Author: Dr. Arya Ajit Tawde
DOI Link: https://doi.org/10.70798/Bijmrd/03121011
Abstract: The evolving demands of the 21st-century workforce require schools to integrate academic learning with practical skill development. Although NEP 2020 strongly endorses vocational education, implementation across schools remains inconsistent, leaving adolescents—particularly academically weaker students—with limited exposure to certified skills. This paper argues that school culture plays a decisive role in bridging this policy–practice gap. Drawing on secondary literature, it highlights persistent challenges in career guidance, vocational integration, and teacher preparedness. A Parallel Skill–Academic Pathway is proposed, wherein cognitive, psychomotor, and affective domains develop simultaneously in a culture that values dignity of labour, collaboration, and experiential learning. The model outlines scalable skill options appropriate for Grades 6–10, alongside assessment mechanisms based on hands-on performance and behavioural competencies. Embedded within school culture, this approach can reduce dropout rates, enhance employability, and support inclusive, future-ready education.
Keywords: School Culture, Skill-Based Education, Competency-Based Curriculum, Nep 2020, Employability, Vocational Learning.
Page No: 77-82