Board of Management

The board of management of the NCVEB is the rule executive body of the institution. the board of management has the power of management and administration of the institution and the conduct of all affairs of the institution not otherwise provided for fulfillment of the objects of the institution to make it an institution of excellence for promoting skill based programmers in the field of vocational training.

Mission of the Board

The Board is the principal policy-making and advisory body on all academic matters relating to and affecting a board of’s teaching, research and educational programs. It is responsible for assuring academic standards and quality, and, in fulfilling this function, ensures academic freedom, academic integrity and high standards in research, assessment and admissions. It carries out these functions in partnership with, but independently of, the Vice-Chancellor’s executive management team, referred to below as the “Board of Executive”. It is separate from and accountable to the Council and works with the Vice-Chancellor, the Board of Executive and the Council in pursuit of the shared goals of the board of to pursue truth and the creation and dissemination of knowledge.

The Board is composed primarily of academics, who are representative of the academic diversity in the board of. It also includes students as junior colleagues in the academic enterprise and provides an important venue for student involvement in academic decision making. The Board will frequently also include professional staff as key partners in its mission.

Free and open debate fosters moral authority within the academic community, and the Board provides a forum to promote debate and information flow on a wide range of issues affecting research and higher education. Boards provide cross-functional and collegial mechanisms to address and resolve complex problems that cut across academic and administrative policy.

Through its representational structure, the Board upholds the voice and the interests of the academic community in a tripartite governance structure in Australian universities comprising the Academic Board, the Council and the Executive Management led by the Vice Chancellor.

Characteristics of a well-functioning Board

In an institution where the Board is contributing well to fulfilling the aims of its board, one would expect to find many or all of the following characteristics, which are grouped under a series of headings. This is not intended to be a checklist, or a list of standards. Depending on their institutional contexts, which may change with time, Boards will reflect these characteristics in different combinations and with different weightings. In a shared academic governance model, where a board organizes its Board’s purpose and functions differently, this list of characteristics may assist the board and Board in assessing the effectiveness of their overall academic governance arrangements by ensuring that they are managed across the institution in an appropriately collegial manner.

Academic Council

Academic council exercises general supervision over the academic work of the institution, methods of evaluation, research and improvement in academic standards. it lays down curriculum & frame syllabi for various programmer offered by the institution and promote research activities and programmer. It determines equivalence and improvement in academic standards of the institution.

1. To develop and review the policies and procedures on all academic matters of AIM, including but not limited to academic quality assurance measures; and to facilitate the implementation of and compliance with such policies and procedures.
2. Develop an asset of standards to ensure the academic quality of every course to be offered or provided by AIM.
3. Approve each person to be deployed to teach any course offered or provided by AIM or any module or subject thereof, after determining that the person possess the minimum qualifications and experience
4. Review the Academic policies and procedures biannually.
5. To perform advisory role on:
      • Learning, teaching and assessment
      • Utilization and structure of the academic year
      • Collaborative partnerships
      • New programmes
6. Consideration of the development of the academic activities of the institution and the resources needed to support them.
7. Strategies on admission and recruitment of home and international students.
8. Fostering and maintenance of the closest possible connections with industry, commerce, professions, arts, and other external links including those with educational establishments in Singapore and overseas.
9. Allocation of funds targeted for the support of teaching and learning initiatives
10. To consider policy issues regarding student experience, learning, teaching and assessment.
11. To monitor academic standards to ensure that they are consistent with appropriate quality assurance standards.
12. To advise on programme entry requirements.
13. To review periodically the operations of the procedures for ensuring integrity and security of assessment tasks and results.
14. To monitor policies and activities directed to continuous improvement in education provided by the institution.
15. To receive reports from any sub-committees and working groups as required.
16. To receive reports of quality assessment or review reports from external bodies and Professional and Statutory Bodies, and to call for and consider responses from relevant faculties.
17. To monitor student assessment to ensure that they are consistent with appropriate quality assurance standards.
18. Recommending the institution of fellowships, scholarships, studentships, prizes and other aids to study and research.

Advisory board

The advisory board consists of renowned academicians and field functionaries in vocational training in India and abroad to give their training expert advice on academic policies and programmer of the NCVEB for maintaining high standards of quality training and education, keeping in view the emerging trends and technologies world over and to advice on measures to ensure effective dissemination of the information related to training.

1. To advise Austin on new program proposals and and major revisions to curriculum of existing programs.
2. To recommend policies concerning student selection, progression and advise improvements.
3. To review and advise on student assessment and academic standards.
4. To review the quality of service delivery and feedback, and advise the improvements for annual academic audit review report.
5. To review and advise on the operating procedures for ensuring academic quality, integrity and security of assessment tasks and results.
6. To monitor and advise on the policies and activities directed to continuous improvement in education.

Executive Council

Executive council is the principal council of the institution to monitor & control the executive functions of the institution. This council assists the board of management in the discharge of many of its functions of academic and administrative nature to strengthen the institution in all respects.

