Students will leave their programs as masters of a trade, having gained experience with the necessary tools and newest technologies to perform well in their fields.A trade is an occupation that requires a certain skill set, traditionally involving manual labor or working with one’s hands.
If we neglect theoretical learning, we shall produce a nation of mechanics, not of educated, capable persons.
In some countries, cultural education is imparted along with technical skills.
Unlike students at four-year institutions, students in vocational programs participate in hands-on learning experiences related to their chosen professions.
After graduating, students may go on to practice their trades immediately, take licensing tests and then begin practicing, or begin apprenticeships to further their knowledge before setting out on their own.
The higher secondary stage was envisaged with more accent on vocationalisation involving diversification and specialization in subjects suited to the aptitude of students.
Vocationalisation was introduced in 11 states and three union territories. An all India board of vocational education has been set up with stipendiary schemes under the Union Ministry of Education.It is also a very good platform for teachers who want to share their valuable knowledge.Vocational schools, also known as trade schools, career colleges, and technical colleges, train students for skills-based careers.Secondly, minimum qualifications for recruitment to the services in government and public sector enterprises were not modified.And no preference was given to those completing the vocationalised stream.And lastly, heads of institutions where these courses were introduced have no clear concept of such education. No special cell for vocational education exists in the directorate of Education.Measures are afoot to recognize vocational education in order to put it on the same wavelength as industry, agriculture, communication and other productive sectors of the Indian economy.For this end, manpower requirements are projected in advance and vocational institutions planned accordingly.Moreover the range of available occupations and trends are anticipated.Thirdly, there is lack of chances and preferences to the students to improve their qualifications in the same course in higher vocational institutions.Fourthly, vocational courses were introduced in the states very hurriedly without adequate preparation. An important prerequisite for the successful implementation of the programme is to bring about co-operation and co-ordination among agencies, departments, institutions working in the areas of vocational education for the purpose of training and placement.