importance of vocational education in nep 2020

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NEP 2020 aims to provide boost to vocational education in India | Here's how

Some of the key aspects through which nep 2020 is poised to transform the vocational education scenario in india are mentioned below..

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The National Education Policy (NEP) 2020 is a transformative framework that aims to revamp the entire education system in India. And, one of the significant highlights of NEP 2020 is its emphasis on holistic & vocational education. Recognising the importance of skill development and practical knowledge, NEP 2020 aims to provide a boost to vocational education in India.

SHIFTING THE PARADIGM FROM ACADEMICS TO VOCATIONAL SKILLS

Integrating vocational education into academic education, flexibility and choice, skill development centres, aims to provide recognition to vocational education, continuous skill upgradation.

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Vocational Education in the NEP 2020: Opportunities and Challenges

• Author Team SPRF
• Published November 10, 2020

Authored by – Shubhangi Raman Edited by – Kavita Majumdar

With the roll-out of the National Education Policy (NEP) 2020, vocational education has garnered the required spotlight. The NEP 2020 is a comprehensive policy document that extensively discusses the revamping of vocational education. The policy focuses on bringing vocational education into mainstream education, as recommended by successive commissions on education over the years. The Kothari Commission report of 1966 was one of the earliest to emphasise diversifying the curriculum at higher secondary levels through vocational courses [1].

Later, the National Education Policy, 1986, focused on improving the organisational and management structure of vocational education. It recommended vocationalisation, both at secondary and higher education levels, by introducing Socially Useful Productive Work (SUPW) as a separate subject in secondary classes and vocational degree courses at higher education level [2].

Yet, the vocational education space, over the years, has witnessed a painfully slow and stagnant growth. An assessment by the National Institute of Open Schooling highlights that only 2% of the total population in between 15-29 years of age have received formal vocational training, and only 8% have received non-formal vocational training [3]. Even the 12th Five-Year Plan (2012–2017) estimates indicate that fewer than 5% of the Indian workforce between the age of 19-24 received formal vocational education [4]. This commentary discusses some systemic issues that have led to the stagnation of vocational education in India. It further looks at whether the NEP addresses the existing challenges and sets tangible future goals for vocational education.

ISSUES AT HAND

Broadly speaking, the reasons for the failure of vocational education in India are two-fold:

Organisation and Implementation

The NEP 2020 highlights the issues that teachers, especially at higher secondary levels, are not fully skilled to teach vocational courses. The model of imparting vocational education in India operates at two levels: vocational education (theory) and training (practical). Along with mainstream secondary education, students are taught the theoretical part of vocational training through subjects like SUPW, which has proven to be ineffective and an additional burden [5]. The reason being that the curriculum of these courses at school levels is fragmented and disjointed. These courses are neither well-defined nor properly segregated; instead, it is taught like any other subject. For instance, the subject SUPW taught in government schools had a varied range of vocational courses in the curriculum, from studying about electricity in one class to jumping onto textiles in another. There was no proper detailed curriculum, only basic introduction to all the vocational courses, which proves to be ineffective in sparking an interest in vocational education among school students. The existing system, therefore, fails to attract students from taking up vocational courses in future. Even if students opt to pursue vocational courses at higher education level, there are no proper admission criteria (especially in the general higher education system) for vocational education qualifications, which constraints the vertical mobility in this education system.

Social Stigma

Apart from the mismanaged structure, vocational schooling creates a sense of ‘second class’ citizenship in society [6]. A person pursuing a vocational course is considered inferior to those students opting for mainstream higher education avenues. According to the 75th round (2017-18) of National Sample Survey Office (NSSO) data, 24% students from rural areas are enrolled in Industrial Training Institutes (ITIs) or any other vocational training institutes, however, only 8.3% of urban students are enrolled in any vocational training institutes [7]. Only 15.3% of the population is enrolled in formal vocational training institutes. Despite an increase in vocational training institutes, the data indicate that vocational education is still not a particularly preferred choice among students and parents. The reasons for the same can be that the general and vocational education systems operate as separate verticals with limited mobility between the two. This leads to hesitation amongst the youth in opting for vocational education irrespective of their socio-economic backgrounds. It has become a belief that employment through mainstream education has more dignity of labour as compared to the vocational system [8].

THE VOCATIONAL SCHOOL FALLACY

The reasons above highlight that the problems and challenges of vocationalisation lie both on the demand and supply sides. Social mindsets not attaching status and importance to vocational education is a significant problem on the demand side. It is given little priority and low positioning when compared to other streams of education. At the same time, the main issues on the supply side include inadequate logistics and equipment, lack of trained vocational teachers, and lack of weightage given to students from this stream in admissions to higher education.

These problems together create a complex situation that scholar Philip Foster rightly calls the Vocational School Fallacy [9]. Vocational School Fallacy is a situation when vocationally trained students do not opt for blue-collar jobs; instead, they prefer to pursue higher education to access white-collar professions. Foster rightly points it out as “the mismatch between demand and supply of the skilled manpower”. It is usually said that ‘vocational school fallacy is much better known by academicians than by policymakers in ministries of education’ [10]. There is still a belief among policymakers that vocationalisation of education is one of the effective ways to develop and manage the skilled workforce in labour-intensive economies like India and the NEP 2020 reaffirms this faith.

