National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat

Dipika B. Patel *

Indian Institute of Teacher Education, Gandhinagar, Gujarat, India.

Manish Agrawal

Indian Institute of Teacher Education, Gandhinagar, Gujarat, India.

*Author to whom correspondence should be addressed.


Vocational education is inevitable to inculcate and cultivate relevant skills in learners for individual and societal benefits. This is a sincere attempt to help an individual enhance self-confidence to contribute to the sustainable development of the nation. Education aims to develop skills among learners. In the 21st century, the need for skill development among learners is perspicuous but change has taken place in types of skills. At present, the emphasis is on the knowledge economy. Therefore, the type of vocational education and skill development has also changed. Vocational education paves the way to develop skills and produce skilled learners who can contribute significantly to a nation being self-reliant. The NEP 2020 has advocated for vocational education to be introduced from class sixth after keeping the requirements of the current century in view and with a vision to make Aatmanirbhar Bharat (self-reliant India). The NEP 2020 has also emphasised experiential learning for all-rounded development of learners. Vocational education can create a positive environment for the learners to boost skills required for individual growth leading to a self-reliant India. In this paper, the researchers have made a solemn effort to enumerate the relevance of vocational education and skill development in NEP 2020 for producing a skilled workforce to build a knowledge-based economy in India and laying the foundation for Aatmanirbhar Bharat (self-reliant India).

Keywords: NEP 2020, vocational education, skill development, Aatmanirbhar Bharat

How to Cite

Patel , D. B., & Agrawal , M. (2024). National Education Policy 2020: Paradigm Shift in Vocational Education for Aatmanirbhar Bharat. Asian Journal of Education and Social Studies, 50(6), 93–99.


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