Choose Report Type
Publication Date
Report Upload
download
(14.87 MB)
vertical
Skill Development, Labour & Employment
PDF Text
REIMAGINING
SKILLING
FOR VIKSIT BHARAT@2047
While due care has been exercised to prepare this report by compiling data from various sources,
NITI Aayog does not confirm the authenticity of the data and the accuracy of the methodology
used for research and preparation of this report. Pseudonyms are used in place of actual participant
names throughout this report to protect their privacy. Some images used are generated by AI.
NITI Aayog shall not be held responsible for findings or opinions expressed in this document.
Suggested Citation
NITI Aayog (2026). Reimagining Skilling for Viksit Bharat@2047. August, 2026
Copyright
Copyright@ NITI Aayog, 2026
Disclaimer
4NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
India’s ambition to become a developed nation by 2047 rests, above all else, on
the capabilities of its people. With the largest youth population in the world and a
workforce that will constitute nearly one-fifth of the global labour supply over the
next two decades, the choices we make today about how we equip, credential,
and empower our citizens will determine the trajectory of our economy and our
standing as a knowledge-driven civilisation. Skilling, in this context, is not a sectoral
programme, but a foundational national priority.
Globally, the nature of work is being reshaped at a pace without historical precedent.
Artificial intelligence, automation, green transition, and the reorganisation of global
supply chains are simultaneously creating new categories of employment and
rendering others obsolete. If we skill our workforce for jobs of the future, India can
become the world’s talent hub, supplying human capital, both for our own growth
as well as for ageing economies of the world.
This report, Reimagining Skilling for Viksit Bharat@2047, prepared by the Skill
Development, Labour and Employment Division of NITI Aayog, offers a rigorous
diagnosis of structural barriers and charts a coherent reform agenda centred on
five core reforms and four key enablers. It calls not just for incremental tinkering,
but for a fundamental reimagining of the skilling architecture, placing learners at
the centre of a lifelong continuum from school to workforce.
Realising this vision demands the full force of cooperative federalism, genuine
industry co-ownership of the skilling ecosystem, and the purposeful deployment of
technology as an instrument of equity and inclusion. It also demands that we address,
with deliberate intent, the structural barriers that continue to exclude women and
marginalised communities from formal economic participation.
I commend the work undertaken by Skill Development & Employment Division,
under the leadership of Dr. Sonia Pant, Programme Director and the team led by
Dr. Sakshi Khurana, Senior Specialist.
Advancing India’s skilling and workforce development agenda requires collective
efforts of Central Ministries, State Governments, industry, academia, training providers,
and other stakeholders. Through sustained and collaborative efforts, we can build
a skilling and education system that is inclusive, futuristic and aligned with India’s
broader developmental goals. The path to Viksit Bharat runs through every learner
who gains a skill and every worker who finds dignified employment. Let us build
systems worthy of that aspiration.
Ashok Kumar Lahiri
Vice Chairman, NITI Aayog
5NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
India stands at a defining moment in its development journey. As we move towards
the vision of Viksit Bharat @2047, the country’s demographic strength presents an
unprecedented opportunity to accelerate economic growth, social mobility, and
global competitiveness. Over the last decade, India has made significant strides
in expanding access to skilling opportunities through large-scale investments,
institutional reforms, and innovative programmes. Yet, the evolving nature of work,
technological disruption, changing industry requirements, and persistent barriers
to participation call for a fundamental reimagining of how skills are developed,
recognised, and linked to livelihoods.
I commend the Skill Development, Labour & Employment Division of NITI Aayog for
undertaking this important study under the leadership of Dr. Sonia Pant, Programme
Director, and the team led by Dr. Sakshi Khurana, Senior Specialist. The report
reflects a rigorous examination of India’s skilling landscape and offers a thoughtful
roadmap for strengthening learner pathways, improving employability outcomes,
and enhancing the responsiveness of the skilling ecosystem to future economic
and workforce needs.
A key contribution of this report is its emphasis on viewing skilling not as a standalone
intervention, but as an integrated lifelong journey. The recommendations outlined
herein seek to strengthen pathways between education, skilling, employment, and
entrepreneurship through reforms that promote flexibility, industry engagement,
apprenticeship opportunities, informed career guidance, and recognition of learning
outcomes.
Importantly, the report recognises that the next phase of transformation will require
coordinated action across governments, industry, academic institutions, civil society,
and communities. States will play a particularly critical role in contextualising
and implementing reforms in line with local economic priorities and workforce
requirements.
I envision this report to serve as a valuable resource for policymakers, practitioners,
industry leaders, researchers, and all stakeholders committed to strengthening
India’s human capital. The ideas presented here are intended to stimulate dialogue,
inform action, and contribute to building a skilling ecosystem that empowers every
learner and worker to realise their full potential.
As India advances towards Viksit Bharat @2047, investments in skills will remain
among the most powerful investments in our future. By placing learners at the centre,
fostering innovation, and strengthening pathways to meaningful livelihoods, we can
create a workforce that is resilient, productive, and prepared for the opportunities
of the decades ahead.
Dr R. Balasubramaniam
Member, NITI Aayog
6NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
As India advances towards the vision of Viksit Bharat @ 2047, the quality of skills across
the workforce will be central to sustaining growth, productivity, and opportunity.
Considerable progress has been made in expanding skilling initiatives across the
country. Yet, evolving economic realities underscore the need for a more coordinated,
integrated, and future-oriented approach.
Reimagining Skilling for Viksit Bharat @2047 sets out NITI Aayog’s response to
this moment. The report draws on a detailed assessment of five learner segments
that shape how individuals learn, work, and move across education, skilling, and
employment systems. Together, it provides a system-wide view of where the skilling
ecosystem stands, and where stronger alignment and redesign are required.
The reimagined skilling architecture presented in this report is anchored in five
strategic big bets designed to catalyse transformation at scale. These include early
initiation into employability and trade related skills through integration in schools.
As learners move into tertiary education, the architecture seeks to revitalise tertiary
education through viable public private partnership and engagement models.
Outcome-linked industry backed programmes are aligned with high-growth industry
demand areas and clear outcome orientation. The expansion of apprenticeships as
a mainstream work pathway is expected to support sustained learning and earning.
These shifts are supported by systemic enablers across technology, policy, and
institutions. Digital Lifelong Learning Accounts (DLLAs) or Skill Passports are envisaged
for each learner, anchored by interoperable skilling registries and data exchanges.
The operationalisation of the National Credit Framework (NCrF), alongside skills-first
hiring practices and outcome-based financing for learner support, is intended to
strengthen coherence and outcomes across the skilling ecosystem. Even as these
big bets and enablers are operationalised, positioning skilling as an aspirational and
mainstream pathway for career readiness remains essential.
Together, these elements form the backbone of a new skilling architecture that
places the learner at the centre of lifelong learning and supports each learner with
continued learning, earning, and advancement opportunities, while reinforcing
inclusion and access. For this vision to translate into action, States will be the
anchors of transformation. Their leadership in aligning skilling strategies with
local employment priorities, while ensuring scale and inclusion, will be central to
implementation.
B. V. R. Subrahmanyam
Former CEO, NITI Aayog
7NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
I extend sincere gratitude to Smt. Debashree Mukherjee, Secretary, Ministry of
Skill Development and Entrepreneurship (MSDE) for her invaluable support to this
study by facilitating access to data from MSDE’s State of Skills Survey 2024 that
substantially informed the analysis and strengthened the report. The preparation
of this report has benefitted from close partnerships and constructive engagement
with State Governments, particularly Skill and Technical Education Departments
of Governments of Andhra Pradesh and Odisha whose contributions have been
instrumental in informing the key enablers for a reimagined skilling architecture
for the States.
Boston Consulting Group (BCG) provided valuable technical and analytical rigour,
and partnership throughout the preparation of this report. I acknowledge the
leadership of Ashish Garg, Garima Batra, Varad Pande, Sriramprasad Rangarajan,
and their colleagues, Jyotishmaan Tripathi, Anusheela Ghosh, and Shruti Sadani,
whose expertise, research support, and thoughtful inputs helped shape the report
and strengthen its evidence base.
The development of this report was possible due to the dedicated efforts of Dr.
Sonia Pant, Programme Director, whose commitment and sustained efforts were
instrumental in bringing this work to fruition. Dr. Sakshi Khurana, Senior Specialist,
oversaw the overall development of this report along with valuable contributions
from Sh. Manish Kumar Vimal, Director and Consultants: Shailendra Yadav, Neha
Singh, Ashutosh Nema; Young Professionals: Hitesh Sangwan, Radhika Talekar,
Hannah Liza Varghese, and Arnavi Sagar.
The five big bets and key enablers outlined in the report assume particular significance
in the context of the Integrated Scheme in Skilling Architecture (ISSA) proposed in
the Union Budget 2026-27. Going ahead, Central Ministries, State Governments,
industry, trainers, and other stakeholders across the skilling ecosystem can collectively
ensure the on-ground implementation of this reimagined skilling architecture for
Viksit Bharat@2047.
8NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
This report synthesizes empirical data and the collective expertise of institutions
and individuals dedicated to advancing education and skill development in India. I
am grateful to Shri Ashok Kumar Lahiri, Hon’ble Vice Chairman, NITI Aayog, for his
encouragement towards advancing the vision for a reimagined skilling ecosystem for
Viksit Bharat@2047. I am also grateful to Dr. R. Balasubramaniam, Hon’ble Member,
NITI Aayog, for his support and valuable guidance for this work. I am thankful to Smt.
Nidhi Chhibber, Chief Executive Officer, NITI Aayog for her constant encouragement
and leadership in taking this initiative forward.
I extend my heartfelt thanks to Shri B.V.R. Subrahmanyam, former Chief Executive
Officer, NITI Aayog, whose vision laid the foundation for this initiative. His strategic
guidance, frequent reviews, and brainstorming discussions were instrumental in
conceptualising and directing this report from its inception to completion.
I express my sincere gratitude to Smt. Debashree Mukherjee, Secretary, Ministry of
Skill Development and Entrepreneurship (MSDE) for her guidance and her invaluable
support to this study by facilitating access to data from MSDE’s State of Skills Survey
2024 that substantially informed the analysis and strengthened the report.
The preparation of this report has benefitted from close partnerships and constructive
engagement with State Governments, particularly Skill and Technical Education
Departments of Governments of Andhra Pradesh and Odisha whose contributions
have been instrumental in informing the key enablers for a reimagined skilling
architecture for the States.
Boston Consulting Group (BCG) has been the knowledge partner for this work. I
acknowledge the leadership of Ashish Garg, Garima Batra, Varad Pande, and their
colleagues, Sriramprasad Rangarajan, Jyotishmaan Tripathi, Anusheela Ghosh, and
Shruti Sadani, whose expertise, research and writing, helped shape this work and
strengthen its evidence base.
The efforts of the team at NITI Aayog’s Skill Development & Employment Division
have been instrumental in bringing this work to fruition. Dr. Sakshi Khurana, Senior
Specialist managed the overall development of this report. Valuable contributions
were also made by Sh. Manish Kumar Vimal, Director, Neha Singh, Consultant and
former Consultants and Young Professionals: Shailendra Yadav, Ashutosh Nema;
Hitesh Sangwan, Radhika Talekar, Arnavi Sagar, and Hannah Liza Varghese.
The report’s five big bets and key enablers are highly significant in light of the
Integrated Scheme in Skilling Architecture (ISSA). Proposed in the Union Budget
2026-27, the ISSA establishes a model framework for Central Ministries, State
Governments, industry, and other stakeholders across the skilling ecosystem. At NITI
Aayog, we look forward to working with all stakeholders to implement this initiative.
Dr Sonia Pant
Adviser & Programme Director,
NITI Aayog
Table of
Contents
Executive Summary
Glossary
Conclusion
List of Exhibits
12
96
94
98
Setting the Context and Approach
SECTION I
22
Understanding India’s Learners:
Barriers and Needs
SECTION II
28
Reimagining India’s Skilling: Core
Reforms and System Enablers and
a New Skilling Architecture
SECTION III
42
12NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Executive Summary
India’s ambition of Viksit Bharat 2047
depends on enabling citizens to learn, earn,
and advance continuously. Skilling is central
to this goal. Since 2014-15, over 7.67 crore
individuals
i
have been trained. To sustain this
momentum, the Union Budget for FY 2025-
26 allocated ₹34,000 crore
ii
in skilling-related
expenditure across multiple Central Ministries.
These efforts are complemented by several
State-led initiatives (for e.g., Tamil Nadu’s Naan
Mudhalvan, Maharashtra’s Mahaswayam,
amongst others) along with capability building,
strengthening skilling ecosystems, and investing
in infrastructure. Civil society organisations and
private sector players have further augmented
the skilling ecosystem.
Yet, outcomes remain uneven. Beyond
incremental efforts, the report suggests a
transformative approach to drive needed
outcomes. To ensure the highest impact,
it organises India’s workforce landscape and
learners into five segments spanning
|Schooling,
|Tertiary education,
|Formal and informal work,
|Not in education, employment and training
(NEET) youth, and
|Women,
together forming ~60 crore citizens
iii
and representing the complete range of
transitions across education, work, and
periods outside the labour market
(refer Exhibit 1).
Using a mixed-methods approach combining
national employment data, field-based
qualitative insights, and global benchmarks,
this report identifies structural barriers and key
needs in the current system.
i. Government of India, Ministry of Skill Development and Entrepreneurship. (2025). National policy for skill development and
entrepreneurship, accessed in Nov 2025.
ii. Government of India, 2025, Demand for Grants of Central Government 2025-26 , accessed in Nov 2025.
Budget estimates for skilling include allocations under the following Union Ministries: Ministry of Skill Development and
Entrepreneurship; Ministry of Rural Development; Ministry of Labour and Employment; Ministry of Micro, Small and Medium Enterprises;
Ministry of Electronics and Information Technology; Ministry of Education; Ministry of Social Justice and Empowerment; Ministry of
Textiles; and Ministry of Minority Affairs. State government budget allocations have not been included.
iii. National Statistical Office, Ministry of Statistics and Programme Implementation, Government of India, 2022, Periodic Labour Force
Survey 2020-21, India; Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher
education 2021–22; In addition to 4.3 Cr students in higher education programmes(AISHE 20-21) there are 44.8 Lakh students in ITIs as of
2026 (Skill India Digital Hub, Ministry of Skill Development and Entrepreneurship; 2026, ITI Dashboard)
13NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Note: As a static snapshot, this analysis must be complemented by forward projections and periodic calibration to understand the implications for long-run aggregate supply.
EXHIBIT 1: SEGMENTED VIEW OF INDIA’S POPULATION Note: Estimates may vary owing to different data sources (PLFS, UDISE, AISHE, NSS etc.) and reported years (2021-24) 1. 65.4 Cr (45.1%) individuals participating in labour force reported in PLFS 2023-24 (all ages), 79.6 Cr (54.9%) individuals outside labour force 2. UN World Population Prospects 2024 (UNDESA) 3. 29.2 Cr individuals (44.7%) of labour force in Agriculture as per NIC 2008, PLFS 2023-24 (all ages); 4. 34.2 Cr (52.2%) Non-agri working population PLFS 2023-24; 3.8 Cr 15-29 years of working age, PLFS 2023-24 5. 2 Cr (3.2%) of labour force, PLFS 2023-24 6. ~9 Cr (11%) NEET excluding seeking jobs, NSS 78th round 2021; ~88% engaged in domestic duties 7. 29 Cr (36.7%) individuals; UDISE 2023-24 (NEP format) AISHE 2021- 22 8. 27 Cr (34%) individuals; World Population Prospects 2024 (UNDESA) 9. PLFS 2023-24 10. Economic Survey (2021-22) using National Commission for Enterprises in the Unorganized Sector (NCEUS) 2007 11. 15 Cr (18.3%) Includes non-workers above age of 29 that are dependents, people with disabilities/chronic illnesses, vagabonds, involved in household duties, and pensioners (categories as per table B13-SC non workers by main activity (MoSPI) 12. Comprising of Trade, Hotel & Restaurant (77.37), Transport, Storage & Communications (35.55), and Other Services (75.40) as defined in PLFS 2023-24; Strategy for New India @75, NITI Aayog, November 2018
Labour Force:
65.4 Cr (45.1%)
1
Outside Labour Force:
79.6 Cr (54.9%)
1
58.4%
of the labour
force categorised as self-employed
9
21.7%
of regular
wage / salary
19.8%
of
casual labour
Age <5 years 11.3
(14%)
Age 59+ years 15.7
(20%)
Others
11
Agriculture
Non-working & Non Students
Non-Agriculture
Student
Unemployed
NEET Youth
Manufacturing
7.2
(11%)
Services
11
18.9
(77%)
Construction
7.6
(12%)
Electricity & Water
0.34
Mining & Quarrying
0.15
Total Population
2
145Cr (2024)
Estimated count of population by key segments (in Cr)
29.2
3
(44.7%)
3
34.2
4
(52.2%)
4
2
(3.1%)
5
8.7
(11%)
6
29.1
(36.6%)
27
(34%)
8
14.7
(1.8%)
Higher Education 4.46
(20%)
Secondary (Grade 9-12)
6.4
(22%)
Middle (Grade 6-8)
6.3
(22%)
Preparatory (Grade 3-5)
6.7
(23%)
Found
at
ional
(Pre-school- Grade 2)
5.3
(18%)
14NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
iv. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau.
India, accessed in Nov 2025.
To address the same, a set of strategic core
reforms and system enablers , coupled with
a Reimagined Skilling Architecture with
a blueprint have been outlined to bring this
transformation to life.
Key Barriers Blocking Skilling
Momentum
Across all five segments, recurring barriers
constrain skilling outcomes. Learners across
segments lack trusted guidance and clear
information on credible programmes,
returns to skilling, government schemes, and
apprenticeships. As a result, degrees are often
pursued for prestige or government exam
eligibility, while vocational and online pathways
continue to face low trust and social stigma.
Access constraints reinforce these gaps.
Early exposure to National Skills Qualification
Framework (NSQF)-aligned skills in schools
remains limited, and industry-integrated
programmes, internships, and apprenticeships
in higher education are uneven. Workers,
particularly from the informal segment, face
rigid skilling formats, geographic constraints,
gatekeeping, and high opportunity costs; while
women encounter additional barriers related to
caregiving responsibilities, safety, and mobility.
Funds further restrict participation. Across
segments, the affordability challenge is not
limited to fees alone. It reflects a combination of
direct costs, foregone income, and constrained
access to high-quality options that are frequently
priced beyond reach. At the system level, learning
and delivery models remain overly theoretical
and weakly aligned with workplace needs, with
limited practical exposure, proof of work, and
job-readiness support or entrepreneurship
pathways. These challenges highlight the need
for convergence across ministries and Centre-
State arrangements, degree-based hiring
norms that limit skills-first adoption, limited
incentives for industry co-ownership, and
uneven implementation of key reforms such
as the National Credit Framework (NCrF).
From these barriers, common needs emerge
across learners including trusted guidance,
mainstreaming of skilling within education,
flexible pathways that enable learning
alongside earning, affordable outcome-
linked programmes aligned to demand,
and recognised, portable progression across
education, skilling, and work through NCrF.
These needs form the basis for reimagining
India’s skilling architecture through core
reforms and system enablers (refer Exhibit 2).
Core Reforms and System Enablers,
and a New Skilling Architecture
The reimagined skilling architecture outlined
in this report responds to these needs through
a set of strategic core Reforms that define
high-impact interventions to transform how
India learns and works. These are supported
by a set of key System Enablers that reflect
the policy, institutional and technological shifts
required from both the Centre and the State
(refer Exhibit 3). Each is grounded in clear,
actionable concepts designed for on-the-ground
implementation and adaptation across diverse
State contexts.
15NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
EXHIBIT 2: NEED GAPS
Lack information,
misjudge skill
value
Information
& Value
Perception
Access Funds
Learning &
Delivery Models
Structure &
Governance
School
|Access to trusted
information and
guidance for
students and
parents
|Access to
foundational
employability
skills and
vocational
pathways in
school
|High quality labs
and teachers
for vocational
and general
employability
subjects
|Convergence
of schemes
and funds
|Skills-first
hiring policies
|Employer
incentives and
mandates for
industry-led
training and
certification
|Strong
infrastructure
footprint for
scheme roll
out like RPL
|Structured
pathways for
re-entry and self-
employment
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
|Access to
industry-aligned,
practice-based
degrees with
multi-entry,
multi-exit
pathways
|Industry-
aligned
curriculum
|Access to
internships/
apprenticeships
|Structured job-
readiness support
|Access to
financing and
loan mechanisms
for high-quality
courses
Technical
and
Higher Ed
|Access to flexible,
hybrid, modular
delivery formats
|Wage support/
incentives to
offset skilling
opportunity costs
|Outcome
based courses,
mid-career
reskilling and
self-employment
pathways aligned
to local demand
|Awareness
of advanced
skilling options
and relevant
government
schemes
Workforce
|Trusted
mentorship and
job discovery
channels
|Women-focused
career guidance
and peer
networks
|Access to
proximate,
flexible work
opportunities
with safety/
transport
facilities
|Affordable,
subsidised
training and
financing options
NEET
|Dedicated
financing
support for
women
Women
16NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
EXHIBIT 3: CORE REFORMS AND ENABLERS WITH SUPPORTING CONCEPTS
TO IMPLEMENT THEM
Flagship Standalone Skilling Programmes
Nano/micro/short-term credentials for upskilling in priority
State Apprenticeship Platform
Unified portal for all apprenticeship/internship schemes with
unified budgets
NCrF Toolkit
NCrF playbook for day-to-day adoption across institutions
Targeted Skill Vouchers/
scholarships
For emerging, at-risk sectors and
priority segments
Skill Financing Scheme
Digitising and operationalising
frictionless access and placement
linked repayment of loans
Back to School
Schools as safe space for women to (up/re)skill
Skill-First Hiring Mandate
Skill-based JDs and selection
Upskilling Leave
Unpaid learning leave with job security
Surakshit Saathi
PPP-led hostels & transport for women
GEES for All
General Employability and
Entrepreneurship Skills
Kaushal Tracks
Vocational track in school
Skilling Hub
PPP-led campuses
for outcomes
Apprenticeship
Embedded Degree
Programmes
Work-Integrated Degree
Programmes
Flexible, modular, industry linked degrees
Sakhi Booths
Trusted, local spaces for awareness
Physical-led Phygital Digital Led
School and
Higher Education
Workforce
Women
Pathway Clinics in school and
higher education
Counselling for parents & students
Skill Sure
What to skill ? Curated skill/course
discovery platform
Hunar Utsav
Below the Line(BTL) campaign for
skilling pride
Skill Scout
Where to skill ? Credible skill
centre discovery platform
Skill Saathi Kendras
Decentralised Offline Counselling
My Guide
AI-led lifelong career companion
for workforce
Community Women Circles
Mentorship networks for
early guidance
Women Centric App
Safe, private access to info and
microlearning
Skill Skore
Skill and future readiness score
Skills Passport with Digitally
Verified Credentials
Stackable, verifiable credentials
for work and skills
MyCV
QR-based CVs for ease of showcasing
work experience
Skill DX
Data exchange and tech layer to
power lifelong learning solutions
National Career Outcome Repository
Salaries, job roles, sectors, etc.
Digital Job Discovery
LocalWorks - Hyperlocal, flexible
job discovery
FlexEarn - Part-time opportunities
for students
Workfolio
Digital portfolio & hiring network for
blue-collar
Skill integration
in Schools
Viable PPP/PSE models
in technical and higher
education
Outcome-linked, industry-
backed programmes
Apprenticeship for all
Guidance and
perception building
Digital Skills Passport
Outcomes-based
Financing
NCrF adoption for
pathway mobility
Skills-first policies
and infrastructure
17NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Core Reforms
Core Reform 1
Skill Integration in Schools
Skilling must begin early and be embedded
within the school system to shape employability,
choice, and progression later in life. While
National Education Policy (NEP) 2020 and
the National Curriculum Framework (NCF)
provide guidance on integrating vocational
education and employability skills from Grade
6, implementation remains limited, with
fewer than 1 in 12 secondary schools offering
vocational subjects
iv
. To address this gap, General
Employability and Entrepreneurship Skills
(GEES) for all can be introduced universally from
Grade 6 through Grade 12, alongside Kaushal
Tracks (structured vocational pathways)
from Grade 9 onwards that enable deeper
vocational specialisation aligned to local and
national skill demand. These can be enabled
through multiple school archetypes based on
capacity and resources; and supported by credit
equivalence through NCrF.
Core Reform 2
Viable Public-Private Partnership
(PPP)/Private Sector Engagement
(PSE) Models in Technical and
Higher Education
India’s tertiary education system requires
structural reorientation to align learning with
labour market demand. With some curricula
remaining outdated and generic degrees
dominating enrolment, employability outcomes
remain weak. Addressing these gaps requires
stronger industry participation through
Public-Private Partnership (PPP) models and
Apprenticeship Embedded Degree/Diploma
Programmes (AEDP) to modernise curricula,
embed job-linked learning, and ensure relevance.
Priority actions include shifting from generic
degrees to applied, industry-aligned
specialisations, scaling work-integrated and
apprenticeship-embedded degree programmes,
and expanding flexible, modular, and earn-while-
you-learn formats. Operationalising NEP 2020,
University Grants Commission (UGC) guidelines
on getting credits against apprenticeships, NCrF,
and initiatives such as Pradhan Mantri Skilling
and Employability Transformation through
Upgraded ITIs (PM-SETU) is critical to enabling
modular, stackable, multi-entry and multi-exit
pathways and delivering sustained employability
outcomes.
Core Reform 3
Outcome-Linked, Industry-Backed
Programmes
Standalone skilling programmes must shift
from enrolment-driven delivery to outcome-
linked, industry-backed models. While short-
term skilling schemes have expanded access,
weak outcome orientation, limited employer
integration, and inflexible formats continue to
constrain pathways into in-demand jobs.
Going forward, the focus must move towards
demand-driven skilling aligned to high-
growth sectors (e.g., green industries, Electric
Vehicles (EVs)), General Employability and
Entrepreneurship Skills, and reskilling for
declining roles. Stronger linkage to verified
outcomes, delivery through existing public
infrastructure, and use of outcome-linked
financing models are critical to improving
participation and employment outcomes.
Core Reform 4
Apprenticeship for All
Apprenticeships must be repositioned
as a mainstream and trusted pathway to
bridge learning and work. While schemes
such as National Apprenticeship Promotion
Scheme (NAPS) and National Apprenticeship
Training Scheme (NATS), coupled with State-
specific programmes have expanded access,
participation remains uneven, awareness is
limited, and opportunities are fragmented across
multiple platforms. Making apprenticeships
effective requires expanding the number of
opportunities (e.g., via Micro, Small and Medium
Enterprises (MSME) incentives), providing
integrated access through a unified State-
led platform, clearer visibility of credible
opportunities, and stronger alignment between
training and learner/learning demand. Further,
18NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
leveraging existing platforms (e.g., Skill India
Digital Hub (SIDH)) can enable convergence
and expedite action.
Core Reform 5
Guidance and Perception Building
Guidance and perception building must function
as a continuous, trusted layer across the learning
and working journey. Persistent gaps in
awareness and access to informed guidance
limit learners’ ability to navigate education,
skilling, and career transitions, particularly at
key entry and re-entry points. To address this
gap, guidance delivery must move beyond
isolated touchpoints to a multi-channel
system. Priority actions include institutionalising
counselling in academic institutions, extending
guidance through community-based hubs,
strengthening digital guidance and engagement
tools, and enabling safe, women-centric support
systems. Complementary perception building
initiatives are essential to build aspiration for
skill pathways.
System Enablers
Each of these planned shifts needs deeper
system backed enablers which could be a
combination of long-term technology, policy
or institutional changes.
Digital Skills Passport
System Enabler 1
Lifelong learning at scale requires a digital
backbone that allows learning to be recognised
and carried forward across education, skilling,
and work. While platforms such as the Skill India
Digital Hub (SIDH) and existing digital public
goods including Automated Permanent
Academic Account Registry (APAAR ID), National
Career Service (NCS), etc., provide a strong
foundation, their adoption remains fragmented.
To enable continuity, a Skills Passport anchored
on APAAR ID is needed to bring together
verified credentials, skills, and work
experience. This must be supported by State-
level Skills Digital Registries and Exchanges
(Skills DX) that consolidate learning, jobs, and
scheme data. Together, this can support job
matching, informed choice, and alignment of
training with labour-market demand across the
skilling to employment lifecycle.
Outcome-based Financing
System Enabler 2
Access to finance remains a binding constraint
on skilling participation, particularly where costs
are high and outcomes are uncertain. While
initiatives such as the Skill Financing Scheme
and various State-specific programmes have
expanded access, funding largely remains linked
to enrolment rather than outcomes.
To address this gap, financing must shift
towards outcome-based approaches that link
support to verified placements, wage gains, or
retention. Priority actions include piloting digital
skill vouchers that place choice with learners,
scaling placement-linked loan models, and using
pay-for-results mechanisms such as Skill Impact
Bonds. Collectively, these tools can reduce risk
for learners while strengthening employer-
aligned outcomes.
Operationalisation of the National
Credit Framework (NCrF)
System Enabler 3
Operationalising NCrF is essential to enable
learning to be recognised and carried forward
across education, skilling, and work. Fragmented
standards currently limit credit transfer and
mobility, particularly for learners with work-
based or informal experience. The NCrF provides
a shared credit language to treat learning as
cumulative rather than episodic. However,
effective implementation requires credible and
standardised assessment, supported by clear
rubrics, evidence, and verification. Crucially,
credits must be recognised as valid prerequisites
for further education and employment, and not
just accumulated. Enabling credit-based
progression, re-entry through Open Schooling
and Recognition of Prior Learning (RPL), and
seamless movement across academic,
vocational, and work-linked pathways is key to
recognizing lifelong learning and sustained
mobility at scale.
19NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Skills-first Policies and Inclusive
Infrastructure
System Enabler 4
A skills-first ecosystem requires enabling
infrastructure that supports participation and
progression across the skilling lifecycle. Currently,
fragmentation and underutilisation of training
facilities, workshops, labs, hostels, and
community spaces across departments and
sectors limit access and scale. To address this,
establishing a State or National Shared Skills
Infrastructure Network (PM-Gati Shakti and
SIDH) to identify, map, digitise, and enable
shared use of existing assets is critical to
improving utilisation and expanding access
without significant capital investment. These
infrastructure reforms must be complemented
by skills-first hiring practices and incentive-
based measures such as upskilling leaves to
strengthen employer demand for job-relevant
skills. Implementation should be anchored in a
district-first approach, with accountability at the
district Collector level and executional
responsibility at the Panchayat/Ward level.
20NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Recognition of Prior Learning
Stand-alone Internships
Equivalent NSQF level (where relevant)
Formal/Informal employment, self-employment, NEET
Formal/Informal employment, self-employment, NEET
Apprenticeship
(integrated with
degree, standalone)
stand-alone skilling/ upskilling/reskilling
programmes
(including nano/
micro cred,
short- and
long-term
programmes)
Drop out
Dominant pathways represented
Tertiary Education
(increased PPP/AEDP/work-integrated adoption across delivery archetypes)
Degree College/University
BSc, BA,
BA (Retail) etc.
Technical Degree College/
University
Eng., Medicine, Nursing etc.
Skill Institutions/
University
Polytechnic/
Diploma College
Degree <–> diploma transition flexibility via NCrF
Up to Level 10
Anganwadi
Primary : Grade 1-5
Pre - Primary
Upper Primary : Grade 6-8
GEES (All schools) + Early exposure to vocation
(via project-based learning, exposure visits)
Senior Secondary : Grade 11-12
Level 3 and 4
Academic Option
e.g., Science, Commerce, Humanities
Vocational Option
e.g., BFSI, Beauty and
wellness 50% curriculum dedicated to vocation
Secondary : Grade 9-10
Level 1 and 2
GEES
only schools
Multi-skill exposure
school
Voc. Integrated
Schools
Large voc. schools
Industry sponsored
EXHIBIT 4: THE REIMAGINED SKILL ARCHITECTURE
12
th
certificate
via open school
ITI
Top up to
degree/ diploma
21NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Conclusion
All the core reforms and system enablers align
strategically to form a ‘Reimagined Skilling
Architecture’ (refer Exhibit 4) for each learner,
across skill segments. It is built on three principles:
(i)Non-linear learning pathways, (ii)Skilling
as a lifelong process, and (iii)Outcomes
(employability, progression, and livelihoods) as
the primary measure of success. Individuals can
move flexibly between education, skilling, and
work as life and labour market needs evolve. The
emphasis on an integrated skilling ecosystem is
reflected in the introduction of the Integrated
Scheme in Skilling Architecture (ISSA) in the
Union Budget 2026–27. ₹600 crore has been
allocated to MSDE in FY 26-27 for the Central
Sector Scheme. As a landmark initiative, the
scheme seeks to strengthen convergence across
education, skilling, employment, and lifelong
learning systems, while enabling coupling of
national policy and frameworks with state-level
planning and localised execution through State
Skills Transformation Pilots in Andhra Pradesh,
Odisha, Uttar Pradesh, Bihar and Assam.
Delivering this vision requires coordinated action
across governments, institutions, and employers,
with stronger public–private partnerships and
aligned policies, financing, and delivery systems.
Industry participation will be central to this effort,
extending beyond traditional public–private
partnerships to include career guidance and
perception building, curriculum development,
investment in training infrastructure, expansion
of apprenticeships and work-based learning
opportunities, enhancement of training quality,
and facilitation of employment outcomes. States
will be the primary drivers of transformation,
adapting the national framework to local labour
markets, infrastructure, and learner realities.
Setting the Context
and Approach
SECTION I
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Context
India’s path to Viksit Bharat@2047 depends on
the ability of its 1 billion+ citizens to learn, earn
and advance socially and economically. Skilling
lies at the heart of this ambition.
Over the past decade, India’s skilling ecosystem
has expanded into one of the world’s largest
and most diverse.
This momentum is reinforced by several State-led
initiatives such as Tamil Nadu’s Naan Mudhalvan,
Maharashtra’s Mahaswayam, and Odisha’s Skilled
in Odisha. State governments are increasingly
prioritising capability building, strengthening
skilling ecosystems, and investing in infrastructure
to improve outcomes. In parallel, Civil Society
Organisations (CSOs) and private sector players
now engage across the skilling value chain, from
community-based training and curriculum
development to trainer capacity building and
career guidance.
Yet skilling outcomes remain uneven, despite the
significant progress made in expanding India’s
skilling ecosystem. Learners would benefit from
more consistent access to credible guidance
and greater awareness of the value of practical
pathways such as apprenticeships, Industrial
Training Institutes (ITIs), and diploma programmes.
These challenges often begin early, shaped by
limited vocational exposure in schools, a shortage
of flexible learning options, and the opportunity
to further expand industry-led, job-ready
programmes. Affordability constraints, particularly
for low-income and informal workers, and limited
mobility across academia, skilling systems, and
1. Government of India, 2025, Demand for Grants of Central Government 2025-26 , India, accessed in Nov 2025.
2. Government of India, Ministry of Skill Development and Entrepreneurship. (2025). National policy for skill development and
entrepreneurship, accessed in Nov 2025.
3. Kumar, S., & Meena, S. (2024). Navigating India’s skill landscape: Bridging India’s skill gap, empowering India’s workforce. Press
Information Bureau, Government of India, accessed in Nov 2025.
the workforce further constrain participation
and progression. These outcome gaps manifest
differently across learner segments and stages,
reflecting variation in preparedness, programme
design, and labour market context, and point to
clear opportunities for targeted reform.
These outcome gaps persist in part because
delivery systems have not kept pace with
changing labour market needs. Curricula in many
institutions remain outdated, alignment with
emerging job roles is limited, and duplication across
programmes reduces efficiency. Infrastructure,
where available, is often underutilised. Further,
the presence of multiple delivery channels,
often operating without sufficient coordination,
makes it difficult to provide learners with an
integrated experience. At the same time, the
demand landscape is evolving rapidly. Shifts
driven by artificial intelligence, automation, and
the emerging climate context are reshaping job
requirements, thus increasing the need to rethink
how skilling is planned and delivered.
The urgency to evolve the skilling ecosystem is
amplified by India’s demographic profile. With
a median age of 28 years
3
, India is among the
youngest nations globally and home to one of the
largest cohorts preparing to enter or transition
within the workforce. This demographic advantage
calls for skilling programmes that are tailored to
specific segments, closely aligned with industry
needs, and designed with a forward-looking
perspective.
In this context, a fundamental reimagination
of India’s skilling blueprint is required. The
objective is to enable personalised, flexible, and
lifelong learning pathways aligned with individual
aspirations. At its core, the vision is for a coherent,
aspirational, and outcome-driven system that
advances national skilling priorities while
reinforcing broader social and economic goals.
NITI Aayog’s initiative in this direction, sets out a
blueprint and outlines the concrete steps required
to translate ambition into measurable outcomes.
₹34,000 Crore
1
total allocation towards skilling by key
Central Ministries in FY 2025-26
₹7.67 Crore
2
individuals formally skilled since 2014-15
23
Approach to this Study
A rigorous and multi-dimensional approach
underpins the analysis presented in this report.
To ensure that findings reflect both scale and
lived experience across India’s skilling ecosystem,
the study adopted a mixed-methods approach
combining quantitative analysis with in-depth
qualitative enquiry. This approach enables
broad patterns to be identified while retaining
sensitivity to variation across contexts and
segments.
The analysis was structured around five distinct
learner and worker segments to enable a
granular understanding of needs, constraints,
and intervention pathways. These segments
span the education-to-employment continuum
and include (i) School students studying from
Grade 6 onwards; (ii) Tertiary learners, including
those pursuing degrees or diplomas in higher
education as well as those enrolled in Industrial
Training Institutes; (iii) Formal workforce (non-
agriculture)
4
and Informal workforce (non-
agriculture)
5
; (iv) Not in Education, Employment
or Training (NEET) youth
6
, comprising individuals
between the ages of 15 and 29 who are not
engaged in education, employment, or training,
as well as those who are unemployed; and
(v) Women, considered as a cross-cutting
segment across all categories. Across these
segments, the analysis focused on understanding
aspirations for education and employment,
unmet skilling needs, and the structural and
behavioural barriers that prevent individuals
from moving from learning to livelihoods.
Together, these segments capture key transition
points where targeted skilling support can shape
long-term outcomes.
Workers engaged in agriculture across both
formal and informal segments were not included
in the scope of this study. This was based on the
consideration that agriculture has distinct labour
market characteristics and sector specific skilling
requirements that require a separate analytical
framework, and is therefore outside the scope of
the present study. Hence, the agriculture sector
would require a further detailed study.
The approach was further strengthened by
a structured review of global skilling models.
Systems in countries such as Germany, Australia,
Indonesia, and Singapore were examined to
understand how different approaches address
scale, quality, industry engagement, and learner
mobility, with a focus on relevance and feasibility
for the Indian context.
4. Formal Workforce: Workers employed in the organised sector with fixed wage/salary and social security (PF, ESI, etc.).
5. Informal Workforce: Workers without formal wage contracts or social security. Definitions adapted from: NCEUS, GoI, 2007.
6. NEET youth - Not in Education, Employment or Training. Age band 15-29 years used in this report, as per the Periodic Labour Force
Survey (PLFS) methodology.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
24
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 These quantitative and qualitative inputs form
the analytical foundation of the report. They
support a grounded assessment of India’s
skilling ecosystem and inform the findings and
directions outlined in subsequent chapters. The
report presents a consolidated synthesis across
the five identified learner and worker segments
and the appendix provides a detailed segment-
wise analysis to reflect differentiated needs and
pathways.
India’s Learners and Workforce: Composition
Who is the skilling system intended to
serve, and how varied are the realities across
learners and workers today? Addressing this
question requires moving beyond aggregate
indicators to a more segmented understanding
of learning and earning pathways. Recent
data points to a labour force of 65.4 crores
7
with 58.4%
8
self-employed, 21.7%
regular
wage employees and 19.8% casual labourers
alongside 79.6 crores
9
who remain outside
the labour force. Included in this category are
~29 Crore
10
students across the education system.
7. 65.4 Cr (45.1%) of LFPR reported in PLFS 2023-24, 79.6 Cr (54.9%) outside labour force. Ministry of Statistics and Programme
Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed in Nov 2025.
8. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
9. 65.4 Cr (45.1%) of LFPR reported in PLFS 2023-24, 79.6 Cr (54.9%) outside labour force, Ministry of Statistics and Programme
Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed in Nov 2025.
10. Government of India, Ministry of Education, Department of School Education & Literacy. (2023–2024). Report on unified district
information system for education plus (UDISE+) 2023–24; Government of India, Ministry of Education, Department of Higher Education.
(2021–2022). All India Survey on Higher Education 2021–22, accessed in Nov 2025.
EXHIBIT 5: MIXED METHODS APPROACH FOLLOWED FOR THE STUDY
Approach
Anchored
in evidence-
based data..
and 60+ in-depth interviews
via a human-centered
methodology
|Rigorous, multi-dimensional
approach was adopted to
ensure insights reflect both
scale and lived experiences
across India’s skilling
ecosystem
|Mixed methods approach
combining quantitative
analysis with deep
qualitative inquiry
|Focus on identifying broad
patterns while maintaining
sensitivity to variations
across contexts and
segments
Qualitative
Focus Group
Discussions
1-1 in-depth interviews to uncover latent needs, views on
skilling, core motivations
Used as a provocation
to understand triggers,
choices and key drivers
Used to capture
skill considerations,
expectations and
motivation
Industry
conversations
across sectors
MSDE State of
Skills Survey, 2024
BCG’s Higher Ed.
Survey 2023
Quantitative
Methodology
Sacrificial Concepts
Skill Preference Canvas
10
100+
10+
~8,000
~4,000
learners
learners
While strengthening understanding with structured review of global skilling models
AustraliaGermany Indonesia Singapore
25
Note: As a static snapshot, this analysis must be complemented by forward projections and periodic calibration to understand the implications for long-run aggregate supply.
EXHIBIT 6: SEGMENTED VIEW OF INDIA’S POPULATION Note: Estimates may vary owing to different data sources (PLFS, UDISE, AISHE, NSS etc.) and reported years (2021-24) 1. 65.4 Cr (45.1%) individuals participating in labour force reported in PLFS 2023-24 (all ages), 79.6 Cr (54.9%) individuals outside labour force 2. UN World Population Prospects 2024 (UNDESA) 3. 29.2 Cr individuals (44.7%) of labour force in Agriculture as per NIC 2008, PLFS 2023-24 (all ages); 4. 34.2 Cr (52.2%) Non-agri working population PLFS 2023-24; 3.8 Cr 15-29 years of working age, PLFS 2023-24 5. 2 Cr (3.2%) of labour force, PLFS 2023-24 6. ~9 Cr (11%) NEET excluding seeking jobs, NSS 78th round 2021; ~88% engaged in domestic duties 7. 29 Cr (36.7%) individuals; UDISE 2023-24 (NEP format) AISHE 2021- 22 8. 27 Cr (34%) individuals; World Population Prospects 2024 (UNDESA) 9. PLFS 2023-24 10. Economic Survey (2021-22) using National Commission for Enterprises in the Unorganized Sector (NCEUS) 2007 11. 15 Cr (18.3%) Includes non-workers above age of 29 that are dependents, people with disabilities/chronic illnesses, vagabonds, involved in household duties, and pensioners (categories as per table B13-SC non workers by main activity (MoSPI) 12. Comprising of Trade, Hotel & Restaurant (77.37), Transport, Storage & Communications (35.55), and Other Services (75.40) as defined in PLFS 2023-24; Strategy for New India @75, NITI Aayog, November 2018
Labour Force:
65.4 Cr(45.1%)
1
Outside Labour Force:
79.6 Cr (54.9%)
1
58.4%
of the labour
force categorised as self-employed
9
21.7%
of regular
wage / salary
19.8%
of
casual labour
Age <5 years 11.3
(14%)
Age 59+ years 15.7
(20%)
Others
11
Agriculture
Non-working & Non Students
Non-Agriculture
Student
Unemployed
NEET Youth
Manufacturing
7.2
(11%)
Services
11
18.9
(77%)
Construction
7.6
(12%)
Electricity & Water
0.34
Mining & Quarrying
0.15
Total Population
2
145Cr (2024)
Estimated count of population by key segments (in Cr)
29.2
3
(44.7%)
3
34.2
4
(52.2%)
4
2
(3.1%)
5
8.7
(11%)
6
29.1
(36.6%)
27
(34%)
8
14.7
(1.8%)
Higher Education 4.46
(20%)
Secondary (Grade 9-12)
6.4
(22%)
Middle (Grade 6-8)
6.3
(22%)
Preparatory (Grade 3-5)
6.7
(23%)
Found
at
ional
(Pre-school- Grade 2)
5.3
(18%)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
26
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
11. Note: Agriculture has distinct labour market characteristics and sector specific skilling requirements that require a separate analytical
framework, and is therefore outside the scope of the present study.
12. National Statistical Office, Ministry of Statistics and Programme Implementation, Government of India, 2022, Periodic Labour Force Survey
2020-21, India; Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education
2021–22; In addition to 4.46 crores students in higher education as per AISHE Provisional Estimates 2022-23 are 44.8 Lakh student in ITIs as of
2026 (Skill India Digital Hub, Ministry of Skill Development and Entrepreneurship; 2026, ITI Dashboard) | Note – Split of non-agri labour force
across formal and informal taken as 20%-80%, accessed in Nov 2025.
13. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
14. Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education
2021–22, accessed in Nov 2025.
15. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
16. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
17. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24;
Ministry of Education, Government of India. (2020). National Education Policy 2020; Government of India, Ministry of Education,
Department of Higher Education. (2021–2022). All India survey on higher education 2021–22; In addition to 4.3 Cr students in higher
education programmes (AISHE 20-21) there are 44.8 Lakh student in ITIs as of 2026 (Skill India Digital Hub, Ministry of Skill Development
and Entrepreneurship; 2026, ITI Dashboard) | Note – Split of non-agri labour force across formal and informal taken as 20%-80%, accessed
in Nov 2025.20-21) there are 12.6 Lakh student in ITIs as of 2022 (NCVT MIS ITI Admitted Trainee Dashboard as on12-Aug’25) | Note – Split of
non-agri labour force across formal and informal taken as 20%-80%, accessed in Nov 2025.
To capture this diversity, the study prioritised
segments that reflect the range of transitions
individuals navigate across education, work,
and periods outside the labour market.
The five segments
11
chosen for the analysis
represent ~60 crore
12
people.
|School students: 12 crore
13
students studying
from Grade 6 onwards
|Tertiary education: 4.4 crore
14
students
pursuing degrees or diplomas in higher
education as well as those enrolled in ITIs
|Formal and informal workforce (non-
agriculture): 7 crore
15
people in jobs provided
at least one social security benefit, 27 crore
16
people working in jobs without any social
security benefit
|Women: across segments, with just 3%
being in formal jobs and 71% working in
informal jobs or part of the NEET segment
17
27
Understanding
India’s Learners
Barriers and Needs
SECTION II
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Each barrier influences a different stage of the
skilling journey, from how individuals perceive
options, to whether they can participate and
afford high-quality pathways, acquire relevant
skills, and translate learning into recognised
outcomes. Combined, these barriers explain why
skilling pathways often fall short of delivering
employability, progression, and sustained
livelihoods at scale. The sections that follow
examine each barrier, drawing on evidence
across segments to build a comprehensive
diagnosis of the system.
