PDF-of-Work-Education-1-munotes

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1 MODULE - I
1
WORK EDUCATION
Unit Structure
1.0 Objectives
1.1 Introduction
1.2 Nature of Work Education
1.3 Characteristics of Work Education
1.4 Principles of Work Education
1.5 Areas of Work E ducation
1.6 Strategies to promote Work Education
1.7 Community E ngagement
1.8 Reflective Journal W riting
1.9 Case Studies
1.10 Summary
1.11 Unit E nd Exercises
1.12 References
1.0 OBJECTIVES The students will comprehend:
 the concept and meaning of work education
 the principles, need and significance of work education
 the nature of work education
 the importance of socially useful productive work
 the strategies to promotes work education
1.1 INTRODUCTION Education in every nation focuses in providing a system of learning that
offer students a chance to de velop skills and talents that is important in
their life and future. Whether education should be connected to physical
labour or whether work education should be a fundamental component of
education must be decided.
Work education is seen as meaningful and purposeful physical labour and
is organised as an integral part of the educational process. It is viewed as
the creation of beneficial products and performing work, both of which
provide the students a sense of fulfilment and pleasure. Activities that munotes.in

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2 Work Education
2 combine knowledge, cognition, and practical skills are prioritised in work
education.
Work education includes activities that focus on personality development
and developing the society through variety of needs that are important to
human life such as health and hygiene, food, clothes, recreation, and
service to the society, in accordance with the state of cognitive and
psychomotor skills of children while learning. Work education yields
opportunities that benefit the society and self -satisfaction. It focuses on
hands on experience and learning by doing. The daily importance of work
education can be demonstrated by the students habits and skills. Work
education aim to augment students knowledge and understanding to the
surrounding and in relation to the learnin g experience gained from the
activity.
Work E ducation aims at:
1. It promotes consistent behaviour and a positive mindset in order to
meet their body's basic demands.
2. To make individuals more conscious of their surroundings and the
linkages between pe ople and the environment.
3. Instills a sense of pride in oneself for performing hard labour and
educates one to value its importance.
4. It helps to create values that society finds appealing. Being focused,
punctual, judicious, dutiful, maintain cleanli ness as a habit, self -
reliance, hardwork, dedication, perseverance, resilience, social
discipline, self -discipline helps in developing effective learning skills
that cannot be effectively simply by reading books or listening to
lessons, but can be develope d when students engage in a variety of
activities together. Socially beneficial values and virtues then grow
organically.
5. Work education covers hygiene, nutrition, and food rules in great
detail. Through work -based learning, they gain awareness and lea rn
how to maintain the neighbourhood clean.
6. To foster the ability to express oneself creatively. Every child is
naturally gifted with the ability to express themselves creatively. After
planning artistic events, work education offers chances for indivi dual
self-expression.
7. It develops the capacity to understand and value the feelings
connected to preserving local and national cultural heritage.
8. It helps people develop their sense of leadership skills. Some students
are shy and reluctant leaders. Such opportunities are provided through
work education so that leadership skills need to be fostered and
nurtured through various activities. munotes.in

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3 Work Education 9. Preparing students for the real life challenges is the basic aim of
education. The acquisition of vital life skills. By assisting students in
enhancing their life skills like problem solving, decision making,
creative thinking, critical thinking, empathy, and effective
communication, work education helps students to be able to deal with
the demands and challenge s of everyday life.
10. Create a link between work and education: Through work education,
students can gain knowledge of and experience in a range of
workplaces.
1.2 NATURE OF WORK EDUCATION Work education aims in achieving goals and objectives that stude nts need
to match in accordance with the societal needs and personal preferences.
Students are happy to be engaged in a work environment that instils
creativity and facilitates a cohesive learning environment.
Work education aims in providing a learning e xperience that enables every
student to use the skills in a divergent manner fostering value based
transaction to the welfare of the society. Work education methods focus
on conveying a range of socially desirable values such as independence,
usefulness, willingness to cooperate, working in teams, being focuseed
and patient with the people thereby ensuring efficient work.
Work education is a kind of knowledge that raises awareness of the well -
being of people and society and has equal importance for communi ties and
social services. Craft centered education is closely linked with work
education as it emphasizes on learning while working in each field.
1.3 CHARACTERISTICS OF WORK EDUCATION Work education enables adequate knowledge and skills to the student to
be ready to the current societal needs by imparting knowledge, attitudes
and skills thr ough hand holding and detailed step wise initiatives. It is
often seen as an enacted curriculum or sometimes even hidden curriculum
that fosters thorough learning skills . Work education works in hand in
hand with the transacted curriculum thus providing situations to b e a part
of the local, global, economic activities not only restricted in the four
walls of the classroom but extending its experience outside the classroom .
Skills enhanced highlight on knowledge, comprehension, practical skills
and values for all activities that are important in life.
 Establish hand -brain coordination.
 Socially productive manual labour is pertinent in educational
activities.
 Is an integral and important part of the learning process.
 It can be seen in the form of beneficial opportunities and productive
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4 Work Education
4  Essential for all forms of education
 Focus on learning by doing.
 Enhance thinking skills, solving problems with apt dec ision making.
1.4 PRINCIPLES OF WORK EDUCATION As said by Rabindra Nath Tagore, education cannot be taken apart from
physical work for socio - cultural reawakening. Each disciple must step out
of his particular community realm and participate in the service of
humanity. Work should be seen as a way for education because experience
is the window to our mind. ”
 Based on student's abilities, interests and needs.
 Fostering the skills of students of various educational levels.
 Contribute to personal development.
 Fostering and improving professional preparation and production
efficiency.
 Helps student with opportunities to interact with a variety of tools,
methods, materials and objects.
 Provides an opportunity to learn terms related to community service. •
Introd uce people to work.
 Be open minded
 Work dignity and a positive attitude
 Good and healthy relations between the school and the community;
 Collaborative approach
 Ability for creativity and imagination
Vocational education is a major necessity to achieve thi s goal. The focus
of vocational education can be known from the following perspectives.
 Determine the nutrition, health and hygiene needs of each individual,
family and community to know the work environment.
 Be aware of yourself with the productive effort s of fellowships in
various fields. Useful for gathering information about various social
activities.
 Learn how to select, acquire, place and use tools and materials in a
variety of productive work environments. It also helps in
consolidating new skills.
 Productive work and service achievement promotes self -esteem and
self-confidence. munotes.in

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5 Work Education  Gain a deeper perspective on the environment, as well as the wisdom
of societal commitment, responsibility, and membership. It gives
people a feeling of belonging.
 Foster resp ect for manual labour to show the utmost respect to
workers in the community.
 Create good work habits, integrity, discipline, efficient work, and
good work.
 Productive work and service outcomes in a variety of areas help build
confidence and self -esteem.
 Develop a better understanding of the surroundings and a sense of
responsibility in order to ensure the well -being of the community.
 Recognizing socio -economic issues in society to inform people about
the potential for change.
Education aims in providing e quitable learning environment creating in
raising all children from different social, economic and cultural
backgrounds. There is a huge educational divide if work education and
knowledge traverse on different path and will never connect with society,
wide ning the separation of society and academic institutions. As a result of
their lack of connections to both job and education, this is likely the
biggest factor robbing youngsters of the life skills they require. It means to
relevant, rational, and practica l in daily life Real -world production tasks
not only provide instructional value for involving students in, but also the
learning process, but also impart knowledge and naturally develop life
skills. In addition to combining education and work, we have ach ieved the
goals of knowledge, life skills and values in job education. Vocational
education has a psychological and social foundation. While rote learning
creates apathy in children's education, learning by doing rejuvenates them
and promotes interactive l earning.
1.5 AREAS OF WORK EDUCATION Socially useful and productive work:
Socially useful and productive jobs should be developed in light of
Gandhi's work -centered literacy philosophy. Handicrafts played a central
role in basic education advocated by Gand hi. Because he meant by
education to bring out the best in children and human beings, body, mind
and spirit.
According to him, literacy is not an education, the entire curriculum
should be woven around basic skills. The Patel Commission used the term
"education in and through work" to clarify Gandhi's philosophy on basic
education. Socially useful and productive work is primarily a tool for job
education, and job education should be conveyed through the job itself. It
is intended to emphasize the principle that education should be work -
centred. Socially useful and productive work is aimed at promoting the munotes.in

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6 Work Education
6 harmonious development of the whole person: body, mind, mind and
spirit. But socially useful productive labour has soci al utility. It is a tool
for instilling Gandhi's values: truth, non -violence, independence, dignity
in work, cooperation, and a classless society. Bridge the gap between life
and education, education and work. It makes learning effective and useful.
It com bines knowledge and craftsmanship, theory and practice. It can
contribute to increasing national productivity and self -reliance. It leads to
proper articulation between living and teaching. It enriches the personality
of the child and helps him / her to de velop creative faculties and diverse
abilities.
Objectives:
The objectives of this programme will be to:
 To develop a coherent personality of a person
 To make the people aware of the values such as non -violence,
speaking truth, cooperation, dignity, labour , tolerance, self -
independence.
 It helps us in correlating educational knowledge with socially useful
work and craft
 It helps in reducing the stress of people nowadays by connecting life
with work and education
 It also increases the self -employment or the creative productivity of
the individual
 To develop the skills and intelligence of individuals and make their
expertise in their respective fields
 To teach the children about education not only in the classroom but
also from the society and the outside env ironment practically
 To reduce the unemployment rate in the country by making children
self-reliant so that they can withstand society and can start their work
 Work exercise will consist of one most important craft or equal
provider and as a minimum one su bsidiary craft or equal provider.

(A) Main Crafts and Services:
i) Health and hygiene:
Growing medicinal plants, eradication of communicable diseases,
paramedical provider.
ii) Food:
Agro -industries, kitchen gardening, pot culture, crop and seed produc tion,
repairs of farm implements, soil conservation and desolate tract control, munotes.in

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7 Work Education horticulture, animal husbandry and dairying, bee keeping, chicken
farming, fish culture, bakery, confectionery cooking.
iii) Shelter:
Pottery, masonary work, workshop exercis e (mechanical), workshop
exercise (electrical), workshop exercise (electronics) cane and bamboo
work, house -craft, foundry work, carpet weaving.
iv) Clothing:
Production of cotton, wool, silk and different fibres, weaving, get dressed
making, knitting, h osiery work, embroidery work, get dressed designing,
leather -based work.
v) Culture and Recreation:
Making toys and dolls, making and repairing musical instruments, making
playground equipment, printing, binding books, making stationery
(B) Subsidiary Cr afts/Services:
(i) Health and hygiene:
Cleanliness of the n eighbourhood, well and pond and the disposal of
garbage, construction of toilet facilities and compost pits, making tooth
picks, tooth powder, soap, detergents, disinfectants, first aid boxes,
construction of waste -paper baskets; dust bins, garbage cans, brooms,
brushes, cobweb cleaners, dusters, mops, etc., detection of adulteration,
(ii) Food:
Distribution of fertilisers and insecticides, processing and preservation of
food, mushroom culture, kh andsari gur, candy mak-ing, catering, making
jam, jelly, squashes, pickles, bari, papad, pack-ing food and marketing etc.
(iii) Shelter:
Home, village and town planning, lac culture, Renovation and minor
repairs in buildings, fitting, furniture and househ old arti-cles, decorating
the home, gardening, surface decoration, interior decoration, construction
of decorative pieces, plaster of Paris work, chalk and candle making,
making limestone.
(iv) Clothing:
Spinning of different fibres, dyeing and printing, repair of garments,
laundry work.
(v) Culture and Recreation:
Stage craft, making costumes, holding exhi-bitions.
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8 Work Education
8 1.6 STRAT EGIES TO PROMOTE WORK EDUCATION Field trips are visits outside the regular classroom in which kids can strive
new things, have extr aordinary experiences and study treasured existence
lessons. Field trips can cause a myriad of locations in which college
students can see new points of interest and live extraordinary experiences.
An excursion may take you to a nearby location, or you may need to take a
bus to another city. Anyway, the purpose of excursions is to learn,
experience different environments and try new things.
Interactive learning:
Field trips help in bringing to light real life experie nces to all students.
Field trips allow students to interact with what they are learning. The
experience goes beyond reading textbook concepts as children can be
physically involved. It helps in building a connect to the world outside as
they step out of t he classrooms.
Access to different environments:
Field trips gives students an experience to unfamiliar environments that
lies outside the four walls of a school. On field trips, students can see
historical artifacts, place of commercial and social i mportance. Each
experience enhances learning and supports important academic theories.
They begin to realize that what they learn in the classroom helps them
solve real -world problems, which moulds them as people.
Social I nteraction:
Leaving the classroom for excursions places students in a different social
environment. During a field trip, students meet new groups of adults and
interact with other children. These new interactions teach them important
lessons about how to behave in different environments. Field trips also
encourage teamwork and community among students as they experience
new environments together.
Socio -Economic growth:
Students who go on field trips become more empathetic and tolerant.
Attending a field trip improves critical thinking an d gives students the
opportunity to think about a topic or topics from another perspective.
Eliminate B oredom in the classroom :
All work makes Jack a dull boy, we have heard this quote many times.
The classroom experience often may result in being monoto nous and
boring. To bring the element of active learning, field trip is a good
opportunity. Basically, field trips eliminate the boredom that comes with
classroom lectures. Moreover, it stimulates students' interest in learning
and new learning information , no matter how boring the subject is in
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9 Work Education Academi c Impact :
Field trips and hands -on learning make concepts more memorable.
Concepts are presented through all different mediums and methodology to
help students who struggle with traditional learning b ecome intelligent and
confident. Comprehensive learning improves access to content.
Field Visits:
Field visits help develop geographic concepts, elements and processes
through direct personal experience. It helps us understand the relationship
between huma ns and the environment. It makes learning geography more
interesting and supports the application of knowledge. It will help you
develop your understanding and sensitivity to the social, historical,
economic and cultural facts of your chosen area.
(i) Subjects focusing through observation have long -term and
multisensory effects among students on their learning process.
(ii) Fieldwork gives an opportunity to gain first -hand information about
places with different locations, climates and topography.
(iii) Students comprehend about the relationship between physical and
cultural factors and the ability of humans to adapt accordingly.
(iv) Students gain the opportunity to interact with the locals, learn about
their culture, food, dress and be aware of their problems;
(v) Students are aware and develop a sense of belonging to these regions
and also improve their observation and reasoning skills.
(vi) Field visits help us to be aware of various concepts, elements and
processes through first hand personal expe rience.
(vii) Students understand the interrelationships between humans and the
environment;
(viii) Students are able to increase their understanding and sensitivity to
the historical, economic, social and cultural facts of the chosen area;
(ix) Field v isit make geography learning more interesting and support the
application of knowledge;
1.7 COMMUNITY ENGAGEMENT Community engagement is a teaching and learning strategy that integrates
meaningful community based learning with instruction and reflection t o
enrich the learning experience with a greater emphasis on reciprocal
learning and reflection.
“Community engagement is a pedagogical approach that is based on the
premise that the most profound learning often comes from experience that
is supported by gu idance, context -providing, foundational knowledge, and
intellectual analysis. The opportunity for students to bring thoughtful munotes.in

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10 knowledge and ideas based on personal observation and social interaction
to a course's themes and scholarly arguments brings dept h to the learning
experience for individuals and to the content of the course. The
communities of which we are a part can benefit from the resources of our
faculty and students, while the courses can be educationally transformative
in powerful ways.”
Impor tance of Community Engagement:
Academic:
 Positive effect on students' instructional studying
 Improves students' capacity to use what they've found out in “the
actual world”
 Positive effect on instructional consequences which includes validated
complexit y of understanding, hassle analysis, hassle -solving,
important thinking, and cognitive development
 Improved capacity to apprehend complexity and ambiguity
Personal:
 Greater experience of private efficacy, private identity, non secular
growth, and ethica l development
 Greater interpersonal development, mainly the capacity to paintings
nicely with others, and construct management and verbal exchange
abilties
Social:
 Reduced stereotypes and more inter -cultural understanding
 Improved social obligation and citizenship abilities
 Greater involvement in network carrier after commencement
Career:
 Connections with experts and network participants for studying and
profession opportunities
 Greater instructional studying, management abilties, and private
effica cy can result in more opportunity
1.8 REFLECTIVE JOURNAL WRITING A reflective journal is also about reading back over the past entries and
writing about the newly acquired knowledge. It is a powerful tool for
advancing learning and deepening the learning e xperience. Reflective
journaling is therefore a way of thinking critically and analytically about
work in progress. It shows how different aspects of your work are
connected. munotes.in

