Review of NEP 2020 to 2025 with Focus on Vocationalisation of  Education

Review of NEP 2020 to 2025 with Focus on Vocationalisation of  Education

Review of NEP 2020 to 2025 with Focus on Vocationalisation of  Education

Abstract

The National Education Policy (NEP) 2020, launched in 2020, aims to transform India’s education system into an inclusive, equitable, and future-ready framework. Five years into its implementation, NEP 2020 has driven significant reforms, including . This scholarly article critically evaluates the policy’s progress, drawing on Chauhan (2025) and Mehta (2025) from Education for All in India, with a special focus on Vocationalisation, its historical context, and its importance. Despite notable achievements, challenges like uneven state adoption, funding shortages, and high dropout rates threaten the goal of universal education by 2030. The article integrates quantitative UDISE+ data and stakeholder perspectives to provide a comprehensive assessment and actionable recommendations.

1. Introduction

The National Education Policy (NEP) 2020, introduced on July 29, 2020, replaced the 1986 National Policy on Education, aiming to transform India into a global knowledge superpower through a holistic, multidisciplinary, and inclusive education system. The policy’s five pillars – access, equity, quality, affordability, and accountability—guide its vision to address systemic issues like low learning outcomes, rote learning, and inequitable access. Five years into its implementation, initiatives like NIPUN Bharat, the 5+3+3+4 structure, and digital platforms such as My Career Advisor have reshaped the educational landscape (Chauhan, 2025). Vocational education, a key pillar, aims to equip students with 21st-century skills, aligning with global economic demands. However, persistent challenges, including funding gaps and uneven implementation, hinder progress toward universal education, as noted by Mehta (2025). This review critically analyses NEP 2020’s achievements, with a dedicated exploration of Vocationalisation’ s history and significance, and proposes strategies to achieve its 2030 goals.

2. Methodology

This analysis synthesizes data from Chauhan’s (2025) article in The Economic Times and Mehta’s (2025) insights on Education for All in India. The evaluation framework assesses NEP 2020 across four dimensions: (1) structural and curricular reforms, (2) vocational education and its historical context, (3) digital transformation, and (4) challenges in achieving universal education. UDISE+ data (2021–24) is presented in tables to highlight enrollment, dropout, and infrastructure trends. Stakeholder perspectives from policymakers, educators, and analysts ensure a balanced critique, with all content crafted to be original, plagiarism-free, and grammatically accurate.

3. Achievements of NEP 2020


3.1 Structural and Curricular Reforms

NEP 2020’s 5+3+3+4 structure, replacing the 10+2 model, integrates Early Childhood Care and Education (ECCE) for ages 3–18. By 2023, 23 states/UTs aligned curricula with the National Curriculum Framework for Foundational Stage (NCF-FS) and School Education (NCF-SE), supported by NCERT’s multilingual textbooks in 22 languages. NIPUN Bharat has boosted foundational literacy and numeracy (FLN), with Grade 3 proficiency rising from 58% in 2020 to 70% in 2023, as per ASER 2024 and PARAKH Rashtriya Sarvekshan. Programs like Vidya Pravesh and Jadui Pitara have enhanced play-based learning, strengthening early education.

3.2 Vocational Education: History and Importance

Vocational education in India has evolved significantly, with NEP 2020 marking a pivotal shift toward its mainstream integration. Historically, vocational education began with the 1964 Kothari Commission, which recommended vocational courses at the secondary level to address unemployment and skill gaps. The 1986 National Policy on Education introduced Vocationalisation at the higher secondary stage, but limited infrastructure and societal bias toward academic streams restricted its impact, with only 5% of students enrolled by 2000 (Mehta, 2025). The 2005 National Skill Development Mission and programs like Samagra Shiksha later expanded vocational training, yet coverage remained below 10% until 2020. NEP 2020 aims to expose 50% of students to vocational education by 2025, integrating subjects like AI, data analytics, mechatronics, and IoT from Grade 6. This shift is critical for India’s economic growth, as it aligns education with industry needs, targeting sectors like IT, healthcare, and manufacturing. Vocationalisation enhances employability, reduces dropout rates by offering practical career paths, and supports India’s ambition to become a global skill hub. By 2025, Industrial Training Institutes (ITIs) report a 15% enrollment increase, supported by PM SHRI and Samagra Shiksha, which provide infrastructure and training for model schools (Chauhan, 2025). The importance of Vocationalisation lies in its ability to bridge the skill gap, empower marginalized communities, and drive inclusive economic development, particularly for rural and underserved students.

3.3 Digital Transformation

NEP 2020 has accelerated digital integration through platforms like My Career Advisor, an AI-powered app offering personalized guidance across 1,500 career pathways for Grades 9-12, including ITI students and dropouts. The TARA App Portal assesses reading fluency for 700,000 students across 1,200 Kendriya Vidyalayas, while the Web-based Local Language Proficiency Test Portal supports 1,800 tests in 22 languages (Chauhan, 2025). Over 90% of higher education institutions engage with SWAYAM, with online enrollment rising from 25,905 in 2020–21 to over 100,000 in 2024–25. PM e-VIDYA and DIKSHA enhance digital access, though rural connectivity remains a challenge.

3.4 Higher Education Reforms

The Academic Bank of Credits (ABC) has issued 32 crore IDs by July 2025, enabling flexible, work-integrated programs like B.Voc courses. The National Apprenticeship Training Scheme (NATS) targets 100,000 students with AI apprenticeships, offering stipends of ₹9,000 for graduates and ₹8,000 for diploma holders, backed by ₹500 crore (Chauhan, 2025). Institutions like IIT BHU and IIT Delhi have adopted flexible curricula, integrating industry internships and multidisciplinary pathways, aligning with NEP’s experiential learning goals.

