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Chapter-II

VOCATIONAL EDUCATION: AN OVERVIEW

VOCATIONAL EDUCATION: A BRIEF OUTLINE

EXISTING COURSES IN THE VOCATIONAL HIGHER SECONDARY

SCHOOLS OF KERALA: A BRIEF OUTLINE

Chapter 2

VOCATIONAL EDUCATION: AN OVERVIEW

n overview of vocational education is given in this chapter under two

sections:-

2.1: Vocational Education: An Outline

2.2: Existing courses in the VHS schools of Kerala: A Brief Outline.

2.1 VOCATIONAL EDUCATION: AN OUTLINE

Vocational education, in a much broader sense is education and skill

development at all levels of education, from post-primary to tertiary, through formal

and non formal programmes. Vocational education is so deep rooted on philosophy

flourished through the mode of Guru-Shishya or father son tradition. Education was

related to the life of pupils bringing into focus the co-existence between education

and work.

Aims of Vocationalisation

The success of vocational education programme depends on the placement of

vocational students in jobs, especially in self-employment. The main goal of

vocational education is to fulfill the manpower requirement for national development

and the social requirement for employment (Jain, 1988). Some of the aims of

Vocationalisation are as follows:

A

Vocational Education: An Overview

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Chapter 2

• To impart education relevant to productivity

• To attract the students to various vocational programmes

• To keep a balance between demand and supply of human resources

• To prevent the high cost professional education at high level

• Producing only a small group of students to various vocations

• To increase job opportunities

• Personality development

• To understand the dignity of professional education

• To develop competitive mind

• To face the problems of middle/low level manpower

• To connect education with mental and physical development

Principles of Organization

• The function of vocational education is to prepare persons for a socially

useful occupation

• Vocational education is a part of total education programme

• Vocational education ensures an adequate and efficient labor supply

• Occupational information and guidance should be provided for vocational

students

• Local initiative is essential for success in vocational education

• Vocational education programme should be based on continuous research

Vocational education personnel should be occupationally competent


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Chapter 2

Characteristics of Vocational Course at the Higher Secondary Education Level

The salient features of vocational courses are

• The courses are suggested to be flexible and not to be rigid streams of

bifurcation.

• Scope for the mobility of educants from one stream to another is

recommended, in case they have made wrong judgment in selecting a

particular course tentatively.

• Vocational courses will develop self- reliance and self confidence in the

educands and thereby contribute to increase the national wealth of the

country.

• Vocational courses prescribed to be studied in higher secondary level will be

constantly reviewed and revised as technology materials and demands change

from time to time.

• The syllabi are prepared in such a way as to provide for bridge courses to

enable the students to change over from academic to vocational courses and

vice versa.

• Work experience is expected to make learning possible by the use of hand

and pave way for vocational education at the subsequent stage.

• The community services are for developing a sense of involvement in

national reconstruction.

• Compulsory health and physical education will help in the physical

development and healthy growth of the students.


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Chapter 2

Curriculum Design

The Curriculum design, recommended at the national level by the NCERT for

vocational courses consists of three components with the following weightage:

Components Weightage

Language(S) 15%

General Foundation Course (GFC) (Environmental

education, Rural development and Entrepreneurship

development)

15%

Vocational theory and practice including on-the-job

Training

70%

The curriculum developed by NCERT has recommended GFC as a

compulsory component of all vocational courses at the plus two stage.

The Curriculum transaction in vocational education has three major

components.

1. Education and basic skill training in schools

2. Specialized skill training in collaborating institutes

3. On-the-job training in actual job situations

After the completion of the course, the vocational graduate has the option to

go for apprenticeship training in industries, organizations and agricultural farms.


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Chapter 2

Training and Apprenticeship Programme

Each trade should have graded skill competencies devised and designed to

meet job- market competencies. A one-year-apprenticeship programme may be

worked out, structured properly and made compulsory for all trades. An

apprenticeship should be awarded separate credit or grade.

On-the-job-training

According to Prachy (1993) on-the-job training ‘is the most common, the

most widely used and accepted, and the most necessary method of training

employees in the skills essential or acceptable for job performance’.

An on-the-job training is the backbone of vocational education. Trainees earn

as they learn under the watchful eyes of a master, receive immediate feedback,

practice in the actual work environment and associate with the same people, they will

work with after training. The purpose of training is to make students familiar with the

atmosphere and problems of actual working conditions. Study tour, coaching,

apprenticeship, job rotation, special assignments etc are the important methods of

successful vocational training. On-the-job training is made more effective by the use

of a variety of training aids and techniques, such as charts, lectures, manuals, oral

and written explanations, demonstrations, audio and video tapes and other aids.

Industry-Institute interaction

The collaboration of industrialists is expected with respect to (i)

establishment of vocational education institutes by direct control and funding (ii)

training; (iii) creating infrastructure by their donations in cash (iv) deputing staff for


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Chapter 2

guest lectures, demonstrations, (v) assessment of manpower surveys; (vi) placement;

(vii) developing or evolving curriculum; (viii) evaluation. Academic inputs may be

provided both for faculty and trainees.

Funding-Pattern

A long sustainable arrangement to finance these vocational education

institutes is always desirable. The functional adequacy can be maintained only if the

funding pattern is linked with ‘Unit Costs’-(i) institutional operating costs (ii) capital

costs.

Development of Vocational Education in India

The present concept of vocationalisation in India dates back to the Vedic

period. However with the passage of time, vocation of that period were transformed

into Varnas. This caste system has played a very important role in providing

vocational education in ancient India. The Brahmin youth received training for his

future vocation as a priest and a teacher. In the education of the young Kshtriyas,

greater importance attached to the knowledge of science of war. Trade rearing of

cattle and agriculture were the special pursuits of the Vaishyas. Even the Shudras had

some training for their work. At times some women guards of the king were skilled

in the art of arms (chaube,1965).

During the Buddhist period, also education was craft centered. In ancient

India, there were many individual guilds. The local industrial guilds were known as

‘srenis’ (Chaube, 1965) and there were also associations like-, Dyers’ association,


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cobblers’ associations, Carpenters’ associations and Blacksmiths’ associations.

Kautilya in his Arthashastra has mentioned these associations and guilds also.

One of the developments during the Muslim period was the establishment of

a number of institutions for training in arts and crafts.

Vocational Education during the British Period

From the very beginning, the British pursued a policy of indifference in

education. They neglected education in India deliberately and vocational education

was no exception to it. The wish of vocationalization of education in India dates back

to 1854 when Wood’s Education Despatch highlighted introduction of pre-vocational

education at the secondary stage. It also mentioned about useful and practical

knowledge.

The recommendation of Indian Education Commission in 1882 under the

chairmanship of Hunter was a milestone in the field vocational education. It

recommended the introduction of practical subjects in secondary schools so as to

bifurcate them into different walks of life.

