CBSE has
mandated the setting up of Composite Skill Labs as per Circular No Skill
75/2024 dated 23 Aug 2024. The Composite Skill Labs are to be set up in schools
with proper equipment for the purpose of delivering multi-sector skill
education across three forms of work from classes VI to X as mandated in the National
Education Policy (NEP) 2020 and the National Curriculum Framework for
School Education (NCF-SE) 2023. The circular further mandates that all
schools seeking fresh affiliation with CBSE must have a Composite Skill Lab
with all necessary equipment.
Ø Vocational / Skill Education under National Education Policy 2020
National
Education Policy 2020 (NEP 2020) has given immense focus to integrate
vocational education with mainstream education and remove the boundaries
between these streams of education.
Key provisions of National Education Policy are as follows:
• No hard separation between vocational and
academic streams
(Section 4.9, NEP 2020)
• Respect
for diversity and respect for the local context
(Principles
of this Policy, NEP 2020)
• Learning should be holistic, integrated,
enjoyable and engaging
(Section 4, NEP 2020)
• Reduce
curriculum content to enhance essential learning and critical thinking (Section
4.5, NEP 2020)
• Overcome the social status hierarchy
associated with Vocational Education (Section 16.4, NEP 2020)
• By 2025,
50% school learners to get exposure to vocational education and be adept in at
least 1 skill (Section 16.5, NEP 2020)
Building on the vision set forth by NEP 2020 and operationalizing its provisions, National Curriculum Framework 2023 provides critical guidance on the integration of vocational / skill education in schools.
Ø Key Elements of NCF-aligned skilling in schools
Overview of Vocational Education as per NCF-SE:
School education should prepare students not just to understand the world around them, but also to do productive work. These capacities for work would enable students to be productive members for their households as well as participate in the economy. Thus, this NCF sees Vocational Education as an integral part of the curriculum.
a. Through the Curricular Area of Vocational Education, students would be exposed to and develop basic skills in three ‘forms of work’ – work with life forms, work with machines & materials, and work in human services.
b. The school curriculum at the Preparatory and Middle Stages would endeavour to build relevant capacities in the three forms of work. It also becomes the foundation for developing capacities in vocations in primary, secondary, and tertiary sectors of the economy, this meaningfully contributing to the aim of economic participation.
c. In the Secondary Stage of four years, the first two years would work towards consolidating these capacities to develop transferable skills that serve students well in any vocation. In the last two years of schooling in the Secondary Stage, students will be given opportunities
to specialise in specific vocations of their choice.
d. The content of Vocational Education should be locally relevant as far as possible and, at the same time, respond to the
aspirations of students. In the Secondary Stage, Learning Standards should
align with National Skills and Qualifications Framework (NSQF) levels.
e. The content must instil respect for the dignity of labour.
f. Pedagogy should balance ‘making and thinking’ in a manner that is relevant for vocations. Workshops and projects are effective ways of
teaching vocational capacities. Internships and apprenticeships are encouraged while taking safety considerations into account.
g. Assessments should be based on observations, portfolios, and projects and should not just focus on capacities and skills but also values and disposition.
