Delhi Government Expands Skill-Based Education to 257 More Schools from 2025–26 Academic Year

In a significant move to enhance vocational education and equip students with practical, job-ready skills, the Delhi government has introduced Skill/NSQF subjects in 257 additional government schools nationwide. This initiative, part of the national Samagra Shiksha scheme, integrates skill development into mainstream education, offering students opportunities beyond conventional classroom learning.

The May 23, 2025, circular by the Directorate of Education marks a significant expansion of skill-based education to nurture employability and career readiness among school-going youth. As the education landscape evolves, blending academic knowledge with practical skills has become vital, and Delhi’s latest step is set to make skill education accessible to a broader student base.

What Are Skill/NSQF Subjects?

The Skill or National Skills Qualifications Framework (NSQF) subjects encompass vocational courses that provide hands-on training and knowledge in various sectors. The goal is to prepare students for the job market by equipping them with skills that employers actively seek.

Under this initiative, students will be able to choose from several vocational subjects, including but not limited to:

• Information Technology: Computer literacy, software basics, and digital skills essential in the modern workplace.
   
• Retail: Basics of sales, customer service, and retail operations for those interested in commerce-related careers.
   
• Healthcare: Foundational knowledge in health sciences, patient care, and related areas that open pathways to medical and allied health professions.
   
• Beauty and Wellness: Training in personal care, grooming, and wellness services that cater to the booming personal care industry.
   

These skill courses are designed to improve employability and empower students with practical competencies, thereby bridging the gap between formal education and the demands of the workforce.

Who Can Enrol and How?

According to the circular, students in Classes 9 and 11 are eligible to enrol in these skill subjects. Each participating school is expected to admit up to 50 students per skill subject, ensuring manageable class sizes and quality instruction.

One of the key highlights of this policy is its flexible, multi-entry and multi-exit design. This means that:

• Students can start learning a skill subject in Class 9 or even take it up fresh in Class 11, even if they had no prior exposure to it in earlier grades.
   
• Students can also exit the course at multiple stages without losing credit for the skills acquired, making the program adaptable to diverse student needs.
   

This flexibility benefits students who may have missed earlier opportunities to learn vocational skills or those who wish to explore new areas as they grow.

Counselling Sessions and Student Choice

Recognizing that skill-based education is a relatively new option for many students and their families, the Directorate of Education has mandated schools to conduct counselling sessions. These sessions aim to:

• Inform students about the various skill subjects available.
   
• Explain the career opportunities and practical benefits associated with each skill course.
   
• Help students make informed choices based on their interests and future aspirations.
   

Notably, the circular clarifies that while schools may offer these skill subjects, not every student needs to take them. This respects student and parental choice and ensures that skill education complements rather than replaces academic learning.

Implementation Without Additional Approvals

To ease and speed up implementation, the circular states that schools affiliated with the Central Board of Secondary Education (CBSE) do not need to seek separate approvals to introduce these additional skill subjects. Instead, they must:

• Update the relevant details regarding skill subjects on the CBSE portal.
   
• Ensure proper documentation and adherence to guidelines for quality delivery of the vocational courses.
   

This streamlined process will encourage more schools to adopt skill subjects quickly and effectively.

The Bigger Picture: Why Skill Education Matters

The expansion of skill-based subjects in Delhi’s government schools reflects a broader educational reform aligned with national priorities. The National Education Policy (NEP) 2020 and schemes like Samagra Shiksha emphasize the importance of vocational training from an early age.

Vocational education aims to address several challenges:

• Bridging the Skill Gap: Many young students graduate with academic knowledge but lack practical skills demanded by employers. Skill education narrows this gap, making students job-ready.
   
• Enhancing Employability: Equipped with real-world skills, students can pursue employment opportunities immediately after school or continue higher education with a strong foundation.
   
• Supporting Economic Growth: A skilled workforce is essential for economic development and global competitiveness. Vocational education contributes to this by preparing youth for various industries.
   
• Promoting Inclusivity: Skill education opens doors for students from diverse backgrounds, including those who may not pursue traditional academic streams.
   

Integrating skill subjects into regular school curricula, Delhi’s education system is paving the way for more holistic development.

Challenges and The Road Ahead

While the expansion of skill-based education is laudable, its success will depend on several factors:

• Teacher Training: Vocational subjects require specially trained teachers familiar with theory and practical application. Recruiting and training such educators will be crucial.
   
• Infrastructure and Resources: Practical courses need labs, tools, and industry connections, which schools must develop and maintain.
   
• Student Awareness and Motivation: Effective counselling and awareness campaigns must encourage uptake and sustained interest in skill courses.
   
• Monitoring and Quality Assurance: Continuous evaluation to maintain high teaching standards and relevance to evolving job markets.
   

Careful planning and implementation can overcome these challenges, ensuring that skill education fulfills its transformative promise.

Conclusion

The Delhi government’s decision to introduce Skill/NSQF subjects in 257 additional schools from this academic year represents a meaningful step toward blending academic learning with employable skills. By offering practical IT, healthcare, retail, and wellness courses, students gain valuable competencies to navigate future careers confidently.

The initiative’s flexible entry and exit policies, counselling support, and simplified implementation guidelines make skill education more accessible and attractive for students. As Delhi expands this program, it sets an example for other states in creating a more inclusive and skill-oriented education system, preparing the next generation for success in a dynamic and competitive world.