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11 Work Education Reflective journal content takes the form of studies notes, non -public
remarks on my work, notes and pics from gallery visits, quotes, excerpts
from lectures, tutorials, books, magazine photos, and even sketches.
For student teachers, a reflection journal is a magazine is a private file of a
student's learning experience. It is an area wherein a learner can file and
replicate upon their observations and responses to situations, that can then
be used to discover and examine methods of thinking. Reflective Journal
writing is not just describing what happened or discussing the scene or
situation, but reflecting upon and that is more important. It is nothing but a
piece of flexible, personal and informal writing.
The J ournal can record:
Wherein your notion comes from the way you employ your thoughts to
increase your paintings your cognizance of the cultural context (setting) in
that you paintings This context includes: different artists' paintings and
their thoughts; the thoughts of critics and theorists; social, political,
aesthetic and ideological contexts.
Reflective Journal helps a studen t teacher to :
Get clean evaluation of your studying enjoy in faculties all through
internship; assist you to apprehend your strengths and weaknesses as a
learner and to recognize studying techniques which match your private
needs; make you able to overcomi ng studying problems via self -
assessment and enhancing yourself as a teacher.
We need a reflective journal as memories of experiences become
imprecise over time. If student - teachers record and write the experiences
they will be able to refer it in the ne ar future. Reflective journal focuses on
documentation of the task done, observations made with respect to the
environment or a colleague or any teaching learning practices. It also helps
to enhance personal goal. The reflective journal helps you to share with
your tutor the work done and the tutor can go through the reports. It also
provides a feedback, a checklist to find out the area for improvement. It
also informs you whether you are able to accept new ideas.
Reflective journal can either be unstructur ed or structured. In a structured
one, some guiding questions are already given in which one need to
answer as per the pre - decided questions.
The following questions can be asked for e.g.
 My role in this activity
 My learning from these activities
 Most su ccessful points in this activity
 The success points
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12 Work Education
12  Ways to overcome it
 If faced with a news situation my action plan
In an unstructured reflective journal, there is no question to be answered.
The criteria of assessment must be done by oneself. However, the
following point can be in mind while writing the reflective journal
1.9 CASE STUDIES Case Studies:
Case research may be used for coaching as a coaching tool. Many college
students research better with real - existence exam ples. Case research are
an powerful manner to research with inside the classroom.
Case studies come in many forms, but enter a basic "What would you do?"
question. Some questions are very detailed and require data analysis. This
type of research assignment and homework usually requires answering
open -ended questions about possible solutions to the problem. These
projects are usually done by groups of students, as group learning is often
more effective. A case is essentially a story. Cases tell events and tr oubles
in a manner that allows students to analyze from their complexity and
ambiguity. Students can analyze from the original stakeholders of the case,
such as businessmen, doctors, and other professionals.
Students can work on cases and analyze key infor mation to find solutions
to problems. This allows students to:
1. Identify applicable records
2. Identify the hassle and its parameters
3. Identify viable answers
4. Develop techniques and thoughts for movement
5. Make decisions to solve
Case stud y method :
Case look at technique The case look at technique has two parts. One
element is the case itself and another element is the dialogue of the case.
Case research are selected for coaching primarily based totally on the
richness of the story and whet her or not the people under look at need to
make decisions or solve problems. When the use of case research, the
point of interest isn't always on statistics or analysis. Students analyze
cases, discover ways, discover solutions, and strive to resolve prob lems.
This technique is most commonly utilized in groups, with an emphasis on
classroom discussions. Whenever students receive research from teachers,
they should be approached using the following checklist.
1. Read the case carefully and form your own op inion earlier than
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13 Work Education of become aware of problems and offer solutions and alternatives.
You should be able to formulate your own outline and approach
before discussing your research in gro ups.
2. Once you have a clear understanding of your case, you can share your
ideas with the rest of the group.
3. Open a case discussion and listen to posts from other members of
your group or class.
4. Reflect on how your original idea changed as a re sult of the group
discussion.
1.10 SUMMARY We can conclude that Work education aims in providing a rich and
engaging experience to the students. It provides an opportunity to evolve
from the traditional approach of learning to a more student centric
approa ch that enables students to derive a learning experience that aims in
fostering their knowledge, attitude and skills. Work education has always
gained prominence in providing a holistic and experiential learning to the
students. Learning should make a posi tive impact in all the three domain
of learning – cognitive, affective and psychomotor. Work education is a
vehicle to reach the destination of enriched learning experience.
1.11 UNIT END EXERCISES 1. Explain the concept and meaning of work education
2. Elaborate with example the characteristics of work education.
3. Elucidate the principles of work education
4. Elaborate any two strategies to promote work education.
5. Explain Socially Useful Productive Work
6. Elaborate the importance of Field trips as a strategy in work education
1.12 REFERENCES  https://casestudyhelp.com/blog/what -is-the-importance -of-case-study -
in-education/
 https://www.universalclass.com/articles/special -
education/developing -educational -case-studies.htm
 https://cft.vanderbilt.edu/gui des-sub-pages/teaching -through -
community -engagement/
 https://students.morris.umn.edu/community -engagement/types -
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14  https://www.marshall.edu/ctl/community -engagement/what -is-
service -learning
 https://classroom.synonym.com/importance -field-trips-education -
5438673.html
 https://brainiak.in/608/5 -outline -importance -field-visit
 https://www.explorableplaces.com/blog/the -benefits -of-field-trips
 https://www.sarthaks.com/1420681/outline -importance -field-visit-
explain -examples -visits -increase -geograph ical-knowledge
 https://kitabcd.org/10th/notes -class -10-geography -chapter -1-field-
visit-maharashtra -board/
 https://bharatmahan.in/positive -news/curriculum -experiential -
learning -gandhijis -nai-talim
 http://cbseacademic.nic.in/web_material/publication/archive/ workedu
cation.pdf
 https://www.pupilstutor.com/2021/11/characteristics -of-work -
education.html
 https://www.getmyuni.com/articles/work -education
 https://www.nios.ac.in/media/documents/dled/Block3_508.pdf
 https://www.yourarticlelibrary.com/india -2/education -india-
2/socially -useful -productive -work -supw -educational -system/89649
 https://stvincentpallotticollege.org/image/SUPW.pdf

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15 2
WORK EDUCATION: COMMISSIONS AND
POLICIES
Unit Structure
2.0 Objectives
2.1 Introduction
2.2 Education Commissions: An Overview
2.2.1 Recommendations of Commissions for Work Education -
Secondary Education commission
2.2.2 Recommendations of Commissi ons for Work Education -
Kothari Commission
2.3 Education Policies
2.3.1 Recommendations of NEP 1986 for Work Education -
2.3.2 Recommendations of Programme of Action 1992 for Work
Education
2.3.3 Recommendations of NEP 2020 for Work Education
2.4 Role of State Government for Work Education
2.5 Role of Central Government for Work Education
2.6 Role of Universities for Work Education
2.7 Role of NGO’s for Work Education
2.8 Let Us Sum Up
2.9 Unit End Exercise
2.10 References
2.0 OBJECTIVES After going through this Unit, you will be able to:
 Understand the recommendations for work education in various
commissions of India;
 Correlate the recommendations and role of government for work
education;
 Analyse the recommendations of various policies and programmes for
work education;
 Elaborate the national policies in achieving the goals of work
education for all;
 Evaluate the role of NGO’s and universities in achieving the goals of
quality education and implementation of work education
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16 2.1 INTROD UCTION Work education fosters positive work values, nurtures habits develop,
positive work attitudes, imparts the necessary knowledge of the world of
work, and assists children in becoming productive and self -sufficient in
meeting their basic needs. It off ers a foundation for creating the necessary
job skills to support your Community and family. Children can learn about
their true interests and skills through vocational education, which helps
them later choose the right majors and careers.
2.2 EDUCATION CO MMISSIONS – AN OVERVIEW On the verge of independence, the educational situation was rather dire.
Despite all that was accomplished while we were under British rule, we
had relatively low levels of attainments in education in almost all respect.
There were 17universities and 636 colleges (with a total enrolment of
2,38,000 students), 5,297secondary schools with 8,70,000 pupils (which
implied that not even one youth in every twenty in the age -group 14 -17
was in school), 12,843 middle schools with two million pupils (which
meant that only one child out of every eleven in the age -group 11 -14 was
enrolled) and 1,72,661 primary schools with fourteen million pupils
(which implied that only one child out of every three in the age -group 6 -
11 was in school). At both the high school and university levels,
vocational and technical education was underdeveloped, and there was a
dearth of highly qualified scientific workers. Particularly obvious
distinctions might be found between regions, urban and rural areas, males
and women, upper and middle class, superior and lower caste on one side,
while schedule castes, and tribes on other hand. The quality of education
was generally poor, particularly at the school level where arithmetic,
science, and the Indian language were und ervalued in favour of English.
Less than 0.5 percent of the country's income, or roughly Rs. 570 crore,
was spent overall education. When the nation made its first attempt at fate
in 1947, this difficult situation served as the impetus for reform (Naik,
1947). Following independence, several committees and commissions
were established with the aforementioned context in mind to examine the
problem and make recommendations for how to proceed. University
involvement in the development process was thought to be significant. It
was suggested that universities' tasks and responsibilities are substantial
and crucial from the point of leadership expected in the field of politics,
administration, vocation, industry, and commerce. Through the
advancement of scientific and technological knowledge, they should make
it possible for the country to free itself of adversity, disease, and
ignorance.
2.2.1 Recommendations of Commissions for Work Education -
Secondary Education commission:
Vice Chancellor of the University of M adras Dr. A. Lakshmanaswami
Mudaliar, was the Chairman of the Secondary Education Commission
(1952 –1953). The National Commissions -Secondary Education (1952 –munotes.in

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17 Work Education: Commissions and Policies 1953) and Education Commission (1964 –1966) examined the educational
concerns raised during the lib eration struggle. Both commissions focused
on national development, discussed issues related to Mahatma Gandhi's
educational philosophy, and operated in a newly altered socio -political
environment. In order to address issues related to education, a separat e
Education Commission was established in 1952 under the leadership of
Dr. Lakshamanaswami Mudaliyar. The commission report stressed on the
significant role of Schools in the formation of democratic citizenship.
The Secondary Commission on Work Education m ade the following
recommendations:
Counselling and Guidance in Secondary Schools:
Students will have a greater understanding of the scope, nature, and
importance of diverse professions by learning about the nature of work in
many sectors. Videos that illus trate the nature of the work in various
industries should be prepared and this should be supported by the actual
field visits.
Provision for the productive work and craft:
They anticipate that the school will give manual and productive work
considerable em phasis in order to re -establish the long -diminished balance
between theory and practise. The essential reality that "mind education is
fundamentally a process of reawakening the latent value contained in
cultural property" will be crystal evident too.
Work that is productive on an intellectual, practical, and educational level
is crucial in this. In actuality, it is the most superior and efficient form of
education. As a result, it is depicted in both the curriculum and its teaching
strategies. As a result, on the one hand, a number of practical topics and
hands -on exercises will find a place in the curriculum on par with
ostensibly "liberal" studies. On the other hand, instructional techniques
support independent work and participate in the nature of the ac tivity.
Schools with a history and sufficient money often feature workshops and
craft spaces where students can practise using tools and moulding different
materials. They frequently "flirt" with ostensibly manual labour, trying it
in ways that don't match their true skills, but they also come across actual
work that puts significant pressure on their skills. These craft rooms,
workshops, and farms are made especially for students who study subjects
that require hands -on work, like agriculture, engineering, home
economics, as well as science, the humanities, or the arts. Similar to this,
school laboratories don't consist of a bunch of simple, thoroughly designed
experiments that are done by students while being closely supervised by
teachers and adhering to set procedures. We will work hard to make sure
you have an educational experience where you can learn from mistakes
and the excitement and joy of time. It is incorrect to believe that secondary
schools are unable to conduct this type of practical work. It is used by
numerous progressive schools across the globe.
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18 Work Education
18 Recommendations for the curriculum:
1. Language, social studies, general science, mathematics, arts and
music, crafts, and physical education should all be included in the
intermediate level curri culum.
2. At higher secondary stage or high school diversified courses of
instruction should be made available to the pupil.
3. No matter what kind of courses are taken, all students should have a
certain number of core subjects in common. ―Language, ge neral
science, social studies, and crafts should be included in these
subjects.‖
4. The seven groups listed below should be part of the varied course.
(i) Humanities,
(ii) Science,
(iii) Technical Subjects,
(iv) Business Subjects,
(v) Agricultur e Subjects,
(vi) Fine Arts, and
(vii) Home Sciences, with additional diversified courses as
necessary. can be included
5. Diverse curriculum must start at higher secondary stage or high
school.
Recommendations for Teaching Methods:
1. School -based in struction should focus on instilling in student positive
values, appropriate attitudes, and productive work habits in addition
to effectively transmitting knowledge.
2. Should put forth additional effort to inculcate in your students a
sincere devotion to their job, and do your best to accomplish this in an
efficient, truthful, and complete manner.
3. The emphasis in education must shift from verbalization and
memorization to learning through specific, purposeful, and real -world
events in order to accompl ish this. In running a school, the "activity
method" and "project method" should be used in school practices.
4. Students should have the chance to actively learn and put what they
have learned in the classroom into practice during instruction.
Therefore, various forms of expressive work ought to be included in
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19 Work Education: Commissions and Policies 5. Establish "experimental" and "demonstration" schools, offer special
incentives where they exist, and make the method available for trial
without prior knowledge to encourage and facilitate the introduction
of progressive teaching methods. Departmental limitations are
blocked to try new methods freely.
2.2.2 Recommendations of Commissions For Work Education -
Kothari Commission:
The Kothari Commission was appointe d by the Indian government to
reform the educational system in the country. The Education Commission
was founded by a Resolution dated July 14, 1964, to advise the
government on the overall principles and policies for the promotion of
education at all leve ls and in all regions, as well as the national pattern of
education.
In Indian society, education has always been given honorable respect. The
great leaders of the Indian freedom movement recognised the critical role
that education plays, and they underlin ed its unique significance for the
advancement of the nation throughout the country's war for independence.
Gandhiji intended to balance intellectual and physical labour when he
created the Basic Education programme. This was a significant
improvement in c onnecting education to the lives of the people. Before
independence, a great number of other national leaders also made
significant contributions to national education.
As a result, the Government of India decides to support the growth of
education in the nation in accordance with a number of principles. The
Kothari Commission's principle on work -related education and experience
is as follows.
 Talent Identification: In order to cultivate excellence, it is essential
that talent in a variety of fields be reco gnized as early as possible and
that all necessary encouragement and opportunities be provided to
ensure its full development.
 Work -Experience and National Service: Appropriate mutual
service and support programs should be implemented to strengthen
ties be tween the school and the community. Work experience and
national service, such as taking part in important and challenging
community service and national rehabilitation initiatives, should
therefore be made a mandatory part of education. These programmes
ought to concentrate a lot of emphasis on social awareness, self -help,
and character development.
 The transformation of education is the most crucial and urgent reform
that is required. This will make education a powerful tool for the
social, economic, and cultural transformation that is required for the
achievement of the country's objectives. To achieve these goals,
education should be improved in a way that will boost productivity,
achieve social and national integration, hasten modernization, and
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20 Work Education
20  Work experience needs to be incorporated into all educational
programs.
 It should always be attempted to match job experience with
technology, industrialisation, and the application of science to
productive processes, l ike agriculture.
Work -experience recommendation from the commission:
The commission suggests that work -experience be made a mandatory
component of all education, general or vocational, as another initiative to
link education to life and productivity. Work -experience, according to
their definition, is engaging in productive work in a productive setting,
such as a factory, farm, workshop, home, or school. They hold that all
worthwhile education ought to include at least these four fundamental
components:
 "literacy" or studying languages, the humanities, and the social
sciences;
 "numeracy," which is the study of math and the natural sciences; work
experience; and
 social work.
Even in this small sphere, the first takes up the majority of time in the
current educ ational system, but the accomplishments are still insignificant.
The second, as mentioned above, needs to be heavily emphasized because
it is still quite weak. The third and fourth, however, have been mostly
lacking until lately and need to be recognised; the first focuses on tying
education to productivity and the latter, on fostering social and national
integration.
Thus, combining education and work is accomplished through work
experience. In contemporary societies that use technology based on
science, t his is not only feasible but also necessary. In all traditional
societies, there is typically a postulated opposition between education and
work. This is partially due to the fact that production methods are archaic
and do not always call for formal educat ion, specialized training, or high
levels of intellectual ability, and partially due to the fact that work is
typically manual, low -paying, and tedious, and is largely reserved for the
uneducated "lower" classes. In contrast, education is often a privilege
reserved for those in higher social groups who are more concerned with
pursuing interests that would help them enjoy life than they are with
finding a job. Thus, the educated elite develops a largely parasitic nature,
and the real productive workers —usual ly at a low level of efficiency —are
the uneducated peasants and artisans. On the other hand, the advanced
general or technical education and comparatively higher level of
intellectual ability required by the complex production techniques
(including those i n agriculture) adopted in modern societies. Technology
research requires a high level of talent, and even at the lowest levels of
employment, mental aptitude takes precedence over physical prowess. The munotes.in

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21 Work Education: Commissions and Policies use of new technology tends to eliminate the tradition al reluctance of
educated people to engage in productive work, making employment in
industry or on farms more productive, lucrative, and less socially despised.
Therefore, an educated person becomes a big producer, whereas an
illiterate person becomes a dr ain on society. This process, which has
already begun in our nation, needs to be sped up, making it urgently
important to integrate work experience into all forms of education.
There is a clear need to offer some sort of corrective to the excessively
acade mic nature of formal education. In most contemporary educational
systems, particularly in the communist nations of Europe, there is room in
the curricula for what is variously referred to as "manual labour" or "job
experience." Mahatma Gandhi introduced th e idea of fundamental
education as a revolutionary experiment in our nation. Work experience is
essentially the same idea. It could be said that he redefined his educational
philosophy in light of an industrializing society.
We believe that work experience can serve some other crucial purposes in
addition to being a useful educational tool. It can aid in reducing the stark
contrast between intellectual and manual labor, as well as the social
stratification that is based on it. By allowing them to adapt, it might
facilitate young people's entry into the world of work and employment. It
might help students gain understanding of how to use science and
productive processes, as well as instill in them the habit of doing hard and
responsible work, which could incr ease national productivity.
Additionally, it might support social and national integration by fostering
understanding between the educated and the uninitiated as well as the
bonds between the person and the community.
Every effort should be made to link pr ograms realistically to technology,
industrialization, and the application of science to productive processes,
including agriculture, when providing work experience. This "forward
look" in work experience is crucial for a nation that has started an
industr ialization program.
Recommendation of Work Education For Scheduled Tribe
Education:
A well designed programme should provide some kind of earning either in
the form of cash or kind at least at the higher primary stage. This would
partially cover the costs that students must pay for their education or for
living expenses while they are in school. The quantity of this earning will
logically rise as students advance up the educational ladder and it becomes
viable to set up work -experience in a fashion that wo uld allow them to
"earn and learn."
The ultimate goal should be to arrive at a situation where education is the
norm. Unless a student engages in some kind of real -world work
experience and earns money, even a small amount, for his own
maintenance, his edu cation cannot be considered to be complete.
Additionally, this will aid in instilling in him the virtues that foster
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22 Work Education
22 productive work, willingness and capacity for adversity, and thrift. W e are
cognizant of how challenging this is. But in the long run, it will produce
sufficient returns.
India's educational system requires a radical, almost revolutionary,
reconstruction. We must work to eliminate illiteracy, strengthen advanced
study facili ties, integrate work experience into general education,
vocationalize secondary education, improve the quality of teachers at all
levels, and provide teachers with adequate resources. We must also strive
to meet higher international standards, at least in some of our universities.
We also need to place a lot of emphasis on early childhood development.
All of this necessitates determined and extensive action.
Check Your Progress:
1. What are the highlights of the recommendations of Kothari
Commission for wor k Education?
2. What are the recommendations of Secondary Education Commission
for teaching methods and curriculum in accordance with Work
Education?
2.3 EDUCATION POLICIES So, conceptually, SUPW and work education in the NPE are the same.
However, it plac es a strong emphasis on well -structured, graded curricula
for all levels of schooling, including middle school curricula that would
give students the psychomotor skills and self -assurance they need to enter
the workforce either directly or through specific occupational courses. Pre -
vocational programs are also envisioned for the lower secondary level as a
means of preparing students for either a direct entry into the workforce or
a choice of vocational programs for the higher secondary level. According
to the NPE, prevocational programmes are specifically designed to
develop skills in a variety of work areas through well -designed courses at
the secondary and higher secondary (academic stream only) stages so that
those who stop studying after the high/higher secondary stages are able to
enter the workforce either directly or with a little more preparation. The
emphasis in these courses is on performing actual work to address needs
of the students, school, and community as well as to identify difficulties
and d iscover solutions. To make students aware of the production of high -
quality goods, pre -vocational courses should emphasize the saleability and
commercial acceptability of the produced goods or services. For those
who drop out after class X and for those wh o choose to enrol in them at
the plus two stage, pre -vocational courses in Work Education should be
seen as groundwork for vocational courses. The National Curriculum
Framework for School Education (2000) also highlighted the idea and
philosophy of work ed ucation and stressed that the activities related to
work education should be organised in order to realise the objectives of
work education, such as instilling in students a respect for manual labour,
values for self -reliance, cooperativeness, perseverance , helpfulness,
tolerance, and work ethics, in addition to developing attitudes and values munotes.in