Barriers Blocking India’s Skilling Momentum
This section identifies a set of barriers that recur
across all learner and worker segments. Drawing
on quantitative survey findings to surface broad
behavioural patterns, and complemented
by qualitative, human-centred research to
capture lived experience, the analysis reveals
five barriers that consistently shape skilling
outcomes across segments, regardless of age,
gender, or employment status. These barriers
relate to information asymmetry and value
perception, access, funds, learning and delivery
models, and structure and governance. While
they manifest differently across schools, tertiary
education, the workforce, and among women
and NEET youth, their effects are recurrent and
reinforcing.
Barrier 1: Information asymmetry and Value Perception
421 53
Lack information,
misjudge skill
value
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
EXHIBIT 7: SUMMARY OF KEY BARRIERS
Information
& Value
Perception
Access Funds Learning &
Delivery
Models
Structure &
Governance
In a system with weak information flows,
learning choices are made without
trusted guidance, participation declines,
options narrow, and livelihood outcomes
remain constrained, even when skilling
options are available.
Across learners and workers alike, the absence
of clear and trusted information on skilling
options and career pathways remains a
persistent barrier. When individuals do not
know which pathways are credible, relevant, or
valued by employers, skilling choices are shaped
by default rather than by informed judgement.
29
18. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All
India Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study 2025; Top
3 answers basis question ’You have not undertaken/completed any skilling programme in past, what are the reasons for not doing any
skilling programme?’, accessed in Nov 2025.
The influence of weak information begins early
in the education journey. Career decisions
are often shaped by constraints such as
examination scores, family preferences, or the
perceived cost of investing in additional skills,
rather than by aptitude, interests, or long-term
career possibilities. In the absence of visible
success stories from similar socio-economic
backgrounds, vocational pathways remain
undervalued from the outset.
By the time learners reach higher education,
these perceptions are reinforced. Formal
degrees are frequently chosen for the prestige
they confer or to become eligible for a highly
competitive set of government job examinations,
rather than for employment outcomes. ITIs and
other skilling pathways are viewed as low-trust or
last-resort options, while online skilling courses
are often perceived as unreliable, overly generic,
or lacking hands-on training.
Limited understanding of returns reinforces
these patterns. Many students are unaware
of the benefits associated with skilling routes
such as diplomas and long-term certifications.
As a result, they default to degree choices
recommended by parents or peers who may
themselves lack labour-market information.
Weak counselling and persistent social stigma
continue to position vocational education as a
second-tier option, even in cases where diplomas
can enable faster entry into work.
Crucially, vocational education is rarely
presented as a credible, growth-oriented
pathway. With limited counselling, social
bias, and low trust in current skill systems and
online courses, the degree programs become
the safer choice. Even when diplomas offer
quicker entry into employment, individuals can
later face stagnation, without clear or trusted
opportunities to pivot, upskill, or progress as
careers evolve.
How significant are these information and perception gaps?
This information gap is widespread. 47% of women, 43% NEET youth, 36% of higher-education
students, 52% of formal workers, 55% of informal workers do not pursue skilling citing lack
of awareness of the right programmes as one of the top 3 reasons for not pursuing skilling.
18NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
30
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 19. Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India Survey on Higher Education
(AISHE). Statistics Division, Department of Higher Education.; 1. All respondents who reported getting a job after UG and reporting their
salary. Average salary in first job after UG and annual growth estimated comparing 1st job and current job salary, accessed in Nov 2025.
20. Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India Survey on Higher Education
(AISHE). Statistics Division, Department of Higher Education.; 1. All respondents who reported getting a job after UG and reporting their
salary. Average salary in first job after UG and annual growth estimated comparing 1st job and current job salary, accessed in Nov 2025.
Generic undergrad degrees include - BA, Bcom, BSc.
Assumption - ‘Difference in salary computed assuming consistent salary growth annually for 10 years.
These challenges are compounded by limited
guidance and counselling within schools and
colleges. For those already in the workforce,
uncertainty about what to learn and where to
learn from contributes to inaction and career
stagnation. Awareness of government schemes,
apprenticeships, and scholarships remains low,
including initiatives such as Pradhan Mantri
Kaushal Vikas Yojana (PMKVY), Deen Dayal
Upadhyaya Grameen Kaushalya Yojana (DDU-
GKY), and the PM Internship Scheme, making
it harder for people to make informed choices.
Ironically, the people who stand to gain the most
from the skilling pathways are frequently the
least connected to trusted information channels
that would help them navigate these options.
For women in particular, these constraints
are intensified by concerns around trust,
social permission, safety, time availability, and
uncertainty about employment outcomes. Even
where the desire to work or upskill exists, trusted
support systems are often missing.
What do learners forego when this information is not visible at the point of
decision?
Salary data from BCG’s Higher Education Survey shows that individuals pursuing a
generic undergraduate (those pursuing B.A., B.Sc. or B.Com.) without skilling earn an
average starting salary of ₹22,000 per month, with annual growth of 3.2%, compared
to ₹29,000 per month at the same growth rate for a generic undergraduate with
skilling
19
. Over time, this difference compounds. This ₹7,000 per month difference
in the starting salary between those who pursued skilling and those who didn’t
for generic degree undergraduates can compound to a total income difference of
~₹9.7 Lakh over a period of 10 years
20
. Yet information on these returns rarely reaches learners
when choices are being made. It must be noted that while diploma and certificate pathways
show higher returns in the study compared to generic degrees, their quality and delivery still
require improvement (as detailed in subsequent sections). More critically, learners today
lack access to reliable, course-level information on expected outcomes. Given that these
insights are based on a limited sample, a wider, at-scale effort is needed to systematically
capture outcomes and build a robust database for evidence-led counselling and guidance.
I am unaware of the skilling programmes around me. I can’t ask in my neighbourhood. It
doesn’t reflect well on me as a daughter-in-law.
Recently Married Woman from Vijaywada (peri-urban)
31
Access to meaningful skilling opportunities
remains constrained at multiple points across
the learning and working lifecycle. Even where
awareness exists, learners and workers often
face practical limits on where, how, and when
skills can be acquired.
Access gaps in school and higher
education
At school level, early exposure to vocational
options remains limited. The National Education
Policy (NEP) 2020 envisaged that 50% of
students would have exposure to vocational
subjects by 2025, and all students by 2030
21
. NEP
2020 specifies dedicated hours for vocational
exposure from grade 6, yet implementation is
still in its nascent stages.
As a result, many students move through
schooling with little hands-on exposure to
contemporary trades or work-linked General
Employability and Entrepreneurship Skills. This
constrains informed choice and contributes to
gaps in foundational employability skills such
as communication, problem-solving, and basic
digital literacy. Further, gaps in practical and
business-oriented skills make transitions into
self-employment difficult. These constraints
carry forward into higher education, where
industry-integrated programmes remain limited
and employability skills such as communication
and workplace readiness are rarely embedded
within degree curricula.
Barrier 2: Access
Access determines whether individuals are able to engage with skilling opportunities in
practice. It is shaped by limited early exposure, inflexible delivery formats, geographic and
workplace constraints, and weak pathways to apply skills after training. Together, these factors
influence who participates in skilling, when they do so, and whether learning translates into
employability, progression, or sustainable livelihoods.
As of December 2025, skill education initiatives under Samagra Shiksha had been implemented
in 25,140 schools, covering over 35.5 lakh students.
22
21. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
22. Press Information Bureau, 15 July 2026.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
32
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 23. Ministry of Finance, Department of Economic Affairs, Government of India. (2025). Economic Survey 2024–25, accessed in Nov 2025.
How does a lack of access impact
women?
For women, and especially mothers, access
constraints are further shaped by caregiving
responsibilities and household schedules. Fixed
training formats are often incompatible with
daily routines. Access to high-quality, advanced,
and industry-linked skilling remains limited, and
enabling infrastructure such as safe transport,
secure childcare, and nearby training centres
is often absent. Even after training, the lack of
flexible and dignified livelihood options prevents
skills from translating into sustained economic
participation. As a result, many women turn
to small, home-based self-employment that
promises flexibility, but face constraints related
to autonomy, access to capital, and market
linkages.
This early access gap is reflected in employability
outcomes. The Economic Survey 2024-25 notes
that a significant share of the workforce enters
the labour market without job-ready skills,
particularly in communication, applied problem-
solving, and role-specific competencies. Only
8.25% of graduates are employed in roles aligned
to their qualifications
23
. Limited exposure to
practical learning and industry-aligned training
continues to constrain employability, even
among formally educated youth.
For workers unable or unwilling to migrate,
access gaps are compounded by the scarcity of
proximate, part-time or flexible job opportunities.
Access to viable self-employment pathways
are also limited. Informal workers often turn to
entrepreneurship because regular employment
offers low returns and little security, even when
they lack education, market knowledge, or
financial buffers.
My boss won’t tell me the trade secrets as he is scared that I will also rise and do better…
Multiple Employees in Formal and Informal Workforce
How lack of access manifests for those in the workforce?
For those already in the workforce, access constraints take a different form. Informal workers,
especially those dependent on daily wages, face high opportunity costs when engaging in
skilling. Time away from work directly affects income, making participation difficult. Further,
flexible skilling formats remain limited, whether in programme duration (short-term versus
long-term), mode of engagement (part-time versus full-time), or mode of delivery (digital,
physical or phygital). This limits the ability to pursue skilling along with work and household
responsibilities. As a result, many continue to remain in stagnant roles with low-income
growth opportunities.
In several trades (across formal and informal work), access is further restricted by informal
gatekeeping. Senior workers are often reluctant to share advanced techniques or knowledge,
slowing skill transfer and progression into better roles or wages. In practice, advancement
can stretch over many years, reflecting not an absence of skill, but restricted access to
learning opportunities.
33
EXHIBIT 8: AMBITIONS OF WOMEN CONFINED BY GEOGRAPHY AND NORMS
~75% prefer programmes within 5 km
radius - anything beyond a 5 km radius or an
unfamiliar location becomes inaccessible
78% prefer part-time courses – where
they can manage household/caregiving
responsibilities along with learning
Ques. How far did you travel for the skilling course?
(N=1938 women)
37%
20%
68%
10%
2%
<2 km 2-5 km 6-10 km11-20 km>20 km Self-
paced
course
Part time
course
(8 hr/
weekend)
Part time
course
(2-3 hr/
day)
Full time
course
(8 hr/day)
37%
16%
6%
4%
Ques. Which of the following best describes the
time commitment from your end for the skilling
course (N=1,938 women)?
… LIKE SANGEETA, AMBITIONS OF MANY WOMEN ARE CONFINED BY GEOGRAPHY & NORMS
Sangeeta married at 21 and soon had children.
She wants to learn a skill and earn a small supplementary income to support her
household. But her options are shaped by where she lives and what she is
permitted to do.
Training centres that are more than a few kilometres away are effectively inaccessible.
Family expectations, safety concerns, and caregiving responsibilities mean
she cannot travel beyond a familiar 3-5km radius, nor commit to fixed, full-day
programmes.
As a result, even nearby work or training remains out of reach, keeping her desire to
contribute financially unfulfilled.
A WOMAN WITH ASPIRATIONS,
SEEKING OPPORTUNITY...
Women
24. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship.; Immersion interviews conducted by BCG team, accessed in Nov 2025.
Barrier 3: Funds
Across segments, the affordability challenge is not limited to fees alone. It reflects a
combination of direct costs, foregone income, and constrained access to high-quality
options that are frequently priced beyond reach. Together, these factors shape who can
invest in skilling, what kind of skilling they pursue, and whether learning can translate into
sustained livelihood gains.
68% of women prefer part-time courses and 30% prefer short duration courses
24
.
Source : State of Skills Survey, 2024; Ministry of Skill Development and Entrepreneurship (MSDE)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
34
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Affordability remains a binding constraint
across skilling pathways and learner segments.
Workers, particularly in informal or low-wage
roles, face high opportunity costs from time
away from work. NEET youth are constrained
by the absence of income and the sunk cost of
prior education. Students often cannot layer paid
skilling onto existing financial commitments.
For women, limited control over finances and
competing household responsibilities further
restrict the ability to invest in skilling. As a result,
paid skilling is frequently financially infeasible
for large segments of the population.
Students, especially those from low-income
households, are already stretched by college
expenses and, in many cases, private tuition. As
a result, making additional investment in paid
skilling alongside a traditional degree is often
financially unviable. As a result, many students
choose to get themselves a formal job/income
source after graduation to support their families
and often end up taking whatever brings in
some stable income even if that is low paying;
others, however, struggle to transition into work
and become NEET.
Which skilling options remain out of
reach for learners, particularly students,
due to cost?
Advanced or placement-linked programmes,
which act as a gateway to stable and well-paid
jobs, are frequently priced beyond reach, limiting
access for those who need them the most.
Generic degrees such as Bachelor of Arts (BA),
Bachelor of Commerce (B.Com) and Bachelor
of Science (B.Sc) seldom translate into direct
employment and even entry-level roles often
require workplace readiness skill certifications,
such as Tally or Office applications. A lot of
industry-recognised private upskilling courses
continue to be prohibitively expensive, which
25. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; N= 281 (unorganised who skilled or in skilling), Aggregated responses basis question ‘What was the
course/teaching fees you paid for the certification/training/skilling programme, accessed in Nov 2025.
26. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata
for All India Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study
2025; Aggregation basis question ‘ What was the course/teaching fees you paid for the certification/training/skilling programme. Please
consider only course/teaching fees and exclude any hostel/meal expenses’, accessed in Nov 2025.
prevents students and workers from getting a
better paying job and keeps them trapped in
stagnant roles with limited prospects for career
advancement.
Cost sensitivity is particularly acute among
informal workers: 80%+ of informal workers
pursue skilling either free of cost or for less
than ₹10,000
25
. This reflects not preference, but
constraints. Even when skilling is subsidised, the
opportunity cost of participation remains high.
Learners who are primary earners, especially
those with unstable or daily wage incomes,
cannot afford to forego wages for days, weeks,
or months of training.
For women, affordability constraints intersect
with access and aspiration. Limited control
over finances often compels women to choose
skilling options that are affordable rather than
aligned with long-term career goals. Many select
tertiary education or vocational courses based
on cost alone, while others are unable to pursue
skilling at all.
These patterns are reflected in participation
data. Among those who pursue skilling, 72% of
women take up skilling through free courses
or pay less than ₹5,000 per course compared
to 52% men
26
. While this enables entry, it often
limits access to advanced, industry-recognised
programmes that lead to stronger employment
outcomes.
Public funding support and government
schemes do exist. However (and as stated earlier),
many learners remain unaware of the financial
assistance they are eligible for or find application
processes complex and difficult to navigate.
35
Barrier 4: Learning and Delivery Models
The quality challenge reflects a combination of weak foundational skills, limited delivery
capability, outdated curricula, inadequate industry linkage, and insufficient opportunities for
applied learning. Together, these factors shape how effectively skilling builds employability,
supports progression, and enables learners to translate credentials into meaningful work,
self-employment, or income acceleration.
Across schools, colleges, and skilling institutions,
learning and delivery models remain overly
theoretical and weakly connected to workplace
requirements, limiting job readiness and career
progression.
School and tertiary education curricula remain
outdated and classroom-bound, creating a
gap between what learners study and what
workplaces require. In schools, vocational
education remains limited in both reach and
design as only 8% of secondary and higher
secondary schools offer NSQF-aligned skilling
27
,
and where available, it is typically an optional
or add-on subject rather than integrated into
the core curriculum or a dedicated vocational
pathway.
Practical training, hands-on projects, and industry
exposure are largely absent across both school
and higher education. As a result, foundational
employability and entrepreneurship skills are
not systematically built. Schools continue to
find it challenging to develop basic numeracy,
communication, and digital skills, weakening
learners’ confidence in interviews and workplace
interactions. Students from regional-language
schools face compounded challenges, as
limited exposure to workplace communication
and interview preparation further constrains
employability and long-term career growth.
We study concepts, but we don’t know
how they are used in real jobs.
Recent Graduate from ITI in Rural
Maharashtra
27. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau.
India, includes all schools – government, government-aided and private, accessed in Nov 2025.
28. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; % students ranking the option in top 3 basis question ‘What according to you are the reasons
because of which you are not getting a new job? ; N=582 seeking new jobs, accessed in Nov 2025.
29. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; % students ranking the option in top 3 basis question ‘ You mentioned you are not satisfied with the
overall education outcome, can you tell us what are the problems/pain points you experienced while you were pursuing the course ? ; N =
2795 UG students, accessed in Nov 2025.
36% workers cite digital skills and 18% cite
communication as challenges in finding
jobs due to weak foundations.
28
Delivery quality reinforces these gaps. For
instance, in higher education, practical
courses, where included, are often mapped
to faculty without industry know-how, such
as commerce teachers delivering digital
marketing content. Stretched faculty capacity
and inadequate laboratory infrastructure reduce
the effectiveness of skill development, leaving
students with outdated or superficial exposure.
These constraints undermine the ability of
learning to translate into updated, job-relevant
capabilities.
Job readiness support is also weak. Curriculum
Vitae (CV) writing, mock interviews, and
structured job-search preparation are not
formally built into tertiary education, leaving
students to rely on costly private coaching or self-
preparation. This results in learners entering the
job market without confidence in articulating
their skills.
34% of students cite lacking skills and 18%
cite lack of interview preparation as key
pain points while pursuing degrees.
29NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
36
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 61% of higher-education students who
aspire to entrepreneurship are not aware
of pathways to pursue it.
31
Misalignment with local industry demand,
especially in short-term programmes further
weakens delivery effectiveness. Skilling
programmes are not aligned with nearby
economic opportunities (e.g., within a district),
with the result that even after acquiring new
skills, many learners struggle to find local
roles aligned with their training, leaving them
disconnected from jobs in their own regions. As
learners move into higher and tertiary education,
these misalignments persist, reinforcing gaps
rather than correcting them.
Entrepreneurial pathways within education are
also underdeveloped. Schools, colleges, and ITIs
do not systematically provide business-readiness
modules, mentorship, or local incubation
support, limiting the ability of learners to pursue
self-employment or nano-enterprise pathways.
As a result, those interested in entrepreneurship
are left without tools to succeed and remain
highly dependent on informal guidance.
30. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; N = 2795 UG students, accessed in Nov 2025.
31. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; N = 3512 aspiring to skill, accessed in Nov 2025.
How do learning and delivery models
impact those already in the workforce?
For those already in the workforce, learning
and delivery constraints take a different form.
Across sectors, mid-career and declining-role
professionals lack structured reskilling pathways,
leaving them vulnerable to disruptions such
as Artificial Intelligence (AI) adoption. Many
recognise the risk late or postpone action due
to the absence of clear, practical learning routes.
These challenges point to learning and delivery
systems that do not consistently build job-
relevant skills, proof of work, or adaptive capacity.
Weak practical exposure, poor industry linkage,
tokenistic work-based learning, and limited
support for reskilling and entrepreneurship
constrain the translation of learning into
employment and progression outcomes across
the life course.
We study concepts, but we don’t know
how they are used in real jobs.
Data Analyst, New Delhi
Rigid and static job roles leave little scope for
learning or growth, while survival-oriented
work offers limited time, flexibility, or employer
support for upskilling. Workers in factory lines,
shops, or clerical roles face few opportunities
for structured learning or progression, trapping
them in low-growth trajectories. Where skilling
options do exist, they are often overly theoretical
and weakly connected to job progression.
Work-integrated learning, which should bridge
education and employment, often falls short.
Internships and apprenticeships are frequently
superficial or tokenistic, limited to observation
with unclear learning outcomes and limited
guidance. Without demonstrable skills or
experience, students struggle to convince
employers of their readiness. This gap is reflected
in outcomes.
80% of higher-education students cite
lack of practical experience and industry
exposure as a major pain point, and 47%
of formal workers identify lack of prior
work experience and internships as the
top challenge in finding new jobs.
30
37
Structural governance challenges manifest in
how skilling initiatives are planned, funded, and
delivered across Centre-State arrangements.
Parallel programmes and funding streams often
operate with limited convergence, leading to
duplication in some areas and gaps in others.
At the operational level, skill funding, programmes,
and infrastructure are distributed across multiple
ministries and Centre–State arrangements, often
with limited coordination. This results in similar
programmes being implemented in some
geographies while others remain underserved.
Training centres and laboratory infrastructure
are utilised inconsistently across regions, with
capacity underused in certain locations and
unavailable in others. For learners and training
providers, this fragmentation translates into
uneven access to facilities, variable delivery
quality, and disrupted skilling pathways.
Barrier 5: Structure and Governance
I have heard of the Central apprenticeship
schemes for my trade but not sure if my
certification makes me eligible for it since
the course I completed was run by the
State government.
Student Trying to Get Employed
Policy rules in several sectors continue to prioritise
formal degrees over demonstrated skills. Degree-
based eligibility norms, particularly in government
and public sector recruitment, restrict skill-based
hiring and reinforce credential-driven pathways.
This limits incentives for hands-on teaching and
practical training and encourages a focus on
enrolment scale rather than learning quality, job
readiness, or outcomes. The situation is similar
in private sector jobs as well, although a few
organisations are now beginning to recognise
and implement skill-based hiring policies such
as recruiting done on the basis of skill-based
job descriptions, practical assessments and
interviews, and recognising skill certifications.
Another challenge at hand is the absence of
clear mandates, standard operating procedures
and incentives for industry co-ownership which
weakens alignment between skilling provision
and labour market demand. While industry
participation exists, accountability for training
relevance and outcomes is often missing. For
example, there are no incentives for private
employers to formally recognise and credit work
experience of their informal or entry level workers
in line with National Credit Framework (NCrF)
principles.
Finally, implementation gaps further compound
structural challenges. For example, the rollout of
reforms such as the National Credit Framework
(NCrF) is still very nascent and uneven. Academic
institutions, industries, and training providers
often lack clarity on processes and responsibilities,
limiting consistent and scalable adoption.
The NCrF is an excellent concept. I did not
realise that it had been a while since it was
launched. We are keen to recognise our
gig and full-time staff experience. How
can we start?
Head of Mid-sized Staffing Company,
Tamil Nadu
There is a lot of confusion and unawareness
with so many agencies and programmes,
for e.g., on apprenticeship. We get requests
for hiring individuals under National
Apprenticeship Training Scheme (NATS),
National Apprenticeship Promotion
Scheme (NAPS), State programmes.
People and processes are different,
and while these are excellent schemes,
understanding and implementing them
can get challenging.
Head of HR,
Large Automotive CompanyNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
38
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Need Gaps Across Learners
The barriers identified so far explain the
challenges of the skilling ecosystem across
information and value perception, access, funds,
learning and delivery models, and structure
and governance. The question that follows is
therefore direct: what core needs must be
addressed for skilling to function as a reliable
pathway across education, work, and re-entry?
Across learner and worker segments, a consistent
set of needs emerges. While constraints differ
by stage and circumstance, these needs recur
across segments and shape participation, choice,
and outcomes in different ways.
A foundational need, particularly at school and
tertiary levels, is access to trusted information
and guidance. Early information gaps and
misjudged value perceptions point to the need
for counselling and aspiration-building that
begins in school and continues through key
transition points. For students and parents, this
includes clear articulation of skilling pathways,
outcomes, and return on investment. For women
and NEET youth, the need extends to trusted
mentorship, peer networks, and safe guidance
channels that support informed decision-
making.
Linked to this is the need for early and sustained
access to skilling within the education system.
Exposure to skilling, both General Employability
and Entrepreneurship Skills and trades, in
schools is essential to build familiarity with work-
linked learning and normalise skills as part of
mainstream education. In tertiary education,
this translates into access to practice-based,
industry-aligned curricula with embedded
skilling tracks, internships, and apprenticeships
that support job readiness rather than credential
accumulation alone.
Affordability-related barriers point to a clear
need for viable financing mechanisms across
segments. Students require access to financing
and loan options for high-quality programmes.
Workers need support or incentives to offset
opportunity costs. NEET youth and women
require affordable or subsidised training options,
alongside dedicated financial support where
constraints are most binding. Across segments,
the ability to combine learning with earning
remains a central requirement.
Barriers related to quality and relevance highlight
the need for work-ready learning and delivery
models. In schools, this means integration of
employability and foundational workplace skills
within the curriculum along with robust and
practice-oriented vocational delivery. In tertiary
education, it requires industry-aligned curricula,
access to internships and apprenticeships,
and structured job-readiness support. For the
workforce and NEET youth, the need shifts
towards mid-career reskilling, self-employment
pathways, and learning options aligned with
local demand and emerging sectors.
Underlying these segment-specific needs is a set
of system-level requirements. Convergence of
schemes and funds, skills-first hiring practices,
and clear mandates for industry-led training and
certification are essential to ensure coherence.
Strong implementation mechanisms, including
robust recognition of prior learning, are needed
so that skills acquired translate into recognised
credentials and mobility across education,
skilling, and work.
Therefore, these needs reflect how common
system constraints manifest differently across
learner segments, while remaining anchored
in the same core dimensions. They provide the
organising logic for the strategic responses
outlined in the following section.
39
EXHIBIT 9: NEED GAPS
Lack information,
misjudge skill
value
Information
& Value
Perception
Access Funds
Learning &
Delivery Models
Structure &
Governance
School
|Access to trusted
information and
guidance for
students and
parents
|Access to
foundational
employability
skills and
vocational
pathways in
school
|High quality labs
and teachers
for vocational
and general
employability
subjects
|Convergence
of schemes
and funds
|Skills-first
hiring policies
|Employer
incentives and
mandates for
industry-led
training and
certification
|Strong
infrastructure
footprint for
scheme roll
out like RPL
|Structured
pathways for
re-entry and self-
employment
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
|Access to
industry-aligned,
practice-based
degrees with
multi-entry,
multi-exit
pathways
|Industry-
aligned
curriculum
|Access to
internships/
apprenticeships
|Structured job-
readiness support
|Access to
financing and
loan mechanisms
for high-quality
courses
Technical
and
Higher Ed
|Access to flexible,
hybrid, modular
delivery formats
|Wage support/
incentives to
offset skilling
opportunity costs
|Outcome
based courses,
mid-career
reskilling and
self-employment
pathways aligned
to local demand
|Awareness
of advanced
skilling options
and relevant
government
schemes
Workforce
|Trusted
mentorship and
job discovery
channels
|Women-focused
career guidance
and peer
networks
|Access to
proximate,
flexible work
opportunities
with safety/
transport
facilities
|Affordable,
subsidised
training and
financing options
NEET
|Dedicated
financing
support for
women
WomenNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
40
Reimagining
India’s Skilling
Core Reforms, System Enablers and
a New Skilling Architecture
SECTION III
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Based on the barriers and needs identified across
segments, a focused set of core reforms and
system enablers to drive system-level change
have been identified.
Addressing the structural and delivery gaps
identified across the skilling ecosystem requires
moving beyond fragmented interventions to
a focused set of systemic shifts. Core reforms
represent these shifts. They concentrate effort
on a limited number of priority changes in how
the ecosystem operates, at points where learners
and workers often encounter barriers. Each core
reform targets a specific transition, such as early
integration of skills in education, closer linkage
between learning and work, or access to reskilling
the workforce.
System enablers provide the conditions required
for effective implementation. System enablers
address how the system operates across
policy, institutions, financing, and technology.
They support recognition of learning across
institutions, portability of credentials, and
mobility between education, skilling, and work.
System enablers also strengthen coordination,
align incentives, and ensure that information,
funding, and digital infrastructure work together,
reducing fragmentation and administrative
barriers.
Each core reform and system enabler is anchored
in clear, actionable concepts designed to be
implemented on the ground and adapted across
diverse State contexts. Taken together, these
elements define how skilling can move from
episodic participation to continuous capability-
building. They are designed to be implemented
on the ground, adapted by States to local
contexts, and coordinated across ministries
and stakeholders. The following section sets out
these core reforms and system enablers and
supporting concepts in detail.
43
System Enablers
Core
Reforms
Skill integration
in Schools
1
Outcome-linked,
industry-backed
programmes
3
Guidance and
perception
building
5
Digital Skills
Passport
1
NCrF adoption for
pathway mobility
3
Viable PPP/PSE
Apprenticeship
Embedded Degree
Programmes
2
Apprenticeship
for all
4
Outcomes-based
Financing
2
Skills-first policies
and infrastructure
4NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
44
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 EXHIBIT 10: CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING
CONCEPTS TO IMPLEMENT THEM
Flagship Standalone Skilling Programmes
Nano/micro/short-term credentials for upskilling in priority
State Apprenticeship Platform
Unified portal for all apprenticeship/internship schemes with
unified budgets
NCrF Toolkit
NCrF playbook for day-to-day adoption across institutions
Targeted Skill Vouchers/
scholarships
For emerging, at-risk sectors and
priority segments
Skill Financing Scheme
Digitising and operationalising
frictionless access and placement
linked repayment of loans
Back to School
Schools as safe space for women to (up/re)skill
Skill-First Hiring Mandate
Skill-based JDs and selection
Upskilling Leave
Unpaid learning leave with job security
Surakshit Saathi
PPP-led hostels & transport for women
GEES for All
General Employability and
Entrepreneurship Skills
Kaushal Tracks
Vocational track in school
Skilling Hub
PPP-led campuses
for outcomes
Apprenticeship
Embedded Degree
Programmes
Work-Integrated Degree
Programmes
Flexible, modular, industry linked degrees
Sakhi Booths
Trusted, local spaces for awareness
Physical-led Phygital Digital Led
School and
Higher Education
Workforce
Women
Pathway Clinics in school and
higher education
Counselling for parents & students
Skill Sure
What to skill ? Curated skill/course
discovery platform
Hunar Utsav
Below the Line(BTL) campaign for
skilling pride
Skill Scout
Where to skill ? Credible skill
centre discovery platform
Skill Saathi Kendras
Decentralised Offline Counselling
My Guide
AI-led lifelong career companion
for workforce
Community Women Circles
Mentorship networks for
early guidance
Women Centric App
Safe, private access to info and
microlearning
Skill Skore
Skill and future readiness score
Skills Passport with Digitally
Verified Credentials
Stackable, verifiable credentials
for work and skills
MyCV
QR-based CVs for ease of showcasing
work experience
Skill DX
Data exchange and tech layer to
power lifelong learning solutions
National Career Outcome Repository
Salaries, job roles, sectors, etc.
Digital Job Discovery
LocalWorks - Hyperlocal, flexible
job discovery
FlexEarn - Part-time opportunities
for students
Workfolio
Digital portfolio & hiring network for
blue-collar
Skill integration
in Schools
Viable PPP/PSE models
in technical and higher
education
Outcome-linked, industry-
backed programmes
Apprenticeship for all
Guidance and
perception building
Digital Skills Passport
Outcomes-based
Financing
NCrF adoption for
pathway mobility
Skills-first policies
and infrastructure
45
The Core Reforms
Core Reform 1 Skill Integration in Schools
Skilling must begin early if it is to shape
employability, choice, and progression later in
life. With students spending a significant portion
of their formative years in schools, the absence
of structured skill-building during this period
leaves lasting gaps. Current curricula place limited
emphasis on foundational employability skills
(including critical thinking, problem-solving,
communication, and financial awareness),
entrepreneurship know-how as well as trade-
related skills that underpin career readiness
across pathways. This must be supplemented
with adequate teacher capacity and instructor
preparedness.
In Grades 11 to 12, students have the option to further specialise their skills e.g., operating advanced
machinery.
32. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau. India.
33. Ministry of Education, Government of India. (2020). National Education Policy 2020.
34. National Council of Educational Research and Training. (2023). National Curriculum Framework (NCF) .
Source: Chapter 9, National Curriculum Framework for School Education 2023
EXHIBIT 11: NCF RECOMMENDATIONS ON INTEGRATING SKILLS IN SCHOOL EDUCATION
Working
with Life
forms
Working with
Machines and
Materials
Project work focused on ‘developing
capacities to do productive work that
involves plants and animals’ (e.g., a
vegetable garden or a chicken coop).
Skills involve practical work and
knowledge of biology
Floriculture, dairy farming, sugarcane
cultivation, or natural farming
Grade 6-8 Grade 9-10
Handicraft work using paper,
wood, clay, fabric. Skills include
manual dexterity, tool use, and
attention to detail
Robotic welding, advanced
carpentry and tailoring. Use of high-
tech machining and automated
manufacturing equipment
Activities like helping in a nursing
home or working in a shop.
Students develop interpersonal
communication and compassion
Housekeeping, wellness/beauty,
tourism/hospitality
Working
in Human
Services
Form of Work
Progress to date on Skill Integration in Schools
Acknowledging the importance of deep integration of skilling with academia, the NEP 2020
has already laid down the guidelines calling for all educational institutions to enable access
to skills within the school education system. However, less than 1 in 12 secondary schools
32
today offer vocational subjects, falling short of the NEP target
33
(at least 50% of learners
shall have exposure to vocational education programmes by 2025 and all students by 2030).
The NEP’s guidelines have now translated to curricula frameworks via the latest National
Curriculum Framework (NCF)
34
. Students are recommended to be exposed to and develop
basic skills in three forms of work (work with life forms, work with machines and materials,
and work in human services) at the preparatory, middle, and secondary stage. NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
46
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Considering these guidelines, several Central
and State Boards are adapting the framework
and introducing skilling in schools. For
example, the Central Board of Secondary
Education (CBSE) has introduced vocational
skilling from the middle school level, offering
students early access to practical skill-building.
In Grades 6 to 8, this takes the form of short
12-hour modules designed to provide a basic
understanding of different vocations. At the
secondary level, students can choose from a
range of competency-based subjects aligned
with the National Skills Qualification Framework
(NSQF), alongside efforts to establish Skill Hubs
within schools
35
. States have also refined these
requirements to suit local needs. For instance,
Punjab has introduced vocational streams for
Grades 11 and 12 in its Hunar Sikhya Schools.
Students in these schools take compulsory
subjects that build broad transferable skills (e.g.,
Functional English, Technology in Everyday Life),
alongside three elective trade subjects in their
chosen domain (e.g., three subjects related to
Healthcare Sciences & Services)
36
.
Building further on the policy initiatives and
anchored on the underlying need for Skill
Integration in Schools, this bet suggests
embedding employability and vocational skills
within the school curriculum to prepare every
learner for the future.
General Employability and Entrepreneurship
(GEES) for All, as a foundational set of skills
addressing communication, digital skills,
financial literacy, teamwork, problem-solving
and entrepreneurship is recommended to be
introduced from Grade 6 through Grade 12 across
all schools. Evidence from longitudinal and
experimental studies indicates that foundational
skills such as communication, problem-solving,
and basic digital capability are associated with
improved job outcomes, including higher
employment rates and earnings
37
, and translates
into meaningfully higher wage outcomes
for professionals with comparable technical
skills when complemented by strong soft
skills
38
. Industry demand mirrors this need,
with employers consistently emphasising
foundational employability skills as essential
across roles and sectors.
International practice reflects broad adoption
of this approach, with countries such as Ireland,
South Africa, and Singapore integrating
employability and career education within school
curricula. For States, these findings suggest the
value of embedding GEES within mainstream
schooling as a universal baseline, ensuring that
all students acquire core employability skills
alongside academic learning.
35. Central Board of Secondary Education. (2025). Secondary school curriculum (2025–26).
36. Punjab School Education Board. (n.d.). Scheme of studies for Hunar Sikhya School.
37. Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451–464.
38. Deming, D. J. (2015). The growing importance of social skills in the labor market (NBER Working Paper No. 21473).
National Bureau of Economic Research.
47
In parallel, Kaushal Tracks focused on specific
trades can be introduced from Grade 9
onwards. These dedicated vocational pathways
can help integrate vocational education into the
school curriculum through multiple delivery
models. These trades will be offered at a sub-
set of schools with Grade 9 to 12 depending on
school enrolment, infrastructure availability and
budgets. Trade offerings can be informed by
local demand, broader aspirational choices, and
national skill requirements, ensuring relevance
without over-concentration. Evidence from a
Ministry of Education and World Bank study
indicates that current vocational trade offerings
in schools are largely agnostic to district-level
economic demand
39
. In many locations, the
selection of trades does not systematically reflect
local industry presence, emerging employment
clusters, or realistic post-school opportunities
available to students within their districts.
39. Ministry of Education, Government of India. (n.d.). Jobs at your doorstep (with World Bank).
EXHIBIT 12: GEES FOR ALL
GEES for all | Academic evidence, global examples, and India’s frameworks
make universal GEES a clear capability unlock
1 2 3
Evidence suggests GEES
delivers substantial
long-term returns
Global practice
shows widespread
adoption
Implications for States
Policy frameworks have
begun creating space
for GEES in schools
Longitudinal studies show
that social-emotional
and employability skills
developed in adolescence
predict employment,
earnings, and career
stability decades later
1
26% higher wages
for people with same
technical skills but higher
soft skills
2
; 30% increase
in performance of people
with good soft skills
3
;
85% of an employee’s job
success from soft skills
4
Develop grade-wise
framework; leverage
NCVET framework
as reference
Curate content
aligned to levels in the
qualification framework
Introduce GEES for all
grades & schools with
modules integrated into
existing subjects (where
possible) and independent
GEES modules
Offer nano/micro-
credentials/certifications
(in addition to grade
certifications)
GEES embedded in all subjects
(communication, problem solving,
etc. ) + short courses on digital
media, enterprise etc.
Mandatory subjects on personal
development, career guidance,
entrepreneurship etc, + workplace
readiness modules
Integrated across subjects -
Career exploration, digital literacy,
self-awareness modules
Ireland
South Africa
Singapore
NCF implicitly
references employability
skills (teamwork,
communication, problem-
solving) but lacks grade-
level differentiation
NCVET has developed
frameworks, micro/
nano modules (English
language literacy, self
employment
& entrepreneurship etc.),
and assessment rubrics
which can be aligned to
State context
1. Hard evidence on soft skill - James J. Heckman, Tim Kautz; 2. For the period 1980-2012, Research by David Deming, Professor, Public
Policy at the Harvard Kennedy School; 3. Research by global organisational consulting firm Kornferry, 2019; 4. Research by Stanford
Research Center and Harvard University, 2015NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
48
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Global practice shows that dedicated vocational
pathways at the senior secondary stage are a
common and established feature of schooling
systems. Countries such as Indonesia, Germany,
South Korea, and Australia offer explicit vocational
tracks from Grades 9–12, typically through a mix
of dedicated vocational schools, apprenticeship-
integrated models, and school-based pathways
linked to external certification. Coverage is
often choice-based, with a significant share
of students opting into vocational tracks, and
delivery emphasises hands-on training, industry
exposure, and trade-specific curricula leading
to recognised competencies. For States, this
evidence highlights the value of offering
structured vocational pathways at the senior
secondary level, alongside academic options, to
enable deeper skill development and clearer
transitions into work or further technical
education.
EXHIBIT 13: KAUSHAL TRACKS: BENCHMARK FOR GRADES 9 AND 10
Indonesia, Germany and South Korea offer dedicated in-depth
vocational study after grade 9
Explicit vocational
pathway after
grade 9
Choice based;
~45% in vocational
schools
Trade agnostic
vocation-oriented
track within regular
school system
Systemic
assignment;
~20% of students
Early vocational
track assignment
with transition to
apprenticeship
dual system
Choice based
and systemic
assignment
(teacher decision
binding in 8/17 States)
Explicit vocational
pathway after
grade 9
Choice based;
~25% in vocational
schools
Dedicated
vocational schools
Regular
schools - Normal
(Technical) track
Dedicated
vocational schools
Dedicated
vocational schools
System
approach
Coverage
Mode of
delivery
Skill
curriculum
~50% vocational
curriculum,
mandatory
internships,
competency
certification
Broad based
technical electives;
optional MOE-ITE
applied electives in
some schools
|Grade 9 -
Broad exposure
|Grade 10 -
apprenticeship +
in-depth school
learning
In-depth trade
specific curriculum,
school-industry
cooperative for
hands on training
Indonesia Singapore Germany South Korea
49
As we move towards implementation, four
potential school archetypes emerge, which States
can further evaluate as they consider integrating
skilling in schools. (i) The first archetype are ‘GEES-
only Schools’ that are envisioned to focus on
providing general/foundational employability and
entrepreneurship skills, without multi-skill labs.
(ii) The second archetype of schools are ‘Vocational
Integrated Schools’ that are expected to provide
at least two trade labs for deeper vocational study
from Grades 9 to 12 in addition to offering GEES
from Grade 6.
(iii) Third are ‘Large Industry Sponsored
Vocational Schools’ functioning as Public-Private
Partnership (PPP)-led hubs that can offer 4-6
aligned trades and become local anchors for
high-quality vocational education. (iv) The final
archetype of schools consists of ‘Multi Skill
Exposure Schools’. Through low-capex multi-skill
labs, they are envisioned to allow broad multi-skill
exposure to 6 vocational trades from Grades 9 to
10, for 110 hours per year as recommended by the
National Curriculum Framework (NCF).
EXHIBIT 14: KAUSHAL TRACKS: BENCHMARK FOR GRADES 11 AND 12
System
approach
Coverage
Mode of
delivery
Skill
curriculum
Option b/w apprenticeship
model (in-school) or
certificate (outside school)
Flexibility to pursue dual
system (apprenticeship
+ school) or vocation
integrated regular school
Deep specialisation within
vocational schools
Choice-based;
~50% students in
vocational tracks
Job linked in-depth
curriculum leading to
competency certificate
Choice based; typically
taken by students on
vocational track
Hands-on training +
vocational subjects in
school (labs + internships in
regular schools)
Choice based;
~45% students are in
vocational schools
Competency Specialisation,
mandatory internships,
industry-recognised
certifications
|In-school
(apprenticeship) OR
|Pvt/Govt institutes
for external
certificate courses
|Dedicated schools with
apprenticeship OR
|Regular school
Dedicated
vocational schools
Australia Germany IndonesiaNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
50
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 To translate into practice, grade-level planning
must be structured, allowing exposure to deepen
as learners progress.
In the middle school years, from Grades 6
to 8, the emphasis must be on building a
common foundation. General Employability and
Entrepreneurship Skills can be introduced as a
distinct subject, complemented by structured
exposure to different vocations. This exposure
may include project-based learning, local industry
visits, and basic school-based labs, with relevant
employability modules also woven into core
academic subjects (e.g., financial literacy within
mathematics). At this stage, the objective is
acquisition of a set of important workplace skills,
familiarity and confidence, not early specialisation.
In Grades 9 and 10, this foundation can be
strengthened through differentiated pathways.
While GEES continues for all students, selected
large secondary schools may offer Kaushal Tracks,
under which students can opt for one dedicated
vocational subject in a trade of their choice,
delivered through approximately 150 hours
of instruction and recognised as a full subject
within the Grade 10 board schema. Students can
continue to study core subjects required for the
Grade 10 Board examinations, while also having
access to choose alternate subject options such
as functional mathematics or business English.
In the senior secondary stage, from Grades 11 to
12, pathways can become more focused while
retaining optionality. GEES is expected to continue
EXHIBIT 15: SCHOOL ARCHETYPES
GEES - only
schools
Specialised
vocational
schools
Large dedicated
vocational
schools*
Multi skill
exposure
schools
1 42 3
Focus only on GEES
- no multi-skill labs
due to lack of scale
Students
seeking vocational
exposure from
Grade 9 onwards
move to other
schools/ITIs
All schools
20-30%
large schools
Can be considered
to showcase high-
quality delivery;
1 per block
Can be considered
where full trade lab
setup isn’t viable;
low-capex option
At least 2 trade labs
available for grade
9-12 for in-depth
vocational study
Students explore 1
trade in Grade 9 and
1 in Grade 10 (1 subject
each), with further
depth possible
in Grade 11–12 (1-3
subjects; prefer 3)
PPP led hub schools
with industry
partnerships
offering 4–6
trade options
Help expand
student choice,
raise aspiration, and
act as local anchors
for vocational ed
Multi-skill labs made
available to enable
some exposure to
vocational trades
(up to grade
10 – NCF model;
low capex)
Students wanting
to pursue vocational
further across
grades 9-12, to move
to other schools
51
|GEES for all - integrated
in subjects and as
standalone modules
|Vocational exposure via
projects, classroom, and
experiential learning
|Ideally a multi-skill lab
(NCF recommended);
but can be delivered
without it too
EXHIBIT 16: POTENTIAL MODELS FOR SKILLS INTEGRATION IN SCHOOLS
Comprehensive view of Skills Integration in Schools
Grade 6-8 Grade 9-10 Grade 11-12
|Opportunity to explore 2
vocations more deeply -
(1 in Grade 9, 1 in Grade 10)
|GEES for all
|Study of 1 vocation in-
depth (at least 50% of
dedicated learning time
each year)
|GEES for all
|Needs 2 trade labs
(shared across grades
9 to 12)
|Needs 2 trade labs
|Requires delivery
infrastructure for alternate
subjects (Functional
English, Basic Math, etc.) for
vocational students
|Yes; 110 hrs/yr of vocation
learning time sufficient
to cover both GEES +
vocational exposure
across forms of work
|No; although if alternate
model 1 undertaken in
~20% schools – it aligns
with NCF
|Broadly Yes – NCF
allows for pursuing up
to 3/6 subjects towards
vocational (doesn’t
prescribe min)
Feasible in all schools
|GEES doesn’t need labs
|Vocational exposure
better done with multi-
skill labs but some parts
are possible without
|Only feasible in ~30%
schools with scale to offer
2 trades. Hence, alternate
models also needed -
|Alternate Model 1: Set up
Multi-skill lab and give
exposure to basic forms of
work i.e. 6 vocations over
2 yrs. as per NCF. Another
20% schools may be able
to offer this.
|Alternative Model 2:
Do GEES only in
all remaining schools
|Feasible only in large
schools (~30%) due to
operational constraints
Model
What will
this need
NCF
alignment
Feasibility
for all students, reinforcing the importance and
need for transferable skills. Students enrolled in
vocational integrated schools or large vocational
schools (industry-sponsored) can specialise in a
single trade, with vocational subjects accounting
for up to three out of six courses, as provided
for under the National Curriculum Framework
(NCF), supported by dedicated labs and short
workplace projects. States should actively adopt
this provision to ensure adequate depth and
rigour in vocational skill development at the senior
secondary stage. Transitions from academic tracks
remain available, and students from schools not
offering in-depth vocation retain the ability to shift
into vocational pathways at this stage or continue
along an academic route.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
52
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Grades 6-8
|Introduce General Employability & Entrepreneurship Skills (GEES) as a
separate subject from Grade 6, continuing through Grade 12 (to cover
communication, business/functional English, digital basics, financial
literacy, teamwork, problem solving, entrepreneurship etc.); these
can also qualify for NSQF-aligned nano/micro credentials provided
necessary occupation standards are met.
|Provide structured exposure to vocations through projects, local
industry visits, and school-based vocational labs where available
(aligned to NCF’s recommendation on 3 forms of work: field, craft,
service)
|Integrate relevant GEES into core subjects where relevant, e.g., financial
literacy modules within Mathematics, business communication
within English
Cohorts Action Plan
Grades 9-10
|Offer GEES as a separate subject, with selected modules integrated
into English/Math
|Convert large secondary schools (enrolment cutoff to be contextualised
to State) into Vocational Integrated Schools offering:
•1-2 trades with required labs
•~110 hours/trade across Grades 9–10 (1 subject equivalent)
•Academic track: English, Math, Science, Social Science + second
language
•Vocational track: English, Math, Science, Social Science + 1
vocational subject
|Allow students from GEES-only schools to shift to Vocational Integrated
Schools in Grade 9
|Revise Board subject schema in Grades 10 & 12 to include vocational
subjects with equal weightage; State board to accept the revised
schema for board certification in grade 10
Across Grades 9 to 12, dedicated industry-
sponsored vocational schools can be planned at
the district or block level, with residential facilities
where required and strong industry partnerships.
