Vocational Education in Mainstream of School Curriculum
DOI:
https://doi.org/10.36676/urr.v12.i2.1543Keywords:
Vocational Education, NEP 2020, Curriculum Fragmentation, Social Biases, Inclusive LearningAbstract
The disconnect between vocational education and mainstreaming has always existed in India. NEP 2020 seeks to fill this void not only through policy-proposed innovations but also by taking into account ground realities such as interviews conducted in urban and urban-slum areas of Delhi. Inviting experiences from teachers, subject experts, students and their parents, this study highlights barriers such as fragmentation of curriculum, inadequacy of teacher training and social biases. At the same time, first-hand experiences highlight emerging trends through competency-based curriculum and public–private partnerships that promise to open up avenues for inclusive and lifelong learning in India.
References
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Pathak, R. (2020). NEP 2020: A road map for professional development. Teaching Research: Journal of Arts, Humanities and Social Sciences, 3(6), 66–72.
Primary interviews (2025). During this, interactions were held with experts, teachers, students and historians in Delhi for January-February 2025.
Sharma, M., Riba, D., & Padu, A. (2024). Implementation of vocational education in India: Challenges and prospects of NEP 2020. International Journal of Scientific Research in Modern Science & Technology, 3(7), 1-12.
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Vats, S., & Amir, N. (2024). NEP 2020: Towards choosing and providing opportunities for vocational education. Journal of Educational Reform, 5(1), 45-59.
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