1

Suggestions for revising the curriculum

The relevant aspects of the major approaches in the field of vocational education has

been reviewed and proposed to integrate the best elements in the revised curriculum.

In the context of the Right- based approach, quality education should be ensured for

every learner. The student community of Kerala should be empowered by providing the

best education that strengthens their capacities to become innovative entrepreneurs

who contribute to the knowledge society.

In order to achieve the vision, the following suggestions are put forward with respect to

the given heads:

1) Modular Scheme

The curriculum of the entire vocational course should be converted to the modular

format.

• There should be four modules in each vocational course. Skills expected to

achieve in each modules may be similar skills, multi skills or upgradation of

specific skills.

• Skills may be evaluated and certified for each module.

• Slot for hands on experience will be the focus of each module. Each module is

defined in terms of skills and learning outcomes.

• Practical examination can be conducted at the end of each module and theory

examination for both the modules together annually as per the present system

Vision

The vision of Vocational Higher Secondary Education in Kerala is to equip the youth with multiple skills matching technological

advancements and to produce skilled work force for meeting the demands of the emerging industries and service sectors with national

and global orientation

2

2) Course Structure:

New course structure is being proposed so that the learners can attain emerging skills

demanded by the industry. The following suggestions are made:

• Outdated skills / courses have to be replaced by latest trends/skills which

create more employment.

• Renaming of courses matching the present technological and Information age.

• Skill enhancement and multi skill development should be the focus of the

course.

• Technological advancements and ICT enabled learning strategies are to be

integrated with the course.

• Opportunities for vertical mobility has to be given due importance.

• Perfect correlation between theory and practical has to be ensured.

• While designing the syllabus, learning outcomes should be the focus. Skills have

to be defined properly for each module. Based on the skills, practical syllabus

has to be prepared.

• The theory content must be for supporting the practical syllabus.

• Life skills, communication skills and IT skills should be included in the curriculum

• Provision should be there for vertical mobility.

• The proposed course structure should be a pathway to Bachelor of Vocational

courses conducted by UGC.

The proposed course structure is given below

3

I. Engineering

The present 13 courses in the Engineering branch have to be revised to 11 relevant

courses. The course “Maintenance and Operation of Mariner Engines” under “Fisheries”

branch can be included under Engineering branch and be named as “Marine

Engineering”. The revised skill area of this course is from Engineering and Technology.

SlNo

Courses

SlNo

Proposed Course

Major skills

1 Mechanical

Servicing of Agro

Machinery

1

Farm Machinery and

Power Engineering

Farm tractor dismantling engine

stripping /Reassembly-Brake

systems/ steering

System/Hydraulic System Fuel

systems, cooling, Air intake &

exhaust / Routine repairs and

service

2 Civil Construction

and Maintenance

2 Construction Technology Construction and Maintenance

of building / surveying Auto cad

/ 3DMax /GPS/Total Station

Survey

3 Computer

Application

3

Computer Science and

Information Technology

Computer Hardware/

Networking /Trouble shooting

/Web Designing / Computer

Application

4 Computer Science

5 Maintenance and

Repairs of

Automobiles

4 Automobile Engineering Engine Testing/vehicle

testing/quality checking /auto

electrical &electronics / trouble

shooting & diagnostics of

2wheeler and 4 wheeler 6 Maintenance and

Repair of 2

wheeler and 3

wheeler

7 Maintenance and

repair of Domestic

Appliances

5 Electrical Technology

Electrical wiring / repairs

&maintenance of domestic

appliances / servicing of

household appliances / fixing

non-conventional energy system

4

8

Maintenance and

Repair of Radio

and Television

6

Electronics and

Communication

Technology

Trouble shooting and diagnostics

of Radio, Television / Mobile

technology / Micro controlling /

Graphic / System Hardware

9 Printing

Technology

7 Printing and Graphic

Technology

Pre-Press designing and

operation / Press work and

finishing

10 Refrigeration and

Air-conditioning

8 Refrigeration and Air-

Conditioning

Maintenance and servicing of

Refrigerators and A/C’s /

Centralized A/C system

11 Rubber Technology 9 Polymer Technology Preservation of rubber latex ,

manufacturing of rubber

products and polymer

12 Textile Dyeing and

Printing

10 Textile Technology Yarn formation and

weaving/Textile designing /

weaving techniques /handling

instruments

13 Textile Weaving

14

Maintenance &

Operation of

Marine Engines

11 Marine Engineering

Servicing and operation of

marine engines/fishing boat /

craft / gear

5

II. Agriculture, Allied Healthcare, Animal Husbandry, Fisheries,

and Home Science

At present Agriculture, Health &Paramedical, Fisheries, Animal Husbandry and Home

Science branch has 21 different courses with various skills. The present branch

“Health &Paramedical” is proposed to be changed as “Allied Healthcare”. The branch

has to be revised to 16 courses.

