Policies and Guidelines

NCVET as the unified Skilling regulator of the nation is mandated to provide for standards and regulations in the skill ecosystem to ensure strong industry interfacing, for improving learning outcomes, set quality assurance mechanisms for Awarding Bodies and Assessment Agencies. NCVET is striving to integrate fragmented regulatory systems and infuse quality assurance across the entire vocational training value chain, leading to strengthened outcomes.

To operationalize the abovementioned quality assurance and progressive regulation, NCVET formulates multiple policies in the form of various guidelines, frameworks, orders etc., which are developed and notified across multiple areas of regulation. Some of the examples include Guidelines for Multi-skilling and Cross-sectoral skilling, Guidelines for Blended learning in VET & Skilling, Guidelines on development and approval of Micro Credentials and NOSs, Guidelines for Grievance Redressal Mechanism, etc.

One of the most important policy documents that NCVET has brought out along with the other national regulators and boards in education is a transformational framework termed as the National Credit Framework (NCrF). NCrF is one single credit framework to be used as a meta framework for operationalizing NEP 2020.

NCVET is also working proactively in the NSQF alignment of qualifications aspect such as promoting use of Indian languages in VET domain, guidelines on adoption of qualification to minimize duplication of NSQF aligned Qualifications, Simplification and fast tracking of alignment and approval process of Qualifications, Adding of Employability Skills (ESs) as common NOSs across all Qualifications.

​Guidelines

SOPs for operationalization of National Credit Framework (NCrF) in Higher Education, Vocational Education, Training and Skilling (VETS) and School Education

Application for Recognition as Consortium

Draft for Public Consultation- Guidelines for Recognition and Regulation of Assessment Agencies 2024

Draft for Public Consultation- ‘Guidelines for Recognition and Regulation of Awarding Bodies 2024’

Draft for Public Consultation- Operational Guidelines For Communication Protocol

Guidelines for Adoption of Qualifications by Awarding Bodies

To reduce the redundancy of qualifications and provide access to standardized ones, the National Council for Vocational Education and Training (NCVET) has established guidelines to streamline the Adoption of Qualifications. These guidelines are designed to maintain consistency and uphold quality assurance across the board in both assessment and certification processes.

The Adoption Guidelines assist in simplifying the process by which an Awarding Body (AB) can obtain the rights to offer a qualification initially developed by another AB. This system is aimed at preventing the unnecessary replication of similar qualifications, promoting a more efficient and unified framework for vocational education and training.

Guidelines for Development, Approval & Usage of National Occupational Standards (NOS) & Micro Credentials (MC)

The introduction of the Guidelines for the development of Micro Credentials for Upskilling and National Occupational Standards (NOS-standalone) aims to align with the National Skills Qualifications Framework (NSQF) and validate these learning units. This initiative recognizes the necessity for continuous upskilling and the acquisition of cross-sectoral skills in modern entrepreneurial roles, enabling individuals to perform their duties efficiently and independently.

The contemporary job market demands roles that integrate components from multiple sectors, necessitating a workforce adept in a variety of skills to execute these roles effectively. Consequently, the skill training for these positions must include qualifications with learning outcomes that address the diverse requirements of these sectors, ensuring the workforce is competent and versatile.

Moreover, these Credentials are designed to facilitate the development of a wide range of skills, including employability, digital, and soft skills, among others. This approach ensures that individuals are not only technically proficient but also well-equipped with the interpersonal and cognitive abilities needed to navigate the complexities of the modern workplace. The goal is to create a dynamic and adaptable workforce capable of meeting the evolving demands of various industries and sectors.

Guidelines for Digital Content Creation and Quality Framework

Guidelines for Diploma Qualifications in Vocational Education, Training & Skilling

In response to the objectives established by the National Education Policy (NEP) 2020 and the National Credit Framework (NCrF), along with the evolving requirements from stakeholders, the National Council for Vocational Education and Training (NCVET) has formulated specific Guidelines for Diploma Qualifications in Vocational Education Training and Skilling. The motivation behind this initiative is to formalize higher-order qualifications, such as Diplomas, within the skilling sector, which is seen as a crucial step in elevating the perceived value and appeal of such qualifications.

