If you are looking for MESE-062 IGNOU Solved Assignment solution for the subject Vocational Education, you have come to the right place. MESE-062 solution on this page applies to 2022-23 session students studying in MAAE courses of IGNOU.
MESE-062 Solved Assignment Solution by Gyaniversity
Assignment Code: MESE-062/TMA/2022-23
Course Code: MESE-062
Assignment Name: Vocational Education
Year: 2022-2023
Verification Status: Verified by Professor
Answer the following questions in about 500 words each.
Q1) Explain the role of vocational education in Indian context.
Ans) In an effort to pass on knowledge and skills from one generation to the next, human civilisation has developed over time. As a result, through collected experience, the human race has learned how to deal with and regulate natural forces as well as how to live in and survive the current physical circumstances. Vocational education and training, in a broader sense, can be seen as a learning process where someone learns to perform work in any particular trade competently and efficiently.
The unorganised form of learning, which frequently results in no justification, is learning on the job in accordance with family custom or as an apprentice under a tradesperson without pre-laid structure of instructions and achievement levels. The organised form is specific vocational education and training in an institutional setting. This expansive view of vocational education and training is justified by the fact that a much higher percentage of skilled workers in many occupations have undergone learning processes in an unorganised manner than those who have attended organised vocational education and training institutes.
The world's vocational education is extensive and varied. More than any other area of education, the profile of vocational learners differs in terms of age, aptitude, and interests. The course requirements span a fairly broad variety of trades that are practically relevant to every part of daily living. Unprecedented advances in science and technology have a tendency to widen the range of professions and increase the demand for an institutional framework that is appropriately set up to deliver organised vocational education and training. Vocational education thus encompasses a broad range of jobs, from traditional crafts and trades to those based on modern technology.
A survey of India's educational history reveals that discussions and debates around vocational education have lasted for more than a century. In the years leading up to and following India's independence, a number of commissions and committees established by the government made extensive recommendations for modifications and reforms to both the general education system and the system of vocational education and training. Due to a lack of appropriate institutional mechanisms to offer them with vocational education and training, many children and teens in rural and urban regions were unable to obtain suitable work through generational education.
The issues with education in general, and specifically with vocational and technical education, were investigated by the Indian Education Commission, which was led by Hunter. The importance of vocational education for the growth of the nation's economy was stressed by both the Hartog Review Committee and the Sapru Enquiry Committee. The Wood-Abbot Advisory Committee report served as the foundation for the introduction of technical education at the diploma level and the creation of polytechnics. In order to provide general education along with some preparation for occupations that students may follow after leaving school, the Sargent Report underlined the necessity to develop two streams: academic and technical.
The Higher Secondary stage should include a general education spectrum, a vocationalise spectrum, or a mix in spectrum, according to the recommendation of the National Review Committee on Higher Secondary Education with Special Reference to Vocationalisation, which was led by Dr. Malcolm Adiseshiah. The significance of foundational coursework for the occupational streams was also emphasised by the committee. A change in hiring practises and the development of resources for proper vertical mobility for people with occupational qualifications were also proposed by the committee.
Q2) Describe different levels of vocational education in China.
Ans) Three levels of vocational education are offered in China, namely:
Junior Secondary Level or Elementary Vocational Education
After completing six years of primary schooling, children are admitted to elementary vocational education schools (junior high schools). Three to four years are spent on the vocational education programmes in these schools. Producing junior-level skilled employees, farmers, and workers in trades, commerce, and other pertinent industries is the goal. The nine-year compulsory education includes this. Rural locations are where the junior vocational schools are primarily found.
Secondary Vocational Education
The goal of secondary vocational education is to generate middle-level skilled professionals with comprehensive occupational skills for the industrial, service, and other related sectors. Secondary vocational education offers vocational courses that last three to four years. Secondary specialised schools, senior vocational schools, and schools for skilled workers are all included in secondary vocational education.
Students who have finished their nine-year compulsory education from junior secondary schools or vocational junior secondary schools can enrol in these schools. The specialised secondary schools accept junior high school graduates who have completed three or four years of education and train them in technical production fields by providing them with the necessary information and abilities. Junior high school graduates are trained at skilled worker schools to work directly in production operations.
