Demand-Driven Approaches in Vocational Education and Training [electronic resource] : A Case Study of Rural Population in South India /
Ramasamy, Muthuveeran.author.
Muthuveeran Ramasamy shows that the formal way of vocational education and training (VET) in rural areas often ignores the illiterate, the less educated, and the poor. The author demonstrates that VET programs need to be demand-driven and consider the socio-economic aspects of particular regions. Therefore, the significance of the study at grassroots level helps customize VET programs to respond to the demand of the individuals' vocational training needs of rural people by keeping their endogenous needs at the centre of vocational skill development processes. The findings and lessons learnt from action research are also intensively discussed as guiding principles of demand-driven approaches from the learners'/societal perspectives.   Contents Historical Overview of Vocational Education and Training in India Demand-Driven Approaches in VET Developing Curriculum for Sewing Vocational Training Competency-Based Curriculum Development Evaluation of Competency-Based Sewing Vocational Training Target Groups Researchers and students in the fields of education and sociology Development practitioners, vocational training providers, and curriculum developers The Author Muthuveeran Ramasamy holds a doctoral degree from University of Cologne, Germany. He is a development sociologist, currently working as Project Director for a higher education project at VIT University, Vellore, Tamil Nadu, India.
Description based upon print version of record.
Includes bibliographical references.
Historical Overview of Vocational Education and Training in India -- Demand-Driven Approaches in VET -- Developing Curriculum for Sewing Vocational Training -- Competency-Based Curriculum Development -- Evaluation of Competency-Based Sewing Vocational Training.
Muthuveeran Ramasamy shows that the formal way of vocational education and training (VET) in rural areas often ignores the illiterate, the less educated, and the poor. The author demonstrates that VET programs need to be demand-driven and consider the socio-economic aspects of particular regions. Therefore, the significance of the study at grassroots level helps customize VET programs to respond to the demand of the individuals' vocational training needs of rural people by keeping their endogenous needs at the centre of vocational skill development processes. The findings and lessons learnt from action research are also intensively discussed as guiding principles of demand-driven approaches from the learners'/societal perspectives.   Contents Historical Overview of Vocational Education and Training in India Demand-Driven Approaches in VET Developing Curriculum for Sewing Vocational Training Competency-Based Curriculum Development Evaluation of Competency-Based Sewing Vocational Training Target Groups Researchers and students in the fields of education and sociology Development practitioners, vocational training providers, and curriculum developers The Author Muthuveeran Ramasamy holds a doctoral degree from University of Cologne, Germany. He is a development sociologist, currently working as Project Director for a higher education project at VIT University, Vellore, Tamil Nadu, India.
Curriculum planning.
Adult education.
Social Structure, Social Inequality.
Sociology of Education.
Curriculum Studies.
Lifelong Learning/Adult Education.