Sl

No. Courses

Sl

No. Proposed course Major Skills

Agriculture

1

Plant Protection

1 Agriculture Science

and Technology

General Farming / Cultivation

of fruits and vegetables /

Organic farming/ Bio farming/

Tissue culture /Green house

Technology/ Plant Protection 2 Fruits and Vegetables

3

Nursery Management &

Ornamental Gardening

2 Agri Business and

Agro processing

Vermi composting, tissue

culture / flori culture, post-

harvest technology

ornamental gardening / bee

keeping and farm

mechanization /Marketing

4 Sericulture

Allied Health care

5 Medical Laboratory

Technology 3

Medical Laboratory

Technology

Phlebotomy, using lab

equipment, clinical testing

result analysis

6 ECG & Audio metric

Technician 4 ECG & Audiology

Taking ECG, Hearing

evaluation and rehabilitation

process

6

7 Domestic Nursing 5 Nursing and Palliative

care

Nursing care /maternal & child

health care /Home nursing /

geriatric and palliative care

8 Dental Technology 6 Dental Technology

Orthodontic appliances

fabrication/ prosthodontics

appliances fabrication/ Dental

ceramic

9

Maintenance &

Operation of Biomedical

Equipment

7 Bio Medical

Technology

Maintenance and Operation

of Biomedical equipment

10 Physiotherapy 8 Physiotherapy

Physical Therapy / Exercise

therapy/Electro therapy

11 Physical Education 9 Physical Education

Health and Wellness training /

Yoga / Aerobics

Animal Husbandry

12 Live Stock Management -

Poultry Husbandry

10

Animal Science and

Management

Poultry farming, Housing

/feeding /breeding of dairy

animals cattle buffalo, poultry

and dairy health management,

veterinary public health.

13 Live Stock Management -

Dairy Husbandry

14 LSM-Dairying Milk

Products 11 Dairy Technology

Diary technology/plant

Management and its

processing, preservation and

transportation

Fisheries

15 Fish Processing

Technology

12

Marine Fisheries &

Seafood Processing

Sea food processing / Craft

and gear technology 16

Fishing craft and Gear

Technology

17 Aquaculture 13 Aqua culture

Fish cultivation/ Ornamental

Fish production and

Management / Inland fish

farming

7

Home Science

18 Cosmetology & Beauty

parlor Management

14

Cosmetology and

Beauty Therapy

Health care / cosmetology /

beauty treatment / facial / spa

/mehandi / haircutting

19 Clothing & Embroidery 15

Fashion and Apparel

Designing

Fashion designing/

Ornamentation/ Accessories

designing / Styling/Pattern

making

20 Crèche and Preschool

Management

16 Preschool

Management

Early child hood care / child

nutrition / child psychology /

play-way teaching

The proposed Bio medical technology course with Biology as optional subject under Allied

Health care branch is more suited to Engineering group with Mathematics as an optional

subject. Considering the vertical mobility of the pass outs, this course may be included in the

Engineering stream with Mathematics as Optional subject. Its possibility has to be reviewed

by the VHSE department.

III. Humanities

At present the Humanities branch has only “Travel and Tourism” as a vocational course.

Since the Travel and Tourism industry is one of the fastest growing industry in the world and

capable of providing more employment opportunities, the syllabus should be such that it

imparts the required skills demanded by the industry.

Sl No Present Course Sl

No.

Proposed Course Major Skills

1 Travel and Tourism 1 Travel and Tourism Communication/customer

relationship/ Destination

Management / Sales & marketing/

Online ticketing

8

IV. Business and Commerce

At present there are seven courses under the Business and Commerce branch. The

branch has to be revised to five courses.

