Vocational schools, he advocates, allow students to work directly with the educational path they are following, gaining that hands-on experience which will inevitably lead to innovation (Toner 2010). One large differential between universities and vocational schools are their focus on tactical education. In a university, much of the education is learning the skills through instruction. In vocational schools, much of the education is the tactical classroom environment, where students are directly exposed to what they will be doing in the workforce. This ability to be involved appeals to many students who may have felt that academia may not
Furthermore, one could argue that social skills are a valuable trait to possess and by doing volunteer work, students can learn to interact with people from all kinds of social standings, ages and backgrounds which will undoubtedly help them cooperate with their co-workers better once they join the workforce. Not to mention that volunteer work can teach many practical skills which will not only give the student in question valuable abilities in the work place, but it will also look good on a resume. In many cases parents wouldn't push their children to
Bhagat Singh was considered to be one of the most influential revolutionaries of Indian Nationalist Movement. He became intricated with numerous revolutionary organizations.
• Vocationalization at higher level attracted mainly by the low economic growth as it is going to provide employment Current Scenario and key challenges: Skills in India are largely acquired through two main sources: formal training centres and the informal or hereditary mode of passing on cascading skill sets from one generation to the next. Nowadays, vocational courses are becoming quite popular among youth because it is believed that taking these courses would provide more and better employment opportunities than those provided by conventional academic courses. While there remains a requirement for skilled professionals in the industry, the supply for the same is hampered by: • High dropout rate at Secondary level: Vocational Education is presently offered at senior secondary level but the students at this level aspire for higher education. • At present, the vocational system put much emphasis on the academic skills, resulting in lower incidences of vertical mobility. • There is a lack of participation by private players in the field of vocational
Kailash Satyarthi The Seeker of Truth Anonymous BUS 3305: Business Law and Ethics The University of the People Introduction Kailash Satyarthi is a human rights activist focused on ending child slavery and exploitive child labor, helping to save over 80,000 children from slavery (A Seeker… n.d.). We will look at how he, through great personal sacrifice, has been able to achieve so much in the fight for children. We will explore his early years, and what motivated him to pursue his calling, his selfless actions which made him a hero to so many and also look at how his actions contributed to entrepreneurship in the global economy. Early life Kailash Satyarthi was born Kailash Sharma January 11, 1954 in Vidisha, India (Wikipedia, n.d.). In order to understand what motived Mr. Satyarthi to become the champion for exploited and enslaved children it is necessary to look at a couple of incidents that occurred he himself was a boy.
A Gambler’s story, inspiring shadow lighting and the sultry GeetaDutt as a club dancer – it was a total masala film. Jaal (1952) ‘YehraatyehChaandniphirKahaan, sun JaadilkiDaastaan’Jaal looked outside the crowded cities to the gentle coast of Goa for inspiration. This film is truly one-of-a-kind, exploring life in the Portuguese fishing colony and between two Christians, Tony (DevAnand) and Maria (Geeta Bali). Note: Jaal was released before West Side Story hit Broadway, so the names of the lead characters are just a coincidence! It is amazing thatlike most Guru Dutt films, the plot brings something new to the table.
Saoli Mitra uses the tradition of kathakata for both her plays – NathabatiAnathabatand Katha Amrita Saman.Kathakata is an indigenous folk form of story-telling in Bengal. In the Bengali translation of ‘Narrative Theatre’ written by Saoli Mitra, Saoli says that the idea of performing the play, NathabatiAnathabatin the folk tradition of Kathakata came naturally to her. It is quite interesting to hear from Saoli that she never saw Kathakata before 1983(NathabatiAnathabat’sfirst performance). Saoli defines the Kathak as a narrator, a story-teller in pre-modern Bengal who would narrate the major Hindu scriptural texts with verbal and musical embellishment. Such performers were mostly males paid to perform at annual rituals or family rites of passage.
Radhakrishnan also rewarded Bharat Ratna and he was a great philosopher, India’s first and second President. He was rewarded Bharat Ratna when he was the vice president of India. • Bhagwan Das -1955 Bhagwan Das was a theosophist, independence activist, as well as founder of Mahatma Gandhi Kashi Vidyapith • Visvesvaraya -1955 He was the most notable engineer of India. He was a civil engineer, Knight Commander of the Indian Empire, and Diwan of Mysore. • Jawaharlal Nehru -1955 Pandit Jawaharlal Nehru was honored Bharat Ratna award in the year 1955 while he was Prime minister of India.
Results of this study confirm the existence of a positive relationship between managerial skill competencies and job performance in employment. The key findings was that there was a difference in the learning outcomes among management students. In case of the some students under study, it was observed that their college curriculum focused more on innovative training pedagogy and learn by doing approach , it was found that these students were more enthusiastic, active, participative , willing to learn and apply their knowledge skills. Due to these continuous training they were able to enhance their confidence and job employability prospects. On the contrary, in some management students they were more text book based learning and due their restrictive exposure these students had limited knowledge applicability in real life situations which further narrowed down their scope of employment.
4. Veer Savarkar practised ‘dining of all Hindus together’ irrelevant of the castes in 1930. He was the first revolutionary-cum-politician who within 10 years eradicated the evil practises of untouchability in Ratnagiri, where he was interned. 5. Veer Savarkar pioneered the ‘Shuddhi’ movement.