| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: The paper aims to explore the intricacies of the relationship between vocational education programs and the development of entrepreneurial capacity among tribal girl learners in selected regions of India. This paper adopts a mixed-methods approach, amalgamating quantitative survey research with 385 respondents and qualitative research through interviews with 52 vocational training learners and community stakeholders, to understand how the structural and pedagogical features of vocational training programs interact with socioeconomic factors to facilitate or discourage entrepreneurial intentions. The research findings demonstrate that under the circumstances of the introduction of culturally responsive, adequate infrastructure, and institutionally supportive systems, vocational education is a potent initiator of entrepreneurial intention. Besides, compliance with the National Education Policy 2020 and Sustainable Development Goal 5 on gender equality indicates that the existing paradigm requires conceptualisation on a broader level to incorporate intersectional vulnerabilities within tribal communities. The study will introduce certain factual data on the effectiveness of vocational education as a means of development and will identify certain critical gaps in its application that need some intervention in the form of a policy. The paper unravels the significance of using enterprise development modules, market connections and financial literacy in vocational training to make the most out of the previously sidelined population.
Keywords: vocational education, entrepreneurship, tribal girls, gender equality, inclusive development, India
Article Info: Received: 28 June 2026, Received in revised form: 23 July 2026, Accepted: 28 July 2026, Available online: 02 Aug 2026
Azariadis, C., & Stachurski, J. (2005). Poverty traps. In P. Aghion & S. N. Durlauf (Eds.), Handbook of economic growth (Vol. 1A, pp. 295-384). Elsevier. 10.1016/S1574-0684(05)01005-1
Becker, G. S. (2009). Human capital: A theoretical and empirical analysis with special reference to education (3rd ed.). University of Chicago Press. https://www.nber.org/system/files/chapters/c3730/c3730.pdf
Blackden, C. M., Cain, J. A., Hayden, J. C., & Pimhidzai, O. M. (2018). Gender and development in the Middle East and North Africa: Women in the public sphere. World Bank Publications. https://doi.org/10.1596/0-8213-5676-3
Dash, M. (2023). Tribal education in India: Challenges and contemporary reforms. International Journal of Educational Development, 98, 102785.
Devi, P., & Rao, S. (2024). Family attitudes toward female entrepreneurship in South Asia: Intersectional perspectives. Journal of Entrepreneurship in Emerging Economies, 16(1), 45-62.
Gupta, A., & Sen, R. (2021). Women entrepreneurs in India: Structural barriers and supportive mechanisms. Small Business Economics, 57(3), 1189-1205.
Gupta, S., Kumar, R., & Patel, N. (2023). Pedagogical approaches in entrepreneurship education: Evidence from vocational institutions. Education & Training, 65(2), 234-251.
Joshi, M., & Kumar, A. (2023). Gender equity in educational development: Global perspectives and South Asian challenges. Educational Review, 75(4), 512-528.
Kapoor, S., Sharma, V., & Desai, P. (2024). Business acumen development in vocational curricula: Integration strategies and outcomes. Vocational Education Research, 12(1), 78-95.
Köllmann, D., Christoph, V., & Ziegler, A. (2023). Entrepreneurial competencies and aspirations of vocational students: Gender differences and intersectionality. Journal of Vocational Education & Training, 75(2), 214-235.
Kumar, R., & Rao, V. (2023). Skill development and labour market dynamics in India: A longitudinal analysis. Economic Development and Cultural Change, 71(3), 687-715.
Livanos, I., Pouliakas, K., & Zangelidis, A. (2020). Occupational segregation and gender wage gaps in Greece. Journal of Labour Research, 41(1), 45-68.
Mahajan, R., Damodaran, A., & Sharma, R. (2024). Female entrepreneurship in South Asia: Barriers, enablers, and policy implications. Economic and Political Weekly, 59(12), 28-37.
Marginson, S., & Weir-Smith, G. (2018). Skill development and the labour market: Comparative perspectives from South Asia. International Journal of Educational Development, 62, 89-104.
Menon, R., & Kumar, P. (2024). Policy frameworks for tribal education in India: Alignment with SDGs. Education Policy Analysis and Archives, 32(15), 1-28.
Menon, S., Desai, K., & Patel, V. (2023). Gender and occupational segregation in vocational education sectors. Research in Comparative and International Education, 18(2), 234-250.
Ministry of Education. (2020). National Education Policy 2020. Government of India Publications. https://www.education.gov.in/
Ministry of Education. (2023). Pradhan Mantri Kaushal Vikas Yojana: Program evaluation report 2022-23. Government of India. https://www.msde.gov.in
Ministry of Labour and Employment. (2023). Apprenticeship Promotion Scheme guidelines 2023. Government of India Publications.
Ministry of MSME. (2023). Stand-Up India performance review 2023. Ministry of Micro, Small and Medium Enterprises. https://www.standupmitra.in
Ministry of Rural Development. (2023). Deen Dayal Upadhyaya Grameen Kaushalya Yojana performance summary. Government of India. https://ddugky.gov.in
Ministry of Tribal Affairs. (2023). Status of tribes in India: Demographic and educational indicators. Government of India Publications.
Ministry of Women & Child Development. (2023). Beti Bachao Beti Padhao: Impact assessment 2022-2023. Government of India.
Nayak, S., & Mishra, P. (2023). Educational equity in tribal contexts: Challenges and prospects. Asia-Pacific Journal of Education, 43(3), 412-428.
Patel, M., & Sharma, R. (2023). Microfinance access and credit constraints among women entrepreneurs in India. Journal of Development Economics, 154, 102785.
Robles, M., Benavides, M., & Cisterna, D. (2022). Vocational education effectiveness: A systematic review of outcomes in Latin America and Asia. International Journal of Educational Research Open, 3(1), 100136.
Sharma, P., & Patel, S. (2022). Gender stereotyping in vocational education: Occupational segregation and career outcomes. Gender and Education, 34(4), 512-530.
Singh, M., & Bhattacharya, S. (2022). Structural barriers to tribal education in India: A multi-level analysis. Educational Research Review, 36, 100452.
Singh, N., & Desai, K. (2024). Gender-transformative approaches in entrepreneurship education: Evidence from South Asia. Journal of Entrepreneurship Education, 27(2), 1-18.
Singh, R., Kumar, S., & Patel, V. (2024). Teacher training for vocational entrepreneurship: Curriculum and implementation challenges. Teaching and Teacher Education, 137, 104346.
Sukla, A. (2021). Indigenous knowledge systems and education in tribal India: Epistemologies of resistance. Oxford University Press.
Timmons, J. A., & Spinelli, S. (2004). New venture creation: Entrepreneurship for the 21st century (7th ed.). McGraw-Hill.
Tribal Affairs. (2023). Eklavya Model Residential Schools: Implementation review and outcomes 2022-2023. Ministry of Tribal Affairs.
United Nations. (2023). Progress on the Sustainable Development Goals 2023: The leave no one behind report. UN Publications.
UNDP. (2023). Human Development Report 2023: Rethinking development in an uncertain world. United Nations Development Programme.
Venkataraman, S., Venkataraman, A., & Acs, Z. (2023). Nascent entrepreneurship and ecosystem development: Perspectives from theory and policy. Small Business Economics, 60(4), 1467-1485.
World Bank. (2023). Investing in girls' education and women's economic empowerment: Policy implications for South Asia. World Bank Publications.
World Economic Forum. (2024). Global Gender Gap Report 2024: Progress and persistent challenges in gender equality. World Economic Forum Publications.
