{"id":1980,"date":"2026-02-17T09:45:23","date_gmt":"2026-02-17T09:45:23","guid":{"rendered":"https:\/\/joshi-foundation.ch\/digitalization-in-vocational-education-and-training\/"},"modified":"2026-02-25T06:21:42","modified_gmt":"2026-02-25T06:21:42","slug":"digitalization-in-vocational-education-and-training","status":"publish","type":"post","link":"https:\/\/joshi-foundation.ch\/en\/digitalization-in-vocational-education-and-training\/","title":{"rendered":"Digitalization in vocational education and training"},"content":{"rendered":"\n
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Table of Contents<\/h3>\n
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  1. Why sus\u00adtainable impact requi\u00adres sys\u00adtem archi\u00adtec\u00adtu\u00adre<\/a>\n\n<\/li>\n
  2. Digi\u00adtal skills and employa\u00adbi\u00adli\u00adty in India<\/a>\n\n<\/li>\n
  3. Insti\u00adtu\u00adtio\u00adnal respon\u00adsi\u00adbi\u00adli\u00adty<\/a>\n\n<\/li>\n
  4. Dua\u00adlEdu Bridge India as a refe\u00adrence model<\/a>\n\n<\/li>\n
  5. Con\u00adclu\u00adsi\u00adon<\/a>\n\n\n<\/li>\n\n<\/ol>\n\n\n<\/div>\n\n\n

    Why sustainable impact requires system architecture<\/h2>\n\n\n\n

    India is digi\u00adtiz\u00ading its hig\u00adher edu\u00adca\u00adti\u00adon at a rapid pace. Plat\u00adforms, hybrid pro\u00adgrams and EdTech solu\u00adti\u00adons are expan\u00adding access and reach. The Natio\u00adnal Edu\u00adca\u00adti\u00adon Poli\u00adcy 2020 sets a clear stra\u00adte\u00adgic frame\u00adwork for this. <\/p>\n\n\n\n

    At the same time, the deba\u00adte on employa\u00adbi\u00adli\u00adty is inten\u00adsi\u00adfy\u00ading. The India Skills Report 2026 <\/a>shows that alt\u00adhough the employa\u00adbi\u00adli\u00adty rate has made pro\u00adgress, it is still well below a com\u00adpre\u00adhen\u00adsi\u00adve level of employa\u00adbi\u00adli\u00adty. A rele\u00advant pro\u00adpor\u00adti\u00adon of gra\u00addua\u00adtes are not con\u00adside\u00adred imme\u00addia\u00adte\u00adly employa\u00adble. <\/p>\n\n\n\n

    Source: India Skills Report 2026<\/figcaption><\/figure>\n\n\n\n

    This deve\u00adlo\u00adp\u00adment must be seen in the con\u00adtext of a rapidly gro\u00adwing hig\u00adher edu\u00adca\u00adti\u00adon land\u00adscape. The curr\u00adent\u00adly available (pro\u00advi\u00adsio\u00adnal) AISHE data for 2022\u201323<\/em> shows a total enrol\u00adment of 43.3 <\/em>mil\u00adli\u00adon stu\u00addents. The sys\u00adtem is the\u00adr\u00ade\u00adfo\u00adre expan\u00adding signi\u00adfi\u00adcant\u00adly in terms of size and par\u00adti\u00adci\u00adpa\u00adti\u00adon. (Minis\u00adtry of Edu\u00adca\u00adti\u00adon, AISHE 2022\u201323 (Pro\u00advi\u00adsio\u00adnal), Govern\u00adment of India). <\/p>\n\n\n\n

    \"AISHE-Total-Enrollment-2022-23\"
    Source: AISHE-Total-Enrollment-2022\u201323, Govern\u00adment of India<\/figcaption><\/figure>\n\n\n\n

    This par\u00adal\u00adle\u00adlism is not a con\u00adtra\u00addic\u00adtion, but an expres\u00adsi\u00adon of a struc\u00adtu\u00adral chall\u00adenge. Incre\u00adasing par\u00adti\u00adci\u00adpa\u00adti\u00adon in edu\u00adca\u00adti\u00adon does not auto\u00adma\u00adti\u00adcal\u00adly gene\u00adra\u00adte vali\u00adda\u00adted skills rele\u00advant to the labor mar\u00adket. <\/p>\n\n\n\n

    Whe\u00adre sys\u00adtem com\u00adpon\u00adents are not syn\u00adchro\u00adni\u00adzed, digi\u00adta\u00adliza\u00adti\u00adon sca\u00adles qua\u00adli\u00adfi\u00adca\u00adti\u00adon signals fas\u00adter than real per\u00adfor\u00admance. Howe\u00adver, this also widens the skills gap. <\/p>\n\n\n\n

