- Research & Conference Papers
New Education Policy 2020: Catalyzing Non-Traditional Livelihoods for Women
This study conducted by the NTL Network, led by its members Azad Foundation and the Institute of Social Studies Trust (ISST), critically examines the NEP 2020 to assess the scope of incorporating non-traditional skill education in the broader framework of transformative education for women and girls, based on a review of the policy and implementation status of NEP across 10 states.
The Non-Traditional Livelihoods Network (NTLN) is a collective of 42 members committed to increasing women’s workforce participation, particularly in occupations and trades traditionally closed to them. Established in 2016, the network envisions dismantling the deeply ingrained gendered division of labour that confines women (cis and trans) to low-skilled and low-paid work. Through training opportunities, policy engagement, and structural change, the NTL Network strives to break occupational segregation and expand economic opportunities for marginalized women across intersections of gender, caste, class, religion, sexual orientation, disabilities and other marginalities.
Despite the marginal growth in Female Labour Force Participation Rate and an increase in the percentage of women and girls gaining formal education in the recent years, their participation in non-traditional livelihoods remains dismal. This is largely due to deeply entrenched gender norms that continue to shape perceptions of women’s capabilities, restrict their mobility, and limit their access to vocational skills.
One of the key strategies to disrupt the cycle of economic exclusion is equipping women with non-traditional skills—such as driving, carpentry, plumbing, masonry, electrician, etc —that enable access to decent, remunerative livelihoods along with control over skills, mobility, financial resources, technology, market and overall wellbeing and dignity of life. The New Education Policy (NEP) 2020 presents a unique opportunity to bridge this gap by integrating vocational education for women and girls within India’s formal education ecosystem. However, there is no specific provision within the NEP for introducing non-traditional skill training.
This study conducted by the NTL Network, led by its members Azad Foundation and the Institute of Social Studies Trust (ISST), critically examines the NEP 2020 to assess the scope of incorporating non-traditional skill education in the broader framework of transformative education for women and girls. It provides a review of the policy and implementation status of NEP across 10 states, highlighting the opportunities, gaps and challenges hindering women’s access to NTLs and recommends strategies to promote NTL through NEP.
This study aims to engage with policymakers, skill institutions, civil society organizations, practitioners, and stakeholders working towards gender-just skill education and empowering marginalized women in India. We hope that this study will be used as a guiding document to integrate non-traditional vocational education for girls and women within the overall educational policies and framework.
-Secretariat, Non-Traditional Livelihoods (NTL) Network India
