in Vocational institutions, the above table 4.6 shows that majority 100%

students expressed satisfaction with the present examination system followed in the institution. The analysis

also reveals that semester and annual exams were followed as stated by the students, in which 29.2% students

mentioned semester exam and 70.8% students mentioned annual exam being followed in the institution.

Finally, in Vocational institution majority 98.3% students stated timely declaration of result with only an

exception of 1.7%.

Table – 4.7

Co-curricular activities organized in the institution

From table 4.7, it clearly shows that majority 90.8% students of vocational institution responded co-

curricular activities organized in the institution.

D.) Administration

Table – 4.8

Mode of Admission

Table 4.8 shows the responses of students related to mode of admission in Vocational institutions. It is

observed that students’ responses vary in admission such as 20% of students got admission through national

level test, in some aspects the admission was made through entrance and interview, whereas the majority

(65%) of students admitted through the state level test.

Co-curricular activities

Vocational Institutions

(N=120)

(N%)

Yes

109(90.8%)

11(9.2%)

Mode of

Admission

Vocational

Institutions

(N=120)

(N%)

National level test.

24 (20%)

State level test

78 (65%)

Entrance + Interview

18 (15%)

Direct Admission

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Table – 4.9

Fee structure & scholarship

From table 4.9, it is observed that the fees charged by the institution was not a problem as a high percentage

i.e. 90% students of Vocational institution respectively expressed satisfaction towards the fee structure.

Further, with regards to scholarship and stipend in the institutions, 68.3% students of vocational institution

affirmed that they receive scholarship from the Government while, 31.7% did not.

Table – 4.10

Reasons for pursuing the course

The above table 4.10 shows the students’ responses regarding the reasons for pursuing the particular course.

Majority 70% respondents of vocational institution expressed job oriented was the main reason for pursuing

the course. Further analysis says 27.5% respondents were shown self-interest towards the course, while 2.5%

respondents pursuing the course due to the pressure from their parents.

Vocational

Institutions

(N=120)

Items

(N%)

Fee Structure

Satisfied

108 (90%)

Not

Satisfied

12 (10%)

Scholarship

/Stipend

Yes

82 (68.3%)

38 (31.7%)

Reasons

Vocational

Institutions

(N=120)

(N%)

Self interest

33 (27.5%)

Job oriented

84 (70%)

Pressure from

parents

3 (2.5%)

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4.3.2 Present Status of Technical and Vocational Institution

Responses from the Teachers

A.) Teacher’s Profile

Table – 4.11

Age group of teachers

Age

Vocational Institutions

(N=08)

20 – 30 years

31 – 40 years

5 (62.5%)

41 years & Above

3 (37.5%)

Table 4.11 shows the different age group of teachers in Vocational institution. It is observed that in vocational

institution 62.5% of teachers are between the ages of 31-40 years and remaining 37.5% falls under 41 years

and above.

Table – 4.12

Educational qualifications of the teachers

Vocational

Institutions

Educational

Qualifications

(N=08)

B.A.

1 (12.5%)

B.Sc.

General

B.Com.

Qualifications

M.A.

M.Sc.

M.Com.

B.B.A.

M.B.A.

B.C.A.

Professional

M.C.A.

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Qualifications

B.Tech.

3 (37.5%)

M.Tech.

ITI

4 (50%)

Diploma

1 (12.5%)

Apprenticeship

1 (12.5%)

Other

PhD.

Qualifications

GATE

With regards to the qualification of teachers in Vocational institutions, it is observed from the table 4.12, that

majority of the vocational institution appointed teachers’ holding ITI degree and Bachelor of Technology as

expressed by 50% and 37.5%. Further, the table also shows that very few teachers have B.A., Diploma and

apprenticeship qualifications.

Table – 4.13

Mode of appointment of the teachers

Mode of

Vocational Institutions

Appointment

(N=08)

Interview

2 (25%)

Written Test + Interview

3 (37.5%)

Academic Records

3 (37.5%)

Table 4.36 clearly reveals the mode of appointment of teachers in Vocational institution. It is observed from

the table that the teachers were appointed through Interview, Written Test + Interview and Academic Records

as affirmed by 25%, 37.5% and 37.5% respectively.

Table – 4.14

Type of Post

Type of

Vocational Institutions

Post

(N=08)

Permanent

2 (25%)

Ad-hoc

1 (12.5%)

Temporary

5 (62.5%)

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The above table 4.14 shows that a more percentage 62.5% teachers of vocational institution responded

temporary type of post, while 25% and 12.5% teachers of the institution responded temporary permanent and

Ad-hoc respectively.

B.) Physical Infrastructure

Table – 4.15

Residential quarter/

Vocational Institutions

Housing facility

(N=08)

Yes

8 (100%)

From table 4.15, it clearly shows that residential quarters and housing facility were not provided to teachers

in vocational institution as 100% teachers responded this statement.

Table – 4.16

Staff Room

Vocational Institutions

(N=08)

Yes

8 (100%)

It is seen from table 4.16 that in almost all vocational institutions have separate staff room as expressed by

100% teachers of the institution.

Table – 4.17

Common Room

Teachers’ Common

Vocational Institutions

Room

(N=08)

Yes

8 (100%)

Table 4.42 indicates that 100% teachers of vocational institution responded in the affirmative with regard to

teachers’ common room.

