India’s National Education Policy (NEP) 2020 has the potential to transform learning systems across the Global South by widening access to skills and vocational education beyond traditional elite circles, according to an Oxford University student who has closely observed the policy’s implementation.

Jan Hubel, a Luxembourg national pursuing a master’s degree in International Development at the University of Oxford, said the policy’s strong emphasis on practical learning could better prepare young people for both employment and entrepreneurship.

Speaking on the sidelines of the 61st session of the United Nations Human Rights Council (UNHRC) in Geneva, Hubel highlighted how the policy’s approach to integrating vocational skills into school education could bridge long-standing gaps between academic learning and real-world application.

“One of the most significant aspects of the policy is its focus on integrating vocational training into mainstream education,” Hubel said. “It helps students understand how economic systems function and equips them with practical skills that can be used in everyday life.”

According to him, NEP 2020 moves away from conventional models that largely cater to high-performing or elite students. Instead, it seeks to broaden access to meaningful learning opportunities for a wider spectrum of learners.

“I think by prioritising these key skills, India sets a strong precedent for countries in the Global South to move beyond systems that primarily target elite and high-achieving students. The policy adopts a much broader focus on the entire student community,” Hubel said.

Vocational lessons give students early exposure to business skills

Hubel’s perspective is shaped by his experience working with the Akshar Foundation in Guwahati, where he completed an internship focused on vocational learning in government schools.

During the programme, students were introduced to subjects such as business management, accounting and public relations—designed to give them a basic understanding of how enterprises function and how practical knowledge can translate into livelihood opportunities.

“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.

He added that exposure to business and communication skills at an early stage can encourage students not only to seek employment but also to develop the confidence required to launch their own ventures.

“In Guwahati, we taught students business and communication skills that could help them run their own enterprises. It helped them become more self-reliant and better prepared to face everyday challenges,” he noted.

Hubel also drew comparisons between India’s evolving education framework and systems in regions where he has studied or worked, including Hong Kong and Luxembourg. 

While many global education models encourage creativity and independent thinking, he said India’s attempt to combine these with vocational learning gives NEP 2020 a distinctive direction.

During his work with the Akshar Foundation, Hubel also participated in collaborative classroom projects. In one initiative, he worked with students to produce a short film—an activity that involved planning, teamwork and the use of digital tools.

The experience, he said, demonstrated how comfortable many students are with technology, a skill that is increasingly critical in the modern workforce.

Hubel emphasised that integrating practical skills into mainstream education can significantly reduce the gap between classroom learning and employment opportunities.

According to him, India’s model could offer valuable lessons for other countries in the Global South looking to reform their education systems and make learning more inclusive, skill-oriented and future-ready.