Crucially, the system must allow students to move
across GEES-only schools, vocational integrated
schools, and dedicated vocational schools based
on interest, readiness, and progression, rather
than locking choices in early. This flexibility is
central to making early skills integration both
inclusive and outcome-oriented.
Guidelines to Implement the Core Reform
This bet can be enabled by addressing certain action areas and initiatives:
Germany’s Model:
Students are assigned to one out of 3 schools from grade 6: Realschule (academic focus),
Hauptschule (vocational focus) and Gymnasium (integrated) with mobility enabled through
transition years and exams. At the upper secondary level, the dual apprenticeship system
becomes the core pathway, blending employer contracts with part-time learning.
53
Cohorts Action Plan
India’s higher and technical education system
faces a fundamental disconnect between
what is taught and what the labour market
demands. Curricula in most institutions remain
outdated and misaligned with evolving industry
needs, resulting in degrees, diplomas and
certificates that do not consistently translate
into employability. This is starkly reflected in
the Economic Survey 2024–25, which notes
that only 8.25% of graduates are employed in
roles aligned to their qualifications
40
. Educated
unemployment is also high: 13% of all graduates
and 20.4% of graduate women are unemployed,
far above the national unemployment rate of
3.2%
41
. Compounding this is the overwhelming
inclination toward generic degree programmes
with weak job linkages. Of the 3.4 crore students
enrolled in undergraduate programmes, 1.13 crore
are in B.A. alone, and combined enrolment in
B.A., B.Sc., and B.Com exceeds 2 crore
42
. Many
pursue these degrees primarily to remain eligible
for government job, with 1.86 crore applications
for just 55,000 posts between November 2024
to July 2025.
43
This structural imbalance (across degree colleges,
Core Reform 2 Viable PPP/PSE Models in Technical and Higher Ed
40. Ministry of Finance, Department of Economic Affairs, Government of India. (2025). Economic Survey 2024–25, accessed in Nov 2025
41. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed
in Nov 2025.
42. Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education 2021–22,
accessed in Nov 2025.
43. Press Information Bureau, Government of India. (2025, July 9). Big recruitment push: Railways gives 9,000 jobs in Q1; plans 50,000 for
FY 2025–26 [Press release], accessed in Nov 2025.
Grades 11-12
Across
Grades 6-12
|Establish dedicated Vocational Schools per district/block which offer
only vocational streams from Grade 9 onwards - teaching 4–6 trades,
with residential facilities where needed, and relevant industry anchor
partners. Students can have the flexibility to move back to GEES only
or vocational integrated schools in Grade 11
|Set-up equivalence pathways leveraging NCrF to ensure smooth
mobility between vocational, ITI, and academic routes; also ensure
vocational track students’ eligibility for entry into relevant higher
education pathways (e.g. BA, BBA, BSc Agri for Agri trades)
|Issue NSQF-level certificates for vocational courses (Grade 6+) via
Sector Skill Councils
|Create a contractual cadre for vocational teachers with market-
linked pay (e.g., IT trade vs. beauty trade teachers may require different
salaries)
|Continue GEES as a separate subject for all in Grades 11–12
|Students in Vocational Integrated Schools can study one trade in depth:
•~50% curriculum dedicated to vocational subjects (≈ 3 subjects)
with required labs and short workplace projects
•Remaining ~3 subjects customised for the vocational track (e.g.,
Functional English, Technology in Everyday Life)
|Academic tracks remain available (arts/commerce/science) within
Vocational Integrated Schools
|Students in GEES-only schools can shift to Vocational Integrated
Schools in Grade 11
|Revise Board subject schema in Grades 10 & 12 to include vocational
subjects with equal weightage; State board to accept the revised
schema for board certification in Grade 12 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
54
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 ITIs, and polytechnic) underscores the urgency
of reimagining higher education through
stronger industry participation and Public-Private
Partnership (PPP) models. These partnerships
are critical to modernising curricula, embedding
job-linked learning, and ensuring that skilling
remains current, relevant, and connected to real
employment outcomes.
Addressing these needs will require structural
shifts in how higher and technical education
programmes are designed and delivered. First,
there is a need to move beyond generic degree
pathways towards specialised, job-linked
programmes, particularly within high-enrolment
degrees such as B.A., B.Sc., and B.Com., through
applied specialisations (e.g., B.A. Hospitality,
B.Com. Analytics, B.Sc. Applied Technology)
that are closely aligned with industry demand.
Secondly, work-integrated and apprenticeship-
embedded degree programmes (AEDP) need to
be scaled significantly. While frameworks such
as AEDP have gained a starting point, adoption
remains limited relative to the size of the higher
education system, constraining the ability of
students to graduate with demonstrable work
experience. Lastly, the system requires more
flexible delivery formats, including modular, part-
time, hybrid, and earn-while-you-learn models, to
enable students to combine learning with work.
Delivering these shifts requires more structured
industry participation than is currently embedded
within most public higher education institutions.
Accordingly, focus is to drive industry-led skilling
through Public-Private Partnership (PPP)
models and broader private sector engagement,
enabling programmes that are outcome-linked,
industry-integrated, and modular by design.
44. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
45. University Grants Commission. (2024). Guidelines for the introduction of skill-based courses and micro-credentials in higher
educational institutions (HEIs) and SOP for implementation, accessed in Nov 2025.
46. All India Council for Technical Education. (n.d.). AICTE guidelines for Apprenticeship Embedded Degree/Diploma Programme (AEDP) ,
accessed in Nov 2025.
47. Ministry of Skill Development and Entrepreneurship, Government of India. (n.d.). PM Setu, accessed in Nov 2025.
These reforms can be undertaken through
multiple, complementary modes of Public-Private
Partnership (PPP) and private sector engagement.
These could include (i) the establishment of
dedicated PPP skilling institutes or universities
(greenfield) that are fully focused on outcome-
linked(tailored to sectors and regions), industry-
integrated, and modular degree and diploma
programmes such as the World Skill Center,
Odisha, an industry-oriented institution anchored
by the State Government; (ii) the creation of
PPP skilling hubs within existing universities
Progress to date on setting up Viable PPP/PSE Models in Technical and Higher
Education
The National Education Policy (NEP) 2020 lays down a clear pathway to address these gaps. It
envisions a multidisciplinary, flexible, and vocationally integrated higher education system,
emphasising multiple entry and exit options and credit portability through the Academic
Bank of Credits (ABC). It calls for the integration of vocational education into all higher
education institutions by 2030
44
. Complementing this, the University Grants Commission’s
(UGC) guidelines and the NCrF allow skill-based and experiential learning to be credited
within degree requirements, with Skill Universities permitted to allocate a higher share of skill
credits
45
. To further strengthen this, Apprenticeship Embedded Degree Programmes (AEDP)
notified by All India Council for Technical Education (AICTE) are expected to enable higher
education institutions to embed apprenticeships and on-the-job training within degree
structures
46
. More recently, the Pradhan Mantri Skilling and Employability Transformation
Through Upgraded ITIs (PM-SETU) is designed to significantly strengthen India’s vocational
training ecosystem. This includes the upgradation of 1,000 ITIs through a Hub-and-Spoke
model, along with capacity augmentation of NSTIs and the establishment of National Centres
of Excellence
47
.
55
Potential PPP models (illustration of possible PPP/PSE models)
Selected schools/colleges/ITIs partner with anchor companies to deliver job-ready modules on campus, with
employer-provided labs/equipment; hubs open access to nearby institutions
built on viable PPP models across
the education spectrum – Dedicated
Vocational Schools, ITIs etc.
Dedicated Vocational centres
of excellence
Industry partners like Genpact
collaborate with HEIs to set up labs,
provide tools, train faculty, and deliver
job skills for fresher roles aligned with
their hiring-pipeline demand.”
Employer-designed,
on-campus upskilling
(e.g., Apprenticeship Embedded
Degree Programme (AEDP) – to
integrate workplace skills and
practice into school, certificate and
degree programmes
Scale up of learn while you
earn programmes
to enable multiple academic pathways
(e.g., Assam equalising ITI to 12th)
Requires operationalisation
of NCrF
Academic autonomy (course mix, trade diversification),
administrative autonomy (faculty, procurement), and governance
models/reforms (capex/opex balance, fee regulation)
Clear articulation of PPP
archetypes and governance
CONCEPT
EXHIBIT 17: SKILLING HUBS
or colleges, set up as stand-alone centres on
public campuses to deliver industry-linked,
apprenticeship-enabled, or work-integrated
programmes; and (iii) PPP-led reform of existing
universities and colleges (brownfield) through
partnerships with industry anchors to redesign
academic offerings, course structures, curricula,
and delivery models.
Within this broader PPP landscape, skilling
hubs can serve as key delivery mechanism,
bringing industry participation directly into
campuses. These hubs will enable anchor
labs, practitioner-led faculty models, credited
internships and apprenticeships, and live
industry projects to be delivered at scale
through shared infrastructure. In Technical and
Vocational Education and Training (TVET), ITIs
and polytechnics can be strengthened through
sustainable PPP arrangements that provide
greater academic and administrative autonomy
aligned to local industry demand, supported by
transparent governance and outcome-linked
financing. Initiatives such as PM-SETU mark
an initial step in this direction and provide a
foundation for scaling hub-based models across
institutions.
48. Birla Institute of Technology and Science, Pilani, & HCL Technologies. (n.d.). HCL TechBee Programme , accessed in Nov 2025.
These models can be complemented by
broader private sector engagement through
work-integrated degree programmes and
apprenticeship-embedded pathways within
existing frameworks. A pertinent example is
the BITS Pilani and HCL TechBee Programme.
Through this partnership, BITS Pilani and
HCLTech jointly deliver work-integrated
degree programmes that combine part-time
employment with formal academic study.
The programmes are aligned with HCLTech’s
technical competency requirements and include
undergraduate and postgraduate offerings in
areas such as design and computing. Instruction
is delivered at HCLTech campuses and online,
with programme costs partially supported by the
employer, demonstrating how industry-aligned
delivery models can strengthen employability
while reducing financial burden for learners
48
.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
56
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Work-integrated degree programmes: Flexible, modular and industry linked
Illustrative pathways after year 2 (enabled via NCrF) :
Higher education redesigned to allow flexible, modular progression, where students build academic foundations and
gain industry exposure in parallel. Multiple pathways ensure recognition and reward at every stage of completion
complete regular degree
Continue Academic Track
01 02 03 04
Exit/Transfer Credits Work-Integrated Degree Applied Specialisations
leave with a diploma (if
credits completed) or
transfer credits via NCrF
to ITIs/polytechnics for
certificates/diplomas
complete credits via
industry exposure
(internships/
apprenticeships)
pursue job-linked
Specialisation (e.g., BCom
with Digital Marketing, BA
Retail, BSc Data Analytics)
for stronger job outcomes
CONCEPT
Scale up work -
integrated degree
programmes
Flexible progression
with recognition
University-led (blend of classroom and practical learning with university
as anchor) or industry-led (predominantly work-based learning with
targeted academic inputs, e.g., HCL Tech BEE, Dr. Reddy’s)
Students earn stackable credentials (e.g., Year 1 certificate, Year 2
diploma, Year 3 degree, Year 4 honors degree)
Credits for work
experience
Apprenticeships, internships, or job experience count toward degree
completion, backed by industry-led assessments
To ensure long-term impact, these delivery
models must be supported by system-wide
reforms that operationalise the NCrF and enable
modular, stackable, multi-entry and multi-exit
pathways. Clear documentation, recognised
credentials, and access to qualified counselling
are essential to help learners navigate choices and
transitions. Together, these shifts are necessary
to move higher and technical education towards
consistent alignment with labour market demand
and sustained skilling outcomes.
EXHIBIT 18: WORK INTEGRATED DEGREE PROGRAMMES
57
Higher Education
(Degree
Programmes)
Undertake PPP-led reform in higher education through multiple
models:
|Dedicated PPP Skilling Institutes or Universities (greenfield): New
institutions set up under PPPs, fully focused on outcome-linked,
industry-integrated and modular degree/diploma programmes
|PPP Skilling Hubs within existing universities/colleges: Stand-
alone centres within existing campuses that deliver industry-linked,
apprenticeship-enabled/work-integrated programmes
|University/college reform through PPP adoption (brownfield): Partner
with industry anchors to revamp academic offerings, course structures,
deliver, etc.
|Softer PSE (private sector engagement) for skills integration and
delivery across programmes
Across all above models, the following actions will need to be
undertaken:
|Academic & curricular reform
•Offer work-integrated, industry-aligned programmes (e.g.,
apprenticeship-enabled or co-created degrees) through existing
frameworks like WIDP/AEDP
•Integrate GEES as credit-bearing courses across all programmes
to embed employability and entrepreneurship skills
•Introduce job-linked specialisation tracks (e.g., retail, banking,
financial and insurance (BFSI), digital marketing within B.A/
B.Com) delivered jointly with industry
|Industry engagement & delivery partnership
•Establish anchor labs and adjunct/practitioner faculty models
•Integrate internship/apprenticeship pathways and live projects
as credited components
|Anchor PPP universities in regional economic clusters
•Encourage and plan for regional specialisation within hubs (e.g.,
logistics, green tech, agri-innovation) linked to local economic
priorities
•Establish incubation and entrepreneurship cells in select PPP
institutions, offering bootcamps and mentorship aligned to local
industry clusters
Cohorts Action Plan
Technical and
Vocational
Education and
Training (ITIs and
Polytechnics)
Adopt ITI/PTs through industry partnerships under a sustainable PPP
model
|Academic autonomy: Allow flexibility in course mix and trade
offerings based on local industry needs; enable curriculum updates
in partnership with industries
|Administrative autonomy: Permit contract-based hiring of trainers
and simplified procurement for tools, machinery, and consumables
|Governance and financing: Define ownership and accountability
frameworks, industry partner eligibility, and viability gap funding (VGF)
principles with funding linked to outcomes
Guidelines to Implement the Core ReformNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
58
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Cohorts Action Plan
Technical and
Vocational
Education and
Training(ITIs and
Polytechnics)
Across all ITIs , PPP or otherwise:
|Strengthen apprenticeship exit pathways (covered in detail in
‘Apprenticeships for all’)
|Introduce dual certification options (industry-recognised + education
board-recognised) to formalise equivalence with other degree courses
|Create academic progression pathways and bridge modules to
polytechnics or higher education and schools (e.g., NIOS, through
an MoU with DGT, grants academic equivalence to ITI qualifications
by offering Transfer of Credit, enabling ITI pass-outs to earn Class
10 or 12 certification by passing only one or two additional subjects,
respectively) through credit transfer via NCrF, with equivalence/
additional exam needs defined by trade/course
|Embed General Employability and Entrepreneurship Skills (GEES)
modules – in the curricula as well as Bridge programmes
|Rationalise course offerings to align with demand, phase down
redundant trades; Drive curriculum revamp and faculty upskilling
through industry collaboration/broader private sector engagement
Indonesia:
Indonesia’s Link & Match 8+i (MoECRT, 2020) framework mandates deep collaboration
between industry and vocational institutions through joint curriculum design, industry
faculty participation, mandatory internships, project-based learning and industry-aligned
certification. Since its launch, more than 5,000 formal agreements have been signed between
industry and schools, making it the backbone of industry–institution partnerships.
Broader reforms
across technical
/higher ed
|Operationalise NCrF to enable modular and stackable pathways
with multi- entry/multi-exit
|Ensure outcome transparency by publishing completion, placement,
and salary results jointly with institutions (via a National Career
Outcome Repository)
|Issue detailed SoPs for NCrF implementation with clear timelines
(and accompanying penalties) to the leadership of all institutions;
set up a command- and-control centre to support during transition
|Ensure one qualified counsellor per institution (direct recruitments in
the long run; Civil Society Organisation (CSO) support in the interim)
Core Reform 3 Outcome-Linked, Industry-Backed Programmes
A core limitation of many existing skilling
programmes is weak outcome orientation.
Programmes often prioritise enrolment and
completion over placement, progression,
or income outcomes, while delivery formats
remain inflexible and poorly aligned to the
needs of different learner segments. As a result,
pathways into in-demand jobs remain weak,
and participation remains limited. For example,
82% NEETs report one foundational gap in
existing skilling programmes - job interview
preparation modules and placement tie-ups
49
.
In the absence of clear outcome signals, many
individuals hesitate to engage, uncertain about
which skilling pathways will lead to tangible
returns.
49. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; Immersion interviews conducted by BCG team, accessed in Nov 2025.
59
Going forward, standalone skilling programmes
need to shift decisively from top-down, supply-
driven offerings to demand-driven, outcome-
linked and industry-backed models. In this
context, three priority areas emerge for such
programmes: (i) industry-led skilling for high-
growth national and regional sectors requiring
rapid workforce expansion, such as the green
economy (including rooftop solar and electric
mobility) and the semiconductor ecosystem;
(ii) general employability and entrepreneurship
skilling at scale, covering digital literacy, financial
literacy, workplace readiness, and business
planning, which cut across sectors and remain
relevant for both students and the workforce; and
(iii) strategic reskilling for sectors and roles facing
structural decline or technological disruption,
such as segments of mining or traditional
automotive manufacturing, where skilling
interventions may need to be complemented
with transitional income or unemployment
support to enable successful redeployment.
50. University Grants Commission. (2024). Guidelines for the introduction of skill-based courses and micro-credentials in higher educational
institutions (HEIs) and SOP for implementation, accessed in Nov 2025.
51. Press Information Bureau, Government of India. (2025). A decade of building skills & empowering dreams: 10 years of Pradhan Mantri
Kaushal Vikas Yojana, accessed in Nov 2025.
52. University Grants Commission. (2023). Report of National Credit Framework, accessed in Nov 2025.
Progress to date on promoting outcome-linked, standalone programmes
Recognising this need, the government has introduced a range of short-term programmes
of varying durations offered under various Central and State Schemes. While these have
expanded access, many face persistent challenges around quality, consistency, and weak
employer integration. Some progress has been made to formalise short-term skilling for
instance, UGC guidelines now enable credit-bearing, industry-aligned short courses, including
through platforms like Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM)
50
.
The Recognition of Prior Learning (RPL) framework has also been introduced to validate
existing skills and integrate them into formal certification pathways
51
. The National Credit
Framework (NCrF) further recognises modular and online learning, allowing learners to
stack credits from diverse skilling formats
52
. However, significant gaps remain in ensuring
relevance, rigour, and outcomes at scale.
CONCEPT
Flagship standalone skilling programmes
Nano/micro/short-term credentials for priority sectors
Focus on national
priority sectors
Digital, green energy, healthcare (which includes childcare, geriatric care, etc),
and manufacturing, where demand for skilled workers is rapidly expanding
Go beyond entry-level
skilling (higher level
NSQF job roles)
Structured offerings for upskilling and reskilling at different career stages,
enabling continuous employability
Launch industry-first
programmes
Programmes co-created with industry to ensure relevance, credibility,
and adoption
Anchor success on
clear outcomes
Requires strong linkages to employers to guarantee placements, retention,
wage growth, and career progression pathway
Promote flexible,short
formats (Mobile skilling
& Women’s caregiving
responsibilities)
Accessible to workers (esp. women) without requiring long breaks
from earning
EXHIBIT 19: FLAGSHIP STANDALONE SKILLING PROGRAMMESNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
60
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Across all standalone programmes, stronger
linkage to outcomes is essential. Learners must
either be placed in jobs or supported towards
viable self-employment opportunities. This
requires robust performance management
systems and funding mechanisms linked to
verified outcomes, such as job placements
or wage gains. These programmes should be
delivered, to the extent possible, by leveraging
existing public infrastructure such as ITIs,
polytechnics, and colleges to expand reach while
improving utilisation of public infrastructure
rather than relying solely on stand-alone short-
term training providers. In addition, learner choice
can be strengthened through appropriate skill-
voucher models that enable individuals to select
programmes aligned with their goals.
Singapore: SkillsFuture is a national
movement launched in 2015 to
empower Singaporeans to continually
update and deepen their skills throughout
their lifetimes, regardless of background.
It offers flexible employer-linked training
pathways, subsidised courses and career
guidance, making lifelong learning
accessible and aligned to evolving labour
market needs.
Outcome-linked
industry-backed
programmes
Launch targeted Flagship Standalone Skilling programmes offering
nano, micro, and short-term credentials for priority sectors and
segments:
|Courses offered only in national and state priority sectors (e.g., digital,
green energy, manufacturing, healthcare)
|Include dedicated tracks for specific learner segments, e.g., self-
employment pathways for women (beauty, tailoring, food services)
|Courses can be delivered through existing infrastructure - ITIs,
polytechnics, colleges – or through private providers meeting minimum
infrastructure and trainer standards
|Payment models can be linked to verified outcomes such as
placements, wage progression etc. including through pre-defined
Recruit-Train-Deploy (RTD) type models where appropriate
|Include flexible, modular formats (evening/weekend, hybrid, part-time)
for workers and women with time or mobility constraints
|Fund learner choice by building the right Skills Voucher Model to
guide States/UTs
Core Reform Action Plan
Guidelines to Implement the Core Reform
61
Despite the presence of multiple apprenticeship
and internship initiatives, participation remains
uneven and concentrated among a limited set
of employers. Engagement from Micro, Small
and Medium Enterprises (MSMEs) is particularly
low – only ~32K out of ~60 million registered
MSMEs had engaged apprentices under NAPS
58
.
At the same time, awareness of credible and
high-quality apprenticeships remains limited,
leaving many learners uncertain about how to
access meaningful workplace experience. As an
outcome, only 8.5% of ITI trainees in 2018 took
up apprenticeships
59
. These access and visibility
gaps have direct consequences. 80% of learners
cite the lack of practical experience and industry
exposure as a major gap in their degrees,
India’s policy framework has recognised
these constraints and introduced targeted
initiatives to improve access, quality, and
scale of apprenticeships. Schemes such as the
National Apprenticeship Training Scheme (NATS)
and the National Apprenticeship Promotion
Scheme (NAPS) provide structured, on-the-job
training across sectors, supported by stipend
reimbursement and industry-aligned curricula.
Digital platforms such as the Apprenticeship
India Portal and the AICTE National Internship
Portal have been established to support
matching, verification, and system operations.
Core Reform 4 Apprenticeship for All
Overview of select apprenticeship-related programmes in India
The NATS provides technically qualified youth, including graduates and diploma holders,
with 6 to 12 months of on-the-job training supported by government stipends, culminating
in a Certificate of Proficiency
53
. In FY 2024–25 alone, the scheme enrolled over 5.23 lakh
apprentices
54
.
Complementing this, the National Apprenticeship Promotion Scheme (NAPS-2) under Skill
India aims to broaden access and inclusivity across traditional and emerging sectors. The
scheme offers structured, paid apprenticeships with direct stipend support to trainees,
while enabling industry collaboration through Designated and Optional Trades
55
to maintain
curriculum relevance. In the calendar year 2025, apprentices engaged under NAPS and NATS
are 11.84 lakh and 5.23 lakh respectively
56
.
Overview of select internship programmes in India
The Prime Minister’s Internship Scheme offers one crore youth internship opportunities in top
500 companies over five years. It enables interns to gain 12 months of hands-on experience
in real business environments, bridging the gap between academic learning and industry
requirements to enhance employability
57
.
53. Ministry of Education, Government of India. (n.d.). National Apprenticeship Training Scheme (NATS), accessed in Nov 2025.
54. Ministry of Skill Development and Entrepreneurship. (2025). Central Apprenticeship Council recommends 36% Increase in Stipend for Youth under
National Apprenticeship Promotion Scheme and National Apprenticeship Training Scheme. Press Information Bureau. India, accessed in Nov 2025.
55. Under the Apprentices Act, 1961, Designated Trades are trades formally notified by the Government of India for structured apprenticeship
training with prescribed curricula and standards, while Optional Trades are non-notified trades or occupations that employers may define
to meet specific industry or establishment requirements, accessed in Nov 2025.
56. Press Information Bureau, 11 Feb 2026.
57. Ministry of Corporate Affairs, Government of India. (n.d.). MyScheme, accessed in Nov 2025.
58. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, December 8). MSMEs under NAPS (Lok Sabha
Unstarred Question No. 1245), accessed in Nov 2025.
59. Tracer study of ITI graduates [Report]. (2018), accessed in Nov 2025.
Apprenticeships represent one of the most direct pathways to bridge learning and work. NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
62
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 leaving them underprepared and unable to
demonstrate job-readiness to employers
60
.
Within workplaces, barriers persist even when
opportunities exist. Informal gatekeeping by
senior workers, especially in vocational trades,
restricts the transfer of advanced skills and
slows progression into higher-value roles. For
students and early-career learners, internships
and apprenticeships are often short-term or
tokenistic. As a result, work-based learning does
not consistently function as a bridge between
education and employment.
Access to information further compounds these
challenges. Apprenticeship and internship
opportunities are currently distributed across
multiple platforms that operate in parallel. NAPS
is implemented through the Apprenticeship
India Portal under the Ministry of Skill
Development and Entrepreneurship (MSDE).
NATS for graduate and diploma apprentices
is hosted separately under the Ministry of
Education. While each platform serves a distinct
scheme and purpose, their parallel operation
creates fragmented entry points for learners
and employers, increasing friction and reducing
visibility of genuine opportunities.
Making apprenticeships a mainstream and
trusted pathway requires an integrated approach
that reduces fragmentation at the point of
access. A key priority is to develop a single,
unified access window at the State level that
brings together central and State apprenticeship
programmes, in alignment with the SIDH
Platform. Such a platform can provide learners
and employers with clear, verified information
on available roles, eligibility, and stipend norms,
and significantly reduce confusion and friction.
EXHIBIT 20: STATE APPRENTICESHIP PLATFORM
CONCEPT
State Apprenticeship Platform
Single layer that unifies apprenticeship/internship schemes, brings advanced demand visibility from employers, and
delivers data-led services for seekers and industry
Consolidates information from NAPS, NATS, and State
apprenticeship programmes so learners and employers
use one window instead of many portals for information in
alignment with SIDH
Large corporates submit apprenticeship inventory 6 months
in advance, creating predictability for states, institutions, and
jobseekers
Standardised information on roles, locations, stipends, and
seats improves discovery and matching
Value-added insights (e.g., average stipends by sector,
conversion rates to jobs, demand heatmaps) to guide both
learners and employers
Bharat
Apprenticeship
Platform
More DetailsStart DateStipendPositionsEmployerScheme
Home
My Dashboard
Sign Out
1-Oct-25
v18,000 /
month
20
Infineon India Pvt. Ltd.
–ChennaiNAPS
View details
15-Oct-25
v22,000 /
month
12
IITMResearch Park
–FabLab ChennaiNATS
View details
20-Oct-25
v21,000 /
month
50
Tata Electronics, Hosur
(Chennai Region)NAPS
View details
5-Dec-25
v20,000 /
month
25
Micron India, Oragad-
am (Chennai)NATS
View details
View details5-Dec-25
v20,000 /
month
25
Micron India, Oragad-
am (Chennai)NATS
Apprenticeships available in next 3 months
Sector: Semiconductor Date Range: Next 3 monthsDistrict: Chennai
Single
access
point
Advance
demand
plans
Better
matching
Data
dashboards
01
02
03
04
A second intervention lies in using apprenticeship
demand-side data to strengthen planning and
alignment. As apprenticeship demand data
reaches sufficient scale and coverage, aggregated
information on roles, qualifications, locations, and
stipend levels can enable States to identify priority
sectors and occupations, align training capacity
accordingly, and expand apprenticeship-linked
degree and diploma pathways. Improved visibility
into demand can also strengthen conversion, by
enabling better matching between candidates
and available apprenticeship opportunities. Over
time, this improves both relevance and scale.
Third, participation must be broadened,
particularly among MSMEs, where onboarding
costs and administrative burden remain barriers.
Differentiated incentives can help offset these
60. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India
Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study 2025.
63
costs and make apprenticeship participation more
viable for smaller employers. Complementing
this, innovative financing and performance-linked
mechanisms, such as Apprenticeship Impact
Bonds, can support outcome-based approaches
that improve learner retention and completion.
Finally, these shifts do not require building
entirely new systems. Existing State or national
platforms can be leveraged as nodal State
Apprenticeship Platforms, enabling convergence
without duplication. By standardising role
taxonomy, eligibility criteria, and stipend bands,
such platforms can serve as a common interface
for apprenticeships while remaining adaptable
to local contexts.
EXHIBIT 21: OVERVIEW OF APPRENTICESHIP SCHEMES IN INDIA
Apprenticeships
Key differences between NAPS and NATS
Feature
Beneficiaries
Stipend Support
(GoI Share)
Training Duration
NAPS NATS
Trade Apprentices, Graduate Apprentices,
Technician Apprentices, Technician
(Vocational) Apprentices, and Optional Trade
Apprentices.
Graduate Apprentices, Technician
(Diploma) Apprentices, Graduate
(Sandwich) Apprentices, and
Technician (Sandwich) Apprentices.
Reimburses 25% of the prescribed stipend,
subject to a maximum of ₹1,500 per month
Reimburses 50% of the prescribed
minimum stipend
Varies by category; typically ranges from
6 months to 3 years
Generally, ranges from 6 months
to 1 year (can extend based on
industry needs)
MSDE MOE
ITI PMKVY Polytechnic University
Rural/State
Scheme
Engineering
College
National Apprenticeship Promotion Scheme
(NAPS)
National Apprenticeship Training Scheme
(NATS)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
64
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Apprenticeship
for All
Launch the State Apprenticeship Platform (SAP) as a unified national
layer integrating all apprenticeship and internship schemes - NAPS,
NATS, and State programmes
|Create a single access window for learners and employers, consolidating
verified postings, common role taxonomy, eligibility, and stipend bands
|Streamline parallel schemes (designated trade, optional trade, State
apprenticeships, and internships) to improve discoverability, reduce
duplication, and ensure consistency in quality and tracking
|Build advanced demand analytics within SAP to forecast seat availability
6–12 months by sector and district, and align training supply across
institutions
Encourage wider industry and MSME participation through targeted
reforms and incentive mechanisms
|Introduce innovative funding and performance-linked models, such
as an Apprenticeship Impact Bond, to support stipends, mentoring
costs, and capacity creation in MSMEs
|Provide enhanced financial incentives (e.g., additional stipend support
from government) and simplified contracting processes to make
participation viable for micro enterprises
Core Reform Action Plan
Guidelines to Implement the Core Reform
Australia: Australia offers multi-year apprenticeships, shorter traineeships and school-
based apprenticeships that let senior secondary students work, train and complete
school simultaneously. These pathways are supported by substantial hiring incentives,
wage subsidies and apprentice support payments, including up to 15,000 dollars for
priority roles.
65
Gaps in awareness and access to informed
counselling persist across every stage of the
learning and working journey. Learners often
lack timely, trusted guidance to navigate
education, skilling, and career pathways,
limiting their ability to make informed
decisions at entry points and during transitions.
As work patterns evolve and individuals move
between formal and informal roles, the need
for guidance becomes continuous rather than
episodic. For women in particular, social norms,
safety concerns, and restricted access to trusted
networks further heighten the importance of
safe, credible spaces for guidance.
Addressing these gaps requires moving to a
multi-layered guidance system that operates
across the life course. Four elements are critical:
institutionalised counselling within schools and
colleges (including engagement with parents);
community-based guidance structures for the
workforce and those outside formal education;
dedicated, safe, and inclusive guidance
mechanisms for women and other priority
groups; and broader perception-building efforts
that reshape how skilling pathways are valued.
India’s policy landscape has begun laying the
groundwork to strengthen career awareness
and guidance across the education-to-
employment pathway. The National Education
Policy (NEP) 2020 emphasises the importance
of structured career guidance and counselling
from the middle-school years onward,
encouraging schools to help students make
informed choices through exposure to diverse
pathways
61
. In support of this vision, the Ministry
of Education (Department of School Education
and Literacy), in collaboration with National
Council of Educational Research and Training
(NCERT) and United Nations Children’s Fund
(UNICEF) India, has released career guidance
resources designed to aid teachers and
counsellors in facilitating early and informed
exploration of career options
62
.
These policies find precedence in initiatives
such as the National Career Service (NCS); a
2015 initiative under the Ministry of Labour and
Employment. NCS connects jobseekers with
employers, training providers and counselling
services, and offers access to career information
and guidance through a centralised digital
platform
63
. Moreover, since 2015, the Skill
India Mission has also conducted awareness
initiatives, such as Kaushal Melas and World
Youth Skills Day engagements, to enhance the
visibility and perception of vocational training
64
.
To make guidance a reliable and trusted
function of the skilling ecosystem, delivery
must move beyond isolated touchpoints to
a multi-channel, continuous support model.
The first intervention is to institutionalise
guidance within schools and colleges through
structured pathway clinics. These clinics can
provide qualified counselling for both students
and parents, ensuring that early academic and
skilling choices are informed, contextual, and
aligned with evolving opportunities.
Core Reform 5 Guidance and Perception Building
61. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
62. Department of School Education & Literacy, Ministry of Education, Government of India. (n.d.). Careers, accessed in Nov 2025.
63. National Career Service, Ministry of Labour and Employment. (n.d.). About us, accessed in Nov 2025.
64. Ministry of Skill Development and Entrepreneurship, Government of India. (n.d.). Skill India: Pradhan Mantri Kaushal Vikas Yojana,
accessed in Nov 2025.
National Career Service (NCS) is a
Government of India digital platform that
helps individuals find jobs, explore career
options, and access counselling and skilling
opportunities through a single portal.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
66
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 A second intervention is to extend guidance
into communities and workplaces , recognising
that many learners and workers operate outside
formal education settings. This can be achieved
by establishing community-based counselling
hubs within existing public infrastructure
(where possible), using a mix of physical and
digital formats. Facilities such as post offices,
ward offices, and other government service
centres can be leveraged to deliver in-person
guidance for the workforce, embedding
support closer to where people live and work
and reducing access barriers.
At scale, digital guidance tools are proposed
as a backbone to complement physical
delivery. This includes building platforms
such as MyGuide, a personalised, AI-enabled
tool that supports learners with tailored
pathways, decision checklists, and transition
planning across education, skilling, and work.
Complementing this, Skill Sure can be designed
to help individuals identify what skills to pursue
based on aptitude, labour-market demand,
and expected outcomes, while Skill Scout can
support discovery of where to pursue those skills
by enabling comparison of training providers,
Delivery Model (states/schools may adopt components as relevant)
Additionally augmented by year-round digital access to guidance resources and on-demand 1-1 sessions
EXHIBIT 22: PATHWAY CLINICS
CONCEPT
Pathway Clinics: Counselling for early informed choices [Illustration for schools]
Structured sessions from Grade 6–12 that equip parents and students with trusted, outcomes-based guidance on
education and skilling pathways
Grade 6–7
2 sessions/year : 1 classroom
session (students only),1
combined session (students +
parents)
Introduce broad pathways
(ITI, vocational tracks,
apprenticeships), bust myths,
aspiration building
Optional, case-by-case basis
Grade 8
3 sessions/year : 2 classroom
sessions (students only),1
workshop(students + parents)
Prepare for upcoming Grade
9 decisions; share real career
outcomes; explain options
beyond academics
1 clinic/year : group session with
students
Grade 9–10
6 sessions/year : 4 classroom
sessions (students only),2
pathway session (students +
parents)
Preparing for board exams and
next pathways (Diploma, senior
secondary)
3 clinics/year : 2 student-
only(career mapping),1 with
students + parents (next-steps
counselling)
Grade 11–12
6 sessions/year : 4 classroom
sessions (students only),2
financial/career session (students
+ parents)
Course outcomes for higher
ed, apprenticeships,direct
placement pathways after 12th
4 clinics/year : 2 student-
only(career mapping),2 with
students + parents (degrees,
diplomas, jobs)
Teacher-led
touchpoints
Counsellor-led
touchpoints
Focus areas
Train teachers (school
level) and use block-
level counsellors for
fewer, deeper sessions
at decision points
Light exposure in 6–8;
ramp-up just before
Grade 9 stream choice;
higher frequency
again in 10 and 11–12 for
transitions
2 days each at start- and
mid-year to rehearse
delivery toolkit and
knowledge
Meetings with concrete
tools (scorecards, cost
planners)
Ready-to-use lesson
plans, activity sheets,
outcome dashboards
(fed by the career
outcome repository) to
compare streams/tracks
Teacher-first
delivery, counsellor
for critical junctures:
Defined cadence by
grade band:
Two teacher
trainings/year:
Year-round parent
engagement in
higher grades:
Light materials +
dashboards:
01 02 03 04 05
67
courses, delivery modes, costs, and outcomes.
While elements of these capabilities are already
emerging across platforms such as the Skill
India Digital Hub (SIDH) and State initiatives
like Naipunyam from Andhra Pradesh, there
remains a need to strengthen functionality, drive
awareness and adoption, and develop these as
reusable digital public goods that States can
adapt to local contexts. Together, these tools can
strengthen informed choice and trust at scale.
EXHIBIT 23: SKILL SURE AND SKILL SCOUT
CONCEPT
CONCEPT
Skill Sure
Skill Scout
What to skill : Curated skill discovery platform that links learners to industry-validated courses, mapped to real job roles,
with built-in financial enablement
Where to skill : Discover credible skill centres, both online and offline, with verified reviews and measurable
learning outcomes
Verified list
BOT-powered
recommendations
Course endorsements
Outcome tracking
Integration of skill vouchers
Peer-to-Peer
feedback
Integration of model
skill loans/other loans
Fast scam filtering
Trusted
badging system
of high-impact skilling courses, mapped to real job roles
from potential recruiters or companies
based on academic performance and screening
with flexible repayment schedules (e.g., within 1 year
of employment)
AI-driven suggestions based on goals, location and
learning history
Completion rates, job placements, or certification
success for transparency
Interact with past learners and get real insights
before enrolling
Centres earn trust badges (e.g., “Placement Verified,
Govt Certified, High Learner Retention”)
Smart filters and red flagging
A
B
C
D
01
02
03
04
05
Explore Job Roles
Retail Manager
Degrees Preferred:
BBA, BSc Marketing
Skill Courses:
Customer Relationship
Management
Technology and
E-commerce
Merchandising
Apply for Skill Loan
See Eligibility Requirements
Skill Scout
Digital Marketing & SEO
Ramesh Digital
Academy
3,5
Placement: 43% Completion: 71%
Offline
1K+ Reviews
Global Digital Center
4,5
Placement: 74% Completion: 95%
Offline
3K+ Reviews
Maya Academy
2,5
No Placement Support
Completion: 45%
Online and Offline
2K+ Reviews!NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
68
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 For women and other priority groups, guidance
systems require dedicated, safe, and inclusive
interventions. Community-based women’s
circles or Sakhi Booths can strengthen peer
mentoring and trusted networks, while women-
centric digital applications can enable flexible
access to information and micro-learning. These
interventions recognise that guidance must be
adapted to life stage, safety considerations, and
social context to be effective.
EXHIBIT 25: SAKHI BOOTHS
Sakhi Booths: Hubs for women’s learning & livelihoods
Trusted local spaces to provide awareness on learning and job opportunities for young and middle-aged women
Community-run information kiosks placed in high-
footfall areas (e.g., Panchayat offices, ration shops,
schools, e-seva hubs) to provide offline, accessible,
and trusted awareness channels for women
These kiosks act as safe, walk-in spaces where
women can learn about learning and local job
opportunities - without the fear of judgment or
digital exclusion
CONCEPT
EXHIBIT 24: COMMUNITY WOMEN CIRCLES
Community Women Circles (Sakhi Samvaad)
Mentorship networks for early guidance during school years to expose girls to aspirational role models and safe
peer discussions
Implement structured mentorship programmes
connecting girl students with local aspirational
women through monthly meetups and workshops
in collaboration with Jan Shikshan Sansthan (JSS)
Pair students with women mentors to guide career
exploration and pathways
CONCEPT
69
Women-Centric App: Trusted digital gateway for women’s learning and work
Dedicated app providing safe, private access to information and microlearning resources tailored for women
CONCEPT
SAKHI
TRUSTED DIGITAL
GATEWAY FOR WOMEN
िहं दी / English
Info Courses Jobs Mentors
Govt Schemes
Verified
VERIFIED
START
Skilling programs near you
Field Officer
Financial
Basics
Time
Management
Jobs for women
Microlearning
Caregiver fifl₹ ≈≈≈
SAKHIIIT
Digital
Payments
5mins 6mins 4mins
Privacy mode
One-stop information: Central access to women-focused schemes, education
and skilling programmes, and women-specific job opportunities
Verified content and clear navigation to reduce reliance on informal, judgment-
prone networks
Microlearning modules: Short, practical videos on financial literacy, time
management, digital basics, and everyday life skills to build confidence
Empowered first step: A safe digital channel that allows women to explore
options discreetly and act on them with confidence
EXHIBIT 26: WOMEN-CENTRIC APP
Finally, guidance interventions must be
complemented with broader perception-
building efforts. Communication initiatives such
as ‘Hunar Utsav’ can help normalise vocational
pathways, celebrate skill-based achievement,
and improve visibility of credible skilling options
and outcomes. Together, these interventions
position guidance and perception-building as a
continuous system function, enabling informed
choice, mobility, and sustained engagement
across the skilling lifecycle.
Hunar Utsav: BTL
1
campaigns for skilling pride
CONCEPT
On-ground experiences: Pop-up ‘Try-a-Trade’ zones in schools/workplaces/
community areas where youth, parents, and workers can see and try skills linked
to real jobs and earnings; meet and greet community champions
Role model showcases: Success stories from local alumni, employers, and
women entrepreneurs (e.g., Drone Didi) that demonstrate career growth
through skilling, to shift mindset from ‘last resort’ to ‘choice’
Community-led channels: Campaign delivery anchored in trusted touchpoints -
fairs, workplace events, community radio, WhatsApp groups, and parent–teacher
forums - ensuring credibility and wide reach
Aspirational messaging: Strong, memorable campaign lines to reposition
skilling as a pathway to respect and success
1. BTL (Below-the-Line) = targeted, direct-engagement marketing—activities that reach people without mass media, e.g., trade shows,
in-store demos/activations, and direct mail/SMS—used to communicate more directly with specific audiences and drive response
EXHIBIT 27: HUNAR UTSAV
Illustrative, priority-led interventions that States can sequence and adapt based on contextNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
70
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Core Reform Action Plan
Guidance and
Perception
Building
Counselling in schools:
|Design and implement grade-wise counselling framework via Pathway
clinics for students and parents
|Ensure at least 1 qualified counsellor/10 schools (CSO support interim;
direct recruitment long-term)
Counselling for the workforce:
|Take guidance to communities at panchayat/ward level via segment
specific interventions e.g., Sakhi Booths, Community women circles
for women
|Leverage existing government services centres (e.g., e-Seva Mayyam,
post office, ward offices, ITIs) to deliver in-person guidance
|Evaluate digital outreach via weekly guidance hour, phone/WhatsApp
helpline where possible
At-scale digital guidance
|Build mobile/web/WhatsApp tools like MyGuide that give personalised
pathways, checklists, and nudges (e.g., RPL assessment centres nearby)
|Enable discovery of customised/verified programmes (e.g., Skill Sure)
and provider (e.g., Skill Scout) via targeted apps; searchable by location,
language, and mode (full-time/part-time)
Perception Building
|Run grassroot campaigns to build pride in skills, for e.g., via on-ground
‘try-a-trade’ zones and role-model showcases; campaigns such as
Hunar Utsav with memorable messages (e.g., Degree nahin, hunar
chahiye)
Guidelines to Implement the Core Reform
71
System Enablers That Can Drive a Long-Term Systemic Shift
System Enabler 1 Digital Skills Passport
Lifelong learning at scale requires more than
access to courses. It requires the ability to surface
the right opportunities for individuals at different
stages, and to recognise learning consistently
across education, skilling, and work. This calls
for an integrated digital approach that can
track learning over time, connect credentials
to opportunities, and support mobility across
pathways.
India’s policy architecture reflects a clear
commitment to this direction. Currently, the
Skill India Digital Hub (SIDH) marks an important
step towards consolidating skilling-related
certifications and employment pathways within
a common digital framework and provide a
scalable foundation that can serve diverse learner
segments
65
. In parallel, several related digital
public goods are already in place, including
Aadhaar, the Academic Bank of Credits (ABC),
the National Career Service (NCS), the Unified
Payments Interface (UPI), and the APAAR ID,
which provides a lifelong learner identifier to
track academic records, skills, and achievements
across stages
66
. While these building blocks
exist, implementation remains nascent and
fragmented. There is therefore a significant
opportunity to leverage them synergistically
to create a seamless user experience across
education, skilling, and work.
Going forward, to translate this foundation into
system-wide impact, a further step is required.
A single national account or Skills Passport,
using the APAAR ID as a common, interoperable
learner identifier, that brings together verified
credentials, skills, and work experience can
provide continuity across the life course. The
Skills Passport can enable stackable learning
records, support access to jobs, apprenticeships,
and skilling opportunities, and act as the
backbone for digital interventions such as job
matching and flexible work discovery. For this to
function effectively, robust skills registries and
data exchange mechanisms at the State level
are essential.
65. Bhatnagar, A. (2025). Digitally skilling India: Solution – The SIDH implementation journey. National e-Governance Division,
Government of India, accessed in Nov 2025.
66. Ministry of Education, Government of India. APAAR ID, accessed in Nov 2025.
‘Learning Account’ with Digitally Verified Credentials
Stackable, verifiable credentials for work and skills
CONCEPT
Create a digital layer that records
all verified learning, training, and
work experience
Use a unique Skill ID (linked
to APAAR) to store and access
credentials anytime, anywhere
Allow individuals to share verified
credentials with employers or
platforms for jobs, training, or loans
Enable stacking of micro-
credentials to show continuous
learning and career progress
CONCEPT
EXHIBIT 28: DIGITAL SKILLS PASSPORT
E-Services
Enabling individuals to take charge of their skill development and
lifelong learning path
Employers
Search for training courses
and training providers
Generate your Unique
Skills Profile
Training Providers
Check and claim Skill
Voucher credit
Generate CV QR Code
Resources Contact Us
Individuals Update your credentials
Seek career counselling
– Ask AI
Log inAbout Us Initiatives E-servicesNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
72
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 A critical starting point for States is the
development of a Skills Digital Registry and
Exchange (Skills DX). This can bring together
underlying datasets, including public scheme
records, enrolment data, jobs data, and
beneficiary lists from past programmes, to
create a common base for digital use cases
such as learner identification and candidate
matching. Skills DX can interface with national
registries such as e-Shram, Unified District
Information System for Education Plus (UDISE+),
the National Career Service, apprenticeship
portals, and Employees’ Provident Fund
Organisation (EPFO) systems, while maintaining
State-specific standards. A secure technology
layer is required to govern consent, access, and
application programming interfaces (APIs), with
private partners supporting integration and
maintenance.
EXHIBIT 29: SKILL DX
Skill DX Unlocking a data-driven skilling ecosystem
CONCEPT
Government-built foundation:
Central and State governments
consolidate datasets (schemes,
institutions, skills, jobs, registries)
into a unified data layer
Open data endpoints:
Datasets are made accessible
through secure APIs on
technology layer, creating a
common access point
Private and industry:
Companies, training
providers, and start-ups
can build applications on
top - like SkillSure, outcome
repositories etc.
