National Education Policy, 1986 in the implementation of Vocational Education [NEP 1986]
1. Shri Balaji Educational Training Institute is an ISO 9001:2008 Certified Institution providing Technical & Vocational Education.
2. Shri Balaji Educational Training Institute is registered under Government of India Act.
3. Shri Balaji Education Group offers its own Programs in various areas for achieving Total Literacy in India, as such all its programs are meant for Value Addition, and Entrepreneurship Development.
4. Shri Balaji Education Group Programs are especially aimed to improve employability in Private Sector Organizations in India
5. Shri Balaji Education Group is an autonomous body, it doesn’t comes under the purview of UGC / AICTE / AIU / DEB Acts.
6. Shri Balaji Education Group follows the syllabi and the nomenclatures, prescribed by University Grants Commission, Government of India for various Programs, designed by its’ Academic Board.
7. The term “Autonomous body” denotes a self governing body, independent, or subject to its own laws, regulated by either company law or law on Registered Societies/ Trusts, as the case may be. And so, its own board of directors can specify the rules of business for the body /institution. And that since it is an autonomous body, administration of which is not controlled by any other authority including any State Government / Union Government of India (U.G.I.).
What is IIEP?
Industry Internship Education Programme (IIEP) is a unique concept launched by Shri Balaji Education Group wherein the learning is seamlessly integrated with institution and industry. The learning starts in any of the vocational training centres affiliated to SBEG Training Centre whereas the practical learning happens in the place of his / her work. This adds more weightage to the course as the student attains subject knowledge as well as field knowledge or practical knowledge.
The students who have studied through IIEP mode will have better knowledge, both theoretical as well as practical so that they are better equipped to face the industry. In India, we are best in imparting theoretical knowledge whereas there are a lot of pitfalls when practical knowledge is imparted in regular mode. We would like to resolve this and ensure that students are equipped in a better manner to face the world. The students will have an edge over regular students due to their latest practical knowledge.
1. Regular Education falls under conventional mode where in the education is imparted all through the year
2. Need to be present all through the year and cannot participate in other works
3. Regular Education focuses on theoretical education
4. Need to work hard to get job
1. IIEP Education falls under Non-Formal education wherein the student learns in the institution and applies it in the industry
2. Part-Time Education, or education as required by the students.
3. IIEP Education focuses on theoretical as well as practical education
4. Due to expert knowledge, getting (better) job is a cake walk for most students.
Note:- Students are required to fill in the internship form which is provided along with application form to make them eligible for internship.
About our National Coordinator
Shri Balaji Educational Training Institute is our National Coordinator which promotes SBEG Programs . SBEG will provide affiliation to all centres in the name of Educational Training Centre. The Governing Body has promulgated laws in such a manner that SBEG will ensure, everything is being done systematically. The Academic Committee which consists of eminent educationists give valuable suggestions in conducting the courses. The Executive Committee executes the orders of Governing Body and ensures that service is provided to every centre in a proper and timely manner.
Vocational Education Training in Non-Formal Mode:
Vocational Training is about imparting specialized skills and knowledge instilling social and political attitudes and behaviour patterns for successful economic activities by people engaged in dependent employment, self-employment in both Formal as well as Non-formal trainings. In its ‘Formal training’ all training courses are held in state or private (but state-certified) institutions and are regulated by state guidelines where as in the ‘Non-formal training’ it takes place without being subject to state guidelines and provides skills-upgrading for those who wish to extend their competencies. Vocational training, in its non-formal form, upgrades the skills, helps in capacity building, expands livelihood opportunities for the underprivileged, unreached informal sector workers and plays a key role in the national development.
Both vocational education and skills development have been known to increase productivity of individuals, profitability of employers and expansion of national development. A ‘knowledgeable’ workforce, one that is both highly skilled in a particular occupation and also exhibits flexibility, is seen as the most important human capital required for the development of a country.
India’s workforce is characterized as having low skills and poorly prepared to compete in today’s globalized world. Rapid technological changes now require individuals to learn and relearn skills throughout their working lives by ensuring its relevance and effectiveness. Hence it is inevitable to increase the knowledge, the skills and the institutional capacities within a time frame at the national and state levels. It’s true that skilled workforce, impacts positively on economic growth, raises productivity levels and reduces unemployment.
Vocational and professional training system would have a major positive impact on national competitiveness. The Technical and Vocational Education is considered as an important measure for the development of trained labour force required for the socio-economic development of a country.
It is argued that the elementary education must impart usable technical knowledge and vocational education can be used effectively to combat dropouts. More specifically, it is believed to be an effective answer to reduce unemployment and migration to urban centres. Technical education develops ‘skill culture’ in contrast to pure academic culture and preferences for white collar jobs and ‘to serve simultaneously the ‘hand’ and the ‘mind’, the practical and the abstract, the vocational and academic’. The development of occupational skills leads to technological advancement that ensures optimum utilization of resources and leads to enhanced productivity and thereby increased level of growth, competitiveness and job satisfaction and reduction in gap between demand and supply.
Skills development is an increasingly important factor in adapting societies to changing economic and environmental conditions. It can bring innovation, enhance productivity, stimulate economic competitiveness and underpin inclusive approaches to development. Despite significant progress, too many developing countries still lack effective vocational education and training (VET) strategies, and are struggling with costly and outdated training systems, and have no culture of evaluation and knowledge-based policymaking and programme administration.
In this age of liberalization, India is still way behind in training the people in different specializations. Vocational training is to impart specialized skills and knowledge, and instilling social and political attitudes and behavioural patterns essential for successful economic activities by people engaged in dependent employment, self-employment or subsistence work.
The Government of India in recent years has laid a lot of emphasis on streamlining vocational education so that it fulfils the emerging need of the market by focusing on employability skills.
The Prime Minister of India has suggested that India should set a goal to create 500 million certified and skilled technicians in the country by 2022. As we have the largest population of young people in the world, we need to invest adequately in their education and employability, to become the largest pool of technically trained manpower in the world.