Diversifications of secondary curriculum and adaptation of the common

pattern of 10+2+3 for school and colleges has been recommended by the Calcutta

University Commission in 1917. The committee recommended the diversion of more

boys to industrial and commercial careers at the end of the middle stage, preparatory

to special instruction in technical and industrial schools.

The Hartog Committee in 1929 recommended that more boys should be

diverted to industrial and commercial career at of end of the middle stage. Provision


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Chapter 2

should be made for attractive courses in that stage, preparatory to special institution

in technical and industrial schools.

The Sapru committee in 1934 recommended diversified courses at the

secondary stage, preparing students for university education and providing

vocational education.

Another significant development in connections with the reorganization of

vocational education occurred when Abbot and Wood submitted their report in 1937.

It recommended that, the nature of vocational should be determined by the prevailing

circumstance in view of multifarious needs of the locality. The vocational education

must be based on an adequate general education.

Gandhiji introduced ‘Wardha Scheme’ of education in 1937 where in craft

education occupied the most prominent position. It was developed and shaped by a

committee under the chairmanship of Dr.Zakir Hussain. The scheme put forward a

new type of basic education for a nation which would center round some form of

manual and productive work and have intimate links with the life of the community.

In view of the prospective needs of post –war industry and commerce for a

skilled technicians the establishment of an efficient system of technical education

have been recommended by ‘Sargent’ in 1944. The sargent scheme of Post –War

Educational Development Plan of 1944 made at the request of the Central Advisory

Board of Education (CABE), spoke of the need for providing “full time or part-time

technical, commercial and arts courses”


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Chapter 2

Development of Vocational Education in India after 1947

The growth of vocational education is a post independence phenomenon.

After India became independent, the industrial, vocational, technical and

technological education got increased attention due to the efforts of Pandit

Jawaharlal Nehru, the father of technological era in India. In the post independence

period, there has been a succession of committees and commissions that went into

the questions of reforms in education. The Radhakrishnan Commission in 1948

emphasized the need to give a vocational bias to the courses of education to meet a

variety of needs of our young men and women.

The recommendations of Secondary Education Commission or Mudaliar

Commission in 1952 related to diversification of education, resulted in the

establishment of a chain of multipurpose schools which provide varied courses of

interest to students with diverse aims, aptitudes and abilities.

Regarding vocationalisation of education at the secondary level, Indian

Education Commission states that in the present educational system, there is no

direct link between education and employment and no attempt is made even to

establish an indirect link by relating the output of the educational system closely with

man power needs or job opportunities. The commission visualized the higher

secondary stage consisting of two streams–academic and vocational. The vocational

courses were proposed to be terminal in nature and a target of diversion of 50% of

the students to this stream was suggested during the next 20 years .The commission

recommended a broadly uniform pattern of education for the whole country.


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Chapter 2

National Policy of Education Resolution issued by the Govt. of India in 1968

accepted the recommendation of the Education Commission. It particularly

emphasized the effectively terminal nature of the vocational stream of studies.

The International Commission on Education and Development (ICED) in

1972 under the auspices of UNESCO critically assessed the educational situation of

world and recommended that professional and technical training colleges must be

developed in conjunction with the secondary education system.

The Central Advisory Board of Education (CABE), at the meeting in 1975

endorsed the policy resolution and resolved to adopt 10+2+3 pattern of education. It

also reiterated that a plus two stage of education should be regarded not merely as a

college preparatory, but a period for preparing and increasingly large no of school

leavers for different vocations in life. The CABE entrusted NCERT to prepare

curricula to help government in implementing vocational education

In 1976 NCERT prepared a valuable document under the title “Higher

Secondary Education and its Vocationalizations”. The document asserts

vocationalization is a major transformation in education and cannot be achieved

without important structural and functional changes in the whole set up. If education

does not produce jobs, but vocationalised education makes more likely for an

individual to get job by starting a new productive activity or a service, which may

satisfy a felt need of the country.

In 1978 Union Ministry of Education appointed a National Review

Committee popularly known as Adisesheiah Committee to review the above NCERT


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document whose report was published as “Learning to Do”. The Review Committee

has suggested two broad learning components of higher secondary stage. Those two

here been termed as General Education Spectrum and Vocationalised spectrum.

Following this, a special session of the Conference of Boards of Secondary

Education in India was held in 1978 at the instance of Ministry of Education and

social welfare. The conference recommended that, State Boards should review their

courses in the light of the course pattern and other suggestion made in these to suit

the needs of community. The Central Board of Secondary Education announced its

decision to implement the recommendations of the Adiseshiah Committee beginning

the academic session 1979-80. Thus the programme of vocationalisation of higher

secondary education was initiated in 1976 and since then it has been implemented in

many states and union territories.

The National Working Group on Vocationalization of Education

(Kulandaiswamy Committee) in 1985 reviewed the vocational education programme

in the country, developed guidelines for the expansion of the programme. Its

recommendations led to the development of the Centrally Sponsored Scheme (CSS)

on vocationalization of secondary education.

The National Policy on Education (NPE, 1986) advocated introduction of

systematic and well planned vocational educational programmes, which can be

rigorously implemented to enhance employability, reduce the mismatch between

demand and supply of skilled manpower and to provide and alternative to those

pursing tertiary education, without particular interest or purpose. The National Policy

of Education in 1986 re-emphasized the need of vocationalization of education.


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Today most of the states implemented this scheme at the plus two stage in schools.

The adoption of the NPE and its Programme of Action in 1986 was revised in 1992

and the CSS on Vocationalization of Secondary Education in 1988 led to the national

wide coverage of the vocational education programamme.

Pandit Sunderlal Sharma Central Institute of Vocational Education

(PSSCIVE) was set up at Bhopal on July 1, 1993 under the over all umbrella of

NCERT. The institute acts as an apex level research and development organization in

the field of vocational education and provides technical and academic support to the

programme.

The scheme of vocationalisation of education at a degree level was launched

by the University Grants Commission in 1994-95. Under the scheme, the UGC

provides funds to the colleges and universities for stating vocational courses. UGC

has provided financial assistance for running vocational courses to an extent of

152.17 crores.

The vocational education programme is also suffering because of the lack of

suitable management structures at various levels, non-availability of trained

vocational teachers, lack of collaborating agencies and poor implementation of

Apprentice Act. Majority of these shortcomings have been highlighted by the

Operation Research Group (ORG, 1996) which conducted a systematic study on the

implementation of the CSS. The studies conducted by Center for Research Planning

and Action (CERPA) and others have reported on the effectiveness of curriculum

transaction, examination system and placement of students.


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The Ninth Five Year Plan (1997-2002) identified the key issues like further

expansion of vocational education at both lower and senior secondary level and

establishment of effective links between industry and education, need for selecting

courses on the basis of an assessment of manpower needs and ensuring greater

participation of all the groups within the community.

