Meyhar Kaur Walia

Addressing the gaps between enrolment rates and actual training is crucial for improving the effectiveness of vocational programs. Selecting students for vocational education based on their skills and motivation can lead to better completion rates and job prospects, however it can also unintentionally exclude some if not combined with efforts to remove barriers that limit access, especially for vulnerable groups.

In the context of India, the way education has been imparted from ancient times to the present day, reflects one of the most enduring and pioneering systems in the whole world. The educational practices from the ancient Gurus to the modern education system have been influenced by the changing context in India. The Indian education system emphasizes the importance of respecting and preserving India’s rich heritage and history, with social and national integrity as the prime objective of education. Conversely, global educational systems exhibit a wide range of cultural influences, for example, western educational models often prioritize critical thinking, and student-centred learning; Nordic systems, known for their focus on equality; East Asian models frequently emphasize discipline, respect for authority, and academic rigor.

The education system in any region is significantly shaped by its surrounding environment. In India, there has long been a strong emphasis on careers in fields such as engineering, medicine, business administration (MBA), and government services. This focus has often restricted students from exploring other career paths. Factors such as media influence and parental expectations contribute to this narrow scope. In contrast, other countries have embraced a broader range of career options, including fields like palaeontology, arts, and graphic design. The core issue lies in shifting people’s attitudes to encourage the exploration of less conventional paths.

This research article aims to explore differing vocational education and training structures across the world. Understanding this framework provides a comprehensive insight into the strengths and challenges of different educational systems and highlights the opportunities for development. By addressing the differences between various educational frameworks and viewpoints, this research enhances our understanding of how education as a way can be effectively adapted to address the demands of a globalized world.

INDIA’S VOCATIONAL EDUCATION SYSTEM

After gaining independence in 1947, India’s education system made substantial progress with implementation of policies aimed at increasing educational access for everyone, with a focus on literacy and basic education. The objectives of education have always been achieved through the curriculum. The curriculum is formulated in a way that reflects the ideals, ideas, and values prevalent in the society. Vocational education focuses on hands-on training and the development of expertise, equipping students with the practical skills required for employment in their chosen fields. The government of India has undertaken various initiatives to integrate the skill development ecosystem under “Skill India Mission”, under this mission, over 20 Central Ministries and departments are running nationwide Skill Development programs to upskill millions, including school children.

The Ministry of Skill Development and Entrepreneurship (MSDE) provides training through an extensive network of skill development centers under various schemes, viz. Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is available for individuals aged 15-59, including school dropouts, National Apprenticeship Promotion Scheme (NAPS) allows school leavers from grades 5-12 to become apprentices and the Craftsman Training Scheme (CTS) through Industrial Training Institutes (ITIs), to all segments of society across the Nation.

MSDE has implemented certain measures to align training programs with market demands and ensure stability and consistency in the Skilling Ecosystem. Some of these includes:

• The National Skill Development Corporation (NSDC) has established 36 Sector Skill Councils (SSCs), led by industry leaders.
• The National Council for Vocational Education and Training (NCVET) has been established as the main regulator to ensure quality in Technical and Vocational Education and Training (TVET).
• The Government of India has signed Migration and Mobility Agreements with ten countries – UK, France, Germany, Israel, Taiwan, Austria, Mauritius, Australia, Portugal, and Finland, to match skills with global needs.
• Government of India has announced setting up of 30 Skill India International Centres to address the demand for skilled workers abroad.

NEP 2020 has recommended the integration of vocational education into mainstream schooling. Under the Samagra Shiksha scheme, schools offer National Skills Qualifications Framework (NSQF) compliant vocational courses for students in grades 9 through 12. Vocational courses also include mandatory employability skills, such as communication, self-management, ICT, entrepreneurship, and green skills.

GLOBAL VOCATIONAL TRAINING MODELS

There are unique vocational programs across the world to develop a skilled workforce. Many countries have implemented these programs to ensure the efficient provision of vocational education. Key global practices that exemplify successful vocational training include the CTE model in the USA, Canada’s diverse course offerings, the UK’s trailblazer apprenticeship model, and Malaysia’s PPP model, among other relevant examples.

The Vocational Training is called Career and Technical Education (CET) in USA. It involves training students both for labour market skills and for post-secondary education. CTE programs are aligned with National Career Clusters and are offered through a network of high schools, community or technical colleges, and on-the-job training.

The Technical and vocational education and training system in Canada is commonly referred to as “skills development and adult learning”. It constitutes one of the four pillars of the “Learn Canada 2020” mission. The TVET system of Canada encompasses a wide array of activities, such as secondary school programs, post-secondary training, apprenticeship programs, community colleges, and workplace and workforce learning. These programs are aligned to the labour market needs for the different populations and age groups.

In Germany, the Vocational Education and Training programs (TVET) is known as the ‘Dual System’. The central quality is cooperation between companies and publicly funded vocational schools. The duality in the system arises from training being delivered in two places i.e. companies (for practical knowledge) and vocational schools (for theoretical knowledge). Social partners, including employees and trade unions, influence the curriculum of VET to ensure their requirements and interests.