Sl

No Courses

Sl

No. Proposed Courses

Major skills

1 Accountancy and

Auditing 1

Accounting and

Taxation

Accounting skills / Tax-VAT/

Sales Tax Practice / IT

2 Reception Book Keeping

and Communication 2

Customer Relationship

Management

Customer

care/Marketing/Front office

Management / IT

3 Banking Assistance

3 Marketing and Financial

Services

Marketing and Selling

Retail/Logistics/ Financial

Services / E-Commerce/ IT

4 General Insurance

5 Marketing &

Salesmanship

6 Office Secretaryship 4 Office Secretaryship Secretarial / IT / stenography

/Data entry / E filing

7 Catering and Restaurant

Management 5

Food& Beverages

Management

Food production / service

Beverage supply

9

General Foundation Course

Though the “General Foundation Course” (GFC) aims at developing entrepreneurial

skills, in students, its is observed that the course is limited to the study of theory

content only. So it is proposed that GFC is renamed as “Entrepreneurship Development”

with emphasis on skill development.

Course Proposed Course

General Foundation Course Entrepreneurship Development

The syllabus of the course can be divided in to two parts.

• Part A - Theory part common for all vocational courses

• Part B - Practical part related to each course

Along with course related practical, Part B should include Life skills, Personality,

communication, Technical English, Marketing skills etc.

Since more practical content has to be incorporated in this subject, more periods have

to be given to the learner.

3)Communication and Language Skills

Communication and soft skills would significantly improve the student’s employability

and prospects of employment outside the state. In Travel& Tourism, Marketing,

Customer Relationship Management, Food and Beverages Management courses, first

year modules should have provisions for developing communication skills, grooming,

public relation skills etc.

10

4) Infrastructure facilities

At present, infrastructure facilities in many schools are insufficient. Most of the class

rooms and laboratories are not spacious and convenient. Equipment and consumables

are not available as per the standard list. The minimum requirement in terms of class

rooms, laboratories for practical classes, tools, lab equipment, audio visual aids and

machinery for the development of basic technical skill should be provided to schools.

The list of such required facilities have to be mentioned in the draft syllabus. Raw

materials and consumable items should be provided for each course too. Periodical

maintenance of the machinery and equipment should be done in time. Library, e-

Library, and reading rooms should also be upgraded as per the standards.

5) Better Industry Linkage:

On-the-Job-Training (OJT)

Duration of On- the- Job Training Programs need to be enhanced for attaining effective

skill competency. The department has to identify various industries near to each of the

Institutions and make linkages with them for hands on experience continuously for

different batches.

• OJT should be conducted for a period of one month preferrably during the summer

vacation, at the end of the second year, as it won’t affect non-vocational subjects.

• OJT should be completed by April 30th

every academic year and trade certificates

should be given only after the satisfactory completion of OJT.

• OJT should be considered as a part of the practical session and such hours should be

considered while calculating the teaching hours of the vocational subject.

• The students are free enough to choose their own skill areas for OJT, they are

allowed to identify the OJT centers with the prior sanction of the Principal.

• Depending on the nature of the vocational course and the size of the OJT center,

the number of students and batches must be formed. OJT should not be

transformed to industrial visits.

11

• OJT should not be done in intervals. It should be a continuous process. By undergoing

OJT, students learn not only specific job- related skills, but the work culture also.

• There should be a professionally qualified state level Nodal Officer exclusively to co-

ordinate the activities of OJT like identification of firms, evaluation and monitoring,

follow up, placement activities etc.

Industry Visits (IV)

• To expose students to the actual field situation and modern developments in the

field, there should be provision for Industry visits in each module.

• Industry visits should be included as part of the practical syllabus and the

students should undergone required number of industry visits in each module.

Production-cum-Training Centre (PTC)

Production units have to be strengthened in all VHSE Schools considering the scope of

the vocational courses. The Production – cum – Training Centers will inculcate among

the students the capacity to earn while learning, thereby meeting a part of the cost of

higher education and training. This will provide training and employment opportunities

to VHSE students

• A proper framework has to be prepared by the Department for PTC units and it

should be implemented, co-ordinated and controlled properly.

• A Special Nodal Officer and a professional team have to be set up at the

directorate level to co-ordinate the activities of PTC’s.

• State wide and school wise projects have to be prepared for the same and the

Teacher in Entrepreneurship Development should be given the responsibility of

establishing the PTC units in each school. PTA, NSS, VHSE Alumni, NGO’s etc. have

to be involved in the process.