The NCERT has brought out a Discussion Document on National Curriculum

Frame work for school Education in January, 2000. This Document also contains the

policy dimensions and suggestions for restructuring of the curriculum of vocational

education at different stages of school education. The National Curriculum Frame

work (NCF-2005) Pointed out vocational education require attention from

sociological, psychological, economic and pedagogic point of view.

A Joint Council of Vocational Education (JCVE) has been set up the national

level under the chairmanship of Minister of Human Resource development, with

counterpart organizations at the state level for the effective implementation of

formulated policies. A Standing Committee of JCVE has been constituted under the

chairmanship of Education Secretary to ensure the effective functioning of JCVE.

PSSCIVE has developed 82 competency based curricula in 6 major areas

which can be adopted by states/ UTS with modifications based on the need and

relevance of those courses in that particular area. The CIVE has now been entrusted

with the task of standardizing the curricula / text books / instructional material for

vocational courses. The CIVE is also engaged in conducting programme for training

of teachers and orientation of key functionaries.


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Institutions involved in Research and Development of Vocational Education

Vocational education in the school education system has not been a popular

research topic due to various reasons which include lack of awareness about

vocational education. Therefore, there are very few agencies and institutions which

are involved in sponsoring or conducting research in vocational education. The

NCERT through Educational Research and Innovations committee (ERIC) supports

researches in all fields of education including vocational education. The Pandit

Sunderalal Sharma Central Institute of Vocational Education (PSSCIVE), which is

constituted of NCERT, conducts research in vocational education and work

experience. At the state level, State Council of Educational Research and Training

(SCERT), State Institute of Vocational Education (SIVE) and Directorate of

Education conducts research in vocational education. Besides this National Institute

of Educational planning and Administration (NIEPA) and Institute of Applied

Manpower research (IAMR) also conduct research in the field of vocational

education.

Review of Vocationalization in Kerala

The 10+2+3 pattern of education was introduced in Kerala from 1983 –1984

onwards which is an outcome of the state government’s eagerness and sustained

efforts to bring about a major change in education.

Initially the scheme was implemented only in eleven government high

schools and eight technical high schools. Later it was introduced more high schools

and these schools were called vocational higher secondary schools. In 1988, when


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Chapter 2

the centrally sponsored scheme of vocationalisation of higher secondary education

was launched, implementation of the scheme in Kerala government was boosted up.

The Department of Vocational Higher Secondary Education conducts two

year vocational courses at the higher secondary level leading to the award of the

‘Certificate in Vocational Higher Secondary Education’ in the concerned discipline.

These courses are conducted in selected government, aided and technical high

schools. At present there are 322 VHS schools (231 Government and 91 private).

These schools admit about 30,350 students in all various vocational courses.

There are 42 different vocational courses in the VHS curriculum, which

comes under four groups. They are Group I- Engineering and Technology, Group II-

Agriculture, Animal Husbandry, Fisheries, Paramedical, Physical education, Group

III-Humanities and Group IV-Business and Commerce. The list of courses under

each group is given in Appendix - I

All candidates that have passed SSLC with a minimum of 40% marks in

Maths and Science are eligible for admission to vocational higher secondary courses.

The duration of the course is two years. Public examinations are conducted at the end

of first and second years by the Secretary of the Commissioner for government

examinations. Each school offers various courses and each batch comprises of thirty

students.

Besides the vocational electives the course has one language and three related

academic subjects. No second language is taught in these schools. The subjects to be

studied are brought under three parts name by part I- English and General


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Chapter 2

Foundation Course (GFC), Part II- vocational subjects (theory and practical) Part III-

optional subjects. Optional subjects for Group I-Physics, chemistry, Maths; Group II-

Physics, Chemistry, Biology; Group III- History, Geography, Economics and Group

IV includes Business studies, Accountancy and Management. Part I and part II are

compulsory for all students who undergo VHS courses. The pass outs of these two

parts will be declared passed and awarded vocational higher secondary certificates.

This certificate is valid for securing wage employment or self employment and for

apprenticeship training. But they are not eligible for higher studies. The certificate

after studying part I, II and III are declared equivalent to Higher Secondary (Plus

Two) and are eligible for higher studies.

2.2 EXISTING COURSES IN THE VHS SCHOOLS OF KERALA

A brief outline regarding 42 different VHS courses existing in Kerala is given

as follows:

2.2.1 AGRO-MACHINERY (AGR)

Agriculture is the dominant sector of Indian economy and contributes to

nearly 32 percent of the net national product and accounts for sizeable share of the

total value of the country’s export. Agricultural development implies a shift from

traditional methods of production to new scientific methods with modern

technological components viz high yielding varieties, timely weed control, improved

land, management practice, adoption of suitable pre and post harvest technology and

other aspects of production technology. Considering the hike in labour charges, new

GROUP I


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Chapter 2

agricultural machineries have been discovered. The studies of agromachineries are

very important in this context.

Objectives

Objectives of the course are to study the agricultural implements, enabling

the students to trouble shoot and repair modern agromachineries and to develop skills

in the handling of farm machineries. Servicing and providing good job opportunities

in the vast area of agricultural fields are also included in the objectives.

Job opportunities

This course offers job opportunities like lab assistants in VHS schools,

technicians, consumer service executives and sales representatives for different

manufacturing agro-industries. It also capacitates students to start agricultural

machinery repairing work shop.

Scope for higher studies

Students who successfully complete this course can go for B.Sc, B.B.A and

B.C.A. They can also go for professional courses like diploma and B.Tech in

agricultural engineering.

2.2.2 COMPUTER APPLICATION (CAP)

Computers play an important role in modern IT World. So, proper awareness

about personal computers and peripherals are essential for students. To ensure this,

proper education about personal computers and peripherals and servicing of them are

quite important. In VHS, Computer Application course is designed to achieve these

goals at higher secondary level.


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Chapter 2

Objectives

The course objectives are to make students aware of computers and their

servicing. Trouble shooting personal computers and peripherals are also targeted.

Job opportunities

Course offers good opportunities in private and public sectors. Hardware,

software technicians for industry, lab assistants in VHS and personal assistants for

various organizations are other fields they can enter in. There are opportunities in

various media and publishing concerns as well.


The students who successfully complete this course can go for higher studies

such as various diploma courses in engineering, B.Tech, B.Sc. Electronics, B.Sc.

Computer Science, B.Com, B.B.A and B.C.A.

2.2.3 CIVIL CONSTRUCTION AND MAINTENANCE (CCM)

Civil engineering deals with construction of houses, roads, railways and

irrigation projects. In this modern era, a strong and beautiful house is the dream of

every man. Civil engineering teaches the techniques employed in the construction of

buildings for commercial and industrial purposes.