Challenges with skill development vary across regions and their economies and must align with the context, function, and culture of the external environment. Technical Vocational and Educational Training programs are highly valued in countries where vocationally skilled labour secures well-paying jobs then in countries with fragmented job structures. In some countries, vocational training is seen as evidence of the ability to perform complex tasks, while in others it is perceived to be providing only basic and limited skills.

POLICY ASSESSMENT

In India, under the National Apprenticeship Promotion Scheme (NAPS), from 2018-19 to June 2024, a total of 29,92,367 apprentices were engaged, out of which 14,79,926 were trained. Since its inception until June 2024, the PMKVY scheme has enrolled 1,66,78,389 people, with 1,48,11,506 receiving training and 1,15,88,354 achieving certification. For the JSS and CTS schemes, 25,93,642 and 41,61,894 individuals are certified, respectively, out of total enrolments of 26,67,372 and 65,10,956.

The organization and structure of vocational education vary significantly from one country to another. According to 2022 data, on average, one-third of 25 -34-year-olds in OECD countries have a vocational qualification as their highest level of education. However, there are variations across countries. For example, in Costa Rica and Mexico, less than 2% of 25–34-year-olds have a vocational upper secondary qualification, while in Finland and Slovenia the share reaches almost 40%, 44% in Romania and 48% in the Slovak Republic. A vocational qualification is relatively uncommon in about one-third of OECD countries, with 8 countries where less than one in five 25–34-year-olds hold a vocational qualification.

Across countries, there is an increasing interest in the development of vocational programs as a means of equipping the youth with the skills required in the job market of current times. Vocational education also raises concerns over equity, whether a student’s decision to enrol in a vocational program is heavily influenced by their socio-economic background or if these programs disproportionately include students who are struggling academically. While vocational programs do provide an alternative, it should be a pathway that benefits everyone, including those with strong academic performance.

TVET programs has the potential to improve the productivity, employability, and livelihoods of many job seekers. Vocational programs need to evolve with time by updating their structure and adapting to globalization, technological changes, climate change, and other factors.  Training often falls short of expectations, especially in low- and middle-income countries. A transformation is needed to shift the focus from inputs to end results, primarily by reforming the foundations of TVET governance and financing. Steps such as early counseling in schools, and collaboration among government, academia, and industry is crucial to develop relevant skill programs, and the integration of distance and regular education will further support are essential prepare students in a rapidly evolving job market.

Addressing the gaps between enrolment rates and actual training is crucial for improving the effectiveness of vocational programs. Selecting students for vocational education based on their skills and motivation can lead to better completion rates and job prospects, however, it can also unintentionally exclude some if not combined with efforts to remove barriers that limit access, especially for vulnerable groups. Disadvantaged students should be provided with safe, inclusive, and personalized support to avoid early dropout. The skills taught in these programs should align with labour market needs, which also includes opportunities in self-employment, informal sectors, and emerging digital and green industries.

KEY TAKEAWAYS

The educational systems of both India and the globe, reveals a complex interplay between historical traditions, cultural values, and contemporary demands. India has made significant improvements post-independence, focusing on broadening access and integrating vocational training through various initiatives like the Skill India Mission. In contrast, vocational education in different countries such as the USA, Canada, Germany, and others demonstrates diverse approaches tailored to local labour market needs. As nations adapt to a globalized world, there is an increasing recognition of the need for vocational education that aligns with the job market demands.

The challenge lies in advancing the programs in global trends such as technological advancements and climate change. Ensuring that vocational training is inclusive, adaptable, and aligned with future job opportunities will be crucial for enhancing the employability and productivity of future generations. The comparative analysis of India and global systems highlights the importance of integrating effective vocational education and training. India can further refine its educational strategies to foster a more inclusive, diverse, and future-ready workforce by adopting successful strategies from other countries. Implementing these strategies could broaden career pathways.

Meyhar Kaur Walia is a Policy Research and Advocacy Intern at SarkariSchool.in and is currently pursuing her Political Science Honours at Gargi College, University of Delhi. Please write your comment at [email protected].

REFERENCES:

1) Ministry of Skill Development and Entrepreneurship through its various schemes coordinates all skill development efforts across the country. (n.d.). https://pib.gov.in/PressReleasePage.aspx?PRID=2039517#:~:text=The%20aim%20of%20vocational%20education,choice%20in%20accordance%20with%20their

2) Several new initiatives on Vocational Education including Hub and Spoke Model  introduced under Samagra Shiksha. (n.d.). https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1885528

3) Unknown. (n.d.). Best global practices in technical and vocational education and training. https://skillsip.nsdcindia.org/sites/default/files/kps-document/NSDC_Global_TVET_Systems%20and%20Practices_26May2020_Final%20%281%29_0.pdf

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