Shaker Rashid Dar

Vocational education has the potential to change how young people in Jammu and Kashmir prepare for their future. In a region where unemployment remains a serious concern and academic qualifications do not always guarantee jobs, equipping students with practical skills is no longer a matter of choice but a necessity. Yet, while vocational education has made its way into government schools, questions remain about how effectively it is being implemented and whether those responsible for delivering it are receiving the support they deserve.

Under Samagra Shiksha and the National Education Policy (NEP) 2020, vocational courses have been introduced in hundreds of high and higher secondary schools across Jammu and Kashmir. Students now have opportunities to learn skills in Information Technology, Tourism and Hospitality, Healthcare, Agriculture, Retail, Automotive and Beauty and Wellness.

This is an important development. For many students, particularly those from economically disadvantaged families and remote areas, vocational education can open doors to employment, entrepreneurship and financial independence. It allows them to develop practical abilities while continuing their regular studies.

However, introducing courses is only the first step. Their success depends on the quality of training, availability of infrastructure and stability of the teaching workforce.

One of the major concerns surrounding vocational education in Jammu and Kashmir is its dependence on private Vocational Training Partners and outsourcing agencies. While these arrangements may have helped introduce the programme, continued reliance on intermediaries raises questions about administrative efficiency, accountability and the long-term sustainability of the system.

A programme intended to prepare young people for secure livelihoods should not itself depend on an uncertain employment structure for its trainers.

Many vocational trainers possess engineering degrees, professional qualifications and specialised diplomas. They are responsible for introducing students to practical skills that could influence their future careers. Yet, despite their important role, many continue to work on short-term contracts without job security, defined career progression, adequate service benefits or retirement protection.

Delays in the payment of honorariums add to their difficulties. Such uncertainty can affect professional morale and make it harder for trainers to plan their futures.

The government needs to examine this issue seriously. A transparent employment policy for vocational trainers, whether through direct departmental engagement or a dedicated cadre under Samagra Shiksha, could provide much-needed stability.Click Here To Follow Our WhatsApp ChannelAny such framework would have to be developed within the applicable recruitment and financial rules, but the absence of an easy solution should not prevent a serious policy discussion.

Infrastructure also deserves equal attention. Vocational education cannot achieve its purpose if students are expected to learn practical skills without adequate laboratories, modern equipment or reliable internet connectivity. Schools in remote districts such as Kupwara, Kishtwar, Poonch and Rajouri require particular attention to ensure that geographical disadvantages do not translate into unequal educational opportunities.

Another important issue is the relevance of the courses being offered. Jammu and Kashmir has distinct economic strengths, including horticulture, saffron cultivation, handicrafts and tourism. Vocational education should reflect these local opportunities rather than relying entirely on standardised courses designed for different economic conditions.

Students trained in locally relevant skills may be better positioned to find employment, support family enterprises or establish businesses of their own.

There is also a need to strengthen coordination between schools, trainers and the School Education Department. Greater departmental oversight, regular assessment of training outcomes and timely provision of resources could make the programme more effective.

Vocational education must be treated as an integral part of the education system rather than an additional activity. Its purpose should extend beyond awarding certificates to helping students acquire skills that are genuinely useful in the workplace.

The future of vocational education in Jammu and Kashmir cannot be secured through enrolment figures and course expansion alone. It requires a system in which students have access to quality training, schools possess the necessary facilities and trainers are treated as essential contributors to educational development.

If the government wants vocational education to become a meaningful response to youth unemployment, it must address the weaknesses within the existing structure. Streamlining implementation, strengthening infrastructure, aligning courses with the local economy and developing a fair employment policy for trainers would be important steps in that direction.

Ultimately, the success of vocational education should be measured not by how many schools offer these courses, but by how many young people leave those classrooms with the confidence, competence and opportunities to build a better future.

The author is based in Handwara, Jammu and Kashmir. The views expressed are personal.