User-facing solutions: Learners,
workers, employers, and trainers
can access simple tools powered
by this stack - turning data into
guidance, opportunities, and
lifelong learning journeys
Data Registries
|Content
Registry
|Schemes
Registry
|Skilling
Institutions
Registry
|Skills
Practitioners
Registry
|Financing
Registry
Central
Government
Datasets
|E-Shram
|PLFS
|UDISE+
|Census
|NCS
|EPFO
|ABC
|GST
State owned
Datasets
|State Skill
Development
Initiatives
|District Skill
Development
Plans
|State Skill Gap
Reports
Global
Datasets
|ILO/OECD/
World Bank
Statistics
on Skill
Development
|Global
Employment
Trends
|Skill Surveys
Private
Datasets
|Research &
Publications
(e.g., Scheme
wise impact
Assessment
reports)
Infrastructure Layer
|Communication
Infrastructure:
Physical networks
(Fiber Optics,
4G/5G Network,
internet access
points)
|Cloud and Server
Infrastructure:
Cloud platforms
hosting the
services and
ensuring scalability
Trainers/Tutors Assessment AgenciesCentral Government Industry/Employers
Civil Society Organisations FinanciersState Government Beneficiaries
Users
Consent Manager:
Mechanism for
data exchange with
proper authorisation
and user consent
Analytics:
Developing open-
source algorithms for
use in applications
Interoperability
Standards:
Ensure data and
services from
different platforms
can work together
Payment Protocols:
Mechanisms for
integrating digital
payments
Rating and Feedback
Systems: Standards
for reputation
management across
participants
Skill Discovery
Skill Scout, Skill Sure
Digital Portfolio
Workfolio
Job discovery
LocalWorks, FlexSeva
Key Course Metrics
Career Outcome Repository
Apprenticeship Discovery
State Apprenticeship Platform
Part-time Work Discovery
FlexEarn
Guidance and Counselling
MyGuide
Financing & Funding
Skill Vouchers
Application Layer
Technology Layer
Skill DX – Skill Data Layer
Non-Exhaustive
73
Even after consolidating the data sources
outlined above, critical gaps will remain for
building advanced applications. For instance,
hyperlocal information on informal jobs at
the district level may not be reliably inferred
from existing systems across several districts;
and will require datasets to be created and
maintained from the ground up, in partnership
with industry, local bodies, and intermediaries.
This necessitates a multi-pronged data strategy
that combines aggregation of existing registries
with targeted creation of new, ground-level data
pipelines.
Once the data layer is established, States, directly
or by providing access to private players, can build
analytical and application layers that convert
data into value for users. These may include job-
matching tools, provider and course discovery
platforms, and outcome dashboards aligned
to local labour market needs. Engagement
with industry bodies, training institutions, and
District Skill Committees can help ensure that
solutions remain grounded in regional demand,
supported by clear consent frameworks for
responsible data sharing.
Using this foundation, a critical gap in outcome-
related information can be addressed through
the creation of a National Career Outcome
Repository as a shared digital public good. By
aggregating data on wages, roles, demand
trends, and placement outcomes from multiple
sources, such a repository can influence decision-
making across the ecosystem. For learners,
it enables informed choice based on likely
outcomes rather than perception. For institutions
and States, it provides a common evidence base
to align training supply, infrastructure, and
incentives with labour market demand.
EXHIBIT 30: NATIONAL CAREER OUTCOME REPOSITORY
National Career Outcome Repository: Finding India’s job ready institutions
CONCEPT
Publish verified data on salary ranges, job roles, sectors, and internship
placement rates across programmes and colleges
Outcome-
linked metrics
Career
trajectories
Multi-channel
dissemination
Institutional
incentives
Integrated
guidance
Showcase alumni journeys and case studies to provide real examples of career
pathways, progression timelines, and ROI of different programmes
Make information accessible through a national digital platform, integrated with
state dashboards, and share via schools, colleges, and social media
Encourage institutions to transparently share career outcomes; reward those
demonstrating strong employability outcome to drive transparency and trust
Provide value added tools for learners and parents to compare institutions,
programmes, and pathways side-by-side to make informed enrollment choices
Private sector driven; powered by Skill DXNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
74
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 To support informed decisions across the life
course, individuals also need simple, credible
signals of their readiness for future roles. One
such tool is Skill-Skore, which can translate skills,
qualifications, and work experience into forward-
looking readiness signals.
At the user level, the digital backbone can
support a range of personalised features. Tools
such as MyCV, a QR-enabled digital curriculum
vitae, can help learners showcase verified
work experience. Skill Skore can provide an
aggregated view of future readiness, while
Workfolio can enable informal and blue-collar
workers to build a simple digital portfolio of their
skills and past work using photos, videos, and
local verification. These features are particularly
important for segments that have traditionally
lacked formal recognition.
CONCEPT
Workfolio : Digital portfolio & hiring network for blue-collar workers
Mobile-first platform for informal workers to showcase their skills and experience, making hiring more visible and trusted
and reduce reliance on word of mouth
For workers:
|No frills worker profiles and onboarding: Location, availability, languages, pay band,
skills, WhatsApp-first onboarding
|Portfolio showcase: Photos/videos of work by category of skill (with references and
timestamped for credible verification)
|References & badges: Self-declared -> endorsed -> verified (local Digi-attestation, RPL)
For employers:
|Search & match: By skill tags, radius, availability
|Ratings & repeats: Feedback builds portable reputation
|Team hires: Curated rosters for contractors/projects
Onboarding integration:
To leverage ITIs, hubs, and Sakhi Booths for onboarding workers
Private sector driven; powered by Skill DX
EXHIBIT 31: WORKFOLIO
Workfolio
Private sector driven; powered by Skill DX
EXHIBIT 32: SKILL SKORE
CONCEPT
Skill-Skore
|AI-enabled Skill & Future Readiness Index (FRI) that allows employees
to assess their future readiness
|By entering their current qualifications, skills, and job role, individuals
receive a FR score benchmarked against industry standards and trends
|Optional top-ups for strengthening score, for e.g., general employability
assessment to showcase current employability, technical assessment to
prove skills, submission of prior verified credentials etc.
Your Skill Score
Your score is average
compared to others with your
degree and job in your city.
Weak Strong
Pathways to Consider
69
Expected Salary Range
₹ 6,00,000-8,00,000 per year
Skills to Grow:
• SQL database
management
• Enterprise Resource
Planning
75
Features such as FlexEarn can expand access
to short-term and part-time work for students
and workers, enabling greater flexibility in how
learning and earning are combined.
Taken together, these digital enablers form
the operating infrastructure for a skills-first
ecosystem. They do not replace institutions or
programmes, but connect them, ensuring that
learning records, opportunities, and outcomes
are visible, portable, and actionable across the
skilling lifecycle.
EXHIBIT 33: FLEXEARN
CONCEPT
FlexEarn : Part-time opportunities for students
Enables final year college students & recent graduates to unlock part time work opportunities and support roles to
support themselves financially during graduation and for up to 1 year post-completion
Enable serious learners to fund and focus on relevant skills demanded at workplace
from the college or skilling platformfor contract based roles to enable/reserve opportunities
as part of CSR initiatives
A B C
Verified proof of learning Discover via campus portal Industry partnerships
Private sector driven; powered by Skill DX (skill data exchanges)
System Enablers Action Plan
Skills DX
|Create a State Skill Data Platform (Govt-led) to bring key datasets
into one place e.g.,
•training supply & infra (ITIs, Polytechnics, HEIs: courses, seats,
fees, trainers)
•local demand & wages (industry associations/MSMEs, job fairs,
staffing/gig platforms)
•outcomes & placements (institution, apprenticeship registries)
|Link with National Registries such as e-Shram, UDISE+, NCS (and
EPFO/apprenticeship portals), with the State ensuring data standards/
alignment; private tech partners support integration and upkeep
|Set up a Secure Technology Layer where government defines
protocols for consent, access, and APIs; private providers build data
pipelines, feedback loops, to enable tools that connect trainees, trainers,
and employers
|Develop practical applications (joint Govt–Industry) including:
•job discovery & matching portals (e.g., hyperlocal search, part-
time/flexible work)
•provider/course discovery (e.g., Skill Scout/Skill Sure)
•outcome dashboards (e.g., Career Outcome Repository)
|Engage local stakeholders via guidelines to Implement the enabler
facilitation - bring industry bodies, training providers, and District
Skill Committees together to co-design solutions that reflect local
workforce needs
Guidelines to Implement the System EnablerNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
76
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Digital Skills
Passport
|Launch a Digital Skills Passport/Account
|Provide every learner and worker a unique Skill account (APAAR-
linked) that stores verified credentials, RPL credits, and work experience
in one place. Users can share verified data with consent for jobs,
training, or financing - enabled via the Skill Data Exchange (covered
in detail in ‘’Digital public infrastructure for skills’)
|Build tailored tools to support learner/individual skills/employment
journey (illustrative):
•E.g., Digitally Verified Credentials showcasing all forms of
learning/credits/experiences etc. to facilitate mobility – in jobs
and education etc.
•E.g., Instant QR-based CV generation (myCV) adapted to job
description to expedite job search and application
•E.g., Aggregated score reflecting skill readiness for self assessing
need for upskilling (Skill Skore)
•Enable financing and targeted support via the Skills passbook/
account: Link Skill Vouchers and Skill Financing Scheme directly
to verified Skill IDs for transparent disbursement and repayment
tracking (covered in detail in ‘Outcome-linked financing’)
System Enablers Action Plan
Opportunity
access,
discovery and
matching
|Build a unified digital job discovery platform powered by Skill DX
(covered in detail in ‘’Digital public infrastructure for skills’) : Aggregate
listings from public schemes, private employers, and gig platforms;
enable filters for part-time, flexible, and local jobs
|Expand access to:
•Flexible/part-time work (FlexEarn): onboard govt departments,
PSUs, and local MSMEs to collate and post flexible opportunities
with clear pay/hours; enable student/women slots and simple
attendance–payment flows
•Hyperlocal opportunities (LocalWorks) by showing jobs within
a chosen radius (e.g., 3–10 km); activate access via block offices/
kiosks; support assisted walk-in applications
|Create a platform for blue/grey-collar workers (Workfolio) to demonstrate
portfolio (e.g., via photos/videos of work, and supervisor endorsements)
and support with gaining new opportunities
|Match using verified profiles via Skill Passbook (covered in detail in
Digital skills passbook): auto-fill skills, credentials, and past work to
improve match quality; send real-time nudges to jobseekers and
employers for faster placement
77
Outcome-based Financing
Access to finance remains a critical constraint in
India’s skilling ecosystem. Motivated learners are
deterred by high course fees and unclear links
between skilling and career outcomes. Lack of
affordable funding options restricts the pursuit
of add-on skills without risking lost income with
women facing disproportionate impact.
India’s policy framework recognises these
financial and access constraints and seeks to
mitigate them through targeted initiatives and
structured interventions. The Model Skill Loan
Scheme, jointly run by MSDE, the Department
of Financial Services, and the Indian Banks
Association, offers financial support for skill
development. Learners can access loans ranging
from ₹5,000 to ₹7.5 lakh. Under this scheme,
loans with guaranteed amount of ₹131.31 Cr.
have been provided as of 2025
67
.
At the State level, several governments have
introduced complementary mechanisms;
for instance, the Maharashtra Chief Minister
Kaushalya Abhiyan is aimed at incentivising
skill development and vocational training by
providing direct financial support to learners.
Under this programme, ITI and other skill course
trainees receive monthly stipends ranging
from ₹6,000 to ₹10,000, depending on their
qualifications. Functioning similarly to a voucher
system, the scheme ensures that financial
support reaches learners directly through cash
transfers, reducing intermediaries and enhancing
accessibility to skill-building opportunities
68
.
Tamil Nadu’s Vetri Nichayam has been
introduced to upskill the unemployed youth to
get placement opportunities in the industry. This
scheme targets all the students aged 18-35 years
and encompasses the unemployed youth who
have completed their graduation, ITI, Diploma,
and school dropouts who require immediate
placements. Training is being executed by the
renowned industry training partners focusing
on maximising employability opportunities with
training duration exceeding 100 hours. To lower
cost barriers, the Government of Tamil Nadu
negotiates pricing with empanelled private
providers listed on the platform and offers these
training programmes free of cost to eligible
candidates
69
.
While these mechanisms expand access, most
funding today remains linked to enrolment
and course completion rather than what
learners achieve after training. Outcome-
linked financing seeks to shift this emphasis
by progressively tying funding support to
verified results such as job placement, wage
improvement, or sustained employment.
Building on these foundations, there is scope
to further strengthen market-responsive
and outcome-linked financing approaches.
States may consider piloting and refining a
combination of funding tools to improve learner
choice, provider accountability, and employment
outcomes. In such models, learner choice and
outcome funding work together.
Learners select programmes that align with
their goals, while providers are incentivised to
deliver results rather than maximise enrolments.
To operationalise this outcome-orientated,
financing mechanisms can be structured to
pay only when results are achieved. For instance,
Skill Impact Bonds are a pay-for-results model in
which private or philanthropic funders initially
finance training delivery, and the government
repays them only if predefined outcomes such as
verified placements or wage gains are achieved.
Such mechanisms require careful calibration so
that harder-to-place learners are not excluded.
67. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March 10). Skill Loan Scheme for Andhra Pradesh
(Lok Sabha Unstarred Question No. 1664), accessed in Nov 2025.
68. Maharashtra State Skill Development Society. PMKUVA, accessed in Nov 2025.
69. Tamil Nadu Skill Development Corporation. Vetri Nichayam scheme, accessed in Nov 2025.
System Enabler 2 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
78
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Another such approach is the introduction of
digital skills vouchers, which represent a clear
shift from today’s supply-driven, centre-led
skilling model to a learner- and employer-led
system. Unlike current schemes where training
choices are largely pre-determined, vouchers
place purchasing power with the learner,
nudging them to make intentional, demand-
aligned skilling decisions. Digitally issued and
hosted on individual learning accounts, vouchers
are programmable, enabling governments to
precisely target priority sectors, geographies,
and beneficiary groups, and to adapt scheme
parameters quickly without redesigning the
programme. This model strengthens market
signals for quality, as training providers compete
on outcomes rather than enrolments, while
also enabling end-to-end tracking, reduced
leakage, and cross-scheme convergence.
Supported by clear eligibility guardrails such as
recruit-train-deploy pathways in priority sectors
and a curated pool of high-quality providers
across industry, government institutions, and
training organisations, digital skill vouchers can
improve relevance, accountability, and long-term
employability outcomes at scale.
EXHIBIT 34: TARGETED SKILL VOUCHERS AND SKILL FINANCING SCHEME
CONCEPT
CONCEPT
Targeted Skill Vouchers: Affordable access to priority skills
Model Skill Loan Scheme:
Targeted vouchers transferred to beneficiary account/e-wallet covering -
Make the Model Skill Loan easy to access, trusted to use, and aligned to employability
01
Emerging sectors (e.g.,
semiconductor, renewables, EV)02
Declining/at-risk sectors
(e.g., mining) 03
Priority segments (e.g., women,
disadvantaged students in education)
or regions (e.g., tribal, mining districts)
Redeemable at
trusted providers
Frictionless access
Bigger ticket size
Placement-linked
repayment
Trusted course list
Flexible
funding model
Delivered through a
high-trust ecosystem
Vouchers usable only at government-verified/accredited training providers and industry partners
Can be offered as full subsidy or co-pay, depending on learner profile and sector priority
via digital wallet (e.g., NPCI e-RUPI), enabling tracking, integrity, and targeted use
Digital eKYC + instant eligibility checks via delivery institute/centre
Promote enhanced limit (up to Rs. 7.5 lakh) for learners aspiring for
advanced courses
Moratorium through course + short grace window; autopay begins
post-placement to keep risk low for learners
Loans usable only at pre-verified programmes/providers with
placement records
A
B
C
D
Targeted Skill Voucher
Model Skill Loan
• Redeem at verified provider
(See provider list)
Assigned limit -upto ₹7,50,000
Interest: 7.9%
Moratorium: Course +3 months
(See course list)
• Valid for carpentry courses
(See course list)
₹12,000
SCAN AND USE
COMPLETE EKYC TO APPLY
79
Appropriate checks, including outcome-linked
guarantees, can help ensure quality and
accountability, while leveraging existing public
and private infrastructure can reduce delivery
costs. Programmable payment mechanisms,
such as e-RUPI or central bank digital currency
(CBDC) based wallets, can further enhance
transparency and ease of transactions. These
instruments require a robust digital backbone,
anchored in a Skills Account/Passport, to
enable seamless verification, transactions, and
a consistent user experience for learners and
providers. For governments, this also enables
clearer visibility into who is being funded, for
what outcomes, and with what results, allowing
financing decisions to be calibrated over time.
In parallel, placement-linked loan models
can be refined to reduce financial risk for
learners. Features such as moratoria aligned to
employment outcomes can ease repayment
pressures during training periods. In these
arrangements, part of the risk shifts away
from learners towards providers or financing
partners, aligning incentives more closely with
employment success.
System Enabler Action Plan
Outcome-based
financing
|Launch Targeted Skill Vouchers for priority sectors/learners and
empower choice and address upfront cost barriers
•Focus on priority learner segments (e.g., women, marginalised
youth)
•Focus on emerging sectors of national/State priority (e.g.,
semiconductors, green energy)
•Focus on declining sectors/roles (e.g., mining, admin)
|Expand Model Skill Loan Scheme: Scale the scheme with placement-
linked repayment moratorium for outcome-certified courses to reduce
learner cost burden
|Promote outcome-linked funding models: Identify pathways to scale
Skill Impact Bonds and other PPP-based models that pay training
providers for results achieved (e.g., verified placement, wage gain)
rather than inputs
|Evaluate and enable seamless payments and monitoring: Test new
payment modes (e.g., e-RUPI, CBDC) to automate voucher redemption,
track fund flows, and ensure accountability
Guidelines to Implement the System EnablerNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
80
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 System Enabler 3Operationalisation of the National Credit Framework (NCrF)
Fragmented standards across qualification
bodies, ministries, and institutions continue to
limit how learning is recognised and carried
forward. Credits earned in vocational training,
academic programmes, and workplace learning
are often not comparable or transferable,
creating barriers when learners move between
education, skilling, and work. These constraints
are most acute for those who learn outside
formal classrooms, where work experience,
apprenticeships, and informal learning remain
largely unrecognised due to the limited scale
of Recognition of Prior Learning, uneven
assessment practices, and weak verification
norms.
Addressing this requires treating learning as
cumulative rather than episodic. A common
credit framework provides the foundation
by enabling learning acquired in classrooms,
workplaces, apprenticeships, internships, or
informal settings to be assessed and recorded
in a comparable way. The NCrF, launched by
the National Council for Vocational Education
and Training (NCVET) under the Ministry of Skill
Development and Entrepreneurship (MSDE),
establishes a shared credit language across
learning modes and brings parity between
academic, vocational, and work-based learning.
For the framework to function meaningfully
on the ground, recognition must be credible
and consistent. Standardised assessment
approaches, supported by clear rubrics
and evidence such as portfolios or video
documentation, can improve reliability, while
audit-based verification for apprenticeships and
workplace learning strengthens confidence
among institutions and employers. With credible
recognition in place, structured progression
becomes possible, including certificate to
diploma or diploma to degree transitions
supported by bridge modules in foundational
subjects such as Mathematics and English.
EXHIBIT 35: NCRF TOOLKIT
NCrF Toolkit – NCrF Operationalisation at Scale
CONCEPT
Contextualise SOP to State & trades (local job demand, language, mobility options).
Ensure data linkage to State Skill DX, APAAR-linked Digital Skill Passbook so that credits
move with the learner
Turn the NCrF rulebook into day-to-day practice across schools, ITIs, polytechnics, colleges, and workplaces
SOPs (what, how, by when)
Publish SOPs for RPL expansion: eligible trades, evidence formats (video/portfolio),
credit award/accept timelines, and SLAs; include staffing norms, assessor training, and
escalation flow
Bring the system enablers together
(via single portal for signup, empanelment, evidence upload, dashboards)
Empanel & accredit assessment agencies: criteria, capacity checks, rate cards, and
turnaround SLAs; Onboard awarding bodies
Expand private assessment footprint
Invite more credible private agencies; set transparent entry criteria; deploy them to
districts for on-demand assessments basis district trade landscape
Build a robust audit network for assessors
Random checks, norms, video/evidence audits; blacklisting policy for non-compliance;
quarterly quality and outcome reviews
Set up a command centre (central, state, district)
PMU to train district/block officers, monitor and troubleshoot issues
81
Operationalising the NCrF also requires that
credits be treated as valid prerequisites for further
education and employment. Without this, credit
accumulation remains symbolic and mobility
across pathways remains constrained. When
credits are recognised as entry requirements,
learners can re-enter education through
Open Schooling combined with Recognition
of Prior Learning (RPL), progress into ITIs or
higher education, and move across academic,
vocational, and work-linked tracks without
loss of time, effort, or prior learning. Together,
these shifts position the credit framework as a
core enabler of lifelong learning and sustained
mobility across the education, skilling, and work
continuum.
System Enablers Action Plan
NCrF adoption
for Pathway
Mobility
|Strengthen creditisation of work experience (RPL expansion)
•Expand and accredit the RPL network by empaneling industry
bodies, sector councils, private certifiers, and local testing
centres
•Standardise assessment processes via SOPs - clear rubrics,
portfolio/video evidence, and audit-based verification for on-the-
job learning and apprenticeships
•Build on-demand assessment capacity, leveraging industry
infrastructure and incentivising employers to certify work
experience credits
|Ensure adoption of NCrF by education institutions
•Contextualise NCVET-issued NCrF SOPs for schools, ITIs,
polytechnics, colleges, and universities
•Conduct orientation and training sessions for institutions and
faculty on credit transfer, bridge courses, and progression
pathways
|Enable clear pathway mobility
•Bridge routes back into education: e.g., allow informal workers to
earn Class 12 equivalence via NIOS + RPL, enabling re-entry into
ITIs through Transfer of Credit (TOC) or higher education
•Top-up pathways: e.g., diploma-to-degree or certificate-to-
diploma progression using bridge modules (Maths, English)
•Vertical movement: e.g., recognising work-based learning
credits toward degree-level qualifications
Guidelines to Implement the System Enablers
Skills-first Policies and Inclusive Infrastructure
India’s shift towards a skills-first ecosystem
continues to be constrained by structural
barriers that limit participation and progression,
particularly for women and informal workers.
These barriers extend beyond training provision
to the broader environments in which individuals
live, commute, and access facilities.
Some States have begun addressing these
constraints by strengthening enabling
infrastructure for women. In Tamil Nadu, public–
private partnership models such as working
women’s hostels (Thozhi)
70
have expanded
access to safe, affordable accommodation
for women relocating for work or training. By
reducing housing-related barriers and improving
mobility, such facilities function as critical
complements to skilling and employment hubs.
70. World Bank. (2024). Tamil Nadu Working Women’s Hostels- A Home Away from Home (feature story).
System Enabler 4 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
82
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Further, such infrastructure reforms need to be
complemented by regulatory measures that
shift hiring practices towards demonstrated
capability. Piloting skills-first hiring in select
public sector undertakings and high-volume
roles can help reduce over-reliance on formal
degrees, strengthen demand for job-relevant
skills, and reinforce the value of skilling pathways
across the labour market.
Beyond housing, a broader constraint lies in the
underutilisation and fragmentation of existing
infrastructure. Training facilities, workshops, labs,
hostels, and community spaces are distributed
across multiple departments, ministries, and
levels of government, as well as the private
sector, often with limited visibility beyond their
immediate custodians.
Establishing a State/National Shared Skills
Infrastructure Network can help address this
by systematically identifying, mapping, and
digitising infrastructure capacity across trades,
institutions, and geographies. This includes
assets held by schools, colleges, ITIs, skill centres,
hostels, PSUs, and industry partners, across both
Centre and State systems. State/National Shared
Skills Infrastructure Network may leverage PM-
Gati Shakti and SIDH.
Digitising this inventory and democratising
access to facilities can enable shared use
for skilling, reskilling, and community-
led programmes, particularly during non-
peak hours. District-level coordination can
further support utilisation by aligning local
demand with available capacity. Models that
allow community use of school or college
infrastructure for women’s skilling, supported
by proximate housing such as working women’s
hostels, illustrate how integrated planning can
expand access without significant new capital
expenditure.
EXHIBIT 36: SURAKSHIT SAATHI
Surakshit Saathi: PPP-led hostels & transport for women
CONCEPT
PPP-led model to provide secure hostels near industrial/training hubs and affordable transport options for women
learners and workers
Shared cost model
Dedicated transport services
Women’s hostels near industry hubs
Capex by government (land, basic infrastructure) and Opex by
private sector (CSR/apprenticeship budgets to cover running
costs and services)
Free or subsidised bus routes for women commuting between
residential areas and hubs, aligned to shift hours and training
schedules (e.g., Zero Ticket Bus Travel Scheme (ZTBT) allows
women to travel up to 30 km in government buses for free in
Tamil Nadu)
PPP-led hostels close to clusters and training centres, with
safety features, meal plans, and flexible rental options (e.g.,
Vallam Vadagal by Tamil Nadu government aims to create
housing complex for ~18,000 Foxconn women employees)
Reduces dropouts caused by safety and mobility concerns,
ensuring women can complete skilling programmes and
sustain participation in jobs
01
03
02
04
83
In parallel, incentive-based measures such
as upskilling leave can encourage employer
participation in lifelong learning. Enabling
employees to take structured time off for
approved upskilling or reskilling programmes
can support mid-career transitions, improve
workforce adaptability, and align skilling
investments more closely with evolving industry
needs.
Taken together, coordinated action on shared
infrastructure, inclusive facilities, regulatory
reform, and incentives, delivered through a
whole-of-government approach, is essential
to ensure that skilling pathways are accessible,
inclusive, and scalable.
EXHIBIT 37: SKILLS-FIRST HIRING MANDATE
CONCEPT
Skills-First Hiring Mandate
Mandate for skills-based recruitment model for roles where a degree is not essential, creating visible demand for NSQF/
ITI/apprenticeship credentials
Mandate NSQF
alignment
Rewrite job
descriptions
Select by skills,
not degrees
Pilot before scale01 02 03 04
Make NSQF-aligned skill levels a
prerequisite for all jobs (PSU and
private)
Encourage advertisers to base
JDs on competencies/NSQF
roles; remove degree filters
unless required by statute (e.g.,
healthcare)
Use trade/skills tests, NSQF/ITI/
RPL/apprenticeship certificates,
and experience as key criteria
Test in select PSUs and high-
volume roles (operations,
maintenance, customer service),
then extend across government
vendors
EXHIBIT 38: LEARNING UPSKILLING LEAVE
CONCEPT
Upskilling Leave: Structured leave for upskilling
Introducing optional pre-planned, short blocks of unpaid leave dedicated to learning - giving them security of continued
employment while they skill-up
Short, intensive breaks:
Career acceleration:
No employer cost:
Proof of Completion:
1–3 month unpaid leave blocks
that employees can plan to
pursue certification programmes,
bootcamps, or industry-
recognised training
Workers gain market-relevant
certifications that help them
move into higher-paying roles or
other sectors
Employers retain talent and
morale without funding the
training
Training outcomes logged
formally (via digital certificate
repository) so that learning adds
to the employee’s verified record
01 02
03 04
International precedent: In Germany, employees are entitled to paid educational leave to pursue
training from certified providers (up to 5 days per year)
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
84
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 System Enablers Action Plan
Skills first
policies and
infrastructure
|Evaluate a District-first implementation agenda with accountability
at District Collector level and executional responsibility at Panchayat/
ward level building on models such as District-led skill missions and
deployment of CM Skill Development Fellows to drive local skilling
programmes (e.g., Nua Odisha)
|Launch a Whole-of-Government Committee at the State level with
representation from education, labour, industries, and women & child
departments
|Mandate skill-first hiring practices:
•Shift recruitment in government and PSUs to NSQF-based hiring,
further encourage industry to follow
•Encourage use competency/skill -based JDs instead of traditional
degree requirements
•Encourage use of NCrF to creditise work experience, through
standardised RPL processes and clear rubrics for translating work
experience into credits
|Enable allied reforms for employers, through policy and incentive
levers, e.g.
•Enable provision of paid/unpaid time-off for employees to pursue
approved upskilling programmes
•Provide ELI top-ups or recognition for employers who train and
retain skilled workers
•Allow companies to offset a share of training costs against taxes
|Encourage cross-utilisation of skilling infrastructure:
•Build a State Skills Infrastructure Network to map public/private
assets, track utilisation
•Empower district collector to promote utilisation of existing
resources for district schemes
•Enable shared use of schools, colleges, and ITI facilities for
community-led re/upskilling programmes (e.g., accessible skilling
for women possible in schools)
|Ensure/set-up access to inclusive/secure infrastructure, especially
for priority segments
•E.g., provide safe hostels, childcare, and reliable transport near
industrial and skilling hubs (Surakshit Saathi) to support mobility,
especially for women
•Enter into capex/opex sharing model with large private players for
setting up and operating shared infrastructure
Guidelines to Implement the System Enabler
85
Reimagined Skilling Architecture
Together, the core reforms and system enablers
form a reimagined skilling architecture that
places the learner at the centre and enables
cumulative progression across education,
skilling, and work. Rather than a linear journey,
the architecture is designed around multiple
entry, exit, and re-entry points, allowing
individuals to move across learning and earning
pathways without restarting at each transition.
At the school level, the architecture recognises
that institutions operate under different
enrolment and infrastructure constraints. It
therefore supports multiple school archetypes,
ranging from all schools offering foundational
employability skills to the subset of those
providing deeper vocational specialisation.
Early exposure from Grade 6 builds common
employability and entrepreneurship capabilities.
In addition, vocational tracks from Grade 9 are
offered selectively, aligned to local capacity and
demand. Flexibility to move across school types
until Grade 11 ensures that vocational track, once
chosen does not limit future choices.
Beyond school, the architecture expands into
multiple post-school pathways, including
tertiary education with deep private and industry
ownership, alongside parallel routes through ITIs
and polytechnics. Learners can move between
these options through bridge mechanisms such
as open schooling certificates or top-ups from
ITI to diploma or degree. While specialised skill
institutions and skill universities serve as useful
exemplars of integrated, job-linked delivery,
system-wide scale is expected to come from
embedding skills and vocational options earlier
within school pathways.
For the workforce and NEET youth, the
architecture prioritises outcome-linked
standalone skilling that responds to changing
labour market demand. Short-to-medium
duration programmes, micro-credentials, and
apprenticeships allow workers and young people
to acquire high-value skills quickly and apply
them in real work settings. Apprenticeships,
in particular, function as a central bridge
between learning and earning, connecting
learners directly to employers and supporting
progression across roles and sectors.
Across all stages, credits (leveraging the NCrF)
function as the medium for stacking, switching,
and progression, rather than as static academic
markers. Learning acquired in schools, tertiary
institutions, short-term programmes, or the
workplace can be accumulated and carried
forward, enabling learners to pause, switch
pathways, or re-enter without loss of prior effort.
Taken together, these design choices create
a system of cumulative progression, where
individuals can learn, earn, and advance based
on readiness and opportunity across the life
course.
Taken together, the reimagined skilling
architecture creates the conditions for smoother
transitions across education, work, and re-entry
for diverse learner and worker segments. The
following pathways illustrate how, when these
elements are in place, students, workers, and
women can navigate multiple routes combining
learning, earning, and progression towards more
stable and sustainable outcomes.
Scan the QR code to view the
Reimagined Skilling ArchitectureNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
86
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Recognition of Prior Learning
Stand-alone Internships
Equivalent NSQF level (where relevant)
Formal/Informal employment, self-employment, NEET
Formal/Informal employment, self-employment, NEET
Apprenticeship
(integrated with
degree, standalone)
Stand-alone skilling/
upskilling
/reskilling
programmes
(including nano/
micro cred,
short- and
long-term
programmes)
Drop out
Dominant pathways represented
Tertiary Education
(increased PPP/AEDP/work-integrated adoption across delivery archetypes)
Degree College/University
BSc, BA,
BA (Retail) etc.
Technical Degree College/
University
Eng., Medicine, Nursing etc.
Skill Institutions/
University
Polytechnic/
Diploma College
Degree <–> diploma transition flexibility via NCrF
Up to Level 10
Anganwadi
Primary : Grade 1-5
Pre - Primary
Upper Primary : Grade 6-8
GEES (All schools) + Early exposure to vocation
(via project-based learning, exposure visits)
Senior Secondary : Grade 11-12
Level 3 and 4
Academic Option
e.g., Science, Commerce, Humanities
Vocational Option
e.g., BFSI, Beauty and
wellness 50% curriculum dedicated to vocation
Secondary : Grade 9-10
Level 1 and 2
GEES
only schools
Multi-skill exposure
school
Voc. Integrated
Schools
Large voc. schools
Industry sponsored
EXHIBIT 39: THE REIMAGINED SKILL ARCHITECTURE
12
th
certificate
via open school
ITI
Top up to
degree/ diploma
87
Rajat’s route: early exposure → in-school credentials and Specialisation →
early job + work-integrated degree → stable job
Pre -
Primary
GEES + Early
exposure to
vocation
Primary:
Grade 1-5
Upper Primary:
Grade 6-8
Secondary:
Grade 9-10
Voc. Integrated
Schools
Level 1 and 2
Gets early awareness and builds
credentials Counselling helps build
awareness; GEES allow for getting
micro-credentials
Pursues vocation in school
Vocational track in school; gains
NSQF certificates that signal skills
in the job market
Impact
Interventions
GEES for all – General Employability and Entrepreneurship
Skills
Kaushal track - Vocational track in school
Pathway Clinics – Counselling for parents and students
EXHIBIT 40: ILLUSTRATION OF MULTIPLE PATHWAYS FROM SCHOOLNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
88
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Impact
Enters formal job early due to skilling
and credential building during school;
able to support family while continuing
higher education through work-
integrated degree
Builds further higher ed credential
while working and transitions to stable
office job after 3 years
Vocational Option
50% curriculum
dedicated to
vocation
Formal employment
Skill Institutions/
University
Work integrated
Senior Secondary:
Grade 11-12
Level 3 and 4 Up to Level 10
Interventions
National Career
Outcome Repository
FlexEarn Part-time
opportunities for
students
Skill Scout – Skill
centre
discovery platform
Work Integrated
degree programmes -
Flexible, modular,
industry
linked degrees
Equivalent NSQF level (where relevant)
Tertiary Education
89
Ravi’s route: early exposure and guidance → informal work → RPL & short-
term skilling → formal, stable employment
Impact
Level 1 and 2
Informal
employment
ITI
Upper Primary:
Grade 6-8
GEES + Early
exposure
to vocation
Primary:
Grade 1-5
Pre -
Primary
via RPL +
additional
assessments
GEES only
school
Secondary: Grade
9-10
Vocational
Option Direct
Certificate
Option via
Open School
Senior Secondary:
Grade 11-12
Equivalent NSQF
level (where relevant)
GEES for all - General
Employability and
Entrepreneurship Skills
LocalWorks – Hyperlocal,
flexible job discovery
MyGuide - AI-led lifelong career
companion for the workforce
Pathway Clinics
-Counselling for parents
and students
Exposure sparks
interest- GEES,
counselling, and
vocational exposure
build awareness and
interest in practical skills
Transitions to ITI-
Drops out of school
but continues skill
education through ITI;
gains NSQF-recognised
certification
Finds first job- Uses local
job discovery tools to find
nearby work; earns better
wages using learned
trade skills
Interventions
EXHIBIT 41: ILLUSTRATIVE PATHWAYS FOR INFORMAL WORKERSNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
90
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 MyGuide - AI-led lifelong career
companion for the workforce
Level 3 and 4
Formal employment
Stable, high growth
Formal employment
low growth
Skill Scout – Skill
centre
discovery platform
Workfolio - Digital
portfolio
& hiring network
Flagship Short-term
Skilling Programmes
Targeted Skill
Voucher
Impact
Re-enters education- Uses RPL to
appear for open-school Class 12 exams
in limited subjects; earns certificate for
formal jobs entry
Builds stable career- Takes up a
short-term, part-time upskilling course;
earns certification that enables promotion
to a permanent role in a factory
Interventions
Stand-alone skilling
programme
(short-term)
91
Meera’s route: early NEET after dropout → flexible skilling → part-time work
→ self-employment
Interventions
Level 1 and 2
Secondary:
Grade 9-10
Voc.
Integrated
School
Upper Primary:
Grade 6-8
Primary:
Grade 1-5
Pre - Primary
Stand-alone
skilling
programme
(short-term)
NEET
Due to
household
constraints
Equivalent NSQF level
(where relevant)
GEES for all – General Employability
and Entrepreneurship Skills
Kaushal track -
Vocational track in school
Pathway Clinics - Counselling for
parents and students
Skill Sure -
Skill
discovery
platform
Skill Scout -
Skill centre
discovery platform
Targeted
skill
voucher
Sakhi Booths - Trusted,
local spaces for
awareness
Impact
Early base built
confidence and
basic vocational skills
developed in school
Drops into NEET due to
household constraints
and early marriage at 18
drops out of school and
into NEET
Discovers skill centres
Finds suitable providers in
the beauty sector and uses
a skill voucher to fund a
short course
EXHIBIT 42: ILLUSTRATIVE PATHWAYS FOR WOMEN REENTERING THE WORKFORCENITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
92
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Interventions
Informal employment
(nearby, flexible)
Self employment
LocalWorks - Hyperlocal,
flexible jobs
At-home business kits
Impact
Re-enters the workforce Takes part-
time salon job nearby,
earns Rs.15,000 per month
Transitions to self employment With
growing
confidence and some savings, applies
for a business kit and starts taking
clients independently
93
The reimagined skilling and education
ecosystem rests on three foundational
principles. First, learning is not linear. Individuals
move in and out of education, skilling, and
work as their life circumstances evolve, and
the system must be designed to accommodate
these varied pathways rather than constrain
them. Second, skilling must function as an
integral part of lifelong learning, enabling
individuals to build, update, and repurpose
skills over time in response to changing
aspirations and labour market demand.
Third, system performance must be assessed
through outcomes, whether in employability,
progression, or sustained livelihoods, rather
than participation or effort alone.
The Union Budget 2026–27 marks an important
milestone in advancing an integrated skilling
ecosystem through the introduction of the
Integrated Scheme in Skilling Architecture
(ISSA). ₹600 crore has been allocated to MSDE
in FY 26-27 for the Central Sector Scheme. The
scheme reflects a growing policy emphasis
on strengthening linkages across education,
skilling, employment, and lifelong learning
systems while enabling greater alignment
between national priorities and local
implementation. This emphasis is reflected in
the Budget’s provision for “Integrated Scheme
in Skilling Architecture: To enable coupling of
national policy and frameworks with State-level
planning and localised execution, through State
Skills Transformation Pilots in Andhra Pradesh,
Odisha, Uttar Pradesh, Bihar and Assam.”
These pilots represent a crucial opportunity
to demonstrate how national frameworks can
be translated into context-specific solutions
that respond to local labour market needs,
institutional capacities, and learner aspirations.
Delivering this vision requires coordinated
action across institutions, employers, and
governments. Stronger public–private
partnership models are essential to anchor
industry-led skilling, strengthen relevance,
and close the gap between learning and
work. Industry’s role extends well beyond
funding: it encompasses careers counselling,
perception-building, co-designing curricula,
and regularly updating course content to
reflect real workplace needs. Industry must
also invest directly in training infrastructure
and play a central role in work-based learning
(apprenticeships, internships, and on-the-
job training). Industry drives placement
outcomes, ensuring certification translates
to gainful employment. Formal partnership
agreements with shared accountability
mechanisms will be key to sustaining this
model. Equally important is alignment across
policies, financing mechanisms, and delivery
systems, so that learners experience skilling
as a connected journey rather than a series of
isolated interventions.
States will be the primary drivers of this
transformation. While the national framework
establishes the overall direction, architecture,
and enabling standards, outcomes will
ultimately depend on how effectively States
adapt and operationalise these elements on
the ground. States are best positioned to align
skilling pathways with regional labour market
needs, customise delivery models to local
infrastructure and enrolment realities, and
integrate education, skilling, and employment
systems at the district and community levels.
Their role in coordinating across departments,
engaging industry partners, and personalising
interventions for diverse learner segments will
be central to achieving scale with inclusion.
In conclusion, the approach outlined in this
report seeks to move skilling from a collection
of programmes to a coherent system that
supports cumulative progression across one’s
life. By placing the learner at the centre and
empowering States to lead implementation
within a shared national architecture, India can
strengthen its skilling ecosystem as a durable
foundation for economic participation and
social mobility in the years ahead.
ConclusionNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
94
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
95
ABC
Academic Bank of Credits
AEDP
Apprenticeship Embedded Degree Programmes
AI
Artificial Intelligence
AICTE
All India Council for Technical Education
AISHE
All India Survey on Higher Education
APAAR
Automated Permanent Academic Account Registry
API
Application Programming Interface
B.Com
Bachelor of Commerce
B.Sc
Bachelor of Science
BA
Bachelor of Arts
BBA
Bachelor of Business Administration
BFSI
Banking, Financial Services, and Insurance
BTL
Below the Line
CBDC
Central Bank Digital Currency
CBSE
Central Board of Secondary Education
CSO
Civil Society Organisation
CSR
Corporate Social Responsibility
CV
Curriculum Vitae
DDU-GKY
Deen Dayal Upadhyaya Grameen Kaushalya Yojana
eKYC
Electronic Know Your Customer
ELI
Employment Linked Incentive
EPFO
Employees' Provident Fund Organisation
EV
Electric Vehicles
FY
Financial Year
GEES
General Employability and Entrepreneurship Skills
HEI
Higher Education Institute
ITI
Industrial Training Institute
JD
Job Description
LFPR
Labour Force Participation Rate
MOSPI
Ministry of Statistics and Programme
Implementation
MSDE
Ministry of Skill Development and
Entrepreneurship
MSMEs
Micro, Small and Medium Enterprises
NAPS
National Apprenticeship Promotion Scheme
NATS
National Apprenticeship Training Scheme
NCERT
National Council of Educational Research and
Training
NCEUS
National Commission for Enterprises in the
Unorganised Sector
NCF
National Curriculum Framework
NCrF
National Credit Framework
NCS
National Career Service
GlossaryNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
96
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 NCVET
National Council for Vocational Education and
Training
NEET
Not in Education, Employment or Training
NEP 2020
National Education Policy 2020
NIC 2008
National Industrial Classification 2008
NITI
National Institution for Transforming India
NPCI
National Payments Corporation of India
NSQF
National Skills Qualification Framework
NSS
National Sample Survey
NSTI
National Skill Training Institute
PLFS
Periodic Labour Force Survey
PMKVY
Pradhan Mantri Kaushal Vikas Yojana
PM-SETU
Pradhan Mantri Skilling and Employability
Transformation through Upgraded ITIs
PMU
Project Monitoring Unit
PPP
Public Private Partnership
PSE
Private Sector Engagement
PSU
Public Sector Unit
RPL
Recognition of Prior Learning
SAP
State Apprenticeship Platform
SIDH
Skill India Digital Hub
Skills DX
Skills Digital Registry and Exchange
SLA
Service Level Agreement
SOP
Standard Operating Procedure
SWAYAM
Study Webs of Active-Learning for Young Aspiring
Minds
UDISE+
Unified District Information System for Education
Plus
UGC
University Grants Commission
UNDESA
United Nations Department of Economic and
Social Affairs
UNICEF
United Nations Children's Fund
UN
United Nations
UPI
Unified Payments Interface
VGF
Viability Gap Funding
ZTBT
Zero Ticket Bus Travel Scheme
97
List of Exhibits
EXHIBIT 5
MIXED METHOD APPROACH FOLLOWED FOR THE STUDY
25
EXHIBIT 4
THE REIMAGINED SKILL ARCHITECTURE
20
13EXHIBIT 1
SEGMENTED VIEW OF INDIA’S POPULATION
EXHIBIT 7
SUMMARY OF KEY BARRIERS
29
EXHIBIT 6
SEGMENTED VIEW OF INDIA’S POPULATION
26
EXHIBIT 8
AMBITIONS OF WOMEN CONFINED BY GEOGRAPHY AND NORMS
34
EXHIBIT 9
NEED GAPS
40
EXHIBIT 10
CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING CONCEPTS TO IMPLEMENT THEM
45
EXHIBIT 2
NEED GAPS
15
EXHIBIT 3
CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING CONCEPTS TO IMPLEMENT THEM
16
EXHIBIT 11
NCF RECOMMENDATIONS ON INTEGRATING SKILLS IN SCHOOL EDUCATION
46
EXHIBIT 12
GEES FOR ALL
48
49EXHIBIT 13
KAUSHAL TRACKS: BENCHMARK FOR GRADES 9 AND 10
EXHIBIT 14
KAUSHAL TRACKS: BENCHMARK FOR GRADES 11 AND 12
50
EXHIBIT 15
SCHOOL ARCHETYPES
51
EXHIBIT 16
POTENTIAL MODELS FOR SKILLS INTEGRATION IN SCHOOLS
52
EXHIBIT 17
SKILLING HUBS
56
EXHIBIT 18
WORK INTEGRATED DEGREE PROGRAMMES
57
EXHIBIT 19
FLAGSHIP STANDALONE SKILLING PROGRAMMES
60
EXHIBIT 20
STATE APPRENTICESHIP PLATFORM
63NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
98
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 EXHIBIT 22
PATHWAY CLINICS
67
EXHIBIT 21
OVERVIEW OF APPRENTICESHIP SCHEMES IN INDIA
64
EXHIBIT 23
SKILL SURE AND SKILL SCOUT
68
EXHIBIT 24
COMMUNITY WOMEN CIRCLES
69
EXHIBIT 25
SAKHI BOOTHS
69
EXHIBIT 26
WOMEN-CENTRIC APP
70
EXHIBIT 27
HUNAR UTSAV
71
EXHIBIT 28
DIGITAL SKILLS PASSPORT
72
EXHIBIT 29
SKILL DX
73
EXHIBIT 30
NATIONAL CAREER OUTCOME REPOSITORY
74
EXHIBIT 31
WORKFOLIO
75
EXHIBIT 32
SKILL SKORE
75
EXHIBIT 33
FLEXEARN
76
EXHIBIT 34
TARGETED SKILL VOUCHERS AND SKILL FINANCING SCHEME
79
EXHIBIT 35
NCRF TOOLKIT
81
83EXHIBIT 36
SURAKSHIT SAATHI
EXHIBIT 37
SKILLS-FIRST HIRING MANDATE
84
EXHIBIT 38
LEARNING UPSKILLING LEAVE
84
EXHIBIT 40
ILLUSTRATION OF MULTIPLE PATHWAYS FROM SCHOOL
88
EXHIBIT 41
ILLUSTRATIVE PATHWAYS FOR INFORMAL WORKERS
90
EXHIBIT 42
ILLUSTRATIVE PATHWAYS FOR WOMEN REENTERING THE WORKFORCE
92
EXHIBIT 39
THE REIMAGINED SKILL ARCHITECTURE
87
99
NotesNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
100
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARAT@2047
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARAT@2047
SKILLING
FOR VIKSIT BHARAT@2047
While due care has been exercised to prepare this report by compiling data from various sources,
NITI Aayog does not confirm the authenticity of the data and the accuracy of the methodology
used for research and preparation of this report. Pseudonyms are used in place of actual participant
names throughout this report to protect their privacy. Some images used are generated by AI.
NITI Aayog shall not be held responsible for findings or opinions expressed in this document.
