09-10-2012, 01:19 PM
FRUITS AND VEGETABLES
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SIGNIFICANCE OF VOCATIONAL EDUCATION
The ultimate aim of education is human refinement. Education should enable the
learner to formulate a positive outlook towards life and to accept a stand, which suits the
well being of the society and the individual as well.
The attitude and potential to work has determined the destiny, progress and cultural
development of the human race. As we all are aware, the objective of education is to form
a society and individuals having a positive work culture. The educational process expected
in and outside our formal schools should concentrate upon inculcating concepts, abilities,
attitudes and values in tune with these work culture. Hence vocationalised education cannot
be isolated from the main stream of education. In another sense, every educational process
should be vocationalised. However due to our inability to utilize the resources wisely,
scarcity of job opportunities is a severe issue of the present society. For overcoming this
deep crisis, emergent techniques have to be sorted out and appropriate researches have
to be seriously carried out. It is in the sense that the content and methodology of Vocational
Higher Secondary Education have to be approached. The need for meaningful linkages
between the world of work and world of education is well recognized. The essence of the
recommendations made by various commissions and committees is that the vocationalisation
should be the main feature of the future system of education at the higher secondary stage;
it can be extended to school level also.
Learning
Learning is construction of knowledge through a continuous mental process. It is
advancement through adding and correcting in the light of comparing the new issue with
the previously learned concepts. Learning is an intellectual process rather than the mere
memorization of facts. Learning is a conglomeration of a variety of activities like problem
solving, finding out co-relations, prediction, arriving at conclusions, rational as well as critical
thinking, finding applications, grouping for other possibilities and extracting the crux. When
opportunities are provided for intellectual processes learning will become effective and
intellectual ability will get strengthened.
Theoretical foundations of learning
Education is the best device that can be adopted for creation of a new society. It
should be democratic in content and process and should acknowledge the rights of the
learner. It should also provide opportunity for better citizenship training. The concept of
equality at all areas should get recognition in theory and practice. There should be conscious
programme of action to develop nationality, humanness and love against the encroachment
of sectarianism of caste and religion. The learner should become cognisant of the
implications of privatisation, liberalisation, globalisation etc.
Constructivism
This approach puts forward the concept that the learner constructs knowledge. New
knowledge is constructed when ideas are examined and practiced in new situations relating
them with the previously acquired knowledge and experience. That is assimilated into the
cognitive structure of one’s knowledge. This method, which gives priority to critical thinking
and problem solving, provides opportunity for self-motivated learning.
Social Constructivism
Social constructivism is a sub section of constructivism. Knowledge is formed, spread
and imbibed and it becomes relevant in a social environment. Interactive learning, group
learning, co-operative participatory learning, all these are concepts put forward by social
constructivism.
The main profounder of constructivism are Piaget, Vygotsky and Bruner.
Discovery learning and interactive learning have prime importance. Learning takes place
as a part of the attempt for problem solving. The activities of a learner who confronts
cognitive disequilibrium in a learning situation, and when he tries to overcome it leads to
the renewal of cognitive structure. It is through this process construction of new knowledge
and the assimilation of them takes place. Observation and enquiry are unavoidable factors.
The learner advances towards new areas of acquisition of knowledge where he tries to
compare his new findings with the existing concepts.
Learning is a live mental process. Rather than the ability for memorization of facts
cognitive process has to be given emphasis. The process of problem analysis, elucidation,
critical thinking, rational thinking, finding out co-relation, prediction, hypothesis formation,
application, probing for other possibilities, extracting the crux and other processes are of
critical importance in learning.
Role of Learner
The learner in second year has undergone a learner centred and process oriented
learning experience up to first year. The learner at this age is in awakening stage and he is
enthusiastic about environment. He needs recognition and encouragement from environment
and also recognize as a grown up man. He is adequately competent to select vocational
subjects according to his aptitude and interact and to acquire higher education and
profession as he wishes. The aspirations about future life are framed in this particular age
for seeming national and international job opportunities.