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23 Work Education: Commissions and Policies related to pro -worker behaviour. The theory and practise must be
organised in a way that enables students to comprehend the facts, terms,
concepts, and scientific pri nciples involved in various types of work
situations, be aware of the sources of raw materials, understand how tools
and equipment are used in production and service processes, develop the
skills required to live in a technologically advanced society, and
conceptualise their role in productive situations. In order to increase
productive efficiency, the curriculum should teach students how to
identify, choose, organise, and develop creative ways as well as observe,
control, and take part in work processes.
2.3.1 Recomme ndations of NEP 1986 f or Work Education :
A) Vocational Training and Work Experience:
A separate stream of education called vocational education will be created
with the goal of preparing students for certain occupations in a variety of
fields o f endeavor. Normally, these courses are offered after the secondary
stage, but to keep the program flexible, they could also be offered after
Class VIII. Neo literates, youth who have completed primary school,
school dropouts, people in the workforce, and the unemployed or partially
employed will all have access to informal, flexible, and need -based
vocational programs. Women in this regard will receive particular
attention. In light of this, an analysis of the educational system as it stands
today reveals that the entire curriculum essentially serves as a preparatory
course for tertiary education. A very small percentage of students
successfully complete school curricula at various stages, including Class
X/Class XII, and even a similar percentage go on to higher education
because all students are expected to follow the same curriculum in a very
rigid pattern. 80 to 90 percent of students drop out of school at some point
during their education. This average shows that in rural areas, a high
percentage of sch ool-age children drop out at an early age. Here, the
question of why all students should be required to follow the same rigid
curricula when more than 80% of them won't be going to higher
education. It is projected that only 10% to 20% of students will enr oll in
higher education by the year 2015. This raises the question of why school
curricula aren't created in a way that meets the needs of the 80 percent of
students, allowing them to enter the workforce without carrying a stigma
of failure, without being seen as underachievers, without losing their self -
confidence, without losing their self -respect, and without feeling like
second -graders for the rest of their lives. In light of this, it is important to
consider the Vocational Education and Training Progra m, which teaches
students practical skills in any area of their interest while they learn it,
allowing them to confidently join the workforce after completing the
program. Feeling what he can do and what he cannot do will help him gain
some self -confidence and be able to make more money. Unfortunately,
there are a number of obstacles that prevent students from enrolling in a
program of vocational education. There are few institutions and schools
that offers vocational education. The institutes offering voca tional courses
have limited seats that prohibits the students to enter into the vocational
education. Finally, there is social stigma associated with the low status of munotes.in

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24 Work Education
24 manual labor, which prevents students from taking advantage of the
offered vocational ed ucation programs due to entry requirements or age
restrictions. Another concern is equity in education and programs for
vocational education, which entails providing suitable courses for young
people who are unemployed or underemployed as well as girls, me mbers
of minority groups, people with disabilities, and children from low -income
families. Lack of guidance and counseling has a negative impact on
children's ability to choose an appropriate educational path. In regard to
vocational education programmes, issues including relevance, quality,
flexibility, and examination and evaluation demand for in -depth
discussion and clarity. The examination and assessment method, which
unhappily has at the moment warped the entire education problem at the
school level as well as the college level, can eventually undergo a big shift
when considering vocational education.
B) Work Education i n General Education:
Primary Stage:
Socially Useful Productive Work (SUPW)/Work Experience (WE) is a
required component of the curricul um in many states for students in
grades 1 through 5 in the primary stage of education. Despite having the
best of intentions, the implementation falls short in terms of both coverage
and quality.
SUPW/WE programs are designed to help students in middle sc hool gain
the self -assurance and psychomotor proficiency necessary to either enter
the workforce directly or through specific occupational training programs.
Middle School (Classes 9 –10):
The SUPW/WE programs for secondary school are thought of as a linear
extension of those for middle school. Students should be able to choose
vocational programs at level 2 with greater understanding and
commitment thanks to these activities during secondary school.
Additionally, it should be noted that many students leave school after this
point. Therefore, it is expected that the SUPW/WE programs will provide
students with some preparation before they leave school so they can select
a profession. Teachers with the necessary training and expertise must
manage these pre -voca tional courses. In -school resources are also
necessary for these programs.
Secondary Stage Higher:
The higher secondary vocational programs should be seen as a time to
prepare a growing number of students for a variety of careers in life, rather
than as co llege preparation. Everyone agrees that higher secondary
education needs to be more vocationally oriented, but only a small portion
of the student population has been affected over the past nine years (1976 –
1985), which may give some insight into the diffi culties in actually
implementing this change. An estimated 25 lakh students applied for
admission to +2 in 1985. In contrast to the current intake of 0.72 lakhs, munotes.in

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25 Work Education: Commissions and Policies even if 10% of this population were to be diverted for vocational training,
the number should have been over 2.50 lakhs. If the Kothari Commission's
recommendation which anticipates a 50 percent student diversion to
vocational education is compared to the data, the issue can be seen even
more clearly.
2.3.2 Recommendation of Programme of f or Work E ducation :
Secondary Level :
In 1988, the National Curriculum for Elementary and Secondary
Education - A Framework was released in various iterations by the
NCERT in response to the main recommendations and thrusts of the NPE,
including the core subject area s. It covered a variety of topics related to
the reorientation of the educational process and content across all subject
areas up to the secondary level. The NCERT published textbooks and
other instructional materials in a variety of subjects using this Fr amework
as the foundation. The Framework specifies that the following curricular
areas will form the foundation of secondary education which is the final
phase of general education:
 Languages (mother tongue, Hindi, English).
 Mathematics.
 Science, History, geography, civics, and economics are examples of
social sciences.
 Work experience.
 Art instruction.
 Physical and health education.
Work Experience:
The Framework envisioned Work Experience as a crucial element at all
levels of education. It is defined as "purposeful and meaningful manual
work, organized as an integral part of the learning process and resulting in
either goods or services useful to the community." It was advised that it be
introduced through well -structured, graded programs that included
activities tailored to learners' interests, skills, and needs. The Framework
also placed emphasis on teaching the learner respect for manual labor,
values of self -reliance, cooperation, persistence, helpfulness, and
inquisitiveness, work ethics, attitudes an d values related to productive
work, and concern for the community. It was recommended to give pre
vocational orientation at the secondary stage, to facilitate the choice of
vocational courses at higher secondary stage.
Elementary Level :
Socially Useful Pr oductive Work (SUPW)/Work Experience (WE) is a
required component of the curriculum at the elementary and middle school
levels in many States, but there are significant gaps in its actual coverage munotes.in

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26 Work Education
26 and effectiveness. It has been noted in actual practice tha t WE in schools
has become trivialized, and in many states the time allotted rarely exceeds
10%.
The State Governments/UTs should make sure that WE is truly included
as an essential component of the curriculum, that teachers are properly
trained to deliver the instruction, and that the necessary financial support
is provided. The goal of WE programs is to give students the self -
assurance and psycho -motor proficiency needed to ease their entry into the
workforce in the future. These courses need to be improv ed in schools
where WE is already a part of the curriculum in order to reflect the NPE's
perceptions. For a systematic implementation of the program, at least 12.5
percent to 20 percent of the school day should be set aside.
2.3.3 Recom mendations of NEP f or Work Education :
NEP 2020 states that by 2025, at least half of all learners must have had
exposure to the world of work through formal education. Every child
needs to learn about at least one profession and be exposed to many more.
The vocational and aca demic streams will not be "hardly separated,"
according to the NEP 2020. Ten bag -free school days per year will be
given to the students, during that period they will be exposed to their
desired vocation. From Grades 6 to 8, practical job training will be added
to this. Every student will enroll in a enjoyable course from Grades 6 to 8
that provides an overview and hands -on practice of vocational crafts.
Additionally, skill labs will be established in the schools using a Hub and
Spoke model, enabling other schools to use the facility.
Under the National Skills Qualifications Framework, the vocational
education program in schools will be reintegrated in order to train
dropouts. Bachelor of Arts (B. Voc. A credit -based framework will make
it easier for student s to move between general and vocational education,
and higher education institutions will be expanding the (program they
offer). At the Secondary stage, every student in Grades IX to XII, or those
between the ages of 15 and 18, will receive training in at least one
profession, and more if they are interested. The four years of secondary
school, from Grades IX to XII, can be used to help pupils gradually
acquire a high degree of knowledge as well as introduce them to a variety
of occupations (number of cour ses that a particular student take should be
left entirely to them). The NEP 2020 has prioritised hiring local eminent
people or experts to serve as master instructors in various subjects, such as
traditional local arts, vocational crafts, entrepreneurship , agriculture, or
any other subject where local expertise exists to benefit students and
support the preservation and promotion of local knowledge.
Highlights :
 There are no clear distinctions between the arts and sciences,
curricular activities and extracu rricular activities, academic and
vocational streams, etc. munotes.in

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27 Work Education: Commissions and Policies  The Secondary Stage will consist of four years of multidisciplinary
study, building on subject -oriented pedagogy, and students will have
the option of leaving after Grade 10 and returning in the fo llowing
phase to pursue any available vocational or other courses in Grades
11–12.
 In order to allow students to create their own course of study and life
plans, there will be more flexibility and choice in the subjects they
can choose to study, especially in secondary school. These subjects
will include subjects in physical education, the arts and crafts, and
vocational skills.
 Phased integration of programs for vocational education into primary
and secondary education, starting with early exposure to the field of
vocational education.
 The vocational knowledge will be available to the students through
the integration of essential vocational knowledge into courses.
 Over the course of the next ten years, vocational education will
gradually be incorporated int o all institutions of higher learning and
education.
 In order to help expand the reach of vocational education, early
adopter institutions must innovate to find models and practices that
work and then share these with other institutions through mechanisms
set up by NCIVE.
 Higher education institutions will also test out various models of
apprenticeship programs.
 In collaboration with businesses, incubator canters will be established
in higher education institutions.
 For each discipline, occupation, and prof ession, the National Skills
Qualifications Framework will be covered in more detail.
 The credit -based Framework will additionally make it easier for
students to move between "general" and vocational education.
Check your Progress :
1. Explain SUPW accordin g to Programme of Action 1992.
2. Explain the correlation between work experience and vocational
education.
Role of Central and State Governments in Work Education :
The development of skills is a necessary component of any educational
system, along with t heoretical knowledge. Considering that India has the
second -highest population in the world, skill development is an essential
component of developing human resources. The value of work -related
education and experience was discussed by the various commissi ons and munotes.in

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28 Work Education
28 committees. There is an urgent need to redefine the crucial components of
imparting work education and training in order to make them flexible,
contemporary, relevant, inclusive, and creative. Only then will work
education be able to effectively co ntribute to the changing national context
and allow India to reap the benefits of the technical fields. The
government has already undertaken a number of significant initiatives in
this area because it is well aware of the crucial role that work education
plays. The central government has added significant initiatives to the
curriculum through the subject of work education in order to encourage
and support reforms in skill development. Conclusion Work education
improves a nation's economy and employment pro spects. India, a
developing nation, has made significant progress in improving and
implementing skill education through work education.
Goals of the Central and State Governments for work education:
 To make sure that the industry receives a regular supply of skilled
workers in various occupations.
 To improve worker quality and industrial output through organized
employee training.
 To decrease youth unemployment by preparing them for useful
industrial work.
 Construction of new training facilities or use of c urrent infrastructure.
 For the purpose of including different industries that utilize their
infrastructure under the State's Candidate Training Act.
 Industry associations, retail associations, associations for the
manufacturing industry, associations for t he construction industry, etc.
Involving businesses in group vocational training at various levels of
school.
 Among them are secondary schools, ashram schools, non -profit
organizations will be engaged in work education and vocational
training.
 Involving re putable educational institutions for better sharing in the
field of work experience viz,
 Colleges in the arts, sciences, and commerce.
 Technology and engineering colleges.
 Agribusiness colleges
 Colleges of Medicine
 Colleges HMCT
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29 Work Education: Commissions and Policies 2.4 STATE GOVERNMENT'S PAR T IN WORK EDUCATION The state department of education may occasionally launch an awareness
campaign to inform the general public, school personnel, and students of
the value of work education programs as envisioned at the central level.
The Department of E ducation ought to create flyers, brochures, and
posters outlining the key aspects of work education. For additional
educational support, services, and connections with educational
institutions to ensure the success of work -based learning programs, contact
is established between the departments and agencies listed below:.
 Municipal Corporation
 Commercial hospitals.
 Branch of LIC
 Hospitalization services
 Agriculture and animal.
 District Industry Officers
 Officers in charge of husbandry.
 Department of Social S ervices.
 Divisional/District Level.
 Regional factories and industries.
 Officer in the Forest
 Local postmaster.
 Transportation by State.
 Public Park and Zoo.
 India's Food Corporation Ltd.
2.5 CENTRAL GOVERNMENT'S ROLE IN WORK EDUCATION  Running the program i n mission mode.
 Undertaking the consolidation of all departmental training programs.
 Supporting field research in all districts with coordinated human
resources.
 Construction of competency -based curricula.
 Developing educational resources. munotes.in

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30 Work Education
30  Training facilit ies for trainers.
 Extra training -related infrastructure
 Audit system to check the effectiveness of training.
 Trainee certification and examination; a unique grading agency for
every district.
 A means of seeking employment.
 Creating ties between various pub lic and private agencies for
independent work.
 The scheme's notoriety and popularity.
2.6 THE ROLE OF UNIVERSITIES IN WORK EDUCATION Universities' capacity to adapt to change will determine how successful
they are in the future. To continue playing a role in the creation of
knowledge, universities must embrace the idea of work
education/vocational education. Three revolutions —the digital, internet,
and entrepreneurial —can be used to express the state of the world more
plainly and transparently. All three ha ve had a big impact on the
expansion and development of developed nations. In the areas of the three
aforementioned revolutions, it is now widely accepted that universities
play a vital role in the creation of value and the training of human
resources.
While promoting entrepreneurship is not simple, it can be learned through
work education and its transfer. The most crucial traits of entrepreneurship
are frequently those that are difficult to explain and translate into
suggestions and directives. Examples i nclude making use of new
opportunities, establishing trust, and initiating projects and work networks.
Many young people today who attend universities and science institutes
need mentoring and work experience to develop the skills and attitude
necessary fo r a successful life.
It's important to foster creative thinking in recent university graduates.
Establishing entrepreneurship and lifestyle education centers in tough
economic times, teaching positive thinking and avoiding negative
thinking, persistence an d creativity to remove obstacles, and acquiring the
necessary skills are a few of the aspects that need to be addressed.
Hopefully, schools will be established in the future for managers as well
as students, and if governments create the necessary conditio ns, the real
potential will be identified and the foundation for training will be laid in
order to move more quickly toward productivity.
The following steps are effective in preparing universities for work -related
or vocational education.
 Support for mana gement, information, and financial resources. munotes.in

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31 Work Education: Commissions and Policies  Identifying and attempting to get rid of any administrative, financial,
legal, political, and cultural restrictions.
 Introducing careful planning and the use of successful nations'
experiences.
 Offering worksho ps and seminars on vocational courses.
 Fostering and promoting the workmanship spirit.
 Organizing training in various professions.
 Acknowledging the value of and need for support for skill
development.
 Carrying out the necessary research.
 Building more tec h development centres.
The planning of events like conferences, seminars, and competitions, the
hiring of speakers to share their experiences, and the formulation of advice
on work education. Universities play a part in both the promotion of
innovative ide as as well as their actualization. The establishment of offices
in universities located in technologically advanced cities and the existence
of units like Technology Transfer Offices and Incubation Centers show the
importance placed on translating the info rmation produced into practical
applications.
2.7 ROLE OF NGOs IN WORK EDUCATION In recent decades, non -governmental organizations (NGOs) have grown in
importance in the field of nation -building initiatives. The term "NGO"
refers to a broad category of org anizations and groups. Any voluntary,
non-profit group of citizens organized at the local, state, or international
level is considered an NGO. NGOs engage in a variety of activities, but
not restricted to human rights, environmental, and social advocacy. N GOs
are essential to society's advancement, community development, and
citizen participation, among other things.
In essence, the government is charged with leading the nation to
prosperity. However, some governments were unable to succeed in this
endeavor . The Civil Society advances to fill the void left by the
government. To provide services to the populace, they establish
organizations known as non -government organizations that accept
donations from local and/or foreign donors. As a result of their small size,
horizontal organizational structure, and short lines of communication, the
majority of NGOs are able to react quickly to the needs of their clients and
to changing conditions. A work ethic that promotes the creation of
sustainable processes and effe cts is another trait of these people. The
connections that NGOs have with the underprivileged keep them active on
the ground. Finding solutions for the rural poor in the development of
sustainable agriculture is one of the main concerns of NGOs. In order t o
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32 Work Education
32 ensuring that the developed technologies are reintegrated into them, NGOs
have been able to establish rapport with the local population. NGOs have
also created novel approaches to dissem inating information that rely on
contact, whether it be with a group or an individual. Unquestionably, the
work that NGOs have done to form groups has been one of their key
strengths. This has been done in response to needs that have been felt on
various l evels. As a result, Action for World Solidarity in India
collaborated with grassroots organizations to implement a skill
development program
The role of NGOs in skill management is:
The primary advantage of NGOs is their community -focused strategy.
This s trategy will assist educational institutions in resolving problems
relating to skill development. This can be accomplished with the help of
effective NGO collaboration, which can forge strong ties between society
and educational institutions to support opp ortunities for useful work
experience. NGOs enable aid to educational institutions and the beginning
of training work in cut -off zones because the majority of people reside in
dispersed rural areas. Government efforts are properly coordinated. NGOs
can onl y make sure that the responsibility is fairly distributed during the
skill development process. NGOs could adopt a community -oriented
approach and serve the needs of educational institutions that would
otherwise find it difficult to connect with the outsid e world for the
implementation of work education activities while the state takes a
universalistic approach.
Functions of NGO'S for Work Education:
1. State and NGOs work in association in order to work more
synergistically together to use resources as ef ficiently as possible to
bring the drop out and underprivileged students towards the
productive work through Work/Vocational Education.
2. Putting forth effort in information sharing and social audit to
strengthen accountability and transparency, which wou ld increase
their NGO's credibility with regard to educational institutions that aids
to plan vocational training and courses.
3. The creation of a sufficient data base on NGOs' abilities, resources,
and needs to enable the government to identify support NGOs that
would contribute to the development of communities' abilities and
capacities and strengthen the work education program.
4. Taking action to close "learning gaps" by recording work experiences
and positive response stories for public consumption.
5. In order to scale up their initiatives for sustainable development,
NGOs should take steps to strengthen alliances and networking
among educational institutions.
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33 Work Education: Commissions and Policies 2.8 LET US SUM UP The Constitutional vision of India as a secular, egalitarian, and plur alistic
society built on the principles of social justice and equality has
occasionally served as a guide for commissions and policies dealing with
education. Through subjects like Work Education, the system has
attempted to democratize opportunities to mo ve in the direction of
education for all while also enhancing productivity. Education has taken
its content and meaning from the Constitution.
Given that all educational institutions must incorporate vocational
education into their curricula, the NEP 2020 has the potential to result in
an explosive growth of vocational education in the nation. This will enable
millions of students to access vocational education over the next ten years
by bringing a very sizable number of schools, colleges, and universities
into the fold of potential work Education and Training providers.
The main objective of education is to prepare students for adult life and to
instill in them the knowledge, abilities, traits, and attitudes that will enable
them to live independently and c ontribute to society.
2.9 UNIT END EXERCISE 1) Elucidate the role of state in work education.
2) Write provision of Craft and Productive Work in Secondary
Education Commission.
3) Write Work Experience in General Education according to the
recommendation o f NEP 1986.
4) Explain the highlights of the vocational education according to the
NEP 2020.
5) How NGO’s aid in bridging the gap between the society and
education institution in connection with Work Experience.
6) Work -experience is thus a method of integ rating education with work.
Justify.
2.10 REFERENCES  https://egyankosh.ac.in/bitstream/123456789/8526/1/Unit%205.pdf
 Aggarwal, Y. (1998). Access and Retention the Impact of DPEP:
National Overview. New Delhi: New Educational Consultants India.
 Government of Bihar, (2007). Report of the Common School
SystemCommission (2007). Government of Bihar, Patna: India.
 MHRD, (2010 -11). Annual Report 2010 -11, Dept. of School
Education andLiteracy, Govt. of India. munotes.in

