National Vocational Education Council

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National council of vocational educational board is a national vocational education development organized mission promotes by Planning Commission government of India to ensure public organized co-operation effort implementation of the vocational education development plan. The constitution and functioning of public organized is approved unanimously by the planning commission government of India. The vocational and educational center is established in accordance with the government of republic of India (official newsletter of republic of India issue 87/06), as a public institution for accordance and integration of public interests and the interests of the social partners in the vocational education and training (ARTICLE 31 from the law for vocational education and training, from official newsletter issue 71/06 and 117/08). In accordance to article 32 from the above mentioned law, the center performs specialized supervisions, evaluation, studying, promotion, and research and development if the vocational training and education, and other tasks in accordance with the law, and the statute.

Indian Agricultural Research Council

The Indian Council of Agricultural Research (ICAR) is an autonomous organisation under the Department of Agricultural Research and Education (DARE), Ministry of agriculture and Farmers Welfare , Government of India. Formerly known as Imperial Council of Agricultural Research, it was established on 16 July 1929 as a registered Society under the Societies Registration Act, 1860 in pursuance of the report of the Royal Commission on Agriculture. The ICAR has its headquarters at New Delhi. The Council is the apex body for co-ordinating, guiding and managing research and education in agriculture including Horticulture-2/”>Horticulture, Fisheries-2/”>Fisheries and animal sciences in the entire country. With 101 ICAR institutes and 71 agricultural universities spread across the country this is one of the largest national agricultural systems in the world. The ICAR has played a pioneering role in ushering Green Revolution and subsequent developments in Agriculture In India through its research and technology development that has enabled the country to increase the production of foodgrains by 5.4 times, horticultural crops by 10.1 times, fish by 15.2 times, milk 9.7 times and eggs 48.1 times since 1951 to 2017, thus making a visible impact on the national food and nutritional security. It has played a major role in promoting excellence in higher education in agriculture. It is engaged in cutting edge areas of science and technology development and its scientists are internationally acknowledged in their fields.

Indian Institute of Technology

The Indian Institutes of Technology (IIT) are autonomous public institutes of higher education, located in India. They are governed by the Institutes of Technology Act, 1961 which has declared them as institutions of national importance and lays down their powers, duties, and framework for governance etc. The Institutes of Technology Act, 1961 lists twenty-three institutes (after the last amendment in 2016). Each IIT is an autonomous institution, linked to the others through a common IIT Council, which oversees their administration. The Minister of Human resource development is the ex-officio Chairperson of IIT Council. As of 2018, the total number of seats for undergraduate programmes in all IITs is 11,279.

The first IIT was set up in Kharagpur in 1951, and soon later in Bombay (1958), Madras (1959), Kanpur (1959) and Delhi (1963). An IIT was then established in Guwahati in 1994. The University of Roorkee was converted to IIT Roorkee in 2001. Eight new IITs were set up in Gandhinagar, Jodhpur, Hyderabad, Indore, Patna, Bhubaneswar, Ropar, and Mandi in 2008-09. Following same selection process since 1972, finally in 2012 the Institute of Technology, Banaras Hindu University was given IIT status. Another six new IITs in Tirupati, Palakkad, Dharwad, Bhilai, Goa and Jammu, approved through a 2016 bill amendment were established in 2015-16, along with the conversion of ISM Dhanbad to IIT Dhanbad. The IITs have a common admission process for undergraduate admissions, the Joint Entrance Examination – Advanced, formerly called the IIT-JEE until 2012. JEE Advanced admits students according to their ranks in the exam. The post-graduate level program that Awards M.Tech., MS degrees, and the doctoral programme that offers Ph.D. in engineering is administered by the older IITs. M.Tech. and MS admissions are done on the basis of Graduate Aptitude test in Engineering (GATE). Additionally, IITs also award other graduate degrees such as M.Sc in Maths, Physics and Chemistry, MBA, etc. Admission to these programs of IITs is done through Common Admission Test (CAT), Joint Admission Test for M.Sc. (JAM) and Common Entrance Examination for Design (CEED). IIT Guwahati and IIT Bombay offer undergraduate design programmes as well. Joint Seat Allocation Authority conducts the joint admission process for a total of 23 IITs, that offer admission for 10,962 seats in 2017.

The history of the IIT system dates back to 1946 when Sir Jogendra Singh of the Viceroy’s Executive Council set up a committee whose task was to consider the creation of Higher Technical Institutions for post-war industrial development in India. The 22-member committee, headed by Nalini Ranjan Sarkar, recommended the establishment of these institutions in various parts of India, with affiliated secondary institutions.