The introduction of these guidelines is aimed at not only formalizing the structure of Diploma qualifications but also at enhancing their desirability and worth in the educational and professional landscape. This move is expected to open up clearer progression paths for learners within the Vocational Education and Training (VET) ecosystem, facilitating a smoother transition between different levels and types of programs.

Furthermore, by formalizing these qualifications, NCVET seeks to create a more integrated educational framework that aligns vocational and general education, fulfilling the vision of NEP 2020. This integration is anticipated to provide a more cohesive and comprehensive learning journey for students, enabling them to acquire relevant skills and knowledge that are in sync with industry demands and thus, improving their employability and career progression opportunities.

Guidelines for Establishment and Operation of Academic Bank of Credits in Vocational Education, Training and Skilling (VETS)

Guidelines for Information and Data Security

Guidelines for Multi-Skilling & Cross-Sectoral Skilling

Guidelines for Provision of Comprehensive Accessibility Standards for Training of Persons with Disabilities

Guidelines for Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a process that acknowledges the competencies, skills, professional levels, foundational literacy, and education an individual has acquired through non-formal, informal, or traditional learning paths. This method allows individuals to formally demonstrate their personal and professional abilities effectively. The adoption of the RPL framework revitalizes the education and training sectors by providing a new momentum.

RPL recognizes the full spectrum of an individual’s learning experiences, showcasing the diverse competencies acquired throughout their life in various contexts and through different methods. This approach validates and gives visibility to the skills and knowledge that individuals have gained outside formal educational settings, including work experience, community activities, and self-directed study.

The RPL framework acts as a catalyst for lifelong learning, encouraging individuals to pursue continuous personal and professional development. By acknowledging and crediting informal and non-formal learning, RPL enhances individuals’ career prospects and educational pathways, bridging the gap between experiential learning and formal certification. This process not only empowers learners but also aligns with the evolving needs of the workforce, promoting a more inclusive and comprehensive approach to education and skill development.

Guidelines for Training for Trainers

Guidelines for Training of Assessors

Guidelines on Blended Learning for Vocational Education & Training and Skilling developed by NCVET

The National Education Policy 2020 (NEP 2020) introduced by the Government of India emphasizes enhancing the quality of education delivery for all learners. A significant aspect of this policy is the integration of digital learning to align with the evolving global requirements and the advent of new technologies, as well as to address challenges like those posed by recent pandemic situations.

Blended learning, a core component of this strategy, merges formal (traditional classroom) and non-formal (online) educational methods. This approach integrates digital learning platforms with conventional in-person teaching, offering a more dynamic and flexible educational experience. Blended learning allows for a seamless integration of various teaching methodologies, catering to the diverse needs and learning styles of students.

The National Council for Vocational Education and Training (NCVET) has developed and implemented comprehensive guidelines on blended learning. These guidelines detail the tools and methodologies applicable at different stages of vocational training and education, thereby standardizing the blending process. They provide a framework for the proportion of online and in-person learning, offering recommendations for varying the blend ratio depending on the learning stage and type. This structured approach ensures that blended learning can be effectively adapted and applied across various educational and training contexts, enhancing the overall learning experience and outcomes.

Guidelines on Creditisation of Skilling & Training courses & Qualification of Multinational Companies and Leading Indian Enterprises

Multinational Companies (MNCs) play a pivotal role in bolstering the economy of a country by meeting both local and international demands for a skilled workforce. These corporations are renowned for recruiting top-tier talent worldwide, providing them with premier technical knowledge and fostering innovative thinking. The involvement of MNCs, along with leading Indian enterprises, in the skilling ecosystem is crucial. They not only serve as the ultimate consumers of skilled labor, reflecting the output of educational and training programs, but also set the pace for the future of work by offering high-quality training in their products, processes, and services.

The National Education Policy (NEP) and the National Credit Framework (NCrF) advocate for the acknowledgment of diverse forms of learning, creating varied pathways that allow individuals to transition between skill development and formal education seamlessly. In this context, the National Council for Vocational Education and Training (NCVET) has developed specific guidelines to recognize and formalize the qualifications offered by MNCs. These guidelines are designed to validate and accredit the skill training conducted by these corporations, ensuring that the training meets national standards and contributes effectively to the skilled labor pool. This formalization process is key to integrating the training provided by MNCs into the broader educational and vocational training framework, thereby enhancing the value and recognition of the skills acquired through these programs.

Guidelines on Grievance Redressal Mechanism (GRM)