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34 Work Education
34  MHRD, (1964 -66). Report of the Education Commission 19 64-66,
Ministryof education, Govt. of India, New Delhi: India.
 MHRD, (1998). National Policy on Education 1986 (as modified in
1992) with National policy on Education 1968, Dept. of Education,
MHRD, Govt. of India.
 MHRD, (2005). Report of the CABE Committ ee on Girls Education
andCommon School System (2005), MHRD, Govt. of India, New
Delhi: India. MHRD, (2009). National Knowledge Commission -
Report to the Nation(2006 -2009), Government of India, New Delhi:
India.
 MHRD, (2009 -10). Report to the People on Ed ucation 2009 -10,
MHRD, Government of India, New Delhi: India.

*****

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35 3
APPROACH OF WORK EDUCATION
Unit Structure
3.0 Objectives
3.1 Introduction
3.2 Methods of Teaching Learning work education
3.2.1 Demonstration Method
3.2.2 Project Method
3.2.3 Excursion Method
3.2.4 Discussion Method
3.3 Evaluation of Work Education
3.3.1 Design of Work Education and Work Book
3.3.2 Practical Work and attainment
3.3.3 Developing evaluation tool
3.3.3.1 Rating Scale
3.3.3.2 Check List
3.3.3.3 Teacher’s Record
3.3.3.4 Observation schedule
3.4 Work Education teacher
3.4.1 Qualities of Wor k Education Teacher
3.4.2 Functions of Work Education Teacher
3.4.3 Role of a Work Education Teacher
3.5 Let Us Sum Up
3.6 Unit End Exercise
3.7 References
3.0 OBJECTIVES After reading this unit, you should be able to:
 Develop understanding towards the me thods of teaching Work
Education
 Comprehend the design of Work Education
 Acquaint with the kind of evaluation tools and techniques needed for
the work education
 Generate understanding of the role, qualities and functions of Work
Education teacher.
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36 Work Education
36 3.1 INT RODUCTION Major objective of work education is to help students learn better and
retain maximum. Work education like general education makes use of
different methods of teaching suitable for different levels and groups of
students. Since teaching of work i nclude both theory and practical aspects,
a variety of teaching methods are used in the classroom and out of the
classroom setting. The teaching stimulates and directs the learning of
students. Teaching approaches essentially helps students to acquire
know ledge and understanding, develop skills, attitudes, values and
appreciation leading to change in behaviour.
3.2 METHODS OF TEACHING LEARNING WORK EDUCATION The strategy used to carry out the designed plan in actual activity in order
to attain the develope d aim is known as the Teaching Methodology.
Method, according to Patel and Jain (2008: 71), is the process of
organising, choosing, and assessing linguistic materials and products,
instructional methods, etc. The teaching method plays a crucial part as it
aids to carry out established plan using the procedure. The way teachers
use teaching methods will greatly influence how well learning is
implemented. Utilizing teaching method allows the implementation of a
learning approach. An effective teaching method is one that encourages
students' learning activities. There are various teaching methods used to
teach Work Education some are as follows:
3.2.1 Demonstration Method:
Petrina (2007: 96) defines that demonstration is a teaching method based
predominantly on the modelling of knowledge and skills. A way of
presenting whereby the teacher or learners show how something works or
how something can be done. From the definitions given above, it can be
seen that the demonstration method is a teaching strategy in whic h
teachers show students a thing as they are being taught. In order to make it
simpler for students to be creative in their understanding of the material,
procedures, instances, occasions the sequence should be performed for an
activity or a specific objec t that is being studied in the form of reality or
imitation employing various media that are relevant to the subject.
The Benefits of the Demonstration Method :
1) Demonstration enhances learners’ attention and it is engaging.
2) It allows the learner to comprehend the subject matter that is taught
through demonstrations.
3) They encourage people who might otherwise have doubts about
performing the act by themselves.
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37 Approach of Work Education 5) Demonstrations method is a perfect combina tion of theory and
practise.
6) The learner is directly exposed to the situation and tests the decision
making and accurate performance.
7) They develop the values such as leadership and self confidence.
Steps of Demonstration Method :
1) Objectives: The task is selected keeping in mind the objectives of the
subject to be taught through the demonstration method. The class
select the activity that the student requires to demonstrate.
2) Planning, is done prior to the demonstration that includes the
demon stration, the conductors, the materials required, and the day,
time, and place of the activity;
3) Demonstration preparation is done before hand where the material is
arranged in a particular sequence, the procedure is tried prior and the
classroom physic al arrangements.
4) Execution: Students actually perform the demonstration as practiced
and same time teacher keep a close eye on the students’ performance.
The student may require teachers help or guidance.
5) Evaluation: the valuable feedback can be gi ven to the learners to
determine how well the pupils are doing in terms of following
instructions, replicating an observed performance, and showing.
3.2.2 Project Method:
In the educational sense, the term project has a more specific meaning. It
implies th at performing responsibilities that solves the problems. The
solution of which determines an educational experience. The problem is in
some major subject of instruction, the solution of which requires the
student to acquire and apply fragments of minor sub jects.
Charles E. Allen gives the following definition and description of the
project:
“In the simplest and most general sense in which the term can be used, a
project is a problem involving the discharge of a responsibility on the part
of a given individ ual or group of individuals. It requires an intelligent
application of knowledge or an exercise of skill, or both, in order that
something may be accomplished. Telling a boy to oil a bearing would
constitute a project in its simplest sense, in that that pa rticular boy would
be mo.de responsible for the oiling of that particular bearing.”
Again, J. A. Drushel proposes this definition:
"A project is a concrete problem outlined sufficiently fully and clearly to
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38 Work Education
38 Project method is the most proactive method of teaching. In this form of
teaching the learner is provided with number of situations and they are
supposed to select one of their own interests. The learner analyses and
synthesis the situation an d come up with solutions based on their research.
The question arises what is the role of the teacher in project method? The
teacher is a facilitator, guide and a motivator rather than being at
commanding position. The learner gets a fair chance to move ac cording to
their own pace.
The project method is an alternative educational strategy that places more
emphasis on the student learning rather than the teaching of the lesson.
Trust the learners is the important principal followed by this method rather
than imposing a particular learning style on them.
This methodology revolves around the learner as the strategy and content
are taken into account from the students’ perspective. The learner is held
accountable for the act as work directly performed by them. Thus, this
method is entirely student centric.
Characteristics of a Project Method :
It specifies the commencement and completion schedule and uses
resources (including people, money, equipment, and facilities) that have
been specifically allotted for the p roject.
The outcomes have particular objectives.
It adheres to a predetermined, methodical approach and typically involves
a team.
It takes place in a natural environment, making learning practical and
hands -on.
It follows the principles of "learning by do ing" and "learning by living."
It acts as a method of motivation for learner.
It's challenging in terms of the needs of the students.
Merit of a Project Method :
1. Since students are given the right freedom to carry out the project in
accordance with thei r interests and talents, this significantly satisfies
their psychological demands.
2. This method not only puts the student at the centre of the learning
process, but it also gives them the freedom to choose their own
projects, allowing them to apply thei r skills to the fullest.
3. Through the use of this technique, students develop the habit of
critical thinking. Not only did the learner gain this, but through this
way, a desire to employ scientific methods to address other problems
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39 Approach of Work Education Types o f Projects :
Constructive project:
In this type of projects, the knowledge is constructed through practical or
physical tasks such as writing of article, making a model, digging the pit
and acting in drama.
Drill project :
To bring accuracy in the skill dril l projects are used. This enhances the
mastery over the skill and knowledge. This project is related with
cognitive and psychomotor domain. It develops efficiency and
effectiveness among the learner.
Challenging project :
This type of project is based on th e cognitive domain as the learner needs
to analyse the situation to come to the conclusion.
This type of project develops the problem -solving capacity of the learner
through their experiences. The examples are how to send email to
communicate, opening ban k account ect.
Artistic project :
Appreciation quality is developed among learners while doing variety of
projects. The projects such as performing arts, writing the central theme of
the poem, musical performance, embellishment of something and so on.
Indiv idual and Social (Group) projects :
The individual project is selected according to the interest, aptitude and
ability of the learner. The learner gets the chance to apply problem solving
skill.
In a group project the learners come together to solve the pro blem. The
social qualities like leadership, synergism and citizenship are developed.
Simple and Complex project :
In simple project one task at a time and proceed step by step. The simple
project has less complexity and focuses in one subject or one area on ly.
The learner gets the insight of the topic and deep knowledge.
In the complex projects, the students undertake more than one task at a
time. The learner gets the comprehensive knowledge of the subject. The
learner focuses on the various aspects and dim ension of the subject.
Project Paradigm :
Following are the steps of Project method :
Identifying a problem :
The project method deals with problem solving. Hence problem
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40 Work Education
40 of probl ems based on the subject matter and learner has got autonomy to
select the problem based on their interest and ability.
Creating Situation :
Here the teacher creates an environment to undertake the project
individually or in group. The teacher shares the in formation related to the
project such as procedure, sources of data, steps and uses. The teacher
provides motivation through sharing day to day problems with the
students.
Project selection :
The teacher provides guidance for the selection of the project. T he
students have freedom to select project. The project can be a group or
individual depending on the objectives of the project.
Planning :
The teacher undertakes the discussion from the different angle and points.
The student is allowed to express their t houghts and views. The teacher
considers various opinions generated through free expression. At the end
the teacher writes down the program of action step by step on board. The
grouping is done by the teacher based on their interest and aptitude
Implementa tion:
Actual work starts in this step. The students collect data and required
material to draw the conclusion through the execution of the project. The
students get the time to complete the task according to their pace. The
teacher acts as a guide, motivat or and facilitator during the process. The
groups have to complete the project in the stipulated time period.
Evaluation :
Evaluation helps to check whether the objectives of the project are
achieved or not. The evaluation task is undertaken by the teacher as well
as the students. The critical thinking is developed through discussion
where they criticize and express freely. At the end the conclusion is drawn
and reported.
Reporting and Recording :
This is the crucial part of this method as these records are useful for the
future references. It contains various ideas and conclusions resulted after
the following all the stages. The records are maintained in the particular
format. Once the reports are prepared, they are submitted to the teacher for
certification .
3.2.3 Excursion Method:
The term "excursion" refers to a journey, trip, or tour organised for social
studies in which the students actually visit locations or sites and have the
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41 Approach of Work Education particu larly beneficial for learning since it gives students plenty of
opportunity for "seeing," "listening," examining, gathering information,
and asking questions. For the purpose of improving their academic
performance, students might go to various locations a cross the world
through the excursion style of instruction. According to the researches,
excursions are a novel and successful form of instruction, and teachers
generally prefer to employ them more frequently. However, the
excursion's results must be incor porated into the predetermined
instructional schedule for maximum learning value.
Field trips are brief outings used for educational purposes or to observe
natural phenomena. As part of extracurricular activities, classes frequently
conduct one -day educati onal field studies, such as going to a natural or
geographical site. Children and adults alike can learn in natural settings
thanks to excursions. Not everyone learns the same way or has the same
aptitude for learning. While some students learn better in a classroom
setting than others, some do not. Their educational needs might not be
fulfilled by the typical classroom setting and organisation. When this
transpires, it may be beneficial to use natural learning environments.
Natural Learning Environments ar e regarded as educational settings that
draw on a student's innate learning ability.
Features of Excursion Method of Teaching :
 Having concrete knowledge of the subject matter improves the
effectiveness of learning.
 It enthuses students' interest and curios ity, which encourages them to
engage in related classroom activities with enthusiasm.
 It promotes student -student and student -teacher social contact, which
is supportive of cooperative learning methodologies. Parents,
teachers, and students can all partici pate in the educational process
using this strategy. When students work in groups, their interpersonal
interactions with one another are also increased. Furthermore, because
the students will have to talk to the teachers when they have
questions, the conta ct between the students and the teachers will
improve.
 It fosters social awareness among individuals, resulting in a closer
relationship with each member of the community. It educates learner
about educational opportunities present in daily life.
Goals of Excursion Teaching Technique :
 To improve curriculum. When compared to traditional classroom
training, this method gives students the chance to participate in real -
world experiences, which makes learning more meaningful and
remembered.
 To improve hands -on l earning experiences. To obtain first -hand
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42 Work Education
42  To acquire practical skills. Students must learn a variety of abilities,
including taking notes, speaking, and improving their writing.
 To encourage participation in activities in the actual world.
 To co mprehend a social laboratory setting. Until they see what occurs
in real -world situations, students might not understand the
significance of social skills like inter and intra personal relationship,
social mobility, social change etc.
Types Excursion Metho d of Teaching :
1. Instructional Excursion:
An instructional excursion is a visit by a class or group of classes to a
location outside of the ordinary classroom, aimed to help the students meet
certain course objectives that cannot be met as effectively by other
methods. A trip to a botanical garden to learn about many types of flowers
is an illustration of this type of educational field trip.
2. School contests or Festivals:
Students have the chance to show off their subject -area knowledge and
talents in a contest or festival held by their school. Teams of students from
more than one class or subject may participate in competitions, festivals,
contests, or evaluations. Games, cultural performances, and essay contests
at the school level are a few examples of school contests or festivals.
3. Motivational Excursion :
An off -campus activity is a motivational excursion. It is not an assignment
for a class. It contributes to enhancing the school climate by offering a
motivating reward for the school, club, group , or class. A group of
students visiting Buddha Point at the end of the school year is an instance
of a motivating excursion.
Stages of Excursion Method :
1. Choosing the Locations to Visit :
 Define the goals and the evaluation strategy for the field visit.
 Decide on a destination, a time, and a date.
 Conduct a pre -visit to become familiar with the key characteristics of
the area and to get the location, driving instructions, and mobile
numbers of the relevant people.
2. Logistics Planning:
 Request administr ative approval and submit a transportation request.
 Plan your day's itinerary and make arrangements for meals. munotes.in

