Vocational Training System
TDA

Context

India urgently on a priority basis look at the persistent gaps in its vocational education and training (VET) systems to effectively transform its growth model. With the rising level of unemployment, the significance and necessity of vocational training system have increased manifold

About India’s Vocational Training System

(a) It is one of the largest in the world, and aims to ensure that youth as well as workers have industry-related skills in various sectors.

(b) The Ministry of Skill Development and Entrepreneurship (MSDE) oversees it, and the National Council for Vocational Education and Training (NCVET) regulates it.

Vocational Training System

Key Statistics

(i) Scale & Reach: Spread in more than fourteen thousand ITIs in India. Around one hundred twenty-seven recognized bodies, as well as sixty-eight assessment agencies under NCVET. Training is offered in both formal and informal modes, including Recognition of Prior Learning (RPL).

(ii) Formal Vocational Training (Ages 15–59): Merely around 4% people got formal vocational training as of 2023 (increased from 1.8% in 2017).

(iii) Informal Training Trends: In 2023, 65.3% of people aged 15–59 had received no vocational training, down from 92.6% in 2011. Also, hereditary training (skills passed down in families) rose from 1.45% in 2017 to 11.6% in 2023. On-the-job training increased from 2.04% in 2017 to 9.3% in 2023. Self-learning also grew, reaching 7.1% in 2023.

Core Challenges

(i) Late Integration: Students receive vocational training only after the 10th class. It prevents their early exposure to acquiring the required skill.

(ii) Limited Pathways: In higher education, there is no clear route to it, making it a dead-end for many students. It discourages participation and lowers its credibility as a possible career option.

(iii) Vocational Training Deficit & Low Employment: In 2022, only forty-eight percent of ITI seats were filled, which shows a lack of clarity among students. Also, employment rates among graduates were at sixty-three percent.

(iv) Limited Industry Engagement: Indian ITIs totally rely on government funding, whereas international models follow robust PPP. Also, involvement of the employers is negligible, which lowers training quality and job linkages.

(v) Structural Barriers:  (i) In society, these jobs are considered inferior to white-collar jobs, which eventually demotivates youth participation.

(ii) Many programs don’t have updated content, which mismatches current industry needs.

(iii) Schools and ITIs don’t have the required and updated equipment and skilled trainers.

Current Policy Measures

(i) Government Initiatives:

(a) Pradhan Mantri Kaushal Vikas Yojana (PMKVY): It provides short-term courses, sometimes only of 10 days.

(b) Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDUGKY): It ensures that rural youth, too, get the benefits of such schemes.

(ii) National Education Policy (NEP) 2020: It aims to integrate vocational education from pre-school to Grade 12, breaking the divide between academic and skill-based learning. Key reforms include: Early exposure to trades like carpentry, gardening, and metalwork. Vocational Interest Inventories and Aptitude Tests to guide career choices. Partnerships with local industries and ITIs for hands-on training.

(III) Ministry of Skill Development and Entrepreneurship: Targeted schemes like: Modular Employable Skills (MES) for those who left school and workers; National Apprenticeship Promotion Scheme (NAPS) to foster on-the-job learning; Skill labs and incubation centers under the Hub-and-Spoke model.

Way Forward

(i) Early Integration: Bring all resources for ensuring vocational training within the school curriculum, as suggested by the National Education Policy 2020.

(ii) Clear Progression Pathways: Implement the National Credit Framework to allow movement between VET and academic tracks.

(iii) Industry Alignment: Routinely update courses as per the demand of the labour market, extend the scale and reach of training institutes, and recruit skilled and highly qualified teachers.

(iv) Public–Private Partnerships: Encourage private training providers, involve micro, small, and medium enterprises, and cash in on corporate social responsibility (CSR) funding for skilling initiatives.

(v) Increased Public Spending: Increase the vocational education budget by around 7%, as in developed countries, it is around 10%.

Conclusion

So, significant reforms are necessary to make VET a viable pathway to employment, contributing towards a prosperous India. This complete change is essential to ensure that policy initiatives are not only afterthoughts but transformative actions for the workforce.