PROVISIONS FOR VOCATIONAL EDUCATION IN THE NEP 2020

The NEP 2020 addresses the challenges on both the demand and supply sides of vocational education and makes an effort to mitigate it. It discards the theoretical part of vocational training and emphasises teaching only practical aspects. In order to make vocational education more structured, the policy recommends conducting a proper skills gap analysis and mapping of local opportunities to assign vocational courses relevant to a particular area. Alongside this, the NEP also emphasises the credit-based National Skills Qualification Framework (NSQF), which was introduced in 2013. The framework will help in the assessment of prior learning of the enrolled students, which, in turn, will help in re-integrating the dropouts (from mainstream education) by aligning their practical experiences and appropriate level of the framework [11].

The National Education Policy also seeks to align vocational occupations with international standards as prescribed by the International Labour Organisation. It also recommends inclusion of industry, NGOs and civil society organisations in implementing the NSQF.

To overcome the situation of social stigma attached to vocationalisation, the NEP recommends:

(i) The integration of vocational education programmes into mainstream education in all educational institutions in a phased manner which “would lead to emphasizing the dignity of labour and importance of various vocations involving Indian arts and artisanship” [12].

(ii) The teaching of vocational courses from class 6, mostly in the form of internships and practical activities, to ensure that every student should at least study one vocational course.

IMPLEMENTATIONAL CHALLENGES

Discussions on vocational education to develop a skilled workforce have always been present in India’s educational policy discourse. The NEP reappraises it by discussing two significant challenges associated with it and strategies to mitigate them. The policy still misses out on addressing the above-mentioned problem of the Vocational School Fallacy. Nonetheless, it looks comprehensive on paper.

But, the possible challenges in implementing these recommendations lie mainly in the budgetary allocation and capacity of vocational institutes and administrators. Approximately 3000 crores have been allotted for skill development in the Union Budget of 2020-21, which is a significant increase over the last five years from 1007 crore in 2015-16 [13]. However, given India’s demographic dividend, it can be argued that the allocation is still not enough.

Ministry of Human Resource Development, Ministry of Labour, Ministry of Skill Development and Entrepreneurship, and National Skill Development Council are the primary agencies responsible for the implementation of vocational education and training in the country. The roll-out of Pradhan Mantri Kaushal Vikas Yojana (PMKVY) and Skill India Mission in the past have not had the desired impact. Skill India Mission aimed to reach out to 300 million youths by 2022, but by the end of 2018, only 25 million had been reached and trained under this scheme. This inefficiency in achieving the target arises from ineffective capacity building and less enrollment [14]. In fact, even under PMKVY, only 15% of the enrolled students were able to get a job [15].

Thus, to bring in systemic change as recommended by NEP 2020, it will require capacity building in these ministries, which, in turn, will require more efficient use of budgets. It is high time that the government starts mapping out the linkages between the demands of industry and supply of vocational courses so that skills can align according to the jobs available. Alongside these challenges, there is also a need to factor in the challenges of digital literacy. With the world moving towards a digital order and NEP 2020 pushing for the same, technology-based skills, especially among the youth, have become more critical than ever. In order to effectively implement the recommendations in the NEP 2020, the government needs to learn from the existing inefficiencies in its skilling programmes.

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NEP 2020: Reshaping Skill Development in India through Early Vocational Education

By nurturing talent in these sunrise sectors, we pave the path towards sustainable growth and innovation, he added.later, while discussing digital transformation and future of jobs in one of the sessions, l krishnan, managing director of taegutec india, stressed on how institutions must build a strong foundation in engineering education, prioritising fundamentals, continuous self-learning, and real-world exposure to factory settings where value is created.curricula should emphasise critical thinking and systematic problem-solving, while industry complements with job-specific training..

"Skilling in India will experience rapid growth with the implementation of the National Education Policy (NEP)," said Atul Kumar Tiwari, Secretary of Ministry of Skill Development and Entrepreneurship.

Tiwari was speaking at the third edition of Skills Conference, organised by the Karnataka chapter of Confederation of Indian Industries (CII) held in Bengaluru on April 30. The theme this year was, 'navigating the skills landscape: empowering inclusive growth and diverse skills for the future case'. According to Tiwari, NEP aims to foster a futuristic skilled workforce ecosystem by reshaping education by integrating vocational training from Class 6 onwards.

Tiwari also said the new Skill India Digital Hub (SIDH) app facilitates seamless job matching, empowering individuals with real-time insights into industry demands.

"Vocational training emphasises hands-on experience, boosting employability and bridging the gap between education and industry needs. Academic collaboration with industries ensures courses are tailored to meet market demands, driving a transformative shift towards a skilled workforce ready to take on the future," he added.

Kamal Bali, former chairman of CII Southern Region and president and managing director of Volvo Group, India, noted that with most drivers now favourably set, one of the keys or critical success factors for enabling, ensuring and sustaining India's growth and development is mindful collaboration between industry, academia, civil society and government.

"This will harmonise efforts to reskill and upskill, and bridging the urban-rural and gender gaps. Together, we can compose and act on the anthem of progress, through required skills, and drive progress towards inclusive growth," he added.

In his special address, Yuki Kita, president & CEO of FANUC India, pointed out that collaboration with initiatives like Skill India is crucial to bridge skill gaps and meet industry demands.

