1. Vocational education in India faces challenges in meeting the large demand for skilled labor. With a young population and over 70% of the workforce unskilled, only 2-10% receive formal vocational training. 2. A National Vocational Education Qualifications Framework is being developed to standardize qualifications across institutions and improve recognition, mobility and credibility of vocational education. Industry involvement is key to making training demand-driven and competency-based. 3. Reforms aim to strengthen existing vocational schools, introduce new courses aligned with industry needs through public-private partnerships, and improve teacher training. National institutions also provide vocational education opportunities through open schools and distance learning programs.

1. 1
Vocational Education in Schools
An Indian Perspective
Dr Alka Bhargava
Director
Ministry of Human Resource Development

2.  Population of over 1.2 billion and a workforce of
460 million
 Unemployment by the current daily status
measure is 6.2% of the labour force
 Median age of India is 24 years
 54% of India's rural workforce is self-employed
 42.6% of population in urban areas is self-employed
 Over 70% of the labour force in all sectors
combined (organized and unorganized) is either
illiterate or educated below the primary level
2
Demographics

3. Demand Supply Mismatch
 Age Group 15-29
 only 2% have undergone formal vocational training
 8% acquired skills at work place
 93% of workforce in unorganized sectors
 New entrants to the workforce every year: 12.8m
 Existing skill development capacity: 3.1 million
3

4. Need for Vocationalisation
1.66 cr
2.89 cr
5.54 cr
No. in
Higher
Secondary
Schools
60,383 schools
No. in
Secondary
Schools
1,23,265 schools
No. in
Upper
Primary
Schools
3,36,638 schools

5. % of Students in Vocational Education
100
90
80
70
60
50
40
30
20
10
0
50
30
96
40
70
5
5

6. 6
Age of introducing VE
INTERNATIONAL
SCENARIO
0 2 4 6 8 10 12 14 16 18 20
FINLAND
HUNGARY
KOREA
MEXICO
NEW ZEALAND
NORWAY
PARAGUAY
SWEDEN
SWITZERLAND
SA
RUSSIA
BRAZIL
INDIA
FRANCE
CHINA
JAPAN
GERMANY
AUSTRALIA
USA
UK

7.  Lack of uniformity in qualifications across
Institutions
 Lack of clear recognized pathways of learning
 Lack of credibility among stakeholders
 Lack of horizontal and vertical mobility
 No formal recognition of informal (prior)
learning
 Input based traditional education system that
promotes rote learning
7
Need for a National Vocational
Education Qualifications Framework

8. 8
Architecture of NVEQF
Level General Education Qualifications TVET qualifications
10 Doctorates NCC 8
9 Masters NCC 7
8 Post Graduate Certificates, Post Graduate
Diplomas and Bachelor Degrees (Honours)
NCC 6
7 Bachelor Degrees and Graduate Diplomas NCC 5
6 Graduate Certificates/Advanced Diplomas NCC 4
5 Diplomas NCC 3
4 Class XII (General Academic/Vocational
Education)
NCC 2
3 Class XI (General Academic/ Vocational
Education)
National Competence
Certificate 1 (NCC 1)
2 Class X (Pre-vocational) NCWP-2
1 Class IX
(Pre-vocational)
National Certificate for
Work Preparation 1
(NCWP-1)

9. 9
Industry – a Major Player in TVET reforms
 Demand Driven - Involvement of Industry to
identify skills required and gaps in demand
and supply (LMIS based)
 Competencies acquired to align with skill
requirements of employers/labour market.
 Industry’s involvement in delivery and joint
certification
 Industry financing of TVET

10. 10
Sector Skill Councils
No Sector Sector Skill Council
1. Automobile Automotive Skill Development Council
2. Security Security Knowledge and Skill Development
Council
3. Energy Indian Energy Skill Development Council
4. Retailing Retailers Association Skill Council of India
5. Film, Media, Broadcasting,
Entertainment and
Animation
Film, Media, Broadcasting, Entertainment
and Animation Skill Council
6. Information Technology and
IT enabled Services
Information Technology and IT enabled
Services Skill Development Council