Objectives

The objectives are to make skilled supervisors for various projects, give

awareness about construction techniques and reduce the cost of construction.


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Chapter 2

Imparting knowledge about different steps involved in the construction of building,

plumbing and sanitary fittings is also aimed at.

Job opportunities

Students capable of drawing plans can work as private draftsman. VHS

certificate holders are eligible for appointments as lab assistant in VHS schools and

polytechnics. They are also eligible for appearing PSC examination for the post of

overseer and draftsman in various government departments.


Students are eligible for higher studies like B.Sc, B.A, B.Com etc. Certificate

holders will be capable of drawing plans, preparing estimates and giving supervision

to construction works.

2.2.4 COMPUTER SCIENCE (CSE)

The need of computer and automation had been felt by the modern society

long back. Understanding the various computer languages is the basic necessity of

the ever increasing use of computers. The two year vocational course in computer

science is designed to prepare technically skilled personnel for the scientific handling

of computer system.

Objectives

Understanding the various computer languages and preparing technically

skilled personnel for the scientific handling of computers are the main objectives of

the course.


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Chapter 2

Job opportunities

It provides job opportunities such as computer operators in computer centers,

data entry operator, computer programmer and lab assistants in VHS schools. This

course can also contribute for the development of software for special needs.


Students can opt courses for higher studies such as diploma in computer

engineering and B. Tech after appearing state engineering entrance examination.

They can also take admission in degree courses offered by all universities.

2.2.5 MAINTENANCE AND REPAIRS OF AUTOMOBILES (MRA)

Automobiles play an important role in modern human life. To ensure best

performance, proper care and maintenance of automobiles is very essential. To

ensure this, the students must be aware of the basic concepts in automobiles, their

working and servicing. In vocational higher secondary schools, this course is

designed to achieve these goals at plus two level.

Objectives

The objectives of the course are to make students aware of different types of

automobile engines and various component units of automobiles. It also enables

students to trouble shoot and repair the automobiles.

Job opportunities

It provides opportunities of jobs such as ‘mechanic’ in automobile industries,

service technicians in automobile workshop, auto electricians and lab assistants in

VHS schools. It also prepares students to start automobile workshops.


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Students can go for diploma, B.Sc., B.Tech in mechanical engineering. They

can also enter in management and computer application courses such as B.B.A,

B.C.A. and B.A, B. Sc, B.Com degree courses of all universities.

2.2.6 MAINTENANCE AND REPAIRS OF DOMESTIC APPLIANCES

(MRDA)

Domestic-electrical appliances have a major role to play in modern human

life. The proper working and maintenance of these are also very essential. To ensure

this students must be aware of the basic concepts of electricity, domestic appliances,

their working and servicing. In vocational higher secondary education this course is

designed to achieve these goals at plus two level.

Objectives

The course objectives are to inform students about electricity and its use. It

enables the students to troubleshoot and repair modern home appliances and to

undertake wiring works as well.

Job opportunities

The course offers job opportunities such as industrial electrician, electrician

for house wiring, service technicians for domestic appliances and lab assistants in

vocational higher secondary schools. Consumer service executives for domestic

appliances and manufacturing companies are other opportunities that can be availed

by students.


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Chapter 2

Scope for Higher Studies

After the completion of the course the students can go for maintenance of

electrical equipments, diploma in Engineering, B.Tech, BSc Electronics, B.Sc.

Computer Science. They can also go for management and computer application

courses such as B.B.A, B.C.A, B.A, B.Sc. and B.Com in all universities.

2.2.7 MAINTENANCE AND REPAIRS OF RADIO AND TELEVISION

(MRRTV)

Nowadays radio and T.V have become important appliances in almost all

houses. The proper working and maintenance of these equipments is inevitable.

There exists only a few technically skilled persons for the maintenance and service of

these equipments. Hence the need of skilled technicians, sales representatives and

service persons for the consumer service departments have been increased. This

course has been designed to provide necessary training in this regard.

Objectives

Creating awareness among students about the electronic components in radio

and TV, trouble shooting and repairing of the above audio and video equipments,

servicing of different electronic equipments are the major objectives of the course.

Job opportunities

The students can serve as servicing technicians of electronic equipments,

skilled assistants in electronic industries and lab assistants in VHS schools. The

students can also start independent assembling units and servicing centers.


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Chapter 2


Students can take admission for diploma and degree in engineering, B.Sc. in

Electronics and Computer Science. Students can also apply for management and

computer application courses such as B.B.A, B.C.A and B.A, B.Sc. in all

universities.

2.2.8 Maintenance and Repairs of Two Wheelers and Three Wheelers

(MRTTW)

Two and Three wheelers have an indispensible role to play in the modern

human life. Now a days an average person can purchase a two wheeler very easily. In

this fast moving world all the companies in two and three wheeler industry are trying

to increase their sales volume by providing better service. Some of the companies

like Kerala Automobiles Limited are exporting their three wheelers to different

countries. To have a better performance proper care and maintenance are very

essential.

Objectives

Major objectives are to inform students about different types of two wheeler

engines and their components. It also helps trouble shooting and repairing all kinds

of two wheelers and good servicing.

Job opportunities

The course offers career opportunities such as mechanics in automobile

industries, service technicians in automobile workshops, lab assistants in VHS

schools. Students can also run automobile workshop independently.


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Chapter 2


The students who are successfully completing this course can go for diploma

and degree in mechanical engineering, management and computer application

courses such as B.B.A, B.C.A etc. They can also go for B.A, B.Sc., B.Com degree

courses of all universities.

2.2.9 PRINTING TECHNOLOGY (PTY)

Printing has a great influence in modern world. Advanced technologies are

adopted in modern IT World. So, proper awareness of printing is very essential for

students. In VHS, Printing Technology course is designed to achieve these goals at

higher secondary level.

Objectives

The course objectives are to aware students about the technologies adopted in

printing field and also make them experts in the job. It also familiarises students with

letter press.

Job opportunities

Course offers good opportunities in private and public sectors. They can also

serve as printing assistants for various organizations as well as lab assistants in VHS

schools. There are opportunities in various media and publishing concerns.


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Chapter 2


The students who successfully complete this course can go for higher studies

such as diploma and B.Tech in engineering, B.Sc Electronics, and B.Sc Computer

science. They can also set foot on degree courses like B.A, B.Sc., B.Com and

management courses such as B.B.A, B.C.A.

2.2.10 REFRIGERATION AND AIR-CONDITIONING (RAC)

Refrigeration and air-conditioning is a fast developing technical field in this

world. In this globalization era , a drastic development can be expected in this field.

So a lot of job and self employment will be created in servicing, maintenance of

refrigeration and air conditioning appliances.

Objectives

Objectives of the course are to make awareness among students about various

equipments used in refrigeration and air conditioning, filling works, soldering, spray

painting, house wiring etc. Servicing, repairing and wiring of various refrigeration

and air conditioning equipments, maintenance of centralized A.C plants, cold

storages, ice plants are also the course objectives.

