An University of Oxford student, Jan Hubel, has said that India’s National Education Policy 2020 could play an important role in expanding access to skills and vocational education for young people.
Speaking on the sidelines of the United Nations Human Rights Council session, Hubel, a Luxembourg national pursuing a master’s degree in International Development, said the policy’s emphasis on practical learning could help students prepare for both employment and entrepreneurship.
Hubel said one of the most notable aspects of the policy is its effort to integrate vocational skills into school education. According to him, this approach allows students to understand how economic systems work and equips them with skills that can be applied in everyday life.
He noted that the policy moves beyond a traditional education model that focuses largely on elite or high-performing students. Instead, it attempts to broaden access to education and skills for a wider group of learners.
“I think by kind of prioritising these key skills India set a strong precedent for other countries in the global south to kind of move beyond from a system which very much targets elite and high achieving students so it’s a much broader focus on the entirety of the student body,” adds Hubel.
Hubel’s views are shaped by his experience working with the Akshar Foundation in Guwahati. During his internship, he observed how vocational learning was integrated into classroom activities in government schools.
“The new education policy in India is an important step toward expanding vocational training for young people and ensuring that more students gain the skills they need to succeed in their careers,” Hubel said.
VOCATIONAL LESSOMS GIVE STUDENTS EARLY EXPOSURE TO BUSINESS SKILLS
Students were introduced to subjects such as business management, accounting and public relations. These lessons were designed to help them understand how businesses function and how practical knowledge can translate into livelihood opportunities.
According to Hubel, learning such skills at an early stage can help students not only enter the job market but also develop the confidence to start their own ventures.
“In Guwahati we taught students business and communication skills that could help them run their own enterprises,” he said. “It also helped them become more self-dependent and prepared to face everyday challenges.”
Hubel also compared India’s education reforms with systems in other regions where he has studied or worked, including Hong Kong and Luxembourg. He noted that many global education systems encourage creativity and independent thinking, but India’s effort to combine these ideas with vocational training gives the policy a distinct direction.
During his work with the Akshar Foundation, Hubel also participated in collaborative classroom activities. In one project, he worked with students to produce a short film, an exercise that required planning, teamwork and the use of digital tools.
Hubel said the experience showed how comfortable many students are with technology, a skill that is increasingly important in today’s workforce.
He added that integrating practical skills into mainstream education can help bridge the gap between academic learning and employment. According to him, India’s approach could offer useful lessons for other countries in the Global South seeking to reform their education systems.