Suggested Citation
NITI Aayog (2026). Reimagining Skilling for Viksit Bharat@2047. August, 2026
Copyright
Copyright@ NITI Aayog, 2026
Disclaimer
4NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
India’s ambition to become a developed nation by 2047 rests, above all else, on
the capabilities of its people. With the largest youth population in the world and a
workforce that will constitute nearly one-fifth of the global labour supply over the
next two decades, the choices we make today about how we equip, credential,
and empower our citizens will determine the trajectory of our economy and our
standing as a knowledge-driven civilisation. Skilling, in this context, is not a sectoral
programme, but a foundational national priority.
Globally, the nature of work is being reshaped at a pace without historical precedent.
Artificial intelligence, automation, green transition, and the reorganisation of global
supply chains are simultaneously creating new categories of employment and
rendering others obsolete. If we skill our workforce for jobs of the future, India can
become the world’s talent hub, supplying human capital, both for our own growth
as well as for ageing economies of the world.
This report, Reimagining Skilling for Viksit Bharat@2047, prepared by the Skill
Development, Labour and Employment Division of NITI Aayog, offers a rigorous
diagnosis of structural barriers and charts a coherent reform agenda centred on
five core reforms and four key enablers. It calls not just for incremental tinkering,
but for a fundamental reimagining of the skilling architecture, placing learners at
the centre of a lifelong continuum from school to workforce.
Realising this vision demands the full force of cooperative federalism, genuine
industry co-ownership of the skilling ecosystem, and the purposeful deployment of
technology as an instrument of equity and inclusion. It also demands that we address,
with deliberate intent, the structural barriers that continue to exclude women and
marginalised communities from formal economic participation.
I commend the work undertaken by Skill Development & Employment Division,
under the leadership of Dr. Sonia Pant, Programme Director and the team led by
Dr. Sakshi Khurana, Senior Specialist.
Advancing India’s skilling and workforce development agenda requires collective
efforts of Central Ministries, State Governments, industry, academia, training providers,
and other stakeholders. Through sustained and collaborative efforts, we can build
a skilling and education system that is inclusive, futuristic and aligned with India’s
broader developmental goals. The path to Viksit Bharat runs through every learner
who gains a skill and every worker who finds dignified employment. Let us build
systems worthy of that aspiration.
Ashok Kumar Lahiri
Vice Chairman, NITI Aayog
5NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
India stands at a defining moment in its development journey. As we move towards
the vision of Viksit Bharat @2047, the country’s demographic strength presents an
unprecedented opportunity to accelerate economic growth, social mobility, and
global competitiveness. Over the last decade, India has made significant strides
in expanding access to skilling opportunities through large-scale investments,
institutional reforms, and innovative programmes. Yet, the evolving nature of work,
technological disruption, changing industry requirements, and persistent barriers
to participation call for a fundamental reimagining of how skills are developed,
recognised, and linked to livelihoods.
I commend the Skill Development, Labour & Employment Division of NITI Aayog for
undertaking this important study under the leadership of Dr. Sonia Pant, Programme
Director, and the team led by Dr. Sakshi Khurana, Senior Specialist. The report
reflects a rigorous examination of India’s skilling landscape and offers a thoughtful
roadmap for strengthening learner pathways, improving employability outcomes,
and enhancing the responsiveness of the skilling ecosystem to future economic
and workforce needs.
A key contribution of this report is its emphasis on viewing skilling not as a standalone
intervention, but as an integrated lifelong journey. The recommendations outlined
herein seek to strengthen pathways between education, skilling, employment, and
entrepreneurship through reforms that promote flexibility, industry engagement,
apprenticeship opportunities, informed career guidance, and recognition of learning
outcomes.
Importantly, the report recognises that the next phase of transformation will require
coordinated action across governments, industry, academic institutions, civil society,
and communities. States will play a particularly critical role in contextualising
and implementing reforms in line with local economic priorities and workforce
requirements.
I envision this report to serve as a valuable resource for policymakers, practitioners,
industry leaders, researchers, and all stakeholders committed to strengthening
India’s human capital. The ideas presented here are intended to stimulate dialogue,
inform action, and contribute to building a skilling ecosystem that empowers every
learner and worker to realise their full potential.
As India advances towards Viksit Bharat @2047, investments in skills will remain
among the most powerful investments in our future. By placing learners at the centre,
fostering innovation, and strengthening pathways to meaningful livelihoods, we can
create a workforce that is resilient, productive, and prepared for the opportunities
of the decades ahead.
Dr R. Balasubramaniam
Member, NITI Aayog
6NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
As India advances towards the vision of Viksit Bharat @ 2047, the quality of skills across
the workforce will be central to sustaining growth, productivity, and opportunity.
Considerable progress has been made in expanding skilling initiatives across the
country. Yet, evolving economic realities underscore the need for a more coordinated,
integrated, and future-oriented approach.
Reimagining Skilling for Viksit Bharat @2047 sets out NITI Aayog’s response to
this moment. The report draws on a detailed assessment of five learner segments
that shape how individuals learn, work, and move across education, skilling, and
employment systems. Together, it provides a system-wide view of where the skilling
ecosystem stands, and where stronger alignment and redesign are required.
The reimagined skilling architecture presented in this report is anchored in five
strategic big bets designed to catalyse transformation at scale. These include early
initiation into employability and trade related skills through integration in schools.
As learners move into tertiary education, the architecture seeks to revitalise tertiary
education through viable public private partnership and engagement models.
Outcome-linked industry backed programmes are aligned with high-growth industry
demand areas and clear outcome orientation. The expansion of apprenticeships as
a mainstream work pathway is expected to support sustained learning and earning.
These shifts are supported by systemic enablers across technology, policy, and
institutions. Digital Lifelong Learning Accounts (DLLAs) or Skill Passports are envisaged
for each learner, anchored by interoperable skilling registries and data exchanges.
The operationalisation of the National Credit Framework (NCrF), alongside skills-first
hiring practices and outcome-based financing for learner support, is intended to
strengthen coherence and outcomes across the skilling ecosystem. Even as these
big bets and enablers are operationalised, positioning skilling as an aspirational and
mainstream pathway for career readiness remains essential.
Together, these elements form the backbone of a new skilling architecture that
places the learner at the centre of lifelong learning and supports each learner with
continued learning, earning, and advancement opportunities, while reinforcing
inclusion and access. For this vision to translate into action, States will be the
anchors of transformation. Their leadership in aligning skilling strategies with
local employment priorities, while ensuring scale and inclusion, will be central to
implementation.
B. V. R. Subrahmanyam
Former CEO, NITI Aayog
7NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
I extend sincere gratitude to Smt. Debashree Mukherjee, Secretary, Ministry of
Skill Development and Entrepreneurship (MSDE) for her invaluable support to this
study by facilitating access to data from MSDE’s State of Skills Survey 2024 that
substantially informed the analysis and strengthened the report. The preparation
of this report has benefitted from close partnerships and constructive engagement
with State Governments, particularly Skill and Technical Education Departments
of Governments of Andhra Pradesh and Odisha whose contributions have been
instrumental in informing the key enablers for a reimagined skilling architecture
for the States.
Boston Consulting Group (BCG) provided valuable technical and analytical rigour,
and partnership throughout the preparation of this report. I acknowledge the
leadership of Ashish Garg, Garima Batra, Varad Pande, Sriramprasad Rangarajan,
and their colleagues, Jyotishmaan Tripathi, Anusheela Ghosh, and Shruti Sadani,
whose expertise, research support, and thoughtful inputs helped shape the report
and strengthen its evidence base.
The development of this report was possible due to the dedicated efforts of Dr.
Sonia Pant, Programme Director, whose commitment and sustained efforts were
instrumental in bringing this work to fruition. Dr. Sakshi Khurana, Senior Specialist,
oversaw the overall development of this report along with valuable contributions
from Sh. Manish Kumar Vimal, Director and Consultants: Shailendra Yadav, Neha
Singh, Ashutosh Nema; Young Professionals: Hitesh Sangwan, Radhika Talekar,
Hannah Liza Varghese, and Arnavi Sagar.
The five big bets and key enablers outlined in the report assume particular significance
in the context of the Integrated Scheme in Skilling Architecture (ISSA) proposed in
the Union Budget 2026-27. Going ahead, Central Ministries, State Governments,
industry, trainers, and other stakeholders across the skilling ecosystem can collectively
ensure the on-ground implementation of this reimagined skilling architecture for
Viksit Bharat@2047.
8NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
This report synthesizes empirical data and the collective expertise of institutions
and individuals dedicated to advancing education and skill development in India. I
am grateful to Shri Ashok Kumar Lahiri, Hon’ble Vice Chairman, NITI Aayog, for his
encouragement towards advancing the vision for a reimagined skilling ecosystem for
Viksit Bharat@2047. I am also grateful to Dr. R. Balasubramaniam, Hon’ble Member,
NITI Aayog, for his support and valuable guidance for this work. I am thankful to Smt.
Nidhi Chhibber, Chief Executive Officer, NITI Aayog for her constant encouragement
and leadership in taking this initiative forward.
I extend my heartfelt thanks to Shri B.V.R. Subrahmanyam, former Chief Executive
Officer, NITI Aayog, whose vision laid the foundation for this initiative. His strategic
guidance, frequent reviews, and brainstorming discussions were instrumental in
conceptualising and directing this report from its inception to completion.
I express my sincere gratitude to Smt. Debashree Mukherjee, Secretary, Ministry of
Skill Development and Entrepreneurship (MSDE) for her guidance and her invaluable
support to this study by facilitating access to data from MSDE’s State of Skills Survey
2024 that substantially informed the analysis and strengthened the report.
The preparation of this report has benefitted from close partnerships and constructive
engagement with State Governments, particularly Skill and Technical Education
Departments of Governments of Andhra Pradesh and Odisha whose contributions
have been instrumental in informing the key enablers for a reimagined skilling
architecture for the States.
Boston Consulting Group (BCG) has been the knowledge partner for this work. I
acknowledge the leadership of Ashish Garg, Garima Batra, Varad Pande, and their
colleagues, Sriramprasad Rangarajan, Jyotishmaan Tripathi, Anusheela Ghosh, and
Shruti Sadani, whose expertise, research and writing, helped shape this work and
strengthen its evidence base.
The efforts of the team at NITI Aayog’s Skill Development & Employment Division
have been instrumental in bringing this work to fruition. Dr. Sakshi Khurana, Senior
Specialist managed the overall development of this report. Valuable contributions
were also made by Sh. Manish Kumar Vimal, Director, Neha Singh, Consultant and
former Consultants and Young Professionals: Shailendra Yadav, Ashutosh Nema;
Hitesh Sangwan, Radhika Talekar, Arnavi Sagar, and Hannah Liza Varghese.
The report’s five big bets and key enablers are highly significant in light of the
Integrated Scheme in Skilling Architecture (ISSA). Proposed in the Union Budget
2026-27, the ISSA establishes a model framework for Central Ministries, State
Governments, industry, and other stakeholders across the skilling ecosystem. At NITI
Aayog, we look forward to working with all stakeholders to implement this initiative.
Dr Sonia Pant
Adviser & Programme Director,
NITI Aayog
Table of
Contents
Executive Summary
Glossary
Conclusion
List of Exhibits
12
96
94
98
Setting the Context and Approach
SECTION I
22
Understanding India’s Learners:
Barriers and Needs
SECTION II
28
Reimagining India’s Skilling: Core
Reforms and System Enablers and
a New Skilling Architecture
SECTION III
42
12NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Executive Summary
India’s ambition of Viksit Bharat 2047
depends on enabling citizens to learn, earn,
and advance continuously. Skilling is central
to this goal. Since 2014-15, over 7.67 crore
individuals
i
have been trained. To sustain this
momentum, the Union Budget for FY 2025-
26 allocated ₹34,000 crore
ii
in skilling-related
expenditure across multiple Central Ministries.
These efforts are complemented by several
State-led initiatives (for e.g., Tamil Nadu’s Naan
Mudhalvan, Maharashtra’s Mahaswayam,
amongst others) along with capability building,
strengthening skilling ecosystems, and investing
in infrastructure. Civil society organisations and
private sector players have further augmented
the skilling ecosystem.
Yet, outcomes remain uneven. Beyond
incremental efforts, the report suggests a
transformative approach to drive needed
outcomes. To ensure the highest impact,
it organises India’s workforce landscape and
learners into five segments spanning
|Schooling,
|Tertiary education,
|Formal and informal work,
|Not in education, employment and training
(NEET) youth, and
|Women,
together forming ~60 crore citizens
iii
and representing the complete range of
transitions across education, work, and
periods outside the labour market
(refer Exhibit 1).
Using a mixed-methods approach combining
national employment data, field-based
qualitative insights, and global benchmarks,
this report identifies structural barriers and key
needs in the current system.
i. Government of India, Ministry of Skill Development and Entrepreneurship. (2025). National policy for skill development and
entrepreneurship, accessed in Nov 2025.
ii. Government of India, 2025, Demand for Grants of Central Government 2025-26 , accessed in Nov 2025.
Budget estimates for skilling include allocations under the following Union Ministries: Ministry of Skill Development and
Entrepreneurship; Ministry of Rural Development; Ministry of Labour and Employment; Ministry of Micro, Small and Medium Enterprises;
Ministry of Electronics and Information Technology; Ministry of Education; Ministry of Social Justice and Empowerment; Ministry of
Textiles; and Ministry of Minority Affairs. State government budget allocations have not been included.
iii. National Statistical Office, Ministry of Statistics and Programme Implementation, Government of India, 2022, Periodic Labour Force
Survey 2020-21, India; Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher
education 2021–22; In addition to 4.3 Cr students in higher education programmes(AISHE 20-21) there are 44.8 Lakh students in ITIs as of
2026 (Skill India Digital Hub, Ministry of Skill Development and Entrepreneurship; 2026, ITI Dashboard)
13NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Note: As a static snapshot, this analysis must be complemented by forward projections and periodic calibration to understand the implications for long-run aggregate supply.
EXHIBIT 1: SEGMENTED VIEW OF INDIA’S POPULATION Note: Estimates may vary owing to different data sources (PLFS, UDISE, AISHE, NSS etc.) and reported years (2021-24) 1. 65.4 Cr (45.1%) individuals participating in labour force reported in PLFS 2023-24 (all ages), 79.6 Cr (54.9%) individuals outside labour force 2. UN World Population Prospects 2024 (UNDESA) 3. 29.2 Cr individuals (44.7%) of labour force in Agriculture as per NIC 2008, PLFS 2023-24 (all ages); 4. 34.2 Cr (52.2%) Non-agri working population PLFS 2023-24; 3.8 Cr 15-29 years of working age, PLFS 2023-24 5. 2 Cr (3.2%) of labour force, PLFS 2023-24 6. ~9 Cr (11%) NEET excluding seeking jobs, NSS 78th round 2021; ~88% engaged in domestic duties 7. 29 Cr (36.7%) individuals; UDISE 2023-24 (NEP format) AISHE 2021- 22 8. 27 Cr (34%) individuals; World Population Prospects 2024 (UNDESA) 9. PLFS 2023-24 10. Economic Survey (2021-22) using National Commission for Enterprises in the Unorganized Sector (NCEUS) 2007 11. 15 Cr (18.3%) Includes non-workers above age of 29 that are dependents, people with disabilities/chronic illnesses, vagabonds, involved in household duties, and pensioners (categories as per table B13-SC non workers by main activity (MoSPI) 12. Comprising of Trade, Hotel & Restaurant (77.37), Transport, Storage & Communications (35.55), and Other Services (75.40) as defined in PLFS 2023-24; Strategy for New India @75, NITI Aayog, November 2018
Labour Force:
65.4 Cr (45.1%)
1
Outside Labour Force:
79.6 Cr (54.9%)
1
58.4%
of the labour
force categorised as self-employed
9
21.7%
of regular
wage / salary
19.8%
of
casual labour
Age <5 years 11.3
(14%)
Age 59+ years 15.7
(20%)
Others
11
Agriculture
Non-working & Non Students
Non-Agriculture
Student
Unemployed
NEET Youth
Manufacturing
7.2
(11%)
Services
11
18.9
(77%)
Construction
7.6
(12%)
Electricity & Water
0.34
Mining & Quarrying
0.15
Total Population
2
145Cr (2024)
Estimated count of population by key segments (in Cr)
29.2
3
(44.7%)
3
34.2
4
(52.2%)
4
2
(3.1%)
5
8.7
(11%)
6
29.1
(36.6%)
27
(34%)
8
14.7
(1.8%)
Higher Education 4.46
(20%)
Secondary (Grade 9-12)
6.4
(22%)
Middle (Grade 6-8)
6.3
(22%)
Preparatory (Grade 3-5)
6.7
(23%)
Found
at
ional
(Pre-school- Grade 2)
5.3
(18%)
14NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
iv. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau.
India, accessed in Nov 2025.
To address the same, a set of strategic core
reforms and system enablers , coupled with
a Reimagined Skilling Architecture with
a blueprint have been outlined to bring this
transformation to life.
Key Barriers Blocking Skilling
Momentum
Across all five segments, recurring barriers
constrain skilling outcomes. Learners across
segments lack trusted guidance and clear
information on credible programmes,
returns to skilling, government schemes, and
apprenticeships. As a result, degrees are often
pursued for prestige or government exam
eligibility, while vocational and online pathways
continue to face low trust and social stigma.
Access constraints reinforce these gaps.
Early exposure to National Skills Qualification
Framework (NSQF)-aligned skills in schools
remains limited, and industry-integrated
programmes, internships, and apprenticeships
in higher education are uneven. Workers,
particularly from the informal segment, face
rigid skilling formats, geographic constraints,
gatekeeping, and high opportunity costs; while
women encounter additional barriers related to
caregiving responsibilities, safety, and mobility.
Funds further restrict participation. Across
segments, the affordability challenge is not
limited to fees alone. It reflects a combination of
direct costs, foregone income, and constrained
access to high-quality options that are frequently
priced beyond reach. At the system level, learning
and delivery models remain overly theoretical
and weakly aligned with workplace needs, with
limited practical exposure, proof of work, and
job-readiness support or entrepreneurship
pathways. These challenges highlight the need
for convergence across ministries and Centre-
State arrangements, degree-based hiring
norms that limit skills-first adoption, limited
incentives for industry co-ownership, and
uneven implementation of key reforms such
as the National Credit Framework (NCrF).
From these barriers, common needs emerge
across learners including trusted guidance,
mainstreaming of skilling within education,
flexible pathways that enable learning
alongside earning, affordable outcome-
linked programmes aligned to demand,
and recognised, portable progression across
education, skilling, and work through NCrF.
These needs form the basis for reimagining
India’s skilling architecture through core
reforms and system enablers (refer Exhibit 2).
Core Reforms and System Enablers,
and a New Skilling Architecture
The reimagined skilling architecture outlined
in this report responds to these needs through
a set of strategic core Reforms that define
high-impact interventions to transform how
India learns and works. These are supported
by a set of key System Enablers that reflect
the policy, institutional and technological shifts
required from both the Centre and the State
(refer Exhibit 3). Each is grounded in clear,
actionable concepts designed for on-the-ground
implementation and adaptation across diverse
State contexts.
15NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
EXHIBIT 2: NEED GAPS
Lack information,
misjudge skill
value
Information
& Value
Perception
Access Funds
Learning &
Delivery Models
Structure &
Governance
School
|Access to trusted
information and
guidance for
students and
parents
|Access to
foundational
employability
skills and
vocational
pathways in
school
|High quality labs
and teachers
for vocational
and general
employability
subjects
|Convergence
of schemes
and funds
|Skills-first
hiring policies
|Employer
incentives and
mandates for
industry-led
training and
certification
|Strong
infrastructure
footprint for
scheme roll
out like RPL
|Structured
pathways for
re-entry and self-
employment
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
|Access to
industry-aligned,
practice-based
degrees with
multi-entry,
multi-exit
pathways
|Industry-
aligned
curriculum
|Access to
internships/
apprenticeships
|Structured job-
readiness support
|Access to
financing and
loan mechanisms
for high-quality
courses
Technical
and
Higher Ed
|Access to flexible,
hybrid, modular
delivery formats
|Wage support/
incentives to
offset skilling
opportunity costs
|Outcome
based courses,
mid-career
reskilling and
self-employment
pathways aligned
to local demand
|Awareness
of advanced
skilling options
and relevant
government
schemes
Workforce
|Trusted
mentorship and
job discovery
channels
|Women-focused
career guidance
and peer
networks
|Access to
proximate,
flexible work
opportunities
with safety/
transport
facilities
|Affordable,
subsidised
training and
financing options
NEET
|Dedicated
financing
support for
women
Women
16NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
EXHIBIT 3: CORE REFORMS AND ENABLERS WITH SUPPORTING CONCEPTS
TO IMPLEMENT THEM
Flagship Standalone Skilling Programmes
Nano/micro/short-term credentials for upskilling in priority
State Apprenticeship Platform
Unified portal for all apprenticeship/internship schemes with
unified budgets
NCrF Toolkit
NCrF playbook for day-to-day adoption across institutions
Targeted Skill Vouchers/
scholarships
For emerging, at-risk sectors and
priority segments
Skill Financing Scheme
Digitising and operationalising
frictionless access and placement
linked repayment of loans
Back to School
Schools as safe space for women to (up/re)skill
Skill-First Hiring Mandate
Skill-based JDs and selection
Upskilling Leave
Unpaid learning leave with job security
Surakshit Saathi
PPP-led hostels & transport for women
GEES for All
General Employability and
Entrepreneurship Skills
Kaushal Tracks
Vocational track in school
Skilling Hub
PPP-led campuses
for outcomes
Apprenticeship
Embedded Degree
Programmes
Work-Integrated Degree
Programmes
Flexible, modular, industry linked degrees
Sakhi Booths
Trusted, local spaces for awareness
Physical-led Phygital Digital Led
School and
Higher Education
Workforce
Women
Pathway Clinics in school and
higher education
Counselling for parents & students
Skill Sure
What to skill ? Curated skill/course
discovery platform
Hunar Utsav
Below the Line(BTL) campaign for
skilling pride
Skill Scout
Where to skill ? Credible skill
centre discovery platform
Skill Saathi Kendras
Decentralised Offline Counselling
My Guide
AI-led lifelong career companion
for workforce
Community Women Circles
Mentorship networks for
early guidance
Women Centric App
Safe, private access to info and
microlearning
Skill Skore
Skill and future readiness score
Skills Passport with Digitally
Verified Credentials
Stackable, verifiable credentials
for work and skills
MyCV
QR-based CVs for ease of showcasing
work experience
Skill DX
Data exchange and tech layer to
power lifelong learning solutions
National Career Outcome Repository
Salaries, job roles, sectors, etc.
Digital Job Discovery
LocalWorks - Hyperlocal, flexible
job discovery
FlexEarn - Part-time opportunities
for students
Workfolio
Digital portfolio & hiring network for
blue-collar
Skill integration
in Schools
Viable PPP/PSE models
in technical and higher
education
Outcome-linked, industry-
backed programmes
Apprenticeship for all
Guidance and
perception building
Digital Skills Passport
Outcomes-based
Financing
NCrF adoption for
pathway mobility
Skills-first policies
and infrastructure
17NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Core Reforms
Core Reform 1
Skill Integration in Schools
Skilling must begin early and be embedded
within the school system to shape employability,
choice, and progression later in life. While
National Education Policy (NEP) 2020 and
the National Curriculum Framework (NCF)
provide guidance on integrating vocational
education and employability skills from Grade
6, implementation remains limited, with
fewer than 1 in 12 secondary schools offering
vocational subjects
iv
. To address this gap, General
Employability and Entrepreneurship Skills
(GEES) for all can be introduced universally from
Grade 6 through Grade 12, alongside Kaushal
Tracks (structured vocational pathways)
from Grade 9 onwards that enable deeper
vocational specialisation aligned to local and
national skill demand. These can be enabled
through multiple school archetypes based on
capacity and resources; and supported by credit
equivalence through NCrF.
Core Reform 2
Viable Public-Private Partnership
(PPP)/Private Sector Engagement
(PSE) Models in Technical and
Higher Education
India’s tertiary education system requires
structural reorientation to align learning with
labour market demand. With some curricula
remaining outdated and generic degrees
dominating enrolment, employability outcomes
remain weak. Addressing these gaps requires
stronger industry participation through
Public-Private Partnership (PPP) models and
Apprenticeship Embedded Degree/Diploma
Programmes (AEDP) to modernise curricula,
embed job-linked learning, and ensure relevance.
Priority actions include shifting from generic
degrees to applied, industry-aligned
specialisations, scaling work-integrated and
apprenticeship-embedded degree programmes,
and expanding flexible, modular, and earn-while-
you-learn formats. Operationalising NEP 2020,
University Grants Commission (UGC) guidelines
on getting credits against apprenticeships, NCrF,
and initiatives such as Pradhan Mantri Skilling
and Employability Transformation through
Upgraded ITIs (PM-SETU) is critical to enabling
modular, stackable, multi-entry and multi-exit
pathways and delivering sustained employability
outcomes.
Core Reform 3
Outcome-Linked, Industry-Backed
Programmes
Standalone skilling programmes must shift
from enrolment-driven delivery to outcome-
linked, industry-backed models. While short-
term skilling schemes have expanded access,
weak outcome orientation, limited employer
integration, and inflexible formats continue to
constrain pathways into in-demand jobs.
Going forward, the focus must move towards
demand-driven skilling aligned to high-
growth sectors (e.g., green industries, Electric
Vehicles (EVs)), General Employability and
Entrepreneurship Skills, and reskilling for
declining roles. Stronger linkage to verified
outcomes, delivery through existing public
infrastructure, and use of outcome-linked
financing models are critical to improving
participation and employment outcomes.
Core Reform 4
Apprenticeship for All
Apprenticeships must be repositioned
as a mainstream and trusted pathway to
bridge learning and work. While schemes
such as National Apprenticeship Promotion
Scheme (NAPS) and National Apprenticeship
Training Scheme (NATS), coupled with State-
specific programmes have expanded access,
participation remains uneven, awareness is
limited, and opportunities are fragmented across
multiple platforms. Making apprenticeships
effective requires expanding the number of
opportunities (e.g., via Micro, Small and Medium
Enterprises (MSME) incentives), providing
integrated access through a unified State-
led platform, clearer visibility of credible
opportunities, and stronger alignment between
training and learner/learning demand. Further,
18NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
leveraging existing platforms (e.g., Skill India
Digital Hub (SIDH)) can enable convergence
and expedite action.
Core Reform 5
Guidance and Perception Building
Guidance and perception building must function
as a continuous, trusted layer across the learning
and working journey. Persistent gaps in
awareness and access to informed guidance
limit learners’ ability to navigate education,
skilling, and career transitions, particularly at
key entry and re-entry points. To address this
gap, guidance delivery must move beyond
isolated touchpoints to a multi-channel
system. Priority actions include institutionalising
counselling in academic institutions, extending
guidance through community-based hubs,
strengthening digital guidance and engagement
tools, and enabling safe, women-centric support
systems. Complementary perception building
initiatives are essential to build aspiration for
skill pathways.
System Enablers
Each of these planned shifts needs deeper
system backed enablers which could be a
combination of long-term technology, policy
or institutional changes.
Digital Skills Passport
System Enabler 1
Lifelong learning at scale requires a digital
backbone that allows learning to be recognised
and carried forward across education, skilling,
and work. While platforms such as the Skill India
Digital Hub (SIDH) and existing digital public
goods including Automated Permanent
Academic Account Registry (APAAR ID), National
Career Service (NCS), etc., provide a strong
foundation, their adoption remains fragmented.
To enable continuity, a Skills Passport anchored
on APAAR ID is needed to bring together
verified credentials, skills, and work
experience. This must be supported by State-
level Skills Digital Registries and Exchanges
(Skills DX) that consolidate learning, jobs, and
scheme data. Together, this can support job
matching, informed choice, and alignment of
training with labour-market demand across the
skilling to employment lifecycle.
Outcome-based Financing
System Enabler 2
Access to finance remains a binding constraint
on skilling participation, particularly where costs
are high and outcomes are uncertain. While
initiatives such as the Skill Financing Scheme
and various State-specific programmes have
expanded access, funding largely remains linked
to enrolment rather than outcomes.
To address this gap, financing must shift
towards outcome-based approaches that link
support to verified placements, wage gains, or
retention. Priority actions include piloting digital
skill vouchers that place choice with learners,
scaling placement-linked loan models, and using
pay-for-results mechanisms such as Skill Impact
Bonds. Collectively, these tools can reduce risk
for learners while strengthening employer-
aligned outcomes.
Operationalisation of the National
Credit Framework (NCrF)
System Enabler 3
Operationalising NCrF is essential to enable
learning to be recognised and carried forward
across education, skilling, and work. Fragmented
standards currently limit credit transfer and
mobility, particularly for learners with work-
based or informal experience. The NCrF provides
a shared credit language to treat learning as
cumulative rather than episodic. However,
effective implementation requires credible and
standardised assessment, supported by clear
rubrics, evidence, and verification. Crucially,
credits must be recognised as valid prerequisites
for further education and employment, and not
just accumulated. Enabling credit-based
progression, re-entry through Open Schooling
and Recognition of Prior Learning (RPL), and
seamless movement across academic,
vocational, and work-linked pathways is key to
recognizing lifelong learning and sustained
mobility at scale.
19NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Skills-first Policies and Inclusive
Infrastructure
System Enabler 4
A skills-first ecosystem requires enabling
infrastructure that supports participation and
progression across the skilling lifecycle. Currently,
fragmentation and underutilisation of training
facilities, workshops, labs, hostels, and
community spaces across departments and
sectors limit access and scale. To address this,
establishing a State or National Shared Skills
Infrastructure Network (PM-Gati Shakti and
SIDH) to identify, map, digitise, and enable
shared use of existing assets is critical to
improving utilisation and expanding access
without significant capital investment. These
infrastructure reforms must be complemented
by skills-first hiring practices and incentive-
based measures such as upskilling leaves to
strengthen employer demand for job-relevant
skills. Implementation should be anchored in a
district-first approach, with accountability at the
district Collector level and executional
responsibility at the Panchayat/Ward level.
20NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Recognition of Prior Learning
Stand-alone Internships
Equivalent NSQF level (where relevant)
Formal/Informal employment, self-employment, NEET
Formal/Informal employment, self-employment, NEET
Apprenticeship
(integrated with
degree, standalone)
stand-alone skilling/ upskilling/reskilling
programmes
(including nano/
micro cred,
short- and
long-term
programmes)
Drop out
Dominant pathways represented
Tertiary Education
(increased PPP/AEDP/work-integrated adoption across delivery archetypes)
Degree College/University
BSc, BA,
BA (Retail) etc.
Technical Degree College/
University
Eng., Medicine, Nursing etc.
Skill Institutions/
University
Polytechnic/
Diploma College
Degree <–> diploma transition flexibility via NCrF
Up to Level 10
Anganwadi
Primary : Grade 1-5
Pre - Primary
Upper Primary : Grade 6-8
GEES (All schools) + Early exposure to vocation
(via project-based learning, exposure visits)
Senior Secondary : Grade 11-12
Level 3 and 4
Academic Option
e.g., Science, Commerce, Humanities
Vocational Option
e.g., BFSI, Beauty and
wellness 50% curriculum dedicated to vocation
Secondary : Grade 9-10
Level 1 and 2
GEES
only schools
Multi-skill exposure
school
Voc. Integrated
Schools
Large voc. schools
Industry sponsored
EXHIBIT 4: THE REIMAGINED SKILL ARCHITECTURE
12
th
certificate
via open school
ITI
Top up to
degree/ diploma
21NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Conclusion
All the core reforms and system enablers align
strategically to form a ‘Reimagined Skilling
Architecture’ (refer Exhibit 4) for each learner,
across skill segments. It is built on three principles:
(i)Non-linear learning pathways, (ii)Skilling
as a lifelong process, and (iii)Outcomes
(employability, progression, and livelihoods) as
the primary measure of success. Individuals can
move flexibly between education, skilling, and
work as life and labour market needs evolve. The
emphasis on an integrated skilling ecosystem is
reflected in the introduction of the Integrated
Scheme in Skilling Architecture (ISSA) in the
Union Budget 2026–27. ₹600 crore has been
allocated to MSDE in FY 26-27 for the Central
Sector Scheme. As a landmark initiative, the
scheme seeks to strengthen convergence across
education, skilling, employment, and lifelong
learning systems, while enabling coupling of
national policy and frameworks with state-level
planning and localised execution through State
Skills Transformation Pilots in Andhra Pradesh,
Odisha, Uttar Pradesh, Bihar and Assam.
Delivering this vision requires coordinated action
across governments, institutions, and employers,
with stronger public–private partnerships and
aligned policies, financing, and delivery systems.
Industry participation will be central to this effort,
extending beyond traditional public–private
partnerships to include career guidance and
perception building, curriculum development,
investment in training infrastructure, expansion
of apprenticeships and work-based learning
opportunities, enhancement of training quality,
and facilitation of employment outcomes. States
will be the primary drivers of transformation,
adapting the national framework to local labour
markets, infrastructure, and learner realities.
Setting the Context
and Approach
SECTION I
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Context
India’s path to Viksit Bharat@2047 depends on
the ability of its 1 billion+ citizens to learn, earn
and advance socially and economically. Skilling
lies at the heart of this ambition.
Over the past decade, India’s skilling ecosystem
has expanded into one of the world’s largest
and most diverse.
This momentum is reinforced by several State-led
initiatives such as Tamil Nadu’s Naan Mudhalvan,
Maharashtra’s Mahaswayam, and Odisha’s Skilled
in Odisha. State governments are increasingly
prioritising capability building, strengthening
skilling ecosystems, and investing in infrastructure
to improve outcomes. In parallel, Civil Society
Organisations (CSOs) and private sector players
now engage across the skilling value chain, from
community-based training and curriculum
development to trainer capacity building and
career guidance.
Yet skilling outcomes remain uneven, despite the
significant progress made in expanding India’s
skilling ecosystem. Learners would benefit from
more consistent access to credible guidance
and greater awareness of the value of practical
pathways such as apprenticeships, Industrial
Training Institutes (ITIs), and diploma programmes.
These challenges often begin early, shaped by
limited vocational exposure in schools, a shortage
of flexible learning options, and the opportunity
to further expand industry-led, job-ready
programmes. Affordability constraints, particularly
for low-income and informal workers, and limited
mobility across academia, skilling systems, and
1. Government of India, 2025, Demand for Grants of Central Government 2025-26 , India, accessed in Nov 2025.
2. Government of India, Ministry of Skill Development and Entrepreneurship. (2025). National policy for skill development and
entrepreneurship, accessed in Nov 2025.
3. Kumar, S., & Meena, S. (2024). Navigating India’s skill landscape: Bridging India’s skill gap, empowering India’s workforce. Press
Information Bureau, Government of India, accessed in Nov 2025.
the workforce further constrain participation
and progression. These outcome gaps manifest
differently across learner segments and stages,
reflecting variation in preparedness, programme
design, and labour market context, and point to
clear opportunities for targeted reform.
These outcome gaps persist in part because
delivery systems have not kept pace with
changing labour market needs. Curricula in many
institutions remain outdated, alignment with
emerging job roles is limited, and duplication across
programmes reduces efficiency. Infrastructure,
where available, is often underutilised. Further,
the presence of multiple delivery channels,
often operating without sufficient coordination,
makes it difficult to provide learners with an
integrated experience. At the same time, the
demand landscape is evolving rapidly. Shifts
driven by artificial intelligence, automation, and
the emerging climate context are reshaping job
requirements, thus increasing the need to rethink
how skilling is planned and delivered.
The urgency to evolve the skilling ecosystem is
amplified by India’s demographic profile. With
a median age of 28 years
3
, India is among the
youngest nations globally and home to one of the
largest cohorts preparing to enter or transition
within the workforce. This demographic advantage
calls for skilling programmes that are tailored to
specific segments, closely aligned with industry
needs, and designed with a forward-looking
perspective.
In this context, a fundamental reimagination
of India’s skilling blueprint is required. The
objective is to enable personalised, flexible, and
lifelong learning pathways aligned with individual
aspirations. At its core, the vision is for a coherent,
aspirational, and outcome-driven system that
advances national skilling priorities while
reinforcing broader social and economic goals.
NITI Aayog’s initiative in this direction, sets out a
blueprint and outlines the concrete steps required
to translate ambition into measurable outcomes.
₹34,000 Crore
1
total allocation towards skilling by key
Central Ministries in FY 2025-26
₹7.67 Crore
2
individuals formally skilled since 2014-15
23
Approach to this Study
A rigorous and multi-dimensional approach
underpins the analysis presented in this report.
To ensure that findings reflect both scale and
lived experience across India’s skilling ecosystem,
the study adopted a mixed-methods approach
combining quantitative analysis with in-depth
qualitative enquiry. This approach enables
broad patterns to be identified while retaining
sensitivity to variation across contexts and
segments.
The analysis was structured around five distinct
learner and worker segments to enable a
granular understanding of needs, constraints,
and intervention pathways. These segments
span the education-to-employment continuum
and include (i) School students studying from
Grade 6 onwards; (ii) Tertiary learners, including
those pursuing degrees or diplomas in higher
education as well as those enrolled in Industrial
Training Institutes; (iii) Formal workforce (non-
agriculture)
4
and Informal workforce (non-
agriculture)
5
; (iv) Not in Education, Employment
or Training (NEET) youth
6
, comprising individuals
between the ages of 15 and 29 who are not
engaged in education, employment, or training,
as well as those who are unemployed; and
(v) Women, considered as a cross-cutting
segment across all categories. Across these
segments, the analysis focused on understanding
aspirations for education and employment,
unmet skilling needs, and the structural and
behavioural barriers that prevent individuals
from moving from learning to livelihoods.
Together, these segments capture key transition
points where targeted skilling support can shape
long-term outcomes.
Workers engaged in agriculture across both
formal and informal segments were not included
in the scope of this study. This was based on the
consideration that agriculture has distinct labour
market characteristics and sector specific skilling
requirements that require a separate analytical
framework, and is therefore outside the scope of
the present study. Hence, the agriculture sector
would require a further detailed study.
The approach was further strengthened by
a structured review of global skilling models.
Systems in countries such as Germany, Australia,
Indonesia, and Singapore were examined to
understand how different approaches address
scale, quality, industry engagement, and learner
mobility, with a focus on relevance and feasibility
for the Indian context.
4. Formal Workforce: Workers employed in the organised sector with fixed wage/salary and social security (PF, ESI, etc.).
5. Informal Workforce: Workers without formal wage contracts or social security. Definitions adapted from: NCEUS, GoI, 2007.
6. NEET youth - Not in Education, Employment or Training. Age band 15-29 years used in this report, as per the Periodic Labour Force
Survey (PLFS) methodology.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
24
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 These quantitative and qualitative inputs form
the analytical foundation of the report. They
support a grounded assessment of India’s
skilling ecosystem and inform the findings and
directions outlined in subsequent chapters. The
report presents a consolidated synthesis across
the five identified learner and worker segments
and the appendix provides a detailed segment-
wise analysis to reflect differentiated needs and
pathways.
India’s Learners and Workforce: Composition
Who is the skilling system intended to
serve, and how varied are the realities across
learners and workers today? Addressing this
question requires moving beyond aggregate
indicators to a more segmented understanding
of learning and earning pathways. Recent
data points to a labour force of 65.4 crores
7
with 58.4%
8
self-employed, 21.7%
regular
wage employees and 19.8% casual labourers
alongside 79.6 crores
9
who remain outside
the labour force. Included in this category are
~29 Crore
10
students across the education system.
7. 65.4 Cr (45.1%) of LFPR reported in PLFS 2023-24, 79.6 Cr (54.9%) outside labour force. Ministry of Statistics and Programme
Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed in Nov 2025.
8. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
9. 65.4 Cr (45.1%) of LFPR reported in PLFS 2023-24, 79.6 Cr (54.9%) outside labour force, Ministry of Statistics and Programme
Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed in Nov 2025.
10. Government of India, Ministry of Education, Department of School Education & Literacy. (2023–2024). Report on unified district
information system for education plus (UDISE+) 2023–24; Government of India, Ministry of Education, Department of Higher Education.
(2021–2022). All India Survey on Higher Education 2021–22, accessed in Nov 2025.
EXHIBIT 5: MIXED METHODS APPROACH FOLLOWED FOR THE STUDY
Approach
Anchored
in evidence-
based data..
and 60+ in-depth interviews
via a human-centered
methodology
|Rigorous, multi-dimensional
approach was adopted to
ensure insights reflect both
scale and lived experiences
across India’s skilling
ecosystem
|Mixed methods approach
combining quantitative
analysis with deep
qualitative inquiry
|Focus on identifying broad
patterns while maintaining
sensitivity to variations
across contexts and
segments
Qualitative
Focus Group
Discussions
1-1 in-depth interviews to uncover latent needs, views on
skilling, core motivations
Used as a provocation
to understand triggers,
choices and key drivers
Used to capture
skill considerations,
expectations and
motivation
Industry
conversations
across sectors
MSDE State of
Skills Survey, 2024
BCG’s Higher Ed.
Survey 2023
Quantitative
Methodology
Sacrificial Concepts
Skill Preference Canvas
10
100+
10+
~8,000
~4,000
learners
learners
While strengthening understanding with structured review of global skilling models
AustraliaGermany Indonesia Singapore
25
Note: As a static snapshot, this analysis must be complemented by forward projections and periodic calibration to understand the implications for long-run aggregate supply.
EXHIBIT 6: SEGMENTED VIEW OF INDIA’S POPULATION Note: Estimates may vary owing to different data sources (PLFS, UDISE, AISHE, NSS etc.) and reported years (2021-24) 1. 65.4 Cr (45.1%) individuals participating in labour force reported in PLFS 2023-24 (all ages), 79.6 Cr (54.9%) individuals outside labour force 2. UN World Population Prospects 2024 (UNDESA) 3. 29.2 Cr individuals (44.7%) of labour force in Agriculture as per NIC 2008, PLFS 2023-24 (all ages); 4. 34.2 Cr (52.2%) Non-agri working population PLFS 2023-24; 3.8 Cr 15-29 years of working age, PLFS 2023-24 5. 2 Cr (3.2%) of labour force, PLFS 2023-24 6. ~9 Cr (11%) NEET excluding seeking jobs, NSS 78th round 2021; ~88% engaged in domestic duties 7. 29 Cr (36.7%) individuals; UDISE 2023-24 (NEP format) AISHE 2021- 22 8. 27 Cr (34%) individuals; World Population Prospects 2024 (UNDESA) 9. PLFS 2023-24 10. Economic Survey (2021-22) using National Commission for Enterprises in the Unorganized Sector (NCEUS) 2007 11. 15 Cr (18.3%) Includes non-workers above age of 29 that are dependents, people with disabilities/chronic illnesses, vagabonds, involved in household duties, and pensioners (categories as per table B13-SC non workers by main activity (MoSPI) 12. Comprising of Trade, Hotel & Restaurant (77.37), Transport, Storage & Communications (35.55), and Other Services (75.40) as defined in PLFS 2023-24; Strategy for New India @75, NITI Aayog, November 2018
Labour Force:
65.4 Cr(45.1%)
1
Outside Labour Force:
79.6 Cr (54.9%)
1
58.4%
of the labour
force categorised as self-employed
9
21.7%
of regular
wage / salary
19.8%
of
casual labour
Age <5 years 11.3
(14%)
Age 59+ years 15.7
(20%)
Others
11
Agriculture
Non-working & Non Students
Non-Agriculture
Student
Unemployed
NEET Youth
Manufacturing
7.2
(11%)
Services
11
18.9
(77%)
Construction
7.6
(12%)
Electricity & Water
0.34
Mining & Quarrying
0.15
Total Population
2
145Cr (2024)
Estimated count of population by key segments (in Cr)
29.2
3
(44.7%)
3
34.2
4
(52.2%)
4
2
(3.1%)
5
8.7
(11%)
6
29.1
(36.6%)
27
(34%)
8
14.7
(1.8%)
Higher Education 4.46
(20%)
Secondary (Grade 9-12)
6.4
(22%)
Middle (Grade 6-8)
6.3
(22%)
Preparatory (Grade 3-5)
6.7
(23%)
Found
at
ional
(Pre-school- Grade 2)
5.3
(18%)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
26
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
11. Note: Agriculture has distinct labour market characteristics and sector specific skilling requirements that require a separate analytical
framework, and is therefore outside the scope of the present study.
12. National Statistical Office, Ministry of Statistics and Programme Implementation, Government of India, 2022, Periodic Labour Force Survey
2020-21, India; Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education
2021–22; In addition to 4.46 crores students in higher education as per AISHE Provisional Estimates 2022-23 are 44.8 Lakh student in ITIs as of
2026 (Skill India Digital Hub, Ministry of Skill Development and Entrepreneurship; 2026, ITI Dashboard) | Note – Split of non-agri labour force
across formal and informal taken as 20%-80%, accessed in Nov 2025.
13. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
14. Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education
2021–22, accessed in Nov 2025.
15. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
16. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24,
accessed in Nov 2025.
17. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24;
Ministry of Education, Government of India. (2020). National Education Policy 2020; Government of India, Ministry of Education,
Department of Higher Education. (2021–2022). All India survey on higher education 2021–22; In addition to 4.3 Cr students in higher
education programmes (AISHE 20-21) there are 44.8 Lakh student in ITIs as of 2026 (Skill India Digital Hub, Ministry of Skill Development
and Entrepreneurship; 2026, ITI Dashboard) | Note – Split of non-agri labour force across formal and informal taken as 20%-80%, accessed
in Nov 2025.20-21) there are 12.6 Lakh student in ITIs as of 2022 (NCVT MIS ITI Admitted Trainee Dashboard as on12-Aug’25) | Note – Split of
non-agri labour force across formal and informal taken as 20%-80%, accessed in Nov 2025.
To capture this diversity, the study prioritised
segments that reflect the range of transitions
individuals navigate across education, work,
and periods outside the labour market.
The five segments
11
chosen for the analysis
represent ~60 crore
12
people.
|School students: 12 crore
13
students studying
from Grade 6 onwards
|Tertiary education: 4.4 crore
14
students
pursuing degrees or diplomas in higher
education as well as those enrolled in ITIs
|Formal and informal workforce (non-
agriculture): 7 crore
15
people in jobs provided
at least one social security benefit, 27 crore
16
people working in jobs without any social
security benefit
|Women: across segments, with just 3%
being in formal jobs and 71% working in
informal jobs or part of the NEET segment
17
27
Understanding
India’s Learners
Barriers and Needs
SECTION II
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Each barrier influences a different stage of the
skilling journey, from how individuals perceive
options, to whether they can participate and
afford high-quality pathways, acquire relevant
skills, and translate learning into recognised
outcomes. Combined, these barriers explain why
skilling pathways often fall short of delivering
employability, progression, and sustained
livelihoods at scale. The sections that follow
examine each barrier, drawing on evidence
across segments to build a comprehensive
diagnosis of the system.
Barriers Blocking India’s Skilling Momentum
This section identifies a set of barriers that recur
across all learner and worker segments. Drawing
on quantitative survey findings to surface broad
behavioural patterns, and complemented
by qualitative, human-centred research to
capture lived experience, the analysis reveals
five barriers that consistently shape skilling
outcomes across segments, regardless of age,
gender, or employment status. These barriers
relate to information asymmetry and value
perception, access, funds, learning and delivery
models, and structure and governance. While
they manifest differently across schools, tertiary
education, the workforce, and among women
and NEET youth, their effects are recurrent and
reinforcing.
