SYSTEM (HRDMS)- An Introduction

HRDMS is promoted on a social base to provide information, training and human resource development for thousands of Educational Institutions, Schools, Colleges and Teaching Professionals.

In an era of Educational Revolution, it is the aim of our Trust, to not only bring together the schools, institutions, members of various educational bodies, parents, professional career- oriented persons, educational technology planners, educationists and management experts in an endeavour to make each other understand better educational development progress, but also to develop consciousness and thinking in the minds of the people.

The prime reason for the existence and continued growth of this Trust is the persistence to expand a concept, which will house the focus of change in education.

At the heart of the problem of modern education is the fact that today’s schools, colleges and universities are ponderous, slow to change, inflexible and dominated mostly by conservative educational technology and methodologies. They reflect the values and attitudes of the societies in which they find themselves. The forces of completion, selfishness, materialism and practical education have dominated the school curriculum and domineered the effort. There is a lack of all-round basic education other than the present outmoded system of memorising to make passing grades.

The pattern of instruction needs change. We must now educate for excellence, equal to the demands being made upon for the coming age, where both parents and teachers co-operate to bring forth a higher human potential in their children.

HRDMS is sponsoring an Educational System that integrates the four parts of the Human Personality the Physical Self, the Emotional Self, the Spiritual Psyche and the Mental Self to become a fully absorbed Integrated Personality.

The pioneering effort of our institute has attracted progressive educators to this new concept. Many educators are seeing the tremendous potential of such diverse educational plans, which encourage a power of intelligence to make them a physical reality. To this, we seek to rally support from men and women who are in the vanguard of education. This is a magnificent experiment to make education a truly higher experience and increase the status of educational community everywhere. It is up to each one of us to help to achieve this Educational Vision.
A well – structured, Comprehensive EDUCATION, TRAINING AND DEVELOPMENT OF EMPLOYABILITY AND ENTREPRENEURSHIP SKILL DEVELOPMENT curriculum, and high quality teaching in schools, have a major contribution to make to India development as a highly competent society. Within the framework of that comprehensive curriculum, careers education has a specific and significant role in the development of students’ personal competencies and knowledge. Essentially, it aims to provide students with the knowledge, skills and attitudes they to make informed decisions abut post – schools education, training and employment options. To achieve this outcome, career education need to encompass four broad areas of learning:
The development of self awareness, a student’s awareness of the distinct abilities, interests and values which define the kind of person they are and /or whish to become; and more explicit recognition on the part of the students of the generic knowledge and skills they are developing through the general curriculum
An understanding the importance of the communication skills and development of the career option(opportunity awareness and decision learning)
The development of the skills required to cope with the transition to work and subsequent career transition (transition learning)
Learning about the world of work and changing the nature of the world, its place in Indian culture, the general expectation of employers and demands of workplaces

It acknowledged that much of this is integral to learning through the general curriculum. They are not only the skills which students need to make wise choices about their features but those necessary to participate successfully in life after school. The role of careers education is to make this process more explicit to the student: To assist students to refine their knowledge and skills so that they are able to make informed decisions about their futures and to make clear the connection between the generic skills and knowledge and those required in the world of work and in the roles they will assume throughout their lives. Careers education in schools should, which begins in primary schools with the development of general skills, attitudes and awareness about the world of work. Throughout schools, students should develop a gradual understanding of the place of work in Indian culture and a general awareness of the various occupations and careers available to them. I.N.D.I.A. TRUST that this process culminates in years 9 to 12 with the acquisition of more specific knowledge about the world of work, including and understanding of career education and training options, their relationship to occupations and careers and the development of the generic knowledge, skills and competencies required to participate in the workforce and to contribute to, and participate in, society generally.

I.N.D.I.A. TRUST identifies the major issues and areas of need in the provision of careers education in schools with a view to obtaining in – principle agreement from all relevant parties that the issues indentified and the initiatives recommended are those which require further consideration as a basis for determining agreed resource priorities. I.N.D.I.A. TRUST believes that the uneven provision of careers education across systems and schools constitutes a case for the Commonwealth to play a leadership role in the development of a nationally agreed framework for good practice in careers education and in the determination of national goals for that provision. I.N.D.I.A. TRUST recommends deliberate initiatives with which pursued by the NGO in this area, in consultation with system and school authorities to enhance the provision of careers education in schools. These initiatives are consistent with, and supportive of, existing provision by systems and other relevant parties and with the framework for good practice proposed in the paper. I.N.D.I.A. TRUST believes that an essential element in the provision of effective careers education is the appointment of highly qualified full time careers co-ordinators in schools. The role of these careers educators would be to co-ordinate the provision of careers education in schools (including the integration of some element of learning about the world of work across the general curriculum) and to work with relevant parties outside the school, including Ngo agencies, employers and parents, in providing careers education for students.

With a view to ensuring that people appointed to these positions are appropriately qualified the I.N.D.I.A. TRUST also examines the nature and structure of the education and training currently provided for careers co-ordinators and recommends that a study be under taken to develop courses which are more appropriate to the needs of teachers and schools. The I.N.D.I.A. TRUST is also concerned that the skills developed for and in these positions be recognised for the purpose of future career advancement.

I.N.D.I.A. TRUST believes that the roles of all parties in the provision of careers education to students should be clarified so that future provision can be better targeted and co-ordinated. It is recommending that the agreements between some schools and the negotiated in the context of agreed student outcomes. The negotiations Ngo’s involved all parties and address, specifically the roles and responsibilities of those parties in supporting careers education in schools. The agreements themselves would contribute to the framework for good practice.To assist systems and schools to cope with the substantial demands placed on careers co-ordinators, I.N.D.I.A. TRUST is recommending the development of curriculum modules/materials to support careers co-ordinators and other teachers to integrate some elements of learning about the world of work across the general curriculum.

Recommendations The following national goals be adopted for the provision of careers education in schools and colleges:

That all school age students participate in comprehensive careers education as part of the core school curriculum;

That there be national consistency in the level and quality of the provision of careers education across all schools, taking in to account regional differences, the need to encourage innovation and diversity in the approaches taken and for initiatives to address local community needs;

That every school and colleges with a large secondary age enrolment have an effective co-ordination system for careers education and that this include a
full – time careers co-ordinator; and that

These co-ordinators be appropriately trained and qualified for these positions

There be formal and appropriate provision of accredited education and training for these co-ordinators

There be commitment by all school and system authorities to improving the status and career paths for these co-ordinators (this should include recognition of the skills developed for, and in, these position)

That the careers education programs be appropriately resourced, including provision of adequate accommodation, facilities and materials

That adequate supplies of the range of occupational and course related materials produced be maintained in schools, including a data base on course and career options across the state