NEP 2020 Makes A Major Shift To Strengthen Vocational Education
                     NEP 2020 Makes A Major Shift To Strengthen Vocational Education
Chaitanya Kumari
Writes informational articles on ancient Indian 
artisan vocational education, 
Vocational education or 64 Kala, along with 
other articles on finance, health, sanathana 
dharma and wisdom.
The National Education Policy (NEP) 2020 decision to prioritize 
vocational education and make it a part of the mainstream learning is a 
distinct shift in approach compared to all previous policies. Here are 
some of the essential differences of NEP 2020 with other policies. 
1. Integration vs. Separation
•Previous NEPs: Earlier, vocational education was seen as something 
separate from mainstream education. It was often introduced at the 
secondary or higher secondary level. The common perception was that 
vocational training was inferior to mainstream academic education.
•NEP 2020: This policy doesn’t distinguish between vocational and 
mainstream academic programs. Vocational education has to be 
employed at all levels and divisions of education, including in schools, 
colleges, and universities, as this can help students mature essential 
skills through acquaintance to academic and practical vocations. 
2. Universal Exposure and Targets
•Previous NEPs: Vocational training was not only voluntary but also 
inadequate in possibility, and there was no existing emphasis on 
student participation.
•NEP 2020: This new policy aims to expose at least 50% of learners 
to vocational education through schools and higher education 
institutions by 2025.
3. Early Introduction
•Previous NEPs: Previously, vocational training was introduced only 
at the secondary and/or higher secondary stage.
•NEP 2020: NEP 2020 recommends exposing students to vocational 
courses at an early age, when they are in middle school, to cultivate 
interest and assist in proper skill development early on in life.
•Here, the 64 kalas are highly pivotal; these arts and crafts 
emphasize that traditional skills have to be treated on par with the 
latest technologies. Real progress will be achieved only when a 
balance is established between human intellect and the use of 
modern devices and gadgets. The Kalas can protect human dignity in 
this era of automation. 
•The method of learning the crafts and arts through the 64 kalas is 
distinctive. The kalas are structured so that a person can become 
skilled only through group learning. This promotes bonding among 
the students; they learn to respect each other. Additionally, learning 
in groups ensures that people develop proficiency in performing 
tasks through coordination.
4. Curriculum and Pedagogy
•Previous NEPs: The earlier NEPs focused on traditional vocational 
courses that were content-heavy.
•NEP 2020: It emphasizes hands-on skill development and hands-on 
training that is in line with 21st-century labor force needs. NEP 2020 
also trains the workforce on developing technologies and 
miscellaneous local crafts.
5. Flexibility and Mobility
•Previous NEPs: There were very restricted scopes for pupils to move 
impeccably between academic and vocational subjects.
•NEP 2020: It offers a credit-based framework and a detailed 
National Skills Qualifications Framework (NSQF) to ensure flexible 
movement between mainstream or general programs and vocational 
education, along with recognition of previous learning.
6. Capacity Building and Teacher Training
•Previous NEPs: Limited focus on offering training to vocational 
teachers.
•NEP 2020: It has a strong focus on building skills for vocational 
teachers, such as induction programs, regular upskilling, and 
collaborating with the sector skill councils.
7. Institutional Mechanisms and Oversight
•Previous NEPs: There was no devoted body or council for 
assimilating vocational programs into the mainstream education 
system.
•NEP 2020: It has set up a National Committee for the Integration of 
Vocational Education (NCIVE) to screen and direct the process, along 
with representatives from numerous industries and ministries.
8. Local Relevance and Aspirational Vocations
•Previous NEPs: The vocational courses were usually broad and not 
personalized to the local requirements.
• NEP 2020: This policy authorizes the schools/districts to choose 
aptitudes according to their local relevance, student aspirations, as 
well as evolving opportunities. It also promotes Indian artisanship 
and the arts.
9. Infrastructure and Funding
•Previous NEPs: There was limited support in terms of finance and 
infrastructure.
•NEP 2020: It provides non-recurring contributions to pay for tools, 
infrastructure, and equipment under schemes such as Samagra 
Shiksha to provision vocational education. NEP 2020 has a 
transformative approach to the vocational education requirements of 
India, directed on early exposure, integration, flexibility, local 
relevance, and capacity building. It also has pure targets about what 
it wants to accomplish, along with making sure that teachers and 
students have robust institutional support. This is in sharp contrast 
to the previous policies, where vocational courses suffered from 
limited scope, a segregated approach, and the social stigma they 
carried. 
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