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Table – 4.18

Different facilities provided in teachers’ Common Room

Regarding the different facilities provided in teachers’ common room, it is observed from table 4.18 that in

most of the Vocational institutions the facilities were good.

Table – 4.19

Class Room

From table 4.19, it is observed that 100% teachers of Vocational institution positively stated that institution

have adequate number of classrooms. Further, with regard to the condition of classroom in the institution

majority of the teachers were satisfied as expressed by 100% respondents of the institution.

Facilities

Vocational

Institutions

(N=08)

Yes

Magazines

2 (25%)

6 (75%)

Journals

1 (12.5%)

7(87.5%)

Newspapers

5 (62.5%)

3(37.5%)

Lockers for

each teacher

5 (62.5%)

3(37.5%)

Large tables

for reading &

Writing.

5 (62.5%)

3(37.5%)

Classroom

Vocational

Institutions

(N=08)

N (%)

Adequate

number of

Yes

8 (100%)

Classroom

Condition of

Satisfied

8 (100%)

Classroom

Not

Satisfied

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Table – 4.20

Facilities for teachers in the Institute

With regards to the facilities provided for teachers in vocational institutions 100% teachers stated Drinking

water facility, an equal percentage of 62.5% mentioned Parking Facilities and Adequate power supply, while

only 37.5%, 25% and 12.5% expressed provision of Medical Facilities, Transport facility and separate rest

room respectively.

C.) Academic Facilities

Table – 4.21

Facilities and Equipment in Laboratory

Facilities

Provided

Vocational

Institutions

(N=08)

N (%)

Yes

Separate rest

room

1 (12.5%)

7(87.5%)

Medical

Facilities

3 (37.5%)

5(62.5%)

Parking

Facilities

5 (62.5%)

3(37.5%)

Drinking water

facility

8 (100%)

Adequate

power supply

5 (62.5%)

3(37.5%)

Transport

facility

2 (25%)

6 (75%)

Facilities &

Equipment

Vocational

Institutions

(N=08)

N (%)

Availability

Yes

6 (75%)

Laboratory

2 (25%)

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A close observation of table 4.21 reveals that in almost all vocational institutions’ latest machines and

equipment were available as expressed by 87.5% teachers. Further, 75% teachers disclosed the availability of

laboratory and 62.5% teachers stated that equipment and machines were adequate in the institution.

Table – 4.22

Teaching – Learning material

Teaching aids

Vocational Institutions

Teaching aids

(N=08)

N (%)

Well equipped

8 (100%)

Not Well equipped

Table 4.22 clearly shows that a thumping percentage 100% teachers of vocational institution expressed well

equipped teaching aids in the institution,

Table – 4.23

Audio - Visual aids for teaching

Adequate

equipment

Yes

5 (62.5%)

& machines

3 (37.5%)

Latest

machines

Yes

7 (87.5%)

& equipment

1 (12.5%)

Audio –

Visual aids

Vocational

Institutions

(N=08)

N (%)

Yes

Computer

assisted

7 (87.5%)

1(12.5%)

LCD/LED

Projectors

7 (87.5%)

1(12.5%)

Overhead

projectors

4 (50%)

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With regards to the audio- visual aids use for teaching a larger percentage of 87.5%, 87.5%, and 50% teachers

in vocational institution affirmed computer assisted, LCD/LED projector and overhead projector respectively.

Table – 4.24

Teaching methods used in class session

From table 4.24, it is observed that 87.5%, 87.5%, 75%, 87.5% and 75% teachers in vocational institution

expressed about the teaching method use in the classroom which includes the discussion, lecture method,

demonstration cum illustration method, project and presentation respectively.

Table – 4.25

Programmes organized in institution

Teaching

method

Vocational

Institutions

(N=08)

N (%)

Yes

Discussion

7 (87.5%)

1(12.5%)

Lecture

7 (87.5%)

1(12.5%)

Demonstration

& Illustration

6 (75%)

2(25%)

Project

7 (87.5%)

1(12.5%)

Presentation

6 (75%)

2(25%)

Vocational

Institutions

(N=08)

N (%)

Extra-

curricular

Yes

Seminar

7 (87.5%)

1(12.5%)

Workshop

8 (100%)

Educational

tour

6 (75%)

2(25%)

Field trips

3 (37.5%)

5(62.5%)

Industrial visit

7 (87.5%)

1(12.5%)

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With regards to different programmes organized in Vocational institutions, it is seen from table 4.25 that

programmes such as seminar, workshops, educational tour and industrial visit dominated the list of

programmes organized in the institutions with responses as high as 87.5%, 100%, 75% and 87.5% teachers

responded in favour of the respective programmes.

D.) Curriculum

Table – 4.26

Existing Curriculum

Vocational Institutions

Existing Curriculum

(N=08)

N (%)

Heavy

Moderate

7 (87.5%)

Light or Easy

1 (12.5%)

Table 4.26 shows the opinion of teachers regarding the existing curriculum in Vocational institutions, majority

87.5% teachers in the institution respectively expressed the existing curriculum as moderate, while only 12.5%

teachers of vocational institution reported the existing curriculum as light or easy.

Table – 4.27

Completion of Syllabus

Problem in completion of

syllabus

Vocational Institutions

(N=08)

N (%)

Yes

1 (12.5%)

7 (87.5%)

In addition, it is seen that the teachers do not face problem in completing the syllabus on time as evident from

the positive response of 87.5% teachers of the institution respectively. (Refer table 4.27).

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Table – 4.28

Organized Co-curricular activities in the institution

Organized co-curricular activities

Vocational Institutions

(N=08)

N (%)

Yes

8 (100%)

Table 4.28 shows the teachers’ views with regard to co-curricular activities organized in the institution. It is

observed that co-curricular activities were organized in the institutions as affirmed by 100% teachers of

vocational institution.

Table – 4.29

Participation of teachers in Co-curricular activities

Further, with regards to teacher’s participation in different co-curricular activities, it is observed from table

4.29 that in vocational institutions the percentage of teachers participate in academic by 100%, games and

sports by 87.5%, cultural activities by 87.5% and less social interaction is stated by 50%.

Co-

curricular

activities

Vocational

Institutions

(N=08)

N (%)

Yes

Academic

8 (100%)

Games &

Sports

7 (87.5%)

1(12.5%)

Cultural

7 (87.5%)

1(12.5%)

Social

4 (50%)

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E.) Administration

Table – 4.30

Non-teaching staff

Vocational Institutions

(N=08)

N (%)

Sufficient

3 (37.5%)

Not Sufficient

5 (62.5%)

With regard to adequacy of non- teaching staff in the institution, majority (62.5%) of respondents stated that

there is not the sufficient number of non-teaching staff in the institution. Though, the 37.5% of respondents

were saying that there is the number of non-teaching staff were sufficient in their domain.

Table – 4.31

Attendance

Vocational Institutions

Attendance

(N=08)

N (%)

Maintained

8 (100%)

Not Maintained

It is observed from table 4.31 that in vocational institutions strict attendance for students and maintained as

expressed by 100% teachers of the institutions.

Table – 4.32

Leave facilities in the Institution

Vocational

Institutions

(N=08)

N (%)

Type of Leave

Yes

Causal Leave

8 (100%)

Medical Leave

3 (37.5%)

5(62.5%)

Study Leave

1 (12.5%)

7(87.5%)

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Further, with regards to type of leave facilities 100% teachers in vocational institution stated that they can

avail casual leave, and others forms of leave such as medical leave, earned leave, maternity leave and paternity

leave can also avail as stated by 37.5%(each) teachers in that leave. It is however disappointing, to see that

only 12.5% teachers of vocational institution stated that they can avail study leave. (Refer table 4.32)

Table – 4.33

Promotion & Service rules

From table 4.33, it is observed that there is salary paid according to work load as expressed by 62.5%. Further,

with regards to prospect for promotion of 50% teachers in vocational institution. It also clearly shows that the

provision of salary increment annually was less.

Earned Leave

3 (37.5%)

5(62.5%)

Maternity

Leave

3 (37.5%)

5(62.5%)

Paternity

Leave

3 (37.5%)

5(62.5%)

Items

Vocational

Institutions

(N=08)

N (%)

Prospect for

Yes

4 (50%)

Promotion

4 (50%)

Paid according to workload

Yes

5 (62.5%)

3 (37.5%)

Provision of increment annually

Yes

3 (37.5%)

5 (62.5%)

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Table – 4.34

Member in different kind of Committee

With regards to the membership of teachers in different kind of committees, it is observed from table 4.34 that

teachers were assigned in different committees to execute the administrative work. In vocational institutions,

62.5%, teachers stated members in Development Committee, while 100%, 75%, 75% and 62.5% teachers

stated the members were not involved in the different committees such as Anti-Ragging Committee, Library

Committee, Sports Committee and Examination committee respectively. Also, the Student welfare &

Discipline Committee recorded the equal percentage (50-50) in participation and non-participation of teachers

in this committee.

Table – 4.35

Teaching Profession

The above table 4.35 clearly shows that the teachers were satisfied with the teaching profession as positively

stated by 62.5% teachers of Vocational institution.

Different Committees

Vocational

Institutions

(N=08)

N (%)

Yes

Student welfare & Discipline

Committee

4 (50%)

Anti-Ragging Committee

8 (100%)

Development Committee

5 (62.5%)

3 (37.5%)

Library Committee

2 (25%)

6 (75%)

Sports Committee

2 (25%)

6 (75%)

Examination Committee

3 (37.5%)

5 (62.5%)

Vocational Institutions

Attendance

(N=08)

N (%)

Satisfied

5 (62.5%)

Dissatisfied

3 (37.5%)

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4.4 Objective (3) To find out the problems of students and teachers in the institutions of vocational

education in Bihar-

4.4.1 Problems faced by the students of Vocational institutions.

(A). Problem related to Physical Infrastructure (Responses of Students)

1.) Building and infrastructural facilities –

1. Non availability of different infrastructural facilities like- tutorial room, auditorium, students’ common

room, and visitor’s room.

2.) Facilities in college campus -

1. There were no provision of canteen facility, no health center, no transportation, no internet and no guidance

and counselling facility.

(B.) Problems related to Academic facilities (Responses of students)

1.) Teaching learning materials –

1. There were no any virtual reality equipment.

2.) Extra-curricular activities –

1. The field trips were less as compared to industrial visit, educational tour and seminar.

(C.) Problems related to Administration (Responses of Students)

1. Lack of adequate number of teachers.

2. Delay in disbursement of scholarship/ stipend on time.

4.4.2 Problems faced by the teachers in Vocational institutions.

(A). Problem related to Physical Infrastructure (Responses of Teachers)

1. There were no any residential facilities provided by the institution.

2. Lack of separate rest room, medical facilities and transport facilities.

3. Also the lack of overhead projectors was recorded.

(B.) Problems related to Curriculum (Responses of Teachers)

1. 87.5% of teachers were saying the curriculum on moderate side and 12.5% teachers stated the curriculum

on light or easy side.

