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IMDR’s Journal of Management Development & Research 2023-24

Overall, a combination of creative projects, access to facilities/technologies used in the field, structured
mentorship, and regular performance feedback/critique will help vocational students apply their learning and

gain the real-world skills needed for future jobs and career success in their chosen field.

Q11. Any additional suggestions or comments to improve the overall effectiveness of vocational courses?

One frequent recommendation was to strengthen industry partnerships, like addressing the gap between
industry and institutions (Yes , we need more of them because of the gap between industry and institutions).

This could facilitate real-world projects, access to cutting-edge tools and technologies, and mentorship

programs to supplement classroom learning. Regularly updating curriculum based on industry feedback can
help match courses to workplace demands (Audit of this course is needed; Update course subjects as per

industrial needs).

Emphasizing practical skill application was another common theme (Focus on pratical skills; Promote real-

world skill application). Integrating development of soft skills like communication and problem-solving that

employers value can improve employability (In addition to technical skills, emphasize the development of soft
skills such as communication, teamwork, and problem-solving, which are essential for success in the

workplace). Providing hands-on learning opportunities through internships and live projects can give students

professional experience.

Overall, the recommendations focused on bridging the classroom-industry gap through partnerships, practical

skill-building, soft skills integration, and regularly updating content to match workplace needs. The goal is to
develop industry-ready graduates equipped with technical expertise and professional skills.

Key Challenges in Vocational Courses:

The major obstacles facing vocational training in India arise from outdated curriculums not meeting industry

requirements, lack of practical training, poor public perception, low employability of graduates, weak industry
linkages in course development, shortage of competent instructors, insufficient infrastructure and funds,

excessive bureaucracy through involvement of multiple agencies, absence of standards and autonomy to

training institutes, and inability to cover emerging skills. Additional problems are lack of coordination between
stakeholders like government, boards and industry, uneven concentration in rural areas limiting access along

with duration, assessment discrepancies amongst courses. Overcoming these systemic as well as perception

related issues require urgent upgrading of vocational programs through public-private partnerships focused on
creating relevant, hands-on programs, improving employment potential, standardization, governance reform

as well as communication to enhance societal acceptance - for impactful delivery to key beneficiaries.

Conclusion

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