Job opportunities

The course offers job opportunities such as refrigeration and air conditioning

plant’s operator, service technicians, consumer service executives for refrigeration

and air conditioning appliances and manufacturing companies. Self employment is

also possible by setting SSI units for the servicing and repairing of water cooler,


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Chapter 2

bottle cooler, window air conditioner, split air conditioner. Lab assistants in VHS can

also be availed by students.

Scope for higher studies.

Students who are successfully completing this course can go for B.Sc

refrigeration and air conditioning, diploma and degree in engineering. They can also

enter in management and computer application courses such as B.B.A, B.B.M and

B.C.A.

2.2.11 RUBBER TECHNOLOGY (RTY)

Modern world is largely influenced by rubber products. So, proper awareness

in rubber technology is essential for students. Rubber technology course at higher

secondary level is designed to impart proper knowledge in this regard.

Objectives


equipments used in rubber technology. It also make students aware of rubber and

their products, machineries involved in the production of rubber products like

chappals, rubber band etc.

Job opportunities

The course offers job opportunities such as service technicians, consumer

service executives for refrigeration as well as rubber products manufacturing

companies. It also provides opportunities for self employment by setting up SSI

units. They can also avail lab assistant post in VHS schools.


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Chapter 2


Students who successfully complete this course can go for diploma, B.Sc. and

B Tech in polymer science. They can also get admission for courses in management

and computer application.

2.2.12 TEXTILE DYEING & PRINTING (TDP)

The need of textile dyeing and printing has been felt by the modern society

long back. Two year vocational course on Textile Printing is designed to prepare

technically skilled personnel for scientific handing of the Textile Dyeing system.

This is one of the courses in textile field which is most suited for students at higher

secondary level.

Objectives

Understanding the various printing techniques and preparing technically

skilled personnel for scientific handling of dyeing systems are the main objectives of

the course.

Job opportunities

It provides job opportunities such as printing and dyeing operators in textile

fields. This course also enables students to establish a dyeing centre. Students can

also get involved as lab assistants in VHS schools.


Students can out courses for higher studies such as diploma and B.Tech in

textile engineering after appearing state engineering entrance examination. They are

also eligible for opting both vocational and other degree courses in all universities.


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Chapter 2

2.2.13 TEXTILE WEAVING (TWG)

Clothing is one of the primary needs of man. Textile weaving is a major man-

invented technology where limitless scope is in the offing. The course at higher

secondary level is designed to keep students in touch with technologies advanced in

textile industries.

Objectives

The course familiarizes students with the various weaving techniques and

prepares them to evolve as technically skilled personnel for scientific handling of

equipments used in weaving industry.

Job opportunities

Weaving operators in textile industry is the main job opportunity that can be

availed. Students can also get appointed as involved in lab assistants in VHS schools.


Students can out courses for higher studies such as diploma and B. Tech in

textile engineering after appearing state engineering entrance examination. They are

also eligible for opting vocational as well as other degree courses of all universities.

2.2.14 FRUITS AND VEGETABLES (FVS)

There has been a tremendous spurt in the demand for fruits and vegetables

not only in India but from foreign countries also. But the production is far short of

necessary equipments. Thus there is urgent need to develop vocationally trained

GROUP II


49

Chapter 2

personnel for meeting this requirement. The vocational course on Fruits &

Vegetables is designed to prepare middle level manpower trained scientifically to

undertake all operations concerning the cultivation of fruits & vegetables and their

processing aspects.

Objectives

The course objectives are to understand the commercial importance of

agriculture in the modern world and to impart latest practical knowledge and skills in

cultivation. It also focuses on the processing of fruits and vegetables.

Job opportunities

After the course, students can establish fruit and vegetable processing units,

consultancy and units offer expert guidance for fruit & vegetable cultivation.

Students can also avail internal marketing and export of fruits & vegetable products

like jelly, squash and pickles. They can also get the post of agricultural assistants in

agricultural department and seed production assistants through PSC.


Student can opt for biotechnology, professional courses like M.B.B.S, B.Sc-

Agriculture, B.Sc. Nursing after appearing state entrance examination. They can also

gain access in science degree courses.


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Chapter 2

2.2.15 NURSERY MANAGEMENT AND ORNAMENTAL GARDENING

(NMOG)

Nursery management and ornamental gardening is one of the most important

areas receiving commercial attention in recent time. There has been very high

demand for skilled manpower for employment in this field from public and private

enterprises. This vocational course is designed to prepare middle level manpower to

undertake all operations concerned with the establishment, maintenance and

management of commercial plant nurseries and ornamental gardening.

Objectives

The course intends to make aware students about the commercial importance

of agriculture in the modern world and scientifically teaches them steps involved in

establishment, maintenance and management of commercial plant nurseries. It also

familiarizes them with the common ornamental plants and their propagation.

Job opportunities

The course also provides job opportunities such as agricultural assistants and

gardener or garden supervisors in agricultural department as well as lab assistants in

VHS schools. There is ample provision for establishing commercial nurseries.


The students who successfully complete this course can opt for vocational

degree courses in biotechnology as well as professional courses. It also gains access

to degree courses such as B.Sc. of all universities.


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Chapter 2

2.2.16 PLANT PROTECTION (PPN)

Agriculture is the backbone of Indian economy and plant protection is the

most important component of successful crop production. This course is designed to

prepare middle level man power trainees to scientifically undertake all plant

protection operation concerned with the successful production of various crops

Objectives

The course intends to familiarize students with the pest and disease affecting

major crops of Kerala, various plant protection equipments and chemicals. It also

helps to understand plant protection measures adopted for cultivation of major crops

and commercial importance of agriculture in the modern world.

Job opportunities

The course gives an opportunity for the establishments of plant protection

clinics and service centers for plant protection equipments. It also assists students to

start units for mushroom culture, tissue culture and production of organic manure.

Students can also avail the agriculture assistant post through PSC.


Student can opt for Biotechnology, professional courses like M.B.B.S, B.Sc-

Agriculture, B.Sc Nursing after appearing state entrance examination. They are also

eligible to get admission in paramedical courses as well as science degree courses.


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Chapter 2

2.2.17 SERICULTURE(SER)

Sericulture is one of the most important areas receiving commercial attention

in the recent time. There has been very high demand for skilled manpower for

employment in this field from public and private enterprises. The vocational course

in Sericulture is designed to prepare middle level manpower in this regard.

Objectives

The course intends to impart knowledge about the commercial importance of

agriculture in the modern world. It also scientifically teach students the steps

involved in establishment, maintenance and management of commercial plants in

sericulture.

Job Opportunities

After the course students can establish sericulture units. Internal marketing

and export of silks are other fields they can engage in. They are also eligible for the

post of agricultural assistants in the department of agriculture through PSC.