Barrier 1: Information asymmetry and Value Perception
421 53
Lack information,
misjudge skill
value
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
EXHIBIT 7: SUMMARY OF KEY BARRIERS
Information
& Value
Perception
Access Funds Learning &
Delivery
Models
Structure &
Governance
In a system with weak information flows,
learning choices are made without
trusted guidance, participation declines,
options narrow, and livelihood outcomes
remain constrained, even when skilling
options are available.
Across learners and workers alike, the absence
of clear and trusted information on skilling
options and career pathways remains a
persistent barrier. When individuals do not
know which pathways are credible, relevant, or
valued by employers, skilling choices are shaped
by default rather than by informed judgement.
29
18. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All
India Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study 2025; Top
3 answers basis question ’You have not undertaken/completed any skilling programme in past, what are the reasons for not doing any
skilling programme?’, accessed in Nov 2025.
The influence of weak information begins early
in the education journey. Career decisions
are often shaped by constraints such as
examination scores, family preferences, or the
perceived cost of investing in additional skills,
rather than by aptitude, interests, or long-term
career possibilities. In the absence of visible
success stories from similar socio-economic
backgrounds, vocational pathways remain
undervalued from the outset.
By the time learners reach higher education,
these perceptions are reinforced. Formal
degrees are frequently chosen for the prestige
they confer or to become eligible for a highly
competitive set of government job examinations,
rather than for employment outcomes. ITIs and
other skilling pathways are viewed as low-trust or
last-resort options, while online skilling courses
are often perceived as unreliable, overly generic,
or lacking hands-on training.
Limited understanding of returns reinforces
these patterns. Many students are unaware
of the benefits associated with skilling routes
such as diplomas and long-term certifications.
As a result, they default to degree choices
recommended by parents or peers who may
themselves lack labour-market information.
Weak counselling and persistent social stigma
continue to position vocational education as a
second-tier option, even in cases where diplomas
can enable faster entry into work.
Crucially, vocational education is rarely
presented as a credible, growth-oriented
pathway. With limited counselling, social
bias, and low trust in current skill systems and
online courses, the degree programs become
the safer choice. Even when diplomas offer
quicker entry into employment, individuals can
later face stagnation, without clear or trusted
opportunities to pivot, upskill, or progress as
careers evolve.
How significant are these information and perception gaps?
This information gap is widespread. 47% of women, 43% NEET youth, 36% of higher-education
students, 52% of formal workers, 55% of informal workers do not pursue skilling citing lack
of awareness of the right programmes as one of the top 3 reasons for not pursuing skilling.
18NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
30
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 19. Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India Survey on Higher Education
(AISHE). Statistics Division, Department of Higher Education.; 1. All respondents who reported getting a job after UG and reporting their
salary. Average salary in first job after UG and annual growth estimated comparing 1st job and current job salary, accessed in Nov 2025.
20. Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India Survey on Higher Education
(AISHE). Statistics Division, Department of Higher Education.; 1. All respondents who reported getting a job after UG and reporting their
salary. Average salary in first job after UG and annual growth estimated comparing 1st job and current job salary, accessed in Nov 2025.
Generic undergrad degrees include - BA, Bcom, BSc.
Assumption - ‘Difference in salary computed assuming consistent salary growth annually for 10 years.
These challenges are compounded by limited
guidance and counselling within schools and
colleges. For those already in the workforce,
uncertainty about what to learn and where to
learn from contributes to inaction and career
stagnation. Awareness of government schemes,
apprenticeships, and scholarships remains low,
including initiatives such as Pradhan Mantri
Kaushal Vikas Yojana (PMKVY), Deen Dayal
Upadhyaya Grameen Kaushalya Yojana (DDU-
GKY), and the PM Internship Scheme, making
it harder for people to make informed choices.
Ironically, the people who stand to gain the most
from the skilling pathways are frequently the
least connected to trusted information channels
that would help them navigate these options.
For women in particular, these constraints
are intensified by concerns around trust,
social permission, safety, time availability, and
uncertainty about employment outcomes. Even
where the desire to work or upskill exists, trusted
support systems are often missing.
What do learners forego when this information is not visible at the point of
decision?
Salary data from BCG’s Higher Education Survey shows that individuals pursuing a
generic undergraduate (those pursuing B.A., B.Sc. or B.Com.) without skilling earn an
average starting salary of ₹22,000 per month, with annual growth of 3.2%, compared
to ₹29,000 per month at the same growth rate for a generic undergraduate with
skilling
19
. Over time, this difference compounds. This ₹7,000 per month difference
in the starting salary between those who pursued skilling and those who didn’t
for generic degree undergraduates can compound to a total income difference of
~₹9.7 Lakh over a period of 10 years
20
. Yet information on these returns rarely reaches learners
when choices are being made. It must be noted that while diploma and certificate pathways
show higher returns in the study compared to generic degrees, their quality and delivery still
require improvement (as detailed in subsequent sections). More critically, learners today
lack access to reliable, course-level information on expected outcomes. Given that these
insights are based on a limited sample, a wider, at-scale effort is needed to systematically
capture outcomes and build a robust database for evidence-led counselling and guidance.
I am unaware of the skilling programmes around me. I can’t ask in my neighbourhood. It
doesn’t reflect well on me as a daughter-in-law.
Recently Married Woman from Vijaywada (peri-urban)
31
Access to meaningful skilling opportunities
remains constrained at multiple points across
the learning and working lifecycle. Even where
awareness exists, learners and workers often
face practical limits on where, how, and when
skills can be acquired.
Access gaps in school and higher
education
At school level, early exposure to vocational
options remains limited. The National Education
Policy (NEP) 2020 envisaged that 50% of
students would have exposure to vocational
subjects by 2025, and all students by 2030
21
. NEP
2020 specifies dedicated hours for vocational
exposure from grade 6, yet implementation is
still in its nascent stages.
As a result, many students move through
schooling with little hands-on exposure to
contemporary trades or work-linked General
Employability and Entrepreneurship Skills. This
constrains informed choice and contributes to
gaps in foundational employability skills such
as communication, problem-solving, and basic
digital literacy. Further, gaps in practical and
business-oriented skills make transitions into
self-employment difficult. These constraints
carry forward into higher education, where
industry-integrated programmes remain limited
and employability skills such as communication
and workplace readiness are rarely embedded
within degree curricula.
Barrier 2: Access
Access determines whether individuals are able to engage with skilling opportunities in
practice. It is shaped by limited early exposure, inflexible delivery formats, geographic and
workplace constraints, and weak pathways to apply skills after training. Together, these factors
influence who participates in skilling, when they do so, and whether learning translates into
employability, progression, or sustainable livelihoods.
As of December 2025, skill education initiatives under Samagra Shiksha had been implemented
in 25,140 schools, covering over 35.5 lakh students.
22
21. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
22. Press Information Bureau, 15 July 2026.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
32
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 23. Ministry of Finance, Department of Economic Affairs, Government of India. (2025). Economic Survey 2024–25, accessed in Nov 2025.
How does a lack of access impact
women?
For women, and especially mothers, access
constraints are further shaped by caregiving
responsibilities and household schedules. Fixed
training formats are often incompatible with
daily routines. Access to high-quality, advanced,
and industry-linked skilling remains limited, and
enabling infrastructure such as safe transport,
secure childcare, and nearby training centres
is often absent. Even after training, the lack of
flexible and dignified livelihood options prevents
skills from translating into sustained economic
participation. As a result, many women turn
to small, home-based self-employment that
promises flexibility, but face constraints related
to autonomy, access to capital, and market
linkages.
This early access gap is reflected in employability
outcomes. The Economic Survey 2024-25 notes
that a significant share of the workforce enters
the labour market without job-ready skills,
particularly in communication, applied problem-
solving, and role-specific competencies. Only
8.25% of graduates are employed in roles aligned
to their qualifications
23
. Limited exposure to
practical learning and industry-aligned training
continues to constrain employability, even
among formally educated youth.
For workers unable or unwilling to migrate,
access gaps are compounded by the scarcity of
proximate, part-time or flexible job opportunities.
Access to viable self-employment pathways
are also limited. Informal workers often turn to
entrepreneurship because regular employment
offers low returns and little security, even when
they lack education, market knowledge, or
financial buffers.
My boss won’t tell me the trade secrets as he is scared that I will also rise and do better…
Multiple Employees in Formal and Informal Workforce
How lack of access manifests for those in the workforce?
For those already in the workforce, access constraints take a different form. Informal workers,
especially those dependent on daily wages, face high opportunity costs when engaging in
skilling. Time away from work directly affects income, making participation difficult. Further,
flexible skilling formats remain limited, whether in programme duration (short-term versus
long-term), mode of engagement (part-time versus full-time), or mode of delivery (digital,
physical or phygital). This limits the ability to pursue skilling along with work and household
responsibilities. As a result, many continue to remain in stagnant roles with low-income
growth opportunities.
In several trades (across formal and informal work), access is further restricted by informal
gatekeeping. Senior workers are often reluctant to share advanced techniques or knowledge,
slowing skill transfer and progression into better roles or wages. In practice, advancement
can stretch over many years, reflecting not an absence of skill, but restricted access to
learning opportunities.
33
EXHIBIT 8: AMBITIONS OF WOMEN CONFINED BY GEOGRAPHY AND NORMS
~75% prefer programmes within 5 km
radius - anything beyond a 5 km radius or an
unfamiliar location becomes inaccessible
78% prefer part-time courses – where
they can manage household/caregiving
responsibilities along with learning
Ques. How far did you travel for the skilling course?
(N=1938 women)
37%
20%
68%
10%
2%
<2 km 2-5 km 6-10 km11-20 km>20 km Self-
paced
course
Part time
course
(8 hr/
weekend)
Part time
course
(2-3 hr/
day)
Full time
course
(8 hr/day)
37%
16%
6%
4%
Ques. Which of the following best describes the
time commitment from your end for the skilling
course (N=1,938 women)?
… LIKE SANGEETA, AMBITIONS OF MANY WOMEN ARE CONFINED BY GEOGRAPHY & NORMS
Sangeeta married at 21 and soon had children.
She wants to learn a skill and earn a small supplementary income to support her
household. But her options are shaped by where she lives and what she is
permitted to do.
Training centres that are more than a few kilometres away are effectively inaccessible.
Family expectations, safety concerns, and caregiving responsibilities mean
she cannot travel beyond a familiar 3-5km radius, nor commit to fixed, full-day
programmes.
As a result, even nearby work or training remains out of reach, keeping her desire to
contribute financially unfulfilled.
A WOMAN WITH ASPIRATIONS,
SEEKING OPPORTUNITY...
Women
24. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship.; Immersion interviews conducted by BCG team, accessed in Nov 2025.
Barrier 3: Funds
Across segments, the affordability challenge is not limited to fees alone. It reflects a
combination of direct costs, foregone income, and constrained access to high-quality
options that are frequently priced beyond reach. Together, these factors shape who can
invest in skilling, what kind of skilling they pursue, and whether learning can translate into
sustained livelihood gains.
68% of women prefer part-time courses and 30% prefer short duration courses
24
.
Source : State of Skills Survey, 2024; Ministry of Skill Development and Entrepreneurship (MSDE)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
34
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Affordability remains a binding constraint
across skilling pathways and learner segments.
Workers, particularly in informal or low-wage
roles, face high opportunity costs from time
away from work. NEET youth are constrained
by the absence of income and the sunk cost of
prior education. Students often cannot layer paid
skilling onto existing financial commitments.
For women, limited control over finances and
competing household responsibilities further
restrict the ability to invest in skilling. As a result,
paid skilling is frequently financially infeasible
for large segments of the population.
Students, especially those from low-income
households, are already stretched by college
expenses and, in many cases, private tuition. As
a result, making additional investment in paid
skilling alongside a traditional degree is often
financially unviable. As a result, many students
choose to get themselves a formal job/income
source after graduation to support their families
and often end up taking whatever brings in
some stable income even if that is low paying;
others, however, struggle to transition into work
and become NEET.
Which skilling options remain out of
reach for learners, particularly students,
due to cost?
Advanced or placement-linked programmes,
which act as a gateway to stable and well-paid
jobs, are frequently priced beyond reach, limiting
access for those who need them the most.
Generic degrees such as Bachelor of Arts (BA),
Bachelor of Commerce (B.Com) and Bachelor
of Science (B.Sc) seldom translate into direct
employment and even entry-level roles often
require workplace readiness skill certifications,
such as Tally or Office applications. A lot of
industry-recognised private upskilling courses
continue to be prohibitively expensive, which
25. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; N= 281 (unorganised who skilled or in skilling), Aggregated responses basis question ‘What was the
course/teaching fees you paid for the certification/training/skilling programme, accessed in Nov 2025.
26. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata
for All India Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study
2025; Aggregation basis question ‘ What was the course/teaching fees you paid for the certification/training/skilling programme. Please
consider only course/teaching fees and exclude any hostel/meal expenses’, accessed in Nov 2025.
prevents students and workers from getting a
better paying job and keeps them trapped in
stagnant roles with limited prospects for career
advancement.
Cost sensitivity is particularly acute among
informal workers: 80%+ of informal workers
pursue skilling either free of cost or for less
than ₹10,000
25
. This reflects not preference, but
constraints. Even when skilling is subsidised, the
opportunity cost of participation remains high.
Learners who are primary earners, especially
those with unstable or daily wage incomes,
cannot afford to forego wages for days, weeks,
or months of training.
For women, affordability constraints intersect
with access and aspiration. Limited control
over finances often compels women to choose
skilling options that are affordable rather than
aligned with long-term career goals. Many select
tertiary education or vocational courses based
on cost alone, while others are unable to pursue
skilling at all.
These patterns are reflected in participation
data. Among those who pursue skilling, 72% of
women take up skilling through free courses
or pay less than ₹5,000 per course compared
to 52% men
26
. While this enables entry, it often
limits access to advanced, industry-recognised
programmes that lead to stronger employment
outcomes.
Public funding support and government
schemes do exist. However (and as stated earlier),
many learners remain unaware of the financial
assistance they are eligible for or find application
processes complex and difficult to navigate.
35
Barrier 4: Learning and Delivery Models
The quality challenge reflects a combination of weak foundational skills, limited delivery
capability, outdated curricula, inadequate industry linkage, and insufficient opportunities for
applied learning. Together, these factors shape how effectively skilling builds employability,
supports progression, and enables learners to translate credentials into meaningful work,
self-employment, or income acceleration.
Across schools, colleges, and skilling institutions,
learning and delivery models remain overly
theoretical and weakly connected to workplace
requirements, limiting job readiness and career
progression.
School and tertiary education curricula remain
outdated and classroom-bound, creating a
gap between what learners study and what
workplaces require. In schools, vocational
education remains limited in both reach and
design as only 8% of secondary and higher
secondary schools offer NSQF-aligned skilling
27
,
and where available, it is typically an optional
or add-on subject rather than integrated into
the core curriculum or a dedicated vocational
pathway.
Practical training, hands-on projects, and industry
exposure are largely absent across both school
and higher education. As a result, foundational
employability and entrepreneurship skills are
not systematically built. Schools continue to
find it challenging to develop basic numeracy,
communication, and digital skills, weakening
learners’ confidence in interviews and workplace
interactions. Students from regional-language
schools face compounded challenges, as
limited exposure to workplace communication
and interview preparation further constrains
employability and long-term career growth.
We study concepts, but we don’t know
how they are used in real jobs.
Recent Graduate from ITI in Rural
Maharashtra
27. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau.
India, includes all schools – government, government-aided and private, accessed in Nov 2025.
28. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; % students ranking the option in top 3 basis question ‘What according to you are the reasons
because of which you are not getting a new job? ; N=582 seeking new jobs, accessed in Nov 2025.
29. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; % students ranking the option in top 3 basis question ‘ You mentioned you are not satisfied with the
overall education outcome, can you tell us what are the problems/pain points you experienced while you were pursuing the course ? ; N =
2795 UG students, accessed in Nov 2025.
36% workers cite digital skills and 18% cite
communication as challenges in finding
jobs due to weak foundations.
28
Delivery quality reinforces these gaps. For
instance, in higher education, practical
courses, where included, are often mapped
to faculty without industry know-how, such
as commerce teachers delivering digital
marketing content. Stretched faculty capacity
and inadequate laboratory infrastructure reduce
the effectiveness of skill development, leaving
students with outdated or superficial exposure.
These constraints undermine the ability of
learning to translate into updated, job-relevant
capabilities.
Job readiness support is also weak. Curriculum
Vitae (CV) writing, mock interviews, and
structured job-search preparation are not
formally built into tertiary education, leaving
students to rely on costly private coaching or self-
preparation. This results in learners entering the
job market without confidence in articulating
their skills.
34% of students cite lacking skills and 18%
cite lack of interview preparation as key
pain points while pursuing degrees.
29NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
36
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 61% of higher-education students who
aspire to entrepreneurship are not aware
of pathways to pursue it.
31
Misalignment with local industry demand,
especially in short-term programmes further
weakens delivery effectiveness. Skilling
programmes are not aligned with nearby
economic opportunities (e.g., within a district),
with the result that even after acquiring new
skills, many learners struggle to find local
roles aligned with their training, leaving them
disconnected from jobs in their own regions. As
learners move into higher and tertiary education,
these misalignments persist, reinforcing gaps
rather than correcting them.
Entrepreneurial pathways within education are
also underdeveloped. Schools, colleges, and ITIs
do not systematically provide business-readiness
modules, mentorship, or local incubation
support, limiting the ability of learners to pursue
self-employment or nano-enterprise pathways.
As a result, those interested in entrepreneurship
are left without tools to succeed and remain
highly dependent on informal guidance.
30. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; N = 2795 UG students, accessed in Nov 2025.
31. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; N = 3512 aspiring to skill, accessed in Nov 2025.
How do learning and delivery models
impact those already in the workforce?
For those already in the workforce, learning
and delivery constraints take a different form.
Across sectors, mid-career and declining-role
professionals lack structured reskilling pathways,
leaving them vulnerable to disruptions such
as Artificial Intelligence (AI) adoption. Many
recognise the risk late or postpone action due
to the absence of clear, practical learning routes.
These challenges point to learning and delivery
systems that do not consistently build job-
relevant skills, proof of work, or adaptive capacity.
Weak practical exposure, poor industry linkage,
tokenistic work-based learning, and limited
support for reskilling and entrepreneurship
constrain the translation of learning into
employment and progression outcomes across
the life course.
We study concepts, but we don’t know
how they are used in real jobs.
Data Analyst, New Delhi
Rigid and static job roles leave little scope for
learning or growth, while survival-oriented
work offers limited time, flexibility, or employer
support for upskilling. Workers in factory lines,
shops, or clerical roles face few opportunities
for structured learning or progression, trapping
them in low-growth trajectories. Where skilling
options do exist, they are often overly theoretical
and weakly connected to job progression.
Work-integrated learning, which should bridge
education and employment, often falls short.
Internships and apprenticeships are frequently
superficial or tokenistic, limited to observation
with unclear learning outcomes and limited
guidance. Without demonstrable skills or
experience, students struggle to convince
employers of their readiness. This gap is reflected
in outcomes.
80% of higher-education students cite
lack of practical experience and industry
exposure as a major pain point, and 47%
of formal workers identify lack of prior
work experience and internships as the
top challenge in finding new jobs.
30
37
Structural governance challenges manifest in
how skilling initiatives are planned, funded, and
delivered across Centre-State arrangements.
Parallel programmes and funding streams often
operate with limited convergence, leading to
duplication in some areas and gaps in others.
At the operational level, skill funding, programmes,
and infrastructure are distributed across multiple
ministries and Centre–State arrangements, often
with limited coordination. This results in similar
programmes being implemented in some
geographies while others remain underserved.
Training centres and laboratory infrastructure
are utilised inconsistently across regions, with
capacity underused in certain locations and
unavailable in others. For learners and training
providers, this fragmentation translates into
uneven access to facilities, variable delivery
quality, and disrupted skilling pathways.
Barrier 5: Structure and Governance
I have heard of the Central apprenticeship
schemes for my trade but not sure if my
certification makes me eligible for it since
the course I completed was run by the
State government.
Student Trying to Get Employed
Policy rules in several sectors continue to prioritise
formal degrees over demonstrated skills. Degree-
based eligibility norms, particularly in government
and public sector recruitment, restrict skill-based
hiring and reinforce credential-driven pathways.
This limits incentives for hands-on teaching and
practical training and encourages a focus on
enrolment scale rather than learning quality, job
readiness, or outcomes. The situation is similar
in private sector jobs as well, although a few
organisations are now beginning to recognise
and implement skill-based hiring policies such
as recruiting done on the basis of skill-based
job descriptions, practical assessments and
interviews, and recognising skill certifications.
Another challenge at hand is the absence of
clear mandates, standard operating procedures
and incentives for industry co-ownership which
weakens alignment between skilling provision
and labour market demand. While industry
participation exists, accountability for training
relevance and outcomes is often missing. For
example, there are no incentives for private
employers to formally recognise and credit work
experience of their informal or entry level workers
in line with National Credit Framework (NCrF)
principles.
Finally, implementation gaps further compound
structural challenges. For example, the rollout of
reforms such as the National Credit Framework
(NCrF) is still very nascent and uneven. Academic
institutions, industries, and training providers
often lack clarity on processes and responsibilities,
limiting consistent and scalable adoption.
The NCrF is an excellent concept. I did not
realise that it had been a while since it was
launched. We are keen to recognise our
gig and full-time staff experience. How
can we start?
Head of Mid-sized Staffing Company,
Tamil Nadu
There is a lot of confusion and unawareness
with so many agencies and programmes,
for e.g., on apprenticeship. We get requests
for hiring individuals under National
Apprenticeship Training Scheme (NATS),
National Apprenticeship Promotion
Scheme (NAPS), State programmes.
People and processes are different,
and while these are excellent schemes,
understanding and implementing them
can get challenging.
Head of HR,
Large Automotive CompanyNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
38
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Need Gaps Across Learners
The barriers identified so far explain the
challenges of the skilling ecosystem across
information and value perception, access, funds,
learning and delivery models, and structure
and governance. The question that follows is
therefore direct: what core needs must be
addressed for skilling to function as a reliable
pathway across education, work, and re-entry?
Across learner and worker segments, a consistent
set of needs emerges. While constraints differ
by stage and circumstance, these needs recur
across segments and shape participation, choice,
and outcomes in different ways.
A foundational need, particularly at school and
tertiary levels, is access to trusted information
and guidance. Early information gaps and
misjudged value perceptions point to the need
for counselling and aspiration-building that
begins in school and continues through key
transition points. For students and parents, this
includes clear articulation of skilling pathways,
outcomes, and return on investment. For women
and NEET youth, the need extends to trusted
mentorship, peer networks, and safe guidance
channels that support informed decision-
making.
Linked to this is the need for early and sustained
access to skilling within the education system.
Exposure to skilling, both General Employability
and Entrepreneurship Skills and trades, in
schools is essential to build familiarity with work-
linked learning and normalise skills as part of
mainstream education. In tertiary education,
this translates into access to practice-based,
industry-aligned curricula with embedded
skilling tracks, internships, and apprenticeships
that support job readiness rather than credential
accumulation alone.
Affordability-related barriers point to a clear
need for viable financing mechanisms across
segments. Students require access to financing
and loan options for high-quality programmes.
Workers need support or incentives to offset
opportunity costs. NEET youth and women
require affordable or subsidised training options,
alongside dedicated financial support where
constraints are most binding. Across segments,
the ability to combine learning with earning
remains a central requirement.
Barriers related to quality and relevance highlight
the need for work-ready learning and delivery
models. In schools, this means integration of
employability and foundational workplace skills
within the curriculum along with robust and
practice-oriented vocational delivery. In tertiary
education, it requires industry-aligned curricula,
access to internships and apprenticeships,
and structured job-readiness support. For the
workforce and NEET youth, the need shifts
towards mid-career reskilling, self-employment
pathways, and learning options aligned with
local demand and emerging sectors.
Underlying these segment-specific needs is a set
of system-level requirements. Convergence of
schemes and funds, skills-first hiring practices,
and clear mandates for industry-led training and
certification are essential to ensure coherence.
Strong implementation mechanisms, including
robust recognition of prior learning, are needed
so that skills acquired translate into recognised
credentials and mobility across education,
skilling, and work.
Therefore, these needs reflect how common
system constraints manifest differently across
learner segments, while remaining anchored
in the same core dimensions. They provide the
organising logic for the strategic responses
outlined in the following section.
39
EXHIBIT 9: NEED GAPS
Lack information,
misjudge skill
value
Information
& Value
Perception
Access Funds
Learning &
Delivery Models
Structure &
Governance
School
|Access to trusted
information and
guidance for
students and
parents
|Access to
foundational
employability
skills and
vocational
pathways in
school
|High quality labs
and teachers
for vocational
and general
employability
subjects
|Convergence
of schemes
and funds
|Skills-first
hiring policies
|Employer
incentives and
mandates for
industry-led
training and
certification
|Strong
infrastructure
footprint for
scheme roll
out like RPL
|Structured
pathways for
re-entry and self-
employment
Keen to skill,
unable to reach
High on
motivation, low
on means
Open to
work, without
workplace skills
Lack of
alignment with
learner needs
|Access to
industry-aligned,
practice-based
degrees with
multi-entry,
multi-exit
pathways
|Industry-
aligned
curriculum
|Access to
internships/
apprenticeships
|Structured job-
readiness support
|Access to
financing and
loan mechanisms
for high-quality
courses
Technical
and
Higher Ed
|Access to flexible,
hybrid, modular
delivery formats
|Wage support/
incentives to
offset skilling
opportunity costs
|Outcome
based courses,
mid-career
reskilling and
self-employment
pathways aligned
to local demand
|Awareness
of advanced
skilling options
and relevant
government
schemes
Workforce
|Trusted
mentorship and
job discovery
channels
|Women-focused
career guidance
and peer
networks
|Access to
proximate,
flexible work
opportunities
with safety/
transport
facilities
|Affordable,
subsidised
training and
financing options
NEET
|Dedicated
financing
support for
women
WomenNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
40
Reimagining
India’s Skilling
Core Reforms, System Enablers and
a New Skilling Architecture
SECTION III
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Based on the barriers and needs identified across
segments, a focused set of core reforms and
system enablers to drive system-level change
have been identified.
Addressing the structural and delivery gaps
identified across the skilling ecosystem requires
moving beyond fragmented interventions to
a focused set of systemic shifts. Core reforms
represent these shifts. They concentrate effort
on a limited number of priority changes in how
the ecosystem operates, at points where learners
and workers often encounter barriers. Each core
reform targets a specific transition, such as early
integration of skills in education, closer linkage
between learning and work, or access to reskilling
the workforce.
System enablers provide the conditions required
for effective implementation. System enablers
address how the system operates across
policy, institutions, financing, and technology.
They support recognition of learning across
institutions, portability of credentials, and
mobility between education, skilling, and work.
System enablers also strengthen coordination,
align incentives, and ensure that information,
funding, and digital infrastructure work together,
reducing fragmentation and administrative
barriers.
Each core reform and system enabler is anchored
in clear, actionable concepts designed to be
implemented on the ground and adapted across
diverse State contexts. Taken together, these
elements define how skilling can move from
episodic participation to continuous capability-
building. They are designed to be implemented
on the ground, adapted by States to local
contexts, and coordinated across ministries
and stakeholders. The following section sets out
these core reforms and system enablers and
supporting concepts in detail.
43
System Enablers
Core
Reforms
Skill integration
in Schools
1
Outcome-linked,
industry-backed
programmes
3
Guidance and
perception
building
5
Digital Skills
Passport
1
NCrF adoption for
pathway mobility
3
Viable PPP/PSE
Apprenticeship
Embedded Degree
Programmes
2
Apprenticeship
for all
4
Outcomes-based
Financing
2
Skills-first policies
and infrastructure
4NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
44
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 EXHIBIT 10: CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING
CONCEPTS TO IMPLEMENT THEM
Flagship Standalone Skilling Programmes
Nano/micro/short-term credentials for upskilling in priority
State Apprenticeship Platform
Unified portal for all apprenticeship/internship schemes with
unified budgets
NCrF Toolkit
NCrF playbook for day-to-day adoption across institutions
Targeted Skill Vouchers/
scholarships
For emerging, at-risk sectors and
priority segments
Skill Financing Scheme
Digitising and operationalising
frictionless access and placement
linked repayment of loans
Back to School
Schools as safe space for women to (up/re)skill
Skill-First Hiring Mandate
Skill-based JDs and selection
Upskilling Leave
Unpaid learning leave with job security
Surakshit Saathi
PPP-led hostels & transport for women
GEES for All
General Employability and
Entrepreneurship Skills
Kaushal Tracks
Vocational track in school
Skilling Hub
PPP-led campuses
for outcomes
Apprenticeship
Embedded Degree
Programmes
Work-Integrated Degree
Programmes
Flexible, modular, industry linked degrees
Sakhi Booths
Trusted, local spaces for awareness
Physical-led Phygital Digital Led
School and
Higher Education
Workforce
Women
Pathway Clinics in school and
higher education
Counselling for parents & students
Skill Sure
What to skill ? Curated skill/course
discovery platform
Hunar Utsav
Below the Line(BTL) campaign for
skilling pride
Skill Scout
Where to skill ? Credible skill
centre discovery platform
Skill Saathi Kendras
Decentralised Offline Counselling
My Guide
AI-led lifelong career companion
for workforce
Community Women Circles
Mentorship networks for
early guidance
Women Centric App
Safe, private access to info and
microlearning
Skill Skore
Skill and future readiness score
Skills Passport with Digitally
Verified Credentials
Stackable, verifiable credentials
for work and skills
MyCV
QR-based CVs for ease of showcasing
work experience
Skill DX
Data exchange and tech layer to
power lifelong learning solutions
National Career Outcome Repository
Salaries, job roles, sectors, etc.
Digital Job Discovery
LocalWorks - Hyperlocal, flexible
job discovery
FlexEarn - Part-time opportunities
for students
Workfolio
Digital portfolio & hiring network for
blue-collar
Skill integration
in Schools
Viable PPP/PSE models
in technical and higher
education
Outcome-linked, industry-
backed programmes
Apprenticeship for all
Guidance and
perception building
Digital Skills Passport
Outcomes-based
Financing
NCrF adoption for
pathway mobility
Skills-first policies
and infrastructure
45
The Core Reforms
Core Reform 1 Skill Integration in Schools
Skilling must begin early if it is to shape
employability, choice, and progression later in
life. With students spending a significant portion
of their formative years in schools, the absence
of structured skill-building during this period
leaves lasting gaps. Current curricula place limited
emphasis on foundational employability skills
(including critical thinking, problem-solving,
communication, and financial awareness),
entrepreneurship know-how as well as trade-
related skills that underpin career readiness
across pathways. This must be supplemented
with adequate teacher capacity and instructor
preparedness.
In Grades 11 to 12, students have the option to further specialise their skills e.g., operating advanced
machinery.
32. Ministry of Skill Development and Entrepreneurship. (2025). Integration of Skills with Formal Education. Press Information Bureau. India.
33. Ministry of Education, Government of India. (2020). National Education Policy 2020.
34. National Council of Educational Research and Training. (2023). National Curriculum Framework (NCF) .
Source: Chapter 9, National Curriculum Framework for School Education 2023
EXHIBIT 11: NCF RECOMMENDATIONS ON INTEGRATING SKILLS IN SCHOOL EDUCATION
Working
with Life
forms
Working with
Machines and
Materials
Project work focused on ‘developing
capacities to do productive work that
involves plants and animals’ (e.g., a
vegetable garden or a chicken coop).
Skills involve practical work and
knowledge of biology
Floriculture, dairy farming, sugarcane
cultivation, or natural farming
Grade 6-8 Grade 9-10
Handicraft work using paper,
wood, clay, fabric. Skills include
manual dexterity, tool use, and
attention to detail
Robotic welding, advanced
carpentry and tailoring. Use of high-
tech machining and automated
manufacturing equipment
Activities like helping in a nursing
home or working in a shop.
Students develop interpersonal
communication and compassion
Housekeeping, wellness/beauty,
tourism/hospitality
Working
in Human
Services
Form of Work
Progress to date on Skill Integration in Schools
Acknowledging the importance of deep integration of skilling with academia, the NEP 2020
has already laid down the guidelines calling for all educational institutions to enable access
to skills within the school education system. However, less than 1 in 12 secondary schools
32
today offer vocational subjects, falling short of the NEP target
33
(at least 50% of learners
shall have exposure to vocational education programmes by 2025 and all students by 2030).
The NEP’s guidelines have now translated to curricula frameworks via the latest National
Curriculum Framework (NCF)
34
. Students are recommended to be exposed to and develop
basic skills in three forms of work (work with life forms, work with machines and materials,
and work in human services) at the preparatory, middle, and secondary stage. NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
46
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Considering these guidelines, several Central
and State Boards are adapting the framework
and introducing skilling in schools. For
example, the Central Board of Secondary
Education (CBSE) has introduced vocational
skilling from the middle school level, offering
students early access to practical skill-building.
In Grades 6 to 8, this takes the form of short
12-hour modules designed to provide a basic
understanding of different vocations. At the
secondary level, students can choose from a
range of competency-based subjects aligned
with the National Skills Qualification Framework
(NSQF), alongside efforts to establish Skill Hubs
within schools
35
. States have also refined these
requirements to suit local needs. For instance,
Punjab has introduced vocational streams for
Grades 11 and 12 in its Hunar Sikhya Schools.
Students in these schools take compulsory
subjects that build broad transferable skills (e.g.,
Functional English, Technology in Everyday Life),
alongside three elective trade subjects in their
chosen domain (e.g., three subjects related to
Healthcare Sciences & Services)
36
.
Building further on the policy initiatives and
anchored on the underlying need for Skill
Integration in Schools, this bet suggests
embedding employability and vocational skills
within the school curriculum to prepare every
learner for the future.
General Employability and Entrepreneurship
(GEES) for All, as a foundational set of skills
addressing communication, digital skills,
financial literacy, teamwork, problem-solving
and entrepreneurship is recommended to be
introduced from Grade 6 through Grade 12 across
all schools. Evidence from longitudinal and
experimental studies indicates that foundational
skills such as communication, problem-solving,
and basic digital capability are associated with
improved job outcomes, including higher
employment rates and earnings
37
, and translates
into meaningfully higher wage outcomes
for professionals with comparable technical
skills when complemented by strong soft
skills
38
. Industry demand mirrors this need,
with employers consistently emphasising
foundational employability skills as essential
across roles and sectors.
International practice reflects broad adoption
of this approach, with countries such as Ireland,
South Africa, and Singapore integrating
employability and career education within school
curricula. For States, these findings suggest the
value of embedding GEES within mainstream
schooling as a universal baseline, ensuring that
all students acquire core employability skills
alongside academic learning.
35. Central Board of Secondary Education. (2025). Secondary school curriculum (2025–26).
36. Punjab School Education Board. (n.d.). Scheme of studies for Hunar Sikhya School.
37. Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451–464.
38. Deming, D. J. (2015). The growing importance of social skills in the labor market (NBER Working Paper No. 21473).
National Bureau of Economic Research.
47
In parallel, Kaushal Tracks focused on specific
trades can be introduced from Grade 9
onwards. These dedicated vocational pathways
can help integrate vocational education into the
school curriculum through multiple delivery
models. These trades will be offered at a sub-
set of schools with Grade 9 to 12 depending on
school enrolment, infrastructure availability and
budgets. Trade offerings can be informed by
local demand, broader aspirational choices, and
national skill requirements, ensuring relevance
without over-concentration. Evidence from a
Ministry of Education and World Bank study
indicates that current vocational trade offerings
in schools are largely agnostic to district-level
economic demand
39
. In many locations, the
selection of trades does not systematically reflect
local industry presence, emerging employment
clusters, or realistic post-school opportunities
available to students within their districts.
39. Ministry of Education, Government of India. (n.d.). Jobs at your doorstep (with World Bank).
EXHIBIT 12: GEES FOR ALL
GEES for all | Academic evidence, global examples, and India’s frameworks
make universal GEES a clear capability unlock
1 2 3
Evidence suggests GEES
delivers substantial
long-term returns
Global practice
shows widespread
adoption
Implications for States
Policy frameworks have
begun creating space
for GEES in schools
Longitudinal studies show
that social-emotional
and employability skills
developed in adolescence
predict employment,
earnings, and career
stability decades later
1
26% higher wages
for people with same
technical skills but higher
soft skills
2
; 30% increase
in performance of people
with good soft skills
3
;
85% of an employee’s job
success from soft skills
4
Develop grade-wise
framework; leverage
NCVET framework
as reference
Curate content
aligned to levels in the
qualification framework
Introduce GEES for all
grades & schools with
modules integrated into
existing subjects (where
possible) and independent
GEES modules
Offer nano/micro-
credentials/certifications
(in addition to grade
certifications)
GEES embedded in all subjects
(communication, problem solving,
etc. ) + short courses on digital
media, enterprise etc.
Mandatory subjects on personal
development, career guidance,
entrepreneurship etc, + workplace
readiness modules
Integrated across subjects -
Career exploration, digital literacy,
self-awareness modules
Ireland
South Africa
Singapore
NCF implicitly
references employability
skills (teamwork,
communication, problem-
solving) but lacks grade-
level differentiation
NCVET has developed
frameworks, micro/
nano modules (English
language literacy, self
employment
& entrepreneurship etc.),
and assessment rubrics
which can be aligned to
State context
1. Hard evidence on soft skill - James J. Heckman, Tim Kautz; 2. For the period 1980-2012, Research by David Deming, Professor, Public
Policy at the Harvard Kennedy School; 3. Research by global organisational consulting firm Kornferry, 2019; 4. Research by Stanford
Research Center and Harvard University, 2015NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
48
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Global practice shows that dedicated vocational
pathways at the senior secondary stage are a
common and established feature of schooling
systems. Countries such as Indonesia, Germany,
South Korea, and Australia offer explicit vocational
tracks from Grades 9–12, typically through a mix
of dedicated vocational schools, apprenticeship-
integrated models, and school-based pathways
linked to external certification. Coverage is
often choice-based, with a significant share
of students opting into vocational tracks, and
delivery emphasises hands-on training, industry
exposure, and trade-specific curricula leading
to recognised competencies. For States, this
evidence highlights the value of offering
structured vocational pathways at the senior
secondary level, alongside academic options, to
enable deeper skill development and clearer
transitions into work or further technical
education.
EXHIBIT 13: KAUSHAL TRACKS: BENCHMARK FOR GRADES 9 AND 10
Indonesia, Germany and South Korea offer dedicated in-depth
vocational study after grade 9
Explicit vocational
pathway after
grade 9
Choice based;
~45% in vocational
schools
Trade agnostic
vocation-oriented
track within regular
school system
Systemic
assignment;
~20% of students
Early vocational
track assignment
with transition to
apprenticeship
dual system
Choice based
and systemic
assignment
(teacher decision
binding in 8/17 States)
Explicit vocational
pathway after
grade 9
Choice based;
~25% in vocational
schools
Dedicated
vocational schools
Regular
schools - Normal
(Technical) track
Dedicated
vocational schools
Dedicated
vocational schools
System
approach
Coverage
Mode of
delivery
Skill
curriculum
~50% vocational
curriculum,
mandatory
internships,
competency
certification
Broad based
technical electives;
optional MOE-ITE
applied electives in
some schools
|Grade 9 -
Broad exposure
|Grade 10 -
apprenticeship +
in-depth school
learning
In-depth trade
specific curriculum,
school-industry
cooperative for
hands on training
Indonesia Singapore Germany South Korea
49
As we move towards implementation, four
potential school archetypes emerge, which States
can further evaluate as they consider integrating
skilling in schools. (i) The first archetype are ‘GEES-
only Schools’ that are envisioned to focus on
providing general/foundational employability and
entrepreneurship skills, without multi-skill labs.
(ii) The second archetype of schools are ‘Vocational
Integrated Schools’ that are expected to provide
at least two trade labs for deeper vocational study
from Grades 9 to 12 in addition to offering GEES
from Grade 6.
(iii) Third are ‘Large Industry Sponsored
Vocational Schools’ functioning as Public-Private
Partnership (PPP)-led hubs that can offer 4-6
aligned trades and become local anchors for
high-quality vocational education. (iv) The final
archetype of schools consists of ‘Multi Skill
Exposure Schools’. Through low-capex multi-skill
labs, they are envisioned to allow broad multi-skill
exposure to 6 vocational trades from Grades 9 to
10, for 110 hours per year as recommended by the
National Curriculum Framework (NCF).
EXHIBIT 14: KAUSHAL TRACKS: BENCHMARK FOR GRADES 11 AND 12
System
approach
Coverage
Mode of
delivery
Skill
curriculum
Option b/w apprenticeship
model (in-school) or
certificate (outside school)
Flexibility to pursue dual
system (apprenticeship
+ school) or vocation
integrated regular school
Deep specialisation within
vocational schools
Choice-based;
~50% students in
vocational tracks
Job linked in-depth
curriculum leading to
competency certificate
Choice based; typically
taken by students on
vocational track
Hands-on training +
vocational subjects in
school (labs + internships in
regular schools)
Choice based;
~45% students are in
vocational schools
Competency Specialisation,
mandatory internships,
industry-recognised
certifications
|In-school
(apprenticeship) OR
|Pvt/Govt institutes
for external
certificate courses
|Dedicated schools with
apprenticeship OR
|Regular school
Dedicated
vocational schools
Australia Germany IndonesiaNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
50
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 To translate into practice, grade-level planning
must be structured, allowing exposure to deepen
as learners progress.
In the middle school years, from Grades 6
to 8, the emphasis must be on building a
common foundation. General Employability and
Entrepreneurship Skills can be introduced as a
distinct subject, complemented by structured
exposure to different vocations. This exposure
may include project-based learning, local industry
visits, and basic school-based labs, with relevant
employability modules also woven into core
academic subjects (e.g., financial literacy within
mathematics). At this stage, the objective is
acquisition of a set of important workplace skills,
familiarity and confidence, not early specialisation.
In Grades 9 and 10, this foundation can be
strengthened through differentiated pathways.
While GEES continues for all students, selected
large secondary schools may offer Kaushal Tracks,
under which students can opt for one dedicated
vocational subject in a trade of their choice,
delivered through approximately 150 hours
of instruction and recognised as a full subject
within the Grade 10 board schema. Students can
continue to study core subjects required for the
Grade 10 Board examinations, while also having
access to choose alternate subject options such
as functional mathematics or business English.
In the senior secondary stage, from Grades 11 to
12, pathways can become more focused while
retaining optionality. GEES is expected to continue
EXHIBIT 15: SCHOOL ARCHETYPES
GEES - only
schools
Specialised
vocational
schools
Large dedicated
vocational
schools*
Multi skill
exposure
schools
1 42 3
Focus only on GEES
- no multi-skill labs
due to lack of scale
Students
seeking vocational
exposure from
Grade 9 onwards
move to other
schools/ITIs
All schools
20-30%
large schools
Can be considered
to showcase high-
quality delivery;
1 per block
Can be considered
where full trade lab
setup isn’t viable;
low-capex option
At least 2 trade labs
available for grade
9-12 for in-depth
vocational study
Students explore 1
trade in Grade 9 and
1 in Grade 10 (1 subject
each), with further
depth possible
in Grade 11–12 (1-3
subjects; prefer 3)
PPP led hub schools
with industry
partnerships
offering 4–6
trade options
Help expand
student choice,
raise aspiration, and
act as local anchors
for vocational ed
Multi-skill labs made
available to enable
some exposure to
vocational trades
(up to grade
10 – NCF model;
low capex)
Students wanting
to pursue vocational
further across
grades 9-12, to move
to other schools
51
|GEES for all - integrated
in subjects and as
standalone modules
|Vocational exposure via
projects, classroom, and
experiential learning
|Ideally a multi-skill lab
(NCF recommended);
but can be delivered
without it too
EXHIBIT 16: POTENTIAL MODELS FOR SKILLS INTEGRATION IN SCHOOLS
Comprehensive view of Skills Integration in Schools
Grade 6-8 Grade 9-10 Grade 11-12
|Opportunity to explore 2
vocations more deeply -
(1 in Grade 9, 1 in Grade 10)
|GEES for all
|Study of 1 vocation in-
depth (at least 50% of
dedicated learning time
each year)
|GEES for all
|Needs 2 trade labs
(shared across grades
9 to 12)
|Needs 2 trade labs
|Requires delivery
infrastructure for alternate
subjects (Functional
English, Basic Math, etc.) for
vocational students
|Yes; 110 hrs/yr of vocation
learning time sufficient
to cover both GEES +
vocational exposure
across forms of work
|No; although if alternate
model 1 undertaken in
~20% schools – it aligns
with NCF
|Broadly Yes – NCF
allows for pursuing up
to 3/6 subjects towards
vocational (doesn’t
prescribe min)
Feasible in all schools
|GEES doesn’t need labs
|Vocational exposure
better done with multi-
skill labs but some parts
are possible without
|Only feasible in ~30%
schools with scale to offer
2 trades. Hence, alternate
models also needed -
|Alternate Model 1: Set up
Multi-skill lab and give
exposure to basic forms of
work i.e. 6 vocations over
2 yrs. as per NCF. Another
20% schools may be able
to offer this.
|Alternative Model 2:
Do GEES only in
all remaining schools
|Feasible only in large
schools (~30%) due to
operational constraints
Model
What will
this need
NCF
alignment
Feasibility
for all students, reinforcing the importance and
need for transferable skills. Students enrolled in
vocational integrated schools or large vocational
schools (industry-sponsored) can specialise in a
single trade, with vocational subjects accounting
for up to three out of six courses, as provided
for under the National Curriculum Framework
(NCF), supported by dedicated labs and short
workplace projects. States should actively adopt
this provision to ensure adequate depth and
rigour in vocational skill development at the senior
secondary stage. Transitions from academic tracks
remain available, and students from schools not
offering in-depth vocation retain the ability to shift
into vocational pathways at this stage or continue
along an academic route.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
52
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Grades 6-8
|Introduce General Employability & Entrepreneurship Skills (GEES) as a
separate subject from Grade 6, continuing through Grade 12 (to cover
communication, business/functional English, digital basics, financial
literacy, teamwork, problem solving, entrepreneurship etc.); these
can also qualify for NSQF-aligned nano/micro credentials provided
necessary occupation standards are met.
|Provide structured exposure to vocations through projects, local
industry visits, and school-based vocational labs where available
(aligned to NCF’s recommendation on 3 forms of work: field, craft,
service)
|Integrate relevant GEES into core subjects where relevant, e.g., financial
literacy modules within Mathematics, business communication
within English
Cohorts Action Plan
Grades 9-10
|Offer GEES as a separate subject, with selected modules integrated
into English/Math
|Convert large secondary schools (enrolment cutoff to be contextualised
to State) into Vocational Integrated Schools offering:
•1-2 trades with required labs
•~110 hours/trade across Grades 9–10 (1 subject equivalent)
•Academic track: English, Math, Science, Social Science + second
language
•Vocational track: English, Math, Science, Social Science + 1
vocational subject
|Allow students from GEES-only schools to shift to Vocational Integrated
Schools in Grade 9
|Revise Board subject schema in Grades 10 & 12 to include vocational
subjects with equal weightage; State board to accept the revised
schema for board certification in grade 10
Across Grades 9 to 12, dedicated industry-
sponsored vocational schools can be planned at
the district or block level, with residential facilities
where required and strong industry partnerships.
Crucially, the system must allow students to move
across GEES-only schools, vocational integrated
schools, and dedicated vocational schools based
on interest, readiness, and progression, rather
than locking choices in early. This flexibility is
central to making early skills integration both
inclusive and outcome-oriented.
