Balakrishnan Chandrasekar

By Balakrishnan Chandrasekar

Technical Vocational Education Training (TVET) in India is increasingly receiving significance with focus towards skill development and employability in the development sector. The skill development and employability of skilled resources depend on the extent of design, delivery, attainment, relevance of vocational training programmes. The objectives of TVET institutions have varied with focus on the type of technical vocational and skill training, the delivery systems, employment potential, and employment in the relevant sectors. They are predominantly relevant to the geographic location, availability potential resources viz. manpower, funding and employment scenario. The skill training providers largely face several constraints and difficulties in the delivery systems, teaching-learning process, which have varied with learner’s expectations and the education needs. The technology-enabled teaching-learning has directed towards increased use of information communication technology (ICT) and computer-based teaching technologies in the learning centres. The computer-based teaching, virtual experiments and practical-based learning find wider application. Very little has been done in terms of relevance of vocational training and applications. This chapter attempts to review the available augmented reality or extended augmented reality for technical vocational education training and skill development, its relevance and increasing the impact of student leaning application in the skill centres. The author finally shares the experience of use of extended augmented reality for a vocational training.

Part of the book: Augmented Reality and Its Application