An Analysis of Teachers’ Perception Towards Vocational Education and Training in India

Purpose: The study aims to explore the role of teachers in the successful implementation of Vocational Education and Training (VET) programmes in India. It focuses on understanding how teachers contribute to these programmes, the challenges they face especially in terms of training, infrastructure, and curriculum relevance and the support needed to enhance their effectiveness in bridging the gap between academic learning and skill development. Methodology: The study employed a survey-based approach, collecting responses from 155 vocational teachers teaching Grades 9 to 12 across schools in seven states and three Union Territories which includes Daman & Diu, Dadra & Nagar Haveli, Gujarat, Haryana, Jammu & Kashmir, Meghalaya, Puducherry, Sikkim, Telangana, Tripura and West Bengal. The data gathered offered the experiences, needs and perceptions of teachers involved in VET programmes. Findings: The findings highlight the role of teachers as facilitators of vocational education. It shows that the importance of empowering teachers through adequate training, resources, and industry collaboration to ensure the success and sustainability of VET initiatives in India. Unique Contribution to Theory, Policy, and Practice: This study contributes to the theoretical understanding of teacher agency in vocational education, emphasizing their central role in the success of VET programmes. On the policy front, it advocates for targeted interventions in teacher training, curriculum design, and infrastructure investment. Practically, the findings support the development of collaborative models involving schools, industries, and government bodies to create a more responsive and effective vocational education ecosystem in India.