Guidelines to Implement the Core Reform
This bet can be enabled by addressing certain action areas and initiatives:
Germany’s Model:
Students are assigned to one out of 3 schools from grade 6: Realschule (academic focus),
Hauptschule (vocational focus) and Gymnasium (integrated) with mobility enabled through
transition years and exams. At the upper secondary level, the dual apprenticeship system
becomes the core pathway, blending employer contracts with part-time learning.
53
Cohorts Action Plan
India’s higher and technical education system
faces a fundamental disconnect between
what is taught and what the labour market
demands. Curricula in most institutions remain
outdated and misaligned with evolving industry
needs, resulting in degrees, diplomas and
certificates that do not consistently translate
into employability. This is starkly reflected in
the Economic Survey 2024–25, which notes
that only 8.25% of graduates are employed in
roles aligned to their qualifications
40
. Educated
unemployment is also high: 13% of all graduates
and 20.4% of graduate women are unemployed,
far above the national unemployment rate of
3.2%
41
. Compounding this is the overwhelming
inclination toward generic degree programmes
with weak job linkages. Of the 3.4 crore students
enrolled in undergraduate programmes, 1.13 crore
are in B.A. alone, and combined enrolment in
B.A., B.Sc., and B.Com exceeds 2 crore
42
. Many
pursue these degrees primarily to remain eligible
for government job, with 1.86 crore applications
for just 55,000 posts between November 2024
to July 2025.
43
This structural imbalance (across degree colleges,
Core Reform 2 Viable PPP/PSE Models in Technical and Higher Ed
40. Ministry of Finance, Department of Economic Affairs, Government of India. (2025). Economic Survey 2024–25, accessed in Nov 2025
41. Ministry of Statistics and Programme Implementation, Government of India. (2024). Periodic Labour Force Survey (PLFS) 2023–24, accessed
in Nov 2025.
42. Government of India, Ministry of Education, Department of Higher Education. (2021–2022). All India survey on higher education 2021–22,
accessed in Nov 2025.
43. Press Information Bureau, Government of India. (2025, July 9). Big recruitment push: Railways gives 9,000 jobs in Q1; plans 50,000 for
FY 2025–26 [Press release], accessed in Nov 2025.
Grades 11-12
Across
Grades 6-12
|Establish dedicated Vocational Schools per district/block which offer
only vocational streams from Grade 9 onwards - teaching 4–6 trades,
with residential facilities where needed, and relevant industry anchor
partners. Students can have the flexibility to move back to GEES only
or vocational integrated schools in Grade 11
|Set-up equivalence pathways leveraging NCrF to ensure smooth
mobility between vocational, ITI, and academic routes; also ensure
vocational track students’ eligibility for entry into relevant higher
education pathways (e.g. BA, BBA, BSc Agri for Agri trades)
|Issue NSQF-level certificates for vocational courses (Grade 6+) via
Sector Skill Councils
|Create a contractual cadre for vocational teachers with market-
linked pay (e.g., IT trade vs. beauty trade teachers may require different
salaries)
|Continue GEES as a separate subject for all in Grades 11–12
|Students in Vocational Integrated Schools can study one trade in depth:
•~50% curriculum dedicated to vocational subjects (≈ 3 subjects)
with required labs and short workplace projects
•Remaining ~3 subjects customised for the vocational track (e.g.,
Functional English, Technology in Everyday Life)
|Academic tracks remain available (arts/commerce/science) within
Vocational Integrated Schools
|Students in GEES-only schools can shift to Vocational Integrated
Schools in Grade 11
|Revise Board subject schema in Grades 10 & 12 to include vocational
subjects with equal weightage; State board to accept the revised
schema for board certification in Grade 12 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
54
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 ITIs, and polytechnic) underscores the urgency
of reimagining higher education through
stronger industry participation and Public-Private
Partnership (PPP) models. These partnerships
are critical to modernising curricula, embedding
job-linked learning, and ensuring that skilling
remains current, relevant, and connected to real
employment outcomes.
Addressing these needs will require structural
shifts in how higher and technical education
programmes are designed and delivered. First,
there is a need to move beyond generic degree
pathways towards specialised, job-linked
programmes, particularly within high-enrolment
degrees such as B.A., B.Sc., and B.Com., through
applied specialisations (e.g., B.A. Hospitality,
B.Com. Analytics, B.Sc. Applied Technology)
that are closely aligned with industry demand.
Secondly, work-integrated and apprenticeship-
embedded degree programmes (AEDP) need to
be scaled significantly. While frameworks such
as AEDP have gained a starting point, adoption
remains limited relative to the size of the higher
education system, constraining the ability of
students to graduate with demonstrable work
experience. Lastly, the system requires more
flexible delivery formats, including modular, part-
time, hybrid, and earn-while-you-learn models, to
enable students to combine learning with work.
Delivering these shifts requires more structured
industry participation than is currently embedded
within most public higher education institutions.
Accordingly, focus is to drive industry-led skilling
through Public-Private Partnership (PPP)
models and broader private sector engagement,
enabling programmes that are outcome-linked,
industry-integrated, and modular by design.
44. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
45. University Grants Commission. (2024). Guidelines for the introduction of skill-based courses and micro-credentials in higher
educational institutions (HEIs) and SOP for implementation, accessed in Nov 2025.
46. All India Council for Technical Education. (n.d.). AICTE guidelines for Apprenticeship Embedded Degree/Diploma Programme (AEDP) ,
accessed in Nov 2025.
47. Ministry of Skill Development and Entrepreneurship, Government of India. (n.d.). PM Setu, accessed in Nov 2025.
These reforms can be undertaken through
multiple, complementary modes of Public-Private
Partnership (PPP) and private sector engagement.
These could include (i) the establishment of
dedicated PPP skilling institutes or universities
(greenfield) that are fully focused on outcome-
linked(tailored to sectors and regions), industry-
integrated, and modular degree and diploma
programmes such as the World Skill Center,
Odisha, an industry-oriented institution anchored
by the State Government; (ii) the creation of
PPP skilling hubs within existing universities
Progress to date on setting up Viable PPP/PSE Models in Technical and Higher
Education
The National Education Policy (NEP) 2020 lays down a clear pathway to address these gaps. It
envisions a multidisciplinary, flexible, and vocationally integrated higher education system,
emphasising multiple entry and exit options and credit portability through the Academic
Bank of Credits (ABC). It calls for the integration of vocational education into all higher
education institutions by 2030
44
. Complementing this, the University Grants Commission’s
(UGC) guidelines and the NCrF allow skill-based and experiential learning to be credited
within degree requirements, with Skill Universities permitted to allocate a higher share of skill
credits
45
. To further strengthen this, Apprenticeship Embedded Degree Programmes (AEDP)
notified by All India Council for Technical Education (AICTE) are expected to enable higher
education institutions to embed apprenticeships and on-the-job training within degree
structures
46
. More recently, the Pradhan Mantri Skilling and Employability Transformation
Through Upgraded ITIs (PM-SETU) is designed to significantly strengthen India’s vocational
training ecosystem. This includes the upgradation of 1,000 ITIs through a Hub-and-Spoke
model, along with capacity augmentation of NSTIs and the establishment of National Centres
of Excellence
47
.
55
Potential PPP models (illustration of possible PPP/PSE models)
Selected schools/colleges/ITIs partner with anchor companies to deliver job-ready modules on campus, with
employer-provided labs/equipment; hubs open access to nearby institutions
built on viable PPP models across
the education spectrum – Dedicated
Vocational Schools, ITIs etc.
Dedicated Vocational centres
of excellence
Industry partners like Genpact
collaborate with HEIs to set up labs,
provide tools, train faculty, and deliver
job skills for fresher roles aligned with
their hiring-pipeline demand.”
Employer-designed,
on-campus upskilling
(e.g., Apprenticeship Embedded
Degree Programme (AEDP) – to
integrate workplace skills and
practice into school, certificate and
degree programmes
Scale up of learn while you
earn programmes
to enable multiple academic pathways
(e.g., Assam equalising ITI to 12th)
Requires operationalisation
of NCrF
Academic autonomy (course mix, trade diversification),
administrative autonomy (faculty, procurement), and governance
models/reforms (capex/opex balance, fee regulation)
Clear articulation of PPP
archetypes and governance
CONCEPT
EXHIBIT 17: SKILLING HUBS
or colleges, set up as stand-alone centres on
public campuses to deliver industry-linked,
apprenticeship-enabled, or work-integrated
programmes; and (iii) PPP-led reform of existing
universities and colleges (brownfield) through
partnerships with industry anchors to redesign
academic offerings, course structures, curricula,
and delivery models.
Within this broader PPP landscape, skilling
hubs can serve as key delivery mechanism,
bringing industry participation directly into
campuses. These hubs will enable anchor
labs, practitioner-led faculty models, credited
internships and apprenticeships, and live
industry projects to be delivered at scale
through shared infrastructure. In Technical and
Vocational Education and Training (TVET), ITIs
and polytechnics can be strengthened through
sustainable PPP arrangements that provide
greater academic and administrative autonomy
aligned to local industry demand, supported by
transparent governance and outcome-linked
financing. Initiatives such as PM-SETU mark
an initial step in this direction and provide a
foundation for scaling hub-based models across
institutions.
48. Birla Institute of Technology and Science, Pilani, & HCL Technologies. (n.d.). HCL TechBee Programme , accessed in Nov 2025.
These models can be complemented by
broader private sector engagement through
work-integrated degree programmes and
apprenticeship-embedded pathways within
existing frameworks. A pertinent example is
the BITS Pilani and HCL TechBee Programme.
Through this partnership, BITS Pilani and
HCLTech jointly deliver work-integrated
degree programmes that combine part-time
employment with formal academic study.
The programmes are aligned with HCLTech’s
technical competency requirements and include
undergraduate and postgraduate offerings in
areas such as design and computing. Instruction
is delivered at HCLTech campuses and online,
with programme costs partially supported by the
employer, demonstrating how industry-aligned
delivery models can strengthen employability
while reducing financial burden for learners
48
.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
56
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Work-integrated degree programmes: Flexible, modular and industry linked
Illustrative pathways after year 2 (enabled via NCrF) :
Higher education redesigned to allow flexible, modular progression, where students build academic foundations and
gain industry exposure in parallel. Multiple pathways ensure recognition and reward at every stage of completion
complete regular degree
Continue Academic Track
01 02 03 04
Exit/Transfer Credits Work-Integrated Degree Applied Specialisations
leave with a diploma (if
credits completed) or
transfer credits via NCrF
to ITIs/polytechnics for
certificates/diplomas
complete credits via
industry exposure
(internships/
apprenticeships)
pursue job-linked
Specialisation (e.g., BCom
with Digital Marketing, BA
Retail, BSc Data Analytics)
for stronger job outcomes
CONCEPT
Scale up work -
integrated degree
programmes
Flexible progression
with recognition
University-led (blend of classroom and practical learning with university
as anchor) or industry-led (predominantly work-based learning with
targeted academic inputs, e.g., HCL Tech BEE, Dr. Reddy’s)
Students earn stackable credentials (e.g., Year 1 certificate, Year 2
diploma, Year 3 degree, Year 4 honors degree)
Credits for work
experience
Apprenticeships, internships, or job experience count toward degree
completion, backed by industry-led assessments
To ensure long-term impact, these delivery
models must be supported by system-wide
reforms that operationalise the NCrF and enable
modular, stackable, multi-entry and multi-exit
pathways. Clear documentation, recognised
credentials, and access to qualified counselling
are essential to help learners navigate choices and
transitions. Together, these shifts are necessary
to move higher and technical education towards
consistent alignment with labour market demand
and sustained skilling outcomes.
EXHIBIT 18: WORK INTEGRATED DEGREE PROGRAMMES
57
Higher Education
(Degree
Programmes)
Undertake PPP-led reform in higher education through multiple
models:
|Dedicated PPP Skilling Institutes or Universities (greenfield): New
institutions set up under PPPs, fully focused on outcome-linked,
industry-integrated and modular degree/diploma programmes
|PPP Skilling Hubs within existing universities/colleges: Stand-
alone centres within existing campuses that deliver industry-linked,
apprenticeship-enabled/work-integrated programmes
|University/college reform through PPP adoption (brownfield): Partner
with industry anchors to revamp academic offerings, course structures,
deliver, etc.
|Softer PSE (private sector engagement) for skills integration and
delivery across programmes
Across all above models, the following actions will need to be
undertaken:
|Academic & curricular reform
•Offer work-integrated, industry-aligned programmes (e.g.,
apprenticeship-enabled or co-created degrees) through existing
frameworks like WIDP/AEDP
•Integrate GEES as credit-bearing courses across all programmes
to embed employability and entrepreneurship skills
•Introduce job-linked specialisation tracks (e.g., retail, banking,
financial and insurance (BFSI), digital marketing within B.A/
B.Com) delivered jointly with industry
|Industry engagement & delivery partnership
•Establish anchor labs and adjunct/practitioner faculty models
•Integrate internship/apprenticeship pathways and live projects
as credited components
|Anchor PPP universities in regional economic clusters
•Encourage and plan for regional specialisation within hubs (e.g.,
logistics, green tech, agri-innovation) linked to local economic
priorities
•Establish incubation and entrepreneurship cells in select PPP
institutions, offering bootcamps and mentorship aligned to local
industry clusters
Cohorts Action Plan
Technical and
Vocational
Education and
Training (ITIs and
Polytechnics)
Adopt ITI/PTs through industry partnerships under a sustainable PPP
model
|Academic autonomy: Allow flexibility in course mix and trade
offerings based on local industry needs; enable curriculum updates
in partnership with industries
|Administrative autonomy: Permit contract-based hiring of trainers
and simplified procurement for tools, machinery, and consumables
|Governance and financing: Define ownership and accountability
frameworks, industry partner eligibility, and viability gap funding (VGF)
principles with funding linked to outcomes
Guidelines to Implement the Core ReformNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
58
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Cohorts Action Plan
Technical and
Vocational
Education and
Training(ITIs and
Polytechnics)
Across all ITIs , PPP or otherwise:
|Strengthen apprenticeship exit pathways (covered in detail in
‘Apprenticeships for all’)
|Introduce dual certification options (industry-recognised + education
board-recognised) to formalise equivalence with other degree courses
|Create academic progression pathways and bridge modules to
polytechnics or higher education and schools (e.g., NIOS, through
an MoU with DGT, grants academic equivalence to ITI qualifications
by offering Transfer of Credit, enabling ITI pass-outs to earn Class
10 or 12 certification by passing only one or two additional subjects,
respectively) through credit transfer via NCrF, with equivalence/
additional exam needs defined by trade/course
|Embed General Employability and Entrepreneurship Skills (GEES)
modules – in the curricula as well as Bridge programmes
|Rationalise course offerings to align with demand, phase down
redundant trades; Drive curriculum revamp and faculty upskilling
through industry collaboration/broader private sector engagement
Indonesia:
Indonesia’s Link & Match 8+i (MoECRT, 2020) framework mandates deep collaboration
between industry and vocational institutions through joint curriculum design, industry
faculty participation, mandatory internships, project-based learning and industry-aligned
certification. Since its launch, more than 5,000 formal agreements have been signed between
industry and schools, making it the backbone of industry–institution partnerships.
Broader reforms
across technical
/higher ed
|Operationalise NCrF to enable modular and stackable pathways
with multi- entry/multi-exit
|Ensure outcome transparency by publishing completion, placement,
and salary results jointly with institutions (via a National Career
Outcome Repository)
|Issue detailed SoPs for NCrF implementation with clear timelines
(and accompanying penalties) to the leadership of all institutions;
set up a command- and-control centre to support during transition
|Ensure one qualified counsellor per institution (direct recruitments in
the long run; Civil Society Organisation (CSO) support in the interim)
Core Reform 3 Outcome-Linked, Industry-Backed Programmes
A core limitation of many existing skilling
programmes is weak outcome orientation.
Programmes often prioritise enrolment and
completion over placement, progression,
or income outcomes, while delivery formats
remain inflexible and poorly aligned to the
needs of different learner segments. As a result,
pathways into in-demand jobs remain weak,
and participation remains limited. For example,
82% NEETs report one foundational gap in
existing skilling programmes - job interview
preparation modules and placement tie-ups
49
.
In the absence of clear outcome signals, many
individuals hesitate to engage, uncertain about
which skilling pathways will lead to tangible
returns.
49. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of
Skill Development and Entrepreneurship; Immersion interviews conducted by BCG team, accessed in Nov 2025.
59
Going forward, standalone skilling programmes
need to shift decisively from top-down, supply-
driven offerings to demand-driven, outcome-
linked and industry-backed models. In this
context, three priority areas emerge for such
programmes: (i) industry-led skilling for high-
growth national and regional sectors requiring
rapid workforce expansion, such as the green
economy (including rooftop solar and electric
mobility) and the semiconductor ecosystem;
(ii) general employability and entrepreneurship
skilling at scale, covering digital literacy, financial
literacy, workplace readiness, and business
planning, which cut across sectors and remain
relevant for both students and the workforce; and
(iii) strategic reskilling for sectors and roles facing
structural decline or technological disruption,
such as segments of mining or traditional
automotive manufacturing, where skilling
interventions may need to be complemented
with transitional income or unemployment
support to enable successful redeployment.
50. University Grants Commission. (2024). Guidelines for the introduction of skill-based courses and micro-credentials in higher educational
institutions (HEIs) and SOP for implementation, accessed in Nov 2025.
51. Press Information Bureau, Government of India. (2025). A decade of building skills & empowering dreams: 10 years of Pradhan Mantri
Kaushal Vikas Yojana, accessed in Nov 2025.
52. University Grants Commission. (2023). Report of National Credit Framework, accessed in Nov 2025.
Progress to date on promoting outcome-linked, standalone programmes
Recognising this need, the government has introduced a range of short-term programmes
of varying durations offered under various Central and State Schemes. While these have
expanded access, many face persistent challenges around quality, consistency, and weak
employer integration. Some progress has been made to formalise short-term skilling for
instance, UGC guidelines now enable credit-bearing, industry-aligned short courses, including
through platforms like Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM)
50
.
The Recognition of Prior Learning (RPL) framework has also been introduced to validate
existing skills and integrate them into formal certification pathways
51
. The National Credit
Framework (NCrF) further recognises modular and online learning, allowing learners to
stack credits from diverse skilling formats
52
. However, significant gaps remain in ensuring
relevance, rigour, and outcomes at scale.
CONCEPT
Flagship standalone skilling programmes
Nano/micro/short-term credentials for priority sectors
Focus on national
priority sectors
Digital, green energy, healthcare (which includes childcare, geriatric care, etc),
and manufacturing, where demand for skilled workers is rapidly expanding
Go beyond entry-level
skilling (higher level
NSQF job roles)
Structured offerings for upskilling and reskilling at different career stages,
enabling continuous employability
Launch industry-first
programmes
Programmes co-created with industry to ensure relevance, credibility,
and adoption
Anchor success on
clear outcomes
Requires strong linkages to employers to guarantee placements, retention,
wage growth, and career progression pathway
Promote flexible,short
formats (Mobile skilling
& Women’s caregiving
responsibilities)
Accessible to workers (esp. women) without requiring long breaks
from earning
EXHIBIT 19: FLAGSHIP STANDALONE SKILLING PROGRAMMESNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
60
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Across all standalone programmes, stronger
linkage to outcomes is essential. Learners must
either be placed in jobs or supported towards
viable self-employment opportunities. This
requires robust performance management
systems and funding mechanisms linked to
verified outcomes, such as job placements
or wage gains. These programmes should be
delivered, to the extent possible, by leveraging
existing public infrastructure such as ITIs,
polytechnics, and colleges to expand reach while
improving utilisation of public infrastructure
rather than relying solely on stand-alone short-
term training providers. In addition, learner choice
can be strengthened through appropriate skill-
voucher models that enable individuals to select
programmes aligned with their goals.
Singapore: SkillsFuture is a national
movement launched in 2015 to
empower Singaporeans to continually
update and deepen their skills throughout
their lifetimes, regardless of background.
It offers flexible employer-linked training
pathways, subsidised courses and career
guidance, making lifelong learning
accessible and aligned to evolving labour
market needs.
Outcome-linked
industry-backed
programmes
Launch targeted Flagship Standalone Skilling programmes offering
nano, micro, and short-term credentials for priority sectors and
segments:
|Courses offered only in national and state priority sectors (e.g., digital,
green energy, manufacturing, healthcare)
|Include dedicated tracks for specific learner segments, e.g., self-
employment pathways for women (beauty, tailoring, food services)
|Courses can be delivered through existing infrastructure - ITIs,
polytechnics, colleges – or through private providers meeting minimum
infrastructure and trainer standards
|Payment models can be linked to verified outcomes such as
placements, wage progression etc. including through pre-defined
Recruit-Train-Deploy (RTD) type models where appropriate
|Include flexible, modular formats (evening/weekend, hybrid, part-time)
for workers and women with time or mobility constraints
|Fund learner choice by building the right Skills Voucher Model to
guide States/UTs
Core Reform Action Plan
Guidelines to Implement the Core Reform
61
Despite the presence of multiple apprenticeship
and internship initiatives, participation remains
uneven and concentrated among a limited set
of employers. Engagement from Micro, Small
and Medium Enterprises (MSMEs) is particularly
low – only ~32K out of ~60 million registered
MSMEs had engaged apprentices under NAPS
58
.
At the same time, awareness of credible and
high-quality apprenticeships remains limited,
leaving many learners uncertain about how to
access meaningful workplace experience. As an
outcome, only 8.5% of ITI trainees in 2018 took
up apprenticeships
59
. These access and visibility
gaps have direct consequences. 80% of learners
cite the lack of practical experience and industry
exposure as a major gap in their degrees,
India’s policy framework has recognised
these constraints and introduced targeted
initiatives to improve access, quality, and
scale of apprenticeships. Schemes such as the
National Apprenticeship Training Scheme (NATS)
and the National Apprenticeship Promotion
Scheme (NAPS) provide structured, on-the-job
training across sectors, supported by stipend
reimbursement and industry-aligned curricula.
Digital platforms such as the Apprenticeship
India Portal and the AICTE National Internship
Portal have been established to support
matching, verification, and system operations.
Core Reform 4 Apprenticeship for All
Overview of select apprenticeship-related programmes in India
The NATS provides technically qualified youth, including graduates and diploma holders,
with 6 to 12 months of on-the-job training supported by government stipends, culminating
in a Certificate of Proficiency
53
. In FY 2024–25 alone, the scheme enrolled over 5.23 lakh
apprentices
54
.
Complementing this, the National Apprenticeship Promotion Scheme (NAPS-2) under Skill
India aims to broaden access and inclusivity across traditional and emerging sectors. The
scheme offers structured, paid apprenticeships with direct stipend support to trainees,
while enabling industry collaboration through Designated and Optional Trades
55
to maintain
curriculum relevance. In the calendar year 2025, apprentices engaged under NAPS and NATS
are 11.84 lakh and 5.23 lakh respectively
56
.
Overview of select internship programmes in India
The Prime Minister’s Internship Scheme offers one crore youth internship opportunities in top
500 companies over five years. It enables interns to gain 12 months of hands-on experience
in real business environments, bridging the gap between academic learning and industry
requirements to enhance employability
57
.
53. Ministry of Education, Government of India. (n.d.). National Apprenticeship Training Scheme (NATS), accessed in Nov 2025.
54. Ministry of Skill Development and Entrepreneurship. (2025). Central Apprenticeship Council recommends 36% Increase in Stipend for Youth under
National Apprenticeship Promotion Scheme and National Apprenticeship Training Scheme. Press Information Bureau. India, accessed in Nov 2025.
55. Under the Apprentices Act, 1961, Designated Trades are trades formally notified by the Government of India for structured apprenticeship
training with prescribed curricula and standards, while Optional Trades are non-notified trades or occupations that employers may define
to meet specific industry or establishment requirements, accessed in Nov 2025.
56. Press Information Bureau, 11 Feb 2026.
57. Ministry of Corporate Affairs, Government of India. (n.d.). MyScheme, accessed in Nov 2025.
58. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, December 8). MSMEs under NAPS (Lok Sabha
Unstarred Question No. 1245), accessed in Nov 2025.
59. Tracer study of ITI graduates [Report]. (2018), accessed in Nov 2025.
Apprenticeships represent one of the most direct pathways to bridge learning and work. NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
62
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 leaving them underprepared and unable to
demonstrate job-readiness to employers
60
.
Within workplaces, barriers persist even when
opportunities exist. Informal gatekeeping by
senior workers, especially in vocational trades,
restricts the transfer of advanced skills and
slows progression into higher-value roles. For
students and early-career learners, internships
and apprenticeships are often short-term or
tokenistic. As a result, work-based learning does
not consistently function as a bridge between
education and employment.
Access to information further compounds these
challenges. Apprenticeship and internship
opportunities are currently distributed across
multiple platforms that operate in parallel. NAPS
is implemented through the Apprenticeship
India Portal under the Ministry of Skill
Development and Entrepreneurship (MSDE).
NATS for graduate and diploma apprentices
is hosted separately under the Ministry of
Education. While each platform serves a distinct
scheme and purpose, their parallel operation
creates fragmented entry points for learners
and employers, increasing friction and reducing
visibility of genuine opportunities.
Making apprenticeships a mainstream and
trusted pathway requires an integrated approach
that reduces fragmentation at the point of
access. A key priority is to develop a single,
unified access window at the State level that
brings together central and State apprenticeship
programmes, in alignment with the SIDH
Platform. Such a platform can provide learners
and employers with clear, verified information
on available roles, eligibility, and stipend norms,
and significantly reduce confusion and friction.
EXHIBIT 20: STATE APPRENTICESHIP PLATFORM
CONCEPT
State Apprenticeship Platform
Single layer that unifies apprenticeship/internship schemes, brings advanced demand visibility from employers, and
delivers data-led services for seekers and industry
Consolidates information from NAPS, NATS, and State
apprenticeship programmes so learners and employers
use one window instead of many portals for information in
alignment with SIDH
Large corporates submit apprenticeship inventory 6 months
in advance, creating predictability for states, institutions, and
jobseekers
Standardised information on roles, locations, stipends, and
seats improves discovery and matching
Value-added insights (e.g., average stipends by sector,
conversion rates to jobs, demand heatmaps) to guide both
learners and employers
Bharat
Apprenticeship
Platform
More DetailsStart DateStipendPositionsEmployerScheme
Home
My Dashboard
Sign Out
1-Oct-25
v18,000 /
month
20
Infineon India Pvt. Ltd.
–ChennaiNAPS
View details
15-Oct-25
v22,000 /
month
12
IITMResearch Park
–FabLab ChennaiNATS
View details
20-Oct-25
v21,000 /
month
50
Tata Electronics, Hosur
(Chennai Region)NAPS
View details
5-Dec-25
v20,000 /
month
25
Micron India, Oragad-
am (Chennai)NATS
View details
View details5-Dec-25
v20,000 /
month
25
Micron India, Oragad-
am (Chennai)NATS
Apprenticeships available in next 3 months
Sector: Semiconductor Date Range: Next 3 monthsDistrict: Chennai
Single
access
point
Advance
demand
plans
Better
matching
Data
dashboards
01
02
03
04
A second intervention lies in using apprenticeship
demand-side data to strengthen planning and
alignment. As apprenticeship demand data
reaches sufficient scale and coverage, aggregated
information on roles, qualifications, locations, and
stipend levels can enable States to identify priority
sectors and occupations, align training capacity
accordingly, and expand apprenticeship-linked
degree and diploma pathways. Improved visibility
into demand can also strengthen conversion, by
enabling better matching between candidates
and available apprenticeship opportunities. Over
time, this improves both relevance and scale.
Third, participation must be broadened,
particularly among MSMEs, where onboarding
costs and administrative burden remain barriers.
Differentiated incentives can help offset these
60. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March). The state of skills survey 2024. Ministry of Skill
Development and Entrepreneurship; Government of India, Ministry of Education, Department of Higher Education. (n.d.). Metadata for All India
Survey on Higher Education (AISHE). Statistics Division, Department of Higher Education; BCG. Qualitative Learner Study 2025.
63
costs and make apprenticeship participation more
viable for smaller employers. Complementing
this, innovative financing and performance-linked
mechanisms, such as Apprenticeship Impact
Bonds, can support outcome-based approaches
that improve learner retention and completion.
Finally, these shifts do not require building
entirely new systems. Existing State or national
platforms can be leveraged as nodal State
Apprenticeship Platforms, enabling convergence
without duplication. By standardising role
taxonomy, eligibility criteria, and stipend bands,
such platforms can serve as a common interface
for apprenticeships while remaining adaptable
to local contexts.
EXHIBIT 21: OVERVIEW OF APPRENTICESHIP SCHEMES IN INDIA
Apprenticeships
Key differences between NAPS and NATS
Feature
Beneficiaries
Stipend Support
(GoI Share)
Training Duration
NAPS NATS
Trade Apprentices, Graduate Apprentices,
Technician Apprentices, Technician
(Vocational) Apprentices, and Optional Trade
Apprentices.
Graduate Apprentices, Technician
(Diploma) Apprentices, Graduate
(Sandwich) Apprentices, and
Technician (Sandwich) Apprentices.
Reimburses 25% of the prescribed stipend,
subject to a maximum of ₹1,500 per month
Reimburses 50% of the prescribed
minimum stipend
Varies by category; typically ranges from
6 months to 3 years
Generally, ranges from 6 months
to 1 year (can extend based on
industry needs)
MSDE MOE
ITI PMKVY Polytechnic University
Rural/State
Scheme
Engineering
College
National Apprenticeship Promotion Scheme
(NAPS)
National Apprenticeship Training Scheme
(NATS)NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
64
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Apprenticeship
for All
Launch the State Apprenticeship Platform (SAP) as a unified national
layer integrating all apprenticeship and internship schemes - NAPS,
NATS, and State programmes
|Create a single access window for learners and employers, consolidating
verified postings, common role taxonomy, eligibility, and stipend bands
|Streamline parallel schemes (designated trade, optional trade, State
apprenticeships, and internships) to improve discoverability, reduce
duplication, and ensure consistency in quality and tracking
|Build advanced demand analytics within SAP to forecast seat availability
6–12 months by sector and district, and align training supply across
institutions
Encourage wider industry and MSME participation through targeted
reforms and incentive mechanisms
|Introduce innovative funding and performance-linked models, such
as an Apprenticeship Impact Bond, to support stipends, mentoring
costs, and capacity creation in MSMEs
|Provide enhanced financial incentives (e.g., additional stipend support
from government) and simplified contracting processes to make
participation viable for micro enterprises
Core Reform Action Plan
Guidelines to Implement the Core Reform
Australia: Australia offers multi-year apprenticeships, shorter traineeships and school-
based apprenticeships that let senior secondary students work, train and complete
school simultaneously. These pathways are supported by substantial hiring incentives,
wage subsidies and apprentice support payments, including up to 15,000 dollars for
priority roles.
65
Gaps in awareness and access to informed
counselling persist across every stage of the
learning and working journey. Learners often
lack timely, trusted guidance to navigate
education, skilling, and career pathways,
limiting their ability to make informed
decisions at entry points and during transitions.
As work patterns evolve and individuals move
between formal and informal roles, the need
for guidance becomes continuous rather than
episodic. For women in particular, social norms,
safety concerns, and restricted access to trusted
networks further heighten the importance of
safe, credible spaces for guidance.
Addressing these gaps requires moving to a
multi-layered guidance system that operates
across the life course. Four elements are critical:
institutionalised counselling within schools and
colleges (including engagement with parents);
community-based guidance structures for the
workforce and those outside formal education;
dedicated, safe, and inclusive guidance
mechanisms for women and other priority
groups; and broader perception-building efforts
that reshape how skilling pathways are valued.
India’s policy landscape has begun laying the
groundwork to strengthen career awareness
and guidance across the education-to-
employment pathway. The National Education
Policy (NEP) 2020 emphasises the importance
of structured career guidance and counselling
from the middle-school years onward,
encouraging schools to help students make
informed choices through exposure to diverse
pathways
61
. In support of this vision, the Ministry
of Education (Department of School Education
and Literacy), in collaboration with National
Council of Educational Research and Training
(NCERT) and United Nations Children’s Fund
(UNICEF) India, has released career guidance
resources designed to aid teachers and
counsellors in facilitating early and informed
exploration of career options
62
.
These policies find precedence in initiatives
such as the National Career Service (NCS); a
2015 initiative under the Ministry of Labour and
Employment. NCS connects jobseekers with
employers, training providers and counselling
services, and offers access to career information
and guidance through a centralised digital
platform
63
. Moreover, since 2015, the Skill
India Mission has also conducted awareness
initiatives, such as Kaushal Melas and World
Youth Skills Day engagements, to enhance the
visibility and perception of vocational training
64
.
To make guidance a reliable and trusted
function of the skilling ecosystem, delivery
must move beyond isolated touchpoints to
a multi-channel, continuous support model.
The first intervention is to institutionalise
guidance within schools and colleges through
structured pathway clinics. These clinics can
provide qualified counselling for both students
and parents, ensuring that early academic and
skilling choices are informed, contextual, and
aligned with evolving opportunities.
Core Reform 5 Guidance and Perception Building
61. Ministry of Education, Government of India. (2020). National Education Policy 2020, accessed in Nov 2025.
62. Department of School Education & Literacy, Ministry of Education, Government of India. (n.d.). Careers, accessed in Nov 2025.
63. National Career Service, Ministry of Labour and Employment. (n.d.). About us, accessed in Nov 2025.
64. Ministry of Skill Development and Entrepreneurship, Government of India. (n.d.). Skill India: Pradhan Mantri Kaushal Vikas Yojana,
accessed in Nov 2025.
National Career Service (NCS) is a
Government of India digital platform that
helps individuals find jobs, explore career
options, and access counselling and skilling
opportunities through a single portal.NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
66
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 A second intervention is to extend guidance
into communities and workplaces , recognising
that many learners and workers operate outside
formal education settings. This can be achieved
by establishing community-based counselling
hubs within existing public infrastructure
(where possible), using a mix of physical and
digital formats. Facilities such as post offices,
ward offices, and other government service
centres can be leveraged to deliver in-person
guidance for the workforce, embedding
support closer to where people live and work
and reducing access barriers.
At scale, digital guidance tools are proposed
as a backbone to complement physical
delivery. This includes building platforms
such as MyGuide, a personalised, AI-enabled
tool that supports learners with tailored
pathways, decision checklists, and transition
planning across education, skilling, and work.
Complementing this, Skill Sure can be designed
to help individuals identify what skills to pursue
based on aptitude, labour-market demand,
and expected outcomes, while Skill Scout can
support discovery of where to pursue those skills
by enabling comparison of training providers,
Delivery Model (states/schools may adopt components as relevant)
Additionally augmented by year-round digital access to guidance resources and on-demand 1-1 sessions
EXHIBIT 22: PATHWAY CLINICS
CONCEPT
Pathway Clinics: Counselling for early informed choices [Illustration for schools]
Structured sessions from Grade 6–12 that equip parents and students with trusted, outcomes-based guidance on
education and skilling pathways
Grade 6–7
2 sessions/year : 1 classroom
session (students only),1
combined session (students +
parents)
Introduce broad pathways
(ITI, vocational tracks,
apprenticeships), bust myths,
aspiration building
Optional, case-by-case basis
Grade 8
3 sessions/year : 2 classroom
sessions (students only),1
workshop(students + parents)
Prepare for upcoming Grade
9 decisions; share real career
outcomes; explain options
beyond academics
1 clinic/year : group session with
students
Grade 9–10
6 sessions/year : 4 classroom
sessions (students only),2
pathway session (students +
parents)
Preparing for board exams and
next pathways (Diploma, senior
secondary)
3 clinics/year : 2 student-
only(career mapping),1 with
students + parents (next-steps
counselling)
Grade 11–12
6 sessions/year : 4 classroom
sessions (students only),2
financial/career session (students
+ parents)
Course outcomes for higher
ed, apprenticeships,direct
placement pathways after 12th
4 clinics/year : 2 student-
only(career mapping),2 with
students + parents (degrees,
diplomas, jobs)
Teacher-led
touchpoints
Counsellor-led
touchpoints
Focus areas
Train teachers (school
level) and use block-
level counsellors for
fewer, deeper sessions
at decision points
Light exposure in 6–8;
ramp-up just before
Grade 9 stream choice;
higher frequency
again in 10 and 11–12 for
transitions
2 days each at start- and
mid-year to rehearse
delivery toolkit and
knowledge
Meetings with concrete
tools (scorecards, cost
planners)
Ready-to-use lesson
plans, activity sheets,
outcome dashboards
(fed by the career
outcome repository) to
compare streams/tracks
Teacher-first
delivery, counsellor
for critical junctures:
Defined cadence by
grade band:
Two teacher
trainings/year:
Year-round parent
engagement in
higher grades:
Light materials +
dashboards:
01 02 03 04 05
67
courses, delivery modes, costs, and outcomes.
While elements of these capabilities are already
emerging across platforms such as the Skill
India Digital Hub (SIDH) and State initiatives
like Naipunyam from Andhra Pradesh, there
remains a need to strengthen functionality, drive
awareness and adoption, and develop these as
reusable digital public goods that States can
adapt to local contexts. Together, these tools can
strengthen informed choice and trust at scale.
EXHIBIT 23: SKILL SURE AND SKILL SCOUT
CONCEPT
CONCEPT
Skill Sure
Skill Scout
What to skill : Curated skill discovery platform that links learners to industry-validated courses, mapped to real job roles,
with built-in financial enablement
Where to skill : Discover credible skill centres, both online and offline, with verified reviews and measurable
learning outcomes
Verified list
BOT-powered
recommendations
Course endorsements
Outcome tracking
Integration of skill vouchers
Peer-to-Peer
feedback
Integration of model
skill loans/other loans
Fast scam filtering
Trusted
badging system
of high-impact skilling courses, mapped to real job roles
from potential recruiters or companies
based on academic performance and screening
with flexible repayment schedules (e.g., within 1 year
of employment)
AI-driven suggestions based on goals, location and
learning history
Completion rates, job placements, or certification
success for transparency
Interact with past learners and get real insights
before enrolling
Centres earn trust badges (e.g., “Placement Verified,
Govt Certified, High Learner Retention”)
Smart filters and red flagging
A
B
C
D
01
02
03
04
05
Explore Job Roles
Retail Manager
Degrees Preferred:
BBA, BSc Marketing
Skill Courses:
Customer Relationship
Management
Technology and
E-commerce
Merchandising
Apply for Skill Loan
See Eligibility Requirements
Skill Scout
Digital Marketing & SEO
Ramesh Digital
Academy
3,5
Placement: 43% Completion: 71%
Offline
1K+ Reviews
Global Digital Center
4,5
Placement: 74% Completion: 95%
Offline
3K+ Reviews
Maya Academy
2,5
No Placement Support
Completion: 45%
Online and Offline
2K+ Reviews!NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
68
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 For women and other priority groups, guidance
systems require dedicated, safe, and inclusive
interventions. Community-based women’s
circles or Sakhi Booths can strengthen peer
mentoring and trusted networks, while women-
centric digital applications can enable flexible
access to information and micro-learning. These
interventions recognise that guidance must be
adapted to life stage, safety considerations, and
social context to be effective.
EXHIBIT 25: SAKHI BOOTHS
Sakhi Booths: Hubs for women’s learning & livelihoods
Trusted local spaces to provide awareness on learning and job opportunities for young and middle-aged women
Community-run information kiosks placed in high-
footfall areas (e.g., Panchayat offices, ration shops,
schools, e-seva hubs) to provide offline, accessible,
and trusted awareness channels for women
These kiosks act as safe, walk-in spaces where
women can learn about learning and local job
opportunities - without the fear of judgment or
digital exclusion
CONCEPT
EXHIBIT 24: COMMUNITY WOMEN CIRCLES
Community Women Circles (Sakhi Samvaad)
Mentorship networks for early guidance during school years to expose girls to aspirational role models and safe
peer discussions
Implement structured mentorship programmes
connecting girl students with local aspirational
women through monthly meetups and workshops
in collaboration with Jan Shikshan Sansthan (JSS)
Pair students with women mentors to guide career
exploration and pathways
CONCEPT
69
Women-Centric App: Trusted digital gateway for women’s learning and work
Dedicated app providing safe, private access to information and microlearning resources tailored for women
CONCEPT
SAKHI
TRUSTED DIGITAL
GATEWAY FOR WOMEN
िहं दी / English
Info Courses Jobs Mentors
Govt Schemes
Verified
VERIFIED
START
Skilling programs near you
Field Officer
Financial
Basics
Time
Management
Jobs for women
Microlearning
Caregiver fifl₹ ≈≈≈
SAKHIIIT
Digital
Payments
5mins 6mins 4mins
Privacy mode
One-stop information: Central access to women-focused schemes, education
and skilling programmes, and women-specific job opportunities
Verified content and clear navigation to reduce reliance on informal, judgment-
prone networks
Microlearning modules: Short, practical videos on financial literacy, time
management, digital basics, and everyday life skills to build confidence
Empowered first step: A safe digital channel that allows women to explore
options discreetly and act on them with confidence
EXHIBIT 26: WOMEN-CENTRIC APP
Finally, guidance interventions must be
complemented with broader perception-
building efforts. Communication initiatives such
as ‘Hunar Utsav’ can help normalise vocational
pathways, celebrate skill-based achievement,
and improve visibility of credible skilling options
and outcomes. Together, these interventions
position guidance and perception-building as a
continuous system function, enabling informed
choice, mobility, and sustained engagement
across the skilling lifecycle.
Hunar Utsav: BTL
1
campaigns for skilling pride
CONCEPT
On-ground experiences: Pop-up ‘Try-a-Trade’ zones in schools/workplaces/
community areas where youth, parents, and workers can see and try skills linked
to real jobs and earnings; meet and greet community champions
Role model showcases: Success stories from local alumni, employers, and
women entrepreneurs (e.g., Drone Didi) that demonstrate career growth
through skilling, to shift mindset from ‘last resort’ to ‘choice’
Community-led channels: Campaign delivery anchored in trusted touchpoints -
fairs, workplace events, community radio, WhatsApp groups, and parent–teacher
forums - ensuring credibility and wide reach
Aspirational messaging: Strong, memorable campaign lines to reposition
skilling as a pathway to respect and success
1. BTL (Below-the-Line) = targeted, direct-engagement marketing—activities that reach people without mass media, e.g., trade shows,
in-store demos/activations, and direct mail/SMS—used to communicate more directly with specific audiences and drive response
EXHIBIT 27: HUNAR UTSAV
Illustrative, priority-led interventions that States can sequence and adapt based on contextNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
70
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
Core Reform Action Plan
Guidance and
Perception
Building
Counselling in schools:
|Design and implement grade-wise counselling framework via Pathway
clinics for students and parents
|Ensure at least 1 qualified counsellor/10 schools (CSO support interim;
direct recruitment long-term)
Counselling for the workforce:
|Take guidance to communities at panchayat/ward level via segment
specific interventions e.g., Sakhi Booths, Community women circles
for women
|Leverage existing government services centres (e.g., e-Seva Mayyam,
post office, ward offices, ITIs) to deliver in-person guidance
|Evaluate digital outreach via weekly guidance hour, phone/WhatsApp
helpline where possible
At-scale digital guidance
|Build mobile/web/WhatsApp tools like MyGuide that give personalised
pathways, checklists, and nudges (e.g., RPL assessment centres nearby)
|Enable discovery of customised/verified programmes (e.g., Skill Sure)
and provider (e.g., Skill Scout) via targeted apps; searchable by location,
language, and mode (full-time/part-time)
Perception Building
|Run grassroot campaigns to build pride in skills, for e.g., via on-ground
‘try-a-trade’ zones and role-model showcases; campaigns such as
Hunar Utsav with memorable messages (e.g., Degree nahin, hunar
chahiye)
Guidelines to Implement the Core Reform
71
System Enablers That Can Drive a Long-Term Systemic Shift
System Enabler 1 Digital Skills Passport
Lifelong learning at scale requires more than
access to courses. It requires the ability to surface
the right opportunities for individuals at different
stages, and to recognise learning consistently
across education, skilling, and work. This calls
for an integrated digital approach that can
track learning over time, connect credentials
to opportunities, and support mobility across
pathways.
India’s policy architecture reflects a clear
commitment to this direction. Currently, the
Skill India Digital Hub (SIDH) marks an important
step towards consolidating skilling-related
certifications and employment pathways within
a common digital framework and provide a
scalable foundation that can serve diverse learner
segments
65
. In parallel, several related digital
public goods are already in place, including
Aadhaar, the Academic Bank of Credits (ABC),
the National Career Service (NCS), the Unified
Payments Interface (UPI), and the APAAR ID,
which provides a lifelong learner identifier to
track academic records, skills, and achievements
across stages
66
. While these building blocks
exist, implementation remains nascent and
fragmented. There is therefore a significant
opportunity to leverage them synergistically
to create a seamless user experience across
education, skilling, and work.
Going forward, to translate this foundation into
system-wide impact, a further step is required.
A single national account or Skills Passport,
using the APAAR ID as a common, interoperable
learner identifier, that brings together verified
credentials, skills, and work experience can
provide continuity across the life course. The
Skills Passport can enable stackable learning
records, support access to jobs, apprenticeships,
and skilling opportunities, and act as the
backbone for digital interventions such as job
matching and flexible work discovery. For this to
function effectively, robust skills registries and
data exchange mechanisms at the State level
are essential.
65. Bhatnagar, A. (2025). Digitally skilling India: Solution – The SIDH implementation journey. National e-Governance Division,
Government of India, accessed in Nov 2025.
66. Ministry of Education, Government of India. APAAR ID, accessed in Nov 2025.
‘Learning Account’ with Digitally Verified Credentials
Stackable, verifiable credentials for work and skills
CONCEPT
Create a digital layer that records
all verified learning, training, and
work experience
Use a unique Skill ID (linked
to APAAR) to store and access
credentials anytime, anywhere
Allow individuals to share verified
credentials with employers or
platforms for jobs, training, or loans
Enable stacking of micro-
credentials to show continuous
learning and career progress
CONCEPT
EXHIBIT 28: DIGITAL SKILLS PASSPORT
E-Services
Enabling individuals to take charge of their skill development and
lifelong learning path
Employers
Search for training courses
and training providers
Generate your Unique
Skills Profile
Training Providers
Check and claim Skill
Voucher credit
Generate CV QR Code
Resources Contact Us
Individuals Update your credentials
Seek career counselling
– Ask AI
Log inAbout Us Initiatives E-servicesNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
72
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 A critical starting point for States is the
development of a Skills Digital Registry and
Exchange (Skills DX). This can bring together
underlying datasets, including public scheme
records, enrolment data, jobs data, and
beneficiary lists from past programmes, to
create a common base for digital use cases
such as learner identification and candidate
matching. Skills DX can interface with national
registries such as e-Shram, Unified District
Information System for Education Plus (UDISE+),
the National Career Service, apprenticeship
portals, and Employees’ Provident Fund
Organisation (EPFO) systems, while maintaining
State-specific standards. A secure technology
layer is required to govern consent, access, and
application programming interfaces (APIs), with
private partners supporting integration and
maintenance.
EXHIBIT 29: SKILL DX
Skill DX Unlocking a data-driven skilling ecosystem
CONCEPT
Government-built foundation:
Central and State governments
consolidate datasets (schemes,
institutions, skills, jobs, registries)
into a unified data layer
Open data endpoints:
Datasets are made accessible
through secure APIs on
technology layer, creating a
common access point
Private and industry:
Companies, training
providers, and start-ups
can build applications on
top - like SkillSure, outcome
repositories etc.