"International partnerships, like India-Japan, highlight global efforts to address the skilled labour gap. Practical training programmes play a vital role in enhancing employability and more efforts are needed for gender-inclusive workforce development. Let's prioritise training and skill development to meet evolving industry needs," he added.

Rabindra Srikantan, vice chairman CII Karnataka State Council 2024-25 and founder and managing director ASM Technologies Ltd spoke about the pivotal role of skill development in harnessing the potential of our youth, supported by government initiatives.

"It is imperative to wield AI responsibly, leveraging its transformative power while addressing sectors such as mobile technology, semiconductor manufacturing, and electronics production. By nurturing talent in these sunrise sectors, we pave the path towards sustainable growth and innovation," he added.

Later, while discussing digital transformation and future of jobs in one of the sessions, L Krishnan, managing director of TaeguTec India, stressed on how institutions must build a strong foundation in engineering education, prioritising fundamentals, continuous self-learning, and real-world exposure to factory settings where value is created.

"Curricula should emphasise critical thinking and systematic problem-solving, while industry complements with job-specific training. Together, we equip students with the skills and knowledge needed to thrive in today's dynamic workforce," said Krishnan.

Vijaykrishnan Venkatesan former chairman, CII Karnataka State Council and managing director, Kennametal India also emphasised that ensuring top-notch product quality relies heavily on skilled professionals.

"Therefore, encouraging sustainability alongside innovation is vital. The essence of preparedness and skills agility becomes pivotal in bridging the gap between hiring practices and industry requirements, fostering a harmonious synergy that propels us forward," he added.

According to B V Sudharshan, convenor, Industry Institute Panel CII Karnataka and managing director of Edutech Nettur Technical Training Foundation (NTTF) academia plays a pivotal role to cater to the dynamic needs of the job market.

"Updating curricula is not just a necessity, but a strategic move, with an emphasis on cultivating critical thinking and fostering systematic problem-solving approaches.

Meeting aspirations of youth together with recognition of skill education is the order of the day. Together, academia and industry pave the path towards a future where innovation thrives and challenges are met with resilience," said Sudharshan.

The conference was attended by over 150 industry chief experience officers (CXO) and stakeholders from across the sector.

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How ncert lays the foundation for effective nep implementation.

National Education Policy (NEP) 2020 establishes an ambitious vision for the transformation of Indian education. Its success, however, hinges on effective implementation across the enormous and diverse school system. The achievement of its ambitious goals is contingent upon a strong groundwork, which the National Council of Educational Research and Training (NCERT) has scrupulously established. NCERT, having been in charge of pedagogical innovation and curriculum development for several decades, establishes itself not only as a crucial participant but also as the foundation that supports the NEP’s overall achievements to date. In this blog post, we’ll delve into the symbiotic relationship between NCERT and NEP- The National Education Policy (NEP), unveiling how NCERT’s expertise, collaborative ethos, and groundbreaking platforms like Diksha converge to pave the path for effective implementation and a brighter future for Indian education.

The Guiding Light: NCERT’s Role in Indian Education

NCERT has functioned as the preeminent governing body for teacher training and curriculum development in India. Its extensive national reach and pedagogical expertise position it uniquely to support the NEP’s objectives . NCERT has long served as the guiding organization for Indian education. It has guided Indian education for more than 50 years and has evolved into more than just a curriculum creator. NCERT is now a leading pedagogical authority, influencing the educational journey for millions of students throughout the country.

The reason for NCERT’s continued existence is its steadfast dedication to multiple crucial facets such as:

Knowledge of Curriculum Development: NCERT has a group of highly skilled teachers and subject-matter specialists who painstakingly create curriculum frameworks that are both comprehensive and flexible enough to meet a variety of local demands.

Prioritizing Relevance and Quality: Relevance and quality are given top priority in the NCERT curriculum development process. To keep frameworks up to date with the most recent developments in pedagogy and the changing demands of the labor market, they evaluate and adapt them frequently.

National Reach and Influence: Government and private schools in India use the NCERT frameworks as a guide. This guarantees, irrespective of location, a certain degree of consistency and quality in education.

A Consistently Positive Impact: The impact of NCERT goes beyond creating curricula. It actively supports educational research, shares best practices via training sessions and workshops, and is a major influence on national education policy . Serving as a focal point for knowledge and resources related to education, NCERT has grown to be a vital organization in India’s educational system. 

Let’s now get into understanding its alignment with the objective of National Education Policy (NEP)

Alignment of NCERT With NEP Objectives

Numerous NEP objectives are already established upon NCERT’s pre-existing curriculum frameworks, such as the National Curriculum Framework. Let’s understand those establishments one by one starting with: 

Foundational Stage (NCF-FS)

• Fundamental numeracy and literacy: This emphasis is in complete accordance with the NEP’s objective of providing young learners with robust foundational abilities.
• Integration of learning through play: The significance of play in early childhood education is acknowledged by the NEP, and NCERT’s frameworks promote the implementation of this method in lower grade levels.
• Critical thinking and social-emotional learning: NCERT’s curriculum places significant importance on social-emotional learning and critical thinking, surpassing mere memorization in its approach to imparting these vital competencies following the NEP.

Holistic Education

Subjects in Integration: A comprehensive approach to learning is emphasized by the NEP. In line with the NEP’s goals, NCERT is including more social sciences and language arts into its curriculum, including science and maths.

