Policies and Guidelines

The National Education Policy 2020 (NEP 2020) introduced by the Government of India emphasizes enhancing the quality of education delivery for all learners. A significant aspect of this policy is the integration of digital learning to align with the evolving global requirements and the advent of new technologies, as well as to address challenges like those posed by recent pandemic situations.

Blended learning, a core component of this strategy, merges formal (traditional classroom) and non-formal (online) educational methods. This approach integrates digital learning platforms with conventional in-person teaching, offering a more dynamic and flexible educational experience. Blended learning allows for a seamless integration of various teaching methodologies, catering to the diverse needs and learning styles of students.

The National Council for Vocational Education and Training (NCVET) has developed and implemented comprehensive guidelines on blended learning. These guidelines detail the tools and methodologies applicable at different stages of vocational training and education, thereby standardizing the blending process. They provide a framework for the proportion of online and in-person learning, offering recommendations for varying the blend ratio depending on the learning stage and type. This structured approach ensures that blended learning can be effectively adapted and applied across various educational and training contexts, enhancing the overall learning experience and outcomes.

To reduce the redundancy of qualifications and provide access to standardized ones, the National Council for Vocational Education and Training (NCVET) has established guidelines to streamline the Adoption of Qualifications. These guidelines are designed to maintain consistency and uphold quality assurance across the board in both assessment and certification processes.

The Adoption Guidelines assist in simplifying the process by which an Awarding Body (AB) can obtain the rights to offer a qualification initially developed by another AB. This system is aimed at preventing the unnecessary replication of similar qualifications, promoting a more efficient and unified framework for vocational education and training.

The introduction of the Guidelines for the development of Micro Credentials for Upskilling and National Occupational Standards (NOS-standalone) aims to align with the National Skills Qualifications Framework (NSQF) and validate these learning units. This initiative recognizes the necessity for continuous upskilling and the acquisition of cross-sectoral skills in modern entrepreneurial roles, enabling individuals to perform their duties efficiently and independently.

The contemporary job market demands roles that integrate components from multiple sectors, necessitating a workforce adept in a variety of skills to execute these roles effectively. Consequently, the skill training for these positions must include qualifications with learning outcomes that address the diverse requirements of these sectors, ensuring the workforce is competent and versatile.

Moreover, these Credentials are designed to facilitate the development of a wide range of skills, including employability, digital, and soft skills, among others. This approach ensures that individuals are not only technically proficient but also well-equipped with the interpersonal and cognitive abilities needed to navigate the complexities of the modern workplace. The goal is to create a dynamic and adaptable workforce capable of meeting the evolving demands of various industries and sectors.

In response to the objectives established by the National Education Policy (NEP) 2020 and the National Credit Framework (NCrF), along with the evolving requirements from stakeholders, the National Council for Vocational Education and Training (NCVET) has formulated specific Guidelines for Diploma Qualifications in Vocational Education Training and Skilling. The motivation behind this initiative is to formalize higher-order qualifications, such as Diplomas, within the skilling sector, which is seen as a crucial step in elevating the perceived value and appeal of such qualifications.

The introduction of these guidelines is aimed at not only formalizing the structure of Diploma qualifications but also at enhancing their desirability and worth in the educational and professional landscape. This move is expected to open up clearer progression paths for learners within the Vocational Education and Training (VET) ecosystem, facilitating a smoother transition between different levels and types of programs.

Furthermore, by formalizing these qualifications, NCVET seeks to create a more integrated educational framework that aligns vocational and general education, fulfilling the vision of NEP 2020. This integration is anticipated to provide a more cohesive and comprehensive learning journey for students, enabling them to acquire relevant skills and knowledge that are in sync with industry demands and thus, improving their employability and career progression opportunities.

Recognition of Prior Learning (RPL) is a process that acknowledges the competencies, skills, professional levels, foundational literacy, and education an individual has acquired through non-formal, informal, or traditional learning paths. This method allows individuals to formally demonstrate their personal and professional abilities effectively. The adoption of the RPL framework revitalizes the education and training sectors by providing a new momentum.

RPL recognizes the full spectrum of an individual’s learning experiences, showcasing the diverse competencies acquired throughout their life in various contexts and through different methods. This approach validates and gives visibility to the skills and knowledge that individuals have gained outside formal educational settings, including work experience, community activities, and self-directed study.

The RPL framework acts as a catalyst for lifelong learning, encouraging individuals to pursue continuous personal and professional development. By acknowledging and crediting informal and non-formal learning, RPL enhances individuals’ career prospects and educational pathways, bridging the gap between experiential learning and formal certification. This process not only empowers learners but also aligns with the evolving needs of the workforce, promoting a more inclusive and comprehensive approach to education and skill development.

Multinational Companies (MNCs) play a pivotal role in bolstering the economy of a country by meeting both local and international demands for a skilled workforce. These corporations are renowned for recruiting top-tier talent worldwide, providing them with premier technical knowledge and fostering innovative thinking. The involvement of MNCs, along with leading Indian enterprises, in the skilling ecosystem is crucial. They not only serve as the ultimate consumers of skilled labor, reflecting the output of educational and training programs, but also set the pace for the future of work by offering high-quality training in their products, processes, and services.

The National Education Policy (NEP) and the National Credit Framework (NCrF) advocate for the acknowledgment of diverse forms of learning, creating varied pathways that allow individuals to transition between skill development and formal education seamlessly. In this context, the National Council for Vocational Education and Training (NCVET) has developed specific guidelines to recognize and formalize the qualifications offered by MNCs. These guidelines are designed to validate and accredit the skill training conducted by these corporations, ensuring that the training meets national standards and contributes effectively to the skilled labor pool. This formalization process is key to integrating the training provided by MNCs into the broader educational and vocational training framework, thereby enhancing the value and recognition of the skills acquired through these programs.

This framework aims to eliminate the distinctions between different disciplines, subjects, and activities, whether they are part of the curriculum, extracurricular, or co-curricular. By doing so, it covers a broad spectrum of educational sectors, including school education, higher education, and vocational education and training. The NCrF is designed to provide the educational landscape with greater flexibility, inclusivity, and mobility, allowing learners to move seamlessly across different levels and types of education and to have their learning achievements recognized and credited uniformly. This integrated approach facilitates a more cohesive and comprehensive educational experience, supporting lifelong learning and career development across various sectors.