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43 Approach of Work Education  If the venue requires it, set up specialised equipment like cameras and
gather funds for admission fees. Tell your folks about your travels.
 Make a record of the names and home phone numbers of the students
in case of an emergency.
3. Field trip planning and discussion before the trip :
 Discuss about the goal of the field trip.
 Display pictures of the location or posters.
 Establish a code of behavio ur and talk about how money is used,
lunchtime arrangements, the clothing code, and other important
issues.
 Make a list of open -ended observational questions to elicit
information.
 Describe the field trip's timetable.
4. The Field Trip :
 Allow kids to draw during the field trip, if necessary.
 Pose well -thought -out queries and record the responses.
 Act in the manner that you have intended.
5. Post field trip:
Encourage students to discuss their observations and feelings about the
event.
 Make a bulletin board in the classroom to showcase the field trip -
related items.
 Allow students to write thank -you notes to those who provided
assistance on the field trip. Include any unique knowledge you have.
6. Field trip evaluation:
What was this trip's special education al value?
 Were the goals achieved by the students?
 Was there enough time?
 Did there seem to be enough staff and adult supervision?
 What could be improved by changing it?
 What should be stressed the next time?
 What issues require attention in the future?
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44 Work Education
44 3.2.4 Discussion Method:
Meaning :
The word discussion means exchange of ideas, opinions and knowledge
on an important topic. This method includes both the teacher and taught in
that process. Discussion is one of the most important methods because
"two heads are better than one." It means that when a number of heads
combine to solve a problem, wonderful results can be achieved.
Discussion is not merely collecting useless and unimportant facts. But it is
a logical and systematic exchange of ideas. The main pur pose of
discussion is to educate young children in the process of "Group
Thinking” and "Collective decision”.
Discussion has been described as a thoughtful consideration of
relationship involved in a topic or issues. It is concerned with the analysis,
comp arison, evaluation and conclusions of their relationships. In that
method the students get opportunity to express their ideas and feelings
independently.
Definitions :
According to Clerk and Starr. "A discussion is not place for one person to
treat his ego by dominating the conversation, nor is it a place for one
person to sell his recitation."
According to Prof. S.K. Kochhar. "Discussion is, in fact, an ordered
process of collective decision making."
According to James M. Lee. "It is an educational group ac tivity in which
the teacher and the students talk over some problem or topic."
According to Yoakman and Simpson. "A discussion technique is one
where in children are discussing questioning, reporting, planning, working
in natural ways. The teacher is a gui de, counselor, advisor, contributor and
director in the best sense of the work trying to get children discover things
by themselves rather than to have them merely by listening to them."
Forms of Discussion :
The discussion may be informal or formal activit y organized in the form
of:
1. Formal discussion
2. Classroom discussion
3. Debate
4. Panel
5. Seminar
6. Symposium
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45 Approach of Work Education Types of Discussion method :
Mainly there are two types of discussion :
1. Spontaneous discussion
2. Planned discussi on
(1) Spontaneous discussion :
It generally starts from students question about some current event that
may be related to the topic under study. Such a discussion is quite helpful
to students as it helps them to understand current events analyse and relat e
facts to real life situations. In such a discussion knowledge of facts is
reviewed and an understanding is developed.
(2) Planned discussion :
Such discussion may be initiated by the teacher by asking one student to
present report and other to discuss the m in detail. This technique needs a
careful planning by the teacher by including pertinent facts to the class and
unifying them in the form of conclusion. An extensive list of questions is
made by the teacher and these should be injected into the discussio n at
appropriate time.
The teacher should at times emphasise a point and should see that all
relevant points are covered during discussion.
Procedure of Discussion :
In order to secure the values of a good discussion, the teacher student
representation sho uld be considered planning. The whole process may be
divided into four parts:
1. Preparation
2. Conduct discussion
3. Evaluation
4. Recording
1. Preparation :
Preparation is the very first stage in discussion. Thorough preparation for
the discussion is very necessary. Before giving or participation in the
discussion. A teacher should equip himself/herself with all the requirement
which are necessary for a good discussion. Because the teacher has to play
a very important role. The student should also mak e good preparation. He
should collect information. Then read carefully, understand the main point
and then take part in it. Then only both teacher and taught make the
discussion effective.
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46 Work Education
46 2. Conduct discussion :
After preparation then comes the next stage that is conduct the discussion.
A good discussion is one in which the participants are able to
communicate easily and purposively. During discussion, atmosphere in the
class should be informal, free and relaxed. So, for that discipline is the
most importa nt factor, the seating arrangement, serial order of speaker and
time allowed to them should be carefully planned. In order to make
discussion objective oriented, teacher should discourage attack upon
persons and should conduct the discussion in a cool way.
3. Evaluation :
Ultimate purpose of discussion is to have a behaviour modification, and
proper learning. So, for that change, a teacher has to evaluate the whole
process, the teacher must assess discussion with the motive in mind and it
should result in c ertain achievements. For the purpose of evaluation
various type of questionnaires can be used. With the help of these the
progress of the learners can be evaluated.
4. Recording :
In the last teacher should keep a complete record of the whole procedure.
This should contain the original plan preparation and correction etc. They
should also record all the guidance given by the teacher for future. And
final criticism of their own work should all be written. It will help future
reference and guidance.
Check you r progress :
1. Which methods of teaching learning would you use in work
education?
2. What are the merits of a demonstration method?
3. What are the forms of discussion method?
3.3 EVALUATION OF WORK EDUCATION 3.3.1 Design of Work Education and Work Book :
Work Education has student -cantered approach that involves developing
the curriculum to meet the requirements of the individual learner. A
teacher can construct a curriculum that involves the whole class or they
can create personalised teaching strategies for each student. For a student
who struggles to focus for longer periods of time, a teacher might
construct a curriculum that includes a variety of minor activities that don't
demand intense concentration. If all of their students enjoy working in
groups, teachers may incorporate small - and large -group activities into
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47 Approach of Work Education Activities that fall under the following categories should be used to expose
students to work experience at the middle, secondary, and senior school
levels:
Core Area :
Thro ugh compulsory manual work and community service, students learn
how to take care of their own needs as well as those of their
neighbourhood and school.
Elective Area :
In addition, students who repeatedly practise a chosen activity develop the
necessary skills for productive work and services. In some instances, this
will also be pre -vocational experience.
The plans for the activities are based on the goals. The activities expose
the student to constructive and beneficial social activity. These exercises
provide students an understanding of the various vocations and the value
of labour. The learner can reflect and consider how to further develop their
skills in the area of their choice. The subject of work education uses an
integrated approach.
Workbook D esign :
Workbooks are a sort of educational material that usually have elements to
help students learn outside of the classroom. They assist in ensuring that
pupils achieve the objectives set forth for a certain activity. Workbooks
make sure that students h ave the opportunity to review the contents and
provide insight into the activity that is carried out.
Performa for keeping records :
The following headings are used to organise records, and the workbook
should be examined every day to assess the work done.
1. The title of the project/work.
2. Product Use
3. Objective of the work.
4. Equipment and tools used. (Name, Numbers, and Source of
Accessibility)
5. Raw materials utilised in production
6. Steps of the Procedure
7. Precautions taken during th e execution process.
8. Challenges encountered and strategies for overcoming them.
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48 Work Education
48 10. Recommendations for future development
11. Self-assessment and learning results.
Indicators of a workbook's evaluation :
a. Comprehensive and organised recordkeeping.
a. Maintaining the workbook with care and order.
c. Consistency in keeping the workbook up to date and having it
routinely checked by the teacher.
3.3.2 Practical Work and attainment :
Work Education's curriculum will be determine d by the requirements of
the students, as well as by the resources and facilities offered by the school
and the community. There can be no set curriculum that must be followed
by every school in the district, state, or nation because they will vary from
location to location.
Prevocational courses are included in the Work Education activities as a
part of the secondary school Work Education programme. This activity's
goals are to modify attitudes and prepare participants for more productive
work in the futur e. As a result, each student in each class must complete at
least 60% of the assignments on the syllabus.
The various elective activities are intended to give the Work Education
curriculum a vocational focus. As a result, depending on the amount of
time av ailable, it can require for constant or repetitive practice. A school
may choose activities based on the time, season, human competence, raw
materials, etc. that are available. Small groups will be formed to help with
the distribution of funds and practica l activity. Teachers may choose to use
a problem -solving technique during the teaching learning process.
Students should be made aware of the issues pertaining to their needs and
the tasks that need to be completed in order to meet those demands. They
should be guided toward finding solutions to these issues talking about the
equipment, resources, and methods for providing work and services, as
well as by engaging in the necessary work.
Since different activities have been recommended for various classes, the
best way to set up the schedule is to have Work Education periods
throughout all sections of a class at the same time, if the school offers a
wide range of activities or have section by section if there are only a
couple of activities for each class.
In the designated performa, students are supposed to keep track of the
tasks they complete in a particular class. The principal, teachers, and
higher authorities have the authority to examine these files.
Activities for work education should not be carried out mechanically;
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49 Approach of Work Education 3.3.3 Developing Evaluation Tool:
The aim of evaluation is to determine how much pupils have learnt as a
result of teaching. Following are the few important aspe cts which needs to
be considered while constructing an evaluation tool for work education
activity.
Setting objectives of evaluation :
The teacher should keep track of the objectives which he wants to assess
through the process of the evaluation. Work educa tion activities usually
covers all the domains, therefore the tool developed should be
comprehensive.
Following Guiding principles :
 Evaluation will be done in accordance with the learning experience
offered, as well as the teaching objectives (which are cl early
described in their behavioural terms).
 Evaluation must be continuous and as comprehensive as possible
(each action, project and activity must be examined immediately once
when it is finished).
 As many tools and procedures as possible should be used d uring the
evaluation process.
 The tool should be selected with at most care keeping in mind its
limitations and criteria of evaluation.
Selection of the tool :
Following are some tools and techniques of evaluation. The combination
or a single tool can be se lected for evaluation of the students.
 Interview
 Observation
 Check list
 Cumulative Record
 Questionnaire
 Photos/Portfolio
 Project work
 Competition Activities
 Group Work
 Examination
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50 Work Education
50  Debate
 Lecture
 Rating Scale
 Assignment Work
Preparation of Tool :
Preparing variety of questions and statements as per the tool selected.
Make sure it checks all the objectives which are set at the beginning of the
activity.
Following are some evaluation tools and techniques used in Work
Education.
3.3.3.1 Rating Scale:
Rating scale allow teachers to indicate the degree or frequency of the
behaviors, skills and strategies displayed by the learner. Teachers can
record observations using rating scales.
Rating scales can be used by students as a self -evalu ation tool. A Rating
Scale is a set of categories used to gather data regarding a quantitative
attribute.
Types of rating scale :
Rating scales are also of various types:
1. Numerical Scales
2. Descriptive Scales
3. Rank Order Scales
4. Graphic Scales
5. Percentage of Group Scales
3.3.3.2 Check List:
Checklists are tools that help teachers and students gather data and assess
what students know and are capable of through the outcomes. They offer
systematic methods for gathering information about particul ar behaviours,
skills, and knowledge. The standard of the description selected for
evaluation has a significant impact on the information obtained through
the usage of checklists.
Educational Purpose:
1. Systematic recording of observations.
2. To ensur e consistency and completeness in carrying out a task. munotes.in

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51 Approach of Work Education 3. Identify student’s instructional needs by presenting a record of current
accomplishments.
4. To gauge skill development or progress of students and educators.
5. Keep the track of the development of skills, methods, attitudes, and
behaviours required for effective learning.
3.3.3.3 Teacher’s Record:
Teacher's records present the descriptive details of important events
happening in the life of learner. These events can be some activity or
action wh ich are observed by the teacher in the natural settings or
sometime during planned activity. These records help to collect
information about the children's social, emotional, likes, dislikes, and
relationships. It is easy to know about the social interacti on, social
awareness, their innate talents and skills which are reasons of their
behaviour. You can experience yourself that Teacher’s records can prove
to be a work at a large scale. Only a few events in the class are
documented because it is impossible t o keep track of every single one of
them. Try to capture them as soon as possible after the incident so that the
right facts may be written down.
3.3.3.4 Observation Schedule:
Observation is the most popular method of collecting information about
the child ren. The children should be observed in their natural
surroundings. Many aspects of the development of the personality can be
obtained by observation. Only observation can be done anywhere at any
time. Through observation you can know about the behaviour, interest and
challenges of students. During observation the observations can be
recorded in comments otherwise the validity of observation would he
damaged.
Check your progress:
1. List the forms Rating scales.
2. Explain the use of teacher’s record in Wo rk Education.
3. Write the importance of practical work and its implementation in
Work Education.
3.4 WORK EDUCATION TEACHER 3.4.1 Qualities Of Work Education Teacher:
 Has a good personality.
 Graciously dressed.
 Qualities of integrity, fairness and moral fitness.
 A pleasant speaking voice. munotes.in

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52 Work Education
52  A good physical and mental health.
 Socially acceptable to his colleagues.
 Interest and aptitude in teaching profession. In this respect Mudaliar
Commission observed, "Teachers must develop a new orientation
towards their work. They should look upon their work as a great
social and intellectual adventure."
 Polite, submissive and friendly with his students.
 An urge of learning new trends in this subject of Specialisation.
 Contrive and use a variety of teaching learning proc edures.
 Trained in use of various instructional techniques such as committee
of work, question -answer, demonstration, project, discussion etc.
 Competent to develop, construct and use a wide variety of teaching
aids.
 Able to use variety of methods to evalua te pupils progress and his
own growth as a teacher.
 Able to function efficiently in the guidance programme of the school.
 Having good understanding of the needs of the students in relation to
knowledge.
 Having good understanding of current world conditions and problems.
 Having a good proficiency of observation and records of behaviours,
interest and development of students.
3.4.2 Functions o f Work Education Teacher:
The teachers are expected to perform the following functions:
 Assess the needs of the stude nts and community.
 Select activities based on the principles given in the guidelines.
 Prepare students for involvement in the activities.
 Arrange materials and resources.
 Develop linkages with expert institutions and community.
 Organize activities and relate them with real life situations.
 Explain the concept, importance, relevance in related areas and
implications on personal and social development.
 Involve students in campaigns, excursions, educational tours etc.
 Observe and evaluate students. munotes.in

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53 Approach of Work Education  Provide feedback to students and administration for improvement.
 Educate parents regarding the importance of Work Education.
 Coordinate with parents for referral and follow up of individual cases.
3.4.3 Role of A Work Education Teacher:
Role of a teacher i s the central factor for the success of any educational
programme. All the teachers must be guided, motivated, oriented and
trained to organize the work education activities, based on the subject they
teach. Teachers, who are involved in Work Education pro gramme should
make an inventory of materials and prepare a tentative instructional plan,
which include the objectives, broad contents and highlight the knowledge,
understanding, skills, attitude and values to be developed before carrying
out the activity. The instructional plan should also define the assessment
procedure(s) to be adopted for evaluating the activity. Teachers need to
know the background of the students and should try to get the cooperation
and expertise of their parents, especially those who are skilled artisans,
craftsmen, farmers and professionals. Following are some roles a Work
Education Teacher has to perform:
 Democratic : He is required to uphold democratic ideals in order to
better educate his students for a democratic way of life.
 Equa lizer : He should treat all students on the basis of equality. He
should develop an egalitarian outlook among students.
 Facilitator of learning : He works for the promotion of significant
learning in his students.
 Friend and philosopher : He must perform the role of a friend and
philosopher to his students.
 Group leader : As a leader to the social group in the class, he must
develop a suitable climate and cohesion.
 Guidance counsellor and helper : He provides an academic career
and personal guidance to his stud ents.
 Initiator : He is supposed to play the role of an initiator by exploring
the new technology to the best advantage of the students and the
progress of education. he should invent new ideas, practices and
systems while playing the role of initiator.
3.5 LET US SUM UP The work area of Work Education is vast or we can say that the whole
social, cultural, economic conditions are the work area for work education.
Through the present unit you came to know how the work education
methods are used. You knew w hich evaluation tools and techniques
should be the main basis while evaluating these activities, how to
implement the practical work. You also came to know what should be the munotes.in

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54 Work Education
54 qualities of a work education teacher. You developed understanding about
role and functions of the teacher while organizing various activities.
3.6 UNIT END QUESTIONS 1. List the methods of evaluation tools and techniques.
2. Write the types of excursion method. Which form of excursion you
will use to encourage students?
3. Project met hod also implies as a problem solving method. Explain.
4. What are the functions of the Work Education teacher.
5. List the columns of Work Education workbook and write its
significance.
3.7 REFERENCES  Kilpatrick W. H. 1918, The Project Method, Teachers Co llege
Record, Columbia, p.319 -335.
 Green T. L. 1965, The Teaching Biology in Tropical Secondary
Schools, Oxford University Press, London, p. 35 -62.
 Sood J. K. 1989, New Directions in Science Teaching, Kohli
Publishers, Chandigarh, p. 146 -149.
 Rawat S. C. 2 002, Essentials of Educational Technology, R.Lall Book
Depot, Meerut, p.197 -206.
 https://sc.syekhnurjati.ac.id/esscamp/risetmhs/BAB214111320107.pdf
 https://core.ac.uk/download/pdf/29155781.pdf

*****
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55 MODULE - II
4
WORK EDUCATION AND CURRICULUM
Unit Structure
4.0 Objectives
4.1 Syllabus of Work education
4.1.1 Activities on core and elective area
4.1.2 Environment studies and its uses
4.1.3 Experimenting with material, tools and techniques
4.1.4 Work e xperience
4.2 Classification of students
4.2.1 Time Allocation
4.2.2 Nature of learning experiences
4.2.3 Criteria for selection of activities
4.2.4 Allocation of place
4.3 Planning of sessions of work education
4.3.1 Activities related to the better fu lfilment of basic needs
4.3.2 Activities related to environmental awareness
4.3.3 Activities related to social service
4.3.4 Activities related to cultural heritage and National integration
4.4 Relationship with other subjects in the school curriculum
4.5 Place of work education in the school curriculum
4.6 Difference of Work Education with Work Experience, Basic
Education and Vocational Education
4.7 Let us sum up
4.8 Unit end Exercises
4.9 References
4.0 OBJECTIVES After reading this unit, you wil l be able to:
 To explain the syllabus of work education.
 To make sense of the syllabus of work education and its co -relation
with other school subjects.
 To narrate the classification of students and planning of sessions of
work education.
 To familiarize w ith the importance of kind of tools and material
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56 Work Education
56  To introduce the planning of sessions of work education related
various activities.
 Identify the differences between school subjects and work education.
 To develop u nderstanding towards the methods and need of
maintaining and storing of material prepared in work education.
 To understand the concept of Work Experience, Basic Education and
Vocational Education
 Difference of Work Education with Work Experience
 Difference of Work Education with Basic Education
 Difference of Work Education with Vocational Education
4.1 SYLLABUS OF WORK EDUCATION The main target of work education is to emphasize children know about
themselves and their needs, their family and society. Concep tually
children can understand the internal and external various activities in the
classroom, which will be helping students to respect themselves as well as
the dignity of labour. Considering classification of so many activities
stressed under work educat ion i.e., work concerning the needs of
individuals’ health, hygiene, cleanliness, clothing, maintaining
personality, mental health, etc. Even work at home as a family member
and work in and out of the school activities with integration with school
life as well as unity. Hence through work education important skills like
knowledge about subjects, values -based life activities, understanding skills
are developed in children. The idea of work experience is introduced by
the Kothari commission because students get direct practical experience
whether they do any course or study. Even SUPW means socially useful
productive work i.e., developing individual skills and habits to work as a
community, developing a scientific attitude toward community, and
thinking and encouraging activities towards community too. Hence, work
education stresses the community, work relating to the production and
vocational development, developing abilities for new entrant in business.
Even SUPW and work experience both concepts are interc onnected and it
helps to develop national potency, our own business creativity, team -work,
perseverance values with develop personality in various ways.
4.1.1 Activities on Core and Elective Areas :
Work education is regarded as intentional and significant labouring work,
organized as an internal in some measure of getting knowledge and useful
to the community. Work education supports children should independently
think about themselves as well as do productive work for society and also
self-supportive and productive native.
 Core areas of work education are such as community
development, food, health and hygiene: Given knowledge regarding
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57 Work Education and Curriculum health, importance of leafy vegetables, water, our nutritious diet,
vaccination, medication, everyday hydration and cleaning our body,
keeps our body and clothes clean, prepare first -aid kit, etc.
 Elective areas of work education are such as electricity,
electronics and technology related area: Given know ledge about
how to make and maintain a wide range of electrical equipment used
in the home, school, in offices and in everywhere. Household
domestic appliances such as refrigerator, mixer, oven, induction, etc...
school electronic appliances such as projec tors, computers, OHP, etc.,
To teach students invention of futuristic products of electronics and
technology -related activities such as household wiring, uses of motor
and generator, soldering, electromagnetism, etc.
4.1.2 Environment Studies and its Uses:
An environmental study is all about how to live with nature, how to
protect our nature and how to resolve issues related environment. The
following activities help to maintain a healthy natural ecosystem through
environmental -related activities
1. Remov e plastic bags
2. Arrange the right drainage of stagnant water,
3. Environmental activities i.e., recycling, gardening, best -out-of-waste,
useing homemade resources and protecting animals etc.
4. Watering plants within the school or at home regularly,
5. Observing gardens and harvests within the fields
6. Raising seedling and nursery management
7. Sericulture, vermiculture activities arrange at school and show
demonstration to students for how to make fertilizer or compost
8. Arrange some activiti es at school such as plantation, rain -water
harvesting, prepare natural manure, garden terrace, etc.
Environmental Studies -Uses:
1. Protection of the environment
2. Students should learn about their own and develops an understanding
of living and physica l environment
3. Students interest developed about environment
4. Students aware about fertility of land, fresh and clean water, water
storage, healthy food and development.
5. Enhanced students thinking creatively and laterally.
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58 Work Education
58 4.1.3 Experimenting w ith Material, Tools and Techniques:
The syllabus of work education introduces material, tools and techniques
for achieving the tasks of every day and provides a chance to experience
them. The following list of such activities is;
1. Introduced various spo rts tools for indoor and outdoor games such as
tennis rackets, skating shoe, badminton rackets, chess board, etc.
2. Best out of waste material i.e, using clay for making Ganpati idol,
Diya, etc… old newspapers, clothes and make useful things out of
them.
3. Home appliances
4. Introduced cleaning and washing clothes like washing machine,
bucket, soap and detergent powder, etc and used them as per their
capacity.
5. Making garlands of flowers and making bouquets.
4.1.4 Work Experience:
Work experience me ans getting experience by working and learning. It
will get detailed information and provides practical experience to get
knowledge and solve their doubts and get information about different
work conditions of house, family, school and community. Following
activities done under work experience;
1. Origami activities in class with such activities are invitation cards,
bookmarks, garlands, making envelops, different shapes with paper
like a boat, day and night, etc.
2. Make national flags of various countri es with clothes.
3. To bind their own books.
4. To get knowledge about post office, bank transactions
5. To assist parents in looking after their younger siblings and to help
them in studies.
6. To enjoy plantation
7. Cleanliness in the school.
8. Job-related skills and team -work activities
9. Active participation in students club, sports club, etc.
4.2 CLASSIFICATION OF STUDENTS National Policy of Education gave a clear idea that work of education is
based on purposive and integral part of learning process that should be munotes.in

