Well-qualified talent is hard to find. Against this background, vocational education and training has become a key success factor for many companies in India. However, many young people still view it as less desirable compared to academic education. In order to promote vocational education and to enhance employability even before the start of the apprenticeship, IGCC has tied up with Goethe-Institute/Max Müller Bhavan to bring professional orientation and preparation programmes to schools.
School as new vocational education stakeholders
With the new National Education Policy 2020, the Indian government emphasised vocational training: By integrating more industry-relevant elements into the syllabus early on, students are supposed to gain first professional skills and be better prepared for apprenticeships. Through this, it is hoped that vocational training will become a more visible and desirable alternative to the “standard” academic stream.
However, the new responsibility poses a challenge to many schools. In order to implement the NEP, they have to rework their curriculum and extra-curricular offerings in such a manner that is both industry-relevant as well as expanding the students’ scope of professional considerations. Building upon its expertise in vocational education, the IGCC has developed a comprehensive concept aimed at supporting schools with this undertaking.
Promoting employability through training maturity
At its core, professional orientation strives to lead students to an appropriate career choice and promote the training maturity of a student.
Of course, this includes that students have reached an age-appropriate level of general education, physical and phycological development. In addition, however, aspiring university students and apprentices also need to have developed certain psychological work behaviour and personality characteristics, such as the ability to work in a team, to take responsibility, or to handle conflict or frustration. Vocational maturity, i.e., the ability to collect, process, and present information as well as to assess oneself realistically, completes the profile of a professionally mature student.
Thus, successful professional orientation and preparation is a stepping stone for enhanced employability. Not only do companies benefit from reduced training effort, but they also gain more selfreflected and process-oriented apprentices who can productively contribute early in their training. However, considering the complexity of its core objective, it is important that it is understood and implemented as an integrated process. In order to support schools with the development of effective concepts, the IGCC is working on a new toolbox of support services and materials across all four stages of professional orientation (refer to box below).
Pilot at five schools
The concept is supposed to be implemented in five Jawahar Navodaya Vidyalayas in the NCR which are participating in the nationwide Goethe project “German in 1000 schools”. Based on the project progress, an expansion of the model to further schools in Maharashtra is expected,with more districts to be included. The Goethe team has already been in touch with the Tamil Nadu state boards.
However, it is not just schools that are involved. In order to give students real-life insights, the participation of the industry is just as important to the success of professional orientation. Companies can support, e.g., by opening their doors for visits, providing internship opportunities,or participating in workshop days.
If you would like to participate or learn more about the vocational orientation and preparation concept of IGCC, please contact Isabell Jenninger at isabell.jenninger@indo-german.com.
Support across four stages
In order to support schools with the development of effective professional orientation concepts, the IGCC is working on a new toolbox of support services and materials across a 4-phase cycle: