**2. Recent developments in technical vocational education and training and skill training system**

In the context of this chapter, TVET system relates to a formal training system where students after obtaining school certificate enter the vocational stream leading to a certificate, diploma and specialized trade-related courses. In general, the trained youth entered this formal system and were allowed to do an apprenticeship training attached with industry leading to award of certificate for which the learner is enrolled. The skill development system is a structured system of skill training for youth who have never attended a school, students attended school and later drop-out for reasons, or youth who never had a formal education in any of system and those aspiring to enter the labour market with a certification (recognized by the designated skill certification authorities following such norms), and this certification empower the youth in getting an employment in labour market.

Over the decade, the TVET system emphasized the requirement for change in the organizational structure at various levels that will help to address the core aspects of vocationalization. The efforts for introduction of vocational education at various levels achieved impact to an extent at that point of time. The government at national level has taken series of efforts on its own and with the support of externally aided institutions such as GIZ India, ILO, The World Bank and few private sector partners including NGOs to conduct a review of the TVET system [15].

Some of the key issues in the TVET system are briefly illustrated, which are in general relevant to the developing nations like India.


*Application of Augmented Reality in TVET, a Modern Teaching-Learning Technology DOI: http://dx.doi.org/10.5772/intechopen.99550*


The vocationalization in India turned to large-scale training system and the need for private sector engagement came into a realization based on the review and assessment by national and international institutions. Studies were conducted by the World Bank, GIZ India, UNESCO-ILO and few joint studies to elicit nature of demand and potential. Consolidating the recommendations and outcome of the above strategic studies, the Central Advisory Board on Education in 2008 [16] stressed on quality, quantity, access and relevance. The objective was also to engage with private sector in large-scale design, development and deployment of skill trades which lead to employment, education and empowerment. The private sector participation and learner engagement model for the large-scale system varied with the type of service provider, the institutional management structure, financial capacity and capability and reaching the needy across demand sectors, needy sectors and employment potential. A system that allowed greater cost sharing, that is moving from a system which is increasingly financed by the private sector and by student fees and ensuring that vocational technical education, has vertical mobility to higher education for the prospective students.

The technical vocational education and training system in India has evolved to meet the labour market needs at various levels. The integration of skills in the formal education system is presented as a comparison as given in **Figure 1**.

The technical vocational education training in many Asian countries such as Thailand is termed as experimental-based learning process [18] and authors also define as 'an education designed and developed to enhance learners' technical skills, human talents, cognitive accepting attitudes and work behaviour in order to make learners employable in industries' [19].

The key characteristics in the TVET system have varied with type of vocational technical training, regional needs, skill demands needed in the employment sector and the extent of handling with type of equipment, devices and the like. The common characteristics include as follows:

a.Contextualized learning: vocational learning content; pedagogy—teachinglearning environment, learning ecosystem; type of workplace; type and level of learners, who make the entire context relevant and appropriate

#### **Figure 1.**

*TVET & skills training system in India. Source: B. Chandrasekar et al. [12]. \*Recognition of prior learning (RPL) is a certification process, which allows learners fortransition from non-formal to an organized market by acquiring skill certification. It is a process of recognizing previous learning, often experimental towards a given qualification and allows horizontal and vertical mobility in the new skill qualification framework [17].*


The structure of TVET common across all Asian nations is illustrated in **Figure 2**. In general, the Asian nations have similar systems wherein youth entering the labour market have less skills or never gone through a formal training for an identified trade. Thus, the need for a system integrating the learning phase in the vocational training centres and that of the industry need to meet the demands for specific tasks and job roles. This holds true across all developing nations. There is always a wide gap in the demand supply system matching the skills across sectors.

While the characteristics are focussed and clear with type of learning objectives for technical vocational education remains pivotal to employability, the significant