• PTC units must be registered units and should have a separate entity. The Alumni

can be given a major role in establishing PTC’s in each school.

• PTC’s can be marketed under a specific brand name.

12

• Each Production cum Training center should be treated as a profit center

• On the Job Training Programs can be conducted in this established andregistered

Production cum training centers.

• It should be capable of providing apprenticeship / employment opportunities for

VHSE passed out students

• “Non Vocational Teacher in Entrepreneurship Development” should be given the

pivotal role in establishing PTC units in each school.

Vocational Exhibition

Under the Vocational Exhibition, the VHSE Department exposes VHSE students to the

public. The exhibits and models are all part of the school level PTC’s, set up by the

students. It is a trade show for sales and exhibition.

• Vocational exhibition should be collaborated with industry.

• Vocational exhibition should be properly marketed and a professional approach

should be practiced.

• Compulsory participation of schools should be ensured by the Directorate of

Vocational Higher Secondary Education

• Exhibition Stalls should be evaluated by external experts from industry.

• Enough Media coverage through “ViCTERS” channel and social media should be

given.

• Bonus marks / grace points should be awarded to the performers.

Apprenticeship Training

• The Directorate should ensure that students get apprenticeship facility

immediately after the announcement of results.

• Continuous monitoring is required for effective interaction with industries and

coordination with the Board of Apprenticeship Training.

13

6. Instructional Materials

• In order to maintain a uniform standard in the quality of learning,

instructional materials should be developed by the expert team based on the

revised syllabi.

• Instructional materials should include Student workbook, Teacher text,

Practical manual, Assessment manual, ICT materials etc.

7. Pedagogy and Teacher development program

• Teachers should be given industry linked in-service training for enhancing their

efficiency.

• Vocational training should be given to Vocational teachers, Vocational instructors

and Lab Technical Assistants together.

• Workshops should be conducted for the Vocational Teachers for acquiring

knowledge on modern technique and evaluation procedure.

• Teachers should be encouraged to use modern technology in their class room and

labs.

• Teacher should be encouraged to undergo higher education and researches in the

field of vocational education. Government may provide grants for this purpose.

• Expertise of agencies such as IIM / IIT / SCERT/ PSSCIVE should be effectively

utilized for training and development.

• Flexibility in using pedagogical strategies for the transaction of curriculum

• Teachers should be encouraged to adopt learner centered, process oriented,

outcome focused work based pedagogy in the class room.

• The role of teacher has to be changed to that of a mentor, to provide continuous

support for the overall development of student.

8)Assessment and Certification

• While evaluating skills, more emphasis should be given to the practical aspect

rather than theory. Practical skills can be evaluated at the end of each module.

14

• Evaluation parameters should include Terminal Evaluation (TE) , Practical

Evaluation (PE), Continuous Evaluation(CE), and Internship Evaluation (IE).

• An Annual Board Examination can be conducted for the theory area, as per the

prevailing system (for both modules together).

• Certificates for all the above modules / skills should be given only after the

successful completion of VHSE course.

• OJT- Evaluation and certification should done by OJT centers.

9) Employment opportunities and Vocational courses

• Department officials should take initiative in identifying the opportunities for

various trades in government and private sector,

• Department should take initiative to include VHSE trades also as the qualification

in special rules.

• There should be a State level Professionally qualified Placement Officer to co-

ordinate Job fair and placements.

• Department should co-ordinate Job Fair annually. Professionals with

Management qualification should be utilized for this purpose. Enough publicity

has to be given through Print and broadcast media. Department should keep a

data base of firms participated in the fair, their response, number of students

selected etc.

• Urgent steps should be taken to ensure recognition of all the VHSE courses by

the Kerala Public Service Commission and various Central Government

institutions for concerned trades.

• The Administrative department of VHSE should become more dynamic and

vigilant so that issues and problems connected with recognition could be solved

without delay.

• Job opportunities for various trades arising in government and private sectors

should be identified and reported at the earliest.

• Adequate steps should be taken to include VHSE trades also as a skill for private

sector jobs.

15

• Department should create a Job Portal where all VHSE students and prospective

employers can enroll. Placement officer should update the status on day to day

basis.

