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The growth of vocational education in India is basically a Post-Independence phenomenon. Vocational courses at [plus two] stage have been designed to impart intensive knowledge and practical experience of specific vocations in order to develop desired competencies for entry into various occupations in the world of work. However, preliminary initiations to work ethics, good work habits and creating a distinct work culture at the earlier stages have been considered crucial. Therefore, the concept of 'Work Experience' in the form of socially useful and productive work in the pre-secondary classes, rightly emphasized by the Education Commission Report (1964-66) and [National policy of education] NPE 1986, is of basic significance in this context.

Technological advancement and maintenance of a high level of economic growth demands the manpower equipped with high degree of skills in widely diversified areas. This cannot be met by the present system of general education. Rapid strides in the sphere of technology and maintenance of a high pace of economic growth require a qualitative transformation in the work force towards a manpower equipped with a high degree of skills in widely diversified vocational streams.

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