The President of India is the most powerful person in the organisational structure of Indian Institutes of Technology, being the ex officio Visitor, and having residual powers. Directly under the President is the IIT Council, which comprises the minister-in-charge of technical education in the Union Government, the Chairmen of all IITs, the Directors of all IITs, the Chairman of the University Grants Commission, the Director General of CSIR, the Chairman of IISc, the Director of IISc, three members of Parliament, the Joint Council Secretary of Ministry of Human Resource and Development, and three appointees each of the Union Government, AICTE, and the Visitor. Under the IIT Council is the Board of Governors of each IIT. Under the Board of Governors is the Director, who is the chief academic and executive officer of the IIT. Under the Director, in the organisational structure, comes the Deputy Director. Under the Director and the Deputy Director, come the Deans, Heads of Departments, Registrar, President of the Students’ Council, and Chairman of the Hall Management Committee. The Registrar is the chief administrative officer of the IIT and overviews the day-to-day operations. Below the Heads of Department (HOD) are the faculty members (Professors, Associate Professors, and Assistant Professors). The Wardens come under the Chairman of the Hall Management Committee.

The IITs receive comparatively higher grants than other engineering colleges in India. While the total government funding to most other engineering colleges is around Rs. 10–20 crores (USD 2–4 million) per year, the amount varies between Rs. 90 crores –130 crores (USD 18–26 million) per year for each IIT. Other sources of funds include student fees and research funding from Industry and contributions from the alumni. The faculty-to-student ratio in the IITs is between 1:6 and 1:8. The Standing Committee of IIT Council (SCIC) prescribes the lower limit for faculty-to-student ratio as 1:9, applied department wise. The IITs subsidise undergraduate student fees by approximately 80% and provide scholarships to all Master of Technology students and Research Scholars in order to encourage students for higher studies, per the recommendations of the Thacker Committee (1959–1961). The cost borne by undergraduate students is around Rs. 180,000 per annum. After students from SC and ST categories, physically challenged students will now be the beneficiaries of fee waiver at the IITs in India.

The various IITs function autonomously, and their special status as Institutes of National Importance facilitates the smooth running of IITs, virtually free from both regional as well as student politics. Such autonomy means that IITs can create their own curricula and adapt rapidly to the changes in educational requirements, free from bureaucratic hurdles. The government has no direct control over internal policy decisions of IITs (like faculty recruitment and curricula) but has representation on the IIT Council. The medium of instruction in all IITs is English.The classes are usually held between 7:30 am and 5:30 pm, though there are some variations within each IIT. All the IITs have public libraries for the use of their students. In addition to a collection of prescribed books, the libraries have sections for fiction and other literary genres. The electronic libraries allow students to access on-line journals and periodicals. The IITs and IISc have taken an initiative along with Ministry of Human Resource Development to provide free online Videos of actual lectures of different disciplines under National Program on Technology Enhanced Learning. This initiative is undertaken to make quality education accessible to all students.

The National Vocational Education Council (NVEC) is a statutory body established by the Australian Government to oversee the vocational education and training (VET) system in Australia. The NVEC is responsible for accrediting VET providers, developing national VET standards, and promoting the VET sector.

The NVEC is made up of representatives from industry, government, and education. The Council is chaired by the Minister for Education and Training.

The NVEC’s main functions are to:

Accredit VET providers
Develop national VET standards
Promote the VET sector
Monitor the quality of VET provision
Provide advice to the Minister for Education and Training on VET matters

The NVEC’s accreditation function is to ensure that VET providers meet the required standards of quality and that they are delivering VET programs that meet the needs of industry and the community. The NVEC develops national VET standards in consultation with industry, government, and education. These standards set out the knowledge, skills, and competencies that learners must achieve in order to be successful in the workplace. The NVEC also promotes the VET sector through a range of activities, including Marketing and advertising, and by providing information and advice to potential learners and employers. The NVEC monitors the quality of VET provision through a range of activities, including audits, reviews, and surveys. The NVEC also provides advice to the Minister for Education and Training on VET matters, including policy development, funding, and research.

The NVEC is an important part of the Australian VET system. It plays a key role in ensuring that VET providers meet the required standards of quality, that VET programs meet the needs of industry and the community, and that the VET sector is promoted to potential learners and employers.

Accreditation

Accreditation is the process of ensuring that VET providers meet the required standards of quality. The NVEC is responsible for accrediting VET providers. To be accredited, a VET provider must meet the NVEC’s standards for quality assurance, curriculum, assessment, and training delivery.

Apprenticeships

Apprenticeships are a type of VET that combines on-the-job training with off-the-job training. Apprentices are employed by an employer and work towards a nationally recognised qualification. The NVEC is responsible for developing and maintaining the national standards for apprenticeships.

Assessment

Assessment is the process of measuring learners’ progress and achievement. The NVEC is responsible for developing and maintaining national standards for assessment.

Curriculum

The curriculum is the set of knowledge, skills, and competencies that learners must achieve in order to be successful in the workplace. The NVEC is responsible for developing and maintaining national standards for curriculum.