Examination Council

Examination council is the highest body for the conduct of examination. It lays down pre-examination, actual conduct of examination & post examination processes of examinations. The examination council appoints paper setters, moderators, evaluators and also result committee. It functions under the overall control of the board of management. It takes all measures to maintain reliability, validity and credibility of the examinations conducted by the institution.

1. To develop examination and assessment procedures for AIM, including but not limited to –
a. the security of examination scripts and answer scripts
b. the conduct of examinations and assessments;
c. the duties and responsibilities of invigilators and markers;
d. the moderation of examination and assessment marks;
E. the handling of appeals from students with regards to examination or assessment matters;
f. Conduct examinations and assessments;
      •In respect of a course that it provides leading to an award that is conferred in its own name, in accordance with the examination and assessment procedures developed by its examination board;
      • In respect of any other course that it provides, in accordance with the procedures specified for the course by the developer or proprietor of the course.
2. Replies to issues raised by the awarding board.
3. To review the Examination and assessment procedures biannually.

Skill Training Development Mission

Skills and Vocational knowledge are the engines of economic growth and social development of any country. Countries with higher and better levels of knowledge and skills respond more effectively and promptly to challenges and opportunities of globalization. India is in transition to a knowledge based economy and its competitive edge will be determined by the abilities of its people to create, share and use knowledge more effectively. This transition will require India to develop workers into knowledge workers who will be more flexible, analytical, adaptable and multi skilled.

Skill Development means developing yourself and your skill sets to add value for the organization and for your own career development. Fostering an attitude of appreciation for lifelong learning is the key to workplace success. Continuously learning and developing one's skills requires identifying the skills needed for mobility at Cal, and then successfully seeking out trainings or on-the-job opportunities for developing those skills.

Developing your skills begins with assessing which skills are important for your desired career development. Read about career skills in the self-assessment section of this website. Speak with your supervisor or manager and other career mentors to identify the types of skills that will help move you forward in your career.

In the new knowledge economy the skill and Vocational sets will include professional, managerial, operational, behavioral, inter personal and inter functional skills. To achieve this goals, India needs flexible education and training system that will provide the foundation for learning, secondary and tertiary education and to develop required competencies as means of achieving lifelong learning.

Vocational Training Development Mission

Vocational Training Council (VTC) is the largest vocational education training and professional developmental. Established in 1982, the VTC provides valuable credentials for some 250,000 students each year through a full range of pre-employment and in-service programmes with internationally recognized qualifications.

Until recently, almost all vocational education took place in the classroom, or on the job site, with students learning trade skills and trade theory from accredited professors or established professionals. However, online vocational education has grown in popularity, and made it easier than ever for students to learn various trade skills and soft skills .

Vocational Guidance And Counselling

VOCATIONAL GUIDENCE AND COUNSELLING CONCEPT OF VOCATIONAL GUIDENCE AND COUNSELLING Guidance can be defined as the process of helping individuals to understand themselves and their world. It is the assistance given to individuals in making intelligent choices and adjustments. It is based on the beliefs that the ability to make such intelligent choices is not innate but like other abilities must be developed.

Vocational Education

Although the objectives of guidance in secondary education also apply here but still guidance in vocational education play a significant role to achieve following objectives:
i) To help students in selecting appropriate vocational career.
ii) To get maximum results and also to utilize money and efforts invested in vocational programmers.
iii) to make the children realize their potential by providing education according to their educational expectations.
iv) To utilize maximum intellectual resources means fruitful and effective utilization of talents.
v) To generate awareness among children, parents, and other community agencies about vet.
vi) To help vocational pass outs in future careers planning. to assist in proper implementation of the programmer of vocationalisation of education analysis and study of structure in our vocational education system;

analysis and study of structure in our vocational education system and analysis of the separate levels of types of vocational education;
projecting new system and conceptual solutions for the vocational education and other types of vocational education;
Current innovation and suggesting new solutions in given education components (programmable, processed, organizational, technological, human resources, norms, etc.).
research of developing trends in vocational education;
research of human resources;
preparing and supervising and development of standards for trades;
development of national framework for vocational qualifications;
development of education standards ( education profiles, plans and programs):
Supporting the social partnership in all levels and phases of planning, development and realization of vocational education;
supervision of the realization of education program;
teacher’s training for vocational classes;
counseling, and mentoring for teachers;
cooperation with international institutions
from established professionals in the industry.

Community Training Development Mission

Community education, also known as community-based education or community learning & development, is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes.

Community education encompasses all those occupations and approaches that are concerned with running education and development programmes within local communities, rather than within educational institutions such as schools, colleges and universities. The latter is known as the formal education system, whereas community education is sometimes called informal education. It has long been critical of aspects of the formal education system for failing large sections of the population in all countries and had a particular concern for taking learning and development opportunities out to poorer areas, although it can be provided more broadly.