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59 Work Education and Curriculum useful communities. This policy is based abilities and the performance of
student's skills increases their stages of Education also improved.
4.2.1 Time Allocation:
Time for even and odd activities can be calculated based on aims and
results. Some chapters are based on activities and some are not. Teacher
must plan a project planner in which they should include their activity.
Teacher should spend at least 10% of the time in the activity in the whole
academic year mainly teacher shoul d conduct activity on class 10th and
12th compulsory and the students on work education should not be failed.
1. School should conduct activity or meeting to illiterate parents about
admission work and rules and regulations.
2. Teacher should arrange vac ation assignments to the students like
nature learning for e.g.: collection of seeds and transfer it to a
plantation.
3. Teacher should conduct warm -up and physical and mental abilities.
4. During the rainy season the teacher should conduct work connect ed
with agriculture on how to protect pulses from rainy seasons.
5. In the month of August so many festivals are celebrated so the
activities should be related to the festivals. eg; rakhi making, making
flags, making eco - friendly Ganpati, etc.
4.2.2 Natu re of Learning Experiences:
The implication of work Education is not only based Allocation of time.
But also integrate into the process of learning to teach activity on primary
stage teachers should use some tools, techniques and material. This
follows to the secondary and middle levels.
1. Core Area: In this area teacher should prepare activities based on the
social service community.
2. Elective Area: Activities are based on skills and pre -occasional
courses.
4.2.3 Criteria for Selection Activities:
There should be a difference in the core area and elective area under the
guidance of school while planning the activities school must follow the
below criteria:
1. The activity must be meaningful and manual work.
2. It should develop students' social value s and desirable work ethics,
3. It should increase students' maturity level.
4. The activity should be easy and it is organized by the staff members.
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60 Work Education
60 4.2.4 Allocation of Place:
Teachers should conduct the activity based on the primary students.
Activity should include based on environmental activity.

Some of the important points should be taken by the doing activities
are:
1. Distance should be less.
2. The place should be clean and the environmental should be eco -
friendly.
3. The place should be safe regarding weather and health.
4.3 PLANNING OF SESSIONS OF WORK EDUCATION Planning of the session was a road map of implementing activities
regarding figure as a knowledgeable tool, the following steps that should
be maintained:
1. Define learning objectives
2. Teaching content of material
3. Time of every content of material
4. The methods of instructions
5. Evaluation method or feedback
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61 Work Education and Curriculum The subsequent instructions should keep in mind:
 To get a chance for everyone’s self -talk, self -expression.
 To get a chance for everyone’s interest and observe their moments.
 To get awareness about their routine activities and conservation of the
environment.
 To get chance for everyone constructively uses thei r mind with
feedback.
 Combine events meet gained through various activities.
 To get awareness about basic skills such as planting, management of
first aid, health and sanitation -related activity for the community, etc.
 Develop a scientific attitude and ho nesty.
4.3.1 Activities Associated with Better Fulfilment of Basic Needs:
The following activities can be included in this area.
1. Health and hygiene:
To maintain a healthy lifestyle to recognition regarding personal hygiene,
cleanliness and maintenance are very important.
a) Maintaining cleanliness at school and home.
b) Ensuring a hygienic environment in school: especially adequate
number of toilets must be constructed at school and medical facility
availability
c) Water management: the technology m ust be planned for purification
of water and availability of running water must be ensured.
d) Sports related aids availability
2. Food and agriculture:
a) General cooking activities such as making tea, coffee, refreshing
drinks with the use of herbs pla ntation in our home or school
surrounding.
b) Plantation regarding taking care of plants, watering every day, remove
weeds, use bio -fertilizers for plants, protection of plants against pest,
etc.
c) Identifying and repairing tools for horticulture and a gricultural.
d) Develop student’s awareness regarding vermi -compost activity, rain
harvesting activity, use eco -friendly clothes, ban on plastic use, etc.
e) To grow medicinal plants, vegetables and flowers plants in school
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62 Work Education
62 f) Made eco -friendly pottery, coolers, vase, mugs with the help of clay
and mud.
g) Activity on solar energy as a non -conventional source of energy i.e.,
solar water heating, cooling effect on residential buildings, solar
cookers, solar electric power generation, etc.
h) Honeybee farming project, mushroom cultivation, etc.
i) Food and fruit preservation.
3. Residence:
a) Preparing monthly family expenditure
b) Maintain daily household account
c) Help our family regarding help our siblings, helping mother -father to
do household things and taking care of our grandparents too
d) Help our school authority organize activities like maths laboratory,
science exhibition, geography and history related trails, school
functions, etc.
e) Help our community regarding door -to-door contact health programs,
cleanliness drives in community/school, adult literacy programs, etc.
e) At our home repairing racks, tables, chairs, stools, beds or taps, etc.
4. Clothes:
a) Making protection cover lining for sofas, chairs, television,
refrigerator, laptop and boxes, etc.
b) Making teaching aids such as dolls and puppets, origami craft, etc.
c) Making foot -mats, yoga -mats, table cloth, table and chair cover etc.
with leftover cotton material, wool, rags and jute etc.
4.3.2 Activities Rela ted to Environmental Awareness:
a) Collection of cut -outs associated with environmental pollution.
b) Displaying cut -outs of pictures or any news associated wit h factors
polluting the environ ment .
c) Displaying jingles or catchphrase regarding awareness of the
environment .
d) Making charts associated with harmful effects of environmental
pollution.
e) Arrange programmes like forest visits, science trails and tree
plantations.
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63 Work Education and Curriculum 4.3.3 Activities Related to Social Service:
a) Participating in a cleanline ss campaign within the nearby locality
b) Participating in the activity of decoration at the time of festivals and
events
c) Enjoy and help in cleaning school premises, garden, plantation
activity, etc.
d) Helping handicapped, disabled people,
e) Help ing weaker sections of society regarding sensitization.
4.3.4 Activities Related to Cultural Heritage and National Integration:
a) Organize activity about food habits of different states.
b) To gather information about handicrafts, a speciality of clothe s of
different places.
c) To gather pictures of different musical instruments (kalimba, veena,
guitar, harmonium) and dance art (kathak, kuchipudi, bharatnatyam,
pop, ...etc.)
d) To celebrate national festivals like Dr. Ambedkar’s/Gandhijis birth
and dea th anniversary, 15th Aug -Independence Day and 26th
January -Republic Day, Makar Sankranti, Pongal, Diwali, X -mas, etc.
e) Making pictures of national symbols like national flags, emblems, etc.
f) To celebrate world and national days such as 11th July - worlds
population day, 8th March - worlds women’s day, 2nd October -
Gandhi Jayanti, etc.
4.4 RELATIONSHIP WITH OTHER SUBJECTS IN THE SCHOOL CURRICULUM In 1964 -66 Gandhiji spoke about productive work i.e. also called Nai
Talim, as a medium of education is comp ulsory. He thinks from school
subjects get productive and experiential work knowledge such as
carpentry, masonry, planting and printing and also education process gets
removes the distance of social changes. Gandhiji thinks that our objective
should be men tal evolution of an individual along with profession and
handicraft and he gave examples like spinning needle and he made
question of this like, how does spinning needle work? How it used? Which
power is latent in it? And this is easiest to make understand the children
and they also learn some mathematics from this like how much thread was
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64 Work Education
64 Mahatma Gandhi has promoted an educational curriculum based on basic
education that is work education. It means that knowledg e and work are
not separate. Through these activities should be organized by co -relating
with the school subjects instead of organizing them separately. The
following mentioned activities related to work education with various
subjects such as:
Languages:
The following instructions are most considered regarding language:
1. Teachers should make the children not only written work but along
with written it should be practical.
2. Teacher should use appropriate words and simple language to make
the students understand.
3. While teaching, the idea should be presented in organized manner and
use attractive way and meaningful topic to make the students attentive
and overall make proper report in short with writing experience
coherently.
4. Teacher should En hances skill with proper vocabulary contextualized
grammar and idioms, etc.
Mathematics:
1. Everyday maintains family expenditure and noted down.
2. Maintain family accounts with the help of elders.
3. Calculating the worth of an object after making it.
4. Understanding and application of numbers.
5. To give knowledge about measurement units and ready to convert it.
6. Gaining knowledge of concepts like banking -credit -debit, simple
interest, compound interest, principal amount and rate etc.
Environmen tal Studies, Social Sciences and History etc .:
Every work and method features the biggest history. To get the knowledge
regarding the importance of history that work is more important and
meaningful than knowledge received. Following activities through a deep
understanding of environmental studies, social science and history
subjects.
1. Agricultural activities.
2. Numeracy
3. Analytical skills
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65 Work Education and Curriculum 6. Industry and environment.
7. Importance of labour
8. Layout for planting
9. Geograp hical trails
10. Current and future problems
11. Natural resource management
4.5 PLACE WORK EDUCATION IN SCHOOL CURRICULUM Work education places an important role in lessons and academic in the
school curriculum the teacher not only contact teaching subj ect contains
but also take extra curriculum activities that should develop cognitive,
affective and psychomotor domain of the students the activity -based work
on education not only teach the subjects matters it also develops social
economic and cultural ba ckground of the society and develops various
skills among the students. Work education is based on psychological and
social needs it gives pleasure to the students. The following main
objectives of work education are to identify their skill and progress of their
study such as:
1. It develops neatness and cleanliness among students.
2. Students can get to know the importance of physical work and labour.
3. It develops intellectual skills among the students.
4. Students can be more creative in this field.
5. This work education creates artistic and leadership quality among
students this also develops life skills and ready -to-face the problems
work education helps to create the new skills for critical thinking
problem solving
6. Work education mainly in r elationship with school and community.
7. Work education can summarize in the form of activity which is a
physical activity it goes in a systematic way it creates new lifestyle
skills among students.
4.6 DIFFERENCE BETWEEN WORK EDUCATION WITH WORK EXPERIE NCE, BASIC EDU CATION AND
VOCATIONAL EDUCATION Educational Systems of a nation is set up with the primary goal of being
the unique provider of fair and equal opportunities to students by fostering
relevant skills and helping to discover their latent talents . Work education munotes.in

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66 Work Education
66 hence gyrates towards providing hands -on knowledge and practical skill
development. To understand the concept of work education with work
experience, basic education and vocational education we will explore them
below -
1) Difference betwee n Work Education with Work Experience:
Any pursuit involving physical action or intellectual activity can be
defined as work. Work education develops appropriate behaviour towards
work, work -friendly habits and values. It helps in economic development
through product work by providing necessary knowledge related to work
to the person. In this way, it develops social qualities by connecting the
students with social work. It is a method of education in which, along with
teaching in the classroom, practical ed ucation is also provided to the
students about social useful work. Work education is defined as
purposeful and significant physical labour conducted as an essential part
of studying. It is envisioned as producing meaningful content and serving
the communit y.
Work education highlights incorporating constructive knowledge,
understanding and practical skills in educational activities by including
socially useful physical labour in educational activities. Engaging in a task
is an important component of the lear ning process.
Work education is a specific scholastic sector to provide opportunities for
students to participate in community and monetary activities inside and
outside the classroom, which will enable them to understand the scientific
procedure includin g a variety of tasks. The importance of work education
is as follows:
1. For a productive task to develop skills in the selection, arrangement
and use of tools and materials.
2. For community service, develop problem -solving skills for productive
work.
3. To develop maintenance skills, remove wastefulness and recycle and
improve workflows for more production efficiency.
The following factors are responsible for the success of work
education:
1. Openness to the ideological
2. The dignity of labour and positive aptitude
3. The spirit of cooperation
4. A positive relationship between the community and the school
5. Imaginative and creative ability munotes.in

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67 Work Education and Curriculum It can be said that a work education program is a meaningful and
intentional activity that should appear a s community service in an
organized and systematic manner at each stage of the school curriculum.
Work Experience means experience gained from doing something. For
career growth work experience is needed. Work experience can be useful
to a person of any ag e and at any stage of their career path. It can help you
gain skills and decide what you want to do next in your career life.
Most work experience is overdue but there are some chances where
students can make money. Choosing what to do in their career can seem
easy if they know what they want to be in the future. Students can look for
opportunities that will help them to develop the skills for that career. This
can happen through:
1. A workplace
2. An internship
3. A photography opportunity
4. Virtual work experience
Work experience provides an opportunity as follows:
1. Test your career ideas
2. Improve your skills
3. Show your commitment and enthusiasm
Features of work experience as follows:
1. First analysis yourself (SWOT)
2. Find your interest
3. Panning career ideas and try them positively
4. Build your public relations
6. Identify any reasonable adjustments you may need because of a
disability or long -term health condition
7. Evaluate yourself positively and make changes as per need.
2) Difference between Work Educations with Basic Education:
Basic education refers to that system of education in which the physical,
mental, moral, social, and spiritual development of children is done by
providing training in different types of handicrafts, and efforts are made to
make education self -reliant. Basic education or basic education refers to
that type of education by which the child can become self -reliant, a person
can become self -reliant and can plan for some earnings to run his life. In munotes.in

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68 Work Education
68 simple words, basic education is the system of education in which every
aspect related to running life is taught to the children.
Mahatma Gandhi was the father of basic education. The founder of basic
education is Mahatma Gandhi, the father of the nation. Mahatm a Gandhi
started basic education in his ashram in the year 1946. Basic education is a
theory that states that knowledge and action are not separate.
Basic education has the following objectives:
1. To develop children into civilized citizens.
2. Childre n should have the right vision of the culture of the country.
3. All round development of students in various ways of teaching
4. To make education accessible to all.
5. To build the best personality of the students.
6. To provide such education so tha t the tendency of self -reliance can be
inculcated in the children.
The nature of basic education is as follows:
1. The period of basic education will be 7 years and age of 6 -14 years
children will be given free and compulsory education
2. Education will be provided in Hindi medium.
3. Children will be given the training to be craftsmen.
4. Crafts will be as per the requirements.
5. While teaching craft work, it will be kept in mind that the students
should know the scientific and social approaches to craft.
Work education is a specific instructional part to which will empower
students to develop the scientific attitude involved in a variety of tasks.
Whereas work has been given top priority in basic education that is why
handicrafts (hands -on experienc e) have also been given an important place
in the curriculum. Karma can also be called the foundation or cornerstone
of basic education because it effectively expresses the importance of
action in the minds of children since childhood.
The main feature of basic education is that it is child -oriented. It has been
designed for children because the child is its customer. In the words of
Mukherjee - Nai Talim is child -centered education in which the child
acquires knowledge through action. While structuring this education, the
child was kept in mind. In this education system, the cost of the school
comes out from the sale of the items made by the child and the child can
also start any business in the future by becoming proficient in handicrafts.
Adequate importan ce is also given to physical labour in the basic
education system, due to which interest in physical labour is awakened in munotes.in