Life Skills: In line with the NEP’s emphasis on preparing students for obstacles they may face in the real world, NCERT is introducing life skills development into its curricula. This could involve problem-solving, communication, and financial literacy.

Flexibility and Choice

Numerous Levels and Choices: The NEP promotes a variety of educational pathways. NCERT is creating textbooks at varying degrees of difficulty and offering extra resources to accommodate varied learning tempos and styles.

Vocational Integration: Vocational education is supported by the NEP. NCERT is attempting to incorporate career alternatives into the regular curriculum, as the NEP’s “5+3+3+4” framework envisions it.

Pedagogy and Training for Teachers

Activity-Based Learning : In line with the NEP’s recommendation for a move away from rote memorization and towards a more dynamic and engaging pedagogy, NCERT is promoting activity-based learning approaches in all subject areas.

Teacher Training Programmes : To provide educators with the abilities and information necessary to successfully use the pedagogical techniques of the NEP, NCERT is redesigning its teacher training programs.

That’s not it, the NCERT department is also bridging the resource gap in school-based education. Let’s unfold that in our next section. 

Bridging the Resource Gap for Effective NEP Implementation: NCERT’s Diksha Platform

The National Education Policy (NEP) prioritizes providing all students with equal access to learning materials of superior quality. In this respect, the NCERT Diksha platform emerges as a game-changer.  This free, online repository serves as a national digital infrastructure for sharing educational resources (OERs) aligned with NCERT’s curriculum frameworks, flawlessly complementing the NEP’s vision.

Diksha facilitates effective NEP implementation in the following ways:

Accessibility: Diksha surpasses the confines of geographies. Teachers and students throughout India have unrestricted access to a vast library of learning resources available in multiple Indian languages, including lesson plans, videos, eBooks, audio guides, and more, irrespective of location or socioeconomic status. This ensures students in remote areas or those with limited resources have access to the same quality materials as their urban counterparts.

Conformity with NEP Objectives: The Diksha resources have been carefully selected and organized by the NEP’s key areas of focus. Educators can locate captivating resources that foster fundamental literacy and numeracy skills, incorporate play-oriented instruction for younger grade levels, and cultivate critical thinking and social-emotional development. This enables them to implement pedagogies envisioned by the NEP within their classrooms.

Flexibility and Enrichment: Diksha provides educators with the ability to locate supplementary materials that enhance their current lesson plans or accommodate a wide range of learning preferences. They can increase students’ engagement and effectiveness in the learning process through the use of interactive animations, simulations, and videos. This flexibility empowers them to personalize their teaching approach.

Teacher Training and Support: Diksha can also be a valuable tool for teacher training and professional development. It provides access to webinars, training modules, and examples of best practices that are by the NEP. This allows teachers to stay updated on the latest pedagogical approaches and implement them effectively in their classrooms.

All this makes the Diksha platform, a promising tool by the NCERT department that adds to the effective implementation of the National Education Policy (NEP). That’s still not it. The NCERT department took a few more major steps for the effective implementation of the National education policy. Let’s have a look at them in the following sections. 

Collaboration for Success

The NEP’s successful implementation requires collaboration across all levels. NCERT recognizes this and is working closely with states and educational institutions. The framework serves as a central component, allowing for state-level modifications that guarantee the curriculum’s continued applicability to local requirements. 

Several education experts have mentioned that NCERT’s collaborative approach is key to its contribution to the effective implementation of the National Education Policy (NEP). By working together, NCERT can ensure the NEP reaches all corners of India and benefits every child. But what’s the road ahead now for the NCERT department? Let’s answer that question in the next section. 

The Road Ahead For NCERT

As an evolving document, the NEP’s vision for education in India will continue to develop. NCERT, as a pivotal player in this journey, must remain agile and adaptable. That will ensure its resources and frameworks stay relevant in the years to come. 

Here’s how NCERT can navigate the road ahead

Continuous Curriculum Review: This involves consistently evaluating and revising curriculum frameworks following input from educators, students, and subject matter experts. It will guarantee that they continue to correspond with the NEP’s progressive vision and the most recent developments in pedagogy.

Prioritizing Teacher Training: NCERT may persist in the creation and distribution of pioneering teacher training initiatives. This will furnish instructors with the requisite expertise and competencies to execute the NEP within their instructional settings proficiently. This includes instruction on the effective integration of technology and the utilization of digital learning tools.

Fostering Innovation: NCERT can play a critical role in encouraging and supporting the development of innovative teaching and learning materials. Potential collaborations with educational technology firms such as iDream Education could be considered to investigate novel approaches for providing effective and captivating learning experiences.

Embracing Technology: By embracing technological advancements, NCERT can further exploit its potential by expanding platforms such as Diksha and investigating novel methods of distributing educational resources. This could involve creating mobile apps or developing online learning communities for teachers and students.

By actively engaging in these areas, NCERT can ensure it remains at the forefront of educational development in India. As the NEP continues to shape the future of education, NCERT’s adaptability and commitment to continuous development will be crucial in creating a vibrant and enriching learning environment for every child in India.

iDream Education: Advancing and Adapting With NCERT and NEP

An emphasis is placed on a transition towards a more experiential and engaging learning environment in the National Education Policy (NEP) 2020. This is where digital learning solutions like those offered by iDream Education come into play. iDream’s comprehensive suite of digital tools and content is not only aligned with NCERT’s curriculum frameworks but actively supports the core principles of the NEP.