Students can opt for Biotechnology, B.Sc and Professional courses like

M.B.B.S, B. Sc Agriculture after appearing state entrance examination. They can

also go for paramedical courses.

2.2.18 MILK PRODUCTS (DMP)

Dairying is an important area in Indian economy. The demand for milk and

milk products are steadily increasing. A whole network of infrastructural facilities


53

Chapter 2

for producing, processing and marketing of milk and milk products coupled with the

remunerative assured prices of dairy products have made dairying a sound source of

income. Repaid expansion of dairying has opened avenues of self and wage

employment for the vocationally trained persons.

Objectives

The course provides the training to undertake all operations concerned with

the enterprise of production of milk and its products scientifically. It also moulds

competent dairy farmers with qualities of good manager organizer and entrepreneur.

Job opportunities

The successful candidates can act as livestock assistants, milk procurement

assistants as well as lab assistants in vocational higher secondary schools. Running a

dairy farm or milk parlour, manufacturing of dairy products, cattle feed production

and its marketing are the other opportunities that can be availed by a successful

candidates.


The pass outs can go for professional courses like M.B.B.S, B.Sc-

Agriculture, B.Sc Nursing, B.Sc MLT, B.V.Sc after appearing state entrance

examination . They can also gain access to paramedical courses.

2.2.19 DAIRY HUSBANDRY (LDH)

Dairy husbandry has an important role in developing the economic status of

our country. The course Dairy Husbandry in vocational higher secondary education

is designed in such a way as to give a great deal of practical knowledge in animal


54

Chapter 2

husbandry and diary science in much simplified form. Methods for prevention,

control and treatment of some of the common diseases affecting dairy cattle has been

compiled as per the syllabus aiming to fulfill the academic interest of the students.

Objectives

The course gives awareness about different types of diary animal breeds and

their peculiarities in feeding, housing and some of the instruments and appliances

used in livestock management. It also enables the student to manage a farm, diagnose

properly and treat some of the common diseases affecting livestock and give

vaccination.

Job opportunities

The student will get the posts like livestock inspector through PSC, farm

assistants in dairy farms, lab assistants in VHS schools. It also helps to establish

dairy farms.


After the completion of the course students can go for diploma in dairy

technology, professional courses like M.B.B.S, B.V.Sc, B.Sc Agriculture by

appearing entrance examination.

2.2.20 POULTRY HUSBANDRY (LPH)

These days various diseases affect our poultry industry. Therefore it is

desirable to design a course at plus two level to impart practical knowledge about

prevention, control and treatment of some of the common diseases affecting poultry.


55

Chapter 2

Objectives

This course gives an awareness to students about poultry, their diseases and

their prevention. It also enables students to manage a farm, diagnose properly and

treat some of the diseases affecting poultry.

Job opportunities

The course provides several job opportunities in co - operative sector like

milma as well as in various private firms. Students can also avail the post of live

stock inspector through PSC.


After the course students can go for professional courses like MBBS, B.VSc,

B.Sc-Agriculture by appearing entrance examination. They can also set foot in

paramedical courses as well as degree courses in science.

2.2.21 AQUACULTURE (AQU)

Fishing is the back bone of Indian economy and aquaculture is the most

important component of it. The vocational course on aquaculture is designed to

prepare middle level manpower and to scientifically undertake all aquaculture

operations concerned with the successful production of various fishes. This course

helps to utilize the employment potential available in the aquaculture field of Kerala.

Objectives

The course creates awareness among students about fish culture and

aquaculture. It also targets giving hands-on experience in various activities related to

fish breeding and fish management.


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Chapter 2

Job opportunities

The course provides several job opportunities in aquaculture sector and in

several private farms. It also capacitates students in establishing an aquaculture unit.


Successful candidates can enter in professional courses like M.B.B.S, B.F.Sc,

B.Sc Agriculture, B.Sc Nursing by appearing entrance examination. They can also

opt for paramedical courses as well as science degree courses.

2.2.22 FISHING CRAFT AND GEAR TECHNOLOGY (FCGT)

The limitless treasure hidden in the sea can be extracted through fishing. It is

a need of the hour to inform students about the prospects in the technologies related

to fishing. Here lies the significance of the inclusion of this course in VHS

curriculum.

Objectives

This course creates anawareness among students about fishing techniques. It

also provides hands-on experience in various craft and gear techniques involved in

fishing.

Job opportunities

The course provides several job opportunities in aquaculture sectors as well

as various jobs in fishing. It also enables students to come up with skills required for

a craft and gear technician.


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Chapter 2


After the course students can go for professional courses like M.B.B.S,

B.F.Sc, B.Sc- Agriculture by appearing entrance examination, paramedical courses

as well as various degree courses in all universities.

2.2.23 FISH PROCESSING TECHNOLOGY (FPT)

Fish is a wealth of the sea which is yet to be exploited fully. It has an alluring

future where much labour capital can be invested. Hence it is significant to include

this course in VHS curriculum.

Objectives

The course make the students aware about fishing as well as hands-on

experience in fish processing techniques. It also familiarise students with the

production of fish products.

Job opportunities

The course provides several job opportunities in hotel industry as well as

aquaculture sector. Students can also take part in setting up of a fish processing unit.


After the course, students can go for professional courses like M.B.B.S,

B.F.Sc, B.Sc- Agriculture by appearing entrance examination. They can also avail

various degree courses in fisheries.


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Chapter 2

2.2.24 MAINTENANCE AND OPERATION OF MARINE ENGINES (MME)

Sea is a unique treasure from where flows a vast income for the nourishment

of economy. Fishing in large scale can be done with the help of fishing boats. The

importance to familiarise students with the repairing and servicing of marine engines

is the requirement of modern economy.

Objectives

The course inculcates students about maintenance of marine engines as well

as hands-on experience in the operation and servicing of marine engines.

Job opportunities

The course provides several job opportunities in marine sector and in several

private firms. They can also act as an operator of marine engines.


After the course, students can go for degree courses in marine engineering by

appearing entrance examination. They can also set foot in B.Sc. fisheries and other

paramedical courses.

2.2.25 DOMESTIC NURSING (DNG)

Nursing play a dominant role in the health services of mankind. Considering

job opportunities open in various fields of nursing, this course is very effective for

students. This course will give basic knowledge on nursing subjects and also imparts

knowledge to carry out basic nursing techniques.


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Chapter 2

Objectives

The course provides a basic knowledge about various nursing subjects, health

services available in the community, basic nursing care for the sick and injured in

hospitals and in home situations. The course also gains access to health problems,

preventing measures, developing skills in giving first aid and care in hospitals and

homes.

Job opportunities

The course provides opportunities such as nursing assistants, auxiliary nurses

in private hospitals. Students can also act as lab assistants in vocational higher

secondary schools.


