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National council of vocational educational board Profile

A National Council of Vocational Educational Board (NCVEB) is a one of the kind Registration Act was approved in 1860 to confirm the legal status of the growing body of under A National Council Of Vocational and Skill training Development Entrepreneurship in India. The Constitution of India and Incorporated under the legislation Public Private Partnership in India. Ministry of Corporate Affairs, Government of India. And Indian Education Commission (Vocational Education Council training) An Autonomous Body Executive Council. It aims to promote Vocational and skill development by catalyzing creation of large quality, Support by the National Skill Development Corporation, (NSDC) An Autonomous Body and Ministry of Skill Development & Entrepreneurship India.

The vocational training will be organized in the areas to support the unemployed persons to seek job opportunities or to start help employment project to sustain with the permanent income. This scheme will support the unemployed person to free from various anti- social activities as well as to keep them in peace with the useful occupation. Under the vocational training programmer the following skill training will be offered to the educated and the uneducated unemployed persons to start any help employment project or to seek any job opportunities in the government or in the private sectors.

Vocational education is education that prepares people to work in a trade, in a craft, as a technician, or in support roles in professions such as Agriculture, Technology, Health Services, Travel and Tourism, Shipping, Aviation, Ayurveda, Home Science, Business and Commerce, Computer Science, IT, Teacher Training and Library Science amongst others. Craft vocations are usually based on manual or practical activities and are traditionally non-academic but related to a specific trade or occupation. Vocational education is sometimes referred to as career education or technical education.

Vocational education can take place at the secondary, post-secondary, further education, and higher education level; and can interact with the apprenticeship system. At the post-secondary level, vocational education is often provided by a highly specialized institute of technology or by NCVEB, or by a local community college.

NCVEB provides funding to build scalable, for-profit vocational training initiatives. Its mandate is also to enable support systems such as quality assurance, information systems and train the trainer academies either directly or through partnerships. NCVEB Apprentices Act of 1961 as a catalyst in skill and Vocational development by providing funding to enterprises, companies and organizations that provide skill training. It will also develop appropriate models to enhance, support and coordinate private sector initiatives. The differentiated focus for the 29 & 30(1) Constitution of India sectors under NCVST’s purview and its understanding of their viability will make every sector attractive to private investment.

As per section 12(1) of the National Societies Act any voluntary organization or the association of parents of persons with disabilities or the "Association of Persons with disabilities working in the field of autism, cerebral palsy, mental retardation and multiple disabilities" already registered under the Societies Registration Act, 1860(21 of 1860), or section 25 of the Companies Act, 1956(1 of 1956), or as a Public Charitable Societies. under Persons With Disability Act, 1995 in the concerned state can apply for registration in National Societies by filling online form along with form `E’ (generated by the system) duly signed and stamped by the President/General Secretary of the organization. The registration of such organization shall be necessary with the Societies for availing benefits under the NCVEB registration. The Constitution And Functioning Of Public Organized Is Approved Unanimously (A Organized Duly Registered Under The Organized Company Act, 1956 Govt Of India) By The Planning Commission Government Of India.

The Education Commission (1964-66) Also Recommended A 10-Year Schooling And Diversification Into Two Streams – Academic And Vocational Education To Ensure Public Organized Co-Operation Effort Implementation Of The Vocational Education Development Plan .

Education is an endless process needed for the development of any nation. India being one of the developing country concentrates on four aspects of youth education as maximum percent of youth are in our country and who are going to build this universe.

The four central aspects of youth education are identified as:
(1) Skill Educational training;
(2) Vocational Educational training;
(3) Community Educational training
(4) Lifelong learning;
(5) An amplified version of basic education which includes pre-school, elementary and secondary level education;
(6) Links between formal and non-formal education; (7) Education for work.

• 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:
• To help students in selecting appropriate vocational career.
• 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.
• To utilize maximum intellectual resources means fruitful and effective utilization of talents.
• To generate awareness among children, parents, and other community agencies about vet.
• To help vocational pass outs in future careers planning. to assist in proper implementation of the programme 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;

First three are practiced by all the schools but the schools less concern the last one education for work. This aspect can be affected by means of vocational training.

The role of education in facilitating social and economic progress has long been recognized. Education improves functional and analytical ability and thereby opens up opportunities for individuals and also groups to achieve greater access to labour markets and livelihoods. A better educated labour force is essential if we are to meet the labour supply requirements of faster growth. Education is not only an instrument of enhancing efficiency but is also an effective tool of widening and augmenting democratic participation and upgrading the overall quality of individual and societal life.

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