Perspectives of stakeholders on vocational education under the aegis of national skill qualification framework in government schools of Haryana

Abstract

The present study examined the perspectives of major stakeholder s school administrators, vocational education teachers, current vocational students, and pass-out students regarding the implementation of vocational education under the National Skill Qualification Framework (NSQF) in government schools of Haryana. Using a descriptive research design supported by stratified random sampling, the study generated comprehensive insights into administrative functioning, pedagogical practices, infrastructural conditions, and post-school trajectories of students participating in vocational education. The findings reveal that although the availability and acceptance of vocational education in schools have expanded over the years, enabling new career pathways and enhancing students employability, several structural and operational challenges continue to limit its effectiveness. Administrators consistently reported concerns related to inadequate infrastructure, the absence of region-specific vocational courses, insufficient resources, and weak mechanisms for monitoring and supervision. Teachers expressed dissatisfaction stemming from temporary recruitment practices, limited opportunities for professional development, excessive workload, and restricted participation in academic decision-making processes. Perspectives of current students indicated significant constraints such as poorly equipped laboratories, limited course options, inadequate career counselling, and insufficient exposure to industry-based learning experiences. Pass-out students highlighted restricted vertical mobility, low employability outcomes, and limited applicability of vocational skills in their current occupations, reflecting weak alignment between school-level training and labour market requirements.