Context: With the largest youth population in the world, India faces the difficult task of educating every citizen to become a productive member of society. 
Background

• Evidence shows that many people develop 21st century skills on the job, or from courses that focus on practical application of skills. 
• This indicates that vocational education can be a route for many to gain specific skill sets and knowledge which they can directly apply in their jobs. 

Technical and Vocational Education and Training (TVET)

• ‘Technical and vocational education and training’ (TVET) is understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods.
• TVET, as part of lifelong learning, can take place at secondary,post-secondary and tertiary levels and includes work-based learning and continuing training and professional development which may lead to qualifications. 
• TVET also includes a wide range of skills development opportunities attuned to national and local contexts. 
• Learning to learn, the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET.

Govt. initiatives

• India’s Right to Education Act guarantees free and compulsory education for the ages of 6 to 14 years, and is based on books and written examinations. 
• The National Skill Development Policy was launched in 2009 and revamped in 2015, recognising the challenge of skilling with speed and high standards. 
• The Skill India Mission was launched soon after, and Prime Minister Narendra Modi announced his vision for making India the “skill capital” of the world.
• The new National Education Policy (NEP) aims to provide vocational education to 50% of all learners by 2025. 
• Schools are encouraged to provide students access to vocational education from Grade 6 onwards and to offer courses that are aligned to the local economies and can benefit local communities. 

Challenges

• One of the biggest challenges for expanding the reach of TVET-related courses has been the lack of aspiration and stigma attached to jobs such as carpentry and tailoring. 

Road Ahead

• UNESCO’s State of the Education Report for India 2020 focuses on vocational education and training and showcases the growth of the skills development sector, along with emerging challenges. 
• Public information campaigns involving youth role models, would go a long way in improving the image of vocational education. At the same time, some common myths around TVET need to be debunked. 
• It emphasizes the need for expanding evidence-based research as one of its key recommendations. 
• High-quality research based on careful data-gathering and analytics can add value to all aspects of TVET planning and delivery but is especially useful for creating evidence behind the value of vocational education. 
• Considering that many employers are unable to find skilled candidates for jobs, promoting skills development and hiring skilled workers can make the economy stronger.
• A massive expansion in vocational education will be possible only if the existing skills development systems are leveraged effectively. Hence, for the vision of the National Education Policy to be fulfilled, a robust coordination mechanism for inter-ministerial cooperation will be necessary for bringing the skills development and vocational education systems together.