STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING Varun Marg, Defence Colony, New Delhi-110024 i Chief Advisor Anita Satia Director, SCERT Guidance Dr. Pratibha Sharma Joint Director, SCERT Coordinator Ms. Meenakshi Yadav, Sr. Lecturer, SCERT Associate Coordinator Ms. Raman, Lecturer, SCERT Ms. Ila Rani, Lecturer, SCERT Contributors Ms. R. P. Tiwari, Sr. Lecturer, International Polytechnic for Women Akansha Nautiyal, Assistant Professor Group of Institutional Greater Noida (FMG) Praveen Tiwari, Vocational Teacher, Govt. Co. Ed. Sr. Sec School, Lajpat Nagar Vandana Gupta, Free Lancer, Affiliated with CCRT Dwarka Neeru Chadha, Vice Principal SV, Moti Bagh – II Nanak Pura Swati Dhawan, Asstt. Merchandiser, Pearl Institute Of Technology Bharti Mehta, Vocational Teacher, GGSSS No.-1 East of Kailash. Sushanta Guha, TGT (SCL), Drawing, Painting, Birla Vidya Niketan Ms. Meenakshi Yadav, Sr. Lecturer, SCERT Ms. Raman, Lecturer, SCERT Ila Rani, Lecturer (Cont.), SCERT Publication Incharge Ms. Sapna Yadav Ms. Meenakshi Yadav Publication Team Mr. Navin Kumar Ms. Radha Mr. Jai Bhagwan Designed & Printed by: M/s Royal Offset Printers, A-89/1, Naraina Industrial Area, Phase-I, New Delhi-110028 ii P R E F A C E Education is an important aspect of everyone’s life. Education prepares the individual for life. It is the society that makes individual life meaningful. The society teaches the core values, culture, customs and moreover the way of life to an individual. Modern day society has changed a great deal in terms of availability of various services, fields, professions etc. Vocational education signifies the education based on occupation or employment. It is an important education introduced at the Senior Secondary Stage. The objective of Vocational education is to prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law Textiles fashion industry etc Vocational Education and Training (VET) in Schools are programs undertaken by school students as part of their Senior Secondary Certificate. These programs provide credit towards a nationally recognised VET qualification.The training that students receive reflects specific industry competency standards and is delivered in partnership with the school curriculum Great advances have been made in the areas of health, nutrition, textile, psychology, housing and managerial skills, which the individual requires to become a professional in the specific Field. It is a need-based, professionally oriented education to assist community towards improved living. Textile industries have an important role in the contribution of GDP of an Economy. The industry sector works for the preparation and designing of different kinds of fabric based on the need of the customers of an economy. Textile designing involves producing patterns for cloth used in clothing, household textiles (such as towels) and decorative textiles such as carpets. The field encompasses the actual pattern making as well as supervising part or all of the production process. In other words, textile design is a process from the raw material into finished product. Fiber, yarn and finishes are the key elements to be considered during the textile design procedure. SCERT, Delhi provides training to teachers in different school subject for capacity building of the teachers. It helps them in orienting teachers with different pedagogical skills that are needed for better classroom transaction. The present Module is an attempt in the capacity building of the vocational teachers (Textile Designing Dying and Printing). The module is based on various aspects of Textile Designing iii such as preparation of Yarn, Fibre and Fabric, Identification of different types of Fibres, Fabric Finishes, Motifs, Textile printing, Indian Embroideries, Care and Maintenance of Fabric etc which have been prepared keeping in mind the curriculum that is being transacted at the senior secondary stage for vocational students. The module deals with all the practical aspects of teaching vocational subject (Textile Designing Dying and Printing). It gives ample scope to teachers to think, choose and conduct the activities for vocational students that can be transacted in the classroom to make them develop their practical skills. This will help the learner to become more productive and responsible citizen of the nation. SCERT, Delhi takes the opportunity to thank all the Contributors, Principles, and Teachers who have helped in preparation of this module. We hope this module will be a great help for the Vocational Teachers in their classroom preparation and transaction of curriculum to make the learners professionally better citizen of tomorrow. Your suggestions are