Students can go for diploma in nursing as well as midwifery courses in

government and private hospitals. They can also enter in B.Sc Nursing, B.Sc. M.L.T

and paramedical courses.

2.2.26 DENTAL TECHNOLOGY (DTY)

Nowadays dental field receives more attention and people are conscious

about teeth and its beautification. This course aims to fulfill the need of man power

in this regard.

Objectives

The course provides basic knowledge about the subjects in dental field. It also

familiarizes students with the techniques adopted in dentistry.


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Chapter 2

Job opportunities

The course provides opportunities such as Dental Assistants, Dental

Hygienist in private and government hospitals. They can also avail lab assistants

posts in vocational higher secondary schools.


Students can go for diploma in Dental Technology in government and private

hospitals as well as B.Sc Nursing and other paramedical courses.

2.2.27 ECG AND AUDIOMETRIC TECHNICIAN (ECG)

The people in modern era suffer several heart problems. Advanced medical

checkup and help are of utmost importance in this context. Here lies the significance

of this course.

Objectives

The course provides basic knowledge about Electrocardiograph and

Electrocardiogram. It also enables students to develop skills for an audiometric

technician.

Job opportunities

The course provides opportunities such as Audiometric assistants and ECG

technicians in hospitals. They can also serve as lab assistants in vocational higher

secondary schools.


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Chapter 2


Students can go for diploma courses in ECG and Audiometry. They can also

enter in B.Sc-Nursing, paramedical courses and science degree courses.

2.2.28 MEDICAL LABORATORY TECHNICIAN (MLT)

Medical Laboratory Technician is a widely growing subject in the paramedical

field. The arrival of many new diseases and latest technologies for the diagnosis of

these diseases has led to a new dawn in this field. But the shortage of qualified

personnel is a drawback. Hence this course is important at higher secondary level.

Objectives

The main objective is to create interest in the field of medicine. It also

enables the student to know latest technologies for the diagnosis of diseases.

Job opportunities

Students can work as laboratory technicians in private clinical laboratories,

sales representative of the diagnostic companies. The course also enables them to

start a clinical laboratory. The pass outs may get placement as lab assistants in VHS

schools.


The student can join for M.B.B.S, B.D.S, B.P.T as well as degree courses in

nursing, ayurveda, homeo and veterinary, after appearing entrance examination.

They can also go for B.Sc M.L.T, other medical diploma courses in Nursing,

Pharmacy, X – ray and Ophthalmology.


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Chapter 2

2.2.29 MAINTENANCE AND OPERATION OF BIOMEDICAL

EQUIPMENTS (MOBE)

The use of advanced medical equipments is increasing in this present era.

Therefore the maintenance of these equipments is also inevitable. This course aims to

educate youth in order to fulfill manpower needs in biomedical field.

Objectives

The course introduces various instruments used in medical field. It also

informs students about latest technologies for the maintenance of these equipments.

Job opportunities

Students can work as laboratory technicians in clinical laboratories and sales

representative of the diagnostic companies. The pass outs may get placement as lab

assistants in VHS schools.


The student can join for all professional courses in medical field after

appearing the entrance examination. Also they can go for medical diploma courses in

nursing, pharmacy, X – ray and regular degree courses of all universities.

2.2.30 PHYSIOTHERAPY (PHY)

The present world is going health conscious and health problems are

increasing in exact proportion. Physiotherapy has a definite role to play as far as

modern treatments are concerned. It is laid without question that students are


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Chapter 2

required to be educated in this area. This course is implemented at higher secondary

level, focusing this purpose.

Objectives

The main objectives is to create interests in the medical field. It also enables

the student to get in touch with latest technologies in physiotherapy for the curing of

diseases.

Job opportunities

Students can also work as physiotherapists and sales representative of the

diagnostic companies. The course also enables them in assisting the doctors for

speedy curing of diseases. The pass outs may get placement as lab assistants in VHS

schools.


The student can join for B.P.T, B.Sc MLT, other medical diploma courses in

nursing, pharmacy and X – ray .They can also go for degree courses in nursing,

ayurveda, homeo and veterinary, after appearing entrance examination.

2.2.31 PHYSICAL EDUCATION (PEN)

India has to run a far distance in the field of sports. The physical education

course at higher secondary level aims to inculcate sports man spirit in students and

make them excellent in sports field.


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Chapter 2

Objectives

Objectives of the course are to develop sportsman spirit in students, creating

awareness in gymnastics, athletics and games. It also enables students to be

thoroughly informed about latest techniques adopted in the field of sports and also

support the students to excel in sports field.

Job opportunities

Students may get chance for appointments in railway, electricity board and

police departments based on their excellence in sports field. They are capable of

assisting physical education teacher also.


After the course students can go for B.P.Ed and degree courses like B.A,

B.Sc Maths, B.Com, B.B.A, and B.C.A. Students also get a chance for admission in

professional courses through sports quota.

2.2.32 COSMETOLOGY & BEAUTY PARLOR MANAGEMENT (CBP)

For the last five years there is a vast change in cosmetology with the

mushrooming of beauty parlours even in remotest villages. One of the major

problems faced by beauty parlours is the shortage of well trained and skilled

beauticians. In vocational higher secondary schools Cosmetology and Beauty Parlour

Management course is designed for equipping students to start a beauty clinic.


65

Chapter 2

Objectives

The course makes good awareness among students about different methods of

beauty treatments and different cosmetics. It also make students capable of starting a

beauty clinic.

Job opportunities

The course provides maximum scope for starting self employment schemes, a

parlour in one’s own house with an investment as low as Rs. 5000. There is scope for

employment in foreign countries also.


Students can go for degree courses like B.A, B.Sc., and B.Com. They can

also go for professional courses in medical, agriculture and paramedical after

clearing the entrance examination.

2.2.33 CLOTHING & EMBROIDERY (CEY)

There is a rapid growth and development of the garment manufacture

industry in our country. Today there is a constant demand of skilled man power to

handle various specialised jobs in the garment industry. This course is designed to

adequately train students in taking responsible positions in the garment

manufacturing industry and related areas.

Objectives

The course gives awareness about garment industry, sewing equipments,

pattern making, knitting and basic stitches and embroidery stitches. It also develops

specific skills in clothing and embroidery.


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Chapter 2

Job opportunities

After the course student can work as lab assistants in VHS schools and

supervisors in garment industry. The course also helps for setting up tailoring units

or running sewing or embroidery units.


Students can go for diploma and degree courses in fashion designing,

costume designing and garment making. The course also helps students to go for

degree courses such as B.A, B.Sc. Home Science. It offers opportunity in

professional courses in medical, agriculture, and paramedical fields through entrance

examination.