Here’s how iDream Education Complements The NEP Vision

Focus on Foundational Skills: iDream’s programs prioritize establishing strong foundational literacy and numeracy skills , echoing a key tenet of the NEP.

Interactive Learning: The NEP promotes interactive learning as an alternative to memorization-based learning . Therefore, iDream Education’s digital platform incorporates interactive elements, gamification, and engaging activities to make learning fun and effective.

Holistic Development: The NEP recognizes the importance of holistic development including social-emotional learning and critical thinking. Thus, iDream Education’s content goes beyond textbooks, encouraging students to develop these crucial competencies through simulations, problem-solving exercises, and collaborative learning tools.

Accessibility and Equity: The NEP seeks to ensure inclusive and equitable education for all. Therefore, iDream Education’s digital platform provides enhanced accessibility to education for students residing in various geographical locations and possessing distinct learning requirements through its adaptability and flexibility.

iDream Education’s Alignment With NCERT

iDream’s curriculum adheres strictly to the frameworks spelled out by NCERT. This assures seamless integration with what students are learning in school. An example of their dedication to bolstering national educational endeavors is iDream’s provision of more than 300 animated video lessons of exceptional quality to the NCERT’s Diksha platform. 

For students in grades 1 through 12, iDream Education provides an extensive library of digital learning materials. These materials closely adhere to the NCERT curriculum. This comprises:

Rich and Captivating Content: We offer practice with immediate feedback, assessments, animated courses, and notes. These reaffirm the subjects taught in NCERT textbooks.

Coverage of the Syllabus: Our curriculum covers every important subject as delineated by NCERT. Ultimately, this guarantees that students grasp the entire curriculum effectively.

Emphasis on Understanding: iDream Education’s learning materials emphasize gaining a thorough comprehension of the material rather than just memorization.

Multilingual Usability: Acknowledging India’s multilingual terrain, iDream Education provides learning resources in Hindi, English, and 7 other regional languages. This is in addition to future support for more regional languages.

Altogether, by using iDream’s digital learning solutions alongside NCERT-based curriculums, schools can create a dynamic and engaging learning environment that correlates perfectly with the NEP’s vision.

Let’s Conclude

In summary, NCERT has a pivotal role in aligning with the goals of the National Education Policy (NEP) 2020. That way, NCERT lays a solid foundation for transforming Indian education by adding to the implementation of NEP. Through its expertise, collaborative approach, and innovative platforms like Diksha, NCERT ensures the effective implementation of the NEP’s objectives across diverse educational landscapes. Looking ahead, NCERT’s commitment to adaptation, teacher training, innovation, and technology integration, alongside partnerships with organizations like iDream Education, promises a brighter future for Indian education, empowering every child to succeed.

Shubh Sharma

Shubh Sharma is a Content Writer, Copy Writer, and SEO Executive at iDream Education.

[email protected]

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SHILLONG, May 1: A two-day workshop on ‘Content and Curriculum Development in the Spirit of NEP 2020’ was jointly organised by North-Eastern Hill University (NEHU), Shillong, Vidhya Bharati Uchcha Shiksha Sansthan, and Bharatiya Bhasha Samiti, New Delhi, kick started on Wednesday. The workshop began with an inaugural programme at the Mini Golden Jubilee hall, NEHU, emphasising collaborative learning. With over 100 participants from various colleges and institutes of Meghalaya, the workshop aims to impart knowledge on content and curriculum development aligned with the National Education Policy (NEP) 2020. The inaugural session included the lighting of the lamp, felicitation of guests, and addresses by esteemed figures like Pawan Tiwari, organising secretary, Vidya Bharati Purvottar Kshetra, and Prof Prabha Shankar Shukla, Vice Chancellor of NEHU. The chief guest of the programme, Pawan Tiwari, encouraged the participants to embark on a journey to equip educators to inculcate critical thinking, problem solving, collaboration, communication, and several other 21st-century skills through the exploration of alternative pedagogies involving learning by doing, teamwork etc., and through the integration of vocational education. The Chairman of the programme, Prof Shukla, delivered the inaugural remarks, while highlighting the basic aims, and emphasised the significance of National Education Policy 2020. He further mentioned its basic objective focusing mainly on two things — to lessen the number of drop-outs by ensuring proper infrastructure facilities and to provide appropriate training to the teachers. Throughout the technical sessions, speakers like Ch Ibohal Meitei from Manipur University, Budhha Chandrashekhar, Chief Coordinating Officer, All India Council for Technical Education, New Delhi, and Prof Streamlet Dkhar, Head of Department of Khasi, NEHU, delved into various aspects of curriculum development, learning outcomes, technology integration, and the importance of language preservation, echoing the ethos of NEP 2020.

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National Digital University to be ‘world’s largest online university’: UGC Chairman

National Digital University is set to launch next year, said M Jagadesh Kumar. He also spoke on CUET UG 2024, NEP 2020, autonomy, funding.