Tertiary Level or Higher Vocational Education
Higher vocational education consists of tertiary level vocational courses offered by technical colleges, vocational universities, and universities with a focus on advanced technology. The programmes, which are typically two to three years long, are designed to develop senior-level professional skilled labour for the production, building, management, and service industries. Students who have graduated from General Senior Secondary Schools or secondary VET schools with a senior secondary education are able to apply for admission to higher vocational education institutions.
However, a growing number of pupils who graduate from "senior secondary schools" enrol in higher vocational programmes. At the postsecondary level, there are primarily three types of institutions that offer vocational education and training which are:
Higher education colleges for technology.
Institutions offering five-year higher vocational courses.
Higher education institutes for both ordinary students and adults.
The departments of education and labour are primarily responsible for conducting and managing vocational training, which is a crucial component of vocational education.
Q3) Critically analyse, with suitable examples, the significance of entrepreneurship in promotion of vocational education.
Ans) The importance of entrepreneurial education has grown in recent years. In many nations, entrepreneurship is a key goal of education and lifelong learning programmes, and large financial resources are being committed to support increased educational enterprise activity in the coming years. As educators of vocational skills, we must recognise that starting a business is a natural extension of such training. To encourage entrepreneurial behaviour in the workplace and to promote entrepreneurship as a natural career option, enterprise capabilities should be incorporated into general and vocational education.
The transmission of occupational information, job skills, and work experience is only one component of vocational education. It must encourage pupils to think creatively and increase their knowledge of the range of professions available in the field. The development of business skills is a component of enterprise education. The curriculum for the current +2 level vocational education programme in schools does not include an enterprise development component.
Commitment and Determination: The attitudes of commitment and tenacity are crucial for an entrepreneur to succeed. The entrepreneur needs to fully commit to the business, especially in circumstances of new initiatives. The earnestness with which great entrepreneurs go about their work is a clear indication of their unwavering resolve.
Desire for Responsibility: The entrepreneurs have a strong desire to have access to and control over resources that they could use or engage in successfully to accomplish their own set goals. They would prefer to be held accountable for the project's success. The strong desire of entrepreneurs to preserve an internal locus of control is closely tied to their willingness to bear responsibility for the venture's success.
Opportunity Obsession: An entrepreneur searches for chances that allow them to fix a target they can reach. Even during times of crisis, there are opportunities to achieve some objectives. The businessperson spots an opportunity in the midst of the chaos, seizes it, and eventually succeeds.
Tolerance for Risk, Ambiguity and Uncertainty: Businesspeople don't gamble. They refrain from taking careless chances. In essence, they manage risks and only take calculated ones. In their environment, rapid rates of change, risks, and ambiguity are accepted as normal. Uncertainty is viewed as a given state of affairs. One must put up with it. In such a world, it is crucial that business owners develop risk management skills and ensure that the risks they incur are fair and proportionate to the anticipated returns.
Self Confidence: Entrepreneurs are typically upbeat people. They have a lot of confidence in their capacity to act independently and finish a project successfully. They are quite confident to take the necessary action since they strongly feel that they are in control of the situation and are able to complete the work. They have a good deal of self-assurance.
Creativity and Flexibility: Entrepreneurs frequently deal with shifting customer and corporate demands. They simply cannot afford to be strict. They must be adaptable enough to meet constantly shifting demands.
Desire for Immediate Feedback: Entrepreneurs learn how to conduct their jobs. To ensure that people take practical steps to accomplish their objectives, there must be continuous feedback about the effects of their efforts.
High Level of Energy: Entrepreneurs have a lot of energy. They are so invested in their business that working long hours has become usual for them. An entrepreneur's extra effort during a business's start becomes essential to the enterprise's success.
The aforementioned traits support "Enterprise capability," or the capacity to manage uncertainty and respond favourably to change, to develop and implement new ideas and methods of operation, to conduct reasonable risk/reward analyses and take appropriate action in both one's personal and professional lives.