2.2.34 CRECHE AND PRE-SCHOOL MANAGEMENT (CPSM)

In the fast moving era there is a tremendous growth in the number of nuclear

families. The numbers of employed women are also increasing. In this context,

Creche and Pre-School Management have a significant role. This course is designed

at higher secondary level in order to train students in the respective fields.

Objectives

The course intends to provide training in management of pre-school

children and equipping teachers with latest knowledge in the use of language and

games related to cognitive areas for children. The course helps to develop worksheets

for reading, writing as well as training in play material designing making puppets

and paper craft items.


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Chapter 2

Job opportunities

After the course student can work as lab assistants in VHS schools as well as

assistants or supervisor in crèches. The course also helps in starting pre-schools and

helps in running crèches.


Students can go for diploma courses in crèche and pre-school management as

well as degree courses like B.A, B.Sc- Home science etc. The course also offers

opportunities to enter professional courses in medical, agriculture and paramedical

through entrance examination.

2.2.35 TRAVEL AND TOURISM (TTM)

The tourism industry is a highly labour-intensive service industry and hence

is a valuable source of employment. Tourism has always been an essential medium

for broadening the limits of human knowledge and is being recognized as a source of

employment

Objectives

The course helps to develop communication skills in tourism industry and

creating employment opportunities for local population.

GROUP III


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Chapter 2

Job opportunities

After the course student can work as assistants or supervisors in tourism

industry as well as lab assistants in VHS schools. The course also helps in starting

cottages and running heritages.


Students can go for degree courses like B.A, B.Com, diploma and degree

courses in tourism management and tourism administration. The course also offers

opportunities in management courses like B.C.A and B.B.A.

2.2.36 ACCOUNTANCY AND AUDITING (AAG)

Kerala is one of the most developed states in India in the field of commerce.

Accountancy and Auditing is gaining a very extensive recognition both within and

outside the business world and is a fast growing alluring job oriented area.

Vocational course in accountancy and auditing is designed to build a minimum

competency in the students facilitating his entry in to the world of work.

Objectives

Objectives are to familiarize students with income tax act, motor vehicles act,

sales tax act, excise duty, and entertainment duty. The course also makes good

awareness in financial accounting.

GROUP IV


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Chapter 2

Job opportunities

Students can take the advantage of employment in private enterprises. They

are eligible for the post of lab assistants in VHS schools.

Scope for Higher Studies

After the completion of the course students can go for B.Com with

specialization in computer application and taxation. They can also go for

management and computer courses like B.B.A, B.C.A. etc.

3.3.37 BANKING ASSISTANCE (BAS)

It is the need of present time to familiarize students with the banking sector.

Banking Assistance course introduces all aspects of banks and its software. This

course is designed at higher secondary level to achieve this purpose. .

Objectives

Objectives of the course are to prepare the students for doing all clerical

works in banks. It gives thorough knowledge about banks and their functions which

helps them to get themselves employed in banks.

Job Opportunities

After the completion of this course students may get clerical jobs in various

banking sectors. Students also may get lab assistants post in vocational higher

secondary schools of Kerala.


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Chapter 2


Students can go for vocational degree course like B.Com - Banking and co-

operation as well as management courses like B.B.A, B.B.M.

2.2.38 CATERING AND RESTAURANT MANAGEMENT (CRM)

Catering has a dominant role in this fast developing era. The course is

designed to make the student aware of catering units and restaurant fields. It targets

to impart real experience in catering and restaurant fields.

Objectives

The objective of the course is to ensure learning experience in students to

develop knowledge, skills and personality traits expected for various jobs in the

particular field.

Job opportunities

After the course, the students can go for wage employment such as stewards,

waiters, cooks, store keepers in hotels, restaurants, guest houses, railway, ship, armed

forces and as food service attendants in hospitals. Students can also engage in self-

employment such as taking ownership of canteen, fast food outlet, out door and

mobile catering.


Students can go for B.Com, L.L.B and all degree courses except science

courses. They can take the advantage of management and computer application

courses as well.


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Chapter 2

2.2.39 GENERAL INSURANCE (GIS)

In the modern world, insurance play an important role in all aspects of life

like business, industry, employment, home appliances etc. The students must be

aware of various types of insurance companies, types of policies, risk coverage,

claims and procedure of insurance etc. In VHS, General Insurance course is designed

to impart an over all awareness about the insurance field

Objectives


types of insurance. It also enables the students to appreciate the important aspects of

insurance and marketing.

Job opportunities

The course completed students can act as accountants and tax agents in

various firms. They can act as data entry operators as well as lab assistants in VHS

schools.


Students can go for L.L.B, T.T.C, B.Com and B.A. They may gain access to

management and computer application courses like B.B.A, B.C.A and all degree

courses except science courses.

2. 2.40 MARKETING & SALESMANSHIP (MSP)

Marketing & Salesmanship is a fast growing field where we need labour

investment. This course is designed to equip students with the competency of


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Chapter 2

meeting various job preferences. It prepares students to earn wage employment and

self employment.

Objectives

The main objectives are to create awareness about marketing, salesmanship,

advertising, computer, and typewriting. It also gives provision to develop skilled and

practically trained salesman.

Job opportunities

The course provides opportunities as sales representatives, agents of different

producers, marketing representatives and billing clerks or typists. They can also act

as lab assistants in vocational higher secondary schools.


After the course, students can go for diploma in commercial practice,

marketing, management and business studies. They can also go for B.Com, B.A,

B.B.A and B.B.M.

2.2.41 OFFICE SECRETARYSHIP (OSP)

The success of an institution depends highly on the role played by the office

which governs it. The application of modern technology and the competition in the

business field has made business ventures more complex and sophisticated. The

office secretary course is designed to train the students to become capable to handle

the modern office conditions.


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Chapter 2

Objectives

The objectives are to create awareness in the students about general working

of offices, relation between the offices and the public and use of modern

technologies with office work according to the changing global situations.

Job opportunities

After the course the students may get the post of stenographer, typist,

confidential assistant and personal assistant in various offices. They will also get the

post of lab assistants in vocational higher secondary schools.


The pass outs are eligible to join any course like T.T.C as well as B.A,

B.Com. of all universities. They also may set foot in management and computer

application courses.

2.2.42 RECEPTION, BOOK-KEEPING AND COMMUNICATION (RBKC)

Tourism industry is flourishing day by day. Reception takes a decisive role in

the field of tourism. Hence it is an inevitable need to impart knowledge in this

respect.

Objectives

The course gives information about Hotel front office management and Front

office operation. It also makes the students aware about hotel accounting and

communication.


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Chapter 2

Job opportunities

The course provides job opportunities in reception counters in hotels as well

as lab assistants in VHS schools. They can also avail job opportunities in the field of

travel and tourism as well.


Students can go for degree courses like B.Com, B.B.A, B.C.A, B.B.M, L.L.B

etc. Computer and management courses can also be availed by them.

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