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69 Work Education and Curriculum the child’s mind from childhood. On the contrary, in the English education
system, the child is chosen to comfort and he does not und erstand the
importance of labour.
Basic education has been recognized as an integral part of knowledge. In
this system, the subjects of education are not kept separately, but
knowledge is imparted by relating the knowledge of all subjects through
useful c raft. In basic education, freedom is provided to both the child and
the teacher. They are not compelled to work under any bondage. The child
has the freedom to choose the subject and craft according to his interest.
The teacher is also not obliged to compl ete any prescribed curriculum and
can use any teaching method for the development and teaching of the child
and to meet the school's needs.
3) Difference between Work Educations with Vocational Education :
Vocational Education is the new demand of the moder n era. At present,
the place of quality education is given to the same education which
enables students to earn a living. In general, connecting education with
business is called vocational education, but in reality, its meaning is much
wider than this. Vo cational education provides opportunities for students
to choose a profession and acquire vocational qualifications.
The educational system of the country is of great importance in the
development of a nation and if the main objective of that education is to
provide business to the students and make them earn a living, then the
development of that country is inevitable. Education can achieve its aims
and objectives towards vocational education are must for school level as
well as higher education. Consideri ng the declining quality of education,
education must be completely converted into vocational education.
Vocational education is not only helpful in choosing a profession for the
students but through it, the all -round development of the students is also
done. Keeping in mind the increasing population in the modern era,
education must be made according to the students so that they can achieve
their real objectives.
The features of vocational education are as follows:
1. It prepares the students to connect w ith society and contribute to
social work.
2. It develops the propensity for vocational skills in the students to make
them earn a living.
3. Through this, students are kept active in school and due to this their
physical development takes place at a rap id pace.
4. This makes them aware of their social and family responsibilities.
5. The real objectives of education are embodied by vocational
education.
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70 Work Education
70 The objectives and goals of vocational education are as follows:
1. To make the students vocational so that they can be able to live
respectfully in society.
2. To develop the ability to earn a living the students can discharge their
family responsibilities well.
3. To develop the nation and provide the right direction for social
changes.
4. To streng then the national economic structure and increase per capita
income.
5. To promote the expansion of education.
Even today our education system is the same as it was during British rule.
Today's educated youth is troubled by unemployment. His education
neither brings any benefit to him nor to society itself. The reason for this is
the lack of commercialization in our education system. If vocational
education is arranged at the secondary education level or education is
commercialized, then surely the problem of economic barriers and
unemployment can be solved, the commercialization of education can be
done in this way. To make education related to employment, there is also a
need to promote the commercialization of education. In the proposed
reconstructing of education, it is very precious to strictly apply the
program of systematic way and well -planned vocational education. This
will increase the employability of individuals, the imbalance in the
demand and supply of skilled workers will be eliminated and suc h
students will get an alternative route, which are currently pursuing higher
education without any special interest or purpose. Vocational education
itself would be a specialized stream of education aimed at preparing
students for many chosen occupations in many fields.
The implication is that in the field of education system each education
type has its importance. Formal education is needed to start life. At the
same time work experience, basic education, and vocational education
should be provided to mak e students ready for their future professional
work. Students must develop practical knowledge and industrial skills to
choose the right career for their and the community's betterment.
4.7 LET US SUM UP Work education is activated with all types of manual work, reinstall
nobility and awareness towards our family, school, society and home
responsibilities. Even you also understand how work education can be
associated with the subjects in curriculum. Home as well as school must
play an energetic and inspirin g role for help children to identify their
inherent potential and opportunities to build up useful skills for their
careers. Let them inspect their passions rampant by supporting their
desires and longings. Therefore, for future perspective and remain hea lthy munotes.in

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71 Work Education and Curriculum thinking and positive attitude while you educate and upskill children also
develop in them skills of resilience.
4.8 UNIT END EXERCISES 1. How work education is helpful to solve the problem of
unemployment?
2. What do you mean by Basic Education?
3. Explain the name of any 4 essential activities in part of the core area
of work education.
4. Explain the name of any 4 essential activities in part of the general
area of work education.
5. What is the role of school in the expansion of work educati on in the
community?
6. Select any one core area with a sub -element and write suggestive
activities in school?
7. Explain the difference between work educations with work
experience.
8. Explain concept of vocational education.
9. Which areas would be t he basis while selecting activities in work
education?
10. Mention any 4 activities related to work education?
11. What do you understand by time allocation while organizing activities
in work education?
12. Write any two activities done under work exp erience.
13. Which factors would you keep in mind for organizing forming a
group?
14. Explain work education activities on core and elective areas.
Short Answers:
1. Suggest any 3 skills related to language which can be acquired
through any activity un der work education.
2. Suggest any 3 activities for the students of class V which may be
useful in their daily routine.
2. Benefits of work education.
3. Any three activities related to environmental awareness.
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72 Work Education
72 4.9 REFERENCES  United Nations Educational, Scientific and Cultural Organization
(UNESCO) (2000) Education for All Year
 UNESCO Web site
(http://www.unesco.org/education/efa/index.shtml)
 World Bank (1995) Priorities and Strategies for Education: A World
Bank Review
 Gujrat New Education Association ( 2000 -2002), New Education
Associa¬tion, Gujrat Vidyapeeth, Ahmedabad.
 Gandhi M.K. (1953) Towards New Education, Navjeevan Publishing
House, Ahmedabad.
 Indian Government (1986) National Policy on Education (1986) and
programmes for taking steps 1986, Minist ry of Human Resource
Develop¬ment, New Delhi.
 Gujrat New Education Association (2000 -2002), New Education
Associa¬tion, Gujrat Vidyapeeth, Ahmedabad.
 National Council of Educational Research and Technology, New
Delhi (1979) National Curriculum Frame Work f or Ten years, New
Delhi.
 https://work -education.in/class -7

*****
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73 5
WORK EDUCATION IN THE SOCIAL
CONTEXT
Unit Structure
5.0 Objectives
5.1 Utility of Social Service Project
5.1.1 Benefits of Community Services
5.1.2. Removal of Social distances
5.1.3 Importance of literary drive, first aid and floor relief etc
5.2 Utilization of Community Resources for Audio -Visual materials for
teaching Work Education
5.3 Role of community in reference to work education
5.3.1 Role of School in Community Development
5.4 Let us sum up
5.5 Unit End Exercises
5.6 References
5.0 OBJEC TIVES After reading this unit, you will understand to:
 Study work education in the social context.
 Study the utility of the social service project.
 Understand the concept of removal of social distances.
 Understand the concept and importance of literacy drive, first aid and
floor relief.
 Study the concept of community
 Explain the importance of community co -operation
 Identify the available resources in the community
 Explain the role of community in reference to work education.
5.1 UTILITY OF SOCIAL SERVICE PROJECT As the original proverb is “it takes a village to raise a child” but the
reverse proverb is really true i.e., "it takes a child to raise a village". Why
we say like this because children are sporty pathfinders who can help us to
alert, cognizant and mindful community. School is a bigger part of
Community. School is the social institute where purposively plotted munotes.in

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74 Work Education
74 enriching educational experiences along with social position at huge
expansion.
The purpose of community service is to prepare students for the future
helping them learn what it means to be a responsible citizen. Community
service teaches the student the value of serving other and helps them
develop self -discipline and critical thinking skill. Following social servic e
projects can be included under this area:
1. Help needy people or visit neighbourhood slums or distribution of
books among children of weaker sections of society.
2. Cleanliness drive
3. Health checking campaign
5. Adult literacy programme
5. Organized activities such as national holidays, celebration of freedom
fighters birth anniversaries etc.
6. Arrange activities regarding awareness of health programme for rural
people
7. Embellishment of towns through the planting of trees, community
health program me, awareness of financial literacy, activity of best out
of waste, activity related pollution awareness, activity related small
industry project, awareness about compulsory education to girls and
stop dowry, awareness about rational thinking, etc.
The sch ool is one of the strongest catalysts for community change and
active tool for human resource development. We can adopt several social
welfare occasions; the school will give invaluable services to society.
These programs are engaged in kindle the prospect ive spark of learning in
the sensitization towards needs of differently abled and adult persons, less
able to basic services and poor or disadvantaged people of society. Thus,
the school will champion the cause of upliftment of the weaker sections of
socie ty.
5.1.1 Benefits of Community Service :
Students have a lot of benefits from community services by getting
involved at a young age which is as follows:
1. Develops respect and connects to the community.
2. Students learn the importance of diversity and multiculturalism in the
community.
3. Help students find their passion and interest.
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75 Work Education in the Social Context 5. Improves public relations and creative and critical thinking skills.
6. Students can advance their careers and also enjoy their life by their
own rules.
5.1.2 Removal of Social Distance :
The following aspects of work education help in removing social barriers :
1. Work education is beneficial in the development of essential life skill
such as coping with others, manageme nt of anger, ability of decision
making, problem -solving skill and enables kids to successfully handle
the demands and obstacles of daily life.
2. The focus of work education is on integrating information
comprehension and practical skills into educational activities. It
establishes hand and brain synchronization. Physical labour that is
beneficial to society is ingrained in educational activities.
3. A work study position related to the academic field can provide
precious experience and perhaps influence y our future career
decision. Work study can be a progressive method for students to
make earning.
5. To meet education and employment terms, we have to offer to support
interactive learning strategies, which have shown intelligence for
customizing their tr aining programs to the employment and assisting
younger’s in acquiring the skills required by their employers.
5.1.3 Importance of literacy drives first aid and floor relief, etc. :
Literacy drive :
The word “literacy” means an ability to reading, writing, listening and
communicating effectively. In our country, every citizen must learn to
make sense of the world. If u r not aware of literacy, it means that person
must face many practical difficulties in life. Every person in society
should try to become rea d and write if it was not possible at an early age, a
growing age person is aware of adult education. Nowadays, the Indian
government has taken a literacy drive all over the country. Even as a
internship part college students can move into the ruler area t o educate the
people. Classes are often commanded in a very school or in the other
appropriate place that's obtainable within the space chosen for the literacy
movement. Focus on tool of literacy for meaningful engagement with
community makes sense.
The su bsequent aspects to complete the importance of literacy drive :
1. Literacy creates opportunities for people to develop various skills
such as self -esteem, confidence and also improve quality of life
2. Increase knowledge and learn new skills munotes.in

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76 Work Education
76 3. It creates job opportunity
5. It promotes peace in our life
5. It creates confidence
6. It realize the problems in our society and also their solutions
7. To get knowledge about gender equality
8. To get knowledge about our own health and society too
9. Literacy imp roves the economy
10. Literacy improves empower women.
First Aid :
First Aid tending information can permit you to assist folks wounded in an
associate accident or another emergency till help arrives. Tending skills
are often applied within the home, the geographic point or public
locations, so a lot of tending certified folks there are in a very community
the safer that community becomes. Tending skills are often used at
colleges, workplaces, on roads, or when travelling long distances to
manage injuries briefly. Additionally, tending to a coach is useful for the
community because it is life -saving. Initial aid is immediate medical
attention to save one's life, stop a situation from worsening or facilitate
somebody's recovery a lot of quickly from trauma. Associate wounded or
unfortunate is also unable to hold on until the doctor arrives, thus if
anyone is aware of initial aid, it is often a boon for others facing any
problems. Those giving tending can even inform the doctors concerning
the case once they t otally are aware of it. The subsequent aspects to
complete the importance of First Aid:
1. Save the injured person’s life
2. Pain relief by fast treatment of first aid
3. To get knowledge about medicine and its uses
5. To get satisfaction to help injured persons
5. To get knowledge about first aid i.e., counting pulse rate, measuring
temperature, cleaning and bandaging to wound, etc.
6. Preparation of first aid kit tool for injured person care
7. Get knowledge about how to communicate with medical profess ional
8. Develop an interpersonal skill with patients and doctors
9. Decrease recovery time munotes.in

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77 Work Education in the Social Context Floor Relief / Social Concession :
Floor relief or social concession means those people who are economically
poor cannot even afford the requisites and daily needs of living such as
clothing, food, education and healthcare facilities. They need insufficient
nutrition, a higher risk of diseases and necessities for living. These poor
and indigent folks provide social concessions to survive their life. As an
example, c oncession to disabled persons littered with diseases or senior
voters within the society. We cannot give them a luxurious life but at least
provide their minimum needs such as shelter and food for their prosperous
life. Serving the poor and indigent folks could be a sensible deed. We also
provide education for their bright future, which means they can stand on
their own feet and have no dependency on them.
Following the various ways to help of Floor Relief/Social concession:
1. Moral support by giving the m hand up rather than a hand out and
respecting their presence.
2. Create awareness through social media such as Facebook, Twitter,
Instagram, etc. to help poor and needy people.
3. Financial assistance by NGO’s, multinational companies, government
schem es and policies like scholarship for educational help, etc.
4. Creating awareness through raising funds for them such as some
activities of road shows, dance shows, providing donations for food,
groceries, clothes, stationery, etc.
5.2 UTILIZATION OF COMM UNITY RESOURCES FOR AUDIO -VISUAL MATERIALS FOR TEACHING WORK
EDUCATION We are all a component of a community, whether it is in terms of
geographical location or thanks to the values we grew up with. It is
impossible to isolate ourselves from our community. Even for college
students after the completion of their education, they are visiting be
professionals who are going to be working for the development of the
communities we all are part of. Therefore, teachers can use community
resources to assist students develop their social skills and prepare them for
their future ambitions.
Community resources are resources that enhance or facilitate the lives of
individuals in a community. These resources are an integral a component
of every individual’s development. F ollowing figure has some samples of
community resources are; munotes.in

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78 Work Education
78

It’d be an excellent idea to make use of these resources in education as it
develops a sense of value and belonging among students. Audio -video
resource is formed for community members to help them become self -
reliant, independent and maintain their life with happiness. These
resources used to enhance learning like explaining concepts, observing
social groups and acting as triggers for discussion. The digital innovative
tools of teaching like, c amera, webcam, tablet or smart phone can now
create and edit a movie and also due to present and elaborate concepts,
demonstrate a procedure or gain an understanding of learning in action.
There are various sorts of audio -visual materials ranging from fil mstrips,
microforms, slides, projected opaque materials, tape and flashcards.
Following some samples of Audio -Video material for teaching work
education:

Two letter word IT i.e., Information Technology has become a very
important and fast -growing techn ology to keep pace with the community.
The subsequent learning outcomes in students will be able to;
1. Awareness of information technology for future professions.
2. Increase confidence and use technology tools in daily life. munotes.in

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79 Work Education in the Social Context 3. Acquire skills to wo rk on windows
5. Appreciate the utilization of tool, Microsoft Office tools to help them
in work.
6. The web creates an interest in them to utilize their creative powers
while implementing the HTML (Hypertext Markup Language) code
and thereby create a great website.
9. Develop logic for problem -solving and get solutions.
10. Improve confidence and self -esteem
The utility of community resources is often delivered to the school in a
few ways for audio -video materials for teaching work education:
1. Resource persons given directions through the use of audio/video tape
or using the projector in class for given information about teaching -
learning. They can be utilized by the enterprising teacher to enrich
and vitalize the school programmes or any social a ctivities
2. Teachers, students and parents come together with contributions to
buy digital aids for the teaching -learning process and evaluation of
children with digitally feedback report.
3. Educational tools such as Bulletin boards, magazines and n ewspapers
giving daily news and other useful information about the world people
and the country in general.
4. Amenities such as playgrounds, auditorium, gymnasium and audio -
visual aids could also be freely lent to the adult community for
purposes of edu cation and recreation.
5. The members of the community can help financially to the school for
digitalization of school. Arranging talks on national and international
resource person of the community may be cordially invited to listen
and participate in th e online/offline discussion.
The crucial role of the community in the education of students is a long
way and is a heart of education reform. Community members provide
support to the school, students and parents to maintain relations. Schools
that are wel l-connected to community people can create a safe and
supportive environment inside and outside of the classroom.
5.3 ROLE OF COMMUNITY IN REFERENCE TO WORK EDUCATION Children are part of the community for their growth to become avid
readers, skilled learn ers, self -confident, socially adept, respectful and
responsible citizens. The people of a Community are a group of people
residing in the same place and fulfilling their daily needs. The following
features of a community. munotes.in

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80 Work Education
80 1. Community is made by uniting different people.
2. They depend on each other.
3. They all are connected with each other.
5. These people have a certain goal and share their experiences with
each other.
Mahatma Gandhiji emphasized the establishment of new organizations
through the togetherness of school and community. We all know that the
education processes are enhanced by teachers and society closure.
The expectations of the school from the community are:
1. The children attend school regularly
2. Children should be attentive in school and punctual towards school.
3. Enhance their abilities through the plan ning of educational objectives.
4. May give suggestions in selecting activities associated with work
education.
5. Active participation in assessing and evaluating the sc holars.
5.3.1 Role of School in Community Development :
The very important objective of the role of school in community
development i.e., school and community are always complemented with
each other through interactive activities. The teaching -learning pro cess is
enriched by trying to remove the gap between parents and teachers. The
school should be a part of society and not an isolated institute; therefore,
the school will have to open its gates to society.
The school can organize many activities for the society for example:
1. Volunteer in school programs during seminars, workshops, etc.
2. Volunteer in hospitals during accidents or any other help
3. Arrange adult literacy course
4. The school students taking part in some activities such as the pulse
polio campaign, making aadhar cards, etc. 5. Participate in social
festivals within the society.
5. The school should participate in organizing an exhibition of local
handicraft work.
6. A survey is conducted to find the drop -out students.

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81 Work Education in the Social Context 5.4 LET US SUM UP Within the present unit you came to know about the work education create
respect towards labour, hands –on experience, creates social awareness
towards welfare of society. You came to know that utility of welfare work
projects, concept and importance of literacy drive, care and floor relief etc.
co-ordination and enhancement of the activities associated with work
education. Through this unit also came to know how teacher can teach the
work educa¬tion subject through utilization of community resources for
audio -video materials. Even we can understand the role of community in
reference to work education. Understanding developed through this unit
can initiate the enhancement of labour education in various ways.
5.5 UNIT END EXERCISES 1. What is community ?
2. Explain ‘utility of social service project’ through various activities.
3. Explain the role of community in reference to work education.
4. Write a brief on utilization of community resources for audio -video
material for teaching work education.
5. Explain the term floor relief with their implication in social context.
Short Answers:
1. Benefits of community service.
2. Importance of literacy drive
3. Importance of first aid
4. Utilization of community resources for audio -video material
5.6 REFERENCES  A.A. Adegboye,“Issues in Citizenship Education”. Barm Clem
Publishers, Ikere -Ekiti, 2010.
 Borzilai Cod, Communities and Laco: Politics and Culture of Legal
Entitles. University of Michigan pius Arm Arbor, 2003.
 J.Castek, Ethow cutten, secutun a nd charities, priesise hall. New
York, 2012.
 S.O. Deck, “Issues and problem of National Development.” Clean
Publishers Limited. Ikere Ekiti. 2011
 S.O.Dada, “Issues and Problems of National Development”. Clem
Ltd. Ikere –Ekiti, Nigeria. munotes.in

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82 Work Education
82  E.H. Ibeh, “Introduc tion to Psychology of Education”. Greenwich.
Ado – Ekiti, 2009.
 S.K. Kochhar, “The teaching of social studies”. Sterling publishers.
Nilcho Delli, 2012.
 J.Mc -Knight, “Building Community” AHEC Community Parties
Annual Conference Keynote address. Northwester n University:
Centres for Urban Attain and Policy Research. Oxford Advanced
Learners Dictionary 7th Edition, 1992.


