Education is an important human activity. It was born with the birth of the human race and shall continue to function as long as the human race lives. It is an essential for human virtue. Human becomes 'human' through education. It has been rightly said that without education, human is a splendid slave, reasoning savage. Education is fashions and models of human for society. Human cannot be conceived merely in terms of his/her biological existence. Education brings into focus the social aspect of human. It signifies human's supreme position in the society. It brings about the integration of these separate entities. It teaches what human lives and struggles for. It cultivates an integrated life. Education is a sign of superiority. Education is an essential basis of good life. Man/women become a human being in the real sense when he/she is transformed from primarily an animal being into a human being. It improves the value of humanity in the society. This chapter therefore discussed quality concerns for success of vocational education programmes in developing countries. The chapter also presented transactional methodology for teaching the vocational subjects, listed out challenges for effective teachers training, analyzed the need for competency based skill training and evaluated the process of instructional systems design for testing the vocational education teacher's performance.
TopIntroduction
In today's world our human values are being discarded. In such a situation it is very important for someone to lay down basic principles for us so that we may lead a brightened life no matter the stepping stones of success hit us hard we on the basis of these principles can guide our life. Thus value education completes this need very easily with an impact on the young minds making the world a better place to live in. Value education is ingrained in every tradition of Indian culture. The ultimate good of human society is the good of all. The idea has been beautifully expressed in one of our ancient prayers “Let all be happy free from diseases, let men sec well of one-another, let there be no sorrow or unhappiness in this world”. Value education is rooted in Indian philosophy and culture.
A worthwhile education should target the total development of learner's personality. But in the present system emphasis has given to transmission of knowledge and cultivation of occupational skills. This has created a moral vacuum in the life of the individual. Inculcation of desirable values in the upcoming generation is felt essential for finding out answers to so many problems that humanity face today. Value-based education is needed for developing moral qualities such as humility, truthfulness, honesty, courtesy, tolerance, sacrifice etc. among the youth.
It will help in developing positive social attitudes in new generation which prompt them to raise their voice against social evils.
The need of the hour is create employable students with a global outlook. Therefore, it is important that the teachers are equipped with the necessary knowledge and tools to deliver the same. The training needs of vocational institutes differ and consequently, the training that the teachers need to undergo also has to be different. Teachers are qualified in the subject matter but sometimes lack industry exposure; hence the teacher training programmes addresses not just the technology needs and also offers the requisite industry exposure. This equips teachers to impart knowledge and its applicability in the industry to their students.
Information Technology is an industry that changes rapidly and often, the teachers find it difficult to cope up. For this purpose the training institutes designed training programs to bridge this gap. These training programmes train the teacher in the latest knowledge and technology trends so that they, in turn, are empowered to train the students. Institute-Industry association programmes where experts offer relevant curriculum reform inputs to the institutes based on international trends.
After reading this paper, the reader will be able;
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To describe the importance of vocational education programme.
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To identify the transactional methodology for teaching the vocational subjects.
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To examine the teacher preparation progrmmes and professional development.
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To list out the challenges for effective teachers training.
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To analyze the need for competency based skill training.
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To find out continues need of training for vocational teachers.
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To evaluate the process of instructional systems design for testing the teacher’s performance.
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To identify the quality parameters for vocational teacher’s preparation.