2. In which, 12.5% teachers were stated that they were facing problem in completing the syllabus.

3. In the context of co-curricular activities, 50% teachers were not participated in social activities.

(C.) Problems related to Administration (Responses of Teachers)

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1. Insufficient non- teaching staff to carry out day-to- day activities.

2. The provision of study leave in the institution was not there.

3. Lack of provision regarding salary increment and promotion.

4. There were no any teachers’ participation in anti-ragging committee.

5. Lack of library, sports and examination committee.

6. Few (37.5%) teachers were unsatisfied regarding their profession.

4.5 Objective (4)- To make recommendations for the improvement of Vocational Education in Bihar.

4.5.1 Students’ recommendations for the improvement of Vocational Education in Bihar.

1. There is the need to develop infrastructural facilities regarding tutorial room, auditorium, students’

common room, and visitor’s room.

2. The provisions to be made in order to formulate canteen facility, health center, transportation,

internet and guidance and counselling facility.

3. VR equipment should be arranged and functioned in the campus.

4. The field trip’s importance should be equal to other visits and tours.

5. The adequate number of teachers should be recruited.

6. The disbursement of scholarship/ stipend should be on time.

4.5.2 Teachers’ recommendations for the improvement of Vocational Education in Bihar.

1. The residential facilities should be provided by the institution.

2. The institution must have separate rest room, medical facilities and transport facilities.

3. Overhead projectors should be arranged and functioned in the campus.

4. In-service training should be given in order to adopt the new work environment.

5. The participation in social activities should be increased.

6. The recruitment of non- teaching staff should be made to carry out day-to- day activities.

7. The provision of study leave in the institution should be there.

8. Provision should be made regarding salary increment and promotion.

9. Teachers’ participation must be encouraged in different committee by which the proper activities can

be managed.

10. The institution should arrange meeting in which all faculty can convey their job satisfaction.

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CHAPTER-5

FINDINGS AND DISCUSSION OF THE STUDY

5.1 Introduction

The current study focuses on the evolution and current state of vocational education in Bihar. It includes

physical infrastructure, academic facilities, curriculum, administration, and instructor profiles. It also explores

the difficulties encountered by both students and teachers in this educational sector. Chapter I outlines the

study's aims and research questions. Chapter IV presents an objective study and interpretation of data obtained

from principals, teachers, and students.

This chapter discusses the study's findings and links to relevant

literature to support the research outcomes.

5.2 Findings and Discussion

5.2.1 Origin and Development of Vocational Education in Bihar.

Vocational Education and Training offers lower-level education and training in several engineering and non-

engineering trades. Government ITIs offer vocational training under the Directorate of Employment, Skill

Development, and Entrepreneurship.

• Vocational Education in the state began in 1924 with the founding of the first technical college, Bihar

Engineering College in Patna, which is now known as the National Institute of Technology, Patna.

However, Patna University was founded in 1917 and is the seventh oldest university in the Indian

subcontinent. Later, many departments and universities were established. TVE in Bihar is in its early

stages, with little infrastructure and facilities. The current situation of vocational education in Bihar is

marked by a lack of academic advancement and limited options for those who are unable to pursue

higher education.

• 148 Government ITIs (Woman ITI) with capacity of around 25,000 youth and more than

1153 Private Training Institutes known as ITCs with training capacity of more than 94,000 are

functioning under the administrative control.

• The department operates 148 Industrial Training Institutes across 38 districts in the state. In which,

43 Women ITI and 105 General ITI are here. Total 5 ITI (including one WITI) in Purnia and total 4

ITI (including one WITI) in Katihar.

• There are two types of training courses - (a) Training in engineering Trades, and (b) Training in Non-

engineering Trades.

• The Administrative Council of Labour & Employment Department oversees the Directorate of

Employment, Skill Development, and Entrepreneurship, which was previously known as the

Directorate of Employment and Craftsmen Training. The Directorate of Employment & Craftsmen

Training became a full-fledged Directorate in 1986, overseen by a Director. The department operates

under two branches- i) Craftsmen wing and ii) Employment wing.

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• i) Craftsmen wing - The Directorate General of Training (DGT) in the Ministry of Labour, Govt. of

India, initiated Craftsmen Training Scheme (CTS) in the year 1950 for imparting skills in various

vocational trades to meet the skilled manpower requirements for technology and industrial growth of

the country.

• Under the constitution of India, vocational training is the concurrent subject. The development of

training schemes at national level, evolution of policy, laying of training standards and norms,

conducting the examinations, certification, etc. are the responsibilities of the Central Govt. whereas

the implementation of the training schemes largely rests with the State Govts. State Government is

advised by State Council for Vocational Training (SCVT) having representatives from different fields.

• The Directorate General of Training developed the Craftsmen Training Scheme in 1950. It provides

training programs ranging from six months to two years that cover more than 130 distinct disciplines.

Prerequisites for admission in these courses range from eighth to twelfth grades. After completing the

course, participants take the All India Trade Test (AITT). Those who pass obtain a National Trade

Certificate.

