Evaluating the implementation and impact of school-based vocational education: An analysis of student perceptions in Western Region of India

Abstract

This study examines the implementation of Technical and Vocational Education and Training (TVET) under the Samagra Shiksha programme in the Western Region of India, focusing on implementation status, infrastructure, teacher preparedness, and student motivation in alignment with the National Education Policy (NEP) 2020. A descriptive survey design was adopted. Data were collected from 927 students enrolled in 24 secondary schools across Chhattisgarh, Goa, Gujarat, Madhya Pradesh, Maharashtra, and the Union Territory of Dadra and Nagar Haveli and Daman and Diu (DNHDD). Descriptive statistical analysis assessed key dimensions of vocational education implementation. Findings reveal strong student perceptions of teacher competence (98.6% rated teachers as good or excellent) and academic improvement (96.12%). However, significant deficiencies were observed in the availability of vocational textbooks (27.70%), organisation of job fairs (36.58%), and access to on-the-job training (OJT) opportunities (54.15%). Although 78.21% of students expressed high interest in vocational learning, limited subject diversity and learning resources constrained programme effectiveness. While Samagra Shiksha has strengthened school-based vocational education, systemic gaps in learning resources, industry exposure, and practical training continue to limit its effectiveness. The study recommends competency-based assessment aligned with industry requirements, institutionalised industry partnerships for OJT, improved learning resources, and strengthened career exposure initiatives to facilitate a transition from a supply-driven to a demand-driven TVET ecosystem in India.