Nep 2020 Makes A Major Shift To Strengthen Vocational Education

By Author: Chaitanya Kumari
Total Articles: 190
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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.
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... • 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.

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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