Competition is the key to Revitalizing India’s Vocational Education

As a frequent traveller, I may appreciate the convenience of new airports in cities like Delhi and Mumbai. However, the high User Development Fees (UDF) make travellers like me feel like hostages, as we have no alternative airports due to a rule prohibiting new ones within 125 km of existing airports. Perhaps lifting this restriction could introduce competition, leading to lower fees and more options for travellers.

This concept of competition has broader implications for vocational education. Unlike airports, competition in education is possible. Schools and colleges can compete on various factors, such as employability, quality of faculty, and placement outcomes. However, educational regulators focus on inputs rather than outputs, as seen with the Right to Education (RTE) Act, which prioritizes school infrastructure over actual learning outcomes. Research shows that factors like school buildings, teacher qualifications, and salaries have little correlation with student achievement. In fact, these regulations often discourage true educational entrepreneurs and favour those with real estate interests.

To foster competition and improve outcomes, we need to shift from a hardware-centric regulatory approach to an output-focused one. One solution is the introduction of Skill Universities (SUs), which operate differently from traditional universities. These institutions align their curriculum with employer needs, offer flexible degree options, and emphasize real-world experience through apprenticeships and online learning.

Several regulatory changes could support the expansion of SUs and improve the overall educational landscape:

1. Revamp distance education regulations: Current rules restrict Indian universities from competing with global platforms like MOOCs. Allowing more flexibility in online education could help address challenges such as faculty shortages, affordability, and employability.
2. For-credit apprenticeships: Apprenticeships combined with educational credits can offer vertical mobility for graduates of ITI and diploma programs, creating opportunities for further education.
3. Flexible and regional accreditation: The regulatory focus should shift from physical infrastructure to outcomes, allowing universities to offer multi-modal education. Establishing regional accreditation bodies would provide a more flexible and decentralized system.
4. Creating a clear path from certificates to degrees: A flexible framework that allows students to move from short-term certificates to full degrees would make vocational education more attractive and accessible.

The “massification” of higher education presents a significant policy challenge, especially when balancing cost, quality, and scale. Encouraging diversity in educational models, from research universities to skill-based institutions, is essential to meet the needs of India’s growing workforce.

Ultimately, skill education in India needs a more inclusive, innovative approach to create real opportunities for the millions of young people entering the labour market.

You might also be interested to read: Transforming School Education to Build Future-Ready Skills