Blitz Bureau
THE National Education Policy (NEP) 2020 recognises three pressing global challenges that necessitate an educational response. First, emerging technologies like machine learning, big data, and generative Artificial Intelligence (AI) demand adaptability and high-order skills in tomorrow’s workforce. Secondly, environmental challenges posed by climate change, depleting natural resources, and pollution require innovative and sustainable solutions to meet the world’s food, water, energy and sanitation needs. Thirdly, the growing risk of novel diseases, pandemics and epidemics impose the need for improved medical research and economic resilience. To prepare for these challenges, the NEP prioritises a new-age, skill-centric education from early grades that leverages an interdisciplinary approach, blending theoretical classroom knowledge with practical application.
To implement skill education from an early age, the Central Board of Secondary Education has undertaken significant initiatives. In the middle grades (VI-VIII). It has introduced 12-15 hour skill modules on 33 subjects like coding, data science, design thinking and mass media. At the secondary and senior secondary grades (IX-XII), a skill subject can be opted into from a list of 42 subjects as the sixth elective. These subjects are mapped to specific National Skills Qualification Framework-levels for future career benefits and employability.
A policy update this January allows students to replace the marks of an academic subject with the skill subject, should they fail in any elective subject, offering greater flexibility in their academic journey. Three aspects stand out from the CBSE’s approach to integrating skill education in schools. First, it offers courses on cutting-edge technologies like 3D-printing, drone technology, AI, as well as traditional subjects like embroidery, pottery and herbal heritage. Secondly, it strives to balance the demands for students’ skill development with the needs of local industries by encouraging schools to design a flexible curriculum that is suited to work prospects in the surrounding context. Thirdly, in collaboration with industry leaders, the CBSE offers curriculum design, teaching resources, and handholding and mentorship programmes.
In August 2024, the CBSE directed its affiliated schools to establish Composite Skill Labs with all necessary tools and technology. To be set up within three years, these labs aim to provide continuous hands-on experience and industrylinked training to students. Other boards, like the Council for the Indian School Certificate Examinations (CISCE), are also promoting skill education by introducing new-age subjects and partnering with institutes like IIT Delhi to design curricula that align with emerging industry trends. Such cumulative efforts have improved the country’s readiness to meet the changing demands of the future, positioning it at a global rank of 25 in the QS World Future Skills Index, with a remarkable second position in the indicator ‘Future of Work’.
Adding 9.7 million potential workers to its labour force every year, India stands to gain substantial socio-economic benefits from early skilling initiatives. One primary benefit is bridging the gap between academic learning and its practical, real-world applications, making future workers more adaptable and employable. Skill subjects like carpentry, agriculture, marketing and sales allow students to practice their classroom knowledge in tangible ways, enabling a holistic and engaging learning experience. An impact study by the National Council of Educational Research and Training (NCERT) found that, in addition to gaining employability skills, skill education helped the students improve retention, academic interest, testing outcomes and confidence levels.