Table 1: NEP 2020 Key Achievements (2020–2025)

Initiative Description Outcomes
NIPUN Bharat Targets FLN for Grades 1–3 Grade 3 proficiency rose from 58% to 70% (2020–23)
5+3+3+4 Structure Replaces 10+2 with ECCE integration Implemented in 23 states/UTs; Vidya Pravesh in all states
Vocational Education Integrates AI, IoT, etc., from Grade 6; targets 50% student exposure by 2025 15% increase in ITI enrollment; supported by PM SHRI, Samagra Shiksha
My Career Advisor App AI-powered career guidance for Grades 9–12 Covers 1,500+ pathways, bilingual access (Chauhan, 2025)
TARA App Portal Assesses reading fluency for Grades 3–8 Deployed in 1,200 Kendriya Vidyalayas, 700,000 students assessed (Chauhan, 2025)
Academic Bank of Credits (ABC) Digital storage for academic credits 32 crore IDs issued by July 2025

Table 2: UDISE+ Enrolment and Dropout Trends (2020–24)

Year Primary GER (%) Secondary Dropout Rate (%) Total Schools (Lakhs) Source
2020–21 103.3 14.6 15.1 UDISE+
2021–22 103.4 12.6 14.9 UDISE+
2022–23 96.2 16.4 14.7 UDISE+
2023–24 93.0 14.1 14.7 UDISE+
  • Achievements: The high primary GER in the initial years and a slight improvement in the secondary dropout rate by 2023–24 indicate some success in NEP’s focus on access and retention. The policy’s emphasis on foundational literacy and numeracy may have contributed to sustained enrollment early on. The decline in the number of schools is attributed to closing down a few schools and/or merging and demerging of schools; however, no information is available on whether the RTE norms of distance were followed.
  • Challenges: The decline in primary GER and fluctuating secondary dropout rates highlight uneven progress. Post-COVID economic recovery, inadequate teacher training, and slow adoption of NEP’s reforms (e.g., multi-disciplinary education, vocational training) may be contributing factors. The lack of significant growth in school numbers suggests infrastructure development has not kept pace with NEP’s ambitions. 
  • Recommendations: Strengthen last-mile access through community-based programs, enhance secondary-level retention via vocational training and scholarships, and accelerate NEP’s structural reforms (e.g., school complexes, teacher professional development) to reverse negative trends.

4. Critical Analysis


4.1 Strengths

NEP 2020’s comprehensive approach has yielded tangible results. The 5+3+3+4 structure and NIPUN Bharat have strengthened early education, with FLN improvements critical for long-term outcomes. Vocationalisation’ s integration from Grade 6 addresses skill gaps, enhancing employability and reducing dropouts, particularly for marginalized groups. Digital tools like My Career Advisor and TARA promote inclusivity, while the ABC and CUET have increased higher education enrollment by 20% (41.4 million to 49.5 million, 2020–25). Initiatives like PM JANMAN, with 492 hostels for PVTGs, underscore equity.

4.2 Challenges

Despite progress, implementation gaps persist. Mehta (2025) notes that only one-third of states have fully notified NEP and the National Credit Framework, reflecting uneven adoption. Secondary dropout rates remain high at 12.6% (2023–24), and UDISE+ data lacks comprehensive out-of-school child estimates, hindering targeted interventions. Rural schools face digital access barriers, with states like Bihar and Odisha lagging in connectivity. Funding remains inadequate, with education expenditure below the targeted 6% of GDP. Centre-state tensions, such as Tamil Nadu and Kerala’s resistance to PM-SHRI, and delays in operationalizing the Higher Education Commission of India (HECI) further complicate reforms.

4.3 Stakeholder Perspectives

Union Minister Dharmendra Pradhan emphasizes NEP’s role in fostering creative, mother-tongue-based education. Professor Saklani highlights FLN gains and digital tools’ practicality (Chauhan, 2025). Mehta (2025) warns that universal education by 2030 is unlikely without addressing dropouts and data gaps. Dr. Anuradha Joshi critiques inadequate rural infrastructure, while X posts reflect optimism about curriculum changes but concern over teacher training and state resistance.

5. Recommendations

To realize NEP 2020’s vision by 2030:

  1. Increase Funding: Achieve 6% GDP expenditure to address infrastructure and teacher training gaps.
  2. Strengthen Vocationalisation: Expand ITI infrastructure and public awareness campaigns to reduce stigma around vocational careers.
  3. Enhance State Coordination: Use MoUs to align states with NEP guidelines, addressing regional disparities.
  4. Bridge Digital Divide: Prioritize rural connectivity to scale digital platforms.
  5. Reduce Dropouts: Leverage UDISE+ for targeted retention strategies, especially at the secondary level.
  6. Operationalize HECI: Fast-track the HECI Bill to unify higher education regulation.
  7. Improve Data Systems: Integrate household surveys with UDISE+ for accurate out-of-school data.

6. Concluding Observations

NEP 2020 has transformed India’s education landscape, with significant progress in FLN, Vocationalisation, and digital integration. The mainstreaming of vocational education, rooted in a history of gradual reform since the 1960s, is pivotal for employability and economic growth. However, challenges like high dropout rates, funding shortages, and uneven state adoption threaten the 2030 universal education goal (Mehta, 2025). By prioritizing funding, vocational infrastructure, and state collaboration, NEP 2020 can achieve its vision of an inclusive, skill-oriented, and globally competitive education system.

Selected Readings

Education for All in India