Shradha Chettri | May 1, 2024 | 01:06 PM IST

NEW DELHI: UGC hopes to launch the National Digital University by the coming year, ensure inclusion of AI and emerging technologies into academia and bring National Research Foundation to provide direction into complex researches, shared the commission’s chairman, M Jagadesh Kumar, with Careers360 . He spoke about holding CUET in a blended mode, reforming the accreditation process and newly launched SWAYAM Plus portal. Edited excerpts

Q. Why was the need felt by UGC to conduct CUET 2024 in a blended mode?

A. CUET is becoming one of the most-preferred entrance examinations in the country. In 2022, 9.6 lakh candidates appeared for the CUET exam across the country. This number increased by more than 100% in 2023, witnessing 19.2 lakh candidates appearing for the examination. This significant rise in the number of candidates shows wider acceptance for CUET across the country. When we started, 2022 was a learning year for all of us – the students, the facilitators, the institutions, and the regulators included.

Now, in 2024, CUET UG will be conducted in hybrid mode to make it more accessible for students coming from rural areas. It will enable them to take up CUET at the nearest centres available. It will help reduce the distance they need to travel to appear for CUET.

The National Testing Agency (NTA) and UGC are reaching out to schools, colleges, and universities to use their resources for centres and use them as examination halls. Similar models are being used for the NEET examinations [National Eligibility cum Entrance Test] as well. The test will be conducted using OMR sheets instead of the Computer Based Test (CBT) format.

For the subjects with a large number of registrations, UGC will use OMR (in multiple choice question format). This way, we will be able to conduct examinations for those subjects on one day and in one shift for all candidates across the country. This will curtail the time needed to complete the entire cycle of CUET and help in producing results in a time-bound manner.

Q. What has been the status of developing curriculum in regional languages and are there universities or institutions which have already adopted it?

A. To provide quality education in regional languages, the government has recently introduced early schooling in non-scheduled 52 languages. These 52 languages also include 17 tribal languages to ensure last-mile reach and access. The UGC has formed Bhartiya Bhasha Samvardhan Samiti nodal universities for writing books in Bhartiya Bhasha. A total of 90 universities have been identified for nine regional languages and to coordinate in this effort. More are in the pipeline.

Also read Despite push for regional languages, CBSE schools prefer English

Q. UGC was one of the important stakeholders in introducing reforms in the accreditation process. When is the new process expected to start?

A. Accreditation is one of the most important pillars of quality higher education in India. The National Education Policy (NEP) 2020 also suggests that “in the long run, accreditation will become a binary process, as per the extant global practice”. Binary Accreditation (either accredited or not accredited) rather than grades will encourage all the institutions to get on-boarded in the accreditation process.

The binary accreditation is also in line with the best practices followed by many leading countries in the world. Under this revised and simplified accreditation system, higher educational institutions [HEIs] will be divided into “institutions with global exposure” and “institutions with national exposure”. They will have different categories such as technical, medical, and higher education. UGC will give up to four levels to such universities, known as the Maturity-based Accreditation. Additionally, Level 5 will be given to Institutions of Global Excellence for Multi-Disciplinary Research and Education.

This new accreditation process will consider the heterogeneity of Indian HEIs, categorise them based on their orientation, vision, heritage and legacy. It will seek information from the HEIs that are appropriate for their category rather than a one-size-fits-all model. There will be a special focus on rural and remote location institutions through mentoring and handholding.

Q. What kind of feedback has UGC received with regard to the National Credit Framework (NCrF) in higher and vocational education? How do you think NCrF is going to change our education system?

A. Backed by the NEP 2020, the NCrF, notified by the UGC, enables creditisation of learning such as academic, vocational, and experiential learning. Though credit-based programmes have been in practice for some time now, creditisation of all forms of learning, their integration, level of qualifications based on learning outcomes, etc. are new to the Indian higher education system. Therefore, UGC has taken a series of steps to create awareness among stakeholders about the NCrF. One of the initiatives is the development of Standard Operating Procedures (SOP) to operationalise NCrF and remove difficulties in the implementation of NCrF. Some of the key advantages of NCrF are:

It mainstreams vocational education

It bridges the gap between education and employment;

It enables establishing equivalence between general and vocational education and thereby ensures mobility and opens many options for further progression of students.

Also read Need CUET revamp as seats go vacant, sessions get delayed:CUHP VC

Q. As a UGC chairman are there any new projects you wish to implement?

A. Continuing the momentum of existing initiatives would be my top focus. The streak of initiatives launched by the UGC should be continued. We have a lot more in place.

We are aiming to launch the National Digital University as the e-vishwavidyalaya in the coming year. We aim to be the world’s largest online university. UGC aims to bring together top Indian institutions, industries and EdTech platforms to provide qualitative and affordable education to students.

Skilling the youth while undergoing courses is also something that we have taken up. Enabling students to pursue internships, apprenticeship and including the credits in the programme will encourage students to know the Indian markets. Integrating skill, vocational and experiential learning into the general education is also something that we are very active about. The National Credit Framework would help achieve this vision.

Our priority area is also to help universities on-board industry professionals who will help mentor students, design market-ready curricula and bring experience in the academia. Initiatives such as the Professor of Practice, Research and Development Cells, Industry Relations Cell, Centres for Collaborations would encourage both the universities and industries to come together and solve problems of humanity. Industry-academia collaborations are the need and the future of Indian education.

One of the major initiatives is also to bring the National Research Foundation which will provide high-level strategic direction for research, innovation, and entrepreneurship to address complex challenges.