11. 11
Recognition of Prior Learning
Bridge Course (if
required) to fill
competency gap – NIOS/
State Open
Schools/IGNOU/ State
Open Universities
NVEQ levels
Recognition of Prior
Learning – assessment
of Competencies (including
literacy & numeracy skills)
and certification
LabourMarket

12. 12
Management Mechanism
INTER-MINISTERIAL COMMITTEE ON NVEQF (Advisory)
(MHRD, NSDC and MoL&E to coordinate implementation
of norms and standards of NVEQF)
NSDC, SSCs SUPPORTED BY NATIONAL LEVEL INSTITUTES
(Develop Sector Occupation Map, National Occupation Standards
(NOS), Competency Based Curriculum (CBC), Training Packages)
NATIONAL QUALIFICATIONS BODY
(Register and approve Qualifications, NOS, CBC and Training Packages)

13. STATE LEVEL TVET BODY: DEPTS OF EDUCATION + INDUSTRY+ LABOUR +STATE
SKILL COUNCILS (to be established)
(Identify local opportunities and skill requirements and assist in establishment of
linkages, training delivery, funding, monitoring, etc.)
REGISTERED EDUCATION AND TRAINING PROVIDERS (RETP)
(Deliver locally relevant courses within the nationally endorsed NVEQs)
CBSE (CBVE) / STATE BOARDS OF EDUCATION / POLYTECHNICS /
UNIVERSITIES AND SECTOR SKILL COUNCILS
(conduct assessment for respective qualification levels)
13
Management Mechanism

14. Goals and Objectives of VE in Schools
Bridge the gap between
demand and supply of
skilled work force
Enhance employability of
the youth
Establish close synergy with
industry at all levels
To be offered in
Classes IX –XII
NVEQF

15. Salient Features of Revised Scheme
 Strengthening of existing vocational education
schools
 Establishment of new vocational education
schools
 Assistance to run private vocational education
schools under PPP mode
 Assistance to NGOs for innovative practices
 In-service training for existing VE teachers and
induction training for new VE teachers
Contd…

16. Salient Features of Revised Scheme (contd.)
 Development of competency based modules for each
individual vocational course
 It will be mandatory to revise the curriculum once in
three years to ensure that it is guided by the needs of
the industry
 Setting of a Vocational Education Cell in CBSE
 A strong partnership with the industry/employers in
all activities right from selection of courses,
curriculum development, teaching processes, resource
persons, assessment and certification

17. New Courses introduced by CBSE
 Financial Market Management (joint certification with
National Stock Exchange)
 Healthcare Sciences
 Mass Media studies and Media Production (Whistling
Woods International, Mumbai)
 Hospitality and Tourism (National Council of Hotel
Management and Catering Technology, New Delhi)
 Geospatial Technology (Rolta India Ltd, Mumbai)
 Some courses have been revised and made more
relevant in today’s context
Enrollment in VE is about 37,000 in over 850 CBSE affiliated schools

18. National Institute of Open Schooling
 Open Basic Education (OBE) Programme for children
upto 14 years, adolescents and adults
 Secondary Education Course
 Senior Secondary Education Course
 Vocational Education courses/Programmes (1313
Accredited Vocational Institutes offering about 80
vocational courses)
 Life Enrichment Programmes
 Open Schools in 15 States
2264 study centres, over 18.5 lakh students

19. PSS Central Institute of Vocational
Education (PSSCIVE)
 Premier institute of NCERT for teacher training and
curricular development
 A UNEVOC Centre
 Divisions
Agriculture
Business and Commerce
Engineering and Technology
Health and Education for the Disabled
Home Science
Humanities Science and Education
19

20. Challenges
 Synergy / partnership with industry
 Development of unorganised / non industrial sectors
 Availability of qualified vocational teachers
 Development of competency based modules
 Credits data base
 Establishment of equivalency between general and
vocational courses
 Seamless progression into higher education
 Horizontal mobility, if and where desired
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