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    How must digi\u00adtal reform be desi\u00adgned so that it builds real com\u00adpe\u00adtence and makes the tran\u00adsi\u00adti\u00adon to the labor mar\u00adket relia\u00adble? <\/p>\n<\/blockquote>\n\n\n\n

    \"BVoc
    B.Sc in Faci\u00adli\u00adty Manage\u00adment: A trai\u00adner explains the hand\u00adling of a machi\u00adne to a stu\u00addent<\/figcaption><\/figure>\n\n\n\n

    Digital skills and employability in India<\/h2>\n\n\n\n

    Digi\u00adtal lear\u00adning for\u00admats enable sca\u00adling, fle\u00adxi\u00adbi\u00adli\u00adty and reach. They expand access to edu\u00adca\u00adti\u00adon and acce\u00adle\u00adra\u00adte know\u00adledge trans\u00adfer. <\/p>\n\n\n\n

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    The effi\u00adci\u00aden\u00adcy of lear\u00adning for\u00admats should not be equa\u00adted with skills deve\u00adlo\u00adp\u00adment.<\/p>\n<\/blockquote>\n\n\n\n

    Pro\u00adfes\u00adsio\u00adnal com\u00adpe\u00adtence is deve\u00adlo\u00adped through appli\u00adca\u00adti\u00adon in real work pro\u00adces\u00adses, situa\u00adtio\u00adnal decis\u00adi\u00adon-making and veri\u00adfia\u00adble pro\u00adof of per\u00adfor\u00admance. Digi\u00adtal assess\u00adments often mea\u00adsu\u00adre know\u00adledge repro\u00adduc\u00adtion. Work pro\u00adces\u00adses, on the other hand, requi\u00adre pro\u00adcess sta\u00adbi\u00adli\u00adty, assump\u00adti\u00adon of respon\u00adsi\u00adbi\u00adli\u00adty and pro\u00adblem sol\u00adving under real con\u00addi\u00adti\u00adons. <\/p>\n\n\n\n

    If digi\u00adtal offe\u00adrings are imple\u00admen\u00adted wit\u00adhout bin\u00adding work pro\u00adcess-rela\u00adted com\u00adpon\u00adents, for\u00admal qua\u00adli\u00adfi\u00adca\u00adti\u00adons are crea\u00adted wit\u00adhout relia\u00adble skills vali\u00adda\u00adti\u00adon. This results in lon\u00adger induc\u00adtion peri\u00adods, addi\u00adtio\u00adnal in-com\u00adpa\u00adny trai\u00adning cos\u00adts and uncer\u00adtain\u00adty regar\u00adding the actu\u00adal per\u00adfor\u00admance of gra\u00addua\u00adtes. <\/p>\n\n\n\n

    The key ques\u00adti\u00adon is the\u00adr\u00ade\u00adfo\u00adre not whe\u00adther digi\u00adta\u00adliza\u00adti\u00adon is taking place, but whe\u00adther digi\u00adtal lear\u00adning for\u00admats are struc\u00adtu\u00adral\u00adly syn\u00adchro\u00adni\u00adzed with skills deve\u00adlo\u00adp\u00adment rele\u00advant to the labour mar\u00adket. Wit\u00adhout sys\u00adtem cohe\u00adrence, digi\u00adta\u00adliza\u00adti\u00adon increa\u00adses decou\u00adpling from the needs of the labour mar\u00adket. With sys\u00adtem cohe\u00adrence, it increa\u00adses pro\u00adduc\u00adti\u00advi\u00adty. <\/p>\n\n\n\n

    Institutional responsibility<\/h2>\n\n\n\n

    Digi\u00adtal edu\u00adca\u00adtio\u00adnal offe\u00adrings are shif\u00adting respon\u00adsi\u00adbi\u00adli\u00adty struc\u00adtures. While cur\u00adri\u00adcu\u00adlum, tea\u00adching and exami\u00adna\u00adti\u00adon are cle\u00adar\u00adly insti\u00adtu\u00adtio\u00adnal\u00adly loca\u00adted in ana\u00adlog for\u00admats, new play\u00aders and inter\u00adfaces are emer\u00adging in the digi\u00adtal space. <\/p>\n\n\n\n

    Plat\u00adforms, IT and exter\u00adnal part\u00adners take on par\u00adti\u00adal func\u00adtions. Howe\u00adver, respon\u00adsi\u00adbi\u00adli\u00adty for lear\u00adning out\u00adco\u00admes remains with the insti\u00adtu\u00adti\u00adon. <\/p>\n\n\n\n