10) Support for vertical mobility

• The students should be encouraged for vertical mobility as it is one of the basic

features of National Skill Qualification Framework.

• The Department should take initiative in getting recognition for VHSE courses for

University admissions for undergraduate courses across the country.

• The Department has to take steps for considering the marks for “Vocational

Theory” and “Entrepreneurship Development” by Universities for admission to

under graduate courses. Under NSQF, marks obtained by students for vocational

subject is considered in the same manner as general education subjects.

• The Department should also take steps to get due weightage / preference at the

time of admission to VHSE students in concerned higher studies.

11)Public Private Partnership (PPP)

Public Private Partnership (PPP) envisaged in the form of participation of industry in the

design and implementation of the scheme and syllabi. Industrial bodies also have overall

responsibility of implementation of the scheme in general. Other areas of supports are:

• Forecasting of emerging areas of employment at MSME

• Development of course curricula of various trades

• Development of instructional material for training.

• Assist in the training of faculties, wherever required.

• Making available their training & testing facilities, wherever required

• Provide On the job training in their establishments.

• Assistance in placement of pass outs.

• Voluntary donation of equipment to the VHSE Schools

16

12) Vocational Advisory Committee

• VHSE Department will have to constitute a Vocational Advisory Committee to

undertake Consultancy work with the industries.

• The activities of Career guidance and Counseling cell at state level has to be

strengthened .

• There should be a full time “Placement and Training Officer” to co-ordinate at

the State level who will be in charge of Placements and Job Fair /

OJT/Apprenticeship Programs. He should be preferably a Professional with

Management qualification.

• The Research team should continuously update the relevance of each vocational

course time to time, interact with industry, suggest the changes to be made in the

curriculum, ascertain the need area for teacher training etc.

• Roles and responsibilities of the Advisory Committee are as follows:

� Arrange vocational guidance, introductory seminar, etc.

� Work for helping passed out students for placement.

� Work for faculty and staff development.

� Constitute Sector Skill Councils / trade Advisory Committee for improvement

in effectiveness and relevance for particular trade group.

� Arrange industrial training for students and faculty.

� Work on curriculum revamping, wherever required.

� Develop suitable equipment maintenance system.

� Work for development and production of teaching software.

13) Educational channels- ViCTERS

VHSE department should take initiative in creating an awareness among the public, about

the importance of vocational education, its different courses, its opportunities, success

stories etc. through mass media. The General Education department’s ViCTERS channel

can be used for the same. Interactions and classes by experts from industry should be

broadcasted through ViCTERS for each vocational course.

17

14) Entrepreneurship Development

Since the State Government’s Industrial Policy is to transform Kerala into an

entrepreneurial society, entrepreneurship development needs to be focused in the

Vocational curriculum. Entrepreneurship Awareness Campaigns may be strengthened in

all VHSE schools. The Department has to take initiative in creating entrepreneurs, by

discussion with various financial institutions like Kerala Financial Corporation, KSIDC,

Industries Department etc. for subsidized loans and other assistance .

15) Finishing School

The Department has to take initiative for launching Finishing school for better

employability.

• The Objective should be to enhance and sharpen the required skills among the

vocational pass outs and make them employable.

• The duration of the programme may be from one week to eight weeks.

• The finishing school concept should be linked with industry and it should not .

16)Vocational staff as a team:

• The Vocational staff is a team of Vocational Teachers, Vocational Instructors, Lab

Technical Assistants and Non Vocational Teacher in Entrepreneurship Development.

• The “Non Vocational Teacher in Entrepreneurship Development” is a part and parcel

of the Vocational team; the success of a Vocational course depends on

Entrepreneurship skills.

17)Other suggestions

• One of the Non Vocational subjects in the Commerce group namely “Management”

need to be revised, as the present content is overlapping.

• The Department should take initiatives to provide awareness to various stake

holders /public about the significance of VHSE, job opportunities, opportunities for

higher studies so that common people gets a clear idea about the course.

18

• The VHSE department should take initiative to position VHSE as a premium course

and not as a substitute for Higher Secondary Course.

• The Department, at state and regional levels should interact with the OJT centers

to include the concerned VHSE trades also in their special rules / job specification

and should take steps to include VHSE trade also in the employment notification.

• The restructuring of courses should not affect the existing job profile of teachers of

vocational higher secondary education.