• . ii) Employment wing - The Employment wing of the Directorate of Employment & Training, under

the administrative control of the Department of Labour, Employment & Training, Govt. of Bihar, is

responsible for administration of the network of Employment Exchanges and University Employment

& Information Guidance Bureau in the whole of the State of Bihar, with the mission to collect, process

and disseminate all information relating to job opportunities to all job seekers in order to provide job

assistance to them.

• The Apprentices Act, 1961 was enacted with the objective of regulating the program of training of

apprentices in the industry by utilizing the facilities available therein for imparting on-the-job training.

Ministry of Skill Development and Entrepreneurship is the administrative ministry responsible for

implementation of the Act.

5.2.2 Present status of Vocational Education in Bihar in terms of:

1. Physical Infrastructure

a) Lack of Infrastructural facilities -

• With regard to infrastructural facilities, it was found that proper classrooms, library, laboratory, sports

complex and playground in majority of the vocational institutions were provided as affirmed by 94.2%,

65.8%, 81.7%, 65%, and 89.2% respectively. However, other infrastructure facilities such as Tutorial

room, Auditorium, Students’ Common room, Students’ Common room and Visitor’s Room were found

lacking in both Vocational institutions as affirmed by the students 78.3%, 70.8%, 55.8% and 80%

respectively. Due to that reason, the infrastructural facilities were lacking.

b) Classroom -

• Both Vocational institutions have the provision of well ventilation and lighting in the classroom which

suggest that there is the improvement in facilities provided such as proper lighting and ventilation

inside the classroom as confirmed by the 94.2% students.

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c) Common room -

• There was absence of student’s common room in the institutions while, both institutions 100% have

provision of teacher’s common room. The facilities in teachers’ common room which also includes

Magazines and Journal were reportedly found to be provided in less than 25% of the institutions.

d) Residential quarters for teachers and students’ hostel -

• With regards to the residential quarters for teachers it was found that in vocational institutions 100%

teachers affirmed non-availability and no provision of residential quarters.

• There were provisions of student’s hostel in most of the institutions 92.5%.

e) Toilet facility -

• It was found that separate toilet facilities for both male and female students were provided in the

campus.

f) Lack of different facilities in the institution -

• The students reported lack of Transportation, Canteen, Health center and Guidance and Counselling

in the institution. While, Separate rest room (87.5%), Medical (62.5%) and Transportation (75%)

facilities for teachers were not available in the institution.

2. Academic Facilities

a) Classroom –

• There is the lack of VR equipment.

b) Teaching-Learning Process -

• The field trips were less.

3. Curriculum

a) Examination system-

• In Vocational institutions, institutes under NCVT and trades with the duration of two years follow

semester examination and the institute under SCVT and trades with the duration of one year follow

annual examination system.

• The study found that 93.3% students were satisfied towards the present examination system with the

exception of 6.7% students. However, with regard to timely declaration of results 98.3% students in

Vocational institution reported satisfactory with the exception of 1.7% students of the institution.

d) Co-curricular Activities-

• It was discovered that vocational institutions organize co-curricular activities such as games and

sports, as well as intellectual and cultural activities, and that students and faculties are encouraged to

participate in these activities.

• The study shows that only 50% teachers take part in social organization.

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4. Administration

a) Satisfactory conduct of Admission-

• Admissions are conducted satisfactorily ranging from common entrance test conducted at State and

National level, and merit, entrance test & interview as expressed by the students in Vocational

institutions.

b) Satisfactory with fee Structure and scholarship/ stipend

• It was found that students in Vocational institutions were satisfied with the fees charged by the

institution. 68.3% students were getting scholarship while 31.7% students were not getting

scholarship.

c) Faculty member and non- teaching staff

• The study revealed that there exists inadequate number of faculty members and non-teaching staff.

d) Leave and responsibility

• Permanent instructors in vocational schools had access to earned leave, medical leave, casual leave,

and maternity leave, whereas ad-hoc and temporary teachers received no money for their leave. Other

types of leave, such as study leave, were mentioned by only a few teachers.

• It was also found that the institutions have different kind of committees to plan and execute

administrative work and teachers were the member in that different committees.

e) Promotion and service rules

• Although there were prospect for promotion for teachers in Vocational institutions, it was found that

there were dissatisfaction among teachers as reported by 62.5% teachers in the institutions regarding

no any salary increment annually.

5. Teachers’ Profile

a) Educational qualifications and teaching experiences-

• In terms of educational qualification it was found that 50% teachers in Vocational institutions, diploma

was the highest degree they had obtained; very few teachers have attended bachelors or master’s

degree.

b) Mode of appointment and type of post-

• It was found that mode of appointment of teachers was done mostly through written test and interview

and academic records in Vocational institutions, while appointment through interview was reported by

25% teachers in the institution. Further, the study also revealed that appointment of ad-hoc and

temporary teachers still exists in the institutions and found that 62.5% teachers in the institutions have

temporary type of post.

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CHAPTER-6

IMPLICATIONS, RECOMMENDATION AND CONCLUSION

6.1 Introduction

The thesis concludes with recommendations for vocational education in Bihar based on the study's findings

and implications. The chapter will end with ideas for future research.

6.2 Implications of the study

• The study found that technical and vocational education in Bihar is slow and requires improvement.