Funding

The NVEC is responsible for allocating funding to VET providers. The funding is used to support the delivery of VET programs and to provide support Services to learners.

Governance

The NVEC is governed by a board of directors. The board is responsible for setting the NVEC’s strategic direction and for overseeing the NVEC’s operations.

Industry engagement

The NVEC engages with industry to ensure that VET programs meet the needs of industry. The NVEC does this through a range of activities, including consultation, research, and workforce planning.

Leadership

The NVEC provides leadership to the VET sector. The NVEC does this through a range of activities, including setting standards, developing policy, and providing advice to government.

Quality assurance

The NVEC is responsible for ensuring the quality of VET provision. The NVEC does this through a range of activities, including audits, reviews, and surveys.

Research

The NVEC undertakes research to improve the VET system. The NVEC does this through a range of activities, including commissioned research, evaluation, and data collection.

Skills development

The NVEC is responsible for developing the skills of the Australian workforce. The NVEC does this through a range of activities, including developing national VET standards, promoting the VET sector, and providing advice to government.

Standards

The NVEC develops national VET standards. These standards set out the knowledge, skills, and competencies that learners must achieve in order to be successful in the workplace.

Training

The NVEC is responsible for the delivery of VET training. The NVEC does this through a range of activities, including funding VET providers, developing national VET standards, and promoting the VET sector.

Workforce planning

The NVEC is responsible for workforce planning. The NVEC does this through a range of activities, including forecasting future skills needs, developing national VET standards, and promoting the VET sector.

What is vocational education?

Vocational education is a type of education that prepares people for specific jobs or careers. It can be offered in high schools, community colleges, or technical schools. Vocational education programs typically include hands-on training and classroom instruction.

What are the benefits of vocational education?

There are many benefits to vocational education. Vocational education can help students:

Gain the skills and knowledge they need to get a good job.
Earn higher wages than those who do not have vocational training.
Be more likely to be employed.
Be more likely to have a career that they enjoy.

What are the different types of vocational education?

There are many different types of vocational education. Some common types of vocational education include:

Agriculture
Business
Health care
Information technology
Manufacturing
Trade and industry

How do I choose a vocational education program?

When choosing a vocational education program, it is important to consider your interests, skills, and goals. You should also consider the job market and the demand for workers in the field you are interested in.

Where can I get vocational education?

Vocational education can be obtained at many different places, including:

High schools
Community colleges
Technical schools
Apprenticeship programs
On-the-job training programs

How much does vocational education cost?

The cost of vocational education varies depending on the program and the institution. Some programs are free, while others may require tuition and fees.

What are the job prospects for vocational education graduates?

The job prospects for vocational education graduates are good. Many vocational education programs lead to high-paying, in-demand jobs.

What are the challenges of vocational education?

One challenge of vocational education is that it can be difficult to find a job in the field you are interested in. Another challenge is that vocational education can be expensive.

What is the future of vocational education?

The future of vocational education is bright. The demand for workers with vocational skills is expected to grow in the coming years.

Here are some multiple choice questions about vocational education:

Which of the following is not a type of vocational education?
(A) Apprenticeship
(B) On-the-job training
(C) College degree
(D) Technical school
Which of the following is the most common type of vocational education?
(A) Apprenticeship
(B) On-the-job training
(C) College degree
(D) Technical school
Which of the following is the best way to find out about vocational education programs in your area?
(A) Contact your local community college or technical school.
(B) Search online for “vocational education programs near me.”
(C) Talk to your high school counselor.
(D) All of the above.
What are some of the benefits of vocational education?
(A) You can get a good job with good pay.
(B) You can learn skills that will be useful in your career.
(C) You can get hands-on experience in your field.
(D) All of the above.
What are some of the challenges of vocational education?
(A) It can be difficult to find a job after you graduate.
(B) You may not be able to get a job that pays as well as a job that requires a college degree.
(C) You may not be able to get a job that is as prestigious as a job that requires a college degree.
(D) All of the above.
What are some of the things you should consider before choosing a vocational education program?
(A) Your interests
(B) Your skills
(C) Your career goals
(D) All of the above.
What are some of the things you can do to prepare for a vocational education program?
(A) Take high school classes that are related to your chosen field.
(B) Get a job in your chosen field.
(C) Shadow someone who works in your chosen field.
(D) All of the above.
What are some of the things you can do to succeed in a vocational education program?
(A) Attend class regularly.
(B) Do your homework.
(C) Ask for help when you need it.
(D) All of the above.
What are some of the things you can do after you graduate from a vocational education program?
(A) Get a job in your chosen field.
(B) Go on to college.
(C) Start your own business.
(D) All of the above.
What are some of the things you can do to stay up-to-date on the latest trends in your chosen field?
(A) Read industry publications.
(B) Attend trade shows.
(C) Network with other professionals in your field.
(D) All of the above.