Artificial Intelligence and emerging technologies are also blooming in Indian space. As a regulator of higher education, we are also keen to know more about potential inclusion of this in academia.

We are also committed to the betterment of students’ mental and physical fitness in the campuses. Equity and inclusivity are the pillars of the Indian education system and UGC is strengthening them through multiple initiatives focused on increasing the participation of students belonging to different socio-economic backgrounds.

Q. Does the reduction in funding to the UGC in the budget signal a move towards a model where institutions are required to generate their own resources?

A. Higher educational institutions in India are autonomous in nature. It is important to note that several key areas have witnessed significant funding increases. We are pleased to see a rise in allocations for central universities, deemed universities promoted by the central government, research and innovation initiatives, the Pandit Madan Mohan Malviya National Mission on Teachers and Teaching, and PM Usha, demonstrating our commitment to these crucial areas. Via various guidelines and frameworks, UGC often urges universities to generate their own resources.

The recently launched Institutional Development Plan proposes several ways of generating resources on their own. The UGC remains committed to its core mandate of supporting quality higher education. It will continue to work in synergy with all stakeholders to ensure the efficient use of allocated funds.

Also read Education Budget 2024: Higher ed sees Rs.9600 crore cut from RE, UGC funds halved

Q.What was the need felt for granting graded autonomy to universities?

A. In 2018, the UGC released norms for granting graded autonomy to universities, recognising the imperative of fostering an environment conducive to developing globally-renowned higher education institutions. Establishing a clear and precise regulatory framework is crucial to facilitating the advancement of universities towards excellence in higher education. According to these regulations, universities are categorised into Category I, II, and III based on specified parameters. The concept of graded autonomy is grounded in the idea that well-performing universities should be granted greater freedom to operate, a practice not entirely novel.

Universities inherently possess autonomy by their very nature and mode of establishment.

They enjoy the freedom to restructure and revamp existing courses and introduce new courses tailored to meet market or industry demands at local, national, and international levels. This diversity of offerings provides students with broader options to align with their career aspirations.

Additionally, universities can innovate teaching-learning methodologies and focus on outcome-based learning. They can explore novel methods of assessing students’ performance, conducting examinations, and promptly notifying results. Moreover, universities can offer diploma and certificate courses approved by their statutory authorities, allowing students opportunities for specialised learning and skill development. Furthermore, universities can establish off-campus facilities within their geographical jurisdiction.

Autonomy empowers universities to be more responsive and innovative, enabling faculty to craft engaging learning experiences and students to pursue educational paths that resonate with their objectives.

Q. Off late a lot of universities and institutions are being granted Deemed university status under the distinct category, what does this mean for institutions?

A. The UGC has initiated the review of proposals seeking deemed-university status following the notification of UGC (Institutions Deemed to be Universities) Regulations, 2023 , on June 2, 2023. These proposals are currently being considered by the provisions outlined in the regulations above.

An important recommendation of NEP 2020 is to raise the Gross Enrolment Ratio (GER) in higher education to 50% by 2035. To achieve this goal, strategies include establishing new institutions, consolidating and expanding existing ones.

Furthermore, as part of a comprehensive educational approach, NEP 2020 emphasises providing all students in higher education opportunities for internships, vocational education, and other forms of skill enhancement to strengthen their employability.

Aligned with these policies, the UGC (Institutions Deemed to be Universities) Regulations, 2023 defines a “Distinct Category” institution as one that either already exists or is newly-established, focusing on teaching or research in unique disciplines, addressing strategic national needs, preserving Indian cultural heritage or the environment, promoting skill development, sports, languages, or other disciplines deemed necessary by the Expert Committee.

Consequently, institutions recently granted deemed-university status under this distinct category now cater to one or more of these areas above. These institutions are vital in producing professionals in subject areas experiencing rapid growth and heightened employability potential.

Also read IIMC announces two MA degrees; starts counselling for PG diploma programmes

Q.What has been the growth of learners on the SWAYAM portal?

A. SWAYAM is India’s flagship online learning platform and has been experiencing tremendous growth and gaining significant traction among students. It enables students to earn up to 40% of total credits using SWAYAM courses.

The total enrolment on the SWAYAM platform has crossed the mark of 4.19 crore. This huge number shows the widespread student interest in the diverse course offerings. Currently, the ongoing enrolment for SWAYAM is more than 37.62 lakh. The number indicates sustained engagement, with students actively participating in courses. The total number of courses are 11,770 and are catering to a wide range of disciplines to the learners. More than 25.80 lakh certificates have been awarded on the SWAYAM and this shows its effectiveness in the minds of the learners.

SWAYAM is democratising access to quality education, providing students with the flexibility to learn at their own pace and convenience. Many top Indian higher educational institutions are partnering on the platform and this number is on the rise. The vast course library ensures there’s something for every learner.

Q. What has been the response to the SWAYAM Plus portal, recently launched by the ministry?

A. We have recently expanded the existing offerings of the SWAYAM to identify and include courses aligned with industry needs and that enhance learners’ employability. To this end, SWAYAM Plus was launched in collaboration with leading industry players and ed-tech companies to bring employability and professional development-focused programmes to its learners.

SWAYAM Plus is experiencing an overwhelming response, with registrations crossing the 5,000+ mark in its first week! Over 47% of users are in the 20-30 age group, showcasing strong youth engagement on SWAYAM Plus.