Effective execution NCVT rules is crucial for improving the quality of vocational institutions in Bihar.

This includes ensuring adequate infrastructure and facilities. The study found that inadequate funding

is a barrier to the growth of technical and vocational schools.

The study also portrays the presence of private sector in vocational institutions, and

with the support of the Government i.e., Public Private Partnership (PPP) mode under the Labour resource

department. A uniform policy is adopted in ITIs under SCVT and NCVT to ensure parallel to each other. The

present study has also revealed lack of qualified teachers in the institution, and these issues cannot be

overlooked. It may be stated that the state government should take the matter seriously in recruitment process

or appointment of the teachers with efficiency and transparency. The study suggests that giving institutions

more latitude to assign seats can boost enrollment in vocational colleges.

➢ Vocational Education provides individuals with specialized knowledge and competencies in a variety

of occupations, promoting effective goal attainment.

➢ It improves students' competences by teaching both fundamental and advanced skills for everyday

living.

➢ This education exposes students to a variety of academic and practical skills, preparing them for future

work. It fosters specialized professionalism by establishing confidence and aptitude in certain areas.

➢ Vocational education broadens knowledge of science and technology while stressing occupational

skills. It boosts productivity and efficiency in a competitive world while providing possibilities for

skill development. As society grows and technology advances, this education evolves, providing

updated skills to meet the changing difficulties of the workplace.

Therefore, this study can assist policymakers in understanding the challenges of Vocational Education,

curriculum framers in developing curriculum to meet society's needs in emerging areas, and administrators in

managing and strengthening institutions for betterment.

6.3 Recommendations to improve Vocational Education in Bihar

1. To ensure equal access for students with special needs, infrastructure should be disabled-friendly and

barrier-free, including the installation of ramps.

2. Curriculum should be regularly reviewed and revised to align with industry and local market needs.

Introduce creative programs to prepare pupils for future occupations.

3. Institutions should have autonomy over admissions, course selection, and texts to enhance the quality

of vocational education.

4. To develop more employment and hire more skilled instructors at the institution. Maintaining

transparency and a proper selection process is crucial for recruiting.

5. Increase investment in vocational institutions to ensure appropriate administration. Local difficulties

and interference, such as landowner rights, should not obstruct development initiatives.

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6. To implement a feedback mechanism in all vocational institutions. Collecting students’ feedback and

establishing key performance indicators to evaluate instructor’s performance.

7. To provide residential quarters for teachers especially in remote and rural areas.

6.4 Suggestions for further research

This research examines Vocational Education in Bihar, focusing on infrastructure, academic facilities,

curriculum, administration, and teachers’ profile. There could be some restrictions, and given the study's

limitations, the following are recommended for further investigation:

1. A study may be taken up to examine the women’s or female participation in Vocational Education and

Training.

2. The research might examine the quality of teachers in Vocational Education towards professionalism.

3. A comparative study may be taken up to assess Vocational Education and Training with other states of

India.

6.5 Conclusion

This research examines the state of Vocational Education in Bihar, finding both advantages and disadvantages.

While growth is clear, there has been a noticeable deterioration in educational quality, indicating a need for

reform. Quality is dependent on skilled instructors, students, well-designed programs, and suitable

infrastructure. Challenges include a considerable disparity between demand and existing facilities, a lack of

institutions, and little engagement from the corporate sector. Addressing core difficulties and student-teacher

concerns is critical. Implementing feedback from stakeholders, such as students, teachers, and principals, is

critical for growth. Collaboration between the Bihar government, national initiatives, and private

organizations is critical for long-term progress. Constructive collaboration with business, academia, and

research agencies is encouraged to improve the state's technical and vocational institutions. Akpomie (2009)

asserts that “No nation can move forward technologically, industrially and economically without developing

a strong partner initiative in the creation of wealth, poverty reduction and employment generation with

required skills. These skills include technical human and specific skills to cope with the challenges of the

future since Vocational and Technical education is a vital tool for the sustainable advancement of any nation”.

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OF-TECHNICAL-SinghMalhotra/09e2dcdf2602071 b78c8e0100dd4e01a5f23edaed

APPENDIX – I

Questionnaire for the Teachers of Vocational Institution

(For Research purpose only)

Status of Vocational Education in Bihar

This Questionnaire has been prepared to gather information regarding the provision of Vocational Education

in the State, Bihar. Kindly provide your free and frank response and your responses will be used only for

research purpose and it shall be kept confidential.

Investigator

NIRBHAY KUMAR

22SEED16

Supervisor

Dr. T. SUMALINI

(Assistant Professor)

DEET, University of Hyderabad.

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INSTRUCTIONS

1. The following is a list of questions, please read them carefully and reply by making a tick mark (Yes/No)

to the response you think to be most appropriate.

2. You can tick (Yes/No) more than one option wherever applicable.

3. Please do not fill whichever is not applicable.

4. There are ‘Yes’ or ‘No’ answers.

5. Kindly do not leave any question or item blank unless it is not applicable to you.

Thank You

NIRBHAY KUMAR

22SEED16

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APPENDIX – II

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Questionnaire for the Students of Vocational Institution

(For Research purpose only)

Status of Vocational Education in Bihar

This Questionnaire has been prepared to gather information regarding the provision of Vocational Education

in the State, Bihar. Kindly provide your free and frank response and your responses will be used only for

research purpose and it shall be kept confidential.