    Wit\u00adhout clear gover\u00adnan\u00adce, this shift leads to frag\u00admen\u00adta\u00adti\u00adon: par\u00adal\u00adlel sys\u00adtems, incon\u00adsis\u00adtent eva\u00adlua\u00adti\u00adon logics, unclear data sove\u00adreig\u00adn\u00adty.<\/p>\n\n\n\n

    Digi\u00adta\u00adliza\u00adti\u00adon is the\u00adr\u00ade\u00adfo\u00adre not pri\u00adma\u00adri\u00adly a tech\u00adni\u00adcal issue, but an insti\u00adtu\u00adtio\u00adnal one. Sus\u00adtainable impact can only be achie\u00adved whe\u00adre respon\u00adsi\u00adbi\u00adli\u00adties are defi\u00adned and embedded in a con\u00adsis\u00adtent sys\u00adtem archi\u00adtec\u00adtu\u00adre. <\/p>\n\n\n\n

    DualEdu Bridge India as a reference model<\/h2>\n\n\n\n

    Dua\u00adlEdu Bridge India<\/a><\/em> sees digi\u00adta\u00adliza\u00adti\u00adon not as an add-on, but as part of the over\u00adall edu\u00adca\u00adtio\u00adnal struc\u00adtu\u00adre. Tech\u00adno\u00adlo\u00adgy is spe\u00adci\u00adfi\u00adcal\u00adly inte\u00adgra\u00adted into the cur\u00adri\u00adcu\u00adlum, assess\u00adment and manage\u00adment. <\/p>\n\n\n\n

    Indus\u00adtry part\u00adners take on clear tasks in trai\u00adning and in the assess\u00adment of skills. Trai\u00adning and the labor mar\u00adket are struc\u00adtu\u00adral\u00adly lin\u00adked. <\/p>\n\n\n\n

    Digi\u00adtal voca\u00adtio\u00adnal trai\u00adning is unders\u00adtood as infra\u00adstruc\u00adtu\u00adre. For exam\u00adp\u00adle, through a struc\u00adtu\u00adred digi\u00adtal feed\u00adback pro\u00adcess in which indus\u00adtry part\u00adners eva\u00adlua\u00adte the per\u00adfor\u00admance of gra\u00addua\u00adtes after six months in the com\u00adpa\u00adny. This feed\u00adback is sys\u00adte\u00adma\u00adti\u00adcal\u00adly incor\u00adpo\u00adra\u00adted into the fur\u00adther deve\u00adlo\u00adp\u00adment of the cur\u00adri\u00adcu\u00adlum and exami\u00adna\u00adti\u00adon design. In this way, digi\u00adta\u00adliza\u00adti\u00adon beco\u00admes a stee\u00adring instru\u00adment for qua\u00adli\u00adty and not just for the dis\u00adse\u00admi\u00adna\u00adti\u00adon of con\u00adtent. <\/p>\n\n\n\n

    In line with the Natio\u00adnal Edu\u00adca\u00adti\u00adon Poli\u00adcy 2020, this approach shows that sus\u00adtainable impact is achie\u00adved through clear respon\u00adsi\u00adbi\u00adli\u00adty and clean gover\u00adnan\u00adce, not through the plat\u00adform alo\u00adne.<\/p>\n\n\n\n

    Conclusion<\/h2>\n\n\n\n

    Plat\u00adforms help with access. Howe\u00adver, the decisi\u00adve fac\u00adtor is who is respon\u00adsi\u00adble for what, how skills are che\u00adcked and how qua\u00adli\u00adty is mana\u00adged. Only when the\u00adse rules are in place will digi\u00adta\u00adliza\u00adti\u00adon have a las\u00adting effect. <\/p>\n\n\n\n

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    Do you have any ques\u00adti\u00adons about the pro\u00adject?

    Send an e\u2011mail to: contact@joshi-foundation.ch

    We will be hap\u00adpy to ans\u00adwer your ques\u00adti\u00adon.<\/p>\n\n\n\n

    JCF Pro\u00adgram Team
    Rajen\u00addra and Ursu\u00adla Joshi Foun\u00adda\u00adti\u00adon \/ Dua\u00adlEdu Bridge India<\/p>\n\n\n\n

    Rolf Sie\u00adbold<\/p>\n\n\n\n

    Fol\u00adlow Dua\u00adlEdu Bridge India on Lin\u00adke\u00addIn<\/a> for ongo\u00ading
    insights into voca\u00adtio\u00adnal edu\u00adca\u00adti\u00adon reform<\/p>\n<\/div>\n\n\n\n

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    Last entries<\/h4>\n\n\n