(GIST OF YOJANA) Skill Based Education

GIST OF YOJANA : Skill Based Education

OCTOBER-2025

Skill Based Education

Context:

National Education Policy 2020 brings vocational learning into the heart of school education by integrating it into the mainstream curriculum, ensuring that every student has the opportunity to develop practical skills and explore diverse career pathways. It advocates for early integration of vocational education from Grade 6 onwards, aiming to make it a foundational part of every child’s learning journey. Specifically, students in Grades 6 to 8 engage in short-term, hands-on experiences such as a 10-day ‘bagless’ internship with local artisans - potters, carpenters, artists, and others - designed to build curiosity and exposure. This differs from the vocational education model in Grades 9 to 12, which focuses on more structured skill acquisition, often in collaboration with ITIs, polytechnics, and industry partners, and may lead to certification or pathways into technical/higher education or employment.

Key Objectives:

The policy’s intent is practical and multi-layered: to bridge the gap between education and employability, to reduce the academic-vocational hierarchy, and to equip students with market-relevant, community-aligned, and adaptable skills.
Key interventions include the development of a new National Curriculum Framework integrating vocational components, the creation of skill labs through a hub-and-spoke model, and the use of digital platforms like SWAYAM for virtual vocational learning.
The policy aims to ensure that every child learns at least one vocation and is exposed to several others - blending traditional knowledge systems like Lok Vidya with emerging fields such as AI, robotics, and IoT.
Taken together, NEP 2020 positions vocational education not just as a career track but as a core element of holistic, future-oriented learning.

NEP 2020’s Vocational Trajectory

As we mark five years since the launch of NEP 2020, the vision for vocational education - rooted in early integration, inclusivity, and relevance -continues to guide reforms across the education system. This is an opportune moment to take stock of how this vision is unfolding on the ground.

Challenges

However, despite progress and a robust policy framework, there are certain gaps. The dropout rates at the secondary level remain high, hovering around 14.1 per cent in 2023-24.
With students dropping out of school, they not only lose access to education but also meaningful and diverse vocational pathways.
This may be due to family constraints, student disengagement, particularly among those who don’t see traditional academics as aligned with their futures, or other reasons.
Updating the vocational education curriculum remains a pressing challenge. Several stakeholders have noted that existing vocational curricula do not reflect the pace of change in fast-evolving sectors like digital services, electronics, or green energy.
Keeping vocational education aligned with industry-relevant skills is essential to its long-term credibility, but this requires continuous inputs from industry bodies -something still missing in many states.
At the heart of the issue, however, lie deep-rooted societal perceptions. The hard separation between academic and vocational streams has created a lasting social hierarchy - where academic education is seen as prestigious, and vocational learning as a fallback. This not only affects uptake but also influences gender participation.
Boys continue to dominate vocational courses, while girls = even when enrolled - are often steered into traditionally ‘safe’ stereotypical fields such as beauty services or tailoring. These choices are driven by social expectations around domestic responsibilities rather than by student interest or market demand.

Way Forward:

The early momentum in vocational education rising enrolment, improved infrastructure in some states, and greater student interest is promising. However, to move from scattered successes to systemic transformation, we must address the structural gaps that continue to limit the promise of the NEP’s vocational vision.

Shift Societal Perceptions

Vocational tracks are still seen as second-best -suitable only for students perceived as ‘weak’ in academics. We must challenge the academic-vocational divide. Public campaigns, employer engagement, and alumni showcases should celebrate vocational success. Teacher sensitisation, parent workshops, and aspiration mapping for students can help shift mindsets and elevate the status of skill-based learning.

Strengthen Infrastructure

Governments may incentivise resource pooling through cluster models and better use of existing institutions like ITIs. Aligning with the 6 per cent of GDP education expenditure goal is essential to bridge any deficits. Public-private partnerships can support lab setup, equipment provision, and skill centre development.

Skilled Vocational Educators

Availability and quality of trainers remain a bottleneck. It is essential to establish state-level vocational educator cadres with clear recruitment, certification, and growth pathways. Trainers must undergo continuous professional development, industry immersion, and be trained in modern pedagogy — not just technical content. Partnerships with Sector Skill Councils and industry bodies can support this.

Update Curricula

Curriculum must be dynamic and co-designed with industry representatives, academic experts, and vocational educators. A standing curriculum advisory board at the national and state levels can ensure relevance and periodic reviews while embedding core skills like problem-solving, digital fluency, and adaptability.

Facilitating Informed Career Decisions

Without structured guidance, students—especially girls—are often pushed into stereotypical courses or career paths. Every school must offer year-on-year counselling, interest-based aspiration mapping, and exposure to diverse career options. Career Pathway Modules, digital exploration tools, and parent engagement must become standard practice. Girls in particular should be supported to explore non- traditional, aspirational fields — from IT to automotive repair.

Design for Inclusion

Divyangjan may often remain excluded from mainstream vocational programmes, due to infrastructure gaps and lack of tailored curricula. Inclusive vocational education must go beyond enrolment to ensure CwSN can learn and transition into employment. This requires accessible labs, a flexible curriculum, trained special educators, and employer sensitisation to enable workplace integration.

School-to-Work Transition

Internships may be institutionalised through clear policies, funding, and partnerships. States can mandate short-term placements in collaboration with local industries, self-employed professionals, or government schemes like e-Mitra. School coordinators should be appointed to map students to relevant opportunities.

Leveraging Technology

Platforms like DIKSHA and SWAYAM must be localised and integrated into school learning. Investments in rural connectivity and digital infrastructure are critical. Data systems must track vocational participation disaggregated by gender, disability, location, and employment outcomes—using integrations between UDISE+ and household surveys.

Conclusion:

This concerted effort by the government not only aims to bridge the persistent skill gap but also to foster a culture of dignity of labour, ultimately making vocational education a powerful engine for economic growth and social mobility across the nation.