Courses on popular and emerging topics such as Professional and Communicative English, AI Engineering, Data Analytics Using Excel, 21st Century Employability Skills, Accounting Fundamentals etc. are witnessing large numbers of registrations. It also has a large number of registrations from the working professionals showing willingness to upskill themselves using the SWAYAM Plus portal.

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Greece: New milestone law in vocational education and training system

Since 2019, the upgrade of Vocational Education and Training has been at the center of educational reform initiatives in Greece, with an important milestone being Law 4763/2020 which is based on an integrated strategy for vocational education, training and lifelong learning.  

Another recent milestone is Law 5082/2024 that further strengthens the National Vocational Education and Training System established by the aforementioned Law 4763/2020. The new Law foresees: a) the expansion of cooperation between vocational education and vocational training and b) the substantial improvement of the synergy between the different levels of the National Qualifications Framework, with the ultimate goal of upgrading the knowledge, competences and skills of graduates, as well as of ensuring the effectiveness in terms of the smooth integration of young people into the local society and economy and consequently into the national economy. 

In addition, Law 5082/2024 supports a more direct and effective link of Vocational Education and Training to the real needs of the labour market through the meaningful participation of social partners in their planning both at central/sectoral and regional level. 

Source : Eurydice Unit Greece 

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Weekly Newsbytes from NSN on skill development and education – 30th April 2024

In this week’s Newsbytes from NSN, we’re diving into the latest highlights focusing on job openings at Tata STRIVE, skill development with AI integration, green energy initiatives, launch of the second season of Samsung Innovation Campus and more. We’ll also explore exclusive insights from the forefront of skill development, covering everything from groundbreaking initiatives to emerging trends in technology, NEP 2020, and more.

Here we go with this week’s edition of our weekly newsbytes,

Top 4 highlights in skill education in India

• Samsung has launched the second season of Samsung Innovation Campus, upskilling youth in AI, IoT, Big Data, and Coding and Programming to enhance employability.
• TeamLease notes a five-fold surge in demand for female apprentices post class 10/12, driven by booming sectors like auto, EV, electronics, and phone manufacturing, signaling shifting workforce dynamics in India.
• Hindustan Coca-Cola Beverages (HCCB) has announced the completion of upskilling initiative for 25,000+ youth in sales and marketing, boosting employability and narrowing skill-gap.
• Indian Oil Corporation Ltd (IOCL) to train employees for green energy roles through programs and certification courses, aligning with company’s green energy initiatives.

Job Openings at Tata STRIVE Tata STRIVE has announced the following open positions for various job roles in Bengaluru, Chennai and Delhi. Since these are critical positions of immediate closure, you can click on the name of the job profile, go through the details and submit your resume by mentioning the Job Title and your name in the subject line of the email. Click Here to Apply Now! – https://nationalskillsnetwork.in/tata-strive-recruitment/ Exclusive Opportunities: EOI updates from NSDC : NSDC to conduct Skill Verification Program (SVP), invites EOI This is regarding NSDC’s ongoing G2G collaboration with the Kingdom of Saudi Arabia (KSA) – Skill Verification Program (SVP).  SVP verifies professional workers’ qualifications and skills through competency-based exams to elevate skill levels. Takamol Holdings Pvt. Ltd., under the Ministry of Human Resource and Social Development, KSA, partners with NSDC to implement the program in India. It targets Indian blue-collar workers for employment in Saudi Arabia. The interested parties must send their expression of interest to [email protected] . Click here to know more .

Updates from the MSDE, NSDC, NCVET

• The Ministry of Education has partnered with Meta to offer digital and marketing skills to students and entrepreneurs. Three Letters of Intent (LoI) were exchanged between Meta and NIESBUD, AICTE, and CBSE.

Stakeholder collaboration – Industry, Academia and Government

• Mahindra Logistics and the Logistics Skill Council have partnered to launch nationwide Community Centers of Excellence, addressing logistics skill shortages and creating job opportunities.
• Guwahati’s Akshar Forum to train Mumbai government school teachers and implement the National Education Policy (NEP) in the schools. And will introduce FLN worksheets, tablets, smart classes, vocational training and also incorporate peer learning and plastic collection.
• MECON invites bids for constructing the National Skill Training Institute in Bhubaneshwar, reinforcing its commitment to regional skill development and government vocational training initiatives.
• The Nagaland government, in collaboration with the Carver Academy of Civil Aviation, is establishing an Aviation Institute in Dimapur to empower youth and build capacity. The institute will offer training for pilots and aircraft maintenance engineers.

Skilling and Upskilling in Emerging Technologies

• MEDH, an EdTech Platform, to offer personalized skill development with AI integration, engaging methods, and tailored learning experiences for mastering personal and professional skills.
• IIT Mandi, NSDC, and Masai School announce a joint certified Micro-Specialization in AI and Machine Learning, offering a transformative educational experience for ambitious tech professionals.

* IMPORTANT :

The Weekly Newsbytes on skills and education from NSN are curated and adapted from various sources with the sole objective of keeping our readers updated about the evolving skills industry in India.

We compile and adapt these new snippets from various sources, if any source has objections or other concerns, please write to us at [email protected], giving valid reasons, and we will remove the link to your content.

How NCVET Ensures Quality Vocational Training in India

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