INSTRUCTIONS

1. The following is a list of questions, please read them carefully and reply by making a tick mark (Yes/No)

to the response you think to be most appropriate.

2. You can tick (Yes/No) more than one option wherever applicable.

3. Please do not fill whichever is not applicable.

4. There are ‘Yes’ or ‘No’ answers.

5. Kindly do not leave any question or item blank unless it is not applicable to you.

Investigator

NIRBHAY KUMAR

22SEED16

Supervisor

Dr. T. SUMALINI

(Assistant Professor)

DEET, University of Hyderabad.

Thank You

NIRBHAY KUMAR

22SEED16

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APPENDIX – III

Interview Schedule

Government Officials

1. What is the present status of Vocational education in the state?

2. What steps have been taken by the Government to improve Vocational education in the state?

3. What is your vision of Vocational education in Bihar in the near future?

4. What are the problems faced in Providing Vocational Education in the state?

5. What steps are taken or thought to be done for the remedy of the problems?

6. Suggestion for quality improvement of Vocational Education in Bihar?

7. Kindly give your suggestions or recommendations with regard to Vocational education in Bihar?

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ACKNOWLEDGEMENTS

I extended my heartfelt thanks and gratitude to my supervisor Dr. T. Sumalini (Assistant Professor

at Department of Education and Education Technology, School of Social Sciences, University of

Hyderabad, Hyderabad) for her continuous and constant support, valuable advice and suggestions in

completing my dissertation work.

I also extend my sincere thanks to Dr. J.V Madhusudan (Associate Professor & Head of the

Department), School of Social Sciences, University of Hyderabad, Hyderabad for his immense

support and encouragement in completing this study.

I wish to express my sincere gratitude to all the faculty of the Department of Education and

Education Technology, especially, Dr. Ravula Krishnaiah (Assistant Professor) and Dr. A.S.

Jalandharachari (Assistant Professor), DoEET for their constant support and making constructive

suggestions for this work.

I am indebted to Mrs. Uma Devi Office Assistant and other non-teaching staff of the DoEET for

their timely directions and information in carrying out the work and submission of the dissertation.

I express my special thanks to the government officials, principals, teaching and non-teaching staff

of vocational institute of Bihar, without whose kind cooperation the database for the study would

not have been constructed. I also express my special appreciation to all the students for cooperation

in the classes.

I express my special acknowledgment to all the authors, co-authors and publishers, whose

publications and writings had been utilized in carrying out this dissertation work.

I thank my beloved parents for extending their support in various ways which enabled me to

accomplish my task.

I also thank my beloved friends for extending their support in various ways which enabled me to

accomplish my task.

Apart from that, I thank to all the persons who have extended their cordial cooperation and support

directly or indirectly in completing my Dissertation work.

NIRBHAY KUMAR

ResearchGate has not been able to resolve any citations for this publication.

STRATEGIES OF EFFECTIVE TEACHING AND LEARNING PRACTICAL SKILLS IN TECHNICAL AND VOCATIONAL TRAINING PROGRAMMES IN NIGERIA

Article

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Chinujinim Godstime Thomas

Teaching and Learning practical skills in Technical and Vocational training institutions require essential strategies to instilling the right attitudes and technological know-how that will enable the learners to function in the society. The study sought to examine the teaching methods that are applicable in delivering practical contents in technical and vocational education in Nigeria. The study adopted descriptive survey study in three tertiary institutions in Rivers state that offered technical and vocational education courses. The population of the study consists of 205 academic staff in the three tertiary institutions. A sample size of 104 respondents which represent 51% of the entire population was drawn using proportionate stratified random sampling technique. A research questionnaire was developed and validated by two experts, which were used for the data collection for the study. The reliability of the instrument was established using Cronbach Aplha formula to correlate the responses of 30 academic staff that were part of the population but not part of the study sample. The reliability analysis yielded a reliability index of 0.89 which was considered sufficient for the study. The data were collected by personally administering and retrieving the instrument from the respondents by the researcher with the help of two assistances who are staff in the three institutions. 93 completed instrument were retrieved which represent 95% return rate. Data collected were analyzed using mean /standard deviation. The null hypnosis was tested using ANOVA on a 0.05 level of significance. The study found that: traditional teaching methods are also used in teaching of practical skills; Most of the traditional methods that are being used in teaching practical skills in technical and vocational education in Nigeria are no longer relevant; the most relevant methods of teaching practical skills are the use of demonstration methods, enquiry, project and assignment methods. That regular embarking on excursion, use of apprenticeship system, students' industrial work experience scheme (SIWES) programme, and Skills acquisition programme, use of models and computer simulations and Cooperative training programmes are relevant alternatives to the teaching of practical skills in technical and vocational education institutions in Nigeria.

Technical Vocational Education Training Institute Curriculum Development in Ethiopia

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management, instructors and students.

Development of Technical Education in India

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India has made incredible progress in engineering and technical education over the last three decades. this paper discuss the current development of technical education in India and presents a comparison of a few selected Indian institutions - an Indian Institute of Technology (IIT), National Institute of Technology (NIT) and private engineering college. An international comparison shows that most Indian institutions have not effectively evolved from under-graduate teaching institutions to teaching and research institutions. The comparison has been done on the basis of Administrative structure, Student output, Ratio of postgraduates to total degrees, Student to Faculty ratio, Placements, Publications and Funding. Recently, Indian Institute of Technology (IIT's), National Institute of Technology (NIT's) and chosen private engineering institutes has adopted a unique and innovative industry-linked engineering education and training system which follows Strategic plans, policies and programmes for implementation as per the eleventh-five year plan for higher and technical education & All India Council for Technical Education (AICTE) guidelines to meet future technological global challenges are also outlined.