There are a myriad of job titles and employers include public authorities and voluntary or non-governmental organisations, funded by the state and by independent grant making bodies. Schools, colleges and universities may also support community learning and development through outreach work within communities. The community schools movement has been a strong proponent of this since the sixties. Some universities and colleges have run outreach adult education programmes within local communities for decades. Since the seventies the prefix word ‘community’ has also been adopted by several other occupations from youth workers and health workers to planners and architects, who work with more disadvantaged groups and communities and have been influenced by community education and community development approaches.

Community educators have over many years developed a range of skills and approaches for working within local communities and in particular with disadvantaged people. These include less formal educational methods, community organising and group work skills. Since the nineteen sixties and seventies through the various anti poverty programmes in both developed and developing countries, practitioners have been influenced by structural analyses as to the causes of disadvantage and poverty i.e. inequalities in the distribution of wealth, income, land etc. and especially political power and the need to mobilise people power to effect social change. Thus the influence of such educators as Paulo Friere and his focus upon this work also being about politicizing the poor.

In the history of community education and community learning and development, the INDIA has played a significant role in hosting the two main international bodies representing community education and community development. These being the International Community Education Association, which was for many years based at the Community Education Development Centre based in Coventry INDIA. ICEA and CEDC have now closed, and the International Association for Community Development, which still has its HQ in Scotland. In the 1990s there was some thought as to whether these two bodies might merge. The term community learning and development has not taken off widely in other countries. Although community learning and development approaches are recognised internationally.

Rular Development Mission

Now our country is developing due to the development of science and technology. This has been possible because of the availability of material and human resources. Our country is too rich in these two resources. What is needed is their proper utilization. This requires expansion and development of vocational education. The need of the hour is to impart vocational education in order to acquire expertness in the field of “technical know-how”.

Vocational education is concerned with the training on vocation. It is related to productivity. Vocational education prepares individuals for jobs. It has adequate employment potentialities. It helps in broadening of horizon. It leads to dignity of labour. It is helpful in the maximum utilization of the material resources of the country.

When vocational educational education is mixed with general education it is called vocationlisation of education. Vocationalisation of education is designed to introduce manual skills in general education. Vocationalisation of education means training in some vocations at the secondary, Higher Secondary level with general education.

According to the recommendation of the Secondary Education Commission (1952-53), the aim of vocationalisation of education is to improve the vocational efficiency of the students. Therefore, the Commission emphasized on increasing the productive & vocational efficiency of our students and it recommended for diversified courses in multipurpose schools.

The Indian Education Commission (1966) pointed out that vocationalisation can bring education into closer relationship with productivity. It also recommended to give a strong vocational bias to secondary education and to increase the emphasis on agricultural and technological education at university stage.

The National policy on Educating (1986) and its revised formulations gave stress on the introduction of systematic, well planned and rigorously implemented programmes of vocational education.

Following are the aims and objectives of vocationalisation of education according to the National Policy on Education, 1986.
1. To develop a healthy attitude among students towards work and life.
2. To enhance individual employability.
3. To reduce the mismatch between the demand and supply of skill man-power.
4. To provide an alternative for those intending to pursue higher education without particular interest or purpose.
5. To prepare students for identified vocations spanning several area of activity.
6. An emphasis in vocational education will also be on development of attitudes, knowledge, and skills for entrepreneurship and self-employment.
7. To provide opportunities to fulfil the needs of women, rural and tribal students and the deprived sections of society.
8. To give opportunities for professional growth, career improvement and lateral entry into courses of general, technical and professional education through appropriate bridge courses.
From the above discussion we may conclude some of the common aims and objectives of vocationalisation of education.

These are as Follows

(1) To increase the productive potential of the country.
(2) To raise the economic standard of people.
(3) To reduce the level of unemployment by providing self- employment schemes.
(4) To utilize man-power to fullest extent.
(5) To make the students skilled technician.
(6) To help for equitable sharing of benefits of economic development to ensure social and economic justice.
(7) To help students understand the scientific and technological aspects of contemporary civilization.
(8) To make use of material and human resources.
(9) To exploit the scientific and technical knowledge for betterment of the society.
(10) To generate in pupils a love and appreciation for work.
Now-a-days, vocational education has got due impetus due to the development of science and technology. So planning and implementation of the programme will certainly help in controlling and solving the problem of educated unemployment of our country.

Placement Advice Council

Career counseling and career guidance are similar in nature to other types of counseling, e.g. marriage or psychological counseling. What unites all types of professional counseling is the role of practitioners, who combine giving advice on their topic of expertise with counseling techniques that support clients in making complex decisions and facing difficult situations. The focus of career counseling is generally on issues such as PLACEMENT exploration, career change, personal PLACEMENT COUNCIL and other career related issues.

The Career Educator "supports people in developing their own career management competences"
The Career Information & Assessment Expert "supports people in assessing their personal characteristics and needs, then connecting them with the labour market and education systems"
The Career Counsellor "supports individuals in understanding their situations, so as to work through issues towards solutions"
The Programme & Service Manager "ensures the quality and delivery of career guidance and counseling organizations’ services"
The Social Systems Intervener & Developer "supports clients (even) in crisis and works to change systems for the better"