User-facing solutions: Learners,
workers, employers, and trainers
can access simple tools powered
by this stack - turning data into
guidance, opportunities, and
lifelong learning journeys
Data Registries
|Content
Registry
|Schemes
Registry
|Skilling
Institutions
Registry
|Skills
Practitioners
Registry
|Financing
Registry
Central
Government
Datasets
|E-Shram
|PLFS
|UDISE+
|Census
|NCS
|EPFO
|ABC
|GST
State owned
Datasets
|State Skill
Development
Initiatives
|District Skill
Development
Plans
|State Skill Gap
Reports
Global
Datasets
|ILO/OECD/
World Bank
Statistics
on Skill
Development
|Global
Employment
Trends
|Skill Surveys
Private
Datasets
|Research &
Publications
(e.g., Scheme
wise impact
Assessment
reports)
Infrastructure Layer
|Communication
Infrastructure:
Physical networks
(Fiber Optics,
4G/5G Network,
internet access
points)
|Cloud and Server
Infrastructure:
Cloud platforms
hosting the
services and
ensuring scalability
Trainers/Tutors Assessment AgenciesCentral Government Industry/Employers
Civil Society Organisations FinanciersState Government Beneficiaries
Users
Consent Manager:
Mechanism for
data exchange with
proper authorisation
and user consent
Analytics:
Developing open-
source algorithms for
use in applications
Interoperability
Standards:
Ensure data and
services from
different platforms
can work together
Payment Protocols:
Mechanisms for
integrating digital
payments
Rating and Feedback
Systems: Standards
for reputation
management across
participants
Skill Discovery
Skill Scout, Skill Sure
Digital Portfolio
Workfolio
Job discovery
LocalWorks, FlexSeva
Key Course Metrics
Career Outcome Repository
Apprenticeship Discovery
State Apprenticeship Platform
Part-time Work Discovery
FlexEarn
Guidance and Counselling
MyGuide
Financing & Funding
Skill Vouchers
Application Layer
Technology Layer
Skill DX – Skill Data Layer
Non-Exhaustive
73
Even after consolidating the data sources
outlined above, critical gaps will remain for
building advanced applications. For instance,
hyperlocal information on informal jobs at
the district level may not be reliably inferred
from existing systems across several districts;
and will require datasets to be created and
maintained from the ground up, in partnership
with industry, local bodies, and intermediaries.
This necessitates a multi-pronged data strategy
that combines aggregation of existing registries
with targeted creation of new, ground-level data
pipelines.
Once the data layer is established, States, directly
or by providing access to private players, can build
analytical and application layers that convert
data into value for users. These may include job-
matching tools, provider and course discovery
platforms, and outcome dashboards aligned
to local labour market needs. Engagement
with industry bodies, training institutions, and
District Skill Committees can help ensure that
solutions remain grounded in regional demand,
supported by clear consent frameworks for
responsible data sharing.
Using this foundation, a critical gap in outcome-
related information can be addressed through
the creation of a National Career Outcome
Repository as a shared digital public good. By
aggregating data on wages, roles, demand
trends, and placement outcomes from multiple
sources, such a repository can influence decision-
making across the ecosystem. For learners,
it enables informed choice based on likely
outcomes rather than perception. For institutions
and States, it provides a common evidence base
to align training supply, infrastructure, and
incentives with labour market demand.
EXHIBIT 30: NATIONAL CAREER OUTCOME REPOSITORY
National Career Outcome Repository: Finding India’s job ready institutions
CONCEPT
Publish verified data on salary ranges, job roles, sectors, and internship
placement rates across programmes and colleges
Outcome-
linked metrics
Career
trajectories
Multi-channel
dissemination
Institutional
incentives
Integrated
guidance
Showcase alumni journeys and case studies to provide real examples of career
pathways, progression timelines, and ROI of different programmes
Make information accessible through a national digital platform, integrated with
state dashboards, and share via schools, colleges, and social media
Encourage institutions to transparently share career outcomes; reward those
demonstrating strong employability outcome to drive transparency and trust
Provide value added tools for learners and parents to compare institutions,
programmes, and pathways side-by-side to make informed enrollment choices
Private sector driven; powered by Skill DXNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
74
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 To support informed decisions across the life
course, individuals also need simple, credible
signals of their readiness for future roles. One
such tool is Skill-Skore, which can translate skills,
qualifications, and work experience into forward-
looking readiness signals.
At the user level, the digital backbone can
support a range of personalised features. Tools
such as MyCV, a QR-enabled digital curriculum
vitae, can help learners showcase verified
work experience. Skill Skore can provide an
aggregated view of future readiness, while
Workfolio can enable informal and blue-collar
workers to build a simple digital portfolio of their
skills and past work using photos, videos, and
local verification. These features are particularly
important for segments that have traditionally
lacked formal recognition.
CONCEPT
Workfolio : Digital portfolio & hiring network for blue-collar workers
Mobile-first platform for informal workers to showcase their skills and experience, making hiring more visible and trusted
and reduce reliance on word of mouth
For workers:
|No frills worker profiles and onboarding: Location, availability, languages, pay band,
skills, WhatsApp-first onboarding
|Portfolio showcase: Photos/videos of work by category of skill (with references and
timestamped for credible verification)
|References & badges: Self-declared -> endorsed -> verified (local Digi-attestation, RPL)
For employers:
|Search & match: By skill tags, radius, availability
|Ratings & repeats: Feedback builds portable reputation
|Team hires: Curated rosters for contractors/projects
Onboarding integration:
To leverage ITIs, hubs, and Sakhi Booths for onboarding workers
Private sector driven; powered by Skill DX
EXHIBIT 31: WORKFOLIO
Workfolio
Private sector driven; powered by Skill DX
EXHIBIT 32: SKILL SKORE
CONCEPT
Skill-Skore
|AI-enabled Skill & Future Readiness Index (FRI) that allows employees
to assess their future readiness
|By entering their current qualifications, skills, and job role, individuals
receive a FR score benchmarked against industry standards and trends
|Optional top-ups for strengthening score, for e.g., general employability
assessment to showcase current employability, technical assessment to
prove skills, submission of prior verified credentials etc.
Your Skill Score
Your score is average
compared to others with your
degree and job in your city.
Weak Strong
Pathways to Consider
69
Expected Salary Range
₹ 6,00,000-8,00,000 per year
Skills to Grow:
• SQL database
management
• Enterprise Resource
Planning
75
Features such as FlexEarn can expand access
to short-term and part-time work for students
and workers, enabling greater flexibility in how
learning and earning are combined.
Taken together, these digital enablers form
the operating infrastructure for a skills-first
ecosystem. They do not replace institutions or
programmes, but connect them, ensuring that
learning records, opportunities, and outcomes
are visible, portable, and actionable across the
skilling lifecycle.
EXHIBIT 33: FLEXEARN
CONCEPT
FlexEarn : Part-time opportunities for students
Enables final year college students & recent graduates to unlock part time work opportunities and support roles to
support themselves financially during graduation and for up to 1 year post-completion
Enable serious learners to fund and focus on relevant skills demanded at workplace
from the college or skilling platformfor contract based roles to enable/reserve opportunities
as part of CSR initiatives
A B C
Verified proof of learning Discover via campus portal Industry partnerships
Private sector driven; powered by Skill DX (skill data exchanges)
System Enablers Action Plan
Skills DX
|Create a State Skill Data Platform (Govt-led) to bring key datasets
into one place e.g.,
•training supply & infra (ITIs, Polytechnics, HEIs: courses, seats,
fees, trainers)
•local demand & wages (industry associations/MSMEs, job fairs,
staffing/gig platforms)
•outcomes & placements (institution, apprenticeship registries)
|Link with National Registries such as e-Shram, UDISE+, NCS (and
EPFO/apprenticeship portals), with the State ensuring data standards/
alignment; private tech partners support integration and upkeep
|Set up a Secure Technology Layer where government defines
protocols for consent, access, and APIs; private providers build data
pipelines, feedback loops, to enable tools that connect trainees, trainers,
and employers
|Develop practical applications (joint Govt–Industry) including:
•job discovery & matching portals (e.g., hyperlocal search, part-
time/flexible work)
•provider/course discovery (e.g., Skill Scout/Skill Sure)
•outcome dashboards (e.g., Career Outcome Repository)
|Engage local stakeholders via guidelines to Implement the enabler
facilitation - bring industry bodies, training providers, and District
Skill Committees together to co-design solutions that reflect local
workforce needs
Guidelines to Implement the System EnablerNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
76
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Digital Skills
Passport
|Launch a Digital Skills Passport/Account
|Provide every learner and worker a unique Skill account (APAAR-
linked) that stores verified credentials, RPL credits, and work experience
in one place. Users can share verified data with consent for jobs,
training, or financing - enabled via the Skill Data Exchange (covered
in detail in ‘’Digital public infrastructure for skills’)
|Build tailored tools to support learner/individual skills/employment
journey (illustrative):
•E.g., Digitally Verified Credentials showcasing all forms of
learning/credits/experiences etc. to facilitate mobility – in jobs
and education etc.
•E.g., Instant QR-based CV generation (myCV) adapted to job
description to expedite job search and application
•E.g., Aggregated score reflecting skill readiness for self assessing
need for upskilling (Skill Skore)
•Enable financing and targeted support via the Skills passbook/
account: Link Skill Vouchers and Skill Financing Scheme directly
to verified Skill IDs for transparent disbursement and repayment
tracking (covered in detail in ‘Outcome-linked financing’)
System Enablers Action Plan
Opportunity
access,
discovery and
matching
|Build a unified digital job discovery platform powered by Skill DX
(covered in detail in ‘’Digital public infrastructure for skills’) : Aggregate
listings from public schemes, private employers, and gig platforms;
enable filters for part-time, flexible, and local jobs
|Expand access to:
•Flexible/part-time work (FlexEarn): onboard govt departments,
PSUs, and local MSMEs to collate and post flexible opportunities
with clear pay/hours; enable student/women slots and simple
attendance–payment flows
•Hyperlocal opportunities (LocalWorks) by showing jobs within
a chosen radius (e.g., 3–10 km); activate access via block offices/
kiosks; support assisted walk-in applications
|Create a platform for blue/grey-collar workers (Workfolio) to demonstrate
portfolio (e.g., via photos/videos of work, and supervisor endorsements)
and support with gaining new opportunities
|Match using verified profiles via Skill Passbook (covered in detail in
Digital skills passbook): auto-fill skills, credentials, and past work to
improve match quality; send real-time nudges to jobseekers and
employers for faster placement
77
Outcome-based Financing
Access to finance remains a critical constraint in
India’s skilling ecosystem. Motivated learners are
deterred by high course fees and unclear links
between skilling and career outcomes. Lack of
affordable funding options restricts the pursuit
of add-on skills without risking lost income with
women facing disproportionate impact.
India’s policy framework recognises these
financial and access constraints and seeks to
mitigate them through targeted initiatives and
structured interventions. The Model Skill Loan
Scheme, jointly run by MSDE, the Department
of Financial Services, and the Indian Banks
Association, offers financial support for skill
development. Learners can access loans ranging
from ₹5,000 to ₹7.5 lakh. Under this scheme,
loans with guaranteed amount of ₹131.31 Cr.
have been provided as of 2025
67
.
At the State level, several governments have
introduced complementary mechanisms;
for instance, the Maharashtra Chief Minister
Kaushalya Abhiyan is aimed at incentivising
skill development and vocational training by
providing direct financial support to learners.
Under this programme, ITI and other skill course
trainees receive monthly stipends ranging
from ₹6,000 to ₹10,000, depending on their
qualifications. Functioning similarly to a voucher
system, the scheme ensures that financial
support reaches learners directly through cash
transfers, reducing intermediaries and enhancing
accessibility to skill-building opportunities
68
.
Tamil Nadu’s Vetri Nichayam has been
introduced to upskill the unemployed youth to
get placement opportunities in the industry. This
scheme targets all the students aged 18-35 years
and encompasses the unemployed youth who
have completed their graduation, ITI, Diploma,
and school dropouts who require immediate
placements. Training is being executed by the
renowned industry training partners focusing
on maximising employability opportunities with
training duration exceeding 100 hours. To lower
cost barriers, the Government of Tamil Nadu
negotiates pricing with empanelled private
providers listed on the platform and offers these
training programmes free of cost to eligible
candidates
69
.
While these mechanisms expand access, most
funding today remains linked to enrolment
and course completion rather than what
learners achieve after training. Outcome-
linked financing seeks to shift this emphasis
by progressively tying funding support to
verified results such as job placement, wage
improvement, or sustained employment.
Building on these foundations, there is scope
to further strengthen market-responsive
and outcome-linked financing approaches.
States may consider piloting and refining a
combination of funding tools to improve learner
choice, provider accountability, and employment
outcomes. In such models, learner choice and
outcome funding work together.
Learners select programmes that align with
their goals, while providers are incentivised to
deliver results rather than maximise enrolments.
To operationalise this outcome-orientated,
financing mechanisms can be structured to
pay only when results are achieved. For instance,
Skill Impact Bonds are a pay-for-results model in
which private or philanthropic funders initially
finance training delivery, and the government
repays them only if predefined outcomes such as
verified placements or wage gains are achieved.
Such mechanisms require careful calibration so
that harder-to-place learners are not excluded.
67. Government of India, Ministry of Skill Development and Entrepreneurship. (2025, March 10). Skill Loan Scheme for Andhra Pradesh
(Lok Sabha Unstarred Question No. 1664), accessed in Nov 2025.
68. Maharashtra State Skill Development Society. PMKUVA, accessed in Nov 2025.
69. Tamil Nadu Skill Development Corporation. Vetri Nichayam scheme, accessed in Nov 2025.
System Enabler 2 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
78
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Another such approach is the introduction of
digital skills vouchers, which represent a clear
shift from today’s supply-driven, centre-led
skilling model to a learner- and employer-led
system. Unlike current schemes where training
choices are largely pre-determined, vouchers
place purchasing power with the learner,
nudging them to make intentional, demand-
aligned skilling decisions. Digitally issued and
hosted on individual learning accounts, vouchers
are programmable, enabling governments to
precisely target priority sectors, geographies,
and beneficiary groups, and to adapt scheme
parameters quickly without redesigning the
programme. This model strengthens market
signals for quality, as training providers compete
on outcomes rather than enrolments, while
also enabling end-to-end tracking, reduced
leakage, and cross-scheme convergence.
Supported by clear eligibility guardrails such as
recruit-train-deploy pathways in priority sectors
and a curated pool of high-quality providers
across industry, government institutions, and
training organisations, digital skill vouchers can
improve relevance, accountability, and long-term
employability outcomes at scale.
EXHIBIT 34: TARGETED SKILL VOUCHERS AND SKILL FINANCING SCHEME
CONCEPT
CONCEPT
Targeted Skill Vouchers: Affordable access to priority skills
Model Skill Loan Scheme:
Targeted vouchers transferred to beneficiary account/e-wallet covering -
Make the Model Skill Loan easy to access, trusted to use, and aligned to employability
01
Emerging sectors (e.g.,
semiconductor, renewables, EV)02
Declining/at-risk sectors
(e.g., mining) 03
Priority segments (e.g., women,
disadvantaged students in education)
or regions (e.g., tribal, mining districts)
Redeemable at
trusted providers
Frictionless access
Bigger ticket size
Placement-linked
repayment
Trusted course list
Flexible
funding model
Delivered through a
high-trust ecosystem
Vouchers usable only at government-verified/accredited training providers and industry partners
Can be offered as full subsidy or co-pay, depending on learner profile and sector priority
via digital wallet (e.g., NPCI e-RUPI), enabling tracking, integrity, and targeted use
Digital eKYC + instant eligibility checks via delivery institute/centre
Promote enhanced limit (up to Rs. 7.5 lakh) for learners aspiring for
advanced courses
Moratorium through course + short grace window; autopay begins
post-placement to keep risk low for learners
Loans usable only at pre-verified programmes/providers with
placement records
A
B
C
D
Targeted Skill Voucher
Model Skill Loan
• Redeem at verified provider
(See provider list)
Assigned limit -upto ₹7,50,000
Interest: 7.9%
Moratorium: Course +3 months
(See course list)
• Valid for carpentry courses
(See course list)
₹12,000
SCAN AND USE
COMPLETE EKYC TO APPLY
79
Appropriate checks, including outcome-linked
guarantees, can help ensure quality and
accountability, while leveraging existing public
and private infrastructure can reduce delivery
costs. Programmable payment mechanisms,
such as e-RUPI or central bank digital currency
(CBDC) based wallets, can further enhance
transparency and ease of transactions. These
instruments require a robust digital backbone,
anchored in a Skills Account/Passport, to
enable seamless verification, transactions, and
a consistent user experience for learners and
providers. For governments, this also enables
clearer visibility into who is being funded, for
what outcomes, and with what results, allowing
financing decisions to be calibrated over time.
In parallel, placement-linked loan models
can be refined to reduce financial risk for
learners. Features such as moratoria aligned to
employment outcomes can ease repayment
pressures during training periods. In these
arrangements, part of the risk shifts away
from learners towards providers or financing
partners, aligning incentives more closely with
employment success.
System Enabler Action Plan
Outcome-based
financing
|Launch Targeted Skill Vouchers for priority sectors/learners and
empower choice and address upfront cost barriers
•Focus on priority learner segments (e.g., women, marginalised
youth)
•Focus on emerging sectors of national/State priority (e.g.,
semiconductors, green energy)
•Focus on declining sectors/roles (e.g., mining, admin)
|Expand Model Skill Loan Scheme: Scale the scheme with placement-
linked repayment moratorium for outcome-certified courses to reduce
learner cost burden
|Promote outcome-linked funding models: Identify pathways to scale
Skill Impact Bonds and other PPP-based models that pay training
providers for results achieved (e.g., verified placement, wage gain)
rather than inputs
|Evaluate and enable seamless payments and monitoring: Test new
payment modes (e.g., e-RUPI, CBDC) to automate voucher redemption,
track fund flows, and ensure accountability
Guidelines to Implement the System EnablerNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
80
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 System Enabler 3Operationalisation of the National Credit Framework (NCrF)
Fragmented standards across qualification
bodies, ministries, and institutions continue to
limit how learning is recognised and carried
forward. Credits earned in vocational training,
academic programmes, and workplace learning
are often not comparable or transferable,
creating barriers when learners move between
education, skilling, and work. These constraints
are most acute for those who learn outside
formal classrooms, where work experience,
apprenticeships, and informal learning remain
largely unrecognised due to the limited scale
of Recognition of Prior Learning, uneven
assessment practices, and weak verification
norms.
Addressing this requires treating learning as
cumulative rather than episodic. A common
credit framework provides the foundation
by enabling learning acquired in classrooms,
workplaces, apprenticeships, internships, or
informal settings to be assessed and recorded
in a comparable way. The NCrF, launched by
the National Council for Vocational Education
and Training (NCVET) under the Ministry of Skill
Development and Entrepreneurship (MSDE),
establishes a shared credit language across
learning modes and brings parity between
academic, vocational, and work-based learning.
For the framework to function meaningfully
on the ground, recognition must be credible
and consistent. Standardised assessment
approaches, supported by clear rubrics
and evidence such as portfolios or video
documentation, can improve reliability, while
audit-based verification for apprenticeships and
workplace learning strengthens confidence
among institutions and employers. With credible
recognition in place, structured progression
becomes possible, including certificate to
diploma or diploma to degree transitions
supported by bridge modules in foundational
subjects such as Mathematics and English.
EXHIBIT 35: NCRF TOOLKIT
NCrF Toolkit – NCrF Operationalisation at Scale
CONCEPT
Contextualise SOP to State & trades (local job demand, language, mobility options).
Ensure data linkage to State Skill DX, APAAR-linked Digital Skill Passbook so that credits
move with the learner
Turn the NCrF rulebook into day-to-day practice across schools, ITIs, polytechnics, colleges, and workplaces
SOPs (what, how, by when)
Publish SOPs for RPL expansion: eligible trades, evidence formats (video/portfolio),
credit award/accept timelines, and SLAs; include staffing norms, assessor training, and
escalation flow
Bring the system enablers together
(via single portal for signup, empanelment, evidence upload, dashboards)
Empanel & accredit assessment agencies: criteria, capacity checks, rate cards, and
turnaround SLAs; Onboard awarding bodies
Expand private assessment footprint
Invite more credible private agencies; set transparent entry criteria; deploy them to
districts for on-demand assessments basis district trade landscape
Build a robust audit network for assessors
Random checks, norms, video/evidence audits; blacklisting policy for non-compliance;
quarterly quality and outcome reviews
Set up a command centre (central, state, district)
PMU to train district/block officers, monitor and troubleshoot issues
81
Operationalising the NCrF also requires that
credits be treated as valid prerequisites for further
education and employment. Without this, credit
accumulation remains symbolic and mobility
across pathways remains constrained. When
credits are recognised as entry requirements,
learners can re-enter education through
Open Schooling combined with Recognition
of Prior Learning (RPL), progress into ITIs or
higher education, and move across academic,
vocational, and work-linked tracks without
loss of time, effort, or prior learning. Together,
these shifts position the credit framework as a
core enabler of lifelong learning and sustained
mobility across the education, skilling, and work
continuum.
System Enablers Action Plan
NCrF adoption
for Pathway
Mobility
|Strengthen creditisation of work experience (RPL expansion)
•Expand and accredit the RPL network by empaneling industry
bodies, sector councils, private certifiers, and local testing
centres
•Standardise assessment processes via SOPs - clear rubrics,
portfolio/video evidence, and audit-based verification for on-the-
job learning and apprenticeships
•Build on-demand assessment capacity, leveraging industry
infrastructure and incentivising employers to certify work
experience credits
|Ensure adoption of NCrF by education institutions
•Contextualise NCVET-issued NCrF SOPs for schools, ITIs,
polytechnics, colleges, and universities
•Conduct orientation and training sessions for institutions and
faculty on credit transfer, bridge courses, and progression
pathways
|Enable clear pathway mobility
•Bridge routes back into education: e.g., allow informal workers to
earn Class 12 equivalence via NIOS + RPL, enabling re-entry into
ITIs through Transfer of Credit (TOC) or higher education
•Top-up pathways: e.g., diploma-to-degree or certificate-to-
diploma progression using bridge modules (Maths, English)
•Vertical movement: e.g., recognising work-based learning
credits toward degree-level qualifications
Guidelines to Implement the System Enablers
Skills-first Policies and Inclusive Infrastructure
India’s shift towards a skills-first ecosystem
continues to be constrained by structural
barriers that limit participation and progression,
particularly for women and informal workers.
These barriers extend beyond training provision
to the broader environments in which individuals
live, commute, and access facilities.
Some States have begun addressing these
constraints by strengthening enabling
infrastructure for women. In Tamil Nadu, public–
private partnership models such as working
women’s hostels (Thozhi)
70
have expanded
access to safe, affordable accommodation
for women relocating for work or training. By
reducing housing-related barriers and improving
mobility, such facilities function as critical
complements to skilling and employment hubs.
70. World Bank. (2024). Tamil Nadu Working Women’s Hostels- A Home Away from Home (feature story).
System Enabler 4 NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
82
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Further, such infrastructure reforms need to be
complemented by regulatory measures that
shift hiring practices towards demonstrated
capability. Piloting skills-first hiring in select
public sector undertakings and high-volume
roles can help reduce over-reliance on formal
degrees, strengthen demand for job-relevant
skills, and reinforce the value of skilling pathways
across the labour market.
Beyond housing, a broader constraint lies in the
underutilisation and fragmentation of existing
infrastructure. Training facilities, workshops, labs,
hostels, and community spaces are distributed
across multiple departments, ministries, and
levels of government, as well as the private
sector, often with limited visibility beyond their
immediate custodians.
Establishing a State/National Shared Skills
Infrastructure Network can help address this
by systematically identifying, mapping, and
digitising infrastructure capacity across trades,
institutions, and geographies. This includes
assets held by schools, colleges, ITIs, skill centres,
hostels, PSUs, and industry partners, across both
Centre and State systems. State/National Shared
Skills Infrastructure Network may leverage PM-
Gati Shakti and SIDH.
Digitising this inventory and democratising
access to facilities can enable shared use
for skilling, reskilling, and community-
led programmes, particularly during non-
peak hours. District-level coordination can
further support utilisation by aligning local
demand with available capacity. Models that
allow community use of school or college
infrastructure for women’s skilling, supported
by proximate housing such as working women’s
hostels, illustrate how integrated planning can
expand access without significant new capital
expenditure.
EXHIBIT 36: SURAKSHIT SAATHI
Surakshit Saathi: PPP-led hostels & transport for women
CONCEPT
PPP-led model to provide secure hostels near industrial/training hubs and affordable transport options for women
learners and workers
Shared cost model
Dedicated transport services
Women’s hostels near industry hubs
Capex by government (land, basic infrastructure) and Opex by
private sector (CSR/apprenticeship budgets to cover running
costs and services)
Free or subsidised bus routes for women commuting between
residential areas and hubs, aligned to shift hours and training
schedules (e.g., Zero Ticket Bus Travel Scheme (ZTBT) allows
women to travel up to 30 km in government buses for free in
Tamil Nadu)
PPP-led hostels close to clusters and training centres, with
safety features, meal plans, and flexible rental options (e.g.,
Vallam Vadagal by Tamil Nadu government aims to create
housing complex for ~18,000 Foxconn women employees)
Reduces dropouts caused by safety and mobility concerns,
ensuring women can complete skilling programmes and
sustain participation in jobs
01
03
02
04
83
In parallel, incentive-based measures such
as upskilling leave can encourage employer
participation in lifelong learning. Enabling
employees to take structured time off for
approved upskilling or reskilling programmes
can support mid-career transitions, improve
workforce adaptability, and align skilling
investments more closely with evolving industry
needs.
Taken together, coordinated action on shared
infrastructure, inclusive facilities, regulatory
reform, and incentives, delivered through a
whole-of-government approach, is essential
to ensure that skilling pathways are accessible,
inclusive, and scalable.
EXHIBIT 37: SKILLS-FIRST HIRING MANDATE
CONCEPT
Skills-First Hiring Mandate
Mandate for skills-based recruitment model for roles where a degree is not essential, creating visible demand for NSQF/
ITI/apprenticeship credentials
Mandate NSQF
alignment
Rewrite job
descriptions
Select by skills,
not degrees
Pilot before scale01 02 03 04
Make NSQF-aligned skill levels a
prerequisite for all jobs (PSU and
private)
Encourage advertisers to base
JDs on competencies/NSQF
roles; remove degree filters
unless required by statute (e.g.,
healthcare)
Use trade/skills tests, NSQF/ITI/
RPL/apprenticeship certificates,
and experience as key criteria
Test in select PSUs and high-
volume roles (operations,
maintenance, customer service),
then extend across government
vendors
EXHIBIT 38: LEARNING UPSKILLING LEAVE
CONCEPT
Upskilling Leave: Structured leave for upskilling
Introducing optional pre-planned, short blocks of unpaid leave dedicated to learning - giving them security of continued
employment while they skill-up
Short, intensive breaks:
Career acceleration:
No employer cost:
Proof of Completion:
1–3 month unpaid leave blocks
that employees can plan to
pursue certification programmes,
bootcamps, or industry-
recognised training
Workers gain market-relevant
certifications that help them
move into higher-paying roles or
other sectors
Employers retain talent and
morale without funding the
training
Training outcomes logged
formally (via digital certificate
repository) so that learning adds
to the employee’s verified record
01 02
03 04
International precedent: In Germany, employees are entitled to paid educational leave to pursue
training from certified providers (up to 5 days per year)
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
84
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 System Enablers Action Plan
Skills first
policies and
infrastructure
|Evaluate a District-first implementation agenda with accountability
at District Collector level and executional responsibility at Panchayat/
ward level building on models such as District-led skill missions and
deployment of CM Skill Development Fellows to drive local skilling
programmes (e.g., Nua Odisha)
|Launch a Whole-of-Government Committee at the State level with
representation from education, labour, industries, and women & child
departments
|Mandate skill-first hiring practices:
•Shift recruitment in government and PSUs to NSQF-based hiring,
further encourage industry to follow
•Encourage use competency/skill -based JDs instead of traditional
degree requirements
•Encourage use of NCrF to creditise work experience, through
standardised RPL processes and clear rubrics for translating work
experience into credits
|Enable allied reforms for employers, through policy and incentive
levers, e.g.
•Enable provision of paid/unpaid time-off for employees to pursue
approved upskilling programmes
•Provide ELI top-ups or recognition for employers who train and
retain skilled workers
•Allow companies to offset a share of training costs against taxes
|Encourage cross-utilisation of skilling infrastructure:
•Build a State Skills Infrastructure Network to map public/private
assets, track utilisation
•Empower district collector to promote utilisation of existing
resources for district schemes
•Enable shared use of schools, colleges, and ITI facilities for
community-led re/upskilling programmes (e.g., accessible skilling
for women possible in schools)
|Ensure/set-up access to inclusive/secure infrastructure, especially
for priority segments
•E.g., provide safe hostels, childcare, and reliable transport near
industrial and skilling hubs (Surakshit Saathi) to support mobility,
especially for women
•Enter into capex/opex sharing model with large private players for
setting up and operating shared infrastructure
Guidelines to Implement the System Enabler
85
Reimagined Skilling Architecture
Together, the core reforms and system enablers
form a reimagined skilling architecture that
places the learner at the centre and enables
cumulative progression across education,
skilling, and work. Rather than a linear journey,
the architecture is designed around multiple
entry, exit, and re-entry points, allowing
individuals to move across learning and earning
pathways without restarting at each transition.
At the school level, the architecture recognises
that institutions operate under different
enrolment and infrastructure constraints. It
therefore supports multiple school archetypes,
ranging from all schools offering foundational
employability skills to the subset of those
providing deeper vocational specialisation.
Early exposure from Grade 6 builds common
employability and entrepreneurship capabilities.
In addition, vocational tracks from Grade 9 are
offered selectively, aligned to local capacity and
demand. Flexibility to move across school types
until Grade 11 ensures that vocational track, once
chosen does not limit future choices.
Beyond school, the architecture expands into
multiple post-school pathways, including
tertiary education with deep private and industry
ownership, alongside parallel routes through ITIs
and polytechnics. Learners can move between
these options through bridge mechanisms such
as open schooling certificates or top-ups from
ITI to diploma or degree. While specialised skill
institutions and skill universities serve as useful
exemplars of integrated, job-linked delivery,
system-wide scale is expected to come from
embedding skills and vocational options earlier
within school pathways.
For the workforce and NEET youth, the
architecture prioritises outcome-linked
standalone skilling that responds to changing
labour market demand. Short-to-medium
duration programmes, micro-credentials, and
apprenticeships allow workers and young people
to acquire high-value skills quickly and apply
them in real work settings. Apprenticeships,
in particular, function as a central bridge
between learning and earning, connecting
learners directly to employers and supporting
progression across roles and sectors.
Across all stages, credits (leveraging the NCrF)
function as the medium for stacking, switching,
and progression, rather than as static academic
markers. Learning acquired in schools, tertiary
institutions, short-term programmes, or the
workplace can be accumulated and carried
forward, enabling learners to pause, switch
pathways, or re-enter without loss of prior effort.
Taken together, these design choices create
a system of cumulative progression, where
individuals can learn, earn, and advance based
on readiness and opportunity across the life
course.
Taken together, the reimagined skilling
architecture creates the conditions for smoother
transitions across education, work, and re-entry
for diverse learner and worker segments. The
following pathways illustrate how, when these
elements are in place, students, workers, and
women can navigate multiple routes combining
learning, earning, and progression towards more
stable and sustainable outcomes.
Scan the QR code to view the
Reimagined Skilling ArchitectureNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
86
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Recognition of Prior Learning
Stand-alone Internships
Equivalent NSQF level (where relevant)
Formal/Informal employment, self-employment, NEET
Formal/Informal employment, self-employment, NEET
Apprenticeship
(integrated with
degree, standalone)
Stand-alone skilling/
upskilling
/reskilling
programmes
(including nano/
micro cred,
short- and
long-term
programmes)
Drop out
Dominant pathways represented
Tertiary Education
(increased PPP/AEDP/work-integrated adoption across delivery archetypes)
Degree College/University
BSc, BA,
BA (Retail) etc.
Technical Degree College/
University
Eng., Medicine, Nursing etc.
Skill Institutions/
University
Polytechnic/
Diploma College
Degree <–> diploma transition flexibility via NCrF
Up to Level 10
Anganwadi
Primary : Grade 1-5
Pre - Primary
Upper Primary : Grade 6-8
GEES (All schools) + Early exposure to vocation
(via project-based learning, exposure visits)
Senior Secondary : Grade 11-12
Level 3 and 4
Academic Option
e.g., Science, Commerce, Humanities
Vocational Option
e.g., BFSI, Beauty and
wellness 50% curriculum dedicated to vocation
Secondary : Grade 9-10
Level 1 and 2
GEES
only schools
Multi-skill exposure
school
Voc. Integrated
Schools
Large voc. schools
Industry sponsored
EXHIBIT 39: THE REIMAGINED SKILL ARCHITECTURE
12
th
certificate
via open school
ITI
Top up to
degree/ diploma
87
Rajat’s route: early exposure → in-school credentials and Specialisation →
early job + work-integrated degree → stable job
Pre -
Primary
GEES + Early
exposure to
vocation
Primary:
Grade 1-5
Upper Primary:
Grade 6-8
Secondary:
Grade 9-10
Voc. Integrated
Schools
Level 1 and 2
Gets early awareness and builds
credentials Counselling helps build
awareness; GEES allow for getting
micro-credentials
Pursues vocation in school
Vocational track in school; gains
NSQF certificates that signal skills
in the job market
Impact
Interventions
GEES for all – General Employability and Entrepreneurship
Skills
Kaushal track - Vocational track in school
Pathway Clinics – Counselling for parents and students
EXHIBIT 40: ILLUSTRATION OF MULTIPLE PATHWAYS FROM SCHOOLNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
88
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Impact
Enters formal job early due to skilling
and credential building during school;
able to support family while continuing
higher education through work-
integrated degree
Builds further higher ed credential
while working and transitions to stable
office job after 3 years
Vocational Option
50% curriculum
dedicated to
vocation
Formal employment
Skill Institutions/
University
Work integrated
Senior Secondary:
Grade 11-12
Level 3 and 4 Up to Level 10
Interventions
National Career
Outcome Repository
FlexEarn Part-time
opportunities for
students
Skill Scout – Skill
centre
discovery platform
Work Integrated
degree programmes -
Flexible, modular,
industry
linked degrees
Equivalent NSQF level (where relevant)
Tertiary Education
89
Ravi’s route: early exposure and guidance → informal work → RPL & short-
term skilling → formal, stable employment
Impact
Level 1 and 2
Informal
employment
ITI
Upper Primary:
Grade 6-8
GEES + Early
exposure
to vocation
Primary:
Grade 1-5
Pre -
Primary
via RPL +
additional
assessments
GEES only
school
Secondary: Grade
9-10
Vocational
Option Direct
Certificate
Option via
Open School
Senior Secondary:
Grade 11-12
Equivalent NSQF
level (where relevant)
GEES for all - General
Employability and
Entrepreneurship Skills
LocalWorks – Hyperlocal,
flexible job discovery
MyGuide - AI-led lifelong career
companion for the workforce
Pathway Clinics
-Counselling for parents
and students
Exposure sparks
interest- GEES,
counselling, and
vocational exposure
build awareness and
interest in practical skills
Transitions to ITI-
Drops out of school
but continues skill
education through ITI;
gains NSQF-recognised
certification
Finds first job- Uses local
job discovery tools to find
nearby work; earns better
wages using learned
trade skills
Interventions
EXHIBIT 41: ILLUSTRATIVE PATHWAYS FOR INFORMAL WORKERSNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
90
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 MyGuide - AI-led lifelong career
companion for the workforce
Level 3 and 4
Formal employment
Stable, high growth
Formal employment
low growth
Skill Scout – Skill
centre
discovery platform
Workfolio - Digital
portfolio
& hiring network
Flagship Short-term
Skilling Programmes
Targeted Skill
Voucher
Impact
Re-enters education- Uses RPL to
appear for open-school Class 12 exams
in limited subjects; earns certificate for
formal jobs entry
Builds stable career- Takes up a
short-term, part-time upskilling course;
earns certification that enables promotion
to a permanent role in a factory
Interventions
Stand-alone skilling
programme
(short-term)
91
Meera’s route: early NEET after dropout → flexible skilling → part-time work
→ self-employment
Interventions
Level 1 and 2
Secondary:
Grade 9-10
Voc.
Integrated
School
Upper Primary:
Grade 6-8
Primary:
Grade 1-5
Pre - Primary
Stand-alone
skilling
programme
(short-term)
NEET
Due to
household
constraints
Equivalent NSQF level
(where relevant)
GEES for all – General Employability
and Entrepreneurship Skills
Kaushal track -
Vocational track in school
Pathway Clinics - Counselling for
parents and students
Skill Sure -
Skill
discovery
platform
Skill Scout -
Skill centre
discovery platform
Targeted
skill
voucher
Sakhi Booths - Trusted,
local spaces for
awareness
Impact
Early base built
confidence and
basic vocational skills
developed in school
Drops into NEET due to
household constraints
and early marriage at 18
drops out of school and
into NEET
Discovers skill centres
Finds suitable providers in
the beauty sector and uses
a skill voucher to fund a
short course
EXHIBIT 42: ILLUSTRATIVE PATHWAYS FOR WOMEN REENTERING THE WORKFORCENITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
92
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 Interventions
Informal employment
(nearby, flexible)
Self employment
LocalWorks - Hyperlocal,
flexible jobs
At-home business kits
Impact
Re-enters the workforce Takes part-
time salon job nearby,
earns Rs.15,000 per month
Transitions to self employment With
growing
confidence and some savings, applies
for a business kit and starts taking
clients independently
93
The reimagined skilling and education
ecosystem rests on three foundational
principles. First, learning is not linear. Individuals
move in and out of education, skilling, and
work as their life circumstances evolve, and
the system must be designed to accommodate
these varied pathways rather than constrain
them. Second, skilling must function as an
integral part of lifelong learning, enabling
individuals to build, update, and repurpose
skills over time in response to changing
aspirations and labour market demand.
Third, system performance must be assessed
through outcomes, whether in employability,
progression, or sustained livelihoods, rather
than participation or effort alone.
The Union Budget 2026–27 marks an important
milestone in advancing an integrated skilling
ecosystem through the introduction of the
Integrated Scheme in Skilling Architecture
(ISSA). ₹600 crore has been allocated to MSDE
in FY 26-27 for the Central Sector Scheme. The
scheme reflects a growing policy emphasis
on strengthening linkages across education,
skilling, employment, and lifelong learning
systems while enabling greater alignment
between national priorities and local
implementation. This emphasis is reflected in
the Budget’s provision for “Integrated Scheme
in Skilling Architecture: To enable coupling of
national policy and frameworks with State-level
planning and localised execution, through State
Skills Transformation Pilots in Andhra Pradesh,
Odisha, Uttar Pradesh, Bihar and Assam.”
These pilots represent a crucial opportunity
to demonstrate how national frameworks can
be translated into context-specific solutions
that respond to local labour market needs,
institutional capacities, and learner aspirations.
Delivering this vision requires coordinated
action across institutions, employers, and
governments. Stronger public–private
partnership models are essential to anchor
industry-led skilling, strengthen relevance,
and close the gap between learning and
work. Industry’s role extends well beyond
funding: it encompasses careers counselling,
perception-building, co-designing curricula,
and regularly updating course content to
reflect real workplace needs. Industry must
also invest directly in training infrastructure
and play a central role in work-based learning
(apprenticeships, internships, and on-the-
job training). Industry drives placement
outcomes, ensuring certification translates
to gainful employment. Formal partnership
agreements with shared accountability
mechanisms will be key to sustaining this
model. Equally important is alignment across
policies, financing mechanisms, and delivery
systems, so that learners experience skilling
as a connected journey rather than a series of
isolated interventions.
States will be the primary drivers of this
transformation. While the national framework
establishes the overall direction, architecture,
and enabling standards, outcomes will
ultimately depend on how effectively States
adapt and operationalise these elements on
the ground. States are best positioned to align
skilling pathways with regional labour market
needs, customise delivery models to local
infrastructure and enrolment realities, and
integrate education, skilling, and employment
systems at the district and community levels.
Their role in coordinating across departments,
engaging industry partners, and personalising
interventions for diverse learner segments will
be central to achieving scale with inclusion.
In conclusion, the approach outlined in this
report seeks to move skilling from a collection
of programmes to a coherent system that
supports cumulative progression across one’s
life. By placing the learner at the centre and
empowering States to lead implementation
within a shared national architecture, India can
strengthen its skilling ecosystem as a durable
foundation for economic participation and
social mobility in the years ahead.
ConclusionNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
94
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
95
ABC
Academic Bank of Credits
AEDP
Apprenticeship Embedded Degree Programmes
AI
Artificial Intelligence
AICTE
All India Council for Technical Education
AISHE
All India Survey on Higher Education
APAAR
Automated Permanent Academic Account Registry
API
Application Programming Interface
B.Com
Bachelor of Commerce
B.Sc
Bachelor of Science
BA
Bachelor of Arts
BBA
Bachelor of Business Administration
BFSI
Banking, Financial Services, and Insurance
BTL
Below the Line
CBDC
Central Bank Digital Currency
CBSE
Central Board of Secondary Education
CSO
Civil Society Organisation
CSR
Corporate Social Responsibility
CV
Curriculum Vitae
DDU-GKY
Deen Dayal Upadhyaya Grameen Kaushalya Yojana
eKYC
Electronic Know Your Customer
ELI
Employment Linked Incentive
EPFO
Employees' Provident Fund Organisation
EV
Electric Vehicles
FY
Financial Year
GEES
General Employability and Entrepreneurship Skills
HEI
Higher Education Institute
ITI
Industrial Training Institute
JD
Job Description
LFPR
Labour Force Participation Rate
MOSPI
Ministry of Statistics and Programme
Implementation
MSDE
Ministry of Skill Development and
Entrepreneurship
MSMEs
Micro, Small and Medium Enterprises
NAPS
National Apprenticeship Promotion Scheme
NATS
National Apprenticeship Training Scheme
NCERT
National Council of Educational Research and
Training
NCEUS
National Commission for Enterprises in the
Unorganised Sector
NCF
National Curriculum Framework
NCrF
National Credit Framework
NCS
National Career Service
GlossaryNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
96
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 NCVET
National Council for Vocational Education and
Training
NEET
Not in Education, Employment or Training
NEP 2020
National Education Policy 2020
NIC 2008
National Industrial Classification 2008
NITI
National Institution for Transforming India
NPCI
National Payments Corporation of India
NSQF
National Skills Qualification Framework
NSS
National Sample Survey
NSTI
National Skill Training Institute
PLFS
Periodic Labour Force Survey
PMKVY
Pradhan Mantri Kaushal Vikas Yojana
PM-SETU
Pradhan Mantri Skilling and Employability
Transformation through Upgraded ITIs
PMU
Project Monitoring Unit
PPP
Public Private Partnership
PSE
Private Sector Engagement
PSU
Public Sector Unit
RPL
Recognition of Prior Learning
SAP
State Apprenticeship Platform
SIDH
Skill India Digital Hub
Skills DX
Skills Digital Registry and Exchange
SLA
Service Level Agreement
SOP
Standard Operating Procedure
SWAYAM
Study Webs of Active-Learning for Young Aspiring
Minds
UDISE+
Unified District Information System for Education
Plus
UGC
University Grants Commission
UNDESA
United Nations Department of Economic and
Social Affairs
UNICEF
United Nations Children's Fund
UN
United Nations
UPI
Unified Payments Interface
VGF
Viability Gap Funding
ZTBT
Zero Ticket Bus Travel Scheme
97
List of Exhibits
EXHIBIT 5
MIXED METHOD APPROACH FOLLOWED FOR THE STUDY
25
EXHIBIT 4
THE REIMAGINED SKILL ARCHITECTURE
20
13EXHIBIT 1
SEGMENTED VIEW OF INDIA’S POPULATION
EXHIBIT 7
SUMMARY OF KEY BARRIERS
29
EXHIBIT 6
SEGMENTED VIEW OF INDIA’S POPULATION
26
EXHIBIT 8
AMBITIONS OF WOMEN CONFINED BY GEOGRAPHY AND NORMS
34
EXHIBIT 9
NEED GAPS
40
EXHIBIT 10
CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING CONCEPTS TO IMPLEMENT THEM
45
EXHIBIT 2
NEED GAPS
15
EXHIBIT 3
CORE REFORMS AND SYSTEM ENABLERS WITH SUPPORTING CONCEPTS TO IMPLEMENT THEM
16
EXHIBIT 11
NCF RECOMMENDATIONS ON INTEGRATING SKILLS IN SCHOOL EDUCATION
46
EXHIBIT 12
GEES FOR ALL
48
49EXHIBIT 13
KAUSHAL TRACKS: BENCHMARK FOR GRADES 9 AND 10
EXHIBIT 14
KAUSHAL TRACKS: BENCHMARK FOR GRADES 11 AND 12
50
EXHIBIT 15
SCHOOL ARCHETYPES
51
EXHIBIT 16
POTENTIAL MODELS FOR SKILLS INTEGRATION IN SCHOOLS
52
EXHIBIT 17
SKILLING HUBS
56
EXHIBIT 18
WORK INTEGRATED DEGREE PROGRAMMES
57
EXHIBIT 19
FLAGSHIP STANDALONE SKILLING PROGRAMMES
60
EXHIBIT 20
STATE APPRENTICESHIP PLATFORM
63NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
98
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047 EXHIBIT 22
PATHWAY CLINICS
67
EXHIBIT 21
OVERVIEW OF APPRENTICESHIP SCHEMES IN INDIA
64
EXHIBIT 23
SKILL SURE AND SKILL SCOUT
68
EXHIBIT 24
COMMUNITY WOMEN CIRCLES
69
EXHIBIT 25
SAKHI BOOTHS
69
EXHIBIT 26
WOMEN-CENTRIC APP
70
EXHIBIT 27
HUNAR UTSAV
71
EXHIBIT 28
DIGITAL SKILLS PASSPORT
72
EXHIBIT 29
SKILL DX
73
EXHIBIT 30
NATIONAL CAREER OUTCOME REPOSITORY
74
EXHIBIT 31
WORKFOLIO
75
EXHIBIT 32
SKILL SKORE
75
EXHIBIT 33
FLEXEARN
76
EXHIBIT 34
TARGETED SKILL VOUCHERS AND SKILL FINANCING SCHEME
79
EXHIBIT 35
NCRF TOOLKIT
81
83EXHIBIT 36
SURAKSHIT SAATHI
EXHIBIT 37
SKILLS-FIRST HIRING MANDATE
84
EXHIBIT 38
LEARNING UPSKILLING LEAVE
84
EXHIBIT 40
ILLUSTRATION OF MULTIPLE PATHWAYS FROM SCHOOL
88
EXHIBIT 41
ILLUSTRATIVE PATHWAYS FOR INFORMAL WORKERS
90
EXHIBIT 42
ILLUSTRATIVE PATHWAYS FOR WOMEN REENTERING THE WORKFORCE
92
EXHIBIT 39
THE REIMAGINED SKILL ARCHITECTURE
87
99
NotesNITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARATfi2047
100
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARAT@2047
NITI AAYOG | REIMAGINING SKILLING FOR VIKSIT BHARAT@2047