Technical and Vocational Education and Training in Workforce Development

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There are many contributions of Technical and Vocational Education and Training (TVET) on a nation’s economy. TVET has been proved as the key for skill development. With its feature focused on specific occupation, it has allowed individuals to find skill related jobs or start own employment. TVET stands a major player in economic growth of a nation through development of workforce and rise in employment rate. On one hand, TVET’s role stands on employment generation in the job market while on the other hand, TVET is regarded more significant to promote self employment where employment opportunities are scare and individuals are enrolled in informal or agricultural sector. This paper tries to explore different contributions of TVET on employment in the labour market and in uplifting self employment through the development of relevant skills and the different kinds of contributions it gives and importance it holds depending upon the economic development of the nations.

A Study of the Problems for Development of Technical and Vocational Education in Katsina State, Nigeria

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Full-text available

Dec 2013

Technical and Vocational Education TVE is the type of education which proved to have impacts on productivity and economic development of many developed societies. The study was conducted in government approved Technical and Vocational Institutions in Katsina State, Nigeria. The aim was to investigate the problems for development of TVE in the State and suggest strategies for improvement. For convenience of data collection, five (5) Technical and Vocational Institutions in Katsina State were purposively taken as sample. The data was collected through questionnaire from the population which consists: Principals, Teachers and Workshop Attendants of the selected five 5 Institutions. The population was estimated to be 164 and 30% of this population was taken as sample, thus (n=50). Ten 10 questionnaires were administered in each institution. Thirty seven out of fifty 50 questionnaires were received which translate 74% rate of return. Chi-square Test and Weighted Average were used to analyze and interpret the data. It was found that, there are historical reasons that hinder the development of TVE in the country, there are inadequate equipment and facilities in Technical schools, there are less competent technical teachers; and inadequate fund allocation worsen the situation. Moreover, this study identifies the implications of these problems on the students and the trends in policy-making, planning and implementation of TVE programs. From the study it was recommended that, the government can assist in solving the problems of TVE by; assigning technical and vocational experts in designing and evaluating the technical and vocational schools curriculum; adding welfare and incentives for technical teacher; open more technical colleges; more vocational schools and create a separate ministry of technical and vocation education

Vocational education and training in Bangladesh: Why it is not working?

Article

Full-text available

Jun 2013

In order for vocational training to be successful, the successes achieved through labor market, a knowledge-based economy, the struggle against social inequality as well as the awareness of a combined and highly qualified vocational framework is required. Having all those things present to some extent in Bangladesh, the country has been suffering from lack of skilled manpower due to the poor formulation and implementation of strategies. If the country wants to achieve competitive advantage through its large workforce then there is no alternative to transform manpower into human resource by the proper implementation of vocational education and training. This article represents the current scenario of vocational education and training in Bangladesh and identifies the drawbacks of the present framework and suggests some strategies to improve the implementation of the vocational education and training programs in Bangladesh.

Historical Development of Science and Technical Education in India

Article

Dec 2016

Priya Gupta

Development of Technical Education in India and State Policy -A Historical Perspective

Article

Jan 1989
Indian J Hist Sci

Biman Sen

Development of Technical Education in India and State Policy -A Historical Perspective

The Indian Vocational Education and Training (VET) System: Status, Challenges, and Options

Article

Apr 2014

Kotamraju

India is at the cusp of becoming an economic powerhouse. For that to happen, however, the country needs to alter its workforce education system by reengineering the Indian Vocational Education and Training (VET) System. India’s VET strategy includes creating basic work-centered common curriculum for the unskilled; developing a more flexible and responsive VET system that effectively educates and trains many more of the semiskilled; and raising the competencies of the skilled worker to international levels by using, for example, public/private partnerships. Regardless of the model for delivery of this training, this article suggests that the Indian workforce education system should adopt a comprehensive organizational strategy that accommodates the balancing of competing missions.

Planning Technical and Vocational Education and Training: the case of Namibia

Article

Jan 1993
J Vocat Educ Train

John Turner

In 1991, shortly after independence, the government of Namibia established a Presidential Commission on Higher Education. The Commission's report contains almost 200 recommendations covering the whole field of post‐school education. The account presented here concentrates on technical and vocational education, access to higher education and inter‐relationships between the various levels of the educational system. Technical and vocational education at the time of independence was fragmented, inappropriate in a number of ways and not well supported. Fundamental change was necessary. Solutions need to be found around a set of baste principles, including: the need for a coherent system of linked qualifications, the importance of a national training policy enunciated by government, strategies which are responsive to employment requirements and which meet the needs of disadvantaged groups, special access routes for students who have missed out on educational opportunities, adequate provision for pre‐service and in‐service instructor training and teacher education.[1] Many direct, indirect and slightly amended quotations from the Report of the Presidential Commission on Higher Education 1992 are included in this paper. The description of the context of the report and other issues relating to vocational educational and training are the responsibility of the author, who was chairman of the Commission, and do not necessarily represent the views of other members of the Commission.

"Status of Vocational Education in Bihar"

Abstract

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