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83 6
MULTIPURPOSE SCHOOL FOR WORK
EDUCATION AND DEVELOPMENT
Unit structure
6.0 Objectives
6.1 Introduction
6.2 Multipurpose Schools
6.2.1 Meaning
6.2.2Aim and Objectives
6.2.3 Need
6.2.4 Significance
6.2.5 Role of multipurpose school
6.3 Criteria for selection of work education activities in Schools,
Higher education and Teacher education institutions
6.3.1 Criteria for or selection of work education in school
6.3.2 Criteria for selection of work education in Higher Education
6.3.3 Criteria for selection of work education in teachers training
6.4 Work education and development
6.4.1 Individual development
6.4.2 Social development
6.4.3 Political and Economic development
6.4.4 National and International development
6.5 Let Us Sum Up
6.6 Unit End Exercise
6.7 References
6.0 OBJECTIVES After going through this unit, you will be able to:
 State the meaning of multipurpose school, its aim and objectives,
need, significance of multipurpose school.
 Describe the role of multipurpose school.
 Understand the criteria for work education at school level, higher
education level and in teachers training program.
 Explain the development in the form of
individual, social, political, economical, national and international
development through work education.
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84 Work Education
84 6.1 INTRODUCT ION The Secondary Education commission known as Mudaliar Commission
was appointed by the government of India in terms of their Resolution to
bring changes in the present education system and make it better for the
Nation. Dr. A. Lakshmanswami Mudaliar was the Vice -Chancellor of
Madras University.
After Independence India needed a change in the education system.
Number of Secondary Schools were increasing in India. It was much
needed to take care of the students of secondary school.
Submitting its report in August 1963, one of the major
recommendations of the commission was that middle or junior secondary
or senior basic stage should cover a period of 3 years and a higher
secondary stage should cover a period of 4 years.
Three Main Suggestions by Mudaliar Com mission to Improve
Secondary Education in India are as follows:
1. Duration of Secondary Education
2. Diversification of Courses
3. Multipurpose School
We already know the kind of educational system prevailing in India prior
to independence. We also know h ow far it was successful in helping and
safeguarding the interest of the People. After independence the
educationists in the country Paid attention to the problems of education
and effected some changes and improvements.
Keeping in view the shortcomings of the old secondary education, the
Secondary Education Commission, popularly known as the Mudaliar
Commission, recommended revolutionary changes in the secondary
education curriculum. This Commission laid particular emphasis on the
opening of multi -purpose schools with different groupings in the
curriculum.
The opening of multi -purpose schools is a very important step in view of
the present educational setup in the county. Some handicrafts are taught to
children at the primary school level, that is, in the B asic Primary schools,
children are given training in some basic handicrafts.
6.2 MULTIPURPOSE SCHOOLS Multipurpose schools as defined by the Mudaliar Commission are those
schools which cater for different tastes, aptitude and objectives of the
students by providing study in various subjects. This helps in the natural
and all -round development of the students’ personality.
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85 Multipurpose School for Work Education and Development 6.2.1 Meaning:
A multipurpose school seeks to provide varied types of courses for
students with diverse aims, interests and abilities. I t endeavors to provide
for each individual pupil, a suitable opportunity to use and develop his
natural aptitude and inclinations in the special course of studies chosen by
him.
(i) It removes all invidious distinctions between students preparing for
diffe rent courses of studies and makes it possible to place the
educational system on a truly democratic basis;
(ii) It provides a greater variety of educational media and thereby
facilitates proper educational guidance in the choice of studies;
(iii) It helps to solve the problem of the wrongly classified pupils, because
transfer within the same school is easier to arrange than transfer from
one to another.
6.2.2 Aim and Objectives:
Aim:
The aim of multi -purpose schools is to eradicate the evils of unilateral
schools by allowing the students to select and study various subjects of
their choice so that they may become self -supporting, practical and worthy
citizens.
Objectives:
The Mudaliar Commission has recommended the opening of these schools
in order to fulfil l the following objectives: —
(1) Every student may become self -supporting after finishing secondary
education. In order to achieve this objective the Commission has
recommended the introduction of a compulsory craft subject so that
the student, when the ne ed arises, may be able to earn his livelihood.
(2) With the establishment of multi -purpose schools the defects of
unilateral schools will be overcome. Every student gets an opportunity
to select a subject of his choice from the long list of subjects taught in
the school. This is necessary for the proper and full development of
his personality.
6.2.3 Need:
The opening of multi -purpose schools is a very important step in view of
the present educational setup in the county. Some handicrafts are taught to
child ren at the primary school level, that is, in the Basic Primary schools,
children are given training in some basic handicrafts.
But due to lack of provision for continuing training in handicrafts in
higher classes, whatever the student learns in the basic s chool proves of no
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86 Work Education
86 Therefore, provisions have been made for training in different crafts in
multi -purpose schools. Thus the wastage in primary education may be
checked and each student may get an op portunity to profit from his earlier
basic education through the multi -purpose schools.
Students come to secondary schools from different primary or basic
schools. There is a vast difference between their tastes, abilities and
objectives. Some favor mathem atics and science, while others have a
liking for literature.
If some have a liking for learning biology, many others prefer fine arts.
Evidently, students have different aptitudes and interests and they want to
study subjects accordingly.
Under these cond itions it is simply unwise to compel students to pursue a
uniform pattern of course of study. This proves harmful to the native
faculties of the students and retards their development.
The only course open to educate students of different tastes is to open
more multi -purpose schools in order that they may study subjects of their
liking and develop their personality all round.
Many children generally reach the age of pre -adolescence by the time they
finish their primary education. This age is very crucial fr om the point of
view of their development. Their likings, inclinations and tastes are not
very clear at this stage.
Hence, it is very important to guide them carefully for their future growth.
At this stage whereas subjects of their likings and taste accel erate the pace
of their development, the subjects forced upon them against their choice
retard their natural growth. Therefore, the multi -purpose schools alone can
help them to promote their natural development.
Besides, these multi -purpose schools will cr eate love for manual labor in
the children. Some people hold the view that technical and arts schools
should be opened separately as is the practice in some Western countries
like USA etc., which means that instead of multi -purpose schools, two
different t ypes of schools should be opened.
But it may be inferred as what would have been the fate of technical and
vocational schools in India where since times immemorial mental labor
had always been considered superior to manual labor.
Even in some progressive c ountries like the U.S.A. where manual labor is
accorded a high place, technical and vocational schools do not enjoy that
much of respect which other institutions command. Hence in the
development of our country, multi -purpose schools have a vital role to
play.
6.2.4 Significance:
Multi -purpose schools have a vital role to play in the present set up of the
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87 Multipurpose School for Work Education and Development likings. Consequently, their emotional and psychological development
will tak e place in a natural manner.
They will understand the dignity of labor. They will have the opportunity
to widen their knowledge of crafts learnt in primary or basic classes. Some
defects of secondary schools will find remedy in the multipurpose schools.
The provision of study of various subjects will remove the need to change
schools. The education system will be given a democratic spirit. Trained
students of these schools will prove assets in the various development
plans of the country. Due to the study o f different subjects the personality
of a student will develop in a balanced manner.
6.2.5 Role of Multipurpose School:
1. Multipurpose Schools should develop the habit of labor based work.
2. Multipurpose Schools should develop different skills and abilit ies
required for different vocations.
3. Multipurpose Schools should develop values like dignity of labor,
adjustments, independent working, leadership, cooperation among the
students.
4. Multipurpose Schools should give an opportunity to create an attitud e
of social services among the students.
5. Multipurpose Schools should be able to fulfill the needs of society
related to skilled labor.
6. Multipurpose Schools should serve as a foundation course for further
curriculum of vocational education.
7. Multipu rpose Schools should be able to produce wealth in a limited
sense.
8. Multipurpose Schools should make students aware of hidden
potentials and abilities inside them.
6.3 CRITERIA FOR SELECTION OF WORK EDUCATION Work education means education through learni ng experiences based on
action and activity.
Definitions:
Work education is taking education through participation in productive
work which is done in school, college, home, workshop, field, factory or
at any other place related to production.
- Kothari Comm ission munotes.in

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88 Work Education
88 Socially useful productive work is work meaningfully and purposefully
done and which results in socially useful production or service.
- Ishwarbhai Patel Committee
6.3.1 Criteria for Selecting Work Education i n School:
Productive work came in contact with teachers and society because
socially useful productive work ( SUPW) was at the center of school
syllabus; formerly subjects and teachers were at the center of syllabus. In
national education policy 1986 , pupil centered education was emphasized
as pupi l was at the center in the present syllabus, emphasis is on society
centered education as education should be life oriented. Earlier syllabus
created a gap between school syllabus and society. Now importance is
shifted to make school society oriented and t hereby creating awareness of
social needs and participation of school in satisfying those needs.
Emphasis is also placed on participation of school in social and economic
in the community. It is expected that scientific attitude and technical
education are to be used. Against this background work education
activities should be selected on the following criterion:
 Activities should be an indivisible unit of education.
 They should satisfy community and social needs.
 They should reduce rifts in the community a nd promote
understanding.
 They should be productive and should link technology and science.
 In education local vocation should be primarily considered.
 Work education activities should be complementary to rising vocation
and should have close relation with man power.
 They should offer equal opportunity for education for all pupils.
Physical and intellectual ability should be considered. Planning of
activity should be a rising grade. only those activities liked by,
digested by and ably handed by the pupil should be selected.
 Pupils will take interest in problems of surroundings. They will try to
improve their surroundings and will be drawn away from the tendency
to rush to cities.
 Work education should motivate pupils to share informal education
through par ticipation.
 It should create affinity about self Reliance and self dependence
through activities and national development and national Pride should
be nurtured.
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89 Multipurpose School for Work Education and Development 6.3.2 Criteria for Selecting Work Education in Higher Education:
 Objectives of work education should be considered While selecting
activities for work education.
 Level and needs of the students should be taken into consideration.
 Also the background of students should be Considered while selecting
work education activities.
 Availability of time and space should be taken into consideration for
selecting work education activities.
 At the Higher Education stage Work education activities should be
more focused so identification of problems has to be done before
selecting the activities .
 At Higher Educa tion level work education should have manual work
and community involvement.
 Work education activities should be more focused related to specific
area and as per the interest of the student.
6.3.3 Criteria for Selecting Work Education in Teachers Training:
 Work education should be the part of internship that means practice
teaching.
 Work education must be socially useful and as per the needs of the
local community.
 Work education should involve activities in collaboration with NGOs
and community involvement is compulsory.
 Work education should provide training on how to carry out work
education at school level.
 Work education activities at various local schools should be planned
and executed with the help of school teachers.
6.4 WORK EDUCATION AND DEVELOPMEN T Work education leads to all round development means development of all
the three domains cognitive domain, affective domain and psychomotor
domain. It not only leads to development of individuals but also leads to
social, political, economical, national and international development.
6.4.1 Individual Development:
Self- labor is given an important place in work education. Here children
do as many activities as possible on their own. As a result, values like
exertion, efforts, courage, initiation, respect f or manual labor, self -
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90 Work Education
90 automatically in children. Work education imparts children training in
self-reliance.
Work Education helps students develop skills like work values,
productivity, and sel f-reliance. In addition, work education allows students
to identify their natural interests and aptitudes in selecting suitable courses
of study. Work education focuses on improvement of practical skills leads
to the promotion of values. Like environmental preservation, human
viewpoint, awareness of social accountability and social service.
Work Education leads to unified development, integrated development of
Head, Heart and Hand means the development of intellectual, affective
and psychomotor domain of th e students. so work education leads to all
round development of the students.
6.4.2 Social Development:
Due to work Education community life develops in children. Qualities like
team spirit, to shoulder work that is co -operation and a sense of mutual
help. Children acquire the competence of social adjustment through
community life. In the traditional education system, only class -room
teaching takes place collectively. There too, the education is being
imparted through talking or lecture method rather than a ctivities. As a
result the development of sociability in children does not reach the
expected level. While in the work education system, the education of
community life is imparted through perceptible activity of daily life
dealings and various activities of industry. Daily activities of school and
laborious, creative and productive activities of hand industry have been
made a medium of community education. Thus a child naturally develops
sociability.
Work education also provides skilled labor for different types of
vocations. So it promotes the idea of vocational education among the
students and parents.
6.4.3 Political and Economic Development:
India is a country with a very large population. So it always faces the
problems of poverty and unemployment. The national policy of
developing country like India should reflect speedy and competitive
progress. It also reflects our responsibility to increase productivity of
every person. Among the different problems facing our nation, providing
employment to everyone is an important one. The solution to this problem
is inclusion of the subject work education. Natural resources and human
resources constitute a major share in the development of the nation.
Human resource development can be achieved through work educatio n.
Work education is a type of education which increases national
productivity in turn leads to more employment, social development and
increases economic development of the country.
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91 Multipurpose School for Work Education and Development 6.4.4 National and International Development:
National development alw ays depends on industries and economic
development of the country. Work education stresses the policy of
learning by doing. It also stresses on developing various skills related to
different vocations. So work education can also be called “Education for
getting a job”. By means of the work education industry can get skilled
labor which increases the rate of production and fasters the economical
growth of the country. As the economical growth becomes faster there is
an increase in the rate of national develo pment. Development in
productivity, increase in the number of industries, increase in economic
development altogether leads to national development.
International development Depends on the development of various
Nations throughout the world. If there is m ore employability and skilled
labor available in various countries then it will improve the standard of
living of the people from different countries which will in turn lead to
stable and peaceful life leading to international development.
6.5 LET US SUM U P The concept of multipurpose school ari se from the recommendations of
Mudaliar commission. The Government of India introduced the scheme in
October 1954 for the first time. The number of these schools which was
250 in the First Five Year Plan rose to more than a thousand in the Second
Plan. But the concept of multipurpose school did not work much into India
due to Shortage of teachers, Dearth of suitable text -books and unsuitability
of timetable, Problem of opening new schools and difficulty of
conversion, Difficulty in providing complete technical curriculum,
Difficulty in the selection of curriculum and the problems of parents’
dissatisfaction. Work education must be the compulsory part of school
education, teacher education and higher education so as to inculcate
various vocation related values and to produce skilled labor required for
industries. Work education will reduce unemployment in developing
country like India and will also inculcate the values like self dependence,
dignity of labor, economical i ndependence among the youth. Thus finally
it will lead to Economical, National and International development.
6.6 UNIT END EXERCISE 1. State the concept of multipurpose school.
2. What is the need for multipurpose school?
3. What is a multipurpose school ?Explain its significance.
4. Describe the role of multipurpose school in society?
5. Explain the criteria to select work education activities at school level?
6. How will you set the criteria for work education at Higher Education
level? munotes.in

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92 Work Education
92 7. Explain the cr iteria for work education in a Teacher Training
Institution?
8. “Work Education leads to all round development of students” Justify.
9. “Work education leads to National Development” Justify.
6.7 REFERENCES  Aggarwal, J.C. and Aggarwal, S.P.(1987) Vocation al Education, New
Delhi, Doba House Publication
 Bagade, Vishakha and Gore, Madhav (2010) Work Education, Pune,
Nirali Prakashan
 Magre, S. and Francis, R. (2018) Project Based Activities: Insightful
Journey, Mumbai, Dyan Prakash Publication.
 Report of Secon dary Education Commission( 1952 -53)
 Report of National education policy 1986
 Report of National education policy 2020 Webliography
 https://www.shareyouressays.com/knowledge/short -essay -on-the-
importance - of-multi -purpose -schools -in-india
 https://www.yourar ticlelibrary.com/education/suggestions -by-
mudaliar -comm ission -to-improve -secondary -education -in-
india/44843
 https://www.mkgandhi.org/articles/basic_edu.htm
 https://www.nios.ac.in/media/documents/dled/Block3_508.pdf


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12Turnitin Originality ReportWork Education by Idol Ma EducationFrom Quick Submit (Quick Submit)Processed on 22-Dec-2022 14:09 ISTID: 1985800970Word Count: 28016 Similarity Index5%Similarity by SourceInternet Sources:5%Publications:N/AStudent Papers:N/Asources:3% match (Internet from 29-Jun-2019)https://niosdled.net/wp-content/uploads/2018/07/Block3_508.pdf2% match (Internet from 30-Jul-2014)http://cbseacademic.in/web_material/publication/archive/workeducation.pdfpaper text:Unit 1. Work Education Index a) Concept, meaning, objectives and nature of work education b) Workeducation – characteristics, Principles, need and significance, areas of education. c) Strategies to promotework education 1.1 Objectives: The students will comprehend: ? the concept and meaning of work education? the principles, need and significance of work education ? the nature of work education ? the importance ofsocially useful productive work ? the strategies to promotes work education 1.2 Introduction: Education inevery nation focuses in providing a system of learning that offer students a chance to develop skills andtalents that is important in their life and future. Whether education should be connected to physical labour orwhether work education should be a fundamental component of education must be decided. Work educationis seen as meaningful and purposeful physical labour and is organised as an integral part of the educationalprocess. It is viewed as the creation of beneficial products and performing work, both of which provide thestudents a sense of fulfilment and pleasure. Activities that combine knowledge, cognition, and practical skillsare prioritised in work education. Work education includes activities that focus on personality developmentand developing the society through variety of needs that are important to human life2such as health and hygiene, food, clothes, recreation, and service to thesociety, in accordance withthe state of cognitive and psychomotor skills of children while learning. Work education yields opportunitiesthat benefit the society and self- satisfaction. It focuses on hands on experience and learning by doing. Thedaily importance of work education can be demonstrated by the students habits and skills. Work educationaim to augment students knowledge and understanding to the surrounding and in relation to the learningexperience gained from the activity. Work education aims at: 1.It promotes consistent behaviour and apositive mindset in order to meet their body's basic demands. 2. To make individuals more conscious of theirsurroundings and the linkages between people and the environment. 3.Instills a sense of pride in oneself forperforming hard labour and educates one to value its importance. 4. It helps to create values that societyfinds appealing. Being focused, punctual, judicious, dutiful, maintain cleanliness as a habit, self-reliance,hardwork, dedication, perseverance, resilience, social discipline, self-discipline helps in developing effectivelearning skills that cannot be effectively simply by1reading books or listening to lessons, but can be developed whenstudents engage in a variety of activities together. Socially beneficial values and virtues then groworganically. 5. Work education covers hygiene, nutrition, and food rules in great detail. Through work-basedlearning, they gain awareness and learn how to maintain the neighbourhood clean. 6. to foster the ability toexpress oneself creatively. Every child is naturally gifted with the ability to express themselves creatively.After planning artistic events, work education offers chances for individual self-expression. 7. It develops themunotes.in