always welcomed. iv C O N T E N T S TOPICS PAGE NO. Preface iii About Vocational Education 1 Business Entrepreneurship 5 Basic Computational Skills 9 Textile Designing 17 Basic of Colour/Fundamental Aspects of Colour 19 Understanding Basics of Fibers and Fabric 22 Fabric Finishes 36 Designing of Motifs 41 Tie and Dye 47 Textile Printing 56 Production of Fancy Yarns and Their Application for Various Products 63 Weaving of Man Made Fiber : Yarn to Fabric 69 Indian Embroideries 82 Care and Maintainance of Clothes 91 Computers in Textile Designing 98 Career in Textile Designing 101 v TEXTILE DESIGNING 2013 ABOUT VOCATIONAL EDUCATION Education and Employment Education, in every sense is one of the fundamental factors of development. Education enriches people's understanding of themselves and the world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education raises people's productivity and creativity and promotes entrepreneurship and technological advances. In. addition, it plays a very crucial role In securing economies and social progress and Improving Income distribution. Historically, the purpose of education has been to prepare the next generation for work, family and citizenship; to shape their future. India being a 'young nation', with 28 million population of youth added every year requires employment-oriented education i.e., Vocational Education of a massive dimension for channelizing the youth energy to constructive and productive work. Vocational Education has been understood as an education defined to prepare skilled personnel at lower levels of qualification for one or more groups of occupations, trades or jobs. With the progress of human civilization, skill up-gradation also progressed. The need, time and place have been decisive factors in the process of skill development. With liberalization, privatization and globalization, the need for skill development and up gradation in our country has increased. In the present employment scenario, each one of us needs skills - basic skills, life or survival skills, communication skills, inter-personal and social skills, occupational skills, techno-managerial skills, leadership skills and many more. It is the level of competence based on knowledge and skills acquired which makes us successful in our life. In this broader perspective, therefore, everyone. needs vocational education and training in one form or the other, at one stage or the other for better living. Vocational education aims to build up a knowledge based skilled workforce that can meet the requirements of entrepreneurial society at local, global and national level thereby, significantly reducing the unemployment and enabling people to earn their livelihood. In Indian context, the work-based education and dignity of labour has always been significant. The Father of the Nation, Mahatma Gandhi had the vision to visualize the Basic Education (Buniyadi Shiksha) or Nai Talim seeking to harmonize intellectual and manual work and to develop desirable work values. Since independence, several Commissions and Committees have reiterated the need of Vocationalization of education in India. As a matter of fact in India, all committees and commissions on education appointed by the Govt. of India had emphasized the role of vocational education I and training in the country's economic 1 TEXTILE DESIGNING 2013 development. It was recommended that at an appropriate stage, students should be exposed to varieties of courses of , practical nature, which would fit them to occupations. The society need up gradation of skills and knowledge base is the key that will unlock avenues for m9re employment and better quality employment. Vocational Education Programme at Higher Secondary Level The Kothari Commission (1964-66) recommended diverting 50 per cent of students beyond class X to full-time and part-time vocational and professional courses in order to prepare students for gainful employment and reduce pressure on higher education. On the basis of -recommendations of Kothari Commission, the National Policy on Education (NPE, 1968), made two very significant changes I in the education system: (i) 10+2+3 year pattern of education and (ii) distinct academic and vocational streams at the +2 level. In pursuance of the National Policy on Education, 1968, NCERT brought out a guideline document 'Higher Secondary Education and its Vocationalization' in 1976 to facilitate the States UTs to launch Vocational Education Programme (VEP) at higher secondary level. The Vocational Education Programme at higher secondary stage was, therefore initiated in 1976-77. However, the programme could not expand In terms of enrolment of students and